Science 3 TG Draft 4 10 2014

DRAFT
April 10, 2014
i
Book Record
School GOTANG PRIMARY SCHOOL
District:
Division:
Region:
Date received by school:
DRAFT
Issued to Date Date
Condition Condition
Returned
(Name of Pupil) Issued
April 10, 2014

To the Teacher
Write the pupils name clearly under the column Issued to.
Use the following letters in recording the condition of the book:
1. (New Book)
2. (Used Book in Good Condition)
3. (Used Book in Fair Condition)
4. (Used Book in Poor Condition)
i
Encourage and assist the pupil in repairing damaged textbooks.
Take Care of Your Book
Dos:
1. Cover your book with plastic or manila paper.

Old newspapers and magazines will do.
DRAFT
2. Be sure your hands are clean when you handle or turn the
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the bound
edge as you turn the pages. This will keep the cover in good
April 10, 2014

condition.
4. Use a piece of paper or cardboard for bookmarks.

5. Paste or tape immediately any torn pages.
6. Handle the book with care when passing from one person
to another.
7. Always keep your book in a clean, dry place.
8. When your book is lost, report it to your teacher right away.
Donts:
1. Do not fold the pages.

2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
ii
For inquiries or feedback, please write or call:
DRAFT
DepEd-Bureau of Elementary Education
Curriculum Development Division
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)
April 10, 2014

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 638-4799 or 637-4347
E-mail Address: bee-deped@pldtdsl.net
bee_director@yahoo.com
INTRODUCTION
iii
INTRODUCTION
Dear Teachers:
This Teachers Guide for Grade 3, was written in response to the

basic goal of education under the K to12 Enhanced Basic Education
Program- to prepare learners to become productive, worthy and
competitive young scientists of the country.
This is divided into four units with illustrations describing each unit ,
representing the whole school year. Each unit has chapter with lessons
and activities prepared which are aligned to the teachers guide.
DRAFT
Learning to develop, keen and accurate observation skills through
experiment, knowing more about matter, sense, living things, non-living
things around you discovering more about your environment , climate
April 10, 2014

change and other topics about the surroundings, earth and space are all
given focus in this l learners material.
Explore Science and make it useful in your daily life. Teaching

Science is having more fun.
The Writers/Conceptualizers
iv
ACKNOWLEDGEMENT
Recognition is given to the following supervisors, administrators,

teachers, BEE Staff and experts in Science for their enthusiastic commitment
in the development, revision and finalization of the teaching guides and
learning materials for Grade 3 under K to 12 Basic Education Program.
Arthur DC. Sacatropes Luz E. Osmena, Ed.D.

Education Prog. Supervisor Education Prog. Supervisor
Region III Region IV-A
Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

Education Program Supervisor Science Coordinator
Division Office, Sorsogon Prov. Division of Tarlac City
Region V Region III
DRAFT
Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Districtof Tagaytay City Mandaluyong City
April 10, 2014

Job S. Zape, Jr. John Fitzgerald Secondes
Education Program Supervisor Master Teacher I
Region IV-A Don Felix Serra Natl. Hi-sch
San Jaoquin, Iloilo Province
Leni S. Solutan Neolita S. Sarabia

Master Teacher Principal II
Sta. Barbara Elementary School STRIVE Coordinator
Division of Iloilo Province Division of Tagbilaran City
Romeo C. Ordoez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
v
Appreciation is extended to the following consultants/reviewers for their
untiring efforts in sharing their expertise:
Evelyn L. Josue
Science Educ. Specialist IV
UP-NISMED
Diliman, Quezon City
Pia Campo May R. Chavez

Science Educ. Specialist Science Educ. Specialist
UP-NISMED UP-NISMED
Diliman, Quezon City Diliman, Quezon City
DRAFT Trinidad M. Lagarto, Ed.D.

Senior Educ. Prog. Specialist, Anchorperson
Curriculum Development Division
Bureau of Elementary Education
April 10, 2014 Marilette R. Almayda

Director III
Marilyn D. Dimaano
Director IV
vi
TABLE OF CONTENTS
Page
Title Page i
Book Record for the Teacher ii
Copyright Page iii
DRAFT
How to take care of your Book iv
Introduction v
Acknowledgement vi
April 10, 2014 UNIT I : Matter
Overview
Chapter 1 Solids 1-9
-Characteristics of Solids
-Naming /Classifying Different Solids
- Describing Solids according to Color
- Describing Solids according to Shape
- Describing Solids according to Size
vii
- Describing Solids according to Texture
Chapter 2 Liquids 9-14
- Characteristics of Liquids
-Naming /Classifying Different Liquids
- Describing Liquids according on how they flow
- Describing Liquids on how they take the Shape
of the container
- Describing Liquids on how they occupy Space
DRAFT
- Describing Liquids according to Smell
Chapter 3 Gases 15-18
April 10, 2014

1. Describing that Gases take the Shape of the Container
2. Describing that Gases occupy Space
3. Describing that Gases are Odorless and Tasteless
Chapter 4 Proper Use and Handling of Common Solids,
Liquids, and Gases at Home and in School 18-22
-List of Common Products Found at Home and in School
4. Harmful Effects of Common Materials Found

at Home and in School
5. Safety Measures in handling Harmful Materials
Chapter 5 - Changes in Materials 23-39

- Measuring the Temperature of Materials
6. Measuring the Temperature

of Hot/Warm Materials
viii
7. Measuring the Temperature
of a Cold Material
8. Changes in Materials as affected

by Temperature
9. What happens to Water when Heated?

10. What happens to Water Vapor when Cooled?
11. What happens to Napthalene Ball when Heated?
12. What happens to the Air inside the Bottle/Balloon when Heated or
Cooled?
UNIT 2: Living Things and their Environment
Chapter 1 - Sense Organs 40-50
DRAFT
13. Identifying the Parts of the Eyes
14. Proper Ways of Caring the Eyes
15. Identifying the Parts of the Ears
16. How the different Parts of the Ear Work?
17. Proper Ways of Caring the Ears
April 10, 2014

18. Identifying Parts of the Nose and its Functions
19. Proper Ways of Caring the Nose
- Identifying the Uses of Tongue
20. Identifying the Parts and Functions of the Tongue

21. Identifying the parts of the Skin and its Function
22. Proper Ways of Caring the Skin
Chapter 2 Animals 50-61
23. Naming Animals around you

24. Parts of an Animal
25. Body Parts Animals Use to Move
26. Classifying Animals according to how they move
27. Body Parts of Animals that they use in getting foods
28. Classifying Animals according to what they Eat
29. Classifying Animals according to their Body Covering
30. Classifying Animals according to their Habitat
31. Useful Animals
32. Importance of Animals according to Use
33. Animals that can Harm People
34. Proper Ways of Caring Pets
ix
Chapter 3 Plants 61-76
- Naming and Describing Plant Parts
- Same Plant Parts, different Plants
- Different Plant Parts have different Works
- Things that come from or made of Plants
- Different Uses of Plants
- Harmful Plants
- Proper Was of Caring Plants
- Characteristics of Living and non-living Things
DRAFT
Chapter 4 : Heredity: Inheritance and Variation
- Animals Produce Animals of the same Kind

76-84
April 10, 2014

- Physical Traits of People from Different Ethnicity
- Physical Traits of Animals of the same Kind
- Plants Produce Plants of the same Kind
- Growing Plants from other Plant Parts
- Basic Needs Humans, Animals and Plants
- Things We Need from the Environment
- conservation and Protection of the Environment
Chapter 5: Ecosystem 85-91
UNIT 3: Force, Motion and Energy
x
Chapter 1: Moving Objects 103-121
- Describing the Position of an Object
relative to another Object
-Describing the Location of Objects After it is Moved
- Sounds
Chapter 2: Electricity 121 - 129
- Sources of Electricity
-Uses of Electricity
Chapter 3 Sounds 130- 135
DRAFT
Chapter 4- Electricity 135-148
UNIT 4: Earth and Space
April 10, 2014

Chapter 1: The Surroundings
- The Surroundings
149-159
Chapter 2: Weather 159-186
- The Weather
Chapter 3: Objects Seen in the Sky 187-210
-Different Objects seen in the Sky
xi
UNIT 1: Matter
Chapter 1: Solids
There are three states of matter. One of which are solids. Solids have
different characteristics which enable us to describe one from the other. Solids
maybe described in terms of color, size, shape, texture , weight and volume.
Lesson 1 - Characteristics of Solids

Duration: 1- 2 days
Background Information
Solids maybe described in terms of color, size, shape, texture and weight.
DRAFT
We use our senses in identifying objects based on their characteristics. We can
find various solids in our environment. Let us collect some solids in the garden
and be able to identify each object.
Objectives
At the end of each lesson, the pupils should be able to:
1. name different objects around us; and
April 10, 2014

2. classify the objects based on their characteristics.
Procedure
Motivation / Presentation
Look around you .
Ask :Look around you. Name the solid objects that you see? What can
you say about the solid objects around you?
B. Lesson Proper
1. Divide the class into five groups.
Say: Today, we will visit the garden. While in the garden, collect 10 objects.
2. List down the objects based on their characteristics inside the chart below.
Copy the chart in your notebook.
1
Color Size Shape Texture Weight
Black White Other Small Big Round Square Other Smooth Rough Heavy Light
color shape
Note: Give precautionary measures in collecting objects specially things which

can cause wounds. Let the pupils fill up the table below:
1. Ask the following questions:

a. What objects did you collected in the garden?
b. How did you identify the objects?
DRAFT
c. Are they the same? Why?
2. Prepare activity cards similar to those shown below?

Discuss the things you listed and be able to describe them.
April 10, 2014

Group A Group B
List down 5 objects you see List down 5 objects found

in the library and describe the inside the room and describe the
objects. Present them in class. objects. Present them in class.
Group C
List down 5 objects found inside your

bags and describe the objects. Present
them in class.
2
Assessment
List down 2 objects inside the box below which can be classified
according to size, shape, color, texture and weight.
Things Around Us
Objects at home Objects according to Objects according to

shape color
1. ( big size)
2. ( round) 1. (round object) 1. (black color)
2. ( Triangle obj.) 2. ( white color)
DRAFT
Assignment
Draw 5 objects with different colors.
Lesson 2 : Characteristics of Solids according to their color

Duration: 1 day
April 10, 2014

Solid is a state of matter with different colors.
Objective
At the end of the lesson, the pupils should be able to describe solids
according to their color.
Materials
pictures or real objects
Procedure
1. Review
Ask the pupils to name the solids that they can see inside/outside the
classroom
2. Motivation / Presentation
1. Let the pupils play a game(???)

Pupils group themselves according to the colors of their shirt, shoes,
slippers, socks, and bags.
3
C. Lesson Proper
1. Activity
a. The teacher asks some pupils to get an object from the box. Each pupil
name the object and identify the color.
2. Discussion/Analysis
a. What are the objects found inside the box?

b. What are the colors of the objects inside the box?
c. What characteristics of solid did you observe?
3.Generalization
What are the colors of solids? ( red, blue, white, black etc.)
What can we say about the colors of solids? (Solids have different colors)
Application
Form a dyad:
DRAFT
Let the pupils choose three (3) objects inside their bag and exchange it
with his/her partner. Have them identify the object and its color. Fill the table
below.
Objects Colors
1.
April 10, 2014

2.
3.
Assessment
Look at your own things and tell their color.
Solids Color
Bag
Ball pen
Shoes
Skirt/Pants
Shirt/Blouse
Assignment
Look for different objects in your kitchen. Make a chart of these objects and
their color. Write them in your notebook.
Lesson 3: Characteristics of Solids According to Shape

Duration: 1 day
4
Solids have shapes too. The particles of solids are close together. They
move back and forth but the particles do not change places. This is why solids
do not change shapes.
Objective
At the end of the lesson, the pupils should be able to identify solids based on
their shapes.
Materials
pictures or real objects with different shape
Procedure
A.Review
Describe solids based on their color.
DRAFT
B.Motivation
Have the class sing the song I Have to the tune of Where is Thumb
Man.
I have ballpens*,
I have notebooks*,
I have books*, I have chalk*
April 10, 2014

These things are called solids. (2x)
In our room. (2x)
(* Use the names of other objects found on your table.)
Say: Now, get some objects from your bags. Repeat the song I Have by
naming the objects you are holding.
Ask:
1. What do we call those objects you are holding? (They are all
solids.)
2. Do they have a definite/exact shape? (Yes)
C .Lesson Proper
1. a. Show pictures of different basic shapes such as a triangle, circle, square,
and rectangle.
b. Ask the pupils if they know objects with these shapes.
c. Let them identify objects with these shapes.
2.Ask the following:

a. Were you able to place the objects in their proper boxes?
b. How did you group or classify the objects?
c. Do they have definite characteristics ? What are these characteristics of
the objects you classified?
5
d. What are the ways of classifying solids?
3. Have the class describe the characteristics of the following objects:

MATERIALS RECTANGLE TRIANGLE ROUND
1. ball
2. CD
3. tomato
4. cotton
5. atis
Assessment
Have the class do the following activity.
Study the pictures of different objects. Choose the correct shape in the
parentheses.
(rectangle, round, triangle)
DRAFT
1.
bag
2.
ball
April 10, 2014

3.
coin (rectangle, round, triangle)
4. pineapple
5.
onion
Assignment
Let the pupils collect pictures of different objects and make an album of
their shapes.
Lesson 4: Characteristic of Solids According to Size

Duration: 1 day
6
Ruler and meter stick are some of the measuring devices used in
determining the size of solids. These devices help us to measure the length, width
and height of solids.
Objective
At the end of the lesson, the pupils should be able to :
1. compare solids according to size;
2. classify solids according to size; and
3. use measuring devices in determining the size of solids.
Procedure
A. Presentation
Show and post pictures of different objects on the board.
Ask: What are the objects posted on the board?

How do these objects different from each other?
DRAFT
April 10, 2014
Add two more boxes to include photos showing the length like photos of a
pencil and a broomstick.
B.Lesson Proper
1. a. Show a ruler and a meter stick. Ask the class to compare

the two measuring devices.
Emphasize that a ruler is used to measure short objects while

a meter stick is used to measure long objects. Introduce the
units of length, width and height. Give example. (e.g. length
-2 inches; width 3 meters,: height -3 feet) A good
measurement must have the value and the unit.
7
b. In groups , allow the class to work on the activity. Guide them in
accomplishing LM No. 4.
Discussion/Analysis
a. What are the solids found in your list?
b. How are they similar or different?
c. How did you classify the solids?
Generalization
What characteristics of solids did you learn today?
Application
Draw objects showing different size.
Assessment
Name objects found in the room. Tell the size of the objects using a ruler
or meter stick. Get the exact measurement of each object.
DRAFT
Assignment
List down objects found at home and in school. Describe their sizes.
Lesson 5 : Characteristics of Solids According to Texture
April 10, 2014

Duration: 1day
Solids have different textures. They can be categorized as smooth, rough,
hard and soft.
Objective
At the end of the lesson the pupils should be able to classify solids according to
texture.
Materials
The objects to be observed will depend on the contents of the pupils
bags. You can include objects like pad paper, sand, pebbles, sandpaper,
pineapple peelings, wooden stick, sponge, drinking glass and others.
Procedure
A. Motivation / Presentation
TEXTURE HUNT
Ask the pupils to go on a walk around their classroom and let them
touch various objects. Ask the pupils to describe the texture. (The descriptions
could be : hard, soft, rough, smooth.)
8
B. Lesson Proper
1. Prepare all the necessary materials beforehand. (handout and different
solids).
2. Distribute the handout. Give the pupils 10 minutes to read and discuss the
procedure.
3. Remind the class to observe at all times the precautionary measures
relevant to the activity. ( Hint: The teacher examines the objects before
letting the pupils touch them)
4. Tell the pupils to copy the chart below in their notebooks.
5. Let the pupils observe the different solids. Tell them to write their
observations in the appropriate columns in the data table.
Name of Texture
Solid
smooth rough Soft hard
1.
2.
DRAFT
3.
4.
5.
After the activity, ask the following questions:

a.What characteristics of solids did you specifically observed?
April 10, 2014

b.How did you classify solids?
c.How can classifying objects help you in your daily life activities?
Assessment
Ask the pupils to group the materials according to their texture. Write the
name of the solid in the proper box.
plastic cup drinking glass ice
pencil eraser leaf stone wood metal spoon
HARD SOFT ROUGH SOFT
Assignment
Ask the pupils to bring to class at least ten solids from a place outside their
homes. (backyard garden, sidewalk) and identify the solids based on their
texture.
9
Chapter 2 : Liquids
Overview
Liquid is another state of matter. It has no definite shape but it follows the
shape of the container. The particles of liquids move freely than those of solids.
The particles slide or roll over each other; this is why liquids have no shape of
their own. It has the ability to flow. Liquids occupy space. Some liquids have
taste and odor/smell.
Lesson 1: Characteristics of Liquids

Duration : 1 day
Liquids have the ability to flow. The particles of liquids are far apart. They
can move, slide or roll around each other. They can be poured from one
container to another. This is what makes liquids flow. Some liquids flow faster
DRAFT
while some do not.
Objective
At the end of the lesson, the pupils should be able to describe different liquids
based on their different characteristics.
April 10, 2014

Materials
pictures or real liquids
Procedure
1. Review
Ask: What are the different characteristics of solids?
Show pictures of different liquids. Say: Here are various samples of liquids.
Look at them. Can you name them?
Ask: What is common among these things? What do we call them?

(They are all liquids.)
10
3. Lesson Proper
1. Teacher should tell the students to go to the canteen and ask the
canteen staff to show the different liquids available. (Give some
precautionary measures in dealing with liquids which may not be familiar
to pupils). Demonstrate the activity first before letting the pupils do it.
Have this table be filled up by the pupils.
NAME OF LIQUID How objects Shape of the Taste Odor/ Space it

flow smell occupies
container
Soy sauce
Condensed milk
Water in a plastic
DRAFT
bottle
Perfume
April 10, 2014

a. How did you describe the different liquids ?
b. Do liquids have the same or different characteristics? How do they differ

or similar from each other ?
3. Prepare activity cards similar to those shown here. Group the class into
three and give each group a card. Say: Study your activity card. Discuss the
liquids that you listed and be ready to report them in class.
Group A
Group B
List down two liquids you see in the
List down two objects found in your
school canteen and write down
kitchen and write down possible
possible ways of describing them in
ways of describing them in a piece
a piece of cartolina. Present them in
of cartolina. Present them in class
class similar below:
similar below.
Name of Objects Ways of describing
Liquids
Objects
(ability to flow,
(ability to flow,
shape,size,volume,
shape,size,volume,
taste, odor)
taste, odor)
11
Example: Sweet taste, it can
flow, takes the
Juice shape of the
Group C
List down two objects found in your

bathroom and write down possible
ways of describing them in a piece of
cartolina. Present them in class similar
below.
DRAFT
Assessment Objects
Say: List down two (2) liquids found in(ability

different places below. Write your
to flow,
April 10, 2014

answers in the graphic organizer . Do this onshape,size,volume,
your notebook.
taste, odor
Things Around Us
Liquids found in Liquids found in the Liquids found in the

the kitchen bathroom school canteen
1. 1. 1.
2. 2. 2.
Assignment
Have the pupils cut out three (3) pictures of liquids that can be poured
from one container to another. Paste them on their notebook.
12
Session 2: Characteristics of Liquids according to how they flow
Duration : 1 day
Liquids have the ability to flow. Some flow slowly and others flow fast when
poured from one container to another. They have no definite shape. They just
follow the shape of their containers.
Objective
At the end of the lesson, the pupils should be able to describe how liquids flow
from one container to another.
Materials
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons,
transparent bowl
DRAFT
Procedure
A. Review
Let the pupils show their cut out pictures.
Ask: Have you experienced pouring them from one container to another?
April 10, 2014

B.. Motivation / Presentation
Ask: If
you will pour those
liquids in the containers shown on
the picture, what will happen to the shape of liquids ?
C. Lesson Proper
1. Divide the class into 5 groups.
2. Tell the class to do procedure 1 7 in their LMs.
3. Let the class repeat the procedure using other liquids and tell them to
record their observation on the chart following the table in their LMs.
4. Let the group leader report their observation in class
5. Discuss the activity using the following questions:
a. What happened to the different liquids when poured from one
container to another container? Do they flow in the same way ? Why?
Are the shapes the same as the original container? Why?
b. What characteristics of liquids did you observe?
13
c. What does the activity tells about liquids?
6. Read the situation and let the pupils analyze.
Rita poured a small can of condense milk and an evaporated milk
from one container to another . Which one will flows fast and slow? Why?
Assessment
Describe the liquids below on how each one flows when poured from one
container to another. Put a check (/) mark in the box if it correctly describes the
liquid and (X) mark if not.
Name of Liquid Does it flow Does it flow fast? Does it flow very
slowly? fast?
1. water
2. soy sauce
DRAFT
3. vinegar
4. shampoo
5. oil
April 10, 2014

6. Condensed
milk
Assignment
Cut out pictures 3 different liquids from old magazines and describe how
they flow.
Lesson 3: Characteristics of Liquids on how they take the shape of the container
Duration: 1 day
Liquids do not have their own shape . They take the shape of their
container. It also occupies space . The space it occupies depends on the
shape of its container thus, it has no definite volume.
Objective
14
At the end of the lesson, the pupils should be able to describe the liquid
according to the shape of the container and the space it occupies.
Materials
Glass, water
Procedure
1. Review
Ask: Bring out your cut out pictures. How do these liquids flow?
2. Motivation
Say: Look at the glass on the table. What is inside it? What occupies the
space in the glass? If i will transfer the liquid into a glass with different shape,
will the shape and space occupied by the liquid still looks the same? Why?
3. Lesson Proper
Have the class study the following illustration. Ask: If you add more water
DRAFT
in the glass, what will happen? Let us find out if liquids can take up space.
April 10, 2014

1. Set the standards in performing the activity. Remind pupils on cleaning the
area after each activity.
2. What happened to the water in a glass when you add more and more
water in it ? Why?
3. Ask: Do liquids occupy space? Why ?
4. Read the following situation aloud and have a discussion about it.
There are three glasses on the table. The blue glass is filled with milk. The
yellow glass is filled with water. The orange is filled with buko juice. What
occupies the space in the glasses? Do liquids occupy the same space? Why?
Assessment
15
Given two liquids in each container. Liquids A and B drawn below.
Describe the two liquids according to shape and the space it occupies.
Liquid A Liquid B
Shape of liquid A ______________ Shape of Liquid B ____________

Space occupied by liquid A ____________ Space occupied by liquid B __________
DRAFT
Assignment
Cut out 3 different liquids from old newspaper which can be
identified according to shape.
April 10, 2014

Lesson 4: Characteristics of Liquids according to their taste and odor or smell of
liquids
Duration: 1 day
Some liquids have taste and odor. The taste of liquids maybe sweet,
sour, salty and bitter. Its odor or smell maybe good or bad.
Objective
At the end of the lesson, the pupils should be able to describe the taste and
odor or smell of liquids.
Materials
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue
baby oil
Procedure
A. Review
Ask: Do liquids occupy space? Why.
B.Motivation / Presentation
Ask: What can you say about these liquids?
Vinegar, soy sauce, catsup, milk
16
C. Lesson Proper
1. Prepare the set-up of liquids and let the pupils observe them.
2. Have the pupils describe their characteristics according to taste and
smell.
3. Have them record their observations in an activity sheet.
2.
a. How did you describe the liquids?
b. What is your basis in describing the liquids?
c. What characteristic of liquids is observed in the samples provided?
3. Have the class study the following liquids. Let them fill in the column with
the characteristics of liquids in the following table.
Materials Smell or odor ( good or Taste ( sour,salty,bitter,
DRAFT
bad) sweet)
1. alcohol
2. catsup
3. juice
4. vinegar
5. perfume
April 10, 2014

6. soy sauce
7. water
8.glue
9.baby oil
Note : The teacher should provide precautionary measures before letting the
pupils taste any liquid.
Caution : Never taste poisonous objects.
Assessment
Underline the correct word/s inside the parenthesis.

1. Perfume has a (good smell, bad smell).
2. The taste of orange juice is (sweet, salty).
3. Vinegar is ( sour, bitter).
4. Honey has (sweet, salty, ) taste.
5. Candies have ( sweet, bitter) taste.
Assignment
Let the pupils make an album of 10 pictures of different liquids cut out
from old magazines. Have them describe the characteristics of each liquid.
Chapter 3 : Characteristics of Gas
17
A gas is another state of matter. It has no definite shape, thus it takes the
shape of the container. We cannot see them but we can feel them. In this
lesson, you will find the different characteristics of gas.
Lesson 1: Characteristics of Gas according to the shape of the container

Duration : 1 day
Gases have no definite shape. They take the shape of the container.
Objective
At the end of the lesson, the pupils should be able to describe

the characteristic of gases according to its shape.
DRAFT
Materials
3 Balloons of different sizes and shapes
Procedure
1. Review
April 10, 2014

Ask: What are the different characteristics of liquids?
B. Motivation / Presentation
Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it.
Ask : If you will release the balloon from your hand, what will happen to it?
Why?
C.Lesson Proper
1. Divide the class into 4 groups. Get different shapes of balloons. Blow air
into it. Observe what happens to the balloons.
2. Ask:
a. What happen to the balloon as you blow air into it?
b. What characteristic is shown by the balloon?
c. What can you say about the shapes of the balloon ?
Assessment
Draw 5 balloons with different colors. Describe their shapes.
Assignment
18
List down 5 different gases found in the environment.
Lesson 2: Characteristics of gases according to space they occupy

Duration: 1 day
Gas has no definite shape and volume. It takes the shape and volume of
its container.
Objective
At the end of the lesson, the pupils should be able to describe the space
occupy by the gases.
Materials
air fresheners
Procedure
DRAFT
A.Review
B.Motivation/ Presentation
Ask: Do you know the content of air freshener?
C. Lesson Proper
April 10, 2014

Show the illustration of the different air fresheners.
Ask: If more gas is added on these containers, what will happen?
1. Prepare the materials a day before the lesson. Give some precautionary
measure in handling the materials before the activity starts.

a. What is inside the empty glass?
b. What happened to the paper towel ? to the Styrofoam?
c. What does the activity shows?
3. Tell your pupils in group to blow air into the plastic bag. Add more air into it.
What happen to the plastic bag?
Assessment
Get a plastic bag. Blow air into it. Add more air.
Ask: What will happen to the plastic bag?
Assignment
Bring objects (solids, liquids etc.) found at home for our next lesson.
Chapter 4. PROPER USE IN HANDLING COMMON SOLIDs, LIQUIDs,

AND GASES FOUND AT HOME AND IN SCHOOL
19
Overview
This chapter presents proper use in handling common solids, liquids, and
gases found in school and at home. Classifying materials as hazardous and non-
hazardous are included in this chapter. By performing the activities, different
process skills of the pupils like identifying, describing ways on the proper use and
handling of hazardous materials are given emphasis in the lessons presented.
Lesson 1: Common Solids, Liquids, and Gases Found at Home
Duration: 2 days
Different materials can be found at home. These maybe solids, liquids or
gases. Each material has its intended use. Substances found in the home are
important to humans.
DRAFT
Objectives
At the end of the lesson, the pupils should be able to:
1. Classify the materials found at home as solids, liquids, and gases ; and
2. describe their uses .
Materials
April 10, 2014

pictures of common materials found at home
Procedure
Ask: What are the common materials found in your home? Name as
many as you can. Where can you find these materials? What are the things
that you want to know about these substances?
Use the KWL chart in this activity.
2. Lesson Proper
1. Divide the class into 5 groups. Let the pupils do activity in the LM.
2. Have the groups write in manila paper their answers. They may use the
tabular form in activity 1 as guide. Post on the board the manila paper of
each group.
3. After all groups have done the activity, one representative in each group
will report their findings. Come up with common answers of the pupils.
4. Then, ask the following questions :
1. What can you say about the common materials found in your
home?
b. How did you classify them ?Are these materials important? Why?
20
c.Could people live without these materials? Why?
d.What do you think would life be without these materials?
2. Discuss with the pupils the following concept :
1. Different materials can be found at home. These materials may be
solids, liquids, or gases.
2. Each material has its intended use.
3. Materials found in the home are important to human lives.
Assessment
Match the picture in column A with column B. Connect the letter to its
correct picture using a line inside the box and write down if it is solid, liquid
or gas.
A B
DRAFT
1. a. Use as food
It is ______________
April 10, 2014

2. b. Use for cooking
It is ___________________
3. c. Disinfectant
It is _________________
4. d. Use for washing

It is ________________
5. e. Use for killing insects/pests
21
It is __________________
(Note: You may use/ include any picture of materials found at home, if
possible different from those already given/listed by the pupils. The
pictures should be placed in column A.)
Assignment
Remind the pupils to bring empty containers of the following materials:
DRAFT
1. Bleaching liquid
2. Shampoo
3. Pesticide
4. Any toilet freshener
5. Mosquito coil empty box
April 10, 2014

Lesson 2. Harmful Effects of Common Materials Found at Home
Duration: 1 day
It is important to encourage pupils to read the labels on products they
use to become more chemically literate or aware of the hazards to avoid
any accident. Keep in mind that most household cleaning products and
pesticides are reasonably safe when used as directed, and that the level of
toxicity of a product is dependent on the dose of the product used (never use
more than the amount listed on the label) and the length of exposure to the
product.
Objective
At the end of the lesson, the pupils should be able to identify the harmful effects
of the common materials found at home and in school
Materials
Pocket chart
Procedure
1. Review
Call on some pupils to answer these questions:
1. What can you say about the common substances found in your home?
Are these substances important? Why?
22
1. Could people live without these materials? Why?
2. What do you think would life be without these materials?
A family in a remote barrio made use of empty mineral water bottles as

containers for their washing and drinking water. One day, the father filled in
one empty bottle with kerosene to be used in the farm. While preparing other
things, he left the bottle with kerosene on top of the table. Unknowingly, his
little boy who was playing outside, came in the house, got the bottle and
used its content in washing his hands. Suddenly, the little boy felt itchiness and
got his hands irritated.
Why do you think this happened? What was done wrong?
3. Lesson Proper
DRAFT
1. Let the pupils do Activity 2 in the LM (Group activity)
2. They will write on manila paper the materials in the table. (Refer to the
tabular form in activity. Post on the board the manila paper of each
group.
3. After the groups have done the activity, one representative in each group
will report their findings. Come up with the common answers of the pupils
April 10, 2014

by posting it in the pocket chart. Then ask the following questions :
1. What should you do in order to know if the material is hazardous or not?
Why?
Give emphasis on its harmful effects when not stored/ used properly.
2. Discuss some undesirable/deadly effects of some materials and

emphasize the following concepts :
3. Materials maybe flammable, toxic, poisonous and corrosive to skin
when not used properly.
4. Reading product labels is important in order to determine the hazards
of materials to man and other living things.
Assessment
Write the hazards that the following materials may do to people when not
used properly:
1. Disinfectant 2. Insecticides
1. LPG 4. Bleaching liquid
1. Muriatic Acid
Assignment
23
List down at least 2 reasons on what should you do in order to avoid accident
brought about by the misuse of the materials that are commonly found at
home?
Lesson 3. Safety Measures in Using and Handling Harmful Materials

Duration: 1 day
Precautions are essential for safety in using the materials commonly found
at home and in school. Never use more than the amount listed on the label of
the product.
Objective
At the end of the lesson, the pupils should be able to describe the proper ways
in using and handling harmful materials at home and in school.
Materials
DRAFT
pocket chart, pictures of precautionary measures in handling harmful
materials
Procedure
1. Review
Ask: What should you do in order to know if the material is hazardous or
not? Why?
April 10, 2014

Say: If I will give you a liquid material which you do not know , what
should you do first ? Why do you have to read the label first?
3. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
2. Tell them to write in their notebook.
3. After the class has done the activity, discuss the lesson then ask the
following questions:
1. What are the proper ways of handling and using harmful materials found
at home?
2. How does a material become harmful to humans and other living things?
3. What should one do in order to avoid accident?
Give emphasis to its harmful effects when not used properly.
4. Discuss with the pupils the following concepts:

1. Precautions are essential for safety in using the materials commonly found
at home and in school.
2. Never use more than the amount listed on the label of the product.
Assessment
24
Divide the class into 4 groups and let them have a role play on the safety
measures in using and handling harmful materials at home or in school.
Assignment
List down at least 2 materials found in your home and write down the
proper way in handling the material that you listed. Write in your activity
notebook.
Chapter 5: Changes in Materials
Overview
Matter exists in different forms: It maybe solid, liquid, and gas. These
different materials (solids, liquids, and gases) change when heated or cooled.
In this chapter, the pupils will learn about the changes that may happen
to materials when they are heated or cooled or when there is a change in
DRAFT
temperature.
Activity 1 provides a simple activity that activates pupils prior knowledge

and ideas about hot and cold materials.
Activities 2 and 3 develop pupils skills in using, measuring and reading

temperature of materials using laboratory thermometer and help them compare
April 10, 2014

materials of different temperature.
Activity 3 gives general ideas/concepts to pupils that when heat is

added, the temperature of the material increases; but, when heat is removed,
the temperature of the material decreases. These are basic ideas from where
the concepts in the succeeding activities will be based and understood.
Activities 4 to 8 develop the pupils understanding about the effects of the

change in temperature on the material. It focuses on the idea that when
materials are heated or cooled, they may change their forms: from solid to
liquid, liquid to solid, liquid to gas, or gas to liquid, and solid to gas. Other
materials expand or contract when heated or cooled.
Lesson 1: Is it Hot or Cold?
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to tell whether the material is
hot or cold.
Materials
25
flashcards/ Pictures or real hot and cold objects, manila paper,
marker/pentel pen
Procedure
A.Motivation/ Presentation
1. Let the pupils do this simple activity:
Feel your hands by placing them to your cheeks.

What did you feel? (e.g. cold, warm, hot)?
Now, rub your hands together for 15 times. Put them again to your
cheeks. What did you feel? (e.g. cold, warm, hot)? Why did you
feel such?
DRAFT
(In this activity, let the pupils understand that in rubbing their hands
together, heat is produced and the heat produced makes their
hands warm.)
So, can you now distinguish hot from cold materials.

Today we will consider other materials you are familiar with and tell
April 10, 2014

whether the material is hot or cold.
B.Lesson Proper
1. Let the pupils do Activity 1. You may ask them to do the activity by
group. (This is a simple activity that aims to activate pupils prior
knowledge about hot and cold objects/ materials).
2. Give them the needed materials (manila paper, pentel pen, etc)
and instructions in doing the activity. Ask them too to present their
output after 10 minutes.
3. During the reporters presentation of output, take note of their

responses particularly to the questions in the activity.
4. Process pupils responses by giving focus to the pupils answers to

the activity questions. The teacher should be able to solicit
students prior knowledge or ideas about hot and cold materials.
Though their ideas are not completely correct, they must be taken
as input to the next lesson/ springboard for the discussion of the
next lesson.
Assessment
26
Pupils activity outputs may be taken as a form of assessing their
knowledge formatively. Take note that such assessment results
should not be graded . Its purpose is just for the teacher to
determine pupils prior knowledge as a springboard for the
discussion of the next lesson.
Assignment
What could be the temperature of hot objects compared to cold
objects?
Lesson 2: Measuring the Temperature of Hot/ Warm Material
DRAFT
Duration: 2 days
A thermometer is used to measure the temperature of a material. The

commonly used laboratory thermometer uses fluid, usually alcohol or mercury
that rises up or expands when heated.
April 10, 2014

The temperature of the material
tells whether the material is hot or cold.
It is usually measured in degrees Celsius
(0C).
Below are some precautionary

measures to be observed in using a
laboratory thermometer:
1. Level the alcohol (alcohol

thermometer) to set it to normal
temperature reading.
2. If the laboratory thermometer
is not set to normal temperature
reading, shake it until it turns to normal
temperature reading.
3. Try to use it by getting the
temperature reading of tap water.

4. Keep the thermometer in an upright (not tilted) position when taking a
reading.
27
5. The bulb of the thermometer should be surrounded from all sides by the
substance of which the temperature is to be measured.
6. The bulb should not touch the surface/ bottom of the container.
The temperature of hot/warm water is higher than the temperature of
tap water (room temperature).
Objectives
1. measure the temperature of tap water and hot/warm water using a

thermometer;
2. read the temperature from the thermometer correctly; and
3. compare the temperature of tap water and hot/warm water.
Materials
2 beakers/ identical glass containers
DRAFT
laboratory thermometer
equal amounts of hot/warm water and tap water
Procedure
1. Review
April 10, 2014

Yesterday, we identified some materials that are hot and cold. Cite
2 examples of hot materials you found at home.
2. Motivation/ Presentation
1. Show the class 2 containers filled with water. Place them on the
table. Label each container as container 1, and container 2.
(Note: Container 1 contains warm water and container 2 contains
tap water. But you dont have to tell the class that they contain
such.)
2. Call some pupils. Tell them to do this activity:
1. Dip your right hand fingers into container 1 and your left
hand fingers into container 2, at the same time. Then ask: What did
you feel when you dip your finger in container 1?
What did you feel when you dip your finger in container 2?
(Pupils answers may vary. Pupils would say that the water in container
1 is hot or warm. But, they might describe what they feel in container 2
differently. Pupils descriptions for water in container 2 could be cold,
less hot, normal, etc.)
28
Hence, the teacher should let the pupils realize that their sense of
touch would not give accurate measure of how hot or cold the
material is, and that a certain device is needed to measure how hot or
cold the material is.
Then, ask: What is the instrument that measures the hotness or

coldness of the material ? (Thermometer)
Today, we will investigate and understand more about heat and

temperature. We will perform an activity that will help us understand
how to use the thermometer and how to measure the temperature of
materials using thermometer. We will also compare the temperature of
tap water and hot/warm water, and describe the effect of heat on
the material.
2. Lesson Proper
DRAFT
3. Orient first the pupils with the parts and kinds of thermometer, the
scale used, the proper way of using it, and some precautionary
measures in using laboratory thermometer. (Please refer to
background information section).
April 10, 2014

4. In this activity, glass container will be used for warm water. Be
reminded that an ordinary bottle cannot be used for boiling water.
5. Briefly, discuss with the pupils the procedure of the activity.
6. Divide the pupils into 5 small groups. Give them the materials
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activity, group output reporting/ output
presentation, etc)
7. Solicit some questions from the pupils to clarify some activity

concerns before asking them to perform the activity.
8. Let the pupils perform Activity 2. Supervise/ guide them as they do

the activity.
9. Let each group report their activity results.
10. Discuss and process their answers to the questions. The following
important ideas should be emphasized and understood by the
pupils:
29
1. Thermometer is a device used to measure the hotness or
coldness of an object.
2. The normal room temperature ranges from 20 0C - 25 0C. The average
room temperature is 23 0C.
3. The temperature of hot/warm water is higher than the temperature of tap

water (room temperature) and vice-versa.
4. Heat added to the material increases the temperature of the material.
DRAFT
Assessment
(Note: Tell the pupils that the diagram is just a portion of the whole
thermometer
1. What is the temperature indicated in the thermometer below?
April 10, 2014

1.
2. 3.
4. 5.
30
2. Complete the statement below.
6. The temperature of hot water is ___________________ than the

temperature of tap water.
Assignment
Compare the temperature of ice to the temperature of boiling

water? Write your answer on your notebook.
Lesson 3: Measuring the Temperature of Cold Material

Duration: 2 days
DRAFT
Objectives
1. measure the temperature of tap water and cold water using a

thermometer;
2. compare the temperature of tap water and cold water ; and
April 10, 2014

3. read the temperature from the thermometer correctly.
Materials
2 beakers/ identical glass containers
laboratory thermometer
equal amounts of cold water and tap water
Procedure
A.Review
Ask: What can you say about the temperature of ice as

compared to the temperature of boiling water?
Today, we will be doing an activity that will help you compare the
temperature of tap water and cold water, and describe the effect
of removing heat from the material.
C.Lesson Proper
31
1. Divide the pupils into small groups.
2. Give them the materials needed. Remind them of the proper way
of using laboratory thermometer.
3. Give other necessary instructions in accomplishing the task (i.e.

time limit in doing the activity, group output reporting/ output
presentation, etc)
4. Let the pupils perform Activity 3. Supervise/ guide them as they do

the activity.
DRAFT
5. Let the group presenter/reporter presents the activity results.
6. Discuss and process their answers to the questions in the activity.

The following important ideas should be emphasized and
understood by the pupils:
April 10, 2014

1. The temperature of cold water is lower than the
temperature of tap water (room temperature) and vice-
versa.
2. Heat when removed from the material lowers the
temperature of the material.
Assessment
The activity output of the pupils may be considered in assessing them
formatively.
Assignment
1. .What is the temperature of tap water? What is the temperature of cold

water?
2. How will you compare the temperature of tap water with that of cold
water? (The temperature of tap water is higher than the temperature of
cold water, or the temperature of cold water is lower than the
temperature of tap water).
3. What is the effect of removing heat from the water? (Heat removed from
the water decreases the temperature of the water.)
32
Lesson 4: What Happens when a Candle Wax is heated or Cooled?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe the candle wax
when heated and cooled.
Materials
small piece of candle wax, big spoon, thick cloth, candle

small piece of wood, match
Procedure
1. Review
Ask the pupils the following questions to recall the idea/concept

that heat affects the temperature of the material:
DRAFT
1. What can you say about the temperature of the material when
heat is added to it? (Increases)
2. What can you say about the temperature of the material when heat
is removed from it? (Decreases)
April 10, 2014

Now, what do you think will be the effect of the increase or

decrease in temperature on the material?............................ If the
candle wax is heated or cooled, what do you think will happen to
it?.......... This is what we will investigate today.
4. Lesson Proper
2. Orient them with the materials that will be used in this activity.
3. Give some precautionary measures, i.e. do not touch any hot

material because you might get burned, etc
4. Let the pupils do the activity.

5. Discuss answers to the activity questions. Process pupils responses
to arrive at the correct ideas/concepts.
33
6. Help the pupils formulate generalization by asking these questions:
(a) What happens to the candle wax when heated or when heat is
added? and (b) What happens to the melted candle wax when
cooled ?
Let the pupils understand that:

Heat causes a change in the appearance of the material. Initially,
the candle wax is solid in form, but when heat is added, it melts. It
changes from solid to liquid.
However, when heat is removed or when the material is cooled,

the melted candle wax becomes solid again. It changes from
liquid to solid.
7. The teacher may ask the pupils to cite other examples of materials
that change from solid to liquid when heated, or from liquid to solid
DRAFT
when cooled.
Assessment
1. A butter/ margarine is put in a frying pan over the stove for few minutes.
What do you think will happen to the butter/margarine? Why?
April 10, 2014

Assignment
None
Lesson 5: What Happens to Water When Heated?

Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe what happens to
water when heated.
Materials
water, iron stand/ring with clamp, tripod, wire gauze

bunsen burner/ alcohol lamp, small plastic transparent container,
marker
34
Procedure
Have you observed your mother heating/ boiling water in the

kettle? What did you observe while the water is boiling? What does
it show?
Today, we will do an activity that will help us describe what

happens to water when heated.
2. Lesson Proper
3. Divide the pupils into 5 small groups. Give them the materials
DRAFT
needed, and other necessary instructions in accomplishing the task
(i.e. time limit in doing the activity, group output reporting/ output
presentation, etc)
4. Let the pupils do activity 5.
April 10, 2014

5. Let the group reporter presents the group output.
6. Check pupils answers to the activity questions. Process their

responses to correct misconceptions if there are and to arrive at
the correct ideas/concepts.
7. Help the pupils formulate generalization by asking: What is the
effect of heat on the water? What happens to the water when
heated?
Water when heated increases its temperature. It makes water

change its form from liquid to gas (vapor) when it starts to boil.
Hence, you observed that the amount or level of water is
decreased after heating, because some water evaporates as
vapor (steam). Water vapor is formed when liquid (water) is
changed to gas.
8. Ask the pupils to give other examples of materials that change

from liquid to gas when heated.
35
9. To apply the concept learned, ask: If you want your wet clothes to
dry quickly, where should you hang them? Why?
Assessment
Your mother is boiling water in a kettle for your coffee. What do you think
will happen if she leaves the water boiling for a long time? Why?
Lesson 6: What Happens to Water Vapor when Cooled?

Duration: 2 days
Water vapour is a gaseous form water. It is formed when water starts
to boil . When water vapor (gas) is cooled, it is changed to liquid.
DRAFT
This can be shown in this simple experiment , when you put ice cubes
and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very
cold. When water vapor is cooled, it changed to liquid (water droplets). The
water droplets that you saw in the outside surface of the jar came from the
water vapor in the air that touches the jar.
April 10, 2014

Objective
water vapor when cooled.
Materials
ice cubes, glass jar with lid, tablespoon, table salt (rock salt)
Procedure
1. Review
Recall: What happens to water when heated? Why?
(The teacher should help the pupils recall the idea that when water
is heated, it changes its form from liquid to solid.)
36
When water is heated, it changes its form from liquid to gas. How
about when water is cooled, what do you think will happen?..... This
is the focus of our lesson today.
2. Lesson Proper
3. Divide the pupils into 5 small groups.
4. Orient them with the materials that they will use in the activity. Tell
them to make sure that the bottle is clean and dry.
5. Give them necessary instructions in accomplishing the task (i.e.

presentation, etc)
DRAFT
7. Let the group reporter presents their output.

April 10, 2014

9. Help the pupils formulate generalization by asking: What happens
to the water vapor when cooled?
When water vapor is cooled, it changes to liquid (water droplets).
10. Give some applications or situations showing that gas is changed

to liquid, i.e. the water droplets that collect on a shower door
following a hot bath or shower, the moisture that appears on the
outside of a cold water bottle or glass, or the droplets and fog that
appear on a window during a rain shower.
Assignment
Bring naphthalene ball if you have at home for our next lesson.
Lesson 7: What Happens to Naphthalene Ball when Heated?

Duration: 2 days
Objective
naphthalene ball when heated.
37
Materials
small piece of camphor crystal or naphthalene ball l, 2 identical colored

saucers,piece of stone, piece of cloth
Procedure
1. Review/ Motivation
We learned from our previous activities/ lessons that when heat is

added, a solid material can be changed to liquid, and a liquid
material can be changed to gas.
Can a solid material be changed to gas when heat is added to

it?... Lets find this out as we perform the activity.
DRAFT
2. Lesson Proper
4. Give them the materials needed.
April 10, 2014

Naphthalene ball crystal is available at the drug store. It is safer to
use a camphor crystal than mothball. However, if camphor crystal is not
available, a mothball can be used.
Use colored saucers instead of white saucer to be able to see the

pounded camphor crystal clearly, and get a good observation of
the activity.
5. Give some precautionary measures in using naphthalene ball or

mothball, i.e. Do not eat the crystal, avoid contact to skin/eyes, use
handkerchief to cover your mouth/nose, etc
6. Let the pupils do the activity. Teacher supervision is much needed.
7. Give them necessary instructions in accomplishing the task (i.e.

presentation, etc)
9. Let the group reporter presents the activity output.
38
11. Help the pupils formulate generalization by asking: What

happens to naphthalene ball when cooled?
When naphthalene ball is heated, it changes from solid (camphor

crystal) to gas (vapor) without passing the liquid form/state.
12. Give some applications or situations showing that solid is

changed to gas when heated, i.e. solid toilet deodorizer solid air
freshener, incense, naphthalene balls, dry ice (solid carbon
dioxide)
DRAFT
Assessment
Answer the following questions :
1. Did you notice any change in the appearance of the naphthalene in
saucer 1 and saucer 2? Why?
2. What does this observation tell you?
April 10, 2014

3. What is the effect of heat on the naphthalene ball?
Assignment
None
Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or
Cooled?
Duration: 2 days
Objective
At the end of the lesson, the pupils should be able to describe what
happens to the air inside the bottle/balloon when it is heated or cooled.
Materials
glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water
Procedure
39
Have you noticed some vendors selling beautiful and big
balloons during fiesta?..... To attract customers, some vendors stand
under the heat of the sun for a long time. Can you guess what may
happen to some balloons? .... Some balloons may burst. Why did this
happen?
Today, we will do an activity that would help us describe what

happens to the air inside the balloon when it is heated or cooled.
2. Lesson Proper
3. Divide the pupils into 5 small groups.
4. Give them the materials needed, and other necessary instructions

in accomplishing the task (i.e. time limit in doing the activity, group
DRAFT
output reporting/ output presentation, etc)
5. With the guidance/supervision of the teacher, let the pupils do the
activity.
6. Let the group reporter presents the activity output.
April 10, 2014

responses to arrive at the correct ideas/concepts. Clarify
misconceptions if there are.
8. Help the pupils formulate generalization by asking these questions:

(a) What happens to the air inside the bottle/balloon when it is
heated?, and (b) What happens to the air inside the
bottle/balloon when it is cooled?
As the air inside the bottle/ balloon heats up, air starts to expand
making also the balloon to expand.
But, when the air is cooled, it causes the balloon to contract/shrink.
So here, we could say that addition of heat (increase in

temperature) makes the balloon expand, and removal of heat
(decrease in temperature) makes the balloon contract/shrink.
40
9. Ask the pupils to cite other examples of materials that expand
when heated or contract when cooled.
10. Applying the concept we learned from the activity, why does the
balloon get burst when placed under the heat of the sun for a long
time?
Assessment
As shown in the drawing, what

happen to the air balloon when
heated? Why?
(When air is heated, it expands
DRAFT
causing the balloon to rise)
Assignment
Draw on a bond paper 5 living things found in the environment.
April 10, 2014

Unit Test
(Sample Only)
A. Direction: Write True if the statement is correct and False if the statement is
wrong.
_______ 1. A ripe papaya is yellow.
_______ 2. Cotton is white.
_______ 3. A basketball is brown.
_______ 4. A ripe mango is green.
_______ 5. Solid is a state of matter that has no definite shape.
B. Read each sentence carefully. Choose the correct texture of solid in the
parenthesis and write your answer in your notebook.
1. The rambutans peeling is (rough, smooth, soft, hard).
2. The cotton is (rough, smooth, soft, hard).
3. The pillow is (rough, smooth, soft, hard).
4. The babys skin is (rough, smooth, soft, hard).
5. The surface of the rocks have (hard, soft, smooth, rough. )
41
C. Study the solids in column A. Match the size of solid in column B. Write the
correct size in your notebook.
A B
Solid Long Short
1. Ampalaya
2. Okra
3. Tape Measure
4. Ruler
5. Paper Clip
D. Draw a happy face if the liquid has a good

smell and a sad face If the liquid has a bad smell.
_______1. fish sauce

_______2. perfume
DRAFT
_______3. alcohol
_______4. soy sauce
_______5. cologne
11. Write down how the following liquids flow. Choose the letter of the
correct answer and write it on your notebook.
April 10, 2014

_______6. water
a. slow b. fast c. very fast
_______7. softdrinks
_______8. catsup
_______9. syrup
______10. shampoo
F. Study the liquids in column A. Write the correct taste of liquid in your
notebook. Choose your answer in column B.
A B
___1. pineapple juice a. bitter
___2. fish sauce b. salty
___ 3. wine c. sweet
42
__ 4. vinegar d. sour
__ 5. water e. tasteless
G.Look at the pictures below. In your notebook, copy the name of the materials
and classify them as solid, liquid or gas.
object solid liquid gas
1. milk
DRAFT
2. rambutan
April 10, 2014

3. rain
4. smoke
5. papaya
H.Write T if the statement is true or correct and F if the statement is false or

not correct.
_______1. When you blow your hand air evaporates.
_______2. Air takes the shape of the balloon.
43
_______3. LPG is a kind of gas.
_______4. Deodorizer may change its size.
______ 5. Gas occupies space.
______ 6. Smoke is in a solid state.
______ 7. Wind is moving air.
______ 8. When water vapor is cooled it condensed and turns to liquid.
______ 9. Air freshener takes the shape of the container.
______ 10. Mothballs will dissapear if its in a dry place.
1.
DRAFT
Study the pictures/symbols on the left. Match them with their
characteristics or description on the right. Write the letter of your
answer on your paper.
April 10, 2014

1. a. toxic
2. b. poisonous
3. c. flammable
4. d. harmful mate
5. e. radioactive material
44
J. Read each sentence carefully. Draw a happy face if it is a proper way of
using and handling common harmful substances, and a sad face if it is NOT.
1. Keep flammable substances like gasoline and alcohol near the fire.
2. See to it that LPG tank is properly closed after use.
3. Do not play with insecticides /pesticides.
4. Be careful in using kerosene, insecticides, pesticides, and fertilizer.
5. Always wash your hands after using them.
6. Avoid tasting or playing with unknown liquid.
7. Always read labels of chemicals before using them.
8. Unplug electric appliances with wet hands.
9. Unplug electric iron and stove after using them.
10. Keep poisonous chemicals safe in a separate cabinet away from reach
DRAFT
of children.
1. Study the pictures below. Describe the temperature of the materials in

pictures 1 and 2? (Teacher will provide)
Picture 1 Picture 2
April 10, 2014

Answer ____________________________________________________
1. If you put a cup of water in a kettle, and place it over the flame in few
minutes, what will happen to the water? Why?
The water gets ________________ because its temperature

____________________.
2. After few minutes of heating the cup of water in the kettle, what will
happen to the water when you remove it from the flame/fire? Why?
45
The water gets ________________ because its temperature
____________________.
3. What will happen to the water inside the plastic bag when placed inside
the freezer of the refrigerator?
Answer: ____________________________________________________
4. What will happen to the mothballs/naphthalene balls when placed in a

closet/cabinet for 2 weeks?
Answer: ____________________________________________________
5. What will happen to the balloon when placed in a very cold place?
DRAFT
Answer: ____________________________________________________
6. What will happen to the ice cubes when placed under the heat of the
sun?
April 10, 2014

7. What will happen to the water when placed under the heat of the sun for
30 minutes?
8. What will happen to the soy

sauce in the pan when
heated?
46
9.What will happen to the wet clothes after hanging them outside (under the
heat of the sun) for 1 day?
DRAFT
OVERVIEW
UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT
The world of living things is made up of humans, animals and plants. Living
April 10, 2014

things are alike and different in many ways. You will learn in this unit that living
things help or harm one another. Eyes, ears, nose, tongue and skin are the sense
organs. Eyes for sight, ears for hearing, nose for smell, tongue for taste and skin
for feeling.
Plants in the surroundings help make air fresh, clean and healthy. Plants
are useful to humans. Plants have parts and have functions. Animals are found
in different habitats. Some animals live on land, some in water, while others live
both on land and water. Body part s of animals are adapted to their habitats.
Some animals are useful to humans. They give food like meat and eggs. Some
animals provide substances that are used in making medicine.
Healthy parents are more likely to have healthy children. A mother who
becomes sick before the baby is born may pass the sickness to the unborn baby.
This shows that heredity is one of the causes of poor health. Heredity means the
passing of a certain characteristics from the parents to their children.
Chapter 1: Sense Organs
Lesson 1: The Eyes

Duration: 2 days
47
Our eyes help us to see. It has different parts that work together so we can
see things around us namely cornea, iris, pupil, lens, retina and optic nerve.
Each has specific function.
We should take care of our eyes in many ways. Read and work under
good light. When reading, raise your eyes from the page once in a while. Do not
read in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty
handkerchief. Wash the eyes by opening and closing them in the water. The use
of sharp or pointed objects may harm the eyes. Be careful when using pair of
scissors, knives, and sticks.
Objectives
1. identify the parts of the eyes; and
2. identify proper ways of caring the eyes.
Materials
a big poster of the parts of the eyes
DRAFT
Procedure
A.Motivation / Presentation
Let the pupils stand and get a partner and say:
April 10, 2014

Look at the eyes of your partner. Draw the parts that you see.
Give the pupils 10 min to do it.
Compare your drawing with your partner.
What do you want to know about your eyes?
B. Lesson Proper
1. Let the pupils do Activity 1. Give them 10 minutes to do the activity.
2. Using the enlarged picture of the human eye posted on the
board, ask the following questions :
Compare your labelled parts of the eyes which you did in
the activity and the labelled parts in the enlarged picture.( The
pupils are expected to have the same labelled parts which
they did in the activity compared to the enlarged picture of
the human eyes)
What are the parts of the eyes that we can see? (The parts of
the eyes are the cornea, pupil and the iris.)
What are the inner parts of the eyes that you cannot see in a
mirror? (Lens, retina, and optic nerve.)
What is the work of each part of the eye?
The cornea serves as the transparent covering of the
eye.
The pupil serves as the opening where light enters.
48
The lens focuses light and projects the image on the
retina.
The retina is where the image that is seen is focused.
The optic nerve sends messages to the brain.
How do we able to see objects? (We can see objects
whenever there is light. Light is needed in order to see things.
The light from a source falls into the object and then reflected
to our eyes. Thus, we are able to see the object.)
How would you feel if you have your poor eyesight? ( I would
feel difficulty in seeing all things around me)
3. Let the pupils do activity 2. Give them 5 minutes to do the activity.
4. After doing activity 2, ask the following questions :
Which pictures do not show proper ways of caring the eyes? (The pictures
showing reading in a dark room and watching very near the television)
Why do we have to avoid these practices? (These practices can harm our
eyes. Reading in the dark makes the eyes work harder and become
tired.)
DRAFT
Which pictures show proper way of caring the eyes? (The pictures
showing wearing sunglasses on a sunny day and using goggles when
swimming.)
Why are these practices good to do? (Wearing sunglasses protects the
eyes from too much light. Wearing goggles gives protection from particles
in water that may cause irritation of our eyes.)
April 10, 2014

Why should we need to take care of our eyes? (Our eyes help us see
things around us. It helps us to learn about the things around us. Our eyes
need to be taken cared of to maintain good eyesight until old age.)
What are other ways of taking care of our eyes?
Avoid placing pointed objects near the eyes.
Read with sufficient light.
Eat foods rich in vitamin A such as green and yellow vegetables.
Do not read while riding in a moving vehicle.
Rest your eyes after reading for a long period.
Avoid rubbing the eyes. When dirt gets in or when it is itchy, use clean
running water to rinse the eyes.
What should you do if you notice any problem with your eyes?
(Consult a doctor who is an eye specialist, if you have problem with your
eyes.)
Assessment
I. Match column A with column B. Write the letter before each number.
A B
_____1. Cornea a. Focuses light and projects the image
on the retina
_____2. Pupil b. Sends messages to the brain
49
_____3. Lens c. The transparent covering of the eye
_____4. Retina d. Where the image that is seen is
focused
_____5. Optic nerve e. The opening where light enters
II. Put a [] on the box if it shows a proper way of caring the eyes and put a [x]
if it is not.
1. Reading with sufficient light

2. Rubbing eyes with hands when itchy
3. Resting eyes after reading for a long period
4. Looking at the Sun directly
5. Consult a doctor when having eye problem
Assignment
1. Find out who wears eyeglasses in your family. Ask the reasons why they
are using eyeglasses.
DRAFT
2. Is playing computer games for a long period good to your eyes?
What should you do to take care of your eyes?
April 10, 2014

Lesson 2: The Ears
Duration: 3 days
None
Objectives
1. identify the parts of the ears and its function, and
2. identify proper ways of caring the ears
Materials
a big poster of the parts of the ears
Procedure
A. Review
Ask:
50
What sense organ would you use to see the parts of your ears?
Would you be able to study the parts of the ears without your eyes?
Why?
Let the pupils stand, get a partner and say:
Look at the ears of your partner. Draw the parts that you see.
Give the pupils 10 min to do it.
Compare your drawing with your partner.
What do you want to know about your ears?
C. Lesson Proper
2. Using the enlarged picture of the ears posted on the board, ask
the following questions:
DRAFT
Were you able to name correctly the parts of the ear that you
draw.
What are the parts of the ears that you see? (The part of the ear
that I can see are the pinna, and the opening of the ear canal)
What are the parts of the ear that you cannot see? (The rest of
the ear canal, ear drum, the three little bones- hammer, anvil and
April 10, 2014

stirrup, cochlea, and auditory nerve.)
What is the work of each part of the ears?
3. Let the pupils do activity 4. Give them 10 minutes to do the activity
4. Using the enlarge picture of the ear, let the pupils trace the path of sound
as it enters the pinna.
pinna Ear Eardrum 3 small cochlea nerve

canal bones
5. Explain the path of sound from pinna to the brain. Ask the following
questions:
Why do you think the pinna and the eardrum are shaped like a
funnel? (The shape of the pinna helps in collecting the sound and
focusing it towards the ear canal.)
What happens to the eardrum when sound reaches it? (The
eardrum vibrates as sound hits it. From here the sound is amplified.)
What happens to the amplified sound from the eardrum? (The
amplified sound pass through the three small bones - hammer, anvil
and stirrup. The cochlea detects the vibration and sends the
message to the brain through the auditory nerve.))
51
6. Let the pupils perform activity 5. Give them 10 minutes to do the activity.
7. Ask the pupils the following questions :

What are the proper ways of caring the ears which you marked
check in your activity? (The proper ways are: using clean cloth in
wiping the outer ear and having a doctor check the ears for any
problem.)
Why are these ways good to do for our ears? (The ears should only
be cleaned in the outside using a clean cloth. It is not proper to
insert objects inside the ear to avoid damaging it. Whenever there
is a problem about the ears, it is best to consult a doctor.
What are ways that you should avoid? (Listening to loud music and
inserting sharp objects in the ear.)
Why do you have to avoid doing these? (Sharp objects could hurt
the ears especially the inner parts like the eardrum. Listening to very
loud music may affect hearing.)
What other ways do you do to take good care of your ears?
DRAFT
Never put anything inside the ear
Avoid very noisy places.
Listen to not too loud radio or music, even when watching
television
Consult a doctor when there is a sudden loss of hearing .
April 10, 2014

Assessment
A B
_____1. Pinna a. Transmit sounds to the auditory nerve
_____2. Ear canal b. Sends message to the brain
_____3. Eardrum c. Collects sounds
_____4. Cochlea d. Where sound travels from pinna to
the ear drum
_____5. Auditory e. Vibrates when sound hits it
nerve
II. Put a [] on the box if it shows a proper way of caring the ears and put
a [x] if it is not.
1. Avoiding noisy places
52
2. Consulting a doctor when there is a problem about the ears and
hearing
3. Cleaning the inside of the ears with cotton buds
4. Turning the volume high when listening to music
5. Using earmuffs when in a place with loud sounds.
Assignment
1. Why are the ears important?
2. What can happen if the sense of hearing is impaired?
Lesson 3: The Nose

Duration : 2 days
Objectives
1. identify the parts of the nose and its function; and
DRAFT
2. Identify proper ways of caring the nose.
Material
big Picture of a nose
Procedure
April 10, 2014

Review
Post the enlarge drawing of the ear.
Ask: Why are our ears important? Trace the path of sound as it enters the
outer ear to the inner ear and then to the brain for interpretation.
Motivation/Presentation
Ask the following questions:
How can you tell what your mother is cooking?
What sense organ do you use in smelling?
Can you tell the parts of your nose? What do you like to study about
your nose?
(Post questions on the pocket chart.
Lesson Proper
2. After doing activity 6, ask the following questions:
Look at the drawing of your classmates. Do you have the same
drawing of the nose?
What are the parts of the nose that we can see? (The part of the nose
that we see are the two holes of the nose called the nostrils.)
53
What are the inside parts of the nose? (The nasal cavity and inside it
are the nerve cells.)
What is the function of each part of the nose?
The nostrils receive the scents carried by air. Hairs are present on the
nostrils which filter the air that gets through your nose.
The nasal cavity secretes mucus which further cleans the air.
The nerves in the nasal cavity send messages to the brain which
interprets what we have smelled.
What can happen if the sense of smelling is impaired? (You will not be
able to smell the odor or scents of things.)
3. Let the pupils do Activity 7. Give them 10 minutes to do the activity

4. Ask the pupils the following questions :
What are the proper ways of caring the nose which you marked check
in your activity? (The proper ways are: covering the nose while passing
by a dusty road and using a clean handkerchief or cloth in cleaning
the nose)
DRAFT
Why do you have to care for your nose?
Which are NOT the proper ways to do in your nose? (Using sharp
objects to clean the nose and blowing hard.)
Why do you have to avoid doing these? (It can harm the nose.)
What are other ways of taking care of your nose?
Not inserting small objects inside the nose
April 10, 2014

Seek doctors help when an object is inserted in the nose
Assessment
A B
_____1. Nostrils a. Carries the messages to the
brain so the person will
know what he smelled
_____2. Nasal cavity b. Opening of the nose
_____3. Nerves c. Secretes a sticky mucus which
trap dust, dirt and germs
carried by inhaled air
II. Put a [] on the box if it shows a proper way of caring the nose and put a
[x] if it is not.
1. Inserting small objects inside the nose

2. Consulting a doctor when there is discomfort with our nose
3. Cleaning the inside of the nose with sharp objects
4. Covering the nose when passing a dusty road
5. Blowing the nose hard when with colds
54
Assignment
Answer the questions below:
1. Why is the nose important?
2. What can happen if the sense of smell is impaired or does not
function well?
Lesson 4: The Tongue
Duration: 3 days
None
Objectives
1. describe the uses of the tongue; and
DRAFT
2. identify the parts and function of the tongue.
Materials
big picture/ illustration of the tongue, flow chart of how the parts of the
tongue function, real food samples (ex. kalamansi, salt)
April 10, 2014

Procedure
A. Review
What are the parts of a nose?
B. Motivation/ Presentation
Call a pupil. Blindfold him/her and let him/her taste the kalamansi juice.
Let the pupil guess what the liquid is. (The class will tell whether the answer is
correct)
Remove the blindfold as soon . Ask the pupil:
How did you know that it was kalamansi juice? ( It tastes sour.)
What did you use to taste it?( My tongue.)
Ask the class:
Do you know how our tongue functions?
C. Lesson Proper
1. Tell the class to bring out their mirrors. Let them do activity 8 in their LM
individually first. Remind them to be careful in using and handling a mirror.
2. After answering the activity, divide the class into groups. Let the class
compare and discuss their answers. Tell them to report their answers to the
class.
55
3. Ask 1-2 members of the group to report their work in class. Discuss the
answers to the activity. (You may use a big picture / an enlarged
illustration of the parts of a tongue.)
4. Lead the pupils in developing these concepts:
Tongue is the sense organ that helps us taste all things we place inside
our mouth.
The tongue has taste buds and nerves.
5. Discuss thoroughly how the tongue functions as stated in the activity. (You
may use the pupils enlarged flow chart. )
6. Let some pupils taste certain foods to demonstrate how the tongue
functions.
7. Let the class check their answers to the activity.
8. Tell the class to do activity 9 in their LM. Check the answers to the activity.
Let the pupils explain their answers.
9. Discuss with the class the following concepts:
Eating very hot food can scald the tongue.
It is proper to consult a doctor when the tongue has sores.
DRAFT
Use a tongue scraper to clean the tongue so as not to damage the
taste buds.
Brushing teeth is important to avoid infection of the tongue and gums
and prevent tooth decay.
Assessment
April 10, 2014

Ask: What are the parts of a tongue and their functions?
Whats the importance of caring the tongue?
Assignment
The tongue needs to be cleaned from time to time. How do members of
your family clean their tongue? Write their responses on your notebook.
Lesson 5: The Skin

Duration: 2 days
None
Objectives
1.describe the uses of the skin;
2. identify the parts and function of the skin; and
3. show proper ways of caring for the skin.
Materials
big picture / Enlarged illustration of the parts of the skin, magnifying glass
56
Procedure
A. Review
What are the parts of the tongue?
How does the tongue works?
Place familiar objects with different shape, textures and thickness
inside the pouch.
Let some pupils identify these objects by a: touching using gloves
and b: touching without using gloves)
Ask:
In which situation ( a or b ,can you easily identify the objects? Why?
What sense organ is involved in this activity?
C. Lesson Proper
1. Distribute magnifying glass to the class. Discuss briefly the proper use of a
magnifying glass.
2. Tell the pupils to do activity 10 as a group.
DRAFT
3. Tell the class to choose a leader to discuss the parts and function of the
skin found in the LM.
4. Check the answers to the activity.
5. Discuss the following concepts:
Using magnifying lens, we can see tiny hairs and openings on our
skin.
April 10, 2014

The skin is the outer covering of our body.
The skin protects the body from losing too much water, injuries and
infection.
The skin helps maintain body temperature.
The skin consists of two layers:
Epidermis: outer layer of the skin on the surface on which dead
skin cells are found.
Dermis: inner layer of the skin which contains blood vessels,
nerves, sweat glands and oil glands.
The sweat glands open to the surface of the skin through the pore.
The oil glands keep the hair and skin soft and moist.
The skin has nerve endings that sense touch, pain, pressure, and
temperature.
The nerves send messages to the brain which interprets the
message and we feel the objects.
6. Discuss also how the skin works.
7. Tell the pupils to do activity 11 in their LM individually.
8. Check and discuss the answers to the activity. Let the pupils explain their
answers.
9. Tell the class:
It is good to take a bath everyday to avoid body odor.
Walking barefoot can harm the skin of your feet.
Wear clean clothes for personal hygiene.
57
Drink plenty of water to make the skin fresher.
Assessment
What are the parts and functions of the skin?
How do we take care of the skin?
Assignment
Name animals found in the community.
DRAFT
April 10, 2014
58
Chapter 2 : Animals
Overview
The pupils studied about their sense organs in Chapter 1 of Unit II. They
described the parts and functions of the sense organs of the human body and
they were encouraged to practice good health habits to take care of their eyes,
ears, nose, tongue and skin. From a lesson on the human body, the pupils will
now move to a lesson on the other living thing in their environment, the animals.
In chapter 2, pupils will learn that they share many things in common with
animals by describing animal body parts and their functions. The pupils will also
be able to classify animals based on some observable characteristics like body
covering, food they eat, how they move, and their habitat.
Furthermore, pupils should also be made to realize the importance of

animals to humans by identifying their usefulness. However, they should also learn
that there are also animals that could bring harm because they carry disease or
DRAFT
they could inflict injuries. Finally, the pupils must be able to describe ways of
proper handling of animals. This is important because it promotes animal welfare
and prevention of injuries and fatal accidents.
Process skills involved in the activities include observing, communicating

(writing), describing and classifying.
April 10, 2014

Lesson 1: Animals in the Environment
Duration: 1 day
There are different kinds of animals. Different kinds of animals live in

different places. Some animals live in land and some live in water and some live
on both places. Animals such as chicken, goat, sheep, pig, and cow can be
found in a farm. Animals like lion, tiger, elephant, and giraffe can live in the wild
or in the zoo. Animals such as the different fishes, whale, and stingray live in
bodies of water. Some of the animals (cat, dog, and rabbit) live in the house
because they are pets.
Objective
At the end of the lesson, the pupils should be able to identify common animals
found in the environment
Materials
Pictures of animals
Procedure
A. Review
59
Ask the pupils:
Look around. What do you see? What sense organ do you use to see
things around you?
Listen. What do you hear? What sense organ do you use to hear?
B. Motivation/Presentation
1. Let the pupils sing the song Old McDonald had a Farm.
Old McDonald had a Farm

EIEIO
And on his farm he had some chicks,
EIEIO
With a chick, chick here
And a chick, chick there,
here a chick, there a chick,
Everywhere a chick, chick.
Old MacDonald had a farm,
DRAFT
EIEIO
(Replace the animals with the following:)

Duck quack, quack
Cat meow, meow
Pig oink, oink
April 10, 2014

Cow mooo, mooo
Frog ribbit, ribbit
Bird chirp, chirp
Horse neigh, neigh
Bee bzzz, bzzz
2. Ask the pupils to recite the names of the animals mentioned in the song.
3. Explain to the pupils:Many kinds of animals live in the same environment
with humans.
Lesson Proper
1. Let the pupils do Activity 1. Give them 10 minutes to answer the activity.
2. After 10 minutes, use pictures a f of Activity 1 to identify the animals.
3. Post the pictures on the board one by one.
4. Ask one pupil to write below the picture the name of the animal.
5. Ask the class to describe the animal in the picture. The following questions
may be asked to help the students in describing the animals.
Where can you find it?
Is it big? Is it small?
Can we keep it as a pet?
6. Post the pictures h k of Activity 1 on the board.
7. Ask question in the activity sheet.
8. Write the pupils answers on the board.
60
9. The following questions may be asked to help the pupils in describing the
animals they listed as answers to question g.
Where can you find it?
Is it big? Is it small?
Can we keep it as a pet?
10. Ask the class to give other examples of animals and where the animals
can be found.
Ask the class to give a generalization. Examples:
There are different kinds of animals.
Different kinds of animals live in different places.
Some animals can be kept as pets, some help us in the farm, some
provide us with food, some animals are helpful to plants, while
some are pests. Some animals can be dangerous to smaller
animals, plants, and people.
Assessment
Complete the table by listing different kinds of animals found in different
DRAFT
places.
Animals Animals Animals found Animals found in

found in the found in the in the Zoo the River and
House Farm Ocean
April 10, 2014

Assignment
Each group will bring a picture of a frog, horse and bird for the next activity.
Lesson 2: Body Parts of Animal

Duration: 2 days
There are different kinds of animals. They have body parts which they use
for movement, eating, protection and adaptation to habitat. Some animals
have similar body parts which can be used as bases for classifying them into
groups.
Objectives
1. identify the parts of some animals; and
2. group animals according to their body parts.
61
Materials
Large pictures of frog, horse , bird showing the body parts
Procedure
A. Review
Relate the lesson on animals in the environment to the lesson on body
parts of an animal. Ask the students: What animals do you have at home?
What animals do you find in your garden?
1. Write on the board the lyrics of the song My Toes, My Knees.
My Toes, My Knees
My toes, my knees, my shoulder, my head

Let us clap our hands together.
DRAFT
2. Let the pupils sing the song My Toes, My Knees.
3. Ask the pupils to read and encircle parts of your body mentioned in the
song.
4. Ask the class the question:
If we have these body parts - toes, knees, shoulder and head, what
April 10, 2014

about the animals, do they also have these parts? Can you name
animals which have these body parts?
C. Lesson Proper
1. Let the pupils perform Activity 2 Parts of an Animal.
2. After the pupils finished answering the activity, facilitate the
processing of the activity.
3. Post on the board the large pictures of a frog, a horse and a bird.
Ask the pupils to write on the board answers to the activity.
4. Ask question no. 4, What body parts are common in a frog, a horse
and a bird?
5. After the pupils have answered, explain to the class that there are
similarities and differences of body parts of many animals.
6. Ask the class to give a generalization. Generalization can be:
Animals have body parts which makes them similar or different from
each other.
Assessment
(The pupils may be grouped together to answer the assessment.)
Complete the table below by listing animals described in each column. The
pupils can write as many answers as possible.
62
Animals with 2 Animals with 6 Animals with 4 Animals with
legs and wings legs and wings legs and horns gills and fins
Assignment
Group together animals that have the same body parts
dove dog maya

bangus bee fly
cow crocodile eagle
goat tilapia spider
butterfly carabao turtle
DRAFT
Lesson 3: Classifying Animals according to Body Parts and their Uses
Duration: 2 days
Different animals use different parts of their body for movement. Having
different body parts make the animals move in different ways.
April 10, 2014

The horse and giraffe have long legs which they use for walking or running
fast. Some have legs that are not very long but they can also walk or run very
fast. The cheetah runs the fastest and the pronghorn follows in speed. Other
animals like rabbits and kangaroos have bigger hind legs which aid in jumping.
The legs of carabaos, dogs, horses and cows make them walk, run,
gallop, or jump. Birds have wings for flying. Birds have a pair of legs and feet with
sharp claws for clinging to branches of trees. Fishes have fins and tail for
swimming. The long and strong legs of frogs enable them to jump while the
webbed feet of ducks help them swim.
Earthworms have pairs of bristles that help them crawl and cling to the
walls of their burrows. Monkeys have long arms, legs, and tails that help them
climb and swing from tree to tree. Millipedes and centipedes have many small
legs to help them crawl. Crabs and lobsters use their legs in crawling and
swimming.
Objectives
1. describe how animals move; and
2. Identify the body parts that enable animals to move;
63
Materials
picture/ video of animals
Procedure
A.Review
Show a picture of an animal and ask the pupils to name its body parts.
Ask the questions What are these body parts for?
B.Motivation/Presentation
Guessing Game:
The class will play a guessing game. Tell the class the following
instructions:
a. One pupil will pick a piece of paper with the name of an animal
written on it.
b. The pupil should not tell the name of the animals instead he or
she will act out how the animal moves.
DRAFT
c. The rest of the class will raise their hands and guess the name of
the animal.
d. The first pupil to raise hand and guess the correct animal will earn
a prize.
e. Each pupil shall have at least 5 animals to name correctly.
April 10, 2014

C.Lesson Proper
Day 1
2. Write the names of the animals on the board following the format and
sequence of questions 1 and 2 of Activity 3.
3. Ask one pupil to identify the movement of each animal in question 1.
4. Do these for animals a j of question 1.
5. Ask one pupil to identify the body part/s used by the animal for
movement in question 2.
6. Do these for animals a j of question 2.
7. Discuss to the class that animals have body parts that help them
move.
8. Ask them to relate the body parts of animals to their movement.
Questions for discussion:

The frog has flexible or springy legs. What movement can it make?
What are other animals that show this movement? Do these animals
have the same kind of legs?
(Animals with flexible or springy legs can jump.}
Butterflies can fly. What enables them to fly? What other animals have
these body parts and make them fly?
What kind of movement can an animal without legs make? Example:
snake
64
(Animals without legs like the snake can crawl with their body.)
What kind of movement can animals with legs make?
Examples: spider, bird, duck
(Animals with legs can walk, run, and crawl with their body.)
9. Ask the class to give a generalization. Examples:

Animals have body parts that enable their movement.
Animals move in different ways.
Day 2
2. Write the table on direction number 2.
3. Post the picture of each animal on the board.
4. Ask one student to write the name of the animal posted on the board
on the correct column corresponding to the movement the animals
make.
5. Let the pupils read the group of animals that walk or run, jump or hop,
DRAFT
swim, fly, and crawl.
6. Discuss to the class that animals can be classified based on how they
move.
7. Let the pupils make generalizations:
Animals can be grouped together based on their means of
movement.
April 10, 2014

Assessment
Choose an animal without legs and an animal with legs. Observe the
body parts that these animals use to move from one place to another. Draw
the animals in your notebook. Show the part or parts that they use to move.
Assignment
Ask the pupils to draw their pets in their assignment notebooks. What is the
food of your pet?
Lesson 4: Body Parts of animals for food getting and for eating
Body Covering of Animals
Habitat of different animals
Duration:4 Days
Animals have body parts for food getting. Frogs and lizards use their
long tongues to catch insects for food. Cows, carabaos, and horses have big
and flat teeth to chew grass. Tigers, cats, and dogs have long and sharp teeth to
tear food apart. Some insects like bees have proboscis to suck nectar from
flowers. Chimpanzees and monkeys use their hands in getting food. Ostrich and
65
chicken use their beaks and bills in getting food. Grasshoppers and spiders make
use of their legs to get food.
Different animals eat different types of food. Some animals have teeth
and some others do not. Some animals have different types of teeth for food-
getting. Some animals have sharp teeth or incisors for gnawing like the rats,
hamsters, and rabbits. These incisors grow continuously. They are worn down
through constant gnawing. When gnawing is prevented, the incisors grow so
long that the animals cannot eat and die of hunger.
The cats and dogs have smaller incisors but bigger canine teeth. These
canine teeth are also called fangs. They use their fangs for tearing meat and
their molars for chopping the meat into smaller portions so they would be small
enough to swallow. The horses, sheep, and cows have more closely spaced and
even sized teeth. These work well in clipping off grasses and plant leaves.
Animals have body parts which they use to protect themselves from
DRAFT
weather and their enemies. All animals have skin to protect their bodies from
different kinds of weather.
Turtles, crabs, and lobsters have shells or carapace for protection from
hard objects and attacks from enemies. Birds have feathers for protection from
different weather conditions. Fish have scales to protect themselves. Insects
April 10, 2014

have feelers or antennas that help them find their way. Cockroaches come out
at night and use long feelers in the dark. Porcupines have spikes all over their
body for protection against attackers. Some animals like polar bears have thick
hair or fur for protection against cold weather. Cows, deer and carabaos have
horns for protection against enemies. Some parts protect animals. The turtle
hides inside its shell if it is in danger. The thick furs of polar bears protect it from
the very cold climate in areas with snow.
The habitat is the specific environment or place where an animal lives.

There are different kinds of habitats. There are animals that live on land like cows
and dogs. There are animals that live in water. There are different kinds of fish.
They have gills for breathing under water and fins for swimming. Some live
underground like ants, worms, and moles. Others live in high places like birds.
They have wings for flying.
There are those animals that can live on both land and water. These are
the turtles, frogs, and crocodiles. Animals that live in the forest include lions,
tigers, deer and large birds. There are animals that also live in the farm. These are
the cows, carabaos, chickens, and goats. Some live in the house as pets. These
are the dogs, cats, and rabbits.
Objectives
66
1. infer the body parts used by different animals for eating/getting food;
2. describe the body covering of animals;
3. group animals according to their body coverings; and
4. classify animals according to their habitat/place where they live.
Materials
Live animals/pictures of animals Pictures of mouth parts of animals
Procedure
A. Review
The teacher may ask the following guide questions to relate the lesson on
body parts of animals to classifying animals based on body parts.
a. Given different animals, what are the body parts that enable them to move?
1. Activity: The pupils will select the object which does not belong to the
group.
DRAFT
Which object does not belong?
a. ball, orange, string, egg
b. apple, rambutan, strawberry, banana
c. ballpen, paper, pencil, pentel pen
(The pupils should select a. string, b. banana and c. paper as the objects
that do not belong to the group.)
April 10, 2014

2. Emphasize that there is always a basis in grouping things. Likewise, animals
can be classified based on how they move, on what they eat, on their
body covering, and on where they live.
C. Lesson Proper
Day 1-4
3. Post a chart similar to Table 1 (found in Activity 6) on the board.
4. Let the pupils complete the table by writing the food the animal eats, the
body part used for food-getting and eating and classify the animal on
whether it is a meat eater, plant eater, variety eater, and scavenger.
5. Post pictures of each animals mouth parts on the board.
6. Let the pupils compare the mouth parts of the animal to the food they
each animal eats.
7. Discuss to the class that animals can be classified based on what they
eat.
Assessment
The pupils answers to the activity questions can serve as assessment.Rubrics
must be crafted for the assessment.
67
Assignment
Tell the pupils to look for and bring colored photos or pictures of the animals
listed in Activity 7 from magazines or books ,or from the library. Remind the
pupils not to tear or cut pages of magazines or books.Tell them to bring these
photos /books containing the photos to class on the next day.
Lesson 5: Importance of Animals to Humans Proper Ways of Handling Plants

Duration: 2 days
Many animals are useful to human beings. There are animals that help us
do work. Horses and carabaos are work animals. Some animals are sources of
food like the meat of chickens, goats, pigs and cows. The skin of some
animals are raw materials for bags, belts and clothing.
Earthworms loosen the soil as they move through it. Loose soil enables the
roots to get enough air and water.Earthworms add their waste products in
the soil making it fertile for healthier plant growth.The silkworm is an insect that
DRAFT
makes beautiful silk threads. People weave these threads into cloth.
Animal have different eating practices.A ladybug eats small insects that
harm plants. Insects are used as food by birds and other animals. Frogs eat
insects. Some mammals eat insects, too. There are insects that eat other
insects. Spiders eat grasshoppers that destroy crops. They also eat flies and
April 10, 2014

mosquitoes.
Some animals can be harmful to people. They can be carriers of

diseases, sources of infection, allergy, and injury. Harmful organisms can be
transferred from animals to people. These organisms can cause death. These
are: rabies from dogs; bubonic plague from rats; anthrax and mad cow
disease from cattle; malaria, dengue, and yellow fever from mosquitoes;
gastroenteritis or diarrhea from flies; and the deadly ebola virus from
monkeys.
Cats, dogs, and rabbits can also cause allergic reactions in people
because of their fleas, ticks, mites, and fur. Bee sting can cause allergy. Some
animals such as cats and birds can also cause injury. If you do not know how
to handle them, cats put out their claws and scratch and bite. Birds will claw
and peck you. They can tear your flesh with their sharp beaks or bills and
claws.
Insects grow and multiply very fast. Although most insects are small, they
can do a lot of harm. Flies carry germs that cause diseases. Diarrhea and
cholera are diseases caused by germs carried by flies. Mosquitoes also carry
germs that cause malaria, dengue fever and H-fever. Cockroaches leave a
bad odor on food they crawl on. They also leave germs on the food. These
insects harm people because of the diseases they cause.
68
Some insects need to be controlled. The following are ways of controlling
them.
1. Destroy mosquitoes and flies while they are not yet in the adult stage.
This can be done by destroying their breeding places.
2. Cockroaches breed in dark, damp places. Always keep the corners
and cabinets in the kitchen clean.
3. Insecticides may be used to destroy insects.
4. Keep your home and surroundings clean. There will be no breeding
places for insects that cause harm when surroundings are kept clean
and sanitary.
Objectives
1. explain why animals are important to people;
2. group animals according to what they give to people;
3. identify harmful animals and their effects on people; and
DRAFT
4. cite proper ways of handling animals.
Materials
pictures of animals newspaper/magazine clippings on animal-borne
diseases,
Procedure
April 10, 2014

A. Motivation/Presentation
Read a story about an animal that helps people.
B. Lesson Proper
Day 1
2. Post the table of Activity 9 on the board.
3. Discuss the activity. Ask one pupil to write the name of the animal on the
correct column corresponding to the use of the animal to humans. Some
animals may be written under more than one column.
4. Ask one pupil to read the group of animals that are sources of food items.
5. Ask one pupil to read the group of animals that are sources of fur and skin
for bags, shoes and others.
6. Ask one pupil to read the group of animals that are used for tilling the field
and carrying loads.
7. Ask other pupils to answer questions a and b of Activity 9.
8. Discuss to the class that many animals are useful to human beings. Show
pictures.
There are animals that help humans do the work in the farm and fields.
Horses and carabaos are referred to as work animals because they
help people do heavy work.
There are also animals that carry load and are used as means for
transportation.
69
Some animals are sources of food like chicken, pigs, cows, and goats.

Some animals are source of food products like eggs, milk, and honey.
The skin of some animals is also used for clothing.
9. Ask the pupils to give a generalization.
Many animals are useful to humans.
Day 2
1. Group the pupils. Make sure each group has a newspaper or
magazine clipping reviewed and summarized.
2. Let the group do Activity 10. Give them 15 minutes to do the activity.
3. Post a chart similar to Activity 10 on the board.
4. Ask each group to write their answers on the board.
5. Ask other pupils to complete the paragraph in step 2.
6. Guide the pupils in answering question 3.
7. Ask the pupils to give a generalization:
Some animals can be harmful to people.
Some animals can be carriers of diseases, sources of infection,
DRAFT
allergy, and injury.
Assessment
The groups output can serve as assessment.
Assignment
April 10, 2014

Tell the pupils to bring a picture or drawing of their pet or favourite animal.
They may add a short description of the animal.
Chapter 3 :Plants
Overview
In chapter 1, pupils learned about the different sense organs of a human

body. In chapter 2, they learned the different parts and functions of animals as
well as the importance of animals to humans. In this chapter, they will learn
about the different parts and functions of plants as well as their importance to
humans. It will also make the students realize and appreciate the contribution of
plants in making the surroundings green and beautiful.
In this chapter, pupils will learn to observe the plants around them.
Describing, comparing, identifying and communicating through writing, drawing,
and speaking are the science process skills that will be developed through the
activities.
Since the activities presented here involved a lot of plant observation,

schools are encouraged to have a garden even a small one. Precautions must
also be emphasized in observing and handling plants. It is best that as teachers,
you should be familiar with the plants in the school garden
70
Lesson 1: Naming Plants and their Parts
Duration: 2 days
The external parts of the different plants are roots, stem, leaves, flower,
and fruits. The root is the plant part that grows downward into the ground.The
stem is the plant part where leaves and flower grows from. It is usually found
above the ground, but it can also be found below the ground, or both. The leaf
is the plant part that grows from the stem. It is usually flat and green, but could
also have other shapes and colors. The flower is the most easily seen plant part
because of its color. It is also the part that develops into a fruit.
Objectives
1. name plants around; and
DRAFT
2. identify the parts of a plant.
Materials
pictures of animals, pictures of different gardens
Procedure
April 10, 2014

A. Review
Show some pictures of animals and let them name it.
Ask: Are animals important to us? Why?
(Garden Show) Show pictures of different gardens in school (if the pupils
cannot go to the garden).
Questions:
What is in the picture? (Garden)
What can we see in the garden? (Plants, animals, other things)
What are some of the plants that grow in our school? (Answers will depend
on what plants are present in school.)
What are some of the plants that grow in your home? (Answers will
vary.)
Day 1
C. Lesson Proper
1. Refer to LMs Activity 1.
2. Let the pupils do Activity 1 Part A.
3. Let the pupils check their work in Part A. (Refer to answers to questions in
the activity.)
71
4. Discuss the different plant parts.
The root is the plant part that grows downward into the ground.
The stem is the plant part where leaves and flower grows from. It is
usually found above the ground, but it can also be found below the
ground, or both.
The leaf is the plant part that grows from the stem. It is usually flat and
green, but could also have other shapes and colors.
The flower is the most easily seen plant part because of its color. It is
also the part that develops into a fruit. Not all plants bear flowers and
fruits.
5. Tell the pupils that they will find out if the plants in the garden have the
same parts as that of the tomato plant by doing Part B of Activity 1.
6. Instruct the pupils to do Part B. The pupils will observe the plants in the
school garden. Remind them of the things they should do while doing
the activity.
7. After the pupils finish Part B, tell them that the class will discuss the
activity on the following day.
DRAFT
Day 2
1. Go over the activity that the pupils did previously. Ask them the parts of
the tomato plant.
2. Post on the board a table similar to Table 1 in Activity 1.
3. Call 10 pupils and tell them to write the name of one plant that they
April 10, 2014

observed. Make sure there is no repetition on the kind of plant. Then, tell
the pupils to put a check in the appropriate column on the plant parts
that their plant has based on their observations.
4. Point out to the pupils that some of the plants they have observed may
not have flowers at the time of observation, but are actually flower-
bearing plants. It just so happened that when they observed the plant,
the flowers have yet to develop because it is not the right time or season
for flowering. Tell them also that that it is the same case for fruits: that
there is a particular time or season when fruits develop from the plants
flowers. Or, that in some plants, the flowers and fruits are too small or not
easily seen.
5. Lead students to generate the ideas that:
Plants have different parts: root, stem, leaf, flower, and fruit.
Some plant parts are not easily observed either because they are
hidden or they are too small.
Some plants might appear to have no fruit or flower because the
plant is too young or it is not yet the plants flowering or fruiting
season at the time the observation was made
6. Give the assessment then checked.
7. Give the assignment.
Assessment
72
Label the parts of the plants.
DRAFT
April 10, 2014
Assignment
Draw your favourite plant and label its parts.
Lesson 2: Same plant part, different plant
Duration: 3 Days
The external parts of the different plants are roots, stem, leaves, flower,
and fruits. The root is the plant part that grows downward into the ground.The
stem is the plant part where leaves and flower grows from. It is usually found
above the ground, but it can also be found below the ground, or both. The leaf
is the plant part that grows from the stem. It is usually flat and green, but could
also have other shapes and colors. The flower is the most easily seen plant part
because of its color. It is also the part that develops into a fruit.
73
DRAFT Taproot
Taproot
Fibrous root
April 10, 2014

Stems
Stems may be found above the ground, below the ground, or both
above and below the ground. Stems may grow straight up, trail along the
ground, climb fences and trees, or stay underground.
Trees grow up straight and have a main stem called trunk. Shrubs
plantsare smaller than trees, have woody stems, but have multiple woody stems
coming from the same point instead of having a trunk. Shrubs also grow straight
up. Examples of shrubs are roses and santan plants.
There are plants with soft stems that can grow straight up. Plants with soft
stems are called herbs. Examples of herbs are kangkong, basil, and corn. They
do not grow as tall as trees.
There are also plants with soft stems but cannot grow straight up. Instead
these plants creep on the ground or climb a fence or other plants. These plants
are called vines. Examples of plants that creep on the ground or climb a fence
are squash, camote, ampalaya and upo.
74
Leaves
The leaves of plants differ in shape, size, color and edges. Some leaves
are round, oblong, or heart-shaped. There are leaves that are big such as the
anahaw and banana leaves. There are leaves that are small such as the
carabao grass or bermuda grass. Leaves also have different colors, but the most
common is green. There are plants with red, yellow, or violet leaves. Mayana is
an example of a plant that can have red, yellow, violet, and green leaves
depending on the variety. The edges of leaves also vary from plant to plant. The
leaf edge can be smooth or toothed (serrated).
Flowers
Flowers are usually the most beautiful part of the plant. There are flowers
with bright colors such as sunflower and gumamela. There are flowers with dull
colors such as the flowers of grasses. There are flowers that smell nice while some
have unpleasant smell. There are flowers that grow singly such as gumamela and
daisy. There are flowers that grow in cluster/group such as santan, frangipani,
and milflores. Depending on when you observed the plant and how young the
DRAFT
plant is, you may or may not observe flowers or fruits.
Fruits
The flower is the part of the plant that develops into a fruit.Some fruits are
big such as jackfruit, watermelon, and durian; while someare small like the
April 10, 2014

aratiles, duhat and kalamansi. Some fruits grow singly while othersgrow in cluster
or group like lanzones, and buko. Depending on your observations the plant and
how young the plant is, you may or may not observe flowers or fruits.
Objectives
1. compare the plant parts of different plant; and
2. describe similarities and differences in plants based on observable
characteristics of their plant parts.
Materials
copy of the poem Trees
Procedure
A. Review
Ask 2-3 pupils to present their assignment.
Read the poem:
Trees
I may be rough, you may be smooth
I may be tall, you may be small
I may be soft, you may be hard,
75
I may be green, you may be different
Trees they call us
In many ways, we are the same
In many ways, we are different
By: Leni S. Solutan
Questions
1. What is the poem all about? (Trees)
2. What does the poem tell us about trees? (Every tree is different.)
C.Lesson Proper
Nature Hopping
Day 1(Gathering of Data)

1. Divide the class into groups.
2. Refer to LMs Activity 2. Each group will observe two plants. They will
compare the stems, leaves and flower (if any) of the two plants.
DRAFT
3. Bring the class to the school garden. Remind them to be careful in
handling the plants while observing its plant parts. Make sure that each
group observes two different plants.
4. Tell the class that the discussion of the activity will be done on the
following day.
April 10, 2014

Day 2 (Reporting)
5. Call the reporter of each group to present their observations on their two
chosen plants. Give him/her 2-3 minutes to do so.
6. After all groups have presented, tell the class to look at the answers/work
of other groups. Then ask the following questions:
Which plants have stems that grow straight up?
Which plants have stems that trail along the ground?
Which plants have stems that climb fences or other plants?
Which plants have soft stems?
Which plants have hard stems?
What are different shapes of leaves that the class observed with
their plants?
What are the different colors of leaves that the class observed with
their plants?
Which plants have flowers?
Which plants have flowers?
For those plants with flowers, were the flowers in cluster/group or
were they single?
7. Lead pupils to generate the ideas that the two plants they observed may
both have stems, but differ in thickness, appearance, color, and texture;
both may have leaves, but differ in size, shape, and color; and both may
have flowers, but their flowers differ in color, arrangement, number of
petals, and how they grow.
76
Day 3(Assessment Day)
8. Discuss about the different kinds of roots of plants. Refer to the
background information. Show real examples to the class if they are
available or you may also draw .
9. Ask the class why it is more difficult to transfer plants with taproots than
plants with fibrous roots.
10.Give the assessment and check.
Assessment
(The groups output can serve as assessment.)
Assignment
Read about the different functions of the different plant parts.
Lesson 3: Functions of the different Parts of the Plant

Duration: 1 day
DRAFT
The roots of the plants are usually under the ground to keep the plant
firmly in place. It absorbs water and minerals needed by the plant. The stem
supports the plants and holds the leaves. It carries water and minerals to other
parts of the plants. It also carries food from the leaves to other parts of the plant.
April 10, 2014

The leaves make food for the plants. The flower develops into a fruit. The fruit
contains seeds that can grow into new plants
Objective
At the end of the lesson, the pupils should be able to inferthe function of each
plant part.
Materials
wilted cut flower or stem in jar with water plant parts and functions written
on separate strips of paper.
Procedure
A. Review
Show a plant.
Ask the pupils to name the different parts of the plant.
B. Motivation
Show a setup of a wilted, cut flower or stem in jar with water.
Questions:
What do you notice about the cut flower/stem? (It looks dead/ wilted.
Its leaves/flowers are sagging/ dropping.)
77
Why do you think the flower/stem looks that way? (It doesnt have
roots. It is dehydrated/It is not getting enough water.)
Plants need water. There is water inside the jar but still the plant died.
What plant part is missing? (Roots)
Why is this plant part important? (Roots are important because they
absorb water and nutrients from the soil.)
C. Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity 3. Read through the activity sheet with the class and
clarify procedures as needed.
3. Give the groups 5-7 minutes to do Activity 3.
4. Discuss the activity. Let the pupils check their answers (tell them to
exchange papers with their seatmate).
5. Discuss the function of each part of the plant.
The roots of the plants are usually under the ground to keep the plant
firmly in place.
DRAFT
The roots absorb water and minerals needed by the plant.
The stem supports the plants and holds the leaves.
The stem carries water and minerals to other parts of the plants.
The stem also carries food from the leaves to other parts of the plant.
The leaves make food for the plants.
The flower develops into a fruit.
April 10, 2014

The fruit contains seeds that can grow into new plants.
6. Give the assessment and check the answers with the class.
Assessment
Charade Game:
Make enough copies of pairs of a plant part and its function for the
whole class.
Distribute strips of paper to each pupil. Written on the strips of papers
are the parts and function of the different parts of plants.
Example:
ROOTS Absorb water and minerals from the soil
The pupils will find their partner but they will neither say anything on
what is written on the paper nor show the paper to others. They have
to act out what is written on their strips of paper. When they think they
found their match, they have to go at once to the teacher and hand
their strips of papers to see if they made a correct pairing. The first pair
of pupils who presents a correct pair of plant part and function wins
the game.
78
Assignment
Bring to class an example of an object made from plants.
Lesson 4: Uses of Plants

Duration: 1 day
Some plants are used as food:

Name of Plant Plant Part that can be Eaten
1. ampalaya stems, leaves, fruits
2. star apple fruit
3. malunggay leaves, fruits
4. camote stems, leaves, roots
5. monggo fruit (seeds)
Some plants are used as medicines:
DRAFT
Plant Part that are Used as
Name of Plant Used to cure
Medicine
1. sambong Leaves kidney trouble
2. oregano Leaves scabies (skin disease)
3. gumamela leaves, roots, flower boil, wound
4. guava leaves, stems/twigs wound
April 10, 2014

5. ipil-ipil Leaves deworming
Objectives
1. identify things that come from or are made of plants; and
2. identify different uses of plants
Food
building construction materials
medicine
fuel
decorative purposes
furniture
Materials
Video of different plants
Procedure
A. Review
Ask the students to give the functions of the different parts of plants.
B. Motivation
79
Let the students name plants found in the school garden that are
useful, and let them describe why it is useful.
C. Lesson Proper
1. Let the pupils work in small groups composed of 5-6 members.
2. Distribute Activity 4. Read through the activity sheet with the class and
clarify procedures as needed.
3. Give the groups 5-7 minutes to do Activity 4.
4. Discuss the activity using the questions in activity sheet as guide. Let the
pupils check their answers.
5. Discuss the uses of plants and the plant parts. Show pictures or video clips
if available. Refer to background information for other examples.
Some plants are used as food. Examples: eggplant, okra, pechay
Some plants are used to make building materials. Examples: coconut,
narra, molave.
Some plants are uses as fuel. Examples: ipil-ipil, coconut
Some plants are used in making medicines. Examples: Lagundi,
DRAFT
sambong, banaba
Some plants are used for decoration. Examples: rose, daisy, fortune
plant
Some plants like cotton and pia (pineapple plant) are used as a
clothing material.
6. Give the assessment and check the answers with the class.
April 10, 2014

Assessment
Give one example of a plant for each purpose. Tell them that they are not
allowed to cite plants that were discussed or used in the activity.
a. Used as food:
b. Used as a building material:
c. Used as fuel:
d. Used as medicine:
e. Used as decoration:
Assignment
Give Activity 5 as an assignment.
Lesson 5: Harmful Plants

Duration: 1 day
None
Objective
80
1. identify plants that are harmful; and
2. infer that some plants can be both harmful and useful.
Materials
potted rose plant
Procedure
A. Review
Let the students cite the different uses of plants.
B. Motivation
1. Show to the class a potted rose plant.
a. What are the uses of a rose plant? (Decoration)
b. Can this plant be harmful? (Yes)
c. In what way can this plant cause us harm? (The thorn can hurt
us if we are not careful in touching it.)
DRAFT
d. How should we handle plants like this? (Use garden gloves)
C. Lesson Proper
1. Ask the students to bring out their answered Activity 5.
2. Let the pupils work in groups. Each group will make a summary of their
accomplished activity in a manila paper.
April 10, 2014

3. Give the group 2-3 minutes I presenting their work.
4. Discuss Activity 5.Point out to the class that though plants are very useful,
they should be handled well because some of them are poisonous.
5. The pupils accomplished activity can serve as assessment.
Assessment
(The pupils answered activity can serve as assessment.)
Assignment
Interview your parents or grandparents on how they take care of plants.
Lesson 6: Proper Ways of Caring Plants

Duration: 1 day
None
Objectives
1.infer how to care plants; and
2. describe ways of caring for and properly handling plants.
81
Materials
picture of a plant with wilted leaves
Procedure
A. Review
Ask the pupils to give example of plants that are harmful to people.
B. Motivation
1. Show to the class a picture of a plant with wilted leaves.
What can you see in the picture? (A dying plant)
Why do you think the plant is dying? (It has not been watered.)
What is needed by this plant in order to live? (Water)
Plants provide people with lots of things. What should we do so that
these plants stay alive and healthy? (We must take care of these
plants.)
DRAFT
C. Lesson Proper
1. Let the pupils do Activity 6 individually first.
2. Divide the class into smaller groups composed of 5-6 members. Tell them
to share their answers to the activity with the group. Give them 6 minutes
to do this.
April 10, 2014

3. Discuss Activity 6.
For questions a andb, the pupils should be able to tell that the girl is
breaking the branch of a plant for no reason, thus, it is not a good
thing to do to plants. However, tell the class that sometimes plants are
trimmed for decoration purposes or for the plants to grow well.
For questions c and d, the pupils should be able to tell that the two
boys are placing a fence around the plant. This is a good thing to do
to plants because it serves as protection especially if the plant is still
small.
For questions e and f, the pupils should be able to tell that the girl is
removing weeds around the plant. This is a good thing to do to plants
because the weeds compete with the plants in terms of the nutrients
of the soil.
For questions g and h, the pupils should be able to tell that the boy is
stepping on the plants for no reason, thus, it is not a good thing to do
to plants.
For questions i and j, the pupils should be able to tell that the two boys
are placing fertilizer around the plant. This is a good thing to do
because it helps the plant to grow well. The fertilizer provides the
nutrients needed by plants to grow well.
4. Ask the pupils to give other ways of caring for plants.
5. Give the assessment and check it with the class.
82
Assessment
A potted plant was left inside your classroom for 3 days. The leaves of the
plants are turning yellow and some are dropping. What should be done to
the plant?
Assignment
Plant flower in the flower pot and take good care of it. Be able to discuss
ways to take care of it in the class.
Lesson 6 : Characteristics of Living Things and Non-Living Things

Duration: 2 days
All living things possess the following characteristics: move, breathe or
respire, need food or energy, grow or develop, and reproduce. Like people and
animals, plants also move such as the movement of the leaves toward sunlight to
DRAFT
capture energy and movement of the roots toward the soil to absorb water and
minerals. Respiration is the process of breathing of all living things. Plants breathe
on their leaves through the process of food making called photosynthesis. Living
organisms reproduce. Reproduction is the process of producing another
organism of the same kind.
April 10, 2014

Objectives
1. identify characteristics of living and nonliving things;
2. identify the difference between living and nonliving things; and
3. classify things into living and non living.
Materials
Manila paper, pentel pen, pictures of living and non-living things
Procedure
Day 1
A. Motivation/ Presentation
Let the learners read the poem .
Things Around Us
Look up, look up
What are above?
Sun, moon, stars and clouds.
Look down, look down
What have you found?
Rocks, soil, creatures , small and round
Look around, look around
83
What do you see?
Plants and animals
Objects made for you and me.
by: Jennifer M. Rojo
Ask: What is the poem all about?

What are the things around us?
Do you know which are living things?
B. Lesson Proper
1. Tell the pupils to do Activity 1 in LM .
2. Then, divide the class into groups.
3. Let the group write on the manila paper their answers in step 3 of the
activity.
4. After 5 - 7 minutes, tell them to submit their answers in the Manila paper.
5. Check the answers of the pupils to step 1-2 of the activity.Tell them to
exchange their answers written in the Manila paper.
DRAFT
Day 2
6. Tell the pupils to post their group work.
7. Let them do the reporting by line- ups ( all members of the group will line up
and each will tell the answer. )
8. Discuss the following characteristics of living things based on the first
April 10, 2014

activity.
Living things grow.
Living things reproduce. ( Explain to the pupils what is meant by
reproduction)
Living things move by itself. (Emphasize to the pupils that not all moving
objects are living things like cars and robots )
Living things breathe. (Teacher should explain lightly how plants breathe.
Living things need food.
9. Discuss also the answers of the pupils in group work.
10. Refer to the background information for discussion.
11. Tell that living things may be grouped into people, plants and animals.
12. Lead the pupils in comparing living and nonliving things to see their
differences.
13. Let the pupils give other examples of living things based on
theircharacteristics.
14. Give the assessment
Assessment
Pupils may play Pinoy Henyo. The game is played by putting the words
written on a strip of paper on the pupils forehead. The pupils will guess the
word by asking questions that could help her/him guess the word. The class
84
can only respond with oo (yes), hindi ( no ) and pwede (maybe). The
words to be guessed are either living or nonliving things.
Assignment
Have the picture below photocopy and let the learners answer this in a
group of 5.
Characteristics of living things

Objects Does it Does it Does it Does it Does it
grow? repro- move by breathe? need
duce? itself? food?
YES YES YES YES YES
DRAFT
NO NO NO NO NO
NO NO NO NO NO
April 10, 2014

Rocks
YES YES YES YES YES
YES YES YES YES YES
NO NO NO NO NO
YES YES YES YES YES
85
NO NO NO NO NO
YES YES YES YES YES
YES YES YES YES YES
DRAFT
Chapter 4 : Heredity: Inheritance and Variation
Overview
In chapters 1, 2 and 3 of Unit 2 pupils learned about the parts and
functions of humans, animals and plants. In chapter 4, they learned that humans,
April 10, 2014

animals, and plants are living things. They also learned about some of the
characteristics of living things that differentiate them from nonliving things.
In the previous chapter, pupils learned about the similarities among

humans, plants, and animals. Their understanding of similarities and differences
will prepare them in understanding one characteristic of living things that
differentiates them from nonliving things and that is: Living things can reproduce.
Living things around us reproduce. Through reproduction, living things

make copies of themselves so that their kind continues to live on earth. When
living things reproduce, certain characteristics of parents are transferred or
passed on to their offspring or children.
It is important to develop in this chapter, skills in identifying, drawing,

inferring, observing, naming, comparing, listing, asking (or interviewing) and
communicating (reporting or telling,) alongside development of appreciation of
similarities and differences, individual uniqueness and appreciation of the
importance of parents, family and reproduction itself.
Lesson 1: Animals Reproduction and Heredity

Duration: 2 days
86
Animals are living things. Living things can reproduce. Animals can
reproduce creating offspring of their own kind. Animal offspring sharesimilar
observable physical characteristics or traits with their parents such as the color,
texture and length of the hair strands; shape of the face; eye shape, nose, and
length and size of ears.
Objectives
1. infer that animals produce animals of the same kind; and
2. infer that some physical traits are common or shared within the same
group of animals.
Materials
enlarged pictures of the animals in Activities 1 and 2, a series of pictures of
a growing family of animals (video clip if available)
DRAFT
Procedure
A.Review
Teacher: What was our lesson about the other day?
Post a series of pictures of a growing family of animals. (A video clip can
April 10, 2014

also be used.)
Ask the class: What does the picture show?/What was shown in the video?
(Answers will vary.)
Call 2-3 pupils to answer the question.
C.Lesson Proper
Day 1
1. Let the pupils work individually.
2. Distribute the activity sheet. Give the pupils 5 minutes to answer the
activity.
3. While the pupils are doing the activity, post enlarged pictures of the
animals on the board.
4. After 5 minutes, tell the pupils to form small groups composed of 5-6
members.
5. Give the groups 7-8 minutes to share and discuss their answers with the
group. Tell them to answer this question: How did you know which adult
animal and baby animal go together?
6. After doing the activity, tell the groups to choose a reporter who will share
the groups answers to the activity and the question on how they knew
which animals match.
7. After the reporting, discuss the activity. Refer to the pupils work during the
class discussion. Here are some questions you can ask:
87
How did you know which adult animal and baby animal go
together?
What characteristic is similar between the parent animal and the
baby animal?
8. Discuss one animal at a time. Ask: Can an animal like chicken have a
baby fish? Why do you say so?
9. The important concepts do be develop in this discussion are:
Animals can have baby animals.
An animal can only produce an animal of their own kind.
Baby animals share similar observable physical characteristics or traits
with their parents such as the color, texture and length of the hair
strands; shape of the face; eye shape, nose, and length and size of
ears.
Day 2
10. Ask the class about what they learned from the previous activity as
review.
DRAFT
11. Tell them that today they will learn about observable physical traits shared
by animals of the same kind.
12. Divide the class into groups composed of 5-6 members. Distribute Activity
2, Manila paper (per group), and pens/crayons (for writing). Read
through the procedure and clarify steps as needed.
13. Give the groups 5-7 minutes to do the activity. Tell them to write their
April 10, 2014

group answers on a Manila paper
14. The important concepts to be developed in this discussion are:
Some observable physical traits are shared by animals of the same
kind e.g., presence of fur, body shape, shapes of legs, etc.
While there are similar physical traits in animals of the same kind (e.g.,
dogs), the traits still differ because they come from different breed.
Assessment
The work of the groups in Activities 1 and 2 can serve as formative assessment
for the lesson.
Assignment (group assignment)

Tell the class to work in groups and do Part A of Activity 3 (including the planting
of mongo seeds). Tell them to bring their small container with seeds to school on
the following day.
Lesson 2: Human Reproduction and Heredity

Duration: 2 days
88
Reproduction is a process common to all living things. It is one of the
various characteristics that distinguish a living thing from non-living thing.
Reproduction is focused on two essential concepts: that living things reproduce
their own kind and it is important for passing on of traits from parents to offspring,
properly termed as inheritance.
The lessons on reproduction begin with animals (Lesson 1), plants (Lesson
2), and humans (Lesson 3). This is to mitigate the sensitivity of discussing human
reproduction and heredity.
The type of reproduction, sexual and asexual, is not yet introduced in

Grade 3. However, as a backgrounder: reproduction is sexual, when it involves
the sperm from male and the ovum or egg cell from female, and asexual if it
involves inheritance coming from a single parent. Sexual reproduction involves a
chance combination of both parents traits, resulting in the variation and
diversity within the same kind of living things. This explains why, even in human
families, children share similar physical traits with their biological parents. This also
DRAFT
explains why people share similar characteristics within the same tribe or
ethnicity i.e., Filipinos have similar physical features; Asians have similar physical
features.
On the other hand, asexual reproduction results in formation of living

things which are exactly identical with the parent living thing, since the new
April 10, 2014

organism is grown from one and the same parent. When questions about sexual
or asexual reproduction arise at this stage, pupils question may be entertained,
but they should be informed that such will be discussed in the succeeding years
of their science learning.
Care has to be taken in the discussion of the family. Society is faced with
different family structures at present which defines family in a different way as
before. Exposing a learner, who is nurtured within a family of single parent,
adoption or any other contexts, into humiliation must be avoided. It is highly
suggested that parents are to be informed beforehand of the lesson and its
possible impact on the learner so that proper actions may be done to protect
the learner from any form of embarrassment in the treatment of the subject
Objectives
1. infer that humans can only have human babies; and
2. infer that some physical traits are common or shared among a certain
group of people (i.e., class, family, ethnic group).
Materials
enough cut-outs of a happy face (represent a child)
enlarged picture showing children of different ethnicity
89
Procedure
A.Review
Ask the following questions to the class:
Can anyone tell us what the lesson was yesterday?
(We learned that baby plants come from parent plants. So plants also
reproduce. Plants can grow from seeds, or other parts of the parent plants
like roots, stems or leaves.
Can you name some examples? (Answers will vary)
1. Ask the class:
Where do human babies come from?
Can a dog give birth to a human child? Why do you say so?
Can humans give birth to a chick or kitten? Why do you say so?
2. Tell the class that similar to animals, humans can only produce human
babies. Tell the class that in Activity 5, they will find out about physical
DRAFT
traits they share with their family and classmates.
C.Lesson Proper
Day 1
1. Let the pupils do Activity 5 individually first (Steps 1 and 2). Give them 5-7
minutes to finish these steps.
April 10, 2014

2. Divide the class into groups composed of 5-6 members. Tell them to
answer Step 3 of Activity 5.
3. Give the pupils five (5) minutes to come up with their group tally.
4. While the pupils are doing the activity, label the board so that you and
the class can make a class pictograph of the different traits listed in Step 3
of Activity 5.
Note: Use the happy face cut-out to represent 1 pupil. Make enough cut-
outs for the class (about 150 pcs.)
5. After the groups are done, start discussing Steps 1 and 2 of Activity 5. Point
out to the pupils that we get some traits from our parents. Some of these
traits are the colour of our eyes, the shape of our eye, the color of our hair,
the type of our hair as curly or straight, the shape of our lips, the shape of
our face, the shape of our nose, the size and shape of our ears, and the
color of our skin.
Then say:
We inherit some traits from our father, some from our mother and
some are from both our mother and father. Some traits may not
90
be observed from our parents but these may come from our
grandparents.
6. Now, ask one pupil from each group to share their group data for Step 3,
and to place the corresponding smiley face on the board.
7. After all the groups have shared and posted smiley faces on the picto
graph on the board, ask the following questions:
What physical trait has the most number of smileys? (Answer will
depend on the actual data.)
What physical trait has the least number of smileys? (Answer will
depend on the actual data.)
Which physical trait is shared by most (if not all) pupils in your class?
(Answer will depend on the actual data.)
What does this tell us about ourselves and our classmates physical
traits? (Answers will vary but highlight this idea if it comes out: we
share similarities and differences in physical traits/features because
we are all human beings.)
8. The important concepts to be developed in the discussion are:
DRAFT
There are physical traits that we inherit from our birth parents.
Some physical traits are shared within a family or within the same
ethnic group.(color of eyes, kinds of hair, color of skin, shape of
nose, eyes, mouth)
Day 2
April 10, 2014

9. Let the pupils work individually on Activity 6. Give them 5 minutes to do
the activity.
10. Divide the class into groups composed of 5-6 members. Give them 3-4
minute to share and discuss their answers to the activity.
11. During the class discussion, use the questions in the activity as jump-off
points. Ask follow-up questions as needed.
Some physical traits are shared within a family or within the same
ethnic group.
General physical features/traits are shared by humans/people
regardless of ethnicity such as: general body parts (e.g., head and
body, shape of arms and legs, etc.).
Assessment
The answers to questions in Activities 5 and 6 can serve as formative
assessment.
Assignment
Bring a family picture and be able to tell your physical characteristics with
your parent.
Lesson 2: Plants Reproduction and Heredity
91
Duration: 2 days
Many plants grow from seeds but they can also grow from other plants
parts like the stem, leaf, and root. Plants like strawberry and spider plant produce
new plant through its horizontal above-ground stem. Aloe plant can grow new
plant by placing a cut leaf on top of soil and kept moist for a few days.
Objectives
1. infer that plants produce plants of the same kind; and
2. infer that some physical traits are common or shared within the same
group of plants.
Materials
enlarged picture of a tomato plant and a mature mongo bean plant, real
DRAFT
tomato fruit; Activity 4 - enlarged picture of katakataka and agave plant
Procedure
A.Review
Ask the class: What did you learn from our previous lesson?
(Animals give birth to baby animals of their own kind.)
April 10, 2014

(There are similar and different physical traits in animals belonging to the
same kind.)
1. Post an enlarged picture/drawing of a tomato plant.
2. Call pupils to label all the plant part of the tomato plant on the board.
3. Ask the class: What part of the tomato plant develops into a fruit?
(flower)
4. Show a tomato fruit to the class before cutting it open. Then, ask the
following:
3. What do you see inside the fruit? (Flesh, pulp, seeds)
4. What would happen if we plant the tomato seed in the ground? (It
would grow into a new tomato plant.)
C.Lesson Proper
Day 1
1. Tell the pupils to bring out their materials (by group).
2. Let the pupils continue Part B of Activity 3. Give the groups 5 minutes to do
Part B. Tell them to make an enlarged version of their drawings in Boxes A,
B, and C on a sheet of Manila paper.
3. Tell the groups to post their drawings on the board. Tell the groups choose
a reporter. Give each reporter 2-3 minutes to present their work.
92
4. Refer to the group outputs (drawing) during the discussion.
5. Show a picture/drawing of a mature mongo plant. Then ask:
Does the parent plant look like its young?
Can a tomato plant grow from a mongo seed? Explain your answer.
Plants can have young plants.
A young plant can grow from seeds.
Plants can only reproduce plants of their own kind.
Day 2
7. Let the pupils work individually for Activity 4. Distribute the activity sheet.
8. Give the class seven (7) minutes to do the activity.
9. Post the enlarged picture of the katakataka plant on the board. Ask the
questions in the activity sheet for the discussion.
10. Post the enlarged picture of the agave plant on the board.
11. Ask the questions in the activity sheet for the discussion.
12. The important concept to be developed in the discussion is:
DRAFT
Many plants grow from seeds but they can also grow from other plants
parts like the stem, leaf, and root.
Assessment
Note to the teacher: You can choose 5 different plants that are commonly
found in your community to indigenize the assessment activity.
April 10, 2014

How do these plants produce plants of their own kind? Write your answers in
the table.
Parent plant Plant part where it grows from (seed, stem, leaf, roots)
1. Mango
2. Corn
3. Rice
4. Kangkong
5. Ginger
Scoring Guide:
Point/s Criteria Sample answers
Fully correct
5 Gives 5 correct Mango seed
answers: Corn seed
Mango seed Rice seed
Corn seed Kangkong stem
Rice seed Ginger - root
Kangkong seed or
93
stem
Ginger root
Partially correct
4 Gives 4 correct Mango seed
answers Corn seed
Rice seed
Kangkong stem
Ginger -
3 Gives 3 correct Mango root
answers Corn stem
Rice seed
Kangkong stem
Ginger - root
2 Gives 2 correct Mango leaf
answers Corn leaf
Rice stem
Kangkong stem
DRAFT
Ginger - root
1 Gives 1 correct Mango leaf
answer Corn leaf
Rice stem
Kangkong stem
Ginger -
April 10, 2014

0 Incorrect answers Mango flower
Corn leaf
Rice seed
Kangkong leaf
Ginger - leaf
No answer
Assignment
Have the pupils copy this letter for their parents and tell them to have their
parents sign it. Tell them also to fill in the missing information. Alternatively, you
can have the letter photocopied and distributed to each pupil of the class.
94
Dear Mr./Mrs. ______________
We are about to start our lesson on human reproduction and heredity in

class, and there are topics that your child, (name of pupil) ,
find hard to understand especially if/when the family is put in focus.
Observable physical traits like eye color, hair texture, body shape,
height, and skin color would also be tackled in the lesson.
Kindly guide your child with the assignments to be given to help handle
sensitive topics. Rest assured that I will treat the subject carefully so as
not to cause any awkwardness or discomfort to your child during the
DRAFT
lessons duration. Thank you very much.
Tell the pupils to bring a picture of their family for the next lesson.
Sincerely yours,
April 10, 2014

CHAPTER 5: Ecosystem
(Name of the Teacher)

Overview
The pupils studied about heredity in Chapter 5 of Unit II. They learned that
through reproduction, characteristics are passed on from parents to children in
humans, from parent-animal to offspring and from parent-plant to offspring.
Several characteristics were identified to pass on from parents to offspring in
humans, animals and plants. In this lesson, the pupils concluded that like begets
like, human beings produce human beings, animals produce animals and plants
produces similar plants.
In chapter 6, pupils will realize that humans, plants and animals have
common basic needs such as air, food, water, and shelter. They will also become
fully aware that living things depend on the environment to meet their basic
needs and they will recognize that there is a need to protect and conserve the
environment.
Process skills involved in the activities include comparing and explaining.
Lesson 1. The Basic Needs of Humans, Animals and Plants

Duration: 1 day
95
Plants and animals have the same needs as humans. All living things need
food, water and air. Plants need food, the minerals and nutrients from the soil,
energy from the sun and water. They also need the carbon dioxide from plants.
Humans and animals need enough nutritious food, clean water to drink,
comfortable and safe home, and unpolluted air to breathe.
Note:
1. Breathing in plants can be explained as the exchange of gases. The
plants give off oxygen and absorb carbon dioxide from animals and humans.
Eating in plants can be explained as the absorption of minerals and
nutrients from the soil and energy from the sun.
Drinking in plants can be explained as the absorption of water from the
soil and movement as the reaction of the plants to gravity, sunlight and wind.
2.
a. Activities common to humans, animals and plants include breathing,
eating, drinking, movement and living in a habitat.
DRAFT
b. Humans, animals and plants breathe the same air. The air they breathe is
from the environment.
c. Humans, animals and plants do not eat the same food but they get the
food from one source, the environment.
d. Humans, animals and plants drink the same water but not from the same
source. The water they drink is from the environment.
April 10, 2014

e. Humans, animals and plants do not live in the same habitat. All of these
habitats are found in the environment.
Objectives
1. identify the basic needs of humans, animals and plants; and
2. compare the similarities and differences in the basic needs of humans,
animals and plants.
Materials
picture of the basic needs of human. Animals and plants
Procedure
A. Review
The teacher can relate the lesson on heredity to the lesson on
ecosystem.
Sample questions the teacher can ask the students:
a. What characteristics do children get from their parents?
b. Can human parents produce children that are not humans?
c. Can animals produce children that are humans?
d. Can plants produce animals or humans?
96
The teacher can ask the students to determine the message about
the environment by solving the puzzle.
Guess the Secret Message
Michelle was given a piece of paper containing a secret message

by a stranger. Unfortunately, before she is able to read the message, the
paper was torn into six pieces and blown by the wind.
Can you help Michelle determine the secret message? Here are the six
pieces of paper.
avse eth tnenivnrom vase rou trefuu
Secret Message: Save the environment, save our future.
DRAFT
C. Lesson Proper
2. Let the pupils do Activity 1. Give them 15 minutes to answer the

activity.
3. Write the table on direction 1 on the board.
4. After 15 minutes, ask the pupils to complete the table on the board.
April 10, 2014

5. The teacher may elaborate on the answers of the pupils.
6. Ask other pupils to answer question a of direction 2.
8. Ask other pupils to answer question b of direction 2.
10. Ask other pupils to answer question c of direction 2.
12. Ask other pupils to answer question d of direction 2.
14. As other pupils to answer question e of direction 2.
16. Come up with the following conclusions:
Humans, animals and plants have basic needs such as air, food,
water and shelter.
Assessment
1. What are the basic needs of human beings?

2. What are the basic needs of animals?
3. What are the basic needs of plants?
4. Do humans, animals and plants have the same basic needs?
Assignment
97
The students may bring colored construction paper for the next activity.
Lesson 2. Things We Need from the Environment

Duration: 2 days
The environment consists of living and non-living things. Living things that
live in the environment are the humans, plants and animals. They depend on
both living and non-living things in the environment for their basic needs. Any
activity, whether natural or man-made that changes the conditions of living and
non-living things in the environment significantly affects living things.
Objectives
1. identify the needs of living things that are provided by the
DRAFT
environment; and
2. explain how living things depend on the environment to meet their
basic needs.
Materials
sun headband, headband pattern of sun, headband pattern of rain
April 10, 2014

headband pattern of rice plant, headband pattern of caterpillar
headband pattern of bird, headband pattern of chicken
Procedure
A. Review
The teacher can relate the lesson on the basic needs of humans,
animals and plants to the lesson on things we need from the environment.
1. What are the basic needs of humans, plants and animals?
2. Where do we get the air, food and water we need?
My Favorite Food
The teacher can ask a few students to share to class their favorite
food. The teacher will write on the board the examples given by the
students. She will then ask Where do you think your favorite food comes
from? This is to emphasize that the things we need are obtained from the
environment.
Sample Flow of Conversation:
Teacher: What is your favorite food?
98
Student: My favorite food is fried chicken.
Teacher: Where do you think the fried chicken comes from?
Student: (possible responses)
The fried chicken is from the grocery.
The fried chicken is from the poultry.
The fried chicken is from the fast food.
Teacher: What is your favorite food?

Student: My favorite food is fish.
Teacher: Where do you think the fish comes from?
Student: (possible responses)
The fish is from the market.
The fish is from the river.
The fish is from the ocean.
the fish is from the fishpond.
C. Lesson Proper
DRAFT
Day 1
1. Lead the pupils in doing Activity 2. Preparation and conduct of the
activity could take the whole period.
2. Care should be observed in the use of cutting materials like scissors.
April 10, 2014

Day 2
1. Review what the pupils did in Activity 2. The following guide questions may
be asked.
What living things were involved in the activity?
What non-living things were involved in the activity?
What is the role of the sun?
What is the role of rain?
Who ate the rice plants?
Who ate the caterpillars?
Who ate the birds?
Who ate the chicken?
2. Ask the pupils to answer question 7 of Activity 2.
3. The teacher may elaborate on the answers given by the pupils.
12. Come up with the following conclusions.
99
Living things depend on the environment for their basic needs such
as air, water, food, and shelter.
Human beings depend on plants and animals for their supply of
food, on the environment for clean air, clean water and shelter.
Plants depend on the environment for their supply of sunlight and
water, minerals and nutrients from the soil. Animals depend on
plants and other animals for food, on the environment for clean air,
clean water and shelter.
Assessment
Identify the letter of correct answer.
1. Why is water important?

a. It is a resource that cannot be replenished.
b. It has many uses.
c. It is found in many places.
DRAFT
d. It is part of the earth.
2. Why is the sun important?
a. It provides light.
b. It provides heat.
c. it provides energy.
d. all of the above
April 10, 2014

3. Why are plants important?
a. They serve as food to animals.
b. They produce oxygen.
c. They prevent soil erosion.
d. all of the above.
Assignment
The students may bring drawings or pictures of a beautiful things found in the
environment
Lesson 3. Conservation and Protection of the Environment
Duration: 2 days
The earth is one of the planets in the solar system. It is the planet we call
home. It is the only planet that has the environment that can support life. If we
do not take care of the environment in our planet, we have no other planet to
go to. If humans continue to do the activities that harm the environment, it will
result to a lot of problems like polluted air, polluted soil, and polluted water. Also,
100
it could worsen the effects of natural calamities like typhoons. Mountain without
forest cover because of massive cutting of trees will result to deadly landslides
and floods. These do not only lead to damage to property but result in the loss of
human lives as well.
1.What are the things that humans do that harm animals and plants?
Humans cut trees indiscriminately. This destroy the homes of a lot of

animals that live in trees. They also capture animals in the wild and keep
in them in cages as pets. Humans let dirty water from their houses and
factories to flow into rivers and lakes. Humans also throw their garbage
anywhere like in rivers that could pollute the water and kill fishes and
other aquatic animals. Humans also do let the dirty exhaust from their
vehicles to pollute the air.
2.What will happen if we continue to cut a lot of trees.
DRAFT
The continuous cutting of trees will result to the displacement of animals
living in these trees. It could also result to the disappearance of a lot of
animal and plant species that depend on trees. Moreover, the absence
of trees in mountainous areas results to landslides and floods because of
the absence of the roots of trees that absorbs water and help in
maintaining the solidity of the soil.
April 10, 2014

3.What will happen if we will not take care of the air we breathe?
The breathing of polluted air could result to diseases in humans like

asthma, allergy and other diseases of the lungs.
Objective
At the end of the lesson, the pupils should be able to explain why there is a need
to protect and conserve the environment.
Materials
large pictures of Philippine plants and animals,Large pictures of human activities
that harm the environment, Large drawing of the illustration in the activity.
Procedure
A. Review
The teacher can relate the lesson on the things living things need
from the environment
a. What are the things we need from the environment?
b. What will happen to living things if the environment can no
longer provide our needs?
101
The Treasures of the Philippines
The teacher can show to class pictures of Philippine animals and

plants. An example that can be used is the Philippine eagle. A short
description and explanation on how the population of eagles
deteriorated because of massive deforestation and how their existence is
still threatened because of their disappearing habitat can be provided to
students. The teacher needs to emphasize that there are things that
humans do that harm the environment. In the same manner, humans can
also do a lot of things to protect and conserve the environment.
C. Lesson Proper
DRAFT
Day 1
2. After 15 minutes, lead the pupils in answering the questions.
3. Ask pupils to answer question a of number 2.
5. Ask pupils to answer question b of number 2.
April 10, 2014

7. Ask pupils to answer question c of number 2.
9. Ask pupils to answer question d of number 2.
11. Ask pupils to answer question e of number 2.
13. Come up with the following conclusions:
There is a need to protect and conserve the environment.
Humans perform activities that harm the environment.
Humans can do a lot of things that can protect and conserve the
environment.
Day 2
1. Review what the pupils did in Activity 3. The following guide questions may
be asked.
What activities do humans do that harm the environment
What activities can humans do to conserve and protect the
environment?
2. Group the students into six teams. Let them bring out the drawing
materials they brought to class.
3. Each team will write three promises, things that they will do to protect and
conserve the environment.
102
4. Let them decorate their outputs with their colouring materials.
5. After the pupils are finished with their outputs. Let the teams present their
promises in front of the class, with each member of the group reciting the
promise and giving short explanation.
6. Come up with the following conclusions.
There is a need to protect and conserve the environment.
Humans perform activities that harm the environment.
Humans can do a lot of things that can protect and conserve the
environment.
Assessment
Sample rubric for evaluating the pupils outputs
Points Description
5 The pupils demonstrate full understanding of the
topic.
DRAFT
4 The pupils demonstrate good understanding of
the topic.
3 The pupils demonstrate good understanding of
parts of the topic.
2 The pupils does not seem to understand the
topic at all
April 10, 2014

You may add neatness, legibility and attractiveness to the criteria for evaluation.
Assignment
The students may write their own slogans or draw a poster on environmental
conservation and protection.
Unit Test
(Sample Only)
Sense Organs How to take care

Wearing sunglasses on a sunny day
Eyes Using goggles when swimming
Using clean cloth in wiping the outer ear
Ears Wear earmuffs
Covering the nose while passing a dusty road
Nose Using a clean cloth in cleaning the nose
Using a tongue scraper to clean the tongue
Tongue Brushing teeth
Taking a bath everyday
Skin Wearing clean clothes
Drinking plenty of water
103
Uses of Coconut Plant
Plant Plant Part Use
midrib of leaves To make into a broom
Trunk For construction
As firewood
coconut shell
Coconut Decoration
coconut oil Medicine, cooking oil
coconut meat and
Food
water
1. 2. 3. 4. 5.

DRAFT
Write yes Living thing and no if Non Living thing
April 10, 2014

X / /
/
x x
x / x
/ x /
104
Study the picture below. Write down the dos and donts in conserving and
protecting of our mother earth.
DRAFT
April 10, 2014
UNIT 3: Force, Motion, and Energy
Overview
In the first quarter, pupils learned that there are different materials around
them. These materials can be solid, liquid, or gas. In the second quarter, the
pupils learned about people, animals and plants. In this quarter, they will learn
that materials such as magnets, water, and moving air can make objects move.
People, animals, and plants can also make an object move.
Chapter 1: Moving Objects
There are different ways in which we describe ways of moving objects.

Some ways to make objects move can be by pushing, pulling, throwing, kicking,
tossing, blowing, and dropping them. However, if you look closely at the different
105
ways to make an object move, they can only be grouped into two pushing
and pulling. Force is introduced as a push or a pull. Force causes an object to
move. In describing the motion of an object, using a reference point or a
reference object is emphasized to give the accurate or precise location of the
object.
This chapter also discusses that when a force is applied on an object, the
object can move fast or slow, forward or backward, or stretched or compressed.
Using toys such toy car, wind wheel, and paper boat is used to make
learning fun for the pupils. This way, the pupils will feel that science is not just a
subject in school, but is also part of their everyday life.
Science process skills such as observing, communicating, and classifying

are emphasized in the activities.
Lesson 1: Describing the Position of an Object relative to another object
DRAFT
Duration : 2 days
Activity 1
In describing the position of an object, relative to another object, give the
April 10, 2014

accurate or precise location of an object t.
Objective
At the end of the lesson, the pupils should be able to describe the position or
location of an object relative to another object.
Materials
different objects like table, book, ball, door, balloon
Procedure
2. Let the pupils do the KWL chart.
3. Tell the pupils to write the names of their classmates in front, beside, and
behind them.
Who sits in front of you?
Who sits on your right side?
Who sits on your left side?
Who sits behind you?
4. After they finish writing, call 3 to 4 pupils to check if they have identified
their classmates correctly.
106
5. Tell the pupils that in describing the position of an object, they should
always have a reference point or reference object to give the precise
position of the object.
6. Ask the class: What was your reference point in identifying your
classmate?(The pupils should be able to tell that they were able to name
their classmates with reference to themselves.)
B. Lesson Proper
11. Let the pupils do Activity 1 individually first. Give them 5 minutes to answer
the activity.
12. Let the pupils work in small groups composed of 5 members.
13. Tell the pupils to discuss their individual answers in the group to come up
with group answers. Give them 5 minutes to discuss.
14. Give each group 2-3 minutes to present their answers.
15. While each group is presenting, tabulate their answers on the board as
shown.
DRAFT
Groups
Activity 1
1 2 3 4 5 6
April 10, 2014

a. The book is on ______of the
b.
c.
d.
e.
_______.
16. Tell the pupils to look at other groups answers. Ask the class if they have
the same answers or not. If there are different answers, refer back to the
pictures so the class can decide on the correct answer with your
guidance.
17. Use the enlarged pictures (a to e) in Activity 1 to ask the following
questions.
What is the reference object in describing the position of the book?
(The table serves as the reference object in describing the position
of the book.)
What is the reference object in describing the position of the ball?
(The boy serves as the reference object in describing the position of
the ball.)
107
What is the reference object in describing the position of the door?
(The boy serves as the reference object in describing the position of
the door.)
What is the reference object in describing the position of the cat?
(The table serves as the reference object in describing the position
of the cat.)
What is the reference object in describing the position of the balloon?
(The girls hand serves as the reference object in describing the position of
the balloon.)
Why is it important to use a reference object in describing the position of
an object? (It is important to use a reference object to be able to give the
precise position of the object.)
18. Come up with conclusions about describing the position of an object based
on the activity:
The position of an object can be determined by locating its position
relative to another object.
It is important to use a reference object to describe the position of
DRAFT
another object to be able to locate them easily.
Assessment
Find Me Game:
1. Place 5 objects in different location inside the classroom (add more
objects if there are more than 5 groups).
April 10, 2014

2. Write each object on a piece of paper.
3. Call the group leaders to pick one piece of paper.
4. Distribute lengthwise strip of bond paper to each group.
5. Tell each group to describe the position of the object that their leader
picked.
Sample Rubric:
Level of Criteria Sample answer
Performance
Excellent 1) Used a reference object and The box is behind the
(5 points) the correct adverb of place bookshelf.
to describe the position of the
object.
2) All members participated
Very Good Same as in excellent but some The box is behind the
(3 points) members did not participate. bookshelf.
Fair Members participated but the The box is in front of
(1 point) answer is not correct, the bookshelf.
incomplete, or unclear
Assignment
Tell each group to bring a toy car for the next activity.
108
Activity 2. How do you know that an object has moved?
Duration: 2 days
An object has moved if it travels a distance from its reference point. A

reference point is the position of an object where it starts before moving. It is
important to know the reference point of an object to describe how far an
object moves.
Road markers like the one shown below are important for travellers. It tells
how far the place from the sign.
Town Center
DRAFT
Gasoline Station
5 km
500 m
Objective
April 10, 2014

At the end of the lesson, the pupils should be able to describe the location of an
object after it was moved.
Materials
meter stick toy car picture of a road sign
Procedure
A. Review
Ask the following questions:
What is needed to describe the position of an object correctly? (There
must be a reference object/point.)
Why is it important to describe the precise location of an object?
(Answers will vary but would include: to make it easier to find an
object.)
1. Ask a one pupil to walk from one location to another, then ask:
Did your classmate move?
How did you know that your classmate moved?
(The pupils should be able to tell that their classmate moved by describing
his/her position relative to the starting point or another object.)
109
2. Show to the class a meter stick. Discuss the unit of measurement used and
how the measurement is taken (small and large lines).
3. Measure the distance walked by the pupil from his/her starting point to
the point where he or she stopped. Call a pupil to read the
measurement. (Sample measurement could be 100 centimeters or 100
cm; 1 meter or 1 m)
C. Lesson Proper
1. Let pupils work in groups, composed of 5 members each group.

2. Let the pupils do activity 2 (refer to the LM). Give them 10 minutes to do
the activity.
3. Tell the groups to fill out the table on the board. Make sure that they write
their answers in the row assigned to their group.
Location of Reference
Location of the How far
the toy car point/object in
DRAFT
Group car before it did the toy
after describing the
was pushed car move?
pushing location
1
2
3
Note: Write an enlarged version of this table on the board. Add more
April 10, 2014

rows if there are more groups.
4. Let each group report their answers to questions a to d.

5. Check answers of the groups. Refer to the answers to questions in the
activity.
6. If there are incorrect answers or different answers in questions a and d, let
the pupils analyze their answers and identify where and how they made
mistakes.
7. After checking their answers, ask the class:
How do you know that an object has moved? (An object has
moved if it travels a distance from its reference point.)
Why is it important to include the reference point in describing the
location of an object? (It is important to include the reference
point in describing how far an object moves to give a correct
description of its location.)
Why is it important to measure the distance travelled by an object?
(It is important to measure the distance travelled by an object to
give the exact location of the object.)
8. Show a picture of a road mark (Refer to the background information on
what a road mark is and what to highlight).
Is this road mark important? (Yes)
Why is this important? (It tells people or car drivers how far they
need to travel to reach the indicated destination.)
110
Assessment
Picture A shows a classroom while picture B shows the same classroom

after a day.
1. Encircle three objects that were moved from their original location.
Picture A Picture B
Right Left Right

Left
DRAFT
2. Describe the present location of the three objects you encircles in step
1. Write your answers in the table below.
April 10, 2014

Object Location
1.
2.
3.
Assignment
Draw two objects which show movement on a short bond paper. Describe
the location of the object after it was moved.
Activity 3: How can you make objects move?
Duration: 2 days
Force is a push or a pull. Force can cause an object to move. Force

maybe applied in different ways. Some ways to make objects move are by
blowing, dropping the object, lifting, pressing, rolling, throwing, rotating, pushing
and pulling.
Objective
111
At the end of the activity, the pupils should be able to describe different ways of
moving objects.
Materials
Chart (Similar to Table 1 in Activity 3 of the LM)

Assorted objects (examples: eraser, pencil, notebook, key, coin, ball, clay)
Procedure
A. Review
Ask:
How do you know that an object has moved? (An object has moved if
it travels a distance from its reference point.)
Why is it important to include the reference point in describing the
DRAFT
location of an object? (It is important to include the reference point in
describing the location of an object to show the distance travelled by
the object.)
1. Let the pupils read the rhyme below.
April 10, 2014

Rhyme Reading
What can you do with a ball?
Shoot, throw, and make it roll.
Come let's play with my ball.
Its so fun, I know how to dribble.
2. Ask: What are the words that describe movement of the ball in the
rhyme? (Shoot, throw, roll, and dribble)
3. Tell pupils that they will find out different ways of making objects move.
C. Lesson Proper
1. Let the pupils work in groups composed of 5 members each.
2. Let the pupils do Activity 3 (refer to the LM). Give them 10 minutes to do
the activity.
3. While the pupils are working, write or post an enlarged version of Table 1
on the board.
4. Give each group 2-3 minutes to present their work.
5. While a group is reporting, write their chosen objects and how they made
each object move on the enlarge version of Table 1. If the same object is
used by other groups, list their answers under the existing entry.
6. After the group presentation, call a pupil to demonstrate how to move
the object based on the summarize answers on the board.
112
Table 1. Different ways of moving different objects
Object How did I make the object move?
Example: By pushing with my fingers

eraser By lifting with my hand
Sample answers
key By pushing into the keyhole with my fingers
By pulling from the keyhole with my fingers
ball By throwing with my hand
By kicking with my foot
7. Ask the class how many ways of moving an object they identified for
each listed object in Table 1. Underline the words they use (e.g. pushing,
pulling, throwing, kicking, dropping, etc.).
DRAFT
What are the different ways you did to move the different objects?
What is the direction of the object when you push it? (It moves
away from me.)
What is the direction of the object when you throw it? (It moves
away from me.)
April 10, 2014

What is the direction of the object when you toss it? (It moves away
from me.)
What is the direction of the object when you kick it? (It moves
away from me.)
Is the act of throwing, tossing, and kicking similar to that of pushing?
How? (Yes, because the object was pushed away from the person
doing the pushing.)
What is the direction of the object when you pull it? (It moves
towards me.)
What is the direction of the object when you drop it? (It moves
away from me and moves towards the ground.)
9. Tell the class that when they make an object move, they are actually
either pushing it or pulling it. The push or pull is called force. When they
push an object, whether it moves or not, they are exerting a force. When
they pull an object, whether it moves or not, they are exerting a force.
Force can cause an object to move.
10. Explain to the pupils the case of moving objects by simply dropping or
letting it fall. In this case, the pupil is not exerting a force. The pupil simply
removed his/her hand that supports the object. So, what then makes it
move downward? Introduce gravity as a force that pulls everything
downward towards the center of the Earth.
11. Explain also the case of making the object rotate. Is it pushing or pulling?
To make an object like a pencil rotate, it is pushed on opposite sides.
113
12. Ask the pupils to give examples of how animals move objects. Show
illustrations if available.
A carabao pulling a plow.
A horse pulling a cart.
An elephant lifting a trunk using its tusk.
13. The concepts developed are as follows:
Pushing, pulling, tossing, dropping, kicking, and flipping are some of
the ways in making objects move.
Force is a push or a pull.
Force can cause an object to move.
Animals can also move objects.
Assessment
DRAFT
1. List 2 tasks you do at home that involve pushing.
2. List 2 tasks you do at home that involve pulling.
Assignment
Draw or cut a picture of different ways in moving a ball.
April 10, 2014

Lesson 4: Wind can make Objects Move
Activity 4: Making a Wind Wheel
Duration: 2 days
Wind can make objects move. Wind exerts force on the object. Some of
the objects that are moved by the wind are the flag in the flagpole, the leaves
of trees, window curtains and other light objects.
Objectives
1. describe how wind moves objects; and

2. make a wind wheel.
Materials
Paper for demonstration, finished wind wheel as model
Pencil with eraser, paper, paperclip, tape
Procedure
A. Review
114
Let the pupils present their drawings (or picture cut-outs) on the
different ways in making a ball move (assignment the previous day).
Show a model of a wind wheel and ask the pupils the following questions:
Have you see this kind of object? How is it called? Do you know how
to make a wind wheel?
Do you know where it is used? Let us make your own wind wheel and
see how it works outside.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a wind wheel. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own wind wheel.
2. Check the wind wheel of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their wind wheel. CAUTION: be
careful with the sharp ends of the paper clip and in attaching it to the
DRAFT
paper and eraser.
2. Let the pupils play with their wind wheels.
3. Let the pupils work in small groups composed of 5 members each to
answer the questions in the activity.
4. Let a member from each group report their answers.
5. Discuss the questions while the groups check their answers. For question a,
April 10, 2014

call 3 pupils to demonstrate how they made their wind wheels move.
Point out that they may have done different ways to make the wind
wheel move but all involved wind or moving air.
6. The following concepts developed in the activity are:
Wind can make objects move.
Wind exerts a force that causes an object to move.
Assessment
Ask the pupils to draw a wind wheel. Let them list two things that are
moved by the wind outside the classroom.
Assignment
Let the pupils read and gather pictures about windmills that are used
in producing electricity. They can get it from books, magazines, or the
internet.
Activity 5. Making a Paper Boat

Duration: 1 day
Water can make objects move. Water exerts a force on the object to make it
move. The object moves in the same direction as the movement of water.
115
Objectives

1. describe how water moves objects; and
2. make a paper boat.
Materials
basin with water, paper, tape

finished paper boat as model
Procedure
A. Review
1. Ask:
What makes the wind wheel move? (The force exerted by the wind.)
DRAFT
Are there windmills in the Philippines that are used to generate
electricity?
2. Tell the class that windmills are like large versions of their wind wheel, but
are fitted with other parts and devices to generate electricity.
April 10, 2014

Show a model of a paper boat and ask the pupils the following questions:
Where do you find this kind of object? How is it called?
Do you know how Let us try to make a paper boat and try it out in a
large basin of water.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a paper boat. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own paper boat.
2. Check the paper boat of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their paper boat.
3. Let the pupils play with their paper boat.
4. Let them work in small groups composed of 5 members each in answering
the questions in the activity.
2. Let a member from each group report their answers.
3. Discuss the questions while the groups check their answers. For question a,
call 3 pupils to demonstrate how they made their paper boat move. Point
out that they may have different ways of making the paper boat move,
but all needed moving water.
4. Ask the class: What other objects can be moved by water? Call 3 pupils
to answer and ask them to describe how that object is moved by water.
5. The concepts developed in the activity are:
116
Water can make objects move.
Water exerts a force that causes objects like the paper boat to move.
Assessment
A plastic ball is placed in a basin with water. Write two ways to make the
ball move without touching or blowing unto into it.
1. ___________________________
2.___________________________
Assignment
Draw a situation where water is used to move an object.
Lesson 2. Describing the Location of an Object After it has Moved
Activity 1. Make it Move with a Magnet!
DRAFT
Duration: 1 day
A magnet is a solid object that has the ability to attract other magnets or
magnetic objects. Magnetic objects are made up of iron and some other
April 10, 2014

metals. Not all metals are attracted to a magnet (e.g. aluminium, copper, zinc,
and brass). A magnet doesnt have to get into contact with a touch a magnetic
object to affect it. It can attract a magnetic object from a short distance.
Objectives
1. describe how a magnet can move objects; and
2. identify materials that can be moved by magnets.
Materials
For the teacher: Different magnets, chart similar to activity 6 in the LM

For the pupils: Paper clips, cardboard, thumbtacks, small nails, staple wire,
eraser, crayon, plastic bottle caps, LM (Activity 6: Make it Move with a
Magnet!)
Procedure
A. Review
Ask: What are the things that can make objects move that have been
discussed in the previous lessons? (People, animals, wind, and water can
make objects move.)
117
Show different types of magnets. Ask:
Can you describe each of these magnets?
what name is given to each type?
What does a magnet do?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members
each.
2. Give the groups 10 minutes to read the procedure and do Activity 1
(Make it Move with a Magnet).
3. Ask a representative from each group to report their answers. Give
him/her 2-3 minutes to report. Use an enlarged version of the chart to
summarize the answer of each group on the board.
4. Discuss each question in the activity. Refer to the answers to
questions/tasks in the background information. Let the group check their
answers as you discuss the answers. If there are different results, let the
DRAFT
pupils explain their answers to be able to identify where they made the
mistakes or call a pupil from the concerned group to demonstrate what
they did.
5. After answering question a, ask the pupils of the direction of the
movement of paperclip. (They should be able to observe that the
paperclip move in the same direction as their magnet).
April 10, 2014

Recall that force can cause an object to move. The activity shows that
the magnet exerts force on the paperclip.
6. For question b, the pupils should identify the objects that can be moved
by a magnet.
7. For question c, they should observe that the objects that can be moved
by the magnet are made iron, steel or other metal objects that contain
these two. Those that did not move are non-metals like plastic, rubber and
wood. If a paperclip that is made of pure plastic is available, show to the
pupils that a plastic paperclip will not move when placed near a magnet.
This shows that it is not the object but the kind of material that the object is
made of that is attracted to a magnet.
8. The concepts developed in the activity are:
Objects attracted to a magnet are made of iron and some metals.
Not all metals are attracted to a magnet (e.g. aluminium, brass,
copper).
A magnet doesnt necessarily have to be directly touching a
magnetic object to affect it. It can attract a magnetic object at a
distance.
Assessment
(The groups output in the activity can serve as assessment.)
Assignment
118
Read about where magnets came from.
Activity 2. Attract or Repel!
A bar magnet is a rectangular-shaped magnet. Each end of a bar magnet is

called a pole. One pole is called north and the other is called south. A bar
magnet when suspended freely will align itself so that the north pole points
towards the Earths magnetic north pole. The north pole of the magnet is usually
painted red. The strength of a magnet is strongest at the poles. When the north
and south poles of two bar magnets are brought close to each other, they
attract or stick together. When the north poles of two bar magnets are brought
close to each other they repel. The same thing will happen to two south poles of
two bar magnets that are brought close to each other. Thus, unlike poles attract
DRAFT
and like poles repel
N S N S
N S
S N
April 10, 2014

S N N S
Objectives
1. identify the poles of a magnet;
2. infer that a magnet has two poles;
3. state that like poles repel; unlike poles attract; and
4. infer that the strength of the magnet is strongest at the poles.
Materials
bar magnets paper clips (without the plastic coating)
Procedure
A. Review
Ask:
What kind of objects do magnets attract?
What should objects possess for them to be attracted by magnets?
What have you read about the origin of magnet?
119
Show a bar magnet to the class. Let them describe the a bar magnet.
Ask the pupils what they would like to know about bar magnets. Write their
questions on the board. Go back to these questions after the lesson has been
discussed.
C. Lesson Proper
1. Let the pupils do Activity 2 (Attract or Repel) in small groups composed of
5 members each.
2. Go through the procedure before distributing the materials. Give the
groups 5 minutes to perform the activity.
3. Give each group 2-3 minutes to present their answers.
4. Let the group check their answers while you discuss each question. If
there are different answers, let the pupils analyze their answers and
identify where they made mistakes.
5. For question a, show to the pupils the bar magnet with paperclips
attached to it. In question b, point out that the paperclips actually cling
to the poles of the bar magnet and not at the middle part. Question c, is
DRAFT
a question asking for an inference. The pupils should be able to infer that
the strength of the magnet is strongest at the opposite ends. Then,
introduce the term pole to refer to the opposite ends of the magnet.
6. For questions d and e, refer to the answers to questions in the activity. Tell
the pupils that the red color side of the magnet is usually the north pole
and other side is the south pole.
April 10, 2014

7. Ask the pupils to state what they have learned.
Expected answers are as follows:
(A bar magnet has two magnetic poles called south and north poles.)
(The strength of magnets is strongest at the poles.)
(Like poles repel, while unlike poles attract.)
Assessment
Draw what would happen to two bar magnets that are placed:
1. with their N poles facing each other;
2. with their S poles facing each other; and
3. with their N and S poles facing each other.
Assignment
Bring a toy car (not battery-operated) for tomorrows activity.
Activity 3: Ready, Set, Go!

Duration: 2 days
Wind can make an object move. The wind pushes the object along the
direction where the wind blows. Strong winds can topple trees and houses.
120
A magnet exerts a force of attraction to magnetic objects by attracting
or pulling it towards them.
People can make objects move. They can either push it or pull it.
Objectives
1. describe different ways of making a toy car move; and
2. identify objects or materials that can move a toy car.
Materials
bar magnets, toy cars, fan, string,
Procedure
A. Review
Ask:
How can you make objects move?
What are the different ways in of making objects move?
DRAFT
1. Ask:
Do like toy car racing?
How can you make the toy cars move in different ways? List down
the different answers on the board.
April 10, 2014

C. Lesson Proper
1. Explain to the pupils the race. Each group will have one toy car for each
race. The groups can add accessories to their cars depending on the
type of race they will play. The preparation of the cars can be made
before the class period.
2. Ask the groups to read in the LM the description for each type of race. Tell
which race they will play.
3. Remind the pupils to behave properly and not be too noisy during the
race so as not to disturb other classes. The race can be better conducted
outside the classroom.
4. Determine the starting line point and the finish line for the race. This will
depend on the available space.
5. Signal the start by loudly saying: ready, get set and go. The car to reach
the finish line first will be declared as the winner.
6. Let the pupils answer the questions in the activity in small groups of 5
members each. Then, let each group present their answers. Give them 2-
3 minutes to present their answers.
7. Ask the pupils to give generalizations about making objects move:
Objects can be move by pushing, pulling, using a magnet, and by
fanning.
121
People, water, wind and magnets can make objects move.
8. Discuss the KWL chart. The pupils will answer the last column. They will write
what they have learned from Lessons 1 and 2 of Unit 3.
Assessment
Complete the statement on the right of the picture. Choose the word from the
box below.
wind people magnet
1. Flag on the pole

The flag on top of the pole can be
moved by ____________.
DRAFT
2. Thumbtacks
The thumbtacks on the floor can be
picked using a ____________.
April 10, 2014

3. Balloon
The balloon tied on the chair can

be moved by ___________ and
______________.
The table can be pushed by_______.
4. Table
Assignment
Let the pupils bring two identical toy cars.
Lesson 3: Describing the Different Ways Objects Move

Duration: 1 day
Activity 1 : Fast or slow; Forward or Backward
The movement of objects can be described as fast or slow and forward or

backward. To describe an object as fast or slow it should be compared to
another object. In the activity, the movement of one toy car is described as fast
122
or slow compared to another toy car. This shows that in describing the
movement of the toy car the other toy car is used as the reference object. It
should be noted that both toy cars started at the same position and pushed at
the same time but with different amounts of force. One toy car is pushed lightly
and the other harder. The movement of the toy car that first reached the
marked line can be described as fast and the other car as slow. The toy car
described as fast was the one pushed harder while the toy car described as slow
was the one pushed lightly.
The movement of the toy car is described as forward if it is pushed away

from the person pushing it, The movement is described as backward If the toy
car is pulled towards the person pulling it,
Objectives

1. describe the movement of an object as fast or slow; and
DRAFT
2. describe the movement of an object as forward or backward.
Material
2 toy cars
Procedure
April 10, 2014

A. Review
Call on several pupils to answer these questions:

How did you move the car in the race yesterday?
Who won in the car race yesterday?
What are the reasons why they won the game?
Ask:
Who among you have seen a track and field competition during an
athletic meet?
How can one win in a game like the 100-m dash?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity, and 10 minutes more to
discuss and write their report.
4. Give the group 2-3 minutes to present their answers to questions in the
activity.
5. Let the group check their work as you discuss each questions.
6. Refer to background information for the discussion of the concepts.
123
7. If there are different answers, let the pupils analyze their answers and
identify the source of their errors.
8. Ask the pupils to give a generalization of what they have learned:
The movement of objects can be described as fast or slow and
forward or backward.
To describe an object as fast or slow it should be compared to another
object. The other object serves as the reference point or reference
object.
The toy car described as fast was the one pushed harder while the toy
car described as slow was the one pushed lightly.
Assessment
I. Describe a situation that shows a car moving fast.
II. Describe a situation that shows a car moving forward and another that
shows a car moving backward.
Assignment
DRAFT
Bring a notebook spring and a rubber band.
the person pulling it, the movement is described as backward.
Activity 2: Describing the Movement of ObjectsStretched or Compressed
April 10, 2014

Duration: 1 day
Objects that can be stretched and compressed are elastic. Force is

applied in stretching and compressing an object. To stretch an object, the
object is pulled apart. To compress an object, the object is pushed towards its
center.
Stretching:
Direction of force
applied
elastic material
Compressing:
Direction of force
applied
elastic material
Objectives
124
1. describe stretching and compressing objects; and
2. name objects that can be stretched and compressed.
Materials
meter stick, garter, different colors rubber bands, chalk
Procedure
A. Review
Ask pupils to demonstrate:
How to make an object move forward and backward.
How to make an object move fast and slow.
Ask:
What can you do with a rubber band? Where do you usually use
rubber bands?
What specific use do we prefer a rubber band instead of other
DRAFT
materials like thread or strip of cloth?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity and another 10 minutes
April 10, 2014

discuss their results.
4. Give the group 2-3 minutes to present their results and answers to
questions in the activity.
5. Let the group check their work as you discuss each questions.
6. Refer to background information for the discussion of the concepts.
7. If there are different answers, let the pupils analyze their answers and
identify their sources of errors. Ask the pupils to give a generalization of
what they have learned:
Objects that can be stretched and compressed are elastic.

Force is applied in stretching and compressing an object.
To stretch an object, the object is pulled apart. To compress an object,
the object is pushed towards its center.
Assessment
Which of these objects can be stretched and compressed?
(Note : Teacher will provide pictures/illustrations)
125
String
rubber band
Plastic Ball
DRAFT
Balloon
plastic rope
Assignment
April 10, 2014

Draw an object which you can find at home that can be stretched.
Then, write below your drawing the use of the object.
Chapter 2: Light and Heat
Overview
This chapter presents the different sources and uses of light and heat.
Though light and heat are forms of energy, it is not yet introduced as such.
Instead, the focus of this chapter is on the sources of light and how people use
light. Pupils will classify the different sources of light into natural and artificial. They
are introduced to objects such as the Moon and mirrors that are not actually
sources of light but merely reflect light. Pupils will also observe that some objects
are not only a source of light but a source of heat as well.
Pupils will learn that light has many uses to people, animals and plants.
People and animals are able to see things because of light. Plants need light in
order to make its own food. Like light, heat has many uses. Pupils will learn its
importance particularly to people as well as the danger it poses when not
properly used.
126
This chapter also enhance the different process skills of the pupils like
identifying, observing, classifying, describing, inferring, communicating,
organizing and experimenting.
Lesson 1: Sources of Light
Activity 1. The wonderful Light
Duration: 2 days
Other things that give off light: moon, firefly, Christmas light, traffic
light, spotlight, disco/mirror/glitter ball, lava, television, glow in the dark
toys, oven, gas range
Natural sources of light Human-made sources of light
DRAFT
Sun fire (from wood, lighter)
star candle
lava bulbs
firefly flashlight
fire (can be natural or glow in the dark toys
man-made) television
April 10, 2014

traffic light
oven
spotlight
Christmas lights
Objectives

1. identify sources of light; and
2. classify sources of light into natural and artificial.
Materials
real objects (sources of light: flashlight, kerosene lamp, matches
candle, light bulb, pictures of lighted charcoal, sun, and moon
Procedure
1. When there is power interruption/brownout, what do you use in order to
see things around you? (flashlight, candle, kerosene lamp)
2. Ask the class what they know about light. Let the pupils do the KWL Chart.
127
B. Lesson Proper
1. Let the pupils do activity 1 in their LM individually first.
Natural sources of light Artificial sources of light
2. Then, the pupils will work in groups. They will write in a manila paper their
answers for the activity.
3. Post on the board the manila paper of each group. Give each group 2-3
minutes to present their answers.
4. Discuss the activity. Start with their answers in a f of the activity followed
by naming other things that give off light. Discuss about the natural
sources of light and point out that the Sun is the main source of light on
Earth. Differentiate natural source to artificial source of light. Show
examples to pupils. Point out that Moon may look like a natural source of
light at night but it is actually reflecting the light from the Sun.
5. Emphasize the following concepts.
DRAFT
There are different things that give off light.
The Sun is the main source of light on Earth.
There are natural sources of light.
There are artificial (man-made) sources of light.
There are things that look like they are sources of light but actually
reflecting light only. Examples: moon, disco/mirror/glitter ball
April 10, 2014

6. Give the assessment.
Assessment
Pupils may play Pinoy Henyo. The game is played by putting the words
written on a strip of paper on the pupils forehead. The pupils will guess the
word by asking questions that could help her/him guess the word. The class
can only respond with oo (yes), no (hindi) and pwede (maybe). The
words to be guessed are all sources of light.
Assignment
List 3 sources of light in your home.
Activity 2: Uses of Light

Activity 3: Other Uses of Light
Duration: 2 days
Many of the things around us that appear to be lighted are not

considered sources of light, but we can see them. Light is needed in order to see
these things. Light from the source falls on these things and then is reflected to
our eyes.
128
Light from the Sun The light bounces
falls to the plant off the plant and
enter the eye.
Objective
At the end of the lesson, the pupils should be able to identify uses of light.
Materials
For Activity 2
DRAFT
pictures of different soures of light, picture of a boy playing tennis
For Activity 3
Different plants, pictures of traffic light, light house
Procedure
April 10, 2014

A. Review
What are the different sources of light in your homes?
1. Tell the pupils to close their eyes.

Ask them can you see me? Why not?
2. Let the pupils to open their eyes now and ask them-
Can you see me now? Why or why not?
What is the source of light that enable you to see me?
C.Lesson Proper
1. Let the pupils do Activity 2 individually.
2. Discuss their results. Call pupils to answer each question.
3. Discuss how we see things. Refer to background information.
Light is needed in order to see things.
Light from the source falls to the object and then reflected to the
eyes.
4. Let the pupils do Activity 3.
5. Discuss the activity.
The leaves make food for the plants using light from the Sun.
Traffic lights help to control the flow of traffic on the roads.
129
Lighthouse helps to guide ships in the dark. It also warns ships of
danger.
6. Ask the pupils to give other examples of uses of light.
Colorful lights are used to decorate or beautify places.
Overhead or LCD projectors are used to produce images on the
screen.
Laser light is used in presentation as pointer.
7. Give the assessment and check it.
Assessment
Match column A with column B.
A B
1. Sunlight A. Help to control the flow of traffic on

2. Traffic lights the road
DRAFT
3. Lighthouse B. Use to decorate or beautify places
4. Colorful lights C. Use to warn ships
5. Laser D. Use by plants for making food
through its leaves
E. Use in presentation as pointer
April 10, 2014

Assignment
Research on other sources and uses of light, using open source data and the
internet.
Activity 4: Safety in Using Light

Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
using light.
Materials
laser if available or picture of laser
Procedure
A. Review
Ask pupils to give examples of uses of light.
B. Motivation/presentation
Show a laser (if available) or a picture of laser.
Questions:
130
Are you familiar with this object? If so, where have you seen it?
Where do we use laser?
Is it safe to point it to others eyes?
Say: Light is important but we have to be careful in using them.
C.Lesson Proper
1. Let the pupils do Activity 4. Define what a good practice means.
2. Discuss the results of activity. Ask the following questions:
Why is not good to look directly at the Sun? (Looking directly to the Sun
can damage our eyes.)
Why is it good to use sunglasses? (Wearing sunglasses protect our eyes
from glare or too bright light or sunlight.)
Why is it not good to read in the dark? (Reading in the dark will make
the eyes work harder and become tired.)
Why is it good to use umbrella? (Using umbrella can protect us from
sunburn.)
3. Ask the pupils to give other examples of the harm of too much light or too
DRAFT
little of it to people, plants, or animals.
People get sunburned skin when exposed to too much light.
Plants may die if exposed to too much light. Their leaves may turn
yellow or brown.
Plants may not grow well if not exposed to light.
April 10, 2014

Assessment
List down at least 3 proper ways of using light.
Assignment
Draw one proper way of using light on a short bond paper
Activity 5: Sources of Heat
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to identify things that give off
heat.
Materials
KWL Chart
sun, kettle with boiling water,
electric toaster, lighted charcoal
Procedure
A. Review
131
Name some sources of light.
What other thing do these sources of light produce?
(Try to elicit that some objects produce both heat and light.)
Tell the pupils to rub their palm together for 30 seconds.
Ask: What do you feel?
You may also present the KWL chart before the start of the lesson.
What I Know about What I Want to Know What I Learned about

Heat about Heat Heat
C. Lesson Proper
DRAFT
2. Lead the pupils in identifying and describing things that give off heat.
Sources of heat are things that give off heat.
The Sun is the main source of light and heat on Earth.
Burning wood, burning gas and electrical equipment or appliances
such as ovens and flatirons are some other examples of sources of
heat.
April 10, 2014

3. Ask pupils to give other examples of things that give off heat.
4. Ask students to give examples of things that give off light and heat.
5. Give the assessment.
Assessment
Make a collage of different sources of heat. (Pictures assigned beforehand )
Assignment
Have the pupils list three 3 other sources of heat at home.
Activity 6: Uses of Heat

Duration: 1 day
People, animals and plants also use light and heat from the Sun in many
ways. People use heat to dry clothes, fish or meat, palay, coffee, and other
things. People have also found a way to convert the heat of the Sun into
electricity by using solar panels.
132
Some animals depend on the heat from the Sun to keep their body warm.
These animals bask themselves in the Sun to warm themselves. This heat enables
their body to function normally.
Plants need heat from the Sun to live and grow. Seeds only start to grow
when there is warmth from the Sun.
Objective
At the end of the lesson, pupils should be able to describe uses of heat.
Materials
enlarge pictures of uses of heat
Procedure
DRAFT
A. Review
Name some of the things that give off heat.
Why is heat important to us? Can you live without heat?
April 10, 2014

C. Lesson Proper
1. Let the pupils do Activity 6 per group.
2. Give 2-3 minutes for each group to present their answers.
3. Discuss the activity. Refer to the answers to questions in the activity.
4. Ask students to give other uses of heat not mentioned in the activity.
5. Discuss other uses of heat.
Assessment
Match the sources of heat on the left with their uses.
1. flat iron a. for boiling water
2. gas stove b. used for cooking
3. airpot c. to keep warm
4. oven d. used to press clothes
5. fireplace e. food warming
Assignment
Read on the other uses of heat.
Activity 7: Safety in Using Heat
Duration: 1 day
133
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
handling hot objects.
Materials
enlarge pictures of proper ways in handling hot objects
Procedure
A. Review
Name some uses of heat.
Tell the pupils that heat has a lot of uses but they must be careful in using it.
DRAFT
C. Lesson Proper
2. Discuss Activity 7. Refer to answers to questions in the activity.
3. Let the pupils explain their answers in the activity.
4. Discuss why it is important to be careful in handling hot objects.
We can get burned by objects that produce heat and objects that
April 10, 2014

are hot.
Assessment
The completion of the KWL chart presented at the beginning of the lesson
can serve as assessment. Fill up the column What I learned about Heat.
Assignment
List 2 other safety tips in using sources of heat.
I
Chapter 3: Sounds
Overview
This chapter presents the different sources and uses of sounds. The
different ways of producing sound and proper use of sound are integrated in
the lesson. Making an improvised Kazoo is added as one of the activities as one
source of sound. By performing the activities, different process skills of the pupils
like identifying, describing sounds and appreciating its importance will be
enhanced.
134
Lesson1: Sources of Sounds
Duration: 1 day
Activity 1: Sounds around Me
Sounds come from various sources. Different objects produce different
sounds. Animals and other living things including people produce different
sounds.
Objective
At the end of the lesson, the pupils should be able to identify various
sources of sound.
Materials
DRAFT
Manila Paper, pictures of different animals
pictures of objects having various sounds
Procedure
A. Motivation /Presentation:
Guessing game: objects laced in a pouch or box (bell, maracas, toy duck,
April 10, 2014

etc.) that can produce sound. Make each object produce sound. Let the
pupils guess what objects produce these sounds.
What are the sounds you heard?
What objects produced these sounds?
What are other sources of sound?
B. Lesson Proper:
1. Let the pupils do activity 1 in the LM as a group
2. They will write in Manila paper the sounds heard and the objects that
produce the sound. Refer to the tabular form in activity 1. Post on the
board the Manila paper of each group.
3. After all groups have done the activity, one representative in each
group will report their answers.
What are the different sounds you heard?
How did you know that the object/animal/person produces the
sound you heard?
What are the different sounds produced by animals?
Can people produce different sounds?
5. Through the questions asked, the pupils should be able to arrive at the
following concepts:
Sounds come from different sources.
135
Different objects produce different sounds.
Animals produce different sounds.
- Dogs: arf, arf/ aw, aw
- Cat: meow
- Cow: moo
People can produce different sounds.
- Talk in different voices.
- Whistle
- Sing
- Hum
Assessment
Pupils will play guessing game. Each group will produce a sound
from objects around them. They will hide behind a curtain the objects when
they made it produce the sound. The other group will guess the objects that
produce the sound.
DRAFT
Assignment
Remind the students to bring the following:
1. Maracas
2. Drum/box
3. Guitar
4. Whistle
April 10, 2014

Activity 2: Ways of Producing Sound
Duration: 1 day
Sounds are produced by objects that vibrate. The vibrations of an object
disturb the air in such a way that sounds are produced. Sounds travel in all
direction from its source.
Musical instruments produced sound because they are made to vibrate.
The drum, cymbal, tambourine, and xylophone produced sound by beating
them. They vibrate when they are beaten. The guitar, violin and cello produced
sound by strumming them. Their strings vibrate producing sound. The flute,
trumpet, and trombone produced sound when they are blown. The air inside
them vibrates producing sound.
Objective
At the end of the lesson, the pupils can describe the different ways of producing
sound.
Materials
maracas, drum/box, guitar, whistle
Procedure
136
A. Review
What are the different sources of sounds we discussed the other day?
B. Motivation /Presentation
Tell the pupils to produce sounds using the different parts of their body.
Example:
I can clap my hand to produce sound.
I can stomp my feet to produce sound.
C. Lesson Proper
1. Let the pupils do activity 2 in the LM as a group.
will report their findings.
3. Ask the following questions :
How is sound produced using the maracas? (By shaking it)
Why do you have to shake the maracas for it to produce sound?
(So the beads [or small objects] inside it will move hitting each
DRAFT
other and the maracas covering thus producing sound.)
How is sound produced using the drum? (By beating it using the
stick)
Look at the drum when you beat it, what do you observe? (The
drum vibrates.)
How is sound produced using the guitar? (By plucking the string, by
April 10, 2014

strumming the string)
Look at the strings when you pluck and strum the guitar, what do
you observe? (The strings vibrate.)
How is sound produced using the whistle? (By blowing through the
mouth piece)
Blow the whistle again, place your hand near the opening and feel
it. What do you feel? (There is wind/air coming out.)
What are the different ways of producing sound?
4. Tell the class that all the objects (maracas, drum, guitar, whistle)they used
were able to produce sound because something moved or vibrated.
Sounds are produced by objects that vibrate.
5. Tell the class to feel their throat as they talk. Ask:
What do you feel?
Why do you think you were able to produce sound?
6. These are the concepts to be developed in this lesson:
Sound is produced by objects that vibrate.
Sounds maybe produced by beating, blowing, strumming, and
shaking.
When we speak or sing, our vocal cords vibrate and produce
sounds unique to us.
137
Assessment
Write on the blanks how sounds are produced by the following objects:
1. Whistle ___________________________
2. Ambulance _________________________
3. Bell _______________________________
4. Xylophone _________________________
5. Tambourine _______________________
Assignment
Remind the pupils to bring the following materials:
1. Cardboard tube from toilet paper or cardboard only
2. Waxed paper
3. Rubber band
4. A sharp pointed object
5. Scotch tap
Lesson 3: Make Your Own Kazoo
DRAFT
Duration: 1 day
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. The children can improve their fine motor skills by making and
playing this simple wood wind instrument. They can make kazoos with
April 10, 2014

common materials found around the house or school.
Objectives
1. make an improvised kazoo; and
2. describe how sound is produced using a kazoo.
Materials
improvised kazoo
(cardboard or tube from tissue paper. Paper, waxed paper,
rubber band, a sharp pointed object)
Procedure
A. Review
How are sounds produced?
What are the different ways of producing sound?
Let the pupils sing Bahay Kubo while holding their vocal cord and ask:
What do you feel when you hold your vocal cord while singing?
Give emphasis on how sound is produced by the vibration of the vocal cord.
138
C. Lesson Proper
1. Show to the class an improvised kazoo.
2. Let the pupils do activity 3 in the LM as a group activity.
3. When each pupils has their own kazoo, ask them to hum and let them feel
the other end of the kazoo. Ask:
What happens when you cover the end of the tube with your hand?
(The other end vibrates.)
How does a kazoo produces sound? (It produces sound because of
the vibration of the wax paper placed at one end of the kazoo.)
4. Discuss with the pupils the following concepts :
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. Humming into the tube makes the wax paper vibrate which
produces the sound.
DRAFT
Assessment
The pupils kazoo can serve as assessment. Let the pupils play with the
kazoo and give a score based on the functionality of the kazoos. Use the
sample rubric below.
Score Description
April 10, 2014

5 Most functional
4 Functional
3 Moderately functional
2 Less functional
1 Not functional
Assignment
Read: Importance of sounds
Lesson 4: Uses of Sounds

Duration: 1 day
Sound has many uses. Sonar, for instance, is used in the water. Sonar
stands for Sound Navigation Ranging. Submarines use sonar to locate other large
objects and to find the depth of the ocean floor. Many devices use ultra-sonic
sound like the ultrasound device for seeing an unborn child.
Objectives
1. describe the uses of sound; and
139
2. appreciate the importance of sound.
Materials
Kazzoo made the previous day

pictures of ambulance vehicle, fire truck, church with bell,
real alarm clock, doorbell
Procedure
A. Review
How does a kazoo produce sound?
B. Motivation /Presentation
Asks:
Who is fond of listening to music?
What kind of music do you like best?
DRAFT
Why do you like to listen to this kind of music?
C. Lesson Proper
1. Let the pupils do activity 4 in the LM as a group activity.
will report their answers.
April 10, 2014

3. Discuss the answers to the questions. Then, ask the following questions :
Are sounds produced by objects and people important?
In what way are sounds important?
4. Discuss about the effect of loud sounds to hearing. Recall the lesson on
taking care of the ears in Unit II.
5. Come up with the following conclusion:
Sounds are used to give warnings, to communicate and to
entertain.
Pleasant sounds can entertain people.
Loud sounds can harm our ears.
Assessment
List down two uses of sound not mentioned in the activity.
Assignment
Make a list of the sources of noise pollution in your place.
Write down how you can help lessen noise pollution in your community
140
Chapter 4: Electricity
Overview
Electricity is a form of energy like light, heat and sound. It may come from
batteries or an electric power plant or power stations. Most of the appliances in
the homes are powered by electricity. In this chapter pupils learn the different
sources and uses of electricity and how it could be used safely at home. The
different process skills of the pupils such as classifying, describing and identifying
will be enhanced in performing the activities.
Lesson1: Sources of Electricity

Duration: 2 days
Electricity can come from batteries or an electric power plant or power
DRAFT
stations. There are different kinds of batteries. There are batteries for flashlights,
mobile phone, laptop and cars. A battery has a positive and a negative
terminal. When both terminals are connected to a device or gadget, the
chemicals inside the battery will undergo chemcal reaction to produce
electricity.
April 10, 2014

The electricity from outlet comes from electric power plant. A power plant
has turbine (which could be turned by steam) which is connected to a
generator. The generators produce electricity which travels through electrical
cables into our homes.
Objectives
1.classify objects that operate using battery or when plugged in outlets;
2.identify various sources of electricity; and
3.describe the different sources of electricity.
Materials
pictures or actual examples of different batteries, Manila paper
computer , electric fan, television, cellphone, toy car, flashlight, radio
Procedure
A. Motivation /Presentation
Ask:
What supplies electricity in your homes?
B. Lesson proper
141
1. Let the pupils do activity 1 in the LM (Group activity).
2. They will write in Manila paper the answer in tabular form similar in Activity
1.
3. Post on the board the Manila paper of each group.
will report their answers.
5. Come up with the common answers of the pupils. Everybody should
agree to the answers given by the whole class.
6. Then, ask the following questions :
What are the sources of electricity in your home? (Battery, electric
power station, generator)
7. Show different batteries. Ask the class to tell where the batteries shown
are used. Tell that batteries are sources of electricity when both terminals
(positive and negative terminals) are connected. Show a battery used in
flashlight to point the positive and negative terminals.
8. Explain how power plant produces electricity. Use an illustration.
9. Lead the pupils in formulating this concept :
DRAFT
Electricity may come from batteries and an electric power station.
Electrical devices or equipment in the homes may operate using
battery or electricity from power stations. Some electrical
equipment operate by using both sources.
April 10, 2014

Assessment
List five electrical equipment in your home.
Assignment
Research on the different power plants in the Philippines.
Activity2: Uses of Electricity

Duration: (1 day)
Electricity has many uses. Objects that need electricity to work are called
electrical devices or equipment. Computers, music players, television sets and
tablets need electricity to work to provide us with entertainment. Electricity is also
used in electric fans and air-conditioners to keep us cool.
Objective
At the end of the lesson, the pupils should be able to describe the uses of
electricity.
142
Materials
electrical devices, pocket chart
Procedure
A. Review
What are the different sources of electricity?
Look around you and name the equipment/devices that use
electricity in the classroom. What do these equipment/devices do when
switched on?
C. Lesson Proper
1. Let the pupils do activity 2 in the LM (Group activity).
2. They will write in Manila paper the answers in letters a to i. Post on the
DRAFT
board the Manila paper of each group.
3. After the groups have done the activity, one representative in each
group will report their findings. Come up with the common answers of the
pupils by posting it in the pocket chart. Then ask the following questions
:
How are electricity used in the different situations shown in the
April 10, 2014

pictures?
4. Discuss with the pupils the following concepts :
Electricity is used to produce light, heat, motion, and sound.
Electricity is very important in the home and in all places to help
people in doing daily life activities.
Assessment
List down 3 electrical equipment/devices and describe the use of the device.
Assignment
Read about safety measures in using electricity.
Lesson 3: Using Electricity Safely

Duration: 1 day
Electricity is so much part of our modern living. It is a powerful and

versatile energy but can be dangerous if it is not use properly. Most of the
accidents that occur are due either to carelessness or to a lack of awareness of
some basic rules that should always be observed when using electricity.
143
Objectives
1. identify the proper use of electricity; and
2. appreciate the importance of electricity.
Materials
pictures of safety measures in using electricity
electric fan, electrical outlet
Procedure
A. Review
Show the pictures used in Activity 2 and ask:
How is electricity used in the different situations shown in the pictures?
Show a news clips and pictures of accidents caused by electrocution.
DRAFT
Tell the class that though electricity is important it can also pose danger.
Faulty electrical connections and outlets can cause fire.
Caution should be observed at all times.
C. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
April 10, 2014

2. Check the work of the pupils in activity 3 and come up with the common
answers.
3. Then, ask the pupils the following questions :
Why is it not good to insert other objects particularly metals in
electrical socket? (Some objects like metals can conduct or allow
electricity to pass through. You may get electrocuted if you touch
such objects.)
Why is it not good to touch a switch with a wet hand? (Water is a
conductor of electricity. You may get electrocuted if your hand is
wet.)
Why is it good to remove plug of electrical devices when not in
use? (To save on electricity and avoid overheatng that can cause
fire.)
Why is it not good to insert too many devices into one extension
cord? (The cord may get very hot and can be the cause of fire.)
4. Discuss other safety measures in handling electricity.
Inform an adult family member if you see exposed wires in your
house. Do not touch exposed wires.
Use electrical equipment properly.
Dont yank an electrical cord from the wall.
Assessment
List two ways of what not to do to avoid electrocution.
144
Assignment
Look for news about accidents involving electricity.
Unit Test
(Sample Only)
I. Check the picture below showing safety tips in using electricity.
DRAFT
Inserting other objects in
an electrical socket Touching a switch with a wet
hand
April 10, 2014

Removing plug of electrical Connecting too many
devices when not in use appliances into one extension
cord
145
II. Put a check in the picture below for the proper way of using
light/sunlight. (Note : Teacher will provide)
Using sunglasses
Looking directly at
the Sun
DRAFT
April 10, 2014
Reading in the dark Using umbrella
Read carefully the instructions in each test item below. Use a separate
sheet of paper for your answer.
I. Picture A shows a classroom while picture B shows the same classroom

after a day. Encircle five objects in picture B that were moved from
their original location.
Picture A
146
Picture B
DRAFT
II. Read the information of the relative position of each object. Draw the
relative position of each object on the right box.
1. The is oi is on top of the table.
April 10, 2014

2. The
is between the window and the door.
3. The is under the bed.
147
4. The is beside the bookshelf.
5. The is in front of the faucet.
DRAFT
III. Identify whether each action is a push or a pull.
1 2
April 10, 2014

3 4
148
IV. Draw on the box what will happen when two bar magnets are place.
Do this is your notebook
1. With their N-poles facing each other;
S N N S
2. With their S-poles facing each other; and

N S S N
3. With their N and S poles facing each other.
N S N S
DRAFT
a. It moves away from the person that released it.
b. (Name of the pupil that has the rubber band moves the farthest.)
c. (Name of the pupil that has the rubber band moves the nearest.)
d. Rubber used in slingshots, gum, etc.
e. By pulling it apart.
f. By pushing it towards its center.
g. Spring toys, sponge, etc.
April 10, 2014

Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I. Match the object in A with the sound it makes in B. Write only the
letter of your answer.
A B
_____ 1. a. clang, clang, clang
_____ 2. b. ark, ark, ark
_____ 3. c. meow, meow, meow
149
_____ 4. d. kring, kring, kring
_____ 5. e. hiss, hiss, hiss
II. Tell how you can produce sound using the following musical
instrument.
DRAFT
How to make it
Musical Instrument
produce sound
1. Trumpet
April 10, 2014

2. cymbals
150
3. xylophone
4. ukulele
DRAFT5. kumintang
April 10, 2014

III. Write T if the statement is true and F if it is false.
_____ 1. Sound is produced by vibrating objects.

_____ 2.The siren of an ambulance tells us that the parade started.
_____ 3. Loud sound is good for our ears.
_____4. We hear sounds when the vibrations reach our
ears.
_____5. Sounds may be produced by plucking, blowing,
hitting or beating.
151
Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I.Fill in the blanks with the correct word from the box.
television radio safely battery

electrical power station
Electricity can come from (1) and (2) . It is

used in electrical equipment such as electric fan, (3)
, (4) and refrigerator. It must be used (5)
to avoid electrocution.
DRAFT
II. Put a check () mark on good practices and ( x ) for not good
practices.
_____ 1. Touching exposed wires.

_____ 2. Ask an adult for help when using electrical equipment.
April 10, 2014

_____ 3. Keep electrical equipment away from water.
_____ 4. Tell an adult to put safety caps on all unused outlet.
_____ 5. Pull an electrical cord from the wall.
Unit 4: Earth and Space
OVERVIEW
Many things make up our surroundings. Our surroundings consist all living
and non-living things that occur naturally on Earth. Living things as discussed in
Unit II include people, plants and animals around us. Non-living things include
water in water bodies, soil, rocks, and the landforms.
This Unit contains three lessons. In Lesson 1, it focuses on the things that
make up our surroundings at home, school and community. In Lessons 2 and 3, it
tackle the bodies of water and landforms found in the community, in other
places in the country, and their importance to people and other living things.
Through these lessons, it is hoped that pupils will learn to appreciate their
immediate surroundings and learn to care for the natural resources in their
community.
152
The activities are fun-based and exploratory in nature. All these activities
aim to develop the basic science process skills like observing, recording,
gathering and recording data and communicating data.
The activities can be modified to meet the needs of the learners in view of
the availability of resources. As the teacher, you may add activities as needed
to help the pupils conceptual understanding.
Chapter 1: Things in the Surroundings
Lesson 1. Things in the Surroundings

Duration: 3 days
DRAFT
The environment includes everything plus the air, sun, water, weather, and
the Earth itself. http://www.mbgnet.net/bioplants/earth.html
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. They provide shelter and safety for animals. They also
provide a place for animals to find other food. On a small scale, plants provide
shade, help moderate the temperature, and protect animals from the wind. On
a larger scale, such as in rainforests, plants actually change the rainfall patterns
April 10, 2014

over large areas of the earth's surface.
In the forest and the grasslands, the roots of plants help hold the soil
together. This reduces erosion and helps conserve the soil. Plants also help
make soil. Soil is made up of lots of particles of rocks which are broken down into
very small pieces. When plants die, their decomposed remains are added to the
soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use including
food, fibers (for cloth), and medicines. They help provide some of our energy
needs. In some parts of the world, wood is the primary fuel used by people to
cook their meals and heat their homes.
Plants, because of their beauty, are important elements of our human
world.
Objectives
1.describe ones environment as being made up of life forms, land, water and
air;
153
2.make observations of the schools and communitys surroundings and ;
3.tell something about the surroundings.
Materials
magic square chart, garden, a body of water like a pond or a river
Procedure
1. Ask the class the following questions:
What do you see in this room ? Name as many as you can.
What place in your surroundings do you like most? Why?
What place in your surroundings you dont like? Why?
A. Motivation
1. Post the lyrics of the song Bahay Kubo on the board. Ask the class to
sing.
DRAFT
2. Ask the pupils what things are found in the bahay kubo. You can also
show a picture of a bahay kubo and ask the pupils what are the things
they see in the picture.
C. Lesson Proper
April 10, 2014

Activity 1.
1. Post the magic square chart on the board. Explain what the magic square
chart is all about. Introduce LM No.1 entitled Things in Our Surroundings.
Ask the pupils to write their ideas about their surroundings at home using
the magic chart as guide. Tell them to give a short description about
what they write.
2. Tell the pupils to answer the guide questions to make them more aware of
the nature of their home surroundings.
3. When they have finished writing, ask few pupils to share their ideas and
experiences with their immediate surroundings. Select pupils who come
from different environments to come up with varied sample answers. Look
for commonalities and differences in their ideas.
4. Summarize the pupils ideas of their surroundings.
Activity 2
1. After discussing the individual environments, introduce LM No.2 entitled

Take A Tour Around .
2. Give the usual precautions in doing outdoor activities.
154
3. Let them identify the places assigned to them. Ask them to observe at
least four different places and describe each. They can use the magic
square chart as guide.
4. When they have finished writing, ask them to return to the classroom. Ask
at least four pupils to share their ideas and experiences of the four places
they observed. Look for commonalities and differences in the four places.
4. Summarize the pupils ideas on the four places observed.
Assessment
1. Make a list of things you see at home and in school. Opposite it place
a check mark if these things are important to the people.
2. Your friend Samantha lives in a farm. Her father and brother take good
care of the pond near their house. There are plants in the pond that
DRAFT
served as food of some dalag. Why does her father and brother need
to take care of the pond?
Assignment
Draw a picture of the surroundings of your house. Color it to show a
happier and livelier mood. Share in class next meeting.
April 10, 2014

Lesson 2. Things in the Garden
Duration: 3 days
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. Plants provide shelter and safety for animals. Plants
also provide a place for animals to find other food.
Plants help make soil. Soil is made up of lots of particles of rocks which are
broken down into very small pieces. When plants die, their decomposed
remains are added to the soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use, including
food, fibers (for cloth), and medicines. Plants also help provide some of our
energy needs. In our community, wood is the primary fuel used by people to
cook their meals and heat their homes.
155
Plants, because of their beauty, are important elements of our
community. When we build houses and other buildings, we never think the job is
done until we have planted trees, shrubs, and flowers to make what we have
built much nicer.
Objectives
1. identify things that are found in a garden;
2. classify the things in the garden as living and nonliving; and
3. describe the importance of living and nonliving things in the surroundings.
Materials
paper, pencil and crayons,
Procedure
DRAFT
1, Show six objects to the class. (i.e., stone, paper, plant seedling, little
aquarium, a small worm, soil, wooden stick).
2, Ask the pupils to identify the objects and classify them as living or nonliving
things.
April 10, 2014

3. Review the lessons on living and non-living things taken up in the second
quarter.
C. Lesson Proper
1. Introduce the use of a magnifying lens.
2. Let the pupils perform LM No. 3 : A Walk in the Garden .
3. Give the necessary precautions while observing objects in the garden.
4. Ask the pupils to answer the guide questions.
5. Discuss the objects observed by the pupils and the classification they
made. Discuss also the importance of the animals to other living things in
the garden.
Assessment
1. List down 5 examples of living and non-living things that you can find in a
garden. Make a table to show their classification as living and non living
things.
156
2. Lolo Domeng likes planting vegetables and flowers in his garden. This keeps
him busy and happy every day. He has planted pechay, kamote, okra, and
malunggay. On one side, along the fence, he also planted gumamela,
rosal, and a row of roses. What do you think are the reasons why Lolo
Domeng enjoys planting different plants?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Assignment
Draw a water body found in your community.
Collect pictures of the different kinds of bodies of water.
DRAFT
Lesson 3. Bodies of Water in your Community
Duration: 3 days
April 10, 2014

Water bodies are described in a plethora of different names in English -
rivers, streams, ponds, bays, gulfs, and seas to name a few.
There are different forms of flowing water. The smallest water channels are
often called brooks but creeks are often larger than brooks but may either be
permanent or intermittent. Creeks are sometimes known as streams but the word
stream is quite a generic term for any body of flowing water.
A stream is a body of water with a current, confined within a bed and

stream banks. It moves to a lower level in a channel on land. Example of this is
Tandawan stream in Davao.
A river is a natural watercourse usually freshwater, flowing towards an

ocean, a lake, or sea, or another river. In few cases, a river simply flows into the
ground or dries up completely before reaching another body of water. The rivers
in the Philippines are the Pasig River ,called Ilog Pasig in Filipino that connects
Laguna De bay to Manila Bay.
Another example is the Pampanga River formerly known as Rio Grande

De Pampanga, the second largest river in the island of Luzon. Another is
Cagayan River, the third largest located in Central Luzon Region and traverses
the provinces of Pampanga, Nueva Ecija, Bulacan, Tarlac and Quezon.
157
Another river is Agusan River located in the eastern part of Mindanao
draining majority at Caraga Region and some parts of Compostela Valley
province whose length is 350 km and its basin area is 10,921 km.
A hot spring is produced by the emergence of geothermally heated

groundwater from the Earths crust, Example is the Tangub Hot Spring in
Camiguin. It is in the sea at normal water level. At low tide the warm water
comes out between the rocks.
A body of relatively still water of considerable size, localized in a basin,

that is surrounded by land apart from a river, stream, or other form of moving
water that serves to feed or drain the lake. Example is Laguna de Bay, the largest
lake in the Philippines located east of Metro Manila between the provinces of
Laguna to the south and Rizal to the north.
A pond is a small lake, most often in a natural depression. Like a stream,

the word lake is quite a generic term - it refers to any accumulation of water
DRAFT
surrounded by land - although it is often of a considerable size.
A sea is a large body of saline water that may be connected with an

ocean or may be a large saline lake that lacks a natural outlet. An example is
the Camotes Sea, a small sea between the Eastern Visayas and the Central
Visayas. It is bordered by the islands of Leyte to the north and east, Bohol to the
April 10, 2014

South and Cebu to the West.
Oceans are the ultimate bodies of water and refers to the five oceans -
Atlantic, Pacific, Arctic, Indian, and Southern. The equator divides the Atlantic
Ocean and Pacific Oceans into the North and South Atlantic Ocean and the
North and South Pacific Ocean.
Coves are the smallest indentations of land by a lake, sea, or ocean. A

bay is larger than a cove and can refer to any wide indentation of the land.
Example is the Anawangin Cove in Zambales, a province of the Philippines
located in the Central Luzon region.
Larger than a bay is a gulf which is usually a deep cut of the land, such as
Ragay Gulf IN Camarines Sur . Bays and gulfs can also be known as inlets.
Any lake or pond directly connected to a larger body of water can be

called a lagoon and a channel explains a narrow sea between two land
masses.
Objectives
1. describe the bodies of water; and
158
2. infer that plants and animals are present around and in the bodies of
water.
Materials
pictures of different bodies of water; pencil
Procedure
1. Ask the pupils these questions:
Have you gone swimming with their parents, brothers and sisters.
Where was the place? Did you enjoy swimming?
Have you traveled by boat with their parents, brothers and sisters.
Where was the place? Did you enjoy the travel?
Where do you get the water you use for drinking, for taking a bath,
DRAFT
and for washing their clothes?
Based on the answers to the questions, ask the pupils: are there
different kinds of bodies of water? Name some of them.
April 10, 2014

B. Lesson Proper
1. Perform LM Activity 4, Bodies of Water in the Community.
2, Let the pupils examine closely the pictures in the Activity Sheet. Ask them if
the body of water is familiar to them.
4. Discuss further the characteristic of the different bodies of water. Refer to
the background information for this topic.
Assessment
Match Column A with Column B. Write the letter of the correct
answer on your paper.
A B
1. a body of water with a current,
confined within a bed and stream banks.
It moves to a lower level in a channel on land. a. stream
2. usually
freshwater, flowing towards an ocean,
a lake, or sea, or another river. b. river
3. produced by
159
the emergence of geothermally heated
ground water from the Earths crust, c. hot spring
4. localized in a basin,
that is surrounded by land apart from
a river, stream, or other form of moving
water that serves to feed or drain the lake d. lake
5. a large body of saline water that

is connected to an ocean or may
be a large saline lake that lacks a natural outlet. e. sea
f. oceans
6. the smallest indentations of land g. coves
DRAFT
by a lake, sea, or ocean.
7. larger than a cove and can refer h. bay

to any wide indentation of the land.
April 10, 2014

8. larger than a bay which is
usually a deep cut of the land i. gulf
Assignment
1. Draw a landform found in your place. Write a three sentence
description of the landform.
Lesson 4. Land Forms in the Community

Duration: 3 Days
Mount Apo. The highest mountain in the Philippines, towering over
Southern Mindanao, covering the provinces of Davao del Sur and North
Cotabato. At 2, 956 MASL, it possesses a formidable array of landscapes, from
craggy rocks capes to virgin forests; from mossy swamps to volcanic structures.
160
The Chocolate Hills are probably Bohol's most famous tourist attraction.
They look like giant mole hills. The chocolate hills consist of are no less than 1268.
They are very uniform in shape and mostly between 30 and 50 meters high. They
are covered with grass, which, at the end of the dry season, turns chocolate
brown. From this color, the hills derive their name. At other times, the hills are
green.
Cagayan Valley. In a round-up of the Philippines stunning destinations,
Cagayan will most likely go unmentioned. Yet this beautiful province is home to
picturesque beaches, volcanic islands and historically significant natural and
man-made sites. It may be devoid of luxury trappings, true, but it is rich in natural,
rugged beauty.
Plateaus of Bukidnon. Bukidnon comprises more than half of Northern
Mindanao, and is the fourth largest province in the Philippines. Its also
Mindanaos major producer of rice and corn, and has vast pineapple, banana
and sugarcane plantations. The citys cool climate is a result of it being a
DRAFT
plateau some 915 meters above sea level, surrounded by mountain ranges.
The Central Plains of Luzon ( Region III ).Only 66 kilometers away from
Metro Manila, Central Luzon contains the largest plain in the country and is the
gateway to the Northern Luzon regions. It covers a total land area of 21,470
square kilometres. It includes all land area north of Manila Bay from the tip of
April 10, 2014

Bataan peninsula on the west, and all the lands north of the Caraballo
mountains on the east. It is the longest contiguous area of lowlands, and is
otherwise known as the Central Plains of Luzon. The region produces one third of
the countrys total rice production, thus is also called the Rice Granary of the
Philippines.
Objectives
1. describe common landforms; and
2. discuss how landforms can be beneficial to people, plants, and animals.
Materials
pictures of different landforms, pencil, activity sheet, pair of scissors, glue
or paste, crayons
Procedure
A. Motivation
1. Ask the pupils the questions:
161
Is there any kind of landform in your community (hill. mountain, plain,
volcano, valley).
Are there plants growing in these landforms?
Have you tried mountain climbing? How did you feel while climbing?
What is meant by landform ? Are landforms naturally occurring or
man-made?
What are some of the different land forms?
B. Lesson Proper
1. Perform LM No. 5; The land forms . Ask the pupils to look closely at the
pictures.
2. Ask the pupils to carefully read the descriptions of different land forms.
3. Ask them to match each picture with the description.
4. Make a poster using the matched drawing and description.
5. Allow them to answer the questions indicated in the learners material.
DRAFT
Assessment
Post a photocopy of 10 land forms on the board. Ask them to identify and
describe each landform . ( see attached pictures)
April 10, 2014
162
DRAFT
April 10, 2014
canyon strait
peninsula delta
isthmus valley
163
Chapter 2: Weather
Overview
The condition of the air at a particular place and time whether it is warm
or cold, wet or dry and how cloudy or windy it is tells the weather of that
particular place.
Weather can be simply measured by observing and recording

temperature, rainfall, humidity, wind and cloudiness. It can be predicted to
some degree by observing the condition of the sky and the wind thus came
the possibility of identifying and naming different types of clouds associated
with different patterns of weather.
To attain the learning competencies in this chapter, the activities in each

lesson provide opportunities for pupils to build on their concepts about weather.
It also allow pupils to practice broader science skills and use scientific inquiry in
DRAFT
developing the ability to think and act in ways associated with inquiry including
asking questions, planning and conducting simple investigations, using
appropriate instruments and procedure to gather data, thinking critically and
logically about relationships between evidence and explanations, making and
analyzing alternative explanations and communicating information using
drawing symbols and short phrases.
April 10, 2014

The eight lessons in this chapter integrate values development like
accuracy in recording observations, appreciation of different weather
conditions, discipline in group work and work performance.
Lesson 1. The Weather

Duration: 3 days
Whenever we describe the condition of the day, we talk about the

weather. When describing the weather, we always consider the presence of the
sun, condition of the clouds, speed of the wind and the temperature of the air
Weather is the condition of the atmosphere in a given place at a certain time .
The four weather conditions are sunny, rainy, windy and cloudy.
It is a sunny day when the sun is shining, the air is warm, and the wind is
weak. It is a rainy day when the sun cannot be seen, the clouds are dark and
the rain is falling. It is a windy day when the sun is shining, clouds are slightly dark
or clear and the air is blowing hard. It is a cloudy day when the sun is not seen
and there are plenty of slightly clouds yet the rain is not falling .
164
Objective
At the end of the lesson, the pupils should be able to describe the appearance
of the clouds.
Materials
word puzzle; charts showing pupils description and observations of the
sky , KWL chart
Procedure
1. Post the word puzzle on the board . Ask the pupils to encircle the words
in the puzzle. Ask them to write it on the board.
( thunder, lightning, wind, clouds, rain, weather )
DRAFT
April 10, 2014
Using the word puzzle, ask your pupils to list in column one all words that
are familiar to them. In column two, ask them to write the words that are
not familiar to them. Under the column with unfamiliar words, let them write
what they want to know about it.
The KWL Chart
What I know What I want to know What I learned(Very

(Familiar Words) Familiar)
( Not Familiar Words)
165
Before starting the activity, go over the KWL chart with the pupils. Find out
the top 10 words that pupils are unfamiliar with that are related to the days
lesson. Make sure you include this in the activity or post-discussion.
C. Lesson Proper
1. Find a place in the school where your pupils can observe the clouds,
either through an open window or outside the room. Form five groups.
Have your pupils look up the sky for a few minutes. CAUTION: Warn your
DRAFT
pupils about the bad effects of looking directly at the sun.
2. Distribute the learners material and ask them to open LM No. 1 entitled
Weather Watcher. Ask them to draw what they have observe in the sky.
The pupils will write their answers in their activity notebook. Give them
enough time to draw the clouds on their notebook.
April 10, 2014

3. After the activity, ask your pupils what they notice about the things in
the sky and the clouds with the following questions;
Is the sky clear? cloudy?
Can you see clouds? How does it appear?
Is the sun shining bright? Is the sun hiding?
Is the rain falling?
Is the wind blowing?
The description may just be shapes like short clouds, puffy clouds, a cloud
that looks like a curly hair , thread-like clouds.
4. Discuss further the descriptions made by the pupils. Ask your pupils to
exchange LMs to see the drawing of other pupils. Ask them to describe
the clouds in the drawing. You may also ask the following questions after
looking at their drawings.
What is the weather today?
What is the shape of the cloud ?
What is the color of the cloud?
166
SAMPLE ANSWERS
Descriptions
There are plenty of clouds.
The sun is shining and there are no clouds.
The clouds look like groups of cotton balls
DRAFT
The sun cannot be seen
The sun is shining and the wind is blowing
It is going to rain because the clouds look dark
April 10, 2014

The sky is blue and there are many white clouds
I cannot see the blue sky because it is covered with white and gray
clouds.
5. Based from Charts 1 and 2, ask your pupils to arrive at this

generalizations;
(The weather may be sunny or fair, cloudy, rainy or wind).
(We consider the presence of the sun, condition of the clouds in
describing the weather.)
Assessment
Check the pupils outputs to evaluate whether they performed their

activity correctly. Look at the descriptions for each drawing. Present the
rubrics. Ask them to evaluate their work .
Assignment
Draw the basic types of clouds. If available, use the internet or any
science books to get details about them.
167
Lesson 2. The Types of Clouds
Duration: 5 days
Certain conditions must exist for clouds to form - water vapor in the air,
temperature change, and particles in the air for the water vapor to condense
DRAFT
on. As warm, moist air rises, it begins to cool and condense on dust particles
forming water droplets. These water droplets form clouds. They will not fall to
Earth because they are too small.
Clouds
April 10, 2014

A cloud is a large collection of very tiny droplets of water or ice crystals. The
droplets are so small and light that they can float in the air.
All air contains water, but near the ground it is usually in the form of an invisible
gas called water vapor. When warm air rises, it expands and cools. Cool air can't
hold as much water vapor as warm air, so some of the vapor condenses onto
tiny pieces of dust that are floating in the air and forms a tiny droplet around
each dust particle. When billions of these droplets come together they become
a visible cloud.
Clouds are white because their water droplets or ice crystals are large
enough to scatter the light of the seven wavelengths (red, orange, yellow,
green, blue, indigo, and violet), which combine to produce white light. Clouds
take different shapes depending on the amount of water vapor available and
the speed and direction of the moving air. Clouds are classified according to
how they are formed. Below are the main types and their descriptions.
Stratus clouds are low, flat, gray clouds that look like sheets covering the
sky. They are the closest clouds to the ground. They form as low as surface
level (fog) to about 6,500 feet above the ground. They can produce rain,
drizzle, snow, or mist.
168
Cumulus clouds are puffy and white-like cotton balls. They form from 2,000
to 20,000 feet above the ground. They usually indicate fair weather.
Sometimes they grow very large and become thunderheads. As these
clouds gather they create thunder and lightning and produce precipitation
in the form of rain and hail.
Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as
mares tails. They form between 25,000 to 40,000 feet above the ground.
They are so high in the atmosphere that the water droplets freeze into ice
crystals. They often indicate an incoming storm or weather change.
There are cloud charts that you can buy to show what these clouds look like.
However, most cloud charts will have more than these basic clouds. They use the
prefixes alto and nimbo to tell more about these three basic clouds. If the
prefix alto is used, it means middle, referring to the position of the clouds in their
respective areas. If they use prefix nimbo is used, it means water and these
clouds will often bring rain.
DRAFT
Objectives
1.
2.
draw and describe the basic types of clouds; and
show a four-day observation of the clouds in the locality.
April 10, 2014

Materials
crayons, cotton balls, glitters for lighting and rain, paper and scissors
glue
Procedure
1. Ask the pupils about the weather the other day.

2. Tell the pupils that in the next three (3) days they will observe the clouds
and weather. They will go out for a total of four days for this activity.
3. Distribute the LM No. 2 entitled Types of Clouds. Discuss how to fill up the
spaces in the worksheets.
Activity 2 A. Observing The Basic Types of Clouds
1. Ask the pupils to go out of the classroom with their pencils, crayons and
worksheets. Observe the clouds and the weather using the following
questions as guide:
169
Weather Condition: (is it sunny, rainy, windy, stormy?)
Clouds characteristics Day 1 Day 2 Day 3 Day 4
Color: Is it white? Light gray?

Dark gray?
Height: how far or near
from the ground?
DRAFT
Size: How big or small?
Shape: How do they

appear? Are they many?
Are they in clusters? Are
April 10, 2014

they spread out far from
each other?
2. Tell the pupils to write their answers to the questions in column 2

3. Tell them to draw the clouds using their notebook (Refer to LM#2).
4. Tell the pupils that they will do the same activity for three more days. They
can do this at the start of the class period.
Activity 2 B. Making Models of the Basic Types of Clouds
5. On the second day, after observing the clouds and weather, Ask them to
make a model of what they have observed for the day and the previous
day using the materials. Use the cotton to emphasize the type of clouds.
Refer to the materials and procedure 1 to 4 found in LM. No.2 .Ask them to
answer the succeeding questions.
6. Ask them to classify the clouds they have observed into three types: Cirrus
clouds, cumulus clouds, and stratus clouds.
7. Repeat Activities 2A and 2B for the 3rd and 4th days.
170
8. At the end of the 4th day, ask each group to present and compare their
outputs.
9. Ask each group to make a generalization regarding the different types of

clouds, their characteristics and how they are linked to weather.
10. Ask the pupils to fill out column 3 of their KWL chart, what they have
learned about clouds and weather.
Assessment
DRAFT
Ask each group to evaluate the model done by each group using the
rubrics.
Assignment
List down the different weather instruments.
April 10, 2014

Lesson 3. A Basic Weather Instruments
Duration: 2 days
Weather Instruments & Their Uses
Meteorologists use a wide variety of different instruments to measure

weather conditions, but many of these instruments fall into relatively common,
over-arching categories. Thermometers, for instance, come in traditional liquid-
in-glass forms and newer electronic forms, but both measure temperature in
Celsius and Fahrenheit. These instruments and measurements allow
meteorologists to make predictions on weather conditions in the near future. The
following are the common instruments in studying weather.
Thermometers measure the high and low outdoor temperatures in

degrees Fahrenheit and degrees Celsius. Meteorologists first used liquid-in-glass
thermometers in the late 1800s, but now use electronic Maximum-Minimum
Temperature Sensor systems more frequently. The MMTS system uses an
171
electronic temperature sensor to measure and record high and low
temperatures.
Barometers measure atmospheric pressure, providing the measurement in

Millibars. Under most conditions, high and rising pressure indicates sunny weather,
while low and falling pressure indicates approaching rain. The traditional aneroid
barometer first appeared in the 1840s. The microbarograph also measures air
pressure, but records its continuous measurements on paper.
Hygrometers measure temperature and humidity using degrees Celsius and

degrees Fahrenheit. One type of hygrometer, called a sling psychrometer, uses
one dry and one wet bulb thermometer to measure the relative humidity of the
air. Other hygrometers use a sheaf of hair, which increases in length as relative
humidity increases.
DRAFT
Anemometers measure the direction and speed of wind in miles per hour. A
common type of anemometer has three cups fixed to a mobile shaft. As the
wind blows faster, the cups spin around faster. The actual speed of the wind
shows up on a dial. Another type of anemometer uses a propeller instead of
cups to accomplish the same function.
April 10, 2014

A wind vane, also called a wind sock, measures the direction of the wind at any
given point in time. A weighted arrow spins around a fixed shaft and points north,
south, east or west, typically marked on separate fixed shafts parallel to the
arrow.
A rain gauge measures the amount of rainfall. The standard rain gauge consists
of a long, narrow cylinder capable of measuring rainfall up to 8 inches. Many
rain gauges measure precipitation in millimeters, or to the nearest 100th of an
inch. Other gauges collect the rain and weigh it, later converting this
measurement into inches.
Hail pads measure the size of hail that falls during a storm. A standard hail pad
consists of florist's foam and aluminum foil. The falling hail strikes the foil and
creates dimples for the observer to measure after the storm.
The Campbell Stokes Recorder measures sunshine. Sunlight shines into one side of
a glass ball and leaves through the opposite side in a concentrated ray. This ray
of light burns a mark onto a thick piece of card. The extensiveness of the burn
mark indicates how many hours the sun shone during that day.
Objectives
172
1. make s simple weather instrument; and

2. describe the uses of the instrument.
Materials
wooden sticks, strip of paper, glue , cardboard, wooden sticks, glue
Procedure
Post the drawings below on the board. Ask the pupils to arrange the
letters to form the words describing the pictures posted on the board. Post
the correct word above the picture. Ask the following questions after the word
was formed for each picture.
DRAFT
April 10, 2014
173
U S N N Y Y A R I N
T S Y M R O U O C L Y D
D Y I N W
DRAFT
April 10, 2014
What is the difference between sunny and rainy day?
What is the difference between sunny and windy day?
What is the difference between rainy day and cloudy day?
What is the difference between cloudy day and windy day?
What is the difference between windy day and stormy day?
C. Lesson Proper
1. Presentation
174
Show pictures of some weather instruments to the class.
DRAFT
Ask the class which of the instruments is familiar to them.
Ask the pupils to draw these instruments in their notebooks.
2. Activity 3
a. Group the class. Distribute the materials in each group. Ask the
April 10, 2014

pupils to read the procedure in LMs No.3 entitled My Improvised
Weather Instrument.
b. Show and explain to the groups the rubrics for scoring their
participation in the activity.
Score Indicators
5 100% participated actively and obtained the expected

results.

results.

results; or
100% participated actively but obtained 50 75% of the

expected results;
2 50-75% participated actively but obtained 50 75% of the
175
expected results;
1 50-75% participated actively but obtained wrong results
0 Less than 50% participated actively but obtained wrong

results
b. Divide the groups into 2. Assign half of the group (called group A)
to do Model A, the other half (called group B) to Model B. Models
A and B are different models of the wind vane.
c. Go around while the groups are working. Check their designs.
DRAFT
d. Ask each group to present their output and show how it works.
Ask them also to answer the questions. As one group is
presenting, ask the other groups to rate the group using the
rubrics.
e. Discuss the use of these basic instruments in knowing the weather
April 10, 2014

condition. Emphasize in the discussion that;
An anemometer measures the speed of the wind.
The wind vane shows the direction from which the wind
blows.
A rain gauge measures the amount of rainfall by collecting
the water as it falls into a container.
Assignment
1. Assign pupils to draw in their notebook the weather

symbols for rainy, sunny , windy and stormy day. Prepare also
a weather chart as in the table below:
Monday Tuesday Wednesday Thursday Friday
176
Lesson 4. Winds Temperature Wind Speed and Wind Direction
Duration : 4 days
Measuring and Recording Speed and Direction of the wind
Weathermen gather information about the speed and direction of the

wind. They do this to predict weather. They use instruments to measure the speed
and direction of the wind.
Wind speed is measured by an anemometer. The wind speed is shown by

the number of circles or revolutions the anemometer makes in one minute.
At times the anemometer almost does not move. We say that the wind is
DRAFT
calm. A slow wind will move the anemometer a little. A moderate wind can turn
the cups of the anemometer. At times the anemometer can make several
circles or revolutions. We say that the wind is strong or fast.
Some anemometers have a device that measures the speed of the

wind. This can be used to name the wind.
April 10, 2014

The wind vane is an instrument with an arrowhead and a tail. The wind
pushes the tail. The arrowhead points toward the direction from which the wind
comes.
Winds are always described according to the direction from which they
are blowing. As the wind strikes the tail of the wind vane, the wind vane turns so
that the arrow points in the directions from which the wind is blowing
Name Speed (km/hr)
Calm 0-1
Light Air 1-5
Light Breeze 6-11
Gentle Breeze 12-19
Moderate Breeze 20-28
177
Fresh Breeze 29-38
Strong Breeze 39-49
Moderate Gale 50-61
Fresh Gale 62-74
Strong Gale 75-88
Storm 103-117
Hurricane/ Typhoon More than 117
Temperature is the degree of hotness or coldness of air. A place gets hot

when it is heated by the sun. It gets cool when the place is not directly heated
DRAFT
by the sun. The coldest time of a 24 hour day is just before sunrise, this is because
the earth has been losing heat all night.
During the day, the temperature depends on the amount of sunlight that
enters the earth. If it is sunny, then it is warm and the temperature is high. When
it is cloudy, then it is cool and the temperature is low. Even if it is sunny , places
April 10, 2014

which receive less sunlight sun light under the tree , inside the building, heat
will be less and the temperature lower.
The movement of wind also affects the air temperature. When the wind
blows, it blows out warm air. Cooler air comes in and air temperature will also be
lower.
An area gets hotter when it is heated by the sun and gets cooler when
the heat leaves it. The coldest time of a day is just before sunrise, after the earth
has been losing heat all night.
Air temperature is measured by a device called air thermometer. It is

expressed in degree Celsius or C. The highest point in the centigrade scale is
100c and the lowest point is O. In Fahrenheit scale the highest point is 212F
and the lowest point is 32F. A thermometer is a narrow glass tube containing
mercury or colored alcohol. As the temperature increases, the mercury or
alcohol expands and its level in the tube rises. The number corresponding to the
liquids level is the temperature reading.
178
Air temperature affects the weather conditions. During warm weather,
the temperature rises. We say the temperature is high. During cooler days, the
temperature sinks or drops. We say the temperature is low. The average air
temperature is 19-32 C. A temperature reading below 19 C means it is cold. A
temperature reading above 32 C means it is warm. Air temperature changes
from time to time and from place to place.
Objectives
1. tell how cold or hot the air is ;
2. compare the temperature of air in different places; and
3. describe the speed and direction of the wind.
Materials
DRAFT
SET A: 2 thermometers and crochet thread or thin rope
SET B: improvised wind vane
weather chart timer
April 10, 2014

Procedure
1.Prepare the illustrations ahead of time. Make them large enough for the
pupils to be able to see even at a distance.
2. Divide the class into four or five groups. They will do the activity by station.
Ask them to move from one station to another after 3 minutes. This should
give them time to answer the questions in the activity cards. The pupils
can write their answers in their notebooks.
179
STATION 1 STATION 3
Why is the boy fanning himself? To what direction is the wind blowing?
DRAFT STATION 2
Is it raining hard outside?
STATION 4
April 10, 2014

When do we experience strong winds and heavy
rains?
C. Lesson Proper
Activity 4A: Measuring Temperature

1. Discuss the results of the activity. Relate it to the days lesson which is
air temperature, wind speed and direction.
180
2. Ask the pupils to read LMs No. 4 entitled Winds Temperature,
Speed, and Direction. Conduct a pre-laboratory activity on how to
read a thermometer and timer or clock with second hand.
3. Divide the class into 2 groups. One group will take the temperature
inside the room. The other group will stay outside the room. Give
reminders on what to avoid when working outside the classroom.
4. After the activity, ask the pupils the following questions;

What are the temperature readings inside the classroom and
outside the classroom?
Are there temperature changes? If so, what do the changes
in the temperature mean?
How does air temperature affect the weather?
DRAFT
What happens when the speed of the wind is fast? Is slow?
How do you know if the wind is moving fast?
What else can you look at to describe the speed and
direction of the wind?
April 10, 2014

Activity 4B Wind Temperature and Direction
1. In pairs, ask pupils to follow the following steps in making paper
glider.
Step 1: Fold down upper two corners.
Step 2: Fold paper in half-length wise
181
Step 3: Take outer two corners and fold like this
Step 4: Take outer two corners and fold like this
DRAFT
2. Label the four corners of the room with the primary
April 10, 2014

direction - East, West, North and South.
3. Ask the pupils to throw their paper glider in the air and observe.
Ask them the following questions;
Is your paper glider moving fast or slow?
Why is it moving fast or slow?
Is it moving to the same direction?
How do we describe the direction of the wind?
4. Explain the use of primary directions in telling the direction of the

wind.
5. Ask how the wind affects the weather condition to arrive at this
generalization;
182
Changes in the speed of the wind cause changes in
weather conditions
6. Assign pupils to tell their parents at home about the paper gliders
and their uses in knowing the direction of the wind.
Lesson 5. The Daily Weather
Duration: 4 days
Weather is the state of the atmosphere, to the degree that it is hot or cold,
wet or dry, calm or stormy, clear or cloudy.[1] Most weather phenomena occur in
DRAFT
the troposphere, just below the stratosphere. Weather generally refers to day-to-
day temperature and precipitation activity, whereas climate is the term for the
average atmospheric conditions over longer periods of time
Weather is driven by air pressure (temperature and moisture) differences

between one place and another. These pressure and temperature differences
April 10, 2014

can occur due to the sun angle at any particular spot, which varies
by latitude from the tropics. The strong temperature contrast between polar and
tropical air gives rise to the jet stream. Weather systems in the mid-latitudes, such
as extratropical cyclones, are caused by instabilities of the jet stream flow.
Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at
different angles at different times of the year. On Earth's surface, temperatures
usually range 40 C (40 F to 100 F) annually. Over thousands of years,
changes in Earth's orbit affect the amount and distribution of solar
energy received by the Earth and influence long-term climate and
global climate change.
Surface temperature differences in turn cause pressure differences. Higher

altitudes are cooler than lower altitudes due to differences in compressional
heating. Weather forecasting is the application of science and technology to
predict the state of the atmosphere for a future time and a given location. The
atmosphere is a chaotic system, so small changes to one part of the system can
grow to have large effects on the system as a whole. Human attempts to control
the weather have occurred throughout human history, and there is evidence
that human activity such as agriculture and industry has inadvertently modified
weather patterns.
183
Objectives
1. describe how the wind moves within the day;
2. tell how hot or cold is a place;
3. identify the elements of weather and;
4. describe the weather for the day.
Materials
weather chart , improvised wind vane, thermometer,
string or thin rope
Procedure
DRAFT
A. Distribute the weather chart done by the group. Ask the pupils to
draw the weather symbol for each day.
Monday Tuesday Wednesday Thursday Friday
Sunny Cloudy Windy Rainy Stormy
April 10, 2014

B. Ask the class the following questions;
What is the kind of weather from Monday to Friday?
What tells you that the day is sunny? windy? cloudy? Rainy
Does the weather remain the same everyday?
B. Motivation/Presentation:
Present a weather bulletin. Ask the pupils to answer the following
questions.
1. The weather in Metro Manila is _______________.
2. The wind is blowing from ___________ direction.
3. The lowest temperature reading is _____________.
4. The highest temperature reading is _____________.
5. The general weather condition is _____________.
184
Weather Bulletin of the Day
Metro Manila : Fair weather condition with rain showers in the afternoon.
Rest of the Country: Luzon will have occasional rain showers. Other parts of the country
will have fair weather with light winds blowing from the east.
Temperature Range: 23 C 31 C
C. Lesson Proper
1. Group the class into five groups. Select a leader for each group.
2. Ask them to read the instructions of the activity entitled The Daily
Weather on LM No.5. Assist them in their assigned area.
3. After the activity, Ask the following questions:
DRAFT
a. Based on the activity, is the temperature inside and outside the
room the same? What about in the shade and under the sun?
b. Why does the air temperature inside and outside the room not
the same?
c. How does air temperature affect the weather?
d. During what kind of weather is the temperature of the air
April 10, 2014

usually warm or cool?
4. Emphasize further in the discussion the changes in the speed and
direction of the wind and its effect on weather by asking the
pupils the following questions;
Using your improvised weather instruments, can it help you
describe the direction of the wind?
What happens when the speed of the wind is fast? How do you
know if the wind is moving fast or slow?
Do wind speed and direction vary in different locations at the
same time? Why?
5. Ask pupils to arrive at a generalization using these questions;
185
What does the change in temperature from time to time shows?
How does air temperature and wind speed affect the weather?
Air temperature tells the hotness or coldness of the
atmosphere. It is affected by the suns heat.
Wind speed affects the weather condition. When the

wind speed is fast, the surroundings feel cooler and
when the wind speed is slow, the surroundings feel
warmer.
6. Assign the pupils to illustrate or draw one situation showing what
happens when the wind blows hard and when the wind blows
lightly or weakly. Explain the details of the rubrics to guide the
pupils in doing their work at home.
DRAFT
Lesson 6. The Weather Reporter
Duration: 4 days
Objectives
April 10, 2014

1. make a weather bulletin for a week; and
2. report orally the weather for the week.
Materials
weather chart, thermometer
Procedure
1. Divide the class into four groups.
2. Ask each group to draw and complete a set of pictures. Ask each
group to present their drawing.
Ask the following questions :

a) What is the kind of the weather in the story?
b) What gives you the idea that it is a rainy day ?
C. Lesson Proper
1. Distribute the weather charts done in the previous lesson.
186
2. Ask the class to work on Activity 6 found in LM No. 6 entitled The Weather
Reporter.
3. Ask each group to present their weather bulletin in class. Allow each
group to use the rubric below to evaluate the presentation.
4. Guide the pupils in arriving at a generalization using the following
questions;
What makes up the weather?
What do we consider in determining the weather
conditions of the day?
Assessment
Ask each group to report the weather forecast. Use the rubrics in evaluating
the group output.
Assignment
DRAFT
Assign pupils to collect and bring pictures that show activities when;
a. the sun is high
b. the wind blows fast and
c. the wind blows lightly
April 10, 2014

Lesson 7. Weather Collage
Duration : 4 days
A collage is a work of art composed of numerous materials, such as

paper, newsprint, photographs, ribbons or other objects attached to
background support, such as plain paper. A collage can even be made with
physical materials or electronic images, attaching them to a digital background.
Originating from the French word "coller", meaning "to glue", the collage allows
you to experiment with a wide range of materials to achieve amazing end
results.
Objectives
1. describe how weather affects people, plants, and animals.
2. make a collage showing the effects of weather on people, plants,
and animals.
Materials
187
cut out pictures showing different activities of people
paste or glue
coloring pen/pencils
cartolina for each group
Procedure
1.Post a picture on the board. Ask them to tell the activities seen in
pictures A, B and C.
DRAFT
April 10, 2014
A B
188
C. Lesson Proper
1. Ask the pupils to read the instructions found in LM No. 7 entitled

Weather Collage.
2. Ask the pupils to complete the table posted on the board by listing the
activities done in each of the weather conditions?
Activities done in each of the weather conditions
DRAFT
3. Ask the pupils the following questions;
April 10, 2014

Are the activities during sunny weather different from the
activities done during rainy weather?
Are the activities done during rainy weather different from
the activities that are done during stormy weather?
How different are the activities during warm or sunny days
from the activities during rainy days or stormy days?
What can you say about the activities done by the
people in the community during different weather.
4. Ask the pupils to write a paragraph or make a table telling or showing

activities one enjoys during sunny or rainy days. Show the table below.
Activities I enjoy
Sunny Rainy
189
Assessment
Assessment
Ask to the class to complete the paragraph by writing their answers in

their notebook.
Today is a ________. The sky is _________. The wind is ___________. I like to

do the following _________, ____________, ________ , and ____________
Assignment
Ask your parents the what are the safety measures in dealing different
weather conditions.
DRAFT
Lesson 8. Lets Be Careful with What We Do
Duration: 5 days
Objective
April 10, 2014

At the end of each lesson, the pupils should be able to draw the safety and
precautionary measures in dealing with the different types of weather
condition.
Materials
clothes and things used in different weather conditions
Procedure
1. Display pictures on what to wear during different kinds of weather.
190
C. Lesson Proper
1. Introduce the activity by asking the pupils to read the instructions
found in LM No. 8 entitled Safety and Precautionary Measures in
Dealing with Different Types of Weather.
DRAFT
2. After the activity, ask the pupils the following questions;
a. What are some activities that can be done on good/fine weather?
b. What activities cannot be done on bad weather? Why?
c. What activities should be done during bad weather?
d. What can you say about the food and clothes of people during
hot or cold weather?
April 10, 2014

e. Why is it important to have knowledge about the kind of weather
every day?
f. What can weather do to people?
3. Guide the pupils in making generalizations about safety measures on

what to do in case the weather changes. The fillowing guide
questions can be asked to the pupils;
How do people prepare for weather changes?

What safety preparations do you know of in dealing with
different types of weather?
How do you prepare yourself for weather changes?
4. Ask the pupils why they should practice safety measures in different
weather conditions.
5. In groups, ask the class to present a skit, talk show, song about what
valuable lessons they learned about weather. Discuss the rubrics to
guide the pupils on what to show in their presentation.
191
Assessment
Write the kind of weather in each situation.
______1. The sun cannot be seen and there are plenty of dark clouds,
but the rain is not falling.
______2. The sun is shining and the wind is blowing very slightly.
______3. There are plenty of dark clouds and rain is falling.
______4. The sky is dark, the wind is strong and the rain is falling.
______5. The sky is clear and the clouds are so high.
Assignment
Look up in the sky tonight and draw objects you saw.
DRAFT
Chapter 3 : Objects Seen in the Sky
Lesson 1. Objects Seen in the sky
Duration : 1 Day
April 10, 2014

1. We can see the sun during the day and the moon at night. Gazing
at the sun directly can damage your eyes.
2. Aside from the sun and the moon, stars and other heavenly bodies
can be seen in the sky.
3. Stars, along with the brighter planets, can be seen with the
unaided human eye in a daytime sky that is, when the sun is above
the horizon normally only during a total solar eclipse.
Objective
At the end of the lesson, the pupils should be able to describe the objects seen
in the sky.
192
Materials
blue and white metacards; pictures;
Procedure
1. Post the pictures one at a time on the board. Ask your pupils the following
questions;
What objects can you see in picture A? picture B?
Picture A: sun
Picture B: moon, stars
Is it daytime or night time?
Picture A: daytime
Picture B: night time
DRAFT
April 10, 2014 A B
B. Lesson Proper
1.Divide the class into four. Distribute the meta-cards to each group.
2.Tell the pupils to write their answers on the metacards, white for objects seen
during daytime and blue for objects seen at night.
3.Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete the
graphic organizers . After the activity, ask the pupils to paste the metacards in
the graphic organizers posted on the board.
193
Organizer 1. Objects in the sky during night time
Sky at
night
DRAFT
Other? STARS ? SHOOTING Other? MOON ?
STARS ?
Organizer 2. Objects in the sky during daytime
April 10, 2014 Sky at

day
SUN ????? ?????? ??????
4. After the two graphic organizers are completed, ask your pupils the
following questions;
What are the objects seen in the sky at night? during the day?
Are they the same objects?
Why do these objects seen at night not seen during the day?
194
5. Lead the class to come up with a generalization using the following
questions ;
Which objects do you see at night time? During the day?
Why do objects seen during the day not seen at night time?
Assignment
Ask the class to copy the following in their notes;

Go out of the house at night time when the sky is clear. Observe.
1. List the objects you see in the sky. Name them.
2. Write your answers in your assignment notebook.
3. On your drawing pads, draw what you will see. Share it to class tomorrow.
DRAFT
Lesson 2. Sizes of Objects Seen in the Sky
Duration: 2 Days
Different sizes of objects are seen at night and during the day. Objects
April 10, 2014

may appear smaller than their actual size because of their location at a
distance.
Objective
At the end of the lesson, the pupils should be able to describe the sizes of
objects seen in the sky.
Materials
big pictures of sunset and sunrise
Procedure
1. Post the pictures on the board. Ask your class the following
questions;
195
A B
Are the Pictures A and B the same as what you have actually observed?
(Responses may vary. Pupils may have different descriptions of what they saw
DRAFT
in the night sky )
Tell something about the objects that you saw in the two pictures?
(Responses may vary )
C. Lesson Proper
1. Group the class into five groups. Explain the procedure of the activity. Ask
April 10, 2014

pupils to observe the following;
take turns
talk about their observations with members of their group
record all observations
make agreements on the results of the activity
write observations on a manila paper for presentation to the class
2. Perform the activity found in LM for Unit 4.
3. After the activity, ask each group to write their results in the manila paper
The rapporteur of the group will do the presentation.
4. Ask each group to use the rubrics to assess their performance.
Scoring Rubric for the group presentation
Total
Category Scoring Criteria Points Score
Organization Activity results are presented clearly. 5
Content All the expected results were obtained. 10
The questions are answered correctly. A
196
conclusion summarizing the presentation is
given.
The rapporteur maintains good eye 5
contact with the audience and is
Presentation
appropriately animated (e.g., gestures,
moving around, etc.).
Length of presentation is within the 5
assigned time limits.
Information was well communicated. 5
Score Total Points 30
5. Facilitate the discussion based on the data gathered by each group.

Make agreements using the following questions as guides:
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls appeared
DRAFT
bigger? or smaller?
c. How did the big ball appear in set-up C? How about the small ball?
6. Guide your pupils to arrive at a generalization using the following

questions:
d. Based on your observations in the 3 set-ups, why is there a change in
the size of the balls?
April 10, 2014

e. Which of the balls in the 3 set-ups looked bigger? smaller?
7. Show the big pictures to guide pupils in applying the concepts to real
and new situations using the following situations:
The flying birds are of the same size.

But when John looked up, it appeared that
1 of the birds looked the smallest. Why do
you think that the 2nd bird looked smaller
and 3rd the smallest?
(The1st bird appears biggest since it is at the nearest distance from the
viewer. The 3rd bird appears smallest because it is at the farthest
distance from the viewer).
197
Why does the sun looks
big during sunset? small
at noontime?
DRAFT
Assessment
On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small. What will you tell
Peter to help him understand the situation?
April 10, 2014

Assignment
What are the objects seen in the sky which are bright at night? Why? Make a
three sentence paragraph for your answer.
198
Lesson 3. Brightness and Dimness of Objects Seen in the Sky
Duration: 2 days
http://earthsky.org/space/stellar-luminosity-the-true-brightness-of-stars
In our cosmology, the stars we see with the eye alone on a dark
night are located at very different distances from us, from several light-
years to over 1,000 light-years. Telescopes show the light of stars millions or
billions of light-years away.
Thus today when we talk about a stars brightness, we might mean

one of two things: its intrinsic brightness or its apparent brightness. When
astronomers speak of the luminosity of a star, theyre speaking of a stars
intrinsic brightness, how bright it really is. A stars apparent magnitude its
brightness as it appears from Earth is something different and depends on
how far away we are from that star.
DRAFT For instance, nearly every star that you see with the unaided eye is
larger and more luminous than our sun. The vast majority of stars that we
see at night with the eye alone are millions even hundreds of millions of
times farther away than the sun. Regardless, these distant suns can be
seen from Earth because they are hundreds or thousands of times more
April 10, 2014

luminous than our local star.
Thats not to say that our sun is a lightweight among stars. In fact,
the sun is thought to be more luminous than 85% of the stars in our Milky
Way galaxy. Yet most of these less luminous stars are too small and faint to
see without an optical aid.
Have you ever noticed that stars shine in an array of different colors
in a dark country sky? If not, try looking at stars with binoculars sometime.
Color is a telltale sign of surface temperature. The hottest stars radiate blue
or blue-white, whereas the coolest stars exhibit distinctly ruddy hues. Our
yellow-colored sun indicates a moderate surface temperature in between
the two extremes. Spica serves as prime example of a hot blue-white star,
Altair: moderately-hot white star, Capella: middle-of-the-road yellow star,
Arcturus: lukewarm orange star and Betelgeuse: cool red supergiant.
Bottom line: Some stars look bright because theyre near Earth.
Others are truly extremely bright members of our Milky Way galaxy.
Astronomers call the true, intrinsic brightness of a star its luminosity. The
luminosity of any star depends on size and surface temperature. Some
199
extremely large and hot stars blaze away with the luminosity of a million
suns!
Objective
At the end of the lesson, pupils should be able to describe the brightness and
dimness of objects seen in the sky at night time
Materials
candles ; ruler; venn diagram
Procedure
1. In groups, ask your pupils to draw and color objects they see in the sky
at night and day.
2. Ask them to post their drawing on the board.
DRAFT
B. Lesson Proper
3. Ask your pupils to complete the Venn diagram using the two pictures.
April 10, 2014

1 2 3
1. Objects that are bright at day
2. Objects that are bright at night and day
4. Check the Venn diagram . Emphasize the correct answers

Ask your pupils to perform the activity found at LM No 3.
After the activity, facilitate the ideas presented by each group with the
following questions as guides:
Which candle looked brighter and bigger? Why?
Which candle looks smaller and dimmer? Why?
How would you relate the distance between the 3 candles to
their brightness or dimness?
5. Guide pupils to make a generalization using the following questions ;

Why do objects appear brighter than the other objects seen at
daytime? at night time?
Why do some objects in the sky appear dimmer than the other
objects seen?
200
Assessment
Helen loves to look up the sky on a clear night. She sees the stars, so many
of them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime
and night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small and
dim?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
DRAFT
Lesson 4. Positions of the Sun at Different Times of the Day
Duration : 2 Days
Objective
At the end of the lesson, the pupils should be able to make observations of the
April 10, 2014

position of the sun at different times of the day
Materials
roulette; piece of cardboard with names, manila paper
Procedure
A. Presentation
1. Allow the class to play a game using a roulette. The center of the
roulette refers to any object on earth. Each spin refers to the position of
201
the sun relative to the object on Earth. Tell your class to observe the
position of the sun for every spin or turn in the roulettte.
2. Ask the class to write their observations on the board using the table
below. (Observations may vary, depending on the position of the sun
after every spin )
Observations
1st spin
2nd spin
3rd spin
3. Ask the class the following questions;

What is the name found at the center in the original position of the
roulette? ( The center of the roulette refers to any object on Earth,
DRAFT
which serves as a reference point to the position of the sun at different
times of the day)
What happened after the first spin? second spin? (Observations may
vary.)
C. Lesson Proper
April 10, 2014

1.Ask each group to perform the simulation activity using LMs No. 4 .
2.Distribute the manila paper to each group for them to write their
observations.
3.After the presentation of each group, ask these questions to the class:
a. In the morning, what is the position of the sun? Why?

b. At noontime, where is the sun? Why?
c. In the afternoon, where can you find the sun?
4. Ask your pupils to make a conclusion about the position of the

sun.
During daytime, the sun can be seen across the sky in different places or
location. In the morning, it rises in the east, at noon it is overhead and in the
afternoon, the sun sets in the west. After a few hours, the moon and the stars
replace the sun in the sky.
202
Lesson 5. Harmful Effects of Suns Heat and Light on People
Duration : 1 Day
Skin cancer is on the increase, partly because people are increasingly

image-conscious and like to spend a lot of time in the sun, but also owing to
depletion of the all-important layer of protection around the world - the ozone
layer. But a good tan looks so wonderfully healthy that it's difficult to imagine
travelling to hot countries and positively avoiding the sun! However, sunbathing is
a risky business, and it's worth taking a few precautions to avoid the effects of
the sun.
The sun emits ultraviolet radiation - a kind of light that is not visible. There
are three kinds of ultraviolet light, each with a different frequency, or "colour".
DRAFT
The first, UVA has a long wavelength, and is least damaging to us. It does cause
some damage in the long term, but it tends to give us a nice tan first! UVB & UVC
have shorter wavelengths and tend to burn us rather than give a tan. Fortunately
for us, UVC, the most damaging of the two types, is completely filtered out by
the planet's ozone layer. This is why it is so important to preserve the ozone layer,
as even small doses of UVC are damaging to humans and many other significant
life forms.
April 10, 2014

The short-term effects of excessive sun are serious enough by themselves.
Of course, spending time in hot countries generally increases your likelihood of
becoming dehydrated - a potentially serious condition - but direct sunshine can
be much more dangerous.
The sun can be harmful very rapidly in some places. A hot summer sun in
relatively northern climes is safe only for up to 40 minutes, and hotter areas of the
world are, of course, much less safe.
The sun affects some people more than others. In particular, those with fair
or freckled skin (and usually blonde or red hair). People with dark hair and dark
skin are less likely to suffer from sunburn. People with black skin are likely to be not
affected by the sun, and yellow and brown-skinned people are much less likely
to suffer than white-skinned people. All colors of skin do burn however, given
enough time.
Sun is much more dangerous to children. I have heard medical reports

suggesting that children who are sunburned even once in their young childhood
are many times more likely to suffer from skin cancer than a sunburned adult is.
Please bear this in mind if you go away with children to a hot place, and always
put total sunblock on children, even in a relatively mild climate.
203
Sunburn is easy to spot - it hurts! Sunburned skin is bright red, swollen and
tender, and often very painful. Usually, sunburn will get better by itself, but more
serious burns should be treated as though they are normal burns, i.e. keep cold,
then keep it clean to prevent infection. If you suffer from severe sunburn, then
get medical advice at once.
Hopefully, you agree that you should be moderately sensible about your
exposure to the sun, but even so, it's worth your while taking a bottle of after-sun
lotion with you. You'll be very glad to have the soothing effect of this stuff if you
do find yourself a little burnt. A variety of types are available and your local
pharmacist should be able to advise on the matter. Those containing Aloe are
very soothing. Calamine Lotion is effective and available cheaply from
pharmacists, but it's not so good as other remedies because it leaves a white
residue on your skin until you wash. If your sunburn is more serious, a painkiller
should help reduce inflammation and pain.
The long-term effects of excessive sun are much more worrying. In
DRAFT
particular, long-term exposure to sun causes premature ageing of the skin,
wrinkles, blotching, yellowing, etc.
After repeated sunburn, cancerous areas can develop. Skin cancer can
spread quickly to other areas of the body, and it is not unknown for even young
people to die from cancers directly attributable to over-exposure to the sun.
April 10, 2014

It's important to watch moles on your body, and check out any changes
that occur. If a mole changes in any way - increases in size, changes colour,
itches, etc. - then go to your GP and have it checked. I came back from a
longish trip in Africa and had a mole on my back that I'd never noticed before. It
was itching like mad and so I went to my doctor. He removed the thing (I now
have a scar on my back instead!) and sent it off for analysis. As it is, the mole was
harmless, but the doctor and I both agreed that it was a sensible precaution.
Protection! The two important protective measures are sunscreen and a

hat. I know this advice sounds obvious, but there are many people who don't
travel with either. Incidentally, a hat should have a good peak and a neck flap
that covers the neck and ears, or a brim.
Sunscreens work by absorbing the sun's harmful rays, and converting them
into heat. Until fairly recently, they were only useful at absorbing UVB rays, but
nowadays they can absorb both UVA & UVB - check the products' packaging
for more details. Sunscreens have a sun protection factor (SPF) which represents
the number of times longer you can stay in the sun. For example, an SPF of five
would enable you to stay in the sun five times longer.
However, all lotions become less effective as they dry off, or wear off on
towels, etc., so you'll need to put more on from time to time. If you're likely to be
204
swimming, invest in a waterproof sun lotion, but even these types tend to wash
off after a bit so reapply regularly.
Some sunscreens can cause skin irritation so it's worth checking that yours
does not, before you leave.
Complete sunblock is particularly important for young children, who

should always be liberally plastered with the stuff in any sun. Concentrate on
neck, nose, ears, cheeks and forearms, all of which seem to get the most
exposure.
You can buy a handy twin pack that has conjoined bottles of different
strengths. I like a pack available from pharmacists that contains a lot of low
factor and a smaller section of high factor lotion.
If you feel as though you will not be able to avoid being in the sun, it is
also worth buying a protective balm, that will protect the sensitive skin on your
DRAFT
lips, blocking the sun completely. These are reflective - rather than absorbing the
rays, they contain tiny pieces of metal that reflect the sun's rays.
You should build up your exposure to the sun gradually. The skin naturally
thickens with exposure to the sun, and builds up levels of pigmentation (a tan!),
both of which are the body's own response to prevent further damage. Start off
April 10, 2014

by avoiding it as much as possible, and gradually work up to longer periods of
exposure, but remember that sunburn can happen in only a few minutes in the
most fierce sun.
When the sun is highest in the sky, its rays are strongest. The most important
thing is to avoid the mid-day sun at all costs. It's also worth noting that a cool
breeze, or a refreshing soak in water, may relieve the heat associated with
sunbathing, but they don't get rid of the harmful rays.
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
heat of the sun to people.
Materials
big pictures showing a child putting sunglasses, young mother with 2 kids
on the beach,
Procedure
1. Post the 3 big pictures on the board. Ask your pupils to study these
pictures.
205
Picture A: Child putting on sun glasses Picture B: Young mother and her two
kids on the beach
DRAFT
April 10, 2014
C. Lesson Proper
Picture C: A girl holding an umbrella
1.Ask your pupils the following questions;
In picture A, what is the weather of the day? (Sunny Day )

Why does the girl needs to put on sunglasses? (The girl needs to put
on sunglasses to protect her eyes from the glaring brightness of the sun
during sunny days)
In picture B, what are the mother and the children wearing? Describe
what they wear. ( Mother and the children are wearing thin, cotton
beachwear)
Why do they wear hats? (They wear hats to protect their heads from
the heat of the sun and to shade their eyes from extreme brightness of
the sun at different time of the day)
What is the weather condition of the day?(Sunny Day )
206
In picture C, why does the girl hold an umbrella?(It is raining. She
protects herself from getting wet)
What should you wear on a hot, sunny day? At home? In school?
(On a hot, sunny day: in school, wear something white to reflect

the heat. You can also wear a white short sleeve thin shirt to feel
the least heat possible the white reflects all visible light thus making
it cooler. Also the thinner shirt makes it cooler. If you are going to
wear longs sleeves wear very breathable fabric, like cotton.
At home, You can also wear white shirts, or any thin shirts, some
khaki or bermuda shorts and some sandals or flip-flops )
- How will you protect yourself from the heat of the sun? Why?
(You protect yourself from the heat of the sun through a)
DRAFT
appropriate clothing; b) wear headgears like hat to protect your
head from long exposure to suns heat; c) wear sunglasses to
shade your eyes from extreme brightness of the sun; d) use
umbrella to shade not only your head but your body from too
much exposure to the heat of the sun; e) apply sun block lotion on
your skin for soothing effect and protection from too much heat)
April 10, 2014

2. Ask them to list the things they do on a hot, sunny day (Responses of the
pupils may vary. Each response will be accepted. The group will make
justifications as to why they do and do not do such activities)
3. Ask them complete the table .
Time of the day What I do What I dont do

8:00 AM
12:00 NN
2:00 PM
4. Guide them to arrive at a generalization using the following questions;

a. If the weather condition is a hot, sunny day, how
are you affected by the heat of the sun?
b. Does the heat of the sun affect your daily activities? At what time of
the day?
c. What should you do to protect yourself from the heat of the sun?
207
5. Ask the class to work in groups. Answer the following situations and
report their answers in class.
The weather forecast is a warm, sunny day. Raul and friends are going
to a picnic. He is thinking of what to wear. What will you suggest him to
wear in the picnic?
(Suggestion: Wear thin shirts and protective gear like hat and
sunglasses. Bringing un umbrella will also be a protection. Thin long
sleeves is also appropriate for protection of the arms against exposure
to suns heat, over Bermuda shorts and sandals or hiking shoes)
Make a list of what to bring if you wish to go hiking on a hot sunny day.
Tell why.(Responses of pupils may vary.)
What to bring Why?

a.
b.
c.
DRAFT
d.
e.
Assessment
April 10, 2014

1. The class of Mrs. Santos is on a field trip to the Dinosaurs Land in Angeles City,
Pampanga, the following day. Samantha is so excited to wear her leather
jacket, a birthday present from her uncle in the USA. The weather forecast is
a hot, sunny week. What will you advise Samantha to wear? Why?
2. Raul, Tirso and Jake planned to go swimming on Saturday. Raul wanted to be

at the swimming pool by 12:00 noon. Jake insisted that they go at 4:00
oclock in the afternoon. Tirso told his two friends that its a warm, sunny day
on Saturday. Whom do you think has the better idea, Raul or Jake? Why?
Assignment
None
Lesson 6. Effects of Suns Heat on Plants
Duration : 1 day
In nature, plants are triggered to flower by any number of factors. It might
be warm weather. It might be the beginning of the rainy season. Or it might be
the amount of available light. Some plants, such as the kalanchoe plant or
poinsettia plant, time their blooms to the amount of sunlight they receive. When
the hours of sunlight declines, they are triggered to bloom. These are called
208
"short day" plants. Others, such as spinach, are triggered to bloom only after the
days stretch out to a certain length. These are called "long-day plants." This trait
in plants is called photoperiodism. It simply means the plant's reproductive cycle
is timed to the amount of light available.
Most home growers will never have to worry about photoperiods, but
there are some cases where it matters. For example, poinsettias don't naturally
bloom around Christmas. Instead, they are forced to bloom by keeping them in
the dark for a certain number of hours each day in the winter to trick them into
blooming for the holiday. The same is true for kalanchoes: they can be forced
into bloom any time of the year simply by keeping them in darkness for 14 hours
a day. That's why you can find flowering kalanchoe any time of the year, but
they'll only bloom in the fall or early spring on their own.
Plants that don't base their flowering on available light, such as tomatoes,
are known as day neutral. In these plants, flowering is triggered by different
factors, such as age, water and nutrition levels, and hormones.
DRAFT
Photoperiodism refers to the effect on the growth and reproduction of
plants or animals of varying exposures to light and darkness. It also refers to the
relative amounts of light and darkness in a 24-hour period required to best effect
the growth, reproduction, and flowering of plant species or the growth and
reproduction of animals.
April 10, 2014

Transpiration can be hazardous to plants if there is a higher rate of
transpiration than rate of moisture absorption through the roots. This is called
moisture stress or plant stress. This often happens to houseplants in the winter
months when we increase the ambient temperature. Furnaces typically create
dry heat which results in a warm, dry environment. Even well watered plants may
wilt if the plant cannot adapt it transpiration rate.
There are many environmental factors that can affect the rate of transpiration.
Five of the most important; light, temperature, humidity, wind, and soil water.
Light stimulates the opening of the stomata at daybreak. As the stomata

opens to allow photosynthesis to occur, the transpiration rate increases. With light
comes heat. The leaf can be heated by the temperature of the environment
and also by the heat released during photosynthesis.
Transpiration provides a cooling mechanism for the plant to release

excess heat in the leaves and maintain internal temperature necessary for
biological and chemical processes to occur. Transpiration occurs more quickly at
higher temperatures due to increased evaporation. Summer tends to be a time
of decreased transpiration in plants because of increased temperature. A
difference of 10C can lead to three times the amount of transpiration in a leaf.
209
In dry climates transpiration is increased. Water is forced to diffuse more
rapidly into the air due to the concentration difference between the
environments outside and inside the plant. Low humidity creates a vapor
gradient between the plant and the air. In dry air, there is a lack of water, forcing
water to be pulled from the plant to the atmosphere increasing transpiration.
Therefore, in humid climates, transpiration is less effected by diffusion
On windy days the moisture present in the air is swept away from the leaf
causing it to transpire more. On calmer days, the humidity rate can rise causing
a decrease in transpiration. The amount of water in the soil also plays a major
role in the rate of transpiration. The plant must have a continuous supply of water
to be able to transpire. If adequate water cannot be absorbed by the roots and
carried up the xylem, the rate of transpiration will decrease. A lack of water
supply will also decrease the rate of photosynthesis and the overall health of the
plant.
DRAFT
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
suns heat on plants.
Materials
a plant on a dry potted soil and a wilting plant, manila paper
April 10, 2014

Procedure
1. Show to the class plants on a dry potted soil in a room and plants wilting
under the sun. Ask them to compare the two plants.
2. Ask the class the following questions;

Do plants look healthy? ( Observations may vary)
What can you say with the two plants? ( Descriptions may vary)
B. Lesson Proper
3. Ask your pupils to look for plants under the shade of the tree and those
planted on the sunny side of the garden. Ask them to name the plants by
accomplishing Tables 1and 2. ( Observations may vary)
Table 1. Plants under the shade

Name of the Plant What can I tell ?
210
Table 2. Plants in the sunny side
Name of the Plant What can I tell ?
2.Ask your pupils to prepare the needed materials before referring to

Activity No. 6 in the LM.
3.After the activity, ask each group to present the charts. Explain
the rubrics to be used by pupils in assessing their performance in
the activity.
DRAFT
4.After the report , ask your pupils the following questions;
Do plant A and B look the same?

What happens to Plant A and Plant B after two days? Do they
look the same?
What happens to Plant A and Plant B after 3 days? Do they
April 10, 2014

look the same?
Does the sun have any effect on both plants?
Assessment
Mrs. Gonzales received a potted plant as a gift on her birthday. She

told her daughter to water it every morning. It is a house plant but she
thought the plant will be healthier if she puts it under the sun. After 2 days,
the plant looked like the picture. Predict what happened to the plant. Why
did the plant wilt?
Assignment
Ask pupils to conduct an informal interview to at least 2-3 farmers in the
community using the following questions:
How does weather affect the growth of plants?
What do they plant during the dry season? rainy season?
211
Lesson 7: Effects of the Heat of the Sun on Animals
Duration : 1 day
Insects in general are poikilotherms, but some of them exhibit a limited
degree of heterothermy by maintaining their body temperature a little higher or
lower than that of their environment. The grasshopper, Oedipoda coerulescens,
gets warmer than air shortly after sunset (Franz, 1930)
It is thought that coloration plays some role in the thermal economy of

insects, that metallic colors in insects, like beetles, serve to reflect heat rays in
sunshine.
The wings considerably reflect heat rays while the general body of the
butterfly however, the primary function of the wing spots is absorption of heat
rays.
Animals, like lizards and snakes, also form basking groups with respect to
DRAFT
solar radiation with the result that, for instance, certain desert lizards have a
cloacal temperature of 38 C at an air temperature of 13 C
High temperatures cause a direct metabolic effect on the organism
resulting in greater speed of locomotion, and an indirect effect of avoiding
reactions by action through the nervous system, which no longer exists under
optimal conditions.
April 10, 2014

Cockroaches and other insects are known to prefer warm places.
Whereas, cockroaches are active in night, they exhibit what may be taken as an
indication of orthokinetic reaction to temperature during daytime as the speed
of running increases in warmer regions.
The preferred temperature of an insect may vary during its life history. Thus
in the housefly, migration from the feeding place ( = dung) to pupation site( =
ground) is due to behavioral changes in the central nervous system which
modifies the temperature preferendum as the larvae grows.
All domestic livestock are homeotherms; that is, they maintain relatively
constant internal body temperatures, usually within a 1 to 2 C range.
The body temperature of most domestic animals is considerably higher
than the environmental temperature to which they are exposed most of the
time. They maintain their body temperatures by balancing internal heat
production and heat loss to the environment. The hypothalmus gland acts as a
body thermostat by stimulating mechanisms to counteract either high or low
ambient temperatures. For example, increased conversion of feed to-heat
energy is used to counteract low ambient temperatures, while for example
increased respiration (rate and volume) and blood circulation in the skin
counteracts high ambient temperatures. Varying temperature also results in
changed behavior. Most animals reduce their level of activity in a hot
environment and, for example, pigs lie clustered in a heap at low temperatures,
212
while they lie spread out with extended limbs at high temperatures. This would
suggest increased space requirement for pigs held in a warm, tropical climate.
The body can tolerate short periods of heat stress, but if the ambient
temperature exceeds the body temperature for an extended period, it may
prove fatal.
Objective
At the end of the lesson, the pupils should be able to describe the effects of suns
heat on animals
Materials
in the garden, magnifying lens, paper and pencil or crayons
Procedure
DRAFT
B. Lesson Proper
1.Group the class into 5 groups. Each group will choose a leader and a
rapporteur for the group report.
2.Accompany the pupils to the school garden for the activity found in
Activity No 7 of the LM.
April 10, 2014

3. After the activity, ask each group to present their output based on the
following questions;
a. Where did you see the animals? Name the animals.
b. Did you see animals staying in shady areas? Why do they like to stay
there?
c. Did you see animals under the plants or trees? Did you see animals
under the sun?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?
f. Does the sun have an effect on animals?
g. Ask your pupils to tell the effect of the heat of the sun on animals in
one or two sentences. ( Responses may vary depending on their
observations of different animals which are exposed to suns heat at
different time of the day)
Assessment
Dogs, like people can suffer in the hot weather. Pedro observed that his
dog is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
Assignment
Draw a situation at home showing an animal is affected by suns heat.
213
Unit Test
(Sample Only)
1. Dogs, like people can suffer in the hot weather. Pedro observed that his dog
is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
2. Mrs. Gonzales received a potted plant as a gift on her birthday. She told her
daughter to water it every morning. It is a house plant but she thought the
plant will be healthier if she puts it under the sun. After 2 days, the plant
looked like the picture below.
Predict what happened to the plant. Why did the plant wilt?
3. On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small.
DRAFT
What will you tell Peter to help him understand the situation?
4. The class of Mrs. Santos is going on a field trip to the Dinosaurs Land in
Angeles City, Pampanga, the following day. Samantha is so excited to wear
her leather jacket, a birthday present from her uncle in the USA. The weather
forecast is a hot, sunny week.
What will you advise Samantha to wear? Why?
April 10, 2014

5. Helen loves to look up the sky on a clear night. She sees the stars, so many of
them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime and
night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small
and dim?
The teacher may add the following situations:
6. Raul, Tirso and Jake planned to go swimming on Saturday. Raul wanted to be

at the swimming pool by 12:00 noon. Jake insisted that they go at 4:00
oclock in the afternoon. Tirso told his two friends that its a warm, sunny day
on Saturday.
Whom do you think has the better idea, Raul or Jake? Why?
214
7. The girl scouts under Mr. Obena are joining the District Camping. Carla, the
patrol leader chose to pitch tents under the trees, and build the kitchen in an
open area. She said that it would be nice to cook where the sun shines
directly overhead.
What do you think Mrs. Obena would advise them?
A.
Post the following situations in a manila paper. Ask your pupils to answer the
questions in each situation on a piece of paper.
1. One day, John was playing at their front lawn when an ASKAL street dog
ran by. Two boys were after the dog with bamboo sticks. They wanted to
beat the dog.
DRAFT
Do you think thats a good way to treat the dog? Why? Do you find the dog
important in the community?
April 10, 2014

2. Father goes to the hillside to hunt animals like wild pigs and birds. Mother
cooks the meat and serves it hot. Pedro and Maria eat heartily the delicious
food.
Will you tell if hunting animals is a good practice? Why?
215
3. The Novero family built a house near the creek which is found in their
community. Mr. Novero thought of throwing garbage in the water body.
Having learned the importance of water bodies to people, plants and

animals, will you suggest the following barangay activity to maintain the
cleanliness of the creek? Why ?
DRAFT
April 10, 2014
2. Guide the pupils to arrive at this generalization
(missing generalization here)
Study the Table. Identify where each living thing is found by putting a check ( )
mark under the proper heading.
Living Things Water Land Air

1. chicken
2. butterfly
3. tilapia
4. carabao
5. snake
6. bee
7. bangus
8. papaya plant
9. eagle
10. seaweeds
216
Living Things Water Land Air
1. chicken
2. butterfly
3. tilapia
4. carabao
5. snake
6. bee
7. bangus
8. papaya plant
9. eagle
10. seaweeds
Write True before the number if the statement is correct and False
if the statement is wrong.
DRAFT
__________ 1. Wind changes in speed.
__________ 2. Wind comes from a single direction.
__________ 3. The sun makes the land and water warm.
__________ 4. When you feel warm, the temperature of the air is high.
__________ 5. The temperature of the air helps us to tell the weather.
__________ 6. Weather affects the people and the environment
April 10, 2014

__________ 7. People avoid doing outdoor activities during sunny days.
__________ 8. Animals prefer to sleep during hot sunny days.
__________ 9. When the weather is hot, animals look for cool places.
__________ 10. Some plants grow best in cold rainy weather.
Choose the letter of the best answer and write on the space
before each number
________ 1. Which refers to the daily condition of the atmosphere?

a. climate
b. weather
c. season
d. temperature
________ 2. Strong winds tell us that the weather is __________.

a. sunny
b. cloudy
c. rainy
d. windy
217
________ 3. The air moves because _____________.
a. the Earth is moving
b. of the unequal heating of the sun
c. of the air pressure
d. the sun keeps on shining
________ 4. Which type of clouds will bring rain?

a. thick and cotton like
b. thin and dark
c. thick and white
d. white and thin
________ 5. What is used to measure the speed of the wind?
DRAFT
a. anemometer
c. wind vane
c. thermometer
d. wind gauge
April 10, 2014

C.Write Good before the number if the statement is correct and Bad if the
statement is wrong.
________ 1. Have a towel in your bag. You will use it to wipe off your
sweat.
________ 2. Drink plenty of water and fruit juices. This will make you feel
comfortable.
________ 3. Wear thick clothes. This will help keep your body warm.
________ 4. You go on a picnic with your friends during rainy days.
________ 5. Use umbrella when walking under a very hot sun.
________ 6. Bring raincoat or umbrella every day.
________ 7. Stay at home when the rain is continuously pouring.
________ 8. Listen or watch the weather bulletin/ report every day
________ 9. Use sun block lotion.
________ 10. Go on a field trip during stormy days.
D.Determine whether the following practices are Good or Bad.
________1. Have a towel in your bag. You will use it to wipe off your
sweat.
________2. Drink plenty of water and fruit juices. This will make you
feel comfortable.
________3. Wear thick clothes. This will help keep your body warm.
________4. You go on a picnic with your friends during rainy days.
218
_________5. Use umbrella when walking under a very hot sun.
_________6. Bring raincoat or umbrella every day.
_________7. Stay at home when the rain is continuously pouring.
_________8.Listen or watch the weather bulletin/ report every day
_________9.Use sun block lotion on sunny days.
________10. Go on a field trip during stormy days.
REFERENCES
Activity Workbook in Integrated Science TIMSS-Based. Deped-Region V. Book

Wise Publishing House, Inc. Philippine Copyright, 2003.
Alberto, Myrna R. et.al. Science and Health 3. St. Augustine Publications, Inc.
Sampaloc, Manila, 1994.
Abracia, Efren E., Science and Me 5. Missionbook Publishing, Inc., Quezon City,
DRAFT
2005.
Aurea Sarmiento, Tita Reyes , Hands on Science pp. 172-173
Coronel, Carmelita C., Health and Science 3Vibal Publishing House, Inc.,
Quezon City, 1995 . pp. 192-193
April 10, 2014

Cyber Science. Pp. 216 218, 261-269.
Espino, Corazon , Sample Lesson Plan in Science .pp 89- 93.
Developing Science Power p. 128.
Goh Sao Ee, Tea Gwan Wai Lan ans Koh Siew Luan.
GwanWaiLan, KohSiew Luan, Published by Marshall Cavendish Education

Singapore ,2010, pp. 47-57, 89-105.
Integrating Hots Based Activities for Grade III p.114 -117
K to 12 Curriculum Guide
Lesson Guides, Integrating HOTS for Grade 3, pp.162-173
Learning Guide in Science and Health . Grade IV. Interpreting Weather
Conditions
219
Learning Guide in Science and Health. Grade IV. Wind and Speed Direction
Learning Guide in Science and Health. Grade IV. Warm or Cool.
My Pals are Here! Science 3B Activity Book, pp. 36-43, 59-79
My Pals are Here! 3A Science Activity Book,, Dr. KwaSiewHwa, Goh Sao-Ee, Teo-
GwanWaiLan, KohSiew Luan, Published by Marshall Cavendish Education

Singapore ,2010, pp. 47-57, 89-105.
Pioneering School Teachers Guide 3, pp. 322 333, 382-397
Romero, Angelita D, Biteng, Oralla P., et.al. Science and Health 4. Rex Printing
Company, Inc. Quezon City, August 1995.
Science and Health 4 DLP Module 43. DepEd- BEAM.
DRAFT
Science, Health and Environment by Lilia R. Villanueva, p. 205-208
Science, Health and Environment by Lilia R. Villanueva, p. 205-208
Science and Health Grade 4. BEAM Learning Guide, DepEd-BEAM, April
April 10, 2014

2009.
Science and Health 3, pp.182 185
Science, Health and the Environment pp.230 231
Science and Health 3, pp.182 185
Science, Health and the Environment pp.230 231
Science , Health and the Environment pp. 230 231
Science and Health for Better Life Series pp. 182-183
Science for Everyone pp. 143-144
Science and health, Coronel, Romero p.166
Teachers Guide (TG) G3 p. 37-39, p. 50-52, p. 63-65, p. 94-116
Science Quest TG3 p. 200-205
Teachers Guide (TG) G3 p. 37-39, p. 50-52, p. 63-65, p. 94-116
220
DRAFT
April 10, 2014
221

Science 3 TG Draft 4 10 2014

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Science 3 TG Draft 4 10 2014

Transféré par

Droits d'auteur :

Formats disponibles

DRAFT

April 10, 2014

School GOTANG PRIMARY SCHOOL

Date received by school:

April 10, 2014

Use the following letters in recording the condition of the book:

2. (Used Book in Good Condition)

3. (Used Book in Fair Condition)

4. (Used Book in Poor Condition)

Take Care of Your Book

1. Cover your book with plastic or manila paper.

April 10, 2014

4. Use a piece of paper or cardboard for bookmarks.

1. Do not fold the pages.

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

April 10, 2014

Telefax: (632) 638-4799 or 637-4347

E-mail Address: bee-deped@pldtdsl.net

This Teachers Guide for Grade 3, was written in response to the

April 10, 2014

Explore Science and make it useful in your daily life. Teaching

Recognition is given to the following supervisors, administrators,

Arthur DC. Sacatropes Luz E. Osmena, Ed.D.

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

April 10, 2014

Leni S. Solutan Neolita S. Sarabia

Pia Campo May R. Chavez

DRAFT Trinidad M. Lagarto, Ed.D.

April 10, 2014 Marilette R. Almayda

Book Record for the Teacher ii

Copyright Page iii

April 10, 2014 UNIT I : Matter

Chapter 1 Solids 1-9

-Naming /Classifying Different Solids

- Describing Solids according to Color

- Describing Solids according to Shape

- Describing Solids according to Size

Chapter 2 Liquids 9-14

-Naming /Classifying Different Liquids

- Describing Liquids according on how they flow

- Describing Liquids on how they take the Shape

- Describing Liquids on how they occupy Space

Chapter 3 Gases 15-18

April 10, 2014

Chapter 4 Proper Use and Handling of Common Solids,

Liquids, and Gases at Home and in School 18-22

-List of Common Products Found at Home and in School

4. Harmful Effects of Common Materials Found

5. Safety Measures in handling Harmful Materials

Chapter 5 - Changes in Materials 23-39

6. Measuring the Temperature

8. Changes in Materials as affected

9. What happens to Water when Heated?

UNIT 2: Living Things and their Environment

Chapter 1 - Sense Organs 40-50

April 10, 2014

20. Identifying the Parts and Functions of the Tongue

Chapter 2 Animals 50-61

23. Naming Animals around you

- Same Plant Parts, different Plants

- Different Plant Parts have different Works

- Things that come from or made of Plants

- Different Uses of Plants

Shape of liquid A __ Shape of Liquid B