THE CIRCULATORY SYSTEMMajor Parts of the Circulatory System
I. Objectives:At the end of the lesson, pupils are expected to:1. Identify the major parts of the
circulatory system.- heart- blood vessels- blood
2. Show awareness on the importance of our heart.
II. Subject Matter:Unit: The Circulatory and Nervous
Systems
Topic: The Circulatory System
Subtopic: Major Parts of the Circulatory System
Concepts:The 3 major parts of the circulatory system are heart, blood vessels and blood:- Heart is the pumping
station of the body- Blood vessels permit
the blood to flow to the different parts of the body
- Blood carries the nutrients to the different parts of our body
III. Materials: Poster of the Circulatory System
Reference: Into the Future: Science and Health, pp. 2-3Juanita M. Cruz, et al
IV. Lesson Development:
A. Review1. What are the different
systems in your body?
B. Motivation1. How do nutrients, oxygen
and mineral distributed to our body?
2. What are the organs responsible for it?
C. Activity Proper1. Teacher shows poster of the
circulatory system and let the pupils identify the 3 major parts of the circulatory system.
D. Generalization1. What are the 3 major parts of
the circulatory system?
2. How would you take care of your heart?
E. Application1. Jump for 10 seconds. What
happens to your heart beat?
V. Evaluation:Differentiate the 3 major parts of the circulatory system.
VI. Assignment:1. What are the 3 kinds of blood
vessels?2. What are the components of our
blood?
THE CIRCULATORY SYSTEMKinds of blood vesselsComponents of our blood
I. Objectives:At the end of the lesson, pupils are expected to:1. Identify the 3 kinds of blood
vessels – vein, artery, capillary2. Differentiate the 4 components
of our blood – plasma, RBC, WBC, platelet
II. Subject Matter:Unit: The Circulatory and Nervous
SystemTopic: The Circulatory SystemSubtopics: Kinds of blood
vesselsComponents of our blood
Concepts: The 3 kinds of blood vessels are vein, artery and capillaryThe 4 components of our blood are plasma, red blood cells, white cells and platelets
III. Materials: Poster of the Circulatory System
Reference: Into the Future: Science and Health VI, pp. 11-18Juanita M. Cruz, et. Al
IV. Lesson Development:A. Review
1. What are the major parts of the circulatory system?
B. Motivation1. Why do you think your blood
is color red?2. How long are your blood
vessels if put together?
C. Activity Proper1. Let the pupils trace the blood
vessels in the poster.2. Pupils describe the blood
vessels and give the different kinds
3. Have the pupils describe their blood if they have seen one.
4. Pupils enumerate and differentiate the different components of our
D. Generalization1. What are the functions of
vein, artery and capillary?
2. Differentiate RBC from WBC and plasma from platelets.
E. Application1. What might happen if there is
no platelet in our blood?
2. Describe and differentiae plasma, RBC, WBC, platelets
VI. Assignment:1. What is pulmonary circuit?2. What is systemic circuit?
THE CIRCULATORY SYSTEMHeart, Blood, and Blood Vessels
I. Objectives:1. Identify the major parts of the
circulatory system – heart, blood, blood vessels
2. Show awareness on the importance of our heart.
II. Subject Matter:Reference: Into the Future: Science and HealthPELC: 1.1 Pages: 2-3
Concepts: The 3 major parts of the circulatory system are heart, blood and blood vessels1. Heart is the pumping station
of the body2. Blood carries oxygen and
other nutrients to all parts of our body.
3. Blood vessels permit the blood to flow to the different parts of our body.
Processes:GeneratingCommunicating
Materials: Poster of a circulatory system
III. Procedure:A. Review
1. What are the different systems found in your body?
B. Motivation1. How do you nutrients,
oxygen and other substances distributed to the
parts of our body?2. What are the organs
responsible for it?
C. Activity1. Pupils identify the major
parts of the circulatory system in the poster
D. Discussion1. Teacher asks the function
and description of heart, blood, and blood vessels.
2. Misconception is addressed by the teacher.
E. Concept Formation1. What is the function of our
heart, blood and blood vessels?
F. Generalization1. What are the 3 major parts of
our circulatory system?
2. How would take care of our heart?
G. Application1. Jump for 15 seconds.
Observe what happens to your heart beat.
IV. Assessment:1. Give the 3 major parts of the
circulatory system.
2. What is the function of each part?
V. Assignment:1. Give the different components of
our blood.
THE CIRCULATORY SYSTEMFour Components of our Blood
I. Objectives:1. Identify the 4 components of our
blood.2. Differentiate each component of
our blood.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. AlPELC: 1.1 Pages: 11-15
Concepts: The 4 components of our blood are RBC, WBC, Plasma and Platelets.
1. RBC – carries oxygen2. WBC – fights infection3. Plasma – liquid portion in
our blood4. Platelets – responsible for
blood clotting
Processes:InferringCommunication
Materials: Poster of a circulatory system
III. Procedure:A. Review
1. What are the major parts of the circulatory system?
B. Motivation1. Why do you think your
blood is color red?
2. What gives the blood a red color?
C. Activity1. Teacher asks pupils to
describe a blood if they have seen one.
2. Teacher asks the components of the blood.
D. Discussion1. Teacher let the pupils
enumerate and differentiate the blood components.
E. Concept of Formation1. What are the functions of
- RBC- WBC- Plasma- Platelets
F. Generalization1. Differentiate RBC from WBC,
Plasma from Platelets
G. Application1. What may happen if you
don’t have platelets?
IV. Assessment:1. What are the different kinds of
veins?
V. Assignment:1. What are the different kinds of
veins?
THE CIRCULATORY SYSTEM
I. Objectives:1. Identify the different kinds of
blood vessels.2. Differentiate systemic circuit
from pulmonary circuit.
II. Subject Matter:
Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. AlPELC: 1.1 Pages: 9-10, 15-18
Concepts: The capillaries, veins and arteries are the different kinds of blood vessels.Blood follows either pulmonary or systemic circuit.(more concepts in manila paper)
Processes:GeneratingCommunicating
Materials: Pictures of pulmonary and systemic circuitsManila paper for concept
formation
III. Procedure:A. Review
1. Which component of the blood acts like soldiers?
2. What is the function of RBC?
3. Differentiate plasma from platelets.
B. Motivation1. How long are your blood
vessels if put together?
C. Activity1. Teacher asks the pupils to
trace the blood vessels on the picture/poster.
2. Pupils describe the blood vessels and differentiate each kind.
3. Pupils trace the pulmonary and circulatory circuit.
D. Discussion1. Pupils state the sequence
of the blood flow in
pulmonary and systemic circuit.
E. Concept Formation1. What are capillary, vein
and artery?2. What is pulmonary and
systemic circuit?
F. Generalization1. Differentiate capillary,
vein and artery.2. How does blood flow in
pulmonary and systemic circuit?
G. Application1. Why do you think it is
necessary for our circulatory system to have two circuits?
IV. Assessment:1. It carries the blood away from
the heart. (artery)2. It carries the blood towards the
heart. (vein)3. It is where exchange of gases
occurs. (capillary)4. It is a circuit which involves the
lungs. (pulmonary)5. It is a circuit which involves the
different parts of the body. (systemic)
V. Assignment:1. What is nervous system?2. What are the parts of the
nervous system?
THE NERVOUS SYSTEM
I. Objectives:1. Identify the main parts of the
nervous system.2. Identify the parts of the brain.
II. Subject Matter:Reference: Into the Future: Science and Health VIPELC: 2.1 Pages: 34-36
Concept:The 3 main parts of nervous system are brain, spinal cord and nerves.Brain controls everything we do. It is the largest organ in the nervous system.
Processes:CommunicatingInferring
Materials: Pictures and posters of nervous
systemManila paper for concept
formation
III. Procedure: A. Review
The teacher asks 2-3 pupils to trace the flow of the blood in pulmonary ad systemic circuit.
B. Motivation1. How can you learn in school?2. How can you remember what
your teacher is saying?
C. Activity1. The teacher asks the pupils
what they and what they want to learn about nervous system.
2. The teacher writes their answers on the board.
D. Discussion1. The teacher elicits the parts
of the nervous system.- brain- spinal cord- nerves
2. The teacher explains the parts and functions of the brain.
3. The teacher corrects/rectifies any misconception of the pupils about the circulatory system.
E. Concept of Formation1. What are the main parts of
the nervous system?2. What are the parts and
functions of the brain?
F. Generalization1. What is nervous system?2. How are the functions of
parts of the brain differ from each other? (Follow-up questions might be asked depending on the answers of the pupils).
G. Application1. Why people are declare dead
when the brain stops functioning even when the heart is still beating?
IV. Assessment:1. It controls voluntary actions,
thought, speech, and memory. (cerebrum)
2. It directs the left side of the body. (right hemisphere)
3. It balances mother movements. (cerebellum)
4. It connects the whole brain to the spinal cord. (medulla oblongata)
5. It coordinates sensory messages. (thalamus)
V. Assignment:1. Draw a concept map of the neurons.
SPINAL CORD AND NERVE CELLS
I. Objectives:1. Identify the parts of spinal cord
and nerve cells.2. Describe the function of spinal
cord and nerve cells.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz et. al PELC : 2.2 Pages : 32-36
Concepts :Spinal cord is made up of nerve fibers that carry information to and from the brain.Nerve cells serve as a functional unit of the nervous system
Processes:IdentifyingCommunicating
Materials: Flashcards Poster of nervous system
III. ProcedureA. Review
What are the parts and functions of the brain?Why is nervous system considered as the control unit of the body?
B. MotivationCan brain work alone without
the nerve cells and spinal cord?
C. Presentation1. The teacher shows the poster
of the nervous system.2. The pupils describe how the
nerves are connected to the different parts of the body.
D. Discussion1. The teacher asks the function
of the spinal cord and nerves cells.
2. Pupils point out on the poster the spinal cord and the nerve cells.
3. Teacher rectifies any misconceptions.
E. Concept Formation1. What are the parts and
functions of spinal cord and nerve cells.
F. Generalization1. What are the divisions of the
nervous system?2. Where do brain, spinal cord
and nerve cells classified under?
G. Application1. How people paralyzed?
What part of the nervous system is not working if people are paralyzed?
IV. Assessment:1. What is the functional unit of
the nervous system? (neurons)2. Consist of the brain and spinal
cord. Which division of nervous system is referred to? (central nervous system)
3. ___________ made of nerve fibers which carry information to and from the brain.
4. ___________ enlarge portion of the neutron.
5. ___________ conducts the nerve signal array from the body.
V. Assignment:1. Describe an ecosystem.2. Give an example of an
ecosystem.
ECOSYSTEM
I. Objectives:1. Define ecosystem.
2. Identify biotic and abiotic components of ecosystem.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: 1.1 Pages: 74
Concepts:Ecosystem is the interrelationships of living and non- living things in the environment.
Biotic components are those living things in the ecosystem
Abiotic components are those non-living things in the ecosystem
Processes:Identifying Classifying
Materials: Flashcards III. Procedure:
A. Review1. What are the parts and
functions of a nerve cell?2. What is the function of spinal
cord?3. What is a filament?4. What is central and
peripheral NS?
B. MotivationThe teacher shows words on flashcards and let the pupils classify them.
1. What is the basis of classification?
2. Why do the words are grouped only into two?
C. Activity1. Pupils give the living things
and non-living things that
they wee in their environment.
2. The teacher helps to classify them to living (biotic) and non-living components.
3. The teacher together with the pupils defines the ecosystem.
D. Discussion1. The teacher gives examples
of ecosystems.2. Pupils identify the biotic and
abiotic components.3. Pupils give examples of
ecosystems and identify the components.
E. Concept Formation1. What is ecosystem?2. What is the difference
between biotic and abiotic components?
F. Generalization1. What makes an ecosystem?2. What are the components?
G. Application1. Can we call a
place/environment an ecosystem if there is no biotic or abiotic components?
IV. Assessment:1. What are the abiotic and biotic
components found in an aquarium?
School Pond Forest
V. Assignment:1. What is food chain and food
web?2. Give examples of food chain and
food web.
FOOD CHAIN AND FOOD WEB
I. Objectives:1. Define food chain and food web2. Differentiate food chain and food
web.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: 1.2 Pages: 58-65
Concepts:Food chain is the transfer of solar energy from plants to animals, and eventually to decomposers when they die.
Food web is the interlinked food chain.
Processes:DefiningDifferentiatingPredicting
Materials:Flashcards
III. ProceduresA. Review
The pupils answer item number 9-14 of their textbook.
B. Motivation1. How do humans / animals get
their food?2. Where do plants get their
food?
C. Activity1. Pupils define food chain
based from assignment.2. The teacher shows words:
plants, snake, caterpillar, bird, decomposers.
3. Pupils arrange the words to forma food chain.
4. Pupils identify the producers and consumers.
5. Teacher adds more words (organisms) to form a food web.
D. Discussion1. What do you observed in a
food chain and a food web?2. Pupils give examples of a
food chain and a food web.
E. Concept Formation1. What is a food chain?2. What is the difference
between producer and consumer?
F. Generalization1. What is the main source of
energy on earth?2. How does energy is
transferred to organisms?
G. Applications1. Predict what will happen if
some organisms or consumers become extinct.
IV. Assessment:As a group, construct a food web on a forest ecosystem.
V. Assignment:1. What is symbiosis?2. What are the three types of
symbiosis?
SYMBIOSIS
I. Objectives:1. Identify the three types of
symbiosis.2. Give examples of animals /
plants that shows symbiotic relationship.
II. Subject Matter:
Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: 1.2 Pages: 60-61Concepts:
Symbiosis is a relationship where organisms may be able to get their food and protect themselves by depending on each other.Parasitism - it is a hunter-prey
relationship.Commensalism - both organisms benefits from one another without harming each other.Mutualism - both benefit from
each other.
Processes:IdentifyingCommunicationPredicting
Materials:MS Powerpoint PresentationPictures of animals / plantsLaptop and LCD projector
III. Procedure:A. Review
The teacher refreshes the minds of the students about the energy flow in a food chain and food web.
B. MotivationPupils will predict:1. How do animals obtain food
for survival?2. What are the strategies do
animals use in getting food?
C. Activity1. The teacher defines
symbiosis and gives the three types
2. Pupils read each type of symbiotic relationship.
3. The teacher explains the relationship and gives examples.
D. Discussion1. The teacher shows some
pictures.2. Pupils identify the
relationship showed on the screen.
3. The teacher introduces the animals showed if the pupils are not familiar with them.
4. The teacher rectifies any misconception.
E. Concept Formation1. What are the symbiotic
relationships?2. What is the different between
a host and a parasite (parasitism)
F. GeneralizationThe pupils will answer the previous questions from the motivation part.1. How do animals obtain food
for survival?2. What are the strategies do
use in getting food?
G. Application1. How do living things which
are objects of predation develop defenses?
IV. Assessment:As a group, construct a concept map of the symbiotic relationships
V. Assignment:1. How is carbon-oxygen cycle
occur?
NITROGEN CYCLE
I. Objective:1. Identify the factors involved in a
nitrogen cycle.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: 1.2 Pages: 68-69
Concepts :Nitrates are products of decomposition needed and used by plants.Nitrogen fixation is a process that occurs when nitrogen-fixing bacteria convert bacteria in the atmosphere into ammonia.
Process:IdentifyingInferringCommunicating
Materials:Flashcards
III. Procedure:A. Review
1. What are the 3 symbiotic relationships?
2. Give examples of parasitism, commensalism, and mutualism.
B. Motivation1. What food is needed to build
and repair muscles and bones of the body?
2. What are the sources which this food can be drawn?
C. Activity1. Pupils read the step-by-step
process of nitrogen cycle.
2. The teacher explains each step.
3. Pupils take note of the technical terms.
D. Discussion1. Are all bacteria harmful?2. How do nitrates increased?3. Pupils trace the diagram of
the nitrogen cycle.4. The teacher explains each
step in details.
E. Concept of Formation1. What form of nitrogen can
plants utilize?2. How can bacteria help in the
nitrogen cycle?3. What are the processes
involved in the nitrogen cycle?
F. Generalization1. What are the factors involved
in a nitrogen cycle?2. Where do plants get
nitrogen?
G. Application1. What will happen if there are
no decomposers? Predict some outcomes based from the discussions.
IV. Assessment:1. Draw a nitrogen cycle diagram.
Label the factors involved.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:1. Interpret the diagram of the
oxygen-carbon dioxide cycle.2. Identify the processes involved
in a carbon cycle.
II. Subject Matter:Reference: Science Spectrum by Rebecca R. Fallaria et alPELC: 1.2 Pages: 90-91
Concepts:
The oxygen-carbon dioxide cycle refers to the manner by which these materials are used and reused in nature.Carbon cycle is the circulation of carbon in nature, through any compound that has a carbon atom on it.
Processes:IdentifyingInterpreting
Materials:Diagram of oxygen-carbon dioxide cycle and carbon cycle
III. Procedures:A. Review
1. What form of nitrogen can be utilized by the plants?
2. What are the two ways which can increase the nitrates in the soil?
B. Motivation1. Will the atmosphere be
depleted of carbon dioxide or oxygen?
C. Activity1. The teacher let the pupils
predict how do carbon dioxide or oxygen are produced.
2. Pupils read the carbon dioxide and oxygen cycle.
3. The teacher explains the step-by-step process.
4. Pupils read the carbon cycle and the teacher will explain.
D. Discussion1. The teacher shows the
diagram and explains the whole cycle using it.
2. Pupils are given the chance to explain the diagram on their own words.
E. Concept Formation1. What is the source of
oxygen/carbon dioxide?2. What is oxygen-carbon
dioxide/ carbon cycle?
F. Generalization1. How does oxygen-carbon
dioxide cycle occur?2. What are the processes
involved in a carbon cycle?
G. Application1. What must we do to have a
cleaner supply of oxygen in the air?
IV. Evaluation:Interpret the diagram of oxygen-carbon dioxide cycle and the carbon cycle.
V. Assignment:1. Enumerate the importance of
forest ecosystem.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:1. Describe what a forest is.
2. Give the importance of a forest.
II. Subject Matter:Reference: Science Spectrum by Rebecca R. Fallaria, et al PELC: 1.2 Pages: 96-98
Concepts:Forest is an area not less than one hectare and 60 meters wide consisting of trees, plants and animals.Forest provides shelter, food and protection for animals and other living things. They prevent floods and soil erosion.
They maintain clean, cool environment.
Processes:IdentifyingPredicting
Materials:Manila Paper
III. Procedures:A. Review
1. How does oxygen-carbon dioxide occur?
2. Explain briefly the carbon cycle.
B. Motivation1. The teacher introduces the
word forest.2. Pupils describe and identify
the components of a forest.
3. The teacher asks, why forest is an ecosystem.
C. Activity1. Pupils are grouped and
enumerate the importance of a forest.
2. The group members brainstorm and list the importance of a forest.
3. The groups are given 10 minutes to discuss and list their answers.
D. Reporting / Discussion1. The teacher utilizes “Number
Heads Together” as CLS.2. Random numbers are called
to give one importance of a forest.
3. The teacher rectifies/explains further any given answer.
E. Generalization1. What are the importance of
a forest?
F. Application1. Predict what will happen to
animals living in the forest if it was destroyed.
IV. Evaluation:1. Give examples of products that
are derived from a forest.2. How does a forest prevent flash
flood in the plains?3. Why is forest good for
environment?
V. Assignment:Complete the table to determine the value of forest to our country.
Beneficiary of Forest
Benefits Derived
1. Plants2. Animals3. Man4. Environment
Enumerate the importance of forest ecosystem.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objectives:1. Define deforestation.2. Describe the effects of
deforestation.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et alPELC: 2 Pages: 98-99
Concepts:Deforestation is the indiscriminate cutting of trees in our forest with replacing them.Animals, humans, and the environment are severely affected by deforestation. It
destroys 80% of their natural habitat.
Processes:Defining a process
(deforestation)Completing a given tablePredictingCommunicating
Materials:Manila paperFlash cards
III. Procedures:A. Review
1. Pupils answer or complete the table on the board based from their assignment. They will write all the benefits derived by humans/man, plants, animals and environment from the forest.
2. Pupils take turn in completing the answer.
B. Motivation1. Based from your answers on
the board, what will happen if forests are continuously depleted by man’s harmful activities?
C. Activity1. Pupils go to their own group
and discuss the effects of deforestation.
2. The secretary of the group lists the effects of deforestation.
3. The groups are given time to discuss and list their answers.
D. Reporting and Discussion1. Number Heads Together is
utilized for group sharing.2. Random number is called to
share the group’s answer to the class.
3. The teacher rectifies/explains further any given answer.
4. The teacher explains greenhouse effect and global warming.
E. Generalization1. What is deforestation?2. How does it affect animals,
humans and the environment?
F. Application1. How can you prevent global
warming?
IV. Evaluation:Complete the table below:
Course Effects of Deforestation
AnimalsManEnvironment
V. Assignment:1. What are the human activities
that disrupt the cycles in an ecosystem?
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:1. Identify some human activities
that disrupt the cycles in an ecosystem.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et alPELC: 2 Pages: 99-101
Concepts:
Deforestation, kaingin, burning of fossil fuels, and the use of chemical fertilizers and explosives in fishing are some human activities that can disrupt an ecosystem.
Processes:CommunicatingPredictingIdentifying
Materials:Pictures
III. Procedures:A. Review
1. What is deforestation?2. What are the effects of
deforestation?
B. Motivation1. The teacher shows pictures
about the different activities of mankind.
2. What do the pictures show?
C. Activity1. Pupils go to their own
groups.2. They will identify the
different human activities that can disrupt an ecosystem.
3. The groups are given time to discuss.
D. Reporting/Discussion1. Pupils are called randomly to
present their outputs.2. The teacher rectifies/explains
any given answer.
E. Generalization1. What are the different human
activities that can effect/disrupt ecosystem?
2. What are their effects?
F. Application
How can global warming affect organism on earth?
IV. Evaluation:Choose two human activities that disrupt ecosystem. Be able to explain them.
V. Assignment:How can you prevent the disruption
of ecosystem?
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:1. Explain the different human
activities that disrupt the ecosystem.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Falloria, et alPELC: 2 Pages: 99-101
Concepts:Deforestation, kaingin, burning of
fossil fuels, and the use of chemical fertilizers and explosives in fishing are some human activities that can disrupt an ecosystem.
Processes:CommunicatingPredictingIdentifying
Materials:PicturesWord cards/flash cards
III. Procedures:A. Drill
The teacher will let the pupils read and answer their summative test.
B. Review
Pupils review their answers about the different human activities that disrupt the activity or the cycle of nutrients in the ecosystem.
C. Motivation1. The teacher shows the class
about oil spill and a denuded forest.
2. Pupils guess what do the pictures depict?
D. Activity1. The teacher calls a
representative from each group to present their answers based from the previous activity yesterday.
2. Each representative explains their answer in front of the class.
3. The teacher writes any ‘new’ terms on the word cards/cartolina strips.
E. Discussion1. The teacher explains further
any given answer.2. Additional information is
given.3. Addressing and rectifying of
misconceptions will be done.
F. Generalization1. Based from the pupils’
presentation and from the teacher’s additional information, the pupils consolidate the lesson learned.
G. ApplicationHow can you prevent the disruption of ecosystem in your own simple ways?
IV. Evaluation:
Make a mind map of the different human activities that disrupts the ecosystem.
V. Assignment:Answer page 109, part A of your Science textbook. Write the answer on your notebook.
POPULATION
I. Objectives:1. Define population.2. Enumerate the causes of
population change.
II. Subject Matter:Reference: Into the Future:
Science and Health by Juanita M. Cruz, et al
PELC: 2 Pages: 88-90Concepts :
Population is the number of particular group of organisms living in a specific area or place.
Population constantly changes.
A rapid increase in population growth increases the demand for basic needs.
Processes:Describing conditions in an over populated area.Inferring on the effects of rapid population growth.
Materials:Science textbookManila paper
III. Procedures:A. Drill
The teacher let the pupils answer item 1-10 f their summative test.
B. Review1. What are the different human
activities that disrupt the cycles in ecosystem?
C. Motivation1. Have you been to a crowded
place like Quiapo, Divisoria and other supermarkets during rush hour?
D. Activity1. Pupils open their books on
page 88 and interpret the chart.
2. Teacher let the class read the issue.
3. What comes in your mind when you hear the word population?
4. Pupils define population through discussion.
E. Discussion1. Pupils infer the different
major courses of population change.
2. Teacher explains the other two charts.
3. Pupils differentiate the meaning of birth, death and migration.
F. Generalization1. What is population?2. What are the factors that
affect population change?
G. Application1. How does rapid population
growth affect resources or the satisfaction of one’s basic needs?
IV. Evaluation:1. What are the problems which
may occur due to rapid population growth?
2. How can death, migration and birth effect population?
V. Assignment:Answer page 109, Part B, items 1-5.
POPULATION
I. Objectives:1. Enumerate the different effects
of over population.2. Infer that population affect one’s
health and that of the community.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et alPELC: 2 Pages: 103-106Concepts:
Overpopulation affects the environment. Land, water, and air may become polluted and eventually affects the people living in it. Increasing population means more users. There are more wastes produced and released in the environment.
Processes:DescribingEnumeratingInferring
Materials:LaptopLCD projectorpictures
III. Procedure:A. Drill
Pupils answer items 11-20 of their summative test.
B. ReviewThe teacher gives 5-item exercise using the LCD projector.
C. MotivationThe teacher flashes a picture of a child drinking the urine of a cow.
1. What does the picture show?
2. What do you think the child is doing? Why?
D. Activity1. The pupils form their groups.
The groups discuss the effects of overpopulation.
2. After giving 10 minutes, the teacher does number heads together.
3. Follow-up questions are asked to elicit the correct concept/explanation from the pupils.
E. Discussion1. The teacher rectifies the
given answer/output of the pupils.
2. Pictures which shows the effects of overpopulation will flashed on the screen.
F. Generalization1. How does overpopulation
affect people and the environment?
G. ApplicationIn your own simple ways, how can you minimize the effect of overpopulation?
IV. Evaluation:1. What problem is created when
the supply of food, water, air, and space does not increase but the population does?
V. Assignment:
Answer page 110 of your Science textbook.
POPULATION
I. Objective:1. Describe the different strategies
to solve overpopulation problems.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et alPELC: 2 Pages: 107-109
Concepts:There are different ways to solve overpopulation. These include responsible parenthood, improving food supply and maintaining balance life in the ecosystem.Reduce, reuse and recycle are also important in maintaining a balance ecosystem.
III. Procedure:A. Review
What are the different events (artificial, natural) that would upset or alter ecological balance?
B. MotivationKnowing all the effects of overpopulation, do you think the community can do something to solve or prevent the problems related to overpopulation? How?
C. Activity1. Teacher writes on the board
the different problems that are related to overpopulation.
2. In groups, pupils are asked to come up with the different ways on how to solve them.
3. Pupils discuss their answers along with their leaders.
4. Teacher facilitates the sharing of answers with the use of NHT as CLS.
D. Discussion1. The teacher explains/asks
follow-up questions to guide the pupils informing the right science concepts.
2. Pupils share/contribute their outputs to the whole class.
E. GeneralizationHow can you help in solving the problems related to overpopulation?
F. ApplicationIf recycling bottles/containers is more expensive than producing a new one, why do you think the companies are still imposing the use of recycled materials?
IV. Evaluation:What are the different strategies to solve overpopulation problems?
V. Assignment:List down materials that can be recycled, reused, and reduced. Explain how it can be done.
POPULATION
I. Objective:1. Identify the different ways of
maintaining balance of life in the ecosystem.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et alPELC: 2.1 Pages: 108-109
Concepts:
Our most fundamental role as human beings is to uphold our ecosystems. We must maintain the integrity, good function, and sustainability of the earth’s ecosystem. Sustained ecological balance assures the survival of future generations.
Processes:IdentifyingCommunicating
Materials: Manila paperPictures of wild animals
III. Procedures:A. Review
What are the different strategies to solve over population?
B. MotivationThe teacher shows pictures of wild animals.1. What can you see on the
pictures?2. How do you think these
animals can be protected.
C. Activity1. Using manila paper, pupils
draw the different ways which they know on how to maintain the balance of life in ecosystem.
2. Leaders assign certain roles to each member.
3. Each group are given time to finish their work.
D. Reporting/Discussion1. Pupils present their work in
front of the class.2. Questions are asked to help
the presenters explain the thought of their drawing.
3. The teacher gives additional strategies or ways in
balancing the ecosystem which are not mentioned.
E. GeneralizationPupils share to the class the things they had learned in today’s discussion.
F. ApplicationDo you think the government is doing enough
precautions/preventions to maintain the balance in
ecosystem? Why?
IV. Evaluation:Make a mind map of the different ways on balancing the ecosystem.
V. Assignment:Make a poster about the importance of keeping our
ecosystem balance.
MATERIALS COMMONLY USED AT HOME
I. Objectives:1. Identify materials commonly
used at home.2. Describe how these materials
are used.
II. Subject Matter:Reference: Into the Future: Science and Health by Juanita M. Cruz, et alPELC: 1 Pages: 113-117Concepts:
Materials may be natural or synthetic (manmade).Materials used at home preserve food and enhance its flavor and presentation, and maintain cleanliness and good health.Additives, preservatives, soap, paint, solvent, synthetic fibers, plastic, pesticides, and
insecticides are materials commonly used at home.
Processes:IdentifyingDescribing
Materials:Pentel penManila paper
III. Procedure:A. Review
Pupils answer 1-5 of Exercise A in Lesson 18.
B. Motivation1. What do you use in keeping
yourselves clean, healthy, and strong?
C. Activity1. Pupils do Activity 3.1 on page
112 of their textbook.2. Pupils are given 15
minutes to accomplish the table.
D. Discussion1. Pupils show their output to
the class.2. The teacher discusses the
different materials commonly used at home.
3. Discussion is based from the output of the pupils.
E. Generalization1. How are the materials in
your home classified?2. How are they used?
F. Application1. Which is better to use
natural or synthetic materials? Why?
IV. Evaluation1. What are the examples of food
additives?
2. What are the examples of natural preservatives?
V. Assignment:Answer 3.2, page 113 of your Science textbook.
MATERIALS COMMONLY USED AT HOME
I. Objective:1. Classify the materials commonly
used at home.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: 1 Pages: 113-117Concepts:
Household materials found at home are pesticides, insecticides, soap, paint, solvent, synthetic, plastic, etc.
Processes:ObservingDescribingClassifying
Materials:Manila paperFlashcards
III. Procedure:A. Drill
1. ___________ are thick blood vessels through which
the oxygen rich blood moves away from the heart.
2. ___________ carries the blood (de oxygenated) to the
heart.3. ___________ microscopic blood
vessels that connect the smallest arteries to
the smallest veins.4. ___________ causes the blood
to move throughout the body.
5. ____________ is the largest artery in our heart.
B. Review1. What are the different
materials found in your home?
C. Motivation1. What special materials found
at home?2. What characteristics are
common to them?
D. Activity1. The teacher show different
words using flashcards.2. Pupils arrange the words
based from the materials they are made of.
3. The teacher asks:3.1 What is your basis in grouping the flashcards?
4. The teacher encourages the pupils to explain how they come up with the classification.
E. Discussion1. The teacher explains that the
words (material) can be classified under the following:
- pesticides - soap - solvent
- insecticides - paint - synthetic
2. Pupils infer the common characteristics or characteristics which each classification has in common.
3. The teacher explains each classification of materials.
F. Generalization1. How materials can be
classified?
G. ApplicationHow do improved products differ from natural products?
IV. Evaluation:1. Write 3 materials that you know
which can be classified under pesticides, insecticides, soap, paint, solvent, and synthetic materials.
V. Assignment:Describe how pesticides and insecticides are used.
PESTICIDES AND INSECTICIDES
I. Objective:1. Describe how pesticides and
insecticides are used.
II. Subject Matter:Reference: Into the Future:
Science and Health VI by Juanita M. Cruz, et al
PELC : 1 Pages : 113-117
Concepts:Pesticides are poison used in farms to effectively control pests such as stem borers. The use of pesticides improves the yields of crops such as stem borers and sugarcane.Pesticides can be grouped into three
1. herbicides2. insecticides3. fungicides
Processes:Predicting DescribingClassifying
Materials:Manila paper
III. Procedures:A. Drill
1. A relationship where one is harmed and the other is benefitted.
2. A relationship where both of the organisms benefit from each other.
3. This is the relationship when one organism while the other organisms neither benefit nor harmed.
4. It is a hunter-prey relationship.An example is the lion and the rabbit
5. A relationship which an orchid and a butterfly has.
B. Review1. How are the materials in
your home can be classified?
C. Motivation1. What do you think farmers
usually do to increase the yield of their crops?
D. Activity1. Using Think-Pair-Share,
pupils look for their partners and try to think for some ways to increase the yield of the farmers.
2. Teacher asks the class to share to the class their answer.
3. The teacher acknowledges any given answer.
E. Discussion1. How pesticides are applied?2. What precautions you can
do?
F. Generalization1. How can pesticides increase
the yield of the farmers?2. What are the different
pesticides?
G. Application1. In applying insecticides what
are the things that you should do?
IV. Evaluation:1. Describe how malathion and
DDT can be used?
V. Assignment:1. When does materials become
harmful?
HARMFUL MATERIALS
I. Objective:1. Tell when materials are harmful.
II. Subject Matter:Reference: Into the Future:
Science and Health VI by Juanita M. Cruz, et al
PELC: Pages: 113-117
Concepts:Insecticides are harmful to the soil.Pesticides are also harmful to the organisms. Aquatic organisms are affected.
Processes:ObservingIdentifyingDescribing
Materials:Manila paper
III. Procedures:A. Drill
1. Organisms that can make their own food.
2. They are responsible for breaking down dead organisms.
3. Organisms that eat both plants and animals.
4. Rice plant – worm – bird – man Which is the primary consumer?
5. Which is the tertiary consumer?
B. ReviewHow pesticides are used?
C. Motivation1. Pupils give what they know
and what they want to know about pesticides.
2. The teacher will write it on the board.
D. Activity1. Pupils find their partners.2. They will brainstorm about
how materials become harmful.
E. Discussion/Sharing1. Pupils share their outputs.2. Refining of pupil’s answer
will be done.
F. Generalization1. How are materials become
harmful?2. Give specific example.
G. ApplicationLook at the creeks or canals near your barangay. Are they clean? Polluted? If they are polluted, what materials polluted these creeks/canals (body of water)?
IV. Evaluation:When do the following materials become harmful?
- soap - crude oil- zonrox - insecticides
V. Assignment:
Look for the common materials found in your home. What is common in their labels?
SOAP AND SOLVENT
I. Objective:1. Describe how soap and solvents are used.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPELC: Page: 116
Concepts:Paints protect and decorate home, buildings and furniture.Turpentine and thinner are solvents commonly used in paints. They make the paints less visions so they are easy to apply.
Processes:DescribingCommunicating
Materials:Pictures of paints and solvents
III. Procedures:A. Review:
How are materials become harmful?
B. MotivationThe teacher shows 2 houses. One is beautifully painted while the other house is not.1. Which house looks beautiful?
C. Activity1. Pupils read the different
components of Boysen,
Wellcoat, Dutch Boy and other paints.
2. Do they come with solvents like turpentine/thinner?
D. Discussion1. What do you think is the best
paint to use based from their components?
E. GeneralizationWhat is paint made of? How about solvent? What is paint for? How is solvent used?
F. Application1. How is nail polish removed?
IV. Evaluation:1. Why should iron be painted?2. How is solvent used?
V. Assignment:Interview construction workers. Ask them the best paint for building.
CIRCULATORY SYSTEM
I. Objective:1. Recall the parts of the
circulatory system.2. Enumerate the important
functions of the part of circulatory system.
II. Subject Matter:Reference: Into the Future:
Science and Health VI by Juanita M. Cruz, et al
PELC: 1.1 Pages: 2.3
Science Ideas:Heart is the pumping station of the body. The other major parts of the circulatory system are heart, blood vessels and the blood.
Processes:RecallingEnumerating
Materials:Picture of the circulatory system and each part.
III. Procedures:A. Drill
What (are) circulatory system?
B. MotivationWhy do you think your heart beats faster when you are doing an extraneous exercise?
C. Activity1. Pupils go to their own group.2. Number Heads Together will
be done. The teacher asks question and particular number of pupils will answer the question.
3. The group having the most number of points will receive a reward.
D. DiscussionThis will be done every after a question asked.
E. Generalization1. What are the major parts of
circulatory system?2. How are they different from
each other?
F. Application1. What do you think will
happen if one of the major parts of circulatory system malfunctioned?
2. How does it affect the body?
IV. Evaluation:1. What are the different parts and
functions of the circulatory system?
V. Assignment:Recall the different parts of the nervous system.
(NOTE: This lesson is intended to review/refresh the past lesson about circulatory system in preparation for their P.T.)
STATES OF MATTER
I. Objectives:1. Identify the three states of
matter
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria, et al Pages:
Concepts:There 3 states of matter-solid, liquid and gas.Solid has a definite shape and volume. Liquid has indefinite shape and volume. Gas has indefinite shape and volume.
Processes:Identifying ClassifyingComparing
Materials:Metacards, ex. of solid, liquid,
gas
III. Procedures:A. Review
When do the pesticides, zonrox, insecticides become harmful?
B. Motivation1. Teachers show metacards of
the board.2. Pupils arrange the
metacards. They may classify the words into 3 groups.
C. Activity1. The teacher shows examples
of solid, liquid and gas.2. Pupils describe the different
objects.3. The teacher list on the board
their descriptions.
D. Discussion1. Based from the different
objects showed how can you classify the different objects.
2. How can you differentiate solid from liquid, solid from gas and liquid from gas.
E. Generalization1. What are solids, liquids and
gases?2. How do the different objects
classified?
IV. Evaluation:1. What are the 3 states of matter?2. Give examples of solid, liquid,
gas?
V. Assignment:What is the 4th state of matter?
MOLECULES
I. Objectives:1. Identify the building building
blocks of matter.2. Construct models of molecules.
II. Subject Matter:Reference: Cyber Science VI by Hayda M. Villana Pages: 125-127
Concepts:All matter is made up of tiny units called atoms. Atoms are building blocks of matter.
They are so tiny that you cannot see them.Atoms can join together to form molecules. Molecules are combination of two or more atoms. Example, water molecule and oxygen molecule.
Processes:IdentifyingDescribingConstructing
Materials:Pentel penCoconut midribClay of different colors
III. Procedures:A. Checking of Assignments:1. What is plasma?
B. Review1. What is matter?2. What are the states of matter?
C. Motivation1. What do you call the tiniest
thing that you have seen?2. What is the tiniest matter
that you have ever seen?
D. Presentation1. The teacher explains that
matter is made up of tiny units called matter.
2. The components of atoms is also discussed.
3. The teacher explains how molecules are formed.
E. Discussion1. What are the different
molecules that you know?2. If you combine the different
atoms, what is formed?3. How are the three states of
matter different from the other?
F. Generalization1. What is atom?2. What are molecules? How
are they formed?3. How are the three states of
matter different from the other?
G. Application1. Pupils construct models of
molecules using clay of different colors and coconut midribs.
IV. Evaluation:Evaluation is done during the discussion and generalization. Pupils output is also checked.
V. Assignment:1. What are the intrinsic properties
of matter?a. Densityb. Volumec. Mass
MATTER
I. Objectives:1. Identify the common properties
of matter.2. Participate enthusiastically in
the activities.
II. Subject Matter:Reference: Cyber Science VI by Hayda M. Villana Page: 31
Concepts: A property tells exactly what
the substance is like. The common properties to all kinds of matter are mass, volume and density.
Matter is the amount of matter contained in an object.
Volume refers to the amount of space occupied by the matter.
Density measure the amount of matter in a given volume.
Processes:IdentifyingComparingInferringCommunicating
Materials:Egg, salt, container, spoon, water, rice grains, sprite, syringe
III. Procedures:A. Review
1. What is atom?2. What are the components of
an atom?
B. Motivation1. The teacher let the pupils
describe an object.2. Relate that any description
the pupils made is actually same with telling the properties of an object.
C. Presentation1. The teacher asks what are
the common properties of matter.
2. The teacher lists all their answer until mass, volume, and density are elicited.Prompting is done to arrive at the desired answers.
3. The teacher promptly briefly discusses mass, volume and density.
D. Activity1. Pupils determine whether the
volume of gas and water changes.NOTE: If the gas/water can be compressed then the
volume changes and vice versa.
2. Pupils will relate how the density of matter determines whether an object floats or not.
E. Discussion1. What happens to the volume of
gas/water when compressed?2. Do you think the volume
changes?3. How does the density of matter
determine whether an object floats or not?
F. Generalization1. What are the common
properties of matter?2. Differentiate the 3 common
properties of matter.
G. Application1. The teacher pour sprite in a
clear container. Then, she pours some rice grain.
2. The pupils observe what will happen to the rice grain.2.1 Why do you think the rice
grains floats?
IV. Evaluation:1. Evaluation is carried out during
the discussion of the result of the activity.
V. Assignment:1. What are the physical properties
of matter?MATTER
I. Objective:1. Identify the physical properties
of matter.
II. Subject Matter:Reference: Cyber Science VI by Hayda M. Villana Page: 131
Concept:
Physical properties of matter are the characteristics of matter that can be observed or measured without changing the identity of the substance.
Solubility, porosity, clasticity, flexibility, hardness, brittleness, ductility, malleability are examples of the physical properties of matter.
Processes:IdentifyingComparing
Materials:Clay, sponge, coins, wire, rocks, salt, rubber band, sponge
III. Procedures:A. Review
1. What are the common properties of matter?
2. What is the difference between the mass and the volume?
3. What is density?
B. Motivation1. Pupils describe some objects.2. Teacher writes all the
descriptions.3. From the descriptions, the
teacher elicits the physical properties of matter.
C. Presentation1. Teacher explains that all the
description that the pupils have mentioned are referring to the physical properties of matter.
2. The teacher explains the different property of matter.
D. Discussion
1. Pupils give different examples of matter under each of the physical property.
2. The pupils try to explain why they thought the object matter is under or exhibit that physical property of matter.
E. Generalization1. What are the different
physical properties of matter?
F. Application1. How can the physical
property of a matter affect its usage?
IV. Evaluation:Identify the physical property possessed by the following:1. rock (hardness)2. glass (brittleness)3. copper (ductility)4. rubber (clasticity)5. sponge (porosity)
V. Assignment:Bring the following:1. paper2. clay3. water
PHYSICAL CHANGE
I. Objectives:1. Show that materials may change
in size, shape, volume or phase.2. Observe that no new material is
formed when physical change takes place.
II. Subject Matter:Reference: Discover Science 6 by:
AcademePages: 247-248 PELC: 1.1
Concepts: Physical change changes the
appearance of a substance but does not affect its chemical properties.
Some materials change in size, volume or phases without changing its chemical components.
Processes:InferringCommunicatingObserving
Materials:Paper, clay, egg, shell, pencil, sharpener, manila paper
III. Procedures:A. Review
1. The teacher gives examples of matter and the pupils give its physical properties.
B. Motivation1. Have you been to a
parlor/barber shop?2. What do you usually do
inside?
C. Activity1. Pupils group themselves into
5.2. Pupils perform the following
activity:
Tear/Sharpen/Cut
What Changes Occur?
Bend the ff: Size Shape
Volume
1. clay2. paper3. egg shell4. pencil
D. Discussion
1. The teacher discusses the correct answer.
2. The teacher let the pupils infer that all the
materials in the activity undergone changes.
3. The teacher asks the pupils if they observe any new materials formed while doing the activity.
E. Generalization1. What is physical change?2. What are the changes that
may occur in a physical change?
F. Application1. In changing the phases of
water-solid-liquid-gas, does it fall under physical change? Why?
IV. Evaluation:1. Give examples of physical
change.2. Explain what changes occur.
V. Assignment:1. What are chemical changes?
CHEMICAL CHANGE
I. Objectives:1. Show how chemical changes take place in materials.2. Observe that a new material is formed when chemical change takes place.
II. Subject Matter:Reference: Discover Science 6 by
AcademePage: 248 PELC: 1.2.2
Concepts:A chemical change produces new substances with new
properties. Once a chemical change takes place, the original substance is gone.
Processes:ObservingInferringCommunicating
Materials:Rusty iron nail, apple, baking powder, vinegar, milk, ice bag, match, test tubes.
III. Procedures:A. Review
1. What is physical change?2. What are the changes that
may occur in an object?
B. Motivation1. Did you ever experience
doing activities then accidentally came up with something interesting?
C. Activity1. The pupils are grouped into
5.2. Five stations are set-up.
Before the pupils proceed to their stations, everybody is aware of their roles and responsibilities.
Station 1: AppleStation 2: Rusty iron nailStation 3: Baking soda + vinegarStation 4: Milk + vinegarStation 5: Burning of paper
Questions and Observations1. What happen to the exposed
surface of the apple? Examine.2. Examine the iron nail. What can
you see on the iron. Describe.3. What happen when you pour the
vinegar on the baking soda?
What is formed? What is produced?
4. What happen when you pour the vinegar on the milk?What is formed? What is produced?
5. When burning the paper, what happen to the paper? What is formed? What is produced?
D. Discussion1. The teacher discusses the
correct answer.2. Rectification of
misconceptions of the pupils is done when necessary.
E. Generalization1. What is chemical change?2. What are the changes that
may occur in a chemical change?
F. Application1. What are the different
chemical changes that occur in your body?
2. What are the changes occur in a chemical change? Give examples.
V. Assignment:Explain the effects of change in materials to the environment.
CHEMICAL CHANGE
I. Objectives:1. Describe how certain changes in
materials have good effect in the environment.
II. Subject Matter:Reference: Into the Future:
Science and Health VI Juanita M. Cruz, et al
Pages: 122-125 PELC: 2.2
Concepts: Chemical reactions alter or
change the properties of the interacting substance. In the reaction, energy is either released or absorbed.
Materials produce a beneficial when heated or mixed with another substance.
Processes:DescribingInferringCommunicating
Materials:Pentel pens, manila paper/A3
bond paper
III. Procedures:A. Review
1. What is chemical change?2. What are the different
changes which may occur in a chemical change?
B. Motivation1. What are the effects of
changes (Physical/Chemical) in our daily life?
C. Activity1. The pupils go to their own
group and brainstorm about the different good effects of changes in the environment.
D. Discuss/Reporting1. Leaders present their
answers.2. The teacher may elaborate
each good effect that the pupils presented.
E. Generalization1. What are the different good
effects of changes in the environment?
2. The teacher will let the pupils read their textbook, Into the Future: Science and Health VI, pages 123-125 for additional information.
F. Application1. What are the good effects of
physical/chemical change?
IV. Evaluation:It is done during the discussion and reporting period.
V. Assignment:What are the bad effects of changes in the environment?
CHEMICAL CHANGE
I. Objectives:1. Describe how certain changes in
materials have good effect in environment.
II. Subject Matter:Reference: Into the Future: Science and Health VI by Juanita M. Cruz, et alPages : 122-125PELC: 2.1
Concepts:Chemical reactions alter or change the properties of the interacting substance. In the reaction, energy is either released or absorbed. Materials become
Processes:DescribingInferringCommunicating
Materials:
Pentel pens, manila paper/A3 bond papers
III. Procedures:A. Review1. What is chemical change?2. What are the different changes
which may occur in a chemical change?
B. Motivation1. What are the effects of
changes in our daily life?
C. Activity1. The pupils go to their own
group and brainstorm about the different good effects of changes (in materials) in the environment.
D. Discussion/Reporting1. Leaders present their
answers2. The teacher may elaborate
each good effect that the pupils presented.
3. Prompting questions will also be asked.
E. Generalization1. The pupils give the summary
of the lesson based from their outputs which they presented.
2. The teacher will let the pupils read their textbook, Into the Future: Science and Health VI, pages 123-125 for additional information.
F. Application1. What if there is only
physical/chemical change that can occur in all the materials, what do you think will happen?
IV. Evaluation:
It is done during the discussion and reporting period.
V. Assignment:What are the bad effects of changes in the environment?
CHEMICAL CHANGE
I. Objectives:1. Describe how certain changes in
materials have bad effect in the environment.
II. Subject Matter:Reference: Into the Future: Science and Health V by Juanita M. Cruz, et alPages : 125-130PELC : 2.2
Concepts :Certain changes in materials can have different bad effects in the environment. This may lead to pollution of air, soil and water.
Processes:DescribingInferringCommunicating
Materials:Pentel pens, manila paper,
adhesive tape
III. Procedures:A. Review
1. What are the good effects of changes in materials in our environment?
B. Motivation1. Do you think all the changes
in the materials are beneficial to our environment?
2. When do such changes becomes harmful?
C. Activity1. Pupils go to their groups and
discuss about the different harmful effects of changes in materials in our environment.
2. Members of each groups consolidate their answer on a manila paper.
D. Discussion/Reporting1. Pupils present their
consolidated answers.2. Teacher asks questions to
scaffold and prompt the presenters. She may discuss further some vague ideas/information.
E. Generalization1. Pupils give the summary of
the lesson from their outputs.
F. Application1. How can you minimize the
harmful effects of changes that occur in materials?
IV. Evaluation:Evaluation is done during discussion/reporting proper.
V. Assignment:For additional information, pupils read page 125-130 of their Science textbook, Into the Future: Science and Health VI
ENERGY
I. Objectives:1. Recall the meaning of energy.2. Infer how plants and animals
obtain energy.
II. Subject Matter:Reference: My Pals are Here:
Energy P5-6by Koh Siew Luan et alPages: 8-11 PELC: 1.1
Concepts: Energy is the capacity to do
work.. It is measured in joules. Anything which is able to do work is said to possess energy.
Living things need energy to carry out life processes
and stay alive. Animals get their energy by
eating other living things. Plants make their own
food by the process called photosynthesis. The food
produced by plants becomes their source of energy.
Processes:IdentifyingDescribingInferring
Materials:Science textbook, Into the
FutureManila paper
III. Procedures:A. Checking of Assignments
1. Pupils open their notebooks and let their classmates check their assignments.
2. Teacher explain each item.
B. Review1. What are the different
harmful effects of changes in our environment?
C. Motivation1. The teacher asks volunteers
to lift a bag, run towards the end of the room and jump up and down.
a. Why do you think they were able to lift the bag, run and jump?
2. Pupils infer that energy is used in order to do any work.
D. Presentation1. The teacher introduces the
word energy. (For section 1 and 2), the teacher will just recall what energy is.)
2. What do living things need to stay alive?
3. The teacher explains that the sun is the main source of energy.
E. Discussion1. How do plants and animals
obtain energy?2. The teacher explains the
process of photosynthesis?3. The teacher will also relate
food chain in obtaining energy.
F. Generalization1. What is energy?2. How do plants and animals
obtain energy?
G. Application1. Do you think only living
things need energy? Why?
IV. Evaluation:1. What is the main source of
energy?2. How do plants obtain energy?3. How do animals obtain energy
in order to stay alive?
V. Assignment:1. What are the forms of energy?
Bring bottles for the next activity.
ENERGY
I. Objectives:1. Identify the 2 forms of energy.2. List examples of kinetic and
potential energy.
II. Subject Matter:Reference: My Pals are Here!
Energy P5 & 6By Koh Siew Luan, et alPages: 14-17 PELC: 1.1
Concepts: A moving object has
movement energy or kinetic energy. The faster an object moves, the greater its kinetic energy. Kinetic energy of an object depends on its mass and on its speed. Kinetic energy of moving objects can be used to do work.
Potential Energy is a stored energy. The energy stored in an object due to its position
is also called potential energy.
Processes:IdentifyingListingObserving
Materials:Spring, battery, biscuits, ball
bottled waterManila paper, pictures from
MPaH!
III. Procedures:A. Review
1. How do plants obtain their food?
2. How do animals obtain energy?
B. Motivation
1. In what form does energy exist?
2. The teacher shows a picture of a surfer and a rolling waves.
- Do you think they possess energy? Why?
C. Presentation1. The teacher explains the 2
forms of energy based from the pictures and materials presented.
2. Pupils define and give additional inputs about the 2 forms of energy (based from their homework).
D. Discussion1. Pupils give example of
potential and kinetic energy. Pupils explain why they think the examples they gave possessed either kinetic or potential energy.
2. The teacher explains further if necessary.
E. Generalization1. Pupils make a concept map
of energy which include potential and kinetic energy.
F. Application1. Is it true that the faster an
object moves, the more kinetic energy it has?
The pupils perform an activity by rolling a ball towards the bottled water with different speed.
IV. Evaluation:1. What are the 2 forms of energy?2. What is kinetic energy?3. What is potential energy?4. List examples of kinetic and
potential energy.
V. Assignment:
1. Does the potential energy of an object change when it is lifted higher? Find out.
POTENTIAL ENERGY
I. Objective:1. Identify the 3 forms of potential
energy.2. List forms of energy under each
form.
II. Subject Matter:Reference: MPaH! Energy: P5 & P6 by Koh Siew Luan, et alPages: 16-19 PELC : 1.1Concepts :
PE exists in 3 forms. These are gravitational PE, Chemical PE, and clastic potential energy. Gravitational PE is an object
has because of its position above the ground.
Chemical energy is found in food, batteries and fuels.
Clastic PE is found in a stretched rubber band, bow or compressed spring.
Processes:IdentifyingDescribingInferring
Materials:Pictures from MPaH!Manila paper
III. Procedures:A. Checking of Assignment
Pupils exchange notebooks and check the assignments of their seatmates.
B. Review1. What are the 2 general
classifications of energy?2. Give examples of PE & KE.
C. Motivation1. Group the following together:
battery used to operate a calculatorrubber bandstone on the top of the tablespringfood like vegetables and fruitsskater on the top of a ramp
D. Presentation1. The teacher explains that
there are 3 forms of PE
2. Definition of each form will be given.
E. Discussion1. Based from the give
examples on the motivational part, why do / how do the materials are classified?
2. The teacher asks for more examples.
F. Generalization1. What are the 3 forms of PE?2. Give examples.
G. Application1. How do you obtain the
information on how much energy a type of 5 food provides?
Through the “nutrition information” found on its packaging.
IV. Evaluation:Identify what form of PE are the following:
1. fruits on the top of the tree2. bow3. biscuits4. battery5. coal
V. Assignment:1. Make a concept map of PE.2. List more examples of PE from
under the 3.3 forms.
MECHANICAL ENERGY
I. Objectives:1. Identify the sources of mechanical energy.2. List the uses of mechanical energy.
II. Subject Matter:Reference: Cyber Science 6 by Hayda M. Villana, et alPages : 172 and 182 PELC : 1.1
Concepts : Mechanical Energy is
inherent in moving bodies. It is the energy that enables
body to do work. When your muscles move,
mechanical energy is used to do work. Machines possess mechanical energy too.
Processes:IdentifyingListingCommunicating
Materials:Manila paper, electric fan
III. Procedures:A. Review
1. What are the 3 forms of PE?2. Give examples of each form.
B. Motivation1. The teacher asks a volunteer
to perform an exercise in front of the class.
- What made him/her move?
- What kind of energy was used to move his/her muscle?
C. Presentation1. The teacher defines
mechanical energy.2. Some examples of materials
that makes use of ME are also cited/showed.
D. Discussion1. What are the other sources
of ME?2. What are the uses of ME?
E. GeneralizationPupils make a concept map ME on the board.
F. ApplicationLook around you and draw examples of the uses of ME in your notebook.
IV. Evaluation:1. What are the different sources
of ME?2. Give the different uses of ME in
our daily living.
V. Assignment:1. What is electrical energy?2. What are the uses of electrical
energy?
ELECTRICAL ENERGY
I. Objectives:1. Describing how electrical
energy is generated.2. Enumerating uses of energy.
II. Subject Matter:Reference: Cyber Science VI by Hayda M. Villana, et alPages: 174 and 184PELC: 1.1
Concepts: Electrical energy is the most
useful form of energy in our lives. It is the widely used
form of energy. Without electrical energy, machines and appliances will not work.
Electricity can be static or current.
Processes:DescribingEnumeratingObserving
Materials:Ballpen, tiny pieces of paper,
manila paper
III. Procedures:A. Review
1. What is mechanical energy?2. What are the uses of
mechanical energy?
B. MotivationHave you experienced a day or two of “blackout”?1. What activities you cannot do
without electric current?2. Can you live conveniently?
Why?
C. Presentation1. The teacher asks the pupils
to rub their pens against their hair and let them pick the pieces of tiny paper.
2. The teacher will now explain static and current electricity.
D. Discussion1. How do you think the
electrical energy is generated?
2. What are the uses of electrical energy?
3. Number Heads Together is done as cooperative
learning strategy.
E. Generalization1. Pupils have to do/make a
concept map of what they have learned.
F. Application1. What are the modes of
transportation which make use of electrical energy?
2. What are the advantages?IV. Evaluation:
1. How does electrical energy generated?
2. List/enumerate the uses of electrical energy.
V. Assignment:1. What is sound energy?2. What are the uses of sound
energy?
I. Objectives:1. Answer the questions correctly.2. Follow the directions carefully.
II. Summative Test:Materials:
Manila paper
III. Procedures:A. Preparatory Activities
Pupils prepare for the testB. Recalling of Standards in
Taking the TestC. Giving DirectionsD. Testing ProperE. Passing of their Answer
Sheets
IV. Assignment:1. Study sound energy. List some
uses of sound energy.
SOUND ENERGY
I. Objectives:1. Describe how sound energy is
formed.2. Cite how electrical energy is
used.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria et alPages: 152-153 PELC: 1.1
Concepts:Sound is the result of mechanical energy that causes something to vibrate. It is all around us. Sounds can be loud like a thunder, or soft like a whisper.Sound is used in many ways such as in communication and in studying the physical world. Now, it is widely used in technology, particularly the ultrasonic waves.
Processes:DescribingEnumeratingIdentifying
Materials:Manila paper, whistle
III. Procedures:A. Review
1. What are the sources of electrical energy?
2. What are the uses of electrical energy?
B. Motivation1. How important is sound
energy?Imagine the world without sound. How now you feel?
C. Presentation1. The teacher asks a volunteer
to blow a whistle. - What do you observe on
the opening of the whistle?
- How does the air flow?= Air rushing past an obstacle fast enough to cause turbulence generates sound waves.
2. The teacher explains how sound is formed and produced.
(Pupils may put their fingers on their neck and feel their vocal cords)
D. Discussion1. What are the uses of sound
energy?2. When do you usually use
sound?3. How can sound be used in
medical field or in communication?
E. Generalization1. How is sound energy
generated?2. What are the uses of sound
energy?
F. Application1. How can sound prevent
accidents?
IV. Evaluation:1. Make a concept map of sound
energy. Include how sound energy is generated and its uses.
V. Assignment:1. What is radiant energy?2. What are the uses of radiant
energy?
RADIANT ENERGY
I. Objectives:1. Describe radiant energy.2. Cite some uses of radiant
energy.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria et alPages: 153-155PELC: 1.1
Concepts: Radiant energy can travel
through an empty space (vacuum). It is produced by nuclear reactions.
The sun and the stars are the sources of radiant energy. Radiant energy maybe in the form of light, radio waves, infrared waves, ultraviolet, radiation, x-rays and gamma rays.
Processes:DescribingEnumeratingPredicting
Materials:Manila paper
III. Procedures:A. Review
1. What is sound energy?2. What are the uses of sound
energy?
B. Motivation1. What is the most important
form of energy? Why?
C. Activity1. The teacher briefly explains
radiant energy.2. Pupils are given 15 minutes
to list the different uses of
radiant energy based from their prior knowledge.
D. Reporting/Discussion1. Leader of each group reports
their output.2. Teacher asks questions that
lead the answers of the pupils to the right science concept.
3. Misconceptions are rectified.
E. Generalization1. Based from all the different
inputs, pupils consolidate their answers/outputs.
2. The teacher writes on the board all the consolidated answer (uses of radiant energy)
F. Application1. How can radiant energy from
the sun causes changes in earth’s weather condition?
IV. Evaluation:1. What is radiant energy?2. Enumerate/cite some uses of
radiant energy.
V. Assignment:1. What is nuclear energy?2. How is nuclear energy
generated?
NUCLEAR ENERGY
I. Objectives:1. Describe how nuclear energy is
formed.2. Cite some uses of nuclear
energy.
II. Subject Matter:Reference: Science Spectrum VI by Rebecca R. Fallaria et alPages: 161-162
PELC: 1.1
Concepts: Nuclear energy comes from
either splitting or combining particles from
the nucleus of an atom. Nuclear fission is the
splitting of a nucleus while nuclear fusion is the combination of light nuclei to form a heavier nucleus.
Nuclear energy can be both helpful and harmful to man.
Processes:DescribingCommunicatingEnumerating
Materials:Manila paper, picture of nuclear power plant on a folder.
III. Procedures:A. Review
1. What is sound energy?2. What are the uses of sound?
B. MotivationDuring WW II, what is the dreaded event that occurred in Japan?- America dropped atomic
nuclear bomb in Hiroshima and Nagasaki, Japan.
C. Presentation1. The teacher explains nuclear
energy, how it is formed and the different uses.
2. The teacher relates and explains further nuclear energy in connection with the atomic bomb dropped in Japan.
D. Discussion
1. What is nuclear energy?2. What are different uses of
nuclear energy?
E. Generalization1. Pupils describe nuclear
energy. They will also enumerate its uses.
F. ApplicationNuclear power plant can produce trillion times of energy more than any other power plant. Do you think it is worthy to produce electricity in a nuclear power plant knowing the dreadful side effects on our environment?
IV. Evaluation:Make a concept map of nuclear energy. Include its meaning and uses.
V. Assignment:1. What is heat/thermal energy?2. What are the uses of
heat/thermal energy?
THERMAL ENERGY
I. Objectives:1. Describe how heat/thermal
energy is formed.2. Enumerate the sources of
heat/thermal energy.
II. Subject Matter:Reference: Cyber Science VI
by Hayda M. VillanaPage: 176PELC: 1.1
Concepts:Heat energy is a common form
of energy present in everybody due to motion of its molecules. It is also called thermal energy.
Processes:DescribingEnumeratingObservingInferring
Materials:Manila paper, hand boiler, tripod stand, alcohol lamp, wire gauze, beaker
III. Procedures:A. Review
1. What is nuclear energy?2. What are the uses of nuclear
energy?
B. Motivation1. The teacher asks for 2
volunteers.Pupil 1 walks around the room.Pupil 2 runs around the room. Which among the 2 pupils
feel hotter?
C. ActivityBefore the activity, the teacher briefly relates the movement of the 2 pupils to the movement of molecules in any given matter.1. Hand boiler (alcohol)
Why do you think the alcohol goes up of the container?
What causes the alcohol to boil?
2. Boiling water (beaker) What happens to the
water in the beaker as it becomes hotter?
What causes the water to boil?
What happens to the molecules of water as it becomes hotter?
D. Discussion1. The teacher let the pupils
answer the question in the 2 activities.
2. Pupils share to the class their answers/observations.
3. The teacher rectifies any misconceptions.
4. Pupils check their answers. This is to develop awareness on them. It is also for them to know/realize and evaluate their own observations.
E. Generalization1. Based from our 2 activities,
how would you describe heat energy?
2. What are the sources of heat energy?
F. Application1. Cite some ways of producing
heat.
IV. Evaluation:1. How is heat/thermal energy
produced?2. What are the different sources
of heat?
V. Assignment:1. What is conservation of energy?2. Cite some examples of how
energy is being transformed.
ENERGY
I. Objective:1. Investigate change in energy.
II. Subject Matter:Reference: Cyber Science VIPage: 201PELC: 1.2
Materials:
Mechanically operated flashlight, toy car, candle, flashlight, MP3
Concepts: Energy cannot be created nor
destroyed. It may be transformed from one form into another, but the total amount of energy never changes.
A motor is a device that transforms electrical energy
to mechanical energy. A generator is a device that
transforms mechanical energy to electrical energy
Processes:IdentifyingObservingInvestigating
III. Procedures:A. Review
1. What is heat energy?2. How is heat energy/thermal
energy produced?
B. MotivationIdentify the form/s of energy used by the following objects/materials:
a. electric fanb. televisionc. guitar
- Are these forms present in the material all at the same time?
C. Group ActivityEach group is given one gadget/object to investigate the transformation of energy. But, prior to that, the teacher will briefly explains first the law of conservation.1. Mechanically operated
flashlight
1.1. Turn the lever of the flashlight. What is produced?
1.2. What are the different forms of energy produced? Arrange the sequence of energy production.
2. Toy car2.1 Switch on the toy car.
What form of energy is produced? Arrange the sequence of energy of energy production.
3. Lighted candleLit the candle using a match stick. What form of energy is produced? Arrange the sequence of energy production.
4. MP34.1 Switch on the MP3.
What form of energy are produced? Arrange the sequence of energy production.
5. Lighted bulb (flashlight)5.1. Switch on the
flashlight. What form of energy is produced? Arrange the sequence of energy production.
D. DiscussionAnswers from the activity will be discussed. Leading questions will be asked to help the pupils arrived at the correct concept.
- Are all the forms of energy present in the materials all at the same time?
E. Generalization1. How can you show that
energy can be changed from one form to another?
F. Application
How is energy transformed from one form to another. Cite evidence that energy can be transformed.
IV. Evaluation:Complete the concept map below on energy transformation of a moving car.
V. Assignment:1. Name 3 energy transformations
of objects/gadgets found in your home.
2. What are conduction, convection and radiation?
HEAT ENERGY
I. Objective:1. Identify the different ways on
how heat energy can be transferred.
II. Subject Matter:Reference: Cyber Science VIPages: 206-207PELC: 1.2
Materials:
1..
1..
2.
3..
4.
is changed to
which gives which
is
released into environment
52.
Tripod stand, black pepper, beaker, alcohol lamp, candle, match stick, manila paper
Concepts:Heat always transfers travels or flows from a high temperature to a low temperature. Conduction is a method of
heat transfer by direct contact of a part of a body with the source of heat.
Convection is a method of heat transfer that depends upon the movement of the material that is heated. This method happens in liquids and gases.
Radiant is a method of heat transfer in which energy is transmitted by waves through space.
Processes:IdentifyingObservingInvestigating
III. Procedures:A. Review
1. What is law of conservation of energy?
2. Show the arrangement/sequence of energy transformation that occur in a battery operated toy car.
B. MotivationDuring the transformation of energy, what form of energy is always produced? Where does it usually go?
C. ActivityBefore the activity, the teacher briefly discuss the 3 methods of energy transfer.
1. Spoon in a beaker of hot water
What happens to the handle of the spoon after few minutes?
What method of heat transfer is observe?
2. Boiling water with black pepper.
What do you observe on the black pepper? Draw your observation.
What method of heat transfer is observed?
3. Lighted candleIf you put your hand near the
lighted candle (necessary precaution should be observed), what do you feel?
What method of heat transfer is observed?
D. DiscussionAnswer from the activity will be discussed. Leading questions will be asked to help them arrived at the correct science concepts.
E. Generalization1. What are the methods of heat
transfer? Differentiate each method from one another.
F. ApplicationCan you recall how a breeze is created?
- Warm air rises. Cold air from a cooler place blows to the heated place.
IV. Evaluation:
Identify the method of heat transfer.1. wind blows (convection)2. cooking lechon (radiation)3. microwave oven (radiation)4. hot compress (conduction)5. boiling water (convection)
MOTION
I. Objective:1. Measure the speed/velocity of
an objection motion.
II. Subject Matter:Reference: Science and Health VI, Teacher’s ManualPages: 119-120PELC: 2.1
Materials:Timer, manila paper
Concepts: The speed of an object is
measured in terms of distance and time.
Velocity is the speed of a moving object in a specified directions.
Distance is expressed in meters and time in seconds.
Processes:DefiningIdentifyingCalculating/Measuring
III. Procedures:A. Review
1. What are the 3 methods of heat transfer?
2. Give examples of objects/gadgets which undergo any method of heat transfer.
B. Motivation1. Do you know the fastest land
mammal? fastest fish, insect?2. How about the slowest?
C. Presentation1. The teacher let the pupils
derived the formula based from the given situations
a. Lydia de Vega negotiated a 100-meter distance in 12 seconds. How fast could Lydia run?
b. A racing car can run 200km per hour. How fast can a racing car run?
2. Pupils identify the distance and time – the two components of speed.
D. Discussion1. The teacher elaborates the
units of measurement of time and distance.
2. The teacher asks a volunteer to run around the room and let them compute the speed.
3. Speed and velocity are differentiated.
E. Generalization1. How does speed differ from
velocity?2. What is the formula?
F. Application1. What is the speed of
light/sound?Which travels faster in an empty space?
IV. Evaluation:1. What is the speed of Jerry if he
runs zoom in 50 seconds?2. Give an example of
speed/velocity.
V. Assignment:1. Make a venn diagram which
compares speed from velocity.
ACCELERATION
I. Objectives:1. Define acceleration.2. Calculate the acceleration of a
moving object.
II. Subject Matter:Reference: Into the Future: Science and Health VIPages: 186-188 PELC: 2.2
Materials:Manila paper, pictures
Concepts: Acceleration is the change in
velocity over time. Deceleration is negative acceleration.
Acceleration is caused by an applied force and is affected by the mass of a body.
Processes:DefiningCalculating
III. Procedures:A. Checking of Assignments
Pupils check their answers on pages 177 and 188 of their Science textbook.
B. ReviewA man runs at 200-meter cast. If it took in 18 seconds, what is his velocity?
C. MotivationWhen you are biking on an uphill or downward road, does the bikes velocity change from time to time?
D. Presentation1. The teacher introduces the
word acceleration.2. The teacher presents a
problem situation.A car moves from rest (0) to 20mls in 10 seconds. What is the acceleration of the car?
3. The teacher show the step-by-step way of solving the problem. Then, she will give another problem which the pupils will solve. A bicycle moves from rest
to 40mls in 5 seconds. What is the acceleration?
What is its acceleration if it takes the bus 20 seconds to stop and pick up passengers on its route? – deceleration.
E. Discussion1. The teacher let the pupils
infer the difference between acceleration and deceleration based from the given examples.
F. Generalization1. What is acceleration?2. What are the factors that you
should know for you to calculate the acceleration of a moving object?
G. Application1. When do cars accelerate or
decelerate?
IV. Evaluation:1. A train is travelling at a speed of
30 mls.What is its acceleration if it takes the train 3 seconds to stop?
2. A car travelling at 15 mls. increases its speed to 25 mls. in 5 seconds. What is its acceleration?
V. Assignment:Activity 5.3 of their Science textbook, Into the Future: Science and Health VI, page 188.
MASS AND SHAPE OF AN OBJECT
I. Objective:1. Infer that mass and shape of an
object affect its movement.
II. Subject Matter:Reference: Science Spectrum VIPages: 178-179PELC: 2.0Materials:
Tin cans, clay, match boxManila paper
Concepts: Mass and shape of an object
affect its movement. The heavier the object is, the
slower the movement of an object.
Processes:IdentifyingPredictingCommunicatingInferring
III. Procedures:A. Review
1. What is acceleration?2. How do you get the
acceleration of a moving object?
B. Motivation1. Utilizing Think-Pair-Share,
pupils discuss their assumptions of the factors that affect the movement of an object.
2. The teacher writes on the board their answers. Leading questions will be asked.
C. Group ActivityProcedures and Observations:
A. MASS1. Given 2 tin cans with
different weight. Push the tin cans one-by-one
applying the same force. Which moved farther? Why?
2. Put the 2 matchboxes on the same line. Push them one-by-one. Which do you think moved farther? (NOTE: Some amount of force should be used on both match boxes).
B. SHAPE1. Given 2 pieces of clay of
the same size. Mold the clay into a circle and a square/cube.
2. Roll slide the cube-shaped clay and the spheroid clay applying the same amount of force. Which reached a greater distance?
D. DiscussionThe teacher discusses the correct answers from the activity.
E. GeneralizationBased from the activities that you performed, what conclusion can you make?
F. ApplicationWhat is the advantage of knowing that shape/mass of an object affects its movement?
IV. Evaluation:1. How can mass/shape of an
object affects its movement?
V. Assignment:1. What are the other external
factors that affect the movement of an object?
AIR PRESSURE
I. Objective:1. Describing how air pressure
affects the movement of objects.
II. Subject Matter:Reference: North Indiana
University (Online)PELC: 3.0
Materials:Paper strips, tin cans
Concepts: Air pressure affects the
movement of an object. It is the result of “press” of air.
Air can be a force from a push.
Processes:DescribingObservingCommunicatingInferring
III. Procedures:A. Review
1. How can mass affect the movement of an object?
2. Why do you think wheels are round?
B. Motivation1. Why do objects move?
The teacher elicits responses by providing prompts, such as: What would make a paper sway?
C. ActivityThe teacher briefly discuss what air pressure is.A. Paper Strips
1. Take the strip of paper and hold it near your mouth.
2. Blow air across the top of it. Observe the result.
2.1. What do you observe? Describe.
2.2. What causes the object to move? How?
B. Crashing Soda Cans/Tin Cans1. Hang the soda cans
making sure that they are few centimeters apart.
2. Blow a strong burst of air between the soda cans. Observe the result.2.1. What do you observe?
Describe.2.2. What causes the
object to move? Describe.
D. Discussion1. How do air pressure
affects the movement of objects? The teacher will elaborate and discuss the answers from the activity
E. Generalization1. Describe how air pressure
can affect the movement of an object.
F. Application1. How does air balloon
floats on the sky? What external factors are involved?
IV. Evaluation:Sketch how air pressure affects the movement of objects. Describe your work.
V. Assignment:1. How can friction affect the
movement of objects?
FRICTION
I. Objectives:1. Describe how friction affects the
movement of objects.
II. Subject Matter:Reference: North Indiana
University (Online)PELC:
Materials:Inclined planes with smooth and rough surfaces, matchboxes
Concepts: Friction is a force that
opposes motion. It makes an object difficult to move across a surface.
Friction is present even in two smooth surfaces.
Processes:DescribingObservingCommunicatingInferring
III. Procedures:A. Review
1. How can air pressure affect the movement of an object?
B. Motivation1. What would make an object
stop/slow down?
C. ActivityThe teacher briefly discuss the meaning of friction. The effects of friction is up for the pupils to discover through the activity.
Procedures and Observations:1. Get the materials from the
teacher.2. Make a prediction. Will the
matchbox can move faster on
the smooth surface or on the rough surface? ________________________________________
3. Given the plain inclined boards with smooth and rough surfaces, test on which surface can the matchbox car has a greater speed.3.1 Which surface does
the matchbox car move faster? Why? ________
__________________________4. What surface has a
greater/produce a greater friction? _________________
5. How does friction affect the movement of objects? ____________
D. Discussion1. How do different surface
types influence the amount of friction?
2. The teacher discusses the correct answer of the questions from the activity.
E. GeneralizationDescribe how friction affect the movement of objects.
F. ApplicationWhy are there some patterns found in the soles of the shoes?
IV. Evaluation:1. What is friction?2. Give examples of activities in
which friction is present.
V. Assignment:Name some examples which you think friction is beneficial and some examples which friction is not beneficial.
I. Objective:1. Review the least mastered skills
about the different forms of energy.
II. Subject Matter:Reference: Test Questions Adopted from Second Periodical Test
Materials:Test Papers/Manila paper
Concepts: Changes in Matter: Physical and Chemical
Energy transformations
Processes:IdentifyingDescribingEvaluating
III. Procedures:A. Checking of Assignments
- Passing of concept maps and projects
B. Presentation1. Pupils are given a chance to
answer or explain their answers in every item.
2. The teacher guides the answers of the pupils.
C. Discussion1. After reading the questions
and answering, the teacher tries to explain the correct answer. This is to master the concept related to the lesson.
D. GeneralizationPupils consolidate what they have learned.
IV. Evaluation:
Please refer to Workbook on Science VI, Lesson 38, page 62.
V. Assignment:Pupils may continue in doing their concept maps about the different forms of energy.
DIFFERENT FORMS OF ENERGY
I. Objective:1. Enrich the pupils about the
different forms of energy.
II. Subject Matter:Reference: Science Spectrum VIPages: 153-160PELC: 1.2
Materials: Bond paper, pad paper
Concepts:There are different forms of energy. These include mechanical, electrical, chemical, radiant, sound, nuclear and heat energy.
Processes:IdentifyingDescribingEvaluating
III. Procedures:A. Review
1. What is energy?2. What are the different forms
of energy?
B. Motivation1. What are the different forms
of energy?2. Cite some forms of energy
and their uses which you usually encounter in your daily living.
C. Presentation
1. The teacher asks the pupils to identify the different forms of energy that they know.
2. Pupils give examples of objects/gadgets which produce different forms of energy.
D. Discussion1. Pupils discuss the given
examples.2. The teacher may elaborate
the different forms of energy.
E. Generalization1. Pupils consolidate everything
they have learned about the forms of energy through a definition concept map.
F. Application1. What do you think is the
most important form of energy?
IV. Evaluation:Please refer on page 62 of Workbook on Science 6.
VI. Assignment:Pupils may continue do their assignment about the definition concept maps of the different forms of energy.
DIFFERENT FORMS OF ENERGY
I. Objective:1. Identify the different forms of
energy that are transformed in given objects/gadgets.
II. Subject Matter:Reference: Cyber Science VIPages: 200-201 PELC : 1.2
Materials :
Metacards, manila paper
Concepts :Energy cannot be created nor destroyed. It can only be transformed into another form of energy.
Processes:IdentifyingGeneratingEvaluating
III. Procedures:A. Review
1. What are the forms of energy?
2. What are the uses of the different forms of energy?
B. Motivation1. What does a swinging
pendulum show?
C. Presentation1. The teacher shows the
transformation of energy in electric fan, lighted candle and a computer.
2. Pupils take note how each form of energy is transformed into other forms.
D. Discussion1. Pupils go to their respective
groups.2. The teacher posts one
object/gadgets. The group must show the transformation of energy.
3. Each group is given a chance to answer and show to the class their answers.
E. Generalization1. What is law of conservation
of energy?
F. Application
1. How is the energy from the food we eat is transformed when we are dancing and singing?
IV. Evaluation:1. Show the transformation of
energy.a. buzzerb. calculatorc. batteryd. cellphonee. ultrasound
V. Assignment:Look for 3 appliances in your home. Show the transformation of energy.
DIFFERENT FORMS OF ENERGY
I. Objective:1. Construct concept maps of the
different forms of energy.
II. Subject Matter:Reference: Science Spectrum VIPages: 162-170PELC: 1.2
Materials:Construction paperColored paper
Concepts:There are different forms of energy. These include mechanical, electrical, chemical, radiant, sound, nuclear and heat energy.
Processes:IdentifyingDescribing
III. Procedures:A. Review
1. What is energy?2. What are the different forms
of energy?
B. Motivation1. What are the different forms
of energy that you usually encounter?
C. Activity1. Based from the previous
discussions, pupils construct a definition concept map of every form of energy.
D. Discussion1. Each item of energy is
discussed. Pupils refer to their concept maps.
E. Generalization1. How did you construct your
concept maps?2. How did you connect each
idea from one another?
F. Application1. Do you find it useful
definition concept maps? What are the advantages?
IV. Evaluation:Evaluation is based from the output of the pupils.
V. Assignment:What are the different interior layers of the earth?
INTERIOR LAYERS OF THE EARTH
I. Objective:1. Describe the interior layers of
the earth.
II. Subject Matter:Reference: Cyber Science VI
Pages: 238-239 PELC: 1.1
Materials:Eggs cut into half (crosswise)Manila paper
Concepts: There are three interior
layers of the earth. The core is located in the
center of the earth. The mantle extends to about
3,000km down under the earth’s crust. It is the largest earth’s layer.
The crust is the outermost layer of the earth. It is made up of continental and oceanic crust.
Processes:IdentifyingDescribingInferring
III. Procedures:A. Review
Pupils answer item number 1-8 of their Second Periodical Test. The teacher discusses the correct answer.
B. Motivation1. The teacher shows an egg.2. Pupils describe the egg.3. The teacher associates the
egg to the interior layer of the earth.
C. Presentation1. The teacher explains that the
layers of the egg resemble the interior layers of the earth.
2. The teacher draws the different layers of the earth on the board.
D. Discussion
1. Pupils describe the different layers of the earth.
2. The teacher discusses the different compositions of every layer.
E. Generalization1. What are the different
interior layers of the earth?2. What are the compositions of
each layer?
F. Application1. What is the importance of
knowing the earth’s interior layer?
IV. Evaluation:1. What are the different interior
layers of the earth?2. What is the layer beneath the
crust?3. What layer is found in the
innermost part of the earth?
V. Assignment:1. Find out why the earth’s interior
is very hot.
CRUSTAL PLATES
I. Objective:1. Identify the different crustal
plates.
II. Subject Matter:Reference: Into the FuturePages: 199-201PELC: 1.2
Materials:Science textbook, manila paper
Concepts: The seven crustal plates of
the Earth are Eurasian, Pacific, Indian, Australian,
Antarctic, Africa and American plates.
The crustal plates float over a liquid so called asthenosphere.
Processes:IdentifyingDescribing
III. Procedures:A. Review
1. What are the different interior layers of the earth?
2. Describe each layer of the earth.
B. Motivation1. The teacher shows picture of
Pangea.2. The teacher explains that
before there is only one great land mass which drifted apart (continental drift theory)
C. Presentation1. The teacher explains the
theories involved on how the sea floor was developed.
2. Pupils do Activity 6.2 Crusty Plates in their notebooks.
3. The teacher explains how the plates move.
D. Discussion1. How do the different crustal
plates move?2. What are the different
crustal plates?
E. Generalization1. What are the different
theories which explain the development of sea floor?
2. Enumerate the 7 major crustal plates in the world.
F. Application
1. In what crustal plate is the Philippines situated?
IV. Evaluation:Identify the seven crustal plates:
1. 4. 7.2. 5.3. 6.
V. Assignment:1. What are the evidences which
supports the continental drift theory?
EARTHQUAKE
I. Objective:1. Describe how an earthquake
occurs.
II. Subject Matter:Reference: Science Spectrum VIPages: 197-199PELC: 2.1Materials:
Books, clay, pencil, manila paper, ruler
Concepts: A plate is a rigid block of
Earth’s crust about 50-150 km thick.
When rock layers are under stress, they can bend, tilt, twist, or break. The three types of stress that cause the deformation of the rock layers in the tectonic plates are compression, tension, and shearing.
Processes:DescribingIdentifyingDemonstratingCommunicatingPredicting
III. Procedures:
A. ReviewName the different crustal
plates.
B. Motivation1. Did you ever wonder how the
trenches, mountains and falls are formed?
2. Pupils are encouraged to predict.
C. Presentation1. The teacher explains that
formation of trenches, mountains, volcanoes is caused by the movement of crustal plates which also produces earthquake.
2. Pupils do Activity 6.3, on page 202. Every group performs the activity.
D. Discussion1. Pupils share to the class their
answers.2. Using the clays, the teacher
shows the different crustal movements which cause earthquakes.
E. GeneralizationPupils describe how earthquake occurs by describing the movement of the crustal plates.
F. ApplicationUsing two pieces of ruler, show how the crustal plates move.
IV. Evaluation:1. What might happen if the crust
is under stress?2. What are the 3 types of stress?3. How does an earthquake occur?
V. Assignment:1. What is “Ring of Fire”?
Describe.
CRUSTAL PLATES
I. Objective:1. Illustrate the three types of
movement in the crustal plates.
II. Subject Matter:Reference: Science Spectrum VIPages: 197-198 PELC: 2.2
Materials:Pictures of the different plate boundaries, clay
Concepts: Two plates meet and collide
in the convergent zone. In a transform fault, two
plates slide passively past each other with no creation or destruction of lithosphere.
In a divergent boundary, two plates move apart and a space is left between the plates.
Processing:IdentifyingDescribingPredictingInferring
III. Procedures:A. Review
1. How does an earthquake occur?
2. What do you call the upper mantle where the crustal plates float?
B. Motivation1. Pupils are encouraged to
predict on how the different plates move?
2. The teacher may ask the pupils to demonstrate using the clays.
C. Presentation1. The teacher shows the
pictures of different plate boundaries. Plate boundaries are where the tectonic plates meet.
2. The teacher asks pupils to show to the class how the different movements (based from the pictures/drawings) of the tectonic plates create boundaries.
D. Discussion1. The teacher explains the
different land formations which are caused by the plates movements.
E. Generalization1. What are different plate
boundaries?2. How are they formed?
F. Application1. Pupils illustrate in their
notebooks the different movements of crustal plates.
IV. Evaluation:1. What are the different plate
boundaries?2. What type of movement caused
each type of boundaries?3. Illustrate the types of
movements of the tectonic plates.
V. Assignment:Find out Marikina fault. Be able to
share to the class next week.
EARTHQUAKEIntensity and Magnitude
I. Objective:
1. Differentiate intensity from the magnitude of an earthquake.
II. Subject Matter:Reference: Science Spectrum VIPages: 202-203 PELC: 2.3
Materials:Manila paper, picture of
seismographConcepts:
The total amount of energy released by an earthquake is called magnitude. It tells the relative sovereignty of an earthquake.
The effects or degree of destruction of an earthquake is called intensity.
Mercalli scale is used to determine the earthquake
intensity while the Richter scale is used to measure the relative sovereignty of an earthquake.
Processes:DescribingComparingInferring
III. Procedures:A. Review
1. What are the different plate boundaries?
2. Differentiate focus from epicenter.
B. Motivation1. What do seismologists used
to determine the sovereignty and intensity of an earthquake?
C. Presentation1. The teacher shows the
Mercalli and Richter scale chart.
2. Pupils try to explain each level on the chart.
D. Discussion1. The teacher let the pupils
observe the descriptions on the 2 scales.
2. Pupils describe/state their observations.
3. The teacher writes on the board all their observations.
4. Pupils now infer the difference between the 2 scales.
5. The teacher explains that the Mercalli is used for measuring the intensity of an earthquake. Richter is used for measuring the sovereignty of an earthquake.
E. Generalization1. What is the difference of
magnitude and intensity?2. What is Richter scale?
Mercalli scale?
F. ApplicationWhat is the importance of knowing the intensity or magnitude of an earthquake?
IV. Evaluation:1. Differentiate intensity from
magnitude.2. What does Mercalli/Richter
scale measure?
V. Assignment:1. Draw seismograph in your
notebook.
EARTHQUAKE
I. Objective:1. Describe the effects of an
earthquake.
II. Subject Matter:
Reference: Science Spectrum VIPages: 204-205 PELC: 2.4
Concepts: Earthquakes affect the
inhabitants of tectonically active regions. They destroy buildings, bridges, roads, and dams. They can also trigger devastating landslides.
There are also some other earthquake related disasters triggered by an earthquake
such as fires and tsunamis.
Processes:DescribingCommunicatingGeneralizing
III. Procedures:A. Review
1. What is the difference between magnitude and intensity?
2. What is used to measure the intensity/magnitude of an earthquake?
B. Motivation1. What do you think may
happen if there’s an earthquake?
2. The teacher may ask the class based from their prior knowledge. (watching news about the effect of an earthquake)
C. Presentation1. What are the effects of
earthquake?2. Pupils go to their assigned
group and discuss their answers.
3. After giving enough time, the leader for the day will report their output in front.
D. Reporting/Discussion1. Leaders report their output.2. The leader presents their
output and explains them.3. The teacher discusses and
clarifies some vague ideas.
E. GeneralizationBased from all the reported information/output, the teacher leads the class in consolidating their answers.
F. ApplicationCan you stop/prevent the effects of an earthquake? Why? How?
IV. Evaluation:1. Describe the effects of an
earthquake.2. What are the other earthquake
related disasters?
V. Assignment:What are the different precautionary measures during and after an earthquake?
PRECAUTIONARY MEASURES
I. Objectives:1. Enumerate precautionary
measures before, during and after an earthquake.
2. Practice precautionary measures.
II. Subject Matter:Reference: Science Spectrum VIPages: 205-206 PELC: 2.5
Concepts: Philippines is an earthquake
country. We must learn to live knowing preventive measures and at proper safety awareness level.
We must plan and act properly before, during, and after earthquakes to minimize psychological damage, loss of property, and less of lives.
Processes:IdentifyingEnumeratingDemonstrating
III. Procedures:A. Review
1. What are the effects of an earthquake?
B. Motivation1. What do you usually do when
you heard from the news that there is a typhoon approaching Philippine Area of Responsibility?
C. Presentation1. Pupils accomplish the
checklist on page 207 of their Science textbook.
2. The teacher let the pupils explain how do they perform each guideline if their answer is Yes.
D. Discussion1. The teacher points out that
precautionary measures in case of earthquake (before, during, and after) must be observed to prevent further loss of lives and limbs.
2. The teacher goes in details of every precautionary measure.
E. Generalization1. What are the different
precautionary measures before, during and after an earthquake?
F. Application1. The pupils dramatize/role-
play the different measures to be done during after an earthquake.
IV. Evaluation:1. List the different precautionary
measures before, during and after an earthquake.
V. Assignment:1. What is volcano?2. How is volcano formed?
INACTIVE AND ACTIVE VOLCANO
I. Objectives:1. Describe how a volcano is
formed.2. Differentiate between active and
inactive volcano.
II. Subject Matter:Reference: Into the Future: Science and Health VIPages: 210-212 PELC: 3.2
Concepts:A volcano is a mountain or hill will vent extending from the top down to the Earth’s interior. It expels magma accompanied by rumblings in the ground.Volcanoes may either be active or inactive. Active
volcanoes are those that have erupted within the last 600 years.
Processes:DefiningDescribingPredictingInferring
III. Procedure:A. Review
1. What are the precautionary measures before, during and after an earthquake?
B. MotivationWhat are the famous volcanoes found in the Philippines?
C. Presentation1. Pupils work on Activity 6.5,
Formation of a Volcano.2. The teacher asks the pupils
to describe a volcano.3. Pupils describe how a
volcano is formed based from their answers in the activity.
D. Discussion1. The teacher discusses the
result of the activity.2. Teacher introduces words
related to the formation of volcano.
E. Generalization1. How are volcanoes formed?2. What are the two kinds of
volcanoes?
F. ApplicationDraw the formation of volcano in
your notebook. Explain/describe your
drawings using 2-3 sentences.
IV. Evaluation:1. How are volcanoes formed?
Where does it originated?2. Differentiate active volcano from
an inactive volcano.
V. Assignment:1. Find out more volcanoes under
the sea.2. What are volcanic islands? How
are they formed?
VOLCANIC ERUPTIONS
I. Objectives:1. Describe how a volcano erupts.2. Name the beneficial/harmful
effects of volcanic eruptions.
II. Subject Matter:Reference: Science SpectrumPages: 211-212 PELC: 3.3
Materials:Beaker, tripod stand, wire gauzeAlcohol lamp, sand
Concepts:Volcanoes may erupt quietly or violently. Volcanic eruptions can make the soil fertile and can develop into new land forms.Volcanic eruptions can destroy life and property. It can caused (volcanic dust) respiratory diseases/ailments and poor visibility.
Processes:DescribingDefiningObservingInferringCommunicating
III. Procedures:A. Review
1. How are volcanoes formed?2. Differentiate active and
inactive volcanoes.
B. Motivation1. The teacher asks if the pupils
have any idea on how a volcano erupts.
C. Activity1. The teacher shows/simulates
volcanic eruption using candle, tripod stand, beaker, water, wire gauze and alcohol lamp.
1.1. What is represented by sand, candle and water?
1.2. Based from the activity, describe how a volcano erupts.
1.3. Based from the activity, describe how a volcano erupts.
1.4. What are the dangers brought about by volcanic eruptions?
D. Discussion1. The teacher discusses the
correct answer from the activity.
2. Pupils find a partner (Think-Pair-Share) and think of the possible dangers and benefits which volcanic eruptions may give.
3. Pupils share their ideas in the class.
E. Generalization1. The teacher helps the pupils
consolidate their answers on the board.1.1. Describe how a volcano
erupts.1.2. What are the
beneficial/harmful effects of volcanic eruption?
F. Application1. What are the
beneficial/harmful effects of Mt. Pinatubo eruption?
IV. Evaluation1. How does volcano erupt?2. What are the beneficial and
harmful effects of volcanic eruption?
VOLCANIC ERUPTIONSPrecautionary Measures
I. Objectives:1. Enumerate precautionary
measures before and after volcanic eruptions.
2. Practice precautionary measures before and after volcanic eruptions.
II. Subject Matter:Reference: Science Spectrum VIPages: 218-220 PELC: 3.4
Materials:Manila paper
Concepts:Certain precautionary
measures must be observed in order to prevent loss of lives and reduce property destruction during volcanic eruptions.
The Philippine Institute of Volcanology and Seismology (PHIVOLCS) is a government agency which monitors
earthquakes and volcanic activities. They also issue warnings to people living in the surrounding areas of a volcano.
Processes:IdentifyingEnumeratingCommunicating
III. Procedures:A. Review
What are the harmful/beneficial effects of volcanic eruption?
B. MotivationHow can we prevent or minimize the harmful effects brought about by volcanic eruptions?
C. Presentation1. Pupils proceed to their own
groups.2. The members of every group
brainstorm about the
precautionary measures before, during and after volcanic eruptions.
3. After the given time, the teacher asks a representative from each group to write their ideas on the board.
D. Discussion1. The teacher goes in every
details of what are written on the board.
2. Each item must be discussed/demonstrated by the group who contributed it.
3. The teacher clarifies and rectifies any vague ideas.
E. Generalization1. The teacher helps the pupils
in consolidating their answers based from the information written on the board.
F. Application1. What must you do when a
volcano erupts and it happened that you are outside your house?
IV. Evaluation:1. Enumerate precautionary
measures that we had discussed before, during and after volcanic eruption.
2. How can you prevent harmful effects brought about by volcanic eruptions?
V. Assignment:Research about lahar and how it affected the lives of people in Northern Luzon.
I. Objectives:1. Answer the questions correctly.
2. Follow the directions carefully.
II. Summative Test:Material:
Test questions written in manila paper
III. Procedures:A. Preparatory ActivitiesB. Recalling of StandardsC. Giving DirectionsD. Testing ProperE. Passing of Pupils’ Answer
Sheets
IV. Assignment:Study about the next topic, climate.
CLIMATE
I. Objectives:1. Identify the factors that the
climate of a place.2. Explain how each factor affects
the climate of the place.
II. Subject Matter:Reference: Science Spectrum VIPages: 231-234PELC:Materials:
Globe, manila paper
Concepts:Climate is the average of all
weather conditions that prevail in a particular area for a long period of time.
The factors that affect the climate of a place are as follows: altitude, latitude, bodies of water, wind system, and amount of rainfall.
Processes:IdentifyingCommunicatingExplaining
Inferring
III. Procedures:A. Review
What are the different precautionary measures during a volcanic eruption?
B. MotivationWhy do countries have different climate?
C. Presentation1. The teacher shows the globe
and asks pupils to describe/observe the globe.
2. Pupils convey their observations.
3. The teacher shows latitude and bodies of water on the globe.
D. Discussion1. Pupils formulate their own
definition of latitude based from the globe.
2. Pupils will first predict how the different factors affect the climate.
3. The teacher and pupils discuss their predictions.
4. The teacher clarifies vague ideas.
E. Generalization1. What are the different
factors that affect the climate of a place?
2. How can they affect the climate?
F. ApplicationWhen you go mountain climbing/hiking, are you going to bring with you some thick jacket? Why?
IV. Evaluation:
1. What are the different factors that affect the climate of a certain place?
2. How can the following affect the climate?
a. attitudeb. latitudec. wind systemd. bodies of watere. amount of rainfall
V. Assignment:1. How can global warming affect
our climate?
ROTATION OF THE EARTH
I. Objective:1. Explain how the Earth’s rotation
affects the wind system.
II. Subject Matter:Reference: Into the Future: Science and Health VIPages: 222 -223PELC:
Materials:Globe, chalk
Concepts:The earth’s rotation causes
the winds to blow sideward instead of directly downward or upward in a straight path.
The Coriolis effect diverts the cold air’s direction and turns it to the right towards the Philippines from the northeast monsoon.
Processes:IdentifyingDescribingCommunicating
III. Procedures:A. Checking of Assignments
Pupils share to the class the effect of global warming in our climate.
B. ReviewHow do altitude, latitude, wind system, bodies of water, and amount of rainfall affect the climate of a place?
C. Motivation1. How do winds move?2. What causes the wind to
move that way?
D. Presentation1. The teacher demonstrates
Activity 6.11.2. Pupils answer questions
related in the activity.2.1. In what direction
does the piece of chalk fall?
2.2. Why do you think the chalk fall in that direction?
E. Discussion1. The teacher explains the
result of the activity.2. The teacher let the pupils
predict why the world’s winds do not move up and down.
3. The teacher discusses the answer.
F. GeneralizationHow does the Earth’s rotation affect the wind system?
G. ApplicationWhat is the significance of Coriolis Effect?
IV. Evaluation:1. What causes the wind to blow
sideward?
2. What are the 2 reasons why winds do not move up and down?
V. Assignment:Try to predict what will happen to the Earth’s climate without Coriolis effect.
SEASONS OF THE PHILIPPINES
I. Objectives:1. Identify the two seasons of the
Philippines.2. Describe the causes of the
seasons in the Philippines.
II. Subject Matter:Reference: Into the Future: Science and Health VIPages: 228-229 PELC:
Materials:Globe, world map, Science
textbook
Concepts:As the earth revolves around
the sun, it maintains its inclination at 23 ½° on its axis.
Its direction is counter clockwise. It takes 365 days or one year to complete one revolution.
The Philippines has two pronounced seasons: wet and dry
A particular season is influenced by its location, the northeast monsoon, the southwest monsoon, and the trade winds.
Processes:IdentifyingDescribingObserving
III. Procedures:A. Review
1. How does earth’s rotation affect the wind system?
2. What causes the wind to blow sideward?
B. MotivationHow does the earth move/rotate and revolve?Pupils demonstrate their
answers by using themselves as models.
C. Presentation1. Pupils do Activity 6.12.2. Pupils observe and describe
the lines they see?3. The teacher names the
imaginary lines that can be seen on the globe.
4. Pupils predict the importance of the imaginary lines.
D. Discussion1. The teacher asks pupils to
locate Philippines on the globe.
2. Follow-up questions will be asked:
- How far is it from the equator? From the poles?
- knowing the country’s location, what can you infer about its climate?
E. Generalization1. What are the two kinds of
seasons in the Philippines?2. How can you describe each
season?
F. Application1. How does location of a
country affect its season?2. Pupils give example of
country and its location. They have to tell the possible climate/season of that country.
IV. Evaluation:1. Where can you find the
Philippines on the globe?2. How many seasons do
Philippines have?3. Why do we have only two
seasons?
V. Assignment:1. What are the four seasons?2. Describe each of the four
seasons.
FOUR SEASONS IN OTHER COUNTRY
I. Objectives:1. Identify the four seasons in
other countries.2. Describe each of the four
seasons.
II. Subject Matter:Reference: Science Spectrum VIPages: 242-244 PELC:
Materials:Globe, flashlight, manila paper
Concepts:Countries in the temperate
experience four seasons in a year, namely, summer, fall, winter and spring.
The occurrence of the four seasons is caused by the tilting of the Earth on its axis and its revolution around the sun.
Processes:IdentifyingDescribingObserving
III. Procedures:A. Review
1. How many seasons does Philippines have?
2. How will you describe each season?
B. MotivationOther countries are located in the temperate zone. Do you think they also experience wet and dry seasons?
C. Presentation1. Pupils do Activity 6.14.
Pupils make use of globe and a flashlight.1.1. What part of the
globe receives direct and vertical rays of the sun (flashlight)?
1.2. Do you think the rays of the sunlight are the same in all parts of the Earth?
D. Discussion1. Pupils predict the effect of
the uneven amount of light on the different countries.
2. Pupils give examples of countries found in the temperature region.
3. The teacher explains the four different seasons.
E. Generalization1. What causes the occurrence
of four seasons in other countries?
2. What are these four seasons?
F. Application1. Name countries that are
found in the temperate region.
2. What are the things people would do on the different season?
IV. Evaluation:
1. Why do other countries in the temperature zone experience four seasons?
2. What kind of season has most leaves falling from trees?
3. Which season is similar in both hemispheres?
V. Assignment:1. Pupils draw the four positions of
the Earth as it revolves around the sun.
CRUSTAL PLATES
I. Objective:1. Review the least mastered skills
about the different crustal plates and its movement.
II. Subject Matter:Reference: Workbook on Science
VI
Materials:Photocopy of workbook
Concepts:The seven crustal plates of
the Earth are Eurasian, Pacific, Indian, Australian, Antarctic, Africa, and American plates.
When rock layers are under stress, they can bend, tilt, twist, or break. The three types of stress that cause the deformation of the rock layers in the tectonic plates are compression, tension and shearing.
Processing:IdentifyingDescribingDemonstrating
III. Procedures:A. Review
1. What is continental drift theory?
2. What is seafloor-spreading theory?
B. Motivation1. How do crustal plates move?2. Why do they move?
C. Presentation1. Pupils are given a chance to
answer and explain their answers in every item.
2. The teacher may clarify some vague questions by giving some leasing questions.
D. Discussion1. After reading and answering
the questions, the teacher explains the correct answer.
This is to help the pupils master the concepts related to the lesson.
E. GeneralizationPupils consolidate what they have learned.
F. ApplicationWhat are the results of the movement of the different plates?
IV. Evaluation:1. List the different crustal plates.2. Demonstrate how the crustal
plates move using rulers.
V. Assignment:Draw in your notebook the different
crustal plates and its movement.
CAUSES OF FOUR SEASONS
I. Objective:1. Explain the causes of the four
seasons.
II. Subject Matter:Reference: Science Spectrum VIPages: 242-244 PELC:
Materials:Globe, pen, manila paper
Concepts:Countries in the temperature
experience four seasons in a year, namely summer, fall, winter, and spring.
The occurrence of four seasons is caused by the tilting of the earth on its axis and its revolution around the sun.
Processes:IdentifyingEnumeratingExplaining
III. Procedures:A. Drill
Pupils answer page 23/A of their NAT reviewer, items 1-8.
B. Review1. How many seasons does
Philippines have?2. Describe wet and dry season.
C. Activity1. Pupils work with their
partners. They brainstorm about the position of the
earth as it revolves around the sun.2. Pupils draw the position of
the earth around the sun. (inclination of the earth must be evident).
D. Discussion1. Pupils explain their drawing
using 4-5 sentences.2. The teacher let the pupils draw
the earth at four positions in its orbit around the sun on the board.
3. The teacher gives additional information and clarifies misconception.
E. Generalization1. What causes the occurrence of
four seasons?
F. Application1. If the earth is perpendicular to
its axis, what do you think will happen?
IV. Evaluation:1. What causes the four seasons?2. What are the four seasons?3. Describe each season.
V. Assignment:1. Research the different activities
people do during each season.
I. Objectives:1. Review the different causes of
four seasons.2. Draw the different activities
people do during each season.
II. Subject Matter:Reference: Science SpectrumMaterials:
Manila paper, pentel pen, colored pens
Concepts:Countries in the temperate
experience four seasons in a year, namely summer, fall, winter and spring.
The occurrence of four seasons is caused by the tilting of the earth on its axis and its revolution around the sun.
Processes:IdentifyingEnumeratingExplaining
III. Procedures:
A. DrillPupils answer page 24/A of their NAT reviewer, items 9-20.
B. Review1. How many seasons does
Philippines have?2. Describe each season.
C. Motivation1. What are the different
activities which Filipinos do during each season?
D. Activity1. Pupils recall the different
causes of four seasons.2. The teacher let the pupils
enumerate them.3. The teacher instructs the
class/pupils to proceed to their own groups.3.1. Draw on the manila
paper all the activities that people do during the four seasons. Briefly explain and describe the drawing.
E. Discussion1. Leaders assigned for the day
explain their works on the front.
2. The teacher may ask follow-up questions if the drawing is not clearly conveyed to the class.
F. Generalization1. What are the different causes
of four seasons?
G. Application1. Enumerate the different
activities which people do during the four seasons.
IV. Evaluation:
1. Draw the different activities which people do during each season.
V. Assignment:1. Prepare for a quiz tomorrow.2. Research on the internet the
different activities which people do in the antic and Antarctic region.
CLIMATE AND SEASONS
I. Objective:1. Review the least mastered skills
about climate and seasons.
II. Subject Matter:Reference: Into the FuturePELC:
Materials:Into the Future textbookPieces of paper, pen, maps
Concepts:Climate is the average of all
weather conditions that prevail in a particular area for a long period of time.
The factors that affect the climate of a place are as follows: altitude, latitude, bodies of water, wind system, and amount of rainfall.
The occurrence of seasons is caused by the tilting of the earth on its axis and its revolution around the sun.
III. Procedures:A. Drill
Pupils answer items 21-30 of their NAT reviewer.
B. Review1. The teacher let the pupil
recall their past lessons last year. These are about
climate and seasons in the different countries.
C. Activity1. Based from the previous
discussions, the teacher let the pupils
form their groups.2. Pupils are given 5 minutes to
formulate their questions about their past lessons.
3. The first groups answer the question. The group which gave the correct answer has the chance to ask question.
4. The teacher facilitates the activity.
D. DiscussionDiscussion is done during the question and answer activity. Any vague question/answer will be discussed thoroughly by the teacher or by the group which is assigned to ask.
E. GeneralizationThe teacher asks volunteers to consolidate the ideas/lessons based from the activity.
F. ApplicationPupils list down the things they have learned/recalled about the topics and share with their partners.
IV. Evaluation:Evaluation is done during the activity proper.
V. Assignment:1. How rocks formed?2. What are the different types of
rocks?
MINERALS
I. Objective:
1. Identify the characteristics of minerals that make up rocks.
II. Subject Matter:Reference: Exploring SciencePages: 237-238PELC: 17.1
Materials:Pictures, manila paper
Concepts:Rocks are made up of minerals.
They are mixtures of minerals. Some rocks are made up of mostly one mineral. Others are made up of different minerals.
The color, shape, hardness and texture of a rock depend on the kinds of mineral it is made of.
Processes:IdentifyingDescribingObservingCommunicating
III. Procedures:A. Drill
Pupils answer item number 21-30 of their Science NAT reviewer.
B. Review1. What is season?2. What are the different causes
of seasons?
C. MotivationWhat made up earth’s crust?
D. Presentation1. The teacher let the pupils
identify the characteristics of minerals that made up rocks. This will help the teacher know the prior knowledge of the pupils.
2. The teacher leads the pupils in knowing the different characteristics of minerals.
3. The teacher presents the characteristics of the minerals that make up rocks.
E. Discussion1. The pupils discuss each
characteristic of minerals that make up rocks.
2. The teacher guides, clarifies and adds additional inputs based from the discussion among the pupils.
F. Generalization1. Pupils consolidate the
different characteristics of minerals which they have learned.
G. Application1. What determines the usage
of the rocks? Why do you think so?
IV. Evaluation:Identify the following:1. This is a break along an
irregular surface.2. This is the orderly arrangement
of atoms in a mineral.3. It is the color of the mineral in
its powdered form.4. This refers to the quality of light
that the surface of the mineral reflects.
5. This is a mineral’s resistance to scratching.
V. Assignment:1. Collect 3 rocks samples.
Identify their most common characteristics.
ROCKS
I. Objectives:1. Observe how rocks differ in
shape, color, harness and texture.
2. Classify rocks according to color, shape, hardness and texture.
II. Subject Matter:Reference: Exploring and Protecting Our WorldPages: 236-241 PELC: 1.1
Materials:Rocks, magnifying lens, manila
paper
Concepts:Rocks are made up of
minerals. They are mixtures of minerals. Some rocks are made up of mostly one mineral while others are made up of different minerals.
The color, shape, hardness, and texture of a rock depend on the kinds of mineral it is made of.
Processes:DescribingClassifyingObservingCommunicating
III. Procedures:A. Drill
Pupils answer items 31-40 of their Science NAT reviewer.
B. Review1. What is a rock?2. What are the characteristics
of minerals that make up rocks?
C. MotivationThe teacher shows a rock and
let the pupils describe it.1. What does it look like?
2. Do you think all the descriptions that you mentioned apply on other rocks as well?
D. Group ActivityPupils go to their own group. Leaders of the day guide and direct their members.Procedures and Questions:
1. Collect samples of different rocks. Using a magnifying lens/rocks, observe the different rocks you collected.
2. Describe your rock samples based on the following properties.
2.1. color2.2. size
2.3. hardness2.4. texture
3. How do rocks differ?
E. Discussion1. The teacher let the pupils
share their observations on the different rocks samples.
2. The teacher together with the pupils discuss the result of the activity.
F. Generalization1. How do rocks differ?2. How can you classify the
rocks?
G. Application1. How can you classify the
rocks?
IV. Evaluation:Evaluation is done during the
activity proper and during the discussion. Additional/follow-up questions can be made to ensure mastery of the lesson.
- What common characteristics do rocks have?
- How can you classify rocks?- How will you determine the
color, shape, hardness and texture of rocks?
V. Assignment:1. How are rocks formed?2. What are the different types of
rocks?
ROCKS
I. Objective:1. Describe how igneous rocks are
formed.
II. Subject Matter:Reference: Exploring and Protecting our WorldPages: 242-243PELC: 1.2.1
Materials:Rocks, manila paper
Concepts:Igneous rocks are called
volcanic or fine-formed rocks.Geologists group rocks
according to how they are formed. When a volcanic erupts, the lava that comes out hardens into rocks.
Rocks that form from magma trapped below the earth’s surface are called intrusive rocks. Rocks that formed from cooled lava on the earth’s surface are called extrusive rocks.
Processes:DescribingObservingCommunicating
III. Procedures:A. Drill
Pupils answer item 1-10, Set B of their Science NAT review.
B. Review1. How do rocks differ?2. How can you classify rocks?
C. MotivationWhat are the ways in which different rocks were formed?
D. Presentation1. The teacher explains that
rocks are formed in different ways.
2. The teacher explains the first group of rocks-igneous rocks.
E. Discussion1. The teacher discusses how
igneous rocks are formed. (For higher sections, the teacher let the pupils infer the formation of igneous rocks).
2. Samples of igneous rocks are also elaborated and discussed.
F. GeneralizationPupils consolidate what they
have learned.- How are igneous rocks
formed?
G. ApplicationWhat type of rock is usually found nearby volcanoes? Why?
IV. Evaluation:1. What are igneous rocks?2. How are igneous rocks formed?3. Differentiate extrusive from
intrusive rocks.
V. Assignment:1. How are sedimentary rocks
formed?2. Collect samples of igneous
rocks.
I. Objectives:1. Answer questions correctly.2. Follow the directions carefully.
II. Summative Test:A. Preparatory ActivitiesB. Recalling of StandardsC. Giving DirectionsD. Testing ProperE. Passing of Pupils’ Answer
Sheets
III. Assignment:Study and review sample questions in their NAT reviewer in preparation for the NAT.
ROCKS
I. Objective:1. Describe how igneous rocks are
formed.
II. Subject Matter:Reference: Exploring and
Protecting our WorldPages: 242-243PELC: 1.2.1
Materials:Sample of igneous rocksManila paper
Concepts:Igneous rocks are called
volcanic or fire formed.Geologists group rocks
according to how they are formed. When a volcano erupts, the lava that comes out hardens into rocks.
Rocks that are formed from magma trapped below the
earth’s surface are called intrusive rocks. Rocks that are formed from cooled lava on the earth’s surface are called extrusive rocks.
Processes:DescribingObservingCommunicating
III. Procedures:A. Drill
Pupils answer item 20-40, Set B of their Science NAT reviewer.
B. Review1. How do rocks differ?2. How can you classify rocks?
C. MotivationWhat are the different ways in which rocks formed?
D. Presentation1. The teacher explains that
rocks are formed in different ways.
2. The teacher explains the first classification-igneous rocks.
E. Discussion1. The teacher discusses how
igneous rocks are formed. (For higher sections, the teacher let the pupils infer the formation of igneous rocks).
2. Samples of igneous rocks are shown. Descriptions, similarities in appearance are discussed.
F. GeneralizationPupils consolidate what they have learned.
- How igneous rocks are formed?
G. Application
What types of rocks are usually found nearby volcanoes? Why?
IV. Evaluation:1. What are igneous rocks?2. How are igneous rocks formed?3. Differentiate intrusive from
extrusive rocks.V. Assignment:
1. Study the formation of rocks.
ROCKS
I. Objective:1. Describe the different igneous
rocks.
II. Subject Matter:Reference: Internet (geology.com)PELC: 1.2.1
Materials:PowerPoint presentation, LCD projector, rocks
Concepts:Igneous rocks are formed
from the solidification of molten rock material. There are two basic types: 1.) intrusive igneous
rocks such as diorite gabbro, granite and pegmatite that solidity below earth’s surface, and 2.) extrusive igneous rocks such as andesitic, basalt, obsidian, pumice, riyolite, and scoria that solidity on or above Earth’s surface.
Processes:IdentifyingDescribingObserving
III. Procedures:A. Review
1. How are igneous rocks formed?
B. Motivation1. What do you think are the
common characteristics of different igneous rocks?
C. Presentation1. The teacher shows the
different igneous rocks on the projector.
2. Pupils try to describe the rocks.
D. Discussion1. The teacher let the pupils
examine the rocks samples.2. Pupils describe the rocks.3. The teacher explains the
similarities of the rock samples.
E. Generalization1. How would you describe the
different rocks (igneous) samples?
F. ApplicationWhat are the common uses of igneous rocks?
IV. Evaluation:Pupils describe the rocks orally as it is shown on the screen and on the rock specimen.
V. Assignment:Study the formation of sedimentary
rocks.
EARTHQUAKE
I. Objective:1. Recall the difference between
intensity and magnitude of an earthquake.
II. Subject Matter:Reference: Into the future
PELC: 2.3
Materials:Textbook
Concepts:The total energy released by
an earthquake is called magnitude. It tells the sovereignty of an earthquake.
The effect or degree of destruction of an earthquake is called intensity.
Processes:DescribingComparing
III. Procedures:A. Review
1. What is an earthquake?2. How/Why does it occur?
(These are based from the previous mock test?
C. Motivation1. What measures earthquake?
D. Presentation1. The teacher elaborates the
reasons why an earthquake happens.
2. The teacher briefly explains the effect of an earthquake.
3. The teacher let the pupils recall the uses of Mercalli and Richter Scale.
E. Discussion1. Pupils state the difference.2. The teacher may add some
inputs if there are some lacking information stated/given by the pupils.
F. Generalization1. What is the difference
between magnitude intensity?
G. Application1. What is the importance of
knowing the magnitude and intensity of an earthquake?
IV. Evaluation:1. Differentiate magnitude from
intensity?2. What do Mercalli, and Richter
scale measure?
V. Assignment:1. Study the different rocks
formations.
ROCKS
I. Objectives:1. Describe how igneous rocks are
formed.2. Enumerate samples of igneous
rocks.
II. Subject Matter:References: Into the Future
Internet (geology.com)PELC: 1.2.1
Materials:Worksheets, LCD projector, PowerPoint presentation, rock samples
Concepts:Igneous rocks are formed
from the solidification of molten rock material. There are two basic types: 1.) intrusive igneous rocks such as diorite, granite and pegmatite that solidify below Earth’s surface; and 2.) extrusive igneous rocks such as andesitic, basalt and pumice that solidify on or above Earth’s surface.
III. Procedures:A. Review
1. How do rocks differ?2. How do we classify rocks?
B. Motivation1. How are rocks are formed?
C. Presentation1. The teacher explains that
rocks are classified based on how they are formed.
2. The teacher will discuss the first classification of rocks-igneous.
3. The teacher shows on the screen the different rocks samples.- Rock samples are
composed of intrusive and extrusive rocks.
D. Discussion1. The teacher discusses how
igneous rocks are formed.- For higher sections, the
teacher let the pupils infer how igneous rocks are formed. (CLS: Think-Pair-Share)
2. Pupils infer the differences between the formation of intrusive and extrusive rocks.
3. The teacher discusses the different samples of igneous rocks.
E. Generalization1. Pupils share to the class
what they have learned. Venn diagram is suggested I comparing intrusive and extrusive rocks.- How igneous rocks are
formed?- How are the different
examples of igneous rocks?
F. Application1. What type of rock is usually
found nearby volcanoes? Why?
IV. Evaluation:Crossword puzzle about the
meaning and formation of igneous rocks. Please refer to the attached worksheets. (www.science-teachers.com/earth.htm)
V. Assignment:1. What are sedimentary rocks?2. How are sedimentary rocks
formed?
ROCKS
I. Objectives:1. Describe how sedimentary rocks
are formed.2. Enumerate samples of
sedimentary rocks.
II. Subject Matter:References: Into the Future
Internet (geology.com)PELC: 1.2.2
Materials:Worksheets, LCD projector
Concepts:Sedimentary rocks are
formed by accumulation of sediments. There are three basic types of sedimentary rocks:
1.) clastic sedimentary rocks such as breccia, conglomerate, sandstone and shale, that are formed from mechanical weathering debris;
2.) chemical such as rock salt and some lime stones, that form when dissolved materials precipitate from solution; and
3.) organic such as coal and some lime stones which form accumulation of plant or animal debris.
Processes:IdentifyingDescribingEnumeratingObservingInferring
III. Procedures:A. Review
1. How are igneous rocks formed?
2. What are the different examples of igneous rocks?
B. Motivation1. If igneous rocks are formed
from the solidification of molten rocks, how about sedimentary rocks?
C. Presentation1. The teacher discusses the
second classification of rocks-sedimentary.
2. The teacher shows on the screen the different sedimentary rock samples.- The rock samples are
classified further into three. These are clastic, chemical and organic sedimentary rocks.
D. Discussion1. The teacher discusses how
sedimentary rocks are formed.- For higher sections, the
teacher let the pupils infer how sedimentary rocks are formed. (CLS: Think-Pair-Share)
2. The teacher let the pupils predict the differences among clastic, chemical and organic sedimentary rocks.
3. The teacher discusses the compositions of sedimentary rocks – debris from
mechanically weathered rocks (clastic), salts (chemical), and remains of plants/animals (organic).
4. Pupils infer the differences on the formation of clastic, chemical and organic sedimentary rocks.
E. Generalization1. How are sedimentary rocks
formed?2. What are the different
examples of sedimentary rocks?(CLS: Travelling star, T-P-S)
F. Application1. Where can we usually find
sedimentary rocks?
IV. Evaluation:Identify the following:1. Type of rock which is formed
due to the accumulation of sediments.
2. They are formed mechanical weathering debris.
3. They are formed when dissolved materials precipitate from solution.
4. They are formed from the accumulation of living organisms.
5. These are tiny particles come from weathered rocks.
6. This is the process of compacting of sediments.
V. Assignment:1. What are metamorphic rocks?2. How metamorphic rocks are formed?
ROCKS
I. Objectives:
1. Describe how metamorphic rocks are formed.
2. Interpret the rock cycle diagram.
II. Subject Matter:References: Into the Future
Internet (geology.com)PELC: 1.2.3
Materials:LCD projector,PowerPoint presentation, rocks samples
Concepts: Metamorphic rocks form from
igneous rocks or sedimentary rocks. But often they do not melt. Instead, the heat and pressure turn igneous and sedimentary rocks into metamorphic rocks. Heat and pressure can change any rock several times. Scientists call changed rocks metamorphic rocks.
Processes:IdentifyingDescribingInferringInterpreting
III. Procedures:A. Review
1. How are sedimentary rocks formed?
2. What are the different examples of sedimentary rocks?
B. Motivation1. How are metamorphic rocks
formed?2. Do rocks deplete someday?
C. Presentation1. The teacher discusses the
third classification of rocks-metamorphic.
2. The teacher shows on the screen the different metamorphic rock samples.- The rock samples are
classified further into two. These are foliated and non-foliated metamorphic rocks.
D. Discussion1. The teacher discusses how
metamorphic rocks are formed.- For higher sections, the
teacher let the pupils infer how metamorphic are formed. The teacher may give clue such as heat and pressure. (CLS: T-P-S)
2. The teacher let the pupils predict the differences between foliated and non-foliated metamorphic rocks.
3. The teacher shows the diagram.- For higher sections,
pupils interpret the diagram.
4. The teacher discusses the formation of metamorphic rocks based from the rock cycle diagram.
E. Generalization1. How are metamorphic rocks
formed?2. What are the different
examples of metamorphic rocks?
F. ApplicationWhere can we usually find metamorphic rocks?
IV. Evaluation:
V. Assignment:1. What are the uses of rocks?2. What are the agents of
weathering?
ROCK CYCLE
I. Objectives:1. State the rock cycle.
II. Subject Matter:Reference: Internet (geology.com)PELC: 1.2.3
Materials:Diagram of rock cycle, manila
paper
Concepts:When magma cools down and
solidifies, igneous rocks undergo the process of weathering/erosion; igneous rocks are transformed into tiny particles called sediments. When the sediments are compacted and cemented, sedimentary rocks are formed. If the heat and pressure are applied on the sedimentary rocks, metamorphic
Igneous Rocks
Cooling/solidification
Weathering
erosion
magma
melting
Metamorphic
Rocks
sediments
Weathering/erosion
Sedimentary Rocks
Compaction/ cementation
Heat &
pressure
rocks are produced. When the metamorphic rocks undergo weathering/erosion, these may turn to sediments which may form into sedimentary rocks. However, it underwent melting, magma is produced. Thus, after cooling and solidification, igneous rocks are produce. This cycle continuous.Processes:
IdentifyingCommunicatingEnumerating
III. Procedures:A. Review
What are the different classifications of rocks? How are they classified?
B. MotivationDo rocks deplete someday? What are the sources of rocks?
C. Presentation1. The teacher presents the
rock cycle diagram. (For lower sections)
2. The teacher let the pupils predict the formation of rocks (For higher sections). Their predictions are written on the board which will serve as the basis of the rock cycle process.
3. Leaders of the group explain how the rock cycle occurs.
E. GeneralizationThe pupils state the step-by-step
process of rock cycle.- Higher sections need not
used the rock cycle diagram.
F. ApplicationIf I have a granite rock, how
do you think this granite rock can be transformed into: a) sedimentary rock b)
metamorphic rock, and c) pumice rock (igneous rock)?
IV. Assignment:1. What are the agents of
weathering?
ROCKS
I. Objective1. Explain how some forces
contribute to the weathering of rocks.
II. Subject Matter:Reference: The Grolier Science
EncyclopediaPages: 32-33Materials:
Pictures, manila paper
Concepts:Weathering is a complex
process whereby rocks are broken down into sediments. Chemical weathering occurs when rocks are affected by water, carbon dioxide and organic acids and is accelerated by warm temperatures.
Physical weathering occurs when rocks are fractured and broken apart, for example, by a freeze-and-throw action.
Processes:IdentifyingCommunicatingExplaining
III. Procedures:A. Review
1. How does rock cycle occur?2. What are the different
processes involved?
B. Motivation1. How are rocks broken down
into tiny pieces?
2. Is it possible for the rocks to stay the same all throughout?
C. Presentation1. The teacher elicits from the
class the different agents of weathering.
2. Pupils go to their own groups and discuss the different agents of weathering.
3. Pupils draw on the manila paper the forces/agents of weathering.
D. Discussion1. Pupils present their outputs.2. Leaders explain their
drawings which depict the different forces that contribute to weathering of rocks.
3. The teacher gives additional inputs and rectifies misconceptions if necessary.
E. Generalization1. Based from all the
presentations, the teacher asks two-three volunteers to consolidate what they have learned.
F. ApplicationWhat do you think will happen if all the rocks do not weather? Do you think that is possible?
IV. Evaluation:Draw some examples of agents/forces that contribute to the weathering of rocks. Below the
drawing, write a brief explanation on how they help in weathering rocks.
V. Assignment:1. Follow-up activity: Get an
empty soda can. Heat it for 3 minutes. Immediately put the
hot soda can in a cold basin of water. What did you observe?
2. Prepare for a quiz tomorrow.
ROCKS
I. Objective:1. Infer that stars differ in size,
mass, color, temperature and brightness.
II. Subject Matter:Reference: Cyber SciencePages: 332-333PELC:
Concepts:Stars are similar in their general
composition and characteristics but they vary in different ways. They differ in many features such as size, mass, color, temperature, and brightness.
Processes:DescribingCommunicatingInferring
III. Procedures:A. Review
1. What are the different agents of weathering?
B. Motivation1. The teacher group the pupils.2. As a group, pupils list down
what they know, what they want to know about
stars.
C. Presentation1. Pupils present/write on the
board their XWL output.2. The teacher may ask the
pupils to elaborate what they know.
3. The teacher checks misconceptions. These serve
as guides as the teacher starts a new topic.
D. Discussion1. The teacher proceeds to
what students want to learn about stars.
2. The teacher asks the pupils to give predictions on the questions or on the things they want to know about the stars.
3. The teacher guides the pupils inferring that stars differ in their size, mass, color, temperature and brightness. (It greatly depends on the pupils inputs on what they know about the stars.)
E. GeneralizationPupils consolidate what they have learned.- How do stars differ
F. Application1. Why do stars differ?2. How are they similar to one
another?
IV. Evaluation:Answer the following questions with True or False.1. Stars differ in size.2. Stars contain rock particles.3. Stars shine with the same
temperature.4. Stars have the same
temperature.5. Stars have the same size as of
our sun.
V. Assignment:1. What are the classifications of
stars according to their size and color?
DIFFERENT BODY SYSTEMS
I. Objectives:1. Review the different body
systems.2. State the functions of the
different body systems.
II. Subject Matter:Reference: NAT ReviewerPages: 23-24, 52, 83-84PELC:
Concepts:Organs grouped together forms
a body system. Different body systems form an organism.
Our body systems are nervous, circulatory, immune, lymphatic, muscular, skeletal, endocrine, respiratory and digestive system.
Processes:IdentifyingEnumeratingCommunicating
III. Procedures:A. Review
1. Why do stars differ?2. How are they similar to one
another?
B. Motivation1. How do the different body
systems work?C. Presentation
1. The teacher let the pupils recall the different body systems.
2. Pupils enumerate the different organs under each body system.
3. Pupils infer/predict the functions of the
different body systems based from the different organs involved.
D. Discussion1. The teacher checks if pupils
were able to state the correct
functions of the different body systems.
2. The teacher elaborates the functions of the different systems for a better understanding.
E. GeneralizationPupils consolidate the functions of different body systems through an organizational chart.
F. Application1. How can you apply in
building/constructing a house the different body system?
2. Can our body function well without one of our systems?
IV. Evaluation:1. What are the different
classifications of stars?
UNIVERSE
I. Objectives:1. Identify the theories about
universe.2. Describe the universe origin.
II. Subject Matter:Reference: Exploring the World of
Science VIPages: 365-366 PELC:
Concepts:Astronomers gave three possible
explanations of the origin of the universe.
Big Bang Theory states that the universe began as one dense concentration of matter that exploded with its fragments continuously moving away from one another.
The Big Crunch Theory believes that the universe started from explosion of a dense huge ball of hydrogen but contracted due to force of gravity.
Steady State Theory states that the universe stopped expanding and remained the same.
The Nebular or Dust Cloud Theory states that heavenly bodies came from spinning dust/clouds in space.
Processes:IdentifyingDescribingCommunicating
Materials:Pictures, manila paper
III. Procedures:A. Review
How do stars differ?How are they different from one
another?
B. Motivation1. How did the universe begin?2. Will it ever end?
- The teacher elicits pupils’ prior knowledge. At the same time, stimulates their thinking.
C. Presentation1. The teacher will conduct
demonstration about Big Bang Theory using a balloon.- The dots on the balloon
appear to move farther from each other as it is inflated. (Group activity can be done on higher sections.)
2. The Big Crunch Theory through magnet and iron filings.
3. Steady Theory by inflating a balloon.- The balloon has stopped
expanding and remaining the same.
D. Discussion1. Pupils state their
observations.2. The teacher discusses the
different theories.3. The teacher let the pupils
identify the different theories presented by the activity/demonstrations conducted.
E. Generalization1. How did the universe
originate according to astronomers?- Pupils do/construct a
concept map.
F. ApplicationPupils choose one theory and
try to explain his/her opinion about it. Does she/he agree? (Pupils are welcomed and encouraged to recite).
IV. EvaluationAnswer the following:1. According to this theory,
universe started as one very hot and dense ball of gas. (Big Bang Theory)
2. What theory could possibly explain the disappearance of about 2/3 of the galaxies in the universe? (Big Crunch Theory)
3. Which tend to explain the increasing size of our Milky Way? (Big Bang Theory)
4. Which states that the universe came from spinning dust?
V. Assignment:1. What are the different space
probes and their missions?
SPACE PROBES
I. Objective:1. Enumerate some space probes
and their missions.
II. Subject Matter:Reference: Exploring the World of
Science VIPages: 368-371PELC:
Concepts:Several space probes were
sent into outer space to gather important data about the planets, their moons, and other heavenly bodies.
Some of these probes are as follows: Luna 1, Viking 1 and 2, Venera 9, Pioneer-Venus 2, Mariner 10, and Voyager 1 and 2. Voyager 1 and 2 took photographs of Jupiter, Saturn, Uranus, and Neptune.
Processes:DescribingEnumerating
Materials:Photographs/pictures of space
probes.
III. Procedures:A. Review
What are the different theories about the origin of the universe?
B. MotivationHow do scientists study and learn more about the nearby planers?
C. Presentation
1. Pupils present their answers on Activity 7.12, search
for Space Probe Missions.2. Pupils are encouraged to
share their findings.
D. Discussion1. The teacher discusses the
different mission of space probes.
2. The teacher points out that the greatest achievement in space exploration is the landing of man on moon.
E. GeneralizationPupils summarize their findings in a table. This should include the names of the space probes, missions and their findings/remarks.
F. ApplicationImagine that these space probes where not successful. What do you think is the effect?
IV. Evaluation:Choose 3 space probes and tell their missions.
V. Assignment:1. Draw in your notebook the
different space probes.
MODERN SPACE FACILITIES
I. Objective:1. Identify modern space facilities,
tools and equipment used to study our universe.
II. Subject Matter:Reference: Into the FuturePages: 264-267PELC:
Concepts:
The universe is composed of billions of galaxies. Modern man uses artificial satellites, space probes, space stations, and radio telescopes to explore the vast universe.
Processes:IdentifyingDescribing
Materials:PowerPoint presentation,
pictures
III. Procedures:A. Review
What are the different space probes and their missions?
B. MotivationBefore space probes were sent to space, what do you think are the instruments which scientist used to study heavenly bodies?
C. Presentation1. The teacher present the
different instruments scientist used in exploring the universe.
D. Discussion1. The teacher starts the
discussion by explaining that telescopes (refracting) was first invented by Galilee Galilee.
2. The teacher adds the evolution of telescopes and other astronomical instruments.
E. GeneralizationThe pupils make a concept map to consolidate the different astronomical instruments.
F. Application
1. The teacher shows the picture of Hubble Telescope.
2. Pupils predict its function.3. The teacher gives a brief
background.
IV. Evaluation:Pupils are evaluated through their concept maps.
V. Assignment:1. Collect pictures of the different
astronomical instruments and its function.
STARS
I. Objective:1. Infer that size and color affect
the brightness of stars.
II. Subject Matter:Reference: Exploring the World of
Science VIPage: 3PELC:
Materials:LCD projector, 2 boxes with 2 big holes and 2 small holes, red and blue cellophanes/paper, light bulbs on a socket.
Concepts:The color of the star affects
its brightness. The bluer the star, the brighter it is. The redder the star, the dimmer it is. Also, size of the stars is another factor. The bigger the star, the brighter it is.
Processes:DescribingPredictingInferring
III. Procedures:A. Review
1. The teacher review the different instruments used by astronomers to gather information about space.
B. Motivation1. Pupils sing Twinkle, Twinkle
Little Star- I wonder how stars really
look like …- Do they look like the
diamonds on the sky?
C. Group Activity1. The teacher reminds the
pupils of the rules for group work.
2. Pupils go to their own groups.
3. Leaders get the materials from the teacher.
4. The teacher gives the groups time to perform the activity and answer the questions on the worksheets.
D. Discussion1. The teacher calls out for a
certain number. Pupil assigned with that particular number will share his answer in class.
Part A – Color and Brightness1. What do you observe?2. Which among the two
cellophanes exposes a brighter light?
3. Which seems brighter?
Part B – Size and Brightness1. What can you observe?2. What are the similarities
with the three?3. What are the differences
between the three?4. Which seems brighter?
2. The teacher will also explain the different classifications of stars according to their sizes.
E. Generalization1. Pupils recapitulate the
lesson.2. The teacher shows a matrix
to recapitulate the lesson.
F. Application1. The teacher shows 2 bulbs
on a socket.2. Cover the bulb with a box
with 2 big holes and 2 small holes, red and blue cellophanes attached.
3. The teacher will let the pupils observe which hole seem brighter.
IV. Evaluation:Modified T/F1. Based on the activity, the color
of the star ranges from blue to red.
2. The bluer the star, the dimmer it is.
3. Size affects the brightness of the stars.
4. The smaller the star, the brighter it is.
5. Our sun is an example of neutron star.
V. Assignment:1. Pupils look for the meaning of
apparent and absolute magnitude.
I. Objectives:1. Follow directions carefully.2. Answer questions correctly.
II. Summative TestMaterial:
Manila paper
III. Procedures:A. Preparatory Activities
Pupils prepare for the test.B. Recalling of Standard in
Taking a TestC. Giving DirectionsD. Testing ProperE. Passing of Answer Sheets
IV. Assignment:1. What is the meaning and
application of apparent and absolute brightness?
HUBBLE TELESCOPE
I. Objectives:1. Describe Hubble Telescope.2. State the importance of Hubble Telescope
II. Subject Matter:Reference: InternetPELC:
Materials:LCD projector, pictures of Hubble Telescope and pictures taken by Hubble
Concepts:Hubble Telescope was
invented by Edwin Hubble. It is considered as “eve in the sky”. It is as large as a school bus. The telescope was launched last April 24, 1990.
Processes:IdentifyingDescribingCommunicating
III. Procedures:A. Review
1. What is the relationship of the color/size of the star to its brightness?
B. Motivation1. Are all telescopes found on
earth?2. How big are telescope?
C. Presentation1. The teacher let the pupils
predict the structures/features of Hubble.
2. The teacher presents the picture of Hubble that depicts its orbit around the earth.
3. The teacher gives the details.
D. Discussion1. The pupils explain on their
own words how they understand the information about Hubble.
2. The teacher elaborates pupils’ explanation.
3. The teacher let the pupils infer the importance of Hubble based on its features.
E. Generalization1. What are the features of
Hubble Telescope?2. Give the importance of the
telescope.
F. Application1. Imagine that Hubble
Telescope was not yet discovered/invented, how far do you think the explorations on the outer space have gone?
IV. Evaluation:1. Describe Hubble Telescope in 5
words.
2. Enumerate the importance/ contributions of Hubble Telescope.
V. Assignment:Research on the internet some latest pictures captured/taken by Hubble.
STAR
I. Objective:1. State that size, color and
distance affect the brightness of the star.
II. Subject Matter:Reference: Handouts given by Ateneo during the 3 consecutive Saturdays, November 7, 14, 21, 2009.PELC:
Concepts:The brightness of a star is
affected by its color, size and its distance. The bluer, the bigger and the near the star, the brighter it is.
Materials:Powerpoint presentation,
pictures, LCD projector, light source
III. Procedures:A. Review
1. Who invented the Hubble Telescope?
2. Describe Hubble Telescope.
B. Motivation1. Do you observe the lamp post
at night? Which seems brighter? Which seems dimmer?
C. Presentation/Group Activity
1. Pupils conduct the same activity (last Thursday) but another variable is added
which is the distance.
D. Discussions1. Pupils compare the
brightness of the star according to size, color, and distance. (one variable only).
2. Pupils compare the brightness of the stars according to the 3 variables that were changed.
E. GeneralizationPupils create a matrix of comparisons between the size, color and distance of the star.
F. ApplicationHow do size, color and distance affect the brightness of the star?
IV. Evaluation:What is the relationship of the size, color and distance of the star to its brightness?
V. Assignment:1. What is constellation?2. What are the different
constellations?
I. Objective:1. Review the concepts relating to
ecosystem.
II. Subject Matter:Reference: NAT ReviewPages: 23-28
Materials:Answer sheets and NAT
Reviewer
Concepts:Ecosystem is the interaction of
both living and non-living things. Living things interact with each other through symbiotic relationships in order to survive.
Processes:IdentifyingDescribingCommunicating
III. Procedures:A. Review
What is the relationship of size, color and distance to the brightness of the star?
B. MotivationWhat are the components of the ecosystem?
C. Group Activity1. Pupils discuss the different
questions before answering the questions.
2. The teacher gives the pupils enough time to answer all the question.
D. Discussion1. The pupils present their
answers.2. The teacher calls for
volunteers.3. The teacher and the pupils
discuss the answer in every item.
E. Generalization1. Pupils share with their
seatmates the lessons they learned in the discussion.
2. The teacher asks 2 volunteers to share to the whole class what they learned.
F. Application
1. What are the different ecosystems? Give its component.
IV. Evaluation:(It is done during discussion proper
were pupils presented their answer)
V. Assignment:Pupils research about the different
cycles that occur on the environment.
FUNCTIONS OF HUMAN BODY SYSTEMS
I. Objective:1. Recall the different functions of
human body systems.
II. Subject Matter:Reference: Exploring Science VIPages: 5-50
Concepts:There are different systems that
form an organism. These include integumentary muscular, skeletal, digestive, circulatory, respiratory, nervous, endocrine, excretory and lymphatic system.
Processing:IdentifyingDescribingEnumerating
Materials:NAT Reviewers
III. Procedures:A. Review
1. What is ecosystem?2. What are the components of
ecosystem?
B. Motivation
How do our organs and systems work?
C. Group Activity1. Pupils brainstorm on how the
different systems in our body work together.
2. The teacher let the pupils consolidate their answers in an essay form.
D. Discussion1. Pupils present their answers.2. The teacher will give credit
to those groups with elaborated answers.
3. The teacher discusses the different function based from the output of the pupils.
E. Generalization1. Pupils make a concept map
of the different human body systems.
F. Application1. How are the different human
body systems work if you are eating?
IV. Evaluation:Pupils answer their NAT reviewer that asked about human body systems.
V. Assignment:Choose 3 human body systems. Draw the different organs that are involved.
GALAXY
I. Objectives:1. Name the common galaxies.2. State that our solar system is a
part of the Milky Way galaxy.
II. Subject Matter:Reference: Internet
PELC:
Materials:LCD projector, pictures,PowerPoint presentation
Concepts:A galaxy is made up of dust,
gases, and billions of stars and appears as a hazy patch of light from a great distance.
The Milky Way, Andromeda, the Large and Small Magellanic Clouds are examples of galaxies.
Our solar system is a part of the Milky Way galaxy.
Processes:DescribingInferring
III. Procedures:A. Review
1. Who discovered Hubble Telescope?
2. Describe the Hubble Telescope?
B. MotivationHazy patches of light and clouds are found in the space between stars. What do you think are they?
C. Activity1. Pupils do Activity 7.9 Space
Distance.a. How many dots and bits
of paper did you see from different distances?
b. Why did the dots and bits of paper appear as such from a far distance?
- Pupils must observed that the farther they move from the board, the closed the dots and bits of paper appear to one another until only one shape is viewed from a far.
D. Discussion1. Let the pupils define galaxy.2. The teacher presents
pictures of galaxy.3. Pupils describe and compare
the different kinds of galaxies.
E. Generalization1. What are galaxies?2. How are they classified?
F. Application1. The teacher shows a picture
of Milky Way.2 The pupils identify the kind
of galaxy where it belongs.3. The teacher points out the
solar system belongs to Milky Way galaxy.
IV. Evaluation:1. Give examples of spiral galaxy.2. What makes up a galaxy?3. How are they classified?
V. Assignment:Pupils draw the 3 kinds of galaxies (spiral, elliptical, and irregular) and let them cite examples of each.
SPACE PROBES
I. Objective:1. Enumerate some space probes
and their missions.
II. Subject Matter:Reference: Into the FuturePages: 271-273PELC:
Materials:Photographs of some space probes and their latest
discoveries, PowerPoint presentation, LCD projector
Concepts:Several space probes were sent
into outer space to gather important data about the planets, their moons, and other heavenly bodies. Some of these space probes are as follows: Luna 1, Viking 1 and 2, Venera 9, Pioneer & Venus 2, Marinerio, and Voyager 1 and 2. Voyager 1 and 2 took photographs of Jupiter, Saturn, Uranus and Neptune.
Processes:DescribingEnumerating
III. Procedures:A. Review
1. How are galaxies classified?2. What are the common
galaxies that you know?
B. Motivation1. The teacher asks the pupils
in a free-wheeling discussion what they know about space explorations made after 1957.
C. Activity1. Pupils do Activity 7.12,
Search for Space Probe Missions.
2. Pupils will just consolidate their answers.
D. Discussion1. The teacher points out that
the greatest achievement in a space exploration in the landing of man on the moon.
2. Pupils discuss their output.3. Teacher add inputs about the
missions of the space probes mentioned in their text.
E. Generalization1. What are the different space
probes and their missions?
F. Application1. Why do you think the first
space probes were not sent to explore Mars?
IV. Evaluation:Make a table of different space
probes. Include their missions.
V. Assignment:1. Find out the latest space probes
sent into space?2. What are their missions and
findings?
SPACE TRAVEL
I. Objectives:1. Describe the major problems in
space travel.
II. Subject Matter:Reference: Into the FuturePages: PELC:
Materials:Pictures of astronaut wearing a space suit and pictures of space craft in outer space.
Concepts:Man’s greatest achievement in
space exploration is his landing on July 19, 1969.
Some problems man met in space travel include: airlessness, weightlessness, extreme heat and radiation, food intake, disposal of waste, and escape from the Earth’s gravity.
Processes:IdentifyingDescribing
Inferring
III. Procedures:A. Review
1. What are the different space probes?
2. What are their missions and findings?
B. Motivation1. Show a picture of an astronaut
wearing a spacesuit and walking in outer space.
2. Pupils infer some problems solved by the spacesuit.
C. Activity1. Pupils work on Activity 7.13,
Space Achievements.2. The teacher let the pupils
enumerate the achievements and
problems man met in space exploration.
D. Discussion1. Pupils check their work as
they brainstorm about the different achievements and possible problems encountered by the astronauts.
E. Generalization1. Pupils consolidate the lesson
they have learned using a matrix. This includes the major problems encountered by astronauts and the solution to these problems.
F. ApplicationIf the astronauts were not able to solve these problems, do you think space exploration have gone this far?
IV. Evaluation:
1. What are the different significant space problems encountered by astronauts?
2. How were the astronauts able to solve some of the significant problems related to space travel?
V. Assignment:1. Find out the detailed structure
of a spacecraft’s cabin. Write a brief description of it.
Top Related