SCI TG Q3

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SCI TG Q3Quarter: THIRD

Chapter 1: MotionLesson 1: Describing the Motion of an Object by Tracing and Measuring its Change in Position (distance travelled)

over a Period of Time.

Duration: 5 days I. Objectives:

Describe the motion of an object by tracing and measuring its change in position (distance travelled) over a period of time.

II. A. Materials(Day 1) empty glass bottle, cork, tissue, a half cup of vinegar, a half cup of baking soda, petroleum jelly or oil round

pencils(Day 2) a battery powered toy airplane or glider, thin wire or nylon cord(Day 3) small plastic toy car, meter stick/tape measure/ruler(Day 4) spring board, 3 identical padlocks

B. Reference/s:

Curriculum Guide S5FE- IIIa-1 Science TG 4, pp. 219-221, LM 4 pp. 175-177Science and Health 6, pp. 259-263, 265-267, C. Process Skills: inferring, contrasting, communicating, observing, describing, explainingD. Values Integration: Consideration for others and love for animals.

III. Learning TasksA. Engagement:1. Review the effects of force on the size of the person who push through game.a. Call a small boy and a big boy in class.b. Ask them to push the teacher’s table one at a time in 10 seconds.Who do you think was able to push the table farther?Who exerted less effort/ force to push?Does the size of the body affect the force to be exerted to push the table? Prove your answer.

B. Exploration:1. Group the pupils into four small group.2. Set norms in performing the activities.3. Let the pupils perform the activity on LM, (Day 1) Lesson 1: “Why do objects move?”(Day 2) Lesson 2: “What forces move it in and out?”(Day 3) Lesson 3: Push and Go (Day 4) Lesson 4: Hang and Pull

4. Supervise the pupils while performing the activity and give assistance whenever needed.5. Allot time for the pupils to wrap and finalize their output.Note: (for Day 4 activity only) In case a spring balance is not available, improvise by using a garter and a clip. If you opt to use a garter, measure first its initial length. Trace the length of the garter. Measure the length of the garter every time a padlock is hanged to it.

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SCI TG Q3 To measure the force exerted by the padlock on the garter, subtract the new length. Do this every time you add

a padlock to the garter. Let the pupils be familiar with the formula for computing force.

C. Explanation:(Day 1) Answers to “Why do objects move?” Guide Questions1. Does the cork fly out? (Yes)2. In which direction does it go? (It moves toward the direction where the opening of the bottle is.)3. Does the bottle move? (Yes)4. In which direction does it move? (It moves away the direction where the opening of the bottle is/ it moves in opposite direction.)(Day 2) Answers to “What forces move it in and out?” Guide Questions1. Do you turn the airplane circled you? Why? (Yes, because you exerted effort of force to let the airplane fly in circles around you.)2. What force keeps the plane in a circular path? (As the plane circled you, you turn around also so that you will not be encircled by the wire. The centrifugal force pulls abject away from the circle.)3. If you were to let go of the wire, what will happen? (The plane tend to follow a straight line or curvy path but not in circular anymore. The force is called centripetal force. Centripetal means “seeking the center”.

(Day 3) Answers to Push and Go Guide Questions1. How do you compare the distance travelled by the toy car when you pushed it with varying strength of forces?

(The stronger the force exerted, the farther the toy car travels.)2. Which degree of force applied made the toy car travelled the fastest from the starting point? (The toy car travelled farther when the force applied was stronger. It travelled nearer when a lesser force was

applied to it.)3. What factors do you think affected the movement of the car? (Shorter distance is travelled when the force is

weak, while longer distance is travelled when the force is strong.)

(Day 4) Answers to Hang and Pull Guide Questions1. What did you observe with the spring balance when you hanged a padlock to it? (The spring was pulled down when a padlock was hanged to it.)2. What was the effect on the spring balance he more padlocks? (The spring is pulled lower as more padlocks were hanged to it.3. Predict what will happen if you keep on adding more padlocks to the sprig balance. (The more padlocks hanged, the lower the spring will be pulled down.)4. Give additional explanation whenever necessary. The force applied on an objects’ movement. Objects with lesser

mass require lesser force for it to move it to some distance, while objects with objects with greater mass require greater or stronger force to make it move longer distance.

D. Elaboration/ Extension:Try performing this activity to further understand the effect of force on an object. Have fun!Activity Title: Just For Fun!Materials: three identical small toy cars1. Do this activity with three groups.2. Look for a flat and smooth surface in your school grounds.3. Mark a starting point and a finish line on the surface. Measured at least 2-meter distance.4. Choose two members of each group to play first.5. From the starting point, place the toy cars down.6. The first player of each group will stay in the starting line and the second player will stay in the finish line.

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SCI TG Q37. When the teacher signals the start with a whistle, the players in the starting line will blow the toy cars up to the

finish line. Do not hold the toy car. It will be considered a violation and have to start again from the starting line.

8. Once the toy car reaches the finish line, the second player is authorized to reverse it and position as the starting point. He immediately starts to blow the car back to the starting line. The first to reach the starting line declared the winner.

9. Play the game several times. Assign another set of players. The first group to make three points will be grand winner. Encourage maximum participation.

10. Play the game fairly and follow rules. Have fun!Questions: 1. How did you find the activity?2. Was it easy to blow the car up to the finish line?3. What strategies did your group apply in order to win?4. Did the body built of the group members help the group to win?

E. Evaluation:

Choose the letter of the correct answer.1. What causes object to move? A. weight B. gravity C. force D. magnets2. When you step on a boat to ride, the boat makes a little backward motion. Which law of motion explains this?

A. Force is equal to the product of the mass and acceleration. B. Force every action, there is an equal and opposite reaction.C. an object at rest tends to stay at rest.D. An object in motion tends to stay in motion.

3. The laws of motion explain why objects move. Who formulate these laws?A. Galileo Galeli C. Benjamin FranklinB. Thomas Edison D. Isaac Newton

4. The hullahoop moves around your body in a circular motion. What force pulls the object away from the circle??A. gravity C. centrifugal forceB. acceleration D. centripetal force

5. If a boy will have to kick one object, which one from the list below will move the farthest upon kicking?A. shut put ball C. golf ballB. soft ball D. tennis ball

IV. Assignment:A delivery truck stopped in front of your house. They will deliver a Balikbayan Box which your mother sent

for you. The box is quite heavy for the delivery men to carry. What can you suggest so that they can carry the box easier? List down your suggestions.

Quarter: THIRDChapter 1: Motion

Lesson 2: Using Appropriate Measuring Tools and Correct Standard Units in Measuring Time and Distance of Objects in Motion.

Speed and VelocityDuration: 2 days

I. Objectives:Using appropriate measuring tools and correct standard units in measuring time and distance of objects in

motion.

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SCI TG Q3II. A. Materials

pictures diagram

B. Reference/s: Curriculum Guide S5FE- IIIb-2 Science and Health 6, pp. 250-254C. Process Skills: inferring, communicating, observing, describing, explainingD. Values Integration: Consideration for others and accuracy in measurements.

III. Learning Tasks(Day 1 )E. Engagement:2. Review the effects of force on the size of the person who push through game.c. Call a small boy and a big boy in class.d. Ask them to push the teacher’s table one at a time in 10 seconds.Who do you think was able to push the table farther?Who exerted less effort/ force to push?Does the size of the body affect the force to be exerted to push the table? Prove your answer.

F. Exploration:6. Group the pupils into four small group.7. Set norms in performing the activities.8. Let the pupils perform the activity on LM Lesson 2: “Speed and Velocity”9. Distribute the activity charts to the group.10. Supervise the pupils while performing the activity and give assistance whenever needed.11. Allot time for the pupils to wrap and finalize their output.

G. Explanation:1. Let the pupils present/report their outputs.2. Process all their answers.

1. If you were to go to your friend’s house, draw an arrow to show which route or way you’ll take? Why will you take that route? (Pupils will trace their answers.)2. If you follow the streets, is there more than one route that would be the same distance? (Yes, let them show their answer by tracing the route.)3. Could you go from A to B by a shorter route and do not follow the streets? (Yes, by moving diagonally straight toward the South-West direction) (Day 2)H. Elaboration/ Extension:1. Ask:

What does speed mean?Is speed the same as velocity?How does speed or velocity of a moving object?What instrument is used to measure the speed on the dashboard of a car /bus?What is the formula in finding the time and the distance travelled?

2. Discuss further.

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SCI TG Q3

E. Evaluation:Identify the word or group of words described in each sentence.________________1. It is any change in the speed or direction on an object.________________ 2. It is an instrument used to measure speed. ________________ 3. It is a decrease in the speed or velocity of moving objects.________________ 4. It is the instrument used to measure the speed of the vehicle.________________ 5. It is the rate of motion or the rate of change in position. IV. Assignment:

A car travels at a constant speed of twenty meters per second. How far the car travels in ten seconds? in twenty seconds? In forty seconds?

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Background Information for Teachers:Motion is described as a change in position. The simplest kind of motion is motion in a straight line and at a

constant rate. Speed describes the rate of motion of an object. It is measured with a speedometer. Speed and velocity are both used to describe motion. But velocity is the rate of motion or speed in a certain direction. So, velocity is a more complete description of motion.

If the speedometer of a car indicates 70 kph, has the car moved for an hour? Or has the car traveled 70kilometers?

Speed is indicated in the speedometer but neither the time nor the distance traveled is indicated. When the terms speed and velocity are used, the total amount of time and the distance traveled are not specified. However, the relationship between distance, speed and time are shown below. If any of the three factors are known, you can calculate the third factor.

Ex. # 1. A car travels ata constant speed of twenty meters per second. How far will the car travel in ten seconds? in forty seconds?

Solution: Distance = 20 meters x 10 seconds = 200 metersEx. # 2. How long would it take the car to travel two hundred meters if it was moving at a speed of twenty

meters per second? Solution: Time = 200 meters = 10 seconds

20 metersEx. # 3. If a car travels at 200 meters in ten seconds, what is the speed of the train?

Solution: Speed = 200 m = 20 m/sec 10 sec

Speed is usually not constant. An increase in speed or velocity is called acceleration. A decrease in speed or velocity is called deceleration.

SCI TG Q3Chapter 3: Light and Sound, Heat and ElectricityLesson_3 : Conductors of Heat and Electricity

Duration: 5 DaysI. Objectives:

1. Discuss why some materials are good conductors of heat and electricity.

II.A. Materials: Curriculum Guide Materials specified in the LM Learners’ Materials manila paper marker

B. References: Curriculum Guide, S5FE-IIIc-3, p. 31 Science in Action 6, pp. 201-202 Internet Sources- 4PS2A

C. Process Skills: observing, inferringD. Value Integration: Concern for one’s safety during the activity.

III. Learning Tasks:Day 1

A. Engagement: Let pupils recall what they know about electricity.Ask: -Have you ever received a small electric shock from an outlet or from another person? -Tell any instances where electricity can be dangerous to people.

B. Exploration1. Routine Activities Instruct the pupils to go to their designated group. Check the materials brought by the members of the group. Remind the pupils of the precautionary measures in performing the activity.

C. Explanation:Background information for teachers:

A conductor is any item or material that provides a path for energy to flow. This means that electricity and electrical current can move freely around, in and through a conductor. A wire is a good example of a conductor of electrical energy. Wires connect appliances to electrical outlets in walls. Electrical current (electrons) flows through the wires to make the appliances work. In an electric train or a light rail system, the tracks are actually the conductors of electricity. The electrical current flows through the tracks and runs the train. Another example of a conductor is an electric fence. People use an electric fence to keep animals in and strangers out of a yard. Electrical fences have a strong electrical current running through the wires that can really hurt the animal or person that touches it.

Discussion on the results of the activities.

Activity 1: 47

SCI TG Q31. What happened to the light bulb?2. Why do you think the light bulb lights up? / does not light up?3. What objects in the activity are good conductors of electricity? Why?

Say: In a conductor, electric current flows freely; "Conductor" implies that the outer electrons of the atoms in the material are loosely bound and free to move through the material.

Day 2A. Engagement:1. Do the routine activities.2. Recall of concepts learned from the previous activity.3. Introduce the next activity.

B. Exploration:1. Give specific instructions to pupils.2. Monitor the pupils as they perform the activity to make sure that the instructions are followed

well.3. Wrap up the materials after the activity.4. Organize the answers for the presentation of outputs.

C. Explanation:Background Information for Teachers:

Heat can also be transferred from one object to another, or from one molecule to another through the process of conduction. As one molecule is heated it begins to move and shake rapidly. As it does so, it passes some of its heat energy to other molecules around it. Through this process, all the molecules of an object pass heat from one to another until they are all hot.

1. Allot at least five minutes for each group for the presentation of outputs.2. Give feedback to the answer.3. Discuss the results of the activity.

Activity 2:1. What happened to old metal hanger that we used to roast the first hotdog?2. What happened to barbeque stick that we used to roast the second hotdog?

Say: As the hotdog cooks, the fire heats the end of the hanger. If we leave the hanger in the fire long enough, eventually the end we are holding will become too hot for us to handle. This happens despite the fact that this end was never placed into the flames. Heat was transferred from the flames to the metal. ”. · Gives multiple examples (3 or more) of conduction from classroom experiences to experiences outside of the

Day 3A. Engagement:1. Do the routine activities.2. Recall of concepts learned from the previous activity.3. Introduce the next activity.B. Exploration:

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SCI TG Q31. Give specific instructions to pupils.2. Monitor the pupils as they perform the activity to make sure that the instructions are followed well.3. Wrap up the materials after the activity.4. Organize the answers for the presentation of outputs.C. Explanation:1. Allot at least five minutes for each group for the presentation of outputs.2. Give feedback to the answer.3. Discuss the results of the activity.

Activity 3: Brainstorming: In small groups, have the pupils engage in open discussion. Remind them that no idea or suggestion is "silly." All ideas should be respectfully heard. Take an uncritical position, encourage wild ideas and discourage criticism of ideas. Ask pupils to do Activity 3 on their Learners’ Materials (LM), page ___.

Day 41. Elaboration

Gathering: Tell pupils that they work in group. Have them accomplish two of the following activities.

Compile a list of materials that are conductors found in the kitchen. Have them create a flyer for the local community that describes which of the items are safe to use around electrical appliances and which are not.

Compile a list of conductor materials. Have them design a flyer that describes the use of conductors in electrical energy, where you would find them around the community, and how to keep yourself safe from electrical shock.

Draw a picture of a household appliance, labeling the parts of the appliance that are conductors of electricity.

Design a new bathroom appliance. How would they take electrical safety into consideration? What parts of the appliance would they design using materials that are conductors,

Day 5IV. Evaluation:

Directions: Read the following questions carefully. Choose the letter of the correct answer for items 1,2 and 3. And for items 4 and 5, explain your answer.

1. Which of the following materials are good conductors of heat?A. Ceramic cups, disposable glassB. Nail, safety pinC. Glass, pitcher of waterD. Tiles, blanket

2. All the molecules of an object pass heat from one object to another until they are all ___.A. ColdB. HotC. TinyD. Warm

3. A _____________ is any item or material that provides a path for energy to flow.A. AtomB. ConductorC. ElectricD. Molecules

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SCI TG Q34. To choose the best materials for use in electrical applications, some engineers specialize in

understanding the conducting and insulating characteristics of materials. To carry electricity through buildings, electrical engineers use copper wire. Why?

5. To keep people from being harmed, they incorporate rubber and plastics for objects used around electrical current. For example, electrical tools often have rubber handles and many wires have a plastic coating. Why?

V. Assignment:Bring the following for next activity:

2 glasses Water Black construction paper White paper Tape or rubber bands Thermometer

Chapter 3: Light and Sound, Heat and ElectricityLesson_4 : Effects of Heat and Electricity.

Duration: 5 DaysI. Objectives: Infer how black and coloured objects affect the ability to absorb heat.

II.A. Materials:

Curriculum Guide S5FE-IIId-4 Materials specified in the LM Learners’ Materials manila paper marker

B. References:

Curriculum Guide, S5FE-IIId-4, p. 31 Internet Sources:http://www.sciencekids.co.nz/experiments/lightcolorheat.html http://www.sciencebuddies.org/science-fair-projects/project_ideas/Phys_p030.shtml#backgroundhttp://www.physicsclassroom.com/class/light/Lesson-2/Light-Absorption,-Reflection,-and-Transmissionhttp://antoine.frostburg.edu/chem/senese/101/features/color-complement.shtmlhttp://en.wikipedia.org/wiki/Colorhttp://www.teachersdomain.org/asset/lsps07_int_heattansfe

C. Process Skills: observing, inferring

D. Value Integration:

1. Cooperation in doing the different activities.2. Observing proper discipline in performing activities.3. Observing honesty and accuracy in reporting results.

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SCI TG Q3III. Learning Tasks:

Day 1

A. Engagement:

Why is it more comfortable to wear light-coloured clothes on a hot summer day?

B. Exploration

Routine ActivitiesInstruct the pupils to go to their designated group.Check the materials brought by the members of the group.Remind the pupils of the precautionary measures in performing the activity.

C. Explanation:

Background Information for Teachers:Heat AbsorptionAs heat energy reaches an object it can be absorbed in a similar manner to the way sponges absorb water. Heat enters an object, warming it. The longer the object is exposed to the heat source, the more heat is absorbed. Different objects absorb heat at different rates. Some objects are excellent absorbers, while others are very poor absorbers. Generally, dark coloured objects absorb better than do lighter colours objects.

Discussion on the results of the different activities.

Activity 1: Heat Absorption ADay 2

A. Engagement:Do the routine activities.Recall of concepts learned from the previous activity.Introduce the next activity.

B. Exploration:1. Give specific instructions to pupils.2. Monitor the pupils as they perform the activity to make sure that the instructions are followed well.3. Wrap up the materials after the activity.4. Organize the answers for the presentation of outputs.

C. Explanation:Background Information for Teachers:

Colours are NOT all equally heat absorbent. When light interacts with an object, that light can be absorbed, reflected, or transmitted. Black objects absorb all wavelengths of light, while white objects reflect all visible wavelengths. They are complete opposites. Other colours absorb some wavelengths and reflect others, which is what makes them appear different to the human eye. Colour is a result of the wavelength of light reflected by that object. For example, an object that absorbs selectively yellow light will not look yellow; it would be a combination of every other colour besides yellow. The colour you observe is a complement to the colour the object absorbs.

Discussion on the results of the different activities.

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SCI TG Q3 Activity 2: Heat Absorption BDay 3

A. Engagement:Do the routine activities.Recall of concepts learned from the previous activity.Introduce the next activity.

B. Exploration:1. Give specific instructions to pupils.2. Monitor the pupils as they perform the activity to make sure that the instructions are followed well.3. Wrap up the materials after the activity.4. Organize the answers for the presentation of outputs.

C.Explanation: The sun emits energy in the form of electromagnetic waves. We see part of the electromagnetic wave as light and we feel part of it as warmth. Darker colors absorb more sunlight than lighter colors, which is why darker colors get warmer more quickly in the sunlight than lighter colors. The lighter colors reflect more of the sun's radiant energy, so they remain cooler to touch in the sunlight.

Discussion on the results of the different activities.

Activity 3: Heat Absorption CAsk: How these color characteristics help to melt the ice.

Day 4D.ElaborationChain Note Pass around a “Chain Note” worksheet. This is a strategy to determine learners’ understanding. At the top of the worksheet is the question: “How black and coloured objects affect the ability to absorb heat?” The worksheet gets passed from pupil to pupil. Each pupil responds with one or two sentences related to the question and passes it on to the next pupil.

When pupil received the paper they must add a new thought or build on a prior statement. Chain notes provide an opportunity for pupil to examine others’ ideas and compare them to their own thinking. Pupils can add facts, definitions, specific ideas, big ideas, analogies, illustrative examples, and evidence from their own or class experiences to contribute to building the chain. When completed, the chain notes can be read aloud or projected, allowing for pupils to give feedback on the statements made by their peers. Pupils should discuss whether they agree or disagree with the statements and defend their reasoning. This will also help to determine what misconceptions are still occurring.

Day 5VI. Evaluation:

Directions: Decide whether the statement is true or false and explain/defend your selection. Use evidence from data, prior knowledge or other sources to analyze your selection.

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SCI TG Q3Statement True False Why I think so?Colours are NOT all equally heat absorbentBlack objects absorb all wavelengths of light, while white objects reflect all visible wavelengths. They are complete opposites

Dark coloured objects NOT absorb better than do lighter colours objects.

Darker colors absorb more sunlight than lighter colors, which is why darker colors get warmer more quickly in the sunlight

The longer the color object is exposed to the heat source, the more heat is absorbed. Different objects absorb heat at different rates.

IV. Assignment:Search for the meaning of the following: 1. block 2. absorb 3. sound 4. light 5. transmission of light

Third QuarterFORCE AND MOTION

Chapter 2 Light and Sound, Heat and ElectricityLesson 5: Ability of the Materials to Block, Absorb or Transmit Light to Its Use

Duration: 2 days

I. Objectives:1. Identify the materials that can block, absorb or transmit light.2. Explain the effects of light on people and objects.

II. A. Materials:LM

Activity 1 pp._______ Activity 2 pp. _______ Activity 3 pp. _______ Activity 4 pp. _______

Materials list in LM

B. Reference:53

SCI TG Q3Curriculum Guide: S5FE-IIIe-5Science 4, Teacher’s Guide pp. 260Carmelita C. Coronel, Thelma R. Mingoa, Ph.D., Alicia L. Padua, Miliza M. Mingoa, Ph.D., Lilia M. Rabago, Ph.D. Exploring and Protecting Our World 3, VIDAL Publishing House, Inc. Manila, Philippines. pp. 229, 235-238, 240-242

C. Process Skills: Observing, Predicting, Describing

D. Values Integration: Cooperation in performing the activity. Honest to the result of the activity. Performing proper discipline in doing the activity.

III. Learning Task:1. Engagement:

A. Demonstrate how light travels.1. Materials: flashlight, 5 index cards. 7 wooden blocks, mirror, and a piece of black paper2. Make a hole on the upper part of each card.3. Arrange the cards in straight line supported by wooden block4. Turned off the classroom lights to make the classroom dark and lighten up the flashlight.5. Hold the black card centimeters behind the hole of the last card. Does the light shine on the piece of

black paper?6. Cover the hole of the first card with your hand. Does light still shine on the black paper? Why or Why

not?7. How about if we put the mirror in front of the first card. Does the light shine on the black paper? Why

or Why not?B. Ask the Learners upon their observation:

a. Did the hand stop the light?b. Does the hand holds up the light?c. Did the mirror stop the light? Why?d. Does the mirror holds up the light? Why?e. Do you think light travels in straight line or in curve line? (Gather ideas from the learners write it on

the board for the processing after the activity)2. Exploration:

A. Prepare the class for the next activity. Count in number 3, number 1 will be group Transmit, number 2 is group absorb, and number 3 is group block. If you’re done with the activity you will have to clap three times and shout the group name. The first group to clap will the winner.

B. Allow each group to work on the designated activity. After a specific time each group will present and post their observations and answers to the guided question.

3. Explanation:Discussion on the result of each activity

Activity 1 (Transmit)1. What happen to the light of the flashlight covered with the given material?

(The light is released)2. Does the light able to pass through? (Yes)3. Does the appearance of light is the same with the light without the cover? Why? (The light appears

clearly, because the light can easily perceive to materials use)Say:The cellophane is a transparent material that allows light to transmit easily.

Activity 1 (Absorb)

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SCI TG Q31. What happen to the light of the flashlight covered with the given material?

(There is a partial light being release)2. Does the light able to pass through? (Yes)3. Does the appearance of light is the same with the light without the cover? Why? (The light appears blur, because

the light cannot pass through easily with the material use)

Say: The light looked blurred in the wax paper because it is a translucent material. This material permit to transmit a little light because most of it is spreading in the opposite side and some are being absorb.

Activity 1 (Block)1. What happen to the light of the flashlight covered with the given material?

(There is no light)2. Does the light able to pass through? (No)3. Does the appearance of light is the same with the light without the cover? Why? (The no light

appear, because the light cannot pass through with the material use)Say:With this material light cannot transmit because some of the light is absorb and reflected by the aluminum foil. Aluminum foil is an opaque material that do not allow the light to pass through.

4. Elaboration:Does light behave in the same way when it strikes different materials?

Lights have different behavior as it strikes in different materials. It defense upon the materials use whether it is Transparent, Translucent, or Opaque.

Transparent materials transmit light easily because of its smooth and clear surface. Other transparent materials are clear plastic, lenses, glass, and window panes.

Translucent materials can transmit, absorb and blocks the light. This material scatter the light from its source.

Opaque materials that do not allow light to pass through. With this material the light may absorb and block.

Day 21. Engagement:

A. Show different picture of objects and people that block, absorb, and transmit light.B. Let the pupils describe each picture.C. Ask the following question about light:

a. Do you how shadows are form? b. Have you seen a rainbow?c. Where does the color of the rainbow come from?

2. Exploration:A. Perform the different activity in Lesson 5 from the LM. You should prepare the materials in advance.B. Guide the pupils in performing the activities. You should have a short demonstration before each activity

so that the learner has the pattern to follow.C. From the group yesterday Activity 2 should be done by group Block, Activity 3 will be for group Transmit

and the last activity will be done by group Absorb.D. After the activity the group will present their answers and observation.

3. Explanation:

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SCI TG Q3Presence and absent of light has an effect on us. The light that comes from the sun is white. This white light is made up of different colors when it passes through a material specifically prism. Also different color of light may form white lights when mixed together. But some me materials do not allow light to pass through. Light that strikes objects made from this materials is block. When the light is block it forms a shadows. These shadow may be bigger or smaller than the object or may be longer or shorter, darker or lighter.

4. Exploration:We are surrounded by different color that is pleasing and add beauty to our eyes. The objects appear to be colored when we look at them because the light that object reflect to our eyes that enables us to see what object is and what color it has. For example, the gumamela flower appear red because most of the color from sunlight absorb by the flower is red. Then the red light is reflected to our eyes.

5. Evaluation:Write whether the material can block, absorb or transmit light.

1.Building blocks2.Glass of water3.Thin cloth4.Cardboard5.Plastic cover

IV. Assignment:List 5 beneficial and harmful effects of light.

Lesson 6: Ability of the Materials to Block, Absorb or Transmit Sound to Its UseDuration: 2 daysI. Objectives:

1. Identify the materials that can block, absorb or transmit sound.2. Explain the effects of sound on people and objects.

V. A. Materials:LM

Activity 1 pp._______Material list in LM

E. Reference:Curriculum Guide: S5FE-IIIe-5Carmelita C. Coronel, Thelma R. Mingoa, Ph.D., Alicia L. Padua, Miliza M. Mingoa, Ph.D., Lilia M. Rabago, Ph.D. Exploring and Protecting Our World 3, VIDAL Publishing House, Inc. Manila, Philippines. pp. 246

F. Process Skills: Observing, Predicting, DescribingG. Values Integration:

Cooperation in performing the activity. Honest to the result of the activity. Performing proper discipline in doing the activity.

Day 1VI. Learning Task:

1. Engagement:A. Demonstrate how sound is produce

1. Materials: small beads, plastic sheet, plastic bowl and rubber bands2. Cover the plastic bowl with the plastic sheet.3. Place the beads on the sheet. 4. Tap the sheet.

B. Ask the Learners upon their observation:a. What happens?

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SCI TG Q3b. Do you hear any sound?c. What produces the sound?

2. Exploration:A. Prepare the class for the next activity. With the same group will you will perform the activity.B. Allow each group to work on the designated activity. After a specific time each group will present and

post their observations and answers to the guided question.3. Explanation:

When you shout into the empty tin can it reflect much of the sound into your ear, which is why you can hear a loud sound. When the thin can is lined with a towel, the sound you hear is dull. You also hear a dull sound when the tin can is lined with rubber and with cotton. This is because each materials you used to line can absorb the most of the sound, only little sound is reflected.

4. Exploration:The sound may be absorb or reflect when they strike an object.The reflected sound is called an echo.

5. Evaluation:Write whether the material can absorb or reflect sound.

1.Rubber mat2.Towel3.basin4.glass5.water

VII. Assignment:List 5 beneficial and harmful effects of sound.

FORCE and MOTIONChapter 3: Electricity and MagnetismLesson _7 : What is Static Electricity?

Duration: 1 DayI. Objectives:

1. Describe static electricity.2. Identify ways of producing static electricity and observe its effects.3. Express gratefulness for the beneficial uses of electricity.

II. A. Materials:LM Activity No. 1, pp. ________2 red plastic drinking strawsA stirring rod2 white plastic drinking strawsA woolen cloth

B. References:Curriculum Guide 5 (S5FE-IIIf-6)Fallaria, Rebecca R. et. al. Science Spectrum 5, Copyright 2004 by Rex Book Store, Inc.Larisma, Evelyn T. et. al. The New Science Links 5, Copyright 2013 by Rex book Store, Inc.

C. Process Skills: observing, identifying, describing and investigatingD. Values Integration: Gratefulness for the beneficial uses of electricity.

III. Learning Tasks:A. Engagement:

Motivation/Review1. Let’s play “4Pics 1Word”.

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SCI TG Q32. Tell pupils to guess the hidden word as what is being shown in the given pictures.3. The pupil who will get the most number of correct answers will be declared as the winner.4. What are the words shown from the pictures?5. Relate the guessed words to the lesson to be discussed before proceeding with the different

activities.

B. Exploration: (Activities/Investigation/Process Skills)1. Setting of standards/ Giving of direction.2. Let the students do Lesson __: LM Activity 1: - “What is static electricity?”3. Give the pupils 5-10 minutes to do the task.4. Instruct the pupils to answer the guide questions. Encourage them to answer in complete sentence.5. Allow the pupils to discuss their collected data within the group.6. Instruct them to write their observations on manila paper.7. Let the pupils report their findings.

C. Explanation:1. Have each group present their poster.2. After all the groups have presented discuss the following:

What happened to the charges of the red straw and stirring rod after rubbing them to the woolen cloth? What charge did each of them have?Answer: Originally, the stirring rod is neutral. Since it was rubbed against the woolen cloth, most of the electrons in the woolen cloth were transferred to the stirring rod. So, the stirring rod becomes negatively charged. Why did the laying red straw move after you placed the red straw that you have rubbed?Answer: when objects are rubbed, one specific charge (either protons/electrons) is built in. When opposite charged objects are placed near each other, they tend to attract.Why did the laying red straw move after you placed the stirring rod that you have rubbed?Answer: The stirring rod, which is negatively charged when placed near the neutral straw, the red straw moved toward the stirring rod. It attracted the protons of the red straw. Static electricity was then produced.Based on the activity, what is static electricity?Answer: Static electricity is an accumulation of electric charges on an insulated body. It is usually at rest and can be found on the surfaces of most materials. It is also called frictional electricity.How static electricity is produced?Answer: Static electricity is produced when:

a. Electrons are transferred from one object to another due to friction; andb. Opposite charges are built between two objects that are placed near each other.

D. Elaboration/Extension:

Say: Give other example of static electricity and explain how static electricity is produced.

E. Evaluation:

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Matter is made up of atoms, and atoms contain the subatomic particles called protons, electrons and neutrons. Protons (p+) are positively charged; electrons (p-) are negatively charged; and neutrons (n˚) are neutral or electrically neutral (no charge).

Same charges repel or move away from each other, while opposite charges attract each other.

Varying charges of objects are important so that static electricity can be produced.

SCI TG Q3Directions: Choose the words that best complete the sentence or answer the question. Circle the letter of the answer chosen.1. All matter is made up of ___________.

a. Electrons b. protons c. neutrons d. atoms2. What happens when the balloon is rubbed with a cloth?

a. Electrons pass from the cloth to the balloon.b. Protons pass from the balloon to the cloth.c. Neutrons pass from cloth to the balloon.d. Nothing happens in the atoms of both matter.

Directions: Write TRUE if the statement is correct. If FALSE, underline the word/s that makes it false.____________ 3. Static electricity does not have an electric charge.____________ 4. Same charges repel each other while opposite charges attract each other.____________ 5. Static electricity is produced by rubbing or friction.

IV. Assignment:Play with static electricity!

Look around for some materials at home. Rub them together and see if you can produce static electricity. Write a paragraph to relate your experiences with your observation.

Lesson _8: Electric CurrentDuration: 3 Days

I. Objectives: 1. Describe an electric circuit.2. Classify materials as conductors or insulators.3. Identify the parts of an electrical circuit.4. Infer conditions necessary to make a bulb light up.5. Construct a simple electric circuit.6. Realize the importance of saving electricity as a source of energy.

II. A. MaterialsLM Activity No. 2, pp._____2 sockets with small light bulbs2 piece of thin copper wire with exposed end1 piece of 9-volt battery2 piece of alligator clips (red and black)

B. References:Curriculum Guide 5 (S5FE-IIIf-6)Fallaria, Rebecca R. et. al. Science Spectrum 5, Copyright 2004 by Rex Book Store, Inc.Larisma, Evelyn T. et. al. The New Science Links 5, Copyright 2013 by Rex book Store, Inc.

C. Process Skills: observing, identifying, inferring and constructingD. Values Integration: Be Cautious. Help in conserving electricity.

III. Learning Tasks:A. Engagement:

1. Review:a. Let’s play a game!b. Arrange the jumbled letters on the board as to the description given by the teacher.c. The group who will get the most number of correct answers will be declared as the winner.

2. Introduce the new lesson:a. Show pupils a picture of cables.b. You know that these cables carry electricity from the power stations to individual homes.c. How does electricity move from power station to your home? This lesson explains to you how

electricity moves.

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SCI TG Q3B. Exploration:

1. Divide the class into small groups.2. Introduce Lesson : LM Activity 2 – “Making an Electrical Connection”3. Check the materials needed. See to it that the materials brought by the pupils for the activity are

complete.4. Setting of standards and giving directions. Provide the instructions in doing the activity. 5. Then, let the pupils do Lesson : LM Activity 2 - “Making an Electrical Connection”6. Instruct them to write their observations.7. Supervise the class while they are doing the activity.

C. Explanation:1. Ask the group presenters to post their output. Have the group representative present result of the

activity. Two minutes may be allotted per group presentation.2. Take note of the pupils’ responses to the activity questions while discussing the activity.3. Help pupils formulate ideas/concepts by asking:

a. What happened to the bulb as soon as you connect the wires?b. Trace the flow of electricity in the electric circuit you have made to make the bulb light.c. What is an electric circuit?

D. Elaboration/Extension:

E. Evaluation:

E. Evaluation:

IV. Assignment:Ask pupils/ group to bring the following materials:

4 sockets with small light bulbs4 piece of thin copper wire with exposed end2 piece of 9-volt battery4 piece of alligator clips (red and black)

Lesson _9_: Types of Electric CircuitsDuration: 4 Days

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Electric current is the flow of electrons along conducting wires. Electrons can be transferred from one object to another through conductors like metals. Insulators prevent the flow of electricity such as plastic materials, cloths, glass and wood.

An electric circuit is defined as pathway for the flow of electric current. An electric circuit usually contains a source of electrical energy and parts that consume the electrical energy.

Symbols and Parts of an Electric CircuitSymbol of Each Part Function

- + Source

Source or electricityExamples: generators, batteries

Switch

Controls the flow of electricity from the source

It is used to turn on/off a load

Path or Wire

the pathway of electricity from the source to the load

examples: electric wires/cords

Load

An appliance/device that uses electricity from a source

Examples: computers, lightbulbs

SCI TG Q3Day 1-2

I. Objectives: 1. Identify types of electric circuit.2. Construct a model of a series circuit.3. Determine the effects of changing the number or type of components in a circuit.4. Practice safety measures in handling electricity.

II. A. MaterialsLM Activity No. 3, pp. _______2 sockets with small light bulbs2 piece of thin copper wire with exposed end1 piece of 9-volt battery2 piece of alligator clips (red and black)

B. References:Curriculum Guide 5 (S5FE-IIIg-6)Fallaria, Rebecca R. et. al. Science Spectrum 5, Copyright 2004 by Rex Book Store, Inc.Larisma, Evelyn T. et. al. The New Science Links 5, Copyright 2013 by Rex book Store, Inc.

C. Process Skills: observing, identifying, inferring and constructingD. Values Integration: Be Cautious.(Awareness on the safe use of electricity.)

III. Learning Tasks:

A. Engagement:1. Review:

a. Show pupils some cut outs of parts of battery, bulb and wiresb. Ask pupils to identify the parts and arrange the following to make a circuit.

2. Introduce the new lesson:a. Ask pupils about their observations when they switch off the light in the kitchen. Are other

light bulbs affected? Why?b. We are going to investigate this in our activity today.

B. Exploration: 1. Organize the class into small groups2. Introduce Lesson : LM activity 3 – “Constructing a Series Connection”3. Check whether the pupils brought complete sets of materials to be used in the activity.

Distribute the activity sheet, manila paper and marking pen.4. Give other necessary instructions in doing the activity.5. Let the pupils do Lesson : LM Activity 3 - “Constructing a Series Connection”6. Instruct them to write their observations.7. Supervise the class while they are doing the activity.

C. Explanation:1. Have each group present their output. Three minutes may be allotted per group presentation.2. Take note of the pupils’ responses to the activity questions while discussing the activity.

a. What happens to the brightness of the bulbs as you connect more bulbs and sockets?b. When you loosen a bulb, what happens to the circuit?c. What is the difference between series and parallel circuit?

D. Elaboration/Extension:1. Have the pupils understand the following concepts:

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SCI TG Q3 An electric circuit can be a series or a parallel circuit. A series circuit has one switch that controls the flow of electric current from the source. It has a one-

way flow of electricity due to the one-way arrangement of the wire. Loads are connected along the wire, so, if one load does not work, the succeeding loads will not also work because electricity does not flow into them.

2. Cite advantages and disadvantages of series circuit.

E. Evaluation: The activity output of the pupils may be considered in assessing them formatively.

IV. Assignment:Give 5 samples of circuit that is in series connection.

Day 3-4I. Objectives:

1. Determine the effects of changing the number or type of components in a circuit.2. Construct a model of a series circuit.3. Practice safety measures in handling electricity.

II. A. MaterialsLM Activity No. 4, pp. _______2 sockets with small light bulbs2 piece of thin copper wire with exposed end1 piece of 9-volt battery2 piece of alligator clips (red and black)

B. References:Curriculum Guide 5 (S5FE-IIIg-6)Fallaria, Rebecca R. et. al. Science Spectrum 5, Copyright 2004 by Rex Book Store, Inc.Larisma, Evelyn T. et. al. The New Science Links 5, Copyright 2013 by Rex book Store, Inc.

C. Process Skills: observing, identifying, inferring and constructingD. Values Integration: Be Cautious.(Awareness on the safety handling of electricity.)

III. Learning Tasks:

A. Engagement:1. Review:

a. Show pupils some cut outs of parts of battery, bulb and wiresb. Ask pupils to identify the parts and arrange the following to make a circuit.

2. Introduce the new lesson:a. Ask pupils about their observations when they switch off the light in the kitchen. Are

other light bulbs affected? Why?b. We are going to investigate this in our activity today.

B. Exploration: 1. Organize the class into small groups2. Introduce Lesson __: LM Activity 4 – “Setting up Parallel Connections”3. Check whether the pupils brought complete sets of materials to be used in the activity.

Distribute the activity sheet, manila paper and marking pen.4. Give other necessary instructions in doing the activity.

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SCI TG Q35. Let the pupils do Lesson : LM Activity 4 – “Setting up Parallel Connections”6. Instruct them to write their observations.7. Supervise the class while they are doing the activity.

C. Explanation:1. Have each group present their output. Three minutes may be allotted per group presentation.2. Take note of the pupils’ responses to the activity questions while discussing the activity.

a. What happens to the brightness of the bulbs as you connect more bulbs and sockets?b. When you loosen a bulb, what happens to the circuit?c. What is the difference between series and parallel circuit?

D. Elaboration/Extension:1. Have the pupils understand the following concepts: Unlike series circuit, each set of loads in a parallel circuit has one specific wire. So, if one load in a

parallel circuit does not work, the other loads will still wok. There are two or more switches in a parallel circuit. Each switch controls the flow of electric current to a specific wire.

a. The electric circuits in our houses are mostly using parallel circuit. Why do you think this is necessary?

b. Cite advantages and disadvantages of series/parallel circuit.

E. Evaluation: Direction: Check all the sentences which are true._____1. A series connection is more convenient to use since it only has one circuit._____2. The bulbs are brighter in a parallel circuit than in the series circuit._____3. Our household appliances are in parallel connection._____4. In a parallel circuit, the number of complete circuit is the same as the number of devices._____5. A circuit in a series connection has only one switch.

IV. Assignment:Draw a sample diagram of a parallel connection with four appliances (rice cooker, microwave oven,

cassette recorder, and a play station).

Third Grading: FORCE AND MOTIONCHAPTER 3- Electricity and Magnetism

Lesson _ 10 : ElectromagnetI.Objectives

1. Identify materials that make up an electromagnet.2. Describe the function of each material that make up an electromagnet.3. Infer that electricity can be used to produce magnet.4. Construct an electromagnet

A. Materials specified in the LMActivity 1- How to construct an electromagnet?Activity 2- What are the function of each part of an electromagnet?Diagram of an electromagnet, chart of an important concepts, manila paper

B .ReferencesCG –S5FE-IIIh-8The Wonderful Word of Science 5 pp.168-170Reading in Science 5 p.178Science Works 5 p.178Science 5 Toward A Healthy And Progressive Environment pp.235-236

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SCI TG Q3 C .Process Skills

Observing ,describing ,inferring ,manipulating D. Values Integration

Cooperation in performing the group activityConserving electricity

III. Learning TaskDay 1A. Engagement

Group the class into 4.The secretary of each group will get from me the envelop that contains a jigsaw puzzle. Each group will have 2 minutes to form the puzzle. The first group to finish will be the winner. Somebody from the group will describe it.

Guide Questions:1. What is formed from the jigsaw puzzle? Tamiya toy car2. Who among you have Tamiya toy car?3. What makes it move?

B. Exploration 1. Recall of standards in performing an activity. 2. Ask pupils to perform Lesson_ LM. Activity 1- How to construct an electromagnet? 3. Supervise the pupils while performing the activity and give assistance whenever needed? C .Explanation 1. Allow the pupils to present their outputDay 2A. Engagement

1. Do routine activities.2. Recall of concepts learned from the previous activities.

B. Exploration 1. Give specific instructions to the pupils (as stated in the LM Activity 2) 2. Monitor the pupils while they are performing the activity. 3. Presentation of outputs Day 3

C. Explanation Ask the pupils to present the result of the activity and answer the guide questions.

1. How do you find your activity?2. What materials did you use in the activity?3. Did you use the materials? How do you use them?4. When does an electromagnet behave like a magnet?5. What is an electromagnet?6. Why does electromagnet can attract pins if there is electricity?7. What happened to your electromagnet if you disconnect the wire?8. What are the functions of each part of an electromagnet?

Background Information for teachers:An electric motor is a device that uses electricity to make objects move. Electric motors

64

SCI TG Q3make home devices like refrigerator and washers operate. Automobiles use electric motors in the starter and heater fan.

Other devices such as vacuum cleaners, mixers and electric drills make use of motors operating on electricity.

Some mechanical toys such as robots and cars have motors wired to batteries for them to move.electric motors use electromagnets to change electricity into motion.

While some materials are natural magnets such as magnetite, a type of iron ore,some materialscan become magnetic when they are rubbed with a magnet. An iron nail become a weak magnet whenrubbed with a magnet. However, its magnetism does not stay for long.

Electricity can also be used to make a magnet. Electromagnets are useful because their magnetism can be turned on and off by turning the electric current on and off.

Day 4D. Elaboration / Extension

1.What have you learned from the different activities that we have performed?2.Let the learners perform another activity as an application of the concepts learned.

Have each group work on the following activities:Group 1- poem Group 2- rapGroup 3- song Group 4- yellGroup 5- story telling

Present your output creatively.

E. Evaluation ( Day 5 )A. Draw and label the parts of an electromagnet.

Use rubric for scoring this evaluation.

Criteria 5 3 1Accuracy The drawing

(electromagnet) hascomplete parts and labelled correctly.

The drawing (electromagnet) has complete parts but not labelled correctly.

The drawing(electromagnet)hasIncomplete parts and not labelled correctly.

Neatness The drawing is exceptionally attractivein terms of design,layout, and neatness.

The drawing is attractivein terms of design,layout, and neatness .

The drawing is acceptably attractive though it may be a bit messy.

B. Write TRUE if the underlined word is correct. If it is FALSE write the correct answer. Write your answer on the blank.--------------1. Electromagnet is a permanent magnet. --------------2. Magnetic force may also be produced by ordinary electric current.--------------3. Coil of wire is the source of electricity.--------------4. An electromagnet works only when there is a flow of gas through the coil of wire.-------------5. It is made up of an iron core, copper wire and source of electricity.IV. Assignment

Design a toy moved by an electromagnet or a dynamo.Chapter 3: Electricity and Magnetism

Duration: 10 days65

SCI TG Q3Day 1

I. Objectives1. Identify the kind of materials that make up a good electromagnet2. Identify the ways by which the materials can be connected to produce a good electromagnet.3. Construct a simple electromagnet4. Show perseverance and interest in observing how electromagnets are connected

II. A. Materials: nails big and smallThin copper wire

Big copper wiresDry cells big and small

B. References:CG S5FE-III i-j-9Science and Health p.162Science for Daily Use pp.160-161https://www.google.com.ph/#q=activity+on+electromagnets

C. Process Skills:ObservingComparing Inferring

D. Values IntegrationResourcefulness in producing recycled materialsPatience in using and connecting different materials

III. Learning tasksA. Engagement

Show picture of 3 kinds of knives to be used in slicing vegetables for vegetable salad.Ask the following questions:1. Which knife do you prefer to use in preparing vegetable salad? Why?2. Is it important to use appropriate materials?

B. Exploration1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 1 of LM

C. Explanation

Day 2 Exploration1. Divide the class into 4 groups

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Background information An electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number of closely spaced turns of wire that create the magnetic field.

You have just made a magnet by using electricity. When you disconnected one end of the wire from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic force was gone. An electromagnet can have magnetic force only when electric current is flowing through it.Important or ideal materials in producing a good electromagnet are the following:Nail – is the core around which the wire is coiledWire- the conductor where the current flowBattery-supplies electric current

SCI TG Q32. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 2 of LMEXPLANATION

Day 3EXPLORATION1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 3 - electromagnets of LM EXPLANATION

Day 4EXPLORATION1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 4- electromagnets of LMEXPLANATION

Day 5ELABORATION/EXTENSIONDraw a line to connect the materials to the box for like if the material is good for constructing an electromagnet, unlike if is the material does not make a good material for electromagnet.

67

Background informationAn electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number of closely spaced turns of wire that create the magnetic field.

You have just made a magnet by using electricity. When you disconnected one end of the wire from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic force was gone. An electromagnet can have magnetic force only when electric current is flowing through it.Important or ideal materials in producing a good electromagnet are the following:Nail – is the core around which the wire is coiledWire- the conductor where the current flowBattery-supplies electric current

Background information An electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number of closely spaced turns of wire that create the magnetic field.

You have just made a magnet by using electricity. When you disconnected one end of the wire from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic force was gone. An electromagnet can have magnetic force only when electric current is flowing through it.Important or ideal materials in producing a good electromagnet are the following:Nail – is the core around which the wire is coiledWire- the conductor where the current flowBattery-supplies electric current

Background information An electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number of closely spaced turns of wire that create the magnetic field.

You have just made a magnet by using electricity. When you disconnected one end of the wire from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic force was gone. An electromagnet can have magnetic force only when electric current is flowing through it.Important or ideal materials in producing a good electromagnet are the following:Nail – is the core around which the wire is coiledWire- the conductor where the current flowBattery - supplies electric current

SCI TG Q3

` Thin copper wire

Small nail Small battery

Big nail Big battery

EVALUATION Put a check on the statement that shows a good component of an electromagnet.

1. A good electromagnet is composed of a small battery, big nail and a big battery.2. A good electromagnet is composed of thin wires, big nail and small battery.3. A. good electromagnet is composed of a small battery , small nail, thin wires.4. A good electromagnet is composed of a big battery , small nail, thin wires.5. A good electromagnet is composed of a big battery , small nail, thin wires.

IV. ASSIGNMENT Look for any device at home that you no longer use like malfunctioned remote control. Inspect the

part that may have caused malfunction. Write it down and report to the class.Day 6

I. OBJECTIVES1. Conduct an experiment to show variables that affect the strength of an electromagnet.2. Conduct a simple and useful electromagnet.3. Name the different uses of an electromagnet.

II.A. Materials:

Batteries of four different voltspencil thin, insulated wire.

Copper wirenails

B. References:CG S5FE-III i-j-9Science spectrum5 pp.200-201https://www.google.com.ph/#q=activity+on+electromagnets

C. Process Skills:Observing comparingCalculatingInterpreting data

D. Values IntegrationHonesty and accuracy in recording data

III. Learning tasksA. ENGAGEMENT:Form 2 groups of boys versus girls. Play the tag of war game. Form 2 lines. Wind your arms around the waist of a group member in front of you. The boy and the girl in the front line will pull each other hands, see whose group is the toughest.After the game the teacher will inspect which group has the higher number of members and whose group has won.Relate the activity to the strength of an electromagnet later.Review:

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like

unlikee

SCI TG Q3Inspect the three illustrations. Which picture show correct connection of an electromagnet? Why?1. 2. 3.

Answer the following questions with true or false_____1. Carefulness and accurateness in connecting the materials is very important factor in having a good electromagnet._____2. Any metallic material can be used as part of a electromagnet._____3. It is better to use big batteries for big nails._____4. Wire must be winded tightly on nails so that current will flow on nails._____5. Wires must be thin.

EXPLORATION1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 6 electromagnets of LM

EXPLANATION:

EXPLORATION1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 7- electromagnets of LM

EXPLANATION

Day 8Exploration

1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 8 electromagnets of LM

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Background informationDo you know that without the electromagnet many modern appliances that we now use could not work? The electromagnet is a basic part of many electrical devices and appliances. Knowing about the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of Earth.Electromagnets are widely used as components of other electrical devices, such as motors, generators, relays, loudspeakers, hard disks,MRI machines, scientific instruments, and magnetic separation equipment. Electromagnets are also employed in industry for picking up and moving heavy iron objects such as scrap iron and steel.

Background informationDo you know that without the electromagnet many modern appliances that we now use could not work? The electromagnet is a basic part of many electrical devices and appliances. Knowing about the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of Earth.Electromagnets are widely used as components of other electrical devices, such as motors, generators, relays, loudspeakers, hard disks,MRI machines, scientific instruments, and magnetic separation equipment. Electromagnets are also employed in industry for picking up and moving heavy iron objects such as scrap iron and steel.

Background informationDo you know that without the electromagnet many modern appliances that we now use could not work? The electromagnet is a basic part of many electrical devices and appliances. Knowing about the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of Earth.Electromagnets are widely used as components of other electrical devices, such as motors, generators, relays, loudspeakers, hard disks,MRI machines, scientific instruments, and magnetic

SCI TG Q3

Day 9EXPLORATION:

1. Divide the class into 4 groups2. Distribute LM copies of the activity3. Give instructions/guide in doing the activity4. Let the pupils do activity 9 electromagnets of LM

EXPLANATION

Day 10ELABORATION/EXTENSION:

Let’s make a graph!Directions: Show the average number of paper clips each electromagnet picked up for each voltage tested. Use the averages you calculated on the Electromagnets Data Chart to make a line graph for each of the two electromagnets.

EVALUATION:Answer the following True or False questions about magnets and electromagnets:TRUE OR FALSEWrite true for correct statements and false for wrong statements1. A strong electromagnet can be produced by making electricity flow through a coil of wire wound around

an iron metal.2. An electromagnet behaves like a magnet.3. Different volt of electricity produces the same strength of electromagnet.4. The higher the volt of battery used. The stronger an electromagnet becomes.5. An electromagnet is a permanent magnet.

ASSIGNMENT:Writing about Magnetism

Write about having a magnetic touch. Think about what you know about magnets. As you are thinking, remember the story of King Midas (a king whose wish for everything he touched to become gold was granted). Use your imagination and decide the following:

1. What objects you would want to be attracted to you. 2. What would the objects be made of? 3. Would you be able to use the magnetic touch to solve problems?

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Background informationDo you know that without the electromagnet many modern appliances that we now use could not work? The electromagnet is a basic part of many electrical devices and appliances. Knowing about the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of Earth.Electromagnets are widely used as components of other electrical devices, such as motors, generators, relays, loudspeakers, hard disks,MRI machines, scientific instruments, and magnetic

Background informationDo you know that without the electromagnet many modern appliances that we now use could not work? The electromagnet is a basic part of many electrical devices and appliances. Knowing about the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of Earth.Electromagnets are widely used as components of other electrical devices, such as motors, generators, relays, loudspeakers, hard disks, MRI machines, scientific instruments, and magnetic separation equipment. Electromagnets are also employed in industry for picking up and moving heavy iron objects such as scrap iron and steel.