gr. 6 lesson plan in science and health

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


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


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


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


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.


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


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.


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


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?


I. Objective:1. Identify some human activities

that disrupt the cycles in an ecosystem.


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


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?


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


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.


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.


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


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


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.


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


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.



PELC: Pages: 113-117

Concepts:Insecticides are harmful to the soil.Pesticides are also harmful to the organisms. Aquatic organisms are affected.

Processes:ObservingIdentifyingDescribing



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.



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.


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


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


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


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


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.


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.


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


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


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


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


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.


Materials:Pentel pens, manila paper,

adhesive tape


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!


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.


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


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


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


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


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



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.


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


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


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


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


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


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


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


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


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


- 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


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.


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


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.


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.



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.



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.


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.



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?


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


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.


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.


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


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?


Mercalli and Richter scale chart.

2. Pupils try to explain each level on the chart.


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


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.


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


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.


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


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.


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


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?


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.



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


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


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.


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


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


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.



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


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


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


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


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.


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


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


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


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?


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


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?


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.



1. How are igneous rocks formed?

B. Motivation1. What do you think are the

common characteristics of different igneous rocks?


different igneous rocks on the projector.

2. Pupils try to describe the rocks.


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


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.


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.



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


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.


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

http://www.science-teachers.com/earth.htm

http://www.science-teachers.com/earth.htm

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.



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


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.


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


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


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


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


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.


Materials:Pictures, manila paper


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.


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.


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.


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.


Materials:PowerPoint presentation,

pictures


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.


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


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.



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


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.



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


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


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


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.


Inferring


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.

gr. 6 lesson plan in science and health

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