gr 6 science

8/16/2019 GR 6 Science

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2. Presentation

Activity:

ivide the class into three groups. rovide each group with cut parts of the

circulatory system and strip of papers with written function of each part of the

system.3et the pupils do these:

-. 4xamine the drawing"pictures.

2. ut them together to form a body system.

a. /hat body system was formed0

b. /hat organs are found in the body system that you formed0

5. 6ead the statements on the strips of paper and infer the function of each body

organ by matching the strips with the drawing.

/hat is the relationship of these organs to the body system0

7. /rite answers on a sheet of paper.

8. Check your inferences with answers found in the module.

5. Concept Formation

Class will come up with their definition or circulation. 1ive parts of the circulatory system

1ive the function of the organs of the circulatory system

IV. Evaluation:

(atch the function with the part.

-. heart a. carry oxygenated blood to the body tissues

2. blood b. transport medium of the body

5. blood vessels c. pumping organ

7. lymphatic system d. responsible in introducing anti!bodies into the blood stream

V. Assignment:

/hat causes blood to circulate0


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SCIENCE VI

Date: ____________

I. Objective:

Describe the structure and functions of the circulatory system

Values: Appreciation of the works of the circulatory system.

II. Subject Matter:

ractice desirable habits to care and protect the heart

A. Science Concepts/Ideas:

$he #eart is the pumping organ of the circulatory system.

9t is about the sie of a man's fist.

9t is located in the breastbone between the lungs with the lower and somewhat to the

left.

$he heart is a powerful and strongest muscle in the human body called cardiac

muscle.

B. Processes:

%bserving and identifying

C. Materials:

rawings of treated blood samples

References:

$eacher's (oduleScience ) #ealth * by +essie A. illegas

III. Procedure:

A. Preparatory Activity:

-. 6eview functions of the circulatory system.

B. Presentation:

-. Show an illustration of the human heart. 9dentify the parts.

2. Activity 1

/hat are the parts of the human heart0

C. Concept ormation:

Answer the observation part of the activity.


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IV. Evaluation:

9dentify the parts of the heart.

/rite the name of the part that is corresponding to each letter. A to +.

V. Assignment:

-. ;ame the four chambers of the human heart.

2. /hat prevents the back flow of blood05.


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SCIENCE VI

Date: ____________

I. Objective:

Investigate the eect of exercise on the rate of heartbeat

Values: articipate in worthwhile pro=ects

II. Subject Matter:

#eartbeats


$he pumping action of the heart is known as the heartbeat.

#eartbeat is due to the rhythmic contraction and relaxation of the cardiac muscles.

$he heart beats at an average of >? times per minute.

#eartbeat between 8? and @? are within normal range.

$he stethoscope is the doctor's instrument for listening to heartbeats.

B. Processes:

%bserving, communicating, inferring

C. Materials:

Stethoscope, watch

References:

$eacher's (odule, p. 2

Science ) #ealth * by +essie A. illegas

III. Procedure:


-. 6eview parts of the heart.

B. Presentation:

-. Show a red stethoscope.

/here do you see this instrument0/hat is the use of the stethoscope0

/hat is a heartbeat0

2. 9llustrate how the heartbeat can be felt on the arteries of the temples, wrists or ankles.

5. Activity: #ow does exercise affect the rate of heartbeat0


-. /hat is the number of heartbeats per minute while sitting down0

2. /hat is your heartbeat per minute after an exercise0


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IV. Evaluation:

1ive measures to the observations and inferences of the activity.

V. Assignment:

Count the number of heartbeats per minute of:

a. your mother b. younger brother or sister


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SCIENCE VI

Date: ____________

I. Objective:

Name and describe the dierent blood vessels

Values: (aintaining physical fitness through health. #abits

II. Subject Matter:


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Activity ;o. 5 /hat is your SC90


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SCIENCE VI

Date: ____________

I. Objective:

Identify and name arts of the blood

Values: Appreciation of the importance of blood as transport medium of the body.

II. Subject Matter:

$he #uman


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2. $eacher explains through an illustration the different blood cells and their functions.

5. 6eading of the textbook for verification.

IV. Evaluation:

Activity 7 ! /hat is your SC90

V. Assignment:$ive the function of each art of the blood.


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SCIENCE VI

Date: ____________

I. Objective:

Identify the dierent blood tyes

Values: nowing one's blood type is important in cases of emergency

II. Subject Matter:


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Activity 8 ! #ow is blood type determined0

IV. Evaluation:

Answer observations and inferences of the activity.

V. Assignment:

1et information from your parents, brothers and sisters about their blood types. Ask someinformation about situations when knowing their blood type was very valuable"helpful.


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SCIENCE VI

Date: ____________

I. Objective:

Describe ho! blood substitution is made

Values: #ave the proper attitude about blood donation

II. Subject Matter:


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#ave can you determine if you can receive or donate blood0

Can a person receive blood from anybody0

Can a person donate blood to anybody0

7. Activity 6 #ow is blood substitution made0


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SCIENCE VI

Date: ____________

I. Objective:

9llustrate the movements of blood throughout the body

Values: (aintaining physical fitness through health habits

II. Subject Matter:

aths of blood


a.


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Flow of traffic especially during the rush hours

B. Presentation:

-. Show an illustration of the flow of blood through the body.

2. $eacher explains through an illustration how blood circulates in the body.

a. pulmonary circulation b. systematic circulation

5. Activity 7

#ow does blood flow throughout the body0 Artwork and proper coloring of the

diagram


$racing the pulmonary and systematic paths of blood on a diagram

IV. Evaluation:

escribing pulmonary circulation

$he path of blood is from the -G HHHHH to the 2G HHHHH out through the pulmonaryartery into the lungs, then back to the 5G HHHHH through the 7G HHHHH . 9n the lungs, the red

corpuscles take a new supply of oxygen and gives off 8 G HHHHH .

V. Assignment:

-. /hich chamber of the heart contains blood rice in oxygen0

2. /hich chambers of the heart contain blood low in oxygen0

5. /hich chamber of the heart exerts the greatest force0


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SCIENCE VI

Date: ____________

I. Objective:

efine blood pressure

Values: Accuracy in recording blood pressure

II. Subject Matter:

?diastoleG I -2?">?


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5. Activity 8

#ow is blood pressure measured0

9nvite a resource person to help perform the activity. A resource person may be a

school nurse or the clinic teacher.

7. Concept Formation6eading of the sphygmomanometer

/hich is the systolic pressure0

/hich is the diastolic pressure0

6ecording of the blood pressure systole over diastole.

Check how pupils record the readings.

IV. Evaluation:

-. /hat causes the arteries to expand0

2. /here is systolic pressure felt0

5. /hen do the arteries experience the lowest level of pressure0

7. /hat blood pressure is commonly used as the normal reference level0

V. Assignment:

$ive some variables that must be considered in determining !hether

blood ressure is normal# high or lo!.


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SCIENCE VI

Date: ____________

I. Objective:

Identify the dangers of blood loss

Values: evelop skills in controlling bleeding to save lives

II. Subject Matter:


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c. #emophilia is a disease of the blood if it fails to produce clot.

d. anger of bleeding

e. #ow can bleeding be controlled0

2. Activity3et us be first ciders and practice how we can control"stop bleeding.

Activity @ ! #ow can bleeding be controlled0

IV. Evaluation:

-. ressure points are places where veins and arteries are near the skin and a bone. 1ive

examples of pressure points in the body. at least 5G

2. /hy must a tourniBuet be loosened from time to time0

5. /hat blood cell helps in blood clotting0

V. Assignment:

Select a partner and bring a big handkerchief. 3et us continue our practice of applying

finger pressure and the application of tourniBuet.


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SCIENCE VI

Date: ____________

I. Objective:

Name common ailments of the circulatory system

Values: (aintaining physical fitness through health habits

II. Subject Matter:

Common Ailments of the Circulatory System


$he blood diseases are: anemia, leukemia, hemophilia and gangrene.

$he diseases of the heart are: hypertension or high blood pressure, coronary

thrombosis or heart attack, and stroke.

B. Processes:

%bserving, demonstrating, describing

C. Materials:

Chart of Circulatory Ailment

References:

$eacher's (odule

Science ) #ealth *, p. * by +essie A. illegas

III. Procedure:


-. 6eview:


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D. Activity:

/ith the use of the chart and a module from the heart and a module from the #eart

Center and ep4d, pupils will prepare a chart.

First 1roup J char for the disease of the heart

Second 1roup J chart for the disease of the blood


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/hy can you tell the color or shape of a certain ob=ect0

2. Presentation

Activity 1

1roup the pupils.1ive each group =igsaw pule of the nervous system with the parts.

9n the form of a contest, let the pupils arrange the =igsaw pule of the nervoussystem.

Activity

6ead the following.

$he human body is made up of cells, tissues, and organs that perform numerous,

complex, but well!coordinated tasks, such as voluntary and involuntary movements,

thinking, memory and speech. 9t is obvious that the body must have some kind of

central communication network to control, regulate and coordinate all these

activities.

Activity 3

Answer the attached activity sheet


/hat is the communication network of our body0

/hat are the three main parts of the nervous system0

/here is the brain found0

/hat is the function of the brain0

IV. Evaluation:

9dentify where each part of the nervous system is located.

-.


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9t is found in the skull.

9t is protected by the spinal column. 9t is all over the body.

(ake up the central nervous system. 9t is the main highway of all signals.

9t is responsible for processing, sending, and receiving the signals that control the

body.

B. Developmental Activities:-. Motivational Activity

(emory 1ame

Show some pictures posted on a cartolina to the class. $hen remove. 3et them

name the pictures they remember.

#ow many pictures did you remember0

/hat makes you remember them0

2. Presentation

Activity 1

Show the illustration of the human grain.

Show also the sample brain of a pig. 3et them describe the sample.

a. #ow big is the brain0 b. /hat covers the brain0

$ouch the surface of the brain. #o'.', does it feel0

Cut the brain crosswise.

Compare the brain with the illustration.

Rea! t"e #ollowin$:

(an is supreme over all living things primarily because of his brain. $he brain

enables him to see, hear, smell, feel and taste. 9t is the seat of all thoughts, emotions,

imaginations, and intelligence. 9t enables him to perform all conscious and

subconscious tasks& to experience all unconscious acts, such as breathing, digesting

food, perspiring, dreaming, etc. $he human brain has a very complex structure. 9ts

three ma=or parts are: the cerebrum, the cerebellum, and the medulla oblongata.


/hat are the parts of the brain0

/here is the cerebrum found0

/hat are the functions of the cerebrum0

/hat is the cerebellum0

7. Application

/hat makes you remember the names of people, events, and places0

/hat gives you the ability to solve problems0

/hat controls the vital functions of the heart, stomach, diaphragm andesophagus0

IV. Evaluation:

Craw the picture of the brain. Color the cerebrum red, the cerebellum green, and the

medulla blue. /rite the functions of each part opposite label.

V. Assignment:

'o! is your brain dierent from the brain of an animal)


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SCIENCE VI

Date: ____________

I. Objective:

(ap the cerebral cortex of its various functions and infer what area of the cortex is used

to perform a particular function

Values: rotecting oneLs cerebral cortex& #onesty

II. Subject Matter:

$he Cerebral Cortex


$he cerebral cortex is that wrinkled and folded outer layer of the cerebrum that really

makes man more superior in terms of brain functions and intelligence than all

animals.

$he cerebral cortex is the clearinghouse of all signals being flashed by the nerves

from the sensory organs and those signals that are being sent by the brain to the

motor muscles and other operative parts of the body.

B. Processes:(apping, inferring, communicating

C. Materials:

rawings

References:

$eacher's (odule in Science and #ealth *

Science ) #ealth * by +essie A. illegas pp. 2*!2>

III. Procedure:


- Checking of Activities

2. Review:

1ame a ;a


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SCIENCE VI

Date* """"""""""""

I. Objective:

Describe the structure of a neuron and the function of its arts

Values: Communication is important in -ife.

II. Subject Matter:

;etwork of nerves


;erve cells are called neurons. $hey are the basic unit of the nervous system.

$hey carry impulses, or signals, from every single part of the body to the brain and

back.

;eurons come in various shapes and sies, but in general they consist of -G cell body

2G an axon and 5G dendrites.

$he cell body contains protoplasm and nucleus.

Axons and dendrites are extensions of the cell body, and are called nerve fibers.

$he axon is a long pro=ection that carries impulses away from the cell body.

endrites are the fingerlike pro=ections that carry signals to the cell body.

B. Processes:

escribing, communicating

C. Materials:

rawing of the nerve cell and its parts

References:

$eacher's (odule in Science and #ealth *

Science ) #ealth * by +essie A. illegas

III. Procedure:

A. Preparatory Activity:-. Checking of Assignment

2. 6eview:

Classify the activities into the regions or lobes ofthe cerebral cortex where they belong.

6ecalling #earing

Feeling Seeing

4xplaining ancingainting Singing


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SCIENCE VI

Date: ____________

I. Objective:

Describe ho! toe nervous system !orks

Values: Cooperation, unity, teamwork

II. Subject Matter:

#ow the nervous system works


;erve impulse is actually a combination of chemical and electrical changes that start

from a stimulus at the end of a nerve fiber.

A stimulus can be a light, heat pressure, chemical substance or a sound that canbe

perceived by any of the senses.

$he nerves that carry nerve impulses from the organs of the body to the brain and

spinal cord are called afferent or sensory nerves.

$he nerves that carry messages from the brain back to the organs of the body via the

spinal cord are called efferent of motor nerves.

B. Processes:

escribing, communicating

C. Materials:

flashcards

References:

$eacher's (odule in Science and #ealth * p, --!-7

Science ) #ealth * by +essie A. illegas pp. 7?!7-

III. Procedure:

A. Preparatory Activity:-. Checking of Assignment

2. Review:

A group of five members dray the picture of a nerve cell by part. $he first to

finish the game, wins.

B. Developmental Activities:

-. (otivational Activity


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Ask pupils to get a partner. $hen let them pinch each other. $hen ask.

/hat did you feel0 /hy did you feel it0 /here did the pain come from0

2. resentation

Activity 1

6ead the following ;erve impulse is actually a combination of chemical and electrical changes that

start from a stimulus at the end of a nerve fiber. A stimulus can be a light, heat pressure, chemical substance, or sound that can be perceived by any of the senses.

$he impulse travels from one neuron to another over the length of the nerve fiber.

/hen the dendrites are stimulated, the neuron becomes positively charged inside and

negatively charged outside. $his difference in electrical charge causes a movement of

ions through the cell membrane and travels through the length of the nerve cell as a

wave. As the signal reaches the end of an axon, it causes the axon to release the

substance called neurotransmitters. $his substance diffuses through synapse to the

dendrites of the next neuron and begins a new impulse through that neuron... and so

on from one neuron to another.

Activity

$hrough a game relayG show how the whole nervous system worksa. Sensory nerves receive impulses.

b. Sensory nerves send the messages to the brain through the spinal cord.

c.


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SCIENCE VI

Date: ____________

I. Objective:

Tell !hat a re,ex is

Values: Alertness

II. Subject Matter:

6eflex


A reflex is a voluntary action that originates from the spinal cord and not from the

brain.

A reflex is some kind of short!circuit by which the pain signal the stimulusG from a

part of your body triggers motor nerves in the spinal cord to instantaneously =erk the

responseG the part of the body that will free itself of the stimulus causing the pain.

B. Processes:

9dentifying, communicating

C. Materials:

A classmate, plastic sheet, piece of paper

References:

$eacher's (odule in Science and #ealth *, pp. --!-7& Science and #eath *, pp. 57!58

III. Procedure:


-. Checking of Assignment

2. Review:

9f you like to pick up an ob=ect, what part or parts of the neuron carry the imageof the ob=ect from your eyes to the brain0 /hat part or parts of the neuron carry the

message from the brain to the muscles of your hands and backbone0


-. Motivational Activity

#ow does your body react, when you sniff a dust or anything alike0

Are you conscious about it0


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SCIENCE VI

Date: ____________

I. Objective:

Test one-s resonse time

Values:


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2. Presentation

Activity 1

6esponse time


Can you catch the ruler at the first trial0

After how many trials were you able to catch the ruler0 #ow far from the top of the ruler were you able top catch it0

Compare your response time with those of your classmates.

/hat can youinfer from these observations0

IV. Evaluation:

laying other games that will test one's response time.

V. Assignment:

Compare the response time of a child like you with an adult like your grandmother.

+hat aects one-s resonse time)


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SCIENCE VI

Date: ____________

I. Objective:

;ame and describe some common disorders of the nervous system, their causes"effect

and their prevention

Values: Awareness, respect for others.

II. Subject Matter:

isorders of the ;ervous System


(ental depression, neurosis, psychosis, amnesia, mental retardation, and paranoia are

some examples of mental diseases and disorders.

/hile most mental disorders are hereditary or genetic in nature, others are acBuired

personality disturbances related to emotional and psychosomatic problems, traumatic

experiences, environmental influences, and improper training.

#appiness, affection, sense of security, pleasant disposition, and personal discipline

are very important aspects of the physical, mental, and emotionally well being of

growing children.

B. Processes:

escribing, identifying, communicating

C. Materials:

ictures

References:

$eacher's (odule in Science and #eath *, pp. --!-7& Science and #ealth *, p. 7?

III. Procedure:


-. Checking of Assignment

2. Review:/hat are your physical needs to be healthy0 social needs0 (ental needs0

emotional needs0


-. Motivational Activity

o you know (yla of 9ingatan a0


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/hatLs wrong with her0 /hy did that happen0 o you know other mental

disorders0

2. Presentation

Activities

a. Sharing the group some mental disorders.

b. 6ead the following.(ental depression, neurosis, psychosis, amnesia, mental retardation, and

paranoia are some of mental diseases and disorders. /hile most mental disorders

are hereditary or genetic in nature meaning, involving the genes in the

chromosomesG, others are acBuired personality disturbances related to

emotional and psychosomatic problems ,traumatic experiences, environmental

influences, and improper training.


/hat are the examples of mental disorders0

#ow are they acBuired0

/hat are the effects of these disorders0

#ow can these be avoided"prevented0

7. Application

$here are Buite a number of people around with mental disorders. /hat can you

do to help them0 /rite your answer in a paper bag.

IV. Evaluation:

Classify the following mental disorders into AcBuired and #ereditary.

-. (ental depression

2. ;eurosis

5. sychosis

7. Amnesia

8. (ental retardation

V. Assignment:

Are there any mentally depressed people around your place0

%bserve how they move, talk, or think.


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SCIENCE VI

Date: ____________

I. Objective:

ractice desirable habits that hel revent and control commonailments of the nervous system

Values: Cheerfulness, positive thinking

II. Subject Matter:

esirable habits to prevent ailments of the nervous system


$here are desirable habits that help prevent and control common ailments of the

nervous system.

$here are:

$hink clearly and positively (ake wise decision


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Activity 1

a. 3istening to the resource speaker who will talk about desirable habits to prevent

ailments of the nervous system.

b. %pen forum.


/hat are the desirable habits to practice to prevent illness of the nervous system0 #ow will you help people suffering from mental illness0

7. Application

6osita is depressed because of the sudden death of her mother. /hat will you do

to help her so that she could overcome her depression0

onna has a fear of the crowd. #ow can you help her overcome this fear0

IV. Evaluation:

3ist down the desirable habits you should practice to avoid mental illness.

V. Assignment:

ractice the desirable habits given the guest.


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SCIENCE VI

Date: ____________

I. Objective:

/bserve and describe a healthy erson

Values:


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9dentifying the healthy children in class. escribing the healthy children

physically, emotionally, and mentally.

Rea! t"e #ollowin$.


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SCIENCE VI

Date: ____________

I. Objective:

Identify some of the hysical# emotional needs of healthy erson.

Values: #ealth is wealth

II. Subject Matter:

;eeds of a healthy person


4very individual has physical, mental, emotional and social needs.

For a person to be healthy, he or she should be physically, emotionally, and socially

healthy.

$he physical needs of a person are her basic needs like food, water, clean air,

exercise, and sleep

$he mental needs of a person are good books, good education, good school, and good

teachers, and healthy mind.

$he emotional needs of a person are love, care, attention, wholesome books,

television shows, good friends, and supportive parents. $he social needs are good friends, supportive parents, and understanding teachers.

B. Processes:

9dentifying, describing, communicating

C. Materials:

ictures of healthy children

References:

$eachers' (odule in Science and #ealth * Science and #ealth * by +.A. illegas

III. Procedure:A. Preparatory Activity:

-. Checking of assignment:

2. Review:

#ow do you describe a physically healthy person0

An emotionally healthy person0 Socially healthy person0 (entally healthy

person0


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-. Motivation:

/hat do you need to be healthy0

2. Activities:a. 'n!ivi!ual wor(

3ist down reasons why you say you are healthy.

b. )roup wor( (ake a summary of the listings for group report.

c. )roup reportin$

d. Summariing group reports to come up with a class report.

5. Concept Formation:

a. Classifying things into physical, mental, emotional needs by asking: /hich will

make you bright0 /hich will make you friendly0 /hich will make you happy0

b. /hat do we need to be healthy0c. /hat are your physical needs0 Social needs0 (ental needs0 4motional needs

7. Application:

Are you a healthy person0 /hy0

IV. Evaluation:

9dentify whether the following are physical, mental, emotional, or social needs.

HHHHH -. parent's love

HHHHH 2. good books

HHHHH 5. rest and exercise

HHHHH 7. good friends

HHHHH 8. good diet

V. Assignment:

(ake a list of your physical, mental, social, or emotional needs. 4valuate whether your

parents and other people have provided them for you.


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SCIENCE VI

Date: ____________

I. Objective:

escribe the effect of physical, mental, and emotional state on one's health

Values: 6espect for others, recogniing others.

II. Subject Matter:

4ffect of physical, mental, and emotional state on oneLs health


A personLs physical, mental and emotional state can affect his overall health.

B. Processes:

escribing, inferring

C. Materials:

Chart, pictures

References:

9nto the Future: Science and #ealth *, pp. 5?!5-: $eacher's (odule in Science and #ealth

*&

Science and #ealth * by .+.A. illegas, p. 7?

III. Procedure:



2. Review:

/hat desirable habits do you practice to be mentally healthy0

B. Developmental Activities:-. Motivation:

/ho is a healthy person0 /hat are the signs of good health03et pupils complete the table on page 78 9nto the Future

2. Activity:

o Activity -.-?, p. 78



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/hat are the effects of physical state or one's health0

/hat are the effects of mental state on one's health0

/hat are the effects of emotional state on one's health0

7. Application:9f you are physically healthy person, at can you0

9f you are mentally healthy person, what can you do0 /hat do you0

IV. Evaluation:

Classify the following effects into physical health, mental health, and emotional health.

-. Can play very well.

2. Can move fast.

5. Can solve problems easily.

7. Can identify wrong and right.

8. #as many friends.

V. Assignment:Are you physically healthy0 /hy do you say so0


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SCIENCE VI

Date: ____________

I. Objective:

escribe the effect of relationship with family, friends, and society on mental, emotional,

and physical well being.

Values: /holesome relationship with family and friends

II. Subject Matter:

6elationships with family, friends, and society


A person's physical, mental, and emotional well being can affect his relationships

with family, friends, and others.

B. Processes:

escribing, making inferences

C. Materials:

Chart, picture, checklist

References:

9nto the Future: Science and #ealth *, pp. 77!7>& $eacher's (odule in Science and #ealth

*

Science and #ealth *, p. 7?

III. Procedure:



2. Review:

/hat should you do in order to be physically healthy0/hat can people who are physically fit do0

/hat about a mentally healthy person0


-. Motivation:

9magine a sick person. Can he play with his"her friends0 Can he"she go with

his"her family for pleasure0


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2. Activity:

erforming Activity --.- p. 7> D 9nto the Future

Copy the table on youO notebook. Answer the Buestions honestly by checking the

appropriate column.

$uestions Al%ays "ometimes

&ever

'it! amily-. o you respect members of your family0 HHHHHH HHHHHHHH

HHHHHH

2. o you help in household chores0 HHHHHH HHHHHHHH

HHHHHH

'it! friends

-. o you Buarrel with your friends0 HHHHHH HHHHHHHH

HHHHHH

2. o you apologie with a wrong doing0 HHHHHH HHHHHHHH

HHHHHH

'it! ot!ers in t!e Community

-. o you listen well with others0 HHHHHH HHHHHHHH

HHHHHH 2. Are you shy and withdrawn0 HHHHHH HHHHHHHH

HHHHHH


#ow do you relate with your family0 /ith friends0 /ith other people in the

community0

Can you have a good relationship with others if you are not physically, mentally,

and emotionally healthy0

7. Application

#ow does health affect one's relationship with family, friends, and others0 /hat

does a healthy person usually do at home0 9n school0 %utside0

IV. Evaluation:

(odified $rue of False

9f the statement is correct, write $rue. 9f it is not, change the underlined word"s to make

the statement correct.

HHHHH -. A healthy person smiles at others.

HHHHH 2. Avoiding people is a result of an emotional well being.

HHHHH 5. 9f a person gets easily irritated: he is mentally healthy.

V. Assignment:

9nterview an outstanding pupil in the school. Ask him"her activities. Ask how he"she

relates with his"her parents, brothers and sisters, teachers and classmates.


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SCIENCE VI

Date: ____________

I. Objective:

numerate and ractice !ays of maintaining one-s health

Values: %bedience, faithfulness, cleanliness

II. Subject Matter:

/ays of maintaining one's health


$here are many practices to stay healthy.

$hese include eating a well balance diet, exercising regularly, getting enough rest and

sleep.

Avoid harmful substances such as drugs, tobacco, alcohol, coffee, and carbonated

drinks.


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a. Setting up standards to follow in the activity.

b. 6eading guide Buestions.

/hat are some ways of maintaining our health0

#ow do we avoid getting sick0

/ho are the people who can help us to be healthy0c. 9ntroducing the resource speaker.

d. 3istening to the speaker.e. %pen forum with the resource speaker.


/hat are the good practices to maintain good health0 /hat is a balance diet0

/hy do we need enough sleep, rest, and exercise0 /hat substances should you

avoid0 /hy0 1ive some of the health habits.

/hy are vaccinations important0

/hen do we have physical and dental check ups0

7. Application:9f you lose your health, you lose everything. /hat will happen if you overeat and

do not exercise0 /hy should you avoid self!medication0

IV. Evaluation:

Check the statements below that tell the proper way of maintaining one's health.

HHHHH -. 1oing to the dentist only when tooth aches.

HHHHH 2. 4ating =unk foods everyday.

HHHHH 5. eeping the environment clean.

HHHHH 7. Seeking the help"advice of a faith healer.

HHHHH 8. 4ating a balance diet.

V. Assignment:3ist down your health habits to maintain your good health.


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SCIENCE VI

Date: ____________

I. Objective:

/erationally de2ne an ecosystem

Values: Awareness of the importance of every living and non!living things in one's

environment

II. Subject Matter:

4cosystem


An ecosystem is a distinct community in which different organisms interact with the

biotic and abiotic components of their environment.

An organism refers to any living thing.

An environment refers to the living bioticG and nonliving abioticG things that surround

an organism and effects its growth and development.

B. Processes:

%bserving, classifying, communicating

C. Materials:

Clean =ar with lid& ABuatic plants& Snails& Sand and gravel& /ater& Fish

Smaller fishes as food for the big fish

References:

Science


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lace the gravel and sand in the =ar.

ut the aBuatic plants into the =ar.

rop the snails into the =ar.

Fill the =ar with water.

ut a big fish into the =ar and drop smaller fishes that serve as food to the big

fish. Close the lid.

3et the pupils observe.

$ell the class that the aBuarium is an example of an ecosystem.

Ask them to read the following.


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An ecosystem is a distinct community in which different organisms interact with

the biotic and abiotic components of their environment. An organism refers to any

living thing. ! An environment refers to the living bioticG and nonliving abioticG

things that surround an organism and affect its growth and development. $hese things

can influence an organism's habitat, ecological niche, breeding conditions, andfeeding relationships with other organisms.

3et the pupils answer the following Buestions:

-. /hat are the biotic components of the aBuarium0

2. /hat are the abiotic components of the aBuarium0

5. /hat is an ecosystem0

7. #ow do the living things and nonliving things work together0


1uide the children to come up with their own definition of an ecosystem.

Ask them to give other examples of ecosystem.

$ake one sample and lead the children to tell how the components interact.

7. Application:raw a sample of a balanced ecosystem. 9dentify the biotic and abiotic

components.

IV. Evaluation:

$he earth is the main ecosystem. /hat do you think will happen if there is no enough

food on earth0 4xplain your answer in one to two paragraphs.

V. Assignment:

$ive at least 3 examles of ecosystem.


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SCIENCE VI

Date: ____________

I. Objective:

9dentifythe producers, consumers and decomposers in an ecosystem

Values: Care for the living organisms

II. Subject Matter:

Components of an 4cosystem


$he producers are the green plants. $hey are so called because they are the makers of

food in the ecosystem by the process of photosynthesis.

$he consumers are the animals. $hey cannot make their own food. $here are primary

consumers& these are the animals that eat only plants, called herbivores. $here are also

secondary consumers& these are the carnivores that eat the herbivores. $hen the tertiary

consumers are carnivores that eat other carnivores. %mnivores are animals that eat both

plants and animals.

$he decomposers are the microorganisms that feed on dead plants and animals.

B. Processes:%bserving, comparing, inferring

C. Materials:

ABuarium& $hree pieces of bond paper

References:

Science


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SCIENCE VI

Date: ____________

I. Objective:

Illustrate the feeding relationshis bet!een organisms through a foodchain

Values: 4very creature, big or small, is important because each has a role to play in this

world.

II. Subject Matter:

$he Food Chain


A food chain shows the relationship between organisms: the producer as food maker&

the consumer as food user& and the decomposer, the one which helps in the

continuous flow of the food cycle.

$rophic level is every step of the way along food chain.

B. Processes:

%bservation, comparison, classification, making inferences

C. Materials:

Article on Food Chain -"7 sheet of cartolina& 1roup picture of animals ABuarium

References:

Science


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2. Presentation:

3et the children observe the living things in the garden.

Ask the children to identify the living things.

#ave them choose a group of living things in the garden that may show a food

link or a food chain.

3et the pupils identify each organism in the food chain like producer, consumer

and decomposer.

Follow up *uestions:

/hy plants are called producers0 /hy animals are called consumers0

/hat are decomposers and why are they part of the food chain0

1ive more examples of food chain in the garden.


/hat is a food chain0 /hy should there be decomposers in the food chain0

7. Application:

Ask the children to write two examples of a food chain in the sea ecosystem and

let them identify the first order consumers to the fourth order and finally the

decomposers

IV. Evaluation:

Construct a pictorial poster of a food chain on a -"7 sheet of cartolina, and explain the

feeding relationships involved. Kse the following organisms:

-. mosBuitoes, frog, men, snake, chicken

2. mouse, bird, cat, big fish

V. Assignment:

repare a list of plants or plant parts, herbivores, carnivores that eat herbivores and

carnivores that eat herbivores. /rite the names of the plants, herbivores and carnivores in

pieces of paper. %ne name per piece of paper. 9f you wish, draw pictures. Arrange the pieces

of paper showing Ewho's eating whom0PStart with a plant and end with a carnivore at the top.

$his is a food chain. o as many food chains as you like. Cut pieces of yarn. 3ay a piece of

yarn between each part of the food chain. 1lue the yarn to the pieces of paper.

ass your food chain mobiles after a day or two.


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SCIENCE VI

Date: ____________

I. Objective:

Construct a food web by =oining together several food chains

Values: Awareness of the interdependence of living things

II. Subject Matter:

Food /eb


A food web is an overlapping food dependency among organisms in the

ecosystem.

B. Processes:

%bservations, making inferences

C. Materials:

Cut!outs of animals

References:

Science


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3et the pupils summarie the overlapping of food chains using the constructed

system.

#ow many food chains are found in this system0


/hat is a food web0

7. Application:

9s man part of the food web0 9f so, how can he improve the food web in his

community0

IV. Evaluation:

(ake a pictorial illustration of s food web using these organisms:

Cat Chicken Spider

Corn (an Caterpillar

V. Assignment:

/bserve the living things in your home and construct a food !eb.


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SCIENCE VI

Date: ____________

I. Objective:

&onstruct a diagram for the nitrogen cycle

Values: Awareness of the importance of decomposers in nitrogen cycle

II. Subject Matter:

;itrogen Cycle


;itrogen!fixing bacteria are the process of converting nitrogen into a usable form.

ecomposing bacteria break down the proteins to ammonia and nitrates.

enitrifying bacteria release the nitrogen back to the atmosphere.

;itrogen fixation is the process of converting nitrogen to usable form.

B. Processes:

%bserving, inferring, constructing and interpreting a diagram

C. Materials:

3eguminous lant& Article on ;itrogen Cycle& A sheet of cartolinaFlowchart of the ;itrogen Cycle

References:

Science


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/hat food is needed to build and repair muscles and bones of the body0 /hat

food nutrient does it contain0 o you know where we get the protein in our foods0

2. Presentation:

3et the pupils examine a mongo or bean plant. /hat food nutrient do we get

from mongo or bean0 3et them observe the root structure of the leguminous plants. /hat do you think

is the reason why a legume has nodules in the roots0

3et the children read article on nitrogen cycle.

Show the flowchart of the ;itrogen Cycle unlabeled. $hen ask the following

Buestions:

-. /here does nitrogen come from0

2. /hat happens to nitrogen to become useful0

5. /here will the nitrate go0

7. /hat will happen to nitrate0

8. /hat bacteria will act on it0

3et the pupils trace the flow chart of the cycle again while asking the following

Buestions:

-. /hat decomposers are needed to make the nitrogen cycle continue0

2. /hat is the function of each bacteria05. #ow are living things able to get nitrogen from the air0


After a thorough explanation of the flowchart on nitrogen cycle, ask the children

to explain in their own words how nitrogen is cycled in nature. 3et them explain

what decomposers do in the food nutrient cycle

7. Application:

Are all bacteria harmful0 /hat should we do to keep the valance in our

soil so that the necessary bacteria will thrive0

IV. Evaluation:

A. 4xplain the importance of each organism below:

-. nitrogen!fixing bacteria2. decomposing bacteria

5. denitrifying bacteria


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SCIENCE VI

Date: ____________

I. Objective:

9llustrate the interdependence of plants and animals for gasses through the oxygen!carbon

dioxide cycle

Values: Appreciation of the importance of give and take relationship

II. Subject Matter:

%xygen!Carbon ioxide Cycle


$he oxygen!carbon dioxide cycle refers to the manner by which these materials are

used and reused in nature.

lants give off oxygen taken in by man animals. 9n turn, man and animals give off

carrion dioxide taken in by plants.

B. Processes:

Constructing and interpreting diagram

C. Materials:Article on %xygen!Carbon ioxide Cycle 9llustration of oxygen!carbon dioxide cycle

References:

Science


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Ask the children to answer the following Buestions:

-. /hat makes the animals live in the aBuarium and terrarium02. /hy do plants live there, too0

5. o these living things depend on each other0 #ow0

Ask the pupils to go to the board and draw a representation of a group animals.

#ave them draw arrows to trace the oxygen!carbon dioxide cycle, an arrow to

represent where the carbon dioxide come from and where it will go and another arrow to represent where the oxygen will go and from where.

/hat do we have now in our diagram0 #ow do we call it0



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SCIENCE VI

Date: ____________

I. Objective:

escribe the effects of deforestation

Values: rotect the Forests

II. Subject Matter:

4ffects of eforestation


$he hilippines is losing -7 hectares of forests per hour due to illegal logging, forest

fires, slash and burn agriculture.

Acid rain in one devastating effect of air pollution.

4missions from coal!burning factories, electric plants, transport vehicles and volcanic

eruptions contain sulfur dioxide and nitrogen oxides.

B. Processes:

escribing, inferring, investigating, observing

C. Materials:

late of shallow basin& Soft drank crown& 1lass =ar& /ater&


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$ell some causes of deforestation

;ame the gases emitted by coal!burning factories, electric plants, transport

vehicles and volcanic eruptions.

9nfer how acid rain works.

6ead the following:

$he hilippines is losing -7 hectares of forests per hour due to illegal logging,

forests fires, slash and burn agriculture. $he threat of acid rains could completely

obliterate forest ecosystems. Acid rain is one devastating effect of air pollution

caused by coal!burning factories, electric plants, transport vehicles and volcanic

eruptions. $heir emissions contain sulfur dioxide and nitrogen oxides forming

sulfuric and nitric acids when they dissolve in water, thus acid rain seeps into the

ground, leaches minerals from the soil, thus retarding the growth of trees.

Answer the following Buestions.

-. /hy are the hilippines losing -7 hectares per hours0

2. #ow is acid rain formed0

5. /hy is acid rain a threat to the forest ecosystem0


State conclusions regarding their activity.

$ell how destructive acid rains are to the forests.

7. Application:#ow would you protect the forests0 ;ame some friendly activities to avoid

deforestation.

IV. Evaluation:

Choose the letter of the correct answer.

-. All of the following may cause deforestation except

a. illegal logging

b. planting young trees

c. forest fires

d. acid rain2. /hat gases come from the emissions of coal!burning factories, electric plants, transport

vehicles and volcanic eruption0

a. carbon dioxide and nitrogen

oxide

b. oxygen and sulfur dioxide

c. nitrogen oxide ad oxygen

d. sulfur dioxide and nitrogen oxide

V. Assignment:

(ake a slogan on a -"7 white cartolina giving emphasis on how to protect and save the

forest.


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SCIENCE VI

Date: ____________

I. Objective:

4xplain that some activities of people disrupt the cycles of an ecosystem

Values: Care for the 4cosystem

II. Subject Matter:

isrupting the Cycles in an 4cosystem


4cosystemic pollution refers to an excess of materials in an ecosystem which changes

its biological, chemical and physiological properties.

4cosystemic pollution comes in many forms such as air, water, land and thermal

heatG pollution.

3ife in the biosphere depends upon a delicate balance.

4very ecosystem is a life!support system!eBuipped with natural means of protecting

itself from the ill!effects of natural and manmade disturbances.

B. Processes:9dentifying, describing, observing, inferring

C. Materials:

ictures& aper and ball pen

References:

Science and #ealth 9, (odule and /ork text pp. **!*>

III. Procedure:


Show the slogan they have made on how to save and protect the forest.


-. Motivational Activity:

Ask how the cycles in an ecosystem are disrupted.

2. Presentation:

Activity 1

9dentify the people's activity in each of the picture shown to the class

$ell the cycles in the ecosystem that are disrupted in every activity.


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1ive examples of pollutants found in the air.

9nfer how these air pollutants affect us.

6ead the following:

Air is the primary source of life!supporting and life!protecting gases such asoxygen, carbon dioxide, nitrogen, and oone.


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V. Assignment:

(ake a list of the materials you use at home that contain CFC.


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SCIENCE VI

Date: ____________

I. Objective:

9nfer harmful effects of certain activities on a bigger or more complex ecosystem, such as the

ocean, river or pond systems

Values: Save and protect the bigger or more complex ecosystem

II. Subject Matter:

oisoning the Food Chain


$oxic substances from fertiliers, pesticides and plastic products contaminate the

environment through food chain.

Food chain is the pathway of nutrients and energy from organism to organism.

4very link in a food chain is called a trophic level.

An eater has to eat more food than its own weight, so the concentration of the toxic substance

becomes greater and greater as it moves up the food chain.

B. Processes:

9nferring, investigating, observing, illustrating

C. Materials:

rawing paper& 6ed ball pen

References:

Science and #ealth 9, (odule and /ork text ! pp. >-!>2

III. Procedure:


1ive examples of materials you use at home that contain CFCs.

B. Developmental Activities:-. Motivational Activity:

Ask what a food chain is the organisms in a food chain.

2. Presentation:

Activity 1

Show an illustration of a food chain.

9dentify the organisms in the food chain.

$ell what every link is called"the diminishing energy.


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9nfer how a food chain is poisoned.

6ead the following:

%ne way in which the toxic substances contaminate the environment is through thefood chain, which is the pathway of nutrients and energy from organism. 4very link in

the food chain is called a trophic level.


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SCIENCE VI

Date: ____________

I. Objective:

9nfer that storage of food, water and space may occur due to a growing population

Values: /ork harmoniously and cooperatively rotection on the basic needs of living things

II. Subject Matter:

+nit ! Animals, lants and 4nvironment 9nterrelationship in the environmentG

,opic ! 4ffects of our opulation on a Community


opulation is the number of organism in a particular group living in a specific area or

place. 6apid population of growth results in food, water and space storage.

B. Processes:

%bserving, escribing and 9nferring

C. Materials:

icture of thickly populated place


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Answer the following Buestions:

-. /hat was the worldLs population in -@>?0

2. /hat was the increase from -@>? to -@@?0

5. /hat was the worldLs population in the year 2???0

b. )roup wor(:

ivide the class into three groups and give group a picture of the following:1roup 9 ! A thickly populated space with small houses.

1roup 99 ! A big family where members are malnourish.

1roup 999 ! A water faucet with file of cans waiting for the turn to get water.

c. 3et each group describe the picture and answer the following Buestions:

-. /hat problem arises when the population increases rapidly0

2. 4xplain the effect of the problem.

d. 3et the pupils read the textbook for verification on pages N@!@2 ! 9nto the Future Science

and #ealth and pp. @@! -?? ! Science and #ealth 9.

5. Concept Formation:/hat problems come up when the population of a certain place increases rapidly0

7. Application:

Mou have noticed that many rice fields are now being converted into housing areas. $he

increase in the number of families reBuires the increase of housing units. 9f more and more

rice field were used for housing purposes, how would this affect the food production and

supply0

IV. Evaluation:

6ead the situation and identify the problem connected to it.

-. A big family cannot provide enough food for all its members.

2. $here is no enough sanitary source of water.5. $here are many sBuatters built along vacant lots.

V. Assignment:

/rite a short paragraph on about the disadvantages of over population in your locality.


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SCIENCE VI

Date: ____________

I. Objective:

Infer the land# !ater and air may become limited and eventually olluted dueto over oulation

Values: 4nvironmental consciousness Cleanliness and ;eatness

II. Subject Matter:

+nit ! Animals, lants and 4nvironment 9nterrelationship in the environmentG

,opic ! 4ffect of %ver opulation


3and, water and air may become polluted. 9ncreasing population means more users.

$here are more wastes produced and released in the environment.

B. Processes:

%bserving, escribing and 9nferring

C. Materials:

aper, ball pen, library resources

References:

Science and #ealth 9 by: +essie A. illegas p. >2

III. Procedure:


-. Review:

/hat problems occur due to a growing population0


-. Motivation:

9s population a pollution issue0 Find out.

2. Presentation:

a. Activity:

/rite a short essay on the topic: /hy is population a pollution issue0

Points to pon!er:

-. /hat are the effects of over population on air water and land pollution0

2. /hat strategies are to be followed to control the harmful effect of human activities

on land, air and water0


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5. /hat is your roll as a pupil and as a member of your community in improving and

helping fight pollution on land, air and water0

b. 3et the pupils read their essays.

c. oint out to the pupils the bad effects of pollution due to over population.

d. iscuss with them their role in maintaining cleanliness, and neatness in their community.

5. Concept Formation:/hat happens to land water and air due to rapid population growth0

7. Application:

#ow can you prevent land, water and air pollution0

IV. Evaluation:

9s population a pollution issue0 /hy0 Support your answer.

V. Assignment:

raw a poster or cut out pictures depicting air and water pollution and people with infections

diseases. $ell something about the drawing or picture.


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SCIENCE VI

Date: ____________

I. Objective:

Infer that over coulation aect one-s health and that of the community

Values: #ealth consciousness, cleanliness and neatness& 4ating the right kind of food.

II. Subject Matter:

+nit J Animals, lants and 4nvironment 9nterrelationship in the environmentG

,opic J 4ffects of %ver opulated


oor health conditions such as poor diet, poor health habits and dirty surrounding are

effects or results of over population.

B. Processes:

%bserving, escribing, 9nferring and Comparing

C. Materials:

ictures depicting poor diet, poor health habits, dirty surroundings, clean surroundings

References:

Science and #ealth 9 for


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Ask: /hat picture shows the effect of rapid population growth0 $he healthier

community0 /hat is the effect of a clean community to the people0 what is the effect of a

dirty community to the people0 why do people in a dirty community gets sick easily0

iscuss the effect of dirty surroundings on health.

b. Show a picture of an area where populated rivers and canals, waste and smoke belching

vehicles are found.Ask: /hat are the sources of waste0 #ow do they cause pollution0 /hen do waste

become pollutant0 iscuss the effect of these pollutants on health. /hat disease can man

have due to pollutants0


/hat is the ill effect of over population on the health of the people0

7. Application:

a. Show the pupils insects that bread on dirty places and discuss the diseases they cause.

b. Ask the pupils to relate what factors contribute to the sad conditions of polluted rivers

and dirty surrounding. 6elate this to the harmful effect on the health of people living in

this area.c. 1ive some practices to prevent spread of diseases and prevent malnutrition in an over

population place.

IV. Evaluation:

(odified $rue or False: /rite $rue if the underlined word makes the statement correct and if

False change the underline word to make it true.

HHHHH -. isease such as Cholera, spread fast in an over populated area.

HHHHH 2. oor diets makes person healthy.

HHHHH 5. ollutants in polluted rivers, canals, waste and smoke belching have bad effects on the

health of the people.

V. Assignment:(ake a list of the latest scientific research on health and nutrition. $he research should be

applicable in crowded communities. repare a report from this selection to be read and explained in

the class.


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/hat are the conditions that upset ecological balance0

5. Application-

ivide the class into four 7G groups. 3et them illustrate on a cardboard paper cartolinaG

the activities that may create. An imbalance in nature. /rite five 8G to six *G sentences onhow as a pupil he or she can contribute to prevent the upsetting of the ecological balance.

IV. Evaluation:

ut a G if it upset the ecological balance and xG if not.

HHHHH -. Spraying insecticide that destroys the oone layer.

HHHHH 2. lanting of trees.

HHHHH 5. Ksing dynamite in fishing.

V. Assignment:

/rite five 8G activities that upset the ecological balance. 4xplain your answers.


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SCIENCE VI

Date: ____________

I. Objective:

Describe strategies for coing !ith ra increase in oulation

Values: Appreciation of the importance of population control.

II. Subject Matter:

Coping with 6apid opulation 1rowth


opulation control through responsible parenthood, awareness of importance of family

planning and importance of community living by improving community resources and

health services.

B. Processes:

escription, comparison, inference and hypothesis

C. Materials:

charts

References:

43C 99 * p. -5& $he Science Connection * pp. N*!NN

III. Procedure:


;ame the bad affects of over population.


-. Motivational Activity:

Compare a family of four children to a family of twelve.

o the four children get more than the twelve children0

Are the four children sure of finishing school0

2. Presentation:

Activity

Study the diagram presented on the chart.

Answer the following Buestions.

-. /hat is the current population in each barangay0

2. /hich among the 5 barangays on the chart is considered normal or already case of over population0 /hy0


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ote: $he discussion is started by presenting a concept which the pupils can interact with.

For example, limiting the number of children in a family versus no limit. $he pupils can

take note of the pros and cons.

5. Concept Formation:opulation can be controlled through responsible parenthood, awareness of importance

of family planning and importance of community living by improving community resourcesand health services.

Community life can be improved through population control.

7. Application:

/hat can you do to promote population control in your community0

IV. Evaluation:

4xplain in a few words the meaning and the advantages of population control.

V. Assignment:

4isit the nearest health center in your barangay. 5sk about the follo!ing*

1. &urrent oulation of the eole in their area.6. &ommunity health services0other services being rovided.7. To 2ve health needs of the community8. (ources of food and !ater.3. 5vailable housing facilities.

Based on the data you gathered# ho! can the community members# including

you# hel in solving the roblems of the barangay) $ive at least 7 examles.


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SCIENCE VI

Date: ____________

I. Objective:

emonstrate commitment and concern in preserving"conserving the balance of life in an

ecosystem

Values: Appreciation of one environment and the importance to one's well!being

II. Subject Matter:


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#ow will tree planting help preserve t soil0 #ow will plants use as soil cover prevent

erosion0 /hat is erosion0

o you have rivers, streams, or similar water bodies in your community0

/hy are other fishes dead0 9s it because of erosion, garbage, or pollution0

#ow can wild life be protected, 4numerate ways that you can do tc preserve and conserve

the environment.


$he class will come up to the conclusion that conservation of natural resources is very

important because it is the way to restore and keep the balance in the ecosystem.

7. Application:

9s conservation important0

#ow is balance of life n the environmentpromotes sustained ecosystem0

#ow will a sustained ecosystem benefit future generations0 #ow can you show your

concern in preserving the balance of life it the ecosystem0

IV. Evaluation:

9dentify the following practices as good or bad to the environment.-. lanting trees

2. $hrowing garbage in canals

5.


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6nd

SCIENCE VI

Date* """"""""""""

I. /b9ective*

Identify common household materials

Values* Appreciation of household materials Draw neatly and accurately

Cooperation

II. (ub9ect :atter*

;nit < :aterials

Toic < 'ousehold :aterials

5. (cience &oncets0Ideas*

#ousehold materials found at home are pesticides, insecticides soap, paint, solvent, synthetic, plastic, food condiments, additives, etc.


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2. Presentation:

a. 5ctivities*

1. (ho! dierent advertisements or actual commonly used at home.

ictures# advertisements or actual materials commonly used at

home.

6. Identify and describe the icture# advertisements or actual

materials.

7. &lassify the ictures# advertisements or actual materials into

esticides# soa# additives# reservatives food condiment# aint#

lastic synthetic# insecticides and solvent.

8. %ead the examles under the dierent household materials.

3. Dra! three =7> household materials

?. @et the uils dislay their dra!ings.

A. 5llo! the uils to tell something about their dra!ings.


/hat are the household materials commonly used at home0

7. Application:

Mou have identified the household materials, would these materials allow you to en=oy a

comfortable way of life0 #ow0

9. 4valuation:

/rite ten -?G common household materials used at home.

. Assignment:

Cut pictures or advertisement showing household materials used at home. Classify them as to

pesticides, insecticides, soap, paint, additives, food condiment, plastic, synthetic, and solvent.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe how insecticides and pesticides are used

Values* Handling materials with care

II. (ub9ect :atter*

Insecticides and esticides


9nsecticide is a chemical poison used to kill harmful insects at home, such as cockroaches

and mosBuitoes. 9t is applied with the use of spray guns and aerosol bombs.

$here are three basic types of insecticides, namely: phosphates malathionG, carbomates, and

$ dichlorodiphenyltrichlorothaneG esticide is a poison used in farms to effectively control pests such as stemborers. $he use of

pesticide improves the yield of crops such as rice, corn, and sugarcane.

esticide is grouped into three, namely: herbicide, insecticide, and fungicide. #erbicide kills

harmful weeds. 9nsecticides destroy harmful insects in plants. Fungicide destroys fungi.


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#ow do these materials affect us0


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe how soap is used.

Values* Cleanliness and sanitation

II. (ub9ect :atter*

(oa


Another familiar product commonly found in the kitchen and bathroom is soap.

$oilet and laundry soaps are cleaning agents made of sodium salts, vegetable or animal fats,

and other chemicals.


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/hy must pesticides be handled with care0 erform activity.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe the paints and solvents are used

Values* Care in handling materials

II. (ub9ect :atter*

aints and solvents


aints protect and decorate homes, buildings, and furnitureLs. $urpentine and thinner are

solvents commonly used in paints. $hey make the paints less viscous 8? they are easy to

apply.


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2. Presentation:

Activity:

a. 6eading the components of paints from the labels of


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe plastic and its uses

Values* Appreciating materials around

II. (ub9ect :atter*

lastic


lastics are comlex organic comounds that can be formed or molded byheat and ressure into a variety of shaes# colors# textures# hardness#durability# and elasticity.

They are usually light!eight and resistant to environmental corrosion. They are good insulators for heat and electricity.

lastics no! take the lace of !ood and metals in furniture making#building construction# and arts of aliances# cars# and other householditems. lastic is also an excellent substitute for aer and glass ascontainers and chassis.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

9dentify materials improved by technology

Values* Observe silence when inside the library.

Cooperate with the members of the group.

Listen attentively to the reporter.

II. (ub9ect :atter*

;nit < :aterials

Toic < :aterials Imroved by Technology


(aterials improved by technology are soap, glass, detergent, food arid food condiments,

pesticides, insecticidesG, synthetic, and fabrics.


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/hat are the warning signal"precautions in product levels0


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe the improvement done by technology on the materials

Values* Appreciate of high technology materials around. Woring harmoniously

with the group.

II. (ub9ect :atter*

;nit < :aterials

Toic < :aterials Imroved by Technology


$echnology produces better and more useful materials for our homes.


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resent a heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug,

metal pan and $eflon pan.


/hat does technology produces0 #ow did the improvement help people0

7. Application:


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

4xperiment how some harmful materials are used and handled at home.

Values* !afety precautions in handling harmful materials

II. (ub9ect :atter*

;nit < :aterials

Toic < roer 'andling of 'armful :aterials


#armful materials should be handled with care. Safely precautions should be observed


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999. rocedure:

A. reparatory Activity:

-. Review:

/hat are the conditions when the effect of materials are harmful0

grous

6. Distribute 5ctivity 1


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

9dentify the conditions when the effect of materials are harmful

Values: Be careful in handling materials !orking with the group harmoniousl"

A void eating shellfish contaminated with red tide

II. (ub9ect :atter*

;nit < :aterials

Toic < &onditions !hen the ects of :aterials are 'armful


Air and water pollution can cause harm to man, plants, animals and other materials acid rain,

global warming and destruction of the oone layer are results of air pollution, red tides,continued use of pesticides and dumping of garbage into the rivers and lakes all bring about

water pollution.


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3et's find out how0

2. Presentation:

a. 5ctivities*

1. (ho! a diagram on about acid rain and ans!er the uestion on

age. 16?

6. @et the uils read orally textbook age 16A for veri2cation of their

ans!er.

7. @et the uils read the text age 16A on about global !arming and

ans!er the follo!ing uestions*

a. +hat haens !hen forest 2res occur)

b. +hat is these henomenon called)

c. +hat is the result of greenhouse eect)

c. +hy is global !arming dangerous)


/hat are the conditions when the effects of materials are harmful0

7. Application:/hat advise will you give to a farmer if he uses chemical fertiliers, pesticides and weed

killers0

9. 4valuation:

(atch Column A with Column


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

9dentify the conditions when the effect of materials are beneficial.

Values* Carefulness in performing the activities. Cleanliness and neatness of

ones body.

II. (ub9ect :atter*

;nit < :aterials

Toic < Bene2cial ects of :aterials


(ome conditions that have bene2cial eects are fermentation# burningand heating.

Fermentation is the chemical reaction of food cause by the action of yeastand bacteria.

&ombustion is the burning of materials that occurs through thesimultaneous combination of fuel# heat and oxygen.


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999. rocedure:


-. Review:

+hat are the imrovements roduce by technology on some of the

materials use at home)


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"""""" 8. &ooking food

"""""" 3. :aking hollo! blocks !ith !ater and cement

. Assignment:

1. 'o! can you reserve 2sh and meat)

6. +hat are the materials to be use)

7. +hat are the bene2cial eects of salt to 2sh and meat)

8. &ite other bene2cial eects of materials.


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2. Presentation:

a. Activities

-. 1roup the pupils and present a list on the proper storage of materials.

2. 3et each group write short dialogue or skit on about proper storing of materials athome.


/hat safety measures"precautions must be observed in storing materials0

7. Application:

Mou saw that your little brother was playing with the bottle of pesticides. /hat will you do

and say0

9. 4valuation:

Check Gif the practices or safety precautions is proper. Cross x G if the practices or safety

precautions is improper.

""""""" 1.ut all kinds of materials together in a lastic bag.

""""""" 6.&over your nose !hen sraying insecticides.

""""""" 7.5l!ays smell and taste materials before using them.

""""""" 8.@abel containers to indicate !hat is inside.

""""""" 3.+ash hands thoroughly after using insecticides.

. Assignment:

/rite five 8G safety precautions on storing materials at home.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

ractice proper disposal of materials

Values* Observe proper disposal of materials

"ecycling of discarded materials

Cleanliness and neatness

!how concerns to the environment.

II. (ub9ect :atter*

;nit < :aterials

Toic < roer Disosal of +aste


1arbage segregation schemes and recycling are some easy of disposing wastes properly.


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Waste

Environent

!euse !educe !ec"c#e


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II. (ub9ect :atter*

Forms of nergy


$here are different forms of energy. $hey are classified as mechanical, chemical, electrical,

heat, light, and wind radiant, nuclear.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe chemical energy and its uses

Values* Change for the better# positive thining

II. (ub9ect :atter*

&hemical nergy and its uses*



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Chemical energy is the energy of matter due to its chemical composition, 9t has many uses.


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7. +hat do these observations indicate)

8. +hat changes occur in the milk)

3. +hat does this observation indicate)

?. +hat changes in -matter is related to these activities)

A. +hat form of energy do these activities sho!) +hat materials are

formed)


/hat is chemical energy0 /hat things possess chemical energy0 /hat are the uses ofchemical energy0

7. Application:

/ill you name things in the room that possess chemical energy0

9. 4valuation:

All of the following materials have a chemical energy except five. 1ive their uses.

-. /ater

2. Air

5. /ood

7. 6ock

8. Soil

. Assignment:3ist down examples of materials at home that possess chemical energy.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

4xperiment how some harmful materials are used and handled at home.

Values* !afety precautions in handling harmful materials

II. (ub9ect :atter*

;nit < :aterials


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Toic < roer 'andling of 'armful :aterials


(echanical energy is the energy of a body in motion and a body capable of producingmotion. (echanical energy is used to produce motion.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe how electrical energy is formed and used

Values* Handling materials with care

II. (ub9ect :atter*

lectrical nergyH Formation and ;ses


4lectrical energy is an energy derived from the flow of electrons from one body to another.

4lectrical energy can run appliances and machines. 9t can also produce heat and light


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Analysis and iscussion:

a. #ow did you make the bulb light0

b. /hat do you call the connection0

c. /hat is an electric circuit0d. /hat energy is produced0


/hat is an electrical energy0 #ow is it formed0 /hat are its uses0

7. Application:

4lectrical energy is very useful. 9t is used at home, in school, in the offices, hospitals,

factories and everywhere.

9. 4valuation:

-. #ow is electrical energy derived0 raw a complete circuit.

2. 3ist down materials that make use of electrical energy.

. Assignment:

roduce a material that make use of electrical energy


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribes radiant energy and how it is used.

Values* Carefulness# respect for others& cooperation

II. (ub9ect :atter*

6adiant 4nergy ! 9ts Form and Kses


%adiant energy is the energy that radiates through sace from a centralsource. The sun has a radiant energy. It gives us heat and light !hich areforms of energy. (ound is another from of radiant energy.

xamles of materials that make use of radiant energy are radio#television# x


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-. Motivation:

/hat does the !sun give us0 o you know how heat and light reach us0

2. Presentation:

a. lace the Solar Collector Apparatus under the sunlight. %bserve results. b. $urn on the television and watch.

Analysis " iscussion:

a. #ow is the colored water in the manometer displaced0

b. /hat does this indicate0

c. #ow does the television and radio stations reach us0


/hat is radiant energy0 /hat are the forms of radiant energy0 #ow is radiant energy used0

7. Application:

6adiant energy is useful butE poses danger in some ways. #ow does the ultraviolet rays

affect our health0 /hat are the advantages and ! disadvantages of television sets to young

children0

9. 4valuation:

/hich of the following activities make use of radiant energy0

-. 1etting pictures2. 1etting the x!ray of the lungs

5. 6iding in a elevator

7. Sun bathing

8. Ksing the telephone

*. /atching television

>. 3ifting a box

N. 3istening over the radio

@. icture taking-?. riving a car

. Assignment:

$ive all forms of radiant energy.


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131/244

SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribe nuclear energy and its uses

Values* 'uclear energy can be harmful and dangerous if not harnessed

carefully. However# it can be bene(cial to man.

II. (ub9ect :atter*

Nuclear nergy H Formation and ;ses


;uclear energy comes from their splitting or combining particles found in the nucleus.

;uclear fission is the splitting apart of a nucleus.

;uclear fusion is the combination of light nuclei to form a heavier nucleus.

;uclear energy can be both helpful and harmful to man.

;uclear energy is used for generating electricity.


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2. /hen is radiant energy harmful0

a. 9t is used to disinfect beddings

b. 9t is used to diagnose disease.

c. 9t is used to dry clothes.

d. 9t causes sunburn.

5. /hat is one way by which physicians determine a healthy pair of lungs0

a.


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. Assignment:

$o to the library and 2nd our more on ho! nuclear energy is used in science

and medicine.


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SCIENCE VI

Date* """"""""""""

I. /b9ective*

escribes sound energy and its uses

Values* We should protect our ears from dangers brought about by loud and

undesirable sounds.

II. (ub9ect :atter*

(ound nergy and its uses


Sound energy is produced by vibrating bodies"ob=ects.

ibration is the back and forth movement of an ob=ect.

Sound help us to communicate with others. Sound saves us from accidents while on the street.

8!->@

999. rocedure:


-. Checking of Assignment/Review:

#ow is nuclear energy produced0 #ow is nuclear energy harnessed0 Are greenhouse

gases produced when nuclear energy is used to generate electricity0 /hy0 /hat is produced

instead0


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-. Motivation:

#ow would you imagine this world without sound0

2. Presentation:

Activity:a. /atching a video tape on Sound 4nergy.


iscussion about sound energy

Ask children how sound is produced.

3et pupils read other information about sound energy and its uses.

7. Application:

9f a newly born baby doesn't cry, what does it indicate0 #ow does sound save you from

road accidents0

9. 4valuation:

(ultiple choice. Choose the correct answer.

-. /hat do you call the sound waves produced by the vibration which makes air molecules comea. 6arefraction

b. Compression

c. itch

d. ibration2. Sounds travels in the following medium except.

a. Air c. 3iBuid

b. Solid d. acuum

5. /hich of the following cannot produce sound0

a. A boy c. a caterpillar

b. A chick d. a leaf

. Assignment:1o to the library an

gr 6 science

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