grade vi lesson guides (final) imcs eval

8/13/2019 Grade VI Lesson Guides (Final) IMCS EVAL.

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Grade SixI. Learning Objectives

• Define and describe what an ecosystem is• Identify the living things and non-living components in an ecosystem

II. Learning Tasks

A. Subject Matter: The Ecosystem and Its om!onents

". once!ts

An ecosystem refers to the combined physical and biological components of an environment.• It includes abiotic factors such as sunlight, temperature consists of , water and soil and biotic

factors all the organisms in the ecosystem!.

"A#$%&'()D I)*'&+ATI')

An ecological system or ecosystem is a unit of interacting organisms and the environment in whichthey live.. It consists of biotic and abiotic components.

The place where an organism lives is its habitat. The habitat of an organism maybe the entire

ecosystem or ust a part of it.

cosystem e/ists in many kinds of land, in lakes, in streams and in ocean. They are found wherevesoil, air and water support communities.

ach organism in an ecosystem plays specific function and role. The essential function eachperforms is its niche.

#iotic om!onents. All the plants, animals, microorganisms and other living things make up thebiotic component of the ecosystem.

Abiotic om!onents. The abiotic components of an ecosystem includes sunlight, air, temperatureprecipitation, water or moisture, soil and nutrients. These abiotic factors determine what kind of

organisms can survive in the habitat.

$. %rocess S&i''s

'bserving, inferring, communicating, defining operationally

(. )a'ue *ocus

Appreciation of the ecosystemInterdependence )o organism lives alone!

#. +e,erences

-

#ru0 1223!- Alberto 3445!- cladre 3446!- #hew 1225!- "iology7 A 8ourney Into Life 9 rd dition by Arms:#amp, 8enna:;alisko- <ikipedia

. Materia's

1 A=uarium, 1 terrarium, pictures

3



III. Learning %rocedures

A. Motivation-%resentation

The teacher presents:shows picture of a grassland with gra0ing animals on a sunny day.

Ask7 ><hat can you say about the picture?@ The teacher asks other =uestions that will lead pupils to describegivethe things they see in the picture.

ow do these groups of living things depend on each other? Do they need the non-living things in order to live?

LetBs find out.

#. Activity %ro!er

• %rouping %roup A will work on Ctation 3a, %roup 1 on Ctation 3b, %roup 9 on Ctation 1a and %roup 5 onCtation 1b!

• &ecall of Ctandards

Station "a and "b

Activity I

I. +aterial7 an a=uarium with two to three fishes, plants, pebbles, sand and tap water

II. <hat to do7

3. 'bserve an a=uarium.1. Answer the following =uestions7

III. uestions7

3. <hat is an a=uarium?1. <hat are the living things and the non-living things found in the a=uarium? living things7

fish, plantsE non-living things7 sand, pebbles, tap water!9. <hat did you observe coming out from the nose of the fishes as they swim?

5. <hat do they compose of? #'1!

F. <hy is there a need to put plants in the a=uarium? <hat do you think are the use of theseplants?

G. If there is no aerator, what do you think will happen to the fishes if there are no plants in thea=uarium?

H. Cuppose if there are no fishes in the a=uarium, do you think the plants will live?6. <hat kind of relationship e/ists between the fishes and the plants?4. 'f what use is the sand in the a=uarium? the water? the pebbles?

1



Station $a and $b

Activity 1 Terrarium An cosystem

I. +aterial7 a terrarium with two to three kinds of plants, soil, two snails, bugs:butterflies

II. <hat to do7

3. 'bserve the terrarium.1. Answer the following =uestions7

III. uestions7

3. <hat are the living things in the terrarium?1. <hat gas do plants give off?9. <hat gas do the animals give off to the plants?5. Aside from o/ygen, what else do plants give off to the animals?F. 'f what use is the sand to the plants? to the earthworm?G. <hat happens to the living things after sometime?H. <hat do the decayed living things do to the soil? ow?6. <hat organisms are responsible in decomposing the dead animals and plants?

. iscussion-Ana'ysis

• <hat are the living things and non-living things are found i in an a=uarium? living things7 fish, plantsE nonliving things7 sand, pebbles, water, o/ygen, carbon dio/ide!

• <hat living and non-living components are found in a terrarium? living things7 plants, earthworm, snails:non-living things, soil, water, o/ygen, carbon dio/ide!

• ow do living things and non-living things interact with one another in a terrarium? ow about in ana=uarium? The soil provides nutrients to plants and it also serves as an anchor to their roots. Decayingplants provide nutrients to the soil.!

• If we say that the a=uarium and the terrarium are e/amples of an ecosystem, how will we define anecosystem?

• <hat things make up an ecosystem?• <hat are the factors that affect life in an ecosystem?

. Genera'i/ation

<hat is an ecosystem? It is a place where living and non-living things e/ist and interact with one another.!<hat are the living components of an ecosystem? living components biotic!7 plants, animals and decomposers!<hat are the non-living components? non-living components7 soil, water, gases like o/ygen and carbon dio/iderocks, nutrients, etc.!

<hat other kinds of ecosystem do you know?

E. A!!'ication

<hat biotic components and abiotic components are found in your house? <hat do you think will happen if onecomponent or factor is missing?

*. Assessment

A. Describe an ecosystem in 1 or 9 sentences.

". Identify if the following are biotic or abiotic component of the ecosystem. <rite # if they are biotic and A ifthey are abiotic.

9



3. air G. earthworm 1. water H. wasps 9. ants 6. weeds 5. pebbles 4. mango F. aphids 32. sand

I). Assignment

'bserve and record organisms you see in a park or in a nearby pond.

• <hat organisms do you see? park7 trees, people, insects, etc.!pond7 fish, water plants, frogs, etc.!

• <hat do the organisms need? food, shelter!• Do you think these organisms can live without the presence of sunlight, :water , :air?• ow do abiotic factors affect the lives of these organisms?

I. Objective: Describe the interrelationship of living organisms in an ecosystem• *ood chain

II. Learning Tas&s:

A. Subject Matter: *ood hains in an Ecosystem

". once!t:

•

There are different organisms living in an ecosystem.• These organisms depend on each other for food.• very food chain begins with a plant producer! and ends with an animal consumer!.• Animals cannot produce their own food thatBs why they are called consumers. #onsumers may be

classified as 3st order, 1nd order, 9rd orderJ 9rd order consumer and an organism can not always beassigned to ust one trophic level.

• The feeding relationships between producers and consumers can be illustrated in a series ofsteps called a food chain.

$. %rocess S&i''s:

5



• 'bserving, communicating, constructing, analy0ing

(. )a'ue *ocus:

• Krotecting producers in an ecosystem• )o man is an island

#. +e,erences

- Abracia, frain #. 3444! Ccience for "etter ealth and nvironment T!, "ookman Inc., ue0on #ity, p. 62- #oronel, #armelita #. et. al. 3444! Ccience and ealth T! CD Kublications, Araneta Ave., cor. +aria #lara

Ct., Cta. +esa eights, ue0on #ity, p. H6- Adapted7 Teachers &esources +aterials cosystem p. H

Krolog7 A 8ourney Into Life, 9rd ed,

. Materia's

3. copy of the song1. activity sheets9. picture of a pond and a forest

III. Learning %rocedures:

A. +evie0

Let the pupils identify living and nonliving things found in a forest ecosystem.

#. Motivation-%resentation

• Let the pupils sing this song.

F

MA1 %ALA1Tune7 >+ay Kulis@

I. +ay palay 9/! sa bukid ni +ang Tantay 1/!+ay palay 5/!+ay palay sa bukid ni +ang Tantay.

II. $inain ng sisiw ang palay sa bukid ni +ang Tantay 1/!$inain 5/!$inain ng sisiw ang palay sa bukid ni +ang Tantay

III. $inain ng ahas ang sisiw na kumain ng palay sa bukid ni +ang Tantay 1/!

$inain 5/!$inain ng ahas ang sisiw na kumain ng palay sa bukid ni +ang Tantay



• <hat are the organisms mentioned in the song?• <hat is the message of the song?•

<hat science idea can you think of based on the song?

. Activity %ro!er

3. Divide the class into four groups.1. Let the group select their leader and reporter.9. Distribute the activity sheet to each group.5. Let each group do the activity.

G

%roup 1

<hat to do7

3. Ctudy the picture of a forest ecosystem

1. #hoose a plant from the picture.*rom a small drawing or name of a plant, draw an arrow pointing to the animal that eats it ora part of it.

Answer the following7

3. <hat are the organisms in your drawing?1. <hat do you call the animals that feeds on plants?9. Do you think that all animals feed on plants only? <hy? <hy not?5. <hat do you call the animals that feed on other animals for food?

%roup 3

LET2S *I3 O4T

<hat to do7

F. %o to the school garden.G. 'bserve the animals that live in that area.H. 'bserve what each animal eats.6. Illustrate it by drawing an arrow from whatever it eats pointing to the animal.


H. <hat are the organisms present in your illustration?

6. )ame the animals that feed on plants only. <hat do you call them?4. Do you think that all animals feed on plants only? <hy? <hy not?32. <hat do you call the animals that feed on other animals for food?33. <hen an animal eats other animals, what is being transferred?31. <hat happens to the energy as it is being transferred to one another

%roup 3

LET2S *I3 O4T

<hat to do7

3. %o to the school garden.1. 'bserve the animals that live in that area.9. 'bserve what each animal eats.5. Illustrate it by drawing an arrow from whatever it eats pointing to the animal.


3. <hat are the organisms present in your illustration?1. )ame the animals that feed on plants only. <hat do you call them?9. Do you think that all animals feed on plants only? <hy? <hy not?5. <hat do you call the animals that feed on other animals for food?

F. <hen an animal eats other animals, what is being transferred?G. <hat happens to the energy as it is being transferred to one another ?



6

frog algae

%roup 5

<hat to do7

3. Look at the following names of organisms. +ake cut-outs of these.

1. Arrange the cut-outs to show the relationship of each organism in terms of who

eats what. Kaste them on your notebook.9. A sample has been done for you.

Answer the following73. <hat do they all start with?1. <hat do you call the organisms that eat plants?9. <hat do you call the organisms that eat other animals?5. #an you put the organisms in column " to column A? <hy?



Activity $

Activity $

&eporting of outputs

4

small fish hawk

grasshopper big fish chicken

grass man worms

+aya bird rice grains

A " # D

grass worms +aya bird hawk

algae

frog

%roup 5

<hat to do7

5. Look at the following names of organisms. +ake cut-outs of these.

F. Arrange the cut-outs to show the relationship of each organism in terms of whoeats what. Kaste them on your notebook.

G. A sample has been done for you.

Answer the following7F. <hat do they all start with?

G. <hat do you call the organisms that eat plants?H. <hat do you call the organisms that eat other animals?6. #an ou ut the or anisms in column " to column A? <h ?




3. <hat is common in all the activities?1. <hy does it always start with a plant?9. <hat do we call the organisms that depend on plants for food?5. <hat do we call the organisms that depend on other animals for food?

• Let the pupils come up with the meaning of food chain using the diagram as a basis.

E. Genera'i/ation

<hat is a food chain?<hat is the a relationship between and among organisms in an ecosystem?<hat would happen to an ecosystem if the food chain is disrupted or if some organisms disappear? <hy?<ould a food chain continue if the producer dies?

*. A!!'ication

Think of your favorite food. Trace the food chain of this food.Draw a food chain where you are a secondary level consumer.

G. Assessment

A. #hoose the correct answer7

3. In a food chain, the plants are called .

A. producer ". consumer #. primary consumer

D. secondary consumer

1. The feeding relationship between a producer and a consumer is called a .

A. food diagram". food chain#. food linkD. food line

9. ach arrow in the food chain represents .

A. is eaten by". is produced by

#. will eat the other

D. will outgrow the other

5. 'rganisms that eat the producer in a food chain are called.

A. first order ". second order#. third orderD. fourth order

32

cow man



• Differentiate a food chain from a food web

II. Learning Tas&s:

A. Subject Matter: onstructing *ood 5eb to I''ustrate *eeding +e'ationshi!

". once!t:

• +ost animals have several sources of food.•

*ood chains are not really distinct but can be interconnected.• Come food chains may also have some organisms in common.• *ood chains that are interconnected are called food web.• A food web is therefore a pattern of overlapping and interlinked food chains.

$. %rocess S&i''s:

• 'bserving, communicating, comparing, constructing, analy0ing

(. )a'ue *ocus:

•

#. +e,erences

- #hing, +eng Ceah 3445! Krimary Ccience G KA# Kress +edia Krivate Limited p. 334- Abracia, frain #. 3444! Ccience for "etter ealth and nvironment T! "ookman Inc., ue0on #ity, p. 62- Te/t 1 Teach A "ridge it Kroect "# Ccience G- Lofts, %. and +arett, +., 344H, Ccience uest 1, 8acaranda <iley Ltd., ueensland, p. 135-13F.6 "osak, p. 12G6 <ikipedia

. . Materia's

#utouts,#ards7 ball of yarn, cartolina-red, blue, green!


A. +evie0

• Distribute an envelope with the following cards inside to each group.

31

+ynah"ird!

grasshopper grass snake%roup 3 -

%roup 1 - flowers bees frog man

lionbird pechay%roup 9 -

%roup 5 - chick corn snake hawk

insect



• ave a contest on arranging the cards to illustrate a food chain.


ow many food chains have you formed? Do you think these food chains can be linked? LetBs find out.

. Activity %ro!er

Activity "

Kost one e/ample of a food chain on the board choose one from the review part!.

)ow the other groups can get the cardsut-out they have used before. (sing the cardscut-outs and yarns, toconnect each organism to form a food chain considering the feeding relationship.

)ow let the class observe what they have created. <hat happened to the food chains? <ere they linked?

Activity $

+aterials7 a ball of string, blue, green and red name tags

Krocedure7

3. <rite on blue tags, one per tag7 light, air, water, soil LA<C!.1. <rite the name of plant parts on green tags, one per tag7 seed, bud, leaf, twig, bark,nut, flower, berry.9. <rite the name of consumers on green tags, one per tag7 insect, bird, mouse, deer, rabbit, cow, horse

hawk, eagle, dog, fo/, snakes, crocodile.5. ach person pins on one name tag. If there are more pupilseople than tags, there can be duplicate tags.F. veryone sits in a circle randomly.G. "egin by using pieces of string to connect the LA<C to plant parts.H. #onnect plant eaters to plant parts. Then connect the plant eaters to the LA<C they need. *or e/ample

the fo/ or the snake is connected to the mouse and is also connected to air.6. +ake as many other connections as you can.

uestions7

3. ow many connections were you able to make?1. ow many yarns are you holding?9. <hat does this show?5. <hat have you created? Introduce the concept of food web.!F. <hat would happen if a fire destroyed all the plants?G. <hat would happen if the water become badly polluted?


3. <hat is a food chain?1. ow many food chains can e/ist in an ecosystem?9. Are these food chains separate from one another?5. <hat do you call food chains that are connected to one another?F. <hat would happen to the food chain or food web if something happened to one of its populations?G. ow can we protect the organisms within a food web?

E. Genera'i/ation

<hat is a food web?Differentiate a food chain from a food web.

39



*. A!!'ication

#onstruct a food web from the following organisms.

grassdeer owlsmicesnakesdecomposershawks

I). Assessment

Draw arrows to make show a food web7

Ccoring guide7

Koints #riteria Cample Answers33 pts Draws all arrows correctlyE

plant is at the start of eachfood chainN plant is eaten by chicken,grasshopper, caterpillar, andhuman 5 pts!N caterpillar is eaten by heron,chicken 1 pts!

N grasshopper is eaten byheron, chicken, and human 9pts!Nchicken is eaten by humanand snake 1 pts!

35



Kartialpoints

Incomplete drawing of arrows

2 Arrows point to the animal orplant being eaten instead ofthe eater )o response

I). Assignment:

<hich organism in a food web do you think is the most important? 8ustify your answer.

%rade MI

I. Objective: • Describe the interrelationship among living organisms in an ecosystem

based on the food nutrient cycleII. Learning Tas&s:

A. Subject Matter: *ood 3utrient yc'e

". once!t:

• The energy from the sun which is trapped by the producers plants! is passed on to the 3 st ordeconsumers which then pass it on to the ne/t consumer when they are eaten .and so on.

• Decomposers such as bacteria and fungi act on dead plants and animals. They help return thenutrients locked in dead plant:animal bodies to the soil, water, and air, which will then be used by plantsagain to produce their food.

• This is the food nutrient cycle which refers to the continuous use and re-use of nutrients in thebodies of living things and in the physical environment.• )utrients present in the environment follow a cycle of being absorbed, used, broken down and

reused.

"A#$%&'()D I)*'&+ATI')

All living organisms obtain energy from food. *ood is the source of nutrients needed for growth andrepair. It is also the source of materials needed to enable the body system to function properly.

3F



All the nutrients that our body needs enter the living organisms through a series of energy transfer knownas food chain and food web. The process involved in the food chain and food web show how the bioticand abiotic components of an ecosystem interact with each other so that nutrients will move:flow innature.

)utrients are passed from the producers to the primary, secondary and tertiary consumers. The feedingactivities of worms, ants, spiders, beetles, woodlice, slugs and snails help break down dead organisms"acteria get their nutrients by digesting dead remains and waste products of others. The action of thesedecomposers releases nutrients into the soil, helping to make the soil rich, brown, fertile. These nutrients

are in turn taken up by the roots of the growing trees and plants. This starts the cycle again.$. %rocess S&i''s:

'bserving, communicating, inferring, predicting

(. )a'ue *ocus:

Appreciation of agents of decay#ooperationKroper disposal of wastes

#. +e,erences

- Abracia 3444! p. 62- #oronel 3444! p. H6- Chaw 344G! pp. G1 G9- Devereu/ p. 315

. Materia's

Diagram of a food chain and a food web, comic strip


A. +evie0

<hat is a food chain? a food web?

A(a food chain refers to the transfer of energy from the producer to a series of consumer s. ) A (a food web is an interlocking pattern formed by a series of interconnecting food chains. )


Kresent the following comic strip to the pupils.

3G



Cay7 %ive your tentative answers or your guesses./pected answers7 to the soil, to the air, to the water!

. Activity %ro!er

• %rouping• &ecall of standards• Distribution of activity sheet.

Activity " 8 *ood 3utrient yc'e

Krocedure7

a. Ctudy the illustration below.b. Draw arrows O! to complete the cycle.

uestions7

a. <hat is transferred when the consumers act upon the products? (nutrients, energy)b. <hat organism acts on the remains of the plant? (fungi/bacteria)c. <hat organism acts on the remains of the goat? (bacteria/fungi)

3H

PTyp



d. Why are bacteria and fungi important?(they break down the chemical bonds formed during the construction of plant and animal tissue, thusnutrients are returned to the soil, air and water)

e. Why is it important for the nutrients to be returned to the soil? (so that plant can use them again!

)ote7 If a microscope is available in the school, let the children view decaying obects.!


• <hat do plants need in order to grow and make food? (nutrients)

• During what process do plants make use of these nutrients?• ow are those nutrients passed to the consumers?• <hat happens when plants and or animals die?

(Decomposers like fungi and bacteria break down the comple substance in the remains into simplerforms)

• <here does the simple nutrient go?

• What do you think w ould ill happen if there were no decomposers?

(!here w ould ill be no nutrient cycle, life on "arth wouldwill be impossible.)

• <hat is a food nutrient cycle?(#t is the continuous use and re$use of nutrients in the bodies of li%ing things and in the physical

en%ironment.)

E. Genera'i/ation

• Ask pupils to give the solution to the problem of $y0 in the comic strip. Let them state:diagramtheir answers.

/pected diagram

*. A!!'ication

• Are bacteria and fungi important in the ecosystem? <hy?

&es, small as they are, life will not be possible in this planet without them.

G. Assessment

A. <rite only the letters of the best answer in your answer sheet.

3. <hich group of organisms are present in the food nutrient cycle?

36



I. plants producers!II. animals consumers!III. bacteria of decay:fungi decomposers!

a. I, IIb. II, III

c. I, IIId. I, II, III

1. <hich of the following components of an ecosystem can cause decay?

a. airb. fungi

c. plantsd. animals

9. <hat is missing in the diagram?

a. plant and animalb. another animal

c. another plantd. bacteria and fungi

". %ive the answer needed.

5. +ang 8ose uses compost as fertili0er in his garden plots. Is this important in the nutrient cycle?F. <hat would possibly happen if there wereare no decomposers?

$ey to #orrection

3. D1. "9. D5. #ompost is made up of decayed materials like plant and animal parts which have decomposed due to the

action of bacteria of decay.F. )utrients will not return to the environment because dead organisms will not decay:rot.

I). Assignment:

ere is another diagram of a *ood )utrient #ycle. /plain the relationship of each component in the cycle.

34

caterpillar

bird

cat

?

plants



%rade MI

I. Objective: • Identify the kinds of relationship among living organisms mutualism,parasitism, and predation, commensalisms, scavenging, and competition!

II. Learning Tas&s:

A. Subject Matter: Mutua'ism7 %arasitism and %redation

". once!t:

• ach living thing has some effect on all other living things in a community. Come living things aredirectly dependent upon other living things. Come relationships are less direct.

• +utualism is a relationship where both organisms are benefited.• Karasitism is a relationship where one organism depends on another for food. The parasite

benefits from this association, while the host is harmed. Death of the host results in loss of the habitatand food supply for the parasites.

• Kredation occurs when an organism kills and consumes others. The predator is the killer and theprey is the victim.

(. %rocess S&i''s:

'bserving, communicating, inferring, prediciting

(. )a'ue *ocus:

Alertness and give and take attitude )o man is an island

#. +e,erences

- I+C /ploring Ccience and ealth G T! I+D# (K +anila pp. 32F 326- sler and sler, p. 156

- <ikepedia

. Materia's

Kictures or real animals if possibleKlaying cards


A. +evie0 95here o I #e'ong Cing a song >no man is an island and analy0e

12



• Let the pupils construct a food chain or a food web from the following organisms7(#t may be in the form of a contest)

ricemousegrasshopper liondeer frogsinsectshuman


• <hat do food chains and food webs show? (feeding relationship)

• Aside from this kind of feeding relationship, what other relationship e/ists among organisms?<hat do you think?

. Activity %ro!er

Activity ": 5hich su!!orts the other;

+aterials7 limbs and twigs that have white fungus growing on them magnifying glass

Krocedure7

3. ave the pupils bring to class small limbs and twigs that have white fungus on them.1. Let them e/amine the fungus with magnifying glasses.

uestions73. <hich plant organism provides support to other plants?1. *rom the color of the fungus, can you tell if there is the presence of chlorophyll? +ay test the presence o

starches and sugars in the fungus.!

9. <here does the fungus obtain its food?5. <hat do you think is the relationship of the bark and the fungus? Introduce the concept of parasitism?

That the fungi obtain their food directly from the bark of a tree. The fungus is the parasite and the bark isthe host.!

F. #an you think of other e/amples of parasitism?

Activity $: Let2s %'ay Guys

• %roup the pupils into 9.• %ive each group a set of cards to play with• %ive also the procedure.

%roup 3

%roup 1

%roup 9

13

tick boy tapeworm mos=uito ead leech carabao human!dog

heron antsflowers insect aphidscarabao

deer cat rat fishhawk chicks algaelion

lice

lichencarabao




• Let each group present their work.• #heck the pupilsB work.

)ote7

%roup I - should present matched organisms to show parasitism!%roup 1 - should present matched organisms to show mutualism!%roup 9 - should present matched organisms tot show predation!

Answer the following.

3. ow did you match the organisms? (through feeding relationship)1. In group 3, why is the dog matched with the tick? (the tick gets its food from the dog)9. <hat happens to the tick if it is removed from the dog? <hy? (the tick dies because the tick

depends on the dog for food)5. Is it the same with the boy and the tapeworm, mos=uito and human, carabao leech, head lice?F. <hat kind of relationship do they show? (parasitism)

In parasitism, a parasite is the animal or plant which obtains its nourishment from another livingorganism called the host. The parasite benefits and the host is harmed.!

G. In group two, what is the relationship between the lichen and the alga? (a lichen is composed oalgae (tiny green plants and fungus (tiny non$green plants) li%e together. !he fungal threads pro%ide

the home and the raw materials like water and minerals for the alga partner. !he food made by thealga partner is shared with the fungus. 'oth members are benefited in the relationship. !hisrelationship is called mutualism. !he same relationship occurs between a carabao and a heron. !heheron eats the lice on the carabao which ser%es as its food thereby remo%ing the blood sucking

parasite from the carabao.

H. In group 9, what relationship e/ists between the lion-deer, cat-rat, hawk-chicken, fish-algae? (thelion, cat, hawk and fish kill their %ictims or prey before or during the eating process. !he killer(predator) benefits while the prey is harmed, killed or eaten. redators can be herbi%ores andcarni%ores.. !he relationship is called predation.)

E. Genera'i/ation

• <hat are the different kinds of symbiotic relationship?• Define mutualism, parasitism and predation?• Describe which animal is benefited in parasitism and inm predation and which organisms are

harmed.• %ive other e/amples of mutualism, parasitism, and predation.

*. A!!'ication

• #f you were to choose, what kind of symbiotic relationship would you like to be in? Why?

• What important attitude/beha%ior obser%ed in mutualism would most human beings benefit from

it? ustify your answer.

11

Krocedure7

3. Chuffle the cards as in playing cards QbarahaB!.1. %ive each member a card.9. ach member lays his:her card on the working table.5. *ind the possible partner of each card and match them.F. #lap you hands if you have finished.



G. Assessment

A. #hoose the letter of the correct answer.

3. A relationship where both organisms are benefited.

i. predationii. mutualismiii. parasitismiv. food chain

1. The organism which benefits from a parasitic relationship.

i. preyii. hostiii. parasiteiv. predator

9. <hat willwould happen if the host in a parasitic relationship dies?

I. The parasite willould survive.II. The parasite is not affected.

III. Loss of food for the parasite.IM. Loss of habitat for the parasite.

A. I". II#. III onlyD. III and IM

". Describe the pictures and identify the kind of relationship shown.

*lower and butterfly +os=uito biting a person *rog inside a sea anemone

A #

I). Assignment:

'bserve the animals in your barangay and identify the kind of relationship between and among them.

%rade MI

I. Objective: • #onstruct a diagram of the o/ygen-carbon dio/ide cycle.• Interpret the diagram of the o/ygen-carbon dio/ide cycle

19



II. Learning Tas&s:

A. Subject Matter: Oxygen6arbon ioxide yc'e

". once!ts:

• The continuous e/change of o/ygen and carbon dio/ide by plants and animals including humanbeings is called o/ygen carbon dio/ide cycle.

•

During the process of photosynthesis, plants get carbon dio/ide from the air and give off o/ygen.• During respiration, animals and plants give off carbon dio/ide

$. %rocess S&i''s:

• 'bserving, inferring, evaluating

(. )a'ue *ocus:

• %ive and take relationship:$indness• Klants for Life• +ake the nvironment %reen

#. +e,erences

• #oronel, #armelita et. al. 3444! Ccience and ealth G T! CD Kublications, Inc., +etro +anilap. 69

• #ru0, 8uanita +. et. al. 1229! Into the *uture Ccience and ealth G T! Diwa Ccholastic KressInc., pp. H2 - H3

• Drago, #ristina 1222! The "ig "ook of /periments An ncyclopedia of Ccience "rown<atson ngland pp. 16 14

. Materia's

Activity sheets, illustration of '/ygen-#arbon dio/ide cycle, sprigs, bowl, glass ar:vase, water, cardboardplate, a glass, a match, a candle, a teaspoon, vinegar, bicarbonate soda, a cardboard tube, modeling

clay, lime water, straw


A. %re'iminary Activities

". +evie0

• Let the pupils do the concept map

15

+aterials )eeded inKhotosynthesis



Activity 1

<hat you need7

• a glass of limewater• straw

<hat to do7

"reathe out through a straw dipped in the limewater.

)ote7 The pupils will design an e/periment.


H. <hat happens to the limewater when you breathedthrough it?6. <hat does this show?

• <hat are the products of photosynthesis?• ow are they used?

#. eve'o!menta' Activities

". Motivation-%resentation

•

ave you ever entered a movie house or any overcrowded place?• ow do you feel?• <hat can you say about the =uality of the air?• <hat kind of gas is produced in such an over crowded place?• greater =uantity in this kind of place?

$. Activity %ro!er

• %roup pupils in 5.• Assign leader, gofer and reporter.

%roup 3 and %roup 9 will do Activity 3%roup 1 and %roup 5 will do Activity 1

1F

Activity 1

<hat you need7

• a glass of limewater• straw

<hat to do7

"reathe out through a straw dipped in the limewater.

Activity 3

<hat you need7

• a few sprigs small stem bearing leaves or flowers! of a waterplant

• a bowl• a clear glass ar or vase• card• water

<hat to do7

G. *ill the bowl with water.H. Klace the sprigs in the ar then fill this with water.6. #over the mouth of the ar with a card. $eeping your hand on the

card, carefully turn the ar upside down, and lower gently into thebowl. 'bserve what happens?

4. Klace the bowl in sunlight. &emove the card carefully.32. 'bserve what happens.


5. <hat do you see in the ar? (*ittle bubbles of air)F. <here does it come from? (sprigs)

G. <hat does this show? (oygen is released from the sprig)

Adapted7 The "ig "ook of /periments

Activity 3

<hat you need7

• a few sprigs small stem bearing leaves or flowers! of a waterplant

• a bowl• a clear glass ar or vase• card• water

<hat to do7

3. *ill the bowl with water.1. Klace the sprigs in the ar then fill this with water.9. #over the mouth of the ar with a card. $eeping your hand on the

card, carefully turn the ar upside down, and lower gently into thebowl. 'bserve what happens?

5. Klace the bowl in sunlight. &emove the card carefully.F. 'bserve what happens.


3. <hat do you see in the ar? (*ittle bubbles of air)1. <here does it come from? (sprigs)9. <hat does this show? (oygen is released from the sprig)



. %ost Activity

". iscussion-Ana'ysis

• Let them report their findings.• Ask the following =uestions7

3. <hat are the living organisms in the two activities?1. <hat gases are e/changed between the plants and animals?

9. ow do plants make use of carbon dio/ide?5. ow do animals make use of o/ygen?F. <hat happens if the number of plants are reduced? If all the plants die?G. <hat will happen if there are so many people in a place of only few trees or plants?

$. Genera'i/ation

• Teacher discusses '/ygen #arbon Dio/ide #ycle using a diagram to summari0e the activity.

3. <hat is the o/ygen carbon dio/ide cycle?1. <hat are the two processes involved in the o/ygen carbon dio/ide cycle?9. #onstruct a diagram of the o/ygen carbon dio/ide cycle?

(. A!!'ication

• $nowing that plants are the only source of o/ygen, what should we do to have enough supply ofo/ygen?

. Assessment

%iven the a=uarium as a mini ecosystem, construct a diagram of the o/ygen carbon dio/ide cycle. Chow howthe two gases are produced and used.

1G



I). Assignment:

<hat do you think will happen if we have more animals than plants?

%rade MI

I. Objective: • Discuss the conse=uence of certain activities or events that disturb theinterrelationships in an ecosystem. such as deforestation

• #reate a scenario to depict the effects of deforestation caused byovercrowded population, kaingin, illegal logging, mining, =uarrying andconversion of agricultural lands to subdivisions and parks

1H

)ote7 The pupils will provide answers as todevelop 'TC



II. Learning Tas&s:

A. Subject Matter: E,,ects o, e,orestation

". once!t:

• The effects of deforestation are7

- floods- soil erosions- siltation- decrease of water supply- loss of habitat for wild animals- pollution- rise in temperature

$. %rocess S&i''s:

• 'bserving, describing, predicting

(. )a'ue *ocus:

• #onservation of natural resources

#. +e,erences

• #oronel, #armelita et al. 3444! Ccience and ealth G T! CD Kublications, Inc., +etro +anilap. 49

• Abracia, frain . 3444! T Ccience for "etter ealth and nvironment, "ookman, Inc.ue0on #ity, p. 64

. Materia's

>Res )o /ample@ picturesand-outs



". +evie0

• Are you familiar of what can be found in the forest? #onstruct a food web by oining the followingfood chains found in the forest.

rice plant O manrice plant O grasshopper O frog O hawkrice plant O rat O snake O hawkrice plant O maya O man

• Ask the following =uestions7

o <hat organisms feed directly on plants?o <ho are the second consumers in the food web?o <hat is a food web?

16





• Ask the pupils if they have heard:read about the '&+'# T&A%DR.• Chare the >news bit@ on the '&+'# T&A%DR to the pupils.• In the bo/ provided for illustrate 'rmoc tragedy.

• <hat tragedy happened in 'rmoc #ity?• <hy did the flash flood occur?

Cay7 N Look closely to the set of pictures I am going to show you.Tell whether the picture is a RCe/ample or a )' e/ample. The teacher will show pictures on deforestation!

14

T '&+'# T&A%DR

)ote7 The teacher will provide illustration or show pictures,.

A tragedy shocked 'rmoc #ity. It was a nightmareS There was a panic allover the place. The people of 'rmoc were caught unaware of sudden flow of

water bringing with it logs from the mountain.Thousands of people died, maority were helpless children.&esult of the investigation showed that it was caused by rampant illegal

logging in the place.



92



• Let the pupils place all >RC A+KL@ in one pile and >)' A+KL@ in another pile.

&"+"A-*"

"A-*"

3. 3.1. 1.9. 9.5. 5.

• #ompare the set of pictures in the >RC and )' A+KLC@• Ask7

- <hat do the pictures in the >RC A+KL@ show? (causes of deforestation)- ow about in the >)' A+KL@?

$. Activity %ro!er

Let the pupils role play situations depicting the effects of deforestation!

• %roup pupils in 5.• Assign each group to get one of the pictures in the >RC A+KL@.

93



• Let each group act out a scene that depicts the effect of this situation (se the TM sitcomtechni=ues!/. a tv host interviewing people on the effects of illegal logging!

. %ost Activity


• Let each group present their work.•

Ask the following7

3. <hat are the effects of cutting trees in the forest?1. <hat happens to the water supply when trees are insufficient?9. <hat will happen to our mountains if people will continue =uarrying?5. If people especially those who live near a mountain continue cutting and burning trees for

agricultural purposes, what are the tragic effects of this practice?F. If our population will continue to grow, what harmful effects will it bring?

$. Genera'i/ation

• <hat are the causes of deforestation?• <hat are the effects of deforestation?

(. A!!'ication

• <hat will you do to lessen the harmful effects of deforestation?

. Assessment

%ive the possible effects of the following causes of deforestation.

#A(CC **#TC3. Illegal cutting of trees1. 'verpopulation9. #onversion of agricultural lands

to subdivisions and parks5. +iningF. $aingin

I). Assignment:

Draw the harmful effects of careless and illegal cutting of trees.

91



%rade MI

I. Objectives: • Identify the maor parts of the circulatory system• Describe the function of each part

II. Learning Tas&s

A. Subject Matter: Major %arts o, the ircu'atory System

". once!t

• The maor parts of the circulatory system are the heart, the blood, and the blood vessels.• The heart is a muscular pump that circulates blood around the body.• "lood is a red fluid that travels around the blood vessels.• The blood vessels are tubes that serve as passageways of the blood.• The main function of the circulatory system is to deliver food and o/ygen to the body cells and

eliminate carbon dio/ide and other waste products from the body cells.

$. %rocess S&i''s

• 'bserving, communicating, inferring, identifying, discussing, evaluating

(. )a'ue *ocus

• #are for the circulatory system

#. +e,erences

• #ru0, 8uanita et al 1229! Into the *uture7Ccience and ealth G, p. 1-F• #arale, Lourdes &. 'ur "odyBs Transportation, p. 12

99



. Materia's

Celection about the circulatory system#utouts or models of the maor parts of the circulatory system

95



#ac&ground In,ormation

The human heart is a speciali0ed, four-chambered muscle that maintains the blood flow in the circulatory system.It lies immediately behind the sternum, or the breastbone, and between the lungs. The ape/, or bottom of theheart, is tilted to the left side. At rest, the heart pumps about F4 cc 1 o0! of blood per beat and F l F =t! perminute. During e/ercise it pumps 312-112 cc 5-H.9 o0! of blood per beat and 12-92 l 13-91 =t! per minute. Theadult human heart is about the si0e of a fist and weighs about 1F2-9F2 gm 4 o0!.

The human heart begins beating early in fetal life and continues regular beating throughout the life span of theindividual. If the heart stops beating for more than 9 or 5 minutes permanent brain damage may occur. "lood flowto the heart muscle itself also depends on the continued beating of the heart and if bloodthis flow is stopped fomore than a few minutes, as in a heart attack, the heart muscle may be damaged to such a great e/tent thablood flow it may irreversibly.

The heart is made up of two muscle masses. 'ne of these forms the two atria the upper chambers! of the heart,and the other forms the two ventricles the lower chambers!. "oth atria contract or rela/ at the same time, as doboth ventricles.


A. +evie0 9hoose " on'yKick out the words which do not belong to the group and identify to what body system it belongs.

$ey to correctiona. trachea, villi, lungs, alveoli! a. villi-digestive systemb. clavicle, ribs, skull, cardiac muscle! b. cardiac muscle-circulatory systemc. bronchi, vagina, uterus, fallopian tube! c. bronchi-respiratory systemd. bladder, stomach, kidney, ureter! d. stomach-digestive system

e. o/ygen, sweat, urine, carbon dio/ide! e. o/ygen-respiratory system

Identify the body system that is described below. #hoose your answer from the bo/.

a. Air enters the bloodstream through this body system.b. this is not closely related to the circulatory system.c. This body system is responsible for eliminating wastes from the blood out of the body.

9F

nervous system respiratory system urinary systemmuscular system skeletal system digestive system reproductive system



d. This body system transforms the food we eat into li=uid form so the blood can transport it to all body parts


• Let the pupils og in place for one minute. Then tell them to put their hands on their chest. Ask7 <hat do you feel? <hy is your chest beating faster?%recaution: !u!i's 0ho are asthmatic-0ith heart ai'ment shou'd not do this.

• Let them observe the >root-like@ structure in their hands and arms. Ask them to describe the blood

vessels its shape, si0e, length. Ask7 <hat are these >root-like structures? <hat do you think are inside the tubes? (blood %esselsarteries, %eins, inside the tubes is blood)

. Lesson %ro!er

• Ask the pupils to form small groups.• %ive each group an activity sheet.• Cet the standards for the group activity.

9G

Activity Cheet

Kroblem7 <hat are the parts of the circulatory system?<hat you need7

Diagram of the circulatory systemCelection about the circulatory system

<hat to do7• &ead the selection very carefully and answer the =uestions that follow7

Rour bodyBs system of circulationIs an incredible method of transportation

A river of r life that flows under your skin&ound and round in one directionKroviding food and air and does waste collectionTo every single cell part that lives within."lood flows throughTwo different tubes'ut through your arteries

And back through the veins*rom your heart to the lungsTo get some fresh air Then back to your heartTo be pumped everywhereAdapted7 +y Kals Are ere!

• Answer these =uestions7

a. <hat different organs are mentioned in the selection? skin, blood, bloodtubes/%essels, arteries, %eins, heart)

b. <hat are the organs that belong to the circulatory system? blood, bloodtubes/%essels, arteries, %eins, heart)

• Label the diagram below7

• <hat are the three maor parts and function of the circulatory system based on

your labels in the diagram and as described in the selection?• #omplete the table below7

+aor Karts of the#irculatory Cystem

<hat is it like ow it works

3. (heart) (#t is a heart$shapedorgan.)(#t is made$up of muscles.)

(!he heart pumps blood.)

1. (blood) (0ed fluid inside the body.) (!he blood bringsmaterials to the different

parts of the body.)

9. (blood %essels) (!hey are tubes whereblood passes.)

(!hey are the tubes thatser%e as the passageway

of the blood.)(!hey connect the heartand the lungs.)




&eporting of group output.

E. Genera'i/ation-Summary

<hat are the maor parts of the circulatory system? (heart, blood, blood %essels)<hat is the function of each part? (heart$pumps blood, blood$carries materials to the different parts of the

body, blood %essels$passageway of the blood)

*. A!!'ication

<hy is the circulatory system compared to a transportation system?<hat serves as the highway?

<hich ones act like buses and eepneys?Is there a >traffic problem@ that can happen in the circulatory system? <hy? %ive e/amples.<hat organ controls the >traffic@?<hy is it compared to a passenger?

/pected answers7

The circulatory system can be compared to a transportation system because they are concerned with thetransport or delivery of materials from one point of destination to another point. Like any means oftransportation, goods are loaded to be carried or delivered to a specific point and once goods reach suchplace they are unloaded and are used.

ighway-blood vessels passengers-materials and wastes"uses and eepneys-blood traffic control-heart

G. Assessment

9H



+atch #olumn A with #olumn ". <rite the letter of the correct answer.

#olumn A #olumn " 3. The transport system of the body that moves

the blood throughout the body.a. Arteries

1. "lood cells that fight germs that enter thebody.

b. "lood

9. They are tube-like structures in the bodythrough which blood flows.

c. "lood vessels

5. The li=uid vehicle that carries o/ygen, nutrientsand other substances that sustain life.

d. #irculatory system

F. They are blood vessels that carry foodnutrients and fresh o/ygenated blood.

e. eart

f. <hite blood cells

I). Assignment

3. /plain the anatomy of the #irculatory Cystem using the illustration of the heart below7

1. (se the diagram of the heart to trace the flow of blood inside the heart starting from the Mena #ava.

96



%rade MI

I. Objectives:• Identify the parts of the circulatory system• Describe the function of each part

II. Learning Tas&s

A. Subject Matter: The #'ood )esse's

". once!ts

• The blood vessels are tubes that serve as the passageway of the blood.• There are three kinds of blood vessels7 arteries, veins, and capillaries.• Arteries carry blood away from the heart.• Meins carry blood back to the heart.• #apillaries allow the e/change of materials between the blood and the body cells .from the

arteries to the veins.

$. %rocess S&i''s

• 'bserving, identifying, describing, comparing, communicating, inferring

(. )a'ue *ocus

• #are for the blood vessels

#. +e,erences

• #antic 1223!, pp. 33-3G• Tiong 1221!• (K-)IC+D 122G!, 'ur "odyBs Transport Cystem p. H

. Materia's

water mi/ed with red eye, plastic s=uee0e bottle, glass tube 12 cm long F mm inside diameter!, rubber tube 36cm long F mm inside diameter!, 1-hole rubber stopper, basin


A. +evie0 9I, needed7 chec&ing o, assignment7 i, any

Teacher will conduct the review of blood composition and the function of each blood component. Ask thepupils to make a semantic web using the materials provided.

94



/pected Answer

The semantic web may look like this.

52

"lood *ights infections

containshemoglobin

forms blood cots

carries o/ygen containsantibodies

solid component carries blood cells,hormones and

other substances

red fluid flowingthroughout the body

plasma

white blood cell helps stopbleeding

platelets

li=uid component

carrieso/ygen

red bloodcell

containshemoglobi

nsolid

component

whiteblood cell

fightsinfection containsantibodie

s

platelets

help stopbleeding

blood

red li=uid flowing

throughout thebody

li=uidcomponen

t

plasma

carries the blood

cells, hormones andother substances



)ote7 *or a low performing class, teacher may present an incomplete concept map. *or an average or highperforming class, teacher may allow the pupils to create their own design.


a! Look for the pair of the following words.

A "8eep*ood<ater #able carsTrain

#able wire&ailroadtrack&oadKipessophagus

ow are these two words in a pair related to eachwith one other?

/pected answer7

eep7 road cable cars7 cable wirefood7 esophagus train7 railroad trackwater7 pipes

The two words are related to each other for the reason that eep, food, water, cable cars and trains arethe goods:loads that have to be transported or delivered along a conduit, passageway, or tube to reach toa certain destination.

b! /amine your inner and palm of your hand. Look for bluish line.

3! ow do we describe the bluish lines?

/pected answer7 They look like >roots.@They look like >tubes.@

1! <hat do we call these bluish lines?

/pected answer7 blood vessels:blood tubes

9! <hat could be inside them?

/pected answer7 blood

5! <hat is the work of these tubes or passageway?

/pected answer7 These blood tubes allow blood to travel around the body.

. Lesson %ro!er

a. %roup the pupils into small groups..b. %ive each group an activity card.c. Cet standards for group activity.

53



Activity "

3! <hat are the three kinds of blood vessels?1! ow do they function in our body?9! <hat are the blood vessels that connect the heart to the lungs?5! Kresent and e/plain each kindThe answer here can be answered in 5.!

+aterials7

*igure 3 9 kinds of blood vessel*igure 1 blood vessels that connect the heart and the lungs

Krocedure7

3! Ctudy very carefully the diagram that shows the different kinds of blood vessel.1! *ocus your attention on the direction of the arrows.

*igure " 8 Three &inds o, b'ood vesse'

*igure $ 8 The b'ood vesse's that connect the <eart to the Lungs

51



*igure ( 8 The *'o0 o, #'ood in the #'ood )esse's

uestions7

3! <hat are the three kinds of blood vessel shown in *igure 3?

1! The arrows in *igure 3 show the direction of the flow of the blood.a! <hat is the direction of the blood flow in the artery?b! <hat is the direction of the blood flow in the vein?c! <here does the blood pass from the artery to the veins?

9! As reflected in *igure 3, how would you describe the blood as it7a! flows in the artery?b! moves to the vein through the capillaries?

5! *ollowing the arrows in *igure 3 and *igure 1,a! in what blood vessel does the blood pass from the heart to the lungs?b! from the lungs, where does the blood pass in going back to the heart?

F! "ased the illustration in *igure 3,a! <hat do you think does the blood get from the lungs?b! <hat do you think does the blood leave in the lungs?

G! In what blood vessel does e/change of o/ygen and carbon dio/ide occur in the lungs?H! "ased onin the arrows in *igure 9, how would you compare the blood

a! from the body back to the heart, and from the heart to the lungs?b! what do you call the blood vessel that carries blood back to the heart?

6! ow would you compare the blooda! from the heart to the body, and from the lungs to the heart?b! what do you call the blood vessel that carries blood from the heart to the different parts of the body?

/pected answers to the uestions7

3! artery, capillaries, vein1!

a! outward:out:way from the heart!b! inward:inside back to the heart!

c! capillaries9! a! blood is deep red because it is still rich in fresh o/ygen

b! blood is pale blue because it lacks fresh o/ygen5! a! pulmonary artery

b! pulmonary veinsF! a! fresh o/ygen

b! carbon dio/ideG! capillariesH! a! blood is poor in o/ygen and rich in carbon dio/ide and waste materials

b! veins6! a! blood is rich in o/ygen, digested food and water

59



b! artery

Activity $

Discuss the different kinds of blood vessels and, their functions and e/plain each.

+aterials7Diagram of the kinds of blood vessel"asic information about the blood vessels

Krocedure7

3! Ctudy the diagram of the blood vessels and read the information about it.

"lood flows through many tubes to get to the cells of the different parts of the body. These tubes arecalled blood vessels. There are three types of blood vesselsE namely, the arteries, the capillaries, and theveins.

Types of "lood Messel

a. Arteries• are strong and fle/ible or elastic.• carry bright red blood due to o/ygen and food nutrients contained in them.• are thick-walled to withstand the force of the flow of the blood as they flow away from the heart.• are buried deep inside the body to keep them safe from inury.• branch off into smaller arteries called arterioles that, in turn, branch into capillaries.

b. Meins• are thin-walled but generally larger than arteries.• carry blood rich in carbon dio/ide back to the heart.

c. #apillaries• are tiny, very thin-walled vessels that act as >bridges@ between the arteries and veins.• allow o/ygen and nutrients to pass through the tissues into the blood.• are the blood vessels where the e/change of materials between the blood and the cells occurs,

such that food and o/ygen enter the body cells while waste materials are e/pelled.

uestions7

*ill in the following tabulation.

Ty!es o, #'ood )esse's haracteristics *unctions

3! Arteries1! Meins9! #apillaries

/pected answers7

Ty!es o, #'ood )esse's haracteristics *unctions

3! Arteries They are7• strong, fle/ible, elastic• thick-walled vessels

They carry red blood cellsrich in o/ygen and foodnutrients.

1! Meins They are7• thin-walled vessels but

generally larger thanarteries

They carry blood rich incarbon dio/ide back to theheart.

9! #apillaries They are7• tiny, very thin-walled

vessels

They act as >bridges@between the arteries andveins. They are the bloodvessels where the e/change

55



of materials between theblood and cells occurs, suchthat food and o/ygen enterthe body cells while carbondio/ide and waste materialsare e/pelled.

Activity ( 8 Observing the #'ood )esse's o, a *ish

+aterials7

compound microscopeglass slidegau0e 32 cm / H cmguppy or rainbow fishin a plastic ar of watercotton

Krocedure7

3! <et the gau0e and fold it twice.1! <rap the fish with the wet gau0e. /pose its tail. Kut the fish on a glass slide. #over the tail with a cover

slip.

9! 'bserve the tail of the fish under the microscope.

uestions7

3! <hat do you observe about the blood?1! <here does the blood flow through?9! Do you observe something like this?

/pected Answer7

3! The blood is flowing:moving.

1! The blood flows through the blood vessels.9! Res or )o depending on what they have observed. Kupils may show their own drawing to the class.


a! <hat are the three kinds of blood vessels?b! <hat are the characteristics of each type of blood vessel?c! ow would you describe the blood that flows in most arteries? in most veins?d! <hat happens to the blood when it reaches the capillaries?e! <hat are the blood vessels that connect the heart to the lungs? <hat are their functions?

/pected Answers7a! arteries, veins, capillariesb! arteries are thick-walled, strong, fle/ible and elastic.

veins are thin-walled vessels but larger than arteries.capillaries are tiny and very thin-walled vessels.

c! "lood flowing along the arteries is rich in fresh o/ygen, digested food and water."lood flowing along the veins is rich in carbon dio/ide and waste materials.

d! The blood passes easily through the capillary walls and the e/change of materials between the blood andcells occurs.'/ygen, digested food and water enter the body cells, while carbon dio/ide and waste materials aree/pelled into the blood.

5F



#apillaries merge to form bigger blood vessels called veins.The vein then carry blood rich in carbon dio/ide back to the heart and out of the lungs.

e! Kulmonary artery and pulmonary veins. "lood leaves the heart passing through the pulmonary arteries ingoing to the lungs. The blood is rich in carbon dio/ide. "lood rich in o/ygen returns to the heart from thelungs through the pulmonary vein.


a! <hat are the three kinds of blood vessels and their function? ow do they differ from one another?

b! ow would you describe the blood as it moves from the7

• body to the heart?• heart to the lungs?

/pected answer7

The blood moving from the different body parts going to the heart is poor in o/ygen. As this bloodreaches the heart, it is forced out to the lungs passing through the pulmonary veins, then the o/ygen-richblood in the heart is distributed to the different parts of the body.

*. A!!'ication

ow do smoking and eating of foods rich in fats and cholesterol affect the blood vessels?ow does smoking affect our health? /plain.

/pected answers7

Cmoking increases blood pressure or hypertension. The nicotine in the cigar may accumulate and eventuallyclog the blood vessels. A clogged artery can cause the pressure within the vessels to increase.

ating too many foods that contain cholesterol can cause fatty deposits on arterial walls. The fat can build upand form a hard mass that clogs the inside of the vessels. And result, less blood flows through the artery. Ifthe artery is clogged completely, blood is not able to flow through. <hen this happens in a coronary artery, itcan cause a heart attack. If an artery in the brain is clogged, a stroke can occur.

G. Assessment

#hoose the letter of the correct answer.

3. <hy are the walls of the arteries thick?

a. will resist infectionb. can carry more bloodc. can supply blood to all parts of the bodyd. will not break easily due to the pressure of the blood coming from the heart

1. <hy are veins important in blood circulation?

a. they make the blood clotb. they make the blood redder c. they carry blood with o/ygen away from the heartd. they carry blood with carbon dio/ide towards the heart

9. <hy are the capillaries very small in si0e?

a. They are the blood vessels that reach out to the cells.b. They carry o/ygenated blood to the lungs.c. They carry o/ygen back to the heart.d. They carry blood to the brain.

5G



5. <here does the e/change of o/ygen, and food nutrients and waste materials take place?

a. capillariesb. arteriesc. veinsd. heart

F. <hy does the pulmonary artery carry de-o/ygenated blood? /plain your answer.

/pected Answer7

3. d1. d9. a5. aF.

I). Assignment

3. Draw and describe how the different blood vessels are connected. and describe each.1. +ake models of the different types of blood vessels.

%rade MI

I. Objective:s: • Trace the path of blood as it flows from the heart to the different parts of thebody

II. Learning Tas&s

A. Subject Matter: Major %arts o, the ircu'atory Systemircu'ation o, the #'ood

". once!t

• The maor parts of the circulatory system are the heart, the blood, and the blood vessels.• The heart is a muscular pump that circulates blood around the body.• The blood is a red fluid that travels around the blood vessels.• The blood vessels are tubes that serve as passageways of the blood.• The main function of the circulatory system is to deliver food and o/ygen to the body cells and

eliminate carbon dio/ide and other waste products from the body cells.The right ventricle sends bloodpouor in o/ygen to the lungs. "lood becomes o/ygenated and returns to the left atrium.

• The left ventricle pumps blood rich in o/ygen to all parts of the body where blood loses o/ygenand picks up waste materials from the cells. "lood goes back to the right ventricle of the heart and theflow of blood continues.

$. %rocess S&i''s

• 'bserving, communicating, inferring, describing communicating, inferring, identifying

(. )a'ue *ocus

• #are for the circulatory system #irculatory Cystem

#. +e,erences

• #ru0, 8uanita et. al 1229! Into the *uture7Ccience and ealth G, p. 1-F

5H



• #arale, Lourdes &. 'ur "odyBs Transportation, p. 12 #aintic 1229!, pp. 11-19• #arale 122G!, p. 32

E. Materia's

Celection about the circulatory system#utouts or models of the maor parts of the circulatory systemindividual copy of the activity sheetE illustration othe heart and the #irculatory CystemE representation of a bus transport system


A. +evie0 9hoose " on'y%arts o, the <eart

Kresent an illustration of the heart and Kick out the words which do not belong to the group and identify towhat body system it belongs.identify each part.

a. trachea, villi, lungs, alveoli! villi-digestive systemb. clavicle, ribs, skull, cardiac muscle! cardiac muscle-circulatory systemc. bronchi, vagina, uterus, fallopian tube! bronchi-respiratory systemd. bladder, stomach, kidney, ureter! stomach-digestive systeme. o/ygen, sweat, urine, carbon dio/ide! o/ygen-respiratory system

Identify the body system that is described below. #hoose your answer from the bo/.

a. Air enters the bloodstream through this body system.b. )ot closely related to the circulatory system.c. This body system is responsible for eliminating wastes from the blood out of the body.d. This body system transforms the food we eat into li=uid form that the blood can transport to all body parts.


• <hat are the different means of transportation? <hy do people need them? They transport goods and peopleto different destinations. <hen we eat food, how are the nutrients transported to the different parts of the

body?

•

9. Let the pupils og in place for one minute. Then tell them to put their hands on their chest. Ask7 <hat do you feel? <hat is inside your chest? (lub$dub sound/noise, heart beat become faster andstronger, inside the chest is the heart)%recaution: !u!i's 0ho are asthmatic-0ith heart ai'ment shou'd not do this.

5. Let them observe the >root-like@ structure in their hands and arms. Ask7 <hat are these >root-like structures? <hat do you think are inside the tubes? (blood %esselsarteries, %eins, inside the tubes is blood)

. Lesson %ro!er

• Ask the pupils to form small groups.• %ive each group an activity sheet.• Let the children do the activity. Cet the standards for group activity.

Activity "

56


Activity Cheet

Kroblem7 <hat are the parts of the circulatory system?<hat you need7Diagram of the circulatory systemCelection about the circulatory system

<hat to do7• &ead the selection very carefully and answer the =uestions that follow7

Rour bodyBs system of circulationIs an incredible method of transportation

A river or life that flows under your skin&ound and round in one directionKroviding food and air and does waste collectionTo every single cell part that lives within."lood flows throughTwo different tubes'ut through your arteries

And back through the veins*rom your heart to the lungsTo get some fresh air Then back to your heartTo be pumped everywhereAdapted7 +y Kals Are ere!

• Answer these =uestions7

c. <hat different organs are mentioned in the selection? skin, blood, bloodtubes/%essels, arteries, %eins, heart)

d. <hat are the organs that belong to the circulatory system? blood, bloodtubes/%essels, arteries, %eins, heart)

"lood solidcarries

o/ygencompone

nt

solid red

blood cellcompone

ntsolid

containshemoglobincompone

nt

solid solidcomponentcompone

ntsolidwhite

blood cellcompone

ntsolid

fightsinfectioncomponen

t

solidcontainsantibodiescompon

ent

solidplateletscomponent

solid helpstop

bleedingcomponen

t

solidbloodcom

ponent

solid red li=uid

flowingthroughout thebody component

solid li=uidcomponentcompone

ntsolidplasmacomponent

solid carries the

bloodcomponentcells, hormones andother substances



3! Ctudy the simple diagram of the circulatory system.1. Trace the flow of blood from the rest of the body to the lungs.9. Trace the flow of blood from the lungs to the rest of the body.

9. Answer the following =uestions correctly.

5. *rom the different parts of the body, where does the blood go?F. <hy does the blood circulate to the lungs?G. *rom the lungs where does the blood go?H. <hich part of the heart pumps blood to the different parts of the body? <hy? <hat happens to the bloodas it passes through the different parts of the body?

3.

.

54


• <hat are the three maor parts and function of the circulatory system based onyour labels in the diagram and as described in the selection?

• #omplete the table below7


<hat is it like <hat it doesow it works




parts of the body.)


(!hey are the tubes thatser%e as passageways ofthe blood.)(!hey connect the heartand the lungs.)




a. <hat is the function of the circulatory system?b. <hat part of the circulatory system pumps blood?c. <hich part of the circulatory system does the blood pass through to reach the different parts of the body?d. ow does the blood poor in o/ygen go back to the heart?e. Arrange the following phrases to show the correct flow of blood in our body. <rite your answer on the

space provided for. left part of the heart &eporting of group output. right part of the heart goes to the lung goes out to the lung from the different parts of the body

to the different parts of the bodyf. <hy do we have to take care of our circulatory system? <hat can we do to take care of our circulatorysystem?

4.


H. <hat are the maor parts of the circulatory system? heart, blood, blood vessels!#omplete this flow chart to show the correct flow of blood inside the body.

*. A!!'ication

<hy is the circulatory system compared to a transportation system?<hat serves as the highway?<hich ones act like buses and eepneys?<hat can be compared as the passengers?Is there a >traffic problem@ that can happen in the circulatory system?<hat organ controls the >traffic@?

/pected answers7

The circulatory system can be compared to a transportation system because they are concerned with thetransport or delivery of materials from one point of destination to another point. Like any means of

F2



transportation, goods are loaded to be carried or delivered to a specific point and once goods reach suchplace they are unloaded and are used.

ighway-blood vessels passengers-materials and wastes"uses and eepneys-blood traffic control-heartIf you are a tiny bit of blood in the circulatory systemtell about your round trip ourney inside the body.

G. I). Assessment

3. <rite the letter of the correct answer on the space provided for.

#olumn A #olumn " 3. The place where e/change of food, o/ygen

and wastes occurs.a. Arteries

1. #ells that fight infection b. #apillaries 9. "lood cells that carry o/ygen in the blood. c. &ed blood cells 5. Kart of the heart where the o/ygen-rich blood

enters first.d. <hite blood cells

F. The one that carries the o/ygen-rich bloodback to the heart.

e. &ight atriumf. Kulmonary vein

1. The pupilBs answers to =uestions in the activity sheet can serve as the embedded assessment.Krovide pupilsanother diagram without arrows. (se arrows to trace the flow of blood from the left ventricle to the body to the

lungs. (se blue crayons to show blood rich in #'1 and red crayons to show blood rich in o/ygen.•

I). Assignment +ake a simple comic strip about the blood ourney inside the body.&ead something about thecomponents of the human blood.

%rade MI

I. Objectives: • Identify the maor parts of the circulatory system• /plain how the digestive, respiratory, and urinary systems are linked to the

circulatory system

II. Learning Tas&s

A. Subject Matter: Major %arts o, the ircu'atory System<o0 o, the igestive7 +es!iratory7 and 4rinarySystems are 'in&ed to the ircu'atory System

". once!t

• The maor parts of the circulatory system are the heart, the blood, and the blood vessels.• The heart is a muscular pump that circulates blood around the body.• The blood is a red fluid that travels around the blood vessels.• The blood vessels are tubes that serve as passageways of the blood.• The blood picks up o/ygen from the lungs and digested food from the small intestine. It also gets

rid of carbon dio/ide while in the lungs, and other waste materials while in the kidneys.

$. %rocess S&i''s

• 'bserving, communicating, interpreting, discussing communicating, inferring, identifying

(. )a'ue *ocus

• #are of the body systems• Kractice health habits to care for the body

#. +e,erences

F3



• #ru0, 8uanita et. al 1229! Into the *uture7Ccience and ealth G, p. 1-F• #arale, Lourdes &. 'ur "odyBs Transportation, p. 12 #arale 122G!, pp. 33, 39 and 9G*.

*. Materia's

Celection about the circulatory system#utouts or models of the maor parts of the circulatory system poster-si0ed simple diagram of the circulatory

systemIII. Learning %rocedures

A. +evie0 9hoose " on'y

ow does blood flow in the heart?

a. 9trachea7 vi''i7 'ungs7 a'veo'i vi''i6digestive systemb. 9c'avic'e7 ribs7 s&u''7 cardiac musc'e cardiac musc'e6circu'atory systemc. 9bronchi7 vagina7 uterus7 ,a''o!ian tube bronchi6res!iratory systemd. 9b'adder7 stomach7 &idney7 ureter stomach6digestive systeme. 9oxygen7 s0eat7 urine7 carbon dioxide oxygen6res!iratory system

Identi,y the body system that is described be'o0. hoose your ans0er ,rom the box.

a. Air enters the b'oodstream through this body system.b. 3ot c'ose'y re'ated to the circu'atory system.c. This body system is res!onsib'e ,or e'iminating 0astes ,rom the b'ood out o, the body.d. This body system trans,orms the ,ood 0e eat into 'i=uid ,orm that the b'ood can trans!ort to a'' body!arts.


I am sure many of you ate something this morning. <hat did you eat? <here does the food go? ow doesit reach the body cells?

ow about the air you breathe?

ow are waste materials removed from our body?

•

>. Let the !u!i's jog in !'ace ,or one minute. Then te'' them to !ut their hands on their chest.As&: 5hat do you ,ee'; 5hat is inside your chest; 9'ub6dub sound-noise7 heart beat become ,aster andstronger7 inside the chest is the heart%recaution: !u!i's 0ho are asthmatic-0ith heart ai'ment shou'd not do this.

?. Let them observe the @root6'i&e structure in their hands and arms.As&: 5hat are these @root6'i&e structures; 5hat do you thin& are inside the tubes; 9b'ood vesse'sarteries7 veins7 inside the tubes is b'ood

. Lesson %ro!er

Ask the pupils to form small groups.%ive each group an activity sheet.

Divide the class into small groups and let them do the activity.

Activity 3F1


"lood solidcarries

o/ygencompone

nt

solid redblood cellcompone

ntsolid

containshemoglobincompone

nt

solid solidcomponentcompone

ntsolidwhite

blood cell

componentsolidfights

infectioncomponen

t

solidcontainsantibodiescompon

ent

solidplateletscomponent

solid helpstop

bleedingcomponen

t

solidbloodcom

ponent

solid red li=uidflowing

throughout thebody component

solid li=uidcomponentcompone

ntsolidplasmacomponent

solid carries thebloodcomponent

cells, hormones andother substances



ow are the digestive, respiratory and urinary systems linked to the circulatory system? /plain fully.

+aterials7

nlarged diagram of the circulatory system, cartoon strips

Krocedure7

3. Ctudy the diagram and the cartoon strip below.1. Answer the =uestions that follow.

1.

*.

F9


• <hat are the three maor parts and function of the circulatory system based onyour labels in the diagram and as described in the selection?

• #omplete the table below7


<hat is it like <hat it doesow it works




parts of the body.)


(!hey are the tubes thatser%e as passageways ofthe blood.)(!hey connect the heartand the lungs.)




D. <hat happens when the blood passes through the small intestine? (blood picks up digested food). To which organ system does the small intestine belong? the digestive system!*. <hat does blood moving from the lungs to the heart carry? o/ygen!%. To which organ system do the lungs belong? the respiratory system!. <hat happens when the blood passes through the kidneys? blood is cleansed!I. To which organ system do the kidneys belong? urinary system!

8. <hat is the function of the circulatory system? It transports o/ygen and digested food from the small intestinethrough the lungs and kidneys to all parts of the body and takes away waste materials from these parts to beremoved from the body.!

32.


6. <hat are the maor parts of the circulatory system? heart, blood, blood vessels!ow is the work of the circulatory system linked with the work of the digestive, respiratory and urinarysystems? The circulatory system picks up o/ygen from the lungs, digested food from the small intestinethrough the lungs and kidneys to all parts of the body, and takes away waste materials from these parts to beremoved from the body.!

<hat is the function of each part? heart-pumps blood, blood-carries materials to different parts of the body,blood vessels-passageway of blood!

*. A!!'ication

• <hy is the circulatory system compared to a transportation system?• <hat serves as the highway?• <hich ones act like buses and eepneys?• <hat can be compared as the passengers?• Is there a >traffic problem@ that can happen in the circulatory system?• <hat organ controls the >traffic@?

F5



•

• /pected answers7•

• The circulatory system can be compared to a transportation system because they are concerned with thetransport or delivery of materials from one point of destination to another point. Like any means oftransportation, goods are loaded to be carried or delivered to a specific point and once goods reach suchplace they are unloaded and are used.

•

• ighway-blood vessels passengers-materials and wastes• *orm three groups. Let each group role play how the circulatory system is linked to the digestive, respiratory

and urinary systems.• Does one system of the body affect the other systems? #ite a clear e/ample.• Let them analy0e this situation. +ang $anor is a chain smoker. e consumes two packs of cigarettes a

day. e drinks li=uor every night. e is fond of pork and salty foods. e also drinks soft drinks afteevery activity. 'ne day, he got sick. +ang $anor has an infected wound with pus in his foot. The doctorprescribes antibiotics to heal his wound.

Trace the part of the antibiotic tablet that he swallows. (se arrows after each body part7

+outh →

<hat organs and body systems could be harmed by his unhealthy practices?

G. I). Assessment

A. *ill in the blanks with the correct answer.

3. The is a part of the digestive system where the blood absorbes the digested food to be distributed to alparts of the body.

1.9.The transformation of food from solid into li=uid form is the function of the system so it can betransported by the through the cells.

5.F.Aside from digested food, the body also needs o/ygen for energy. It enters the nose then travels down to atube called the teacher which lead into the largest organ of the body called the . '/ygen is absorbedthrough the thin walls of the alveoli into the blood and carbon dio/ide is released. This process is called

the function of the respiratory system.

/pected Answers7

3. small intestine1. Digestive Cystem9. blood, red blood cells5. lungsF. respiration

". The pupilBs answers to =uestions in the activity sheet can serve as the embedded assessment.#hildrenBs answersto =uestions in the activity sheets will serve as individual:group assessment.

<holistic &ubrics

5 #hildren are able to establish the link between:among the digestive, respiratory and urinarysystems to the circulatory system.

9 #hildren are able to show only the link between the circulatory and two other system1 #hildren are able to show only the link between the circulatory and one other system3 #hildren could not show any link at all of the circulatory to any other system2 #hildren did not try to answer at all.

• I). Assignment

FF



<rite a F-sentence paragraph about how the circulatory system is linked to the digestive, respiratory and urinarysystems.

%rade MI

I. Objectives: • Describe common ailments of the circulatory system including theirprevention and cure.

• Kractice health habits to prevent ailments protect:care forof the circulatorysystem

II. Learning Tas&s

A. Subject Matter: ommon Ai'ments A,,ecting the ircu'atory System

". once!t

• #ongenital eart Disease a disease a child may have upon birth• eart Attack heart failure, acute episode of abnormal heart functioning• Arteriosclerosis a disease in which thickening and hardening of the arterial walls interferes with

blood circulation•

&heumatic *ever:&heumatic eart Disease a severe infectious disease occurring chiefly inchildren, marked by fever and painful inflammation of the oints and often resulting in permanent damageof the heart valves

• Kalpitation or irregular heartbeats may be brought by tension or a disease• Anemia an iron-deficiency disease which will result in decrease in the number of hemoglobin in

the red blood cells• Leukemia a condition when white blood cells become abnormally great in number. Come kinds

of leukemia are curable while some are not.• ypertension a condition that occurs when the blood pressure of a person is consistently above

352:42 mm. g.

FG



$. %rocess S&i''s

• 'bserving, communicating, interpreting data, inferring

(. )a'ue *ocus

• Awareness that prevention is better than cure• Kositive attitude towards life

#. +e,erences

• #aintic 1223!, pp. 11-19

G. Materia's

- picture of the #irculatory Cystem- picture of a longitudinal section of the chest cavity


A. +evie0

Chow a longitudinal section of the chest cavity showing the location of the heart.<hat are the maor parts of the heart? Describe each function.

%uessing %ame

• I am in the chest cavity, between the lungs, behind the sternum, and above the diaphragm. heart!• I am mostly li=uid, I carry o/ygen and digested foods to body cells and remove waste from them.

blood!• I am the passageway of the blood. blood vessels!


• ave you heard of people who died of heart attack?

• <hat may be the causes of their death?• Are their deaths preventable?

. Lesson %ro!er

• %roup the pupils.• %ive the activity cards:sheets.• Cet the standards or ground rules in group work.

)ote7 *or schools with Library facilities, pupils may be asked to do research work on the following topic,s oncardiovascular diseases7

• #ongenital eart Disease #D!• eart Attack• Arteriosclerosis• &heumatic *ever &heumatic eart Disease &*-&D!• Kalpitation:Irregular eartbeats• Anemia• Leukemia• ypertension:igh "lood Kressure

They should focus their attention to the description of the disease, causes, signs:symptoms and prevention:cureIf the school does not have library resources then readings abouton these ailments should be provided.

FH





A+IO)AS4LA+ ISEASES9iseases A,,ecting the ircu'atory System

#')%)ITAL A&T DICAC #D!

#ongenital heart disease is an ailment commonly affecting newborn babies. It is an inborn disease. A baby withthis ailment is called a >blue baby.@ The signs that can be observed in babies with #D are bluish lips andfingers, slow growth, difficulty of sucking and fre=uent respiratory infection.

#ongenital heart disease can be prevented. Kregnant mothers should avoid viral infection especially %erman+easles, e/posure to radiation, and use of unprescribed drug and unhealthy diet.

A&T ATTA#$

eart attack is an acute sudden episode of abnormal heart functioning due to the narrowing or clogging of thecoronary artery preventing the heart from getting enough blood. The narrowing:clogging is due to7

a. accumulation of fatty deposits along the inner lining of thecoronary arteriesb. hardening of the arterial wallsc. formation of clots or bits of fatty deposits in the arteries

A person having a heart attack suddenly has severe chest pain, difficulty of breathing, sweating and high bloodpressure.

This disease can be prevented by healthful practices like7

• avoiding cigarette smoking, high cholesterol food and fatty food, salty food, and drinking of alcoholic beverage• avoid being overweight• avoiding stress• doing regular e/ercise

A person suffering from heart attack should be given immediate medical attention by a competent physician.

&(+ATI# *M& &(+ATI# A&T DICAC &*-&D!

&heumatic fever is a disease commonly affecting children and young adults.

It is characteri0ed by sore throat, fever, swelling and pain of oints, knees, ankles, elbows, knuckles, and wrist<hen left untreated, the heart valves may be damaged.

This may be caused by an infection of the throat, unhygienic practices, overcrowding, malnutrition and dirtysurroundings.

This can be prevented by the following practices7

• keep your body clean• keep your surroundings clean• avoid overcrowded places• have a balanced diet• have enough rest and sleep• do regular e/ercise

F6



A person suffering from &* and &D should be under the care of a doctor.

RK&T)CI'):I% "L''D K&CC(&

The heart is the pumping organ of the circulatory system. As the heart pumps, blood flows through the arteriesThe force e/erted against the walls of the arteries as blood flows through them is called blood pressure.

igh blood pressure e/ists when the blood pressure remains higher than 352:42 mm. g. ypertension is alsoknown as high blood pressure. <hen a person has blood pressure "K! reading of 352-3F4:42-45 mm. g. he issaid to have a borderline hypertension. <hen the "K is 3G2 and above :4F and above mm. g . , the condition isreferred as hypertension.

igh blood pressure has been called the silent killer because most people do not have any symptoms at an earlystage, but this can become fatal at a later stage.

Cymptoms of the disease include7 headache, pain at back of the neck, di00iness, sometimes turning red of theface flushing!, ringing in the ears, palpitation, often nose bleeding, irritability and sometimes vomiting.

It may be caused by cigarette smoking, eating too much salty and fatty food, obesity overweight!, lack ofe/ercise, too much alcoholic drinks, and tension or stress.

To prevent and:or control hypertension, the above-mentioned causes should be avoided early in life. If it is notcontrolled, it may cause enlargement of the heart, heart attack, stroke, or kidney failure.

It is best to rela/, eat fat-free food and salt free diets.

A&T&I'C#L&'CIC

Arteriosclerosis is the thickening and hardening of the walls of the artery commonly due to old age. <hen thishappens, the artery loses its ability to e/pand so it cuts down the flow of blood in the part of the body affected bythe arteriosclerosis. This interferes with the circulation of the blood. (sually it is the middle-si0ed artery that isaffected, however, sometimes it also attacks the arteriole, the smallest artery in the body.

'ne of the symptoms of this disease is increased blood pressure. If unchecked this may lead to more seriousdiseases.

A person suffering from this disease should regularly consult a doctor and take prescribed medicine.

A)+IA

Anemia is an iron-deficiency disease which results to a decrease in the number of hemoglobin in the red bloodcell. The blood cannot produce hemoglobin the o/ygen carrying pigments of the red blood cells. It is alsocaused by lack of Mitamin "31 or folic acid.

If a person has anemia, he:she is pale, gets easily tired, di00y and listless.

It is advised that a person should eat foods rich in "39 and sea food that is rich in iron.

L($+IA

Leukemia is a blood disease that is due to overproduction of white blood cells. It is believed to be due to anabnormal condition of the bone marrow.

Keople with leukemia easily bruises, bleeds, and tires. They usually have mouth sores and sore throats. Kropertreatment can prolong life, but it cannot cure the disease.

KALKITATI'):I&&%(LA& A&T"AT

Kalpitation is a disease that is manifested by rapid beating of the heart. It may be caused by stress:tension. It ischaracteri0ed by clumsy hands, weakness, and fatigue.

F4



To prevent palpitation, a person must have proper diet, rela/ation, and a healthy lifestyle.

%roup reporting Let each group devise a way of reporting this. They may present a role play, line up or usetable:grids.


3.<hat are the common ailments of the circulatory system? heart disease, rheumatic fever, arteriosclerosis

anemia, palpitation, leukemia!1. Kresent the table to the class so they can understand further these ailments. #hildren could fill up this table afterthe research.

OMMO3 AILME3TS O* T<E I+4LATO+1 S1STEM

Ai'ments haracteristics Sym!toms %revention

3.1.9.5.F.G.

• <hat are the common ailments of the circulatory system?• <hat organs are affected by these diseases? heart, blood and blood vessels!• <hich of the disorders is caused by infections? rheumatic fever!• #an we avoid these diseases? Res, most of the diseases can be avoided because they are caused

by bad eating habits.! ow? #ite e/amples.


#omplete the visual outline below.

SOME OMMO3 AILME3TS

eart Attack Arteriosclerosis &heumatic*ever Kalpitation Anemia Leukemia

Cymptoms Cymptoms Cymptoms Cymptoms Cymptoms Cymptoms• #hest,)eck, andupperabdominal pain

• high bloodpressure

• high fever• swollen,

painful oints• person easily

tires

• clammypalms

• weakness• fatigue

• paleness• person easily

tires• weakness

• easilybruises,bleeds andtires

• mouth soreand sorethroats

#ure #ure #ure #ure #ure #ure• immediate

medicalattention

• medication:surgery

• medication• long period

of rest

• medication• tender

loving care

• proper diet• iron intake

• immediatemedicalattention

• bloodtransfusion

G2



Krevention Krevention Krevention Krevention Krevention Krevention• proper diet• regular

e/ercise• healthy

lifestyle

• proper diet• regular

e/ercise

• avoid sorethroat

• takevitamin #

• healthylifestyle

• proper diet• take

vitamin #

• regularmedicalcheck up

*. A!!'ication

• %roup the pupils.• %ive each group a situation to analy0e.• Let them discuss among themselves and present a role play.

SIT4ATIO3 "

8oyBs grandfather suddenly felt pain in the neck, chest, and upper abdomen. They rushed him to the hospitalThe doctor said that their grandfather had a heart attack. e e/plained that a heart attack occurs when ablood clot or fat blocks the flow of blood. >It blocks the passage of blood to the heart preventing the heartfrom getting enough blood.@

It is fortunate that your grandfather survived due to the immediate intervention of the hospital, the doctoradded.

uestions7

• <hat happened to 8oyBs grandfather? e had a heart attack!• <hat were its symptoms? pain in the neck, chest and upper abdomen!• If this happened to your family members, what will you do? advice the family member to seek medica

attention immediately!• ow can heart attack be avoided? avoid fatty foods, do regular e/ercise!

SIT4ATIO3 $

Aling )ora does not e/ercise and is fond of eating pork and other fatty food like chocolate and ice creamThese are rich in cholesterol. 'ne day, she gets sick. Che consults a doctor. The doctor said she issuffering from arteriosclerosis. e e/plaines that arteriosclerosis is a condition characteri0ed by a reductionin blood flow caused by fat or cholesterol deposited along the inner arterial walls. >This may lead to thedevelopment of a serious heart disease,@ he tells Aling )ora..

The doctor gave her prescription drugs and advised her to have a regular monthly check-up to monitor hecholesterol level.

uestions7

• <hat is the sickness of Aling )ora? arteriosclerosis!• <hat are the causes of her ailment? irregular e/ercise, eating too much fatty foods!• ow can arteriosclerosis be avoided? avoid fatty foods, daily e/ercise!

SIT4ATIO3 (

#herry get high fever. It reached up to 52°# and she e/perienced convulsion due to throat infection causedby certain strains of streptococcus bacteria. Che consulted a doctor. The doctor told her that she hasrheumatic fever. >The disease is a complication of fre=uent tonsillitis, and was given prescription drugs andwas advised to take a long rest.

uestions7

G3



• <hat is the sickness of #herry? rheumatic fever!• <hat are the causes of her sickness? throat infection caused by streptococcus bacteria!• <hat should she do to cure her sickness? take antibiotic drugs and have a long rest!• ow can rheumatic fever be avoided? ow? avoid crowded places, take vitamin #, treat throat

infections immediately!

SIT4ATIO3 B

Li0a is a grade si/ pupil. 'ftentimes, she feels di00y and sometimes vomits. er classmates brought her to

the health center. The doctor subected her to a blood test and found out that she was suffering from anemiaThe doctor e/plained that anemia is caused by the decrease in the number of hemoglobin in the red bloodcells and added that this condition is due to iron deficiency. The blood cannot produce enough hemoglobin the o/ygen carrying pigments of the red blood cells. It is also caused by severe deficiencies in vitamin " 31 ofolic acid. Che was advised to take vitamins with iron and eat plenty of green leafy vegetables.

uestions7

• <hat is the sickness of Li0a? anemia!• <hat are the symptoms? di00iness, easily gets tired, paleness!• ow can anemia be avoided? eat foods rich in iron like ampalaya, liver, have enough rest and sleep!

G. Assessment

A. +atch #olumn A with those in #olumn ". <rite the letter of the correct answer on the space provided for.

A " 3. irregular heartbeat a. heart attack 1. severe infectious disease occurring chiefly in

children marked by high fever and painful ointsb. arteriosclerosis

9. thickening and hardening of the arterial wall withlead to high blood pressure

c. anemia

5. heart failure or acute episode of abnormal heartfunctioning

d. rheumatic fever

F. an iron deficiency disease e. palpitationf. leukemia

Answers73. 1. D 9. " 5. A F. #

". List down F health practices that will help prevent cardiovascular diseases.

I). Assignment

A. List common food sources of iron available in your community.

Answer7

• organ meals especially liver

• meats• seafood, seaweeds• egg yolk• whole or enriched grams• legumes• green leafy vegetables, malunggay, kamote tops, gabi leaves, saluyot, kangkong, salugbati• nuts• dried dilis

". Krepare a poster that will show proper practices that will prevent cardiovascular diseases #MD!.

G1



#. <rite a friendly letter to your heart. Letter can be posted on facebook, twitter, etc.!

%rade MI

I. Objective: • Kractice health habits to prevent ailments of the circulatory system

II. Learning Tas&s:

A. Subject Matter: aring *or the ircu'atory System

". once!t:

G9



• &egular e/ercise and eating a balanced diet keep the circulatory system in good healthycondition

B. %rocess S&i''s:

'bserving, communicating, inferring and discussing

(. )a'ue *ocus:

Kractice health habits for the body

#. +e,erences

- #oronel #. #. et. al. 3444! Ccience and ealth G, CD Kublication, Inc., %. Araneta Ave., cor +aria #lara Ct.,Cta. +esa eights, ue0on #ity

- Ambat, Mictoria, et. al. pp. 33 - 3F

. Materia's

• Kicture of the heart• #hart of the circulatory system•

#lock or watch with second hand


A. +evie0

3. &ecall the parts of the circulatory system.1. <hat are the common ailments of the circulatory system?


3. ave you tried running from your residence to the school? ow do you feel?1. ave you seen a horror film? ow does your pulse rate beat?

#ACG+O43 I3*O+MATIO3 *O+ TEA<E+S

Rou can take care of your circulatory system by doing the following7

3. at the right kinds of food. 1. at the proper amounts of food.9. Do not smoke or drink alcoholic beverages in moderation.5. Do not take prohibited drugs. F. /ercise regularly. G. Avoid unnecessary tensions and worries. H. Cee a doctor when you have tonsillitis or sore throat.

(. Activity %ro!er

Activity 3

3. Divide the class in four groups.1. 'ne pupil in each group record the breathing and pulse rates of the group and another pupil to look at the

clock or watch in one minute for the following table.

3o. !er minute +esting A,ter +unning in %'ace"reathing

G5



Kulse &ate


3. &eporting of group outputs.1. "ased on from the record of observations of Activity 3, how do you compare the n umbero. of pulse rate o

restingat rest to the no. of pulse rate after running in place? <hy?9. <hat happened to the number of pulse rate after running?5. <hy doare managers have shorter life span than those of farmers or anitors? /plain and ustify you

answers?F. <hat is the number one killer disease in our locality? <hy? 8ustify your answer within data or facts.

E. Genera'i/ation

<hat are the good practices that we need to do to care for our circulatory system?

*. A!!'ication

If we are happy and have good positive outlook in life, what do you think will happen to your circulatorysystem?

/pected Answer7

Ailments of the circulatory system can be prevented and avoided.

G. Assessment

"elow are some practices. Kut a U! on the line before the number if the practice is good and / if not. If /, write thecorrect practice.

3. Take drugs. G. Drink alcoholic beverages. 1. at unk foods. H. Avoid smoking. 9. at the proper amount of food. 6. Drink F glasses of water everyday. 5. /ercise regularly. 4. at rich in fatty foods.

F. Think of unnecessary problems. 32. "e vocalpessimistic in life.

I). Assignment

Interview F persons in the community and ask more about healthful practices for theour circulatory system. %ive1 points for each person they have interviewed and have given healthful practices. Kerfect score is 32 points.


Rou can take care of your circulatory system by doing the following7

6. at the right kinds of food.4. at the proper amounts of food.

GF



32. Do not smoke or drink alcoholic beverages in moderation.33. Do not take prohibited drugs.31. /ercise regularly.39. Avoid unnecessary tensions and worries.35. Cee a doctor when you have tonsillitis or sore throat.

%rade MI

I. Objective: • Identify the main parts of the nervous system and function of each part

II. Learning Tas&s:

A. Subject Matter: The Main %arts o, the 3ervous System and the *unction o, Each %art

". once!ts:

• The main parts of the nervous system are the brain, the spinal cord and the nerves.

GG



• The brain and the spinal cord compose the central nervous system that integrates, analy0es andinterprets sensory information, determines appropriate responses and associates the response to theappropriate body part for action or modification. The central nervous system is the chief coordinating andcontrolling center of the body.

• The nerves compose the peripheral nervous system with the rest of the body. It receives stimuland information from the internal and e/ternal environment and transmits these to the central nervoussystem. It also transmits the response information to the varied organs for body control, action omodification.

>. %rocess S&i''s:

Identifying, observing, comparing, inferring, communicating

(. )a'ue *ocus:

Kositive outlook in life

#. +e,erences

- Abracia, . ., Ccience for "etter ealth and nvironment G, "ookman Inc., ue0on #ity 1221, pp. 1H-16- Arms, $aren, et. al., A 8ourney Into Life, Third dition! Caunders #ollege Kublishing, (CA 3445, pp. F69-G24- #ampbell, )eil A., et. al. "iology *ifth dition! "enamin:#ummings, (CA 3445, pp. 4H6-464- #ru0, 8. +. et. al., Into the *uture7 Ccience and ealth Diwa Ccholastic Kress Inc., +akati #ity 1223, pp. 95

9F- D'-'pen ( (.K., Teaching ealth and <ellness, A Courcebook for Teachers pp. 3G-36- lencoe Division, +erill Life Ccience, (CA 3445, pp. F26-F34- )* A V Learning +aterials, The )ervous Cystem, Department of ducation, #ulture and Cports, pp. 33-39- Melas=ue0, #armen #. and #onsuelo M. Asia, +odern "iology, Khilippine Mersion!, )ational "ookstore, Inc.

+anila 3449, pp. G1F-G93

. Materia's

• Koster illustration of the brain• Koster illustration of the nervous system• #hart of the parts of the nervous system and its function•

Assessment sheets


A. +evie0

Display the poster illustration of the circulatory system and write on the board the direction7 Identify thenumbered parts and the function of each part in your Ccience notebook.

GH



Kossible answers73. Cuperior vena cava large vein where the blood from the veins of the head and neck passes

through to enter the right atrium of the heart.1. Aorta the largest artery where the o/ygen rich in blood from the left ventricle of the heart

passes through.9. eart the muscular organ that pumps blood to all parts of the body.5. Artery the vessel that carries blood away from the heart to all parts of the body.F. Mein the vessel that carries blood to the heart from all parts of the body.G. Inferior vena cava large vein where the blood from the abdomen and the lower parts of the body

passes through to enter the right atrium of the heart.

G6

3

G

9

1

H

F

5



H. #apillaries microscopic blood vessels that connect the arteries and the veins. It is where thefood nutrients and o/ygen in the blood are e/changed with carbon dio/ide and wastes from thebody cells.


3. Chow the illustration of the nervous system.

T<E 3E+)O4S S1STEM

1. Ask the following =uestions and give the students time to write their answers to each =uestions.

a. <hat does the illustration show?

(Answer1 er%ous +ystem)

b. <hat are the parts shown?(Answer1 brain, spinal cords, cranial ner%es, spinal ner%es)

c. <here are these parts found in your body? Koint them out.(Answer1 brain 2 head3 spinal cord 2 backbone3 cranial ner%e 2 head3 spinal ner%e 2 from thespinal cord to all parts of the body)

d. Do you think the function of the nervous system affect the body? <hy?(Answer1 !he ner%es are found all o%er the body so the function of the ner%ous system affectsthe whole body.)

G4

brain

spinal cord

nerves



B. Activity %ro!er

3. Kut the illustration of the nervous system on the left side of the blackboard then write on the right side thefollowing information. This could have been written in a chart on the board before class began.!

*43TIO3S O* T<E %A+TS O* T<E 3E+)O4S S1STEM

Organi/ed *unctions S!eci,ic %art S!eci,ic *unction o, %art

3. #entral )ervous Cystem

a! Integrates, analyses and interpretssensory information

b! Determines appropriate responsesc! Associates the response to the

appropriate body part

a! receives and sends impulsesthrough the spinal cord

b! analy0es and interprets theimpulses received

c! determines the response andassociates it to the appropriatebody part

a! integrates simple responses tocertain kinds of stimuli

b! conveys information to and fromthe brain

1. Keripheral )ervous Cystem

a! #onnects the central nervoussystem to the rest of the body

b! &eceives stimuli and sensoryinformation from the internal ande/ternal environment and transmitsthese to the #)C

c! Transmits the responseinformation to the varied bodyorgans for control, action ormodification

a! carry the impulses from thedifferent parts of the head and

upper body to the #)C and back

b! carry the impulses from thedifferent parts of the abdomenand the lower parts of the body tothe #)C and back

1. Ask the students to study the information about the functions of the nervous system and guess which part

corresponds to this.


3. Ask the following =uestions

a! <hat are the two organi0ed functions of the nervous system?(Answer1 the central ner%ous system and peripheral ner%ous system)

b! <hat are the specific functions of each part?(Answer1 refer to the chart)

c! <hat is the main differences between the functions of the central nervous system and the

peripheral nervous system?(Answer1 !he central ner%ous system integrates, analy4es and determines the responses to thesensory information while the peripheral ner%ous system acts as the pathway of the messages toand from the 5+ and the body parts.)

d! <hat parts of the nervous system composed the central nervous system?(Answer1 !he brain and spinal cord.)

e! <hy do you think the functions of the brain and spinal cord called the central nervous system?(Answer1 !he ner%es connects the central ner%ous system to all parts of the body.)

f! <hy does a drunk man unable to walk straight?

H2



Answer7 "ecause his brain cannot control his body!

E. Genera'i/ation

<hat are the main parts of the nervous system and describe each function.

*. A!!'ication

3. Ask the students to point to the location of the parts of the nervous system in their own body and tell thefunction of each.

(6or eample, holding his own head, says, my brain is inside the skull in my head. #t recei%es and sendsmessages through the spinal cord.)

1. Ask students to walk straight with a book on their heads.

H3



G. Assessment

A. Identify the parts numbered in the illustration of nervous system and write the function of each part in yourtest notebooks in a chart like this.

T<E 3E+)O4S S1STEM

Kart *unction3.1.9.5.

Answers7

Kart *unction3. cranial nerves a! carry the impulses from the different parts of

the head and upper body to the #)C and back

H1

brain

spinal cord

nerves



1. brain a! receives and sends impulses through the spinalcord

b! analy0es and interprets the impulses receivedc! determines the response and associates it to

the appropriate body part9. spinal cord a! integrates simple responses to certain kinds of

stimulib! conveys information to and from the brain

5. spinal nerves a! carry the impulses from the different parts ofthe abdomen and the lower parts of the body tothe #)C and back

I). Assignment:

3. Draw the parts of the brain and identify each part.1. Interview a psychologist or guidance counselor. Ask them what are the common causes of behaviora

problems they encountered among youth offenders. <hy?

7rade 8#

I. Objective: • Identify the parts of the brain and the function of each part

II. Learning Tas&s:

A. Subject Matter: The %arts o, the #rain and Each *unction

". once!ts:

H9



• The brain is the control center of the body.• The three main parts of the brain are7 cerebrum, cerebellum and the brain stem.• The cerebrum is the front lobe and the largest area of the brain. It is the integrating center of the

central nervous system because it receives, analy0es and interprets the sensory messages. It alsocontrols emotion, memory, mental processed and voluntary movement

• The cerebellum controls movement and balanceE involuntary and muscular actions anddeveloping skills and habits.

• The brain stem is a small region at the base where our automatic body functions are processedand controlled like breathing and circulation.

?. %rocess S&i''s:

Identifying, describing, inferring, predicting, observing, communicating

(. )a'ue *ocus:

Appreciates the importance of the brain

#. +e,erences

- Abracia, . ., Ccience for "etter ealth and nvironment G, "ookman Inc., ue0on #ity 1221, pp. 1H-16- Arms, $aren, et. al., A 8ourney Into Life, Third dition! Caunders #ollege Kublishing, (CA 3445, pp. F69-G24

- #ampbell, )eil A., et. al. "iology *ifth dition! "enamin:#ummings, (CA 3445, pp. 4H6-464- #ru0, 8. +. et. al., Into the *uture7 Ccience and ealth Diwa Ccholastic Kress Inc., +akati #ity 1223, pp. 95

9F- D'-'pen ( (.K., Teaching ealth and <ellness, A Courcebook for Teachers pp. 3G-36- lencoe Division, +erill Life Ccience, (CA 3445, pp. F26-F34- )* A V Learning +aterials, The )ervous Cystem, Department of ducation, #ulture and Cports, pp. 33-39- Melas=ue0, #armen #. and #onsuelo M. Asia, +odern "iology, Khilippine Mersion!, )ational "ookstore, Inc.

+anila 3449, pp. G1F-G93

. Materia's

• +odel of the brain• Illustrations of the brain areas

• Illustration of the cross-section of the brain• F sets of strips of paper prepared as described in step 3 of &eview that follows


A. +evie0

+atch #olumn A with #olumn ". <rite the letter of the correct answer on the space provided for.

#olumn A #olumn " 3. &eceives, analy0es and interprets sensory

messages

a. "rain

1. #onveys information to and from the brain b. #entral )ervous Cystem 9. #arry impulses from the head and upper

body parts to and from the brainc. #ranial )erves

5. #arry impulses from the abdomen andlower body parts to and from the brain

d. Keripheral )ervous Cystem

F. #oordinates and controls all, voluntary andinvoluntary activities of the body

e. Cpinal #ordf. Cpinal )erve

Answers7

3. a

H5



1. e9. c5. f F. b


Kresent a chart showing the cross-section of the brain.Do you recogni0e the picture? <hat it is all about?<hat makes you think so? <hy or why not?

>. Activity %ro!er

3. Draw the attention of the class to the illustration of the cross-section of the brain.

3. Ask7

a! <hat are the parts shown in the cross-section of the brain?(Answers1 cerebrum, cerebellum and brain stem.) If the child gives the answer spinal cord, askothers if this is part of the brain.

b! <hy is the spinal cord shown in the picture?(!o show what part of the brain is connected to the spinal cord 2 brain stem)

c! <here are these parts located in your head?(!op 2 cerebrum3 back of head 2 cerebellum3 below cerebrum 2 brain stem)

1. Let the students identify the parts responsible for the functions shown in the illustration of the function areas

of the brain.

HF

E+E#+4Mreceives, analy0es and interprets sensorymessagesE controls emotions, memory,mental processes and voluntary movement



9. Ask the students to give e/amples of the functions identified as the areas of responsibility of each identifiedpart.

(+ensory messages like what one sees, hears, feels, tastes and smells3 emotions like happy, sad, angry3memory like remembering yesterdays lesson, last year9s birthday gift3 mental processes like sol%ing

problems or making decisions3 %oluntary mo%ement like dancing, walking, running3 balance while walking,dancing, crossing a foot bridge, habits like brushing teeth, praying before sleeping.)

5. Chow the illustration of the function areas of the cerebrum.

HG

E+E#ELL4Mcontrols, accuratemovementE balanceEinvoluntary and muscularactionsE and developingskills and habits

*43TIO3 A+EAS O* T<E #+AI3

#+AI3 STEMcontrols and maintains vitalautomatic functions like breathing,digestion and circulation

body movement and coordination area



*43TIO3 A+EAS O* T<E E+E#+4M

F. Ask the students to study the illustrations to find out why the cerebrum is called the integrating center of thecentral nervous system.

(#t recei%es, analy4es and interprets all sensory messages, controls thinking processes and %oluntarymo%ement.)

G. Ask the students why you seem to lose your sight when you bumped your head from behind.(!he %ision area is found at the back part of the head and :arring it may affect %ision.)


3. <hat part of our nervous system controls our body?1. <hat part of our brain controls our accurate movement and balance? #ite e/ample and reason out.

9. <hat part of our brain controls breathing and circulation?

E. Genera'i/ation

ave the students fill- up a chart like this on the board.

Karts of the "rain *unction

3. cerebrum1. cerebellum9. brain stem

*. A!!'ication

Ask the students to supply the answers to these ><hat If@ =uestions?

a! <hat if your cerebellum does not function well?(*oss of sense of balance and loss of skills in athletics and sports)

HH

planning andconsciousnessthought area! body position

reading



b! <hat if the brain stem does not function well?(!he %ital organs for digestion, circulation and breathing may also not function properly.)

c! <hat Iif a person could not remember his:her past, what part of the brain may not not be functioning well?

d! <hat if the brain is healthy and functions properly?(All body processes and acti%ities would be coordinated and properly performed.)

G. Assessment

3. Kencil and Kaper TestIdentify the part of the brain that is responsible for the following functions7

3. elps maintain sense of balance. 1. elps one memori0e a poem. 9. #ommands the tear ducts when you are sad. 5. elps you understand what you read. F. #ommands your stomach and intestines to digest food. G. elps you learn to walk, sit and run. H. elps you decide what to do when you see a beautiful flower. 6. elps you become skilled in playing volleyball. 4. +akes you breathe as fast as you ran. 32. nables you to write the correct answers to these =uestions.

Answer73. cerebellum1. cerebrum9. cerebrum5. cerebrumF. brain stemG. cerebellumH. cerebrum6. cerebellum4. brain stem32. cerebrum

I). Assignment:

Draw the parts of the brain and identify each part.Grade )I

I. Learning Objectives Identify the parts of the nervous system and describe their functions

II. Learning Tas&s

#. Subject Matter: 3ervous System 9*unction o, the S!ina' ord

". once!ts

• The spinal cord is a cord-like material in the backbone.• It e/tends downward from the medulla oblongata through four-fifths of the spinal column.• It is protected by the backbone.• It is encased in a tube filled with spinal e fluid.• The spinal cord receives messages from the different parts of the body through the sensory nerves

and relays these messages to the brain.• Cnee0ing, blinking of the eyelids and withdrawing the part of the body e/posed to intense pain or hea

r are all refle/ actions.• A refle/ is an involuntary action that originates from the spinal cord and not from the brain.

H6



$. %rocess S&i''s

#ommunicating, inferring, discussing

(. )a'ue *ocus

Awareness of the importance of the spinal cord

#. +e,erences

- Abracia ). +. et. al.- Abracia . . 1221! pp 15 14

. Materia's

Kicture:drawing of the spinal cord, readings about the spinal cord, chart


A. +evie0

Direction7 +atch #olumn A with #olumn ". <rite the letter of the correct answer on the space provided for.

#olumn A #olumn "

3. The largest and most important part of the brain. a. "rain

1. The thin layer tissue on the surface of the cerebrum b. cerebrum is called , sometimes referred as the gray matter

because it is packed with brownish-gray neuron cells. c. cerebellum

9. It connects the brain to the spinal cord which controls d. cerebral corte/

the involuntary action of the body like breathing and digesting food. e. medulla

5. It controls body balance and coordinate the movement f. neuronsof the muscles.

F. The most important part of the nervous system which

is made up of delicate nerve tissue

/pected Answers7

3. b1. d9. e5. cF. a


3.• Ask the pupils to stand and play >Do <hat I Cay.@• Cay, >I say stoopS pupil stoop!

>I say standS pupil stand!

H4



• Do this command alternately and catch a pupil who commits mistake in doing the action. The one caught wilbe the >It@ and will give the command.

• After the game ask7 <hat actions have you done?<hat enables you to stoop and then stand?Answer7 our backbone!

1. Do you know that inside our backbone is an important part of our body which helps control some of ouractions? This is our spinal cord.

9. 1. Kresent a picture of the spinal cord. Touch your backbone children.

. Activity %ro!er

Activity " 8 S!ina' ord

I. +aterials7 drawings:picture of the spinal cordE readings about the spinal cord

II. Krocedure7

3. Ctudy the readings below about the spinal cord its descriptions and functions

T CKI)AL #'&D

The spinal cord is a long slender nerve that is connected to the medulla and goes down to the spinalcolumn or backbone which protects it. Like the brain, the spinal cord has a protective covering and issurrounded by a fluid.

All messages to and from the brain pass through the spinal cord. It is the link between the brain and the

nerve cells all over the body.

The spinal cord is the e/tension of the brain. It is the channel through which messages travel from thenerves in the different parts of the body to the brain and back. It consists of bundles of nerve fibers.

<hen a part of the spinal cord is damaged, a person could be paraly0ed. A person who is paraly0edloses sensations in the parts of the body where the nerve fiber is connected.

The spinal cord receives messages from the different parts of the body through the sensory nerve andrelays these messages to the brain. Then, through motor nerves, the brain may send messages to body

62

Activity " 8 S!ina' ord

I. +aterials7 drawings:picture of the spinal cordE readings about the spinal cord

II. Krocedure7

3. Ctudy the readings below about the spinal cord its descriptions and functions

T CKI)AL #'&D

The spinal cord is a long slender nerve that is connected to the medulla andgoes down to the spinal column or backbone which protects it. Like the brain, thespinal cord has a protective covering and is surrounded by a fluid.

All messages to and from the brain pass through the spinal cord. It is the linkbetween the brain and the nerve cells all over the body.

The spinal cord is the e/tension of the brain. It is the channel through whichmessages travel fr om the nerves in the different parts of the body to the brain andback. It consists of bundles of nerve fibers.

<hen a part of the spinal cord is damaged, a person could be paraly0ed. Aperson who is paraly0ed loses sensations in the parts of the body where the nervefibers is connected.

The spinal cord receives messages from the different parts of the body throughthe sensory nerves and relays these messages to the brain. Then through motornerves, the brain may send messages to body tissues and organs, instructing themto take appropriate actions. Come instructions may come directly from the spinalcord.

1. /amine closely a picture:drawing of the spinal cord to visuali0e its appearance.



tissues and organs, instructing them to take appropriate actions. Come instructions may come directly fromthe spinal cord.

1. /amine closely a picture:drawing of the spinal cord to visuali0e its appearance as shown by the teacher.

Do you know that inside our backbone is an important part of our body which helps control some of ouractions? This is our spinal cord.

9. Kresent a picture of the spinal cord. Touch your backbone.

Activity $ 8 *unctions o, the S!ina' ord

I. +aterial7 illustrations

II. Krocedure7

A. Ctudy the illustrations shown by the teacher below.

III. uestions.7

3. <hat do you do when7

a. Rou suddenly touch a hot obect. <ithdraw my hand from the hot obect.!b. Rou prick your finger with a sharp needle. Kull my finger away from the needle.!c. A drop of burning candle suddenly falls on your finger. Kull my finger away from the source of the

drop.!d. Dust reaches your nose? &emove the dust from my nose.!

1. <hat do you think does the spinal cord do when these things happen? It is the one responsible for theseactions. An impulse travels from the sensory nerves to your spinal cord.!

63

III. uestions7

3. ow does the spinal cord look like? It looks like a cord-like material!1. <here is it found? It e/tends downward from the medulla oblongata through four

fifths of the spinal column.!9. <hat protects it? It is protected by the backbone.!5. <hat is the function of the spinal cord? It receives messages from the different

parts of the body through the sensory nerves and relays these messages to thebrain.!

F. <hat happened if the nerve cells in the spinal cord are accidentally cut? <hy?The body parts are paraly0ed because it loses sensations in the part of the bodywhere the nerve is connected.

III. uestions7

G. ow does the spinal cord look like? It looks like a cord-like material!H. <here is it found? It e/tends downward from the medulla oblongata

through four fifths of the spinal column.!6. <hat protects it? It is protected by the backbone.!4. <hat is the function of the spinal cord? It receives messages from the

different parts of the body through the sensory nerves and relays thesemessages to the brain.!

32. <hat happened if the nerve cells in the spinal cord are accidentally cut?<hy? The body parts are paraly0ed because it loses sensations in thepart of the body where the nerve is connected.



9. <hat do you call these actions? &efle/ actions!


• <hat can you say about the spinal cord? The spinal cord receives messages from the different parts of thebody through the sensory nerves and relays these messages to the brain. It is responsible for our refle/action.!

• <hat are some of the refle/ action that is being controlled by the spinal cord? Cnee0ing, blinking of theeyelids and withdrawing the part of the body e/posed to intense heat or heat.!

• <hat is a refle/ action? A refle/ action is an involuntary action that originates from the spinal cord and nofrom the brain.!

E. Genera'i/ation

Describe the spinal cord by completing the table below.

Structure Location *unctionscomposed of nerve fibers!cord-like material!

inside the backbone! It receives messages from the differentparts of the body through the sensorynerves and relays these messages to thebrain.

*. A!!'ication

Like the brain, the spinal cord is a delicate organ. Inuries can cause paralysis or loss of control over voluntarymovements. <hat must we do to avoid inuries in our spinal cord?

3. *asten the safety belt when riding a car 1. )ever ride in a motor vehicle when the driver is under the influence of alcohol or drugs9. <ear protective gear when riding bikes, motorcycles, etc.

G. Assessment

<rite the letter of the correct answer.

3. <hat structure protects the spinal cord?

a. backboneb. chest cavityc. ribsd. skull

1. <hy canBt the nervous system work without the spinal cord? <ithout it .

a. Impulses are redirected to other sense organs.b. Impulses can no longer travel between the brain and the parts of the body served by the nerve.c. Cignals canBt be accepted by the sense organs.d. Cignals are only stored in the different sense organs

9. ow does the spinal cord work if you step on a pointed or sharp obect?

a. Cignals are carried by sensory nerves to the spinal cord then to the brain.b. Cignals are carried by motor nerves to the spinal cord to the brain.c. Cignals are carried by the associative nerves to the spinal cord then to the brain.

61



I. Learning Objectives Identify the parts of the nervous system and describe their functions

II. Learning Tas&s

G. Subject Matter: 3ervous System 9*unction o, the 3erve e''s

". once!ts

• The basic unit of the nervous system is the nerve cell or the neuron.• The main function of the nerve cell is to deliver messages.• The nervous system is composed of billions of neurons.• There are three kinds of nerve cells7

- sensory nerves which respond to e/ternal stimuliE- motor nerves which stimulates the musclesE and- association nerves which link the sensory to the motor nerves.

• The neuron has three main parts the cell body, dendrite and a/ons.

The cell body is the main part of the neuron. It maintains the health of the neurons.The dendrites are the short fibers around the cell body. They carry messages into the nerve cell

They are the receivers.The a/ons are the long fiber of the neuron. A/ons carry impulses away from the cell body. Theyare the transmitters.The sensory neurons carry impulses from the sense organs to the brain.The motor neurons carry command:impulses from the brain to the muscles that will do commandthe action.

$. %rocess S&i''s

'bserving, communicating, inferring, comparing

(. )a'ue *ocus

#ake care of the nerve cells

#. +e,erences

- #ru0, 8.+. et. al 1223! pp. 93, 91 V 53- Abracia ). +. et. al. 3444! pp. 52 53- #apili &.&. et. al 3444! pp. 95 9H- &eyes, 8.C. et. al. 1226! pp. 15-1H

. Materia's

DrawingsE comic strips, flashcards, +anila paper, chalk, pentel pen, masking tape

65




. +evie0

• <rite the set of words below in separate strips of paper:cartolina flashcards like!.

3. )ervous system, "rain, Cpinal #ord, )erves1. "rain, #erebellum, #erebrum, "rain Ctem9. Cpinal #ord, &efle/ Actions, $nee 8erk5. "linking of the eyes, snee0ing, coughingF. and in the act of withdrawing from a hot obect e.g. hot stove! due to heat

• nclose these flashcards in a long envelope together with the +anila paper, tape, chalk:pentel pen.• Krovide each group with an envelope to work on.• Ask each group to present and e/plain their finished concept map.

E. Motivation-%resentation

Do what is asked and answer #olumn A and ".

Activity5hat sense organ

used5hat sends message to the

brain

i. Identify the color of your bag yes Censory nervesii. Touch a seatmate Ckin >iii. at a chocolate candy Taste >iv. <hisper your name to a seatmate Cense of hearing >v. Cmell a sampaguita Cense of smell >

• %et any obect in their bag. Identify the color of the obect. Ask what sense organ they used to identify the color. Ask what sends message to your brain.

• Touch their seatmate. Ask >#an you feel him:her? <hat sense organ did you use? <hat sends message to your brain?@

• at a chocolate candy. Ask7 ><hatBs the taste? <hat sense organ did you use? <hat sends message to your brain?@

• <hisper to your seatmate. Ask7 ><hat did she:he say? <hat sense organ did he:she use? <hat sends message to your brain?@

• Cmell a flower. Ask7 ><hatBs the smell? <hat sense organ did you use? <hat sends message to your brain?@

*. Activity %ro!er

Activity 37 %roup <ork

I. +aterial7 comic strips

II. Krocedure7

3. Ctudy carefully the presented comic strips.1. )ote down the body parts involved in the given situation 3 and 1.9. Answer the =uestions that follow each comic strip.

Cituation 3

6F



uestions7

3. <hat nerve cells in the eyes perceived the image of the lion? (optic ner%es)1. <here is the message send and interpreted? (to the brain)9. <here does the brain send the message after interpreting the

information:sensation? (muscles)

5. <hich parts of the body respond? (legs)F. <hat was the response given? (to run)

Cituation 1

uestions73. <hat is the information:sensations felt by the stomach? rumbling !1. <hat is the response? to eat !

Activity $ 8 3erves

I. +aterials7 drawing:picture of a nerve cell, readings about the parts and functions of nerves

6G



G. iscussion-Ana'ysis

• <hat do you call the nerve cells carrying messages from the different sense organs of the body? sensory

ner%es!• <here do these nerve cells send the message? to the brain!• <hat nerve cells carry messages from the brain to the muscles of the body? motor ner%es!• <hat are the parts of a nerve cell? <hat can you say about each part and their functions?

(;. 5ell body 2 the main part of a neuron

<. Dendrites 2 short fibers around the cell body. !hey carry messages into the ner%e cell. !hey are therecei%er. =. Aons 2 long fibers of the neuron. !hey carry impulses from the cell body. !hey are thetransmitters.)

<. Genera'i/ation

*orm the concept map to show the kinds of nerves and their functions.

I. A!!'ication

"oyetBs father met an accident. is nervous system was inured. e could not feel heat anymoreE e.g. heat ofcoffee spilling on his body. <hat part of the nervous system was affected by the accident?

66

$inds of )erve #ells Association Censory +otor

#arry impulses from the brain to the

muscles that will do the command

Link the sensory to

the motor nerves

#arry impulses from the

sense organs to the brain



D. Assessment

A. "elow are situations that happen which involve the nervous system. Identify the kind of nerve that is responsiblefor the following actions.

3. feeling thirsty sensory !

1. hearing classical music sensory ! 9. walking fast motor ! 5. seeing a mad dog sensory ! F. eating ice cream motor !

". Identify the parts of the nerve cell and give its functions.

key7

a. cell body receives impulses from the dendritesb. a/on carry impulses away from the cell bodyc. dendrites conducts or carry impulses to the cell body

I). Assignment

The nervous system is made up of the brain, spinal cord and the nerves which run throughout the body. Rou hear thee/pressions7 >I have to ease my nervesE or I have to rela/ to ease my nerves.@ <hat do your parents and:or youelders mean by these e/pressions? Interview them and share what you have learned from them.

Grade )I

64



I. Learning Objectives Trace the path of messages in the nervous system

II. Learning Tas&s

D. Subject Matter: <o0 Messages Trave' Through the #ody

". once!ts

The messages that travel through the nerve cells are called impulses.

• An impulse starts with a stimulus.• A stimulus is any change in the environment that can be picked up by a sense organ.• Different stimuli are picked up by a sense organ.• The stimuli send electrical impulses to the brain.• The brain analy0es the messages.• The brain gives a command to the part of the body which will act out the command.• A specific kind of nerve cells responds and delivers the impulses to the body parts concerned.• +essages are transmitted from one neuron to another following the normal path from the sense

organs to the spinal cord, to the brain, and to the body organ which will do the desired action.

$. %rocess S&i''s

Describing, identifying

(. )a'ue *ocus

#are of the nervous system

#. +e,erences

- #ru0, 8.+. et. al. 1223! Into the *uture7 Ccience and ealth G Diwa Ccholastic Kress Inc., +akati #itypp

- caldre, *. %. et. al. 3446! Ccience, ealth and nvironment G Abiva Kublishing ouse Inc., ue0on

#ity, pp. G6 - H2- #apili, &. &. et. al. 3444! Ccience for Active Learning G CI"C Kublishing ouse Inc., ue0on #ity, pp

55 - 5F

. Materia's

#hart of the uman )ervous Cystem


. %re6Activity

". +evie0Thru a game >+atch (s@

+atch the sense organs written at the left with their nerve cells at the right.

3. ars a! olfactory nerves 1. spinal cord b! auditory 9. "rain c! nerve endings 5. Ckin d! optic nerves

42



F. Tongue e! taste buds

E.eve'o!menta' Activities


Let the pupils recall their observations about the wires on the electric posts along the streets. Ask7 <hatare these wires for? (!o carry electric current to different homes and buildings)Koint out that in our body, we can find something similar to these wires.

$. Activity %ro!er

43

Activity I

I. +aterial7 illustration of the normal path of neural message

II. Krocedure7

3. &ead and analy0e the illustration of the path of messages.1. Trace and e/plain the path of the message.

Informationreceptor cells of aparticular senseorgan

Impulse or signal

sensory neuronsbrainmessage

received by is changed to

travelsthrough

goes to theinterprets and

gives



9. *ollow the pattern using other information like7

a! a hot obectb! cake and ice creamc! wet surface

*.%ost Activity


- <hat is the usual path of messages received by the body from the environment?- ow are the messages in the body transmitted?- <hat happens when the message takes a shortcut?- ow is the message carried from one neuron to another if there is a space between them?

$. *orming Genera'i/ation

41

III. uestions7

3. <hat happens with the information perceived by the sense organs?(change to impulse or signal)

1. <hat carries the impulses in going to the brain? (sensory neurons)9. <hat will the brain do after analy0ing the message? (send the

message to the motor ner%es)5. <hat will the brain do after analy0ing the message? (send the

message to the motor neurons)F. <hat will the motor neurons do with the message? (send to the

concerned body part which will gi%e the desired response)

motor neurons concerned bodypart

desired response

carriedby

to gives

Informationbright light!

receptor cells ofthe eyes impulse

sensory neuronsbrain

+essagetoo >much

light!

motor neuronsbody parts

muscle of eyelids

and iris!

desired response>blink eyes and

close iris andpupils@!


travelsthrough


gives

carriedby

to gives



<hat is the usual path of messages received by the body from the environment?<hat results when the messages takes a short cut?

(. A!!'ication

Rou step on a broken glass. <hat do you do to protect your body from harm? <hy? /plain.

G. Assessment

A. #omplete the following concept map about the path of messages in the nervous system.

". *ill in the blank with the correct words below7

cerebrum medulla nerve cells nerve impulses nervous system

3. The communication network of the body is possible because of the .1. The control system of the body is the function of the .9. The largest part of the brain that is capable of learning and reasoning is .5. that pass through the nervous system are able to ump from one neuron to the ne/t.F. The part of the brain that controls refle/ action like blinking of the eye and secretion of saliva.

I). Assignment

3. %ive a simple situation wherein you can trace the path of messages in the nervous system.1. Trace the path of messages of smelling a decompose dead rat.

49

Informationbright light!

receptor cells of aparticular senseorgan

?

?brainmessage

? ? ?


travelsthrough


gives

carriedby

to gives



I. Learning Objectives Describe common ailments that affect the nervous system

II. Learning Tas&s

A. Subject Matter: Ai'ments-isorders o, the 3ervous System

". once!ts

• There are common ailments that affect the nervous system.• #erebral palsy, cerebral thrombosis, amnesia, Al0heimerBs disease, epilepsy

encephalitis, poliomyelitis, meningitis, multiple sclerosis, stroke, concussion, contusion, andKarkinsonBs disease are some of the common disorders:ailments that affect the nervous system.

$. %rocess S&i''s

• 'bserving, communicating, inferring

(. )a'ue *ocus

• Awareness of the common ailments that affect the nervous system

#. +e,erences

- Abracia . . 1221! pp. 9F - 9H- caldre, *. %. 3446! pp. HF - 63- )* A V " Learning +aterials7 The )ervous Cystem pp. 36 - 34

. Materia's

+odel of the nervous system, reading on the disorders:diseases of the nervous system, lists of thesedisorders:ailments

45




. +evie0

• Display a set of picture cards on one side of the board and the set of function cards on the other side, in anyorder but when matched would result to the following7

3. "rain - #ontrols all bodily activities1. #erebellum - #ontrols vital functions of the body like breathing and

digestion9. #erebrum - #ontrols body movements and balance5. "rainsterns - Delivers messagesF. )erve #ell - #onnects the nerves of the body with the brainG. Cpinal #ord - #ontrols speech, memory and intelligence

• Trace the path of message through your nervous system when you see a snake in your school garden. *ill inthe bo/es.

Cituation7 #hild saw a smoke in the school garden child runs.

E. %resentation

• Chow pictures of people who are polio victims or suffering from an epileptic attack.• Ask, ><hat do the pictures show? <hat most likely happened to these persons? <hy do you think so?@

*. Activity %ro!er

• %roup the class into four. %ive each group a list containing information about disorders:ailments of thenervous system.

• Ask each group to read and study the information given and fill up the table similar to the oe below7

isorders-Ai'ments ause#ody %arts

A,,ectedSign-Sym!toms

escri!tion

+igrainepilepsy"rain Tumor+eningitis)europathiestc.

• &emind pupils that the lists are not complete so if they know of other ailments:disorders do include these.

G. iscussion-Ana'ysis

• Let each group report in class. ncourage other groups to ask =uestions or share their e/periences, if anywith persons who are affected by the disorders:ailments reported.

4F

eyes seea snake

message goto the nerves

message go tothe spinal cord

message go tothe brain stem

legs run messages goto the legs

messages go to thecerebellum and brainstem

message go tothe cerebrum



• Discuss the similarities and differences of the causes, body parts affected and the signs and symptoms of thedisorders:ailments of the nervous system.

<. Genera'i/ation

*rom the discussions, lead the pupils to reali0e that some ailments:disorders that affect the nervous system arethe following7

3. +ay happen during fetal development or early infancy cerebral palsy!1. Are caused by bacteria or virus infantile paralysis, meningitis, polio, rabies, encephalitis!9. Are caused by accidents concussion, contusion!5. Are caused by blood clot or blockage:rupture of the blood vessels cerebral thrombosis, stroke!F. +ay result to total or partial memory loss amnesia, Al0heimerBs disease!G. +ay result to temporary:prolonged loss of consciousness concussion, contusion, stroke, encephalitis!H. +ay result to muscular weakness, loss of motor:speech coordination cerebral palsy, infantile paralysis

multiple sclerosis, stroke, polio, KarkinsonBs disease!6. +ay occur suddenly epilepsy, stroke!4. +igraine is a severe headache that usually affects only one side of the head. It is caused by high blood

allergic reaction, emotional stress or an/iety.32. pilepsy is a disturbance in the central nervous system characteri0ed by convulsive sei0ure or fits.33. "rain tumor refers to any abnormal tissue growth which occurs inside the skull.

I. A!!'ication

Ask the class7

3. <hat ailment or sickness would a person have if he suddenly have convulsive sei0ure while riding in a bus?The person may be suffering from epilepsy or having a stroke.!

1. ow would a person having a stroke be different from one suffering from epilepsy? A stroke may render theperson unconscious while a person suffering from epilepsy may or may not be unconscious but theconvulsive sei0ure would be longer.!

D. Assessment

+atch the ailments in column " with their descriptions in column A. <rite the letter of the correct answer.

A "3. Cleeping Cickness a. temporary loss of memory1. Al0heimerBs Disease b. sei0ures, muscular convulsions and blackouts9. pilepsy c. paralysis of muscles5. Amnesia d. partial or total loss of memoryF. Kolio e. prolonged unconsciousness or coma due to a

virus carried by a mos=uitof. damage in the brain of the newborn baby

during birth

I). Assignment

i. *ind out the differences and similarities of the Al0heimerBs Disease and KarkinsonBs Disease.

ii. If you e/perience a persistent headache, loss of feeling and memory loss, what will you do? <hy or why not?

4G



LISTS O* ISO+E+S-AILME3TS T<AT A**ET T<E 3E+)O4S S1STEM

3. Ence!ha'itis or @S'ee!ing Sic&ness is caused by a virus carried by a mos=uito. A mos=uito bite may transfer to aperson the virus which destroys the gray matter of the brain and causes the person to fall into a prolongedunconsciousness or coma.

1. Meningitis is caused by a kind of bacteria that infect the meninges or the protective layer of the brain and the spinacord. A person suffering from meningitis e/periences headache, stiff neck, fever and nausea.

9. +abies is a virus usually transmitted through bites of animals like dogs, cats or rats. It is necessary that a personbitten by a rabid animal should see a doctor because if the virus reaches the nervous system, the person may die. Aperson infected with rabies shows fear of water.

3. %o'io or %o'iomye'itis is an infectious viral infection that destroys the motor nerves of the brain stem and spinal cordand causes paralysis of the muscles. The common victims of polio are children.

1. erebra' %a'sy is a condition marked by difficulty in coordinating voluntary movement caused by a damage in thebrain that usually occur during fetal development or infancy. Keople affected by cerebral palsy have spastic musclesand may have difficulty in walking and speaking.

9. erebra' Thrombosis is the clotting of blood in a blood vessel of the brain.

3. Amnesia is a partial or total loss of memory. It may be caused by a disease or inury to the brain by some drugs, orby shock. It could also be a symptom of an emotional disorder.

1. Mu'ti!'e Sc'erosis is the gradual destruction in patches of the myelin sheath that surrounds the nerves in the brainand spinal cord interfering with the nerve pathways causing muscular weakness, visual disturbance and loss ofcoordination and speech. The cause is unknown but may have its start in childhood.

9. A'/heimer2s isease is a condition that occurs late in the adult stage and usually after a stroke, heart disease orcancer. It is a disease of mental process characteri0ed by memory loss, and progressive intellectual impairment.

5. %ar&inson2s isease is a degenerative disease of the brain characteri0ed by a progressive loss of mobility, muscularigidity, tremor and speech difficulties. This often occur in people over the age of F2 years. The KarkinsonBs diseasedestroys a group of cells in the upper part of the brain stem and are essential to the control of voluntary movement.

I. Learning Objectives Discuss disorders and diseases that affect the nervous system

II. Learning Tas&s

D. Subject Matter: Ai'ments-isorders o, the 3ervous System

4H



". once!ts

The common ailments of the nervous system are7

3. #erebral palsy is caused by damage in the brain of the newborn baby during birth.1. Infantile paralysis is a disease affecting the gray matter of the spinal cord.9. #erebral thrombosis is the clotting of blood in a blood vessel of the brain.5. Amnesia is the temporary loss of memory.F. Ctroke happens when the blood supply to the brain is cut off.G. ncephalitis is the inflammation of the brain.H. +eningitis is an inflammation of the membrane covering the brain and spinal cord.6. pilepsy a person e/periences sei0ures, muscular convulsions and black outs or loss o

consciousness.4. +ultiple sclerosis happens when a/ons cannot conduct nerve impulses or information properly.32. Al0heimerBs disease the victim e/periences memory loss, disorientation, and difficulty with

abstract thinking.

$. %rocess S&i''s

Identifying, describing

(. )a'ue *ocus

#are of oneBs nervous system

#. +e,erences

- Abracia . . 1221! Ccience for "etter ealth and nvironment G "ookman Inc., ue0on #ity, pp. 9F -9H

- caldre, *. %. 3446! Ccience, ealth and nvironment G Abiva Kublishing ouse Inc., ue0on #ity, ppHF - 63

- )* A V " Learning +aterials7 The )ervous Cystem pp. 36 - 34

. Materia's

Kictures of disorders if available!, model of the nervous system, readings on disorders of the nervoussystem, cards


. %re6Activity

". +evie0

>+atch (s@

+aterials7 G cards with pictures and label each organ system and G cards with a function of each.

3. "rain - #ontrols all bodily activities1. #erebellum - #ontrols vital functions of the body like breathing and

digestion9. #erebrum - #ontrols body movements and balance5. "rain sterns - Delivers messagesF. )erve #ell - #onnects the nerves of the body with the brainG. Cpinal #ord - #ontrols speech, memory and intelligence

46



E. eve'o!menta' Activities


Chow pictures of people suffering from polio, hydrocephalus, mental illness!

<hat if something goes wrong in your nervous system?<hat if your brain, spinal cord and or some nerves are inured as depicted in the pictures? If thishappens, what then will be some bad effects to the bodily functions?

$. Activity %ro!er

44

Activity I

I. +aterial7 readings about ailments of the nervous system

II. Krocedure7

1. Ctudy the readings thoroughly about the ailments:disorders of the nervoussystem.

1. *ill in the table with the needed information.

Ailments:Disorders "ody Karts Affected Cigns:Cymptoms:Descriptions3. "rain Tumor "rain irritable, forgetfulness,

loss of concentration1. pilepsy "rain 8erky movements of

heads, hands and arms,drooling saliva, loss ofbladder or bowel control

9. +eningitis "rain and spinalcord

igh fever, headache,vomiting, stiff neck andmuscle ache, blood spotson the skin, convulsions,

coma and shock

Ailments:Disorders "ody Karts Affected Cigns:Cymptoms:Descriptions5. +igraine ead and brain nausea, =ueasiness and

vomiting, sensitive tolight, sweating anddisorientation

F. )europathies)erves

)erves )umbness in the armsand legs

III. uestions7

G. <hat are the ailments:disorders affecting the nervous system?

H. <hat body parts are affected?6. <hat are the descriptions and signs of each ailment:disorder?4. Is it important to know the ailments of the nervous system? <hy?

Activity 1 #onducting an Interview

I. +aterial7 human resources

II. Krocedure7

9. Interview medical:health personnel like doctors, nurses and physical therapists inyour place about the common disorders:diseases affecting the nervous system.

1. <rite down the descriptions of the ailments and their signs:symptoms.

ote1 'e courteous in conducting an inter%iew.



(. %ost Activity


• <hat are the diseases affecting our brains, the spinal cord and the nerve cells?• <hat are the signs:symptoms of each ailment?


+ake a concept map like the one below.

(. A!!'ication

Li0a is walking on the street. Cuddenly, a fast moving car hit her and she was thrown on the ground,

her head hitting the pavement. <hat effect would it give her nervous system?

ow can she avoid such an accident?

Kredict what would happen. Then write what precaution to take for each situation.

*. Assessment

+atch the ailments in column " with their descriptions in column A. <rite the letter of the correct answer on thespace provided for.

A "3. Loss of memory due to damage in the brain A. Amnesia

1. Abnormalities in the personBs thinking andlearning ". #erebral palsy

9. Cei0ures, muscular convulsions and black-outs #. pilepsy5. Disease caused by damage in the brain during

birthD. ydrocephalus

F. Disease affecting the gray matter of the spinalcord

. +ental illness*. Infantile Karalysis

I). Assignment

i. ow will you protect yourself from these ailments and disorders of the nervous system?

322

Ailments ofthe )ervous

Cystem

cerebral palsy

amnesia

cerebral thrombosis

infantile paralysis

+ental illness VretardationKarkinsonBs

disease

Al0heimerBsdisease

hydrocephalus

encephalitis V meningitis

epilepsystroke



ii. <rite F practices of caring the nervous system.

I. Objective: Kractice health habits and proper care of the nervous system Apply first aid to victim of >stroke@ or epilepsy sei0ure

II. Learning Tas&s:

A. Subject Matter: 3ervous System 9<ea'th <abits

". once!ts:

To keep the nervous system healthy, we must practice the following health habits.

• at a balanced diet everyday. at foods that are rich in protein and vitamin " like beans, peasmongo and vegetables.

• Krotect your brain and spinal cord from any possible physical damage or accident. 'bservesafely measures to avoid accidents.

• +aintain good hygiene to avoid bacterial or viral infections.• Avoid drugs, alcohol, coffee and tobacco.• Take medicines and drugs only upon doctorBs advice.• Learn to manage stress and tension.• Learn the art of rela/ing your mind and senses. (se your leisure time wisely.• ave anti-polio vaccinations to protect you from the polio disease. It is introduced to the body

either by inection or by droplets.

323

A. 5hen @stro&e emergencies occur:

• +aintain ade=uate

A. airway". breathing#. circulation

• Turn the person carefully to the affected side usually determined by thepuffness of the cheek on one side!. This permits saliva to drain out.

• levate the head slowly without bending the neck forward. This may helpease the breathing.

• Loosen clothing around the throat and waist.• Krevent the person from chilling. #over appropriately.• $eep the person =uiet. Rour calmness will allay an/iety.• Avoid giving fluids to drink since swallowing may be impaired.• Transport the affected person to the nearest clinic or hospital.



321



+ource1 !eaching >ealth and Wellness A +ourcebook for !eachers

Department of >ealth and .. pen ni%ersity p. <=

. %rocess S&i''s:

Identifying, describing, communicating

(. )a'ue *ocus:

#are of oneBs nervous system

#. +e,erences

- caldre, *. %. 3446! Ccience, ealth and nvironment G Abiva Kublishing ouse, Inc., ue0on #ity, p. HH

- )* A V Learning +aterial The )ervous Cystem pp. 34 - 12- #oronel #. #. 3444! Ccience and ealth G CD Kublications, Inc. +etro +anila, #ebu pp. 5G - 54

. Materia's

Kictures:drawings, resource persons


A. +evie0*rom the list, ask some pupils to identify common disorders:ailments that affect the nervous system and

describe the ailment.

polio Al0heimerBs diseasesprain cerebral palsystroke choleraencephalitis meningitisrheumatic fever epilepsy


H. Arrange for 9 pupils role play in class how to help an epileptic child having a sei0ure following thesesteps7

329

#. Cee!ing the 3ervous System <ea'thy

3. &est, sleep, good nutrition and daily e/ercise help keep the nervoussystem healthy.

1. Avoid substances like drugs and alcohol which may cause damage to thenervous system. Inuries are the most common cause of brain and spinalcord damage.

9. elp prevent inuries by following some basic safety rules7

• *asten the safety belt when riding a car.• )ever ride in motor vehicle when the driver is under the influence

of drugs and alcohol.• "efore diving into a pool, river, stream or any body of water, make

certain that the water is deep enough and there are no ha0ardsunderwater.

• <ear protective headgear when riding mountain bikes,motorcycles, or use >hard hats@ in occupational places likeconstruction sites.

• Avoid riding or clinging to! in am-packed eeps, buses or tricycles.



a! <hile the 9 children are walking, Kupil A, the victim suddenly stops, puts his right hand or hisforehead while the other hand stretches out and erking.

b! Kupils " and # took hold of Kupil A helping him to lie down making sure his head does not hitanything.

c! <hen A is lying down, " took off his own polo shirt he must have an undershirt! fold it into apillow, put it under ABs head and turn his head on the side, then loosens the belt, the buttons ifany. A continues erking both hands, feet and body. Kupil # runs for help goes to the teacher!

d! As the teacher and # comes near, A stops erking, all 5 free0e for a minute. Then, A stands upwith the help of " and # and takes a bow. A retrieves the shirt of ", returns it and say thank you.

6. Krocess the role play

a. Ask the rest of the class what they have observed, happened and how " and # helped A.

b! Ask7<hy did " and # help A lie down?(!o keep A from falling and ha%ing his head hit the ground/floor)

<hy did " put his shirt under ABs head?(!o keep his head from being hurt)

<hy did " turn ABs head on the side?(!o aid in draining mouth secretions and allow A to breathe)

<hy do you think " did not restrain A from erking?(Answers may differ. !ake note of the answers)

<as # correct to call for help? <hy?(&es, so that A could be further helped properly)

If you are not in school, who would you call to help?(Any adult person will do but if the doctor or any medical person is near he would be the best

person to help)

?. Activity %ro!er

a. Cay7 Rou have learned about some of the common disorders:ailments that affect the nervous systemToday, you observed how an epileptic child having a sei0ure can be helped. &emember, the victim of asei0ure should not be restrained or stopped from erking. It is important to keep his head safe and nothurt within his immediate surroundings. Do not leave him alone but immediately ask for help.

1. %ive the students these two materials to study and give their reactions to

A. 5hen @stro&e emergencies occur:

• +aintain ade=uate

A. airway". breathing#. circulation

• Turn the person carefully to the affected side usually determined by the puff iness of thecheek on one side!. This permits saliva to drain out.

• levate the head slowly without bending the neck forward. This may help ease the breathing• Loosen clothing around the throat and waist.• Krevent the person from chilling. #over appropriately.• $eep the person =uiet. Rour calmness will allay an/iety.

325



9. &egular e/ercise is good for the body. 5. Throw your things when you are mad. stay cool! F. Cpeak softly and kindly to others. G. <orrying about what others think of you. donBt worry! H. Ctay late at night to view good telenovelas. avoid staying! 6. elping someone with a problem. 4. Letting others do most of the ob in the house. help! 32. $eeping your anger and emotions to yourself. cope!

". ave the students rate their own participation during the class activities in the scale of 3 32 with 32 as thehighest score.

A#TIMITIC C#'&3. 'bserving the role play1. Discussing the process of helping during an

• epileptic sei0ure• a >stroke@

9. Discussing how to keep the nervous system healthy

I). Assignment:

*ind out what e/ercises would be good in keeping the nervous system healthy.

I. Objectives: • Differentiate physical from chemical change by giving e/amples• Ctate the difference between physical change and chemical change

II. Learning Tas&s

<. Subject Matter: %hysica' hange or hemica' hange

". once!ts

• Khysical change is a change in phase si0e, shape and volume• # E chemical change is one in which new material with new properties are formed.

32G



$. %rocess S&i''s

#ollecting data, communicating, classifying, recording

(. )a'ue *ocus

(nity and cooperation

#. +e,erences

- Abracia, . . 3446! Ccience for "etter ealth and nvironment F, "ookman, Inc., ue0on #ity, Khil.pp. 351 359

- Arce-spino #., 3444! Activity:Ckill "ook Ceries, Ccience and ealth M Mol. 1 #alligraphy Krintshop"ulacan, Khil., pp. 3 - 5

- #oronel, #. et. al. 3444! Ccience and ealth F, C.D. Kublications, Inc., +etro +anila, Khil., pp. 395 39G

- Llarinas, 8. *. and Kelobello . +. 3444! Into the *uture7 Ccience and ealth F, <atana Khanit Krintingand Kublishing #o. Ltd., "angkok, Thailand, pp. 313 319

- &abago et. al. 3462! Integrated Ccience I Mibal Kublishing ouse, Inc., ue0on #ity, Khil., pp. F6 G9- Tan, #. T. 1221!, Ccience for Daily (se F "ook +edia Kress Inc., ue0on #ity, Khil., pp. 315 - 355

32H


Some Exam!'es o, %hysica' and hemica' hange

%<1SIAL <A3GE <EMIAL <A3GE

- melting ice cream- dissolving salt

- carving wood- smoothing surface usingsandpaper or plane

- free0ing ice candy- drying clothes- sharpening knife V other cutting

tools- trimming hedges- grinding coffee and cacao

beans- peeling fruit- breaking stick- grinding pepper corn- mastication- cutting ingredients- e/tracting uice

- preparing wire- making fish sauce

- cooking food: baking cake- using diesel to run vehicle- photosynthesis- food preservation- deglutition- rusting- grilling- roasting- grilling- souring of milk- sun burn- manufacturing of cosmetics



. Materia's

"lank form of visual outlines, the words to be posted printed on the cartolina, masking tape, +anilapaper, marking pen, activity sheets enough for whole class


G. %re6Activity

". +evie0

<hat are the different kinds of changes? LetBs make a visual outline about the changes. "e guided by theclues.

(ote1 !he words inside the bo will be posted only after the children ha%e gi%en them, but these canalready be printed on the cartolina or -anila paper.)

<. eve'o!menta' Activities


<hat you will do today is e/pressed in this short poem7

Ask7 <hat do you think is our topic for today?

$. Activity %ro!er

- %rouping this will depend upon the teacher!- &ecall of standards- %roup <ork

This activity is good for 12 minutes only!

326

Activity CheetKhysical or #hemical

<hat to (se7+anila paper +meter stick or any piece of wood+arking pen with straight edgesmarking pen piece of wood

<hat to Do7

3. Krepare a chart or grid like the one below.

Cituation where changecan be identified

$ind of #hangesplease check! &eason for the

classificationKhysical #hemical

1. ave a bu00 session about the situation showing physical or chemicalchange.

9. *ill up the chart:grid with at least 32 situations.

5. Answer the =uestion.• <hat is the basis of your classification? Pthe indicators for both physical

#hanges!

Khysical! #hemical! $ind of changes

difference

Do you know what youBll do today,'f course, IBm sure you donBt,"ut if youBve understood the past lessons,This task can be easily done.*or youBll group the changesKhysical or chemical, decide which one.

)o new materialsformed

)ew materialformed



A. Tell whether the conditions below will bring about physical change or chemical change. Kresent youranswer in a table or grid. (se the number before the situation.

3. adding vinegar to cowBs milk1. drying fish under the sun9. trimming of plants5. making nata de coco out of coconut watermeatF. cutting toenails

Khysical #hange #hemical #hange19F

35

I. Identify what kind of change is the following7

A. Khysical #hange". #hemical #hange

#. "othD. )either

3. tearing of paper 1. putting make-up 9. bleaching of clothes 5. photosynthesis F. atomic e/plosion

I). Assignment

List down changes that occur at home. Determine whether the change is physical or chemical and tell the basisof your classification.

332



I. Learning Objectives • Chow that a chemical change takes place in materials• Appreciate the importance of chemical change.

II. Learning Tas&s

D. Subject Matter: hemica' hange

". once!ts

• #hemical change involves formation of a new materials that have different properties than theoriginal

• #hemical change can be brought about by heat, light, electricity or presence of anothersubstance

• The presence of bubbles, a change in color or te/ture, and release of heat indicate a chemica

change

333


hemica' hange

#hemical change is a change that involves the formation of new materials. The newmaterials formed have properties different from the original material. )ot only do the finalmaterial look different but their color, te/ture and composition have been altered.

There are signs that may help us recogni0e a chemical changesE

3. Kroduction volution of heat and light when something burns, it produces heat

and light.1. volution of gas when gasoline is used up in car engines, gas fumes arereleased in car e/hausts. This also happens when coal is burned to generateelectricity. #omplete combustion of coal produces carbon dio/ide.

9. *ormation of a solid precipitate! when vinegar is added to milkfish a precipitateis produced. A material more familiar to us is >kesong puti@ cottage cheese!

5. Kroduction of mechanical energy when dynamite is ignited it produces a largeamount of mechanical energy as evidenced by powerful e/plosion. &ocks arethrown:moved to great distances.

F. Kroduction of electrical energy when a battery is connected to some electricaldevice such as flashlight, a radio, clock or toys, its chemical energy is convertedto electrical energy.

G. #hange ins color when rock shrimp or the other shell fish is cooked therechanges in color.

H. #hange in Te/ture when a fruits is undergoing chemiphysical ccal change itsskin te/ture chan es from smooth to rou h like when ra es is rocessed dried



$. %rocess S&i''s

'bserving, Inferring, #ommunicating

(. )a'ue *ocus

'bserving in using heat source, orderliness

#. +e,erences

- Abracia, . . 3446! Ccience for "etter ealth and nvironment F, "ookman, Inc., ue0on #ity, Khil.pp. 396 - 353

- #oronel, #. et. al. 3444! Ccience and ealth F, C.D. Kublications, Inc., +etro +anila, Khil., pp. 39F 39G

- *allaria &. &. and Apolinario, ). A. 1222! eadways in Ccience and ealth F, &e/ Krinting #ompanyInc., ue0on #ity, Khil., pp. 39H 394

- Llarinas, 8. *. and Kelobello . +. 3444! Into the *uture7 Ccience and ealth F, <atana Khanit Krintingand Kublishing #o. Ltd., "angkok, Thailand, pp. 313 319

- Lo0ano, L. and Amasol T. 1223! The Ccience #onnection F, Diwa Ccholastic Kress, Inc. pp. 319 - 31H

. Materia's

A bo/ or tray of materials for each group containing the following7

a small can with sand a small knifebo/ of match improvised pan with wooden handlepiece of paper alcohol burner:candlea small container of sugar small bottleteaspoon metal lid


D. %re6Activity

". +evie0

C. eve'o!menta' Activities


LetBs do activities that are related to what happens with one of the nails?

(. Activity %ro!er

331

%hysica' hange

<hen a material undergoes physical change it may look or behavedifferently, but it is still the same. The distinguishing properties of the newmaterials are the same as the original materials. It is only a change inshape, si0e, volume. There may also be a phase change



a. %rouping. Draw lots for the name of the group!

"urning, #ooking, &usting, &otting, &ipening

Let each group assign a task to the members and ask them to pin their tags badge

b. &ecall of standards and precaution. B0emind pupils to be etra careful when using lightedmatchsticks. !ell them to put it in the ashtray.C

339

Activity 3"lack and "itter

(6rom +ugar to 5arbon)

<hat to (se7sugar alcohol burner:candleimprovised pan bo/ of match

small can with sand

<hat to Do7

3 'bserve the sugar. )ote its characteristics

1. Kut X teaspoon of sugar into the improvised pan.9. Light up the alcohol burner:candle. (#f using a candle be sure the candle is standing

properly on the small can with sand).5. Kut the pan over the flame until it is completely burned then allow it to cool off.F. Let one of the group members taste the burnt sugar.

Answer these =uestions

a. ow did the sugar taste before it was burned? (#t is sweet)b. ow did it taste after being burned? (#t is bitter)c. Is the taste the same as the sugar before it burned? <hy or why not? (#t is

different because there is a change in color and taste. !here is a change inro erties

Activity 1 Ashes, Ashes

<hat to (se7a piece of papermetal lidbo/ of match

<hat to Do7

3. 'bserve carefully the piece of paper. )ote its characteristics.1. "urn the piece of paper in the metal lid.

9. 'bserve what happens.5. Answer these =uestions.

a. <hat observable change did you see? (A new substance is produced, thereis a change in color)

b. <hat is left on the metal lid? (ashes)c. Do you think you can still change the ashes to paper? <hy? (o, because

its properties are different)d. <hat has caused the change? (fire)

Activity 9#ooking is *unS

<hat to (se7improvised pan alcohol burner sweet potato a small knifewater

<hat to Do7

3. %et 1 very thin slices of sweet potatoes. )ote down its characteristics.1. Kut one on the saucer and the other in the improvised pan and put some water ust

enough to cover the potato.9. Kut over the flame of the alcohol burner, until cooked.5. 'bserve and compare both pieces of potato.F. Answer these =uestions7

a! <hat can you say about the pieces of potato at the beginning? (!hey ha%ethe same properties)

b! ow does the raw sweet potato differ from the cooked sweet potato as to

color, hardness!? (!he raw sweet potato is soft and has a different color)c! <hat can you say about the change? (!here is a change in teture and



L. %ost Activity

". +e!orting by grou!s

Teacher writes important ideas on the board!

$. iscussion-Ana'ysis

- In each of the activity, was there a change in the materials (&es, there was)- <hat became of the paper and the matchsticks? (!he paper and the matchsticks became ashes.)- #an you still bring back the burned paper and burned matchstick to their original form? (o, more)- Describe the material formed when you burn the sugar. (!he material formed is something black and

bitter)- Do you know what the ashes and the black materials are? (o) [Note Teacher input: “Those

materials are carbon] - Are paper, matchsticks and sugar the same as carbon? (o, they are different.)

- ow do they differ? (!heir properties differ)- <hat brought about the change? (heat)- #an we call this change physical change? (o) [Teacher input: You’re correct, we cannot say it is

physical change. It is called a chemical change] - <hat do we call this kind of change? (chemical change)

(. *orming Genera'i/ation

<hat is chemical change?

<hat can bring about chemical change?

335

#hemical change is a change that involves the formation of anew material with properties different from the original materials

(se of heat and light, presence of another substance.



<hat are the signs or indicators of chemical change?&elease of heat, light and bubbles gas!#hange in color and te/ture.*ormation of new material:substance*ormation of solid

B. A!!'ication 9Let teacher do the a!!'ication <OTS =uestions

. Assessment

Kut a P W mark under the situations that illustrate chemical change. 9The teacher !re!ares ,or thei''ustrations

I). Assignment

33F



'bserve activities at home. #hoose 1 situations showing chemical change. %ive your reason why each ofthem illustrates chemical change.

I. Objectives: • Chow that chemical change takes place in materials• Identify some indicators of chemical changes• 'bserve that a new material is formed when chemical change takes place• 'bserve that the product of chemical change cannot be brought back to its

original form

II. Learning Tas&s

A. Subject Matter: hemica' change: decaying-rotting ri!ening o, ,ruits

". once!t:

• #hemical change is a change that results to formation of new materials• #hemical change is irreversible• A change in odor and color and release of heat indicates chemical change

$. %rocess S&i''s:

33G

#ac&ground In,ormation 8 P&efer to the previous lessonW



• 'bserving, Inferring, communicating, comparing

(. )a'ue *ocus:

• Appreciation of the importance of chemical changeE preservation.

#. +e,erences

- Llarinas, 8.* and Kelobello, 3444!, Into the *uture7

Ccience and ealth F, <atana Khamit Krinting andKublishing #o. Ltd., "angkok Thailand, pp.313-319- Teaching Cupport +aterials for lementary Ccience, Molume 1,

*oundation for (pgrading the Ctandards of ducation, *(C! +anila Khil., p. 31-4F

. Materia's

- Diorama of highland and lowland, water can half-full of water, basin,- Kicture:Illustration of highland and lowland with river flowing..



". +evie0

<hat is chemical change? %ive some e/amples of chemical change that commonly happen in homes and inschools.



Ask7 If you are made to choose which one will you have, <hy?

$. Activity %ro!er

- %rouping depends on the techni=ue of teacher and the si0e of theclass- Determining tasks of members and pitching of task badge.- &ecall of standards and precautionary measures.

P"e sure you wash your hand after the activity to avoid contaminating food to be handledW

Activity Cheet 3

)ote the Difference

A. "anana

+aterials7

(nripe banana and ripe banana of the same variety maybe substituted with any fruit in season!

33H

(nripe or ripe,Rou have to decide,<hich one of the

mangoes*or dessert youBll like



(nripe and ripe tomatoes of the same varietyCaucer, knife

Krocedure7

• #ompare the unripe banana and the ripe banana as to the color of the peelingsand smell.

• Keel the bananas and slice into small pieces. Taste both.• &ecord your answers on a grid like the one below.

". Tomato

+aterials7

(nripe and ripe tomato of the same si0e and varietyCaucers, knife

Krocedure7

• 'bserve and compare the tomatoes as to color and smell.• #ut the tomatoes into small pieces and taste.• &ecord your observation in a grid like the one below.

(nripe &ipe A. "anana

3. color of peeling1. smell9. firmness5. taste

green!no smell!very firm!

flat!

yellow!fragrant!

firm!sweet!

". Tomato3. color of skin1. smell9. firmness5. taste

green!no smell!very hard!tasteless!

red:orange!distinct smell!slightly soft!a bit sour!

uestions7

3. <hat differences can be noted between the unripe and ripe bananas? (nripeand ripe tomatoes? (please see chart )

1. <hat kind of change has occurred? <hy? (chemical change, there is changein color)

9. <hat signs are there to make you think that chemical change has occurred.(change in color, teture taste)

Activity Cheet 1

+aterials7 Any spoiled decaying materialand lens

Krocedure7

• 'bserve the decaying material. *ind out the changes that have taken place.• (sing a hand lens to observe the particles.

uestions7

336



3. <hat are your observations? (!he material is showing changes. !he materialis rotting. !here is a change in color, smell and appearance)

1. Is there a new material formed? (&es)9. <hat are these materials? (soil, humus)5. <hat kind of change has occurred? <hy? (chemical change because a new

material is formed)

Activity Cheet 9

+aterials7

mpty egg shellCmall bottle

A bo/ of matches"ottle of vinegar

Krocedure7

•"reak the egg shell into small pieces and place in the small wide-mouthedbottle

•Kour small amount of vinegar ust enough to cover the egg shells•'bserve what happens•Light a match stick and thrust into the bottle above the level of the vinegar!•Cet aside while preparing your chart.

uestions7

3. <hat have you observed after pouring the vinegar an acid! to the containerwith broken pieces of egg shell? (there are bubbles)

1. <hat do you think the bubbles are? (air)9. <hat happens with the lighted match? !he matchstick stops burning)5. <hat becomes of to the egg shell after sometime? <hy? (it crumbles)

F. Do you think a new material is formed? )ame the material. (&es, carbondioide)G. <hat has caused the change? (reaction with another material)

N Adopted and +odified.

. %ost Activity

". Grou! +e!orting

Teacher notes down the important part on the board.!

$. iscussion and Ana'ysis

• In the activity ust did, what material are we comparing? (unripe ripe fruits)

• ow do the unripe and ripe bananas differ? (#n color, firmness, in taste)

• ow does the unripe banana taste? The ripe banana? (the unripe banana tastes flat, the ripe

banana tastes sweet)

• Do you think we can still change back the firmness and taste of the bananas? (o)

• <hat kind of change has occurred? <hy do you say so? (chemical change, a new material is

produced)

334



• To make ripening of fruits faster, what do fruit vendors do? (use calcium carbide to produce

heat)

• I have here a small bo/ of unripe mangoes. This has been covered overnight.<hat can you observe on the inner surface of the plastic covered? (droplets of water)

• <here does it come from? (from the mangoes)

• <hat are involved in hastening from the ripening of fruits? (heat gas)

• What obser%ations did you ha%e in Acti%ity <?

- <hat happened to the material? (#t9s decaying/rotting/decomposing)- <hat new material is formed? (humus/organic fertili4er)

- <hat do you think cause the decay? (bacteria of decay)- <hat gas is released? (carbon dioide, methane)

Additional activity for fast learners.• <hat have you noticed when vinegar is added to the bottle with egg shell? (the are bubbles)

• <hat happens to the lighted matchstick? <hy? <hat new material is formed? (the matchstick

stops burning because of the carbon dioide, carbon dioide)

(. Genera'i/ation

• Aside from cooking, rusting, burning, what other ways can cause chemical change?

• <hat will best describe chemical change?

• )ame the indicators of chemical change.

Pplease refer to "ITW

. A!!'ication

<hy is chemical change important? <ho commonly benefits from chemical change?

P#hemical change is important because new products are manufactured using knowledge of chemicachange. Keople and animals are commonly benefited by the products formed through chemical change.W

E. Assessment

Tell whether the following chemical change is brought about by ripening or decaying.

B#t will preser%e the fruits . #t will be a chemical changeC

3. red bell pepper ripening!1. bread with mold rotting:decaying!9. organic fertili0er rotting:decaying!5. shiny soft star apple ripening!F. fish sauce rotting and decaying!

I). Assignment

Ask your mother how pancakes are prepared. Tell in what part of the procedure does chemical changeoccurs.

312

'ther ways causing chemical change are reaction with othermaterials such as acids, also formation, and decomposition.

It is a change in chemical composition resulting to formation ofnew material:substance.



I. Objectives: 'bserve phase change in water• +elting• *ree0ing• "oiling:evaporating

Ctate how water changes its phaseDemonstrate carefulness and cooperation

II. Learning Tas&s:

A. Subject Matter :

Khase change in water.

". once!t:

• <ater undergoes phase change which is an e/ample of physical change.• Khase change is brought about by the addition or removal of heat.•

&emoval of heat causes free0ingE addition of heat causes melting and further continuous addition of heatcauses boiling:evaporation.

313


%hase hange in 5ater 8 A %hysica' hange

A phase change is also a physical change because no new substance is formed.<ater placed in the free0er hardens to form ice. The ice has a different si0e, shapeand te/ture than the water, however, the ice and the water are the same substancewith different phases. The water has undergone physical change. Aside fromfree0ing, other phase changes include melting, evaporation, condensation and

sublimation. -elting is the process of changing solid to li=uid. "%aporation involvesa change from li=uid to gas, as observed when we boil water for a long period. Thewater level decrease because the li=uid becomes steam or vapor, a form of gas.#ondensation refers to the change of gas to li=uid. This happens when beads ofwater form on the surface of a glass filled with cold water. The water vapor in the aircondenses forming the water droplets. Cublimation involves the direct change fromsolid to gas like what happens to dry ice and a mothball disappears without a tracebecause it has changed to gas.



$. %rocess S&i''s:

• 'bserving, collecting data, recording, drawing conclusion

(. )a'ue *ocus:

• #arefulness, obectivity, cooperation

#. +e,erences

- Abracia., .., 3446!. Ccience for "etter ealth andnvironment F, "ookman Inc., ue0on #ity, Khil., pp 391--399

- #oronel. #. #. et al 3444! Ccience and ealth F T!,C.D. Kublication Inc., +etro +anila, Khil., 395,

- Lo0ano, L. and Amasol T. 1223! The Ccience #onnection F,Diwa Ccholastic Kress Inc., +anila Khil., pp334-312

- Tan, #. T. 1221! Ccience for Daily (se F,Dean Kublishing ouse Inc., ue0on #ity, Khil., pp396-394

- Khysical and #hemical #hanges Teachers &esources materials, April 1225!(npublish materials TK-(.K )IC+D Training Krogram, (.K. Dilimanue0on #ity, Khil.

. Materia's

• Ice chest with ice cubes or tube ice,• F improvised pans with handles out of lever spread can• F alcohol burners or any heat sources ,• activity sheets enough for each group member!• matchbo/es



". +evie0

Let see who can fill up the spaces in the graphic organi0er below regarding physical change.

Krint this in a bo/ board so that it can be used over and over again.!

311





• Let the children read this frame.

Illustration should be provided by the teacher.

Ask7 <ho of the two children is telling the truth? <hy?

$. Activity %ro!er

• %rouping This will depend upon the class si0e and the teacher!• %etting the badges.• &ecall of standards and precautionary measures in using heat source!• +aterial +anagers get the materials they will need from the supply table.

Cay7 %et a small tray, activity sheets enough for your group, an improvised modified pan, alcohol burnera bo/ of match, and a bowl. *ill your bowl with ice from the ice chest

%roup <ork

319

I havesome water.

I also hawater.

IBm wonderingif these tworeally havewater.



315

Activity Cheet 3

Colid, Li=uid or %as?

+aterials7

- ice- alcohol burner - salt- ice chest with crushed ice- metal ice cream container

- a small handkerchief - a small basin- a bottle of water - test tube

Krocedure7

A. vaporating73. Kour water in a small basin and put a small handkerchief in it. <ring or s=uee0e

the handkerchief to remove the e/cess water.1. Dry under the sun or hang to dry.

9. <hile waiting, do the ne/t activity.

". +elting and vaporating3. Klace a piece of ice in the improvised pan.1. Light up the alcohol burner.9. old the improvised pan over the flame.5. 'bserve what happens to the ice.F. #ontinue heating until the water boils and until the water disappearsG. Answer the following =uestions7

• In what phase is ice?• ow is ice formed?• <hy do you think water free0es:hardens?• <hat happens to the wet handkerchief after sometime? <hy?• <hat does the ice melt?• <hat happens to the melted ice after continuous heating?• <hat causes this?• <hat characteristic of water is changed?

#. *ree0ing3. Kut water into the test tube until its Y filled.1. +i/ some salt with some ice.9. Kut the salt into the metal ice cream container until about 5 cm from the brim.5. Klace the test tube with waterE let it stand in stand at the middle of crushed ice

with salt.F. Take the temperature of the water.G. Ctir the water with a barbecue stick and E observe the setup for about 32 minutes.H. &ecord your observation.



". %ost Activity

"." Grou! +e!orting

Kupils may use varied ways of reporting means and teacher notes down relevant observations reportedon the board.!

A. iscussion and Ana'ysis

• <hat materials did we use today? upils will enumerate based on the acti%ities)

• <hat is the solid phase of water? (ice) li=uid phase (water) gas (%apor/steam)

• Do you like ice candy? (yes, we do)

• *rom what phase does it come from? (liEuid)

• ow does it solidify? (by free4ing)

• <hat is removed when we free0e something? (heat)

• <hat happens to ice when heated? (it melts/it changes to liEuid)

• <hy does it change to li=uid? (heat is remo%ed)

• <hat happened when ice and water are continuously heated? (they turn into %apor/they e%aporate)

• <here did the steam or vapor go? (into the air)

• In all of our activities what property of a material is changed? <hat is this change called? (phase

change/physical change)

•

Did all the groups finish their work? <hy? (answer will %ary)

#. Genera'i/ation

• <hen does water change to solid? (when fro4en or heat is remo%ed )

• <hen does ice change to li=uid? (when heat is added heated)

• <hen does water change to water vapor or gas? (when heat is continuously added)

• <hat kind of change is phase change? (phase change is physical change)

. A!!'ication

The canteen helper forgot a saucer with a piece of ice cube on the tableoutside the canteen. In the

afternoon when she was about to leave the canteen she found the saucer empty. <hat do you thinkhappened to the ice? (!he ice melted and later e%aporated into the air)

. Assessment

Answer briefly.

3. ow will melted candle turn to solid? when heat is removed:when cooked!1. ow will ice cream become li=uid? when heated:when heat is added!

I). Assignment

+ake sketches how li=uid like tea can be fro0en or evaporated

Ccoring $ey:&ubrics for Assessment

uestions 3

31F



Koints Answer

1

3

2

+elted candle turns to solid when heat is removed oreliminated.

+elted candle turns to solid when you put it inside thefree0er or by free0ing.

)o answer or wrong answer.

uestions 1

Koints /pected &esponse

9

1

3

2

Ice cream turns to li=uid when it is heated:or whenheat is added.

Ice cream turns to li=uid when removed from thefree0er.

Ice cream turns to li=uid when left outside the free0er

<rong answer or no answer.

Learning Objectives

• 'bserve changes where no new material is formed change in si0e change in shape change in volume

31G



• Describe how a material changes its form• Define physical change operationally

II. Learning Tas&s

C. Subject Matter: %hysica' hange

". once!ts

• +aterials undergo physical change when no new material is formed.• A change wherein no new material is formed is physical change.• The application of force or pressure can cause material to undergo physical change.• There are many ways to cause physical change7 cutting, breaking, molding, pulveri0ing, pounding and

bending• Khysical change takes place when there is change in si0e, shape, and volume.

$. %rocess S&i''s

'bserving, communicating, inferring, defining operationally, comparing

(. )a'ue *ocus

=uality, &espect,Appreciation

#. +e,erences

- Llarinas, 8. *. and Kelobello . +., 3444!, Into the *uture and ealth F, Diwa Ccholastic Kress, Inc. Khil., pp335 - 33F

- Lo0ano, L. and Amasol T., 1223!, The Ccience #onnection F, Diwa Ccholastic Kress, Inc. Khil., pp. 313 - 311- Tan #. T., 1221!, Ccience for Daily (se F, Dane Kublishing ouse, Inc., ue0on #ity Khil., pp. 395 - 39F- Khysical and #hemical #hanges, Teacher &esource +aterialE (npublished +aterial, TK (K)IC+D

Training Krogram Cummer 1225, (K Diliman, ue0on #ity, pp. 3 - 32

. Materia's

ach group must have its own bo/ or tray of materials with activity sheets enough for each member of the

group.Tray 3 - activity sheets, +anila paper, marking pen, pair of scissors, piece of cardboardTray 1 - activity sheet, +anila paper, marking pen, coconut midribTray 9 - activity sheets, +anila paper, marking pen, modelling clayTray 5 - activity sheets, +anila paper, marking pen, piece of thin wireTray F - activity sheets, +anila paper, marking pen, chalk, mortar and pestleTray G - activity sheets, +anila paper, marking pen, cotton ball


31H



M. %re6Activity

". +evie0

<hat cleaning materials do we commonly use in the kitchen? )ame one and describe it. Describe itsphase, si0e and shape.

3. eve'o!ment Activities


• "ring out some materials from your bags. Are they still the same as when you brought them athe beginning of the school year? <hy?(#f the answer of the pupil is o, gi%e this follow$up Euestion1 What do you think happened to thematerial?

• #an the materials we commonly see around us change? LetBs find outS• <hat changes can happen to the materials we use?

>. Activity %ro!er

- &ecall of standards for group work and precautions.- %rouping )umber of groups will depend upon class si0e. It is ideal to have G members per group!

- Drawing lots of task for members from the bo/ of tags principal investigator, material manager&ecorder, maintenance director, observers!

- +aterial +anager gets the tray for the group from the supply station

• Kerforming the activities

316

Activity Cheet 3

#hanging +aterial Khysically

<hat to (se7piece of cardboardpair of scissors

<hat to do7

3. #ut the cardboard into 1 e=ual parts. Cet one of the pieces aside.

1. <ith the other half, cut it into G parts.9. #ompare the piece of board being set aside with the paper cut into G pieces.5. Answer the following =uestions7

a. <hat happens to the piece that was cut into G pieces?b. In what way does the half set aside differ from the other half cut into

pieces?c. <hat characteristics of the cardboard changed?

F. Krepare a chart for your answer.

Anonymus



314

Activity Cheet 1#hanging +aterial Khysically

<hat to (se7coconut midrib

<hat to do7

3. "reak the piece of coconut midrib into pieces.1. Answer the following =uestions7

a. ow do the pieces of the midrib differ from the original piece?b. <hat has changed?c. Is there a new material formed? Cupport your answer.d. <hat is the product of the change?

9. Krepare a chart for your answer.


<hat to (se7modeling clay

<hat to do7

3. Cketch the piece of clay in a sheet of paper.1. +old the clay into a shape you want. Cketch what you have molded.9. &emold the clay into another shape. +ake a sketch of the new shape.5. Answer the following =uestions7

a. <hat happens to the clay each time you mold it? Chow yourevidences.b. ow did you change it?c. Is there a new material formed? Krove your answer.

F. Krepare a chart for your answer.

Anonymus



392

Activity Cheet F#hanging +aterial Khysically

<hat to (se7a piece of chalk mortar and pestle

<hat to do7

3. "reak the chalk into smaller pieces with your hands.1. Kut a small piece of chalk into the mortar.9. Kound and grind the chalk using the pestle until it is pulveri0ed or powder like.5. #ompare the pulveri0ed chalk with the other pieces.F. Answer the following =uestions.

• Describe the difference between the pulveri0ed chalk and the otherpiece of chalk.

• <hat characteristics of the chalk are changed?• Do you think we can still make the pulveri0ed chalk into a bigger

piece? <hy or why not?

Anonymus


<hat to (se7a piece of thin wire

<hat to do7

3. old one end of the wire between the inde/ finger and the thumb. old E theother end with the other hand.

1. "end the wire and twist it.9. Answer the following =uestions7

a. <hat happened to the wire?b. <hat has changed?c. <hat did you do to change the appearance of the wire?d. ow did you change it?e. <hat is the product?

5. Krepare a chart about your activity.

Anonymus

Activity Cheet G#hanging +aterial Khysically

<hat to (se7cotton ball

<hat to do7

3. Clowly press and roll the cotton ball between the inde/ finger and thumb forfive seconds

1. Answer these =uestions.

• ow does the pressed and rolled cotton ball differ from the originalone?

• <hat is changed?• <hat do you have now? Is there a new material?

9. Krepare a chart of your answer.

Anonymus



<ith the help of the pin-wheel techni=ue, children will be asked to pin or paste the strips of paper on the pin-wheel skeleton!

"ased on the pin-wheel, define physical change.

<hen do we say that physical change has occured?ow can physical change be brought about?

*. A!!'ication*rom your daily activities in school identify things that show physical change. Tell what happens to the

materials.

G. Assessment

A. +ultiple #hoice7 #hoose the best answer. <rite only the letter of the correct answer.

3. <hich will show a physical change in an obect?<hen there is a change in .

a. si0e c. tasteb. smell d. composition

1. <hich of the following can cause a physical change in a material?

391

#hange in si0e

#hange in shape

#hange in volume

Khysical change

Khysical change occurs when these is a change insi0e, shape or volume of a material.

Khysical change is brought about by the applicationof force or pressure such as cutting, breaking,molding, pounding, bending, twisting and pressing.

3. melting 9.free0ingmelting1. cutting 5. burning



A. 3 and 1 only". 1, 9 and 5 only#. 3, 9 and 5 onlyD. 3, 1, and 9 only

9. <hich of the following are e/amples of physical change?

A. 3 and 1 #. 1 and 5". 9 and 5 D. 3 and 9

". Answer the following =uestions.

3. %ive at least 1 situations where physical change is clearly seen in the garden.

I). Assignment

Think of some occupations in your locality or community where people work with materials that need to bechangeds physically. to be useful. List them down.

399

3. <ood turns to charcoal1. +oth balls become smaller 9. Kaper is burned

5. A cake is sliced



I. Objectives: • Describe how certain changes in materials affect the environmentreforestation, composting, recycling!

• Identify changes in the environment that have beneficial effect• Appreciate the importance of these changes

II. Learning Tas&s

L. Subject Matter: Good E,,ects o, hanges in Materia's

". once!ts

• verything in the environment is changing. Come changes in materials have good effects to theenvironment.

395


#hanges happen around us all the time. #hanges may take hours or days tocomplete. Come changes in our environment have beneficial or good effects listed beloware some of the beneficial effects of changes.

A. &eforestation

3. cooler surrounding1. additional homes or habitats or wildlife9. greater protection for water shed5. additional wind barrier F. increased o/ygen supplyG. prevention of soil erosionH. increased source of biological control pests and disease- carrying insects6. increased source of food and other forest products like timber, medicine,

dyestuff 4. helps in the prevention of flash floods32. continuous occurrence of various cycles in nature

33. maintaining soil fertility



$. %rocess S&i''s

Inferring, communicating, analy0ing

(. )a'ue *ocus

39F

". &ecycling

3. reduces mount of garbage1. provides livelihood opportunities for people9. improves sanitation5. helps conserve our natural resources

F. improves he appearance of communityG. helps prevent development of undesirable habits of youth who become busyH. provides worthwhile activities for youth6. helps prevent infestation of disease carrying animals4. helps in the conservation and preservation of wildlife32. helps in the prevention of destruction of o0one layer

#. #omposting

3. reducs volume of garbage1. enhances soil fertility9. improves sanitary condition5. helps in conservation of our natural resourcesF. eliminates of breeding places of pestG. helps in giving additional income for the family



Appreciate change in the environment, orderliness

#. +e,erences

- Abracia, . . 3446! Ccience for "etter ealth and nvironment F "ookman Inc., ue0on #ity, Khils.T, p. 355

- #oronel #. #., et. al. 3444! Ccience and ealth F C.D. Kublication Inc., +etro +anila, p. 39H- *allaria, &. &. and Apolinario ). A. 1222! eadways in Ccience and ealth F &e/ Krinting #ompany

Inc., ue0on #ity, Khils., pp. 394 351- Llarinas, 8. *. and Kelobello, . +. 3444! Into the *uture7 Ccience and ealth F p. 314 391- Lo0ano, L. and Amasol T. 1223! The Ccience #onnection F Diwa Ccholastic Kress, +anila, Khils., pp

316 - 314

. Materia's

G bo/es containing 1 sets of igsaw pu00le, G pieces of +anila paper, G marking pens and G pieces ofintermediate pad paper


A. %re6Activity

". +evie0

Through Task #ard Ku00les Teacher should have a bo/ of two pu00les showing situations illustratingphysical and chemical change . that have been mi/ed together. Ask the children to put the pu00letogether!

Cay7 #hildren I have a bo/ of pu00lesThere are two sets of pu00le.*ind out what the pu00les are all about.

#.eve'o!menta' Activities


Cing this song to the tune of "I)%'!

- <hat does the song say about changes?(#t happens e%eryday and e%erywhere. +ome are good.)

39G

#hanges, changes everyday#an happen everywhere#A )% (+pell this out =)Come are good for you and me

Klanningthe wood

#uttingpapers into

strips

Kaintingbottles

+illing thecoffeebeans

Charpeningtools

"urningtrees

&usting ofroof

Decayingof left-over

&ipening of ackfruit

Digestingof food



Cay7 LetBs find out today the good changes that happen in our environment.

$. Activity %ro!er

Ctrategy7 Ce=uential &ound Table!

• %rouping #ount-off by G. All ones together, twoBs together and so on!. The group elects the>starter@.

• &ecall of standards for group work. mphasi0e the importance of orderliness!

Cay7 %iving directions to the pupils!

• #hildren be sure all the members of your group are seated in a circle.• <e will share our ideas about the good or beneficial effects of some changes in the environment

The changes that we will focus on are reforestation, composting and recycling.• Two groups will work on reforestation, two groups will work on composting and two groups wil

work on recycling. ach group will be given a sheet of intermediate pad, manila paper , and amarking pen.

• <hen I say begin, the >starter@ writes his:her response on the pad paper. "e sure each membewrites only one answer. After the starter has written his:her idea on the paper he:she sticks it to

the one seated on the right. This ne/t member writes his:her answer without reaching theanswer of the one before him:her. This procedure is repeated until all the members havewritten their ideas and the paper has reached back the >starter@.!

The starter then goes over the listed ideas and strikes out the repeated ideas.• &emember to concentrate and avoid talking to one another.• +ake a chart of your consolidated ideas.• &eady Ctarters get the piece of papaer from me. The topic youBll tackle is written on the sheets

1 sheets "eneficial:%ood ffects of &eforestation1 sheets "eneficial:%ood ffects of &ecycling1 sheets "eneficial:%ood ffects of #omposting

• <hen your done with your work, do the Res - clap

. %ost Activity

%roup reporting and e/hibition of charts


• <hat are the changes in materials that have good effects on the environment?• <hat do we want to find out about both physical and chemical changes? B!he good or beneficia

effectsC

• LetBs take into consideration the chart about the beneficial effects of reforestation and choose thecorrect ones to be able to make a general list.

(Do the same with composting and recycling. !eacher gi%es additional information.)• <hy are changes of materials in the environment important?

E. *orming Genera'i/ation

<hat is taking place in the environment? Bchanges are taking placeC <hat are the beneficial:good effects of7

a! reforestation?b! composting?c! recycling?

39H



*. A!!'ication

Cay7 <hat can young children like you do to effect change in the environment that will have good orbeneficial effects?

G. Assessment

Listed below are some effects of changes. #hoose the ones which are beneficial. <rite only the letters on youranswer sheets.

A. Improvement of the appearance of our surrounding". increased atmosphere temperature# more homes for our wildlifeD greater opportunities for additional income. increased supply of o/ygen*. dirty surroundings%.*. prevent spread of diseases carried by rats, mos=uitoes and cockroaches

I). Assignment

'bserve some other changes in the environment.List the beneficial:good effects of the changes.

396



I. Objective: • Describe how certain changes in materials have affected the environmentpollution of air, land and water!

• Identify changes in the environment that have harmful:bad effects

II. Learning Tas&s:

A. Subject Matter: <arm,u' E,,ects o, hanges in the Environment

". once!t

• verything in the environment is changing.• Come changes in the environment have bad:harmful effects to living things and non-living things.

394


#ad e,,ects o, hanges in Matter to the Environment

#hanges are part of our everyday lives. Together with our changing environment,we,too, change in so many ways. 'ur bodies grow and develop. <e change the waywe look every so often by getting a new haircut, or even simply by wearing make-up.Though most of the time, we succeed in changing the way we look for the better, thereare times when we fail. An e/ample is when we choose the wrong dress, hair color, orhairstyle.

The physical and chemical changes that occur in our environment also result inmore harm than good for e/ample when fossil fuels such as coal, oil and naturalgas!are burned, to/ic chemicals are released into the air and cause pollution car, busesand other forms of transportation powered by gasoline or other petroleum products allcontribute to the worsening condition of our atmosphere e.g. the depletion of the o0onelayer!. *actories and processing plants also contribute a significant amount of

contaminants in the air, causing acid rain in some parts of the world.Indiscriminate cutting of trees has remained one of the maor problems of ourcountry. 'ur mountains and forest are in constant threat to illegal loggers whothoughtlessly cut trees for lumber, paper products, rattan, rubber, firewood andmedicine. <ithout trees to hold the soil together, the soil gets easily washed away intorivers and lakes. *looding may occur in the lowlands, rivers become shallow and soonfail to support a=uatic life, making us lose yet another important source of livelihood.

A. AI& K'LL(TI').

The air that surrounds us has become polluted in many ways. Decomposition,vehicles, factories give off substance that pollute the air. Kolluted air has many harmfuleffects.

Keople breathe in air. If the air they breathe in is polluted they develop disease ofthe respiratory system such as asthma, bronchitis, emphysema and worse lungcancer.

Aside from respiratory system diseases they may also develop sore eyes.

Klants are also affected by the polluted air. If air is polluted plants are usuallystunted. Their leaves maybe covered with dust and dirt that clog the stomata preventing

the entrance of air. There will be little supply of carbon dio/ide, thus photosynthesis maynot take place.Living things are not the only ones affected by air pollution. ven non-living things

are affected. "uildings including our house become dirty.

". <AT& K'LL(TI')

The bodies of water and even the water we drink become polluted. All kinds ofwaste are thrown into bodies of water. <aste water from establishments, factories andmining industries are allowed to flow into the river and reach the seas and ocean.

Drinking polluted water can cause ailments of the digestive system such asamoebiasis and gastroenteritis. <ading in polluted water can cause skin diseases suchas liptophyrosis.

Kolluted water also bring about the growth of organism that causes red tide. <henthis organism is eaten by a=uatic animals they become poisonous. Another sign of polluted water is the death of fishes, known as fishkill.<hen bodies of water are polluted they become unfit for bathing purposes.

#. LA)D K'LL(TI')

'ur land resources have also suffered because of chemical fertili0ers, pesticidesand wastes that are being dumped by people.

<hen the land becomes polluted, its productivity is affected.. *armers nowadayare complaining of very poor harvest. <hen farmers have poor harvest their incomebecomes low. That it is not enough to provide for the needs of the family.

The poisonous substances that people dump into the soil are transferred to plantsand later to animals and people that eat those plants parts.



$. %rocess S&i''s

#ommunicating, valuating

(. )a'ue *ocus:

Celf-discipline

#. +e,erences

- Abracia, .. 3446! Ccience for "etter ealth and nvironment F, "ookman Inc., ue0on #ity, Khilippine Tp. 355-35G

- #oronole, #.#. et al 3444! Ccience and ealth F, C.D. Kublication, Inc. +etro +anila pp. 396-351- *allaria &.&. and Apolinario ).A. 1222! eadways in Ccience and ealth Today F, &e/ Krinting #ompany

Khilippines pp. 352-355

352

Klants are also affected by the polluted air. If air is polluted plants are usuallystunted. Their leaves maybe covered with dust and dirt that clog the stomata preventingthe entrance of air. There will be little supply of carbon dio/ide, thus photosynthesis maynot take place.

Living things are not the only ones affected by air pollution. ven non-living thingsare affected. "uildings including our house become dirty.

". <AT& K'LL(TI')

The bodies of water and even the water we drink become polluted. All kinds of

waste are thrown into bodies of water. <aste water from establishments, factories andmining industries are allowed to flow into the river and reach the seas and ocean.Drinking polluted water can cause ailments of the digestive system such as

amoebiasis and gastroenteritis. <ading in polluted water can cause skin diseases suchas liptophyrosis.

Kolluted water also bring about the growth of organism that causes red tide. <henthis organism is eaten by a=uatic animals they become poisonous.

Another sign of polluted water is the death of fishes, known as fishkill.<hen bodies of water are polluted they become unfit for bathing purposes.

#. LA)D K'LL(TI')

'ur land resources have also suffered because of chemical fertili0ers, pesticidesand wastes that are being dumped by people.

<hen the land becomes polluted, its productivity is affected.. *armers nowadayare complaining of very poor harvest. <hen farmers have poor harvest their incomebecomes low. That it is not enough to provide for the needs of the family.

The poisonous substances that people dump into the soil are transferred to plantsand later to animals and people that eat those plants parts.



- Lo0ano, L. and Amasol, T. 1223! The Ccience #onnection F, Diwa Ccholastic Kress, +anila Khilippines pp392-399

- Teaching Cupport +aterials for lementary Ccience Molume II, *oundation for (pgrading the Ctandards ofducation, Inc., +anila, Khilippines, pp. 66-64

- /ploring Ccience and ealth G, Instructional +aterials Development #enter, D#C, *'#(C, Khil. Kp. 3F33F9

. Materia's

A bo/ for each group with the following7 manila paper, marking pen, inde/ cards with harmful events printed onthem, strips of cartolina printed with heading, masking tape, a pair of scissors



". +evie0: Gra!hic Organi/er

<hatBs the main topic of our organi0er? B!he main topic is changes in materialsC

LetBs fill this organi0er.

• <hat do you think should be written on the smaller bo/es?

reforestation, recycling, composting!)ow letBs write the beneficial effects in the rectangles under the small bo/es.

353

"eneficialffects

/amples

- +ore o/ygen- +ore habitat for

the animals

- +ore sources offood

- Additional income

- Lessgarbage

- #onse

rvation ofresources

- Addedincome

- Development ofcreativit

- In richnriches thesoil

- Less pollution

- Added income- Development of

work added work- +ore healthy and

practical- tc.

&eforestation!

hanges in the Environment

&ecycling #omposting




". Motivation

I have a row of townhouses. elp me find the tenants in each townhouse. Try to figure out which is thetenant, with the help of the shape of the house. It will tell us about our topic.

$. %resentation

<e will learn our new lesson through a game.

(. Activity %ro!er 9Through ard Sort

%rouping of pupils This depends upon the style of teacher. It is advisable, however, to have not more than32 for each group.

Drawing lots for the leader of each groupE the recorder, reporter and material manager.&ecall of standards

+aterial manager of each group gets the activity bo/:tray from the supply table.

A

Activity " 8 Cno0ing 5here Each #e'ongs

<hat to use7

m+anianila la paper masking tapeenvelope containing label and cardsa pair of scissors

Krocedure7

a. Kut out the stripes containing the labels >Kollution of Air,@ >Kollution of Land,@and >Kollution of <ater.@

b. Tape this toon the +anila paper.c. Kut out all the cards and sort the cards according to which category they fit.d. Tape cards under the category to which they belong.e. Klan out how you will do the reporting.f. #lap and say ><eBre '$.@ when you have finished.

. %ost Activity

351

a a r h m f u l

o f

a f f e e c t s

a h ac n g e s

flhamur ffecets

fo ghacens



. Grou! +e!orting

E. iscussion and Ana'ysis

Teacher checks first if all the children correctly classified the harmful effects of changes.!

• <hat is our lesson all about? Bchange that has a bad effect on our en%ironmentC

• <hat are the harmful effects of air pollution? Bcauses diseases, stunted plants, etcC

• <hich system of the body is greatly affected by air pollution? Brespiratory systemC

• ow are plants affected by air pollution? Bthey become stunted, clog ged stomataC • Are living things the only ones affected by air pollution? Bno, they aren9tC

• <hat are the harmful effects of water pollution? Bcause disease, kills aEuatic organismlife C

• <hat o are greatly affected by water pollution? Ball li%ing thingsC

• Are people also affected by water pollution? ow? Byes, they causes diseasesC

• <hat are the harmful effects of land pollution? Bland becomes unproducti%e and affect s healthC

• ow is land pollution transferred to people? Bthrough the contaminated food we eatC

*. Genera'i/ation

Describe the harmful effects of changes of materials in our environment?

G. A!!'ication

'bserve your community. *ind out if there are polluted places like rivers or lakes. <hat are theiritsobservable effects?

<. Assessment

Kut a check 3! in the Res column if the statement shows a bad or harmful effect on the environment and on the )ocolumn if the statement does not have a bad or harmful effect..

E,,ects 1es 3o

3. depletion of o0one layer1. formation of rainbow9. spread of amoebiasis5. decrease in the amount of harvestF. spoilage of foodG. plants manufacture foodH. increased production6. e/treme weather conditions4. production of furniture32. production of non-stick pots and pans

I). Assignment

+ake further research about changes in the environment that have harmful effects.

I. Objective: /plain how sound energy is formed and used

II. Learning Tas&s:

A. Subject Matter: <o0 Sound Energy is *ormed and 4sed

359

The changes in materials have harmful effects into our environment. Itcauses pollution, global warming, thinning of o0one layer, e/tinction.



". once!t:

• Cound is a form of energy produced by a vibrating obect and is transmitted in all directions.• Cound waves can travel through solutes solids, li=uids and gas. It travels fastest in solids.• Cound has different pitch.• Cound is used in communication.

$. %rocess S&i''s:

• Describing, inferring

(. )a'ue *ocus:

• +odulating the volume of radio:earphone

#. +e,erences

- #oronel, #armelita #. et. al. 3444! Ccience and ealth G, CD Kublications, Inc. ue0on #ity, Khilippinespp. 356 - 354

- all, %odfrey 3446! Learning <orkbook Ccience, Age H-6 Letts ducational, London pp. 16 - 14- Kara, )orma #., et. al 1225! TeacherBs %uide to the Te/t 1 Teach Krogram %rade MI, )'$IA, ue0on #ity

Khilippines, pp. 12G - 133

. Materia's

Activity 37 rubber bands

Activity 17 noodle cups, string, matchstick

Activity 97 5 bottles of the same si0es

Activity 57 tuning fork and a pan of water



". +evie0

*irst, ask the pupils to close their eyes and identify the sounds you make, for e/ample7

clapping knockingwhistling umping



)e/t, prepare the pupils to think about sound waves by asking7.

ave you ever thrown a stone into a river or pond?<hat did you observe after throwing it?<hat did you notice about the ripples as they traveled through the surface of the water?

$. Activity %ro!er

355



. %ost Activity


3. &eporting of 'utputs

Kupils defend their answers.

a. <here is the sound produced?b. <here does sound travel faster, through air or through wood? <hy? through wood or metal?

<hy? E. Genera'i/ation

&einforce what the pupils have learned by asking the following =uestions.

• Describe how sound is produced.• <hat are the uses of sounds?

*. A!!'ication

elp pupils apply what they have learned by asking the following =uestions.

a. <hat happens when your vocal cords do not vibrate?b. ow would you turn on the volume of your radio and earphone to avoid damage to you

eardrums?

G. Assessment

Answer the following =uestions below , and ustify7then e/plain your answer.

3. ow is sound produced?1. <hat are the carriers of sound?9. In which medium do sound travel fastest? slowest?5. <hat are the uses of sound?F. Ctay underwater . "ang two stones . <hy #can you hear the stones better?G. #an sound travel in space?

I). Assignment:

The children may answer only one or all of the assignments.

3. Draw one e/ample of each of the following musical instruments. /plain how sound is produced in eachinstrument.

Ctringed instrument<ind instrumentKercussion instrument

1. +ake an improvised drum to show how sound is produced.

35G



I. Learning Objective

• Describe how kinetic energy is formed and used

II. Learning Tas&s

A. Subject Matter: <o0 Movement-Mechanica' Energy is *ormed and 4sed

". once!ts

- The moving obect has movement energy or kinetic energy. *or instance, when you swing your armyour arm has kinetic energy. <hen you throw a ball, the ball has kinetic energy.

- Come things in the environment, such as wind, waves and running water, also have kinetic energybecause of their motion.

-

The amount of kinetic energy an obect t has depends on the speed of the obect. The faster theobect moves, the more kinetic energy it has.

$. %rocess S&i''s

Describing, inferring

(. )a'ue *ocus

Awareness of the usefulness of kinetic energy

#. +e,erences

35H



- #oronel, #armelita #., et. al. 3444! Ccience and ealth G CD Kublications, Inc., ue0on #ity, Khil., p35H

- #ru0, 8uanita +., et. al. 1229! Into the *uture7 Ccience and ealth G Diwa Ccholastica Kress, Inc.+akati, Khil., p. 3F1

- Kara, )orma #., et. al. 1225! TeacherBs %uide to the Te/t 1 Teach Krogram Cr. MI )okia, ue0on #ityKhil. pp. 344 - 12F

. Materia's

Activity 3 - glass of water, pin-wheel, basin Activity 1 - electric fan


A. %re6Activity

". +evie0

a. ow can you change the position of this chair?b. ow can the position of a sailboat in the ocean be changed?c. <hat are the other forces that cause obects to move or change itstheir position?



Introduce a charade or acting! game in which selected pupils take turns acting out situations thatshow movement or action without any sound. The rest of the class guess the word the student is trying todepict, such as7

running dancing singingclimbing drawing hopping

<hat were the children doing?

$. Activity %ro!er

Divide the class into G groups. Let the 9 groups perform Activity 3 and the rest Activity 1. ach groupshould have their own materials.

356

Activity I7

+aterials7 glass of water, a basin

Krocedure7

3. +ake a pinwheel.1. %et a glass of water.9. Kour the water over the pinwheel with a the basin basin below.

)ote7 Kupils should design e/periment



- water - people man

e. #an mechanical energy be harmful sometimes? <hen?

E. *orming Genera'i/ation

&einforce pupilsB knowledge of mechanical energy by asking the following =uestions.

a. Describe the different ways by which mechanical energy can be formed?b. <hat are the uses of mechanical:movement energy?

*. A!!'ication

&einforce pupilsB knowledge of movement energy by asking only one or all of the following =uestions.

a. Tell how mechanical:movement energy is formed and used in the following situations7

a. A boy riding a bicycleb. falling water

b. )ame some situations where mechanical energy becomes harmful.

G. Assessment

( ote1 !he following Eui4 may be read aloud to the pupils. , printed on the board or -anila paper.)

Direction7 #hoose the letter of the statements which describe mechanical energy.

a. nergy associated with motion is mechanical energy.b. Rou form mechanical energy when you move.c. +atter in motion has mechanical energy.

d. +echanical energy of the windmill may be used to turn the turbine of a generator.e. +echanical energy is formed when substances combine.f. +echanical energy is stored energy in an obect.g. A flying airplane needs mechanical energy to continue flying.h. +echanical energy is produced when heat, fuel and o/ygen combine.

I). Assignment

"ased on the abilities of your pupils, you may use only one or all of the assignments below.

a. List down five F ways of forming mechanical energy.b. +ake a poster showing the importance of mechanical energy.

3F2



I. Objective: Describe the different forms of energy and their uses #hemical nergy

II. Learning Tas&s

A. Subject Matter: hemica' Energy

". once!t

- #hemical energy is a form of potential energy related to the structural arrangement of atoms omolecules.

- #hemical energy is formed when chemical reaction takes place and a new substance is formed.- %reen plants transformed solar energy to chemical energy through the process known as

photosynthesis and o/idation of food..

"ackground Information

#hemical nergy

A chemical change is a process in which the identity of a substance is altered, and a new substance with a different chemical properties is

produced. This process is sometimes referred to as chemical reaction. A chemical reaction involves two types of substancesE those that enter into a

chemical reaction and substance found from the reaction called products.Cimply, put chemical reaction involves reactants changing into products.

During chemical reactions, molecules break apart to form atoms and molecules react with other molecules. These happen because the

chemical bonds that hold the molecules together are broken, atoms arerearranged , and new chemical bonds are formed.

3F3


hemica' Energy

A chemical change is a process in which the identity of a substance is altered,and a new substance with a different chemical properties is produced. This processis sometimes referred to as chemical reaction. A chemical reaction involves twotypes of substancesE those that enter into a chemical reaction from the reaction

called products. Cimply put, chemical reaction involves reactants changing intoproducts.During During a chemical reactions, atoms fromform molecules, molecules

break apart to form atoms, and molecules react with other molecules. These happenbecause the chemical bonds that hold the molecules together are broken, atoms arerearranged, and new chemical bonds are formed.

"ond breaking and bond formation involve energy. nergy is released whenchemical bonds are formed. #hemical reaction either releases or absorbs energy inthe form of heat. #hemical energy is formed in the following, digestion of food,photosynthesis in plants, rusting, burning, cooking egg, and decomposition.



$. %rocess S&i''s


(. )a'ue *ocus

Awareness of the beneficial and harmful effects of chemical energy

#. +e,erences

- #ru0, 8uanita +. et. al. 1223! Into the *uture7 Ccience and ealth G, Diwa Ccholastic Kress, Inc., pp. 3F3 -3F9

- Kara, )orma #., et. al 1225! TeacherBs %uide to the Te/t 1 Teach Krogram G CA+' I)'T#, ue0on#ity, Khilippines, pp. 349 - 346

. Materia's

Activity 37 illustration of photosynthesis Activity 17 piece of bread



". +evie0

Chow a picture of the plant and tell identify itsthe parts.



Colicit pupilsB prior knowledge of the lesson by doing this activity.

a. Ctand up, ump three times, and raise your arms.

b. <hy can you stand, ump, and raise your arms?c. <here do you get your energy?d. #an you tell how the food you ate last night helped you move or do your work??

$. Activity %ro!er

Divide the class into G groups. Let the first 9 groups perform Activity 3 and the rest Activity 1.

3F1

Activity 3 <hen is chemical energy formed during photosynthesis

+aterials

Illustration of photosynthesis



. %ost Activity



ave each group representative report their findings. The teacher helps validate:correct theiranswers.

3. ow is chemical energy formed in Activity 3?1. ow is chemical energy formed in Activity 1?9. <hat are similar in the 1 activities?5. #an chemical energy be produced in a battery? ow?F. <hat are some uses of chemical energy?

$. Genera'i/ation

&einforce pupilsB knowledge of chemical energy by asking the following =uestion.s.

• Describe how chemical energy is formed in the following7

digestion

3F9

Activity 1 <hen is chemical energy formed when eating bread?

+aterials

Kiece of bread

Krocedure

3. #hew a piece of bread.

uestions

3. <hat happens to the piece of bread in the mouth?1. <hat happens to the starch of the bread as it mi/es with saliva?9. To what new substance is the starch changed to? (sugar)5. <as chemical energy formed when chemical reaction took place between

the starch and saliva that changed the starch to sugar?F. <hat do the activity show?

Krocedure

3 'bserve the picture carefully.1. . <hat are the things needed by plants to make food?9. <hat happens when these materials combine chemically in the leaves?5. <hat new substance is produced? glucose!

F. <hen chemical reaction takes place and FC new substance is formedchemical energy is formed.

G. Is chemical energy formed during photosynthesis? <hy?H. <hat do the activity show?



photosynthesis

(. A!!'ication

elp pupils apply what they learned by asking these =uestions.c. ow do you use chemical energy during )ew RearBs Day?d. <hen is chemical energy beneficial? harmful?

. Assessment


3. <hen is chemical energy produced in our bodies?

a. <hen heat and energy combineb. <hen water and o/ygen combinec. <hen o/ygen and digested food combined. <hen carbon dio/ide and o/ygen combine

1. <here does the body derive its energy to perform its various functions??

a. from foodb. from water

c. from air d. from heat

9. <hich is )'T a source of chemical energy?

a. foodb. plantsc. medicined. soil

5. <hatt substances undergo chemical reaction in the leaves to produce glucose, o/ygen and water?

a. water, hydrogen and sugar

b. water, nitrogen and sunlightc. water, carbon dio/ide and sunlightd. water, glucose and sunlight

F. ow is chemical energy stored in food used "CT in our body?

a. for movementb. for increasing heightc. for increasing weightd. for growth and development

I). Assignment

#an chemical energy be produced in the following? ow?a. burningb. souring of milk

$ey answer

3. c1. a9. d5. cF. d

3F5



I. Objective: Describe the different forms of energy and their uses

II. Learning Tas&s

A. Subject Matter: Light Energy

". once!t

• Light is a radiant energy that we can see. It travels through space in the form of waves.• Light is produced by chemical reaction of substance in the sun, batteries and from electricity.• Light energy is used for seeing and photosynthesis in plants.

$. %rocess S&i''s


(. )a'ue *ocus:

#onservation of light energy and its sources

#. +e,erences

- +acDonald "ohn, et. al. 346G! nergy, Kower and Transportation Technology, %lencoe Kublishing#ompany, #alifornia, pp. 9G-9H

- +allinsion, %eorge %., et. al. 346F! Cilver "urdett Ccience, Cilver "urdett #ompany +orristown, )8, Atlantap. 3H1

3FF



- Tan, #onchita Tan T., Ccience *or Daily (se, TeacherBs +anual, Dane Kublishing ouse, Inc., ue0on #ity,Khilippines, p.33G

. Materia's



". +evie0

<hat are the concepts learned in chemical energy?



Illicit prior knowledge of the pupils regarding light by asking the following =uestions.

a. #an you see the blackboard, the pictures and your classmates? <hy?b. Do you know where light come from? <here?c. LetBs find out by performing the following activities.

$. Activity %ro!er

Divide the class into G groups. Let group 3 to 9 perform Activity 3 and group 5 to G Activity 1. ave eachgroup have their own materials

3FG

Activity 3 #an a battery produce light?

+aterials

*lashlight bulb, battery G inches wire

Krocedure

3. +ake a simple electric circuit by using the above materials.

uestions

1. Did the bulb light?9. <hat caused the bulb to light?5. ow is light energy formed?F. <hat do this activity show?G. <hat are the uses of this kind of energy?

Activity 1 #an burning produce light?

+aterials

Cmall pieces of paper, a glass, a match

Krocedure

3. #arefully burn a piece of paper in a glass.1. <hat is produced aside from the ashes, smoke and heat?9. As the paper burns, o/ygen, heat and the paper combine chemically.

fuelo/ygen Z --------- Z heat [ burning

paper uestions

5. <hat materials combine to form light?F. <hat happened to the materials as they combine?G. ow is light energy produced?

H. <hat do this activity show?6. <hat are the uses of light?



. %ost Activity



ach group representative reports their findings. The teacher and the pupils validates:corrects their

findings.

a. ow is light produced in Activity 3? Activity 1?b. <hat chemical reaction took place in the 1 activities?c. <hat is our greatest source of light? <hy?d. )ame other sources of light energy?e. <hat are the uses of light energy?

$. Genera'i/ation

&einforce pupils knowledge of light by asking these =uestions.

• Describe light energy.

• <hat are the uses of light energy?

(. A!!'ication

elp pupils apply what they learned by asking this =uestions.

a. <hat will happen if the sun will not shine for sometime?b. #an you see colors if there is no light? <hy?

. Assessment

<rite these =uestions on the board.

Direction7 Kut a check before the number that describe light energy and an on those that are not.

3. Light energy travels in waves

1. "attery is a source of light energy

9. Rou see yourself in the mirror because of reflected light

5. Light causes obects to move

F. Light energy is used in photosynthesis

IM. Assignment:

3FH



/plain how light energy is produced in the following

3. burning candle1. flashlight

$ey answer

3. 1.

9.

5. F.

I. Objective: Describe the different forms of energy and their uses

II. Learning Tas&s

A. Subject Matter: E'ectrica' Energy". once!t

• lectrical energy is formed from soil movements of electrons along wires and conductors• lectrical energy can be produced by the following7

N generator N magnetN battery N windmillsN falling water N heat inside the arth

• %enerator is a device that converts mechanical energy to electrical energy.• lectrical energy is used in lighting, heating, cooking, manufacturing and transportation

$. %rocess S&i''s


(. )a'ue *ocus

#onservation of electrical energy and its sources

#. +e,erences

- +acDonald, "ohn, et. al. 346G! nergy, Kower and Transportation Technology. %lencol Kublishing#ompany, #alifornia, pp. 33G - 313

3F6


E'ectrica' Energy

lectricity involves a flow of electrons. A battery, for e/ample, helps electronsescape from their paths around an atomBs nucleus and flow through a wire. Themovement of electrons through a wire is called >electric current@. The number ofelectrons that move through the wire at one time is measured in >amperes@ amps!.The force that moves the electron through the wire is measured in >volts@.



. Materia's

Activity 3 flashlight bulb, battery, 31-inch long wire Activity 1 illustration of how a generator produce electricity



". +evie0

*ill up the chart with the appropriate word.



)e/t prepare the pupils to think about electricity by asking the following =uestions.

a. ave you seen electricity? ow?b. #an you guess where electricity comes from?c. LetBs find out where electricity comes from by doing these activities?

$. Activity %ro!er

Divide the class into G groups. Let 1 groups perform Activity 3and the other groups Activity 1. ach groupshould have their own material.

3F4

Activity 3 E'ectricity in a ry e''

+aterial

"attery, flashlight bulb, 31-inch long wire

Krocedure

3. +ake a simple complete circuit out of these materials.

1. Did the bulb light?9. <hy did the bulb light?5. The bulb lights when electrons flow from the dry cell through the wire and

back to the dry cell. The electrons are produced by the chemical reaction ofthe stored chemical energy in the dry cell. The battery produces energy topush the electrons or electrical energy around the wire?

F. ow is the electrical energy produced in a dry cell?G. <hat dido this activity show?H. <hat are the uses of electrical energy

Light energy is f*ormed by



. %ost Activity



F. ow is electricity produced in the first activity?G. ow is electricity produced in the second activity?H. Discuss and compare your answers with your classmates. 8ustify.6. #an electricity be produced by using the windmill? ow? "y (using the falling water? ow?

%eothermal heat? ow?4. <hat are some uses of electricity?

$. Genera'i/ation

&einforce pupilsB concepts in forming electrical energy by asking these =uestions.

a. Describe how electrical energy is formed in the following7

- generator - battery

(. A!!'ication

elp pupils think of the conservation and safety tips when using electricity.

c. <e sometimes e/perience brownouts. In what little way can you help lessen this problem?d. )ame some safety tips when using electrical energy.

3G2

Activity 1 <o0 E'ectrica' Energy is %roduced in a Generator

Chow a picture of a generator

Krocedure

The picture shows how electrical energy is produced in a generator.

3. %as is burned to heat water to produce steam.1. The steam turns the blades of a turbine.9. The turbine is attached to a generator, which is shown as a magnet inside a

coil of wire. As the turbine moves it turns the magnet. This produces anelectric current inside the coil of wire. This is now an electrical energy.

uestions

3. <hat makes the turbine move?

1. <hat happens when the turbine moves?9. <hat happens when the magnet moves?5. <hat happens to the current in the wire?F. <hat does this activity show?G. <hat are the uses of electrical energy?



A. Subject Matter: Investigating hanges o, Energy *orms in a #urning and'e and %'uc&inga Guitar

". once!t

• nergy can be transformed from one form to another

"urning #andle

3G1

chemica' energyburning

trans,erred to

chemicalblack smoke:

carbon burned wickcarbon dio/ide

<eat and Light

%'uc&ing a guitar string

Mechanica'+otion of hand

trans,erred toMechanica'

+otion of string

sound#ac&ground In,ormation

Energy Trans,er

#hanges in the forms of energy are called energy conversion orf energy transformation.'ne of the most common e/amples of energy transfer involves the changing of potentialenergy to kinetic energy to potential energy. Think of a child in a swing. It undergoesseveral energy changes. The person pushing the child uses mechanical or kinetic energy.

As the swing rises, it gains potential energy. During the downward swing the potentialenergy is changed into kinetic energy. <hen the swing stops, it has potential energy. )oenergy is lost. It is simple changed from one form to another. The Law of #onservation ofnergy states that energy cannot be created nor destroyed. It may be changed from oneform to another, but the total amount of energy never changes. In photosynthesis the

following energy changes happen



$. %rocess S&i''s

Investigating, inferring

(. )a'ue *ocus

Awareness of the importance of energy transformation

#. +e,erences

- #araole, Lourdes &., et. al. 1222! Courcebook on Kractical <ork for Teacher Trainers Molume 1, Ccienceand +athematics ducation +anpower Development Kroect C++DK! ue0on #ity, Khilippines pp. 3G3 -362

. Materia's



". +evie0

*ill up the petal with the appropriate words.



"egin with a lighted candle. Ask 7 <here does it get its heat and light?

Introduce the word energy change or transfer of energy by these performing activities.

d. #all a boy to raise his hand.<hat energy is formed as the boy moves his hand?

e. Let the boy push the table.f. <hat happened to the table?g. <hat caused the table to move? <hy?h. <hat caused the table to move?

3G9

light energylight of sun

chemical energyfood making

chemical energyglucose

chemical energyfood for person

mechanical person mo%es

chemical energy person dies

chemical energynutrients of dead

person used by plants

*rom

Transferred to



i. LetBs find out more about energy transfer by doing the following activities.

$. Activity %ro!er

Divide the class into G groups. Let group 3 to 9 perform Activity 3and the last 9 groups Activity 1

. %ost Activity

". ". iscussion-Ana'ysis


ach group representative reports their findings. The teacher validates:corrects misconceptions.

32. <hat energy changes took place in Activity 3?33. Describe the energy change in burning paper.31. <hat energy changes happened in Activity 1?39. Describe the energy changes when singing?

3G5

Activity 3 <hat energy changes happen when you light a candle?

+aterial

#andle, match

Krocedure

6. +ake the candle stand on a clay in a plate.4. Light the candle with a match.32. #an you see the black smoke? #an you feel the gases coming from the

flame. 'bserve the burned wick. It is carbon. <hat energy wasproduced? <hy?

33. <hat other form of energy can be observed from the flame?31. Illustrate the energy change in a burning candle?39. *rom chemical energy energy energy

Activity 1 <hat energy changes happen when you pluck a guitar

+aterials

Toy guitar

Krocedure

3. 'bserve the string of the guitar.1. Kluck the string of the guitar.

9. <hat form of energy was produced when the boy moves his hand? <henthe guitar string moves?

5. Illustrate energy transfer between the boy and the string?F. *rom moving hand moving string musicG. <hat do these activity show?



35. Is energy transformation important? <hy?

$. Genera'i/ation

*inali0e pupils concept of energy transformation by asking these =uestions.

• Illustrate the energy changes in a burning candle.• Illustrate the energy changes when plucking a guitar.

(. A!!'ication

Apply pupilBs knowledge to real-life situation by asking these =uestions.

e. <hat will happen if energy transformation will not take place in burning? if energy transformationwill not occur when the body moves?

. Assessment

<rite these =uestions on the board. *ind out the energy transformation in the following.

A. "urning <ood

". clapping

#. snoring

I). Assignment:

3. *ind out the energy changes that occur when cooking rice using wood for fuel. Illustrate your answer.

1. Illustrate energy transformation when playing the piano?

3GF

3. 1.

9. 5.

F. G.



- #oronel, #armelita #. 3444! Ccience and ealth G, CD Kublication, Inc, ue0on #ity, Khilippines, p. 3F2

. Materia's


A. %re'iminary Activities". +evie0

*ill up the energy transformation in a burning wood.



• Cwitch on the electric fan.• Illustrate the energy changes that happened• LetBs find out more about energy transformation by doing the following activities.

$. Activity %ro!er

Divide the class into G groups. Let group 3 to 9 perform Activity 3and the rest of the groups Activity 1. aveeach group have their own materials.

3GH

Activity 3 nergy changes in a battery-operated toy car

+aterial

"attery-operated toy car

Krocedure

35. 'bserve closely the battery-operated toy car.3F. <hat energy is stored in the battery of the toy car?3G. Cwitch on the toy car. <hat happened to the chemical energy of the

battery? <hy3H. 'bserve the movement of the car. <hat happened to the electrical energy

of the battery?36. 'bserve the broom, broom sound of the car. <hat happened to the

mechanical energy of the car?G. Illustrate the energy changes in the battery- operated toy car? /plain.

H. <hat do this activity show?

burning 0ood F

singing

battery

electricity

moving toy

broom of car



3H. Describe the energy change in a washing machine?in a radio?in an electric fan?

$. Genera'i/ation

*inali0e pupils concepts of energy transformation by asking these =uestions.

• Illustrate the energy changes in a battery-operated toy car.•

Illustrate the energy transformation in a battery-operated toy robot.

(. A!!'ication

Apply pupilBs knowledge to real-life situation by asking these =uestions.

f. <hat appliance at home has this energy changes? <hy?

electrical mechanical sound

g. <hat will happen if energy transformation will not take place in electrical energy?

. Assessment

<rite the =uestions on the board.*ind out the energy through in the following

3. 'ven toaster

1. &adio

9. lectric bulb

I). Assignment:

Illustrate the energy transfer in any 9 appliances in your house.

I. Learning Objective: Infer why an obect that moves along a surface eventually slows down and

3G4

3. 1.

*rom

9. 5.

*rom

F. G.

*rom



stops

II. Learning Tas&s:

A. Subject Matter: ffects of *riction

". once!t:

<hen you rub two surfaces together, there is a force that slows down the movement of the two surfaces. Itopposes and affects the motion of the obect. This force that produced when two surfaces rub together iscalled friction.

$. %rocess S&i''s:

observing, inferring, manipulating

(. )a'ue *ocus:

Appreciation

#. +e,erences

- Lo0ada, "uena A. et.al. 1221! Ccience for Daily (se T+ pp.61-6F, T pp.3F9-3G2- Del Krado, )atividad A. 1223! The <onderful <orld of Ccience, T pp.3F9-3FF

. Materia's

Choe bo/, stones, string, tape, block of wood, picture of a fisherman pushing a banca


A. %re Activities

". +evie0

ave the pupils read a short dialog

3H2


*+ITIO3

<hen you rub two surfaces together, there is a force that slows downthe movement of the two surfaces. It opposes andaffects the motion of the obect. This force thatproduced when two surfaces rub together is calledfriction.

*riction retard or slows down a moving obect. This friction is caused by theuneven surfaces of the obects. As the surfaces of the obects rub against eachother, the bumps and hollows oppose any motion.

There is no more friction when an obect moves on a rough surface than on asmooth surface. As a result, an obect moving on a rough surface will slow downright away. It sometimes even makes or produces a screeching sound. If the obect



+other7 <hy is this bo/ here? "oys will you please move it to the other room?"en7 'h, noS )ot again, +other.'scar7 LetBs find a way by which we can move this bo/ easily.

Answer these7

<hat did 'scar and "en do?ave they done some work? <hy?


". Motivation

Let the pupils stand and do some actions. &ub your hands briskly.

Ask7<hat do you feel? <hat do you think causes the heat?<hat do you call that?

$. %resentation

a. %roup the pupils into three.b. &ecall the standards in doing group work.

c. Let the pupils work on the activity written on their activity card.

(. Activity %ro!er

Activity I: S'ide and G'ide

+aterials7

Choe bo/, stones, string, sandpaper

Krocedure7

*ill the shoebo/ with stones.

Tie a string to one end of the bo/.Kull the bo/ over the table.'bserve the movement of the bo/.Try pulling the bo/ over the sandpaper.'bserve the movement of the bo/.

uestions7

a. 'n which surface does the bo/ move smoothly?b. Differentiate the two surfacesc. 'n which surface is difficult to pull the bo/? <hy?

Activity II: Moving Toy ar

+aterials7

Ctring, toy car

Krocedure7

3. Tie or tape securely a F2cm. string to the back of the toy car.1. Cwitch on the toy car and let it move on a smooth floor.9. Kull the string to stop the toy car.

3H3



uestions7

a. To what direction was the car moving?b. To what direction did you pull it?

Activity III

+aterials7

"lock of wood

Krocedure7

3. Kut a block of wood on the floor.1. $eep the block of wood lying on the floor a =uick push.

uestions7

a. Did the block of wood continue moving or did it stop?b. Did you e/ert a force to the block of wood to stop it?

. %ost Activity

". +e!orting o, ,indings$. Ana'ysis

a. <hy do you think the car stopped moving?b. <hy does the block of wood slow down then stopped?c. <hat is the direction of the force that stopped the carBs motion?d. <hat act against motion?e. <hat is friction?f. <hat slowed down the motion?g. <hich e/periment shows that friction slowed down the obect? <hy?


<hat caused the material to slow down then stopped? <hen you rubbed two surfaces together, there is aforce that slows down the movement of the two surfaces. It opposes and affects the motion of the obect.

*riction stops or slow down the movement of material or obect.B. A!!'ication

a. <e can build fire by rubbing two sticks together and some dry leaves. Do we use friction?b. <ill knowledge about friction help you? ow?

. Assessment

#hoose and write the letter of the correct answer.

3. The force caused by rubbing one obect against another is called .

a. forceb. frictionc. energyd. gravity

1. *riction will resist motion of an obect on surfaces.

a. roughb. smooth

3H1



c. shinyd. oily

9. <hat helps the motorcycle move on the ground?

a. <ind that blows in front of the motorcycle.b. *riction between the motorcycle tires and the ground.c. *orce coming from the wheel.d. The pedals and the wheel.

5. <hat caused the obect to slow down or stop the obect?

a. energyb. forcec. frictiond. work

F. <hy is it harder to push a bo/ with a load on a rough floor?

a. The metal presses the bo/ to the floor.b. The sticks to the floor.c. *riction decreases the weight.d. +ore friction needs to be overcome.

I). Assignment

*ind out why salt is scattered on fro0en surface.

I. Learning Objective: #ompare how far obects move on different surfaces:te/tures before theystop

II. Learning Tas&s:

A. Subject Matter: om!aring <o0 Object Move on i,,erent Sur,aces and Textures

". once!t:

• There is more friction when an obect moves on a rough surface than when it moves over a smoothsurface.

$. %rocess S&i''s:

'bserving, comparing, measuring , manipulating

(. )a'ue *ocus:

onesty in making observation

#. +e,erences

- %utierre0, Danilo C. et.al 1223! Into the *uture7 Ccience and ealth T+ pp. 69 65 T pp. 329 - 32G- Lo0ada, "uena A. et. al. Ccience for Daily (se pp. 3F9 3F5- Lo0ano, Lourdes K. et. al. Ccience for Roung +inds 5 p. 399

. Materia's

<a/ paper, sand paper, linoleum, a block of wood, toy cart, cabinet

3H9




A. %re Activity

". +evie0 9on 0hat ,riction is

Kantomime

Ask7 ow much force did they use in pulling or pushing heavy loads?<hat makes pushing or pulling heavy loads difficult? asy?


". Motivation

Touch the side of your desk, ne/t touch the wa/ paper. )ow touch the sandpaper. *inally the linoleum.

Ask7 ow does each obect feel? Describe it.

$. %resentation

a. %roup the pupils into two.b. &ecall the standards to be followed in group activity.c. Let the pupils work on the activity written on their activity card.

(. Activity %ro!er

Activity I: Sto! Loo& It2s *riction

+aterials7

a block of wooda wa/ paper sandpaper spring balance

Krocedure7

3. Tie the block of wood. Attach a string balance to the wood.1. Kull the block of wood across the wa/ paper and then across the linoleum.9. Kut the sandpaper on the table and try pulling the same block of wood across it.5. +easure the force as reference in your spring balance! needed to start the block moving and

keep it moving steadily.

uestions7

• <hat happened to the block of wood when you pull it across the sandpaper? <hy?• <here is it easier to pull the block of wood, over the linoleum or over the sandpaper?

3H5

a. a boy pushing a cabinet

b. moving a tablec. carabao pulling logs

eye screw



Activity $

+aterials7

a shoe bo/, stones, a piece of string, a table, sandpaper, glass, wa/ paper, marbles

Krocedure7

3. *ill the shoe bo/ with stones.

Tie a string to one end of the bo/.1. Kull the bo/ over the table. 'bserve the movement of the bo/.9. Try pulling the bo/ over each of the following surfaces. &ecord your observations. Kut a U! in

the proper column as shown in this chart.

'ver the Curfaceasy to

KullDifficult to

KullClide or%lides

+akes aCound

3. table1. sandpaper 9. glass5. wa/ paper F. marbles under the bo/G. rocky soil

H. cemented floor

Answer these7

3. 'n which surface does the bo/ move smoothly?1. Touch these surfaces. ow do they feel?9. 'n which surfaces is it difficult to pull the bo/? <hy?5. <hen is there more friction?

. %ost Activity

3. &eporting of findings of each group.

3HF



$. iscussion-Ana'ysis

a. ow does friction affect the motion of an obect?b. Ctrategy7 Discussion %rid

• Let the pupils write their answers on the appropriate column.

&'(% C(&*A# C+''T C(&*A#


ow does friction affect the motion of an obect?

B. A!!'ication

a. <hat kind of surface should you have in your bathroom? <hy?b. ow did you record your observations? <hy?

I). Assessment

A. Tell whether you should move slowly or fast on the following surfaces.

3. carpet 5. wet floor 1. newly polished floor F. sandy shore

9. muddy ground G. rough road

3HG

ow does anobect moveon differentsurfaces?

*riction slows down or appears the motion of an obect. There ismore friction when an obect moves over a rough surface than when itmoves over a smooth surface.



". Tell whether the following surfaces are rough or smooth and describe the movement of an obect on theseparticular surfaces.

3. leather watch strap1. stainless spoon9. polished floor 5. china plateF. flannel sweater

8. Assignment

Rou should not run out on wet and smooth surface after a swim at the pool? <hy?<rite a sentence or two to support your answer.

I. Learning Objectives Differentiate intensity from the magnitude of an earth=uake

II. Learning Tas&s

M. Subject Matter: Intensity and Magnitude o, an Earth=ua&e

". once!ts

• Intensity is the measure of the strength of an earth=uake. arth=uake intensities are descriptions ofearth=uake effects on people, ground and structures.

• +agnitude is the measure of the amount of energy released by an earth=uake. There is only onemagnitude for one earth=uake.

$. %rocess S&i''s

#omparing, observing

(. )a'ue *ocus

Kreparedness and cooperation in the event of an earth=uake

#. +e,erences

- Amiscosa, R. C. 344F! 8ourney to Ccience G "ook 1! 8"& Kublishing ouse, #avite, Khilippines, pp1FH - 1G9

- strella, Conia M. et. al. 1225! Te/t 1 Teach, CA+' I))'T#, +anila, Khilippines, pp. 1FF - 1F4

. Materia's

8igsaw pu00le, chart of &ossi-*orel Ccale and &itcher Ccale, envelope with different illustrations of theenergy released by an earth=uake and effects of the earthBs shaking on structure, people, crops and land


. %re6Activity

". +evie0

- Teacher prepares 5 igsaw pu00le and let the 5 groups compete to complete the pu00le.

3HH



- The first group to finish the pu00le will be the winner.

)ote7 The pu00le is all about the simple model of blocks of rocks that move along faults.

uestions7

3. ow were you able to complete the pu00le?1. <hy is it easy to complete the pu00le?9. <hy is it difficult to complete the pu00le?5. ow would you describe the finished pu00le?F. ow would you compare the pu00le to earth=uake?

E. eve'o!menta' Activities


- Ask all the students to stand up. Instruct several students in the middle of the room to ump up anddown, while the rest of the students remain still.

- Ask the students who were near the umpers what they felt.- Ask the other students who were far away from the umpers what they felt.- Tell them that their activity has something to do with their lesson.

(. Activity %ro!er

)ote7 Teacher may divide on how to distribute the activities because there are 36 illustrations to act iout.

3H6

Activity 3

3. &ead the following information.

arth=uake intensities are descriptions of earth=uake effects on man,ground and structures. The scale that measures an earth=uakeBs intensity wasdeveloped by de &ossi of Italy and *orel of Cwit0erland in 3665 and modifiedby *r. <illiam &epetti in 349F to adapt to Khilippine conditions.

1. "elow shows the &ossi-*orel Ccale. 'pen the envelope and acted out theillustrations before posting them to their proper places.

&'CCI-*'&L C#AL '* A&T(A$ I)T)CITIC Adapted!

Intensity Description

Iardly perceptibleshock

*elt only by e/perienced observer under favorableconditions.

II/tremely feebleshock

*elt by a small number of persons at rest

IIIMery feeble shock *elt by several persons at restE duration and direction

may be perceptibleE sometimes di00iness and nauseae/perienced

IM *eeble shock *elt generally indoors, outdoors by a fewE hangingobects swing slightlyE creaking of frames of houses

MChock of moderateintensity

*elt generally by everyoneE hanging obects swingfreely, overturning of all tall vases and unstable obectsElight sleepers awaken

MI

*airly strong shock %eneral awakening of those asleep. Come frightenedpersons leave their houses. Kendulum clocks stop.anging lamps sway. Clight damage in very oldbuildings.

MII

Ctrong shock 'verturn of movable obects. %eneral alarm, all runoutdoors. Damage slight in well-built houses. Comelandslides from hills and steep banks, cracks in roadsurfaces.



3H4

Intensity Description

MIIIMery Ctrong shock Keople panic, trees shake strongly. #hanges in the flow

of springs and wellsE sand and mud eected from fissuresin soft groundE small landslides

I/tremely strongshock

%eneral panic, partial or total destruction of somebuildings, fissures in the groundE landslides and rock falls

Activity 1

3. &ead the following information.

+agnitude is the amount of energy released by an earth=uake. An American scientist named #harles *. &itcher developed a scale to indicate themagnitude of an earth=uake. This scale is popularly known as &itcher+agnitude Ccale that uses numbers from 3 to 32. The stronger the earth=uakeis the higher the number on the scale. The more feeble or weaker theearth=uake is the lower is the number.

&itcher )umber Illustrations showing the amount ofenergy released by an earth=uake

+ below 3 'nly detectable whenseismograph isoperated underfavorable conditions

+ 1.2 1.4 )ot felt but recorded+ 9.2 9.4 *elt by few people+ 5.2 5.4 *elt by most people

damage not usuallyreported

+ F.2 F.4 Clight damage tobuildings

+ G.2 G.4 +uch damage tobuildings tsunamisproceed

+ H.2 H.4 %reat damage tobuildings occur once ortwice a year

+ 6.2 4.2 Total destruction



*. %ost Activity


Acting 'ut

- Chowing the chart of &ossi-*orel Ccale and &itcher Ccale.- Did the illustrations connect with the energy released by an earth=uake?- Did you posted correctly the illustrations with the earth=uakeBs effects on man, ground and

structures?- ow would you describe each illustration?- ow will you differentiate intensity from magnitude?


In the diagram below, write the difference of intensity from magnitude.

B. A!!'ication

Kretend that there was a time when a friend asked you if you were aware of an earth=uake thaoccurred the night before. Rou immediately answered no because you didnBt feel the shock. ow wouldyou describe the intensity of such an earth=uake?

. Assessment

A. <rite I if the statement refers to intensity and + if it refers to magnitude.

I! 3. It refers to the effect of earth=uake on people, ground and structures. +! 1. It refers to the amount of energy released by an earth=uake. I! 9. #haracteri0ed by the occurrence of fissures on the ground. +! 5. It uses seismograph to detect earth=uakes. I! F. There is overturning of movable obects.

362

A&T(A$

I)T)CITR +A%)IT(Ddifference

Answer7

Intensity is the measureof the strength of anearth=uake. It refers tothe effect of earth=uakeon people, ground andstructures.!

Answer7

+agnitude is the amountof energy released by anearth=uake.!



". The aiti earth=uake has an intensity of H.F <hat does this mean?

I). Assignment

Teacher may use one or both activity depending on the result of the assessment.

A. Draw a seismograph on a bond paper.

". *ind out how animal behavior are used by some people to predict earth=uakes.

I. Learning Objectives Describe the effects of an earth=uake. e.g. landslide, tsunami,destruction of property, loss of lives, etc.!

II. Learning Tas&s

3. Subject Matter: E,,ects o, Earth=ua&e

". once!ts

• Landslide is the falling of loose rocks along the mountainside.•

A tsunami is a giant wave cause by the occurrence of earth=uake under the ocean.• +ost deaths and inuries during earth=uake are caused by damage to buildings and other structures.

$. %rocess S&i''s

Describing, inferring, observing

(. )a'ue *ocus

Awareness of the different ha0ards brought about by earth=uake

#. +e,erences

- #ru0, K. '. et. al. 1221! ands 'n Ccience <orkbook in Ccience G!, &e/ "ook Ctore, Inc., +anilaKhilippines, pp. 391 - 399- Lo0ano, et. al. 344G! Ccience for Roung +inds %rade G!, Diwa Ccholastic Kress, Inc., +anila

Khilippines, pp. 362 - 363

. Materia's

Activity 3 basin, water, pingpong Activity 1 illustration of a city damaged by earth=uake Activity 9 sand table, paper cut outs of houses, buildings


G. %re6Activity

". +evie0

<rite the appropriate words associated with earth=uake on the petals.

363



<. eve'o!menta' Activities


• Chow pictures of destruction caused by earth=uake. "aguio, Dagupan, aiti!• Chow picture of tsunami last December 1222 in Coutheast Asia.

• ave you ever e/perienced or seen pictures of destruction caused byearth=uakes? Chare what you e/perienced or saw.

>. Activity %ro!er

Divide the class into G groups. Let the first 9 groups perform activity 3 and the rest activity 1

Activity 3 >5hat a 5ave

Activity 1 Draw or show a picture of a damaged city due to an earth=uake361

+aterials7

basin, water, pingpong ball

Krocedure7

1. *ill a basin with water.9. *loat a ball on the water at one side of

the basin.5. +ove a pencil up and down on the water

at the other side.

uestions7

a. <hat was formed in the water?b. Describe the movements of the waves.c. Describe the movement of the ball?d. <hat will happen if the vibrations in the water become big?e. <hat will happen to the ball?f. <hat does this activity show?

E A + T < H 4 A C E



I. %ost Activity


&eporting 'utputs

ave each group report their findings.The teacher validates:corrects their answers

a. <hat was shown by activity 3?b. <hat will happen if big vibrations due to earth=uake are produced in the ocean?c. <hat destruction may be caused by the tidal waves or tsunami?d. <hat is shown in activity 1?e. <hat destructions:ha0ards were brought about by this earth=uake?f. In activity 9, how does landslide affect the houses and building near a mountain?


*ill up the diagram below showing the effects of earth=uake.

369

+aterials7

Illustration of a damaged city due to earth=uake

Krocedure7

3. 'bserve the picture closely.1. Describe what happened to the buildings.9. Describe what happened to the streets, bridges and power lines.5. Describe what happened to the plants?F. <hat do you think happened to some of the people?G. ow would you describe the ha0ards brought about by earth=uakes?

*alling of loss rocks along mountainside



Activity 9 @*a''ing o0n

?. A!!'ication

• Rou are in school, suddenly you felt your room is shaking. <hat will youdo?

. Assessment

Kut U! if the statement is correct and ! if not.

U! 3. Landslides can also cause deaths and destruction of properties. U! 1. A tsunami acts like a bulldo0er sweeping off people, trees and animals and everything in its path. ! 9. A tsunami is caused by earth=uake over the land. U! 5. +ost deaths and inuries are caused by damage to buildings and other structures. U! F. arth=uakes can also cause fire.

I). Assignment

Teacher may use one or both activity depending on the result of the assessment.

A. #ut out clippings of newspaper or interview your parents on the ha0ardous brought about by earth=uake.

". +ake a research on the list of destructive earth=uakes in the Khilippines.

365

%iant wave cause the occurrence ofearth=uake under the ocean

+ostly caused by damage to buildings andother structures

**#TC '*A&T(A$

+aterials7

sand tablepaper cut-outs of houses and buildingswater

Krocedure7

3. +oisten part of the sand with water.1. "uild a mountain with steep slope on the sand table. Cee illustration below.9. Kut some paper cut-outs of houses and buildings near the foot of the

mountain.5. Chake the table.

<hat happens to the slope of the mountain sand?ow does it affect the houses and building near the foot?



Date Location Destruction #aused

I. Learning Objectives Kractice precautionary measures before, during and after earth=uake

II. Learning Tas&s

O. Subject Matter: %recautionary Measures #e,ore7 uring and A,ter Earth=ua&e

". once!ts

• Damage to property and loss of lives may be minimi0ed if people follow precautionary measures.

$. %rocess S&i''s

'bserving, describing, inferring, communicating

(. )a'ue *ocus

Kreparedness, *ollowing warnings and instructions, cooperation

#. +e,erences

- #ru0, 8. +. et. al. 1229! Into the *uture7 Ccience and ealth G T!, Diwa Ccholastic Kress, Inc.+anila, Khilippines, pp. 12G - 12H

- Amiscosa, R. C. 3449! 8ourney to Ccience "ook 1, 8"& Kublishing ouse, &osario, #avite, Khilippinespp. 1H4 - 163

- (K )IC+D 1225! arth=uakes, Teachers +anual and Activity Cheets, TK (K )IC+D, +anilaKhilippines, pp. 3 G

. Materia's

Kicture of people during earth=uake, pictures of evacuation area, chart of warnings and instructionsduring, before and after earth=uake, pentel pens, +anila paper, cartolina, color, small bo/, strips of paper


D. %re6Activity

". +evie0

After reviewing of lots, pupils will act out in the class the different earth=uake intensities written in thepaper prepared by the teacher.

/. Intensity MI - *rightened person, leave their house, hanging lamps sway

36F



C. eve'o!menta' Activities


Chowing pictures of people, places during earth=uake.

)ote7 The teacher can use other pictures for additional information.The teacher can also use over-head proector for the picture slides.(se tapes:M#D if available for film showing.

- <hat can you see in the pictures?- <hat natural phenomena occur or hit the place?- <hat provinces in our country e/perienced this kind of phenomena?- <hat are their e/periences?

. Activity %ro!er

• Divide the class into 9 to 5 groups• Activity 5 is optional, teacher may use the activity if the materials are available.• &emind the pupils of the standards to be followed during group works.• ave you e/perienced an earth=uake?• ow did you feel?• <hat did you do?• Chare your e/perience.

36G

Activity 3 @Let2s Ta'& About It

+aterials7

Kentel pen, +anila paper, pictures of places, people before, during and afterearth=uake

Krocedure7

F. Talk about e/periences during earth=uake.G. Chare the ideas that your have read, heard about earth=uake.H. Ctudy the pictures.

5. <rite some precautionary measures to be followed.

"efore arth=uake During arth=uake After arth=uake

Activity 1 @5rite It *or Me

+aterials7

Kentel pen, cartolina, color

Krocedure7

H. Talk about the precautionary measures to be observed before, during andafter earth=uake.

6. <rite slogans out of the precautionary measures that have been discussed bythe group.



Activity 5 @Hua&e6%roo,

+aterials7

- building blocks- several bricks- bo/ of sand- pieces of sponge, cut in s=uares and rectangles- paper-towel rolls

Krocedure7

i. Try to build the following patterns on top of a table.

1. Chake the table.<hich pattern did not collapse? <hy?

36H

Activity 9 @Sho0 the 5or'd

+aterials7#artolina, pentel pen, color

Krocedure7

3. Discuss among yourselves on what to do before, during and after earth=uake.4. +ake a poster to picture out the measure that have been discussed.



9. Instead of blocks, use pieces of sponge, or paper-towel rolls.5. "uild these on top of two bricks and on top of a bo/ of sand located on top of a table. show

illustrations!

F. Chake the table.<hatBs the sturdiest building you created?<hat was the weakest one?

L. %ost Activity


&eporting by groups

- Chowing the chart of warnings and instructions before, during and after earth=uake.- #omparing the work of groups and the chart.#. Are the warnings and instructions given by KA%-ACA similar to what you wrote:did?D. Are the slogans that you made show:present picture-out the precautionary measures

before earth=uake? during earth=uake? after earth=uake?. <hat can you say about what you have drawn in your poster?*. Is the message depicted in your poster the same on with the warnings and instructions

of KA%-ACA?%. Chould we impose more restrictions to the design of buildings particularly schools?

<hy?


<hat do you think people will do to minimi0e the loss of lives and destruction of properties?

. A!!'ication

arth=uakes fre=uently happen in 8apan. <hy are there very few casualties during strong earth=uake?<hy should we strictly follow precautions before, during and after earth=uake?

. Assessment

ach group in the activity will perform an earth=uake drill. Their performance will be evaluated based on thefollowing criteria. Teacher should present the criteria beforehand.

366



<hy are earth=uake drills important? <hat will you tell to your friend who make fear during earth=uake drills?

#riteria%roup

I II III IM3. Avoid panicky behavior.1. %et out of the room smoothly.9. /hibits awareness of emergency e/its.5. Kroceed to a place away from trees and buildings.F. <orks cooperatively.

I). Assignment

Teacher may use one or both activity based on the result of the assessment.

A. *ill up the table below.

K&#A(TI')A&R +AC(&C *'& A&T(A$"efore During After

3.1.9.5.

F.

3.1.9.5.

F.

3.1.9.5.

F.". +ake a short reaction of this issue. Do people have the right to build anywhere, regardless of safety

concerns?I. Learning Objectives Describe how volcanic eruptions occur

II. Learning Tas&s

%. Subject Matter: )o'canic Eru!tion

". once!ts

• %reat heat and pressure develop underneath because of the weight of all layers on top.• +agma pushes its way through and burst out when it finds a weak spot in the earthBs outer layer

$. %rocess S&i''s

'bserving, defining, inferring

(. )a'ue *ocus

Kroper use of materials in activities

#. +e,erences

- +ugford, C. 1229! +y "ig Ccience "ook, Ct. +artinBs Kress, )ew Rork, pp. 5G - 5H- (K )IC+D 1225! Molcanoes, Teachers +anual and Activity Cheets, TK (K )IC+D, +anila

Khilippines, pp. 5, 4 - 32. Materia's

Two small plastic drink bottles, large piece of cartolina, vinegar, bicarbonate soda, tablespoon, foodcoloring, red li=uid detergent, large plate or tray, funnel, pen or pencil, scissors, tape, picture of volcaniceruption


364



M. %re6Activity

". +evie0

Describe how a volcano is formed.

3. eve'o!menta' Activities


Chow pictures of +ayon Molcano erupting. <hat is the main cause of its eruption?

*ill up layers in the picture with words:phrases related to the formation of a volcano.

J. Activity %ro!er

%rouping

3. Ceparate the class into four groups by counting off 3, 1, 9, 51. Let each group choose a leader.9. %roup I and II will do Activity 3 and %roup III and IM will do Activity 1.

Activity 3

342

Rou will need

Two small plastic drink bottles, large piece of brown cartolina, vinegar, bicarbonateof soda, tablespoon, teaspoon, food coloring, washing up li=uid, large plate or tray,funnel, pen or pencil, scissors, tape

)ote7 <ords related to the formation ofa volcano

- vent where smokes come out

- molten materials- rising magma- accumulate surroundings- molten rocks rise

3. (sing brown cartolina, make ashape similar to the illustrationbelow. It needs to be big enoughto fit around the bottle

1. #ut out the shape and bend it intoa cone as shown. Cecure it withtape.



Activity 1

343

+aterials7

Kupils

Krocedure7

32. Act out how a volcano erupts violently?

uestion7

3. Did the activity show volcanic eruption? <hy?1. ow can volcanic eruption be clearly simulated? immitated?

9. (sing a funnel, fill one of thebottles until it is about one third fullof vinegar.

H. Klace the card cone over thebottle. +ake sure the hole is levelwith the bottle opening.

5. Add a few drops of food coloring.use any color!

6. (sing a funnel, pour in the vinegarand washing up li=uid mi/ture.

&emove the funnel and wait.

F. Add one tablespoon ofwashing up li=uid and put thebottle to one side.

uestions7

3. <hat is represented by the browncartolina cone?

1. <hat materials were mi/ed inside thebottle?

9. <hat is represented by the bubblescoming out of the cone?

5. <hat does this activity show?

G. Kut the second bottle on a trayand pour in three teaspoons ofbicarbonate soda.



. %ost Activity


&eporting by group

- Chowing the picture of volcanic eruption.- #omparing the work of groups and the picture.

• Is the activity of %roup I and II shows:presents picture out the volcanic eruption?• ow about the pupils who acted out the volcanic eruption, what can you say about them?• Are the actions similar to volcanic eruption?• ow do volcanoes erupt?• <hat should people do when there is volcanic eruption?


#hoose the correct phrases below describing how volcanoes erupt and attach them on the spoke of thewheel.

• melted rocks from a red-hot li=uid called magma• burns with lots of steam and gases

• magma cools off before reaching the top• great pressure is formed underneath• magma pushes its way through when it finds a weak

spot on top• magma turns to gas• magma burst out ust like a big burp

"K. A!!'ication

#hoose 6 members:friends to complete a group. Act out the volcanic eruption.

3. <hich group did their best?1. <hich group did not acted volcanic eruption correctly? <hy?

9. <hat should you do ne/t time your perform?

341

'ccurrence ofMolcanicruption



. Assessment

Draw a volcanic eruption. #olor them.

I). Assignment

Teacher may us one or both activity based on the result of the assessment.

A. #reate ingle:poem:rap on how.

". *ind out list of violent volcanic eruptions in our country.

I. Learning Objectives Differentiate an active from an inactive volcano

II. Learning Tas&s

H. Subject Matter: Active and Inactive )o'cano

". once!ts

• Active volcanoes are those that have erupted within the last G22 years.• Inactive volcanoes are those that have not erupted for more than G22 years. It has no recorded

eruptions.• Dormant volcanoes are those that have not erupted or have not emitted gas or ashes for the pas

322 years or less.• /tinct volcanoes are those that did not show signs of volcanic activities for hundred years.

$. %rocess S&i''s

'bserving, comparing

(. )a'ue *ocus

#almness in times of disasters

#. +e,erences

- strella, C. M. et. al. 1225! Te/t 1 Teach, CA+' I))'T#, +anila, Khilippines, pp. 1H9 - 1HH

349

F - /cellent - Draw the structure with moredescription

5 - Mery Catisfactory - Draw the structure with lessdescription

9 - Catisfactory - Draw the structure withoutdescription

1 - *air - Draw the volcano alone3 - )eeds Improvement- )o work at all



- #ru0, 8. +. et. al. 1229! Into the *uture T!, Diwa Ccholastic Kress, Inc., +anila, Khilippines, pp. 133 -131

- #ru0, K. D. #. et. al. 1222! ands 'n Ccience <orkbook!, &e/ "ookstore, Inc., +anila, Khilippines, pp352 - 353

. Materia's

F elongated balloons, ruler, unspend softdrink bottle, big illustration of active volcanoes in the Khilippines


O. %re6Activity

". +evie0

%. eve'o!menta' Activities


- Teacher shows 1 pictures, +ayon Molcano and +t. +akiling.

• These are two volcanoes which erupted recently?• Are they alike or not?• <hen did +t. +akiling erupt?

345

)ote7 <ords related to the formation ofa volcano

- vent where smokes come out

- molten materials- rising magma- accumulate surroundings- molten rocks rise

'##(&&)# '*M'L#A)I# &(KTI')C



• +t. Kinatubo erupted after G22 years. <hen will it erupt again• ow would you describe +t. +ayon? +t. +akiling?• ow do they differ?

"". Activity %ro!er

• &ecalling standards for grouping.•

Divide the class into 5 groups. %roup 3 and 9 will do Activity 3, %roup 1 and 5, Activity 1.

34F

Activity 3

3. Ctudy the map of active volcanoes.

1. +ake a list of active volcanoes that erupted from year 35G5 to year 1222 in

chronological order.*ill up the table below.

A#TIM M'L#A)'C '* T KILIKKI)C

)ame of Molcano LocationRears of Last ruptionchronological order!

3.1.9.5.F.G.H.6.4.32.33.31.39.35.3F.3G.3H.36.34.12.

13.



H. %ost Activity


&eporting by group

Chowing the big illustration of active volcanoes of the Khilippines.

- <hich volcano did not erupt after G22 years?- <hich volcanoes are soon to erupt?- ow would you describe those volcanoes erupting after G22 years?- <hat was the first time did +ount Kinatubo erupt?- ow would you describe +ount Kinatubo before it was erupted and +ount Arayat?

34G

uestions7

3. <hich volcano is the latest to erupt?<hat year did it erupt?<here is the volcano located?

1. Do you live near an active volcano?If so, name the volcano.

Activity 1

3. &ead the selection below. Answer the =uestions that follows.

+ount Kinatubo in #entral Lu0on awoke and erupted on 8une 31, 3443 afternearly G22 years of asleep. It emitted H cubic kilometers of ash, rock and gas up to52 km. high. It was the worst eruption in Khilippine history and the most damagingrecorded anywhere this century. The provinces of Kampanga, Tarlac and;ambales were affected by the lava.

+ount Arayat is in Kampanga. According to volcanologists, it erupted long agobut there is no known record of its eruption. Its soil is fertile. Its surface is covered

with vegetation and many trees.

uestions7

3. <hen did +ount Kinatubo erupt?1. ow many years did +ount Kinatubo sleep?9. ow would you describe +ount Kinatubo before 8une 31, 3443?5. ow would you describe +ount Arayat?




ow is an active volcano differ from inactive volcano? <rite their difference on the blank block.

(. A!!'ication

• <ould you mind living in the vicinity of an active volcano? <hy? <hy not?• If you were in ;ambales during the eruption of +ount Kinatubo, what should you have done?

. Assessment

A. #hoose the letter that corresponds to the best answer for each =uestion.

3. <hich is an active volcano?

A. Cmith #. "ad Dayao". "abuyan #laro D. Talisay

1. <hich of the following does not belong to the group?

A. ibok-ibok #. Anahaw". "ulusan D. Apo

9. ow are +t. +ayon, +t. Kinatubo and Taal Molcano similar?

A. They are active volcanoes.". They are inactive volcanoes.#. They are found in +indanao.D. They are found in "atangas.

5. <hich phrase best describes an inactive volcano?

A. has not erupted for more than G years.". has not erupted for more than G2 years.

#. has not erupted for more than G22 years.D. has not erupted for more than G,222 years.

F. <hich phrase best describes an active volcano?

A. it has erupted within the last G years.". it has erupted within the last G2 years.#. it has erupted within the last G22 years.D. it has erupted within the last G,222 years.

". <hich is the most active volcano? Defend your answer.

34H

ActiveMolcano

InactiveMolcano

Difference



I). Assignment

Teacher may use one or both activity based on the result of the assessment.

A. *ill up the table below.

Molcano Descriptionactive

inactive

". Draw an active and an inactive volcano.

I. Learning Objectives Describe the effects of a volcanic eruption

II. Learning Tas&s

+. Subject Matter: #ene,icia' and <arm,u' E,,ects o, )o'canic Eru!tion

". once!ts

• Molcanic eruption can be beneficial or harmful• nrichment of the soil, rock formations, building landforms are some beneficial effects of volcanic

eruption• arth=uake, loss of lives, destruction of properties and landforms are some harmful effects o

volcanic eruption

$. %rocess S&i''s

'bserving, inferring

(. )a'ue *ocus

Kroper utili0ation of knowledge learned

#. +e,erences

- #ru0, 8. +. et. al. 1229! Into the *uture Ccience and ealth G T! Diwa Ccholastic Kress Inc., +akat#ity, Khilippines pp. 135 - 13F

. Materia's

pictures of beneficial and harmful effects of earth=uake

346




+. %re6Activity

". +evie0

- Let the pupils recall the difference between active from inactive volcano by completing the map.

- ow would you describe an active volcano?- ow would you describe an inactive volcano?

S. eve'o!menta' Activities


Chowing pictures of land with fault.

344

M'L#A)'C

??

rupted withinhistoric times

Chown fre=uenteruption

)o recordederuption

ave noterupted for morethan G22 years

erupted withinthe last G22

years



ow would you describe the picture?<hy do you think it happens?

"$. Activity %ro!er

122

Activity I7 Kicture Ctudy if volcanoes is not available in the community!

+aterial

picture of volcano with vegetations around

3. Ctudy the pictures above.

• <hat does volcanic eruption bring to the soil?• <hy do you think plants grow well in areas near a volcano?• #ould this be harmful or beneficial effect? <hy?

Activity 17 Landforms

+aterial

picture of a landform

3. Ctudy the pictures above.

• <hat landforms are in the picture?• ow does volcanic eruption change the landscape?• #ould this be beneficial or harmful effect? <hy?



)ote7 Teacher may also use other activities if possible7

3. *ilm Chowing

123

Activity 9 >%round Chake@

+aterial

Kicture of an erupting volcano

3. Ctudy the picture.

• ow does volcanic eruption affect the environment?•

Is this a beneficial or harmful effect? <hy?

Activity 5 >"uried@

+aterial

Kicture of buried structures7

3. Ctudy the picture.

• ow does volcanic eruption affect the environment?

• Is this a beneficial or harmful effect? <hy?



1. &esource Kerson Molcanologist!

T. %ost Activity

&eporting of group outputs.


• <hat are the beneficial and harmful effects of volcanic eruption?•

ow does volcanic eruption of great help to farmers in areas where volcanoes are found?• ow does it change the landscape?• ow does it affect the people and houses near the volcano?• ow does it trigger an earth=uake?


#omplete the map below by providing the beneficial and harmful effects of earth=uake.

(. A!!'ication

"ukidnon is a plateau, why do you think pineapple growers choose this place to grow pineapples?and other crops?

. Assessment

Kut U! if the statement describes the effect of volcanic eruption and ! if not.

U ! 3. Molcanic eruption often causes surrounding areas to become fertile again. U ! 1. Colidified lava piled up for years may form a plateau. U ! 9. Molcanic eruption may bring damages to plants. ! 5. Molcanic activity cannot caused an earth=uake.

U ! F. Molcanic heat is an important source of energy.

121

Molcanic ruption

"eneficial ffect armful ffect



Appreciation of nature"e contented in what you have

Accept people as there are

#. +e,erences

- Abracia, ).+. et. al. 3444! Ccience and ealth G T! CD Kublications, Inc., ue0on #ity, Khilippinesp. 1F2

- #aintic, .. et. al. 1223! Into the *uture7 Ccience and ealth G Diwa Ccholastic Kress, Inc., +akat#ity, Khilippines, pp. 1F3 - 1F9

. Materia's

#andle, perforated tin can, strip of cardboard, G cm. long, match, F-inch copper wire, pliers, "unsenburner, test tube, water, chart of stars color and temperature, alcohol lamp:stove, watch:stopwatch, stove


4. %re6Activity

". +evie0

a. ere are strips with names of stars. Arrange the strips according to7

3! si0e from smallest to biggest!1! distance from the nearest to the farthest as viewed from arth!9! brightness dimmest to the brightest as seen from arth!

b. Tell what you know about the sun.

). eve'o!menta' Activities


<hat do you feel when you look at the starry sky?*ind out how the poet describe the stars in the poem. <hat message does the poet wants to tell the readers.

&eading a Koem

a. <hich statements from the poem describe stars.b. Do you think the poet agrees to what others say about stars?c. <hat are his reactions to what others say about stars?d. <hat kind of person is the poet? Are you like him:her? In what ways?e. As we perform the different activities, find out if the poem is true and why?

125

Ctars

Ctars, they say you are far *or me you are not afar *or in me lie a star

Ctars, they say you are hot"ut for me you are not

"ecause you are always in my heart

Ctars, they say you are white*or me you are bright&ed, orange, or yellow itBs alright



(. Activity %ro!er

%rouping7 &ecall the standards for grouping and safety while handling burning obects.

12F

Activity I7 #andle Lighting

+aterials7

#andle, match, strip of cardboard, ruler, watch:stopwatch

Krocedure7

3. Light a candle.1. old a strip of cardboard 9 mm from the tip of the flame.9. &ecord the time it takes the cardboard to burn.

5. old the strip closer to the white-blue flame.F. 'bserve the color of the flame.

uestions7

3. ow long did it take for the cardboard to burn?1. <hat happened when you place the cardboard closer to the flame?9. <hat color of the flame is the hottest? coolest? <hat made you say

those?5. <hat is the relationship of color and temperature of flames?F. #an you change the color and temperature of the flame of burning fuel like

the candle on the flame of firewood? #an you think of an e/periment andshow it to the class?

Activity 17 eating <ire

+aterials7

F-inch copper wire, insulated pliers, candle

Krocedure7

3. Light the candle.1. old a F-inch copper wire with a pair of insulated pliers. Kut the free end

of wire in the hottest position of the flame.9. 'bserve the color of the copper wire as it is heated.

uestions7

3. Describe the change in color of the copper wire as it is being heated?<hat is the color of the flame when it is ust beginning to get hot? when itis hottest? (#f your flame was hotter, you would ha%e seen the colorcontinue to change until it was white and finally blue$white)

1. <hat color change occurs as the copper wire is allowed to cool?



12G

Activity 97 #andle *lame Ms Ctove *lame

+aterials7

#andle, match, "unsen burner:stove, test tube, tin can, watch, water, tongs,test tube

Krocedure7 'bserve safety precautions.

3. Cet a candle and a "unsen burner:stove as shown. Light both of them.Then observe their flames. #ompare their colors.1. "oil a 9 cc of water in a test tube! on each flame.9. &ecord the time it takes for the water to boil on each test tube.5. (se the table below to record your data.

CT-(KTI+

A. candle:"unsen burner 4712 471F". stove

)ote7 The time is only an e/ample.

F. After recording the observations on the two set-ups, let pupils answer the=uestions below7a! <hich set-up had a red flame? bluish white flame?b! ow does the temperature of the flame in both set-ups compare?c! <hich set-up gives off more heat? <hy do you say so?d! ow did we know that the flame is hotter than the other?e! *rom the result of this activity, how does color of flame affect its

temperature?

uestions7

3. <hich gives a red flame? a white flame?1. <hich of these flames is hotter and brighter?9. ow will you find out which flame is hotter?

5. 'n which flame does water boil faster? <hy?



12H

Activity 5

+aterials7

Ctar color and Temperature chart

Krocedure7 Ctudy and analy0e the chart.

CTA& #'L'& A)D T+K&AT(&)A+ #'L'& T+K&AT(&&igel bluish-white 12,222 \#Cirius white 33,222 \#Mega white 33,222 \#

Krocyon yellowish-white H,F22 \#Cun yellowish G,222 \#

#apella yellowish G,222 \# Arcturus orange 5,922 \#

"etelguese red 9,222 \# Antares red 9,222 \#

uestions7

3. <hat stars are red? yellow, bluish-white?1. <hich is the coolest star? the hottest star?9. Is the sun the hottest star? If no, why not?5. ow are color and temperature of stars related?F. <hat if &igel not the sun is at the center of the Colar Cystem? ow would

arth be and us?



5. %ost Activity


&eporting by group

3! In Activity 3, what color of the flame burned the cardboard easily?

1! ow about in Activity 1, as the copper wire is heated, what is the color of flame?9! As the copper wire cools, what color changes occur?5! "ased on the activities, what color of the flame is the hottest? coolest? cool? hot?F! Do stars have the same color?G! <hich is the hottest star? <hat is its color?H! <hich is the coolest star? <hat is its color?6! In what way:s are stars similar to the obects in Activities 3-9?4! ow can the temperature of stars be determined?32! Does color of star also determine its age? <hat do you think is the color of the youngest star? oldest

star? <hy?


3! ow is the color of stars related to its temperature?1! ow would you arrange the stars based on their color and temperature?

(. A!!'ication

3! <hat have you observed on the flames of the LK% when the gas is beginning to run out? Do you thinkyou can cook as fast as when you first bought the LK%? /plain your answer.

1! <hy do welders in machine shops use welding torch instead of the firewood flames? /plain youranswer.

. Assessment

<hatBs In? <hatBs 'ut? In the bo/ are the descriptions about stars. Celect true statements about color andtemperature of stars.

A - Ctars vary in si0e % - Cun is a star " - Ctars differ in color - Cun is the hottest star # - Ctars color determine its temperature I - &igel is the hottest star D - The hottest star is bluish-white 8 - Cun is consider as a hot star

126



#ac&ground In,ormation on onste''ation ,or Teachers

A constellation is a group of stars. arly astronomers divided the sky into regions that had fairly distinctgroups of stars. They named these groups of stars after the figures the stars seemed to form and associatedwith stories about heroes, heroines and beasts. In 3492, the International Astronomical (nion officiallyrecogni0ed 66 constellationsE each star is associated to only one constellation. The constellations visible yearround are "ig Dipper part of "ig "ear:(rsa +aor!, the Little Dipper Little "ear! (rsa +inor constellationDraco the Dragon!E #assiopeia the ueen!E and #epheus the $ing!.

The use of a constellation map is important when asking the pupils to view the different constellations. In theKhilippines, a star map for the )orthern emisphere should be used. 'ther information:instructions shouldbe read carefully and discussed with pupils to sustain their interest on constellation.

1. eve'o!menta' Activities


Imagine an obect in your mind. (sing a bond paper, try to draw this obect on a paper by using only fivedots. Ask your seatmate to draw the obect by connecting the five dots. &epeat the first procedure. This timeuse ten or more dots to form an obect or image on the paper. Ask again your seatmate to imagine as manyfigures as possible from the dots.

• <as your seatmate able to figure out the image?• ow many images were you able to imagine from the dots?• <ere you able to imagine the same figure with your seatmate?

<hat are these obects?

Let us do some more activities to know more about these figures or patterns.

During the group work, what do you think each member will do to finish the work on time? #ooperate!

"(. Activity %ro!er

Teacher will divide the class into four groups. %roups I and II will work on Activity 3, %roups III and IM wildo Activity 1.

132



133

Activity 37 >T CTA& CT'&R@

+AO

The %reeks had several stories about Draco, the dragon. In one story, a heronamed #admus slew Draco on orders from the goddess Athene. The goddess thentold #admus to e/tract the dragonBs teeth and sow them in the ground. As soon as#admus had done this, the dragonBs teeth sprouted into armed soldiers, unpleasantlyready for a fight. &attling their swords against their shields, the soldiers looked at

#admus in a way he didnBt like at all. "ut Athene told #admus to toss a stone into themidst of the armed crowd. The stone struck one of the soldiers, and he immediatelyattacked the soldier standing ne/t to him. The soldiers ne/t to him oined the fight, andin no time at all the whole army was fighting each other. Coon, only five soldiers wereleft alive, and they were too weary to fight anymore. #admus persuaded them to laydown their arms, and they later became his helpers. ver since this incident, >sowingdragonBs teeth@ has meant stirring up trouble. Draco was placed high up in the sky sothat no one could plant his teeth and cause trouble again.

• "ased on the story, how did Draco get into the sky?

• Is there truth in the story? <hy?

• Locate Draco in the star map of )orthern Cky. Draw and describe thefigure. Do it really looks like a dragon? <hat mental skill you should haveto visuali0e it?

F ote1 !eacher will pro%ide the star map of the orthern +ky to the pupils. !he teacherand pupils should study how to use the star map.

• ave you ever observed some group of stars during a cloudless night sky?<hat obects, animals or characters do they look like?

• ow are star figures or patterns named?

Activity 17 >Try to *igure 'ut@

+aterials7 Ctar +aps of the )orthern Cky, black art paper, big needles

)orthern Cky

Krocedure7

A.3. Ctudy the star maps of the )orthern Cky.1. *ind the group of stars that formed the shape of a <.

ow many stars are there?

9. %et the black art paper and draw the stars that formed that pattern.5. (sing big needles, punch holes on the places where the stars are.

#aution7 Do not point the needle towards you or anybody.

F. old the black art paper against the light.Do you see a shape?<hat is the name of this figure or pattern?

".3. Ctudy the night sky tonight, between H722 pm to 4722 pm. Locate the group of

stars that looks like the pattern you have made in you black art paper.

Does it look like your pattern?<hat shape does it look like?

ow many stars are there?



Rou want to see the "ig Dipper and the Little Dipper tonight. Tell how you are going to do it?

. Assessment

Kut if the statement describes a constellation and if not.

3. It forms figure or pattern.

1. The figure or pattern is clear and colorful making it easy to find.

9. It forms figure or pattern of obect, animal or character.

5. It is composed of only one star.

F. The figure or pattern is not clear if you donBt use your imagination

I). Assignment

3. Draw some familiar constellations will observe tonight. Tell how the constellations got their names.

1. Interview your parents, grandparents or old people in your community if they have some beliefs aboutconstellations. Chare your findings with the class tomorrow.

ote1 !he teacher may choose one or both acti%ities in the assignment depending on the result of the assessment.

Learning Objective Describe how constellations are useful to people

II. Learning Tas&s

4. Subject Matter: 4ses o, onste''ation

". once!ts

a. #onstellations have several uses7 3! to locate starsE 1! to determine the latitude of the observerand 9! to tell directions.

$. %rocess S&i''s

Describing, observing, communicating

(. )a'ue *ocus

Celf-&eliance

#. +e,erences

- #oronel, #. #. 3444!, Ccience and ealth7 Te/tbook for %rade G, CD Kublications, Inc., ue0on #ityKhilippines, p. 13F

. Materia's

Illustration of constellations, big ball, 9 meter string, paper boat, masking tape, protractor, 3@ / F@ / 6@block of wood


AA.%re6Activity

". +evie0

139



&earrange the letters to come up with the words being described below.

T3OLAST3ILEO - group of stars that forms a pattern or picture.GMAI3ITA3IO - mental skill one should have to visuali0e how a group of stars look like on obect,

animal or legendary character.

##.eve'o!menta' Activities


A game7 >Ctarlight /press@

Divide the class into four groups. Let each group list down the people who use stars:constellations inrelation to their work.

- <hat do you think are the uses of constellations to people?Try this activities to find out the uses of constellations to people.Teacher will divide the class into 9 groups. ach group will perform the activities by themselves.

">. Activity %ro!er

Activity 37 >*I)DI)% +R CTA&@

135



&ead the direction on how to use the map. The position of the map will depend on what month are you

observing the night sky.!3. Ctudy the star map above.

• To what star do the first two stars of "ig Dipper Dubhe and +erak! points to? To what constellationsdoes this star belongs?

• Is it easy to locate Kolaris )orth Ctar! if you know the location of the "ig Dipper? <hy?

• To what star does 'rionBs belt point to? To what constellation does this star belongs?

• ow can we use constellations to locate some heavenly bodies?

13F



*or e/ample, in +anila, we can locate the north star 3F\ above the geographic north, therefore+anila is 3F\ north latitude.

uestions7

3. <hy do we use the north star or Kolaris as reference point and not other stars?1. If you are in Aparri, #agayan and you locate the north star 12\ above the geographic north

what will be your latitude?9. If you are in Tawi-Tawi and you locate the north star F\ above the geographic north, what wil

be your latitude?

.%ost Activity

- &eporting of %roup 'utputs7


a. ow can you use constellations:stars to locate other heavenly bodies?To determine the latitude of the observer? To tell direction?

b. In what ways do people use constellation:stars? <hat kind of people usually use them?c. Do you think you are now a better pupil than before? <hy do you say so?


13H



<hat are the uses of constellations:stars?

"?. A!!'ication

<rite a short reaction on this statement >The movement of the sun, moon, planets and the stars influencethe lives of individuals as well as nations.@ Chare your reaction with the class.

. Assessment


3. In what constellation Kolaris is found?

a. #assiopeia c. "ig Dipper b. Little Dipper d. 'rion

1. Ana is in Tagaytay and she found out that the )orth Ctar is at 3G\ above the geographic north. <hat wilbe her latitude?

a. 3G\ C latitude c. 3G\ ) latitude

b. 3H\ C latitude d. 3H\ ) latitude

9. &ene read his daily horoscope that day. It warned him not to leave the house because it might cause himsome bad luck. If you were him, will you still leave the house to attend your classes?

A. )o, because I might encounter bad luck.". )o. because I believe in my horoscope.#. Res, because we are the ones controlling our lives.D. Res, but I will go home the ne/t day.

5. <hich of the following are the uses of constellations?

I. To locate stars and other heavenly bodies.

II. To predict what will happen to our lives.III. To tell direction or locate the latitude of the observer.

A. I and II ". II and III #. I and III D. I, II and II

F. <hy is Kolaris useful in sea travel?

A. Kolaris always points to the true north.". Kolaris makes 'rion visible in the night sky.#. Kolaris can be seen even when you are in the Couth Kole.D. Kolaris forecasts bad weather.

I). Assignment

3. *ill in the table below.

Keople who use constellations ow constellations are useful to them3.1.9.

1. *ind other means how constellations are useful to people.

ote1 !eacher may choose one or both acti%ities depending on the result of the assessment.

136



I. Learning Objectives Discuss the use of astronomical instrumentsDescribe the instruments used by astronomers to gather informationabout stars

II. Learning Tas&s

). Subject Matter: Instruments 4sed #y Astronomers to Gather In,ormation About Stars ". once!ts

Astronomers use telescopes, spectroscopes and space probes to study the stars.

• A telescope is an instrument consisting of special mirrors that make distant obects appear biggeand closer. The arrangement of these color corresponds to specific elements.

A telescope with lenses that bend light rays is are called refractor.

A telescope that uses mirrors is called reflector.

A radio telescope is a special telescope which can see images of obects with the help ofradiation.

• A spectroscope is a scientific instrument that collects light by means of a camera attached to thedevice.

Astronomers study stars and other heavenly bodies.

'bservatories are places where astronomers work to study the stars and other heavenly bodies.

Cpace probes carry instruments that travel to outer space to gather information about planets andother heavenly bodies.

$. %rocess S&i''s

#ommunicating, describing

(. )a'ue *ocus

Kersistence in attaining ones goal in lifeCervice to humanity

#. +e,erences

- "alane, #. ". et. al. 1229! Teaching Cupport +aterials for lementary Ccience Mol. 9 *(C Inc.+anila, Khilippines, pp. 32H 326

- <atson, ". 1222! The "ig "ook of /periments, An ncyclopedia of Ccience, "rown <atson nglish

dition, ngland, p. 6F- #aintic, .. et. al. 1223! Into the *uture7 Ccience and ealth G T+! Diwa Ccholastic Kress, Inc.+akati #ity, Khilippines, pp. 153 155 3F3 - 3F9!

- Abracia, ).+. et. al. 3444! Ccience and ealth G T! CD Kublications, Inc., ue0on #ity, Khilippinespp. 151 15G

- Abruscato, 8oseph 1225! Teaching #hildren Ccience, Kearson, p. HG

. Materia's

Kictures of the different kinds of instrument used to gather information about stars and heavenly bodies

134



*lashlight, a shallow rectangular container, plain mirror, piece of white card, water


.%re6Activity

". +evie0

%ive the difference between stars and planets.

EE. eve'o!menta' Activities


B. Activity %ro!er

112

%rouping7 Divide the class into four groups. Teacher prepares cut-outs of stars withdifferent colors. "lue, red, yellow, orange!. Klace in a small bo/. Kass the bo/ andlet the pupils pick one cut-out. They will group themselves according to the colors ofstars. (!he teacher may use his/her style in grouping his/her pupil)

Activity LetBs Krepare to Ctudy the Ctars

A. +aterials7

- tape (masking tape, scotch tape)- si/ H-cm s=uares of white paper - colored obects (e.g. maga4ine)- black paper background- white paper background

". Krocedures7

3. "efore pupils enter the classroom, tape four H-cm. s=uares of white paperagainst various colored obects. Tape one s=uare against a black backgroundand one against a white background

1. <hen the pupils enter, challenge them to find the si/ white s=uares but not toshow or tell anyone where they are. ave volunteers, identify the location ofthe si/ white s=uares.

#. uestions7

3. <hy is it easier to spot the s=uares on a dark colored background than on a

white:light ones?1. <hen you observe the sky were you able to see all the things in the sky with

the use of your naked eye? <hy?9. <hat do we need to view the sky:space clearly?

Activity I <hat is a telescope

+aterials7 pictures of telescope, readings about telescope

Krocedure7 &ead the paragraphs below.

TELESO%E

In astronomy, any instrument for collecting radiation from any partof the electromagnetic spectrum is a te'esco!e. There are two basictypes of telescope7 the re,'ecting sco!e or the >reflector@ whichmakes use of mirror to gather light from starsE and the re,ractingte'esco!e or the >refractor@ which uses lens to gather and focus light.In both, the image is magnified by a lens in their eyepiece throughwhich one looks, that is why they are also called o!tica' te'esco!es.Draw and study the basic parts of a reflector and a refractor below.

In a refracting telescope light from distant obects is gathered andfocused by a lens. In a reflecting telescope light is gathered andfocused by a concave mirror.

Telescopes are usually placed near mountain tops because theair there are generally clear of dust. It is also far from the lights of thecities. They are protected by domes that open to the sky.

uestions7

4. <hat is a telescope?32. <hat is the difference between reflecting and refracting telescopes?33. ow does telescope make enable the astronomers see far obects?31. <hy is it advisable to view the sky with a telescope near mountain tops?39. <hy is the telescope used at night and never at daytime?



113

Activity 1 #olors of the &ainbow

+aterials7- flashlight, a shallow rectangular container, a plain mirror, a piece of white

card, water

Krocedure7

3. *ill the container with water.

1. Kut the mirror in the water andslowly lean it at an angleagainst a short side of the

container.

9. Chine the flashlight on thewater so the beam lights upthe part of the mirror which isunder the water.

5. Klace the white card in front ofthe mirror to catch thereflected light.

F. 'bserve what happens.

G. Draw what you have observed.

&ead the paragraph below.

S!ectrosco!e

The s!ectrosco!e was invented in the 34 th century. The spectroscope isused to study the chemical composition of stars. <hen sunlight passes throughone side of the prism, a rainbow of colors called s!ectrum comes out from theother side. If sunlight is studied with a spectroscope, the color separated out bythe prism are further separated into a long band ranging from red to blue.

In practice, astronomers put the spectroscope and the telescope togetherso that light gathered by the telescope from distant bodies is passed through aspectroscope for analysis. A photographic plate is combined with spectroscopeto make a permanent record of the spectrum. <hen used this way, theinstrument is called a s!ectrogra!h. S!ectrosco!e separates visible lightsinto a bond of colors. It collects light. It is used to determine the composition ofstars and their surface temperature. It is also used to show the movement ofstars through its color pattern.

uestions7

3. <hat colors appear on the paper?1. <hat is a spectrum?9. <hat are the uses of a spectroscope?5. ow does white light separate into its rainbow colors?

)ote7 The teacher may use or not, the readings about the spectroscope.



111

Activity 9 Telescope #amera

+aterial7 &eadings about photographs

Krocedure7 &ead the paragraph and answer the =uestions that follow.

All large astronomical telescopes are used almost like cameras, withelectronic gears, rather than instruments for viewing heavenly bodies directly.

uestions7

3. <hat are needed for a camera to take a photograph?

1. <hy do we take photograph?9. <hen do we use photograph?5. <hat is the advantage of using telescopes camera than a plain telescope?



"elow are pictures of the nearest starburst spiral gala/y, )%#-9F. The ubble Cpace Telescopeand a land-based telescope were used.

#ompare the two pictures. <hich do you think was used to show a clearer picture of the gala/y)%#-9F? <hy do you think this kind of telescope is very important to astronomers? Ctudy the ne/tparagraph on how it words.

119

Activity 5 &adio Telescope and Cpace Telescope

+adio Te'esco!es

+adio te'esco!es enable us to detect heavenly obects and celestialevents that optical devices like telescopes cannot reveal. This operates dayand night, and it cannot be affected by atmospheric conditions, e/cept for

human-made radio interference. <ith this instrument we found out that whatwe know as empty space between stars are not really empty but containshydrogen and other gases. It is a device which can see images of obects withthe help of radiation. It receives radiation coming from the stars which isconverted into a form that we can see.

S!ace Te'esco!e

A s!ace te'esco!e is one that is built, placed, and is orbiting high abovethe atmosphere. The best known is the >ubble +pace !elescope, which was

launched in 3442. It has a mirror 1.5 m across and was designed to makemany of its observations in the ultraviolet as well as in visible light. Cpacetelescopes are programmed to operate on radioed commands fromastronomers at control stations on the ground. "elow is the picture of theubble Cpace Telescope which was repaired in 3449. In *ebruary 344H,seven astronauts brought to space by space shuttle Disco%ery install two]322-million plus science instruments and new electronics and data recordersin the telescope to give it a keener vision.

+aterial7 &eadings About &adio and Cpace Telescopes

Krocedure7 Analy0e the paragraphs above and answer the =uestions that follows.

3. <hat is a radio telescope?1. ow does it look like?9. <here do we use it?5. <hat is a space telescope?F. <here do we use ubble Cpace Telescope?G. <hat is the difference between the two?H. <hy was there a need to repair the ubble Cpace Telescope?6. <hy was it important to spend ]322-million in the telescope?



**. %ost Activity


&eporting by %roup

- <hat are the instruments used to observe and gather information about heavenly bodies?- <hat are the characteristics of these instruments?- ow are they used?- <here do scientist study heavenly bodies?

<hat is the place where astronomers study stars and heavenly bodies!- <hat do you call the scientist that study heavenly bodies?- <hat is the instrument used by astronomers to gather information in the outerspace?- <hat are space probes?- <ho invented the first telescope? Do you know him?

Like %alileo and other astronomers, how would you describe them as persons? If they are still alivetoday, how would they feel when they learn that the instruments they made are used in the study ofheavenly bodies? /plain your answer.


<hat are the instruments used by astronomers to gather information about heavenly bodies? Describethem. *ill the table.

Instruments #haracteristics (ses3. Telescope1. Cpectroscope9. Khotographs5. &adio Telescope

F. ubble Cpace Telescope

(. A!!'ication

Allana is observing the sky with the use of her naked eye. Che finds a hard time viewing the sky,what must she do to observe the stars fully:conveniently?

. Assessment

Describe the instruments used by astronomers to gather information about stars. Celect one instrument to bedescribed. Include all the characteristics of the instruments and its uses.

3. Telescope

1. Cpectroscope9. Khotographs5. &adio TelescopeF. ubble Cpace Telescope

&("&I#CLevel of Kerformance #riteria

322^ - /cellent The content is complete and ideas are well-organi0ed

115



42^ - Mery %ood The content is complete and ideas areorgani0ed

62^ - %ood The content is complete but the ideas are notorgani0ed

HF^ - *air The content is incomplete and the ideas arenot organi0ed

G2^ - Koor The content are vague

F2 )eeds Improvement The content are incorrect

2^ - )o "asis )o Answer

I). Assignment

3. Draw a telescope and label the parts. Describe how it is used.1. #onstruct your own telescope with the use of recycled materials.

11F



Grade )I

I. Learning Objectives Differentiate intensity from the magnitude of an earth=uake "#-KL#MI-1.1.9!

II. Learning Tas&s

A. Subject Matter: Intensity and Magnitude o, an Earth=ua&e

". once!ts

• Intensity is the measure of the strength of an earth=uake. arth=uake intensities aredescriptions of earth=uake effects on people, ground and structures.

• +agnitude is the measure of the amount of energy released by an earth=uake. There isonly one magnitude for one earth=uake.

$. %rocess S&i''s

#omparing, observing

(. )a'ue *ocus

Kreparedness and cooperation in the event of an earth=uake

#. +e,erences

- Amiscosa, R. C. 344F! 8ourney to Ccience G "ook 1! 8"& Kublishing ouse, #avite,Khilippines, pp. 1FH - 1G9

- strella, Conia M. et. al. 1225! Te/t 1 Teach, CA+' I))'T#, +anila,Khilippines, pp. 1FF - 1F4

. Materia's

8igsaw pu00le, chart of &ossi-*orel Ccale and &itcher Ccale, envelope with differentillustrations of the energy released by an earth=uake and effects of the earthBs shaking on

structure, people, crops and land


A. %re6Activity

". +evie0

- Teacher prepares 5 igsaw pu00le and let the 5 groups compete to complete thepu00le.

- The first group to finish the pu00le will be the winner.

11G



Grade )I

I. Learning Objectives Describe the effects of a volcanic eruption "#:KL# MI-9-9.5

II. Learning Tas&s

A. Subject Matter: #ene,icia' and <arm,u' E,,ects o, )o'canic Eru!tion

". once!ts

• Molcanic eruption can be beneficial or harmful• nrichment of the soil, rock formations, building landforms are some beneficial

effects of volcanic eruption• arth=uake, loss of lives, destruction of properties and landforms are some harmful

effects of volcanic eruption

$. %rocess S&i''s

'bserving, inferring

(. )a'ue *ocus

Kroper utili0ation of knowledge learned

#. +e,erences

- #ru0, 8. +. et. al. 1229! Into the *uture Ccience and ealth G T! Diwa CcholasticKress Inc., +akati #ity, Khilippines pp. 135 - 13F

. Materia's

pictures of beneficial and harmful effects of earth=uake

11H



Grade )I

I. Learning Objectives Describe the relationship between color and temperature of a star1-day lesson!

II. Learning Tas&s

A. Subject Matter: Stars: +e'ationshi! #et0een o'or and Tem!erature

". once!ts

- The temperature of a star is related to its color.- "luish-white stars are the hottest, followed by white and yellow stars. &ed stars are

the coolest.- The color of a star depends on its temperature.- The age of stars can be determined by their color. Roung stars are red while mature

stars are bluish-white.

$. %rocess S&i''s

'bserving, inferring, hypothesi0ing, e/perimenting

(. )a'ue *ocus

Appreciation of nature"e contented in what you have Accept people as there are


<A+ATE+ISTIS O* STA+S

Ctars are in the sky every night. "ut there are nights when stars canBt be seenbecause they are covered by clouds. During daytime stars canBt be seen. This isbecause the sky is so bright. The sun makes the sky bright at daytime.

If you look at the stars closely, some stars are larger than others. Come are verybright, others are not. Ctars seem different in brightness because they give off morelight than the others, they are nearer than the others and they give off more light thanthe others. Come are nearer than the others.

Ctars vary in colors. They may be red, yellow or bluish white.'ur sun is a yellow star. It is hot. "eteguese is red while &igel is bluish white.

&igel is the hottest star followed by Cirius, the Cun, #apella and "eteguese. A bluishwhite star is the hottest star while a red star has the coolest surface temperature.Curface temperature is the temperature above the obect.

The starsB surface temperature range from 33,222 \# to 92,222 \#. &ed stars areconsidered to be the coolest. Its surface temperature of about 9,222 \#. Rellow starscompared to bluish stars are moderately hot. They have a surface temperature ofG,222 \#.

The color of a star depend on its surface temperature.

116



Grade )I

I. Learning Objectives

• Describe how constellations are useful to people

II. Learning Tas&s

A. Subject Matter: 4ses o, onste''ations

". once!ts

a. #onstellations have several uses7 3! to locate starsE 1! to determine the latitude ofthe observerE and 9! to tell directions.

$. %rocess S&i''s

Describing, observing, communicating

(. )a'ue *ocus

Celf-&eliance

#. +e,erences

- #oronel, #. #. 3444!, Ccience and ealth7 Te/tbook for %rade G, CD Kublications, Inc.,ue0on #ity, Khilippines, p. 13F

. Materia's

Illustration of constellations, big ball, 9 meter string, paper boat, masking tape, protractor,3@ / F@ / 6@ block of wood


A. %re6Activity

". +evie0

&earrange the letters to come up with the words being described below.

T3OLAST3ILEO - group of stars that forms a pattern or picture.GMAI3ITA3IO - mental skill one should have to visuali0e how a group of stars look

like on obect, animal or legendary character.



A game7 >Ctarlight /press@

Divide the class into four groups. Let each group list down the people who usestars:constellations in relation to their work.

- <hat do you think are the uses of constellations to people?

192



Grade )I

I. Learning Objectives Discuss the use of astronomical instrumentsDescribe the instruments used by astronomers to gather informationabout stars3 day lesson!

II. Learning Tas&s

A. Subject Matter: Instruments 4sed #y Astronomers to Gather In,ormation About Stars

". once!ts

Astronomers use telescopes, spectroscopes and space probes to study the stars.

• A telescope is an instrument consisting of special mirrors that make distantobects appear bigger and closer. The arrangement of these color correspondsto specific elements.

A telescope with lenses that bend light rays is are called refractor.

A telescope that uses mirrors is called reflector.

A radio telescope is a special telescope which can see images of obects with thehelp of radiation.

• A spectroscope is a scientific instrument that collects light by means of a cameraattached to the device.

Astronomers study stars and other heavenly bodies.

'bservatories are places where astronomers work to study the stars and otherheavenly bodies.

Cpace probes carry instruments that travel to outer space to gather information

about planets and other heavenly bodies.

$. %rocess S&i''s

#ommunicating, describing

(. )a'ue *ocus

Kersistence in attaining ones goal in lifeCervice to humanity

#. +e,erences

- "alane, #. ". et. al. 1229! Teaching Cupport +aterials for lementary Ccience Mol. 9*(C Inc., +anila, Khilippines, pp. 32H 326- <atson, ". 1222! The "ig "ook of /periments, An ncyclopedia of Ccience, "rown

<atson nglish dition, ngland, p. 6F- #aintic, .. et. al. 1223! Into the *uture7 Ccience and ealth G T+! Diwa Ccholastic

Kress, Inc., +akati #ity, Khilippines, pp. 153 155 3F3 - 3F9!- Abracia, ).+. et. al. 3444! Ccience and ealth G T! CD Kublications, Inc., ue0on #ity, Khilippines

pp. 151 15G- Abruscato, 8oseph 1225! Teaching #hildren Ccience, Kearson, p. HG

. Materia's

193



Kictures of the different kinds of instrument used to gather information about stars and heavenly bodies*lashlight, a shallow rectangular container, plain mirror, piece of white card, water


B. %re6Activity

". +evie0

%ive the difference between stars and planets.

>. eve'o!menta' Activities


Activity LetBs Krepare to Ctudy the Ctars

A. +aterials7

- tape (masking tape, scotch tape)- si/ H-cm s=uares of white paper - colored obects (e.g. maga4ine)- black paper background

- white paper background

". Krocedures7

3. "efore pupils enter the classroom, tape four H-cm. s=uares of white paper against various coloredobects. Tape one s=uare against a black background and one against a white background

1. <hen the pupils enter, challenge them to find the si/ white s=uares but not to show or tell anyonewhere they are. ave volunteers, identify the location of the si/ white s=uares.

#. uestions7

3. <hy is it easier to spot the s=uares on a dark colored background than on a white:light ones?1. <hen you observe the sky were you able to see all the things in the sky with the use of your

naked eye? <hy?9. <hat do we need to view the sky:space clearly?

?. Activity %ro!er %rouping7 Divide the class into four groups. Teacher prepares cut-outs of stars with different colors."lue, red, yellow, orange!. Klace in a small bo/. Kass the bo/ and let the pupils pick one cut-out. Theywill group themselves according to the colors of stars. (!he teacher may use his/her style in groupinghis/her pupil)

Activity I <hat is a telescope

191



+aterials7 pictures of telescope, readings about telescope

Krocedure7 &ead the paragraphs below.

TELESO%E

In astronomy, any instrument for collecting radiation from any part of theelectromagnetic spectrum is a te'esco!e. There are two basic types of telescope7 there,'ecting sco!e or the >reflector@ which makes use of mirror to gather light from starsE andthe re,racting te'esco!e or the >refractor@ which uses lens to gather and focus light. Inboth, the image is magnified by a lens in their eyepiece through which one looks, that iswhy they are also called o!tica' te'esco!es. Ctudy the basic parts of a reflector and arefractor below.

In a refracting telescope light from distant obects is gathered and focused by a lens. Ina reflecting telescope light is gathered and focused by a concave mirror.

Telescopes are usually placed near mountain tops because the air there are generallyclear of dust. It is also far from the lights of the cities. They are protected by domes thatopen to the sky.

uestions7

3. <hat is a telescope?1. <hat is the difference between reflecting and refracting telescopes?9. ow does telescope make enable the astronomers see far obects?5. <hy is it advisable to view the sky with a telescope near mountain tops?F. <hy is the telescope used at night and never at daytime?

Activity 1 #olors of the &ainbow

+aterials7- flashlight, a shallow rectangular container, a plain mirror, a piece of white card, water

Krocedure7

3. *ill the container with water.

1. Kut the mirror in the water and slowly lean it at anangle against a short side of the container.

9. Chine the flashlight on the water so the beam lightsup the part of the mirror which is under the water.

5. Klace the white card in front of the mirror to catchthe reflected light.

199



F. 'bserve what happens.

G. Draw what you have observed.

&ead the paragraph below.

S!ectrosco!e

The s!ectrosco!e was invented in the 34 th century. The spectroscope is used to study thechemical composition of stars. <hen sunlight passes through one side of the prism, a rainbow ofcolors called s!ectrum comes out from the other side. If sunlight is studied with a spectroscope, thecolor separated out by the prism are further separated into a long band ranging from red to blue.

In practice, astronomers put the spectroscope and the telescope together so that light gatheredby the telescope from distant bodies is passed through a spectroscope for analysis. A photographicplate is combined with spectroscope to make a permanent record of the spectrum. <hen used thisway, the instrument is called a s!ectrogra!h. S!ectrosco!e separates visible lights into a bond ofcolors. It collects light. It is used to determine the composition of stars and their surfacetemperature. It is also used to show the movement of stars through its color pattern.

uestions7

3. <hat colors appear on the paper?1. <hat is a spectrum?9. <hat are the uses of a spectroscope?5. ow does white light separate into its rainbow colors?

)ote7 The teacher may use or not, the readings about the spectroscope.

Activity 9 Telescope #amera

+aterial7 &eadings about photographs

Krocedure7 &ead the paragraph and answer the =uestions that follow.

All large astronomical telescopes are used almost like cameras, with electronic gears, ratherthan instruments for viewing heavenly bodies directly.

uestions7

3. <hat are needed for a camera to take a photograph?1. <hy do we take photograph?9. <hen do we use photograph?5. <hat is the advantage of using telescopes camera than a plain telescope?

Activity 5 &adio Telescope and Cpace Telescope

+adio Te'esco!es

195



+adio te'esco!es enable us to detect heavenly obects and celestial events that opticaldevices like telescopes cannot reveal. This operates day and night, and it cannot be affected byatmospheric conditions, e/cept for human-made radio interference. <ith this instrument we foundout that what we know as empty space between stars are not really empty but contains hydrogenand other gases. It is a device which can see images of obects with the help of radiation. Itreceives radiation coming from the stars which is converted into a form that we can see.

"elow are pictures of the nearest starburst spiral gala/y, )%#-9F. The ubble Cpace Telescopeand a land-based telescope were used.

#ompare the two pictures. <hich do you think was used to show a clearer picture of the gala/y)%#-9F? <hy do you think this kind of telescope is very important to astronomers? Ctudy the ne/tparagraph on how it words.

S!ace Te'esco!e

A s!ace te'esco!e is one that is built, placed, and is orbiting high above the atmosphere.

The best known is the >ubble +pace !elescope, which was launched in 3442. It has a mirror 1.5m across and was designed to make many of its observations in the ultraviolet as well as in visiblelight. Cpace telescopes are programmed to operate on radioed commands from astronomers atcontrol stations on the ground. "elow is the picture of the ubble Cpace Telescope which wasrepaired in 3449. In *ebruary 344H, seven astronauts brought to space by space shuttleDisco%ery install two ]322-million plus science instruments and new electronics and datarecorders in the telescope to give it a keener vision.

+aterial7 &eadings About &adio and Cpace Telescopes

Krocedure7 Analy0e the paragraphs above and answer the =uestions that follows.

3. <hat is a radio telescope?

1. ow does it look like?9. <here do we use it?5. <hat is a space telescope?F. <here do we use ubble Cpace Telescope?G. <hat is the difference between the two?H. <hy was there a need to repair the ubble Cpace Telescope?6. <hy was it important to spend ]322-million in the telescope?

. %ost Activity

19F




&eporting by %roup

- <hat are the instruments used to observe and gather information about heavenly bodies?- <hat are the characteristics of these instruments?- ow are they used?- <here do scientist study heavenly bodies?

<hat is the place where astronomers study stars and heavenly bodies!- <hat do you call the scientist that study heavenly bodies?- <hat is the instrument used by astronomers to gather information in the outerspace?- <hat are space probes?- <ho invented the first telescope? Do you know him?

Like %alileo and other astronomers, how would you describe them as persons? If they are still alivetoday, how would they feel when they learn that the instruments they made are used in the study ofheavenly bodies? /plain your answer.


<hat are the instruments used by astronomers to gather information about heavenly bodies? Describethem. *ill the table.

Instruments #haracteristics (ses3. Telescope1. Cpectroscope9. Khotographs5. &adio TelescopeF. ubble Cpace Telescope

(. A!!'ication

Allana is observing the sky with the use of her naked eye. Che finds a hard time viewing the sky,what must she do to observe the stars fully:conveniently?

I). Assessment

Describe the instruments used by astronomers to gather information about stars. Celect one instrument to bedescribed. Include all the characteristics of the instruments and its uses.

G. TelescopeH. Cpectroscope6. Khotographs4. &adio Telescope32. ubble Cpace Telescope

Level of Kerformance #riteria

322^ - /cellent The content is complete and ideas are well-organi0ed

42^ - Mery %ood The content is complete and ideas areorgani0ed

62^ - %ood The content is complete but the ideas are notorgani0ed

19G



HF^ - *air The content is incomplete and the ideas arenot organi0ed

G2^ - Koor The content are vague

F2 )eeds Improvement The content are incorrect

2^ - )o "asis )o Answer

). Assignment

3. Draw a telescope and label the parts. Describe how it is used.1. #onstruct your own telescope with the use of recycled materials.

19H

grade vi lesson guides (final) imcs eval

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