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October 27, 2014 Monday SCIENCE IV 2:40-3:40 I. OBJ ECTIVE: Conclude whether fire is an enemy or a friend. Enumerate the hazards and usefulness of fire. Values:  Fire is be lieved to be both a frien d and an enemy . It is a friend when it bring good to yo u; and it is an enemy, when it harms you II. SUBJECT MAT TER:  Energy (Fire, an enemy or a friend?) A. Science Concepts!deas: Fire is said to "e an enemy and a friend. #sefulness of Fire: $. %ro& ides proce sses for modifyin' materials. . Enc oura'es a set tle d mo de of li fe. . !ncre ases the ran'e of d i'es ti"l e foo dstu ff. *. !mpro &es indus tri al p roc esses. +azard of Fire: $. a ma'es our prope rt y. . En ds man-s l if e. . Scienc e % roce sses: /"ser&in' inferrin' and communicatin' C. 0ater ials: Candle , match 1eferences: Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66 Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz, et.al., p.78 III. PROCEDURE: A. %reparatory A cti &it ies:  Review +ow does heat tra&el? Checking of ssignment !  "otivation! 9e acher shows a li'hted candle and ass the pupils the followin' ;uestions: $. <hat are t hese mat er ials ? . <ha t is p rod uce d in a li' hte d ca ndl e? . e&elo pme nta l Acti&ities: $. %r esen ta tio n: $. 1el ate f ire moti &at ion t o the les son . . o y ou th in f ire i s a fr ien d or a n ene my ? . 2r oupi n's of the chil dr en. *. %upil s will list down t he us es and h azards of fi re for 7 minu tes. 7. 1eport in' foll ows. C. Concept Form at ion: $. 9e acher ap preci ates an d comments th e reacti ons of t he chi ldren . . 9e acher 'i &es add itio nal inf orma tion a"o ut the us es and haz ards of fi re. . 2e nera li za ti on: !s fire a friend or an enemy? <hy do you say so?

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October 27, 2014Monday

SCIENCE IV2:40-3:40

I. OBJECTIVE:

• Conclude whether fire is an enemy or a friend.• Enumerate the hazards and usefulness of fire.

Values:  Fire is believed to be both a friend and an enemy. It is a friend when it bring good to you;

and it is an enemy, when it harms you

II. SUBJECT MATTER:

 Energy (Fire, an enemy or a friend?)

A. Science Concepts!deas:

• Fire is said to "e an enemy and a friend.

• #sefulness of Fire:

$. %ro&ides processes for modifyin' materials.

. Encoura'es a settled mode of life.

. !ncreases the ran'e of di'esti"le foodstuff.

*. !mpro&es industrial processes.

• +azard of Fire:

$. ama'es our property.

. Ends man-s life.

. Science %rocesses:

/"ser&in' inferrin' and communicatin'

C. 0aterials:

Candle , match

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz, et.al., p.78

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

+ow does heat tra&el?

Checking of ssignment!

 "otivation!9eacher shows a li'hted candle and ass the pupils the followin' ;uestions:$. <hat are these materials?

. <hat is produced in a li'hted candle?

. e&elopmental Acti&ities:

$. %resentation:

$. 1elate fire moti&ation to the lesson.

. o you thin fire is a friend or an enemy?

. 2roupin's of the children.

*. %upils will list down the uses and hazards of fire for 7 minutes.

7. 1eportin' follows.

C. Concept Formation:

$. 9eacher appreciates and comments the reactions of the children.

. 9eacher 'i&es additional information a"out the uses and hazards of fire.

. 2eneralization:!s fire a friend or an enemy? <hy do you say so?

E. Application:

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<hat do you need to do in order =to always say that fire is a friend to us?

IV. EVALUATION:

Answer the followin' ;uestions "riefly:

$. <hile cooin' rice, you saw your fa&orite mo&ie star on 9.3. who seldom appears on shows. >ou

want to watch him. <hat will you do if this is the case?

. <hat maes fire an enemy?

V. ASSIGNMENT:

0ae a slo'an a"out fire as a friend and an enemy.

SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e a fire alarm.

Values: Carelessness and negligence are the most causes of fire. lways be careful.

II. SUBJECT MATTER:

 Energy (+ow does a fire alarm wor?)

A. Science Concepts!deas:

Fire alarm is a "imetallic switch that turns an alarm on when it senses a stron' heat.

. Science %rocesses:

escri"in' inferrin' and communicatin'

C. 0aterials:

Fire alarm

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1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.7

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

escri"e fire. !s it useful or harmful to men?

Checking of ssignment!

isplay your slo'an on the "oard. 1eadin' of the slo'an. 1eactions follow

 "otivation!

!f for eBample, you would lie to wae up at eBactly 7 o-cloc in the mornin'. <hat are

the ways you can do?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 9eacher shows the fire alarm.

. Ass the pupils what science e;uipment is shown. et the pupils 'uess the answer.

*. et the pupils identify each part of the fire alarm.

C. Concept Formation:

$. %upils display their wor.

. 9eacher reacts on the pupil-s wor.

. 9eacher 'i&es additional information re'ardin' the topic.

. 2eneralization:

+ow does a fire alarm wor?

E. Application:

<hat places need fire alarms?

IV. EVALUATION:

<rite the correct answer on the "lan.

  $. D Causes of fire

  . !t is made up of "imetallic switch that turns an si'nal when it senses a stron' heat.

  *. !n the impro&ised fire alarm, what is used that ser&es as the heat sensiti&e "imetallic

switch?

  7. <here is the toy 'un connected?

V. ASSIGNMENT:

2roup proect. 0ae an impro&ised fire alarm.

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SCIENCE IV

ate:  

I. OBJECTIVE:

ist down safety precautions in usin' fire.

Values:  #revention is better than cure, $he ha%ards of fire can not be underestimated. &o why not

 'revent it from ha''ening by a''lying all 'recautionary mearuses.

II. SUBJECT MATTER:

 Energy (%recautionary- measures in usin' fire.)

A. Science Concepts!deas:

%recautionary measures in usin' fire.

$. o not lea&e a li'hted fuel lie candle unattended,. Always chec whether the 'as sto&e is properly closed.

. Science %rocesses:

escri"in', inferrin' and communicatin'

C. 0aterials:

Chart, matches, candles

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.77

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

<hat is a fire alarm?

Checking of ssignment!

 "otivation!

isten to this news (9eacher ass some"ody to read a news a"out fire.)

. %resentation:$. 1elate the moti&ation to the lesson .

. 2roupin's of the children.

. et the 'roup list down precautionary measures as many as they can within minutes.

*. %upils wor properly, doin' procedure in doin' the acti&ity.

C. Concept Formation:

$. %upils display their wor 

. 9eacher reacts on the pupils wor.. %upils reactdefend their wor 

*. 9eacher 'i&es additional information re'ardin' the topic.

. 2eneralization:

<hat are the ways you can do to pre&ent fire?

E. Application:

<hich of the followin' precautionary measures do you usually uses?

IV. EVALUATION:

Answers the followin' ;uestions "riefly.

  $. ea&e the li'hted ci'arette in the ashtray.

  . %ut off the li'hted candle "efore 'oin' to sleep.

  . ea&e the sto&e while cooin'.

V. ASSIGNMENT:

0ae a sit a"out the topic for today and present tomorrow.

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SCIENCE IV

ate:  

I. OBJECTIVE:

• escri"es fuels

Values:  lways use fuels carefully and 'ro'erly.

II. SUBJECT MATTER:

 Energy (Fuels)

A. Science Concepts!deas:

A fuel is any material that li"erates heat when it reacts with oBy'en.

9he most important of the fuel materials are the compound of car"on, hydro'en, and oBy'en

that form the "ul of the mineral fuels, eBample coal.

. Science %rocesses:

escri"in' inferrin' and communicatin'

C. 0aterials:

<ood, charcoal, other eBamples of real fuels and pictures, too.

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.7

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

+ow can we pre&ent fire?

Checking of ssignment!

 "otivation!

<hat are the thin's you can see at home which 'i&e heat and fire?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children

. et each 'roup draw different fuels after eBplainin' to them what fuels are.

C. Concept Formation:

$. %upils display their wor 

. 9eacher reacts on the pupils wor.. %upils reactdefend their wor *. 9eacher 'i&es additional information re'ardin' the topic.

. 2eneralization:

<hat are fuels?

E. Application:

!n e&enin' of your "irthday party, there is sudden "rown out in you place. <hat fuel are you

'oin' to use?

IV. EVALUATION:

Answer the followin' ;uestions "riefly.

$. Are fuels important? <hy?

. ist down 7 eBamples of fuels which we commonly use.

V. ASSIGNMENT:

rin' at least eBamples of fuels in the class tomorrow.

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SCIENCE IV

ate:  

I. OBJECTIVE:

•  ame some characteristics of fuels.

Values:  lways use fuels carefully and 'ro'erly

II. SUBJECT MATTER:

 Energy (Characteristics of Fuels)

A. Science Concepts!deas:

Characteristics of fuels

$. !t must "e cheap.. !t must "e readily o"taina"le.

. !t must "e "urn easily.

*. !t must "e hi'h calorie.

7. !t must "e safe for common use.

. Science %rocesses:

escri"in' inferrin' and communicatin'

C. 0aterials:

<ood, charcoal, other eBamples of real fuels and pictures, too

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1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.*

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.7

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

2i&e some eBamples of fuels?

Checking of ssignment!

 "otivation!

o you ust use any type of fuels? <hy?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children

. et each 'roup draw different fuels after eBplainin' to them what fuels are.

C. Concept Formation:

$. %upils display their wor 

. 9eacher reacts on the pupils wor.

. %upils reactdefend their wor 

*. 9eacher 'i&es additional information re'ardin' the topic.

. 2eneralization:

<hat are the characteristic of a 'ood fuel?

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E. Application:

From the discussion, do you ust use any type of fuel? Amon' the &arious characteristics of

fuels, which do you thin is the most important to consider?

IV. EVALUATION:

ist down eBamples of fuels and write their characteristics.

V. ASSIGNMENT:

raw eBamples of 'ood fuels.

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SCIENCE IV

ate:  

I. OBJECTIVE:

%ractice safety precautions in usin' fuelfire

Values:  lways use fuels carefully and 'ro'erly

II. SUBJECT MATTER:

 Energy (Safety precautions in usin' fuels)

A. Science Concepts!deas:

Safety .precautions should "e followed in usin' firefuel to a&oid fire accident.

. Science %rocesses:

escri"in', inferrin' and communicatin'

C. 0aterials:%icture of %2 ('as sto&e), charcoal, other eBamples of real fuels and pictures, too.

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$66

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.7

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the characteristic of a 'ood fuel?

Checking of ssignment!

 "otivation!

+a&e you heard from the radio that houses were "urned and some persons died "ecauseof %2 eBplosions? +ow can you pre&ent fire usin' fuels lie %2?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children.

. et the children identify the materials.

*. 9eacher eBplains the procedures.

7. Settin'4up of standards for the acti&ity.

C. Concept Formation:

Show a picture of %2 sto&e.

et them discuss the common causes of fire accidents in usin' %2.Share some eBperiences or 'i&e some eBamples of fire accidents from %2 sto&e.

<hat are the safety precautions in usin' %2?

iscussion:

$. et the 'roup reporters tell their o"ser&ations in the class.. <hy are 'aseous fuel (%2) dan'erous to use if not properly handled.

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. 2eneralization:

<hat are the different safety precautions to "e o"ser&ed in usin' fuels? Fire?

E. Application:

+ow will you now that there-s lea in your %2? <hat is the "est thin' to do in case of 

'as lea?

IV. EVALUATION:

Chec the "lan if the followin' situation is correct and cross it out if it is not correct.  $. Amy saw that fire is comin' out of the hose of their %2, she threw water to G put nut

fire.

  . 0other eeps matches and flamma"le materials out of reach of children.

  . ito always sees to it that petroleum products are in safe containers.

V. ASSIGNMENT:

0ae a list of safety precautions in usin' fuelfire. <rite them on a card"oard.

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SCIENCE IV

ate:  

I. OBJECTIVE:

• !dentify the 4conditions necessary to produce fire.

Values:  (e careful in using fire at all times.

II. SUBJECT MATTER:

 Energy (Conditions ecessary to %roduce Fire)

A. Science Concepts!deas:

Fuel, oBy'en and indlin' temperature are needed to start a fire.

. Science %rocesses:

escri"in' inferrin' and communicatin'

C. 0aterials:

<ood, charcoal, other eBamples of real fuels and pictures, too

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$68Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.8

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the proper ways of usin' fuels?

Checking of ssignment!

 "otivation!

9eacher shows the picture of two ancient people who are ru""in' two stics. 9eacher ass

the followin' ;uestions:

$. <hat do you see in the picture?

. <hat are the stics for?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children

. et each 'roup o"ser&e and answer the acti&ity "y followin' the procedures.

C. Concept Formation:

$. %upils display their wor 

. 9eacher reacts on the pupils wor.

E. 2eneralization:

<hat are the conditions necessary to produce fire?F. Application:

isten to the news a"out the ozone disco tra'edy. !t is all a"out a hazard of fire.

<hat are the thin's that caused the fire in the said disco house?

IV. EVALUATION

ist down three factors needed to start a fire:

V. ASSIGNMENT:

1ead newspaper reports a"out recent fires. Find out the cause.

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SCIENCE IV

ate:  

I. OBJECTIVE:

!dentify the conditions necessary to put out fire.

Values:  lways remember all the means you I  can do in order to 'rotect your home and community

 from the ha%ards of fire.

II. SUBJECT MATTER:

 Energy (Conditions ecessary to %ut /ut Fire)

A. Science Concepts!deas:

<ays on how to put out fire:

$. 1emo&e oBy'en.

. %re&ent the material from com"inin' with oBy'en, "y co&erin' the "urnin' material so

that air or oBy'en is not fed into it.

. 1aisin' the indlin' point, "y coolin' the material. EBamples throwin' water.

*. #se fire eBtin'uisher.

7. roppin' of water usin' the helicopter in case of Forests Fire.

Fire EBtin'uisher 4 is a de&ice which consists of a dry chemical and a 'as under pressure

that acts as the eBpellin' a'ent.

. Science %rocesses:escri"in' inferrin' and communicatin'

C. 0aterials:

%ictures, film a"out fire

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$6

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the conditions needed in order to produce fire?

Checking of ssignment!

Few children will read the news they ha&e 'athered re'ardin' fire.

 "otivation!

9eacher shows the picture a"out fire.

9eacher ass the followin' ;uestions:$. <hat do you see in the picture?. Children will react on the picture or the &ideo they ha&e seen

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children

. et the children list down ways on how they put out fire.

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C. Concept Formation:

$. 2roup leaders will report.

. 9eacher eBplains the parts of the fire eBtin'uisher and ass the pupils how they on use it

 properly.

. Children will demonstrate how to use a fire eBtin'uisher.

. 2eneralization:

<hat are the conditions necessary to put out fire?

E. Application:

For instance, you are cooin' and all of a sudden the cooin' oil in your pan produces a "i'

flame. <hat are you 'oin' to do?

IV. EVALUATION:

<rite a short reaction on the followin' situations.

$. %eople always ad&ise us to stay calm and do not panic when we eBperience tra'edy lie fire.

Are you 'oin' to follow the ad&ice or not? <hy?

V. ASSIGNMENT:

Answer the ;uestions "riefly.$. <hat do you notice when the month of 0arch comes? Are there any announcements or news

that mae the month of 0arch different from the other months?

. !f you are li&in' in a house surrounded "y a field of tall 'rasses and shru"s, what are the ways

you can su''est to pre&ent fire when the lea&es and 'rasses "ecome dry? 

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SCIENCE IV

ate:  

I. OBJECTIVE:

!dentify the physical characteristics of the Earth

Values: $he Earth is the 'lanet on which we live. )et us be thankful to *od always for a

 'erfect and beautiful home we have.

II. SUBJECT MATTER:

 Energy (%hysical Characteristics of Earth.)

A. Science Concepts!deas:

%hysical Characteristics of Earth

$.  Form and Com'osition I the Earth has an o"late spheroid shape. !t is made up of 

structures lie the lithosphere (land), hydrosphere (water) and atmosphere (air).

. *ravity I is the force that pulls o"ects on or near the Earth towards its center.

.  "ass I 

the mass of the Earth is a"out 6,JJJ "illion, "illion, tons.

*.  +ensity I the Earth &aries in density from a referred re'ion toward the top of the

atmosphere to an eBtremely dense re'ion in the center.

. Science %rocesses:

escri"in' inferrin' and communicatin'

C. 0aterials:

2lo"e

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8J

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.$JJ

III. PROCEDURE:

A. %reparatory Acti&ity:  Review

<hat are the means of puttin' out fire?

 "otivation!

9eacher uses the mystery "oB wherein inside it is a small 'lo"e. Each pupil peeps on the

 "oB and tells what is inside the mystery "oB.

. %resentation:

$. 1elate the moti&ation to the lesson.. 2roupin's of the children.

. et the children o"ser&e the 'lo"e.

*. Each 'roup mem"er will descri"e the Earth throu'h its model.

C. Concept Formation:

$. 2roup leaders will report.

. 9eacher eBplains the characteristics of the Earth.

. 2eneralization:

escri"e the physical characteristics of the Earth.

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E. Application:

!f you can choose what planet you can li&e on, will you still choose the Earth? <hy?

9he class may sin' the son' K!t-s A Small <orldK

IV. EVALUATION:

<rite the answer on the "lan.

  $. 9he shape of the Earth.

  . 9he land part of the Earth.

  . 9he air structure of the Earth.  *. !t is a force that pulls o"ects to the center of the Earth.  7. 9he third planet in the solar system.

V. ASSIGNMENT:

escri"e the Earth throu'h a poem.

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SCIENCE IV

ate:  

I. OBJECTIVE:

EBplain how soil is formed.

Values: e must value the soil as we value other natural resources here on our 'lanet Earth.

II. SUBJECT MATTER:

 Earth and Erosion (Formation of Soil)

A. Science Concepts!deas:

Soil I is a miBture or com"ination of mineral matter (disinte'rated and decomposed roc) and

inor'anic matter (remains of plant and animal life), water and air. Fertile soil contains much

humus and minerals.

1oc fra'ments of &arious sizes I 

co&er most of the Earth-s land surface. As rocs "ecome

eBposed, they are disinte'rated "y the mechanical and chemical elements of atmosphere.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

A Ear of soil, rocs, dried lea&es, water 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8J

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

escri"e the earth.

Checking of ssignment!

 "otivation!

9eacher shows the plastic 5ar , which is transparent. 9eacher ass the pupils:

$. <hat is inside the ar?

. <ho can descri"e it?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roupin's of the children

. et the children to the acti&ity, ;uietly and properly.

C. Concept Formation:$. 2roup leaders will report.

. 9eacher eBplains the formation of soil in detail.

. 2eneralization:

+ow does the soil form?

E. Application:

!f it rains for almost a wee, what can you say a"out the soil? !s rain a factor that affects soil

formation?

IV. EVALUATION:

Encircle the letter of the correct answer.

$. !t is a com"ination of mineral matter and or'anic matter, water and air.

a. Car"on ". %lant

c. Soil utrient

. <hy do rocs "ecome disinte'rated?

a. "ecause they are eBposed ". "ecause they are ept in oceans

c. "ecause of erosion only

d. "ecause of water only

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V. ASSIGNMENT:

1ead a"out the soil profile

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e the soil profile.

Values: e must value the soil, as we value other natural resources here on our 'lanet Earth.

II. SUBJECT MATTER: Earth and Erosion (Soil %rofile)

A. Science Concepts!deas:

A soil profile is made up of layers or horizons4 the topsoil, su"soil and the parent material. 4

0ature soils ha&e distinct or well4de&eloped layers,

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

A Ear of soil, rocs, picture of a soil profile

1eferences:Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8J

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does the soil form?

Checking of ssignment!

 "otivation!

9eacher shows a picture of a tree4layered cae.

%upils descri"e the picture.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children do the acti&ity, ;uietly and properly

C. Concept Formation:

$. 2roup leaders will report.

. 9eacher eBplains the formation of soil in detail.

. 2eneralization:

ifferentiate the layers of the soil.

E. Application:

!f you are 'oin' to plant in a clay pot, what part of the soil will use? <hy?

IV. EVALUATION:

<rite the correct answer on the "lan 

 $. 9he uppermost part of the soil.

 . +orizon of the soil which contains hums.

V. ASSIGNMENT:

raw the soil profile on piece of "ond paper.

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SCIENCE IV

ate:  

I. OBJECTIVE:

iscuss the importance of soil.

Values: e must vale the soil, as we value other natural resources here on our 'lanet Earth.

II. SUBJECT MATTER: Earth and Erosion (9he !mportance of Soil)

A. Science Concepts!deas:

!mportance of soil

a. 0ost planet 'rows from soil.

 ". !t pro&ides clues to the en&ironment in which it was ori'inally formed.

c. !t is a source of &alua"le material deposits.

. Science %rocesses:escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

A Ear of soil, a profile of the soil

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8J

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

escri"e the soil profile?

Checking of ssignment!

 "otivation!

9eacher ass the pupils where they usually see plants.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. 9eacher discuss the importance of the soil which are not pointed out "y the reporters.

. 2eneralization:

<hy is soil important?E. Application:

!f you were a miner, what mineral would you lie to find? <here will you loo for it?

o you &alue the soil?

IV. EVALUATION:

iscuss the importance of the soil "riefly.

V. ASSIGNMENT:

<rite at least $J thin's we can ha&e from the soil.

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SCIENCE IV

ate:  

I. OBJECTIVE:

ifferentiate erosion and deposition.

Values: hile there are forces of erosion that destroy the soil, we must be more alert of the

effects of these forces.

II. SUBJECT MATTER:

 Earth and Erosion (Causes of Erosion and eposition)

A. Science Concepts!deas:

Erosion I refers to the transportation of rocs and soil a'ents as water, wind, ice, 'ra&ity,

chemicals, animals, and men.

eposition I refers to the droppin' of weathered and eroded materials somewhere else,

creatin' new land forms and chan'in' landscapes. 9his can occur rapidly or o&er a lon'

 period of time.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

A picture of an eroded place.

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8J

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hy is soil important?

Checking of ssignment!

 "otivation!

9eacher shows the picture of an eroded place. Children descri"e the picture.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.. 9eacher discusses the importance of the soil which are not pointed out "y the reporters.

. 2eneralization:<hat are the causes of erosion and deposition?

E. Application:

!f men are one of the causes of erosion and deposition, name men-s acti&ity that cause these

factors.

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SCIENCE IV

ate:  

I. OBJECTIVE:

emonstrate how water cause soil erosion.

Values: $he erosion of the soil due to water is not only changing the landsca'e; it is more

im'ortantly changing the -uality of our lands.

II. SUBJECT MATTER:

 Earth and Erosion (+ow water causes soil erosion)

A. Science Concepts!deas:

<ater 4 is the most si'nificant a'ent of erosion.

2roundwater 4 the water that sins into the 'round.

Surface <ater 4 water the does not sin.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

%ictures of the &arious types of water, rectan'ular pans with soil, sprinler, water 

1eferences:Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$84$8

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HJ4H$

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the causes of erosion?

Checking of ssignment!  "otivation!

9eachers show the different types of water. Children identify them.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:$. 2roup leaders will report.

. 9eacher discusses how does water erode the soil.

. 2eneralization:+ow does water erode the soil?

E. Application:

<hat do you thin will happen to our soil if it will rain for a dew days?

IV. EVALUATION:

Encircle the "est answer:

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$. <hich can cause much erosion?

a.

 ".

c.

. #nder which condition will there "e more soil erosion?

a.

 ".

c.

V. ASSIGNMENT:

2o around your house. 0ae a list of places or parts in your yard which show the "ad effects of 

erosion cause "y runnin' or flowin' water.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e how wind causes soil erosion.

Values:   'roud arrogant, and selfconceited 'erson is like a wind. /e can erode a beautiful

 friendshi'.

II. SUBJECT MATTER:

 Earth and Erosion (+ow wind causes soil erosion)

A. Science Concepts!deas:

<ind D is an a'ent of erosion

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

1ectan'ular pans with soil, card"oard, 'rass

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8*4$87

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HJ4H$

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does water erode the soil?

Checking of ssignment!

 "otivation!

9eachers as the pupils.

+ow is your eBperience walin' on the street durin' windy days?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. 9eacher discusses how does wind causes erosion.

. 2eneralization:+ow does wind erode the soil?

E. Application:9ell how soil is "ein' carried from the place to place "y wind.

IV. EVALUATION:

/n a clean sheet of paper, eBplain how wind causes erosion.

V. ASSIGNMENT:

raw a place where wind erosion is e&ident.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e how 'ra&ity erodes the soil.

Values:  Failure is like erosion due to gravity.

II. SUBJECT MATTER:

 Earth and Erosion (+ow 'ra&ity causes soil erosion)

A. Science Concepts!deas:

2ra&ity D is an a'ent of erosion.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

1ectan'ular pans with soil, soil samples, sprinler with water 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$86 4 $88

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HJ4H$

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does wind erode the soil?

Checking of ssignment!

 "otivation!

9eachers as the pupils. +a&e you heard the word 'ra&ity? <hat is this?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. 9eacher discusses how does wind causes erosion

. 2eneralization:

+ow does 'ra&ity erode the soil?

E. Application:

9ell how soil is "ein' carried from place to place "y 'ra&ity.

IV. EVALUATION:

<hat will liely to happen if 'ra&ity acts with other forces of erosion lie water?

V. ASSIGNMENT:

!s a 'ra&ity alone a stron' or wea force of erosion? <hy?

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e how people and animals cause soil erosion.

Values: *od gave men the dominion to take good care of the Earth. )et us do our 0ob not to harass

our 'lanet 

II. SUBJECT MATTER:

 Earth and Erosion (+ow people and animals cause soil erosion)

A. Science Concepts!deas:

0en and Animals 4 carry away soil throu'h &aried ways.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

Slippers, shoes, stic "room

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HJ4H$

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does 'ra&ity erode the soil?

Checking of ssignment!

 "otivation!

oo at the picture of a hen. <hat do you notice? <hat happens to the soil?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. <hat other forces can cause soil erosion?

. 2eneralization:

escri"e how people and animal cause soil erosion.

E. Application:Can you also cause soil erosion? +ow? Can your pets cause soil erosion, too? +ow?

IV. EVALUATION:

escri"e how do the followin' acti&ities can cause erosion:

$. A 'irl sweepin' the 'round.

. A farmer pullin' up his crops.. A do' di''in' on the 'round.

V. ASSIGNMENT:

 ame some more forces that can cause soil erosion.

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SCIENCE IV

ate:  

I. OBJECTIVE:

emonstrate how slope affects the amount of soil that is carried away.

Values: $here are a lot of things that ha''en beyond our control.

II. SUBJECT MATTER:

 Earth and Erosion (Slope Affects Erosion)

A. Science Concepts!deas:

Slopes 4 affect the amount of soil "ein' washed away.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

Soil, two stream ta"les, two cali"rated 'lass Ears, two collectin' pans, water, sprinler 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HJ4H$

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does 'ra&ity erode the soil?

Checking of ssignment!

 "otivation!

oo at the picture of a hen. <hat do you notice? <hat happens to the hen soil?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children

. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. <hat other forces can cause soil erosion?

. 2eneralization:

escri"e how people and animal cause soil erosion.

E. Application:Can you also cause soil erosion? +ow? Can your pets cause soil erosion, too? +ow?

IV. EVALUATION:

escri"e how do the followin' acti&ities can cause erosion:

$. A 'irl sweepin' the 'round.

. A farmer pullin' up his crops.

. A do' di''in' on the 'round.

V. ASSIGNMENT:

 ame some more forces that can cause soil erosion.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e some e&idences of water erosion and deposition.

Values: $here are a lot of things that ha''en beyond our control.

II. SUBJECT MATTER:

 Earth and Erosion (E&idences of <ater Erosion)

A. Science Concepts!deas:

1ills 4 is formed when rainwater flows downhill.

2ullies $4 is formed when rills Eoin to form lar'er channels.

Allu&ial fan 4 a, thic wed'e at the mountain "ase, which is of sediment deposit.

elta 4 a trian'ular shaped deposit at the mouth of the ri&er.

. Science %rocesses:

escri"in', o"ser&in', inferrin' and communicatin'

C. 0aterials:

%ictures of film of e&idences of water erosion and deposition.

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.747*Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow does slope affect the amount of soil that is carried away?

Checking of ssignment!

 "otivation!

+a&e you seen the mo&ie K9he ittle 0ermaidK?

<here is the settin' of that animated mo&ie-?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

2roup leaders will report.

. 2eneralization:

escri"e the e&idences of water erosion and deposition "y namin' two of them.

E. Application:

Are the e&idences helpful or not? <hy do you say so?

IV. EVALUATION:

Complete the word. 9he first letter is 'i&en as a clue.

A $. A sediment deposit at the mountain "ase.

. A lar'e deposit of sediments durin' flood.

S . Formed when wa&es erode completely throu'h a narrow fin'er of roc protrudin'into the sea.

V. ASSIGNMENT:

Compare the followin' e&idences:

$. stala'mite and stalactite

. Sea arches and Sea cliffs

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. Cir;ues and horn

*. Flood and le&ee

7. Allu&ial fan and delta

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"es e&idences of wind erosion.

Values: $here are a lot of things that ha''en beyond our control.

II. SUBJECT MATTER:

 Earth and Erosion (E&idences of <ind Erosion)

A. Science Concepts!deas:

A"rasion I is the process "y which wind"lown particles wear away the surfaces of rocs.

eflation I the process of wind carryin' away looses sediments.

unes (or Sand une)I deposits formed "y wind"lown sand.

oess I deposits of wind"lown sand.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

Sand, fan, card"oard

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$8HScience and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the e&idences of water erosion? escri"e some of these e&idences.

Checking of ssignment!

 "otivation!

9eacher shows the different inds of soil. %upils identify them.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:$. 2roup leaders will report.

. 9eacher discusses the description of loss, a"rasion, etc.

. 2eneralization:

<hat can you say a"out the effect of wind in soilsand?

E. Application:

Are the e&idences helpful or not? <hy do you say so?

IV. EVALUATION:

escri"e the followin'

$. a"rasion. dunes

. loess

*. deflation

7. erosion

V. ASSIGNMENT:

Compare the followin' types of soil when wind "lows hard:

$. clay

. sand

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SCIENCE IV

ate:  

I. OBJECTIVE:

!n&esti'ate the effect of erosion on the condition of the topsoil.

Values:   country that cannot 'roduce enough food for its 'eo'le will never become a 'rogressive

country.

II. SUBJECT MATTER:

Earth and Erosion (Effect of Erosion on the Condition of the Soil)

A. Science Concepts!deas:

9opsoil4 is the upper layer of the 'round.

Su"soil D layer followin' the topsoil.

edroc D layer followin' the su"soil

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

Soil samples, mon'o seeds

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$J4$$Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H4H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat are the e&idences of wind erosion?

Checking of ssignment!

 "otivation!

oo at the soil profile. <hat are the layers of the soil? o you thin that erosion affects

the condition of the soil?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.. Children infer that erosion affects the condition of soil.

. 2eneralization:

+ow does erosion affect the condition of the soil?

E. Application:

!f the topsoil is always washed away "y the different types of erosion, what will happen to

 plants?

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IV. EVALUATION:

escri"e the followin':

  $. 9he "edroc is constantly eroded "y the different a'ents of erosion.

  . 9he topsoil contains humus, thus, once eroded, plants 'row healthy.

  . 9opsoil is normally dar in color "ecause of erosion.

  *. !n the su"soil, multitude of li&in' or'anisms li&e.

  7. Erosion affects the condition of soil.

V. ASSIGNMENT:

rin' the followin' materials tomorrow:$. 1ectan'ular clay

. Soil sample

. Sprinle with water

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SCIENCE IV

ate:  

I. OBJECTIVE:

Control erosion due to water and 'ra&ity.

Values:  +eforestation and 'oor agricultural methods often lead to the erosion of soil 

II. SUBJECT MATTER:

 Earth and Erosion (+ow Can Erosion "y <ater and 2ra&ity "e Controlled?)

A. Science Concepts!deas:

Effecti&e 0ethods to %re&ent Soil Erosion:

$. &tri' Cro''ing I Strips of c$ose'rowin' plants are arran'ed "etween alternate "etween

strips of clean4tilled row crops. 9he strips hold water and eep it from erodin' theculti&ated land.

. Contouring I Slopin' fields are plowed, planted, culti&ated, and har&ested alon' the

contour of the slope, rather than strai'ht up and down. 9he contours catch rainfall and

allow much of it soa into the 'round.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

1ectan'ular trays, soil samples, sprinler with water 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$4$

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H*4H6

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

escri"e the effect of erosion to the soil.

Checking of ssignment!

 "otivation!

Sin': K%lantin' 1iceK %icture of anaue 1ice 9erraces.

et the pupils descri"e the picture.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into * 'roups

. et the children name ways on how to pre&ent soil erosion and descri"e each.

*. et the children identify the materials needed for the acti&ity7. et the children to the acti&ity ;uietly and properly.

6. %rocedure

8. <rite your o"ser&ation, inference and 'eneralization

C. Concept Formation:

$. 2roup leaders will report.. %upils participate in the discussion

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. 2eneralization:

+ow can we pre&ent soil erosion?

E. Application:

!f you were a farmer, what ways are you 'oin' to apply in order to pre&ent soil erosion?

<hy?

IV. EVALUATION:

Encircle the letter of the correct answer.$. <hy is erosion harmful?

a. !t "reas the rocs into small pieces.

 ". !t washes away topsoil.

c. !t causes dama'es to properties.

d. fertilizes the soil.

. <hich of the followin' pre&ents erosion "y plantin' crops followin' the shape of the hill?

a. crop rotation

 ". contour plowin'

c. terracin'

d. strip croppin'

V. ASSIGNMENT:

!llustrate farms with the followin' methods:

a. Strip croppin'

 ". 9erracin'

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SCIENCE IV

ate:  

I. OBJECTIVE:

Enumerate the importance of forest.

Values:  Forests are sources of wealth and life. e must conserve our forests.

II. SUBJECT MATTER:

 Earth and Erosion (Forest Conser&ation and 1eforestation)

A. Science Concepts!deas:

!mportance of Forests:

$. <e deri&e many products from forests lie trees, which we 'et our foods, lum"er, paper,

medicines, and many more.

. Forests pre&ent the erosion of land and water.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

1ectan'ular trays, soil samples, sprinler with water, 'rasses, plants

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.77

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H*4H6

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

 ame some ways on pre&entin' erosion.

Checking of ssignment!

 "otivation!

Show a picture of two types of forest. /ne is denuded while the other is not. escri"e

each picture.

. %resentation:

$. 1elate the moti&ation to the lesson.

. et the children to the acti&ity ;uietly and properly.

. %rocedure

C. Concept Formation:

$. 2roup leaders will report.. %upils participate in the discussion.

. 2eneralization:

+ow may you help in the conser&ation of the soil and forests?

E. Application:

!f we will cut all the trees in the forests, and it will rain for many days, what will "e the

result? o you want that to happen? <hat do we need to do?

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IV. EVALUATION:

<rite C if the statement is a cause of deforestation, and ! if it is an importance of reforestation.

  $. o''in'

  . Spon'e effect

  . %ollution

  *. 9ress

  7. Lain'in System

V. ASSIGNMENT:

<rite a slo'an a"out reforestation

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e how forest pre&ent soil erosion.

Values:  Forest 'revents soil erosion. )et us 'reserve our forests.

II. SUBJECT MATTER:

 Earth and Erosion (+ow 2rass lands and Forests %re&ent Soil Erosion)

A. Science Concepts!deas:

Forests help pre&ent soil erosion.

2rass protects soil from erosion "y co&erin' it.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

1ectan'ular trays, soil samples, sprinler with water, 'rasses, plants, clay, art papers

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.77

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H84H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

escri"e a denuded forest. +ow can we help conser&ed forest?

Checking of ssignment!

 "otivation!

1ead the poem KAll 9hin's ri'ht and eautifulK.<hat can you say a"out the poem? <here do we usually see the "irds, the different

flowers and trees?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into * 'roups

. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

7. %rocedure

C. Concept Formation:

$. 2roup leaders will report.. %upils participate in the discussion.

. 2eneralization:

 do forests pre&ent soil erosion?

E. Application:

<hat is the reason why do we need to plant trees, not only in the forest, "ut e&en in our own

school and yard?

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IV. EVALUATION:

#se the day and other materials lie 'reen art paper and mold it into a forest. <rite a para'raph

a"out your model.

V. ASSIGNMENT:

rin' some of more plants and let us mae our school 'reen.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e the weather condition for three days.

Values:  s the weather changes from time to time, and that it seems un'redictable, always be ready

to whatever challenges that will come your way as schoolchildren.

II. SUBJECT MATTER:

eather (9ypes of Clouds)

A. Science Concepts!deas:

<eather 4 refers to the condition of the atmosphere at a particular time and place.

<eather elements: temperature, pressure, humidity, wind, cloudiness, precipitation,

 "ri'htness, &isi"ility.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

/"ser&ation note"oo 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$6

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.$J4$J

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow do forest pre&ent soil erosion?

Checking of ssignment!

 "otivation!

/n a dear sunny day, you and your family planned for a wholesome outin' to the "each

the followin'. 9here was no cloud in the sy, so you thou'ht that tomorrow was ust perfect

for swimmin'.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into * 'roups

. Each 'roup will do the acti&ity.

*. ame the types of weather.

7. /"ser&e the weather condition for three days, startin' this day.

6. <rite the date, time and the weather condition.8. <hat are the weather elements.

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion.

. 2eneralization:

<hat is the weather? <hat are its elements?

E. Application:

Can you eBactly tell what will "e the weather condition tomorrow? +ow can "e our 

o"ser&ation "e of helped in predictin' the weather condition?

IV. EVALUATION:

Enumerate the elements of weather.

V. ASSIGNMENT:

raw the sym"ols for weather condition. Continue o"ser&in' the weather condition.

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SCIENCE IV

ate:  

I. OBJECTIVE:

 ame and descri"es the types of clouds.

Values: >ou can predict fine and stormy weather "y o"ser&in' the clouds.

II. SUBJECT MATTER:

<eather (9ypes of Clouds)

A. Science Concepts!deas:

9ypes of Clouds

$. Cirrus Clouds 4 clouds are thin and feather4lie. 9hey are hi'hest of all clouds.

. Stratus Clouds 4 clouds are flat layers often seen close to the horizon in the early hours of 

the day.

. Cumulus Clouds 4 are thic and mountain4lie 

*. im"us Clouds 4 are dull and 'ray in color  

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

Cotton, "lac crayon, card"oard

1eferences:Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$84$H

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.H84H

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat is weather? <hat are the weather elements?

Checking of ssignment!

 "otivation!

1ead the poem Kall thin's ri'ht and "eautifulK.

<hat can you say a"out the poem? <here do we usually see the "irds, the different

flowers and trees?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into * 'roups

. Each 'roup will do the acti&ity*. %rocedure (<ritten on the acti&ity card)

7. escri"e each type of clouds

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

<hat are the types of clouds?

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E. Application:

>ou are a"out to 'o to school. >ou ha&e o"ser&ed that the clouds are dar. <hat type of 

clouds are they? <hat are you 'oin' to "rin' in 'oin' to school?

IV. EVALUATION:

escri"e the followin':

$. Cirrus Clouds

. Stratus Clouds

. im"us Clouds*. Cumulus Clouds

V. ASSIGNMENT:

raw the types of clouds.

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SCIENCE IV

ate:  

I. OBJECTIVE:

emonstrate how clouds are formed.

Values:  (ad weather usually comes from the invisible water va'or in the air.

II. SUBJECT MATTER:

eather (+ow are Clouds Formed)

A. Science Concepts!deas:

Cloud 4 is made up of "illions and "illions of &ery tiny droplets of water and ice all clustered

to'ether formin' different shapes in the sy. !t can form at any altitude. <hen the sun heats

the 'round rapidly, the 'round heats the air a"o&e it, main' it less dense than cold air.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

%lastic cup, plastic plate, ice, plastic "a', plant

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H$4$H$

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.HH4$JJ

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hat is cloud co&er? raw the sym"ols for the cloud co&er?

Checking of ssignment!

 "otivation!

Class, ha&e you eaten a cotton candy? +ow does the cotton candy loo lie?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. Each mem"er of the 'roup will do the acti&ity.

7. %rocedure (written on the acti&ity card)

C. Concept Formation:

$. 2roup leaders will report.. %upils participate in the discussion includin' the types of fo'.

. 2eneralization:

+ow do clouds form? <hat are the types of fo'?

E. Application:

<hen you drinin' cold water, and o"ser&in' the moist outside the 'lass of your cold water,

what can infer on that?

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IV. EVALUATION:

<rite the correct answer on the "lan:

  $. <hat is formed inside the plastic "a' when we co&er the lea&es of the plants?

  . <hat is formed outside the cup with ice?

  . 9hese are small particles of salts, dust and smoe around the atmosphere.

  *. A fo' that forms at ni'ht when warm air cools rapidly on the Earth-s surface.

  7. !t is made up of "illions and "illions of &ery tiny droplets of water and ice.

V. ASSIGNMENT:

<rite some more descriptions a"out clouds.

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SCIENCE IV

ate:  

I. OBJECTIVE:

emonstrate and illustrate how clouds reflect heat to the Earth.

Values: $he way you work or do you r &cience e1'eriments reflects your attitude as a young

learner of &cience.

II. SUBJECT MATTER:

eather (+ow Clouds 1eflect +eat to the Earth)

A. Science Concepts!deas:

Atmosphere holds clouds which clouds ser&e as the "lanet and re'ulate the heat and li'ht

from the sun.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

$JJ watts "ul", white "lanet or curtain

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.JJ4J$

Science and +ealth for a Chan'in' En&ironment 4 "y Estrellita S. ela Cruz@ et.al., p.$J$4$J

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow are clouds formed?

Checking of ssignment!

 "otivation!

1e;uest the children to close their eyes, and let them ima'ine the clouds in the sy

(music may"e used). et them open their eyes, after a few seconds. 9hen, tell them a'ain to

close their eyes and let them ima'ine the Earth without the clouds.

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. Each mem"er of the 'roup will do the acti&ity

*. %rocedure (written on the acti&ity card)

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

<hat do clouds do to the heat of the sun?

E. Application:

9he sy is clear, what should you do to protect yourself?

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IV. EVALUATION:

#nderline the correct answer:

$. ased on the acti&ity, which represents clouds?

a. "ul"

 ". "lanet

c. hands

. <hat do clouds do to the heat of the sun?

a. 1eflect to the Earth

 ". 1eflect to the Sunc. 1eflect heat to the Sun and Earth

V. ASSIGNMENT:

 ame thin's we can "enefit from clouds.

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SCIENCE IV

ate:  

I. OBJECTIVE:

!dentifies the important parts of the #4tu"e Air 9hermoscope.

Values:  (e cheerful which your friends and even with strangers.

II. SUBJECT MATTER:<eather (#4tu"e Air 9hermoscope)

A. Science Concepts!deas:

#4tu"e Air 9hermoscope an impro&ised instrument that can detect how and why the air

temperature chan'es.

9here are siB important parts if #4tu"e Air thermoscope.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

#4tu"e Air 9hermoscope

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H*4$H7

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

+ow are clouds formed?

Checking of ssignment!

 "otivation!

+a&e you seen a #4tu"e Air 9hermoscope?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. Each mem"er of the 'roup will do the same acti&ity.

7. %rocedure (written on the acti&ity card)

C. Concept Formation:

$. 2roup leaders will report.. %upils participate in the discussion

. 2eneralization:

<hat is a #4tu"e Air 9hermoscope? <hat are its parts?

E. Application:

Are all parts of the instrument important?

IV. EVALUATION:

raw the #4tu"e Air 9hermoscope and la"el its part.

V. ASSIGNMENT:

<rite the uses of the #4tu"e Air 9hermoscope.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e how and why the air temperature chan'es throu'h the use of a #4tu"e air termoscope.

Values: $he way you work or do your &cience e1'eriments reflects your attitude as a young learner 

of &cience.

II. SUBJECT MATTER:

<eather ( <hat 0aes the Air <arm?)

A. Science Concepts!deas:

Air temperature chan'es form time to time.

. Science %rocesses:

escri"in', o"ser&in', inferrin', o"ser&in' and communicatin'

C. 0aterials:

!mpro&ised u4tu"e air termoscope.

1eferences:Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

Show the u4tu"e air termoscope. <hat do you call this instrument?

Checking of ssignment!

 "otivation!

<hen you are inside the classroom, how do you descri"e the air?

. %resentation:

$. 1elate the moti&ation to the lesson.. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. Each mem"er of the 'roup will do the acti&ity.

7. %rocedure (written on the acti&ity card)

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

<hat maes the air warm?

E. Application:

<hich do you refer: a cold air warm?

IV. EVALUATION:

Answer the followin' ;uestions:

$. +ow does the colored water mo&e in the #4tu"e when set4up is placed under the direct heat of thesun?

. +ow does the colored water mo&e in the #4tu"e when the set4up is placed under the shade?

 V. ASSIGNMENT:

<hat is your own inference?

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SCIENCE IV

ate:  

I. OBJECTIVE:

!n&esti'ate why the air mo&es.

Values: arm air rises because cold air 'ushes it u'. $he same thing ha''ens in life.

II. SUBJECT MATTER:<eather (<hat maes the Air 0o&e?)

A. Science Concepts!deas:

9he air around you is always mo&in'.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised con&ection "oB.

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

escri"e the used of #4tu"e air thermoscope.

Checking of ssignment!

 "otivation!

<hat can you say a"out the air? oes it stop mo&in'?

. %resentation:

$. 1elate the moti&ation to the lesson.

. 2roup the children into 'roups. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

<hat maes the air mo&es?

E. Application:

Can you control the air from mo&in'?

IV. EVALUATION:

Answer the followin' ;uestions:

$. <hat happens to the smoe of the mos;uito coil when it is placed o&er the chimney directly

a"o&e the "urnin' candle?

. <hat maes the air mo&ed?

V. ASSIGNMENT:

<hat is the importance of a con&ention "oB in the acti&ity? Can you thin of another way

to find out why the air mo&es?

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SCIENCE IV

ate:  

I. OBJECTIVE:

Compare a cold air and a warm air.

Values:  /eat causes air to e1'and and rise. "otivation causes 'eo'le to e1'and their hori%on

and rise to heights of success.

II. SUBJECT MATTER:

eather (<hat 0aes the Air <hich is hea&ier: warm air or cold air?)

A. Science Concepts!deas:

9he une;ual heatin' of the Earth-s surface "y the sun causes an une;ual heatin' of the air.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised hot cold air "alance

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ity:

 Review

<hy does air mo&ed?

Checking of ssignment!

 "otivation!

Show the pupils real o"ects or pictures of wei'hin' scale. As the pupils where they

usually see this and why people use this instrument.

. %resentation:

$. 1elate the moti&ation of the lesson.

. 2roup the children into 'roups

. et the children identify the materials needed for the acti&ity

*. et the children to the acti&ity ;uietly and properly.

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

<hich is hea&ier: warm or cold air?

E. Application:

Can you wei'h air as to, which is hea&y or li'ht? +ow?

IV. EVALUATION:

Compare warm and cold air.

V. ASSIGNMENT:

0ae an impro&ised hot4cold air "alance.

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SCIENCE IV

ate:  

I. OBJECTIVE:

#se the impro&ised anemometer to detect how fast is the wind.

Values: ind 'ower comes from its s'eed $he faster it is, the stronger and more 'owerful it

becomes.

II. SUBJECT MATTER:

eather (+ow fast is the wind?)

A. Science Concepts!deas:

9he speed of the wind is measured "y an anemometer.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:!mpro&ised anemometer 

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

<hich is hea&ier, cold or warm air?

Checking of ssignment!

 "otivation!

/"ser&e the curtains in the room. escri"ed the speed of the wind this time.

. %resentation:

$. 1elate the moti&ation of the lesson.

. 2roup the children into 'roups

. et the children to the acti&ity ;uietly and properly.*. Follow the procedure

C. Concept Formation:

$. 2roup leaders will report.

. %upils participate in the discussion

. 2eneralization:

+ow can you now the speed of the wind?

E. Application:

!s it important to now the speed of the wind? <hy?

IV. EVALUATION:

<hat is the use of an anemometer?

V. ASSIGNMENT:

raw an anemometer and mae an impro&ised anemometer.

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SCIENCE IV

ate:  

I. OBJECTIVE:

Construct impro&ised instrument to find out the wind direction.

Values: ind 'ower comes from its s'eed. $he faster it is the stronger and more 'owerful it 

becomes. e fear wind 'ower because we see what it can do during strong ty'hoons

II. SUBJECT MATTER:

eather (0ain' an <ind 3ane)

A. Science Concepts!deas:

<ind &ane is an instrument that tells the direction of the wind.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised wind &ane

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

+ow can we measure the speed of the wind?

Checking of ssignment!

 "otivation!

et as sin' the son'. #p and down and shae, shae, shae (B)

. %resentation:

$. 1elate the moti&ation of the lesson.

. As the pupils. <hat is the son' all a"out?

. !dentify the materials needed for the acti&ity

*. Acti&ity proper 

7. Settin' up standards.

6. Follow the procedure in main' the impro&ised wind &ane.

C. Concept Formation:

$. %upils will 'o outside the classroom to test their impro&ised instrument.

. %upils participate in the discussion

. 2eneralization:

+ow can we now the direction of the wind?

E. Application:

<hat is the importance of nowin' the direction of the wind?

IV. EVALUATION:

<hat are the materials needed in constructin' an impro&ised wind &ane?

V. ASSIGNMENT:

#se the impro&ised wind &ane in findin' out the direction of the wind?

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SCIENCE IV

ate:  

I. OBJECTIVE:

1ecord the wind direction for one wee.

Values: ind 'ower comes form its s'eed. $he faster it is, the stronger and more 'owerful it 

becomes.

II. SUBJECT MATTER:

eather (#sin' the <ind 3ane)

A. Science Concepts!deas:

<ind &ane is an instrument that tells the direction of the wind.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised wind &ane

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

+ow can we determine the direction of the wind?

Checking of ssignment!

 "otivation!

oes the wind direction chan'e durin' the day?

. %resentation:

$. 1elate the moti&ation of the lesson.

. !dentify the materials to "e used.

. Acti&ity proper "y 'roup

*. Settin' up standards

7. Follow the procedure in main' the impro&ised wind &ane.

6. %resent the weather chart

8. 1ecord the o"ser&ation form day to day.

C. Concept Formation:

$. et some pupils report their o"ser&ation. %upils participate in the discussion

. 2eneralization:

<hat can you say a"out the wind direction form day to day?

E. Application:

>ou o"ser&ed that e&ery :JJ p.m. , the wind "lows fast, what should you with the clothes in

your clothesline.

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IV. EVALUATION:

<rite o"ser&ations a"out wind direction form the chart. (sample only)

ate 9ime <ind irection

ec. $J :JJ a.m. East orthwest

6:JJ p.m.

ec. $8 :JJ a.m. <est East

6:JJ p.m.

V. ASSIGNMENT:

Continue in usin' the impro&ised wind &ane in findin' out the direction of the wind.

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SCIENCE IV

ate:  

I. OBJECTIVE:

!nterpret the recorded speed and direction of the wind.

Values: ind 'ower comes form its s'eed. $he faster it is, the stronger and more 'owerful it

becomes.

II. SUBJECT MATTER:

eather (#sin' the <ind 3ane)

A. Science Concepts!deas:

9he are &ariations in wind speed and direction in the different places.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised wind &ane, anemometer, weather chart

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

+ow can we determine the direction of the wind durin' the day? <hat a"out the speed?

Checking of ssignment!

 "otivation!

oes the wind direction chan'e durin' the day? <hat a"out the speed?

. %resentation:

$. 1elate the moti&ation of the lesson.

. !dentify the materials to "e used.

. Acti&ity proper 

*. Settin' up standards

7. Follow the procedure in main' the impro&ised wind &ane.

C. Concept Formation:

$. 2roup leaders will report the topic.

. %upils participate in the discussion

. 2eneralization:

<hat can you say a"out the wind direction and speed in different  places and times? o you

now how to interpret records of wind direction and wind speed now? +ow?

E. Application:

<hat do you thin is the wind direction in our place now? o you thin the wind speed and

direction in the neBt "arrio is the same as in our place?

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IV. EVALUATION:

<rite three o"ser&ations a"out wind direction and wind speed from the chart:

ate 9ime %lace <ind irection <ind Speed

0arch $8 :JJ a.m. 9arlac orthwest 0oderate

0arch $8 :JJ a.m. An'eles <est East Fast

0arch $8 :JJ a.m. ue&a Ecia East Stron'

V. ASSIGNMENT:

isten to weather reports this e&enin' and records the wind speed and direction.

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SCIENCE IV

ate:  

I. OBJECTIVE:

escri"e the condition of the atmosphere in different wind speed and direction.

Values: ind 'ower comes form its s'eed. $he faster it is, the stronger and more 'owerful it

becomes.

II. SUBJECT MATTER:

eather (#sin' the <ind 3ane)

A. Science Concepts!deas:

ifferent wind speed and direction descri"e the condition of the atmosphere.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

!mpro&ised wind &ane, anemometer, weather chart

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H*

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

escri"e the wind speed and direction in the different places.

Checking of ssignment!

1eport on the wind direction.

 "otivation!

9he wind is comin' form the west and its "lows stron'. Can you descri"e the conditionof the atmosphere?

. %resentation:

$. 1elate the moti&ation of the lesson.

. !dentify the materials to "e used.

. Acti&ity proper 

*. Settin' up standards

7. Follow the procedure

C. Concept Formation:

$. 2roup leaders will report the topic.. %upils participate in the discussion

. 2eneralization:

<hat are the conditions of weather in relation to wind speed and direction?

E. Application:

>ou ha&e noticed that the wind "lows stron', what are you 'oin' to "rin' to protect yourself?

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IV. EVALUATION:

escri"e the condition of the weather for each speed and direction record:

$. orth moderate wind I  

. Southwest stron' wind I  

. East &ery stron' wind I  

V. ASSIGNMENT:

rin' a sample weather report from a newspaper.

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SCIENCE IV

ate:  

I. OBJECTIVE:

!nfer how air temperature affects weather condition.

Values: <eather instruments are used to now the accurate speed, temperature, direction and the

lie.

II. SUBJECT MATTER:

eather (9hermometer)

A. Science Concepts!deas:

$. A thermometer is an instrument that measures temperature.

. 9emperature differ in different weather conditions.

. Science %rocesses:

escri"in', o"ser&in', inferrin', comparin' and communicatin'

C. 0aterials:

9emperature chart

1eferences:

Science 0odule for 2rade !3 4 "y 0rs. 5essie A. 3ille'as, p.$H4$H

III. PROCEDURE:

A. %reparatory Acti&ities:

 Review

<hat are the types of thermometer?

Checking of ssignment!

 "otivation!

%resent a wall thermometer. EBplain how its wors. Show how to read and write measure

of temperature.

. %resentation:

$. 1elate the moti&ation to the lesson.

. !dentify the materials to "e used.

. Acti&ity proper 

*. Settin' up standards

7. Follow the procedure

C. Concept Formation:

$. 2roup leaders will report the topic.

. %upils participate in the discussion. escri"e each type of thermometer.

. 2eneralization:

+ow do we write and read the temperature usin' thermometer?

E. Application:

!f the temperature in 9arlac City is 8MC. 9he temperature in a'uio is $ S/C.. <hy is there

a "i' difference in temperatures of the two places?

IV. EVALUATION:

Compare the temperature today and yesterday.

V. ASSIGNMENT:

Collect weather report for one wee.