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SCIENCE VI

SCIENCE VI

Date: ____________

I.Objective:

Identify common household materials

Values:Appreciation of household materials Draw neatly and accurately CooperationII.Subject Matter:

Unit-Materials

Topic-Household Materials

A.Science Concepts/Ideas:

Household materials found at home are pesticides, insecticides soap, paint, solvent, synthetic, plastic, food condiments, additives, etc.B.Processes:

Observing, Describing, Inferring and Classifying

C.Materials:

Actual household materials, picturesReferences:

Science and Health V, Coronel and Coronel p. 114III.Procedure:

A.Preparatory Activity:

1.Review:

What is matter? What are the three (3) states of matter? Give examples.

B.Developmental Activities:

1.Motivation:Do you use soap in taking a bath? How about pesticides to eliminate pest at home? Do you want to find out common household materials?2.Presentation:

a.Activities:

1.Show different advertisements or actual commonly used at home. pictures, advertisements or actual materials commonly used at home.2.Identify and describe the picture, advertisements or actual materials.

3.Classify the pictures, advertisements or actual materials into pesticides, soap, additives, preservatives food condiment, paint, plastic synthetic, insecticides and solvent.

4.Read the examples under the different household materials.

5.Draw three (3) household materials

6.Let the pupils display their drawings.

7.Allow the pupils to tell something about their drawings.

3.Concept Formation:

What are the household materials commonly used at home?4.Application:

You have identified the household materials, would these materials allow you to enjoy a comfortable way of life? How?

IV.Evaluation:

Write ten (10) common household materials used at home.

V.Assignment:

Cut pictures or advertisement showing household materials used at home. Classify them as to pesticides, insecticides, soap, paint, additives, food condiment, plastic, synthetic, and solvent.

SCIENCE VI

Date: ____________

I.Objective:

Describe how insecticides and pesticides are used

Values:Handling materials with care

II.Subject Matter:

Insecticides and Pesticides

A.Science Concepts/Ideas:

Insecticide is a chemical poison used to kill harmful insects at home, such as cockroaches and mosquitoes. It is applied with the use of spray guns and aerosol bombs.

There are three basic types of insecticides, namely: phosphates (malathion), carbomates, and DDT ( dichlorodiphenyltrichlorothane)

Pesticide is a poison used in farms to effectively control pests such as stemborers. The use of pesticide improves the yield of crops such as rice, corn, and sugarcane.

Pesticide is grouped into three, namely: herbicide, insecticide, and fungicide. Herbicide kills harmful weeds. Insecticides destroy harmful insects in plants. Fungicide destroys fungi.

B.Processes:

Describing, Comparing, Communicating

C.Materials:

Empty containers of insecticide and pesticide; articles about insecticide pesticide

References:

Into the Future: Science and Health 6, p. 115;

Science and Health 6 by J.A. Villegas, pp. 102-103

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:What are the materials in the kitchen?

How are these materials used?

How do these materials affect us?

B.Developmental Activities:

1.Motivation:

How do you get rid of insects like mosquitoes and cockroaches at home? How do farmers make their crop grow healthy?

2.Presentation:

Activity:

a.Present the kinds of insecticides and pesticides (real or pictures).

b.Describing how these materials are used.

c.Identifying the people who use them.

Analysis/ Discussion:

Do you use insecticide at home? What kind of insecticide do you sue? Is there any harmful effect that you observe when using it? Who use pesticide? Where do they use it? What does pesticide do with the crops? Is there any harmful effect in the use of pesticide?

3.Concept Formation:

What is insecticide? How is it used? What is pesticide? How is it used?

4.Application:

Mang Berto noticed that the new leaves of his mango trees are falling and the santol leaves have black spots on them. What should he do to protect his trees?

IV.Evaluation:

Answer the following questions.

a. Why are pesticides used by farmers? Give at least two reasons

b. Why is insecticide used at home? Give at lease two reasons.

c.Name the brands of commonly used insecticides and pesticides.

V.Assignment:

Interview a farmer. Ask him what is the best pesticide for him and why he uses it.

SCIENCE VI

Date: ____________

I.Objective:

Describe how soap is used.

Values:Cleanliness and sanitation

II.Subject Matter:

Soap

A.Science Concepts/Ideas:

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

Toilet and laundry soaps are cleaning agents made of sodium salts, vegetable or animal fats, and other chemicals.

Bar and liquid soaps are used for cleaning the face and the body. Some soaps contain chemicals called germicides. These substances kill germs on the skin.

Powdered soap or detergents are commonly used for dishwashing or laundering. They cause materials to get wet easily. They dissolve dirt and oil. Some detergents contain enzymes that easily remove oil and stain from the soiled clothes.

Scouring powder is used to clean kitchen tiles, bathroom walls, and floors. It is made silica, limestone and bleach. Bleach is used as a disinfectant and deodorizer or as a whitening agent.

B.Processes:

Describing, Communicating

C.Materials:

Empty packs of soap, detergents, liquid soap, etc.

References:

Into the Future: Science and Health, pp. 114-115

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

Why must pesticides be handled with care? Perform activity.

B.Developmental Activities:

1.Motivation:

What soap do you use? What detergent soap does mother use in washing clothes? What about dishwashing?

2.Presentation:

Activity:

a. Group the children

b. Each group will list down soap use at home and how each is used.

c. The group reports to the class the result of the work.

Discussion/Analysis

What soap is used to wash clothes? For dish washing? Cleaning? Bathing?

3.Concept Formation:

What is soap? What are the types of soap? How is each type of soap used?4.Application:

What is the best soap for cleaning the face and the body? Why do you consider is the best?

IV.Evaluation:

Describe how each of the following soap is used.

1.Scouring powder

2.Bar/liquid soap

3.Detergent soap

V.Assignment:

Find out what soaps is preferred by most people in your community. Why is it so?

SCIENCE VI

Date: ____________

I.Objective:

Describe the paints and solvents are used

Values:Care in handling materials

II.Subject Matter:

Paints and solvents

A.Science Concepts/Ideas:

Paints protect and decorate homes, buildings, and furnitures. Turpentine and thinner are solvents commonly used in paints. They make the paints less viscous 50 they are easy to apply.

B.Processes:

Describing, Communicating

C.Materials:

Pictures of paints, solventsReferences:

Into the Future: Science and Health 6, p.116

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

What brand of soap do you use for cleaning your face and body? Why?

B.Developmental Activities:

1.Motivation:

Which house looks beautiful?

What makes it beautiful?

Is your house painted too?

2.Presentation:

Activity:

a. Reading the components of paints from the labels of Boysen, Wellcoat, Dutch Boy, and other paints. Do the same with solvents like turpentine/thinner.

Discussion/Analysis:

What do you think is the best paint?

Why do you say so?

What is added to paint for easy application?

3.Concept Formation:

What is paint made of? How about solvent? What is paint for? How is solvent used?

4.Application:

How is a nail polish removed? What is acetone? Why should iron be painted? Why should galvanized roof be painted?IV.Evaluation:

Answer the following questions.

1. What is a solvent? Give examples.

2. How is solvent used?

3. What is paint? What is it made of?

4. How is paint made of?V.Assignment:

Interview construction workers. Ask them the best paint for buildingSCIENCE VI

Date: ____________

I.Objective:

Describe plastic and its uses

Values:Appreciating materials aroundII.Subject Matter:

Plastic

A.Science Concepts/Ideas:

Plastics are complex organic compounds that can be formed or molded by heat and pressure into a variety of shapes, colors, textures, hardness, durability, and elasticity.

They are usually lightweight and resistant to environmental corrosion. They are good insulators for heat and electricity. Plastics now take the place of wood and metals in furniture making, building construction, and parts of appliances, cars, and other household items. Plastic is also an excellent substitute for paper and glass as containers and chassis.

B.Processes:

Describing, Communicating

C.Materials:

Things made of plasticReferences:

Teacher's Module in Science and Health 6 by: J.A. Villegas, pp.96-97

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

Give your reasons why paints are useful materials at home.

B.Developmental Activities:

1.Motivation:

Name things in the room made of plastic.

2.Presentation:

Activity: Activity 14

Discussion/Analysis:

What is the color of the polymer with catalyst?

How does the color change when the hardener is added to the polymer?

What reaction takes place while the mixture is setting?

What happens to the mixture when the solvent evaporates?

What can you infer from this observation?

3.Concept Formation:

How are plastics made? How are plastic used?

4.Application:

What characteristics has a plastic to become an ideal materials at home?

IV.Evaluation:

List down materials made of plastic.V.Assignment:

Name some methods used to mold the plastic.

SCIENCE VI

Date: ____________

I.Objective:

Identify materials improved by technology

Values:Observe silence when inside the library.

Cooperate with the members of the group.

Listen attentively to the reporter.

II.Subject Matter:

Unit-Materials

Topic-Materials Improved by Technology

A.Science Concepts/Ideas:

Materials improved by technology are soap, glass, detergent, food arid food condiments, (pesticides, insecticides), synthetic, and fabrics.

B.Processes:

Observing and Identifying

C.Materials:

Pictures, advertisements of improved materialsReferences:

Science for Active Learning VI, pp. 165-167

Science and Health VI by: Coronel, pp. 121-122

Into the Future: Science and Health VI, pp. 118-120

III.Procedure:

A.Preparatory Activity:

1.Review:

What are the warning signal/precautions in product levels?

B.Developmental Activities:

1.Motivation:

Do you enjoy the comforts and convenience of modern life? Why? Do you?2.Presentation:

Activities:1.Ask the pupils to give the meaning of technology. Give examples in order to understand better.

2.Divide the class into five (5) groups.

3.Let the pupils research on the different materials improve by technology in the library.

4.Have them answer the following questions:a.What do you have on your body which are products of technology?

b.What are the foods we eat for breakfast or supper which are products of technology?

c.What do you use to clean your body which .are products of technology?

d.What do you use in cleaning your house which are products of technology?

e.What products of technology have made your life more comfortable?

f.What products of technology help eliminate pest?

g.Give example of plastics which are materials improved by technology.

5.Group Reporting

3.Concept Formation:

What are the materials improved by technology.

4.Application:

Did you know that there are two (2) types of plastic-thermosets and thermoplastic which do not melt easily. Kevler fibers are stronger than steel but are much lighter. Where are they used?

IV.Evaluation:

What are some products of technology in the following aspects? 1. Personal use -

2. Health and Comfort-

3. Cleanliness of surroundings -

4. Transportation - +

V.Assignment:

Cut pictures of materials improved by technology.SCIENCE VI

Date: ____________

I.Objective:

Describe the improvement done by technology on the materials

Values:Appreciate of high technology materials around. Working harmoniously with the group.

II.Subject Matter:

Unit-Materials

Topic-Materials Improved by Technology

A.Science Concepts/Ideas:

Technology produces better and more useful materials for our homes.

B.Processes:

Observing and Describing

C.Materials:

Heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and Teflon pan.References:

Into the future: Science and Health VIIII.Procedure:

A.Preparatory Activity:

1.Review:

What are the materials that have been improved because of technology?

B.Developmental Activities:

1.Motivation:

How does technology improved the quality of materials? Lets find out.2.Presentation:

Present a heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and Teflon pan.3.Concept Formation:

What does technology produces? How did the improvement help people?

4.Application:

Banking transactions now a days are facilitated through the use of automated teller machine (ATM) and the ATM card. What kind of technology was used to develop this new way of transacting business with banks.IV.Evaluation:

Match Column A with Column B.

Column A

Column B

________ 1.Plastics

a. Stainless steel

________ 2.Unbreakable glass

b. Rayon synthetic fabric

________ 3.Iron

c. Heat resistant and laminated glass

________ 4.Fabrics

d. Rope from abaca

V.Assignment:

List down some materials/cooking gadgets at home that have been improved by technology.SCIENCE VI

Date: ____________

I.Objective:

Experiment how some harmful materials are used and handled at home.

Values:Safety precautions in handling harmful materials

II.Subject Matter:

Unit-Materials

Topic-Proper Handling of Harmful Materials

A.Science Concepts/Ideas:

Harmful materials should be handled with care. Safely precautions should be observed

B.Science Processes:

Experimenting and Observing

C.Materials:

Activity 1

Muriatic acid, bromothymol blue, concrete block, iron object, test tubes, plastic cups, one (1) ml. disposable syringe.

Activity 8Liquid sosa or lye, aluminum foil, plate, sand greasy or oily glass bottle, painted wood, linoliver, bromothymol yellow, phenolphtein, plastic cup

Activity 18

Different pesticides

References:

Science and Health by: Jessie A. Villegas pp.89,90, 103

III.Procedure:

A.Preparatory Activity:

1.Review:

What are the conditions when the effect of materials are harmful?

B.Developmental Activities:

1.Motivation:

Would you like to know how to handle harmful materials properly?

2.Presentation:

a.Activities:

1.Divide the class into three (3) groups

2.Distribute Activity 1-8-18 respective to the group.

3.Give time to the group to read their activity sheet.

4.Give the materials stated in the activity.

5.Instruct the class to be careful in performing the activity.

6.Group reporting and discussion of experiments.

3.Concept Formation:

How are harmful materials be handled? Why?4.Application:

Have you tried Muriatic acid in cleaning your bathroom and comfort room? Share what you have experience when you used. Muriatic acid in cleaning. What did you do after using Muriatic acid?

IV.Evaluation:

Write check (() if handled properly and cross ( x ) if not._____1.Read label properly.

_____2.Drink Muriatic acid and sosa.

_____3.Use harmful materials with care.

_____4.Safety precaution in handling pesticides should be ignored.

_____5.Store harmful materials properly.

V.Assignment:

1.Bring to class advertisement picture of the following:

a.Chlorox

b.Domex

c.Greenex

2. Write what it can do and how it should be handled. Read labels.

SCIENCE VI

Date: ____________

I.Objective:

Identify the conditions when the effect of materials are harmful

Values:Be careful in handling materials. Working with the group harmoniously.

A void eating shellfish contaminated with red tide.II.Subject Matter:

Unit-Materials

Topic-Conditions when the Effects of Materials are Harmful

A.Science Concepts/Ideas:

Air and water pollution can cause harm to man, plants, animals and other materials acid rain, global warming and destruction of the ozone layer are results of air pollution, red tides, continued use of pesticides and dumping of garbage into the rivers and lakes all bring about water pollution.

B.Science Processes:

Observing, Describing, Inferring and Enumerating

C.Materials:

Diagram on about acid rain, picture of fertilizers and pesticides

References:

Into the Future: Science and Health VI pp.126-130

III.Procedure:

A.Preparatory Activity:

1.Review:

What are the conditions when t effects of materials are beneficial?

B.Developmental Activities:

1.Motivation:

Not all materials are beneficial to us. If not used properly it will destroy our environment. Let's find out how?

2.Presentation:

a.Activities:

1.Show a diagram on about acid rain and answer the question on page. 126

2.Let the pupils read orally textbook page 127 for verification of their answer.

3.Let the pupils read the text page 127 on about global warming and answer the following questions:

a.What happens when forest fires occur?

b.What is these phenomenon called?

c.What is the result of greenhouse effect?

c.Why is global warming dangerous?

3.Concept Formation:

What are the conditions when the effects of materials are harmful?

4.Application:

What advise will you give to a farmer if he uses chemical fertilizers, pesticides and weed killers?

IV.Evaluation:

Match Column A with Column B.

_____ 1.Global warminga. contaminate water supply and corrode some materials.

_____ 2.Red Tide

b. causes dysfunction of ozone layer.

_____ 3.Cholorlouro-carbonsc. causes aquatic plants and animals harm and destroyed.

_____ 4.Acid rain

d. causes the release of so much gaseous waste like CO2 in

the atmosphere

_____ 5.Pollution

e. causes paralysis or death when contaminated tahong is eaten

V.Assignment:

Find out how the excessive amount of carbon dioxide in the air maybe reduced, to stop or slow down the unusual rise of air temperature leading to global warming.

SCIENCE VI

Date: ____________

I.Objective:

Identify the conditions when the effect of materials are beneficial.

Values:Carefulness in performing the activities. Cleanliness and neatness of ones body.

II.Subject Matter:

Unit-Materials

Topic-Beneficial Effects of Materials

A.Science Concepts/Ideas:

Some conditions that have beneficial effects are fermentation, burning and heating.

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

Combustion is the burning of materials that occurs through the simultaneous combination of fuel, heat and oxygen.

B.Science Processes:

Identifying and Enumerating

C.Materials:

Clorex, all purpose flour cup white sugar, cup water, teaspoon salt, teaspoon oil, 1 teaspoon yeast, ,match stick

References:

Into the Future: Science and Health VI, pp. 122-125

III.Procedure:

A.Preparatory Activity:

1.Review:

What are the improvements produce by technology on some of the materials use at home?

B.Developmental Activities:

1.Motivation:

Demonstrate the formation of bubbles using a basin of water and detergent. What was added to the water to produce bubbles? Do you know some other reactions when materials are mixed together? Find out.

2.Presentation:

Activities:

1.Group Work - Perform Activity 3-5, dough making page 123.

2.Point out that bleaching agents like chlorox helps whiten soiled clothes and removes unwanted stains. Discuss that bleach product has antiseptic properties.

3.Discuss the effects of personal health products such as soap, toothpaste and shampoo.

a.Why is soap use to clean the body?

b.Why is toothpaste beneficial to man?

c. Why is shampoo good for the hair?3.Concept Formation:

What are some beneficial effects of combining materials?

4.Application:

Pesticides and insecticides are dangerous materials but beneficial too. What beneficial effects can pesticides and insecticides do.

IV.Evaluation:

Put a cross (x) beside the material which has beneficial effect.

______ 1. Toothpaste

______ 2. Making wine or vinegar

______ 3. Washing clothes without detergent soap

______ 4. Cooking food

______ 5. Making hollow blocks with water and cement

V.Assignment:

1.How can you preserve fish and meat?

2.What are the materials to be use?

3.What are the beneficial effects of salt to fish and meat?

4.Cite other beneficial effects of materials.SCIENCE VI

Date: ____________

I.Objective:

Observe safety precaution in storing materials

Values:Safety precautions in storing materials.

Health consciousness. Orderliness and cleanliness.

II.Subject Matter:

Unit-Materials

Topic-Safety Precaution in Storing Materials

A.Science Concepts/Ideas:

Certain safety precautions must be observed when storing materials that are harmful.

B.Science Processes:

Observing and Inferring

C.Materials:

Picture of well - ventilated cabinet, labeled with the word Medicine, Poisonous substances

References:

Into the Future: Science and Health VI, pp. 131-135III.Procedure:

A.Preparatory Activity:

1.Review:

What are the harmful effects of materials at home?

B.Developmental Activities:

1.Motivation:

Have you. heard from the radio and television or read from the newspaper, prints about the fire that happened last August 18, 2001 at Manor Hotel? How many casualties are there? What is the reason behind? Do you knew that improper storage of materials, there are accidents that happens. Do you want to share your knowledge on how to store some of the materials at home?

2.Presentation:

a.Activities

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

2.Let each group write short dialogue or skit on about proper storing of materials at home.3.Concept Formation:

What safety measures/precautions must be observed in storing materials?4.Application:

You saw that your little brother was playing with the bottle of pesticides. What will you do and say?

IV.Evaluation:

Check (()if the practices or safety precautions is proper. Cross ( x ) if the practices or safety precautions is improper.

_______ 1.Put all kinds of materials together in a plastic bag.

_______ 2.Cover your nose when spraying insecticides.

_______ 3.Always smell and taste materials before using them.

_______ 4.Label containers to indicate what is inside.

_______ 5.Wash hands thoroughly after using insecticides.

V.Assignment:

Write five (5) safety precautions on storing materials at home.

SCIENCE VI

Date: ____________

I.Objective:

Practice proper disposal of materials

Values:Observe proper disposal of materials

Recycling of discarded materials

Cleanliness and neatness

Show concerns to the environment.

II.Subject Matter:

Unit-Materials

Topic-Proper Disposal of Waste

A.Science Concepts/Ideas:

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

B.Science Processes:

Classifying and Describing

C.Materials:

References:

Into the Future: Science 'and Health V,pp; 130-139

Science and Health VI, p. 121

III.Procedure:

A.Preparatory Activity:

1.Review:

What are the safety precaution in the storing materials?

B.Developmental Activities:

1.Motivation:

2.Presentation:

1.Introduce the word Biodegradable and Non-biodegradable.

2.Classify the waste materials mentioned into biodegradable, and non-biodegradable.

3.Discuss the proper waste disposal by showing the diagram above.3.Concept Formation:

What are the proper ways to dispose waste materials?

4.Application:

Do you dispose your garbage or waste materials properly? Do you practice cleanliness and recycling on your waste - materials?IV.Evaluation:

Choose the letter of the correct answer:

1.Items returned to the factory for recycling -

a.metal cans and bottles

b.kitchen waste

c.animal waste

d.garden waste

2. Biodegradable waste are waste that-

a.becomes stone

b.decompose

c.do not decay

d.all of the above

3. Segregate waste into-

a.black and white

b.large and small

c.cold and hot

d.biodegradable and non-biodegradable

V.Assignment:

Dig a pit as you compost pit in your backyard. Segregate the waste into biodegradable and non- biodegradableSCIENCE VI

Date: ____________

I.Objective:

Identifies the forms of energy

Values:Respect of the things around us

II.Subject Matter:

Forms of Energy

A.Science Concepts/Ideas:

There are different forms of energy. They are classified as mechanical, chemical, electrical, heat, light, and wind radiant, nuclear.

B.Science Processes:

Identifying, describing, enumerating, observing

C.Materials:

Standing Models of Instrument, pictures

References:

Teacher's Module in Science and Health 6, pp. 39-40;

Science and Health 6 by J.A. Villegas, p. 116

III.Procedure:

A.Preparatory Activity:

1.Review:

You have learned the two kinds of energy, kinetic and potential. Which is the kinetic and which is the potential energy in the, following?

1.Water rushing downhill and carrying away rocks.

2.Wind blowing and making trees away.

3.Water stored in dams.

4.A pencil on the table.

5.A rock about to fall on the edge of a cliff.

B.Developmental Activities:

1.Motivation:

What kind of energy do you use when you push or pull your pencil? What kind of energy do you use when you drive a nail with a hammer?

2.Presentation:

Activity:

Show the children the different forms of energy using the different instruments. (mechanical, electrical, light, heat, sound, etc.)

Analysis and Discussion

Which is mechanical energy? Electrical energy? Chemical energy? Heat energy? Sound energy? Light energy?

3.Concept Formation:

What are the forms of energy? Where do we see these forms of energy?

4.Application:

Energy is elsewhere. Who makes use of them? How do we use them?

IV.Evaluation:

Identify the forms of energy shown in its picture. (Pictures of wind energy, electrical, chemical, light, radiant)

V.Assignment:

Find out the forms of energy you have at home. Be ready to tell how you use 'each of them.

SCIENCE VI

Date: ____________

I.Objective:

Describe chemical energy and its uses

Values:Change for the better, positive thinking

II.Subject Matter:

Chemical Energy and its uses:

A.Science Concepts/Ideas:

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

B.Science Processes:

Observing, describing, inferring, identifying

C.Materials:

Match, pieces of paper, milk, hydrochloric acid teaspoon, illustration of photosynthesis

References:

Teacher's Module in Science and Health 6, p. 39;

Into the Future: Science and Health 6, pp. 151-153III.Procedure:

A.Preparatory Activity:

1. Checking of Assignment/Review:

What form of energy does each of the following activities show?

a.sweeping the yard

b.cooking in the electric stove

c.running dog

d.fanning oneself

e.rusting of iron

B.Developmental Activities:

1.Motivation:

Picture study (a picture of a plant under the sun).

In what way does the sun help the 'plant? What can the plant do with the presence of sunlight?

2.Presentation:

Activity:

a.Burn some pieces of paper with a match.

b.Fill, one half of a test tube with dilute hydrochloric acid. Add a teaspoon of evaporated milk.

Analysis / Discussion:1.What changes do you see from the match stick and pieces of paper?

2.What is the color of the burned materials?

3.What do these observations indicate?

4.What changes occur in the milk?

5.What does this observation indicate?

6.What changes in 'matter is related to these activities?

7.What form of energy do these activities show? What materials are formed?

3.Concept Formation:

What is chemical energy? What things possess chemical energy? What are the uses of chemical energy?4.Application:

Will you name things in the room that possess chemical energy?

IV.Evaluation:

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

1.Water

2.Air

3.Wood

4.Rock

5.Soil

V.Assignment:

List down examples of materials at home that possess chemical energy.

SCIENCE VI

Date: ____________

I.Objective:

Experiment how some harmful materials are used and handled at home.

Values:Safety precautions in handling harmful materials

II.Subject Matter:

Unit-Materials

Topic-Proper Handling of Harmful Materials

A.Science Concepts/Ideas:

Mechanical energy is the energy of a body in motion and a body capable of producing motion. Mechanical energy is used to produce motion.

B.Science Processes:

Observing, identifying, describing

C.Materials:

Anemometer and windvane, marble, yoyo, ballReferences:

Into the Future: Science and Health 6, pp. 151-153III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/ReviewWhat materials at home possess chemical energy? How is water used? Metal? Acid? Air? Bacteria?

B.Developmental Activities:

1.Motivation:

What form of energy has wind? What happens to the leaves of trees when there is wind? When do you fly kite?

2.Presentation:

Activity:

a.Roll the marble on the loop-the-loop.

b.Place the anemometer and the windvane near the window.

c.Call some boys to play the top and the yoyo.

Analysis and discussion:

a.What happened to the marble when rolled on the loop-the-loop?b.What happened to the anemometer and windvane when the wind blew?

c.What happened to the yoyo and the top when the boys played with it?

d.What energy has the yoyo? The marble? The top?

3.Concept Formation:

What is mechanical energy? How is mechanical energy produced? How is it used?

4.Application:

The human body produces mechanical energy from the nutrients he/she gets from food. A vehicle moves because of its mechanical energy derived from the 'fuel. Can you give other examples.IV.Evaluation:

Which of the objects demonstrate mechanical energy?

1.Sunlight

6. Anemometer

2.Drilling machine7. A flying kite

3.Television

8. A car in a garage

4.Radio

9. A falling tree

5.Fan

10. A flying bird

V.Assignment:

Give 5 examples of how mechanical energy is used at home, in the school and in the office.

SCIENCE VI

Date: ____________

I.Objective:

Describe how electrical energy is formed and used

Values:Handling materials with care

II.Subject Matter:

Electrical Energy Formation and Uses

A.Science Concepts/Ideas:

Electrical energy is an energy derived from the flow of electrons from one body to another. Electrical energy can run appliances and machines. It can also produce heat and light

B.Science Processes:

Observing, describing, identifying, inferring

C.Materials:

Battery, bulb, electric wireReferences:

Teacher's Module in Science and Health 6 pp. 39 and 42

Into the Future: Science and Health 6, pp. 154-156

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment / Review:

B.Developmental Activities:

1.Motivation:

Give the children some toys to play with. How did you play with the walking doll? The jet plane? The toy car? What makes the toys move?

2.Presentation:

Activity:

a.Make the bulb light using the wire and the battery.

b.Draw a sketch of how you make the bulb light.

Analysis and Discussion:

a.How did you make the bulb light?

b.What do you call the connection?

c.What is an electric circuit?

d.What energy is produced?3.Concept Formation:

What is an electrical energy? How is it formed? What are its uses?

4.Application:

Electrical energy is very useful. It is used at home, in school, in the offices, hospitals, factories and everywhere.

IV.Evaluation:

1.How is electrical energy derived? Draw a complete circuit.

2.List down materials that make use of electrical energy.

V.Assignment:

Produce a material that make use of electrical energySCIENCE VI

Date: ____________

I.Objective:

Describes radiant energy and how it is used.

Values:Carefulness, respect for others; cooperationII.Subject Matter:

Radiant Energy - Its Form and Uses

A.Science Concepts/Ideas:

Radiant energy is the \ energy that radiates through space from a central source. The sun has a radiant energy. It gives us heat and light which are forms of energy. Sound is another from of radiant energy.

Examples of materials that make use of radiant energy are radio, television, x-rays. I

Radiant energy is used to dry clothes, disinfect beddings, diagnose diseases or abnormalities in the internal organs of the body and preserve fruits and vegetables.

B.Science Processes:

Observing, describing, identifying, inferring

C.Materials:

Solar Collector Apparatus, radio, television.

References:

Module: Energy Transformation p. 43 Science and Health for Better Life Series p. 143;

Into the Future: Science and Health 6, pp. 157-158

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment / Review:

Give materials that uses electrical energy. In what way is electrical energy useful?

B.Developmental Activities:

1.Motivation:

What does the -sun give us? Do you know how heat and light reach us?

2.Presentation:

a.Place the Solar Collector Apparatus under the sunlight. Observe results.

b.Turn on the television and watch.

Analysis / Discussion:

a.How is the colored water in the manometer displaced?

b.What does this indicate?

c.How does the television and radio stations reach us?

3.Concept Formation:

What is radiant energy? What are the forms of radiant energy? How is radiant energy used?

4.Application:

Radiant energy is useful but" poses danger in some ways. How does the ultraviolet rays affect our health? What are the advantages and - disadvantages of television sets to young children?

IV.Evaluation:

Which of the following activities make use of radiant energy?

1.Getting pictures

2.Getting the x-ray of the lungs

3.Riding in a elevator

4. Sun bathing

5.Using the telephone

6.Watching television

7.Lifting a box

8.Listening over the radio

9.Picture taking

10.Driving a car

V.Assignment:

Give all forms of radiant energy.SCIENCE VI

Date: ____________

I.Objective:

Describe nuclear energy and its uses

Values:Nuclear energy can be harmful and dangerous if not harnessed carefully. However, it can be beneficial to man.II.Subject Matter:

Nuclear Energy Formation and Uses

A.Science Concepts/Ideas:

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

Nuclear fission is the splitting apart of a nucleus.

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

Nuclear energy can be both helpful and harmful to man.

Nuclear energy is used for generating electricity.

B.Science Processes:

Describing, identifying

C.Materials:

Books, pictures of nuclear power plant, hydrogen bomb explosion

References:

Teacher's Module in Science and Health 6 Into the Future: Science and Health 6, pp. 159-160

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

1.What is the chief source of radiant energy?

a.moon

b.sun

c.asteroid

d.comet

2.When is radiant energy harmful?

a.It is used to disinfect beddings

b.It is used to diagnose disease.

c.It is used to dry clothes.

d.It causes sunburn.

3.What is one way by which physicians determine a healthy pair of lungs?

a.By using x-ray

b.By using a camera

c.By using a microscope

d.By using a video machine

B.Developmental Activities:

1.Motivation:

Telling a story of the Chernobyl accident in Russia in 1986. Show the picture of a nuclear power plant.

2.Presentation:

Activity:

Watching a video tape on nuclear energy

a.Setting up standards to follow in the activity

b. Guide questions

How is nuclear energy formed? Is it beneficial to man? Is it harmful?

3.Concept Formation:

How is nuclear energy produced? Why is nuclear fusion less harmful than nuclear fission? How is nuclear energy used today?4.Application:

The suns energy comes from nuclear energy. What two elements fuse to form suns energyIV.Evaluation:

Multiple choice: Choose the letter of the correct answer.

1.How is nuclear energy produced?

a.Through the splitting apart of nucleus.

b.Through the combination of a heavier atom with a lighter atom.

c.Through bombardment of atoms.

d.Both a and b

2.Which of the following does not use nuclear energy?

a.Generation of electricity

b.Powers submarine

c.Powering spacecraft

d.Plowing rice fields

V.Assignment:

Go to the library and find our more on how nuclear energy is used in science and medicine.SCIENCE VI

Date: ____________

I.Objective:

Describes sound energy and its uses

Values:We should protect our ears from dangers brought about by loud and undesirable sounds.

II.Subject Matter:

Sound Energy and its uses

A.Science Concepts/Ideas:

Sound energy is produced by vibrating bodies/objects.

Vibration is the back and forth movement of an object.

Sound help us to communicate with others.

Sound saves us from accidents while on the street.

B.Science Processes:

Describing, Identifying

C.Materials:

Objects that produce sound

References:

Science and Health 6 by J.A. Villegas, p. 116; Module in Science - Sound

Science and Health Learning Experiences 6, pp. 175-179

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

How is nuclear energy produced? How is nuclear energy harnessed? Are greenhouse gases produced when nuclear energy is used to generate electricity? Why? What is produced instead?

B.Developmental Activities:

1.Motivation:

How would you imagine this world without sound?

2.Presentation:

Activity:

a. Watching a video tape on Sound Energy.

3.Concept Formation:

Discussion about sound energy

Ask children how sound is produced.

Let pupils read other information about sound energy and its uses.

4.Application:

If a newly born baby doesn't cry, what does it indicate? How does sound save you from road accidents?IV.Evaluation:

Multiple choice. Choose the correct answer.

1.What do you call the sound waves produced by the vibration which makes air molecules come

a.Rarefraction

b.Compression

c.Pitch

d.Vibration

2.Sounds travels in the following medium except.

a.Air

c. Liquid

b.Solid

d. Vacuum

3.Which of the following cannot produce sound?

a.A boy

c. a caterpillar

b.A chick

d. a leaf

V.Assignment:

Go to the library and gather information about sound energy.

SCIENCE VI

Date: ____________

I.Objective:

Compares how the different forms of energy are formed and used

Values:Individual differences; respect for others.

II.Subject Matter:

Comparison of all forms of energy.

A.Science Concepts/Ideas:

Energy has different forms and uses.

B.Science Processes:

Observing, describing, comparing, identifying

C.Materials:

Standing equipments, chartsReferences:

Module: Forms of Energy pp. 39-40 to 43 Science and Health 5

Into the Future: Science and Health 6, p. 161

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment / Review:

What are the different forms of energy? How is each of them used?

B.Developmental Activities:

1.Motivation:

Do all forms of energy have the same uses? Which of them is mostly used?

2.Presentation:

Activity:

a.Perform activities of various equipments and show the different forms of energy.

b.Compare their formation and uses.

Analysis / Discussion:

3.Concept Formation:

a.How is mechanical energy formed and used?

b.How is electrical energy formed and used?

c.How is chemical energy formed and v used?

4.Application:

Let the pupils read Into the Future: Science and Health, p. 161

Compare the forms of energy. Compare their uses.

IV.Evaluation:

Complete the table by filling each column correctly.

Form of Energy Formation

Uses

1.ElectricalFlow of electronsa. __________________________

b. __________________________

c. __________________________

2.___________Kinetic Potentiala. Work

3.___________Chemical compositiona. __________________________

b. __________________________

4.Radiant_________________a. __________________________

b. __________________________

c. __________________________

V.Assignment:

Give examples how each of the following forms of energy. is used at home.

SCIENCE VI

Date: ____________

I.Objective:

Describes how mechanical energy is formed and used

Values:Transformation of character: from laziness to industriousness; from good to bad

II.Subject Matter:

Transportation of Energy

A.Science Concepts/Ideas:

An electrochemical cell is a source of electrical energy. The cell is consists of two conductors of different materials is immersed in an electrolyte. An electrolyte is a solution of an acid base or salt.

The chemical reaction between the electrolyte and one or both of the conductors displaces electrons.

B.Science Processes:

Observing, describing, comparing, experimenting

C.Materials:

Aluminum base and stand

carbon electrode

Zinc (G.I. stripe) electrode

Potassium dichromate

Sulfuring acid

Plastic cup

LED/motor/2.5 v. lamp/ melody IC

Bulldog dips

References:

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

How is electrical energy used- at home? How about mechanical? Radiant? Chemical?

B.Developmental Activities:

1.Motivation:

Can energy be transformed from one energy to another?

2.Presentation:

Activity:

a.Construct a voltaic cell. Suspend a zinc electrode side by side a carbon electrode from a bulldog clip. Insert a plastic spacer between the two bulldog clips to avoid short circuit. Connect the zinc and carbon electrodes to each terminal of the lamp.

b.Immerse the electrodes into an electrolyte.

c.Use other loads such as an LED, a miniature motor, or a melody IC

d.Trace the energy transformation in the cell and in its load.

Analysis / Discussion:

a.What happens to the electrodes when they are immersed in the electrolyte?

b.What does this observation indicate?

c.What happens to the lamp, to the melody, as soon as the electrodes are immersed into the electrolyte?

d.What energy observed?

3.Concept Formation:

How can chemical energy be transferred /transformed?

4.Application:

Can a form of energy be transformed to another form of energy? How is energy transformation demonstrated in a flashlight?

IV.Evaluation:

Identify the transformation of energy shown in the following illustrations.

(Illustrations of plant under the sun;' battery, . connecting wire and lamp; running vehicle; horse pulling a caretela)

V.Assignment:

Give other examples of transformation energy.SCIENCE VI

Date: ____________

I.Objective:

Cite evidences that energy can be transformed.

Values:Energy should be used properly

II.Subject Matter:

Transformation Energy

A.Science Concepts/Ideas:

Using energy directly or changing it to another usable form is called transformation energy. Energy is useful only as long as it can be converted to another form.

B.Science Processes:

Observing, describing, identifying and comparing

C.Materials:

Simple circuit, dichromate cell, electric fan, some toys, flat iron

References:

Manual of Enhancement Activities and Experiments pp. 45-98

Teachers Module in Science and Health 6 pp.40-42

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignment/Review:

How can chemical energy be transformed? Demonstrate it through this instrument. (simple circuit and a dichromate cell)

B.Developmental Activities:

1.Motivation:

Name some forms of energy in the classroom, at home, along the streets.

2.Presentation:

Activity:

a.Using the bulb, connecting wire, and the battery, let the bulb lights.

b.Make this electric fan works.

c.Play with the toys brought in class

Analysis / Discussion

a.What happens to the bulb? To the electric fan? To the flat iron? To the toys?

b.What do these observations indicate?

3.Concept Formation:

What evidences show that energy can be transformed? Where do we experience these transformation? Are they useful?4.Application:

Are there thing in the room that can be transformed to another form of energy?

IV.Evaluation:

Identify the different transformations of energy from the following activities.

1.Cooking in an electric stove

2.Sewing in a sewing machine

3.A simple circuit

4.Photosynthesis

5.A running car

6.A drilling machine

7.A grass cutter run by gasoline

8.A man painting the wall

9.An electric fan being used

10.A running horse

V. Assignment:

Give more examples of transformation of energy. SCIENCE VI

Date: ____________

I.Objective:

Observe how energy can be transformed from one body to another

Values:Love restores everything that is lost

II.Subject Matter:

Transformation of energy

A.Science Concepts/Ideas:

Lead-acid storage cell is another kind of electrochemical cell. It is called a secondary cell because it is rechargeable. The charging process is actually a conversion of electrical energy to chemical energy.

B.Science Processes:

Observing, identifying, comparing, inferring

C.Materials:

Base and stand, mounting block, battery, bulldog clip, lead electrode, connecting wire, bulb, plastic wire, plastic cup, sulfuric acid, lamp, motor, melody

References:

Manual of Enhancement Activities and Experiments pp. 76-77

Teacher's Module in Science and Health pp.41-42

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What transformation of energy can be observed in the following?

1.Electric fan

2.Electric flat iron

3.Electric Stove

4.Lightec bulb

5.Spinning top

B.Developmental Activities:

1.Motivation:

Do you like to see other transformation of energy?2.Presentation:

Activity:

1.Construct a lead-acid storage cell by mounting two lead electrodes on a stand and immersing them in a strong solution of sulfuric acid. One electrode is grounded while the other is insulated and connected to a lead wire. A load (motor, lamp, melody) is likewise connected on the stand.

2.Charge the storage cell by connecting the lead wire on one load to the positive terminal of the battery. Observe the reactions of the electrodes during the charging process. After five minutes of charging, disconnect the wire from thec.To recharge the battery cell, repeat a, b and Analysis/Discussion:

a.What is formed in the electrodes during the charging process?

b.What energy transformation takes place during the charging process?

c.What happens to the load when it is connected to the lead-acid storage cell?

d.What en~rgy transformation takes place during the discharging process?

e.Can the charging and discharging processes be repeated again and again?

3.Concept Formation:

How can electrical energy be transformed to chemical energy?

4.Application:

The bulb is an example of light energy. How can it be transformed to another form of energy?

IV.Evaluation:

Complete the idea by filling in the blanks with the correct answer.

The lead-acid storage cell is an ideal instrument to demonstrate transformation of energy.

During the charging process, electrical energy is transformed to 1. ____________.During the discharging process; chemical energy is transformed to 2. ________________ energy and then from electrical energy to 3. ____________ 4. ________________ or to 5. ________________.V.Assignment:

Visit a battery shop and observe how a battery is recharged.

SCIENCE VI

Date: ____________

I.Objective:

Cite evidences when energy transfer occurs.

Values:Changing of attitudes from good to bad

II.Subject Matter:

Energy Transfer

A.Science Concepts/Ideas:

Potential energy can, be transformed to kinetic energy and vice versa. This can be demonstrated with the loop-the-loop there reversible transformation of energy. This loop-the-loop demonstrates how the roller coaster works.

B.Science Processes:

Observing, describing, identifying, inferring

C.Materials:

Aluminum base and stand, I-beam, glass marble, steel ballReferences:

Philippine Elementary Learning Competencies p. 34;

Manual of Enhancement Activities and Experiments pp. 82-83;

Teacher's Module in Science and Health 6 pp. 41-42

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

Complete the Diagram.

Lead-acid storage cell:

Charging; __________ energy to ____________ energy; Discharging; from ___________ to ____________ energy to ____________ energy, to __________ , to ____________ or to _______________.

B.Developmental Activities:

1.Motivation:

Have you ridden on a roller coaster? Why don't you fall from your seat?2.Presentation:

Activity:

a.Construct the loop-the-loop by bending one end of a 3.5 ft. long I-beam into a - circular loop. Mount the loop like an inclined #6 on a stand.

b. Release the marble _ from different heights along ,the inclined track of the loop-the-loop. Find the minimum height from where the marble can loop-the loop.

Analysis/Discussion:

a.Can the marble loop-the-loop when released from a height lower than the crest of the loop? Higher than the crest?

b.What kind of energy is gained at certain height? What kind of energy is lost?

c.Trace the energy transformation as the marble loop-the-Ioop.

d. How is this demonstration related to the roller coaster?

3.Concept Formation:

Cite evidences where energy is transformed.

4.Application:

a.What happens to a top after a along spin?

b.What energy is gained as it begins to spin?

c.What energy is lost as it stops to spin?

IV.Evaluation:

Answer with True or False.

1.A flowing matter can lost its energy after sometime.

2.A rolling marble possesses energy.

3. Wind has no energy because it can not move things.

4.The sun's energy can be transferred to the plants.

5.Energy can be lost and gained.

V.Assignment:

Name activities at home that shows the transformation of potential energy to kinetic energy.

SCIENCE VI

Date: ____________

I.Objective:

Observes that heat is always produced when energy transformation occurs

Values:Orderliness; handling materials with care

II.Subject Matter:

Energy Transformation

A.Science Concepts/Ideas:

When fuels burns, their chemical energy is converted to heat. This conversion is a form of chemical reaction known as combustion a rapid form of oxidation.

Explosions of gunpowder, pyrotechnics, and other explosive mixtures are also examples of transformation of chemical energy to thermal or heat energy.

B.Science Processes:

Observing, describing, identifying, inferring

C.Materials:Sugar, potassium, chlorate, concentrated sulfuric acid, enameled dish tube, test tube, hydrogen peroxide, 3% potassium permanganate solution, bamboo splinter

References:

Philippine Elementary Learning Competencies p. 34;

Manual of Enhancement Activities and Experiments p. 79;

Teachers' Module in Science and Health 6 p. 43

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What kind of energy do spoon and fork have? How can you transform them to kinetic? When you are seated on a chair, what kind of energy do you possess? When do you have kinetic energy?

B.Developmental Activities:

1.Motivation:

What do you do with the stove before you cook? What is needed to produce fire?

2.Presentation:

Activity:

a.Mix a small amount of potassium chlorate and sugar. Form the mixture into a small heap in an enameled dish. Add a drop of concentrated sulfuric acid to the mixture.b.Fill one-third of a test tube with potassium permanganate solution. Burn the tip of a bamboo stick and blow off the flame. Add a few drops of hydrogen peroxide "to the potassium permanganate solution and then quickly insert the glowing splinter into the mouth of the test tube without dipping it into the liquid.

Analysis/Discussion:

a.What happens to the mixture of potassium chlorate and sugar when acted upon by sulfuric acid?

b.What happens to the splinter when inserted into the test tube of potassium permanganate and hydrogen peroxide?

c.What energy transformation has taken place in both investigations?

3.Concept Formation:

What transformation of energy did you observe from the activity? What is produced when transformation of energy occurs?

4.Application:

What things in the room can produce heat?

IV.Evaluation:

Give the different energy transformation that require heat, or make use of heat.

V.Assignment:

Cite some evidences that heat is produced during an energy transformation.

SCIENCE VI

Date: ____________

I.Objective:

Cite evidences that energy is neither created nor destroyed but only transformed from one form to another

Values:Education can transform a person to a better one

II.Subject Matter:

Conservation of energy

A.Science Concepts/Ideas:

The Law of Conservation of Energy states that energy cannot be created nor destroyed but only changed from one form to another.

Energy cannot be derived from nothing, nor can lose a portion of it.

Energy can be converted into various form sand yet the total amount remains the same.

B.Science Processes:

Observing, describing, identifying, inferring

C.Materials:Mounting shaft, aluminum base and stand, bob (washer or marble) stop watch, cotton string or thread, arbitrary calibrated scale

References:

Module: Conservation of Energy

Manual of Enhancement Activities and Experiments p. 85;

Teachers' Module in Science and Health 6 p. 43

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What is produced when bulb lights? What is produced when a convection turbine moves?

B.Developmental Activities:

1.Motivation:

Can energy be destroyed? Can energy be lost? Let's find it out.

2.Presentation:

Activity:

a.Improvise a simple pendulum by suspending a washer/marble with a cotton string thread from a lateral pin of a mounting shaft.

b.Raise the bob to one end of the scale and release it. Observe how far, how high the bob reaches to the other end of the scale. Let it oscillate in short arcs, about 50 on either side of the vertical.

c.Hold a pencil directly below and parallel to the lateral pin of the mounting shaft at a point about one-half the length of the pendulum. Raise the bob to the same height as the pencil and then release it. Observe what happens.

d.Lower the position of the pencil and release the bob from a position higher than the level of the pencil. Observe what happens.

Analysis/Discussion:

a.How far does the bob reach other side of the scale when released from a certain height?

b.What happens to the oscillating pendulum after sometime?

c.What do these observations indicate?

c.What happens as the pendulum strikes the pencil? When the bob was released from the same height as the pencil?

3.Concept Formation:

State the Law of Conservation of Energy. How can we make energy useful? How can we conserve it?

4.Application:

a.How is electrical energy transformed to another form?

b.What happens to the former energy? Is it lost?

c.Cite other evidences that energy is conserved.

IV.Evaluation:

a.Prove that a ball has energy. What happens when its kinetic energy stops?

b.How is the energy of a battery transformed?

c.Cite other examples to prove that energy is not created nor destroyed:

V.Assignment:

Improvise your own pendulum.SCIENCE VI

Date: ____________

I.Objective:

Cite evidences that heat produced during energy transformation/transfer goes to the environment

Values:Aim high and hit the markII.Subject Matter:

Conservation of Energy

A.Science Concepts/Ideas:

The second law of conservation of energy is the Law of Entropy. Entropy means decreasing or diminishing.

Law of Entropy states that the amount of available energy diminishing or decreasing each time an energy transformation takes place. No energy is lost in any transformation. Energy is converted into heat that goes out in the system.

B.Science Processes:

Observing, identifying, describing and Inferring

C.Materials:

Ping-pong ball, aluminum base and stand, magnetic yoyo

References:

Manual of Enhancement Activities and Experiments p. 87;

Teachers' Module in Science and Health 6 p. 43

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What is the first law of conservation of energy? Give examples to explain this law.

B.Developmental Activities:

1.Motivation:

What happens if you drop a ball at a certain height? What happens to the energy of the ball when it stops bouncing?

2.Presentation:

Activity:

a.Drop a ping-pong ball and observe how it bounces up and down until it stops.

b.Improvise a Maxwell's Pendulum or Law Entropy Apparatus by mounting vertically the track of the magnetic yoyo on an aluminum base and stand. Allow the yoyo to roll down and up repeatedly along the vertical track.

Analysis/Discussion:

a.What energy transformation are taking place in a bouncing ping pong ball?

b.Does the ball reach the same height every time it bounces back?

c.What energy transformation take place as the yoyo is rolling down the track?

d.What happens as the yoyo reaches the bottom of the track?

e.What energy transformation takes place? As the yoyo is ascending the track?

f.Describe the height of the yoyo every time it makes a climb.

3.Concept Formation:

How is heat produced in the entropy apparatus? What happens to the heat?

4.Application:

What does the body use when it works?

What does the body feel while working? .Where does heat go?

IV.Evaluation:

Answer the following question:

1.What energy transformation takes place in a volcanic eruption? Complete the diagram.

Chemical energy to to _________________

2.What is given off in the transformation?

3.Where does heat go?

2.Give other examples of energy transformation where heat is produced.

V.Assignment:

Play with a yoyo at home. Observe its movement.

SCIENCE VI

Date: ____________

I.Objective:

Demonstrate that heat. energy can be transferred

Values:Handling materials with care; cooperation

II.Subject Matter:

Heat Transfer

A.Science Concepts/Ideas:

The molecules of liquid and gas are farther apart and could easily around at random. Thus heat is transferred by individual molecules from one place to another.

The method of heat is called convection. When a liquid or gas is heated, the molecules at the heated spot move farther apart. The warmer liquid/gas becomes lighter and is pushed up by the colder liquid/gas. The process repeats and convection current is produced.

B.Science Processes:

Demonstrating, observing, inferring, identifying.

C.Materials:

Base and stand, safety pin pivot, brass, pinwheel, candle, convection and conduction apparatuses.References:

Manual of Enhancement Activities and Experiments p.80III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

How does a yoyo move in the string? What does it indicate?

B.Developmental Activities:

1.Motivation:

What happens to gas when heated? What makes it rise?

2.Presentation:

Activity:

a. Improvise a convection turbine by balancing horizontally a brass pinwheel on top of a safety pin pivot. The pinwheel is mounted on a chimney directly above a lighted candle.

b.Observe hat happens to the pinwh'3el as the air is heated by the candle.

c.What happens to the brass pinwheel as' heated air rises?

d.How can this transformation of energy be used to do useful work?

3.Concept Formation:

Can heat energy be transferred? Cite evidences.

4.Application:

Why do big factories use convection turbine?

IV.Evaluation:

Answer the following questions.

1.What happens to air when heated? When cooled?

2.What air rises? What are sinks?

3.What do you call this movement of air?

4.What is generated in a convection current?

V.Assignment:

How are big factories ventilated? Remarks: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SCIENCE VI

Date: ____________

I.Objective:

Meassure the speed of an object.

Values:AccuracyII.Subject Matter:

Speed

A.Science Concepts/Ideas:

There are two ways of describing motion.

On way is by describing its speed. ~ is the rate of motion. It is the measure of the distance (d) covered by a moving body in a given length of time (t).

It describes how fast the body changes its position with respect to its surrounding. During their motion, they sometimes speed up or slow down. The speed of the body at any particular time or distance is called its instantaneous speed. The speed of the same body over a period of time or distance is called its average speed; it is the total distance that the body has traveled divided by the total time of travel.b.Science Processes:Observing, describing

C.Materials:

Conductometer, real objectsReferences:

Teacher's Module in Science and Health into the Future:

Science and Health, pp. 166-169

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What is meant by convection? How is convection current formed?

B.Developmental Activities:

1.Motivation:

What do you feel if you stay under the sun? Why does mother use a pot holder when cooking?2.Presentation:

Activity:

4.10 Method of Heat Transfer Into the Future: Science and Health 6, pp. 167-168

3.Concept Formation:

What are the three ways by which heat is transferred? Describe each. Give example of each.

4.Application:

Find out why heat is transferred in a rock exposed to sunlight.

IV.Evaluation:

Match column A with column B.

A.

B

1. Radiation

a.It is the transfer of heat through a substance b direct contact

2. Convectionb.It is the transfer of energy in waves through space

3. Conductionc.It is the transfer of heat by the movement of liquids and ases

V.Assignment:

Draw pictures that show heat transfer.

SCIENCE VI

Date: ____________

I.Objective:

Measure the speed of an object.

Values:Accuracy

II.Subject Matter:

Speed

A.Science Concepts/Ideas:

There are two ways of describing motion.

On way is by describing its speed. Speed is the rate of motion. It is the measure of the distance (d) covered by a moving body in a given length of time (t).

It describes how fast the body changes its position with respect to its surrounding. During their motion, they sometimes speed up or slow down. The speed of the body at any particular time or distance is called its instantaneous speed. The speed of the same body over a period of time or distance is called its average speed; it is the total distance that the body has traveled divided by the total time of travel.

b.Science Processes:

Measuring, identifying, inferring, comparing

C.Materials:

Glass marble, ruler, watch

References:

Manual of Enhancement Activities and Experiments p. 49

Teachers' Module in Science and Health 6 pp.48-49

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

How is heat energy transferred in a convection turbine? Give more examples of energy transformation caused by heat.

B.Developmental Activities:

1.Motivation:

Camille is a fast runner. Can you describe your speed, Camile?2.Presentation:

Activity:

a.Calculate the average speed of walking person. Measure the distance he traveled in 10 seconds.

b.Calculate the average speed of a rolling marble. Release the marble from an inclined plane. Measure the time it took to cover the distance.

c.Calculate the average speed of a falling sheet of paper. Release the paper from a certain height and measure the time of fall.

3.Concept Formation:

What is the speed of each object? How do we measure the speed of an object in motion?4.Application:

Can you describe your speed when walking slowly?IV.Evaluation:

How do we measure speed? Solve the following?

Give the average speed of each of the following.

1. A car that travels 100 km in 2 112 hours

2. A runner running 50 km in 4 hours

3. An Igorot walking at a speed of 5 km/hour

V.Assignment:

Measure the time it takes you to walk from your house to the school.

SCIENCE VI

Date: ____________

I.Objective:

Identify the specific direction of a moving object.

Values:AccuracyII.Subject Matter:

Motion

A.Science Concepts/Ideas:

An object in motion is changing its position. Some forms of motion such as a speeding car can be seen clearly. An object may be moving to the south direction or opposite direction. One can however infer the occurrence of motion if there is a change in an objects position with perfect to a frame of reference. Frame of reference is what an observer compares the position an object.

B.Science Processes:

Observing, comparing, describing

C.Materials:

PicturesReferences:

Philippine Elementary Learning Competencies p. 34Manuel of Enhancement Activities and Experiments 5 p.47

Teachers Module in Science and Health 6 p.48

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

What is the distance of our room from the gate? It takes one ten minutes to walk from the gate to the room, what is his/her speed?

B.Developmental Activities:

1.Motivation:

If you are facing the north, where is the east? the west? the south? What are the main directions?

2.Presentation:

Activity 1: Manual of Enhancement Activities and Experiments, p. 47

a.Observe each picture. Infer whether or not the animals moved. State your frame of references.

Analysis/Discussion:

a.Did the monkey move? What is your frame of reference?

b.Did the pig move? What is your frame reference?

c.Did the horse move? What is your frame of reference?

d.To what direction does each animal move?

3.Concept Formation:

When do you say that an object has moved? What is the meaning of frame of reference? Does the frame of reference identify the specific direction where one is going to?

4.Application:

In what direction are you going if you go to the comfort room? to the library? to the school canteen?

IV.Evaluation:

Observe the other pictures and answer the questions.

1.Which of the animals moved? What is the frame of reference?

2.Give the specific direction where one is moving.

V.Assignment:

Make an illustration of an object that has moved. Include your frame of reference.

SCIENCE VI

Date: ____________

I.Objective:

Measure velocity of a moving object.

Values:AccuracyII.Subject Matter:

Velocity

A.Science Concepts/Ideas:

The other way of describing motion is by its velocity. Speed (S) and velocity (V) both describe the rate of motion of an object. The difference is that the velocity has a specified direction while the speed has none. Because of this specific direction, the distance measured in calculating velocity is not the actual distance covered by the body, if the body were going in different directions. What is measured is its displacement. Displacement differs in distance in that distance refers to the total path traveled by the moving body from starting point to terminal point.

B.Science Processes:

Measuring, identifying, comparing, describing

C.Materials:

Person, ruler, watchReferences:

Philippine Elementary Learning Competencies p. 34

Manual of Enhancement Activities and Experiments p. 50

Teachers' Module in Science and Health p.49

III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

When do you say that an object has moved?

B.Developmental Activities:

1.Motivation:

Are speed and velocity the same in relation to motion? Let's find out the differences between them.

2.Presentation:

Activity:

a.Calculate the average speed of a person who walks 4 meters to the north then 3 meters to the east. Measure the time in seconds it takes the person to walk the total distance.

b.Calculate the average velocity of the same person. Measure the distance connecting the starting point and the finishing point. This is his displacement. Divide his displacement by his time of travel.

Analysis /Discussion:

a.Total distance traveled___________________

b.Total time of travel___________________

c.Displacement___________________

d.Average speed___________________

e. Average velocity___________________

3.Concept Formation:

How does speed differ from velocity? How do we measure the velocity of a moving object?

4.Application:

Take 15 steps forward and 10 steps backward. How many steps did you make in all? How far are you from the starting point?

IV.Evaluation:

Analyze the problem and solve.

A Times Transit traveled 809 kms. to the north and 76 kms. to the south for 16 hours.

1.Total distance traveled

2.Total time traveled

3.Displacement

4.Average speed

5.Average velocity

V.Assignment:

Differentiate between speed and velocity.SCIENCE VI

Date: ____________

I.Objective:

Infer that the motion of an object is determined by forces acting on it.

Values:Rely on evidences. Never judge a book by its coverII.Subject Matter:

System of Forces

A.Science Concepts/Ideas:

A frame of reference is to what an observer compares the position of an object.

When two forces are exerted upon a body, such that a net force results from their interaction, the system of forces is said to be unbalanced.

When two or more forces are applied simultaneously on a body such that there is no net force acting on it, the system of forces is said to be balanced or in equilibrium.

A body at rest is acted upon by a balanced system of forces.

B.Science Processes:

Describing, observing, inferring, comparing

C.Materials:

Pictures

Pulley

String

Paper clips

Washers

References:

Science and Health VI Module and Worktext pp. 148-151, 164-165III.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

Cite examples on how heat energy can be transferred.

Ask how do they know that an object has moved.

B.Developmental Activities:

1.Motivation:

If you are going to observe the wall clock, why is it easy to say that the second hand of a clock is moving?

2.Presentation:

Activity

a.Show figure 6.3a and 6.3b.

b.Observe figure 6.3a and 6.3b

c. Infer which of the animals moved.

d.Observe and infer

- It there any change in the position of the animals?

- What can you infer from this observation?

- Can you tell for sure which of the two animals moved? Why?

3.Concept Formation:

The class can tell which objects moved. Ask how do they know that an object moved.

Give the difference between balanced and unbalance forces.

4.Application:

Before judging things on people around you, what would you do?

IV.Evaluation:

Choose the correct answer.1.How do you know that an object has moved?

a.There is a change in an object's weight.

b.There is a change in an object's size.

c.There is a change in an object's position.

d.There is a change in an object's texture.

2.An observer said the bus has moved. He viewed the bus with respect to another object, we call this hisa.starting point

b.frame of reference

c.way of measurement

d.estimation

3.Newton's first law of motion states that a moving body will maintain its motion

a.and gain acceleration.

b.but will gradually slow down because of friction.

c.along a circular path and with constant acceleration.

d.unless acted upon by an outside force.

V.Assignment:

Make a list of things, objects or bodies around you which are being acted upon bya. balance forces

b. unbalanced forces

SCIENCE VI

Date: ____________

I.Objective:

Observe that a body at rest tends to remain at re;t and a body in motion tends to be in motions unless an outside force is applied on it

Values:Handling materials with care; respect for others

II.Subject Matter:

Mechanical Energy Formation and Uses

A.Science Concepts/Ideas:

A body will not move unless acted upon by a force and when it is set into motion, it will continue moving unless stopped' by a force, which is called inertia or a body's resistance to acceleration.

Mass is a factor that affects a body's acceleration

The greater is the mass of a bodys the greater is its inertia, and therefore the lesser is its acceleration.

It is easier to accelerate or decelerate a body with less mass than a body with a greater mass.

B.Science Processes:

Describing, observing, inferring, comparing

C.Materials:

Plastic cups String

Sand

Drinking straw

Inertia apparatus

Various objects of different masses

References:

Science and Health VIIII.Procedure:

A.Preparatory Activity:

1.Checking of Assignments/Review:

List of things, objects or bodies which are acted upon by balanced/unbalanced forces.

Ask how 60 they know that. objects have moved/which objects moved.

B.Developmental Activities:

1.Motivation:

Put a ball on the table, let it remain at rest. Ask them if the ball moves. Let it roll, ask if it continues roiling. Let it roll once again, then, put a stick on its way, what happen?

2.Presentation:

Activity:

a.Suspend two plastic cups with equally long strings. Fill one plastic cup with sand. b.Use the drinking straw to blow against the plastic cups to set them in motion.

b.Observe and infer.

-Which plastic cup has more mass? Which plastic cup has more inertia?

-What can you infer from these observation?

-Why is weight not a factor to be considered in moving each plastic cup?

3.Concept Formation:

Explains what inertia is.

Tell the factor that affects acceleration.

4.Application:

How would you relate inertia to being a good leader?IV.Evaluation:

Choose the letter of the correct answer.

1.The quantity of material is matter is its

a. weight

b. force

c. gravity

d. mass

2. The acceleration that results when a person is pushing a stalled car depends upon

[A] the mass of the car.

[B] the amount of force applied.

[C] the gravity of the force.

[D] the inertia of the person pushing the car.

a. [A], [B] and [C]

b. [B], [C] and [D]

c. [A] and [B]

3. Two bodies were dropped simultaneously from the same height and fell to the ground at the same time. The two bodies must have the same

a.mass

c. volumeb.weight

d. speed

V.Assignment:

The two stones of different sizes with equally long strings and suspended each on a stand. Bring the two stones at the same height, then release.Waste

Environment

Reuse

Reduce

Recycle

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