grade 3 science - hots - copy

8/13/2019 Grade 3 Science - Hots - Copy

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ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators, and the BEE Staff for their

enthusiastic commitment in the development, revision and finalization of the Lesson Guides.

Ms. Rufina Cuan r. Brian E. !lan

Education Supervisor Education Supervisor

ivision of Mala"on#$avotas ivision of %alenzuela Cit&

$erisa M. Beltran 'rinidad M. Lagarto

Education (rogram Specialist !! Senior Education (rogram Specialist

C, BEE C, BEE

Co#)nchorperson )nchorperson

Br&an Simara Luzviminda Basilio Eric de Guia

Encoder Chair, Secretariat !llustrator*)rtist

C, BEE C, BEE )dmin. +ffice, BEE

!rene C. de Ro"les

+fficer#!n#Charge )ssistant Chief, C,BEE

)ppreciation is etended to the following consultants for their untiring efforts in sharing their

epertise -

(#$!SME Staff r. L&dia +racion

niversit& of the (hillippines %ice#(resident for )cademic )ffairs

iliman, /uezon Cit& )teneo de Manila niversit&

(acita 0osa1a elfin Bautista

(rofessor, Elementar& epartment 0ead, Science epartment)teneo de Manila niversit& )teneo de Manila niversit&

Lo&ola 0eights, /uezon Cit& Lo&ola 0eights, /uezon Cit&

SIMEONA T. EBOL

Chief

Curriculum evelopment ivision

Bureau of Elementar& Education

YOLANDA S. QUIJANO

irector !%


ii

PREFACE

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Science educators throughout the world have "een espousing the idea that the "estwa& to learn science is "& 2doing science.3 4e all share in a vision of achieving ecellence in

Science and 'echnolog& at par with that of developed countries. Science and 'echnolog& are

shaping the world. Social and economic development area, to a large etent, is dependent on

Science and 'echnolog&. +ne of the man& wa&s to achieve this vision is to develop Lesson

Guides for 'eachers throughout the countr&, using 2minds on,3 hands on and integrating

0igh#+rder 'hin1ing S1ills 50+'S6 7 Based )ctivities approach.

Lesson Guides !ntegrating 0igh#+rder 'hin1ing S1ills 50+'S6 Based#)ctivities for

'eachers in Science is designed to allot sufficient time to accomplish each Learning

+"8ective to suit the capa"ilit& of the learners. 'he learners should "e given enough time to

perform the activit&, record data, anal&ze and interpret results, and discuss and evaluate

findings within groups and with the whole class. 'he learning o"8ectives aim to provide the

learners an opportunit& to develop Science and 'echnolog& concepts and to ac9uire the

manipulative, creative and high#order thin1ing s1ills. Learning o"8ectives are "ased on the

updated version of the (ELC#BEC 5(hilippine Elementar& Learning Competencies 7Basic

Education Curriculum6 which have undergone intensive revision and finalization. 'he tets

consist of illustrations to facilitate learning. 'he presentation is so designed that most

activities can "e directl& used in the science classroom.

4e, therefore, encourage &ou to utilize the Lesson Guides which are intended to

enhance instruction and prepare our learners to "ecome glo"all& competitive in the :; s

centur&.

Curriculum Developme! Divi"ioBureau of Elementar& Education

i

PREFACE

Science educators throughout the world have "een espousing the idea that the "estwa& to learn science is "& 2doing science.3 4e all share in a vision of achieving ecellence in

Science and 'echnolog& at par with that of developed countries. Science and 'echnolog& are

shaping the world. Social and economic development area, to a large etent, is dependent on

Science and 'echnolog&. +ne of the man& wa&s to achieve this vision is to develop Lesson

Guides for 'eachers throughout the countr&, using 2minds on,3 hands on and integrating

0igh#+rder 'hin1ing S1ills 0+'S 7 Based )ctivities approach.3


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Lesson Guides !ntegrating 0igh#+rder 'hin1ing S1ills 50+'S6 Based#)ctivities for

'eachers in Science is designed to allot sufficient time to accomplish each Learning

+"8ective to suit the capa"ilit& of the learners. 'he learners should "e given enough time to

perform the activit&, record data, anal&ze and interpret results, and discuss and evaluate

findings within groups and with the whole class. 'he learning o"8ectives aim to provide the

learners an opportunit& to develop Science and 'echnolog& concepts and to ac9uire themanipulative, creative and high#order thin1ing s1ills. Learning o"8ectives are "ased on the

updated version of the (ELC#BEC 5(hilippine Elementar& Learning Competencies 7Basic

Education Curriculum6 which have undergone intensive revision and finalization. 'he tets

consist of illustrations to facilitate learning. 'he presentation is so designed that most

activities can "e directl& used in the science classroom.

4e, therefore, encourage &ou to utilize the Lesson Guides which are intended to

enhance instruction and prepare our learners to "ecome glo"all& competitive in the :; s

centur&.

Curriculum Developme! Divi"io


iACKNOWLEDGEMENT


enthusiastic commitment in the development, revision and completion of the Lesson Guides.

r.


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)ssistant Chief, C,BEE


epertise -





(rofessor, Elementar& epartment 0ead, Science epartment

)teneo de Manila niversit& )teneo de Manila niversit&


SIMEONA T. EBOL

Chief

Curriculum evelopment ivision


YOLANDA S. QUIJANOirector !%


ACKNOWLEDGEMENT


enthusiastic commitment in the development, revision and completion of the Lesson Guides.

Ms. Rufina Cuan r. Brian E. !lan

Education Supervisor Education Supervisor

ivision of Mala"on#$avotas ivision of %alenzuela Cit&

$erisa M. Beltran 'rinidad M. Lagarto

Education (rogram Specialist !! Senior Education (rogram Specialist

C, BEE C, BEE

Co#)nchorperson )nchorperson

Br&an Simara Luzviminda Basilio Eric de Guia

Encoder Chair, Secretariat !llustrator*)rtist

C, BEE C, BEE )dmin. +ffice, BEE

!rene C. de Ro"les +fficer#!n#Charge

)ssistant Chief, C,BEE


epertise -



6


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(rofessor, Elementar& epartment 0ead, Science epartment

)teneo de Manila niversit& )teneo de Manila niversit&


SIMEONA T. EBOL

ChiefCurriculum evelopment ivision


YOLANDA S. QUIJANO

irector !%


Grade 3TABLE O# CONTENTS

(age(RE


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I. Learning Objectives: 1. Identify the main parts of the eyes2. Describe the function of each part3. Demonstrate care of the sense organ4. Describe ays of hand!ing in"uries of the eyes

II. Learning Tasks

A. Subject Matter: Main Parts of te E!es an" Teir Function

#. Conce$ts%I"eas

#he eye is the sense organ that he!ps us see things around us. #he main parts of the eye are cornea$ pupi!$ iris$ !ens$ retina and optic ner%e. &ight that bounces from an ob"ect passes through the cornea$ pupi!$ !ens$ and forms an in%erted

image on the retina. 'er%es carry the messages to the brain. #he brain interprets the message. #here are many ays by hich e can ta(e care of our eyes.

&ackgroun" Infor'ationOur E!es

#he eye is an intricate structure that does a number of things. It recei%es and transmits thousands of %isuamessages per minute. It produces its on f!uids for !ubrication$ c!eansing and fighting off infection.

#he eyes ha%e different parts that enab!e us to see things around us. )!! !ight enters the eye through its airopening ca!!ed pupi! in the center. #he co!ored iris around the pupi! automatica!!y ad"usts to contro! theamount of !ight that enters. #he iris contracts in bright !ight and e*pands in dim !ight. #he !ens in the eyefocuses direct!y on the retina. #he image hoe%er is upside don but the brain turns the image right side up.

(. Process Ski))s

+bser%ing$ communicating$ comparing$ inferring

*. +a)ue Focus

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-a!uing the importance of our eyes racticing ays of caring for our eyes

&. References

/orone!$ /.$ et a!. 02 p. 8, ta. aria$ ).$ et a!. 022 pp.47

onui!!oa!!aria$ .$ et a!. 01,,, pp. 465

9'I:D unpub!ished handouts;a!agtas$ .$ pp. 24

C. Materia)s

or moti%ation< hand mirror 0per pupi!= diagram of parts of the eyeor )cti%ity 1< tabu!ation on ani!a paper of descriptions>functions of parts of the eyeor )cti%ity 2< materia!s for teacher demonstration< paper screen$ stand for paper screen$ fish bo! ith atercand!e$ mode!ing c!ay$ matchor )cti%ity 3< acti%ity card ith diagram of the eye$ set of uestions

III. Learning Proce"ures

A. Revie, -if nee"e"%cecking of assign'ent -if an!

&. Motivation%PresentationInferring Stage.

)s( the pupi!s to get their hand mirror and use it to dra their eyes on a bond paper. ?hen they are through$ posthe draing of the parts of the eye @ that e donAt see.

ay< B&et us compare your draing$ the parts of the eye e see$ ith the draing of the parts the eye inside.C

B?hich are the parts e can seeC 0cornea$ pupi!$ irisB?hich parts are inside our headC 0retina$ optic ner%esB?hat uestion do you ha%e about your eyes#oday e i!! concentrate on the parts of the eyes.

C. Lesson Pro$erActivit! # / Parts of te E!e

&et the pupi!s study the parts of the eye by using their sma!! hand mirror$ the diagram of the parts of the eye$and the fo!!oing tabu!ation.0ost on the board the fo!!oing descriptions>functions of each the part of the eye.

Parts 0escri$tions%Functions

/ornea #ransparent co%ering of the eyeIris /o!ored part of the eye

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upi! +pening that a!!os !ight into the eye&ens /!ear structure= bends !ight as it passes through it to

form an imageetina ;ac( of the eye containing many ner%es+ptic ner%e ;ig ner%e hich sends messages to the brain

Activit! ( / Mo"e) of te E!e -Teacer 0e'onstration

1o, "oes te e!e receive an i'age2

ateria!s< cand!e standing on mode!ing c!ay$ match$ fishbo! fi!!ed ith ater$ hite cardboard or carto!ina ona stand

roceduredtuc(er>images>s(in.JG


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(. Process Ski))s

+bser%ing$ communicating$ inferring

*. +a)ue Focus

#a(ing care of the s(in

&. References

;a!ce$ .:. et.a!. 01,,7 pp. 1112;a!agtas$ et. a!. 01,,, pp.3538 /orone!$ et. a!. 024 p. 24 ta. aria$ et. a!. 022 pp.1415

C. Materia)s

/and!e ith f!ame= a g!ass of co!d ater= rea! ob"ects !i(e stone$ tennis ba!!$ magnifying g!ass= en!arged diagram ofthe s(in= g!o%es= fami!iar items< toothbrush$ ash c!oth$ paintbrush$ feather$ b!oc($ toy car$ rubber ba!!$ coin$

crayons


A. Revie, -if nee"e"%cecking of assign'ent -if an!

ead the ords inside the bo*.

pinnaan%i!semicircu!ar cana!

coch!eaeardrumstirrup

ear cana!hammerauditory ner%es

In hich part of the ear is eachpart!ocated

?rite them in the correct co!umn in the tab!e be!o.

Main Parts of te Ear

Outer Ear Mi"")e Ear Inner Ear

)s( some pupi!s to share ho their brothers or sisters c!ean their ears. Discuss this point ith themc!oth 0+ur nostri!s ha%e thin mucus !ining. #heycan get bro(en easi!y and then get infected.

3. ?hy shou!d you co%er your nose ith a c!ean

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hand(erchief if the air is dusty 0#he c!eanhand(erchief i!! protect me from inha!ingdirty air.

I+. Assess'ent

)nser the fo!!oing itemsc!oth if the air is fu!! of dust3. ?hy is your sense of sme!! important ?hat do you thin( the or!d i!! be !i(e ithout our sense of sme!!

Points Ans,ers

2 entions 2 ideas Dusty air is not fu!!y f i!tered by hair in our nostri!s.

Dusty air is not good for oneAs hea!th.1 entions on!y 1 out of the 2 abo%ementioned ideas. ?rong anser>no anser

+. Assign'ent

1. ?hat shou!d you do hen your nose b!eeds 0Inter%ie a medica! doctor or an adu!t ho (nos hat to do hennose b!eeding occurs.

)nser< If your nose b!eeds$ do the fo!!oingher tongue then p!ace the cotton bud on the right side of his>her tongue. #hen as(< /anyou taste anything 0&et somebody rite hat has been tasted.

3 inse your tongue. #hen p!ace the cotton bud on the tip of your tongue. /an you taste anythingseet ?rite don hat has been tasted.

%art "&roup (#1 epeat procedure 1 and 2 using sa!t.2 !ace the cotton bud at the tip of your tongue. Did you taste something ?rite hat you ha%e tasted.3 !ace the cotton bud on the right and !eft sides of the tongue. /an you taste something ?rite don

hat you ha%e tasted.

%art ) "&roup *#1 epeat procedure 1 and 2 using %inegar.2 !ace the cotton bud at the sides and tip of the tongue. ?rite don hat you ha%e tasted.

%art D "&roup +#

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1 epeat the same procedure as abo%e using coo(ed and mashed ampala$a. ?rite don hat youha%e tasted.

)nser the fo!!oing uestionsbrother

b. &ead the c!ass to understand that as they gro up$ they can do many things.

E. 4enera)i5ation

?hat ere your capabi!ities hen you ere a baby 0/ra!$ !earn to a!( and stand a!one$ sit up$ s!eepfreuent!y$ say a fe short ords.?hat physica! capabi!ities can you do no 0un$ stand a!one$ rite$ count$ sing a song$ p!ay ith friendsDo your physica! acti%ities change as you gro ?hy 0es$ I can do many things as I gro$ because became ta!!er$ hea%ier and stronger.

F. A$$)ication

) baby cries to e*press a!! his needs. ?ou!d you a!so do the same Fo do you no e*press your needs0'o$ I can say>te!! my needs c!ear!y and say it to the persons ho can he!p me.Do you depend on other peop!e for your needs !i(e ta(ing a bath$ getting ater to drin( Is this good ?hyor hy not 0'o$ itAs not good to depend on other peop!e to do things for me hen I can do them myse!f.

4. Assess'ent

/hec( the acti%ities that the chi!d in the picture can do.

) 1 N yearo!d can

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stand on his onride a bi(e

ho!d a penci! proper!ysing a song

'ame< &eni)ge< 1 N years o!d

) 6yearo!d can

stand ho!ding onto furnitureride a bi(edrasing a song

'ame< 'isa ichae!a)ge< 6 years o!d

) ,yearo!d can

rundress up on his oncra! to go someherecry hen hungry

'ame< Jose)ge< , years o!d

I+. Assign'ent

&ist physica! acti%ities you en"oy a !ot and those you donAt !i(e doing. or e%ery acti%ity$ gi%e an e*p!anation.

P!sica) Ca$abi)it! Like 0on7t Like Reason-s

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I. Learning Objective: /ompare oneAs present socia! acti%ities>interest ith those of pre%ious years 0e.g. p!ayingith friends$ he!ping out ith househo!d chores being ta(en care of by parents$ etc.

II. Learning Tasks

A. Subject Matter: Socia) Activities of a Ci)"

#. Conce$ts%I"eas

a. ) chi!dAs socia! acti%ities change as he grosb. ) chi!d has more socia! acti%ities no than before

(. Process Ski))s

+bser%ing$ communicating$ inferring$ comparing

*. +a)ue Focus

ositi%e attitude toards change

&. References

;a!agtas$ et a!$ 021 pp. 4346 /orone! et a!$ 02 pp. 3435 http>.chi!dde%e!opment.com>parenting >socia!iKation.shmt!025 http>.pa!omar.edu>socia!>socH1.htm025

C. Materia)s

ictures of different acti%ities of babies$ todd!ers$ grade 3 pupi!s


A. Revie, -if necessar!%cecking of assign'ent -if an!

Distribute pictures hich depict physica! changes then and no. &et the pupi!s arrange the pictures based ontheir groth seuence.

&. Motivation%Presentation

&et them name some of their friends at home and at schoo!

3,

&ackgroun" Infor'ation

ocia!iKation is a !earning process that begins short!y after birth. It is the genera! term forthe many different ays and processes by hich chi!dren become ab!e to function as

members of their socia! community. :ar!y chi!dhood is the period of the most intense andmost crucia! socia!iKation. It is then that e acuire !anguage and !earn the fundamenta!s ofour cu!ture. It is a!so hen much of our persona!ity ta(es shape. Foe%er$ e continue tosocia!iKe throughout our !i%es.

)!! chi!dren go through definiti%e phases of socia! de%e!opment. #he infant or %ery youngchi!d p!ays a!one uite happi!y$ babb!ing to himse!f and occasiona!!y sharing a treasure ithmother or father. If another chi!d enters the scene$ he is !i(e!y to be pushed out of the circ!eof p!ay.

'e*t comes the period hen a chi!d is ab!e to p!ay ith one chi!d and this inc!udes ane!ement of ad"ustment to the idea of sharing$ of ta(ing turns$ of going BfirstC or B!ast.C

:%entua!!y he i!! be ab!e to p!ay ith three or more chi!dren and by the time the chi!d enters(indergarten$ he is ab!e to "oin and en"oy group e*periences.
http://www.childdevelopment.com/parenting%20/socialization.shmtlhttp://www.palomar.edu/social/soc_1.htmhttp://www.palomar.edu/social/soc_1.htmhttp://www.childdevelopment.com/parenting%20/socialization.shmtlhttp://www.palomar.edu/social/soc_1.htm


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)s( hat acti%ities they !i(e doing together

C. Activit! Pro$er

Activit! #roceduregir!As acti%ities ith friends

c. resentation by groupd. &et them describe hat each group has presented

Euestionboy en"oy p!aying 0#he baby p!ays ith the mother. #he boy p!ays ith hisfriends.

2 )s a baby gros$ does he continue to en"oy the same acti%ities 0'o. )s the baby gros$ he>she en"oysother acti%ities.

3 )s a baby boy gros$ hat acti%ities does he en"oy and ith hom does he do them ith 0)s the babygros$ he en"oys acti%ities ith other boys ho are as o!d as he is.

resent the statements of different socia! acti%ities done before and at present.

Activit! (

rocedure(idshea!th.org>(id>stayHhea!thy>food>pyramid.htm!

FereAs hat the co!ors stand for< 'ote< Tis i))ustration is co)ore". orange Q grains green Q %egetab!es red Q fruits ye!!o Q fats and oi!s b!ue Q mi!( and dairy products purp!e Q meat$ beans$ fish$ and nuts.

?hat information can you get from the ood yramid

:at a %ariety of foods. ) ba!anced diet is one that inc!udes a!! the food groups. In other ords$ ha%e foodsfrom e%ery group e%ery day.

:at !ess of some foods$ and more of others.ou can see that the bands for meat and protein 0purp!e andoi!s 0ye!!o are narroer than the others. #hatRs because you need !ess of those (inds of foods than youdo of fruits$ %egetab!es$ grains$ and dairy foods.

Activit! * ? Make !our O,n Menu

;e!o are samp!es of foods and their corresponding dai!y recommended amount.

Foo" 4rou$ 0ai)! Reco''en"e" A'ount

4rainspotatoes$ nood!es$ bread$ cerea!s$ rice$

camote$ hotca(e$ oatmea!$ cassa%a$oatmea!$ cerea!$ pasta

measured in ounces hich eua!s thefo!!oing2 cup

Fruitsmeasured in cups 11>2 cupMi)k an" Oter Ca)ciu'?Ric Foo"s 2 cups of mi!( or other ca!cium rich

foodMeats= &eans= Fis= an" 8uts measured in ounces hich eua!s the

fo!!oing


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;rea(fast< bread "uice HHHHHHHHHHHHH

&unch< 1 cup rice 1 fried egg HHHHHHHHHHHHH Dinner< 1 cup rice seetened banana HHHHHHHHHHHHH

I+. Assign'ent

/hec( your unday brea(fast$ !unch and dinner. )re they ba!anced mea!s ?hy or hy not

I. Learning Objective: :*p!ain ho certain i!!ness>disease s!o don oneAs groth andde%e!opment

II. Learning Tasks

A. Subject Matter: I))nesses%0iseases

#. Conce$t%I"eas

)n i!!ness or disease is a hea!th prob!em that can s!o don oneAs groth and de%e!opment. ome common hea!th prob!ems that affect chi!dren are cough$ co!ds and fe%er. +besity and ma!nourishment can a!so affect groth and de%e!opment. o!io and intestina! orms can a!so affect oneAs groth and de%e!opment. Intestina! orms feed on the nutrients from the food e eat$ so chi!dren do not get the nutrients they

need. #herefore$ they become ea( and cannot do the things that other chi!dren can do. #hey ou!d a!so !ac( the nutrients that ou!d he!p them gro ta!! and hea!thy.

(. Process Ski))s

+bser%ing$ inferring$ communicating

*. +a)ue Focus

racticing c!ean!iness to a%oid i!!ness>diseases ho (indness to sic( chi!dren

&. References

&!arinas$ et a!.$ 01,,, pp. 1,1,1 -engco$ eta!.$ 01,,, pp. 217218 a%e the /hi!dren>Department of :ducation$ 025 pp. 15 :aston$ 01,,,$ etrie%ed arch 28$ 24 from .bm".!earning.com

C. Materia)s

ictures of unhea!thy chi!dren


A. Revie, -if necessar!%cecking of assign'ent -if an!


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http://www.bmj.learning.com/http://www.bmj.learning.com/


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)s(< ?ho among you had been sic( ?hat (ind of i!!ness did you e*perience ?hat did you (ind

C. Lesson Pro$er

Activit! #

orm 3 groups. &et each group choose their !eader and reporter. ro%ide the first group ith a picture of a %ery thinchi!d=the second group ith a picture of an obese chi!d=

and a picture of a chi!d ith a big stomach for group three.

&et each group describe the pictures. &et them anser the fo!!oing uestionsdiseases to oneAs groth and de%e!opment?hy do peop!e get sic(

orm groups.

Fa%e a contest on !isting don i!!nesses>diseases they (no. ting don i!!nesses>diseases they (no.


/a!! hea!thy chi!dren. &et the pupi!s describe them.)s(< )re they hea!thy ?hat ma(es these chi!dren hea!thy ?ou!d you a!so ant tobe hea!thy !i(e them &etAs find out ho.

C. Lesson Pro$er

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Activit! #

rint on strips of paper$ ords and phrases of practices that ma(e one hea!thy. ost on the board a picture of a hea!thy chi!d. &et the pupi!s connect the practices that ma(e one hea!thy to the picture of a hea!thy chi!d.

Euestionscommunity.

a. Group the pupi!s into 4 groups.b. )ssign one anima! for each group to obser%e. &et them identify$ the body parts that enab!e these anima!s to

mo%ec. ?hen a!! the groups are through$ they can e*change p!aces ith the other groups to obser%e the anima!s and

identify their body parts.d. :ach group i!! obser%e the mo%ement of the anima! assigned to them.e. &et each group rite their ansers on the chart.

Ani'a)s 1o, It Moves &o"! Parts


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#erry shou!d ca!! a person ho can safe!y transfer the !eashed puppy to a shady p!ace. Fe shou!d nodo it himse!f because the puppy might bite him.

#he puppy shou!d be gi%en ater to drin(. #he puppy shou!d be tied to a !onger !eash so it can mo%e more. #he oners of the puppy shou!d be contacted soonest to inform them about hat happened to thei

puppy.

I+. Assess'ent

)# I

Identify the numbered parts of the frog 0'umbers 1 to 3.

1. 0head2. 0bod$3. 0leg and foot

4. ?hich body parts of the frog are used so it can mo%e from one p!ace to another 0-egs and feet5. Fo does a frog mo%e 0't umps. 't swims.

)# II

Identify the numbered parts of the horse 0'umbers 1 to 5.

1. 0tail2. "bod$#3. "head#4. "neck#5. "leg and foot#6. ?hich body parts of the horse are used so it can mo%e from one p!ace to another 0legs and feet7. Fo does a horse mo%e 0't walks, runs and umps.#

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HOTS/ )ompare parts of animals/ differences

a. Horse 0 frogb. ird "ma$a# 0 snake

I+. Assign'ent

Go around your community and !oo( for fi%e 05 anima!s. #a(e note of each anima!As body parts used for mo%ementDescribe a!so ho each anima! mo%es.

Ani'a) &o"! Part-s for Move'ent 1o, it Moves

1.2.3.4.5.

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I. LearningObjective:

Infer that anima!s !i%e in different p!aces.

II. Learning Tasks

A. Subject Matter: P)aces 9ere Ani'a)s Live

#. Conce$ts

)nima!s !i%e in different habitats. )nima! habitats inc!ude !and and ater areas. &and areas inc!ude forests$ grass!ands$ and deserts. ?ater areas inc!ude !a(es$ ponds$ ri%ers$ streams$ cree(s$ irrigationa! cana!s$ oceans and seas.

(. Process Ski))s

+bser%ing>describing$ communicating$ co!!ecting data$ inferring$ ma(ing mode!s

*. +a)ue Focus:

-a!uing the importance of p!aces here anima!s !i%e

&. References

/orone! 02 pp. 3536 /orone! 021 pp. 7$ 73 a"ardo 021 pp. 7,81 ;a!ce 01,,7 pp. 3754

C. Materia)s

acti%ity sheettoys>cutouts of anima!s that !i%e on>in>around ponds$ forests and grass!andspictures of anima!s that !i%e on>in>around deserts$ !a(es$ ri%ers$ streams$ cree(s$ cana!s$ oceans and seas

&ACB4RO


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) pond is a body of ater sma!!er than a !a(e. It has no surface outf!o to drain off ater and often it is springfedDue to the c!osed en%ironment$ it is described as a se!fcontained ecosystem. onds can be natura! or artificia!!ymade.


A. Revie,: 9at ani'a)s nee" to )ive.

&. Motivation%PresentationInferring:

?here do you find anima!s ?hy do you find anima!s in these p!aces

C. Activit! Pro$er

)/#I-I# 1 @ ?here )re the )nima!s

&et your pupi!s a!( around the schoo! grounds and garden. ay< B?eAre going to %isit some of our Bneighbors.C;e %ery uiet because they are shy and they get easi!y disturbed. Just obser%e uiet!y and e i!! ta!( aboutyour obser%ations hen e i!! come bac( in our room.C

ateria!s< pen$ paper$ tigs$ stones$ paper$ !ea%es$ seeds and other materia!s

roceduresandy>!oam>rich or poord %egetation 0dominant p!ants seen ande presence of in!and ater bodies 0e.g. pond$ stream$ ri%er$ !a(e

3. &ist don some anima!s you see there.4. ou can !oo( under grass !ea%es$ under the roc(s and !ogs and other noo(s here anima!s can hide.5. Gi%e a reminder< #hey shou!d (eep their obser%ation p!ace unharmed= i.e. stones>!ogs they upturned shou!d

be carefu!!y rep!aced so as not to disturb anima!s !i%ing there.

6. a(e mode!s of some of the anima!s you see. ou can use tigs$ stones$ paper$ !ea%es$ seeds and othemateria!s.7. Dra the p!ace you ha%e obser%ed.8. ost the draing of the p!ace and the mode!s you made in front of it.,. &et the pupi!s go round the different draings to study hat the other groups had recorded.

0. 0iscussion%Ana)!sis

1. &et each group te!! something about the p!aces here they sa anima!s using their draings and mode!s oanima!s they made.

2. )s(< BFo carefu! ere you hen you ere obser%ing anima!s so as not to disturb themC

E. 4enera)i5ation

1. ?here do anima!s !i%e Describe each habitats.2. ?hich anima!s !i%e on !and and in ater3. ?hat are some of the !and habitas4. ?hat are some of the ater habitat5. ?hat are some of the !and and ater habitat

)nserson>around ater. or e*amp!e< ?e sa some anima!s f!oating on ater simmingin ater 0frog$ fishes= cra!ing or f!ying around the pond>ater poo! or cra!ing a!ong its ban(s.

2. :*amp!es of anima!s !i%ing on !and< spider$ grasshopper$ coc(roach$ ant$ butterf!y$ orm$ insects on p!an!ea%es.

:*amp!es of anima!s !i%ing in ater< frog$ fish

3. ome !and habitats e sa< grassy area$ et areas around pond>poo!= ood !ot= decaying !og.

4. ome ater habitats< pond$ sma!! ater poo!$ cana!$ ater trapped in empty cans.

5. ome of the ater and !and habitat are turt!e$ crocodi!e$ sa!amander.

F. A$$)ication

ay< BFabitat means a p!ace or an en%ironment here an organism 0p!ant or anima! !i%es. ome habitats arec!ean$ but some are dirty. Dirty habitats breed pests such as f!ies$ coc(roaches and mosuitoes. #hese anima!sspread diseases hich ma(e us sic(.C)s(< B?hich anima! habitats shou!d e protect and conser%eC 0/!ean ones!i(e ponds ith fishes$ ood !ots$ c!ean grassy areas and herba! gardensB?hich anima! habitats shou!d e c!ean up or destroyC 0Dirty ones !i(e grassy areas ith garbage pi!es$ pondshich ha%e been used as garbage dumps$ and stagnant cana!s.

4. Assess'ent

). /hoose the !etter of the correct anser.

1. ?hich of the fo!!oing habitats is a sma!!$ sha!!o and enc!osed body of ater

2. ?hich habitat do you thin( has many different (inds of p!ants and anima! species

a. grass!and b. pond c. forestP

3. ?hich habitat is a big p!ain co%ered ith numerous grass species. It has fe trees groing in it.

a. grass!andP b. pond c. forest

;. Gi%e one hea!thy anima! habitat you can find ithin the schoo! campus. ?hy do you say that it is a hea!thyanima! habitat

coringno anser

+. Assign'ent

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). or those ith pets$ rite a short paragraph about your pet. 0ention the basic needs you pro%ide;. or those ho ha%e no pets$ as( your friend>neighbor and rite a short paragraph about their pet.

I. Objective: Demonstrate care and concern for anima!s

II. Learning Tasks

A. Subject Matter: 8ee"s of Ani'a)s

#. Conce$ts%I"eas

)nima!s need care and concern. or e*amp!e$ if they are sic($ they shou!d be gi%en the right medicine so theyi!! get e!! again.#a(e good care of the anima!s by gi%ing them their basic needs.


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;asica!!y$ anima!s ha%e the same needs as humans @ enough nutritious food$ c!ean ater to drin(comfortab!e and safe home$ and unpo!!uted air to breathe.

Se)ter

)nima!s need homes to !i%e in. ome anima!s !i%e in the soi!. :arthorms bui!d tunne!s in the soi!. abbitsha%e ho!es in the ground. ome anima!s !i%e comfortab!y in c!ean bodies of ater< fish$ tadpo!es$ mo!!us(sand crustaceans. ome anima!s !i%e in human surroundings !i(e our pets ith us$ and farm anima!s hichneed barns$ sheds and corra!s.

8ee" for Protection

)nima!s need protection against their indiscriminate use for research purposes. If it is rea!!y necessary to usethem$ they shou!d be gi%en pain (i!!ers or anesthesia.

Critica))! En"angere" S$ecies

+ur nationa! bird$ the hi!ippine :ag!e$ needs !ots of space in our rainforests. or e*amp!e$ a nesting pair ofeag!es needs 65 suare (i!ometers of rainforest to sur%i%e and reproduce. #heir nest is made of stout stic(sand branches on ta!! trees at !east 5 meters abo%e the ground. #he hi!ippine :ag!e is (non as Faribonshort for BFari ng mga IbonC. #oday$ e ha%e about 18 critica!!y endangered species @ 6 mamma!s$ 8 birdsand 4 repti!es. )mong these are the #amara$ hi!ippine Dear$ hi!ippine :ag!e and Dugong.

(. Process Ski))s

+bser%ing$ communicating$ inferring

*. +a)ue Focus

Mindness to )nima!s&. References

/ara!e 01,,7$ pp.28

/orone! et a! 02 pp. 5,63 ancheK 01,,6 pp. 3334

C. Materia)s

ictures that sho ho to care for anima!s$ pictures of common anima!s !i(e dog$ cat$ bird$ fish$ do%e$ chic(en


A. Revie, -If nee"e"%cecking of assign'ent if an!


ho the pictures of common anima!s. ?hich of these can be our pets Do you ha%e pets Fo do you ta(e careof your pets

C. Activit! Pro$er

1. Group the pupi!s into 5. &et the pupi!s se!ect their !eader.2. :ach group i!! discuss different anima!s that they are ta(ing care at home. or e*amp!efriend ho can ta(e care of it ind creati%e ays so the pet i!! be hea!thy

1 ention on!y 1 of 2 of the abo%ementioned ideas ?rong anser= no anser

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+. Assign'ent

?hy shou!d you a%oid ha%ing e*otic pets 0e.g. tarantu!a$ piranha$ cora!!ine fish species$ redeared green turt!e$a!aan ant eater$ cu!asisi$ (u!yaan$ 'egros do%es$ hi!ippine eag!e$ hi!ippine o!$ etc.

I. Learning Objective: Identify the parts of a p!antDescribe the characteristics of each part of a p!antDescribe the function of each part of a p!ant

II. Learning Tasks

A. Subject Matter: P)ant Parts= Caracteristics an" Functions

#. Conce$ts%I"eas

#he three main parts of p!ants are the roots$ stem and !eaf. ome p!ants bear f!oers and fruits .

ost stems are cy!indrica! in shape. tems ho!d the !ea%es upright. &ea%es are supported by the stem. &ea%es are arranged in such a ay that they recei%e sun!ight. oots mo%e donard.

:ach part of the p!ant has or( to do.

#he roots ho!d the p!ant to the soi!. #hey get ater and other nutrients from the soi!. #he stem supports the p!ant. It he!ps carry ater and nutrients from the roots to the !ea%es. #he !ea%es ma(e food for the p!ant. #he f!oers gro and de%e!op into fruits and seeds. #he fruits contain seeds hich !ater gro into ne p!ants.

(. Process Ski))s

+bser%ing$ inferring$ communicating$ co!!ecting data$ interpreting data

*. +a)ue Focus

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)ppreciation of functions of the different parts of the p!ant so it can function e!!$ gro and de%e!op fu!!y

&. References

an et a!. 024 pp. 566, Veman et a!. 01,,4 pp. 2324 -ictor 01,65 pp. 321467 De%ito et a!. 01,86 p. 7 angubat et a!. 02 p. 73,3 /orone! 01,,7 pp. 116145 ;a!agtas 01,,, pp. ,3,,

C. Materia)s

er group< f!oering eed$ bond paper$ c!ear tape$ hand !ens


A. Revie, -If nee"e"%cecking of assign'ent -if an!


ho the fu!! body of a eed$ from roots to shoot tip. ay< B#his is a eed hich I pu!!ed ear!ier from our schoogarden. ?e rea!!y ha%e to pu!! these eeds so our f!oering p!ants i!! be hea!thier. :ach group i!! need to pu!one carefu!!y so you i!! see hat its roots !oo( !i(e. ;e sure to !oo( for a eed ith f!oers$ !i(e the one I foundIA!! gi%e you time to ash off the soi! from the roots so you can c!ear!y see hat the roots !oo( !i(e.C

/an you guess here do e get the food that e eat 0fish$ rice$ meat$ %egetab!es$ fruits?hat are those green !i%ing things outside the c!assroom 0!ea%es$ trees$ p!antsDo you ha%e p!ants at home 0yes

'o$ !et us ha%e a short trip to the schoo! garden.

C. Lesson Pro$er

'ote to the teacher< Fe!p each group !oo( for a f!oering eed. ho ho to uproot the eed carefu!!y so mosof the roots i!! be ta(en.

rocedureor picture of trees$ shrubs$ herbs$ %ines and grasses


A. Revie, -If nee"e"%cecking of assign'ent - if an!


ho the pictures of different p!ants 0other materia!s.ay< +bser%e the stems of these p!ants. )re the stems simi!ar

C. Lesson Pro$er

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Di%ide the c!ass into 4 groups. /hoose a !eader for each. eca!! the standard in ha%ing a garden trip.

Gi%e each the tas( card. 0ro%ide each group ith X sheet of mani!a paper on hich they i!! rite theirobser%ations$ fe!ttipped pen.

9ere "o I be)ong2

Group 1 @ +bser%e and record p!ants ith big and hard stems.Group 2 @ +bser%e and record p!ants ith sma!! oody hard stems.Group 3 @ +bser%e and record p!ants ith soft stems.Group 4 @ +bser%e and record p!ants that c!imb on tre!!is or creep on the ground.


eporting by groups

rocess the acti%ity and enrich>reinforce the pupi!sA !earning on trees$ %ines$ grasses$ herbs and shrubs.

#hen as(< BIn hat group of p!ants ou!d you c!assify the or( of Group I ?hyIn hat group of p!ants ou!d you c!assify the or( of Group II ?hy0/ontinue unti! you reach Group -.

)nsersstem>upright

#:: F:;

bougain%i!!ea suash

F9; -I':

?ith oody trun(>stem

trun(>stem

?ith nonoodytrun(>stem ?ith oody trun(>stem?ith soft nonoody

trun(>stem


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4. herb 0a p!ant ith an erect 0not creeping soft stem$ e.g. pechay and corn

F. A$$)ication

/!assify the fo!!oing p!ants. ?rite them under proper heading.

oregano$ pato!a$ tamarind$ sugarcane$ gumame!a$ mango$ santan$ sayote$ tomato$ gua%a

TREES S1R


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mayana$ rose$ narra$ rice p!ant$ ampa!aya$ ye!!o be!!

:*pected ansersstem

trun(>creeping stem

?ith nonoody trun(>stem ?ith oody trun(>stem?ith soft nonoody trun(>stem

narra rose

?++D F9;

ore than 3m ta!! &ess than 3m ta!!


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#. Conce$ts%I"eas

!ants ha%e many uses. ome p!ants pro%ide us food. ome p!ants parts are used for bui!ding purposes. ome p!ants are used as medicines. ome p!ants can be used for decoration. ome p!ants are used as fue!.

(. Process Ski))s

+bser%ing$ communicating$ inferring$ co!!ecting data$ interpreting data

*. +a)ue Focus

)ppreciation of the usefu!ness of p!ants so e can be hea!thy and !et us !i%e comfortab!y

&. References

/orone! et a! 02 pp. ,3,5 angubat et a! pp. 73,3

C. Materia)s

ea! p!ants and>or pictures of trees ith fruits 0use %ideo c!ips$ if a%ai!ab!e


A. Revie, : 9at are te $arts of $)ants2


Fo can these parts be used

ho a picture of a gua%a tree ith fruits.

)s(< BIs this tree important to us ?hat parts of a gua%a tree are usefu! to us /an you !i%e ithout p!ants?hyC 0Fe!p the pupi!s rea!iKe that it is impossib!e for human beings to !i%e ithout p!ants. Integration of %a!uescan be done in this part.

C. Lesson Pro$er

Fa%e the pupi!s do the acti%ities by group.Group the c!ass into 3. &et each group choose a !eader. eca!! the standards in group acti%ities. )nsers touestions shou!d be ritten in X ani!a paper.

Activit! # / Making


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5 beans fruits$ stems$ !ea%es

Euestionsprograms in schoo! rotecting seed!ings>ne!y p!anted trees ith fences runing hedges>trees so they i!! ha%e more branches u!!ing off eeds from f!oer>herb>%egetab!e gardens )pp!ying organic ferti!iKers to p!ants

b. ?hat do you thin( i!! happen if e donAt ta(e care of and conser%e our p!ants

If e donAt ta(e care of p!ants$ they i!!circ!e. Fenceforth$ hen presenting a container ith a !iuid$ s!ight!y sha(e or ti!t the bott!eithout saying you are ti!ting nor sha(ing the container before it is p!aced ith the other ob"ects in thegroup.

Get another so!id and p!ace it ith the first so!id. /ontinue sorting unti! you ha%e 3 or 4 ob"ects on each ofthe mats>circ!es.

'e*t$ get one ob"ect from the bo*. )s( pupi!s here the ob"ect shou!d be p!aced 0upi!s shou!d be ab!e tote!! correct!y here the ob"ect shou!d be p!aced.

/ontinue doing this unti! a!! the ob"ects are p!aced ith the rest of the ob"ects in their respecti%e groups.

ut the card ith the !abe! +&ID ith the so!ids group= and the card ith the !abe! &IE9ID ith the!iuids group.

ay that each ob"ect in one group is a so!id and that each ob"ect in the other group is a !iuid.

Fa%e pupi!s$ in groups at a time$ get c!oser to the tab!e to obser%eQho!d$ fee!$ sme!!$ !oo($ pic( up$ sha(eti!tQthe ob"ects in each group.

)!!o pupi!s to open the container to get a fee! of or sme!! the !iuid. ?hen a!! the pupi!s ha%e obser%edthe ob"ects in each group$ as(< How are solids alike60#hey can be pic(ed up$ he!d in our hands$ he!dbeteen our fingers= they (eep their shape$ they do not need a containerQun!i(e !iuids hich need to bep!aced in oneQto (eep together$ they offer resistance hen they are po(ed ith a finger= they may behard or soft$ springy>bendab!e or stiff= they ha%e co!or$ etc.

+n the cha!(board$ rite each characteristic named by pupi!s in a co!umn. ?rite +&ID abo%e theco!umn.

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'e*t as(< How are li7uids alike60they need to be put in a container to (eep together= they cannot bepic(ed up ith our fingers= they cannot be he!d in our hands= they do not (eep their shape or ha%e noshape of their on= they fo!!o the shape of their container= they offer no resistance hen they areBpo(edC or pushed ith a finger= they f!o= they spread out= they can et things$ their surface arehoriKonta!$ etc.

)s done ear!ier$ rite the characteristics named by the pupi!s on the cha!(board in a co!umn and rite&IE9ID abo%e the co!umn.

)s(< How are solids different from li7uids6Go o%er the characteristics of so!ids and !iuids ritten on thecha!(board one by one. )s( further< 8hich characteristic is true onl$ for solids6 8hich are true onl$ forli7uids6

Dra a !ine across a!! those characteristics that are true for both so!ids and !iuids. ?hat are !eft rittenunder each co!umn are characteristics> descriptions that refer on!y to so!ids or on!y to !iuids.

0. 4enera)i5ation

)s( pupi!s to compare the characteristics of so!ids to !iuids. 0efer to concepts !isted in the pre%ious section ofthis !esson. In hat ays are so!ids and !iuids different>simi!ar Gi%e some e*amp!es.

E. A$$)ication

)re rice grains so!id or !iuid :*p!ain your anser.

F. Assess'ent

ead each obser%ation in the chart be!o. Does the obser%ation te!! about a so!id$ a !iuid$ or both ut a chec( 0Z in

the correct space in the chart.

+bser%ation o!id &iuid1. It is hard.

2. It is co!ored.3. It f!os.4. It has a fi*ed shape.5. It can be bent.6. It can be he!d in our

hands.7. It spi!!s.

I+. Assign'ent

Dra pictures of 5 so!ids and 5 !iuids you find in your home. ?rite the name of each so!id or !iuid be!o yourdraing. Gi%e the use of each.

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I. Learning Objective: +bser%e some characteristics of gases 0air

II. Learning Tasks

A. Subject Matter: Caracteristics of 4ases

#. Conce$ts%I"eas

)ir occupies a!! space. It occupies a%ai!ab!e space in a container. )ir does not ha%e a shape of its on. It ta(es the shape of the container.

(. Process Ski))s

+bser%ing$ inferring$ communicating

*. +a)ue Focus

Demonstrate curiosity in doing science upport the c!ean air act. /ooperate ith members of group hare ideas ith peers

&. References

- 9 'I:D 023 pp. 6265- ;e!en$ J.G. 026- /orone!$ /. /. et a! 02pp. 12121

C. Materia)s

For each group:

!arge ba!!oon c!ear p!astic "ar basin ith ater piece of stringrubber band or string mani!a paperpente! pen


A. Revie,

?rite the heading< ?hat I Mno )bout )ir on the cha!(board.

)s( pupi!s to te!! hat ideas about air ha%e they !earned from the pre%ious !esson. ;eforehand$ ha%e ideas>genera!iKations !earned from the pre%ious acti%ity printed on !arge strips of carto!ina or mani!a paper. ?henpupi!s mention an idea$ the corresponding strip is taped be!o this heading.

Fa%e pupi!s post the pictures they dre 0refer to the assignment gi%en in the pre%ious !esson on the bu!!etinboard and on the a!!.

/a!! on some pupi!s to describe their draings. #he draings may be !eft posted unti! a ne set of draingsare to be posted on the bu!!etin board.

Fa%e pupi!s inc!ude these draings in their portfo!io 0en%e!ope here pupi!s can (eep their records. #heportfo!ios may be (ept in a safe p!ace inside the c!assroom. #hey need not bring this home$ otherise $ pupi!smay misp!ace them.

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?rite the heading ?hat I ?ant to Mno )bout )ir ne*t to the first heading.

:ncourage pupi!s to as( uestions about air. ro%ide c!ues by raising uestions about the shape of air$ thespace it occupies$ hat air can do$ etc.

roceed to )cti%ity roper$ saying that they i!! !earn more about air from the acti%ities they i!! do ne*t.

C. Activit! Pro$er0ee ne*t page for the )cti%ity heets

Distribute the materia!s.

?ith the pupi!s$ read the steps in )cti%ity 1. a(e sure that pupi!s understand these steps. Fa%e pupi!s do theacti%ity.

/hec( that the groups are on tas( and faci!itate discussion ith the group$ if needed. ou ay as( themuestions to find out their ideas about air. ?hen the groups are done proceed ith the group reporting.

0. 0iscussion an" Ana)!sis

Discuss pupi!sA obser%ations.

Fa%e pupi!s compare the shapes of the ba!!oon that they ha%e dran. 0#he shapes are different.

)s(< 8hat happens to the air inside the balloon when the balloon changes its shape6 0Its shape a!sochanges. ocus on ho the groups shaded their draings.

:mphasiKe that the shaded areas represent air. If some draings sho part!y shaded areas$ ay< 'f onl$ a parof the balloon is shaded9it implies that onl$ that part is occupied b$ air9what fills the space in the balloon inareas that were not shaded60#his is to get pupi!s to thin( about their obser%ations. 'f there is no air in theseareas, what would be the shape of the balloon6 0It ou!d be f!at.

&ead pupi!s to rea!iKe that air fi!!s a!! the space inside the ba!!oon and that air ta(es the shape of the ba!!oon.

E. 4enera)i5ations

&ead pupi!s to ma(e genera!iKations !i(e the fo!!oingtube$ f!ash!ight$ cand!e$ c!ay$ cardboard$ mosuito coi!$ chart of thepicture cards$ "ac(et chart


A. Revie,

Me'or! 4a'e

ho a chart here pictures of !ight sources are dran and as( the pupi!s to identify them. #hen this chart is remo%ed. ) poc(et chart is then disp!ayed ith cards inserted shoing the bac( portion. 0ee arrangement of cards

be!o. )s( 2 pupi!s to open 2 cards$ one after the other. If the cards are a!i(e then they stayed open. If the

cards are not a!i(e then$ it is returned to the poc(et chart in their origina! position. #he game continuesunti! a!! the cards are opened and disp!ayed.

:*amp!ero!!ed cardboard to %ie the cand!e f!ame from different

directions around the cand!e. 0/aution< ;e sure the tube does not touch thecand!e f!ameW

3. ut the f!ame off after e%eryone is done obser%ing..4. )nser the fo!!oing uestionsmateria!s that ha%e simi!ar effect on !ight.

/!ear p!astic ?a*ed paper ;oo(1. 1. 1.2. 2. 2.3. 3. 3.

?hen pupi!s are done ith this$ present the ords< transparent, translucent, and opa7ue. ?rite or post theord trans$arentin /o!umn 1$ translucentin /o!umn 2 and opa%uein /o!umn 3.

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a. un!ight i!! pass through the dar( g!asses.b. #he dar( g!asses i!! b!oc( the sun!ight.c. ) !itt!e amount of sun!ight i!! pass through the dar( g!asses.d. #he dar( g!asses i!! ref!ect the !ight.

3. a!%ador is going to the farm one afternoon. Fe ears his burihat so that HHHHHH.

a. ) !itt!e amount of !ight may pass through the hat.b. uch amount of !ight i!! pass the hat.c. &ight from the sun i!! be b!oc(ed by the hat.d. #he hat i!! bend the !ight.

4. other uses a !ight green thin fabric as curtain in her room. ?hy is this so

a. ore !ight can enter the room.b. 'o !ight can enter the room.c. #he room i!! ha%e enough !ight.d. #he green curtain i!! ma(e the room coo!.

5. eop!e use meta!!ic roofing materia! most!y to bui!d their houses. ?hat i!! happen if sun!ight stri(es it

a. &ight i!! enter the house.b. uch amount of !ight i!! enter the ho!e house.c. &ight canAt pass through because of the roof.d. #he !ight i!! bounce bac( as it stri(es the roof.

+. Assign'ent

?hat does mother do to b!oc( some !ight from the indos in the afternoon

?rite a short paragraph about it.

I. Learning Objective: /!assify ob"ects as opaue$ transparent$ trans!ucent

II. Learning Tasks

A. Subject Matter: O$aDue= Trans$arent= Trans)ucent Materia)s

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#. Conce$ts%I"eas

ateria!s can be c!assified as to ho they beha%e hen !ight stri(es them. +paue materia!s donAt a!!o !ight to pass through. #rans!ucent materia!s a!!o !itt!e !ight to pass through

them and transparent materia!s a!!o much !ight to pass through them.

(. Process Ski))s

+bser%ing$ describing$ c!assifying$ defining operationa!!y

*. +a)ue Focus

/onser%ation of ateria!s

&. References

Groing ith cience pp.155158 ractica! ?or( in :!em. choo! 3 pp. 72

C. Materia)s

acti%ity cards$ charts$ rea! ob"ects !i(e c!ear g!ass and p!astic$ ater$ coin$ crayon$ boo($ ce!!phone$ bond paperhand(erchief$ f!ash!ight


A. Revie,

Car" Re)a!

Di%ide the c!ass into groups then as( them to !ine up. :ach group i!! be gi%en a card to anser. )fter amember has finished ansering$ he>she i!! pass it to the pupi! at his >her bac(. #he !ast pupi! gi%es the cardto the teacher.

123


&ight is said to be transmitted by a materia! if it passes through the materia!.ateria!s can transmit !ight in to ays. If the !ight passes through ithout beingscattered$ the materia! is ca!!ed transparent. ?e can see ob"ects c!ear!y throughtransparent materia!s such as g!ass. If the !ight passes through a materia!$ but some ofit is scattered$ the materia! is said to be trans!ucent. ?e cannot see ob"ects c!ear!ythrough trans!ucent materia!s$ such as a* paper.

+paue materia!s do not transmit !ight. &ight that is neither ref!ected nortransmitted by a materia! is absorbed by it. )bsorbed !ight is changed to heat andarms the materia! that absorbs it.

Car"

#e!! hat happens to !ight hen the materia! is p!aced in its path. ?rite

eitherrea! ob"ect that is a source of !ight and !et them dra the beam of !ight as it tra%e!sfrom the source.

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f. /!ose the indos and doors. #urn off a!! !ight sources inside the room.g. Direct a beam of !ight at the bottom of the auarium so that the !ight enters the ater at an ang!e>s!ant.h. +bser%e the beam of !ight. a(e a s(etch on ho the beam of !ight !oo(s as it goes from ater into the air at

an ang!e.

e. g.

i. 'o$ direct a beam of !ight into the auarium so that it goes from air into the ater at an ang!e.

". +bser%e and ma(e a s(etch of the path of the beam of !ight as it goes from air into the ater

)ir

?ater

)nser these uestionsmateria! they choose to accompany the song B;ahay Mubo.C

;. Batch #hat oundC

&et the pupi!s match the sounds from inside of empty fi!m canisters and record the numbers of thecanisters in their !earning !ogs.

Fa%e the chi!dren share their findings>ansers.

M! Matces 9at I Tink is Insi"e 9at is Insi"e

HHHH and HHHHHHHH and HHHHHHHH and HHHHHHHH and HHHH

HHHH and HHHH

'ote< Fere are some of the things teachers can put inside the fi!m canisters.

sugar

corn (erne!s mar

b!es paper c!ips pebb!es

paperc!ips

pebb!es corn(erne!s

marb!es sugar

I+. Assess'ent

1. /hoose any ob"ect you can find in your bag or inside the c!assroom.2. Dra or rite ho you can ma(e a sound using this ob"ect.

+. Assign'ent

1. &ist things that you can see in your house.2. Describe ho these things can ma(e a sound.

143

1 2 3 4 5

6 7 8 , 1


144/222


/onc!ude that different materia!s ma(e different sounds

II. Learning Tasks

A. Subject Matter: Soun" is Pro"uce" b! 0ifferent Objects

#. Conce$ts%I"eas

Different ob"ects ma(e different sounds. #he !oudness or softness of sound is (non as intensity. ) !oud sound is produced hen a great force is app!ied on the ob"ect.

) soft sound is produced hen !esser force is app!ied on the ob"ect. #he highness or !oness of sound is ca!!ed pitch.


ound is produced by %ibrating ob"ects. Different ob"ects ma(e different sound. ound can be describedas !oud or soft. #he !oudness or softness of sound is (non as intensity. #he intensity of sound dependsupon the force used in order to produce the sound. #he greater the force e app!ied to an ob"ect to producesound$ the !ouder the sound is and the !esser the force used$ the softer the sound is.

)nother ay to describe sound is through its pitch. itch is the highness or !oness of sound. #he pitchof sound depends upon the !ength of the %ibrating air co!umn= the siKe of the %ibrating ob"ect and the tightnessof the strings.

ound may a!so be p!easant or unp!easant. ound that has a regu!ar a%e pattern is p!easant hi!ethose that ha%e irregu!ar a%e pattern are said to be unp!easant.

usic is a p!easant sound hi!e noise is an unp!easant sound.

(. Process Ski))s

+bser%ing$ identifying$ comparing

*. +a)ue Focus

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/ontro!!ing sound to !essen noise po!!ution

&. References

cience for )cti%e &earning pp. 141143

C. Materia)s

toy guitar$ 2 spoons$ 2 b!oc( of ood$ maracas$ toy drum$ tin can$ tambourine$ castanets


A. Revie,

?hat ob"ects i!! produce sound hen you stri(e them

&. Motivation

ing this songsoft>high>!o sounds are produced

II. Learning Tasks

A. Subject Matter: Re)ation of Soun" to Force an" +ibration of Objects

#. Conce$ts%I"eas

&oud $ soft$ high$ !o sounds are produced depending on the amount of force and the materia!sused to produce the sound.

#he !ength of the %ibrating air co!umn affects the intensity of sound. #he thic(ness of the materia! a!so affects the intensity of sound.


(. Process Ski))s

/omparing$ obser%ing$ communicating

*. +a)ue Focus

/arefu!ness$ scientific mindedness

&. References

/orone!$ et a!= cience and Fea!th III$ p. 144 'eriKa &. DauiK$ et a! ?or(boo( in cience and Fea!th$ pp. 881 )rthur ). /arin$ Guided Disco%ery )cti%ities for :!ementary choo! cience$ pp. )46 @ ). 52

C. Materia)s

pictures$ shomecards$ drum$ drumstic(s>"umbo penci! ith eraser$ rice or any tiny seeds$ 5 identica! bott!esater$ shoe bo*$ rubber bands of different thic(ness$ radio


A. Revie,

148

ound has three basic properties hich are intensity$ pitch and ua!ity. ome sounds are!oud$ others are soft and sti!! others are bare!y audib!e. #hese refer to the intensity of sound.#hese depend upon the force used to produce the sound. #he harder 0more energy is usedto produce the sound the !ouder the sound is.

itch refers to the highness or !oness of a sound. #he pitch depends upon the rate of%ibration produced. #he faster the %ibration$ the higher the pitch is and the s!oer the%ibration$ the !oer the pitch is.

#he human ear cannot hear a!! sounds. ounds ith greater freuencies that the humanear can not hear are ca!!ed supersonic or u!trasonic sound.

#he ua!ity or timbre of sound he!ps us determine hether it is p!easant or unp!easant.!easant sound is something that is nice and p!easing to the ear$ !i(e soft music. 9np!easantsound is one that is hurting or not p!easing to the ears e.g. noise.


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). atch the ob"ect ith the sound it ma(es. ?rite on!y the !etter of your anser.A &

1

a. hispers>ye!!s

2

b. bar(

3

c. purr

4

d. tic(

5

e. hiss or ratt!e

;. #e!! ho you can produce sounds ith the fo!!oing ob"ectssuper%ise them hi!e doingtheir tas(s.

175

Activit! # / P)ants Love 4ar"en Soi)

ateria!s< noteboo($ pen

?hat to doconser%ing the soi!.

?rite ) if the statement refers to ays of conser%ing the soi!= and rite ; if the statement refers to ays of notconser%ing the soi!.

). /onser%ing;. 'ot /onser%ing

HHH;H 1.Dumping garbage on %acant !ots.

HHH;H 2. Intensi%e farming

HHH)H 3. /rop rotation

HHH)H 4. !anting of !egumes after har%esting rice

HHH;H 5. ouring used oi! on soi!


Identify sources of aterDescribe the uses of ater

II. LearningTasks

A. Subject Matter: Sources of 9ater

#. Conce$ts%I"eas

?ater comes from different sources. ome of these are dams$ ri%ers$ streams$ !a(es$ oceans

rain and groundater. Dam is a big storage of ater surrounded by big a!!s. +cean is a %ery big natura! body of ater. ?ater here is sa!ty. ain is pure ater$ a product of condensation. Groundater is the ater beneath the ground. i%ers$ streams and !a(es are usua!!y sources of freshater.

eop!e use ater in many ays. ome of these are the fo!!oingpresent to the c!ass the resu!t after fi%e days. /hec( the setupsthey ha%e prepared.


)fter the groups ha%e presented the resu!ts through their obser%ation tab!e$ as( the fo!!oing uestionsconser%ing ater

II. Learning Tasks

A. Subject Matter: Conserving 9ater

#. Conce$ts%I"eas

#here are different ays to protect or conser%e ater.

#urn the faucet off hi!e brushing your teeth. 9se pai! and dipper hen ta(ing a bath instead of the shoer. ecyc!e used ater for c!eaning the house$ f!ushing the toi!ets and for bathing pet anima!s. 9se a basin hen ashing dishes and ashing c!othes. Do not p!ay ith ater. eport !ea(ing ater pipes or faucets to proper authorities.

26


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(. Process Ski))s

+bser%ing$ communicating$ demonstrating$ c!assifying

*. +a)ue Focus

/onser%ation of ater

&. References

cience for Dai!y 9se 3 pp. 282, ?onderfu! ?or!d of cience pp. 23231

C. Materia)s

pictures shoing ays of conser%ing ater$ charts$c!ue cards each card printed ith

a. ?ashing c!othes using basinb. ecyc!ing ater to c!ean f!oors$ f!ushing toi!etsc. /!osing faucets hen not in used. eport !ea(ing faucets and pipes to proper authority


A. Revie,

?hat are the uses of ater0/a!! one pupi! to act out one use of ater and !et their c!assmates guess. &et the pupi! ca!! on another pupi!.

&. 0eve)o$'enta) Activities

#. Motivation%Presentation

a. ?hat do you a!ays do after eatingb. ?hat do you need to brush your teeth ith /an you brush your teeth ithout aterc. #eacher i!! sho a picture of a gir! brushing her teeth hi!e the ater is f!oing from the faucet.

d. +bser%e the picture. #e!! something about it.e. Do you thin( it is proper for the gir! to brush her teeth ithout using a g!ass ?hy

C. Activit! Pro$er

a. Di%ide the c!ass into 4 groupsb. Distribution of )cti%ity /ard to the Different Groups.

Activit! #

ateria!s< c!ue cards

?hat to doconser%e ater

F. A$$)ication

resent pictures depicting proper and improper ays of caring for and conser%ing ater. &et the pupi!s c!assifythem.

I+. Assess'ent

Dra on the b!an( if the statement shos practice or ays to conser%e ater and if not on the b!an(s.

HHHHHHH 1. /!ose the faucet after you use it.HHHHHHH 2.eport !ea(ing faucet.HHHHHHH 3. &et the po!ice repair !ea(ing pipes.

HHHHHHH 4. 9se a ater hose instead of a ater sprin(!er to ater p!ants.HHHHHHH 5. /!ose the faucet hi!e brushing your teeth.HHHHHHH 6. 9se enough ater for bathing.HHHHHHH 7. /!ean the toi!et>car ith recyc!ed ater.HHHHHHH 8. ?ash dishes in f!oing ater.HHHHHHH ,. #hro aay used ater.HHHHHHH 1. ecyc!e used ater.

M:< 1. 2. 3. 4. 5.6. 7. 8. ,. 1.

+. Assign'ent

repare posters for conser%ing ater.

28


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(. Process Ski))s

+bser%ing$ recording$ communicating

(. +a)ue Focus

)ppreciation of eather

&. References

- ;a!agtas$ ari!yn 9.$ et a! 01,,, Groing ith cience and Fea!th 3 0#S$ Dane ub!ishing Fouse$ Inc.EueKon /ity$ hi!s.$ pp. 2621,

- /orone!$ /arme!ita /.$ et a! 01,,, ?or(boo( in cience and Fea!th for Grade III$ D ub!ications$ Inc. ta.esa Feights$ EueKon /ity$ pp. 12116

C. Materia)s

?eather chart?eather symbo!s

grade 3 science - hots - copy

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