DLP - Science 4 - Q1-Q4

Mailag Central School
SCIENCE IV
SKELETAL SYSTEM
Name: Daniel A. Agbayani Jr. Date: September 5- 9, 2022
Grade- IV- Rainshower
I. Objective:
 Identifies some bones that make up the human skeletal system
Values: The skeleton is the framework of the body in some ways as population is the
framework of a nation. When the framework is strong, the nation is strong. It is
important that each individual that composes a nation must be strong
II. Subject Matter:
Human Skeletal System (Parts of the Skeleton System and the Bones)
A. Science Concept/Idea:
 The skeleton is the framework of the body, which is made up of 206 different bones,
designed to:
a. support the body
b. enable movement
c. protect some body part
1. Axial Skeleton
2. Appendicular Skeleton
B. Science Processes:
Observing, classifying, inferring and communicating
C. Materials:
A model of a human skeletal system(if available) or enlarged picture of the human
skeletal system.
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 2-3
Science and Health for Changing Environment – by Mrs. Estrelita S. Dela Cruz, et. Al. pp. 3-
5
III. Procedure:
A. Preparatory Activities:
1
1. Introduce the chapter by showing things like picture frame or kite. Ask the pupils what
the things are and the parts. Relate this to the lesson
B. Presentation:
a. Refer again to the model or enlarged picture of the human skeletal system. Identify the
two parts of the skeletal system and some bones that make up the skeletal system.
b. Illustrate the bones on the Science notebook and label the bones.
C. Concept Formation:
a. Teacher requests the pupils to touch the bones of their body and describe them as to the
size, location, even hardness or softness.
D. Generalization:
What does the skeletal system made of?
E. Application:
Divide the class into four groups. Two groups will be holding the parts of the human
skeletal system, while the other two groups hold the banner of the two parts of the skeletal
system and let the classify the bones.
F. Enrichment:
Present some ways on how to take care of the skeletal system.
IV. Evaluation:
Answer the questions with the group mates.
1. Why do we have a skeleton?
2. How do we take good care of our skeletal system?
V. Assignment:
Classify the bones under the proper heading
vertebrate ribs skull pelvic bone
Axial Skeleton Appendicular Skeleton
2
SCIENCE AND HEALTH IV
Date: ____________
I. Objective:
 Demonstrate how the skeletal system enables u tot move
Values: The strength of a chain is in its weakest link. This implies that we must protect all the
joints in our body, because if one of them is weak, the whole body is affected.
II. Subject Matter:
The Human Skeletal System
 A joint is an area where one bone meets another bone.

 Kinds of Joints
1. Hinge joint
2. Gliding Joint
3. Ball-and-socket Joint
4. Pivot Joint or Angular Joint
5. Slightly Movable Joint
6. Immovable Joint
Observing and communicating
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
References:
10
III. Procedure:
 Review
What do you call the framework of the body?
What are the two parts of the human skeletal system?
 Checking of Assignment
 Motivation
Ask the pupils to stand and let them do the different movements
3
B. Presentation:
a. Show them the enlarged picture or model of the skeletal system. Let them observe the
bones.
b. Show the pictures of the different kind of joints and their names. Let the pupils move
their parts of the body where certain joint is found.
a. Teacher explains the various joints, the location and the movements of the joints.
b. Prepare a chart by group to summarize the learning about how the skeletal moves the
body and how the bones are connected to each other.
c. Presentation per group regarding the chart
D. Generalization:
Based on the activity, how does the skeleton move?
E. Application:
Imagine that your arms are made up of a long bone without joint. Stretch your arms this
time and fold them. Can you do that without the joints? Why?
The class may sing this song - My Bones
IV. Evaluation:
Identify the joint which allows the following movements:
_____ 1. A girl turns her head to the left without turning her body.
_____ 2. The dancers sway their hips around as they perform their number.
_____ 3. Myrna wiggles her thumb. It tilts in different directions.
V. Assignment:
Construct a model of leg or arm by a hinge joint, using cardboard and a round fastener.
Demonstrate how it moves.
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SCIENCE
Date: ____________
I. Objective:
 Identifies some bones that protect some internal organs through illustrations
Values: Tough and strong bones protect the human body. You must, in return, protect your
bones by regular exercise and by eating calcium-rich foods.
II. Subject Matter:
The Human Skeletal System (What do Bones Protect)
1. The function of some bones is to protect internal organs.

2. The ribs protect the heart and the lungs
3. The skull protects the brain
4. The spinal column protect the spinal cord
5. The pelvic bones guard the kidneys and other organs of the abdomen
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
Materials of some internal organs needed for the lesson
References:
10
Collier’s Encyclopedia, Vol. 4, pp. 351-353
D. Application:
Why do we need to protect the internal organs?
What will happen if we will not take god care of our bones?
III. Evaluation:
Copy the bones and the internal organs that each one protects.
BONE ORGANS/PROTECDED
5
IV. Assignment:
Match Column A with Column B. write the letter of the correct answer on the blank..
Column A Column B
_____ 1. Skull a. protects the kidneys
_____ 2. Rib cage b. protects the brain
_____ 3. Pelvic bone c. protects the heart
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Date: ____________
I. Objective:
 Identifies the different types of muscles; Describe the kinds of muscle
Values: Like muscles, there are happenings in our lives that we can and cannot control. We
can only be accountable for those that we can control; but we must be ready to accept
those that we cannot.
II. Subject Matter:
Muscular System (Kinds of Muscle)
1. Muscles are attached to bones

2. Types of Muscles
a. Voluntary Muscles
b. Involuntary Muscles
c. Cardiac Muscles
C. Materials:
Microscope (if available)
Slides with the different types of muscles (if available)
Picture of the different muscle cells/ kinds of muscles
References:
Science and Health for Changing Environment – by Mrs. Estrelita S. Dela Cruz, et. Al. pp.
18-20
III. Procedure:
 Review
What do bones protect?
 Motivation
Introduce the lesson by showing the picture of a muscleman. Ask, what are the bulges
you see in his arms and legs?
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Show the microscope or a picture of a muscle. Identify some important parts of it its
function.
B. Presentation:
a. Relate the motivation to the lesson
b. Let the pupils use the microscope
c. Group them and let them draw the muscles
d. Each group reporter will describe the muscles.
a. Refer to the pictures of the muscles. Let them compare each muscle from another muscle
as to the structure.
D. Generalization:
Describe the different types of muscles
E. Application:
Put your right hand on the center of your chest and feel your heart beat. Do you think you
can control the beating of your heart? What type of muscle does the heart have?
IV. Evaluation:
Enumerated below are various bodily functions and activities. Using your own body, observe
and name the type of muscle or muscles involved in each function/activity. The muscles can
either be voluntarily or involuntarily or both.
Bodily Function/Activity Type of Muscle
1. Jumping, running, jogging
2. Winking of the eye
3. Breathing
4. Speaking
V. Assignment:
Identify the kind of muscle in each of the following.
_____ 1. leg muscles
_____ 2. heart muscles
_____ 3. small intestine
_____ 4. blood vessel
_____ 5. arm muscle
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Date: ____________
I. Objective:
 Describes how muscles are connected to bones
Values: Muscles can only produce the desired motion of the body when they act in opposition.
This is the essence o true democracy.
II. Subject Matter:
Muscular system
1. Muscles work in pairs

2. The contraction of one muscle bends a joint, while it pair is relaxed
3. The muscle that bends a joint is called a flexor
4. The muscle that straightens a joint is called an extensor
Observing, demonstrating and communicating
C. Materials:
Arm model or a leg model (How Do Muscles Cause Body Movements)
References:
20-21
III. Procedure:
 Review
What are muscles?
Name and describe each type of muscles
 Motivation
Refer to the picture of the muscleman. Call someone to do the pose done by the
muscleman in the picture.
Ask the pupil about their observation in the arms of the volunteer pupil.
B. Presentation:
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a. Request everyone to stand and do the pose of the muscle man in the picture
b. Let them feel the contraction of muscles in their arms, then legs.
c. Teacher discusses how muscles are connected to bones and how they work.
d. Group them and let them create gracious movements of their body and explain how
muscles work.
a. Let the pupils describe the relationship of the following terms:
Contract – Relax
Flexor - Extensor
D. Generalization:
How do muscles cause body movements?
E. Application:
Everybody please place your hands at the back of your nape. Bow your head slowly, what
can you say about the muscles you can feel with you hands at the back of your nape?
IV. Evaluation:
Write five examples of activities to show that the skeletal and muscular systems work
together
1.
2.
3.
4.
5.
V. Assignment:
Explain how muscles make bones move.
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Date: ____________
I. Objective:
 Explains how involuntary muscles help body; Cites simple body activities that how the
involuntary muscles help the body
Values: Reflexes and instincts are our body’s best means of self protection against injury.
However they work only if one has a presence of mind.
II. Subject Matter:
Muscular System (How the Involuntary Muscles Help the body)
1. Many of our bodily activities performed by involuntary muscles

2. The eye is controlled by both voluntary and involuntary muscles
3. Reflex is one action involving the involuntary muscles.
Observing, demonstrating, communicating
C. Materials:
Arm model or a leg model
Plastic sheet
Plastic Ball/paper
Plastic hammer
References:
III. Procedure:
 Review
How are muscles connected to bones?
 Motivation
Call a child. Ask him to hold lighted candle. Let him touch the melted candle. If he
refuses, ask the pupils why he did not do it. If he did it ask the pupils how did he react on
the head of the candle wax
B. Presentation:
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a Group the children into pairs and let them do the activity by following the procedure
carefully and properly.
b. Procedure
1. Hold a plastic sheet firmly in front of your eyes, covering your face. Tell your partner
to throw a plastic ball or crumpled sheet of paper against the sheet directly towards
your eyes. Observe how your eyes react.
2. Repeat the activity, but these times try to control the blinking of your eyes.
3. Sit erect on the chair and cross your legs with one knee on top of the other. Let your
partner tap slightly the lower part of your knee with a plastic hammer or with his
knuckles.
a. Let them write their observation and inferences.
D. Additional Material:
Neuromuscular Acuity Tester
E. Generalization:
Do involuntary muscles help our body? How
F. Application:
Did you ever experience to sew a torn handkerchief? What if your fixing it with your
needle and thread and all of a sudden you are touched by the most tip and pointed part of the
needle. How would you react on it?
IV. Evaluation:
Hold the handle of the wire loop of the neuromuscular acuity tester and pass the loop along
the wire maze. The loop must not touch the maze. Practice a few times before making the test.
Challenge your group mates to do the same under a more exciting condition such as an
exciting prize for success.
V. Assignment:
Based on the activity using the Neuromuscular Acuity Tester, what can you infer or say from
your observations?
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Date: ____________
I. Objective:
 Identifies some injuries that affect bones, joints, ligaments and cartilage.
Values: Maintaining physical fitness through habits.
II. Subject Matter:
The Human Skeletal System (Injuries in the Skeletal System)
1. Sprain is an injury that may happen to a joint when it is twisted beyond its natural limit.
2. Dislocation is when bones get out of a joint
3. Fracture is a crack or break in a bone
C. Materials:
Arm model or a leg model; picture of a child with injury in the skeletal system
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 26
14-15
The New Illustrated Family Medical and Health Guide pp. 157-158
III. Procedure:
 Review
Do involuntary muscles help us?
Describe the Neuromuscular Acuity tester.
 Motivation
Ask the pupils to listen attentively to the story.
The story was about a grade four pupil, named Lito who was playing in the garden.
He was so happy because he was with his cousins. He climbed the tree, and picked the
ripe fruits. All of a sudden he lost his balance and fell from the tree.
Ask the pupils: What do you think happened to Lito?
B. Presentation:
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a. Relate the story to the lesson
b. Show the pupils the picture of a young boy with skeletal injuries.’
c. Ask them what the possible reasons why the boy is injured are.
d. Let them identify the part of the skeletal system injured.
1. The teacher discusses the different injuries in the skeletal system.
2. Group the children let them act some activities which cause injuries in the skeletal
system.
D. Generalization:
Name some injuries that affect body ligaments, joints and cartilage and describe them.
E. Application:
Recall incidents when you suffer injury while playing or doing anything. Discuss one
incident to the class and the lessons have learned from that experience.
IV. Evaluation:
Copy the letter of the correct answer on your paper.
1. What is a dislocated bone?
a. A bone that slips out of its socket c. A bone with a crack
b. A bone that is broken into two d. A bone that is affected by disease
2. What may happen when your ankle suddenly twisted?
a. The cartilage may be torn c. The bones may break
b. The ligaments may be torn d. The skin may be cut
3. What is a fracture?
a. A bone that is twisted c. A bone without a crack
b. A bone that gets out of a joint d. A break in a bone
V. Assignment:
Bring the following materials for tomorrow.
Bandage Splint
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Date: ____________
I. Objective:
 Demonstrates first aid treatment for injuries that affect the skeletal system
Values: Maintaining physical fitness through habits.
II. Subject Matter:
The Human Skeletal system (First Aid Treatment for Injuries in the Skeletal System)
1. First Aid is an immediate, temporary treatment given in the case of accident or sudden
illness before the services of a physician can be secured.
C. Materials:
Picture of a child with injury in the skeletal system
Bandage Splint
References:
14-15
III. Procedure:
 Review
What are the different injuries of the bones, ligaments, joints and cartilage?
 Motivation
Ask the pupils what are the things they have brought in the class
Let them talk about how they use the materials
B. Presentation:
a Let the pupil meet a nurse or clinic personnel, or a teacher herself.
b. Let them observe how a nurse or a clinic personnel or a teacher demonstrate first aid
treatment for sprain, dislocation or fracture.
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c. Group the children into three and let them do what they have seen to the nurse or the
clinic personnel or the teacher
1. The demonstrator comments on the demonstration of the children
2. The demonstrator discusses the proper ways of giving first aid treatment to a victim of
accident affecting the skeletal system.
D. Generalization:
Why is first aid important?
E. Application:
If for instance your younger brother meet an accident where it results into a dislocation of
his bone while he is playing, your parents are out for work and there is no doctor to attend to
him. What will you do?
IV. Evaluation:
Encircle the letter with the correct answer
1. Which will help lessen the pain caused by sprain?
a. Apply a hot compress on the affected area.
b. Apply a cold compress on the affected area.
c. Massage the affected area
d. Wrap the affected area with a cloth or bandage
2. Why is split be used a s a first aid for fractured bone?
a. To prevent the broken bone from moving
b. To lessen the pain
c. To connect the broken bone
d. To prevent bleeding
V. Assignment:
Answer this question briefly
Why should you not try to give first aid t a person who has broken his backbone?
16
Date: ____________
I. Objective:
 Identifies some injuries and diseases that affect the muscles.
Values: Maintaining physical fitness through health habits.
II. Subject Matter:
The Muscular System (Injuries that Affect the Muscular System)
1. Cramp is an uncontrolled contraction of muscles cause by long period of works

2. Bruise results when the muscle receives a hard blow or bump against hard object
3. Torn muscle results when the tendon breaks.
4. Muscle Strain results from long hours of physical activity
C. Materials:
Arm model or a leg model; picture of a child with injury in the muscular system
References:
22-23
III. Procedure:
 Review
What is first aid?
 Motivation
Let the pupils recall some muscle injuries that they have experienced before and talk
about them.
B. Presentation:
a. Relate the pupil’s experience to the lesson.
b. Show some flashcards with words like cramps, bruise, muscle strain and torn muscle,
17
with their meanings or descriptions.
c. Group the children into four, and let them match the words with the description.
1. The teacher corrects the answer of each group by posting their works on the board.
2. The teacher discusses what the different injuries are in the muscular system.
D. Generalization:
Name some injuries that affect the muscular system.
E. Application:
Imagine that we are seated in our chair for 6 hours. We will not stand or do anything for
that number of hours. We are not allowed to stretch out our body or even have a break for
snacks. What do you think will happen to our muscles? So, do you think participating in our
activities will help our muscles not to experience injury?
IV. Evaluation:
You are given 5 minutes to create pleasing movements for the muscles as a form of exercise
with the accompaniment of a music with a nice beat. Remember to be careful in practicing and
performing your presentation.
The children then will perform each presentation.
V. Assignment:
Answer this briefly
A tendon may break if a person lifts something heavy or when his arm is pulled. This injury is
serious. Why?
18
Date: ____________
I. Objective:
 Identifies some ways of caring for the muscles
Values: Maintaining physical fitness through health habits.
II. Subject Matter:
The Muscular System (Proper Care of the Muscles)
1. Protein foods are good for the muscles

2. Exercise, rest and sleep make the muscles strong and healthy
C. Materials:
Arm model or a leg model; picture of a child with injury in the muscular system
References:
Science and Health for Changing Environment – by Mrs. Estrellita S. Dela Cruz, et. Al. pp.
22-23
III. Procedure:
 Review
What are the injuries and diseases of the muscular system?
 Motivation
Perform some body exercise
Ask the children the following questions
Did you watch your favorite T.V program? What is it?
What time did you sleep last night?
B. Presentation:
1. Role play situations showing proper care of the muscles by group. (2 group)
2. Teacher may suggest or give the situation each group should role play.
19
1. Pupils react on the role playing activity
2. Teacher discusses the ways of keeping the muscles healthy.
D. Generalization:
How do we take good care of our muscles?
E. Application:
If for example your younger sister re3fusses to drink milk everyday, what would you tell
her? Why?
IV. Evaluation:
Check () the practices that are good for the muscles and cross (x) if not.
_____ 1. Drink milk everyday.
_____ 2. Eat protein foods.
_____ 3. Maintain good posture.
V. Assignment:
Make a poster about caring for the muscles.
20
Date: ____________
I. Objective:
 Identifies the digestive system and its major parts.
Values: A system is made up of individual parts that work together as a team.
II. Subject Matter:
The Human Digestive System
1. The digestive system is the body system in charge of changing the food we eat into a
form that can be used in the body.
2. The mouth, esophagus, stomach, small and large intestine, rectum and anus are the parts
of digestive system.
3. Accessory organs of the digestive system are the salivary glands, liver, gall bladder and
pancreas.
C. Materials:
Model of a human torso or enlarge illustration of the parts of the digestive system
Picture of popular basketball players
Picture of different foods
References:
27-29
III. Procedure:
 Review
How do we take good care of muscles?
 Motivation
Show the children the picture of different foods. Ask them:
1. Name the foods you see. What is your favorite food from the picture and why?
2. What do foods give us?
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B. Presentation:
1. Show the pupil the model or pictures of the digestive system.
2. Let the class see and name all picture of digestive system.
1. The teacher identifies the digestive system and informs the pupils about its importance.
2. Group the class into two and let each group copy the picture of the digestive system.
D. Generalization:
What are the parts of the digestive system?
E. Application:
Show the class a picture of the popular basketball players in the country today. Ask them
the following questions.
1. Who are the persons in the picture?
2. Are they popular? Why?
Relate this situation to the lesson by telling that the digestive system is composed of
different parts that work together, just like basketball players who work as a team to win.
So in every group work, the participation of each member is really necessary.
IV. Evaluation:
Identify and name the main organs of the digestive system.
V. Assignment:
Do this at home carefully
Observe the fish your mother buys
Find our if it has the same digestive parts as the human digestive system you have studied
22
Date: ____________
I. Objective:
 Describes the major pats of the Digestive System
Values: A system is made up of individual parts that work together as a team
II. Subject Matter:
The Human Digestive System (Functions of the Parts of the Digestive System)
1. The mouth is the start of the process of digestion.

2. All parts of the digestive system help in the conversion of the foods into basic substances
that can be either absorbed in the bloodstream as nutrients or passed out of the body
wastes.
C. Materials:
Model of a human torso or enlarged illustration of the parts of the digestive system
Picture of popular basketball players
Picture o different foods
References:
29
III. Procedure:
 Review
Define digestion
 Motivation
Refer again to the picture of the basketball players. Ask the children the following
questions:
1. Do you still remember this picture?
2. Did you ever watch a basketball game? Where?
3. What can you say about the game?
23
B. Presentation:
1. Relate the motivation to the lesson by saying that like basketball it is worked by a team in
order to win, the same is true in the digestion of food.
2. Refer the digestive illustration done by the pupils the other day and let each member of
the group trace the path of foods.
3. Each group shall have a reporter to describer the parts of digestive system and how the
foods pass through this system.
1. The teacher reacts on the report.
2. The teacher describes the functions of the pats of the digestive system.
3. Show them the foods being digested using the digestive model or picture.
D. Generalization:
What are the functions of the parts of the digestive system?
E. Application:
If for example we are going to play basketball game today, what will you do in order to
win? How is this related to the lesson for today?
IV. Evaluation:
Write the correct answer on the blank
_____ 1. What part of the digestive system is the start of digestion?
_____ 2. It produces bile
_____ 3. It is the upper section the small intestine.
V. Assignment:
Draw a picture of the digestive system and its parts on your Science Notebook.
24
Date: ____________
I. Objective:
 Explains why food in the digestive system has to be digested
Values: Good food should be eaten slowly and chewed very well, not only to fully relish its
taste, but to prepare it well for digestion.
II. Subject Matter:
The Human Digestive System (Why Food has to be Digested)
1. The mechanical and chemical digestion, begin in the mouth.

2. The saliva softens the foods
3. The tongue moves the foods around as it is chewed.
4. The mechanical process of mastication is primarily performed by the teeth.
C. Materials:
Teeth model or picture of the mouth
Test tubes Water Plastic cups
Biscuits or Breads Iodine Solution
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
 Review
Describe the functions of the digestive system
 Motivation
Who came late today? Were you able to eat your breakfast?
If yes, how did you eat your breakfast since you know you were already late for
school?
B. Presentation:
25
1. Relate the motivation to the lesson.
2. Ask them why food has to be digested.
3. Group the pupils into four and let them do this activity.
Procedure:
Get two equal pieces of biscuit or bread. Immerse one piece in a cup of water.
Ground the other into powder and stir it in another cup of water. Transfer one teaspoon of
water from each cup to two separate test tubes and add a few drops of iodine to each
sample. Observe their reactions.
1. The teacher reacts on the findings of the pupils.
2. The teacher discusses the main reason why foods should be chewed very well and be
digested thoroughly.
D. Generalization:
Why does food in the digestive system has to be digested?
E. Application:
You are eating you meal, at the same time your friend is about to come after 3 minutes.
So you hurriedly ate the food.
Do you think the foods you have eaten is digested properly?
IV. Evaluation:
Answer the question briefly
Explain the reason why the food should be digested properly.
V. Assignment:
How does chewing help in the digestion of food?
26
Date: ____________
I. Objective:
 Identifies the parts of a tooth and the different types of teeth.
Values: People and teeth have one thing in common- their uniqueness in the role that they
play.
II. Subject Matter:
The Human Digestive System ( Parts o a Tooth and the Kinds of Teeth)
1. Parts of the Tooth

a. Dentine is the major portion of the tooth
b. Enamel is the hardest part of a tooth
c. Crown is the visible portion of the tooth
d. Cement covers the tooth and holds it firmly in the jawbone
Observing, identifying and communicating
C. Materials:
Teeth model or picture of the mouth and a mirror
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
 Review
Why do we need to digest properly the food we eat
 Motivation
Let the pupils count their teeth through the tongue. Ask them: How many teeth do we
have?
Request them to bring out the mirror. Ask them: Observe you teeth, what do you
notice? Are they all the same in structure?
B. Presentation:
27
1. Let them guess how many permanent teeth a complete set has.
2. Group the class. Let them draw the tooth and the kinds of teeth.
3. Let them label the parts of the teeth and identify the kinds of teeth.
1. Pupils discuss their answers.
2. Teacher comments on the answers.
3. Teacher discusses the parts of the teeth and the kinds of teeth.
D. Generalization:
What are the parts of the tooth? Enumerate the parts of the teeth.
E. Application:
What do you notice to the teeth of grandfather or grandmother? Do they have a complete
set of teeth? Do they eat soft foods? Why?
What do you need to do with the teeth?
IV. Evaluation:
Identify the kind of teeth. Draw an arrow and write the name of the teeth.
V. Assignment:
Write you answer on you notebook.
How do you take good care of you teeth?
28
Date: ____________
I. Objective:
 Explains how starch change in the mouth
Values: Digestion starts from the mouth.
II. Subject Matter:
Human Digestive System (How starch Change in the Mouth)
1. Ptyalin or amylase is an enzyme that is secreted by the salivary glands

2. Benedict’s solution is a chemical reagent that turns brick red in color when boiled with
simple sugar or glucose.
C. Materials:
Unsweetened bread
Test tubes Benedict’s solution
Tube holder Alcohol Burner
References:
III. Procedure:
 Review
What are the parts of a tooth? Name the kinds of teeth.
 Motivation
Are you familiar with starch? What food we commonly eat which contains starch?
B. Presentation:
1. Group the children into three
2. Let them bring out the materials needed for the activity.
3. Remind them of how they should do the activity carefully, accurately, cooperatively and
neatly.
4. Let them follow the procedure
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a. Chew a small amount of cooked rice or unsweetened bread. In the meantime, place
the same amount of the material in the test tube and add one teaspoon of Benedict’s
solution. Observe the color reaction.
b. Place the chewed material in another test tube and add one teaspoon of water an a
half-teaspoon of water an a half-teaspoon of Benedict’s solution. Boil the mixture.
Observe the reaction.
1. Pupils will answer the following question:
a. What is the color of Benedict’s solution and what is it used for?
b. Which mixture produced a brick red color after boiling?
c. What can you infer from this observation?
D. Generalization:
How is starch changed in the mouth?
IV. Evaluation:
Write the correct answer on the blank:
_____ 1. An enzyme that is secreted by the salivary gland.
_____ 2. A chemical reagent that turns brick red when boiled with simple sugar.
_____ 3. It is also known as amylase
V. Assignment:
Bring the following
Egg
soap
30
Date: ____________
I. Objective:
 Explains how fats and oils made ready for digestion
Values: No matter how big is the problem there is always a room for understanding
II. Subject Matter:
The Human Digestive System (How are Fats and Oils made Ready for Digestion)
1. Digestion is partially completed in the stomach.

2. The major work or chemical digestion is accomplished in the small intestine.
3. Secretin secret the hormone
4. Pancreas secrete the enzymes.
Observing, measuring and communicating
C. Materials:
Test tubes Water
Oil Egg white or soap solution
References:
III. Procedure:
 Review
What is a Benedicts Solution?
What is ptyalin?
 Motivation
Have you eaten you breakfast before going to school?
What did you eat? Do they have fats and oils?
B. Presentation:
1. Let the pupils give examples of food which contain fats and oils.
2. Group them and let them perform the activity.
3. Remind them how to work properly, accurately, cooperatively and neatly.
31
1. Pupils will answer the following:
a. What happens to the mixture of oil and water in each of the two test tubes?
b. What can you infer from this observation?
c. What substance in the digestive system functions in the same way as soap or egg
white?
D. Generalization:
How fats and oils are made ready for digestion?
IV. Evaluation:
_____ 1. It secretes bile.
_____ 2. A process by which fat is broken down into small drops and mixed thoroughly with
water.
_____ 3. It stimulates the liver.
V. Assignment:
Summarize how fats and oils are emulsified.
32
Date: ____________
I. Objective:
 Enumerates and describes some ailments of the digestive system?
Values: Maintaining physical fitness through health practices.
II. Subject Matter:
The Human Digestive System

(Desirable Health Habits to Prevent Ailments of the Digestive Tract)
1. Some Ailments of the Digestive System

a. Tooth decay and gingivitis
b. Gastritis
c. Mumps
d. Gastric Ulcer
2. Hydrochloric Acid - aid in the digestion of food
Observing, inferring and communicating
C. Materials:
Model of the Teeth
Picture of persons with mumps
Picture of a decayed tooth
References:
III. Procedure:
 Review
What is emulsification?
 Motivation
Present the picture of a person with mumps. Ask them the following;
1. What do you notice in the picture of this person?
2. Do you know this ailment?
33
B. Presentation:
1. Relate the motivation to the lesson
2. Ask them if they have experienced having mumps
3. Group the children. Ask them to think and list down ailments of the digestive system.
4. Each group will present their work through the group leader.
1. Teacher comments the report of each group.
2. Teacher discusses the ailments in the digestive tract, by showing some pictures.
3. Teacher asks the pupils what are some desirable habits they know so that digestive may
prevent from some ailments.
D. Generalization:
Name some ailments in the digestive system and some desirable health habits.
E. Application:
Your younger brother loves eating too much chocolates and sweets. What would you tell
him?
IV. Evaluation:
Group Activity:
Write a slogan about how we could prevent ailments of the digestive. System.
V. Assignment:
List down ways on how we take good care of our digestive system.
34
Date: ____________
I. Objective:
 Explains what reproduction is
Values: Care for the animals
II. Subject Matter:
Animals (Reproduction of Animals)
1. Reproduction is the process by which living things produce their own kind.
2. Types of Reproduction
a. Sexual Reproduction
b. Asexual Reproduction
Observing, comparing, inferring and communicating
C. Materials:
Picture of young animals, eggs of animals
References:
38-39
Collier’s Encyclopedia, Vol. 2, pp. 213
III. Procedure:
 Review
What are the ailments of the digestive system?
How are we going to take good care of our digestive system?
 Motivation
Ask the pupils to write on a strip of paper their favorite pet. Post it on the board.
B. Presentation:
35
2. Show them the egg of a hen or a picture of a baby animal.
3. Ask them: Why do you think the chicken increases in number?
1. Teacher discusses the meaning of reproduction.
2. Teacher explains the two types of reproduction by comparing them.
D. Generalization:
What is meant by Reproduction?
E. Application:
If your pet is pregnant what will you do to it? Why?
IV. Evaluation:
Write true or false on the blank
_____ 1. Animals reproduce asexually.
_____ 2. Dogs and cats reproduce sexually.
_____ 3. Animal reproduce sexually.
V. Assignment:
Draw 5 animals you like most.
36
Date: ____________
I. Objective:
 Identifies animals that are hatched from eggs.
II. Subject Matter:
Animals (Animals that are hatched from eggs)
Some animals are hatched from eggs
C. Materials:
Picture of animals that are hatched from the eggs
Live animals such as birds or chicks
References:
38-39
Collier’s Encyclopedia, Vol. 2, pp. 165,213
III. Procedure:
 Review
What is reproduction?
Do animals reproduce? How?
 Motivation
Show the class the live animals. Ask them:
1. What do you call this animal?
2. Describe the animal.
B. Presentation:
a. Group the children
b. Ask them to list down animals that are hatched from eggs.
37
1. Teacher checks the group work.
2. Teacher cites some more examples coupled with pictures if possible.
D. Generalization:
Enumerate 5 animals that are hatched from eggs.
E. Application:
When you see some eggs of a hen along your way home, what are you going to do? Why?
IV. Evaluation:
Draw 5 animals that are hatched from eggs
V. Assignment:
Bring some pictures of animals.
38
Date: ____________
I. Objective:
 Identifies animals that are born live
Values: Care for the Animals
II. Subject Matter:
Animals (Animals that are born live)
Some animals are born live.
C. Materials:
Picture of animals that are born liv
A live puppy
References:
38-39
III. Procedure:
 Review
What animals are hatched from eggs?
 Motivation
Show the class the live animal, the puppy. Let them say what animal they see. Tell
them to describe how a puppy is born.
B. Presentation:
1. Group the children.
2. Instruct them to select animals that are born live from the picture inside the envelope and
post their work on the board for 5 minutes.
39
1. The teacher checks the group work.
2. The teacher rewards the winning group with anything like bookmarkers or pens.
3. The teacher cites more examples of animals that are born alive and describe them using
the pictures.
D. Generalization:
Enumerates the animals that are born live.
E. Application:
When your pet cat is pregnant, how are you going to take good care of it?
IV. Evaluation:
Encircle the animals that are born live:
chicken dog whale lizard turtle
cow horse duck crab
V. Assignment:
Identify whether the following animals are hatched from egg or born live animals.
_____ 1. Calf
_____ 2. Quail
_____ 3. Joey
_____ 4. Nestling
_____ 5. Cygnet
40
Date: ____________
I. Objective:
 Describes the mammal

 Give examples of animals which belong to the group of mamals
II. Subject Matter:
Animals (mammals)
1. Most mammals are born live and fed with milk from their mother’s breast.
2. They are called placental mammals and the marsupials.
3. Monotremes are one kind of mammals that are hatched from eggs.
4. In all these mammals, the egg is fertilized inside the female’s body by the male sperm.
C. Materials:
Pictures of mammals
Picture of puppies that are being fed by the mother dog.
References:
Science Module IV - by Mrs. Jessie A. Villegas p.54-55
39-40
III. Procedure:
 Review
What animals are born live?
 Motivation
Show the class the picture of the puppies which are fed by mother dog.
Tell the pupils to describe what they see.
B. Presentation:
1. Group the children into four. Each group must be a name of animal.
2. Let each group imitate the sound of the animal group they have.
41
3. Instruct them that they are going to sing a song using the sound of the animal in their
respective group to the tune of “Leron-Leron Sinta”
4. The teacher will instruct them that the group will oly sing if she points to their group.
5. Go back to the grouping
6. Ask them if the mother dog, mother dog, cat, mother goat, and mother cow feed milk to their
young.
1. The teacher agrees or disagrees with the answer of the pupils.
2. The teacher describes the mammals, showing the picture of animals that feed their youngs
with milk.
3. The teacher asks the pupils to give some examples of mammals.
4. The teacher asks the pupils how do mammals develop and grow.
D. Generalization:
How do mammals develop and grow?
E. Application:
If your playmate hates mammals, will you convince him to love animals like mammals?
Why or Why not?
IV. Evaluation:
Encircle the letter with the correct answer:
1. Where does a horse embryo develop and grow?
a. inside the mother’s body c. inside an eggshell
b. inside the mother’s pouch d. outside the mother’s body
2. What kind o mammal is a horse?
a. marsupial c. monotreme
b. placental d. egg-laying
3. What type of mammal is hatched from egg?
a. placental c. monotreme
b. marsupial d. polytreme
V. Assignment:
_____ 1. What does a male dog need to produce in order to reproduce with the female dog?
_____ 2. What takes place when the male and female cats mate?
_____ 3. Where does a horse embryo get its food.
42
Date: ____________
I. Objective:
 Describes the birds and reptiles
II. Subject Matter:
Animals (Birds and Reptiles)
1. The eggs are fertilized inside the female’s body by the male’s sperm.
2. Shells form around the eggs.
3. Then the female lays the eggs for the embryos to develop
4. The embryos are nourished by the food supply that is part of the egg, calle yolk and
albumen or egg white.
5. Eggs of bird must stay warm while embryo s develop
6. Birds use their body beat to keep the eggs warm by sitting on them called incubation
7. Reptiles do not need incubation.
C. Materials:
Pictures of birds and reptiles
References:
40-41
III. Procedure:
 Review
Give some examples of mammals
 Motivation
Ask the pupils what is their favorite bird and why
B. Presentation:
43
2. Group the children into four
3. Let them play the game by following the instructions. The group with members wo will
not follow the instruction will be disqualified.
4. Instruct the groups to stand if the pictures they will see are birds or reptiles.
1. Reward the winning group.
2. The teacher describes the birds and reptiles.
3. Let the pupils infer on how the birds or reptiles develop and grow.
4. Let the pupils name examples of birds and reptiles.
D. Generalization:
How do birds and reptiles develop and grow?
E. Application:
Your father loves to hunt birds. Will you do the same when you grow up? Why or Why
not?
IV. Evaluation:
Write the correct answer on the blank.
1. Describe the shell of the chicken egg. _________________________________
2. How do birds warm their eggs? ______________________________________
3. How do reptiles protect their eggs? ___________________________________
V. Assignment:
Collect different pictures of birds and reptiles. Design an album.
44
Date: ____________
I. Objective:
 Gives examples of fishes; Describes how do fishes develops and grow
Values: Care for the animals; Avoid dynamite fishing; Avoid using fine nets when fishing
II. Subject Matter:
Animals (Fishes)
1. Fishes live and spawn in water.

2. Their jelly like eggs has no shells.
3. The eggs are fertilized externally by male’s sperm.
4. Then they are hatched as babies looking like their parents.
C. Materials:
Pictures of different fishes
Fish in the aquarium
References:
42
III. Procedure:
 Review
Give some examples of birds and animals
 Motivation
What do you usually see in the aquarium?
B. Presentation:
2. Ask them the following questions.
a. Have you seen eggs of fishes?
3. Group the pupils. Let them describe the eggs of the fishes.
45
1. Let the group leader do his report.
2. Teacher reacts on the report.
3. Teacher explains how the fishes develop and grow.
D. Generalization:
How do fishes develop and grow?
E. Application:
Why do you think it is not good to use fine nets when fishing?
IV. Evaluation:
Encircle the fishes:
Whale Shark Turtle Dolphin Milk-fish
V. Assignment:
Make a mosaic using used papers, seeds or anything and for it into fish or fishes.
46
Date: ____________
I. Objective:
 Describes how amphibians develop and grow
II. Subject Matter:
Animals (Amphibians)
1. Amphibians live in water a babies and on land as adults.

2. Their eggs lack a protective, waterproof shell so they can easily dry out.
3. They spawn in water.
4. During spawning, the eggs released by the female are fertilized externally by a male.
5. They undergo metamorphosis or the series of transformation in the life cycle of animals.
C. Materials:
Pictures of different amphibians
References:
Science Module IV - by Mrs. Jessie A. Villegas p58-59
42
Grolier Encyclopedia of questions and answers, pp. 117-119
III. Procedure:
 Review
Give some examples of fishes.
Post your project on the board
 Motivation
Ask two pupils to complete the puzzle on the board. The puzzle is a picture of a frog.
The pupils will do the activity for 3 minutes, and the one who finish it faster wins.
B. Presentation:
47
2. Ask them the following questions by group:
a. Where do you usually see a frog?
b. Does it live on land or in water?
c. What type of animal is a frog?
d. What other animals do you know which live on both land and water?
1. Group reporting follows.
2. Teacher comments about the report.
3. Teacher cites more examples of amphibians using pictures or drawings.
D. Generalization:
How do amphibians develop and grow?
E. Application:
Why do you think a frog is considered an amphibian?
IV. Evaluation:
Box the amphibians.
newts spider salamander
frog chicken goldfish
V. Assignment:
Draw a colorful amphibian.
48
Date: ____________
I. Objective:
 Identifies the stages in the life cycle of frog.
II. Subject Matter:
Animals (Life Cycle of Frog)
a. Life cycle is a period in the life of animal from the time it becomes fertilized egg up
to the reproduction and death.
b. Metamorphosis is the series of changes in the form during the development of an animal
from egg to adult
c. The stages in the life cycle of a frog an egg, tadpole, young adult and adult.
Observing, inferring, and communicating
C. Materials:
Frog’s egg, tadpole, adult frogs
Picture of the stags in the life cycle of a frog
References:
42-43
III. Procedure:
 Review
Give some examples of amphibians
Post your project on the board
 Motivation
What is the sound produced by frog? Describe a frog.
B. Presentation:
49
3. Let the children draw the insects they have.
4. Compare the insects every group member has.
1. Teacher comments abut the report.
2. Teacher appreciates the work of each group.
3. Teacher asks the pupils to name more examples of insects.
D. Generalization:
Describes the features of an insect.
E. Application:
What are we going to do with the insects you have with you now?
IV. Evaluation:
Pictures will be posted on the board and the pupils will name the insects: (1-5)
V. Assignment:
Bring a butterfly tomorrow.
50
Date: ____________
I. Objective:
 Identifies and describes the stages in the life cycle of a butterfly
II. Subject Matter:
Animals (Life Cycle of Butterfly)
1. Life cycle is a period in the life of an animal from time it becomes a fertilized egg up to
reproduction and death.
2. Metamorphosis is the series of changes in the form during the development of an animal
from egg to adult
3. The stages in the life cycle of butterfly are egg, larva, pupa and adult.
C. Materials:
Real butterfly eggs, larva, pupa , adult butterfly
Picture o the stages in the life cycle of butterfly
References:
43-44
Grolier Encyclopedia of questions and answers, pp. 127
III. Procedure:
 Review
Give some examples of insects.
 Motivation
Have you seen a caterpillar? Describe it.
B. Presentation:
51
3. Let them sequence the life cycle of the butterfly using the pictures.
4. Each group will display the work.
2. Teacher shows the egg of a butterfly, the larva, pupa and the adult of butterfly.
3. Children compare the appearance of the butterfly from each stage.
D. Generalization:
Describe the life cycle of the butterfly.
E. Application:
Is metamorphosis important to caterpillar? Why
IV. Evaluation:
Draw the life cycle of butterfly.
V. Assignment:
Answer the question briefly
Compare a caterpillar and a pupa.
52
Date: ____________
I. Objective:
 Identifies, observes and describes the stages in the life cycle of a mosquito
Values: Cleanliness in the surrounding
II. Subject Matter:
Animals (Life Cycle of Mosquito)
from egg to adult.
3. The stages in the life cycle of a mosquito are egg, larva, pupa or tumble, and adult.
C. Materials:
Plastic jar with water, nylon cloth, black stick
References:
43-44
III. Procedure:
 Review
Describe the life cycle of the butterfly
 Motivation
Look at the picture. What do you see?
B. Presentation:
3. Let them find out the stages of mosquito.
53
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the mosquito.
D. Generalization:
Describe the life cycle of a mosquito.
E. Application:
Is metamorphosis important in mosquito?
IV. Evaluation:
Draw the life cycle of a mosquito.
V. Assignment:
Observe how the mosquito undergoes metamorphosis:
Procedure
1. Dip one end of a dark colored stick in a jar half-filled with water. Place the jar overnight in a
dark corner outside the room. Observe the stick with magnifying glass the following day for
evidence.
2. Leave the stick inside the jar and cover the jag with a piece of cloth observes the specimen
daily.
Observation:
1. How long did it take the wrigglers appears in the water?

2. How long did it take the wrigglers become pupae?
3. How long did it take the pupae to become adult mosquitoes?
54
Date: ____________
I. Objective:
 Identifies, observe and describes the stages in the life cycle of a fly
Values: Cleanliness of the surrounding
II. Subject Matter:
Animals (Life Cycle of a Fly)
from egg to adult.
3. The stages in the life cycle of a fly: egg, maggot, pupa and adult fly
C. Materials:
Picture of a fly
References:
43-44
III. Procedure:
 Review
Describe the life cycle of a mosquito
 Motivation
Look at the picture. What do you see?
B. Presentation:
2. Group the children
3. Let them find out the stages of a fly.
55
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the fly.
D. Generalization:
Describe the life cycle of a fly.
E. Application:
Why do we need to clean our surroundings?
IV. Evaluation:
Is the life cycle of a fly a complete or incomplete metamorphosis? Why or Why not?
V. Assignment:
Draw the life cycle of a fly.
56
Date: ____________
I. Objective:
 Names ways on how we can reduce the population of flies.
Values: Cleanliness of the surrounding.
II. Subject Matter:
Animals (How Can We Reduce The Population o Flies)
1. Flies are harmful insects.

2. Their breeding places are dark places, dumping areas, dirty things and manure piles.
C. Materials:
Picture of a Fly
References:
Science Module IV - by Mrs. Jessie A. Villegas p62-63
43-44
III. Procedure:
 Review
Describe the life cycle of the fly.
 Motivation
Show the picture of dirty surroundings. Ask the class:
1. Describe the picture.
2. Do you like to live in this kind of place? Why?
B. Presentation:
3. Let them act out some situations where the ways to reduce the population of flies be
practiced.
57
1. Teacher comments about the role-playing.
2. Teacher appreciates the effort of each group.
D. Generalization:
Name some ways on how to control the population of flies.
E. Application:
Why do we need to control the population of flies?
IV. Evaluation:
How can we rid of houseflies?
V. Assignment:
Do this activity at home
Procedure:
1. Observe various places in your home, school, and community. Identify places where flies are
commonly found. Using the table below, list down these places in order of increasing
population of flies.
2. Infer a relationship between the size of population and the danger they create based on the
type of places where they are found.
3. Suggest ways on how to reduce the population of houseflies.
Observations and Inferences:
1. In what places are houseflies mostly found?

At Home In School In Community
a.
b.
c.
2. What can you infer from these observations?

3. How can you reduce the populations of flies?
58
Date: ____________
I. Objective:
 Names ways on how we can get rid of mosquitoes.
Values: Cleanliness of the surrounding
II. Subject Matter:
Animals (How and Why We Get Rid of Mosquitoes)
1. Mosquitoes are harmful insects.

2. Their breeding places are exposed water containers and pot-holes.
3. A regular cleaning of the breeding is helpful in controlling the population of the
mosquitoes.
4. Mosquitoes bring different diseases, such as: dengue h-fever, malaria
5. Types of Mosquitoes
a. Anopheles Mosquitoes
b. Aedes Mosquitoes
c. Aedes aegypti or Aedes albopictus
6. Dengue H-Fever is a communicable disease caused by a virus that can be transmitted by
mosquito bites.
C. Materials:
Picture of a mosquito; exposed water with wrigglers
References:
46
III. Procedure:
 Review
Describe a mosquito.
 Motivation
59
Let the pupils see the exposed water in a closed container.
The pupils will observe the container.
The children will describe what they have observe
B. Presentation:
3. Let them enumerate reasons why do we need to get rid of the mosquitoes.
1. Teacher comments about the group report.
2. Teacher adds important information regarding the lesson which are not mentioned by the
reporters.
D. Generalization:
Name some ways on how to control the population of flies.
E. Application:
Why do we need to control the population of flies?
IV. Evaluation:
_____ 1. What type of mosquito brings a dengue h-fever?
_____ 2. What is the most effective way in preventing the reproduction of the mosquitoes?
_____ 3. What is the early symptom of h-fever?
V. Assignment:
What are the saying “An ounce of prevention is a pound of cure” mean?
60
Date: ____________
I. Objective:
 Identifies useful and harmful animals
Values: To be careful when handling different animals
II. Subject Matter:
Animals (Useful and Harmful Animals)
1. Some animals are useful to us and to the environment

2. Some animals are harmful to us.
C. Materials:
Pictures of harmful animals
Pictures o useful animals
References:
46-47
III. Procedure:
 Review
Describe danger of a mosquito
 Motivation
Show the pictures of different animals. Let them identify each animal.
B. Presentation:
3. Let them group the harmful animals and the useful animals
61
1. Ask them their inference regarding the activity.
D. Generalization:
Are all animals harmful to men and the environment?
E. Application:
Do you think your favorite animal shows your personality? Why or Why not?
IV. Evaluation:
Identify whether the following animals are useful or harmful.
_____ 1. Mosquito
_____ 2. Dog
_____ 3. Butterfly
V. Assignment:
Choose one animal from the list. Draw it and describe it whether it is useful or not.
62
Date: ____________
I. Objective:
 Identifies useful animals being domesticated b many
Values: Be careful when handling different animals
II. Subject Matter:
Animals (Why do men demonstrate some animals)
1. We take good care of the animals that we demonstrate.

2. We provide them food, shelter, healthcare and protection.
3. Common animals men domesticate are dogs, cats, chickens, fish, cows, etc.
C. Materials:
Pictures of useful animals
References:
46-47
III. Procedure:
 Review
Name some harmful animals and useful animals
 Motivation
What are the pets you have at home?
B. Presentation:
3. Let them identify animals that are being domesticated as many as they can for 5 minutes.
63
1. Let them finish their work and post the activity on the board.
2. Teacher rewards/appreciates the winning group.
3. Teacher encourages the group who did not win to have their luck next time.
4. Teacher cites other examples of animals that can be domesticated.]
5. Teacher asks the pupils why men domesticate some animals.
D. Generalization:
Why do men domesticate some animals?
E. Application:
If you are going to domesticate an animal or animals, what animal would you like to
tame? Why?
IV. Evaluation:
Using a yellow crayon, underline the animals that are advisable to domesticate as pets in our
place:
snake tiger ducks chicken lion crocodile carabao
V. Assignment:
Describe your favorite pet at home.
64
Date: ____________
I. Objective:
 Explains how do earthworms help the environment
Values: When we care about animals, we also care about our environment.
II. Subject Matter:
Animals (How do earthworms help the environment)
1. Earthworms are foods for the birds.

2. They are also served as exotic dish in high-class restaurants.
3. They are good for the soil.
C. Materials:
Picture of earthworm
References:
48
III. Procedure:
 Review
Name some animals that are being domesticated.
 Motivation
Did you ever experience fishing? What do we put in the hook of fish?
B. Presentation:
3. Let them write their opinion on a sheet of manila paper whether the earthworm is a
harmful or a useful animal.
65
1. Let them finish their work and post the activity on the board
2. Teacher comments on the group work.
3. Teacher adds information regarding how do earthworms help us and the environment.
D. Generalization:
How do earthworms help the environment?
E. Application:
If for example you are playing in the garden, you happen to see an earthworm, are you
going to kill it or not? Why?
IV. Evaluation:
What are the uses of earthworms? Enumerate them.
V. Assignment:
Write a poem regarding an earthworm.
66
Date: ____________
I. Objective:
 Identifies proper ways of handling animals
Values: When we care about animals, we also care abut our environment.
II. Subject Matter:
Animals (Proper Ways of Handling Animals)
1. Animals should be handled properly to avoid hurt by them.
C. Materials:
Pictures of different animals
References:
47-49
III. Procedure:
 Review
Name some uses of earthworm
 Motivation
Do you love your pets? How do you shoe your care to your pets?
B. Presentation:
3. Let them write their answer regarding the question:
What made the pet harm you?
1. Let them display their work.
67
2. Teacher comments on the work of the children.
3. Pupils will find solutions to the problem when pets harm the people.
D. Generalization:
What are the proper ways of handling animals?
E. Application:
You love playing with your pet dog, how will you practice proper ways in playing with
your dog?
IV. Evaluation:
Check if the practice is good, cross if it is not.
_____ 1. Holding a cat by it tail.
_____ 2. Feed the dog everyday.
_____ 3. Kick the dog on it head.
V. Assignment:
Why do we need to take good care of pets?
68
Date: ____________
I. Objective:
 Identifies the important parts of a flower needed for the development of seeds.
Values: Thoughtfulness is important to be showed to someone you care of
II. Subject Matter:
Plants (The Parts of a Flower)
1. Flowers are the reproductive center of plants

2. They have attractive colors and fragrant odor to attract insects, birds and other animals,
including men.
3. These enable the sex cells of different plants to meet so that fertilization can take place.
4. Parts of the flower: calyx, corolla, stamen and pistil.
C. Materials:
Real flowers and enlarged picture of a flower
References:
51-52
III. Procedure:
 Review
How do you handle your pets?
 Motivation
Show a plant with a flower. Ask the pupils what part of a plant is responsible for
reproduction.
B. Presentation:
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3. Let the group members match the pats of a flower to the picture of the flower.
4. The first group to finish it the fastest wins the game.
1. Let the pupils display their output.
2. Teacher comments/corrects the group works.
3. Pupils describe the parts of the flowers
4. Teacher adds information about the description of the parts of a flower.
D. Generalization:
What are the main parts of the flower needed for the development of seeds?
E. Application:
One day you have visited a beautiful park. The gardens are very attractive because they
are surrounded by a variety of colorful and sweet smelling flowers. But you cannot pick them.
Why do you think picking flowers on the public places is prohibited?
IV. Evaluation:
Draw a flowers. Label its parts.
V. Assignment:
Describe each part of the flower.
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Date: ____________
I. Objective:
 Identifies the important parts of a flower that can make a new plant
Values: Care for the plants in the same way as you care for your loved ones.
II. Subject Matter:
Plants (The Parts of a Flower for Reproduction)
1. The reproductive organs of the flower are the stamen(male part) and the pistil (female
part)
2. The stamen consists of filament and the anther.
3. The filament is a slender, threadlike portion that supports the anther.
4. The anther is made up of pollen sac containing the pollen grains.
5. The pollen grains are the yellow dust or particles that are usually sticky to your fingers or
to any insect that visits the flower.
6. The pistil consists of an ovary, style and stigma.
7. The ovary is the base, which becomes the fruit that contains the seed.
8. The style is the thinner area.
C. Materials:
References:
51-52
III. Procedure:
 Review
What are the parts of the flower? Describe each part.
 Motivation
Show the flower and the enlarged picture. Ask the children: Why do you think the
71
flower is responsible for the reproduction of plants?
B. Presentation:
2. Group the Children
3. The group members will identify the parts of the stamen and the pistil.
1. Let the pupils display their output.
2. Teacher discusses the functions of each reproductive part of the flowers.
D. Generalization:
What are the main parts of the flower needed for reproduction?
E. Application:
How do you take good care of the flowers?
IV. Evaluation:
_____ 1. The female part of the flower
_____ 2. Part of the flower which contains ovules.
_____ 3. It is made up of pollen sacs.
V. Assignment:
Draw the parts of the flower showing the pistil and stamen.
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Date: ____________
I. Objective:
 Explains the role of pollination in sexual reproduction
Values: Nature has provided different organisms with different but interdependent life-styles.
II. Subject Matter:
Plants (How does pollination take place?)
1. The sexual reproduction in plants starts when pollen grains from the anther of one flower
transfers to the stigma of the same flower or of another flower of the same plant, or
another flower of another plant.
2. The first two are known as self-pollination
3. The latter is know as the cross-pollination
4. Pollination is often aided by the wind, insects, birds, other animals, water and men.
Observing, describing, inferring and communicating
C. Materials:
Real flowers and enlarged picture of flower
Pictures of the agents of pollination
References:
51-52
III. Procedure:
 Review
What are the parts of stamen and pistil? Describe each part.
 Motivation
Sing a song “Fly, fly the Butterfly”
B. Presentation:
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2. Children will answer the questions:
a. Where do you usually see the butterflies?
b. What do you think is the reason why the butterflies often visit the flowers?
1. Teacher discusses pollination using the pictures.
2. Teacher asks the pupils what are the agents of pollination.
D. Generalization:
How does pollination take place?
E. Application:
If you will be a butterfly, what flower would you visit most? Why?
IV. Evaluation:
Write true or false on the blank
_____ 1. There are two types of pollination.
_____ 2. Man is an agent of pollination.
_____ 3. The wind does contribute in the pollination of plants.
V. Assignment:
Differentiate cross pollination and self-pollination.
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Date: ____________
I. Objective:
 Describes the process of fertilization in flower leading to the development of seeds.
Values: Men cross-pollinate a flower in order to obtain a better and stronger plant.
II. Subject Matter:
Plants (How are seeds formed?)
1. The stamen and the pistil are not always found together in all flowers.
2. Perfect flower (bisexual) is a kind of flower with both the stamen and the pistil.
3. Imperfect flower (unisexual) is a kind of flower when only one of the stamen or the pistil
is present.
4. Fertilization is the union of the male and female cell of a flower.
5. Embryo is the growing plant.
6 Cotyledon is the food of the growing plant.
Observing, describing, inferring and communicating
C. Materials:
Pictures of the reproductive parts of the flower
References:
51-52
III. Procedure:
 Review
What is pollination?
What are the agents of pollination?
 Motivation
Let the children bring out the different flowers they have brought.
Let them open the inner part of the flower and find the reproductive organs, using
75
magnifying lens.
B. Presentation:
2. Children will answer the question.
a. Do all flowers have the stamen and pistil?
b. What can you infer?
1. Teacher asks the pupils to guess what is the difference between a perfect flower and
imperfect flower.
2. Teacher explains how seeds are formed through an illustration.
3. Children are allowed to ask questions, too, regarding the lesson.
4. Pupils will illustrate how seeds are formed.
D. Generalization:
How are seeds formed?
E. Application:
If you see a boy of you age who is destroying the flowers in the park, what will you do to
stop him?
IV. Evaluation:
Write a simple or short definition
1. fertilization - ____________________________________________________
2. perfect flower - __________________________________________________
3. imperfect flower - ________________________________________________
V. Assignment:
Name 3 bisexual flowers and 3 unisexual flowers, by investigating some flowers at homes.
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Date: ____________
I. Objective:
 Explains and describes how seeds are grow
Values: The growth of a seed into seedling takes time
II. Subject Matter:
Plants (How are seed growing into new plants?)
1. The seed is the ripened ovule containing the embryo, with its food supply, the cotyledon.
2. The embryo begins as a plumule or a short stem with a pair of tiny leaves between the
cotyledons.
3. Seedling is the young plant.
Observing, measuring, describing, inferring and communicating
C. Materials:
Mongo seeds, box of soil, saw dust, and ruler
References:
53
III. Procedure:
 Review
What are the parts of seed?
 Motivation
What can you say about the growth of an animal?
Does it take time or not?
What about the plants?
B. Presentation:
2. Children will refer to the investigation they have prepared for one week.
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3. Group the children. Let them answer the question.
a. Which part of the seed sprout first and why?
b. What is the function of the root?
c. What can you infer from this observation?
d. What is your generalization?
1. Teacher collects the pupils work.
2. Teacher discusses how the seeds grow into new plants, so that pupils will know whether
their answers are correct.
D. Generalization:
How do seeds grow into new plants?
E. Application:
You have seen your mother who is buying the dried seeds into the soil. Why do you think
she is doing this?
IV. Evaluation:
Describe the following briefly
1. Seed
2. Plumule
3. Seedling
V. Assignment:
Write the measurement of the seeds you have observed for several days. Use your ruler.
Describe the growth as to the height of the growing seeds.
Day 1 Day 2 Day 3 Day 4 Day 5
measuremen
t
2ND
Date: ____________
78
I. OBJECTIVE:
 Describe mixtures and their characteristics.

 Show how mixtures are formed
Values: Working harmoniously and cooperatively in a group.
II. SUBJECT MATTER:
Describing Mixtures and their Characteristics,
Showing how mixtures are formed
A. Science Concepts/Ideas:
 A mixture is a physical combination of two or more substances.

 No new substance is formed as a result of mixtures.
 Physical combination means that the part of the mixtures retains their original
composition and properties.
Observing and describing
C. Materials:
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Tiny bits of paper Teaspoon of soil
Teaspoon of sand Pebbles
Teaspoon of brown sugar Hot water
Teaspoon of powdered milk
References:
Teacher's Module Science & Health 4 by Jessie A. Villegas p. 32
III. RPOCEDURE:
A. Preparatory Activity:
Have you eaten fruit salad? What are the ingredients? What did your mother do with the
ingredients when they made the salad? Can you still recognize each of the ingredients?
B. Developmental Activities:
1. Presentation
Identify the materials. Describe each material.
Example: The sugar is brown.
The milk is fine.
Form 3 groups. Each group will perform specific activity. Answer the question after each
activity.
Group 1 : Combine a teaspoon of sand and pebbles. Mix them together.
1. Can you still see the sand? _____

2. Can you still see the pebbles? _____
3. Was there a change in the appearance of the sand? How about the pebbles?
4. Did the things you mixed retain their original characteristics?
5. What did you form when you combined the sand and the pebbles?
Group 2: Combine the teaspoon of brown sugar and powdered milk.
Mix them thoroughly in the cups of hot water.
1. Can you still identify the sugar?

2. Can you still identify which one is milk?
3. Did you form a new substance?
4. What did you form?
Group 3: Mix tiny bits of paper with the Soil
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1. Can you still tell which one is soil?
2. Can you still tell which one are the bits of paper?
3. Was there a new substance formed?
4. What did you form?
C. Concept Formation
Each group will present their findings. Teacher may ask questions to lead to the conclusion that
1. A mixture is the physical combination of 2 or more substances.

2. That each part of a mixture retains their original composition and their properties.
3. No new substance is formed.
D. Application
Soil is a mixture of particles of sand, stone and decayed plants.
Can you explain why this is considered mixture?
IV. EVALUATION:
Write the letter of the correct answer.
1. Which of the following has the characteristic of a mixture?
a. ice cream b. salt s c. sugar d. rice
2. Why is soil considered a mixture?
a. It is the physical combination of sand fine particles of rocks and pebbles.

b. It Is a new substance formed by sand, fine particles rock and pebbles.
c. In the combination of sand, fine particles of a rock and pebbles, the part can no longer be
identified.
d. Soil is composed only of solid materials.
V. ASSIGNMENT:
List 3 common mixtures you see at home. Describe how they are formed. Explain why they are
called mixtures.
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Date: ____________
I. OBJECTIVE:
Explain why mixture can be separated by physical means.
Values: Resourcefulness and initiative
II. SUBJECT MATTER:
Why Mixtures can be Separated by Physical Means
 Mixtures can be separated by physical means because they are physical combinations of
solids, liquids and gaseous substances.
Observing, describing, communicating
C. Materials:
Sand and pebbles Pins, pencils and crayons
Water and soil Soil and rice grains
References:
III. RPOCEDURE:
What is a mixture? Give its characteristics. Name a mixture found at home.
1. Motivation:
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Your sister accidentally mixed some mango seeds with sugar. If you are in her situation,
how would you separate the mixture?
2. Presentation
Group the children and give them the following activities. Direct them to separate the
mixtures by any means they know. They can use more than one way.
C. Concept Formation
Each group reports what they did.
Teacher may ask questions that lead them to a conclusion on why mixtures can be separated
by physical means.
D. Generalization
Why can you separate mixtures by physical means?
What are some physical means used to separate mixtures?
E. Application
Explain why you can separate a mixture without any change in the identity of the different parts
of the mixture.
IV. EVALUATION:
Write a short explanation why you can separate the dirt impurities from water without each losing
their identities.
V. ASSIGNMENT:
Suppose you are to retrieve the palay mixed with saw dust. What will you do?
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Date: ____________
I. OBJECTIVE:
 Identify and describes the different methods of separating a solid from a solid.
 Demonstrate these methods.
Values: Cleanliness and orderliness; When performing an activity always keep your work place
clean and orderly.
II. SUBJECT MATTER:
Method of Separating a Solid from a Solid
 There are different methods of separating a mixture of solid. These are flotation, solution,
using' a magnet and chromatography.
Observing, describing, communicating
C. Materials:
sawdust Palay Pebbles salt
Water Magnet sand
Screen Paper clips com grains
References:
Teacher's Module SCience & Heatth 4 by Jessie A. Villegas p. 33
III. RPOCEDURE:
1. Why can we separate mixture by physical means? Water, we put the mixture in water. The
lighter one floats and the beaver one sinks. This is called flotation.
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2. When one solid is mixture is soluble in water while the other one is not, stir the mixture and
the soluble one dissolves. This method is called solution.
3. When one solid is magnetic while the other is not, use a magnet to separate them.
4. When one solid is smaller than the other, use a screen to separate them.
1. Motivation
During yesterday's activities you separated mixture. Aside from the means you used
yesterday, what other method can we use?
2. Our problems today are

1. How can we separate solids in a mixture when one is heavier than water and the other is
lighter than water?
2. How can we separate solids when one is soluble in water and the other is not?
3. How can we separate solids when one is magnetic while the other is not?
4. How can we separate solids when one is smaller than the other?
5. How can we separate solids when both are soluble in water but have different colors?
3. Group yourselves into 4

 Identify the materials for each group activity.
 Perform the activities
 Describe what you did.
Group 1 - Mixture of sawdust and palay
Group 2 - Mixture of salt and sand
Group 3 - Mixture of paper clips, pebbles and iron fillings
Group 4 - Mixture of sand and corn grains
C. Discussion:
Each group reports what they did by giving the directions step by step.
1. When one solid in a mixture is heavier that water and the other is lighter than water.
D. Concept Formation
E. Generalization
What are the methods in separating solid in a mixture?
F. Application
1. What solid mixtures can you separate by the methods we learned?
2. Describe how you will do it by giving the direction step by step.
IV. EVALUATION:
What method will you use to separate these mixtures?
85
__________ 1. hairpins, thumbtacks and rubber bands
__________ 2. sand and pebbles
__________ 3. salt and bean seeds
__________ 4. rice husk and rice grains
__________ 5. flour and mango seeds
V. ASSIGNMENT:
A. Write 2-3 step direction that will show you will separate a mixture of com starch and rice grains.
86
Date: ____________
I. OBJECTIVE:
Identify and describes ways of separating liquid mixtures.
Values: Appreciate scientific technologies employed to uplift situations
II. SUBJECT MATTER:
Method of Separating a Liquid Mixtures
Liquid mixture can be separated by physical means using the following methods; using a
separatory funnel or siphon, evaporation, simple distillation, and fractional distillation.
Describing
C. Materials:
Word cards for vocabulary words
Chart for reading selection
Cards where liquid mixture are written
References:
III. RPOCEDURE:
Review .
Conduct a game to review the methods of separating solid mixtures
1. Distribute word cards on the methods of separating solid mixtures
2. Distribute names of solid mixtures
When both liquids are to be retrieved, the mixture can be separated by fractional
distillation. The liquids are collected separately as they have different boiling points. The
more volatile liquid is distilled ahead of the other.
3. Answer these questions.
a. What is the selection about?
87
b. How many ways of separating liquid mixtures are described? Name these methods.
c. How can immiscible liquids be, separated?
d. How is simple distillation done?
e. What is used to separate miscible liquid mixture?
f. When is fractional distillation used to separate a mixture of liquids?
B. Concept Formation/Generalization
How can liquid mixture be separated?
When are these methods used?
C. Application
Form a dyad and have them do the following:
* Pair the word cards together
A. Methods used to separate
a. separatory funnel
b. evaporation
c. simple distillation
d. fractional distillation
B. Kinds of liquid mixture

a. water and gasoline
b. acetone and alcohol
c. water and oil
d. perfume and water
IV. EVALUATION:
Name the method you will use to separate these liquid mixtures.
1. Oil and water which are immiscible.
2. Water and vinegar which are miscible and you want to retrieve the vinegar.
3. You want to retrieve alcohol from water.
4. You want to retrieve both the water and the alcohol.
5. Gasoline and water where gasoline forms the upper layer in the mixture.
V. ASSIGNMENT:
Try mixing baby oil and alcohol.
What method can you use to separate them if you want to retrieve the baby oil?
88
Date: ____________
I. OBJECTIVE:
Describe methods of separating a solid suspended in a liquid.
Values: Show respect by listening to the speaker
II. SUBJECT MATTER:
Methods of separating a Solid Suspended in a Liquid
Solid suspended in a liquid can be separated by any of the physical means: sedimentation,
coagulation, filtration, centrifuging and distillation
Describing
C. Materials:
Set-ups showing different mixtures of solids and liquids, mesh wire, water, soil
References:
III. RPOCEDURE:
A. Preparatory Activity
What are the methods of liquid mixture? When is each method used?
B. Lesson Proper
1. Motivation
89
If you happened to mix sugar with water what do you form? Can you separate the sugar
from the water?
2. Activity Proper
Show the mixture of soil and water.
Do you still see the soil?
How can we separate it from the water?
Activity 1
1. Allow the soil to settle at the bottom.

2. Pour out carefully the water leaving the soil.
3. How did we separate the soil from the water?
4. What do you call this method?
Activity 2
1. Make another mixture of soil and water.

2. Pour the mixture over the mesh wire.
3. What is left on the mesh wire?
3. Read a selection describing the other methods.
4. Discussion
Pupils report their answer.
Lead pupils to describe the two methods used in the activity.
Lead them to describe the other methods like coagulation, centrifuging and distillation.
C. Generalization
What are the methods used in separating a solid suspended in liquid? How do you describe
each method?
D. Application
90
During rainy days, do you observe the color of the water in the river? After someday when
the rain stops, how does the water look like? Where do you think did the soil that made the water
brown go? What do you call new the soil left of the bottom of the river?
IV. EVALUATION:
Match the method with its description.
Methods
______ 1. Spinning a suspension by a centrifuge in order to separate the heavier solid particles from
the liquid.
______ 2. Allowing the suspended particles to settle at the bottom of the container.
______ 3. Allowing the liquid part to pass through a filter.
______ 4. A process of speeding up sedimentation by the addition of a coagulating agent.
______ 5. Boiling a suspension to allow the liquid to evaporate and collected 'if it is to be retrieved.
Description
a. coagulation
b. sedimentation
c. distillation
d. filtration
e. centrifuging
V. ASSIGNMENT:
Bring to class alum (tawas) mesh wire (scrun) basin.
Try to separate solid and liquid in a mixture using sedimentation and filtration.
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Date: ____________
I. OBJECTIVE:
Explain and demonstrate the different methods of separating a solid suspended in a liquid.
Values: Perform activities with accuracy; Observe cleanliness and orderliness; Keep your
working place always clean.
II. SUBJECT MATTER:
Explaining and demonstrating methods of separating a solid suspended in a liquid
A solid suspended in a liquid can be separated by sedimentation, filtration, coagulation,

centrifuging and distillation.
Observing, describing, demonstrating
C. Materials:
Set-ups:
Mixture of vinegar and flour

Mixture of water and sand
Mixture of oil and salt
Mixture of fruit juice and sago
Tawas (alum)
4 clear glasses
piece of thin cloth
III. RPOCEDURE:
A. Review:
What are the methods of separating a solid suspended in liquid?
B. Lesson Proper
1. Today, our activity is to perform the methods of separating a solid and liquid mixture that we
have learned yesterday.
2. Here are the materials. (Allow pupils to explore materials, ask questions, etc.)
3. Divide class into groups.
92
Group 1
a. Get the mixture of vinegar and flour.
b. Stir the mixture.
c. Add ground tawas (alum) to the mixture observation
1. What made the sedimentation fast?
2. What did the tawas do to the particles of flour?
4. The coagulant herds the ______
5. Can you now separate the flour from the vinegar?
Group 2
a. Mix oil and salt.
b. Pour the mixture through the piece of cloth (filter)
c. Was the sugar separated from the oil?
d. What do you call now the material left on the filter? (filtrate)
e. What do you call this method?
Group 3
a. Mix water and sand in a glass.
b. Stir the mixture in a circular motion.
c. Where did the sand form?
d. In this condition will it be easier now to separate the sand from the water?
e. What do you call this method?
C. Discussion
a. How are mixture of solid and liquids separated?
b. Explain what to do in each method.
D. Generalization
What methods are used to separate mixture solids and liquids?
E. Application
You are going to make pasta from starch and water. You happened to add too much water to
the flour. How will you remove some of the water? Explain what will you do?
IV. EVALUATION:
1. Which of the following mixture can be separated by sedimentation?
a. water and kerosene c. water and sugar
b. water and sand d. water and alcohol
2. Alum is mixed with much and immediately that much settles down leaving a clear water on top.
Alum served as the
a. sediment c. coagulant
b. filter d. centrifuge
3. When you filter water to separate it from insoluble solids, you use a filter and a funnel. What do
you call the solid that remains in the fitter?
a. residue c. coagulant
b. filtrate d. sediment
V. ASSIGNMENT:
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Write a short paragraph that explains how you will separate sand from water using sedimentation
or filtration.
94
Date: ____________
I. OBJECTIVE:
Identify solids that can be dissolved.
Values: Orderliness: putting things in their proper places.
II. SUBJECT MATTER:
Identify solids that can be dissolved
 Some solids can be dissolved in liquids.

 When a solid dissolves it melts or liquefies.
Observing, inferring, experimenting, communicating
C. Materials:
salt, sugar, water, powdered fruit juice, vetsin, ice cubes
References:
Into the Future: Science & Health IV pp. 58-59
III. RPOCEDURE:
Review:
Tell whether the following are solids, liquids or gas.
gasoline candle piece of wood sugar
vetsin bread candy
ice salt vinegar
B. Lesson Proper
1. Motivation
95
Have you tried making your own chocolate drink? What happened to the chocolate
powder (Milo) when you put it on a cup of water?
2. Presentation
Form pupils into 4 groups. Assign different stations.
Station I
Get a teaspoon of salt. Pour the salt into a cup of water. Stir the water. What happens to the
salt?
Station II
Fill a glass with ice cubes. Observe what happens after sometime , (10-15 minutes).What
happens to the ice cubes? What doers it show about solids?
Station III
Break the candy into tiny particles. Pour three (3) tiny particles in water. Stir. Can you still
see the tiny particles of candy? Why? ________________
Station IV
Is ice cream solid? Observe the ice cream for sometimes (3·5 minutes). What happens?
3. Discussion:
Pupils present their observations. Pupils answer questions specified in the problem.
4. Generalization/Concept Formation
1. Can solid materials be dissolved?
2. When a solid material melts or liquefies, what does this show?
5. Application
96
Leonor was making calamansi juice. She put a spoonful of sugar to the mixture of water
and calamansi juice. Then the phone rang. When she came back, she asked herself, "Did I put
sugar in the juice?"
1. Why did Leonor not see the sugar?
2. How could she tell if there was sugar in the juice?
IV. EVALUATION:
Here are some solids. Classify them into two headings. Solids that can be dissolved and solids
that cannot be dissolved.
1. stone 6. ice candy
2. coffee granules 7. chocolate powder
3. sand 8. soap
4. vetsin 9. eraser
5. leaves 10. paper clip
V. ASSIGNMENT:
Salt, sugar, vetsin and chocolate powder dissolves easily in water. Will these dissolve easily also
in other liquids? Try doing this in alcohol, oil and kerosene. Report your findings.
97
Date: ____________
I. OBJECTIVE:
 Define solvents and solutes.

 Tell the differences between a solvent and a solute.
 Identify the solute and solvent in a given mixture.
Values: Help make your community clean and beautiful
II. SUBJECT MATTER:
Solvents and Solutes
 A solvent is a substance that dissolves another material or substance. It is usually a part of a

solution or mixture in greater amount.
 A solute is any material or substance that is dissolved in a solvent. It is usually a part of a given
mixture found in a smaller amount.
Describing
C. Materials:
shallow dish dried plant powdered soap
water cooking oil dried nail polish
kerosene powdered oil coffee
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
TM Into the Future: Science and Health IV p. 60-61
III. RPOCEDURE:
98
Review:
Tell whether the solid materials are soluble in the solvent paired with them.
1. salt - water 4. dried nail polish - acetone
2. rust - kerosene 5. coffee - oil
3. paper .- water· 6. sugar - vinegar
B. Lesson Proper
1. Motivation
In Barangay Maganda, the people are very busy making plant boxes. They needed paint,
thinner, sand, cement and gravel.
2. Presentation
A mixture has 2 parts a solvent and a solute. Describe this mixture.
1 bag of cement - 5 cans of water
 What is the dissolving material? What do you call this?

 What is the material that dissolves? What do you call it?
1/2 can of paint - 1 can of thinner
 Which is greater in amount ?

 Which do you think is the solvent? The solute? Why?
3. Concept Formation
 In a mixture, what is the solvent?

 What is the solute?
 Which is usually greater in amount?
 Which is usually less in amount?
4. Application
Identify the solutes and solvents.
1. 1 Alka-Seltzer
a glass of water
2. 2 teaspoon of Ovaltine powder

1 cup of milk
3. 2 cans of soil
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1 can of manure
4. a small flake of nail polish

3 drops of acetone
5. a lump of soil
a pail of water
IV. EVALUATION:
Write on the opposite side of the following its solute or its solvent.
1. 1 ½ tablespoon of starch –
2. 1 sachet of shampoo -
3. 1 bag of tea -
4. a pinch of salt -
5. 3 drops of blood -
V. ASSIGNMENT:
List 5 kinds of mixtures found at home. Identify the solutes and solvents.
100
Date: ____________
I. OBJECTIVE:
 Observe that some solvents can dissolve solutes faster than others.
 Compare the behavior of solutes when mixed with solvents using the correct affective form.
Values: Helping in the household chores; Observe cleanliness/hygiene in handling and preparing
food
II. SUBJECT MATTER:
Dissolving solvents and solutes
Some solvents can dissolve solutes faster than others.
Observing, comparing, experimenting, recording and interpreting
C. Materials:
clear tap water brown sugar
glasses vinegar instant coffee
teaspoons powdered soap cooking oil
References:
III. RPOCEDURE:
Review
 What is a solvent?
 What is a solute?
 When the solvent and solute are both solids or liquids or both gases, which is the solvent?
Which is the solute?
B. Lesson Proper
1. Motivation
101
What solvent dissolve solutes fast? Faster? Slowly?
2. Presentation
Perform these activities (Group work)
a. Prepare these materials
b. Put the same amount of the following in each set at the same time.
A. Salt C. Powdered soap
B. Brown Sugar D. Oil
c. Record the results.
3. Discussion/Comparing results:
 Describe how long did the salt dissolve in the 3 solutes.

 Describe how long did the sugar dissolve in the 3 solutes.
 Describe how long did the powdered soap dissolve in the 3 solutes.
 Describe how long did the vetsin dissolve in the 3 solutes.
4. Generalization
Based on your findings, do all solvents dissolve in the solutes at the same time?
5. Application:
If you are to prepare a dish where you need salt to be dissolved in oil, vinegar and water,
to dissolve it very easily and fast, which of the 3 solutes will you dissolve salt first?
IV. EVALUATION:
Write T if it is true and F if it is false.
________ 1. Sugar dissolved faster in oil than in water.
________ 2. Oil can dissolve salt slower than vinegar.
________ 3. The best solvent for powdered soap is water.
________ 4. Vetsin dissolves faster in vinegar than in oil.
________ 5. Water, oil and vinegar can dissolve vetsin at the same time/rate
V. ASSIGNMENT:
102
Try doing this:
 Use tap water, warm water and hot water.
 Where can chocolate powder dissolve the faster?
103
Date: ____________
I. OBJECTIVE:
 State that water is a universal solvent.

 Explain water is considered a universal solvent.
Values: Cleanliness and personal hygiene
II. SUBJECT MATTER:
Water the universal solvent
Water is a universal solvent because it can dissolve many substances. It is always available in big
amounts.
Observing, comparing, inferring
C. Materials:
Set-up:
5 clear big mouthed bottles of the same sizes, water, alcohol, kerosene, cooking oil, vinegar,
powdered detergent, salt, sugar, flour, powdered juice, ground coffee
References:
Into the Future: Science and Health IV p. 112-115
III. RPOCEDURE:
Review
What is solute? A solvent? Give examples of each.
B. Lesson Proper
1. Motivation
Can you imagine how would you wash your daily clothes if soap does not dissolve in water?
104
2. Presentation
Activity proper:
a. Discuss the use of water as solvent of many different solid materials.

b. Our problem today is to find out what solvent can dissolve most of the substances.
c. Here are the materials that you will use.
Identify each and tell which one are solvents and which ones are solutes.
3. Form groups with 5 members each.
a. Pour 1 teaspoon of sugar in each solvent. Stir. In which solvent will the sugar dissolve
fast?
b. Do the same procedures with the other solutes.
c. Record your observations in a table like the one below.
4. Discussion:
 Did the solutes dissolve in all the solvents?

 Did all the solutes dissolve at the same time?
 Which solvent dissolved most of the solutes?
 Which solvent dissolved the solutes fastest?
 Which of the solvents is easy to get
C. Generalization
Based on the activity, describe water as a solvent. Why is water called a universal solvent?
D. Application
1. How is water used as a solvent at home?
2. What happens if there is no water?
IV. EVALUATION:
Choose the letter of the correct answer.
1. Why is water a universal solvent?
1. It can dissolve everything.
2. It can dissolve more materials than other solvents.
3. It is tasteless and colorless.
4. It is always available in big amounts.
a. 1 & 2 b. 2 & 3 c. 2 & 4 d. 1 & 4
2. What happens with a spoon of dried powdered juice when placed in water?
a. It will dissolve.
b. It will change in color.
c. It will remain the same.
105
3. Salt and sugar dissolves fastest in ___________.
a. oil b. water c. kerosene
V. ASSIGNMENT:
Write 3 examples showing water as a good' solvent. Which substances does it dissolve?
106
Date: ____________
I. OBJECTIVE:
Observe that some solutes spread evenly when mixed with solvents.
Values: Be careful in handling materials and substances; Follow directions carefully to avoid
accidents in performing an activity and to be able to get the best results
II. SUBJECT MATTER:
Solutes that spread evenly when· mixed with solvents
 Some solutes spread evenly when mixed with solvents.

 When the solute spreads evenly in the solvent, a solution is formed.
Observing, describing
C. Materials:
A cup of hot water A clear glass or test tube
Instant coffee Ink
A glass of tap water Medicine dropper
Merthiolate or betadine
References:
Into the Future: Science and Health IV pp. 114-115
III. RPOCEDURE:
Review
 What solutes dissolve in water?

 Why is water a universal solvent?
B. Lesson Proper
107
1. Motivation
Have you tried making coffee for your mother? What did you mix in doing it? Did you
observe what happened to the instant coffee when you put it in a cup of hot water?
2. Presentation
a. Let us find out how some solutes behave or react when mixed with some solvent.
b. Identify the materials that we will use.
3. Activity Proper:
a. Group into 3.
b. Perform each of the following with your group
Activity 1
Get a glass with tap water.
Using the medicine dropper, put 6 drops of ink into the glass of water.
Do not shake or stir. Observe the ink in the water.
Activity 2
Get a clear glass or a test tube and put a small amount of alcohol into it.
Using the medicine dropper, put 3 drops of Merthiolate into the alcohol.
Observe what happens.
Activity 3
Fill the cup with 112 hot water.
Drop a pinch of instant coffee into the hot water.
Do not stir. Observe what happens.
C. Discussion
108
1. What happened to the ink when dropped into the glass of tap water?
2. What happened to the mentholated when dropped into the alcohol?
3. What happened to the instant coffee in the cup of hot water?
4. Did the solute spread evenly in the solvent?
D. Generalization
How do some solute react/behave when mixed with other substances?
E. Application
In spraying, father mixes the pesticide with water. Does he need to stir the mixtures? Why?
IV. EVALUATION:
1. When the ink was dropped into the water, the ink ________.
a. settled at the bottom b. disappeared c. spread evenly
2. We can say that a solute spreads evenly when mixed with solvents when:
a. it remains suspended in the solvent
b. It settles at the bottom
c. it forms a solution
3. In a solution, the solute particles scatter evenly throughout the solvent that is considered
_____.
a. not soluble b. slightly soluble c. very soluble
V. ASSIGNMENT:
Name some solutes that spread evenly when mixed with a solvent.
109
Date: ____________
I. OBJECTIVE:
Observe that some solutes when mixed with solvents settle at the bottom
Values: Working harmoniously and cooperatively with others to be able to bring good results
II. SUBJECT MATTER:
Solutes that settle at the bottom
Some solutes when- mixed with solvents settle at the bottom.
Observing, describing, inferring
C. Materials:
Solvents: Solutes
Vinegar flour
Water toothpaste
Cooking oil salt
References:
III. RPOCEDURE:
Review
 What mixture is formed when the solute scatter evenly in the solvent?
 Give examples of solutes which spread evenly in a solvent.
B. Lesson Proper
1. Motivation
110
When drop pebbles in a pail of water, where do the pebbles go?
2. Presentation
Activity Proper
a. How else do you think will some solutes react in some solvent?
b. Here are the materials that we will use. Name them.
c. Group yourselves into 3. Get the activity card. Perform the activity. Record your
findings.
Activity 1
Get a tablespoon of flour. Drop it in a glass of vinegar. Observe for sometime. What
happened to the flour? Did it settle at the bottom?
Activity 2
Get a tablespoonful of salt. Drop the salt in a cup of half-filled with cooking oil. What
happened to the salt? Did it settle at the bottom?
Activity 3
Squeeze a little amount of toothpaste.
Drop it into a glass of water. What happened to the toothpaste? Did it mix evenly with water?
3. Discussion
Pupils report and discuss their findings.
4. Generalization
Based on the activity, how do some solutes react when mixed with some solvents?
5. Application
Lito prepared a seedbed for his plants. After working with soil he washed his hands and
his tools in a basin of water. After sometime, what do you think did Lito observed or the soil
mixed with water in the basin after washing his hands and tools?
IV. EVALUATION:
A. Write the letter of the correct answer.
1. Which of these solutes settle at the bottom when mixed with solvents?
a. sand b. oil c. dye
2. You were preparing calamansi juice. When you squeezed the calamansi. Some of the seeds
get into the glass of water. What will happen to the calamansi seeds?
a. It will spread evenly in the water.
b. It will be suspended in the water.
c. It will settle at the bottom of the glass.
3. Mother was preparing a recipe. She dropped salt in a cup of vinegar. The telephone rang and
she went to answer it. What happened to the salt?
a. It settled at the bottom of the vinegar.
b. It floated in the surface.
c. It disappeared.
V. ASSIGNMENT:
Do milk powder and sugar have the same reaction when mixed with cooking oil as flour in water
and vinegar? Find this out. Be ready to report your findings.
111
Date: ____________
I. OBJECTIVE:
 Observe that some solutes when mix with solvents do not settle at the bottom but make the
solvent cloudy
 Write observation correctly and legibly.
Values: Health consciousness: Avoid additives to drinks that is harmful to health.
II. SUBJECT MATTER:
Solutes do not settle at the bottom but make the solvent cloudy
Some solutes when mixed with solvent do not settle at the bottom but make the solvents cloudy.
C. Materials:
Test tube or clear glass Evaporated milk
Vinegar Fish bowl aquarium
Water Toyo (soy sauce)
Soap
References:
III. RPOCEDURE:
Review
112
Which of these materials settle at the bottom when mix with liquid solvents?
Sand, ink, soil, talcum powder, stone, kerosene, oil
B. Lesson Proper
1. Motivation
Show the class the set-up you prepared in advance that an aquarium whose water was not
changed for several days.
Ask: How do you describe the water in the aquarium? What do you think made it cloudy?
2. Presentation
1. What do you think a solvent and cloudy (murky)?
What do you call a cloudy mixture?
2. Form your group and do this activities
a. Get your materials
b. Fill half your glasses or test tube with water and the vinegar
Group 1
Drop one tablespoon of bagoong extract in the water, observe the water. Is the water
clear? Is the water cloudy?
Group 2
Pour 2 tablespoon of soy sauce in the vinegar.
Did the vinegar remain clear? What happen to the Vinegar?
3. Discussion:
Pupils give their observation.
Did the solute settle at the bottom?
113
Did the solute make the solvent cloudy?
4. Generalization:
How do some solutes react with some solvents?
5. Application
You want to prepare a juice drink that will have an appetizing color. What solute will you
add into it? Which will not harm your health and will not settle at the bottom?
IV. EVALUATION:
1. When you stir flour in water, the, mixture becomes
a. Cloudy b. Clear c. A solution
2. When the solute spread evenly in the solvent but forms a cloudy mixture this is called
a. Solution b. suspension c. colloid
3. Powdered soap dissolved in water
a. Settles at the bottom when stirred
b. Makes the water cloudy when stirred
c. Makes the water clear when stirred
V. ASSIGNMENT:
Try to form a cloudy mixture. Write the things you did.
114
Date: ____________
I. OBJECTIVE:
 Show that the rate at which a solute dissolves in a solvent depends upon a number of factors.
Values: Accuracy
II. SUBJECT MATTER:
Rate of Solutions
The rate at which a solute dissolves depend upon the kind of solvent used, the temperature of
the Solvent, the size of the solvent and the collision between the solute and the solvent.
Observing, interpreting, comparing, experimenting
C. Materials:
Instant coffee refined sugar
salt powder sugar cubes
salt granules
References:
III. RPOCEDURE:
Review
 Do all solvents dissolve at the same rate?
B. Lesson Proper
1. Motivation
Our activity is to find out other factors that determine the solubility of a solute.
2. Presentation
115
Group Activity
Group 1
Measure teaspoon of instant coffee. Pour these into 3 cups with the same amount of water
at the same time.
Cup 1 - tap water Cup 2 - warm water Cup 3 - hot water
 Did the instant coffee dissolve at the same time?
 In what cup did it dissolve the fastest?
 What determined the rate at which the solute dissolved?
Group 2
Prepare 2 glasses with the same amount of water.
Put 1 tablespoon of salt powder in one glass.
Put 1 tablespoon of salt granules in another glass.
Do this at the same time.
 Which salt dissolved faster?
 What determined the rate of which the solute dissolved?
Group 3
Prepare 2 cups with the same amount of hot water.
Put 1 tablespoon of sugar in each cup at the same time.
Stir the mixture in one cup. Do not stir the mixture in the other cup.
 Which dissolved faster?
 What did you do to make the sugar dissolve fast?
 What determined the rate at which the solute dissolved?
3. Generalization:
What determines the rate at which a solute dissolve in a solvent?
4. Application
If you want to dissolve your chocolate fast, what will you do?
IV. EVALUATION:
1. Coffee dissolves faster in boiling water then in cold water. What does this show?
a. Coffee is soluble only in hot water .
b. The higher the temperature of the solvent, the faster a solid dissolves.
c. A hot liquid is the slowest solvent.
2. Stirring a mixture makes the solute dissolve faster because stirring:
a. increase the collision between the solvent and the solute
b. decrease the collision between the solvent and solute.
c. Stops the action of the solvent against the solute .
3. What determines the solubility of a cake of soap and powdered soap in tap water?
a. temperature of the solvent
116
b. size of the solvent
c. collision of the soap with water
V. ASSIGNMENT:
What is the effect of heat on solute?
117
Date: ____________
I. OBJECTIVE:
Observe the effects of heat on solutes.
Values: Health value: Children should drink milk and fruit juice for better health
II. SUBJECT MATTER:
The effects of heat on solutes
There are factors that affect how a solute dissolve in a solvent. One of this factor is heat.
Some solids dissolves faster in hot water than in cold water.
Observing, describing, comparing, inferring
C. Materials:
Powdered milk Cold water
MSG (Vetsin) Clean glass/test tube
Hot water stopwatch
References:
Teacher's· Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
III. RPOCEDURE:
Review
 How do some solutes react when dissolved in solvent?

 Which scatter evenly and form a solution?
 Which scatter at the bottom?
 Which form a suspension?
 Give example of each kind of mixture that show the reaction of solutes.
118
B. Lesson Proper
1. Motivation
When you prepare your milk using powdered milk, what kind of water will you use to
dissolve the milk faster?
2. Presentation
Group Activity
a. Label your glasses/test tube A, B, and place them in the test tube rack.
b. Put equal amounts of powdered milk in them.
c. Half fill the glasses/test tubes with water at the same time. Glass/Test Tube A - hot water,
Glass B/test tube - cold water
d. Stir the water and milk in both glasses/test tube.
e. Using the stop watch, record the time it takes the milk powder to dissolve.
f. Do the same with the other solutes
g. Record your observation
3. Discussion
a. In which glass/test tube did milk powder dissolve faster?
b. In which glass/test tube did the chocolate powder dissolve faster? The MSG (Vetsin}?
c. What condition was/were the same in both glasses/test tubes?
d. Why made the solute dissolve faster?
4. Generalization:
Is heat faster in a rate of how a solute dissolve?
5. Application
It is a rainy day. Your father wants you to prepare soup. What will you use to dissolve the
chicken cube fast?
119
IV. EVALUATION:
A. Encircle the letter of the correct answer.
1. Coffee dissolves faster in hot water than in cold water. What can you infer about this
observation?
a. All solid materials dissolve faster in hot liquids.
b. Coffee dissolves only in hot water.
c. The hotter the solvent, the faster a
solid dissolves. .
2. In which liquid is sugar hardest to dissolve?
a. hot tea
b. hot milk
c. tap water
d. cold calamansi juice
3. What will you do to dissolve more sugar in a cup?
a. Add more sugar in the water
b. Heat the water first
c. Add more water to the sugar
V. ASSIGNMENT:
Name 5 instances that show how hot/boiling water dissolve solids faster than cold water.
120
Date: ____________
I. OBJECTIVE:
 Observe the effect of stirring on the rate of solubility of some solutes.

 Answer questions that begin with what, why and how.
Values: Politeness and courtesy; Be polite when asking and in answering questions
II. SUBJECT MATTER:
The effect of stirring on the solubility of solutes
A solute dissolves faster in a solvent when stirred.
Observing, describing and comparing
C. Materials:
6 clear glasses or test tubes labeled A and B, chocolate powder, powdered soap, starch,
stick or spoon
References:
III. RPOCEDURE:
Review
 Do you remember the solutes which when mixed with solvents makes the solvents
cloudy? Give some examples.
B. Lesson Proper
1. Motivation
Do you drink calamansi juice or other fruit juices? Why? What do you usually add to
121
make it sweet? What do you do after adding the sugar? Why do you do it?
2. Presentation
Activity Proper
a. Read the procedure
b. Perform the activity. Write your observation made during the activity.
Activity
1. Half fill each pair of glasses/test tubes (A and B) with water.
2. Drop a teaspoon of chocolate in glass A and B of set one.
3. Drop a teaspoon of powdered soap in glass A and B of set 2.
4. Drop a teaspoon of starch (gawgaw) in glass A and B of set 3.
5. Stir the mixture in all glasses labeled A . do not stir those in B.
6. Observe how the solutes dissolve.
3. Discussion
Answer these questions based on your activities:
a. What solvent did you use in both glasses?
b. How much solvent did you put in each glass?
c. What solutes did you put in set 1? set 2? and set 3?
d. What did you do with the mixture in glasses labeled A? and glasses labeled B?
e. How do you compare the rate of the solubility of the solutes in glasses A and B in all set-
up?
f. Why did the solute dissolve faster in all glasses that you stirred?
4. Generalization:
What is the effect of stirring the solute?
5. Application
Why does Mother stir the soap powder in the basin of water before she emerges the
clothes that she will wash?
IV. EVALUATION:
122
1. Mother is preparing a mixture of salt, sugar and vinegar for her "atsara" (pickles). She stirred the
mixture. Why?
a. to make the mixture tastier
b. to dissolve the sugar faster
c. to dissolve both the sugar and the salt faster
2. What should you do to dissolve the egg yolk in a glass of milk when preparing health drink (Egg
nag)?
a. Allow the egg yolk to settle at the bottom
b. Stir the egg yolk to dissolve it faster
c. Heat the milk to dissolve the egg yolk
3. How does stirring affect the rate of solubility of a solute?
a. The solute particles become hard when stirred.
b. Stirring made the solute particles come in contact with the solvent dissolving it faster
c. Stirring increase the number of solute particles making the solute dissolve faster.
V. ASSIGNMENT:
Gurgling with salt makes your teeth stronger. How will you make the salt dissolve faster in
water? Name two ways of doing it.
123
Date: ____________
I. OBJECTIVE:
Test the effect of powdering/grinding a solute to its rate of dissolving it in solvent
Values: Self reliance and resourcefulness
II. SUBJECT MATTER:
The effect of powdering/grinding a solute to its rate of dissolving
Solids that are powdered or ground into fine particles allows the solvent to come in contact
with the solid at one time resulting to the faster dissolving of the solid solute.
C. Materials:
2 lumps of soil
2 tablespoon coffee granules
6 clear glasses
2 knorr cubes
water
stick
References:
Into the Future: Science and Health IV pp. 118119
III. RPOCEDURE:
124
Review
 How many ways can you make a solute dissolve faster in a solvent? Name these ways.
B. Lesson Proper
1. Motivation
The doctor prescribed some medium in forms of tablet. Theses orange flavored tablets
but you find hard to swallow them, what should you do?
2. Presentation
Listen to the story; infer what happened in the end.
Long ago, the rice grains were not as small as they are now. They were big and round like
a ball. When people cooked them, most of the time, the inside part of the rice grains is
uncooked and were not able to eat them all.
One day, a woman accidentally drop one rice grain as big as her head. It broke into small
pieces. Since she has no more rice to cook, she cook the broken pieces of rice. What do you
think she found out?
Do you think the small pieces were easily cooked? Why do you think?
3. Activity Proper
a. Let us find out if grinding, powdering or breaking a solid to finer particles has an effect
on its dissolving.
b. Do the activity:
Activity 1
1. Get the 6 clear glasses and label each pair A-and B.
2. In all the glasses, fill them with the same amount of water.
3. In all glasses labeled A, drop the following in each glass - lump of soil, knorr cubes,
coffee granules
4. Stir the solutes in the solvent.
125
5. Record the time when solutes dissolved completely.
Activity 2
1. Powder/break the lump of soil fine particles.
2. Do the same with the coffee granules and the other knorr cubes.
3. Drop them into the glasses labeled B.
4. You drop a lump of soil, a cube of seasoning and ground coffee in water of the same
amount, you stirred the mixture. Which do you think will dissolved first?
a. lump of soil
b. cube of seasoning
c. ground coffee
IV. EVALUATION:
There are 3 glasses of water with the same amount and the same temperature. These kinds of salt
were drop into the water. There are salt cubes, salt granules and very fine salt, the salt dissolved faster
than other when you stirred.
Which of these do you think is the reason?
Fine solvent dissolved faster than easier solvents.
Fine solvents collide better with the solvent
Fine particles of solvent can not be stirred.
V. ASSIGNMENT:
Why do you think mother grinds the roasted peanuts first when she makes gravy for the kare-
kare.
126
Date: ____________
I. OBJECTIVE:
 Identify chemical and substance that can pollute land, water and air
 Name ways on how pollutants gets into the environment
Values: Care for the environment
II. SUBJECT MATTER:
Chemical and substance that pollute air, land and water
Pollution means the presence of chemical and substances that makes the air, water and land
dirty and unfit for certain uses.
C. Materials:
Pictures of communities, a glass of murky water, soil samples
References:
III. RPOCEDURE:
Review
 What are the three spheres of the earth? Tell something about each. (land, air and water)
Are these three useful for living things? Why?
B. Lesson Proper
1. Motivation
Do you see the water in the glass? Is it polluted water? What makes it polluted? Is it safe
to drink? Why? What do we mean when we say that the water is polluted?
127
2. Presentation
Study these pictures

a. Do you like in the community like these?
b. If you are to select a place to live, would you choose these communities? Why?
c. How do you feel If smell the foul odor of the garbage? What makes the garbage
dumpsite smell bad?
d. How about this place were there are many factors emitting black smoke, can you breath
well? What kind of air do you think is there in this place?
e. Observe the river in this picture. Is it safe to people to take a bath here? How about the
fishes, do you think they will live? Why?
f. Observe this soil sample taken near the machine shop. Describe the soil? Do you think
your plants grow in this kind of soil? Why?
3. Discussion
1. Let the pupils tell their observation.

2. Discuss in detail chemicals and substance that pollute air, land and water.
3. Emphasize the value of taking care of the environment to avoid pollution.
4. Generalization:
1. What is pollution?
2. What causes pollution to land, air and water?
5. Application
You have some pigs. Mother ask you to clean the pig pen. How will you clean it to avoid
pollution?
IV. EVALUATION:
Chemical substances can pollute soil, water and air. Under each column, write 5 chemicals and
substances that can cause pollution to:
Land/soil Water Air
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
V. ASSIGNMENT:
Go around the place where you live. Identify 5 things that pollute the land water and air in that
place.
128
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
129
Date: ____________
I. OBJECTIVE:
 Describe how chemicals and other materials can pollute land.
Values: Care for the environment; Health and sanitation; Working harmoniously
II. SUBJECT MATTER:
Land Pollution
The presence of chemical substances and non-biodegradable materials can pollute land.
Observing, inferring
C. Materials:
Soil sample, grease, crude oil, kerosene, insecticide, 4 cans of garden soil
References:
III. RPOCEDURE:
Review
 Name some chemicals that can pollute land, water and air.
B. Lesson Proper
1. Motivation
What do farmers use to kill pests and insects that destroy their croJ1S? Do you think this
always goods? Why?
2. Presentation
130
Let us find out today how chemicals and other materials can pollute land
Activity 1
1. Show soil samples from the garden.
2. Describe the color, texture and odor of the soil.
Activity 2
1. Put a teaspoonful of grease in one can of soil labeled A.
2. Put a teaspoonful of crude oil in one can of' soil labeled B.
3. Put a teaspoonful of kerosene and insecticide in the third and fourth can labeled C and D.
4. Observe for one week. After a while
3. Discussion
1. Was there a change in the color of the soil?

2. Was there a change in the odor?
3. Did the texture of the soil change?
4. Generalization:
How can chemical substances pollute soil? (land)
5. Application
Your sister is washing clothes. She throws the soap suds in your garden. What will you
tell her?
IV. EVALUATION:
There are common chemicals that can pollute land. Opposite each chemical, describe how they
harm the soil.
Common Chemicals How do they harm or pollute land?
1. Used Crude Oil
2. Kerosene
3. Insecticide
4. Grease
5. Soap suds (detergents)
V. ASSIGNMENT:
What are chemicals and materials pollute soil?
131
Date: ____________
I. OBJECTIVE:
 Describes how chemical substances and other materials can pollute water.
Values: Keeping the environment clean; Observe proper waste disposal.
II. SUBJECT MATTER:
Water Pollution
Chemical such as mercury, lead and oily substances can pollute water. Garbage thrown by
people into rivers and other bodies of water also pollute water.
Observing, identifying, describing, inferring
C. Materials:
Water sample from a polluted source, 3 clean glasses
References:
III. RPOCEDURE:
Review
 How can chemicals pollute land?
B. Lesson Proper
1. Motivation
Have you seen the TV episode about oil spills? What happened to the water where the oil
spilled? What do you think happened to the living things in that body of water afterwards?
132
2. Presentation
Today, aside from oil substances, let us find out what other chemical substances and
materials can pollute water.
Activity
Individual groups work separately on this activity.
1. From the pail of water sample from the polluted source, half-fill your glass.
2. Describe the water sample in terms of color, dearness 'and odor.
3. Discussion
1. How is the water sample different from the water you drink?
2. How can you describe its color?
3. What is the smell?
4. What do you think made the water sample polluted?
4. Generalization:
How can chemicals and other materials pollute water?
5. Application
In a nearby river, many people go there to take a bath and wash their clothes. In
doing so, they pollute the river with soap and other detergents. What do you think they wash
their clothes there?
IV. EVALUATION:
Put a check on the statement that describe how chemicals and other materials pollute water.
_____ 1. Chemical substances make the water appear blackish.
_____ 2. Oil does not dissolve in the water that it remains in the surface.
_____ 3. Garbage thrown in rivers makes the water dear.
_____ 4. Mercury is a substance dump by factories in some bodies of water that make water
colorful.
_____ 5. Often times when garbage seeps into the ground, ground water appears muddy and
becomes smelly.
V. ASSIGNMENT:
Observe the water in the canals near your homes. Describe its color and smell.
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Date: ____________
I. OBJECTIVE:
 Describe how chemicals and other materials can pollute air
Values: Help the environment clean; Support Clean Air Act
II. SUBJECT MATTER:
Air Pollution
Dirty air is polluted air.

Method gas which is usually emitted by Methane materials pollutes the air.
Smoke from burning materials, forest fires, factories, motor vehicles and cigarettes also
pollute the air around us.
Observing describing, inferring
C. Materials:
Pictures of communities, a glass of murky water, soil samples
References:
Into the Future: Science and Health IV pp. 122- 123
III. RPOCEDURE:
Review
 How can chemicals and garbage materials pollute land and water?
B. Lesson Proper
1. Motivation
Put your hands on your waist. Inhale, Exhale. What do you inhale? Hold your breath.
How do you feel?
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2. Presentation
Form 4 groups. Select one activity for your group. (This activity will be done outside the
classroom.) Note: Record your observation.
Activity 1
a. Burn the Styrofoam and plastic. (Be sure to be very careful)
b. What is produced as the Styrofoam and the plastic is burning?
c. Describe the color and' smell of the burning plastic and Styrofoam.
Activity 2
a. Light a cigarette with a match.
b. What is produced?
c. Where does the smoke go?
d. How do you feel when you smell the smoke?
Activity 3
a. Get the sprayer. (Avoid contact with your skin)
b. Spray a little in the air.
c. Where do you think the small particles of insecticide go?
d. Can you smell it? How does it smell?
Activity 4
a. Spray the contents of the hair spray into the air.
b. What happens to the small particles of hair spray? Did it go to the air?
c. What do you think happens when the air is lades' with hair spray?
3. Discussion
1. Let the pupils give their observation.

2. Discuss the other sources of other pollutions.
4. Generalization:
How car air be polluted? What can pollute the air?
5. Application
Every morning, you are to throw the trash at home. You see there are plenty of plastics in
it. Will you bum the garbage? Why?
IV. EVALUATION:
Select the best answer:
1. When smoke mixes with air, what happens?
a. Air goes up. b. Air becomes polluted. c. Air moves.
2. Uncollected and decaying garbage pollute the air because they emit gas called
a. carbon dioxide b. methane c. sulfuric acid
3. How can motor vehicles pollute air?
a. They emit dear, white smoke.
b. They emit black, dirty smoke.
c. They emit loud, grating noise.
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V. ASSIGNMENT:
With your groups, make a research on the other air pollutants and their sources.
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Date: ____________
I. OBJECTIVE:
 State the improper handling of household substance and other chemicals can cause pollution.
 Identify/name some proper ways to handle these substance and chemicals
Values: Handle chemical substance to avoid polluting the environment
II. SUBJECT MATTER:
House substance and chemical can cause pollution
Improper handling of substance and other chemicals can cause pollution.
Observing, describing, identifying
C. Materials:
Chemicals like pesticides, cleanser, detergents, kerosene place in identical bottles
properly labeled, A pail of water, A small sprayer
References:
Science and Health IV p. 146-148
Into the Future: Science and Health 4 p. 128-129
III. RPOCEDURE:
Review
 What are the common household substance and chemicals often use by people?
B. Lesson Proper
1. Motivation
137
What products are often advertised to our homes clean and safe from insect? Do you
often use these? How do they smell? Do you like their smell? Why? What danger can this
bring to people and the environment?
2. Presentation
Activity Proper
Household substances are helpful. How should we handle them? Identify the materials.
Form three groups.
Group 1
1. Get a little pesticide.
2. Put this inside the sprayer.
3. Go outside and spray it to the plants.
4. What did you observed?
Group 2
1. Get a little amount of kerosene.
2. Pour a little into the pail of water.
3. What happened to the water?
Group 3
1. Get some detergent and cleanser.
2. Dissolve them in water.
3. Pour it into the flower pot with a plant
4. Did you smell the odor?
5. What effects do you think will it has to the plant?
3. Discussion
Allow the pupil to give the observation. Lead them to answer this question.
1. What will happen if these chemicals are not use properly?
2. Will labeling them property help? How?
4. Generalization:
What are the effects of improper handling of household substances and other chemicals
to the environment?
5. Application
You have a project where you will use varnish. When applying it, what things should
you remember to do?
IV. EVALUATION:
Name 5 ways of proper handling of household chemicals and substances.
V. ASSIGNMENT:
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1. Ask your father how he uses pesticide in his farm.
2. Go to the library and make a research on Integrated Pest Management.
3. Find out how you can use the information you have gathered in your EPP class.
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Date: ____________
I. OBJECTIVE:
 Describe the effects of polluted land on people, animals and plants.
Values: Keep the environment clean and fit for living things by proper waste disposal
II. SUBJECT MATTER:
Effects of polluted land on people, animals and plants
 Land pollution affects living things.

 Fertilizers make the soil acidic.
 Chemicals change the characteristics of the soil that result to stunted growth of plants. This
result to low supply of food and oxygen needed by people and animals.
Describing, identifying, measurement
C. Materials:
3 empty cans of the same size with holes punched at the bottom labeled A, B and C,
Garden soil,
Bits of plastic, used cooking oil, mango seeds
References:
Teacher's Module SCIENCE AND HEALTH IV p. 35-36 (Jessie A. Villegas)
III. RPOCEDURE:
Review
 How does polluted land look like? What can cause land pollution?
B. Lesson Proper
1. Motivation
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Where do people grow the food they eat? What do you think happens when plants do
not grow well?
2. Presentation
1. Get three empty cans of the same size. Label them A, B, C. Punch holes at the bottom of
each kind. The hole must be of the same size and number.
2. Put the same amount of garden soil in each can.
3. Add bits of plastic in can A. Add used cooking oil in can B. Do not add anything in can
C.
4. Plant 5 mango seeds in each can. Put the cans under the sun. Water the plants each day
giving the same amount or water in each can.
5. Observe the growth of the plants for two weeks. Measure the height, number of leaves
and color of the plants.
6. Complete this table below
Answer the following based on your observation chart.
1. What is the same in all the cans?
2. What did you add to can A? can B?
3. What do you call these things?
4. In which can grow the tallest plant? What did you observe about the number of
leaves of the plants in each kind? How about the color?
3. Discussion
1. What are the effects of pollution on land?
2. Lead the discussion on what happens when there isn't enough plants to produce food for
people and animal.
4. Generalization:
How does polluted land affect the lives of people, animal and plants?
5. Application
You have a garden at home. You want your plants to grow healthy. What things should
you do?
IV. EVALUATION:
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1. When soil is polluted, which of this could be the result?
a. Plants leaves are green. b. Plant growth is stunted. c. Plants grow healthier.
2. Which of these make the soil acidic?
a. Decayed plants and animal. b. Continuous use of fertilizers. c. Too much water.
3. When plants do not grow well on polluted land, the result is
a. reduced food supply b. healthier animals c. more vegetables for food
V. ASSIGNMENT:
Make the poster showing the bad effects of Land Pollution.
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Date: ____________
I. OBJECTIVE:
 Describe the effect of water pollution on people, animals and plants.
Values: Avoid dumping waste materials in bodies of water. Help prevent water pollution in your
community.
II. SUBJECT MATTER:
Effects of Water Pollution on People, Plants and Animals
Polluted water poses danger to people, to plants and animals.
Describing, identifying
C. Materials:
A reading material in water pollution
References:
Teachers' Module SCIENCE AND HEALTH IV, Villegas, p. 34; Into the Future;
Science and Health IV pp. 114-115
III. RPOCEDURE:
Review
What are the causes of water pollution?
B. Lesson Proper
1. Motivation
Do you still remember about the TV episode on the fish kill? What was the cause of this?
2. Presentation
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Like polluted land, water pollution also affects living things. Read this selection and find
out why.
3. Answer the following: You may group yourselves when answering.
a. Name three ways that cause water pollution.

b. Describe how polluted water makes people sick.
c. Describe how polluted water affects aquatic plants and animals.
d. How is the food chain destroyed by water pollution?
4. Generalization:
How can water pollution affect the lives of people, plants and animals?
5. Application
Your house is near the river. Mother asks you to wash empty cans of paints in the river.
Will you do what mother asks you to do? Why?
IV. EVALUATION:
1. Red Tide is a form of
a. Water pollutions cause by soap.
b. Food chain poisoning due to water pollution.
c. Drying riverbeds due to pollution.
2. Why do fishes die when oil spills happen?
a. Their scales are dog by oils.
b. Their bodies become slimy and can not swim.
c. They are eaten by seabirds.
3. When people throw garbage in the river, what will likely to happen?
a. Fishes are poisoned and die.
b. Plants living in water get healthier because they absorb the waste substances.
c. Fishes in the river eats the garbage and become fatter.
V. ASSIGNMENT:
Do a group research on what tiny plan1S in rivers die due to water pollution.
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Date: ____________
I. OBJECTIVE:
 Describe the effect of polluted air on people, animals and plants.
Values: Caring for the environment; Support Clean Air Act.
II. SUBJECT MATTER:
Describing the effect of polluted air on people, animals and plants
Polluted air causes people and animals to get sick or die. Polluted effects the growth of plants.
Describing, observing
C. Materials:
Illustration showing air pollution and its effects, Lung model, cigarette
References:
Teachers' Module SCIENCE AND HEALTH IV, Villegas, pp. 35-36
Into the Future: Science and Health IV p. 124
III. RPOCEDURE:
Review
What are the effects of pollution on land and water to the life of living things?
B. Lesson Proper
1. Present the lung model and have a quick review of its parts. Then ask, "What do you think
will happen to a man who has these lungs if he smokes?"
Ask a pupil to insert a lighter cigarette in the lung model. Observe what happen to the lungs.
2. Direct the pupils to look at the pictures/illustration showing the bad effect of air pollution on
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people, animals and plants.
3. Pupils tell their observations by groups
4. Generalization:
What are the effects of air pollution to people, animals and plants?
5. Application:
Your grandmother has the practice d burning dried leaves and other garbage in your
backyard. You have learned that burning causes air pollution. What will you do?
How will you say this to - your grandmother so that she will into resent?
IV. EVALUATION:
Choose the letter of the best answer
1. How does air pollution affects men?
a. It can cause allergies.
b. It can cause respiratory deceases.
c. It can bring discomfort in breathing.
d. All of the above.
2. During summer, Lina has some attacks of asthma. What could be the cause?
a. Sleeplessness due to the heat of summer.
b. Over fatigue and lack of appetite
c. Polluted air caused by dust.
d. Noise in the neighborhood.
3. Which of this is the effect of air pollution to plants?
a. Stunted growth
b. Abundant fruits
c. Plants are robust
d. Plants have big roots
V. ASSIGNMENT:
Make a slogan or a poster showing the bad effects of air pollution.
146
Date: ____________
I. OBJECTIVE:
 Identify same ways to prevent pollution of the land, water and air.
Values: Help prevent pollution by observing practices that cab prevent or control pollution.
II. SUBJECT MATTER:
Ways of preventing land, water and air pollution
Land, Water and Air Pollution can be prevented in number of ways
Identifying, communicating
C. Materials:
Picture showing practices that reduce/prevent pollution
References:
Into the Future: Science and Health 4 pp. 129-131
Teachers Module: Science and Health 4 (Villegas) pp. 36
III. RPOCEDURE:
Review
What are the harmful, effect of pollution to men, animals and plants?
B. Lesson Proper
1. Motivation
What kind of community to you live in? Are there some ways we can do to improve the
place where we live in?
2. Lesson Proper
Activity 1
1. Look at this picture carefully. (A picture showing a crowded community)
2. Would you like to live in a place like this? Why?
3. How can you make a better place to live in?
147
Activity 2
Present a picture showing a clean community.
1. Study this picture
a. How does it differ from the first picture?
b. What makes it more favorable than the first one? Why?
2. What do you think the people living in this place make it clean and safe?
3. Discussion:
1. Pupils give answer to the questions presented with the pictures.
2. Lead them to the discussion on other ways of preventing pollution.
4. Generalization:
How can we prevent land, water and air pollution?
5. Application:
Being an active member of the School Science Club and Purok Junior Citizen Club, what
things can you suggest to other Purok member to make your place safe from pollution?
IV. EVALUATION:
Which of these practices can prevent or control pollution? Draw a happy face before the number
of the statements that prevent pollution and draw a sad face before these that do not prevent pollution.
happy face sad face
_______ 1. Dumping trash in canals and river.
_______ 2. Littering.
_______ 3. Recycling used bottles, cans, plastics and other non-biodegradable materials.
_______ 4. Using commercial fertilizer too often.
_______ 5. Cleaning your surroundings.
V. ASSIGNMENT:
1. Draw a poster showing how to prevent pollution. Read about Zero Garbage Management.
2. Report to class what you read about this.
148
Date: ____________
I. OBJECTIVE:
 Explain what compost means.

 Describe how composting help prevent/control pollution.
Values: Cleanliness and observance of proper waste management through composting.
II. SUBJECT MATTER:
Describing how composting help prevent/control pollution
Composting help prevent/control pollution. Garbage wastes that are decomposed properly
through composting help reduce the bulk of garbage. This can later be used to fertilize the soil.
Describing
C. Materials:
A reading materials on composting pictures.
References:
Teachers' Module SCIENCE AND HEALTH IV, Villegas, p. 36
Pamphlet: Composting
III. RPOCEDURE:
Review
What are some ways to prevent/control pollution?
B. Lesson Proper
1. Motivation
What do your mother usually do with the fruit and vegetable peeling? The fish entails and
scales? Have you heard or read about composting?
149
2. Activity Proper:
1. Form a dyad and do the activity.
2. Here is a pamphlet that tells us what composting is. (Allow pupils to read silently or
orally the reading material) (See BIT for the article)
1. What is composting?
2. What materials can be used for composting?
3. How does composting prevent/control pollution?
4. How useful is composting to farmers and gardeners?
3. Discussion:
Pupils explain and discuss their answer.
4. Generalization:
What is composting?
How it can help prevent/control pollution?
IV. EVALUATION:
1. Give 5 wastes that can be composted.
2. Explain how composting help prevent/control pollution.
V. ASSIGNMENT:
Visit the School Garden House. Observe how composting is done. Try to do it at Home.
150
Date: ____________
I. OBJECTIVE:
Describe the position/condition of materials that has potential energy.
Values: Energy is essential to everyday life.
It does the work for us and make life easier for us. Let us conserve energy.
II. SUBJECT MATTER:
Energy
Potential Energy
 Potential energy is the energy stored in an object.

 Materials have potential or stored energy that is due to its condition, such as state, hardness
and shape.
 Materials also has potential energy due to its position. The higher it is, the greater is its
potential energy.
 Materials have potential energy also due to their chemical composition.
Observing, describing, Identifying
C. Materials:
Three books, empty match box, block of wood, a label of a chocolate drink,
match sticks, candle, marble, illustration board
References:
Teachers' Module in SCIENCE AND HEALTH IV, Villegas, p. 40
Into the Future: Science and Health IV pp.136-138
III. RPOCEDURE:
A. Preliminary Activities:
Present the label of a chocolate drink that tells about "pocked energy", or recall a TV
Advertisement where energy is needed to climb a mountain. Allow pupils to give their own ideas
what energy means.
151
B. Lesson Proper
1. Motivation
During brown-outs what do we need to have light?
2. Activity Proper:
Group I
1. Strike a matchstick against the side of the match box.
2. Light a candle.
3. Answer the following:
a. What happened to the matchstick?
b. What happened to the candle?
c. Where did the matchstick get fire?
d. How did the candlelight?
e. What is present in these materials that made them produce such things?
Group II
1. Put one end of an illustration board on top of 3 books filed up.
2. Place an empty matchbox at the foot of the board. Mark is position on the floor.
3. Place a block of wood at the top of the board.
4. Let the block of wood slide down the illustration board.
a. How far did the matchbox move?
b. What happened to the matchbox when the block of wood hit it?
c. Did the wooden block do the work? Support your answer.
C. Discussion:
Pupils repeat their observation
D. Generalization:
1. What is potential energy?
2. Why do some materials have potential or stored energy?
3. When does a material or an object possess potential energy?
E. Application:
I have here some marbles. Place them on top of the table one after the other. Are they
morning? What kind of energy do the marbles have? Push the farthest marbles toward the
next. What happened? Where does the marble get its energy to move?
IV. EVALUATION:
Choose the letter of the correct answer:
1. What is the condition of a book in the shelf?
a. moving b. changing c. at rest
2. Which of the following has potential energy
a. a leaf falling to the-ground
b. a fruit hanging on a branch
c. a flying bird
3. What is another name for potential energy?
a. energy in motion b. stored energy c. changing energy
152
V. ASSIGNMENT:
List 5 objects that have potential energy.
153
Date: ____________
I. OBJECTIVE:
 Describe the position/condition of material that has kinetic energy.
Values: Follow directions carefully to arrive at a worth while completion of a task
Working harmoniously wall the group
II. SUBJECT MATTER:
Energy
Kinetic Energy
 Kinetic energy is energy in motion

 There is energy in moving matter because anything that moves can make others move and do
work.
Observing, describing, identifying
C. Materials:
Model of a water wheel, water in a container, cardboard
References:
III. RPOCEDURE:
Review:
What is Potential energy? Give examples where potential energy is present.
B. Lesson Proper
1. Motivation
Observe the leaves. What makes them move?
154
2. Activity Proper:
 Identify the materials
 Explain the procedure. Talk about following direction correctly.
 Pupils do the activity by following the directions.
1. Make a' water canal out of cardboard
1. Place the water wheel at the lower end of the water canal
2. Pour out the water in the upper end of the water canal
Answer these questions
1. How does the water move in the canal?
2. When the water falls on the wheel, what did you observe?
3. What was the condition of the water wheel before the water was poured?
4. What was the condition of the water wheel when touched by water?
5. What energy is produced by these materials while in motion?
C. Generalization:
Is there energy in moving matter? Why? What is kinetic energy?
D. Application:
When playing tumbang preso, you need a can. When one kicks the can it moves. What
kind of energy has the can when it moves? What should you observe when playing with
others?
IV. EVALUATION:
1. What energy has the moving water wheel?
a. stored energy
b. kinetic energy
c. potential energy
2. Which is the condition of a running car?
a. in motion
b. at rest
c. turning
3. Flowing water from a water fall is an example of potential energy
a. potential energy
b. energy at rest
c. kinetic energy
V. ASSIGNMENT:
Does mind have kinetic energy? Explain your answer.
155
Date: ____________
I. OBJECTIVE:
Differentiate potential energy from kinetic energy
Values: As a good member of a group, contribute to its success by working with each
member cooperatively and harmoniously.
II. SUBJECT MATTER:
Energy
Differentiating Potential from Kinetic Energy
 Potential energy is energy at rest while kinetic energy is energy in motion

 Potential and kinetic energy differ in the Position and condition of materials
 Both can cause objects to move
Communicating
C. Materials:
Plastic ruler, toy car
References:
III. RPOCEDURE:
Review:
What is the condition of an object that has kinetic energy?
B. Lesson Proper
1. Motivation
Let us recite the rhyme - Jack and Jill What kind of energy is present:
a. in the pail of water?
b. when Jack fell clown?
c. when Jill came tumbling after?
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2. Presentation
 Group the pupils.
 Point out that kinetic energy differs in condition and in position.
 Let the pupils do these activities
Group Activity 1
1. Bend the plastic ruler
a. What is the position of the ruler? (above the ground/floor).
b. What is the condition of the ruler? (at rest)
c. What kind of energy does the ruler have? (potential)
2. Release the ruler and allow it to vibrate
a. What is now the position of the ruler? (towards the ground/towards the roof of the
room).
b. What is now the condition of the ruler? (vibrating/moving)
c. What kind of energy has the ruler now? (kinetic)
Group Activity 2
1. Put the plastic ruler on the table.
2. Push the ruler towards the toy car.
a. What kind of energy did the toy car have when it was on the table?
b. What kind of energy did the toy car have when moved by the ruler?
c. What was the position of the toy car? Before it was moved? (above the table).
d. What was the condition of the toy car when pushed? (moving).
C. Give a copy of this table to the pupils and let them fill it up. lead them to be able to recognize
differences and similarities.
Comparing Two Potential and Kinetic Energy

Kinds of Energy Position of Material Condition of Material
Potential
Kinetic
D. Generalization:
What makes potential and kinetic energy different from each other?
D. Application:
Water in a dam has energy. What kind of energy is this? The water in a dam is released and
flowed to the irrigation canal. What kind of energy was now produced?
IV. EVALUATION:
Write K before the number is the object has kinetic energy and P if it has potential energy.
______ 1. gasoline in a drum.
______ 2. the wheel of a running car.
______ 3. a fish swimming in the river.
157
______ 4. a fruit in a tray.
______ 5. the kite in a store.
V. ASSIGNMENT:
Observe three things. Tell whether they have kinetic or potential energy. Make a table of your
observation.
158
Date: ____________
I. OBJECTIVE:
Infer that materials that can do work has energy
Values: Love of work and dignity of labor.
II. SUBJECT MATTER:
Energy
What is energy?
 Materials or objects that can do work has energy.

 Energy is the ability to do work or to exert a force and produce motion.
Inferring, identifying, observing
C. Materials:
A ball, pictures of objects and animals
References:
Teachers Module SCIENCE AND HEALTH IV, Villegas, p. 40
III. RPOCEDURE:
Review:
Ask the pupils to join hands and form a circle. Place a ball at the middle of the circle. Ask: Is
the ball moving? How can you make it move! Let them kick the ball. Let them describe the
movement of the ball during the game.
B. Lesson Proper
1. Motivation
159
Study the pictures. Can the objects/animals in the pictures move? Which can move by
themselves? Which one needs another to make it move?
2. Presentation
Activity 1:
 Draw a horizontal line one. the ground.
 Mark this line A.
 Place a ball on the starting spot. o Push the ball gently.
 Observe the direction to which the ball has moved and stopped. Mark this spot.
Activity 2
Provide other materials for the pupils so either push or pull.
a. Ask: Do objects move when pushed or pulled?
b. Why to they move?
Activity 3
Move your desk. Mark your starting point and the point where you stopped.
a. What made the desk move? (force or pushing it)
b. How far did you move it? (50 cms)
c. Have you done a piece of work?
d. What are the two things needed to do the work? (force and distance)
C. Discussion:
Lead the pupils in a discussion to a point that they can make a conclusion on what energy is,
and what work is.
D. Generalization:
What does a material posses that enables it to move? What is energy? When is work done?
D. Application:
Noel and Lita were asked by Mother to stay home and clean the house. Noel pushed and
pulled the cabinet but was not able to move it a bit. Lita carried water from the artesian well.
Who do you think has a work done? Why?
IV. EVALUATION:
1. Energy is best defined as
a. ability of matter to move other matter
b. ability to do work
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c. ability to move an object through a distance
d. all of these
2. In which situation is work done?
a. paper stacked on a table
b. book falling from a shelf
c. a closed door
d. a flying kite
3. Work done when you bounce a ball?
a. No, because it is just a game
b. Yes, because force is exerted and the ball moved.
c. Yes, because the ball is round.
d. No, because the ball moves up and down.
V. ASSIGNMENT:
Talk about how to cut and paste pictures.
Ask pupils to cut out pictures and tell whether each picture shows that energy is being used to do
work.
161
Date: ____________
I. OBJECTIVE:
Show that kinetic energy makes materials move/work
Values: Observe safety precautions when you are involved in fast moving activities like roller
skating or playing ball games.
II. SUBJECT MATTER:
Energy
Showing that kinetic energy move/work
Kinetic energy make materials move/work. A body that has kinetic energy makes materials
move/work.
Observing, experimenting, inferring
C. Materials:
paper pin wheel old newspaper
balloon ball
plastic bottle water
electric fan (wind)
References:
Teachers' Module SCIENCE AND HEALTH IV, Villegas p. 34
III. RPOCEDURE:
Review:
How do potential and kinetic energy differ?
B. Lesson Proper
1. Do you remember your paper boats? How did you make it? Which energy made it move?
2. What objects have kinetic energy? Give examples.
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3. Activity Proper
Name the materials that we will use. Group yourselves.

Do these activities.
Group I
1. Position the pinwheel in a rack.
2. Place the pinwheel in front of an electric fan.
3. Observe:
a. Did the pinwheel moved?
b. What makes it move?
c. Where did the energy to make it move come from?
Group 2
1. Inflate the balloon with air.
2. Place it near the tiny bits of paper with its opening toward the paper.
3. Release the air inside the balloon.
4. Observe:
a. When you released the air from the balloon, what happened?
b. What made the bits of paper flew?
c. What energy has the air released from the balloon?
Group 3
1. Put 5 plastic bottles (empty bottles of mineral water) in an upright position along a
horizontal line.
2. Hold the rubber ball, 2 meters away from the bottles.
3. Release the ball from your hand and make it roll towards the bottles.
4. Observe:
a. Did the bottles move when they were hit by the ball?
b. What kept the ball moving?
c. What does the ball has enabled it to roll forward?
C. Discussion:
1. Pupils report their observations.
2. Lead the pupils to arrive at the generalization
D. Generalization:
What kind of energy makes materials move/work?
D. Application:
Observe the leaves of trees. Do they move or sway all the time? What makes them move?
Which energy makes them move?
IV. EVALUATION:
Check the one which shows that kinetic energy makes materials move/work.
_____ 1. the book on top of the table
_____ 2. the rotating blade of the electric fan
_____ 3. the wheels of a parked jeepney
_____ 4. a stone rolling down the hill
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_____ 5. the dripping water from the faucet
V. ASSIGNMENT:
Nelia is playing in the swing. At first the swing moved past them it slowly stops.
1. What energy does the swing has?
2. What happened to the kinetic energy when it stopped swinging?
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Date: ____________
I. OBJECTIVE:
Demonstrate that work is a method of changing energy.
Values: Helpfulness and industry. Be a good family member by being industrious. Help do the
household chores.
II. SUBJECT MATTER:
Energy
Demonstrating that work is a method of changing energy.
Work is a method of changing energy.

There is a change in energy when work is done
Inferring
C. Materials:
Chair, piece of wire
References:
Teachers’ Module in Science and Health 4 by Jessie A. Villegas, p. 41
III. RPOCEDURE:
Review the definition of force and distance:
Pull a desk, Ask: What did I do?
What is push and pull? (force)
Mark off the starting line with a piece of chalk. Place the box on the starting point. Push it.
Ask the pupil to measure how far the desk was pulled or pushed. Ask: What do you call the space
from the starting line to the finish line? (distance)
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B. Lesson Proper
1. Motivation
What happens to the energy present in a material when work is done?
2. Group the pupils and let them work on this activity.
Activity 1
1. Hold with both hands a piece of wire
2. Bend it back and forth until it breaks into two
a. Was force exerted?
b. Describe the movement of the wire
c. What energy did the wire process when it was held and rest"?
d. What kind of energy did the wire possess when it was move back and forth?
e. Was there energy change when the wire was bent back and forth? Why?
f. Was there work done? Explain.
Activity 2
1. Lift the chair from the floor
2. Put the chair down
a. Was force exerted when you lifted the chair'>
b. Was force exerted when you put the chair down?
c. What do you call the energy acquired by the chair when you lifted it? When you put
it down?
d. Was there work done when you lifted the chair? Why?
C. Discussion:
Discuss the change in energy when work is done (PE to KE or vice versa)
D. Generalization:
What is method of transforming energy?
D. Application:
What is method of transforming energy?
IV. EVALUATION:
1. What is one way of changing energy?
a. doing work
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b. applying force
c. distance
2. When you bend the wire, your kinetic energy gives the wire its own kinetic energy. In the
process, its kinetic energy is being changed into potential energy partly due to the heat, when
the wire was broken.
a. there is no more force applied.
b. all its kinetic energy is changed to heat and potential energy.
c. all its potential energy is changed to kinetic energy.
3. A bouncing bail possesses kinetic energy.
When it stopped bouncing, what happened to its kinetic energy?
a. It is wasted in the air.
b. It is changed to potential energy.
c. It is changed to heat and potential energy
V. ASSIGNMENT:
What work do you do to help at home?
Why do you say that what you are doing is work?
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Date: ____________
I. OBJECTIVE:
 Define friction
 Identify conditions when friction is present to retard/resist motion
Values: Friction is also present among people when they oppose one another. When a person in
a group does not cooperate, their work is slowed down.
II. SUBJECT MATTER:
Energy
Defining friction
Identifying conditions when friction is present to resist/retard motion
 Friction is what retards or stops motion.

 It results from the contact of two surfaces. All surfaces have rough spots that rub against one
another. It is the rubbing of the rough spots that creates friction.
Identifying, observing, describing and inferring
C. Materials:
Ball, cardboard, piece of paper, 2 books and sand
References:
III. RPOCEDURE:
1. Rub your palms against each other.
a. What do you feel?
b. What do you think causes the heat?
2. Push your ball pen on top of your desk.
a. Did the ball pen continue moving/rolling?
b. What did you do to stop it?
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B. Activity Proper
1. Group the pupils

2. Direct them to do the following activities
3. Ask them to write their observation.
Activity 1
1. Place the sheet of paper on top of your desk.
2. Pull the piece of paper
a. Where you able to pull the piece of paper easily?
b. Why?
3. Place the same sheet of paper on top of your desk.
4. Put 2 of your books on top of the piece of paper.
5. Pull the piece of paper.
a. Were you able to pull the piece of paper easily as you did at first?
b. What makes it harder to pull the piece of paper this time?
Activity 2
1. Get a ball.
2. Push it in order to roll on the card board.
a. Did the ball roll smoothly?
b. What did you do to stop it from rolling further?
3. Scatter some sand on the piece of cardboard
4. Push the ball over the cardboard a. -Did the ball roll smoothly?
C. Discussion:
Lead the pupils on the discussion of their observations.
D. Generalization:
1. Why is friction?
2. What conditions are affect friction?
IV. EVALUATION:
Choose the letter of the correct answer.
1. Raul had a hard time pushing a box of canned goods. Which retarded the motion of the box he
was pushing?
a. force b. weight c. friction
2. What condition is present when friction retards motion?
a. When two surfaces are slippery.
b. When two surfaces are oily.
c. When two surfaces are rough.
3. Where is friction greater?
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a. Contact of two light objects.
b. Contact of two heavy objects.
c. Contact of two smooth objects.
V. ASSIGNMENT:
What do you think happen when there is no friction? Explain your answer.
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Date: ____________
I. OBJECTIVE:
 Compare how objects move on different textures/surfaces.
Values: Take safety precautions when walking over smooth surface to avoid accident
II. SUBJECT MATTER:
Energy
Comparing how objects move on different surfaces/textures
 Surfaces can be rough or smooth.

 Objects move differently on rough or smooth surface.
 Objects move slowly on rough surfaces because they offer greater friction.
 Objects move fast on smooth surfaces because they offer less friction.
Inferring, identifying, describing, comparing
C. Materials:
Hollow block, sandpaper, wax paper, woodblocks
References:
Teachers' Module SCIENCE AND HEALTH IV, Jessie A. Villegas
III. RPOCEDURE:
Review:
What is friction?
What conditions are present when friction resists or retards motion?
B. Lesson Proper
1. Motivation:
a. On our lesson in Sining (Arts) you learned the different texture of objects.
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b. Here are some objects: (glass, hollow block, wax paper) describe their texture
2. Activity Proper:
a. When you push a box, where do you think is easier to push, on a smooth or rough
surface?
b. Work by groups on these activities.
Activity 1
1. Put one end of a table's glass on top of a pile of blocks. (4-5 books are needed)
2. On ½ of the glass, put a strip of sand paper and label A. Leave the other half of the glass
bare and label it lane B.
3. Put 2 wood blocks of the same size, shape and weight atop the edge of the glass.
4. Let the two similar wood blocks slide down the two lanes at the same time.
5. Observed how each wood block move down.
a. Which wood block slid down slower?
b. Which wood block slid down slower?
c. What do you think caused the difference in their speed?
Activity 2
1. Put one end of a hollow block on top of a pile of 4-5 books.
2. Tape a wax paper on 112 of the hollow block and label it A.
3. Label the other half that is covered by wax paper. Label it B.
4. Place two similar wood blocks on top of the hollow blocks. Let them slide at the same
time.
5. Observe how the wood blocks slide down.
a. Where did the wood block slide faster?
b. Where did the wood block slide slower?
c. What cause the difference in their rate of sliding?
C. Discussion:
The group reports their findings.
Lead the class to conclude that objects move differently on different surfaces.
D. Generalization:
What does texture or surface do to the movement of objects?
Which type of surface allow movement faster? Why?
Where is friction greater, rough or smooth surface?
A. Application:
Why is it easier to travel on a cemented road than a rough road?
IV. EVALUATION:
Select the letter of the correct answer:
1. Which of these has a rough surface?
a. linoleum b. sand paper c. mirror
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2. Where do you think is the best for you to (slide) use your board?
a. on a hill where there are pebbles
b. on a hill covered by small grasses
c. on a stony hill
3. In order to avoid slipping, its better that you wear shoes or slippers with
a. smooth soles b. rough soles c. hard soles
V. ASSIGNMENT:
Does your mother apply floor wax and scrub your stairs? Ask her why. How do you move when
the floor is too slippery?
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Date: ____________
I. OBJECTIVE:
 Infer that rough surfaces increase friction.
Values: Take precaution any measures when playing hard games especially on cemented floor.
Be sure to wear slippers or shoes that have hard soles to have a better grip on the floor.
II. SUBJECT MATTER:
Energy
Rough surfaces increase friction
 The rubbing of two surfaces results in friction.

 Rough surfaces increase friction
Inferring, identifying, describing, comparing
C. Materials:
Piece of hollow blocks, 2 similar wood blocks, plastic or wax paper
References:
Science Module - Gr. IV by Mrs. Jessie A. Villegas pp. 41-42
III. RPOCEDURE:
Review:
How do objects move on different surfaces?
B. Lesson Proper
1. Motivation:
Slide to the rhythm of the song "Row, Row Your Boat". Ask pupils who made sliding
easy. Ask who made sliding difficult. Ask them to examine their shoes. Ask: Does the soles
of your shoes has something to do with this?
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2. Presentation:
1. Identify the materials

2. Explain the procedure
3. Grouping of children
Group Activity
1. Get a piece of hallow blocks (or any object with rough surface)
2. Cover ½ portion of the hallow blocks with plastic sheet or wax paper.
3. Push the 2 similar wood blocks at the same time on the hallow block, one on the
uncovered surface and the other on the covered surface.
uncovere Covered with

d wax paper
a. Where did the wood blocks move easily?

b. What kind of surface did it move more slowly?
c. What do you think made the wood block move more or slowly on the rough surface?
C. Discussion:
Lead the pupils to a discussion that:
Rough surfaces offer great resistance to motion because friction is increased when the surface
is rough.
D. Generalization:
Do rough surfaces increase friction?
E. Application:
Runners wear shoes that have spikes to have a better grip on the ground. What will happens
if a runner wears shoes with smooth soles?
IV. EVALUATION:
Which situations tend to increase friction? Put a check on the black before their numbers.
_____ 1. Wiping the glass with a tissue paper.
_____ 2. Motorcycle tires on a rugged road.
_____ 3. Polishing a coarse piece of wood with sand paper.
_____ 4. Rubbing alcohol on the palms of the hands.
_____ 5. Walking on a path covered with sand and pebbles.
V. ASSIGNMENT:
Explain why you should move/run cautiously in a smoothly cemented floor.
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Date: ____________
I. OBJECTIVE:
 Identify ways of decreasing/increasing friction.
Values: Friction can be likened to look of harmony or disagreement among people. Decreasing
friction by being nice and agreeable contributes to the smooth now of work in a group.
II. SUBJECT MATTER:
Energy
Ways of decreasing/increasing friction
 Friction can be increased or decreased

 Friction can be increased by making a surface rough and dry.
 Friction can be decreased by making a surface smooth and oily.
Observing, comparing
C. Materials
salt, oil, face powder, soil
References:
Science Module Gr. IV by Mrs. Jessie A. Villegas pp. 41-42
III. RPOCEDURE:
Review:
What kind of surface do object move more slowly and harder? Why?
B. Lesson Proper
1. Motivation:
Do you have doors that give a creaking sound when opened or closed? What does your
176
father put on the hinges to stop the sound?
2. Lesson Proper:
1. Identify the materials 3. Group pupils

2. Explain the procedure 4. Let pupils do these activities
Group 1
1. Wipe your palms dry.
2. Wipe your arms dry.
3. Rub your dry palms to your dry arms 20 times
a. What did you feel?
b. What do you think caused that felling?
c. Was it easy to rub your dry palms with your dry arms?
4. Put a little oil on your palms.

5. Rub it on your arms 20 times.
a. What did you feel?
b. Was the rubbing easier this time?
c. What made your palms move easier and smoother on your arms?
Group 2
1. Put some salt on both palms
2. Rub your palms together 10 times
a. What do you feel?
b. Is the movement of your palms smooth and easy?
3. Wipe off the salt thoroughly from your palms.
4. Put some face powder on your palms.
5. Rub your palms together 10 times.
a. Did you notice the difference between your first and second Activity?
b. What made the difference?
C. Discussion/Concept Formation:
1. Let the pupils report their observations.
2. Lead the discussion to arrive at the concept.
D. Generalization:
1. Can friction be decreased or increased?
2. What are some ways to decrease friction?
3. What are some ways to increase friction?
E. Application:
What will you apply to the floor of your house so that you can scrub it easier?
IV. EVALUATION:
Here are some activities. Tell whether they increase or decrease friction.
______ 1. Putting new ball bearings in your bike.
______ 2. Applying grease on the door hinges.
______ 3. Scattering sand on your slippery path way.
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______ 4. Applying floor wax on the floor.
______ 5. Keeping the floor and stairs dry.
V. ASSIGNMENT:
List 5 daily activities where you can increase/decrease friction.
178
Date: ____________
I. OBJECTIVE:
 Identify the uses of decreasing/increasing friction in everyday life.
Values: Friction like other things that we need in life can only be useful when we know how to
use it. Understanding how friction works saves us from loss and increase our efficiency.
This is the reason why we must keep on learning things that affect our lives.
II. SUBJECT MATTER:
Energy
Uses of increasing/decreasing friction in everyday life
 We encounter friction in everyday life.

 Increasing/decreasing friction is useful to us.
It can slow down, speed up, stop or change direction of moving things.
 Our efficiency depends on how we know when to increase or decrease friction.
Observing, identifying, describing
C. Materials
2 chairs, wax, ball, bottle with a cover or cap.
References:
Science Module IV by Mrs. Jessie A. Villegas p. 42
III. RPOCEDURE:
Review:
What are some ways to increase/decrease friction?
B. Lesson Proper
179
1. Motivation:
Is friction always useful? Is there an instance when we should increase or decrease it?
2. Lesson Proper:
a. Identify the materials

b. Reading and explaining the procedure
c. Grouping pupils for the activity
Group Activity 1
1. Get two chairs, Rub wax or candle on the foot of one chair.
2. Pull the chairs at the same time on the floor.
a. Which one was easier to pull?
b. What made it possible?
c. How did rubbing the wax help in pulling the chair easier?
Group 2
1. Get the handle that has a cover that screw on.
2. Tell the pupils that the cover is tightly screwed on.
3. Open the bottle with your hands.
4. Screw the cover tightly again.
5. Put a rubber band on the cover.
6. Open the bottle again.
a. When was it easier to open, the first time or the second time?
b. What did the rubber band do to help your unscrew the bottle with less effort?
Group 3
1. Form a circle.
2. One will roll a ball on the opposite side. Do this several times.
a. Did the one on the opposite side able to stop the rolling ball?
3. Roll the ball again. This time the one where the ball goes will hit it with his hand.
a. Did the ball change direction?
b. What force changed the direction of the ball?
C. Discussion/Concept Formation:
1. Pupils report their findings
2. Let the pupils described that
a. decreasing friction (using word or lubricant) speed of the movement of the chair.
b. increasing friction between the hands and the rubber band allowed better grip of the
cover of the battle to speed its opening.
c. Increasing friction by hitting the ball changes the direction of the ball.
D. Generalization:
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What are the uses of increasing/decreasing friction in everyday life?
E. Application:
In your EPP class, you are asked by your teacher to haul black soil. How will you speed up
your work? Will you carry the black soil on a sack or in a wheel barrow? Why?
IV. EVALUATION:
Here are the uses if increasing/decreasing friction.
a. Speed up motion c. Stop motion
b. Slow down motion d. Change direction of motion
V. ASSIGNMENT:
Which of these activities is the increase/decrease of friction used to speed up motion?
1. carrying a case of soft drinks
2. pulling a cart full of sand
3. pushing a table on a rough cement floor
181
4. SCIENCE AND HEALTH IV
Date: ____________
I. OBJECTIVE:
 Observe that heat transfers from a hot to a cold body.
Values: Observe safety precautions when handling hot objects or doing things that involve hot
materials.
II. SUBJECT MATTER:
Energy
How heat transfers
Heat travels from a body of higher temperature to a body of lower temperature. Heat may be
transferred by conduction, convection or radiation.
C. Materials
Metal spoon, cup of hot water
References:
Module in Science and Health IV by Jessie A. Villegas p. 43
III. RPOCEDURE:
A. Preliminary Activities:
1. Ask the pupils to sing this song:
I want something now (Tune: Peas Porridge Hot)
I want something cold
I want something now
Hot or cold.
182
It may be juice
It may be fruit
I want something now.
Hot or cold
2. During hot days, what food do you usually eat? Why? How about during cold days?
B. Lesson Proper
1. Motivation:
Have the pupils recall their experience in making a hot milk drink
2. Why do you think the glass (cup) feel hot when you make your hot milk? Let's find out why
3. Activity Proper:
Identify the materials

Explain the procedure.
Activity:
1. Get a cup.
2. Put some water into the cup.
3. Put the metal spoon into the cup of hot water.
4. Observe:
a. Is the cup as cold as it was before the hot water was poured into it?
b. Is the metal spoon as cold as before you placed it inside the cup of water?
c. Where did the heat that you feel from the cup come from? How about the spoon?
d. Was there a transfer of heat?
e. Trace the path of the transfer of heat.
1. Point out that heat is transferred as evidenced by the rise of temperature of the cup and the
spoon.
2. Illustrate and point out that the arrangement of molecules in an object when cold are close· to
each other and they are moving slowly.
3. Illustrate what happens when the heat is transferred. The molecules move faster so they have
more energy. Heat is released which in turn is absorbed by the cold body nearby. So heat
moves from a hot body to a cold body.
D. Generalization:
1. What happen to a, cold body when it comes in contact with a hot body?
2. How is heat transferred?
E. Application:
Why can you no longer hold the handle of a pan after sometime that it is on the hot stove?
What do you usually do to avoid being burned when you remove the pan from the stove?
183
IV. EVALUATION:
1. Which shows heat transfer from hot to cold bodies?
a. water in a freezer b. candy in a plastic wrapper c. ladle in a hot pot
2. Which materials have molecules that are moving the fastest?
a. cold objects b. war objects c. very hot object
3. When an object has much energy, what is released? ,
a. heat b. coldness c. nothing
V. ASSIGNMENT:
In your EPP class you learn how to serve food. If you are to serve soup are you gong to hold the
bowl of soup with your hands or are you going to place the bowl in a tray? Why?
184
Date: ____________
I. OBJECTIVE:
 Describe the condition necessary for producing heat.
Values: Help prevent fires. Be careful in handling combustible materials.
II. SUBJECT MATTER:
Energy
Conditions necessary for producing fire.
Continuous and enough supply of oxygen, enough hear to raise the fuel to its kindling point
are necessary to make fuels burn and produce heat.
Friction produces heat
Electricity produces heat
Observing, describing, experimenting
C. Materials
Matches, candles, wide mouthed jars of bottles, electric bulb, pictures of objects that give off heat
References:
Module: Science and Health 4 by Jessie A. Villegas p. 44
III. RPOCEDURE:
1. Review
What are the kinds of fuels? Give examples.
Name some sources of fuels.
B. Presentation:
1. Present pictures. Let pupils identify those that give off heat.
2. Activity Proper:
a. Identifying the materials
185
b. Explaining the procedure
c. Group pupils for the activities
Activity 1
1. Get a match stick.
2. Strike the matchstick on the side of the match box.
3. Observe what happens.
a. What was produced when you strike the match stick to the side of the match box?
b. Why do you need to strike the matchstick to produce heat?
Activity 2
1. Light two candles.
2. Place each inside the glass jar.
3. Cover one jar with the lighted candle. Leave the other uncovered.
4. Observe what happen.
a. Which candle remain lighted?
b. Why do you think the candle in the covered jar went out?
2. Discuss the conditions needed to produce heat such as fuel, enough heat to produce raise the
fuel to its kindling point, enough and continuous supply of oxygen, (air).
3. Point out that in the activities the fuel is the candle, the match is the source of heat and the
air, the source of oxygen.
4. Discuss others that produce heat like friction, the sun and electricity.
D. Generalization:
What conditions are needed to produce heat?
E. Application:
1. If Mother wants to lower heat or fire in the stove, what does she do?
2. How would you put out the fire that gets into a pan while you are frying?
IV. EVALUATION:
1. In addition to fuel, what two other conditions are necessary to produce heat by fuels?
a. Oxygen and enough heat to raise the fuel to its kindling point
b. Oxygen and any source of heat like matches and lighter.
c. Candles, electricity and heat from the sun
2. How is heat produced by striking a matchstick?
a. through burning
b. through friction
c. through heating
3. Which appliance produces heat but not light?
a. electric bulb
b. flat iron
c. fluorescent lamp
186
V. ASSIGNMENT:
How can you help prevent fire at home? Make a poster to show it.
187
Date: ____________
I. OBJECTIVE:
 Identify the kinds and sources of fuels

 Give examples of each kind of fuel
 Enumerate the characteristics of a good fuel
Values: Consumption of fuel sources, depletes an . irreplaceable natural resources. Learn to use them
wisely and conserve their sources. Use fuels that are environment - friendly.
II. SUBJECT MATTER:
Energy
Kinds and sources of fuels
 Fuels are materials which may be burned to produce useful heat for domestic and industrial
purposes.
 Fuels are classified according to state: solid, liquid and gas
 Fuels are also classified into two types according to their sources, Natural and Synthetic
Identifying, classifying, inferring
C. Materials
Pictures of different kinds of fuels, sample of some fuels like firewood, charcoal
References:
Module in Science and Health, 4, by Mrs. Jessie A. Villegas p. 44
III. RPOCEDURE:
1. Review
In our past lessons we learned that heat comes from burning. What do you call these
things we bum to produce heat?
B. Lesson Proper:
188
1. Motivation:
What supplies the heat that Mother uses in cooking?
2. Presentation:
Show some pictures. Allow pupils to study them before asking them to do the following
activities.
Activity 1
List down the things you use to produce fire and heat at home.
1. Get two chairs, Rub wax or candle on the foot of one chair.
Activity 2
Classify these things into solid, liquid and gas
Activity 3
List their sources.
1. Pupils present their group work.
a. What kind of fuels did you list as solids? Liquids? Gas?
b. Where do these fuels come from?
c. Which are cheap? Which are readily obtainable? Which are safe to use?
D. Generalization:
1. What are the kinds of fuels?
2. Where do fuels come from?
3. What are the characteristics of a good fuel?
E. Application:
If you are to choose the kind of fuel to use for your cooking, what will you choose? Explain
your answer.
IV. EVALUATION:
Write 3 examples of each kind of fuel.
Solid Fuel Liquid Fuel Gas Fuel
V. ASSIGNMENT:
What is spontaneous combustion? How can this happen?
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Date: ____________
I. OBJECTIVE:
Explain spontaneous combustion
Values:Keep your homes clean and free from materials that easily burn. Store flammable
materials away from residential places.
II. SUBJECT MATTER:
Spontaneous combustion
Spontaneous combustion is the self ignition of certain materials initiated by slow oxidation.
Observing, identifying, communicating
C. Materials
Foam, rags, kerosene, gasoline, tin can
References:
Module in Science and Health 4 by Jessie A. Villegas p. 44
III. RPOCEDURE:
1. Review
Review what conditions are necessary for materials to burn?
B. Lesson Proper:
1. Motivation:
What supplies the heat that Mother uses in cooking?
2. Activity Proper:
a. Identifying materials
c. Explaining the procedure
c. Setting standards for group work
d. Grouping the pupils for the activities
190
Activity 1
1. Place the tin can in a safe place outside the· classroom.
2. Put a few drops of gasoline in the can.
3. Carefully drop a lighted matchstick into - the can.
4. Observe
a. What happen when the lighted matchstick was dropped in the can with gasoline?
b. Why do you think it gave an instant fire?
Activity 2
1. Get a rag soaked with kerosene.
2. Get a wet rag.
3. Set fire on the rags at the same time.
a. Which rag burned easily?
b. What made it so?
a. Pupils report their observations.
b. Discuss. Why some fuels burn more easily than others.
That there are occasions when combustible materials burn even no fire is set on them.
These materials have low kindling point that a gradual accumulation of heat due to slow
oxidation is enough to set it on fire.
D. Generalization:
What is spontaneous combustion? How can this happen?
E. Application:
Do you think it is advisable to kindle or start a fire in a stove using firewood with kerosene or
gasoline? Explain your answer.
IV. EVALUATION:
Which of the following is capable to spontaneous combustion? Check the blank before their
numbers.
______ 1. paint
______ 2. varnish
______ 3. foam
______ 4. vinegar
______ 5. water
V. ASSIGNMENT:
Why should you discard papers, Styrofoam and other flammable materials carefully? Why is it
not correct to store them in places where there is not much air?
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Date: ____________
I. OBJECTIVE:
Record the temperature of objects before and after heating
Values: Work harmoniously with others.
II. SUBJECT MATTER:
Energy:
The temperature of objects before and after heating
 The temperature of objects changes after heating.

 The molecules of an object move faster when heated. Any motion produces heat.
Observing, comparing, experimenting
C. Materials
Water, stone, thermometer beaker alcohol lamp
References:
Module in Science and Health 4 by Jessie A. Villegas p. 44
III. RPOCEDURE:
1. Review
When you are sick what does the doctor use to find how high your temperature is? What
is temperature?
B. Lesson Proper:
1. Motivation:
What does Mother do when she wants to make the soup that has gone cold become hot
again?
2. Activity Proper:
a. Identifying materials
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b. Explain the procedures
Activity 1
1. Pour water into a beaker about 112 of the beaker
2. Measure the temperature of the water using a thermometer.
3. Record the temperature.
4. Heat the water with the alcohol lamp.
5. Measure the temperature of the water until it boils.
6. Record the temperature.
a. What was the temperature of the water before heating?
b. What was the temperature before it boiled?
c. What was the temperature when it was boiling?
d. Was there a change in the temperature?
Activity 2
1. Get a stone.
2. Feel the stone.
3. Leave the stone under the sun for 5 minutes.
a. Is the temperature of the stone the same as before it was left under the sun?
b. Was there a change in temperature?
c. How do you know?
1. Discuss the record made by the pupils.
2. Let them describe the change in the temperature d the objects before and after heating.
D. Generalization:
What happens to the temperature of objects after heating?
E. Application:
It is a cold day. You want to take a bath. What will you do to make the water hot?
IV. EVALUATION:
Fill in the blanks with the correct answer:
1. The hotness or coldness of an object is called __________.
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2. An instrument used to measure temperature is a ____________.
3. Which of these temperature reading tells that the water is boiling?
a. zero degree C b. 32 degrees C c. 100 degrees C
4. The temperature of an object ________ after heated.

5. Anything left under the hot sun becomes _______ after sometime.
V. ASSIGNMENT:
Repeat the same experiment with your group. This time use other objects. Be careful while doing
the activity.
194
Date: ____________
I. OBJECTIVE:
Observe how heat travels through solids
Values: Exercise extreme caution when you are near hot objects to avoid accidents.
II. SUBJECT MATTER:
Energy:
How heat travels through solids by conduction
 Heat travels through solids by conduction.

 Conduction is a method of heat transfer from molecule to molecule.
C. Materials
Alcohol burner, conduction apparatus, wax rings
References:
Science and Health by Jessie A. Villegas pp. 90-91
III. RPOCEDURE:
1. Review
1. How does heat move?
2. Give examples to illustrate that heat transfers from a hot body to a cold body.
B. Lesson Proper:
1. Motivation:
Let's play. Form a circle by holding hands. As we sing Sitsiritsit, the first pupil near me
will press the hand of the pupil whose hand she is holding. The same is passed to all the
pupils Ir. the circle.
Whose hand was pressed last?
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2. Activity Proper:
a. Let pupils identify the materials.
b. Explain the procedure
c. Do the activity
1. Cut five wax rings from a candle.
2. Insert the metal rod the conduction apparatus through the wax rings.
3. Spread and arrange the rings one after the other along the rod:
4. Heat one end of the metal rod with an alcohol lamp.

5. Write your observations.
a. What happens to the wax rings as the metal rod is heated?
b. Did the wax rings fall one by one or at the same time.
c. What does this indicate?
1. Pupils report their findings/observation.
2. Lead the pupils to a discussion on the activity.
Heat is caused by rapidly moving molecules. When one end of the rod is heated the
molecules in this place is heated and begin to move faster and faster. As a result, the
neighboring molecules also begin to move faster and faster and heat spreads through the
metal.
D. Generalization:
How does heat travel in solids?
E. Application:
Why do you need to use a pot holder when you remove at the kettle from the stove? What
happens to your hands when you touch it with your bare hands?
IV. EVALUATION:
1. How does heat travel by conduction?
a. It is transferred from molecule to molecule.
b. It is transferred by waves without the help of molecules.
c. It is carried by a current of molecules.
2. Which illustrates conduction?
a. the handle of a spoon becomes hot while stirring hot milk
b. you feel the warmth of the heat of the sun when you are outside
c. the stone left on the pavement becomes hot at noon
V. ASSIGNMENT:
Draw an illustration showing the movement of heat in solids.
196
Date: ____________
I. OBJECTIVE:
 Describe how heat is transferred in liquids and in gas.
Values: Understanding the transfer of heat helps us makes our lives more comfortable. It also
makes us appreciate the ingenuity of the people in other countries on how they build
their homes to keep their selves warm during winter days.
II. SUBJECT MATTER:
Energy:
How heat travels through solids by conduction
The molecules of liquids and gases are farther apart and can move freely. Thus heat is
transferred from one place to another by a current of moving molecules. This method of heat
transfer is called convection.
C. Materials
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Candle, convection turbine, match, picture of an Eskimo house
References:
Manual of Enhancement Activities and Experiments in Health and Science 4 by Jessie A.
Villegas pp. 92-93
III. RPOCEDURE:
1. Review
How is heat transferred through? What do you call this method of heat transfer? Give
examples of heat transfer through conduction.
B. Lesson Proper:
1. Motivation:
This is a Eskimo house. What do we call it? It is made of blocks of ice. How could a
house like this make people warm in cold days? Let's find out how.
2. Activity Proper:
Activity
1. Balance the turbine on top of the safety pin pivot of the vertical stand of the convection
turbine.
2. Place a lighted candle under the stand 'directly below the turbine.
3. Observe the turbine.
a. What happen to the turbine as the air is heated?
b. What does this observation indicate?
1. Allow pupils to give their observation.
2. Let the pupils in the understanding that.
When liquid or gas is heated, the molecules of that liquid or gas at the heated spot move
farther apart. The warm liquid/gas becomes lighter and is pulled up by the colder liquid/gas
molecules. This process repeats and a convection current is produced. In this way the entire
liquid/gas becomes evenly heated.
D. Generalization:
How is heat transferred in liquids and in gases?
How is the method of hear transfer by convection done?
E. Application:
Have you seen those structures that turns and built on rooftops of factories and storehouses?
These are convection turbines. How do they help the ventilation of these buildings?
IV. EVALUATION:
Write the letter of the correct answer:
1. How is heat transfer by convection best described?
a. Heat is transferred because of difference in temperature.
b. Heat is transferred from molecule to molecule by contact.
c. Heat is transferred by a current of freely moving molecules.
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2. Which situation shows heat transfer by convection?
a. A stone under the sun becomes warm.
b. The handle of a ladle becomes hot when placed over the fire.
c. A fire keeps people sitting around it warm.
3. Why is convection a method of heat transfer in liquid and in gas but not in solids?
a. because the molecules of liquids and gases are closely packed
b. because molecules of liquids and gases are freely moving
c. because liquids and gases are not made of molecules
V. ASSIGNMENT:
Write one situation that shows how heat travels by convection.
3RD
SCIENCE IV
199
Date: ____________
I. OBJECTIVE:
 Conclude whether fire is an enemy or a friend.

 Enumerate the hazards and usefulness of fire.
Values: Fire is believed to be both a friend and an enemy. It is a friend when it bring good to you;
and it is an enemy, when it harms you
II. SUBJECT MATTER:
Energy (Fire, an enemy or a friend?)
 Fire is said to be an enemy and a friend.

 Usefulness of Fire:
1. Provides processes for modifying materials.
2. Encourages a settled mode of life.
3. Increases the range of digestible foodstuff.
4. Improves industrial processes.
 Hazard of Fire:
1. Damages our property.
2. Ends man's life.
Observing inferring and communicating
C. Materials:
Candle , match
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.166
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz, et.al., p.57
III. PROCEDURE:
 Review
How does heat travel?
 Checking of Assignment:
 Motivation:
Teacher shows a lighted candle and asks the pupils the following questions:
200
1. What are these materials?
2. What is produced in a lighted candle?
1. Presentation:
1. Relate fire motivation to the lesson.
2. Do you think fire is a friend or an enemy?
3. Groupings of the children.
4. Pupils will list down the uses and hazards of fire for 5 minutes.
5. Reporting follows.
1. Teacher appreciates and comments the reactions of the children.
2. Teacher gives additional information about the uses and hazards of fire.
D. Generalization:
Is fire a friend or an enemy? Why do you say so?
E. Application:
What do you need to do in order ·to always say that fire is a friend to us?
IV. EVALUATION:
Answer the following questions briefly:
1. While cooking rice, you saw your favorite movie star on T.V. who seldom appears on shows.
You want to watch him. What will you do if this is the case?
2. What makes fire an enemy?
V. ASSIGNMENT:
Make a slogan about fire as a friend and an enemy.
201
202
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe a fire alarm.
Values: Carelessness and negligence are the most causes of fire. Always be careful.
II. SUBJECT MATTER:
Energy (How does a fire alarm work?)
 Fire alarm is a bimetallic switch that turns an alarm on when it senses a strong heat.
Describing inferring and communicating
C. Materials:
Fire alarm
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.58
III. PROCEDURE:
 Review
Describe fire. Is it useful or harmful to men?
Display your slogan on the board. Reading of the slogan. Reactions follow
 Motivation:
If for example, you would like to wake up at exactly 5 o'clock in the morning. What are
the ways you can do?
203
B. Presentation:
2. Teacher shows the fire alarm.
3. Asks the pupils what science equipment is shown. Let the pupils guess the answer.
4. Let the pupils identify each part of the fire alarm.
1. Pupils display their work.
2. Teacher reacts on the pupil's work.
3. Teacher gives additional information regarding the topic.
D. Generalization:
How does a fire alarm work?
E. Application:
What places need fire alarms?
IV. EVALUATION:
Write the correct answer on the blank.
_______ 1. – 2 Causes of fire
_______ 3. It is made up of bimetallic switch that turns an signal when it senses a strong heat.
_______ 4. In the improvised fire alarm, what is used that serves as the heat sensitive bimetallic
switch?
_______ 5. Where is the toy gun connected?
V. ASSIGNMENT:
Group project. Make an improvised fire alarm.
204
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 List down safety precautions in using fire.
Values: Prevention is better than cure, The hazards of fire can not be underestimated. So why not
prevent it from happening by applying all precautionary mearuses.
II. SUBJECT MATTER:
Energy (Precautionary' measures in using fire.)
 Precautionary measures in using fire.

1. Do not leave a lighted fuel like candle unattended,
2. Always check whether the gas stove is properly closed.
Describing, inferring and communicating
C. Materials:
Chart, matches, candles
References:
III. PROCEDURE:
 Review
What is a fire alarm?
 Motivation:
Listen to this news (Teacher asks somebody to read a news about fire.)
B. Presentation:
1. Relate the motivation to the lesson 2.
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3. Let the group list down precautionary measures as many as they can within 8 minutes.
4. Pupils work properly, doing procedure in doing the activity.
1. Pupils display their work
2. Teacher reacts on the pupils work.
3. Pupils react/defend their work
D. Generalization:
What are the ways you can do to prevent fire?
E. Application:
Which of the following precautionary measures do you usually uses?
IV. EVALUATION:
Answers the following questions briefly.
______ 1. Leave the lighted cigarette in the ashtray.
______ 2. Put off the lighted candle before going to sleep.
______ 3. Leave the stove while cooking.
V. ASSIGNMENT:
Make a skit about the topic for today and present tomorrow.
206
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describes fuels
Values: Always use fuels carefully and properly.
II. SUBJECT MATTER:
Energy (Fuels)
 A fuel is any material that liberates heat when it reacts with oxygen.
 The most important of the fuel materials are the compound of carbon, hydrogen, and oxygen
that form the bulk of the mineral fuels, example coal.
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too.
References:
III. PROCEDURE:
 Review
How can we prevent fire?
 Motivation:
What are the things you can see at home which give heat and fire?
B. Presentation:
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2. Groupings of the children
3. Let each group draw different fuels after explaining to them what fuels are.
D. Generalization:
What are fuels?
E. Application:
In evening of your birthday party, there is sudden brown out in you place. What fuel are you
going to use?
IV. EVALUATION:
Answer the following questions briefly.
1. Are fuels important? Why?
2. List down 5 examples of fuels which we commonly use.
V. ASSIGNMENT:
Bring at least 3 examples of fuels in the class tomorrow.
208
209
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Name some characteristics of fuels.
Values: Always use fuels carefully and properly
II. SUBJECT MATTER:
Energy (Characteristics of Fuels)
 Characteristics of fuels
1. It must be cheap.
2. It must be readily obtainable.
3. It must be burn easily.
4. It must be high calorie.
5. It must be safe for common use.
210
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too
References:
III. PROCEDURE:
 Review
Give some examples of fuels?
 Motivation:
Do you just use any type of fuels? Why?
B. Presentation:
3. Let each group draw different fuels after explaining to them what fuels are.
D. Generalization:
What are the characteristic of a good fuel?
211
E. Application:
From the discussion, do you just use any type of fuel? Among the various characteristics of
fuels, which do you think is the most important to consider?
IV. EVALUATION:
List down examples of fuels and write their characteristics.
V. ASSIGNMENT:
Draw 3 examples of good fuels.
212
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Practice safety precautions in using fuel/fire
Values: Always use fuels carefully and properly
II. SUBJECT MATTER:
Energy (Safety precautions in using fuels)
 Safety .precautions should be followed in using fire/fuel to avoid fire accident.
Describing, inferring and communicating
C. Materials:
Picture of LPG (gas stove), charcoal, other examples of real fuels and pictures, too.
References:
III. PROCEDURE:
 Review
What are the characteristic of a good fuel?
 Motivation:
Have you heard from the radio that houses were burned and some persons died because
of LPG explosions? How can you prevent fire using fuels like LPG?
B. Presentation:
3. Let the children identify the materials.
213
4. Teacher explains the procedures.
5. Setting-up of standards for the activity.
Show a picture of LPG stove.
Let them discuss the common causes of fire accidents in using LPG.
Share some experiences or give some examples of fire accidents from LPG stove.
What are the safety precautions in using LPG?
Discussion:
1. Let the group reporters tell their observations in the class.

2. Why are gaseous fuel (LPG) dangerous to use if not properly handled.
214
D. Generalization:
What are the different safety precautions to be observed in using fuels? Fire?
E. Application:
How will you know that there's leak in your LPG? What is the best thing to do in case of
gas leak?
IV. EVALUATION:
Check the blank if the following situation is correct and cross it out if it is not correct.
_______ 1. Amy saw that fire is coming out of the hose of their LPG, she threw water to • put nut
fire.
_______ 2. Mother keeps matches and flammable materials out of reach of children.
_______ 3. Lito always sees to it that petroleum products are in safe containers.
V. ASSIGNMENT:
Make a list of safety precautions in using fuel/fire. Write them on a cardboard.
215
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Identify the -conditions necessary to produce fire.
Values: Be careful in using fire at all times.
II. SUBJECT MATTER:
Energy (Conditions Necessary to Produce Fire)
 Fuel, oxygen and kindling temperature are needed to start a fire.
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too
References:
III. PROCEDURE:
 Review
What are the proper ways of using fuels?
 Motivation:
Teacher shows the picture of two ancient people who are rubbing two sticks. Teacher
asks the following questions:
1. What do you see in the picture?
2. What are the sticks for?
B. Presentation:
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3. Let each group observe and answer the activity by following the procedures.
E. Generalization:
What are the conditions necessary to produce fire?
F. Application:
Listen to the news about the ozone disco tragedy. It is all about a hazard of fire.
What are the things that caused the fire in the said disco house?
IV. EVALUATION
List down three factors needed to start a fire:
V. ASSIGNMENT:
Read newspaper reports about recent fires. Find out the cause.
217
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Identify the conditions necessary to put out fire.
Values: Always remember all the means you I can do in order to protect your home and community
from the hazards of fire.
II. SUBJECT MATTER:
Energy (Conditions Necessary to Put Out Fire)
 Ways on how to put out fire:

1. Remove oxygen.
2. Prevent the material from combining with oxygen, by covering the burning material so
that air or oxygen is not fed into it.
3. Raising the kindling point, by cooling the material. Examples throwing water.
4. Use fire extinguisher.
5. Dropping of water using the helicopter in case of Forests Fire.
 Fire Extinguisher - is a device which consists of a dry chemical and a gas under pressure
that acts as the expelling agent.
C. Materials:
Pictures, film about fire
References:
III. PROCEDURE:
 Review
What are the conditions needed in order to produce fire?
218
Few children will read the news they have gathered regarding fire.
 Motivation:
Teacher shows the picture about fire.
Teacher asks the following questions:
1. What do you see in the picture?
2. Children will react on the picture or the video they have seen
B. Presentation:
3. Let the children list down ways on how they put out fire.
219
1. Group leaders will report.
2. Teacher explains the parts of the fire extinguisher and asks the pupils how they on use it
properly.
3. Children will demonstrate how to use a fire extinguisher.
D. Generalization:
What are the conditions necessary to put out fire?
E. Application:
For instance, you are cooking and all of a sudden the cooking oil in your pan produces a big
flame. What are you going to do?
IV. EVALUATION:
Write a short reaction on the following situations.
1. People always advise us to stay calm and do not panic when we experience tragedy like fire.
Are you going to follow the advice or not? Why?
V. ASSIGNMENT:
Answer the questions briefly.
1. What do you notice when the month of March comes? Are there any announcements or news
that make the month of March different from the other months?
2. If you are living in a house surrounded by a field of tall grasses and shrubs, what are the ways
you can suggest to prevent fire when the leaves and grasses become dry?
220
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Identify the physical characteristics of the Earth
Values: The Earth is the planet on which we live. Let us be thankful to God always for a
perfect and beautiful home we have.
II. SUBJECT MATTER:
Energy (Physical Characteristics of Earth.)
 Physical Characteristics of Earth

1. Form and Composition = the Earth has an oblate spheroid shape. It is made up of
structures like the lithosphere (land), hydrosphere (water) and atmosphere (air).
2. Gravity = is the force that pulls objects on or near the Earth towards its center.
3. Mass = the mass of the Earth is about 6,000 billion, billion, tons.
4. Density = the Earth varies in density from a referred region toward the top of the
atmosphere to an extremely dense region in the center.
C. Materials:
Globe
References:
III. PROCEDURE:
 Review
What are the means of putting out fire?
 Motivation:
Teacher uses the mystery box wherein inside it is a small globe. Each pupil peeps on the
221
box and tells what is inside the mystery box.
B. Presentation:
3. Let the children observe the globe.
4. Each group member will describe the Earth through its model.
2. Teacher explains the characteristics of the Earth.
D. Generalization:
Describe the physical characteristics of the Earth.
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E. Application:
If you can choose what planet you can live on, will you still choose the Earth? Why?
The class may sing the song "It's A Small World"
IV. EVALUATION:
Write the answer on the blank.
_____ 1. The shape of the Earth.
_____ 2. The land part of the Earth.
_____ 3. The air structure of the Earth.
_____ 4. It is a force that pulls objects to the center of the Earth.
_____ 5. The third planet in the solar system.
V. ASSIGNMENT:
Describe the Earth through a poem.
223
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Explain how soil is formed.
Values: We must value the soil as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:
Earth and Erosion (Formation of Soil)
 Soil = is a mixture or combination of mineral matter (disintegrated and decomposed rock) and
inorganic matter (remains of plant and animal life), water and air. Fertile soil contains much
humus and minerals.
 Rock fragments of various sizes = cover most of the Earth's land surface. As rocks become
exposed, they are disintegrated by the mechanical and chemical elements of atmosphere.
Describing, observing, inferring and communicating
C. Materials:
A jar of soil, rocks, dried leaves, water
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.88-89
III. PROCEDURE:
 Review
Describe the earth.
 Motivation:
Teacher shows the plastic Jar, which is transparent. Teacher asks the pupils:
1. What is inside the jar?
2. Who can describe it?
B. Presentation:
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3. Let the children to the activity, quietly and properly.
2. Teacher explains the formation of soil in detail.
D. Generalization:
How does the soil form?
E. Application:
If it rains for almost a week, what can you say about the soil? Is rain a factor that affects soil
formation?
IV. EVALUATION:
Encircle the letter of the correct answer.
1. It is a combination of mineral matter and organic matter, water and air.
a. Carbon
b. Plant
c. Soil Nutrient
2. Why do rocks become disintegrated?
a. because they are exposed
b. because they are kept in oceans
c. because of erosion only
d. because of water only
V. ASSIGNMENT:
Read about the soil profile
225
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe the soil profile.
Values: We must value the soil, as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:
Earth and Erosion (Soil Profile)
 A soil profile is made up of layers or horizons- the topsoil, subsoil and the parent material. -
Mature soils have distinct or well-developed layers,
C. Materials:
A jar of soil, rocks, picture of a soil profile
References:
III. PROCEDURE:
 Review
How does the soil form?
 Motivation:
Teacher shows a picture of a tree-layered cake.
Pupils describe the picture.
B. Presentation:
3. Let the children do the activity, quietly and properly
226
2. Teacher explains the formation of soil in detail.
D. Generalization:
Differentiate the layers of the soil.
E. Application:
If you are going to plant in a clay pot, what part of the soil will use? Why?
IV. EVALUATION:
_____1. The uppermost part of the soil.
_____2. Horizon of the soil which contains hums.
V. ASSIGNMENT:
Draw the soil profile on piece of bond paper.
227
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Discuss the importance of soil.
Values: We must vale the soil, as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:
Earth and Erosion (The Importance of Soil)
 Importance of soil
a. Most planet grows from soil.
b. It provides clues to the environment in which it was originally formed.
c. It is a source of valuable material deposits.
C. Materials:
A jar of soil, a profile of the soil
References:
III. PROCEDURE:
 Review
Describe the soil profile?
 Motivation:
Teacher asks the pupils where they usually see plants.
B. Presentation:
228
3. Let the children to the activity quietly and properly.
2. Teacher discuss the importance of the soil which are not pointed out by the reporters.
D. Generalization:
Why is soil important?
E. Application:
If you were a miner, what mineral would you like to find? Where will you look for it?
Do you value the soil?
IV. EVALUATION:
Discuss the importance of the soil briefly.
V. ASSIGNMENT:
Write at least 10 things we can have from the soil.
229
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Differentiate erosion and deposition.
Values: While there are forces of erosion that destroy the soil, we must be more alert of the
effects of these forces.
II. SUBJECT MATTER:
Earth and Erosion (Causes of Erosion and Deposition)
 Erosion = refers to the transportation of rocks and soil agents as water, wind, ice, gravity,
chemicals, animals, and men.
 Deposition = refers to the dropping of weathered and eroded materials somewhere else,
creating new land forms and changing landscapes. This can occur rapidly or over a long
period of time.
C. Materials:
A picture of an eroded place.
References:
III. PROCEDURE:
 Review
Why is soil important?
 Motivation:
Teacher shows the picture of an eroded place. Children describe the picture.
B. Presentation:
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2. Teacher discusses the importance of the soil which are not pointed out by the reporters.
D. Generalization:
What are the causes of erosion and deposition?
E. Application:
If men are one of the causes of erosion and deposition, name men's activity that cause these
factors.
231
IV. EVALUATION:
List down the causes of erosion and deposition.
V. ASSIGNMENT:
Bring the following materials tomorrow:
1. rectangular pans with soil
2. old newspaper
3. sprinkler
232
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Demonstrate how water cause soil erosion.
Values: The erosion of the soil due to water is not only changing the landscape; it is more
importantly changing the quality of our lands.
II. SUBJECT MATTER:
Earth and Erosion (How water causes soil erosion)
 Water - is the most significant agent of erosion.

 Groundwater - the water that sinks into the ground.
 Surface Water - water the does not sink.
C. Materials:
Pictures of the various types of water, rectangular pans with soil, sprinkler, water
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.172-173
III. PROCEDURE:
 Review
What are the causes of erosion?
 Motivation:
Teachers show the different types of water. Children identify them.
B. Presentation:
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2. Teacher discusses how does water erode the soil.
D. Generalization:
How does water erode the soil?
E. Application:
What do you think will happen to our soil if it will rain for a dew days?
IV. EVALUATION:
Encircle the best answer:
234
1. Which can cause much erosion?
a.
b.
c.
2. Under which condition will there be more soil erosion?
a.
b.
c.
V. ASSIGNMENT:
Go around your house. Make a list of places or parts in your yard which show the bad effects of
erosion cause by running or flowing water.
235
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe how wind causes soil erosion.
Values: A proud arrogant, and self-conceited person is like a wind. He can erode a beautiful
friendship.
II. SUBJECT MATTER:
Earth and Erosion (How wind causes soil erosion)
 Wind – is an agent of erosion

C. Materials:
Rectangular pans with soil, cardboard, grass
References:
III. PROCEDURE:
 Review
How does water erode the soil?
 Motivation:
Teachers ask the pupils.
How is your experience walking on the street during windy days?
B. Presentation:
2. Group the children into 3 groups
236
2. Teacher discusses how does wind causes erosion.
D. Generalization:
How does wind erode the soil?
E. Application:
Tell how soil is being carried from the place to place by wind.
IV. EVALUATION:
On a clean sheet of paper, explain how wind causes erosion.
V. ASSIGNMENT:
Draw a place where wind erosion is evident.
237
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe how gravity erodes the soil.
Values: Failure is like erosion due to gravity.
II. SUBJECT MATTER:
Earth and Erosion (How gravity causes soil erosion)
 Gravity – is an agent of erosion.
C. Materials:
Rectangular pans with soil, soil samples, sprinkler with water
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.176 - 177
III. PROCEDURE:
 Review
How does wind erode the soil?
 Motivation:
Teachers ask the pupils. Have you heard the word gravity? What is this?
B. Presentation:
238
2. Teacher discusses how does wind causes erosion
D. Generalization:
How does gravity erode the soil?
E. Application:
Tell how soil is being carried from place to place by gravity.
IV. EVALUATION:
What will likely to happen if gravity acts with other forces of erosion like water?
V. ASSIGNMENT:
Is a gravity alone a strong or weak force of erosion? Why?
239
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe how people and animals cause soil erosion.
Values: God gave men the dominion to take good care of the Earth. Let us do our job not to harass
our planet
II. SUBJECT MATTER:
Earth and Erosion (How people and animals cause soil erosion)
 Men and Animals - carry away soil through varied ways.
C. Materials:
Slippers, shoes, stick broom
References:
III. PROCEDURE:
 Review
 Motivation:
Look at the picture of a hen. What do you notice? What happens to the soil?
B. Presentation:
240
2. What other forces can cause soil erosion?
D. Generalization:
Describe how people and animal cause soil erosion.
E. Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too? How?
IV. EVALUATION:
Describe how do the following activities can cause erosion:
1. A girl sweeping the ground.
2. A farmer pulling up his crops.
3. A dog digging on the ground.
V. ASSIGNMENT:
Name some more forces that can cause soil erosion.
241
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Demonstrate how slope affects the amount of soil that is carried away.
Values: There are a lot of things that happen beyond our control.
II. SUBJECT MATTER:
Earth and Erosion (Slope Affects Erosion)
 Slopes - affect the amount of soil being washed away.
C. Materials:
Soil, two stream tables, two calibrated glass jars, two collecting pans, water, sprinkler
References:
III. PROCEDURE:
 Review
 Motivation:
Look at the picture of a hen. What do you notice? What happens to the hen soil?
B. Presentation:
242
2. What other forces can cause soil erosion?
D. Generalization:
Describe how people and animal cause soil erosion.
E. Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too? How?
IV. EVALUATION:
Describe how do the following activities can cause erosion:
1. A girl sweeping the ground.
2. A farmer pulling up his crops.
3. A dog digging on the ground.
V. ASSIGNMENT:
Name some more forces that can cause soil erosion.
243
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe some evidences of water erosion and deposition.
II. SUBJECT MATTER:
Earth and Erosion (Evidences of Water Erosion)
 Rills - is formed when rainwater flows downhill.

 Gullies 1- is formed when rills join to form larger channels.
 Alluvial fan - a, thick wedge at the mountain base, which is of sediment deposit.
 Delta - a triangular shaped deposit at the mouth of the river.
C. Materials:
Pictures of film of evidences of water erosion and deposition.
References:
III. PROCEDURE:
 Review
How does slope affect the amount of soil that is carried away?
 Motivation:
Have you seen the movie "The Little Mermaid"?
Where is the setting of that animated movie'?
244
B. Presentation:
3. Let the children identify the materials needed for the activity
Group leaders will report.
D. Generalization:
Describe the evidences of water erosion and deposition by naming two of them.
E. Application:
Are the evidences helpful or not? Why do you say so?
IV. EVALUATION:
Complete the word. The first letter is given as a clue.
A 1. A sediment deposit at the mountain base.

L 2. A large deposit of sediments during flood.
S 3. Formed when waves erode completely through a narrow finger of rock protruding
into the sea.
V. ASSIGNMENT:
Compare the following evidences:
1. stalagmite and stalactite
2. Sea arches and Sea cliffs
3. Cirques and horn
4. Flood and levee
5. Alluvial fan and delta
245
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describes evidences of wind erosion.
II. SUBJECT MATTER:
Earth and Erosion (Evidences of Wind Erosion)
 Abrasion = is the process by which windblown particles wear away the surfaces of rocks.
 Deflation = the process of wind carrying away looses sediments.
 Dunes (or Sand Dune)= deposits formed by windblown sand.
 Loess = deposits of windblown sand.
Describing, observing, inferring, comparing and communicating
C. Materials:
Sand, fan, cardboard
References:
III. PROCEDURE:
 Review
What are the evidences of water erosion? Describe some of these evidences.
 Motivation:
Teacher shows the different kinds of soil. Pupils identify them.
B. Presentation:
246
2. Teacher discusses the description of loss, abrasion, etc.
D. Generalization:
What can you say about the effect of wind in soil/sand?
E. Application:
Are the evidences helpful or not? Why do you say so?
IV. EVALUATION:
Describe the following
1. abrasion
2. dunes
3. loess
4. deflation
5. erosion
V. ASSIGNMENT:
Compare the following types of soil when wind blows hard:
1. clay
2. sand
247
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Investigate the effect of erosion on the condition of the topsoil.
Values: A country that cannot produce enough food for its people will never become a progressive
country.
II. SUBJECT MATTER:
Earth and Erosion (Effect of Erosion on the Condition of the Soil)
 Topsoil- is the upper layer of the ground.

 Subsoil – layer following the topsoil.
 Bedrock – layer following the subsoil
C. Materials:
Soil samples, mongo seeds
References:
III. PROCEDURE:
 Review
What are the evidences of wind erosion?
 Motivation:
Look at the soil profile. What are the layers of the soil? Do you think that erosion affects
the condition of the soil?
B. Presentation:
248
2. Children infer that erosion affects the condition of soil.
D. Generalization:
How does erosion affect the condition of the soil?
E. Application:
If the topsoil is always washed away by the different types of erosion, what will happen to
plants?
249
IV. EVALUATION:
Describe the following:
____ 1. The bedrock is constantly eroded by the different agents of erosion.
____ 2. The topsoil contains humus, thus, once eroded, plants grow healthy.
____ 3. Topsoil is normally dark in color because of erosion.
____ 4. In the subsoil, multitude of living organisms live.
____ 5. Erosion affects the condition of soil.
V. ASSIGNMENT:
Bring the following materials tomorrow:
1. Rectangular clay
2. Soil sample
3. Sprinkle with water
250
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Control erosion due to water and gravity.
Values: Deforestation and poor agricultural methods often lead to the erosion of soil
II. SUBJECT MATTER:
Earth and Erosion (How Can Erosion by Water and Gravity be Controlled?)
 Effective Methods to Prevent Soil Erosion:

1. Strip Cropping = Strips of c1osegrowing plants are arranged between alternate between
strips of clean-tilled row crops. The strips hold water and keep it from eroding the
cultivated land.
2. Contouring = Sloping fields are plowed, planted, cultivated, and harvested along the
contour of the slope, rather than straight up and down. The contours catch rainfall and
allow much of it soak into the ground.
C. Materials:
Rectangular trays, soil samples, sprinkler with water
References:
III. PROCEDURE:
 Review
Describe the effect of erosion to the soil.
 Motivation:
Sing: "Planting Rice" Picture of Banaue Rice Terraces.
Let the pupils describe the picture.
251
B. Presentation:
3. Let the children name ways on how to prevent soil erosion and describe each.
6. Procedure
7. Write your observation, inference and generalization
2. Pupils participate in the discussion
252
D. Generalization:
How can we prevent soil erosion?
E. Application:
If you were a farmer, what ways are you going to apply in order to prevent soil erosion?
Why?
IV. EVALUATION:
Encircle the letter of the correct answer.
1. Why is erosion harmful?
a. It breaks the rocks into small pieces.
b. It washes away topsoil.
c. It causes damages to properties.
d. fertilizes the soil.
2. Which of the following prevents erosion by planting crops following the shape of the hill?
a. crop rotation
b. contour plowing
c. terracing
d. strip cropping
V. ASSIGNMENT:
Illustrate farms with the following methods:
a. Strip cropping
b. Terracing
253
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Enumerate the importance of forest.
Values: Forests are sources of wealth and life. We must conserve our forests.
II. SUBJECT MATTER:
Earth and Erosion (Forest Conservation and Reforestation)
 Importance of Forests:
1. We derive many products from forests like trees, which we get our foods, lumber,
paper, medicines, and many more.
2. Forests prevent the erosion of land and water.
C. Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants
References:
III. PROCEDURE:
 Review
Name some ways on preventing erosion.
 Motivation:
Show a picture of two types of forest. One is denuded while the other is not. Describe
each picture.
B. Presentation:
254
3. Procedure
2. Pupils participate in the discussion.
D. Generalization:
How may you help in the conservation of the soil and forests?
E. Application:
If we will cut all the trees in the forests, and it will rain for many days, what will be the
result? Do you want that to happen? What do we need to do?
255
IV. EVALUATION:
Write C if the statement is a cause of deforestation, and I if it is an importance of reforestation.
______ 1. Logging
______ 2. Sponge effect
______ 3. Pollution
______ 4. Tress
______ 5. Kaingin System
V. ASSIGNMENT:
Write a slogan about reforestation
256
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe how forest prevent soil erosion.
Values: Forest prevents soil erosion. Let us preserve our forests.
II. SUBJECT MATTER:
Earth and Erosion (How Grass lands and Forests Prevent Soil Erosion)
 Forests help prevent soil erosion.

 Grass protects soil from erosion by covering it.
C. Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants, clay, art papers
References:
III. PROCEDURE:
 Review
Describe a denuded forest. How can we help conserved forest?
 Motivation:
Read the poem "All Things Bright and Beautiful".
What can you say about the poem? Where do we usually see the birds, the different
flowers and trees?
B. Presentation:
257
5. Procedure
D. Generalization:
do forests prevent soil erosion?
E. Application:
What is the reason why do we need to plant trees, not only in the forest, but even in our own
school and yard?
258
IV. EVALUATION:
Use the day and other materials like green art paper and mold it into a forest. Write a paragraph
about your model.
V. ASSIGNMENT:
Bring some of more plants and let us make our school green.
259
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe the weather condition for three days.
Values: As the weather changes from time to time, and that it seems unpredictable, always be
ready to whatever challenges that will come your way as schoolchildren.
II. SUBJECT MATTER:
Weather (Types of Clouds)
 Weather - refers to the condition of the atmosphere at a particular time and place.
 Weather elements: temperature, pressure, humidity, wind, cloudiness, precipitation,
brightness, visibility.
C. Materials:
Observation notebook
References:
III. PROCEDURE:
 Review
How do forest prevent soil erosion?
 Motivation:
On a dear sunny day, you and your family planned for a wholesome outing to the beach
the following. There was no cloud in the sky, so you thought that tomorrow was just perfect
for swimming.
260
B. Presentation:
3. Each group will do the activity.
4. Name the types of weather.
5. Observe the weather condition for three days, starting this day.
6. Write the date, time and the weather condition.
7. What are the weather elements.
D. Generalization:
What is the weather? What are its elements?
E. Application:
Can you exactly tell what will be the weather condition tomorrow? How can be our
observation be of helped in predicting the weather condition?
IV. EVALUATION:
Enumerate the elements of weather.
V. ASSIGNMENT:
Draw the symbols for weather condition. Continue observing the weather condition.
261
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Name and describes the types of clouds.
Values: You can predict fine and stormy weather by observing the clouds.
II. SUBJECT MATTER:
Weather (Types of Clouds)
 Types of Clouds
1. Cirrus Clouds - clouds are thin and feather-like. They are highest of all clouds.
2. Stratus Clouds - clouds are flat layers often seen close to the horizon in the early hours of
the day.
3. Cumulus Clouds - are thick and mountain-like
4. Nimbus Clouds - are dull and gray in color
C. Materials:
Cotton, black crayon, cardboard
References:
III. PROCEDURE:
 Review
What is weather? What are the weather elements?
 Motivation:
Read the poem "all things Bright and beautiful".
What can you say about the poem? Where do we usually see the birds, the different
flowers and trees?
262
B. Presentation:
3. Each group will do the activity
4. Procedure (Written on the activity card)
5. Describe each type of clouds
D. Generalization:
What are the types of clouds?
263
E. Application:
You are about to go to school. You have observed that the clouds are dark. What type of
clouds are they? What are you going to bring in going to school?
IV. EVALUATION:
Describe the following:
1. Cirrus Clouds
2. Stratus Clouds
3. Nimbus Clouds
4. Cumulus Clouds
V. ASSIGNMENT:
Draw the types of clouds.
264
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe and forecast the condition of the sky for one week.
II. SUBJECT MATTER:
Weather (How may you describe the condition of the sky)
 Cloud cover - is an observable means of describing the condition of the sky.

 Cloud Cover maybe:
Clear Partly cloudy Generally cloudy Cloudy Overcast
C. Materials:
Observation chart
References:
III. PROCEDURE:
 Review
What are the types of weather? Describe each
 Motivation:
Class, what can you say about the weather condition today?
B. Presentation:
3. Each member of the group will do the activity
4. Procedure (Written on the activity card.)
265
1. Group leaders will forecast the weather condition.
D. Generalization:
What is cloud cover?
E. Application:
When the sky is clear, can you play outside with your classmates? Why?
IV. EVALUATION:
Draw the symbol for the following cloud covers:
1. Cloudy 2. Clear 3. Generally Cloudy 4. Overcast 5. Cloudy
V. ASSIGNMENT:
Observe the cloud cover for one week.
266
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Demonstrate how clouds are formed.
Values: Bad weather usually comes from the invisible water vapor in the air.
II. SUBJECT MATTER:
Weather (How are Clouds Formed)
 Cloud - is made up of billions and billions of very tiny droplets of water and ice all clustered
together forming different shapes in the sky. It can form at any altitude. When the sun heats
the ground rapidly, the ground heats the air above it, making it less dense than cold air.
C. Materials:
Plastic cup, plastic plate, ice, plastic bag, plant
References:
III. PROCEDURE:
 Review
What is cloud cover? Draw the symbols for the cloud cover?
 Motivation:
Class, have you eaten a cotton candy? How does the cotton candy look like?
B. Presentation:
267
4. Each member of the group will do the activity.
5. Procedure (written on the activity card)
2. Pupils participate in the discussion including the types of fog.
D. Generalization:
How do clouds form? What are the types of fog?
E. Application:
When you drinking cold water, and observing the moist outside the glass of your cold water,
what can infer on that?
268
IV. EVALUATION:
______ 1. What is formed inside the plastic bag when we cover the leaves of the plants?
______ 2. What is formed outside the cup with ice?
______ 3. These are small particles of salts, dust and smoke around the atmosphere.
______ 4. A fog that forms at night when warm air cools rapidly on the Earth's surface.
______ 5. It is made up of billions and billions of very tiny droplets of water and ice.
V. ASSIGNMENT:
Write some more descriptions about clouds.
269
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Demonstrate and illustrate how clouds reflect heat to the Earth.
Values: The way you work or do you r Science experiments reflects your attitude as a young learner
of Science.
II. SUBJECT MATTER:
Weather (How Clouds Reflect Heat to the Earth)
 Atmosphere holds clouds which clouds serve as the blanket and regulate the heat and light
from the sun.
C. Materials:
100 watts bulb, white blanket or curtain
References:
III. PROCEDURE:
 Review
How are clouds formed?
 Motivation:
Request the children to close their eyes, and let them imagine the clouds in the sky
(music maybe used). Let them open their eyes, after a few seconds. Then, tell them again to
close their eyes and let them imagine the Earth without the clouds.
B. Presentation:
270
3. Each member of the group will do the activity
D. Generalization:
What do clouds do to the heat of the sun?
E. Application:
The sky is clear, what should you do to protect yourself?
271
IV. EVALUATION:
Underline the correct answer:
1. Based on the activity, which represents clouds?
a. bulb
b. blanket
c. hands
2. What do clouds do to the heat of the sun?
a. Reflect to the Earth
b. Reflect to the Sun
c. Reflect heat to the Sun and Earth
V. ASSIGNMENT:
Name 3 things we can benefit from clouds.
272
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Identifies the important parts of the U-tube Air Thermoscope.
Values: Be cheerful which your friends and even with strangers.
II. SUBJECT MATTER:
Weather (U-tube Air Thermoscope)
 U-tube Air Thermoscope an improvised instrument that can detect how and why the air
temperature changes.
 There are six important parts if U-tube Air thermoscope.
C. Materials:
U-tube Air Thermoscope
References:
III. PROCEDURE:
 Review
How are clouds formed?
 Motivation:
Have you seen a U-tube Air Thermoscope?
B. Presentation:
273
4. Each member of the group will do the same activity.
D. Generalization:
What is a U-tube Air Thermoscope? What are its parts?
E. Application:
Are all parts of the instrument important?
IV. EVALUATION:
Draw the U-tube Air Thermoscope and label its part.
V. ASSIGNMENT:
Write the uses of the U-tube Air Thermoscope.
274
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe how and why the air temperature changes through the use of a U-tube air termoscope.
Values: The way you work or do your Science experiments reflects your attitude as a young learner
of Science.
II. SUBJECT MATTER:
Weather ( What Makes the Air Warm?)
 Air temperature changes form time to time.

Describing, observing, inferring, observing and communicating
C. Materials:
Improvised u-tube air termoscope.
References:
III. PROCEDURE:
 Review
Show the u-tube air termoscope. What do you call this instrument?
 Motivation:
When you are inside the classroom, how do you describe the air?
B. Presentation:
2. Group the children into groups
275
4. Each member of the group will do the activity.
D. Generalization:
What makes the air warm?
E. Application:
Which do you refer: a cold air warm?
IV. EVALUATION:
Answer the following questions:
1. How does the colored water move in the U-tube when set-up is placed under the direct heat of
the sun?
2. How does the colored water move in the U-tube when the set-up is placed under the shade?
V. ASSIGNMENT:
What is your own inference?
276
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Investigate why the air moves.
Values: Warm air rises because cold air pushes it up. The same thing happens in life.
II. SUBJECT MATTER:
Weather (What makes the Air Move?)
 The air around you is always moving.

C. Materials:
Improvised convection box.
References:
III. PROCEDURE:
 Review
Describe the used of U-tube air thermoscope.
 Motivation:
What can you say about the air? Does it stop moving?
B. Presentation:
277
D. Generalization:
What makes the air moves?
E. Application:
Can you control the air from moving?
IV. EVALUATION:
Answer the following questions:
1. What happens to the smoke of the mosquito coil when it is placed over the chimney directly
above the burning candle?
2. What makes the air moved?
V. ASSIGNMENT:
What is the importance of a convention box in the activity? Can you think of another way to find
out why the air moves?
278
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Compare a cold air and a warm air.
Values: Heat causes air to expand and rise. Motivation causes people to expand their horizon
and rise to heights of success.
II. SUBJECT MATTER:
Weather (What Makes the Air Which is heavier: warm air or cold air?)
 The unequal heating of the Earth's surface by the sun causes an unequal heating of the air.
C. Materials:
Improvised hot cold air balance
References:
III. PROCEDURE:
 Review
Why does air moved?
 Motivation:
Show the pupils real objects or pictures of weighing scale. Ask the pupils where they
usually see this and why people use this instrument.
B. Presentation:
1. Relate the motivation of the lesson.
279
D. Generalization:
Which is heavier: warm or cold air?
E. Application:
Can you weigh air as to, which is heavy or light? How?
IV. EVALUATION:
Compare warm and cold air.
V. ASSIGNMENT:
Make an improvised hot-cold air balance.
280
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Use the improvised anemometer to detect how fast is the wind.
Values: Wind power comes from its speed The faster it is, the stronger and more powerful it
becomes.
II. SUBJECT MATTER:
Weather (How fast is the wind?)
 The speed of the wind is measured by an anemometer.
C. Materials:
Improvised anemometer
References:
III. PROCEDURE:
 Review
Which is heavier, cold or warm air?
 Motivation:
Observe the curtains in the room. Described the speed of the wind this time.
B. Presentation:
281
4. Follow the procedure
D. Generalization:
How can you know the speed of the wind?
E. Application:
Is it important to know the speed of the wind? Why?
IV. EVALUATION:
What is the use of an anemometer?
V. ASSIGNMENT:
Draw an anemometer and make an improvised anemometer.
282
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Construct improvised instrument to find out the wind direction.
Values: Wind power comes from its speed. The faster it is the stronger and more powerful it
becomes. We fear wind power because we see what it can do during strong typhoons
II. SUBJECT MATTER:
Weather (Making an Wind Vane)
 Wind vane is an instrument that tells the direction of the wind.
C. Materials:
Improvised wind vane
References:
III. PROCEDURE:
 Review
How can we measure the speed of the wind?
 Motivation:
Let as sing the song. Up and down and shake, shake, shake (2x)
B. Presentation:
2. Ask the pupils. What is the song all about?
283
3. Identify the materials needed for the activity
4. Activity proper
5. Setting up standards.
6. Follow the procedure in making the improvised wind vane.
1. Pupils will go outside the classroom to test their improvised instrument.
D. Generalization:
How can we know the direction of the wind?
E. Application:
What is the importance of knowing the direction of the wind?
IV. EVALUATION:
What are the materials needed in constructing an improvised wind vane?
V. ASSIGNMENT:
Use the improvised wind vane in finding out the direction of the wind?
284
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Record the wind direction for one week.
Values: Wind power comes form its speed. The faster it is, the stronger and more powerful it
becomes.
II. SUBJECT MATTER:
Weather (Using the Wind Vane)
 Wind vane is an instrument that tells the direction of the wind.
C. Materials:
Improvised wind vane
References:
III. PROCEDURE:
 Review
How can we determine the direction of the wind?
 Motivation:
Does the wind direction change during the day?
B. Presentation:
2. Identify the materials to be used.
285
3. Activity proper by group
4. Setting up standards
6. Present the weather chart
7. Record the observation form day to day.
1. Let some pupils report their observation
D. Generalization:
What can you say about the wind direction form day to day?
E. Application:
You observed that every 2:00 p.m. , the wind blows fast, what should you with the clothes in
your clothesline.
286
IV. EVALUATION:
Write 3 observations about wind direction form the chart. (sample only)
Date Time Wind Direction
Dec. 8:00 a.m. East Northwest
10
6:00 p.m.
Dec. 8:00 a.m. West East
17
6:00 p.m.
V. ASSIGNMENT:
Continue in using the improvised wind vane in finding out the direction of the wind.
287
SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Interpret the recorded speed and direction of the wind.
becomes.
II. SUBJECT MATTER:
 The are variations in wind speed and direction in the different places.
C. Materials:
Improvised wind vane, anemometer, weather chart
References:
III. PROCEDURE:
 Review
How can we determine the direction of the wind during the day? What about the speed?
 Motivation:
Does the wind direction change during the day? What about the speed?
B. Presentation:
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3. Activity proper
1. Group leaders will report the topic.
D. Generalization:
What can you say about the wind direction and speed in different places and times? Do you
know how to interpret records of wind direction and wind speed now? How?
E. Application:
What do you think is the wind direction in our place now? Do you think the wind speed and
direction in the next barrio is the same as in our place?
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IV. EVALUATION:
Write three observations about wind direction and wind speed from the chart:
Date Time Place Wind Direction Wind Speed
March 17 8:00 a.m. Tarlac Northwest Moderate
March 17 8:00 a.m. Angeles West East Fast
March 17 8:00 a.m. Nueva Ecija East Strong
V. ASSIGNMENT:
Listen to weather reports this evening and records the wind speed and direction.
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SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Describe the condition of the atmosphere in different wind speed and direction.
becomes.
II. SUBJECT MATTER:
 Different wind speed and direction describe the condition of the atmosphere.
C. Materials:
Improvised wind vane, anemometer, weather chart
References:
III. PROCEDURE:
 Review
Describe the wind speed and direction in the different places.
Report on the wind direction.
 Motivation:
The wind is coming form the west and its blows strong. Can you describe the condition
of the atmosphere?
B. Presentation:
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3. Activity proper
D. Generalization:
What are the conditions of weather in relation to wind speed and direction?
E. Application:
You have noticed that the wind blows strong, what are you going to bring to protect yourself?
292
IV. EVALUATION:
Describe the condition of the weather for each speed and direction record:
1. North moderate wind = _______________
2. Southwest strong wind = _______________
3. East very strong wind = _______________
V. ASSIGNMENT:
Bring a sample weather report from a newspaper.
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SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Identify the different types of thermometer.
Values: Weather instruments are used to know the accurate speed, temperature, direction and
the like.
II. SUBJECT MATTER:
Weather (Types of Thermometer)
 Different types of thermometer are:

Clinical Thermometer
Laboratory Thermometer
Wall Thermometer
C. Materials:
Real thermometer, pictures of thermometer
References:
III. PROCEDURE:
 Review
Describe the conditions of the atmosphere we have now.
 Motivation:
What instrument is used when we want to find out the temperature?
B. Presentation:
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3. Activity proper
D. Generalization:
What are the different types of thermometer?
E. Application:
If you are to find out the weather temperature, what thermometer are you going to use?
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IV. EVALUATION:
Fill in the blank with the correct answer.
1. The _____ is placed in the mouth to get the temperature of the body.
2. The _____ is used by doctors to find out if the patient has fever.
3. The _____ is used by scientists in his laboratory work.
4. The _____ is placed in the rectum usually of a baby.
5. The _____ measures the hotness or coldness of the air.
V. ASSIGNMENT:
Draw the different types of thermometer.
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SCIENCE IV
Date: ____________
I. OBJECTIVE:
 Infer how air temperature affects weather condition.
Values: Weather instruments are used to know the accurate speed, temperature, direction and
the like.
II. SUBJECT MATTER:
Weather (Thermometer)
1. A thermometer is an instrument that measures temperature.

2. Temperature differ in different weather conditions.
C. Materials:
Temperature chart
References:
III. PROCEDURE:
 Review
What are the types of thermometer?
 Motivation:
Present a wall thermometer. Explain how its works. Show how to read and write measure
of temperature.
B. Presentation:
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3. Activity proper
2. Pupils participate in the discussion. Describe each type of thermometer.
D. Generalization:
How do we write and read the temperature using thermometer?
E. Application:
If the temperature in Tarlac City is 27°C. The temperature in Baguio is 1 SOC.. Why is there
a big difference in temperatures of the two places?
IV. EVALUATION:
Compare the temperature today and yesterday.
V. ASSIGNMENT:
Collect weather report for one week.
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4TH
Date: ____________
I. Objective:
 Tell that there are nine planets and other objects that more around the sup
Values: Work harmoniously with others. Like he nine planets and the other objects in the solar
system, everything works out right if everybody works harmoniously with others.
II. Subject Matter:
Earth, Moon and Sun (Sun and Planets)
 The sun is the center of the solar system.

 The solar system is made up of nine planets, 41 moons, thousands of planetoids and an
undetermined number of meteors and meteorites.
 The nine planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and
Pluto
Describing, communicating, inferring, observing
C. Materials:
Tellurian
References:
Earth Beyond - McMillan/McGraw Hill pp. 36-53
III. Procedure:
1. Motivation:
What gives us light during daytime?
Do you think it is only here on Earth that receives the light and heat of the sun? Why?
B. Presentation:
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1. Show the planetarium/Tellurian.
2. Identify the parts/things in the planetarium.
3. Allow the children to give their observations.
4. Lead them to a discussion that will describe what make up the solar system.
1. What is the solar system?
2. What is the center of the solar system?
3. Besides the planet Earth, are there other planets and bodies that revolve around the Sun?
D. Generalization:
1. What make up the solar system? a
2. What bodies move around the sun?
E. Application:
From what we have learned, the planets and other bodies revolve around the sun without
banging or bumping against each other. '-an we work or do our activities as orderly as these?
How?
IV. Evaluation:
Draw the sun with the nine planets around it. Label your drawing. Name your drawing, The Solar
System.
V. Assignment:
Explain the rotation of earth on its axis.
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Date: ____________
I. Objective:
 Infer that the earth rotates on its axis
Values: Faith in God. There is an unseen Mighty Hand' that makes things more so orderly and
harmoniously for the benefit of His creation. Fait/' in this Unseen Power must always be in
the heart of every man.
II. Subject Matter:
Earth, Moon and Sun (How Earth Rotates on its Axis)
A. Science Concept:
 The earth rotates on its axis.
Describing, inferring, observing
C. Materials:
Tellurian, globe, top
References:
Science and Health Module IV — by Mrs. Jessie A. Villegas pp. 64-65
Britannica Junior Encyclopedia p. 169; Learning and Growing Through Science IV p. 372
III. Procedure:
1. Motivation:
1. Show a top. Ask if they have played or seen one play this toy before.
2. Spin the top. How does the top move?
3. Let's find out how the earth rotates. Will it spin like the top?
B. Presentation:
1. Divide the class in groups.
2. Explain the procedure.
3. Set up the standards with the class.
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1. Each group gives their observations.
2. What do you call the support where an object rotate or turn?
3. Does the earth have this axis? Is it real o imaginary?
D. Generalization:
1. What is rotation?
2. How does the earth rotate?
E. Application:
Like the top or the globe that you can rotate, do you think there is someone who —akes the
Earth rotates?
IV. Evaluation:
Take turns in showing how the earth rotates by:
1. using the top
2. using the globe
3. by yourself
V. Assignment:
Get an object that resembles the shape of he earth. Stick something that serves as the axis. Show
how the earth rotates using this.
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Date: ____________
I. Objective:
 State that the earth takes one day or 24 hours to make a complete rotation on its axis
Values: Be a good listener and an active participant during discussions.
II. Subject Matter:
Earth, Moon and Sun
A. Science Concept:
 Earth takes one day or 24 hours to complete the rotation on its axis
Describing, communicating
C. Materials:
Globe, rubber ball, barbeque stick, tellurian
References:
Science and Health Module IV- by Mrs. Jessie A. Villegas p. 64 Britannic Junior Encyclopedia p.
169; Learning and Growing Through Science IV p. 312
III. Procedure:
1. Review:
How does the earth rotate?
B. Presentation:
1. Motivation/Presentation:
Motivation/Presentation If the Earth rotates on its axis, how long do you think it takes to
complete one rotation?
2. Lesson Proper:
Activity I
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a. Push a barbeque stick through the rubber ball.
b. Paste a piece of colored paper on the rubber ball.
c. Twirl the stick to make the rubber ball rotate.
1. Did you notice the rubber ball rotate? ~.
2. How many turns did it make?
2. Lead the pupils in a discussion in order to formulate a generalization after reading this
selection.
D. Generalization:
How long does u. take the Earth to complete one rotation on its axis?
E. Application:
If the earth makes a complete rotation on its axis in one day or 24 hours, how many times
does it make a complete rotation in a week?
IV. Evaluation:
Mark with a () those statements that are true and ( x ) with those that are not.
1. The earth rotates on its axis.
2. The earth stops rotating after 24 hours.
3. One complete rotation of the earth is done in 24 hours or one day.
V. Assignment:
How many times does the Earth make a complete rotation on its axis
1. in a month?
2. in a year?
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Date: ____________
I. Objective:
 Show through a model hw Earth's rotation on its axis causes day and night
Values: The periodic cycle of a day and night is like the ups and downs in a person’s life. This
shows that there is always hope.
II. Subject Matter:
Earth, Moon and Sun (What Causes Day and Night?)
A. Science Concept:
 The rotation of the Earth on its axis causes day and night.
Describing, communicating, observing, inferring
C. Materials:
Tellurian (Orrery)
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 64
Science Teachers Training Resource Material for Practical Work: Jessie A. Villegas p. 24
III. Procedure:
A. Review:
1. How does he earth rotate?
2. How long does the Earth take to make a complete rotation?
B. Lesson Proper:
1. Motivation:
What time do you come to school?
What time do you sleep?
What do you think cause these time of the day?
2. Activity/Procedure:
2.1. Switch on the flashlight of the tellurian.
305
 Observe how the globe is illuminated.
2.2. Turn slowly the I-beam of the tellurian in counter-clockwise direction.
 Observe any changes on the part of the globe that is illuminated.
C. Concept Formation/Discussion:
1. What does the globe represent?
2. What does the flashlight represent?
3. Is the same place of the globe illuminated all the time as it rotate?
D. Generalization:
What are there days and nights?
What causes days and nights?
E. Application:
If the Philippines face the light source, which is the sun, what time is it in the Philippines?
IV. Evaluation:
1. A certain place in the earth faces the sun. What time is it in that place?
a. night time c. play time
b. day time d. bed time
2. The place on earth that is on the opposite side of the light source is
a. night. c. sunset
b. day d. Sunday
V. Assignment:
What causes day and night?
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Date: ____________
I. Objective:
 Describe that the rotation of the earth is in counter-clockwise direction as seen from the top
of North Pole
Values: Unity: A unified effort in what ever activity brings better results
II. Subject Matter:
Earth, Moon and Sun (In what direction does the earth rotates?)
A. Science Concept:
 The earth rotates in a counter-clockwise direction as seen from the top of North Pole
Describing, observing
C. Materials:
Globe, wall clock
References:
Science and Health Module IV — by Mrs. Jessie A. Villegas p. 65
Britannica Junior Encyclopedia p. 169
Into the Future: Health and Science I pp. 234-235
III. Procedure:
A. Review
1. What causes day and night?
2. How many hours make one day?
3. What time on Earth is at the side facing the sun?
4. What is it on the opposite side not facing the sun?
B. Lesson Proper
1. Motivation
Observe the hands of the clock. From what direction to what direction do its hands move?
What do we call this direction?
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2. Activity Proper
a. Divide the class into groups.
b. For each group, give a globe.
c. Explain the procedure.
1. Get a globe.
2. Trace its axis with a strip of colored paper or yarn.
3. Turn the globe from left to right or west to east direction.
a. Observe the movement of the globe above the North Pole.
b. Describe the movement of the globe if viewed beneath the South Pole.
1. When you turned the globe from left to right or from west to east, is the earth's rotation the
same as the direction of the hands of the clock? If nut, what do you call this direction?
2. When you viewed the movement of the globe above the North Pole, what is the direction of
the Earth's rotation?
3. How do you describe the earth's rotation on the South Pole?
D. Generalization:
 In what direction does the earth rotate?
 How does the earth rotate as seen from the North Pole?
E. Application:
Let's play a game. Form a circle. The leader will say clockwise or counterclockwise. The one
who goes the other way will be he IT.
IV. Evaluation:
1. How do you describe the movement of the hands of the clock?
a. clockwise
b. counter-clockwise
c. left to right
2. As seen from the North Pole, the Earth rotates in direction.
a. clockwise
b. counter-clockwise
c. east to west
V. Assignment:
Draw the rotation of the earth on its axis. Use arrows- to illustrate the direction of its movement.
308
Date: ____________
I. Objective:
 Describe the movement of the earth around the sun
Values: Wise use of time. Use your time wisely because as the earth revolves around the sun, time
is moving and lost time can never be retrieved.
II. Subject Matter:
Earth, Moon and Sun (The Movement of the Earth Around the Sun)
A. Science Concept:
 The earth as it rotates on its axis, revolves also around the sun. It revolves following west to
east direction (counter-clockwise).
Inferring, observing, describing
C. Materials:
Tellurian (Orrery), taped music, radio cassette
References:
Science and Health Module IV — by Mrs. Jessie A. Villegas p. 65 Training Module in the Use of
Practical Work in Teaching Science Jessie A. Villegas p. 14
III. Procedure:
A. Review
How does the earth rotate?
What is the effect of the earth's rotation?
B. Lesson Proper
1. Motivation
Where does the sun rise? Where does it set? Why do you think so?
2. Activity Proper
We will find out why and how the sun seems to rise in the east and sets in the west.
309
a. Group the children.
b. Explain the procedure.
1. Each group will work with a tellurian.
2. Turn the I-beam of the tellurian in a counter-clockwise direction.'
3. Observe:
a. Does the earth of the tellurian rotate about its axis as it revolves?
b. In what direction does the earth revolve?
 How does the earth revolve around the sun?
 Since it revolves in a counter-clockwise direction, in what direction does the sun apparently
rise and set?
D. Generalization:
1. How does the earth revolve around the sun?
2. Why do we see the sun travel across the sky from east to west as though it was moving
around the earth when in fact it is not?
E. Application:
1. Let's play a game.
2. Select one who will represent the sun and stand in the middle of the circle.
3. Each one will take turns to represent the earth. The circle is the orbit (path) of the earth
around the sun.
4. Imitate the movement of the earth as it moves around the sun. Move with a music.
IV. Evaluation:
1. The earth travels around the sun. This movement is called
a. orbit c. rotation
b. revolution d. trip
2. What direction does the movement of the earth around the sun follow?
a. west to east c. north to south
b. east to west d. east to north
V. Assignment:
Make an illustration of the movement of the earth around the sun.
310
Date: ____________
I. Objective:
 State that the earth takes 12 months/365 1/4 days/one year to make a complete revolution
around he sun to make a complete revolution around the sun. (366 days on every fourth
year/leap 'tear)
Values: Avoid superstitions. Always seek for the scientific explanation of everything. Example: It is
not true that if you are February born, you are lacking something in your personality
because it has only 28 days.
II. Subject Matter:
Earth, Moon and Sun

(The earth takes one year or 365 1/4 days to complete a revolution around the sun)
A. Science Concept:
 The earth revolves around the sun.

 It takes the earth 365 1/4 days to make a complete revolution around the sun and 366 days
every fourth year/leap year.
Describing, inferring
C. Materials:
Pictures showing the revolution of the earth
Chart with a selection about the revolution of the earth
References:
Into the Future: Science and Health 4 - Gutierrez and Nakpil pp. 236-237
III. Procedure:
A. Review
How does Earth revolve around the sun?
B. Lesson Proper
1. Motivation
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Let's see the illustration you made on the revolution of the earth around the sun. How
long do you think it takes the earth to make a complete revolution?
2. Activity Proper
a. Here is a selection about the revolution of Earth.
b. Pupils read the selection silently.
c. Form dyads then answer these questions.
1. What are the two kinds of calendar years?
2. How does each calendar year differ from each her?
Pupils working as dyads report their answers.
D. Generalization:
How long does it take the earth to complete one revolution around the sun?
E. Application:
Leny was born on February 29. Will she be celebrating her birthday on the same day every
year? Why?
IV. Evaluation:
1. What does the earth's revolution mean?
a. turning of the earth on its axis
b. the sun's travel around the earth
c. the earth's movement around the sun
2. How many days does the earth actually complete a revolution?
a. 365 days c. 366 1/12 days
b. 365 1/4 days d. 366 1/2 days
V. Assignment:
Find out how many times the earth has completed is revolution since you were born.
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Date: ____________
I. Objective:
 Show through a model how the earth revolves around the sun following an orbit
Values: Follow directions correctly
II. Subject Matter:
Earth, Moon and Sun

(The Earth follows a path called orbit as it revolves around the sun)
A. Science Concept:
 The earth follows a curved path or orbit as it revolves around the sun.
 Its orbit is a nearly circular ellipse.
 When the earth is closest to the sun in its orbit, we call this perihelion.
 When the earth is farthest from the sun, we call this aphelion.
C. Materials:
Tellurian, picture showing the revolution of the earth around the sun
References:
Britannica Junior Encyclopedia pp. 169-170
III. Procedure:
A. Review
What do we call the movement of the earth around the sun?
How long does the earth take to make one complete revolution?
B. Lesson Proper
1. Motivation
What do you call the place you follow when you walk from here to the gate? (path)
Do you think the earth also follows a path as it move around the sun?
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2. Presentation
1. Identify the parts of the teliurian and what each part represents.
2. Show the picture of the revolution of the earth.
3. Group the pupils.
2. Lead the discussion to arrive at the concept.
D. Generalization:
1. Does the earth follow a path as it revolves around the sun?
2. What do you call this path?
3. Is the orbit always the same in distance from the center?
4. What is the shape of the earth's orbit?
E. Application:
What do you think will happen if the earth does not follow an orbit as it moves around the
sun?
IV. Evaluation:
1. The movement of the earth around the sun is called
a. direction
b. rotation
c. revolution
2. As the earth travels around the sun, it follows a path called
a. axis
b. poles
c. orbit
V. Assignment:
Draw the picture of the orbit of the earth as it revolves around the sun.
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Date: ____________
I. Objective:
 Show through a model that as the moon travels around the earth, it also makes one complete
rotation so that the same side of the moon is facing the earth all the time
Values: Follow directions correctly
II. Subject Matter:
Earth, Moon and Sun (How the Moon Moves)
A. Science Concept:
 The moon revolves around the earth.

 The moon rotates as it revolves around the moon.
 As the moon revolves around the earth, it also makes one complete rotation so that the same
side of the moon is facing the earth all the time.
Observing, describing, inferring, demonstrating
C. Materials:
Tellurian, globe
References:
Into the Future: Science and Health pp. 240-241
III. Procedure:
A. Review
What do you call the path that the earth follows as it travels around the sun?
B. Lesson Proper
1. Motivation
Here's a riddle. Can you answer it?
"Home alone at night.
I opened the window.
What do you think I saw?
315
A big, big, bright centavo."
What is it that I saw?
2. Presentation
Does the moon also rotate and revolve like the earth? Why do you think so?
3. Activity Proper
a. Group the pupils.
Activity I — Group 1
1. Turn counter-clockwise the I-beam of the tellurian.
2. Observe how the moon moves.
a. Does the moon revolve around the earth?
b. In what direction does it move?
c. Does it revolve around the sun?
d. In what direction does it move?
Pupils report their observations.
D. Generalization:
1. What are the motions of the moon?
2. How does it move around the earth?
E. Application:
If there is no moon, do we experience the same things we have now? Why?
IV. Evaluation:
1. The moon is {(a) smaller than (b) bigger than (c) as big as} the earth.
2. The moon turns as it {(a) rotates (b) revolves (c) turns away} around the earth.
3. One complete revolution of the moon around the sun is {(a) longer (b) shorter (c) the same} as its
rotation.
V. Assignment:
Observe the moon. Describe what you see.
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Date: ____________
I. Objective:
 Explain why the same side of the moon is always facing the earth
Values: Work with others in a group harmoniously.
II. Subject Matter:
Earth, Moon and Sun

(Why the Same Side of the Moon is Always Facing Earth)
A. Science Concept:
 We only see one side of the moon.

 One side is concealed from our view. This side is called the dark side.
 We see only one side of the moon because the same side is always facing earth.
C. Materials:
Tellurian
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas pp. 65-66 Manual of Science
Experiments (Jessie A. Villegas) p. 138 Into the Future: Science and Health 4 pp. 240-241
III. Procedure:
A. Review
Describe how the moon revolves around the earth.
B. Lesson Proper
1. Motivation
Was there a moon last night? Describe the moon you saw.
2. Presentation
Do we see on earth the whole of the moon? Let's find out.
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3. Activity Proper
a. Place the moon between the sun and the earth and position the tellurian in such a way that
the golden side of the moon is facing north.
b. Give the I-beam a half turn.
1. Does the moon make a half revolution?
2. Does the moon make a half rotation?
D. Generalization:
Why is the same side of the moon always facing the earth?
E. Application:
If the moon rotates faster than its revolution around the Earth, will its half still face the Earth
all the time?
IV. Evaluation:
Write a paragraph that explains the same side of the moon is always facing Earth.
V. Assignment:
Bring a calendar.
318
Date: ____________
I. Objective:
 Infer that the moon travels around Earth once about 29 1/2 days
Values: Be a keen observer and report observations accurately.
II. Subject Matter:
Earth, Moon and Sun

(How long does it take the moon to travel around earth?)
A. Science Concept:
 The moon makes a complete revolution around Earth once about 29 1/2 days.
C. Materials:
Calendar
References:
III. Procedure:
A. Review
Why do we see only one side of the moon?
B. Lesson Proper
1. Activity Proper
1. Study the calendar.
2. Answer the questions
a. When does the first new moon appear?
b. When does the next new moon appear?
c. How many days are there from the first new moon to the next?
319
D. Generalization:
How long does the moon make a complete revolution around Earth?
E. Application:
If the moon travels around Earth and goes through two new moons in 29 1/2 days, how many
new moons will it go through in a year?
IV. Evaluation:
Study the calendar for the month of March, 2003. Answer these questions.
1. When is the first new moon?
2. When is the next new moon?
3. How many days are there between the appearances of the new moons?
4. What do we call this period?
V. Assignment:
Make a sample calendar for a month. Name your month. Mark when the two new moons appear.
320
Date: ____________
I. Objective:
 Show through a model that the moon travels around the earth once about 19 1/2 days
Values: Participate actively in group works
II. Subject Matter:
Earth, Moon and Sun (The Moon travels Around Earth)
A. Science Concept:
 The moon completes one revolution once about 29 1/2 days.
Observing, inferring, demonstrating
C. Materials:
Tellurian
References:
Into the Future: Science and Health 4 p. 241
III. Procedure:
A. Review
How many days are there between the appearances between two new moons?
B. Lesson Proper
1. Activity Proper
1. Group the pupils. One group performs and the other group observes.
a. Place the tellurian in such a way that the sun, moon and earth are in a straight line.
b. turn slowly the I-beam of the tellurian in a counter-clockwise direction and count the
number of rotations the moon makes as it completes one revolution around the earth.
3. Write your observations and inferences.
a. How many rotations did the moon make in one complete revolution around Earth?
b. What can you infer from these observations?
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2. Pupils discuss their inferences.
D. Generalization:
How long does it take the moon to make a complete revolution around Earth?
E. Application:
The moon revolves around Earth in approximately 29 1/2 days, what do you call this length
of time?
IV. Evaluation:
What shows that the moon complete one revolution in 29 '/2 days?
V. Assignment:
Observe the moon and its appearances. Record what you see every night.
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Date: ____________
I. Objective:
 Explain how the moon lights the earth at night
Values: Like the moon that reflects from the sun, you in also reflect the goodness that you have by
your good deeds and kind act towards others.
II. Subject Matter:
Earth, Moon and Sun (How the Moon Lights the Earth at Night)
A. Science Concept:
 The moon lights the earth at night.

 Moonlight is sunlight reflected to earth by the moon.
C. Materials:
Tellurian, mirror, picture
References:
III. Procedure:
A. Review
How long does it take the moon to make a complete revolution around Earth? What do we
call this length of time?
B. Lesson Proper
1. Motivation
Show the picture of children playing in the moonlight.
Ask:
Have you ever played during moonlight nights? How do you describe the moonlight?
2. Activity Proper
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a. Switch the flashlight of the tellurian.
b. Place the mirror at the night side of the earth facing the flashlight.
c. Adjust the position of the mirror until it reflects the light directly to the dark side
(night side of the earth) of the globe.
d. Write your observations and inferences.
1. What does the flashlight represent?
2. Which side of the globe is illuminated by the flashlight?
Pupils report and discuss their observations and inferences.
D. Generalization:
How does the moon light the earth at night? Where does the moon get its light?
E. Application:
Get a mirror. Position it such that it receives light from the sun. tilt the mirror toward a wall.
Can you see the light? What kind of light is this?
IV. Evaluation:
Write a paragraph explaining how the moon lights the earth at night.
V. Assignment:
Continue your observations of the moon. Record what you see/observe.
324
Date: ____________
I. Objective:
 Observe the apparent changes in the shape of the moon.
Values: Keep yourself healthy, physically and mentally.
II. Subject Matter:
Earth, Sun and Moon

The apparent changes of the shape of the moon
A. Science Concept:
 The moon seems to change its shape. There apparent changes are called phases of the moon.
 The four phases of the moon are New Moon, First Quarter Moon, Half Moon and Full Moon.
 The moon changes it shape (phase) as seen from night to night on Earth.
C. Materials:
Tellurian
References:
Science Encyclopedia (Hutchinson) p. 179
III. Procedure:
A. Review
How does the moon light the earth at night?
B. Lesson Proper
1. Motivation/Presentation
What did your observe about the moon from night to night?
2. Activity Proper
a. Group the pupils
b. Record your observations
325
1. Place the moon of the tellurian between the sun and the earth. (This position is
known as the New Moon)
- Is the moon visible on earth at this position?
- What phase of the moon is this called?
D. Generalization:
1. Why do we see different shapes of the moon?
2. What do you call these apparent changes on the shape of the moon?
IV. Evaluation:
Make these phases of the moon.
V. Assignment:
Observe the moon tonight. Describe its shape. Name this shape of the moon.
326
Date: ____________
I. Objective:
 Describe the changes of the moon as seen from night to night
Values: Submit clean and neat projects.
II. Subject Matter:
Earth, Sun and Moon

Changes in the shape of the moon
A. Science Concept:
 The moon changes its shape from night to night.
Identifying, Observing
C. Materials:
Coupon bond paper, black and yellow crayons, chart showing the phases of the moon
References:
Science Module 4 p. 65; Into the Future: Health and Science IV p. 245
III. Procedure:
A. Review
Does the moon really change its shape? What do you call there shapes of the moon?
B. Lesson Proper
1. Motivation
From your record of observation, does the moon change from night to night?
2. Activity Proper
Draw the shapes of the moon based on your observations. (Previously _assigned activity)
1. What are the changes in the shape of the moon?
2. Which phase is the brightest?
327
3. Which phase is like a half-ball or letter D?
4. Which phase is like a C?
D. Generalization:
How do you describe the shape of the moon as seen from night to night?
E. Application:
Which phase of the moon do you like best? Why?
IV. Evaluation:
Draw the shapes of the moon. Describe each phase.
V. Assignment:
Bring a calendar which has the phases of the moon.
328
Date: ____________
I. Objective:
 Explain why there are 12 months in a year
Values: Teamwork
II. Subject Matter:
Earth, Sun and Moon

Why there are 12 months in a year
A. Science Concept:
 There are 12 months in a year. This is due to the fast that there is anew moon in each month
and there are 12 new moons in a year
C. Materials:
calendar
References:
Science Module (Jessie A. Villegas) p. 65
Science Encyclopedia (Hutchinson) pp. 179-180
III. Procedure:
A. Review
Phases of the moon
B. Lesson Proper
1. Motivation
What month is your birthday?
How many months from your birthday will be your next birthday?
2. Activity Proper
a. Study the calendar
b. How many "new moons" are in every month?
329
c. How many `anew moons" in a year?
d. What does this mean?
Pupils report and discuss their observations.
D. Generalization:
Why are there 12 months in a year?
E. Application:
How many "new moons" will be there from New Year to Christmas? How many months are
there?
IV. Evaluation:
Write a paragraph that explains why there are 12 months in a year.
V. Assignment:
Count the number of new moons from now to vacation time (April). How many months is that?
330
Date: ____________
I. Objective:
 Explain why there are seasons
Values: Preparedness. We must always be prepared for the changes of seasons.
II. Subject Matter:
Earth, Sun and Moon

Why are there seasons?
A. Science Concept:
There are two factors that account for the alternations of seasons.
1. the tilting of the earth's axis at 23 1/2 degrees.
2. the revolution of the earth around the sun.
Observing, Communicating, Inferring
C. Materials:
Tellurian (orrery)
References:
Science and Health Module IV (Jessie A. Villegas) p. 69
III. Procedure:
A. Review
Why are there 12 months in a year?
B. Lesson Proper
1. Motivation
What part of the year do you enjoy going to the beaches? Why?
2. Presentation
What do you think causes seasons like winter, summer, fall and spring o the wet and dry
seasons in the Philippines?
331
3. Activity Proper
1. Align the sun, moon and earth in that order in the tellurian.
2. Slowly turn the I-beam counter-clockwise to make one complete revolution of the earth
around the sun.
3. Switch the flashlight; turn the radial beam in order to rotate the earth about its axis as it
revolves around the sun.
4. Record your observations
a. Is the earths axis tilted?
b. What do you think is the season of the Northern hemisphere when the earth is tilted
away from the sun?
Pupils report and discuss their observations and inferences
D. Generalization:
E. Application:
Will there be different seasons if the earth's axis is not tilted as it rotate and revolve?
IV. Evaluation:
1. The earth's axis is tilted at
a. 22 1/3° b. 23 1/20 c. 23 1/4°
2. Approximately half of the year is tilted away from the sun. This time it is
a. winter b. summer c. autumn
3. The part of the year that is tilted toward the sun is
a. winter b. summer c. spring
V. Assignment:
Why do we have only 2 seasons in the Philippines?
332
Date: ____________
I. Objective:
 Explain why eclipses happen
Values: Seek explanation for events that happen. Avoid superstitions
II. Subject Matter:
Earth, Moon and Sun

Why Eclipses Happen
A. Science Concept:
 An eclipse happen when one heavenly body obstructs sunlight and casts a shadow upon
another body.
 An eclipse may be total or partial.
C. Materials:
Tellurian (orrery)
References:
Science and Health 4 (Jessie A. Villegas) p. 66
III. Procedure:
A. Review
B. Lesson Proper
1. Motivation
a. Have you experienced or heard about eclipses? Pupils tell their experience, if there is.
b. Ask: Why do people fear eclipses? What is their belief about eclipses?
c. Do you think this is really a bad omen ?
333
2. Presentation:
a. What causes eclipses?
b. Group the pupils. One group performs, the others observe.
c. Explain the procedure.
1. Place the moon directly between the sum and the earth. Turn on the flashlight of the
tellurian.
2. Observe the globe.
- Does the moon form a shadow on the globe? - Why?
- What is this event called?
D. Generalization:
Why do eclipse happen?
E. Application:
Do you still believe that eclipses happen because they are signs of bad things to come? Why?
IV. Evaluation:
Explain why eclipses happen.
V. Assignment:
Read about eclipses that have been observed in the Philippines. Report what you've read.
334
Date: ____________
I. Objective:
 Explain why a solar eclipse happen

 Show through a model the position of the earth, moon and sun during a solar eclipse
II. Subject Matter:
Earth, Moon and Sun

How a Solar Eclipse Happen
A. Science Concept:
 A solar eclipse occur when the moon is exactly in line between the sun and the earth, the
moon casts a shadow on earth.
 During a solar eclipse, the sky darkens.
C. Materials:
Tellurian (orrery), illustration of a Solar Eclipse
References:
Science and Health 4 (Jessie A. Villegas) p. 66
Into the Future: Health and Science 4 pp. 246-248
III. Procedure:
A. Review
Why do eclipses happen?
B. Lesson Proper
1. Motivation
What will you feel if the sky becomes dark on the middle of the day?
2. Presentation
a. Form the pupils into groups.
b. Explain the procedure.
Activity 1
1. Place the moon of the tellurian directly between the sun and the globe.
335
2. Turn on the flashlight of the tellurian.
3. Observe:
a. Does the moon block the light from the sun?
b. Does the moon cast a shadow on the globe?
Pupils report and discuss their observations and inferences.
D. Generalization:
How does a solar eclipse happen?
IV. Evaluation:
Show the position of the moon, sun and earth during a solar eclipse in a drawing.
V. Assignment:
Draw an illustration of the Solar Eclipse.
336
Date: ____________
I. Objective:
 Explain why a lunar eclipse occur

 Show. through a model the position of the earth, moon and sun during a lunar eclipse
Values: A void superstitions. Try to seek explanations to natural phenomena that happen.
II. Subject Matter:
Earth, Moon and Sun

Why Lunar Eclipses Occur
A. Science Concept:
 A lunar eclipse occurs when the moon passes into Earth's shadow:
Observing, demonstrating, describing
C. Materials:
Tellurian (orrery)
References:
Earth and Beyond, McMillan/Mc Grow Hill p. 324
Science and Health Module: Jessie Villegas
III. Procedure:
A. Review
When does a solar eclipse occur?
What is a total eclipse of the sun?
B. Lesson Proper
1. Motivation
Do you know that in Ancient China, people believed that during an eclipse, a celestial
dragon swallows the sun?
- How do you think these people felt?
- To avoid fears, what should you do?
337
2. Activity Proper
Let's find out why a lunar eclipse occur.
a. Croup yourselves.
b. Read the procedure.
c. Record your observations.
Procedure:
1. Align the sun, globe and moon of the tellurian in such order.
2. Turn on the flashlight.
3. Observations:
1. Is the shadow of the globe (Earth) formed on the moon's surface when the globe
(Earth) is directly between the sun and moon?
D. Generalization:
Why do lunar eclipses occur?
E. Application:
Do we need to fear an eclipse? Why?
IV. Evaluation:
Write the letter of the correct answers:
1. An eclipse is the result of the
a. Three celestial bodies present in the sky
b. Blocking out of light by a third body
c. Casting of shadow on or celestial body
2. When the moon moves through the shadow of the earth we have a
a. solar b. lunar c. stellar
3. During an eclipse, the region of total shadow is called
a. umbra b. penumbra c. opaque
V. Assignment:
Draw the position of the moon, sun and earth during a lunar eclipse. Color the celestial bodies
and shade the shadows properly.
338
Date: ____________
I. Objective:
 Create models of eclipses
Values: Creativity and resourcefulness
II. Subject Matter:
Earth, Moon and Sun

Creating Models of Eclipses
A. Science Concept:
Eclipses are spectacular events. You can create models of eclipse and be a part of these
Demonstrating, Communicating
C. Materials:
Marble, rubber ball, crayons, cartolina
References:
Earth and Beyond: Mc GrawHill / McMillan pp. 24-25
III. Procedure:
A. Review
1. What is a lunar eclipse
2. Why does a lunar eclipse occur?
B. Lesson Proper
1. Motivation
Can you create eclipses?
How about a model of an eclipse, can you do it?
2. Activity Proper
b. Read the procedure.
339
Activity 1
1. Close one eye.
2. Hold the marble between your thumb and finger about 7 cm. away from your eye, and
hold the rubber ball in your other hand about an arm's length away from your body. The
marble and tennis ball should be in line with your open eye, which represents your view
from Earth.
3. Move the marble (moon) toward or away from year so that it blocks out and view of the
rubber ball (sun).
a. Is an eclipse?
b. What kind of eclipse?
Pupils discuss the activity they did.
D. Generalization:
How can you create models of eclipses
E. Application:
This is our art activity today.
1. Sketch the Earth, the sun and the moon as they are positioned during a solar and lunar eclipse.
2. Label your drawing.
3. Add the umbra and the penumbra to your drawings.
4. Label them.
IV. Evaluation:
Talk about the models (drawing) you have created.
V. Assignment:
Make a research on the importance of eclipses.
340
Date: ____________
I. Objective:
 Discuss the importance of eclipses
Values: Appreciate the impact of eclipse in our life.
II. Subject Matter:
Earth, Moon and Sun
Importance of Eclipse
A. Science Concept:
 Eclipses are important in the study of celestial bodies such as the moon and stars
Analyzing
C. Materials:
Chart showing importance of eclipses
References:
Teacher's Manual: Sineskwela pp. 24-25
III. Procedure:
A. Review
Why do eclipses happen?
How does a solar eclipse differ from a lunar eclipse?
B. Lesson Proper
1. Motivation
Are eclipses important?
2. Activity Proper
Read this selection.
Importance of Eclipses
341
Eclipses are useful to measure the dimension of the moon and its parallax through
observation of the star occultation.
During eclipses, we can determine how rapidly the moon's surface cools off when the
sun's radiation is suddenly cut off.
Total solar eclipses are of great help to astronomers, During this phenomena, astronomers
can study the corona and the atmosphere of the sun.
Discussion:
1. What is the selection about?
2. Why are eclipses important? Give their importance
C. Generalization:
Why are eclipses important?
IV. Evaluation:
Check the statements that tell abut the importance of eclipses?
_____ 1. It is useful in studying the shapes of celestial bodies.
_____ 2. It is used to determinedthe shape of a celestial body.
_____ 3. To measure the occultation of stars.
V. Assignment:
Read more about eclipses and find out why they are important.
342
Date: ____________
I. Objective:
 Show through a model why a lunar eclipse occurs during a full moon
Values: Attentiveness and ability to focus.
II. Subject Matter:
Earth, Moon and Sun

Why a Lunar Eclipse Occurs During a Full Moon
A. Science Concept:
A lunar eclipse occurs during a full moon.
C. Materials:
Tellurian, pictures
References:
Science and Health Module: Jessie A. Villegas p. 66
Teacher's Manual: Sineskwela pp. 24-25
III. Procedure:
A. Review
1. What is a lunar eclipse?
2. How are the earth, moon and sun aligned during a lunar eclipse?
B. Lesson Proper
1. Motivation
Have you seen the moon last night. What kind of moon was it?
2. Activity Proper
a. Identifying the materials
b. Explaining the procedures
343
Activity:
1. Study the position of the earth, moon and sun.
2. What kind of moon lies n the plane of the ecliptic during a lunar eclipse?
D. Generalization:
Why does a lunar eclipse occur during a full moon?
E. Application:
During a full moon, what eclipse do you observe?
IV. Evaluation:
Draw a model showing the full moon during a lunar eclipse.
V. Assignment:
Do we always have a lunar eclipse during a full moon? Make a research on this.
344

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Mailag Central School

Name: Daniel A. Agbayani Jr. Date: September 5- 9, 2022

Grade- IV- Rainshower

 Identifies some bones that make up the human skeletal system

II. Subject Matter:

Axial Skeleton Appendicular Skeleton

 Demonstrate how the skeletal system enables u tot move

II. Subject Matter:

The Human Skeletal System

 A joint is an area where one bone meets another bone.

II. Subject Matter:

The Human Skeletal System (What do Bones Protect)

1. The function of some bones is to protect internal organs.

_____ 1. Skull a. protects the kidneys

_____ 2. Rib cage b. protects the brain

_____ 3. Pelvic bone c. protects the heart

 Identifies the different types of muscles; Describe the kinds of muscle

II. Subject Matter:

Muscular System (Kinds of Muscle)

1. Muscles are attached to bones

_____ 1. leg muscles

_____ 2. heart muscles

_____ 3. small intestine

_____ 4. blood vessel

_____ 5. arm muscle

 Describes how muscles are connected to bones

II. Subject Matter:

1. Muscles work in pairs

II. Subject Matter:

Muscular System (How the Involuntary Muscles Help the body)

1. Many of our bodily activities performed by involuntary muscles

Values: Maintaining physical fitness through habits.

II. Subject Matter:

The Human Skeletal System (Injuries in the Skeletal System)

Values: Maintaining physical fitness through habits.

II. Subject Matter:

 Identifies some injuries and diseases that affect the muscles.

Values: Maintaining physical fitness through health habits.

II. Subject Matter:

The Muscular System (Injuries that Affect the Muscular System)

1. Cramp is an uncontrolled contraction of muscles cause by long period of works

 Identifies some ways of caring for the muscles

Values: Maintaining physical fitness through health habits.

II. Subject Matter:

The Muscular System (Proper Care of the Muscles)

1. Protein foods are good for the muscles

 Identifies the digestive system and its major parts.

Values: A system is made up of individual parts that work together as a team.

II. Subject Matter:

The Human Digestive System

Observe the fish your mother buys

 Describes the major pats of the Digestive System

Values: A system is made up of individual parts that work together as a team

II. Subject Matter:

1. The mouth is the start of the process of digestion.

 Explains why food in the digestive system has to be digested

II. Subject Matter:

The Human Digestive System (Why Food has to be Digested)

1. The mechanical and chemical digestion, begin in the mouth.