Summative Test in Math

WEEK 1 Day 1
Lesson 1: Enumerating the Characteristics of Rocks
I. OBJECTIVES
A. Content Standards
The Learners demonstrate understanding weathering and soil erosion shape
the Earth’s surface and affect living things and the environment
B. Performance Standard
The learners should be able to participate in projects that reduce soil erosion
in the community
C. Learning Competency/Objective
The learners should be able to describe how rocks turn into soil
S5FE-IVa-1
II. CONTENT
Characteristics of Rocks
III. LEARNING RESOURCES

L. References:
11. Textbook pages:
a. Science for Acti The New Science Links Worktext in Science and
Technology 5, Evelyn T. Larisma et.al.,pp.307 - 308
12. Additional Materials from Learning Resource (LR)

https://www.google.com.ph/search?q=characteristics+of+rocks&biw=1024
&bih=494&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ahUKEwjDzLnjhJ3
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=river+with+rocks&i
mgrc=yjXe8zVv-r_aFM%3A
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mountains&imgrc=
Pxs3cl4SmaDO2M%3A
QAhWIK48KHUSsASIQ_AUIBigB&dpr=1#tbm=isch&q=mayon+volcano&i
mgrc=VARTCaUJZoXFgM%3A
M. Other Learning Resources

pictures, activity sheet, chart, powerpoint presentation
IV. PROCEDURES
YY. Reviewing previous lesson or presenting the new lesson
The teacher will present a trivia about rocks
 Sandstone is used to build buildings.
 Marble is used for monuments, buildings floor, counter tops, and kitchen items.
 Limestone is used to decorative trims, buildings, monuments park bench.
 Granite is used for monuments, buildings, grave markers.
ZZ.Establishing a purpose for the lesson

The teacher will present pictures where rocks are found.
AAA.
BBB.
CCC.
DDD.
EEE.
FFF.
What are these places?

What do you see in these places?
Where else can you find rocks?
N. Presenting examples/ instances of the

lesson Approach: Constructivist
Strategy: Direct Instruction
Suggested Activity: TGA (Tell, Guide, Act)
Group Activity: “Classifying Rocks”

M. Problem: How are rocks classified?
XIX. Materials: sample of rocks, magnifying glass, coin, glass, fingernail
XX. Procedure:
1. Put all rock samples in a container.
2. Examine the rocks. Use the magnifying lens to observe the
physical properties of rocks such as color, contents, and texture of
each sample.
3. Rub the rocks against each other. Scratch the rock using the glass
and your fingernail.
4. Look for some features that are similar with the sample.
Determine if they have the same color, crystal or mineral
contents, and hardness
5. Group similar samples
XXI. Guided Questions:

4. In what ways are rocks similar?
5. In what ways are rocks differ? What do you think is the cause for all these
differences?
6. Into how many groups have you classified your rock samples?
7. What are the criteria you used in grouping them?
XXII. Conclusion:
_
_
O. Discussing new concepts and practicing new skills #1

Group Reporting / Presentation of the Output
Sharing of results
P. Discussing new concepts and practicing new skills #2

Answer these questions:
5. Describe the colors of the rocks. Are they different?
6. Do they have different size, shape and texture?
7. How do we know that they absorb much water?
8. Were the rocks that did not break when you scratch them?
9. How do you describe these rocks?
10. How were you able to classify the rocks?
11. What did we use to determine the hardness of rocks?
Q. Developing mastery (Leads to formative assessment)

Directions: Identify the property of the mineral described. The first letter given will
serve as your clue.
1. What R refers to the solid materials that make up most of Earth’s crust?
2. What H refers to the way a mineral resists being scratched?

3. What S is used to test the hardness of a mineral?
4. What L refers to the way a mineral reflects light? _ _
5. What C refers to the property of minerals to break along one or more
smooth, flat surface? __________
R. Finding practical applications of concepts and skills in daily living

In building a house which do you think are you going to use? Why do you say so?
S. Making generalizations and abstractions about the lesson

i. What is a rock?
j. What are the characteristics of rocks?
k. What are the minerals present in rocks?
Background Information for the Teacher

 Rocks are combination of one or more minerals that are
naturally formed and found on the surface or beneath the
surface of earth.
 Rocks and minerals may be classified according to their
characteristics such as, texture, color, luster, streak, hardness,
specific gravity, cleavage, and shape
 Characteristics of Rocks
 Color: it is the most observable characteristic of work. However, some
mineral have different colors due to impurities and chemical reactions. For
example: pure quartz, or silicon dioxide, is a colorless mineral. Amethyst is
violet. A trace of other elements makes it green, pink, blue, or some other
color.
 Luster: it describes the way light reflects off a surface of a mineral. Silver
nd gold possess a metallic luster that makes these very shiny, while non –
metallic are dull. Some kinds of non – metallic luster are pearly, greasy or
dull like pyroxene and muscovite.
 Streaks: it refers to the color of a thin layer powdered mineral. It is obtained
by rubbing a mineral against a hard surface such as porcelain or unglazed
tile. The mineral “streak off” into powder. Hematite can be red, black, or
brown; but if you rub it against a rough surface, it will produce a reddish –
brown streak.
 Cleavage: it is the property of minerals that refers to how they break. A
mineral has good cleavage if it breaks along irregular surface.
 Hardness: the hardness of a mineral is measured by how it scratches a softer
object or how a harder object scratches it. Hardness can be measured by
scratching one mineral with another mineral, a steel knife blade, your
fingernail or a shiny copper coin. Diamond is the hardest mineral because it
can scratch all other minerals. Talc is the softest mineral because it can be
easily scratched by all other minerals as well as by a fingernail
T. Evaluating learning
Direction: Choose the letter of the correct answer.
1. Which of the following best describes a rock?
A. Solid and organic material
B. Solid and inorganic material
C. Solid and liquid organic material
D. Liquid and inorganic material
2. In your science activity, you observed that some rock samples are big while
others ara small. Your observation clearly shows that the rocks may differ in
_.
A. Color
B. Hardness
C. Shape
D. Size
3. Your teacher asked you to use a hand lens to observe the rock samples. You
noticed that some rocks have coarse grains while others have fine grains in
them. This shows that rocks differ in .
A. Size
B. Texture
C. Shape
D. Color
4. While doing the activity, you observed that some rocks can be scratched by
other rocks. This shows that rocks differ in _.
A. Size
B. Color
C. Hardness
D. Shape
5. In your science class, you were able to observe that rocks differ in size, color,
shape texture and hardness. This observation shows that rocks
.
A. Maybe soft or hard
B. Maybe light or dark – colored
C. Maybe big or small
D. Have different characteristics
U. Additional activities for application or remediation

Collect different rocks then tell its characteristics
WEEK 1 Day 2
Lesson 2: Identifying different kinds of rock
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding weathering and soil erosion
shape the Earth’s surface and affect living things and the environment
in the community
C. Learning Competency/Objevtive
The learners should be able to describe how rocks turn into soil
S5FE-IVa-1
II. CONTENT
Different kinds of rocks

I. References
9. Textbook pages:
j. Science Works 5, Myla Corazon S. Casinillo, pp.246 -251;
k. The New Science Links Worktext in Science and Technology 5, Evelyn
T. Larisma et.al.,pp.309 – 315
l. UP NISMED Activity sheet
10. Additional Materials from Learning Resource (LR) Portal
J. Other Learning Resources

powerpoint presentation, chart, activity sheet
IV. PROCEDURES
Game: Relay
Tell something about the characteristic of rocks
The teacher will prepare a strip of paper with a message characteristics of rocks”
the first pupil will be the one to tell the message and pass it to his/her members
then the last pupil will be the one to construct the message on the board.

Present a picture (A mother taking a bath using pumice “Panghilod”)
What do you think is the mother doing?

Do you do it also?
What material do you think the mother is using while taking a bath?
AAA. Presenting examples/ instances of the

lesson Approach: Inquiry - Based
Strategy: Knowledge – Building
Suggested Activity: EIBU (Experience, Inform, Build Knowledge,
Understand)
Group Activity: “Group Me”

J. Problem: What types of rocks are in our rock collection?
IV. Materials: Activity sheet, chart, rocks, magnifying lens, masking tape,
markers, goggles, rock hammer, small towel
V. Procedure:
1. Go outside the classroom and collect at least four rocks. Label each rock by
assigning a number. Write this number on the masking tape, and include the
date and the location where you found the rock before
placing them in your collecting tray. This will serves your rock
collection. Go back to the classroom.
2. Wrap one rock in a small towel. Assign a group member to strike the rock
with a hammer to break the rock into at least two parts. Do this for all the
rocks collected by your group.
3. Describe the color and texture of each rock in your group’s rock
collection. Record all observations on Table 1.
4. Using magnifying lens, observe each rock along its fracture (where the rock
broke into at least two parts) for grains, crystals, and for layers along the
fracture. Record all observations on Table 1.
Table 1. Description of the rocks in our collection

Rock 1 Rock 2 Rock 3 Rock 4
Rock
Observations
sketch
Shape
Size
Color
Texture
5. Sort your rocks according to their appearance as described below Table
2.
Group Rock Number
A – layered appearance with a gritty texture and
breaks easily
B – looks like crystals and no layering
C – very hard, appears more crystal – like, and
lined up in bands or layers
6. Is/ are there rock/rocks in your collection which you cannot classify into
Group A, B, and C? Why was it difficult to classify
these rocks? __
7. Listen to the teacher as she discusses the rock classification key

Based on your teacher’s input
A. What kind of rocks is in Group A? _
B. What kind of rocks is in Group B? _
C. What kind of rocks is in Group C? _
8. This time, using the rock classification key, re – classify your

rocks. Write the number of your rock in the table below. Table 3.
Classification of rocks in our rocks collection
Type of rock Rock number
Igneous
Sedimentary
Metamorphic
a. For the rock/s that you were unable to classify earlier, were you able
to classify them now using the rock classification key?
b. What is the value of having guide for classifying rocks?

_
9. Publish Table 3 on ½ Manila Paper. Be ready to answer questions from the
teacher and from your classmates during the reporting.
D. Discussing new concepts and practicing new skills #1

Sharing of results
E. Discussing new concepts and practicing new skills #2

g. What are the different kinds of rocks?
h. Cite the examples that you know on the kinds of rocks.
i. What have you noticed with igneous rock? Sedimentary? metamorphic
rocks?
j. How are you going to differentiate the three?
F. Developing mastery (Leads to formative assessment)

Directions: Classify the following rocks. Write I on the blank for igneous, S for sedimentary,
and M for metamorphic rocks.
1. Basalt _
2. Limestone
3. Granite _
4. Marble _
5. Gneiss _
G. Finding practical applications of concepts and skills in daily living

Pupils will be grouped according to their preferences
The Musician – Compose a song or jingle about the kinds of rocks. The
Artist – Sketch or draw the kinds of rocks.
The Poets – Create a 3 stanza about the kinds of rocks.
The Solver – Solve the following words/ phrases that are attributed to the different
types of rocks. Write the word/phrase in the correct column of the given table
Have pores Easily reacts with acid

Limestone made up of two or more minerals
Slate with layers of crystals
Coarse grained may be made up of one mineral
Igneous Rock Sedimentary Rock Metamorphic Rock
H. Making generalizations and abstractions about the lesson

I have learned that
Background Information of the Teacher

 Minerals are substances that occur naturally and have an exact chemical
composition or structure.
 Igneous rocks are formed from the cooling of volcanic materials such as
magma or lava.
 Sedimentary rocks are formed from sediments or fragments of rocks,
minerals, and plant and animal materials.
 Metamorphic rocks are formed due to changes in temperature, pressure, and
chemical composition that happen to either igneous or sedimentary rocks.
 Crystallization is the process by which a substance assumes the form and
structure of a crystal, or becomes crystallized, as it solidifies. There are also
minerals that can be formed through evaporation of seawater. As the water
slowly evaporates, it leaves mineral deposits in the form of crystals.
I. Evaluating learning
Direction: Write the word ROCKS if the statement is correct and MINERALS if it is
incorrect.
1. Sedimentary rocks are formed from the cooling of
volcanic materials.
2. The rock cycle is the continuous process of
transforming rocks from one type to another.
3. There are three types of rocks – igneous,
sedimentary, and metamorphic.
4. A mineral occurs naturally and has an exact chemical
composition or structure.
5. Metamorphic rocks are formed due to changes in
temperature, pressure and chemical composition that
happen to either igneous or sedimentary rocks.
J. Additional activities for application or remediation

Directions: Look for the given words in the puzzle. Encircle each word that you
will find.
rocks mineral igneous
metamorphic sedimentary
S E D I M E N T A R Y I
E A B R O C K S Y L M G
A N O U S A T S K A R N
L R Y M O P H I C G N E
G M I N E R A L S D L O
L O T K S C M T A R Y U
M E T A M O R P H I C S
WEEK 1 Day 3
Lesson 3: Identifying the uses of rocks
V. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weathering and soil erosion shape
The learners should be able to participate in projects that reduce soil erosion in the
community
C. Learning Competency/ Objective

Identify the use of rocks
S5FE-IVa-1
VI. CONTENT
Weathering and Soil Erosion
VII. LEARNING RESOURCES

A. References:
1. Textbook pages
Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218
Cyberscience Worktext in Science and Health for Grade Five by Nicetas
G. Valencia, pp. 294 - 297
2. Additional Materials from Learning Resource Portal

http://www.slideshare.net/vlcallaw/rocks-and-how-we-use-them
B. Other Learning Resources:

metacards, Activity sheet, chart, checklist, sponge, sink with a faucet, bar of soap tray,
hydrochloric acid, rock sample, plastic plate/dish
VIII. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Rock Definition. Fill in the necessary information about the rocks.
ROCK DEFINITION
Word Definition Pictures
Sedimentary rocks
Metamorphic rocks _
_
_
_
Igneous rocks _
_
_
_
Teacher will prepare the following pictures.
sedimentary rock metamorphic rock
igneous rock
B. Establishing a purpose for the

lesson KWL Chart.
Based from the pictures, fill in the chart about the uses of rocks.
I Know I Want to know I Learned
(Expected answer) (Expected answer)

-House is made up of -What are the others
rocks. uses of rocks?
C. Presenting examples/ instances of the lesson

1. Setting Standards
2. Group the class into four.
3. Distribution of activity sheet and materials to be used.
4. Let the pupils perform the activity.
Activity
Arrange Me
I. Problem: Why are rocks important?
II. Materials: metacards, charts, pentel pen, glue
III. Procedure
1. Group the metacards and pictures according to:
Name of Rocks
Pumice Granite Slate
Sandstone Marble Clay
Types of Rocks
Igneous Sedimentary Metamorphic
Uses of Rock
Building materials Snooker Tables Statues
Kitchen Worktops Ceramics Beautifying product
Picture of Rocks
Product from rocks

1. Group Reporting and Presentation of Output
2. Analysis and Discussion
Is rock useful?
What are the product made from rocks?
Can you give another uses of rocks

1. To give the students additional information about the uses of rocks, present the
powerpoint presentation.
http://www.slideshare.net/vlcallaw/rocks-and-how-we-use-them
2. Guide Questions
What are some uses of rocks?
F. Developing mastery
Directions: Match the rock or mineral on the right with its use on the left.
Column A Column B
1. Used in roofing and ceramics; helps plant A. Pyrolusite
to grow; a family of rock B. talc
2. Used in fireworks, matches, and stink C. Malachite
bombs; found naturally in eggs, D. Dolomite
yellow color E. Feldspar
3. Contains manganese that used in railroad F. Coal
tracks and purple glass; named for fire G. Marble
4. Ore of aluminum; the aluminum is used in H. Bauxite
cans and airplanes; forms in round I. Sulfur
shapes called concretions J. Graphite
5. Ore of zinc; the zinc is used in pennies; K. Halite
look like other rocks
6. Used in pencils and to unstick locks;
related to diamond
7. Used to make statues and in grand
Buildings; India’s Taj Mahal I made
From it.
8. Used as a food preservative and melt ice on roads; it’s salt

Personally, did you used rock daily? In what way? Cite evidences.

Why is rock important?

Rocks are considered important to humans. Sedimentary rocks are known to contain
fossils. Geologist and archeologist use these fossils to identify and learn about the
characteristics and structure of plants and animals that existed in the past.
Rocks are sources of metals such as gold, silver, aluminum, and copper. These metals
are used in making equipment, tools, utensils, wires, and other materials used in homes
and offices.
Sedimentary rocks can be sources of crude oil when heat, pressure, and other
organisms act on them. This oil provides gasoline, diesel, petroleum, and kerosene that
are used to operate machines and industries.
Some minerals in rocks are sources of precious and semi-precious gems. Gems are
used for aesthetic purposes. People sometimes use earrings, rings, and bracelets with
gems as jewelry and fashion accessories.
Some rocks are used as building materials. Others are used in making monuments or
statues. In primitive times, rocks were used as tools in hunting animals and in making
fires.
Direction: Read each statement carefully. Choose the letter of the correct answer.
1. Why does sedimentary rocks are important to geologist and archeologist?
A. It serves as decoration
B. They used it to make a jewel
C. They used it to study the structure of things that existed in the past.
D. It serves as collections.
2. Which of the following would not be used from rocks and minerals?
A. Jewelry
B. Building
C. Electrical device
D. Ceramics
3. Chalk is used to write on blackboards because ...

A. It wears away easily
B. It is permeable
C. It doesn’t float
D. It has graphite
4. Marble is often used for statues or grand buildings because ...

A. it has attractive textures and colours
B. it splits easily into thin sheets
C. it wears away easily
D. All of the above
5. What could be a problem with a monument made from chalk?

A. It wouldn't float
B. It couldn't be shaped
C. It could crumble over time
D. All of the above

Make a useful materials made up of rocks.
WEEK 1 Day 4
Lesson 4: Describe the process of weathering
I. OBJECTIVES
the Earth’s surface and affect living things and the environment.
B. Performance Standards
The learners should be able to participate in projects that reduce soil erosion in
the community.
C.Learning Competencies/ Objectives
Describe the process of weathering.
S5FE-IVa-1
II. CONTENT

A. References:
1. Textbook pages Real-life Science 6 by: Marianne A. Bada et. al. p. 214 –
218
2. Cyberscience Worktext in Science and Health for Grdae Five by
Nicetas G. Valencia, pp. 294 - 297

https://www.youtube.com/watch?v=LFob6BY_W_E
metacards, Activity sheet, chart, checklist, sponge, sink with a faucet, bar of soap tray,
hydrochloric acid, rock sample, plastic plate/dish
IV. PROCEDURES
Classify whether the following rocks are igneous, sedimentary or metamorphic. Paste
it into chart.
slate shale basalt limestone gneiss
gabbro marble granite sandstone quartzite
Igneous Sedimentary Metamorphic
B. Establishing a purpose for the lesson

Game: 4pic1word
Direction: Guess the hidden word based from the pictures.
Activity I
Water vs. rocks
V. Problem: How does water weather rocks?
VI. Materials: sponge, sink with a faucet, bar of soap tray
VII. Procedure:
4. Place the sponge in the tray.
5. Put the bar of soap on the top of the sponge.
6. Position the tray under the faucet. It will serve as the waterfall.
7. Open a faucet and let the water hit the center of the soap for a few
minutes.
VIII. Observation:
5. What happen to the soap after allowing the water to hit its
surface?
6. What is most likely to happen if we let the water hit the bar of soap
continuously?
Activity II
Acid versus rock
I. Problem: How do the acid and acid rain break rocks?
II. Materials: hydrochloric acid, rock sample, plastic plate/dish
III. Procedure:
1. You will be given a dilute solution of hydrochloric acid. Although
the acid is safe to handle, it irritates the skin after prolonged contact.
Wash your hands after handling the acid.
2. Place a rock sample on a plastic plate or enameled dish. Pour the
acid to the rock sample.
3. Immerse the rock in the acid for a few minutes.
IV. Observation:
1. What happens the acid gets in contact with the rock?
2. What will happen to the rock after prolonged exposure to the acid?
3. What can you infer from this observation?

What happen to the rocks at the bottom of waterfalls?
How does water weather rocks?

1. To give the students additional information about the process of weathering, let
them watch a short video clip. https://www.youtube.com/watch?v=LFob6BY_W_E
2. Guide Questions
What is weathering?
What are the types of weathering?
How do you differ chemical from mechanical weathering?
Lets Practice.
FACT or BLUFF. Listen to the teacher as he/she reads the following situation.
Directions: Raise the word FACT if the situation tells about weathering and BLUFF if it
not.
1. In the process of mechanical weathering the physical characteristic of the
rocks are changed but their chemical compositions remain the same.
2. When rocks are worn down by water, wind, or other means, they undergo
weathering.
3. Rocks and minerals that are exposed to heat, water, and different gasses
in the air are transformed into new chemical compounds.
4. Tree roots can grow into cracks and break rocks apart.
5. Weathering is the process that wears away surface materials and moves them
from one location to another.

How does the water that falls down from a high place break down the rocks below?

How do you describe the weathering?

Weathering is the process of breaking down rocks into sediments. Mechanical
weathering occurs when rocks break down into smaller pieces due to physical forces,
such as water and temperature, without changing the mineral compositions of the
rocks. Rocks exposed to the intense heat of the sun crack and crumble when rain falls
and soak into the ground. In temperate regions, the water that accumulates in the
cracks or crevices of rocks alternately contract and expands as the temperature in the
air changes. The expansion is brought about by the freezing temperature. As the rocks
expand, the cracks become deeper and new cracks are produced as well.
Chemical weathering happens when rocks break down due to reaction with
water, carbon dioxide, oxygen, and organic acids. This process forms new
substances from the minerals of rocks.
Direction: Identify the change happening in each situation. Write PW for physical weathering and
CW for chemical weathering.
1. A boulder of shore is slowly broken apart by the force of water.
2. Earthworm make tunnels in the ground which may lead to the breakdown of stones
and rocks.
3. Some plants release chemicals which loosen the rocks and cause them to break.
4. Water inside the rocks freezes and melts again.
5. The chemical composition of rocks changes when acid is produced by the roots
of some plants.

Reflect on this saying, “The only permanent thing in the world is change.”
WEEK 1 Day5
Lesson 5: Enumerate the causes of weathering
I. OBJECTIVES
A. Content Standard
The learners should be able to participate in projects that reduce soil erosion in the
community

Enumerate the causes of weathering
S5FE-IVa-1
II. CONTENT

A. References:
1. Textbook pages
Real-life Science 6 by: Marianne A. Bada et. al. p. 214 – 218 Cyberscience
Worktext in Science and Health for Grdae Five by Nicetas G. Valenci, pp.
294 - 297

metacards, activity sheet, chart, checklist, Limestone or marble, old
newspaper, hammer two small glass jar
IV. PROCEDURES
Direction: Classify the following situation as to physical weathering or chemical weathering.
1. The boulder along the shore of Barangay Berinayan is slowly broken apart by the
force of water.
2. The squirrels make tunnels in the ground which may lead to the breakdown of
stones and rocks.
3. Some plants releases chemicals which loosen the rocks and cause them to break.
4. Water inside the rocks freezes and melts again.
5. The chemical composition of rocks changes when acid is produced by the roots
of some plants.

Read the sentences below. Find the missing words then write them in the
empty spaces and find these hidden word in the puzzle. Words might be hidden
horizontally, vertically and perhaps even back to front.
1. Rain is mildly and it slowly eats away rocks. Rain slowly

dissolves , it turns the feldspars in _ _ into soft clay.
2. In the , rocks expands during the heat of the day and contract at night
when temperature cool.
3. weathering occurs when a chemical, such as acid rai, breaks down
rocks.
4. Sheets of rocks slowly away.
5. _weathering is the process of weathering through external forces, such
as freeze thaw cycles.
6. The of the Earth is constantly being changed due to weathering
process.
7. When plants or microbes breakdown rocks, the process is known as
_ weathering.
8. All living things need elements, such as _, potassium and iron,
as nutrients. These minerals are found within rocks.
9. Plants and also attack rocks.
10. _ grow on rocks and release acid to dissolve the minerals in them.
Activity
Break the Rocks
I. Problem: How does rock change?
II. Materials: Limestone or marble, old newspaper, hammer two small
glass jar
III. Procedure:
1. Get a piece of limestone or marble. Wrap in it an old newspaper.
2. Strikes it with a hammer 10-15 minutes. Observe what will
happen.
3. Continue to pound on the rock pieces more than ten times.
4. Drop some pieces into a glass jar half filled with water.
5. Put the rest of the broken pieces of limestone or marble in another
glass jar half filled with vinegar. Observe what happens.
IV. Observation:
1. What changes did you notice to the limestone when you hammered
it?
2. Were these changes due to physical or chemical means?
3. How did the continued hammered of the limestone/ marble
cause the change in appearance of the rock sample?
4. What reason did you give for changes you observed?
5. What can you infer from this observation?
In nature, what happens to the rocks at the bottom of the waterfalls? How
does water weather rocks?
What are some agents of weathering that may cause Earth’s surface to
crumble?
How does weathering help shape the surface of Earth?

Read each statement carefully, then tell what agent of weathering being described.
Pick your answer on the word bank.
Temperature Water Plants Abrasive agents
animals Oxygen marble Carbon dioxide
1. The sun rays heat up the rocks and rain cools them down. The exposure to
changing temperatures causes stress on the outer surfaces of the rocks and
eventually breaks the rocks into pieces.
2. Water seeps in through some opening or fissures in rocks. When water

freezes, it expands and enlarges these opening. The continued expansion eventually breaks
the rocks into fragments. This process is called frost wedging.
_
3. As roots of plants grow, they may enter fractures in rocks and exert pressure
on these spaces. Continues pressure eventually causes the rocks to break apart. This
process is called root wedging.
4. Wind, running water, or ice sometimes carries rock fragments or sand

grains that act like sandpaper whenever they strike the surfaces of rocks. This process
of wearing away rocks due to the scouring action of particles is called abrasion.
5. Animals that burrow in the ground, such as moles and rabbits, move
deeply buried rocks to the surface where they can be affected by physical and
chemical processes. Buried rock layers may also be exposed and left vulnerable to
water and acid intrusion.
6. Oxygen combine with iron to produce iron oxide or rust. This type of
chemical reaction is called oxidation. Rocks with iron-rich minerals are easily
oxidized, thus producing rusty colors on their surfaces. Rust softens the rocks.
_
7. In addition to oxygen, carbon dioxide also plays a role in chemical
weathering. When carbon dioxide from the atmosphere dissolves in rainwater,
carbonic acid is formed. Precipitation that contains carbonic acid reacts with the
minerals in rocks in a process called carbonation. Carbonic acid can easily weather
marble and limestone.
8. Water weathers rocks either by dissolving their minerals to form a

solution or by combining directly with some minerals to form new minerals. Both processes
occur as a result of chemical reaction called hydration.
________________
9. A number of plants and animals may create chemical weathering through the
release of acidic compounds. The most common form is the release of acids by plants
which break aluminum- and iron-rich compounds in soils beneath them. Decaying
remains of dead plants and animals in soil may also form organic acids, which, when
dissolved in water, affect surrounding rocks and soil.
(NOTE: After the activity, teacher will elaborate through discussion)
Classify the following agents of weathering into mechanical or chemical weathering.
Place your answer on the chart.
oxygen Carbon dioxide water plants
Temperature water animals Abrasive agents
Agent of Weathering
Mechanical Chemical

Now that you have learned about the agents of weathering. Where can you see the
change happen in nature?
What are the agents of weathering?

Mechanical weathering occurs when rocks break down into smaller pieces due to
physical forces without changing the mineral compositions of the rocks. Temperature,
water, plants, abrasive agents, and animals contribute to the mechanical weathering of
rocks.
1. Temperature. The sun rays heat up the rocks and rain cools them down. The
exposure to changing temperatures causes stress on the outer surfaces of the
rocks and eventually breaks the rocks into pieces.
2. Water. Water seeps in through some opening or fissures in rocks.

When water freezes, it expands and enlarges these opening. The
continued expansion eventually breaks the rocks into fragments.
This process is called frost wedging.
3. Plants. As roots of plants grow, they may enter fractures in rocks and
exert pressure on these spaces. Continues pressure eventually causes
the rocks to break apart. This process is called root wedging.
4. Abrasive agents. Wind, running water, or ice sometimes carries rock

fragments or sand grains that act like sandpaper whenever they strike
the surfaces of rocks. This process of wearing away rocks due to the
scouring action of particles is called abrasion.
5. Animals. Animals that burrow in the ground, such as moles and

rabbits, move deeply buried rocks to the surface where they can be
affected by physical and chemical processes. Buried rock layers may
also be exposed and left vulnerable to water and acid intrusion.
Chemical weathering happens when rocks break down due to

reaction with water, carbon dioxide, oxygen, and organic acids. This
process forms new substances from the minerals of rocks.
1. Oxygen. Oxygen combine with iron to produce iron oxide or rust. This
type of chemical reaction is called oxidation. Rocks with iron-rich
minerals are easily oxidized, thus producing rusty colors on their
surfaces. Rust softens the rocks.
2. Carbon dioxide. In addition to oxygen, carbon dioxide also plays a role in
chemical weathering. When carbon dioxide from the atmosphere dissolves in
rainwater, carbonic acid is formed. Precipitation that contains carbonic acid
reacts with the minerals in rocks in a process called carbonation. Carbonic
acid can easily weather marble and limestone.
3. Water. Water weathers rocks either by dissolving their minerals to form a

solution or by combining directly with some minerals to form new minerals.
Both processes occur as a result of chemical reaction called hydration.
4. Plants and animals. A number of plants and animals may create chemical
weathering through the release of acidic compounds. The most common form
is the release of acids by plants which break aluminum- and iron-rich
compounds in soils beneath them. Decaying remains of dead plants and
animals in soil may also form organic acids, which, when dissolved in water,
affect surrounding rocks and soil.
Direction: Read the following question carefully. Choose the letter of the correct
answer.
1. Which of the following tends to cause physical or mechanical weathering?
A. Animal that burrow in the ground
B. Root of plants growing into the cracks in the rocks
C. Water that seeps into the pores and cracks of rocks
D. All of these
2. Which of the following occurs when acidic water caused the rocks to break
producing clay and soluble salts?
A. Carbonation
B. Oxidation
C. Hydrolysis
D. Erosion
3. The following human activities are caused of physical weathering, EXCEPT.

A. Quarrying of rocks
B. Mining ores
C. Building roads and tunnels
D. Boating and fishing
4. How does temperature weather rocks?

A. Rocks are heated and cooled continuously.
B. Rocks are cooled tremendously all the time.
C. Rocks are heated greatly all the time.
D. Rocks are at different temperature.
5. Plant serves as agents of weathering. Which of the following statements

support this ideas?
A. Falling of leaves cause rocks to break.
B. Decaying trunks of plants cause the rocks to break
C. Root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the winds.

Photojournalism. Using a mobile phone, get a picture of some agent of mechanical and
chemical weathering. Print your output. Paste it on a white paper. Make a caption.
WEEK 2 DAY 1
Lesson 6: Describing Soil Erosion
I. OBJECTIVES
The Learners demonstrate understanding of weathering and soil erosion, shape
The learners should be able to participate in projects that reduce soil
erosion in the community
The learner should be able to investigate extent of soil erosion in the
community and its effect on living things and it environment
II. CONTENT
Earth’s Surface - Soil Erosion

A. References:
Textbook pages
Enjoying the Wonders of Science 4, pages 204-207
Light in Science 4, pages 252

http://sciencenetlinks.com/interactives/shapeitup_final.swf
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES
08/ES08.html
http://www.scholastic.com/teachers/activity/rocks-minerals-and-
landforms-12-studyjams-interactive-science-activities
http://studyjams.scholastic.com/studyjams/jams/science/rocks-
minerals-landforms/weathering-and-erosion.htm
IV. PROCEDURE
Unscramble the letters to identify the words being described which are
associated with the Earth’s surface.
1. RSOCK ROCKS
A natural solid material which is usually made up of one or more
minerals
2. ALSMINER MIINERALS
These are what rocks made up of
3. WTEAHRENGI WEATHERING
Breaking down of rocks into smaller pieces
4. OILS SOIL
Tiny pieces of rocks which are combined with water and remains of
animals
and plants.
5. EODER ERODE
Move away or carry away

Show pictures of soil erosion.
Ask the pupils to say something about each item.
(Erosion by human activities) (Erosion by wind)

Erosion by plants) (Erosion by water)
Questions:
1. What does the man doing? The man is mining.
2. What does the wind do to the soil? The wind blew or carried away the
soil.
3. Why do you think the roots of the trees are already exposed? The roots of the
trees are already exposed because the roots are growing roots as the
time passes by.
4. Where will the sand/soil go during floods? The sand/soil will be
transferred by the water to other places.
5. What are similar with the pictures 1,2, 3 & 4? All the pictures show how
soil/sand wears away (carried or moved away).
You have learned from the previous lessons that rocks changes as they
break slowly into smaller pieces and that is called weathering. But have
you ever wondered what are produced after weathering or what happens
after rocks are broken into smaller pieces?
Let’s find out by doing an activity.

Activity Proper: Group Activity
I. Objective: Describe soil erosion
II. Problem: What happens after rocks are broken into smaller
pieces?
III. Materials: rock salt, hand lens, sand, small jar with lid,
tablespoon, water, shallow dish, paper
IV. Procedure:
1. Place few pieces of rock salt on a sheet of paper.
2. Look at the rock salt through a hand lens. Draw what you
observed.
3. Describe the size and shape of the pieces of rock salt.

4. Put enough rock salt into a jar to cover the bottom.
5. Add a spoonful of sand.
6. Pour sufficient water into the jar to cover the salt and sand.
7. Cover the jar with its lid and shake the jar for two minutes. What
do you think is happening to the rock salt as you were shaking
the jar?
_
_
8. Open the jar and pour the water into the shallow dish.
9. Place the pieces of rock salt on the sheet of paper.
10. Examine the rock through the hand lens. How has the size
and shape of the pieces of rock salt changed?
VII. Data and Observation:

1. What does each material represents?
WHAT DOES EACH MATERIAL

MATERIALS REPRESENTS?
rock salt
jar
shaking of the jar
2. Describe what happened to the rock salt before & after the activity?
IN TERMS OF BEFORE AFTER

size
color
visibilit
y
VI: Conclusion:
I therefore conclude that…
When rocks weathered, smaller pieces become part of the soil and as
water carry other pieces to different places SOIL EROSION happens.
O. Discussing new concepts and practicing new skills #1
9. Group reporting
Present the table with answers and results.
What does each material represents?

MATERIALS WHAT DOES EACH MATERIAL REPRESENTS?
Rock salt Pieces of weathered rocks

Jar Earth/surface
Shaking of the jar Process of wearing away rocks
Describe what happened to the rock salt before & after the activity?
IN TERMS OF BEFORE AFTER
Size Small pieces Smaller or tinier pieces
Color White Brown
Visibility Can be
distinguished from Cannot be distinguished
the sand from the sand
P. Discussing new concepts and practicing new skills #2’

1. Answering follow up questions about the pictures presented in the
previous activity.
a. What does mining do to rocks? Mining breaks the rocks into small
pieces.
b. Where does the soil /sand go when blown by the wind? The
soil/sand will be blown by the wind to another places.
c. When the roots grow over the years, what do you think will happen to
the soil where it is planted? The soil will be disintegrated or split.
d. How would you describe the soil when mixed with water? The soil will
be muddy and becomes dark.
2. Interactive activity
* If the activity is not enough to draw the concepts, do the
Interactive activity for simulation.
http://studyjams.scholastic.com/studyjams/jams/science/rocks-
minerals-landforms/weathering-and-erosion.htm
Q. Developing mastery (Leads to formative assessment)
What’s the difference between weathering and erosion? Draw it.

Weathering Erosion
R. Finding practical applications of concepts and skills in

daily living
You have some potted plants at home. Every morning you water the plants using a
sprinkler with big holes. After few days, you noticed that the soil in the pot has
been eroded. What do you think is the reason behind this? Will you continue using
the same sprinkler in watering your plants?

What is soil erosion?
Soil erosion…
 is the moving or carrying away of soil from one place to
another.
 is a continuous process that gradually change the natural
environment overtime.
Let see if you really understood the lesson by answering the

questions.
Directions: Identify the word being described by each item.
1. The process that moves sediments
a) Erosion
b) Weathering
c) Dissolution
d) Fracture
2-5. Tell whether each picture shows weathering or erosion.
2.. 3.
4. 5.

Why is flood water dark in color?
WEEK 2 Day 2
Lesson 7: Enumerating Causes of Soil Erosion
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding of weathering and soil erosion,
in the community
II. CONTENT

A. References:
Textbook pages
Enjoying the Wonders of Science 4, pp. 204-207
Light in Science 4, pp. 255-265-220
Science Links 5, pp.324-330
IV. PROCEDURE
1. Checking of assignments
Why is flood water dark in color?
Because flood water carries away sand, soil and gravel which has dark
color.
2. Review
What’s the difference between weathering and erosion? Weathering is
the breaking down of rocks into smaller pieces while soil erosion is
the moving a way of soil from one place to another.

Brainstorming:
On your way from home to school, you see rocks and soil around
everywhere.
Cite some signs of weathering and erosion in the neighborhood.
Possible answer: breaking of road and wall, water in the river

carrying soil, walking people carrying soil and
sand
Activity Proper: Demonstration Activity

I. Objective: Enumerate the causes of soil erosion
II. Problem: What causes soil erosion?
III. Materials: activity sheets
Station 1
basin full of sand
sprinkler ( tin can which is opened at one end with tiny holes in
the other end)
container of water
1. Get a basin of sand and make a mound.

2. Hold the sprinkler with one hand on top of the
mound.
3. Pour the water through the sprinkler.
4. Observe what happens to the soil as water runs
through.
Questions:
1. What happens to the water when it fell to the

mound?
2. What happened to the sand when water moved
down the mound?
3. Where did the sand go?
Station 2:
wooden box
desk fan
can of dry sand
can of wet sand
1. Get a wooden box and fill one side with dry sand and
the other side with wet sand.
2. Get a desk fan and face it in front of the box of soil.
3. Make two mounds in the two containers of soil.
4. Turn on the fan and switch it to the strongest.
5. Put your hand for a while in front of the fan and
observe what you feel.
6. Observe what happens to the sand as the air
moves through it.
Questions:
1. How did you feel the air in front of the fan?

2. What happened to the dry sand as the air moved
through it?
3. What happened to the wet sand as the air move
through it?
4. What type of soil is easily blown by the wind?

A. Q and A: Answering questions in the demonstration activities for Station 1 & 2.
Station 1 - Questions:
1. What happens to the water when it fell to the mound?
The water moved down the mound.
2. What happened to the sand when water moved down the mound?
The sand fall down and mixed with water and flowed together with it.
3. Where did the sand go?
The sand go to different directions where the
water flowed.
4. What causes the erosion of soil?
Water causes soil erosion.
Station 2 - Questions:
1. How did you feel the air in front of the fan?
The air in front of the fan is blowing.
2. What happened to the dry sand as the air moved through it?
The dry sand was easily blown away by the blowing air.
3. What happened to the wet sand as the air move through it? The
wet sand was not easily blown away by the blowing
air.
4. What type of soil is easily blown by the wind?
Dry sand/soil is easily blown by the wind than
wet sand/soil.
5. What causes the erosion of soil?
Wind causes soil erosion.

Aside from water and wind, there are also other things that cause soil
erosion.
1. Study the pictures and identify the cause of soil erosion in each
picture?
Answer:
1. Construction workers- People
2. Carabao - Animal
3. Rabits - Animals
4. Miners - People
5. Horses – Animals
6. Gravity
7. Hen - Animal
Directions: Describe how the following activities can erode soil or sand.
1. a girl sweeping the ground
2. a farmer pulling up his crops
3. a dog digging on the ground
4. a carabao plowing the field
5. a car running on the street
G. Finding practical applications of concepts and skills in

daily living
Can you also cause soil erosion? How? Draw it.

What are the causes of soil erosion?
Soil erosion is caused by water, wind, people, plants, gravity and
slope of land.
1. When is wind an agent of soil erosion?
A. When it breaks rocks into pieces
B. When it blows rock pieces to other places
C. When it stops picking up rocks
D. When it presses down rocks
2. Landslides on mountain slopes show the force of .

A. gravity
B. wind
C. runoff
D. running water
3. What makes the water muddy after a heavy rain?

A. The pebbles picked up by water.
B. The soil and sand are mixed with water and carried by it.
C. The goddess of rain make muddy rain fall on the ground.
4. Which of the following shows that soil erosion is caused by animals?
A. Construction workers are building a housing project.
B. Hen is digging the soil.
C. Root of pants are growing.
D. Sandstorm
5. All of these are causes of soil erosion except one.

A. Water
B. People
C. Sun
D. Wind

Write sentences that tell how each of these words are related to soil erosion.
1. Strong winds
2. Particles of rock and soil
3. Landslide
4. Shallowing of nearby rivers
WEEK 2 Day 3
Lesson 8: Investigating the Extent of Soil Erosion in the Community
I. OBJECTIVES
A. Content Standard
the community

II. CONTENT

A. References:

https://www.youtube.com/watch?v=iAc6yrdmAbw&list=RDiAc6yrdmAbw#t=21
IV. PROCEDURE
Sing the landform song. https://www.youtube.com/watch?
v=iAc6yrdmAbw&list=RDiAc6yrdmAbw#t=21
Landform Song
Hmmm. Hmmm. Hmmm. Hmmm 2x A
waterfall, a waterfall
River, lake, valley and a waterfall A
glacier, a glacier
River, lake, valley and the waterfall
A volcano, a volcano
Cliff, plains, island, and a volcano A
mountain, a mountain
Cliff, plains, island, and a volcano
What are the landforms and water forms around the world?
B.Establishing a purpose for the lesson

Game: Watch and Guess
Show a PowerPoint or a video of Philippine landforms. https://www.youtube.com/watch?
v=IEG1ovoAx_s
Let the pupils name each and give a reward or extra point if they can tell
where to find those landforms. Pause and play if necessary.

You have learned yesterday causes and forces of nature that
causes soil erosion.
Today, we will try to find out how soil erosion affect the shape of the
Earth. Also, we will predict how long or how many years these changes
occur.
Activity Proper: Shape It Up!

http://sciencenetlinks.com/interactives/shapeitup_final.swf Group
the pupils into 5.
Distribute the materials.
Objective: Investigate extent of soil erosion in the community and its

effect
Problem: How does erosion change the shape of the land?
Materials: worksheets and activity kit in envelopes, interactive activity
downloaded from the internet,
Note: If interactive activity through the Internet is to be used, play

and pause it.
If there is no Internet access, use the pictures below and
placed them inside the envelope.
Predict a FORCE of nature that causes each soil erosion and the
LENGTH OF TIME that took the effect.
Change this To this
Answer:
Wind
100 years
Change this To this
Answer:
Water
10, 000
years
Change this to this To this
Answer:
Glacier
100 years
Answer:
Wind
2, 000,000
years
Answer:
Water
10, 000
years
1. Group Reporting
2. Sharing of results
3. Verifying the results through video presentation or by playing the
interactive activity with the help of the Internet.

1. Answering the guided questions.
a. What force bring about each landform? Wind, water & glaciers
b. How long does each change took place? Hundred, thousands and
million years
c. What changes took place? Shape of mounds, formation of
volcano, Water runoff
d. How do wind, water, and glaciers affect the shape of the Earth’s
surface? Water, wind and glaciers changes the shape of the
Earth’s surface

How do these activities lead to the effect of soil erosion in the community?
A. Cutting down of trees
Trees and plants in the soil lessen the amount soil being eroded
during rainy days. When trees are cut down, Soil will be loosen and
can easily be moved by water.
B. Landslide
Loose soil in a hilly or mountainous area when moved by strong
and fast water can lead to landslide.
C. Rivers and streams get wider
Some riverbanks disappear after a heavy rain because running
water carries the soil along the river.
G.Finding practical applications of concepts and skills in daily living

Plants grow healthy in loam soil because it contain humus and it does not erode
easily. But not all areas in our community has loam soil.
How would you make plants grow healthy in sandy soil?
Answer: Add humus in the top soil and use organic fertilizer.

How does erosion change the shape of the land?
Erosion changes the shape of the land when soil coming from the
mountains and hills are brought down to a lower area.
Background Information:
The surface of the land that we see today are different compared to how they
were millions years ago. Steep mountains and hills change because of the
erosion. The soil coming from mountains and hills are brought down to the lower
areas by water. Thus, the surfaces of low areas also change because of erosion.
If you live near a river, you might have seen how some parts of the
riverbanks disappear after a heavy rain. Running water carries the soil
along the river. When this happens, the river gets wider.
Match each landform will look like after soil erosion.
BEFORE AFTER
1.
2.
3.
4.

Look at the drawing below. Which of the two pictures has the
greater amount of the soil carried away if the same amount of rain fall on
them? Why?
Explain your answer.
Answer:
Picture A has the greater amount of soil carried away because it is
more slope or hilly than picture B. The force of gravity is greater in a
slope. So, the effect of gravity makes the movement of water faster and
stronger. The greater force of the water, the more soil it can carry
away.
WEEK 2 Day 4
Lesson 9: Investigating Effects of Soil Erosion on Living Things
I. OBJECTIVES
the community
C. Learning Competency//Objective
The learner should be able to investigate effects of soil on living things
II. CONTENT

A. References:
Enjoying the Wonder of Science 4, pp. 226-229
Life in Science 4, pp. 269-271
https://www.youtube.com/watch?v=gaRGp99uAho
https://www.youtube.com/watch?v=oLio4Roz5tU
IV. PROCEDURE
How does soil erosion changes the shape of the land? Answer:
Erosion changes the shape of the land when soil coming from the
mountains and hills are brought down to a lower area.

Show a picture of Mt. Pinatubo before the eruption Let
the pupils describe.
 High
 Green
 Full of trees
Show a picture of Mt. Pinatubo after the eruption Let

the pupils describe.
 Full of ashes
 Change its size
 White
 Full of ashes

Mt. Pinatubo is believed to be a mountain but further studies
proved hat it is a volcano. Mt. Pinatubo erupted in June 15,
1991. According to the US Geological Survey or USGS that it was
the 2nd largest eruption in the history for the last 100 years.
Show a video of Mt. Pinatubo eruption and relate it to soil

erosion.Play and pause to discuss important details.
https://www.youtube.com/watch?v=gaRGp99uAho (English
version)
https://www.youtube.com/watch?v=oLio4Roz5tU (Filipino version)
Activity Proper: Video-Based Activity

I. Objective: Investigate effects of soil erosion living things
II. Problem: How does erosion affect living things?
III. Materials: video of Mt. Pinatubo eruption, guide questions
IV. Procedure:
1. Listen carefully and watch the video attentively.
2. Write down important details from the video.
3. Distribute the guide questions.
4. Answer the guide questions:
a. Where is Mt. Pinatubo located?
b. What provinces in the region surround it?
c. Why did the government ask the people to evacuate?
d. When did it erupted? What was thrown in the atmosphere after it has
erupted?
e. What other natural calamity worsened the scenario?
f. How was it worsen the scenario?
g. How are people affected by the eruption and erosion?
h. Are the livelihood of the people also affected by the erosion?
How?

Answering the guide questions
a. Where is Mt. Pinatubo located?
In Region III, 55 miles north of Manila along the
Kabusilan mountains
b. What provinces in the region surround it?

Zambales, Tarlac & Pampanga
c. Why the government was asked the people to evacuate?

Because it is dangerous to nearby areas.
d. When was it erupted? June 15, 1991 at 1.42 pm
e. What was thrown in the atmosphere after it has erupted? Thousands

of tons of sulfuric ash, steam, molten rocks and other
pyroclastic debris
f. What other natural calamity worsened the scenario?

Typhoon Diding
g. How was it worsen the scenario?

Typhoon wind mixes the sulfuric ashes and eroded to
nearby provinces.
Lahar flow plunge in to the provinces
h. How are people affected by the eruption?

People were burned by the heat from the volcano.
People were also displaced or relocated because of
the eruption.
Houses of people were destroyed.
i. How are living things affected by the erosion of pyroclastic debris and
lahar?
Some people were suffocated with ashes in the
air. Others were buried alive by lahar flow.
Animals, plants and crops were covered by ashes and
destroyed by lahar flow.
j. Are the livelihood of the people also affected by the erosion? How? Yes,
livelihood were also affected especially the fishermen and
farmer. Lahar flows through the fields and seas. Ashes and
other pyroclastic debris were mixed into the water and soil.
This resulted to less mineral content and fertility of the soil
where crops grow and the habitat of marine life.

a. Does erosion affect the livelihood in the nearby provinces of
Zambales? How?
Yes, because of the wind and rain brought by typhoon carried
away pyroclastic debris and lahar to the nearby provinces.
These mixed with their top soil and made their soil
unfertile which destroyed their crops.
b. Why are there few plants on eroded soil like lahar?

Because plants grow healthy only in fertile soil (top soil
with humus).
c. How does soil erosion affect the supply of food?

If farmlands and soil are not fertile, plants will not grow healthy and
production of crops will be lessen.

Explain the chain reaction effect of soil erosion to the relationship of …
Plants to People
Too much soil erosion makes the farmland useless. When farmland become
useless in an area, production of crops will be lessen. Less crop production
means less supply of food in the market. And less supply means high prices
of food in the market.
Plants to Animals
If grasses and plants will be uprooted, it will be hard for the animals like
carabao, goats and horses to find food.
Animals to People
If animals can’t find food, they will die. People eat animals to survive. If
animals will die, people will be hungry.

Valuing:
Before, livelihood of the people in Zambales depended on soil for their crops.
Mt. Pinatubo eruption greatly affect the livelihood of the. Lahar brought about by
it were mixed with their soil. Now, their living does not depend on soil and crops
anymore. Lahar now is Pampanga’s biggest source of revenue. Zambales now is
one of the biggest supplier of construction materials and they were able to rise
again from the catastrophe they have encountered.
What values do Pampangenos and Zambalenos have shown despite of their

bad experience?
1. Faith in God
-They never lose faith in God instead they continue their lives
2. Positive outlook in life.
-They never stop their lives instead they believed that they can bring back what
was taken from them.
3. Creativity and resourcefulness
-They were able to produce construction materials from pyroclastic debris and
lahar residues
Note: Stress out that Filipinos are naturally happy and determined people.
Whatever trials and problems they have encounter, they still find ways to
resolve it and get up from where they have fallen.

How does soil erosion affect living things?
 Soil erosion made farmlands poorer and useless.
 Water forms become shallow
 Crops and plants grow unhealthy
 Animals loss their habitat because of eroded pollutants
 People loss their livelihood because of landslide
Give at least 5 effects of soil erosion on living things.

What should the government do to prevent landslide during the
occurrence of natural calamities?
WEEK 2 Day 5
Lesson 9: Illustrating the Extent of Soil Erosion in the Community and
its Effects on Living things and Environment
I. OBJECTIVES
in the community
C. Learning Competencies
The learner should be able to illustrate the extent of soil erosion in the
community and its effects on living things and environment
II. CONTENT

A. References:
Enjoying the Wonder of Science 4, pp. 225-228
Life in Science 4, pp. 266-271
IV. PROCEDURE
What are effects of soil erosion on living things?
What are the effects of soil erosion on the Earth’s surface?
B. Presenting examples/ instances of the lesson

Tell whether the given effects are harmful or useful.
The effect of soil erosion on living things are harmful while but on the Earth’s surface, it is useful.
Aside from the formation of volcanoes, hills and glaciers, there are other useful effects of soil
erosion.
Activity Proper: Trip to Pinas

Let the pupils have a short trip to some of the best tourist spots in
the Philippines like Underground River and Chocolate Hills,
through a video presentation.
Note: You can use make your own video by using video maker
apps downloaded from the internet or a video downloaded
from Youtube.
I. Objective: Illustrate the extent of soil erosion in the community and its
effects on living things and environment
II. Problem: What are other useful effects of soil erosion to the Earth’s
surface?
III. Materials: video of Underground River and Chocolate Hills
IV. Procedure:
1. Watch the a video presenting the features of the Underground River
and Chocolate Hills.
2. Listen attentively to the narrator to be able to learn about the
features of Underground River.
3. Write down important details to be able to answer the guide
questions.
a. Where is the Underground River located?
b. What are inside the underground river?
c. What do you call the rock formation on the roof of the cave?
d. How are rock formation on the ground of the cave called?
e. What do stalactites and stalagmites made up of?
f. How are stalactites and stalagmites formed?
C. Discussing new concepts and practicing new skills #1
Answering the guide questions:

a. Where is the Underground River located? In Palawan
b. What are inside the underground river? Cave, bats, rock formation
c. What do you call the rock formation on the roof of the cave?
Stalactites
d. How are rock formation on the ground of the cave called?
Stalagmites
e. What do stalactites and stalagmites made up of?
Limestones or calcite drips
f. How are stalactites and stalagmites formed?
When water containing limestones or calcite drips from the
roofs of the caves, stalactites are formed. When they reach the
ground due of gravity and harden, stalagmites are formed.

Draw the name effect of soil erosion based on the presented video
.
vCV
Stalactite Stalagmite Hills
E. Developing mastery (Leads to formative assessment)

Give other effects of soil erosion to the Earth’s surface and draw
them.
1. Mountain 4. Volcano
2. Rough roads 5. Mounds
3. Widening of river
F. Finding practical applications of concepts and skills in daily living

1. This is the map of Calaca in the province of Batangas. Study the
map and its profile below.
Legend:
High Density Commercial Zone Agricultural zone
Forrest zone Industrial zone
Low Density Commercial Zone
Source: http://calaca.gov.ph/j15/images/stories/common/calaca_map.jpg
By looking at its profile, do you think the town is a landslide prone?

Why or why not? Justify your answer.
Answer: Most of the land area in Calaca, Batangas are agricultural. The town
can prevent the occurrence of landslides because of the plants and trees that
can hold up the soil. Also, it has less constructed buildings and commercial
establishments. Industrial zones are in the riverbanks which make the land
areas protected from constructions and soil erosion made by people and
animals.
G. Making generalizations and abstractions about the lesson

What are the useful and harmful effects of soil erosion? Give
your answer through a mind map.
H. Evaluating learning
Direction: Encircle the correct answer.
1. Which causes the limestone formation that make Palawan a popular tourist
destination?
a. Glaciers
b. Eruption
c. Water
d. Win
2. How are Chocolate Hills formed?

a. Sediments deposited by water
b. Soil blown by the winds
c. Pyroclastic debris moved away by lahar flow
d. Soil and sand carried away by animals
3. Why are sandy beaches prone to erosion?

a. Because of the wind
b. Because of the waves and tides
c. Because of mining
d. Because of the marine animals
4-5. Which two effects of soil erosion are useful?
a. Farmlands become useless.
b. Formation of caves, stalactites and stalagmites
c. Formation of volcanoes and hills
d. Landslides in deforested areas
e. Shallowing and widening of the rivers
I. Additional activities for application or remediation

In what ways can soil erosion be disadvantageous to people, plants and
animals. Draw it.
WEEK 3 Day 1
Lesson 12: Data Collected from the Investigation on Soil Erosion
I. OBJECTIVES
The learners demonstrate understanding of weathering and soil erosion
shape the Earth’s surface and affect living things and the environment.
erosion in the community.

Communicate the data collected from the investigation on soil erosion.
S5FE-IVc-3
II. CONTENT

A. References
1. Textbook pages:
The New Science Links 5; Evelyn T. Larisma et al pp 331-335 Sci-
Bytes ; Janneth C. Basa et.al.,pp 323-325
c. Cyber Science 5; Nicetas G. Valencia et al pp. 303-320

http://www.shutterstock.com/pic-433561657/stock-photo-slide-soil-
erosion-caused-by-groundwater-into-the-river-with-a-tree-growing- on-
the-ground.html?src=-fVOfYzieabATM_NRG4D3w-1-7
B. Other Learning Resources

chart, activity sheet, pictures, powerpoint presentation, laptop
IV. PROCEDURES
Write the word FACT if the statement is correct and word BLUFF if it is
incorrect.
10. Soil erosion affects the shape of our land. (FACT)
11. Soil erosion has harmful effects on plants, animals, and people. (FACT)
12. When topsoil is removed by erosion, soil nutrients remain. (BLUFF)
13. Soil may also cover coral reefs and endanger or kill marine life. (FACT)
14. The construction of roads, irrigation and other related activities doesn’t
contribute much to soil erosion. (BLUFF)
Study the picture.
What have you observed?
What covers the surface of the Earth?

What is soil made of?
Why do you think soil particles are eroded from the mound of soil ?

Group Activity: “Let’s Investigate”
Approach: Inquiry- based
Strategy: Experiment
Activity: 3 A’s
XX. Problem: What are the causes of soil erosion?
XXI. Materials: three plastic cups, one peso coin, dipper of water, water, small
basin, newspaper, electric fan, soil
XXII. Procedures:
11. Fill one of the plastic cups with dry soil.
12. Bury the coin in the soil in the plastic cup. Punch small holes in it.
3. Get the other plastic cup. Punch small holes in it.
4. Put the plastic cup with the soil and the coin in the middle of a
small plastic basin. Do not put water on the basin.
5. Hold the plastic cup with holes about six inches above the plastic cup
with coin and pour water from the dipper to represent the falling rain.
Observe what happens.
6. Get two cups of dry soil and construct a little mound on top of a
cardboard on the floor. Beside the cardboard with a mound of soil.
7. Get a desk electric fan and put it two meters away from the
cardboard with dry soil. Turn on the electric fan in one direction
facing the mound of soil. Observe what happens.
Guide Questions:
10. What did you observe when water started to fall on the soil?
11. Where did some of the soil particles go?
12. What happened to the coin when you continuously pour water to the
soil?
13. What did you observe with the amount of soil particles in the
basis as you continuously poured water on the soil?
14. What did you observe with the soil particles on the cardboard
when the fan is turned on?
15. Where did the soil particles go when they were blown by the
electric fan?
16. How does rain cause soil erosion?
17. How does wind cause soil erosion?
XXIII. Conclusion:
_

Sharing of results

From the data that you have collected from the investigation on soil erosion, can you
describe what would happen to the soil after heavy rains?
What would happen to the soil particles if a strong wind blows on the place? How
does soil erosion affect us?

Tell what you have learned on soil erosion.

Based on the activity conducted, what have you learned about soil erosion?
Background Information for the Teachers:

Soil does not stay in one place for a very long period. It is moved from one place
to another by natural forces like running water and wind. The process by which
wind and water transport soil particles and sediment from one place to another is
called soil erosion.
Natural Forces that Cause Soil Erosion

 Water
 Wind
 Glaciers
Other Causes of Soil Erosion
 Overgrazing of animals
 Deforestation
 Bad farming or agricultural practices
 Activities of people and moving vehicles
Direction: Fill in the blank with the correct word to complete
the sentence that tells about soil erosion. Choose your answer from the word inside
the box.
land soil erosion water soil particles wind
1-2. The process by which wind and _ _ transport soil particles and sediment
from one place to another is called .
3-4. is moved from one place to another by natural forces like
running water and _ .
5. When a strong wind blows on _ without plants or vegetation,
the dry soil breaks apart, making the lighter particles to be blown to other places.

How does soil erosion affect the people of the Phillipines?
Make a poster showing the effects.
WEEK 3 Day 2
Lesson 16: Enumerating Ways to Prevent Soil Erosion
I. OBJECTIVES
The learners demonstrate understanding of weathering and soil erosion
shape the Earth’s surface and affect living things and the environment.
erosion in the community.
Enumerate ways to prevent soil erosion
S5FE-IVc-3
II. CONTENT

A. References:
1. Textbook pages:
o. The New Science Links 5; Evelyn T. Larisma et al pp 331-335
p. Sci- Bytes ; Janneth C. Basa et.al.,pp 323-325
q. Cyber Science 5; Nicetas G.. Valencia pp. 316-319
http://www.wikihow.com/Prevent-Soil-Erosion#/Image:Prevent-Soil-
Erosion-Step-9-Version-2.jpg

pictures, video clip, activity sheet, chart, powerpoint presentation
IV. PROCEDURES
Clap your hand once if the statement describes causes of soil erosion and stamp your
feet if it is its effect.
1. When the topsoil is lost, fields become unsuitable for farming.
2. Loggers cut a good numbers of trees that hold the soil and much water.
3. When eroded, soil carries pollution-causing chemicals into lakes and
rivers.
4. Much soil coming from barren hills and mountains is carried away into
rivers, thus occupying some water parts.
5. Mining operations loosen the rocks in the mountains.

Study the picture. What
is the girl doing?
Uploaded by: Wikivisual
Have you ever engaged in a tree planting activity?

What is its importance?
How can trees help prevent soil erosion?

Group Activity: “Ways of Preventing Soil Erosion”
Approach: Constructivism
Strategy: Activity Based
Activity: 3A’s
N. Problem: What are the ways of preventing soil erosion?

II. Materials: video clips
https://www.youtube.com/watch?v=Lyad6qVg6N0
III. Procedure:
1. Watch the video clip.
2. Jot down the different ways of preventing the soil erosion.
Guide Questions;
1. What is the major environmental problem discussed in the video clip?
2. How do the following help prevent soil erosion?
A. Growing more tress
B. Controlling over grassing of the land by animals
C. Building dams
D. Modern technique of farming
Conclusion:
_
_
_

Sharing of results

12. Answer these questions:
m. How do trees protect soil?
n. Why is contour flowing or farming by following the shape of the slope of the
hill and soil tilling help prevent soil erosion?
o. How is reforestation help in preventing soil erosion?
p. What else help prevent soil erosion?
q. The farmers plow and plant around the hillside or slopes.
r. The farmers till the land once or twice a year only to make soil more
fertile and good for planting.
s. Uncontrolled grazing of too many animals removes the grass cover and packs
of the soil more.
t. The land developers convert farmlands, hills and mountainsides into
subdivision.
u. Covering the soil with plants helps prevent erosion by wind and running
water.
F. Developing mastery (Leads to formative

assessment) Select ways of preventing soil erosion from the
given sentences/statement below:
A. Planting trees in the forest and non-forest areas.
B. Prevent the waterflows by breaking them with logs, stone packs, or old tires.

Is ilegal logging bad for the forests? Why?
Why massive campaign against illegal logging and deforestation be imposed? As
student, how can you help prevent soil erosion?
What are the ways to prevent soil erosion?

Ways of preventing soil erosion:
1. Contour Plowing- it is the process done by farmers in making furrows,
following the shape of the slope of the hill.
2. Soil Tilling- the farmers till the land once or twice a year only to make the
soil more fertile and good for planting.
3. Terracing- one of the most famous terraces in the world is the Banaue
rice Terraces. It is one of the eight wonders of the world.
4. Strip cropping- it is a process of growing tall and short crops in
alternate strips to break the wind.
5. Crop Rotation- is a farming practice where crops planted are different every
planting season. In this way, the soil nutrients are being replenished.
6. Planting Vegetation
7. Reforestation
Direction: Write PE if the statement describes way of preventing soil erosion
NT if not.
1. Growing more trees.
2. Controlling over grassing of the land by animals.
3. Planting different types of crops at the same land.
4. Raindrops falling on the soil exert pressure with their
weight.
5. Massive campaign against illegal logging and
deforestation.

Conduct a survey on how people in your community help prevent soil erosion.
WEEK 3 Day 2
Lesson 17: Summative Test
1. Which of the following best describes a rock?

A. Solid and organic material
B. Solid and inorganic material
C. Solid and liquid organic material
D. Liquid and inorganic material
2. In your science activity, you observed that some rock samples are big while others
are small. Your observation clearly shows that the rocks may differ in
.
A. Color
B. Hardness
C. Shape
D. Size
3. While doing the activity, you observed that some rocks can be scratched by other
rocks. This shows that rocks differ in .
A. Size
B. Color
C. Hardness
D. Shape
4. In your science class, you were able to observe that rocks differ in size, color, shape,
texture and hardness. This observation shows that rocks .
A. Maybe soft or hard
B. Maybe light or dark – color
C. Maybe big or small
D. Have different characteristics
5. Which of the following tends to cause physical or mechanical weathering?

A. Animal that burrow in the ground
B. Root of plants growing into the cracks in the rocks
C. Water that sleeps into the pores and cracks of rock
D. All of these
6. Which of the following occurs when acidic water caused the rocks to break
producing clay and soluble salts?
A. Carbonation
B. Oxidation
C. Hydrolysis
D. Erosion
7. How does temperature weather rocks?

A. Rocks are heated and cooled continuously
B. Rocks are cooled tremendously all the time
C. Rocks are heated greatly all the time
D. Rocks are at different temperature

support this idea/
A. Falling of leaves cause rocks to break
B. Decaying trunks of plants cause the rocks to break
C. Root of plants that grow in rocks and cause them to break
D. Branches of plant cause the rocks to break when blown by the winds
9. Why do sedimentary rocks are important to geologist and archeologist?

A. They serve as decoration
C. They used it to study the structure of things that existed in the past
D. They serve as collection
A. Jewelry
B. Building
D. Ceramics

A. It wouldn’t float.
B. It couldn’t be shaped.
D. All of the abo
12. When is a wind an agent of erosion?
A. When is breaks rocks into pieces.
B. When it carries rock pieces to other places.
C. When it stops picking up rocks.
D. When it presses down on rocks.
13. Landslides on mountain slopes show the force of

A. Gravity
B. Wind
C. Runoff
D. Running water

A. The pebbles picked up by water
B. The rainwater turned brown in color.
C. The gravel and sand carried by the water.
D. The fine dust particles dissolved in water.
15. How can trees help prevent erosion?

A. The roots hold the soil firmly together.
B. The trees block the way of running water.
C. The roots absorb the water at once.
D. The roots secrete acid, attacking the rocks.
B. Make predictions on what each landform will like after years, decades, or
centuries. Match lines period of time.
WEEK 3 Day 4
Lesson 18: Differentiating Weather from Climate
I. OBJECTIVES
The learners demonstrate understanding of weather disturbances and their
effects on the environment .
.
The learners should be able tell the differences of weather from
climate.
C. Learning
Competencies/Objectives
Differentiate weather from climate.
S5FE-IVc-3
II. CONTENT
Weather Disturbances
I. References
9. Textbook pages:
a. Cyber Science 5, Nicetas G. Valencia et. al., pp. 304
b. Cyber Science Worktext in Science and Technology 5, Nicetas
G. Valencia et. al., pp. 65 – 67
c. Sci-Bytes Worktext in Science 5, Janneth C. Basa et.al., pp.300-313
d. Science and Health, Natividad a. Del prado;pp. 274

https://www.youtube.com/watch?v=rGWLT8_89m8

video presentation, activity sheet, chart, powerpoint presentation, laptop
IV. PROCEDURES
Q. Reviewing previous lesson or presenting the new lesson
Write True if the statement is correct. If False, change the underlined word or phrase
to make the statement true.
1. Evaporation results when water absorbs heat from the sun.
2. Water condenses when water vapor releases heat.
3. When air becomes colder clouds form.
4. Rain that falls to the ground may sink into the ground or flow
on the surface as runoff.
R. Establishing a purpose for the lesson

Let pupils read this:
“ Whether the weather be fine,
Whether the weather be not,
Whether the weather be cold,
Whether the weather be hot, We
will weather the weather
Whether we like it or not.”
What does the rhyme imply?

What is the weather today?
How about the climate in your place?
Are they different? Let’s find out.
S. Presenting examples/ instances of the

lesson Group Activity: “Weather vs. Climate”
Approach: Integrative
Strategy: Scaffold- knowledge Integration
Activity: 4 A’s
XIX. Problem: Can you differentiate climate from weather?

XX. Materials: video clip, activity sheet
https://www.youtube.com/watch?v=rGWLT8_89m8
XXI. Procedure:
15. Watch the video clip.
16. List down the differences between weather and climate.
Guide Questions:
i. What are the factors that affect the weather?
j. What are the elements that make up the weather?
k. Why do we need to know the weather for the day?
l. How do you call the weather for a long period of time?
m.What factors decide the climate?
n. What are the earth three climate zones?
o. Why is weather more complicated than climate?
p. How is climate different from weather?
XXII. Conclusion:
_
_
_
DIV. Discussing new concepts and practicing new skills #1

Sharing of results
II. Discussing new concepts and practicing new skills #2

(Teacher may give additional information about the differences between climate and
weather)
e. Is weather changing?
f. Can you differentiate the elements of weather from one another?
( temperature, precipitation, winds, clouds, moisture, and air pressure)
g. Why are differences in climate from place to place?
h. Philippines is located at the Southern Asia which has two kinds of
climate? Can you name these? ( amihan and habagat)
JJ. Developing mastery (Leads to formative assessment)

Tell whether the statement describes the weather or climate.
1. It is the temporary condition of the atmosphere in a given place at a
particular time.
2. It is what the forecaster on the TV news predict each day.
3. Is the combination of temperature, moisture, wind and sunshine at a place over a
period of years.
4. It is how the atmosphere “behaves” over a period of time.
5. It varies from day to day
KK. Finding practical applications of concepts and skills in daily living

c. Why do we have to know the weather for the day?
d. Life is like weather. Sometimes it is bright and shiny, and sometimes it is dark
and gloomy. There are always storms and misunderstandings from time to time.
To weather the storms mean overcome some difficulties or problems in our
lives. How do you find solutions or weather the storms in your life?
LL.Making generalizations and abstractions about the lesson

What are the differences between weather and climate?
Background Information for Teachers

 Weather is the day to day or time to time condition of the atmosphere in
certain area. Weather affects our daily activities. The weather is fine when
the sky is bright, sunny, with few clouds, and no rain; it is fair when there
are clouds and rain may occur in isolated patches, but the greater portion of
the day is sunny rainy weather refers to a condition of heavy rains and strong
winds.
 Through the use of modern weather equipments, meteorologists are able to
predict weather conditions at any given time. Knowing weather changes help
us plan worthwhile activities. We can also prepare better during harsh
weather conditions. In this way we can save lives and prevent damage to
properties.
 Climate is the total weather conditions in a region over a longer period of
time. The weather at a certain place such a Manila may be cold and have a
warm, dry, sunny climate. Climate is the combination of temperature,
moisture, wind and sunshine at place over a period of years. The study of
climate is called climatology and scientist is known as a climatologist.
MM. Evaluating learning

Write W if the statement describes the weather and C if it describes the
climate.
1. It happens at a very short period of time-even only for a day.
2. It occurs for a long period of time.
3. It is the average weather in a place over many years.
4. It varies from day to day and from one place to another.
5. Is the combination of temperature, moisture, wind and sunshine at a place over a
period of years.
NN. Additional activities for application or remediation

Observe the weather conditions for one week. Record
your observation in a table.
Week 3 Day 5
Lesson 19: Describing the Different Weather Disturbances
I. OBJECTIVE
effects on the environment
The learners should be able to give the characteristics of the different
weather disturbances.

Describe the different weather disturbances.
II. CONTENT
Weather Disturbances

I. References:
9. Textbook pages:
m. The New Science Links 5, Evelyn t. Larisma et.al, pp. 344-346
n. Cyber Science Worktext in Science and Technology 5, Nicetas G. Valencia et.
al., pp. 323-327

https://www.youtube.com/watch?v=2F1RrGwp_go

activity sheet, video presentation, powerpoint presentation, laptop
IV. PROCEDURES
Can you differentiate weather from climate?
How does weather affect our lives?

Recall what happened when you saw a flash of lightning from a distance.
You heard thunder, wind blew , and it rained hard. That was an experienced
of just one weather disturbance. What do you call it?
AAA. Presenting examples/ instances of the

lesson Group Activity: “Types of Weather
Disturbance” Approach: Collaborative
Strategy: Peer Teaching
Activity: AFA
(The teacher pre- assigned the group and the topic to be discussed by each group.
Teacher should check first the output of the group)
XIII. Problem: What are the types of weather disturbances?
XIV. Materials: chart or Powerpoint presentation or video presentation can be
used by the reporter of each group
XV. Procedure:
a. Listen to each group report.
b. Understand and jot down important facts about the different
weather disturbances.
Group I- Storm
Group II- Thunderstorms
Group III- Hurricane and Tornadoes
Group IV- Tropical Cyclone
BBB. Discussing new concepts and practicing new skills #1

Sharing of results
CCC. Discussing new concepts and practicing new skills #2

What are the characteristics of storm?
What are the most common types of weather disturbance?
Where does a hurricane form?
Why it is considered the most violent storms on Earth? What is it
several names?
How does it rotate?
How are tropical cyclone classified?
How do tropical depression, tropical storm and typhoon differ? How
will you describe a tornado?
Why it is considered incredibly destructive?
DDD. Developing mastery (Leads to formative assessment

Direction: Complete the concept map below
Weather
Disturbances
EEE. Finding practical applications of concepts and skills in daily living

What type of weather disturbance have you experienced? How
did it affect you and your family?
FFF. Making generalizations and abstractions about the lesson

What are the types of weather disturbance?
What are their differences?

 Storm is a violent disturbance in atmosphere marked by sudden changes in
air pressure and rapid air movements.
 Thunderstormis a localized storm cloud that produces thunder and
lightning.It is one of the most common types of weather disturbances that
is experienced in the country.
 Hurricane is a tropical storm with sustained winds of at least
120km/hr. Hurricanes, considered the most violent storms on
Earth, have several names depending on the location where they
are formed.When winds in a tropical cyclone occurs in the
Atlantic or central Pacific Ocean, it is called a hurricane. In
western Pacific Ocean in some parts of asia like Phillipines,
weather disturbances that occur are referred to as typoons. In the
Indian Ocean, they are called cyclones.Hurricanes rotate in a
counterclockwise direction around an “eye.” The center of the
storm or “eye” is the calmest part. It has only light winds and fair
weather.
 Tropical cyclones are area of low pressure that contains rising warm
air.
 Tropical cyclones are classified into three according to the maximum
speed of the wind blowing near the center.
A. Tropical depression- has maximum sustained wind speed of less
than 63 kph. When it gains speed, it becomes a storm and
eventually a typoon.
B. Tropical storm- has maximum sustained wind speed which ranges
from 63 to 118 kph.
C. Typhoon- has a wind speed greater than 118 kph
GGG. Evaluating Learning
Direction: Identify the type of weather disturbance being described below:
Choose your answer from the word inside the box.
tornado tropical cyclone
storm hurricane thunderstorm
1. It rotates in a counterclockwise direction around an” eye “.

2. It is localized storm cloud that produces thunder and lightning.
3. A violent disturbance in atmosphere marked by sudden changes in air
pressure and rapid air movements.
4. These are classified into three according to the maximum speed of the wind
near the center..
5. A whirling, funnel-shaped windstorm, which often develops from a
thunderstorm.
HHH. Additional activities for application or

remediation Research on the effects of weather disturbances to
people. Write your report on a piece of short coupon bond.
.
WEEK 4 Day 1
Lesson 16: Describing Typhoon and How It Is Formed
I. OBJECTIVES
A. Content Standard
The Learners demonstrate understanding on weather disturbances and their
The learners should be able to prepare individual emergency kit
The learners should be able to describe typhoon and how it is formed S5FE-
IVd-4
II. CONTENT
Types of Weather Disturbances

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 354-358
b. Cyber Science Worktext by Valencia pp. 323-326
c. Science Links by Larisma pp.237
d. Science Works 5 pp.268-267, 272-273

LRMDS –Typhoon in the Philippines p.128

Activity sheet, chart, PowerPoint presentation, pictures
IV. PROCEDURES
Through Powerpoint Presentation
Sci-cionary.
Write the missing letters in the boxes to complete the words. Use the given clues as
your guide
1. W A H R
The condition of the atmosphere at a certain time and place
2. A G T
Wind that comes from the Southwest area
3. A M S P E E
. It includes all the gases on earth 4.

A H N
Wind that comes from the northeast area

lesson KWLH
Fill in the KWLH chart
What do you know about typhoon?
What I KNOW What I Want What I HOW can I

to KNOW LEARNED Learn More

Approach: Inquiry Based Strategy:
Practical Inquiry Model Activity:
AICDR
Group Activity: “Formation of Typhoon: A simulation”

I. Problem: How is a typhoon formed?
II. Materials: sturdy shoe or wooden box, 2 transparent plastic tubes, Ice
cubes
III. Procedure:
1. Cut both ends of the plastic bottle.
( Note: No need to do this if you are using a plastic tube)
2. Make two holes on one side of the box just enough to fit the glass tube
or plastic bottle.
3. Place the bottle and ice cubes under each hole then light the
candle.
4. Observe the direction of the smoke.
Questions
1. How will you differentiate the temperature of air over each
hole?
2. Which part of the convection box is most likely to have the
same condition of a place where typhoon is formed?
3. How does the convection box help you understand the concept of
typhoon formation?
IV. Conclusion:
_

Sharing of results
E. Discussing new concepts and practicing new skills # 2

a. What is a typhoon? There are two different parts of the typhoon, How
will you describe each?
b. What can you say about the winds surrounding the center of the
c. What behavior of the air explain how the typhoon is developed.

Read the comic strips, then answer the questions that follow.
.
Answer the following
1. What did Alex learn from Mang Luis?
2. In your own words, explain how typhoons are formed?
3. What are the two different parts of the typhoon?
4. What happens when the eye of the typhoon reaches your
place?
5. Describe the wind and rain inside the eye wall?

Typhoons in the Philippines are formed in the tropic part over the Pacific
Ocean and in South China Sea usually from June to November.
Why do you think typhoons usually develop and occur during these months? (During
these months our country receives a high amount of heat from the sun. The warm
moist air is formed above the ocean water due to the rapid evaporation that occurs.
These lead to the formation of typhoon)

a. What is a typhoon?
b. How does a typhoon formed and developed?
c. Fill in the KWLH chart.
Typhoon- is a weather disturbance. It is a very large mass of whirling

moist air formed in warm seas. It brings heavy rains, strong winds, co
flooding and dangerous waves.
 It may be called differently depending on its location. It is known a
hurricane in the northern hemisphere , cyclone in the western part the
southern hemisphere, while in the eastern part in the southern
hemisphere it is known as typhoon.
 A typhoon has two parts: the eye and the eye wall
How a typhoon is formed
It is important to recall the behavior of a moving air to understand ho
typhoon is formed.
 When warm air rises , it produces an area of low pressure, while the cooler
and denser air produces an area of high pressure
 Since warm air is lighter, it rises into the atmosphere while the cold air sinks
 Once there is a greater difference in air pressure and temperature between a
mass of cold air (front), strong winds occur. The wind blows from a higher
pressure are (HPA) to a low pressure area(APA)
 A low pressure area then develops into a typhoon when the air moves in a
large tightening spiral around the calm center or eye of the storm and forms
a giant whirlwind
Direction.: Write TRUE if the statement describes a typhoon and
typhoon formation and FALSE if not. Write your answer
before the number. .
_1. A typhoon can also be called storm, hurricane and cyclone
depending on its location.
_2.Typhoon is one of the most destructive calamities that
brings heavy rain and strong winds.
_3.Typhoon are formed in warm seas when the wind picks up heat
and moisture.
_4. A high pressure area develops into a typhoon.
_5. The behavior of a moving air affects the development of
typhoon.

Cut topic or article about typhoon that hits the Philippines. Paste it on your notebook.
Write a simple explanation how this typhoon formed.
WEEK 4 Day 2
Lesson 17: Observing Changes in Weather Before, During and
After a Typhoon
I. OBJECTIVES
A. Content Standard
The learners should be able to observe the changes in the weather before,
during, after a typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 pp 354-358
d.Science Works 5 pp.268-267, 272-273

LRMDS –Typhoon in the Philippines pp.128
C. Other Learning Resources

Activity sheet, chart, PowerPoint presentation, pictures https:/www.youtube.com/watch?
v=hXx8w)r6FsM https:/www.youtube.com/watch?v=pNh=SXaUgA
https:/www.youtube.com/watch?v=hXX8wOr6FsM
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new
lesson Power point presentation
Direction: Read the following sentences. Give the correct answer
1. Where are typhoons mostly formed?
A. high pressure areas B. areas with low altitudes
C. rain forest D. tropical areas
2. Which part of the typhoon is calm?

A. head B. tail
C. eye wall D. eye
3. Which of the following occur when there is a typhoon?

A. big rising waves B. dangerous winds
C. flashfloods D. All of the above

Look at the picture.
What can you say about the picture?

Observe the weather condition, What can you say about it?

Watching Video
A. Before Typhoon
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN,
PHILIPPINES
https:/www.youtube.com/watch?v=hXx8w)r6FsM
B. During Typhoon
ACTUAL VIDEO OF STORM SURGE OF TYPHOON
HAIYAN”YOLANDA” LEYTE, PHILIPPINES
https:/www.youtube.com/watch?v=pNh=SXaUgA
C. After Typhoon
TACLOBAN CITY AFTER TYPHOON
YOLANDA: Maharlika Highway to Tacloban DZR Airport
Group I
Before the typhoon

Answer the following questions
1. How will you describe the weather of the place?
2. Write your observation about the following in this graphic organizer.
Create a song or jingle based on your observations.
a. clouds
b. sky
c. wind
d. temperature
e. sun
Group II
During the typhoon
2. Write your observation about the following in this graphic organizer.
a. clouds
b. sky
c. wind
d. temperature
e. sun
Group III
After the typhoon

2. Write your observation about the following
a. clouds
b. sky
c. wind
d. temperature
e. sun

Sharing of results

1. What can you say about the weather of Tacloban City before
Typhoon Yolanda hits the place? during the typhoon? After the
typhoon?

assessment) Game:
Observe pictures showing before, during and after a typhoon.
Paste the picture in BLUE paper if it happens before, in RED if it happens during and
in GREEN if it happens after.
Approach: Reflective Approach
Strategy: Self-Reflection
Activity : TTRA
After viewing what happened in Tacloban City before, during and after
typhoon, what lesson in life have you learned from it?
What are you going to do if the same scenario would happen in your own place?

What are the changes in weather before, during and after a typhoon?
Background Information for the

Teacher BEFORE A TYPHOON
 There are formation of dark clouds
 Air is colder and dry
 Reddish clouds at sunrise and sunset
 Humidity is high
DURING A TYPHOON
 Strong winds and heavy rains
 Sky is cloudy
 Big waves in the sea
 Surging of winds in counterclockwise direction
AFTER A TYPHOON
 Speed of wind decreases
 Sun is starting to shine
 Sky is clear
 Little rain but not as much as during typhoon
 Environment are flooded
 Damaged plants and structures
Direction: Write Before, During or After to indicate when each weather
condition happen.
_ 1. There are heavy rains and strong winds.
_ 2. The sky becomes clear.
_ 3.There are formation of dark clouds.
_ 4. The air is dry and cold.
_ 5.Big waves are observed in the sea.

Based from your experienced, what weather changes happened in your place before,
during and after a typhoon. Write it in your notebook
WEEK 4 Day 3
Lesson 18: Enumerating Precautionary Measures Before a Typhoon
I. OBJECTIVES
A. Content Standard
The learners should be able to enumerate precautionary measures before a
typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 page 359
b. Cyber Science Worktext by Valencia pp. 341-
d.Science Works 5 pp.275-276

LRMDS –Module 51

activity sheet, chart, powerPoint presentation, pictures, real objects
IV. PROCEDURES
Write B if the statement describes a place before a typhoon, D if during and A if it is
after.
1. Many trees are uprooted and fallen.
2. Water level in rivers and seas increases
3. The sky is covered with dark clouds and heavy rains start to pour.
4. The sun is shining and the wind is blowing gently.
5. Heavy rain falls and strong winds are blowing.

People need to be safe at all times during a weather disturbance such as typhoon. To
be safe, there should be enough preparation before the weather disturbance. What
preparation should we do for us to be safe?
Let’s find out.
C. Presenting examples/ instances of the

lesson Approach: Constructivism
Activity: 3 A’s Activity
Group the pupils according to their field of interest.
(Note: As much as possible, there must be an equal number of pupils.)
Group I – The Actor/Actress

Create a short presentation in the form of drama or role
play to show steps of preparing for the coming of typhoon.
Group II – The Reporters
Perform a 2 minute radio broadcast about the steps in preparing
for the coming typhoon.
Group III – The Choral
Create a jingle or a song showing ways in preparing for a
typhoon
Group IV – The Poet
Write a poem or a verse about safety precautions before a typhoon

Sharing of results

a. What should you do when you hear a typhoon warning in a
weather forecast?
b. What safety precautions before a typhoon are seen by each
group’s performance?

Put a check on the statement that tells whether the precaution is before a typhoon and
cross if not.
1. Repair leaking roofs and broken windows.
2. Avoid playing in the flood.
3. Stay away from falling trees and falling debris.
4. Know where to evacuate in times of emergency.
5. Store candles, flashlights, extra supply and food and water.
G. Finding practical applications of concepts and skills in daily

living To avoid destruction caused by the unforeseen events it is always
wise to prepare in order to be ready to face danger and to feel secure and
safe. There is a weather report that there will be a typhoon coming, how will
help your family prepare before a typhoon strikes?

Enumerate the precautionary measures before a typhoon.

Warning signals and forecasts enable the people to prepare accordin order togly in
ensure safety for the incoming of the weather disturbance
Safety Precautions Before a Typhoon

 During the rainy season, always be prepared for the coming of th
typhoon
 Tune in to radio/television programs for the latest PAGASA bulleti ns
about the typhoon.
 Know where to evacuate in times of emergency
 Make a repair and strengthen some house posts. Check the eves roofs if and
they are safe and secure.
 Prepare a disaster supplies kit. Include canned food and a can op bottledener,
water , battery operated radio , candles, matches, flashligh protectivet,
clothing and written instructions on how to turn off elect gas and water. ricity ,
 Is case there is an injury, always be ready with first aid kit.
 Stay away from low- lying areas
 If a typhoon is coming, contact all family members and remind the go
home early as soon as possible to avoid accidents m to
 Keep a list of emergency phone numbers on display
Direction: Encircle the letter of the correct answer.
1. Before a typhoon comes what kind of foods should we store?
A. Fresh meat, vegetable and fruits
B. Foods that do not need cooking
C. Canned good and liquor
D. foods that are easy to prepare
2. Which one does not show precautionary measure before a

typhoon?
A. Boil drinking water
B. Check electrical appliances before using.
C. Be ready with your first -aid kit in case there is an injury.
D. Keep a list of emergency phone numbers on display.
3. Which of these precautionary measure is recommended before a

typhoon happens?
A. listen to radio or news for updates from PAGASA
B. Help typhoon victims by donating foods and clothing
C. Evacuate to a higher and safer area.
D. Check electrical appliances before using them.
4. Why do we need to follow safety measures before a typhoon?
A. To solve lives and properties
B. To pleas the authorities
C. To prevent typhoon from coming.
D. To stop typhoon when it happens
5. Which picture shows preparing safety measure before typhoon? I

II III
A. I only B. II only C. I and II only D. I, II and III

Create a poster to help the people in the community become aware of ensuring safety
for their family before severe weather disturbances. Use a cartolina (half size) for
your poster. Make your message clear and your illustrations colorful
Week 4 Day 4
Lesson 19: Enumerating Precautionary Measures During a
Typhoon
. OBJECTIVES
.
The learners should be able to enumerate precautionary measures during a
typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 p. 360
c. Science Works 5 pp.276
d. Exploring and Protecting Our World by Coronel et.al. p. 300

LRMDS –Module 51

activity sheet, chart, powerpoint presentation, pictures, metacards
IV. PROCEDURES
a. What are the safety measures before a typhoon?
Here are some tips to avoid accidents when there are weather
disturbances
b. Combine the syllables in each number to form a word. Write your
answer on the blank.
1. di ness rea =
2. ness pared pre =

3. tions pre cau =

A typhoon is a natural disaster that cannot be prevented. Its effect on people and
nature can be very destructive and fatal. This is why it is important to know the
different precautionary measures that one should do during typhoon. Let’s find out
what are these ways so that we can share these to our own family.

lesson Approach : Constructivism
Strategy : Activity Based
Activity : 3A’s
Group I
“Let’s Make It”
1. Create a poster where safety measures during typhoon is depicted.
2. Make your message clear and your illustration colorful to make it
realistic.
Group II.
“ Jot ‘em Down “
1. Discuss with your group the precautionary measures to be done during
typhoon.
2. Summarized them and write on a Manila paper
3. Be ready with your reporting
Group III
“ Let Everybody Know”
1. Prepare a 2-minute broadcasting activity about safety precautions during
a typhoon.

Sharing of results

1. What precautionary measures can you do during typhoon?
2. Why is it important to know the different precautionary measure during
typhoon?
Written on metacards are different precautionary measures. Read
and tell if it is to be done during a typhoon or not
Listen to the latest news about the typhoon.
Stay away from dangling electrical wires on the street.
Make necessary repairs in the house.
Listen to the latest news about the typhoon
If outside your home, stay away from electrical posts.
Stock up an adequate supply of rice and canned goods

Why it is not advisable to go outside and make outdoor activities during
typhoon?

What should one do when there is already a typhoon? Enumerate
some precautionary measure during typhoon?
Background Information for Teacher

What to do during typhoon
 Do not panic. Stay calm and keep your radio and television open latest to get
weather updates
 Be alert. Watch out for water leaks around the door and windows of your
house.
 Stay in safe place at home. Avoid staying near glass window s and
electrical outlets.
 Do not attempt to cross flooded area. It can be very dangerous be of thecause
heavy rains and strong winds.
 Keep yourself warm by putting on thick clothing to avoid catching cold
 If you are advised by emergency by emergency mangers to evacuate, do so
immediately.
I. Evaluating Learning
Put a check before a number on the statement which shows preparation during a
typhoon and cross if not.
1.Transfer or keep all home appliances to a dry and safer place.
2. Do not attempt to cross on a flooded area.
3. Stay in a safe place at home, avoid staying near glass
windows and electrical outlets.
4. Check for injured or trapped people, without putting yourself in
danger.
5. Do not panic stay calm and keep your radio and television open
to get latest weather updates.

Week 4 Day 5
Lesson 20: Enumerating Precautionary Measures After a Typhoon
. OBJECTIVES
A. Content Standard
The learners should be able to prepare individual emergency kit.
The learners should be able to enumerate precautionary measures after a
typhoon
S5FE-IVd-4
II. CONTENT

A. References:
1. Textbook pages:
a. Sci-Bytes Worktext in Science 5 page 360
c. Science Works 5 pp.277
d. Exploring and Protecting Our Worldby Coronel et.al. p.300

LRMDS –Module 51

activity sheet, chart, PowerPoint presentation, pictures, metacards
https://www.youtube.com/watch?v=vNSFrrtoQSU
https://www.youtube.com/watch?v=WRpixj_mb30
IV. PROCEDURES
FACT or BLUFF
Here are some safety measure to follow during typhoon. Write FACT if it correct and
BLUFF if not.
1. Prepare first aid kit with ready medicines.
2. Stay calm, don’t panic.
3. Stay inside your house.
4. Check your house for damages and make repair at once.
5. Always listen to radio or news for updates
Compare the two pictures. What can you say about them?. What
damages does typhoon brought in the place?
Can we lessen the destructions brought by this calamity?

lesson Video Viewing
a. Set the standards for viewing
b. Present a video of typhoon that hits the country.
c. With your group, discuss, then enumerate the ways that people do after
the typhoon. Write your answer on a manila paper.
d. Post your work

Sharing of results

1. What are precautionary measures after a typhoon?
2. Why is it important to know and follow the different precautionary
measures during typhoon?

“ Pass the Ball:
As the music plays the pupils will pass the ball. When it stops one who’s
holding it will give one precautionary measures after a typhoon.

Think of the strongest typhoon that has ever hit your locality. Try recalling the
typhoon’s name and the damages it brought. Give precautionary measures that should
have done to avoid the said damages.
What should one do after a typhoon?
Enumerate some precautionary measures after a typhoon?

What to do after a typhoon
 Stay indoors until it is safe to come out.
 Keep away from broken electric posts.
 Stay away from still water. It maybe electrically charged from dr owned
power lines
 Check for injured or trapped people. without putting yourself in da nger.
 Avoid passing along mountainsides for possible landslides.
 Avoid crossing rivers where there are still strong current.
 Don’t drink tap water until officially say it is safe to do so.
 Boil your drinking water if mineral water is not available.
 Eat only foods that are thoroughly washed and cooked well to avoid
diseases like cholera, dysentery, and typhoid fever.
Put a check before a number on the statement which shows preparation after a
typhoon. and cross if not.
1. Clean your surroundings. They must kept from objects blown by
the winds.
2. Avoid passing along the mountainsides for possible
landslides.
3. Stay away from broken posts and electrical posts.
4. Keep away from manholes in the street.
5. If you are at the evacuation area, make sure that it is safe to return
home.
J. Additional activities for application or

remediation How can you be safe from the effects of
typhoon? Complete the concept map.
Precautionary Measures After a Typhoon

What should I do after a typhoon? I
will
WEEK 5 Day 1
Lesson 21: Describing the Effects of Typhoon on the Community
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weather disturbances and their effects on
the environment
The learners should be able to prepares individual emergency kit
The learners should be able to describe the effects of a typhoon on the
community
S5FE-IVe-5
II. CONTENT
Effects of weather disturbances on living things and the environment

A. References:
1. Textbook pages:
a. The New Science Links 5, pp. 207 – 220
b. Cyber Science 5, Nicetas Valencia et. al pp. 329 - 336
c. The New Science Links, Evelyn Larisma et al pp. 355 – 356
d. Science @ Work pp. 294 – 295
2. Additional Materials from Learning Resource (LR) http://4.bp.blogspot.com/-

QzQIXwiawtI/UL91STgw43I/AAAAAAAABHQ/ftgoCU3qfi8/s1600/374528_
531328553546601_262585512_n.jpg https://www.youtube.com/watch?
v=KYY5Vh-fCr4

activity sheet, chart, pictures, powerpoint presentation
IV. PROCEDURES
lesson Brainstorming
You heard from the news that there is a typhoon coming in your place. What will you
do?
How will you prepare for the coming typhoon?

Study the pictures
What do the pictures show?

When does it happen?
lesson Collaborative approach(TDAR)
Group Activity: Explain me!
I. Problem: Identify the effects of typhoons

II. Materials: Video presentation, Activity sheet
III. Procedure:
1. Watch the video presentation.
https://www.youtube.com/watch?v=KYY5Vh-fCr4
2. List down some damages brought about by typhoon to living and
nonliving things
3. Enter your observations in a table like this.
EFFECTS OF TYPHOON ON THE COMMUNITY
Living things Nonliving thins
Data and Observation

1. How do typhoons affect people, plants and animals?
2. What are the positive effects of typhoons?
XVI. Conclusion:
_
_
_
____ ____

Sharing of results

Different activities will be given to the group (Collaborative Approach)
Group 1 – Let’s act
Act out the effect of typhoon
Group 2 – Let’s Draw
Draw the effects of typhoon
Group 3 – Let’s Sing
Compose a song about the effect of typhoon
Group 4 – Let’s Recite
Create a poem about the effects of typhoon

Answer the following questions:
1. What health hazards do typhoons bring to people in the community?
2. How may storm surges affect the people near the bodies of water?
3. How do landslides and flooding affect the people in the community?

A strong typhoon hits your nearby barangay. Many people were homeless and
stayed in the evacuation center. How can you help them? What will you do?

What are the effects of typhoon in the community?

Typhoon cause so much damage in a place because it brings with it strong
winds, heavy rains, storm surges and tornadoes. Typhoons usually cause floods,
which greatly cause a lot of danger and damage such as destroying crops,
destroying buildings, killing people and other living things. Oil spills can result
when strong waves and winds brought about by typhoons damage the oil
platforms. Oil spill can cause death in marine life
such as fish kill.
Storm surge may occur along the coastal similar to what happened in
Tacloban, Leyte during Typhoon Yolanda in 2013.
Fish farms or cages in some parts of the country are also by the storm.
Boats capsize and ships may overturn and sink when huge waves hit them.
Fish farms or cages in some part are also affected affected when there is a
typhoon. Millions of pesos are lost as strong typhoons can destroy facilities,
equipment and products from fish farms.
The lives of fishermen who happen to go out to sea to catch fish are
endangered when caught.
Typhoon, however, have positive outcomes too. Typhoons bring abundant
fresh water, though this may mean floods. Dams are easily filled up by heavy
rains that accompany a typhoon, which replenishes most of the country’s water
supply.
Choose the letter that describes the effects of typhoon.
a. The farmers crop get destroyed when there are heavy rains which result
to flooding.
b. Loss of lives and damage to properties happen due to flooding and
landslides
c. Thousands of families become homeless.
d. Fisherman can go fishing and abundant catch awaits them.
e. Power supply is cut off for several days as falling trees destroy the
electric posts and power lines
f. People lose their homes and means of livelihood.
g. Prices of basic commodities become cheaper.

The Philippines is often visited by typhoons. Use your imagination and creativity to
design something which you can use during or after a typhoon. Then write few
sentences to discuss your purpose for inventing such thing and what your thing can
do.
WEEK 5 Day 2
Lesson 22: Enumerating Different Storm Signals
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of weather disturbances and their effects on
the environment
The learners should be able to enumerate different storm signals S5FE-
IVe-5
II. CONTENT
A. References
1. Textbook pages:
a. Science and Me 5, Efrain E. Abracia pp. 242 – 243
b. Cyber Science Worktext in Science and Technology 5, Nicetas G.
Valencia et. al., pp. 216 – 220

https://www.youtube.com/watch?v=Y9wrw9Q5ZAE
https://www.youtube.com/watch?v=RLI4pspeWQ8

chart, activity sheet, pictures, powerpoint presentation, laptop
IV. PROCEDURES
Complete the concept map below
Effects of typhoon

Listening to weather report:
https://www.youtube.com/watch?v=Y9wrw9Q5ZAE
What is the weather report all about?
What are the storm signals mention on the report? What are
the places under storm signal number 1? 2? Why are
weather reports important?

lesson Group Activity: Let’s Move It
I. Problem: Identify different storm signal
II. Materials: video presentation, manila paper
III. Procedures:
1. Watch the video presentation:
https://www.youtube.com/watch?v=RLI4pspeWQ8
2. Enumerate the different storm signals and describe it.
3. Record your observation on the table below.
Storm Signals Description
IV. Data and Observation

Questions:
7. What are public storm signals?
8. How do they differ from one another?
9. Why are public storm signals raised in places that might be
affected by a typhoon?
10. What will you do when you hear typhoon signals 1, 2 or 3?
XXIV. Conclusion:
I therefore conclude that _

Sharing of results

Constructivism (Direct Instruction)
Encircle the letter that has the correct answer.
1.The government agency that warns the people of an approaching

typhoon.
A. PHIVOLCS B. PAGASA C. DENR D. DEPED
2. Typhoon signals are raised according to .

A. strength of the wind C. strength and speed of the wind
B. speed of the wind D. none of the above
3. Weather bulletin are posted and warnings are issued by PAGASA on

what purpose?
A. to give people time to prepare
B. to give people to go and a movie
C. to give people time for swimming
D. to give people time to party
11. When classes in all levels are suspended and work in government offices
are likewise suspended, typhoon signals is raised to _.
A. Signal No. 1 B. Signal No. 2 C. Signal No. 3 D. Signal No. 4
5.) Strong winds of 60-100 kph is expected within 24 hours and classes in
the elementary and secondary levels are suspended. It describes _ _.
A. Signal No. 1 B. Signal No. 2 C. Signal No. 3 D. Signal No. 4
F. Finding practical applications of concepts and skills in daily

living You heard from the news that there is a typhoon that will enter the
Philippine Area of Responsibility and Public storm Signal Number 3 is raised
on your barangay. What will you do? Why? How will you prepare for it?
G. Making generalizations and abstractions about the lesson

What are the different storm signals?
Background Information of the Teacher

Typhoon signals are raised when wind speed is very strong. Wind strength
determines typhoon signals. Philippines Atmospheric, Geophysical and
Astronomical Services Administration (PAGASA) is a government agency that
issue warnings to people. Typhoon signals to warn people of the coming typhoon
through their regular weather bulletins.
Wind speed is expressed in kilometers per hour (Kph) and wind speed is
measured by the use of an anemometer.
The following are different typhoon signals and their descriptions.
Typhoon Signal Meaning

Number 1 Weather disturbance is within the
Philippine Area of Responsibility. Winds
are up to 60 km per hour may be expected
in the locality within the next 36 hours.
Classes are suspended in the nursery,
kindergarten and pre – school levels.
Number 2 Weather disturbance is affecting the

locality. Winds of 60 to 100 km per hour
are expected within the next 24 hours.
Houses of light materials should be
strengthened.
Classes in elementary and
secondary levels are automatically
suspended.
Number 3 Weather disturbances are dangerous to

the locality. Winds of more than 100 km per
hour are expected within the next 12 to 18
hours.
Classes are suspended in all levels and
people are advised to stay indoors. Seas
will be very rough
Number 4 A super typhoon is expected in the
locality with wind speeds of 200 km per
hour or more
H. Evaluating learning
Direction: Label the description below to enumerate the different storm
signal.
1.Winds of 60 to 100 km per hour are expected within the next 24
hours.
2. A super typhoon is expected in the locality with wind speeds of
200 km per hour or more
_ 3. Winds is up to 60 km per hour may be expected in the
locality within the next 36 hours.
4. Winds of more than 100 km per hour are expected within the next
12 to 18 hours. Classes are suspended in all levels and people are advised to
stay indoors
I. Additional activities for application or remediation

Describe and classify two or more powerful storms that occurred in the
area where you live. Include the storm signals of these typhoons. How
much damage did they cause?
WEEK 5 Day 3
Lesson 23: Describing the Effects of Winds in a Given Certain
Storm Warning Signal
I. OBJECTIVES
A. Content Standard
The learners should be able to describe the effects of winds in a given certain
storm warning signal
S5FE-IVe-5
II. CONTENT

A. References
1. Textbook pages:
Cyber Science Worktext in Science and Technology 5, Nicetas G.
Valencia et. al., pp. 340 – 341

activity sheet, chart, powerpoint presentation,
IV. PROCEDURES
Read each item carefully then choose the letter of the correct answer.
1. If Storm Signal No. 4 is raised, the speed of the wind is at least:

A. 85 kph C. 120 kph
B. 100 kph D. 186 kph
2. Which government agency gives weather reports?

A. PHIVOLCS
B. PAGASA
C. DSWD
D. Disaster Coordinating Council
3. Look at the picture. What storm signal corresponds to thetyphoon

shown below?
A. Storm Signal Number 1
B. Storm Signal Number 3
C. Storm Signal Number 2
D. Storm Signal Number 4
4. PAGASA has just raised typhoon signal number three in Metro

Manila and neighboring Northern Luzon provinces. What does this?
A. Winds up to 60 kph may be expected in the locality
B. Winds from 60 – 100 kph may be expected within the next 24 hours
C. Winds with a speed of 100 – 185 kph are expected in the area in at
least 18 hours
D. Winds with a speed greater than 185kph are expected to hit the area
in at least 12 hours

Observe the pictures.
How will you describe the pictures?

What does the picture show?
How do they differ?
lesson Collaborative approach
Group Activity:
I. Problem: Describe the effects of winds in a given certain storm
warning signal
II. Materials: books, manila paper, pentel pen
III. Procedure:
Form group of five members. Conduct a research in the internet or
read books about the effects of winds in a given certain storm
warning signal.
Questions:
1. What are the effects of winds in different storm signal?
2. How does the strength of the wind differ in each storm signal?
V. Conclusion:
I have learned that _

Sharing of results

Make a poster showing the effect of wind for different storm signal
Group 1 – Storm signal number 1

Study the pictures below. Tell the typhoon signals that cause that damage
living Your house is made of light materials. Then you heard from the news
that typhoon storm signal number will hit your place. What will you do?
Why?

e. What are the effects of winds on different storm warning?
Background Information for the
Teachers Storm Signal Number 1

Meteorological Conditions
- A tropical cyclone will affect the locality. Winds of 30 –
60 kilometers per hour (kph) may be expected in at least 36 hours
or intermittent rains may be expected within 36 hours.
(When the tropical cyclone develops very close to the locality - a
shorter lead time of the occurrence of the winds will be
specified in the warning bulletin)
Impact of the Winds
 Twigs and branches of small trees may be broken.

 Some banana plants may be tilted or downed.
 Some houses of very light materials (nipa and cogon) may
be partially unroofed.
 Unless this warning signal is upgraded during the entire
existence of the tropical cyclone, only very light or no
damage at all may be sustained by the exposed
communities.
 Rice crop, however, may suffer significant damage
when it is in its flowering stage.
Storm Signal Number 2

A tropical cyclone will affect the locality. Winds of greater
than 60 kph and up to 100 kph may be expected in at least 24
hours.
Impact of the Winds
 Some coconut trees may be tilted with few others broken.

 Few big trees may be uprooted.
 Many banana plants may be downed.
 Rice and corn may be adversely affected.
 Large number of nipa and cogon houses may be partially or
totally unroofed.
 Some old galvanized iron roofings may be peeled off.
 In general, the winds may bring light to moderate
damage to the exposed communities.
A tropical cyclone will affect the locality. Winds greater
than 100 kph up to 185 kph may be expected in at least 18
hours.
Impact of the Winds
 Many coconut trees may be broken or destroyed.

 Almost all banana plants may be downed and a large
number of trees may be uprooted.
 Rice and corn crops may suffer heavy losses.
 Majority of all nipa and cogon houses may be unroofed or
destroyed and there may be considerable damage to
structures of light to medium construction.
 There may be widespread disruption of electrical power and
communication services (including the Internet).
 In general, moderate to heavy damage may be expected,
practically in the agricultural and industrial
sectors.
Meteorological Condition
A very intense typhoon will affect the locality. Very strong
winds of more than 185 kph may be expected in at least 12 hours.
Impact of the Winds
 Coconut plantation may suffer extensive damage.

 Many large trees may be uprooted.
 Rice and corn plantation may suffer severe losses.
 Most residential and institutional buildings of mixed
construction may be severely damaged.
 Electrical power distribution and communication services
(including Internet) may be severely disrupted.
In the overall, damage to affected communities can be very
heavy
Direction: Write 1 if the effect of the wind describe storm signal 1, 2
for signal number 2, 3 for signal number 3 and 4 for signal
number 4.
1. Twigs and branches of small trees were broken

2. Many houses are destroyed
3. Great loss of lives and properties
4. Few big trees were uprooted
5. Houses of light materials like nipa and cogon were
partially unroofed.
.
Write 4 – 5 sentences explaining the importance of having knowledge about the
effect of wind on different storm signal.
Week 5 Day 4
Lesson 24: Explaining the Importance of Knowing Storm Signal
I. OBJECTIVE
A. Content Standard

The learners should be able to explain the importance of knowing storm signal
S5FE-IVe-5
II. CONTENT

A. References:
1. Textbook pages:
Science and Me 5 pp. 246

metacards, activity sheet
IV. PROCEDURES
Written on the metacards are the impacts of the wind under different storm
signals. Place then on their proper column
Twigs and branches of small trees may be broken (1)
Electrical power distribution and communication services (including

Internet) may be severely disrupted.(4)
Few big trees may be uprooted (2)

Classes in all levels are suspended and children should stay in the safety
(3)
Many coconut trees may be broken or destroyed.(3)
Some houses of very light materials (nipa and cogon) may be

partially unroofed (1)
Many large trees may be uprooted (3)
Signal # 1 Signal # 2 Signal # 3 Signal # 4

lesson Brainstorming
Why do you think PAGASA gives advance weather forecast especially
when there is a typhoon that will enter the Philippine Area of Responsibility?

Group Activity:
I. Problem: Explain the importance of knowing storm signal
II. Materials: manila paper
III. Procedure:
Work in groups with five to six members. Discuss with your group
the importance of having knowledge about storm signal. Be ready to
discuss it in class.
Questions:
h. Why is it important to have knowledge about the
weather?
i. What do you think will happen if PAGASA didn’t inform
the public about the coming typhoon and its storm signal?
j. Why is it important to be prepared especially if a typhoon will
hit your area?
V. Conclusion:
_
_

Sharing of results

Think – Pair – Share
What actions do the air and water transportation services take when the weather is
stormy? Why?

The class will be grouped into three
Create presentation to show the importance of knowing the storm signal. Group 1
– skit
Group 2 – choral recitation
Group 3 - jingle

You and your family plan to have an outing on Laiya Beach Resort in
San Juan, Batangas. A night before your trip you heard from the news
that there is a typhoon coming and that area is under storm signal number
2. What will you? Why?

Why is it important to know storm signals?

 PAGASA reports public storm signal to warn people of the coming
dangers.
 Storm warning signals are essential because it makes the people aware
of what a certain typhoon can bring them.
 Some people also used the storm warning signals to indicate the class
suspension.
 Storm warning signals are also used to know how great or intense a certain
typhoon is
Explain:
Why is it important to know storm signal?
(The teacher will use the rubric below to rate the answer of the pupil.)
Scoring Rubrics
Score Description
4 Students understanding of the concept is clearly
evident
3 Student understanding of the concept is evident
2 Student has limited understanding of the concept
1 Student has a lack understanding of the concept

Explain the importance of taking weather warnings seriously
Week 5 Day 5
Lesson 25: Formulating Example of News Weather Reporting
About the Coming of Typhoon
I. OBJECTIVE
The learners should be able to formulate an example of news weather reporting
about the coming of a typhoon
S5FE-IVe-5
II. CONTENT

M. References
7. Textbook pages:
a. Science for Active Minds 5, p. 316

https://www.youtube.com/watch?v=UhJ30xCDFqA
https://en.wikipedia.org/wiki/Weather_and_climate
N. Other Learning Resources

activity sheet, video presentation
IV. PROCEDURES
EE. Reviewing previous lesson or presenting the new lesson
Write FACT if the statement is correct and BLUFF if it is not correct
1. DSWD is the agency that gives weather reports.
2. Having knowledge about the weather is important for making
decision
3. PAGASA reports public storm signal to warn people of the
coming dangers of typhoon.
4. Storm warning signals are also used to know how great or
intense a certain typhoon is.
5. Storm signal raise in a certain area is the basis for
suspending classes on that place.
FF. Establishing a purpose for the lesson

A video presentation https://www.youtube.com/watch?v=UhJ30xCDFqA
What is the video presented all about?

What area affected by typhoon?
What are the elements of weather that are mentioned in the weather
forecast?
What kind of weather forecast is shown?
What are the important data that must be included in the report? Why is
weather reporting important?
GG. Presenting examples/ instances of the

1. Setting standards
2. Group the class into five.
3. Let the group formulate their own weather report about the coming typhoon
HH. Discussing new concepts and practicing new skills #1
Sharing of results
II. Discussing new concepts and practicing new skills #2

Direct instruction
What are the elements of weather that are mention in your weather
report?
What are the areas affected by typhoon?
JJ. Developing mastery (Leads to formative assessment)

Direction: Read the weather report then identify the element of weather
mentioned on the report.
Forecast: Partly cloudy to cloudy skies with light rains will be experienced over
the provinces of Batanes, Ilocos Norte, Apayao, Cagayan and Quezon. Partly
cloudy to cloudy skies with isolated rainshowers or thunderstorms is expected
over Metro Manila and the rest of the country.
Moderate to strong winds blowing from the northeast will prevail over Luzon and
Eastern Visayas and the coastal waters along these areas will be moderate to
rough. Elsewhere, winds will be light to moderate coming from the northeast to
north with slight to moderate seas.
G. Finding practical applications of concepts and skills

in daily living
Your community is located near coastal areas. You heard from the news report
that a strong typhoon will hit your place? What will you do? Why?
H. Making generalizations and abstractions about the

lesson What are the elements of weather that are included in
making weather report?

There are several elements that make up the weather and climate
of a place. The major of these elements are FIVE: temperature, pressure,
wind, humidity, and precipitation. Analysis of these elements can provide the
basis for forecasting weather and defining its climate. These same elements
make also the basis of climatology study, of course, within a longer time
scale rather than it does in meteorology.
 Temperature is how hot or cold the atmosphere is, how many
degrees it is above or below freezing. Temperature is a very
important factor in determining the weather because it
influences or controls other elements of the weather, such as
precipitation, humidity, clouds and atmospheric pressure.
 Humidity is the amount of water vapor in the atmosphere.
 Precipitation is the product of a rapid condensation process (if this
process is slow, it only causes cloudy skies). It may include snow, hail,
sleet, drizzle and rain.
 Atmospheric pressure (or air pressure) is the weight of air
resting on the earth's surface. Pressure is shown on a weather
map, often with lines called isobars.
 Wind is the movement of air masses, especially on the
Earth's surface.
Direction: Study the fact sheet below then create a weather report from
it.
Tropical Cyclone Update
Max winds / Gustiness: 65 kph / 80 kph
Forecast Movement: West at 6 kph
Tropical Storm (Maning)
Location: At 4:00 AM, 3,310 km east of Northern Luzon
(18.3°N, 153.0°E) Outside PAR

1. Read newspaper articles on typhoon Ondoy, Yolanda and Ruby.
2. Compare and contrast the three typhoons based on the following: a) how
they formed b) wind speed c) amount of rainfall d) how long they stayed in
the Philippine Area of Responsibility (PAR) and 5) extent of the damage
caused by each typhoon.
3. Fill in the table below

Typhoon How it Wind Amount Length of Extent of
formed Speed of Stay in Damage
Rainfall PAR
Week 6 Day 1
Lesson 26: Describe the phases of the moon
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of the phases of the Moon and the
beliefs and practices associated with it
The learners should be able to debug local myths and folklore about the moon
and the Stars by presenting pieces of evidence to convince the community folks
C. Learning Competency/
Objective Describe the phases of
the moon S5FE-IVg-h-7
II. CONTENT
Electricity and Magnetism
A. References
1. Textbook pages
Science for Active Minds 5by Rea Marie M. Hebron, pp.329-345 Science
Works Grade 5 by Myla Corazon S. Casinillo, pp. 291-296
2.Additional Materials from Learning Resources (LR) Portal

https://www.youtube.com/watch?v=7El4nxvG57k

powerpoint presentation, illustration
IV. PROCEDURES
I. Reviewing previous lesson or presenting the new
lessons Approach: Collaboration
Strategy: Jigsaw Method
Suggested Activity: Think, Discuss, Act, Reflect
What is the most noticeable thing you probably see at night when you look up the sky?
J. Establishing a purpose for the lesson

Create a semantic web for the word Moon
K. Presenting examples/ instances of the lesson

Activity
Earth and the Moon Interact
Materials: pictures, worksheet, marker, group of pupils
What to do:
1. Group the pupils into five.
2. Recall group work standards.
3. Distribute the picture of moon’s orbit.

4. Let the pupils brainstorm ideas based from the questions below:
a. What do the arrows tell?
b. What happens to the moon as it orbits around the earth?
1. Describe the changes that happen to the moon’s phases.
L. Discussing new concepts and practicing new skills #1

1. Group reporting/sharing

1. Teacher will use a power point presentation to further discuss the
lesson.
2. Teacher may entertain questions from the pupils.
Match the illustration of the phases of the moon with its name. Write the
letter of the correct answer.
A B
.
1. a. New moon
2. b. Crescent moon
3.
c. Half moon
4.
d. Gibbous moon
e. Full moon
5

living During the olden days, the phases of the moon were used as basis of
people in doing their daily activities like full moon offers big catch to
fishermen.
Do you think fishermen now a days are still following that belief?
H. Making generalizations and abstractions about the lesson.

Moon is the nearest earth’s neighbor in space. As it orbits the earth, the Moon
seems to change shape and disappear. It is due to the part that is lit by the sun as it
goes around. The lighted part of the moon is called the moon’s phase.
Phases of the Moon

a. New Moon – the unlighted side of the moon faces the earth that makes
it invisible when viewed from the earth. The moon and
the sun are aligned on the same side of the earth.
b. Crescent Moon – after one or two days, small edge of the moon is
lighted.
c. First Quarter Moon – after a week, half of the moon is lighted.
d. Gibbous Moon - After a few days, we see more than half of the
moon lighted.
e. Full Moon - After one week, the whole side of the moon facing th earth
becomes lighted. This happens when the earth is
between the sun and the moon.
From the full moon until a new moon, the amount of lighted surface
visible from the earth decreases. This period when the moon appears to be
decreasing in size is called a waning moon. That’s why as the moon continues
the second half of its orbit, you see another gibbous, quarter, crescent phases
before the new moon.
The moon completes one revolution around earth in about 28 days or
almost a month.
Use a yellow crayon to color the circle to show the phases of the moon.
1. full moon
2. new moon
3. first quarter
4. last quarter
5. gibbous moon
6. crescent
J. Additional activities for application or remediation.

Ask the pupils to watch a short video clip about Legend of the Moon on the
given link: https://www.youtube.com/watch?v=7El4nxvG57k
Be ready to retell it in class.
Week 6 Day 2
Lesson 27: Infer the patterns in the changes in the appearance of
the moon
I. OBJECTIVES
A. Content Standard
and the Stars by presenting pieces of evidence to convince the community folks

Infer the patterns in the changes in the appearance of the moon S5FE-
IVg-h-7
II. CONTENT
The Moon-Phases of the Moon

A. References
1. Textbook pages
2. Additional Materials from Learning Resources (LR) Portal
http://ps.uci.edu/~observat/sites/default/files/ELEM_Activity_MoonPhases.p df
http://google.com/moon
LRMDS

powerpoint presentation, pictures, model of phases of the moon
IV. PROCEDURES
lessons Approach: Collaborative
Strategy: Think Pair Share
Suggested Activity: 2D-2M
Describe the moon.
Why the moon changes its appearance?

Activity
Can You Guess?
Materials: Worksheet, marker, group of pupils
What to do:
1. Group the pupils into four.
2. Recall standards.
3. Ask the group of pupils to brainstorm and make inferences on the patterns
in the changes in the appearance of the moon.
4. Allot 5 minutes for this activity.

1. Group reporting/sharing
Ensure mastery of the topic through video clip viewing. http://google.com/moon
G.Finding practical applications of concepts and skills in daily living

If you want to check on how a crescent moon looks like, what object at home
will you use to best represent the sun, moon, earth?

The patterns in the changes in the appearance of the moon is due to the relative
position of the sun, earth and the moon.
Write T if the inference is possibly correct, and F if it is not.
_1. It is full moon when the moon is between the sun and the earth.
_2. New moon occurs when the earth is between sun and moon.
_3. Gibbous moon occurs when we see more than half of the moon is
lighted.
_4. After the gibbous moon, half of the moon’s face is seen.
_5. After the crescent moon, half of the moon is lighted.

Interview an old member in the family about a myth that he/she knew about the
moon. Share it in class.
Week 6 Day 3
Lesson 28: Illustrate the patterns in the appearance of the moon
I. OBJECTIVES
and the Stars by presenting pieces of evidence to convince the community
folks
C. Learning Competencies/ Objectives

Illustrate the patterns in the appearance of the moon
S5FE-IVg-h-7
II. CONTENT

A. References
1. Textbook pages

powerpoint presentation, boxes of colorful clay, worksheet, marker, tie wire
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lessons
Approach: Constructivists
Strategy: 3 A’s
Suggested Activity:
How does a moon look like?

Why does moon change its appearance?

Activity
Make Me
Materials: boxes of colorful clay, worksheet, marker, group of pupils, tie
wire
What to do:
2. Recall group work standards.
3. Tell the pupils of what the activity all about.
a. Use the clay to illustrate the phases of the moon.
b. Each group may use a tie wire to fasten the positions of the molded clay
4. Allot 8-10 minutes to do the activity .
M. Discussing new concepts and practicing new skills #1

1. Group sharing
* A representative from each group will go from one group to another to compare
and have a short sharing of their output for 3 minutes

1. The representatives will go back to their home group for their final
output
2. Group Reporting
Have a quick check regarding the activity through questions.
1. What did you do first to carry out the activity?
2. How did you represent the model of each phase of the moon?
3. What did you do to keep the moon, earth and sun in their position?
What is importance of our activity in your learning?
1. Giving a scale of 1-10, how do you rate yourself in performing your task as a
member of the group?
3. As a group, what did you do to achieve the expected output?
Draw the model of each phase of the moon assigned to your group.
a. New moon c. Half moon d. Full moon
b. Crescent moon b. gibbous moon

Write a personal narrative regarding your experience for today’s activity.
Week 6 Day 4
Lesson 29: Explain the reasons why does the moon undergo
changes in appearance
I. OBJECTIVES
and the Stars by presenting pieces of evidence to convince the community
folks

Explain the reasons why does the moon undergo changes in appearance S5FE-
IVg-h-7
II. CONTENT

A. References
1. Textbook pages

https://www.youtube.com/watch?v=NCweccNOaqo

powerpoint presentation, pictures, model of phases of the moon
IV. PROCEDURES
Strategy: Think Pair Share
Suggested Activity: 2D-2M
Sharing of personal narrative, 1-3 volunteers.

Prepare the class for a gallery walk.
D. Presenting examples/ instances of the lesson

Activity
Stop, Look and Listen!
Materials: Model of Phases of the moon, select pupil
Note: The teacher should set up the classroom ahead like a gallery and a
pupil who will act as a tour guide.
What to do:
2. Recall standards.
3. Tell the pupils that their task is to stop in each post, look at the pictures and
listen to the tour guide as he/she explains the reasons why does moon undergo
changes its appearance.
4. Encourage pupils to take down important details.
5. This activity will last for 15 minutes.

1. Pupils will be given 3 minutes to finalize the details their gathered from the
gallery walk.
2. Give one minute to exchange paper with his/her seatmate to proofread the
write ups.
1. Individual sharing
Ensure mastery of the topic through video clip viewing. https://www.youtube.com/watch?
v=NCweccNOaqo

What conclusion can you make if you can’t see the image of the moon on
a starry night?

Explain the reasons why the moon undergo changes in appearance.
Write T if the statement explains the reasons why the moon undergo changes in
appearance and F if it does not.
_1. It is full moon when the moon is between the sun and the earth.
_2. New moon occurs when the earth is between sun and moon.
_3. Gibbous moon occurs when we see more than half of the moon
lighted
_4. After the gibbous moon, half of the moon’s face is seen. We see last
quarter.
_5. After the crescent moon, half of the moon is lighted. We see the first
quarter.

Do the activity below. This serves as your two-week activity.
Observing the Moon

1. Observe the shape of the moon every night for two weeks.
2. Draw the moon and its shape each night in a chart similar to one
shown below.
Week Night
1 2 3 4 5 6 7
week 1
week 2
3. Compare the moon’s shape from night to night.

• Did you notice any changes in the moon’s shape? Why do you
think the shape changes?
Summative Test
A. Directions: Read each sentence carefully. Write T if the statement is
correct and F If it is incorrect.
1. A lightning is a discharge of electricity builtb up during a storm.

2. The Philippines rarely experiences typhoon.
3. Storms, cyclones, hurricanes, and typhoons are the same.
4. Hurricane is a tropical storms with sustained winds of at least 120 kph.
5. Monssons are seasonal winds usually associated with warm temperature and
heavy rains.
6. Flashfloods occur within a few hours of heavy rains.
7. The moon makes its own light.
8. The moon orbits the Earth.
9. The moon changes its shape.
10. The gravity on the is less than that on earth.
B. Write the letter of the correct answer.

11. Which best describes a storm surge?
A. expansion of the hurricane’scharacterized eye
B. sudden and rapid increase of theintensity of a storm
C. windstorm characterized by twisting, funnel-shaped cloud
D. onshore rush of water associated with a low-pressure weather system.
12. What causes the monsoon winds in the Philippines?

A. trade winds B. prevailing westerlies
C. polar westerlies D. tilting of earth’s axis
13. What is a squall?

A. abnormal rise of water level B. rapid upward mvement of air
C. sudden drop in air pressure D. increase in surfacdee wind
magnitude
14. Which is the only positive outcome of typhoons?

A. remove pollutants from the air B. remove trash from rivers
C. cause flooding D. fill up dams and replenish
water supply
15. What should you do during a typhoon?

A. Seek shelter in a basement or low ground.
B. Stay at home and be updated about the typhoon.
C. Seek high ground due to flooding.
D. Seek shelter in a basement or low ground
16. Which can be greatly damaged by typhoons?

A. forests B. agricultural lands
C. fish farms D. all of the above
17. Which of the following is responsible for issuing public storm warning Signals
(PSWS) regarding the typhoons that enter the Philippine Area of Responsibility
(PAR)?.
A. DSWD B. NDRRMC C. PAGASA D. DepEd
18. Storms need three things to form. Which of the following is NOT
included?
A. warm air B. altitude C. high winds D. moisture
19. If the te storm warning signal is number 3, which of the following is the
Impact of the wind?
A. Very heavy to widespread damage B. Moderate to heavy
damage
C. Heavy to very heavy damage D. Light to moderate
damage
20. What is the weather condition in the eye of a typhoon?
A. fair B. fine C. rainy D. windy
21. Which public storm warning signal is characterized by winds of greater than
100-185 kph?
A. 1 B. 2 C. 3 D. 4
22. What do you call the area in the center of a typhoon?

A. current B. depression C. epicenter D. eye
23. Which of the following is the best thing to do before a typhoon.

A. Transfer or keep all home appliances to dry and safer place.
B. Stay in a safe place at home.
C. Do not attempt to cross a flooded area.
D. Do not attempt to use home appliances that were wet by the
rain or flood.
24. Why is the moon considered a satellite of Earth?

A. It orbits Earth. C.It keeps Earth on its orbit.
B. It pulls Earth toward it. D. It affects the tides on Earth.
25. Where does the moon get its life?

A. earth B. produces light on its own C. stars D. sun
26. How long does it take the moon to complete its orbit around the
earth?
A. one day B. one week C. one month D. one year
27. When Earth is between the moon and the sun, the moon’s phase
is most likely a .
A. new moon B. half moon C. quarter moon D. full moon
28. Why does the moon have different phases?

A. It moves around the sun. C. It follows the sun.
B. It moves around Earth. D. Its surface experiences
seasons.
29. Wich shows the correct sequence of the moon phases?
A. new moon-full moon-half moon, gibbous moon-crescent
moon
B. new moon-gibbous moon-full moon-crescent moon, half
moon
C. gibbous moon-crescent moon-new moon-full moon, half
moon
D. new moon-crescent moon-half moon-quarter moon-full moon
30. Which period describes when the moon appears to be dcreasing

in size?
A. waning moon B. waxing moon
C. lunar eclipse D. none of these
Week 7 Day 1
Lesson 31: Relating the Cyclical Pattern of the Moon to the Length
of Month
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding on the phases of the moon and the beliefs and
practices associated with it.
The learners should be able to perform the activities sensibly.
The learner should be able to relate the cyclical pattern of the moon to the length of
month.
S5FE-IVg-h-7
II. CONTENT
The Moon: Cyclical Patterns of the Moon

E. References:
5. Textbook pages
h. The New Science Links 5 by Evelyn T. Larisma & Jan Jason Madriaga-
Mariano, pp. 369-370

LRMDS – The Moon: Phases of the Moon
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-
material-in-science-q1q4
https://www.youtube.com/watch?v=dOy5T6hRhpk
https://www.google.com.ph

activity sheets, pictures, powerpoint, calendar of the month
IV. PROCEDURE
What are the different phases of the moon? Paste the strip of paper with name
of the phase of the moon on the proper position in the picture.
Who among you play outside your house during nighttime?
What games do you play?
How do you enjoy playing it?
Do you do it every night? Why or why not?

Approach: Collaborative
Suggested Activity: TDAR (Think, Discuss, Act, Reflect)
Group Activity: “Calendar Month”
IX. Problem: What is the total cyclical pattern of the moon in a month?
X. Materials: calendar of the current year that shows the dates of the phases of the
moon, manila paper/activity sheet, pentel pen
XI. Procedure
6. Choose a month from the current calendar year that shows the dates of the
phases of the moon.
7. Work with a group and count the number of day/s it takes the moon to go
through its different phases.
3. Fill up the table below.
Movement of the Moon Number of Days
New moon to First quarter

First Quarter to New moon
Full moon to Last quarter
Last quarter to new moon
TOTAL
4. Compare your answer with the other group.
XII. Data and Observation:

1. How many days does it take new moon to reach the first quarter moon
phase?
From first quarter moon to full moon?
From full moon to last quarter?
2. Does each change phase have the same number of days?
_ _
3. When you compare your answer with the other group, do you have the
same answer? _
4. What change of phase has the longest duration? _
What change of phase has the shortest? _
5. What is the total cyclical pattern of the month you chose?
_
6. Do all the groups have the same total number of days for each
month?
V. Conclusion:
 I learned that….
 I therefore conclude that .
S. Discussing new concepts and practicing new skills #1

10. Group reporting
11. Sharing of results of the activity.

1. Teacher’s Input:
Interactive discussion on a video clip showing the phases of the moon
(https://www.youtube.com/watch?v=dOy5T6hRhpk)
“Phases of the Moon”

a. What are the four main phases of the moon?
b. What is the difference between a gibbous moon and crescent
moon?
c. What is meant by waning and waxing moon?
N. Developing mastery (Leads to formative assessment)

How many days does it take for the moon complete one phase?
How many weeks does it take for the moon to complete its phases in a month?
How many days does it take for the moon to complete its four main phases?
O. Finding practical applications of concepts and skills in daily living

Our grandparents say that people are more crazy/lunatic during full moon? Is
that true? Why is it important to study the phases of the moon?
P. Making generalizations and abstractions about the lesson

How is the cyclical pattern of the moon’s phases related to the length of the
month?
Directions: Fill in the blanks with the correct answer. Choose your answer
from the box.
last quarter moon full moon

27 ½ days 29 ½ days
week day
1. If the motion started its orbit around the Earth from a spot in line with a
certain star, it will return to that same spot in about .
2. If the moon started its orbit from a spot exactly between Earth and the Sun,
it would return to almost the same spot in _ .
3. A after the new moon, we see a thin slice of light at the
edge of the moon. This is called the crescent moon.
4. A after the new moon, we see half of the lighted side of
the moon. This is called the first quarter moon.
5. About a week after the first quarter moon, the Earth is between the moon
and the sun. We see the whole lighted side of the moon which is called
.

Create your own calendar month showing the different phases of the moon.
Week 7 Day 2
Lesson 32: Explaining the 2 Ways of Moon’s Revolution Around
the Earth
I. OBJECTIVES
A. Content Standard
practices associated with it
The learners should be able to perform the activities sensibly
The learner should be able to relate the cyclical pattern of the moon to the length of
month.
S5FE-IVg-h-7
II. CONTENT

A. References:
1. Textbook pages
a. The New Science Links 5 by Evelyn T. Larisma & Jan
Jason Madriaga- Mariano, p. 371

LRMDS- The Moon: Phases of the Moon
https://www.youtube.com/watch?v=92YhBWb5Z-M
activity sheets, pictures, powerpoint, calendar of the year, chart
IV. PROCEDURE
Look at this calendar of the year.

Using your mathematical skills, answer the following questions.
1. How many main phases of the moon are there in a month? Which are they?
2. How long does it take for the moon to complete its phases? In
days _
In weeks

Does each month in the given calendar have the same number of days? I want
you to recite this poem.
30 days of September, April, June and November

All the rest have 31, except February which has
28 And one day more every year in four.

Approach: Collaborative
Suggested Activity: TDAR (Think, Discuss, Act, Reflect)
Group Activity: “Calendar for the YEAR”
I. Problem: What are two ways of moon’s revolution around the Earth?
II. Materials: calendar of the current year that shows the phases of the moon
each month, manila paper/activity sheet, pentel pen
III. Procedure
1. Get your calendar of the year that shows the dates of the phases of the
moon.
2. Work with your group and count the number of day/s it takes the
moon to go through its different phases each month.
3. Fill up the table below.
Movement January February March April

of the
Moon
New Moon
to First
Quarter
First
Quarter to
Full Moon
Full Moon
to Last
Quarter
Last
Quarter to
New Moon
TOTAL
IV. Data and Observation:

1. How many days are the cyclical pattern of the moon in January?
February? March? April?
_ _
2. What months have the same number of days in the cyclical
pattern? _
3. How many days do these have? _
4. How about the other months? How many days do they have?
_
V. Conclusion:

1. Group reporting

Interactive discussion through a video clip showing the two ways of
moon’s revolution around the Earth (https://www.youtube.com/watch?
v=92YhBWb5Z-M)
“Astronomy Sidereal VS Synodic Month”
1. What are the two ways of the moon’s cyclical pattern?

2. What is the difference between sidereal and synodic months?
What do you call the months with 27 ½ days moon cyclic pattern?
S D M H
What
do you call the months with 29 ½ days moon cyclic pattern?
S D M T

living You’ve just learned about the moon’s ways of revolving around the
Earth.
Why do you think it is important to us to know when the moon’s phases

change as they revolve around the Earth?
How will this knowledge help us in our daily activities during daytime and
nighttime?

What did you learn today?
What are the two ways of moon’s revolution around the Earth?
Background for the Teacher
 Scientists measure the time the moon completes one revolution around the
Earth in two ways. One is in relation to the SUN and the other in relation
to a STAR.
 If the moon started its orbit from a spot exactly between Earth and Sun, it
would return to almost the same spot in 29 ½ days. During this period,
the moon has changed from one new moon phase to the next new moon
phase. This period is called a SYNODIC MONTH.
 If the moon started its orbit around the Earth from a spot in line with a
certain star, it will return to that same spot in about 27 ½ days. This is
called a SIDEREAL MONTH.
 The term “MONTH” came from the length of time it takes the moon
(one month) to complete one revolution around the Earth.
Let see how well you understood the lesson by answering the questions.
Directions: Answer the following questions correctly. Write your answer on
the blank before the number
1. What are the two ways of scientists in measuring the time
the moon completes one revolution around the Earth?
_2.
3. What term came from the length of time it takes the
moon to complete one revolution around the Earth?
_4. What month is referred to if the moon started its orbit
around the Earth from a spot in line with a certain star
and will return to that same spot in about 27 ½ days?
_5. What month has 29 ½ days cyclic pattern?

Choose a month in the year 2016. Research for its different phases of the
moon. Then, illustrate the cyclical pattern of the moon.
Week 7 Day 3
Lesson 33: Demonstrating the Cyclical Pattern of the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to demonstrate the cyclical pattern of the moon S5FE-
IVg-h-7
II. CONTENT

A. References:
1. Textbook pages
Jason Madriaga- Mariano, p. 369

LRMDS – Phases of the Moon

activity sheets, pictures, powerpoint, calendar of the year, chart
IV. PROCEDURE
Look at the picture.

Rearrange the strips of paper containing the words to formulate a
statement that describes the picture.
Statement 1:
is a of the Earth is a natural satellite The moon
(The moon is a natural satellite of the Earth.)
Statement 2:
in counterclockwise direction revolves around
The moon the Earth
(The moon revolves around the Earth in counterclockwise

direction.)

Who among you would like to travel in space? Would you like to
experience traveling around the Earth?
Today, you are going to demonstrate and experience how the moon
revolves around the Earth. In our activity, you will also identify its cyclical
pattern.

Activity: 3 A’s (Act, Analyze, Apply)
Group Activity: “Trip to the Moon”
I. Problem: What is the cyclical pattern of the moon as it revolves around the
Earth?
II. Materials: globe, ball and flashlight
III. Procedure
1. Get a globe, a ball and flashlight.
2. Work with your group. Tell that the ball represents the moon, globe
represents the Earth and flashlight represents the sun.
3. Demonstrate how the moon revolves around the Earth and rotates once
on its axis.
4.Take note of the lighted part of the ball as it turns around the globe while
the flashlight shines on it.
5. Tell how many days it takes for each phase to go to another phase.
6. Answer the questions that follow.

1. What do the three materials represent?
2. What are the different phases of the moon as it revolves around the
Earth?
3. Draw each phase of the moon and at the bottom write the number of days
of the transition of each phase.
V: Conclusion:

1. Group reporting

1. What do you call the phase of the moon when we cannot see the moon?
Why does this happen?
2. After new moon, how many days will it turn to first quarter moon?
3. What do you call the phase of the moon when more than half of it is
lighted?

assessment) Here is a picture of different phases of the moon.
Write below the day/s of transition of the moon from a phase to
another.
_______ ________ ________ ________ ____ ____ _____ _______

living You’ve just learned about the number of days of the transition of the
moon’s phase from one to another.
How would this knowledge help people in doing their nighttime

activities? Say for example, the fishermen.
 The moon appears to move completely around the celestial sphere once in
about 27.3 days as observed from the Earth. This is called a sidereal
month, and reflects the corresponding orbital period of
27.3 days.
 The moon takes 29.5 days to return to the same point on the celestial
sphere as referenced to the Sun because of the motion of the Earth
around the Sun. This is called s synodic month. (Lunar phases as
observed from the Earth are correlated with the synodic month.
 The cyclical pattern of the moon as it revolves around the Earth.

What is the cyclical pattern of the moon?
Directions: Arrange the correct cyclical pattern of the moon and the write how
long each phase takes to go to another phase.
Write a jingle on the cyclical pattern of the month.
Week 7 Day 4
Lesson 34: Debugging Local Myths and Folklore About Phases of
the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to debug the local myths and folklore about the phases of the
moon
S5FE-IVg-h-7
II. CONTENT
The Moon: Beliefs and Practices

A. References:
1. Textbook pages
Jason Madriaga-Mariano, pp. 379-384

LRMDS – Moon: Beliefs and Practices
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-
in-science-q1q4
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-
folklore-engkanto-beliefs.html https://www.youtube.com/watch?
v=goLgDpSStmc

activity sheets, pictures, powerpoint/charts, fact sheets, moon phases
cards
IV. PROCEDURE
Ask pupils to hold the moon cookie cards (moon phases cards). Assign one cookie to
each pupil in random order. Then, instruct them to arrange themselves in the order of
the moon’s cyclical pattern in 30 seconds.
Ask the pupils if they are familiar with this picture.
Who is she? Where did she get her power?

Do you believe that sailor moon really has a power coming from the moon? Is
that really true?

Group Activity: “Tell A Story”

I. Problem: What are the different local myths and folklore stories about the
phases of the moon?
II. Materials:Fact sheets for the myths about the moon, pentel pen, pencil,
coloring materials, manila paper, bondpaper
III. Procedure
1. Assign a myth or folklore story for each group.
2. Read, study, and discuss the assigned myth with the group
members.
3. Try to act it out in front of the class.
4. You will be given 10 minutes to practice and 2 minutes to act it out in
front of the class.
6. Write your answers on the manila paper and report it in the class.

1. What is the title of the story assigned to you?
_ _
2. Do you believe in that story? _
Why yes? Why no? _ _
3. Is there proof that this tale or story is true?
4. Why do we have to know this kind of story even if it is not true?
_ _
V. Conclusion:
 I therefore conclude that ___ .

1. Group reporting

Interactive discussion through animation showing another Philippine folklore story
about the moon.
(https://www.youtube.com/watch?v=goLgDpSStmc)
“Aswang Folklore”

What does the story tell us about the moon?
Does it have a scientific basis?
Should Filipinos continue to believe in local myths although they do not have
scientific basis?
Background for the Teacher
F.
.
 Philippine folklore is a treasure trove of strange mythical creatures that
have stood the test of time. Just mention the names aswang, encanto,
kapre, tikbalang or tiyanak and you will get most Filipinos especially the
young ones. Many years ago, Filipino people create stories about the
origin of the moo, its phases, stars and the sun that enriched our literature.
Those who do no not study or research believe these stories but for us who
have studied and do our own research do not. It is important to know
stories like these because it is part of our culture but it doesn’t necessarily
mean we will follow and believe those stories.
Developing mastery (Leads to formative assessment)
What do the following statements tell us?

Directions: Write MYTH if the statement tells a folklore story about the moon
and a FACT if is a truth.
_1. People are more crazy/lunatic during full moon.
_2. There are two cyclical patterns of the moon.
_3. The moon does not change its shape, we just see the lighted
part of it.
_4. Werewolves come out and find food only during full
moon.
_5. Aswang, the evil god, will eat people during full moon..

You’ve just learned the different local myths and folklore stories about the
moon.
Why do we have to know these kinds of stories even if they are not true?
Should you be afraid of these stories? Should we frighten our children
about these stories on the moon?

What local myths and folklore stories did you learn today?
Directions: Draw a full moon before each number if the statement is
correct and draw a new moon if otherwise.
_1. There is a shadow of a man in the moon because there is a man in
the moon.
_2. The moon was a silver crescent comb and the stars were
necklaces of diamonds.
_3. The moon is a big ball of rocks with many craters.
_4. Couples should marry during the full moon because more
blessings will be given to them.
_5. The light of the moon affects the fertility of women.

Invent some superstition about the moon. Create a fiction story where you can
include the superstitions that you have invented.
NOTE: For Assignment:

Conduct interviews about the different superstitions, beliefs and practices of
Filipinos about the moon.
Story Sheet for Groups 1 and 4
Philippine Myth: Origin of the Moon and Stars
A long, long time ago, some Filipinos thought the moon was a silver crescent comb and the
stars were necklaces of diamonds. The sky was said to be a mere arm-stretch away overhead. The
Philippine myth goes this way.
The myth says that once, a small community lived in the middle of a rice field. They focused
on rice and corn agriculture and they brought in abundant harvest each year. One of the families in
the community was Maria’s family. The myth continues that people in the community were so
close that they knew each other well. Maria was know there as a pretty girl.
Particularly, she was known for caring too much for her long, silky hair. The myth says it was
her pride, and lots of other girls in the neighborhood envied her for it. And Maria loved it. She
fancied herself the star of her village. So, the myth goes that she worked double time on her
beauty, especially her long, jet black hair.
Maria cared so much for her hair. The myth says, aside from daily comprehensive herbal
rituals, she regularly brushed her hair with a special silver crescent-shape comb. The myth says she
let nothing touch her hair except the best material around. Even as she went about her daily chore
she wore a coiled string of jewels and diamonds (supposedly common as ordinary rocks that time) to
crown her hair—that’s aside from the jeweled necklace she wore.
One day, according to the myth, as she was pounding grains of corn and palay (rice stalks) in
a native wooden pestle with a wooden mortar, her mother noticed the jeweled string around her
head , the silver comb stuck in her hair, and the jeweled lace round her neck. She scolded her and
told her to lay aside everything while working. So, continues the myth, Maria hanged the comb and
jewelry on the sky above her. Wanting to finish her work in a hurry, she pounded the grains hard by
raising the mortar really high. She didn’t notice hitting the sky which went up higher as she hit it with
her pounding. Soon the sky went all the way up, along with her comb and jewelry. And they became
the moon and the stars, according to his Philippine myth.
The myth’s lesson?
Don’t be too preoccupied with vain personal beauty. Work always comes first. Too much
self-indulgence is bound to compromise on things that really count.
THE WELL-KNOWN ENGKANTOS
MARIA MAKILING
Descriptions of Maria Makiling are fairly consistent. She is a breathtakingly beautiful young
woman who never ages. Lanuza describes her as having "light olive skin, long shining black hair, and
twinkling eyes." It is said that the abundance and serenity of the enchanted mountain complements
Maria's own persona. She is also closely associated with the white mist that often surrounds the
mountain. While in just a few stories either her skin or hair is white, in most tales, it is her radiant
clothing which makes people who have seen her think that perhaps they just saw a wisp of cloud
through the trees and mistook it for Maria.
Unlike Maria Sinukuan and Maria Cacao who live in caves in their respective mountains, Makiling is
often described as living in a humble hut. In some stories, this hut is situated in the village, amongst
the people, where Maria Makiling lived before she fled to the mountains after having been offended
for some reason. In other stories, the hut is up in the mountain, and can only be found if one is
allowed by Maria to find it.
Because stories about Maria Makiling were part of oral tradition long before they were
documented, there are numerous versions of the Maria Makiling legend. Some of these are not
stories per se, but superstitions. One superstition is that every so often, men would disappear into
the forests of the mountain. It is said that Makiling has fallen in love with that particular man, and
has taken him to her house to be her husband, there to spend his days in matrimonial bliss.
Another superstition says that one can go into the forests and pick and eat any fruits one might like,
but never carry any of them home. In doing so, one runs the risk of angering Maria Makiling. One
would get lost, and be beset by insect stings and thorn pricks. The only solution is to throw away the
fruit, and then to reverse one's clothing as evidence to Maria that one is no longer carrying any of
her fruit.
As far as I am concerned she is the only Engkantada that I have known and heard about. She is very
famous because she is often a subject of Philippine fairytale books and even Engkanto tales in the
Philippine movies. I admire her for her great love and dedication for the earth. We consider her not
only as the guardian of the forest but even more as the Mother Earth herself.
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-folklore-engkanto-beliefs.html
THE WELL-KNOWN ENGKANTOS
KAPRE
Kapre is a filthy, dark giant who likes to smoke huge rolls of cigars, and
hide within and atop large trees, particularly the balete and old acacia or mango trees. A Filipino
Bigfoot, it scares away little children who play at night. If you're stuck in a place and you keep going
around in circles, you're said to be played around by a Kapre. To escape its control, you must remove
your t-shirt, and wear it inside-out.
I remember of a story about my father as a young boy. He and his friends used to play hide and seek
at night during the full moon. My father decided to climb unto a coconut tree beside their house
because it was the most convenient place to hide and at the same time a favorable look out for the
“it” of their game. He was so amazed with his idea only to realize that the tree he is holding into
does not seem to be a coconut tree because it was so hairy. Then, he realized that the only coconut
tree they had beside their house is no longer one but three. With this realization, he ran for his life
and told his friends and mother about what had happened. After that incident, my father was no
longer allowed by my grandmother to play outside even during full moon. As an aftermath, I and my
brother and sister was also forbidden to play outside in the night. Was it really true or only a make-
believe story made by my father in order to explain his restrictions? I don’t know the
answer. However, I understand that my father want us to be away from all the dangers and
uncertainties that the darkness bring.
http://jarsandsaddlebags-summer.blogspot.com/2011/08/philippine-folklore-
engkanto-beliefs.html
Week 7 Day 5
Lesson 35: Discussing Some Beliefs and Practices That Have Been
Attributed to the Moon
I. OBJECTIVES
A. Content Standard
The learner should be able to discuss some beliefs and practices that have been attributed to the
moon
S5FE-IVg-h-7
II. CONTENT
The Moon: Beliefs and Practices

A. References:
1. Textbook pages
a. The New Science Links 5 by Evelyn T. Larisma & Jan Jason
Madriaga-Mariano, pp. 379 -387

LRMDS – Moon: Beliefs and Practices
http://www.slideshare.net/lhoralight/k-to-12-grade-5-learners-material-
in-science-q1q4

activity sheets, pictures, powerpoint/charts, metacards, box
IV. PROCEDURE
Ask the pupils to join the charade game. The players will guess a word
or a phrase about the pantomimed clues on the Philippine myths and folklore
about the moon.
 Aswang
 Kapre
 Maria Makiling
 Engkantada
 Engkanto

For the Filipino farmers, in what specific phase of the moon are planting
and harvesting of crops often prescribed? Why do you think they believe in it?
Today, you will find out many superstitions related to the moon and its
phases as part of Filipinos’ beliefs and practices.

Group Activity: “Paint a Picture”
I. Problem: What are the different beliefs and practices during new moon and
full moon?
II. Materials:
III. Procedure
1. Provide each group with an activity card.
2. Each group will pick two metacards with superstitions as part of
Filipinos’ beliefs and practices.
3. Analyze and discuss with the members how the group will show the
superstitions using the “Paint a Picture” way.
4. You will be given 10 minutes to do act it out in front of the class.

1. What beliefs of the people are shown in the activity?
_
2. Do they have scientific explanation or any evidence that they are true?
_
3. Do you believe in these superstitions? Why yes? Why no?
_
4. What other superstitions do you know?
_
V: Conclusion:

1. Group reporting

What other superstitions did you get from your interviews in the family? In
the community?

THINK-PAIR-SHARE
Let the pupils share what he/she got from the conducted interviews.

A lot of beliefs and practices have been linked around the moon. Should
people believe on them? Why or why not?
Should we reinforce on those beliefs and practices to influence ourselves and
others?

What are the common beliefs and practices that are attributed to the moon
Background Information for the Teachers:

 Through the ages, a lot of superstitions and practices have always been
linked around the moon. Some of this beliefs originated from different
observations of the land, the environment, and the nighttime sky.
 Many people who live thousands of miles from any ocean also associate
the lunar cycles to the tides, and since the moon affects the ocean tides, it
must be very powerful that it affects the human body as well. The full
moon has also been associated to the mental illness, disasters, crimes,
accidents, and fertility among other things. Some are related to finances,
livelihood, nutrition, health, and
marriage. The following are among the many superstitions or beliefs:
 1. The new moon is the time to plant crops.
 2. A ring around the moon means that the rain will come in
three days.
 3. Crimes and accidents usually happen during the full moon.
 4. The full moon is associated with human madness.
 5. The phases of the moon is associated with suicide deaths.
 6. The moon can cause earthquakes.
 7. The light of the moon affects the fertility of women.
 8. New projects should be started at the time of the new
moon.
 9. It is wrong to point to the new moon for it will bring bad
luck.
 10.The weather will be good if the new moon is on a Monday.
 Many of the beliefs about the moon originated during the time when
there were no logical or scientific explanations for events that happened.
Many studies have been done to investigate on the lunar effects. So far,
several studies on lunar effects have failed to show a significant
relationship between the phases of the moon on crimes, traffic accidents,
domestic violence, births of babies, suicide, major disasters, aggression,
madness, psychiatric admission, alcoholism, sleepwalking, epilepsy,
vampirism, and many others.
 A lot of superstitions and practices have always been linked around
the moon. People should not believe on them because they do not
have any scientific basis.
Directions: Read the following statements on superstitions/ beliefs about the
moon. Choose four by drawing a full moon on the blank.
1. Evil creatures appear during full moon.
2. It is difficult to catch fish during full moon.
3. It is good to start a business during new moon.
4. The moon revolves around the Earth in counterclockwise
direction.
5. It is wrong to point to the moon because it will bring bad
luck.
6. The phases of the moon is associated with suicide
deaths.
(Answers: 1- 3-5-6)

Recall the different beliefs and practices of Filipinos. Design an object
that you can imagine when you look at the moon. Then, describe it.
WEEK 8 Day 1
Lesson 36: Identify star patterns that can be seen at particular
times of the year
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the information derived
from their location in the sky
The learners should be able to debug local myths and folklore about the stars by
presenting pieces of evidence to convince the community folks
C. Learning Competency/ Objectives

Identify star patterns that can be seen at particular times of the year. S5FE-
IVij-1
II. CONTENT
The Stars
A. References
1. Textbook pages
Curriculum Guide p. 32
Sci-Bytes, Worktest in Science 5 pp.395 – 403

https://youtu.be/DqksorBxSKM

video presentation, pictures, worksheet, marker
IV. PROCEDURES
Strategy: Jigsaw
Suggested Activity:
TDAR
Encourage volunteers to share their assignments about the different beliefs and
practices during new moon and full moon..

lesson Activity: FACT or BLUFF
Directions: Say FACT if the statement is correct and BLUFF if it not
correct.
1. Stars are huge balls of glowing gases in space. FACT
2. Stars look the same. BLUFF
3. Hot stars have low temperature. BLUFF
4. The sun is the most important star of Earth. FACT
5. Stars have the same brightness. BLUFF
.
Activity Proper: Video-Based Instruction
Objective: Identify star patterns that can be seen at particular times of the year
I. Problem: What are the different star patterns that can be seen at
particular times of the year?
II. Materials: video about the sky patterns
III. Procedure:
1. Watch and listen to the video presentation.
2. Write down important details about the topic presented in the
video
IV. Data Presentation
Sky Patterns Month
V. Conclusion
I have learned that….
I therefore conclude that …….

1. Peer sharing of answers
2. Group reporting
3. Verifying the results by replaying the video and pause in each sky pattern

The teacher leads the pupils to summarize their answers in the table
Sky Patterns Month

Orion January to March
Orion, Big Dipper April
Big Dipper May
Big Dipper, Scorpio June to July
Scorpio August
Scorpio, Pegasus September to October
Pegasus November to December

What did people do when they look up to the stars? Why did they make a wish?
What are the different sky patterns that can be seen at particular times of the
year?
Children will enumerate their output.
Expected answers:
1. Orion – January to March
2. Orion, Big Dipper – April
3. Big Dipper – May
4. Big Dipper, Scorpio – June to July
5. Scorpio – August
6. Scorpio, Pegasus – September to October
7. Pegasus – November to December
Directions: Match the sky patterns in column A to column B.
Column A Column B
1. Big Dipper A. August
2. Pegasus B. November to December
3. Scorpio C. May
4. Scorpio and Pegasus D. April
5. Orion and Big Dipper E. September to October
Answers:
1. C 2. B 3. A 4. E 5. D.

Choose one sky pattern and write a short description of it
WEEK 8 Day 2
Lesson 37: Describe different star patterns that can be seen
in the sky
I. OBJECTIVES
The learners demonstrate understanding of constellations and the information
derived from their location in the sky
The learners should be able to debug local myths and folklore about the stars
by presenting pieces of evidence to convince the community folks

Describe different star patterns that can be seen in the sky..
S5FE-IVij-1
II. CONTENT
The Stars

A. References
1. Textbook pages

powerpoint presentation, pictures, worksheet, marker
IV. PROCEDURES
What are the sky patterns that can be seen at particular times of the year?
. Activity: Word Hunt!
How many star patterns do you know? Find them in the puzzle. The words can
be seen either horizontally, vertically or diagonally.
L A H E R C U L E P U S D M V
I J I M H A G C P L U T O O I
T K L M M N O A P Q R S T N R
T W V O R I O N G A L A X O G
L X M N Y M F E T S A R E C P
P E G A S U S Y O C J I P E A
I F K C W J H A E K P R P R D
P G C Y G N U S C L S Q I U E
P H W R R O L I D E M D U S O
A N D R O M E D A G H T W R T

lesson Approach: Collaborative
Strategy: Jigsaw
Suggested Activity:
TDAR
I. Problem: Describe different star patterns that can be seen in the sky
II. Materials: Manila paper, red marker, blue marker, book in science
III. Procedure:
4. Organize your group and choose a leader.
5. The leader will assign roles of each group according to members
preference and assigns other members for their specific roles.
The Leader The Recorder

The Summarizer The Presenter
The Time-Keeper The errand Monitor
3. Assign the Recorder with the help of other members to fill out the data table.
Sky Patterns Description
(Connect the dots to form star patterns. Identify and describe each one.)
4. Have other members note down.
6. Share ideas on how to answer the problem/question. Talk about
your research work to come up with a presentation.
6. Prepare for a group presentation.
V. Conclusion
I learned that….
I therefore conclude that …….

2. Group reporting

G. Sky Patterns Description
1. Orion Looked like a giant hunter with a
sword attached to his belt.
2. Polaris It is the North Star, visible
throughout the year
3. Sirius Visible in Northern Hemisphere
4. Crux Smallest constellation
5. Great Bear One of the famous constellations in
the Northern Sky
Finding practical applications of concepts and skills in daily living
How do star patterns affect your daily life?

What are the known sky patterns that can be seen in the sky?
Directions; Read each item carefully. Circle the letter of the correct answer.
1. What is the Latin name given to the constellation of twins?
A. Aries B. Gemini C. Libra D. Scorpio
2. What is the smallest constellation?

A. Crux C. Cygnus
B. Sagittarius D. Cancer
3. The Big Dipper is a part of which constellation?

A. Aquarius C. Ursa Minor
B. Canis Major D. Ursa Major
4. What is the largest constellation?

A. Andrmeda C. Orion
B. Cygnus D. The Crux
5. Which constellation has Polaris, the North Star?

A. Libra B. Capricorn C. Ursa Major D. Ursa Minor
What can you say about star patterns? Describe each inside the stars.
WEEK 8 Day 3
Lesson 38: Describe constellations and its importance
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the information
derived from their location in the sky

Describe constellations and its importance.
S5FE-IVij-1
II. CONTENT
The Stars

A. References
1. Textbook pages

IV. PROCEDURES
Direction: Complete the missing letters in blank to identify the name of sky
patterns.
1. O I O , the Hunter
2. D A O, the Dragon
3. HY R _, the Water Monster
4. TA R S, the Bull
5. C N R, the Crab

You have already learned about the different star patterns and its
meaning. Now we will be describing the star patterns or the constellation and
its importance by viewing the video. But before that, what are the standards
to follow in viewing?
1. setting standards
> Listen and watch attentively
> write down important details from the video
> answer the give questions correctly.
2. Distribute the worksheets

Activity Proper: Video-Based Instruction
Objective: Describe constellations and its importance

I. Problem: What are constellations? Why are constellations Important?
II. Materials: video about constellations
III. Procedure:
1. Watch and listen to the video presentation.
2. Write down important details about the topic presented in the
video
IV. Data Presentation
Meaning of Constellation Importance of Constellations

V.
Conclusion
I learned that….
I therefore conclude that …

2. Group reporting

Meaning of Constellation Importance of Constellation
G.  Star patterns shaped like  Help form a map of the
persons, animals, and sky
inanimate objects  Guide of seafarers as they
 Groups of stars that form a travel across the sea
shape or pattern
Finding practical applications of concepts and skills in daily living
Constellations are one of the beautiful bodies. Let us appreciate the ingenuity
of these beautiful and magnificent creations.

What are constellations?
Constellations are star patterns shaped like persons, animals, and inanimate
objects. There are 88 officially recognized constellations
Constellations are unique star groups because the stars that make them up are
usually not close together at all.
Why are constellations important?
Constellations are important in the study of space because they help form a
map of the sky. Any location in the sky is described in relation to a
constellation.
Since ancient times, people have always looked to the sky to find their way.
Sailors of long ago used the constellations to guide them as they travel across
the sea.
Directions: Read and analyze each sentence. Circle the letter of the best answer.
1. What is the imaginary line where the sky and Earth appear to meet?
A. Polaris B. Horizon C. Sphere D. Poles
2. Which part of the celestial sphere is the sun located?

A. North Celestial Pole C. Celestial Equator
B. South Celestial Pole D. Celestial Sphere
3. How do astronomers use the constellations in the sky?

A. for star gazing C. for mapping regions in the sky
B. for signs of meteorites D. for drawing stick figures
4. How do constellations help navigators?
A. for lights at sea C. for recording dates
B. for finding directions D. for viewing pleasure
5. Which constellation can help a traveler find the south sky at

nightmare.
A. Andromeda C. Crux
B. Cassiopeia D. orion

Which of the constellations do you like most? Why? Write an essay about it?
Week 8 Day 4
Lesson 39: Illustrate different constellation
I. OBJECTIVES
A. Content Standard
The learners demonstrate understanding of constellations and the information derived
from their location in the sky
C. Learning Competency/
Objective Illustrate different
constellation. S5FE-IVij-1
II. CONTENT
The Stars

A. References
1. Textbook pages
Sci-Bytes, Worktext in Science 5 pp.395 – 403
Science for Active Minds 5 pp.364 – 368

IV. PROCEDURES
Strategy: Jigsaw
Suggested Activity:
TDAR
Encourage volunteers to share their assignments about constellation.

Show a picture of constellation.

Activity: Draw Me!
I. Objective: Illustrate different constellation.
II. Materials: Manila paper, pentel pen
III. Procedure:
1. Draw any number of dots on the manila paper using the red
marker.
2. Connect the dots to form constellation

2. Group reporting
Teacher’s input through powerpoint presentation

Activity: Make your own Constellation
Objective: Demonstrate how patters create constellation
Materials: bondpaper, red marker, pentel pen Procedure:
1. Draw four to five dots on the bondpaper using the red marker.
2. Connect the dots to form an imaginary animal, person, Come up with a
story on how the imaginary figure ended up in the night sky.
3. Write your story below. Share it with the class.

What are the different constellations? Name 5 and tell its description
Directions: Here are the list of constellations. Choose one and
illustrate it
Orion, Lepus, Andromeda, Leo, Big Dipper, Pegasus
Use Rubrics in scoring the finished illustration

Score Description
4 The illustration manifests an outstanding characteristics as to
creativity, color blending, concept understanding and
completeness of details
3 The illustration manifests very satisfactory characteristics as to
2 The illustration manifests satisfactory characteristics as to
1 The illustration manifests poor characteristics as to
creativity,
color blending, concept understanding and completeness of
details

Write a reflection about constellation
I have learned that…..
PERIODICAL TEST
TABLE OF SPECIFICATION
SCIENCE 5
Content SKILLS TOTAL

Knowledge Comprehe Application Analysis Synthesis Evaluation
nsion
60% 30% 10%
1. Describe how rocks 5
turn to soil
2. Investigate extent of 5
soil erosion in the
community and its
effects on living things
and the environment
3. Communicate the data 5
collected from the
investigation on soil
4. Observe the changes 5
in the weather before,
during and after a
typhoon.
5. Describe the effects of 5
the winds, given a
certain storm warning
signal
6. Describe the effects of 5
a typhoon on the
community.
7. Infer the pattern in the 5
changes in the
appearance of the Moon.
8. Relate the cyclical 5
pattern to the length of a
month
9. Identify star patterns 5
that can be seen at
particular times of the
year
Total 45
Directions: Read each item carefully. Encircle the letter of the correct answer.
1. What occurs along very steep slopes when saturation by water and loss of friction with underlying
rock cause loose soil to slip downhill in one huge piece?
A. a slump C. a mudflow
B. a rock fall D. a landslide
2. Which is the most effective agent of erosion?

A. a glaciers C. water
B. a gravity D. wind
3. How do plants break large rocks into smaller pieces?

A. Plant leaves insulate surrounding rocks from extreme temperatures
B. Seeds from plants fall onto and release acidic compounds
C. Stems of plants surround and squeeze rocks.
D. Plant roots grow into cracks in rocks
4. Which of the following factors can affect soil erosion?

I. amount of vegetation in the area
II. speed and amount of running water
III. dryness and size and soil particles
IV. slope of the land
A. I and II only C. I, II and IV only
B. I and III only D. I, II, III and IV

E. Jewelry
F. Building
G. Electrical device
H. Ceramics
7. Chalk is used to write on blackboards because ...

E. It wears away easily.
F. It is permeable.
G. It doesn’t float.
H. It has graphite.
8. Marble is often used for statues or grand buildings because ...
E. It has attractive textures and colors.
F. It splits easily into thin sheets.
G. It wears away easily.
H. All of the above

E. It wouldn't float
F. It couldn't be shaped
G. It could crumble over time
H. All of the above
10. The government agency that warns the people of an approaching

typhoon.
A. PHIVOLCS B. PAGASA C. DENR D. DEPED
11. Typhoon signals are raised according to _ _.

a. strength of the wind c. strength and speed of the wind
b. speed of the wind d. none of the above
12. Why are weather bulletin posted and warnings issued by PAGASA?
a. to give people time to prepare
b. to give people to go and a movie
c. to give people time for swimming
d. to give people time to party
13. When classes in all levels are suspended and work in government offices
are likewise suspended, typhoon signals is raised to .
a. Signal No. 1 b. Signal No. 2 c. Signal No. 3 d. Signal No. 4
14. Strong winds of 60-100 kph is expected within 24 hours and classes in the
elementary and secondary levels are suspended. It describes .
A. Signal No. 1 b. Signal No. 2 c. Signal No. 3 d. Signal No. 4
15. If Storm Signal No. 4 is raised, the speed of the wind is at least:
a. 85 kph c. 120 kph
b. 100 kph d. 186 kph
16. Look at the picture. What storm signal corresponds to the typhoon shown
below?
A. Storm Signal Number 1

B. Storm Signal Number 3
C. Storm Signal Number 2
D. Storm Signal Number 4
17. PAGASA has just raised typhoon signal number three in Metro Manila and
neighboring Northern Luzon provinces. What does this mean?
E. Winds up to 60 kph may be expected in the locality
F. Winds from 60 – 100 kph may be expected within the next 24 hours
G. Winds with a speed of 100 – 185 kph are expected in the area in at least
18 hours
H. Winds with a speed greater than 185kph are expected to hit the area in at least
12 hours
18. Which best describes a storm surge?

E. expansion of the hurricane’scharacterized eye
F. sudden and rapid increase of theintensity of a storm
G. windstorm characterized by twisting, funnel-shaped cloud
H. onshore rush of water associated with a low-pressure weather system.
19. What causes the monsoon winds in the Philippines?

A. trade winds B. prevailing westerlies
C. polar westerlies D. tilting of earth’s axis
20. What is a squall?

A. abnormal rise of water level B. rapid upward mvement of air
C. sudden drop in air pressure D. increase in surfacdee wind
Magnitude
21. Which is the only positive outcome of typhoons?

A. remove pollutants from the air B. remove trash from rivers
C. cause flooding D. fill up dams and replenishwater
supply
22. What should you do during a typhoon?

A. Seek shelter in a basement or low ground.
B. Stay at home and be updated about the typhoon.
C. Seek high ground due to flooding.
D. Seek shelter in a basement or low ground
23. Which can be greatly damaged by typhoons?

A. forests B. agricultural lands
C. fish farms D. all of the above
24. Which of the following is responsible for issuing public storm warning signals
(PSWS) regarding the typhoons that enter the Philippine Area of
Responsibility (PAR)?
A. DSWD B. NDRRMC C. PAGASA D. DepEd
25. Storms need three things to form. Which of the following is NOT included?
A. warm air B. altitude C. high winds D. moisture
26. If the storm warning signal is number 3, which of the following is the
impact of the wind?
A. Very heavy to widespread damage C. Moderate to heavy damage
B. .Heavy to very heavy damage D. Light to moderate damage
27. What is the weather condition in the eye of a typhoon?

A. fair B. fine C. rainy D. windy
28. Which public storm warning signal is characterized by winds of greater than
100-185 kph?
A. 1 B. 2 C. 3 D. 4
29. What do you call the area in the center of a typhoon?

A. current B. depression C. epicenter D. eye
30. Which of the following is the best thing to do before a typhoon.

A. Transfer or keep all home appliances to dry and safer place.
B. Stay in a safe place at home.
C. Do not attempt to cross a flooded area.
D.Do not attempt to use home appliances that were wet by the rain or
flood.
31. Why is the moon considered a satellite of Earth?

A. It orbits Earth. C.It keeps Earth on its orbit.
B. It pulls Earth toward it. D. It affects the tides on Earth.
32. Where does the moon get its life?

A. earth B. produces light on its own C. stars D. sun
33. How long does it take the moon to complete its orbit around the earth?
A. one day B. one week C. one month D. one year
34. When Earth is between the moon and the sun, the moon’s phase is most
likely a _.
A. new moon B. half moon C. quarter moon D. full moon
35. Why does the moon have different phases?

A. It moves around the sun. C. It follows the sun.
B. It moves around Earth. D. Its surface experiences seasons.
36. Wich shows the correct sequence of the moon phases?

A. new moon-full moon-half moon, gibbous moon-crescent moon
B. new moon-gibbous moon-full moon-crescent moon, half moon
C. gibbous moon-crescent moon-new moon-full moon, half moon
D. new moon-crescent moon-half moon-quarter moon-full moon
37. Which period describes when the moon appears to be dcreasing in size?
A. waning moon B. waxing moon
C. lunar eclipse D. none of these

support this idea?
A. Falling of leaves cause rocks to break.
B. Decaying trunks of plants cause the rocks to break.
C. Root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the winds.

A. Jewelry
B. Building
D. ceramics

A. It wouldn't float
B. It couldn't be shaped
D. All of the above
42. When a wind an agent of erosion?

B. When it carries rock pieces to other places
D. When it presses down on rocks
43. Landslides on mountain slopes show the force of _.

A. Gravity
B. Wind
C. Runoff
D. Running water

B. The rainwater turned brown in color
C. The gravel and sand carried by the water
45. How can trees help prevent erosion?

A. The roots hold the soil firmly together
B. The trees block the way of running water
C. The roots absorb the water at once
D. The roots secrete acid, attacking the rocks.
46. When is wind an agent of soil erosion?

B. When it carries rock pieces to other places
D. When it presses down rocks
47. Landslides on mountain slopes show the force of .

A. Gravity
B. Wind
C. Runoff
D. Running water

B. The rainwater turned brown in color.
C. The gravel and sand carried by water.
49. Which of the following shows that soil erosion is caused by wind?
A. Sandstorm
B. Muddy water in the field
C. Pile of soil in the river
D. Ashes and dust near Mt. Pinatubo
50. All of these are causes of soil erosion except one.

A. Water
B. Human and animal activities
C. Wind
D. Fire

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WEEK 1 Day 1

Lesson 1: Enumerating the Characteristics of Rocks

III. LEARNING RESOURCES

12. Additional Materials from Learning Resource (LR)

M. Other Learning Resources

ZZ.Establishing a purpose for the lesson

What are these places?

N. Presenting examples/ instances of the

Group Activity: “Classifying Rocks”

XXI. Guided Questions:

O. Discussing new concepts and practicing new skills #1

P. Discussing new concepts and practicing new skills #2

Q. Developing mastery (Leads to formative assessment)

2. What H refers to the way a mineral resists being scratched?

R. Finding practical applications of concepts and skills in daily living

S. Making generalizations and abstractions about the lesson

Background Information for the Teacher

U. Additional activities for application or remediation

III. LEARNING RESOURCES

J. Other Learning Resources

ZZ.Establishing a purpose for the lesson

What do you think is the mother doing?

AAA. Presenting examples/ instances of the

Group Activity: “Group Me”

Table 1. Description of the rocks in our collection

5. Sort your rocks according to their appearance as described below Table

7. Listen to the teacher as she discusses the rock classification key

8. This time, using the rock classification key, re – classify your

b. What is the value of having guide for classifying rocks?

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

F. Developing mastery (Leads to formative assessment)

G. Finding practical applications of concepts and skills in daily living

Have pores Easily reacts with acid

Igneous Rock Sedimentary Rock Metamorphic Rock

H. Making generalizations and abstractions about the lesson

Background Information of the Teacher

J. Additional activities for application or remediation

C. Learning Competency/ Objective

VII. LEARNING RESOURCES

2. Additional Materials from Learning Resource Portal

B. Other Learning Resources:

Word Definition Pictures

Teacher will prepare the following pictures.

sedimentary rock metamorphic rock

B. Establishing a purpose for the

I Know I Want to know I Learned

(Expected answer) (Expected answer)

C. Presenting examples/ instances of the lesson

Sandstone Marble Clay

Kitchen Worktops Ceramics Beautifying product

D. Discussing new concepts and practicing new skills #1

E. Discussing new concepts and practicing new skills #2

G. Finding practical applications of concepts and skills in daily living

H. Making generalizations and abstractions about the lesson

Background Information for the Teacher

3. Chalk is used to write on blackboards because ...

4. Marble is often used for statues or grand buildings because ...