Objectives:

 Given a set of pictures, the students will be able to accurately identify

each material according to its properties.
 In a group activity, the students will be able to perform correctly a
simple experiment about different materials based on the ability to
absorb water, float, sink, or undergo decay.
 The students will be able to completely recognize the importance of
proper disposal of waste of decaying materials through answering
questions being asked

Topic: Properties
Title of the Activity: Sink or Float? Soak or Absorb? Will decay or not ?
(Traditional)
Materials: Basin, Water, Ping-pong ball, Pebble, Egg, One-peso coin,
Tomato, Cloth, Cotton Ball, Rubber band, Lemon, Sponge, and Empty Plastic
Bottle.

Procedures:
 The class will be divided into three groups.
 The day before the activity, the teacher will instruct the students to
bring the materials needed.
 Each group will come in front to perform the experiment.
 Fill half of the basin with water.
 Slowly drop each of the materials into the basin one at a time.
 Observe what happened on the materials when drop into the water.
 Record your observation on the table provided.
Direction: Place a ( √ ) check on each box if it is observed on the experiment.

MATERIALS Float Sink Absorb Not Decay Not

Absorb Decay
Ping-pong
Ball
Pebble
Lemon
Egg
One-peso
Coin
 Sponge
Cloth
Rubber Band
Plastic Bottle
Lemon
Tomato

Guide Question and Answer:

1. What are the materials that sink and float?
Sink - Pebble, Cloth, Rubber-band, Lemon, Egg, One-peso coin,
Float - Ping-pong ball, Cotton ball, Sponge, Tomato, Empty plastic bottle
2. What are the characteristics of objects that sink or float?
Objects with higher density than water typically sink, while those with lower
density float.
3. What are the materials that absorb water?
Absorb water - sponge, cotton and cloth.
4. What characteristics made some materials absorb or not absorb water?
Materials that absorb water because of their porous nature that allow water to
penetrate throughout the material.
5. What are the materials that decay?
Decay - Tomato, Lemon, Cloth.
6.What conditions contribute to the decay of organic materials?
Organic materials such as food, paper, and certain fabrics are prone to decay
due to the presence of microorganisms that break them down.
Objectives:
 Given a set of pictures, the students will be able to accurately identify
each material according to its properties.
 In a group activity, the students will be able to successfully play a game
about properties of materials that sink or float.
 The students will be able to completely recognize the importance of
proper disposal of waste of decaying materials through answering
questions being asked.

Topic: Properties
Title of the Activity: Guess Me! Sink or Float? (Technology)
Materials: Smartphone, Data Connection

Procedures:
 The class will be divided into three groups.
 The day before the activity, the teacher will assign a leader for each group
that has a smartphone and instruct that they should have a data
connection that they will be using during the activity.
 Each group will play an online game entitled “Sink or Float”
 The link of the game will be given by the teacher ( Sink Or Float Play
Now on GamePix )
 Click the link of the game.
 Click “Play Now” and wait for a second and then click “OK , PLAY NOW!”
 Click “Start Game”.
 The player will have to guess if the material will “Float “ or “ Sink”
 Click “Sink” if it sinks and Click “Float” if it floats.
 The player have three (3) hearts it means that they have three chances
before losing the game.
 Each correct answer the player will receive a “10 points”.
 The group that will have the highest score will be the winner.
Guide Question and Answer:
1. What are the materials that sink or float?
Sink - Betroot, Egg, Pliers, Coin
Float - Watermelon, Apple, Wood Trunk, Tomato, Pineapple
2. What are the characteristics of materials that float and sink?
Objects with higher density than water typically sink, while those with lower
density float.
3. Are their materials that absorb water? If not, give at least three (3)
examples of materials that absorb water.
No, the three examples of materials that absorb water are cotton, cloth and
sponge.
4. What do you think are the materials that decay?
Decay - Watermelon, Apple, Pineapple, Tomato, Betroot.
5. What conditions contribute to the decay of organic materials?
Organic materials such as food, paper, and certain fabrics are prone to decay
due to the presence of microorganisms that break them down.
Objectives:
 In a given activity, the student will be able to accurately identify and
describe the changes in solid materials (bent, cut, press, hammered)
 In a group experiment, the students will be able to demonstrate
correctly the changes of solid materials when bent, cut, press and
hammered.
 The student will be able to completely show active participation in class
discussion through answering questions.

Topic: Changes that Materials Undergo

Title of the Activity: Exploring Changes of Solid Materials (Traditional)
Materials: Scissors, Paper, Clay, Metal Spoon, Empty can, Broomstick, Paper
Clip, Wood, Cloth, Banana, and Hammer/ Rock
Procedures:
 The class will be divided into three groups.
 The day before the activity, the teacher will instruct students to bring
materials needed in the experiment.
 Place all the materials needed on the table
 Group each material;
 Cloth, Scissors, and Paper
 Empty Can, Wood and Rock/Hammer
 Clay and Banana
 Metal Spoon, Broomstick, Paper Clip
 Cut the paper and cloth by using a pair of scissors.
 Hammer the empty can and wood using a rock/hammer.
 Try to bend the metal spoon, broomstick, and paper clip.
 Press the clay and banana by using your hands.
 Make sure that each member should participate.
 Observe carefully on what happened when the solid materials bent, cut,
hammered, and press.

Guide Questions and Answer

1. What kind of materials did you use on the activity?
Solid Materials
2. What changes occurred when the solid materials were manipulated ( cut ,
press, hammered , bent ) ?
Cutting resulted in separation into smaller pieces and change in size and
shape.
Hammering caused deformation or flattening.
Bending changed the shape without breaking
Pressing compressed or molded the materials.
3. Were there new materials formed after (benting, cutting, hammering and
pressing)? What are the changes?
No there are no materials formed only the appearance changed.
4. What do you think are the changes happened in the material?
The changes that possibly happened are change in size shape and texture.
Objectives:
 In a given activity, the student will be able to accurately identify and
describe the changes in solid materials (bent, cut, press, hammered).
 In a bring home activity, the students will be able to demonstrate
correctly the changes of solid materials when bent, cut, press and
hammered and present it during class discussion.
 The student will be able to completely show active participation in class
discussion through answering questions.

Topic: Changes that Material Undergo

Title of the Activity: Hands-On Exploration: Changes in Solid Materials at
Home (Technology)
Materials: Smartphone, Data Connection, Solid Materials at home (depend
on the availability)
Procedures:
 Bring Home Activity (this activity is done before the class discussion and
should be presented during the class discussion).
 Look for solid materials at your house that can be bent, cut, hammered,
and press.
 Suggested Materials: (You are free to choose any solid materials)
 Cutting - Paper and Scissor
 Hammered - Empty Can and Hammer
 Pressing - Clay
 Bending - Metal Spoon
 Cut the paper by using a pair of scissors.
 Hammer the empty can using a rock/hammer.
 Try to bend the metal spoon.
 Press by using your hands the clay.
 Do not forget to video yourself while doing the activity. You can ask for
help with your parents or older brother or sister.
 Observe carefully on what happened when the solid materials bent, cut,
hammered, and press.
 Send your video on the Google Drive link I have provided (parent’s help is
advised)
Guide Question and Answer:
(Should be asked during the class discussion)
1.What kind of materials did you use on the activity?
Solid Materials
2.What changes occurred when the solid materials were manipulated ( cut ,
press, hammered , bent ) ?
Cutting resulted in separation into smaller pieces and change in size and
shape.
Hammering caused deformation or flattening.
Bending changed the shape without breaking
Pressing compressed or molded the materials.
3.Were there new materials formed after (bending, cutting, hammering and
pressing)? What are the changes?
No, there are no materials formed only the appearance changed.
4.What do you think are the changes happened in the material?
The changes that possibly happened are change in size shape and texture.
Objectives:
 In an in-class discussion, students will accurately describe the major
organs and their functions.
 In a group activity, students will create a poster about healthy habits
and ways to prevent diseases affecting the major organs, achieving at
least 95% accuracy.
 During a poster presentation, students will share their insights on the
importance of caring for the major organs.

Topic: Human
Title of the Activity: Poster Making - Healthy Habits (Traditional)
Materials: Bond paper or poster boards, Markers, Crayons, Pencils
Procedures:
 Divide students into small groups.
 Provide each group with a large sheet of paper or poster board and art
supplies such as markers, crayons, and colored pencils.
 Instruct students to collaborate on creating a poster that highlights
different ways to care for the major organs of the body.
 Encourage students to brainstorm and discuss what various disease
can affect the major organs and healthy habits that support the health
of major organs.
 Allow time for each group to complete their posters.
 After that each group present their posters to the class, explaining their
posters base on the guiding questions

Refer to the rubrics below for grading:

Score Description Obtained

Score

20 The drawing shows complete

understanding in the given content. It
correctly highlights . The drawing is neat,
creative, and visually appealing.

18 The drawing shows understanding in the

given content. However, the drawing is a
little untidy with some mistakes and
erasures, but shows some creativity,

15 The drawing shows partial understanding

in the given content. The drawing is
untidy with mistakes and erasures.
 8 The drawing shows a little understanding
in the given content. Did not show
creativity.

Guide Question and Answer:

1. What major organs did your group choose to focus on, and why are
they important for our health?
Answer: The students identify and explain the significance of the major
organs they addressed on their posters.
2. What are some common diseases or health problems that can affect
the major organs, and how can healthy habits help prevent them?
Answer: Students can discuss diseases such as heart disease, lung
disease, liver disease, kidney disease, and brain disorders, and
explain how healthy habits can reduce the risk of these conditions.
3. Share some of the healthy habits your group included on the
poster, and why are they beneficial for organ health?
Answer: Students highlight the healthy habits they depicted on their
posters and explain how each habit contributes to the well-being of
major organs.
4. What did you learn from creating this poster about the importance of
caring for our major organs?
Answer: Depend on students’ opinions or insights.

Objectives:
  As a given activity, the students shall be able to accurately identify the
major organs of the human body, as well as accurately describe their
functions during the activity.
 In a given virtual activity, the students will demonstrate proficiency in
using technology with 95% accurately through the 3D Anatomy 2024
website or app to explore virtual representations of major organs.
 In a group activity, the students actively participate in the exploration
activity, and sharing insights of the importance of caring for major
organs through healthy habits.

Topic: Human
Title of the Activity: Virtual Organ Exploration (Technology)
Materials: Cellphone or tablets, Internet connection, Worksheet
Procedures:
 Divide students into small group before the class discussion. Make
sure that each group have a cellphone or tablet to use.
 Direct the students to open the 3D Anatomy 2024 website or app on
their tablets or smartphones.
 Instruct students to navigate through the virtual representations of
major organs such as the heart, lungs, liver, kidneys, and brain.
 Encourage students to click on each organ to explore its structure and
learn about its function.
 Students will take notes and discuss with their group to deepen their
understanding of the organs base on the guiding questions.
 After exploring each organ, facilitate a discussion with the class to
share insights.

Guide Question and Answer:

1. What is the function of the heart in the human body, and why is it
important to keep it healthy?
Answer: The heart pumps blood throughout the body, delivering
oxygen and nutrients to cells and removing waste products. It is
important to keep the heart healthy through regular exercise, a
balanced diet, and avoiding smoking to prevent heart disease.
2. How do the lungs help us breathe, and what are some ways to
maintain lung health?
Answer: The lungs take in oxygen from the air we breathe and expel
carbon dioxide. To maintain lung health is avoid exposure to air
pollution, quit smoking, exercise regularly, and practice deep breathing
exercises.
3. What are the primary functions of the liver, and how can we prevent
liver diseases?
Answer: The liver detoxifies harmful substances, produces bile for
digestion, and stores energy. To prevent liver diseases, it's important to
 limit alcohol consumption, maintain a healthy weight, and avoid
exposure to toxins.
4. What role do the kidneys play in the body, and how can we protect
kidney health?
Answer: The kidneys filter waste products from the blood, regulate fluid
balance, and produce urine. To protect kidney health, it's crucial to stay
hydrated, maintain a healthy diet low in salt and sugar, and avoid
excessive use of painkillers.
5. Which part of the brain is responsible for controlling thoughts, memory,
and emotions, and how can we support brain health?
Answer: The brain's cerebrum controls thoughts, memory, and
emotions. To support brain health, it's important to get regular exercise,
eat a nutritious diet, and get enough sleep.
6. What are some common diseases that can affect the heart, lungs, liver,
kidneys, and brain, and what are ways to reduce the risk of these
diseases?
Answer: Common diseases include heart disease, lung cancer, liver
cirrhosis, kidney stones, and Alzheimer's disease. Ways to reduce the
risk include maintaining a healthy lifestyle, getting regular check-ups,
and seeking medical advice when needed.

Objectives:
  In a Given activity, the student shall be able to accurately distinguished
the physical characteristics of animals that live in different habitats.
 In an individual activity, the student will draw their favorite animal with
85% accuracy.
 In an art activity, the student will be able to successfully express
understanding through creative art.

Topic: Animals: Live on land or in water

Title of the Activity: Animal Adaptations Art (traditional)
Materials: Drawing paper, crayons, markers, and colored pencils.
Procedures:
 Students will prepare the art materials.
 Each student draws their favorite animal and draws it in its habitat,
emphasizing any special adaptations.
 Students present their artwork and answer the given guide questions.

Guide Question and Answer:

1. What physical characteristics did you notice about the animal you
chose?
Answer: Depending on the animal chosen by the student.
2. How do these physical characteristics help the animal survive in its
habitat?
Answer: Depending on the animal chosen by the student.
3. Can you describe the habitat where your chosen animal lives?
Answer: Depending on the animal chosen by the student.
4. Why is it important for animals to have special adaptations for their
habitats?
Answer: Animals need special adaptations to survive in their habitats
because it helps them find food, stay safe from predators, and protect
themselves from harsh weather conditions.
5. What was the most interesting thing you learned while doing this
project about your animal?
Answer: Each student shares a unique fact.

Objectives:
  The students shall be able to accurately identify the differences
animals that live on land and animals that live in water during
discussion.
 In a given list, the student will find the pictures of animals that live on
land and animals that live in water in 95% accuracy.
 In a given activity, the student will be able to recognize the importance
of using technology to research and locate information about different
animals.
Topic: Animals: Live on land or in water
Title of the Activity: Animal Scavenger Hunt (technology)
Materials: Cell phone or tablets, Internet connection, worksheet
Procedures:
 Divide students into small groups.
 Provide them with a list of animals that live on land and in water.
 Each group will use the cellphones or tablets to research on google,
find pictures of the animals on their list and download the pictures they
find.
 The group that finds all the animals on their list and raises their hands
while saying "Finish" the fastest wins.

Guide Question and Answer:

1. What are some examples of animals that live on land?
Answer: Animals that live on land include lions, elephants, bears, and
rabbits.
2. Can you name a few animals that live in water habitats?
Answer: Animals that live in water habitats include fish, dolphins,
turtles, and seals.
3. Why do you think it's important for animals to have specific habitats?
Answer: Animals have specific habitats that provide them with the
resources they need to survive, such as food, water, shelter, and
protection from predators.
4. How can you tell if an animal is adapted for living in water?
Answer: Animals adapted for living in water often have features like
fins, streamlined bodies, and gills to help them swim and breathe
underwater.
5. What are some differences between the habitats of animals that live on
land and those that live in water?
Answer: Animals that live on land usually have access to air for
breathing, while animals in water habitats need adaptations like gills to
extract oxygen from water. Land habitats may also have different types
of vegetation and terrain compared to water habitats.
Objectives:
 Given a picture, the students will be able to accurately identify the
characteristics of terrestrial and aquatic plants.
  In a group activity, the students will be able to correctly arrange the
jumbled words.
 Students will recognize the importance of plants in our ecosystem
through discussion.
Topic: Plants (live on land or in water)
Title of the Activity: Jumbled Words (Traditional)
Materials: Printed pictures, Jumbled letter cards, Double sided tape

Procedures:
 Divide the class in a group.
 Teacher will distribute the jumbled letter cards in each group.
 Explain to the students that the jumbled letter can be rearranged to form
the correct words related to terrestrial and aquatic plants.
 Encourage the students to think about the characteristics and names of
different terrestrial and aquatic plants as they form the letter that
teacher shows.
 Set a time limit for the activity (5minutes)
 Member of the group will paste the correct words in the board.

Guide Question and Answer:

1. What is the difference between terrestrial and aquatic plants?
Ans. The main difference between terrestrial and aquatic plants is their
habitat. Terrestrial plants grow on land while Aquatic plants live un
water.
2. How do terrestrial plants obtain nutrients for growth?
Ans. Terrestrial plants obtain nutrients for growth is from the soil
through their root system.
3. How do aquatic plants obtain nutrients for growth?
Ans. Aquatic plants obtain nutrients for growth is from the water and
the surrounding substrate through their specialized root structures.

Objectives:
 Students will accurately identify between terrestrial and aquatic plants
 Students should effectively observe and document the characteristics
of various plant species through capturing photos
  Students will recognize the importance of plants in our ecosystem
through discussion.
Topic: Plants (Terrestrial and Aquatic)
Title of the Activity: Plant Photo Hunt (Use of Technology)
Materials: Smartphone, and plant naming apps.

Procedures:
 Divide the students into small group. Each group should have a
smartphone to use. Advisable to instruct them about the activity a day
before the activity to prepare.
 During their vacant time, students will explore the inside of the school
to hunt and find plants.
 Students will take photos of different plants they can see inside the
school.
 Take clear and focused photos of the plants they find, capturing the
overall appearance; leaves, flower and any unique features.
 Students will also name the plants they capture. If they don’t know the
names of the plants, they can use plant naming app such as PlantNet,
PlantSnap, or PictureThis. The teacher should introduce one of these
apps.
 After capturing, leader of the group will send the pictures to the
teacher, so that the teacher can compile it.
 During class discussion, students will present the plants they see, and
include the habitat of the plant. If terrestrial, or aquatic plants.

Guide Question and Answer:

1. What kind of plants did you find and capture?
Answer: Depending on the students’ output.

2. Did you find plants that live on land (aquatic plants)? If yes, what are
their names?
Answer: Depending on the students’ output.

3. Did you find plants that live on water (aquatic water)? If yes, what are
their names?
Answer: Depending on students’ output.
 4. How do the plants in different habitats differ in terms of their physical
characteristic?
Answer: Terrestrial plants may have thicker stems and leaves to support their
weight and capture sunlight, while aquatic plants may have thin and flexible
stems and leaves to float or move with water currents.

Objectives:
 Given a set of pictures, the students will be able to describe the life
cycles of human, plants and animals.
  Students will accurately arrange pictures depicting the different stages
of life cycles of human, plants, and animals.
 Students will show curiosity and interest in learning about the life
cycles of humans, plants, animals.
Topic: Life Cycles (Humans, Plants, and Animals)
Title of the Activity: Sequencing (Traditional)
Materials: Printed pictures, sequencing chart, and double side tape.

Procedures:
 Divide the class into three groups. Group 1 is the human group, group
2 is the plant group, and group 3 is the animals group.
 Each group will be given pictures with descriptions, and a sequencing
chart.
 Each group will arrange the following pictures according to the right
order of different stages in life of a Human, Plants, Animals.
 After answering the group will paste the chart on the board, and
discuss or explain their work in the class.

Guide Question and Answer:

1. What are the different stages in the life cycle of a human? Plant?
Animal?
Answer: The life cycle of a human consists of several stages the infancy,
childhood, adolescence, adulthood and old age.
In plant, seed, seed germination, seedling, adult plant, and pollination and
fertilization.
In animals, birth, growth, development, reproduction, and death.

2. How does the life cycle of plant differ from that of a human?
Answer: The life cycle of a plant typically includes the stages of seed
germination, growth as a seedling, maturation into an adult plant.

Objectives:
 Given a set of pictures, the students will be able to describe the life
cycles of human, plants and animals.
  Using the online games, students will explore the different cycle of life
of a human, plants, and animal.
 Students will collaborate effectively with team members and participate
in group discussions.
Topic: Life cycles (Human, Animals, Plants)
Title of the Activity: Cycle of Life “A Digital Journey” (Use of Technology)
Materials: Smartphone or tablet.

Procedures:
 The class will be divided into 3 groups. Each group should have a
leader that has a smartphone or tablet. Tell them the day before the
discussion to bring a phone (to those who can bring).
 Each group should play the 3 different games involving the life cycles
of human, plants, and animals.
The links for the game:
https://www.ecosystemforkids.com/life-cycle-diagrams-of-animals.html
https://www.ecosystemforkids.com/human-life-cycle.html
https://www.ecosystemforkids.com/life-cycles/life-cycle-of-a-frog.html
 After playing each game, student will take a screenshot before
submitting their answer.
Guide Question and Answer:
1. What are the stages of a human life cycle?
Answer: Infancy, childhood, adolescence, adulthood, old age, death.

2. How does the life cycle of a plant work?

Answer: The life cycle of a plant begins with a seed, which germinates and
grows into a seedling, then grows into a mature plant, which produces
flowers.

3. How does the life cycle of an animal differ from that, of a human or
plant?
Answer: Animals life cycle can be more varied, some go through a simple life
cycle of birth, growth, reproduction and death, like humans.

Objectives:
 In an activity, the students will be able to accurately identify and
differentiate harmful and beneficial interactions among living things
  In a group activity, the students will be able to successfully engage in
an adventure play about different interactions among living things
 The students will be able to recognize the importance of interactions in
maintaining ecosystem balance and biodiversity through answering
questions being asked

Topic: Ecosystem
Title of the Activity: The Great Ecosystem Adventure
Materials: Tarpapel
Procedures:
 Divide the class into 4 groups
 There will be four (4) ecosystem station the forest, grassland, desert and
ocean.
 Each station will be placed around the classroom
 Assign each group to different ecosystem after they finish to first
ecosystem they proceed on to other to avoid being crowded
 Each ecosystem has different interactions on living things
 The students should identify what type of interaction it is
 Groups should write down their observations on their paper
 They will be given at least 3 minutes on each ecosystem

(It will be placed on a tarpapel that consist of different pictures on it)

Forest Ecosystem
Description: A wooded area with tall trees, shrubs, and a variety of plants and
animals.
Possible Interactions:
Predation: Wolf hunting deer.
Mutualism: Bees pollinating flowers.
Parasitism: Tick feeding on a deer.
Competition: Trees competing for sunlight and nutrients.

Ocean Ecosystem
Description: A marine environment with diverse aquatic life, including fish,
coral reefs, and seaweed.
Possible Interactions:
Mutualism: Clownfish living among sea anemones for protection.
Predation: Shark hunting smaller fish.
Competition: Fish competing for food resources.
Commensalism: Remora fish hitching a ride on a larger marine animal.

Grassland Ecosystem
Description: A vast open area dominated by grasses, with scattered trees and
bushes.
Possible Interactions:
Mutualism: Bees pollinating flowers.
Competition: Grazing animals competing for food.
Predation: Lion hunting a zebra.
Commensalism: Birds nesting in trees, using them for shelter without harming
the trees.

Guide Question and Answer:

1. What interaction have you observed on forest ecosystem?
Answer: Predation, Mutualism, Parasitism, and Commensalism
2. What interaction can you observe when a wolf hunts a deer in the forest
ecosystem? Is it harmful or beneficial?
Answer: The wolf preys on the deer for food, which is a form of predation. It is
harmful interaction.
3. Describe an example of mutualism you might find in the forest ecosystem.
Answer: Bees pollinating flowers. Bees and flowers exhibit mutualism, where
bees benefit from nectar while flowers benefit from pollination.
4.What is an example of parasitism in the forest ecosystem?
Answer: A tick feeding on a deer. The tick benefits by feeding on the blood of
the deer, while the deer is harmed by the parasite.
5.What interaction are present in the ocean ecosystem?
Answer: Predation, Competition, Mutualism and Commensalism
6.How does predation occur in the ocean ecosystem?
Answer: Predation occurs when a shark hunts smaller fish for food. The
shark preys on the smaller fish as part of the food chain.
7.What is an example of commensalism in the ocean ecosystem?
Answer: Remora fish hitching a ride on a larger marine animal. The remora
fish benefit from the transportation provided by the larger animal without
harming or benefiting it.
8. How many interactions are present in the grassland ecosystem? What are
these?
Answer: Predation, Competition, Mutualism and Commensalism
9.How does predation occur in the grassland ecosystem?
Answer: Predation can occur when a lion hunts a zebra for food. The lion
preys on the zebra as part of the predator-prey relationship in the grassland.
10.Give an example of mutualism in the grassland ecosystem.
Answer: Bees pollinating flowers. Bees benefit from the nectar of flowers
while aiding in the pollination process, which benefits the flowers'
reproduction.

Objectives:
 In an activity, the students will be able to accurately identify and
differentiate harmful and beneficial interactions among living things.
  In a bring home activity, the students will be able to research about
different harmful and beneficial interaction among living things.
 The students will be able to recognize the importance of interactions in
maintaining ecosystem balance and biodiversity through answering
questions being asked.

Topic: Ecosystem
Title of the Activity: Explore Me! Interaction among living things (Use of
Technology)
Materials: Smartphone , Data Connection, Printer

Procedures:
 Research an example of pictures of harmful and beneficial interaction
among living things ( e.g Commensalism , Predation ).
 Provide at least one (1 ) picture for each interaction.
 Use your smartphones or Laptop.
 Use a long bond paper and print it out.

Guide Questions and Answer:

1. How many interactions have you researched? What are these?
Answer: There are four and it is Commensalism, Predation, Mutualism,
Competition and Parasitism
2. Based on what you have researched on Predation, what does the picture
says?
Answer: It has a picture of a shark and small fish so Predation occurs when a
shark hunts smaller fish for food. The shark preys on the smaller fish as part
of the food chain.
3. Based on your work there is a forest ecosystem, what is an example of
parasitism?
Answer: A tick feeding on a deer. The tick benefits by feeding on the blood of
the deer, while the deer is harmed by the parasite.
4. What is an example of competition?
Answer: Squirrels and chipmunks rely on nuts, seeds, and fruits as their
primary food sources. As the forest becomes densely populated with both
species, competition for these food resources increases.
5.Give an example of mutualism in the grassland ecosystem.
Answer: Bees pollinating flowers. Bees benefit from the nectar of flowers
while aiding in the pollination process, which benefits the flowers'
reproduction.
6.What is an example of commensalism in the ocean ecosystem?
Answer: Remora fish hitching a ride on a larger marine animal. The remora
fish benefit from the transportation provided by the larger animal without
harming or benefiting it.

Objectives:
 In the given examples of real objects, the students will be able to
identify the effects of force when applied to an object with 85%
accuracy.
  Using the modelling clay, the students will be able to create an object
creatively.
 The students will be able to accurately share their learnings by giving
examples of what will happen to objects when force is use.

Topic: Effects of force on object

Title of the Activity: Clay Art (Traditional)
Materials: Modelling Clay

Procedures:
 Students will be required to bring their own modelling clay.
 They will create an object using the modelling clay. It depends on them
what object they will create.

For grading, please refer to the holistic rubric below:

Points Description
20 The object created is very well-
constructed. Can be easily
distinguish what the object is.
15 The object created is
constructed in a good manner.
Can still be distinguish but
needs a little improvement.
10 The objects created is not well-
constructed. Can’t be
distinguish, but the students
still put an effort in making.

Guide Questions and Answer

1. In your activity, what did you do to the modelling clay to be able to
create an object?
Answer: By pressing, crumbling, and squeezing the clay.

2. When you are pressing, crumbling, or squeezing the modelling clay,

what did you use to be able to do that action?
Answer: We use the force of our hands.
3. Based on the object you have created, if you are going to throw a rock,
or any hard objects to it, what do you think will happen to that object?
Answer: It will be destroyed, or it will be flattened.
 4. Do you think that force will have an effect to object when applied? How
so?
Answer: Yes, because when we apply force to any object, it will change its
size, shape, and movement.

Objectives:
  In the given examples of real objects, the students will be able to
identify the effects of force when applied to an object with 85%
accuracy.
 The students will be able to proficiently analyze the effect of force
when applied to an object by playing the mobile game “angry birds”.
 The students will be able to accurately share their learnings by giving
examples of what will happen to objects when force is use.

Topic: Effects of force on objects

Title of the Activity: Learning While Having Fun - Angry Birds (Technology)
Materials: Smartphone

Procedures:
 Teacher will instruct the students to download the app “angry birds” to
their phone. (If not all students have phone, then this activity can be
done as a groupwork.)
 For 5-10 minutes, let the student play the game. Tell them to observe
and analyze the game. Supervise the children while playing the mobile
game.
 After playing the game, ask them the guide questions.

Guide Question and Answer:

1. While playing the game, what did you do to proceed to another level?
Answer: Using the slingshot, the bird is put there then we pull the rope to
make it destroy the houses of the green pigs.

2. What do you think was applied when you pull the rope and the bird
went to the other side?
Answer: Force

3. What happened to the houses of the green pigs at the other side after
you throw the birds?
Answer: It was destroyed.

4. What do you think is the reason why it got destroyed?

Answer: After pulling the rope of the slingshot, force was applied, and when it
hit the woods/houses of the pigs, it destroys due to the applied force.

Objectives:
  Given set of pictures, the students will accurately identify if the picture
is a source of light, heat and sound.
 In a group activity, the students will perform correctly an experiment
about how the light, heat, sound travel.
 The students will actively show participation in the give activities.
Topic: Light, Heat and Sound
Title of the Activity: Did it! Learn from it! (Traditional)
Materials: Flashlight, cardboard/illustration board, box, tape, candle, nail,
butter, matchstick, cans, taut string or wire

Procedures:
 The whole class will be divided into two(2) groups
For the first group:
 First, make a hole in an illustration board or cardboard
 Second, focus the flashlight in a distance wall or at the ceiling and
observe the path of light
 Next, get a cardboard/illustration board that has a hole in the middle
then block the path of light coming from the flashlight
 Then, get a three (3) cardboard/illustration board that has a hole in the
middle then tape it and put it in a empty box in a parallel form with 2
inches away from each other. Make sure that the cardboard/illustration
board are aligned so that it will be seen through the holes.
 Focus the flashlight to the first hole and observe what will happen
 Then misaligned the light in the first hole and observe what will happen
Guide Question and Answer:
1. Did the light form a straight when you focused it on the wall or ceiling
without blockage?
Answer: Yes, it does.
2. When you blocked the light with a thick cardboard, was it able to pass
through it? Why?
Answer: No, because the cardboard blocked the light coming from the
flashlight.
3. When I aligned the cardboard with holes, was the light able to pass
through it?
Answer: With the 3 holes aligned, the light was able to pass through it.
4. When one of the illustration board was not aligned with the other
illustration board, was the light able to pass through the other
illustration boards? Why?
Answer: The light could not pass through the other illustration boards. The
illustration board in the middle blocked the path of light.

For the second group:

 First, light the candle with a matchstick
 Second, scope a butter then spread to the half end of a close to the
head of the nail
 With the use of a pair of tongs hold the part of the nail where you
spread the butter
 Then slowly bring the part of the nail without butter to the tip of the
flame of the candle then hold the nail in the flame until you observe
a change in the butter
Guide Question and Answer:
1. What happened to the butter on the nail?
Answer: The butter melted.
2. Why do you think it melted?
Answer: The heat from the flame traveled through the nail until it reached the
other end of the nail with cause the butter to melted.
3. What could you infer from our experiment?
Answer: Heat travels from a hot object to a cold object.

For the third group:

 The teacher will provide 2 cans and a taut string or wire.
 The students will attach the 2 cans using the string to make a tin
can phone,
 One student will hold the other side holding the can and another
student will hold the other end holding the can.
 One student will say something in the can
 Students will observe what happened.
General Guideline: Each group will present the experiment one by one so
that other group can observe.
Guide Question and Answer:
1. What did you observe on the activity?
Answer: The other student holding the can, can hear what the other student
says.
2. Why does the other student can still hear the voice of the other student
even if they are far from each other?
Answer: He/she can still hear it because of the string attached. The sound
travels through the string.

Objectives:
 Given set of pictures, the students will accurately identify if the picture
is a source of light, heat and sound.
 In a given activity, the student will correctly group the pictures into its
column
  The students will actively show participation in a class activities
Topic: Light, Heat and Sound
Title of the Activity: Group Me! (Technology)
Materials: laptop, projector,

Procedure:
 The teacher will present an activity using a ppt. In the ppt, a table is
presented and pictures outside the table. The pictures should be
draggable so that technology can be utilized
 The wheel of names from the laptop will decide the student who will
drag the picture to its correct column. The activity will repeat until all
picture will be pasted in the correct column.
 After the activity the teacher will check their answers
Guide Question and Answer:
1. In the first column, are all the pictures group correctly?
Answer: Yes, because the flashlight, the fire, and the bulbs are example of
light)
2. How about in the second column, did all the pictures pasted here group
correctly?
Answer: Yes, because the fire, the candle, gas stove are objects that is an
example of Heat.)
3. In the last column, did all the pictures pasted group correctly?
Answer: Yes, because the megaphone, the radio, and the sound of a bird is
an example of a sound.
4. What are the similarities of light, heat and sound?
Answer: The similarities of light, heat and sound is they are all form of energy.
5. Can you differentiate the Light, heat, and sound?
Answer: Heat can be transferred by radiation, conduction and convection.
While light can be produced, reflected, refracted, and separated into light of
various colors. Lastly, sound is created by vibration and cannot travel through
a vacuum.
Objectives:
 In the given pictures, the students will correctly identify the different
types of soil based on their physical characteristics.
 In a class experiment, the students will accurately compare and
contrast the characteristics of different types of soil.
  In a class discussion, the students will finally recognize the importance
of soil in all living organisms.

Topic: Soil
Title of the Activity: Soil Experiment (Traditional)
Materials: 3 Different types of soil, 3 cups with same sizes, 3 plastic spoons,
a pair of gloves, 3 bond paper, Pentel pen, and water.

Procedures:
 The whole class will be divided into groups.
 The teacher will provide all the needed materials for the activity.
 The students will follow all the steps below:

 Put the 3 different soils in the cups then label it with 1,2&3
 Scope at least two plastic spoons in each soil sample then put each
sample in a different bond paper.
 Observe the difference between the three soils
 After the observation, put a small amount of water in the soil and mix it
 Observe it and compare and contrast their thickness
Guide Question and Answer:
1. What types of soil in soil sample labeled 1 and its particles when it is
dry?
Answer: It is reddish brown in color and it has very fine and powdery particles
when dry.
2. What types of soil in soil sample labeled 2 and its particles?
Answer: It is color dark brown and its particle size is moderate.
3. What types of soil in soil sample labeled 3 and its particles?
Answer: It is color brown and it has a large particles size with large pore
space.
4. How can you identify the types of soil?
Answer: We can identify the types of soil by looking into its characteristics.
Objectives:
At the end of the lesson, the student should be able to:
 In the given pictures, the students will identify correctly the different
types of soil based on their physical characteristics.
  In the given activity, the students will solve the puzzle as well as
arrange the letters to from a word accurately.
 In a class discussion, the students will finally recognize the importance
of soil in all living organisms.
Topic: Soil
Title of the Activity: Arrange Me! (Technology)
Materials: Laptop, projector,

Procedures:
 The student will be divided into three (3) groups.
 Using the ppt, the teacher will make a puzzle (pieces are draggable)
and put jumbled letters below (letters are draggable).
 Every group will take turns to solve the puzzle to form a picture, and
arrange the letter to name the picture.
 Each group will be timed to know who’s the fastest group to be
proclaimed as winner.

Guide Question and Answer:

1. What picture did you form in your puzzle?
Answer: Soil
2. What are the types of soil you have discovered?
Answer: Depending on what group the student is.
First Group: Clay
Second Group: Sand
Third Group: Loam
3. What type of soil are you very familiar of?
Answer: Depending on the students’ response.

Objectives
 Given an activity, the students will be able to identify the uses of water
from the different sources accurately.
 The students will be able to correctly guess if the picture presented
shows the proper use of water or not.
  The students will be able to value the importance of water from
different sources of water in their daily lives through discussion.
Topic: Water in the Environment
Title of the Activity: Guess the Picture (Traditional)
Materials: Printed pictures and emoji sticks
Procedures
 Each student will be given 2 sticks with a happy emoji and sad emoji.
 The teacher will present pictures that shows proper and improper use
of water.
 Students will raise the stick with a happy emoji if the picture presented
shows proper use of water. And the sad emoji, if it shows improper use
of water.

Guide Questions and Answers:

1. Did you also use the water properly?
Answer: Yes
2. What can you infer about those people who uses the water improperly?
Answer: Depending on students’ opinions.
3. Why is important that we conserve and use the water properly?
Answer: Depending on students’ opinions.

Objectives
 Given an activity, the students will be able to identify the uses of water
from the different sources accurately.
 The students will be able to actively observe the places being
presented through the virtual field trip.
  The students will be able to feel empathy towards the picture or video
presented that shows places with no clean water/sources of water.
Topic: Water in the Environment
Title of the Activity: Virtual Fieldtrip (Use of Technology)
Materials: Television, or Laptop

Procedures
 Prepare pictures or videos that shows places that don’t have clean
water or sources of water. Include also the sources of water that have
been contaminated due to human activities. Compile them for the
virtual fieldtrip.
 Act as a tourist guide to your trip with your students. Every
picture/video presented, provide explanations and insights about the
place.

Guide Questions and Answers:

1. What did you feel after watching the picture/videos?
Answer: Sad.
2. What is the leading cause, why some places don’t have clean water?
Answer: Due to human activities that makes the source of water dirty and
contaminated.
3. In your own opinion, how can you ensure that the water in your house
will always be clean?
Answer: Depending on the students’ opinions.

Objectives
 In a given activity, the students will be able to correctly identify the
different weather conditions.
 Students will be able to creatively write a weather diary recording the
different weather conditions experience by them in a diary notebook.
  The students will be able to share their learnings about the different
weather conditions accurately through oral recitation.
Topic: Weather
Title of the Activity: Weather Diary (Traditional)
Materials: Diary notebook, colored pens/pencils, art materials, etc.
Procedures
 A week before the proper discussion, instruct the students to write a
weather diary.
 Students will observe the weather condition each day for the whole
week, and write it in their diary notebook.
 After a week, students will present their diary, and answer the guide
questions.
Guide Questions and Answers:
1. What weather condition did you experience this week?
Answer: Rainy, sunny, thunderstorm, windy.
2. In day 1, what weather condition did you record?
Answer: Depends on the students’ response.
3. Why do you think we experience different weather conditions?
Answer: Depends on the students’ opinions and observations.

Objectives
 In a given activity, the students will be able to correctly identify the
different weather conditions.
 Using technology, the students will be able to simulate as a weather
reporter to identify the different weather conditions happening in real
life with 85% accuracy.
  The students will be able to share their learnings about the different
weather conditions accurately through oral recitation.
Topic: Weather
Title of the Activity: Weather Reporter for a Day! (Use of Technology)
Materials: Smartphone or Tablet
Procedure:
 A day before the class discussion, ask the students who can bring a
smartphone or a tablet.
 Divide the students into groups depending on how many students can
bring a phone/tablet. Make sure that each group have a device they
can use.
 Provide them the wi-fi connection/data connection. Send them the link
of the game. https://www.turtlediary.com/game/weather-report.html
In this game, student will play as a weather reporter. They need to
record the weather experienced by a city through the description given.

 After the game, student will take a screenshot, and then report the
different weather conditions experienced by different cities. Each group
will answer the guide questions.
Guide Questions and Answers:
1. What different weather conditions are mentioned in the game?
Answer: Sunny, Rainy, Thunderstorm, Windy, etc.
2. What weather conditions are experienced in different cities?
Answer: Depending on the students’ outputs.
3. Why do you think that there are different weather conditions?
Answer: Depending on the students’ opinions.
Objectives:
 Using a 3D model of a water cycle, the students will accurately
describe the role of the sun in the water cycle.
 In a given experiment, the students will be able to correctly observe the
role of the sun in the water cycle.
  The students will be able to accurately recognize the importance of the
sun not just in the water cycle but to our daily lives.
Topic: The Sun
Title of the Activity: The Sun Experiment (Traditional)
Materials: Bowl, plastic/cling wrap, tape, and rock.

Procedures:
 A day before the discussion, have them do the experiment at home.
 The students will follow the steps below:
Step 1: Place a bowl of water in a sunny spot.
Step 2: Cover it with plastic/cling wrap. Tape the edge to make sure it
is sealed.
Step 3: Place a small rock in the center of the plastic wrap just above
the water surface. Make sure that the bowl is stable and cannot be
move.
 During the observation, the students will answer the table below about
what they observed each day.
 During the discussion, let the students share their observations on the
experiment they did.
Hour Observations
After 1 hour
After 3 hours
After 5-8 hours

Guide Questions and Answer:

1. During the first hour, what did you observe on the water inside the
bowl?
Answer: The water remains the same, but it became warmer.
2. After 3 hours, what did you observed?
Answer: There are some water in the plastic wrap.
3. After 5-8 hours, what happened to the water?
Answer: The water in the plastic wrap started to drip back into the bowl.
4. What does the water droplets look like?
Answer: It looks like rain.
5. What can you infer on the experiment you did?
Answer: The sunlight is the reason why it rains. It makes the water evaporate,
and form it to make the rain. And that makes the sun important in our
everyday lives since rain is important.

Objectives:
 The students will accurately describe the role of the sun in the water
cycle through simulation.
 Using the website, the students will be able to engagingly play the
water cycle game and observe the role of the sun in the water cycle.
  The students will be able to accurately recognize the importance of the
sun not just in the water cycle but to our daily lives also.
Topic: The Sun
Title of the Activity: The Sun Experiment (Traditional)
Materials: Laptop, and projector.

Procedures:
 The teacher will open this website -
https://www.educationsoutheastwater.com.au/resources/natural-water-
cycle-game A fun game created by South East Water website. It is
called the natural water cycle game.

(Description: The player will trap the sun rays into the water to simulate
evaporation, then when there is enough water, the clouds will form, and it will
rain.)
 The teacher will group the students into small groups.
 Each group should choose a member to play (it depends on them how
many members will play), and the other members will observe.
 To add a challenge, a group who finishes the game in the fastest time,
will win.

Guide Questions and Answer:

1. While playing the game, what did you observe?
Answer: The sun rays make the water evaporate from the ocean to the sky.
2. How did the water evaporate from the sea into the sky?
Answer: With the use of the heat of the sun.
3. Do you agree that sun is important? Why?
Answer: Yes, because it’s the reason why it rains. And without this, we cannot
survive.