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Science 3 lm full english

Jocelyn Villanueva, profile picture
Jocelyn Villanueva

This document contains a draft of a Grade 3 science textbook. It includes 5 chapters that cover topics about matter, living things and their environment, force and motion, and earth and space. The chapters include lessons, activities, objectives, and procedures. The first chapter discusses the characteristics of solids, liquids, and gases. It describes how to identify, classify, and observe the properties of different states of matter. The second chapter focuses on senses and sense organs. It identifies parts of the eyes, ears, nose, tongue, and skin. The third chapter covers animals, plants, heredity, and ecosystems. The fourth chapter is about force, motion, and energy. The last chapter discusses surroundings, weather, and objects in

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DRAFT April 10, 2014 0 3 3
DRAFT April 10, 2014 1 Book Record School: District: Division: Region: Date received by school: Issued to (Name of Pupil) Date Issued Condition Date Returned Condition To the Teacher Write the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book: A. (New Book) B. (Used Book in Good Condition) C. (Used Book in Fair Condition) D. (Used Book in Poor Condition) Encourage and assist the pupil in repairing damaged textbooks.
DRAFT April 10, 2014 2 Take Care of Your Book Dos: 1. Cover your book with plastic or manila paper. Old newspapers and magazines will do. 2. Be sure your hands are clean when you handle or turn the pages. 3. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition. 4. Use a piece of paper or cardboard for bookmarks. 5. Paste or tape immediately any torn pages. 6. Handle the book with care when passing from one person to another. 7. Always keep your book in a clean, dry place. 8. When your book is lost, report it to your teacher right away. Don’ts: 1. Do not fold the pages. 2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page.
DRAFT April 10, 2014 3 For inquiries or feedback, please write or call: DepEd-Bureau of Elementary Education Curriculum Development Division 2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: bee-deped@pldtdsl.net bee_director@yahoo.com
DRAFT April 10, 2014 4 INTRODUCTION Dear Boys and Girls: This Learner’s Material for Grade 3, was written in response to the basic goal of education under the K to12 Enhanced Basic Education Program- “to prepare learners to become productive, worthy and competitive young scientists of the country.” This is divided into four units with illustrations describing each unit, representing the whole school year. Each unit has chapter with lessons and activities prepared which are aligned to the teacher’s guide. Learning to develop, keen and accurate observation skills through experiment, knowing more about matter, sense, living things, non-living things around you discovering more about your environment , climate change and other topics about the surroundings, earth and space are all given focus in this l learner’s material. Explore Science and make it useful in your daily life. Learning Science is having more fun. The Writers/Conceptualizers
DRAFT April 10, 2014 5 ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, teachers, BEE Staff and experts in Science for their enthusiastic commitment in the development, revision and finalization of the teaching guides and learning materials for Grade 3 under K to 12 Basic Education Program. Arthur DC. Sacatropes Dr. Luz E. Osmena Education Prog. Supervisor Education Prog. Supervisor Region III Region IV-A Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz Education Program Supervisor Science Coordinator Division Office, Sorsogon Prov. Division of Tarlac City Region V Region III Jennifer M. Rojo Jennifer A. Tinaja Master Teacher II MasterTeacher I Neogen Elementary School Nueve de Febrero E.S. Districtof Tagaytay City Mandaluyong City Job S. Zape (Ret.) John Fitzgerald Secondes Education Program Supervisor Master Teacher I Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-sch San Jaoquin, Iloilo Province Leni S. Solutan Neolita S. Sarabia Master Teacher Principal II Sta. Barbara Elementary School STRIVE Coordinator Division of Iloilo Province Division of Tagbilaran City Romeo C. Ordoňez Master Teacher II/Illustrator Divisoria E.S. Mexico South District Division of Pampanga Susana D. Mota Jemmalyn N. Malabanan Encoders
DRAFT April 10, 2014 6 Appreciation is extended to the following consultants/reviewers for their untiring efforts in sharing their expertise: Evelyn L. Josue Science Educ. Specialist IV (Ret.) UP-NISMED Diliman, Quezon City Pia Campo May R. Chavez Science Educ. Specialist Science Educ. Specialist UP-NISMED UP-NISMED Diliman, Quezon City Diliman, Quezon City Trinidad M. Lagarto Senior Educ. Prog. Specialist, Anchorperson Curriculum Development Division Bureau of Elementary Education Marilette R. Almayda Director III Bureau of Elementary Education Marilyn D. Dimaano Director IV Bureau of Elementary Education
DRAFT April 10, 2014 7 TABLE OF CONTENTS Page Title Page i Book Record for the Teacher ii Copyright Page iii How to take care of your Book iv Introduction v Acknowledgement vi UNIT I: Matter Overview Chapter 1 – Solids 11-17 - Characteristics of Solids - Naming /Classifying Different Solids - Describing Solids according to Color - Describing Solids according to Shape - Describing Solids according to Size - Describing Solids according to Texture Chapter 2 – Liquids 17-23 - Characteristics of Liquids - Naming /Classifying Different Liquids - Describing Liquids according on how they flow - Describing Liquids on how they take the Shape of the container - Describing Liquids on how they occupy Space - Describing Liquids according to Smell Chapter 2 – Gases 23-26 - Describing that Gases take the Shape of the Container - Describing that Gases occupy Space - Describing that Gases are Odorless and Tasteless
DRAFT April 10, 2014 8 Chapter 4 – Proper Use and Handling of Common Solids, 26-31 Liquids, and Gases at Home and in School - List of Common Products Found at Home and in School - Harmful Effects of Common Materials Found at Home and in School - Safety Measures in handling Harmful Materials Chapter 5 - Changes in Materials 31-49 - Measuring the Temperature of Materials - Measuring the Temperature of Hot/Warm Materials - Measuring the Temperature of a Cold Material - Changes in Materials as affected by Temperature - What happens to Water when Heated? - What happens to Water Vapor when Cooled? - What happens to Napthalene Ball when Heated? - What happens to the Air inside the Bottle/Balloon when Heated or Cooled? UNIT 2: Living Things and their Environment Chapter 1 - Sense Organs 51-66 - Identifying the Parts of the Eyes - Proper Ways of Caring the Eyes - Identifying the Parts of the Ears - How the different Parts of the Ear Work? - Proper Ways of Caring the Ears - Identifying Parts of the Nose and its Functions - Proper Ways of Caring the Nose - Identifying the Uses of Tongue - Identifying the Parts and Functions of the Tongue - Identifying the parts of the Skin and its Function - Proper Ways of Caring the Skin Chapter 2 – Animals 67-86 - Naming Animals around you - Parts of an Animal - Body Parts Animals Use to Move - Classifying Animals according to how they move - Body Parts of Animals that they use in getting foods
DRAFT April 10, 2014 9 - Classifying Animals according to what they Eat - Classifying Animals according to their Body Covering - Classifying Animals according to their Habitat - Useful Animals - Importance of Animals according to Use - Animals that can Harm People - Proper Ways of Caring Pets Chapter 3 – Plants 87-101 - Naming and Describing Plant Parts - Same Plant Parts, different Plants - Different Plant Parts have different Works - Things that come from or made of Plants - Different Uses of Plants - Harmful Plants - Proper Was of Caring Plants - Characteristics of Living and non-living Things Chapter 4 - Heredity: Inheritance and Variation 101-108 - Animals Produce Animals of the same Kind - Physical Traits of People from Different Ethnicity - Physical Traits of Animals of the same Kind - Plants Produce Plants of the same Kind - Growing Plants from other Plant Parts Chapter 5 - Ecosystem 109-115 - Basic Needs Humans, Animals and Plants - Things We Need from the Environment - Conservation and Protection of the Environment UNIT 3: Force, Motion and Energy Chapter 1 - Moving Objects 116-130 - Describing the Position of an Object relative to another Object - Describing the Location of Objects After it is Moved - Sounds
DRAFT April 10, 2014 10 Chapter 2 - Electricity 145-151 - Sources of Electricity - Uses of Electricity UNIT 4: Earth and Space Chapter 1 - Surroundings 151-162 - The Surroundings Chapter 2: Weather 162-178 - The Weather Chapter 3: Objects Seen in the Sky 178-188 - Different Objects seen in the Sky
DRAFT April 10, 2014 11 UNIT 1: Matter
DRAFT April 10, 2014 12 Chapter 1: Solids This Chapter deals with solid as one of the three states of matter. It has specific color, size, shape, and texture. The particles of solids are close together. They move back and forth but the particles do not change places. Lesson 1: Characteristics of Solids Activity 1: What are the characteristics of solids? Objectives 1. Describe different objects in the school garden 2. Classify the objects based on their characteristics Materials Different objects found in the school garden Procedure 1. Visit the school garden. Collect different solids. 2. List down 10 solids you have collected. 3. Describe the solids based on their characteristics 4. In the chart write the name of solids in their proper column. Do this in your notebook. small big rough smooth round square black white In your notebook or on your paper, answer the following: 1. How did you describe the solids? 2. What are their characteristics? Guide Question What are the other properties of matter?
DRAFT April 10, 2014 13 Lesson 2: Characteristics of Solids according to Color Activity 2: How do you describe solids according to their colors? Objective Describe solids according to their color Materials Pictures and if possible concrete ripe papaya, unripe papaya, ripe mango, unripe mango, ripe tomato, unripe tomato, eggplant and charcoal Procedure 1. Study the pictures of different solids. 2. Write the color of solid in the chart. Solids Color Ripe Mango Unripe Tomato Ripe Tomato Unripe Papaya
DRAFT April 10, 2014 14 Ripe Papaya Watermelon Eggplant Charcoal In your notebook, answer the following: 1. How did you describe the materials? 2. Do all solids have specific color? Lesson 3: Characteristics of Solids according to Shape Activity 1: Shapely solids Objective Identify solids based on their shape
DRAFT April 10, 2014 15 Materials ball, eraser, calamansi, plate, guava, notebook, triangle (musical instrument) Procedure 1. Get six objects from the box. 2. Observe the shape of the objects. 3. Write the name of each object below their corresponding shape. Round Rectangle Triangle In your notebook, answer the following: 1. How did you identify solids based on their shape? 2. What different shapes of solids did you observe? Lesson 4: Characteristics of Solids according to Size Activity 1: Identify solids according to size Objectives 1. Identify solids according to their specific size 2. Measure solids using a ruler
DRAFT April 10, 2014 16 Materials bag containing solids Ruler Procedure 1. Get the materials inside your bag. 2. Identify solids according to their sizes. 3. Record it in your notebook. Materials/Solid Size big small 1. Measure each solid using a ruler. 2. Record your measurement in your notebook. Solids Size (exact measurement) Answer the following: 1. How did you identify the size of solids? 2. What did you use to measure the material? 3. Were you able to get the exact measurement of the solids? How? Guide Question Do solids have specific size? Lesson 5: Characteristics of Solids according to Texture Activity 1: Classifying solids according to texture Objective Classify solids according to texture.
DRAFT April 10, 2014 17 Materials bag or box containing stone, cotton, sand, banana, cardboard, sandpaper, rambutan, jackfruit peelings Procedure 1. Get all the contents of your bag. 2. In your notebook, write the name of each object and classify according to texture. Objects smooth rough soft hard Answer the following: 1. How did you group the solids? 2. What characteristic of solids did you observe? 3. Were you able to describe the solids correctly based on your observations? Why? 4. What values did you learn from the activities? Chapter 2: Liquids This Chapter deals with liquids having mass, how they flow, how they take the shape of the container, how they occupy space, the taste and the smell. Lesson 1: Characteristics of Liquids Activity 1: Naming different liquids
DRAFT April 10, 2014 18 Objective Naming different liquids Materials different liquids, containers with different shapes Procedure 1. Go to the school canteen. 2. Ask the canteen staff to show the different liquids available. 3. Name each liquid. 4. Observe each liquid how they flow , shape of the container, and the space each occupies. 5. Taste or smell the liquid but with safety precaution. (Needs teacher’s advice.) 6. Record your observation in your notebook. Lesson 2: Describing Liquids according on How they Flow Activity1: How do liquids flow? Objective Describe how liquids flow Materials condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl Procedure 1. Get two teaspoons. 2. Hold each teaspoon with each hand as shown in the picture below.
DRAFT April 10, 2014 19 3. Scoop a teaspoon of water and a teaspoon of vinegar. 4. Hold two teaspoons with liquids at elbow level. 5. Tip both hands at the same time as shown in the picture. 6. Record your observation in your notebook. Which flows faster, water or vinegar? 7. Repeat steps 2 to 6 using other liquid and paired it with water. (Note: Water will serve as your point of reference as to the flow of liquid.) Name of Liquid Does it flow slowly? Does it flow fast? Does it flow very fast? 1. water 2. soy sauce 3. vinegar 4. shampoo 5. oil 6. Condensed milk Guide Questions 1. Did the liquids flow at the same time? 2. Which liquids flowed fast? 3. Which liquids flowed slow? Lesson 3: Describing Liquids on How They Take the Shape of the Container Activity 1: Do liquids have shape?
DRAFT April 10, 2014 20 Objective Describe how liquids take the shape of the container Materials different shapes of container, water Procedure 1. Describe the 3 shapes of container. 2. Get 3 kinds of liquids. 3. Pour each liquid in each container. 4. In your notebook, record your observation. Name of Liquid Shape when poured in container 1.What happened to the different liquids after pouring them 2. Do liquids have the same shape? 3. What characteristics of liquids did you observe? 4. What does this activity tell about shape of liquid? Lesson 4: Describing Liquids on How they Occupy Space Activity 1: Do liquids occupy space? Objective Describe how liquids occupy space. Materials stones, water, beaker, rugs Procedure 1. Prepare the materials. 2. Fill the beaker with water. 3. Put more water in the beaker.
DRAFT April 10, 2014 21 4. Observe what happens while adding more water in the beaker. 5. Put some stones in the beaker with water. 6. Again observe what will happen. 7. Record /draw your observation in your notebook. In your notebook, answer the following: 1. What happened as you added more and more water in the beaker? Why? 2. What did you notice when the stones sank to the bottom of the beaker? Why? 3. What happened to the water? Why? 4. Does water occupy space? Why? 5. Do liquids really occupy space? Lesson 5: Describing Liquids according to Taste Activity 1: Do liquids have taste? Objective Describe the taste of liquids. Materials milk, juice, water, vinegar, hot sauce, softdrinks, wine, catsup, fish sauce Procedure 1. Taste each liquid. 2. Describe the taste. 3. Check the corresponding taste of liquid in the chart. Liquid sweet salty sour bitter spicy tasteless
DRAFT April 10, 2014 22 In your notebook, answer the following: 1. How did you describe the different taste of liquids? 2. What are the different tastes of liquids? 3. Do all liquids have the same taste? 4. What should we do to avoid being poisened when tasting liquids? Lesson 6: Describing Liquid according to Smell Activity 1: Do liquids have smell? Objective Describe the smell of different liquids Materials fish sauce, perfume, alcohol, catsup, coke, hand sanitizer, shampoo, liquid soap Procedure 1. Prepare the materials. Name the different liquids. 2. Describe the smell of the different liquids. (Do not put the samples near your nose because some may cause irritation) 3. Record your observation. Liquid Bad Smell Good / Fragrant Smell In your notebook, answer the following: 1. What characteristics of liquid did you observed? 2. How were you able to group them? 3. Do all liquids have the same smell? 4. Do you frown when you smell liquids that have bad odor? Do you smile when you smell liquids that have fragrant odor? Why? 5.Do liquids have smell?
DRAFT April 10, 2014 23 Chapter 3: Gases This Chapter, deals with gases that do not have their own shape but take the shape of the container; occupy space, tasteless and odorless. Air is gas. We cannot see it by our eye but we can feel it. The molecules are far apart from each other. Lesson 1: Describing that Gases take the Shape of the Container Activity 1: Do gases have shape? Objective Describe that gases take the shape of the container Materials different shapes of balloons (deflated), string Procedure 1. Get different shapes of balloons. 2. Blow air into it. Tie it with string. 3. Describe the shape of air in the balloon. 4. Record your observation. 5. Draw the shape of gas in each balloon. Questions In your notebook, answer the following: 1. What happened to the balloon as you blew air into it? 2. Did the gas follow the shape of the balloon? Do gases have shape? 3. What characteristic of gas did the activity show? 4. What is the shape of air container? 5. When can air have a shape?
DRAFT April 10, 2014 24 Lesson 2: Describing that Gases Occupy Space Activity 1: Does gas occupy space? Objective Describe that gases occupy space Materials tissue, drinking glass, Styrofoam, big bowl filled with full of water Procedure 1. Prepare a drinking glass. 2. Place a paper towel at the bottom of a drinking glass so that it will not fall out when the glass is inverted. 3. Fill a big bowl with water. 4. Hold the glass upside down and quickly plunge it into the water. 5. Count one to ten while holding the glass underwater. 6. Slowly lift the glass up and out of the water. Be sure to hold the glass straight upside down. 7. Observe. What happened to the tissue? 8. Do this with a piece of Styrofoam. Place the Styrofoam in the water. Place your glass upside down over the styrofoam and push straight down into the water. In your notebook, answer the following: 1. What is inside the glass? 2. What happened to the paper towel? To the styrofoam? 3. What does the activity show?
DRAFT April 10, 2014 25 Lesson 3: Describing that Gases are Odorless and Tasteless Activity 1:Air is odorless and tasteless Objective Infer that air is odorless and tasteless. Materials paper fan, balloon, mirror Procedure 1. Blow your hands. Describe what you feel. 2. Now, blow into the mirror. Describe the air in the mirror. 3. Blow air in the balloon. Describe the air inside. 4. Get a partner, fan each other. Describe the air as to odor and taste. Questions 1. What did you feel after blowing your hand? Did you see the air from your mouth? 2. In three sentences, describe how you felt while fanning yourself and your partner. 3. Did you see the air inside the balloon? Why? 4. What characteristic of gas were presented in the activity? Chapter 4: Proper Use In Handling Common Solids, Liquids, and Gases at Home and in School This Chapter, deals with many things we have in common at home and in school such as solids, liquids and
DRAFT April 10, 2014 26 gases. We should keep everything in its place. Label all bottles correctly such as chemicals, and other materials. Lesson 1: Common Solids, Liquids, and Gases Found at Home and in School Activity 1: List of Common Products Found at Home and in School Objectives 1. Identify common solids, liquids and gases found at home and in school 2. Describe the uses of materials found at home Materials paper, pen, Manila paper Procedure 1. Make a list of common products found in school and at home. Group them in the table below. Solid Liquid Gas 2. Group the materials listed in number 1 using the table below. Use as food Use for cooking Use to beautify homes Use as beauty produc t Use for cleaning the house Use for cleaning the body/ self Use for killing insects/ pest Questions
DRAFT April 10, 2014 27 1. What are the common materials at home and in school ? 2.What are the uses of materials at home and in school. Activity 2: Harmful Effects of Common Materials Found at Home and in School Objective Identify the harmful effects of materials found at home and in school. Materials packaging of materials/product labels of materials Procedure 1. Read the product labels of the common household products /materials found at home and look at the symbols in each label below : [ toxicflammable poison corrosive
DRAFT April 10, 2014 28 Here are some examples: 2. Using the table below, group the materials based on the harmful effect/s on humans and other living things. 3. Write your answers in your activity notebook. Poisonous Toxic Flammable Corrosive Activity 3: Safety Measures in handling Harmful Materials
DRAFT April 10, 2014 29 Objective Describe the proper use and handling of harmful materials. Materials Pictures of proper ways of handling materials Procedure 1. Look at the pictures. 2. Put a  on the box if it is a proper ways of handling materials and put a  if it is not. a. b. c. d. Label poisonous Substances and keep out of childen’s reach Using hand gloves and gas masks when using pesticides. Inspecting regularly if the cooking gas tank is tightly closed.
DRAFT April 10, 2014 30 Question Will you follow the safety measures in handling harmful chemicals? Why? Chapter 5: Changes in Materials This chapter deals with the changes that solids, liquids, and gases undergo when heat is applied or removed from them. It also deals with the techniques in measuring temperature with a laboratory thermometer. Lesson 1: Measuring the Temperature of Materials Activity 1: Is it Hot? Is it Cold? Objective Tell whether a material is hot or cold. Materials Manila paper marker pen, paper, pen Procedure 1. Look at the pictures below. Tell whether the material is hot or cold. Put a check (√) in column (3) if it is hot or in column (4) if it is cold. (1) (2) Material/Object (3) Is it Hot? (4) Is it Cold? Keeping flammable materials near the stove.
DRAFT April 10, 2014 31 2. Give other examples of hot and cold materials. Write them down in the appropriate column in the table below. Hot materials Cold materials 1 Candle Flame 2 Ice Cream 3 Boiling Water 4 Boiling Soup 5 Iced Tea
DRAFT April 10, 2014 32 Questions 1. When do you say that a material is hot? 2. When do you say that a material is cold? Activity 2: Measuring the Temperature of Hot/Warm Material Objectives 1. Measure the temperature of tap water and hot/warm water using a thermometer. 2. Read the temperature from the thermometer correctly. 3. Compare the temperature of tap water and hot/warm water. Materials 2 beakers or identical glass containers Laboratory thermometer Equal amounts of hot/warm water and tap water Procedure 1. Look at the laboratory thermometer closely. 2. Observe the markings on the thermometer. 3. What is the smallest number? Where is it located?
DRAFT April 10, 2014 33 4. What is the largest number? Where is it located? 5. What unit of measurement is used? 6. What symbol is used to express a measurement of temperature? 7. Half- fill the container with tap water. 8. Place the thermometer in the container with tap water. Hold it in upright position. -___ Laboratory thermometer __beaker half-filled with tap water Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.
DRAFT April 10, 2014 34 9. Observe the level of the liquid in the thermometer. 10. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 1. 11. What is the temperature of tap water? (This is the temperature of tap water at room temperature). Sample temperature reading Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer. 230C
DRAFT April 10, 2014 35 12. Half-fill also the other container with hot/warm water. 1. Place the thermometer in the container with hot/warm water. 2. Observe what happens to the level of the liquid in the thermometer. 3. Read the temperature of hot/warm water after 5 minutes. Record the temperature in table 1 below. Caution: Be careful when pouring hot/warm water into the container. You might get burned. You may ask your teacher to do this.
DRAFT April 10, 2014 36 a. What is the temperature of the hot/warm water? Table1. Temperature of Tap Water and Hot/Warm Water Material Temperature (0C) Tap water Hot/warm water 1. Compare the temperature of tap water and hot/ warm water. -How will you compare the temperature of tap water with that of hot/warm water? 2. Describe the effect of heat on the water. - What is the effect of heat on water? Question What will you do if you need hot or cold water at home? Lesson 3: Measuring the Temperature of Cold Material Objectives 1. Measure the temperature of tap water and cold water using a thermometer. 2. Read the temperature from the thermometer correctly.
DRAFT April 10, 2014 37 3. Compare the temperature of tap water and cold water. Materials 2 beakers/ identical glass containers Laboratory thermometer Equal amount of cold water and tap water Ice cubes Procedure 1. Half- fill the container with tap water. 2. Place the thermometer in the container with tap water. Hold it in upright position. 3. Observe the level of the liquid in the thermometer. 4. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 2. - What is the temperature of tap water? (This is the temperature of tap water at room temperature). Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer. Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.
DRAFT April 10, 2014 38 23 o C Sample thermometer reading 5. Half-fill also the other container with cold water. (Some ice cubes may be added to make the water cold and to remove some heat from the water.) 6. Place the thermometer in the container with cold water. 7. Observe what happens to the level of the liquid in the thermometer.
DRAFT April 10, 2014 39 8. Read the temperature of cold water after 5 minutes. Record the temperature in table 2 below. - What is the temperature of cold water? Table 2. Temperature of Tap Water and Cold Water Material Temperature (0C) Tap water Cold water 9. Compare the temperature of tap water and cold water. - How will you compare the temperature of tap water with that of cold water? 10. Describe the effect of removing heat from the material. a. What is the effect of removing heat from the water? Questions Did you notice that as the water becomes hotter, the bubbles rise? Why do the bubbles rise? Lesson 4: Changes in Materials as affected by Temperature Activity 1: What Happens When a Candle Wax Is Heated and Cooled? Objective Describe what happens to a candle wax when it is heated and when it is cooled.
DRAFT April 10, 2014 40 Materials small piece of candle wax big spoon matches thick cloth candle ceramic saucer Procedure 1. Put a small piece of candle wax in the spoon. Wrap the handle of the spoon with a thick cloth. 2. In what form (solid, liquid, gas) is the candle wax? 3. Light the candle. Let it stand on a ceramic saucer . 4. Hold the spoon with candle wax over the flame.
DRAFT April 10, 2014 41 5. Heat the spoon with candle wax for 5 minutes. Observe what happens to the candle wax. - What happens to the candle wax? - Is there a change in the appearance of the wax? In what form is it now? - Why does this change happen? - What is the effect of applying heat on the candle wax? 6. Remove the spoon with candle wax from the lighted candle. 7. Wait for a few minutes until the candle wax cools off. Observe what happens. - What happens to the candle wax? 8. Is there a change in the appearance of the candle wax? In what form does the candle wax changed? - Why does this change happen? 9. What is the effect of removing heat from the candle wax? Question Is there any change when the candle wax was lighted? Lesson 5: What Happens to Water when Heated? Activity 1: What Happens to Water when Heated? Caution: The spoon will become hot. Handle it with care.
DRAFT April 10, 2014 42 Objective Describe what happens to the water when the temperature increases or when it absorbs heat. Materials beaker water marker Procedure 1. Fill the beaker with 10 ml of water. Mark the level of water. 2. Place the beaker with water outside under the heat of the sun for 15 minutes. Observe what happens to the water. 3. Mark again the level of the water. a. Did you notice a change in the amount or level of the water? b. What does this observation show? c. What is the effect of sun’s heat on the water? Questions Have you tried placing water in the basin under the heat of the sun? What happened to the amount of water?
DRAFT April 10, 2014 43 Lesson 6: What Happens to Water Vapour when cooled? Activity1: What Happens to Water Vapor when Cooled? Objective Describe what happens to water vapor when it is cooled. Materials ice cubes glass jar with lid tablespoon orange juice Procedure 1. Hold an empty glass jar with both hands. - What do you feel? 2. Pour orange juice (more than half) in the glass jar as shown in the figure below. 3. Put some ice cubes .Then, using the lid close the jar tightly. 4. Shake the jar vigorously for a few seconds. 5. Hold the outside surface of the jar for few minutes.
DRAFT April 10, 2014 44 - What do you feel? - Is there air surrounding the jar? - Is there water vapor surrounding the jar? - Where did this water vapor come from? 7. Leave the jar on the table for 2 minutes. 8. After 2 minutes, look closely at the jar. Feel the outside surface of the jar again for a few minutes. - What do you feel and see on the outside surface of the jar? - What do your observations show? Lesson 7: What Happens to Naphthalene Ball when Heated? Activity 1: What Happens to Naphthalene Ball when Heated? Objective Describe what happens to the water when the temperature increases or when it absorbs heat Materials Small piece of naphthalene ball 2 identical colored saucers Piece of stone
DRAFT April 10, 2014 45 Piece of cloth Procedure 1. Get one piece of naphthalene ball. Place it on a piece of cloth. Naphthalene ball 2. Wrap it with a piece of cloth. 3. Grind it into smaller pieces using a stone. 4. Divide the ground naphthalene into 2 parts. 5. Put 1 part of the ground naphthalene in saucer 1, and the other part in saucer 2. - In what form is the naphthalene ball (solid, liquid, gas)?
DRAFT April 10, 2014 46 6. Place saucer 1 inside the room. 7. Place saucer 2 outside the room under the heat of the sun. ` 8. Observe the naphthalene in saucer 1 and saucer 2 after 10 minutes. Describe what you observed. - What did you observe? - Did you notice any change in the appearance of the naphthalene in saucer 1 and saucer 2? - What does this observation tell you? - What is the effect of heat on the naphthalene ball? Lesson 8 : What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Activity 1: What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Objective Describe what happens to the air inside the bottle/balloon when it is heated or cooled.
DRAFT April 10, 2014 47 Materials Glass bottle (with narrow mouth) Balloon 2 small basins Hot water Cold water Procedure 1. Take a balloon. Stretch its opening and place over the top of the bottle as shown in the figure below. - Is there air inside the bottle? - Is there air inside the balloon? 2. Place the bottle in a basin with hot water. Observe it after 3 minutes. - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of hot water on the air inside the bottle?
DRAFT April 10, 2014 48 4.Transfer the bottle to the basin with cold water. Observe it again after 3 minutes. - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of cold water on the air inside the bottle/balloon?
DRAFT April 10, 2014 49 UNIT 2: Living Things and their Environment
DRAFT April 10, 2014 50 In this Chapter, the eyes, ears, nose, tongue and skin are important parts of our body to be discussed. An organ is a part which does specific work and does different things. Proper ways of caring our sense organs are important. Lesson 1: The Eyes Activity1: “Eyes, See” Objective Identify the parts of the eyes. Materials mirror or magnifying glass Procedure 1. Use the mirror to observe your eyes. What are the parts of your eyes that you can see? 2. Read about the parts and function of eyes. Parts and Function of our Eyes Our eyes help us to see. It has different parts that work together so we can see things around us. The cornea is like a clear glass that covers the front of the eye. The iris is the colored part of the eye. It lets just the right amount of light to enter the eye. At the center of the iris is the pupil. The pupil is a circular hole where light enters. Next to the pupil is the lens. The lens focuses the image we see onto the retina located at the back of the eye. The retina is like a “screen” where the image of the object seen is focused. The optic nerve connected to the eye sends the message to the brain to tell about the image seen. Chapter 1: Sense Organs
DRAFT April 10, 2014 51 3. Based on what you read, label the parts of the diagram of the eye. Questions 1. Close your eyes. Can you see anything? 2. What are the parts of the eye that you can see if you look at it using a mirror? 3. Have you ever wondered why two eyes are better than one? Fig 2. Parts of the human eye c. d. e. f. g. h. Fig 1. Front view of the human eye a. b.
DRAFT April 10, 2014 52 Reading in a dark room Activity2: “Eye, Care” Objective Identify proper ways of caring the eyes Material pictures showing proper ways of caring the eyes Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the eyes and put a if it is not. Explain your choice. 3. Write your answer on your paper. 1. 2. 3. 4. Watching very near the television Wearing sunglasses on a sunny day Using goggles when swimming
DRAFT April 10, 2014 53 Question How do you protect your eyes? Lesson 2: The Ears Activity1 “Ear, Hears” Objective Identify the parts of the ears Material picture of the enlarged ear Procedure 1. Read about the parts and function of our ears. 2. Based on what you read, label the parts of the diagram of the ear on your notebook. . Parts and Function of our Ears Our ears help us to hear sounds. It has different parts that work together so we can hear sounds. The outside of the ear is called the pinna. This is the part that you can see where the girl’s earring is pierced. The pinna collects sound and directs it into the ear canal. The ear canal is like a tube where ear wax is formed. The ear canal directs the sound into the eardrum located at the end. The eardrum is like a thin piece of skin stretched tight like a drum. When sounds reach the eardrum, it shakes or vibrates. There are three small bones connected behind the eardrum. These bones are called hammer, anvil, and stirrup. When the eardrum vibrates, these three bones that are connected one after another also vibrate. The cochlea detects the vibration. The cochlea is the snail-like part which is filled with liquid. When the liquid inside the cochlea vibrates, it sends messages to our brain through the auditory nerve to tell us about the sounds we hear.
DRAFT April 10, 2014 54 Question What helps you hear when your teacher or your classmate? Activity2: How the different parts of the ear work Objective Identify the parts of the ears and their function Material picture of the enlarged ear Procedure 1. Read again the parts and functions of the ear in Activity 3. 2. Answer the following questions. a. Which part of the ear collects the sound? b. What happens to the eardrum when the sound reaches it? a. b. c. d. e. f. g. h.
DRAFT April 10, 2014 55 c. What happens to the three small bones when the eardrum vibrates? d. What happens to the liquid in the cochlea when the three small bones vibrate? 3. Trace the path of the sound after it enters the pinna. Write on the box the part of the ear. Question Do you protect your ear? How? Activity 3: Ear Care Objective Communicate clearly proper ways of caring the ears Material picture of the enlarged ear Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the ears and put a if it is not. Explain your choice. pinna
DRAFT April 10, 2014 56 1. 2. 3. 4. Question Have you ever experienced loud sound? Lesson 3: The Nose Listening to loud music Inserting sharp objects in the ear Using clean cloth in wiping the outer ear Having a doctor check the ears
DRAFT April 10, 2014 57 Activity 1: “NOSY NOSE” Objective Identify the parts of the nose and its function Materials Picture of the nose, hand mirror Procedure 1. Look at your nose using the mirror. Draw your nose below. 2. Look closely at your nose opening. a. What can you see inside your nose? 3. Read about the parts and functions of the nose. Parts and Function of the Nose Our nose helps us to smell things around us. We use it to breathe. The nose is made up of the nostrils, nasal cavity and nerves. The nostrils are the two holes of the nose. Inside the nostrils are hairs that keep dust out of the nose.When you inhale, air enters the nostrils and passes through the nasal passages and into the nasal cavity. The nasal cavity is the space behind your nose, in the middle of your face. Its walls are wet, warm, and covered with mucus, a sticky liquid. Mucus traps dusts, dirt or germs which enter the nostrils and were not filtered by the nose hairs. Inside the nasal cavity are nerves that pick up the scents carried by air. The nerves in the nasal cavity send messages to the brain which interprets what we have smelled.
DRAFT April 10, 2014 58 Questions 1. What do you call the two-hole opening of your nose? 2. What is the purpose of the hairs inside the nose? 3. Why is it necessary for the nasal cavity walls to be covered with mucus or sticky liquid? Activity2: Nose Care Objective Identify proper ways of caring the nose Material picture of the nose Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the nose and put a if it is not. Explain your choice.
DRAFT April 10, 2014 59 1. 2. 3. 4. Guide Question What are the proper ways of caring you nose? Lesson 4 : The Tongue Activity 1: My Tongue Objectives 1. Identify the uses of tongue 2. Identify the parts and function of the tongue. Materials Using sharp objects to clean the nose Covering the nose while passing a dusty road Blowing the nose hard Using a clean cloth in cleaning the nose
DRAFT April 10, 2014 60 picture of the tongue, hand mirror Procedure 1. Look at your tongue using a mirror. a. What can you see in your tongue? b. What are the things that you can do with your tongue? 2. Read about the parts and functions of the tongue. Parts and Function of theTongue The tongue is the sense organ that helps us taste all things we place inside our mouth. It has taste buds embedded in it. The taste of the food passes through the bumps of the tongue, the taste buds, and nerve endings.The nerves send messages to the brain which interprets the taste of the food. Taste buds Taste buds
DRAFT April 10, 2014 61 3. Trace the path of the taste of food after it enters the mouth. Write on the box the part of the tongue where it passes. Question What helps you taste the food? Activity2: Care of the Tongue Objective Identify proper ways of caring the tongue Material pictures showing different ways of caring the tongue Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of taking caring of the tongue and put a if it is not. Explain your choice. Write your answer on your paper. Eating hot food Having a doctor check the tongue when it has sores Food in mouth Brain (tells the taste of the food)
DRAFT April 10, 2014 62 1. 2. 3. 4. Question Have you ever experienced pain on your tongue? What did you do? Lesson 5 : The Skin Activity 1: My Skin Objectives 1. Identify the parts of the skin 2. Identify the function of the skin Materials picture or your skin/Magnifying glass Procedure Using a tongue scraper to clean the tongue Brushing teeth
DRAFT April 10, 2014 63 1. Look at the skin of your arm. Use the magnifying lens to observe it closely. a. What can you see in your skin? b. Do you see tiny hairs and tiny openings? 2. Read about the parts and functions of the skin. The sweat glands open the surface of the skin through the pore. The oil glands keep the hair and skin soft and moist. Parts and Function of the Skin The skin is the outer covering of our body. It protects the body from losing too much water, injuries, and infection. It helps maintain body temperature and help us sense our The skin consists of two layers. The epidermis is the outer layer of the skin on the surface on which dead skin cells are found. This is the part that we can see and touch. The dermis is the inner layer of the skin which contains blood vessels, nerves, sweat glands, and oil glands.
DRAFT April 10, 2014 64 Touch, pain, pressure and temperature are sensed by the nerve endings in the skin. The nerves send messages to the brain which interprets the message and we feel the objects. a. What covers your body from the top of your head to the sole of your feet? b. What is the outer layer of the skin? c. What is found under the epidermis? d. What does the dermis contain? e. What keeps your hair and skin soft and moist? f. What do the sweat glands do? g. Which pick up the sensations of cold, heat, pressure, and pain? h. Which part of the skin carry message to the brain? Question Observe your body in a mirror. What covers your body from the tip of your head to the sole of your feet? Activity2: Care of the Skin Objective Identify proper ways of caring the skin Material
DRAFT April 10, 2014 65 Different pictures of the skin showing the proper ways of caring the skin Procedure Look at the pictures below. Put a  on the box if it shows a proper way of taking caring of the skin and put a if it is not. Explain your answer. 1. 2. 3. 4. Question Do you practice personal hygiene? Chapter 2: Animals Taking a bath everyday Walking with bare feet Wearing clean clothes Drinking plenty of water
DRAFT April 10, 2014 66 This Chapter deals with animals that can be found anywhere. They have body parts and functions. They live in different habitats/places. Some of them grow and develop. Not all animals are useful. Some of them are harmful to humans but can be controlled. There are many ways of caring our animals Lesson 1: Animals in the Environment Activity 1: Name that Animal around you Objective Name animals around you Material pictures or video of animals Procedure A. Animals Around Me 1. Look at each picture below. 2. On your paper, write the name of the following animals. a. b.
DRAFT April 10, 2014 67 c. d. c d e. f. 3. Aside from the animals shown in a – f, what other animals are found in the farm? List them down. B. Animals from Other Countries 1. There are many kinds of animals in the world. The pictures below are some of them. Can you name them? Write your answers on a piece of paper.
DRAFT April 10, 2014 68 h i. j. k. Question What are other animals can you name around you? Lesson 2: Body Parts of Animal Activity 1: What are the body parts of an Animal Objective Describe the parts of some animals shown in the video Material
DRAFT April 10, 2014 69 pictures/video of animals Procedure 1. Look at the picture of the frog. Identify the numbered parts 2. Write your answers on a piece of paper. 3. Look at the picture of the horse. Identify the numbered parts. 4. Write your answers on a piece of paper.
DRAFT April 10, 2014 70 5. Look at the picture of the bird. Identify the numbered parts. 6. Write your answers on a piece of paper. 7. What common body parts can you find in a frog, a horse and a bird? Write them down on your paper. Question Were the parts of animals clearly shown in the video? Lesson 3: Classifying Animals according to Body Parts and Use Activity1: Body Parts Animals Use to Move Objectives 1. Describe how animals move; 2. Identify the body parts that enable animals to move. Materials Live animals (or pictures/video of animals) frog cat or kitten (in a cage) butterfly earthworm fish spider snail chick or duckling
DRAFT April 10, 2014 71 Procedure 1. Bring some live animals to class or go to the school science garden or pond. 2. Observe how the animals move. 3. Observe the body part/s that each animal use/s to move from place to place. 4. Supply the table below with the correct answers. Do this on a separate paper. Animals How does it move? What body part does it use to move a. frog b. butterfly c. snail d. cat/kitten e. spider f. fish g. earthworm h. chick/duckling Question Why animals have different habitats? Activity 2: Classifying Animals According to How They Move Objectives 1. Infer how some animals move based on their common body parts; and 2. Group animals according to how they move. Materials Live animals (or pictures/video of animals) frog cat or kitten (in a cage) butterfly earthworm
DRAFT April 10, 2014 72 fish spider snail chick or duckling Procedure 1. Look at the animals below. 2. On your paper answer the following questions. Butterfly Duck Fish Squid Grasshopper Rabbit Caterpillar Snail Honeybee 3. Group the animals as to how they move. On your paper, answer the following:
DRAFT April 10, 2014 73 Movements made by several animals Walk Jump/ Hop Swim Fly Crawl a. What body part does the animal use to move from place to place? Animals Body Part/s Used Rabbit ________________ Fish ________________ Snail ________________ Honeybee ________________ Questions 1. Describe how animals move? 2. How do they differ from other animals? Lesson 4: Body Parts of Animals that they Use in Getting Foods Objective Infer the body parts used by animals for eating /getting food. Material video of animals Procedure 1. Look at the picture of some animals below. On your paper, write your answers on how they get/eat food.
DRAFT April 10, 2014 74 a. What body part of the animals does it use in getting or eating its food? Animals Body Part/s Used Frog ________________ Dog ________________ Grasshopper ________________ Chicken ________________ frog dog grasshopper chicken
DRAFT April 10, 2014 75 2. Get a picture of the mouth parts of the four animals from your teacher. 3. Observe the mouth parts carefully. a. Can a chicken eat the corn if its mouth is shaped like the mouth of a dog? _________________________________ b. Can a frog catch a fly if it has a beak like that of the chicken? ___________________________________________ c. How do animals differ in the way they get or eat their food? ___________________________________________________ ___________________________________________________ ___________________________________________________ Question How do animals get /eat their food Activity 1: Classifying Animals According to What They Eat Objectives 1. Infer what animals eat based on their mouth parts and body parts. 2. Classify animals according to what they eat. Material picture of different animals eating food Procedure 1. Identify the kind of food that each animal eats. Write also the body part/s that they use in getting and eating their food.
DRAFT April 10, 2014 76 Goat eats ___________________. Body part used in getting and eating food: ________________ Pig eats _____________________. Body part used in getting and eating food: ________________ Duck eats __________________. Body part used in getting and eating food: ________________ Cat eats ____________________. Body part used in getting and eating food: _________________ Cow eats ________ Body part used in getting and eating food: ________________ Horse eats __________. Body part used in getting and eating food: ________________
DRAFT April 10, 2014 77 2. Group each animal as plant-eaters, meat-eaters, or variety- eaters by writing the names of the animal under the proper column. Animals and the food they eat Animals and the Food they Eat Plant eater Meat Eater Plant & Meat Eater a. What other animals that are plant eaters do you know? b. What other animals that are meat eaters do you know? c. What other animals that are plant & meat eaters do you know? Question What do you call animals that plant eaters, meat eaters or both? Activity 2: Classifying Animals According to Their Body Coverings Objectives 1. Describe the body covering of animals 2. Group animals according to their body coverings. Materials colored pictures of: dog, cat, frog, duck, and lizard
DRAFT April 10, 2014 78 Procedure 1. Look at the pictures below. On your paper describe the body covering of the animals. a. Dog b. Cat c. Bird d. Crab e. Duck f. Shrimp 2. Get a piece of paper. Divide it into two parts and group the animals according to their body covering. Write the body covering on the left column, and the animals with similar body covering on the right column as shown on the table below. Animals with similar body covering Body Covering Animal
DRAFT April 10, 2014 79 a. What other animal has a similar body covering to a dog? _______________ b. What other animal has a similar body covering to a duck? _______________ c. What other animal has a similar body covering to a shrimp? ________________ d. How does a body covering help animals? ________________________________________________ ________________________________________________ ________________________________________________ Question Why do animals have body covering? Activity 3: Classifying Animals According to their Habitat Objectives 1. Relate the animals’ body covering to where they live. 2. Group animals according to where they live. Material Pictures of animals
DRAFT April 10, 2014 80 Procedure 1. Look at the animals below. Group the animals as to where they live. Write your answers in your Activity notebook following the format of table below. Places where animals live Animals that live on land Animals that live in water Animals that live both on land and in water Freshwater Saltwater Whale Tur
DRAFT April 10, 2014 81 Question Why do animals live in different places? Lesson 5: Importance of Animals to Humans Activity 1: Useful Animals Objectives 1. Explain why animals are important to people 2. Group animals according to what people get from them or how they can extend help to people. Materials pictures of useful animals Procedure 1. With the help of the internet and books, what are the uses of the following animals to people? carabao horse frog goat cow mudfish sheep tilapia 2. Classify the animals listed above according to the things that people get from them. Some animals may be classified under more than one group. Do this in your Science activity notebook. Classification of animals based on their usefulness to people Source of Food Source of Skin for Bags, Shoes and other things Used for Plowing the Field and Carrying Loads
DRAFT April 10, 2014 82 Question What are other uses of animals aside from food, transport, and raw material for shoes and bags? Activity 2: Harmful Animals to Humans Objective Identify animals that can harm people Material pictures of harmful animals Procedure 1. From what you learned from reading, watching television, or from your family members: a. What animals can make people sick? b. What kind of sickness is this? 2. Write your answers to questions a and b in your Science activity notebook following the format of Table 1below. Animals that can harm people Animals that can make people sick Sickness
DRAFT April 10, 2014 83 Question What should you do to avoid harmful animals? Lesson 5: Proper Ways of handling Animals Activity 1: Caring for Pets Objective Communicate to care for pets. Materials video clips about caring for pets Procedure 1. Do you have a pet at home? What animal is it? _____________________ 2. Look for classmates who have the same pet as yours and form a group. 3. In your group, discuss how you care for your pet. List down 4 things that you do to care for the animal in your Science activity notebook. a. ___________________________________________________ b. ___________________________________________________ c. ___________________________________________________ d. ___________________________________________________ 4. Listen to a zookeeper, veterinarian, or anyone who looks after animals as he/she explains the proper ways of handling animals. You can also view the video clips about caring for animals. 5. List them down in your Science activity notebook
DRAFT April 10, 2014 84 Ask the “animal expert” if your group is giving the proper care for the animal. Ask them why these things are important. Write your answers on the table below. Name of pet Ways in caring your pet Reason 2. Write a short letter to your friend about your pet and how you take care of it. If you do not have a pet at home, think of the animal you want to have as a pet. Question Why should you observe safety measures while caring your pet? Chapter 3: Plants This Chapter deals with plants. We are surrounded by plants as living things. They have important parts such as roots, leaves, stems, fruits, and flowers. We will observe plants in the environment, naming, and knowing their uses to other living things. There are many ways of caring our plants which will be discussed also in this Chapter.
DRAFT April 10, 2014 85 Lesson 1: Naming Plants and Parts Activity 1: Plants Around You Objectives 1. Identify some plants in the garden 2. Describe the parts of a plant Materials plants in the garden Procedure Part A. Tomato Plant (example only, add two more plants in the garden) 1. Look at the tomato plant below. 2. Name the parts of the tomato plant as numbered. Part B. Parts of tomato plant 1 2 3 4
DRAFT April 10, 2014 86 3. Look at the plants in the school garden. a. Do all the plants in the garden have all the plant parts that the tomato plant has? 4. Choose three kinds of plants in the garden. Write the names of the plants in Table 1. 5. Observe the different parts of each plant. 6. Copy the table below on a separate sheet and check in the column below of plant part present. Parts Observed in Three Kinds of Plants Name of the plant Roots Stems Leaves Flowers Fruits Example: Mayana   1. 2. 3. 7. Do all three plants in Table have all the plant parts? 8. Can you name plants on your way to school?
DRAFT April 10, 2014 87 Lesson 2: Same plant parts, different plants Activity 1: “No two plants are alike or similar” Objective Compare the plant parts of different plants Materials plants in the garden Procedure 1. Choose two different kinds of plants in the school garden. They should be mature plants. 2. Observe the stem of each plant. 3. Copy the table below on a separate sheet of paper and record your observations. Stems of Two Kinds of Plants Name of the plant STEM Grow straight up or trail along the ground or climb fences and other plant Soft (can be bent) or hard (cannot be bent; woody)
DRAFT April 10, 2014 88 4. Observe the shape, color, and edges of the leaves. Draw the shape of one leaf in the table below. Color the leaf according to the colors you observed. Leaves of Two Kinds of Plants Name of the plant Leaf 5. Observe the flower (if there is any) of the plants. 6. Record your observation in the table below. Flowers of Two Kinds of Plant Name of the plant Flower Color Does it grow singly? Does it grow in groups/cluster? a. Based from your observations, what can you say about parts of different plants? Question Why do we need to observe the different parts of the plants?
DRAFT April 10, 2014 89 Lesson 3: Functions of the different Parts of the Plant Activity 1: Different plant parts have different works Objective Infer the function of different plant parts Material picture of a banana plant or live plant Procedure 1. Look at the banana plant in the garden, backyard of your school or at the picture 2. On your paper, answer the following questions: leaves fruit flower trunk root
DRAFT April 10, 2014 90 a. What part of the banana plant holds it firmly to the ground? b. What part of the banana plant makes it stand upright? c. What part of the banana plant makes its food? d. What part of the banana plant develops into a fruit? e. What part of the banana plant absorbs the water and nutrients from the soil? f. What part of the banana plant carries the water and minerals from the roots to the other parts? Lesson 4: Uses of Plants Activity 1: “The Wonderful Plants “ Objectives 1. Identify things that come from or are made from plants 2. Identify the different uses of plants Materials real objects or pictures of plants plate, mango, eggs, metal, coconut, paper, wood chair, cotton salt Procedure 1. Put a check mark [] on your paper if the object came from or was made from plants. Put a cross mark [X] when it did not come from or was not made from plants. 1. plate 2. mango 3. eggs
DRAFT April 10, 2014 91 From your answers in step 1, write two uses of plants on your paper. 1. 2. Question Do you have things at home made of plants Lesson 5: Harmful Plants Activity 1: Harmful plants Objectives 1. Identify plants that are harmful. 2. Infer that some plants can be both useful and harmful. 6. paper5. coconut oil 4. metal potpot 7. wood chair 8. cotton 9. salt
DRAFT April 10, 2014 92 Materials pictures of harmful and not harmful plants Procedure 1. Interview your parents, other people at home, or neighbors. a. What are some of the plants that are harmful? Why are they harmful? b. Are there plants that are harmful and useful at the same time? 2. Copy the tables below on your paper and write your answers in them. T Harmful Plants Name of the plant Plant Part Why is it harmful? Plants that are Both Useful and Harmful Name of the plant Plant part Why is it useful? Why is it harmful? Question Do you know of any plant which is useful and harmful?
DRAFT April 10, 2014 93 Lesson 6: Proper Ways of Caring Plants Activity 1: “We care plants” Objectives 1. Infer how to care for plants 2. Cite ways of caring for plants Material Video clip of proper ways of caring plants Procedure 1. Look closely at each picture. a. What is the girl doing with the plant? b. Is that a good thing to do with plants? Explain. c. What are the two boys doing with the plant? d. Is this a good thing to do to plants? Explain.
DRAFT April 10, 2014 94 e. What is the girl doing with the plant? f. Is this a good thing to do to plants? Explain. g. What is the boy doing with the plant? h. Is this a good thing to do to plants? Explain. i. What are the two boys doing with the plant? j. Is this a good thing to do to plants? Explain Question How do you care plants at home or in school?
DRAFT April 10, 2014 95 Lesson 6: Characteristics of living and nonliving things Activity 1: The living and nonliving things Objectives 1. Identify characteristics of living and nonliving things. 2. Identify the difference between living and nonliving things. 3. Classify things as to living or nonliving. Materials pictures of living things Procedure 1. Look at the pictures. 2. Tell their characteristics by answering the question in each column with YES or NO. 3. On your paper, write your answers. Objects Characteristics of living things Does it grow? Does it repro- duce? Does it move by itself? Does it breathe? Does it need food?
DRAFT April 10, 2014 96 Rock  What are the characteristics of living things?  What are the characteristics of non living things? 3. Group the objects in number 2 in the table below.
DRAFT April 10, 2014 97 Do this on your paper Living Things Nonliving things Question What are the differences between living and nonliving things? Lesson 2: Comparing Living Things from Non Living Activity 2 “Are you a living or a non-living thing?” Objective Compare living thing from non living. Material Pictures or real different living and nonliving things
DRAFT April 10, 2014 98 Procedure 1. Look at the pictures. 2. Put a check (/) mark on your paper if it is living and cross (x) if it is nonliving. 2. Write your answers on your paper.  What are living things?  What are non living things? Question Do you see around you things which are living and non living?
DRAFT April 10, 2014 99 Chapter 4: Heredity: Inheritance and Variation In this Chapter, it deals with animals and plants produce of the same kind. Some physical traits are common or shared among a certain group of humans. Lesson 1: Animal Reproduction and Heredity Activity 1: “Mother, Father and Babies” Objective Infer that animals produce animals of the same kind Material pictures of animals with their babies /video clips of animals with their babies Procedure 1.Name the animals shown below. 2.Match the animal on the left with its young . 3, On your paper, write the letter of your answer. ____ 1. a. ____ 2. b ____ 3. c.
DRAFT April 10, 2014 100 ______ 4. d. Look at the drawing of animals below. Identify each animal and write the name on your paper. Question Is animal A, the young of animal B? Why? Lesson 2: Human Reproduction and Heredity Activity 1: Physical Traits of People from Different Ethnicity Objective Infer that some physical traits are common or shared among a certain group of people (i.e., ethnicity). Material picture of ethnic group Animal A Animal B
DRAFT April 10, 2014 101 Procedure 1. The picture below shows several Filipino kids. a. What similarities in physical traits does this group of kids have? 2. Look at the drawing below. b. What similarities in physical traits does this group of children have? c. Which physical traits are different in each kid in the drawing?
DRAFT April 10, 2014 102 d. Can you give example of other group of people having the same physical traits? Activity 2: Physical Traits of Animals of the Same Kind Objective Infer that some physical traits are shared within the same group of animals. Material Illustrations of different breed of dogs Procedure Look at the drawings of different kinds of dogs below. a. What physical characteristics/traits are similar to them? Give three. 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ Question On your paper, write three physical characteristics/traits of animal
DRAFT April 10, 2014 103 Lesson 2: Plants Reproduction and Heredity Activity 1: Growing plants from seeds Objective Infer that plants produce plants of the same kind. Material Mongo seeds, 3 wooden boxes/3 cans Procedure Part A What will happen if you plant a mongo seed in soil? Draw your prediction in Box A. 1. Place four mongo seeds in a small container containing soil. 2. Water the seeds. 3. Observe the seeds on the following day. Part B Observe the mongo seeds that you planted in the previous day. a. What happened to the mongo seeds? Draw what you observed in Box B. b. What would happen to the mongo seeds after one month? Draw your prediction in Box C. Box A Box B Box C
DRAFT April 10, 2014 104 Activity 2: Growing plants from other plant parts Objective Infer that plants produce plants of the same kind. Material katakataka plant Procedure 1. Observe a mature leaf in the katakataka plant. Take note of the leaf margin/edge. a. What is growing out from the edge of the leaf? b. Is this still part of the plant or is it a new plant? Why do you say so? 2. Look at the small plant growing from the margins. Katakataka plant
DRAFT April 10, 2014 105 c. Does it look similar to the “parent” katakataka plant? Why do you say so? 3. Look at the drawing of an Agave plant. d. What are the pointed leaves for? e.Does it look similar to the “parent” agave plant? Why do you say so? Question Are there any plants other than katakataka which grow from other plant parts? Activity 1: The Basic Needs of Humans, Animals and Plants Activity 1: Basic Needs of Humans, Animals and Plants In this Chapter, activities on the combined physical and biological components of an environment are discussed and that is Ecosystem. The basic needs of humans, animals and plants are identified, the relationship of living things in an ecosystem, things we need from the environment and the protection and conservation of our environment. Lesson 1: Basic Needs of Humans, Animals and Plants Activity 1: “What do we need for survival?” Chapter 5: Ecosystem
DRAFT April 10, 2014 106 Objective Identify the basic needs of humans, animals and plants. Material pictures/video clips of the basic needs of humans, animals and plants Procedure 1. Put a [] if people, animals, and plants needs the following in the table below: Needs People Animals Plants Activity Food eating Water drinking Air breathing Habitat Place where they live Clothing/covering Movement 2. Perform the activity listed in the first column. Write your answers on a piece of paper. 2. Answer the questions below. a. What activities are common to people, animals and plants? b. Do people, animals and plants breathe the same air? Where do they get the air they breathe? c. Do people, animals and plants eat the same food? Where do they get the food they eat? d. Do people, animals and plants drink the same water? Where do they get the water they drink?
DRAFT April 10, 2014 107 e. Do humans, animals and plants live in the same or different habitats? Can we find these habitats in the same environment? Question Are there other things human needs? Activity 2: Things We Need from the Environment Objectives 1. Identify the needs of living things that are provided by the environment. 2. Explain how living things depend on the environment to meet their basic needs. Materials Sun headband, Rain headband, Plant headbands Rice plant, Animal headbands, Caterpillar, Bird (rice bird and chicken), Colored strips of construction paper Procedure 1. Your teacher to give you a printout. 2. Color your printout. After you have colored your printout, cut out your picture and attach it to colored strips of construction paper. 3. Your teacher will help you cut the strips to fit your head and staple the two ends together. 4. Put on your headband and sit together in groups according to your organism. 5. The rice group will stay in front, followed by caterpillar and bird. 6. Listen to the instructions of your teacher.
DRAFT April 10, 2014 108 6.1 Your teacher is the sun. The teacher will face the pupils with the rice plant headbands and will say “I am the sun. I help the plants grow.” 6.2 The pupils with the rain headbands will stand and water the rice plants by making rain movement through their hands and fingers. They will face the pupils with the rice plant headbands and say “We are the rain. We bring water to plants. Water helps the plants grow.” 6.3 The pupils with the rice headband will imagine that they are growing and will stand. They will wave their cut outs of palay grains. They will say “We need the sun and we need the water from the rain. Sun and water help us grow.” 6.4 The pupils with the caterpillar headband will stand and say “We are very hungry. We need to eat. We will eat the rice plants.” They will approach the rice plants and will make eating movements. 6.5 The pupils with the bird headbands will stand and say “We are very hungry. We need to eat. We will eat the rice plants. We will eat the caterpillars.” They will approach the rice plants and caterpillars and will make eating movements. 6.6 The pupils representing people will stand and say “We are very hungry. We need to eat. We will eat the rice plants. We will eat the chicken.” They will approach the rice plants and chicken and will make eating movements. 7. Answer the following questions: a. What things does the environment give to people, animals and plants?
DRAFT April 10, 2014 109 b. What will happen to humans, animals and plants if there is no sunlight? c. What would happen to people, animals and plants if there is no water? d. What would happen to people, animals and plants if there were no plants? e. What would happen if the environment could no longer give the needs of people, animals and plants? Activity 3: Conservation and Protection of the Environment Objective Explain why there is a need to protect and conserve the environment. Material picture of environment Procedure 1. Look at the picture below. 2. List down things that could cause harm to animals and plants. 3. Answer the following questions on your paper. a. What are the things that people do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe? d. What will happen if we will not take care of the soil? e. What will happen if we will not take care of our water supply and other bodies of water?
DRAFT April 10, 2014 110 Questions a. What are the things that humans do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe?
DRAFT April 10, 2014 111 UNIT 3: Force, Motion and Energy Chapter 1: Moving Objects
DRAFT April 10, 2014 112 Chapter 1: Moving Objects This Chapter deals with different ways in which we describe ways of moving objects. Two ways to make objects move can be by pushing, pulling, using a reference point or a reference object is emphasized to give the accurate or precise location of the object. Water moves object. Magnet has two poles of which unlike poles attract each other while like poles repel each other. When a force is applied to an object, the object can move fast or slow, forward or backward, and stretched or compressed. Lesson 1: Describing the Position of an Object relative to another Object Activity 1: What is my position? Objective Describe the position of an object relative to another object. Material Real objects such as table, cabinet, ball, door, balloons Procedure 1. Write the correct word that describes the position of the object or animal or person in each picture. Choose from the list of words in the box. Do this in your notebook. under tablebehindtop cabinetright boyin front left
DRAFT April 10, 2014 113 a. The book is on _____________ of the ___________. b. The ball is _____________ of the _____________. c. The door is _____________ the _____________. d. The cat is_____________ the _____________. e. The balloons are in the girl’s _____________ hand.
DRAFT April 10, 2014 114 Activity 2: How do you know that an object has moved? Objective Describe the location of an object after it has moved Materials meter stick toy car Procedure 1. Using a chalk, draw a line on one side of the table. Label this line as “start.” 2. Put the toy car behind the line as shown below. 3. Slightly push the toy car. 4. Mark the location of the car once it stops. 5. Using a meter stick, measure the distance from “start” to the position where the car stopped. In your notebook answer the following questions meter stick stop start start start stop
DRAFT April 10, 2014 115 a. What is the location of the car before it was pushed? b. How far did the toy car move? c. What is the location of your toy car after pushing it? d. What is the reference point/object that tells you that the toy car moved? Question Can you move an object without pushing it? Activity 3: How can you make objects move? Objective Describe the different ways to move objects Materials Assorted objects (examples: eraser, pencil, notebook, key, coin) Procedure 1. Get five small objects from your bag. Put them on the table. 2. Make each object move. Try different ways, of moving the object. Table 1: Different ways of moving different objects Object How did I make the object move? Example: eraser By pushing with my fingers By lifting with my hand 1.
DRAFT April 10, 2014 116 2. 3. 4. 5. Question What are the different ways of moving objects? Activity 4: Making a Wind Wheel Objectives 1. Describe how wind moves objects 2. Make a wind wheel Materials pencil with eraser, paper, paperclip,tape Procedure 1. Make a wind wheel. Look at the procedure below on how to make a wind wheel. -Holding only the handle, make your wind wheel spin. Try different ways. - What are the different ways of making your wind wheel spin? a. What made the wind wheel spin?
DRAFT April 10, 2014 117 2. Look around your room. b. What other objects can be moved by the wind? Question What are the different ways of making wind wheel? Activity 5: Making a Paper Boat Objectives 1. Describe how water move objects 2. Make a paper boat Materials basin with water , Paper, Tape Procedure 1. Make a paper boat. Look at the procedure below on how to make a paper boat.
DRAFT April 10, 2014 118 2. Holding your paper boat, make it float and move in a big basin of water. Try different ways and write them on your notebook. a. What are the different ways of making your paper boat move on water? b. What makes the paper boat move? Lesson 2: Describing the Location of Objects after it has moved Activity 1: Make It Move! Objectives 1. Describe how a magnet can move objects 2. Identify objects that can be moved by a magnet Materials Paperclip (metal), magnet, cardboard (about 15 cm x 15 cm) assorted objects (hair pin, small nails, round fastener, eraser, crayon, bottle caps) Procedure 1. Place a paperclip on top of a cardboard. 2. Hold a magnet under the cardboard. Move the magnet. a. What happens to the paper clip? 3. Try placing other objects on top of the cardboard. Make each object move.
DRAFT April 10, 2014 119 4. On your notebook, copy the table and write the objects you placed on the cardboard in column A and answer the question in column B. A Object B Did the object move? paperclip Yes b. What objects were moved by the magnet? c. For the objects moved by the magnet, what kind of material are they made of? Activity 2: Attract or Repel! Objectives 1. Identify the poles of a magnet 2. Infer that a magnet has two poles 3. State that like poles repel; unlike poles attract 4. Infer that the strength of the magnet is stronger at the poles Materials Paperclips (metal) magnets
DRAFT April 10, 2014 120 Procedure Place a bar magnet on a box filled with paperclips. 1. Lift the bar magnet. In your notebook, write your answers. a. Did paperclips “stick” to the bar magnet? b. Which part of the magnet did the paperclips “stuck?” c. What does this tell you about the strength of the magnet? 2. Get two bar magnets. Place them together in different ways. d. Did the two magnets attracts each other? Draw their position below. e. When did the two magnets repel each other? Draw their position below. Activity 3: Ready, Set, Go! Objectives 1. Describe different ways of moving a toy car. 2. Identify objects or materials that can move a toy car. Materials Toy cars Magnets Fan Procedure 1. Each group will have one car for each race. (The cars were prepared beforehand.)
DRAFT April 10, 2014 121 2. There are four races. Race 1: One pupil from each group will push the car from the starting line to the finish line. The first car to cross the finish line wins. Race 2: One pupil from each group will pull the car from the starting line to the finish line. The first car to cross the finish line wins. Race 3: One pupil from each group will fan the car to move it from the starting line to the finish line. The first car to cross the finish line wins. Race 4: A magnet will be attached to the toy car. One student from each group will use a magnet to push the car by placing the magnet attached on the car. The magnets should not stick together. The first car to cross the finish line wins. a. How were you able to make the toy car move? List them all below. b. Do you have toy car at home? Did you try playing with it? How did you find it? Lesson 3: Describing Different Ways of Moving Objects Activity 1: Fast or slow; Forward or Backward Objectives 1. Describe the movement of an object as fast or slow 2. Describe the movement of an object as forward or backward. Materials 2 toy cars Procedure 1. Label the toy cars as “1” and “2”. 2. Mark a starting line on the floor.
DRAFT April 10, 2014 122 3. Put the two cars behind the starting line. 4. Measure 1 meter from the starting line. Draw a line. 5. At the same time, lightly push one toy car and the other toy car harder. Observe them. In your notebook, write your observations. 6. Which toy car reached the 1 meter line first? a. Which of the two toy cars moved faster? Why b. What did you do to make the toy car roll fast? c. What did you do to make the toy car roll slowly? d. When you pushed the toy car, did it move forward or backward? e. What would you do to make the toy car move backward? f. Did you try playing toy car racing? How did you measure the distance when you reach the finish line? Activity 2: Can it be stretched or compressed? Objectives 1. Describe the act of stretching and compressing objects 2. Name objects that can be stretched or compressed starting line 1-m line
DRAFT April 10, 2014 123 Materials garter rubber bands Procedure 1. Each member of the group should have one rubber band. Each should have a different color. 2. The group should position themselves behind a marked line. 3. Stretch the rubber band using your fingers. Release the rubber bands at the same time. In your notebook record your answers. a. What happened to the rubber band when you released it? b. Whose rubber band moved the farthest from the marked line? c. Whose rubber band was nearest to the line after release? d. What other objects can be stretched like the rubber band? Name two. 4. This time, use the garter. Make the garter longer. a. How did you make the garter longer?
DRAFT April 10, 2014 124 5. Make the garter shorter. a. How did you make the garter shorter? b. What other objects can be compressed? Name two. c. Do you play Chinese garter? How do you make it longer and shorter? Chapter 2: Light and Heat This Chapter deals with the different sources of light, whether natural or artificial, their importance in our daily lives, and the proper ways of using them. Lesson 1: Sources of Light Activity 1: The Wonderful Light Objectives Identify sources of light Classify sources of light into natural and artificial Materials flash light, candle, bulb, pictures of lighted charcoal, sun, moon Procedure 1. The pictures below show different things that give off light. 2. Write the name of these things that give off light in your notebook.
DRAFT April 10, 2014 125 3. Name other things that give off light aside from the things presented. Write them down in your notebook. Group your answers and write in the table below. Light can come from natural or artificial sources. Natural sources are those found in nature. Artificial sources are those made by people. Do this in your notebook. Question What is the difference between natural light from artificial light? Natural sources of light Artificial sources of light a. b. c. d. e. f.
DRAFT April 10, 2014 126 Activity 2: Uses of Light Objective Identify uses of light Materials Tennis racket, shuttlecock, net Procedure 1. Look at the pictures and answer the questions in your notebook a. What is the boy doing? b. Why is he able to hit the shuttlecock? c. What is the source of light that let him see the shuttlecock?
DRAFT April 10, 2014 127 d. What is the boy doing? e. Why is he able to read the book? f. What is the source of light that let him see the book? Question Is there any other source of light? Activity 3: Other Uses of Light Objective Identify other uses of light Materials Different plants, pictures of traffic light, light house Procedure 1. Look at the pictures and answer the questions in your notebook. a. Why is sunlight important to plant? b. Why is traffic light important?
DRAFT April 10, 2014 128 c. Why is a lighthouse important? Activity 4: Safety in Using Light Objective Identify the proper ways of using light Material Sunglass, umbrella Procedure 1. Look at the pictures below. 2. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook. Looking directly at the Sun Using sunglasses
DRAFT April 10, 2014 129 Question How do you feel wearing sunglass during summertime? What is the use of this? Activity 5: Sources of Heat Objective Identify things that give off heat Materials sun, boiling kettle under the gas burner, electric toaster, lighted charcoal, etc. Procedure 1. The pictures below show different things that give off heat. 2.Write the name of these things that give off heat in your notebook. Reading in the dark Using umbrella a. b.
DRAFT April 10, 2014 130 Question Do you have appliances at home? Name them. Activity 6: Uses of Heat Objective Describe uses of heat. Material Pictures of uses of heat Procedure Look at the pictures. Describe how heat is used in each picture. Write your answer in your notebook. c. d. e. f.
DRAFT April 10, 2014 131 Activity Source of heat How is heat used a. b. c.
DRAFT April 10, 2014 132 Question What are the other uses of heat? Activity 7: Safety in Using Heat Objective Identify the proper ways of handling hot objects. Materials Gloves, pictures of hot food, gas flame, kettle with boiling water solar panel d. e.
DRAFT April 10, 2014 133 Procedure Look at the pictures below. 1. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook. Using gloves to handle hot food Turning off the flame of the gas after use Staying un der the sun Touching hot objects a. b. c. d.
DRAFT April 10, 2014 134 Chapter 3: Sounds This Chapter deals with the sources of sounds, ways of producing sounds, and appreciating the importance of sounds. Lesson : Sources of Sounds Activity 1: Sounds around Me Objective Identify sources of sounds. Materials pictures of objects having various sounds Procedure Sit quietly and listen to the sounds around you. In the table below, list all the sounds you hear. Write the sounds heard and objects that produce the sound in your notebook. Sounds heard What object produces the sounds? Example: Ark! Ark! Ark! dog
DRAFT April 10, 2014 135 Question Have you experience hearing different sounds like music, blowing of horn, voice of your classmates and sounds of different animals? Activity 2: Different ways of producing sound Objective Describe ways of producing sound. Materials maracas guitar drum/box whistle Procedure 1. Make the drum, guitar, maracas and whistle produce sound. 2. Write on the table below what you did to make them produce sound. Do this in your notebook. Object What I did to make it produce sound maracas drum
DRAFT April 10, 2014 136 guitar Question Can you play other musical instrument aside from the one presented? How? Activity 3: Make your own kazoo! Objectives 1. Make an improvised kazoo; and 2. Describe how sound is produced using a kazoo Materials cardboard or tube from tissue paper paper waxed paper rubber band a sharp pointed object Procedure 1. Place a small square piece of waxed paper on the end of the cardboard tube. Secure it tightly with a rubber band. Poke a hole through the tube with a sharp object. 2. Hum through the kazoo. Feel the end of the kazoo with your fingertips. 3. Discover what happens when you cover the end of the tube with your hand. Then, cover the little hole in the tube. Have fun with your kazoo!
DRAFT April 10, 2014 137 Question Did you find fun blowing your Kazoo? Why? Activity 4: Uses of Sounds Objectives 1. Describe uses of sounds; and 2. Appreciate the importance of sound. Materials Pictures of ambulance vehicle, fire truck, church with bell, Real alarm clock, doorbell. Procedure 1. Look at the pictures. Describe the use of sound in each picture. Do this in your notebook. a. What is the use of the sound of an ambulance? b. What is the use of the sounds produced by the two girls?
DRAFT April 10, 2014 138 Question Do you know of other things aside from the activity presented having sounds with importance? c. What is the use of the sound of the radio? d. What is the use of the sound of a whistle? e. What is the use of the sound of the alarm clock? f. What is the use of the sound of the fire truck? g. What is the use of the sound of the bell in church? h. What is the use of the sound of the doorbell?
DRAFT April 10, 2014 139 Chapter 4: Electricity This Chapter deals with the sources of electricity, uses or importance in our lives and the safety measures on how to use electricity. Lesson 1: Sources of Electricity Activity 1: “Our appliances at home” Objective Classify objects that operate using battery or when plugged in electrical outlet. Materials computer, electric fan, television set in school cellphone, toy car, flashlight, radio Procedure 1. Look at the pictures. Classify them into objects that operate using battery, when plugged in an electrical socket or both. Do this in your notebook. computer mobile phone electric fan
DRAFT April 10, 2014 140 2. Group the objects in the table below. Battery Plug in electrical outlet Battery & Plug in electrical outlet Question Do you have appliances at home which are operated both with battery and electricity? How do you use them? Activity 2: Uses of Electricity Objective Describe the uses of electricity. toy car flashlight television electric oven radio
DRAFT April 10, 2014 141 Materials electric stove, electric kettle, electric fan, television, cellphone, toy car Procedure 1.The pictures show some objects that use electricity. Use the words in the box to complete the sentences. Do this in your notebook. a. Electricity is used in an electric stove to ________ food. b. Electricity is used in an electric kettle to ________ water. c. Electricity is used in an electric fan to ________ us. d. Electricity is used in a television to give us ______. cook boil cool light move sound entertainment communication
DRAFT April 10, 2014 142 e. Electricity is used in mobile phones for ___________. f. Electricity is used in refrigerator to _____ food. g. Electricity is used in a bulb to _______ a house. h. Electricity is used in a toy car to make it _______. i. Electricity is used in radio to make _________.
DRAFT April 10, 2014 143 Question What are the other household appliances you have at home? Name their uses. Activity 3: Using Electricity Safely Objective Identify the proper use of electricity and other electrical devices. Material Actual Electrical outlet and electric fan in school Procedure 1.Look at the pictures below. 2.Put a  on the box if it is a proper use of electricity or electrical devices and put a if it is not. Do this in your notebook. Inserting other objects in an electrical outlet Touching a switch with a wet hand
DRAFT April 10, 2014 144 Questions Do you have extension outlet at home or in school? How do you use it? Removing plug of electrical devices when not in use Inserting too many devices into one extension cord
DRAFT April 10, 2014 145 UNIT 4-Earth and Space
DRAFT April 10, 2014 146 Chapter 1 This Chapter deals with the study of the surroundings and the things that make it up: living things, different bodies of water and landforms. Lesson 1: The Surroundings Activity 1: Different things around you Objective Naming different things around you. Material Magic square chart Procedure 1. Study the Magic Square Chart. 2.Think about your surroundings. 3.Write your ideas inside each square.
DRAFT April 10, 2014 147 PEOPLE AROUND SUNSHINE and FRESH AIR RIVER, LAKES , HILLS , MOUNTAINS FOOD Plants and animals Then, write them in your notebook. a. What makes your surroundings a nice place to live in? b. Why should you keep your surroundings clean and orderly? c. How can you keep your community a safe place to live in? d. Where do you live? Can you name things around your house? YOU Place Where You Live SURROUNDINGS SURROUNDINGS
DRAFT April 10, 2014 148 Activity 2: Take a Tour Around Objective Describe things in the surroundings. Material None (just go around, in and out of the classroom) Procedure 1. Fall in line and go outside the room quietly. 2. Follow your teacher as she walks you around the school. 3.Observe the places carefully as you go through them. Describe the place you observed. Write your answers in your notebook following the table below: School’s surroundings Place Visited Description Place #1. Place #2. Place #3 Place #4. Questions 1. What were the places you visited?
DRAFT April 10, 2014 149 2. What did you see in these places? Describe what you saw. 3. Are these things important in an environment of the school? of the community? Why? 4. Why should you keep our surroundings clean and orderly? 5. How do you keep your school environment a safe place to study? Activity 3: A Walk in the Garden Objectives 1. Name things found in the garden. 2. Group things as to living or non-living thing. Materials Paper Pencil and crayons Magnifying lens (if available) Procedure 1. Take a walk in the school garden e.g. flower garden, vegetable garden, herbal garden. Pair with a friend. 2. Observe the following measure while in the garden: a. Avoid touching plants. Some may have spines or thorns. b. Refrain from smelling different flowers. It might cause discomfort or cause allergy. c. work with your buddy. Stay together at all times. 3. Observe the things that you see around. You can use the magnifying lens to have a closer look at small objects. 4. Answer the guide questions in your notebook
DRAFT April 10, 2014 150 Questions 1. What are the living and non-living things in the garden? Living things: Non – living things: 2. How many kinds of plants did you see? What are they? 3. How many kinds of animals did you see? What are they? 4. Complete the table below. Living Things Non Living Things 5. Write in one or two sentences what things can be seen in a garden in your notebook.
DRAFT April 10, 2014 151 Activity 4: Bodies of Water in your Community Objectives 1. Describe the bodies of water. 2. Infer that plants and animals are present around and in the bodies of water. Materials photocopy of two bodies of water crayon or water color, clear tape, cardboard , pair of scissors Procedure 1. Group yourselves into 5. Have a photocopy of the bodies of water. 2. Using crayons or water color, color the illustrations and cut the paper following the broken lines. 3. Tape each cut out bodies of water onto a sheet of poster board using only a small piece of clear tape along the top of each card ( so the card flips upwards) and answer the questions. Do this on your notebook.
DRAFT April 10, 2014 152 Guide Questions 1. Do you have a similar body of water in your community? Describe it. 2. Do you use the water for a particular purpose? Describe the use. 3. Is the body of water important ?
DRAFT April 10, 2014 153 Activity 5: The Landforms Objectives 1. Describe landforms. 2. Make a poster board presentation. Materials landform pictures, pair of scissors, glue or paste, crayons, pencil, Procedure 1. Group yourselves into 5. Have a photocopy of the landforms. 2. Match a landform picture with its description in your notebook. Cut out the landform pictures. Glue each landform next to its description. Make a poster board for this activity.
DRAFT April 10, 2014 154 mountain valley
DRAFT April 10, 2014 155 2. Are there landforms in your community? Pick out a picture of a land form from the list which is similar to where you live. Tell something about your community. Do this in your notebook. 3. Are landforms important? Why? Chapter 2: Weather Chapter 2 on weather deals with types of weather, appearance of the sky, weather changes and its effects to people, animals and plants. It also deals with precautionary measures on different weather conditions and preparation of improvised weather instrument. Lesson 1: The Weather Activity 1: “The Weather Watcher” Objectives 1. Describe the weather for the day. 2. Draw the clouds seen in the sky. 3. Describe the appearance of the clouds. Materials weather watcher card coloring markers, crayons, pens KWL Chart, Procedure 2. Look around you and at the sky above. Observe the day’s weather. Write the following in your notebook. a. Is it sunny?
DRAFT April 10, 2014 156 b. Is it rainy? c. Is it windy? d. Is it stormy? 3. Observe the sky for five minutes. CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S RAYS CAN HARM YOUR EYES. 4. Draw some of the objects that you see in the sky. Use coloring pencils or pens for your drawing. Do this in your notebook. 5. Complete the table below. Do this in your notebook. 6. Describe the clouds based on what you wrote on the table. Write your answer in your notebook. Activity 2 : Types of Clouds Objectives 1. Describe the different clouds in the sky. 2. Show a four-day weather condition and the type of cloud each day. Materials weather chart, coloring pencils, or pens, cotton balls, glitters for lighting and rain paper and pair of scissors glue Shape of the cloud Color of the cloud
DRAFT April 10, 2014 157 Procedure 1. Observe the clouds in the sky every morning and every afternoon for four consecutive days. Record your observations in your notebook. 2. On the first day, draw the shape of the cloud in column 1 of Table 1. Then, make a model of this cloud using cotton balls to represent the type of cloud you observed. Paste this model under your drawing. You can improve your model by using glue and glitters. The glitters will represent rain and lightning. 3. Repeat Step No. 2 for Tuesday until Thursday. You should have a complete table on Thursday, the fourth day. Table1. Cloud observed each day for four days  Describe the shape of the clouds each day every morning and afternoon.  Monday _____________________________________  Tuesday _____________________________________  Wednesday _________________________________  Thursday ____________________________________ Questions 1.Does the cloud change every day? 2.Write one or two sentences about what you have learned in this activity. Use the guide below for the types of clouds. MONDAY TUESDAY WEDNESDAY THURSDAY
DRAFT April 10, 2014 158 i. Cirrus clouds are thin and wispy ii. Cumulus clouds are white and puffy Stratus clouds are low, flat and gray
DRAFT April 10, 2014 159 Question What is the weather today? Activity 3: My Improvised Weather Instruments Objectives 1. Make a simple weather instrument. 2. Describe the uses of the instrument. Materials Set A: wooden sticks, strip of paper, glue Set B: cardboard, wooden sticks, glue Procedure For Set A. Making a Wind Vane 1. Cut a strip of paper longer than the length of the stick. 2. Glue strip of paper to one end of the stick. 3. Place your improvised weather tool in an open space. 4. Observe how it works. Draw the weather instrument in your notebook. 5. Show to the class how your instrument works. For Set B. Making another Model of a Wind Vane 6. Get a thick cardboard. 7. Cut two arrows of the same size. Make the tails bigger than the arrow heads. 8. Put a stick between two arrows. Staple or paste them together.
DRAFT April 10, 2014 160 Illustration here 9. Place your improvised instrument at the top of a pole. 10. Draw the weather tool in your notebook. 11. Show to the class how your instrument works. FOR SET B Speed and direction of the wind 1. Place your improvised wind vane on top of a pole or elevated area (location A). 2. Observe how the strip of paper moves every 5 minutes for 15 minutes. 3. Transfer your wind vane to another location. Call it location 2. Observe again. 4. Put a check mark in the table 2 below for your observations.
DRAFT April 10, 2014 161 Table 2. Movement and direction of the wind Location A Time After 5 min. After 10 min. After 15 min. Strip of paper does not move Strip of paper sways Strip of paper makes sound Location B Strip of paper does not move Strip of paper sways Strip of paper makes sound 6. From your observations, did the wind move? Describe how it moved and its direction. 7. How do you describe the how fast (speed) the wind moved in location A? Place a check (√ ) beside your choice below. Slow _______ moderate _______ fast ______ How do you describe the how fast (speed) the wind moved in location B? Place a check (√) beside your choice below. Slow _______ moderate _______ fast ______ 8. In this activity, do wind speed and direction vary in different locations at the same time? Why?
DRAFT April 10, 2014 162 Activity 4: Does Weather Change? Objectives 1. Tell how cold or hot the air is. 2. Compare the temperature of air in different places. 3. Describe the speed and direction of the wind. Materials SET A: 2 thermometers and crochet thread or thin rope SET B: Improvised wind vane weather chart Timer Procedure A. Temperature of air in a room 1. Take two thermometers. 2. Tie one thermometer (A) tightly to a strong support inside the room. You can tie it to a nail on the wall or a window grill. Just make sure that you hang the thermometer in a place where you can easily read the temperature. Thermometer A Thermometer B
DRAFT April 10, 2014 163 1. Tie the other thermometer (B) to a shady area outside the room. You can tie it to a branch of a tree that is not directly under the sun’s heat. 2. Two students will read thermometer A, Another two students will read thermometer B. That will be the initial temperature of air inside and outside the room. 3. Continue taking the temperature readings every 10 minutes until you reach 60 minutes. Complete Table 1 below with your result n your notebook. Table 1. Temperature of air inside and outside the room Time (min.) Temperature (0C) Inside the room Temperature (0C) outside the room 0 10 20 30 40 50 60 Questions a. Inside the room: What is the highest temperature recorded? Lowest temperature recorded? b. Outside the room: What is the highest temperature recorded? Lowest temperature recorded? c. Are there changes in the temperature readings inside the room? How about outside the room?
DRAFT April 10, 2014 164 d. Where were the temperature changes greater, inside or outside the room? e. What do these changes in the temperature mean? f. In which area was the air cooler, inside the room or outside the room? Activity 5: The Daily Weather Objectives 1. Describe how the wind moves within the day. 2. Tell how hot or cold is the place you are staying in. 3. Identify the elements of weather involved Materials weather Chart improvised wind vane thermometer string or thin rope Procedure 1. Observe whether the day is sunny, windy, rainy, or stormy. 2. Go outside the room with your teacher and group mates. Find an area where you will place your improvised wind vane. 3. Observe the instrument for ten (10) minutes. The following questions can help you with your observations: A. Is the paper moving? Is it moving slowly, moderately, or fast? B. What does the movement of the paper mean? C. What is the direction of the wind?
DRAFT April 10, 2014 165 4. Record your observations and answers to questions A, B, and C in the Table 1. Table 1. Observations on the wind’s speed and direction for the day TIME Observations First 5 minutes A B C Next 5 minutes A B C 5. Take the temperature of air in the room and outside the room every 10 minutes for 30 minutes. Write your readings in table 2. Table 2. Temperature of air inside and outside the room Time (min.) Temperature (0C) Inside the room Temperature (0C) outside the room 0 5 10 15 20 25 30
DRAFT April 10, 2014 166 In which place is air cooler, inside the room or outside the room? 6. Complete your observations of the day’s weather. Fill up Table 3 with your observations. What to Observe DAY 1 Weather Condition  Sunny /Fair  Rainy  Windy  Stormy Clouds  Clear  Partly cloudy  Cloudy Type of Cloud  Cirrus  Cumulus  Stratus Type of Cloud  Cirrus  Cumulus  Stratus  Describe the weather condition for the day.  Does the weather condition change within the day?
DRAFT April 10, 2014 167 Activity 6: Weather Reporter Objectives 1. Make a weather bulletin for a week. 2. Report orally the weather for the week. Materials weather charts thermometer Procedure 1. Use the weather chart in activity 5. 2. Make a simple weather bulletin using the table below. Question Have you ever interviewed a weather forecaster? What have you learned from him/her? WEATHER ____________________________________ ____________________________________ ____________________________________ Temperature: _______________
DRAFT April 10, 2014 168 Activity 7: Weather Collage Objectives 1. Describe how weather affects people, plants and animals 2. Make a collage showing the effects of weather on people, plants and animals Materials cut out pictures showing different activities of people paste or glue coloring pen/pencils cartolina for each group Procedure 1. Talk with your group mates. Think about the good and bad effects of the different kinds of weather on people, plants, and animals. Write the results of your discussion in your notebook following the table below. 2. Make a poster showing these effects of weather on people, plants and animals. See Table 1. Table1. Effects of different weather conditions on people, plants, and animals Weather condition Effects of weather on people Effects of weather on Plants Effects of weather on Animals Sunny Windy Rainy Stormy
DRAFT April 10, 2014 169 A. What kind of weather brings good effects on a) people? Why? b) animals? Why? c) plants? Why? B. What kind of weather brings bad effects on a a) people? Why? b) animals? Why? c) plants ? Why? C. What kind of weather do you like most? Why? D. What kind of weather do you hate most? Why? Activity 8: Be Careful with what we do Objective Draw the safety and precautionary measures in dealing with the different types of weather condition Materials Clothes and things used in different weather conditions, Activity notebook. Procedure 1. Draw one activity you need to do for each weather condition. Do this in your notebook. Things I like to do (Draw) Things I should not do or be careful of the things I do Sunny Day Rainy Day
DRAFT April 10, 2014 170 Things I like to do (Draw) Things I should not do or be careful of the things I do Windy Day Stormy Day 2. How different are the activities you do during warm or sunny days from the activities you do during cold or rainy days? 3. How different are the conditions of animals during sunny weather from cold rainy day? Chapter 3: Objects Seen in the sky This Chapter deals with the different objects in the sky, their sizes and brightness. It further discusses the position of the sun and its effects on people, animals and plants. Lesson 1: Objects Seen in the Sky Activity 1: Sky during night and day time Objective Describe the objects seen in the sky. Materials Graphic organizers Procedure Write what you see in the sky during day time and night time. Copy the model below in your Activity notebook. Then, answer the questions that follow.
DRAFT April 10, 2014 171 Graphic Organizer 1: Objects seen in the sky at night. Graphic Organizer 2: Objects seen in the sky at daytime a. What objects do you see in the sky at night? During the day? b. Are they the same objects? c. Tell something about these objects. d. Why do objects that are seen at night cannot be seen during daytime? Sky at night Sky at day
DRAFT April 10, 2014 172 Activity 2: Sizes of objects seen in the Sky Objective Relate the different sizes of objects seen at night and day Materials small ball; 2 big balls; ruler or meter stick Procedure: Set-up A 1. Get 1 small ball and 1 big ball. The balls should be of the same kind. 2. Put the big ball 4 meters away from the small ball. (Figure1) 1. Position yourself in front of the small ball. 2. Look at the balls at eye level. 3. Observe their apparent sizes.
DRAFT April 10, 2014 173 Figure 1. Set-up B 1. Get 2 big balls. Place them 4 meters apart on table. 2. Position yourself infront of the 1st ball, then look at the two balls at eye level. Observe their sizes. Set-up C 1. Reverse the set-up in B. 2. Place the big ball 1 meter away from you. Place the small ball 4 meters away from the big ball. 3. Position yourself infront of the big ball and look at the balls at eye level. Questions a. In set-up A, which ball looked bigger as you saw it? b. Describe what you saw in set-up B. Which of the 2 balls appeared bigger? Or smaller? c. How did the big ball appear in set-up C? the small ball? 4 m
DRAFT April 10, 2014 174 Activity 3: Brightness and Dimness of Objects seen in the Sky Objective Describe the brightness and dimness of objects seen in the sky. Materials 3 candles of the same size and kind; match; long table Procedure 1. Place three candles 3 meters away from each on a long table. 2. Stand about a foot away from the first candle and observe the brightness of the three candles at an eye level. 3. Record your observations in your notebook. Questions Write your answer in your notebook. a. Which candle looked bigger and brighter? b. Which candle looked smaller and dimmer? c. How would you relate the distance between the 3 candles to their brightness or dimness?
DRAFT April 10, 2014 175 Activity 4: Position of the Sun at Different Times of the Day Objective Make observations of the position of the sun at different times of the day Material Flashlight Procedure 1. Use the figure above as a guide to make the set up. 2. Focus the flashlight at different positions. The flashlight is the sun and the object at the center is anything on Earth. 3. Point the flashlight to the object at the center. Observe. 4. Record your observations. Questions a. In the morning, what is the position of the sun? b. At noontime, where is the sun? c. In the afternoon, where can you find the sun?
DRAFT April 10, 2014 176 Activity 5: Harmful Effects of Sun’s Heat to People Objective Make observations of the effects of the sun to people Materials alcohol burner, eggplant, tomato, kitchen tong, Procedure 1. Light the burner. 2. Hold the eggplant with a kitchen tong near the fire for three minutes. (Fig.1) 3. Repeat the procedure for the tomato. Use the kitchen tong. 4. Observe the skin of the eggplant and tomato. Questions Write the answers in your Activity notebook. a. Did you see some changes in the skin of eggplant and tomato after holding it near the alcohol lamp? What are they? b. Did you see some changes in the skin of tomato after putting it over the alcohol lamp? What are they? c. Draw the appearance of tomato and eggplant before and after they were placed near the alcohol lamp. Do this in your notebook. d. Why do you think the skin appear burned or dark? e. Can the changes in the skin of eggplant and tomato happen in the skin of people? How? f. What are the effects of too much heat on people?
DRAFT April 10, 2014 177 g.Gather pictures of people who work under the sun for long hours. Describe the effect of the sun on the people. Activity 6: Effects of Sun’s Heat on Plants Objective Describe the effect of sun’s heat on plants Materials Plants available in the school/ community Procedure 1. Get two potted plants of the same kind preferably having the same height and number of leaves. 2. Place one potted plant under the sun ( Plant A) and the other one under the shade ( Plant B ) 3. Water the plants with the same amount of water. 4. Observe each plant two times a day, in the morning and in the afternoon. Do this for three days. 5. Copy the table below in your notebook. Write your observations in your notebook copy the table below. Name of the Plant ___________________ TIME OF THE DAY WHAT DO I SEE? Plant under the shade Plant in the sunny area 8:00 AM 2:00 PM
DRAFT April 10, 2014 178 Questions a. Describe the condition of the plants before placing them under the shade and under the sun. b. What happened to Plant A and Plant B after 2 days. Do they look the same? c. What happened to Plant A and Plant B after 3 days? Do they look the same? d. Does the sun have any effect on both plants? e. Write a statement about the effects of the heat of the sun on plants. Activity 7: Effects of Sun’s Heat on Animals Objective Describe the effects of the heat of the sun on animals Materials Garden or places near the school ground Procedure 1. Look for animals in the school surroundings. Identify the animals. 2. Describe the appearance of the animals that you see. 3. Describe the behavior of each animal. Record your observation in your notebook.
DRAFT April 10, 2014 179 Name of the Animal ( Local Name ) Where did I see the animal? Appearance of the Animal What was the animal doing? What other behavior of the animal did you see? Questions a. Where did you see the animals? Name the animals. b. Did you see animals staying in shady areas? Why do they like to stay there? c. Did you see animals under the heat of the sun? Why do they like to stay there? d. What were the animals doing under the shady area? e. What were the animals doing under the sun? f. Does the sun have an effect on animals? What is it? ISBN: 978-971-0468-21-8

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Science 3 lm full english

  • 2. DRAFT April 10, 2014 1 Book Record School: District: Division: Region: Date received by school: Issued to (Name of Pupil) Date Issued Condition Date Returned Condition To the Teacher Write the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book: A. (New Book) B. (Used Book in Good Condition) C. (Used Book in Fair Condition) D. (Used Book in Poor Condition) Encourage and assist the pupil in repairing damaged textbooks.
  • 3. DRAFT April 10, 2014 2 Take Care of Your Book Dos: 1. Cover your book with plastic or manila paper. Old newspapers and magazines will do. 2. Be sure your hands are clean when you handle or turn the pages. 3. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition. 4. Use a piece of paper or cardboard for bookmarks. 5. Paste or tape immediately any torn pages. 6. Handle the book with care when passing from one person to another. 7. Always keep your book in a clean, dry place. 8. When your book is lost, report it to your teacher right away. Don’ts: 1. Do not fold the pages. 2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page.
  • 4. DRAFT April 10, 2014 3 For inquiries or feedback, please write or call: DepEd-Bureau of Elementary Education Curriculum Development Division 2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: bee-deped@pldtdsl.net bee_director@yahoo.com
  • 5. DRAFT April 10, 2014 4 INTRODUCTION Dear Boys and Girls: This Learner’s Material for Grade 3, was written in response to the basic goal of education under the K to12 Enhanced Basic Education Program- “to prepare learners to become productive, worthy and competitive young scientists of the country.” This is divided into four units with illustrations describing each unit, representing the whole school year. Each unit has chapter with lessons and activities prepared which are aligned to the teacher’s guide. Learning to develop, keen and accurate observation skills through experiment, knowing more about matter, sense, living things, non-living things around you discovering more about your environment , climate change and other topics about the surroundings, earth and space are all given focus in this l learner’s material. Explore Science and make it useful in your daily life. Learning Science is having more fun. The Writers/Conceptualizers
  • 6. DRAFT April 10, 2014 5 ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, teachers, BEE Staff and experts in Science for their enthusiastic commitment in the development, revision and finalization of the teaching guides and learning materials for Grade 3 under K to 12 Basic Education Program. Arthur DC. Sacatropes Dr. Luz E. Osmena Education Prog. Supervisor Education Prog. Supervisor Region III Region IV-A Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz Education Program Supervisor Science Coordinator Division Office, Sorsogon Prov. Division of Tarlac City Region V Region III Jennifer M. Rojo Jennifer A. Tinaja Master Teacher II MasterTeacher I Neogen Elementary School Nueve de Febrero E.S. Districtof Tagaytay City Mandaluyong City Job S. Zape (Ret.) John Fitzgerald Secondes Education Program Supervisor Master Teacher I Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-sch San Jaoquin, Iloilo Province Leni S. Solutan Neolita S. Sarabia Master Teacher Principal II Sta. Barbara Elementary School STRIVE Coordinator Division of Iloilo Province Division of Tagbilaran City Romeo C. Ordoňez Master Teacher II/Illustrator Divisoria E.S. Mexico South District Division of Pampanga Susana D. Mota Jemmalyn N. Malabanan Encoders
  • 7. DRAFT April 10, 2014 6 Appreciation is extended to the following consultants/reviewers for their untiring efforts in sharing their expertise: Evelyn L. Josue Science Educ. Specialist IV (Ret.) UP-NISMED Diliman, Quezon City Pia Campo May R. Chavez Science Educ. Specialist Science Educ. Specialist UP-NISMED UP-NISMED Diliman, Quezon City Diliman, Quezon City Trinidad M. Lagarto Senior Educ. Prog. Specialist, Anchorperson Curriculum Development Division Bureau of Elementary Education Marilette R. Almayda Director III Bureau of Elementary Education Marilyn D. Dimaano Director IV Bureau of Elementary Education
  • 8. DRAFT April 10, 2014 7 TABLE OF CONTENTS Page Title Page i Book Record for the Teacher ii Copyright Page iii How to take care of your Book iv Introduction v Acknowledgement vi UNIT I: Matter Overview Chapter 1 – Solids 11-17 - Characteristics of Solids - Naming /Classifying Different Solids - Describing Solids according to Color - Describing Solids according to Shape - Describing Solids according to Size - Describing Solids according to Texture Chapter 2 – Liquids 17-23 - Characteristics of Liquids - Naming /Classifying Different Liquids - Describing Liquids according on how they flow - Describing Liquids on how they take the Shape of the container - Describing Liquids on how they occupy Space - Describing Liquids according to Smell Chapter 2 – Gases 23-26 - Describing that Gases take the Shape of the Container - Describing that Gases occupy Space - Describing that Gases are Odorless and Tasteless
  • 9. DRAFT April 10, 2014 8 Chapter 4 – Proper Use and Handling of Common Solids, 26-31 Liquids, and Gases at Home and in School - List of Common Products Found at Home and in School - Harmful Effects of Common Materials Found at Home and in School - Safety Measures in handling Harmful Materials Chapter 5 - Changes in Materials 31-49 - Measuring the Temperature of Materials - Measuring the Temperature of Hot/Warm Materials - Measuring the Temperature of a Cold Material - Changes in Materials as affected by Temperature - What happens to Water when Heated? - What happens to Water Vapor when Cooled? - What happens to Napthalene Ball when Heated? - What happens to the Air inside the Bottle/Balloon when Heated or Cooled? UNIT 2: Living Things and their Environment Chapter 1 - Sense Organs 51-66 - Identifying the Parts of the Eyes - Proper Ways of Caring the Eyes - Identifying the Parts of the Ears - How the different Parts of the Ear Work? - Proper Ways of Caring the Ears - Identifying Parts of the Nose and its Functions - Proper Ways of Caring the Nose - Identifying the Uses of Tongue - Identifying the Parts and Functions of the Tongue - Identifying the parts of the Skin and its Function - Proper Ways of Caring the Skin Chapter 2 – Animals 67-86 - Naming Animals around you - Parts of an Animal - Body Parts Animals Use to Move - Classifying Animals according to how they move - Body Parts of Animals that they use in getting foods
  • 10. DRAFT April 10, 2014 9 - Classifying Animals according to what they Eat - Classifying Animals according to their Body Covering - Classifying Animals according to their Habitat - Useful Animals - Importance of Animals according to Use - Animals that can Harm People - Proper Ways of Caring Pets Chapter 3 – Plants 87-101 - Naming and Describing Plant Parts - Same Plant Parts, different Plants - Different Plant Parts have different Works - Things that come from or made of Plants - Different Uses of Plants - Harmful Plants - Proper Was of Caring Plants - Characteristics of Living and non-living Things Chapter 4 - Heredity: Inheritance and Variation 101-108 - Animals Produce Animals of the same Kind - Physical Traits of People from Different Ethnicity - Physical Traits of Animals of the same Kind - Plants Produce Plants of the same Kind - Growing Plants from other Plant Parts Chapter 5 - Ecosystem 109-115 - Basic Needs Humans, Animals and Plants - Things We Need from the Environment - Conservation and Protection of the Environment UNIT 3: Force, Motion and Energy Chapter 1 - Moving Objects 116-130 - Describing the Position of an Object relative to another Object - Describing the Location of Objects After it is Moved - Sounds
  • 11. DRAFT April 10, 2014 10 Chapter 2 - Electricity 145-151 - Sources of Electricity - Uses of Electricity UNIT 4: Earth and Space Chapter 1 - Surroundings 151-162 - The Surroundings Chapter 2: Weather 162-178 - The Weather Chapter 3: Objects Seen in the Sky 178-188 - Different Objects seen in the Sky
  • 13. DRAFT April 10, 2014 12 Chapter 1: Solids This Chapter deals with solid as one of the three states of matter. It has specific color, size, shape, and texture. The particles of solids are close together. They move back and forth but the particles do not change places. Lesson 1: Characteristics of Solids Activity 1: What are the characteristics of solids? Objectives 1. Describe different objects in the school garden 2. Classify the objects based on their characteristics Materials Different objects found in the school garden Procedure 1. Visit the school garden. Collect different solids. 2. List down 10 solids you have collected. 3. Describe the solids based on their characteristics 4. In the chart write the name of solids in their proper column. Do this in your notebook. small big rough smooth round square black white In your notebook or on your paper, answer the following: 1. How did you describe the solids? 2. What are their characteristics? Guide Question What are the other properties of matter?
  • 14. DRAFT April 10, 2014 13 Lesson 2: Characteristics of Solids according to Color Activity 2: How do you describe solids according to their colors? Objective Describe solids according to their color Materials Pictures and if possible concrete ripe papaya, unripe papaya, ripe mango, unripe mango, ripe tomato, unripe tomato, eggplant and charcoal Procedure 1. Study the pictures of different solids. 2. Write the color of solid in the chart. Solids Color Ripe Mango Unripe Tomato Ripe Tomato Unripe Papaya
  • 15. DRAFT April 10, 2014 14 Ripe Papaya Watermelon Eggplant Charcoal In your notebook, answer the following: 1. How did you describe the materials? 2. Do all solids have specific color? Lesson 3: Characteristics of Solids according to Shape Activity 1: Shapely solids Objective Identify solids based on their shape
  • 16. DRAFT April 10, 2014 15 Materials ball, eraser, calamansi, plate, guava, notebook, triangle (musical instrument) Procedure 1. Get six objects from the box. 2. Observe the shape of the objects. 3. Write the name of each object below their corresponding shape. Round Rectangle Triangle In your notebook, answer the following: 1. How did you identify solids based on their shape? 2. What different shapes of solids did you observe? Lesson 4: Characteristics of Solids according to Size Activity 1: Identify solids according to size Objectives 1. Identify solids according to their specific size 2. Measure solids using a ruler
  • 17. DRAFT April 10, 2014 16 Materials bag containing solids Ruler Procedure 1. Get the materials inside your bag. 2. Identify solids according to their sizes. 3. Record it in your notebook. Materials/Solid Size big small 1. Measure each solid using a ruler. 2. Record your measurement in your notebook. Solids Size (exact measurement) Answer the following: 1. How did you identify the size of solids? 2. What did you use to measure the material? 3. Were you able to get the exact measurement of the solids? How? Guide Question Do solids have specific size? Lesson 5: Characteristics of Solids according to Texture Activity 1: Classifying solids according to texture Objective Classify solids according to texture.
  • 18. DRAFT April 10, 2014 17 Materials bag or box containing stone, cotton, sand, banana, cardboard, sandpaper, rambutan, jackfruit peelings Procedure 1. Get all the contents of your bag. 2. In your notebook, write the name of each object and classify according to texture. Objects smooth rough soft hard Answer the following: 1. How did you group the solids? 2. What characteristic of solids did you observe? 3. Were you able to describe the solids correctly based on your observations? Why? 4. What values did you learn from the activities? Chapter 2: Liquids This Chapter deals with liquids having mass, how they flow, how they take the shape of the container, how they occupy space, the taste and the smell. Lesson 1: Characteristics of Liquids Activity 1: Naming different liquids
  • 19. DRAFT April 10, 2014 18 Objective Naming different liquids Materials different liquids, containers with different shapes Procedure 1. Go to the school canteen. 2. Ask the canteen staff to show the different liquids available. 3. Name each liquid. 4. Observe each liquid how they flow , shape of the container, and the space each occupies. 5. Taste or smell the liquid but with safety precaution. (Needs teacher’s advice.) 6. Record your observation in your notebook. Lesson 2: Describing Liquids according on How they Flow Activity1: How do liquids flow? Objective Describe how liquids flow Materials condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, transparent bowl Procedure 1. Get two teaspoons. 2. Hold each teaspoon with each hand as shown in the picture below.
  • 20. DRAFT April 10, 2014 19 3. Scoop a teaspoon of water and a teaspoon of vinegar. 4. Hold two teaspoons with liquids at elbow level. 5. Tip both hands at the same time as shown in the picture. 6. Record your observation in your notebook. Which flows faster, water or vinegar? 7. Repeat steps 2 to 6 using other liquid and paired it with water. (Note: Water will serve as your point of reference as to the flow of liquid.) Name of Liquid Does it flow slowly? Does it flow fast? Does it flow very fast? 1. water 2. soy sauce 3. vinegar 4. shampoo 5. oil 6. Condensed milk Guide Questions 1. Did the liquids flow at the same time? 2. Which liquids flowed fast? 3. Which liquids flowed slow? Lesson 3: Describing Liquids on How They Take the Shape of the Container Activity 1: Do liquids have shape?
  • 21. DRAFT April 10, 2014 20 Objective Describe how liquids take the shape of the container Materials different shapes of container, water Procedure 1. Describe the 3 shapes of container. 2. Get 3 kinds of liquids. 3. Pour each liquid in each container. 4. In your notebook, record your observation. Name of Liquid Shape when poured in container 1.What happened to the different liquids after pouring them 2. Do liquids have the same shape? 3. What characteristics of liquids did you observe? 4. What does this activity tell about shape of liquid? Lesson 4: Describing Liquids on How they Occupy Space Activity 1: Do liquids occupy space? Objective Describe how liquids occupy space. Materials stones, water, beaker, rugs Procedure 1. Prepare the materials. 2. Fill the beaker with water. 3. Put more water in the beaker.
  • 22. DRAFT April 10, 2014 21 4. Observe what happens while adding more water in the beaker. 5. Put some stones in the beaker with water. 6. Again observe what will happen. 7. Record /draw your observation in your notebook. In your notebook, answer the following: 1. What happened as you added more and more water in the beaker? Why? 2. What did you notice when the stones sank to the bottom of the beaker? Why? 3. What happened to the water? Why? 4. Does water occupy space? Why? 5. Do liquids really occupy space? Lesson 5: Describing Liquids according to Taste Activity 1: Do liquids have taste? Objective Describe the taste of liquids. Materials milk, juice, water, vinegar, hot sauce, softdrinks, wine, catsup, fish sauce Procedure 1. Taste each liquid. 2. Describe the taste. 3. Check the corresponding taste of liquid in the chart. Liquid sweet salty sour bitter spicy tasteless
  • 23. DRAFT April 10, 2014 22 In your notebook, answer the following: 1. How did you describe the different taste of liquids? 2. What are the different tastes of liquids? 3. Do all liquids have the same taste? 4. What should we do to avoid being poisened when tasting liquids? Lesson 6: Describing Liquid according to Smell Activity 1: Do liquids have smell? Objective Describe the smell of different liquids Materials fish sauce, perfume, alcohol, catsup, coke, hand sanitizer, shampoo, liquid soap Procedure 1. Prepare the materials. Name the different liquids. 2. Describe the smell of the different liquids. (Do not put the samples near your nose because some may cause irritation) 3. Record your observation. Liquid Bad Smell Good / Fragrant Smell In your notebook, answer the following: 1. What characteristics of liquid did you observed? 2. How were you able to group them? 3. Do all liquids have the same smell? 4. Do you frown when you smell liquids that have bad odor? Do you smile when you smell liquids that have fragrant odor? Why? 5.Do liquids have smell?
  • 24. DRAFT April 10, 2014 23 Chapter 3: Gases This Chapter, deals with gases that do not have their own shape but take the shape of the container; occupy space, tasteless and odorless. Air is gas. We cannot see it by our eye but we can feel it. The molecules are far apart from each other. Lesson 1: Describing that Gases take the Shape of the Container Activity 1: Do gases have shape? Objective Describe that gases take the shape of the container Materials different shapes of balloons (deflated), string Procedure 1. Get different shapes of balloons. 2. Blow air into it. Tie it with string. 3. Describe the shape of air in the balloon. 4. Record your observation. 5. Draw the shape of gas in each balloon. Questions In your notebook, answer the following: 1. What happened to the balloon as you blew air into it? 2. Did the gas follow the shape of the balloon? Do gases have shape? 3. What characteristic of gas did the activity show? 4. What is the shape of air container? 5. When can air have a shape?
  • 25. DRAFT April 10, 2014 24 Lesson 2: Describing that Gases Occupy Space Activity 1: Does gas occupy space? Objective Describe that gases occupy space Materials tissue, drinking glass, Styrofoam, big bowl filled with full of water Procedure 1. Prepare a drinking glass. 2. Place a paper towel at the bottom of a drinking glass so that it will not fall out when the glass is inverted. 3. Fill a big bowl with water. 4. Hold the glass upside down and quickly plunge it into the water. 5. Count one to ten while holding the glass underwater. 6. Slowly lift the glass up and out of the water. Be sure to hold the glass straight upside down. 7. Observe. What happened to the tissue? 8. Do this with a piece of Styrofoam. Place the Styrofoam in the water. Place your glass upside down over the styrofoam and push straight down into the water. In your notebook, answer the following: 1. What is inside the glass? 2. What happened to the paper towel? To the styrofoam? 3. What does the activity show?
  • 26. DRAFT April 10, 2014 25 Lesson 3: Describing that Gases are Odorless and Tasteless Activity 1:Air is odorless and tasteless Objective Infer that air is odorless and tasteless. Materials paper fan, balloon, mirror Procedure 1. Blow your hands. Describe what you feel. 2. Now, blow into the mirror. Describe the air in the mirror. 3. Blow air in the balloon. Describe the air inside. 4. Get a partner, fan each other. Describe the air as to odor and taste. Questions 1. What did you feel after blowing your hand? Did you see the air from your mouth? 2. In three sentences, describe how you felt while fanning yourself and your partner. 3. Did you see the air inside the balloon? Why? 4. What characteristic of gas were presented in the activity? Chapter 4: Proper Use In Handling Common Solids, Liquids, and Gases at Home and in School This Chapter, deals with many things we have in common at home and in school such as solids, liquids and
  • 27. DRAFT April 10, 2014 26 gases. We should keep everything in its place. Label all bottles correctly such as chemicals, and other materials. Lesson 1: Common Solids, Liquids, and Gases Found at Home and in School Activity 1: List of Common Products Found at Home and in School Objectives 1. Identify common solids, liquids and gases found at home and in school 2. Describe the uses of materials found at home Materials paper, pen, Manila paper Procedure 1. Make a list of common products found in school and at home. Group them in the table below. Solid Liquid Gas 2. Group the materials listed in number 1 using the table below. Use as food Use for cooking Use to beautify homes Use as beauty produc t Use for cleaning the house Use for cleaning the body/ self Use for killing insects/ pest Questions
  • 28. DRAFT April 10, 2014 27 1. What are the common materials at home and in school ? 2.What are the uses of materials at home and in school. Activity 2: Harmful Effects of Common Materials Found at Home and in School Objective Identify the harmful effects of materials found at home and in school. Materials packaging of materials/product labels of materials Procedure 1. Read the product labels of the common household products /materials found at home and look at the symbols in each label below : [ toxicflammable poison corrosive
  • 29. DRAFT April 10, 2014 28 Here are some examples: 2. Using the table below, group the materials based on the harmful effect/s on humans and other living things. 3. Write your answers in your activity notebook. Poisonous Toxic Flammable Corrosive Activity 3: Safety Measures in handling Harmful Materials
  • 30. DRAFT April 10, 2014 29 Objective Describe the proper use and handling of harmful materials. Materials Pictures of proper ways of handling materials Procedure 1. Look at the pictures. 2. Put a  on the box if it is a proper ways of handling materials and put a  if it is not. a. b. c. d. Label poisonous Substances and keep out of childen’s reach Using hand gloves and gas masks when using pesticides. Inspecting regularly if the cooking gas tank is tightly closed.
  • 31. DRAFT April 10, 2014 30 Question Will you follow the safety measures in handling harmful chemicals? Why? Chapter 5: Changes in Materials This chapter deals with the changes that solids, liquids, and gases undergo when heat is applied or removed from them. It also deals with the techniques in measuring temperature with a laboratory thermometer. Lesson 1: Measuring the Temperature of Materials Activity 1: Is it Hot? Is it Cold? Objective Tell whether a material is hot or cold. Materials Manila paper marker pen, paper, pen Procedure 1. Look at the pictures below. Tell whether the material is hot or cold. Put a check (√) in column (3) if it is hot or in column (4) if it is cold. (1) (2) Material/Object (3) Is it Hot? (4) Is it Cold? Keeping flammable materials near the stove.
  • 32. DRAFT April 10, 2014 31 2. Give other examples of hot and cold materials. Write them down in the appropriate column in the table below. Hot materials Cold materials 1 Candle Flame 2 Ice Cream 3 Boiling Water 4 Boiling Soup 5 Iced Tea
  • 33. DRAFT April 10, 2014 32 Questions 1. When do you say that a material is hot? 2. When do you say that a material is cold? Activity 2: Measuring the Temperature of Hot/Warm Material Objectives 1. Measure the temperature of tap water and hot/warm water using a thermometer. 2. Read the temperature from the thermometer correctly. 3. Compare the temperature of tap water and hot/warm water. Materials 2 beakers or identical glass containers Laboratory thermometer Equal amounts of hot/warm water and tap water Procedure 1. Look at the laboratory thermometer closely. 2. Observe the markings on the thermometer. 3. What is the smallest number? Where is it located?
  • 34. DRAFT April 10, 2014 33 4. What is the largest number? Where is it located? 5. What unit of measurement is used? 6. What symbol is used to express a measurement of temperature? 7. Half- fill the container with tap water. 8. Place the thermometer in the container with tap water. Hold it in upright position. -___ Laboratory thermometer __beaker half-filled with tap water Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.
  • 35. DRAFT April 10, 2014 34 9. Observe the level of the liquid in the thermometer. 10. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 1. 11. What is the temperature of tap water? (This is the temperature of tap water at room temperature). Sample temperature reading Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer. 230C
  • 36. DRAFT April 10, 2014 35 12. Half-fill also the other container with hot/warm water. 1. Place the thermometer in the container with hot/warm water. 2. Observe what happens to the level of the liquid in the thermometer. 3. Read the temperature of hot/warm water after 5 minutes. Record the temperature in table 1 below. Caution: Be careful when pouring hot/warm water into the container. You might get burned. You may ask your teacher to do this.
  • 37. DRAFT April 10, 2014 36 a. What is the temperature of the hot/warm water? Table1. Temperature of Tap Water and Hot/Warm Water Material Temperature (0C) Tap water Hot/warm water 1. Compare the temperature of tap water and hot/ warm water. -How will you compare the temperature of tap water with that of hot/warm water? 2. Describe the effect of heat on the water. - What is the effect of heat on water? Question What will you do if you need hot or cold water at home? Lesson 3: Measuring the Temperature of Cold Material Objectives 1. Measure the temperature of tap water and cold water using a thermometer. 2. Read the temperature from the thermometer correctly.
  • 38. DRAFT April 10, 2014 37 3. Compare the temperature of tap water and cold water. Materials 2 beakers/ identical glass containers Laboratory thermometer Equal amount of cold water and tap water Ice cubes Procedure 1. Half- fill the container with tap water. 2. Place the thermometer in the container with tap water. Hold it in upright position. 3. Observe the level of the liquid in the thermometer. 4. Measure the temperature of tap water. (Read the markings nearest the level of the liquid in the thermometer). Record the temperature in table 2. - What is the temperature of tap water? (This is the temperature of tap water at room temperature). Note: When reading the thermometer, position your eyes at the same level as the liquid in the thermometer. Caution: Do not touch the bulb of the thermometer and do not let it touch the bottom of the container.
  • 39. DRAFT April 10, 2014 38 23 o C Sample thermometer reading 5. Half-fill also the other container with cold water. (Some ice cubes may be added to make the water cold and to remove some heat from the water.) 6. Place the thermometer in the container with cold water. 7. Observe what happens to the level of the liquid in the thermometer.
  • 40. DRAFT April 10, 2014 39 8. Read the temperature of cold water after 5 minutes. Record the temperature in table 2 below. - What is the temperature of cold water? Table 2. Temperature of Tap Water and Cold Water Material Temperature (0C) Tap water Cold water 9. Compare the temperature of tap water and cold water. - How will you compare the temperature of tap water with that of cold water? 10. Describe the effect of removing heat from the material. a. What is the effect of removing heat from the water? Questions Did you notice that as the water becomes hotter, the bubbles rise? Why do the bubbles rise? Lesson 4: Changes in Materials as affected by Temperature Activity 1: What Happens When a Candle Wax Is Heated and Cooled? Objective Describe what happens to a candle wax when it is heated and when it is cooled.
  • 41. DRAFT April 10, 2014 40 Materials small piece of candle wax big spoon matches thick cloth candle ceramic saucer Procedure 1. Put a small piece of candle wax in the spoon. Wrap the handle of the spoon with a thick cloth. 2. In what form (solid, liquid, gas) is the candle wax? 3. Light the candle. Let it stand on a ceramic saucer . 4. Hold the spoon with candle wax over the flame.
  • 42. DRAFT April 10, 2014 41 5. Heat the spoon with candle wax for 5 minutes. Observe what happens to the candle wax. - What happens to the candle wax? - Is there a change in the appearance of the wax? In what form is it now? - Why does this change happen? - What is the effect of applying heat on the candle wax? 6. Remove the spoon with candle wax from the lighted candle. 7. Wait for a few minutes until the candle wax cools off. Observe what happens. - What happens to the candle wax? 8. Is there a change in the appearance of the candle wax? In what form does the candle wax changed? - Why does this change happen? 9. What is the effect of removing heat from the candle wax? Question Is there any change when the candle wax was lighted? Lesson 5: What Happens to Water when Heated? Activity 1: What Happens to Water when Heated? Caution: The spoon will become hot. Handle it with care.
  • 43. DRAFT April 10, 2014 42 Objective Describe what happens to the water when the temperature increases or when it absorbs heat. Materials beaker water marker Procedure 1. Fill the beaker with 10 ml of water. Mark the level of water. 2. Place the beaker with water outside under the heat of the sun for 15 minutes. Observe what happens to the water. 3. Mark again the level of the water. a. Did you notice a change in the amount or level of the water? b. What does this observation show? c. What is the effect of sun’s heat on the water? Questions Have you tried placing water in the basin under the heat of the sun? What happened to the amount of water?
  • 44. DRAFT April 10, 2014 43 Lesson 6: What Happens to Water Vapour when cooled? Activity1: What Happens to Water Vapor when Cooled? Objective Describe what happens to water vapor when it is cooled. Materials ice cubes glass jar with lid tablespoon orange juice Procedure 1. Hold an empty glass jar with both hands. - What do you feel? 2. Pour orange juice (more than half) in the glass jar as shown in the figure below. 3. Put some ice cubes .Then, using the lid close the jar tightly. 4. Shake the jar vigorously for a few seconds. 5. Hold the outside surface of the jar for few minutes.
  • 45. DRAFT April 10, 2014 44 - What do you feel? - Is there air surrounding the jar? - Is there water vapor surrounding the jar? - Where did this water vapor come from? 7. Leave the jar on the table for 2 minutes. 8. After 2 minutes, look closely at the jar. Feel the outside surface of the jar again for a few minutes. - What do you feel and see on the outside surface of the jar? - What do your observations show? Lesson 7: What Happens to Naphthalene Ball when Heated? Activity 1: What Happens to Naphthalene Ball when Heated? Objective Describe what happens to the water when the temperature increases or when it absorbs heat Materials Small piece of naphthalene ball 2 identical colored saucers Piece of stone
  • 46. DRAFT April 10, 2014 45 Piece of cloth Procedure 1. Get one piece of naphthalene ball. Place it on a piece of cloth. Naphthalene ball 2. Wrap it with a piece of cloth. 3. Grind it into smaller pieces using a stone. 4. Divide the ground naphthalene into 2 parts. 5. Put 1 part of the ground naphthalene in saucer 1, and the other part in saucer 2. - In what form is the naphthalene ball (solid, liquid, gas)?
  • 47. DRAFT April 10, 2014 46 6. Place saucer 1 inside the room. 7. Place saucer 2 outside the room under the heat of the sun. ` 8. Observe the naphthalene in saucer 1 and saucer 2 after 10 minutes. Describe what you observed. - What did you observe? - Did you notice any change in the appearance of the naphthalene in saucer 1 and saucer 2? - What does this observation tell you? - What is the effect of heat on the naphthalene ball? Lesson 8 : What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Activity 1: What Happens to the Air inside the Bottle/ Balloon when Heated or Cooled? Objective Describe what happens to the air inside the bottle/balloon when it is heated or cooled.
  • 48. DRAFT April 10, 2014 47 Materials Glass bottle (with narrow mouth) Balloon 2 small basins Hot water Cold water Procedure 1. Take a balloon. Stretch its opening and place over the top of the bottle as shown in the figure below. - Is there air inside the bottle? - Is there air inside the balloon? 2. Place the bottle in a basin with hot water. Observe it after 3 minutes. - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of hot water on the air inside the bottle?
  • 49. DRAFT April 10, 2014 48 4.Transfer the bottle to the basin with cold water. Observe it again after 3 minutes. - What happens to the balloon? - What does your observation on the balloon show? - What is the effect of cold water on the air inside the bottle/balloon?
  • 50. DRAFT April 10, 2014 49 UNIT 2: Living Things and their Environment
  • 51. DRAFT April 10, 2014 50 In this Chapter, the eyes, ears, nose, tongue and skin are important parts of our body to be discussed. An organ is a part which does specific work and does different things. Proper ways of caring our sense organs are important. Lesson 1: The Eyes Activity1: “Eyes, See” Objective Identify the parts of the eyes. Materials mirror or magnifying glass Procedure 1. Use the mirror to observe your eyes. What are the parts of your eyes that you can see? 2. Read about the parts and function of eyes. Parts and Function of our Eyes Our eyes help us to see. It has different parts that work together so we can see things around us. The cornea is like a clear glass that covers the front of the eye. The iris is the colored part of the eye. It lets just the right amount of light to enter the eye. At the center of the iris is the pupil. The pupil is a circular hole where light enters. Next to the pupil is the lens. The lens focuses the image we see onto the retina located at the back of the eye. The retina is like a “screen” where the image of the object seen is focused. The optic nerve connected to the eye sends the message to the brain to tell about the image seen. Chapter 1: Sense Organs
  • 52. DRAFT April 10, 2014 51 3. Based on what you read, label the parts of the diagram of the eye. Questions 1. Close your eyes. Can you see anything? 2. What are the parts of the eye that you can see if you look at it using a mirror? 3. Have you ever wondered why two eyes are better than one? Fig 2. Parts of the human eye c. d. e. f. g. h. Fig 1. Front view of the human eye a. b.
  • 53. DRAFT April 10, 2014 52 Reading in a dark room Activity2: “Eye, Care” Objective Identify proper ways of caring the eyes Material pictures showing proper ways of caring the eyes Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the eyes and put a if it is not. Explain your choice. 3. Write your answer on your paper. 1. 2. 3. 4. Watching very near the television Wearing sunglasses on a sunny day Using goggles when swimming
  • 54. DRAFT April 10, 2014 53 Question How do you protect your eyes? Lesson 2: The Ears Activity1 “Ear, Hears” Objective Identify the parts of the ears Material picture of the enlarged ear Procedure 1. Read about the parts and function of our ears. 2. Based on what you read, label the parts of the diagram of the ear on your notebook. . Parts and Function of our Ears Our ears help us to hear sounds. It has different parts that work together so we can hear sounds. The outside of the ear is called the pinna. This is the part that you can see where the girl’s earring is pierced. The pinna collects sound and directs it into the ear canal. The ear canal is like a tube where ear wax is formed. The ear canal directs the sound into the eardrum located at the end. The eardrum is like a thin piece of skin stretched tight like a drum. When sounds reach the eardrum, it shakes or vibrates. There are three small bones connected behind the eardrum. These bones are called hammer, anvil, and stirrup. When the eardrum vibrates, these three bones that are connected one after another also vibrate. The cochlea detects the vibration. The cochlea is the snail-like part which is filled with liquid. When the liquid inside the cochlea vibrates, it sends messages to our brain through the auditory nerve to tell us about the sounds we hear.
  • 55. DRAFT April 10, 2014 54 Question What helps you hear when your teacher or your classmate? Activity2: How the different parts of the ear work Objective Identify the parts of the ears and their function Material picture of the enlarged ear Procedure 1. Read again the parts and functions of the ear in Activity 3. 2. Answer the following questions. a. Which part of the ear collects the sound? b. What happens to the eardrum when the sound reaches it? a. b. c. d. e. f. g. h.
  • 56. DRAFT April 10, 2014 55 c. What happens to the three small bones when the eardrum vibrates? d. What happens to the liquid in the cochlea when the three small bones vibrate? 3. Trace the path of the sound after it enters the pinna. Write on the box the part of the ear. Question Do you protect your ear? How? Activity 3: Ear Care Objective Communicate clearly proper ways of caring the ears Material picture of the enlarged ear Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the ears and put a if it is not. Explain your choice. pinna
  • 57. DRAFT April 10, 2014 56 1. 2. 3. 4. Question Have you ever experienced loud sound? Lesson 3: The Nose Listening to loud music Inserting sharp objects in the ear Using clean cloth in wiping the outer ear Having a doctor check the ears
  • 58. DRAFT April 10, 2014 57 Activity 1: “NOSY NOSE” Objective Identify the parts of the nose and its function Materials Picture of the nose, hand mirror Procedure 1. Look at your nose using the mirror. Draw your nose below. 2. Look closely at your nose opening. a. What can you see inside your nose? 3. Read about the parts and functions of the nose. Parts and Function of the Nose Our nose helps us to smell things around us. We use it to breathe. The nose is made up of the nostrils, nasal cavity and nerves. The nostrils are the two holes of the nose. Inside the nostrils are hairs that keep dust out of the nose.When you inhale, air enters the nostrils and passes through the nasal passages and into the nasal cavity. The nasal cavity is the space behind your nose, in the middle of your face. Its walls are wet, warm, and covered with mucus, a sticky liquid. Mucus traps dusts, dirt or germs which enter the nostrils and were not filtered by the nose hairs. Inside the nasal cavity are nerves that pick up the scents carried by air. The nerves in the nasal cavity send messages to the brain which interprets what we have smelled.
  • 59. DRAFT April 10, 2014 58 Questions 1. What do you call the two-hole opening of your nose? 2. What is the purpose of the hairs inside the nose? 3. Why is it necessary for the nasal cavity walls to be covered with mucus or sticky liquid? Activity2: Nose Care Objective Identify proper ways of caring the nose Material picture of the nose Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of caring the nose and put a if it is not. Explain your choice.
  • 60. DRAFT April 10, 2014 59 1. 2. 3. 4. Guide Question What are the proper ways of caring you nose? Lesson 4 : The Tongue Activity 1: My Tongue Objectives 1. Identify the uses of tongue 2. Identify the parts and function of the tongue. Materials Using sharp objects to clean the nose Covering the nose while passing a dusty road Blowing the nose hard Using a clean cloth in cleaning the nose
  • 61. DRAFT April 10, 2014 60 picture of the tongue, hand mirror Procedure 1. Look at your tongue using a mirror. a. What can you see in your tongue? b. What are the things that you can do with your tongue? 2. Read about the parts and functions of the tongue. Parts and Function of theTongue The tongue is the sense organ that helps us taste all things we place inside our mouth. It has taste buds embedded in it. The taste of the food passes through the bumps of the tongue, the taste buds, and nerve endings.The nerves send messages to the brain which interprets the taste of the food. Taste buds Taste buds
  • 62. DRAFT April 10, 2014 61 3. Trace the path of the taste of food after it enters the mouth. Write on the box the part of the tongue where it passes. Question What helps you taste the food? Activity2: Care of the Tongue Objective Identify proper ways of caring the tongue Material pictures showing different ways of caring the tongue Procedure 1. Look at the pictures below. 2. Put a  on the box if it shows a proper way of taking caring of the tongue and put a if it is not. Explain your choice. Write your answer on your paper. Eating hot food Having a doctor check the tongue when it has sores Food in mouth Brain (tells the taste of the food)
  • 63. DRAFT April 10, 2014 62 1. 2. 3. 4. Question Have you ever experienced pain on your tongue? What did you do? Lesson 5 : The Skin Activity 1: My Skin Objectives 1. Identify the parts of the skin 2. Identify the function of the skin Materials picture or your skin/Magnifying glass Procedure Using a tongue scraper to clean the tongue Brushing teeth
  • 64. DRAFT April 10, 2014 63 1. Look at the skin of your arm. Use the magnifying lens to observe it closely. a. What can you see in your skin? b. Do you see tiny hairs and tiny openings? 2. Read about the parts and functions of the skin. The sweat glands open the surface of the skin through the pore. The oil glands keep the hair and skin soft and moist. Parts and Function of the Skin The skin is the outer covering of our body. It protects the body from losing too much water, injuries, and infection. It helps maintain body temperature and help us sense our The skin consists of two layers. The epidermis is the outer layer of the skin on the surface on which dead skin cells are found. This is the part that we can see and touch. The dermis is the inner layer of the skin which contains blood vessels, nerves, sweat glands, and oil glands.
  • 65. DRAFT April 10, 2014 64 Touch, pain, pressure and temperature are sensed by the nerve endings in the skin. The nerves send messages to the brain which interprets the message and we feel the objects. a. What covers your body from the top of your head to the sole of your feet? b. What is the outer layer of the skin? c. What is found under the epidermis? d. What does the dermis contain? e. What keeps your hair and skin soft and moist? f. What do the sweat glands do? g. Which pick up the sensations of cold, heat, pressure, and pain? h. Which part of the skin carry message to the brain? Question Observe your body in a mirror. What covers your body from the tip of your head to the sole of your feet? Activity2: Care of the Skin Objective Identify proper ways of caring the skin Material
  • 66. DRAFT April 10, 2014 65 Different pictures of the skin showing the proper ways of caring the skin Procedure Look at the pictures below. Put a  on the box if it shows a proper way of taking caring of the skin and put a if it is not. Explain your answer. 1. 2. 3. 4. Question Do you practice personal hygiene? Chapter 2: Animals Taking a bath everyday Walking with bare feet Wearing clean clothes Drinking plenty of water
  • 67. DRAFT April 10, 2014 66 This Chapter deals with animals that can be found anywhere. They have body parts and functions. They live in different habitats/places. Some of them grow and develop. Not all animals are useful. Some of them are harmful to humans but can be controlled. There are many ways of caring our animals Lesson 1: Animals in the Environment Activity 1: Name that Animal around you Objective Name animals around you Material pictures or video of animals Procedure A. Animals Around Me 1. Look at each picture below. 2. On your paper, write the name of the following animals. a. b.
  • 68. DRAFT April 10, 2014 67 c. d. c d e. f. 3. Aside from the animals shown in a – f, what other animals are found in the farm? List them down. B. Animals from Other Countries 1. There are many kinds of animals in the world. The pictures below are some of them. Can you name them? Write your answers on a piece of paper.
  • 69. DRAFT April 10, 2014 68 h i. j. k. Question What are other animals can you name around you? Lesson 2: Body Parts of Animal Activity 1: What are the body parts of an Animal Objective Describe the parts of some animals shown in the video Material
  • 70. DRAFT April 10, 2014 69 pictures/video of animals Procedure 1. Look at the picture of the frog. Identify the numbered parts 2. Write your answers on a piece of paper. 3. Look at the picture of the horse. Identify the numbered parts. 4. Write your answers on a piece of paper.
  • 71. DRAFT April 10, 2014 70 5. Look at the picture of the bird. Identify the numbered parts. 6. Write your answers on a piece of paper. 7. What common body parts can you find in a frog, a horse and a bird? Write them down on your paper. Question Were the parts of animals clearly shown in the video? Lesson 3: Classifying Animals according to Body Parts and Use Activity1: Body Parts Animals Use to Move Objectives 1. Describe how animals move; 2. Identify the body parts that enable animals to move. Materials Live animals (or pictures/video of animals) frog cat or kitten (in a cage) butterfly earthworm fish spider snail chick or duckling
  • 72. DRAFT April 10, 2014 71 Procedure 1. Bring some live animals to class or go to the school science garden or pond. 2. Observe how the animals move. 3. Observe the body part/s that each animal use/s to move from place to place. 4. Supply the table below with the correct answers. Do this on a separate paper. Animals How does it move? What body part does it use to move a. frog b. butterfly c. snail d. cat/kitten e. spider f. fish g. earthworm h. chick/duckling Question Why animals have different habitats? Activity 2: Classifying Animals According to How They Move Objectives 1. Infer how some animals move based on their common body parts; and 2. Group animals according to how they move. Materials Live animals (or pictures/video of animals) frog cat or kitten (in a cage) butterfly earthworm
  • 73. DRAFT April 10, 2014 72 fish spider snail chick or duckling Procedure 1. Look at the animals below. 2. On your paper answer the following questions. Butterfly Duck Fish Squid Grasshopper Rabbit Caterpillar Snail Honeybee 3. Group the animals as to how they move. On your paper, answer the following:
  • 74. DRAFT April 10, 2014 73 Movements made by several animals Walk Jump/ Hop Swim Fly Crawl a. What body part does the animal use to move from place to place? Animals Body Part/s Used Rabbit ________________ Fish ________________ Snail ________________ Honeybee ________________ Questions 1. Describe how animals move? 2. How do they differ from other animals? Lesson 4: Body Parts of Animals that they Use in Getting Foods Objective Infer the body parts used by animals for eating /getting food. Material video of animals Procedure 1. Look at the picture of some animals below. On your paper, write your answers on how they get/eat food.
  • 75. DRAFT April 10, 2014 74 a. What body part of the animals does it use in getting or eating its food? Animals Body Part/s Used Frog ________________ Dog ________________ Grasshopper ________________ Chicken ________________ frog dog grasshopper chicken
  • 76. DRAFT April 10, 2014 75 2. Get a picture of the mouth parts of the four animals from your teacher. 3. Observe the mouth parts carefully. a. Can a chicken eat the corn if its mouth is shaped like the mouth of a dog? _________________________________ b. Can a frog catch a fly if it has a beak like that of the chicken? ___________________________________________ c. How do animals differ in the way they get or eat their food? ___________________________________________________ ___________________________________________________ ___________________________________________________ Question How do animals get /eat their food Activity 1: Classifying Animals According to What They Eat Objectives 1. Infer what animals eat based on their mouth parts and body parts. 2. Classify animals according to what they eat. Material picture of different animals eating food Procedure 1. Identify the kind of food that each animal eats. Write also the body part/s that they use in getting and eating their food.
  • 77. DRAFT April 10, 2014 76 Goat eats ___________________. Body part used in getting and eating food: ________________ Pig eats _____________________. Body part used in getting and eating food: ________________ Duck eats __________________. Body part used in getting and eating food: ________________ Cat eats ____________________. Body part used in getting and eating food: _________________ Cow eats ________ Body part used in getting and eating food: ________________ Horse eats __________. Body part used in getting and eating food: ________________
  • 78. DRAFT April 10, 2014 77 2. Group each animal as plant-eaters, meat-eaters, or variety- eaters by writing the names of the animal under the proper column. Animals and the food they eat Animals and the Food they Eat Plant eater Meat Eater Plant & Meat Eater a. What other animals that are plant eaters do you know? b. What other animals that are meat eaters do you know? c. What other animals that are plant & meat eaters do you know? Question What do you call animals that plant eaters, meat eaters or both? Activity 2: Classifying Animals According to Their Body Coverings Objectives 1. Describe the body covering of animals 2. Group animals according to their body coverings. Materials colored pictures of: dog, cat, frog, duck, and lizard
  • 79. DRAFT April 10, 2014 78 Procedure 1. Look at the pictures below. On your paper describe the body covering of the animals. a. Dog b. Cat c. Bird d. Crab e. Duck f. Shrimp 2. Get a piece of paper. Divide it into two parts and group the animals according to their body covering. Write the body covering on the left column, and the animals with similar body covering on the right column as shown on the table below. Animals with similar body covering Body Covering Animal
  • 80. DRAFT April 10, 2014 79 a. What other animal has a similar body covering to a dog? _______________ b. What other animal has a similar body covering to a duck? _______________ c. What other animal has a similar body covering to a shrimp? ________________ d. How does a body covering help animals? ________________________________________________ ________________________________________________ ________________________________________________ Question Why do animals have body covering? Activity 3: Classifying Animals According to their Habitat Objectives 1. Relate the animals’ body covering to where they live. 2. Group animals according to where they live. Material Pictures of animals
  • 81. DRAFT April 10, 2014 80 Procedure 1. Look at the animals below. Group the animals as to where they live. Write your answers in your Activity notebook following the format of table below. Places where animals live Animals that live on land Animals that live in water Animals that live both on land and in water Freshwater Saltwater Whale Tur
  • 82. DRAFT April 10, 2014 81 Question Why do animals live in different places? Lesson 5: Importance of Animals to Humans Activity 1: Useful Animals Objectives 1. Explain why animals are important to people 2. Group animals according to what people get from them or how they can extend help to people. Materials pictures of useful animals Procedure 1. With the help of the internet and books, what are the uses of the following animals to people? carabao horse frog goat cow mudfish sheep tilapia 2. Classify the animals listed above according to the things that people get from them. Some animals may be classified under more than one group. Do this in your Science activity notebook. Classification of animals based on their usefulness to people Source of Food Source of Skin for Bags, Shoes and other things Used for Plowing the Field and Carrying Loads
  • 83. DRAFT April 10, 2014 82 Question What are other uses of animals aside from food, transport, and raw material for shoes and bags? Activity 2: Harmful Animals to Humans Objective Identify animals that can harm people Material pictures of harmful animals Procedure 1. From what you learned from reading, watching television, or from your family members: a. What animals can make people sick? b. What kind of sickness is this? 2. Write your answers to questions a and b in your Science activity notebook following the format of Table 1below. Animals that can harm people Animals that can make people sick Sickness
  • 84. DRAFT April 10, 2014 83 Question What should you do to avoid harmful animals? Lesson 5: Proper Ways of handling Animals Activity 1: Caring for Pets Objective Communicate to care for pets. Materials video clips about caring for pets Procedure 1. Do you have a pet at home? What animal is it? _____________________ 2. Look for classmates who have the same pet as yours and form a group. 3. In your group, discuss how you care for your pet. List down 4 things that you do to care for the animal in your Science activity notebook. a. ___________________________________________________ b. ___________________________________________________ c. ___________________________________________________ d. ___________________________________________________ 4. Listen to a zookeeper, veterinarian, or anyone who looks after animals as he/she explains the proper ways of handling animals. You can also view the video clips about caring for animals. 5. List them down in your Science activity notebook
  • 85. DRAFT April 10, 2014 84 Ask the “animal expert” if your group is giving the proper care for the animal. Ask them why these things are important. Write your answers on the table below. Name of pet Ways in caring your pet Reason 2. Write a short letter to your friend about your pet and how you take care of it. If you do not have a pet at home, think of the animal you want to have as a pet. Question Why should you observe safety measures while caring your pet? Chapter 3: Plants This Chapter deals with plants. We are surrounded by plants as living things. They have important parts such as roots, leaves, stems, fruits, and flowers. We will observe plants in the environment, naming, and knowing their uses to other living things. There are many ways of caring our plants which will be discussed also in this Chapter.
  • 86. DRAFT April 10, 2014 85 Lesson 1: Naming Plants and Parts Activity 1: Plants Around You Objectives 1. Identify some plants in the garden 2. Describe the parts of a plant Materials plants in the garden Procedure Part A. Tomato Plant (example only, add two more plants in the garden) 1. Look at the tomato plant below. 2. Name the parts of the tomato plant as numbered. Part B. Parts of tomato plant 1 2 3 4
  • 87. DRAFT April 10, 2014 86 3. Look at the plants in the school garden. a. Do all the plants in the garden have all the plant parts that the tomato plant has? 4. Choose three kinds of plants in the garden. Write the names of the plants in Table 1. 5. Observe the different parts of each plant. 6. Copy the table below on a separate sheet and check in the column below of plant part present. Parts Observed in Three Kinds of Plants Name of the plant Roots Stems Leaves Flowers Fruits Example: Mayana   1. 2. 3. 7. Do all three plants in Table have all the plant parts? 8. Can you name plants on your way to school?
  • 88. DRAFT April 10, 2014 87 Lesson 2: Same plant parts, different plants Activity 1: “No two plants are alike or similar” Objective Compare the plant parts of different plants Materials plants in the garden Procedure 1. Choose two different kinds of plants in the school garden. They should be mature plants. 2. Observe the stem of each plant. 3. Copy the table below on a separate sheet of paper and record your observations. Stems of Two Kinds of Plants Name of the plant STEM Grow straight up or trail along the ground or climb fences and other plant Soft (can be bent) or hard (cannot be bent; woody)
  • 89. DRAFT April 10, 2014 88 4. Observe the shape, color, and edges of the leaves. Draw the shape of one leaf in the table below. Color the leaf according to the colors you observed. Leaves of Two Kinds of Plants Name of the plant Leaf 5. Observe the flower (if there is any) of the plants. 6. Record your observation in the table below. Flowers of Two Kinds of Plant Name of the plant Flower Color Does it grow singly? Does it grow in groups/cluster? a. Based from your observations, what can you say about parts of different plants? Question Why do we need to observe the different parts of the plants?
  • 90. DRAFT April 10, 2014 89 Lesson 3: Functions of the different Parts of the Plant Activity 1: Different plant parts have different works Objective Infer the function of different plant parts Material picture of a banana plant or live plant Procedure 1. Look at the banana plant in the garden, backyard of your school or at the picture 2. On your paper, answer the following questions: leaves fruit flower trunk root
  • 91. DRAFT April 10, 2014 90 a. What part of the banana plant holds it firmly to the ground? b. What part of the banana plant makes it stand upright? c. What part of the banana plant makes its food? d. What part of the banana plant develops into a fruit? e. What part of the banana plant absorbs the water and nutrients from the soil? f. What part of the banana plant carries the water and minerals from the roots to the other parts? Lesson 4: Uses of Plants Activity 1: “The Wonderful Plants “ Objectives 1. Identify things that come from or are made from plants 2. Identify the different uses of plants Materials real objects or pictures of plants plate, mango, eggs, metal, coconut, paper, wood chair, cotton salt Procedure 1. Put a check mark [] on your paper if the object came from or was made from plants. Put a cross mark [X] when it did not come from or was not made from plants. 1. plate 2. mango 3. eggs
  • 92. DRAFT April 10, 2014 91 From your answers in step 1, write two uses of plants on your paper. 1. 2. Question Do you have things at home made of plants Lesson 5: Harmful Plants Activity 1: Harmful plants Objectives 1. Identify plants that are harmful. 2. Infer that some plants can be both useful and harmful. 6. paper5. coconut oil 4. metal potpot 7. wood chair 8. cotton 9. salt
  • 93. DRAFT April 10, 2014 92 Materials pictures of harmful and not harmful plants Procedure 1. Interview your parents, other people at home, or neighbors. a. What are some of the plants that are harmful? Why are they harmful? b. Are there plants that are harmful and useful at the same time? 2. Copy the tables below on your paper and write your answers in them. T Harmful Plants Name of the plant Plant Part Why is it harmful? Plants that are Both Useful and Harmful Name of the plant Plant part Why is it useful? Why is it harmful? Question Do you know of any plant which is useful and harmful?
  • 94. DRAFT April 10, 2014 93 Lesson 6: Proper Ways of Caring Plants Activity 1: “We care plants” Objectives 1. Infer how to care for plants 2. Cite ways of caring for plants Material Video clip of proper ways of caring plants Procedure 1. Look closely at each picture. a. What is the girl doing with the plant? b. Is that a good thing to do with plants? Explain. c. What are the two boys doing with the plant? d. Is this a good thing to do to plants? Explain.
  • 95. DRAFT April 10, 2014 94 e. What is the girl doing with the plant? f. Is this a good thing to do to plants? Explain. g. What is the boy doing with the plant? h. Is this a good thing to do to plants? Explain. i. What are the two boys doing with the plant? j. Is this a good thing to do to plants? Explain Question How do you care plants at home or in school?
  • 96. DRAFT April 10, 2014 95 Lesson 6: Characteristics of living and nonliving things Activity 1: The living and nonliving things Objectives 1. Identify characteristics of living and nonliving things. 2. Identify the difference between living and nonliving things. 3. Classify things as to living or nonliving. Materials pictures of living things Procedure 1. Look at the pictures. 2. Tell their characteristics by answering the question in each column with YES or NO. 3. On your paper, write your answers. Objects Characteristics of living things Does it grow? Does it repro- duce? Does it move by itself? Does it breathe? Does it need food?
  • 97. DRAFT April 10, 2014 96 Rock  What are the characteristics of living things?  What are the characteristics of non living things? 3. Group the objects in number 2 in the table below.
  • 98. DRAFT April 10, 2014 97 Do this on your paper Living Things Nonliving things Question What are the differences between living and nonliving things? Lesson 2: Comparing Living Things from Non Living Activity 2 “Are you a living or a non-living thing?” Objective Compare living thing from non living. Material Pictures or real different living and nonliving things
  • 99. DRAFT April 10, 2014 98 Procedure 1. Look at the pictures. 2. Put a check (/) mark on your paper if it is living and cross (x) if it is nonliving. 2. Write your answers on your paper.  What are living things?  What are non living things? Question Do you see around you things which are living and non living?
  • 100. DRAFT April 10, 2014 99 Chapter 4: Heredity: Inheritance and Variation In this Chapter, it deals with animals and plants produce of the same kind. Some physical traits are common or shared among a certain group of humans. Lesson 1: Animal Reproduction and Heredity Activity 1: “Mother, Father and Babies” Objective Infer that animals produce animals of the same kind Material pictures of animals with their babies /video clips of animals with their babies Procedure 1.Name the animals shown below. 2.Match the animal on the left with its young . 3, On your paper, write the letter of your answer. ____ 1. a. ____ 2. b ____ 3. c.
  • 101. DRAFT April 10, 2014 100 ______ 4. d. Look at the drawing of animals below. Identify each animal and write the name on your paper. Question Is animal A, the young of animal B? Why? Lesson 2: Human Reproduction and Heredity Activity 1: Physical Traits of People from Different Ethnicity Objective Infer that some physical traits are common or shared among a certain group of people (i.e., ethnicity). Material picture of ethnic group Animal A Animal B
  • 102. DRAFT April 10, 2014 101 Procedure 1. The picture below shows several Filipino kids. a. What similarities in physical traits does this group of kids have? 2. Look at the drawing below. b. What similarities in physical traits does this group of children have? c. Which physical traits are different in each kid in the drawing?
  • 103. DRAFT April 10, 2014 102 d. Can you give example of other group of people having the same physical traits? Activity 2: Physical Traits of Animals of the Same Kind Objective Infer that some physical traits are shared within the same group of animals. Material Illustrations of different breed of dogs Procedure Look at the drawings of different kinds of dogs below. a. What physical characteristics/traits are similar to them? Give three. 1. ___________________________________________ 2. ___________________________________________ 3. ___________________________________________ Question On your paper, write three physical characteristics/traits of animal
  • 104. DRAFT April 10, 2014 103 Lesson 2: Plants Reproduction and Heredity Activity 1: Growing plants from seeds Objective Infer that plants produce plants of the same kind. Material Mongo seeds, 3 wooden boxes/3 cans Procedure Part A What will happen if you plant a mongo seed in soil? Draw your prediction in Box A. 1. Place four mongo seeds in a small container containing soil. 2. Water the seeds. 3. Observe the seeds on the following day. Part B Observe the mongo seeds that you planted in the previous day. a. What happened to the mongo seeds? Draw what you observed in Box B. b. What would happen to the mongo seeds after one month? Draw your prediction in Box C. Box A Box B Box C
  • 105. DRAFT April 10, 2014 104 Activity 2: Growing plants from other plant parts Objective Infer that plants produce plants of the same kind. Material katakataka plant Procedure 1. Observe a mature leaf in the katakataka plant. Take note of the leaf margin/edge. a. What is growing out from the edge of the leaf? b. Is this still part of the plant or is it a new plant? Why do you say so? 2. Look at the small plant growing from the margins. Katakataka plant
  • 106. DRAFT April 10, 2014 105 c. Does it look similar to the “parent” katakataka plant? Why do you say so? 3. Look at the drawing of an Agave plant. d. What are the pointed leaves for? e.Does it look similar to the “parent” agave plant? Why do you say so? Question Are there any plants other than katakataka which grow from other plant parts? Activity 1: The Basic Needs of Humans, Animals and Plants Activity 1: Basic Needs of Humans, Animals and Plants In this Chapter, activities on the combined physical and biological components of an environment are discussed and that is Ecosystem. The basic needs of humans, animals and plants are identified, the relationship of living things in an ecosystem, things we need from the environment and the protection and conservation of our environment. Lesson 1: Basic Needs of Humans, Animals and Plants Activity 1: “What do we need for survival?” Chapter 5: Ecosystem
  • 107. DRAFT April 10, 2014 106 Objective Identify the basic needs of humans, animals and plants. Material pictures/video clips of the basic needs of humans, animals and plants Procedure 1. Put a [] if people, animals, and plants needs the following in the table below: Needs People Animals Plants Activity Food eating Water drinking Air breathing Habitat Place where they live Clothing/covering Movement 2. Perform the activity listed in the first column. Write your answers on a piece of paper. 2. Answer the questions below. a. What activities are common to people, animals and plants? b. Do people, animals and plants breathe the same air? Where do they get the air they breathe? c. Do people, animals and plants eat the same food? Where do they get the food they eat? d. Do people, animals and plants drink the same water? Where do they get the water they drink?
  • 108. DRAFT April 10, 2014 107 e. Do humans, animals and plants live in the same or different habitats? Can we find these habitats in the same environment? Question Are there other things human needs? Activity 2: Things We Need from the Environment Objectives 1. Identify the needs of living things that are provided by the environment. 2. Explain how living things depend on the environment to meet their basic needs. Materials Sun headband, Rain headband, Plant headbands Rice plant, Animal headbands, Caterpillar, Bird (rice bird and chicken), Colored strips of construction paper Procedure 1. Your teacher to give you a printout. 2. Color your printout. After you have colored your printout, cut out your picture and attach it to colored strips of construction paper. 3. Your teacher will help you cut the strips to fit your head and staple the two ends together. 4. Put on your headband and sit together in groups according to your organism. 5. The rice group will stay in front, followed by caterpillar and bird. 6. Listen to the instructions of your teacher.
  • 109. DRAFT April 10, 2014 108 6.1 Your teacher is the sun. The teacher will face the pupils with the rice plant headbands and will say “I am the sun. I help the plants grow.” 6.2 The pupils with the rain headbands will stand and water the rice plants by making rain movement through their hands and fingers. They will face the pupils with the rice plant headbands and say “We are the rain. We bring water to plants. Water helps the plants grow.” 6.3 The pupils with the rice headband will imagine that they are growing and will stand. They will wave their cut outs of palay grains. They will say “We need the sun and we need the water from the rain. Sun and water help us grow.” 6.4 The pupils with the caterpillar headband will stand and say “We are very hungry. We need to eat. We will eat the rice plants.” They will approach the rice plants and will make eating movements. 6.5 The pupils with the bird headbands will stand and say “We are very hungry. We need to eat. We will eat the rice plants. We will eat the caterpillars.” They will approach the rice plants and caterpillars and will make eating movements. 6.6 The pupils representing people will stand and say “We are very hungry. We need to eat. We will eat the rice plants. We will eat the chicken.” They will approach the rice plants and chicken and will make eating movements. 7. Answer the following questions: a. What things does the environment give to people, animals and plants?
  • 110. DRAFT April 10, 2014 109 b. What will happen to humans, animals and plants if there is no sunlight? c. What would happen to people, animals and plants if there is no water? d. What would happen to people, animals and plants if there were no plants? e. What would happen if the environment could no longer give the needs of people, animals and plants? Activity 3: Conservation and Protection of the Environment Objective Explain why there is a need to protect and conserve the environment. Material picture of environment Procedure 1. Look at the picture below. 2. List down things that could cause harm to animals and plants. 3. Answer the following questions on your paper. a. What are the things that people do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe? d. What will happen if we will not take care of the soil? e. What will happen if we will not take care of our water supply and other bodies of water?
  • 111. DRAFT April 10, 2014 110 Questions a. What are the things that humans do that harm animals and plants? b. What will happen if we continue to cut a lot of trees? c. What will happen if we will not take care of the air we breathe?
  • 112. DRAFT April 10, 2014 111 UNIT 3: Force, Motion and Energy Chapter 1: Moving Objects
  • 113. DRAFT April 10, 2014 112 Chapter 1: Moving Objects This Chapter deals with different ways in which we describe ways of moving objects. Two ways to make objects move can be by pushing, pulling, using a reference point or a reference object is emphasized to give the accurate or precise location of the object. Water moves object. Magnet has two poles of which unlike poles attract each other while like poles repel each other. When a force is applied to an object, the object can move fast or slow, forward or backward, and stretched or compressed. Lesson 1: Describing the Position of an Object relative to another Object Activity 1: What is my position? Objective Describe the position of an object relative to another object. Material Real objects such as table, cabinet, ball, door, balloons Procedure 1. Write the correct word that describes the position of the object or animal or person in each picture. Choose from the list of words in the box. Do this in your notebook. under tablebehindtop cabinetright boyin front left
  • 114. DRAFT April 10, 2014 113 a. The book is on _____________ of the ___________. b. The ball is _____________ of the _____________. c. The door is _____________ the _____________. d. The cat is_____________ the _____________. e. The balloons are in the girl’s _____________ hand.
  • 115. DRAFT April 10, 2014 114 Activity 2: How do you know that an object has moved? Objective Describe the location of an object after it has moved Materials meter stick toy car Procedure 1. Using a chalk, draw a line on one side of the table. Label this line as “start.” 2. Put the toy car behind the line as shown below. 3. Slightly push the toy car. 4. Mark the location of the car once it stops. 5. Using a meter stick, measure the distance from “start” to the position where the car stopped. In your notebook answer the following questions meter stick stop start start start stop
  • 116. DRAFT April 10, 2014 115 a. What is the location of the car before it was pushed? b. How far did the toy car move? c. What is the location of your toy car after pushing it? d. What is the reference point/object that tells you that the toy car moved? Question Can you move an object without pushing it? Activity 3: How can you make objects move? Objective Describe the different ways to move objects Materials Assorted objects (examples: eraser, pencil, notebook, key, coin) Procedure 1. Get five small objects from your bag. Put them on the table. 2. Make each object move. Try different ways, of moving the object. Table 1: Different ways of moving different objects Object How did I make the object move? Example: eraser By pushing with my fingers By lifting with my hand 1.
  • 117. DRAFT April 10, 2014 116 2. 3. 4. 5. Question What are the different ways of moving objects? Activity 4: Making a Wind Wheel Objectives 1. Describe how wind moves objects 2. Make a wind wheel Materials pencil with eraser, paper, paperclip,tape Procedure 1. Make a wind wheel. Look at the procedure below on how to make a wind wheel. -Holding only the handle, make your wind wheel spin. Try different ways. - What are the different ways of making your wind wheel spin? a. What made the wind wheel spin?
  • 118. DRAFT April 10, 2014 117 2. Look around your room. b. What other objects can be moved by the wind? Question What are the different ways of making wind wheel? Activity 5: Making a Paper Boat Objectives 1. Describe how water move objects 2. Make a paper boat Materials basin with water , Paper, Tape Procedure 1. Make a paper boat. Look at the procedure below on how to make a paper boat.
  • 119. DRAFT April 10, 2014 118 2. Holding your paper boat, make it float and move in a big basin of water. Try different ways and write them on your notebook. a. What are the different ways of making your paper boat move on water? b. What makes the paper boat move? Lesson 2: Describing the Location of Objects after it has moved Activity 1: Make It Move! Objectives 1. Describe how a magnet can move objects 2. Identify objects that can be moved by a magnet Materials Paperclip (metal), magnet, cardboard (about 15 cm x 15 cm) assorted objects (hair pin, small nails, round fastener, eraser, crayon, bottle caps) Procedure 1. Place a paperclip on top of a cardboard. 2. Hold a magnet under the cardboard. Move the magnet. a. What happens to the paper clip? 3. Try placing other objects on top of the cardboard. Make each object move.
  • 120. DRAFT April 10, 2014 119 4. On your notebook, copy the table and write the objects you placed on the cardboard in column A and answer the question in column B. A Object B Did the object move? paperclip Yes b. What objects were moved by the magnet? c. For the objects moved by the magnet, what kind of material are they made of? Activity 2: Attract or Repel! Objectives 1. Identify the poles of a magnet 2. Infer that a magnet has two poles 3. State that like poles repel; unlike poles attract 4. Infer that the strength of the magnet is stronger at the poles Materials Paperclips (metal) magnets
  • 121. DRAFT April 10, 2014 120 Procedure Place a bar magnet on a box filled with paperclips. 1. Lift the bar magnet. In your notebook, write your answers. a. Did paperclips “stick” to the bar magnet? b. Which part of the magnet did the paperclips “stuck?” c. What does this tell you about the strength of the magnet? 2. Get two bar magnets. Place them together in different ways. d. Did the two magnets attracts each other? Draw their position below. e. When did the two magnets repel each other? Draw their position below. Activity 3: Ready, Set, Go! Objectives 1. Describe different ways of moving a toy car. 2. Identify objects or materials that can move a toy car. Materials Toy cars Magnets Fan Procedure 1. Each group will have one car for each race. (The cars were prepared beforehand.)
  • 122. DRAFT April 10, 2014 121 2. There are four races. Race 1: One pupil from each group will push the car from the starting line to the finish line. The first car to cross the finish line wins. Race 2: One pupil from each group will pull the car from the starting line to the finish line. The first car to cross the finish line wins. Race 3: One pupil from each group will fan the car to move it from the starting line to the finish line. The first car to cross the finish line wins. Race 4: A magnet will be attached to the toy car. One student from each group will use a magnet to push the car by placing the magnet attached on the car. The magnets should not stick together. The first car to cross the finish line wins. a. How were you able to make the toy car move? List them all below. b. Do you have toy car at home? Did you try playing with it? How did you find it? Lesson 3: Describing Different Ways of Moving Objects Activity 1: Fast or slow; Forward or Backward Objectives 1. Describe the movement of an object as fast or slow 2. Describe the movement of an object as forward or backward. Materials 2 toy cars Procedure 1. Label the toy cars as “1” and “2”. 2. Mark a starting line on the floor.
  • 123. DRAFT April 10, 2014 122 3. Put the two cars behind the starting line. 4. Measure 1 meter from the starting line. Draw a line. 5. At the same time, lightly push one toy car and the other toy car harder. Observe them. In your notebook, write your observations. 6. Which toy car reached the 1 meter line first? a. Which of the two toy cars moved faster? Why b. What did you do to make the toy car roll fast? c. What did you do to make the toy car roll slowly? d. When you pushed the toy car, did it move forward or backward? e. What would you do to make the toy car move backward? f. Did you try playing toy car racing? How did you measure the distance when you reach the finish line? Activity 2: Can it be stretched or compressed? Objectives 1. Describe the act of stretching and compressing objects 2. Name objects that can be stretched or compressed starting line 1-m line
  • 124. DRAFT April 10, 2014 123 Materials garter rubber bands Procedure 1. Each member of the group should have one rubber band. Each should have a different color. 2. The group should position themselves behind a marked line. 3. Stretch the rubber band using your fingers. Release the rubber bands at the same time. In your notebook record your answers. a. What happened to the rubber band when you released it? b. Whose rubber band moved the farthest from the marked line? c. Whose rubber band was nearest to the line after release? d. What other objects can be stretched like the rubber band? Name two. 4. This time, use the garter. Make the garter longer. a. How did you make the garter longer?
  • 125. DRAFT April 10, 2014 124 5. Make the garter shorter. a. How did you make the garter shorter? b. What other objects can be compressed? Name two. c. Do you play Chinese garter? How do you make it longer and shorter? Chapter 2: Light and Heat This Chapter deals with the different sources of light, whether natural or artificial, their importance in our daily lives, and the proper ways of using them. Lesson 1: Sources of Light Activity 1: The Wonderful Light Objectives Identify sources of light Classify sources of light into natural and artificial Materials flash light, candle, bulb, pictures of lighted charcoal, sun, moon Procedure 1. The pictures below show different things that give off light. 2. Write the name of these things that give off light in your notebook.
  • 126. DRAFT April 10, 2014 125 3. Name other things that give off light aside from the things presented. Write them down in your notebook. Group your answers and write in the table below. Light can come from natural or artificial sources. Natural sources are those found in nature. Artificial sources are those made by people. Do this in your notebook. Question What is the difference between natural light from artificial light? Natural sources of light Artificial sources of light a. b. c. d. e. f.
  • 127. DRAFT April 10, 2014 126 Activity 2: Uses of Light Objective Identify uses of light Materials Tennis racket, shuttlecock, net Procedure 1. Look at the pictures and answer the questions in your notebook a. What is the boy doing? b. Why is he able to hit the shuttlecock? c. What is the source of light that let him see the shuttlecock?
  • 128. DRAFT April 10, 2014 127 d. What is the boy doing? e. Why is he able to read the book? f. What is the source of light that let him see the book? Question Is there any other source of light? Activity 3: Other Uses of Light Objective Identify other uses of light Materials Different plants, pictures of traffic light, light house Procedure 1. Look at the pictures and answer the questions in your notebook. a. Why is sunlight important to plant? b. Why is traffic light important?
  • 129. DRAFT April 10, 2014 128 c. Why is a lighthouse important? Activity 4: Safety in Using Light Objective Identify the proper ways of using light Material Sunglass, umbrella Procedure 1. Look at the pictures below. 2. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook. Looking directly at the Sun Using sunglasses
  • 130. DRAFT April 10, 2014 129 Question How do you feel wearing sunglass during summertime? What is the use of this? Activity 5: Sources of Heat Objective Identify things that give off heat Materials sun, boiling kettle under the gas burner, electric toaster, lighted charcoal, etc. Procedure 1. The pictures below show different things that give off heat. 2.Write the name of these things that give off heat in your notebook. Reading in the dark Using umbrella a. b.
  • 131. DRAFT April 10, 2014 130 Question Do you have appliances at home? Name them. Activity 6: Uses of Heat Objective Describe uses of heat. Material Pictures of uses of heat Procedure Look at the pictures. Describe how heat is used in each picture. Write your answer in your notebook. c. d. e. f.
  • 132. DRAFT April 10, 2014 131 Activity Source of heat How is heat used a. b. c.
  • 133. DRAFT April 10, 2014 132 Question What are the other uses of heat? Activity 7: Safety in Using Heat Objective Identify the proper ways of handling hot objects. Materials Gloves, pictures of hot food, gas flame, kettle with boiling water solar panel d. e.
  • 134. DRAFT April 10, 2014 133 Procedure Look at the pictures below. 1. Put a  on the box if it is a good practice and put a if it is not. Do this in your notebook. Using gloves to handle hot food Turning off the flame of the gas after use Staying un der the sun Touching hot objects a. b. c. d.
  • 135. DRAFT April 10, 2014 134 Chapter 3: Sounds This Chapter deals with the sources of sounds, ways of producing sounds, and appreciating the importance of sounds. Lesson : Sources of Sounds Activity 1: Sounds around Me Objective Identify sources of sounds. Materials pictures of objects having various sounds Procedure Sit quietly and listen to the sounds around you. In the table below, list all the sounds you hear. Write the sounds heard and objects that produce the sound in your notebook. Sounds heard What object produces the sounds? Example: Ark! Ark! Ark! dog
  • 136. DRAFT April 10, 2014 135 Question Have you experience hearing different sounds like music, blowing of horn, voice of your classmates and sounds of different animals? Activity 2: Different ways of producing sound Objective Describe ways of producing sound. Materials maracas guitar drum/box whistle Procedure 1. Make the drum, guitar, maracas and whistle produce sound. 2. Write on the table below what you did to make them produce sound. Do this in your notebook. Object What I did to make it produce sound maracas drum
  • 137. DRAFT April 10, 2014 136 guitar Question Can you play other musical instrument aside from the one presented? How? Activity 3: Make your own kazoo! Objectives 1. Make an improvised kazoo; and 2. Describe how sound is produced using a kazoo Materials cardboard or tube from tissue paper paper waxed paper rubber band a sharp pointed object Procedure 1. Place a small square piece of waxed paper on the end of the cardboard tube. Secure it tightly with a rubber band. Poke a hole through the tube with a sharp object. 2. Hum through the kazoo. Feel the end of the kazoo with your fingertips. 3. Discover what happens when you cover the end of the tube with your hand. Then, cover the little hole in the tube. Have fun with your kazoo!
  • 138. DRAFT April 10, 2014 137 Question Did you find fun blowing your Kazoo? Why? Activity 4: Uses of Sounds Objectives 1. Describe uses of sounds; and 2. Appreciate the importance of sound. Materials Pictures of ambulance vehicle, fire truck, church with bell, Real alarm clock, doorbell. Procedure 1. Look at the pictures. Describe the use of sound in each picture. Do this in your notebook. a. What is the use of the sound of an ambulance? b. What is the use of the sounds produced by the two girls?
  • 139. DRAFT April 10, 2014 138 Question Do you know of other things aside from the activity presented having sounds with importance? c. What is the use of the sound of the radio? d. What is the use of the sound of a whistle? e. What is the use of the sound of the alarm clock? f. What is the use of the sound of the fire truck? g. What is the use of the sound of the bell in church? h. What is the use of the sound of the doorbell?
  • 140. DRAFT April 10, 2014 139 Chapter 4: Electricity This Chapter deals with the sources of electricity, uses or importance in our lives and the safety measures on how to use electricity. Lesson 1: Sources of Electricity Activity 1: “Our appliances at home” Objective Classify objects that operate using battery or when plugged in electrical outlet. Materials computer, electric fan, television set in school cellphone, toy car, flashlight, radio Procedure 1. Look at the pictures. Classify them into objects that operate using battery, when plugged in an electrical socket or both. Do this in your notebook. computer mobile phone electric fan
  • 141. DRAFT April 10, 2014 140 2. Group the objects in the table below. Battery Plug in electrical outlet Battery & Plug in electrical outlet Question Do you have appliances at home which are operated both with battery and electricity? How do you use them? Activity 2: Uses of Electricity Objective Describe the uses of electricity. toy car flashlight television electric oven radio
  • 142. DRAFT April 10, 2014 141 Materials electric stove, electric kettle, electric fan, television, cellphone, toy car Procedure 1.The pictures show some objects that use electricity. Use the words in the box to complete the sentences. Do this in your notebook. a. Electricity is used in an electric stove to ________ food. b. Electricity is used in an electric kettle to ________ water. c. Electricity is used in an electric fan to ________ us. d. Electricity is used in a television to give us ______. cook boil cool light move sound entertainment communication
  • 143. DRAFT April 10, 2014 142 e. Electricity is used in mobile phones for ___________. f. Electricity is used in refrigerator to _____ food. g. Electricity is used in a bulb to _______ a house. h. Electricity is used in a toy car to make it _______. i. Electricity is used in radio to make _________.
  • 144. DRAFT April 10, 2014 143 Question What are the other household appliances you have at home? Name their uses. Activity 3: Using Electricity Safely Objective Identify the proper use of electricity and other electrical devices. Material Actual Electrical outlet and electric fan in school Procedure 1.Look at the pictures below. 2.Put a  on the box if it is a proper use of electricity or electrical devices and put a if it is not. Do this in your notebook. Inserting other objects in an electrical outlet Touching a switch with a wet hand
  • 145. DRAFT April 10, 2014 144 Questions Do you have extension outlet at home or in school? How do you use it? Removing plug of electrical devices when not in use Inserting too many devices into one extension cord
  • 146. DRAFT April 10, 2014 145 UNIT 4-Earth and Space
  • 147. DRAFT April 10, 2014 146 Chapter 1 This Chapter deals with the study of the surroundings and the things that make it up: living things, different bodies of water and landforms. Lesson 1: The Surroundings Activity 1: Different things around you Objective Naming different things around you. Material Magic square chart Procedure 1. Study the Magic Square Chart. 2.Think about your surroundings. 3.Write your ideas inside each square.
  • 148. DRAFT April 10, 2014 147 PEOPLE AROUND SUNSHINE and FRESH AIR RIVER, LAKES , HILLS , MOUNTAINS FOOD Plants and animals Then, write them in your notebook. a. What makes your surroundings a nice place to live in? b. Why should you keep your surroundings clean and orderly? c. How can you keep your community a safe place to live in? d. Where do you live? Can you name things around your house? YOU Place Where You Live SURROUNDINGS SURROUNDINGS
  • 149. DRAFT April 10, 2014 148 Activity 2: Take a Tour Around Objective Describe things in the surroundings. Material None (just go around, in and out of the classroom) Procedure 1. Fall in line and go outside the room quietly. 2. Follow your teacher as she walks you around the school. 3.Observe the places carefully as you go through them. Describe the place you observed. Write your answers in your notebook following the table below: School’s surroundings Place Visited Description Place #1. Place #2. Place #3 Place #4. Questions 1. What were the places you visited?
  • 150. DRAFT April 10, 2014 149 2. What did you see in these places? Describe what you saw. 3. Are these things important in an environment of the school? of the community? Why? 4. Why should you keep our surroundings clean and orderly? 5. How do you keep your school environment a safe place to study? Activity 3: A Walk in the Garden Objectives 1. Name things found in the garden. 2. Group things as to living or non-living thing. Materials Paper Pencil and crayons Magnifying lens (if available) Procedure 1. Take a walk in the school garden e.g. flower garden, vegetable garden, herbal garden. Pair with a friend. 2. Observe the following measure while in the garden: a. Avoid touching plants. Some may have spines or thorns. b. Refrain from smelling different flowers. It might cause discomfort or cause allergy. c. work with your buddy. Stay together at all times. 3. Observe the things that you see around. You can use the magnifying lens to have a closer look at small objects. 4. Answer the guide questions in your notebook
  • 151. DRAFT April 10, 2014 150 Questions 1. What are the living and non-living things in the garden? Living things: Non – living things: 2. How many kinds of plants did you see? What are they? 3. How many kinds of animals did you see? What are they? 4. Complete the table below. Living Things Non Living Things 5. Write in one or two sentences what things can be seen in a garden in your notebook.
  • 152. DRAFT April 10, 2014 151 Activity 4: Bodies of Water in your Community Objectives 1. Describe the bodies of water. 2. Infer that plants and animals are present around and in the bodies of water. Materials photocopy of two bodies of water crayon or water color, clear tape, cardboard , pair of scissors Procedure 1. Group yourselves into 5. Have a photocopy of the bodies of water. 2. Using crayons or water color, color the illustrations and cut the paper following the broken lines. 3. Tape each cut out bodies of water onto a sheet of poster board using only a small piece of clear tape along the top of each card ( so the card flips upwards) and answer the questions. Do this on your notebook.
  • 153. DRAFT April 10, 2014 152 Guide Questions 1. Do you have a similar body of water in your community? Describe it. 2. Do you use the water for a particular purpose? Describe the use. 3. Is the body of water important ?
  • 154. DRAFT April 10, 2014 153 Activity 5: The Landforms Objectives 1. Describe landforms. 2. Make a poster board presentation. Materials landform pictures, pair of scissors, glue or paste, crayons, pencil, Procedure 1. Group yourselves into 5. Have a photocopy of the landforms. 2. Match a landform picture with its description in your notebook. Cut out the landform pictures. Glue each landform next to its description. Make a poster board for this activity.
  • 156. DRAFT April 10, 2014 155 2. Are there landforms in your community? Pick out a picture of a land form from the list which is similar to where you live. Tell something about your community. Do this in your notebook. 3. Are landforms important? Why? Chapter 2: Weather Chapter 2 on weather deals with types of weather, appearance of the sky, weather changes and its effects to people, animals and plants. It also deals with precautionary measures on different weather conditions and preparation of improvised weather instrument. Lesson 1: The Weather Activity 1: “The Weather Watcher” Objectives 1. Describe the weather for the day. 2. Draw the clouds seen in the sky. 3. Describe the appearance of the clouds. Materials weather watcher card coloring markers, crayons, pens KWL Chart, Procedure 2. Look around you and at the sky above. Observe the day’s weather. Write the following in your notebook. a. Is it sunny?
  • 157. DRAFT April 10, 2014 156 b. Is it rainy? c. Is it windy? d. Is it stormy? 3. Observe the sky for five minutes. CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S RAYS CAN HARM YOUR EYES. 4. Draw some of the objects that you see in the sky. Use coloring pencils or pens for your drawing. Do this in your notebook. 5. Complete the table below. Do this in your notebook. 6. Describe the clouds based on what you wrote on the table. Write your answer in your notebook. Activity 2 : Types of Clouds Objectives 1. Describe the different clouds in the sky. 2. Show a four-day weather condition and the type of cloud each day. Materials weather chart, coloring pencils, or pens, cotton balls, glitters for lighting and rain paper and pair of scissors glue Shape of the cloud Color of the cloud
  • 158. DRAFT April 10, 2014 157 Procedure 1. Observe the clouds in the sky every morning and every afternoon for four consecutive days. Record your observations in your notebook. 2. On the first day, draw the shape of the cloud in column 1 of Table 1. Then, make a model of this cloud using cotton balls to represent the type of cloud you observed. Paste this model under your drawing. You can improve your model by using glue and glitters. The glitters will represent rain and lightning. 3. Repeat Step No. 2 for Tuesday until Thursday. You should have a complete table on Thursday, the fourth day. Table1. Cloud observed each day for four days  Describe the shape of the clouds each day every morning and afternoon.  Monday _____________________________________  Tuesday _____________________________________  Wednesday _________________________________  Thursday ____________________________________ Questions 1.Does the cloud change every day? 2.Write one or two sentences about what you have learned in this activity. Use the guide below for the types of clouds. MONDAY TUESDAY WEDNESDAY THURSDAY
  • 159. DRAFT April 10, 2014 158 i. Cirrus clouds are thin and wispy ii. Cumulus clouds are white and puffy Stratus clouds are low, flat and gray
  • 160. DRAFT April 10, 2014 159 Question What is the weather today? Activity 3: My Improvised Weather Instruments Objectives 1. Make a simple weather instrument. 2. Describe the uses of the instrument. Materials Set A: wooden sticks, strip of paper, glue Set B: cardboard, wooden sticks, glue Procedure For Set A. Making a Wind Vane 1. Cut a strip of paper longer than the length of the stick. 2. Glue strip of paper to one end of the stick. 3. Place your improvised weather tool in an open space. 4. Observe how it works. Draw the weather instrument in your notebook. 5. Show to the class how your instrument works. For Set B. Making another Model of a Wind Vane 6. Get a thick cardboard. 7. Cut two arrows of the same size. Make the tails bigger than the arrow heads. 8. Put a stick between two arrows. Staple or paste them together.
  • 161. DRAFT April 10, 2014 160 Illustration here 9. Place your improvised instrument at the top of a pole. 10. Draw the weather tool in your notebook. 11. Show to the class how your instrument works. FOR SET B Speed and direction of the wind 1. Place your improvised wind vane on top of a pole or elevated area (location A). 2. Observe how the strip of paper moves every 5 minutes for 15 minutes. 3. Transfer your wind vane to another location. Call it location 2. Observe again. 4. Put a check mark in the table 2 below for your observations.
  • 162. DRAFT April 10, 2014 161 Table 2. Movement and direction of the wind Location A Time After 5 min. After 10 min. After 15 min. Strip of paper does not move Strip of paper sways Strip of paper makes sound Location B Strip of paper does not move Strip of paper sways Strip of paper makes sound 6. From your observations, did the wind move? Describe how it moved and its direction. 7. How do you describe the how fast (speed) the wind moved in location A? Place a check (√ ) beside your choice below. Slow _______ moderate _______ fast ______ How do you describe the how fast (speed) the wind moved in location B? Place a check (√) beside your choice below. Slow _______ moderate _______ fast ______ 8. In this activity, do wind speed and direction vary in different locations at the same time? Why?
  • 163. DRAFT April 10, 2014 162 Activity 4: Does Weather Change? Objectives 1. Tell how cold or hot the air is. 2. Compare the temperature of air in different places. 3. Describe the speed and direction of the wind. Materials SET A: 2 thermometers and crochet thread or thin rope SET B: Improvised wind vane weather chart Timer Procedure A. Temperature of air in a room 1. Take two thermometers. 2. Tie one thermometer (A) tightly to a strong support inside the room. You can tie it to a nail on the wall or a window grill. Just make sure that you hang the thermometer in a place where you can easily read the temperature. Thermometer A Thermometer B
  • 164. DRAFT April 10, 2014 163 1. Tie the other thermometer (B) to a shady area outside the room. You can tie it to a branch of a tree that is not directly under the sun’s heat. 2. Two students will read thermometer A, Another two students will read thermometer B. That will be the initial temperature of air inside and outside the room. 3. Continue taking the temperature readings every 10 minutes until you reach 60 minutes. Complete Table 1 below with your result n your notebook. Table 1. Temperature of air inside and outside the room Time (min.) Temperature (0C) Inside the room Temperature (0C) outside the room 0 10 20 30 40 50 60 Questions a. Inside the room: What is the highest temperature recorded? Lowest temperature recorded? b. Outside the room: What is the highest temperature recorded? Lowest temperature recorded? c. Are there changes in the temperature readings inside the room? How about outside the room?
  • 165. DRAFT April 10, 2014 164 d. Where were the temperature changes greater, inside or outside the room? e. What do these changes in the temperature mean? f. In which area was the air cooler, inside the room or outside the room? Activity 5: The Daily Weather Objectives 1. Describe how the wind moves within the day. 2. Tell how hot or cold is the place you are staying in. 3. Identify the elements of weather involved Materials weather Chart improvised wind vane thermometer string or thin rope Procedure 1. Observe whether the day is sunny, windy, rainy, or stormy. 2. Go outside the room with your teacher and group mates. Find an area where you will place your improvised wind vane. 3. Observe the instrument for ten (10) minutes. The following questions can help you with your observations: A. Is the paper moving? Is it moving slowly, moderately, or fast? B. What does the movement of the paper mean? C. What is the direction of the wind?
  • 166. DRAFT April 10, 2014 165 4. Record your observations and answers to questions A, B, and C in the Table 1. Table 1. Observations on the wind’s speed and direction for the day TIME Observations First 5 minutes A B C Next 5 minutes A B C 5. Take the temperature of air in the room and outside the room every 10 minutes for 30 minutes. Write your readings in table 2. Table 2. Temperature of air inside and outside the room Time (min.) Temperature (0C) Inside the room Temperature (0C) outside the room 0 5 10 15 20 25 30
  • 167. DRAFT April 10, 2014 166 In which place is air cooler, inside the room or outside the room? 6. Complete your observations of the day’s weather. Fill up Table 3 with your observations. What to Observe DAY 1 Weather Condition  Sunny /Fair  Rainy  Windy  Stormy Clouds  Clear  Partly cloudy  Cloudy Type of Cloud  Cirrus  Cumulus  Stratus Type of Cloud  Cirrus  Cumulus  Stratus  Describe the weather condition for the day.  Does the weather condition change within the day?
  • 168. DRAFT April 10, 2014 167 Activity 6: Weather Reporter Objectives 1. Make a weather bulletin for a week. 2. Report orally the weather for the week. Materials weather charts thermometer Procedure 1. Use the weather chart in activity 5. 2. Make a simple weather bulletin using the table below. Question Have you ever interviewed a weather forecaster? What have you learned from him/her? WEATHER ____________________________________ ____________________________________ ____________________________________ Temperature: _______________
  • 169. DRAFT April 10, 2014 168 Activity 7: Weather Collage Objectives 1. Describe how weather affects people, plants and animals 2. Make a collage showing the effects of weather on people, plants and animals Materials cut out pictures showing different activities of people paste or glue coloring pen/pencils cartolina for each group Procedure 1. Talk with your group mates. Think about the good and bad effects of the different kinds of weather on people, plants, and animals. Write the results of your discussion in your notebook following the table below. 2. Make a poster showing these effects of weather on people, plants and animals. See Table 1. Table1. Effects of different weather conditions on people, plants, and animals Weather condition Effects of weather on people Effects of weather on Plants Effects of weather on Animals Sunny Windy Rainy Stormy
  • 170. DRAFT April 10, 2014 169 A. What kind of weather brings good effects on a) people? Why? b) animals? Why? c) plants? Why? B. What kind of weather brings bad effects on a a) people? Why? b) animals? Why? c) plants ? Why? C. What kind of weather do you like most? Why? D. What kind of weather do you hate most? Why? Activity 8: Be Careful with what we do Objective Draw the safety and precautionary measures in dealing with the different types of weather condition Materials Clothes and things used in different weather conditions, Activity notebook. Procedure 1. Draw one activity you need to do for each weather condition. Do this in your notebook. Things I like to do (Draw) Things I should not do or be careful of the things I do Sunny Day Rainy Day
  • 171. DRAFT April 10, 2014 170 Things I like to do (Draw) Things I should not do or be careful of the things I do Windy Day Stormy Day 2. How different are the activities you do during warm or sunny days from the activities you do during cold or rainy days? 3. How different are the conditions of animals during sunny weather from cold rainy day? Chapter 3: Objects Seen in the sky This Chapter deals with the different objects in the sky, their sizes and brightness. It further discusses the position of the sun and its effects on people, animals and plants. Lesson 1: Objects Seen in the Sky Activity 1: Sky during night and day time Objective Describe the objects seen in the sky. Materials Graphic organizers Procedure Write what you see in the sky during day time and night time. Copy the model below in your Activity notebook. Then, answer the questions that follow.
  • 172. DRAFT April 10, 2014 171 Graphic Organizer 1: Objects seen in the sky at night. Graphic Organizer 2: Objects seen in the sky at daytime a. What objects do you see in the sky at night? During the day? b. Are they the same objects? c. Tell something about these objects. d. Why do objects that are seen at night cannot be seen during daytime? Sky at night Sky at day
  • 173. DRAFT April 10, 2014 172 Activity 2: Sizes of objects seen in the Sky Objective Relate the different sizes of objects seen at night and day Materials small ball; 2 big balls; ruler or meter stick Procedure: Set-up A 1. Get 1 small ball and 1 big ball. The balls should be of the same kind. 2. Put the big ball 4 meters away from the small ball. (Figure1) 1. Position yourself in front of the small ball. 2. Look at the balls at eye level. 3. Observe their apparent sizes.
  • 174. DRAFT April 10, 2014 173 Figure 1. Set-up B 1. Get 2 big balls. Place them 4 meters apart on table. 2. Position yourself infront of the 1st ball, then look at the two balls at eye level. Observe their sizes. Set-up C 1. Reverse the set-up in B. 2. Place the big ball 1 meter away from you. Place the small ball 4 meters away from the big ball. 3. Position yourself infront of the big ball and look at the balls at eye level. Questions a. In set-up A, which ball looked bigger as you saw it? b. Describe what you saw in set-up B. Which of the 2 balls appeared bigger? Or smaller? c. How did the big ball appear in set-up C? the small ball? 4 m
  • 175. DRAFT April 10, 2014 174 Activity 3: Brightness and Dimness of Objects seen in the Sky Objective Describe the brightness and dimness of objects seen in the sky. Materials 3 candles of the same size and kind; match; long table Procedure 1. Place three candles 3 meters away from each on a long table. 2. Stand about a foot away from the first candle and observe the brightness of the three candles at an eye level. 3. Record your observations in your notebook. Questions Write your answer in your notebook. a. Which candle looked bigger and brighter? b. Which candle looked smaller and dimmer? c. How would you relate the distance between the 3 candles to their brightness or dimness?
  • 176. DRAFT April 10, 2014 175 Activity 4: Position of the Sun at Different Times of the Day Objective Make observations of the position of the sun at different times of the day Material Flashlight Procedure 1. Use the figure above as a guide to make the set up. 2. Focus the flashlight at different positions. The flashlight is the sun and the object at the center is anything on Earth. 3. Point the flashlight to the object at the center. Observe. 4. Record your observations. Questions a. In the morning, what is the position of the sun? b. At noontime, where is the sun? c. In the afternoon, where can you find the sun?
  • 177. DRAFT April 10, 2014 176 Activity 5: Harmful Effects of Sun’s Heat to People Objective Make observations of the effects of the sun to people Materials alcohol burner, eggplant, tomato, kitchen tong, Procedure 1. Light the burner. 2. Hold the eggplant with a kitchen tong near the fire for three minutes. (Fig.1) 3. Repeat the procedure for the tomato. Use the kitchen tong. 4. Observe the skin of the eggplant and tomato. Questions Write the answers in your Activity notebook. a. Did you see some changes in the skin of eggplant and tomato after holding it near the alcohol lamp? What are they? b. Did you see some changes in the skin of tomato after putting it over the alcohol lamp? What are they? c. Draw the appearance of tomato and eggplant before and after they were placed near the alcohol lamp. Do this in your notebook. d. Why do you think the skin appear burned or dark? e. Can the changes in the skin of eggplant and tomato happen in the skin of people? How? f. What are the effects of too much heat on people?
  • 178. DRAFT April 10, 2014 177 g.Gather pictures of people who work under the sun for long hours. Describe the effect of the sun on the people. Activity 6: Effects of Sun’s Heat on Plants Objective Describe the effect of sun’s heat on plants Materials Plants available in the school/ community Procedure 1. Get two potted plants of the same kind preferably having the same height and number of leaves. 2. Place one potted plant under the sun ( Plant A) and the other one under the shade ( Plant B ) 3. Water the plants with the same amount of water. 4. Observe each plant two times a day, in the morning and in the afternoon. Do this for three days. 5. Copy the table below in your notebook. Write your observations in your notebook copy the table below. Name of the Plant ___________________ TIME OF THE DAY WHAT DO I SEE? Plant under the shade Plant in the sunny area 8:00 AM 2:00 PM
  • 179. DRAFT April 10, 2014 178 Questions a. Describe the condition of the plants before placing them under the shade and under the sun. b. What happened to Plant A and Plant B after 2 days. Do they look the same? c. What happened to Plant A and Plant B after 3 days? Do they look the same? d. Does the sun have any effect on both plants? e. Write a statement about the effects of the heat of the sun on plants. Activity 7: Effects of Sun’s Heat on Animals Objective Describe the effects of the heat of the sun on animals Materials Garden or places near the school ground Procedure 1. Look for animals in the school surroundings. Identify the animals. 2. Describe the appearance of the animals that you see. 3. Describe the behavior of each animal. Record your observation in your notebook.
  • 180. DRAFT April 10, 2014 179 Name of the Animal ( Local Name ) Where did I see the animal? Appearance of the Animal What was the animal doing? What other behavior of the animal did you see? Questions a. Where did you see the animals? Name the animals. b. Did you see animals staying in shady areas? Why do they like to stay there? c. Did you see animals under the heat of the sun? Why do they like to stay there? d. What were the animals doing under the shady area? e. What were the animals doing under the sun? f. Does the sun have an effect on animals? What is it? ISBN: 978-971-0468-21-8