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JUNE 4
I. II.

MONDAY
OBJECTIVE Explain how the skeletal system works SUBJECT MATTER Main Parts of the Skeletal System A. REFERENCE Science and Health 4 pp. 2-5 Refined Learning Competencies, People I 1.1 B. MATERIALS Illustration of the Skeletal System C. VALUE Taking Care of the bones inside our body PROCEDURE A. Preparatory Activities 1. Vocabulary Development Skeletal, framework, skull, spine, pelvic bones 2. Motivation (Let the children stand and sing the song Hokey Pokey) While we were singing what supports you to do the action? Why didnt you fall? B. Developmental Activities Do the Activity 1. Discussion Bones in the head Bones in the trunk Bones in the limbs Showing the illustration of the skeletal system, let pupils identify the main parts of the skeletal system 2. Generalization/Abstraction What are the main parts of the skeletal system? What are the different bones in each part? 3. Application Group the pupils into three. Each group will locate the different bones of the main parts of the skeletal system EVALUATION Read each questions carefully and answer it with True or False 1. The skull is the bone in the head 2. Bones are not important to the human body 3. Each person has the same kinds of bones 4. The spine is a bone in the limbs 5. Our bones are soft breakable things inside our body. ASSIGNMENT 1. Draw the skeletal system and label each part on a clean bond paper 2. Put it in a folder as your Science Album

JUNE 5
I. II.

TUESDAY
OBJECTIVE Identify the main parts of the skeletal system SUBJECT MATTER Main Parts of the Skeletal System A. REFERENCE Science and Health 4 pp. 2-5 Refined Learning Competencies, People I 1.1 B. MATERIALS Illustration of the Skeletal System C. VALUE Taking Care of the bones inside our body PROCEDURE A. Preparatory Activities 1. Vocabulary Development Skeletal, framework, skull, spine, pelvic bones 2. Motivation (Let the children stand and sing the song Hokey Pokey) While we were singing what supports you to do the action? Why didnt you fall? B. Developmental Activities Do the Activity 1. Discussion Bones in the head Bones in the trunk Bones in the limbs Showing the illustration of the skeletal system, let pupils identify the main parts of the skeletal system 2. Generalization/Abstraction What are the main parts of the skeletal system? What are the different bones in each part? 3. Application Group the pupils into three. Each group will locate the different bones of the main parts of the skeletal system EVALUATION Read each questions carefully and answer it with True or False 1. The skull is the bone in the head 2. Bones are not important to the human body 3. Each person has the same kinds of bones 4. The spine is a bone in the limbs 5. Our bones are soft breakable things inside our body. ASSIGNMENT 1. Draw the skeletal system and label each part on a clean bond paper 2. Put it in a folder as your Science Album

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JUNE 6
I.

WEDNESDAY
OBJECTIVE Describe the function of each part of the skeletal system SUBJECT MATTER Function of Each part of the skeletal System A. REFERENCE Science and Health 4 pp.35-37 PELC I 1.2 B. MATERIALS Illustration of the parts of the skeletal system and the organs they protect like heart, lungs, brain and spinal cord PROCEDURE A. Preliminary Activities 1. Jigsaw Puzzle Distribute cutouts of disorganize body parts to some pupils. Let them identify each part, and arrange the body parts 2. Review What makes the bones move? What connect the bone on the part of the body that move? B. Developmental Activities 1. Vocabulary Skull, rib cage, spine, pelvic bone 2. Motivation Why do you think motor cycle riders need to wear helmet? Do you know why bones are like helmets? In this lesson you will learn why bones are important to us? 3. Activity Do the activity sheet 4. Generalization/Abstraction What internal organs are protected by the skeletal system? How do bones protect them? 5. Application Is the skeletal system important to the human body? EVALUATION Direction: Read the questions carefully. Write the letter of the correct answer on a sheet of pad paper. 1. What is the use of the skull? a. Brain protection b. Brain support c. Socket 2. What do you call the joints on the skull? a. Brain b. Sockets c. Suture 3. What protects the spinal cord? a. Ribs b. Skull c. Spinal column 4. What protects the heart and lungs? a. Ribs b. Hipbone c. Skull V.

5. What do you call the bones at the lower part of the body? a. Spinal column b. Hipbone c. Ribs ASSIGNMENT Draw and name the different protective bones in a clean bond paper. File it in your Science Album

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JUNE 7
I.

THURSDAY
OBJECTIVE Demonstrate how the skeletal system enables us to move. SUBJECT MATTER How the Skeletal System Enables Us to Move A. REFERENCE Science and Health 4 pp.29-34 PELC I 1.1 B. MATERIALS Model of the skeleton; enlarge picture of the joint, cardboard, scissors, needle, thread, fresh uncooked chicken legs, wings, ribs C. VALUE Appreciate how God create us wonderfully PROCEDURE A. Preparatory Activities 1. Drill: Guessing Game Group the pupils into two. Each member of group I will do some movements using their body parts. Group 2 will guess what body part moved. Ask why do you think they move? B. Developmental Activities 1. Vocabulary Joints, synovial fluids, cartilage, ligaments 2. Motivation Let the children stretch their body, head, shoulders, arm hip and legs. Why can you move your body parts? Are there parts of your body, which you can move in different directions? 3. Activity Do Activity 3 4. Discussion and Analysis There are different kinds of movable joints a. Hinge Joints These joints can be bent back and forth in one direction only or move up and down. These joints are found in elbows and knees b. Pivot Joint These joint allows to turn part of the body without moving the

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3 part from where it is connected. Example of this joint is found in the neck c. Ball and socket joint These joint allow circular movement. These joints are located in the shoulders and hips d. Gliding joints These joints allow flexible movements. These joints are found in the wrist, hands and fingers 5. Abstraction 1. How does joint make bones move? 2. Why are ligaments tough and elastic 3. How does the synovial fluid at the end of the bones feel? 6. Application Call a pupil in front and tell him/her to perform any physical activity. Let his classmates identify bones and joints involved in each movement IV. EVALUATION Multiple choices: Choose the letter of the correct answer. 1. What connects one bone to another at a point? a. Joint c. ligaments b. Tendon d. cartilage 2. It allows movement in two opposite direction only a. Hinge joint c. ball and socket joint b. Fixed joint d. pivot joint 3. A kind of joint which enables you to move freely a. Hinge joint b. Gliding joint c. Ball and socket joint d. Pivot joint 4. What helps bones move smoothly? a. Fluid c. oil b. Flesh d. cartilage 5. What do you call the oily fluid at the end of the bones? a. Synovial fluid c. joints b. Growth plate d. tendons ASSIGNEMT Draw and labels the bones that move. BEC-PELC Math 4 Textbook B. MATERIALS Ballpen/pad III. PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

JUNE 11
I. II.

MONDAY
OBJECTIVE Identify the different kinds of joints SUBJECT MATTER How the Skeletal System Enables Us to Move A. REFERENCE Science and Health 4 pp.29-34 PELC I 1.1 B. MATERIALS Model of the skeleton; enlarge picture of the joint, cardboard, scissors, needle, thread, fresh uncooked chicken legs, wings, ribs C. VALUE Appreciate how God create us wonderfully PROCEDURE A. Preparatory Activities 1. Drill: Guessing Game Group the pupils into two. Each member of group I will do some movements using their body parts. Group 2 will guess what body part moved. Ask why do you think they move? B. Developmental Activities 1. Vocabulary Joints, synovial fluids, cartilage, ligaments 2. Motivation Let the children stretch their body, head, shoulders, arm hip and legs. Why can you move your body parts? Are there parts of your body, which you can move in different directions? 3. Activity Do Activity 3 4. Discussion and Analysis There are different kinds of movable joints a. Hinge Joints These joints can be bent back and forth in one direction only or move up and down. These joints are found in elbows and knees b. Pivot Joint These joint allows to turn part of the body without moving the part from where it is

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JUNE 8
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson.

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SUBJECT MATTER: Weekly Test A. REFERENCE:

4 connected. Example of this joint is found in the neck c. Ball and socket joint These joint allow circular movement. These joints are located in the shoulders and hips d. Gliding joints These joints allow flexible movements. These joints are found in the wrist, hands and fingers 5. Abstraction 1. How does joint make bones move? 2. Why are ligaments tough and elastic 3. How does the synovial fluid at the end of the bones feel? 6. Application Call a pupil in front and tell him/her to perform any physical activity. Let his classmates identify bones and joints involved in each movement IV. 1. 2. EVALUATION Multiple choices: Choose the letter of the correct answer. What connects one bone to another at a point? a. Joint c. ligaments b. Tendon d. cartilage It allows movement in two opposite direction only a. Hinge joint c. ball and socket joint b. Fixed joint d. pivot joint A kind of joint which enables you to move freely a. Hinge joint b. Gliding joint c. Ball and socket joint d. Pivot joint What helps bones move smoothly? a. Fluid c. oil b. Flesh d. cartilage What do you call the oily fluid at the end of the bones? a. Synovial fluid c. joints c. Growth plate d. tendons ASSIGNEMT Draw and labels the bones that move. II. SUBJECT MATTER The Muscular system A. REFERENCE Growing with Science and Health 4 pp. 1821 Refined Learning Competencies 2.2.1 B. MATERIALS Illustration of the skeletal and muscular system PROCEDURE A. Preparatory Activities 1. Vocabulary Development Muscles, thick support, form shape 2. Review What are the bones that protect delicate organs of the body B. Developmental Activities 1. Motivation A building made up only of its framework cannot be called a building. Why? What must a carpenter do to make it a complete picture of a house/building? 2. Analysis Were through studying our bones. Well now study things that cover the bones, our muscles a. Show illustration of the skeletal and muscular system What do you see in the skeleton? Do you want to look like this? Look at the second illustration. How are they different? b. Now let us feel or hold different parts of our body. Are there muscles? c. Where can you feel the thick muscles? The thin muscles? 3. Abstraction How are muscles attached to the bones? What are the importance of these muscles? How are we going to call system in our body that is made up of different muscles 4. Application What will happen if we do not have muscles? EVALUATION Direction: Chose the letter of the correct answer 1. Where do you find muscles? a. On the arms only b. On the legs only c. All over the body d. In some specific parts of the body 2. What are tendons? a. tough cords which attach the muscles to the bones b. the muscles of the lower leg c. the muscles of the upper arms d. the muscles of the body 3. Which is the biggest muscle?

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JUNE 12

TUESDAY

HOLIDAY (INDEPENDENCE DAY)

JUNE 13 WEDNESDAY
I. OBJECTIVE Explain how the muscular system works

5 a. Muscles of the stomach b. Muscles of the buttocks c. Muscles of the arms d. Muscles of the heart 4. What gives form and shape of the body? a. Bones c. cartilage b. Tendons d. muscles 5. How does a muscle protect the delicate organs and body parts? a. By being thick b. By being thin c. By acting as pads d. By covering them V. ASSIGNMENT How are muscles attached to the different bones in the body? What are the importance of these muscles? How are we going to call system in our body that is made up of different muscles 4. Application What will happen if we do not have muscles? IV. EVALUATION Direction: Chose the letter of the correct answer 1. Where do you find muscles? a. On the arms only b. On the legs only c. All over the body d. In some specific parts of the body 2. What are tendons? a. tough cords which attach the muscles to the bones b. the muscles of the lower leg c. the muscles of the upper arms d. the muscles of the body 3. Which is the biggest muscle? a. Muscles of the stomach b. Muscles of the buttocks c. Muscles of the arms d. Muscles of the heart 4. What gives form and shape of the body? a. Bones c. cartilage b. Tendons d. muscles 5. How does a muscle protect the delicate organs and body parts? a. By being thick b. By being thin c. By acting as pads d. By covering them ASSIGNMENT How are muscles attached to the different bones in the body?

JUNE 14
I.

THURSDAY
OBJECTIVE Describe how the muscles give form and shape to the body SUBJECT MATTER The Muscular system A. REFERENCE Growing with Science and Health 4 pp. 1821 Refined Learning Competencies 2.2.1 B. MATERIALS Illustration of the skeletal and muscular system PROCEDURE A. Preparatory Activities 1. Vocabulary Development Muscles, thick support, form shape 2. Review What are the bones that protect delicate organs of the body B. Developmental Activities 1. Motivation A building made up only of its framework cannot be called a building. Why? What must a carpenter do to make it a complete picture of a house/building? 2. Analysis Were through studying our bones. Well now study things that cover the bones, our muscles a. Show illustration of the skeletal and muscular system What do you see in the skeleton? Do you want to look like this? Look at the second illustration. How are they different? b. Now let us feel or hold different parts of our body. Are there muscles? c. Where can you feel the thick muscles? The thin muscles? 3. Abstraction How are muscles attached to the bones?

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JUNE 15
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson.

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SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Math 4 Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

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JUNE 18
I. OBJECTIVE

MONDAY

6 Explain how the muscular and skeletal system works together II. SUBJECT MATTER Interdependence of the Muscular and Skeletal System A. REFERENCE Growing with Science and Health 4 pp. 2831 PELC 3.1 B. MATERIALS Chart of the skeletal and muscular system, picture showing physical activities such as walking, running PROCEDURE A. Preparatory Activities 1. Science news 2. Review What connects the muscles to the bones? B. Developmental Activities 1. Motivation Let the pupils sing When You are Happy with action, after singing tell them to describe their movement. 2. Activity Let pupils demonstrate movements like erasing the board, lifting up a chair, pushing the table, etc 3. Analysis What body parts move when you perform the activity? Could the activity been done or performed without using the bones? Or the muscles? Identify the bones and muscles that were used. Tell the pupils that such bones and muscles action are due to the message given by the nervous system 4. Abstraction 1. What do you think is the best activity you can do to make all your body parts move? 2. Does your muscles coordinate with your bones when doing things? 3. Why do muscles and bones need coordination when youre doing things 5. Application a. Pretend to write. What bones and muscles do you use in writing? b. Stand and dance. What bones and muscles work together for you to be able to dance? EVALUATION Read carefully and answer How the muscles and bones did coordinates in doing the following activities? a. Touch toe forward b. Point heel backwards c. Arms stretch forward d. Scrubbing the floor e. Marching V. ASSIGNMENT Draw some simple activities that make our bones and muscles coordinate. Explain.

JUNE 19
I.

TUESDAY
OBJECTIVE Practice proper care of the skeletal and muscular system SUBJECT MATTER Common Injuries and Disease that affect the Skeletal and Muscular Systems A. REFERENCE Science and Health 4 pp. 64-66 Growing with Science and Health 4 pp. 4449 Refined Learning Competencies 4.1 B. MATERIALS Pictures, clippings of different injuries and disease meet by bones and muscles C. VALUE Taking care of our body to prevent injuries of the skeletal and muscular system PROCEDURE A. Preliminary Activities 1. Open the discussion with a short story telling 2. Review What are some activities that make muscles and bones coordinate? 3. Vocabulary Words Strain, sprain, fracture my asthenia gravis, cramps. B. Developmental Activities 1. Motivation Have you ever experienced pain and soreness in your body? How would you make yourself relieved with the pain and soreness you are feeling? 2. Activity Do the Activity 3. Analysis a. What do you call the muscle sore after prolonged activity b. The black c. The injury where a tendon breaks after lifting something heavy d. What injury is common to athletes? e. What is a fracture? The different kinds of fracture? 4. Abstraction What are the injuries of the skeletal system? What are the injuries of the muscular system? What is the disease of the muscular 5. Application Why do we have to warm up before and warm down after a vigorous activity?

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7 IV. EVALUATION Direction: Choose the letter of the correct answer 1. What do you call sore of the muscles after long hours of playing? a. Muscle bruise b. Strain c. Muscle cramps 2. The black and blue spot on the part of your body that bump. a. Muscle bruises b. Torn muscles c. Strain 3. Muscle injury frequently meets by athletes? a. My asthenia gravis b. Muscle spasm c. Muscle cramps 4. What disease of the muscle causes too much fatigue and extreme a. Sprain b. Spasm c. Myasthenia gravis 5. A breakage or crack on the bones at the point of impact? a. Sprains b. Fracture c. Strains ASSIGNMENT Give one common skeletal or muscular injury and explain. 1. Motivation Have you ever experienced pain and soreness in your body? How would you make yourself relieved with the pain and soreness you are feeling? 2. Activity Do the Activity 3. Analysis a. What do you call the muscle sore after prolonged activity b. The black c. The injury where a tendon breaks after lifting something heavy d. What injury is common to athletes? e. What is a fracture? The different kinds of fracture? 4. Abstraction What are the injuries of the skeletal system? What are the injuries of the muscular system? What is the disease of the muscular 5. Application Why do we have to warm up before and warm down after a vigorous activity? IV. EVALUATION Direction: Choose the letter of the correct answer 1. What do you call sore of the muscles after long hours of playing? a. Muscle bruise b. Strain c. Muscle cramps 2. The black and blue spot on the part of your body that bump. a. Muscle bruises b. Torn muscles c. Strain 3. Muscle injury frequently meets by athletes? a. My asthenia gravis b. Muscle spasm c. Muscle cramps 4. What disease of the muscle causes too much fatigue and extreme a. Sprain b. Spasm c. Myasthenia gravis 5. A breakage or crack on the bones at the point of impact? a. Sprains b. Fracture c. Strains ASSIGNMENT Give one common skeletal or muscular injury and explain.

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JUNE 20
I.

WEDNESDAY
OBJECTIVE Identify common injuries that may affect the skeletal and muscular systems SUBJECT MATTER Common Injuries and Disease that affect the Skeletal and Muscular Systems A. REFERENCE Science and Health 4 pp. 64-66 Growing with Science and Health 4 pp. 4449 Refined Learning Competencies 4.1 B. MATERIALS Pictures, clippings of different injuries and disease meet by bones and muscles C. VALUE Taking care of our body to prevent injuries of the skeletal and muscular system PROCEDURE A. Preliminary Activities 1. Open the discussion with a short story telling 2. Review What are some activities that make muscles and bones coordinate? 3. Vocabulary Words Strain, sprain, fracture my asthenia gravis, cramps. B. Developmental Activities

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JUNE 21
I. OBJECTIVE

THURSDAY

8 Demonstrate first aid measures for bones and muscle injury II. SUBJECT MATTER First Aid Treatment for muscular and Skeletal Injuries A. REFERENCE Growing with Science and Health 4 pp.4448 PELC 4.2 B. MATERIALS Towels, cloth, bandage, newspaper or thin board, ice bag, hot water bag. C. VALUE Awareness in treating injuries PROCEDURE A. Preliminary Activity 1. What must be the proper attitude that a person should adopt when injuries occur? 2. Review What are some injuries of the bone and muscles? 3. Vocabulary Words B. Developmental Activities 1. Motivation Have you ever experienced any pain through accident? What did you do to relieve the pain? 2. Activity a. Observing kinds of injuries and the extent of damage from the illustration shown by the teacher b. Teacher introduces the RICE procedure in giving first aid treatment First, R reset the injured part Next, I ice or cold compress should be applied Then, C compress the injured part Finally, E elevates the injured part while waiting for the doctor to come 3. Analysis Observing demonstration of first aid treatment performed by the teacher and pupils using the RICE procedure. 4. Abstraction What does first aid mean? What is its importance? How is first aid for common bone and muscle injuries done? 5. Application How would you encourage your team mate in swimming not to give up even when he has a cramps. IV. EVALUATION Arrange the steps in giving first aid treatment by writing numbers from 1-4 in each space provided. _____ elevate the injured part _____ rest the injured part _____ ice or cold compress should be applied _____ compressed the injured part ASSIGNMENT Describe any of the following injuries 1. Cramps 2. Pulled muscle 3. Fracture 4. Sprain 5. Discoloration

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JUNE 22
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Math 4 Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

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JUNE 25
I.

MONDAY
OBJECTIVE Demonstrate concern and kindness toward differently-abled persons SUBJECT MATTER Caring for the physically handicapped or differently-able persons A. REFERENCE Science for daily use 4 pp. 25-27 PELC 5.1 B. MATERIALS Poster and pictures of handicapped persons, cut out from magazines or newspapers C. VALUE Respect Individual Differences PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review How can we treat muscle sprains and bruises? What is the RICE procedure 4. Vocabulary Development

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9 a. Differently-able handicapped but talented person b. Physically handicapped person with physical disability 5. Motivation Show picture of Apolinario Mabini Do you know him? He is a great paralytic. What are his achievements despite of being physically impaired 6. Activity proper D the Activity 4 B. Analysis 1. Fill in the table or the column that needs information. Write what is needed answer
Group I Differentlyable person Blind Parts impaired Eyes Activity done/how productive Play guitar Read Sing Speak well Work well Work hard Skills on hand work Skills in sign language Waiters, god in sign language Hand writing Care taker Gardening Selling Tickets Cigarette Vendors Workers How d we give kindness/concern towards them Respect Avoid teasing them Offer/sent foods Appreciate their talent Offer help Respect them Be kind in treating them Appreciate their work Be considerable Be kind to them Have patience in treating them Avoid tease them Appreciate their work Be friendly Help them in crossing the street Dont make fun of them Be kind to them

While other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards IV. EVALUATION Encircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people 1. You see a lame person approaching you. He carried heavy objects. What will you do? A. Wade him/her B. Take to him/her C. Help him/her carry heavy objects D. You sad hello only 2. How would we treat a cripple man offering you of his product? a. Pamper with attention even though you wouldnt buy b. Be frowned of him c. Avoid his company d. Make fun of him 3. How will you consider a handicapped person like a normal people? a. Do not give them he chance to do things b. Do not consider them as a member of the family c. Do not consider them s normal people d. Trust them that the work they do is really attainable of them. 4. How do you treat if you have a classmate hunchback? a. Tease him b. Play, be kind and friendly to him c. Consider them a funny person d. Dont include him in the group 5. Which of the following shows that you have the right attitude a differently-able classmate in the class? a. You do assignments for him b. Avoid sitting beside him c. Always remind him of his being handicapped d. Show willingness to play with him

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2. Discuss Asks some questions to the children a. Enumerate the differently-able persons given by group I, II, III, IV, V b. How these persons became productive? How they can help the community? c. How do we give kindness/concern to them? C. Abstraction How do we give or show concern and kindness to the differently-able persons We can show/give our concern to them by means of treating them as natural person, helping them and appreciate their contributions in the society. D. Generalization A handicapped person is one who has a disadvantage, losing the other leg, bones, arms and even both. But they still need fair treatment and respect from complete individual E. Application Each group may choose a person to act like a handicapped or differently-able

A. REMEDIATION Cross out the one you shoed not do to differentlyable individual __ be friend a crippled person __ allow a blind person to move around __ tease a hunchback of his/her deformity __ consider the physically challenge individual useful V. ASSIGNMENT Rate yourself How do you show concern for the physically challenged? Check the appropriate column Indicators Yes No 1. Do you tell others that the differently-able are helpless and useless?

10 2. Do you give him a chance to work in school 3. Do you befriend them 4. Do you avoid their company
in treating them Avoid tease them Appreciate their work Be friendly Help them in crossing the street Dont make fun of them Be kind to them

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JUNE 26
I. II.

TUESDAY
OBJECTIVE Show the respect for the rights of an individual SUBJECT MATTER Caring for the physically handicapped or differently-able persons A. REFERENCE Science for daily use 4 pp. 25-27 PELC 5.1 B. MATERIALS Poster and pictures of handicapped persons, cut out from magazines or newspapers C. VALUE Respect Individual Differences PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review How can we treat muscle sprains and bruises? What is the RICE procedure 4. Vocabulary Development a. Differently-able handicapped but talented person b. Physically handicapped person with physical disability 5. Motivation Show picture of Apolinario Mabini Do you know him? He is a great paralytic. What are his achievements despite of being physically impaired 6. Activity proper Do the Activity 4 B. Analysis 1. Fill in the table or the column that needs information. Write what is needed answer
Differentlyable person Blind Parts impaired Eyes Activity done/how productive Play guitar Read Sing Speak well Work well How d we give kindness/ concern towards them Respect Avoid teasing them Offer/sent foods Appreciate their talent Offer help Respect them Be kind in treating them Appreciate their work Be considerable Be kind to them Have patience

Selling Tickets Cigarette Vendors Workers

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2. Discuss Asks some questions to the children a. Enumerate the differently-able persons given by group I, II, III, IV, V b. How these persons became productive? How they can help the community? c. How do we give kindness/concern to them? C. Abstraction How do we give or show concern and kindness to the differently-able persons We can show/give our concern to them by means of treating them as natural person, helping them and appreciate their contributions in the society. D. Generalization A handicapped person is one who has a disadvantage, losing the other leg, bones, arms and even both. But they still need fair treatment and respect from complete individual E. Application Each group may choose a person to act like a handicapped or differently-able While other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards IV. EVALUATION Encircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people 1. You see a lame person approaching you. He carried heavy objects. What will you do? a. Wade him/her b. Take to him/her c. Help him/her carry heavy objects d. You sad hello only 2. How would we treat a cripple man offering you of his product? a. Pamper with attention even though you wouldnt buy b. Be frowned of him c. Avoid his company d. Make fun of him 3. How will you consider a handicapped person like a normal people? a. Do not give them he chance to do things b. Do not consider them as a member of the family c. Do not consider them s normal people

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Work hard Skills on hand work Skills in sign language Waiters, god in sign language Hand writing

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11 d. Trust them that the work they do is really attainable of them. 4. How do you treat if you have a classmate hunchback? a. Tease him b. Play, be kind and friendly to him c. Consider them a funny person d. Dont include him in the group 5. Which of the following shows that you have the right attitude a differently-able classmate in the class? a. You do assignments for him b. Avoid sitting beside him c. Always remind him of his being handicapped d. Show willingness to play with him A. REMEDIATION Cross out the one you shoed not do to differentlyable individual __ be friend a crippled person __ allow a blind person to move around __ tease a hunchback of his/her deformity __ consider the physically challenge individual useful V. ASSIGNMENT Rate yourself How do you show concern for the physically challenged? Check the appropriate column Indicators Yes No 1. Do you tell others that the differently-able are helpless and useless? 2. Do you give him a chance to work in school 3. Do you befriend them 4. Do you avoid their company How can we treat muscle sprains and bruises? What is the RICE procedure 4. Vocabulary Development a. Differently-able handicapped but talented person b. Physically handicapped person with physical disability 5. Motivation Show picture of Apolinario Mabini Do you know him? He is a great paralytic. What are his achievements despite of being physically impaired 6. Activity proper Do the Activity 4 B. Analysis 1. Fill in the table or the column that needs information. Write what is needed answer
Group I Differentlyable person Blind Parts impaired Eyes Activity done/how productive Play guitar Read Sing Speak well Work well Work hard Skills on hand work Skills in sign language Waiters, god in sign language Hand writing Care taker Gardening Selling Tickets Cigarette Vendors Workers How d we give kindness/concern towards them Respect Avoid teasing them Offer/sent foods Appreciate their talent Offer help Respect them Be kind in treating them Appreciate their work Be considerable Be kind to them Have patience in treating them Avoid tease them Appreciate their work Be friendly Help them in crossing the street Dont make fun of them Be kind to them

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Hunchbac k Legs

Bulging back

JUNE 27
I.

WEDNESDAY
OBJECTIVE Appreciate the physically challenged individual attitude toward work SUBJECT MATTER Caring for the physically handicapped or differently-able persons A. REFERENCE Science for daily use 4 pp. 25-27 PELC 5.1 B. MATERIALS Poster and pictures of handicapped persons, cut out from magazines or newspapers C. VALUE Respect Individual Differences PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review

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2. Discuss Asks some questions to the children 1. Enumerate the differently-able persons given by group I, II, III, IV, V 2. How these persons became productive? How they can help the community? 3. How do we give kindness/concern to them? C. Abstraction How do we give or show concern and kindness to the differently-able persons We can show/give our concern to them by means of treating them as natural person, helping them and appreciate their contributions in the society. D. Generalization A handicapped person is one who has a disadvantage, losing the other leg, bones, arms and even both. But they still need fair treatment and respect from complete individual

12 E. Application Each group may choose a person to act like a handicapped or differently-able While other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards IV. EVALUATION Encircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people 1. You see a lame person approaching you. He carried heavy objects. What will you do? a. Wade him/her b. Take to him/her c. Help him/her carry heavy objects d. You sad hello only 2. How would we treat a cripple man offering you of his product? a. Pamper with attention even though you wouldnt buy b. Be frowned of him c. Avoid his company d. Make fun of him 3. How will you consider a handicapped person like a normal people? a. Do not give them he chance to do things b. Do not consider them as a member of the family c. Do not consider them s normal people d. Trust them that the work they do is really attainable of them. 4. How do you treat if you have a classmate hunchback? a. Tease him b. Play, be kind and friendly to him c. Consider them a funny person d. Dont include him in the group 5. Which of the following shows that you have the right attitude a differently-able classmate in the class? a. You do assignments for him b. Avoid sitting beside him c. Always remind him of his being handicapped d. Show willingness to play with him 1. Do you tell others that the differently-able are helpless and useless? 2. Do you give him a chance to work in school 3. Do you befriend them 4. Do you avoid their company

JUNE 28
I.

THURSDAY
OBJECTIVE Describe the main parts of the digestive system (mouth, esophagus, stomach, small intestine, large intestine) SUBJECT MATTER Digestive system and its Major Parts A. REFERENCE Science and Health 4 pp. 47 PELC 6.1 B. MATERIALS Illustration of digestive system, its major parts of food during digestion C. VALUE Awareness in eating different kind of foods PROCEDURE A. Preparatory Activities 1. Health Inspection 2. Science News 3. Review How can you show concern and respect on handicapped persons? B. Lesson Proper 1. Vocabulary Development Digestive system is composed of several organ working together to change food into a simple form which the body can use Digestion process of changing food from complex form to a simple form which the body use Esophagus a muscular tube which move the food to the stomach. 2. Motivation Have you ever been taught of what happen to the food inside your body? 3. Presentation a. Setting of Standards b. What should be remembered when ding a work? 4. Analysis 1. How food does undergo chemical change 2. How is food moved or pushed into the stomach 3. What happen to the food inside the stomach C. Abstraction Diagram showing the path of food from the mouth to the rectum

II.

III.

A. REMEDIATION Cross out the one you shoed not do to differentlyable individual __ be friend a crippled person __ allow a blind person to move around __ tease a hunchback of his/her deformity __ consider the physically challenge individual useful V. ASSIGNMENT Rate yourself How do you show concern for the physically challenged? Check the appropriate column Indicators Yes No

13 Weekly Test A. REFERENCE: BEC-PELC Math 4 Textbook B. MATERIALS Ballpen/pad III. PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

JULY 2
I. Where does the digestion begin and end? D. Generalization The digestive system is composed of several organ working together to change food into simple form which the body can use The main parts of digestive system are mouth, esophagus, stomach, small and large intestines. E. Application Which do you think is digested first the bread, meat, or margarine? IV. EVALUATION Encircle the letter of the correct answer 1. Where does digestion begin? A. Stomach C. esophagus B. Mouth D. small Intestine 2. Which part absorbs the digested food? A. Stomach C. large intestine B. Mouth D. Small intestine 3. The process of breaking down food into simpler form is called__ A. Respiration C. excretion B. Digestion D. circulation 4. Which movement moves the food from the time it leaves the mouth to the time it is digested? A. Chewing C. circulation B. Peristalsis D. Constipation 5. The stomach acts like a blender to mixed the food and break it down to small pieces. It us characterized by__ A. Presence of saliva B. Thick and tough muscles C. Tooth like projection D. Sharp edge opening ASSIGNMENT Draw a digestive system and label its part. II.

MONDAY
OBJECTIVE Describe the function of each part of the digestive system SUBJECT MATTER Function of the digestive system A. REFERENCE Into the future: Science and Health 4 pp 81-84 Science and Health 4 PELC 6.2 B. MATERIALS Illustration of digestive system, its major parts of food during digestion C. VALUE Awareness in eating different kind of foods PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review What are the different parts of the digestive system? 4. Vocabulary Development Teeth break the food into the smaller pieces Incisors are cutting teeth Canine tearing teeth Molars grinding teeth Stomach a large hallow muscular bag lined with muscles 5. Motivation How does the food reached the stomach and the other organs? 6. Presentation Look t the different shapes of your teeth. Different teeth perform different function in braking down food 7. Activity 1. Setting of Standards What should be remembered when doing a work? 2. Activity Proper B. Analysis 1. What helps digest fatty? 2. What kind of juice help digest starched protein and fats? 3. What is the function of the large intestine? Small Intestine?

III.

V.

JUNE 29
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER:

II.

14 4. What does the small intestine do to the food which is fully digested? C. Abstraction 1. What food will be changed to sugar in the mouth? 2. What is the difference between mechanical digestion and chemical digestion? D. Generalization 1. Digestion begins in the mouth where the food is chewed cut into small pieces 2. The tongue is the strong muscle that helps the teeth 3. The esophagus is the passage of the food 4. The stomach is a hallow muscular bag lined with muscles 5. Large intestine carries the undigested food which is eliminated as waste E. Application When you eat a lot of bread, what will happen to the bread inside your stomach? IV. EVALUATION Encircle the letter of the correct answer. 1. Which turns the food around insure that it is properly mixed? A. Tongue C. molar B. Saliva D. incisor 2. Which part has glands and secrets gastric juice? A. Mouth C. large intestine B. Stomach D. small Intestine 3. Which part has glands and secrets gastric juice? A. Mouth B. Stomach C. stomach and large intestine D. mouth and large intestine 4. What makes the food slippery and easy to swallow? a. Sugar c. saliva b. Starch d. acid 5. Further digestion takes place in the small intestine because__ a. The small intestine squeeze the food b. Enzymes pour into it to digest fat c. It is long and narrow d. Parasites help digest food ASSIGNMENT Draw a digestive system, label its parts and give the function of it. Tracing the path of food in the digestive tract and describing what happen to the food in each part. A. REFERENCE Science and Health 4 p. 80 PELC 6.3 B. MATERIALS Illustration of digestive system, its major parts of food during digestion C. VALUE Awareness in eating different kind of foods III. PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review What are the function of different parts of digestive system? 4. Vocabulary Development Path a way or passage, a direction 5. Motivation Did you ever wonder how food is moved from one organ to another? 6. Presentation Look at the passage of food from the mouth down to the anus? What have you noticed? 7. Activity 1. Setting of Standards 2. Activity Proper B. Analysis 1. What is the part that helps you swallow the food and pushes the food into the throat down into the esophagus? 2. What happen to the food when it reaches the stomach? 3. What do you call the up and down movement which pushes the food form one organ to another? C. Abstraction How does the salivary glands, liver and pancreas help in digestion? D. Generalization 1. Digestion begins in the mouth to the small intestines 2. The food undergoes same changes as it passes through the different parts of the digestive system 3. With peristalsis the food goes into the small intestine (the food left undigested goes to the large intestine, it become waste called feces. It pushed out of the body by the rectum E. Application When you eat biscuits and juice, What happen to the food you eat? What brings about these changes? Where does it go? EVALUATION Write the word described by each sentences on the blank provided below. __ 1. This is where undigested food passes out of the body

V.

JULY 3
I.

TUESDAY
OBJECTIVE Trace the path of food in digestive tract and describe what happens to the food in each part SUBJECT MATTER

IV.

II.

15 __ 2. The food undergoes changes as it passes through the different parts of the digestive system __ 3. Up and down movement which pushes the food from one organ to another __ 4. It cuts the food into several pieces __5. It has enzymes that help digest food (Key to correction: large intestine, stomach, peristalsis, teeth, ptyalin) V. ASSIGNMENT Draw and trace the path of food in the digestive tract and label each part. Why should you wash your hands after using the toilet? E. Valuing Complete the sentences 1. I commit to continue my good health habits__ 2. I will change my bad habits to __ IV. EVALUATION Listed below are good and bad health practices. How often do you practice them? Check the column of your choice
Health Habits 1. I wash my hands before and after I eat 2. I wash raw vegetables before I eat them 3. I eat raw vegetables 4. I eat cooked vegetable 5. I use a toilet 6. I flush the toilet after I use it 7. I keep the ground outside my house clean 8. I buy and eat from street vendor 9. I play with bare feet 10. I always use slippers or shoes every time I play. Always Sometimes Never

JULY 4
I.

WEDNESDAY
OBJECTIVE Practice health habits related to digestive system SUBJECT MATTER Practicing health habits related to the digestive system A. REFERENCE Science for daily use 4 pp. 3-37 Science and Health 4 PELC 7.1 B. MATERIALS Pictures, real objects (fruits, vegetables, water, soap, towel, toothbrush and toothpaste) C. VALUE Cleanliness, practice desirable habits to keep the digestive system healthy PROCEDURE A. Activity 1. Health Inspection 2. Science News 3. Review Trace the path of food in the digestive system using a model 4. Motivation Do you eat fresh fruit and vegetables? What do you do first before eating them? 5. Presentation Analysis: Read the following sentences. Discuss and analyze them a. Are your hands clean? b. Chew your food c. Relax and eat d. Brush your teeth regularly e. Do you use soap and water in washing you hands? 6. Activity a. Setting of Standards b. Activity Proper B. Analysis and Abstraction What is the importance of doing this good health habits to your digestive system C. Generalization How can you keep your digestive system healthy? D. Application V.

II.

III.

ASSIGNMENT Make a comic strip showing health practices related to keep the digestive system healthy.

JULY 5
I.

THURSDAY
OBJECTIVE Compare the life cycle of some common animals (e.g butterfly. mosquito, frog, fly) SUBJECT MATTER Comparing the Life Cycle of Some Animals A. REFERENCE Science Spectrum IV pp. 85-86 Skillbook for Active Learners 4 p 1 PELC I B. MATERIALS Enlarge picture of he life of mosquito, butterfly and cockroach C. VALUE Cleanliness

II.

III.

PROCEDURE A. Preliminary Activities 1. Community Singing 2. Vocabulary Development a. Life cycle b. Metamorphosis B. Developmental Activities 1. Guided Activities

16 Does a frog look like its parents when it is hatched? A cat, a dog, and a pig already look like their parents when they are born. What animals undergo changes before they get look like their parents? 2. Guided Exploration a. Show the picture of the different stages in the life cycle of mosquito, butterfly and a frog. b. What are the animals in the pictures? Do they undergo the same stages in their life cycle? c. Activity A. Setting of Standards B. Activity proper 3. Guided Discovery a. Group Presentation Let each group discuss their findings b. Discussion Use the illustration of the life cycle of the butterfly, mosquito and cockroach? Ask: How are butterfly, mosquito and cockroach similar? How do they differ? Tell the pupils that in complete metamorphosis the animal undergoes the four stages of development while incomplete metamorphosis lacks the pupal stage. c. Generalization Ask: Do some animals undergo the same stages in their life cycle? What changes do some animals undergo as grow and develop? d. Application Analyze the diagram comparing the life cycle of a bee and dragonfly. Write the stages which are similar to both animals. Then write the stage/s below the animal which is/are not present to the other

Bee

Similarities

Dragon fly

a. Which animals undergoes complete metamorphosis? b. Which animal undergoes incomplete metamorphosis? 4. Valuing Where do mosquito live? What harmful disease could give to people? As preventive measure, what should we do to avoid these harmful insets? What value do we show if we are keeping our surroundings clean? IV. EVALUATION Direction: Compare the life cycle of a cockroach and a butterfly? Put a check if the animals undergo the given stages in their life cycle and cross if not. STAGES COCKROACH BUTTERFLY Start with egg Has pupal stage Grow into adult Egg grow into larva V. ASSIGNMENT Find out the different stages in the life cycle of the grasshoppers and beetles. Compare them using the Venn Diagram

grasshopper Beetle Similarities

JULY 6
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC

II.

17 Math 4 Textbook B. MATERIALS Ballpen/pad III. PROCEDURE A. Preparation B. Giving Instruction C. Answering test D. Checking of Papers What are the stages in their life cycle? Why is a tadpole considered like a fish during its early stage? Show the picture of the life cycle of a butterfly. Let the pupils describe the different stages it undergoes before it becomes an adult. Tell them that it is in the pupal stage when a larva weaves a cocoon. In what stage does a butterfly considered an enemy of the farmers? How is butterfly different from a mosquito? C. Generalization What are the different stages in the life cycle of a frog? A mosquito? A butterfly? 4. Application Group the class into three. Let the leader from each group draw a strip of paper from a box. Tell them to do what is written on a strip of paper they have drawn. Provide the pupils with the materials needed. Activity 1 draw and label the different stages in the life cycle of a frog Activity 2 Role play the different stages in the life cycle of a butterfly Activity 3 Sequence the different stages in the life cycle of a mosquito Activity 4 Illustrate the stages in the life cycle of a mosquito, frog and mosquito. 5. Valuing Can we consider frog as our friend? Why? How can we show concern to animals like the frogs? IV. EVALUATION Direction: Identify the stages in the life cycle of the given animals. Write them in proper order. Choose your answer inside the box Adult frog Animal Frog Butterfly Mosquito V. egg larva pupa young

JULY 9
I.

MONDAY
OBJECTIVE Identify the stages in the life cycle of common animals SUBJECT MATTER Animals Identifying the stages in the life cycle of common animals A. REFERENCE Science for Daily Use 4 pp. 52-58 Into the Future Science and Health 4 pp.60-63 PELC 1.1.1 B. MATERIALS Picture of a baby showing his development into adult enlarged diagram of the lifecycle of a frog, a butterfly and a mosquito C. VALUE Kindness to animal PROCEDURE A. Preliminary Activities 1. Review Do animals undergo the same stages in their life cycle? What is metamorphosis? What is complete metamorphosis? Incomplete metamorphosis? 2. Checking of Assignment B. Developmental Activities 1. Guided Inquiry Show a picture of a baby, child, a teenager and as an adult What does the picture show? These picture illustrate the life cycle of a person. Point out that life cycle means the different stages in a person or animals life 2. Guided Exploration a. Setting of Standards b. Activity Proper 3. Guided Discovery a. Presentation Tell the pupil to present their work. Let them describe how a mosquito and the frog develops from an egg to an adult. b. Discussion In what stage the mosquitoes become harmful? What are the stages in the life cycle of mosquito? What des an adult frog eat?

II.

III.

Stages in Life cycle

ASSIGNMENT 1. How many stages does a fish go through in its life cycle? 2. Draw the stages in the life cycle of a fish.

JULY 10
I.

TUESDAY
OBJECTIVE Illustrate the stages in the life cycle of common animals

18 II. SUBJECT MATTER Animals Identifying the stages in the life cycle of common animals A. REFERENCE Science for Daily Use 4 pp. 52-58 Into the Future Science and Health 4 pp.60-63 PELC 1.1.1 B. MATERIALS Picture of a baby showing his development into adult enlarged diagram of the lifecycle of a frog, a butterfly and a mosquito C. VALUE Kindness to animal PROCEDURE A. Preliminary Activities 1. Review Do animals undergo the same stages in their life cycle? What is metamorphosis? What is complete metamorphosis? Incomplete metamorphosis? 2. Checking of Assignment B. Developmental Activities 1. Guided Inquiry Show a picture of a baby, child, a teenager and as an adult What does the picture show? These picture illustrate the life cycle of a person. Point out that life cycle means the different stages in a person or animals life 2. Guided Exploration a. Setting of Standards b. Activity Proper 3. Guided Discovery a. Presentation Tell the pupil to present their work. Let them describe how a mosquito and the frog develops from an egg to an adult. b. Discussion In what stage the mosquitoes become harmful? What are the stages in the life cycle of mosquito? What des an adult frog eat? What are the stages in their life cycle? Why is a tadpole considered like a fish during its early stage? Show the picture of the life cycle of a butterfly. Let the pupils describe the different stages it undergoes before it becomes an adult. Tell them that it is in the pupal stage when a larva weaves a cocoon. In what stage does a butterfly considered an enemy of the farmers? How is butterfly different from a mosquito? c. Generalization What are the different stages in the life cycle of a frog? A mosquito? A butterfly? 4. Application Group the class into three. Let the leader from each group draw a strip of paper from a box. Tell them to do what is written on a strip of paper they have drawn. Provide the pupils with the materials needed. Activity 1 draw and label the different stages in the life cycle of a frog Activity 2 Role play the different stages in the life cycle of a butterfly Activity 3 Sequence the different stages in the life cycle of a mosquito Activity 4 Illustrate the stages in the life cycle of a mosquito, frog and mosquito. 5. Valuing Can we consider frog as our friend? Why? How can we show concern to animals like the frogs? IV. EVALUATION Direction: Identify the stages in the life cycle of the given animals. Write them in proper order. Choose your answer inside the box Adult frog Animal Frog Butterfly Mosquito V. egg larva pupa young

III.

Stages in Life cycle

ASSIGNMENT 1. How many stages does a fish go through in its life cycle? 2. Draw the stages in the life cycle of a fish.

JULY 11
I. II.

WEDNESDAY
OBJECTIVE Explain how animals reproduce SUBJECT MATTER A. TOPIC Animal Reproduction B. REFERENCE PELC 2 Science Spectrum 4 p. 78 Into the Future Science and Health 4 pp. 26-27 C. MATERIALS Strips of cartolina, flashcards of animals (animals and their youngs) D. VALUE Kindness to animals PROCEDURE A. Preliminary Activities

III.

19 1. Review How do we take good care of our digestive system? 2. Checking of Assignment 3. Vocabulary Development Guess What! Distribute the 25 letters to the pupils. The letters will form two words reproduction and fertilizations. Say: It consists of 12 letters, It means the process of producing like themselves or producing your animals of their own kind. What is it?(Pupils concern for associating the word will go in from). Do this also to the remaining word B. Developmental Activities 1. Motivation Show a live animal with their young. Say: Do you know that one of their characteristics is the ability to reproduce one of their own kind? 2. Activity A. Setting of Standard What shall we do when doing group activity? B. Group Activity 3. Analysis and Discussion Activity 1 How would you call the kind of reproduction when the sex cell were involved? (Sexual) What do you call when an egg cell and sperm cell unites? (Fertilization) What are the two ways of fertilization? (Internal and external Fertilization) Activity 2 What do you call the baby animals of the following: carabao, kangaroo, pig, butterfly and elephant. How are they reproduce? (through sexual reproduction) 4. Generalization How do these animals reproduce their offspring? (animal reproduce sexually) How does the fertilization takes place? (through the union of sperm cell and egg cell. This process is called fertilization) 5. Application Direction: Fill in the blank. Box the letter of the correct answer 1. When egg cell unites with sperm cell, this process is called ___ a. Reproduction c. respiration b. fertilization d. computation 2. The ___ is where the eggs are fertilized inside the body of the mother a. Internal fertilization b. Sexual reproduction c. External fertilization d. Fertilization 3. How are animals like cows reproducing one their own kind reproducing? a. Through sexual reproduction b. Through sleeping c. Through eating the right kind of food d. None of these 4. __and ___ are examples of animals undergoing external fertilization a. Cat and dog b. Frog and fish c. Cow and carabao d. Rat and lizard 5. ___ is the process by which animals produce their own kind a. Reproduction b. Fertilization c. Respiration d. None of these 6. Valuing How would you show kindness to animals? IV. EVALUATION Choose the letter of the correct answer 1. Which is the process by which animals reproduce? a. Asexual reproduction b. Production c. Sexual reproduction d. All of the above 2. What is reproduction a. Process by which animals produce young animals of their kind b. Process by which sperm cell and egg cell unites c. Process by which animals produce insects d. None of the above 3. Which of the following animals are fertilized inside the mothers body? a. Birds, pigs, dogs, cows b. Frogs and fishes c. Hens, tigers, carabaos d. All of these 4. Why cant a cow give birth to a baby dog? a. Because cow eats grass b. Because cow is bigger than dog c. Because cow can produce only its kind d. All of these 5. How would you show you kindness to animals? a. By hitting when it disturbs your b. By giving food and comfort c. By not letting them out inside their small cage

20 d. All of these V. ASSIGNMENT Bring different kind of eggs, a shallow saucer and spoon. 2. 3. 4. (from a fertilized egg, from the heat of the sun, from the heat of other animals? What is form when the sex cells unite? Egg, sperm, zygote, embryo) In what way do all egg differ) (in color only, in size only, in color, in size and shape) Which of the following eggs are protected by a hard and strong shell? (frogs egg, fish eggs, hens egg) How do you take care of the hens fertilized eggs? (put inside the refrigerator, put inside the plastic bag, do not get inside the nest) Valuing What will you do a chirping chick dog who wakes you up in the middle of the night? Will you hit the chick? Why?

JULY 12
I.

THURSDAY
OBJECTIVE Infer that most animals develop from a fertilized egg SUBJECT MATTER A. TOPIC Animal Reproduction B. REFERENCE PELC 2.1 Scienergy (Animals pp. 35-36 Into the Future; Science and Health 4 pp. 52-53 C. MATERIALS Different kinds of real eggs, strips of cartolina, letters D. VALUE Be kind to animals PROCEDURE A. Preliminary Activities 1. Review How animals are reproducing? 2. Checking of Assignment 3. Vocabulary Development Arrange the letters to get the hidden words, the meaning at the left will help you. A fertilized egg YZEGTO A Female sex cell EELLGGC A male sex cell MCSEPLL R B. Developmental Activities 1. Motivation Show different kinds of eggs, Identify each of them 2. Activity a. Setting of Standards What are the steps to be followed when doing group work? b. Activity Proper 3. Analysis and Discussion Activity 1 What is zygote? Egg cell? Sperm cell? Activity 2 What can you say about the illustration and the real egg, are they similar? How do you know that an egg is fertilized? How do animals develop 4. Generalization How do most animals develop? 5. Application Encircle the correct answer inside the parenthesis 1. How do most animals develop

II.

5.

6.

IV.

III.

EVALUATION Choose the letter of the correct answer 1. Which is the female sex cell? a. Egg cell c. zygote b. Sperm cell d. egg cell 2. What is formed when two sex cell unite? a. Embryo c. egg cell b. Sperm cell 3. How do animals develop? a. From a fertilized egg b. From the heat of other animals c. From the heat of the sun d. None of these 4. Why do eggs have strong protective shield? a. They protect themselves from the heat b. They protect themselves from the predators c. So that no one will disturb them during the developing stage d. All of the above 5. Why is fertilized egg important? a. Because it is a new individual b. Because it is protected by a fluid c. Because it is found inside the mothers body d. Because it unites with a sperm cell ASSIGNEMT Draw an egg and label its parts

V.

JULY 13
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC

II.

21 Math 4 Textbook B. MATERIALS Ballpen/pad III. PROCEDURE A. Preparation B. Giving Instruction C. Answering test D. Checking of Papers 4. Generalization In what ways are the animals born? Some of the animals born alive some animals are hatched form eggs) 5. Application Choose the letter of the correct answer 1. Which does not undergo metamorphosis? a. Bird c. mosquito b. Butterfly d. fly 2. The following animals are born alive, Which is not? a. Fish, bird, duck b. Monkey, carabao, dog c. Tiger, lion, cat d. Cow, horse, elephant 3. Pig, horse and carabao are animals that are born alive because they are __ a. Develop inside the mothers body b. Developed from the heat of the sun c. Developed outside the fathers body d. Developed without father and mother 4. How do you handle the dog safely? a. Provide a leash for the dog b. Keep the dog inside your house c. Give a bone d. None of these 5. Which is the correct way of taking care of animals? a. Feeding them with lots of food b. Giving them stagnant water c. Never letting them out of their small cage d. Providing them with a clean food and safe water 6. Valuing In what way do you take good care of your pets? How do you handle a dog safely? IV. EVALUATION Choose the correct answer 1. When does a new life begin? a. When a sperm is formed b. Egg cells mature c. Sperm cell and egg cell unites d. A fertilized egg develop 2. Which of these hatches from egg? a. Bird c. cat b. Dog d. horse 3. What animals undergo metamorphosis? a. Goat c. butterfly b. Cow d. dog 4. Why are some animals born alive? a. Because fertilized egg remain and develop inside the mothers body?

JULY 16
I.

MONDAY
OBJECTIVE Compare animals hatched from eggs and born as baby animals SUBJECT MATTER A. TOPIC Animal Reproduction B. REFERENCE PELC 2.2 Science for daily Use 4 pp. 48-49 and 51 Science and Health 4 pp. 97-98 C. MATERIALS 1 whole cartolina, flashcards of animals, fresh egg (fertilized by a rooster), shallow saucer D. VALUE Care for ones pet PROCEDURE A. Preliminary Activities 1. Review Where do the most animals develop? 2. Checking of Assignment 3. Vocabulary Development Box the correct meaning of the word Metamorphosis (is the change in the form of structure, is the exchange of birth) Hatch (get from the yolk, emerge from the shell) B. Development Activities 1. Motivation Show an animal miniature What animals do you see in a miniature? Do you see their young? Do you know that some of them are born alive and some of them are hatched from egg? 2. Activity a. Setting of Standards b. Activity Proper 3. Analysis and Discussion Activity 1 What animals are hatched from eggs? Born Alive? Activity 2 How are birds, reptiles, and most fishes born? It is the process by which eggs are warmed and hatched. What happen when the fertilized egg remain inside the mothers body?

II.

III.

22 b. Because fertilized egg lay down on the ground c. Because fertilized egg stay in the different parts of the mothers body d. All of the above 5. How can you avoid being bitten by a dog? a. Do not stare directly into eyes of a strange dog b. Do not come near a dog c. Do not move suddenly or stand over a strange dog d. All of the above V. ASSIGNMENT Draw or cut animals that born alive and hatched from eggs. Compare them. IV. In what ways animals are beneficial or useful? What benefits do we get from them? 5. Application What do you think will happen to us or to the community if we dont have animals? 6. Valuing If you see a wet kitten in front of your house, what will you do? How can we protect these useful animals in our surroundings? What value do we show if we are protecting the animals. EVALUATION Directions: Group the animals from the box according to their uses and benefits Cow carabao Shrimp crocodile Sheep silkworm horse chicken turkey camel

JULY 17
I. II.

TUESDAY
OBJECTIVE Describe the benefits derived from animals SUBJECT MATTER A. TOPIC Benefits derived from animals B. REFERENCES Science for Daily Use 4 TM pp. 33-35 Science and Daily Use 4 TB pp. 59-64 PELC 3 C. MATERIALS Pictures of animals, charts D. VALUE Kindness to animals PROCEDURE A. Preliminary Activities 1. Review Talk about common animals found in the community 2. Checking of Assignment 3. Vocabulary Development Leather domesticated Beneficial exotic Silk B. Development Activities 1. Motivation What food do we usually eat during breakfast? Where do some of our clothes, bags, etc, made of? What animals helps us in our work? 2. Activity a. Setting of Standards b. Activity Proper c. Reporting 3. Analysis and Discussion What animals are beneficial/useful to us? In what ways are they beneficial or useful? What benefits do we get from them? Which of the foods we eat come from animals? How do some animals help the community? How do they work for us? 4. Abstraction

FOOD

CLOTHING

WORK

V.

III.

ASSIGNMENT Cut pictures of animals and parts paste it on a bond paper. Write down their usefulness.

JULY 18
I. II.

WEDNESDAY
OBJECTIVE Infer dangers posed by some animals SUBJECT MATTER A. TOPIC Dangers Posed by Some Animals B. REFERENCE Science Spectrum IV pp. 105-108 C. MATERIALS Pictures of animals, charts D. VALUE Treating animals properly PROCEDURE A. Preliminary Activities 1. Review What are some useful animals? How do they help us? 2. Checking of Assignment 3. Vocabulary Development Danger cholera disease Venom rabies Dengue B. Developmental Activities 1. Motivation Do you have pet at home? How do you treat them? 2. Activity a. Setting of Standards

III.

23 b. Group Activity c. Reporting 3. Analysis and Discussion What are some dangerous animals? How do they become dangerous? What dangers do they pose? What will happen when you tease those dangerous animals? What disease might they transmit to us? How can we avoid being victim of these animals? 4. Abstraction What are some dangerous animals? Why are they dangerous? What danger d they pose? 5. Application/Valuing Rainy season comes. You can see wrigglers and mosquitoes in your flower vase. What will you do with the water inside it? IV. EVALUATION Direction: Match each disease in Column B with the phrase that best describe in Column A. Write the letter only A B _____1. Disease cause by a. Dengue flies _____2. Disease transmitted b. Birds flu through dogs bite _____3. Disease carried by c. Cholera mosquito _____4. Disease caused by d. Leptospirosis an infected rats urine _____5. Disease carried by e. Rabies fowls and birds ASSIGNMENT List down five (5) dangerous animals. Indicate how can these animals inflict danger to people. Harmful Infection Disease venom B. Developmental Activities 1. Motivation Who among you are victims of insect bite? What kind of insect bit you? What happened? Did they harm you or not? 2. Activity a. Setting of Standards b. Group Activity c. Reporting 3. Analysis and Discussion What are the harmful animals? How do they harm people? What are the things that you can do to prevent being bitten by these insects/animals? What should do/use when you are bitten by these animals? 4. Abstraction What are the harmful animals? How do they harm people? 5. Application Your father has a pet snake. How should snakes be handled safely? 6. Valuing Your brother is a pet lover. He likes to have a dog. What should he do to his dog to avoid having rabies? IV. EVALUATION Directions: Match Column A with Column B. Write the letter on the blank provided. A B _____1. Cobra a. Attacks swimmers _____2. Dog b. Eats human being _____3. Stonefish c. Scratches children _____4. Cat d. Bites people _____5. Shark e. Uses venom to kill their prey ASSIGNMENT List down five (5) animals/insects and tell how they harm us.

V.

JULY 19
I.

THURSDAY
OBJECTIVE Describe the possible harm caused by some animals SUBJECT MATTER A. TOPIC Possible Harm Caused by Some Animals B. REFERENCE Science for Daily Use 4 TM pp. 33-35 Science for Daily Use 4 TB pp 9-64 PELC 4.1 C. MATERIALS Pictures of animals, charts D. VALUE Safety, Cleanliness PROCEDURE A. Preliminary Activities 1. Review Cite the dangers posed by some animals 2. Checking of Assignment 3. Vocabulary Development

V.

JULY 20
I. lesson. II.

FRIDAY

II.

OBJECTIVE: Answer questions specifically based on past

SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Math 4 Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

III.

III.

24

JULY 23
I.

MONDAY
OBJECTIVE Practice safety measures to prevent the spread of disease caused by some animals SUBJECT MATTER A. TOPIC Safety measures to prevent the spread of disease caused by some animals B. REFERENCE Science and Health Today 4 pp. 149 154 Science and Health 4 pp. 92-96 PELC 4.2 C. MATERIALS Pictures of insects, charts D. VALUE Care for the environment PROCEDURE A. 1. Introduction Sing a song about any animals 2. Motivation Show picture of a fly, mosquito, cockroach What can you see in the picture? What kind of animals are they? 3. Presentation These insects are dangerous. They carry with them germs which can make you sick. Let us study what safety measures should we practice to prevent the spread of disease caused by these insects. B. Activity Proper Group the pupils into three. Let them supply answer for the following: Group I: What disease are transmitted by flies? Group II: What disease are transmitted by mosquitoes? Group III: What disease are transmitted by cockroaches? C. Post Activity 1. Discuss the answer of pupils on the previous activity 2. What are the safety measures you should practice to prevent the spread of disease cause by a. Flies b. Mosquitoes c. Cockroaches 3. What are the proper ways and precautions to be followed when using insecticides? D. Generalization What are the ways of safety measures to be practiced to prevent the spread of disease cause by flies, mosquitoes and cockroaches? E. Application How can you help control the growth of these insects? F. Valuing

It is good to use commercially-made insecticides? Why? What could be prevented if we will not use this kind of pesticides/Insecticides? IV. EVALUATION Check the safety measures to practice to prevent the spread of disease caused by flies, mosquitoes and cockroaches. _____1. Remove all breeding places of insects _____2. Catch flies, mosquitoes and cockroaches using a net _____3. Clean all cabinets and corners of your house _____4. Disposed of all garbage properly _____5. Let them crawl onto the objects ASSIGNMENT Write a paragraph about how you keep yourself safe from these harmful insects.

II.

V.

III.

JULY 24
I.

TUESDAY
OBJECTIVE Demonstrate First-Aid for insect and animal bite SUBJECT MATTER A. TOPIC First Aid for insects and animal bites B. REFERENCE Science for Everyday Use PELC 4.3 C. MATERIALS Pictures D. VALUE Kindness PROCEDURE A. Preparatory Activities Sing a song about animals 1. Motivation Have you ever seen anyone bitten by a dog, snake, or insects? What did you do? 2. Vocabulary Development Aid bite treatment 3. Presentation Today we will learn how to give first aid treatment for insect and animals bites. B. Developmental Activities 1. Discussion Insect and animals bites can be dangerous. It is important that you should know what first aid to give immediately to the injured person 2. Activity a. Setting of Standards b. Activity Proper C. Closure 1. Generalization a. It is important to know how to give first aid treatment for insects and animal bites b. Treatment can be applied right away by doing the following:

II.

III.

25 1. An animal bite can be washed with soap and running water 2. A tourniquet can be applied above the wound to minimize loss of blood 3. Ointment can be applied on insect bites and bruises 4. A cut or wound can be cleaned with alcohol and other disinfectants 2. Application a. What first aid treatment are recommend for insect and animal bites? b. Why is it necessary to know the first aid treatment for insect and animal bites? 3. Valuing What should you do if you see someone bitten by a dog? What values do you show when you are doing it? IV. EVALUATION Demonstrate or draw ways on how first aid treatment be done when a person is bitten an insect or animal ASSIGNMENT List down ways on first aid treatments for a person bitten by a snake. IV. V. function. Today we will find out what are the parts of the flowers b. Formulation of problem What are the parts of the flower c. Grouping/Setting of Standards of good group work d. Recall of the problem What are you going to find out? e. Distribution of activity cards? f. Group Activity Group Reporting Pupils tell each part of the flower and their description Analysis/Discussion a. Look at the tip of the stem. What is another name for the base? b. What part extends from the receptacle c. What is formed when all the sepals were taken together? d. What extend from the calyx? e. What are the parts of the stamen? f. What parts from the pistil? Generalization What are the parts of a flower? Application Get a morning glory flower. Label/name the parts of the flower

3. 4.

5. 6.

V.

EVALUATION Draw a gumamela flower. Label each part. ASSIGNMENT Bring gumamela flowers

JULY 25
I. II.

WEDNESDAY
OBJECTIVE Identify the parts of a flower SUBJECT MATTER A. TOPIC Parts of a Flower B. REFERENCE Science and Health 4 pp. 117-118 C. MATERIALS Real flower, knife and activity cards D. VALUE Appreciate the value of nature PROCEDURE A. Preliminary Activities 1. Review Previous lessons on parts of a plant and their function 2. Checking of Assignment See if everybody has brought real flowers for the lesson B. Developmental Activities 1. Motivation Bring the class outside the classroom where there are flowers blooming in a garden or in a pot Are the flower parts visible? Describe each part 2. Presentation a. Flowers have many parts. Each of these parts has its own

JULY 26
I. II.

THURSDAY
OBJECTIVE Describe each part of the flower SUBJECT MATTER A. TOPIC Parts of a Flower B. REFERENCE Science and Health 4 pp. 117-118 C. MATERIALS Real flower, knife and activity cards D. VALUE Appreciate the value of nature PROCEDURE A. Preliminary Activities 1. Review Previous lessons on parts of a plant and their function 2. Checking of Assignment See if everybody has brought real flowers for the lesson B. Developmental Activities 1. Motivation Bring the class outside the classroom where there are flowers blooming in a garden or in a pot Are the flower parts visible? Describe each part

III.

III.

26 2. Presentation a. Flowers have many parts. Each of these parts has its own function. Today we will find out what are the parts of the flowers b. Formulation of problem What are the parts of the flower c. Grouping/Setting of Standards of good group work d. Recall of the problem What are you going to find out? e. Distribution of activity cards? f. Group Activity 3. Group Reporting Pupils tell each part of the flower and their description 4. Analysis/Discussion a. Look at the tip of the stem. What is another name for the base? b. What part extends from the receptacle c. What is formed when all the sepals were taken together? d. What extend from the calyx? e. What are the parts of the stamen? f. What parts from the pistil? 5. Generalization What are the parts of a flower? 6. Application Get a morning glory flower. Label/name the parts of the flower IV. V. EVALUATION Draw a gumamela flower. Label each part. ASSIGNMENT Bring gumamela flowers Parts of a Flower B. REFERENCE Science and Health 4 pp. 117-118 C. MATERIALS Real flower, knife and activity cards D. VALUE Appreciate the value of nature III. PROCEDURE A. Preliminary Activities 1. Review Previous lessons on parts of a plant and their function 2. Checking of Assignment See if everybody has brought real flowers for the lesson B. Developmental Activities 1. Motivation Bring the class outside the classroom where there are flowers blooming in a garden or in a pot Are the flower parts visible? Describe each part 2. Presentation a. Flowers have many parts. Each of these parts has its own function. Today we will find out what are the parts of the flowers b. Formulation of problem What are the parts of the flower c. Grouping/Setting of Standards of good group work d. Recall of the problem What are you going to find out? e. Distribution of activity cards? f. Group Activity 3. Group Reporting Pupils tell each part of the flower and their description 4. Analysis/Discussion a. Look at the tip of the stem. What is another name for the base? b. What part extends from the receptacle c. What is formed when all the sepals were taken together? d. What extend from the calyx? e. What are the parts of the stamen? f. What parts from the pistil? 5. Generalization What are the parts of a flower? 6. Application Get a morning glory flower. Label/name the parts of the flower EVALUATION Draw a gumamela flower. Label each part. ASSIGNMENT Bring gumamela flowers

JULY 27
I. II. A. III.

FRIDAY
OBJECTIVE: Celebrate the Nutrition Month NUTRITION MONTH MATERIALS Fruits and Vegetables PROCEDURE a. Preparation b. Giving Instruction c. Parade d. Program OUTCOME Success/Happiness IV.

IV.

JULY 30
I. II.

MONDAY
OBJECTIVE Draw and label the parts of a flower SUBJECT MATTER A. TOPIC

V.

JULY 31
I.

TUESDAY
OBJECTIVE Tell the function of each part of a flower

27 II. SUBJECT MATTER A. TOPIC Function of the parts of a flower B. REFERENCE Science and Health 4 pp. 117-118 Teacher Manual Science IV pp. 65-66 R-PELC 1.1.2 C. MATERIALS Real flowers (gumamela), knife, flashcards, Real flowers cut lengthwise PROCEDURE A. Preparatory Activities 1. Review parts of a flower/tell something about each part 2. Checking of Assignment Each of the pupils should have brought in real gumamela flowers for the lesson B. Developmental Activities 1. Motivation Tell something about flowers. How do they help plants and human? What are their uses? 2. Presentation a. Formulation of problem What are the function of each part of a flower? b. Grouping/Setting of Standards for good group work c. Recall of the problem: what are you going to find out? d. Distribution of Activity cards e. Group Activity 3. Group Reporting Each group will report on the parts of the flower with their corresponding function 4. Analysis/Discussion 1. What do you call the male parts of a flower? Describe its function 2. Describe the pistil. Tell the function of its parts. Pupils name all the parts of the flowers and tell function of each part 5. Generalization Discuss briefly the parts/function of the flower 6. Application What will happen if the flowers have no stigma? Will there be fruits and seeds if the flowers have no pollens grains? Why? V. ASSIGNMENT Draw and label the male and female reproductive parts of a flower. Do this on your paper.

AUGUST 1
I. II.

WEDNESDAY
OBJECTIVE Describe each part of the flower SUBJECT MATTER A. TOPIC Function of the parts of a flower B. REFERENCE Science and Health 4 pp. 117-118 Teacher Manual Science IV pp. 65-66 R-PELC 1.1.2 C. MATERIALS Real flowers (gumamela), knife, flashcards, Real flowers cut lengthwise PROCEDURE A. Preparatory Activities 1. Review parts of a flower/tell something about each part 2. Checking of Assignment Each of the pupils should have brought in real gumamela flowers for the lesson B. Developmental Activities 1. Motivation Tell something about flowers. How do they help plants and human? What are their uses? 2. Presentation a. Formulation of problem What are the function of each part of a flower? b. Grouping/Setting of Standards for good group work c. Recall of the problem: what are you going to find out? d. Distribution of Activity cards e. Group Activity 3. Group Reporting Each group will report on the parts of the flower with their corresponding function 4. Analysis/Discussion 1. What do you call the male parts of a flower? Describe its function 2. Describe the pistil. Tell the function of its parts. Pupils name all the parts of the flowers and tell function of each part 5. Generalization Discuss briefly the parts/function of the flower 6. Application What will happen if the flowers have no stigma? Will there be fruits and seeds if the flowers have no pollens grains? Why? EVALUATION

III.

III.

EVALUATION Describe the function of the part f a flower. Match column A with column B A B __1. Pistil a. The male reproductive part f a flower __2. Stamen b. Where an egg is produced __3. Pollen c. Produces fruits and seeds __4. Stigma d. Sticks to the stigma __5. Ovary e. Holds the filament, anther and pollen grains

IV.

IV.

28 Describe the function of the part f a flower. Match column A with column B A B __1. Pistil a. The male reproductive part f a flower __2. Stamen b. Where an egg is produced __3. Pollen c. Produces fruits and seeds __4. Stigma d. Sticks to the stigma __5. Ovary e. Holds the filament, anther and pollen grains V. ASSIGNMENT Draw and label the male and female reproductive parts of a flower. Do this on your paper.

AUGUST 2
I.

THURSDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: First Periodical Test REFERENCE: BEC-PELC Math 4 Textbook MATERIALS Ballpen/Test Paper

II. A. B. III.

PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

AUGUST 3
I.

FRIDAY
OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: First Periodical Test REFERENCE: BEC-PELC Math 4 Textbook MATERIALS Ballpen/Test Paper

II. C. D. III.

PROCEDURE a. Preparation b. Giving Instruction c. Answering test d.Checking of Papers

29

AUGUST 6
I. II.

MONDAY
OBJECTIVE Give the importance of the flower SUBJECT MATTER A. TOPIC Function of the parts of a flower B. REFERENCE Science and Health 4 pp. 117-118 Teacher Manual Science IV pp. 65-66 R-PELC 1.1.2 C. MATERIALS Real flowers (gumamela), knife, flashcards, Real flowers cut lengthwise PROCEDURE A. Preparatory Activities 1. Review parts of a flower/tell something about each part 2. Checking of Assignment Each of the pupils should have brought in real gumamela flowers for the lesson B. Developmental Activities 1. Motivation Tell something about flowers. How do they help plants and human? What are their uses? 2. Presentation a. Formulation of problem What are the function of each part of a flower? b. Grouping/Setting of Standards for good group work c. Recall of the problem: what are you going to find out? d. Distribution of Activity cards e. Group Activity 3. Group Reporting Each group will report on the parts of the flower with their corresponding function 4. Analysis/Discussion 1. What do you call the male parts of a flower? Describe its function 2. Describe the pistil. Tell the function of its parts. Pupils name all the parts of the flowers and tell function of each part 5. Generalization Discuss briefly the parts/function of the flower 6. Application What will happen if the flowers have no stigma? Will there be fruits and seeds if the flowers have no pollens grains? Why?

__4. Stigma __5. Ovary V.

d. Sticks to the stigma e. Holds the filament, anther and pollen grains ASSIGNMENT Draw and label the male and female reproductive parts of a flower. Do this on your paper.

AUGUST 7
I.

TUESDAY
OBJECTIVE Describe the importance of pollination in sexual reproduction SUBJECT MATTER A. TOPIC Pollination B. REFERENCE Science and Health 4 p. 115 Science Quest Teachers Guide 4 pp. 5758 Science Quest Workbook 4 pp.40-41 R-PELC 1.1.3 C. MATERIALS Real flower, illustration of pistil and stamen, activity cards, show me-cards, envelop with jumbled letters, pocket charts D. VALUE Appreciating Gods creation PROCEDURE A. Preparatory Activities 1. Review Label the parts of the flowers (each group will be given an illustration of flower) one member of each group will present their work 2. Checking of Assignment Did you bring flowers? B. Developmental Activities 1. Motivation Distributes envelopes with the jumbled letters to each group. Let them assemble the letters to form a word. Put the word on the pocket chart provided to them POLLINATION What is pollination? What is the root word of pollination? 2. Presentation Present some fruits. Name them. What do you think are these fruits before? (flower) What happens to the flowers before they become fruits 3. Group Activity a. Setting of Standards b. Introduction of materials to each group c. Distribution of the activity cards d. Activity proper Each group work on their activities e. Group reporting

III.

II.

III.

EVALUATION Describe the function of the part f a flower. Match column A with column B A B __1. Pistil a. The male reproductive part f a flower __2. Stamen b. Where an egg is produced __3. Pollen c. Produces fruits and seeds

IV.

30 Each group report on their findings 4. Analysis and Discussion Read the text and discuss How are the ovules fertilized? Can fertilization take place without pollination? Why? The teacher shows the illustration of the process of fertilization What contains the pollen grains? What happens to the stigma when the pollen grains are dropped on it? When does the pollination take place? What is the process when the sperm and egg cell unites? 5. Generalization/Abstraction What is the important role of pollination in the sexual reproduction of plant? How does the process of fertilization takes place? 6. Application What are the agents of pollination? Knowing that pollination leads the fertilization and to the production of seeds, what must we do to the flowers around us? IV. EVALUATION 1. Pollination of flowers is important because__ a. It makes a flower beautiful b. It makes the anther unite with the ovary c. It makes the pollen sticks to the stigma d. It produces fruit and seeds 2. It is the transfer of pollen grains from the anther to the stigma of a flower a. Reproduction b. Pollination c. Fertilization d. germination 3. Which of the following is transferred during pollination? a. Sepals b. Ovules c. Pollen grains d. anther 4. Which is not an agent of pollination? a. Birds b. Beetles c. Man d. cat 5. What happens when pollen is carried to the stigma of another flower? a. Cross-pollination b. Self-pollination c. Non-pollination d. Non of these V. ASSIGNMENT Illustrate how self pollination and cross pollination take place.

AUGUST 8
I. II.

WEDNESDAY
OBJECTIVE Describe how fertilization takes place SUBJECT MATTER A. TOPIC Pollination B. REFERENCE Science and Health 4 p. 115 Science Quest Teachers Guide 4 pp. 5758 Science Quest Workbook 4 pp.40-41 R-PELC 1.1.3 C. MATERIALS Real flower, illustration of pistil and stamen, activity cards, show me-cards, envelop with jumbled letters, pocket charts D. VALUE Appreciating Gods creation PROCEDURE A. Preparatory Activities 1. Review Label the parts of the flowers (each group will be given an illustration of flower) one member of each group will present their work 2. Checking of Assignment Did you bring flowers? B. Developmental Activities 1. Motivation Distributes envelopes with the jumbled letters to each group. Let them assemble the letters to form a word. Put the word on the pocket chart provided to them POLLINATION What is pollination? What is the root word of pollination? 2. Presentation Present some fruits. Name them. What do you think are these fruits before? (flower) What happens to the flowers before they become fruits 3. Group Activity a. Setting of Standards b. Introduction of materials to each group c. Distribution of the activity cards d. Activity proper Each group work on their activities e. Group reporting Each group report on their findings 4. Analysis and Discussion Read the text and discuss How are the ovules fertilized?

III.

31 Can fertilization take place without pollination? Why? The teacher shows the illustration of the process of fertilization What contains the pollen grains? What happens to the stigma when the pollen grains are dropped on it? When does the pollination take place? What is the process when the sperm and egg cell unites? 5. Generalization/Abstraction What is the important role of pollination in the sexual reproduction of plant? How does the process of fertilization takes place? 6. Application What are the agents of pollination? Knowing that pollination leads the fertilization and to the production of seeds, what must we do to the flowers around us? IV. EVALUATION 1. Pollination of flowers is important because__ a. It makes a flower beautiful b. It makes the anther unite with the ovary c. It makes the pollen sticks to the stigma d. It produces fruit and seeds 2. It is the transfer of pollen grains from the anther to the stigma of a flower a. Reproduction b. Pollination c. Fertilization d. germination 3. Which of the following is transferred during pollination? a. Sepals b. Ovules c. Pollen grains d. anther 4. Which is not an agent of pollination? a. Birds b. Beetles c. Man d. cat 5. What happens when pollen is carried to the stigma of another flower? a. Cross-pollination b. Self-pollination c. Non-pollination d. Non of these ASSIGNMENT Illustrate how self pollination and cross pollination take place.

AUGUST 9
I. II.

THURSDAY
OBJECTIVE Tell the importance of fertilization of flowers SUBJECT MATTER A. TOPIC Pollination B. REFERENCE Science and Health 4 p. 115 Science Quest Teachers Guide 4 pp. 5758 Science Quest Workbook 4 pp.40-41 R-PELC 1.1.3 C. MATERIALS Real flower, illustration of pistil and stamen, activity cards, show me-cards, envelop with jumbled letters, pocket charts D. VALUE Appreciating Gods creation PROCEDURE A. Preparatory Activities 1. Review Label the parts of the flowers (each group will be given an illustration of flower) one member of each group will present their work 2. Checking of Assignment Did you bring flowers? B. Developmental Activities 1. Motivation Distributes envelopes with the jumbled letters to each group. Let them assemble the letters to form a word. Put the word on the pocket chart provided to them POLLINATION What is pollination? What is the root word of pollination? 2. Presentation Present some fruits. Name them. What do you think are these fruits before? (flower) What happens to the flowers before they become fruits 3. Group Activity a. Setting of Standards b. Introduction of materials to each group c. Distribution of the activity cards d. Activity proper Each group work on their activities e. Group reporting Each group report on their findings 4. Analysis and Discussion Read the text and discuss How are the ovules fertilized? Can fertilization take place without pollination? Why? The teacher shows the illustration of the process of fertilization

III.

V.

32 What contains the pollen grains? What happens to the stigma when the pollen grains are dropped on it? When does the pollination take place? What is the process when the sperm and egg cell unites? 5. Generalization/Abstraction What is the important role of pollination in the sexual reproduction of plant? How does the process of fertilization takes place? 6. Application What are the agents of pollination? Knowing that pollination leads the fertilization and to the production of seeds, what must we do to the flowers around us? IV. EVALUATION 1. Pollination of flowers is important because__ a. It makes a flower beautiful b. It makes the anther unite with the ovary c. It makes the pollen sticks to the stigma d. It produces fruit and seeds 2. It is the transfer of pollen grains from the anther to the stigma of a flower a. Reproduction b. Pollination c. Fertilization d. germination 3. Which of the following is transferred during pollination? a. Sepals b. Ovules c. Pollen grains d. anther 4. Which is not an agent of pollination? a. Birds b. Beetles c. Man d. cat 5. What happens when pollen is carried to the stigma of another flower? a. Cross-pollination b. Self-pollination c. Non-pollination d. Non of these ASSIGNMENT Illustrate how self pollination and cross pollination take place. II. A. B. III. SUBJECT MATTER: District Quiz Bee REFERENCE: BEC-PELC MATERIALS Ballpen/Cardboard PROCEDURE a. Preparation b. Giving Instruction c. Parade d. Quiz Bee e. Tell who is the Winner

AUGUST 13
I. II.

MONDAY

OBJECTIVE Describe the process of fertilization on flowers SUBJECT MATTER A. TOPIC Fertilization of Flowers B. REFERENCES Science and Health 4 pp. 119-120 Science for Daily Use pp. 78-79 C. MATERIALS Flowers with develop ovaries, series of pictures of how fertilization takes place in flowers D. VALUE Appreciation of the importance of plants PROCEDURE A. Preliminary Activities 1. Review Naming the important parts of a flower that are needed in the formation of seeds 2. Checking of assignment Did you bring flowers with developed ovaries? B. Developmental Activities 1. Motivation Show several flowers with developed ovaries to be identified? Can you tell how the ovaries of the flower were developed? 2. Presentation Present a series of pictures of how fertilization takes place in flowers. Pupil make observation. (This series of pictures of the process of fertilization will be used in group activities) 3. Group Activity -introduction of materials -getting of standards for good group work -group activity proper -reporting of data (by group) 4. Discussion/Analysis What happens with the mature pollen grains on the stigma?

III.

V.

AUGUST 10
I. OBJECTIVE: Joined the District Quiz Bee

FRIDAY

33 After a few days the fallen grains that stick on the stigma appears different. What have you observed of the pollen grains What the pollen tubes goes down to ovules, what part of the flower joined together? What do you call this union of pollen or sperm cell and ovules or egg cell? 5. Generalization/Abstraction What takes place when the pollen grains unite or join with the ovules? 6. Application Do you appreciate flowers? How? IV. EVALUATION Arrange the steps in the fertilization of flowers in correct order. Write the letters only 1. The pollen grains swell and sends out a tiny tube called a pollen tube 2. The pollen material and ovule join together 3. The mature pollen grain fall and stick to the stigma 4. The pollen tube goes down through the style of the pistil ASSIGNMENT Bring young and mature flowers of different plants and flowers with developed ovaries how the ovaries of the flower were developed? Presentation Present a series of pictures of how fertilization takes place in flowers. Pupil make observation. (This series of pictures of the process of fertilization will be used in group activities) Group Activity -introduction of materials -getting of standards for good group work -group activity proper -reporting of data (by group) Discussion/Analysis What happens with the mature pollen grains on the stigma? After a few days the fallen grains that stick on the stigma appears different. What have you observed of the pollen grains What the pollen tubes goes down to ovules, what part of the flower joined together? What do you call this union of pollen or sperm cell and ovules or egg cell? Generalization/Abstraction What takes place when the pollen grains unite or join with the ovules? Application Do you appreciate flowers? How?

2.

3.

4.

V.

5. 6. IV.

AUGUST 14
I.

TUESDAY

OBJECTIVE Illustrate how the process of fertilization on flowers takes place SUBJECT MATTER A. TOPIC Fertilization of Flowers B. REFERENCES Science and Health 4 pp. 119-120 Science for Daily Use pp. 78-79 C. MATERIALS Flowers with develop ovaries, series of pictures of how fertilization takes place in flowers D. VALUE Appreciation of the importance of plants PROCEDURE A. Preliminary Activities 1. Review Naming the important parts of a flower that are needed in the formation of seeds 2. Checking of assignment Did you bring flowers with developed ovaries? B. Developmental Activities 1. Motivation Show several flowers with developed ovaries to be identified? Can you tell

II.

EVALUATION Arrange the steps in the fertilization of flowers in correct order. Write the letters only 1. The pollen grains swell and sends out a tiny tube called a pollen tube 2. The pollen material and ovule join together 3. The mature pollen grain fall and stick to the stigma 4. The pollen tube goes down through the style of the pistil ASSIGNMENT Bring young and mature flowers of different plants and flowers with developed ovaries

V.

III.

AUGUST 15
I. II.

WEDNESDAY

OBJECTIVE Appreciate the importance of flowers SUBJECT MATTER A. TOPIC Fertilization of Flowers B. REFERENCES Science and Health 4 pp. 119-120 Science for Daily Use pp. 78-79 C. MATERIALS

34 Flowers with develop ovaries, series of pictures of how fertilization takes place in flowers D. VALUE Appreciation of the importance of plants III. PROCEDURE A. Preliminary Activities 1. Review Naming the important parts of a flower that are needed in the formation of seeds 2. Checking of assignment Did you bring flowers with developed ovaries? B. Developmental Activities 1. Motivation Show several flowers with developed ovaries to be identified? Can you tell how the ovaries of the flower were developed? 2. Presentation Present a series of pictures of how fertilization takes place in flowers. Pupil make observation. (This series of pictures of the process of fertilization will be used in group activities) 3. Group Activity -introduction of materials -getting of standards for good group work -group activity proper -reporting of data (by group) 4. Discussion/Analysis What happens with the mature pollen grains on the stigma? After a few days the fallen grains that stick on the stigma appears different. What have you observed of the pollen grains What the pollen tubes goes down to ovules, what part of the flower joined together? What do you call this union of pollen or sperm cell and ovules or egg cell? 5. Generalization/Abstraction What takes place when the pollen grains unite or join with the ovules? 6. Application Do you appreciate flowers? How? EVALUATION Arrange the steps in the fertilization of flowers in correct order. Write the letters only 1. The pollen grains swell and sends out a tiny tube called a pollen tube 2. The pollen material and ovule join together 3. The mature pollen grain fall and stick to the stigma 4. The pollen tube goes down through the style of the pistil V. ASSIGNMENT Bring young and mature flowers of different plants and flowers with developed ovaries

AUGUST 16
I.

THURSDAY

OBJECTIVE Infer the process of fertilization may lead to the formation of fruits and seeds. SUBJECT MATTER A. TOPIC The process of Fertilization may lead to the formation of fruits and seeds B. REFERENCE Science and Health 4 pp. 119-120 TM pp. 66-67 Science Quest Teachers Guide 4 pp 6061 R-PELC 1.1.5 C. MATERIALS Real flowers in different stages of development (of one kind) bud, newly opened bud, mature flower, withered flower, knife, hand lens D. VALUE Caring for fruits PROCEDURE A. Preliminary Activities 1. Review Arrange these steps in the proper sequence to show how fertilization happens. a. Pollen tube appears b. Pollen tube meets ovules c. Pollen grain falls to stigma d. Pollen tube goes down through the style 2. Checking of Assignment Did you bring flowers in different stages of development B. Developmental Activities 1. Motivation Do you enjoy eating fruits? What fruits do you like best? Where a fruit does comes from? Where does a seed develop? 2. Presentation Present some matured fruits and seeds. Why do you think flowers become fruits like this? From where are the seeds? Let us find this out in our activity 3. Group Activity Setting of standards for good group work Introduction of materials/activity cards to each group Activity proper Every group do their activities 4. Group Reporting

II.

III.

IV.

35 5. Analysis and Discussion Do you remember steps in fertilization? What are they? What happened when the pollen tube join the ovules? After fertilization takes place what happens to the ovules? What happens when the ovary mature 6. Generalization/Abstraction What takes place after fertilization? What developed into seeds? What developed into fruits? 7. Application What happens when pest attack mango flowers? Flowers are important in fertilization. What should you do when you see some insect pest in garden? IV. EVALUATION Draw a flower and label the parts that develop into fruit and seed ASSIGNMENT Study how a new plant develop

II. III.

Holiday (Ninoy Aquino Day) PROCEDURE a. No Classes WEDNESDAY

AUGUST 22
I. II.

OBJECTIVE Appreciate the importance of flower SUBJECT MATTER A. TOPIC The process of Fertilization may lead to the formation of fruits and seeds B. REFERENCE Science and Health 4 pp. 119-120 TM pp. 66-67 Science Quest Teachers Guide 4 pp 6061 R-PELC 1.1.5 C. MATERIALS Real flowers in different stages of development (of one kind) bud, newly opened bud, mature flower, withered flower, knife, hand lens D. VALUE Caring for fruits PROCEDURE A. Preliminary Activities 1. Review Arrange these steps in the proper sequence to show how fertilization happens. a. Pollen tube appears b. Pollen tube meets ovules c. Pollen grain falls to stigma d. Pollen tube goes down through the style 2. Checking of Assignment Did you bring flowers in different stages of development B. Developmental Activities 1. Motivation Do you enjoy eating fruits? What fruits do you like best? Where a fruit does comes from? Where does a seed develop? 2. Presentation Present some matured fruits and seeds. Why do you think flowers become fruits like this? From where are the seeds? Let us find this out in our activity 3. Group Activity Setting of standards for good group work Introduction of materials/activity cards to each group Activity proper Every group do their activities 4. Group Reporting 5. Analysis and Discussion Do you remember steps in fertilization? What are they?

V.

AUGUST 17
I.

FRIDAY

III.

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Science Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II.

III.

AUGUST 20
I.

MONDAY

OBJECTIVE Attend the District Meeting Holiday (Eildr Ftre) PROCEDURE A. Attendance B. Program C. Discussion D. Closing

II.

AUGUST 21 I.

TUESDAY

OBJECTIVE Celebrating Ninoy Aquino Day

36 What happened when the pollen tube join the ovules? After fertilization takes place what happens to the ovules? hat happens when the ovary mature 6. Generalization/Abstraction What takes place after fertilization? What developed into seeds? What developed into fruits? 7. Application What happens when pest attack mango flowers? Flowers are important in fertilization. What should you do when you see some insect pest in garden? IV. EVALUATION Draw a flower and label the parts that develop into fruit and seed ASSIGNMENT Study how a new plant develop Do you enjoy eating fruits? What fruits do you like best? Where a fruit does comes from? Where does a seed develop? Presentation Present some matured fruits and seeds. Why do you think flowers become fruits like this? From where are the seeds? Let us find this out in our activity Group Activity Setting of standards for good group work Introduction of materials/activity cards to each group Activity proper Every group do their activities Group Reporting Analysis and Discussion Do you remember steps in fertilization? What are they? What happened when the pollen tube join the ovules? After fertilization takes place what happens to the ovules? What happens when the ovary mature Generalization/Abstraction What takes place after fertilization? What developed into seeds? What developed into fruits? Application What happens when pest attack mango flowers? Flowers are important in fertilization. What should you do when you see some insect pest in garden?

2.

3.

4. 5.

V.

AUGUST 23
I.

THURSDAY
6.

OBJECTIVE Draw the parts f the flowers that develops into the fruit and seed. SUBJECT MATTER A. TOPIC The process of Fertilization may lead to the formation of fruits and seeds B. REFERENCE Science and Health 4 pp. 119-120 TM pp. 66-67 Science Quest Teachers Guide 4 pp 6061 R-PELC 1.1.5 C. MATERIALS Real flowers in different stages of development (of one kind) bud, newly opened bud, mature flower, withered flower, knife, hand lens D. VALUE Caring for fruits PROCEDURE A. Preliminary Activities 1. Review Arrange these steps in the proper sequence to show how fertilization happens. a. Pollen tube appears b. Pollen tube meets ovules c. Pollen grain falls to stigma d. Pollen tube goes down through the style 2. Checking of Assignment Did you bring flowers in different stages of development B. Developmental Activities 1. Motivation

II.

7.

IV.

EVALUATION Draw a flower and label the parts that develop into fruit and seed ASSIGNMENT Study how a new plant develop

V.

AUGUST 24
I.

FRIDAY

III.

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Science Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II.

III.

37 6 7 What is your observation in experiment A? B? C? D? and E? What are clearly shown in the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E? 4. Generalization What are the factors needed in experiment about seed germination 5. Application What will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination? IV. EVALUATION Check record chart and drawing daily until the completion of the experiment List all the factors needed in good seed germination ASSIGNMENT Write and submit a report of your experiment

AUGUST 27 I. II. III.

MONDAY

OBJECTIVE Celebrating National Heroes Day Holiday (National Heroes Day) PROCEDURE a. No Classes TUESDAY

AUGUST 28
I.

OBJECTIVE Perform experiment set ups to test what factors/ variables are needed on seed germination SUBJECT MATTER Experiment on seed germination A. REFERENCE BEC Science & Health IV Textbook in Science & Health IV B. MATERIALS Mongo seed pot, good soil, chart C. VALUE Cooperation PROCEDURE A. Preliminary Activities 1. Checking of assignment 2. Review What are the ways of propagating plants asexually? B. Development Activities 1. Motivation How do living things grow? Can you consider a plant as a living thing? If you consider plants are also living things, what do you think are the factors needed or the condition necessary for a seed to grow into a new plant. 2. Presentation Class, we shall perform some experiments Group Activity Pupils will be divided into five groups, Teacher will explain the procedure for each experiment with the use of chart 3. Analysis and Discussion Preparing Data/Observation Sheet for recording of data for each day of the experiment. Each group will have those observation sheets for presentation and discussion OBSERVATION SHEET No. of Days Appearance of the Seed/Plant 1 2 3 4 5

II.

V.

AUGUST 29
I. II.

WEDNESDAY

OBJECTIVE Perform experiment on seed germination SUBJECT MATTER Experiment on seed germination A. REFERENCE BEC Science & Health IV Textbook in Science & Health IV B. MATERIALS Mongo seed pot, good soil, chart C. VALUE Cooperation PROCEDURE A. Preliminary Activities 1. Checking of assignment 2. Review What are the ways of propagating plants asexually? B. Development Activities 1. Motivation How do living things grow? Can you consider a plant as a living thing? If you consider plants are also living things, what do you think are the factors needed or the condition necessary for a seed to grow into a new plant. 2. Presentation Class, we shall perform some experiments Group Activity Pupils will be divided into five groups, Teacher will explain the procedure for each experiment with the use of chart 3. Analysis and Discussion Preparing Data/Observation Sheet for recording of data for each day of the experiment. Each group will have those

III.

III.

38 observation sheets for presentation and discussion OBSERVATION SHEET No. of Days Appearance of the Seed/Plant 1 2 3 4 5 6 7 What is your observation in experiment A? B? C? D? and E? What are clearly shown in the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E? 4. Generalization What are the factors needed in experiment about seed germination 5. Application What will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination? IV. EVALUATION Check record chart and drawing daily until the completion of the experiment List all the factors needed in good seed germination ASSIGNMENT Write and submit a report of your experiment Class, we shall perform some experiments Group Activity Pupils will be divided into five groups, Teacher will explain the procedure for each experiment with the use of chart 3. Analysis and Discussion Preparing Data/Observation Sheet for recording of data for each day of the experiment. Each group will have those observation sheets for presentation and discussion OBSERVATION SHEET No. of Days Appearance of the Seed/Plant 1 2 3 4 5 6 7 What is your observation in experiment A? B? C? D? and E? What are clearly shown in the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E? 4. Generalization What are the factors needed in experiment about seed germination 5. Application What will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination? IV. EVALUATION Check record chart and drawing daily until the completion of the experiment List all the factors needed in good seed germination ASSIGNMENT Write and submit a report of your experiment

V.

AUGUST 30
I. II.

THURSDAY

OBJECTIVE Cooperate in group activities SUBJECT MATTER Experiment on seed germination A. REFERENCE BEC Science & Health IV Textbook in Science & Health IV B. MATERIALS Mongo seed pot, good soil, chart C. VALUE Cooperation PROCEDURE A. Preliminary Activities 1. Checking of assignment 2. Review What are the ways of propagating plants asexually? B. Development Activities 1. Motivation How do living things grow? Can you consider a plant as a living thing? If you consider plants are also living things, what do you think are the factors needed or the condition necessary for a seed to grow into a new plant. 2. Presentation V.

AUGUST 31
I.

FRIDAY

III.

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Science Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II.

III.

39

SEPTEMBER 3
I. II.

MONDAY

OBJECTIVE Identify the variables in the experiment SUBJECT MATTER Variables in the Experiment A. REFERENCE: BEC Science and Health 4 Textbook in Science and Health 4 R_PELC 2.1.2 B. MATERIALS Chart, mongo seed, pot, soil C. VALUE Helpfulness PROCEDURE A. Preliminary Activities 1. Checking of Assignment 2. Review What are the factors needed for seed germination? B. Developmental Activities 1. Motivation Are the plants growing at the same rate? 2. Presentation The pupil will do the group activity Compare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use the activity cards of the previous experiments) (Experiment A-E) 3. Analysis and Abstraction Inferring causes in the growth difference. What conditions make some of the plants healthy or fast growing? Weak or slowgrowing) -amount, quality of soil, spacing -Air -Water moisture -sunlight temperature The variables are manipulated and controlled variables 4. Generalization What are the variables in the experiments? 5. Application What would you do to make your plants healthy/ or grow faster? What variables would you change? EVALUATION Study the set up. Encircle the letter of the correct answer.

c. Sunlight 2. What kinds of variables are soil, water and sunlight? a. Manipulated variable b. Controlled variable c. None of these 3. What kind of variable is being tested here?

III.

a. Sunlight b. Soil c. water 4. Which set up will make the seed grow faster?

a. b c 5. Which of the following will make the seed grow? a. With water, with soil, without sunlight b. With soil, without water, with sunlight c. With water, with soil, with sunlight V. ASSIGNMENT Give other variables in the experiment

SEPTEMBER 4
I. II.

TUESDAY

OBJECTIVE Perform the experiment SUBJECT MATTER Variables in the Experiment A. REFERENCE: BEC Science and Health 4 Textbook in Science and Health 4 R_PELC 2.1.2 B. MATERIALS Chart, mongo seed, pot, soil C. VALUE Helpfulness PROCEDURE A. Preliminary Activities 1. Checking of Assignment 2. Review What are the factors needed for seed germination? B. Developmental Activities 1. Motivation Are the plants growing at the same rate? 2. Presentation The pupil will do the group activity Compare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use

IV.

III.

With cover

1. Which is manipulated variable? a. Water b. Air

40 the activity cards of the previous experiments) (Experiment A-E) 3. Analysis and Abstraction Inferring causes in the growth difference. What conditions make some of the plants healthy or fast growing? Weak or slowgrowing) -amount, quality of soil, spacing -Air -Water moisture -sunlight temperature The variables are manipulated and controlled variables 4. Generalization What are the variables in the experiments? 5. Application What would you do to make your plants healthy/ or grow faster? What variables would you change? IV. EVALUATION Study the set up. Encircle the letter of the correct answer. a. With water, with soil, without sunlight b. With soil, without water, with sunlight c. With water, with soil, with sunlight V. ASSIGNMENT Give other variables in the experiment

SEPTEMBER 5
I. II.

WEDNESDAY

OBJECTIVE Show cooperation in the activity SUBJECT MATTER Variables in the Experiment A. REFERENCE: BEC Science and Health 4 Textbook in Science and Health 4 R_PELC 2.1.2 B. MATERIALS Chart, mongo seed, pot, soil C. VALUE Helpfulness PROCEDURE A. Preliminary Activities 1. Checking of Assignment 2. Review What are the factors needed for seed germination? B. Developmental Activities 1. Motivation Are the plants growing at the same rate? 2. Presentation The pupil will do the group activity Compare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use the activity cards of the previous experiments) (Experiment A-E) 3. Analysis and Abstraction Inferring causes in the growth difference. What conditions make some of the plants healthy or fast growing? Weak or slowgrowing) -amount, quality of soil, spacing -Air -Water moisture -sunlight temperature The variables are manipulated and controlled variables 4. Generalization What are the variables in the experiments? 5. Application What would you do to make your plants healthy/ or grow faster? What variables would you change?

III.

With cover

1. Which is manipulated variable? a. Water b. Air c. Sunlight 2. What kinds of variables are soil, water and sunlight? a. Manipulated variable b. Controlled variable c. None of these 3. What kind of variable is being tested here?

a. b. c. 4.

Sunlight Soil water Which set up will make the seed grow faster?

a. b c 5. Which of the following will make the seed grow?

41 IV. EVALUATION Study the set up. Encircle the letter of the correct answer.
With cover

C. VALUE Cooperation, patience, III. PROCEDURE A. Preliminary Activities 1. Review What is correct procedure in presenting a group experiment 2. Checking of group work and data gathered B. Developmental Activities 1. Recall of standards for group presentation a. As presenter b. As listener 2. Activity Proper Each will present their group workexperiment A.B-C-D-E 3. Discussion/Analysis and Abstraction a. What happened to the seeds that were given? -enough water, air and sunlight? -enough water, air but no sunlight -enough water, sunlight but no air? -enough water, sunlight, air but very little amount of space? 4. Generalization/Conclusion Aside from good soil, what other factors are needed for seeds to germinate? EVALUATION A. Evaluate group presentation and results of the experiment B. Write a short report about the result of Set up A Set up B Set up C Set up D Set up E ASSIGNMENT Have another set up using corn seeds

1. a. b. c. 2. a. b. c. 3.

Which is manipulated variable? Water Air Sunlight What kinds of variables are soil, water and sunlight? Manipulated variable Controlled variable None of these What kind of variable is being tested here?

a. b. c. 4.

Sunlight Soil water Which set up will make the seed grow faster?

IV.

a. b c 5. Which of the following will make the seed grow? a. With water, with soil, without sunlight b. With soil, without water, with sunlight c. With water, with soil, with sunlight V. ASSIGNMENT Give other variables in the experiment

V.

SEPTEMBER 7
I.

FRIDAY

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Science Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

SEPTEMBER 6
I. OBJECTIVE Organize the germination data

THURSDAY
gathered on seed

II.

II.

SUBJECT MATTER Interpreting the result of the experiment on seed germination A. REFERENCE Growing with Science and Health 4 p. 108-112 R-PELC 2.2.2 B. MATERIALS Chart, accomplished observation data sheet of each group

III.

42

SEPTEMBER 10
I.

MONDAY

II.

OBJECTIVE Interpret and analyze the result of the experiment in seed germination SUBJECT MATTER Interpreting the result of the experiment on seed germination A. REFERENCE Growing with Science and Health 4 p. 108-112 R-PELC 2.2.2 B. MATERIALS Chart, accomplished observation data sheet of each group C. VALUE Cooperation, patience, PROCEDURE A. Preliminary Activities 1. Review What is correct procedure in presenting a group experiment 2. Checking of group work and data gathered B. Developmental Activities 1. Recall of standards for group presentation a. As presenter b. As listener 2. Activity Proper Each will present their group workexperiment A.B-C-D-E 3. Discussion/Analysis and Abstraction a. What happened to the seeds that were given? -enough water, air and sunlight? -enough water, air but no sunlight -enough water, sunlight but no air? -enough water, sunlight, air but very little amount of space? 4. Generalization/Conclusion Aside from good soil, what other factors are needed for seeds to germinate? EVALUATION A. Evaluate group presentation and results of the experiment B. Write a short report about the result of Set up A Set up B Set up C Set up D Set up E ASSIGNMENT Have another set up using corn seeds

II.

SUBJECT MATTER Interpreting the result of the experiment on seed germination A. REFERENCE Growing with Science and Health 4 p. 108-112 R-PELC 2.2.2 B. MATERIALS Chart, accomplished observation data sheet of each group C. VALUE Cooperation, patience, PROCEDURE A. Preliminary Activities 1. Review What is correct procedure in presenting a group experiment 2. Checking of group work and data gathered B. Developmental Activities 1. Recall of standards for group presentation a. As presenter b. As listener 2. Activity Proper Each will present their group workexperiment A.B-C-D-E 3. Discussion/Analysis and Abstraction a. What happened to the seeds that were given? -enough water, air and sunlight? -enough water, air but no sunlight -enough water, sunlight but no air? -enough water, sunlight, air but very little amount of space? 4. Generalization/Conclusion Aside from good soil, what other factors are needed for seeds to germinate? EVALUATION A. Evaluate group presentation and results of the experiment B. Write a short report about the result of Set up A Set up B Set up C Set up D Set up E ASSIGNMENT Have another set up using corn seeds

III.

III.

IV.

IV.

V.

SEPTEMBER 12
I.

WEDNESDAY

V.

OBJECTIVE Describe how certain structures/properties of a seed help in seed dispersal SUBJECT MATTER Seed structures/Properties Help in Seed Dispersal A. REFERENCE Science and Health 4 p.128 R-PELC 3.3.1

SEPTEMBER 11
I.

TUESDAY

II.

OBJECTIVE Participate actively in group presentation

43 BEC 2004 Handbook in Science IV 4.4.2 B. MATERIALS Different seeds that are available. Tomatoes seed, guava seeds, coconut fruit, watermelon seeds C. VALUES Cooperation/Awareness on Environmental problems III. PROCEDURE A. Preliminary Activities 1. Review How seeds are produced in plants 2. Checking of assignment B. Developmental Activities 1. Motivation Have you seen seeds of plants? How do they look like? Describe the seeds you know most 2. Presentation a. Formulation of Problem What are the seed structures/properties of seeds that can help in seed dispersal? b. Group Activity 1. Grouping/Setting of Standards 2. Recall the problem What are you going to find out? 3. Group Activity Proper 3. Analysis/Discussion a. Which seed has a waxy coat? Can these seeds float in water? b. Which seed can attach to animal fur or to peoples clothes? How do these seeds disperse? c. Which seed can be easily carried by the wind because they are very small and light? 4. Generalization Seeds/fruits have properties or structure that can facilitate seed dispersal. Seeds may be dispersed by people, animals, wind and water. 5. Application Predict what will happen if seeds can not be dispersed. Which agent of dispersal can scatter the biggest number of seeds? EVALUATION Direction: Encircle the letter of the correct answer 1. Seeds __ shape, size, hardness, weight and seed coat a. Have the same b. Do not have c. Differ in 2. Which of these fruits can break open easily when ripe and disperse its seeds? a. Mongo, touch-me-not b. Coconut, pili nut c. Apple, avocado 3. What special structure has talahib that can make the winds disperse them easily? a. They have feathery structure and light b. They are big and heavy c. They are very small and light 4. Which of these seeds have structure that can make them float in water? a. Avocado seeds b. Coconut seeds c. Mango seeds 5. What do you think is the agent that make the disperse seeds of papaya and guava to grow anywhere? a. Birds b. Wind c. Water V. ASSIGNMENT Collect more seeds. Study their structure. State how they can be disperse by some agents of dispersal

SEPTEMBER 13
I.

THURSDAY

OBJECTIVE Attend 1st Council ROVER MOOT (BSP) September 13-16, 2012 Gumaca National High School Gumaca, Quezon SUBJECT MATTER 1st Council ROVER MOOT (BSP) PROCEDURE a. Preparation b. Opening Program c. Send to Immersion site OUTCOME Come back for the next day

II. III.

IV.

SEPTEMBER 14
I.

FRIDAY

OBJECTIVE Attend 1st Council ROVER MOOT (BSP) September 13-16, 2012 Gumaca National High School Gumaca, Quezon SUBJECT MATTER 1st Council ROVER MOOT (BSP) PROCEDURE a. Preparation b. Program c. Activity for community service d. Barangay night OUTCOME Come back for the next day for closing

II. III.

IV.

IV.

SEPTEMBER 17
I.

MONDAY

OBJECTIVE Illustrate how the different seed structure help in seed dispersal

44 II. SUBJECT MATTER Seed structures/Properties Help in Seed Dispersal A. REFERENCE Science and Health 4 p.128 R-PELC 3.3.1 BEC 2004 Handbook in Science IV 4.4.2 B. MATERIALS Different seeds that are available. Tomatoes seed, guava seeds, coconut fruit, watermelon seeds C. VALUES Cooperation/Awareness on Environmental problems PROCEDURE A. Preliminary Activities 1. Review How seeds are produced in plants 2. Checking of assignment B. Developmental Activities 1. Motivation Have you seen seeds of plants? How do they look like? Describe the seeds you know most 2. Presentation a. Formulation of Problem What are the seed structures/properties of seeds that can help in seed dispersal? b. Group Activity 1. Grouping/Setting of Standards 2. Recall the problem What are you going to find out? 3. Group Activity Proper 3. Analysis/Discussion a. Which seed has a waxy coat? Can these seeds float in water? b. Which seed can attach to animal fur or to peoples clothes? How do these seeds disperse? c. Which seed can be easily carried by the wind because they are very small and light? 4. Generalization Seeds/fruits have properties or structure that can facilitate seed dispersal. Seeds may be dispersed by people, animals, wind and water. 5. Application Predict what will happen if seeds can not be dispersed. Which agent of dispersal can scatter the biggest number of seeds? EVALUATION Direction: Encircle the letter of the correct answer 1. Seeds __ shape, size, hardness, weight and seed coat a. Have the same b. Do not have c. Differ in 2. Which of these fruits can break open easily when ripe and disperse its seeds? a. Mongo, touch-me-not b. Coconut, pili nut c. Apple, avocado 3. What special structure has talahib that can make the winds disperse them easily? a. They have feathery structure and light b. They are big and heavy c. They are very small and light 4. Which of these seeds have structure that can make them float in water? a. Avocado seeds b. Coconut seeds c. Mango seeds 5. What do you think is the agent that make the disperse seeds of papaya and guava to grow anywhere? a. Birds b. Wind c. Water V. ASSIGNMENT Collect more seeds. Study their structure. State how they can be disperse by some agents of dispersal

III.

SEPTEMBER 18
I. II.

TUESDAY

OBJECTIVE Tell the importance of seed and seed dispersal SUBJECT MATTER Seed structures/Properties Help in Seed Dispersal A. REFERENCE Science and Health 4 p.128 R-PELC 3.3.1 BEC 2004 Handbook in Science IV 4.4.2 B. MATERIALS Different seeds that are available. Tomatoes seed, guava seeds, coconut fruit, watermelon seeds C. VALUES Cooperation/Awareness on Environmental problems PROCEDURE A. Preliminary Activities 1. Review How seeds are produced in plants 2. Checking of assignment B. Developmental Activities 1. Motivation Have you seen seeds of plants? How do they look like? Describe the seeds you know most 2. Presentation a. Formulation of Problem What are the seed structures/properties of seeds that can help in seed dispersal? b. Group Activity 1. Grouping/Setting of Standards 2. Recall the problem

III.

IV.

45 What are you going to find out? 3. Group Activity Proper 3. Analysis/Discussion a. Which seed has a waxy coat? Can these seeds float in water? b. Which seed can attach to animal fur or to peoples clothes? How do these seeds disperse? c. Which seed can be easily carried by the wind because they are very small and light? 4. Generalization Seeds/fruits have properties or structure that can facilitate seed dispersal. Seeds may be dispersed by people, animals, wind and water. 5. Application Predict what will happen if seeds can not be dispersed. Which agent of dispersal can scatter the biggest number of seeds? IV. EVALUATION Direction: Encircle the letter of the correct answer 1. Seeds __ shape, size, hardness, weight and seed coat a. Have the same b. Do not have c. Differ in 2. Which of these fruits can break open easily when ripe and disperse its seeds? a. Mongo, touch-me-not b. Coconut, pili nut c. Apple, avocado 3. What special structure has talahib that can make the winds disperse them easily? a. They have feathery structure and light b. They are big and heavy c. They are very small and light 4. Which of these seeds have structure that can make them float in water? a. Avocado seeds b. Coconut seeds c. Mango seeds 5. What do you think is the agent that make the disperse seeds of papaya and guava to grow anywhere? a. Birds b. Wind c. Water ASSIGNMENT Collect more seeds. Study their structure. State how they can be disperse by some agents of dispersal A. REFERENCE R-PELC 3.1 Science & Health 4 Into the Future: Science & Health 4 pp. 88-91 Science Health & Environment towards an Active and Responsible Living 4 pp. 136138 B. MATERIALS Seed Samples, cogon, guava, amorseco, coconut, tomato C. VALUE Cooperation III. PROCEDURE A. Preparatory Activities 1. Singing of the Science Song 2. Review: What is seed germination? What are the things needed in seed germination? B. Developmental Activities 1. Motivation Have you seen places with cogon plants? Who planted those cogon plants? Are there people planting these plants? 2. Presentation Activity Proper To find out how these cogon seeds disperse do this activity a. Remind pupils of the standards on performing activities b. Have pupils do the activity c. Group Reporting 3. Analysis and Discussions A. Discussion on the results i. What are the adaptive structures of seeds for dispersal? ii. Why do seeds have different structure? iii. What is the importance of the adaptive structure of seeds? 4. Generalization What adaptive structure do seeds have that enable them to be dispersed? 5. Application Mang Juan, a carpenter was hired by Mr. Tan to repair their house roofing using a ladder, he went to the rooftop and fund a guava plant growing. Is there somebody who planted it on the rooftop? What enables the guava seeds to be dispersed in that place? EVALUATION Describe the characteristics of fruits and seeds that enable them to be dispersed a. Coconut b. Cogon c. Amorsico d. Guava e. Narra seed ASSIGNMENT

V.

IV.

SEPTEMBER 19
I.

WEDNESDAY

OBJECTIVE Describe structures/properties of seeds that help in seed dispersal SUBEJCT MATTER Plant: Seed Dispersal V.

II.

46 With the given characteristics of seeds above how do you think the following seeds are dispersed? Coconut Cogon seeds Narra seeds Amorsico Guava Mang Juan, a carpenter was hired by Mr. Tan to repair their house roofing using a ladder, he went to the rooftop and fund a guava plant growing. Is there somebody who planted it on the rooftop? What enables the guava seeds to be dispersed in that place? IV. EVALUATION Describe the characteristics of fruits and seeds that enable them to be dispersed a. Coconut b. Cogon c. Amorsico d. Guava e. Narra seed ASSIGNMENT With the given characteristics of seeds above how do you think the following seeds are dispersed? Coconut Cogon seeds Narra seeds Amorsico Guava

1. 2. 3. 4. 5.

SEPTEMBER 20
I.

THRUSDAY

OBJECTIVE Identify structures/properties of seeds that help in seed dispersal SUBEJCT MATTER Plant: Seed Dispersal A. REFERENCE R-PELC 3.1 Science & Health 4 Into the Future: Science & Health 4 pp. 88-91 Science Health & Environment towards an Active and Responsible Living 4 pp. 136138 B. MATERIALS Seed Samples, cogon, guava, amorseco, coconut, tomato C. VALUE Cooperation PROCEDURE A. Preparatory Activities 1. Singing of the Science Song 2. Review: What is seed germination? What are the things needed in seed germination? B. Developmental Activities 1. Motivation Have you seen places with cogon plants? Who planted those cogon plants? Are there people planting these plants? 2. Presentation Activity Proper To find out how these cogon seeds disperse do this activity a. Remind pupils of the standards on performing activities b. Have pupils do the activity c. Group Reporting 3. Analysis and Discussions A. Discussion on the results i. What are the adaptive structures of seeds for dispersal? ii. Why do seeds have different structure? iii. What is the importance of the adaptive structure of seeds? 4. Generalization What adaptive structure do seeds have that enable them to be dispersed? 5. Application

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V.

1. 2. 3. 4. 5.

SEPTEMBER 21
I.

FRIDAY

III.

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test A. REFERENCE: BEC-PELC Science Textbook B. MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II.

III.

SEPTEMBER 24 SEPTEMBER 25 SEPTEMBER 26 SEPTEMBER 27 SEPTEMBER 28

I.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test REFERENCE: BEC-PELC

II. A.

47 B. III. Science 4 Textbook MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

OCTOBER 18
I.

THURSDAY

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Second Periodical Test REFERENCE: BEC-PELC Science 4 Textbook MATERIALS Ballpen/Test Paper PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II.

OCTOBER 1 OCTOBER 2 OCTOBER 3 OCTOBER 4 OCTOBER 5 I. II. III.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. B. III.

OBJECTIVE Celebrating World Teachers Day Holiday (World Teachers Day) PROCEDURE A. Parade B. Program C. Closing MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

OCTOBER 19
I.

FRIDAY

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Second Periodical Test REFERENCE: BEC-PELC Science 4 Textbook MATERIALS Ballpen/Test Paper PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II. A. B. III.

OCTOBER 8 OCTOBER 9 OCTOBER 10 OCTOBER 11 OCTOBER 12

I.

OBJECTIVE: Answer questions specifically based on past lesson. SUBJECT MATTER: Weekly Test REFERENCE: BEC-PELC Science 4 Textbook MATERIALS Ballpen/pad PROCEDURE a. Preparation b. Giving Instruction c. Answering test d. Checking of Papers

II. A. B. III.

OCTOBER 15 OCTOBER 16 OCTOBER 17

MONDAY TUESDAY WEDNESDAY

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