Beruflich Dokumente
Kultur Dokumente
Date: ____________
I.
OBJECTIVE:
Describe mixtures and their characteristics.
Show how mixtures are formed
Values:
References:
Teacher's Module Science & Health 4 by Jessie A. Villegas p. 32
III. RPOCEDURE:
A. Preparatory Activity:
Have you eaten fruit salad? What are the ingredients? What did your mother
do with the ingredients when they made the salad? Can you still recognize
each of the ingredients?
B. Developmental Activities:
1. Presentation
Identify the materials. Describe each material.
Example:
The sugar is brown.
The milk is fine.
Form 3 groups. Each group will perform specific activity. Answer the
question after each activity.
Group 1 : Combine a teaspoon of sand and pebbles. Mix them together.
1. Can you still see the sand? _____
2. Can you still see the pebbles? _____
3. Was there a change in the appearance of the sand? How about the
pebbles?
4. Did the things you mixed retain their original characteristics?
5. What did you form when you combined the sand and the pebbles?
Group 2: Combine the teaspoon of brown sugar and powdered milk.
Mix them thoroughly in the cups of hot water.
1. Can you still identify the sugar?
2. Can you still identify which one is milk?
3. Did you form a new substance?
4. What did you form?
Group 3: Mix tiny bits of paper with the Soil
1. Can you still tell which one is soil?
2. Can you still tell which one are the bits of paper?
3. Was there a new substance formed?
4. What did you form?
C. Concept Formation
Each group will present their findings. Teacher may ask questions to lead to
the conclusion that
1. A mixture is the physical combination of 2 or more substances.
2. That each part of a mixture retains their original composition and their
properties.
3. No new substance is formed.
D. Application
Soil is a mixture of particles of sand, stone and decayed plants.
Can you explain why this is considered mixture?
IV. EVALUATION:
Write the letter of the correct answer.
1. Which of the following has the characteristic of a mixture?
a. ice cream
b. salt s
c. sugar
d. rice
2. Why is soil considered a mixture?
a. It is the physical combination of sand fine particles of rocks and pebbles.
b. It Is a new substance formed by sand, fine particles rock and pebbles.
c. In the combination of sand, fine particles of a rock and pebbles, the part
can no longer be identified.
d. Soil is composed only of solid materials.
V. ASSIGNMENT:
List 3 common mixtures you see at home. Describe how they are formed.
Explain why they are called mixtures.
OBJECTIVE:
Explain why mixture can be separated by physical means.
Values:
References:
Teacher's Module Science & Health 4 by Jessie A. Villegas p. 32
III. RPOCEDURE:
A. Preparatory Activity:
What is a mixture? Give its characteristics. Name a mixture found at home.
B. Developmental Activities:
1. Motivation:
Your sister accidentally mixed some mango seeds with sugar. If you are
in her situation, how would you separate the mixture?
2. Presentation
Group the children and give them the following activities. Direct them
to separate the mixtures by any means they know. They can use more
than one way.
C. Concept Formation
Each group reports what they did.
Teacher may ask questions that lead them to a conclusion on why
mixtures can be separated by physical means.
D. Generalization
Why can you separate mixtures by physical means?
What are some physical means used to separate mixtures?
E. Application
Explain why you can separate a mixture without any change in the identity of
the different parts of the mixture.
IV. EVALUATION:
Write a short explanation why you can separate the dirt impurities from water
without each losing their identities.
V. ASSIGNMENT:
Suppose you are to retrieve the palay mixed with saw dust. What will you do?
OBJECTIVE:
Identify and describes the different methods of separating a solid from a
solid.
Demonstrate these methods.
Values:
Magnet
Paper
clips
Pebbles
sand
com
grains
salt
References:
Teacher's Module SCience & Heatth 4 by Jessie A. Villegas p. 33
III. RPOCEDURE:
A. Preparatory Activity:
1. Why can we separate mixture by physical means? Water, we put the
mixture in water. The lighter one floats and the beaver one sinks. This is
called flotation.
2. When one solid is mixture is soluble in water while the other one is not,
stir the mixture and the soluble one dissolves. This method is called
solution.
3. When one solid is magnetic while the other is not, use a magnet to
separate them.
4. When one solid is smaller than the other, use a screen to separate them.
B. Developmental Activities:
1. Motivation
During yesterday's activities you separated mixture. Aside from the
means you used yesterday, what other method can we use?
2. Our problems today are
1. How can we separate solids in a mixture when one is heavier than
OBJECTIVE:
Identify and describes ways of separating liquid mixtures.
Values:
C. Application
Form a dyad and have them do the following:
* Pair the word cards together
A. Methods used to separate
a. separatory funnel
b. evaporation
c. simple distillation
d. fractional distillation
B. Kinds of liquid mixture
a. water and gasoline
b. acetone and alcohol
c. water and oil
d. perfume and water
IV. EVALUATION:
Name the method you will use to separate these liquid mixtures.
1. Oil and water which are immiscible.
2. Water and vinegar which are miscible and you want to retrieve the vinegar.
3. You want to retrieve alcohol from water.
4. You want to retrieve both the water and the alcohol.
5. Gasoline and water where gasoline forms the upper layer in the mixture.
V. ASSIGNMENT:
Try mixing baby oil and alcohol.
What method can you use to separate them if you want to retrieve the baby
oil?
OBJECTIVE:
Describe methods of separating a solid suspended in a liquid.
Values:
10
11
OBJECTIVE:
Explain and demonstrate the different methods of separating a solid suspended
in a liquid.
Values:
12
2
Mix oil and salt.
Pour the mixture through the piece of cloth (filter)
Was the sugar separated from the oil?
What do you call now the material left on the filter? (filtrate)
What do you call this method?
Group
a.
b.
c.
d.
3
Mix water and sand in a glass.
Stir the mixture in a circular motion.
Where did the sand form?
In this condition will it be easier now to separate the sand from the
water?
e. What do you call this method?
C. Discussion
a. How are mixture of solid and liquids separated?
b. Explain what to do in each method.
D. Generalization
What methods are used to separate mixture solids and liquids?
E. Application
You are going to make pasta from starch and water. You happened to add
too much water to the flour. How will you remove some of the water? Explain
what will you do?
IV. EVALUATION:
1. Which of the following mixture can be separated by sedimentation?
a. water and kerosene
c. water and sugar
b. water and sand
d. water and alcohol
2. Alum is mixed with much and immediately that much settles down leaving a
clear water on top.
Alum served as the
a. sediment
c. coagulant
b. filter
d. centrifuge
3. When you filter water to separate it from insoluble solids, you use a filter and
a funnel. What do you call the solid that remains in the fitter?
a. residue
c. coagulant
b. filtrate
d. sediment
V. ASSIGNMENT:
Write a short paragraph that explains how you will separate sand from water
using sedimentation or filtration.
13
OBJECTIVE:
Identify solids that can be dissolved.
Values:
sugar
B. Lesson Proper
1. Motivation
Have you tried making your own chocolate drink? What happened to
the chocolate powder (Milo) when you put it on a cup of water?
2. Presentation
Form pupils into 4 groups. Assign different stations.
Station I
Get a teaspoon of salt. Pour the salt into a cup of water. Stir the water.
What happens to the salt?
Station II
Fill a glass with ice cubes. Observe what happens after sometime , (10-15
minutes).What happens to the ice cubes? What doers it show about
solids?
14
Station III
Break the candy into tiny particles. Pour three (3) tiny particles in water.
Stir. Can you still see the tiny particles of candy? Why? ________________
Station IV
Is ice cream solid? Observe the ice cream for sometimes (35 minutes).
What happens?
3. Discussion:
Pupils present their observations. Pupils answer questions specified in the
problem.
4. Generalization/Concept Formation
1. Can solid materials be dissolved?
2. When a solid material melts or liquefies, what does this show?
5. Application
Leonor was making calamansi juice. She put a spoonful of sugar to the
mixture of water and calamansi juice. Then the phone rang. When she
came back, she asked herself, "Did I put sugar in the juice?"
1. Why did Leonor not see the sugar?
2. How could she tell if there was sugar in the juice?
IV. EVALUATION:
Here are some solids. Classify them into two headings. Solids that can be
dissolved and solids that cannot be dissolved.
1. stone
6. ice candy
2. coffee granules
7. chocolate powder
3. sand
8. soap
4. vetsin
9. eraser
5. leaves
10.paper clip
V. ASSIGNMENT:
Salt, sugar, vetsin and chocolate powder dissolves easily in water. Will these
dissolve easily also in other liquids? Try doing this in alcohol, oil and kerosene.
Report your findings.
15
OBJECTIVE:
Define solvents and solutes.
Tell the differences between a solvent and a solute.
Identify the solute and solvent in a given mixture.
Values:
dried plant
cooking oil
powdered oil
powdered soap
dried nail polish
coffee
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
TM Into the Future: Science and Health IV p. 60-61
III. RPOCEDURE:
A. Preparatory Activity
Review:
Tell whether the solid materials are soluble in the solvent paired with them.
1. salt - water
4. dried nail polish - acetone
2. rust - kerosene
5. coffee - oil
3. paper .- water
6. sugar - vinegar
B. Lesson Proper
1. Motivation
In Barangay Maganda, the people are very busy making plant boxes.
They needed paint, thinner, sand, cement and gravel.
2. Presentation
A mixture has 2 parts a solvent and a solute. Describe this mixture.
1 bag of cement - 5 cans of water
What is the dissolving material? What do you call this?
16
17
OBJECTIVE:
Observe that some solvents can dissolve solutes faster than others.
Compare the behavior of solutes when mixed with solvents using the correct
affective form.
Values:
instant coffee
cooking oil
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
III. RPOCEDURE:
A. Preparatory Activity
Review
What is a solvent?
What is a solute?
When the solvent and solute are both solids or liquids or both gases,
which is the solvent? Which is the solute?
B. Lesson Proper
1. Motivation
What solvent dissolve solutes fast? Faster? Slowly?
2. Presentation
Perform these activities (Group work)
a. Prepare these materials
b. Put the same amount of the following in each set at the same time.
A. Salt
C. Powdered soap
B. Brown Sugar
D. Oil
c. Record the results.
3. Discussion/Comparing results:
Describe how long did the salt dissolve in the 3 solutes.
18
4. Generalization
Based on your findings, do all solvents dissolve in the solutes at the
same time?
5. Application:
If you are to prepare a dish where you need salt to be dissolved in oil,
vinegar and water, to dissolve it very easily and fast, which of the 3
solutes will you dissolve salt first?
IV. EVALUATION:
Write T if it is true and F if it is false.
________ 1. Sugar dissolved faster in oil than in water.
________ 2. Oil can dissolve salt slower than vinegar.
________ 3. The best solvent for powdered soap is water.
________ 4. Vetsin dissolves faster in vinegar than in oil.
________ 5. Water, oil and vinegar can dissolve vetsin at the same time/rate
V. ASSIGNMENT:
Try doing this:
Use tap water, warm water and hot water.
Where can chocolate powder dissolve the faster?
19
OBJECTIVE:
State that water is a universal solvent.
Explain water is considered a universal solvent.
Values:
20
a. Pour 1 teaspoon of sugar in each solvent. Stir. In which solvent will the
sugar dissolve fast?
b. Do the same procedures with the other solutes.
c. Record your observations in a table like the one below.
4. Discussion:
Did the solutes dissolve in all the solvents?
Did all the solutes dissolve at the same time?
Which solvent dissolved most of the solutes?
Which solvent dissolved the solutes fastest?
Which of the solvents is easy to get
C. Generalization
Based on the activity, describe water as a solvent. Why is water called a
universal solvent?
D. Application
1. How is water used as a solvent at home?
2. What happens if there is no water?
IV. EVALUATION:
Choose the letter of the correct answer.
1. Why is water a universal solvent?
1. It can dissolve everything.
2. It can dissolve more materials than other solvents.
3. It is tasteless and colorless.
4. It is always available in big amounts.
a. 1 & 2
b. 2 & 3
c. 2 & 4
d. 1 & 4
2. What happens with a spoon of dried powdered juice when placed in water?
a. It will dissolve.
b. It will change in color.
c. It will remain the same.
3. Salt and sugar dissolves fastest in ___________.
a. oil
b. water
c. kerosene
V. ASSIGNMENT:
Write 3 examples showing water as a good' solvent. Which substances does it
dissolve?
21
OBJECTIVE:
Observe that some solutes spread evenly when mixed with solvents.
Values:
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
Into the Future: Science and Health IV pp. 114-115
III. RPOCEDURE:
A. Preparatory Activity
Review
What solutes dissolve in water?
Why is water a universal solvent?
B. Lesson Proper
1. Motivation
Have you tried making coffee for your mother? What did you mix in doing
it? Did you observe what happened to the instant coffee when you put it
in a cup of hot water?
2. Presentation
a. Let us find out how some solutes behave or react when mixed with
some solvent.
b. Identify the materials that we will use.
3. Activity Proper:
a. Group into 3.
22
Activity 1
Get a glass with tap water.
Using the medicine dropper, put 6 drops of ink into the glass of water.
Do not shake or stir. Observe the ink in the water.
Activity 2
Get a clear glass or a test tube and put a small amount of alcohol into it.
Using the medicine dropper, put 3 drops of Merthiolate into the alcohol.
Observe what happens.
Activity 3
Fill the cup with 112 hot water.
Drop a pinch of instant coffee into the hot water.
Do not stir. Observe what happens.
C. Discussion
1. What happened to the ink when dropped into the glass of tap water?
2. What happened to the mentholated when dropped into the alcohol?
3. What happened to the instant coffee in the cup of hot water?
4. Did the solute spread evenly in the solvent?
D. Generalization
How do some solute react/behave when mixed with other substances?
E. Application
In spraying, father mixes the pesticide with water. Does he need to stir
the mixtures? Why?
IV. EVALUATION:
Write the letter of the correct answer.
1. When the ink was dropped into the water, the ink ________.
a. settled at the bottom b. disappeared
c. spread evenly
2. We can say that a solute spreads evenly when mixed with solvents when:
a. it remains suspended in the solvent
b. It settles at the bottom
c. it forms a solution
3. In a solution, the solute particles scatter evenly throughout the solvent
that is
considered _____.
a. not soluble
b. slightly soluble
c. very soluble
V. ASSIGNMENT:
Name some solutes that spread evenly when mixed with a solvent.
23
OBJECTIVE:
Observe that some solutes when mixed with solvents settle at the bottom
Values:
Solutes
flour
toothpaste
salt
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
Into the Future: Science and Health IV pp. 114-115
III. RPOCEDURE:
A. Preparatory Activity
Review
What mixture is formed when the solute scatter evenly in the solvent?
Give examples of solutes which spread evenly in a solvent.
B. Lesson Proper
1. Motivation
When drop pebbles in a pail of water, where do the pebbles go?
2. Presentation
Activity Proper
a. How else do you think will some solutes react in some solvent?
b. Here are the materials that we will use. Name them.
c. Group yourselves into 3. Get the activity card. Perform the activity.
Record your findings.
Activity 1
Get a tablespoon of flour. Drop it in a glass of vinegar. Observe for
sometime. What happened to the flour? Did it settle at the bottom?
Activity 2
24
25
OBJECTIVE:
Observe that some solutes when mix with solvents do not settle at the
bottom but make the solvent cloudy
Values:
health.
Evaporated milk
Fish bowl aquarium
Toyo (soy sauce)
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
Into the Future: Science and Health IV pp. 114-115
III. RPOCEDURE:
A. Preparatory Activity
Review
Which of these materials settle at the bottom when mix with liquid
solvents?
Sand, ink, soil, talcum powder, stone, kerosene, oil
B. Lesson Proper
1. Motivation
Show the class the set-up you prepared in advance that an aquarium
whose water was not changed for several days.
Ask: How do you describe the water in the aquarium? What do you
think made it cloudy?
2. Presentation
1. What do you think a solvent and cloudy (murky)?
What do you call a cloudy mixture?
2. Form your group and do this activities
26
27
OBJECTIVE:
Show that the rate at which a solute dissolves in a solvent depends upon a
number of factors.
Values:
Accuracy
comparing, experimenting
refined sugar
sugar cubes
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
III. RPOCEDURE:
A. Preparatory Activity
Review
Do all solvents dissolve at the same rate?
B. Lesson Proper
1. Motivation
Our activity is to find out other factors that determine the solubility of a
solute.
2. Presentation
Group Activity
Group 1
Measure teaspoon of instant coffee. Pour these into 3 cups with the
same amount of water at the same time.
Cup 1 - tap water
Cup 2 - warm water
Cup 3 - hot water
Did the instant coffee dissolve at the same time?
In what cup did it dissolve the fastest?
What determined the rate at which the solute dissolved?
Group 2
28
Group 3
Prepare 2 cups with the same amount of hot water.
Put 1 tablespoon of sugar in each cup at the same time.
Stir the mixture in one cup. Do not stir the mixture in the other cup.
Which dissolved faster?
What did you do to make the sugar dissolve fast?
What determined the rate at which the solute dissolved?
3. Generalization:
What determines the rate at which a solute dissolve in a solvent?
4. Application
If you want to dissolve your chocolate fast, what will you do?
IV. EVALUATION:
1. Coffee dissolves faster in boiling water then in cold water. What does this
show?
a. Coffee is soluble only in hot water .
b. The higher the temperature of the solvent, the faster a solid dissolves.
c. A hot liquid is the slowest solvent.
2. Stirring a mixture makes the solute dissolve faster because stirring:
a. increase the collision between the solvent and the solute
b. decrease the collision between the solvent and solute.
c. Stops the action of the solvent against the solute
.
3. What determines the solubility of a cake of soap and powdered soap in tap
water?
a. temperature of the solvent
b. size of the solvent
c. collision of the soap with water
V. ASSIGNMENT:
What is the effect of heat on solute?
29
OBJECTIVE:
Observe the effects of heat on solutes.
Values:
health
Health value: Children should drink milk and fruit juice for better
Cold water
Clean glass/test tube
stopwatch
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
Into the Future: Science and Health IV pp. 116-119
III. RPOCEDURE:
A. Preparatory Activity
Review
How do some solutes react when dissolved in solvent?
Which scatter evenly and form a solution?
Which scatter at the bottom?
Which form a suspension?
Give example of each kind of mixture that show the reaction of solutes.
B. Lesson Proper
1. Motivation
When you prepare your milk using powdered milk, what kind of water
will you use to dissolve the milk faster?
2. Presentation
Group Activity
a. Label your glasses/test tube A, B, and place them in the test tube rack.
b. Put equal amounts of powdered milk in them.
c. Half fill the glasses/test tubes with water at the same time. Glass/Test
Tube A - hot water, Glass B/test tube - cold water
30
31
OBJECTIVE:
Observe the effect of stirring on the rate of solubility of some solutes.
Answer questions that begin with what, why and how.
Values:
questions
Activity
1. Half fill each pair of glasses/test tubes (A and B) with water.
2. Drop a teaspoon of chocolate in glass A and B of set one.
32
3.
4.
5.
6.
3. Discussion
Answer these questions based on your activities:
a. What solvent did you use in both glasses?
b. How much solvent did you put in each glass?
c. What solutes did you put in set 1? set 2? and set 3?
d. What did you do with the mixture in glasses labeled A? and glasses
labeled B?
e. How do you compare the rate of the solubility of the solutes in glasses
A and B in all set-up?
f. Why did the solute dissolve faster in all glasses that you stirred?
4. Generalization:
What is the effect of stirring the solute?
5. Application
Why does Mother stir the soap powder in the basin of water before
she emerges the clothes that she will wash?
IV. EVALUATION:
Write the letter of the correct answer.
1. Mother is preparing a mixture of salt, sugar and vinegar for her "atsara"
(pickles). She stirred the mixture. Why?
a. to make the mixture tastier
b. to dissolve the sugar faster
c. to dissolve both the sugar and the salt faster
2. What should you do to dissolve the egg yolk in a glass of milk when preparing
health drink (Egg nag)?
a. Allow the egg yolk to settle at the bottom
b. Stir the egg yolk to dissolve it faster
c. Heat the milk to dissolve the egg yolk
3. How does stirring affect the rate of solubility of a solute?
a. The solute particles become hard when stirred.
b. Stirring made the solute particles come in contact with the solvent
dissolving it faster
c. Stirring increase the number of solute particles making the solute dissolve
faster.
V. ASSIGNMENT:
Gurgling with salt makes your teeth stronger. How will you make the salt
dissolve faster in water? Name two ways of doing it.
33
OBJECTIVE:
Test the effect of powdering/grinding a solute to its rate of dissolving it in
solvent
Values:
34
One day, a woman accidentally drop one rice grain as big as her head.
It broke into small pieces. Since she has no more rice to cook, she cook
the broken pieces of rice. What do you think she found out?
Do you think the small pieces were easily cooked? Why do you think?
3. Activity Proper
a. Let us find out if grinding, powdering or breaking a solid to finer
particles has an effect on its dissolving.
b. Do the activity:
Activity 1
1. Get the 6 clear glasses and label each pair A-and B.
2. In all the glasses, fill them with the same amount of water.
3. In all glasses labeled A, drop the following in each glass - lump of soil,
knorr cubes, coffee granules
4. Stir the solutes in the solvent.
5. Record the time when solutes dissolved completely.
Activity 2
1. Powder/break the lump of soil fine particles.
2. Do the same with the coffee granules and the other knorr cubes.
3. Drop them into the glasses labeled B.
4. You drop a lump of soil, a cube of seasoning and ground coffee in water
of the same amount, you stirred the mixture. Which do you think will
dissolved first?
a. lump of soil
b. cube of seasoning
c. ground coffee
IV. EVALUATION:
There are 3 glasses of water with the same amount and the same
temperature. These kinds of salt were drop into the water. There are salt cubes,
salt granules and very fine salt, the salt dissolved faster than other when you
stirred.
Which of these do you think is the reason?
Fine solvent dissolved faster than easier solvents.
Fine solvents collide better with the solvent
Fine particles of solvent can not be stirred.
V. ASSIGNMENT:
Why do you think mother grinds the roasted peanuts first when she makes
gravy for the kare-kare.
35
OBJECTIVE:
Identify chemical and substance that can pollute land, water and air
Name ways on how pollutants gets into the environment
Values:
36
here? How about the fishes, do you think they will live? Why?
f. Observe this soil sample taken near the machine shop. Describe the
soil? Do you think your plants grow in this kind of soil? Why?
3. Discussion
1. Let the pupils tell their observation.
2. Discuss in detail chemicals and substance that pollute air, land and
water.
3. Emphasize the value of taking care of the environment to avoid
pollution.
4. Generalization:
1. What is pollution?
2. What causes pollution to land, air and water?
5. Application
You have some pigs. Mother ask you to clean the pig pen. How will you
clean it to avoid pollution?
IV. EVALUATION:
Chemical substances can pollute soil, water and air. Under each column,
write 5 chemicals and substances that can cause pollution to:
Land/soil
Water
Air
1.
1.
1.
2.
2.
2.
3.
3.
3.
4.
4.
4.
5.
5.
5.
V. ASSIGNMENT:
Go around the place where you live. Identify 5 things that pollute the land
water and air in that place.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
37
OBJECTIVE:
Describe how chemicals and other materials can pollute land.
Values:
38
39
OBJECTIVE:
Describes how chemical substances and other materials can pollute water.
Values:
40
41
OBJECTIVE:
Describe how chemicals and other materials can pollute air
Values:
42
43
OBJECTIVE:
State the improper handling of household substance and other chemicals can
cause pollution.
Identify/name some proper ways to handle these substance and chemicals
Values:
44
45
OBJECTIVE:
Describe the effects of polluted land on people, animals and plants.
Values:
disposal
Keep the environment clean and fit for living things by proper waste
46
4. Plant 5 mango seeds in each can. Put the cans under the sun. Water
the plants each day giving the same amount or water in each can.
5. Observe the growth of the plants for two weeks. Measure the height,
number of leaves and color of the plants.
6. Complete this table below
Answer the following based on your observation chart.
1. What is the same in all the cans?
2. What did you add to can A? can B?
3. What do you call these things?
4. In which can grow the tallest plant? What did you observe about
the number of leaves of the plants in each kind? How about the
color?
3. Discussion
1. What are the effects of pollution on land?
2. Lead the discussion on what happens when there isn't enough plants
to produce food for people and animal.
4. Generalization:
How does polluted land affect the lives of people, animal and plants?
5. Application
You have a garden at home. You want your plants to grow healthy.
What things should you do?
IV. EVALUATION:
Write the letter of the correct answer.
1. When soil is polluted, which of this could be the result?
a. Plants leaves are green.
b. Plant growth is stunted.
c.
Plants grow healthier.
2. Which of these make the soil acidic?
a. Decayed plants and animal. b. Continuous use of fertilizers.
c. Too
much water.
3. When plants do not grow well on polluted land, the result is
a. reduced food supply b. healthier animals
c. more
vegetables for food
V. ASSIGNMENT:
Make the poster showing the bad effects of Land Pollution.
47
OBJECTIVE:
Describe the effect of water pollution on people, animals and plants.
Values:
48
Your house is near the river. Mother asks you to wash empty cans of
paints in the river. Will you do what mother asks you to do? Why?
IV. EVALUATION:
Write the letter of the correct answer.
1. Red Tide is a form of
a. Water pollutions cause by soap.
b. Food chain poisoning due to water pollution.
c. Drying riverbeds due to pollution.
2. Why do fishes die when oil spills happen?
a. Their scales are dog by oils.
b. Their bodies become slimy and can not swim.
c. They are eaten by seabirds.
3. When people throw garbage in the river, what will likely to happen?
a. Fishes are poisoned and die.
b. Plants living in water get healthier because they absorb the waste
substances.
c. Fishes in the river eats the garbage and become fatter.
V. ASSIGNMENT:
Do a group research on what tiny plan1S in rivers die due to water pollution.
49
OBJECTIVE:
Describe the effect of polluted air on people, animals and plants.
Values:
50
51
OBJECTIVE:
Identify same ways to prevent pollution of the land, water and air.
Values:
52
53
OBJECTIVE:
Explain what compost means.
Describe how composting help prevent/control pollution.
Values:
54
55
OBJECTIVE:
Describe the position/condition of materials that has potential energy.
Values:
energy.
II. SUBJECT MATTER:
Energy
Potential Energy
A. Science Concepts/Ideas:
Potential energy is the energy stored in an object.
Materials have potential or stored energy that is due to its condition, such
as state, hardness and shape.
Materials also has potential energy due to its position. The higher it is, the
greater is its potential energy.
Materials have potential energy also due to their chemical composition.
B. Science Processes:
Observing, describing, Identifying
C. Materials:
Three books, empty match box, block of wood, a label of a chocolate
drink, match sticks, candle, marble, illustration board
References:
Teachers' Module in SCIENCE AND HEALTH IV, Villegas, p. 40
Into the Future: Science and Health IV pp.136-138
III. RPOCEDURE:
A. Preliminary Activities:
Present the label of a chocolate drink that tells about "pocked energy", or
recall a TV Advertisement where energy is needed to climb a mountain. Allow
pupils to give their own ideas what energy means.
B. Lesson Proper
1. Motivation
During brown-outs what do we need to have light?
2. Activity Proper:
Group I
1. Strike a matchstick against the side of the match box.
2. Light a candle.
3. Answer the following:
a. What happened to the matchstick?
56
b.
c.
d.
e.
Group II
1. Put one end of an illustration board on top of 3 books filed up.
2. Place an empty matchbox at the foot of the board. Mark is position on
the floor.
3. Place a block of wood at the top of the board.
4. Let the block of wood slide down the illustration board.
a. How far did the matchbox move?
b. What happened to the matchbox when the block of wood hit it?
c. Did the wooden block do the work? Support your answer.
C. Discussion:
Pupils repeat their observation
D. Generalization:
1. What is potential energy?
2. Why do some materials have potential or stored energy?
3. When does a material or an object possess potential energy?
E. Application:
I have here some marbles. Place them on top of the table one after the
other. Are they morning? What kind of energy do the marbles have? Push
the farthest marbles toward the next. What happened? Where does the
marble get its energy to move?
IV. EVALUATION:
Choose the letter of the correct answer:
1. What is the condition of a book in the shelf?
a. moving
b. changing
2. Which of the following has potential energy
a. a leaf falling to the-ground
b. a fruit hanging on a branch
c. a flying bird
3. What is another name for potential energy?
a. energy in motion
b. stored energy
energy
c. at rest
c. changing
V. ASSIGNMENT:
List 5 objects that have potential energy.
57
OBJECTIVE:
Describe the position/condition of material that has kinetic energy.
Values:
task
58
2. When the water falls on the wheel, what did you observe?
3. What was the condition of the water wheel before the water was
poured?
4. What was the condition of the water wheel when touched by water?
5. What energy is produced by these materials while in motion?
C. Generalization:
Is there energy in moving matter? Why? What is kinetic energy?
D. Application:
When playing tumbang preso, you need a can. When one kicks the can
it moves. What kind of energy has the can when it moves? What should
you observe when playing with others?
IV. EVALUATION:
1. What energy has the moving water wheel?
a. stored energy
b. kinetic energy
c. potential energy
2. Which is the condition of a running car?
a. in motion
b. at rest
c. turning
3. Flowing water from a water fall is an example of potential energy
a. potential energy
b. energy at rest
c. kinetic energy
V. ASSIGNMENT:
Does mind have kinetic energy? Explain your answer.
59
OBJECTIVE:
Differentiate potential energy from kinetic energy
Values:
60
Condition of Material
D. Generalization:
What makes potential and kinetic energy different from each other?
D. Application:
Water in a dam has energy. What kind of energy is this? The water in a
dam is released and flowed to the irrigation canal. What kind of energy was
now produced?
IV. EVALUATION:
Write K before the number is the object has kinetic energy and P if it has
potential energy.
______ 1. gasoline in a drum.
______ 2. the wheel of a running car.
______ 3. a fish swimming in the river.
______ 4. a fruit in a tray.
______ 5. the kite in a store.
V. ASSIGNMENT:
Observe three things. Tell whether they have kinetic or potential energy.
Make a table of your observation.
61
OBJECTIVE:
Infer that materials that can do work has energy
Values:
62
63
OBJECTIVE:
Show that kinetic energy makes materials move/work
Values:
64
Group 2
1. Inflate the balloon with air.
2. Place it near the tiny bits of paper with its opening toward the paper.
3. Release the air inside the balloon.
4. Observe:
a. When you released the air from the balloon, what happened?
b. What made the bits of paper flew?
c. What energy has the air released from the balloon?
Group 3
1. Put 5 plastic bottles (empty bottles of mineral water) in an upright
position along a horizontal line.
2. Hold the rubber ball, 2 meters away from the bottles.
3. Release the ball from your hand and make it roll towards the bottles.
4. Observe:
a. Did the bottles move when they were hit by the ball?
b. What kept the ball moving?
c. What does the ball has enabled it to roll forward?
C. Discussion:
1. Pupils report their observations.
2. Lead the pupils to arrive at the generalization
D. Generalization:
What kind of energy makes materials move/work?
D. Application:
Observe the leaves of trees. Do they move or sway all the time? What
makes them move? Which energy makes them move?
IV. EVALUATION:
Check the one which shows that kinetic energy makes materials move/work.
_____ 1. the book on top of the table
_____ 2. the rotating blade of the electric fan
_____ 3. the wheels of a parked jeepney
_____ 4. a stone rolling down the hill
_____ 5. the dripping water from the faucet
V. ASSIGNMENT:
Nelia is playing in the swing. At first the swing moved past them it slowly
stops.
1. What energy does the swing has?
2. What happened to the kinetic energy when it stopped swinging?
65
OBJECTIVE:
Demonstrate that work is a method of changing energy.
Values:
66
d. What kind of energy did the wire possess when it was move back
and forth?
e. Was there energy change when the wire was bent back and forth?
Why?
f. Was there work done? Explain.
Activity 2
1. Lift the chair from the floor
2. Put the chair down
a. Was force exerted when you lifted the chair'>
b. Was force exerted when you put the chair down?
c. What do you call the energy acquired by the chair when you lifted
it? When you put it down?
d. Was there work done when you lifted the chair? Why?
C. Discussion:
Discuss the change in energy when work is done (PE to KE or vice versa)
D. Generalization:
What is method of transforming energy?
D. Application:
What is method of transforming energy?
IV. EVALUATION:
1. What is one way of changing energy?
a. doing work
b. applying force
c. distance
2. When you bend the wire, your kinetic energy gives the wire its own kinetic
energy. In the process, its kinetic energy is being changed into potential
energy partly due to the heat, when the wire was broken.
a. there is no more force applied.
b. all its kinetic energy is changed to heat and potential energy.
c. all its potential energy is changed to kinetic energy.
3. A bouncing bail possesses kinetic energy.
When it stopped bouncing, what happened to its kinetic energy?
a. It is wasted in the air.
b. It is changed to potential energy.
c. It is changed to heat and potential energy
V. ASSIGNMENT:
What work do you do to help at home?
Why do you say that what you are doing is work?
67
OBJECTIVE:
Define friction
Identify conditions when friction is present to retard/resist motion
Values:
Friction is also present among people when they oppose one another.
When a person in a group does not cooperate, their work is slowed
down.
68
69
OBJECTIVE:
Compare how objects move on different textures/surfaces.
Values:
70
needed)
2. On of the glass, put a strip of sand paper and label A. Leave the other
half of the glass bare and label it lane B.
3. Put 2 wood blocks of the same size, shape and weight atop the edge of
the glass.
4. Let the two similar wood blocks slide down the two lanes at the same
time.
5. Observed how each wood block move down.
a. Which wood block slid down slower?
b. Which wood block slid down slower?
c. What do you think caused the difference in their speed?
Activity 2
1. Put one end of a hollow block on top of a pile of 4-5 books.
2. Tape a wax paper on 112 of the hollow block and label it A.
3. Label the other half that is covered by wax paper. Label it B.
4. Place two similar wood blocks on top of the hollow blocks. Let them slide
at the same time.
5. Observe how the wood blocks slide down.
a. Where did the wood block slide faster?
b. Where did the wood block slide slower?
c. What cause the difference in their rate of sliding?
C. Discussion:
The group reports their findings.
Lead the class to conclude that objects move differently on different
surfaces.
D. Generalization:
What does texture or surface do to the movement of objects?
Which type of surface allow movement faster? Why?
Where is friction greater, rough or smooth surface?
A. Application:
Why is it easier to travel on a cemented road than a rough road?
IV. EVALUATION:
Select the letter of the correct answer:
1. Which of these has a rough surface?
a. linoleum
b. sand paper
c. mirror
2. Where do you think is the best for you to (slide) use your board?
a. on a hill where there are pebbles
b. on a hill covered by small grasses
c. on a stony hill
3. In order to avoid slipping, its better that you wear shoes or slippers with
a. smooth soles
b. rough soles
c. hard soles
V. ASSIGNMENT:
Does your mother apply floor wax and scrub your stairs? Ask her why. How
do you move when the floor is too slippery?
71
OBJECTIVE:
Infer that rough surfaces increase friction.
Values:
72
one on the uncovered surface and the other on the covered surface.
uncovered
73
OBJECTIVE:
Identify ways of decreasing/increasing friction.
Values:
3. Group pupils
4. Let pupils do these activities
Group 1
1. Wipe your palms dry.
2. Wipe your arms dry.
3. Rub your dry palms to your dry arms 20 times
a. What did you feel?
b. What do you think caused that felling?
74
c. Was it easy to rub your dry palms with your dry arms?
4. Put a little oil on your palms.
5. Rub it on your arms 20 times.
a. What did you feel?
b. Was the rubbing easier this time?
a. What made your palms move easier and smoother on your arms?
Group 2
1. Put some salt on both palms
2. Rub your palms together 10 times
a. What do you feel?
b. Is the movement of your palms smooth and easy?
3. Wipe off the salt thoroughly from your palms.
4. Put some face powder on your palms.
5. Rub your palms together 10 times.
a. Did you notice the difference between your first and second
Activity?
b. What made the difference?
C. Discussion/Concept Formation:
1. Let the pupils report their observations.
2. Lead the discussion to arrive at the concept.
D. Generalization:
1. Can friction be decreased or increased?
2. What are some ways to decrease friction?
3. What are some ways to increase friction?
E. Application:
What will you apply to the floor of your house so that you can scrub it easier?
IV. EVALUATION:
Here are some activities. Tell whether they increase or decrease friction.
______ 1. Putting new ball bearings in your bike.
______ 2. Applying grease on the door hinges.
______ 3. Scattering sand on your slippery path way.
______ 4. Applying floor wax on the floor.
______ 5. Keeping the floor and stairs dry.
V. ASSIGNMENT:
List 5 daily activities where you can increase/decrease friction.
75
OBJECTIVE:
Identify the uses of decreasing/increasing friction in everyday life.
Values:
Friction like other things that we need in life can only be useful when
we know how to use it. Understanding how friction works saves us
from loss and increase our efficiency. This is the reason why we must
keep on learning things that affect our lives.
76
77
78
OBJECTIVE:
Observe that heat transfers from a hot to a cold body.
Values:
79
80
OBJECTIVE:
Describe the condition necessary for producing heat.
Values:
81
Activity 2
1. Light two candles.
2. Place each inside the glass jar.
3. Cover one jar with the lighted candle. Leave the other uncovered.
4. Observe what happen.
a. Which candle remain lighted?
b. Why do you think the candle in the covered jar went out?
C. Concept Formation:
1. Pupils report their observations.
2. Discuss the conditions needed to produce heat such as fuel, enough heat
to produce raise the fuel to its kindling point, enough and continuous
supply of oxygen, (air).
3. Point out that in the activities the fuel is the candle, the match is the
source of heat and the air, the source of oxygen.
4. Discuss others that produce heat like friction, the sun and electricity.
D. Generalization:
What conditions are needed to produce heat?
E. Application:
1. If Mother wants to lower heat or fire in the stove, what does she do?
2. How would you put out the fire that gets into a pan while you are frying?
IV. EVALUATION:
Write the letter of the correct answer.
1. In addition to fuel, what two other conditions are necessary to produce heat
by fuels?
a. Oxygen and enough heat to raise the fuel to its kindling point
b. Oxygen and any source of heat like matches and lighter.
c. Candles, electricity and heat from the sun
2. How is heat produced by striking a matchstick?
a. through burning
b. through friction
c. through heating
3. Which appliance produces heat but not light?
a. electric bulb
b. flat iron
c. fluorescent lamp
V. ASSIGNMENT:
How can you help prevent fire at home? Make a poster to show it.
82
OBJECTIVE:
Identify the kinds and sources of fuels
Give examples of each kind of fuel
Enumerate the characteristics of a good fuel
Values:
friendly.
II. SUBJECT MATTER:
Energy
Kinds and sources of fuels
A. Science Concepts/Ideas:
Fuels are materials which may be burned to produce useful heat for
domestic and industrial purposes.
Fuels are classified according to state: solid, liquid and gas
Fuels are also classified into two types according to their sources, Natural
and Synthetic
B. Science Processes:
Identifying, classifying, inferring
C. Materials
Pictures of different kinds of fuels, sample of some fuels like firewood,
charcoal
References:
Module in Science and Health, 4, by Mrs. Jessie A. Villegas p. 44
III. RPOCEDURE:
A. Preparatory Activities:
1. Review
In our past lessons we learned that heat comes from burning. What do
you call these things we bum to produce heat?
B. Lesson Proper:
1. Motivation:
What supplies the heat that Mother uses in cooking?
2. Presentation:
Show some pictures. Allow pupils to study them before asking them to
do the following activities.
83
Activity 1
List down the things you use to produce fire and heat at home.
1. Get two chairs, Rub wax or candle on the foot of one chair.
Activity 2
Classify these things into solid, liquid and gas
Activity 3
List their sources.
C. Concept Formation:
1. Pupils present their group work.
a. What kind of fuels did you list as solids? Liquids? Gas?
b. Where do these fuels come from?
c. Which are cheap? Which are readily obtainable? Which are safe to use?
D. Generalization:
1. What are the kinds of fuels?
2. Where do fuels come from?
3. What are the characteristics of a good fuel?
E. Application:
If you are to choose the kind of fuel to use for your cooking, what will you
choose? Explain your answer.
IV. EVALUATION:
Write 3 examples of each kind of fuel.
Solid Fuel
Liquid Fuel
Gas Fuel
V. ASSIGNMENT:
What is spontaneous combustion? How can this happen?
84
OBJECTIVE:
Explain spontaneous combustion
Values:
Keep your homes clean and free from materials that easily burn. Store
flammable materials away from residential places.
II. SUBJECT MATTER:
Spontaneous combustion
A. Science Concepts/Ideas:
Spontaneous combustion is the self ignition of certain materials initiated by
slow oxidation.
B. Science Processes:
Observing, identifying, communicating
C. Materials
Foam, rags, kerosene, gasoline, tin can
References:
Module in Science and Health 4 by Jessie A. Villegas p. 44
III. RPOCEDURE:
A. Preparatory Activities:
1. Review
Review what conditions are necessary for materials to burn?
B. Lesson Proper:
1. Motivation:
What supplies the heat that Mother uses in cooking?
2. Activity Proper:
a. Identifying materials
c. Explaining the procedure
c. Setting standards for group work
d. Grouping the pupils for the activities
Activity 1
1. Place the tin can in a safe place outside the classroom.
2. Put a few drops of gasoline in the can.
3. Carefully drop a lighted matchstick into - the can.
4. Observe
a. What happen when the lighted matchstick was dropped in the can
with gasoline?
b. Why do you think it gave an instant fire?
Activity 2
85
86
OBJECTIVE:
Record the temperature of objects before and after heating
Values:
87
88
OBJECTIVE:
Observe how heat travels through solids
Values:
Exercise extreme caution when you are near hot objects to avoid
accidents.
89
90
OBJECTIVE:
Describe how heat is transferred in liquids and in gas.
Values:
91
92