SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:
1. Identify the force that pulls an object from the circle
2. Differentiate centripetal force and centrifugal force.
Values:

Awareness

II. SUBJECT MATTER:

Topic Moving in Circles
A. Science Concept/Idea:
Centripetal force is the real force that acts radially inward or toward the central point.
B. Science Processes:
Differentiating centripetal force from centrifugal force
C. Materials:
Mango or avocado strips, blender or egg beater
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What factors cause acceleration of moving objects?
B. Developmental Activities:
1. Motivation:
Do you know how washing machine works? It washes, rinses and spins the clothes?
Why do think this happen?
2. Presentation:

Do activity 5.4 Circular Motion in Appliances

3. Discussion/Analysis:
What kind of motion did you observe in the blender?
4. Concept Formation/Generalization:
What is the force that acts radially inward on a spinning object in a circular path?
5. Application:
Observe/imagine a ceiling fan with its blades rotating or moving in a circle. Which is the
center of the circle? What enables the blades to continue moving in a circle than fly off?
IV. EVALUATION:
Choose the letter of the correct answer:
1. Which home appliance demonstrates centripetal force?
a. gas stove
c. washing machine
b. television set
d. electronic organ
2. Why are some parts of the egg thrown to the sides of the bowl when the egg is being mixed?
a. because of the centripetal force
c. because of the force exerted by the person
b. because of the inertia
d. both a and c
V. ASSIGNMENT:
1. What is centrifugal force?
2. What is centripetal force?
3. Find out how centripetal and centrifugal forces keep a satellite orbiting around earth.

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Demonstrate how objects move in circular motion.

Values:

Alertness

II. SUBJECT MATTER:

Topic Moving in Circles
A. Science Concept/Idea:
The velocity of a spinning object continuously changes because its direction is an changing
all the time.
B. Science Processes:
Observing the effect of direction on the velocity of a spinning object
C. Materials:
A washer tied at one end of a band or a one-meter string
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:
Do you know how little David killed giant Goliath?
What lesson can be derived from the story?
2. Presentation:

Do Activity 5.5 Another Force

3. Discussion/Analysis:
What happens to the velocity of the whirling washer when you shortened the string?
4. Application:
Why can the planets revolve around the sun without falling out of their orbits?
IV. EVALUATION:
Answer the following:
_______ 1. The _________ draws object moving in a circle away from the center.
_______ 2. The _________ pulls an object moving in a circle towards the center.
_______ 3. Both forces are of _______ equal strength and

V. ASSIGNMENT:
Why does a cyclist who is turning at a sharp curve lean his bicycle and his body toward the
center?

Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Identify the layers of the earth

Values:

Be scientific

II. SUBJECT MATTER:

Topic The Earths Surface
A. Science Concept/Idea:
Earths layers are the crust, the mantle and the core.
B. Science Processes:
Identification, observation
C. Materials:
Hard-boiled egg, diagram showing the earths layer
References:
Into the Future, pp. 127-129
Science and Health VI pp. 194
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:
Review the components of the earths surface by showing a globe. Ask them to identify
the bluish part of the globe and multi-colored portions. Point out the oceans and the
continents.
2. Presentation:

The earth is sometimes compared to an egg. Can you tell why?

Do Activity 6.1 Layers of the Earth

Identify the layers of the cross-section of the hard-boiled egg.

Identify the layers of the earths interior by means of a diagram.

3. Discussion/Analysis:
a. What are the layers of the earth?
b. What is the innermost layer of the earth?
4. Concept Formation/Generalization:
Name the earths layer.
5. Application:
Why do you think is important to know what is beneath the earths surface?

IV. EVALUATION:
Fill in the blank
_______ 1 -3 The layers of the solid earth.
_______ 4. It is the outermost layer.
_______ 5. It is beneath the crust.
V. ASSIGNMENT:
Draw a model of the earths interior. Label the parts.
Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Describe each layer of the earth.

Values:

Be knowledgeable

II. SUBJECT MATTER:

Topic The Earths Surface
A. Science Concept/Idea:
The crust is the outermost layer of the earth composed of a variety of loose solid rocks, like a
skin of igneous, sedimentary and metamorphic rocks.
The mantle which lies beneath the crust is composed of solid rocks and hot molten rocks.
B. Science Processes:
Description, Inference
C. Materials:
Picture of the Earths Interior
References:
Into the Future, pp. 196-198
Teachers Manual, pp. 127-129
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignment
What is the outermost layer of the earth? What is the innermost layer of the earth?
B. Developmental Activities:
1. Motivation:
Miners and oil drillers have drilled into the earth but none of them has dug deeper than a
few thousand meters. If you are one of those, what will you do?
2. Presentation:

Show illustration of the earths interior.

Scientists have investigate the different layers of the earth through core drilling,
analysis of volcanic materials and earthquake waves.

Pupils describe the layers of the earth by means of an illustration.

3. Discussion/Analysis:
a. What is the earths crust consists of?
b. What is the layer beneath the crust?
4. Concept Formation/Generalization:
How can you describe the structure of the earths interior, like crust, mantle core?
5. Application:
Why do you think it is important to know the layers of the earth or what is beneath the
earths surface?
IV. EVALUATION:
Fill in the blanks.
1. ___________ the two metals of which.
2. ___________ both the outer and inner core are made of.
3. ___________ are the two most.
V. ASSIGNMENT:
1. Find out why the earths interior is very hot.
2. Find out why scientists were able to arrive at the distinct layers of the earth.
Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Infer how the movement of the earths crust cause changes in the environment.
Values:

Cooperation, Working harmoniously

II. SUBJECT MATTER:

Topic Movements in the Earths Crust
A. Science Concept/Idea:
The earths crust consist of rocky plates which form the basis of continents and ocean floors.
The seven crustal plates of the Earth are Eurasian Place, Pacific Plates, African Plate, Indian
Plate, Australian Plate, North American Plate and South American Plate.
B. Science Processes:
Observing, inferring, identifying
C. Materials:
Globe or map, pictures of interesting land forms; two towels, pie crust
References:
Into the Future, pp. 199-200
The Science Connection 6 pp. 211-213
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Name the three main layers of the earths interior. Ask the pupils to label the layer as to
its color, thickness and composition.
B. Developmental Activities:
1. Motivation:
Show pictures of interesting landform. Is the earths surface flat? What are the different
landforms found in it? how do you think these different land forms came about?
2. Presentation:
Activities:
1. Let the pupils read orally textbook page 199-200 about eh moving crust of the earth.
2. Divide the class into two groups
Group I
Perform Activity 6.2 (Into the Future p. 109)
Group II
Perform Activity Simulating a Crustal Movement The Science Connection 6 p. 211
a. What happens to the towels as they are pushed from opposite ends?
b. Compare the lengths of the towels before and after pushing.
3. Concept Formation:
What are the seven crustal plates of the Earth?
4. Application:
On which plate is Philippines situated? In what direction is it moving?
IV. EVALUATION:
Choose the letter of the correct answer:
1. The Philippine is situated in the
a. Eurasian Plate
b. Indian Australian Plate
c. African Plate
d. Pacific Plate
2. The Plate Tectonics Theory states that
a. crustal plates are in constant drifting movement

b. the continents are forming into one large land mass

c. earthquakes cause the movement of crustal plates
d. bodies of water are slowly disappearing
V. ASSIGNMENT:
Differentiate, by means of drawing, between a fold and fault.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Describe how an earthquake occurs

Values:

Attentiveness and cooperation

II. SUBJECT MATTER:

Topic Earthquakes
A. Science Concept/Idea:
Earthquake is the shaking of the Earths crust as a result of the energy released by volcanic
activity or shifting of rocks layers from Earths interior.
Intensity is the extent of the damage caused by a an earthquake.
Magnitude is the amount of energy released by an earthquake.
B. Science Processes:
Simulating and Identifying
C. Materials:
Pile of six books and a pencil, Rossi-Forrel Scale
References:
Into the Future: Science and Health VI pp. 202-205
Teachers Module: Science and Health 6 J.A. Villegas p. 60
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Identify the crustal plates.
How does the movement of crsutal plates affect the earth surface?
B. Developmental Activities:
1. Motivation:
What happens when these plates move? What causes them move? When you hear about
an earthquake measuring 5.0 on the Richter Scale. What does it mean?
2. Presentation:

Do activity 6.2 Movements of Rock Layers.

Read and Discuss the earthquakes.

a. What is earthquake?
b. What are the types of earthquakes?
3. Concept Formation:
How does an earthquakes occur? How can you differentiate intensity from magnitude?
4. Application:
What instrument can detect and record vibration on the earths surface?

IV. EVALUATION:
Multiple Choice: Choose the letter of the correct answer:
1. Why do great earthquakes occur? They occur __________.
a. because of shifting crustal plates
b. because of the waves coming form the ocean
c. because of the flowing system
d. because of the typhoons that hit certain areas
2. What is the intensity of an earthquake when people become panicky as a small landslide occur?
a. Intensity I
c. Intensity II
b. Intensity III
d. Intensity IV
V. ASSIGNMENT:
Describe the Ring of Fire and how it is related to the frequent occurrence of earthquakes.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Describe how earthquakes affects the environment.

Values:

Awareness

II. SUBJECT MATTER:

Topic Efforts on the Environment
A. Science Concept/Idea:
Earthquake are among the most destructive forces of nature. They destroy not only lives, but
also property and infrastructure. They can cause the collapse of dams which may trigger
flooding.
B. Science Processes:
Observing and describing
C. Materials:
Pictures of a landslides and a tsunami and newspaper of earthquakes
References:
Science and Health VI Carmelita C. Coronel p 206-207
The Science Connection 6 Vinnalisi Rivera pp. 217-218
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Differentiate between magnitude and intensity of an earthquake.
B. Developmental Activities:
1. Motivation:
Show pictures, read news clippings about the effects of earthquakes
2. Presentation:
1. Reading of text. Effects of Earthquakes.
2. Describing how earthquakes affect the environment and cause changes in the landscape.
3. Discussion
How many earthquakes indirectly cause fire? What effects may strong earthquakes have
in areas along the seacoasts?
What is a tsunami? What is landslide? Why is it dangerous?
4. Concept Formation
How do earthquake affect the environment?
How do they cause changes on the landscape?
5. Application:
Activity: How do earthquakes affect people?

IV. EVALUATION:
Modified true or false. Write T if the statement is true. If it is not, change underlined word or
phrase to make it true.
__________ 1. Peoples lives are in danger during a strong earthquake.
__________ 2. Earthquake can bring damage to buildings, bridges, dams, and other infrastructures.
__________ 3. A tsunami is a result of an earthquake on land
__________ 4. Landslide and cracks on the soil surface are results of an earthquake.
__________ 5. Scientist use a seismograph to detect ground vibrations.
V. ASSIGNMENT:
Do a research about tsunamis that occurred during the last five years.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Practice precautionary measures before, during and after an earthquake.

Values:

Alertness; Observing precautionary measures

II. SUBJECT MATTER:

Topic Precautionary Measures Before, During and After and Earthquake
A. Science Concept/Idea:
Before an Earthquake, it is important to prepare yourself mentally and emotionally about the
risks.
During an Earthquake, the first thing to remember is to keep your head clear and avoid panic.
After an Earthquake, observe and assess your immediate surroundings.
Expect aftershocks, and find a safer place to stay if necessary.
B. Science Processes:
Observing and inferring
C. Materials:
Pictures, illustrating precautionary measures
References:
Exploring Science and Health 6 p. 231
Into the Future: Science and Health 6 pp. 206-209
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
How does earthquakes affect the environment? How do they cause changes on the
landscape?
B. Developmental Activities:
1. Motivation:
Can we prevent natural earthquakes from occurring? What would be your first reaction
when you feel the ground shaking and conclude an earthquake?
2. Presentation:

Activities
1. Identifying precautionary measures before an earthquake.
2. What practical preparations can you and your family undertake?
3. Identifying precautionary measures during an earthquake.
4. Identifying precautionary measures after an earthquake.
3. Concept Formation:
What precautionary measures can be undertaken before, during and after an earthquake.
4. Application:
How can you extend help to earthquake victims?

IV. EVALUATION:
Read each sentence carefully. Write B if the precautionary measure should be done before the
earthquake, D if during an earthquake, and A if after the earthquake.
_____ 1. Do not panic
_____ 2. Check yourself for injuries
_____ 3. Store emergency supplies
_____ 4. Have an emergency plan
_____ 5. Check electric wire.
V. ASSIGNMENT:
Answer each question briefly.
1. If an earthquake started now, what should you do?
2. What are some of the effects of an earthquakes to people and properties?

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Describe how a volcano is formed

Values:

Awareness

II. SUBJECT MATTER:

Topic Volcano
A. Science Concept/Idea:
The molten rock, or magma, in the mantles atmosphere remain constantly active and
turbulent because of the extreme high temperature in the earths interior and of the
tremendous pressures exerted by the plates.
Volcanoes were formed during the geologic cooling of the earth which was once a ball of
magma. When the surface cooled and formed layers of rocks that sealed the interior, there
were some places where the magma accumulated in chambers underneath unstable rock
formation.
Types of volcano
a. Active volcano
b. Dormant or inactive volcano
c. Extinct volcano
B. Science Processes:
Observing, inferring and predicting
C. Materials:
Video clip of a volcano
References:
Science and Health VI pp. 194-196
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
1. What is an earthquake?
2. How does an earthquake affect the environment?
B. Developmental Activities:
1. Motivation:
Have you experienced witnessing a volcanic eruption?
Do you remember the Mt. Pinatubo eruption?
2. Presentation:
Today, more people have a better understanding of volcanoes, although they still fear
them because of their capacity for violent eruptions. Volcanoes are indeed passageways, not
to hell, but to the earths geologic birthplace.
3. Discussion/Analysis:
How do volcanic eruptions change the face of the earth?

4. Concept Formation/Generalization:
How are volcanoes formed?
What is an active volcano? Inactive volcano?
IV. EVALUATION:
Choose the letter of the correct answer.
1. What two factors contribute to magmas constant activity and turbulence?
a. Extremely high temperature of the earths interior and pressure exerted by the planets.
b. Extremely high pressure exerted by the plates and tremendous amount of magma.
c. Tremendous amount of molten rocks in the earths mantle and its high temperature.
d. Continuous shaking of the earths mantle crustal plates and temperature of the magma.
2. A volcano is said to be active if
a. it has a recorded history of eruptions.
b. it has not erupted within historic times, but has the capacity to erupt again.
c. it is no longer expected to erupt.
d. it is always emitting lava throughout the year.
V. ASSIGNMENT:
1. What are the beneficial and harmful effects of a volcanic eruption?
2. Give some precautionary measures before and after volcanic eruptions.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Describe how a volcano erupts.

Values:

Awareness

II. SUBJECT MATTER:

Topic Volcano
A. Science Concept/Idea:
Effects of volcanic eruption
a. Beneficial
1. Residential heat could provide geothermal steam for power generation
2. Massive deposition builds up land.
3. Volcanic ash contributes to soil fertility.
b. Harmful
1. Destruction of properties due to ash falls and lahar flows.
2. Degradation of environment due to massive deposition, siltation, and pollution
(volcanic gases produce acid rains)

Precautionary Measures
a. Before
1. Be an alert on unusual volcanic activity.
2. Follow warning instructions from authorities
b. During
1. Stay in doors
2. Cover your nose with damp clothe
c. After
1. Wait for instructions before returning to danger zone
2. Remove ash deposits on roofs.

B. Science Processes:
Observing, Inferring and predicting
C. Materials:
Dry ammonium dichromate, denatured alcohol, strip of paper, miniature volcano
References:
Science and Health VI pp. 194-196
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How are volcanoes formed?
What is an active volcano? Inactive volcano?

B. Developmental Activities:
1. Motivation:
What are volcanoes and how did people in the past regard them? The ancient Greeks
believed that the smoke coming from the crater of a volcano was the fiery breath of the
monster Typhocus, who had been imprisoned beneath the mountain by Zeus.
2. Presentation:

Do activity on page 194 of your book

3. Discussion/Analysis:
When does volcanic eruption occur?
What are the beneficial effects of volcanic eruptions?
What are the harmful effects?
4. Application:
How are volcanoes formed?
When do volcanic eruptions occur?
How do volcanoes affect the environment?
IV. EVALUATION:
Choose the correct answer:
1. The eruption of Mt. Pinatubo has contributed by global warming.
a. True
c. Maybe
b. False
d. No evidence
2. How are nearby rivers affect ted by volcanic eruptions?
a. Rivers will dry up because of too much heat.
b. Rivers will dry up because of siltation
c. Rivers will overflow because of lahar
d. Rivers will be poisoned by volcanic debris
V. ASSIGNMENT:
Define climate.
What are the elements of the weather?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Define Climate
Values:

Awareness

II. SUBJECT MATTER:

Unit - Climate
Topic Factors Affecting the Climate of a Place
A. Science Concept/Idea:
Climate is the average weather condition that prevails in a particular place for a long period
of time.
Factors affecting the climate of a place are altitude, latitude, bodies of water, wind
B. Science Processes:
Describing, identifying and explaining
C. Materials:
Globe or World Map, Map of the Philippines
References:
Into the Future: Science and Health VI, pp. 212-221
Science and Health VI pp. 222-224
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What kind of weather do we have today?
What are some elements of weather?
B. Developmental Activities:
1. Motivation:
Do you listen to weather reports?
What kind of weather do we have today?
2. Presentation:
Group the class into five groups.
Each group will report on the description of each factor affecting the climate of a place.
4. Concept Formation:
Show the class as chart about climate.
Describe each factors which affects the climate of a place.
5. Application:
Baguio is located on top of a mountain. It has very cold temperature. What factors affect
its climate?

IV. EVALUATION:
Fill in the blanks with the correct answer.
1.
2.
3.
4.
5.

__________
__________
__________
__________
__________

is the highest of a particular place above sea level.

is the distance north or south of the equator.
shows patterns of wind movement over a place annually.
means the frequency and amount of rainfall of a place.
size of water bodies near or around a place.

V. ASSIGNMENT:
List down the factors affecting the climate of a place.

Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Identifies the factors that affect the climate of a place: altitude, latitude, bodies of water, wind
system, amount of rainfall
Values:

Be attentive and participate in class discussion

II. SUBJECT MATTER:

Unit Climate
Topic Factors that Affect Climate
A. Science Concept/Idea:
The factors that affect the climate of a place are altitude, latitude, bodies of water, wind
system and amount of rainfall.
B. Science Processes:
Identifying, explaining
C. Materials:
Globe or Word Map
Map of the Philipines
References:
Into the Future: Science and Health VI pp. 220-222
Teachers Module 8 by Jessie A. Villegas and Celia Nacpil, pp. 66-67
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How does the latitude of a place affects its climate? Attitude? Bodies of water? Wind
system? Amount of rainfall?
B. Developmental Activities:
1. Motivation:
What can you say about the weather today?
Do we have the same weather as of yesterday?
2. Presentation:

Present a chart showing the different factors affecting climate of a place.

Do activity 6.9 on p.220 of Into the Future: Science and Health

Pupils identify the different factors that affect the climate of a place.
3. Concept Formation/Generalization:
What are the factors that affect the climate of a place?
4. Application:
How is the climate in Mindoro affected by the bodies of water that surrounds it?

IV. EVALUATION:
Multiple Choice. Write the letter of the correct answer.
1. The place where abundant rainfall is experienced wet season.
a. latitude
c. bodies of water
b. altitude
2. The higher the place the cooler it is.
a. latitude
c. bodies of water
b. altitude
V. ASSIGNMENT:
In a paragraph, answer the following question:
1. How does wind system is a place affect its climate?
2. How does amount of rainfall affect its climate?

Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Explain how each factor affects the climate of the place.

II. SUBJECT MATTER:

Unit - Climate
Topic How altitude, latitude, bodies of water, amount of rainfall and wind system affect the
climate of a place.
A. Science Concept/Idea:
Altitude - affects the climate of a place because with higher altitude have a colder climate
than those with lower altitude which have a hotter climate.
Latitude Regions near the equator where the sun shines directly overhead have a hotter
climate than those farther away.
Bodies of water affects the climate of a place because in places where there are big bodies
of water have more rain
Wind system in a place affect its climate because, in low pressure areas, there is warmer
wind while in high pressure areas, there is cooler wind.
Amount of rainfall in a place affects its climate because, places like those in deserts, where
there is less amount of rainfall have hotter climate while places where there is more amount
of rainfall have colder climate.
B. Science Processes:
Describing, inferring, explaining
C. Materials:
Globe or World Map
Map of the Philippines showing bodies of water that surround it.
Illustration of wind systems and wind direction
References:

Into the Future: Science and Health VI pp. 221-223

Science and Health VI, pp. 223-227
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the factors that affect the climate of a place? Describe each.
B. Developmental Activities:
1. Motivation:
Why is Baguio is cooler temperature than in Manila? Lets find out.
2. Presentation:
Activities:
a. Present a chart showing the different factors that affect the climate of a place
b. Let the pupils read the textbook on pp. 220-221 about Factors Affecting Climate and
answer the following questions:
1. How does the latitude of a place affect the climate?
2. How is climate affected by the altitude of a place?
3. Concept Formation/Generalization:
Describe each factor that affects climate of a place
Infer how it affects the climate in a certain place.
4. Application:
If you are on top of mountain, how will you feel? Cool or warm? Why?
IV. EVALUATION:
Multiple Choice. Choose the letter of the correct answer.
1. Which of the following explains Baguios cold temperature?
a. It is surrounded by bodies of water.
b. It is located on top of mountain
c. Is is located in the north
2. What kind of climate do areas surrounded by bodies of water have?
a. very cold time
b. cold climate
c. mild climate
V. ASSIGNMENT:
Draw a chart showing the factors affect the climate and how it affect the climate of a place.

Remarks: SCIENCE

AND HEALTH

VI

Date: ____________
I.

OBJECTIVE:

Explain how the earths rotation affects the wind system

Values: Listening attentively; Participating actively

II. SUBJECT MATTER:
Unit - Climate
Topic The Earths Wind System
A. Science Concept/Idea:
The Earths rotation causes the winds to blow sideward instead of directly downward or
upward in a straight path.
The intertropical convergence zone is the area where the trade winds converge or meet.
B. Science Processes:
Identifying, explaining, describing
C. Materials:
Globe, a piece of chalk, a diagram showing the different wind systems. Map of the
Philippines
References:
Into the Future: Science and Health VI pp. 224-227
Teachers Module 8, by Jessie A. Villegas and Celia Nacpil, pp. 69-70
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How are winds formed?
What are the different kinds of wind system?
B. Developmental Activities:
1. Motivation:
How do winds move?
What causes these winds to move that way?
2. Presentation:
Activity:
a. Get a globe and place it on the table.
b. Rotate the globe from west to east.
c. As the globe moves, ask a classmate to drop a piece of chalk from the North Polar
Region.
d. Observe what happen to the chalk
Analysis and Discussion:
a. In what direction does the piece of chalk fall as the globe rotate from west to east?
b. What do you think that chalk fell in that direction?
3. Concept Formation/Generalization:
How does the Earths rotation affect the wind system?
4. Application:
Do we experience the same wind system throughout the year? Why?
IV. EVALUATION:
Multiple choice. Write the letter of the correct answer.
1. What is the significance of the Coriolis Effect?
A The winds move from the poles toward the equation to blowing sideward.
B. The trade winds meet together in the intertropical convengence zone.
C The winds would blow toward the poles.
D Both a and b
2. Which of the following causes the winds to blow sideward?
A unequal heating of land and water
B the earths rotation on its axis
C the different bodies of water
D both a and b
V. ASSIGNMENT:

Draw an illustration showing the movement of the wind affected by the Earths rotation.

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Slow through a model the cause of the four seasons in other countries
Values:

Shows concern with the environment working with group harmoniously

II. SUBJECT MATTER:

Topic The Four Seasons
A. Science Concept/Idea:
Countries in the temperature zone experience four seasons in a year. The tilting of the earth at
23 o and the resolution of the earth around the sun and the rotation on its axis cause the
four-seasons namely winter, summer, fall, spring.
B. Science Processes:
Observing, Describing, Identifying, Differentiating
C. Materials:
Globe, Sun Model, World Map, pictures of the four seasons
References:
Into the Future: Science and Health 6 pp. 232-235
Science, Health and Environment 6 pp. 406-407
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
B. Developmental Activities:
1. Motivation:
Picture Study ( a picture of the Earth at different seasons of the year)
Look at the illustration, when do countries in the temperature zones experience winter?
Summer? Fall? Spring?
2. Presentation:
Activity:
1. Get Globe.
2. Observe and describe the lines you see.
3. What do you think is the use of these lines?
Analysis and Discussion:
a. What cause the occurrence of four seasons in other countries?
b. What are these four seasons? How can you describe each?
3. Concept Formation:
Why do countries in the temperature zone of the earth have four seasons?
4. Application:
What is the cause of the four seasons in the countries?
IV. EVALUATION:
Discuss why the tilting of the earth on its axis and its revolution around the sun cause the
occurrence of the four seasons in other countries.

V. ASSIGNMENT:
Draw the four positions of the Earth as it revolves around the sun. label each season and discuss.
Remarks:
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SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Observe through a model how the earth revolves around the sun
Values:

Resourcefulness

II. SUBJECT MATTER:

Topic Factors Affecting Climate
Sub Topic - How the Earth Revolves Around the Sun
A. Science Concept/Idea:
The Earths revolves around the sun even it rotates on its axis. One complete revolution takes
265 days. Because the earth is tilted on its axis, one pole is pointed more towards the sun.
the earths rotation deflects winds to the east and west to produce belts.
The wind blows counterclockwise in the northern hemisphere and clockwise in the southern
hemisphere.
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Globe, piece of chalk, diagram of the earths revolution around the sun, light bulb on a
stand or suspended from the top, pencil, crayons.
References:
PELC V.4.5 pp.4
Into the Future: Science and Health 6 pp. 232-233
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What is the meaning of revolution? Rotation?
B. Developmental Activities:
1. Motivation:
If the Earth is not revolving around the sun, how do you imagine the world to be?
2. Presentation:
a. Show a diagram illustrating the revolution of the earth around the sun.
b. Observe the revolution of the sun through a model.
3. Concept Formation:
How is revolution differ from rotation?
Describe how the earth revolves around the sun?
4. Application:
How does the tilting of the Earths axis affect the heat and light of the sun that reach the
earth?
IV. EVALUATION:
1. How many days it take one complete revolution of the earth to the sun?
2. How does the earth revolves around the sun?

V. ASSIGNMENT:
Draw or make a model showing the revolution of the earth around the sun.
Remarks:

SCIENCE AND HEALTH VI

Date: ____________
I.

OBJECTIVE:

Identify the four types of climate in the Philippines

Values:

Appreciate the beauty of our country

II. SUBJECT MATTER:

Topic Types of Philippine Climate
A. Science Concept/Idea:
Different parts of the country receive different amount of rain. The rainy season also falls on
different month of the year.
The Philippine is southeast of the big Asian continent. It is about 5 0N to 210N latitude,
because of its location and topography the Philippines has very little changes in temperature
but there are great changes in rainfall, and there are four types of climate in the Phillipines.
B. Science Processes:
Inferring, Differentiating, Describing
C. Materials:
A table showing amount of rainfall a particular place remains during the year, climate
map of the Philippines.
References:
Into the Future: Science and Health VI pp. 236-238
Science and Health 6 pp. 205-206
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
Why do countries in the temperature zone of the earth has four seasons?
B. Developmental Activities:
1. Motivation:
What are the big bodies of water that surround the Philippines?
2. Presentation:
Activity:
a. Get a climate map of the Philippines
b. Take note of the legend.
How many types of climate does the map indicate?
c. Differentiate each type of climate. Use a science book.
Analysis and Discussion:
1. What are the different types of climate in the Philippines?
2. How do you describe each type of climate?
3. What conditions bring about the different types of climate in the Philippines?
4. Concept Formation:
There are four types of climate in the Philippines. These are type 1 dry from December to
May and wet from June to September, Type 2 no dry seasons with maximum rainfall in
December and January, Type 3 short dry season that lasts only from one to three months, with
no very pronounced maximum rain period and Type 4 rainfall is evenly distributed
throughout the year.
4. Application:
Why do the Philippines experience the four types of climate?
IV. EVALUATION:
1. What are the four types of climate in the Philippines?
2. Enumerate the factors that affect the climate of the Philippines.
3. How climate of different types affect the life of plants and animals in the Philippines.
V. ASSIGNMENT:
Give the four types of climate in our country and differentiate. What factors affect our climate?

Date: ____________
I.

OBJECTIVE:

Identify the places where each type of climate occurs.

Values:

Love of country

II. SUBJECT MATTER:

Topic Types of Philippine Climate
A. Science Concept/Idea:
The Philippines is in the tropics. It receives sunlight the whole year round. Yet, the climate
differs in the different parts of the country. This is seen from variety of plants that grow in
these different places.
B. Science Processes:
Inferring, Interpreting, Composing
C. Materials:
A table showing amount of rainfall a particular place receives during the year, climate
map of the Philippines.
References:
Into the future: Science and Health 6 pp. 237-238
Exploring Science and Health 6 pp. 198-200
Science and Health 6 pp. 230-234
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the four types of climates in the Philippines? Describe each.
B. Developmental Activities:
1. Motivation:
In what part of the Philippines do you live? Do you have more of Rainy weather or sunny
weather?
What kind of climate does your place have?
2. Presentation:
Activity:
1. Use the rainfall charts of the different places of the country. Describe each chart as to
number of months with heavy rains and light rains.
2. Compare and differentiate one chart from the other in terms of amount of rainfall during
specific months.
Analysis and Discussion:
1. What provinces have the same climate as Manila?
2. Name the three months the greatest amount of rainfall in Daet.
3. Concept Formation:
Name at least five provinces that have the same climate as your province.
4. Application:
Identify the types of climate the various parts of the country have.
IV. EVALUATION:
1. What type of climate is characterized by maximum rainfall from November to January?
2. What type of climate does Davao City have?
3. What factors/contribute to the amount of rainfall a particular place receives?
V. ASSIGNMENT:
Locate the following places on the climate map and identify their types of climate.

Remarks:

Date: ____________
I.

OBJECTIVE:

Relate the geographical condition of a place to the type of climate it has

Values:

Knowledge can transform a person to a better one.

II. SUBJECT MATTER:

Topic Types of Philippine Climate
A. Science Concept/Idea:
The presence of bodies of water and mountains and location of the different places and the
different winds passing over the country affect the climate of a place. Based on these,
scientist classify provinces according to the amounts of rainfall they received.
B. Science Processes:
Inferring, Differentiating, Composing
C. Materials:
Climate map of the Philippines
References:
Into the Future: Science and Health VI pp. 238-239
Science and Health 6 pp. 234-236
Science, Health and Environment 6 pp. 407-108
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What places in our country have two pronounced seasons, six months with wet climate
and six months with dry climate?
B. Developmental Activities:
1. Motivation:
1. Why are those changes in rainfall in our country?
2. How climate affects the life of plants and animals in a certain place?
2. Presentation:
Activities:
1. Draw the climate map of the Philippines, with proper information.
2. Identify the type of climate a particular province has.
3. Discuss the characteristics peculiar to each type of climate.
Analysis and Discussion:
a. How does a latitude, altitude, bodies of water and mountain ranges affect climate of a
place?
b. What happens when air strikes the sides of a mountain?
3. Concept Formation:
Why do places with Type 1 climate get a fair share of rainfall when tropical cyclones
occur?
4. Application:
Why is it important to know the climate or the type of climate of a place where we live
in?
IV. EVALUATION:
Batanes is a place in the Philippines with so much rainfall and frequently hit by typhoon. How do
you think people in this place adopt themselves to the type of climate they have?
V. ASSIGNMENT:
1. Research on different places in different types of climate and find out how they adopt themselves
to the types of climate occur in their place.
2. Explain why different places in our country received different types of climate.

Remarks: