CURRICULUM CHECKLIST

CURRICULUM EVALUATION FORM

I. OBJECTIVES
a. To differentiate between the characteristics of the earths structural
layers;
b. To appreciate the way earth is designed to harbor life; and
c. To name the boundaries among the earths layers
II. LEARNING TASKS
a. Topic:
The Structure of the Earth
b. Concepts: a. Geology is the scientific study of the earth.
b. The major sections of the earth based on chemical
composition are the crust, mantle and the core.
c. The crust is the outer layer, the mantle is the middle layer
and the core the inner layer.
c. Values:
Gratefulness
d. Skills:
Comparing and differentiating
e.
Cooperative learning; Trigger Pictures
Strategies:
f. Materials: OHP
g.
Science of the Physical Creation: (2nd Edition) pp. 195-198
References:
III. LEARNING SEQUENCE
a. Routinary activities
A 5-item check-up test will be administered.
b. Motivation
The apple story
c. Lesson Proper
I. THE LAYERS OF THE EARTH
1. Show an acteate of the earths structure and ask students to identify
the layers. Ask what are the bases of identifying the layers.
2. Show a table of the differences between the layers according to the
primary materials, depth, average density, and temperature.
3. Discuss the crust. Show an acetate of materials that composes the
earths crust. Ask questions based on the data presented on the table.
Differentiate between oceanic and continental crust in terms of the
rocks that made them up.
4. Discuss the mantle. Differentiate between upper and lower mantle
and the transition zone.
5. Differentiate between the Inner and Outer Core.
II INVESTIGATORY PROJECT TITLE
.
1. Students go to their respective groups.
2. Must list at least 3 possible IP problems for approval.
III. ASSIGNMENT
1. Bring a pre-cut Styrofoam ball that resembles the Earth.
2. Bring a styro or poster paint.
3. Newspapers and paintbrush

I.
OBJECTIVES
At the end of the 60 minute period the students should be able to:
define what is solvent and solutes.
distinguish substance that dissolving and dissolved.
II.
SUBJECT MATTER
A. TOPIC
Solvents and Solutes
B. REFERENCE
Science for Daily use
Textbook
Science- Grade 4
Buenda A. Lozada Augusto T. Mendoza
Pages 115 - 121
C. MATERIALS
Book of Science for Daily use
Materials for experiment:
4 jars label A, B and D
Solids
4 tablespoons sugar
4 tablespoons flour
4 tablespoons salt
4 tablespoons yeast
Liquids
2 cups water
2 cups vinegar
2 cups alcohol
2 cups cooking oil
III.
PROCEDURE
A. ROUTNE ACCTIVITY

Classroom Management

Prayer

Attendance
B. MOTIVATION
Procedures for experiment:
1. Prepare four jars. Label the jars A, B and D.
2. Pour cup of these liquids: jars A, water; jars B, vinegar; jar C, alcohol; and
jar D, cooking oil.
3. Mix 1 tablespoon sugar in each liquid. Which liquids dissolved sugar?
4. Clean the jars before pouring another set of liquids.
5. Mix 1 tablespoon of the other solids.
6. Answer these questions.
a.
What solid materials can be dissolved in:

b.

Water?
Vinegar?
Alcohol?
Cooking oil?
What liquids can dissolve solids?
C. LESSON PROPER

Solvents and
Solutes
In every solution there is a dissolving substance and a dissolved substance. A
substance in a mixture that has greater quality retains its physical state. It is
dissolving substance. The solvent is generally the substance that you see in the
same state in resulting solution. The solute is the dissolved substance.
D. GENERALIZATION
1. What are Solvents and Solutes?
2. Give examples of Solvents and Solutes can find at home.
E. APPLICATION
Do the experiment on the pages 118 and answer the questions.
IV.
EVALUATION
Answer the Activity 1 and Activity 2 on page 120 on the book Science for Daily use.
V.
ASSIGNMENT

Answer the checking up activity on pages 121 on the book of Science for Daily use.