GR 4 Science 1st 4th

1ST
SCIENCE AND HEALTH IV
Date: ____________
I. Objective:
Identifies some bones that make up the human skeletal system
Values:The skeleton is the framework of the body in some ways as population is
the framework of a nation. When the framework is strong, the nation is
strong. It is important that each individual that composes a nation must
be strong
II. Subject Matter:

Human Skeletal System (Parts of the Skeleton System and the Bones)
A. Science Concept/Idea:
The skeleton is the framework of the body, which is made up of 206 different bones, designed
to:
a. support the body
b. enable movement
c. protect some body part
1. Axial Skeleton
2. Appendicular Skeleton
B. Science Processes:
Observing, classifying, inferring and communicating
C. Materials:
A model of a human skeletal system(if available) or enlarged picture of the human skeletal
system.
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 2-3
Science and Health for Changing Environment by Mrs. Estrelita S. Dela Cruz, et. Al. pp. 3-5
III. Procedure:
A. Preparatory Activities:
1. Introduce the chapter by showing things like picture frame or kite. Ask the pupils what the
things are and the parts. Relate this to the lesson
B. Presentation:
a. Refer again to the model or enlarged picture of the human skeletal system. Identify the two
parts of the skeletal system and some bones that make up the skeletal system.
b. Illustrate the bones on the Science notebook and label the bones.
C. Concept Formation:
a. Teacher requests the pupils to touch the bones of their body and describe them as to the size,
location, even hardness or softness.
D. Generalization:
What does the skeletal system made of?
E. Application:
Divide the class into four groups. Two groups will be holding the parts of the human skeletal
system, while the other two groups hold the banner of the two parts of the skeletal system and let
the classify the bones.
F. Enrichment:
Present some ways on how to take care of the skeletal system.
IV. Evaluation:
Answer the questions with the group mates.
1. Why do we have a skeleton?
2. How do we take good care of our skeletal system?
V. Assignment:
Classify the bones under the proper heading
vertebrate
ribs
skull
Axial Skeleton
pelvic bone
Appendicular Skeleton
Date: ____________
I. Objective:
Demonstrate how the skeletal system enables u tot move
Values:The strength of a chain is in its weakest link. This implies that we must
protect all the joints in our body, because if one of them is weak, the
whole body is affected.
II. Subject Matter:

The Human Skeletal System
A joint is an area where one bone meets another bone.

Kinds of Joints
1. Hinge joint
2. Gliding Joint
3. Ball-and-socket Joint
4. Pivot Joint or Angular Joint
5. Slightly Movable Joint
6. Immovable Joint
Observing and communicating
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
References:
III. Procedure:
Review
What do you call the framework of the body?
What are the two parts of the human skeletal system?
Checking of Assignment
Motivation
Ask the pupils to stand and let them do the different movements
B. Presentation:
a. Show them the enlarged picture or model of the skeletal system. Let them observe the bones.
b. Show the pictures of the different kind of joints and their names. Let the pupils move their
parts of the body where certain joint is found.
a. Teacher explains the various joints, the location and the movements of the joints.
b. Prepare a chart by group to summarize the learning about how the skeletal moves the body
and how the bones are connected to each other.
c. Presentation per group regarding the chart
D. Generalization:
Based on the activity, how does the skeleton move?
E. Application:
Imagine that your arms are made up of a long bone without joint. Stretch your arms this time
and fold them. Can you do that without the joints? Why?
The class may sing this song - My Bones
IV. Evaluation:
Identify the joint which allows the following movements:
_____ 1. A girl turns her head to the left without turning her body.
_____ 2. The dancers sway their hips around as they perform their number.
_____ 3. Myrna wiggles her thumb. It tilts in different directions.
V. Assignment:
Construct a model of leg or arm by a hinge joint, using cardboard and a round
fastener. Demonstrate how it moves.
Date: ____________
I. Objective:
Identifies some bones that protect some internal organs through illustrations
Values:Tough and strong bones protect the human body. You must, in return,
protect your bones by regular exercise and by eating calcium-rich foods.
II. Subject Matter:

The Human Skeletal System (What do Bones Protect)
1.
2.
3.
4.
5.
The function of some bones is to protect internal organs.

The ribs protect the heart and the lungs
The skull protects the brain
The spinal column protect the spinal cord
The pelvic bones guard the kidneys and other organs of the abdomen
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
Materials of some internal organs needed for the lesson
References:
Colliers Encyclopedia, Vol. 4, pp. 351-353
D. Application:
Why do we need to protect the internal organs?
What will happen if we will not take god care of our bones?
III. Evaluation:
Copy the bones and the internal organs that each one protects.
BONE
ORGANS/PROTECDED
IV. Assignment:
Match Column A with Column B. write the letter of the correct answer on the
blank..
Column A
Column B
_____ 1. Skull
a.
protects the kidneys
_____ 2. Rib cage
b.
protects the brain
_____ 3. Pelvic bone
c.
protects the heart
Date: ____________
I. Objective:
Identifies the different types of muscles; Describe the kinds of muscle
Values:Like muscles, there are happenings in our lives that we can and cannot
control. We can only be accountable for those that we can control; but
we must be ready to accept those that we cannot.
II. Subject Matter:

Muscular System (Kinds of Muscle)
1. Muscles are attached to bones
2. Types of Muscles
a. Voluntary Muscles
b. Involuntary Muscles
c. Cardiac Muscles
C. Materials:
Microscope (if available)
Slides with the different types of muscles (if available)
Picture of the different muscle cells/ kinds of muscles
References:
III. Procedure:
Review
What do bones protect?
Motivation
Introduce the lesson by showing the picture of a muscleman. Ask, what are the bulges
you see in his arms and legs?
Show the microscope or a picture of a muscle. Identify some important parts of it its
function.
B. Presentation:
a. Relate the motivation to the lesson
b. Let the pupils use the microscope
c. Group them and let them draw the muscles
d. Each group reporter will describe the muscles.
a. Refer to the pictures of the muscles. Let them compare each muscle from another muscle as
to the structure.
D. Generalization:
Describe the different types of muscles
E. Application:
Put your right hand on the center of your chest and feel your heart beat. Do you think you can
control the beating of your heart? What type of muscle does the heart have?
IV. Evaluation:
Enumerated below are various bodily functions and activities. Using your own body, observe and
name the type of muscle or muscles involved in each function/activity. The muscles can either be
voluntarily or involuntarily or both.
Bodily Function/Activity
Type of Muscle
1. Jumping, running, jogging
2. Winking of the eye
3. Breathing
4. Speaking
V. Assignment:
Identify the kind of muscle in each of the following.
_____ 1. leg muscles
_____ 2. heart muscles
_____ 3. small intestine
_____ 4. blood vessel
_____ 5. arm muscle
Date: ____________
I. Objective:
Describes how muscles are connected to bones
Values:Muscles can only produce the desired motion of the body when they act
in opposition. This is the essence o true democracy.
II. Subject Matter:

Muscular system
1.
2.
3.
4.
Muscles work in pairs

The contraction of one muscle bends a joint, while it pair is relaxed
The muscle that bends a joint is called a flexor
The muscle that straightens a joint is called an extensor
Observing, demonstrating and communicating
C. Materials:
Arm model or a leg model (How Do Muscles Cause Body Movements)
References:
III. Procedure:
Review
What are muscles?
Name and describe each type of muscles
Motivation
Refer to the picture of the muscleman. Call someone to do the pose done by the
muscleman in the picture.
Ask the pupil about their observation in the arms of the volunteer pupil.
B. Presentation:
a. Request everyone to stand and do the pose of the muscle man in the picture
b. Let them feel the contraction of muscles in their arms, then legs.
c. Teacher discusses how muscles are connected to bones and how they work.
d. Group them and let them create gracious movements of their body and explain how muscles
work.
a. Let the pupils describe the relationship of the following terms:
Contract Relax
Flexor - Extensor
D. Generalization:
How do muscles cause body movements?
E. Application:
Everybody please place your hands at the back of your nape. Bow your head slowly, what can
you say about the muscles you can feel with you hands at the back of your nape?
IV. Evaluation:
Write five examples of activities to show that the skeletal and muscular systems work together
1.
2.
3.
4.
5.
V. Assignment:
Explain how muscles make bones move.
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Date: ____________
I. Objective:
Explains how involuntary muscles help body; Cites simple body activities that
how the involuntary muscles help the body
Values:Reflexes and instincts are our bodys best means of self protection
against injury. However they work only if one has a presence of mind.
II. Subject Matter:

Muscular System (How the Involuntary Muscles Help the body)
1. Many of our bodily activities performed by involuntary muscles
2. The eye is controlled by both voluntary and involuntary muscles
3. Reflex is one action involving the involuntary muscles.
Observing, demonstrating, communicating
C. Materials:
Arm model or a leg model
Plastic sheet
Plastic Ball/paper
Plastic hammer
References:
III. Procedure:
Review
How are muscles connected to bones?
Motivation
Call a child. Ask him to hold lighted candle. Let him touch the melted candle. If he
refuses, ask the pupils why he did not do it. If he did it ask the pupils how did he react on the
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head of the candle wax

B. Presentation:
a Group the children into pairs and let them do the activity by following the procedure
carefully and properly.
b. Procedure
1. Hold a plastic sheet firmly in front of your eyes, covering your face. Tell your partner to
throw a plastic ball or crumpled sheet of paper against the sheet directly towards your
eyes. Observe how your eyes react.
2. Repeat the activity, but these times try to control the blinking of your eyes.
3. Sit erect on the chair and cross your legs with one knee on top of the other. Let your
partner tap slightly the lower part of your knee with a plastic hammer or with his
knuckles.
a. Let them write their observation and inferences.
D. Additional Material:
Neuromuscular Acuity Tester
E. Generalization:
Do involuntary muscles help our body? How
F. Application:
Did you ever experience to sew a torn handkerchief? What if your fixing it with your needle
and thread and all of a sudden you are touched by the most tip and pointed part of the needle.
How would you react on it?
IV. Evaluation:
Hold the handle of the wire loop of the neuromuscular acuity tester and pass the loop along the
wire maze. The loop must not touch the maze. Practice a few times before making the test.
Challenge your group mates to do the same under a more exciting condition such as an exciting
prize for success.
V. Assignment:
Based on the activity using the Neuromuscular Acuity Tester, what can you
infer or say from your observations?
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Date: ____________
I. Objective:
Identifies some injuries that affect bones, joints, ligaments and cartilage.
Values:Maintaining physical fitness through habits.
II. Subject Matter:

The Human Skeletal System (Injuries in the Skeletal System)
1. Sprain is an injury that may happen to a joint when it is twisted beyond its natural limit.
2. Dislocation is when bones get out of a joint
3. Fracture is a crack or break in a bone
C. Materials:
Arm model or a leg model; picture of a child with injury in the skeletal system
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 26
The New Illustrated Family Medical and Health Guide pp. 157-158
III. Procedure:
Review
Do involuntary muscles help us?
Describe the Neuromuscular Acuity tester.
Motivation
Ask the pupils to listen attentively to the story.
The story was about a grade four pupil, named Lito who was playing in the garden. He
was so happy because he was with his cousins. He climbed the tree, and picked the ripe fruits.
All of a sudden he lost his balance and fell from the tree.
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Ask the pupils: What do you think happened to Lito?

B. Presentation:
a. Relate the story to the lesson
b. Show the pupils the picture of a young boy with skeletal injuries.
c. Ask them what the possible reasons why the boy is injured are.
d. Let them identify the part of the skeletal system injured.
1. The teacher discusses the different injuries in the skeletal system.
2. Group the children let them act some activities which cause injuries in the skeletal system.
D. Generalization:
Name some injuries that affect body ligaments, joints and cartilage and describe them.
E. Application:
Recall incidents when you suffer injury while playing or doing anything. Discuss one
incident to the class and the lessons have learned from that experience.
IV. Evaluation:
Copy the letter of the correct answer on your paper.
1. What is a dislocated bone?
a. A bone that slips out of its socket
c. A bone with a crack
b. A bone that is broken into two
d. A bone that is affected by disease
2. What may happen when your ankle suddenly twisted?
a. The cartilage may be torn
c. The bones may break
b. The ligaments may be torn
d. The skin may be cut
3. What is a fracture?
a. A bone that is twisted
c. A bone without a crack
b. A bone that gets out of a joint
d. A break in a bone
V. Assignment:
Bring the following materials for tomorrow.
Bandage
Splint
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Date: ____________
I. Objective:
Demonstrates first aid treatment for injuries that affect the skeletal system
Values:Maintaining physical fitness through habits.
II. Subject Matter:

The Human Skeletal system (First Aid Treatment for Injuries in the Skeletal System)
1. First Aid is an immediate, temporary treatment given in the case of accident or sudden illness
before the services of a physician can be secured.
C. Materials:
Picture of a child with injury in the skeletal system
Bandage
Splint
References:
III. Procedure:
Review
What are the different injuries of the bones, ligaments, joints and cartilage?
Motivation
Ask the pupils what are the things they have brought in the class
Let them talk about how they use the materials
B. Presentation:
a Let the pupil meet a nurse or clinic personnel, or a teacher herself.
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b. Let them observe how a nurse or a clinic personnel or a teacher demonstrate first aid
treatment for sprain, dislocation or fracture.
c. Group the children into three and let them do what they have seen to the nurse or the clinic
personnel or the teacher
1. The demonstrator comments on the demonstration of the children
2. The demonstrator discusses the proper ways of giving first aid treatment to a victim of
accident affecting the skeletal system.
D. Generalization:
Why is first aid important?
E. Application:
If for instance your younger brother meet an accident where it results into a dislocation of his
bone while he is playing, your parents are out for work and there is no doctor to attend to him.
What will you do?
IV. Evaluation:
Encircle the letter with the correct answer
1. Which will help lessen the pain caused by sprain?
a. Apply a hot compress on the affected area.
b. Apply a cold compress on the affected area.
c. Massage the affected area
d. Wrap the affected area with a cloth or bandage
2. Why is split be used a s a first aid for fractured bone?
a. To prevent the broken bone from moving
b. To lessen the pain
c. To connect the broken bone
d. To prevent bleeding
V. Assignment:
Answer this question briefly
Why should you not try to give first aid t a person who has broken his
backbone?
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Date: ____________
I. Objective:
Identifies some injuries and diseases that affect the muscles.
Values:Maintaining physical fitness through health habits.
II. Subject Matter:

The Muscular System (Injuries that Affect the Muscular System)
1. Cramp is an uncontrolled contraction of muscles cause by long period of works
2. Bruise results when the muscle receives a hard blow or bump against hard object
3. Torn muscle results when the tendon breaks.
4. Muscle Strain results from long hours of physical activity
C. Materials:
Arm model or a leg model; picture of a child with injury in the muscular system
References:
III. Procedure:
Review
What is first aid?
Motivation
Let the pupils recall some muscle injuries that they have experienced before and talk
about them.
B. Presentation:
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a. Relate the pupils experience to the lesson.

b. Show some flashcards with words like cramps, bruise, muscle strain and torn muscle, with
their meanings or descriptions.
c. Group the children into four, and let them match the words with the description.
1. The teacher corrects the answer of each group by posting their works on the board.
2. The teacher discusses what the different injuries are in the muscular system.
D. Generalization:
Name some injuries that affect the muscular system.
E. Application:
Imagine that we are seated in our chair for 6 hours. We will not stand or do anything for that
number of hours. We are not allowed to stretch out our body or even have a break for snacks.
What do you think will happen to our muscles? So, do you think participating in our activities
will help our muscles not to experience injury?
IV. Evaluation:
You are given 5 minutes to create pleasing movements for the muscles as a form of exercise with
the accompaniment of a music with a nice beat. Remember to be careful in practicing and performing
your presentation.
The children then will perform each presentation.
V. Assignment:
Answer this briefly
A tendon may break if a person lifts something heavy or when his arm is
pulled. This injury is serious. Why?
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Date: ____________
I. Objective:
Identifies some ways of caring for the muscles
Values:Maintaining physical fitness through health habits.
II. Subject Matter:

The Muscular System (Proper Care of the Muscles)
1. Protein foods are good for the muscles
2. Exercise, rest and sleep make the muscles strong and healthy
C. Materials:
Arm model or a leg model; picture of a child with injury in the muscular system
References:
Science and Health for Changing Environment by Mrs. Estrellita S. Dela Cruz, et. Al. pp. 22-23
III. Procedure:
Review
What are the injuries and diseases of the muscular system?
Motivation
Perform some body exercise
Ask the children the following questions
Did you watch your favorite T.V program? What is it?
What time did you sleep last night?
B. Presentation:
1. Role play situations showing proper care of the muscles by group. (2 group)
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2. Teacher may suggest or give the situation each group should role play.
1. Pupils react on the role playing activity
2. Teacher discusses the ways of keeping the muscles healthy.
D. Generalization:
How do we take good care of our muscles?
E. Application:
If for example your younger sister re3fusses to drink milk everyday, what would you tell her?
Why?
IV. Evaluation:
Check () the practices that are good for the muscles and cross (x) if not.
_____ 1. Drink milk everyday.
_____ 2. Eat protein foods.
_____ 3. Maintain good posture.
V. Assignment:
Make a poster about caring for the muscles.
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Date: ____________
I. Objective:
Identifies the digestive system and its major parts.
Values:A system is made up of individual parts that work together as a team.
II. Subject Matter:

The Human Digestive System
1. The digestive system is the body system in charge of changing the food we eat into a form
that can be used in the body.
2. The mouth, esophagus, stomach, small and large intestine, rectum and anus are the parts of
digestive system.
3. Accessory organs of the digestive system are the salivary glands, liver, gall bladder and
pancreas.
C. Materials:
Model of a human torso or enlarge illustration of the parts of the digestive system
Picture of popular basketball players
Picture of different foods
References:
III. Procedure:
Review
How do we take good care of muscles?
Motivation
Show the children the picture of different foods. Ask them:
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1. Name the foods you see. What is your favorite food from the picture and why?
2. What do foods give us?
B. Presentation:
1. Show the pupil the model or pictures of the digestive system.
2. Let the class see and name all picture of digestive system.
1. The teacher identifies the digestive system and informs the pupils about its importance.
2. Group the class into two and let each group copy the picture of the digestive system.
D. Generalization:
What are the parts of the digestive system?
E. Application:
Show the class a picture of the popular basketball players in the country today. Ask them the
following questions.
1. Who are the persons in the picture?
2. Are they popular? Why?
Relate this situation to the lesson by telling that the digestive system is composed of
different parts that work together, just like basketball players who work as a team to win. So
in every group work, the participation of each member is really necessary.
IV. Evaluation:
Identify and name the main organs of the digestive system.
V. Assignment:
Do this at home carefully
Observe the fish your mother buys
Find our if it has the same digestive parts as the human digestive system you
have studied
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Date: ____________
I. Objective:
Describes the major pats of the Digestive System
Values:A system is made up of individual parts that work together as a team
II. Subject Matter:

The Human Digestive System (Functions of the Parts of the Digestive System)
1. The mouth is the start of the process of digestion.
2. All parts of the digestive system help in the conversion of the foods into basic substances that
can be either absorbed in the bloodstream as nutrients or passed out of the body wastes.
C. Materials:
Model of a human torso or enlarged illustration of the parts of the digestive system
Picture of popular basketball players
Picture o different foods
References:
Science and Health for Changing Environment by Mrs. Estrellita S. Dela Cruz, et. Al. pp. 29
III. Procedure:
Review
Define digestion
Motivation
Refer again to the picture of the basketball players. Ask the children the following
questions:
1. Do you still remember this picture?
2. Did you ever watch a basketball game? Where?
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3. What can you say about the game?

B. Presentation:
1. Relate the motivation to the lesson by saying that like basketball it is worked by a team in
order to win, the same is true in the digestion of food.
2. Refer the digestive illustration done by the pupils the other day and let each member of the
group trace the path of foods.
3. Each group shall have a reporter to describer the parts of digestive system and how the foods
pass through this system.
1. The teacher reacts on the report.
2. The teacher describes the functions of the pats of the digestive system.
3. Show them the foods being digested using the digestive model or picture.
D. Generalization:
What are the functions of the parts of the digestive system?
E. Application:
If for example we are going to play basketball game today, what will you do in order to win?
How is this related to the lesson for today?
IV. Evaluation:
Write the correct answer on the blank
_____ 1. What part of the digestive system is the start of digestion?
_____ 2. It produces bile
_____ 3. It is the upper section the small intestine.
V. Assignment:
Draw a picture of the digestive system and its parts on your Science
Notebook.
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Date: ____________
I. Objective:
Explains why food in the digestive system has to be digested
Values:Good food should be eaten slowly and chewed very well, not only to fully
relish its taste, but to prepare it well for digestion.
II. Subject Matter:

The Human Digestive System (Why Food has to be Digested)
1.
2.
3.
4.
The mechanical and chemical digestion, begin in the mouth.

The saliva softens the foods
The tongue moves the foods around as it is chewed.
The mechanical process of mastication is primarily performed by the teeth.
C. Materials:
Teeth model or picture of the mouth
Test tubes
Water
Plastic cups
Biscuits or Breads Iodine Solution
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
Review
Describe the functions of the digestive system
Motivation
Who came late today? Were you able to eat your breakfast?
If yes, how did you eat your breakfast since you know you were already late for school?
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B. Presentation:
1. Relate the motivation to the lesson.
2. Ask them why food has to be digested.
3. Group the pupils into four and let them do this activity.
Procedure:
Get two equal pieces of biscuit or bread. Immerse one piece in a cup of water. Ground the
other into powder and stir it in another cup of water. Transfer one teaspoon of water from
each cup to two separate test tubes and add a few drops of iodine to each sample. Observe
their reactions.
1. The teacher reacts on the findings of the pupils.
2. The teacher discusses the main reason why foods should be chewed very well and be digested
thoroughly.
D. Generalization:
Why does food in the digestive system has to be digested?
E. Application:
You are eating you meal, at the same time your friend is about to come after 3 minutes. So
you hurriedly ate the food.
Do you think the foods you have eaten is digested properly?
IV. Evaluation:
Answer the question briefly
Explain the reason why the food should be digested properly.
V. Assignment:
How does chewing help in the digestion of food?
26
Date: ____________
I. Objective:
Identifies the parts of a tooth and the different types of teeth.
Values:People and teeth have one thing in common- their uniqueness in the role
that they play.
II. Subject Matter:

The Human Digestive System ( Parts o a Tooth and the Kinds of Teeth)
1. Parts of the Tooth
a. Dentine is the major portion of the tooth
b. Enamel is the hardest part of a tooth
c. Crown is the visible portion of the tooth
d. Cement covers the tooth and holds it firmly in the jawbone
Observing, identifying and communicating
C. Materials:
Teeth model or picture of the mouth and a mirror
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
Review
Why do we need to digest properly the food we eat
Motivation
Let the pupils count their teeth through the tongue. Ask them: How many teeth do we
have?
Request them to bring out the mirror. Ask them: Observe you teeth, what do you notice?
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Are they all the same in structure?

B. Presentation:
1. Let them guess how many permanent teeth a complete set has.
2. Group the class. Let them draw the tooth and the kinds of teeth.
3. Let them label the parts of the teeth and identify the kinds of teeth.
1. Pupils discuss their answers.
2. Teacher comments on the answers.
3. Teacher discusses the parts of the teeth and the kinds of teeth.
D. Generalization:
What are the parts of the tooth? Enumerate the parts of the teeth.
E. Application:
What do you notice to the teeth of grandfather or grandmother? Do they have a complete set
of teeth? Do they eat soft foods? Why?
What do you need to do with the teeth?
IV. Evaluation:
Identify the kind of teeth. Draw an arrow and write the name of the teeth.
V. Assignment:
Write you answer on you notebook.
How do you take good care of you teeth?
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Date: ____________
I. Objective:
Explains how starch change in the mouth
Values:Digestion starts from the mouth.
II. Subject Matter:

Human Digestive System (How starch Change in the Mouth)
1. Ptyalin or amylase is an enzyme that is secreted by the salivary glands
2. Benedicts solution is a chemical reagent that turns brick red in color when boiled with simple
sugar or glucose.
C. Materials:
Unsweetened bread
Test tubes
Tube holder
Benedicts solution
Alcohol Burner
References:
III. Procedure:
Review
What are the parts of a tooth? Name the kinds of teeth.
Motivation
Are you familiar with starch? What food we commonly eat which contains starch?
B. Presentation:
1. Group the children into three
2. Let them bring out the materials needed for the activity.
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3. Remind them of how they should do the activity carefully, accurately, cooperatively and
neatly.
4. Let them follow the procedure
a. Chew a small amount of cooked rice or unsweetened bread. In the meantime, place the
same amount of the material in the test tube and add one teaspoon of Benedicts solution.
Observe the color reaction.
b. Place the chewed material in another test tube and add one teaspoon of water an a halfteaspoon of water an a half-teaspoon of Benedicts solution. Boil the mixture. Observe
the reaction.
1. Pupils will answer the following question:
a. What is the color of Benedicts solution and what is it used for?
b. Which mixture produced a brick red color after boiling?
c. What can you infer from this observation?
D. Generalization:
How is starch changed in the mouth?
IV. Evaluation:
Write the correct answer on the blank:
_____ 1. An enzyme that is secreted by the salivary gland.
_____ 2. A chemical reagent that turns brick red when boiled with simple sugar.
_____ 3. It is also known as amylase
V. Assignment:
Bring the following
Egg
soap
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Date: ____________
I. Objective:
Explains how fats and oils made ready for digestion
Values:No matter how big is the problem there is always a room for
understanding
II. Subject Matter:

The Human Digestive System (How are Fats and Oils made Ready for Digestion)
1.
2.
3.
4.
Digestion is partially completed in the stomach.

The major work or chemical digestion is accomplished in the small intestine.
Secretin secret the hormone
Pancreas secrete the enzymes.
Observing, measuring and communicating
C. Materials:
Test tubes
Oil
Water
Egg white or soap solution
References:
III. Procedure:
Review
What is a Benedicts Solution?
What is ptyalin?
Motivation
Have you eaten you breakfast before going to school?
What did you eat? Do they have fats and oils?
31
B. Presentation:
1. Let the pupils give examples of food which contain fats and oils.
2. Group them and let them perform the activity.
3. Remind them how to work properly, accurately, cooperatively and neatly.
1. Pupils will answer the following:
a. What happens to the mixture of oil and water in each of the two test tubes?
b. What can you infer from this observation?
c. What substance in the digestive system functions in the same way as soap or egg white?
D. Generalization:
How fats and oils are made ready for digestion?
IV. Evaluation:
_____ 1. It secretes bile.
_____ 2. A process by which fat is broken down into small drops and mixed thoroughly with
water.
_____ 3. It stimulates the liver.
V. Assignment:
Summarize how fats and oils are emulsified.
32
Date: ____________
I. Objective:
Enumerates and describes some ailments of the digestive system?
Values:Maintaining physical fitness through health practices.
II. Subject Matter:

The Human Digestive System
(Desirable Health Habits to Prevent Ailments of the Digestive Tract)
1. Some Ailments of the Digestive System
a. Tooth decay and gingivitis
b. Gastritis
c. Mumps
d. Gastric Ulcer
2. Hydrochloric Acid - aid in the digestion of food
Observing, inferring and communicating
C. Materials:
Model of the Teeth
Picture of persons with mumps
Picture of a decayed tooth
References:
III. Procedure:
Review
What is emulsification?
Motivation
33
Present the picture of a person with mumps. Ask them the following;
1. What do you notice in the picture of this person?
2. Do you know this ailment?
B. Presentation:
1. Relate the motivation to the lesson
2. Ask them if they have experienced having mumps
3. Group the children. Ask them to think and list down ailments of the digestive system.
4. Each group will present their work through the group leader.
1. Teacher comments the report of each group.
2. Teacher discusses the ailments in the digestive tract, by showing some pictures.
3. Teacher asks the pupils what are some desirable habits they know so that digestive may
prevent from some ailments.
D. Generalization:
Name some ailments in the digestive system and some desirable health habits.
E. Application:
Your younger brother loves eating too much chocolates and sweets. What would you tell
him?
IV. Evaluation:
Group Activity:
Write a slogan about how we could prevent ailments of the digestive. System.
V. Assignment:
List down ways on how we take good care of our digestive system.
34
Date: ____________
I. Objective:
Explains what reproduction is
Values:Care for the animals
II. Subject Matter:

Animals (Reproduction of Animals)
1. Reproduction is the process by which living things produce their own kind.
2. Types of Reproduction
a. Sexual Reproduction
b. Asexual Reproduction
Observing, comparing, inferring and communicating
C. Materials:
Picture of young animals, eggs of animals
References:
Colliers Encyclopedia, Vol. 2, pp. 213
III. Procedure:
Review
What are the ailments of the digestive system?
How are we going to take good care of our digestive system?
Motivation
Ask the pupils to write on a strip of paper their favorite pet. Post it on the board.
35
B. Presentation:
2. Show them the egg of a hen or a picture of a baby animal.
3. Ask them: Why do you think the chicken increases in number?
1. Teacher discusses the meaning of reproduction.
2. Teacher explains the two types of reproduction by comparing them.
D. Generalization:
What is meant by Reproduction?
E. Application:
If your pet is pregnant what will you do to it? Why?
IV. Evaluation:
Write true or false on the blank
_____ 1. Animals reproduce asexually.
_____ 2. Dogs and cats reproduce sexually.
_____ 3. Animal reproduce sexually.
V. Assignment:
Draw 5 animals you like most.
36
Date: ____________
I. Objective:
Identifies animals that are hatched from eggs.
II. Subject Matter:

Animals (Animals that are hatched from eggs)
Some animals are hatched from eggs
C. Materials:
Picture of animals that are hatched from the eggs
Live animals such as birds or chicks
References:
Colliers Encyclopedia, Vol. 2, pp. 165,213
III. Procedure:
Review
What is reproduction?
Do animals reproduce? How?
Motivation
Show the class the live animals. Ask them:
1. What do you call this animal?
2. Describe the animal.
B. Presentation:
a. Group the children
37
b. Ask them to list down animals that are hatched from eggs.
1. Teacher checks the group work.
2. Teacher cites some more examples coupled with pictures if possible.
D. Generalization:
Enumerate 5 animals that are hatched from eggs.
E. Application:
When you see some eggs of a hen along your way home, what are you going to do? Why?
IV. Evaluation:
Draw 5 animals that are hatched from eggs
V. Assignment:
Bring some pictures of animals.
38
Date: ____________
I. Objective:
Identifies animals that are born live
Values:Care for the Animals
II. Subject Matter:

Animals (Animals that are born live)
Some animals are born live.
C. Materials:
Picture of animals that are born liv
A live puppy
References:
III. Procedure:
Review
What animals are hatched from eggs?
Motivation
Show the class the live animal, the puppy. Let them say what animal they see. Tell them
to describe how a puppy is born.
B. Presentation:
1. Group the children.
2. Instruct them to select animals that are born live from the picture inside the envelope and post
their work on the board for 5 minutes.
39
1. The teacher checks the group work.
2. The teacher rewards the winning group with anything like bookmarkers or pens.
3. The teacher cites more examples of animals that are born alive and describe them using the
pictures.
D. Generalization:
Enumerates the animals that are born live.
E. Application:
When your pet cat is pregnant, how are you going to take good care of it?
IV. Evaluation:
Encircle the animals that are born live:
chicken
dog
whale
lizard
cow
horse
duck
crab
turtle
V. Assignment:
Identify whether the following animals are hatched from egg or born live
animals.
_____ 1. Calf
_____ 2. Quail
_____ 3. Joey
_____ 4. Nestling
_____ 5. Cygnet
40
Date: ____________
I. Objective:
Describes the mammal
Give examples of animals which belong to the group of mamals
II. Subject Matter:

Animals (mammals)
1.
2.
3.
4.
Most mammals are born live and fed with milk from their mothers breast.
They are called placental mammals and the marsupials.
Monotremes are one kind of mammals that are hatched from eggs.
In all these mammals, the egg is fertilized inside the females body by the male sperm.
C. Materials:
Pictures of mammals
Picture of puppies that are being fed by the mother dog.
References:
Science Module IV - by Mrs. Jessie A. Villegas p.54-55
III. Procedure:
Review
What animals are born live?
Motivation
Show the class the picture of the puppies which are fed by mother dog.
Tell the pupils to describe what they see.
B. Presentation:
41
1. Group the children into four. Each group must be a name of animal.
2. Let each group imitate the sound of the animal group they have.
3. Instruct them that they are going to sing a song using the sound of the animal in their
respective group to the tune of Leron-Leron Sinta
4. The teacher will instruct them that the group will oly sing if she points to their group.
5. Go back to the grouping
6. Ask them if the mother dog, mother dog, cat, mother goat, and mother cow feed milk to their young.
1. The teacher agrees or disagrees with the answer of the pupils.
2. The teacher describes the mammals, showing the picture of animals that feed their youngs
with milk.
3. The teacher asks the pupils to give some examples of mammals.
4. The teacher asks the pupils how do mammals develop and grow.
D. Generalization:
How do mammals develop and grow?
E. Application:
If your playmate hates mammals, will you convince him to love animals like mammals? Why
or Why not?
IV. Evaluation:
Encircle the letter with the correct answer:
1. Where does a horse embryo develop and grow?
a. inside the mothers body
c. inside an eggshell
b. inside the mothers pouch
d. outside the mothers body
2. What kind o mammal is a horse?
a. marsupial
c. monotreme
b. placental
d. egg-laying
3. What type of mammal is hatched from egg?
a. placental
c. monotreme
b. marsupial
d. polytreme
V. Assignment:
_____ 1. What does a male dog need to produce in order to reproduce with the
female dog?
_____ 2. What takes place when the male and female cats mate?
_____ 3. Where does a horse embryo get its food.
42
Date: ____________
I. Objective:
Describes the birds and reptiles
II. Subject Matter:

Animals (Birds and Reptiles)
1.
2.
3.
4.
The eggs are fertilized inside the females body by the males sperm.
Shells form around the eggs.
Then the female lays the eggs for the embryos to develop
The embryos are nourished by the food supply that is part of the egg, calle yolk and albumen
or egg white.
5. Eggs of bird must stay warm while embryo s develop
6. Birds use their body beat to keep the eggs warm by sitting on them called incubation
7. Reptiles do not need incubation.
C. Materials:
Pictures of birds and reptiles
References:
III. Procedure:
Review
Give some examples of mammals
Motivation
Ask the pupils what is their favorite bird and why
43
B. Presentation:
2. Group the children into four
3. Let them play the game by following the instructions. The group with members wo will not
follow the instruction will be disqualified.
4. Instruct the groups to stand if the pictures they will see are birds or reptiles.
1. Reward the winning group.
2. The teacher describes the birds and reptiles.
3. Let the pupils infer on how the birds or reptiles develop and grow.
4. Let the pupils name examples of birds and reptiles.
D. Generalization:
How do birds and reptiles develop and grow?
E. Application:
Your father loves to hunt birds. Will you do the same when you grow up? Why or Why not?
IV. Evaluation:
Write the correct answer on the blank.
1. Describe the shell of the chicken egg. _________________________________
2. How do birds warm their eggs? ______________________________________
3. How do reptiles protect their eggs? ___________________________________
V. Assignment:
Collect different pictures of birds and reptiles. Design an album.
44
Date: ____________
I. Objective:
Gives examples of fishes; Describes how do fishes develops and grow
Values:Care for the animals; Avoid dynamite fishing; Avoid using fine nets when
fishing
II. Subject Matter:

Animals (Fishes)
1.
2.
3.
4.
Fishes live and spawn in water.

Their jelly like eggs has no shells.
The eggs are fertilized externally by males sperm.
Then they are hatched as babies looking like their parents.
C. Materials:
Pictures of different fishes
Fish in the aquarium
References:
III. Procedure:
Review
Give some examples of birds and animals
Motivation
What do you usually see in the aquarium?
B. Presentation:
45
2. Ask them the following questions.

a. Have you seen eggs of fishes?
3. Group the pupils. Let them describe the eggs of the fishes.
1. Let the group leader do his report.
2. Teacher reacts on the report.
3. Teacher explains how the fishes develop and grow.
D. Generalization:
How do fishes develop and grow?
E. Application:
Why do you think it is not good to use fine nets when fishing?
IV. Evaluation:
Encircle the fishes:
Whale
Shark
Turtle
Dolphin
Milk-fish
V. Assignment:
Make a mosaic using used papers, seeds or anything and for it into fish or
fishes.
46
Date: ____________
I. Objective:
Describes how amphibians develop and grow
II. Subject Matter:

Animals (Amphibians)
1.
2.
3.
4.
5.
Amphibians live in water a babies and on land as adults.

Their eggs lack a protective, waterproof shell so they can easily dry out.
They spawn in water.
During spawning, the eggs released by the female are fertilized externally by a male.
They undergo metamorphosis or the series of transformation in the life cycle of animals.
C. Materials:
Pictures of different amphibians
References:
Science Module IV - by Mrs. Jessie A. Villegas p58-59
Grolier Encyclopedia of questions and answers, pp. 117-119
III. Procedure:
Review
Give some examples of fishes.
Post your project on the board
Motivation
Ask two pupils to complete the puzzle on the board. The puzzle is a picture of a frog.
The pupils will do the activity for 3 minutes, and the one who finish it faster wins.
47
B. Presentation:
2. Ask them the following questions by group:
a. Where do you usually see a frog?
b. Does it live on land or in water?
c. What type of animal is a frog?
d. What other animals do you know which live on both land and water?
1. Group reporting follows.
2. Teacher comments about the report.
3. Teacher cites more examples of amphibians using pictures or drawings.
D. Generalization:
How do amphibians develop and grow?
E. Application:
Why do you think a frog is considered an amphibian?
IV. Evaluation:
Box the amphibians.
newts
spider
frog
chicken
salamander
goldfish
V. Assignment:
Draw a colorful amphibian.
48
Date: ____________
I. Objective:
Identifies the stages in the life cycle of frog.
II. Subject Matter:

Animals (Life Cycle of Frog)
a. Life cycle is a period in the life of animal from the time it becomes fertilized egg up
to the reproduction and death.
b. Metamorphosis is the series of changes in the form during the development of an animal from
egg to adult
c. The stages in the life cycle of a frog an egg, tadpole, young adult and adult.
Observing, inferring, and communicating
C. Materials:
Frogs egg, tadpole, adult frogs
Picture of the stags in the life cycle of a frog
References:
III. Procedure:
Review
Give some examples of amphibians
Post your project on the board
Motivation
What is the sound produced by frog? Describe a frog.
49
B. Presentation:
3. Let the children draw the insects they have.
4. Compare the insects every group member has.
1. Teacher comments abut the report.
2. Teacher appreciates the work of each group.
3. Teacher asks the pupils to name more examples of insects.
D. Generalization:
Describes the features of an insect.
E. Application:
What are we going to do with the insects you have with you now?
IV. Evaluation:
Pictures will be posted on the board and the pupils will name the insects: (1-5)
V. Assignment:
Bring a butterfly tomorrow.
50
Date: ____________
I. Objective:
Identifies and describes the stages in the life cycle of a butterfly
II. Subject Matter:

Animals (Life Cycle of Butterfly)
1. Life cycle is a period in the life of an animal from time it becomes a fertilized egg up to
reproduction and death.
2. Metamorphosis is the series of changes in the form during the development of an animal from
egg to adult
3. The stages in the life cycle of butterfly are egg, larva, pupa and adult.
C. Materials:
Real butterfly eggs, larva, pupa , adult butterfly
Picture o the stages in the life cycle of butterfly
References:
Grolier Encyclopedia of questions and answers, pp. 127
III. Procedure:
Review
Give some examples of insects.
Motivation
Have you seen a caterpillar? Describe it.
B. Presentation:
51
1.
2.
3.
4.
Relate the motivation to the lesson.

Group the children.
Let them sequence the life cycle of the butterfly using the pictures.
Each group will display the work.
2. Teacher shows the egg of a butterfly, the larva, pupa and the adult of butterfly.
3. Children compare the appearance of the butterfly from each stage.
D. Generalization:
Describe the life cycle of the butterfly.
E. Application:
Is metamorphosis important to caterpillar? Why
IV. Evaluation:
Draw the life cycle of butterfly.
V. Assignment:
Answer the question briefly
Compare a caterpillar and a pupa.
52
Date: ____________
I. Objective:
Identifies, observes and describes the stages in the life cycle of a mosquito
Values:Cleanliness in the surrounding
II. Subject Matter:

Animals (Life Cycle of Mosquito)
egg to adult.
3. The stages in the life cycle of a mosquito are egg, larva, pupa or tumble, and adult.
C. Materials:
Plastic jar with water, nylon cloth, black stick
References:
III. Procedure:
Review
Describe the life cycle of the butterfly
Motivation
Look at the picture. What do you see?
B. Presentation:
53

3. Let them find out the stages of mosquito.
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the mosquito.
D. Generalization:
Describe the life cycle of a mosquito.
E. Application:
Is metamorphosis important in mosquito?
IV. Evaluation:
Draw the life cycle of a mosquito.
V. Assignment:
Observe how the mosquito undergoes metamorphosis:
Procedure
1. Dip one end of a dark colored stick in a jar half-filled with water. Place the jar
overnight in a dark corner outside the room. Observe the stick with
magnifying glass the following day for evidence.
2. Leave the stick inside the jar and cover the jag with a piece of cloth observes
the specimen daily.
Observation:
1. How long did it take the wrigglers appears in the water?
2. How long did it take the wrigglers become pupae?
3. How long did it take the pupae to become adult mosquitoes?
54
Date: ____________
I. Objective:
Identifies, observe and describes the stages in the life cycle of a fly
Values:Cleanliness of the surrounding
II. Subject Matter:

Animals (Life Cycle of a Fly)
egg to adult.
3. The stages in the life cycle of a fly: egg, maggot, pupa and adult fly
C. Materials:
Picture of a fly
References:
III. Procedure:
Review
Describe the life cycle of a mosquito
Motivation
Look at the picture. What do you see?
B. Presentation:
55
2. Group the children

3. Let them find out the stages of a fly.
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the fly.
D. Generalization:
Describe the life cycle of a fly.
E. Application:
Why do we need to clean our surroundings?
IV. Evaluation:
Is the life cycle of a fly a complete or incomplete metamorphosis? Why or Why not?
V. Assignment:
Draw the life cycle of a fly.
56
Date: ____________
I. Objective:
Names ways on how we can reduce the population of flies.
Values:Cleanliness of the surrounding.
II. Subject Matter:

Animals (How Can We Reduce The Population o Flies)
1. Flies are harmful insects.
2. Their breeding places are dark places, dumping areas, dirty things and manure piles.
C. Materials:
Picture of a Fly
References:
Science Module IV - by Mrs. Jessie A. Villegas p62-63
III. Procedure:
Review
Describe the life cycle of the fly.
Motivation
Show the picture of dirty surroundings. Ask the class:
1. Describe the picture.
2. Do you like to live in this kind of place? Why?
B. Presentation:
57
3. Let them act out some situations where the ways to reduce the population of flies be
practiced.
1. Teacher comments about the role-playing.
2. Teacher appreciates the effort of each group.
D. Generalization:
Name some ways on how to control the population of flies.
E. Application:
Why do we need to control the population of flies?
IV. Evaluation:
How can we rid of houseflies?
V. Assignment:
Do this activity at home
Procedure:
1. Observe various places in your home, school, and community. Identify places
where flies are commonly found. Using the table below, list down these
places in order of increasing population of flies.
2. Infer a relationship between the size of population and the danger they
create based on the type of places where they are found.
3. Suggest ways on how to reduce the population of houseflies.
Observations and Inferences:
1. In what places are houseflies mostly found?
At Home
In School
In Community
a.
b.
c.
2. What can you infer from these observations?
3. How can you reduce the populations of flies?
58
Date: ____________
I. Objective:
Names ways on how we can get rid of mosquitoes.
Values:Cleanliness of the surrounding
II. Subject Matter:

Animals (How and Why We Get Rid of Mosquitoes)
1.
2.
3.
4.
5.
Mosquitoes are harmful insects.

Their breeding places are exposed water containers and pot-holes.
A regular cleaning of the breeding is helpful in controlling the population of the mosquitoes.
Mosquitoes bring different diseases, such as: dengue h-fever, malaria
Types of Mosquitoes
a. Anopheles Mosquitoes
b. Aedes Mosquitoes
c. Aedes aegypti or Aedes albopictus
6. Dengue H-Fever is a communicable disease caused by a virus that can be transmitted by
mosquito bites.
C. Materials:
Picture of a mosquito; exposed water with wrigglers
References:
III. Procedure:
Review
Describe a mosquito.
59
Motivation
Let the pupils see the exposed water in a closed container.
The pupils will observe the container.
The children will describe what they have observe
B. Presentation:
3. Let them enumerate reasons why do we need to get rid of the mosquitoes.
1. Teacher comments about the group report.
2. Teacher adds important information regarding the lesson which are not mentioned by the
reporters.
D. Generalization:
Name some ways on how to control the population of flies.
E. Application:
Why do we need to control the population of flies?
IV. Evaluation:
_____ 1. What type of mosquito brings a dengue h-fever?
_____ 2. What is the most effective way in preventing the reproduction of the mosquitoes?
_____ 3. What is the early symptom of h-fever?
V. Assignment:
What are the saying An ounce of prevention is a pound of cure mean?
60
Date: ____________
I. Objective:
Identifies useful and harmful animals
Values:To be careful when handling different animals
II. Subject Matter:

Animals (Useful and Harmful Animals)
1. Some animals are useful to us and to the environment
2. Some animals are harmful to us.
C. Materials:
Pictures of harmful animals
Pictures o useful animals
References:
III. Procedure:
Review
Describe danger of a mosquito
Motivation
Show the pictures of different animals. Let them identify each animal.
B. Presentation:
3. Let them group the harmful animals and the useful animals
61
1. Ask them their inference regarding the activity.
D. Generalization:
Are all animals harmful to men and the environment?
E. Application:
Do you think your favorite animal shows your personality? Why or Why not?
IV. Evaluation:
Identify whether the following animals are useful or harmful.
_____ 1. Mosquito
_____ 2. Dog
_____ 3. Butterfly
V. Assignment:
Choose one animal from the list. Draw it and describe it whether it is useful or
not.
62
Date: ____________
I. Objective:
Identifies useful animals being domesticated b many
Values:Be careful when handling different animals
II. Subject Matter:

Animals (Why do men demonstrate some animals)
1. We take good care of the animals that we demonstrate.
2. We provide them food, shelter, healthcare and protection.
3. Common animals men domesticate are dogs, cats, chickens, fish, cows, etc.
C. Materials:
Pictures of useful animals
References:
III. Procedure:
Review
Name some harmful animals and useful animals
Motivation
What are the pets you have at home?
B. Presentation:
3. Let them identify animals that are being domesticated as many as they can for 5 minutes.
63
1. Let them finish their work and post the activity on the board.
2. Teacher rewards/appreciates the winning group.
3. Teacher encourages the group who did not win to have their luck next time.
4. Teacher cites other examples of animals that can be domesticated.]
5. Teacher asks the pupils why men domesticate some animals.
D. Generalization:
Why do men domesticate some animals?
E. Application:
If you are going to domesticate an animal or animals, what animal would you like to tame?
Why?
IV. Evaluation:
Using a yellow crayon, underline the animals that are advisable to domesticate as pets in our
place:
snake
tiger ducks
chicken
lion
crocodile
carabao
V. Assignment:
Describe your favorite pet at home.
64
Date: ____________
I. Objective:
Explains how do earthworms help the environment
Values:When we care about animals, we also care about our environment.
II. Subject Matter:

Animals (How do earthworms help the environment)
1. Earthworms are foods for the birds.
2. They are also served as exotic dish in high-class restaurants.
3. They are good for the soil.
C. Materials:
Picture of earthworm
References:
III. Procedure:
Review
Name some animals that are being domesticated.
Motivation
Did you ever experience fishing? What do we put in the hook of fish?
B. Presentation:
3. Let them write their opinion on a sheet of manila paper whether the earthworm is a harmful
65
or a useful animal.
1. Let them finish their work and post the activity on the board
2. Teacher comments on the group work.
3. Teacher adds information regarding how do earthworms help us and the environment.
D. Generalization:
How do earthworms help the environment?
E. Application:
If for example you are playing in the garden, you happen to see an earthworm, are you going
to kill it or not? Why?
IV. Evaluation:
What are the uses of earthworms? Enumerate them.
V. Assignment:
Write a poem regarding an earthworm.
66
Date: ____________
I. Objective:
Identifies proper ways of handling animals
Values:When we care about animals, we also care abut our environment.
II. Subject Matter:

Animals (Proper Ways of Handling Animals)
1. Animals should be handled properly to avoid hurt by them.
C. Materials:
Pictures of different animals
References:
III. Procedure:
Review
Name some uses of earthworm
Motivation
Do you love your pets? How do you shoe your care to your pets?
B. Presentation:
3. Let them write their answer regarding the question:
What made the pet harm you?
67
1. Let them display their work.
2. Teacher comments on the work of the children.
3. Pupils will find solutions to the problem when pets harm the people.
D. Generalization:
What are the proper ways of handling animals?
E. Application:
You love playing with your pet dog, how will you practice proper ways in playing with your
dog?
IV. Evaluation:
Check if the practice is good, cross if it is not.
_____ 1. Holding a cat by it tail.
_____ 2. Feed the dog everyday.
_____ 3. Kick the dog on it head.
V. Assignment:
Why do we need to take good care of pets?
68
Date: ____________
I. Objective:
Identifies the important parts of a flower needed for the development of
seeds.
Values:Thoughtfulness is important to be showed to someone you care of
II. Subject Matter:

Plants (The Parts of a Flower)
1. Flowers are the reproductive center of plants
2. They have attractive colors and fragrant odor to attract insects, birds and other animals,
including men.
3. These enable the sex cells of different plants to meet so that fertilization can take place.
4. Parts of the flower: calyx, corolla, stamen and pistil.
C. Materials:
Real flowers and enlarged picture of a flower
References:
III. Procedure:
Review
How do you handle your pets?
Motivation
Show a plant with a flower. Ask the pupils what part of a plant is responsible for
reproduction.
69
B. Presentation:
3. Let the group members match the pats of a flower to the picture of the flower.
4. The first group to finish it the fastest wins the game.
1. Let the pupils display their output.
2. Teacher comments/corrects the group works.
3. Pupils describe the parts of the flowers
4. Teacher adds information about the description of the parts of a flower.
D. Generalization:
What are the main parts of the flower needed for the development of seeds?
E. Application:
One day you have visited a beautiful park. The gardens are very attractive because they are
surrounded by a variety of colorful and sweet smelling flowers. But you cannot pick them. Why
do you think picking flowers on the public places is prohibited?
IV. Evaluation:
Draw a flowers. Label its parts.
V. Assignment:
Describe each part of the flower.
70
Date: ____________
I. Objective:
Identifies the important parts of a flower that can make a new plant
Values:Care for the plants in the same way as you care for your loved ones.
II. Subject Matter:

Plants (The Parts of a Flower for Reproduction)
1.
2.
3.
4.
5.
The reproductive organs of the flower are the stamen(male part) and the pistil (female part)
The stamen consists of filament and the anther.
The filament is a slender, threadlike portion that supports the anther.
The anther is made up of pollen sac containing the pollen grains.
The pollen grains are the yellow dust or particles that are usually sticky to your fingers or to
any insect that visits the flower.
6. The pistil consists of an ovary, style and stigma.
7. The ovary is the base, which becomes the fruit that contains the seed.
8. The style is the thinner area.
C. Materials:
References:
III. Procedure:
Review
What are the parts of the flower? Describe each part.
Motivation
71
Show the flower and the enlarged picture. Ask the children: Why do you think the flower
is responsible for the reproduction of plants?
B. Presentation:
2. Group the Children
3. The group members will identify the parts of the stamen and the pistil.
1. Let the pupils display their output.
2. Teacher discusses the functions of each reproductive part of the flowers.
D. Generalization:
What are the main parts of the flower needed for reproduction?
E. Application:
How do you take good care of the flowers?
IV. Evaluation:
_____ 1. The female part of the flower
_____ 2. Part of the flower which contains ovules.
_____ 3. It is made up of pollen sacs.
V. Assignment:
Draw the parts of the flower showing the pistil and stamen.
72
Date: ____________
I. Objective:
Explains the role of pollination in sexual reproduction
Values:Nature has provided different
interdependent life-styles.
organisms
with
different
but
II. Subject Matter:

Plants (How does pollination take place?)
1. The sexual reproduction in plants starts when pollen grains from the anther of one flower
transfers to the stigma of the same flower or of another flower of the same plant, or another
flower of another plant.
2. The first two are known as self-pollination
3. The latter is know as the cross-pollination
4. Pollination is often aided by the wind, insects, birds, other animals, water and men.
Observing, describing, inferring and communicating
C. Materials:
Real flowers and enlarged picture of flower
Pictures of the agents of pollination
References:
III. Procedure:
Review
What are the parts of stamen and pistil? Describe each part.
Motivation
Sing a song Fly, fly the Butterfly
73
B. Presentation:
2. Children will answer the questions:
a. Where do you usually see the butterflies?
b. What do you think is the reason why the butterflies often visit the flowers?
1. Teacher discusses pollination using the pictures.
2. Teacher asks the pupils what are the agents of pollination.
D. Generalization:
How does pollination take place?
E. Application:
If you will be a butterfly, what flower would you visit most? Why?
IV. Evaluation:
Write true or false on the blank
_____ 1. There are two types of pollination.
_____ 2. Man is an agent of pollination.
_____ 3. The wind does contribute in the pollination of plants.
V. Assignment:
Differentiate cross pollination and self-pollination.
74
Date: ____________
I. Objective:
Describes the process of fertilization in flower leading to the development of
seeds.
Values:Men cross-pollinate a flower in order to obtain a better and stronger
plant.
II. Subject Matter:

Plants (How are seeds formed?)
1. The stamen and the pistil are not always found together in all flowers.
2. Perfect flower (bisexual) is a kind of flower with both the stamen and the pistil.
3. Imperfect flower (unisexual) is a kind of flower when only one of the stamen or the pistil is
present.
4. Fertilization is the union of the male and female cell of a flower.
5. Embryo is the growing plant.
6 Cotyledon is the food of the growing plant.
Observing, describing, inferring and communicating
C. Materials:
Pictures of the reproductive parts of the flower
References:
III. Procedure:
Review
What is pollination?
What are the agents of pollination?
75
Motivation
Let the children bring out the different flowers they have brought.
Let them open the inner part of the flower and find the reproductive organs, using
magnifying lens.
B. Presentation:
2. Children will answer the question.
a. Do all flowers have the stamen and pistil?
b. What can you infer?
1. Teacher asks the pupils to guess what is the difference between a perfect flower and imperfect
flower.
2. Teacher explains how seeds are formed through an illustration.
3. Children are allowed to ask questions, too, regarding the lesson.
4. Pupils will illustrate how seeds are formed.
D. Generalization:
How are seeds formed?
E. Application:
If you see a boy of you age who is destroying the flowers in the park, what will you do to
stop him?
IV. Evaluation:
Write a simple or short definition
1. fertilization - ____________________________________________________
2. perfect flower - __________________________________________________
3. imperfect flower - ________________________________________________
V. Assignment:
Name 3 bisexual flowers and 3 unisexual flowers, by investigating some
flowers at homes.
76
Date: ____________
I. Objective:
Explains and describes how seeds are grow
Values:The growth of a seed into seedling takes time
II. Subject Matter:

Plants (How are seed growing into new plants?)
1. The seed is the ripened ovule containing the embryo, with its food supply, the cotyledon.
2. The embryo begins as a plumule or a short stem with a pair of tiny leaves between the
cotyledons.
3. Seedling is the young plant.
Observing, measuring, describing, inferring and communicating
C. Materials:
Mongo seeds, box of soil, saw dust, and ruler
References:
III. Procedure:
Review
What are the parts of seed?
Motivation
What can you say about the growth of an animal?
Does it take time or not?
What about the plants?
B. Presentation:
77

2. Children will refer to the investigation they have prepared for one week.
3. Group the children. Let them answer the question.
a. Which part of the seed sprout first and why?
b. What is the function of the root?
c. What can you infer from this observation?
d. What is your generalization?
1. Teacher collects the pupils work.
2. Teacher discusses how the seeds grow into new plants, so that pupils will know whether their
answers are correct.
D. Generalization:
How do seeds grow into new plants?
E. Application:
You have seen your mother who is buying the dried seeds into the soil. Why do you think she
is doing this?
IV. Evaluation:
Describe the following briefly
1. Seed
2. Plumule
3. Seedling
V. Assignment:
Write the measurement of the seeds you have observed for several days. Use
your ruler. Describe the growth as to the height of the growing seeds.
Day 1
Day 2
Day 3
Day 4
Day 5
measurem
ent
2ND
78
Date: ____________
I.
OBJECTIVE:
Describe mixtures and their characteristics.

Show how mixtures are formed
Values:
Working harmoniously and cooperatively in a group.
II. SUBJECT MATTER:

Describing Mixtures and their Characteristics,
Showing how mixtures are formed
A. Science Concepts/Ideas:
A mixture is a physical combination of two or more substances.

No new substance is formed as a result of mixtures.
Physical combination means that the part of the mixtures retains their
original composition and properties.
Observing and describing
C. Materials:
Tiny bits of paper
Teaspoon of powdered milk
Teaspoon of sand
Teaspoon of soil
Teaspoon of brown
sugar
Pebbles
Hot water
References:
Teacher's Module Science & Health 4 by Jessie A. Villegas p. 32
79
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.
2.
3.
4.
Can you still identify the sugar?

Can you still identify which one is milk?
Did you form a new substance?
What did you form?
Group 3: Mix tiny bits of paper with the Soil

1.
2.
3.
4.
Can you still tell which one is soil?

Can you still tell which one are the bits of paper?
Was there a new substance formed?
What did you form?
C. Concept Formation
Each group will present their findings. Teacher may ask questions to lead to
the conclusion that
80
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.
81
Date: ____________
I.
OBJECTIVE:
Explain why mixture can be separated by physical means.
Values:
Resourcefulness and initiative
II. SUBJECT MATTER:

Why Mixtures can be Separated by Physical Means
Mixtures can be separated by physical means because they are physical

combinations of solids, liquids and gaseous substances.
Observing, describing, communicating
C. Materials:
Sand and pebbles
Water and soil
Pins, pencils and crayons

Soil and rice grains
References:
III. RPOCEDURE:
What is a mixture? Give its characteristics. Name a mixture found at home.
1. Motivation:
82
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?
83
Date: ____________
I.
OBJECTIVE:
Identify and describes the different methods of separating a solid from a

solid.
Demonstrate these methods.
Values:
Cleanliness and orderliness; When performing an activity always keep

your work place clean and orderly.
II. SUBJECT MATTER:

Method of Separating a Solid from a Solid
There are different methods of separating a mixture of solid. These are

flotation, solution, using' a magnet and chromatography.
Observing, describing, communicating
C. Materials:
sawdust
Palay
Pebbles
Water
Magnet
sand
Screen
Paper
clips
com
grains
salt
References:
Teacher's Module SCience & Heatth 4 by Jessie A. Villegas p. 33
III. RPOCEDURE:
84
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.
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
water and the other is lighter than water?
2. How can we separate solids when one is soluble in water and the other
is not?
3. How can we separate solids when one is magnetic while the other is
not?
4. How can we separate solids when one is smaller than the other?
5. How can we separate solids when both are soluble in water but have
different colors?
3. Group yourselves into 4

Identify the materials for each group activity.
Perform the activities
Describe what you did.
Group 1 - Mixture of sawdust and palay
Group 2 - Mixture of salt and sand
Group 3 - Mixture of paper clips, pebbles and iron fillings
Group 4 - Mixture of sand and corn grains
C. Discussion:
Each group reports what they did by giving the directions step by step.
1. When one solid in a mixture is heavier that water and the other is lighter
than water.
D. Concept Formation
E. Generalization
85
What are the methods in separating solid in a mixture?
F. Application
1. What solid mixtures can you separate by the methods we learned?
2. Describe how you will do it by giving the direction step by step.
IV. EVALUATION:
What method will you use to separate these mixtures?
__________
1. hairpins, thumbtacks and rubber bands
__________
2. sand and pebbles
__________
3. salt and bean seeds
__________
4. rice husk and rice grains
__________
5. flour and mango seeds
V. ASSIGNMENT:
A. Write 2-3 step direction that will show you will separate a mixture of com
starch and rice grains.
86
Date: ____________
I.
OBJECTIVE:
Identify and describes ways of separating liquid mixtures.
Values:
Appreciate scientific technologies employed to uplift situations
II. SUBJECT MATTER:

Method of Separating a Liquid Mixtures
Liquid mixture can be separated by physical means using the following
methods; using a separatory funnel or siphon, evaporation, simple
distillation, and fractional distillation.
Describing
C. Materials:
Word cards for vocabulary words
Chart for reading selection
Cards where liquid mixture are written
References:
III. RPOCEDURE:
Review
.
Conduct a game to review the methods of separating solid mixtures
1. Distribute word cards on the methods of separating solid mixtures
2. Distribute names of solid mixtures
When both liquids are to be retrieved, the mixture can be separated
by fractional distillation. The liquids are collected separately as they have
different boiling points. The more volatile liquid is distilled ahead of the
87
a.
a.
t.
d.
d.
other.
3. Answer these questions.
What is the selection about?
How many ways of separating liquid mixtures are described? Name these
methods.
How can immiscible liquids be, separated?
How is simple distillation done?
What is used to separate miscible liquid mixture?
f. When is fractional distillation used to separate a mixture of liquids?
B. Concept Formation/Generalization
How can liquid mixture be separated?
When are these methods used?
C. Application
Form a dyad and have them do the following:
* Pair the word cards together
A. Methods used to separate
a. separatory funnel
a. evaporation
b. simple distillation
b. fractional distillation
c.
B.
a.
b.
c.
d.
Kinds of liquid mixture

water and gasoline
acetone and alcohol
water and oil
perfume and water
d.
e. IV. EVALUATION:
f.
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.
g.
h. V. ASSIGNMENT:
i.
Try mixing baby oil and alcohol.
j.
What method can you use to separate them if you want to retrieve the
baby oil?
88
k. SCIENCE AND HEALTH IV

l.
m. Date: ____________
n.
o. I.
OBJECTIVE:
p. Describe methods of separating a solid suspended in a liquid.

q.
r.
s.
Values:
t. II.
Show respect by listening to the speaker
SUBJECT MATTER:
u. Methods of separating a Solid Suspended in a Liquid

v.
w.
A.
Science Concepts/Ideas:
x. Solid suspended in a liquid can be separated by any of the physical

means: sedimentation, coagulation, filtration, centrifuging and distillation
y.
z.
ab.
ac.
aa.
Describing
C.
Materials:
ad.
Set-ups showing different mixtures of solids and liquids, mesh
wire, water, soil
ae.
af.
References:
ag.
ah.
ai. III. RPOCEDURE:
aj.
A.
Preparatory Activity
ak.
What are the methods of liquid mixture? When is each method used?
al.
am.
B.
an.1. Motivation
Lesson Proper
89
ao.
If you happened to mix sugar with water what do you form? Can
you separate the sugar from the water?
ap.
aq.2. Activity Proper
ar.
Show the mixture of soil and water.
as.
Do you still see the soil?
at.
How can we separate it from the water?
au.
av. Activity 1
1.
2.
3.
4.
aw.
Allow the soil to settle at the bottom.

Pour out carefully the water leaving the soil.
How did we separate the soil from the water?
What do you call this method?
ax. Activity 2
1. Make another mixture of soil and water.
2. Pour the mixture over the mesh wire.
3. What is left on the mesh wire?
4. What do you call this method?
ay.
az. 3. Read a selection describing the other methods.
ba.
bb.4. Discussion
bc. Pupils report their answer.
bd.Lead pupils to describe the two methods used in the activity.
be.Lead them to describe the other methods like coagulation, centrifuging
and distillation.
bg.
bi.
bj.
bf.
C. Generalization
bh.What are the methods used in separating a solid suspended in liquid?
How do you describe each method?
D.
Application
90
bk. During rainy days, do you observe the color of the water in the river?
After someday when the rain stops, how does the water look like? Where do
you think did the soil that made the water brown go? What do you call new
the soil left of the bottom of the river?
bl.
bm. IV.
EVALUATION:
bn.Match the method with its description.
bo.
bp.
Methods
______ 1.
Spinning a suspension by a centrifuge in order to separate
the heavier solid particles from the liquid.
bq.______ 2.
container.
Allowing the suspended particles to settle at the bottom of the
br. ______ 3.
Allowing the liquid part to pass through a filter.
bs. ______ 4.
A process of speeding up sedimentation by the addition of a
coagulating agent.
bt.
______ 5.
Boiling a suspension to allow the liquid to evaporate and
collected 'if it is to be retrieved.
bu.
bv. a.
coagulation
bw.
b.
bx.c.
distillation
by. d.
filtration
bz. e.
centrifuging
Description
sedimentation
ca.
cb. V. ASSIGNMENT:
cc.
Bring to class alum (tawas) mesh wire (scrun) basin.
cd.
Try to separate solid and liquid in a mixture using sedimentation and
filtration.
91
ce.
cf.
cg. Date: ____________
ch.
ci. I.
OBJECTIVE:
cj. Explain and demonstrate the different methods of separating a solid

suspended in a liquid.
ck.
cl.
Values:
Perform activities with accuracy; Observe cleanliness and
orderliness; Keep your working place always clean.
cm.
cn. II.
SUBJECT MATTER:
co. Explaining and demonstrating methods of separating a solid suspended in a

liquid
cp.
cq.
A.
cr. A solid suspended in a liquid can be separated by sedimentation,

filtration, coagulation, centrifuging and distillation.
cs.
ct.
cv.
cw.
cu.
Observing, describing, demonstrating
C.
cx.
Materials:
Set-ups:
cy.
cz.
da.
db.
dc.
dd.
de.
Mixture of vinegar and flour

Mixture of water and sand
Mixture of oil and salt
Mixture of fruit juice and sago
Tawas (alum)
4 clear glasses
piece of thin cloth
df.
dg.III. RPOCEDURE:
dh.
A.
Review:
di.
What are the methods of separating a solid suspended in liquid?
dj.
dk.
B.
Lesson Proper
1. Today, our activity is to perform the methods of separating a solid and
liquid mixture that we have learned yesterday.
92
a.
a.
b.
1.
1.
3.
3.
4.
2. Here are the materials. (Allow pupils to explore materials, ask questions,
etc.)
3. Divide class into groups.
dl.
dm. Group 1
Get the mixture of vinegar and flour.
Stir the mixture.
Add ground tawas (alum) to the mixture observation
What made the sedimentation fast?
What did the tawas do to the particles of flour?
What do you call this method?
The coagulant herds the ______
Can you now separate the flour from the vinegar?
dn.
do.
dp.
Group 2
a. Mix oil and salt.
b. Pour the mixture through the piece of cloth (filter)
c. Was the sugar separated from the oil?
dq.
d. What do you call now the material left on the filter?
(filtrate)
e. What do you call this method?
dr.
ds.
Group 3
a. Mix water and sand in a glass.
b. Stir the mixture in a circular motion.
c. Where did the sand form?
d. In this condition will it be easier now to separate the sand from the water?
e. What do you call this method?
dt.
du.
C. Discussion
a. How are mixture of solid and liquids separated?
b. Explain what to do in each method.
dv.
dw.
D.
Generalization
dx.
What methods are used to separate mixture solids and liquids?
dy.
E. Application
dz. 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?
ea.
eb.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.
3.
Alum served as the
93
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
a. filtrate
d. sediment
4.
5. V. ASSIGNMENT:
6.
Write a short paragraph that explains how you will separate sand from
water using sedimentation or filtration.
94
7. SCIENCE AND HEALTH IV

8.
9. Date: ____________
10.
11.I.
OBJECTIVE:
12.
Identify solids that can be dissolved.
13.
14.
15.
Values:
16.II.
SUBJECT MATTER:
17.
18.
Identify solids that can be dissolved
19.
A.
21.
22.
23.
24.
Orderliness: putting things in their proper places.
Some solids can be dissolved in liquids.

When a solid dissolves it melts or liquefies.
20.
Observing, inferring, experimenting, communicating
C.
25.
26.
27.
28.
Materials:
salt, sugar, water, powdered fruit juice, vetsin, ice cubes
References:
Into the Future: Science & Health IV pp. 58-59
29.
30.III. RPOCEDURE:
31.
A.
32.
Review:
33.
Tell whether the following are solids, liquids or gas.
34.
ga
soline
37.
ndle
ca
39.
35.
sin
vet
38.
ead
br
40.
piece of
wood
36.
ice
41.
salt
candy
42.
egar
vin
43.
gar
su
44.
95
45.B.
46.
Lesson Proper
1. Motivation
47.
Have you tried making your own chocolate drink? What
happened to the chocolate powder (Milo) when you put it on a cup of
water?
48.
49.
2. Presentation
50.
Form pupils into 4 groups. Assign different stations.
51.
52.Station I
53.Get a teaspoon of salt. Pour the salt into a cup of water. Stir the water.
What happens to the salt?
54.
55.Station II
56.Fill a glass with ice cubes. Observe what happens after sometime , (1015 minutes).What happens to the ice cubes? What doers it show about
solids?
57.
58.
59.
60.Station III
61.Break the candy into tiny particles. Pour three (3) tiny particles in
water. Stir. Can you still see the tiny particles of candy? Why?
________________
62.
63.Station IV
64.Is ice cream solid? Observe the ice cream for sometimes (35 minutes).
What happens?
65.
96
66.3. Discussion:
67.
Pupils present their observations. Pupils answer questions specified in
the problem.
68.
69.
4. Generalization/Concept Formation
1. Can solid materials be dissolved?
2. When a solid material melts or liquefies, what does this show?
70.
71.5. Application
72.
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?"
73.1.
Why did Leonor not see the sugar?
74.
2.
How could she tell if there was sugar in the juice?
75.
76.IV. EVALUATION:
77.
Here are some solids. Classify them into two headings. Solids
that can be dissolved and solids that cannot be dissolved.
2. 1. stone
7. 6.
ice candy
3. 2. coffee granules
8. 7.
chocolate powder
4. 3. sand
9. 8.
soap
5. 4. vetsin
10.9.
eraser
6. 5. leaves
11.10.
paper clip
12.
13.V. ASSIGNMENT:
14.
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.
97
15.
16.
17.Date: ____________
18.
19.I.
OBJECTIVE:
Define solvents and solutes.

Tell the differences between a solvent and a solute.
Identify the solute and solvent in a given mixture.
20.
21.
22.
Values:
23.II.
Help make your community clean and beautiful
SUBJECT MATTER:
24.Solvents and Solutes

25.
26.
28.
29.
30.
31.
A.
A solvent is a substance that dissolves another material or substance. It is

usually a part of a solution or mixture in greater amount.
A solute is any material or substance that is dissolved in a solvent. It is
usually a part of a given mixture found in a smaller amount.
27.
Describing
C.
32.
Materials:
shallow
35.dried plant
33.
water
34.
kerosene
dish
38.powdered soap
36.cooking oil
39.dried nail polish
37.powdered oil
40.coffee
41.
42.
43.
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A. Villegas)
44.
TM Into the Future: Science and Health IV p. 60-61
45.
46.III. RPOCEDURE:
98
47.
48.
A.
Review:
Tell whether the solid materials are soluble in the solvent paired with
49.
them.
50.1. salt - water
53.4.
dried nail polish - acetone
51.2. rust - kerosene
54.5.
coffee - oil
52.3. paper .- water
55.6.
sugar - vinegar
56.
57.B.
Lesson Proper
58.1. Motivation
59.
In Barangay Maganda, the people are very busy making plant
boxes. They needed paint, thinner, sand, cement and gravel.
60.
61.2. Presentation
62.
mixture.
63.
A mixture has 2 parts a solvent and a solute. Describe this
1 bag of cement - 5 cans of water

What is the dissolving material? What do you call this?
What is the material that dissolves? What do you call it?
64.1/2 can of paint - 1 can of thinner
Which is greater in amount ?
Which do you think is the solvent? The solute? Why?
65.
66.
3. Concept Formation
In a mixture, what is the solvent?
What is the solute?
Which is usually greater in amount?
Which is usually less in amount?
67.
68.4. Application
69.Identify the solutes and solvents.
1. 1 Alka-Seltzer
70.
a glass of water
99
2. 2 teaspoon of Ovaltine powder

71.
1 cup of milk
3. 2 cans of soil
72.
1 can of manure
4. a small flake of nail polish
73.
3 drops of acetone
5. a lump of soil
74.
a pail of water
75.
76.IV. EVALUATION:
77.
Write on the opposite side of the following its solute or its solvent.
78.1. 1 tablespoon of starch
79.2. 1 sachet of shampoo 80.3.
1 bag of tea -
81.4.
a pinch of salt -
82.5.
3 drops of blood -
83.
84.V. ASSIGNMENT:
85.
List 5 kinds of mixtures found at home. Identify the solutes and
solvents.
100
86.
87.
88.Date: ____________
89.
90.I.
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.
91.
92.
Values:
Helping in the household chores; Observe
cleanliness/hygiene in handling and preparing food
93.
94.II.
95.
SUBJECT MATTER:
Dissolving solvents and solutes

96.
97.
A.
98.
99.
100.
101.
102.
103.
Some solvents can dissolve solutes faster than others.

Observing, comparing, experimenting, recording and interpreting
C.
cle
104.
ar glasses
105. teaspoon
s
106. tap
112.
113.
114.
Villegas)
116. III.
117.
118.
Materials:
water
107. vinegar
108. powdered
soap
109. brown
sugar
110.
instant
111.
cooking oil
coffee
References:
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A.
115.
RPOCEDURE:
A.
Review
What is a solvent?
What is a solute?
101

119.
When the solvent and solute are both solids or liquids or both gases,
which is the solvent? Which is the solute?
B.
Lesson Proper
120.
1.
121.
Motivation
What solvent dissolve solutes fast? Faster? Slowly?
122.
123.
124.
2.
Presentation
Perform these activities (Group work)
125.
a.
Prepare these materials
126.
the same time.
b.
Put the same amount of the following in each set at
127.
A. Salt
128.
B. Brown Sugar
129.
C. Powdered soap
c.
Record the results.
3.
Discussion/Comparing results:
D. Oil
130.
131.
Describe
Describe
Describe
Describe
132.
133.
4.
how
how
how
how
long
long
long
long
did
did
did
did
the
the
the
the
salt dissolve in the 3 solutes.

sugar dissolve in the 3 solutes.
powdered soap dissolve in the 3 solutes.
vetsin dissolve in the 3 solutes.
Generalization
134.
Based on your findings, do all solvents dissolve in the solutes at
the same time?
135.
136. 5.
Application:
137. 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?
138.
139. IV.
140.
141.
EVALUATION:
Write T if it is true and F if it is false.
________
1.
Sugar dissolved faster in oil than in water.
102
142.
________ 2. Oil can dissolve salt slower than vinegar.
143.
________ 3. The best solvent for powdered soap is water.
144.
________ 4. Vetsin dissolves faster in vinegar than in oil.
145.
________ 5. Water, oil and vinegar can dissolve vetsin at the same
time/rate
146.
147. V.
ASSIGNMENT:
148.
Try doing this:
Use tap water, warm water and hot water.
Where can chocolate powder dissolve the faster?
103
149.
150.
151.
Date: ____________
152.
153.
I.
OBJECTIVE:
State that water is a universal solvent.

Explain water is considered a universal solvent.
154.
155.
156.
157.
Values:
II.
158.
159.
Cleanliness and personal hygiene
SUBJECT MATTER:
Water the universal solvent
160.
A.
161. Water is a universal solvent because it can dissolve many substances.

It is always available in big amounts.
162.
163.
165.
166.
164. Observing, comparing, inferring
C.
Materials:
167. Set-up:
168.
5 clear big mouthed bottles of the same sizes, water, alcohol,
kerosene, cooking oil, vinegar, powdered detergent, salt, sugar, flour,
powdered juice, ground coffee
169.
170.
171.
172.
174. III.
175.
176.
References:
Into the Future: Science and Health IV p. 112-115
173.
RPOCEDURE:
A.
Review
177.
What is solute? A solvent? Give examples of each.
178.
179.
B.
Lesson Proper
180.
1.
Motivation
104
181.
Can you imagine how would you wash your daily clothes if soap
does not dissolve in water?
182.
183.
184.
2.
Presentation
Activity proper:
a. Discuss the use of water as solvent of many different solid materials.

b. Our problem today is to find out what solvent can dissolve most of the
substances.
c. Here are the materials that you will use.
185. Identify each and tell which one are solvents and which ones are
solutes.
186.
187.
3.
Form groups with 5 members each.
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.
188.
189.
190.
191.
194.
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
192.
Based on the activity, describe water as a solvent. Why is water
called a universal solvent?
193.
D. Application
1. How is water used as a solvent at home?
2. What happens if there is no water?
195.
196.
IV.
EVALUATION:
197. 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.
198. a. 1 & 2
b. 2 & 3
c. 2 & 4
d. 1 & 4
199.
2.
What happens with a spoon of dried powdered juice when placed
in water?
105
200.
a.
It will dissolve.
201.
b.
It will change in color.
202.
c.
It will remain the same.
203.
3.
Salt and sugar dissolves fastest in ___________.
204.
a.
oil
b. water
c. kerosene
205.
206. V.
ASSIGNMENT:
207. Write 3 examples showing water as a good' solvent. Which substances
does it dissolve?
106
208.
209.
210.
Date: ____________
211.
212.
I.
213.
214.
Observe that some solutes spread evenly when mixed with solvents.
215.
Values:
Be careful in handling materials and substances;
Follow directions carefully to avoid accidents in performing an activity
and to be able to get the best results
216.
217.
218.
219.
220.
221.
222.
OBJECTIVE:
II.
SUBJECT MATTER:
Solutes that spread evenly when mixed with solvents

A.
Some solutes spread evenly when mixed with solvents.

When the solute spreads evenly in the solvent, a solution is formed.
223. Observing, describing
224.
225.
227.
228.
229.
233.
234.
235.
236.
238. III.
239.
240.
C.
Materials:
226. A cup of hot water
Instant coffee
A glass of tap water
Merthiolate or betadine
230.
231.
232.
A clear glass or test tube

Ink
Medicine dropper
References:
Into the Future: Science and Health IV pp. 114-115
237.
RPOCEDURE:
A.
Review
What solutes dissolve in water?

Why is water a universal solvent?
241.
107
242.
B.
Lesson Proper
243.
1.
Motivation
244.
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?
245.
246.
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.
247.
248. 3.
Activity Proper:
a. Group into 3.
249.
b.
250.
Perform each of the following with your group
251.
252.
253.
Activity 1
254.
Get a glass with tap water.
255.
water.
Using the medicine dropper, put 6 drops of ink into the glass of
256.
Do not shake or stir. Observe the ink in the water.
257.
258.
Activity 2
259.
Get a clear glass or a test tube and put a small amount of
alcohol into it.
260.
alcohol.
Using the medicine dropper, put 3 drops of Merthiolate into the
261.
Observe what happens.
262.
263.
Activity 3
264.
Fill the cup with 112 hot water.
108
265.
Drop a pinch of instant coffee into the hot water.
266.
Do not stir. Observe what happens.
267.
268.
274.
276.
277.
279.
280.
1.
a.
2.
a.
b.
a.
3.
C. Discussion
269. 1.
What happened to the ink when dropped into the glass of tap
water?
270. 2.
alcohol?
What happened to the mentholated when dropped into the
271.
3.
What happened to the instant coffee in the cup of hot water?
272.
4.
Did the solute spread evenly in the solvent?
273.
D. Generalization
275.
How do some solute react/behave when mixed with other
substances?
E. Application
278.
In spraying, father mixes the pesticide with water. Does he need
to stir the mixtures? Why?
IV.
EVALUATION:
281. Write the letter of the correct answer.
When the ink was dropped into the water, the ink ________.
settled at the bottom
b. disappeared
c. spread evenly
We can say that a solute spreads evenly when mixed with solvents when:
it remains suspended in the solvent
It settles at the bottom
it forms a solution
In a solution, the solute particles scatter evenly throughout the solvent that is
considered _____.
not soluble
b. slightly soluble
c. very soluble
a.
282.
283. V.
ASSIGNMENT:
284. Name some solutes that spread evenly when mixed with a solvent.
109
285.
286.
287.
Date: ____________
288.
289.
I.
OBJECTIVE:
290.
Observe that some solutes when mixed with solvents settle at
the bottom
291.
292.
Values:
Working harmoniously and cooperatively with
others to be able to bring good results
293.
294.
295.
296.
II.
SUBJECT MATTER:
Solutes that settle at the bottom
297.
A.
298.
bottom.
Some solutes when- mixed with solvents settle at the
299.
300.
301. Observing, describing, inferring
302.
303.
305.
306.
307.
308.
309.
310.
311.
313. III.
314.
315.
C.
304. Solvents:
Vinegar
Water
Cooking oil
Materials:
Solutes
flour
toothpaste
salt
References:
312.
RPOCEDURE:
A.
Review
What mixture is formed when the solute scatter evenly in the solvent?
Give examples of solutes which spread evenly in a solvent.
316.
110
317.
B.
Lesson Proper
318.
1.
Motivation
319.
When drop pebbles in a pail of water, where do the pebbles go?
320.
321.
2.
Presentation
322.
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.
323.
Activity 1
324. 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?
325.
326.
Activity 2
327. Get a tablespoonful of salt. Drop the salt in a cup of half-filled
with cooking oil. What happened to the salt? Did it settle at the bottom?
328.
Activity 3
329. Squeeze a little amount of toothpaste.
330.
Drop it into a glass of water. What happened to the toothpaste?
Did it mix evenly with water?
331.
332. 3.
Discussion
333. Pupils report and discuss their findings.
334.
335. 4.
Generalization
336. Based on the activity, how do some solutes react when mixed
with some solvents?
337.
338. 5.
Application
339. Lito prepared a seedbed for his plants. After working with soil he
washed his hands and his tools in a basin of water. After sometime, what
do you think did Lito observed or the soil mixed with water in the basin
after washing his hands and tools?
340.
341. IV.
EVALUATION:
342.
A.
1. Which of these solutes settle at the bottom when mixed with solvents?
343.
a. sand b. oil
c. dye
2. You were preparing calamansi juice. When you squeezed the calamansi.
Some of the seeds get into the glass of water. What will happen to the
calamansi seeds?
a. It will spread evenly in the water.
a. It will be suspended in the water.
b. It will settle at the bottom of the glass.
3. Mother was preparing a recipe. She dropped salt in a cup of vinegar. The
111
telephone rang and she went to answer it. What happened to the salt?
a. It settled at the bottom of the vinegar.
b. It floated in the surface.
c. It disappeared.
344.
345.
V.
ASSIGNMENT:
346. Do milk powder and sugar have the same reaction when mixed with
cooking oil as flour in water and vinegar? Find this out. Be ready to report your
findings.
347.
112
348.
349.
350.
Date: ____________
351.
352.
I.
OBJECTIVE:
Observe that some solutes when mix with solvents do not settle at the
bottom but make the solvent cloudy
Write observation correctly and legibly.
353.
354.
Values:
additives to drinks that is harmful to health.
355.
356.
II.
SUBJECT MATTER:
357.
Health consciousness: Avoid
Solutes do not settle at the bottom but make the solvent cloudy
358.
359.
A.
360. Some solutes when mixed with solvent do not settle at the bottom but
make the solvents cloudy.
361.
362.
363. Observing, describing, inferring
364.
365.
366.
367.
Vinegar
368.
Water
369.
Soap
370.
371.
372.
375.
C.
Materials:
Test tube or clear glass
Evaporated milk
Fish bowl aquarium

Toyo (soy sauce)
References:
373.
374.
III.
RPOCEDURE:
113
376.
377.
A.
Review
378.
Which of these materials settle at the bottom when mix with
liquid solvents?
379.
Sand, ink, soil, talcum powder, stone, kerosene, oil
380.
381.
B.
Lesson Proper
382.
1.
Motivation
383. Show the class the set-up you prepared in advance that an
aquarium whose water was not changed for several days.
384.
Ask: How do you describe the water in the aquarium?

What do you think made it cloudy?
385.
386.
2.
Presentation
387.
1.
388.
389.
390.
What do you think a solvent and cloudy (murky)?
What do you call a cloudy mixture?

2.
Form your group and do this activities
a.
Get your materials
391. b.
vinegar
Fill half your glasses or test tube with water and the
392.
393.
Group 1
394.
Drop one tablespoon of bagoong extract in the water,
observe the water. Is the water clear? Is the water cloudy?
395.
396.
Group 2
397.
Pour 2 tablespoon of soy sauce in the vinegar.
398.
Did the vinegar remain clear? What happen to the
Vinegar?
114
399.
400.
3.
Discussion:
401.
Pupils give their observation.
402.
Did the solute settle at the bottom?
403.
Did the solute make the solvent cloudy?
404.
405.
4.
Generalization:
406.
How do some solutes react with some solvents?
407.
408. 5.
Application
409.
You want to prepare a juice drink that will have an
appetizing color. What solute will you add into it? Which will not harm your
health and will not settle at the bottom?
410.
411. IV.
412.
413.
1.
EVALUATION:
When you stir flour in water, the, mixture becomes
a.
Cloudy
b. Clear
c. A solution
414.
2.
When the solute spread evenly in the solvent but forms a cloudy
mixture this is called
415.
416.
a. Solution
b. suspension
3.
Powdered soap dissolved in water
417.
a.
Settles at the bottom when stirred
418.
b.
Makes the water cloudy when stirred
c.
Makes the water clear when stirred
419.
c. colloid
420.
421. V.
422.
ASSIGNMENT:
Try to form a cloudy mixture. Write the things you did.
115
423.
424.
425.
Date: ____________
426.
427.
I.
OBJECTIVE:
Show that the rate at which a solute dissolves in a solvent depends upon a
number of factors.
428.
429.
430.
431.
432.
433.
Values:
II.
Accuracy
SUBJECT MATTER:
Rate of Solutions
434.
A.
435.
The rate at which a solute dissolves depend upon the kind of
solvent used, the temperature of the Solvent, the size of the solvent and the
collision between the solute and the solvent.
436.
437.
438. Observing, interpreting, comparing, experimenting
439.
440.
C.
Materials:
441. Instant coffee
refined sugar
442. salt powder
sugar cubes
443. salt granules
444.
445.
References:
446.
447.
448. III.
RPOCEDURE:
449.
A.
450.
Review
Do all solvents dissolve at the same rate?
451.
452.
B.
Lesson Proper
453.
1.
Motivation
454.
Our activity is to find out other factors that determine the
solubility of a solute.
116
455.
456.
2.
Presentation
457.
Group Activity
458.
Group 1
459. Measure teaspoon of instant coffee. Pour these into 3 cups with
the same amount of water at the same time.
460. 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?
461.
462.
Group 2
463. Prepare 2 glasses with the same amount of water.
464. Put 1 tablespoon of salt powder in one glass.
465. Put 1 tablespoon of salt granules in another glass.
466. Do this at the same time.
Which salt dissolved faster?
What determined the rate of which the solute dissolved?
467.
468.
Group 3
469. Prepare 2 cups with the same amount of hot water.
470. Put 1 tablespoon of sugar in each cup at the same time.
471. 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?
472.
473. 3.
Generalization:
474.
What determines the rate at which a solute dissolve in a
solvent?
475.
476. 4.
Application
If you want to dissolve your chocolate fast, what will you do?
477.
478.
479. IV.
EVALUATION:
480.
1.
Coffee dissolves faster in boiling water then in cold water.
What does this show?
481.
a.
Coffee is soluble only in hot water .
482. b.
dissolves.
The higher the temperature of the solvent, the faster a solid
483.
A hot liquid is the slowest solvent.
c.
117
484.
2.
stirring:
Stirring a mixture makes the solute dissolve faster because
485.
a.
increase the collision between the solvent and the solute
486.
b.
decrease the collision between the solvent and solute.
487.
c.
Stops the action of the solvent against the solute
488.
3.
What determines the solubility of a cake of soap and powdered
soap in tap water?
489.
a.
temperature of the solvent
490.
b.
size of the solvent
491.
c.
collision of the soap with water
492.
493.
494.
V.
ASSIGNMENT:
What is the effect of heat on solute?
118
495.
496.
497.
Date: ____________
498.
499.
I.
OBJECTIVE:
500.
Observe the effects of heat on solutes.
501.
502.
Values:
Health value: Children should drink milk and
fruit juice for better health
503.
504.
II.
SUBJECT MATTER:
505.
The effects of heat on solutes
506.
507.
A.
508.
There are factors that affect how a solute dissolve in a solvent.
One of this factor is heat. Some solids dissolves faster in hot water than in
cold water.
509.
510.
511. Observing, describing, comparing, inferring
512.
513.
C.
Materials:
514. Powdered milk
Cold water
515. MSG (Vetsin)
Clean glass/test tube
516. Hot water
stopwatch
517.
518.
References:
519.
Teacher's Module SCIENCE AND HEALTH IV p. 34 (Jessie A.
Villegas)
520.
521.
523. III.
524.
525.
522.
RPOCEDURE:
A.
Review
How do some solutes react when dissolved in solvent?

Which scatter evenly and form a solution?
Which scatter at the bottom?
119
Which form a suspension?

Give example of each kind of mixture that show the reaction of solutes.
526.
527.
B.
Lesson Proper
528.
1.
Motivation
529. When you prepare your milk using powdered milk, what kind of
water will you use to dissolve the milk faster?
530.
531.
2.
Presentation
532.
Group Activity
533. a. Label your glasses/test tube A, B, and place them in the test
tube rack.
534. b. Put equal amounts of powdered milk in them.
535. 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
536.
d.
Stir the water and milk in both glasses/test tube.
537.
e.
Using the stop watch, record the time it takes the milk
powder to dissolve.
538.
f.
Do the same with the other solutes
539.
g.
Record your observation
540.
541.
3.
542.
Discussion
a.
In which glass/test tube did milk powder dissolve faster?
543.
b.
In which glass/test tube did the chocolate powder dissolve
faster? The MSG (Vetsin}?
544.
tubes?
c.
What condition was/were the same in both glasses/test
545.
d.
Why made the solute dissolve faster?
546.
547.
4.
Generalization:
548.
Is heat faster in a rate of how a solute dissolve?
120
549.
550.
5.
Application
551. It is a rainy day. Your father wants you to prepare soup. What will
you use to dissolve the chicken cube fast?
552.
553. IV.
EVALUATION:
A. Encircle the letter of the correct answer.
1. Coffee dissolves faster in hot water than in cold water. What can you
infer about this observation?
a. All solid materials dissolve faster in hot liquids.
b. Coffee dissolves only in hot water.
c. The hotter the solvent, the faster a
554.
solid dissolves.
.
555. 2.
In which liquid is sugar hardest to dissolve?
a. hot tea
b. hot milk
c. tap water
d. cold calamansi juice
556. 3.
What will you do to dissolve more sugar in a cup?
557. a.
Add more sugar in the water
558. b.
Heat the water first
559. c.
Add more water to the sugar
560.
561. V.
ASSIGNMENT:
562. Name 5 instances that show how hot/boiling water dissolve solids
faster than cold water.
121
563.
564.
565.
Date: ____________
566.
567.
I.
OBJECTIVE:
Observe the effect of stirring on the rate of solubility of some solutes.

Answer questions that begin with what, why and how.
568.
569.
Values:
Politeness and courtesy; Be polite when
asking and in answering questions
570.
571.
II.
SUBJECT MATTER:
572.
The effect of stirring on the solubility of solutes
573.
574.
575.
576.
A.
A solute dissolves faster in a solvent when stirred.
577.
578.
Observing, describing and comparing
579.
580.
C.
Materials:
581. 6 clear glasses or test tubes labeled A and B, chocolate powder,
powdered soap, starch,
582. stick or spoon
583.
584.
References:
585.
586. Into the Future: Science and Health IV pp. 116-117
587.
588. III.
589.
590.
RPOCEDURE:
A.
Review
Do you remember the solutes which when mixed with solvents makes the
solvents cloudy? Give some examples.
591.
592.
B.
Lesson Proper
593.
1.
Motivation
122
594. Do you drink calamansi juice or other fruit juices? Why? What
do you usually add to make it sweet? What do you do after adding the
sugar? Why do you do it?
595.
596.
597.
2.
Presentation
Activity Proper
598. a.
Read the procedure
599. b.
Perform the activity. Write your observation made during
the activity.
600.
601.
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.
3. Drop a teaspoon of powdered soap in glass A and B of set 2.
4. Drop a teaspoon of starch (gawgaw) in glass A and B of set 3.
5. Stir the mixture in all glasses labeled A . do not stir those in B.
6. Observe how the solutes dissolve.
602.
603.
3.
Discussion
604.
Answer these questions based on your activities:
605.
a.
What solvent did you use in both glasses?
606.
b.
How much solvent did you put in each glass?
607.
c.
What solutes did you put in set 1? set 2? and set 3?
608.
d.
What did you do with the mixture in glasses labeled A?
and glasses labeled B?
609.
e.
How do you compare the rate of the solubility of the
solutes in glasses A and B in all set-up?
610.
stirred?
f.
Why did the solute dissolve faster in all glasses that you
611.
612.
4.
Generalization:
613. What is the effect of stirring the solute?

614.
615.
5.
Application
616. Why does Mother stir the soap powder in the basin of water
before she emerges the clothes that she will wash?
123
617.
618. IV.
EVALUATION:
619.
620.
1.
Mother is preparing a mixture of salt, sugar and vinegar for her
"atsara" (pickles). She stirred the mixture. Why?
621.
a.
to make the mixture tastier
622.
b.
to dissolve the sugar faster
623.
c.
to dissolve both the sugar and the salt faster
624.
2.
What should you do to dissolve the egg yolk in a glass of milk
when preparing health drink (Egg nag)?
625.
a.
Allow the egg yolk to settle at the bottom
626.
b.
Stir the egg yolk to dissolve it faster
627.
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.
628.
629.
630. b.
Stirring made the solute particles come in contact with the
solvent dissolving it faster
631. c.
Stirring increase the number of solute particles making the
solute dissolve faster.
632.
633.
V.
ASSIGNMENT:
634. Gurgling with salt makes your teeth stronger. How will you make the
salt dissolve faster in water? Name two ways of doing it.
124
635.
636.
637.
Date: ____________
638.
639.
I.
OBJECTIVE:
640.
Test the effect of powdering/grinding a solute to its rate of
dissolving it in solvent
641.
642.
Values:
Self reliance and resourcefulness
643.
644.
II.
SUBJECT MATTER:
645.
The effect of powdering/grinding a solute to its rate of dissolving
646.
647.
A.
648.
Solids that are powdered or ground into fine particles allows the
solvent to come in contact with the solid at one time resulting to the faster
dissolving of the solid solute.
649.
650.
651.
Observing, describing, inferring
652.
653.
654.
C.
Materials:
2 lumps of soil
655.
2 tablespoon coffee granules
656.
6 clear glasses
657.
2 knorr cubes
658.
water
659.
stick
660.
661.
662.
663.
References:
Into the Future: Science and Health IV pp. 118119
125
664.
665. III.
666.
667.
RPOCEDURE:
A.
Review
How many ways can you make a solute dissolve faster in a solvent?
Name these ways.
668.
669.
B.
Lesson Proper
670.
1.
Motivation
671. The doctor prescribed some medium in forms of tablet. Theses

orange flavored tablets but you find hard to swallow them, what should
you do?
673.
672.
2.
674.
Presentation
Listen to the story; infer what happened in the end.
675. Long ago, the rice grains were not as small as they are now.
They were big and round like a ball. When people cooked them, most of
the time, the inside part of the rice grains is uncooked and were not able
to eat them all.
676. 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?
677.
678.
Do you think the small pieces were easily cooked? Why do you
think?
679.
680.
3.
Activity Proper
681.
a.
Let us find out if grinding, powdering or breaking a solid to
finer particles has an effect on its dissolving.
682.
b.
Do the activity:
683.
684.
Activity 1
685.
1.
Get the 6 clear glasses and label each pair A-and B.
126
686.
2.
In all the glasses, fill them with the same amount of water.
687.
3.
In all glasses labeled A, drop the following in each glass lump of soil, knorr cubes, coffee granules
688.
4.
Stir the solutes in the solvent.
689.
5.
Record the time when solutes dissolved completely.
690.
691.
Activity 2
692.
1.
Powder/break the lump of soil fine particles.
693.
2.
cubes.
Do the same with the coffee granules and the other knorr
694.
Drop them into the glasses labeled B.
3.
695.
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?
696.
a.
lump of soil
697.
b.
cube of seasoning
698.
c.
ground coffee
699.
700.
IV.
EVALUATION:
701. 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.
702.
Which of these do you think is the reason?
703.
Fine solvent dissolved faster than easier solvents.
704.
Fine solvents collide better with the solvent
705.
Fine particles of solvent can not be stirred.
706.
707.
V.
ASSIGNMENT:
708. Why do you think mother grinds the roasted peanuts first when she
makes gravy for the kare-kare.
127
709.
710.
711.
Date: ____________
712.
713.
I.
OBJECTIVE:
Identify chemical and substance that can pollute land, water and air
Name ways on how pollutants gets into the environment
714.
715.
Values:
Care for the environment
716.
717.
II.
SUBJECT MATTER:
718.
719.
Chemical and substance that pollute air, land and water
720.
A.
721.
Pollution means the presence of chemical and substances that
makes the air, water and land dirty and unfit for certain uses.
722.
723.
724.
725.
726.
Observing, describing
727.
728.
729.
730.
731.
732.
733. III.
734.
735.
C.
Materials:
Pictures of communities, a glass of murky water, soil samples
References:
RPOCEDURE:
A.
Review
What are the three spheres of the earth? Tell something about each. (land, air
and water) Are these three useful for living things? Why?
736.
737.
B.
Lesson Proper
738.
1.
Motivation
739. Do you see the water in the glass? Is it polluted water? What
makes it polluted? Is it safe to drink? Why? What do we mean when we
128
say that the water is polluted?

740.
741.
2.
Presentation
742.
Study these pictures
a. Do you like in the community like these?
a. If you are to select a place to live, would you choose these communities?
Why?
b. How do you feel If smell the foul odor of the garbage? What makes the
garbage dumpsite smell bad?
c. How about this place were there are many factors emitting black smoke, can
you breath well? What kind of air do you think is there in this place?
d. Observe the river in this picture. Is it safe to people to take a bath here? How
about the fishes, do you think they will live? Why?
743.
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?
744.
745.
3.
Discussion
746.
1.
Let the pupils tell their observation.
747.
2.
Discuss in detail chemicals and substance that pollute air,
land and water.
748.
3.
Emphasize the value of taking care of the environment to
avoid pollution.
749.
750.
4.
751.
752.
Generalization:
1.
2.
What is pollution?
What causes pollution to land, air and water?
753.
754.
5.
Application
755. You have some pigs. Mother ask you to clean the pig pen. How
will you clean it to avoid pollution?
756.
757.
IV.
EVALUATION:
758. Chemical substances can pollute soil, water and air. Under each
column, write 5 chemicals and substances that can cause pollution to:
759.
Land/soil
Water
Air
760.
1.
1.
1.
761.
2.
2.
2.
762.
3.
3.
3.
129
763.
764.
765.
766.
4.
5.
4.
5.
4.
5.
V.
ASSIGNMENT:
767. Go around the place where you live. Identify 5 things that pollute the
land water and air in that place.
768.
769.
770.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
130
771.
772.
773.
Date: ____________
774.
775.
I.
OBJECTIVE:
Describe how chemicals and other materials can pollute land.

776.
777.
Values:
Care for the environment; Health and
sanitation; Working harmoniously
778.
779.
II.
SUBJECT MATTER:
780.
781.
Land Pollution
782.
A.
783.
The presence of chemical substances and non-biodegradable materials
can pollute land.
784.
785.
786.
787.
788.
Observing, inferring
C.
Materials:
789. Soil sample, grease, crude oil, kerosene, insecticide, 4 cans of
garden soil
790.
791.
References:
792. Teacher's Module SCIENCE AND HEALTH IV p. 35 (Jessie A. Villegas)
793. Into the Future: Science and Health IV pp. 120-121
794.
795. III.
RPOCEDURE:
796.
A.
797.
Review
Name some chemicals that can pollute land, water and air.
798.
799.
B.
Lesson Proper
800.
1.
Motivation
801. What do farmers use to kill pests and insects that destroy their
croJ1S? Do you think this always goods? Why?
802.
131
803.
2.
Presentation
804.
Let us find out today how chemicals and other materials can
pollute land
805.
Activity 1
806.
1.
Show soil samples from the garden.
807.
2.
Describe the color, texture and odor of the soil.
808.
809.
810.
Activity 2
1.
Put a teaspoonful of grease in one can of soil labeled A.
811.
2.
Put a teaspoonful of crude oil in one can of' soil labeled B.
812.
3.
Put a teaspoonful of kerosene and insecticide in the third
and fourth can labeled C and D.
813.
4.
Observe for one week. After a while
814.
815.
3.
Discussion
816.
1.
Was there a change in the color of the soil?
817.
2.
Was there a change in the odor?
818.
3.
Did the texture of the soil change?
819. 4.
Generalization:
820.
How can chemical substances pollute soil? (land)
821.
822. 5.
Application
823.
Your sister is washing clothes. She throws the soap suds in
your garden. What will you tell her?
824.
825. IV.
EVALUATION:
826.
There are common chemicals that can pollute land.
Opposite each chemical, describe how they harm the soil.
827. Common
828. How do they harm or
Chemicals
pollute land?
829. 1. Used
830.
Crude Oil
831. 2. Kerosene
832.
833. 3. Insecticide 834.
835. 4. Grease
836.
837. 5. Soap suds 838.
(detergents)
839.
840. V.
ASSIGNMENT:
132
841. What are chemicals and materials pollute soil?
133
842.
843.
844.
Date: ____________
845.
846.
I.
OBJECTIVE:
Describes how chemical substances and other materials can pollute water.
847.
848.
Values:
Keeping the environment clean; Observe
proper waste disposal.
849.
850.
II.
SUBJECT MATTER:
851.
852.
Water Pollution
853.
A.
854.
Chemical such as mercury, lead and oily substances can pollute
water. Garbage thrown by people into rivers and other bodies of water also
pollute water.
855.
856.
857. Observing, identifying, describing, inferring
858.
859.
860.
861.
862.
863.
864.
865.
866. III.
867.
868.
C.
Materials:
Water sample from a polluted source, 3 clean glasses
References:
RPOCEDURE:
A.
Review
How can chemicals pollute land?
869.
870.
B.
Lesson Proper
871.
1.
Motivation
872. Have you seen the TV episode about oil spills? What happened
134
to the water where the oil spilled? What do you think happened to the
living things in that body of water afterwards?
873.
874.
2.
Presentation
875. Today, aside from oil substances, let us find out what other
chemical substances and materials can pollute water.
876.
877.
Activity
878. Individual groups work separately on this activity.
1. From the pail of water sample from the polluted source, half-fill your glass.
2. Describe the water sample in terms of color, dearness 'and odor.
879.
880.
3.
881.
Discussion
1.
How is the water sample different from the water you
drink?
882.
2.
How can you describe its color?
883.
3.
What is the smell?
884.
4.
What do you think made the water sample polluted?
885.
886. 4.
Generalization:
887. How can chemicals and other materials pollute water?
888.
889. 5.
Application
890.
In a nearby river, many people go there to take a bath
and wash their clothes. In doing so, they pollute the river with soap and
other detergents. What do you think they wash their clothes there?
891.
892.
IV.
EVALUATION:
893. Put a check on the statement that describe how chemicals and other
materials pollute water.
894. _____
1.
Chemical substances make the water appear blackish.
895. _____
2.
Oil does not dissolve in the water that it remains
in the
surface.
896.
_____ 3. Garbage thrown in rivers makes the water dear.
897. _____
4.
Mercury is a substance dump by factories in some bodies
of water that make water colorful.
898. _____
5.
Often times when garbage seeps into the ground, ground
water appears muddy and becomes smelly.
899.
900. V.
ASSIGNMENT:
901. Observe the water in the canals near your homes. Describe its color
and smell.
135
902.
903.
904.
Date: ____________
905.
906.
I.
OBJECTIVE:
Describe how chemicals and other materials can pollute air

907.
908.
Values:
Help the environment clean; Support Clean Air
Act
909.
910.
II.
SUBJECT MATTER:
911.
912.
Air Pollution
913.
A.
914.
Dirty air is polluted air.
915.
Method gas which is usually emitted by Methane materials
pollutes the air.
916.
Smoke from burning materials, forest fires, factories, motor
vehicles and cigarettes also pollute the air around us.
917.
918.
919. Observing describing, inferring
920.
921.
922.
923.
924.
925.
926.
927.
928. III.
929.
930.
C.
Materials:
Pictures of communities, a glass of murky water, soil samples
References:
Into the Future: Science and Health IV pp. 122- 123
RPOCEDURE:
A.
Review
How can chemicals and garbage materials pollute land and water?
931.
932.
B.
Lesson Proper
933.
1.
Motivation
934.
Put your hands on your waist. Inhale, Exhale. What do you
136
inhale? Hold your breath. How do you feel?

935.
936.
2.
Presentation
937. Form 4 groups. Select one activity for your group. (This activity
will be done outside the classroom.) Note: Record your observation.
938.
Activity 1
a. Burn the Styrofoam and plastic. (Be sure to be very careful)
b. What is produced as the Styrofoam and the plastic is burning?
c. Describe the color and' smell of the burning plastic and Styrofoam.
939.
940.
Activity 2
a. Light a cigarette with a match.
b. What is produced?
c. Where does the smoke go?
d. How do you feel when you smell the smoke?
941.
Activity 3
a. Get the sprayer. (Avoid contact with your skin)
b. Spray a little in the air.
c. Where do you think the small particles of insecticide go?
d. Can you smell it? How does it smell?
942.
943.
Activity 4
a. Spray the contents of the hair spray into the air.
b. What happens to the small particles of hair spray? Did it go to the air?
944.
c.
What do you think happens when the air is lades' with
hair spray?
945.
946.
950.
3.
Discussion
947.
1.
Let the pupils give their observation.
2. Discuss the other sources of other pollutions.
948.
949. 4.
Generalization:
How car air be polluted? What can pollute the air?
951.
952. 5.
Application
953. Every morning, you are to throw the trash at home. You see
there are plenty of plastics in it. Will you bum the garbage? Why?
954.
955.
IV.
EVALUATION:
956. Select the best answer:
1. When smoke mixes with air, what happens?
a. Air goes up.
b. Air becomes polluted. c. Air moves.
b.
2.
Uncollected and decaying garbage pollute the air because they emit
gas called
137
a.
b.
a.
a.
b.
c.
d. V.
carbon dioxide
b. methane
3.
How can motor vehicles pollute air?
They emit dear, white smoke.
They emit black, dirty smoke.
They emit loud, grating noise.
c. sulfuric acid
ASSIGNMENT:
e.
With your groups, make a research on the other air pollutants and their
sources.
f.
138
g. SCIENCE AND HEALTH IV

h.
i.
Date: ____________
j.
k. I.
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
l.
m.
Values:
Handle chemical substance to avoid polluting the
environment
n.
o. II.
SUBJECT MATTER:
p. House substance and chemical can cause pollution
q.
r.
A.
s. Improper handling of substance and other chemicals can cause

pollution.
t.
u.
v.
w.
x.
Observing, describing, identifying
C.
Materials:
y.
Chemicals like pesticides, cleanser, detergents, kerosene place
in identical bottles properly labeled, A pail of water, A small sprayer
z.
aa.
References:
ab.
Science and Health IV p. 146-148
ac.
Into the Future: Science and Health 4 p. 128-129
ad.
ae.
af. III. RPOCEDURE:
ag.
A.
ah.
Review
What are the common household substance and chemicals often use by
people?
ai.
139
aj.
B.
Lesson Proper
ak.
1.
Motivation
al.
What products are often advertised to our homes clean and safe
from insect? Do you often use these? How do they smell? Do you like their
smell? Why? What danger can this bring to people and the environment?
am.
an.2. Presentation
1.
2.
3.
4.
ao. Activity Proper

ap.
Household substances are helpful. How should we handle them?
Identify the materials. Form three groups.
aq.
ar. Group 1
Get a little pesticide.
Put this inside the sprayer.
Go outside and spray it to the plants.
What did you observed?
as.
at.
au. Group 2
1. Get a little amount of kerosene.
2. Pour a little into the pail of water.
3. What happened to the water?
av.
aw.Group 3
1. Get some detergent and cleanser.
2. Dissolve them in water.
1. Pour it into the flower pot with a plant
2. Did you smell the odor?
ax.
5.
What effects do you think will it has to the plant?
ay.
az. 3. Discussion
ba.
Allow the pupil to give the observation. Lead them to answer
this question.
1. What will happen if these chemicals are not use properly?
2. Will labeling them property help? How?
bb.
bc. 4. Generalization:
bd.
What are the effects of improper handling of household
substances and other chemicals to the environment?
be.
bf. 5. Application
bg.
You have a project where you will use varnish. When
applying it, what things should you remember to do?
bh.
140
bi. IV. EVALUATION:

bj.
Name 5 ways of proper handling of household chemicals and
substances.
bk.
bl. V. ASSIGNMENT:
1. Ask your father how he uses pesticide in his farm.
1. Go to the library and make a research on Integrated Pest Management.
2. Find out how you can use the information you have gathered in your EPP
class.
bm.
bn.
141
bo.
bp.
bq.Date: ____________
br.
bs. I.
OBJECTIVE:
Describe the effects of polluted land on people, animals and plants.

bt.
bu.
Values:
Keep the environment clean and fit for living things by
proper waste disposal
bv.
bw.
II.
SUBJECT MATTER:
bx.
Effects of polluted land on people, animals and plants
by.
bz.
cb.
cc.
cd.
ce.
A.
Land pollution affects living things.

Fertilizers make the soil acidic.
Chemicals change the characteristics of the soil that result to stunted growth
of plants. This result to low supply of food and oxygen needed by people and
animals.
ca.
Describing, identifying, measurement
C.
Materials:
cf.
3 empty cans of the same size with holes punched at the
bottom labeled A, B and C, Garden soil,
cg.
Bits of plastic, used cooking oil, mango seeds
ch.
ci.
References:
cj.
Teacher's Module SCIENCE AND HEALTH IV p. 35-36 (Jessie A. Villegas)
ck.
cl.
cm. III.
cn.
A.
co.

RPOCEDURE:
Review
How does polluted land look like? What can cause land pollution?
cp.
142
cq.
B.
Lesson Proper
cr.
1.
Motivation
cs.
Where do people grow the food they eat? What do you think
happens when plants do not grow well?
ct.
cu. 2. Presentation
cv. 1.
Get three empty cans of the same size. Label them A, B, C.
Punch holes at the bottom of each kind. The hole must be of the same
size and number.
cw.2.
Put the same amount of garden soil in each can.
cx. 3.
Add bits of plastic in can A. Add used cooking oil in can B. Do not
add anything in can C.
cy. 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.
cz. 5.
Observe the growth of the plants for two weeks. Measure the
height, number of leaves and color of the plants.
da.6.
db.
Complete this table below

Answer the following based on your observation chart.
dc. 1.
What is the same in all the cans?
dd.2.
What did you add to can A? can B?
de.3.
What do you call these things?
df. 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?
dg.
dh.3. Discussion
di. 1.
What are the effects of pollution on land?
dj. 2.
Lead the discussion on what happens when there isn't enough
plants to produce food for people and animal.
dk.
dl. 4. Generalization:
143
dp.
dm.
How does polluted land affect the lives of people, animal
and plants?
dn.
do.5. Application
You have a garden at home. You want your plants to grow
healthy. What things should you do?
dq.
dr. IV. EVALUATION:
ds.
dt. 1.
When soil is polluted, which of this could be the result?
du.
a. Plants leaves are green.
c. Plants grow healthier.
dv. 2.
b. Plant growth is stunted.
Which of these make the soil acidic?
dw.
a. Decayed plants and animal. b. Continuous use of fertilizers.
c. Too much water.
dx.3.
When plants do not grow well on polluted land, the result is
dy.
a. reduced food supply b. healthier animals
more vegetables for food
dz.
ea.V. ASSIGNMENT:
eb.
Make the poster showing the bad effects of Land Pollution.
c.
144
ec.
ed.
ee.Date: ____________
ef.
eg.I.
OBJECTIVE:
Describe the effect of water pollution on people, animals and plants.
eh.
ei.
Values:
Avoid dumping waste materials in bodies of water. Help
prevent water pollution in your community.
ej.
ek. II.
SUBJECT MATTER:
el. Effects of Water Pollution on People, Plants and Animals

em.
en.
A.
eo.
Polluted water poses danger to people, to plants and animals.
ep.
er.
Describing, identifying
eq.
es.
et.
C.
eu.
Materials:
A reading material in water pollution
ev.
ew.
References:
ex.
Teachers' Module SCIENCE AND HEALTH IV, Villegas, p. 34; Into the
Future;
ey.
Science and Health IV pp. 114-115
ez.
fa. III. RPOCEDURE:
fb.
A.
fc.
Review
fd. What are the causes of water pollution?
fe.
ff.
B.
Lesson Proper
fg.
1.
Motivation
fh.
Do you still remember about the TV episode on the fish kill?
What was the cause of this?
fi.
145
fj. 2. Presentation
fk.
Like polluted land, water pollution also affects living things. Read
this selection and find out why.
fl.
fm.
3.
Answer the following: You may group yourselves when
answering.
a. Name three ways that cause water pollution.
a. Describe how polluted water makes people sick.
b. Describe how polluted water affects aquatic plants and animals.
fn. d.
How is the food chain destroyed by water pollution?
fo.
fp. 4. Generalization:
fq.
How can water pollution affect the lives of people, plants and
animals?
fr.
fu. IV.
1.
a.
a.
b.
2.
a.
b.
c.
3.
a.
b.
c.
fw.
fs. 5. Application
ft.
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?
EVALUATION:
fv. Write the letter of the correct answer.
Red Tide is a form of
Water pollutions cause by soap.
Food chain poisoning due to water pollution.
Drying riverbeds due to pollution.
Why do fishes die when oil spills happen?
Their scales are dog by oils.
Their bodies become slimy and can not swim.
They are eaten by seabirds.
When people throw garbage in the river, what will likely to happen?
Fishes are poisoned and die.
Plants living in water get healthier because they absorb the waste
substances.
Fishes in the river eats the garbage and become fatter.
fx. V. ASSIGNMENT:
fy.
Do a group research on what tiny plan1S in rivers die due to water
pollution.
146
fz. SCIENCE AND HEALTH IV

ga.
gb.Date: ____________
gc.
gd.I.
OBJECTIVE:
Describe the effect of polluted air on people, animals and plants.
ge.
gf.
gg.
Values:
gh.II.
Caring for the environment; Support Clean Air Act.
SUBJECT MATTER:
gi. Describing the effect of polluted air on people, animals and plants
gj.
gk.
A.
gl.
Polluted air causes people and animals to get sick or die. Polluted
effects the growth of plants.
gm.
gn.
go.
Describing, observing
gp.
gq.
C.
Materials:
gr.
Illustration showing air pollution and its effects, Lung model,
cigarette
gs.
gt.
References:
gu.
Teachers' Module SCIENCE AND HEALTH IV, Villegas, pp. 35-36
gv.
Into the Future: Science and Health IV p. 124
gw.
gx.III. RPOCEDURE:
gy.
A.
gz.
Review
ha.What are the effects of pollution on land and water to the life of living
things?
hb.
hc.
B.
Lesson Proper
1. Present the lung model and have a quick review of its parts. Then ask, "What
do you think will happen to a man who has these lungs if he smokes?"
147
hd.Ask a pupil to insert a lighter cigarette in the lung model. Observe

what happen to the lungs.
he.
2. Direct the pupils to look at the pictures/illustration showing the bad effect of
air pollution on people, animals and plants.
hf.
2. Pupils tell their observations by groups
hg.
hh.4. Generalization:
hi. What are the effects of air pollution to people, animals and plants?
hj.
5. Application:
hk.
Your grandmother has the practice d burning dried leaves and
other garbage in your backyard. You have learned that burning causes air
pollution. What will you do?
hl.
How will you say this to - your grandmother so that she will into
resent?
hm.
hn.IV. EVALUATION:
ho. Choose the letter of the best answer
1. How does air pollution affects men?
a. It can cause allergies.
b. It can cause respiratory deceases.
a. It can bring discomfort in breathing.
hp. d. All of the above.
hq.
2. During summer, Lina has some attacks of asthma. What could be the cause?
a. Sleeplessness due to the heat of summer.
a. Over fatigue and lack of appetite
b. Polluted air caused by dust.
c. Noise in the neighborhood.
3. Which of this is the effect of air pollution to plants?
a. Stunted growth
b. Abundant fruits
c. Plants are robust
a. Plants have big roots
hr.
hs. V. ASSIGNMENT:
ht.
Make a slogan or a poster showing the bad effects of air pollution.
148
hu.
hv.
hw.
Date: ____________
hx.
hy. I.
OBJECTIVE:
Identify same ways to prevent pollution of the land, water and air.
hz.
ia.
Values:
Help prevent pollution by observing practices that cab
prevent or control pollution.
ib.
ic. II.
SUBJECT MATTER:
id.
Ways of preventing land, water and air pollution
ie.
if.
A.
ig.
Land, Water and Air Pollution can be prevented in number of ways
ih.
ij.
Identifying, communicating
ii.
ik.
il.
C.
Materials:
im.
Picture showing practices that reduce/prevent
pollution
in.
io.
References:
ip.
Into the Future: Science and Health 4 pp. 129-131
iq.
Teachers Module: Science and Health 4 (Villegas) pp. 36
ir.
is. III. RPOCEDURE:
it.
A.
iu.
Review
iw.
iv. What are the harmful, effect of pollution to men, animals and plants?
B.
Lesson Proper
ix. 1. Motivation
iy.
What kind of community to you live in? Are there some ways we
can do to improve the place where we live in?
iz.
ja. 2. Lesson Proper
jb.
Activity 1
1. Look at this picture carefully. (A picture showing a crowded community)
2. Would you like to live in a place like this? Why?
149
2. How can you make a better place to live in?

jc.
jd. Activity 2
je. Present a picture showing a clean community.
1. Study this picture
a. How does it differ from the first picture?
b. What makes it more favorable than the first one? Why?
2. What do you think the people living in this place make it clean and safe?
jf.
jg.
3. Discussion:
jh. 1.
Pupils give answer to the questions presented with the pictures.
ji. 2.
Lead them to the discussion on other ways of preventing
pollution.
jj.
jk. 4. Generalization:
jl.
How can we prevent land, water and air pollution?
jm.
jn. 5. Application:
jo.
Being an active member of the School Science Club and Purok
Junior Citizen Club, what things can you suggest to other Purok member to
make your place safe from pollution?
jp.
jq. IV. EVALUATION:
jr.
Which of these practices can prevent or control pollution? Draw a
happy face before the number of the statements that prevent pollution and draw
a sad face before these that do not prevent pollution.
js.
happy face
sad face
jt.
_______ 1.
Dumping trash in canals and river.
ju.
_______ 2.
Littering.
jv.
_______ 3.
Recycling used bottles, cans, plastics and other nonbiodegradable materials.
jw.
_______ 4.
Using commercial fertilizer too often.
jx.
_______ 5.
Cleaning your surroundings.
jy.
jz. V. ASSIGNMENT:
ka.
1.
Draw a poster showing how to prevent pollution. Read about
Zero Garbage Management.
kb.
2.
Report to class what you read about this.
150
kc.
kd.
ke. Date: ____________
kf.
kg. I.
kh.
ki.
OBJECTIVE:
Explain what compost means.

Describe how composting help prevent/control pollution.
Values:
Cleanliness and observance of proper waste management
through composting.
kj.
kk. II.
SUBJECT MATTER:
kl.
Describing how composting help prevent/control pollution
km.
kn.
A.
ko.
Composting help prevent/control pollution. Garbage wastes that are
decomposed properly through composting help reduce the bulk of garbage.
This can later be used to fertilize the soil.
kp.
kr.
Describing
kq.
ks.
kt.
C.
Materials:
A reading materials on composting pictures.
ku.
kv.
kw.
References:
kx.
Teachers' Module SCIENCE AND HEALTH IV, Villegas, p. 36
ky.
kz.
Pamphlet: Composting
la.
lb. III. RPOCEDURE:
lc.
A.
ld.
Review
le. What are some ways to prevent/control pollution?
lf.
lg.
B.
Lesson Proper
lh. 1. Motivation
151
li.
What do your mother usually do with the fruit and vegetable
peeling? The fish entails and scales? Have you heard or read about
composting?
lj.
lk. 2. Activity Proper:
ll. 1.
Form a dyad and do the activity.
lm.2.
Here is a pamphlet that tells us what composting is. (Allow
pupils to read silently or orally the reading material) (See BIT for the
article)
ln. 1. What is composting?
lo. 2. What materials can be used for composting?
lp. 3. How does composting prevent/control pollution?
lq. 4. How useful is composting to farmers and gardeners?
lr.
3. Discussion:
lt.
Pupils explain and discuss their answer.
ls.
lu.
lv. 4. Generalization:
lw. What is composting?
lx. How it can help prevent/control pollution?
ly.
lz. IV. EVALUATION:
ma.
1.
Give 5 wastes that can be composted.
mb.
2.
Explain how composting help prevent/control pollution.
mc.
md.
V.
ASSIGNMENT:
me. Visit the School Garden House. Observe how composting is done. Try to
do it at Home.
mf.
152
mg.
mh.
mi.Date: ____________
mj.
mk.
I.
ml.
Describe the position/condition of materials that has potential energy.
mm.
mn.
OBJECTIVE:
Values:
mo.
Let us conserve energy.
mp.
mq.
II.
Energy is essential to everyday life.

It does the work for us and make life easier for us.
SUBJECT MATTER:
mr.Energy
ms.
mt.
mu.
Potential Energy
A.
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.
mv.
mx. Observing, describing, Identifying
mw.
my.
mz.
C.
Materials:
na.
Three books, empty match box, block of wood, a label of a
chocolate drink, match sticks, candle, marble, illustration board
nb.
nc.
References:
nd.Teachers' Module in SCIENCE AND HEALTH IV, Villegas, p. 40
ne.Into the Future: Science and Health IV pp.136-138
nf.
ng.III. RPOCEDURE:
nh.
A.
Preliminary Activities:
ni. 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.
153
Allow pupils to give their own ideas what energy means.

nj.
nk.
nm.
a.
a.
b.
c.
b.
1.
2.
1.
3.
a.
b.
c.
nu.
nv.
nw.
B.
Lesson Proper
nl. 1. Motivation
During brown-outs what do we need to have light?
nn.
no.2. Activity Proper:
np.Group I
nq.1.
Strike a matchstick against the side of the match box.
2. Light a candle.
2. Answer the following:
What happened to the matchstick?
What happened to the candle?
Where did the matchstick get fire?
How did the candlelight?
What is present in these materials that made them produce such things?
nr.
ns. Group II
Put one end of an illustration board on top of 3 books filed up.
Place an empty matchbox at the foot of the board. Mark is position on the
floor.
Place a block of wood at the top of the board.
Let the block of wood slide down the illustration board.
How far did the matchbox move?
What happened to the matchbox when the block of wood hit it?
Did the wooden block do the work? Support your answer.
nt.
C. Discussion:
Pupils repeat their observation
nx.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?
ny.
nz. E. Application:
oa.
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?
ob.
oc. IV. EVALUATION:
od. Choose the letter of the correct answer:
1. What is the condition of a book in the shelf?
oe.
a. moving
b. changing
of. 2.
Which of the following has potential energy
a. a leaf falling to the-ground
c. at rest
154
a. a fruit hanging on a branch

b. a flying bird
og.3.
What is another name for potential energy?
a. energy in motion
b. stored energy
c. changing energy
oh.
oi. V. ASSIGNMENT:
oj.
List 5 objects that have potential energy.
155
ok.
ol.
om.
Date: ____________
on.
oo. I.
OBJECTIVE:
Describe the position/condition of material that has kinetic energy.

op.
oq.
Values:
Follow directions carefully to arrive at a worth while
completion of a task
or.
Working harmoniously wall the group
os.
ot. II.
SUBJECT MATTER:
ou.Energy
ov.
Kinetic Energy
ow.
ox.
A.
Kinetic energy is energy in motion

There is energy in moving matter because anything that moves can make
others move and do work.
oy.
pa.
Observing, describing, identifying
oz.
pb.
pc.
C.
pd.
Materials:
Model of a water wheel, water in a container, cardboard
pe.
pf.
References:
pg.
ph.
pi.
pj. III. RPOCEDURE:
pk.
A.
Preparatory Activities:
pl.
Review:
pm.
What is Potential energy? Give examples where potential energy
is present.
pn.
po.
B.
Lesson Proper
pp.1. Motivation
156
pq.Observe the leaves. What makes them move?

pr.
1.
1.
1.
1.
2.
3.
4.
pw.
ps. 2. Activity Proper:

Identify the materials
Explain the procedure. Talk about following direction correctly.
Pupils do the activity by following the directions.
pt. 1. Make a' water canal out of cardboard
Place the water wheel at the lower end of the water canal
Pour out the water in the upper end of the water canal
pu.
Answer these questions
How does the water move in the canal?
When the water falls on the wheel, what did you observe?
What was the condition of the water wheel before the water was poured?
What was the condition of the water wheel when touched by water?
What energy is produced by these materials while in motion?
pv.
C. Generalization:
px.
Is there energy in moving matter? Why? What is kinetic
energy?
py.
pz. D. Application:
qa.
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?
qb.
qc. IV.
1.
a.
b.
c.
2.
a.
b.
c.
3.
a.
b.
EVALUATION:
What energy has the moving water wheel?
stored energy
kinetic energy
potential energy
Which is the condition of a running car?
in motion
at rest
turning
Flowing water from a water fall is an example of potential energy
potential energy
energy at rest
qd. c. kinetic energy
qe.
qf. V. ASSIGNMENT:
qg.
Does mind have kinetic energy? Explain your answer.
157
qh.
qi.
qj. Date: ____________
qk.
ql. I.
OBJECTIVE:
qm.
qn.
qo.
Differentiate potential energy from kinetic energy

Values:
As a good member of a group, contribute to
its success by working with each member cooperatively and
harmoniously.
qp.
qq.II.
SUBJECT MATTER:
qr. Energy
qs.
Differentiating Potential from Kinetic Energy
qt.
qu.
A.
Potential energy is energy at rest while kinetic energy is energy in

motion
Potential and kinetic energy differ in the Position and condition of
materials
Both can cause objects to move
qv.
qw.
qx.
qy.
qz.
Communicating
C.
Materials:
Plastic ruler, toy car
ra.
rb.
rc.
References:
rd.
re.
rf.
rg. III. RPOCEDURE:
rh.
A.
ri.
Review:
rj.
What is the condition of an object that has kinetic energy?
rk.
rl.
B.
rm.
rn.
Lesson Proper
1.
Motivation
Let us recite the rhyme - Jack and Jill What kind of energy is present:
158
a. in the pail of water?

b. when Jack fell clown?
c. when Jill came tumbling after?
ro.
rp. 2. Presentation
Group the pupils.
Point out that kinetic energy differs in condition and in position.
Let the pupils do these activities
rq.
rr. Group Activity 1
1. Bend the plastic ruler
a. What is the position of the ruler? (above the ground/floor).
b. What is the condition of the ruler? (at rest)
a. What kind of energy does the ruler have? (potential)
2. Release the ruler and allow it to vibrate
a. What is now the position of the ruler? (towards the ground/towards
the roof of the room).
b. What is now the condition of the ruler? (vibrating/moving)
a. What kind of energy has the ruler now? (kinetic)
rs.
rt. Group Activity 2
1. Put the plastic ruler on the table.
1. Push the ruler towards the toy car.
a. What kind of energy did the toy car have when it was on the table?
b. What kind of energy did the toy car have when moved by the ruler?
c. What was the position of the toy car? Before it was moved? (above
the table).
ru.
d.
What was the condition of the toy car when pushed? (moving).
rv.
rw. C. Give a copy of this table to the pupils and let them fill it up. lead them to
be able to recognize differences and similarities.
rx.
ry.
Comparing Two Potential and Kinetic Energy
rz.
Kinds of
sa.
Position of Material
sb.
Condition of
Energy
Material
sc.
Potential
sd.
se.
sf.
Kinetic
sg.
sh.
si.
sj. D. Generalization:
sk. What makes potential and kinetic energy different from each other?
sl.
sm. D. Application:
sn.
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?
so.
sp. IV. EVALUATION:
159
sq.
Write K before the number is the object has kinetic energy and P if it has
potential energy.
sr.
______
1.
gasoline in a drum.
ss.
______
2.
the wheel of a running car.
st.
______
3.
a fish swimming in the river.
su.
______
4.
a fruit in a tray.
sv. ______ 5.
the kite in a store.
sw.
sx. V. ASSIGNMENT:
sy.
Observe three things. Tell whether they have kinetic or potential
energy. Make a table of your observation.
sz.
160
ta. SCIENCE AND HEALTH IV

tb.
tc. Date: ____________
td.
te. I.
OBJECTIVE:
tf. Infer that materials that can do work has energy

tg.
th.
Values:
Love of work and dignity of labor.
ti.
tj. II.
SUBJECT MATTER:
tk. Energy
tl.
What is energy?
tm.
tn.
A.
Materials or objects that can do work has energy.
Energy is the ability to do work or to exert a force and produce
motion.
to.
tq.
Inferring, identifying, observing
tp.
tr.
ts.
C.
tt.
Materials:
A ball, pictures of objects and animals
tu.
tv.
tw.
References:
Teachers Module SCIENCE AND HEALTH IV, Villegas, p. 40
tx.
ty.
tz. III. RPOCEDURE:
ua.
A.
ub.
Review:
uc. Ask the pupils to join hands and form a circle. Place a ball at the middle
of the circle. Ask: Is the ball moving? How can you make it move! Let them
kick the ball. Let them describe the movement of the ball during the game.
ud.
ue.
B.
Lesson Proper
161
uf. 1. Motivation
ug.
Study the pictures. Can the objects/animals in the pictures
move? Which can move by themselves? Which one needs another to
make it move?
uh.
ui. 2. Presentation
uj. Activity 1:
Draw a horizontal line one. the ground.
Mark this line A.
Place a ball on the starting spot. o Push the ball gently.
Observe the direction to which the ball has moved and stopped.
Mark this spot.
uk.
ul. Activity 2
um.
Provide other materials for the pupils so either push or pull.
un.a.
Ask: Do objects move when pushed or pulled?
uo.b.
Why to they move?
up.
uq.Activity 3
ur. Move your desk. Mark your starting point and the point where you
stopped.
us. a.
What made the desk move? (force or pushing it)
ut. b.
How far did you move it? (50 cms)
uu.c.
Have you done a piece of work?
uv. d.
What are the two things needed to do the work? (force and
distance)
uw.
ux.
C. Discussion:
uy.
Lead the pupils in a discussion to a point that they can make a
conclusion on what energy is, and what work is.
uz.
va. D. Generalization:
vb.What does a material posses that enables it to move? What is energy?
When is work done?
vc.
vd.D. Application:
ve. Noel and Lita were asked by Mother to stay home and clean the house.
Noel pushed and pulled the cabinet but was not able to move it a bit. Lita
162
carried water from the artesian well. Who do you think has a work done?
Why?
vf.
vg.IV. EVALUATION:
1. Energy is best defined as
a. ability of matter to move other matter
b. ability to do work
c. ability to move an object through a distance
a. all of these
2. In which situation is work done?
a. paper stacked on a table
a. book falling from a shelf
b. a closed door
b. a flying kite
3. Work done when you bounce a ball?
a. No, because it is just a game
vh. b.
Yes, because force is exerted and the ball moved.
vi. c. Yes, because the ball is round.
vj. d. No, because the ball moves up and down.
vk.
vl. V. ASSIGNMENT:
vm. Talk about how to cut and paste pictures.
vn.
Ask pupils to cut out pictures and tell whether each picture shows that
energy is being used to do work.
163
vo.
vp.
vq.Date: ____________
vr.
vs. I.
OBJECTIVE:
vt. Show that kinetic energy makes materials move/work

vu.
vv.
Values:
Observe safety precautions when you are involved in fast
moving activities like roller skating or playing ball games.
vw.
vx. II.
SUBJECT MATTER:
vy. Energy
vz.
wa.
Showing that kinetic energy move/work
wb.
we.
A.
wc.
Kinetic energy make materials move/work. A body that has
kinetic energy makes materials move/work.
wd.
wf.
Observing, experimenting, inferring
wg.
wh.
wq.
wr.
ws.
wj.
wk.
wl.
wm.
wn.
wo.
wp.
III.
A.
C.
Materials:
wi.
paper pin wheel
old newspaper
balloon
ball
plastic bottle
water
electric fan (wind)
References:
Teachers' Module SCIENCE AND HEALTH IV, Villegas p. 34
RPOCEDURE:
Review:
wt.
How do potential and kinetic energy differ?
wu.
wv.
B.
Lesson Proper
ww. 1.
Do you remember your paper boats? How did you make it?
Which energy made it move?
wx.
2.
What objects have kinetic energy? Give examples.
164
wy.
3.
Activity Proper
wz.
Name the materials that we will use. Group yourselves.
xa.
Do these activities.
xb.
xc.
Group I
1. Position the pinwheel in a rack.
xd.2.
Place the pinwheel in front of an electric fan.
xe. 3.
Observe:
xf. a. Did the pinwheel moved?
xg.b. What makes it move?
xh.c. Where did the energy to make it move come from?
xi.
xj.
xk.
Group 2
xl. 1.
Inflate the balloon with air.
xm.
2.
Place it near the tiny bits of paper with its opening toward
the paper.
xn.3.
Release the air inside the balloon.
xo. 4.
Observe:
a. When you released the air from the balloon, what happened?
a. What made the bits of paper flew?
b. What energy has the air released from the balloon?
xp.
xq.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?
xr.
xs.
C. Discussion:
xt.
1. Pupils report their observations.
xu.2. Lead the pupils to arrive at the generalization
xv.
xw.
D. Generalization:
xx. What kind of energy makes materials move/work?
xy.
xz. D. Application:
ya. Observe the leaves of trees. Do they move or sway all the time? What
makes them move? Which energy makes them move?
yb.
yc. IV. EVALUATION:
yd.
Check the one which shows that kinetic energy makes materials
move/work.
ye.
_____
1.
the book on top of the table
165
yf.
_____
2.
the rotating blade of the electric fan
yg.
_____
3.
the wheels of a parked jeepney
yh.
_____
4.
a stone rolling down the hill
yi.
_____
5.
the dripping water from the faucet
yj.
yk. V. ASSIGNMENT:
yl.
Nelia is playing in the swing. At first the swing moved past them it
slowly stops.
1. What energy does the swing has?
1. What happened to the kinetic energy when it stopped swinging?
ym.
166
yn.
yo.
yp.Date: ____________
yq.
yr. I.
OBJECTIVE:
ys. Demonstrate that work is a method of changing energy.

yt.
yu.
Values:
Helpfulness and industry. Be a good family member by
being industrious. Help do the household chores.
yv.
yw.
II.
SUBJECT MATTER:
yx. Energy
ze.
zf.
zg.
zh.
yy.
energy.
yz.
Demonstrating that work is a method of changing
za.
A.
zb.
Work is a method of changing energy.
zc.
There is a change in energy when work is done
zd.
Inferring
C.
zi.
Materials:
Chair, piece of wire
zj.
zk.
zl.
References:
Teachers Module in Science and Health 4 by Jessie A. Villegas, p. 41
zm.
zn.
zo. III. RPOCEDURE:
zp.
A.
zq.
Review the definition of force and distance:
zr. Pull a desk, Ask: What did I do?
zs. What is push and pull? (force)
zt. Mark off the starting line with a piece of chalk. Place the box on the
starting point. Push it. Ask the pupil to measure how far the desk was pulled
or pushed. Ask: What do you call the space from the starting line to the finish
line? (distance)
167
zu.
zv.
B.
Lesson Proper
zw.1. Motivation
zx.
What happens to the energy present in a material when work is
done?
zy. 2. Group the pupils and let them work on this activity.
zz.
aaa.
Activity 1
aab.
1.
aac.
Hold with both hands a piece of wire

2.
Bend it back and forth until it breaks into two
a.
Was force exerted?
aae.
b.
Describe the movement of the wire
aaf.
rest"?
c.
What energy did the wire process when it was held and
aad.
aag.
d.
What kind of energy did the wire possess when it was
move back and forth?
aah.
e.
Was there energy change when the wire was bent back
and forth? Why?
aai.
f.
Was there work done? Explain.
aaj.
Activity 2
aak.
1.
Lift the chair from the floor
aal.
2.
Put the chair down
aam. a.
Was force exerted when you lifted the chair'>
aan.
Was force exerted when you put the chair down?
b.
aao. c.
What do you call the energy acquired by the chair when
you lifted it? When you put it down?
aap.
aaq.
aar.
aas.
versa)
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
aat.
aau. D. Generalization:
168
aav.
What is method of transforming energy?
aaw.
aax.
D. Application:
aay.
What is method of transforming energy?
aaz.
aba. IV.
EVALUATION:
1. What is one way of changing energy?
a. doing work
b. applying force
c. distance
abb.
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.
a. all its kinetic energy is changed to heat and potential energy.
b. all its potential energy is changed to kinetic energy.
abc.
3.
A bouncing bail possesses kinetic energy.
abd. When it stopped bouncing, what happened to its kinetic energy?
a. It is wasted in the air.
b. It is changed to potential energy.
abe. c. It is changed to heat and potential energy
abf.
abg. V.
ASSIGNMENT:
abh. What work do you do to help at home?
abi. Why do you say that what you are doing is work?
169
abj.
abk.
abl.
Date: ____________
abm.
abn.
I.
OBJECTIVE:
Define friction
Identify conditions when friction is present to retard/resist motion
abo.
abp.
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.
abq.
abr.
II.
SUBJECT MATTER:
abs.
Energy
abt.
abu.
abv.
Defining friction
Identifying conditions when friction is present to resist/retard motion
abw.
A.
aby.
abz.
aca.
acb.
Friction is what retards or stops motion.

It results from the contact of two surfaces. All surfaces have
rough spots that rub against one another. It is the rubbing of the
rough spots that creates friction.
abx.
Identifying, observing, describing and inferring
acc.
acd.
aci.
acj.
ace.
acf.
acg.
ach.
III.
C.
Materials:
Ball, cardboard, piece of paper, 2 books and sand
References:
RPOCEDURE:
A.
ack. 1.
Rub your palms against each other.
acl.
a.
What do you feel?
acm.
b.
What do you think causes the heat?
acn. 2.
Push your ball pen on top of your desk.
aco.
a. Did the
ball pen continue moving/rolling?
170
acp.
b.
What did you do to stop it?
B.
Activity Proper
acq.
acr.
acs.
act.
acu.
acv.
acw.
1.
2.
3.
Group the pupils

Direct them to do the following activities
Ask them to write their observation.
Activity 1
acx. 1.
Place the sheet of paper on top of your desk.
acy. 2.
Pull the piece of paper
acz.
a.
Where you able to pull the piece of paper easily?
ada.
b.
Why?
adb. 3.
Place the same sheet of paper on top of your desk.
adc. 4.
Put 2 of your books on top of the piece of paper.
add. 5.
Pull the piece of paper.
a.
Were you able to pull the piece of paper easily as you did at
ade.
first?
adf.
b.
What makes it harder to pull the piece of paper this time?
adg.
adh. Activity 2
adi. 1.
Get a ball.
adj. 2.
Push it in order to roll on the card board.
adk.
a.
Did the ball roll smoothly?
adl.
b.
What did you do to stop it from rolling further?
adm. 3.
Scatter some sand on the piece of cardboard
adn. 4.
Push the ball over the cardboard a. -Did the ball roll
smoothly?
ado.
adp.
C.
adq.
adr.
ads. D.
adt.
adu.
adv.
adw. IV.
adx.
Discussion:
Lead the pupils on the discussion of their observations.
Generalization:
1.
Why is friction?
2.
What conditions are affect friction?
EVALUATION:
Choose the letter of the correct answer.
ady.
1.
Raul had a hard time pushing a box of canned goods. Which
retarded the motion of the box he was pushing?
adz.
a. force
b. weight
c. friction
aea.
2.
What condition is present when friction retards motion?
aeb.
a.
When two surfaces are slippery.
b.
When two surfaces are oily.
aec.
171
aed.
c.
When two surfaces are rough.
aee.
3.
Where is friction greater?
aef.
a.
Contact of two light objects.
aeg.
b.
Contact of two heavy objects.
aeh.
c.
Contact of two smooth objects.
aei.
aej. V.
aek.
answer.
ASSIGNMENT:
What do you think happen when there is no friction? Explain your
172
ael.
aem.
aen.
Date: ____________
aeo.
aep.
I.
OBJECTIVE:
Compare how objects move on different textures/surfaces.

aeq.
aer.
Values:
Take safety precautions when walking over
smooth surface to avoid accident
aes.
aet.
II.
SUBJECT MATTER:
aeu.
Energy
aev.
aew.
Comparing how objects move on different surfaces/textures
aex.
aez.
afa.
afb.
afc.
A.
Surfaces can be rough or smooth.

Objects move differently on rough or smooth surface.
Objects move slowly on rough surfaces because they offer greater friction.
Objects move fast on smooth surfaces because they offer less friction.
aey.
Inferring, identifying, describing, comparing
afd.
afe.
C.
Materials:
Hollow block, sandpaper, wax paper, woodblocks
aff.
References:
afg. Teachers' Module SCIENCE AND HEALTH IV, Jessie A. Villegas
afh. Into the Future: Science and Health IV pp. 152-154
afi.
afj.III. RPOCEDURE:
afk.
A.
afl.
Review:
afm.
afn.
motion?
afo.
What is friction?
What conditions are present when friction resists or retards
afp.
B.
Lesson Proper
173
afq.
1.
Motivation:
afr.a.
On our lesson in Sining (Arts) you learned the different texture of
objects.
afs.
b.
Here are some objects: (glass, hollow block, wax paper)
describe their texture
aft.
afu.
2. Activity Proper:
afv.
a.
When you push a box, where do you think is easier to
push, on a smooth or rough surface?
afw.
b.
Work by groups on these activities.
afx.
afy. Activity 1
1. Put one end of a table's glass on top of a pile of blocks. (4-5 books are
needed)
1. 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.
2. Put 2 wood blocks of the same size, shape and weight atop the edge of the
glass.
3. Let the two similar wood blocks slide down the two lanes at the same time.
2. 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?
afz.
aga. 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.
1. 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?
agb.
agc.
agf.
agg.
C. Discussion:
agd.
The group reports their findings.
age.
Lead the class to conclude that objects move differently on
different surfaces.
D. Generalization:
agh.
What does texture or surface do to the movement of objects?
agi.
Which type of surface allow movement faster? Why?
agj.
Where is friction greater, rough or smooth surface?
agk.
174
A. Application:
agl.
Why is it easier to travel on a cemented road than a rough road?
agm.
agn. IV.
EVALUATION:
ago.
Select the letter of the correct answer:
agp.
1.
Which of these has a rough surface?
a.
linoleum
2.
Where do you think is the best for you to (slide) use your board?
ags.
a.
on a hill where there are pebbles
agt.
b.
on a hill covered by small grasses
agu.
c.
on a stony hill
agq.
agr.
agv.
3.
slippers with
agw. a.
b. sand paper
c. mirror
In order to avoid slipping, its better that you wear shoes or

smooth soles
b. rough soles
c. hard soles
agx.
agy. V.
ASSIGNMENT:
agz. Does your mother apply floor wax and scrub your stairs? Ask her why.
How do you move when the floor is too slippery?
175
aha.
ahb.
ahc.
Date: ____________
ahd.
ahe.
I.
OBJECTIVE:
Infer that rough surfaces increase friction.
ahf.
ahg.
Values:
Take precaution any measures when playing hard
games especially on cemented floor. Be sure to wear slippers or shoes
that have hard soles to have a better grip on the floor.
ahh.
ahi.
II.
SUBJECT MATTER:
ahj.
Energy
ahk.
ahl.
Rough surfaces increase friction
ahm.
aho.
ahp.
ahq.
ahr.
A.
The rubbing of two surfaces results in friction.

Rough surfaces increase friction
ahn.
Inferring, identifying, describing, comparing
ahs.
aht.
ahu.
ahv.
ahw.
ahx.
III.
ahy.
ahz.
aia.
C.
Materials:
Piece of hollow blocks, 2 similar wood blocks, plastic or wax paper
References:
Science Module - Gr. IV by Mrs. Jessie A. Villegas pp. 41-42
RPOCEDURE:
A.
Review:
aib.
How do objects move on different surfaces?
aic.
aid.
aie.
B.
Lesson Proper
1.
Motivation:
aif.
Slide to the rhythm of the song "Row, Row Your Boat". Ask pupils
176
aih.
aja.
who made sliding easy. Ask who made sliding difficult. Ask them to
examine their shoes. Ask: Does the soles of your shoes has something to
do with this?
aig.
2. Presentation:
aii. 1.
aij. 2.
Explain the procedure
aik.
3.
Grouping of children
ail.
aim.
Group Activity
ain.
1.
Get a piece of hallow blocks (or any object with rough
surface)
aio.
2.
Cover portion of the hallow blocks with plastic sheet or
wax paper.
aip.
3.
Push the 2 similar wood blocks at the same time on the
hallow block, one on the uncovered surface and the other on the
covered surface.
aiq.
air.
ais.
Covered with
ait.
uncover
aiu.
wax paper
ed
aiv.
aiw. a.
Where did the wood blocks move easily?
aix. b.
What kind of surface did it move more slowly?
aiy.
c.
What do you think made the wood block move more or
slowly on the rough surface?
aiz.
C. Discussion:
ajb. Lead the pupils to a discussion that:
ajc.
Rough surfaces offer great resistance to motion because friction
is increased when the surface is rough.
ajd.
aje.
D. Generalization:
ajf. Do rough surfaces increase friction?
ajg.
ajh. E. Application:
aji. Runners wear shoes that have spikes to have a better grip on the
ground. What will happens if a runner wears shoes with smooth soles?
ajj.
ajk. IV.
EVALUATION:
ajl.
Which situations tend to increase friction? Put a check on the black
before their numbers.
ajm. _____ 1. Wiping the glass with a tissue paper.
ajn. _____ 2. Motorcycle tires on a rugged road.
ajo. _____ 3. Polishing a coarse piece of wood with sand paper.
ajp. _____ 4. Rubbing alcohol on the palms of the hands.
ajq.
_____ 5. Walking on a path covered with sand and pebbles.
177
ajr.
ajs.
V.
ajt.
floor.
ASSIGNMENT:
Explain why you should move/run cautiously in a smoothly cemented
178
aju.
ajv.
ajw.
Date: ____________
ajx.
ajy.
I.
OBJECTIVE:
Identify ways of decreasing/increasing friction.

ajz.
aka.
Values:
Friction can be likened to look of harmony or
disagreement among people. Decreasing friction by being nice and
agreeable contributes to the smooth now of work in a group.
akb.
akc.
II.
SUBJECT MATTER:
akd.
Energy
ake.
Ways of decreasing/increasing friction
akf.
akg.
A.
Friction can be increased or decreased

Friction can be increased by making a surface rough and dry.
Friction can be decreased by making a surface smooth and oily.
akh.
aki.
akj. Observing, comparing
akk.
akl.
C.
Materials
akm. salt, oil, face powder, soil
akn.
ako.
akp.
akq.
akr.
III.
aks.
akt.
aku.
References:
Science Module Gr. IV by Mrs. Jessie A. Villegas pp. 41-42
RPOCEDURE:
A.
Review:
akv.
Why?
What kind of surface do object move more slowly and harder?
akw.
akx.
B.
Lesson Proper
179
aky.
alb.
1.
Motivation:
akz. Do you have doors that give a creaking sound when opened or
closed? What does your father put on the hinges to stop the sound?
ala.
2. Lesson Proper:
alc.
1. Identify the materials
3.
Group
pupils
ald.
2. Explain the procedure
4.
Let
pupils do these activities
ale.
alf. Group 1
alg.
1.
Wipe your palms dry.
alh.
2.
Wipe your arms dry.
ali. 3.
Rub your dry palms to your dry arms 20 times
alj.
a. What did you feel?
alk.
b.
What do you think caused that felling?
all. c. Was it easy to rub your dry palms with your dry arms?
alm.
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?
aln.
alo.
Group 2
alp.
1.
Put some salt on both palms
alq.
2.
Rub your palms together 10 times
alr. a. What do you feel?
als.
b.
Is the movement of your palms smooth and easy?
alt.3.
Wipe off the salt thoroughly from your palms.
alu.
4.
Put some face powder on your palms.
alv.
5.
Rub your palms together 10 times.
alw. a.
Did you notice the difference between your first and
second Activity?
alx. b.
What made the difference?
aly.
alz.
C. Discussion/Concept Formation:
ama. 1.
Let the pupils report their observations.
amb. 2.
Lead the discussion to arrive at the concept.
amc.
amd. D. Generalization:
ame. 1.
Can friction be decreased or increased?
amf. 2.
What are some ways to decrease friction?
amg. 3.
What are some ways to increase friction?
amh.
ami. E. Application:
amj.
What will you apply to the floor of your house so that you can scrub it
easier?
180
amk.
aml. IV.
EVALUATION:
amm. Here are some activities. Tell whether they increase or decrease
friction.
amn. ______ 1. Putting new ball bearings in your bike.
amo. ______ 2. Applying grease on the door hinges.
amp. ______ 3. Scattering sand on your slippery path way.
amq. ______ 4. Applying floor wax on the floor.
amr.
ams.
amt. V.
amu.
______ 5. Keeping the floor and stairs dry.

ASSIGNMENT:
List 5 daily activities where you can increase/decrease friction.
181
amv.
amw.
amx.
Date: ____________
amy.
amz.
I.
OBJECTIVE:
Identify the uses of decreasing/increasing friction in everyday life.

ana.
anb.
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.
anc.
and.
II.
SUBJECT MATTER:
ane.
Energy
anf.
Uses of increasing/decreasing friction in everyday life
ang.
anh.
A.
We encounter friction in everyday life.

Increasing/decreasing friction is useful to us.
ani.
It can slow down, speed up, stop or change direction of moving
things.
Our efficiency depends on how we know when to increase or decrease
friction.
anj.
ank.
anl. Observing, identifying, describing
anm.
ann.
C.
Materials
ano. 2 chairs, wax, ball, bottle with a cover or cap.
anp.
anq.
anr.
ans.
ant.
III.
anu.
anv.
anw.
References:
Science Module IV by Mrs. Jessie A. Villegas p. 42
RPOCEDURE:
A.
Review:
anx.
What are some ways to increase/decrease friction?
182
any.
anz.
B.
aoa.
aod.
1.
Lesson Proper
Motivation:
aob. Is friction always useful? Is there an instance when we should

increase or decrease it?
aoc.
2. Lesson Proper:
a. Identify the materials

a. Reading and explaining the procedure
b. Grouping pupils for the activity
aoe. Group Activity 1
1. Get two chairs, Rub wax or candle on the foot of one chair.
1. Pull the chairs at the same time on the floor.
a. Which one was easier to pull?
b. What made it possible?
aof. c.
How did rubbing the wax help in pulling the chair easier?
aog.
Group 2
aoh.
1.
Get the handle that has a cover that screw on.
aoi.
2.
Tell the pupils that the cover is tightly screwed on.
aoj.
3.
Open the bottle with your hands.
aok.
4.
Screw the cover tightly again.
aol.
5.
Put a rubber band on the cover.
aom.
6.
Open the bottle again.
aon. a.
time?
When was it easier to open, the first time or the second
aoo. b.
What did the rubber band do to help your unscrew the
bottle with less effort?
aop.
aoq.
aor. 1.
aos. 2.
aot.
ball?
aou.
3. Roll the ball
hand.
aov.
aow.
b.
aox.
Group 3
Form a circle.
One will roll a ball on the opposite side. Do this several times.
a.
Did the one on the opposite side able to stop the rolling
again. This time the one where the ball goes will hit it with his
a.
Did the ball change direction?
What force changed the direction of the ball?
183
aoy.
C. Discussion/Concept Formation:
aoz. 1. Pupils report their findings
apa. 2. Let the pupils described that
apb. a. decreasing friction (using word or lubricant) speed of the
movement of the chair.
apc. b. increasing friction between the hands and the rubber band
allowed better grip of the cover of the battle to speed its opening.
apd. c. Increasing friction by hitting the ball changes the direction of the
ball.
ape.
apf. D. Generalization:
apg.
What are the uses of increasing/decreasing friction in everyday
life?
aph.
api. E. Application:
apj.
In your EPP class, you are asked by your teacher to haul black
soil. How will you speed up your work? Will you carry the black soil on a sack
or in a wheel barrow? Why?
apk.
apl. IV.
EVALUATION:
apm.
Here are the uses if increasing/decreasing friction.
apn.
a. Speed up motion
c.
Stop motion
apo.
b. Slow down motion d.
Change direction
of motion
app.
apq. V.
ASSIGNMENT:
apr.
Which of
these
activities
is the increase/decrease of
friction used to speed up motion?
1. carrying a case of soft drinks
2. pulling a cart full of sand
184
3. pushing a table on a rough cement floor SCIENCE AND HEALTH IV

aps.
apt.
Date: ____________
apu.
apv.
I.
OBJECTIVE:
Observe that heat transfers from a hot to a cold body.

apw.
apx.
Values:
Observe safety precautions when handling hot objects or
doing things that involve hot materials.
apy.
apz.
II.
SUBJECT MATTER:
aqa.
Energy
aqb. How heat transfers

aqc.
aqd.
A.
aqe.
Heat travels from a body of higher temperature to a body of
lower temperature. Heat may be transferred by conduction, convection or
radiation.
aqf.
aqg.
aqh. Observing, describing, inferring
aqi.
aqj.
aqk.
C.
Materials
Metal spoon, cup of hot water
aql.
aqm. References:
aqn. Module in Science and Health IV by Jessie A. Villegas p. 43
aqo.
aqp.
aqq. III.
aqr.
aqs.
aqt.
aqu.
aqv.
aqw.
aqx.

RPOCEDURE:
A.
1.
Preliminary Activities:
Ask the pupils to sing this song:
I want something now (Tune: Peas Porridge Hot)
I want something cold
I want something now
Hot or cold.
185
aqy.
It may be juice
aqz.
It may be fruit
ara.
I want something now.
arb.
Hot or cold
arc.
ard.
2.
During hot days, what food do you usually eat?
Why? How about during cold days?
are.
arf.
arg.
B.
Lesson Proper
1.
Motivation:
arh. Have the pupils recall their experience in making a hot milk
drink
ari.2. Why do you think the glass (cup) feel hot when you make your hot
milk? Let's find out why
arj.
3. Activity Proper:
1.
1.
2.
3.
aru.
ark. Identify the materials

arl.
Explain the procedure.
arm.
arn. Activity:
Get a cup.
Put some water into the cup.
Put the metal spoon into the cup of hot water.
Observe:
aro.
a.
Is the cup as cold as it was before the hot water was
poured into it?
arp.
b.
Is the metal spoon as cold as before you placed it inside
the cup of water?
arq.
c.
Where did the heat that you feel from the cup come from?
How about the spoon?
arr.
d.
Was there a transfer of heat?
ars.
e.
Trace the path of the transfer of heat.
art.
arv. 1.
Point out that heat is transferred as evidenced by the rise of
temperature of the cup and the spoon.
arw. 2.
Illustrate and point out that the arrangement of molecules in an
object when cold are close to each other and they are moving slowly.
arx. 3. Illustrate what happens when the heat is transferred. The
molecules move faster so they have more energy. Heat is released which
in turn is absorbed by the cold body nearby. So heat moves from a hot
body to a cold body.
ary.
arz.
D. Generalization:
186
asa.
1.
body?
asb.
2.
What happen to a, cold body when it comes in contact with a hot

How is heat transferred?
asc.
asd.
E. Application:
ase.
Why can you no longer hold the handle of a pan after sometime
that it is on the hot stove? What do you usually do to avoid being burned
when you remove the pan from the stove?
asf.
asg. IV.
EVALUATION:
ash.
asi.
1.
Which shows heat transfer from hot to cold bodies?
asj.
a. water in a freezer
b. candy in a plastic
wrapper
c. ladle in a hot pot
ask.
2.
Which materials have molecules that are moving the fastest?
asl.
a.
cold objects
b. war objects
c. very hot
object
asm.
3.
When an object has much energy, what is released? ,
asn. a.
heat
b. coldness
c. nothing
aso.
asp. V.
ASSIGNMENT:
asq.
In your EPP class you learn how to serve food. If you are to serve
soup are you gong to hold the bowl of soup with your hands or are you going to
place the bowl in a tray? Why?
187
asr.
ass.
ast.
Date: ____________
asu.
asv.
I.
OBJECTIVE:
Describe the condition necessary for producing heat.

asw.
asx.
Values:
Help prevent fires. Be careful in handling combustible
materials.
asy.
asz.
II.
SUBJECT MATTER:
ata.
Energy
atb.
atc.
Conditions necessary for producing fire.
atd.
A.
ate.
Continuous and enough supply of oxygen, enough hear to raise
the fuel to its kindling point are necessary to make fuels burn and produce
heat.
atf.
Friction produces heat
atg.
Electricity produces heat
ath.
ati.
atj.
Observing, describing, experimenting
atk.
atl.
atr.
ats.
att.
C.
Materials
atm. Matches, candles, wide mouthed jars of bottles, electric bulb, pictures
of objects that give off heat
atn.
ato.
atp.
atq.
III.
atv.
atw.
atx.
References:
Module: Science and Health 4 by Jessie A. Villegas p. 44
RPOCEDURE:
A.
1.
Review
atu.
What are the kinds of fuels? Give examples.
Name some sources of fuels.
B.
Presentation:
188
1. Present pictures. Let pupils identify those that give off heat.
2. Activity Proper:
a. Identifying the materials
b. Explaining the procedure
c. Group pupils for the activities
aty.
atz.
Activity 1
1. Get a match stick.
2. Strike the matchstick on the side of the match box.
3. Observe what happens.
a. What was produced when you strike the match stick to the side of the match
box?
b. Why do you need to strike the matchstick to produce heat?
aua.
aub.
Activity 2
1. Light two candles.
1. Place each inside the glass jar.
2. Cover one jar with the lighted candle. Leave the other uncovered.
4. Observe what happen.
a. Which candle remain lighted?
auc. b.
Why do you think the candle in the covered jar went out?
aud.
aue.
auf. 1.
Pupils report their observations.
aug. 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).
auh. 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.
aui.
4. Discuss others that produce heat like friction, the sun and
electricity.
auj.
auk. D. Generalization:
aul.
What conditions are needed to produce heat?
aum.
aun. E. Application:
auo. 1.
If Mother wants to lower heat or fire in the stove, what does she
do?
aup. 2.
How would you put out the fire that gets into a pan while you
are frying?
auq.
aur. IV.
EVALUATION:
aus.
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
189
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
a. through heating
3. Which appliance produces heat but not light?
a. electric bulb
b. flat iron
c. fluorescent lamp
aut.
auu. V.
ASSIGNMENT:
auv. How can you help prevent fire at home? Make a poster to show it.
190
auw.
aux.
auy.
Date: ____________
auz.
ava.
I.
OBJECTIVE:
Identify the kinds and sources of fuels

Give examples of each kind of fuel
Enumerate the characteristics of a good fuel
avb.
avc.
Values: Consumption of fuel sources, depletes an . irreplaceable natural
resources. Learn to use them
avd.
wisely and conserve their sources. Use fuels that are environment friendly.
ave.
avf.
II.
avg.
Energy
avh.
avi.
Kinds and sources of fuels
avj.
avl.
avm.
avn.
avo.
avu.
avv.
SUBJECT MATTER:
A.
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
avk.
Identifying, classifying, inferring
C.
Materials
avp. Pictures of different kinds of fuels, sample of some fuels like firewood,
charcoal
avq.
avr.
avs.
avt.
III.
References:
Module in Science and Health, 4, by Mrs. Jessie A. Villegas p. 44
RPOCEDURE:
A.
191
avw.
1.
Review
avx. In our past lessons we learned that heat comes from burning.
What do you call these things we bum to produce heat?
avy.
avz.
awa.
B.
Lesson Proper:
1.
Motivation:
awb. What supplies the heat that Mother uses in cooking?

awc.
awd. 2.
Presentation:
awe.
Show some pictures. Allow pupils to study them before
asking them to do the following activities.
awf.
awg.
Activity 1
awh. 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.
awi.
awj.
awk.
awl.
Activity 2
awm. Classify these things into solid, liquid and gas
awn.
awo.
Activity 3
awp. List their sources.
awq.
awr.
aws. 1.
Pupils present their group work.
awt.
a.
What kind of fuels did you list as solids? Liquids? Gas?
awu.
b.
Where do these fuels come from?
awv. c. Which are cheap? Which are readily obtainable? Which are safe
to use?
aww.
awx. D. Generalization:
awy. 1.
What are the kinds of fuels?
awz. 2.
Where do fuels come from?
axa. 3.
What are the characteristics of a good fuel?
axb.
axc. E. Application:
axd.
If you are to choose the kind of fuel to use for your cooking,
what will you choose? Explain your answer.
axe.
axf. IV.
EVALUATION:
axg.
Write 3 examples of each kind of fuel.
axh.
Soli axi.
Liq axj.
Gas
d Fuel
uid Fuel
Fuel
axk.
axl.
axm.
axn.
axo.
axp.
axq.
192
axr.
V.
axs.
ASSIGNMENT:
What is spontaneous combustion? How can this happen?
193
axt.
axu.
axv.
Date: ____________
axw.
axx.
I.
OBJECTIVE:
axy.
axz.
Explain spontaneous combustion
aya.
Values:
Keep your homes clean and free from materials that
easily burn. Store flammable materials away from residential places.
II.
SUBJECT MATTER:
ayb.
ayc.
ayd.
Spontaneous combustion
aye.
A.
ayf. Spontaneous combustion is the self ignition of certain materials

initiated by slow oxidation.
ayg.
ayh.
ayi.
ayj.
ayk.
ayq.
ayr.
ays.
Observing, identifying, communicating
C.
Materials
ayl. Foam, rags, kerosene, gasoline, tin can
aym.
ayn.
ayo.
ayp.
III.
References:
Module in Science and Health 4 by Jessie A. Villegas p. 44
RPOCEDURE:
A.
1.
Review
ayt. Review what conditions are necessary for materials to burn?
ayu.
ayv.
B.
Lesson Proper:
ayw.
1.
Motivation:
ayx.
ayy.
ayz. 2.
aza.
azb.
azc.
What supplies the heat that Mother uses in cooking?

Activity Proper:
a.
Identifying materials
c.
Explaining the procedure
c.
Setting standards for group work
194
3.
a.
1.
2.
1.
a.
b.
azj.
azd.
d.
Grouping the pupils for the activities
aze.
azf.
Activity 1
1. Place the tin can in a safe place outside the classroom.
2. Put a few drops of gasoline in the can.
Carefully drop a lighted matchstick into - the can.
4. Observe
What happen when the lighted matchstick was dropped in the can with
gasoline?
b. Why do you think it gave an instant fire?
azg.
azh.
Activity 2
Get a rag soaked with kerosene.
Get a wet rag.
Set fire on the rags at the same time.
Which rag burned easily?
What made it so?
azi.
azk. a.
azl.
b.
Discuss. Why some fuels burn more easily than others.
azm.
That there are occasions when combustible materials burn
even no fire is set on them. These materials have low kindling point that a
gradual accumulation of heat due to slow oxidation is enough to set it on
fire.
azn.
azo.
D. Generalization:
azp.
What is spontaneous combustion? How can this happen?
azq.
azr.
E. Application:
azs.
Do you think it is advisable to kindle or start a fire in a stove
using firewood with kerosene or gasoline? Explain your answer.
azt.
azu. IV.
EVALUATION:
azv. Which of the following is capable to spontaneous combustion? Check
the blank before their numbers.
azw.
______ 1.
paint
azx.
______
2.
varnish
azy.
______
3.
foam
azz.
______
4.
vinegar
baa.
______
5.
water
bab.
195
bac.
V.
ASSIGNMENT:
bad. Why should you discard papers, Styrofoam and other flammable
materials carefully? Why is it not correct to store them in places where there is
not much air?
196
bae.
baf.
bag.
Date: ____________
bah.
bai.
I.
OBJECTIVE:
baj.
Record the temperature of objects before and after heating
bak.
bal.
bam.
ban.
Values:
II.
bao.
bap.
baq.
bar.
bas.
bat.
bau.
bav.
baw.
SUBJECT MATTER:
Energy:
The temperature of objects before and after heating
A.
The temperature of objects changes after heating.

The molecules of an object move faster when heated. Any motion
produces heat.
Observing, comparing, experimenting
bax.
bay.
bbc.
bbd.
bbe.
Work harmoniously with others.
baz.
bba.
bbb.
III.
C.
Materials
Water, stone, thermometer beaker alcohol lamp
References:
Module in Science and Health 4 by Jessie A. Villegas p. 44
RPOCEDURE:
A.
1.
Review
bbf. When you are sick what does the doctor use to find how high
your temperature is? What is temperature?
bbg.
bbh.
bbi.
B.
Lesson Proper:
1.
Motivation:
bbj. What does Mother do when she wants to make the soup that has
gone cold become hot again?
bbk.
bbl. 2.
Activity Proper:
197
bbm.
bbn.
bbo.
a.
Identifying materials
b.
Explain the procedures
Activity 1
bbp.
1.
Pour water into a beaker about 112 of the beaker
bbq.
2.
Measure the temperature of the water using a
thermometer.
bbr.
3.
Record the temperature.
bbs.
4.
Heat the water with the alcohol lamp.
bbt.
5.
Measure the temperature of the water until it boils.
bbu.
6.
Record the temperature.
a.
What was the temperature of the water before heating?
bbv.
bbw. b.
What was the temperature before it boiled?
bbx.
c.
What was the temperature when it was boiling?
bby.
d.
Was there a change in the temperature?
bbz.
Activity 2
bca.
1.
Get a stone.
bcb.
2.
Feel the stone.
bcc.
3.
Leave the stone under the sun for 5 minutes.
bcd. a.
Is the temperature of the stone the same as before it was
left under the sun?
bce.
b.
Was there a change in temperature?
bcf.
c.
How do you know?
bcg.
bch.
bci.
1.
Discuss the record made by the pupils.
bcj. 2.
Let them describe the change in the temperature d the objects
before and after heating.
bck.
bcl.
bcn.
bco.
D. Generalization:
bcm.
What happens to the temperature of objects after heating?
E. Application:
198
bcp.
It is a cold day. You want to take a bath. What will you do to
make the water hot?
bcq.
bcr. IV.
EVALUATION:
bcs.
Fill in the blanks with the correct answer:
bct.
1.
The hotness or coldness of an object is called __________.
bcu.
2.
An instrument used to measure temperature is a ____________.
bcv.
3.
Which of these temperature reading tells that the water is
boiling?
bcw. a.
zero degree C
b. 32 degrees C
c. 100
degrees C
bcx.
bcy.
bcz.
bda. V.
bdb.
objects.
4.
5.
The temperature of an object ________ after heated.

Anything left under the hot sun becomes _______ after sometime.
ASSIGNMENT:
Repeat the same experiment with your group. This time use other
Be careful while doing the activity.
bdc.
199
bdd.
bde.
bdf.
Date: ____________
bdg.
bdh.
I.
OBJECTIVE:
bdi.
bdj.
bdk.
Observe how heat travels through solids

Values:
Exercise extreme caution when you are near hot objects
to avoid accidents.
bdl.
bdm.
II.
bdn.
bdo.
Energy:
How heat travels through solids by conduction
SUBJECT MATTER:
bdp.
bdq.
bdr.
bds.
bdt.
bdu.
bdv.
beb.
bec.
bed.
A.
Heat travels through solids by conduction.

Conduction is a method of heat transfer from molecule to molecule.
Observing, describing, experimenting
C.
Materials
bdw. Alcohol burner, conduction apparatus, wax rings
bdx.
bdy.
bdz.
bea.
III.
bee.
bef.
beg.
References:
Science and Health by Jessie A. Villegas pp. 90-91
RPOCEDURE:
A.
1.
Review
1. How does heat move?
2. Give examples to illustrate that heat transfers from a hot body to a
cold body.
B.
Lesson Proper:
1.
Motivation:
beh. Let's play. Form a circle by holding hands. As we sing Sitsiritsit,

the first pupil near me will press the hand of the pupil whose hand she is
holding. The same is passed to all the pupils Ir. the circle.
200
bei. Whose hand was pressed last?

bej.
bek. 2.
Activity Proper:
bel.
a.
Let pupils identify the materials.
bem.
b.
ben.
c.
Do the activity
beo. 1.
Cut five wax rings from a candle.
bep. 2.
Insert the metal rod the conduction apparatus through the
wax rings.
beq. 3.
Spread and arrange the rings one after the other along
the rod:
ber. 4.
Heat one end of the metal rod with an alcohol lamp.
bes. 5.
Write your observations.
bet. a. What happens to the wax rings as the metal rod is
heated?
beu. b. Did the wax rings fall one by one or at the same time.
bev. c. What does this indicate?
bew.
bex. 1.
Pupils report their findings/observation.
bey. 2.
Lead the pupils to a discussion on the activity.
bez. Heat is caused by rapidly moving molecules. When one end of
the rod is heated the molecules in this place is heated and begin to move
faster and faster. As a result, the neighboring molecules also begin to
move faster and faster and heat spreads through the metal.
bfa.
bfb. D. Generalization:
bfc.
How does heat travel in solids?
bfd.
bfe. E. Application:
bff.
Why do you need to use a pot holder when you remove at the
kettle from the stove? What happens to your hands when you touch it with
your bare hands?
bfg.
bfh. IV.
EVALUATION:
bfi.
bfj.1.
How does heat travel by conduction?
bfk. a.
It is transferred from molecule to molecule.
bfl.b. It is transferred by waves without the help of molecules.
bfm. c.
It is carried by a current of molecules.
bfn.
2.
Which illustrates conduction?
bfo. a.
the handle of a spoon becomes hot while stirring hot milk
bfp. b.
you feel the warmth of the heat of the sun when you are outside
bfq. c.
the stone left on the pavement becomes hot at noon
bfr.
bfs. V.
ASSIGNMENT:
bft.
Draw an illustration showing the movement of heat in solids.
201
bfu.
bfv.
bfw.
Date: ____________
bfx.
bfy.
I.
OBJECTIVE:
Describe how heat is transferred in liquids and in gas.

bfz.
bga.
Values:
Understanding the transfer of heat helps us makes our
lives more comfortable. It also makes us appreciate the ingenuity of
the people in other countries on how they build their homes to keep
their selves warm during winter days.
bgb.
bgc.
II.
SUBJECT MATTER:
bgd.
bge.
Energy:
How heat travels through solids by conduction
bgf.
bgg.
A.
bgh.
The molecules of liquids and gases are farther apart and can
move freely. Thus heat is transferred from one place to another by a current
of moving molecules. This method of heat transfer is called convection.
bgi.
bgj.
bgl.
bgm.
bgk. Observing, describing, experimenting
C.
Materials
202
bgs.
bgt.
bgu.
bgn. Candle, convection turbine, match, picture of an Eskimo house

bgo.
bgp. References:
bgq. Manual of Enhancement Activities and Experiments in Health and
Science 4 by Jessie A. Villegas pp. 92-93
bgr.
III.
RPOCEDURE:
A.
1.
Review
bgv.
How is heat transferred through? What do you call this method
of heat transfer? Give examples of heat transfer through conduction.
bgw.
bgx.
B.
Lesson Proper:
bgy.
1.
Motivation:
bhk.
bgz. This is a Eskimo house. What do we call it? It is made of blocks

of ice. How could a house like this make people warm in cold days? Let's
find out how.
bha.
bhb. 2.
Activity Proper:
bhc.
a.
bhd.
b.
bhe.
Activity
bhf.
1.
Balance the turbine on top of the safety pin pivot of the
vertical stand of the convection turbine.
bhg.
2.
Place a lighted candle under the stand 'directly below
the turbine.
bhh.
3.
Observe the turbine.
bhi.
a.
What happen to the turbine as the air is heated?
bhj.
b.
What does this observation indicate?
bhl. 1.
Allow pupils to give their observation.
bhm. 2.
Let the pupils in the understanding that.
bhn. When liquid or gas is heated, the molecules of that liquid or gas
at the heated spot move farther apart. The warm liquid/gas becomes
lighter and is pulled up by the colder liquid/gas molecules. This process
repeats and a convection current is produced. In this way the entire
liquid/gas becomes evenly heated.
bho.
bhp.
D. Generalization:
bhq.
How is heat transferred in liquids and in gases?
bhr.
How is the method of hear transfer by convection done?
bhs.
bht. E. Application:
bhu.
Have you seen those structures that turns and built on rooftops
of factories and storehouses? These are convection turbines. How do they
help the ventilation of these buildings?
bhv.
bhw. IV.
EVALUATION:
bhx.
Write the letter of the correct answer:
bhy.
1.
How is heat transfer by convection best described?
bhz. a.
Heat is transferred because of difference in temperature.
bia. b.
Heat is transferred from molecule to molecule by contact.
bib. c.
Heat is transferred by a current of freely moving molecules.
bic.
2.
Which situation shows heat transfer by convection?
bid. a.
A stone under the sun becomes warm.
bie. b.
The handle of a ladle becomes hot when placed over the fire.
bif. c. A fire keeps people sitting around it warm.
big.
3.
Why is convection a method of heat transfer in liquid and in gas
but not in solids?
bih. a.
because the molecules of liquids and gases are closely packed
bii. b. because molecules of liquids and gases are freely moving
bij. c. because liquids and gases are not made of molecules
bik.
bil. V. ASSIGNMENT:
bim.
Write one situation that shows how heat travels by
convection.
bin.
bio.
bip.
biq.
bir.
bis.
bit.
biu.
biv.
biw.
bix.
biy.
biz.
bja.
bjb.
bjc.
bjd.
bje.
3RD
bjf. SCIENCE IV
bjg.
bjh.
Date: ____________
bji.
bjj.
I.
OBJECTIVE:
Conclude whether fire is an enemy or a friend.

Enumerate the hazards and usefulness of fire.
bjk.
bjl.
Values: Fire is believed to be both a friend and an enemy. It is a friend

when it bring good to you; and it is an enemy, when it harms you
bjm.
bjn.
bjo.
II.
SUBJECT MATTER:
Energy (Fire, an enemy or a friend?)
bjp.
bjq.
A.
Fire is said to be an enemy and a friend.

Usefulness of Fire:
1. Provides processes for modifying materials.
2. Encourages a settled mode of life.
3. Increases the range of digestible foodstuff.
4. Improves industrial processes.
Hazard of Fire:
1. Damages our property.
2. Ends man's life.
bjr.
bjs.
bjt.
Observing inferring and communicating
bju.
bjv.
bjw.
bjx.
bkc.
bkd.
C.
Materials:
Candle , match
bjy.
bjz.
bka.
bkb.
III.
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.166
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz, et.al., p.57
PROCEDURE:
A.
Review
bke.
How does heat travel?
Checking of Assignment:
Motivation:
bkf.
Teacher shows a lighted candle and asks the pupils the following questions:
bkg.
1.
What are these materials?
bkh.
2.
What is produced in a lighted candle?
bki.
bkj.
B.
Developmental Activities:
bkk.
1.
Presentation:
bkl. 1.
Relate fire motivation to the lesson.
bkm.
2.
Do you think fire is a friend or an enemy?
bkn.
3.
Groupings of the children.
bko.
4.
Pupils will list down the uses and hazards of fire for 5 minutes.
bkp.
5.
Reporting follows.
bkq.
bkr.
bks.
bkt.
bku. 1.
Teacher appreciates and comments the reactions of the children.
bkv. 2.
of fire.
Teacher gives additional information about the uses and hazards
bkw.
bkx.
D. Generalization:
bky.
Is fire a friend or an enemy? Why do you say so?
bkz.
bla. E.
Application:
blb.
What do you need to do in order to always say that fire is a friend to us?
blc.
bld. IV. EVALUATION:
ble. Answer the following questions briefly:
blf. 1.
While cooking rice, you saw your favorite movie star on T.V. who seldom appears on
shows. You want to watch him. What will you do if this is the case?
blg. 2.
What makes fire an enemy?
blh.
bli. V. ASSIGNMENT:
blj.
Make a slogan about fire as a friend and an enemy.
blk.
bll.
blm.
bln.
blo.
blp.
blq.
blr.
bls.
blt.
blu.
blv.
blw.
blx.
bly.
blz.
bma.
bmb.
bmc.
bmd.
bme.
bmf.
bmg.
bmh.
bmi.
bmj.
bmk.
bml.
bmm.
bmn.
bmo.
bmp.
SCIENCE IV
bmq.
bmr.
Date: ____________
bms.
bmt.
I.
OBJECTIVE:
Describe a fire alarm.

bmu.
bmv.
Values: Carelessness and negligence are the most causes of fire. Always
be careful.
bmw.
bmx.
II.
bmy.
bmz.
bna.
SUBJECT MATTER:
Energy (How does a fire alarm work?)

A.
Fire alarm is a bimetallic switch that turns an alarm on when it senses a strong heat.
bnb.
bnc.
bnd.
Describing inferring and communicating
bne.
bnf.
bng.
bnh.
bnm.
bnn.
C.
Materials:
Fire alarm
bni.
bnj.
bnk.
bnl.
III.
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.58
PROCEDURE:
A.
Review
bno. Describe fire. Is it useful or harmful to men?
bnp.
bnu.
bnq. Display your slogan on the board. Reading of the slogan. Reactions follow
bnr.
Motivation:
bns.
If for example, you would like to wake up at exactly 5 o'clock in the morning.
What are the ways you can do?
bnt.
B.
Presentation:
bnv. 1.
bnw. 2.
Teacher shows the fire alarm.
bnx. 3.
Asks the pupils what science equipment is shown. Let the pupils
guess the answer.
bny.
4.
Let the pupils identify each part of the fire alarm.
bnz.
boa.
boe.
bof.
C.
bob.
boc.
bod.
Concept Formation:
1.
Pupils display their work.
2.
Teacher reacts on the pupil's work.
3.
Teacher gives additional information regarding the topic.
D. Generalization:
bog.
How does a fire alarm work?
boh.
boi. E.
Application:
boj. What places need fire alarms?
bok.
bol.
bom. IV.
EVALUATION:
bon.
Write the correct answer on the blank.
boo.
_______ 1. 2 Causes of fire
bop.
_______ 3.
It is made up of bimetallic switch that turns an signal when it
senses a strong heat.
boq.
_______ 4. In the improvised fire alarm, what is used that serves as the heat sensitive
bimetallic switch?
bor.
_______ 5. Where is the toy gun connected?
bos.
bot. V. ASSIGNMENT:
bou. Group project. Make an improvised fire alarm.
bov.
bow.
SCIENCE IV
box.
boy.
Date: ____________
boz.
bpa.
bpb.
I.
OBJECTIVE:
List down safety precautions in using fire.
bpc.
Values: Prevention is better than cure, The hazards of fire can not be underestimated. So
why not prevent it from happening by applying all precautionary mearuses.
bpd.
bpe.
II.
SUBJECT MATTER:
bpf. Energy (Precautionary' measures in using fire.)
bpg.
bph.
A.
Precautionary measures in using fire.

bpi.1.
Do not leave a lighted fuel like candle unattended,
bpj.2.
Always check whether the gas stove is properly closed.
bpk.
bpl.
bpm.
Describing, inferring and communicating
bpn.
bpo.
bpp.
bpq.
bpv.
bpw.
C.
Materials:
Chart, matches, candles
bpr.
bps.
bpt.
bpu.
III.
References:
PROCEDURE:
A.
Review
bpx.
What is a fire alarm?
Motivation:
bpy.
Listen to this news (Teacher asks somebody to read a news
about fire.)
bpz.
bqa.
B.
Presentation:
bqb.
1.
Relate the motivation to the lesson 2.
bqc.
2.
bqd.
3.
Let the group list down precautionary measures as many as they
can within 8 minutes.
bqe.
4.
Pupils work properly, doing procedure in doing the activity.
bqf.
bqg.
bqh.
1.
Pupils display their work
bqi.
2.
Teacher reacts on the pupils work.
bqj.
3.
Pupils react/defend their work
bqk.
4.
bql.
bqm.
D. Generalization:
bqn.
What are the ways you can do to prevent fire?
bqo.
bqp.
E.
Application:
bqq.
Which of the following precautionary measures do you usually uses?
bqr.
bqs.
bqt. IV. EVALUATION:
bqu.
Answers the following questions briefly.
bqv.
______ 1.
Leave the lighted cigarette in the ashtray.
bqw.
______ 2.
Put off the lighted candle before going to sleep.
bqx.
______ 3.
Leave the stove while cooking.
bqy.
bqz.
V.
ASSIGNMENT:
bra.
Make a skit about the topic for today and present tomorrow.
brb.
brc.
SCIENCE IV
brd.
bre.
Date: ____________
brf.
brg.
I.
OBJECTIVE:
Describes fuels
brh.
bri.
Values: Always use fuels carefully and properly.
brj.
brk.
II.
SUBJECT MATTER:
brl.
Energy (Fuels)
brm.
brn.
A.
bro.
brp.
A fuel is any material that liberates heat when it reacts with oxygen.
The most important of the fuel materials are the compound of carbon, hydrogen,
and oxygen that form the bulk of the mineral fuels, example coal.
brq.
brr.
brs.
brt.
bru.
C.
Materials:
Wood, charcoal, other examples of real fuels and pictures, too.
brv.
References:
brw.
brx.
bry.
brz. III. PROCEDURE:
bsa.
A.
Review
bsb.
How can we prevent fire?
bsc.
bsd.
Motivation:
bse.
What are the things you can see at home which give heat and fire?
bsf.
bsg.
B.
Presentation:
bsh. 1.
bsi.
2.
Groupings of the children
bsj.
3.
Let each group draw different fuels after explaining to them
what fuels are.
bsk.
bsl.
bsm. 1.
bsn.
2.
bso.
3.
bsp.
4.
bsq.
D. Generalization:
bss. What are fuels?
bst.
bsu.
E.
Application:
bsv.
In evening of your birthday party, there is sudden brown out in you place. What fuel are
you going to use?
bsw.
bsx.
IV.
EVALUATION:
bsy.
Answer the following questions briefly.
bsz.
1.
Are fuels important? Why?
bta.
2.
List down 5 examples of fuels which we commonly use.
btb.
btc. V. ASSIGNMENT:
btd.
Bring at least 3 examples of fuels in the class tomorrow.
bsr.
bte.
btf.
btg.
bth.
bti.
btj.
btk.
btl.
btm.
btn.
bto.
btp.
btq.
btr.
bts.
btt.
btu.
btv.
btw.
btx.
bty.
btz.
bua.
bub.
buc.
bud.
bue.
buf.
bug.
buh.
bui.
buj.
buk.
bul.
bum.
bun.
buo.
bup.
buq.
bur.
bus.
SCIENCE IV
but.
buu.
Date: ____________
buv.
buw.
I.
OBJECTIVE:
Name some characteristics of fuels.
bux.
buy.
Values: Always use fuels carefully and properly
buz.
bva.
bvb.
bvc.
bvd.
bvk.
bvl.
II.
SUBJECT MATTER:
Energy (Characteristics of Fuels)
A.
Characteristics of fuels
bve.
1.
It must be cheap.
bvf.2.
It must be readily obtainable.
bvg.
3.
It must be burn easily.
bvh.
4.
It must be high calorie.
bvi. 5.
It must be safe for common use.
bvj.
bvm.
bvn.
bvo.
bvp.
bvu.
bvv.
bwa.
C.
Materials:
Wood, charcoal, other examples of real fuels and pictures, too
bvq.
bvr.
bvs.
bvt.
III.
References:
PROCEDURE:
A.
Preparatory Activity:
Review
bvw. Give some examples of fuels?
bvx.
Motivation:
bvy.
Do you just use any type of fuels? Why?
bvz.
B.
Presentation:
bwb. 1.
bwc. 2.
bwd. 3.
Let each group draw different fuels after explaining to them
what fuels are.
bwe.
bwf.
bwg. 1.
bwh.
2.
bwi.
3.
bwj.
4.
bwk.
bwl.
D. Generalization:
bwm.
What are the characteristic of a good fuel?
bwn.
E.
Application:
bwo.
From the discussion, do you just use any type of fuel? Among the various
characteristics of fuels, which do you think is the most important to consider?
bwp.
bwq. IV.
EVALUATION:
bwr.
List down examples of fuels and write their characteristics.
bws.
bwt.
V.
ASSIGNMENT:
bwu.
Draw 3 examples of good fuels.
bwv.
bww.
SCIENCE IV
bwx.
bwy.
Date: ____________
bwz.
bxa.
I.
OBJECTIVE:
Practice safety precautions in using fuel/fire

bxb.
bxc.
Values: Always use fuels carefully and properly
bxd.
bxe.
bxf.
II.
SUBJECT MATTER:
Energy (Safety precautions in using fuels)
bxg.
bxh.
A.
Safety .precautions should be followed in using fire/fuel to avoid fire accident.

bxi.
bxj.
bxk.
Describing, inferring and communicating
bxl.
bxm.
bxn.
too.
bxo.
C.
Materials:
Picture of LPG (gas stove), charcoal, other examples of real fuels and pictures,
bxp.
References:
bxq.
bxr.
bxs.
bxt. III. PROCEDURE:
bxu.
A.
Review
bxv.
What are the characteristic of a good fuel?
bxw.
Motivation:
bxx. Have you heard from the radio that houses were burned and some persons died
because of LPG explosions? How can you prevent fire using fuels like LPG?
bxy.
bxz.
B.
Presentation:
2. Groupings of the children.
3. Let the children identify the materials.

4. Teacher explains the procedures.
5. Setting-up of standards for the activity.
bya.
byb.
byc.
Show a picture of LPG stove.
byd.
LPG.
Let them discuss the common causes of fire accidents in using
bye.
Share some experiences or give some examples of fire accidents
from LPG stove.
byf.
What are the safety precautions in using LPG?
byg.
byh.
Discussion:
byi. 1. Let the group reporters tell their observations in the class.
byj. 2. Why are gaseous fuel (LPG) dangerous to use if not properly handled.
byk.
byl.
D. Generalization:
bym.
What are the different safety precautions to be observed in using fuels?
Fire?
byn.
byo.
E.
Application:
byp.
How will you know that there's leak in your LPG? What is the best thing to do
in case of gas leak?
byq.
byr.IV. EVALUATION:
bys. Check the blank if the following situation is correct and cross it out if it is not correct.
byt.
_______ 1.
Amy saw that fire is coming out of the hose of their LPG, she threw
water to put nut fire.
byu.
_______ 2.
Mother keeps matches and flammable materials out of reach of children.
byv.
_______ 3.
Lito always sees to it that petroleum products are in safe containers.
byw.
byx.
V.
ASSIGNMENT:
byy.
Make a list of safety precautions in using fuel/fire. Write them on
a cardboard.
byz.
SCIENCE IV
bza.
bzb.
Date: ____________
bzc.
bzd.
I.
OBJECTIVE:
Identify the -conditions necessary to produce fire.
bze.
bzf.
Values: Be careful in using fire at all times.
bzg.
bzh.
II.
bzi.
SUBJECT MATTER:
Energy (Conditions Necessary to Produce Fire)
bzj.
bzk.
bzm.
bzn.
A.
Fuel, oxygen and kindling temperature are needed to start a fire.

bzl.
bzo.
bzp.
bzq.
bzr.
C.
Materials:
Wood, charcoal, other examples of real fuels and pictures, too
bzs.
bzt.
bzu.
References:
bzv.
bzw.
bzx.
cad.
III.
PROCEDURE:
A.
Review
bzy.
What are the proper ways of using fuels?
Motivation:
bzz.
Teacher shows the picture of two ancient people who are rubbing two sticks.
Teacher asks the following questions:
caa.1.
What do you see in the picture?
cab.
2.
What are the sticks for?
cac.
B.
Presentation:
cae. 1.
caf.
2.
cag. 3.
Let each group observe and answer the activity by following the
procedures.
cah.
cai.
caj. 1. Pupils display their work
cak.
2.
cal.
cam.
E.
can.
Generalization:
What are the conditions necessary to produce fire?
cao.
cap.
F. Application:
caq.
Listen to the news about the ozone disco tragedy. It is all about a hazard of fire.
car.
What are the things that caused the fire in the said disco house?
cas.
cat.
IV. EVALUATION
cau. List down three factors needed to start a fire:
cav.
caw.
V. ASSIGNMENT:
cax. Read newspaper reports about recent fires. Find out the cause.
cay.
caz.
SCIENCE IV
cba.
cbb.
Date: ____________
cbc.
cbd.
I.
OBJECTIVE:
Identify the conditions necessary to put out fire.
cbe.
cbf.
Values: Always remember all the means you I can do in order to protect
your home and community from the hazards of fire.
cbg.
cbh.
II.
SUBJECT MATTER:
cbi.
cbj.
Energy (Conditions Necessary to Put Out Fire)
cbk.
A.
cbm.
cbn.
Ways on how to put out fire:

1. Remove oxygen.
2. Prevent the material from combining with oxygen, by covering the burning
material so that air or oxygen is not fed into it.
3. Raising the kindling point, by cooling the material. Examples throwing water.
4. Use fire extinguisher.
5. Dropping of water using the helicopter in case of Forests Fire.
Fire Extinguisher - is a device which consists of a dry chemical and a gas under
pressure that acts as the expelling agent.
cbl.
cbo.
cbp.
cbq.
cbr.
C.
Materials:
Pictures, film about fire
cbs.
cbt.
cbu.
cbv.
cbw.
cbx.
III.
References:
PROCEDURE:
A.
Review
cby.
What are the conditions needed in order to produce fire?
cbz.
cca.
Few children will read the news they have gathered regarding fire.
ccb.
Motivation:
ccc.
Teacher shows the picture about fire.
ccd.
Teacher asks the following questions:

cce.
1.
What do you see in the picture?
cci.
ccf. 2. Children will react on the picture or the video they have seen
ccg.
B.
Presentation:
1.
ccj.
2.
cck.
3.
ccl.
Let the children list down ways on how they put out fire.
cch.
ccm.
ccn.
1. Group leaders will report.
2. Teacher explains the parts of the fire extinguisher and asks the pupils how they on
use it properly.
3. Children will demonstrate how to use a fire extinguisher.
cco.
ccp.
D. Generalization:
ccq.
What are the conditions necessary to put out fire?
ccr.
ccs. E.
Application:
cct. For instance, you are cooking and all of a sudden the cooking oil in your pan produces a
big flame. What are you going to do?
ccu.
ccv.IV. EVALUATION:
ccw.
Write a short reaction on the following situations.
ccx.
1.
People always advise us to stay calm and do not panic when we experience
tragedy like fire. Are you going to follow the advice or not? Why?
ccy.
ccz.V. ASSIGNMENT:
cda.
Answer the questions briefly.
cdb.
1.
What do you notice when the month of March comes? Are there any
announcements or news that make the month of March different from the other months?
cdc.
2.
If you are living in a house surrounded by a field of tall grasses and shrubs,
what are the ways you can suggest to prevent fire when the leaves and grasses become dry?
cdd.
cde.
cdf.
cdg.
cdh.
SCIENCE IV
cdi.
cdj.
Date: ____________
cdk.
cdl.
I.
OBJECTIVE:
Identify the physical characteristics of the Earth

cdm.
cdn.
for a
cdo.
Values:
The Earth is the planet on which we live. Let us be thankful to God always
perfect and beautiful home we have.
cdp.
cdq.
II.
cdr.
cds.
Energy (Physical Characteristics of Earth.)
cdt.
SUBJECT MATTER:
A.
Physical Characteristics of Earth

1. Form and Composition = the Earth has an oblate spheroid shape. It is made up of
structures like the lithosphere (land), hydrosphere (water) and atmosphere (air).
2. Gravity = is the force that pulls objects on or near the Earth towards its center.
3. Mass = the mass of the Earth is about 6,000 billion, billion, tons.
4. Density = the Earth varies in density from a referred region toward the top of the
atmosphere to an extremely dense region in the center.
cdu.
cdv.
cdw.
cdx.
cdy.
cdz.
cea.
C.
Materials:
Globe
ceb.
cec.
ced.
References:
cee.
cef. III. PROCEDURE:
ceg.
A.
Review
ceh.
What are the means of putting out fire?
cei.
Motivation:
cel.
cer.
ces.
cet.
ceu.
cev.
cej.
Teacher uses the mystery box wherein inside it is a small globe. Each pupil peeps
on the box and tells what is inside the mystery box.
cek.
B.
Presentation:
cem. 1.
cen.
2.
ceo.
3.
Let the children observe the globe.
cep.
4.
Each group member will describe the Earth through its model.
ceq.
1. Group leaders will report.
2.
Teacher explains the characteristics of the Earth.
D. Generalization:
cew.
Describe the physical characteristics of the Earth.
cex.
cey.E.
Application:
cez.
If you can choose what planet you can live on, will you still choose the Earth?
Why?
cfa.The class may sing the song "It's A Small World"
cfb.
cfc. IV. EVALUATION:
cfd.
Write the answer on the blank.
cfe.
_____ 1. The shape of the Earth.
cff._____ 2. The land part of the Earth.

cfg.
_____ 3. The air structure of the Earth.
cfh.
_____ 4. It is a force that pulls objects to the center of the Earth.
cfi. _____ 5. The third planet in the solar system.

cfj.
cfk. V. ASSIGNMENT:
cfl.
Describe the Earth through a poem.
cfm.
SCIENCE IV
cfn.
cfo.
Date: ____________
cfp.
cfq.
I.
OBJECTIVE:
Explain how soil is formed.

cfr.
cfs.
Values: We must value the soil as we value other natural resources here
on our planet Earth.
cft.
cfu.
cfv.
cfw.
cfx.
II.
SUBJECT MATTER:
Earth and Erosion (Formation of Soil)

A.
Soil = is a mixture or combination of mineral matter (disintegrated and decomposed rock) and
inorganic matter (remains of plant and animal life), water and air. Fertile soil contains much
humus and minerals.
Rock fragments of various sizes = cover most of the Earth's land surface. As rocks become
exposed, they are disintegrated by the mechanical and chemical elements of atmosphere.
cfy.
cfz.
cga.
Describing, observing, inferring and communicating
cgb.
cgc.
cgd.
cge.
C.
Materials:
A jar of soil, rocks, dried leaves, water
cgf.
cgg.
cgh.
89
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.88-
cgi.
cgj. III. PROCEDURE:
cgk.
A.
Review
cgl.
Describe the earth.
Motivation:
cgm. Teacher shows the plastic Jar, which is transparent. Teacher asks the pupils:
cgn.
1.
What is inside the jar?
cgo.
2.
Who can describe it?
cgp.
cgq.
cgr.
1.
B.
Presentation:
cgs.
2.
cgt.
3.
Let the children to the activity, quietly and properly.
cgu.
cgv.
cgw. 1.
Group leaders will report.
cgx.
2.
Teacher explains the formation of soil in detail.
cgy.
cgz.
D. Generalization:
cha.
How does the soil form?
chb.
chc.
E.
Application:
chd.
If it rains for almost a week, what can you say about the soil? Is rain a factor
that affects soil formation?
che.
chf. IV. EVALUATION:
chg. Encircle the letter of the correct answer.
chh.
1.
and air.
It is a combination of mineral matter and organic matter, water
chi.
a.
Carbon
chj.
b.
Plant
chk.
c.
Soil Nutrient
chl.
2.
Why do rocks become disintegrated?
chm.
a.
because they are exposed
chn.
b.
because they are kept in oceans
cho.
c.
because of erosion only
chp.
d.
because of water only
chq.
chr. V. ASSIGNMENT:
chs.
Read about the soil profile
cht.
chu.
SCIENCE IV
chv.
chw.
Date: ____________
chx.
chy.
I.
OBJECTIVE:
Describe the soil profile.
chz.
cia.
Values: We must value the soil, as we value other natural resources

here on our planet Earth.
cib.
cic.
II.
SUBJECT MATTER:
cid.
cie.
Earth and Erosion (Soil Profile)
cif.
A.
A soil profile is made up of layers or horizons- the topsoil, subsoil and the parent material. Mature soils have distinct or well-developed layers,
cig.
cih.
cii.
cij.
cik.
cil.
C.
Materials:
A jar of soil, rocks, picture of a soil profile
cin.
cio.
cip.
89
References:
cim.
ciq.
cir. III. PROCEDURE:

cis.
A.
Review
cit.
How does the soil form?
Motivation:
ciu.
Teacher shows a picture of a tree-layered cake.
civ.
Pupils describe the picture.
ciw.
cix.
B.
Presentation:
ciy.1. Relate the motivation to the lesson.
ciz.
2.
Group the children
cja.
3.
Let the children do the activity, quietly and properly
cjb.
cjc.
cjd. 1. Group leaders will report.
cje. 2. Teacher explains the formation of soil in detail.
cjf.
cjg.
D. Generalization:
cjh. Differentiate the layers of the soil.
cji.
cjj. E.
cjk.
Application:
If you are going to plant in a clay pot, what part of the soil will use? Why?
cjl.
cjm.
cjn.
cjo.
cjp.
IV.
EVALUATION:
_____1. The uppermost part of the soil.
_____2. Horizon of the soil which contains hums.
cjq.
cjr. V. ASSIGNMENT:
cjs.
Draw the soil profile on piece of bond paper.
cjt.
cju.
SCIENCE IV
cjv.
cjw.
Date: ____________
cjx.
cjy.
I.
OBJECTIVE:
Discuss the importance of soil.
cjz.
cka.
Values: We must vale the soil, as we value other natural resources here
on our planet Earth.
ckb.
ckc.
II.
ckd.
cke.
SUBJECT MATTER:
Earth and Erosion (The Importance of Soil)
ckf.
A.
Importance of soil
ckg.
a.
Most planet grows from soil.
ckh.
b.
It provides clues to the environment in which it was originally formed.
cki.c.
It is a source of valuable material deposits.
ckj.
ckk.
ckl.
ckm.
ckn.
cko.
C.
Materials:
A jar of soil, a profile of the soil
ckp.
ckq.
ckr.
cks.
89
References:
ckt.
cku.
ckv.
III.
A.
PROCEDURE:
Review
ckw. Describe the soil profile?
Motivation:
ckx.
Teacher asks the pupils where they usually see plants.
cky.
ckz.
cla.
1.
B.
Presentation:
clb.
2.
Group the children
clc.
3.
Let the children to the activity quietly and properly.
cld.
cle.
clh.
cli.
clf. 1. Group leaders will report.
clg. 2. Teacher discuss the importance of the soil which are not pointed out by the reporters.
D. Generalization:
clj.
Why is soil important?
clk.
cll. E.
Application:
clm.
If you were a miner, what mineral would you like to find? Where will
you look for it? Do you value the soil?
cln.
clo. IV. EVALUATION:

clp.
Discuss the importance of the soil briefly.
clq.
clr. V. ASSIGNMENT:
cls.
Write at least 10 things we can have from the soil.
clt.
clu.
SCIENCE IV
clv.
clw.
Date: ____________
clx.
cly.
I.
OBJECTIVE:
Differentiate erosion and deposition.
clz.
cma.
Values: While there are forces of erosion that destroy the soil, we must be more
alert of the effects of these forces.
cmb.
cmc.
II.
cmd.
cme.
Earth and Erosion (Causes of Erosion and Deposition)
cmf.
cmh.
cmi.
A.
C.
Materials:
A picture of an eroded place.
cmn.
cmo.
cmp.
89
cmw.
Erosion = refers to the transportation of rocks and soil agents as water,

wind, ice, gravity, chemicals, animals, and men.
Deposition = refers to the dropping of weathered and eroded materials
somewhere else, creating new land forms and changing landscapes. This
can occur rapidly or over a long period of time.
cmg.
cmj.
cmk.
cml.
cmm.
cmq.
cmr.
cms.
SUBJECT MATTER:
III.
References:
PROCEDURE:
A.
Review
cmt.
Why is soil important?
Motivation:
cmu. Teacher shows the picture of an eroded place. Children describe the picture.
cmv.
B.
Presentation:
cmx. 1.
cmy. 2.
Group the children
cmz. 3.
cna.
cnb.
cne.
cnf.
cnc.
1.
cnd.
2.
Teacher discusses the importance of the soil which are not pointed out by the
reporters.
D. Generalization:
cng.
What are the causes of erosion and deposition?
cnh.
cni. E.
Application:
cnj. If men are one of the causes of erosion and deposition, name men's activity that cause
these factors.
cnk.
cnl. IV. EVALUATION:

cnm. List down the causes of erosion and deposition.
cnn.
cno.
V.
ASSIGNMENT:
cnp.
Bring the following materials tomorrow:
cnq.
1.
rectangular pans with soil
cnr. 2.
old newspaper
cns.
3.
sprinkler
cnt.
SCIENCE IV
cnu.
cnv.
Date: ____________
cnw.
cnx.
cny.
I.
OBJECTIVE:
Demonstrate how water cause soil erosion.
cnz.
Values: The erosion of the soil due to water is not only changing the
landscape; it is more importantly changing the quality of our lands.
coa.
cob.
II.
coc.
SUBJECT MATTER:
Earth and Erosion (How water causes soil erosion)
cod.
coe.
cog.
coh.
coi.
coj.
cok.
col.
cop.
coq.
cor.
cov.
A.
Water - is the most significant agent of erosion.

Groundwater - the water that sinks into the ground.
Surface Water - water the does not sink.
cof.
C.
Materials:
Pictures of the various types of water, rectangular pans with soil, sprinkler, water
com.
con.
coo.
91
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.172-173
III.
A.
PROCEDURE:
Review
cos.
What are the causes of erosion?
Motivation:
cot.
Teachers show the different types of water. Children identify them.
cou.
B.
Presentation:
cow. 1.
cox.
2.
Group the children
coy.
3.
coz.
cpa.
cpd.
cpe.
cpb.
1.
cpc.
2.
Teacher discusses how does water erode the soil.
D. Generalization:
cpf.
How does water erode the soil?
cpg.
cph.
E.
Application:
cpi.
What do you think will happen to our soil if it will rain for a dew days?
cpj.
cpk.
IV.
EVALUATION:
cpl.
Encircle the best answer:
cpm.
cpn.
cpo.
cpp.
cpq.
cpr.
cps.
cpt.
cpu.
cpv.
cpw.
cpx.
cpy.
cpz.
cqa.
cqb.
cqc.
cqd.
cqe.
cqf.
cqg.
cqh.
cqi.
cqj.
cqk.
cql.
cqm.
cqn.
cqo.
cqp.
1.
Which can cause much erosion?

a.
b.
c.
2.
Under which condition will there be more soil erosion?

a.
b.
c.
V.
ASSIGNMENT:
cqq.
Go around your house. Make a list of places or parts in your yard which show the bad
effects of erosion cause by running or flowing water.
cqr.
SCIENCE IV
cqs.
cqt.
Date: ____________
cqu.
cqv.
cqw.
I.
OBJECTIVE:
Describe how wind causes soil erosion.
cqx.
Values: A proud arrogant, and self-conceited person is like a wind. He

can erode a beautiful friendship.
cqy.
cqz.
II.
cra.
SUBJECT MATTER:
Earth and Erosion (How wind causes soil erosion)
crb.
crc.
A.
Wind is an agent of erosion
crd.
cre.
crf.
crg.
crh.
cri.
crj.
C.
Materials:
Rectangular pans with soil, cardboard, grass
crk.
crl.
crm.
91
References:
crn.
cro. III. PROCEDURE:
crp.
A.
Review
crq.
How does water erode the soil?
Motivation:
crr.
Teachers ask the pupils.
crs.
How is your experience walking on the street during windy days?
crt.
cru.
B.
crv.
1.
Presentation:
crw.
2.
Group the children into 3 groups
crx.
3.
cry.
crz.
csa. 1. Group leaders will report.
csb.2. Teacher discusses how does wind causes erosion.
csc.
csd.
D. Generalization:
cse. How does wind erode the soil?
csf.
csg.E.
csh.
Application:
Tell how soil is being carried from the place to place by wind.
csi.
csj. IV. EVALUATION:

csk.
On a clean sheet of paper, explain how wind causes erosion.
csl.
csm. V.
csn.
cso.
ASSIGNMENT:
Draw a place where wind erosion is evident.
csp.
SCIENCE IV
csq.
csr.
Date: ____________
css.
cst.
csu.
csv.
I.
OBJECTIVE:
Describe how gravity erodes the soil.

Values: Failure is like erosion due to gravity.
csw.
csx.
II.
csy.
SUBJECT MATTER:
Earth and Erosion (How gravity causes soil erosion)
csz.
cta.
A.
Gravity is an agent of erosion.

ctb.
ctc.
ctd.
cte.
ctf.
ctg.
cth.
ctl.
ctm.
ctn.
ctr.
C.
Materials:
Rectangular pans with soil, soil samples, sprinkler with water
cti.
ctj.
ctk.
91
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.176 - 177
III.
A.
PROCEDURE:
Review
cto.
How does wind erode the soil?
Motivation:
ctp.
Teachers ask the pupils. Have you heard the word gravity? What is this?
ctq.
B.
Presentation:
cts. 1.
ctt.
2.
ctu.
3.
ctv.
ctw.
ctz.
cua.
ctx. 1. Group leaders will report.
cty. 2. Teacher discusses how does wind causes erosion
D. Generalization:
cub.
How does gravity erode the soil?
cuc.
cud.
E.
Application:
cue.
Tell how soil is being carried from place to place by gravity.
cuf.
cug.
IV.
EVALUATION:
cuh.
What will likely to happen if gravity acts with other forces of erosion like water?
cui.
cuj. V. ASSIGNMENT:
cuk.
Is a gravity alone a strong or weak force of erosion? Why?
cul.
cum.
SCIENCE IV
cun.
cuo.
Date: ____________
cup.
cuq.
I.
OBJECTIVE:
Describe how people and animals cause soil erosion.
cur.
cus.
Values: God gave men the dominion to take good care of the Earth. Let
us do our job not to harass our planet
cut.
cuu.
II.
cuv.
Earth and Erosion (How people and animals cause soil erosion)
cuw.
cux.
cuz.
cva.
SUBJECT MATTER:
A.
Men and Animals - carry away soil through varied ways.

cuy.
cvb.
cvc.
cvd.
C.
Materials:
Slippers, shoes, stick broom
cve.
cvf.
cvg.
cvh.
91
References:
cvi.
cvj. III. PROCEDURE:
cvk.
A.
Review
cvl.
Motivation:
cvm.
Look at the picture of a hen. What do you notice? What happens
to the soil?
cvn.
cvo.
B.
Presentation:
cvp. 1.
cvq.
2.
Group the children
cvr.
3.
cvs.
cvt.
cvu.
1.
cvv.2. What other forces can cause soil erosion?
cvw.
cvx.
D. Generalization:
cvy.
Describe how people and animal cause soil erosion.
cvz.
cwa.
E.
cwb.
How?
Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too?
cwc.
cwd.
IV.
cwe.
cwf.
cwg.
cwh.
cwi.
cwj.
cwk.
cwl.
V.
cwm.
EVALUATION:
Describe how do the following activities can cause erosion:
1.
A girl sweeping the ground.
2.
A farmer pulling up his crops.
3.
A dog digging on the ground.
ASSIGNMENT:
Name some more forces that can cause soil erosion.
cwn.
cwo.
cwp.
SCIENCE IV
cwq.
cwr.
Date: ____________
cws.
cwt.
cwu.
I.
OBJECTIVE:
Demonstrate how slope affects the amount of soil that is carried away.
cwv.
Values: There are a lot of things that happen beyond our control.
cww.
cwx.
II.
cwy.
cwz.
Earth and Erosion (Slope Affects Erosion)
cxa.
cxc.
cxd.
A.
Slopes - affect the amount of soil being washed away.

cxb.
cxe.
cxf.
C.
cxg.
sprinkler
cxh.
cxi.
cxj.
cxk.
91
cxl.
cxm. III.
cxn.
cxr.
SUBJECT MATTER:
Materials:
Soil, two stream tables, two calibrated glass jars, two collecting pans, water,
References:
PROCEDURE:
A.
Review
cxo.
Motivation:
cxp.
Look at the picture of a hen. What do you notice? What happens
to the hen soil?
cxq.
B.
Presentation:
cxs. 1.
cxt.
2.
Group the children
cxu.
3.
cxv.
cxw.
cxx.
1.
cxy.2. What other forces can cause soil erosion?
cxz.
cya.
D. Generalization:
cyb.
Describe how people and animal cause soil erosion.
cyc.
cyd.
E.
cye.
How?
Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too?
cyf.
cyg.
IV.
cyh.
cyi. 1.
cyj. 2.
cyk.
cyl.
cym.
cyn.
cyo.
V.
cyp.
EVALUATION:
Describe how do the following activities can cause erosion:
A girl sweeping the ground.
A farmer pulling up his crops.
3.
A dog digging on the ground.
ASSIGNMENT:
Name some more forces that can cause soil erosion.
cyq.
cyr.
SCIENCE IV
cys.
cyt.
Date: ____________
cyu.
cyv.
cyw.
I.
OBJECTIVE:
Describe some evidences of water erosion and deposition.
cyx.
cyy.
cyz.
II.
cza.
SUBJECT MATTER:
Earth and Erosion (Evidences of Water Erosion)
czb.
czc.
A.
Rills - is formed when rainwater flows downhill.

Gullies 1- is formed when rills join to form larger channels.
Alluvial fan - a, thick wedge at the mountain base, which is of sediment deposit.
Delta - a triangular shaped deposit at the mouth of the river.
czd.
cze.
czf.
czg.
czh.
czi.
czj.
C.
Materials:
Pictures of film of evidences of water erosion and deposition.
czk.
czl.
czm.
93
czn.
czo.
czp.
References:
III.
PROCEDURE:
A.
Review
czq.
How does slope affect the amount of soil that is carried away?
Motivation:
czr.
Have you seen the movie "The Little Mermaid"?
czs.
Where is the setting of that animated movie'?
czt.
czu.
czv.
1.
B.
Presentation:
czw.
2.
czx.
3.
Let the children identify the materials needed for the activity
czy.
4.
czz.
daa.
dab.
dac.
dad.
dag.
D. Generalization:
dae.
Describe the evidences of water erosion and deposition by naming two of them.
daf.
E.
Application:
dah.
Are the evidences helpful or not? Why do you say so?
dai.
daj.
dak.
dal.
dam. IV.
EVALUATION:
dan.
Complete the word. The first letter is given as a clue.
dao.
dap.
A
1.
A sediment deposit at the
mountain base.
daq.
L
2. A large deposit of sediments during flood.
dar.
S
3. Formed when waves erode completely through a narrow finger of rock
protruding into the sea.
das.
dat. V. ASSIGNMENT:
dau.
Compare the following evidences:
dav.1.
stalagmite and stalactite
daw.
2.
Sea arches and Sea cliffs
dax.
3.
Cirques and horn
day.4.
Flood and levee
daz.
5.
Alluvial fan and delta
dba.
dbb.
dbc.
SCIENCE IV
dbd.
dbe.
Date: ____________
dbf.
dbg.
dbh.
I.
OBJECTIVE:
Describes evidences of wind erosion.
dbi.
dbj.
dbk.
II.
dbl.
SUBJECT MATTER:
Earth and Erosion (Evidences of Wind Erosion)
dbm.
dbn.
dbp.
dbq.
A.
Abrasion = is the process by which windblown particles wear away the surfaces of rocks.
Deflation = the process of wind carrying away looses sediments.
Dunes (or Sand Dune)= deposits formed by windblown sand.
Loess = deposits of windblown sand.
dbo.
Describing, observing, inferring, comparing and communicating
dbr.
dbs.
dbt.
dbu.
C.
Materials:
Sand, fan, cardboard
dbv.
dbw.
dbx.
93
dby.
dbz.
dca.
dce.
III.
References:
PROCEDURE:
A.
Review
dcb.
What are the evidences of water erosion? Describe some of these evidences.
Motivation:
dcc.
Teacher shows the different kinds of soil. Pupils identify them.
dcd.
B.
Presentation:
dcf. 1.
dcg.
2.
dch.
3.
dci.
4.
dcj.
dck.
dcl. 1. Group leaders will report.
dcm. 2.
Teacher discusses the description of loss, abrasion, etc.
dcn.
dco.
D. Generalization:
dcp.
What can you say about the effect of wind in soil/sand?
dcq.
dcr. E.
Application:
dcs.Are the evidences helpful or not? Why do you say so?
dct.
dcu.
IV.
EVALUATION:
dcv.
Describe the following
dcw.
dcx.
dcy.
1.
abrasion
dcz.
2.
dunes
dda.
3.
loess
ddb.
4.
deflation
ddc.
5.
erosion
ddd.
dde.
V.
ASSIGNMENT:
ddf.
Compare the following types of soil when wind blows hard:
1. clay
2. sand
ddg.
SCIENCE IV
ddh.
ddi.
Date: ____________
ddj.
ddk.
I.
OBJECTIVE:
ddl.Investigate the effect of erosion on the condition of the topsoil.

ddm.
ddn.
Values: A country that cannot produce enough food for its people will
never become a progressive country.
ddo.
ddp.
II.
ddq.
SUBJECT MATTER:
Earth and Erosion (Effect of Erosion on the Condition of the Soil)
ddr.
dds.
ddu.
ddv.
A.
Topsoil- is the upper layer of the ground.

Subsoil layer following the topsoil.
Bedrock layer following the subsoil
ddt.
ddw.
ddx.
ddy.
ddz.
C.
Materials:
Soil samples, mongo seeds
dea.
deb.
dec.
93
ded.
dee.
def.
dej.
III.
A.
References:
PROCEDURE:
Review
deg.
What are the evidences of wind erosion?
Motivation:
deh.
Look at the soil profile. What are the layers of the soil? Do you think that erosion
affects the condition of the soil?
dei.
B.
Presentation:
dek. 1.
del.
2.
dem. 3.
den.
4.
deo.
dep.
des.
det.
deq.
1.
der. 2. Children infer that erosion affects the condition of soil.
D. Generalization:
deu.
How does erosion affect the condition of the soil?
dev.
dew.
E.
Application:
dex.
If the topsoil is always washed away by the different types of erosion, what will
happen to plants?
dey.
dez.
IV.
EVALUATION:
dfa.
Describe the following:
dfb. ____ 1. The bedrock is constantly eroded by the different agents of erosion.
dfc. ____ 2. The topsoil contains humus, thus, once eroded, plants grow healthy.
dfd. ____ 3. Topsoil is normally dark in color because of erosion.
dfe. ____ 4. In the subsoil, multitude of living organisms live.
dff. ____ 5. Erosion affects the condition of soil.
dfg.
dfh.V. ASSIGNMENT:
dfi.
Bring the following materials tomorrow:
1. Rectangular clay
2. Soil sample
3. Sprinkle with water
dfj.SCIENCE IV
dfk.
dfl.Date: ____________
dfm.
dfn.
dfo.
I.
OBJECTIVE:
Control erosion due to water and gravity.
dfp.
Values: Deforestation and poor agricultural methods often lead to the

erosion of soil
dfq.
dfr.II.
dfs.
SUBJECT MATTER:
Earth and Erosion (How Can Erosion by Water and Gravity be Controlled?)
dft.
dfu.
A.
Effective Methods to Prevent Soil Erosion:

dfv.
1.
Strip Cropping = Strips of c1osegrowing plants are arranged between
alternate between strips of clean-tilled row crops. The strips hold water and keep it from
eroding the cultivated land.
dfw.
2.
Contouring = Sloping fields are plowed, planted, cultivated, and
harvested along the contour of the slope, rather than straight up and down. The contours
catch rainfall and allow much of it soak into the ground.
dfx.
dfy.
dfz.
dga.
dgb.
dgc.
dgd.
C.
Materials:
Rectangular trays, soil samples, sprinkler with water
dge.
dgf.
dgg.
96
References:
dgh.
dgi. III. PROCEDURE:
dgj.
A.
Review
dgk. Describe the effect of erosion to the soil.
Motivation:
dgl. Sing: "Planting Rice" Picture of Banaue Rice Terraces.
dgm. Let the pupils describe the picture.

dgn.
dgo.
dgp.
1.
B.
Presentation:
dgq.
2.
dgr.3. Let the children name ways on how to prevent soil erosion and describe each.
dgs. 4.
dgt.
5.
dgu.
6.
Procedure
dgv.
7.
Write your observation, inference and generalization
dgw.
dgx.
dgy.
1.
dgz.
2.
Pupils participate in the discussion
dha.
dhb.
D. Generalization:
dhc.
How can we prevent soil erosion?
dhd.
dhe.
E.
Application:
dhf.If you were a farmer, what ways are you going to apply in order to prevent soil erosion?
Why?
dhg.
dhh.
IV.
EVALUATION:
dhi. Encircle the letter of the correct answer.
dhj. 1. Why is erosion harmful?
dhk.
a.
It breaks the rocks into small pieces.
dhl.
b. It washes away topsoil.
dhm.
c.
It causes damages to properties.
dhn.
d.
fertilizes the soil.
dho.
2. Which of the following prevents erosion by planting crops following the shape of the
hill?
dhp.
a.
crop rotation
dhq.
b.
contour plowing
dhr.
c. terracing
dhs.
d.
strip cropping
dht.
dhu.
V.
ASSIGNMENT:
dhv.
Illustrate farms with the following methods:
dhw.
a.
Strip cropping
dhx.
b.
Terracing
dhy.
dhz.
SCIENCE IV
dia.
dib.
Date: ____________
dic.
did.
I.
OBJECTIVE:
Enumerate the importance of forest.

die.
dif.
Values: Forests are sources of wealth and life. We must conserve our
forests.
dig.
dih.
dii.
II.
SUBJECT MATTER:
Earth and Erosion (Forest Conservation and Reforestation)
dij.
dik.
A.
Importance of Forests:
dil. 1.
We derive many products from forests like trees, which we get our foods,
lumber, paper, medicines, and many more.
dim.
2.
Forests prevent the erosion of land and water.
din.
dio.
dip.
diq.
dir.
dis.
dit.
C.
Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants
diu.
div.
diw.
96
References:
dix.
diy. III. PROCEDURE:
diz.
A.
Review
dja.
Name some ways on preventing erosion.
Motivation:
djb.
Show a picture of two types of forest. One is denuded while the other is not.
Describe each picture.
djc.
djd.
B.
dje.
1.
Presentation:
djf. 2. Let the children to the activity quietly and properly.

djg.
3.
Procedure
djh.
dji.
djj. 1. Group leaders will report.
djk. 2. Pupils participate in the discussion.
djl.
djm.
D. Generalization:
djn. How may you help in the conservation of the soil and forests?
djo.
djp. E.
Application:
djq.
If we will cut all the trees in the forests, and it will rain for many days, what will
be the result? Do you want that to happen? What do we need to do?
djr.
djs. IV. EVALUATION:

djt.
Write C if the statement is a cause of deforestation, and I if it is an importance of
reforestation.
dju.
______ 1. Logging
djv.
______ 2. Sponge effect
djw.
______ 3.
Pollution
djx.
______ 4. Tress
djy.
______ 5. Kaingin System
djz.
dka.
V.
ASSIGNMENT:
dkb.
Write a slogan about reforestation
dkc.
SCIENCE IV
dkd.
dke.
Date: ____________
dkf.
dkg.
dkh.
I.
OBJECTIVE:
Describe how forest prevent soil erosion.
dki.
Values: Forest prevents soil erosion. Let us preserve our forests.
dkj.
dkk.
II.
dkl.
SUBJECT MATTER:
Earth and Erosion (How Grass lands and Forests Prevent Soil Erosion)
dkm.
dkn.
dkp.
dkq.
A.
Forests help prevent soil erosion.

Grass protects soil from erosion by covering it.
dko.
dkr.
dks.
dkt.
papers
dku.
C.
Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants, clay, art
dkv.
dkw.
dkx.
98
dky.
dkz.
dla.
III.
A.
References:
PROCEDURE:
Review
dlb.
Describe a denuded forest. How can we help conserved
forest?
Motivation:
dlc.
Read the poem "All Things Bright and Beautiful".
dld.
What can you say about the poem? Where do we usually see the birds, the
different flowers and trees?
dle.
dlf.
B.
dlg.
1.
Presentation:
dlh.
2.
dli. 3. Let the children identify the materials needed for the activity
dlj. 4. Let the children to the activity quietly and properly.
dlk.
5.
Procedure
dll.
dlm.
dlp.
dlq.
dln. 1. Group leaders will report.
dlo. 2. Pupils participate in the discussion.
D. Generalization:
dlr.
do forests prevent soil erosion?
dls.
dlt. E.
Application:
dlu.What is the reason why do we need to plant trees, not only in the forest, but even in our
own school and yard?
dlv.
dlw.
IV.
EVALUATION:
dlx.
Use the day and other materials like green art paper and mold it into a forest. Write a
paragraph about your model.
dly.
dlz. V. ASSIGNMENT:
dma.
Bring some of more plants and let us make our school green.
dmb.
dmc.
SCIENCE IV
dmd.
dme.
Date: ____________
dmf.
dmg.
I.
OBJECTIVE:
Describe the weather condition for three days.

dmh.
dmi.
Values: As the weather changes from time to time, and that it seems
unpredictable, always be ready to whatever challenges that will come
your way as schoolchildren.
dmj.
dmk.
dml.
dmm.
dmn.
II.
SUBJECT MATTER:
Weather (Types of Clouds)
A.
Weather - refers to the condition of the atmosphere at a particular time and place.
Weather elements: temperature, pressure, humidity, wind, cloudiness, precipitation,
brightness, visibility.
dmo.
dmp.
dmq.
dmr.
dms.
dmt.
dmu.
C.
Materials:
Observation notebook
dmv. References:
dmw. Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.186
dmx. Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al.,
p.102-103
dmy.
dmz.
dna.
III.
PROCEDURE:
A.
Review
dnb.
How do forest prevent soil erosion?
Motivation:
dnc.
On a dear sunny day, you and your family planned for a
wholesome outing to the beach the following. There was no cloud in the
sky, so you thought that tomorrow was just perfect for swimming.
dnd.
dne.
dnf.
1.
B.
Presentation:
dng.
2.
dnh.
3.
Each group will do the activity.
dni.
4.
Name the types of weather.
dnj.
5.
Observe the weather condition for three days, starting this day.
dnk.
6.
Write the date, time and the weather condition.
dnl.
7.
What are the weather elements.
dnm.
dnn.
dno.
1.
dnp.
2.
Pupils participate in the discussion.
dnq.
dnr.
D. Generalization:
dns.
What is the weather? What are its elements?
dnt.
dnu.
dnv.
E.
Application:
dnw.
Can you exactly tell what will be the weather condition tomorrow? How can be
our observation be of helped in predicting the weather condition?
dnx.
dny.
IV.
EVALUATION:
dnz.
Enumerate the elements of weather.
doa.
dob.
V.
ASSIGNMENT:
doc. Draw the symbols for weather condition. Continue observing the weather condition.
dod.
doe.
dof.
dog.
SCIENCE IV
doh.
doi.
Date: ____________
doj.
dok.
dol.
I.
OBJECTIVE:
Name and describes the types of clouds.
dom.
Values: You can predict fine and stormy weather by observing the
clouds.
don.
doo.
II.
dop.
doq.
Weather (Types of Clouds)
dor.
dox.
doy.
A.
Types of Clouds
dos.
1. Cirrus Clouds - clouds are thin and feather-like. They are highest of all clouds.
dot. 2. Stratus Clouds - clouds are flat layers often seen close to the horizon in the early
hours of the day.
dou.
3. Cumulus Clouds - are thick and mountain-like
dov.4. Nimbus Clouds - are dull and gray in color
dow.
doz.
dpa.
dpb.
dpc.
C.
Materials:
Cotton, black crayon, cardboard
dpd.
dpe.
dpf.
98
dpg.
dph.
dpi.
SUBJECT MATTER:
III.
A.
References:
PROCEDURE:
Review
dpj.
What is weather? What are the weather elements?
Motivation:
dpk.
Read the poem "all things Bright and beautiful".
dpn.
dpl.
What can you say about the poem? Where do we usually see the birds, the
different flowers and trees?
dpm.
B.
Presentation:
dpo. 1.
dpp.
2.
dpq.
3.
Each group will do the activity
dpr.
4.
Procedure (Written on the activity card)
dps.
5.
Describe each type of clouds
dpt.
dpu.
dpv.
1.
dpw. 2.
dpx.
dpy.
dqa.
dqb.
D. Generalization:
dpz.
What are the types of clouds?
dqc.
E.
Application:
dqd.
You are about to go to school. You have observed that the clouds are dark. What
type of clouds are they? What are you going to bring in going to school?
dqe.
dqf.IV. EVALUATION:
dqg. Describe the following:
dqh.
1.
Cirrus Clouds
dqi. 2.
Stratus Clouds
dqj. 3.
Nimbus Clouds
dqk.
4.
Cumulus Clouds
dql.
dqm. V.
ASSIGNMENT:
dqn.
Draw the types of clouds.
dqo.
dqp.
SCIENCE IV
dqq.
dqr.
Date: ____________
dqs.
dqt.
dqu.
I.
OBJECTIVE:
Describe and forecast the condition of the sky for one week.
dqv.
dqw.
dqx.
dqy.
II.
SUBJECT MATTER:
Weather (How may you describe the condition of the sky)

A.
Cloud cover - is an observable means of describing the condition of the sky.

Cloud Cover maybe:
dqz.
Clear Partly cloudy Generally cloudy
Cloudy
Overcast
dra.
drb.
drc.
drd.
dre.
drf.
drg.
C.
Materials:
Observation chart
drh.
dri.
drj.
98
References:
drk.
drl. III. PROCEDURE:
drm.
A.
Review
drn.
What are the types of weather? Describe each
Motivation:
dro.
Class, what can you say about the weather condition today?
drp.
drq.
B.
Presentation:
drr.
1.
drs.
2.
drt.
3.
Each member of the group will do the activity
dru.
4.
Procedure (Written on the activity card.)
drv.
drw.
drx.1. Group leaders will forecast the weather condition.
dry.2. Pupils participate in the discussion
drz.
dsa.
D. Generalization:
dsb.
What is cloud cover?
dsc.
dsd.
E.
Application:
dse.
When the sky is clear, can you play outside with your classmates? Why?
dsf.
dsg.
IV.
EVALUATION:
dsh.
Draw the symbol for the following cloud covers:
dsi.
1.
Cloudy
2. Clear
3. Generally Cloudy 4. Overcast
Cloudy
dsj.
dsk.
dsl.
dsm. V.
ASSIGNMENT:
dsn.
Observe the cloud cover for one week.
dso.
5.
dsp.
SCIENCE IV
dsq.
dsr.
Date: ____________
dss.
dst.
dsu.
dsv.
I.
OBJECTIVE:
Demonstrate how clouds are formed.

Values: Bad weather usually comes from the invisible water vapor in the
air.
dsw.
dsx.
dsy.
II.
SUBJECT MATTER:
Weather (How are Clouds Formed)
dsz.
dta.
A.
Cloud - is made up of billions and billions of very tiny droplets of water and ice all clustered
together forming different shapes in the sky. It can form at any altitude. When the sun heats
the ground rapidly, the ground heats the air above it, making it less dense than cold air.
dtb.
dtc.
dtd.
dte.
dtf.
dtg.
dth.
dtl.
dtm.
dtn.
dtr.
C.
Materials:
Plastic cup, plastic plate, ice, plastic bag, plant
dti.
dtj.
dtk.
100
References:
III.
A.
PROCEDURE:
Review
dto.
What is cloud cover? Draw the symbols for the cloud cover?
Motivation:
dtp.
Class, have you eaten a cotton candy? How does the cotton candy look like?
dtq.
B.
Presentation:
dts. 1.
dtt.
2.
dtu.
3.
dtv.
4.
Each member of the group will do the activity.
dtw.
5.
Procedure (written on the activity card)
dtx.
dty.
dtz. 1. Group leaders will report.
dua.
2.
Pupils participate in the discussion including the types of fog.
dub.
duc.
D. Generalization:
dud.
How do clouds form? What are the types of fog?
due.
duf.E.
Application:
dug.
When you drinking cold water, and observing the moist outside the glass of your
cold water, what can infer on that?
duh.
dui. IV. EVALUATION:

duj. Write the correct answer on the blank:
duk.
______ 1.
What is formed inside the plastic bag when we cover the leaves of the
plants?
dul. ______ 2.
What is formed outside the cup with ice?
dum.
______ 3.
These are small particles of salts, dust and smoke around the atmosphere.
dun.
______ 4.
A fog that forms at night when warm air cools rapidly on the Earth's
surface.
duo.
______ 5.
It is made up of billions and billions of very tiny droplets of water and
ice.
dup.
duq.
V.
ASSIGNMENT:
dur.
Write some more descriptions about clouds.
dus.
dut.
SCIENCE IV
duu.
duv.
Date: ____________
duw.
dux.
I.
duy.
duz.
Demonstrate and illustrate how clouds reflect heat to the Earth.
dva.
OBJECTIVE:
Values: The way you work or do you r Science experiments reflects your
attitude as a young learner of Science.
dvb.
dvc.
dvd.
dve.
dvf.
dvh.
dvi.
dvj.
dvk.
dvl.
dvm.
II.
SUBJECT MATTER:
Weather (How Clouds Reflect Heat to the Earth)
A.
Atmosphere holds clouds which clouds serve as the blanket and regulate the heat and light
from the sun.
dvg.
C.
Materials:
100 watts bulb, white blanket or curtain
dvn.
References:
dvo.
dvp.
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al.,
p.101-102
dvq.
dvr.III. PROCEDURE:
dvs.
A.
Review
dvt.
How are clouds formed?
Motivation:
dvu.
Request the children to close their eyes, and let them imagine the clouds in the
sky (music maybe used). Let them open their eyes, after a few seconds. Then, tell them again
to close their eyes and let them imagine the Earth without the clouds.
dvv.
dvw.
B.
Presentation:
dvx.
1.
dvy.
2.
dvz.
3.
Each member of the group will do the activity
dwa. 4.
dwb.
dwc.
dwf.
dwg.
dwd. 1.
dwe. 2.
D. Generalization:
dwh.
What do clouds do to the heat of the sun?
dwi.
dwj.
E.
Application:
dwk.
The sky is clear, what should you do to protect yourself?
dwl.
dwm. IV.
dwn.
dwo.
dwp.
dwq.
dwr.
dws.
dwt.
dwu.
dwv.
dww.
dwx. V.
dwy.
1.
a.
b.
c.
2.
a.
b.
c.
EVALUATION:
Underline the correct answer:
Based on the activity, which represents clouds?
bulb
blanket
hands
What do clouds do to the heat of the sun?
Reflect to the Earth
Reflect to the Sun
Reflect heat to the Sun and Earth
ASSIGNMENT:
Name 3 things we can benefit from clouds.
dwz.
dxa.
dxb.
SCIENCE IV
dxc.
dxd.
Date: ____________
dxe.
dxf.
I.
OBJECTIVE:
Identifies the important parts of the U-tube Air Thermoscope.
dxg.
dxh.
Values:
friends and even with strangers.
Be cheerful which your
dxi.
dxj.
dxl.
II.
dxk.
Weather (U-tube Air Thermoscope)
dxm.
SUBJECT MATTER:
A.
U-tube Air Thermoscope an improvised instrument that can detect how and why the air
temperature changes.
There are six important parts if U-tube Air thermoscope.
dxn.
dxo.
dxp.
dxq.
dxr.
dxs.
C.
Materials:
U-tube Air Thermoscope
dxu.
dxv.
References:
dxt.
dxw.
dxx.
dxy.
dyc.
III.
PROCEDURE:
A.
Review
dxz.
How are clouds formed?
Motivation:
dya.
Have you seen a U-tube Air Thermoscope?
dyb.
B.
Presentation:
dyd. 1.
dye.
2.
dyf.
3.
dyg.
4.
Each member of the group will do the same activity.
dyh.
5.
dyi.
dyj.
dyk.
1.
dyl. 2. Pupils participate in the discussion
dym.
dyn.
D. Generalization:
dyo.
What is a U-tube Air Thermoscope? What are its parts?
dyp.
dyq.
dyr.
E.
Application:
Are all parts of the instrument important?
dys.
dyt. IV. EVALUATION:

dyu.
Draw the U-tube Air Thermoscope and label its part.
dyv.
dyw. V.
ASSIGNMENT:
dyx.
Write the uses of the U-tube Air Thermoscope.
dyy.
SCIENCE IV
dyz.
dza.
Date: ____________
dzb.
dzc.
dzd.
I.
OBJECTIVE:
Describe how and why the air temperature changes through the use of a U-tube air
termoscope.
dze.
Values: The way you work or do your Science experiments reflects your
attitude as a young learner of Science.
dzf.
dzg.
II.
dzh.
dzi.
Weather ( What Makes the Air Warm?)
dzj.
SUBJECT MATTER:
A.
Air temperature changes form time to time.
dzk.
dzl.
dzm.
Describing, observing, inferring, observing and communicating
dzn.
dzo.
dzp.
C.
Materials:
Improvised u-tube air termoscope.
dzq.
dzr.
dzs.
References:
dzt.
dzu.
dzv.
III.
A.
PROCEDURE:
Review
dzw. Show the u-tube air termoscope. What do you call this instrument?
Motivation:
dzx.
When you are inside the classroom, how do you describe the
air?
dzy.
dzz.
eaa.
1.
B.
Presentation:
eab.
2.
Group the children into groups
eac.
3.
ead.
4.
Each member of the group will do the activity.
eae.
5.
eaf.
eag.
eah.
1.
eai. 2. Pupils participate in the discussion
eaj.
eak.
D. Generalization:
eal. What makes the air warm?
eam.
ean.
E.
eao.
Application:
Which do you refer: a cold air warm?
eap.
eaq.
ear.
eas.
IV.
EVALUATION:
Answer the following questions:
1. How does the colored water move in the U-tube when set-up is placed
under the direct heat of the sun?
eat.
2. How does the colored water move in the U-tube when the set-up is
placed under the shade?
eau.
eav.V. ASSIGNMENT:
eaw.
What is your own inference?
eax.
SCIENCE IV
eay.
eaz.
Date: ____________
eba.
ebb.
I.
OBJECTIVE:
Investigate why the air moves.

ebc.
ebd.
Values: Warm air rises because cold air pushes it up. The same thing
happens in life.
ebe.
ebf.
II.
SUBJECT MATTER:
ebg.
ebh.
Weather (What makes the Air Move?)
ebi.
A.
The air around you is always moving.
ebj.
ebk.
ebl.
ebm.
ebn.
ebo.
C.
Materials:
Improvised convection box.
ebp.
ebq.
ebr.
References:
ebs.
ebt. III. PROCEDURE:

ebu.
A.
Review
ebv.
Describe the used of U-tube air thermoscope.
Motivation:
ebw.
What can you say about the air? Does it stop moving?
ebx.
eby.
B.
Presentation:
ebz. 1.
eca.
2.
ecb.
3.
ecc.
4.
ecd.
ece.
ech.
eci.
ecf. 1. Group leaders will report.
ecg.
2.
D. Generalization:
ecj. What makes the air moves?
eck.
ecl. E.
Application:
ecm.
Can you control the air from moving?
ecn.
eco.
ecp.
ecq.
ecr.
IV.
EVALUATION:
Answer the following questions:
1.
What happens to the smoke of the mosquito coil when it is
placed over the chimney directly above the burning candle?
2.
What makes the air moved?
ecs.
ect.
ecu.
ecv.
ecw.
ecx.
V.
ASSIGNMENT:
ecy. What is the importance of a convention box in the activity? Can you
think of another way to find out why the air moves?
ecz.
SCIENCE IV
eda.
edb.
Date: ____________
edc.
edd.
ede.
I.
OBJECTIVE:
Compare a cold air and a warm air.
edf.
Values: Heat causes air to expand and rise. Motivation causes people
to expand their horizon and rise to heights of success.
edg.
edh.
II.
SUBJECT MATTER:
edi.
edj.
Weather (What Makes the Air Which is heavier: warm air or cold air?)
edk.
A.
edm.
edn.
The unequal heating of the Earth's surface by the sun causes an unequal heating of the air.
edl.
edo.
edp.
edq.
edr.
C.
Materials:
Improvised hot cold air balance
eds.
edt.
References:
edu.
edv.III. PROCEDURE:
edw.
A.
Review
edx.
Why does air moved?
Motivation:
edy.
Show the pupils real objects or pictures of weighing scale. Ask the pupils where
they usually see this and why people use this instrument.
edz.
eea.
B.
Presentation:
eeb. 1.
Relate the motivation of the lesson.
eec.
2.
eed.
3.
eee.
4.
eef.
eeg.
eeh.
1.
eei. 2. Pupils participate in the discussion
eej.
eek.
D. Generalization:
eel. Which is heavier: warm or cold air?
eem.
een.
E.
Application:
eeo.
Can you weigh air as to, which is heavy or light? How?
eep.
eeq.
IV.
EVALUATION:
eer.
Compare warm and cold air.
ees.
eet.
eeu.
eev.V. ASSIGNMENT:
eew.
Make an improvised hot-cold air balance.
eex.
eey.
SCIENCE IV
eez.
efa.
Date: ____________
efb.
efc.
efd.
I.
OBJECTIVE:
Use the improvised anemometer to detect how fast is the wind.
efe.
Values: Wind power comes from its speed The faster it is, the
stronger and more powerful it becomes.
eff.
efg.
II.
efh.
SUBJECT MATTER:
Weather (How fast is the wind?)
efi.
efj.
A.
The speed of the wind is measured by an anemometer.

efk.
efl.
efm.
efn.
efo.
efp.
efq.
C.
Materials:
Improvised anemometer
efr.
efs.
References:
eft.
efu. III. PROCEDURE:
efv.
A.
Review
efw.
Which is heavier, cold or warm air?
Motivation:
efx.
Observe the curtains in the room. Described the speed of the wind this time.
efy.
efz.
B.
Presentation:
ega. 1.
egb.
2.
egc.
3.
egd.
4.
Follow the procedure
ege.
egf.
egg.
1.
egh.
2.
egi.
egj.
D. Generalization:
egk.
How can you know the speed of the wind?
egl.
egm.
E.
Application:
egn.
Is it important to know the speed of the wind? Why?
ego.
egp.
IV.
EVALUATION:
egq.
What is the use of an anemometer?
egr.
egs.V. ASSIGNMENT:
egt.
Draw an anemometer and make an improvised anemometer.
egu.
egv.
SCIENCE IV
egw.
egx.
Date: ____________
egy.
egz.
eha.
I.
OBJECTIVE:
Construct improvised instrument to find out the wind direction.
ehb.
Values: Wind power comes from its speed. The faster it is the stronger
and more powerful it becomes. We fear wind power because we see
what it can do during strong typhoons
ehc.
ehd.
II.
ehe.
SUBJECT MATTER:
Weather (Making an Wind Vane)
ehf.
ehg.
A.
Wind vane is an instrument that tells the direction of the wind.

ehh.
ehi.
ehj.
ehk.
ehl.
ehm.
ehn.
C.
Materials:
Improvised wind vane
eho.
ehp.
References:
ehq.
ehr. III. PROCEDURE:
ehs.
A.
Review
eht.
How can we measure the speed of the wind?
Motivation:
ehu.
Let as sing the song. Up and down and shake, shake, shake (2x)
ehv.
ehw.
B.
Presentation:
ehx. 1.
ehy.
2.
Ask the pupils. What is the song all about?
ehz.
3.
Identify the materials needed for the activity
eia.
4.
Activity proper
eib.
5.
Setting up standards.
eic.
6.
Follow the procedure in making the improvised wind vane.
eid.
eie.
eif. 1. Pupils will go outside the classroom to test their improvised instrument.
eig. 2. Pupils participate in the discussion
eih.
eii.
D. Generalization:
eij. How can we know the direction of the wind?
eik.
eil. E.
eim.
Application:
What is the importance of knowing the direction of the wind?
ein.
eio. IV. EVALUATION:

eip.
What are the materials needed in constructing an improvised wind vane?
eiq.
eir.
eis.
eit. V. ASSIGNMENT:
eiu. Use the improvised wind vane in finding out the direction of the wind?
eiv.
eiw.
SCIENCE IV
eix.
eiy.
Date: ____________
eiz.
eja.
ejb.
I.
OBJECTIVE:
Record the wind direction for one week.
ejc.
Values: Wind power comes form its speed. The faster it is, the stronger
and more powerful it becomes.
ejd.
eje.
II.
ejf.
SUBJECT MATTER:
Weather (Using the Wind Vane)
ejg.
ejh.
A.
Wind vane is an instrument that tells the direction of the wind.

eji.
ejj.
ejk.
ejl.
ejm.
ejn.
ejo.
C.
Materials:
Improvised wind vane
ejp.
ejq.
References:
ejr.
ejs. III. PROCEDURE:
ejt.
A.
Review
eju.
How can we determine the direction of the wind?
Motivation:
ejv.
Does the wind direction change during the day?
ejw.
ejx.
B.
Presentation:
ejy.
1.
ejz.
2.
Identify the materials to be used.
eka.
3.
Activity proper by group
ekb.
4.
Setting up standards
ekc.
5.
ekd.
6.
Present the weather chart
eke.
7.
Record the observation form day to day.
ekf.
ekg.
ekj.
ekk.
ekh.
1.
Let some pupils report their observation
eki. 2. Pupils participate in the discussion
D. Generalization:
ekl. What can you say about the wind direction form day to day?
ekm.
ekn.
E.
Application:
eko.
You observed that every 2:00 p.m. , the wind blows fast, what should you with
the clothes in your clothesline.
ekp.
ekq.
ekr.
IV.
EVALUATION:
Write 3 observations about wind direction form the chart. (sample only)
eks.Date
ekt. Time
eku.
Wind Direction
ekv.Dec. 10
ekw. 8:00 a.m.
ekx.
East Northwest
eky.
ekz.
6:00 p.m.
ela.
elb. Dec. 17
elc. 8:00 a.m.
eld. West East
ele.
elf. 6:00 p.m.
elg.
elh.
eli. V. ASSIGNMENT:
elj.
Continue in using the improvised wind vane in finding out the direction
of the wind.
elk.
SCIENCE IV
ell.
elm.
Date: ____________
eln.
elo.
elp.
I.
OBJECTIVE:
Interpret the recorded speed and direction of the wind.
elq.
elr.
els.
II.
elt.
SUBJECT MATTER:
elu.
elv.
A.
The are variations in wind speed and direction in the different places.
elw.
elx.
ely.
elz.
ema.
emb.
emc.
C.
Materials:
Improvised wind vane, anemometer, weather chart
emd.
eme.
emf.
emg.
emh.
eml.
References:
III.
PROCEDURE:
A.
Review
emi.
How can we determine the direction of the wind during the day? What about the
speed?
Motivation:
emj.
Does the wind direction change during the day? What about the
speed?
emk.
B.
Presentation:
emm. 1.
emn. 2.
emo. 3.
Activity proper
emp. 4.
emq. 5.
emr.
ems.
emv.
emw.
emt.
1.
Group leaders will report the topic.
emu. 2.
D. Generalization:
emx.
What can you say about the wind direction and speed in different places and
times? Do you know how to interpret records of wind direction and wind speed now? How?
emy.
emz.
E.
Application:
ena.
What do you think is the wind direction in our place now? Do you think the wind
speed and direction in the next barrio is the same as in our place?
enb.
enc.
IV.
EVALUATION:
end. Write three observations about wind direction and wind speed from the chart:
ene.
Date
enf. Time
eng.
Place
enh.
Wind
eni. Wind Speed
Direction
enj. March 17
enk.
8:00 a.m.
enl. Tarlac
enm. Northwe
enn.
Moderate
st
enp.
8:
eno.
March
enq.
Angeles
enr. West East
ens.Fast
17
00 a.m.
ent. March 17
eny.
enz.
V.
eoa.
eob.
eoc.
enu.
8:
00 a.m.
env.Nueva Ecija
enw.
East
enx.
ASSIGNMENT:
Listen to weather reports this evening and records the wind speed and direction.
Strong
eod.
SCIENCE IV
eoe.
eof.
Date: ____________
eog.
eoh.
eoi.
I.
OBJECTIVE:
Describe the condition of the atmosphere in different wind speed and direction.
eoj.
eok.
eol.
II.
eom.
eon.
eoo.
eoq.
eor.
eos.
eot.
eou.
eov.
eoy.
eoz.
epa.
epf.
SUBJECT MATTER:
A.
Different wind speed and direction describe the condition of the atmosphere.
eop.
C.
Materials:
Improvised wind vane, anemometer, weather chart
eow.
eox.
References:
III.
PROCEDURE:
A.
Review
epb.
Describe the wind speed and direction in the different places.
epc.
Report on the wind direction.
Motivation:
epd.
The wind is coming form the west and its blows strong. Can you
describe the condition of the atmosphere?
epe.
B.
Presentation:
epg. 1.
eph.
2.
epi.
3.
Activity proper
epj.
4.
epk.
5.
epl.
epm.
epp.
epq.
epn.
1.
Group leaders will report the topic.
epo.
2.
D. Generalization:
epr. What are the conditions of weather in relation to wind speed and direction?
eps.
ept. E.
Application:
epu.
You have noticed that the wind blows strong, what are you going to bring to
protect yourself?
epv.
epw. IV.
epx.
direction record:
epy.
1.
epz.
eqa.
eqb.
eqc.
V.
eqd.
EVALUATION:
Describe the condition of the weather for each speed and
North
2.
3.
moderate
wind =
Southwest
strong wind
East very strong
wind
_______________
=
_______________
=
_______________
ASSIGNMENT:
Bring a sample weather report from a newspaper.
eqe.
SCIENCE IV
eqf.
eqg.
Date: ____________
eqh.
eqi.
eqj.
eqk.
I.
OBJECTIVE:
Identify the different types of thermometer.

Values: Weather instruments are used to know the accurate speed,
temperature, direction and the like.
eql.
eqm.
eqn.
eqo.
eqp.
equ.
eqv.
eqw.
eqx.
eqy.
eqz.
II.
SUBJECT MATTER:
Weather (Types of Thermometer)
A.
Different types of thermometer are:

eqq.
Clinical Thermometer
eqr.Laboratory Thermometer
eqs.
Wall Thermometer
eqt.
C.
Materials:
Real thermometer, pictures of thermometer
era.
erb.
References:
erc.
erd. III. PROCEDURE:
ere.
A.
Review
erf.
Describe the conditions of the atmosphere we have now.
Motivation:
erg.
What instrument is used when we want to find out the temperature?
erh.
eri.
B.
Presentation:
erj.1. Relate the motivation of the lesson.
erk.
2.
erl.3. Activity proper

erm. 4.
ern.
5.
ero.
erp.
ers.
ert.
erq. 1. Group leaders will report the topic.
err. 2. Pupils participate in the discussion
D. Generalization:
eru. What are the different types of thermometer?
erv.
erw.
E.
Application:
erx. If you are to find out the weather temperature, what thermometer are you going to use?
ery.
erz. IV. EVALUATION:

esa.Fill in the blank with the correct answer.
esb.
1.
The _____ is placed in the mouth to get the temperature of the body.
2. The _____ is used by doctors to find out if the patient has fever.
3. The _____ is used by scientists in his laboratory work.
4. The _____ is placed in the rectum usually of a baby.
5. The _____ measures the hotness or coldness of the air.
esc.
esd.V. ASSIGNMENT:
ese.
Draw the different types of thermometer.
esf.
esg.
SCIENCE IV
esh.
esi.
Date: ____________
esj.
esk.
I.
OBJECTIVE:
Infer how air temperature affects weather condition.
esl.
esm.
Values: Weather instruments are used to know the accurate speed,

temperature, direction and the like.
esn.
eso.
esp.
II.
SUBJECT MATTER:
Weather (Thermometer)
esq.
esr.
A.
ess.
1.
A thermometer is an instrument that measures temperature.
est.2. Temperature differ in different weather conditions.
esu.
esv.
esw.
esx.
esy.
esz.
C.
Materials:
Temperature chart
etb.
etc.
References:
eta.
etd.
ete. III. PROCEDURE:

etf.
A.
Review
etg.
What are the types of thermometer?
Motivation:
eth.
Present a wall thermometer. Explain how its works. Show how to read and write
measure of temperature.
eti.
etj.
B.
etk.
1.
Presentation:
etl.2. Identify the materials to be used.

etm. 3.
Activity proper
etn.
4.
eto.
5.
etp.
etq.
etr. 1. Group leaders will report the topic.
ets. 2. Pupils participate in the discussion. Describe each type of thermometer.
ett.
etu.
D. Generalization:
etv. How do we write and read the temperature using thermometer?
etw.
etx. E.
Application:
ety. If the temperature in Tarlac City is 27C. The temperature in Baguio is 1 SOC.. Why is
there a big difference in temperatures of the two places?
etz.
eua.
IV.
eub.
EVALUATION:
Compare the temperature today and yesterday.
euc.
eud.
eue.
euf.
eug.
V.
euh.
ASSIGNMENT:
Collect weather report for one week.
eui.
euj.
euk.
eul.
eum.
eun.
euo.
eup.
euq.
eur.
eus.
eut.
euu.
euv.
4TH
euw.
eux.
euy.
Date: ____________
euz.
eva.
evb.
evc.
I.
Objective:
Tell that there are nine planets and other objects that more around the sup
Values:Work harmoniously with others. Like he nine planets and the
other objects in the solar system, everything works out right if
everybody works harmoniously with others.
evd.
eve.
II.
evf.
evg.
Earth, Moon and Sun
evh.
Subject Matter:
A.
(Sun and Planets)
Science Concept/Idea:
The sun is the center of the solar system.

The solar system is made up of nine planets, 41 moons, thousands of planetoids and an
undetermined number of meteors and meteorites.
The nine planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto
evi.
evj.
evk.
Describing, communicating, inferring, observing
evl.
evm.
C.
Materials:
evn.
Tellurian
evo.
evp.
References:
evq.
evr.
Earth Beyond - McMillan/McGraw Hill pp. 36-53
evs.
evt. III. Procedure:
evu.
A.
evv.1. Motivation:
evw. What gives us light during daytime?
evx.
Do you think it is only here on Earth that receives the light and heat of the sun?
Why?
evy.
evz.
B.
Presentation:
ewa. 1.
Show the planetarium/Tellurian.
ewb.
ewc.
ewd.
2.
3.
4.
ewe.
ewf.
ewg. 1.
ewh. 2.
ewi.
3.
the Sun?
Identify the parts/things in the planetarium.

Allow the children to give their observations.
Lead them to a discussion that will describe what make up the solar system.
C.
Concept Formation:
What is the solar system?
What is the center of the solar system?
Besides the planet Earth, are there other planets and bodies that revolve around
ewj.
ewk.
D.
Generalization:
ewl.
1.
What make up the solar system? a
ewm. 2.
What bodies move around the sun?
ewn.
ewo.
E.
Application:
ewp.
From what we have learned, the planets and other bodies revolve around the sun
without banging or bumping against each other. '-an we work or do our activities as orderly as
these? How?
ewq.
ewr. IV.
Evaluation:
ews. Draw the sun with the nine planets around it. Label your drawing. Name your drawing,
The Solar System.
ewt.
ewu. V.
Assignment:
ewv.
Explain the rotation of earth on its axis.
eww.
ewx.
ewy.
Date: ____________
ewz.
exa.
exb.
I.
Objective:
Infer that the earth rotates on its axis
exc.
Values:Faith in God. There is an unseen Mighty Hand' that makes things

more so orderly and harmoniously for the benefit of His creation. Fait/' in
this Unseen Power must always be in the heart of every man.
exd.
exe.
II.
exf.
exg.
Earth, Moon and Sun
exh.
Subject Matter:
A.
(How Earth Rotates on its Axis)
Science Concept:
The earth rotates on its axis.

exi.
exj.
exk.
Describing, inferring, observing
exl.
exm.
C.
Materials:
exn.
Tellurian, globe, top
exo.
exp.
References:
exq.
Science and Health Module IV by Mrs. Jessie A. Villegas pp. 64-65
exr.
Britannica Junior Encyclopedia p. 169; Learning and Growing Through Science IV p.
372
exs.
ext. III. Procedure:
exu.
A.
exv.
1.
Motivation:
exw.
exx.
exy.3.
1.
Show a top. Ask if they have played or seen one play this toy before.
2.
Spin the top. How does the top move?
Let's find out how the earth rotates. Will it spin like the top?
exz.
eya.
eyb.
eyc.
eyd.
1.
2.
3.
B.
Presentation:
Divide the class in groups.
Set up the standards with the class.
eye.
eyf.
C.
Concept Formation:
eyg.
1.
Each group gives their observations.
eyh.
2.
What do you call the support where an object rotate or turn?
eyi. 3. Does the earth have this axis? Is it real o imaginary?
eyj.
eyk.
D.
Generalization:
eyl.
1. What is rotation?
eym. 2.
How does the earth rotate?
eyn.
eyo.
E.
Application:
eyp.
Like the top or the globe that you can rotate, do you think there is someone who
akes the Earth rotates?
eyq.
IV.
Evaluation:
eyr.
Take turns in showing how the earth rotates by:
eys.1.
using the top
eyt. 2.
using the globe
eyu.
3.
by yourself
eyv.
eyw. V.
Assignment:
eyx.
Get an object that resembles the shape of he earth. Stick something that serves as
the axis. Show how the earth rotates using this.
eyy.
eyz.
eza.
ezb.
ezc.
Date: ____________
ezd.
eze.
ezf.
ezg.
I.
Objective:
State that the earth takes one day or 24 hours to make a complete rotation on its axis
Values:Be a good listener and an active participant during discussions.
ezh.
ezi.
II.
Subject Matter:
ezj.
Earth, Moon and Sun
ezk.
ezl.
ezn.
A.
Science Concept:
Earth takes one day or 24 hours to complete the rotation on its axis
ezm.
ezo.
Describing, communicating
ezp.
ezq.
ezr.
ezs.
C.
Materials:
Globe, rubber ball, barbeque stick, tellurian
ezt.
References:
ezu.
Science and Health Module IV- by Mrs. Jessie A. Villegas p. 64 Britannic Junior
Encyclopedia p. 169; Learning and Growing Through Science IV p. 312
ezv.
ezw. III.
ezx.
ezy.
fab.
fac.
fae.
faf.
ezz.
faa.
B.
Procedure:
A.
1.
Review:
How does the earth rotate?

Presentation:
1. Motivation/Presentation:
fad.
Motivation/Presentation If the Earth rotates on its axis, how long do you think it
takes to complete one rotation?
2. Lesson Proper:
fag. Activity I
fah. a.
Push a barbeque stick through the rubber ball.
fai. b.
faj. c.
fak. 1.
fal. 2.
fam.
fan.
Paste a piece of colored paper on the rubber ball.

Twirl the stick to make the rubber ball rotate.
Did you notice the rubber ball rotate? ~.
How many turns did it make?
C.
Concept Formation:
fao. 1. Pupils report their observations.
fap. 2. Lead the pupils in a discussion in order to formulate a generalization after reading this
selection.
faq.
far.
D.
Generalization:
fas.
How long does u. take the Earth to complete one rotation on its axis?
fat.
fau.
E.
Application:
fav.
If the earth makes a complete rotation on its axis in one day or 24 hours, how many times
does it make a complete rotation in a week?
faw.
fax.IV. Evaluation:
fay.
Mark with a () those statements that are true and ( x ) with those that are not.
faz. 1.
The earth rotates on its axis.
fba. 2.
The earth stops rotating after 24 hours.
fbb.3.
One complete rotation of the earth is done in 24 hours or one day.
fbc.
fbd.
V.
Assignment:
fbe.
How many times does the Earth make a complete rotation on its axis
fbf. 1.
in a month?
fbg.2.
in a year?
fbh.
fbi.
fbj.
Date: ____________
fbk.
fbl.
I.
Objective:
Show through a model hw Earth's rotation on its axis causes day and night
fbm.
fbn.
Values:The periodic cycle of a day and night is like the ups and downs
in a persons life. This shows that there is always hope.
fbo.
fbp.
II.
fbq.
fbr.
Earth, Moon and Sun
fbs.
Subject Matter:
A.
(What Causes Day and Night?)
Science Concept:
The rotation of the Earth on its axis causes day and night.
fbt.
fbu.
fbv.
Describing, communicating, observing, inferring
fbw.
fbx.
C.
Materials:
fby.
Tellurian (Orrery)
fbz.
fca.
References:
fcb.
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 64
fcc.
Science Teachers Training Resource Material for Practical Work: Jessie A. Villegas p. 24
fcd.
fce. III. Procedure:
fcf.
A.
Review:
fcg.
1. How does he earth rotate?
fch. 2. How long does the Earth take to make a complete rotation?
fci.
fcj.
B.
Lesson Proper:
fck.
1. Motivation:
fcl.
What time do you come to school?
fcm. What time do you sleep?
fcn.
What do you think cause these time of the day?
fco.
fcp.
2. Activity/Procedure:
fcq. 2.1. Switch on the flashlight of the tellurian.
Observe how the globe is illuminated.
fcr. 2.2. Turn slowly the I-beam of the tellurian in counter-clockwise direction.
Observe any changes on the part of the globe that is illuminated.
fcs.
fct.
C.
fcu.
fcx.
fcy.
Concept Formation/Discussion:
1. What does the globe represent?
fcv. 2. What does the flashlight represent?
fcw.
3.
Is the same place of the globe illuminated all the time as it rotate?
D.
Generalization:
What are there days and nights?
fda. What causes days and nights?
fdb.
E.
Application:
fdc.
If the Philippines face the light source, which is the sun, what time is it in the
Philippines?
fdd.
fde.IV. Evaluation:
fdf.
fdg.1. A certain place in the earth faces the sun. What time is it in that place?
fdh.
a. night time
c. play time
fdi.
b. day time
d. bed time
fdj. 2. The place on earth that is on the opposite side of the light source is
fdk.
a. night.
c. sunset
fdl.
b. day
d. Sunday
fdm.
fdn.
V.
Assignment:
fdo.
What causes day and night?
fcz.
fdp.
fdq.
fdr.
Date: ____________
fds.
fdt.
I.
Objective:
Describe that the rotation of the earth is in counter-clockwise direction as

seen from the top of North Pole
fdu.
fdv.
Values:Unity: A unified effort in what ever activity brings better

results
fdw.
fdx.
II.
fdy.
fdz.
Earth, Moon and Sun
fea.
Subject Matter:
A.
(In what direction does the earth rotates?)
Science Concept:
The earth rotates in a counter-clockwise direction as seen from the top of North Pole
feb.
fec.
fed. Describing, observing
fee.
fef. C.Materials:
feg.
Globe, wall clock
feh.
fei.
References:
fej.
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
fek.
Britannica Junior Encyclopedia p. 169
fel.
Into the Future: Health and Science I pp. 234-235
fem.
fen.III. Procedure:
feo.
A.
Review
fep. 1.
What causes day and night?
feq. 2.
How many hours make one day?
fer. 3.
What time on Earth is at the side facing the sun?
fes. 4.
What is it on the opposite side not facing the sun?
fet.
feu.
B.
Lesson Proper
fev.
1. Motivation
few.
Observe the hands of the clock. From what direction to what direction do its
hands move? What do we call this direction?
fex.
fey.
ffh.
ffi.
ffj.
ffn.
ffo.
ffp.
ffq.
2. Activity Proper
fez. a.
Divide the class into groups.
ffa. b.
For each group, give a globe.
ffb. c.
ffc. 1. Get a globe.
ffd. 2. Trace its axis with a strip of colored paper or yarn.
ffe. 3. Turn the globe from left to right or west to east direction.
fff. a.
Observe the movement of the globe above the North Pole.
ffg. b.
Describe the movement of the globe if viewed beneath the South Pole.
C.
Concept Formation:
ffk. 1. When you turned the globe from left to right or from west to east, is the earth's rotation
the same as the direction of the hands of the clock? If nut, what do you call this direction?
ffl. 2. When you viewed the movement of the globe above the North Pole, what is the direction
of the Earth's rotation?
ffm.
3.
How do you describe the earth's rotation on the South Pole?
D.
Generalization:
In what direction does the earth rotate?
How does the earth rotate as seen from the North Pole?
E.
Application:
ffr. Let's play a game. Form a circle. The leader will say clockwise or counterclockwise. The
one who goes the other way will be he IT.
ffs.
fft. IV. Evaluation:
ffu. 1.
How do you describe the movement of the hands of the clock?
ffv. a. clockwise
ffw.b. counter-clockwise
ffx. c. left to right
ffy. 2.
As seen from the North Pole, the Earth rotates in direction.
ffz. a. clockwise
fga. b. counter-clockwise
fgb.c. east to west
fgc.
fgd.
V.
Assignment:
fge.
Draw the rotation of the earth on its axis. Use arrows- to illustrate the direction of its
movement.
fgf.
fgg.
fgh.
Date: ____________
fgi.
fgj.
fgk.
fgl.
I.
Objective:
Describe the movement of the earth around the sun

Values:Wise use of time. Use your time wisely because as the earth
revolves around the sun, time is moving and lost time can never be
retrieved.
fgm.
fgn.
II.
fgo.
fgp.
Earth, Moon and Sun
fgq.
Subject Matter:
A.
(The Movement of the Earth Around the Sun)
Science Concept:
The earth as it rotates on its axis, revolves also around the sun. It revolves following west to
east direction (counter-clockwise).
fgr.
fgt.
Inferring, observing, describing
fgu.
fgv.C.Materials:
fgw.
Tellurian (Orrery), taped music, radio cassette
fgx.
fgy.
References:
fgz.
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65 Training Module in the
Use of Practical Work in Teaching Science Jessie A. Villegas p. 14
fha.
fhb.
fhc.III. Procedure:
fhd.
A.
Review
fhe. How does the earth rotate?
fhf. What is the effect of the earth's rotation?
fhg.
fhh.
B.
Lesson Proper
fhi.
1. Motivation
fhj.
Where does the sun rise? Where does it set? Why do you think so?
fhk.
fhl.
2. Activity Proper
fgs.
fhm. We will find out why and how the sun seems to rise in the east and sets in the
west.
fhn.a. Group the children.
fho.b. Explain the procedure.
fhp.
1. Each group will work with a tellurian.
fhq.
2. Turn the I-beam of the tellurian in a counter-clockwise direction.'
fhr.
3. Observe:
fhs. a. Does the earth of the tellurian rotate about its axis as it revolves?
fht. b. In what direction does the earth revolve?
fhu.
fhv.
fhw.
fhz.
fia.
fie.
fig. IV.
fii.
fil.
C.
Concept Formation:
How does the earth revolve around the sun?
Since it revolves in a counter-clockwise direction, in what direction does the sun apparently
rise and set?
D.
Generalization:
fhx.1. How does the earth revolve around the sun?
fhy.2. Why do we see the sun travel across the sky from east to west as though it was moving
around the earth when in fact it is not?
E.
Application:
fib. 1. Let's play a game.
fic. 2. Select one who will represent the sun and stand in the middle of the circle.
fid. 3. Each one will take turns to represent the earth. The circle is the orbit (path) of the earth
around the sun.
4. Imitate the movement of the earth as it moves around the sun. Move with a music.
fif.
Evaluation:
fih.
1.
The earth travels around the sun. This movement is called
fij.
a. orbit
c. rotation
fik.
b. revolution
d. trip
2. What direction does the movement of the earth around the sun follow?
fim.
a. west to east
c. north to south
fin.
b. east to west
d. east to north
fio.
fip. V. Assignment:
fiq.
Make an illustration of the movement of the earth around the sun.
fir. SCIENCE AND HEALTH IV

fis.
fit.Date: ____________
fiu.
fiv.
I.
Objective:
State that the earth takes 12 months/365 1/4 days/one year to make a complete revolution
around he sun to make a complete revolution around the sun. (366 days on every fourth
year/leap 'tear)
fiw.
fix.
Values:Avoid superstitions. Always seek for the scientific explanation of

everything. Example: It is not true that if you are February born, you are
lacking something in your personality because it has only 28 days.
fiy.
fiz.
II.
fja.
Subject Matter:
Earth, Moon and Sun

fjb.
(The earth takes one year or 365 1/4 days to complete a revolution around the
sun)
fjc.
fjd.
fjf.
A.
Science Concept:
The earth revolves around the sun.

It takes the earth 365 1/4 days to make a complete revolution around the sun and 366 days
every fourth year/leap year.
fje.
fjg. Describing, inferring
fjh.
fji. C.Materials:
fjj.
Pictures showing the revolution of the earth
fjk.
Chart with a selection about the revolution of the earth
fjl.
fjm.
fjn.
References:
Into the Future: Science and Health 4 - Gutierrez and Nakpil pp. 236-237
fjo.
fjp.
fjq. III. Procedure:
fjr.
A.
Review
fjs.
How does Earth revolve around the sun?
fjt.
fju.
B.
Lesson Proper
fjv.
1. Motivation
fjw.
Let's see the illustration you made on the revolution of the earth around the sun.
How long do you think it takes the earth to make a complete revolution?
fjx.
fjy.
2. Activity Proper
fjz. a.
Here is a selection about the revolution of Earth.
fka. b.
Pupils read the selection silently.
fkb.c.
Form dyads then answer these questions.
fkc.
1. What are the two kinds of calendar years?
fkd.
2. How does each calendar year differ from each her?
fke.
fkf.
C.
Concept Formation:
Pupils working as dyads report their answers.
fkh.
D.
Generalization:
fki.
How long does it take the earth to complete one revolution around the sun?
fkj.
fkk.
E.
Application:
fkl. Leny was born on February 29. Will she be celebrating her birthday on the same day
every year? Why?
fkm.
fkn.
IV.
Evaluation:
fko.
fkp.1.
What does the earth's revolution mean?
fkq.a. turning of the earth on its axis
fkr. b. the sun's travel around the earth
fks. c. the earth's movement around the sun
fkt. 2.
How many days does the earth actually complete a revolution?
fku.
a. 365 days
c. 366 1/12 days
fkv.
b. 365 1/4 days d. 366 1/2 days
fkw.
fkx.
V.
Assignment:
fky.
Find out how many times the earth has completed is revolution since you were born.
fkg.
fkz.
fla.
flb.
Date: ____________
flc.
fld.
I.
Objective:
Show through a model how the earth revolves around the sun following an orbit
fle.
flf.
Values:Follow directions correctly
flg.
flh.
fli.
II.
Subject Matter:
Earth, Moon and Sun

flj. (The Earth follows a path called orbit as it revolves around the sun)
flk.
fll.
A.
Science Concept:
The earth follows a curved path or orbit as it revolves around the sun.
Its orbit is a nearly circular ellipse.
When the earth is closest to the sun in its orbit, we call this perihelion.
When the earth is farthest from the sun, we call this aphelion.
flm.
fln.
flo. Observing, describing, inferring
flp.
flq. C.Materials:
flr.
Tellurian, picture showing the revolution of the earth around the sun
fls.
flt.
References:
flu.
flv.
Britannica Junior Encyclopedia pp. 169-170
flw.
flx. III. Procedure:
fly.
A.
Review
flz. What do we call the movement of the earth around the sun?
fma.
How long does the earth take to make one complete revolution?
fmb.
fmc.
B.
Lesson Proper
fmd.
1.
Motivation
fme. What do you call the place you follow when you walk from here to the gate?
(path)
fmf.
Do you think the earth also follows a path as it move around the sun?
fmg.
fmh.
2.
fmi.
fmj.
fmk.
fml.
fmm.
fmn.
fmo.
fmp.
1.
2.
Presentation
1.
Identify the parts of the teliurian and what each part represents.
2.
Show the picture of the revolution of the earth.
3.
Group the pupils.
4.
C.
Concept Formation:
Lead the discussion to arrive at the concept.
fmq.
fmr.
D.
Generalization:
fms.
1.
Does the earth follow a path as it revolves around the sun?
fmt.
2.
What do you call this path?
fmu. 3.
Is the orbit always the same in distance from the center?
fmv. 4.
What is the shape of the earth's orbit?
fmw.
fmx.
E.
Application:
fmy.
What do you think will happen if the earth does not follow an orbit as it moves
around the sun?
fmz.
fna.
IV.
Evaluation:
fnb.1. The movement of the earth around the sun is called
fnc.
a. direction
fnd.
b. rotation
fne.
c. revolution
fnf. 2. As the earth travels around the sun, it follows a path called
fng.
a. axis
fnh.
b. poles
fni.
c. orbit
fnj.
fnk.
V.
Assignment:
fnl.
Draw the picture of the orbit of the earth as it revolves around the sun.
fnm.
fnn.
fno.
Date: ____________
fnp.
fnq.
I.
Objective:
Show through a model that as the moon travels around the earth, it also makes one complete
rotation so that the same side of the moon is facing the earth all the time
fnr.
fns.
Values:Follow directions correctly
fnt.
fnu.
II.
fnv.
fnw.
Earth, Moon and Sun
fnx.
Subject Matter:
A.
(How the Moon Moves)
Science Concept:
The moon revolves around the earth.

The moon rotates as it revolves around the moon.
As the moon revolves around the earth, it also makes one complete rotation so that the same
side of the moon is facing the earth all the time.
fny.
foa. Observing, describing, inferring, demonstrating
fob.
foc. C.Materials:
fod.
Tellurian, globe
foe.
fof.
References:
fog.
foh.
Into the Future: Science and Health pp. 240-241
foi.
foj. III. Procedure:
fok.
A.
Review
fol.
What do you call the path that the earth follows as it travels around the sun?
fom.
fon.
B.
Lesson Proper
foo.
1. Motivation
fop.
Here's a riddle. Can you answer it?
foq.
"Home alone at night.
for.
I opened the window.
fos.
What do you think I saw?
fot.
A big, big, bright centavo."
fnz.
fou.
fov.
fow.
foy.
foz.
2.
fox.
What is it that I saw?
Presentation
Does the moon also rotate and revolve like the earth? Why do you think so?
3. Activity Proper
fpa. a.
Group the pupils.
fpb.b.
fpc.
fpd.Activity I Group 1
fpe. 1.
Turn counter-clockwise the I-beam of the tellurian.
fpf. 2.
Observe how the moon moves.
fpg.a. Does the moon revolve around the earth?
fph.b. In what direction does it move?
fpi. c. Does it revolve around the sun?
fpj. d. In what direction does it move?
fpk.
fpl.
C.
Concept Formation:
fpm.
fpn.
fpo.
D.
Generalization:
fpp.
1. What are the motions of the moon?
fpq.2. How does it move around the earth?
fpr.
fps.
E.
Application:
fpt.
If there is no moon, do we experience the same things we have now? Why?
fpu.
fpv.IV. Evaluation:
fpw.
fpx.1.
The moon is {(a) smaller than (b) bigger than (c) as big as} the earth.
fpy.2.
The moon turns as it {(a) rotates (b) revolves (c) turns away} around the earth.
fpz. 3.
One complete revolution of the moon around the sun is {(a) longer (b) shorter (c) the
same} as its rotation.
fqa.
fqb.
V.
Assignment:
fqc.
Observe the moon. Describe what you see.
fqd.
fqe.
fqf.
Date: ____________
fqg.
fqh.
I.
Objective:
Explain why the same side of the moon is always facing the earth
fqi.
fqj.
Values:Work with others in a group harmoniously.
fqk.
fql.
II.
Subject Matter:
fqm. Earth, Moon and Sun

fqn.(Why the Same Side of the Moon is Always Facing Earth)
fqo.
fqp.
A.
Science Concept:
We only see one side of the moon.

One side is concealed from our view. This side is called the dark side.
We see only one side of the moon because the same side is always facing earth.
fqq.
fqr.
fqs. Observing, describing, inferring
fqt.
fqu.
C.
Materials:
fqv.
Tellurian
fqw.
fqx.
References:
fqy.
Science and Health Module IV - by Mrs. Jessie A. Villegas pp. 65-66 Manual of Science
Experiments (Jessie A. Villegas) p. 138 Into the Future: Science and Health 4 pp. 240-241
fqz.
fra.
frb.III. Procedure:
frc.
A.
Review
frd.
Describe how the moon revolves around the earth.
fre.
frf.
B.
Lesson Proper
frg.
1. Motivation
frh.
Was there a moon last night? Describe the moon you saw.
fri.
frj.
2. Presentation
frk.
Do we see on earth the whole of the moon? Let's find out.
frl.
frm.
frs.
frt.
fru.
frv.
frw.
D.
frx.
fry.
frz.
3.
Activity Proper
frn. a.
Place the moon between the sun and the earth and position the tellurian in such a
way that the golden side of the moon is facing north.
fro. b.
Give the I-beam a half turn.
frp. 1. Does the moon make a half revolution?
frq. 2. Does the moon make a half rotation?
frr.
C.
Concept Formation:
Generalization:
Why is the same side of the moon always facing the earth?
E.
Application:
fsa.
If the moon rotates faster than its revolution around the Earth, will its half still face the
Earth all the time?
fsb.
fsc. IV. Evaluation:
fsd.
Write a paragraph that explains the same side of the moon is always facing Earth.
fse.
fsf. V. Assignment:
fsg.
Bring a calendar.
fsh.
fsi.
fsj.
Date: ____________
fsk.
fsl.
I.
Objective:
Infer that the moon travels around Earth once about 29 1/2 days
fsm.
fsn.
Values:Be a keen observer and report observations accurately.
fso.
fsp.
fsq.
II.
Subject Matter:
Earth, Moon and Sun

fsr. (How long does it take the moon to travel around earth?)
fss.
fst.
A.
Science Concept:
The moon makes a complete revolution around Earth once about 29 1/2 days.
fsu.
fsw.Observing, inferring
fsx.
fsy. C.Materials:
fsz.
Calendar
fta.
ftb.
References:
ftc.
ftd.
fte.
ftf. III. Procedure:
ftg.
A.
Review
fth.
Why do we see only one side of the moon?
fti.
ftj.
B.
Lesson Proper
ftk.
1. Activity Proper
ftl. 1.
Study the calendar.
ftm.
2.
Answer the questions
ftn. a. When does the first new moon appear?
fto. b. When does the next new moon appear?
ftp. c. How many days are there from the first new moon to the next?
ftq.
ftr.
C.
Concept Formation:
fts.
fsv.
ftt.
ftu.
D.
ftv.
ftw.
ftx.
E.
Generalization:
How long does the moon make a complete revolution around Earth?
Application:
fty. If the moon travels around Earth and goes through two new moons in 29 1/2 days, how
many new moons will it go through in a year?
ftz.
fua.
IV.
Evaluation:
fub.
Study the calendar for the month of March, 2003. Answer these questions.
fuc. 1.
When is the first new moon?
fud.2.
When is the next new moon?
fue. 3.
How many days are there between the appearances of the new moons?
fuf. 4.
What do we call this period?
fug.
fuh.
V.
Assignment:
fui.
Make a sample calendar for a month. Name your month. Mark when the two new moons
appear.
fuj.
fuk.
ful.
Date: ____________
fum.
fun.
I.
Objective:
Show through a model that the moon travels around the earth once about 19 1/2 days
fuo.
fup.
Values:Participate actively in group works
fuq.
fur.
II.
fus.
fut.
Earth, Moon and Sun
fuu.
Subject Matter:
A.
(The Moon travels Around Earth)
Science Concept:
The moon completes one revolution once about 29 1/2 days.
fuv.
fuw.
fux.Observing, inferring, demonstrating
fuy.
fuz.C.Materials:
fva.
Tellurian
fvb.
fvc.
References:
fvd.
fve.
Into the Future: Science and Health 4 p. 241
fvf.
fvg.III. Procedure:
fvh.
A.
Review
fvi.
How many days are there between the appearances between two new moons?
fvj.
fvk.
B.
Lesson Proper
fvl.
1. Activity Proper
fvm. 1. Group the pupils. One group performs and the other group observes.
fvn.2. Explain the procedure.
fvo.
a. Place the tellurian in such a way that the sun, moon and earth are in a straight
line.
fvp.b. turn slowly the I-beam of the tellurian in a counter-clockwise direction and count
the number of rotations the moon makes as it completes one revolution around the
earth.
fvq.3. Write your observations and inferences.
fvr.
a. How many rotations did the moon make in one complete revolution around
Earth?
fvs.
b. What can you infer from these observations?
fvt.
fvu.
C.
fvv.
fvx.
fvy.
fvz.
fwa.
fwb.
Concept Formation:
1. Pupils report their observations.
fvw.
2.
Pupils discuss their inferences.
D.
Generalization:
How long does it take the moon to make a complete revolution around Earth?
E.
Application:
fwc.
The moon revolves around Earth in approximately 29 1/2 days, what do you call
this length of time?
fwd.
fwe.
IV.
Evaluation:
fwf.
What shows that the moon complete one revolution in 29 '/2 days?
fwg.
fwh. V.
Assignment:
fwi.
Observe the moon and its appearances. Record what you see every night.
fwj.
fwk.
fwl.
Date: ____________
fwm.
fwn.
I.
Objective:
Explain how the moon lights the earth at night

fwo.
fwp.
Values:Like the moon that reflects from the sun, you in also reflect the
goodness that you have by your good deeds and kind act towards
others.
fwq.
fwr.
II.
fws.
fwt.
Earth, Moon and Sun
fwu.
Subject Matter:
A.
(How the Moon Lights the Earth at Night)
Science Concept:
The moon lights the earth at night.

Moonlight is sunlight reflected to earth by the moon.
fwv.
fww.
fwx.
fwy.
fwz.
C.
Materials:
fxa.
Tellurian, mirror, picture
fxb.
fxc.
References:
fxd.
fxe.
fxf.
fxg.III. Procedure:
fxh.
A.
Review
fxi. How long does it take the moon to make a complete revolution around Earth? What do
we call this length of time?
fxj.
fxk.
B.
Lesson Proper
fxl.
1. Motivation
fxm. Show the picture of children playing in the moonlight.
fxn.Ask:
fxo.
Have you ever played during moonlight nights? How do you describe the
moonlight?
fxp.
fxq.
2. Activity Proper
fxr. 1. Group the children.
fxs. 2. Explain the procedure.
fxt.
a. Switch the flashlight of the tellurian.
fxu.
b. Place the mirror at the night side of the earth facing the flashlight.
fxv.c. Adjust the position of the mirror until it reflects the light directly to the dark side
(night side of the earth) of the globe.
fxw.
d. Write your observations and inferences.
fxx.
1. What does the flashlight represent?
fxy.
2. Which side of the globe is illuminated by the flashlight?
fxz.
fya.
C.
Concept Formation:
Pupils report and discuss their observations and inferences.
D.
Generalization:
How does the moon light the earth at night? Where does the moon get its light?
fyb.
fyc.
fyd.
fye.
fyf.
fyg.
E.
Application:
fyh.
Get a mirror. Position it such that it receives light from the sun. tilt the mirror toward a
wall. Can you see the light? What kind of light is this?
fyi.
fyj. IV. Evaluation:
fyk.
Write a paragraph explaining how the moon lights the earth at night.
fyl.
fym. V.
Assignment:
fyn.
Continue your observations of the moon. Record what you see/observe.
fyo.
fyp.
fyq.
fyr.
Date: ____________
fys.
fyt.
I.
Objective:
Observe the apparent changes in the shape of the moon.

fyu.
fyv.
Values:Keep yourself healthy, physically and mentally.
fyw.
fyx.
fyy.
II.
Subject Matter:
Earth, Sun and Moon

fyz. The apparent changes of the shape of the moon
fza.
fzb.
A.
Science Concept:
The moon seems to change its shape. There apparent changes are called phases of the moon.
The four phases of the moon are New Moon, First Quarter Moon, Half Moon and Full Moon.
The moon changes it shape (phase) as seen from night to night on Earth.
fzc.
fzd.
fze.
fzf.
fzg. C.Materials:
fzh.
Tellurian
fzi.
fzj.
References:
fzk.
fzl.
Science Encyclopedia (Hutchinson) p. 179
fzm.
fzn.III. Procedure:
fzo.
A.
Review
fzp. How does the moon light the earth at night?
fzq.
fzr.
B.
Lesson Proper
fzs.
1. Motivation/Presentation
fzt.
What did your observe about the moon from night to night?
fzu.
fzv.
2. Activity Proper
fzw.
a.
Group the pupils
fzx. b.
Record your observations
fzy. 1. Place the moon of the tellurian between the sun and the earth. (This position is
known as the New Moon)
fzz. - Is the moon visible on earth at this position?
gaa.
- What phase of the moon is this called?
gab.
gac.
gad.
1.
gae.
gaf.
D.
gag.
1.
gah.
2.
gai.
gaj.IV. Evaluation:
gak.
gal.
gam.
gan. V.
gao.
C.
Concept Formation:
Generalization:
Why do we see different shapes of the moon?
What do you call these apparent changes on the shape of the moon?
Make these phases of the moon.
Assignment:
Observe the moon tonight. Describe its shape. Name this shape of the moon.
gap.
gaq.
gar.
gas.
Date: ____________
gat.
gau.
I.
Objective:
Describe the changes of the moon as seen from night to night

gav.
gaw.
Values:Submit clean and neat projects.
gax.
gay.
II.
gaz.
gba.
gbb.
Earth, Sun and Moon

Changes in the shape of the moon
gbc.
Subject Matter:
A.
Science Concept:
The moon changes its shape from night to night.

gbd.
gbe.
gbf.
Identifying, Observing
gbg.
gbh.
C.
Materials:
gbi.
Coupon bond paper, black and yellow crayons, chart showing the phases of the moon
gbj.
gbk. References:
gbl.
Science Module 4 p. 65; Into the Future: Health and Science IV p. 245
gbm.
gbn. III.
Procedure:
gbo.
A.
Review
gbp.
Does the moon really change its shape? What do you call there shapes of the
moon?
gbq.
gbr.
B.
Lesson Proper
gbs.
1.
Motivation
gbt.
From your record of observation, does the moon change from night to night?
gbu.
gbv.
2.
Activity Proper
gbw.
Draw the shapes of the moon based on your observations. (Previously _assigned
activity)
gbx.
gby.
C.
Concept Formation:
gbz.
1.
What are the changes in the shape of the moon?
gca.
gcb.
gcc.
gcd.
gce.
gcf.
gcg.
gch.
2.
3.
4.
Which phase is the brightest?

Which phase is like a half-ball or letter D?
Which phase is like a C?
D.
Generalization:
How do you describe the shape of the moon as seen from night to night?
E.
Application:
gci. Which phase of the moon do you like best? Why?
gcj.
gck.
IV.
Evaluation:
gcl.
Draw the shapes of the moon. Describe each phase.
gcm.
gcn.
V.
Assignment:
gco.
Bring a calendar which has the phases of the moon.
gcp.
gcq.
gcr.
gcs.
gct.
gcu.
Date: ____________
gcv.
gcw.
I.
Objective:
Explain why there are 12 months in a year

gcx.
gcy.
Values:Teamwork
gcz.
gda.
II.
gdb.
gdc.
gdd.
Earth, Sun and Moon

Why there are 12 months in a year
gde.
Subject Matter:
A.
Science Concept:
There are 12 months in a year. This is due to the fast that there is anew moon in each month
and there are 12 new moons in a year
gdf.
gdg.
gdh.
gdi.
gdj.
C.
Materials:
gdk.
calendar
gdl.
gdm. References:
gdn.
Science Module (Jessie A. Villegas) p. 65
gdo.
Science Encyclopedia (Hutchinson) pp. 179-180
gdp.
gdq. III.
Procedure:
gdr.
A.
Review
gds.
Phases of the moon
gdt.
gdu.
B.
Lesson Proper
gdv.
1.
Motivation
gdw. What month is your birthday?
gdx.
How many months from your birthday will be your next birthday?
gdy.
gdz.
2.
Activity Proper
gea.
a.
Study the calendar
geb.
b.
How many "new moons" are in every month?
gec.
c.
How many `anew moons" in a year?
ged.
d.
What does this mean?
gee.
gef.
C.
Concept Formation:
geg.
Pupils report and discuss their observations.
geh.
gei.
D.
Generalization:
gej.
Why are there 12 months in a year?
gek.
gel.
E.
Application:
gem.
How many "new moons" will be there from New Year to Christmas? How many
months are there?
gen.
geo.
IV.
Evaluation:
gep.
Write a paragraph that explains why there are 12 months in a year.
geq.
ger.V. Assignment:
ges.
Count the number of new moons from now to vacation time (April). How many months
is that?
get.
geu.
gev.
Date: ____________
gew.
gex.
I.
Objective:
Explain why there are seasons

gey.
gez.
Values:Preparedness. We must always be prepared for the changes of

seasons.
gfa.
gfb.
gfc.
II.
Subject Matter:
Earth, Sun and Moon

gfd.Why are there seasons?
gfe.
gff.
A.
Science Concept:
gfg.There are two factors that account for the alternations of seasons.
gfh.1. the tilting of the earth's axis at 23 1/2 degrees.
gfi. 2. the revolution of the earth around the sun.
gfj.
gfk.
gfl.
Observing, Communicating, Inferring
gfm.
gfn.
C.
Materials:
gfo.
Tellurian (orrery)
gfp.
gfq.
References:
gfr.
Science and Health Module IV (Jessie A. Villegas) p. 69
gfs.
gft. III. Procedure:
gfu.
A.
Review
gfv.
Why are there 12 months in a year?
gfw.
gfx.
B.
Lesson Proper
gfy.
1. Motivation
gfz.
What part of the year do you enjoy going to the beaches? Why?
gga.
ggb.
2.
Presentation
ggc.
What do you think causes seasons like winter, summer, fall and spring o the wet
and dry seasons in the Philippines?
ggd.
gge.
3.
Activity Proper
ggf.1.
Align the sun, moon and earth in that order in the tellurian.
ggg.
2.
Slowly turn the I-beam counter-clockwise to make one complete
revolution of the earth around the sun.
ggh.
3.
Switch the flashlight; turn the radial beam in order to rotate the earth
about its axis as it revolves around the sun.
ggi. 4.
Record your observations
ggj. a. Is the earths axis tilted?
ggk.
b.
What do you think is the season of the Northern hemisphere when the
earth is tilted away from the sun?
ggl.
ggm.
ggn.
C.
Concept Formation:
ggo.
Pupils report and discuss their observations and inferences
ggp.
ggq.
D.
Generalization:
ggr.
Why are there seasons?
ggs.
ggt.
E.
Application:
ggu.
Will there be different seasons if the earth's axis is not tilted as it rotate and revolve?
ggv.
ggw. IV.
Evaluation:
ggx.
ggy.
1.
The earth's axis is tilted at
ggz.
a. 22 1/3
b. 23 1/20
c. 23 1/4
gha.
2.
Approximately half of the year is tilted away from the sun. This time it is
ghb.
a. winter
b. summer
c. autumn
ghc.
3.
The part of the year that is tilted toward the sun is
ghd.
a. winter
b. summer
c. spring
ghe.
ghf.
V.
Assignment:
ghg.
Why do we have only 2 seasons in the Philippines?
ghh.
ghi.
ghj.
Date: ____________
ghk.
ghl.
I.
Objective:
Explain why eclipses happen

ghm.
ghn.
Values:Seek explanation for events that happen. Avoid superstitions
gho.
ghp.
II.
Subject Matter:
ghq.
ghr.
Earth, Moon and Sun

Why Eclipses Happen
ghs.
ght.
A.
Science Concept:
An eclipse happen when one heavenly body obstructs sunlight and casts a shadow upon
another body.
An eclipse may be total or partial.
ghu.
ghv.
ghw.
ghx.
ghy.
C.
Materials:
ghz.
Tellurian (orrery)
gia.
gib.
References:
gic.
Science and Health 4 (Jessie A. Villegas) p. 66
gid.
gie.
gif. III. Procedure:
gig.
A.
Review
gih.
Why are there seasons?
gii.
gij.
B.
Lesson Proper
gik.
1. Motivation
gil. a.
Have you experienced or heard about eclipses? Pupils tell their experience, if
there is.
gim.
b.
Ask: Why do people fear eclipses? What is their belief about eclipses?
gin. c.
Do you think this is really a bad omen ?
gio.
gip.
2. Presentation:
giq. a. What causes eclipses?
gir. b. Group the pupils. One group performs, the others observe.
gis. c. Explain the procedure.
git. 1. Place the moon directly between the sum and the earth. Turn on the flashlight of
the tellurian.
giu.
2. Observe the globe.
giv.
- Does the moon form a shadow on the globe? - Why?
giw.
- What is this event called?
gix.
giy.
C.
giz.
gja.
gjb.
Concept Formation:
D.
Generalization:
gjc.
Why do eclipse happen?
gjd.
gje.
E.
Application:
gjf.
Do you still believe that eclipses happen because they are signs of bad things to come? Why?
gjg.
gjh.
IV.
Evaluation:
gji.
Explain why eclipses happen.
gjj.
gjk.
V.
Assignment:
gjl.
Read about eclipses that have been observed in the Philippines. Report what you've read.
gjm.
gjn.
gjo.
Date: ____________
gjp.
gjq.
I.
Objective:
Explain why a solar eclipse happen

Show through a model the position of the earth, moon and sun during a solar eclipse
gjr.
gjs.
II.
gjt.
gju.
gjv.
Earth, Moon and Sun

How a Solar Eclipse Happen
gjw.
Subject Matter:
A.
Science Concept:
A solar eclipse occur when the moon is exactly in line between the sun and the earth, the
moon casts a shadow on earth.
During a solar eclipse, the sky darkens.
gjx.
gjy.
gjz.
gka.
gkb.
C.
Materials:
gkc.
Tellurian (orrery), illustration of a Solar Eclipse
gkd.
gke.
References:
gkf.
Science and Health 4 (Jessie A. Villegas) p. 66
gkg.
Into the Future: Health and Science 4 pp. 246-248
gkh.
gki.III. Procedure:
gkj.
A.
Review
gkk.
Why do eclipses happen?
gkl.
gkm.
B.
Lesson Proper
gkn.
1.
Motivation
gko.
What will you feel if the sky becomes dark on the middle of the day?
gkp.
gkq.
2.
Presentation
gkr.a. Form the pupils into groups.
gks.
b. Explain the procedure.
gkt.
gku.
Activity 1
gkv.
1. Place the moon of the tellurian directly between the sun and the globe.
gkw. 2. Turn on the flashlight of the tellurian.
gkx.
gky.
3.
gkz.
gla.
b.
glb.
glc.
C.
gld.
gle.
glf.
glg.
D.
Observe:
a.
Does the moon block the light from the sun?
Does the moon cast a shadow on the globe?
Concept Formation:
Pupils report and discuss their observations and inferences.
Generalization:
How does a solar eclipse happen?
gli.
glj. IV. Evaluation:
glk.
Show the position of the moon, sun and earth during a solar eclipse in a drawing.
gll.
glm. V.
Assignment:
gln.
Draw an illustration of the Solar Eclipse.
glo.
glp.
glq.
glh.
glr.
gls.
glt.
Date: ____________
glu.
glv.
I.
Objective:
Explain why a lunar eclipse occur

Show. through a model the position of the earth, moon and sun during a lunar eclipse
glw.
glx.
Values:A void superstitions. Try to seek explanations to natural

phenomena that happen.
gly.
glz.
II.
gma.
gmb.
gmc.
Earth, Moon and Sun

Why Lunar Eclipses Occur
gmd.
Subject Matter:
A.
Science Concept:
A lunar eclipse occurs when the moon passes into Earth's shadow:
gme.
gmf.
gmg.
Observing, demonstrating, describing
gmh.
gmi.
C.
Materials:
gmj.
Tellurian (orrery)
gmk.
gml. References:
gmm.
Earth and Beyond, McMillan/Mc Grow Hill p. 324
gmn.
Science and Health Module: Jessie Villegas
gmo.
gmp. III.
Procedure:
gmq.
A.
Review
gmr.
When does a solar eclipse occur?
gms.
What is a total eclipse of the sun?
gmt.
gmu.
B.
Lesson Proper
gmv.
1.
Motivation
gmw. Do you know that in Ancient China, people believed that during an eclipse, a
celestial dragon swallows the sun?
gmx. How do you think these people felt?
gmy. To avoid fears, what should you do?
gmz.
gna.
gnl.
gnm.
gnn.
gno.
gnp.
gnq.
gnr.
gns.
gnt.
2.
Activity Proper
gnb.
Let's find out why a lunar eclipse occur.
gnc.
a.
Croup yourselves.
gnd.
b.
Read the procedure.
gne.
c.
Record your observations.
gnf.
gng.
Procedure:
gnh.
1.
Align the sun, globe and moon of the tellurian in such order.
gni. 2.
Turn on the flashlight.
gnj. 3.
Observations:
gnk.
1.
Is the shadow of the globe (Earth) formed on the moon's surface when
the globe (Earth) is directly between the sun and moon?
C.
Concept Formation:
D.
Generalization:
Why do lunar eclipses occur?
E.
Application:
Do we need to fear an eclipse? Why?
gnu.
gnv. IV.
Evaluation:
gnw. Write the letter of the correct answers:
gnx.
1.
An eclipse is the result of the
gny.
a. Three celestial bodies present in the sky
gnz.
b. Blocking out of light by a third body
goa.
c. Casting of shadow on or celestial body
gob.
2. When the moon moves through the shadow of the earth we have a
goc.
a. solar
b. lunar
c. stellar
god.
3. During an eclipse, the region of total shadow is called
goe.
a. umbra
b. penumbra
c. opaque
gof.
gog.
V.
Assignment:
goh.
Draw the position of the moon, sun and earth during a lunar
eclipse. Color the celestial bodies and shade the shadows properly.
goi.
goj.
gok.
gol.
gom.
Date: ____________
gon.
goo.
I.
Objective:
Create models of eclipses

gop.
goq.
Values:Creativity and resourcefulness
gor.
gos.
II.
Subject Matter:
got.
gou.
gov.
Earth, Moon and Sun

Creating Models of Eclipses
gow.
A.
Science Concept:
gox.
Eclipses are spectacular events. You can create models of eclipse and be a part of
these
goy.
goz.
gpa.
Demonstrating, Communicating
gpb.
gpc.
C.
Materials:
gpd.
Marble, rubber ball, crayons, cartolina
gpe.
gpf.
References:
gpg.
Earth and Beyond: Mc GrawHill / McMillan pp. 24-25
gph.
gpi.III. Procedure:
gpj.
A.
Review
gpk.
1.
What is a lunar eclipse
gpl. 2. Why does a lunar eclipse occur?
gpm.
gpn.
B.
Lesson Proper
gpo.
1.
Motivation
gpp.
Can you create eclipses?
gpq.
How about a model of an eclipse, can you do it?
gpr.
gps.
2.
Activity Proper
gpt.
a. Identify the materials
gpu.
b. Read the procedure.
gpv.
gpw. Activity 1
gpx.
1. Close one eye.
gpy.
2. Hold the marble between your thumb and finger about 7 cm. away from your
eye, and hold the rubber ball in your other hand about an arm's length away from your
body. The marble and tennis ball should be in line with your open eye, which represents
your view from Earth.
gpz.
3. Move the marble (moon) toward or away from year so that it blocks out and view
of the rubber ball (sun).
gqa.
a. Is an eclipse?
gqb.
b. What kind of eclipse?
gqc.
gqd.
gqe.
gqf.
gqg.
gqh.
gqi.
gqj.
gqk.
gql.
gqr.
C.
Concept Formation:
Pupils discuss the activity they did.
D.
Generalization:
How can you create models of eclipses
E.
Application:
This is our art activity today.
gqm. 1.
Sketch the Earth, the sun and the moon as they are positioned during a solar and
lunar eclipse.
gqn.
2.
Label your drawing.
gqo.
3.
Add the umbra and the penumbra to your drawings.
gqp.
4.
Label them.
gqq.
IV.
Evaluation:
gqs.
Talk about the models (drawing) you have created.
gqt.
gqu. V.
gqv.
gqw.
Assignment:
Make a research on the importance of eclipses.
gqx.
gqy.
gqz.
Date: ____________
gra.
grb.
I.
Objective:
Discuss the importance of eclipses

grc.
grd.
Values:Appreciate the impact of eclipse in our life.
gre.
grf.
II.
grg.
Earth, Moon and Sun
grh.
Subject Matter:
Importance of Eclipse
gri.
grj.
A.
Science Concept:
Eclipses are important in the study of celestial bodies such as the moon and stars
grk.
grm.
Analyzing
grn.
gro.
C.
Materials:
grp.
Chart showing importance of eclipses
grq.
grr.
References:
grs.
Teacher's Manual: Sineskwela pp. 24-25
grt.
gru.
III.
Procedure:
grv.
A.
Review
grw.
Why do eclipses happen?
grx.How does a solar eclipse differ from a lunar eclipse?
gry.
grz.
B.
Lesson Proper
gsa.
1. Motivation
gsb.
Are eclipses important?
gsc.
gsd.
2.
Activity Proper
gse.
Read this selection.
gsf.
Importance of Eclipses
grl.
gsg.
Eclipses are useful to measure the dimension of the moon and its parallax
through observation of the star occultation.
gsh.
During eclipses, we can determine how rapidly the moon's surface cools off
when the sun's radiation is suddenly cut off.
gsi.
Total solar eclipses are of great help to astronomers, During this phenomena,
astronomers can study the corona and the atmosphere of the sun.
gsj.
gsk.
Discussion:
gsl. 1. What is the selection about?
gsm. 2. Why are eclipses important? Give their importance
gsn.
gso.
C.
Generalization:
gsp.
Why are eclipses important?
gsq.
gsr. IV. Evaluation:
gss.
Check the statements that tell abut the importance of eclipses?
gst. _____ 1. It is useful in studying the shapes of celestial bodies.
gsu.
_____
2. It is used to determinedthe shape of a celestial body.
gsv._____ 3. To measure the occultation of stars.
gsw.
gsx.
V.
Assignment:
gsy.
Read more about eclipses and find out why they are important.
gsz.
gta.
gtb.
Date: ____________
gtc.
gtd.
I.
Objective:
Show through a model why a lunar eclipse occurs during a full moon
gte.
gtf.
Values:Attentiveness and ability to focus.
gtg.
gth.
II.
gti.
gtj.
gtk.
Earth, Moon and Sun

Why a Lunar Eclipse Occurs During a Full Moon
gtl.
Subject Matter:
A.
Science Concept:
gtm.
A lunar eclipse occurs during a full moon.
gtn.
gto.
gtp.
gtq.
gtr. C.Materials:
gts.
Tellurian, pictures
gtt.
gtu.
References:
gtv.
Science and Health Module: Jessie A. Villegas p. 66
gtw.
Teacher's Manual: Sineskwela pp. 24-25
gtx.
gty.III. Procedure:
gtz.
A.
Review
gua.
1.
What is a lunar eclipse?
gub.
2.
How are the earth, moon and sun aligned during a lunar eclipse?
guc.
gud.
B.
Lesson Proper
gue.
1.
Motivation
guf.
Have you seen the moon last night. What kind of moon was it?
gug.
guh.
2.
Activity Proper
gui. a. Identifying the materials
guj. b. Explaining the procedures
guk.
gul. Activity:
gum.
gun.
1. Study the position of the earth, moon and sun.

2. What kind of moon lies n the plane of the ecliptic during a lunar eclipse?
guo.
gup.
C.
Concept Formation:
guq.
gur.
gus.
D.
Generalization:
gut.
Why does a lunar eclipse occur during a full moon?
guu.
guv.
E.
Application:
guw.
During a full moon, what eclipse do you observe?
gux.
guy. IV.
Evaluation:
guz.
Draw a model showing the full moon during a lunar eclipse.
gva.
gvb. V.
Assignment:
gvc.
Do we always have a lunar eclipse during a full moon? Make a research on this.
gvd.
gve.
gvf.
gvg.
gvh.

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1ST

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

A joint is an area where one bone meets another bone.

SCIENCE AND HEALTH IV

II. Subject Matter:

The function of some bones is to protect internal organs.

protects the kidneys

_____ 2. Rib cage

protects the brain

_____ 3. Pelvic bone

protects the heart

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

Muscles work in pairs

SCIENCE AND HEALTH IV

II. Subject Matter:

head of the candle wax

SCIENCE AND HEALTH IV

II. Subject Matter:

Ask the pupils: What do you think happened to Lito?

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

a. Relate the pupils experience to the lesson.

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

3. What can you say about the game?

SCIENCE AND HEALTH IV

II. Subject Matter:

The mechanical and chemical digestion, begin in the mouth.

SCIENCE AND HEALTH IV

II. Subject Matter:

Are they all the same in structure?

SCIENCE AND HEALTH IV

Explains how starch change in the mouth

Values:Digestion starts from the mouth.

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

Digestion is partially completed in the stomach.

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter:

SCIENCE AND HEALTH IV

II. Subject Matter: