3

DRAFT
April 10, 2014

0
 Book Record

School:

District:

Division:

Region:

Date received by school:

Issued to Date Date

Condition Condition
(Name of Pupil) Issued Returned

DRAFT
April 10, 2014
To the Teacher
Write the pupil’s name clearly under the column “Issued to.”
Use the following letters in recording the condition of the book:

A. (New Book)

B. (Used Book in Good Condition)

C. (Used Book in Fair Condition)

D. (Used Book in Poor Condition)

Encourage and assist the pupil in repairing damaged textbooks.

1
 Take Care of Your Book
Dos:

1. Cover your book with plastic or manila paper.

Old newspapers and magazines will do.
2. Be sure your hands are clean when you handle or turn the
pages.
3. When using a new book for the first time, lay it on its back.
Open only a few pages at a time. Press lightly along the
bound edge as you turn the pages. This will keep the cover
in good condition.
4. Use a piece of paper or cardboard for bookmarks.
5. Paste or tape immediately any torn pages.

6. Handle
person to another.
DRAFT thebookwithcarewhenpassingfromone

7. Always keep your book in a clean, dry place.

8. When your book is lost, report it to your teacher right away.

April 10, 2014

Don’ts:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.

2
 For inquiries or feedback, please write or call:

DRAFT DepEd-BureauofElementaryEducation
Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

April 10,
Telefax: (632)638-4799 or 2014 637-4347
E-mail Address: bee-deped@pldtdsl.net
bee director@yahoo.com

3
 INTRODUCTION

Dear Boys and Girls:

This Learner’s Material for Grade 3, was written in

response to the basic goal of education under the K to12
Enhanced Basic Education Program- “to prepare learners to
become productive, worthy and competitive young
scientists of the country.”

This is divided into four units with illustrations describing

each unit, representing the whole school year. Each unit has
chapter with lessons and activities prepared which are aligned

to the DRAFT teacher’sguide.

Learning to develop, keen and accurate observation
skills through experiment, knowing more about matter, sense,
living things, non-living things around you discovering more
April aboutyourenvironment10,,climatechange2014andothertopics
about the surroundings, earth and space are all given focus in this l learner’s
material.

Explore Science and make it useful in your daily life.

Learning Science is having more fun.

The Writers/Conceptualizers

4
 ACKNOWLEDGEMENT

Recognition is given to the following supervisors, administrators,

teachers, BEE Staff and experts in Science for their enthusiastic
commitment in the development, revision and finalization of the
teaching guides and learning materials for Grade 3 under K to 12
Basic Education Program.

Arthur DC. Sacatropes Dr. Luz E. Osmena

Education Prog. Supervisor Education Prog. Supervisor
Region III Region IV-A

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

Education Program Supervisor Science Coordinator
Division Office, Sorsogon Prov. Division of Tarlac City
Region V Region III
Districtof DRAFT
Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Tagaytay City Mandaluyong City
April 10, 2014
Job S. Zape (Ret.) John Fitzgerald Secondes
Education Program Supervisor Master Teacher I
Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-sch
San Jaoquin, Iloilo Province

Leni S. Solutan Neolita S. Sarabia

Master Teacher Principal II
Sta. Barbara Elementary School STRIVE Coordinator
Division of Iloilo Province Division of Tagbilaran City

Romeo C. Ordoňez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga

Susana D. Mota
Jemmalyn N. Malabanan
Encoders

5
 Appreciation is extended to the following consultants/reviewers
for their untiring efforts in sharing their expertise:

Evelyn L. Josue
Science Educ. Specialist IV (Ret.)
UP-NISMED
Diliman, Quezon City

Pia Campo May R. Chavez

Science Educ. Specialist Science Educ. Specialist
UP-NISMED UP-NISMED
Diliman, Quezon City Diliman, Quezon City

DRAFT TrinidadM.Lagarto
Senior Educ. Prog. Specialist, Anchorperson
Curriculum Development Division

April Bureau10, ofElementary Education 2014 Marilette

R. Almayda
Director III
Bureau of Elementary Education

Marilyn D. Dimaano
Director IV
Bureau of Elementary Education

6
 TABLE OF CONTENTS
Page

Title Page i
Book Record for the Teacher ii
Copyright Page iii
How to take care of your Book iv
Introduction v
Acknowledgement vi

UNIT I: Matter
Overview

Chapter 1 – Solids DRAFT

- Characteristics of Solids
11-17

- Naming /Classifying Different Solids -

Describing Solids according to Color
- Describing Solids according to Shape April-
10,
DescribingSolids accordingtoSize 2014
- Describing Solids according to Texture

Chapter 2 – Liquids 17-23

- Characteristics of Liquids
- Naming /Classifying Different Liquids
- Describing Liquids according on how they flow
- Describing Liquids on how they take the
Shape of the container
- Describing Liquids on how they occupy Space
- Describing Liquids according to Smell

Chapter 2 – Gases 23-26

- Describing that Gases take the Shape of the Container
- Describing that Gases occupy Space
- Describing that Gases are Odorless and Tasteless

7
 Chapter 4 – Proper Use and Handling of Common Solids, 26-31
Liquids, and Gases at Home and in School
- List of Common Products Found at Home and in School
- Harmful Effects of Common Materials
Found at Home and in School
- Safety Measures in handling Harmful Materials

Chapter 5 - Changes in Materials 31-49

- Measuring the Temperature of Materials
- Measuring the Temperature of Hot/Warm Materials
- Measuring the Temperature of a Cold Material
- Changes in Materials as affected by Temperature
- What happens to Water when Heated?
- What happens to Water Vapor when Cooled?
- What happens to Napthalene Ball when Heated?
- What happens to the Air inside the Bottle/Balloon when
Heated or Cooled?

UNIT 2: Living Things and their Environment

Organs 51-66
April -
Chapter 1 - SenseDRAFT 10, 2014

- Identifying the Parts of the Eyes

- Proper Ways of Caring the Eyes
- Identifying the Parts of the Ears
- How the different Parts of the Ear Work?
Proper Ways of Caring the Ears
- Identifying Parts of the Nose and its Functions -
Proper Ways of Caring the Nose - Identifying the
Uses of Tongue
- Identifying the Parts and Functions of the Tongue -
Identifying the parts of the Skin and its Function -
Proper Ways of Caring the Skin

Chapter 2 – Animals 67-86

- Naming Animals around you
- Parts of an Animal
- Body Parts Animals Use to Move
- Classifying Animals according to how they move
- Body Parts of Animals that they use in getting foods

8
 - Classifying Animals according to what they Eat
- Classifying Animals according to their Body Covering
- Classifying Animals according to their Habitat
- Useful Animals
- Importance of Animals according to Use
- Animals that can Harm People
- Proper Ways of Caring Pets

Chapter 3 – Plants 87-101

- Naming and Describing Plant Parts
- Same Plant Parts, different Plants
- Different Plant Parts have different Works
- Things that come from or made of Plants
- Different Uses of Plants
- Harmful Plants
- Proper Was of Caring Plants
- Phys ic al
DRAFT

- Characteristics of Living and non-living Things

Chapter 4 - Heredity: Inheritance and Variation 101-108

- Animals Produce Animals of the same Kind
- Physical Traits of People from Different Ethnicity
April -
Traits of Animals of the same Kind 10, 2014

- Plants Produce Plants of the same Kind

- Growing Plants from other Plant Parts

Chapter 5 - Ecosystem 109-115

Basic Needs Humans, Animals and Plants
- Things We Need from the Environment
- Conservation and Protection of the Environment

UNIT 3: Force, Motion and Energy

Chapter 1 - Moving Objects 116-130

- Describing the Position of an
Object relative to another Object
- Describing the Location of Objects After it is Moved
- Sounds

9
Chapter 2 - Electricity 145-151
- Sources of Electricity
- Uses of Electricity

UNIT 4: Earth and Space

Chapter 1 - Surroundings 151-162

- The Surroundings

Chapter 2: Weather 162-178

- The Weather

Chapter 3: Objects Seen in the Sky 178-188

- Different Objects seen in the Sky

DRAFT
April 10, 2014

10
 UNIT 1: Matter

DRAFT
April 10, 2014

11
 Chapter 1: Solids
This Chapter deals with solid as one of the three states of
matter. It has specific color, size, shape, and texture. The
particles of solids are close together. They move back and
forth but the particles do not change places.
Lesson 1: Characteristics of Solids
Activity 1: What are the characteristics of solids?

Objectives
1. Describe different objects in the school garden
2. Classify the objects based on their characteristics

Materials DRAFT
Different objects found in the school garden
AprilProcedure 10, 2014
1. Visit the school garden. Collect different solids.
2. List down 10 solids you have collected.
3. Describe the solids based on their characteristics
4. In the chart write the name of solids in their proper
column. Do this in your notebook.
small big rough smooth round square black white

In your notebook or on your paper, answer the following:

1. How did you describe the solids?
2. What are their characteristics?

Guide Question
What are the other properties of matter?

12
Lesson 2: Characteristics of Solids according to Color
Activity 2: How do you describe solids according to their
colors?
Objective
Describe solids according to their color

Materials
Pictures and if possible concrete ripe papaya, unripe
papaya, ripe mango, unripe mango, ripe tomato, unripe
tomato, eggplant and charcoal

1. Study the
2.
DRAFT picturesofdifferentsolids.
Write the color of solid in the chart.Procedure
Solids Color

April Ripe Mango 10, 2014

Unripe Tomato

Ripe Tomato

Unripe Papaya

13
 Ripe Papaya

Watermelon

DRAFT Eggplant

April 10, 2014 Charcoal

In your notebook, answer the following:

1. How did you describe the materials?
2. Do all solids have specific color?

Lesson 3: Characteristics of Solids according to Shape

Activity 1: Shapely solids

Objective
Identify solids based on their shape

14
Materials
ball, eraser, calamansi, plate, guava,
notebook, triangle (musical instrument)
Procedure
1. Get six objects from the box.
2. Observe the shape of the objects.
3. Write the name of each object below their
corresponding shape.

Round Rectangle Triangle

DRAFT
April Inyournotebook,answer 10, thefollowing:

2014 1. How did you identify solids based on their shape?

2. What different shapes of solids did you observe?

Lesson 4: Characteristics of Solids according to Size

Activity 1: Identify solids according to size

Objectives
1. Identify solids according to their specific size
2. Measure solids using a ruler

15
Materials
bag containing solids Ruler

Procedure
1. Get the materials inside your bag.
2. Identify solids according to their sizes.
3. Record it in your notebook.
Materials/Solid Size
big small

1. Measure each solid using a ruler.

2. Record DRAFT yourmeasurementinyournotebook .

Solids Size (exact measurement)

April Answerthefollowing: 10, 2014

How did you identify the size of solids?
1.

2. What did you use to measure the material?

3. Were you able to get the exact measurement of the
solids? How?
Guide Question
Do solids have specific size?

Lesson 5: Characteristics of Solids according to Texture

Activity 1: Classifying solids according to texture

Objective
Classify solids according to texture.

16
 Materials
bag or box containing stone, cotton, sand, banana,
cardboard, sandpaper, rambutan, jackfruit peelings
Procedure
1. Get all the contents of your bag.
2. In your notebook, write the name of each object and
classify according to texture.

Objects smooth rough soft hard

Answer the DRAFT

1. How did you group the solids?
following:

April2.Whatcharacteristic10,ofsolidsdid you2014observe?
3. Were you able to describe the solids correctly based on
your observations? Why?
4. What values did you learn from the activities?

Chapter 2: Liquids
This Chapter deals with liquids having mass, how they
flow, how they take the shape of the container, how they
occupy space, the taste and the smell.

Lesson 1: Characteristics of Liquids

Activity 1: Naming different liquids

17
Objective
Naming different liquids
Materials
different liquids, containers with different shapes

Procedure
1. Go to the school canteen.
2. Ask the canteen staff to show the different liquids
available.
3. Name each liquid.
4. Observe each liquid how they flow , shape of the
container, and the space each occupies.
5. Taste or DRAFTsmelltheliquidbutwithsafetyprecaution.
(Needs teacher’s advice.)
6. Record your observation in your notebook.

Lesson 2: Describing Liquids according on How they Flow

April
Objective
Activity1:Howdo liquids 10, flow? 2014
Describe how liquids flow

Materials
condensed milk, soy sauce, vinegar, shampoo, water
oil, 2 spoons, transparent bowl

Procedure
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in the
picture below.

18
 3. Scoop a teaspoon of water and a teaspoon of vinegar.
4. Hold two teaspoons with liquids at elbow level.
5. Tip both hands at the same time as shown in the
picture.

6. Record your observation in your notebook.

7. Repeat steps 2 to 6 using other liquid and paired it with

water.
(Note: Water will serve as your point of reference as to
Liquid DRAFT

the flow of liquid.)

Name of Does it flow Does it flow Does it flow

1. water
slowly? fast? very fast?

April 2.soysauce 10, 2014

3. vinegar
4. shampoo
5. oil
6. Condensed
milk
Guide Questions
1. Did the liquids flow at the same time?
2. Which liquids flowed fast?
3. Which liquids flowed slow?

Lesson 3: Describing Liquids on How They Take the Shape of

the Container
Activity 1: Do liquids have shape?

19
 Objective
Describe how liquids take the shape of the container

Materials
different shapes of container, water

Procedure
1. Describe the 3 shapes of container.
2. Get 3 kinds of liquids.
3. Pour each liquid in each container.
4. In your notebook, record your observation.

Name of Liquid Shape when poured in container

1.What happened DRAFT tothedifferentliquidsafterpouring them

2. Do liquids have the same shape?

April3.Whatcharacteristics10,ofliquidsdidyou2014observe?
4. What does this activity tell about shape of liquid?

Lesson 4: Describing Liquids on How they Occupy Space

Activity 1: Do liquids occupy space?

Objective
Describe how liquids occupy space.

Materials
stones, water, beaker, rugs

Procedure
1. Prepare the materials.
2. Fill the beaker with water.
3. Put more water in the beaker.

20
 4. Observe what happens while adding more water in the
beaker.
5. Put some stones in the beaker with water.
6. Again observe what will happen.
7. Record /draw your observation in your notebook.

In your notebook, answer the following:

1. What happened as you added more and more water
in the beaker? Why?
2. What did you notice when the stones sank to the
bottom of the beaker? Why?
3. What happened to the water? Why?
4. Does water occupy space? Why?
5. Do liquids really occupy space?

Lesson 5: Describing DRAFT LiquidsaccordingtoTaste

Activity 1: Do liquids have taste?

April Objective 10, 2014

Describe the taste of liquids.

Materials
milk, juice, water, vinegar, hot sauce, softdrinks, wine,
catsup, fish sauce

Procedure
1. Taste each liquid.
2. Describe the taste.
3. Check the corresponding taste of liquid in the chart.

Liquid sweet salty sour bitter spicy tasteless

21
In your notebook, answer the following:
1. How did you describe the different taste of liquids?
2. What are the different tastes of liquids?
3. Do all liquids have the same taste?
4. What should we do to avoid being poisened when
tasting liquids?
Lesson 6: Describing Liquid according to Smell
Activity 1: Do liquids have smell?

Objective
Describe the smell of different liquids

Materials
1. Prepare DRAFT

fish sauce, perfume, alcohol, catsup, coke, hand

sanitizer, shampoo, liquid soap

Procedure
the materials. Name the different liquids.
April 10, 2014

2. Describe the smell of the different liquids. (Do not put the
samples near your nose because some may cause irritation)
3. Record your observation.
Liquid Bad Smell Good / Fragrant Smell

In your notebook, answer the following:

1. What characteristics of liquid did you observed?
2. How were you able to group them?
3. Do all liquids have the same smell?
4. Do you frown when you smell liquids that have bad odor?
Do you smile when you smell liquids that have fragrant
odor? Why?
5.Do liquids have smell?

22
 Chapter 3: Gases
This Chapter, deals with gases that do not have their
own shape but take the shape of the container; occupy
space, tasteless and odorless. Air is gas. We cannot see it by
our eye but we can feel it. The molecules are far apart from
each other.
Lesson 1: Describing that Gases take the Shape of the
Container
Activity 1: Do gases have shape?

Objective
Describe that gases take the shape of the container Materials

differentDRAFT shapesofballoons(deflated), string

Procedure

April 1.Getdifferentshapes
Blow air into it. Tie it with string.
10, ofballoons. 2014 2.

3. Describe the shape of air in the balloon.

4. Record your observation.
5. Draw the shape of gas in each balloon.

Questions
In your notebook, answer the following:
1. What happened to the balloon as you blew air into it?
2. Did the gas follow the shape of the balloon? Do gases
have shape?
3. What characteristic of gas did the activity show?
4. What is the shape of air container?
5. When can air have a shape?

23
 Lesson 2: Describing that Gases Occupy Space
Activity 1: Does gas occupy space?
Objective
Describe that gases occupy space

Materials
tissue, drinking glass, Styrofoam, big bowl filled with full
of water

Procedure
1. Prepare a drinking glass.
2. Place aDRAFT papertowelatthebottomofadrinking
glass so that it will not fall out when the glass is inverted.
3. Fill a big bowl with water.
4. Hold the glass upside down and quickly plunge it into
the water.
April5.Countoneto ten10,whileholding the2014glassunderwater.
6. Slowly lift the glass up and out of the water. Be sure to
hold the glass straight upside down.
7. Observe. What happened to the tissue?
8. Do this with a piece of Styrofoam. Place the Styrofoam
in the water. Place your glass upside down
over the styrofoam and push straight down
into the water.

In your notebook, answer the following:

1. What is inside the glass?
2. What happened to the paper towel? To the styrofoam?
3. What does the activity show?

24
 Lesson 3: Describing that Gases are Odorless and Tasteless
Activity 1:Air is odorless and tasteless

Objective
Infer that air is odorless and tasteless.

Materials
paper fan, balloon, mirror
Procedure
1. Blow your hands. Describe what you feel.
2. Now, blow into the mirror. Describe the air in the mirror.
3. Blow air in the balloon. Describe the air inside.

4. Get a partner,
as to odor and taste.
DRAFT faneachother.Describetheair

Questions
1. What did you feel after blowing your hand? Did you see

April theairfromyour mouth? 10, 2014

2. In three sentences, describe how you felt while fanning
yourself and your partner.
3. Did you see the air inside the balloon? Why?
4. What characteristic of gas were presented in the activity?

Chapter 4: Proper Use In Handling

Common Solids, Liquids, and Gases at
Home and in School
This Chapter, deals with many things we have in
common at home and in school such as solids, liquids and

25
gases. We should keep everything in its place. Label all
bottles correctly such as chemicals, and other materials.

Lesson 1: Common Solids, Liquids, and Gases Found at

Home and in School
Activity 1: List of Common Products Found at Home and in
School
Objectives
1. Identify common solids, liquids and gases found at
home and in school
2. Describe the uses of materials found at home
Materials
Procedure DRAFT
paper, pen, Manila paper

1. Make a list of common products found in school and at

April 10, 2014

home. Group them in the table below.

Solid Liquid Gas

2. Group the materials listed in number 1 using the table

below.
Use Use for Use to Use as Use for Use for Use for
as cooking beautify beauty cleaning cleaning killing
food homes produc the the insects/
t house body/ pest
self

Questions

26
 1. What are the common materials at home and
in school ?
2.What are the uses of materials at home and in school.

Activity 2: Harmful Effects of Common Materials Found at

Home and in School
Objective
Identify the harmful effects of materials found at home
and in school.
Materials
packaging of materials/product labels of materials
Procedure

1. Read the DRAFT productlabelsofthecommonhousehold

products /materials found at home and look at the
symbols in each label below :
[

April 10, 2014

flammable toxic

poison corrosive

27
 Here are some examples:

DRAFT
April2.Usingthetable below,10,groupthe materials2014basedon
the harmful effect/s on humans and other living things.

3. Write your answers in your activity notebook.

PoisonousToxicFlammable Corrosive

Activity 3: Safety Measures in handling Harmful Materials

28
Objective
Describe the proper use and handling of harmful
materials.
Materials
Pictures of proper ways of handling materials

Procedure
1. Look at the pictures.

2. Put a on the box if it is a proper ways of handling

materials and put a if it is not.

a.DRAFT b.

April 10, 2014

Label poisonous

Substances and keep

Using hand gloves and
gas masks when using
out of childen’s reach pesticides.
c. d.

Inspecting regularly if the

cooking gas tank is tightly
closed.
29
 Keeping flammable
materials near the
stove.
Question
Will you follow the safety measures in handling harmful
chemicals? Why?

Chapter 5: Changes in Materials

This chapter deals with the changes that solids, liquids, and gases
undergo when heat is applied or removed from them. It

also DRAFT dealswiththetechniquesin

temperature with a laboratory thermometer.
measuring

Lesson 1: Measuring the Temperature of Materials

Activity 1: Is it Hot? Is it Cold?

April Objective 10, 2014

Tell whether a material is hot or cold.

Materials
Manila paper marker pen, paper, pen
Procedure

1. Look at the pictures below. Tell whether the material

is hot or cold. Put a check (√) in column (3) if it is hot or
in column (4) if it is cold.

(1) (2) (3) (4)

Material/Object Is it Hot? Is it Cold?

30
 1

Candle Flame
2

Ice Cream
3

Boiling Water

DRAFT4
Boiling Soup

April 10, 2014 Iced Tea

5

2. Give other examples of hot and cold materials. Write

them down in the appropriate column in the table below.

Hot materials Cold materials

31
Questions
1. When do you say that a material is hot?
2. When do you say that a material is cold?

Activity 2: Measuring the Temperature of Hot/Warm

Material Objectives
1. Measure the temperature of tap water and
hot/warm DRAFTwaterusingathermometer.
2. Read the temperature from the
thermometer correctly.
3. Compare the temperature of tap water and
hot/warm water.

April 10, 2014

Materials
2 beakers or identical glass
containers Laboratory thermometer
Equal amounts of hot/warm water and tap water

Procedure
1. Look at the laboratory thermometer closely.
2. Observe the markings on the thermometer.

3. What is the smallest number? Where is it located?

32
4. What is the largest number? Where is it located?

5. What unit of measurement is used?

6. What symbol is used to express a measurement

of temperature?

7. Half- fill the with tap

container water.

8. Place the thermometer DRAFT inthecontainerwithtap

water. Hold it in upright position.

April 10, 2014

-___ Laboratory
thermometer

__beaker half-filled
with tap water

Caution: Do not touch the bulb of the thermometer

and do not let it touch the bottom of the container.
33
9. Observe the level of the liquid in the thermometer.

10. Measure the temperature of tap water. (Read the

markings nearest the level of the liquid in the thermometer).
Record the temperature in table 1.
11. What is the temperature of tap water?
(This is the temperature of tap water at
room temperature).

Note: When reading the thermometer, position your

eyes DRAFT atthesamelevelastheliquidin

the thermometer.

April 10, 2014

230C
Sample
temperature
reading

34
12. Half-fill also the other container with hot/warm water.

Caution:DRAFT Becarefulwhenpouringhot/warm
water into the container. You might get burned. You may ask
your teacher to do this.

April 10, 2014

1. Place the thermometer
in the container with
hot/warm water.
2. Observe what happens
to the level of the liquid in
the thermometer.

3. Read the temperature of

hot/warm water after 5 minutes. Record the temperature in
table 1 below.

35
 a. What is the temperature of the hot/warm water?

Table1. Temperature of Tap Water and Hot/Warm Water

Material Temperature (0C)

Tap water

Hot/warm water

1. Compare the temperature of tap water and hot/ warm

water. -

How DRAFT willyoucomparethetemperature

of tap water with that of hot/warm water?
2. Describe the effect of heat on the water.

April -Whatisthe effect 10, ofheaton water? 2014

Question
What will you do if you need hot or cold water at home?

Lesson 3: Measuring the Temperature of Cold Material

Objectives
1. Measure the temperature of tap water and cold
water using a thermometer.
2. Read the temperature from the
thermometer correctly.

36
 3. Compare the temperature of tap water and
cold water.
Materials
2 beakers/ identical glass containers
Laboratory thermometer Equal amount
of cold water and tap water Ice cubes

Procedure
1. Half- fill the container with tap water.

2. Place DRAFT thethermometerinthecontainerwith tap

water. Hold it in upright position.

April 10, Caution: 2014 Donot

touch the bulb of
the thermometer
and do not let it
touch the bottom
3. Observe the level of the liquid in the thermometer.
of the container.
4. Measure the temperature of tap water. (Read the
markings nearest the level of the liquid in the
thermometer). Record the temperature in table 2.
- What is the temperature of tap water?
(This is the temperature of tap water at room
temperature).

Note: When reading the thermometer, position

your eyes at the same level as the liquid in
the thermometer.

37
 23 o C

Sample
thermometer
reading

DRAFT
April 5.Half-fillalsotheother 10, containerwith

2014
cold water.(Someice cubes may be added to make the
water cold and to remove
some heat from the water.)

6. Place the thermometer in

the container with cold water.

7. Observe what happens to

the level of the liquid in the
thermometer.

38
8. Read the temperature of cold water after 5 minutes.
Record the temperature in table 2 below.
- What is the temperature of cold water?

Table 2. Temperature of Tap Water and Cold Water

Material Temperature (0C)

Tap water
Cold water
9. Compare the temperature of tap water and cold water.
- How will you compare the temperature of tap

waterDRAFT withthatofcoldwater?
10. Describe the effect of removing heat from the material.
a. What is the effect of removing heat from the
water?

April Questions 10, 2014

Did you notice that as the water becomes hotter, the
bubbles rise? Why do the bubbles rise?

Lesson 4: Changes in Materials as affected by Temperature

Activity 1: What Happens When a Candle Wax Is Heated and
Cooled?

Objective
Describe what happens to a candle wax when it is
heated and when it is cooled.

39
Materials
small piece of candle wax big spoon
matches thick cloth
candle ceramic saucer

Procedure
1. Put a small piece of candle wax in the spoon.
Wrap the handle of the spoon with a thick cloth.

DRAFT
2. In what form(solid,liquid,gas)isthecandle wax?

3. Light the candle. Let it

April standonaceramic
10,
saucer. 2014
wax over the flame.
4. Hold the spoon with candle
40
 Caution: The spoon will become hot.
Handle it with care.

5. Heat the spoon with candle wax for 5 minutes.

Observe what happens to the candle wax.

- What happens to the candle wax?

- Is there a change in the appearance of the
wax? In what form is it now?
- Why does this change happen?

wax?
- What is the effect of applying heat on the candle

6. Remove DRAFT thespoonwithcandlewaxfrom

the lighted candle.

7. Wait for a few minutes until the candle wax cools off.

April Observewhat happens 10, 2014

.
- What happens to the candle wax?
8. Is there a change in the appearance of the candle
wax? In what form does the candle wax changed?

- Why does this change happen?

9. What is the effect of removing heat from the candle

wax?
Question
Is there any change when the candle wax was lighted?

Lesson 5: What Happens to Water when Heated?

Activity 1: What Happens to Water when Heated?

41
 Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat.

Materials
beaker water marker

Procedure
1. Fill the beaker with 10 ml of
water. Mark the level of water.

2. Place the beaker

outside under the heat of the
DRAFT withwater

April sunfor15minutes.Observe 10, 2014

what happens to the water.
3. Mark again the level of
the water.

a. Did you notice a

change in the amount or level of the water?

b. What does this observation show?

c. What is the effect of sun’s heat on the

water? Questions
Have you tried placing water in the basin under the heat of
the sun? What happened to the amount of water?

42
Lesson 6: What Happens to Water Vapour when cooled?
Activity1: What Happens to Water Vapor when Cooled?

Objective
Describe what happens to water vapor when it is
cooled.
Materials
ice cubes glass jar with lid
tablespoon orange juice

Procedure
1. Hold an empty glass jar with both hands.
DRAFTdoyoufeel?
- What
2. Pour orange juice (more than
half) in the glass jar as shown in the
figure below.

April 3.Putsomeicecubes 10, .Then,using

2014 the lid close the jar tightly.

4. Shake the jar vigorously for a few seconds.

5. Hold the outside surface of the jar for few minutes.

43
 - What do you feel?
- Is there air surrounding the jar?
- Is there water vapor surrounding the jar?
- Where did this water vapor come from?
7. Leave the jar on the table for 2 minutes.

8. After DRAFT 2minutes,lookcloselyatthejar.Feel the

outside surface of the jar again for a few minutes. April

-Whatdo

you 10,feelandsee on 2014 theoutsidesurface

of the jar?
- What do your observations show?
Lesson 7: What Happens to Naphthalene Ball when Heated?
Activity 1: What Happens to Naphthalene Ball when Heated?

Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat
Materials
Small piece of naphthalene ball
2 identical colored saucers
Piece of stone

44
 Piece of cloth
Procedure
1. Get one piece of naphthalene ball. Place it on a piece
of cloth.

Naphthalene ball

2. Wrap it with a piece of cloth.

DRAFT
April 3.Grinditintosmaller 10, piecesusinga stone. 2014 4.
Divide the ground naphthalene into 2 parts.
5. Put 1 part of the ground naphthalene in saucer 1, and
the other part in saucer 2.

- In what form is the naphthalene ball (solid, liquid,

gas)?

45
 6. Place saucer 1 inside the room.

7. Place saucer 2 outside the room under the heat

of the sun.

8. Observe DRAFT thenaphthaleneinsaucer1and

saucer` 2 after 10 minutes. Describe what you observed.

- What did you observe?

April -Didyounotice10, anychange in 2014 theappearanceof

the naphthalene in saucer 1 and saucer 2?
- What does this observation tell you?

- What is the effect of heat on the naphthalene

ball?

Lesson 8 : What Happens to the Air inside the Bottle/

Balloon when Heated or Cooled?
Activity 1: What Happens to the Air inside the Bottle/
Balloon when Heated or Cooled?
Objective
Describe what happens to the air inside the
bottle/balloon when it is heated or cooled.

46
Materials
Glass bottle (with narrow mouth) Balloon
2 small basins Hot water Cold water

Procedure

1. Take a balloon. Stretch its

opening and place over the
top of the bottle as shown in
the figure below.

- DRAFT
Is there airinsidethe bottle?
- Is there air inside the balloon?
2. Place the bottle in a basin with hot water. Observe it after
3 minutes.

April 10, 2014

- What happens to the balloon?
- What does your observation on the balloon show?
- What is the effect of hot water on the air inside the
bottle?

47
4.Transfer the bottle to the basin with cold water. Observe it
again after 3 minutes.

- What happens to the balloon?

- What does your observation on the balloon show?
- What is the effect of cold water on the air inside

the DRAFT bottle/balloon?

April 10, 2014

48
UNIT 2: Living Things and their Environment

DRAFT
April 10, 2014

49
 Chapter 1: Sense Organs
In this Chapter, the eyes, ears, nose, tongue and skin are
important parts of our body to be discussed. An organ is a part
which does specific work and does different things. Proper
ways of caring our sense organs are important.

Lesson 1: The Eyes

Activity1: “Eyes, See”

Objective
Identify the parts of the eyes.

Materials

mirror or DRAFT magnifyingglass

Procedure
1. Use the mirror to observe your eyes.

April Whataretheparts of 10, 2014

youreyesthat you cansee?

2. Read about the parts and function of eyes.

Parts and Function of our Eyes

Our eyes help us to see. It has different parts that

work together so we can see things around us. The
cornea is like a clear glass that covers the front of the
eye. The iris is the colored part of the eye. It lets just the
right amount of light to enter the eye. At the center of
the iris is the pupil. The pupil is a circular hole where light
enters. Next to the pupil is the lens. The lens focuses the
image we see onto the retina located at the back of the
eye. The retina is like a “screen” where the image of the
object seen is focused. The optic nerve connected to the
eye sends the message to the brain to tell about the
image seen.
50
3. Based on what you read, label the parts of the diagram of
the eye.

a. b.

Fig 1. Front view of the human eye

c.DRAFT g.
f.

April d.e. 10, 2014 h.

Fig 2. Parts of the human eye

Questions
1. Close your eyes. Can you see anything?
2. What are the parts of the eye that you can see if you
look at it using a mirror?
3. Have you ever wondered why two eyes are better
than one?

51
Activity2: “Eye, Care”

Objective
Identify proper ways of caring the eyes

Material
pictures showing proper ways of caring the eyes

Procedure
1. Look at the pictures below.

2. Put a on the box if it shows a proper way of caring the eyes and put

a if it is not. Explain your choice.
3. Write your answer on your paper.

DRAFT
April 10, 2014
1. Reading in a dark room 2.
Watching very near

the television

Wearing sunglasses
3. 4. Using goggles when
on a sunny day
swimming

52
Question
How do you protect your eyes?

Lesson 2: The Ears

Activity1 “Ear, Hears”

Objective
Identify the parts of the ears
Material
picture of the enlarged ear

Procedure
1. Read about the parts and function of our ears.
DRAFTPartsandFunctionofourEars
Our ears help us to hear sounds. It has different parts
that work together so we can hear sounds. The outside of
the ear is called the pinna. This is the part that you can see
where the girl’s earring is pierced. The pinna collects
Aprilsoundanddirects it10,intotheearcanal2014.Theearcanalis like a
tube where ear wax is formed. The ear canal directs
the sound into the eardrum located at the end. The
eardrum is like a thin piece of skin stretched tight like a
drum. When sounds reach the eardrum, it shakes or
vibrates. There are three small bones connected behind
the eardrum. These bones are called hammer, anvil, and 2. Based on what you
read, label the parts of the stirrup. When the eardrum vibrates, these three bones
diagram of the ear on your notebook. .
that are connected one after another also vibrate. The
cochlea detects the vibration. The cochlea is the snail-like
part which is filled with liquid. When the liquid inside the
cochlea vibrates, it sends messages to our brain through
the auditory nerve to tell us about the sounds we hear.

53
 f.
e.

h.
a.
d.

c.
b. g.

Question

What helps you DRAFT hearwhenyourteacheroryour classmate?

Activity2: How the different parts of the ear work
Objective

April Identifytheparts 10, oftheearsand their 2014 function

Material
picture of the enlarged ear

Procedure
1. Read again the parts and functions of the ear in Activity 3.

2. Answer the following questions.

a. Which part of the ear collects the sound?

b. What happens to the eardrum when the sound

reaches it?

54
 c. What happens to the three small bones when the
eardrum vibrates?

d. What happens to the liquid in the cochlea when the

three small bones vibrate?

3. Trace the path of the sound after it enters the pinna. Write
on the box the part of the ear.

pinna

Question
Do you protect your ear? How?

Activity 3: Ear DRAFT Care

Objective
Communicate clearly proper ways of caring the ears

April Materialpictureof the 10, enlargedear

2014 Procedure
1. Look at the pictures below.

2. Put a on the box if it shows a proper way of caring the

ears and put a if it is not. Explain your choice.

55
 Inserting sharp
1. Listening to loud music 2.

DRAFT
objects in the ear

April 10, 2014

Using clean cloth in Having a doctor
3. wiping the outer ear 4. check the ears
Question
Have you ever experienced loud sound?

Lesson 3: The Nose

56
Activity 1: “NOSY NOSE”

Objective
Identify the parts of the nose and its function

Materials
Picture of the nose, hand mirror

Procedure
1. Look at your nose using the mirror. Draw your nose
below.
2. Look closely at your nose opening.

a. What DRAFT canyouseeinsideyournose?

3. Read about the parts and functions of the nose.

April 10,
Parts and 2014
Functionof the Nose
Our nose helps us to smell things around us. We use it
to breathe. The nose is made up of the nostrils, nasal cavity
and nerves. The nostrils are the two holes of the nose. Inside
the nostrils are hairs that keep dust out of the nose.When
you inhale, air enters the nostrils and passes through the
nasal passages and into the nasal cavity. The nasal cavity
is the space behind your nose, in the middle of your face.
Its walls are wet, warm, and covered with mucus, a sticky
liquid. Mucus traps dusts, dirt or germs which enter the
nostrils and were not filtered by the nose hairs. Inside the
nasal cavity are nerves that pick up the scents carried by
air. The nerves in the nasal cavity send messages to the
brain which interprets what we have smelled.

57
Questions
1. What do you call the two-hole opening of your nose?

2. What DRAFT isthepurposeofthehairsinsidethe nose?

3. Why is it necessary for the nasal cavity walls to be

covered with mucus or sticky liquid?

April Activity2:NoseCare 10, 2014 Objective

Identify proper ways of caring the nose

Material
picture of the nose

Procedure
1. Look at the pictures below.

2. Put a on the box if it shows a proper way of caring the

nose and put a if it is not. Explain your choice.

58
 1. Using sharp objects to 2. Covering the nose
clean the nose while passing a dusty
road

DRAFT
April 3.Blowingthe 10, nosehard

2014
Guide Question
4.Usingacleancloth in cleaning the nose

What are the proper ways of caring you nose?

Lesson 4 : The Tongue

Activity 1: My Tongue

Objectives
1. Identify the uses of tongue
2. Identify the parts and function of the tongue.

Materials

59
 picture of the tongue, hand mirror

Procedure
1. Look at your tongue using a mirror.

a. What can you see in your tongue?

b. What DRAFT
with your tongue?
arethethingsthatyoucando

2. Read about the parts and functions of the tongue.

April Partsand 10, FunctionoftheTongue 2014

tongue is the sense organ that helps us taste all
The

things we place inside our mouth. It has taste buds

embedded in it. The taste of the food passes through the
bumps of the tongue, the taste buds, and nerve endings.The
nerves send messages to the brain which interprets the taste
of the food.

Taste buds

Taste buds

60
3. Trace the path of the taste of food after it enters the mouth.
Write on the box the part of the tongue where it passes.
Food in Brain (tells the
mouth taste of the food)

Question
What helps you taste the food?

Activity2: Care of the Tongue

Objective
Identify

DRAFT properwaysofcaringthetongue Material

pictures showing different ways of caring the tongue

April Procedure 10, 2014

1. Look at the pictures below.

2. Put a on the box if it shows a proper way of taking caring

of the tongue and put a if it is not. Explain your choice.
Write your answer on your paper.

Eating hot food Having a doctor

check the tongue
when it has sores
61
 1. 2.

Have Using a tongue scraper

Brushing teeth
DRAFT
3. 4.
you

to clean the tongue

Question
ever experienced pain on your tongue?
What did you do?
April 10, 2014
Lesson 5 : The Skin

Activity 1: My Skin

Objectives
1. Identify the parts of the skin
2. Identify the function of the skin

Materials
picture or your skin/Magnifying glass

Procedure

62
 1. Look at the skin of your arm. Use the magnifying lens to
observe it closely.

a. What can you see in your skin?

b. Do you see tiny hairs and tiny openings?

2. Read about the parts and functions of the skin.

DRAFT PartsandFunctionoftheSkin
The skin is the outer covering of our body. It protects the
body from losing too much water, injuries, and infection.
It helps maintain body temperature and help us sense our

April Theskinconsists 10,oftwolayers. 2014 Theepidermisisthe

outer layer of the skin on the surface on which dead skin cells
are found. This is the part that we can see and touch. The
dermis is the inner layer of the skin which contains blood
vessels, nerves, sweat glands, and oil glands.

The sweat glands open the surface of the skin through

the pore. The oil glands keep the hair and skin soft and moist.

63
Touch, pain, pressure and temperature are sensed by the
nerve endings in the skin. The nerves send messages to the
brain which interprets the message and we feel the objects.

a. What covers your body from the top of your head to

the sole of your feet?

b. What is the outer layer of the skin?

c. What is found under the epidermis?

d. What does the dermis contain?

e. What keeps your hair and skin soft and moist?

f. What DRAFT dothesweatglandsdo?

g. Which pick up the sensations of cold, heat, pressure,
and pain?

April h.Whichpart of

10, theskincarrymessage 2014 tothebrain?

Observe your body in a mirror. What covers your body from
Question

the tip of your head to the sole of your feet?

Activity2: Care of the Skin

Objective
Identify proper ways of caring the skin

Material

64
 Different pictures of the skin showing the proper ways of
caring the skin

Procedure
Look at the pictures below.

Put a on the box if it shows a proper way of taking caring of

the skin and put a if it is not. Explain your answer.

DRAFT Walking with bare

April 1.Takinga bath

10, everyday2.

2014 feet

3. Wearing clean clothes 4. Drinking plenty of water

Question
Do you practice personal hygiene?
Chapter 2: Animals

65
 This Chapter deals with animals that can be found
anywhere. They have body parts and functions. They live in
different habitats/places. Some of them grow and develop.
Not all animals are useful. Some of them are harmful to
humans but can be controlled. There are many ways of
caring our animals

Lesson 1: Animals in the Environment

Activity 1: Name that Animal around you

Objective
Name animals around you

Material DRAFT
pictures or video of animals

Procedure
April A.AnimalsAround Me
below.
10, 2014 1. Look at each picture

2. On your paper, write the name of the following

animals.

a. b.

66
 c. d.

c d

DRAFT
April e. 10, 2014 f.

3. Aside from the animals shown in a – f, what other

animals are found in the farm? List them down.

B. Animals from Other Countries

1. There are many kinds of animals in the world. The
pictures below are some of them. Can you name
them? Write your answers on a piece of paper.

67
 h i.

DRAFT April j.

10, 2014
Question
k.

What are other animals can you name around you?

Lesson 2: Body Parts of Animal

Activity 1: What are the body parts of an Animal

Objective
Describe the parts of some animals shown in the video

Material

68
 pictures/video of
animals Procedure
1. Look at the picture of the frog. Identify the numbered
parts

2. Write your answers on a piece of paper.

3. Look at the DRAFT pictureofthehorse.Identifythenumbered

parts.

April 4.Writeyouranswers on 10, apieceofpaper 2014 .

69
 5. Look at the picture of the bird. Identify the numbered
parts.
6. Write your answers on a piece of paper.

7. What common DRAFT bodypartscanyoufindina

frog, a horse and a bird? Write them down on your paper.
Question
Were the parts of animals clearly shown in the video?
April Lesson3:Classifying

10,
Animals according 2014toBodyPartsand Use
Activity1: Body Parts Animals Use to Move
Objectives
1. Describe how animals move;
2. Identify the body parts that enable animals to move.

Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm
fish spider
snail chick or duckling

70
Procedure
1. Bring some live animals to class or go to the school
science garden or pond.
2. Observe how the animals move.
3. Observe the body part/s that each animal use/s to move
from place to place.
4. Supply the table below with the correct answers. Do this
on a separate paper.

Animals How does it What body part does

move? it use to move
a. frog
b. butterfly

c. snail
e. spider
DRAFT d. cat/kitten

f. fish
g. earthworm

April h.chick/duckling 10, 2014 Question

Why animals have different habitats?

Activity 2: Classifying Animals According to How They

Move Objectives
1. Infer how some animals move based on their
common body parts; and
2. Group animals according to how they move.

Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm

71
 fish spider
snail chick or duckling

Procedure
1. Look at the animals below.
2. On your paper answer the following questions.

Butterfly Duck Fish

DRAFT
April Squid 10, Grasshopper 2014 Rabbit

Snail Honeybee
Caterpillar

3. Group the animals as to how they move. On your paper,

answer the following:

72
 Movements made by several animals

Walk Jump/ Swim Fly Crawl

Hop

a. What body part does the animal use to move

from place to place?

Animals Body Part/s Used

Questions DRAFT
Rabbit ________________
Fish ________________
Snail ________________
Honeybee ________________

April 1.Describe 10, howanimals move? 2014

How do they differ from other animals?
2.

Lesson 4: Body Parts of Animals that they Use in Getting

Foods

Objective
Infer the body parts used by animals for eating /getting
food.

Material
video of animals

Procedure
1. Look at the picture of some animals below. On your
paper, write your answers on how they get/eat food.

73
 frog grasshopper

DRAFT
April 10, 2014
chicken dog
a. What body part of the animals does it use in getting
or eating its food?

Animals Body Part/s Used

Frog ________________
Dog ________________
Grasshopper ________________
Chicken ________________

74
 2. Get a picture of the mouth parts of the four animals
from your teacher.
3. Observe the mouth parts carefully.
a. Can a chicken eat the corn if its mouth is shaped like
the mouth of a dog?
_________________________________
b. Can a frog catch a fly if it has a beak like that of the
chicken?
___________________________________________
c. How do animals differ in the way they get or eat their
food?
___________________________________________________
DRAFT
___________________________________________________
___________________________________________________
Question
How do animals get /eat their food

April Activity1:Classifying

10,
Animals According 2014 toWhatTheyEat Objectives
1. Infer what animals eat based on their mouth parts
and body parts.
2. Classify animals according to what they eat.

Material
picture of different animals eating food

Procedure
1. Identify the kind of food that each animal eats. Write also
the body part/s that they use in getting and eating their
food.

75
 Goat eats Pig eats
___________________. _____________________.
Body part used in getting Body part used in getting and
and eating food: eating food: ________________
________________

DRAFT April 10, 2014

Duck eats Cat eats
__________________. .
Body part used in getting Body part used in getting and
and eating food: eating food:
________________ _________________

Cow eats ________

Body part used in getting Horse eats __________.
and eating food: Body part used in getting and
________________ eating food: ________________

76
 2. Group each animal as plant-eaters, meat-eaters, or
variety- eaters by writing the names of the animal under the
proper column.
Animals and the food they eat
Animals and the Food they Eat
Plant eater Meat Eater Plant & Meat
Eater

a. What other animals that are plant eaters do you

know?

b. What other animals that are meat eaters do you

know?
c. What other animals that are plant & meat eaters do

Question DRAFT
What do you call animals that plant eaters, meat eaters oryouknow?
both?

April Activity2:Classifying 10, AnimalsAccording 2014 toTheirBody

Coverings

Objectives
1. Describe the body covering of animals
2. Group animals according to their body coverings.

Materials
colored pictures of: dog, cat, frog, duck, and lizard

77
Procedure
1. Look at the pictures below. On your paper describe the
body covering of the animals.

a. Dog b. Cat c. Bird

DRAFT
April d.Crab 10, e.Duck 2014
Get a piece of paper. Divide it into two parts and group
f.Shrimp 2.

the animals according to their body covering. Write the

body covering on the left column, and the animals with
similar body covering on the right column as shown on the
table below.

Animals with similar body covering

Body Covering Animal

78
 a. What other animal has a similar body covering to a
dog? _______________
b. What other animal has a similar body covering to a
duck? _______________
c. What other animal has a similar body covering to a

shrimp? DRAFT
d. How does a body covering help animals?
________________________________________________
________________________________________________

April 10,2014
________________________________________________
Question
Why do animals have body covering?

Activity 3: Classifying Animals According to their

Habitat Objectives
1. Relate the animals’ body covering to where they live.
2. Group animals according to where they live.

Material
Pictures of animals

79
Procedure
1. Look at the animals below.

Whale Tur

DRAFT
April 10, 2014
Group the animals as to where they live. Write
your answers in your Activity notebook following the format of
table below.
Places where animals live

Animals that live in water

Animals Freshwater Saltwater Animals
that live that live
on land both on
land and in
water

80
 Question
Why do animals live in different places?

Lesson 5: Importance of Animals to Humans

Activity 1: Useful Animals

Objectives
1. Explain why animals are important to people
2. Group animals according to what people get from
them or how they can extend help to people.

Materials
pictures of useful animals

Procedure DRAFT carabao

1. With the help of the internet and books, what are the uses
of the following animals to people?
horse frog goat
cow mudfish sheep tilapia

2. Classify the animals listed above according to the things

that people get from them. Some animals may be
classified under more than one group. Do this in your
April 10, 2014
Scienceactivity notebook.
Classification of animals based on their usefulness to
people

Source of Skin for Used for Plowing

Source of Food Bags, Shoes and the Field and
other things Carrying Loads

81
 Question
What are other uses of animals aside from food,
transport, and raw material for shoes and bags?

Activity 2: Harmful Animals to Humans

Objective
Identify animals that can harm people

Material DRAFT
pictures of harmful animals

Procedure
April1.Fromwhatyoulearned10,fromreading,2014watchingtelevision, or
from your family members:
a. What animals can make people sick?
b. What kind of sickness is this?

2. Write your answers to questions a and b in your Science

activity notebook following the format of Table 1below.

Animals that can harm people

Animals that can make Sickness

people sick

82
 Question
What should you do to avoid harmful animals?

Lesson 5: Proper Ways of handling Animals

Activity 1: Caring for Pets

Objective
Communicate to care for pets.

Materials
video clips about caring for pets

Procedure
1. Do you have a pet at home? What animal is it?

_____________________ DRAFT
2. Look for classmates who have the same pet as yours and
form a group.

April3.Inyourgroup,discuss10,howyoucare for2014yourpet.Listdown
4 things that you do to care for the animal in your Science
activity notebook.
a. ___________________________________________________
b. ___________________________________________________
c. ___________________________________________________
d. ___________________________________________________

4. Listen to a zookeeper, veterinarian, or anyone who looks

after animals as he/she explains the proper ways of handling
animals. You can also view the video clips about caring for
animals.

5. List them down in your Science activity notebook

83
 Ask the “animal expert” if your group is giving the proper care
for the animal. Ask them why these things are important. Write
your answers on the table below.

Name of Ways in caring your Reason

pet pet

DRAFT
April2.Writeashortletter to10,yourfriendabout2014yourpetandhow
you take care of it. If you do not have a pet at home,
think of the animal you want to have as a pet.

Question
Why should you observe safety measures while caring your
pet?
Chapter 3: Plants
This Chapter deals with plants. We are surrounded by
plants as living things. They have important parts such as roots,
leaves, stems, fruits, and flowers. We will observe plants in the
environment, naming, and knowing their uses to other living
things. There are many ways of caring our plants which will be
discussed also in this Chapter.

84
Lesson 1: Naming Plants and Parts
Activity 1: Plants Around You

Objectives
1. Identify some plants in the garden
2. Describe the parts of a plant

Materials
plants in the garden

Procedure

Part A. Tomato Plant (example only, add two more plants in

1. Look at the
2. t hegarden)
Name the parts of t he tomato plant as numbered.
DRAFT
tomatoplantbelow.

April 10, 2014 2

1

Part B. Parts of tomato plant

85
3. Look at the plants in the school garden.

a. Do all the plants in the garden have all the plant parts
that the tomato plant has?

4. Choose three kinds of plants in the garden. Write the

names of the plants in Table 1.

5. Observe the different parts of each plant.

6. Copy the table below on a separate sheet and check in

the column below of plant part present.

DRAFTPartsObservedinThreeKindsofPlants
Name of the Roots Stems Leaves Flowers Fruits
plant
Example:  

Mayana

2.
April 1. 10, 2014
3.

7. Do all three plants in Table have all the plant parts?

8. Can you name plants on your way to school?

86
Lesson 2: Same plant parts, different plants
Activity 1: “No two plants are alike or similar”

Objective
Compare the plant parts of different plants

Materials
plants in the garden

Procedure
1. Choose two different kinds of plants in the school garden.
They should be mature plants.

2. Observe the DRAFT stemofeachplant.

3. Copy the table below on a separate sheet of paper and
record your observations.
April 10, 2014
Stems of Two Kinds of Plants
STEM
Grow straight up or Soft (can be bent)
Name of the trail along the or hard (cannot be
plant ground or climb bent; woody)
fences and other
plant

87
4. Observe the shape, color, and edges of the leaves. Draw
the shape of one leaf in the table below. Color the leaf
according to the colors you observed.

Leaves of Two Kinds of Plants

Name of the plant Leaf

5. Observe theDRAFTflower(ifthereisany)oftheplants.
6. Record your observation in the table below.

Flowers of Two Kinds of Plant

April Nameofthe 10, 2014Flower

plant Color Does it Does it grow in grow singly?

groups/cluster?

a. Based from your observations, what can you say about

parts of different plants?

Question
Why do we need to observe the different parts of the
plants?

88
Lesson 3: Functions of the different Parts of the Plant
Activity 1: Different plant parts have different works

Objective
Infer the function of different plant parts

Material
picture of a banana plant or live plant

Procedure
1. Look at the banana plant in the garden, backyard of your
school or at the picture
2. On your paper, answer the following questions:

DRAFT leaves

April 10, 2014 fruit

flower

trunk

root

89
 a. What part of the banana plant holds it firmly to the
ground?
b. What part of the banana plant makes it stand upright?
c. What part of the banana plant makes its food?
d. What part of the banana plant develops into a fruit?
e. What part of the banana plant absorbs the water and
nutrients from the soil?
f. What part of the banana plant carries the water and
minerals from the roots to the other parts?

Lesson 4: Uses of Plants

Activity 1: “The Wonderful Plants “

Objectives DRAFT
1. Identify things that come from or are made from
plants
2. Identify the different uses of plants

April Materials 10, 2014

real objects or pictures of plants plate, mango, eggs,
metal, coconut, paper, wood chair, cotton salt

Procedure
1. Put a check mark [] on your paper if the object came
from or was made from plants. Put a cross mark [X] when it
did not come from or was not made from plants.

1. plate 2. mango 3. eggs

90
 4. metal 5. coconut 6. paper

7. wood DRAFT chair8.cotton

9. salt From your answers in step 1, write two uses of plants on your
Aprilpaper. 10, 2014
1.
2.
Question
Do you have things at home made of plants

Lesson 5: Harmful Plants

Activity 1: Harmful plants

Objectives
1. Identify plants that are harmful.
2. Infer that some plants can be both useful and
harmful.

91
Materials
pictures of harmful and not harmful plants

Procedure
1. Interview your parents, other people at home, or
neighbors.

a. What are some of the plants that are harmful? Why are
they harmful?

b. Are there plants that are harmful and useful at the

same time?
Name of DRAFT
2. Copy the tables below on your paper and write your
answers in them.
T Harmful Plants
the plant Plant Part Why is it harmful?

April 10, 2014

Plants that are Both Useful and Harmful
Name of the Why is it Why is it
Plant part
plant useful? harmful?

Question
Do you know of any plant which is useful and harmful?
92
Lesson 6: Proper Ways of Caring Plants
Activity 1: “We care plants”

Objectives
1. Infer how to care for plants
2. Cite ways of caring for plants

Material
Video clip of proper ways of caring plants

Procedure
1. Look closely at each

picture. DRAFT
is the girl doing
a. What

with
the plant?

April 10, b.Isthatagood thingto

2014 do with plants? Explain.

c. What are the two boys

doing with the plant?

d. Is this a good thing to do

to plants? Explain.

93
 e. What is the girl doing with
the plant?

f. Is this a good thing to do to

plants? Explain.

g. What is the boy doing with

the plant?

h. Is this DRAFT agoodthingtodoto

plants? Explain.

April 10, i.Whatare the twoboys

2014 doing with the plant?

j. Is this a good thing to do to
plants? Explain

Question
How do you care plants at home or in school?

94
 Lesson 6: Characteristics of living and nonliving things
Activity 1: The living and nonliving
things Objectives
1. Identify characteristics of living and nonliving things.
2. Identify the difference between living and nonliving
things.
3. Classify things as to living or nonliving.

Materials
pictures of living things

Procedure
1. Look at the pictures.
2. Tell their characteristics by answering the question in each
columnDRAFTwithYESorNO.
3. On your paper, write your answers.

Characteristics of living things

April
Objects Does it Does it
10,
Does it Does it 2014
Does
grow? repro- move breathe? it
duce? by need
itself? food?

95
 Rock

DRAFT
April 10, 2014

  What are the characteristics of living things?

 What are the characteristics of non living things?

3. Group the objects in number 2 in the table below.

96
 Do this on your paper

Living Things Nonliving things

DRAFT
April Question 10, 2014
What are the differences between living and
nonliving things?
Lesson 2: Comparing Living Things from Non Living

Activity 2 “Are you a living or a non-living thing?”

Objective
Compare living thing from non living.

Material
Pictures or real different living and nonliving things

97
 Procedure
1. Look at the pictures.
2. Put a check (/) mark on your paper if it is living and
cross (x) if it is nonliving.

2. Write your answers on your paper.

DRAFT
April 10, 2014
 What are living things?

 What are non living things?

Question
Do you see around you things which are living and non
living?

98
Chapter 4: Heredity: Inheritance and
Variation
In this Chapter, it deals with animals and plants produce
of the same kind. Some physical traits are common or shared
among a certain group of humans.

Lesson 1: Animal Reproduction and Heredity

Activity 1: “Mother, Father and Babies”

Objective
Infer that animals produce animals of the same kind

Material DRAFT
pictures of animals with their babies /video clips of animals
with their babies

April Procedure 10, 2014

1.Name the animals shown below.
2.Match the animal on the left with its young .
3, On your paper, write the letter of your answer.
____ 1. a.

____ 2.
b

____ 3. c.

99
______ 4. d.

Look at the drawing of animals below. Identify each

animal and write the name on your paper.

DRAFT
April
Question
Animal A 10, Animal 2014 B

Is animal A, the young of animal B? Why?

Lesson 2: Human Reproduction and Heredity

Activity 1: Physical Traits of People from Different Ethnicity

Objective
Infer that some physical traits are common or shared
among a certain group of people (i.e., ethnicity).

Material
picture of ethnic group

100
Procedure
1. The picture below shows several Filipino kids.

DRAFT
a. What similarities in physical traits does this group of kids

April have?
2. Look at the drawing below.
10, 2014

b. What similarities in physical traits does this group of

children have?

c. Which physical traits are different in each kid in the

drawing?

101
 d. Can you give example of other group of people having
the same physical traits?

Activity 2: Physical Traits of Animals of the Same Kind

Objective
Infer that some physical traits are shared within
the same group of animals.

Material
Illustrations of different breed of dogs

Procedure

Look at the drawings DRAFT ofdifferentkindsofdogsbelow.

April 10, 2014

a. What physical characteristics/traits are similar to
them? Give three.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________

Question
On your paper, write three physical characteristics/traits of
animal

102
Lesson 2: Plants Reproduction and Heredity
Activity 1: Growing plants from seeds

Objective
Infer that plants produce plants of the same kind.

Material
Mongo seeds, 3 wooden boxes/3 cans

Procedure
Part A
What will happen if you plant a mongo seed in soil? Draw
your prediction in Box A.

1. Place four DRAFT

containing soil.
mongoseedsinasmallcontainer

2. Water the seeds.

3. Observe the seeds on the following day.
AprilPartB 10, 2014
Observe the mongo seeds that you planted in the previous
day.
a. What happened to the mongo seeds? Draw what you
observed in Box B.

b. What would happen to the mongo seeds after one

month? Draw your prediction in Box C.

Box A Box B Box C

103
Activity 2: Growing plants from other plant parts

Objective
Infer that plants produce plants of the same kind.

Material
katakataka plant

Procedure
1. Observe a mature leaf in the katakataka plant. Take note
of the leaf margin/edge.

DRAFT
April 10, 2014
Katakataka plant

a. What is growing out from the edge of the leaf?

b. Is this still part of the plant or is it a new plant? Why
do you say so?
2. Look at the small plant growing from the margins.

104
 c. Does it look similar to the “parent” katakataka plant?
Why do you say so?
3. Look at the drawing of an Agave plant.

d. What DRAFT arethepointedleavesfor?

e.Does it look similar to the “parent” agave plant? Why

do you say so?
Question

April Arethereanyplants

10,
other thankatakataka 2014 whichgrowfrom other plant parts?

Activity 1: ChapterTBasicNeeds5: ofEcosystemHumans,Animals and Plants

Activity 1: Basic Needs of Humans, Animals and Plants

In this Chapter, activities on the combined physical and
biological components of an environment are discussed and
that is Ecosystem. The basic needs of humans, animals and
plants are identified, the relationship of living things in an
ecosystem, things we need from the environment and the
protection and conservation of our environment.
Lesson 1: Basic Needs of Humans, Animals and Plants
Activity 1: “What do we need for survival?”

105
 Objective
Identify the basic needs of humans, animals and plants.

Material
pictures/video clips of the basic needs of humans,
animals and plants

Procedure
1. Put a [] if people, animals, and plants needs the
following in the table below:
Needs People Animals Plants Activity
Food eating
Water drinking
Air breathing
Habitat Place
where they
Clothing/covering
live
Movement

DRAFT

April 2.Performtheactivity 10, listedinthefirst column 2014 .

Write your answers on a piece of paper.
2. Answer the questions below.
a. What activities are common to people, animals
and plants?
b. Do people, animals and plants breathe the
same air? Where do they get the air they
breathe?
c. Do people, animals and plants eat the same
food? Where do they get the food they eat?
d. Do people, animals and plants drink the same
water? Where do they get the water they drink?

106
 e. Do humans, animals and plants live in the same
or different habitats? Can we find these habitats
in the same environment?

Question
Are there other things human needs?

Activity 2: Things We Need from the Environment

Objectives
1. Identify the needs of living things that are provided
by the environment.
2. Explain how living things depend on the environment to

Materials
meet DRAFT theirbasicneeds.

Sun headband, Rain headband, Plant headbands

AprilRiceplant, Animal10,headbands, Caterpillar,2014Bird(rice bird
and chicken), Colored strips of construction paper

Procedure
1. Your teacher to give you a printout.
2. Color your printout. After you have colored your printout,
cut out your picture and attach it to colored strips of
construction paper.
3. Your teacher will help you cut the strips to fit your head and
staple the two ends together.
4. Put on your headband and sit together in groups according
to your organism.
5. The rice group will stay in front, followed by caterpillar and
bird.
6. Listen to the instructions of your teacher.

107
6.1 Your teacher is the sun. The teacher will face the pupils
with the rice plant headbands and will say “I am the sun.
I help the plants grow.”
6.2 The pupils with the rain headbands will stand and water
the rice plants by making rain movement through their
hands and fingers. They will face the pupils with the rice
plant headbands and say “We are the rain. We bring
water to plants. Water helps the plants grow.”
6.3 The pupils with the rice headband will imagine that they
are growing and will stand. They will wave their cut outs
of palay grains. They will say “We need the sun
and we need the water from the rain. Sun and water help us

DRAFT grow.”
6.4 The pupils with the caterpillar headband will stand and
say “We are very hungry. We need to eat. We will eat
the rice plants.” They will approach the rice plants and
Aprilwillmakeeating 10,movements. 2014
6.5 The pupils with the bird headbands will stand and say
“We are very hungry. We need to eat. We will eat the
rice plants. We will eat the caterpillars.” They will
approach the rice plants and caterpillars and will make
eating movements.
6.6 The pupils representing people will stand and say “We
are very hungry. We need to eat. We will eat the rice
plants. We will eat the chicken.” They will approach the
rice plants and chicken and will make eating
movements.
7. Answer the following questions:
a. What things does the environment give to people,
animals and plants?

108
 b. What will happen to humans, animals and plants if
there is no sunlight?
c. What would happen to people, animals and plants if
there is no water?
d. What would happen to people, animals and plants if
there were no plants?
e. What would happen if the environment could no
longer give the needs of people, animals and plants?

Activity 3: Conservation and Protection of the Environment

Objective Explain DRAFT whythereisaneedtoprotect

and conserve the environment.
Material
April picture10,ofenvironment2014
Procedure
1. Look at the picture below.
2. List down things that could cause harm to animals and
plants.
3. Answer the following questions on your paper.
a. What are the things that people do that harm animals
and plants?
b. What will happen if we continue to cut a lot of trees?
c. What will happen if we will not take care of the air we
breathe?
d. What will happen if we will not take care of the soil?
e. What will happen if we will not take care of our water
supply and other bodies of water?

109
 DRAFT
April Questions 10, 2014
a. What are the things that humans do that harm animals
and plants?
b. What will happen if we continue to cut a lot of trees?
c. What will happen if we will not take care of the air we
breathe?

110
UNIT 3: Force, Motion and Energy

DRAFT
April 10, 2014
Chapter 1: Moving Objects

111
 Chapter 1: Moving Objects
This Chapter deals with different ways in which we
describe ways of moving objects. Two ways to make objects
move can be by pushing, pulling, using a reference point or a
reference object is emphasized to give the accurate or
precise location of the object. Water moves object. Magnet
has two poles of which unlike poles attract each other while
like poles repel each other. When a force is applied to an
object, the object can move fast or slow, forward or
backward, and stretched or compressed.

Lesson 1: Describing the Position of an Object relative to another Object

Activity 1: What
Objective
DRAFT ismyposition?

Describe the position of an object relative to another object.

April Material 10, 2014

Real objects such as table, cabinet, ball, door, balloons

Procedure
1. Write the correct word that describes the position of the
object or animal or person in each picture. Choose from
the list of words in the box. Do this in your notebook.

top behind right table cabinet

under in front left boy

112
 a. The book is on _____________ of
the ___________.

b. The ball is _____________

of the _____________.

c. The door DRAFT

the .
is

April 10, 2014

d. The cat is_____________
the _____________.

e. The balloons are in the girl’s

_____________ hand.

113
Activity 2: How do you know that an object has moved?
Objective
Describe the location of an object after it has moved
Materials
meter stick toy car
Procedure
1. Using a chalk, draw a line on one side of the table. Label
this line as “start.”
2. Put the toy car behind the line as shown below.
start

3. Slightly push DRAFT

4. Mark the location of the car once it stops.
thetoycar.

April start 10, 2014 stop

5. Using a meter stick, measure the distance from “start”

to the position where the car stopped. In your notebook
answer the following questions
start
stop

meter

114
 a. What is the location of the car before it was pushed?
b. How far did the toy car move?
c. What is the location of your toy car after pushing it?
d. What is the reference point/object that tells you
that the toy car moved?

Question
Can you move an object without pushing it?

Activity 3: How can you make objects move?

Objective

Describe DRAFT thedifferentwaystomoveobjects

Materials
Assorted objects (examples: eraser, pencil, notebook,
key, coin)
April Procedure 10, 2014
1. Get five small objects from your bag. Put them on the
table.

2. Make each object move. Try different ways, of moving

the object.

Table 1: Different ways of moving different objects

Object How did I make the object move?
Example: By pushing with my fingers
eraser By lifting with my hand
1.

115
 2.

3.

4.

5.
Question
What are the different ways of moving objects?

Activity 4: Making a Wind Wheel

Objectives
1. Describe how wind moves objects

Materials DRAFT 2.Makeawindwheel

pencil with eraser, paper, paperclip, tape

April Procedure 10, 2014

1. Make a wind wheel. Look at the procedure below on how
to make a wind wheel.

-Holding only the handle, make your wind wheel spin. Try
different ways.
- What are the different ways of making your wind
wheel spin?
a. What made the wind wheel spin?

116
2. Look around your room.
b. What other objects can be moved by the wind?
Question
What are the different ways of making wind wheel?

Activity 5: Making a Paper Boat

Objectives
1. Describe how water move objects
2. Make a paper boat
Materials
basin with water , Paper, Tape

1. Make a DRAFT paperboat.Lookattheprocedure

below on how to make a paper boat.Procedure

April 10, 2014

117
 2. Holding your paper boat, make it float and move in a
big basin of water. Try different ways and write them on
your notebook.
a. What are the different ways of making your paper boat
move on water?
b. What makes the paper boat move?

Lesson 2: Describing the Location of Objects after it has moved

Activity 1: Make It Move!

Objectives1. Describe DRAFT howamagnetcanmoveobjects

2. Identify objects that can be moved by a magnet

April Materials 10, 2014
Paperclip (metal), magnet, cardboard (about 15 cm x
15 cm) assorted objects (hair pin, small nails, round fastener,
eraser, crayon, bottle caps)

Procedure
1. Place a paperclip on top of a cardboard.

2. Hold a magnet under the

cardboard. Move the magnet.

a. What happens to the paper clip?

3. Try placing other objects on top of the cardboard. Make

each object move.

118
4. On your notebook, copy the table and write the
objects you placed on the cardboard in column A and
answer the question in column B.

A B
Object Did the object move?
paperclip Yes

b. What DRAFT objectsweremovedbythemagnet?

c. For the objects moved by the magnet, what kind of

material are they made of?

April Activity2:Attractor Repel! 10, 2014

Objectives
1. Identify the poles of a magnet
2. Infer that a magnet has two poles
3. State that like poles repel; unlike poles attract
4. Infer that the strength of the magnet is stronger at
the poles

Materials
Paperclips (metal) magnets

119
 Procedure
Place a bar magnet on a box filled with paperclips.

1. Lift the bar magnet. In your notebook, write your answers.

a. Did paperclips “stick” to the bar magnet?
b. Which part of the magnet did the paperclips “stuck?”
c. What does this tell you about the strength of the
magnet?

2. Get two bar DRAFT magnets.Placethemtogetherin

different ways.
d. Did the two magnets attracts each other? Draw their
position below.
Aprile.Whendidthe two10,magnetsrepel each2014other?Draw
their position below.

Activity 3: Ready, Set, Go!

Objectives
1. Describe different ways of moving a toy car.
2. Identify objects or materials that can move a
toy car.
Materials
Toy cars Magnets Fan
Procedure
1. Each group will have one car for each race. (The cars
were prepared beforehand.)

120
2. There are four races.
Race 1: One pupil from each group will push the
car from the starting line to the finish line. The first
car to cross the finish line wins.
Race 2: One pupil from each group will pull the
car from the starting line to the finish line. The first
car to cross the finish line wins.
Race 3: One pupil from each group will fan the
car to move it from the starting line to the finish
line. The first car to cross the finish line wins.
Race 4: A magnet will be attached to the toy car.
One student from each group will use a magnet
to push the car by placing the magnet attached
on the car. The
magnets should not stick together. The first car to cross the

DRAFT finishlinewins.
a. How were you able to make the toy car move? List
them all below.
b. Do you have toy car at home? Did you try playing with

April it?Howdidyoufind 10, 2014 it?

Lesson 3: Describing Different Ways of Moving Objects
Activity 1: Fast or slow; Forward or Backward

Objectives
1. Describe the movement of an object as fast or slow
2. Describe the movement of an object as forward
or backward.
Materials
2 toy cars
Procedure
1. Label the toy cars as “1” and “2”.
2. Mark a starting line on the floor.

121
 3. Put the two cars behind the starting line.
4. Measure 1 meter from the starting line. Draw a line.
starting line 1-m line

5. At the same time, lightly push one toy car and the other

toyDRAFT carharder.Observethem.Inyour
notebook, write your observations.

6. Which toy car reached the 1 meter line first?

a. Which of the two toy cars moved faster? Why
Aprilb.Whatdidyou 10,dotomakethe toy2014carrollfast?
c. What did you do to make the toy car roll slowly?
d. When you pushed the toy car, did it move forward
or backward?
e. What would you do to make the toy car move
backward?
f. Did you try playing toy car racing? How did you
measure the distance when you reach the finish line?

Activity 2: Can it be stretched or compressed?

Objectives
1. Describe the act of stretching and
compressing objects
2. Name objects that can be stretched or compressed

122
 Materials
garter rubber bands
Procedure
1. Each member of the group should have one
rubber band. Each should have a different color.

2. The group should position themselves behind a

marked line.

DRAFT
3. Stretch the rubber band using your fingers. Release the
Aprilrubberbandsat the10,sametime.In your2014notebookrecord
your answers.

a. What happened to the rubber band when you

released it?
b. Whose rubber band moved the farthest from the
marked line?
c. Whose rubber band was nearest to the line after
release?
d. What other objects can be stretched like the
rubber band? Name two.

4. This time, use the garter. Make the garter longer.

a. How did you make the garter longer?

123
5. Make the garter shorter.
a. How did you make the garter shorter?
b. What other objects can be compressed? Name two. c.
Do you play Chinese garter? How do you make it longer
and shorter?

Chapter 2: Light and Heat

This Chapter deals with the different sources of light,
whether natural or artificial, their importance in our daily lives,
and the proper ways of using them.

Lesson 1: Sources DRAFT

Activity 1: The Wonderful Light
ofLight

Objectives

April Identifysources of 10, 2014 light

sources of light into natural and artificial
Classify

Materials
flash light, candle, bulb, pictures of lighted charcoal,
sun, moon
Procedure
1. The pictures below show different things that give
off light.
2. Write the name of these things that give off light in your
notebook.

124
 a. b.

c. d.

e. DRAFT f.

April 3.Nameother things 10, thatgive off 2014 lightasidefromthe

things presented. Write them down in your notebook.

Group your answers and write in the table below. Light
can come from natural or artificial sources. Natural
sources are those found in nature. Artificial sources are
those made by people. Do this in your notebook.

Natural sources of light Artificial sources of light

Question
What is the difference between natural light from artificial
light?

125
Activity 2: Uses of Light

Objective
Identify uses of light
Materials
Tennis racket, shuttlecock, net
Procedure

1. Look at the pictures and answer the questions in

your notebook

DRAFT
April a.Whatistheboy doing? 10,
2014 b. Why is he able to hit the shuttlecock?
c. What is the source of light that let him see the
shuttlecock?

126
 d. What is the boy doing?
e. Why is he able to read the book?
f. What is the source of light that let him see the book?

Question
Is there any other source of light?

Activity 3: Other Uses of Light

Objective
Identify other uses of light

Materials DRAFT
Different plants, pictures of traffic light, light house
April Procedure 10, 2014
1. Look at the pictures and answer the questions in your
notebook.

a. Why is sunlight
important to
plant?

b. Why is traffic light important?

127
 c. Why is a
lighthouse
important?

Activity 4: Safety in Using Light

Objective DRAFT
Identify the proper ways of using
light Material

April Sunglass,umbrella 10, 2014 Procedure

1. Look at the pictures below.
2. Put a  on the box if it is a good practice and put a if it
is not. Do this in your notebook.

Looking directly at the Using sunglasses

128
 Reading in the dark Using umbrella

Question
How do DRAFT youfeelwearingsunglassduringsummertime?
What is the use of this?
Activity 5: Sources of Heat
Objective

April
Materials
10,
Identifythings that giveoffheat 2014
sun, boiling kettle under the gas burner, electric
toaster, lighted charcoal, etc.
Procedure
1. The pictures below show different things that give off heat.
2.Write the name of these things that give off heat in your
notebook.

a. b.

129
 c. d.

e.

Question
DRAFT f.

Do you have appliances at home? Name them.

April
Objective
Activity6:UsesofHeat 10, 2014
Describe uses of heat.
Material
Pictures of uses of heat

Procedure
Look at the pictures. Describe how heat is used in each
picture. Write your answer in your notebook.

130
 Activity How is heat
Source of heat
used

a.

b.DRAFT
April 10, 2014
c.

131
 d.

e.

DRAFT solarpanel

April Question
What are the other uses of heat?
10, 2014
Activity 7: Safety in Using Heat

Objective
Identify the proper ways of handling hot objects.

Materials
Gloves, pictures of hot food, gas
flame, kettle with boiling water

132
Procedure
Look at the pictures below.
 
1. Put a on the box if it is a good practice and put a if it is not.
Do this in your notebook.

a. b.

c.
DRAFT
Using gloves to handle Turning off the flame of
hot food the gas after use

April 10, 2014 d.

Staying un Touching hot objects

133
 Chapter 3: Sounds
This Chapter deals with the sources of sounds, ways of
producing sounds, and appreciating the importance of
sounds.

Lesson : Sources of Sounds

Activity 1: Sounds around Me

Objective
Identify sources of sounds.

Materials DRAFT
pictures of objects having various sounds
Procedure
AprilSitquietlyandlisten10,tothesoundsaround2014you.Inthetable
below, list all the sounds you hear. Write the sounds heard
and objects that produce the sound in your notebook.

Sounds heard What object produces

the sounds?
Example:
Ark! Ark! Ark! dog

134
Question
Have you experience hearing different sounds like music,
blowing of horn, voice of your classmates and sounds of
different animals?

Activity 2: Different ways of producing sound

Objective
Describe ways of producing sound.
Materials
maracas guitar drum/box whistle
Procedure
1.Make the drum, guitar, maracas and whistle produce
sound.
2.Write on the table below what you did to make them
DRAFT
produce sound. Do this in your notebook.
What I did to make it
Object produce sound

April 10, 2014

maracas

drum

135
 guitar

Question
Can you play other musical instrument aside from the
one presented? How?

Activity 3: Make your own kazoo!

Objectives
1. Make an improvised kazoo; and
2. Describe how sound is produced using a kazoo

Materials DRAFT
cardboard or tube from tissue paper
paper
waxed paper
April rubberband
10, asharppointed 2014 object

Procedure
1. Place a small square piece of waxed paper on the end of
the cardboard tube. Secure it tightly with a rubber band.
Poke a hole through the tube with a sharp object.

2. Hum through the kazoo. Feel the end of the kazoo

with your fingertips.

3. Discover what happens when you cover the end of the

tube with your hand. Then, cover the little hole in the
tube. Have fun with your kazoo!
136
Question
Did you find fun blowing your Kazoo? Why?

Activity 4: Uses of Sounds

1. Describe DRAFT
2. Appreciate the importance of sound.Objectives
usesofsounds;and

April Materials 10, 2014

Pictures of ambulance vehicle, fire truck, church with
bell, Real alarm clock, doorbell.
Procedure
1. Look at the pictures. Describe the use of sound in each
picture. Do this in your notebook.

a. What is the use of the

b. What is the use of the
sound of an ambulance?
sounds produced by
the two girls?
137
 c. What is the use of the d. What is the use of the
sound of the radio? sound of a whistle?

e. What is DRAFT theuseofthef.Whatisthe use of

sound of the alarm clock? the sound of the fire

truck?

April 10, 2014

g. What is the use of the h. What is the use
sound of the bell in of the sound of
church? the doorbell?

Question
Do you know of other things aside from the activity
presented having sounds with importance?

138
 Chapter 4: Electricity
This Chapter deals with the sources of electricity, uses
or importance in our lives and the safety measures on how
to use electricity.

Lesson 1: Sources of Electricity

Activity 1: “Our appliances at home”

Objective
Classify objects that operate using battery or when
plugged in electrical outlet.

DRAFT
Materials
computer, electric fan, television set in school
cellphone, toy car, flashlight, radio

April 10, 2014Procedure

1. Look at the pictures. Classify them into objects that
operate using battery, when plugged in an
electrical socket or both. Do this in your notebook.

computer mobile phone electric fan

139
 flashlight
television
toy car

electric DRAFT
2. Group the objects in the table below.
ovenradio

April 10, 2014

Plug in electrical Battery & Plug in

Battery
outlet electrical outlet

Question
Do you have appliances at home which are
operated both with battery and electricity? How do
you use them?

Activity 2: Uses of Electricity

Objective
Describe the uses of electricity.

140
Materials
electric stove, electric kettle, electric fan,
television, cellphone, toy car

Procedure
1.The pictures show some objects that use electricity. Use
the words in the box to complete the sentences. Do this in
your notebook.
cook boil cool
light move sound
entertainment communication

DRAFT
a. Electricity is used in an
April 10, 2014
electric stove to ________
food.

b. Electricity is used in an
electric kettle to
water.

c.
Electricity is used in an
electric fan to ________ us.

d.
Electricity is used in a
television to give us ______.

141
 e. Electricity is used in mobile
phones for ___________.

f. Electricity is used in
refrigerator to _____ food.

g. Electricity is used in a bulb

toa house.

April 10, 2014

DRAFT
h. Electricity is used in a toy
car to make it.

i. Electricity is used in radio to

make _________.

142
Question
What are the other household appliances you have
at home? Name their uses.

Activity 3: Using Electricity Safely

Objective
Identify the proper use of electricity and
other electrical devices.
Material
Actual Electrical outlet and electric fan in school

Procedure DRAFT
at the pictures below.

1.Look


2.Put a on the box if it is a proper use of electricity or electrical devices and put a
if it is not. Do this in your

April notebook. 10, 2014

Inserting other objects in Touching a switch

an electrical outlet with a wet hand

143
 Removing plug of Inserting too many devices
Do you
electrical devices when
DRAFT
into one extension cord
not in use
have extension outlet at home or in school?

April Howdoyouuse it? 10, 2014

144
 UNIT 4-Earth and Space

DRAFT
April 10, 2014

145
 Chapter 1
This Chapter deals with the study of the surroundings and
the things that make it up: living things, different bodies of
water and landforms.

Lesson 1: The Surroundings

Activity 1: Different things around you

Objective
Naming different things around you.

Material DRAFT
Magic square chart

Procedure
1. Study the Magic Square Chart.
April 10,
2.Thinkabout yoursurroundings. 2014
3. Write your ideas inside each square.

146
 SURROUNDINGS

PEOPLE AROUND SUNSHINE and

FRESH AIR

YOU
Place
Where You
Live

DRAFT
RIVER, LAKES , HILLS ,
FOOD
Plants and animals

April MOUNTAINS 10, 2014

SURROUNDINGS

Then, write them in your notebook.

a. What makes your surroundings a nice place to live
in?
b. Why should you keep your surroundings clean and
orderly?
c. How can you keep your community a
safe place to live in?
d. Where do you live? Can you name
things around your house?

147
Activity 2: Take a Tour Around

Objective
Describe things in the surroundings.

Material
None (just go around, in and out of the classroom)

Procedure
1. Fall in line and go outside the room quietly.

2. Follow DRAFT
the school.
yourteacherasshewalksyouaround

3.Observe the places carefully as you go through them. Describe

the place you observed. Write your answers

in your notebook following the table below:
April 10, 2014
School’s surroundings
Place Visited Description

Place #1.

Place #2.

Place #3

Place #4.

Questions
1. What were the places you visited?

148
 2. What did you see in these places? Describe what you
saw.
3. Are these things important in an environment of
the school? of the community? Why?
4. Why should you keep our surroundings clean
and orderly?
5. How do you keep your school environment a
safe place to study?

Activity 3: A Walk in the Garden

Objectives1. Name DRAFT thingsfoundinthegarden.

2. Group things as to living or non-living thing.

Materials
AprilPaperPenciland 10,crayonsMagnifying2014lens(ifavailable)
Procedure
1. Take a walk in the school garden e.g. flower garden,
vegetable garden, herbal garden. Pair with a friend.
2. Observe the following measure while in the garden:
a. Avoid touching plants. Some may have spines
or thorns.
b. Refrain from smelling different flowers. It might
cause discomfort or cause allergy.
c. work with your buddy. Stay together at all times.
3. Observe the things that you see around. You can use the
magnifying lens to have a closer look at small objects.
4. Answer the guide questions in your notebook

149
Questions
1. What are the living and non-living things in the garden?

2. How many kinds of plants did you see? What are they?
3. How many kinds of animals did you see? What
are they?
4. Complete the table below.
Living Things Non Living Things

5. Write in DRAFT oneortwosentenceswhatthingscan be seen

in a garden in your notebook.

April 10, 2014

150
 Activity 4: Bodies of Water in your Community

Objectives
1. Describe the bodies of water.
2. Infer that plants and animals are present around and
in the bodies of water.

Materials
photocopy of two bodies of water
crayon or water color, clear tape, cardboard , pair of
scissors

Procedure DRAFT
1. Group yourselves into 5. Have a photocopy of the bodies
of water.
2. Using crayons or water color, color the illustrations and cut
the paper following the broken lines. April 3.Tapeeachcutout

10,
bodies ofwater onto 2014 asheetofposter
board using only a small piece of clear tape along the
top of each card ( so the card flips upwards) and answer
the questions. Do this on your notebook.

151
 DRAFT
April 10, 2014
Guide Questions
1. Do you have a similar body of water in
your community? Describe it.
2. Do you use the water for a particular
purpose? Describe the use.
3. Is the body of water important ?

152
Activity 5: The Landforms

Objectives
1. Describe landforms.
2. Make a poster board presentation.
Materials
landform pictures, pair of scissors,
glue or paste, crayons, pencil,

Procedure
1. Group yourselves into 5. Have a photocopy of the
landformsDRAFT.
2. Match a landform picture with its description in your
notebook. Cut out the landform pictures. Glue each
landform next to its description. Make a poster board
for this activity.

April 10, 2014

153
 mountain

DRAFT
April 10, 2014
valley

154
 2. Are there landforms in your community? Pick out a
picture of a land form from the list which is similar to
where you live. Tell something about your
community. Do this in your notebook.

3. Are landforms important? Why?

Chapter 2: Weather
Chapter 2 on weather deals with types of weather,
appearance of the sky, weather changes and its effects to
people, animals and plants. It also deals with precautionary
measures on different weather conditions and preparation of

improvised DRAFT
Lesson 1: The Weather
weatherinstrument.

Activity 1: “The Weather Watcher”

April
1.
Objectives 10, 2014
Describe the weather for the day.
2. Draw the clouds seen in the sky.
3. Describe the appearance of the clouds.

Materials
weather watcher card coloring markers, crayons,
pens KWL Chart,

Procedure
2. Look around you and at the sky above. Observe the
day’s weather. Write the following in your notebook.
a. Is it sunny?

155
 b. Is it rainy?
c. Is it windy?
d. Is it stormy?

3. Observe the sky for five minutes.

CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S
RAYS CAN HARM YOUR EYES.

4. Draw some of the objects that you see in the sky. Use
coloring pencils or pens for your drawing. Do this in your
notebook.
5. Complete the table below. Do this in your notebook.

Shape DRAFT ofthecloudColorofthe cloud

April 6.Describetheclouds 10, basedonwhat

2014
you wroteonthe table. Write your answer in your notebook.
Activity 2 : Types of Clouds

Objectives
1. Describe the different clouds in the sky.
2. Show a four-day weather condition and the type of
cloud each day.

Materials
weather chart, coloring pencils, or pens, cotton balls,
glitters for lighting and rain paper and pair of scissors glue

156
 Procedure
1. Observe the clouds in the sky every morning and
every afternoon for four consecutive days. Record your
observations in your notebook.

2. On the first day, draw the shape of the cloud in column 1

of Table 1. Then, make a model of this cloud using cotton
balls to represent the type of cloud you observed. Paste this
model under your drawing. You can improve your model by
using glue and glitters. The glitters will represent rain and
lightning.

3. Repeat Step No. 2 for Tuesday until Thursday. You should

have a complete table on Thursday, the fourth day.

Table1 DRAFT.Cloudobservedeachdayforfour days

MONDAY TUESDAY WEDNESDAY THURSDAY

April 10, 2014

 Describe the shape of the clouds each day
 every morning and afternoon.
 Monday _____________________________________
 Tuesday _____________________________________
 Wednesday _________________________________
 Thursday ____________________________________

Questions
1.Does the cloud change every day?
2.Write one or two sentences about what you
have learned in this activity.
Use the guide below for the types of clouds.

157
 i. Cirrus clouds are thin and wispy

ii. Cumulus clouds are white and puffy

DRAFT
April 10, 2014
Stratus clouds are low, flat and gray

158
 Question
What is the weather today?

Activity 3: My Improvised Weather Instruments

Objectives
1. Make a simple weather instrument.
2. Describe the uses of the instrument.

Materials
Set A: wooden sticks, strip of paper, glue
DRAFT
Set B: cardboard, wooden sticks, glue
s tic k.

Procedure
For Set A. Making a Wind Vane
1. Cut a strip of paper longer than the length of the
Aprilin 10, 2014
2. Glue strip of paper to one end of the stick.
3. Place your improvised weather tool in an open
space.
4. Observe how it works. Draw the weather instrument
your notebook.
5. Show to the class how your instrument works.
For Set B. Making another Model of a Wind Vane
6. Get a thick cardboard.
7. Cut two arrows of the same size. Make the tails
bigger than the arrow heads.
8. Put a stick between two arrows. Staple or
paste them together.

159
 Illustration here

9. Place DRAFT yourimprovisedinstrumentatthe

top of a pole.
10. Draw the weather tool in your notebook.
11. Show to the class how your instrument works.

April FORSETBSpeedand direction 10, ofthe wind 2014

1. Place your improvised wind vane on top of a pole or
elevated area (location A).
2. Observe how the strip of paper moves every 5
minutes for 15 minutes.
3. Transfer your wind vane to another location. Call it
location 2. Observe again.
4. Put a check mark in the table 2 below for your
observations.

160
 Table 2. Movement and direction of the wind

Location A Time
After 5 After 10 After 15
min. min. min.
Strip of paper does
not move
Strip of paper sways
Strip of paper makes
sound
Location B
Strip of paper does

not move
paper sways
DRAFT Strip of

Strip of paper makes

sound

April6.Fromyourobservations,10,didthe wind2014move?Describe
how it moved and its direction.
7. How do you describe the how fast (speed) the wind
moved in location A? Place a check (√ ) beside your
choice below.
Slow _______ moderate _______ fast ______

How do you describe the how fast (speed) the

wind moved in location B? Place a check (√)
beside your choice below.
Slow _______ moderate _______ fast ______
8. In this activity, do wind speed and direction vary
in different locations at the same time? Why?

161
 Activity 4: Does Weather Change?

Objectives
1. Tell how cold or hot the air is.
2. Compare the temperature of air in different places.
3. Describe the speed and direction of the wind.

Materials
SET A: 2 thermometers and crochet thread or thin rope
SET B: Improvised wind vane weather chart
Timer

Procedure DRAFT
A. Temperature of air in a room
1. Take two thermometers.
2. Tie one thermometer (A) tightly to a strong support
Aprilinsidetheroom10,.Youcantieit to 2014anailonthewallor
a window grill. Just make sure that you hang the
thermometer in a place where you can easily
read the temperature.

Thermometer A Thermometer B

162
 1. Tie the other thermometer (B) to a shady area
outside the room. You can tie it to a branch of a
tree that is not directly under the sun’s heat.
2. Two students will read thermometer A, Another
two students will read thermometer B. That will be the
initial temperature of air inside and outside the room.
3. Continue taking the temperature readings every
10 minutes until you reach 60 minutes.

Complete Table 1 below with your result n

your notebook.
0 DRAFT
Table 1. Temperature of air inside and outside the room
Time (min.) Temperature (0C) Temperature (0C)
Inside the room outside the room

April40 10, 2014

10
20
30

50
60

Questions
a. Inside the room: What is the highest temperature
recorded? Lowest temperature recorded?
b. Outside the room: What is the highest temperature
recorded? Lowest temperature recorded?
c. Are there changes in the temperature readings
inside the room? How about outside the room?

163
 d. Where were the temperature changes greater,
inside or outside the room?
e. What do these changes in the temperature mean?
f. In which area was the air cooler, inside the room or
outside the room?

Activity 5: The Daily Weather

Objectives
1. Describe how the wind moves within the day.
2. Tell how hot or cold is the place you are staying in.

3. Identify
Materials
DRAFT theelementsofweatherinvolved

weather Chart improvised wind vane

April Procedurethermometer 10, 2014

string orthinrope

1. Observe whether the day is sunny, windy, rainy, or

stormy.
2. Go outside the room with your teacher and group
mates. Find an area where you will place your
improvised wind vane.
3. Observe the instrument for ten (10) minutes. The
following questions can help you with your
observations:
A. Is the paper moving? Is it moving slowly,
moderately, or fast?
B. What does the movement of the paper mean?
C. What is the direction of the wind?

164
 4. Record your observations and answers to questions
A, B, and C in the Table 1.

Table 1. Observations on the wind’s speed and

direction for the day
TIME Observations
First 5 minutes
A
B
C
Next 5 minutes
A

B
C
DRAFT
5. Take the temperature of air in the room and outside the
Aprilroomevery10 minutes10,for30minutes2014.Writeyour
readings in table 2.

Table 2. Temperature of air inside and outside the room

Time (min.) Temperature (0C) Temperature (0C)
Inside the room outside the room
0
5
10
15
20
25
30

165
 In which place is air cooler, inside the room or
outside the room?

6. Complete your observations of the day’s weather. Fill

up Table 3 with your observations.

What to Observe DAY 1

Weather Condition
 Sunny /Fair


Rainy
Clear DRAFT

 Windy
 Stormy
Clouds

April

 Partly cloudy
 Cloudy
10, 2014
Type of Cloud
 Cirrus
Cumulus
 Stratus
Type of Cloud
  Cirrus
  Cumulus
 Stratus


 Describe the weather condition for the day.

 Does the weather condition change within the day?

166
Activity 6: Weather Reporter

Objectives
1. Make a weather bulletin for a week.
2. Report orally the weather for the week.

Materials
weather charts thermometer

Procedure
1. Use the weather chart in activity 5.
2. Make a simple weather bulletin using the table

DRAFT below.WEATHER
____________________________________
____________________________________
April____________________________________
Temperature: _______________
10,2014

Question
Have you ever interviewed a weather forecaster? What
have you learned from him/her?

167
Activity 7: Weather Collage

Objectives
1. Describe how weather affects people, plants
and animals
2. Make a collage showing the effects of weather
on people, plants and animals

Materials
cut out pictures showing different activities of people
paste or glue coloring pen/pencils
cartolina for each group

Procedureon DRAFT
1. Talk with your group mates. Think about the good
and bad effects of the different kinds of weather
people, plants, and animals. Write the results of
your discussion in your notebook following the table

April below. 10, 2014

2. Make a poster showing these effects of weather on
people, plants and animals. See Table 1.

Table1. Effects of different weather conditions

on people, plants, and animals
Weather Effects of Effects of Effects of
condition weather on weather on weather on
people Plants Animals
Sunny
Windy
Rainy
Stormy

168
 A. What kind of weather brings good effects on
a) people? Why?
b) animals? Why?
c) plants? Why?

B. What kind of weather brings bad effects on a

a) people? Why?
b) animals? Why?
c) plants ? Why?

C. What kind of weather do you like most? Why?

D. What kind of weather do you hate most? Why?

Activity 8: Be
Objective
DRAFT Carefulwithwhatwedo

Draw the safety and precautionary measures in dealing

with the different types of weather condition

April Materials 10, 2014

Clothes and things used in different
weather conditions, Activity notebook.
Procedure
1. Draw one activity you need to do for each
weather condition. Do this in your notebook.

Things I like to Things I should not do

do (Draw) or
be careful of the
things I do
Sunny Day
Rainy Day

169
 Things I like to Things I should not do
do (Draw) or be careful of the
things I do
Windy Day
Stormy Day

2. How different are the activities you do during warm

or sunny days from the activities you do during cold or rainy
days?

3. How different are the conditions of animals

during sunny weather from cold rainy day?

Chapter DRAFT3:ObjectsSeeninthe sky

This Chapter deals with the different objects in the sky,
their sizes and brightness. It further discusses the position of

April thesunanditseffects 10, onpeople,animals 2014 andplants.

Lesson 1: Objects Seen in the Sky

Activity 1: Sky during night and day time

Objective
Describe the objects seen in the sky.
Materials
Graphic organizers
Procedure
Write what you see in the sky during day time and night
time. Copy the model below in your Activity notebook. Then,
answer the questions that follow.

170
Graphic Organizer 1: Objects seen in the sky at night.

Sky at
night

Graphic Organizer DRAFT 2:Objectsseenintheskyatdaytime

April 10, Skyatday 2014

a. What objects do you see in the sky at night?

During the day?
b. Are they the same objects?
c. Tell something about these objects.
d. Why do objects that are seen at night cannot be
seen during daytime?

171
Activity 2: Sizes of objects seen in the Sky

Objective
Relate the different sizes of objects seen at night and
day

Materials
small ball; 2 big balls; ruler or meter stick

Procedure:

Set-up A

1. Get 1 small DRAFT balland1bigball.Theballsshould

be of the same kind.
2. Put the big ball 4 meters away from the small ball.

April (Figure1) 10, 2014

1. Position yourself in front of the small ball.

2. Look at the balls at eye level.

3. Observe their apparent sizes.

172
 4m

Figure 1.
Set-up B
1. Get 2 DRAFTbigballs.Placethem4metersapart on table.
2. Position yourself infront of the 1st ball, then look at
the two balls at eye level. Observe their sizes.

April
1.
Set-upC
Reverse the set-up in B.
10, 2014
2. Place the big ball 1 meter away from you. Place the
small ball 4 meters away from the big ball.
3. Position yourself infront of the big ball and look at the
balls at eye level.

Questions
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2
balls appeared bigger? Or smaller?
c. How did the big ball appear in set-up C? the small ball?

173
Activity 3: Brightness and Dimness of Objects seen in the Sky

Objective
Describe the brightness and dimness of objects
seen in the sky.
Materials
3 candles of the same size and kind; match; long
table

Procedure
1. Place three candles 3 meters away from each on a long
table.
2. Stand

about DRAFT afootawayfromthefirstcandle and

observe the brightness of the three candles at an eye level.
3. Record your observations in your notebook .

April 10, 2014

Questions
Write your answer in your notebook.
a. Which candle looked bigger and brighter?
b. Which candle looked smaller and dimmer?
c. How would you relate the distance between the 3
candles to their brightness or dimness?

174
Activity 4: Position of the Sun at Different Times of the Day

Objective
Make observations of the position of the sun at different
times of the day

Material
Flashlight
Procedure

DRAFT
April 10, 2014
1. Use the figure above as a guide to make the set up.
2. Focus the flashlight at different positions. The flashlight is
the sun and the object at the center is anything on
Earth.
3. Point the flashlight to the object at the center. Observe.
4. Record your observations.

Questions
a. In the morning, what is the position of the sun?
b. At noontime, where is the sun?
c. In the afternoon, where can you find the sun?

175
Activity 5: Harmful Effects of Sun’s Heat to People

Objective
Make observations of the effects of the sun to
people

Materials
alcohol burner, eggplant, tomato, kitchen tong,

Procedure
1. Light the burner.
2. Hold the eggplant with a kitchen tong near the fire for three
minutes DRAFT.(Fig.1)
3. Repeat the procedure for the tomato. Use the kitchen
tong.
4. Observe the skin of the eggplant and tomato.

April Questions 10, 2014

Write the answers in your Activity notebook.
a. Did you see some changes in the skin of eggplant and
tomato after holding it near the alcohol lamp? What are
they?
b. Did you see some changes in the skin of tomato
after putting it over the alcohol lamp? What are they?
c. Draw the appearance of tomato and eggplant
before and after they were placed near the alcohol
lamp. Do this in your notebook.
d. Why do you think the skin appear burned or dark?
e. Can the changes in the skin of eggplant and
tomato happen in the skin of people? How?
f. What are the effects of too much heat on people?

176
 g. Gather pictures of people who work under the sun
for long hours. Describe the effect of the sun on the
people.

Activity 6: Effects of Sun’s Heat on Plants

Objective
Describe the effect of sun’s heat on plants
Materials
Plants available in the school/ community
Procedure
1. Get two potted plants of the same kind preferably having

theDRAFT sameheightandnumberofleaves.
2. Place one potted plant under the sun ( Plant A) and
the other one under the shade ( Plant B )
3. Water the plants with the same amount of water. April4.Observeeach
plant 10,twotimesa day,2014 inthemorning and in the afternoon. Do
this for three days.
5. Copy the table below in your notebook. Write your
observations in your notebook copy the table below.
Name of the Plant ___________________
TIME OF THE WHAT DO I SEE?
DAY Plant under the Plant in the sunny
shade area
8:00 AM

2:00 PM

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Questions
a. Describe the condition of the plants before
placing them under the shade and under the sun.
b. What happened to Plant A and Plant B after 2 days.
Do they look the same?
c. What happened to Plant A and Plant B after 3
days? Do they look the same?
d. Does the sun have any effect on both plants?
e. Write a statement about the effects of the heat of the
sun on plants.

Activity 7: Effects of Sun’s Heat on Animals

DRAFT
Objective
Describe the effects of the heat of the sun on animals

April 10, 2014 Materials

Garden or places near the school ground

Procedure
1. Look for animals in the school surroundings.
Identify the animals.
2. Describe the appearance of the animals that
you see.
3. Describe the behavior of each animal.
Record your observation in your notebook.

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 Name of Where Appearance What was What
the did I see of the the other
Animal the Animal animal behavior
( Local animal? doing? of the
Name ) animal
did you
see?

Questions DRAFT
a. Where did you see the animals? Name the animals.
b. Did you see animals staying in shady areas? Why
do they like to stay there?

Aprilc.Didyouseeanimals10,undertheheat2014ofthesun?Whydo
they like to stay there?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?
f. Does the sun have an effect on animals? What is it?

ISBN: 978-971-0468-21-8

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