ME AND

SCIENCE
Work-text for Grade Four

Kathleen C. Lumidao
 First
Grading

1
Lesson 1: Materials that Absorb Water
LESSON GUIDE

Absorb- to take in something in a natural or gradual (unti-unti) way

Porous-having small holes that allow air or water to pass through;
porous materials absorb
Non-porous- materials that do not allow air or liquid to pass
through; non-porous materials do not absorb

PUPIL’S ACTIVITY
Exercise 1
Materials: a basin of water/ a pail of water, tray/big bowl, rubber balls, cotton
balls, sponge, face towel, t-shirt, rug, tissue paper

Direction: Submerge the rubber balls, cotton balls, sponge, face towel, t-shirt,
rug, and tissue paper one at a time on the basin of water/ pail of water. Squeeze
each material on the tray/ big bowl. Then answer the activity below.
Material What happened when Put a if
you squeezed the
material? the material absorbs
water or
if it does not.

rubber balls
cotton balls
sponge
face towel
t-shirt
rug
tissue paper

Exercise 2
Direction: Tell whether the materials are porous or non-porous. Check under the
correct column.
Material Porous Non-Porous
rubber balls

2
cotton balls
sponge
face towel
t-shirt
rug
tissue paper
Manila paper
Styrofoam
curtain

Exercise 3
Direction: In one or two sentences, what is the difference between porous and
non-porous materials?
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________

Exercise 4
Direction: Write true if the statement is correct. If the statement is wrong.
Change the underlined word/s with porous, non-porous, absorb or can’t absorb.

______________________1. Plastics are porous materials.

______________________2. Non-porous materials are materials having small holes
that allow air or water to pass through.
______________________3. Cotton is a porous material.
______________________4. Materials made out of cloth do not absorb water.
______________________5. Wood has the ability to absorb water.

Exercise 5
Direction: Draw one example of porous material found inside the classroom.

3
Lesson 2: Materials That Float and Sink
LESSON GUIDE
Sink- to fall to the bottom (ilalim) of water
Float- to stay on top

An object’s shape can affect its ability (kakayahan) to float. Some float no matter
what the shape. Some things float at first, but then sink as they absorb water.

PUPIL’S ACTIVITY
Exercise 1
Materials: a bucket of water, rubber ball, ping-pong ball, pencil, metal spoon,
styro cup, aluminum foil, stone, mineral water bottle with cover, saucer

Direction: Prepare the bucket of water. Drop each of the materials into the bucket
of water. Observe what happens and fill-out the table below by checking the
correct column.
Materials Float Sink
1. Rubber ball
2. Ping-pong ball
3. Pencil
4. Metal spoon
5. Styro cup
6. Aluminum foil
7. Stone
8. Mineral water
bottle with cover
9. Saucer
Answer the following questions:
1. Which materials float? ______________________________________________
____________________________________________________________________
2. Which materials sank? _____________________________________________
____________________________________________________________________
3. Does the shape of an object affect its ability to float? ________________
4. What conclusion can you make based on your observation above?
____________________________________________________________________

4
Lesson 3: Materials that Undergo Decay

LESSON GUIDE
Decay- to be slowly destroyed into bits in the presence of water, air and soil

Some factors that contribute to the decaying process of the materials are
sunlight, water, soil, and microorganisms.
Decaying materials become organic fertilizers that enriches (pinagyayaman) the soil.
Refrigerating leftover food (tiring pagkain) avoid or delay spoilage (pagkapanis) because
microorganisms that break down food do not grow fast in cold temperature.

PUPIL’S ACTIVITY
Exercise 1
Direction: Use your imagination to answer the following.
What do you think will happen if: Write what you think will happen.
1. You leave the cheese bread on
the table for two weeks?
2. You leave the mineral water
bottle inside your bag for a
month.
3. You leave the papaya peelings
in a plastic container for a
week.
4. You place the fish inside the
freezer for four days.

Exercise 2
Direction: Which of the materials enumerated below undergo decay? Color the
cell green if the material will decay or blue if the material will not decay.
1. Plastic cups
2. Bread
3. Aluminum foil
4. Camote leaves
5. Apple
6. Paper
7. Boxes

5
 8. Sando bags/plastic bags
9. Magazines
10. Styrofoam cup

Exercise 3
Direction: Give five materials that decay and 5 materials that do not undergo
decay.
Decaying Materials Non-Decaying Materials
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Exercise 4
Direction: Identify what is being described.
_________________________1. It means to be slowly destroyed into bits in the
presence of water, air and soil. (clue: CAEYD)
_________________________2. Decayed materials becomes ______ that enriches the
soil. (clue: two words)
_________________________3. It slows down spoilage. (clue: where you put ice
cream)

Enumerate in order the factors that contribute to the decaying process.

________________________4. Clue: hot and bright

________________________5. Clue: without it, you will die

6
Lesson 4: Diseases/Sickness Resulting from
Exposure to Decaying Materials
LESSON GUIDE
Disease- an illness that affects a person, animal, or plant; a condition that
prevents the body or mind from working normally.

Decaying materials cause harm to one’s health. Some diseases caused by

decaying materials are: allergy, cholera, malaria, typhoid, dysentery and skin
diseases.
Good hygiene such as washing of hands, boiling of water and avoidance (pag-iwas)
to exposure of polluted air may help prevent the spread (paglaganap) of these
diseases.

PUPIL’S ACTIVITY
Exercise 1
Direction: Match the disease to its description. Draw a line to connect them.

Diseases Description
1. Dysentery a. Waterborne disease
2. Ring worm b. It causes severe
diarrhea
3. Malaria c. Parasitic worm
4. Typhoid d. Transmitted by
mosquitoes
5. Allergy e. Itchiness

Exercise 2
Direction: Find the different diseases inside the box.
C A D E N G U E T D
B H X M P D L R Y G
C F O A J O M S P S
D E G L L W N W H Q
R U N A E K S K O M
M O T R G R F M I N
N A L I U J A Y D P
A S C A B I E S T L

7
Exercise 3
Direction: Write true if the statement is correct or change the underlined word/s
if the statement is false to make the statement correct.
________________________1. Cholera practices washing of hands and boiling of
water.
________________________2. Dysentery is transmitted when a person drinks dirty
water.
________________________3. Scabies are parasitic worms that cause stomach
pain.
________________________4. Mosquitoes cause dengue and typhoid.
________________________5. Washing hands before and after eating may help
prevent sickness.

Exercise 4
Direction: Manghuhula ka ba? Write what will happen to you if you are in this
situation.
Situation Hula Mo
1. What will happen to you if you
are going to eat without
washing your hands?

2. Small mosquitoes with black

and white legs are flying near
you

8
Lesson 5: Effects of Decaying Materials to
One’s Health and Safety
LESSON GUIDE
Pollution- an action or process (paraan) of making land, water, air dirty and not
safe to use
Compost- waste materials that are recycled (muling magamit) as fertilizer (pataba ng
lupa)

Exposure to decaying materials will make people sick.

Waste materials that are made into compost are not harmful to one’s health and
safety.

PUPIL’S ACTIVITY
Exercise 1
Direction: Find the different waste materials found in a community.
P A N S T Y R O F O A M S S
E A R O A W H S T F A G E D
E R P R H O 1 R U N S H L E
L Y R E F O J Q U E I J T F
I N D I R D K R S E K L T R
N O R M A S L S V D M N O B
G I N G H G A P W C O P B A
S E A T G L M S X B Q O U Z
R S O W G E N N Y A X T V Y
K L A B C D O A M E T A L S
C P L A S T I C S Z R S W X

Exercise 2
Direction: From the words you found in Exercise 1, which materials should be
place inside a compost pit? Write them inside the box below.

9
Exercise 3
Direction: Here are some household materials. What kind of pollution will they
cause if not disposed properly? Write them under the correct column. Note:
answers can be repeated

Detergent insecticides oil dead animals

peelings of fruits rugs animal manure leftovers
diapers plastics Styrofoam

Air Pollution Water Pollution Land Pollution

Exercise 4
Direction: In one or two sentences, tell why having compost pits at home help in
making the soil fertile.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________

10
Lesson 6: Importance of Reading Product
Labels
LESSON GUIDE
Classification of household materials according to use: food products, personal
care, cleaning products, and pesticides
Product labels are intended to ensure (matiyak) the safety (kaligtasan) of the user
(gumagamit). They give the product ingredients. They describe the safe way of using
the product, including the dosage. They warn possible dangers and describe the
proper way of storing the product.

PUPIL’S ACTIVITY
Exercise 1
Direction: The words below are the classification of household materials.
Rearrange the following words and find out what they are.
1. OPRSNALE AREC - _________________________
2. FODO ROCDUTSP - _________________________
3. ACELINGN CDPOUTSR - _________________________
4. CPDETIIESS - _________________________

Exercise 2
Direction: Draw a if the statement tells about products labels. If not, leave
it blank.
________1. Product labels warn possible dangers.
________2. It describes the proper way of storing the product.
________3. They give the product ingredients.
________4. Its gives allergen information.
________5. It gives user direction.

Exercise 3
Direction: Get 2 food products, 2 over-the-counter medicine. Study the product
label of each medicine and fill-out the table below.
Food Products Manufacturing Expiration Date Precaution
Date
1.

11
2.

Medicine Manufacturing Expiration Date Precaution

Products Date
1.

2.

12
Lesson 7: Ways of Disposing Materials
According to Their Properties
LESSON GUIDE
Pollution- the action or process of making land, water and air dirty
Biodegradable- capable of being slowly destroyed and broken down into very
small parts by natural processes
Total Recycling Scheme- a technique or procedure which utilizes wastes into
factory returnables, fertilizers, feeds, fermentables, fuel, fine craft and filling
materials.
Recycling- it is collecting, processing and manufacturing materials instead of
throwing them away

PUPIL’S ACTIVITY
Exercise 1
Direction: Classify the following based on their properties. Write them inside the
correct column.
Materials: Meal leftover, banana peelings, kangkong leaves, camote leaves, twigs,
weeds, tetrapack juices, glass bottles, carton, pieces of cloth
Kitchen wastes Garden wastes Returnables

Exercise 2
Direction: Which of the following are decaying and non-decaying materials?
1. Meal leftover - ________________________________
2. banana peelings - ________________________________
3. kangkong leaves - ________________________________

13
 4. camote leaves - ________________________________
5. twigs - ________________________________
6. Weeds - ________________________________
7. tetrapack juices - ________________________________
8. glass bottles - ________________________________
9. carton - ________________________________
10.pieces of cloth - ________________________________

Exercise 3
Direction: Identify what is being described in each sentences.
_____________________________1. It is capable of being slowly destroyed and
broken down into very small parts by natural processes
_____________________________2. It is collecting, processing and manufacturing
materials instead of throwing them away
_____________________________3. It is the action or process of making land, water
and air dirty
_____________________________4. It is a technique or procedure which utilizes
wastes into factory returnables, fertilizers, feeds, fermentables, fuel, fine craft
and filling materials.
_____________________________5. Carton and camote leaves are examples of this
property.

14
Lesson 8: Proper Waste Disposal According to
the Properties of Each Material
LESSON GUIDE
Proper waste disposal must be done to avoid harming the environment.
Biodegradable and non-biodegradable materials should be separated.

PUPIL’S ACTIVITY
Exercise 1
Direction: Throw the waste materials on the correct garbage can.

Worn out rubber slippers, empty bottles of dextrose and tubing, used t-shirts,
plastic bags, old toys made of wood/plastic, disposable syringe, aluminum foil,
plastic bottle of water, balloons, broken pieces of glass, empty boxes of
medicines, vegetable peelings, leaves, juice wrappers, candy wrappers

BIODEGRADABLE NON-BIODEGRADABLE RECYCLABLE

15
Exercise 2
Direction: Find 10 recyclable materials.
C G E D R E A M W A
O A A O E U R X Q B
N B N R M L B W M C
T D B J A G O B N D
A F O I L O X R E E
I L T K A E E J H R
N G T H T F S G K F
E P L A S T I C L G
R R E L O I W D D H
S C L O T H E S S I
V F A M E T A L A K

1. ICE CREAM C __ __ __ __ __ __ __ __ 6. F __ __ l
2. C __ __ 7. P __ __ __ __ __ __
3. B __ __ __ __ __ 8. B __ __ __ __
4. R __ __ __ __ __ 9. C __ __ __ __ __ __
5. WATER J__ __ 10. M __ __ __ __

16
Lesson 9: Safety Precautions in Disposing
Waste Materials
LESSON GUIDE
Waste materials should be properly disposed. Proper segregation (paghiwahiwalay)
should be observed. Sharp materials should be placed in a cardboard box and
closed or taped and mark it as trash. Use gloves to avoid puncture (pagkatusok)
from sharp objects. Recycle non-decaying wastes. Generate income by selling old
newspapers, cardboard, cartolinas, manila paper and bond papers to junk shops
near you. Boxes can be used as floor rugs, storage or art material. Re-use plastic
bags or use eco-bags. Rice sacks can be used as garbage bags or for storage.

PUPIL’S ACTIVITY
Exercise 1
Direction: Analogy. Choose how you can dispose or recycle the following waste
materials.
1. Vegetable peeling: compost pit
Broken glass: ________________________________________
2. Syringe: boxes
Fish bones: ___________________________________________
3. Old newspapers: junk shop
Ice cream container: ___________________________________
4. Milk cans: flower pot
Balikbayan boxes: ______________________________________
5. Used paper: junk shop
Rice sack: ____________________________________________

Exercise 2
Direction: Fill-in the cross-word puzzle.

Down: 1. Place were you sell bottles/used paper

4. You use this to cover your nose from air pollution
5. Can be used as storage

Across: 2. You place fruit/vegetable peelings here

3. You wear this to protect yourself

17
 1.

5
3. 4.

2.

Exercise 3
Direction: Write true is the statement is correct and false if the statement is
wrong.
_________________________1. Rice sacks can be used as garbage bags.
_________________________2. Eco-bags are bad for the environment.
_________________________3. Vegetable peelings are examples of decaying
materials.
_________________________4. Boxes should be thrown away after opening.
_________________________5. Bottles can be sold to junkshops for extra income.
_________________________6. Plastic bag can be used as trash bags.
_________________________7. It is impossible to have composts at home.
_________________________8. Tetra-pack containers can be made into market
bags.
_________________________9. One can make art crafts using used boxes.
_________________________10. Used tarpaulins can be recycled.

18
Lesson 10: Changes in Solid Materials
LESSON GUIDE
Solid materials have definite shape and volume. They have different
characteristics/properties such as: size, shape, color, texture, and weight. They
can be changed by cutting, tearing, folding, twisting, bending, stretching,
pressing, coloring, crumpling, melting, hammering and others. These actions
may change the size, shape, texture, color, and other characteristics/properties.
When solid materials are bent, pressed, hammered, cut, only the physical
appearance is changed. No new material is formed.

Pupil’s Activity
Exercise 1
Direction: Find the different ways of changing the appearance of solid materials.
A B C S T R E T C H I N G O
B D E F G H I J K L M N C P
E S T U V W X Y Z A B C O Q
N Q F O L D I N G I F D L R
D P O N M L K N J H G E O G
I R S T T W I S T I N G R N
N W V U P R E S S I N G I I
G X Y Z A A B C D E F G N T
K L M E C R U M P L I N G L
C U T T I N G J I H E D A E
G N I R E M M A H G F C B M

Exercise 2
Direction: What will happen to the following materials? Do the activity then fill-
out the table below.
Materials When bent When When When cut
hammered pressed (you
(use big rocks) may step on it)
Chalk

19
 Stone

Paper

Aluminum
foils from
junk food

Walis ting-
ting

Exercise 3
Direction: Use color red if there is a change in shape, yellow if there is a change
in size, violet if there is no change and black if there is a change in both the
size and shape.
1. Candle to melted candle-

2. Chocolate bar to bent chocolate bar-

3. Candle wrapper to torn wrapper-

4. Tin can to hammered tin can-

5. Modelling clay to pressed-

20
Exercise 4
Direction: Enumerate the different ways of changing the shape of solid materials.
1._________________________________ 6. _______________________________

2._________________________________ 7. _______________________________

3._________________________________ 8. _______________________________

4._________________________________ 9. _______________________________

5. _________________________________ 10. ______________________________

Exercise 5
Direction: Complete the statement.

When materials are hammered, pressed, cut and bent, there

is a change in 11. __________________,
12. ___________________, 13. _____________________ but
14. ________________ new material is
15. ______________________________.

21
Lesson 11: Changes in the Properties of the
Materials when Exposed to Different
Temperatures
LESSON GUIDE
When materials are heated (pinainit), they change in size, shape, form and texture.
When heated, they change from solid to liquid.
When cooled, they change from liquid to solid.

PUPIL’S ACTIVITY
Exercise 1
Direction: What do you think will happen if crayon, butter/margarine, and
chocolate is placed on a heated pan? Make your hypothesis. A hypothesis is an
educated guess.

Hypothesis 1: I think that the crayon will __________________________________

when placed on a heated pan.

Hypothesis 2: I think that the butter/margarine will

__________________________________ when placed on a heated pan.

Hypothesis 3: I think that the chocolate will ______________________________

when placed on a heated pan.

Exercise 2
Direction: Observe what happens to the chocolate, butter/margarine, and crayon
when heated and when cooled. Then answer the questions below. Underline your
answer.
1. The crayon when heated (melted, hardened, remained the same).
2. The chocolate when heated (melted, hardened, remained the same).
3. The butter/margarine when heated (melted, hardened, remained the
same).
4. When the crayon was heated, there was a change in (size only, shape only,
texture only, all forms).
5. When the chocolate was heated, there was a change in (size only, shape
only, texture only, all forms).

22
 6. When the butter/margarine was heated, there was a change in (size only,
shape only, texture only, all forms).
7. When the crayon was cooled after it has melted, there was a change in in
(size only, shape only, texture only, all forms).
8. When the chocolate was cooled after it has melted, there was a change in
in (size only, shape only, texture only, all forms).
9. When the butter/margarine was cooled after it has melted, there was a
change in in (size only, shape only, texture only, all forms).
10. When materials are heated there is a (physical change only,
chemical change only, physical and chemical change).

Exercise 3
Direction: Underline the correct word that will make the statement complete.
1. Water when place inside the freezer will become (solid, liquid, gas).
2. Lard when place on top of a hot pan will change in (shape, smell, sound).
3. Melted crayon when cooled will become (soft, hard, gas)
4. The butter will (harden, melt, remain the same) when heated.
5. Soft drinks when placed inside the freezer will become (solid, liquid, gas).

Exercise 4
Direction: Which statement is not true? If the statement is not true, mark it as
X, if it is true, draw a .
1. All materials when heated change their size, shape and texture.

2. Butter change its form from solid to liquid when heated.

3. Butter in its liquid form will return to solid when cooled.

4. Some materials when cooled change in size, shape and texture.

5. Some materials when heated change in size, shape and texture.

23
Lesson 12: Changes in the Properties of the
Materials when Mixed with other Materials
LESSON GUIDE
When two or more materials are combined (pinaghalo), a mixture is formed.

There are two kinds of mixture: homogeneous mixture and heterogeneous

mixture. A homogeneous mixture is a mixture where the mixture looks the same
throughout. Meaning, you cannot tell the materials apart. In a heterogeneous
mixture, the different materials can easily be distinguished or identified.

Some solid materials when mixed with liquid will dissolve (natunaw), but others do
not.
Some liquids when mixed with other liquids will completely mix. While some
liquid when mix with other liquid do not mix but form two layers.

PUPIL’S ACTIVITY
Exercise 1
Direction: There are three phases of matter, they are liquid, solid, and gas. What
are the phases of matter that you see?
_____________________________1. Oxygen
_____________________________2. Cracked corn
_____________________________3. Soil
_____________________________4. Vinegar
_____________________________5. Alcohol
_____________________________6. Instant coffee
_____________________________7. Air
_____________________________8. Water
_____________________________9. Soda
_____________________________10. Black pepper

Exercise 2
Direction: How many phases of matter do you see in each mixture? Shade the
shape under each number.
One Two
1. Rice and corn grits

24
 2. Pepper and flour

3. Oil and water

4. Vinegar water

5. Coke and soy sauce

Exercise 3
Direction: Check the best reason for each set of mixture.
Mixture Some solid Some solid Some liquid Some liquid
materials when materials when when mixed when mix with
mixed with mixed with with other liquid other liquid do
liquid will liquid do not will completely not mix but
dissolve. dissolve. mix form two layers.
1. Sand
and
paper
2. Oil and
soda
3. Vinegar
and
patis
4. Salt
and
pepper
5. Flour
and
water

Exercise 4
Direction: Write HM for homogeneous mixture or HT for heterogeneous mixture.
______1. Oil and water _____6. Basket balls and soccer balls
______2. Palay and pebbles _____7. Stone and clay soil
______3. Sand and alcohol _____8. Powder and powdered creamer
______4. Water and soda _____8. Baby oil and water
______5. Petals and leaves _____10. Black human hair and corn hair

25
Lesson 13: Changes in Materials that are
Useful or Harmful to One’s Environment
LESSON GUIDE
Some changes in the materials are useful or harmful (mapanganib) to the
environment.
Changes are harmful if it cause pollution to the water, land, and air. To keep our
environment clean, people are encouraged to apply the 5R’s of Waste
Management: Reduce, Re-use, Recycle, Repair and Rot.

PUPIL’S ACTIVITY
Exercise 1
Direction: What kind of pollution is shown in each sentence? Choose the letter
of the best answer.
a. Air pollution b. water pollution c. land pollution
______1. Farmers can no longer harvest vegetables.
______2. Red tide is affecting the northern coast of the country.
______3. The smell of garbage is suffocating the villagers.
______4. Mine tilling are thrown in rivers.
______5. Kerosene is thrown in empty spaces near the junk shop.
______6. Asthma is triggered among the children and the elderly.
______7. Fishes are dying.
______8. The sizes of crops become smaller.
______9. Plastic bottles swim in bodies of water.
______10. People are burning their garbage.

Exercise 2
Direction: Which is described by the following sentences? Choose the letter of
the correct answer.
a. reduce b. reuse c. recycle d. repair e. rot

_______1. Sell old newspaper to paper mills which can turn them into usable
paper again.
_______2. Set up compost pile to compost yard trimmings.
_______3. Donate or sell reusable items.
_______4. Avoid buying disposable items.
_______5. Buy durable food storage.

26
Exercise 3
Direction: What do you think will be the result of the different human activities?
Choose the answer inside the box. Write the letter of the correct answer.
a. Animals will lose b. Houses will c. Fishes will be
their homes collapse poisoned
d. People will get e. There will be f. Temperature
sick flash-floods becomes hot
g. Crops will not
grow

________1. Building many factories that release smoke.

________2. Conducting small and big scale mining near residential areas.
________3. Using of artificial fertilizers.
________4. Kaingin system in mountainous areas.
________5. Dumping of garbage in bodies of water.
________6. Building pigpens near water sources.
________7. Cutting of trees in the community.
________8. Deforestation of forest and other wildlife sanctuaries.

27
Second
Grading

28
Lesson 14: Bones and Muscles
LESSON GUIDE
The skeletal system is made up of all the bones in the body. It is also called the
framework of the body. Its function is to protect the different internal organs and
help our body move together with the muscles.
Skull- protects the brain
Eye socket- protects the eyes
Backbones/ spine/ spinal column- protect the
spinal cord
Rib cage- protects the heart and lungs
Pelvic bones/pelvis- protect the internal
organs and support our body when we sit. It is
the largest bone in the body.
Joint- it is the place where two bones meet; it
allows movement; movement originate from
here

Muscles- it forms the fleshy parts of our body. They enable

movement, give shape and form to our body and protect
delicate organs.

Muscles are either voluntary or involuntary.

Voluntary muscles- they are muscles that you can control
Involuntary muscles- they are muscles that you cannot control

Injury- it is any harm or damage; an act or event that causes

someone or something to no longer be fully healthy or in good condition

Disease- an illness that affects a person, animal, or plant; a condition that

prevents the body or mind form working normally

Common Bone and Muscle Injures

1. Fracture- a break in the bone
2. Dislocation- it occurs when a bone in the joint is displaced or has moved out
of its proper location
3. Sprain- an injury to a ligament caused by excessive (sobra) stretching

29
4. Cramp- a strong muscular contraction that can be very painful
5. Bruise- the muscle becomes black or blue due to blood clot when you get hit
or you bumped into something

Bone Diseases
1. Osteoporosis- a common disorder caused by the thinning and weakening of
bones usually experience by elderly people. The bones become brittle (madaling
maputol) and weak.
2. Arthritis- a common joint disorder characterized by inflammation (pamamaga) of
the fingers and joints in the body.
3. Rickets- a bone condition caused by a deficiency (kakulangan) of vitamin D
usually observed in children. Persons with rickets have very weak bones causing
bone deformation.
4. Polio- it is an acute infection caused by virus that attacks the nerve cells of
the brain and spinal cord resulting to paralysis.

First Aid Treatment for Bone Injuries

First aid- an activity done before a professional medical help arrives to alleviate
pain and prevent further injury

Fracture:
1. Let the injured person sit or lie down
2. Apply cold compress to the injured part
3. Wrap bandage around the affected area.
Dislocation:
1. Let the person sit or lie down to avoid further injury.
2. Do not try to pull or massage the affected area.
3. Apply cold compress.
4. Seek medical attention immediately.
Sprain:
1. Let the person sit or lie down
2. Apply cold compress to the sprain.
3. It the wrist or elbow is injured, place it in a sling.
4. Apply an elastic

PUPIL’S ACTIVITY
Exercise 1
Direction: Rearrange the following words and find out what they are.

30
 1. SULLK - ___________________________
2. CEPLVI - ___________________________
3. OJITN - ___________________________
4. EPINS - ___________________________
5. CELMUS - ___________________________
6. ALNVOUTRY - ___________________________
7. BRI - ___________________________
8. ABBCEKON - ___________________________
9. TILNVONURYA - ___________________________

Exercise 2
Direction: Which bone has this function? Choose the answer from the list below.

pelvis skull muscles eye socket joints rib cage

thigh bone backbone

_______________________________1. It protects the internal organs and support

our body when we sit.
_______________________________2. It protects the spinal cord.
_______________________________3. It protects the eyes.
_______________________________4. It protects the heart and lungs.
_______________________________5. It protects the brain.
_______________________________6. It allows the movement of bones.
_______________________________7. It pulls bones enabling it to move.
_______________________________8. The other term or spine.
_______________________________9. The source of movement.
_______________________________10. It is the longest and strongest bone.

Exercise 3
Direction: Which bones are voluntary? Which are involuntary? Check the column
of your answer.
Body Parts Voluntary Involuntary Can be Both
Voluntary and
Involuntary

1. Arms

2. Legs

31
 3. Eyelids

4. Heart

5. Lungs

6. Stomach

7. Fingers

8. Esophagus

9. Diaphragm

10. Facial muscle

Exercise 4
Direction: Identify what is being described below.
_________________________1. It protects the brain.
_________________________2. It protects the spinal cord.
_________________________3. It protects the internal organs and support our body
when we sit.
_________________________4. They enable movement, give shape and form to our
body and protect delicate organs.
_________________________5. They are muscles that you cannot control.
_________________________6. An illness that affects a person, animal, or plant.
_________________________7. It occurs when a bone in the joint is displaced or has
moved out of its proper location.
_________________________8. A strong muscular contraction that can be very
painful.
_________________________9. A common disorder caused by the thinning and
weakening of bones usually experience by elderly people.
________________________10. A bone condition caused by a deficiency of vitamin
D usually observed in children.

Exercise 5
Direction: Write true if the statement is correct and false if the statement is
wrong.
________________________1. Muscle is where two bones meet.
________________________2. The joint is the origin of movement.
________________________3. Voluntary muscles can be controlled.

32
________________________4. Involuntary muscles can be controlled.
________________________5. A disease is a damage that prevents someone to move
properly
________________________6. Arthritis is common to young children.
________________________7. Apply cold compress to fracture.
________________________8. Apply cold compress to a dislocated arm.
________________________9. A cramp is caused by a sudden movement of muscles.
________________________10. Muscles are the framework of the body.

Exercise 6
Direction: Match the description to the bone diseases and injuries by drawing a
line.
Column A Column B

1. Fracture A. The muscle becomes black or

blue due to blood clot when you
get hit or you bumped into
something
2. Dislocation B. It is an acute infection caused
by virus that attacks the nerve
cells of the brain and spinal
cord resulting to paralysis.
3. Sprain C. A common disorder caused by
the thinning and weakening of
bones usually experience by
elderly people.
4. Cramp D. A bone condition caused by a
deficiency of vitamin D usually
observed in children.
5. Bruise E. A break in the bone
6. Osteoporosis F. A strong muscular contraction
that can be very painful
7. Arthritis G. It occurs when a bone in the
joint is displaced or has moved
out of its proper location
8. Rickets H. A common joint disorder
characterized by inflammation
of the fingers and joints in the
body.
9. Polio I. An injury to a ligament caused
by excessive stretching

33
Lesson 15: Stomach and Intestines
LESSON GUIDE
Digestion- the process by which food is broken down into nutrients; it takes
place as soon as we start to chew our food;
Digestion starts in the mouth and ends in the small intestine where absorption
takes place. Undigested food is stored in the large intestine and is removed from
the body during defecation (pagtae).
Digestion is both mechanical and chemical.

Mechanical digestion- the breaking of food into smaller pieces

Chemical digestion- the mixing of food particles with different enzymes and
digestive juices

Saliva- a substance produced by the salivary

glands that mixes with food to soften the food
and kills bacteria and break down starches into
sugar. So, digestion starts in the mouth.
Small intestine-a long coiled tube about 2.5 cm
wide and 7 m long

Common Ailments Related to Digestion

1. Ulcer/hyperacidity- caused by not eating on
time, too much intake of acidic drinks and food
2. Diarrhea- frequent moving of the bowel and
watery stool
3. Constipation-difficulty in eliminating dry and
hard stool or feces
4. Appendicitis- inflammation of the appendix
cause by irritation from undigested food that may block it
5. Indigestion-caused by too much or rapid eating or drinking
6. Gastroenteritis- caused by bacterial infection from taking contaminated food
and water

Healthy habits to Avoid Common Problems Related to Digestion

1. Always wash hands with soap and water before eating, and after using the
toilet.
2. Always eat on time.
3. Eat plenty of food rich in fiber such as fruits and vegetables.

34
 4. Exercise daily and drink plenty of water.

PUPIL’S ACTIVITY
Exercise 1
Direction: Complete the statement below. The scrambled words will serve as your
clue. Then rewrite the sentence on the space provided.

1. What is digestion?
Digestion is the ABEGRIKN down of ODFO into AELLMRS
pieces.

Write your answer here:

___________________________________________________________________________

___________________________________________________________________________

2. What are the two kinds of digestion?

Digestion can be both AACCEMHNIL and ACCEHMIL.

Write your answer here:

___________________________________________________________________________

___________________________________________________________________________

Exercise 2
Direction: Find the common ailments related to digestion below.

U D I A R R H E A A E A
L V B E H K N Q U B F B
C O N S T I P A T I O N
E D C F I L O R V C G C
R A D G J M P S W D A D
S I T I C I D N E P P A
I N D I G E S T I O N E
H Y P E R A C I D T Y F

35
Exercise 3
Direction: What ailment is described below?
_________________________1. Frequent moving of the bowel and watery stool.
_________________________2. Difficulty in eliminating dry and hard stool or feces.
_________________________3. Caused by too much or rapid eating or drinking.
_________________________4. Caused by bacterial infection from taking
contaminated food and water.
_________________________5. Inflammation of the appendix cause by irritation
from undigested food that may block it.

Exercise 4
Direction: Place a in the box if you think the statement is right and X if the
statement is wrong.

1. Always wash hands with soap and water before eating, and after using
the toilet.

2. Always eat late.

3. Eat plenty of food rich in fiber such as meat.

4. Exercise yearly and drink plenty of juice.

5. Eat plenty of vegetables and fruits.

36
Lesson 16: Kidneys
LESSON GUIDE
The urinary system is composed of the kidney. Its main function is to remove
liquid water from the blood in the form of urine. They also keep a stable balance
of salt and other substances in the blood and produce a hormone that aids in
the formation of blood cells.

The kidney is a bean-shaped paired organ which are about four to five inches
long and two to three inches wide. The right kidney is lower because of the
presence of the liver. It removes urea from the blood through tiny filters called
nephrons. It filters salts, water and nitrogenous waste.

The parts of a Kidney

1. Renal pelvis 5. Cortex
2. Renal artery 6. Medulla
3. Renal vein 7. Pyramids
4. Ureter 8. Fibrous capsule

PUPIL’S ACTIVITY
Exercise 1
Direction: What are the different parts of the kidney?

37
 1. P________________________
2. F________________________ c________________
3. R________________________ v________________
4. M_______________________
5. C_______________________
6. U_______________________
7. R_______________________ p_________________
8. R_______________________ a_________________

Exercise 2
Direction: Decode the message.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A B C D E F G H I J K L M N O

16 17 18 19 20 21 22 23 24 25 26
P Q R S T U V W X Y Z

1.
20 8 5 11 9 4 14 5 25 18 5 13 15 22 5 19

23 1 19 20 5 6 18 15 13 20 8 5 2 15 4 25

Message:
______________________________________________________________________________
_______________________________________________________________________
2.
20 8 5 21 18 9 14 1 18 25 19 25 19 20 5 13

11 5 5 16 19 1 19 20 1 2 12 5

2 1 12 1 14 3 5 15 6 19 1 12 20 9 14

38
20 8 5 2 12 15 15 4

Message:
______________________________________________________________________________
_______________________________________________________________________
3.
20 8 5 6 9 12 20 5 18 9 14 7 21 14 9 20

9 19 3 1 12 12 5 4 14 5 16 8 18 15 14 19

Message:
______________________________________________________________________________
________________________________________________________________________

39
Lesson 17: Heart and Lungs
LESSON GUIDE

The heart is a hollow muscular

organ located near the lungs and is protected by the rib cage. Its size is about
the size of your fist. It is made up of cardiac muscles which is an example of an
involuntary muscle. Its function is to pump blood to the different parts of the
body. The blood carries the oxygen needed by the different parts of the body. If
the heart will stop pumping, the person will die.

The lungs is located near the heart

and is protected by the rib cage. It filters the oxygen that enters the body to
ensure that that the heart receives clean oxygen. Carbon dioxide is a waste
material that is removed by the body through the lungs.

Common Lung Ailments

40
1. Asthma- a condition where a person experiences difficulty in breathing
2. Rhinitis- it is characterized by sneezing, nasal discharge and itchiness in the
nasal passage
3. Bronchitis- It is characterized by persistent coughing and sometimes fever
4. Pneumonia- it is an inflammation of the lungs. A person with pneumonia has
a cough that produces yellow-green phlegm
5. Cold- it is marked by sneezing, runny nose, coughing, sore throat and
sometimes fever and headache
6. Tuberculosis- it is an acute or chronic infectious disease of the lungs. It is
highly communicable (nakakahawa)
7. Lung cancer- it develops in response to prolonged exposure to irritants like
tobacco smoke

Treatment of Lung Ailments

1. Patients should stay home and rest. Separate him/her from
other members of the family.
2. Give the patient the prescribed medicine.
3. Keep the surroundings clean. Open the windows to allow fresh
air.
4. Feed the patient with nutritious food.
5. If the patient has fever, give him/her a sponge bath. Change
his/her clothes regularly.

Heart Ailments
1. High-blood pressure/ hypertension- it is characterized by a
sudden rise of blood pressure
2. Anemia- it is characterized by the blood’s inability to produce
enough hemoglobin, the oxygen-carrying pigment of the red blood
cells or RBC
3. Leukemia- It occurs when there is an increase in WBC count
4. Heart attack- it occurs when blood clot or fat gets lodged in blood
vessels which blocks the passage of blood to the heart
5. Rheumatic fever- it is a complication of a throat infection

Treatment of Heart Ailments

41
 1. Minimize your intake of salt/sodium and fatty food. Too much
salt may cause complications in other organs like the kidney.
2. Get enough rest and sleep.
3. Exercise regularly.

PUPIL’S ACTIVITY
Exercise 1
Direction: Fill-in the blanks with the correct word.

A. The heart is a hollow muscular 1. ________________________located near the

2. ____________________ and is protected by the rib
3. _______________. Its size is about the size of your 4. _____________________. It is
made up of 5. _____________________________ muscles which is an example of an
6. _______________________________ muscle. Its function is to pump 7.
________________________________ to the different parts of the body. The blood
carries the 8. _________________________ needed by the different parts of the body.
If the heart will stop pumping, the person will 9. _______________________.

B. The lungs is located near the 1. ___________________ and is protected by

the 2. ________________________. It filters the 3. ____________________ that
enters the body to ensure that that the 4. _____________________ receives
clean 5. ____________________________. 6. _________________________ is a
waste material that is removed by the body through the 7.
_____________________________.

Exercise 2
Direction: Identify the ailments described below.
___________________________1. It develops in response to prolonged exposure to
irritants like tobacco smoke.
___________________________2. It is characterized by a sudden rise of blood
pressure.
___________________________3. It occurs when blood clot or fat gets lodged in
blood vessels which blocks the passage of blood to the heart.
___________________________4. It is a complication of a throat infection.
___________________________5. It is marked by sneezing, runny nose, coughing,
sore throat and sometimes fever and headache.

42
___________________________6. It is a condition where a person experiences
difficulty in breathing.
___________________________7. It is characterized by the blood’s inability to
produce enough hemoglobin, the oxygen-carrying pigment of the red blood cells
or RBC.
_________________________8. It occurs when there is an increase in WBC count.
_________________________9. It is characterized by persistent coughing and
sometimes fever.
_________________________10. It is an inflammation of the lungs.

Exercise 3
Direction: Find the common ailments of the lungs and heart. Then write them
below.
A E U K P N E U M O N I A H F

C S M O N I A S I O N B D L K

D E T G H L E U K H M U H Y A

H M U H Y P E R T E N S I O N

G I B N M U K E M A V B G D E

V A E Z V A U K E M F C V H M

F G R H I N I T I S C D F G I

C V C G R H I N V G E E C V A

E F U Y M O N I A U G F E F O

G H L E U K E M I A U G G C P

H C O L D S I A U M M H H E Q

J A S E U K H M X Z T I J L R

I C I D E T G H L E U J I M S

W D S H C O L T I S B K W N T

1. _________________________________ 5. ______________________________
2. _________________________________ 6. ______________________________

43
 3. _________________________________ 7. ______________________________
4. _________________________________ 8. ______________________________

Exercise 4
Direction: Draw a if the statement is correct and if the statement is
wrong.

_____________1. Patients with cold should stay out and play.

_____________2. Give the patient any kind of medicine.
_____________3. Keep the surroundings clean.
_____________4. Feed the patient with nutritious food.
_____________5. If the patient has fever, give him/her a cold bath.
_____________6. Too much salt may cause complications in other
organs like the nose.
_____________7. Get enough rest and sleep.
_____________8. Exercise regularly.
_____________9. Open the windows to allow fresh air.
_____________10. Good habits can help prevent the occurrence of
heart problems.

44
Lesson 18: Brain
LESSON GUIDE
The human brain is a highly complex organ found in the head and is protected
by the skull and a soft tissue called meninges. It weighs 1.5 kg and contains
billions of neurons. Its main function is to process information and receive and
send instructions to the different parts of the body.

Functions:
1. It controls the voluntary activities of the body like thinking, solving
problems, and memorizing details and decision making.
2. It controls the muscle movement of our body like walking and writing.
3. It coordinates muscular actions.
4. It is responsible for man’s ability to learn habits and develop skills.
5. It helps maintain a person’s sense of balance.
6. It controls the involuntary muscles of the body and coordinates functions
like beating of the heart and breathing.

Parts of the Brain

1. Frontal lobe 6. Central sulcus
2. Olfactory 7. Primary somatosensory cortex
3. Primary motor cortex 8. Pariental lobe
4. Temporal lobe 9. Occipital lobe
5. Cerebellum

Exercise 1
Direction: Fill-in the blanks with the correct letter.

1. ___lf___ct___ry
2. C___r___b___ll___m
3. Pr___m___ry m___t___r c___rt___x
4. P___r___ ___nt___l l___b___
5. T___mp___r___l l___b___
6. Fr___nt___l l___b___
7. C___ntr___l s____lc___s
8. ___cc___p___t___l l___b___

45
 9. Pr___m___ry s___m___t___s___ns___ry c___rt___x

Exercise 2
Direction: Which statement is true about the brain? Write true if the statement
is correct and false if the statement is incorrect.

____________________1. It pumps blood to the different parts of the body.

____________________2. It is the framework of the body.
____________________3. It processes information.
____________________4. It removes wastes from our body.
____________________5. It receives information from the different parts of the
body.
____________________6. It protects the heart and lungs.
____________________7. It is where digestion begins.
____________________8. It is the command center of the body.
____________________9. It is about 1.5 kg in weight.
____________________10. It contains billions of nephrons.

46
Lesson 19: Proper Care of Internal Organs
LESSON GUIDE
1. Eat a balanced diet.
2. Exercise daily.
3. Avoid harmful substances like alcohol, cigarettes and drugs.
4. Get enough rest.
5. Have a positive outlook in life.
6. Drink 8 to 10 glasses of water daily.
7. Keep your surroundings clean.

PUPIL’S ACTIVITY
Exercise 1
Direction: Circle the practices that can help a person eliminate undigested food
regularly and easily?
a. Drinking plenty of water
b. Eating food with fiber
c. Eating junk food
d. Eating more food
e. Chewing the food well
f. Exercising
g. Eating snacks frequently
h. Drinking fruit juices
i. Eating slowly
j. Drinking cola drinks
Science for Daily Use 4/COP-Text Funds/ Lozada, Buena A. et.al.

Exercise 2
Direction: Fill-in the blank with the correct word.
1. ______________________ daily.
2. Have a _____________________ outlook in life.
3. Avoid harmful substances like __________________, _________________ and
_______________________.
4. Keep your _________________________ clean.
5. Get enough __________________.
6. Drink 8 to 10 glasses of _____________________ daily.
7. Eat a _________________________ diet.

47
Lesson 20: Body Parts of Animals that Live in
Water
LESSON GUIDE
Adaptation- it is the structure or behavior that helps an organism survive in its
environment

Marine/Aquatic animals- animals living in water

Adaptive Structure of Animals Living in Water

1. Scales- protection against disease and from other animals
2. Exoskeleton- an outside covering used by shrimps and lobsters
3. Shell- covering of clams and mussels
4. Gills- used for breathing underwater
5. Fins- used for swimming

PUPIL’S ACTIVITY
Exercise 1
Direction: Which adaptive structure is used by the animals below in order to
survive underwater? Write all the structures.
1. Whale- _____________________________________________________________
2. Catfish- ____________________________________________________________
3. Clam- ______________________________________________________________
4. Turtle - _____________________________________________________________
5. Salmon- ____________________________________________________________

Exercise 2
Direction: Define the following.
Adaptation:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________
Marine animals:
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________

48
Exercise 3
Direction: Match Column A with its use in Column B.
Column A Column B
1. scales a. an outside covering
used by shrimps and
lobsters
2. shells b. protection against
disease and from other
animals
3. exoskeleton c. covering of clams and
mussels
4. fins d. used for breathing
underwater
5. gills e. used for swimming

Exercise 4
Direction: Color this water habitat.

49
Lesson 21: Body Parts of Animals that Live on
Land
LESSON GUIDE
Land/ terrestrial animals- animals living on land; they have lungs for breathing

Adaptive Structure of Land Animals

1. Fur- covering of animals to keep them warm
2. Feather- covering of animals that is used for flying
3. Smooth skin- used for breathing
4. Scales- used for protection
5. Legs- used for walking
6. Wings-used for flying

PUPIL’S ACTIVITY
Exercise 1
Direction: What adaptive structure does each animal have? Check under the
correct column.
Animals Fur Feather Smooth Scales Legs Wings
Skin
1. Dog
2. House bird
3. Earthworm
4. Rat
5. Cat
6. Crow
7. Duck
8. Chicken
9. Rabbit
10. House lizard

Exercise 2
Direction: Analogy
1. tiger: fur then sheep: w____________
2. alligator: thick skin then earthworm: _______________skin
3. birds: feathers then bear: f______________
4. cats have claws: catch rats then turtles have shells: p___________

50
 5. flying squirrel: glide then eagles: f__________________

Exercise 3
Direction: Decode the message.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A B C D E F G H I J K L M N O

16 17 18 19 20 21 22 23 24 25 26
P Q R S T U V W X Y Z

1 14 9 13 1 12 19 12 9 22 9 14 7 15 14

12 1 14 4 1 18 5 3 1 12 12 5 4

20 5 18 18 5 19 20 18 9 1 12 1 14 9 13 1 12 19

51
Lesson 22: Body Parts of Animals for Food
Getting/Eating
LESSON GUIDE
Some animals use the following to get and eat their food:
1. Claws
2. Beaks
3. Teeth
4. Sticky tongue
5. Movable jaws
6. Sucking tubes
7. Paws

PUPIL’S ACTIVITY
Exercise 1
Direction: Multiple choice. Which body part is used for getting and eating food?
_____1. Chicken
a. paws b. beak c. feather d. cockscomb
_____2. Cow
a. claws b. paws c. teeth d. beaks
_____3. Leopard
a. teeth b. beak c. feather d. cockscomb
_____4. Iguana
a. feet b. sticky tongue c. movable jaws d. claws
_____5. Cat
a. paws b. sucking tube c. beaks d. movable jaws
_____6. Boa Constrictor
a. paws b. sucking tube c. beaks d. movable jaws
_____7. Goat
a. claws b. paws c. teeth d. beaks
_____8. Lizard
a. sticky tongue b. movable jaws c. paws d. teeth
_____9. Mosquito
a. sucking tubes b. sticky tongue c. teeth d. beaks
_____10. Horse
a. claws b. paws c. teeth d. beaks

52
Exercise 2
Direction: Do the activity. Then tell which animal part is used in getting and/or
getting food.

53
Lesson 23: Body Parts of Animals for
Protection

LESSON GUIDE
Camouflage- the ability (kakayahan) of an animal to change its color or markings
in order to blend to its surroundings
Ex: flounder, English peppered moths, trout, chameleon

Chameleon trout

Mimicry- an adaptation in which one animal closely resembles (kahawig) another

animal in appearance or behavior (Animal Diversity/Glencoe Science/National Geographic Society/p.
10)

Animals imitate (ginagaya) the shapes, smell, tastes, color or even the sounds of
other animals. Examples are zebra, killer whale, and tiger.
Some animals secrete (naglalabas) chemicals to protect themselves like squid,
wasp, snakes and jellyfish. Octopus release a cloud of ink to escape.
Animals have adaptive behavior that protect their own kind. They move in
groups/families/herds/pride/pack. Monkey, elephant, penguins, hyena, and
wolves are examples of this.
Some move fast to protect themselves. Cheetah and ostrich are examples.
While some animals have protective coverings such as turtles, crabs, snails and
oyster. When they sense danger, they keep their bodies inside their shells.

PUPIL’S ACTIVITY
Exercise 1
Direction: How does each animal below protect itself? Check the correct column.

Animals Change Secrete

color chemical in
Move Move Have
fast protective
groups coverings
1. trout
2. skunk
3. snail

54
 4. chameleon
5. wasp
6. zebra
7. ostrich
8. mussel
9. octopus
10. wolves

Exercise 2
Direction: Fill-in the chart with the correct information about the animal.
Animal Habitat Protective Adaptive
(water/land) Structure Behavior

1. cattle

2. elephant

3. hyena

4. lobster

5. clam

Exercise 3
Direction: Here is a zebra. How does this zebra protect its self?

________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________

55
Lesson 24: Animal Movements in a Particular
Habitat
Salamander
LESSON GUIDE
Habitat- is an ecological or environmental area that is inhabited by a particular
species of animal, plant, or other type of organism.
Animals move differently depending on their habitat and their body structures.
Animals that live on land move in different ways. Some walk, hop and jump.
Others fly and crawl. Most animals that live in water swim. But some aquatic
animals have legs for walking. Examples are crustaceans like shrimp, prawn and
crab. Animals that can live both in water and land can either walk, hop, jump,
or swim.

PUPIL’S ACTIVITY
Exercise 1
Direction: Group the following animals according to their habitat. Write them
inside the diagram below.

Bear jellyfish starfish pigeon giraffe newts

Owl dolphin frog mouse crocodile salamander

Land Habitat Land and Water Water Habitat

Habitat

56
Exercise 2
Direction: Complete the statement below
A _______________________ is an ecological or ______________________
area that is inhabited by a particular ____________________ of animal,
plant, or other type of organism.

Exercise 3
Direction: How does the following animals move in their habitat?
1. Salamander- _______________________________________________
2. Prawn- _____________________________________________________
3. Toad- ______________________________________________________
4. Rhinoceros- _______________________________________________
5. Turkey- ____________________________________________________
6. Crab- ______________________________________________________
7. Stingray- ___________________________________________________
8. Blue whale- ________________________________________________
9. Owl- _______________________________________________________
10. King cobra- ________________________________________________

57
Lesson 25: Animals Found in the Community
LESSON GUIDE
Population- it refers to the total number of animals in a particular habitat or
community
Animals in the community depend on the habitat available in that particular
community

PUPIL’S ACTIVITY
Exercise 1
Direction: Make a survey of your community. Identify the different animals found
in your community. Count and record them using the form below.
Animal Number of Habitat
Animals Land Water Both land
and water
1

Exercise 2
Direction: Consolidate the data of the entire class. Answer the chart below.
Animals living Populati Animals Populat Animals Popula
in Land on living in ion living in tion
Water Land and
Water

58
Lesson 26: Raising Animals in a Particular
Habitat
LESSON GUIDE
Some of the habitats of animals are pond, grassland, and sea. The body
structures of animal for adaptation play an important role in choosing animals
to raise in a particular habitat.

PUPIL’S ACTIVITY
Exercise 1
Direction: Research time. Using library books or internet. List 5 animals that can
survive in the following environments.
Desert North/South Pole Tropical Countries
1.

2.
3.
4.
5.

Exercise 2
Direction: What animals can survive on each of the habitats below? Give 5
animals for each column.

A. C.

B D
59
A B C D

Exercise 3
Direction: Group the animals below as to which habitat they may be raised.
Chicken cow milkfish carabao
Dog cat dove swan
Tilapia horse pig rabbit
Land Water Land and Water

60
Lesson 27: Terrestrial Plants
LESSON GUIDE
Terrestrial plants- plants that grow on land.

Plants have different parts: stem, roots, leaves, flower

Plants’ leaves are used to trap energy coming from the sun in order for the plant
to make food. Waxy leaves protect the plants from dehydration as a result of too
much exposure to sunlight. Others store water especially in desert areas like the
cactus.

The roots’ main function is to absorb water and minerals from the soil. It also
anchors the plant to the soil and thus prevent soil erosion.

Flower attracts man, animals and most especially, insects. These insects are
necessary for pollination that help in plant propagation (pagpaparami). The stem
holds the leaves and flowers and serves as a passage of food.

PUPIL’S ACTIVITY

Exercise 2
Direction: Which part of the plants is described below?
____________________________1. It absorbs water from the soil.
____________________________2. It attracts insects for pollination.
____________________________3. It acts as the body of the plant.
____________________________4. It makes food for the plant through the process
called photosynthesis.
____________________________5. It holds the plant in place.
____________________________6. It traps energy from the sun.
____________________________7. It is where pollen grains are found.
____________________________8. It anchors the plant to the soil.
____________________________9. It is the passage of food.
____________________________10. It can be a specialized storage of food for the
plant and can be eaten by humans.

61
Exercise 1
Direction: Draw the different parts of the plant inside the box.

Stem Roots

Leaves Flower

62
Lesson 28: Aquatic Plants

LESSON GUIDE
Aquatic plants/ hydrophytes- they are plants that have adapted to living within
aquatic environments. They can only grow in water or in soil that is permanently
saturated/submerged (lubog) in water.

PUPIL’S ACTIVITY
Exercise 1
Direction: Box the aquatic plants below.

San Francisco Boat lily Water Hyacinth Algae

Sampaguita Lotus Hydrilla Bulrush

Smartweed Banana Cactus Duckweed

Exercise 2
Direction: Draw a leaf on the column that will tell whether the aquatic plant is
emergent, floating or submerged.
Hydrophytes Emergent Floating Submerged

1. Chara

2. Horsetail

63
3. Fanwort

4. Water lettuce

5. Cattail

6. Arrowhead

7. Ceratophyllum

8. Ultricularia

9. Water hyacinth

10. Lotus

64
Lesson 29: Specialized Structures of
Terrestrial and Aquatic Plants
LESSON GUIDE
Specialized structures are important in order to adapt to their environment.
Thorns and hairs in some plants are protective structures.
Flat and buoyant leaves of plants help the plant float.
Long roots of plant help the plant reach the soil underwater.
Thick leaves of cacti (plural of cactus) store water to prevent water lose.
Modified roots are used for storage.
Modified leaves are colorful. They are attract insects and people.

Plants Specialized Structures

Marang, durian They have fruits with pungent (maamoy) odor

Kalumpang tree Noted for unpleasant smell of flowers yet attract flies
to pollinate
Bird of paradise It has a thick cuticle that filter strong light and guards
against excessive (sobra) water loss
Talahib/cogon It has a sharp leaf that might cause you harm
Pineapple It has spines on their leaves
Cactus It has fleshy stems to conserve (magtipid) water for a long
time
Citrus plants Their leaves and fruits have strong smelling oils that
have unpleasant taste.

PUPIL’S ACTIVITY
Exercise 1
Direction: What part of the plant is modified or specialized?
1. Bougainvillea _____________________________________
2. Rose _____________________________________
3. Euphorbia _____________________________________
4. Gabi _____________________________________
5. Water hyacinth _____________________________________
6. Radish _____________________________________
7. Potato _____________________________________
8. Banana _____________________________________

65
 9. Cactus _____________________________________
10. Camote _____________________________________

Exercise 2
Direction: Choose the letter of the correct answer.
______1. What specialized structure is common to rose and bougainvillea?
a. Both have stinging hairs. c. both have thorny stems.
b. Both have sticky leaves. d. both have fibrous fruits.
______2. Which of the following plants has hair on its stem?
a. San Francisco b. santol c. mayana d. lipang aso
______3. Which of the following plants live in water for survival?
a. Lotus b. sampaguita c. santol d. durian
______4. It has stingy hairs on its stems that break and release poison when
touch.
a. Nipay b. gumamela c. santan d. avocado
_____5. Which plant has waxy leaves?
a. santan b. citrus c. gabi d. camote

Exercise 3
Direction: Connect column A with its usage in Column B by drawing a straight
line.
Column A Column B

1. Stem a. Reaches the soil underwater

2. Leaves b. Food storage
3. Roots c. Sexual reproduction of new
plant
4. Flower d. Stores water
e. Carry mineral to the different
parts of the plant

66
Lesson 30/31: Investigation on the Specialized
Structures of Plants/Choosing Plant to Grow
in a Particular Habitat
LESSON GUIDE
Plants grow with the help of soil, air, sunlight and water. Fertile soil containing
humus or decayed materials enrich the soils making the plant grow healthy.
There are different kinds of soil: clay, loam, and sand. Many plants grow best in
loam soil. Some grow well in sand and some can grow in clay soil.
Plants need water. Some need more water than others. All plants need air and
sunlight to grow. However, some plants need less sunlight than others.

PUPIL’S ACTIVITY
Exercise 1
Direction: Conduct the experiment at home.
Materials: 15 mongo seeds, three cups/ containers containing sand, clay, or
loam soil (see set-up below), ruler

Steps:

1. Make the set-up. Place a hole under each set-up.

Sand Clay Loam

5 5 5
Mongo
Mongo Mongo
Seeds
Seeds Seeds

A B C

2. Place the set-up under the sunlight for 5 days. Observe.

Problem 1: In which set-up will the mongo grow best?

Hypothesis: The mongo will grow best in Set_________ which has

_________________________ soil.

67
Problem 2: What affects the growth of mango seed?

Hypothesis: The growth of mongo plants is affected by

_____________________________________________________________.

3. Write your observation on the table below. Measure also the growing plant
using the ruler.

Day 1 Day 2 Day 3 Day 4 Day 5

Set A/
Sand

Set B/
Clay

Set C/
Loam

68
4. State your conclusion.

Problem 1: In which set-up will the mongo grow best?

Conclusion: I therefore conclude that mongo will grow best in Set_______ which
has _________________________ soil.

Problem 2: What affects the growth of mango seed?

Conclusion: I therefore conclude that the growth of mongo is affected by

______________________________.

Exercise 2
Direction: Write YES if the plant will grow in the indicated habitat and NO if it
will not grow.

___________________1. Sayote in the North Pole

___________________2. Cabbage in Benguet
___________________3. Ampalaya in Pangasinan
___________________4. Algae in the desert
___________________5. Cactus in the Sahara desert
___________________6. Water lily in a pond
___________________7. Hyacinth in the ocean
___________________8. Kangkong in the river
___________________9. Petchay in the Arctic
___________________10. Seaweed in the mountain

69
Lesson 32: The Seed and Its Parts
LESSON GUIDE
Parts of a Dicot Seed

Parts of a Monocot Seed

Seed coat- outer covering of the seed. It

protects the seed from injuries and from
drying up.
Cotyledon- it is the biggest part of the seed.
It is the food of the growing plant.
Embryo- it is the young plant

PUPIL’S ACTIVITY

Exercise 1
Direction: Rearrange the jumbled letter and find-out what they are.
1. EUUPLML - ________________________________________
2. EDSE ATCO - ________________________________________
3. ACDERIL - ________________________________________
4. CDEOTYLON - ________________________________________
5. HOYPCTYOL - ________________________________________

70
 6. BEMORY - ________________________________________
7. OOOMNCT - ________________________________________
8. CDITO - ________________________________________

Exercise 2
Direction: Identify the different parts of a dicot seed.

1. 2.

3.

4. 5.

Exercise 3

Direction: What is being described below?

_________________________1. It is the outer covering of the seed.
_________________________2. A seed that has two cotyledons.
_________________________3. It is the young plant.
_________________________4. It is the biggest part of the seed.
_________________________5. A seed that has only one cotyledon.
_________________________6. It is the food of the growing plant.
_________________________7. It protects the seed from injuries and from drying
up.
_________________________8. The bean seed is a _________ seed.
_________________________9. The corn seed is a ________seed.
_________________________10. How many cotyledons do dicots have?

71
Lesson 33: Monocot and Dicot
LESSON GUIDE
Both monocot and dicot seeds have the same parts like embryo, cotyledon, and
seed coat. Monocot seeds have one cotyledon while dicot seeds have two
cotyledons.

PUPIL’S ACTIVITY
Exercise 1
Direction: Using a magnifier, count the number of cotyledons.
_______1. Bean _______6. Rice/palay
_______2. Corn _______7. Mongo
_______3. Peanut _______8. Sunflower
_______4. Mango _______9. Water melon
_______5. Papaya _______10. Squash

Exercise 2
Direction: Write M if the following plant is a monocot seed or D if the plant is a
dicot.
_______1. Bean _______6. Rice/palay
_______2. Corn _______7. Mongo
_______3. Peanut _______8. Sunflower
_______4. Mango _______9. Water melon
_______5. Papaya _______10. Squash

Exercise 3
Direction: Write the word true
statement is wrong.
______________________________1.
______________________________2.
______________________________3.
______________________________4.
______________________________5.
if the statement is correct and false if the
Plant life begins in a seed.
Dicot seeds have one cotyledon.
Color and shape affect seed germination.
Mongo, atis and avocado are dicots.
Seeds with thin coats germinate faster.

72
Lesson 34: Seed Germination and Growth

LESSON GUIDE
Germination is the process in which the embryo or “baby plant” gets energy from
the stored food in the seed and starts to grow.
The factors the affect germination are water/moisture, temperature/sunlight
and soil.

PUPIL’S ACTIVITY
Exercise 1
Problem: What is the effect of moisture in seed germination?
Hypothesis: _________________________________________________________________
__________________________________________________________________________
Materials: 2 cans of the same size with holes at the bottom; loam soil, 10 mongo
seeds, water
Procedure:
1. Fill ¾ of the cans with loam soil and mark them as A and B. Then place 5
mongo seeds in each can.

A B

2. Water can A. Let can B remain dry. Then, place both cans in an area
reached by sunlight. Water can A when needed. Do not water can B.
Observe for three days and fill-out the table below.

Can A Can B

Day 1

73
Day 2

Day 3

What happened to Can A? ________________________________________________

__________________________________________________________________________
What happened to Can B? _______________________________________________
__________________________________________________________________________
What factor affects germination in this experiment?
___________________________________________________________________________
What is the effect of moisture in seed germination? ________________________
__________________________________________________________________________
__________________________________________________________________________

Exercise 2
Problem: What is the effect of sunlight in seed germination?
Hypothesis: ______________________________________________________________
__________________________________________________________________________
Materials: 2 cans of the same size with holes at the bottom; loam soil, 10 mongo
seeds, water
Procedure:
1. Fill ¾ of the cans with loam soil and mark them as A and B. Then place 5
mongo seeds in each can.
A B
74
 2. Water can A and can B. Then, place can A in an area reached by sunlight.
Place can B in a place where it cannot be reached by sunlight. Water both
cans when needed. Observe for five days and fill-out the table below.

Can A Can B

Number
of
sprouts
after 5
days

Color of
the
mongo
sprouts

Size of
the
mongo
sprouts

What happened to Can A? _________________________________________________

__________________________________________________________________________
What happened to Can B? _______________________________________________
__________________________________________________________________________

75
What factor affects germination in this experiment?
__________________________________________________________________________
What is the effect of sunlight in seed germination? ________________________
_________________________________________________________________________
__________________________________________________________________________

Exercise 3
Direction: Write true if the statement is correct and false if the statement is
incorrect.
_______________1. Sunlight is not a factor in seed germination.
_______________2. Plants don’t need moisture to germinate.
_______________3. Germination is the process in which the embryo gets energy
from the stored food in the seed and starts to grow.
_______________4. The kind of soil affects seed germination.
_______________5. The best kind of soil for plants contain humus.

76
Lesson 35: Life Cycle of Selected Animals
LESSON GUIDE

A life cycle is a period involving one generation of an organism.

Metamorphosis is a biological process by which an animal physically develops

after birth or hatching.
There are two types of metamorphosis: complete metamorphosis and incomplete
metamorphosis
Most insects undergo complete metamorphosis like lady bug, butterfly,
mosquito, horsefly, moths, firefly, dung beetle, click beetle, bumble bee,
carpenter ant, paper wasp, fruit fly, bee and housefly.

The stages in complete metamorphosis are egg, larva, pupa, and adult.

PUPIL’S ACTIVITY
Exercise 1
Direction: What do you call the animal in each stage?
Animal Egg Larva Pupa Adult

1. Fly

2. Mosquito

3. Butterfly

4. Frog

Exercise 2
Direction: Box the animals that does not belong to the group.

1. Mosquito butterfly cockroach firefly

2. Wasp dragonfly click beetle bee

3. Cricket carpenter ant dung beetle frog

77
 4. Fruit fly grasshopper mosquito moth

5. Mealy bugs butterfly dung beetle wasp

Exercise 3
Direction: Write T if the statement is true and F if the statement is false.
_______1. The larva of a butterfly is called a cocoon.
_______2. The larva of a mosquito is called a maggot.
_______3. The larva of a fly is called a maggot.
_______4. The frog undergoes incomplete metamorphosis.
_______5. Incomplete metamorphosis undergoes four stage.
_______6. The stages of complete metamorphosis in correct order are: pupa,
larva, adult and egg.
_______7. The firefly and dung beetle undergo complete metamorphosis.
_______8. In the larvae stage, the animal molt or shed their exoskeleton.
_______9. The animal eats during the pupae stage.
______10. The animal inside the cocoon is called a chrysalis.

Exercise 4
Direction: Arrange the following events in the order in which they happen. Write
the number before each statement. (The New Science Links 2017)
Life Cycle of a Butterfly
_______The larva changes into pupa.
_______The butterfly comes out of the cocoon.
_______The egg hatches into a small larva.
_______The pupa encases itself in a cocoon.
_______The larva feeds on the leaves.

78
Lesson 36: Life Cycle of Selected Animals with
Incomplete Metamorphosis
LESSON GUIDE
Twelve percent of insects undergo three stages in their life cycle called incomplete
or gradual metamorphosis. These includes mayfly, cicada, grasshopper, aphid,
louse and cockroach.
1. Egg
2. Nymph- the animals look like small adult but usually don’t have wings;
their exoskeleton molt as they grow
3. Adult- the animals’ primary concern in this stage is mating or reproduction

PUPIL’S ACTIVITY

Exercise 1

Direction: Complete the diagram to show the different stages in incomplete

metamorphosis.
1______________________

2 _______________________

3 __________________________________

Exercise 2

Direction: Write complete if the animals undergoes complete metamorphosis

and incomplete if the animal undergoes incomplete metamorphosis.
1. Cicada- ___________________
2. Mayfly- ___________________
3. Mosquito- ___________________
4. Grasshopper- ___________________
5. Aphid- ___________________
6. Lady bug- ___________________
7. Louse- ___________________
8. Housefly- ___________________

79
 9. Cockroach- ___________________
10. Frog- ___________________

Exercise 3
Direction: Complete the sentences below.
1. The middle state in the life cycle of a cockroach is called _______________.
2. The first stage in an incomplete metamorphosis is _____________________.
3. _____________________________ is the final stage of a louse’s life cycle.
4. Animals with three stages in their life cycles have ______________________
metamorphosis.
5. The final stage of metamorphosis is ____________________________.

Lesson 37: Life Cycle of Animals: Egg Laying

Animals

80
 LESSON GUIDE

Parts of an Egg:
White spot- the developing chick
Egg white- protects the developing
chick
Eggshell- it protects the egg yolk and
the egg white
Egg yolk- it is the food of the
developing chick

The development of the chick takes place in a period of 21 days.

PUPIL’S ACTIVITY
Exercise 1
Direction: Label the different parts of the egg.

Exercise 2
Direction: Identify the part being described below.
1. It protects the egg yolk and the egg white. ________________________
2. It protects the developing chick. ________________________
3. It is the developing chick. ________________________
4. It is the food of the developing chick. ________________________

81
Exercise 3
Direction: Write true if the statement is correct and false if the statement is
wrong.
__________________1. Female frogs lay their eggs in dry land.
__________________2. Adult frogs have gills.
__________________3. Tadpoles have tails for swimming.
__________________4. The front legs appear first.
__________________5. The tail becomes shorter as the tadpole grows.
__________________6. In the adult stage, the gills disappear and lungs develop.

Exercise 4
Direction: Tell whether the following animals are Egg-laying or Not Egg-laying.
________________________________________1. Duck
________________________________________2. Monkey
________________________________________3. Crocodile
________________________________________4. Eagle
________________________________________5. Snake
________________________________________6. Chicken
________________________________________7. Dog
________________________________________8. Mouse
________________________________________9. Crow
________________________________________10. Lizard

Exercise 5
Direction: Color the stages in the life cycle of a frog.

82
83
Lesson 38: Life Cycle of Humans
LESSON GUIDE
The Human Life Cycle Stages
1. Birth- the start of human life cycle begins after the baby is delivered out
by its mother to the world
2. Infancy- this is from birth to the first year of life
3. Childhood- it takes place between ages 1 to 10
a. Toddler- happens during the first 2 years
4. Adolescence- it takes place between ages 12 and 18; this is where puberty
takes place
5. Adulthood- it lasts from age 18 throughout old age

PUPIL’S ACTIVITY

Exercise 1
Direction: In which stage do they belong?
1. You as Grade Four pupil- ____________________
2. Your grandparents- ____________________
3. Your ate/kuya in Grades 9/10- ____________________
4. Your mom/dad- ____________________
5. Your newborn brother/sister- ____________________

Exercise 3
Direction: Identify what stage of human development is being described. Choose
from the list of words inside the box.

ADULTHOOD INFANCY BIRTH CHILDHOOD

ADOLESCENCE

__________________________1. Boys and girls gain more independence from their

parents during this stage.
__________________________2. Girls at this stage begin to menstruate and are now
capable of giving birth.
__________________________3. A child learns to walk, talk and begin to be more
self-sufficient at this stage.

84
__________________________4. A child is completely dependent on the care of his
parents at this stage.
__________________________5. It is in this stage that the boys begin to experience
changes in their voice.

Exercise 4
Direction: Draw a line to connect Column A and Column B.
Column A Column B

1. Childhood A. It takes place between ages

12 and 18
2. Toddler B. This is where puberty takes
place

3. Birth C. The start of human life cycle

begins after the baby is
delivered out by its mother to
the world
4. Adolescence D. This is from birth to the first
year of life
5. Adulthood E. It takes place between ages 1
to 10
6. Infancy F. It lasts from age 18
throughout old age
G. It happens during the first 2
years

85
Lesson 39: Interaction Among Living Things
LESSON GUIDE
Biotic- living things
Abiotic- non-living things
Ecology- the branch of Science that deals with the many relationships and
interactions of living things with one another and with their environments
Ecosystems- it consists of all living and non-living things in a given area; it is
the largest and the most complex level of organization which consists of all
plants, animals and microorganisms which function with all the environmental
factors such as sunlight, climate, soil, water, air, space, nutrients, temperature
and energy

The six elements that keep the ecosystem going are: sun, producers, abiotic
substances, primary consumers, secondary consumers and decomposers

PUPIL’S ACTIVITY

Exercise 1
Direction: Find the six elements that keep the ecosystem going.
S E C O N D A R Y L M N O S
A B C D E F C G H I J K U P
V W X P R I M A R Y G N G Q
Y X Z A T B C G J L E V C R
D E C O M P O S E R S W Q S
S V I S T H Y F Q W R D H T
A B I O T I C J D R E K H U
C G H K R P R O D U C E R S

Exercise 2

Direction: Classify the following as P for primary consumers, S for secondary

consumers, and D for decomposers.
________1. Bacteria ______6. Cow
________2. Lion ______7. Man
________3. Fungi ______8. Snake
________4. Goat ______9. Microorganism

86
________5. Earthworm ______10. Shark

Exercise 3

Direction: Classify the following as biotic or abiotic.

_______________________1. Trees
_______________________2. Flowers
_______________________3. Soil
_______________________4. Sand
_______________________5. Rock
___________________6. Sun
___________________7. Fish
___________________8. Algae
___________________9. Bacteria
___________________10. Water

Exercise 4
Direction: Put a check (√) mark if the statement shows interaction
among living things and cross (x) if not.

________1. The chickens and the ducks look for foods in the pond.
________2. The bird flies high in the sky.
________3. A dog eats its food.
________4. A farmer gives grass to his cow.
________5. A cat eats rat.

87
Lesson 40: Beneficial Interactions Among
Living Things in Their Environment
LESSON GUIDE
Mutualism- the type of interaction where both species benefit from the
relationship
Commensalism- the type of interaction where one organism benefits while the
other is not harmed nor affected

PUPIL’S ACTIVITY
Exercise 1
Direction: What kind of interaction is show by the different organisms? Color
under the correct column.
Organism 1 Organism 2 Mutualism Commensalism

Butterfly Flowers

Algae Fish

Orchids Trees

Bird Trees

Bees Flower

Exercise 2
Direction: Decode the message.

88
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

A B C D E F G H I J K L M N O

16 17 18 19 20 21 22 23 24 25 26

P Q R S T U V W X Y Z

1.
9 14 13 21 20 21 1 12 9 19 13 2 15 20 8

19 16 5 3 9 5 19 2 5 14 5 6 9 20

Message:
_________________________________________________________________
_________________________________________________________________

2.
23 8 5 14 15 14 5 15 18 7 1 14 9 19 13

2 5 14 5 6 9 20 19 1 14 4 20 8 5

15 20 8 5 18 9 19 21 14 8 1 18 13 5 4

89
9 20 9 19 3 15 13 13 5 14 19 1 12 9 19 13

Message:
__________________________________________________________________
__________________________________________________________________

90
Lesson 41: Harmful Interactions Among
Living Things
LESSON GUIDE
Predation- the type of interaction where one benefits while the other one is
harmed or badly affected

Predator-Prey Interaction
a. Predator- the organism that benefits from the relationship
b. Prey- the organism that is harmed
Ex: Lion (predator) vs gazelle (prey); Cat (predator) vs mouse (prey)

The size of predator and prey population are related to each other. If the number
of prey is large, the number of predators increases. The number of predators
decreases, since they have a smaller food supply.

Parasitism- the relationship where one organism is called the parasites and the
other is called the host.
a. Internal parasites- they are found inside the body of the host
Ex: ascaris, ringworm, tapeworm
b. External parasite- they are found outside the body of the host
Ex: aphids, tick
Parasites cannot live alone. They must live in a living host. Some do slight harm
to their host. Other can kill their host.

Competition- it is the striving or vying between organisms for the things needed
for survival
Ex: lions compete to feed on other animals

PUPIL’S ACTIVITY

Exercise 1

Direction: Watch the movie “The Lion King 1.” Then answer the questions below.
1. What do you call a group of lions? _________________________________
2. What do you call the young of a lion? ______________________________
3. What kind of animal is Timon? ____________________________________
4. What kind of food does Timon eat? ________________________________

91
 5. What relationship does it show? ___________________________________
6. What kind of animal is Pumba? ___________________________________
7. What does Pumba eat? ___________________________________________
8. What relationship does it show? __________________________________
9. What do hyenas eat? _____________________________________________
10. What relationship does it show? __________________________________

Exercise 2
Direction: What relationship does the following show? Write PR for predation, P
for parasitism, and C for competition.
_____________1. Cat and mouse _______________6. Pig and tapeworm
_____________2. Fox and rabbit _______________7. Gazelle and zebra
_____________3. Worm and bird _______________8. Goat and cow
_____________4. Aphids and rose _______________9. Human and ringworm
_____________5. Tick and dog _______________10. Owl and worm

Exercise 3
Direction: Identify what is being described.
___________________________1. It is the striving or vying between organisms for
the things needed for survival.
___________________________2. The organism that benefits in predation.
___________________________3. The relationship where one organism is called the
parasites and the other is called the host.
___________________________4. The organism that is harmed in predation.
___________________________5. The type of interaction where one benefits while
the other one is harmed or badly affected
___________________________6. What kind of parasite is found inside the host’s
body?

Exercise 4

Direction: Write true if the statement is correct and false if the statement is
wrong.
___________________1. If the population of prey increase, number of predators
decrease.
___________________2. In the relationship of the frog and the fly, the fly is the
predator.
___________________3. Predators are usually large animals and preys are usually
smaller animals.

92
___________________4. Plants compete for sunlight. The relationship is called
parasitism.
___________________5. When sheep and goats eat on the same grassland, their
relationship is called competition.
___________________6. The dogs are predators to ticks.
___________________7. Internal parasites live inside the host’s body.
___________________8. Internal parasites may kill their host’s.
___________________9. Ringworm and tapeworm are examples of parasites.
___________________10. Lice and ticks are examples of external parasites.

93
Lesson 42: Environmental Conditions Needed
by Living Things to Survive
LESSON GUIDE
Basic Needs of Animals
1. Shelter- animals need shelter to protect them from different elements and
form predators
2. Food- it provides them with energy and nutrients necessary to the body to
perform life functions
3. Water- it transports nutrients and wastes in the body and helps keep body
temperatures constant
4. Air- it contains oxygen needed for the chemical process that releases
energy from food
5. Space- overcrowded areas lead to starvation and disease
6. Waste removal- waste is produced as animals use food
7. Temperature range- animals are best suited to survive in certain
temperature ranges

Environment- it is everything that surrounds and affects an animal. It

includes plants and other animals in the area, rocks, soil, air and water. Both
living and non-living things are parts of an environment.

PUPIL’S ACTIVITY
Exercise 1
Direction: Rearrange the letters and find-out what they are.
1. ATMPRTUREEE ____________________________
2. ACSPE ____________________________
3. IAR ____________________________
4. EESHLTR ____________________________
5. OODF ____________________________

Exercise 2
Direction: What is described below?
__________________________________1. Animals need this to protect them from
different elements and form predators.
__________________________________2. It transports nutrients and wastes in the
body and helps keep body temperatures constant.

94
__________________________________3. It contains oxygen needed for the chemical
process that releases energy from food.
__________________________________4. It provides them with energy and nutrients
necessary to the body to perform life functions
__________________________________5. Overcrowded areas lead to starvation and
disease.

Exercise 3
Direction: Select the letter of the correct answer.
______1. What environmental condition do organisms need to provide energy and
nutrients necessary to perform life functions?
a. Air b. food c. temperature d. water
______2. What environmental condition transports nutrients and wastes in the
body?
a. Food b. shelter c. space d. water
______3. Why do organisms need space?
a. Overcrowded areas lead to starvation and disease.
b. It gives time among organisms to take enough foods.
c. It provides energy and nutrients necessary to the body to perform life
functions.
d. It transports nutrients and wastes in the body, and it helps keep body
temperatures constant.
______4. Air is needed by living organisms because ______.
a. Oxygen in the air is needed for the chemical process that releases energy
from food.
b. The cooling effect of air provides comfortable condition among organisms.
c. The air is needed to digest the foods condition among organisms.
d. None of the above
______5. Which of the following can help maintain the environmental conditions
needed by the organisms to survive?
a. Avoid burning garbage and twigs.
b. Do not disturb the place where animals live.
c. Do not allow construction of high-rise buildings.
d. Cut tress to provide shelter among living organisms.

95
Lesson 43: Effects of the Interactions Among
Organisms in their Environment
LESSON GUIDE
Mutualism- the kind of interaction in which both organisms benefit from each
other
Commensalism- The interaction among organisms where one benefits while the
other is not benefited or harmed
Competition- an interaction in which two organisms compete for survival
Parasitism- one organism depends on the host for food, protection and
reproduction
Predation- the kind of interaction in which one organism kills smaller organism
for food

PUPIL’S ACTIVITY

Exercise 1

Direction: Match Column A with Column B.

Column A Column B

1. Commensalism a. the kind of interaction in

which one organism kills
smaller organism for food
2. Competition b. one organism depends on
the host for food,
protection and
reproduction
3. Mutualism c. the kind of interaction in
which both organisms
benefit from each other
4. Parasitism d. an interaction in which
organisms compete for
survival
5. Predation e. The interaction among
organisms where one
benefits while the other is
not benefited or harmed

96
Exercise 2

Direction: What kind of relationship is shown below?

___________________________________1. Shrubs, trees and grasses in one area
___________________________________2. Man and mosquito
___________________________________3. Frogs and insects in a pond
___________________________________4. Ferns and branch of a tree
___________________________________5. Bees and flowers of a guava tree

97
 Third
Grading

98
Lesson 44: Effect of Force on the Shape of an
Object
LESSON GUIDE
Force is either a push or a pull on an object.

Magnets, gravity and friction can also cause

things to move. Force can change the shape, size or movement of an object. Force
is any influence that causes an object to undergo a change in speed, a change
in direction, or a change in shape. Force is push or pull. Pushing, pounding
(pagdurog), compressing, bending, twisting, stretching or squeezing are some
ways of changing the shape of an object.

PUPIL’S ACTIVITY

Exercise 1

Problem: What are the effects of force on the shape of an object?

Materials: hammer, toy car, tin can, clay, wire, sponge, rubber band, cloth,

State your hypothesis: _______________________________________________________

______________________________________________________________________________

Objects Do the following What happened to each of the

activities in each objects?
objects.
1. Toy car Push
2. Tin can Pound
3. Clay Press

99
 4. Wire Bend
5. Sponge Twist
6. Rubber Stretch
band
7. Cloth Squeeze

Is your hypothesis correct? ___________yes ___________no

State your conclusion. I therefore conclude that when force is exerted on
objects, they_______________________________________________________________
_______________________________________________________________.

Exercise 2

Direction: Use crayon to mark how force can be applied to change the physical
appearance of solid materials. The first one is done for you.

T A P U S H I N G A F K Q P
B W C O M P R E S S I N G O
E B I D A D G Y D B G L R U
N C G S Q U E E Z I N G S D
D D A E T E A R I N G M T I
I P U L L I N G E C H N U N
N E B F B Z N C F D I O V G
G F C G C F A G G E J P W Z

Exercise 3

Direction: Identify what is being described below. Write your answer on the
space provided.
______________________________1. It is the ability to do work.
______________________________2. It can change the shape, size or movement of
an object.
______________________________3. It is either a push or a pull on an object.
______________________________4. Chalk will get crushed when you do this
activity.
______________________________5. Water will come out from wet clothes when
you this activity.
100
Exercise 4

Direction: Enumerate the information needed below.

A. What are the different forms of energy?
1. _____________________________________
2. _____________________________________
3. _____________________________________
B. What causes things to move?
1. _____________________________________
2. _____________________________________
3. _____________________________________

101
 Lesson 45: Effect of Force on the Size of an
Object
LESSON GUIDE
When force is applied, the size of an object may change.

Different Kinds of Forces: (The New Science Links 207 Edition)

1. Contact Force- these are forces that need to be in contact with the object in
order to apply force on it.
a. Applied Force-it is force that is transferred from a person or an object
to another. Ex: a boy pushing a box, a man lifting a sack of rice, a man pulling
a cart
b. Normal Force- force exerted on an object when it is contact with
another object. Ex: ball on top of a table, man leaning on the wall, boy sleeping
in bed
c. Friction Force- it occurs when an object move or tries to move across
a surface and the surface opposes the object’s movement. Ex: force that acts
between tires of a car and road, moving car, man running, man holding a can of
soft drink
d. Air Resistance Force- it acts on objects as they travel through the air.
This force will oppose motion. Ex: air resistance is smaller on a notebook falling
from the desk than a kite from a tree
e. Tension Force- it passes through strings, cables, ropes, or wires when
they are being pulled in opposite directions. The tension force is directed along
the length of the wire and pulls equally on objects at opposite ends of the string,
cable, rope, or wire.

2. Non-contact Forces- these are forces that do not need to be in direct contact
with an object in order to be applied. Ex: weight, gravity, electricity, and
magnetism.
a. Gravitational Force
Large objects have gravitational force, which attracts smaller objects. The
best example of gravitational force is Earth’s interaction with people, animals,
and objects. Even the moon is pulled toward Earth by gravitational force.
b. Magnetic Force
It is an attraction force usually associated with electrical currents and
magnets. Magnetic force attracts opposite forces. Each magnet has a north end

102
and south end, each end will attract the opposite ends of another magnet. (The New
Science Links 2017)

2 kinds of energy:

1. potential energy- stored energy

Ex: compressed spring, stretched rubber band
2. kinetic energy- the energy possessed by a moving object
- it is the energy on motion

PUPIL’S ACTIVITY

Exercise 1

Direction: Apply force to the materials listed in the chart below. You can step
on it, tear it, break it or hammer it. Then check the column of the correct
answer.
Materials Is there a change in the
appearance?
Yes No
1. Plastic bottle
2. Styrofoam cups
3. Leaves of grasses
4. Barbecue stick
5. Stone

Exercise 2

Direction: Explain the changes that will happen to the size of the given objects
if force will be applied. (TG pg. 218)
1. Dropping of flower vase
2. Pounding of styropore cup
3. Cutting a piece of cardboard
4. A bar of soap dropped on the
floor
5. Sharpening a pencil
6. Grinding rice grains

103
Exercise 3

Direction: What kind of energy is possessed by the following? Write P for

potential energy, and K for kinetic energy.
______1. Rolling ball in a soccer game
______2. Book on a shelf
______3. Spacecraft launched into space
______4. Mudflow during a landslide
______5. Bowling ball knocking a bowling pin
______6. Water in a faucet before it is turned on
______7. Archer pulling back a bow
______8. Unlighted candle
______9. Compressing a spring to wind a toy
______10. Pulling a rope to hoist a flag

Lesson 46: Effect of Force on the Movement

of Objects
LESSON GUIDE
When the sum of all the force acting on an object is not zero, the object
will tend to move to the direction of the strongest force acting on it. This
movement is called motion. (The New Science Links 2017)
Rule 1: The stronger the force exerted, the farther the toy car travels.
Rule 2: The stronger the force, the faster the toy car travelled.
Rule 3: The weaker the force exerted, the nearer the toy car travels.
Rule 4: The weaker the force, the slower the toy car travelled.
Rule 5: Objects with lesser mass require lesser force for it to move.
Rule 6: Objects with greater mass require greater force to make it move.

Effects of Motion
According to Sir Isaac Newton, “Objects that are at rest will remain at rest
unless acted upon by a force.” It means that if a ball on top of a table is left alone,
it will stay there. But if somebody decides to push the ball, then it will roll and
may fall off the table. (The New Science Links 2017)

Effects on Direction

104
Sir Isaac Newton also said, “An object moving at the same speed and direction
will continue moving at the same speed and direction unless acted upon by
another force.” In a vacuumed space (a place where there is no air; example is
the outer space), are resistance force, gravitational force, and friction force do
not normally affect an object. A moving object, if left alone, would continuously
move at the same direction and speed; examples are satellites floating around
Earth for many years now, unlike here on Earth where there is gravity and air
that gradually stop all moving objects.

If force is applied on a moving object, the object will probably do one of the
following:
1. speed up (accelerate), if the force applied is along the direction of the object
2. stop, if the force applied is opposite the direction of the moving object and is
just enough to stop it
3. change direction, if the force applied is from left or right of the moving object
4. return, if the force applied of the opposite direction and is more than enough
to stop it.

Effects on Shapes
Force can also change the shape of an object. If two forces from opposite
directions are applied on an object and the object is malleable (property of solids
that allow them to be hammered to thin sheets), it will change its shape. (The New
Science Links 2017)

PUPIL’S ACTIVITY

Exercise 1
Direction: Fill in the blanks to complete the statements below. (The New Science Links
2017)
1. If two forces from opposite directions are applied on an object and the object
is malleable, it will change its _______________________.
2. An object moving at the same speed and direction will continue moving at
the same speed and unless _________________________ upon by another force.
3. A _________________________is a place where there is no air; an example is the
outer space.
4. Objects that are at __________________will remain at ____________________
unless acted upon by a force.
5. The object will ______________________________ if the force applied is of the
opposite direction and is more than enough to stop it.

105
Exercise 2
Direction: What rule is applied in the statement below? Please refer to Lesson
Guide.

_____________________1. The car runs very fast.

_____________________ 2. It took 15 boys to move the big rock.
_____________________ 3. The box moved at a very short distance.
_____________________ 4. The tennis ball rolled very far from the court.
_____________________ 5. The plastic bag was carried by the wind.

Exercise 3

Direction: Circle the letter of the correct answer. (TG, pg. 221)
1. Which among the following object will require a greater force to move?
a. Refrigerator c. monoblock chair
b. study table d. television
2. Which among the objects below require lesser force to move?
a. Book b. notebook c. pencil d. blackboard eraser
3. Which of the following objects will move easily when a force is applied to
it?
a. Plastic dining table c. small refrigerator
b. empty steel cabinet d. small wooden dining table
4. If a boy will have to kick one object, which one from the list below will
move the farthest upon kicking?
a. Shut put ball b. soft ball c. golf ball d. tennis ball
5. Which among the objects will move faster upon the application of a
force?
a. Marble b. Ping-Pong ball c. pebble d. beach ball

Exercise 4
Direction: Identify whether the following objects will stop, change direction, or
accelerate. (The New Science Links 2017)
_____________________________1. A baseball hits a pitched ball.
_____________________________2. A speeding car hits a wall.
_____________________________3. A ball rolling down a hill.
_____________________________4. A walking boy was suddenly pushed by another boy
from his behind.

106
_____________________________5. A falling apple hits the ground.

Lesson 47: Safety Measures in Physical

Activities
LESSON GUIDE

Accident is inevitable and unpredictable. Awareness of safety measures and

putting it into practice will surely lessen casualties and loss of properties. Safety
gears must be utilized in performing physical activities.
1. Always exercise caution when doing activities.
2. As much as possible wear appropriate protective gears.
3. When in a public playground, always wait for your turn and play with care.

PUPIL’S ACTIVITY
Exercise 1
Direction: Choose a partner. Take turns asking and answering the questions
below.
1. What signage are inside our school? __________________________________
_______________________________________________________________________
2. What signage are found along the road? ______________________________
_______________________________________________________________________
3. Do you follow the signage in school? Why? ____________________________
______________________________________________________________________
4. What will happen to cars and people if road signage are not followed?

Exercise 2

Direction: Draw a if the situation shows practicing safety measures. If not,

mark it with an X. (TG, pg. 225 for nos. 1-5)
________1. Skateboarding in a busy street

107
________2. Wearing industrial gloves in bending iron rods
________3. Ironing clothes with wet hands
________4. Turning of LPG tank before going to bed.
________5. Playing with old batteries
________6. Wearing helmet when biking
________7. Using helmet when riding a motorcycle
________8. Playing tops in crowded areas
________9. Playing summersaults on cemented areas
________10. Turn off lighted candles

Exercise 3

Direction: Draw inside the boxes the different dangerous activities children do
during recess time and lunch time.

RECESS TIME LUNCH TIME

RECESS TIME LUNCH TIME

108
 Lesson 48: The Magnet
LESSON GUIDE
Magnets have invisible magnetic field which attracts objects made of iron
and nickel. Magnets can attract materials made of nickel, iron and cobalt.
Materials which are non-metal are not attracted to magnet.
One end of a magnet is the North Pole, and the opposite is the South Pole.
There are several types of magnets like ring magnets, rectangular magnets, bar
magnet, and horseshoe magnet.

PUPIL’S ACTIVITY

Exercise 1

Direction: Using a magnet, place the materials enumerated in the chart near
the magnet. Record your observation.
Materials Was it attracted to the magnet? Color the box
with blue.
Yes No
1. Ball pen cap

109
 2. Bits of paper
3. Coins
4. Eraser
5. Nails
6. Pencil
7. Pieces of cloth
8. Plastic spoon
9. Rubber band
10. Thumbtacks

Exercise 2

Direction: Rearrange the letters below and find-out what they are.
1. AACEGRTNULR magnet- _________________________________
2. ABR magnet - _________________________________
3. SSORHHOEE magnet - _________________________________
4. NIGR magnet - _________________________________
5. UTOHS OLEP - _________________________________

Exercise 3

Direction: Give examples of materials which are attracted by magnets.

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

110
 Lesson 49: Force Exerted by Magnets
LESSON GUIDE
Magnets have North and South Poles. When magnets with opposite poles
face each other, they attract. Therefore, they move towards the other. If like poles
face each other, they repel or push each other away. Thus, similar poles repel,
and opposite poles attract. This push and pull of magnet is called magnetism.

PUPIL’S ACTIVITY

Exercise 1

Materials: Small bar magnet/rectangular magnets. Use the floor. Draw a starting
and finish line.

Game Title: Amazing Race

Direction: Choose two players. Each players will have two magnets of the same
kind and size. The players will push the magnet towards the finish line without
touching the other magnet. The first one to reach the finish line wins!

1. What pushed the magnet towards the finish line? _______________________

________________________________________________________________________
2. What is magnetism? ___________________________________________________
_______________________________________________________________________

111
Exercise 2

Direction: Modified True or False. Write True if the statement is correct. If false,
underline what makes it incorrect. Then write the correct answer on the blank
before the number. (TG, pg. 230, nos. 1-4)
______________________1. All magnets have two north poles.
______________________2. If you break a magnet into two pieces, you will have two
magnets with the same poles.
______________________3. The pulling or pushing force is strongest at the North
Pole.
______________________4. Most objects with iron are attracted to magnets.
______________________5. North Pole repels another North Pole.
______________________6. North Pole attracts South Pole.
______________________7. Magnets attracts wooden objects.
______________________8. The push and pull of magnet is called magnetism.

Exercise 3

Direction: Color the cell that will best describe the reaction of magnets and the
reason behind their reaction.
Reaction of Magnets Reason
Attract Repel Similar poles Opposite
repel poles
attract
1. North poles
facing each
other.
2. South poles
facing each
other.
3. North and
South poles
facing each
other.
4. South and
North poles
facing each
other.

112
 Lesson 50: Heat, Transfer in Solid Materials
LESSON GUIDE
Energy is the ability to do work. Anything that moves is doing work and
uses energy. Energy cannot be created or destroyed; it can only be transformed
form one form to another.
Heat is a form of energy associated with the motion of particles and capable
of being transmitted through solid and liquid media by conduction, convection
and through empty space by radiation.
As a thermal energy, it is transferred between bodies of different
temperature. Heat transfers from a body of high temperature (hot) to a body with
low temperature (cold).
Heat is a form of kinetic energy. It is an energy produced by a continuous
motion of the molecules of matter. These molecules are always in motion. They
have kinetic energy. When molecules of matter move, they produce heat. The
faster the molecules move, the more hear is produced. Heat is measured by
calorie is a measure of energy in food. (The New Science Links 2017)

Heat and Temperature

Although temperature is related to heat, it is not the same as heat.

Temperature indicates the amount of heat present in matter. It is measured by
a thermometer in units called degrees.
A thermometer is close tube with a space inside. At the bottom of this
space is liquid. In some thermometers, this liquid-which is silvery in color-is
called mercury. In other thermometers the liquid is red-colored alcohol.
When a thermometer is place in something hot, the liquid inside it expands
upward. The amount of its expansion depends on how hot the object is. The
hotter the object, the higher the liquid goes. In the Celsius scale, boiling water
has the temperature of 100 degrees Celsius (1000C) or 212 degrees Fahrenheit
(212oF).
In the Celsius scale, the freezing water measure 00C or 320F. (The New Science
Links 2017)

Methods of Heat Transfer

1. Conduction- heat transfer in solid materials
When an object like metal is heated, the molecules next to the source
of heat start to move faster. They bump into other molecules, making them
move faster. This increased movement of the molecules causes more

113
 collisions with neighboring molecules. As a result, a chain reaction causes
the heat to spread throughout the metal. The heat energy is passed on
from molecule to molecule within the object.
Heat usually travels fast through metals. Metals are good
conductors of heat. Heat can easily travel through them because their
molecules are very close to each other. They can easily conduct heat from
molecule very fast. Examples are tin cans, metal spoons, iron nails, screw.
There are materials that do not conduct heat very well. They are
called non-conductors or insulators. Most non-metals, liquids, and gases
are poor conductors. Their molecules are farther apart and do not allow
heat energy to spread quickly. Examples are wood, leather, paper, cotton
(The New Science Links 2017)

2. Convection- heat travels in air or water

When liquid or gas is heated, the molecules of the heated part move
faster and faster away from each other. As a result, the heated part
becomes less dense and heavier so it goes down and pushes the hot
air upward. The cold air is then heated and becomes lighter. It is
pushed upward by colder, heavier air above. in this way, the entire
liquid or gas becomes evenly heated. This method of heat transfer is
called convection. (The New Science Links 2017)

114
 3. Radiation- heat is transmitted across empty space or vacuum t
Heat travels in waves as it moves from an area of high temperature to an area
of low temperature. This is why you can feel the sun’s rays even if the sun is very
far away.
Radiation is a method of heat transfer without the use of moving molecules.
It is the manner by which waves of radiant energy such as light, infrared, or
ultraviolet travel through space. These waves can travel through a vacuum.
When the heat radiation coming from the sun reaches Earth, radiant energy is
converted to heat energy. Earth is warmed by absorbed heat. The more heat is
absorbed, the warmer the temperature on Earth becomes. (The New Science Links 2017)

PUPIL’S ACTIVITY

Exercise 1

Materials: hot water, mug, metal spoon

Direction: Place a metal spoon inside the mug with hot water. Take note of the
change in temperature of the spoon.

115
 1. Temperature of the spoon before placing it inside the mug with hot
water. _______hot _______cold
2. Temperature of the spoon before placing it inside the mug with hot
water. _______hot _______cold
3. What happened to the spoon after sometime?
_______________________________________________________________________
_______________________________________________________________________
4. What method of heat transfer is shown? _______________________________

Exercise 2

Materials: butane burner, a pot of water, 5 mongo seeds

Direction: Put the seeds in the pot of water and heat it. Observe the movement
of mongo as the water boils.
1. What is the movement of seeds when placed in the pot of water?
_______________________________________________________________________
2. What is the movement of seeds as the water boils?
_______________________________________________________________________
3. What method of heat transfer is shown? _______________________________

Exercise 3
Materials: solid margarine/butter, hot objects
Direction: Place the margarine/butter at center of the hot materials. See to it
that they do not touch each other.
1. What is the temperature of the margarine/butter before placing it at the
center of the hot objects? ________hot __________cold
2. What happened to margarine after a while? ___________________________
_____________________________________________________________________
3. What method of heat transfer is shown? _____________________________

Exercise 4
Direction: What method of heat transfer is shown in each sentences?
______________________1. A spoon becomes hot when placed above a fire.
______________________2. Metal pan becomes hot.
______________________3. A pale of cold water becomes warm when hot water is
poured.
______________________4. Wet hair dries after using hair dryer.
______________________5. You feel warm while seating near a bonfire.

116
______________________6. You feel heat coming from the oven.
______________________7. Heat is transmitted through an empty space.
______________________8. Heat transfers through movement of fluids or currents.
______________________9. Heat transfers through direct contact.
______________________10. It causes the occurrence of wind movements.

Exercise 5
Direction: Circle the letter of your answer. (TG, pg. 240-241)
1. What is the direction of heat transfer?
a. From hot to cold c. from cold to hot
b. From bottom to top d. from side to side
2. How is heat transferred in solid materials?
a. Through convection c. through conduction
b. Through radiation d. through vacuum
3. What happens to a liquid when heated?
a. It remains the same. c. It increases in temperature.
b. It increases in volume. d. It increases in water level.
4. What may happen to a solid when it is continuously exposed to heat?
a. It may become heavier. c. It may expand.
b. It may decrease in volume. d. It may melt.
5. When heat is transferred through gases it is called ______.
a. Convection b. radiation c. conduction d. roasting

Exercise 6
Direction: Fill in the blanks with the correct word or words to complete the sentence.

1. The _____________________________is an energy provided by the continuous motion of

the molecules of matter.
2. Temperature is measured in units called __________________________.
3. When matter absorbs heat, its temperature _____________________________.
4. When matter loses heat, its temperature ____________________________.
5. Matter ________________________________when heated and _________________________
when cooled.

117
 Lesson 51: The Path of Light
LESSON GUIDE

Light is all around us. It is one of the different electromagnetic radiation

that are emitted by the sun, and the only one that can be perceived by the
unaided eye. It is the energy that allows us to see the world around us. (The New
Science Links 2017)
Light always travels in a straight line when going through a single medium.
A medium is any substance through which a light wave can travel. Light travels
quickly in air. Light travels slowly in water and glass.
A laser is a narrow but powerful bean of light. It can travel long distances
and still focus on a small area. It is used to store information on a CD, used to
read bar codes, used in printers and scanners, used to cut, drill and bond
materials in industries, and used to treat certain diseases. Never aim a toy laser
to the eyes of a person.
Optical fibers are very thin glass or plastic fibers that are bundled together
in a coated, flexible tube. It is made from transparent materials that transmit
visible, ultraviolet and infrared light. It is used in communication, medicine and
industry.

PUPIL’S ACTIVITY

Exercise 1

Materials: flashlight, laser

Direction: If materials are not sufficient, the teacher may conduct the activity
while the pupils observe.
1. Get the flashlight, aim its light on the wall. Is the light in a straight line?
________________________________________________________________
2. Then, get the laser and again aim it on the wall. Is the light in a straight
line?
_________________________________________________________________
3. Aim the flashlight and laser on the wall at the same time. Which light is
more visible? ___________________________________________________
4. What can you say about light? __________________________________
_________________________________________________________________

118
Exercise 2

Direction: Identify what is described below.

__________________________1. It always travels in a straight line when going
through a single medium.
__________________________2. They are very thin glass or plastic fibers.
__________________________3. It is used in communication, medicine and
industry.
__________________________4. It is a narrow but powerful bean of light.
__________________________5. It is used to store information on a CD.

Exercise 3

Direction: Write true if the statement is correct and false if it is not correct. (TG,
pg. 245)
______________1. Light travels in a straight line when it passes through a single
medium.
______________2. The light that strikes a thick cardboard bends and find another
way to pass through it.
______________3. Light rays could not be blocked and they could pass through all
types of materials since they travel on a straight line.
______________4. A laser is a narrow but powerful beam of light capable of
travelling far distances on a straight line.
______________5. Optical fibers are used in communication, medicine and
industry.

119
 Lesson 52: How Sound Travels in Different
Materials
LESSON GUIDE
Sound is a form of energy. When objects make sound, they move back and
forth. This movement is called vibration. Without vibration, there will be no
sound.
A sound wave travels at different speed through different media. Sound
wave is created in response to a vibration and how easily they move back to their
original position. Another cause is how strongly the particles are attached or
attracted to each other.
Slow moving wave (slow music)

Fast moving wave (fast music)

No more waves

PUPIL’S ACTIVITY

Exercise 1

Materials: two stones, a bucket of water

1. Tap the two stones. Did you hear a sound? ____________________________
2. Tap the two stones underwater. Were you able to hear a sound? _______
3. What can you infer from this activity? _________________________________
______________________________________________________________________

Exercise 2

Game Title: Over-Under

Materials: ball/book
Direction: Make two or three groups. For Groups 1 and 2, the distance between
each member is one meter. For groups 3 and 4, the distance is half a meter. The
game will starts after the whistle.
1. Which team finished first? Why? _______________________________________
_______________________________________________________________________

120
 2. Which team finished last? Why? _______________________________________
_______________________________________________________________________
3. What does this activity show? _________________________________________
_______________________________________________________________________

Exercise 3

Direction: Circle the letter of the correct answer. (TG, pg. 252-253)
1. When the sound travels through solids, the vibration of the particles
occurs _____?
a. Fast b. slowly c. moderately d. irregularly
2. How do sound travels through air?
a. Very fast c. in jumping motion
b. very slowly d. fast in random manner
3. In which medium can sound wave travel faster?
a. solids b. liquids c. gases d. all of these
4. What affects the speed of sound as it travels?
a. person receiving it c. The origin of the sound
b. the nature of material d. Loudness of the sound
5. Which of the following statements about sound is correct?
a. Sound cannot travel through a solid.
b. Sound travel faster in air than in liquids.
c. Sound travel faster in solid than in air.
d. The travel of sound is not affected by the medium through which it
travels.

Exercise 4

Direction: Show a fast moving sound, a slow moving sound and silence. Then
Label them.

121
 Lesson 53: Investigating the Properties of
Light
LESSON GUIDE
Light travels in straight lines. Sometimes it bounces back into the direction
of the source. We call this reflection. Water, windows, shiny metal, and mirrors
reflect light.
When light passes from one material into a second material like mirror or
water, the light path is either bent or reflected back.
Refraction, on the other hand is the bending of light as it travels from one
type of material to another like from air to water.
Dispersion is the ability to break white light into different colors. White
light is formed when all the colors that we see are combined. If white light enters
a prism, it slows down and beds or refracts the colors then separates because
each color has a particular wavelength. An example is the rainbow.
The rainbow are colors that come from the light of the sun. A rainbow is
formed when the light from the sun passes through raindrops. That is why we
see rainbow after it rained. A rainbow is the result of sunlight breaking into
different colors.
The speed of light through an empty space of a vacuum is 3000,000 km
per second. Light don’t need any medium or material to carry its energy along.
When light enters a material, it slows down. The amount depends on the material
it enters and the material’s density. (The New Science Links 2017)

PUPIL’S ACTIVITY

Exercise 1

Materials: wall, ball

Problem: What is the direction of the bouncing ball if you throw it from the right
angle to the wall?
Hypothesis: The ball will bounce to the ______________________________________.
Direction: Throw the ball towards the wall from the right angle and observe its
direction as it bounces back. Do this three times.

122
 Direction 1st Bounce 2nd Bounce 3rd Bounce

From the right

1. Conclusion: I therefore conclude that the ball will bounce to the

________________ if thrown from the right.
Was your hypothesis rejected or accepted? _______yes ______no
2. What property of light is shown? ________________________________________

Exercise 2

Materials: floor, ball

Problem: What is the direction of the bouncing ball if you throw it straight to the
floor?
Hypothesis: The ball will bounce ______________________________________.
Direction: Bounce the ball on the floor and observe its direction as it bounces
back. Do this three times.

Direction 1st Bounce 2nd Bounce 3rd Bounce

From the floor

1. Conclusion: I therefore conclude that the ball will bounce to

_____________________________________________________.
Was your hypothesis rejected or accepted? _______yes ______no
2. What property of light is shown? ________________________________________

Exercise 3

Materials: clear glass, water, pencil

Problem: What will happen to the appearance of the pencil if placed inside a half-
filled glass of water if seen from the side?
Hypothesis: The pencil will __________________________________________________.
Direction: Pour water into the glass. The glass should be half-filled. Then, place
the pencil. Lastly, observe the appearance of the pencil. Write your observation
below.

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 Observation 1 Observation 2

Conclusion: I therefore conclude that pencil will appear 1. (BEKRON)

________________________. The pencil that is placed in water appears to be
2. (DEWIR) ____________________ than the portion of the pencil that is not
submerged.
3. What property of light is shown? ________________________________________

Exercise 4

Materials: clear glass, water, bond paper, sunlight

Problem: What will you see if the sun’s rays passes through the glass of water?
Hypothesis: I will see ______________________________________________________.
Direction: You will need strong sunlight. Pour water into the glass. Place the
glass of water under the sun with the bond paper underneath the glass of water.
Observe.
What did you see? ____________________________
What does this activity tell us about white light? White light has 1. (DEEIFFRNT)
_____________________________colors which is the color of the 2. (ABRINOW)
_____________________________.
3. What are the colors of the rainbow?
R- ___________________________
O- ___________________________
Y- ___________________________
G- ___________________________
B- ___________________________
I- ________________________
V- ___________________________

Exercise 5

Direction: Write True if the statement is correct. Write False if the statement is
wrong. (TG, pg. 261)

124
___________________1. Light can be reflected if it is directed towards a mirror.
___________________2. Refraction is the bouncing back of light.
___________________3. When somebody faces a mirror, his reflection can be seen
in a reversed manner.
___________________4. Light travels faster in air than in liquids.
___________________5. The speed of light remains the same even if it travels
from one material to another.

Exercise 6
Direction: Fill in the blanks to complete each statement below. (The New Science Links
2017)
1. ________________________is essential in order for us to see things.
2. A property of light is that it reflects off on ________________________surfaces.
3. Refraction means that light ______________________________when it passes
from one object to another.
4. The greater the _____________________________difference between the two
objects, the more the light bends.
5. Unlike sound, light can travel through a _____________________________.

125
 Lesson 54: Investigating the Properties of
Sound
LESSON GUIDE

Frequency is the pitch of the sound or the distance of each wave from one
another. The shorter the distance, the higher the pitch.
Name Frequency Range (Hz) Characteristics
Infrasonic 0-20 A very low sound that
almost cannot be heard,
but whose vibration can
be felt.
Sonic (Aka Audio) 20-20 000 Normal sound; the
sound of a person
speaking
Ultrasonic 20 000+ Beyond human hearing
capabilities; to humans,
this sounds almost
nothing but can be
heard by some animals
(The New Science Links 2017)
The loudness of a sound refers to how strong the sound seems to us when
it reaches our ears. Loud sound also means intense sound. The application of a
stronger force causes louder volume of sound like the rumbling thunder. A lesser
force makes a softer sound. Sound does not lose some of its energy as it travels
through the air, it spreads outward in all directions from the sources. So the
loudness of a sound decreases between a person and the source of the sound.
The softness and/or loudness of sound is called volume.
Decibel (dB)is the unit of measurement of the loudness of sounds.
Range (dB) Description Examples
0-30 Very quiet Almost no sound at all
31-50 Quiet The sound of a whisper
or the sound of a soft
wind blowing
51-70 Normal The sound of people
talking

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71-90 Loud The sound that is mostly
annoying and prevents
one from concentrating
91-110 Very loud Sounds that most people
will try to avoid
111+ Unbearable Extreme sounds can
cause permanent
hearing loss. An example
is the sound of jet
engine.

Speed of sound depends on the medium by which sound is being

transferred. The speed of sound is around1,230 km per hour. Sound comes from
vibrations. These vibrations create sound waves, which move through mediums
such as air and water before reaching our ears. (The New Science Links 2017)
Noise is any undesirable sound which disturbs the activities of human or
animal life. Often it is not the pitch or the loudness that makes a sound
annoying. Sometimes it is the repetitive nature of the sound and our inability to
control it that makes it annoying.

PUPIL’S ACTIVITY

Exercise 1

Direction: Rearrange the letters and find-out what they are.

1. DOUNS - ________________________________
2. EINOS - ________________________________
3. DELOUNSS - ________________________________
4. EVLUMO - ________________________________
5. ABVIRIONT - ________________________________

Exercise 2

Materials: basin of water, pebble/marble, pencil

Problem 1: What will appear to the water if we drop a pebble/marble on the basin
of water?

127
Hypothesis: A _________________________________will appear.
Problem 2: What will appear to the water if we tap the water with pencil?
Hypothesis: A _________________________________will appear.
Direction: First, drop a marble/pebble on the basin of water. Next, tap the water
with a pencil. Observe the water. Write it on the chart below.
What to do: Observation Shape of the waves
Drop marble/pebble on
the basin of water.
Tap the water with a
pencil.
1. Conclusion: I therefore conclude that ______________________________will
appear if a pebble/marble is dropped or if the water is tapped with pencil.
2. What property of sound is shown? _______________________________

Exercise 3

Direction: Encircle the letter of the correct answer. (TG, pg. 269)
1. Which of the following produces a soft sound?
a. Drum set b. whistle c. jet d. buzzing bee
2. Which of the following produces the loudest sound?
a. Jet b. piano c. telephone d. cry of a baby
3. Why does sound become weaker or fainter as it moves away from the
observer?
a. The sound is lowered by the operator.
b. The sound spreads to cover a smaller area.
c. The sound spreads to cover a larger area.
d. The sound is already absorbed by the environment.
4. Which pair of words is true?
a. Flute: loudest sound
b. Cricket: no sound
c. Whisper: soft sound
d. Ambulance’s siren: soft sound
5. Which is true about the characteristics of sound?
a. Sound could either be soft or loud.
b. The loudness of sound decreases as it moves nearer the observer.
c. Sound is not heard when it is exactly on the same spot as the listener.
d. The loudness of sound increases as it moves away from the observer.

Exercise 4
128
Direction: Identify what is described in each sentences.
______________________1. It is any undesirable sound which disturbs the
activities of human or animal life.
______________________2. It is an energy made by vibrations.
______________________3. It refers to how strong the sound seems to us when it
reaches our ears.
______________________4. When the vibrations are fast, you hear a _____ sound.
______________________5. When the vibrations are slow, the sound is _____.

Exercise 5
Direction: Identify what each of the sentences is describing. Write your answer
in the blank provided before each number.
________________________1. Lowest frequency of sound that the human ear
cannot detect.
________________________2. Normal range for human ears.
________________________3. Beyond human hearing capabilities; to human, this
sounds almost nothing.
________________________4. Its speed is around 1,230 km per hour.
________________________5. The distance of each wave of sound from one another.

Exercise 6
Direction: Using the table of loudness of sound, identify whether the following
are very quiet, quiet, normal, very loud, or unbearable. Write your answer in the
blank provided before each number.
_________________________1. A can stereo playing at 81 dB
_________________________2. Two old people chatting at a voice of 20 dB each
_________________________3. A running juice blender at 71 dB beside a running
food processor at 55 dB
_________________________4. The sound of footsteps at 16 dB
_________________________5. Forty-one pupils whispering at the same time at 10
dB each

129
 Lesson 55: Investigating the Characteristics
of Sound
LESSON GUIDE
A sound wave travels at different speed through different media. As it
travels, it often bumps into objects it encounter. If it heats a hard smooth surface
the wave reflects. The means that the sound bounces back. The sound wave that
bounces back is called an echo.
We don’t always hear echoes because of the following reasons:
1. The original sound maybe too weak.
2. The surface absorbs, rather than reflects the sound.
3. The reflecting surface is too small.

Echolocation is the transmission of sound waves to locate objects. Bats

rely on echolocation to help them find food. Whales use echoes to move and find
their way through the murky depths of the deep ocean. They send out high-
pitched sounds which bounced off an object and return to the whale. The whale
can then determine how far the distance, determine texture, shape, and size of
the object. This helps them in deciding where the prey and the different objects
around the ocean are located. Mammals like whales, dolphins and bats use
echolocation.
Echoes must be loud enough to return to the animals and short enough
so that the echo of the sender returns back to the animal or human before the
next one is sent out.

PUPIL’S ACTIVITY

Exercise 1

Direction: It’s movie time for everyone! Watch Finding Dory at home or in school.
Then, answer the question below.
1. Which animal used echolocation? ______________________________________
2. Why did that animal used echolocation? _______________________________
_______________________________________________________________________
3. How did the animal help Dory? ________________________________________
_______________________________________________________________________
4. What is echolocation? _________________________________________________

130
 _______________________________________________________________________
_______________________________________________________________________
5. What other animals use echolocation? _________________________________
_______________________________________________________________________

Exercise 2

Direction: Write True if the statement is correct and False if it is wrong. (TG, pg.
277)
_______________1. Echo is the term used for the sound that is reflected back to
its source.
_______________2. Bats and dolphins used echolocation to locate their food and
determine their direction.
_______________3. Only animals have the ability to use echolocation.
_______________4. The sea floor is mapped using echolocation.
_______________5. Some individuals have developed to use echolocation and thus
able to see even if they are blind.

Exercise 3

Direction: Decode the message.

1 2 3 4 5 6 7 8 9 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

5 3 8 15 12 15 3 1 20 9 15 14 9 19 20 8 5
T H E

20 18 1 14 19 13 9 19 19 9 15 14 15 6

19 15 21 14 4 23 1 22 5 19 20 15

12 15 3 1 20 5 15 2 10 5 3 20 19

131
 Lesson 56: Ways to Protect Oneself from
Intense Light, Heat and Sound
LESSON GUIDE
Too much heat, light and sound is not good for us. People who are exposed
to loud noise for long periods may suffer loss of hearing. People who are exposed
to too much heat and light may suffer different skin ailments. Being aware of the
bad effects of heat, light and sound could enable us to come up with the ways to
protect ourselves from the dangers they may pose to our health.

PUPIL’S ACTIVITY

Exercise 1

Direction: Match Column A with its effect in Column B.

Column A Column B

1. Listening to loud music a. blindness

2. directly looking at the sun b. Hearing loss
3. Staying under the sun for c. Skin diseases
Long periods

Exercise 2

Direction: Encircle the letter of the correct answer. (TG, pg. 282)
1. Which of the following is good to use when we go out on a sunny day?
a. Umbrella b. sunglasses c. sunblock d. all of these
2. Which of the following is good to use to protect our ears from the noise in
the environment?
a. Ear muffs c. earrings
b. Cotton buds d. all of these
3. Why is it not advisable to stay in hot and noisy places?
I. Our sense of hearing may be affected.
II. Our sense of sight may be damaged by the sun.
III. It may cause different skin problems.

132
 a. I & II b. II & III c. I & III d. I, II & III
4. What must you do if you want to swim on a clear sunny day?
a. Wear jacket so that your skin will not get burnt.
b. Wear protective foot wear like boots.
c. Use a beach umbrella while swimming.
d. Apply sunblock lotion to protect your skin from the heat of the sun.
5. Which of the following shows the proper way of protecting oneself from the
heat from the heat of the sun?
a. Drinking plenty of water to keep hydrated during summer.
b. Wearing protective clothing like long sleeved cloths if you are working
under the sun.
c. Use wide-brimmed hat when working in the fields.
d. All of the above.

Exercise 3

Direction: Draw inside the box to show how you will protect yourself from
blindness, hearing loss and skin diseases.

I to prevent blindness. I to prevent hearing I to prevent skin

loss. disease.

133
Fourth
Grading

134
 Lesson 57 Soil: Its Types and Characteristics
LESSON GUIDE

Types of Soil Common Characteristics

1. Clay Particles are packed together tightly. It is sticky when
wet and has the finest texture.
2. Loam It is a mixture of sand and clay. It contains large
amount of decaying plants and animals. It has a fine
texture. It can hold enough water and oxygen.
3. Sand Particles are coarse and loose. It cannot hold water well.

Humus- it comes from decaying plants and animals.

PUPIL’S ACTIVITY

Exercise 1
Direction: Rearrange the words below.

1. ACDEY -________________________________________
2. ADSN - _______________________________________
3. UHMSU - _______________________________________
4. AOML - _______________________________________
5. LCYA - _______________________________________

135
Exercise 2
Direction: Identify what is being described below.
____________________________1. The kind of soil that is sticky when wet and has
the finest texture.
____________________________2. The particles of this soil are packed together
tightly.
____________________________3 It is a mixture of sand and clay.
____________________________4. It contains large amount of decaying plants and
animals.
____________________________5. The particles of this soil are coarse and loose.

Exercise 3
Direction: Enumerate the different types of soil.
1. ______________________________________________

2. ______________________________________________

3. ______________________________________________

136
 Lesson 58: Uses of Water from the Different
Sources
LESSON GUIDE

Kinds of Water
1. Seawater- it is salty. It contains plenty of salt. It is found in the sea and
oceans. It is also called hard water.
2. Freshwater- it also called surface water. It does not contain salt. It is
found in rivers, lakes, creeks, and ponds. It comes mostly from rain.
3. Groundwater- it is found beneath the earth’s surface. It comes from
water that seeps into the ground. These accumulates in the underground
layer called water table. It is the cleanest water and contain plenty of
dissolved minerals which the human body needs.

Other Sources of Water

1. Clouds- it comes from evaporated water
2. Iceberg These are solid water found only in very cold countries.
3. Glaciers

PUPIL’S ACTIVITY

Exercise 1

137
 Direction: Match Column A with the description in Column B.

Column A Column B
1. Ground water a. It contains plenty of
salt.
2. Iceberg b. It comes from
evaporated water
3. Clouds c. It is found beneath the
earth’s surface.
4. Freshwater d. It also called surface
water.
5. Saltwater e. Solid water found only
in very cold countries

Exercise 2

Direction: Fill-in the blank with the word described by each sentences.

__________________________1. It is found in the sea and oceans.

__________________________2. It is found in rivers, lakes, creeks, and ponds.
__________________________3. It comes from water that seeps into the ground.
__________________________4. It is the cleanest water and contain plenty of
dissolved minerals which the human body needs.
__________________________5. It is also called hard water.

Exercise 3

Direction: Enumerate the sources of water.

1. ________________________________ 4. ___________________________
2. ________________________________ 5. ___________________________
3. ________________________________

138
 Lesson 59: Uses of Water in Our Daily
Activities
LESSON GUIDE

Water is a renewable resource because of the water cycle.

Use of Freshwater
1. It used for cleaning, washing, bathing, preparing food and other
household uses.
2. Sustains plant and animal life.
3. For recreation.
4. Use as routes for transportation like boats.
5. For irrigation of farms.

Uses of Seawater

139
 1. It produces 80% of the oxygen we breathe because of planktons, the tiny
organisms that live in the oceans and seas.
2. The habitat of aquatic plants and animals.
3. For recreation.
4. Routes for local and international transportation and marine navigation.

PUPIL’S ACTIVITY

Exercise 1
Direction: Write true if the statement of is correct and false if the statement is
wrong.

________________1. Water is used to clean our homes.

________________2. Water is used in industries.
________________3. Seawater is home to many animals.
________________4. Human can survive without water.
________________5. Dirty water can no longer be used.

Exercise 2
Direction: Show on the box how water is used.

140
Exercise 3
Direction: Tell what the picture shows.

1. GWTARINE APNTSL- _______________________

2. AARNNSPRTTTIOO- _________________________

3. TERWA SSPOTR- _____________________________

4. AIIGTIONRR - ____________________

5. CCDEEHYROLTRI - _________________

141
 Lesson 60: The Importance of the Water
Cycle
LESSON GUIDE

Hydrosphere- the water part of the earth. It covers three-fourths (3/4) of the
earth’s surface that is why the earth is called the “blue planet”
Water cycle- the continuous movement of water in the surface of the earth

PUPIL’S ACTIVITY

Exercise 1
Direction: Write true if the statement is correct and false if the statement is
wrong.
_______________1. Evaporation happens when water is heated.
_______________2. Snow is a precipitate.
_______________3. Water vapor gather in the hydrosphere.
_______________4. Clouds are signs of weather.
_______________5. Plants and animals are not part of the water cycle.

142
Exercise 2

Direction: Choose the letter of the correct answer.

1. Which is a form of precipitate?
a. Fire b. snow c. UV rays d. air
2. What does not belong to the group?
a. Rain b. hail c. smoke d. snow
3. The earth is called “the blue planet” because _____.
a. It is mostly covered with grass.
b. It is mostly covered soil.
c. 1/3 of it is made up of water.
d. ¾ of it is made up of water.
4. It is the water-part of the earth.
a. Stratosphere b. hydrosphere c. atmosphere d. all of the above
5. It is the continuous movement of water in the earth’s surface?
a. Hydrosphere b. condensation c. water cycle d. photosynthesis
6. Where does water vapor come from?
a. Rivers b. plants c. animals d. all of the above
7. What are clouds made of?
a. Droplets of water b. air particles c. dust d. water
8. The process in changing water into water vapor is called ____.
a. Transpiration b. perspiration c. evaporation d. condensation

Exercise 3

Direction: Draw a diagram of water cycle.

143
 Lesson 61: Using Weather Instruments

LESSON GUIDE

Weather Instruments

1. Thermometer- used to measure temperature. It contains, Celsius or

Fahrenheit scale or both. The highest number is 100 and the lowest is 0.
It is written as 1000 C and read as one hundred degree Celsius. Or, written
as 1000F and read as 100 degree Fahrenheit.

Kinds of Thermometer
a. Clinical thermometer
b. Room thermometer
c. Scientific thermometer

Temperature varies. It is usually affected by the angle at which the sun’s rays
strike the surface.
The time of day affects the temperature. It is usually hot at noon and cool in the
morning and evening.
Places near the equator have high temperature because they receive direct rays
from the sun.
The time of year also affects the temperature. In the northern hemisphere,
summer days are hot and day time is longer.

144
Weather conditions affect temperature. If the weather is fine, the temperature is
high, this means that it is warm. If the weather is stormy, the temperature is low
or it is cool.

2. Wind Vane- this is the instrument that tells where the wind is coming
from and where it is going. The arrow head points to where the wind is
from. The arrow tail tells where the wind is going. Example, if the arrow
head points North, the wind is from the North and the wind is going to the
opposite direction which is the South.

Primary Direction Secondary Direction

N- North NE- North-East
E- East SE- South-East
S-South SW-South-West
W- West NW- North-West
3. Anemometer- it is an instrument that measures the speed of wind. The
faster the cups of the anemometer moves, the stronger the wind. The speed
of wind is measure as kilometers per hour or kph.

145
 4. Wind sock- an instrument that can show both the wind speed and
direction. The sock rotates on a pole and shows the direction of wind. If
the sock is blowing straight out, it shows that the wind is strong. If the
sock is limp, there is a very light wind.

Wind is a moving air caused by the unequal heating of the earth’s surface. When
air is heated, it rises and its density decreases and form a low pressure.

PUPIL’S ACTIVITY

Exercise 1
Direction: Rearrange the letters and find-out the weather instruments.
1. AEEEONMMTR
2. DIWN AEVN
3. EEEOTHRMMTR
4. IWDN CSKO

Exercise 2
146
Direction: Fill in the blanks with the correct answer.
1. Scientist who study the weather are called ________.
2. The measure of the hotness or coldness of the atmosphere is called
__________
3. The instrument that measure and records temperature is ________.
4. The instrument that measures the speed of wind is the _____.
5. The _______ tells where the wind is from and where the wind is going.

Exercise 3

Direction: Choose the letter of the correct answer.

1. Which Celsius thermometer shows the coldest temperature?
a. 280 b. 290 c. 370 d. 460
2. Which of these instruments tells the direction of the wind?
a. Telescope b. wind vane c. thermometer d. anemometer
3. What type of wind can blow away the roof of a house?
a. Light wind c. strong wind
b. North wind d. moderate wind
4. Which instrument measures the hotness or coldness of the environment?
a. Compass b. barometer c. thermometer d. anemometer
5. You placed a wind vane in a windy place. You observed that its arrowhead
pointed to the south direction. Where did the wind come from?
a. From east b. from west c. from south d. from north
6. Jorge’s father studies the weather using instruments like anemometer,
radiosondes and the likes. What is the occupation of Jorge’s father?
a. Geologist b. newscaster c. astronomist d. meteorologist
7. Which does not belong to the group?
a. Thermometer b. wind vane c. wind sock d. anemometer
8. Which is not true about temperature.
a. It is usually affected by the angle at which the sun’s rays strike the
surface of the earth.
b. Places near the equator have high temperature.
c. The time of day affects the temperature.
d. Temperature is the same in different places.
9. Why are places near the equator hot?
a. Because they receive direct rays from the sun.
b. Because they are located on mountains.

147
 c. Because there are no trees.
d. Because the there is no wind.
10. The anemometer is turning very fast. What does this show?
a. The weather is fair. c. There is a storm
b. It is sunny d. all of the above

148
 Lesson 62: Observing Weather Conditions
LESSON GUIDE

Kinds of Clouds
1. Cirrus clouds- they are like white and thins feathers. They appear high up
in the sky.

2. Stratus clouds- they are flat layers of clouds. They appear grayish or bluish
because they are low and thick enough to hide the sun. They often turn to
drizzle or light rain.

3. Cumulus clouds- they appear in fine and sunny weather. They appear like
cotton.

149
 4. Nimbus clouds- they are called rain clouds. They appear in big heaps of
heavy clouds. They bring heavy rains and thunderstorms. They make the
sky dark and look heavy.

Weather charts tell about weather components that determine the weather
condition at any given time. Observing weather conditions will help us decide
the kind of activities we will do for the day.

PUPIL’S ACTIVITY

Exercise 1
Direction: Copy the letter of the correct answer. (TG. Pg. 326, 1-5)
1. It is a fine sunny day. What clouds do you see in the sky?
a. Cumulus b. nimbus c. cirrus d. stratus
2. The sun is shining brightly. The air is still. It is warm outside. What do
you think is the temperature of the day?
a. High b. low c. very low d. normal
3. How does the wind move during a fair weather?
a.
Violently b. hard c. gently d. fast
4. The best time to go swimming is when the weather is ____.
a. Clear and sunny b. cloudy c. rainy d. stormy
5. When the sky is cloudy, the air is ____.
a. Cooler b. hot c. humid d. very hot
6. Which cloud appears thick and dark in the sky?
a. Cumulus b. cirrus c. nimbus d. fog
7. Who among these scientists study the changes in weather?
a. Botanist b. geologist c. zoologist d. meteorologist
8. Which type of cloud is called thunder cloud?
a. Cumulus b. cirrus c. nimbus d. fog

150
 9. The type of clouds in the sky ____.
a. Changes from time to time
b. Does not change at any time
c. Becomes thicker at night
d. All of the above
10. Clouds that looks like lumps of cotton in the sky indicate ____.
a. Fair weather b. rainy weather c. stormy weather d. all of the
above

Exercise 2
Direction: Identify the cloud described below.
________________1. They bring heavy rains and thunderstorms.
________________2. They are like white and thin feathers
________________3. They appear like cotton.
________________4. They often turn to drizzle or light rain.
________________5. They appear grayish or bluish because they are low and thick
enough to hide the sun.
________________6. They appear in big heaps of heavy clouds.
________________7. They appear high up in the sky.
________________8. They are called rain clouds.
________________9. They appear in fine and sunny weather.
________________10. They are made up of tiny droplets in the atmosphere.

Exercise 3
Direction: Art Time! In Arts, texture and landscapes in artworks were discussed.
This time on a 1/8 illustration board, using cotton, watercolor, glue or whatever
you wish to use, make a landscape or sea scape showing any of the different
kinds of clouds. Remember, imagination is the limit!

151
 Lesson 63: Making Simple Interpretation
About the Weather
LESSON GUIDE

Weather Chart
Date/Place Time Wind Wind Temperature Sky
Speed Direction Condition
Dec. 7:00 AM Moderate East 230C Fair to
29/Cebu cloudy
April 7:00 AM light North 280C clear
5/Cebu

PUPIL’S ACTIVITY

Exercise 1
Direction: Interpret the weather chart. Answer the questions that follow.
Time: 10:00 AM Metro Manila Visayas Mindanao
Sky Cloudy Cloudy Clear
Wind speed Moderate Moderate Light
Wind Direction Northeast Northeast East
Temperature 29 C
0 28 C
0 320C

1. Which place has the highest temperature? ____________________________

2. Which places have similar sky condition? _____________________________
3. What is the direction of wind in Mindanao? ___________________________
4. When was the data taken? ___________________________________________
5. What is the speed of wind in Visayas? ________________________________

Exercise 2
Direction: Interpret the weather chart. Answer the questions that follow.
Time: 3:00 PM Manila Bukidnon Cebu
Temperature 28 C
0 12 C
0 20 C
0

Wind Speed Light Fast Moderate

Wind Direction South Southeast East

152
Sky Covering Clear Cloudy Partly Cloudy

1. Which place is the coldest? ____________________________________________

2. Where is the wind fastest? _____________________________________________
3. What is the direction of wind in Bukidnon? ____________________________
4. What is the sky condition in Manila? ________________________________
5. What can you say about the weather condition of the three places?
______________________________________________________________________

Exercise 3
Direction: Using marker and Manila paper, make your own weather chart. Act
like a weather reporter in class. You may bring your own props if you wish.

4 3 2 1
Outstanding Very Unsatisfactory Poor
satisfactory
The data is
accurate
The chart is
readable
The chart is
neat
The voice is
audible
The
presentation
is clearly
delivered
Total

153
 Lesson 64: Identify Safety Precautions
During Different Weather Conditions
LESSON GUIDE

Safety Precautions
1. Use light colored clothes during warm weather.
2. Wear dark colored, thick clothes on cool weather.
3. Use thick blankets during cold weather.
4. Bring jacket or sweater if you go out at night.
5. In case of stormy weather, stay home and store enough food, prepare
flashlights, candles, water.
6. Listen to news if there is an incoming typhoon.

Meaning of Storm Signals

Typhoon Signal Description

Signal No. 1 -The wind speed is 60kph in a certain place in at least
36hrs
-Twigs and branches of small trees will break, some
banana plants may tilt or put down, some houses of very
light materials will be affected
-Classes in preschool in public and private schools will be
suspended
Signal No. 2 -The wind speed is more than 60kph but not more than
100kph in a certain place in at least 24hrs
-Some coconut trees may tilt or break, few big trees may
be uprooted, large number of nipa and cogon houses may
be partially or totally uprooted, some galvanized roofing
may be peeled off
-Damages maybe light to moderate
- Class from preschool to high school in public and private
schools will be suspended
Signal No. 3 -The wind speed is more than 100kph up to 185kph in a
place in at least 12 to 18hrs
-Nipa houses will be destroyed. Considerable damages to
structure of light to medium construction.

154
 -Widespread disruption of electrical power and
communication services
-Moderate to heavy damage in agricultural and industrial
sectors
-Sea or air transportations is cancelled
-Stay away from seacoasts or river banks
-People from low-lying areas must evacuate
-Classes in all levels are suspended
Signal No. 4 -The wind speed is more than 185kph is expected in a
certain areas in at least 12 hours
-May large trees are uprooted. Residential and buildings of
mixed construction may be severely damaged
-Electrical power disruption and communication services
are disrupted
-Massive damages are expected

What To Do Before a Typhoon

1. Listen to weather forecasts.
2. Check and fix your house for any damage or unstable parts.
3. Store adequate supply of ready-to-eat food, clean water, and clothing.
4. Prepare flashlights, batteries, candles, and kerosene lamps.
5. Have a first-aid kit with enough medical supplies.
6. Check and clean community drainage system to prevent flood.
7. Check your electric posts to prevent accidents.
8. Know the location of evacuation centers in town.
9. Secure domesticated animals in a safe place.

What To Do During a Typhoon

1. Stay calm.
2. Stay indoors.
3. Keep updated with the latest weather report.
4. Cover your glass windows and appliances with cloth to avoid splinters
when they break.
5. If you see signs of water rising, better turn off the sources of electricity.
Electric-powered items should be stored in higher areas and refrain from
using them during flood.
6. Stay away from flooded areas. Use raincoats and boots.
7. Follow the advice of local authorities.

155
 What To Do After A Typhoon
1. Monitor the movement of the typhoon.
2. Watch out for live wires.
3. Repair all damages in the house.
4. Boil water.
5. Wear protective gears such as boots.
6. Clean up and dispose things that may be breeding places of mosquitoes.

PUPIL’S ACTIVITY

Exercise 1
Direction: Write true if the statement is correct and false if the statement is
wrong.
_______1. The weather affects the activities of people.
_______2. It is always wise to tune in to radio or TV for weather updates.
_______3. Meteorologists rely only on information about cloud formation and
wind direction to forecast the day’s weather.
_______4. One has to store canned food and drinking water before the coming of
a typhoon.
______5. Knowledge about the day’s weather helps us decide on a planned
activity.

Exercise 2
Direction: Chose the letter of the correct answer.
_____1. You see dark clouds in the sky. You are going to school. Which should
you do?
a. Bring extra clothes. C. Wait for the rain to fall.
b. Bring an umbrella or raincoat. D. Be absent from the class.
_____2. It is windy and rainy. Which should you do?
a. Wear new clothes.
b. Wear thin clothes.
c. Bring umbrella or raincoat
d. Use sandals or slippers
_____3. Your father is a farmer. When must he decide to plant rice?
a. On a rainy day c. on either a sunny or rainy day
b. On a sunny day d. on any month
_____4. What does the daily weather forecast tell you?
a. Place c. kind of weather

156
 b. Temperature d. all of the above
_____5. Which one describes stormy weather?
a. Birds are flying
b. There are heavy rains and strong winds
c. Farmers are busy planting
d. Smoke goes straight up.

Exercise 3
Direction: What storm signal is described below?
_____1. The wind speed is more than 185kph is expected in a certain area in at
least 12 hours.
_____2. The wind speed is more than 100kph up to 185kph in a place in at least
12 to 18hrs.
_____3. The wind speed is 60kph in a certain place in at least 36hrs.
_____4. The wind speed is more than 60kph but not more than 100kph in a
certain place in at least 24hrs.
_____5. Classes in preschool in public and private schools will be suspended.
_____6. Classes in all levels are suspended.
_____7. Class from preschool to high school in public and private schools will be
suspended
_____8. Electrical power disruption and communication services are disrupted.

157
Lesson 65: The Importance of Sun’s Heat and
Light
LESSON GUIDE

The sun is the center of the solar system. It is

the closes star nearest our planet. Revolving around it are the planets such
as our planet Earth. The sun is the main source of heat and light. It is made
up of very hot gases. The sun’s surface is about 5,0000C and its temperature
at the core is about 15,000,000 0C.
The sun’s heat and light reaches the earth through radiation. People, plants,
and animals benefit from the heat of the sun.

1. Plants need sunlight in making their food. This process is called

photosynthesis.
2. Sunlight heats up the earth and thus affects the changes in temperature.
3. It gives light during the day.
4. Gives vitamin D.
5. Stops the growth of bacteria.

PUPIL’S ACTIVITY

Exercise 1
Direction: Encircle the letter of the correct answer. (TG, pg. 342, 1-3)
1. What is the main source of heat and light?
a. Bulb b. candle c. flashlight d. Sun

158
 2. Mother washes clothes every weekend. What is needed to dry her
laundry?
a. Blower b. brush c. conditioner d. heat
3. Norma noticed that the leaves of her plants become yellowish. What
should she do with her plants?
a. Place the plants under sunlight.
b. Remove the yellowish leaves.
c. Cover the leaves with plastic.
d. Apply insecticides.
4. Plants need water, carbon dioxide, soil and ____ in order to make food.
a. Oxygen b. water vapor c. sunlight d. humus
5. The sun rises in the _____and sets in the West.
a. North b. East c. South d. Northeast

Exercise 2
Direction: Fill out the diagram below.

It gives
H________

It is need by Importance
P_________ of the Sun It give L_________

It kills
B___________

159
 Lesson 66: Light and Shadow
LESSON GUIDE

Shadow is a dark area formed when straight light rays are blocked by opaque
objects. Shadows are formed when light strikes on opaque objects.

Shadows “move” or change position during the day because of the position of
the sun.

The length of the shadows vary during the day. In the morning, the light rays
are slanted, so the shadow is long. At noon, when the sun is directly above,

160
 the shadow is very short. Therefore, the changes in position and length of
shadow depend on the angle at which the sunlight strikes the object to the
ground.

Exercise 1
Direction: Do this activity outside. Describe the length of your shadow at
different times of the day for three days.
Time of Day Day 1 Day 2 Day 3
7 a.m.

12 noon

4 p.m.

Exercise 2
Direction: Answer the questions below.
1. When did you see the shortest shadow? ________________________________
2. Why is the shadow short in your answer in number one? _______________
________________________________________________________________________
3. What is the length of your shadow in the morning? _____________________
4. What can you say about the length of shadows during the day? _________
_______________________________________________________________________
5. What are opaque objects? _____________________________________________
_______________________________________________________________________
_______________________________________________________________________

161
Lesson 67: The Role of the Sun in the Water
Cycle
LESSON GUIDE

The sun plays a major role in the water cycle. It heats up the bodies of water
covering the earth. When bodies of water are heated, evaporation occurs.
Evaporation is the change of liquid to water vapor.

The water vapor condenses as it reaches the atmosphere and mixes with
other water vapor. They then fall as precipitate like rain, hail, snow. Such
process is called precipitation.
Water cycle is a continuous process of changing liquid water into water vapor
when heated and back to liquid water when cooled.

Exercise 1
Direction: Find five words related to water cycle. They start with the following.
S H M T G V U O U D E H M 1. S_______________
A N M U K A V D R W R N M 2. R________________
B I O V A P W H A I L S Z 3. C________________
C J P W G O X J I L K L O 4. H________________
D K Q X E R Y E N B I O V 5. V________________
E K R Y H I U R H C J P W
F L S Z J S D F G D K Q X
G C L O U D K Q X E K R Y

162
Exercise 2
Direction: Draw a if the statement is true and if false.

______1. Water vapor condenses in the atmosphere.

______2. Water evaporates because of the wind.

______3. The sun has a major role in water cycle.

______4. Snow is a form of precipitate.

______5. Glaciers are also precipitates.

163
 Lesson 68: Effects of Sun’s Heat and Light
LESSON GUIDE

Effects of Sun’s Heat

1. Used by plants to make their food
2. For drying clothes
3. Recreational activities
4. Drying of meat and crops.

Beneficial Effects if Ultra Violet (UV) Rays

1. Helps in some skin condition like psoriasis
Psoriasis- the skin sheds its cells too quickly
2. Helps moods- sunlight stimulates the pineal gland in the brain to produce
certain chemical called tryptamines that improves our mood
3. Helps some animals’ vision
4. Aids some insect navigation
5. Useful for disinfection and sterilization- it can kill or deactivate
microorganisms such as viruses and bacteria

Harmful Effects of UV
1. It causes sunburn and skin cancer
Kinds of Skin Cancer
a. Basal carcinoma
b. Squamous cell carcinoma
c. Melanoma

2. Visual impairment- caused by directly looking at the sun

3. Heat stroke
4. Plants wilt and dry when exposed to too much sunlight.
5. Too much exposure to UV can cause damage to the immune system
6. Premature aging- UV speeds us the aging of skin because it destroys
collagen and connective tissues beneath the top later of the skin that
causes wrinkles, brown “liver” spots and loss of skin elasticity

Exercise 1
Direction: Encircle the letter of the correct answer. (TG, pg. 356)

164
 1. One Saturday, you went swimming with your friend in the nearby river.
You noticed that your skin was reddish. What was the harmful effect of
the sun’s heat to your skin?
a. Boil b. cancer c. sunburn
2. What would be the probable effect if your eyes are exposed to the glares of
the sun?
a. Eyes would become cross-eyed
b. Eyes would bulge
c. Vision would be impaired
3. When the intense heat is received on the earth’s surface and there is no
rainfall at all, what would be its effect on the environment?
a. Soil would harden, crack and plants would wither
b. There would be scarcity of water
c. Both A and B
4. Norma placed her anthurium plant outside her house before she left for
Manila for two weeks. When she arrived she notice that her plant has
withered and yet the soil was wet. What could have caused the withering
of her plant?
a. Animals stepped on it
b. Too much heat from the sun
c. A stray animal uprooted it
5. Paul brought his carabao to the grassland to graze. He left his animal
under the sun the whole day. What would likely be the harmful effect of
heat on his animal?
a. His carabao would become sturdy.
b. His carabao would have sunburn.
c. His carabao would get sick.

Exercise 2
Direction: Write whether the sentences below are beneficial or harmful.
____________________1. Helps cure some skin conditions.
____________________2. It causes sunburn and skin cancer with too much
exposure.
____________________3. Drying of salted meat.
____________________4. Visual impairment when one often looks directly at the
sun.
____________________5. Helps improve moods or cheers a person.
____________________6. One’s skin will age early.
____________________7. For drying laundry.

165
____________________8. Useful for killing bacteria and germs.
____________________9. Going to the beach or having outdoor activities.
____________________10. Plants wilt and dry when exposed to too much sunlight.

166
Lesson 69: Practice Safety Precautions on the
Effects of the Sun
LESSON GUIDE

Ways to protect ourselves from excessive sun’s heat and light

1. Wear a cap or wide brimmed hat during sunny days.
2. Carry along an umbrella to protect you from the intense heat of the sun.
3. Wear sunglasses when playing on beaches while the sun is too hot.
4. Apply sunscreen or lotion which protects your skin from sunburn when
you go for swimming.
5. Wear clothes which protect the skin of your hand and feet while working
under the heat of the sun.
6. Seek out the shade and avoid exposure during hour of peak sunlight.

Exercise 1
Direction: Put a check mark on the blank before the number if the sentence
shows GOOD practice and cross mark if it does not show good practice. (TG, pg.
360)

______1. Playing under the sun at noon time.

______2. Wearing a wide-brimmed hat on sunny days.
______3. Looking at the sun directly.
______4. Using an umbrella on sunny days.
______5. Lying on beaches all day.
______6. Wearing sunglasses in beaches while the sun is too hot.
______7. Applying sun block lotion all over the skin when swimming in beaches
or pools.
______8. Staying under the sun the whole day.
______9. Wearing long sleeves and trousers when working in the farm.
______10. Exposing eyes to the bright/glaring light.

Exercise 2
Direction: Choose the word that will best fit the statement.
1. I’s a farmer, I wear (long sleeves, sando) whenever I work under the sun
for a long period of time.

167
 2. I’m a baseball player, I wear a/an (umbrella, cap) in the field.
3. I’m a mother, I tell my children to bring their (umbrella, bonnet) during
summer.
4. I’m a model, I wear (sunblock, insect repellant) when shooting in beaches.
5. I’m a carabao, when the sun is too hot, I (keep on working, hide under a
shade).
6. I’m an athlete, I (eat ice cream, drink plenty of water) when it’s hot.
7. I’m a surfer, I wear (mask, sunglasses) when I go to the beach.
8. I’m a student, I wear (stylish, comfortable) clothes especially during hot
weather.
9. I’m a father, I remind my boys (not to stay under the sun for too long, do
whatever they like).
10. I’m a teacher, I (preach, teach) children to make wise decisions.

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