Science and Health IV 1st Rating45

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

Date: ____________
I. Objective:
Demonstrate how the skeletal system enables u tot move
Values: The strength of a chain is in its weakest link. This implies that we must protect all the joints
in our body, because if one of them is weak, the whole body is affected.
II. Subject Matter:
The Human Skeletal System
A joint is an area where one bone meets another bone.
Kinds of Joints
1. Hinge joint
2. Gliding Joint
3. Ball-and-socket Joint
4. Pivot Joint or Angular Joint
5. Slightly Movable Joint
6. Immovable Joint
Observing and communicating
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
References:
III. Procedure:
Review
What do you call the framework of the body?
What are the two parts of the human skeletal system?
Checking of Assignment
Motivation
Ask the pupils to stand and let them do the different movements
B. Presentation:
a. Show them the enlarged picture or model of the skeletal system. Let them observe the bones.
b. Show the pictures of the different kind of joints and their names. Let the pupils move their
parts of the body where certain joint is found.
a. Teacher explains the various joints, the location and the movements of the joints.
b. Prepare a chart by group to summarize the learning about how the skeletal moves the body
and how the bones are connected to each other.
c. Presentation per group regarding the chart

D. Generalization:
Based on the activity, how does the skeleton move?
E. Application:
Imagine that your arms are made up of a long bone without joint. Stretch your arms this time
and fold them. Can you do that without the joints? Why?
The class may sing this song - My Bones
IV. Evaluation:
Identify the joint which allows the following movements:
_____ 1. A girl turns her head to the left without turning her body.
_____ 2. The dancers sway their hips around as they perform their number.
_____ 3. Myrna wiggles her thumb. It tilts in different directions.
V. Assignment:
Construct a model of leg or arm by a hinge joint, using cardboard and a round fastener.
Demonstrate how it moves.

Date: ____________
I. Objective:
Identifies some bones that protect some internal organs through illustrations
Values: Tough and strong bones protect the human body. You must, in return, protect your bones
by regular exercise and by eating calcium-rich foods.
II. Subject Matter:
The Human Skeletal System (What do Bones Protect)
1. The function of some bones is to protect internal organs.
2. The ribs protect the heart and the lungs
3. The skull protects the brain
4. The spinal column protect the spinal cord
5. The pelvic bones guard the kidneys and other organs of the abdomen
C. Materials:
Enlarged pictures of the different kinds of bones and skeletal system
Materials of some internal organs needed for the lesson
References:
Colliers Encyclopedia, Vol. 4, pp. 351-353
D. Application:
Why do we need to protect the internal organs?
What will happen if we will not take god care of our bones?
III. Evaluation:
Copy the bones and the internal organs that each one protects.
BONE
ORGANS/PROTECDED
IV. Assignment:
Match Column A with Column B. write the letter of the correct answer on the blank..
Column A
Column B
_____ 1. Skull
a. protects the kidneys
_____ 2. Rib cage
b. protects the brain
_____ 3. Pelvic bone
c. protects the heart

Date: ____________
I. Objective:
Identifies the different types of muscles; Describe the kinds of muscle
Values: Like muscles, there are happenings in our lives that we can and cannot control. We can
only be accountable for those that we can control; but we must be ready to accept those that
we cannot.
II. Subject Matter:
Muscular System (Kinds of Muscle)
1. Muscles are attached to bones
2. Types of Muscles
a. Voluntary Muscles
b. Involuntary Muscles
c. Cardiac Muscles
C. Materials:
Microscope (if available)
Slides with the different types of muscles (if available)
Picture of the different muscle cells/ kinds of muscles
References:
III. Procedure:
Review
What do bones protect?
Motivation
Introduce the lesson by showing the picture of a muscleman. Ask, what are the bulges
you see in his arms and legs?
Show the microscope or a picture of a muscle. Identify some important parts of it its
function.
B. Presentation:
a. Relate the motivation to the lesson
b. Let the pupils use the microscope
c. Group them and let them draw the muscles
d. Each group reporter will describe the muscles.
a. Refer to the pictures of the muscles. Let them compare each muscle from another muscle as
to the structure.
D. Generalization:
Describe the different types of muscles
E. Application:
Put your right hand on the center of your chest and feel your heart beat. Do you think you can
control the beating of your heart? What type of muscle does the heart have?
IV. Evaluation:
Enumerated below are various bodily functions and activities. Using your own body, observe and
name the type of muscle or muscles involved in each function/activity. The muscles can either be
voluntarily or involuntarily or both.
Bodily Function/Activity
Type of Muscle
1. Jumping, running, jogging
2. Winking of the eye
3. Breathing
4. Speaking
V. Assignment:
Identify the kind of muscle in each of the following.
_____ 1. leg muscles
_____ 2. heart muscles
_____ 3. small intestine
_____ 4. blood vessel
_____ 5. arm muscle

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

Date: ____________
I. Objective:
Explains how involuntary muscles help body; Cites simple body activities that
involuntary muscles help the body
how the
Values: Reflexes and instincts are our bodys best means of self protection against injury. However
they work only if one has a presence of mind.
II. Subject Matter:
Muscular System (How the Involuntary Muscles Help the body)
1. Many of our bodily activities performed by involuntary muscles
2. The eye is controlled by both voluntary and involuntary muscles
3. Reflex is one action involving the involuntary muscles.
Observing, demonstrating, communicating
C. Materials:
Arm model or a leg model
Plastic sheet
Plastic Ball/paper
Plastic hammer
References:
III. Procedure:
Review
How are muscles connected to bones?
Motivation
Call a child. Ask him to hold lighted candle. Let him touch the melted candle. If he
refuses, ask the pupils why he did not do it. If he did it ask the pupils how did he react on the
head of the candle wax
B. Presentation:
a Group the children into pairs and let them do the activity by following the procedure
carefully and properly.
b. Procedure
1. Hold a plastic sheet firmly in front of your eyes, covering your face. Tell your partner to
throw a plastic ball or crumpled sheet of paper against the sheet directly towards your
eyes. Observe how your eyes react.
2. Repeat the activity, but these times try to control the blinking of your eyes.
3. Sit erect on the chair and cross your legs with one knee on top of the other. Let your
partner tap slightly the lower part of your knee with a plastic hammer or with his
knuckles.
a. Let them write their observation and inferences.
D. Additional Material:
Neuromuscular Acuity Tester
E. Generalization:
Do involuntary muscles help our body? How
F. Application:
Did you ever experience to sew a torn handkerchief? What if your fixing it with your needle
and thread and all of a sudden you are touched by the most tip and pointed part of the needle.
How would you react on it?
IV. Evaluation:
Hold the handle of the wire loop of the neuromuscular acuity tester and pass the loop along the
wire maze. The loop must not touch the maze. Practice a few times before making the test.
Challenge your group mates to do the same under a more exciting condition such as an exciting
prize for success.
V. Assignment:
Based on the activity using the Neuromuscular Acuity Tester, what can you infer or say from
your observations?

Date: ____________
I. Objective:
Identifies some injuries that affect bones, joints, ligaments and cartilage.
Values: Maintaining physical fitness through habits.
II. Subject Matter:
The Human Skeletal System (Injuries in the Skeletal System)
1. Sprain is an injury that may happen to a joint when it is twisted beyond its natural limit.
2. Dislocation is when bones get out of a joint
3. Fracture is a crack or break in a bone
C. Materials:
Arm model or a leg model; picture of a child with injury in the skeletal system
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 26
The New Illustrated Family Medical and Health Guide pp. 157-158
III. Procedure:
Review
Do involuntary muscles help us?
Describe the Neuromuscular Acuity tester.
Motivation
Ask the pupils to listen attentively to the story.
The story was about a grade four pupil, named Lito who was playing in the garden. He
was so happy because he was with his cousins. He climbed the tree, and picked the ripe fruits.
All of a sudden he lost his balance and fell from the tree.
Ask the pupils: What do you think happened to Lito?
B. Presentation:
a. Relate the story to the lesson
b. Show the pupils the picture of a young boy with skeletal injuries.
c. Ask them what the possible reasons why the boy is injured are.
d. Let them identify the part of the skeletal system injured.
1. The teacher discusses the different injuries in the skeletal system.
2. Group the children let them act some activities which cause injuries in the skeletal system.
D. Generalization:
Name some injuries that affect body ligaments, joints and cartilage and describe them.
E. Application:
Recall incidents when you suffer injury while playing or doing anything. Discuss one
incident to the class and the lessons have learned from that experience.
IV. Evaluation:
Copy the letter of the correct answer on your paper.
1. What is a dislocated bone?
a. A bone that slips out of its socket
c. A bone with a crack
b. A bone that is broken into two
d. A bone that is affected by disease
2. What may happen when your ankle suddenly twisted?
a. The cartilage may be torn
c. The bones may break
b. The ligaments may be torn
d. The skin may be cut
3. What is a fracture?
a. A bone that is twisted
c. A bone without a crack
b. A bone that gets out of a joint
d. A break in a bone
V. Assignment:
Bring the following materials for tomorrow.
Bandage
Splint

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

Date: ____________
I. Objective:
Identifies some injuries and diseases that affect the muscles.
Values: Maintaining physical fitness through health habits.
II. Subject Matter:
The Muscular System (Injuries that Affect the Muscular System)
1. Cramp is an uncontrolled contraction of muscles cause by long period of works
2. Bruise results when the muscle receives a hard blow or bump against hard object
3. Torn muscle results when the tendon breaks.
4. Muscle Strain results from long hours of physical activity
C. Materials:
Arm model or a leg model; picture of a child with injury in the muscular system
References:
III. Procedure:
Review
What is first aid?
Motivation
Let the pupils recall some muscle injuries that they have experienced before and talk
about them.
B. Presentation:
a. Relate the pupils experience to the lesson.
b. Show some flashcards with words like cramps, bruise, muscle strain and torn muscle, with
their meanings or descriptions.
c. Group the children into four, and let them match the words with the description.
1. The teacher corrects the answer of each group by posting their works on the board.
2. The teacher discusses what the different injuries are in the muscular system.
D. Generalization:
Name some injuries that affect the muscular system.
E. Application:
Imagine that we are seated in our chair for 6 hours. We will not stand or do anything for that
number of hours. We are not allowed to stretch out our body or even have a break for snacks.
What do you think will happen to our muscles? So, do you think participating in our activities
will help our muscles not to experience injury?
IV. Evaluation:
You are given 5 minutes to create pleasing movements for the muscles as a form of exercise with
the accompaniment of a music with a nice beat. Remember to be careful in practicing and performing
your presentation.
The children then will perform each presentation.
V. Assignment:
Answer this briefly
A tendon may break if a person lifts something heavy or when his arm is pulled. This injury is
serious. Why?

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

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

Date: ____________
I. Objective:
Describes the major pats of the Digestive System
Values: A system is made up of individual parts that work together as a team
II. Subject Matter:
The Human Digestive System (Functions of the Parts of the Digestive System)
1. The mouth is the start of the process of digestion.
2. All parts of the digestive system help in the conversion of the foods into basic substances that
can be either absorbed in the bloodstream as nutrients or passed out of the body wastes.
C. Materials:
Model of a human torso or enlarged illustration of the parts of the digestive system
Picture of popular basketball players
Picture o different foods
References:
Science and Health for Changing Environment by Mrs. Estrellita S. Dela Cruz, et. Al. pp. 29
III. Procedure:
Review
Define digestion
Motivation
Refer again to the picture of the basketball players. Ask the children the following
questions:
1. Do you still remember this picture?
2. Did you ever watch a basketball game? Where?
3. What can you say about the game?
B. Presentation:
1. Relate the motivation to the lesson by saying that like basketball it is worked by a team in
order to win, the same is true in the digestion of food.
2. Refer the digestive illustration done by the pupils the other day and let each member of the
group trace the path of foods.
3. Each group shall have a reporter to describer the parts of digestive system and how the foods
pass through this system.
1. The teacher reacts on the report.
2. The teacher describes the functions of the pats of the digestive system.
3. Show them the foods being digested using the digestive model or picture.
D. Generalization:
What are the functions of the parts of the digestive system?
E. Application:
If for example we are going to play basketball game today, what will you do in order to win?
How is this related to the lesson for today?
IV. Evaluation:
Write the correct answer on the blank
_____ 1. What part of the digestive system is the start of digestion?
_____ 2. It produces bile
_____ 3. It is the upper section the small intestine.
V. Assignment:
Draw a picture of the digestive system and its parts on your Science Notebook.

Date: ____________
I. Objective:
Explains why food in the digestive system has to be digested
Values: Good food should be eaten slowly and chewed very well, not only to fully relish its taste,
but to prepare it well for digestion.
II. Subject Matter:
The Human Digestive System (Why Food has to be Digested)
1. The mechanical and chemical digestion, begin in the mouth.
2. The saliva softens the foods
3. The tongue moves the foods around as it is chewed.
4. The mechanical process of mastication is primarily performed by the teeth.
C. Materials:
Teeth model or picture of the mouth
Test tubes
Water
Plastic cups
Biscuits or Breads Iodine Solution
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
Review
Describe the functions of the digestive system
Motivation
Who came late today? Were you able to eat your breakfast?
If yes, how did you eat your breakfast since you know you were already late for school?
B. Presentation:
1. Relate the motivation to the lesson.
2. Ask them why food has to be digested.
3. Group the pupils into four and let them do this activity.
Procedure:
Get two equal pieces of biscuit or bread. Immerse one piece in a cup of water. Ground
the other into powder and stir it in another cup of water. Transfer one teaspoon of water from
each cup to two separate test tubes and add a few drops of iodine to each sample. Observe
their reactions.
1. The teacher reacts on the findings of the pupils.

2. The teacher discusses the main reason why foods should be chewed very well and be digested
thoroughly.
D. Generalization:
Why does food in the digestive system has to be digested?
E. Application:
You are eating you meal, at the same time your friend is about to come after 3 minutes. So
you hurriedly ate the food.
Do you think the foods you have eaten is digested properly?
IV. Evaluation:
Answer the question briefly
Explain the reason why the food should be digested properly.
V. Assignment:
How does chewing help in the digestion of food?

Date: ____________
I. Objective:
Identifies the parts of a tooth and the different types of teeth.
Values: People and teeth have one thing in common- their uniqueness in the role that they play.
II. Subject Matter:
The Human Digestive System ( Parts o a Tooth and the Kinds of Teeth)
1. Parts of the Tooth
a. Dentine is the major portion of the tooth
b. Enamel is the hardest part of a tooth
c. Crown is the visible portion of the tooth
d. Cement covers the tooth and holds it firmly in the jawbone
Observing, identifying and communicating
C. Materials:
Teeth model or picture of the mouth and a mirror
References:
The New Illustrated Family Medical and Health Guide pp. 232
III. Procedure:
Review
Why do we need to digest properly the food we eat
Motivation
Let the pupils count their teeth through the tongue. Ask them: How many teeth do we
have?
Request them to bring out the mirror. Ask them: Observe you teeth, what do you notice?
Are they all the same in structure?
B. Presentation:
1. Let them guess how many permanent teeth a complete set has.
2. Group the class. Let them draw the tooth and the kinds of teeth.
3. Let them label the parts of the teeth and identify the kinds of teeth.
1. Pupils discuss their answers.
2. Teacher comments on the answers.
3. Teacher discusses the parts of the teeth and the kinds of teeth.
D. Generalization:
What are the parts of the tooth? Enumerate the parts of the teeth.
E. Application:
What do you notice to the teeth of grandfather or grandmother? Do they have a complete set
of teeth? Do they eat soft foods? Why?
What do you need to do with the teeth?
IV. Evaluation:
Identify the kind of teeth. Draw an arrow and write the name of the teeth.
V. Assignment:
Write you answer on you notebook.
How do you take good care of you teeth?

Date: ____________
I. Objective:
Explains how starch change in the mouth
Values: Digestion starts from the mouth.
II. Subject Matter:
Human Digestive System (How starch Change in the Mouth)
1. Ptyalin or amylase is an enzyme that is secreted by the salivary glands
2. Benedicts solution is a chemical reagent that turns brick red in color when boiled with
simple sugar or glucose.
C. Materials:
Unsweetened bread
Test tubes
Tube holder
Benedicts solution
Alcohol Burner
References:
III. Procedure:
Review
What are the parts of a tooth? Name the kinds of teeth.
Motivation
Are you familiar with starch? What food we commonly eat which contains starch?
B. Presentation:
1. Group the children into three
2. Let them bring out the materials needed for the activity.
3. Remind them of how they should do the activity carefully, accurately, cooperatively and
neatly.
4. Let them follow the procedure
a. Chew a small amount of cooked rice or unsweetened bread. In the meantime, place the
same amount of the material in the test tube and add one teaspoon of Benedicts solution.
Observe the color reaction.
b. Place the chewed material in another test tube and add one teaspoon of water an a halfteaspoon of water an a half-teaspoon of Benedicts solution. Boil the mixture. Observe
the reaction.
1. Pupils will answer the following question:
a. What is the color of Benedicts solution and what is it used for?
b. Which mixture produced a brick red color after boiling?
c. What can you infer from this observation?
D. Generalization:
How is starch changed in the mouth?
IV. Evaluation:
Write the correct answer on the blank:
_____ 1. An enzyme that is secreted by the salivary gland.
_____ 2. A chemical reagent that turns brick red when boiled with simple sugar.
_____ 3. It is also known as amylase
V. Assignment:
Bring the following
Egg
soap

Date: ____________
I. Objective:
Explains how fats and oils made ready for digestion
Values: No matter how big is the problem there is always a room for understanding
II. Subject Matter:
The Human Digestive System (How are Fats and Oils made Ready for Digestion)
1. Digestion is partially completed in the stomach.
2. The major work or chemical digestion is accomplished in the small intestine.
3. Secretin secret the hormone
4. Pancreas secrete the enzymes.
Observing, measuring and communicating
C. Materials:
Test tubes
Oil
Water
Egg white or soap solution
References:
III. Procedure:
Review
What is a Benedicts Solution?
What is ptyalin?
Motivation
Have you eaten you breakfast before going to school?
What did you eat? Do they have fats and oils?
B. Presentation:
1. Let the pupils give examples of food which contain fats and oils.
2. Group them and let them perform the activity.
3. Remind them how to work properly, accurately, cooperatively and neatly.
1. Pupils will answer the following:
a. What happens to the mixture of oil and water in each of the two test tubes?
b. What can you infer from this observation?
c. What substance in the digestive system functions in the same way as soap or egg white?
D. Generalization:
How fats and oils are made ready for digestion?
IV. Evaluation:
_____ 1. It secretes bile.
_____ 2. A process by which fat is broken down into small drops and mixed thoroughly with
water.
_____ 3. It stimulates the liver.
V. Assignment:
Summarize how fats and oils are emulsified.

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

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

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

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

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

Date: ____________
I. Objective:
Describes the birds and reptiles
II. Subject Matter:
Animals (Birds and Reptiles)
1. The eggs are fertilized inside the females body by the males sperm.
2. Shells form around the eggs.
3. Then the female lays the eggs for the embryos to develop
4. The embryos are nourished by the food supply that is part of the egg, calle yolk and albumen
or egg white.
5. Eggs of bird must stay warm while embryo s develop
6. Birds use their body beat to keep the eggs warm by sitting on them called incubation
7. Reptiles do not need incubation.
C. Materials:
Pictures of birds and reptiles
References:
III. Procedure:
Review
Give some examples of mammals
Motivation
Ask the pupils what is their favorite bird and why
B. Presentation:
2. Group the children into four
3. Let them play the game by following the instructions. The group with members wo will not
follow the instruction will be disqualified.
4. Instruct the groups to stand if the pictures they will see are birds or reptiles.
1. Reward the winning group.
2. The teacher describes the birds and reptiles.
3. Let the pupils infer on how the birds or reptiles develop and grow.
4. Let the pupils name examples of birds and reptiles.

D. Generalization:
How do birds and reptiles develop and grow?
E. Application:
Your father loves to hunt birds. Will you do the same when you grow up? Why or Why not?
IV. Evaluation:
Write the correct answer on the blank.
1. Describe the shell of the chicken egg. _________________________________
2. How do birds warm their eggs? ______________________________________
3. How do reptiles protect their eggs? ___________________________________
V. Assignment:
Collect different pictures of birds and reptiles. Design an album.

Date: ____________
I. Objective:
Gives examples of fishes; Describes how do fishes develops and grow
Values: Care for the animals; Avoid dynamite fishing; Avoid using fine nets when fishing
II. Subject Matter:
Animals (Fishes)
1. Fishes live and spawn in water.
2. Their jelly like eggs has no shells.
3. The eggs are fertilized externally by males sperm.
4. Then they are hatched as babies looking like their parents.
C. Materials:
Pictures of different fishes
Fish in the aquarium
References:
III. Procedure:
Review
Give some examples of birds and animals
Motivation
What do you usually see in the aquarium?
B. Presentation:
2. Ask them the following questions.
a. Have you seen eggs of fishes?
3. Group the pupils. Let them describe the eggs of the fishes.
1. Let the group leader do his report.
2. Teacher reacts on the report.
3. Teacher explains how the fishes develop and grow.
D. Generalization:
How do fishes develop and grow?
E. Application:
Why do you think it is not good to use fine nets when fishing?
IV. Evaluation:
Encircle the fishes:
Whale
Shark
Turtle
Dolphin
Milk-fish
V. Assignment:
Make a mosaic using used papers, seeds or anything and for it into fish or fishes.

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

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

E. Application:
What are we going to do with the insects you have with you now?
IV. Evaluation:
Pictures will be posted on the board and the pupils will name the insects: (1-5)
V. Assignment:
Bring a butterfly tomorrow.

Date: ____________
I. Objective:
Identifies and describes the stages in the life cycle of a butterfly
II. Subject Matter:
Animals (Life Cycle of Butterfly)
1. Life cycle is a period in the life of an animal from time it becomes a fertilized egg up to
reproduction and death.
2. Metamorphosis is the series of changes in the form during the development of an animal from
egg to adult
3. The stages in the life cycle of butterfly are egg, larva, pupa and adult.
C. Materials:
Real butterfly eggs, larva, pupa , adult butterfly
Picture o the stages in the life cycle of butterfly
References:
Grolier Encyclopedia of questions and answers, pp. 127
III. Procedure:
Review
Give some examples of insects.
Motivation
Have you seen a caterpillar? Describe it.
B. Presentation:
3. Let them sequence the life cycle of the butterfly using the pictures.
4. Each group will display the work.
2. Teacher shows the egg of a butterfly, the larva, pupa and the adult of butterfly.
3. Children compare the appearance of the butterfly from each stage.
D. Generalization:
Describe the life cycle of the butterfly.
E. Application:
Is metamorphosis important to caterpillar? Why
IV. Evaluation:
Draw the life cycle of butterfly.
V. Assignment:
Answer the question briefly
Compare a caterpillar and a pupa.

Date: ____________
I. Objective:
Identifies, observes and describes the stages in the life cycle of a mosquito
Values: Cleanliness in the surrounding
II. Subject Matter:
Animals (Life Cycle of Mosquito)
egg to adult.
3. The stages in the life cycle of a mosquito are egg, larva, pupa or tumble, and adult.
C. Materials:
Plastic jar with water, nylon cloth, black stick
References:
III. Procedure:
Review
Describe the life cycle of the butterfly
Motivation
Look at the picture. What do you see?
B. Presentation:
3. Let them find out the stages of mosquito.
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the mosquito.
D. Generalization:
Describe the life cycle of a mosquito.
E. Application:
Is metamorphosis important in mosquito?
IV. Evaluation:
Draw the life cycle of a mosquito.
V. Assignment:
Observe how the mosquito undergoes metamorphosis:
Procedure
1. Dip one end of a dark colored stick in a jar half-filled with water. Place the jar overnight in a dark
corner outside the room. Observe the stick with magnifying glass the following day for evidence.
2. Leave the stick inside the jar and cover the jag with a piece of cloth observes the specimen daily.
Observation:
1. How long did it take the wrigglers appears in the water?
2. How long did it take the wrigglers become pupae?
3. How long did it take the pupae to become adult mosquitoes?

Date: ____________
I. Objective:
Identifies, observe and describes the stages in the life cycle of a fly
Values: Cleanliness of the surrounding
II. Subject Matter:
Animals (Life Cycle of a Fly)
egg to adult.
3. The stages in the life cycle of a fly: egg, maggot, pupa and adult fly
C. Materials:
Picture of a fly
References:
III. Procedure:
Review
Describe the life cycle of a mosquito
Motivation
Look at the picture. What do you see?
B. Presentation:
2. Group the children
3. Let them find out the stages of a fly.
4. Write their answer on the board.
2. Teacher shows the picture of the life cycle of the fly.
D. Generalization:
Describe the life cycle of a fly.
E. Application:
Why do we need to clean our surroundings?
IV. Evaluation:
Is the life cycle of a fly a complete or incomplete metamorphosis? Why or Why not?
V. Assignment:
Draw the life cycle of a fly.

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

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

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

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

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

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

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

Date: ____________
I. Objective:
Identifies the important parts of a flower that can make a new plant
Values: Care for the plants in the same way as you care for your loved ones.
II. Subject Matter:
Plants (The Parts of a Flower for Reproduction)
1. The reproductive organs of the flower are the stamen(male part) and the pistil (female part)
2. The stamen consists of filament and the anther.
3. The filament is a slender, threadlike portion that supports the anther.
4. The anther is made up of pollen sac containing the pollen grains.
5. The pollen grains are the yellow dust or particles that are usually sticky to your fingers or to
any insect that visits the flower.
6. The pistil consists of an ovary, style and stigma.
7. The ovary is the base, which becomes the fruit that contains the seed.
8. The style is the thinner area.
C. Materials:
References:
III. Procedure:
Review
What are the parts of the flower? Describe each part.
Motivation
Show the flower and the enlarged picture. Ask the children: Why do you think the flower
is responsible for the reproduction of plants?
B. Presentation:
2. Group the Children
3. The group members will identify the parts of the stamen and the pistil.
1. Let the pupils display their output.
2. Teacher discusses the functions of each reproductive part of the flowers.

D. Generalization:
What are the main parts of the flower needed for reproduction?
E. Application:
How do you take good care of the flowers?
IV. Evaluation:
_____ 1. The female part of the flower
_____ 2. Part of the flower which contains ovules.
_____ 3. It is made up of pollen sacs.
V. Assignment:
Draw the parts of the flower showing the pistil and stamen.

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

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

Date: ____________
I. Objective:
Explains and describes how seeds are grow
Values: The growth of a seed into seedling takes time
II. Subject Matter:
Plants (How are seed growing into new plants?)
1. The seed is the ripened ovule containing the embryo, with its food supply, the cotyledon.
2. The embryo begins as a plumule or a short stem with a pair of tiny leaves between the
cotyledons.
3. Seedling is the young plant.
Observing, measuring, describing, inferring and communicating
C. Materials:
Mongo seeds, box of soil, saw dust, and ruler
References:
III. Procedure:
Review
What are the parts of seed?
Motivation
What can you say about the growth of an animal?
Does it take time or not?
What about the plants?
B. Presentation:
2. Children will refer to the investigation they have prepared for one week.
3. Group the children. Let them answer the question.
a. Which part of the seed sprout first and why?
b. What is the function of the root?
c. What can you infer from this observation?
d. What is your generalization?
1. Teacher collects the pupils work.
2. Teacher discusses how the seeds grow into new plants, so that pupils will know whether their
answers are correct.
D. Generalization:
How do seeds grow into new plants?
E. Application:
You have seen your mother who is buying the dried seeds into the soil. Why do you think she
is doing this?
IV. Evaluation:
Describe the following briefly
1. Seed
2. Plumule
3. Seedling
V. Assignment:
Write the measurement of the seeds you have observed for several days. Use your ruler. Describe
the growth as to the height of the growing seeds.
Day 1
Day 2
Day 3
Day 4
Day 5
measurement

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