GR 6 Lesson Plan in Science and Health

1
THE CIRCULATORY SYSTEM

Major Parts of the Circulatory
System
I. Objectives:
At the end of the lesson, pupils are
expected to:
1. Identify the major parts of the
circulatory system.
- heart
- blood vessels
- blood
2. Show awareness on the
importance of our heart.
II. Subject Matter:

Unit: The Circulatory and Nervous
Systems
1. What are the 3 major parts of

the circulatory system?
2. How would you take care of
your heart?
E. Application
1. Jump for 10 seconds. What
happens to your heart beat?
V. Evaluation:
Differentiate the 3 major parts of
the circulatory system.
VI. Assignment:
1. What are the 3 kinds of blood
vessels?
2. What are the components of our
blood?
Topic: The Circulatory System

Subtopic: Major Parts of the
Circulatory System
Concepts:
The 3 major parts of the
circulatory system are heart,
blood vessels and blood:
Heart is the pumping
station of the body
Blood vessels permit
the blood to flow to the
different parts of the body
Blood carries the
nutrients to the different
parts of our body
III. Materials: Poster of the

Circulatory System
Reference: Into the Future:
Science and Health, pp. 2-3
Juanita M. Cruz, et al
IV. Lesson Development:

A. Review
1. What are the different
systems in your body?
B. Motivation
1. How do nutrients, oxygen
and mineral distributed to
our body?
2. What are the organs
responsible for it?
C. Activity Proper
1. Teacher shows poster of the
circulatory system and let
the pupils identify the 3
major parts of the circulatory
system.
D. Generalization

Kinds of blood vessels
Components of our blood
I. Objectives:
At the end of the lesson, pupils are
expected to:
1. Identify the 3 kinds of blood
vessels vein, artery, capillary
2. Differentiate the 4 components
of our blood plasma, RBC,
WBC, platelet
II. Subject Matter:
Unit: The Circulatory and Nervous
System
Topic: The Circulatory System
Subtopics:
Kinds of blood
vessels
Components of our blood
Concepts:
The 3 kinds of blood vessels are
vein, artery and capillary
The 4 components of our blood
are plasma, red blood cells,
white cells and platelets
III. Materials: Poster of the
Circulatory System
Science and Health VI, pp. 11-18
Juanita M. Cruz, et. Al
IV. Lesson Development:

A. Review
1. What are the major parts of
B. Motivation
1. Why do you think your blood
is color red?
2. How long are your blood
vessels if put together?
2
C. Activity Proper
1. Let the pupils trace the blood
vessels in the poster.
2. Pupils describe the blood
vessels and give the different
kinds
3. Have the pupils describe
their blood if they have seen
one.
4. Pupils enumerate and
differentiate the different
components of our
D. Generalization
1. What are the functions of
vein, artery and capillary?
2. Differentiate RBC from WBC
and plasma from platelets.
E. Application
1. What might happen if there is
no platelet in our
blood?
2. Describe and differentiae
plasma, RBC, WBC, platelets
VI. Assignment:
1. What is pulmonary circuit?
2. What is systemic circuit?

Heart, Blood, and Blood Vessels
I. Objectives:
1. Identify the major parts of the
circulatory system heart,
blood, blood vessels
2. Show awareness on the
importance of our heart.
II. Subject Matter:
Science and Health
PELC: 1.1 Pages: 2-3
Concepts:
The 3 major parts of the
circulatory system are heart,
blood and blood vessels
1. Heart is the pumping station
of the body
2. Blood carries oxygen and
other nutrients to all parts of
our body.
3. Blood vessels permit the
blood to flow to the different
parts of our body.
Processes:
Generating
Communicating
Materials: Poster of a circulatory
system
III. Procedure:
A. Review
systems found
in your
body?
B. Motivation
1. How do you nutrients,
oxygen and
other
substances distributed to the
parts of our body?
2. What are the organs
responsible for
it?
C. Activity
1. Pupils identify the major
parts of the
circulatory system in the
poster
D. Discussion
1. Teacher asks the function
and description of heart,
blood, and
blood
vessels.
2. Misconception is addressed
by the
teacher.
E. Concept Formation
1. What is the function of our
heart,
blood and blood
vessels?
F. Generalization
1. What are the 3 major parts of
our
circulatory
system?
2. How would take care of our
heart?
G. Application
1. Jump for 15 seconds.
Observe what happens to
your heart beat.
IV. Assessment:
1. Give the 3 major parts of the
circulatory system.
2. What is the function of each
part?
V. Assignment:
1. Give the different components of
our blood.

Four Components of our Blood
I. Objectives:
1. Identify the 4 components of our
blood.
2. Differentiate each component of
our blood.
3
II. Subject Matter:
Science and Health VI by Juanita
M. Cruz et. Al
Concepts:
The 4 components of our blood
are RBC, WBC, Plasma and
Platelets.
1. RBC carries oxygen
2. WBC fights infection
3. Plasma liquid portion in
our blood
4. Platelets responsible for
blood clotting
Processes:
Inferring
Communication
Materials: Poster of a circulatory
system
III.
Procedure:
A. Review
B. Motivation
1. Why do you think your
blood is color red?
2. What gives the blood a red
color?
C. Activity
1. Teacher asks pupils to
describe a blood if they have
seen one.
2. Teacher asks the components
of the blood.
D. Discussion
1. Teacher let the pupils
enumerate and differentiate
the blood components.
E. Concept of Formation
1. What are the functions of
- RBC
- WBC
- Plasma
- Platelets
F. Generalization
1. Differentiate RBC from WBC,
Plasma from Platelets
G. Application
1. What may happen if you
dont
have platelets?
1. What are the different kinds of

veins?
I. Objectives:
1. Identify the different kinds of
blood
vessels.
2. Differentiate systemic circuit
from
pulmonary circuit.
II. Subject Matter:
M. Cruz et. Al
PELC: 1.1 Pages: 9-10, 15-18
Concepts:
The capillaries, veins and
arteries are the different kinds
of blood vessels.
Blood follows either pulmonary
or systemic circuit.
(more concepts in manila paper)
Processes:
Generating
Communicating
Materials:
Pictures of pulmonary and
systemic circuits
Manila paper for concept
formation
III. Procedure:
A. Review
1. Which component of the
blood acts like soldiers?
2. What is the function of
RBC?
3. Differentiate plasma from
platelets.
B.
Motivation
1. How long are your blood
vessels if put together?
C. Activity
1. Teacher asks the pupils to
trace the blood vessels on
the picture/poster.
2. Pupils describe the blood
vessels and differentiate
each kind.
3. Pupils trace the
pulmonary and circulatory
circuit.
IV. Assessment:
1. What are the different kinds of
veins?
D. Discussion
1. Pupils state the sequence
of the blood flow in
pulmonary and
systemic circuit.
V. Assignment:
4
1. What are capillary, vein
and artery?
2. What is pulmonary and
systemic circuit?
F. Generalization
1. Differentiate capillary, vein
and artery.
2. How does blood flow in
pulmonary and systemic
circuit?
G. Application
1. Why do you think it is
necessary for our
circulatory system to have
two circuits?
IV. Assessment:
1. It carries the blood away from
the heart. (artery)
2. It carries the blood towards the
heart. (vein)
3. It is where exchange of gases
occurs. (capillary)
4. It is a circuit which involves the
lungs. (pulmonary)
5. It is a circuit which involves the
different parts of the body.
(systemic)
V. Assignment:
1. What is nervous system?
2. What are the parts of the
nervous system?
THE NERVOUS SYSTEM
I. Objectives:
1. Identify the main parts of the
nervous system.
2. Identify the parts of the brain.
II. Subject Matter:
Science and Health VI
Concept:
The 3 main parts of nervous
system are brain, spinal cord
and nerves.
Brain controls everything we do.
It is the largest organ in the
nervous system.
Processes:
Communicating
Inferring
Materials:
Pictures and posters of nervous
system
Manila paper for concept

formation
III. Procedure:
A. Review
The teacher asks 2-3 pupils to
trace the flow of the blood in
pulmonary ad systemic circuit.
B.
Motivation
1. How can you learn in school?
2. How can you remember what
your teacher is saying?
C. Activity
1. The teacher asks the pupils
what they and what they
want to learn about nervous
system.
2. The teacher writes their
answers on the board.
D. Discussion
1. The teacher elicits the parts
of the nervous system.
- brain
- spinal cord
- nerves
2. The teacher explains the
parts and
functions
of the brain.
3. The teacher
corrects/rectifies any
misconception of the pupils
about the circulatory system.
E. Concept of Formation
1. What are the main parts of
the nervous system?
2. What are the parts and
functions of the brain?
F. Generalization
1. What is nervous system?
2. How are the functions of
parts of the brain differ from
each other?
(Follow-up questions might
be asked depending on the
answers of the pupils).
G. Application
1. Why people are declare dead
when the brain stops
functioning even when the
heart is still beating?
IV. Assessment:
1. It controls voluntary actions,

thought, speech, and memory.
(cerebrum)
2. It directs the left side of the
body. (right hemisphere)
3. It balances mother
movements. (cerebellum)
5
4. It connects the whole brain to
the spinal cord. (medulla
oblongata)
5. It coordinates sensory
messages. (thalamus)
V. Assignment:
1. Draw a concept map of the
neurons.
functions of
spinal cord
and nerve cells.
F. Generalization
1. What are the divisions of the
nervous system?
2. Where do brain, spinal cord
and nerve cells classified
under?
SPINAL CORD AND NERVE CELLS
G.
I. Objectives:
1. Identify the parts of spinal cord
and nerve cells.
2. Describe the function of spinal
cord and nerve cells.
II. Subject Matter:
Reference: Into the Future: Science
and Health VI by Juanita M. Cruz
et. al
PELC : 2.2 Pages : 32-36
Concepts :
Spinal cord is made up of nerve
fibers that carry information to
and from the brain.
Nerve cells serve as a functional
unit of the nervous system
Processes:
Identifying
Communicating
Materials: Flashcards
Poster of nervous system
III. Procedure
A. Review
What are the parts and
functions of the brain?
Why is nervous system
considered as the control unit of
the body?
Motivation
Can brain work alone without
the nerve
cells and spinal cord?
IV. Assessment:
1. What is the functional unit of
the nervous system? (neurons)
2. Consist of the brain and spinal
cord. Which division of nervous
system is referred to? (central
nervous system)
3. ___________ made of nerve fibers
which carry information to and
from the brain.
4. ___________ enlarge portion of
the neutron.
5. ___________ conducts the nerve
signal array from the body.
V. Assignment:
1. Describe an ecosystem.
2. Give an example of an
ecosystem.
ECOSYSTEM
I. Objectives:
1. Define ecosystem.
2. Identify biotic and abiotic
components of ecosystem.
B.
C. Presentation
1. The teacher shows the poster
of the
nervous system.
2. The pupils describe how the
nerves are connected to the
different parts of the body.
D. Discussion
1. The teacher asks the function
of the
spinal cord and
nerves cells.
2. Pupils point out on the poster
the
spinal cord and
the nerve cells.
3. Teacher rectifies any
misconceptions.
Application
1. How people paralyzed?
What part of the nervous
system is not working if
people are paralyzed?
II.
Subject Matter:
Reference: Into the Future: Science
and Health VI by Juanita M. Cruz, et
al
PELC: 1.1 Pages: 74
Concepts:
Ecosystem is the
interrelationships of living and
non- living things in the
environment.
Biotic components are
those living things in the
ecosystem
Abiotic components are
those non-living things in
the ecosystem
6
1. What are the abiotic and biotic
components found in an
aquarium?
School
Pond
Forest
Processes:
Identifying
Classifying
Materials: Flashcards
III. Procedure:
A. Review
functions of a nerve cell?
2. What is the function of spinal
cord?
3. What is a filament?
4. What is central and
peripheral NS?
V. Assignment:
1. What is food chain and food
web?
2. Give examples of food chain and
food web.
B. Motivation
The teacher shows words on
flashcards and let the pupils
classify them.
1. What is the basis of
classification?
2. Why do the words are
grouped only into two?
I. Objectives:
1. Define food chain and food web
2. Differentiate food chain and food
web.
C. Activity
1. Pupils give the living things
and non-living things that
they wee in their
environment.
2. The teacher helps to
classify them to living
(biotic) and non-living
components.
3. The teacher together with
the pupils defines the
ecosystem.
D. Discussion
1. The teacher gives examples
of ecosystems.
2. Pupils identify the biotic and
abiotic components.
3. Pupils give examples of
ecosystems and identify the
components.
1. What is ecosystem?
2. What is the difference
between biotic
and
abiotic components?
F. Generalization
1. What makes an ecosystem?
2. What are the components?
G.
Application
1. Can we call a
place/environment an
ecosystem if there is no
biotic or abiotic components?
IV. Assessment:
FOOD CHAIN AND FOOD WEB
II.
Subject Matter:
M. Cruz, et al
Concepts:
Food chain is the transfer of solar
energy from plants to animals,
and eventually to decomposers
when they die.
Food web is the interlinked food
chain.
Processes:
Defining
Differentiating
Predicting
Materials:
Flashcards
III. Procedures
A.
Review
The pupils answer item number
9-14 of their textbook.
B.
Motivation
1. How do humans / animals get
their food?
2. Where do plants get their
food?
C. Activity
1. Pupils define food chain
based from assignment.
2. The teacher shows words:
plants, snake, caterpillar,
bird, decomposers.
3. Pupils arrange the words to
forma food chain.
4. Pupils identify the producers
and consumers.
7
5. Teacher adds more words
(organisms) to form a food
web.
D. Discussion
1. What do you observed in a
food chain and a food web?
2. Pupils give examples of a
food chain and a food web.
1. What is a food chain?
between producer and
consumer?
F. Generalization
1. What is the main source of
energy on earth?
2. How does energy is
transferred to organisms?
G. Applications
1. Predict what will happen if
some organisms or
consumers become extinct.
IV. Assessment:
As a group, construct a food web on
a forest ecosystem.
V. Assignment:
1. What is symbiosis?
2. What are the three types of
symbiosis?
SYMBIOSIS
I. Objectives:
1. Identify the three types of
symbiosis.
2. Give examples of animals /
plants that shows symbiotic
relationship.
II. Subject Matter:
M. Cruz, et al
Concepts:
Symbiosis is a relationship where
organisms may be able to get
their food and protect themselves
by depending on each other.
Parasitism - it is a hunter-prey
relationship.
Commensalism - both organisms
benefits from one another without
harming each other.
Mutualism - both benefit from
each other.
Processes:
Identifying
Communication
Predicting
Materials:
MS Powerpoint Presentation
Pictures of animals / plants
Laptop and LCD projector
III. Procedure:
A. Review
The teacher refreshes the minds
of the students about the energy
flow in a food chain and food
web.
B.
Motivation
Pupils will predict:
1. How do animals obtain food
for survival?
2. What are the strategies do
animals use in getting food?
C. Activity
1. The teacher defines
symbiosis and gives the three
types
2. Pupils read each type of
symbiotic
relationship.
relationship
and gives
examples.
D.
1.
2.
3.
4.
Discussion
The teacher shows some
pictures.
Pupils identify the
relationship showed on the
screen.
The teacher introduces the
animals
showed if the
pupils are not familiar
with them.
The teacher rectifies any
misconception.
1. What are the symbiotic
relationships?
2. What is the different between
a host and a parasite
(parasitism)
F. Generalization
The pupils will answer the
previous questions from the
motivation part.
1. How do animals obtain food
for survival?
2. What are the strategies do
use in getting food?
G. Application
1. How do living things which
are objects of predation
develop defenses?
IV. Assessment:
8
As a group, construct a concept
map of the symbiotic relationships
V. Assignment:
1. How is carbon-oxygen cycle
occur?
4.
E.
NITROGEN CYCLE
I. Objective:
1. Identify the factors involved in a
nitrogen cycle.
II. Subject Matter:
M. Cruz, et al
Concepts :
Nitrates are products of
decomposition needed and used
by plants.
Nitrogen fixation is a process that
occurs when nitrogen-fixing
bacteria convert bacteria in the
atmosphere into ammonia.
Process:
Identifying
Inferring
Communicating
Materials:
Flashcards
III. Procedure:
A.
Review
1.
What are the 3 symbiotic
relationships?
2. Give examples of parasitism,
commensalism, and
mutualism.
B.
Motivation
1. What food is needed to build
and
repair muscles
and bones of the
body?
2. What are the sources which
this food
can be drawn?
C.
Activity
1. Pupils read the step-by-step
process
of nitrogen
cycle.
2. The teacher explains each
step.
3. Pupils take note of the
technical
terms.
D.
Discussion
1.
Are all bacteria harmful?
2.
How do nitrates increased?
3. Pupils trace the diagram of
the nitrogen cycle.
The teacher explains each

step in details.
Concept of Formation
1. What form of nitrogen can
plants utilize?
2. How can bacteria help in the
nitrogen cycle?
3. What are the processes
involved in the nitrogen
cycle?
F. Generalization
1. What are the factors involved
in a nitrogen cycle?
2. Where do plants get
nitrogen?
G.
Application
1. What will happen if there are
no decomposers? Predict
some outcomes based from
the discussions.
IV. Assessment:
1. Draw a nitrogen cycle diagram.
Label
the factors involved.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:
1. Interpret the diagram of the
oxygen-carbon dioxide cycle.
2. Identify the processes involved
in a carbon cycle.
II. Subject Matter:
Reference: Science Spectrum by
Rebecca R. Fallaria et al
Concepts:
The oxygen-carbon dioxide cycle
refers to the manner by which
these materials are used and
reused in nature.
Carbon cycle is the circulation of
carbon in nature, through any
compound that has a carbon atom
on it.
Processes:
Identifying
Interpreting
Materials:
Diagram of oxygen-carbon dioxide
cycle and carbon cycle
III. Procedures:
A.
Review
1. What form of nitrogen can be
utilized by the plants?
9
2. What are the two ways which
can increase the nitrates in
the soil?
B.
Motivation
1. Will the atmosphere be
depleted of carbon dioxide or
oxygen?
C.
Activity
1. The teacher let the pupils
predict how do carbon
dioxide or oxygen are
produced.
2. Pupils read the carbon
dioxide and oxygen cycle.
step-by-step process.
4. Pupils read the carbon cycle
and the teacher will explain.
D. Discussion
1. The teacher shows the
diagram and explains the
whole cycle using it.
2. Pupils are given the chance
to explain the diagram on
their own words.
E.
Concept Formation
1. What is the source of
oxygen/carbon dioxide?
2. What is oxygen-carbon
dioxide/ carbon cycle?
F. Generalization
1. How does oxygen-carbon
dioxide cycle occur?
2. What are the processes
involved in a carbon cycle?
G.
Application
1. What must we do to have a
cleaner supply of oxygen in
the air?
IV. Evaluation:
Interpret the diagram of oxygencarbon dioxide cycle and the
carbon cycle.
V. Assignment:
1. Enumerate the importance of
forest ecosystem.
I. Objective:
1. Describe what a forest is.
2. Give the importance of a forest.
II. Subject Matter:

Reference: Science Spectrum by
Rebecca R. Fallaria, et al

Concepts:
Forest is an area not less than
one hectare and 60 meters
wide consisting of trees, plants
and animals.
Forest provides shelter, food
and protection for animals and
other living things. They
prevent floods and soil erosion.
They maintain clean, cool
environment.
Processes:
Identifying
Predicting
Materials:
Manila Paper
III. Procedures:
A.
Review
1. How does oxygen-carbon
dioxide occur?
2.
Explain briefly the carbon
cycle.
B.
Motivation
1. The teacher introduces the
word forest.
2. Pupils describe and identify
the
components of a
forest.
3. The teacher asks, why forest
is an
ecosystem.
C. Activity
1. Pupils are grouped and
enumerate the importance of
a forest.
2. The group members
brainstorm and list the
importance of a forest.
3. The groups are given 10
minutes to discuss and list
their answers.
D. Reporting / Discussion
1. The teacher utilizes Number
Heads Together as CLS.
2. Random numbers are called
to give one importance of a
forest.
3. The teacher rectifies/explains
further any given answer.
E. Generalization
1. What are the importance of
a forest?
F.
1.
Application
Predict what will happen to
animals living in the forest if it
was destroyed.
IV. Evaluation:
10
1. Give examples of products that
are derived from a forest.
2. How does a forest prevent flash
flood in the plains?
3. Why is forest good for
environment?
V. Assignment:
Complete the table to determine
the value of forest to our country.
Beneficiary of
Forest
1. Plants
2. Animals
3. Man
4. Environment
Benefits
Derived
Enumerate the importance of forest

ecosystem.
B.
C. Activity
1. Pupils go to their own group
and
discuss the
effects of deforestation.
2. The secretary of the group
lists the
effects of
deforestation.
3. The groups are given time to
discuss
and list their
answers.
D.
Reporting and Discussion

1. Number Heads Together is
utilized for group sharing.
2. Random number is called to
share the groups answer to
the class.
further any given answer.
4. The teacher explains
greenhouse effect and global
warming.
E.
Generalization
1. What is deforestation?
2. How does it affect animals,
humans and the
environment?
I. Objectives:
1. Define deforestation.
2. Describe the effects of
deforestation.
II. Subject Matter:
Reference: Science Spectrum VI by
PELC: 2 Pages: 98-99
Concepts:
Deforestation is the
indiscriminate cutting of trees
in our forest with replacing
them.
Animals, humans, and the
environment are severely
affected by deforestation. It
destroys 80% of their natural
habitat.
Processes:
Defining a process
(deforestation)
Completing a given table
Predicting
Communicating
Materials:
Manila paper
Flash cards
III. Procedures:
A.
Review
1. Pupils answer or complete
the table on the board based
from their assignment. They
will write all the benefits
derived by humans/man,
plants, animals and
environment from the forest.
2. Pupils take turn in
completing the
answer.
Motivation
1. Based from your answers on
the board, what will happen
if forests are
continuously depleted by
mans harmful activities?
F. Application
1. How can you prevent global
warming?
IV. Evaluation:
Complete the table below:
Course
Effects of
Deforestation
Animals
Man
Environment
V. Assignment:
1. What are the human activities
that disrupt the cycles in an
ecosystem?
I. Objective:
11
1. Identify some human activities
that disrupt the cycles in an
ecosystem.
II.
Subject Matter:
Concepts:
Deforestation, kaingin, burning
of fossil fuels, and the use of
chemical fertilizers and
explosives in fishing are some
human activities that can
disrupt an ecosystem.
Processes:
Communicating
Predicting
Identifying
Materials:
Pictures
III. Procedures:
A.
Review
1. What is deforestation?
2. What are the effects of
deforestation?
B.
C.
D.
E.
Motivation
1. The teacher shows pictures
about the different activities
of mankind.
2. What do the pictures show?
Activity
1. Pupils go to their own
groups.
2. They will identify the
different human activities
that can disrupt an
ecosystem.
3. The groups are given time to
discuss.
Reporting/Discussion
1. Pupils are called randomly to
present their outputs.
any given answer.
Generalization
1. What are the different human
activities that can
effect/disrupt ecosystem?
2. What are their effects?
F. Application
How can global warming affect
organism on earth?
IV. Evaluation:
Choose two human activities that
disrupt ecosystem. Be able to
explain them.
V. Assignment:
How can you prevent the disruption
of ecosystem?
I. Objective:
1. Explain the different human
activities that disrupt the
ecosystem.
II. Subject Matter:
Rebecca R. Falloria, et al
Concepts:
Deforestation, kaingin, burning of
fossil fuels, and the use of
chemical fertilizers and explosives
in fishing are some human
activities that can disrupt an
ecosystem.
Processes:
Communicating
Predicting
Identifying
Materials:
Pictures
Word cards/flash cards
III. Procedures:
A. Drill
The teacher will let the pupils
read and answer their
summative test.
B.
Review
Pupils review their answers
about the different human
activity or the cycle of nutrients
in the ecosystem.
C. Motivation
1. The teacher shows the class
about oil spill and a denuded
forest.
2. Pupils guess what do the
pictures depict?
D.
Activity
1. The teacher calls a
representative from each
group to present their
answers based from the
previous activity yesterday.
2. Each representative explains
their answer in front of the
class.
12
3. The teacher writes any new
terms on the word
cards/cartolina strips.
E.
Discussion
1. The teacher explains further
any given answer.
2. Additional information is
given.
3. Addressing and rectifying of
misconceptions will be done.
F. Generalization
1. Based from the pupils
presentation and from the
teachers additional
information, the pupils
consolidate
the lesson
learned.
G. Application
How can you prevent the
disruption of ecosystem in your
own simple ways?
Materials:
Science textbook
Manila paper
III. Procedures:
A.
Drill
The teacher let the pupils
answer
item 1-10 f their
summative test.
B.
Review
1. What are the different human
cycles in ecosystem?
C.
Motivation
1. Have you been to a crowded
place like Quiapo, Divisoria
and other supermarkets
during rush hour?
D.
Activity
Pupils open their books on
page 88 and
interpret the
chart.
Teacher let the class read
the issue.
What comes in your mind
when you
hear the
word population?
Pupils define population
through
discussion.
1.
IV. Evaluation:
Make a mind map of the
different human activities that
disrupts the ecosystem.
2.
V. Assignment:
Answer page 109, part A of your
Science textbook. Write the answer
on your notebook.
4.
3.
E.
POPULATION
I. Objectives:
1. Define population.
2. Enumerate the causes of
population change.
II. Subject Matter:
Science and Health by Juanita M.
Cruz, et al
PELC: 2
Pages: 88-90
Concepts :
Population is the number of
particular group of
organisms living in a specific
area or place.
Population constantly
changes.
A rapid increase in
population growth increases
the demand for basic needs.
Processes:
Describing conditions in an over
populated area.
Inferring on the effects of rapid
population growth.
Discussion
1. Pupils infer the different
major courses of population
change.
2. Teacher explains the other
two charts.
3. Pupils differentiate the
meaning of birth, death and
migration.
F. Generalization
1. What is population?
2. What are the factors that
affect population change?
G.
Application
1. How does rapid population
growth affect resources or
the satisfaction of ones basic
needs?
IV. Evaluation:
1. What are the problems which
may occur due to rapid
population growth?
2. How can death, migration
and birth effect population?
V. Assignment:
Answer page 109, Part B, items 1-5.
POPULATION
13
1. The teacher rectifies the
given answer/output of the
pupils.
2. Pictures which shows the
effects of
overpopulation will flashed
on the
screen.
I. Objectives:
1. Enumerate the different effects
of over population.
2. Infer that population affect ones
health and that of the
community.
II.
Subject Matter:
Concepts:
Overpopulation affects the
environment. Land,
water,
and air may become polluted
and eventually affects the
people living in it. Increasing
population means more users.
There are more wastes
produced and released in the
environment.
Processes:
Describing
Enumerating
Inferring
Materials:
Laptop
LCD projector
pictures
III. Procedure:
A.
Drill
Pupils answer items 11-20 of
their summative test.
B.
Review
The teacher gives 5-item
exercise using the LCD
projector.
C.
Motivation
The teacher flashes a picture of
a child drinking the urine of a
cow.
1. What does the picture
show?
2. What do you think the child
is doing? Why?
D. Activity
1. The pupils form their groups.
The
groups discuss
the effects of
overpopulation.
2. After giving 10 minutes, the
teacher does number heads
together.
3. Follow-up questions are
asked to elicit the correct
concept/explanation from the
pupils.
E.
Discussion
F. Generalization
1. How does overpopulation
affect people and the
environment?
G.
Application
In your own simple ways, how
can you minimize the effect of
overpopulation?
IV. Evaluation:
1. What problem is created when
the
supply of food, water,
air, and space does not increase
but the population does?
V. Assignment:
Answer page 110 of your Science
textbook.
POPULATION
I. Objective:
1. Describe the different strategies
to solve
overpopulation
problems.
II.
Subject Matter:
Concepts:
There are different ways to solve
overpopulation. These include
responsible parenthood,
improving food supply and
maintaining balance life in the
ecosystem.
Reduce, reuse and recycle are
also important in maintaining a
balance ecosystem.
III. Procedure:
A.
Review
What are the different events
(artificial, natural) that would
upset or alter ecological
balance?
B.
Motivation
Knowing all the effects of
overpopulation, do you think
the community can do
something to solve or prevent
14
the problems related to
overpopulation? How?
C.
Activity
1. Teacher writes on the board
the different problems that
are related to
overpopulation.
2. In groups, pupils are asked
to come up with the different
ways on how to solve them.
3. Pupils discuss their answers
along with their leaders.
4. Teacher facilitates the
sharing of answers with the
use of NHT as CLS.
D.
Discussion
1. The teacher explains/asks
follow-up questions to guide
the pupils informing the right
science
concepts.
2. Pupils share/contribute their
outputs to the whole class.
E.
Generalization
How can you help in solving the
problems related to
overpopulation?
F. Application
If recycling bottles/containers is
more expensive than producing
a new one, why do you think the
companies are still imposing the
use of recycled materials?
balance assures the survival of

future generations.
Processes:
Identifying
Communicating
Materials:
Manila paper
Pictures of wild animals
III. Procedures:
A.
Review
What are the different strategies
to solve over population?
B.
C. Activity
1. Using manila paper, pupils
draw the
different ways
which they know on
how to maintain the balance
of life in
ecosystem.
2. Leaders assign certain roles
to each
member.
3. Each group are given time to
finish
their work.
D.
1. Pupils present their work in
front of the class.
2. Questions are asked to help
the
presenters
explain the thought of their
drawing.
3. The teacher gives additional
strategies or ways in
balancing the ecosystem
which are not mentioned.
E.
Generalization
Pupils share to the class the
things they had learned in
todays discussion.
IV. Evaluation:
What are the different strategies to
solve overpopulation problems?
V. Assignment:
List down materials that can be
recycled, reused, and reduced.
Explain how it can be done.
POPULATION
I. Objective:
1. Identify the different ways of
maintaining balance of life in
the ecosystem.
II.
Subject Matter:
PELC: 2.1
Pages: 108-109
Concepts:
Our most fundamental role as
human beings is to uphold our
ecosystems. We must maintain
the integrity, good function, and
sustainability of the earths
ecosystem. Sustained ecological
Motivation
The teacher shows pictures of
wild animals.
1. What can you see on the
pictures?
2. How do you think these
animals can be protected.
F. Application
Do you think the government is
doing enough
precautions/preventions
to maintain the balance in
ecosystem? Why?
IV. Evaluation:
Make a mind map of the different
ways on balancing the ecosystem.
V. Assignment:
Make a poster about the
importance of keeping our
ecosystem balance.
15
F. Application
1. Which is better to use
natural or
synthetic
materials? Why?
MATERIALS COMMONLY USED AT

HOME
I. Objectives:
1. Identify materials commonly
used at home.
2. Describe how these materials
are used.
IV. Evaluation
1. What are the examples of food
additives?
2. What are the examples of
natural
preservatives?
II. Subject Matter:

Science and Health by Juanita M.
Cruz, et al
Concepts:
Materials may be natural or
synthetic (manmade).
Materials used at home preserve
food and enhance its flavor and
presentation, and maintain
cleanliness and good health.
Additives, preservatives, soap,
paint, solvent, synthetic fibers,
plastic, pesticides, and
insecticides are materials
commonly used at home.
V. Assignment:
Answer 3.2, page 113 of your
Science textbook.
MATERIALS COMMONLY USED AT
HOME
Processes:
Identifying
Describing
Materials:
Pentel pen
Manila paper
III. Procedure:
A.
Review
Pupils answer 1-5 of Exercise A
in Lesson 18.
B.
Motivation
1. What do you use in keeping
yourselves clean, healthy,
and strong?
C.
Activity
1. Pupils do Activity 3.1 on page
112 of
their textbook.
2.
Pupils are given 15
minutes to
accomplish
the table.
D.
Discussion
1. Pupils show their output to
the class.
2. The teacher discusses the
different
materials
commonly used at home.
3. Discussion is based from the
output of the pupils.
E.
Generalization
1. How are the materials in
your home
classified?
2. How are they used?
I. Objective:
1. Classify the materials commonly
used at home.
II.
Subject Matter:
M. Cruz, et al
Concepts:
Household materials found at
home are pesticides,
insecticides, soap, paint,
solvent, synthetic, plastic, etc.
Processes:
Observing
Describing
Classifying
Materials:
Manila paper
Flashcards
III. Procedure:
A.
Drill
1. ___________ are thick blood
vessels through which
the oxygen rich blood
moves away from the heart.
2. ___________ carries the blood
(de oxygenated) to the
heart.
3. ___________ microscopic blood
vessels that connect
the smallest arteries to
the smallest veins.
4. ___________ causes the blood
to move throughout
the body.
5. ____________ is the largest
artery in our heart.
B.
C.
Review
materials found in your
home?
Motivation
16
1. What special materials found
at home?
2. What characteristics are
common to them?
D.
1.
2.
3.
4.
Activity
The teacher show different
words using flashcards.
Pupils arrange the words
based from the materials
they are made of.
The teacher asks:
3.1 What is your basis in
grouping the flashcards?
The teacher encourages the
pupils to explain how they
come up with the
classification.
Discussion
1. The teacher explains that the
words
(material) can
be classified under the
following:
- pesticides
- soap
- solvent
- insecticides - paint
synthetic
2. Pupils infer the common
characteristics or
characteristics which each
classification has in common.
3. The teacher explains each
classification of materials.

Science and
Health VI by
PELC : 1 Pages : 113-117
Concepts:
Pesticides are poison used in
farms to effectively control pests
such as stem borers.
The
use of pesticides improves the
yields of crops such as stem
borers and sugarcane.
Pesticides can be grouped into
three
1. herbicides
2. insecticides
3. fungicides
Processes:
Predicting
Classifying
Describing
E.
F. Generalization
1. How materials can be
classified?
G. Application
How do improved products
differ from natural products?
IV. Evaluation:
1. Write 3 materials that you know
which
can be classified
under pesticides,
insecticides, soap, paint,
solvent, and
synthetic
materials.
V.
Assignment:
Describe how pesticides and
insecticides are used.
PESTICIDES AND INSECTICIDES
I. Objective:
1. Describe how pesticides and
insecticides are used.
II.
Subject Matter:
Materials:
Manila paper
III. Procedures:
A. Drill
1. A relationship where one is
harmed and the other is
benefitted.
2. A relationship where both of
the organisms benefit from
each other.
3. This is the relationship when
one organism while the other
organisms neither benefit
nor harmed.
4. It is a hunter-prey
relationship.
An example is the lion and
the rabbit
5. A relationship which an
orchid and a butterfly has.
B. Review
1. How are the materials in
your home can be classified?
C. Motivation
1. What do you think farmers
usually do to increase the
yield of their crops?
D. Activity
1. Using Think-Pair-Share,
pupils look for their partners
and try to think for some
ways to increase the yield of
the farmers.
2. Teacher asks the class to
share to the class their
answer.
3. The teacher acknowledges
any given answer.
E. Discussion
1. How pesticides are applied?
17
2. What precautions you can
do?
How pesticides are used?

C. Motivation
1. Pupils give what they know
and what they want to know
about pesticides.
2. The teacher will write it on
the board.
F. Generalization
1. How can pesticides increase
the yield of the farmers?
pesticides?
G. Application
1. In applying insecticides what
are the things that you
should do?
IV. Evaluation:
1. Describe how malathion and
DDT can be used?
V. Assignment:
1. When does materials become
harmful?
II.
Processes:
Observing
Identifying
Describing
Materials:
Manila paper
III. Procedures:
A.
Drill
1. Organisms that can make
their own food.
2. They are responsible for
breaking down dead
organisms.
3. Organisms that eat both
plants and
animals.
4. Rice plant worm bird
man
Which is the primary
consumer?
5. Which is the tertiary
consumer?
B.
Review
E.
Discussion/Sharing
1. Pupils share their outputs.
2. Refining of pupils answer
will be done.
G. Application
Look at the creeks or canals
near your barangay. Are they
clean? Polluted? If they are
polluted, what materials
polluted these creeks/canals
(body of water)?
I. Objective:
1. Tell when materials are harmful.
Concepts:
Insecticides are harmful to the
soil.
Pesticides are also harmful to
the organisms. Aquatic
organisms are affected.
Activity
1. Pupils find their partners.
2. They will brainstorm about
how materials become
harmful.
F. Generalization
1. How are materials become
harmful?
2. Give specific example.
HARMFUL MATERIALS
Subject Matter:
Science and Health VI by Juanita M.
Cruz, et al
PELC:
Pages: 113-117
D.
IV. Evaluation:
When do the following materials
become harmful?
- soap
- crude oil
- zonrox
- insecticides
V. Assignment:
Look for the common materials
found in your home. What is
common in their labels?
SOAP AND SOLVENT
I. Objective:
1. Describe how soap and solvents
are used.
II.
Subject Matter:
M. Cruz, et al
PELC:
Page: 116
Concepts:
Paints protect and decorate
home, buildings and furniture.
Turpentine and thinner are
solvents commonly used in
paints. They make the paints
less visions so they are easy to
apply.
18
Heart is the pumping station of
the body. The other major parts
of the circulatory system are
heart, blood vessels and the
blood.
Processes:
Describing
Communicating
Materials:
Pictures of paints and solvents
III. Procedures:
A.
Review:
How are materials become
harmful?
B.
Motivation
The teacher shows 2 houses.
One is beautifully painted while
the other house is not.
1. Which house looks beautiful?
C.
Activity
1. Pupils read the different
components of Boysen,
Wellcoat, Dutch Boy and
other paints.
2. Do they come with solvents
like turpentine/thinner?
Processes:
Recalling
Enumerating
Materials:
Picture of the circulatory system
and each part.
III. Procedures:
A.
Drill
What (are) circulatory system?
B.
Motivation
Why do you think your heart
beats faster when you are doing
an extraneous exercise?
C.
Activity
1. Pupils go to their own group.
2. Number Heads Together will
be done. The teacher asks
question and particular
number of pupils will
answer the question.
3. The group having the most
number of points will receive
a reward.
D. Discussion
1. What do you think is the best
paint to use based from their
components?
E. Generalization
What is paint made of? How
about solvent? What is paint
for? How is solvent used?
F. Application
1. How is nail polish removed?
IV. Evaluation:
1. Why should iron be painted?
2. How is solvent used?
V. Assignment:
Interview construction workers.
Ask
them the best paint for
building.
CIRCULATORY SYSTEM
I. Objective:
1. Recall the parts of the
circulatory system.
2. Enumerate the important
functions of the part of
circulatory system.
II.
Subject Matter:
Science and
Health VI by
PELC: 1.1
Pages: 2.3
Science Ideas:
D. Discussion
This will be done every after a
question asked.
E.
Generalization
circulatory system?
2. How are they different from
each other?
F. Application
1. What do you think will
happen if one of the major
parts of circulatory system
malfunctioned?
2. How does it affect the body?
IV. Evaluation:
1. What are the different parts and
functions of the circulatory
system?
V. Assignment:
Recall the different parts of the
nervous system.
(NOTE: This lesson is intended to
review/refresh the
past lesson
about circulatory system in
preparation for their P.T.)
STATES OF MATTER
19
I. Objectives:
1. Identify the three states of
matter
II.
Subject Matter:
Pages:
Concepts:
There 3 states of matter-solid,
liquid and gas.
Solid has a definite shape and
volume. Liquid has indefinite
shape and volume. Gas has
indefinite shape and volume.
Processes:
Identifying
Comparing
Classifying
Materials:
Metacards, ex. of solid, liquid,
gas
III. Procedures:
A.
Review
When do the pesticides, zonrox,
insecticides become harmful?
B.
C.
D.
Motivation
1. Teachers show metacards of
the board.
2. Pupils arrange the
metacards. They may classify
the words into 3 groups.
Activity
1. The teacher shows examples
of solid,
liquid and gas.
2. Pupils describe the different
objects.
3. The teacher list on the board
their
descriptions.
Discussion
1. Based from the different
objects showed how can you
classify the different objects.
2. How can you differentiate
solid from
liquid,
solid from gas and liquid
from gas.
E.
V. Assignment:
What is the 4th state of matter?
MOLECULES
I. Objectives:
1. Identify the building building
blocks of matter.
2. Construct models of molecules.
II.
Subject Matter:
Reference: Cyber Science VI by
Hayda M. Villana
Pages: 125127
Concepts:
All matter is made up of tiny
units called atoms.
Atoms
are building blocks of matter.
They are so tiny
that you
cannot see them.
Atoms can join together to form
molecules. Molecules are
combination of two or more
atoms. Example, water molecule
and oxygen molecule.
Processes:
Identifying
Describing
Constructing
Materials:
Pentel pen
Coconut midrib
Clay of different colors
III. Procedures:
A.
Checking of Assignments:
1. What is plasma?
B.
Review
1. What is matter?
2. What are the states of matter?
C.
Motivation
1. What do you call the tiniest
thing that you have seen?
2. What is the tiniest matter
that you have ever seen?
D.
Presentation
1. The teacher explains that
matter is made up of tiny
units called matter.
2. The components of atoms is
also discussed.
3. The teacher explains how
molecules are formed.
E.
Discussion
molecules that you know?
2. If you combine the different
atoms, what is formed?
Generalization
1. What are solids, liquids and
gases?
2. How do the different objects
classified?
IV. Evaluation:
1. What are the 3 states of matter?
2. Give examples of solid, liquid,
gas?
20
3. How are the three states of
matter different from the
other?
F. Generalization
1. What is atom?
2. What are molecules? How
are they
formed?
3. How are the three states of
matter
different from
the other?
G.
Application
1. Pupils construct models of
molecules using clay of
different colors and coconut
midribs.
IV. Evaluation:
Evaluation is done during the
discussion and generalization.
Pupils output is also checked.
Egg, salt, container, spoon,

water, rice grains, sprite,
syringe
III. Procedures:
A.
Review
1. What is atom?
2. What are the components of
an atom?
B. Motivation
describe an object.
2. Relate that any description
the pupils made is actually
same with telling the
properties of an object.
C.
Presentation
1. The teacher asks what are
the common properties of
matter.
2. The teacher lists all their
answer until mass, volume,
and density are elicited.
Prompting is done to arrive
at the desired answers.
3. The teacher promptly briefly
discusses mass, volume and
density.
D.
Activity
1. Pupils determine whether the
volume of gas and water
changes.
NOTE: If the gas/water can
be compressed then the
volume changes and vice
versa.
2. Pupils will relate how the
density of matter determines
whether an object floats or
not.
V. Assignment:
1. What are the intrinsic properties
of
matter?
a. Density
b. Volume
c. Mass
MATTER
I. Objectives:
1. Identify the common properties
of matter.
2. Participate enthusiastically in
the activities.
II.
Subject Matter:
Hayda M. Villana
Page: 31
Concepts:
A property tells exactly what
the substance is like. The
common properties to all
kinds of matter are mass,
volume and density.
Matter is the amount of
matter contained in an
object.
Volume refers to the amount
of space occupied by the
matter.
Density measure the amount
of matter in a given volume.
Processes:
Identifying
Comparing
Inferring
Communicating
Materials:
E. Discussion
1. What happens to the volume of
gas/water when compressed?
2. Do you think the volume
changes?
3. How does the density of matter
determine whether an object
floats or not?
F. Generalization
1. What are the common
properties of matter?
2. Differentiate the 3 common
properties of matter.
G. Application
1. The teacher pour sprite in a
clear container. Then, she pours
some rice grain.
2. The pupils observe what will
happen to the rice grain.
2.1 Why do you think the rice
grains floats?
21
different property of
matter.
IV. Evaluation:
1. Evaluation is carried out during
the discussion of the result of
the activity.
D.
Discussion
1. Pupils give different
examples of matter under
each of the physical property.
2. The pupils try to explain why
they
thought the
object matter is under or
exhibit that physical property
of matter.
E.
Generalization
physical properties of
matter?
V. Assignment:
1. What are the physical properties
of matter?
MATTER
I. Objective:
1. Identify the physical properties
of matter.
II.
Subject Matter:
Hayda M. Villana
Page: 131
Concept:
Physical properties of matter
are the characteristics of
matter that can be observed
or measured without
changing the identity of the
substance.
Solubility, porosity, clasticity,
flexibility, hardness,
brittleness, ductility,
malleability
are examples
of the physical properties of
matter.
Processes:
Identifying
Comparing
F. Application
1. How can the physical
property of a matter affect its
usage?
IV. Evaluation:
Identify the physical property
possessed by the following:
1. rock (hardness)
2. glass (brittleness)
3. copper (ductility)
4. rubber (clasticity)
5. sponge (porosity)
V.
Materials:
Clay, sponge, coins, wire, rocks,
salt, rubber band, sponge
III. Procedures:
A.
Review
properties of
matter?
between the mass and the
volume?
3. What is density?
B.
C.
Motivation
1. Pupils describe some objects.
2. Teacher writes all the
descriptions.
3. From the descriptions, the
teacher elicits the physical
Presentation
1. Teacher explains that all the
description
that the
pupils have mentioned are
referring to the physical
Assignment:
Bring the following:
1. paper
2. clay
3. water
PHYSICAL CHANGE
I. Objectives:
1. Show that materials may change
in size, shape, volume or phase.
2. Observe that no new material is
formed when physical change
takes place.
II.
Subject Matter:
Reference: Discover Science 6 by:
Academe
Pages: 247-248 PELC: 1.1
Concepts:
Physical change changes the
appearance of a substance
but does not affect its
chemical properties.
Some materials change in
size, volume or phases
without changing its
chemical components.
Processes:
Inferring
22
Communicating
Observing
Materials:
Paper, clay, egg, shell, pencil,
sharpener, manila paper
III. Procedures:
A.
Review
1. The teacher gives examples
of matter and the pupils give
its physical properties.
B.
C.
Motivation
1. Have you been to a
parlor/barber shop?
2. What do you usually do
inside?
Activity
1. Pupils group themselves into
5.
2. Pupils perform the following
activity:
Tear/Sharpen/
Cut
Bend the ff:
1.
2.
3.
4.
What Changes
Occur?
Size Shap
Volum
e
e
clay
paper
egg shell
pencil
D.
E.
Discussion
correct answer.
infer that all the
materials in the activity
undergone changes.
3. The teacher asks the pupils if
they
observe any new
materials formed while doing
the activity.
Generalization
1. What is physical change?
2. What are the changes that
may occur in a physical
change?
F. Application
1. In changing the phases of
water-solid-liquid-gas, does it
fall under physical
change? Why?
IV. Evaluation:
1. Give examples of physical
change.
2. Explain what changes occur.
V. Assignment:
1. What are chemical changes?
CHEMICAL CHANGE
I. Objectives:
1. Show how chemical changes take
place in
materials.
2. Observe that a new material is
formed when
chemical change
takes place.
II.
Subject Matter:
Reference: Discover Science 6 by
Academe
Page: 248
PELC: 1.2.2
Concepts:
A chemical change produces
new substances with new
properties. Once a chemical
change takes place, the original
substance is gone.
Processes:
Observing
Inferring
Communicating
Materials:
Rusty iron nail, apple, baking
powder, vinegar, milk, ice bag,
match, test tubes.
III. Procedures:
A.
Review
1. What is physical change?
may occur in an object?
B.
Motivation
1. Did you ever experience
doing activities then
accidentally came up with
something interesting?
C.
Activity
1. The pupils are grouped into
5.
2. Five stations are set-up.
Before the pupils proceed to
their stations, everybody is
aware of their roles and
responsibilities.
Station 1:
Station 2:
Station 3:
vinegar
Station 4:
Station 5:
paper
Apple
Rusty iron nail
Baking soda +
Milk + vinegar
Burning of
Questions and Observations

1. What happen to the exposed
surface of the apple? Examine.
2. Examine the iron nail. What can
you see on the iron. Describe.
23
3. What happen when you pour the
vinegar on the
baking soda?
What is formed? What is
produced?
4. What happen when you pour the
vinegar on the milk?
What is formed? What is
produced?
5. When burning the paper, what
happen to the paper? What is
formed? What is produced?
D.
E.
Materials:
Pentel pens, manila paper/A3
bond paper
III. Procedures:
A. Review
1. What is chemical change?
changes which may occur in
a chemical change?
Discussion
correct answer.
2. Rectification of
misconceptions of the pupils
is done when necessary.
Generalization
may occur in a chemical
change?
CHEMICAL CHANGE
Subject Matter:
Juanita M.
Cruz, et al
Pages: 122-125 PELC: 2.2
Concepts:
Chemical reactions alter or
change the properties of the
interacting substance. In the
reaction, energy is either
released or
absorbed.
Materials produce a
beneficial when heated or
mixed with another
substance.
Processes:
Describing
Inferring
Communicating
C.
Activity
1. The pupils go to their own
group and brainstorm about
the different good effects of
changes in the environment.
E. Generalization
1. What are the different good
effects of changes in the
environment?
2. The teacher will let the
pupils read their textbook,
Into the Future: Science and
Health VI, pages 123-125 for
additional information.
V. Assignment:
Explain the effects of change in
materials to the environment.
II.
Motivation
changes (Physical/Chemical)
in our daily life?
D. Discuss/Reporting
1. Leaders present their
answers.
2. The teacher may elaborate
each good effect that the
pupils presented.
F. Application
chemical changes that occur
in your body?
2. What are the changes occur
in a chemical change? Give
examples.
I. Objectives:
1. Describe how certain changes in
materials have good effect in the
environment.
B.
F.
Application
1. What are the good effects of
physical/chemical change?
IV. Evaluation:
It is done during the discussion and
reporting period.
V. Assignment:
What are the bad effects of changes
in the environment?
CHEMICAL CHANGE
I. Objectives:
materials have good effect in
environment.
II.
Subject Matter:
M. Cruz, et al
Pages : 122-125
PELC: 2.1
24
Concepts:
Chemical reactions alter or
change the properties of the
interacting substance. In the
reaction, energy is either
released or absorbed.
Materials become
Processes:
Describing
Inferring
Communicating
Materials:
Pentel pens, manila paper/A3
bond papers
III. Procedures:
A.
Review
2. What are the different changes
which may
occur in a chemical
change?
B.
Motivation
changes in our daily life?
C.
Activity
1. The pupils go to their own
group and brainstorm about
the different good
effects of changes (in
materials) in the
environment.
D.
E.
Discussion/Reporting
1. Leaders present their
answers
each good
effect that
the pupils presented.
3. Prompting questions will also
be asked.
Generalization
1. The pupils give the summary
of the
lesson based
from their outputs which
they presented.
pupils read their textbook,
Into the Future: Science and
Health VI, pages 123-125 for
additional information.
F. Application
1. What if there is only
physical/chemical change
that can occur in all the
materials, what do you think
will happen?
IV. Evaluation:
It is done during the discussion and
reporting period.
V. Assignment:
What are the bad effects of changes
in the environment?
CHEMICAL CHANGE
I. Objectives:
materials have bad effect in the
environment.
II.
Subject Matter:
Science and Health V by Juanita M.
Cruz, et al
Pages : 125-130PELC : 2.2
Concepts :
Certain changes in materials
can have different bad effects in
the environment. This may lead
to pollution of air, soil and water.
Processes:
Describing
Inferring
Communicating
Materials:
Pentel pens, manila paper,
adhesive tape
III. Procedures:
A.
Review
1. What are the good effects of
changes in materials in our
environment?
B.
Motivation
1. Do you think all the changes
in the materials are
beneficial to our
environment?
2. When do such changes
becomes harmful?
C.
Activity
1. Pupils go to their groups and
discuss about the different
harmful effects of changes in
materials in our
environment.
2. Members of each groups
consolidate their answer on a
manila paper.
D.
Discussion/Reporting
1. Pupils present their
consolidated answers.
2. Teacher asks questions to
scaffold and prompt the
presenters. She may discuss
further some vague
ideas/information.
25
E.
1. Pupils open their notebooks

and let their classmates
check their assignments.
2. Teacher explain each item.
Generalization
1. Pupils give the summary of
the lesson from their outputs.
F. Application
1. How can you minimize the
harmful
effects of
changes that occur in
materials?
B.
Review
harmful effects of changes in
our environment?
C.
Motivation
1. The teacher asks volunteers
to lift a bag, run towards the
end of the room and jump up
and down.
a. Why do you think they were
able to lift the bag, run and
jump?
2. Pupils infer that energy is
used in order to do any work.
D.
Presentation
word energy. (For section 1
and 2), the teacher will just
recall what energy is.)
2. What do living things need to
stay alive?
sun is the main source of
energy.
E.
Discussion
1. How do plants and animals
obtain energy?
process of photosynthesis?
3. The teacher will also relate
food chain in obtaining
energy.
IV. Evaluation:
Evaluation is done during
discussion/reporting proper.
V. Assignment:
For additional information, pupils
read page 125-130 of their Science
textbook, Into the Future: Science
and Health VI
ENERGY
I. Objectives:
1. Recall the meaning of energy.
2. Infer how plants and animals
obtain energy.
II. Subject Matter:
Reference: My Pals are Here:
Energy P5-6
by Koh Siew Luan et al
Pages: 8-11
PELC: 1.1
Concepts:
Energy is the capacity to do
work.. It is
measured in
joules. Anything which is
able
to do work is said
to possess energy.
Living things need energy to
carry out life processes
and stay alive.
Animals get their energy by
eating other living things.
Plants make their own
food by the process called
photosynthesis. The food
produced by plants becomes
their source of energy.
Processes:
Identifying
Describing
Inferring
Materials:
Science textbook, Into the
Future
Manila paper
III. Procedures:
A.
Checking of Assignments
F. Generalization
1. What is energy?
2. How do plants and animals
obtain energy?
G.
Application
1. Do you think only living
things need energy? Why?
IV. Evaluation:
1. What is the main source of
energy?
2. How do plants obtain energy?
3. How do animals obtain energy
in order to stay alive?
V. Assignment:
1. What are the forms of energy?
Bring
bottles for the next
activity.
ENERGY
I. Objectives:
26
1. Identify the 2 forms of energy.
2. List examples of kinetic and
potential
energy.
1.
Pupils give example of

potential and kinetic energy.
Pupils explain why they think
the examples they gave
possessed either kinetic or
potential energy.
2. The teacher explains further if
necessary.
II.
Subject Matter:
Reference: My Pals are Here!
Energy P5 & 6
By Koh Siew Luan, et al
Pages: 14-17
PELC: 1.1
Concepts:
A moving object has
movement energy or kinetic
energy. The faster an object
moves, the greater its kinetic
energy. Kinetic energy of an
object depends on its mass
and on its speed. Kinetic
energy of moving objects can
be used to do work.
Potential Energy is a stored
energy. The energy stored in
an object due to its position
is also called potential
energy.
Processes:
Identifying
Listing
Observing
Materials:
Spring, battery, biscuits, ball
bottled
water
Manila paper, pictures from
MPaH!
III. Procedures:
A.
Review
1. How do plants obtain their
food?
2. How do animals obtain
energy?
B. Motivation
1. In what form does energy
exist?
2. The teacher shows a picture
of a surfer and a rolling
waves.
- Do you think they
possess energy? Why?
C.
D.
Presentation
1. The teacher explains the 2
forms of energy based from
the pictures and materials
presented.
2. Pupils define and give
additional inputs about the 2
forms of energy (based from
their homework).
Discussion
E.
Generalization
1. Pupils make a concept map
of energy which include
potential and kinetic energy.
F. Application
1. Is it true that the faster an
object moves, the more
kinetic energy it has?
The pupils perform an
activity by rolling a ball
towards the bottled water
with different speed.
IV. Evaluation:
1. What are the 2 forms of energy?
2. What is kinetic energy?
3. What is potential energy?
4. List examples of kinetic and
potential energy.
V. Assignment:
1. Does the potential energy of an
object change when it is lifted
higher? Find out.
POTENTIAL ENERGY
I. Objective:
1. Identify the 3 forms of potential
energy.
2. List forms of energy under each
form.
II.
Subject Matter:
Reference: MPaH! Energy: P5 & P6
by Koh Siew Luan, et al
Pages: 16-19
PELC : 1.1
Concepts :
PE exists in 3 forms. These are
gravitational PE, Chemical PE,
and clastic potential energy.
Gravitational PE is an object
has because of its position
above the ground.
Chemical energy is found in
food, batteries and fuels.
Clastic PE is found in a
stretched rubber band, bow
or compressed spring.
Processes:
Identifying
Describing
Inferring
27
Materials:
Pictures from MPaH!
Manila paper
III. Procedures:
A.
Checking of Assignment
Pupils exchange notebooks and
check the assignments of their
seatmates.
B.
C.
D.
E.
Review
1. What are the 2 general
classifications of energy?
2. Give examples of PE & KE.
Motivation
1. Group the following together:
battery used to operate a
calculator
rubber band
stone on the top of the table
spring
food like vegetables and
fruits
skater on the top of a ramp
Presentation
there are 3
forms of
PE
2. Definition of each form will
be given.
Discussion
1. Based from the give
examples on the
motivational part, why do /
how do the materials are
classified?
2. The teacher asks for more
examples.
F. Generalization
1. What are the 3 forms of PE?
2. Give examples.
G.
Application
1. How do you obtain the
information on how much
energy a type of 5 food
provides?
Through the nutrition
information found on its
packaging.
IV. Evaluation:
Identify what form of PE are the
following:
1. fruits on the top of the tree
2. bow
3. biscuits
4. battery
5. coal
V. Assignment:
1. Make a concept map of PE.
2. List more examples of PE from

under the 3.3 forms.
MECHANICAL ENERGY
I. Objectives:
1. Identify the sources of
mechanical energy.
2. List the uses of mechanical
energy.
II. Subject Matter:
Reference: Cyber Science 6 by
Hayda M. Villana, et al
Pages : 172 and 182
PELC : 1.1
Concepts :
Mechanical Energy is
inherent in moving bodies. It
is the energy that enables
body to do work.
When your muscles move,
mechanical energy is used to
do work. Machines possess
mechanical energy too.
Processes:
Identifying
Listing
Communicating
Materials:
Manila paper, electric fan
III. Procedures:
A.
Review
1. What are the 3 forms of PE?
2. Give examples of each form.
B. Motivation
1. The teacher asks a volunteer
to perform an exercise in
front of the class.
- What made him/her
move?
- What kind of energy was
used to move his/her
muscle?
C.
Presentation
1. The teacher defines
mechanical energy.
2. Some examples of materials
that makes use of ME are
also cited/showed.
D.
Discussion
1. What are the other sources
of ME?
2. What are the uses of ME?
E.
Generalization
Pupils make a concept map ME
on the board.
28
C.
Presentation
to rub their pens against
their hair and let them pick
the pieces of tiny paper.
2. The teacher will now explain
static and current electricity.
D.
Discussion
1. How do you think the
electrical energy is
generated?
2. What are the uses of
electrical energy?
3. Number Heads Together is
done as cooperative
learning strategy.
E.
Generalization
1. Pupils have to do/make a
concept map of what they
have learned.
F. Application
Look around you and draw
examples of the uses of ME in
your notebook.
IV. Evaluation:
1. What are the different sources
of ME?
2. Give the different uses of ME in
our daily living.
V. Assignment:
1. What is electrical energy?

2. What are the uses of electrical
energy?
ELECTRICAL ENERGY
I. Objectives:
1. Describing how electrical
energy is generated.
2. Enumerating uses of energy.
II.
Subject Matter:
Hayda M. Villana, et al
Pages: 174 and 184
PELC: 1.1
Concepts:
Electrical energy is the most
useful form of energy in our
lives. It is the widely used
form of energy. Without
electrical energy, machines
and appliances will not work.
Electricity can be static or
current.
Processes:
Describing
Enumerating
Observing
Materials:
Ballpen, tiny pieces of paper,
manila paper
III. Procedures:
A.
Review
1. What is mechanical energy?
mechanical energy?
B.
Motivation
Have you experienced a day or
two of blackout?
1. What activities you cannot do
without electric current?
2. Can you live conveniently?
Why?
F. Application
1. What are the modes of
transportation which make
use of electrical energy?
2. What are the advantages?
IV. Evaluation:
1. How does electrical energy
generated?
2. List/enumerate the uses of
electrical energy.
V. Assignment:
1. What is sound energy?
2. What are the uses of sound
energy?
I. Objectives:
1. Answer the questions correctly.
2. Follow the directions carefully.
II.
Summative Test:
Materials:
Manila paper
III. Procedures:
A.
Preparatory Activities
Pupils prepare for the test
B.
Recalling of Standards in
Taking the Test
C.
Giving Directions
D.
Testing Proper
E.
Passing of their Answer
Sheets
IV. Assignment:
1. Study sound energy. List some

uses of sound energy.
29
energy?
2. When do you usually use
sound?
3. How can sound be used in
medical field or in
communication?
SOUND ENERGY
I. Objectives:
1. Describe how sound energy is
formed.
2. Cite how electrical energy is
used.
II.
E.
Subject Matter:
Pages: 152-153 PELC: 1.1
Concepts:
Sound is the result of
mechanical energy that causes
something to vibrate. It is all
around us. Sounds can be loud
like a thunder, or soft like a
whisper.
Sound is used in many ways
such as in communication and in
studying the physical world.
Now, it is widely used in
technology, particularly the
ultrasonic waves.
Processes:
Describing
Enumerating
Identifying
Materials:
Manila paper, whistle
III. Procedures:
A.
Review
1. What are the sources of
electrical energy?
electrical energy?
B.
Motivation
1. How important is sound
energy?
Imagine the world without
sound. How now you feel?
C.
Presentation
to blow a whistle.
- What do you observe on
the opening of the
whistle?
- How does the air flow?
= Air rushing past an
obstacle fast enough to
cause turbulence
generates sound waves.
2. The teacher explains how
sound is formed and
produced.
(Pupils may put their fingers on
their neck and feel their vocal
cords)
D.
Discussion
Generalization
1. How is sound energy
generated?
energy?
F. Application
1. How can sound prevent
accidents?
IV. Evaluation:
1. Make a concept map of sound
energy. Include how sound
energy is generated and its
uses.
V. Assignment:
1. What is radiant energy?
2. What are the uses of radiant
energy?
RADIANT ENERGY
I. Objectives:
1. Describe radiant energy.
2. Cite some uses of radiant
energy.
II.
Subject Matter:
Pages: 153-155PELC: 1.1
Concepts:
Radiant energy can travel
through an empty space
(vacuum). It is produced by
nuclear reactions.
The sun and the stars are the
sources of radiant energy.
Radiant energy maybe in the
form of light, radio waves,
infrared waves, ultraviolet,
radiation, x-rays and gamma
rays.
Processes:
Describing
Enumerating
Predicting
Materials:
Manila paper
III. Procedures:
A.
Review
30
energy?
B.
Motivation
1. What is the most important
form of
energy? Why?
C.
Activity
1. The teacher briefly explains
radiant
energy.
2. Pupils are given 15 minutes
to list the different uses of
radiant energy based from
their prior knowledge.
D.
E.
1. Leader of each group reports
their output.
2. Teacher asks questions that
lead the
answers of the
pupils to the right science
concept.
3. Misconceptions are rectified.
Generalization
1. Based from all the different
inputs, pupils consolidate
their answers/outputs.
2. The teacher writes on the
board all the consolidated
answer (uses of radiant
energy)
F. Application
1. How can radiant energy from
the sun causes changes in
earths weather condition?
Concepts:
Nuclear energy comes from
either splitting or
combining particles from
the nucleus of an atom.
Nuclear fission is the
splitting of a nucleus while
nuclear fusion is the
combination of light nuclei to
form a heavier nucleus.
Nuclear energy can be both
helpful and harmful to man.
Processes:
Describing
Communicating
Enumerating
Materials:
Manila paper, picture of nuclear
power plant on a folder.
III. Procedures:
A.
Review
2. What are the uses of sound?
B.
Motivation
During WW II, what is the
dreaded event that occurred in
Japan?
- America dropped atomic
nuclear bomb in Hiroshima
and Nagasaki, Japan.
C.
Presentation
1. The teacher explains nuclear
energy, how it is formed and
the different uses.
2. The teacher relates and
explains further nuclear
energy in connection with
the atomic bomb dropped in
Japan.
D.
Discussion
1. What is nuclear energy?
2. What are different uses of
nuclear energy?
E.
Generalization
1. Pupils describe nuclear
energy. They will also
enumerate its uses.
IV. Evaluation:
1. What is radiant energy?
2. Enumerate/cite some uses of
radiant energy.
V. Assignment:
2. How is nuclear energy
generated?
NUCLEAR ENERGY
I. Objectives:
1. Describe how nuclear energy is
formed.
2. Cite some uses of nuclear
energy.
II.
Subject Matter:
Pages: 161-162
PELC: 1.1
F. Application
Nuclear power plant can
produce trillion times of energy
more than any other power
plant. Do you think it is worthy
to produce electricity in a
nuclear power plant knowing
the dreadful side effects on our
environment?
IV. Evaluation:
31
Make a concept map of nuclear

energy. Include its meaning and
uses.
2. Boiling water (beaker)

What happens to the
water in the beaker as it
becomes hotter?
What causes the water to
boil?
What happens to the
molecules of water as it
becomes hotter?
V. Assignment:
1. What is heat/thermal energy?
heat/thermal energy?
THERMAL ENERGY
I. Objectives:
1. Describe how heat/thermal
energy is
formed.
2. Enumerate the sources of
heat/thermal
energy.
II.
D.
Discussion
answer the question in the 2
activities.
2. Pupils share to the class their
answers/observations.
3. The teacher rectifies any
misconceptions.
4. Pupils check their answers.
This is to develop awareness
on them. It is also for them
to know/realize and evaluate
their own observations.
E.
Generalization
1. Based from our 2 activities,
how would you describe heat
energy?
2. What are the sources of heat
energy?
Subject Matter:
Reference:
Cyber Science VI
by Hayda M. Villana
Page: 176
PELC: 1.1
Concepts:
Heat energy is a common form
of energy present in everybody due
to motion
of its molecules. It
is also called thermal energy.
Processes:
Describing
Enumerating
Observing
Inferring
Materials:
Manila paper, hand boiler, tripod
stand, alcohol lamp, wire gauze,
beaker
III. Procedures:
A.
Review
2. What are the uses of nuclear
energy?
B.
C.
Motivation
1. The teacher asks for 2
volunteers.
Pupil 1 walks around the
room.
Pupil 2 runs around the
room.
Which among the 2 pupils
feel hotter?
Activity
Before the activity, the teacher
briefly relates the movement of
the 2 pupils to the movement of
molecules in any given matter.
1. Hand boiler (alcohol)
Why do you think the
alcohol goes up of the
container?
What causes the alcohol

to boil?
F. Application
1. Cite some ways of producing
heat.
IV. Evaluation:
1. How is heat/thermal energy
produced?
2. What are the different sources
of heat?
V. Assignment:
1. What is conservation of energy?
2. Cite some examples of how
energy is being transformed.
ENERGY
I. Objective:
1. Investigate change in energy.
II. Subject Matter:
Reference: Cyber Science VI
Page: 201
PELC: 1.2
Materials:
Mechanically operated flashlight,
toy car, candle, flashlight, MP3
Concepts:
32
Processes:
Identifying
Observing
Investigating
III. Procedures:
A.
Review
1. What is heat energy?
2. How is heat energy/thermal
energy
produced?
B.
Motivation
Identify the form/s of energy
used by the following
objects/materials:
a. electric fan
b. television
c. guitar
-
C.
4.1 Switch on the MP3.

What form of energy are
produced? Arrange the
sequence of energy
production.
5. Lighted bulb (flashlight)
5.1.
Switch on the
flashlight. What
form of energy is
sequence of energy
production.
Energy cannot be created nor

destroyed. It may be
transformed from one form into
another, but the total amount of
energy never changes.
A motor is a device that
transforms electrical energy
to mechanical energy.
A generator is a device that
transforms mechanical energy
to electrical energy
Are these forms present in

the material all at the same
time?
Group Activity
Each group is given one
gadget/object to investigate the
transformation of energy. But,
prior to that, the teacher will
briefly explains first the law of
conservation.
1. Mechanically operated
flashlight
1.1.
Turn the lever of
the flashlight.
What is produced?
1.2.
What are the
different forms of
energy produced?
Arrange the
sequence
of energy production.
2. Toy car
2.1 Switch on the toy car.
What form of energy is
sequence of energy of
energy
production.
3. Lighted candle
Lit the candle using a match
stick. What form of energy is
sequence of energy
production.
4. MP3
D.
Discussion
Answers from the activity will be
discussed. Leading questions
will be asked to help the pupils
arrived at the correct concept.
- Are all the forms of energy
present in the materials all
at the same time?
E.
Generalization
1. How can you show that
energy can be changed from
one form to another?
F. Application
How is energy transformed from
one form to another. Cite
evidence that energy can be
transformed.
IV. Evaluation:
Complete the concept map below
on energy transformation of a
moving car.
1
.
. is changed
to
2
.
3
.
.
which
gives
5
2
.
4
.
which
is
released into
environment
V. Assignment:
1. Name 3 energy transformations
of objects/gadgets found in your
home.
2. What are conduction, convection
and radiation?
HEAT ENERGY
I. Objective:
33
1. Identify the different ways on
how heat energy can be
transferred.
II.
What do you observe on the

black pepper? Draw your
observation.
What method of heat transfer
is observed?
3. Lighted candle
If you put your hand near the
lighted candle (necessary
precaution should be
observed), what do you
feel?
is observed?
Subject Matter:
Pages: 206-207
PELC: 1.2
Materials:
Tripod stand, black pepper,
beaker, alcohol lamp, candle,
match stick, manila paper
Concepts:
Heat always transfers travels or
flows from a high temperature
to a low temperature.
Conduction is a method of
heat transfer by direct
contact of a part of a body
with the source of heat.
Convection is a method of
heat transfer that depends
upon the movement of the
material that is heated. This
method happens in liquids
and gases.
Radiant is a method of
heat transfer in which energy
is transmitted by waves
through space.
Processes:
Identifying
Observing
Investigating
III. Procedures:
A.
Review
1. What is law of conservation
of energy?
2. Show the
arrangement/sequence of
energy transformation that
occur in a
battery
operated toy car.
B. Motivation
During the transformation of
energy, what form of energy is
always produced? Where does
it usually go?
C.
Activity
Before the activity, the teacher
briefly discuss the 3 methods of
energy transfer.
1. Spoon in a beaker of hot
water
What happens to the handle of
the spoon after few
minutes?
is observe?
2. Boiling water with black
pepper.
D.
Discussion
Answer from the activity will be
discussed. Leading questions
will be asked to help them
arrived at the correct science
concepts.
E.
Generalization
1. What are the methods of heat
transfer? Differentiate each
method from one another.
F. Application
Can you recall how a breeze is
created?
- Warm air rises. Cold air
from a cooler place blows
to the heated place.
IV. Evaluation:
Identify the method of heat
transfer.
1. wind blows (convection)
2. cooking lechon (radiation)
3. microwave oven (radiation)
4. hot compress (conduction)
5. boiling water (convection)
MOTION
I. Objective:
1. Measure the speed/velocity of
an objection motion.
II.
Subject Matter:
Reference: Science and Health VI,
Teachers Manual
Pages: 119-120
PELC: 2.1
Materials:
Timer, manila paper
Concepts:
The speed of an object is
measured in terms of
distance and time.
Velocity is the speed of a
moving object in a specified
directions.
34
Processes:
Defining
Identifying
Calculating/Measuring
III. Procedures:
A.
Review
1. What are the 3 methods of
heat transfer?
2. Give examples of
objects/gadgets which
undergo any method of heat
transfer.
B.
Motivation
1. Do you know the fastest land
mammal? fastest fish, insect?
2. How about the slowest?
C.
Presentation
derived the
formula
based from the given
situations
a. Lydia de Vega
negotiated a 100meter distance in 12
seconds. How fast
could Lydia run?
b. A racing car can run
200km per hour. How
fast can a racing car
run?
2. Pupils identify the distance
and time the two
components of speed.
D. Discussion
1. The teacher elaborates the
units of
measurement of
time and distance.
to run
around the room
and let them compute the
speed.
3. Speed and velocity are
differentiated.
E.
2. Give an example of
speed/velocity.
Distance is expressed in
meters and time in seconds.
Generalization
1. How does speed differ from
velocity?
2. What is the formula?
F. Application
1. What is the speed of
light/sound?
Which travels faster in an
empty space?
IV. Evaluation:
1. What is the speed of Jerry if he
runs zoom in 50 seconds?
V. Assignment:
1. Make a venn diagram which
compares speed from velocity.
ACCELERATION
I. Objectives:
1. Define acceleration.
2. Calculate the acceleration of a
moving object.
II.
Subject Matter:
Pages: 186-188 PELC: 2.2
Materials:
Manila paper, pictures
Concepts:
Acceleration is the change in
velocity over time.
Deceleration is negative
acceleration.
Acceleration is caused by an
applied force and is affected
by the mass of a body.
Processes:
Defining
Calculating
III. Procedures:
A.
Pupils check their answers on
pages 177 and 188 of their
Science textbook.
B.
Review
A man runs at 200-meter cast.
If it took in 18 seconds, what is
his velocity?
C.
Motivation
When you are biking on an
uphill or downward road, does
the bikes velocity change from
time to time?
D.
Presentation
word acceleration.
2. The teacher presents a
problem situation.
A car moves from rest (0) to
20mls in 10 seconds. What is
the acceleration of the car?
3. The teacher show the stepby-step
way of
solving the problem. Then,
she will give another
problem which
the
pupils will solve.
35
E.
A bicycle moves from rest

to 40mls in 5 seconds.
What is the acceleration?
What is its acceleration if
it takes the bus 20
seconds to stop and pick
up passengers on its
route? deceleration.
Discussion
infer the
difference
between acceleration and
deceleration based from the
given
examples.
F. Generalization
1. What is acceleration?
2. What are the factors that you
should
know for you to
calculate the acceleration of
a moving object?
G. Application
1. When do cars accelerate or
decelerate?
IV. Evaluation:
1. A train is travelling at a speed of
30 mls.
What is its acceleration if it
takes the train 3 seconds to
stop?
2. A car travelling at 15 mls.
increases its speed to 25 mls. in
5 seconds. What is its
acceleration?
V. Assignment:
Activity 5.3 of their Science
textbook, Into the Future: Science
and Health VI, page 188.
Identifying
Predicting
Communicating
Inferring
III. Procedures:
A. Review
1. What is acceleration?
2. How do you get the
acceleration of a moving
object?
B. Motivation
1. Utilizing Think-Pair-Share,
pupils discuss their
assumptions of the factors
that affect the movement of
an object.
2. The teacher writes on the
board their answers.
Leading questions will be
asked.
C.
Group Activity
Procedures and Observations:
A. MASS
1. Given 2 tin cans with
different weight. Push
the tin cans one-by-one
applying the same force.
Which moved farther?
Why?
2. Put the 2 matchboxes on
the same line. Push
them one-by-one. Which
do you think moved
farther? (NOTE: Some
amount of force should
be used on both match
boxes).
B. SHAPE
1. Given 2 pieces of clay of
the same size. Mold the
clay into a circle and a
square/cube.
2. Roll slide the cubeshaped clay and the
spheroid clay applying
the same amount of
force. Which reached a
greater distance?
MASS AND SHAPE OF AN OBJECT
I. Objective:
1. Infer that mass and shape of an
object affect its movement.
II.
Subject Matter:
Reference: Science Spectrum VI
Pages: 178-179
PELC: 2.0
Materials:
Tin cans, clay, match box
Manila paper
Concepts:
Mass and shape of an object
affect its movement.
The heavier the object is, the
slower the movement of an
object.
Processes:
D.
Discussion
The teacher discusses the
correct answers from the
activity.
E.
Generalization
Based from the activities that
you performed, what conclusion
can you make?
F. Application
What is the advantage of
knowing that shape/mass of an
object affects its movement?
36
B.
IV. Evaluation:
1. How can mass/shape of an
object affects its movement?
V. Assignment:
1. What are the other external
factors that affect the movement
of an object?
AIR PRESSURE
I. Objective:
1. Describing how air pressure
affects the movement of objects.
D. Discussion
1. How do air pressure
affects the movement of
objects?
The teacher will
elaborate and discuss the
answers from the activity
II.
Subject Matter:
Reference: North Indiana
University (Online)
PELC: 3.0
Materials:
Paper strips, tin cans
E. Generalization
1. Describe how air pressure
can affect the movement
of an object.
Concepts:
Air pressure affects the
movement of an
object.
It is the result of press of
air.
Air can be a force from a
push.
Processes:
Describing
Observing
Communicating
Inferring
III. Procedures:
A.
Review
1. How can mass affect the
movement of an object?
2. Why do you think wheels are
round?
B.
C.
Motivation
1. Why do objects move?
The teacher elicits responses
by
providing prompts,
such as: What would make a
paper sway?
Activity
The teacher briefly discuss what
air pressure is.
A.
Paper Strips
1. Take the strip of paper
and hold it near your
mouth.
2. Blow air across the top of
it. Observe the result.
2.1. What do you observe?
Describe.
2.2. What causes the
object to move? How?
Crashing Soda Cans/Tin

Cans
1. Hang the soda cans
making sure that they are
few centimeters apart.
2. Blow a strong burst of air
between the soda cans.
Observe the result.
2.1. What do you observe?
Describe.
2.2. What causes the
object to move?
Describe.
F. Application
1. How does air balloon
floats on the sky? What
external factors are
involved?
IV. Evaluation:
Sketch how air pressure affects the
movement of objects. Describe
your work.
V. Assignment:
1. How can friction affect the
movement of objects?
FRICTION
I. Objectives:
1. Describe how friction affects the
movement of objects.
II.
Subject Matter:
Reference: North Indiana
University (Online)
PELC:
Materials:
Inclined planes with smooth and
rough surfaces, matchboxes
Concepts:
Friction is a force that
opposes motion. It makes an
object difficult to move
across a surface.
37
1. What is friction?
2. Give examples of activities in
which friction is present.
Friction is present even in

two smooth surfaces.
Processes:
Describing
Observing
Communicating
Inferring
III. Procedures:
A.
Review
1. How can air pressure affect
the
movement of an
object?
B.
Motivation
1. What would make an object
stop/slow down?
C.
Activity
The teacher briefly discuss the
meaning of friction. The effects
of friction is up for the pupils to
discover through the activity.
Procedures and Observations:
1. Get the materials from the
teacher.
2. Make a prediction. Will the
matchbox can move faster on
the smooth surface or on the
rough surface? __________
______________________________
3. Given the plain inclined
boards with
smooth
and rough surfaces, test on
which surface can the
matchbox car has a greater
speed.
3.1
Which surface does
the matchbox car move
faster? Why? ________
__________________________
4. What surface has a
greater/produce a greater
friction? _________________
5. How does friction affect the
movement of objects?
____________
D.
Discussion
1. How do different surface
types influence the amount of
friction?
correct answer of the
questions from the activity.
E.
Generalization
Describe how friction affect the
movement of objects.
F. Application
Why are there some patterns
found in the soles of the shoes?
IV. Evaluation:
V.
Assignment:
Name some examples which you
think friction is beneficial and some
examples which friction is not
beneficial.
I. Objective:
1. Review the least mastered skills
about the different forms of
energy.
II. Subject Matter:
Reference: Test Questions Adopted
from Second
Periodical Test
Materials:
Test Papers/Manila paper
Concepts:
Changes in Matter: Physical
and Chemical
Energy transformations
Processes:
Identifying
Describing
Evaluating
III. Procedures:
A.
- Passing of concept maps and
projects
B.
Presentation
1. Pupils are given a chance to
answer or explain their
answers in every item.
2. The teacher guides the
answers of the pupils.
C.
Discussion
1. After reading the questions
and
answering, the
teacher tries to explain the
correct answer. This is to
master the concept related to
the lesson.
D.
Generalization
Pupils consolidate what they
have
learned.
IV. Evaluation:
Please refer to Workbook on
Science VI, Lesson 38, page 62.
V. Assignment:
38
Pupils may continue in doing their
concept maps about the different
forms of energy.
DIFFERENT FORMS OF ENERGY
I. Objective:
1. Enrich the pupils about the
different forms of energy.
II.
Subject Matter:
Pages: 153-160
PELC: 1.2
Materials:
Bond paper, pad paper
Concepts:
There are different forms of
energy. These include
mechanical, electrical, chemical,
radiant, sound, nuclear and heat
energy.
Processes:
Identifying
Describing
Evaluating
III. Procedures:
A.
Review
1. What is energy?
2. What are the different forms
of energy?
B.
C.
Motivation
of energy?
2. Cite some forms of energy
and their uses which you
usually encounter in your
daily living.
Presentation
to identify the different forms
of energy that they know.
objects/gadgets which
produce different forms of
energy.
D.
Discussion
1. Pupils discuss the given
examples.
the different forms of energy.
E.
Generalization
1. Pupils consolidate everything
they have learned about the
forms of energy through a
definition concept map.
F. Application
1. What do you think is the

most important form of
energy?
IV. Evaluation:
Please refer on page 62 of
Workbook on Science 6.
VI. Assignment:
Pupils may continue do their
assignment about the definition
concept maps of the different forms
of energy.
I. Objective:
1. Identify the different forms of
energy that are transformed in
given objects/gadgets.
II.
Subject Matter:
Pages: 200-201 PELC : 1.2
Materials :
Metacards, manila paper
Concepts :
Energy cannot be created nor
destroyed. It can only be
transformed into another form
of energy.
Processes:
Identifying
Generating
Evaluating
III. Procedures:
A.
Review
1. What are the forms of
energy?
2. What are the uses of the
different forms of energy?
B.
Motivation
1. What does a swinging
pendulum show?
C.
Presentation
transformation of energy in
electric fan, lighted candle
and a computer.
2. Pupils take note how each
form of energy is
transformed into other
forms.
D.
Discussion
1. Pupils go to their respective
groups.
39
2. The teacher posts one
object/gadgets. The group
must show the
transformation of energy.
3. Each group is given a chance
to answer and show to the
class their answers.
E.
B.
Motivation
of energy that you usually
encounter?
C.
Activity
1. Based from the previous
discussions, pupils construct
a definition concept map of
every form of energy.
D.
Discussion
1. Each item of energy is
discussed. Pupils refer to
their concept maps.
E.
Generalization
1. How did you construct your
concept maps?
2. How did you connect each
idea from one another?
Generalization
1. What is law of conservation
of energy?
F. Application
1. How is the energy from the
food we eat is transformed
when we are dancing and
singing?
IV. Evaluation:
1. Show the transformation of
energy.
a. buzzer
b. calculator
c. battery
d. cellphone
e.
ultrasound
F. Application
1. Do you find it useful
definition concept maps?
What are the advantages?
V. Assignment:
Look for 3 appliances in your home.
Show the transformation of energy.
IV. Evaluation:
Evaluation is based from the output
of the pupils.
V. Assignment:
What are the different interior
layers of the earth?
I. Objective:
1. Construct concept maps of the
different forms of energy.
II.
Subject Matter:
Pages: 162-170
PELC: 1.2
Materials:
Construction paper
Colored paper
Concepts:
There are different forms of
energy.
These include mechanical,
electrical, chemical, radiant,
sound, nuclear and heat energy.
Processes:
Identifying
Describing
III. Procedures:
A. Review
1. What is energy?
of energy?
INTERIOR LAYERS OF THE EARTH
I. Objective:
1. Describe the interior layers of
the earth.
II.
Subject Matter:
Pages: 238-239 PELC: 1.1
Materials:
Eggs cut into half (crosswise)
Manila paper
Concepts:
There are three interior
layers of the earth.
The core is located in the
center of the earth.
The mantle extends to about
3,000km down under the
earths crust. It is the
largest earths layer.
The crust is the outermost
layer of the earth. It is made
up of continental and oceanic
crust.
40
Processes:
Identifying
Describing
Inferring
Reference: Into the Future

Pages: 199-201
PELC: 1.2
Materials:
Science textbook, manila paper
III. Procedures:
A.
Review
Pupils answer item number 1-8
of their Second Periodical Test.
The teacher discusses the
correct answer.
B.
C.
Concepts:
The seven crustal plates of
the Earth are Eurasian,
Pacific, Indian, Australian,
Antarctic, Africa and
American plates.
The crustal plates float over
a liquid so called
asthenosphere.
Motivation
1. The teacher shows an egg.
2. Pupils describe the egg.
3. The teacher associates the
egg to the
interior
layer of the earth.
Presentation
layers of the egg resemble
the interior layers of the
earth.
2. The teacher draws the
different layers of the earth
on the board.
D.
Discussion
1. Pupils describe the different
layers of the earth.
different compositions of
every layer.
E.
Generalization
interior layers of the earth?
2. What are the compositions of
each layer?
Processes:
Identifying
Describing
III. Procedures:
A.
Review
interior layers of the earth?
2. Describe each layer of the
earth.
B.
Motivation
1. The teacher shows picture of
Pangea.
before there is only one great
land mass which drifted
apart (continental drift
theory)
C. Presentation
theories involved on how the
sea floor was developed.
2. Pupils do Activity 6.2 Crusty
Plates in their notebooks.
3. The teacher explains how the
plates move.
F. Application
1. What is the importance of
knowing the earths interior
layer?
IV. Evaluation:
1. What are the different interior
layers of the earth?
2. What is the layer beneath the
crust?
3. What layer is found in the
innermost part of the earth?
V. Assignment:
1. Find out why the earths interior
is very hot.
D.
Discussion
1. How do the different crustal
plates move?
crustal plates?
E.
Generalization
theories which explain the
development of sea floor?
2. Enumerate the 7 major
crustal plates in the world.
F. Application
1. In what crustal plate is the
Philippines situated?
CRUSTAL PLATES
I. Objective:
1. Identify the different crustal
plates.
IV. Evaluation:
Identify the seven crustal plates:
II.
1.
Subject Matter:
4.
7.
41
2.
3.
5.
6.
D.
Discussion
1. Pupils share to the class their
answers.
2. Using the clays, the teacher
shows the different crustal
movements which cause
earthquakes.
E.
Generalization
Pupils describe how earthquake
occurs by describing the
movement of the crustal plates.
V. Assignment:
1. What are the evidences which
supports the continental drift
theory?
EARTHQUAKE
I. Objective:
1. Describe how an earthquake
occurs.
II.
Subject Matter:
Pages: 197-199
PELC: 2.1
Materials:
Books, clay, pencil, manila
paper, ruler
Concepts:
A plate is a rigid block of
Earths crust about 50-150
km thick.
When rock layers are under
stress, they can bend, tilt,
twist, or break. The three
types of stress that cause the
deformation of the rock
layers in the tectonic plates
are compression, tension,
and shearing.
Processes:
Describing
Identifying
Demonstrating
Communicating
Predicting
III. Procedures:
A.
Review
Name the different crustal
plates.
B.
C.
Motivation
1. Did you ever wonder how the
trenches, mountains and falls
are formed?
2. Pupils are encouraged to
predict.
Presentation
formation of trenches,
mountains, volcanoes is
caused by the movement of
crustal plates which also
produces earthquake.
2. Pupils do Activity 6.3, on
page 202. Every group
performs the activity.
F. Application
Using two pieces of ruler, show
how the crustal plates move.
IV. Evaluation:
1. What might happen if the crust
is under stress?
2. What are the 3 types of stress?
3. How does an earthquake occur?
V. Assignment:
1. What is Ring of Fire?
Describe.
CRUSTAL PLATES
I. Objective:
1. Illustrate the three types of
movement in the crustal plates.
II.
Subject Matter:
Pages: 197-198 PELC: 2.2
Materials:
Pictures of the different plate
boundaries, clay
Concepts:
Two plates meet and collide
in the convergent zone.
In a transform fault, two
plates slide passively past
each other with no creation
or destruction of lithosphere.
In a divergent boundary, two
plates move apart and a
space is left between the
plates.
Processing:
Identifying
Describing
Predicting
Inferring
III. Procedures:
A.
Review
1. How does an earthquake
occur?
42
2. What do you call the upper
mantle where the crustal
plates float?
B.
Motivation
predict on how the different
plates move?
2. The teacher may ask the
pupils to demonstrate using
the clays.
C.
Presentation
pictures of different plate
boundaries. Plate
boundaries are where the
tectonic plates meet.
2. The teacher asks pupils to
show to the class how the
different movements
(based from the
pictures/drawings) of the
tectonic plates create
boundaries.
D.
Discussion
different land formations
which are caused by the
plates movements.
E.
Generalization
1. What are different plate
boundaries?
2. How are they formed?
F. Application
1. Pupils illustrate in their
notebooks the different
movements of crustal plates.
IV. Evaluation:
1. What are the different plate
boundaries?
2. What type of movement caused
each type of boundaries?
3. Illustrate the types of
movements of the tectonic
plates.
V. Assignment:
Find out Marikina fault. Be able to
share to the class next week.
EARTHQUAKE
Intensity and Magnitude
I. Objective:
1. Differentiate intensity from the
magnitude of an earthquake.
II.
Subject Matter:
Pages: 202-203 PELC: 2.3
Materials:
Manila paper, picture of
seismograph
Concepts:
The total amount of energy
released by an earthquake is
called magnitude. It tells the
relative sovereignty of an
earthquake.
The effects or degree of
destruction of an earthquake
is called intensity.
Mercalli scale is used to
determine the earthquake
intensity while the Richter
scale is used to measure the
relative sovereignty of an
earthquake.
Processes:
Describing
Comparing
Inferring
III. Procedures:
A.
Review
1. What are the different plate
boundaries?
2. Differentiate focus from
epicenter.
B.
Motivation
1. What do seismologists used
to determine the sovereignty
and intensity of an
earthquake?
C.
Presentation
Mercalli and Richter scale
chart.
2. Pupils try to explain each
level on the chart.
D.
1.
2.
3.
4.
5.
Discussion
The teacher let the pupils
observe the descriptions on
the 2 scales.
Pupils describe/state their
observations.
The teacher writes on the
board all their observations.
Pupils now infer the
difference between the 2
scales.
The teacher explains that the
Mercalli is used for
measuring the intensity of an
earthquake. Richter is used
for measuring the
sovereignty of an
earthquake.
E. Generalization
1. What is the difference of
magnitude and intensity?
43
2. What is Richter scale?
Mercalli scale?
C.
Presentation
earthquake?
2. Pupils go to their assigned
group and discuss their
answers.
3. After giving enough time, the
leader for the day will report
their output in front.
D.
1. Leaders report their output.
2. The leader presents their
output and explains them.
3. The teacher discusses and
clarifies some vague ideas.
E.
Generalization
Based from all the reported
information/output, the teacher
leads the class in consolidating
their answers.
F. Application
What is the importance of
knowing the intensity or
magnitude of an earthquake?
IV. Evaluation:
1. Differentiate intensity from
magnitude.
2. What does Mercalli/Richter
scale measure?
V. Assignment:
1. Draw seismograph in your
notebook.
EARTHQUAKE
I. Objective:
1. Describe the effects of an
earthquake.
II.
Subject Matter:
Pages: 204-205 PELC: 2.4
Concepts:
Earthquakes affect the
inhabitants of tectonically
active regions. They destroy
buildings, bridges, roads, and
dams. They can also trigger
devastating landslides.
There are also some other
earthquake related disasters
triggered by an earthquake
such as fires and
tsunamis.
Processes:
Describing
Communicating
Generalizing
III. Procedures:
A.
Review
between magnitude and
intensity?
2. What is used to measure the
intensity/magnitude of an
earthquake?
B.
Motivation
1. What do you think may
happen if theres an
earthquake?
class based from their prior
knowledge. (watching news
about the effect of an
earthquake)
F. Application
Can you stop/prevent the effects
of an earthquake? Why? How?
IV. Evaluation:
1. Describe the effects of an
earthquake.
2. What are the other earthquake
related disasters?
V. Assignment:
What are the different
precautionary measures during and
after an earthquake?
PRECAUTIONARY MEASURES
I. Objectives:
1. Enumerate precautionary
measures before, during and
after an earthquake.
2. Practice precautionary
measures.
II.
Subject Matter:
Pages: 205-206 PELC: 2.5
Concepts:
Philippines is an earthquake
country. We must learn to
live knowing preventive
measures and at proper
safety awareness level.
We must plan and act
properly before, during, and
after earthquakes to
minimize psychological
damage, loss of property, and
less of lives.
44
Processes:
Identifying
Enumerating
Demonstrating
III. Procedures:
A.
Review
1. What are the effects of an
earthquake?
B.
Motivation
1. What do you usually do when
you heard from the news that
there is a typhoon
approaching Philippine Area
of Responsibility?
C.
Presentation
1. Pupils accomplish the
checklist on page 207 of
their Science textbook.
explain how do they perform
each guideline if their
answer is Yes.
D.
E.
Discussion
1. The teacher points out that
precautionary measures in
case of earthquake (before,
during, and after) must be
observed to prevent further
loss of lives and limbs.
2. The teacher goes in details of
every precautionary
measure.
2. Differentiate between active and

inactive volcano.
II.
Subject Matter:
Pages: 210-212 PELC: 3.2
Concepts:
A volcano is a mountain or hill
will vent extending from the top
down to the Earths interior. It
expels magma accompanied by
rumblings in the ground.
Volcanoes may either be active
or inactive. Active
volcanoes are those that
have erupted within the last 600
years.
Processes:
Defining
Describing
Predicting
Inferring
III. Procedure:
A.
Review
1. What are the precautionary
after an earthquake?
B.
Motivation
What are the famous volcanoes
found in the Philippines?
C.
Presentation
1. Pupils work on Activity 6.5,
Formation of a Volcano.
to describe a volcano.
3. Pupils describe how a
volcano is formed based from
their answers in the activity.
Generalization
precautionary measures
before, during and after an
earthquake?
F. Application
1. The pupils dramatize/roleplay the different measures
to be done during after an
earthquake.
IV. Evaluation:
1. List the different precautionary
after an earthquake.
V. Assignment:
1. What is volcano?
2. How is volcano formed?
INACTIVE AND ACTIVE VOLCANO
I. Objectives:
1. Describe how a volcano is
formed.
D. Discussion
result of the activity.
2. Teacher introduces words
related to the formation of
volcano.
E.
Generalization
1. How are volcanoes formed?
2. What are the two kinds of
volcanoes?
F. Application
Draw the formation of volcano in
your notebook.
Explain/describe your
drawings using 2-3 sentences.
IV. Evaluation:
Where does it originated?
45
2. Differentiate active volcano from
an inactive volcano.
1.3. Based from the activity,

describe how a volcano
erupts.
1.4. What are the dangers
brought about by volcanic
eruptions?
V. Assignment:
1. Find out more volcanoes under
the sea.
2. What are volcanic islands? How
are they formed?
D.
Discussion
correct answer from the
activity.
2. Pupils find a partner (ThinkPair-Share) and think of the
possible dangers and
benefits which volcanic
eruptions may give.
3. Pupils share their ideas in
the class.
E.
Generalization
1. The teacher helps the pupils
consolidate
their
answers on the board.
1.1. Describe how a volcano
erupts.
1.2. What are the
beneficial/harmful effects
of volcanic eruption?
VOLCANIC ERUPTIONS
I. Objectives:
1. Describe how a volcano erupts.
2. Name the beneficial/harmful
effects of volcanic eruptions.
II.
Subject Matter:
Reference: Science Spectrum
Pages: 211-212 PELC: 3.3
Materials:
Beaker, tripod stand, wire gauze
Alcohol lamp, sand
Concepts:
Volcanoes may erupt quietly or
violently. Volcanic eruptions can
make the soil fertile and can
develop into new land forms.
Volcanic eruptions can destroy
life and property. It can caused
(volcanic dust) respiratory
diseases/ailments and poor
visibility.
Processes:
Describing
Defining
Observing
Inferring
Communicating
III. Procedures:
A.
Review
2. Differentiate active and
inactive volcanoes.
B.
C.
Motivation
1. The teacher asks if the pupils
have any idea on how a
volcano erupts.
Activity
1. The teacher shows/simulates
volcanic eruption using
candle, tripod stand, beaker,
water, wire gauze and
alcohol lamp.
1.1. What is represented by
sand, candle and water?
1.2. Based from the activity,
describe how a volcano
erupts.
F. Application
1. What are the
beneficial/harmful effects of
Mt. Pinatubo eruption?
IV. Evaluation
1. How does volcano erupt?
2. What are the beneficial and
harmful effects of volcanic
eruption?
VOLCANIC ERUPTIONS
Precautionary Measures
I. Objectives:
measures before and after
volcanic eruptions.
2. Practice precautionary
measures before and after
volcanic eruptions.
II.
Subject Matter:
Pages: 218-220 PELC: 3.4
Materials:
Manila paper
Concepts:
Certain precautionary
measures must be observed in
order to prevent loss of lives and
reduce property destruction
during volcanic eruptions.
The Philippine Institute of
Volcanology and Seismology
46
(PHIVOLCS) is a government
agency which monitors
earthquakes and volcanic
activities. They
also issue
warnings to people living in the
surrounding areas of a volcano.
Processes:
Identifying
Enumerating
Communicating
III. Procedures:
A.
Review
What are the harmful/beneficial
effects of volcanic eruption?
B.
C.
D.
Motivation
How can we prevent or
minimize the harmful effects
brought about by volcanic
eruptions?
Presentation
1. Pupils proceed to their own
groups.
2. The members of every group
brainstorm about the
precautionary measures
before, during and after
volcanic eruptions.
3. After the given time, the
teacher asks a representative
from each group to write
their ideas on the board.
Discussion
1. The teacher goes in every
details of what are written on
the board.
2. Each item must be
discussed/demonstrated by
the group who contributed it.
3. The teacher clarifies and
rectifies any vague ideas.
E.
Generalization
1. The teacher helps the pupils
in consolidating their
answers based from the
information written on the
board.
F. Application
1. What must you do when a
volcano erupts and it
happened that you are
outside your house?
IV. Evaluation:
measures that we had discussed
before, during and after volcanic
eruption.
2. How can you prevent harmful
effects brought about by
volcanic eruptions?
V. Assignment:
Research about lahar and how it
affected the lives of people in
Northern Luzon.
I. Objectives:
1. Answer the questions correctly.
II.
Summative Test:
Material:
Test questions written in manila
paper
III. Procedures:
A.
B.
Recalling of Standards
C.
Giving Directions
D.
Testing Proper
E.
Passing of Pupils Answer
Sheets
IV. Assignment:
Study about the next topic, climate.
CLIMATE
I. Objectives:
1. Identify the factors that the
climate of a place.
2. Explain how each factor affects
the climate of the place.
II.
Subject Matter:
Pages: 231-234
PELC:
Materials:
Globe, manila paper
Concepts:
Climate is the average of all
weather conditions that prevail
in a particular area for a long
period of time.
The factors that affect the
climate of a place are as follows:
altitude, latitude, bodies of
water, wind system, and amount
of rainfall.
Processes:
Identifying
Communicating
Explaining
Inferring
III. Procedures:
A.
Review
47
precautionary measures during
a volcanic eruption?
B.
Motivation
Why do countries have different
climate?
C. Presentation
1. The teacher shows the globe
and asks pupils to
describe/observe the globe.
2. Pupils convey their
observations.
3. The teacher shows latitude
and bodies of water on the
globe.
D.
E.
Discussion
1. Pupils formulate their own
definition of latitude based
from the globe.
2. Pupils will first predict how
the different factors affect
the climate.
3. The teacher and pupils
discuss their predictions.
4. The teacher clarifies vague
ideas.
Generalization
factors that affect the climate
of a place?
2. How can they affect the
climate?
F. Application
When you go mountain
climbing/hiking, are you going
to bring with you some thick
jacket? Why?
IV. Evaluation:
1. What are the different factors
that affect the climate of a
certain place?
2. How can the following affect the
climate?
a. attitude
b. latitude
c. wind system
d. bodies of water
e. amount of rainfall
V. Assignment:
1. How can global warming affect
our climate?
ROTATION OF THE EARTH
I. Objective:
1. Explain how the Earths rotation
affects the wind system.
II.
Subject Matter:
Pages: 222 -223PELC:
Materials:
Globe, chalk
Concepts:
The earths rotation causes
the winds to blow sideward
instead of directly downward or
upward in a straight path.
The Coriolis effect diverts the
cold airs direction and turns it
to the right towards the
Philippines from the northeast
monsoon.
Processes:
Identifying
Describing
Communicating
III. Procedures:
A.
Pupils share to the class the
effect of global warming in our
climate.
B. Review
How do altitude, latitude, wind
system, bodies of water, and
amount of rainfall affect the
climate of a place?
C.
Motivation
1. How do winds move?
2. What causes the wind to
move that way?
D.
Presentation
1. The teacher demonstrates
Activity 6.11.
2. Pupils answer questions
related in the activity.
2.1.
In what direction
does the piece of chalk
fall?
2.2.
Why do you think
the chalk fall in that
direction?
E.
Discussion
result of the activity.
predict why the worlds
winds do not move up and
down.
answer.
F. Generalization
How does the Earths rotation
affect the wind system?
48
G.
Application
What is the significance of
Coriolis Effect?
Pupils demonstrate their

answers by using
themselves
as models.
IV. Evaluation:
1. What causes the wind to blow
sideward?
2. What are the 2 reasons why
winds do not move up and
down?
V. Assignment:
Try to predict what will happen to
the Earths climate without Coriolis
effect.
C.
Presentation
1. Pupils do Activity 6.12.
2. Pupils observe and describe
the lines they see?
3. The teacher names the
imaginary lines that can be
seen on the globe.
4. Pupils predict the importance
of the imaginary lines.
D.
Discussion
1. The teacher asks pupils to
locate Philippines on the
globe.
2. Follow-up questions will be
asked:
- How far is it from the
equator? From the poles?
- knowing the countrys
location, what can you infer
about its climate?
E.
Generalization
1. What are the two kinds of
seasons in the Philippines?
2. How can you describe each
season?
SEASONS OF THE PHILIPPINES
I. Objectives:
1. Identify the two seasons of the
Philippines.
2. Describe the causes of the
seasons in the Philippines.
II. Subject Matter:
Pages: 228-229 PELC:
Materials:
Globe, world map, Science
textbook
Concepts:
As the earth revolves around
the sun, it maintains its
inclination at 23 on its axis.
Its direction is counter
clockwise. It takes 365 days or
one year to complete one
revolution.
The Philippines has two
pronounced seasons: wet and
dry
A particular season is
influenced by its location, the
northeast monsoon, the
southwest monsoon, and the
trade winds.
Processes:
Identifying
Describing
Observing
III. Procedures:
A.
Review
1. How does earths rotation
affect the wind system?
2. What causes the wind to
blow sideward?
B.
Motivation
How does the earth move/rotate
and revolve?
F. Application
1. How does location of a
country affect its season?
2. Pupils give example of
country and its location.
They have to tell the possible
climate/season of that
country.
IV. Evaluation:
1. Where can you find the
Philippines on the globe?
2. How many seasons do
Philippines have?
3. Why do we have only two
seasons?
V. Assignment:
1. What are the four seasons?
2. Describe each of the four
seasons.
FOUR SEASONS IN OTHER

COUNTRY
I. Objectives:
1. Identify the four seasons in
other countries.
2. Describe each of the four
seasons.
II.
Subject Matter:
49
2. What are the things people

would do on the different
season?
Materials:
Globe, flashlight, manila paper
Concepts:
Countries in the temperate
experience four seasons in a
year, namely, summer, fall,
winter and spring.
The occurrence of the four
seasons is caused by the tilting
of the Earth on its axis and its
revolution around the sun.
Processes:
Identifying
Describing
Observing
III. Procedures:
A.
Review
1. How many seasons does
Philippines have?
2. How will you describe each
season?
B.
C.
D.
E.
Motivation
Other countries are located in
the temperate zone. Do you
think they also experience wet
and dry seasons?
Presentation
1. Pupils do Activity 6.14.
Pupils make use of globe and
a flashlight.
1.1.
What part of the
globe receives direct and
vertical rays of the sun
(flashlight)?
1.2.
Do you think the
rays of the sunlight are
the same in all parts of
the Earth?
Discussion
1. Pupils predict the effect of
the uneven amount of light
on the different countries.
countries found in the
temperature region.
3. The teacher explains the four
different seasons.
Generalization
1. What causes the occurrence
of four seasons in other
countries?
2. What are these four seasons?
F. Application
1. Name countries that are
found in the temperate
region.
IV. Evaluation:
1. Why do other countries in the
temperature zone experience
four seasons?
2. What kind of season has most
leaves falling from trees?
3. Which season is similar in both
hemispheres?
V. Assignment:
1. Pupils draw the four positions of
the Earth as it revolves around
the sun.
CRUSTAL PLATES
I. Objective:
about the different crustal plates
and its movement.
II.
Subject Matter:
Reference: Workbook on Science
VI
Materials:
Photocopy of workbook
Concepts:
The seven crustal plates of
the Earth are Eurasian, Pacific,
Indian, Australian, Antarctic,
Africa, and American plates.
When rock layers are under
stress, they can bend, tilt, twist,
or break. The three types of
stress that cause the
deformation of the rock layers in
the tectonic plates are
compression, tension and
shearing.
Processing:
Identifying
Describing
Demonstrating
III. Procedures:
A.
Review
1. What is continental drift
theory?
2. What is seafloor-spreading
theory?
B.
C.
Motivation
1. How do crustal plates move?
2. Why do they move?
Presentation
50
1. Pupils are given a chance to
answer and explain their
answers in every item.
2. The teacher may clarify some
vague questions by giving
some leasing questions.
D.
Discussion
1. After reading and answering
the questions, the teacher
explains the correct answer.
This is to help the pupils master
the concepts related to the
lesson.
E.
Generalization
have learned.
F. Application
What are the results of the
movement of the different
plates?
IV. Evaluation:
1. List the different crustal plates.
2. Demonstrate how the crustal
plates move using rulers.
V. Assignment:
Draw in your notebook the different
crustal plates and its movement.
CAUSES OF FOUR SEASONS
I. Objective:
1. Explain the causes of the four
seasons.
II.
Subject Matter:
Materials:
Globe, pen, manila paper
Concepts:
Countries in the temperature
experience four seasons in a
year, namely summer, fall,
winter, and spring.
The occurrence of four
seasons is caused by the tilting
of the earth on its axis and its
Processes:
Identifying
Enumerating
Explaining
III. Procedures:
A.
Drill
Pupils answer page 23/A of their
NAT reviewer, items 1-8.
B.
Review
Philippines have?
2. Describe wet and dry season.
C.
Activity
1. Pupils work with their
partners. They
brainstorm
about the position of the
earth as it revolves around the sun.
2. Pupils draw the position of
the earth around the sun.
(inclination of the earth must
be evident).
D.
Discussion
1. Pupils explain their drawing
using 4-5
sentences.
2. The teacher let the pupils draw
the earth
at four positions in
its orbit around the
sun on
the board.
information
and clarifies
misconception.
E.
Generalization
1. What causes the occurrence of
four
seasons?
F. Application
1. If the earth is perpendicular to
its axis,
what do you think will
happen?
IV. Evaluation:
1. What causes the four seasons?
2. What are the four seasons?
3. Describe each season.
V. Assignment:
1. Research the different activities
people
do during each season.
I. Objectives:
1. Review the different causes of
four
seasons.
2. Draw the different activities
people do
during each season.
II. Subject Matter:
Reference: Science Spectrum
Materials:
Manila paper, pentel pen,
colored pens
Concepts:
Countries in the temperate
experience four seasons in a year,
namely summer, fall,
winter and
spring.
The occurrence of four seasons
is caused
by the
tilting of the
earth on its axis and its revolution
around the sun.
Processes:
51
Identifying
Enumerating
Explaining
III. Procedures:
A.
Drill
Pupils answer page 24/A of their
NAT reviewer, items 9-20.
B.
Review
Philippines have?
2. Describe each season.
C.
Motivation
activities which Filipinos do
during each season?
D.
Activity
1. Pupils recall the different
causes of four seasons.
enumerate them.
3. The teacher instructs the
class/pupils to proceed to
their own groups.
3.1. Draw on the manila
paper all the activities
that people do during the
four seasons. Briefly
explain and describe the
drawing.
E.
Discussion
1. Leaders assigned for the day
explain their works on the
front.
2. The teacher may ask followup questions if the drawing is
not clearly conveyed to the
class.
I. Objective:
about climate and seasons.
II.
Subject Matter:
PELC:
Materials:
Into the Future textbook
Pieces of paper, pen, maps
Concepts:
Climate is the average of all
weather conditions that prevail
in a particular area for a long
period of time.
The factors that affect the
climate of a place are as follows:
altitude, latitude, bodies of
water, wind system, and amount
of rainfall.
The occurrence of seasons is
caused by the tilting of the earth
on its axis and its
III. Procedures:
A.
Drill
their NAT reviewer.
B.
C.
1.
F. Generalization
1. What are the different causes
of four seasons?
2.
G.
Application
1. Enumerate the different
activities which people do
during the four seasons.
IV. Evaluation:
1. Draw the different activities
which people do during each
season.
V. Assignment:
1. Prepare for a quiz tomorrow.
2. Research on the internet the
different activities which people
do in the antic and Antarctic
region.
CLIMATE AND SEASONS
Review
1. The teacher let the pupil
recall their past lessons last
year. These are about
climate and seasons in the
different countries.
3.
4.
Activity
Based from the previous
discussions, the
teacher let the pupils
form their groups.
Pupils are given 5 minutes to
formulate their questions
about their past lessons.
The first groups answer the
question. The group which
gave the correct answer has
the chance to ask question.
The teacher facilitates the
activity.
D.
Discussion
Discussion is done during the
question and answer activity.
Any vague question/answer will
be discussed thoroughly by the
teacher or by the group which is
assigned to ask.
E.
Generalization
The teacher asks volunteers to
consolidate the ideas/lessons
based from the activity.
52
F. Application
Pupils list down the things they
have learned/recalled about the
topics and share with their
partners.
IV. Evaluation:
activity proper.
V. Assignment:
1. How rocks formed?
2. What are the different types of
rocks?
2. The teacher leads the pupils

in knowing the different
characteristics of minerals.
3. The teacher presents the
characteristics of the
minerals that make up rocks.
E.
Discussion
1. The pupils discuss each
characteristic of minerals
that make up rocks.
2. The teacher guides, clarifies
and adds additional inputs
based from the discussion
among the pupils.
I. Objective:
1. Identify the characteristics of
minerals that make up
rocks.
F. Generalization
1. Pupils consolidate the
different characteristics of
minerals which they have
learned.
II.
G.
MINERALS
Subject Matter:
Reference: Exploring Science
Pages: 237-238
PELC: 17.1
Materials:
Pictures, manila paper
Concepts:
Rocks are made up of minerals.
They are mixtures of minerals. Some
rocks are
made up of mostly one
mineral. Others are
made up of
different minerals.
The color, shape, hardness and
texture of a rock depend on the kinds
of mineral it is
made of.
Processes:
Identifying
Describing
Observing
Communicating
III. Procedures:
A.
Drill
Pupils answer item number 2130 of their Science NAT
reviewer.
B.
Review
1. What is season?
2. What are the different causes
of seasons?
C.
Motivation
What made up earths crust?
D.
Presentation
identify the characteristics of
minerals that made up rocks.
This will help the teacher
know the prior knowledge of
the pupils.
Application
1. What determines the usage
of the rocks? Why do you
think so?
IV. Evaluation:
Identify the following:
1. This is a break along an
irregular surface.
2. This is the orderly arrangement
of atoms in a mineral.
3. It is the color of the mineral in
its powdered form.
4. This refers to the quality of light
that the surface of the mineral
reflects.
5. This is a minerals resistance to
scratching.
V. Assignment:
1. Collect 3 rocks samples.
Identify their most common
characteristics.
ROCKS
I. Objectives:
1. Observe how rocks differ in
shape, color, harness
and
texture.
2. Classify rocks according to
color, shape, hardness and
texture.
II. Subject Matter:
Reference: Exploring and
Protecting Our World
Pages: 236-241 PELC: 1.1
Materials:
Rocks, magnifying lens, manila
paper
53
Concepts:
Rocks are made up of
minerals. They are mixtures of
minerals. Some rocks are made
up of mostly one mineral while
others are made up of different
minerals.
The color, shape, hardness,
and texture of a rock depend on
the kinds of mineral it is made
of.
Processes:
Describing
Classifying
Observing
Communicating
III. Procedures:
A.
Drill
their Science NAT reviewer.
B.
Review
1. What is a rock?
2. What are the characteristics
of minerals that make up
rocks?
C.
Motivation
The teacher shows a rock and
let the
pupils describe it.
1. What does it look like?
2. Do you think all the
descriptions that you
mentioned apply on other
rocks as well?
D.
E.
Group Activity
Pupils go to their own group.
Leaders of the day guide and
direct their members.
Procedures and Questions:
1. Collect samples of different
rocks. Using a magnifying
lens/rocks, observe the
different rocks you
collected.
2. Describe your rock samples
based on the following
properties.
2.1. color
2.2. size
2.3. hardness
2.4. texture
3. How do rocks differ?
Discussion
share their observations on
the different rocks samples.
2. The teacher together with
the pupils discuss the result
of the activity.
F. Generalization
2. How can you classify the

rocks?
G.
Application
1. How can you classify the
rocks?
IV. Evaluation:
activity proper and
during the
discussion. Additional/follow-up
questions can be made to ensure
mastery of the lesson.
- What common
characteristics do rocks
have?
- How can you classify rocks?
- How will you determine the
color, shape, hardness and
texture of rocks?
V. Assignment:
1. How are rocks formed?
2. What are the different types of
rocks?
ROCKS
I. Objective:
1. Describe how igneous rocks are
formed.
II.
Subject Matter:
Protecting our
World
Pages: 242-243
PELC: 1.2.1
Materials:
Rocks, manila paper
Concepts:
Igneous rocks are called
volcanic or fine-formed rocks.
Geologists group rocks
according to how they are
formed. When a volcanic erupts,
the lava that comes out hardens
into rocks.
Rocks that form from magma
trapped below the earths
surface are called intrusive
rocks. Rocks that formed from
cooled lava on the earths
surface are called extrusive
rocks.
Processes:
Describing
Observing
Communicating
III. Procedures:
A.
Drill
54
Pupils answer item 1-10, Set B
of their Science
NAT review.
B.
Review
2. How can you classify rocks?
C.
Motivation
What are the ways in which
different rocks were formed?
D.
E.
Presentation
rocks are formed in different
ways.
2. The teacher explains the first
group of rocks-igneous rocks.
Discussion
1. The teacher discusses how
igneous rocks are formed.
(For higher sections, the
teacher let the pupils infer
the formation of igneous
rocks).
2. Samples of igneous rocks are
also elaborated and
discussed.
F. Generalization
have learned.
- How are igneous rocks
formed?
G.
Application
What type of rock is usually
found nearby volcanoes? Why?
IV. Evaluation:
1. What are igneous rocks?
2. How are igneous rocks formed?
3. Differentiate extrusive from
intrusive rocks.
V. Assignment:
1. How are sedimentary rocks
formed?
2. Collect samples of igneous
rocks.
I. Objectives:
1. Answer questions correctly.
II.
Summative Test:
A.
B.
Recalling of Standards
C.
Giving Directions
D.
Testing Proper
E. Passing of Pupils Answer Sheets
III. Assignment:
Study and review sample questions

in their NAT reviewer in
preparation for the NAT.
ROCKS
I. Objective:
formed.
II.
Subject Matter:
Protecting our
World
Pages: 242-243
PELC: 1.2.1
Materials:
Sample of igneous rocks
Manila paper
Concepts:
Igneous rocks are called
volcanic or fire formed.
Geologists group rocks
according to how they are
formed. When a volcano erupts,
the lava that comes out hardens
into rocks.
Rocks that are formed from
magma trapped below the
earths surface are called
intrusive rocks. Rocks that are
formed from cooled lava on the
earths surface are called
extrusive rocks.
Processes:
Describing
Observing
Communicating
III. Procedures:
A.
Drill
Pupils answer item 20-40, Set B
of their Science NAT reviewer.
B.
Review
2. How can you classify rocks?
C.
Motivation
What are the different ways in
which rocks formed?
D.
Presentation
rocks are formed in different
ways.
2. The teacher explains the first
classification-igneous rocks.
E.
Discussion
(For higher sections, the
55
teacher let the pupils infer
the formation of igneous
rocks).
2. Samples of igneous rocks are
shown. Descriptions,
similarities in appearance
are discussed.
1. What do you think are the

common characteristics of
different igneous rocks?
F. Generalization
have learned.
- How igneous rocks are
formed?
G.
Presentation
different igneous rocks on
the projector.
2. Pupils try to describe the
rocks.
D.
Discussion
examine the rocks samples.
2. Pupils describe the rocks.
similarities of the rock
samples.
E.
Generalization
1. How would you describe the
different rocks (igneous)
samples?
Application
What types of rocks are usually
IV. Evaluation:
1. What are igneous rocks?
2. How are igneous rocks formed?
3. Differentiate intrusive from
extrusive rocks.
V. Assignment:
1. Study the formation of rocks.
ROCKS
I. Objective:
1. Describe the different igneous
rocks.
II.
C.
Subject Matter:
Reference: Internet (geology.com)
PELC: 1.2.1
Materials:
PowerPoint presentation,
LCD projector, rocks
Concepts:
Igneous rocks are formed
from the solidification of molten
rock material. There are two
basic types: 1.) intrusive igneous
rocks such as diorite
gabbro, granite and pegmatite
that solidity below earths
surface, and 2.) extrusive
igneous rocks such as andesitic,
basalt, obsidian, pumice,
riyolite, and scoria that solidity
on or above Earths surface.
Processes:
Identifying
Describing
Observing
III. Procedures:
A.
Review
1. How are igneous rocks
formed?
B. Motivation
F. Application
What are the common uses of
igneous rocks?
IV. Evaluation:
Pupils describe the rocks orally as
it is shown on the screen and on the
rock specimen.
V. Assignment:
Study the formation of sedimentary
rocks.
EARTHQUAKE
I. Objective:
1. Recall the difference between
intensity and magnitude of an
earthquake.
II.
Subject Matter:
Reference: Into the future
PELC: 2.3
Materials:
Textbook
Concepts:
The total energy released by
an earthquake is called
magnitude. It tells the
sovereignty of an earthquake.
The effect or degree of
destruction of an earthquake is
called intensity.
Processes:
Describing
Comparing
III. Procedures:
56
A.
Review
1. What is an earthquake?
2. How/Why does it occur?
(These are based from the
previous mock test?
Igneous rocks are formed

from the solidification of molten
rock material. There are two
basic types: 1.) intrusive igneous
rocks such as diorite, granite
and pegmatite that solidify
below Earths surface; and 2.)
extrusive igneous rocks such as
andesitic, basalt and pumice
that solidify on or above Earths
surface.
C. Motivation
1. What measures earthquake?
D.
E.
Presentation
reasons why an earthquake
happens.
2. The teacher briefly explains
the effect of an earthquake.
recall the uses of Mercalli
and Richter Scale.
Discussion
1. Pupils state the difference.
2. The teacher may add some
inputs if there are some
lacking information
stated/given by the pupils.
III. Procedures:
A.
Review
2. How do we classify rocks?
B.
Motivation
1. How are rocks are formed?
C.
Presentation
rocks are classified based on
how they are formed.
2. The teacher will discuss the
first classification of rocksigneous.
3. The teacher shows on the
screen the different rocks
samples.
- Rock samples are
composed of intrusive and
extrusive rocks.
D.
Discussion
- For higher sections, the
infer how igneous rocks
are formed. (CLS: ThinkPair-Share)
2. Pupils infer the differences
between the formation of
intrusive and extrusive rocks.
different samples of igneous
rocks.
E.
Generalization
1. Pupils share to the class
what they have learned.
Venn diagram is suggested I
comparing intrusive and
extrusive rocks.
- How igneous rocks are
formed?
- How are the different
examples of igneous
rocks?
F. Generalization
between magnitude
intensity?
G.
Application
1. What is the importance of
knowing the magnitude and
intensity of an earthquake?
IV. Evaluation:
1. Differentiate magnitude from
intensity?
2. What do Mercalli, and Richter
scale measure?
V. Assignment:
1. Study the different rocks
formations.
ROCKS
I. Objectives:
formed.
2. Enumerate samples of igneous
rocks.
II.
Subject Matter:
References: Into the Future
Internet (geology.com)
PELC: 1.2.1
Materials:
Worksheets, LCD projector,
PowerPoint presentation, rock
samples
Concepts:
F. Application
1. What type of rock is usually
IV. Evaluation:
57
Crossword puzzle about the
meaning and formation of
igneous rocks. Please refer to
the attached worksheets.
(www.scienceteachers.com/earth.htm)
V. Assignment:
1. What are sedimentary rocks?
formed?
ROCKS
I. Objectives:
1. Describe how sedimentary rocks
are formed.
2. Enumerate samples of
sedimentary rocks.
II.
Subject Matter:
PELC: 1.2.2
Materials:
Worksheets, LCD projector
Concepts:
Sedimentary rocks are
formed by accumulation of
sediments. There are
three basic
types of sedimentary rocks:
1.)
clastic sedimentary rocks
such as breccia, conglomerate,
sandstone and shale, that are
formed from mechanical
weathering debris;
2.)
chemical such as rock salt
and some lime stones, that form
when dissolved materials
precipitate from solution; and
3.)
organic such as coal and
some lime stones which form
accumulation of plant or animal
debris.
Processes:
Identifying
Describing
Enumerating
Observing
Inferring
III. Procedures:
A.
Review
1. How are igneous rocks
formed?
examples of igneous rocks?
B.
Motivation
1. If igneous rocks are formed
from the solidification of
molten rocks, how about

sedimentary rocks?
C. Presentation
second classification of
rocks-sedimentary.
screen the different
sedimentary rock samples.
- The rock samples are
classified further into
three. These are clastic,
chemical and organic
sedimentary rocks.
D. Discussion
sedimentary rocks are
formed.
infer how sedimentary
rocks are formed. (CLS:
Think-Pair-Share)
predict the differences
among clastic, chemical and
organic sedimentary rocks.
compositions of sedimentary
rocks debris from
mechanically weathered
rocks (clastic), salts
(chemical), and remains of
plants/animals (organic).
4. Pupils infer the differences
on the formation of clastic,
chemical and organic
sedimentary rocks.
E.
Generalization
formed?
examples of sedimentary
rocks?
(CLS: Travelling star, T-P-S)
F. Application
1. Where can we usually find
sedimentary rocks?
IV. Evaluation:
Identify the following:
1. Type of rock which is formed
due to the accumulation of
sediments.
2. They are formed mechanical
weathering debris.
3. They are formed when dissolved
materials precipitate from
solution.
4. They are formed from the
accumulation of living
organisms.
58
5. These are tiny particles come
from weathered rocks.
6. This is the process of
compacting of sediments.
V. Assignment:
1. What are metamorphic rocks?
2. How metamorphic rocks are
formed?
D.
Discussion
metamorphic rocks are
formed.
infer how metamorphic
are formed. The teacher
may give clue such as
heat and pressure. (CLS:
T-P-S)
predict the differences
between foliated and nonfoliated metamorphic rocks.
diagram.
- For higher sections,
pupils interpret the
diagram.
formation of metamorphic
rocks based from the rock
cycle diagram.
E.
Generalization
1. How are metamorphic rocks
formed?
examples of metamorphic
rocks?
ROCKS
I. Objectives:
1. Describe how metamorphic
rocks are formed.
2. Interpret the rock cycle
diagram.
II.
Subject Matter:
PELC: 1.2.3
Materials:
LCD projector,
rocks samples
Concepts:
Metamorphic rocks form from
igneous rocks or sedimentary
rocks. But often they do not melt.
Instead, the heat and pressure turn
igneous and sedimentary rocks into
metamorphic rocks. Heat and
pressure can change any rock
several times. Scientists call
changed rocks metamorphic rocks.
Processes:
Identifying
Describing
Inferring
Interpreting
III. Procedures:
A.
Review
formed?
examples of sedimentary
rocks?
B.
C.
Motivation
1. How are metamorphic rocks
formed?
2. Do rocks deplete someday?
Presentation
third classification of rocksmetamorphic.
screen the different
metamorphic rock samples.
The rock samples are

classified further into two.
These are foliated and
non-foliated metamorphic
rocks.
F. Application
Where can we usually find
metamorphic rocks?
IV. Evaluation:
Igneous
Rocks
Cooling/solidificat
ion
magma
meltin
g
Metamorph
ic
Rocks
Weatheri
ng
erosion
sediment
s
Weathering/ero
sion
Heat &
pressure
Compactio
n/
cementatio
n
Sedimentary
Rocks
V. Assignment:
1. What are the uses of rocks?
59
2. What are the agents of
weathering?
The pupils state the step-by-step

process of rock cycle.
- Higher sections need not
used the rock cycle
diagram.
ROCK CYCLE
I. Objectives:
1. State the rock cycle.
II.
Subject Matter:
Reference: Internet (geology.com)
PELC: 1.2.3
Materials:
Diagram of rock cycle, manila
paper
Concepts:
When magma cools down and
solidifies, igneous rocks undergo
the process of weathering/erosion;
igneous rocks are transformed into
tiny particles called sediments.
When the sediments are compacted
and cemented, sedimentary rocks
are formed. If the heat and
pressure are applied on the
sedimentary rocks, metamorphic
rocks are produced. When the
metamorphic rocks undergo
weathering/erosion, these may turn
to sediments which may form into
sedimentary rocks. However, it
underwent melting, magma is
produced. Thus, after cooling and
solidification, igneous rocks are
produce. This cycle continuous.
Processes:
Identifying
Communicating
Enumerating
III. Procedures:
A.
Review
classifications of rocks? How are
they classified?
B.
Motivation
Do rocks deplete someday?
What are the sources of rocks?
C.
Presentation
rock cycle diagram. (For
lower sections)
predict the formation of
rocks (For higher sections).
Their predictions are written
on the board which will serve
as the basis of the rock cycle
process.
3. Leaders of the group explain
how the rock cycle occurs.
E.
Generalization
F. Application
If I have a granite rock, how
do you think this granite rock
can be transformed into: a)
sedimentary rock b)
metamorphic rock, and c)
pumice rock (igneous rock)?
IV. Assignment:
1. What are the agents of
weathering?
ROCKS
I. Objective
1. Explain how some forces
contribute to the weathering of
rocks.
II. Subject Matter:
Reference: The Grolier Science
Encyclopedia
Pages: 32-33
Materials:
Concepts:
Weathering is a complex process
whereby rocks are broken down
into sediments. Chemical
weathering occurs when rocks are
affected by water, carbon dioxide
and organic acids and is
accelerated by warm temperatures.
Physical weathering occurs
when rocks are fractured and
broken apart, for example, by a
freeze-and-throw action.
Processes:
Identifying
Communicating
Explaining
III. Procedures:
A.
Review
1. How does rock cycle occur?
processes involved?
B.
C.
Motivation
1. How are rocks broken down
into tiny pieces?
2. Is it possible for the rocks to
stay the same all throughout?
Presentation
60
1. The teacher elicits from the
class the different agents of
weathering.
2. Pupils go to their own groups
and discuss the different
agents of weathering.
3. Pupils draw on the manila
paper the forces/agents of
weathering.
D.
E.
Discussion
1. Pupils present their outputs.
2. Leaders explain their
drawings which depict the
different forces that
contribute to weathering of
rocks.
inputs and rectifies
misconceptions if necessary.
mass, color, temperature, and

brightness.
Processes:
Describing
Communicating
Inferring
III. Procedures:
A.
Review
1. What are the different agents
of weathering?
B.
Motivation
1. The teacher group the pupils.
2. As a group, pupils list down
what they know, what they
want to know about stars.
C.
Presentation
1. Pupils present/write on the
board their XWL output.
pupils to elaborate what they
know.
3. The teacher checks
misconceptions. These serve
as guides as the teacher
starts a new topic.
D.
Discussion
1. The teacher proceeds to
what students want to learn
about stars.
to give predictions on the
questions or on the things
they want to know about the
stars.
3. The teacher guides the pupils
inferring that stars differ in
their size, mass, color,
temperature and brightness.
(It greatly depends on the
pupils inputs on what they
know about the stars.)
Generalization
1. Based from all the
presentations, the teacher
asks two-three volunteers to
consolidate what they have
learned.
F. Application
What do you think will happen if
all the rocks do not weather?
Do you think that is possible?
IV. Evaluation:
Draw some examples of
agents/forces that contribute to the
weathering of rocks. Below the
drawing, write a brief
explanation on how they help in
weathering rocks.
V. Assignment:
1. Follow-up activity: Get an
empty soda can. Heat it for 3
minutes. Immediately put the
hot soda can in a cold basin of
water. What did you observe?
2. Prepare for a quiz tomorrow.
ROCKS
I. Objective:
1. Infer that stars differ in size,
mass, color, temperature and
brightness.
II.
Subject Matter:
Reference: Cyber Science
Pages: 332-333
PELC:
Concepts:
Stars are similar in their general
composition and characteristics but
they vary in different ways. They
differ in many features such as size,
E.
Generalization
have learned.
- How do stars differ
F. Application
1. Why do stars differ?
2. How are they similar to one
another?
IV. Evaluation:
Answer the following questions
with True or False.
1. Stars differ in size.
2. Stars contain rock particles.
3. Stars shine with the same
temperature.
4. Stars have the same
temperature.
5. Stars have the same size as of
our sun.
61
E.
V. Assignment:
1. What are the classifications of
stars according to their size and
color?
F. Application
1. How can you apply in
building/constructing a
house the different body
system?
2. Can our body function well
without one of our systems?
DIFFERENT BODY SYSTEMS
I. Objectives:
1. Review the different body
systems.
2. State the functions of the
different body systems.
II. Subject Matter:
Reference: NAT Reviewer
Pages: 23-24, 52, 83-84
PELC:
Concepts:
Organs grouped together forms
a body system. Different body
systems form an organism.
Our body systems are nervous,
circulatory, immune, lymphatic,
muscular, skeletal, endocrine,
respiratory and digestive system.
Processes:
Identifying
Enumerating
Communicating
III. Procedures:
A.
Review
1. Why do stars differ?
2. How are they similar to one
another?
B.
Motivation
1. How do the different body
systems work?
C.
Presentation
recall the different body
systems.
2. Pupils enumerate the
different organs under each
body system.
3. Pupils infer/predict the
functions of the
different body systems
based from the different
organs involved.
D.
Discussion
1. The teacher checks if pupils
were able to state the correct
functions of the different
body systems.
functions of the different
systems for a better
understanding.
Generalization
Pupils consolidate the functions
of different body systems
through an organizational chart.
IV. Evaluation:
classifications of stars?
UNIVERSE
I. Objectives:
1. Identify the theories about
universe.
2. Describe the universe origin.
II.
Subject Matter:
Reference: Exploring the World of
Science VI
Concepts:
Astronomers gave three possible
explanations of the origin of the
universe.
Big Bang Theory states that
the universe began as one
dense concentration of
matter that exploded with its
fragments continuously
moving away from one
another.
The Big Crunch Theory
believes that the universe
started from explosion of a
dense huge ball of hydrogen
but contracted due to force
of gravity.
Steady State Theory states
that the universe stopped
expanding and remained the
same.
The Nebular or Dust Cloud
Theory states that heavenly
bodies came from spinning
dust/clouds in space.
Processes:
Identifying
Describing
Communicating
Materials:
III. Procedures:
62
A.
Review
How do stars differ?
How are they different from one
another?
B.
Motivation
1. How did the universe begin?
2. Will it ever end?
- The teacher elicits pupils
prior knowledge. At the
same time, stimulates
their thinking.
C. Presentation
1. The teacher will conduct
demonstration about Big
Bang Theory using a balloon.
- The dots on the balloon
appear to move farther
from each other as it is
inflated. (Group activity
can be done on higher
sections.)
2. The Big Crunch Theory
through magnet and iron
filings.
3. Steady Theory by inflating a
balloon.
- The balloon has stopped
expanding and remaining
the same.
D.
E.
Discussion
1. Pupils state their
observations.
different theories.
identify the different theories
presented by the
activity/demonstrations
conducted.
Generalization
1. How did the universe
originate according to
astronomers?
- Pupils do/construct a
concept map.
F. Application
Pupils choose one theory and
try to explain his/her opinion
about it. Does she/he agree?
(Pupils are welcomed and
encouraged to recite).
IV. Evaluation
Answer the following:
1. According to this theory,
universe started as one very hot
and dense ball of gas. (Big Bang
Theory)
2. What theory could possibly
explain the disappearance of
about 2/3 of the galaxies in the
universe? (Big Crunch Theory)
3. Which tend to explain the

increasing size of our Milky
Way? (Big Bang Theory)
4. Which states that the universe
came from spinning dust?
V. Assignment:
1. What are the different space
probes and their missions?
SPACE PROBES
I. Objective:
1. Enumerate some space probes
and their missions.
II. Subject Matter:
Science
VI
Pages: 368-371
PELC:
Concepts:
Several space probes were
sent into outer space to gather
important data about the
planets, their moons, and other
heavenly bodies.
Some of these probes are as
follows: Luna 1, Viking 1 and 2,
Venera 9, Pioneer-Venus 2,
Mariner 10, and Voyager 1 and
2. Voyager 1 and 2 took
photographs of Jupiter, Saturn,
Uranus, and Neptune.
Processes:
Describing
Enumerating
Materials:
Photographs/pictures of space
probes.
III. Procedures:
A.
Review
What are the different theories
about the origin of the universe?
B.
Motivation
How do scientists study and
learn more about the nearby
planers?
C.
Presentation
1. Pupils present their answers
on Activity 7.12, search
for Space Probe Missions.
share their findings.
D.
Discussion
different mission of space
probes.
63
the greatest achievement in
space exploration is the
landing of man on moon.
E.
1. The teacher present the

different instruments
scientist used in exploring
the universe.
Generalization
Pupils summarize their findings
in a table. This should include
the names of the space probes,
missions and their
findings/remarks.
D.
Discussion
1. The teacher starts the
discussion by explaining that
telescopes (refracting) was
first invented by Galilee
Galilee.
2. The teacher adds the
evolution of telescopes and
other astronomical
instruments.
E.
Generalization
The pupils make a concept map
to consolidate the different
astronomical instruments.
F. Application
Imagine that these space probes
where not successful. What do
you think is the effect?
IV. Evaluation:
Choose 3 space probes and tell
their missions.
V.
Assignment:
1. Draw in your notebook the
different space probes.
F. Application
picture of Hubble Telescope.
2. Pupils predict its function.
3. The teacher gives a brief
background.
MODERN SPACE FACILITIES
I. Objective:
1. Identify modern space facilities,
tools and equipment used to
study our universe.
II.
Subject Matter:
Pages: 264-267
PELC:
Concepts:
The universe is composed of
billions of galaxies. Modern man
uses artificial satellites, space
probes, space stations, and radio
telescopes to explore the vast
universe.
Processes:
Identifying
Describing
Materials:
pictures
III. Procedures:
A.
Review
What are the different space
B.
C.
Motivation
Before space probes were sent
to space, what do you think are
the instruments which scientist
used to study heavenly bodies?
Presentation
IV. Evaluation:
Pupils are evaluated through their
concept maps.
V.
Assignment:
1. Collect pictures of the different
astronomical instruments and its
function.
STARS
I. Objective:
1. Infer that size and color affect
the
brightness of stars.
II. Subject Matter:
Science VI
Page: 3
PELC:
Materials:
LCD projector, 2 boxes with 2
big holes and 2 small holes, red
and blue cellophanes/paper,
light bulbs on a socket.
Concepts:
The color of the star affects
its brightness. The bluer the
star, the brighter it is. The
redder the star, the dimmer it is.
Also, size of the stars is another
factor. The bigger the star, the
brighter it is.
Processes:
64
Describing
Predicting
Inferring
III. Procedures:
A.
Review
1. The teacher review the
different instruments used by
astronomers to gather
information about space.
B.
Motivation
1. Pupils sing Twinkle, Twinkle
Little Star
- I wonder how stars really
look like
- Do they look like the
diamonds on the sky?
C.
Group Activity
1. The teacher reminds the
pupils of the rules for group
work.
2. Pupils go to their own
groups.
3. Leaders get the materials
from the teacher.
4. The teacher gives the groups
time to perform the activity
and answer the questions on
the worksheets.
D.
Discussion
1. The teacher calls out for a
certain number. Pupil
assigned with that particular
number will share his answer
in class.
Part A Color and Brightness
1. What do you observe?
2. Which among the two
cellophanes exposes a
brighter light?
3. Which seems brighter?
Part B Size and Brightness
1. What can you observe?
2. What are the similarities
with the three?
3. What are the differences
between the three?
4. Which seems brighter?
2. Cover the bulb with a box

with 2 big holes and 2 small
holes, red and blue
cellophanes attached.
pupils observe which hole
seem brighter.
IV. Evaluation:
Modified T/F
1. Based on the activity, the color
of the star ranges from blue to
red.
2. The bluer the star, the dimmer it
is.
3. Size affects the brightness of the
stars.
4. The smaller the star, the
brighter it is.
5. Our sun is an example of
neutron star.
V. Assignment:
1. Pupils look for the meaning of
apparent and absolute
magnitude.
I. Objectives:
1. Follow directions carefully.
2. Answer questions correctly.
II. Summative Test
Material:
Manila paper
III. Procedures:
A.
Pupils prepare for the test.
B.
Recalling of Standard in
Taking a Test
C.
Giving Directions
D.
Testing Proper
E.
Passing of Answer Sheets
IV. Assignment:
1. What is the meaning and
application of apparent and
absolute brightness?
2. The teacher will also explain

the different classifications of
stars according to their sizes.
E.
Generalization
1. Pupils recapitulate the
lesson.
2. The teacher shows a matrix
to recapitulate the lesson.
F. Application
1. The teacher shows 2 bulbs
on a socket.
HUBBLE TELESCOPE
I. Objectives:
1. Describe Hubble Telescope.
2. State the importance of Hubble
Telescope
II.
Subject Matter:
65
Reference: Internet
PELC:
Materials:
LCD projector, pictures of
Hubble Telescope and pictures
taken by Hubble
Concepts:
Hubble Telescope was
invented by Edwin Hubble. It is
considered as eve in the sky. It is
as large as a school bus. The
telescope was launched last April
24, 1990.
Processes:
Identifying
Describing
Communicating
III. Procedures:
A.
Review
1. What is the relationship of
the color/size of the star to
its brightness?
B.
Motivation
1. Are all telescopes found on
earth?
2. How big are telescope?
C.
D.
E.
Presentation
predict the
structures/features of
Hubble.
picture of Hubble that
depicts its orbit around the
earth.
3. The teacher gives the details.
Discussion
1. The pupils explain on their
own words how they
understand the information
about Hubble.
2. The teacher elaborates
pupils explanation.
infer the importance of
Hubble based on its features.
Generalization
1. What are the features of
Hubble Telescope?
2. Give the importance of the
telescope.
F. Application
1. Imagine that Hubble
Telescope was not yet
discovered/invented, how far
do you think the explorations
on the outer space have
gone?
IV. Evaluation:
1. Describe Hubble Telescope in 5
words.
2. Enumerate the importance/
contributions of Hubble
Telescope.
V. Assignment:
Research on the internet some
latest pictures captured/taken by
Hubble.
STAR
I. Objective:
1. State that size, color and
distance affect the brightness of
the star.
II.
Subject Matter:
Reference: Handouts given by
Ateneo during the 3 consecutive
Saturdays,
November 7, 14,
21, 2009.
PELC:
Concepts:
The brightness of a star is
affected by its color, size and its
distance. The bluer, the bigger and
the near the star, the brighter it is.
Materials:
Powerpoint presentation,
pictures,
LCD projector, light
source
III. Procedures:
A.
Review
1. Who invented the Hubble
Telescope?
2. Describe Hubble Telescope.
B.
Motivation
1. Do you observe the lamp post
at night? Which seems
brighter? Which seems
dimmer?
C.
Presentation/Group
Activity
1. Pupils conduct the same
activity (last
Thursday)
but another variable is added
which is the distance.
D.
Discussions
1. Pupils compare the
brightness of the star
according to size, color, and
distance. (one variable only).
2. Pupils compare the
brightness of the stars
according to the 3 variables
that were changed.
66
E.
1. The pupils present their

answers.
2. The teacher calls for
volunteers.
3. The teacher and the pupils
discuss the answer in every
item.
Generalization
Pupils create a matrix of
comparisons between the size,
color and distance of the star.
F. Application
How do size, color and distance
affect the brightness of the star?
E.
IV. Evaluation:
What is the relationship of the size,
color and distance of the star to its
brightness?
V. Assignment:
1. What is constellation?
constellations?
I. Objective:
1. Review the concepts relating to
ecosystem.
II. Subject Matter:
Reference: NAT Review
Pages: 23-28
Materials:
Answer sheets and NAT
Reviewer
Concepts:
Ecosystem is the interaction of
both living and non-living things.
Living things interact with each
other through symbiotic
relationships in order to survive.
Processes:
Identifying
Describing
Communicating
III. Procedures:
A.
Review
What is the relationship of size,
color and distance to the
brightness of the star?
B.
C.
D.
Motivation
What are the components of the
ecosystem?
Group Activity
1. Pupils discuss the different
questions before answering
the questions.
2. The teacher gives the pupils
enough time to answer all
the question.
Discussion
Generalization
1. Pupils share with their
seatmates the lessons they
learned in the discussion.
2. The teacher asks 2
volunteers to share to the
whole class what they
learned.
F. Application
ecosystems? Give its
component.
IV. Evaluation:
(It is done during discussion proper
were pupils presented their answer)
V. Assignment:
Pupils research about the different
cycles
that occur on the
environment.
FUNCTIONS OF HUMAN BODY

SYSTEMS
I. Objective:
1. Recall the different functions of
human body systems.
II.
Subject Matter:
Reference: Exploring Science VI
Pages: 5-50
Concepts:
There are different systems that
form an
organism. These include
integumentary
muscular, skeletal,
digestive, circulatory,
respiratory,
nervous, endocrine, excretory and
lymphatic system.
Processing:
Identifying
Describing
Enumerating
Materials:
NAT Reviewers
III. Procedures:
A.
Review
1. What is ecosystem?
2. What are the components of
ecosystem?
B.
Motivation
67
How do our organs and systems
work?
C.
D.
E.
Group Activity
1. Pupils brainstorm on how the
different systems in our body
work together.
consolidate their answers in
an essay form.
Discussion
1. Pupils present their answers.
2. The teacher will give credit
to those groups with
elaborated answers.
different function based from
the output of the pupils.
III. Procedures:
A.
Review
1. Who discovered Hubble
Telescope?
2. Describe the Hubble
Telescope?
B. Motivation
Hazy patches of light and clouds
are found in the space between
stars. What do you think are
they?
C.
Generalization
1. Pupils make a concept map
of the different human body
systems.
F. Application
1. How are the different human
body systems work if you are
eating?
IV. Evaluation:
Pupils answer their NAT reviewer
that asked about human body
systems.
V. Assignment:
Choose 3 human body systems.
Draw the different organs that are
involved.
GALAXY
I. Objectives:
1. Name the common galaxies.
2. State that our solar system is a
part of the Milky Way galaxy.
II.
Processes:
Describing
Inferring
Subject Matter:
Reference: Internet
PELC:
Materials:
LCD projector, pictures,
PowerPoint presentation
Concepts:
A galaxy is made up of dust,
gases, and billions of stars and
appears as a hazy patch of light
from a great distance.
The Milky Way, Andromeda, the
Large and Small Magellanic Clouds
are examples of galaxies.
Our solar system is a part of the
Milky Way galaxy.
Activity
1. Pupils do Activity 7.9 Space
Distance.
a. How many dots and bits
of paper did you see from
different distances?
b. Why did the dots and bits
of paper appear as such
from a far distance?
Pupils must observed that the
farther they move from the
board, the closed the dots and
bits of paper appear to one
another until only one shape is
viewed from a far.
D.
Discussion
1. Let the pupils define galaxy.
2. The teacher presents
pictures of galaxy.
3. Pupils describe and compare
the different kinds of
galaxies.
E.
Generalization
1. What are galaxies?
2. How are they classified?
F. Application
1. The teacher shows a picture
of Milky Way.
2 The pupils identify the kind
of galaxy where it belongs.
3. The teacher points out the
solar system belongs to Milky
Way galaxy.
IV. Evaluation:
1. Give examples of spiral galaxy.
2. What makes up a galaxy?
3. How are they classified?
V. Assignment:
Pupils draw the 3 kinds of galaxies
(spiral, elliptical, and irregular) and
let them cite examples of each.
SPACE PROBES
68
I. Objective:
1. Enumerate some space probes
and their missions.
II.
Subject Matter:
Pages: 271-273
PELC:
Materials:
Photographs of some space
probes and their latest
discoveries, PowerPoint
presentation, LCD projector
Concepts:
Several space probes were sent
into outer space to gather
important data about the planets,
their moons, and other heavenly
bodies. Some of these space
probes are as follows: Luna 1,
Viking 1 and 2, Venera 9, Pioneer &
Venus 2, Marinerio, and Voyager 1
and 2. Voyager 1 and 2 took
photographs of Jupiter, Saturn,
Uranus and Neptune.
Processes:
Describing
Enumerating
III. Procedures:
A.
Review
1. How are galaxies classified?
galaxies that you know?
B.
C.
D.
E.
Motivation
in a free-wheeling discussion
what they know about space
explorations made after
1957.
Activity
1. Pupils do Activity 7.12,
Search for Space Probe
Missions.
2. Pupils will just consolidate
their answers.
Discussion
the greatest achievement in
a space exploration in the
landing of man on the moon.
2. Pupils discuss their output.
3. Teacher add inputs about the
missions of the space probes
mentioned in their text.
Generalization
F. Application
1. Why do you think the first
space probes were not sent
to explore Mars?
IV. Evaluation:
Make a table of different space
probes.
Include their missions.
V. Assignment:
1. Find out the latest space probes
sent into space?
2. What are their missions and
findings?
SPACE TRAVEL
I. Objectives:
1. Describe the major problems in
space travel.
II.
Subject Matter:
Pages:
PELC:
Materials:
Pictures of astronaut wearing a
space suit and pictures of space
craft in outer space.
Concepts:
Mans greatest achievement in
space exploration is his landing on
July 19, 1969.
Some problems man met in
space travel include: airlessness,
weightlessness, extreme heat and
radiation, food intake, disposal of
waste, and escape from the Earths
gravity.
Processes:
Identifying
Describing
Inferring
III. Procedures:
A. Review
probes?
2. What are their missions and
findings?
B. Motivation
1. Show a picture of an astronaut
wearing a spacesuit and walking in
outer space.
2. Pupils infer some problems
solved by the spacesuit.
C.
Activity
69
1. Pupils work on Activity 7.13,
Space Achievements.
enumerate the
achievements and
problems man met in space
exploration.
D.
Discussion
1. Pupils check their work as
they brainstorm about the
different achievements and
possible problems
encountered by the
astronauts.
E.
Generalization
1. Pupils consolidate the lesson
they have learned using a
matrix. This includes the
major problems encountered
by astronauts and the
solution to these problems.
F. Application
If the astronauts were not able
to solve these problems, do you
think space exploration have
gone this far?
IV. Evaluation:
significant space problems
encountered by astronauts?
2. How were the astronauts able to
solve some of the significant
problems related to space
travel?
V. Assignment:
1. Find out the detailed structure
of a spacecrafts cabin. Write a
brief description of it.

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GR 6 Lesson Plan in Science and Health

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1

THE CIRCULATORY SYSTEM

II. Subject Matter:

1. What are the 3 major parts of

Topic: The Circulatory System

III. Materials: Poster of the

IV. Lesson Development:

THE CIRCULATORY SYSTEM

IV. Lesson Development:

THE CIRCULATORY SYSTEM

THE CIRCULATORY SYSTEM

1. What are the different kinds of

THE CIRCULATORY SYSTEM

THE NERVOUS SYSTEM

Manila paper for concept

1. It controls voluntary actions,

SPINAL CORD AND NERVE CELLS

FOOD CHAIN AND FOOD WEB

The teacher explains each

OXYGEN-CARBON DIOXIDE CYCLE

OXYGEN-CARBON DIOXIDE CYCLE

II. Subject Matter:

PELC: 1.2 Pages: 96-98

Enumerate the importance of forest

Reporting and Discussion

OXYGEN-CARBON DIOXIDE CYCLE

OXYGEN-CARBON DIOXIDE CYCLE

OXYGEN-CARBON DIOXIDE CYCLE

balance assures the survival of

MATERIALS COMMONLY USED AT

II. Subject Matter:

Reference: Into the Future:

PESTICIDES AND INSECTICIDES

How pesticides are used?

SOAP AND SOLVENT

Egg, salt, container, spoon,

Questions and Observations

1. Pupils open their notebooks

Pupils give example of

2. List more examples of PE from

1. What is electrical energy?

1. Study sound energy. List some

Make a concept map of nuclear

2. Boiling water (beaker)

What causes the alcohol

4.1 Switch on the MP3.

Energy cannot be created nor

Are these forms present in

What do you observe on the

A bicycle moves from rest

MASS AND SHAPE OF AN OBJECT

Crashing Soda Cans/Tin

Friction is present even in

DIFFERENT FORMS OF ENERGY

1. What do you think is the

DIFFERENT FORMS OF ENERGY

DIFFERENT FORMS OF ENERGY

INTERIOR LAYERS OF THE EARTH

Reference: Into the Future

2. Differentiate between active and

INACTIVE AND ACTIVE VOLCANO

1.3. Based from the activity,

ROTATION OF THE EARTH