R
0
Book Record
School:
District:
Division:
Region:
To the Teacher
Write the pupil’s name clearly under the column “Issued to.”
Use the following letters in recording the condition of the book:
A. (New Book)
1
Take Care of Your Book
Dos:
Don’ts:
1. Do not fold the pages.
2. Do not write on the cover or pages.
3. Do not cut out any picture.
4. Never tear or detach any page.
2
For inquiries or feedback, please write or call:
3
INTRODUCTION
The Writers/Conceptualizers
4
ACKNOWLEDGEMENT
Romeo C. Ordoňez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
5
Appreciation is extended to the following consultants/reviewers
for their untiring efforts in sharing their expertise:
Evelyn L. Josue
Science Educ. Specialist IV (Ret.)
UP-NISMED
Diliman, Quezon City
Trinidad M. Lagarto
Senior Educ. Prog. Specialist, Anchorperson
Curriculum Development Division
Bureau of Elementary Education
Marilette R. Almayda
Director III
Bureau of Elementary Education
Marilyn D. Dimaano
Director IV
Bureau of Elementary Education
6
TABLE OF CONTENTS
Page
Title Page i
Book Record for the Teacher ii
Copyright Page iii
How to take care of your Book iv
Introduction v
Acknowledgement vi
UNIT I: Matter
Overview
7
Chapter 4 – Proper Use and Handling of Common Solids, 26-31
Liquids, and Gases at Home and in School
- List of Common Products Found at Home and in School
- Harmful Effects of Common Materials Found
at Home and in School
- Safety Measures in handling Harmful Materials
8
- Classifying Animals according to what they Eat
- Classifying Animals according to their Body Covering
- Classifying Animals according to their Habitat
- Useful Animals
- Importance of Animals according to Use
- Animals that can Harm People
- Proper Ways of Caring Pets
9
Chapter 2 - Electricity 145-151
- Sources of Electricity
- Uses of Electricity
10
UNIT 1: Matter
11
Chapter 1: Solids
This Chapter deals with solid as one of the three states
of matter. It has specific color, size, shape, and texture. The
particles of solids are close together. They move back and
forth but the particles do not change places.
Lesson 1: Characteristics of Solids
Activity 1: What are the characteristics of solids?
Objectives
1. Describe different objects in the school garden
2. Classify the objects based on their characteristics
Materials
Different objects found in the school garden
Procedure
1. Visit the school garden. Collect different solids.
2. List down 10 solids you have collected.
3. Describe the solids based on their characteristics
4. In the chart write the name of solids in their proper
column. Do this in your notebook.
small big rough smooth round square black white
Guide Question
What are the other properties of matter?
12
Lesson 2: Characteristics of Solids according to Color
Activity 2: How do you describe solids according to their
colors?
Objective
Describe solids according to their color
Materials
Pictures and if possible concrete ripe papaya, unripe
papaya, ripe mango, unripe mango, ripe tomato, unripe
tomato, eggplant and charcoal
Procedure
1. Study the pictures of different solids.
2. Write the color of solid in the chart.
Solids Color
Ripe Mango
Unripe Tomato
Ripe Tomato
Unripe Papaya
13
Ripe Papaya
Watermelon
Eggplant
Charcoal
Objective
Identify solids based on their shape
14
Materials
ball, eraser, calamansi, plate, guava, notebook,
triangle (musical instrument)
Procedure
1. Get six objects from the box.
2. Observe the shape of the objects.
3. Write the name of each object below their
corresponding shape.
Objectives
1. Identify solids according to their specific size
2. Measure solids using a ruler
15
Materials
bag containing solids Ruler
Procedure
1. Get the materials inside your bag.
2. Identify solids according to their sizes.
3. Record it in your notebook.
Materials/Solid Size
big small
Objective
Classify solids according to texture.
16
Materials
bag or box containing stone, cotton, sand, banana,
cardboard, sandpaper, rambutan, jackfruit peelings
Procedure
1. Get all the contents of your bag.
2. In your notebook, write the name of each object and
classify according to texture.
Chapter 2: Liquids
This Chapter deals with liquids having mass, how they
flow, how they take the shape of the container, how they
occupy space, the taste and the smell.
17
Objective
Naming different liquids
Materials
different liquids, containers with different shapes
Procedure
1. Go to the school canteen.
2. Ask the canteen staff to show the different liquids
available.
3. Name each liquid.
4. Observe each liquid how they flow , shape of the
container, and the space each occupies.
5. Taste or smell the liquid but with safety precaution.
(Needs teacher’s advice.)
6. Record your observation in your notebook.
Objective
Describe how liquids flow
Materials
condensed milk, soy sauce, vinegar, shampoo, water
oil, 2 spoons, transparent bowl
Procedure
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in the
picture below.
18
3. Scoop a teaspoon of water and a teaspoon of vinegar.
4. Hold two teaspoons with liquids at elbow level.
5. Tip both hands at the same time as shown in the
picture.
19
Objective
Describe how liquids take the shape of the container
Materials
different shapes of container, water
Procedure
1. Describe the 3 shapes of container.
2. Get 3 kinds of liquids.
3. Pour each liquid in each container.
4. In your notebook, record your observation.
Objective
Describe how liquids occupy space.
Materials
stones, water, beaker, rugs
Procedure
1. Prepare the materials.
2. Fill the beaker with water.
3. Put more water in the beaker.
20
4. Observe what happens while adding more water in
the beaker.
5. Put some stones in the beaker with water.
6. Again observe what will happen.
7. Record /draw your observation in your notebook.
Objective
Describe the taste of liquids.
Materials
milk, juice, water, vinegar, hot sauce, softdrinks, wine,
catsup, fish sauce
Procedure
1. Taste each liquid.
2. Describe the taste.
3. Check the corresponding taste of liquid in the chart.
21
In your notebook, answer the following:
1. How did you describe the different taste of liquids?
2. What are the different tastes of liquids?
3. Do all liquids have the same taste?
4. What should we do to avoid being poisened when tasting
liquids?
Lesson 6: Describing Liquid according to Smell
Activity 1: Do liquids have smell?
Objective
Describe the smell of different liquids
Materials
fish sauce, perfume, alcohol, catsup, coke, hand
sanitizer, shampoo, liquid soap
Procedure
1. Prepare the materials. Name the different liquids.
2. Describe the smell of the different liquids. (Do not put the
samples near your nose because some may cause irritation)
3. Record your observation.
Liquid Bad Smell Good / Fragrant Smell
22
Chapter 3: Gases
This Chapter, deals with gases that do not have their
own shape but take the shape of the container; occupy
space, tasteless and odorless. Air is gas. We cannot see it by
our eye but we can feel it. The molecules are far apart from
each other.
Lesson 1: Describing that Gases take the Shape of the
Container
Activity 1: Do gases have shape?
Objective
Describe that gases take the shape of the container
Materials
different shapes of balloons (deflated), string
Procedure
1. Get different shapes of balloons.
2. Blow air into it. Tie it with string.
3. Describe the shape of air in the balloon.
4. Record your observation.
5. Draw the shape of gas in each balloon.
Questions
In your notebook, answer the following:
1. What happened to the balloon as you blew air into it?
2. Did the gas follow the shape of the balloon? Do gases
have shape?
3. What characteristic of gas did the activity show?
4. What is the shape of air container?
5. When can air have a shape?
23
Lesson 2: Describing that Gases Occupy Space
Activity 1: Does gas occupy space?
Objective
Describe that gases occupy space
Materials
tissue, drinking glass, Styrofoam, big bowl filled with full
of water
Procedure
1. Prepare a drinking glass.
2. Place a paper towel at the bottom of a drinking glass
so that it will not fall out when the glass is inverted.
3. Fill a big bowl with water.
4. Hold the glass upside down and quickly plunge it into
the water.
5. Count one to ten while holding the glass underwater.
6. Slowly lift the glass up and out of the water. Be sure to
hold the glass straight upside down.
7. Observe. What happened to the tissue?
8. Do this with a piece of Styrofoam. Place the Styrofoam
in the water. Place your glass upside down over the
styrofoam and push straight down into the water.
24
Lesson 3: Describing that Gases are Odorless and Tasteless
Activity 1:Air is odorless and tasteless
Objective
Infer that air is odorless and tasteless.
Materials
paper fan, balloon, mirror
Procedure
1. Blow your hands. Describe what you feel.
2. Now, blow into the mirror. Describe the air in the mirror.
3. Blow air in the balloon. Describe the air inside.
4. Get a partner, fan each other. Describe the air as to odor
and taste.
Questions
1. What did you feel after blowing your hand? Did you see
the air from your mouth?
2. In three sentences, describe how you felt while fanning
yourself and your partner.
3. Did you see the air inside the balloon? Why?
4. What characteristic of gas were presented in the activity?
25
gases. We should keep everything in its place. Label all
bottles correctly such as chemicals, and other materials.
Materials
paper, pen, Manila paper
Procedure
1. Make a list of common products found in school and at
home. Group them in the table below.
Solid Liquid Gas
Questions
26
1. What are the common materials at home and in
school ?
2.What are the uses of materials at home and in school.
flammable toxic
poison corrosive
27
Here are some examples:
28
Objective
Describe the proper use and handling of harmful
materials.
Materials
Pictures of proper ways of handling materials
Procedure
1. Look at the pictures.
2. Put a on the box if it is a proper ways of handling
materials and put a if it is not.
a. b.
Objective
Tell whether a material is hot or cold.
Materials
Manila paper marker pen, paper, pen
Procedure
30
1
Candle Flame
2
Ice Cream
3
Boiling Water
4
Boiling Soup
5
Iced Tea
31
Questions
1. When do you say that a material is hot?
2. When do you say that a material is cold?
Materials
2 beakers or identical glass containers
Laboratory thermometer
Equal amounts of hot/warm water and tap water
Procedure
1. Look at the laboratory thermometer closely.
2. Observe the markings on the thermometer.
32
4. What is the largest number? Where is it located?
-___ Laboratory
thermometer
__beaker half-filled
with tap water
230C
Sample
temperature
reading
34
12. Half-fill also the other container with hot/warm water.
35
a. What is the temperature of the hot/warm water?
Tap water
Hot/warm water
Question
What will you do if you need hot or cold water at home?
Objectives
1. Measure the temperature of tap water and cold
water using a thermometer.
2. Read the temperature from the thermometer
correctly.
36
3. Compare the temperature of tap water and cold
water.
Materials
2 beakers/ identical glass containers
Laboratory thermometer
Equal amount of cold water and tap water
Ice cubes
Procedure
1. Half- fill the container with tap water.
Caution: Do not
touch the bulb of
the thermometer
and do not let it
touch the bottom
3. Observe the level of the liquid in the thermometer.
of the container.
4. Measure the temperature of tap water. (Read the
markings nearest the level of the liquid in the
thermometer). Record the temperature in table 2.
- What is the temperature of tap water?
(This is the temperature of tap water at room
temperature).
37
23 o C
Sample
thermometer
reading
5. Half-fill also the other container with cold water. (Some ice
cubes may be added to make the
water cold and to remove some
heat from the water.)
38
8. Read the temperature of cold water after 5 minutes.
Record the temperature in table 2 below.
- What is the temperature of cold water?
Questions
Did you notice that as the water becomes hotter, the
bubbles rise? Why do the bubbles rise?
Objective
Describe what happens to a candle wax when it is
heated and when it is cooled.
39
Materials
small piece of candle wax big spoon
matches thick cloth
candle ceramic saucer
Procedure
1. Put a small piece of candle wax in the spoon.
Wrap the handle of the spoon with a thick cloth.
40
Caution: The spoon will become hot.
Handle it with care.
7. Wait for a few minutes until the candle wax cools off.
Observe what happens.
- What happens to the candle wax?
8. Is there a change in the appearance of the candle
wax? In what form does the candle wax changed?
41
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat.
Materials
beaker water marker
Procedure
1. Fill the beaker with 10 ml of
water. Mark the level of water.
42
Lesson 6: What Happens to Water Vapour when cooled?
Activity1: What Happens to Water Vapor when Cooled?
Objective
Describe what happens to water vapor when it is
cooled.
Materials
ice cubes glass jar with lid
tablespoon orange juice
Procedure
1. Hold an empty glass jar with both hands.
- What do you feel?
2. Pour orange juice (more than
half) in the glass jar as shown in the
figure below.
43
- What do you feel?
- Is there air surrounding the jar?
- Is there water vapor surrounding the jar?
- Where did this water vapor come from?
7. Leave the jar on the table for 2 minutes.
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat
Materials
Small piece of naphthalene ball
2 identical colored saucers
Piece of stone
44
Piece of cloth
Procedure
1. Get one piece of naphthalene ball. Place it on a piece
of cloth.
Naphthalene ball
45
6. Place saucer 1 inside the room.
`
8. Observe the naphthalene in saucer 1 and saucer 2
after 10 minutes. Describe what you observed.
- What did you observe?
46
Materials
Glass bottle (with narrow mouth) Balloon
2 small basins Hot water
Cold water
Procedure
47
4.Transfer the bottle to the basin with cold water. Observe it
again after 3 minutes.
48
UNIT 2: Living Things and their Environment
49
Chapter 1: Sense Organs
In this Chapter, the eyes, ears, nose, tongue and skin
are important parts of our body to be discussed. An organ is
a part which does specific work and does different things.
Proper ways of caring our sense organs are important.
Objective
Identify the parts of the eyes.
Materials
mirror or magnifying glass
Procedure
1. Use the mirror to observe your eyes.
What are the parts of your eyes that you can see?
a. b.
c.
f.
g.
d.
h.
e.
Questions
1. Close your eyes. Can you see anything?
2. What are the parts of the eye that you can see if you
look at it using a mirror?
3. Have you ever wondered why two eyes are better
than one?
51
Activity2: “Eye, Care”
Objective
Identify proper ways of caring the eyes
Material
pictures showing proper ways of caring the eyes
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
eyes and put a if it is not. Explain your choice.
3. Write your answer on your paper.
Wearing sunglasses
3. 4. Using goggles when
on a sunny day
swimming
52
Question
How do you protect your eyes?
Objective
Identify the parts of the ears
Material
picture of the enlarged ear
Procedure
1. Read about the parts and function of our ears.
Parts and Function of our Ears
Our ears help us to hear sounds. It has different parts
that work together so we can hear sounds. The outside of
the ear is called the pinna. This is the part that you can
see where the girl’s earring is pierced. The pinna collects
sound and directs it into the ear canal. The ear canal is
like a tube where ear wax is formed. The ear canal directs
the sound into the eardrum located at the end. The
eardrum is like a thin piece of skin stretched tight like a
drum. When sounds reach the eardrum, it shakes or
vibrates. There are three small bones connected behind
the eardrum. These bones are called hammer, anvil, and
2. Based
stirrup. on the
When what you read,
eardrum labelthese
vibrates, the three
parts bones
of the
thatdiagram of the earone
are connected on your
afternotebook. .
another also vibrate. The
cochlea detects the vibration. The cochlea is the snail-like
part which is filled with liquid. When the liquid inside the
cochlea vibrates, it sends messages to our brain through
the auditory nerve to tell us about the sounds we hear.
53
f.
e.
h.
a.
d.
b. c.
g.
Question
What helps you hear when your teacher or your classmate?
Objective
Identify the parts of the ears and their function
Material
picture of the enlarged ear
Procedure
1. Read again the parts and functions of the ear in Activity 3.
54
c. What happens to the three small bones when the
eardrum vibrates?
3. Trace the path of the sound after it enters the pinna. Write
on the box the part of the ear.
pinna
Question
Do you protect your ear? How?
Activity 3: Ear Care
Objective
Communicate clearly proper ways of caring the ears
Material
picture of the enlarged ear
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
ears and put a if it is not. Explain your choice.
55
Inserting sharp
1. Listening to loud music 2.
objects in the ear
Question
Have you ever experienced loud sound?
56
Activity 1: “NOSY NOSE”
Objective
Identify the parts of the nose and its function
Materials
Picture of the nose, hand mirror
Procedure
1. Look at your nose using the mirror. Draw your nose
below.
57
Questions
1. What do you call the two-hole opening of your nose?
Objective
Identify proper ways of caring the nose
Material
picture of the nose
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
nose and put a if it is not. Explain your choice.
58
Using sharp objects to Covering the nose
1. 2.
clean the nose while passing a dusty
road
Objectives
1. Identify the uses of tongue
2. Identify the parts and function of the tongue.
Materials
59
picture of the tongue, hand mirror
Procedure
1. Look at your tongue using a mirror.
Taste buds
Taste buds
60
3. Trace the path of the taste of food after it enters the
mouth. Write on the box the part of the tongue where it
passes.
Food in Brain (tells the
mouth taste of the food)
Question
What helps you taste the food?
Objective
Identify proper ways of caring the tongue
Material
pictures showing different ways of caring the tongue
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of taking
caring of the tongue and put a if it is not. Explain your
choice.
Write your answer on your paper.
Question
Have you ever experienced pain on your tongue?
What did you do?
Activity 1: My Skin
Objectives
1. Identify the parts of the skin
2. Identify the function of the skin
Materials
picture or your skin/Magnifying glass
Procedure
62
1. Look at the skin of your arm. Use the magnifying lens to
observe it closely.
63
Touch, pain, pressure and temperature are sensed by the
nerve endings in the skin. The nerves send messages to the
brain which interprets the message and we feel the objects.
Question
Observe your body in a mirror. What covers your body from
the tip of your head to the sole of your feet?
Objective
Identify proper ways of caring the skin
Material
64
Different pictures of the skin showing the proper ways of
caring the skin
Procedure
Look at the pictures below.
Put a on the box if it shows a proper way of taking
caring of the skin and put a if it is not. Explain your
answer.
Question
Do you practice personal hygiene?
Chapter 2: Animals
65
This Chapter deals with animals that can be found
anywhere. They have body parts and functions. They live in
different habitats/places. Some of them grow and develop.
Not all animals are useful. Some of them are harmful to
humans but can be controlled. There are many ways of
caring our animals
Objective
Name animals around you
Material
pictures or video of animals
Procedure
A. Animals Around Me
1. Look at each picture below.
2. On your paper, write the name of the following
animals.
a. b.
66
c. d.
c d
e. f.
67
h i.
j. k.
Question
What are other animals can you name around you?
Objective
Describe the parts of some animals shown in the video
Material
68
pictures/video of animals
Procedure
1. Look at the picture of the frog. Identify the numbered
parts
69
5. Look at the picture of the bird. Identify the numbered
parts.
6. Write your answers on a piece of paper.
Question
Were the parts of animals clearly shown in the video?
Objectives
1. Describe how animals move;
2. Identify the body parts that enable animals to move.
Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm
fish spider
snail chick or duckling
70
Procedure
1. Bring some live animals to class or go to the school
science garden or pond.
2. Observe how the animals move.
3. Observe the body part/s that each animal use/s to move
from place to place.
4. Supply the table below with the correct answers. Do this
on a separate paper.
Question
Why animals have different habitats?
Objectives
1. Infer how some animals move based on their
common body parts; and
2. Group animals according to how they move.
Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm
71
fish spider
snail chick or duckling
Procedure
1. Look at the animals below.
2. On your paper answer the following questions.
Snail Honeybee
Caterpillar
72
Movements made by several animals
Questions
1. Describe how animals move?
2. How do they differ from other animals?
Objective
Infer the body parts used by animals for eating /getting
food.
Material
video of animals
Procedure
1. Look at the picture of some animals below. On your
paper, write your answers on how they get/eat food.
73
frog grasshopper
chicken dog
74
2. Get a picture of the mouth parts of the four animals
from your teacher.
3. Observe the mouth parts carefully.
a. Can a chicken eat the corn if its mouth is shaped like
the mouth of a dog?
_________________________________
b. Can a frog catch a fly if it has a beak like that of the
chicken?
___________________________________________
c. How do animals differ in the way they get or eat their
food?
___________________________________________________
___________________________________________________
___________________________________________________
Question
How do animals get /eat their food
Objectives
1. Infer what animals eat based on their mouth parts
and body parts.
2. Classify animals according to what they eat.
Material
picture of different animals eating food
Procedure
1. Identify the kind of food that each animal eats. Write also
the body part/s that they use in getting and eating their
food.
75
Goat eats Pig eats
___________________. _____________________.
Body part used in getting Body part used in getting and
and eating food: eating food: ________________
________________
76
2. Group each animal as plant-eaters, meat-eaters, or
variety- eaters by writing the names of the animal under
the proper column.
Animals and the food they eat
Animals and the Food they Eat
Plant eater Meat Eater Plant & Meat
Eater
Question
What do you call animals that plant eaters, meat eaters or
both?
Objectives
1. Describe the body covering of animals
2. Group animals according to their body coverings.
Materials
colored pictures of: dog, cat, frog, duck, and lizard
77
Procedure
1. Look at the pictures below. On your paper describe the
body covering of the animals.
78
a. What other animal has a similar body covering to
a dog? _______________
b. What other animal has a similar body covering to
a duck? _______________
c. What other animal has a similar body covering to
a shrimp? ________________
Question
Why do animals have body covering?
Objectives
1. Relate the animals’ body covering to where they live.
2. Group animals according to where they live.
Material
Pictures of animals
79
Procedure
1. Look at the animals below.
Whale Tur
80
Question
Why do animals live in different places?
Objectives
1. Explain why animals are important to people
2. Group animals according to what people get from
them or how they can extend help to people.
Materials
pictures of useful animals
Procedure
1. With the help of the internet and books, what are the uses
of the following animals to people?
carabao horse frog goat
cow mudfish sheep tilapia
81
Question
What are other uses of animals aside from food,
transport, and raw material for shoes and bags?
Objective
Identify animals that can harm people
Material
pictures of harmful animals
Procedure
1. From what you learned from reading, watching television,
or from your family members:
a. What animals can make people sick?
b. What kind of sickness is this?
82
Question
What should you do to avoid harmful animals?
Objective
Communicate to care for pets.
Materials
video clips about caring for pets
Procedure
1. Do you have a pet at home? What animal is it?
_____________________
2. Look for classmates who have the same pet as yours and
form a group.
3. In your group, discuss how you care for your pet. List down
4 things that you do to care for the animal in your Science
activity notebook.
a. ___________________________________________________
b. ___________________________________________________
c. ___________________________________________________
d. ___________________________________________________
83
Ask the “animal expert” if your group is giving the proper
care for the animal. Ask them why these things are
important. Write your answers on the table below.
2. Write a short letter to your friend about your pet and how
you take care of it. If you do not have a pet at home,
think of the animal you want to have as a pet.
Question
Why should you observe safety measures while caring your
pet?
Chapter 3: Plants
This Chapter deals with plants. We are surrounded by
plants as living things. They have important parts such as
roots, leaves, stems, fruits, and flowers. We will observe plants
in the environment, naming, and knowing their uses to other
living things. There are many ways of caring our plants which
will be discussed also in this Chapter.
84
Lesson 1: Naming Plants and Parts
Activity 1: Plants Around You
Objectives
1. Identify some plants in the garden
2. Describe the parts of a plant
Materials
plants in the garden
Procedure
85
3. Look at the plants in the school garden.
a. Do all the plants in the garden have all the plant parts
that the tomato plant has?
2.
3.
86
Lesson 2: Same plant parts, different plants
Activity 1: “No two plants are alike or similar”
Objective
Compare the plant parts of different plants
Materials
plants in the garden
Procedure
1. Choose two different kinds of plants in the school garden.
They should be mature plants.
87
4. Observe the shape, color, and edges of the leaves. Draw
the shape of one leaf in the table below. Color the leaf
according to the colors you observed.
Flower
Name of the
plant Does it Does it grow in
Color
grow singly? groups/cluster?
Question
Why do we need to observe the different parts of the
plants?
88
Lesson 3: Functions of the different Parts of the Plant
Activity 1: Different plant parts have different works
Objective
Infer the function of different plant parts
Material
picture of a banana plant or live plant
Procedure
1. Look at the banana plant in the garden, backyard of your
school or at the picture
2. On your paper, answer the following questions:
leaves
fruit
flower
trunk
root
89
a. What part of the banana plant holds it firmly to the
ground?
b. What part of the banana plant makes it stand upright?
c. What part of the banana plant makes its food?
d. What part of the banana plant develops into a fruit?
e. What part of the banana plant absorbs the water and
nutrients from the soil?
f. What part of the banana plant carries the water and
minerals from the roots to the other parts?
Objectives
1. Identify things that come from or are made from
plants
2. Identify the different uses of plants
Materials
real objects or pictures of plants plate, mango, eggs,
metal, coconut, paper, wood chair, cotton salt
Procedure
1. Put a check mark [] on your paper if the object came
from or was made from plants. Put a cross mark [X] when
it did not come from or was not made from plants.
90
5. coconut 6. paper
4. metal
oil
potpot
Objectives
1. Identify plants that are harmful.
2. Infer that some plants can be both useful and
harmful.
91
Materials
pictures of harmful and not harmful plants
Procedure
1. Interview your parents, other people at home, or
neighbors.
a. What are some of the plants that are harmful? Why are
they harmful?
Question
Do you know of any plant which is useful and harmful?
92
Lesson 6: Proper Ways of Caring Plants
Activity 1: “We care plants”
Objectives
1. Infer how to care for plants
2. Cite ways of caring for plants
Material
Video clip of proper ways of caring plants
Procedure
1. Look closely at each
picture.
93
e. What is the girl doing with
the plant?
Question
How do you care plants at home or in school?
94
Lesson 6: Characteristics of living and nonliving things
Activity 1: The living and nonliving things
Objectives
1. Identify characteristics of living and nonliving things.
2. Identify the difference between living and nonliving
things.
3. Classify things as to living or nonliving.
Materials
pictures of living things
Procedure
1. Look at the pictures.
2. Tell their characteristics by answering the question in
each column with YES or NO.
3. On your paper, write your answers.
95
Rock
96
Do this on your paper
Question
What are the differences between living and nonliving
things?
Lesson 2: Comparing Living Things from Non Living
Objective
Compare living thing from non living.
Material
Pictures or real different living and nonliving things
97
Procedure
1. Look at the pictures.
2. Put a check (/) mark on your paper if it is living and
cross (x) if it is nonliving.
Question
Do you see around you things which are living and non
living?
98
Chapter 4: Heredity: Inheritance
and Variation
In this Chapter, it deals with animals and plants
produce of the same kind. Some physical traits are common
or shared among a certain group of humans.
Objective
Infer that animals produce animals of the same kind
Material
pictures of animals with their babies /video clips of animals
with their babies
Procedure
1.Name the animals shown below.
2.Match the animal on the left with its young .
3, On your paper, write the letter of your answer.
____ 1. a.
____ 2.
b
____ 3. c.
99
______ 4. d.
Animal A Animal B
Question
Is animal A, the young of animal B? Why?
Objective
Infer that some physical traits are common or shared
among a certain group of people (i.e., ethnicity).
Material
picture of ethnic group
100
Procedure
1. The picture below shows several Filipino kids.
101
d. Can you give example of other group of people
having the same physical traits?
Objective
Infer that some physical traits are shared within the
same group of animals.
Material
Illustrations of different breed of dogs
Procedure
Look at the drawings of different kinds of dogs below.
Question
On your paper, write three physical characteristics/traits of
animal
102
Lesson 2: Plants Reproduction and Heredity
Activity 1: Growing plants from seeds
Objective
Infer that plants produce plants of the same kind.
Material
Mongo seeds, 3 wooden boxes/3 cans
Procedure
Part A
What will happen if you plant a mongo seed in soil? Draw
your prediction in Box A.
103
Activity 2: Growing plants from other plant parts
Objective
Infer that plants produce plants of the same kind.
Material
katakataka plant
Procedure
1. Observe a mature leaf in the katakataka plant. Take note
of the leaf margin/edge.
Katakataka plant
104
c. Does it look similar to the “parent” katakataka plant?
Why do you say so?
3. Look at the drawing of an Agave plant.
Question
Are there any plants other than katakataka which grow from
other plant parts?
Chapter 5: Ecosystem
Activity 1: The Basic Needs of Humans, Animals and Plants
Activity 1: Basic Needs of Humans, Animals and Plants
In this Chapter, activities on the combined physical
and biological components of an environment are discussed
and that is Ecosystem. The basic needs of humans, animals
and plants are identified, the relationship of living things in an
ecosystem, things we need from the environment and the
protection and conservation of our environment.
Lesson 1: Basic Needs of Humans, Animals and Plants
Activity 1: “What do we need for survival?”
105
Objective
Identify the basic needs of humans, animals and plants.
Material
pictures/video clips of the basic needs of humans,
animals and plants
Procedure
1. Put a [] if people, animals, and plants needs the
following in the table below:
Needs People Animals Plants Activity
Food eating
Water drinking
Air breathing
Habitat Place
where they
live
Clothing/covering Movement
106
e. Do humans, animals and plants live in the same
or different habitats? Can we find these
habitats in the same environment?
Question
Are there other things human needs?
Objectives
1. Identify the needs of living things that are provided
by the environment.
2. Explain how living things depend on the environment
to meet their basic needs.
Materials
Sun headband, Rain headband, Plant headbands
Rice plant, Animal headbands, Caterpillar, Bird (rice
bird and chicken), Colored strips of construction paper
Procedure
1. Your teacher to give you a printout.
2. Color your printout. After you have colored your printout,
cut out your picture and attach it to colored strips of
construction paper.
3. Your teacher will help you cut the strips to fit your head
and staple the two ends together.
4. Put on your headband and sit together in groups
according to your organism.
5. The rice group will stay in front, followed by caterpillar and
bird.
6. Listen to the instructions of your teacher.
107
6.1 Your teacher is the sun. The teacher will face the pupils
with the rice plant headbands and will say “I am the
sun. I help the plants grow.”
6.2 The pupils with the rain headbands will stand and water
the rice plants by making rain movement through their
hands and fingers. They will face the pupils with the rice
plant headbands and say “We are the rain. We bring
water to plants. Water helps the plants grow.”
6.3 The pupils with the rice headband will imagine that
they are growing and will stand. They will wave their cut
outs of palay grains. They will say “We need the sun
and we need the water from the rain. Sun and water
help us grow.”
6.4 The pupils with the caterpillar headband will stand and
say “We are very hungry. We need to eat. We will eat
the rice plants.” They will approach the rice plants and
will make eating movements.
6.5 The pupils with the bird headbands will stand and say
“We are very hungry. We need to eat. We will eat the
rice plants. We will eat the caterpillars.” They will
approach the rice plants and caterpillars and will make
eating movements.
6.6 The pupils representing people will stand and say “We
are very hungry. We need to eat. We will eat the rice
plants. We will eat the chicken.” They will approach the
rice plants and chicken and will make eating
movements.
7. Answer the following questions:
a. What things does the environment give to people,
animals and plants?
108
b. What will happen to humans, animals and plants if
there is no sunlight?
c. What would happen to people, animals and plants if
there is no water?
d. What would happen to people, animals and plants if
there were no plants?
e. What would happen if the environment could no
longer give the needs of people, animals and
plants?
Objective
Explain why there is a need to protect and
conserve the environment.
Material
picture of environment
Procedure
1. Look at the picture below.
2. List down things that could cause harm to animals and
plants.
3. Answer the following questions on your paper.
a. What are the things that people do that harm animals
and plants?
b. What will happen if we continue to cut a lot of trees?
c. What will happen if we will not take care of the air we
breathe?
d. What will happen if we will not take care of the soil?
e. What will happen if we will not take care of our water
supply and other bodies of water?
109
Questions
110
UNIT 3: Force, Motion and Energy
111
Chapter 1: Moving Objects
This Chapter deals with different ways in which we
describe ways of moving objects. Two ways to make objects
move can be by pushing, pulling, using a reference point or
a reference object is emphasized to give the accurate or
precise location of the object. Water moves object. Magnet
has two poles of which unlike poles attract each other while
like poles repel each other. When a force is applied to an
object, the object can move fast or slow, forward or
backward, and stretched or compressed.
Objective
Describe the position of an object relative to another object.
Material
Real objects such as table, cabinet, ball, door, balloons
Procedure
1. Write the correct word that describes the position of the
object or animal or person in each picture. Choose from
the list of words in the box. Do this in your notebook.
112
a. The book is on _____________ of
the ___________.
113
Activity 2: How do you know that an object has moved?
Objective
Describe the location of an object after it has moved
Materials
meter stick toy car
Procedure
1. Using a chalk, draw a line on one side of the table. Label
this line as “start.”
2. Put the toy car behind the line as shown below.
start
meter
stick
114
a. What is the location of the car before it was pushed?
b. How far did the toy car move?
c. What is the location of your toy car after pushing it?
d. What is the reference point/object that tells you that
the toy car moved?
Question
Can you move an object without pushing it?
Objective
Describe the different ways to move objects
Materials
Assorted objects (examples: eraser, pencil, notebook,
key, coin)
Procedure
1. Get five small objects from your bag. Put them on the
table.
115
2.
3.
4.
5.
Question
What are the different ways of moving objects?
Procedure
1. Make a wind wheel. Look at the procedure below on how
to make a wind wheel.
-Holding only the handle, make your wind wheel spin. Try
different ways.
- What are the different ways of making your wind wheel
spin?
a. What made the wind wheel spin?
116
2. Look around your room.
b. What other objects can be moved by the wind?
Question
What are the different ways of making wind wheel?
Procedure
1. Make a paper boat. Look at the procedure below on
how to make a paper boat.
117
2. Holding your paper boat, make it float and move in a big
basin of water. Try different ways and write them on your
notebook.
a. What are the different ways of making your paper boat
move on water?
b. What makes the paper boat move?
Objectives
1. Describe how a magnet can move objects
2. Identify objects that can be moved by a magnet
Materials
Paperclip (metal), magnet, cardboard (about 15 cm x
15 cm) assorted objects (hair pin, small nails, round
fastener, eraser, crayon, bottle caps)
Procedure
1. Place a paperclip on top of a cardboard.
118
4. On your notebook, copy the table and write the objects
you placed on the cardboard in column A and answer
the question in column B.
A B
Object Did the object move?
paperclip Yes
Objectives
1. Identify the poles of a magnet
2. Infer that a magnet has two poles
3. State that like poles repel; unlike poles attract
4. Infer that the strength of the magnet is stronger at
the poles
Materials
Paperclips (metal) magnets
119
Procedure
Place a bar magnet on a box filled with paperclips.
Objectives
1. Describe different ways of moving a toy car.
2. Identify objects or materials that can move a toy
car.
Materials
Toy cars Magnets Fan
Procedure
1. Each group will have one car for each race. (The cars
were prepared beforehand.)
120
2. There are four races.
Race 1: One pupil from each group will push the car from
the starting line to the finish line. The first car to cross the
finish line wins.
Race 2: One pupil from each group will pull the car from
the starting line to the finish line. The first car to cross the
finish line wins.
Race 3: One pupil from each group will fan the car to
move it from the starting line to the finish line. The first car
to cross the finish line wins.
Race 4: A magnet will be attached to the toy car. One
student from each group will use a magnet to push the
car by placing the magnet attached on the car. The
magnets should not stick together. The first car to cross the
finish line wins.
a. How were you able to make the toy car move? List
them all below.
b. Do you have toy car at home? Did you try playing with
it? How did you find it?
Objectives
1. Describe the movement of an object as fast or slow
2. Describe the movement of an object as forward or
backward.
Materials
2 toy cars
Procedure
1. Label the toy cars as “1” and “2”.
2. Mark a starting line on the floor.
121
3. Put the two cars behind the starting line.
4. Measure 1 meter from the starting line. Draw a line.
starting line 1-m line
5. At the same time, lightly push one toy car and the
other toy car harder. Observe them. In your notebook,
write your observations.
Objectives
1. Describe the act of stretching and compressing
objects
2. Name objects that can be stretched or compressed
122
Materials
garter rubber bands
Procedure
1. Each member of the group should have one rubber
band. Each should have a different color.
123
5. Make the garter shorter.
a. How did you make the garter shorter?
b. What other objects can be compressed? Name two.
c. Do you play Chinese garter? How do you make it
longer and shorter?
Objectives
Identify sources of light
Classify sources of light into natural and artificial
Materials
flash light, candle, bulb, pictures of lighted charcoal,
sun, moon
Procedure
1. The pictures below show different things that give off
light.
2. Write the name of these things that give off light in your
notebook.
124
a. b.
c. d.
e. f.
3. Name other things that give off light aside from the
things presented. Write them down in your notebook.
Question
What is the difference between natural light from artificial
light?
125
Activity 2: Uses of Light
Objective
Identify uses of light
Materials
Tennis racket, shuttlecock, net
Procedure
126
d. What is the boy doing?
e. Why is he able to read the book?
f. What is the source of light that let him see the book?
Question
Is there any other source of light?
Objective
Identify other uses of light
Materials
Different plants, pictures of traffic light, light house
Procedure
1. Look at the pictures and answer the questions in your
notebook.
a. Why is sunlight
important to
plant?
127
c. Why is a
lighthouse
important?
Objective
Identify the proper ways of using light
Material
Sunglass, umbrella
Procedure
1. Look at the pictures below.
2. Put a on the box if it is a good practice and put a if it
is not. Do this in your notebook.
128
Reading in the dark Using umbrella
Question
How do you feel wearing sunglass during summertime?
What is the use of this?
Activity 5: Sources of Heat
Objective
Identify things that give off heat
Materials
sun, boiling kettle under the gas burner, electric toaster,
lighted charcoal, etc.
Procedure
1. The pictures below show different things that give off heat.
2.Write the name of these things that give off heat in your
notebook.
a. b.
129
c. d.
e. f.
Question
Do you have appliances at home? Name them.
Objective
Describe uses of heat.
Material
Pictures of uses of heat
Procedure
Look at the pictures. Describe how heat is used in each
picture. Write your answer in your notebook.
130
Activity How is heat
Source of heat
used
a.
b.
c.
131
d.
e.
solar panel
Question
What are the other uses of heat?
Objective
Identify the proper ways of handling hot objects.
Materials
Gloves, pictures of hot food, gas flame,
kettle with boiling water
132
Procedure
Look at the pictures below.
1. Put a on the box if it is a good practice and put a if it
is not. Do this in your notebook.
a. b.
c. d.
133
Chapter 3: Sounds
This Chapter deals with the sources of sounds, ways of
producing sounds, and appreciating the importance of
sounds.
Objective
Identify sources of sounds.
Materials
pictures of objects having various sounds
Procedure
Sit quietly and listen to the sounds around you. In the table
below, list all the sounds you hear. Write the sounds heard
and objects that produce the sound in your notebook.
134
Question
Have you experience hearing different sounds like music,
blowing of horn, voice of your classmates and sounds of
different animals?
Objective
Describe ways of producing sound.
Materials
maracas guitar drum/box whistle
Procedure
1. Make the drum, guitar, maracas and whistle produce
sound.
maracas
drum
135
guitar
Question
Can you play other musical instrument aside from the one
presented? How?
Objectives
1. Make an improvised kazoo; and
2. Describe how sound is produced using a kazoo
Materials
cardboard or tube from tissue paper
paper waxed paper
rubber band a sharp pointed object
Procedure
1. Place a small square piece of waxed paper on the end of
the cardboard tube. Secure it tightly with a rubber band.
Poke a hole through the tube with a sharp object.
2. Hum through the kazoo. Feel the end of the kazoo with
your fingertips.
136
Question
Did you find fun blowing your Kazoo? Why?
Objectives
1. Describe uses of sounds; and
2. Appreciate the importance of sound.
Materials
Pictures of ambulance vehicle, fire truck, church with bell,
Real alarm clock, doorbell.
Procedure
1. Look at the pictures. Describe the use of sound in each
picture. Do this in your notebook.
Question
Do you know of other things aside from the activity
presented having sounds with importance?
138
Chapter 4: Electricity
This Chapter deals with the sources of electricity, uses or
importance in our lives and the safety measures on how to
use electricity.
Objective
Classify objects that operate using battery or when
plugged in electrical outlet.
Materials
computer, electric fan, television set in school
cellphone, toy car, flashlight, radio
Procedure
1. Look at the pictures. Classify them into objects that
operate using battery, when plugged in an electrical
socket or both. Do this in your notebook.
139
flashlight
television
toy car
electric oven
radio
Question
Do you have appliances at home which are operated
both with battery and electricity? How do you use
them?
Objective
Describe the uses of electricity.
140
Materials
electric stove, electric kettle, electric fan,
television, cellphone, toy car
Procedure
1.The pictures show some objects that use electricity. Use the
words in the box to complete the sentences. Do this in your
notebook.
cook boil cool
light move sound
entertainment communication
a. Electricity is used in an
electric stove to ________
food.
b. Electricity is used in an
electric kettle to ________
water.
c.
Electricity is used in an
electric fan to ________ us.
d.
Electricity is used in a
television to give us ______.
141
e. Electricity is used in mobile
phones for ___________.
f. Electricity is used in
refrigerator to _____ food.
142
Question
What are the other household appliances you have at
home? Name their uses.
Objective
Identify the proper use of electricity and other
electrical devices.
Material
Actual Electrical outlet and electric fan in school
Procedure
1.Look at the pictures below.
2.Put a on the box if it is a proper use of electricity or
electrical devices and put a if it is not. Do this in your
notebook.
143
Removing plug of Inserting too many devices
electrical devices when into one extension cord
not in use
Questions
Do you have extension outlet at home or in school?
How do you use it?
144
UNIT 4-Earth and Space
145
Chapter 1
This Chapter deals with the study of the surroundings
and the things that make it up: living things, different bodies
of water and landforms.
Objective
Naming different things around you.
Material
Magic square chart
Procedure
1. Study the Magic Square Chart.
2. Think about your surroundings.
3. Write your ideas inside each square.
146
SURROUNDINGS
YOU
Place
Where You
Live
FOOD
RIVER, LAKES , HILLS , Plants and animals
MOUNTAINS
SURROUNDINGS
147
Activity 2: Take a Tour Around
Objective
Describe things in the surroundings.
Material
None (just go around, in and out of the classroom)
Procedure
1. Fall in line and go outside the room quietly.
Place #1.
Place #2.
Place #3
Place #4.
Questions
1. What were the places you visited?
148
2. What did you see in these places? Describe what you
saw.
3. Are these things important in an environment of the
school? of the community? Why?
4. Why should you keep our surroundings clean and
orderly?
5. How do you keep your school environment a safe
place to study?
Objectives
1. Name things found in the garden.
2. Group things as to living or non-living thing.
Materials
Paper Pencil and crayons Magnifying lens (if available)
Procedure
1. Take a walk in the school garden e.g. flower garden,
vegetable garden, herbal garden. Pair with a friend.
2. Observe the following measure while in the garden:
a. Avoid touching plants. Some may have spines or
thorns.
b. Refrain from smelling different flowers. It might cause
discomfort or cause allergy.
c. work with your buddy. Stay together at all times.
3. Observe the things that you see around. You can use the
magnifying lens to have a closer look at small objects.
4. Answer the guide questions in your notebook
149
Questions
1. What are the living and non-living things in the garden?
Living things: Non – living things:
2. How many kinds of plants did you see? What are they?
3. How many kinds of animals did you see? What are
they?
4. Complete the table below.
Living Things Non Living Things
150
Activity 4: Bodies of Water in your Community
Objectives
1. Describe the bodies of water.
2. Infer that plants and animals are present around and
in the bodies of water.
Materials
photocopy of two bodies of water
crayon or water color, clear tape, cardboard , pair of
scissors
Procedure
1. Group yourselves into 5. Have a photocopy of the bodies
of water.
2. Using crayons or water color, color the illustrations and cut
the paper following the broken lines.
151
Guide Questions
1. Do you have a similar body of water in your
community? Describe it.
2. Do you use the water for a particular purpose?
Describe the use.
3. Is the body of water important ?
152
Activity 5: The Landforms
Objectives
1. Describe landforms.
2. Make a poster board presentation.
Materials
landform pictures, pair of scissors,
glue or paste, crayons, pencil,
Procedure
1. Group yourselves into 5. Have a photocopy of the
landforms.
2. Match a landform picture with its description in your
notebook. Cut out the landform pictures. Glue each
landform next to its description. Make a poster board for
this activity.
153
mountain
valley
154
2. Are there landforms in your community? Pick out a
picture of a land form from the list which is similar to
where you live. Tell something about your
community. Do this in your notebook.
Chapter 2: Weather
Chapter 2 on weather deals with types of weather,
appearance of the sky, weather changes and its effects to
people, animals and plants. It also deals with precautionary
measures on different weather conditions and preparation
of improvised weather instrument.
Objectives
1. Describe the weather for the day.
2. Draw the clouds seen in the sky.
3. Describe the appearance of the clouds.
Materials
weather watcher card coloring markers, crayons, pens
KWL Chart,
Procedure
2. Look around you and at the sky above. Observe the day’s
weather. Write the following in your notebook.
a. Is it sunny?
155
b. Is it rainy?
c. Is it windy?
d. Is it stormy?
4. Draw some of the objects that you see in the sky. Use
coloring pencils or pens for your drawing. Do this in your
notebook.
5. Complete the table below. Do this in your notebook.
Objectives
1. Describe the different clouds in the sky.
2. Show a four-day weather condition and the type of
cloud each day.
Materials
weather chart, coloring pencils, or pens, cotton balls,
glitters for lighting and rain paper and pair of scissors glue
156
Procedure
1. Observe the clouds in the sky every morning and every
afternoon for four consecutive days. Record your
observations in your notebook.
Questions
1.Does the cloud change every day?
2.Write one or two sentences about what you have
learned in this activity.
Use the guide below for the types of clouds.
157
i. Cirrus clouds are thin and wispy
158
Question
What is the weather today?
Objectives
1. Make a simple weather instrument.
2. Describe the uses of the instrument.
Materials
Set A: wooden sticks, strip of paper, glue
Set B: cardboard, wooden sticks, glue
Procedure
For Set A. Making a Wind Vane
1. Cut a strip of paper longer than the length of the
stick.
2. Glue strip of paper to one end of the stick.
3. Place your improvised weather tool in an open
space.
4. Observe how it works. Draw the weather instrument
in your notebook.
5. Show to the class how your instrument works.
For Set B. Making another Model of a Wind Vane
6. Get a thick cardboard.
7. Cut two arrows of the same size. Make the tails
bigger than the arrow heads.
8. Put a stick between two arrows. Staple or paste
them together.
159
Illustration here
160
Table 2. Movement and direction of the wind
Location A Time
After 5 After 10 After 15
min. min. min.
Strip of paper does
not move
Strip of paper sways
Strip of paper makes
sound
Location B
161
Activity 4: Does Weather Change?
Objectives
1. Tell how cold or hot the air is.
2. Compare the temperature of air in different places.
3. Describe the speed and direction of the wind.
Materials
SET A: 2 thermometers and crochet thread or thin rope
SET B: Improvised wind vane weather chart
Timer
Procedure
A. Temperature of air in a room
1. Take two thermometers.
2. Tie one thermometer (A) tightly to a strong support
inside the room. You can tie it to a nail on the wall or
a window grill. Just make sure that you hang the
thermometer in a place where you can easily read
the temperature.
Thermometer A Thermometer B
162
1. Tie the other thermometer (B) to a shady area
outside the room. You can tie it to a branch of a tree
that is not directly under the sun’s heat.
2. Two students will read thermometer A, Another two
students will read thermometer B. That will be the
initial temperature of air inside and outside the room.
3. Continue taking the temperature readings every 10
minutes until you reach 60 minutes.
Questions
a. Inside the room: What is the highest temperature
recorded? Lowest temperature recorded?
b. Outside the room: What is the highest temperature
recorded? Lowest temperature recorded?
c. Are there changes in the temperature readings
inside the room? How about outside the room?
163
d. Where were the temperature changes greater,
inside or outside the room?
e. What do these changes in the temperature mean?
f. In which area was the air cooler, inside the room or
outside the room?
Objectives
1. Describe how the wind moves within the day.
2. Tell how hot or cold is the place you are staying in.
3. Identify the elements of weather involved
Materials
weather Chart improvised wind vane
thermometer string or thin rope
Procedure
1. Observe whether the day is sunny, windy, rainy, or
stormy.
2. Go outside the room with your teacher and group
mates. Find an area where you will place your
improvised wind vane.
3. Observe the instrument for ten (10) minutes. The
following questions can help you with your
observations:
A. Is the paper moving? Is it moving slowly,
moderately, or fast?
B. What does the movement of the paper mean?
C. What is the direction of the wind?
164
4. Record your observations and answers to questions A,
B, and C in the Table 1.
165
In which place is air cooler, inside the room or outside
the room?
Weather Condition
Sunny /Fair
Rainy
Windy
Stormy
Clouds
Clear
Partly cloudy
Cloudy
Type of Cloud
Cirrus
Cumulus
Stratus
Type of Cloud
Cirrus
Cumulus
Stratus
166
Activity 6: Weather Reporter
Objectives
1. Make a weather bulletin for a week.
2. Report orally the weather for the week.
Materials
weather charts thermometer
Procedure
1. Use the weather chart in activity 5.
2. Make a simple weather bulletin using the table
below.
WEATHER
____________________________________
____________________________________
____________________________________
Temperature: _______________
Question
Have you ever interviewed a weather forecaster? What
have you learned from him/her?
167
Activity 7: Weather Collage
Objectives
1. Describe how weather affects people, plants
and animals
2. Make a collage showing the effects of weather
on people, plants and animals
Materials
cut out pictures showing different activities of people
paste or glue coloring pen/pencils
cartolina for each group
Procedure
1. Talk with your group mates. Think about the good
and bad effects of the different kinds of weather
on people, plants, and animals. Write the results of
your discussion in your notebook following the table
below.
2. Make a poster showing these effects of weather on
people, plants and animals. See Table 1.
168
A. What kind of weather brings good effects on
a) people? Why?
b) animals? Why?
c) plants? Why?
Materials
Clothes and things used in different weather
conditions, Activity notebook.
Procedure
1. Draw one activity you need to do for each
weather condition. Do this in your notebook.
169
Things I like to Things I should not do
do (Draw) or be careful of the
things I do
Windy Day
Stormy Day
Objective
Describe the objects seen in the sky.
Materials
Graphic organizers
Procedure
Write what you see in the sky during day time and night
time. Copy the model below in your Activity notebook.
Then, answer the questions that follow.
170
Graphic Organizer 1: Objects seen in the sky at night.
Sky at
night
Sky at day
171
Activity 2: Sizes of objects seen in the Sky
Objective
Relate the different sizes of objects seen at night and
day
Materials
small ball; 2 big balls; ruler or meter stick
Procedure:
Set-up A
1. Get 1 small ball and 1 big ball. The balls should be of
the same kind.
2. Put the big ball 4 meters away from the small ball.
(Figure1)
172
4m
Figure 1.
Set-up B
1. Get 2 big balls. Place them 4 meters apart on table.
2. Position yourself infront of the 1st ball, then look at the
two balls at eye level. Observe their sizes.
Set-up C
1. Reverse the set-up in B.
2. Place the big ball 1 meter away from you. Place the
small ball 4 meters away from the big ball.
3. Position yourself infront of the big ball and look at the
balls at eye level.
Questions
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls
appeared bigger? Or smaller?
c. How did the big ball appear in set-up C? the small ball?
173
Activity 3: Brightness and Dimness of Objects seen in the Sky
Objective
Describe the brightness and dimness of objects
seen in the sky.
Materials
3 candles of the same size and kind; match; long
table
Procedure
1. Place three candles 3 meters away from each on a
long table.
2. Stand about a foot away from the first candle and
observe the brightness of the three candles at an eye
level.
3. Record your observations in your notebook.
Questions
Write your answer in your notebook.
a. Which candle looked bigger and brighter?
b. Which candle looked smaller and dimmer?
c. How would you relate the distance between the 3
candles to their brightness or dimness?
174
Activity 4: Position of the Sun at Different Times of the Day
Objective
Make observations of the position of the sun at different
times of the day
Material
Flashlight
Procedure
Questions
a. In the morning, what is the position of the sun?
b. At noontime, where is the sun?
c. In the afternoon, where can you find the sun?
175
Activity 5: Harmful Effects of Sun’s Heat to People
Objective
Make observations of the effects of the sun to
people
Materials
alcohol burner, eggplant, tomato, kitchen tong,
Procedure
1. Light the burner.
2. Hold the eggplant with a kitchen tong near the fire for
three minutes. (Fig.1)
3. Repeat the procedure for the tomato. Use the kitchen
tong.
4. Observe the skin of the eggplant and tomato.
Questions
Write the answers in your Activity notebook.
a. Did you see some changes in the skin of eggplant and
tomato after holding it near the alcohol lamp? What are
they?
b. Did you see some changes in the skin of tomato after
putting it over the alcohol lamp? What are they?
c. Draw the appearance of tomato and eggplant before
and after they were placed near the alcohol lamp. Do
this in your notebook.
d. Why do you think the skin appear burned or dark?
e. Can the changes in the skin of eggplant and tomato
happen in the skin of people? How?
f. What are the effects of too much heat on people?
176
g.Gather pictures of people who work under the sun for
long hours. Describe the effect of the sun on the
people.
Objective
Describe the effect of sun’s heat on plants
Materials
Plants available in the school/ community
Procedure
1. Get two potted plants of the same kind preferably
having the same height and number of leaves.
2. Place one potted plant under the sun ( Plant A) and
the other one under the shade ( Plant B )
3. Water the plants with the same amount of water.
4. Observe each plant two times a day, in the morning
and in the afternoon. Do this for three days.
5. Copy the table below in your notebook. Write your
observations in your notebook copy the table below.
Name of the Plant ___________________
TIME OF THE WHAT DO I SEE?
DAY Plant under the Plant in the sunny
shade area
8:00 AM
2:00 PM
177
Questions
a. Describe the condition of the plants before placing
them under the shade and under the sun.
b. What happened to Plant A and Plant B after 2 days.
Do they look the same?
c. What happened to Plant A and Plant B after 3 days?
Do they look the same?
d. Does the sun have any effect on both plants?
e. Write a statement about the effects of the heat of the
sun on plants.
Objective
Describe the effects of the heat of the sun on animals
Materials
Garden or places near the school ground
Procedure
1. Look for animals in the school surroundings. Identify
the animals.
2. Describe the appearance of the animals that you
see.
3. Describe the behavior of each animal.
Record your observation in your notebook.
178
Name of Where Appearance What was What
the did I see of the the other
Animal the Animal animal behavior
( Local animal? doing? of the
Name ) animal
did you
see?
Questions
a. Where did you see the animals? Name the animals.
b. Did you see animals staying in shady areas? Why do
they like to stay there?
c. Did you see animals under the heat of the sun? Why do
they like to stay there?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?
f. Does the sun have an effect on animals? What is it?
ISBN: 978-971-0468-21-8
179