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  • 1. FORMAT B LESSON 1 COMPETENCY: Identify the different forms of energy I. ENGAGE A. Review State whether the following has potential energy or kinetic energy. 1. rolling ball 2. book on the table 3. swinging pendulum 4. hanging guava fruit 5. boy running B. Motivation Let the pupils perform a physical exercise. What enables you to perform physical exercise? C. Pre Laboratory Activities 1. Preparation of Materials 2. Setting of Standards 3. Discussion of Precautionary Measures 4. Unlocking of Difficulties Match Column A with B. Write the letter only. A B 1. geothermal a. energy from moving bodies 2. nuclear b. energy from light 3. mechanical c. energy we get from food 4. radiant d. energy from the splitting or combination of particles in the atom II. EXPLORE A. Activity Proper -Let the pupils utilize the activity worksheet entitled “Who am I?” -Group pupils into five. -Let each group fill up the tabular data and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Question: What are the different forms of energy? B. Generalization What are the forms of energy? Give examples. IV. EXTEND A. Application Share your experience in class where a form of energy becomes very helpful and important to you. B. EVALUATE Identify what forms of energy do the following have. 1. ringing bells 6. Lasers 2. windmills 7. hydroelectric plants 3. nuclear power plant 8. Power’s VCD 4. antibiotics 9. Moving wheels 5. ultraviolet rays 10. Telephone
  • 2. C. ENRICHMENT ACTIVITIES On a clean bond, make a poster showing the energy sources that you always depend on. Explain your masterpiece in two to three sentences. FORMAT A LESSON 1 Republic of the Philippines Department of Education Region IV – A (CALABARZON) Division of Batangas City
  • 3. ACTIVITY WORKSHEET # 1 WHO AM I? OBJECTIVE: Identify the Different forms of energy I. OBSERVATION Study the pictures below. Tell something about the picture. II. QUESTIONS Make relevant questions based from your observation. 1. ________________________________________________________________ 2. ________________________________________________________________ III. HYPOTHESIS ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ IV. EXPERIMENT A. MATERIALS Teacher’s table; top or yoyo; hammer and steel; extra joss and water; fluorescent light B. PROCEDURE 1. Move the teacher’s table at the center of the classroom. 2. Move it back on its original place. 3. Spin a top or play a yoyo. 4. Hammer steel several times. 5. Place extra joss content in water. Observe what happens.
  • 4. 6. Turn on the fluorescent light. Let it on for ten minutes. Hold the fluorescent bulb carefully. C. RESULT C.1 Tabular Data Complete the table below. Forms of Energy Examples C.2 Guide Questions 1. What did you use in order to move the table? 2. What kind of energy enables us to move parts of your body? 3. What made the top or yoyo move? 4. What kind of energy is used to move the toys? 5. What was produced when you hammer the steel several times? 6. Why do you think this happened? 7. What was formed in the water? 8. What kind of change happened in the water? 9. What energy is formed? 10. What kind of energy does the fluorescent light need in order to light? 11. What energy does the fluorescent light give us? V. CONCLUSION The different forms of energy are _________________________________________ ____________________________________________________________________ ____________________________________________________________________ VI. APPLICATION Show a pack of ready-to-eat cereals like corn flakes. Let them read what the label says. Ask, what do you think this pack of cereals claims to provide a lot of energy to the consumers? VII. TEST YOURSELF Write C if energy is chemical, S for sound, E for electrical, M for mechanical and R for radiant. 1. electric iron 6. playing basketball 2. ultrasound 7. eating apples 3. siren 8. turning on a radio 4. wind turbine 9. electric fan 5. motor vehicles 10. sweeping the floor VIII. INVESTIGATE MORE Cut out pictures showing the different forms of energy. Paste them on a clean coupon bond. Label them correctly. Lesson 2 c/o Ayren Esconde Sta. Clara - West
  • 5. Lesson 3 c/o Gigiveth Perez San Agustin Kanluran – Verde Island
  • 6. January 4, 2013 Friday 7:00 -7:20 Flag Ceremony 7:20 -7:40 Canteen Preparation COMPETENCY: Describe how mechanical energy is formed and used . I. ENGAGE A. Review How does energy change help mankind? What is the impact of these changes to the environment? B. Motivation Story Telling: How did you arrived in school today? Did you walk or did you take a ride? What form of energy is a moving vehicle? Walking or running? Tell something about the picture. C. Pre Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties – mechanical, axle, machine II. EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet # 4 “MOVE ME!!!”  This activity can be performed in a science room / laboratory.  Work in a team of six (6)  Observe and facilitate closely how the pupils do the experiment cooperatively.  The pupils must be able to answer the things that they found out during the experiment. III. EXPLAIN A. Post Laboratory Activities
  • 7. 1. Reporting 2. Analysis / Discussion Guide Question: What is mechanical energy? How is mechanical energy formed? What are the uses of mechanical energy? B. Generalization What is mechanical energy? How it is formed? (®Mechanical energy is the energy possessed by moving persons or objects. It is also called energy of motion. ®Mechanical energy is formed when chemical energy is released from food, enabling the body to perform movements. From fuel, enabling machines to function. ®Machines perform work at home, in school, in factories, establishments and other places. IV. EXTEND A. Application (Infusion of Values) 1. What are the uses of mechanical energy at home? In school? On machines? On transportations? _________________________________ ______________________________________________________ 2. The human body is like a machine that needs fine tuning. How can you ensure that you will function like a well-oiled machine? V. EVALUATION Multiple Choice. Choose the letter of the best answer. 1. Which statement describes what mechanical energy is? a. Mechanical energy refers to the release of chemical energy from food or fuel. b. Mechanical energy is stored energy. c. Mechanical energy is used by moving objects. d. Only machines can produce mechanical energy. 2. Which is not a form of mechanical energy? a. Running water b. Moving engines c. Wind d. Hill 3. Which of the following objects use mechanical energy? a. A statue b. A mountain c. A ticking clock d. A wall décor 4. A body system that is responsible for using mechanical energy is ____. a. Digestive system b. Skeletal system c. Muscular system d. Excretory system 5. When the heart pumps blood, _____ a. Mechanical energy is not used. b. Mechanical energy is absent c. Mechanical energy is used d. Mechanical energy is wasted VI. ENRICMENT ACTIVITIES Think of other uses of mechanical energy in our school.
  • 8. Prepared by: JENNIFER E. MACATANGAY Wawa Elementary School Wawa, Batangas City FORMAT A LESSON 4 Republic of the Philippines Department of Education Region IV A – (CALABARZON) DIVISION OF BATANGAS CITY ACTIVITY WORKSHEET # 4
  • 9. MOVE ME!!!! OBJECTIVE: Identify how mechanical energy is formed and used. I. OBSERVATION Look at the pictures. Tell something about it. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ II. QUESTIONS: (Make a relevant questions based from your observation) 1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________ III. HYPOTHESIS ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ IV. EXPERIMENT (This activity can be performed in science room / laboratory) Group I – III A. Materials Empty sewing thread spool 8 pieces of thin plastic blade Barbecue stick B. Procedure
  • 10. Activity I 1. Use the spool as a hub of the wheel. Cut slots down the sides. Slide pieces of thin plastic blade into slots. 2. Use barbecue stick as an axle. Hold the wheel you made. 3. Let the water from the faucet turn your wheel. Activity II 1. Hold the wheel you just used earlier 2. This time, turn on the electric fan. Place the wheel in front of the electric fan. 3. Let the air from the electric fan turn your wheel. Group IV – VI A. Materials Two bottle covers of different sizes Popsicle stick Strong elastic rubber band Two drawing pins B. Procedure 1. Get two bottle of different sizes, a popsicle stick, a strong elastic rubber band, and two drawing pins 2. Make a hole in the center of each bottle cover 3. Use the drawing pins to attach the covers to the stick 4. Stretch a rubber band so that it is not too tight. The covers should be about two centimeters apart. 5. Adjust the rubber band so that it is too tight. 6. Turn one of the covers.. C. Guide Questions Activity I 1. What happened to the wheel you made? ___________________________________________________________ 2. What makes the wheel turn? 1. _________________________________ 2. _________________________________ 3. The falling water and the moving blade of the electric fan possess what kind of energy? ___________________________________________________________ 4. What is mechanical energy? ___________________________________________________________ Activity II 1. When you turn one of the wheel. What happens to the other cover? 2. What kind of energy do the wheels have? 3. Describe how your wheels look like. V. CONCLUSION When one wheel moves, the wheel connected to it moves too. The wheels moved caused they process mechanical energy, therefore, ____________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________
  • 11. Lesson 5 c/o Marilyn Dela Roca Pagkilatan - Coastal
  • 12. FORMAT B LESSON 6 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City Batangas City West District
  • 13. 10:00 -11:00 Science VI COMPETENCY: Describe how electrical energy is formed and used. I. ENGAGE A. Review What is the main source of energy? How do we use the heat and light from the sun? B. Motivation Games (replay) C. Pre Laboratory Activities 1. Preparation of Materials 2. Setting of standards 3. Discussion of precautionary measures 4. Unlocking of difficulties – generator, circuit, electricity, electric current, conductor II. EXPLORE A. Activity Proper Let the pupils perform and answer the activity “THE BRIGHT WORLD! “ Observe and facilitate closely how the pupils work cooperatively III. EXPLAIN A. Post Laboratory Activities 1. Reporting ( A representative from each group will report) 2. Discussion / Analysis Guide Question: How is electrical energy formed? B. Generalization What is electrical energy? How is electrical energy formed and used? C. Valuing In your own little way, how can you help save electricity at home and in school? IV. EXTEND A. Application 1. What are some do’s and don’ts in handling / using electricity? 2. Your family is planning to have a three – day vacation in your grandparent’s house in Mountain Province. There is no electricity yet in the place. What could you do to make your stay there more comfortable especially during night time? Explain your answer. V. EVALUATE A. Below are different electrical appliances at home. Write the following appliances on their proper heading according to their uses. Television set Turbo broiler Blender Floor polisher Washing machine Cellular phone Microwave oven VCD Player Calculator
  • 14. Computer Air conditioner Table lamp Christmas light Fluorescent light Electrical fan Refrigerator Typewriter Coffee maker Vacuum cleaner Component FOOD PREPARATION CLEANING STUDYING ENTERTAINMENT / COMMUNICATION LIGHTING COOLING B. How is electrical energy formed? C. What are the uses of electricity energy? VI. ENRICHMENT ACTIVITIES Cut out pictures of different uses of electricity in offices, factories and establishment. Write 2 – 3 sentences about each picture. ACTIVITY WORKSHEET # 6 THE BRIGHT WORLD! OBJECTIVE: Describe how electrical energy is formed and used. I. OBSERVATION: Study the illustrations below. Write something about them.
  • 15. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________ II. QUESTIONS: Write two or three relevant questions from what you have observed. 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ III. HYPOTHESIS ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ IV. EXPERIMENT A. Materials Battery bulb copper wire electrical tape switch B. Procedure 1. Connect the end of the wire around the metal part of the bulb. Tape it. 2. Connect the other end of the wire to the switch. Once again, tape it. 3. Using another piece of wire, connect it from the switch to the battery to the bulb. Use electrical tape after the wrapping the wire. 4. Turn on the switch. Have more trials and check each connections if you are not successful in lighting the bulb. (Look at the illustration on the first page) C. Results C.1 Tabular Data Describe the materials as it is used in producing electrical energy. Material Uses / Function Battery Copper wire Bulb Switch C.2 Guide Questions: 1. What is the source of electric current? _______________________________________________________ 2. What is the path through which the current moves? _______________________________________________________ 3. What is the appliance that uses the electricity in the activity? _______________________________________________________ 4. Which device closes or breaks the circuit? _______________________________________________________
  • 16. 5. As you turn on the switch, does the bulb light? _______________________________________________________ 6. What makes it light? _______________________________________________________ 7. What do you think will happen if you detach the wire from the battery? _______________________________________________________ 8. What kind of energy is exhibited in this activity? _______________________________________________________ 9. Give at least two uses of electricity. a. ____________________________________________________ b. ____________________________________________________ V. CONCLUSIONS To form / produce electrical energy ____________________________________ _________________________________________________________________ Electricity is used in _________________________________________________ _________________________________________________________________
  • 17. FORMAT B LESSON 7 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City COMPETENCY: Describe radiant energy and how it is used. I. ENGAGE A. Review What is chemical energy? How is it used? B. Motivation Look at the picture. Tell something about it. Why do people, especially foreigners, love to sunbathe? C. Pre-laboratory activities 1. Preparation of Materials 2. Setting of Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties a. Laser b. Ultraviolet
  • 18. c. Radar d. Microwave II. EXPLORE A. Activity Proper (This activity will be done in an open space where the pupils feel the energy from the sun) 1. Let the pupils perform the activity worksheet # 19 “The Wonders of Sun?” 2. The class will be group into 6. 3. Let each group choose a leader and an assistant leader to facilitate in doing the activity. 4. Leader will report the result of the activities. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpret of Data Gathered GUIDE QUESTIONS: 1. What causes the change in your body temperature? 2. Why does the wetness of the handkerchief started to lessen? B. Generalization What is radiant energy? How is radiant energy used? IV. EXTEND A. Application Directions: Read the following situations carefully, then, answer the questions that follow. 1. During summer, we feel too much heat from the sun. most often, the sun’s ultraviolet rays damage our skin. How would you protect yourself from it? 2. You and your friends were at the beach. You don’t intend to swim because you don’t have extra-shirts but your friend accidentally push you on the water. What will you do so that you won’t get home with a wet shirt? V. EVALUATE Directions: Supply the missing words in each sentence. Use picture clues. Radiant energy enables us to (1) _____ things around us. The (2) ______ emits a very high energy of ultraviolet lights. It causes sunburns and (3) ______ damage if absorbed too much. It helps kill undesirable microorganisms in the environment. The sun also emits low-energy light that helps cure (4) _____ in shorter span of time. Sunlight is needed by (5) _______ for photosynthesis. Tiny bacteria are magnified using (6) _______ with the help of light. Radiant energy is also applied in the (7) ______ and lamps that brighten our place. (8) ______ and gamma rays are used to locate and destroy harmful
  • 19. growths of cancer cells and tumors. Lasers that are used in (9) _______ tracking, space exploration and in surgery. Microwave that are used in (10) ______ cooking, in communication and radar. VI. ENRICHMENT ACTIVITIES Research on how light can harm us and our properties including our environment. Write your answer in a paragraph. Prepared by: Elen C. Mendoza San Agustin Silangan Elem. School Verde Island District FORMAT A LESSON 7 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas ACTIVITY WORKSHEET # 7 “The Wonders of the Sun” Objective: Describe radiant energy and how it is used. I. OBSERVATION
  • 20. II. QUESTIONS Construct questions based on the pictures shown. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ III. HYPOTHESIS ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ IV. EXPERIMENT A. Materials Table lamp Handkerchief Thermometer B. Procedure Activity 1 1. Get the body temperature. 2. Go out of the classroom and stay under the sun for ten (10) minutes. 3. After 10 minutes, touch the top of your head. 4. Measure the body temperature. Record your observation. Activity 2 1. Get the table lamp. Switch it on. 2. After 5 minutes, touch the lighted bulb? Activity 3 1. Wet a part of a handkerchief. 2. Hang it under the sun. C. Result C.1 Tabular Data ACTIVITY OBSERVATION 1 2 3 C.2 Guide Questions 1. What did you feel staying under the sun for ten minutes? ________________________________________ 2. Why does body temperature changes when being exposed under the sun’s heat? ________________________________________ 3. What happen to the wet handkerchief? ________________________________________ 4. Based from the activities, what is radiant energy?
  • 21. ________________________________________ 5. How does radiant energy become useful to man? Cite your own experience. ________________________________________ V. CONCLUSION ______________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ VI. APPLICATION Directions: Read the following situations carefully, then, answer the questions that follow. 1. During summer, we feel too much heat from the sun. Most often, the sun’s ultraviolet rays damage our skin. How would you protect yourself from it? 2. You and your friends were at the beach. You don’t intend to swim because you don’t have extra-shirts but your friend accidentally push you on the water. What will you do so that you won’t get home with a wet shirt? VII. TEST YOURSELF Directions: Supply the missing words in each sentence. Use picture clues. Radiant energy enables us to (1) _____ things around us. The (2) ______ emits a very high energy of ultraviolet lights. It causes sunburns and (3) ______ damage if absorbed too much. It helps kill undesirable microorganisms in the environment. The sun also emits low-energy light that helps cure (4) _____ in shorter span of time. Sunlight is needed by (5) _______ for photosynthesis. Tiny bacteria are magnified using (6) _______ with the help of light. Radiant energy is also applied in the (7) ______ and lamps that brighten our place. (8) ______ and gamma rays are used to locate and destroy harmful growths of cancer cells and tumors. Lasers that are used in (9) _______ tracking, space exploration and in surgery. Microwave that are used in (10) ______ cooking, in communication and radar. VIII. INVESTIGATE MORE Research on how light can harm us and our properties including our environment. Write your answer in a paragraph.
  • 22. FORMAT B LESSON 8 COMPETENCY: Describe nuclear energy and its uses 1. ENGAGE A. Review What is radiant energy? What are some examples of radiant energy? B. Motivation Show pictures of an atomic explosion. Let pupils infer what kind of energy caused the explosion. C. Pre Laboratory Activities 1. Preparation of materials 2. Setting standards 3. Discussion about the uses of nuclear energy 4. Unlocking of difficulties II. EXPLORE A. Activity Proper * Let the pupils utilize the worksheet entitled “Nuclear Energy and its Uses” * Work in a team of six * Observe and facilitate closely how the pupils do the activity cooperatively * The pupils must be able to fill up the tabular data and answer the guided questions III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, analysis and interpretation of data Guided Questions: What is nuclear energy? What are the uses of nuclear energy? B. Generalization What is nuclear energy? What are the uses of nuclear energy?
  • 23. IV. EXTEND Application Why is nuclear energy useful in the field of medicine? V. EVALUATE Directions: Write T if the statement is correct and write F if not. _______1. Nuclear energy is used in the production of electricity. _______2. Cancer can be treated with nuclear medicine. ______3. Nuclear energy comes from proton around an atom. ______4. Energy in a uranium atom is released by splitting. ______5. Influenza can be treated by nuclear energy. VI. Investigate More Read in an encyclopedia how nuclear energy in the form of isotopes is used in detecting tumors. Report about this in class.
  • 24. FORMAT A LESSON 8 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas ACTIVITY WORKSHEET # 8 OBJECTIVE: Describe nuclear energy and its uses 1. OBSERVATION Look at the picture II. QUESTIONS (Try to make relevant questions based from your observation. 1. _________________________________________________________________ 2. _________________________________________________________________
  • 25. III. HYPOTHESIS ___________________________________________________________________ ___________________________________________________________________ IV. EXPERIMENT A. Materials: Picture showing atomic explosion Chain reaction in atomic fission Nuclear power plant Uses of nuclear energy in the field of medicine B. Procedure 1. Observe the pictures carefully. 2. Write your observations on the table. Nuclear Energy Uses of nuclear energy C. Guide Questions 1. What is nuclear energy? 2. What are the uses of nuclear energy? V. CONCLUSION ________________________________________________________________________ ________________________________________________________________________ ____________________________________________________________________________ ______________________________________________________________________________
  • 26. FORMAT B LESSON 9 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City COMPETENCY: Observe how one form of energy can be transferred from one body to another. I. ENGAGE A. Review: Through a guessing game. Identify the form of energy. 1. Modern satellite communication 2. Flows through a conductor 3. Released when fuel is burned 4. Movement from vehicles 5. Powers nuclear weapons 6. Buzzing of mosquitoes B. Motivation Game: Ball Relay Ask twenty pupils to form two lines. Pass the ball from the first member to the last member while singing a science song. The first team to finish the relay wins the game. * Point out that energy can be transferred from one form to another just like passing the ball from one member to another. C. Pre-Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Discussion of precautionary measures 4. Unlocking of difficulties: transfer, transformation II. EXPLORE A. Activity Proper  Let the pupil work on the activity worksheet # 14 entitled “One form of energy to another form of energy”
  • 27.  This activity must be performed in a clear space.  Work in a group of 3 with 6 – 8 members.  Observe and facilitate how pupils do the activity cooperatively.  They must be able to fill-up the tabular data and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guided Questions What are the ways to change or to transfer energy? B. Generalization How do we change energy to another IV. EXTEND A. Application The Light Railways Transit or (LRT) makes use of electricity. What energy transformation takes place when the train moves? V. EVALUATE Read the sentence carefully. Encircle the letter of the correct answer. 1. Which sequence of energy transformation takes place when you turn on electric bulb? a. Light – Heat – Electrical b. Electrical – Heat – Light c. Electrical – Light – Heat d. Heat – Electrical – Light 2. What kind of energy is involved when food is digested? a. Light energy b. Chemical energy c. Heat energy d. Nuclear energy 3. When gasoline is burned in a car engine, what energy is generated? a. Chemical energy b. Mechanical energy c. Nuclear energy d. Chemical energy 4. With the illustration shown below, what energy transformation takes place? a. Sun’s Energy – Chemical Energy – Kinetic Energy – Heat b. Chemical Energy – Kinetic Energy – Heat Energy – Sun’s Energy c. Kinetic Energy – Chemical Energy – Heat energy
  • 28. d. Sun’s Energy – Kinetic Energy – Chemical Energy – Heat Energy 5. A person eating turns chemical energy into ___________________ a. Chemical Energy – Electrical Energy b. Mechanical Energy – Heat Energy c. Moving Energy – Heat Energy d. Chemical Energy – Mechanical Energy VI. ENRICHMENT ACTIVITIES Cut out pictures of home appliances. Draw a diagram under each picture showing energy transformation. FORMAT A LESSON 9 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City Objective: Observe how one form of energy can be transferred from one body to another. I. OBSERVATION Study the illustration below. Tell something about the forms of energy used from the base energy to what form of another energy. II. QUESTIONS
  • 29. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ III. HYPOTHESIS _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ IV. EXPERIMENT A. Materials Battery Flashlight Electric fan B. Procedure (There are three groups to perform different activities.) Group I – Using battery / flashlight 1. Put battery in a flashlight 2. Turn the switch on 3. Record your observations 4. Write the base energy and the form of energy transformed in Group II – Using electric fan 1. Plug in the fan to an outlet 2. Record your observations Group III 1. Recall the factors in food making process. 2. Write in a cycle form and record what energy transformation takes place. C. Results C.1 Tabular Data Energy Converter From To 1. Cell phone 2. Television Set 3. Solar cell 4. Electric fan 5. Electric Stove 6. Human body 7. Plant 8. Motor 9. Radio 10. Battery C.2 Guide Questions: 1. What energy transformation takes place in each energy converter? 2. Which of them have the same form of energy transferred in? 3. Which of them can be transferred more than one form of energy? V. CONCLUSION Different forms of energy can be transferred to another forms of energy.
  • 30. VI. APPLICATION The Light Railways Transit or (LRT) makes use of electricity. What energy transformation takes place when the train moves? VII. TEST YOURSELF Read the sentence carefully. Encircle the letter of the correct answer. 1. Which sequence of energy transformation takes place when you turn on electric bulb? e. Light – Heat – Electrical f. Electrical – Heat – Light g. Electrical – Light – Heat h. Heat – Electrical – Light 2. What kind of energy is involved when food is digested? a. Light energy b. Chemical energy c. Heat energy d. Nuclear energy 3. When gasoline is burned in a car engine, what energy is generated? a. Chemical energy b. Mechanical energy c. Nuclear energy d. Chemical energy 4. With the illustration shown below, what energy transformation takes place? a. Sun’s Energy – Chemical Energy – Kinetic Energy – Heat b. Chemical Energy – Kinetic Energy – Heat Energy – Sun’s Energy c. Kinetic Energy – Chemical Energy – Heat energy d. Sun’s Energy – Kinetic Energy – Chemical Energy – Heat Energy 5. A person eating turns chemical energy into ___________________ a. Chemical Energy – Electrical Energy b. Mechanical Energy – Heat Energy c. Moving Energy – Heat Energy d. Chemical Energy – Mechanical Energy VIII. INVESTIGATE MORE….. Cut out pictures of home applications. Draw a diagram under each picture showing energy transformation.
  • 31. FORMAT B LESSON 10 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City COMPETENCY: Cite evidences that energy can be transformed from one form to another 1. ENGAGE A. Review What are the different forms of energy? B. Motivation Conduct the game “I’m thinking of ….. The teacher may start the game by saying “I’m thinking of a Form of energy that gives me food” (radiant energy from the sun) C. Pre Laboratory activities 1. Preparation of materials 2. Setting Standards 3. Discussion of Precautionary Measures II. EXPLORE A. Activity Proper * Let the pupils utilize the activity worksheet entitled “Energy can be Transformed” * Work in a team of five * Observe and facilitate closely how the pupils do the activity cooperatively * The pupils must be able to fill up the tabular data and answer the guided question III. EXPLAIN Post Laboratory Activities 1. Reporting 2. Discussion, analysis and interpretation of data Guided Question: What are some evidences that energy can be transformed? B. Generalization Let the pupils state that energy can be transformed from one form to another and it can be transformed from one body to another.
  • 32. IV. EXTEND Application You want to light up a dark room using a flashlight. What energy transformation will happen to do it so? V. EVALUATE Describe the energy transformation that takes place in each of the following situations. 1. A car engine makes the car move _______________________________________________ 2. The sun helps green plants make a food in the leaves __________________________________________________ 3. A battery makes a toy car move ___________________________________________________ 4. An electric bulb lights up ____________________________________________________ 5. A boy throws a ball ____________________________________________________ VI. ENRICHMENT ACTIVITIES A. Make a list of activities showing transformation of energy from one form into another. B. Explain why energy transformation is beneficial to people.
  • 33. FORMAT A LESSON 10 Republic of the Philippines Department of Education Region IV A – (CALABARZON) Division of Batangas City Objective: Cite evidences that energy can be transformed from one form to another. ACTIVITY WORKSHEET # 10 1. OBSERVATION Study the pictures. Tell something about them. II. QUESTIONS (Try to make relevant questions based from your observations. ) ________________________________________________________________________ ____ ________________________________________________________________________ ____
  • 34. III. HYPOTHESIS ________________________________________________________________________ ____ ________________________________________________________________________ _____ ________________________________________________________________________ _____ IV. EXPERIMENT A. Materials: Electric fan light bulb volunteer pupil B. Procedure 1. Turn on an electric fan. How does it show that energy is changed from one form to another? 2. Light a bulb. What energy transformation does it show? 3. Eat something. Describe how energy is transformed when you eat something. C. Results C. 1 Tabular Data MATERIAL ENERGY TRANSFORMATION C. 2. What are some evidences that energy can be transformed? V. CONCLUSION ________________________________________________________________________ ______ ___________________________________________________________________________ ____ ______________________________________________________________________________ ______
  • 35. Lesson 11 c/o Coastal or Verde Island May nagawa na…
  • 36. Lesson 12 c/o Dulce Mendoza San Agapito – Verde Island
  • 37. Lesson 13 c/o Dulce Mendoza San Agapito – Verde Island
  • 38. Republic of the Philippines Department of Education Region IV-A CALABARZON Division of Batangas City AMBULONG ELEMENTARY SCHOOL Batangas City LESSON 14 FORMAT B Competency: Enumerate ways of conserving energy.. I.ENGAGE A. Review Answer with TRUE or FALSE. 1. When a flashlight lights and the bulbs becomes warm, this shows that electrical energy produces more energy. 2. The energy your body exerts to push or pull a cart is equal to the energy of the moving cart. 3. When mechanical energy is changed to heat energy, extra energy is produced. B. Motivation What kind of bulbs do you use at home? (Show two electric bills showing the different amount).Compare them.
  • 39. What can you say about these? Which conserved more energy? What is the importance of electricity? What are needed to produce electricity? What are some of the example of fuels? C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of standards 3. Discussion of precautionary measures 4. Unlocking of difficulties fuels conservation Law of Conservation of Energy II.EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet # 15 entitled “List, Conserve and Act!”  This activity may be performed inside or outside the classroom.  Work in groups of three with 10 to 12 members  Observe and facilitate closely how the pupils do the activity cooperatively and actively.  The pupils must be able to talk about ways of conserving energy, be able to make lists, poster and act out a situation on conserving of energy and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting of the leaders of each group 2. Discussion, analysis and interpretation of data. Guide Questions: Where does the heat come from? How does the heat transfer to the spoon from the water? How does heat from the sun reach the earth? How does heat from the hot colored water transfer in tap water? IV. EXTEND A. Application 1. Why do you feel the heat from the bread toaster as soon as you open it when the alarm sounds? 2. Give examples of heat transfer by conduction, convection and radiation. V. EVALUATE Direction: How is heat transferred in each of the following situations? 1. Putting spoon in hot frying pan. 2. Roasting a pig on a hot charcoal. 3. Boiling water in a kettle. 4. Broiling barbecue. 5. Touching the hot water.
  • 40. VI. ENRICHMENT ACTIVITIES Explain why heat transfer is useful to people. Prepared by: MARITES D. TARCELO Republic of the Philippines Department of Education Region IV- A- CALABARZON Division of Batangas City Batangas City West District AMBULONG ELEMENTARY SCHOOL ACTIVITY WORKSHEET # 14 “List, Conserve and Act!” Objective: Enumerate ways of conserving energy. I. Observation What kind of bulbs do you use at home? Look at the different electric bills presented. (Teacher may bring real electric bills.)Compare these. What can you say about these II. Questions (Try to make relevant questions based from your observations) 1. 2. 3. III. Hypothesis ______________________________________________________
  • 41. _____________________________________________________________ _____________________________________________________________. IV. Experiment (This activity can be done inside the room.) A. Materials Pentel pen, Manila paper, tape, ¼ cartolina, colored pens or any coloring materials, chalkboard B. Procedures Each group will talk about ways of conserving energy first. Brainstorm on this topic. Pupils may refer to the textbook on page 163 of Science and Health 6 for further knowledge. Group I – Activity 1 - “LIST” 1. Make a list of ways on conserving water. 2. Write this in a Manila paper which will be provided by the teacher. 3. Present/ report this in front of the class. Group II – Activity 2 - “ DRAW” 1. Illustrate or draw things you can do to conserve electricity. 2. Do this in a ¼ cartolina provided by the teacher. 3. Color your work and write something about it. 4. Present this in front of the class afterwards. Group III- Activity 3 - “CONSERVE AND ACT” 1. Cite or give at least two situations showing ways of conserving fuels. 2. Role- play this or act it out. 3. Present this in front of the class. C. Results C.1 .Tabular data Make list of ways of conserving the following: Water Electricity Fuel (Coal, wood, gas) 1. 1. 1. 2. 2. 2. 3. 3. 3. C.2. Presentation of posters on conserving of energy. C.3. Acting out a situation on conserving energy. Guide Questions: 1. What can you do to conserve water? 2. How can you conserve electricity? 3. What is the use of water and fuel resources to produce electricity? 4. What kind of bulbs will you use at home? 5. What will you do with electric appliances after using them? 6. If you are preparing for cooking, what should you do with the frozen foods in the freezer in order not to waste cooking gas or fuel? V. CONCLUSION I therefore conclude that energy should be_____________________. What can you do to conserve energy? VI. APPLICATION
  • 42. 1. How can you save electrical energy in your home? 2. Why do we have to conserve electric energy? 3. Give at least two situations in conserving energy. 4. Make a poster showing ways of conserving energy. VII. EVALUATE A. Enumerate at least two ways of conserving energy. B. Put a check (/) before the number if the practice is proper and a cross (x) if improper. 1. Prepare all the necessary things in cooking before starting to cook. 2. Clean bulbs regularly to have bright light. 3. Keep the electric iron on to the last piece of cloth you will press. 4. Let the water gush from the faucet, as you brush your teeth. 5. Fix the faucet when it drips. VIII. ENRICHMENT ACTIVITIES Make a list of things you can do to conserve energy. Prepared by: MARITES D. TARCELO LESSON 15 FORMAT B Competency: Explains the three kinds of heat transfer. I. ENGAGE A. Review Clap your hands once if the practice is proper and stomp your feet if improper. 1. Fix the faucet when it drips. 2. Clean the bulbs regularly to have bright light. 3. Prepare all the necessary things in cooking before starting to cook. 4. Keep the electric iron on the last piece of cloth you will press. 5. Let the water gush from the faucet as you brush your teeth. B. Motivation Have you experienced touching a hot object? How do you feel? Does the heat transfer to your hand? Where does the heat come from? Look at the pictures below. Study closely how does the heat transfer in each situation. Tell something about it. C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of standards 3. Discussion of precautionary measures
  • 43. 4. Unlocking of difficulties conduction conductor convection radiation II. EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet # 16 entitled “Heat, Heat On The Way, Feeling Hot! Hot! Hot!”  This activity may be performed inside or outside the classroom depends upon the weather condition.  Work in groups of three with 10 to 12 members  Observe and facilitate closely how the pupils do the activity cooperatively and actively.  The pupils must be able to accomplish the table and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting of the leaders of each group 2. Discussion, analysis and interpretation of data. Guide Questions: Where does the heat come from? How does the heat transfer to the spoon from the water? How does heat from the sun reach the earth? How does heat from the hot colored water transfer in tap water? IV. EXTEND A. Application 1. Why do you feel the heat from the bread toaster as soon as you open it when the alarm sounds? 2. Give examples of heat transfer by conduction, convection and radiation. V. EVALUATE Direction: How is heat transferred in each of the following situations? 1. Putting spoon in hot frying pan. 2. Roasting a pig on a hot charcoal. 3. Boiling water in a kettle. 4. Broiling barbecue. 5. Touching the hot water. VII. ENRICHMENT ACTIVITIES Explain why heat transfer is useful to people. Prepared by: MARITES D. TARCELO
  • 44. Republic of the Philippines Department of Education Region IV- A- CALABARZON Division of Batangas City Batangas City West District AMBULONG ELEMENTARY SCHOOL ACTIVITY WORKSHEET # 15 “ Heat, Heat On The Way! Feeling Hot, Hot, Hot!” Objective: Explain the three kinds of heat transfer.. I. Observation Look at the pictures below. Study closely how does the heat transfer in each situation. Tell something about each picture. II. Questions (Try to make relevant questions based from your observations) 1. 2. III. Hypothesis ______________________________________________________ _____________________________________________________________ _____________________________________________________________. IV. Experiment (This activity may be done inside or outside the room in an open field.) A. Materials Glass water food coloring Spoon bottle with cover
  • 45. Jar B. Procedure (This will be done by group) Activity # 1(Group I) a. Get a glass half-filled with hot water and a metal spoon. b. Put the spoon inside the glass of hot water. c. After a minute or two hold the handle of the spoon. d. Observe what do you feel and record your observation. e. Explain how the heat transferred to the spoon from the water. Activity #2 (Group II) a. Fill a small bottle with hot colored water. Cover it tightly. b. Get a bigger jar and fill it with tap water from the faucet. c. Carefully place the small bottle with colored hot water inside the big jar. d. Observe how the hot colored water moves. e. Record your observations. Activity #3 ( Group III) (This may be performed inside the laboratory room or in an open field. Option 1: (If the sun shines brightly) 1. Stand under the sunlight for a few minutes. 2. Record what you feel or observe. 3. How heat from the sun reached you? Option 2: ( If the sun doesn’t shine brightly) Do this inside the laboratory room) 1. Stand near a lighted stove. 2. Record what you feel or observe. How heat from the stove reached you? C. Results Fill-in this table. Activity No. Observations How is heat transferred C.2. Guide Questions 1. In Activity 1, what do you feel? Where does the heat come from? 2. How is heat transferred to the spoon from the hot water? 3. In Activity 2, what happened to the hot colored water in the small bottle? 4. How the hot colored water moves? 5. What method of heat transfer occurs in this? 6. In Activity 3, after standing outdoors facing the sun, what do you feel? 7. How is heat from the sun reached you? 8. What method of heat transfer is this? V. CONCLUSION I therefore conclude that heat travels through space is ________________, while the transfer of heat from molecule to molecule in solids is_________________and the transfer of heat through the movement of the material which maybe liquid or gas is __________________. VI. APPLICATION
  • 46. 1. Why do you feel the heat from the bread toaster as soon as you open it when the alarm sounds? 2. Give examples of heat transfer by conduction, convection and radiation. VII. EVALUATE Direction: How is heat transferred in each of the following situations? 1. Putting spoon in hot frying pan. 2. Roasting a pig on a hot charcoal. 3. Boiling water in a kettle. 4. Broiling barbecue. 5. Touching the hot water. VIII. ENRICHMENT ACTIVITIES Explain why heat transfer is useful to people. Lesson 16 c/o Jennifer Macatangay Wawa - West
  • 47. Lesson 17 c/o Jennifer Macatangay Wawa – West
  • 48. Nov. 27 ,2012 Tuesday Science VI 12:20-1:20 LESSON 18 COMPETENCY: Measure the speed of an object in motion. I. ENGAGE A. Review Through the use of Quiz Board, have the pupils match each term in Column A with its meaning in Column B. A B 1. Distance a. time tells you how long it takes you to do something 2. path b. the direction which an object move 3. motion c. unit used to donate distance. 4. metric units d. the length between two points. 5. duration e. the change in position of an object compared to a reference point. f. a duration described in terms of seconds, minutes, hours, days and years. B. Motivation Singing the topic “ Measuring Speed of Moving Objects” to the tune of “London Bridge is Falling Down” Observe the boys riding a bicycle.
  • 49. Do they pedal for a time, then coast or move with ease? What happen to their speed when they are pedaling? C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties Precautions PHIVOLCS II. EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet # 18 entitled “Measuring Speed of Moving Objects”  Teacher’s Supervision.  The pupils must be able to fill- up the table and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion/ Analysis and Interpretation of data Guide questions: What do we need to measure for the speed of a moving objects? B. Generalization Ask pupils to tell something about speed and average speed. IV. EXTEND A. Application You went on a car trip to a town in Pangasinan. It took you 4 hours to cover a distance of 284 kilometers.. What was your average speed? V. EVALUATE A bus travelled a distance of 180 kilometers per 3 hours. What was its average speed? VI. ENRICHMENT ACTIVITIES Think and answer. You went on a car trip to a town in Pangasinan. It took you 4 hours to cover a distance of 284 kilometers. What was your average speed?
  • 50. ACTIVITY WORKSHEET # 18 “Measuring Speed of Moving Objects!” Objective: Measure speed of an object in motion. I. Observation Observe the picture below. Tell something about running athletes. II. Questions (Try to make relevant questions based from your observations) 1. 2. 3. Questions:
  • 51. How fast each athlete runs? Who wins the game? What are measured when the speed of a running athlete is calculated? III. Hypothesis ______________________________________________________ _____________________________________________________________ _____________________________________________________________. IV. Experiment (This activity must be performed in the playground of the school.) A. Materials Meterstick, stopwatch, ballpen and paper B. Procedure 1. Measure a distance of 50 meters on the ground. 2. Let the pupils run a 50 m dash. 3. Measure the speed of each pupil running. 4. Record the results using the table below. C. Results Tabular Data. Pupil Distance (m) Time(sec.) Speed A 50 m B 50 m C 50 m C.2. Guide Questions 1. Calculate the speed of a running pupil. 2. What are the factors needed to measure the speed of a running pupil? 3. Make a graph to represent different speeds. 4. Who ran the fastest? Lowest? 5. How do we measure the speed of a running pupil? V. CONCLUSION I. therefore conclude that ______________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________. VI. APPLICATION You went on a bicycle trip to Monte Maria in Pagkilatan, Batangas City. It took you half an hour to cover a distance of 20 km. What was your average speed? VII. TEST YOURSELF Directions: Measure the speed of the following moving objects. 1. What is the speed for a trip of 180 km that lasted 3 hours? 2. What is the speed of a toy car in a distance of 200 meters in 50 seconds? 3. If it takes Romy 2 hours to cover the 3 km walk from his house to his school, what is his speed? VIII. Investigate More…
  • 52. 1. Suppose you rode on a bus at 8 o’clock in the morning and reached your destination after 2 hours of travelling. The distance the bus travelled within this time was 80 kilometers. What was its average speed? 2. A car is travelling at an average speed of 80km per hour. How long will it take the car to cover a distance of 160 km? Nov. 28,2012 Wednesday Science VI 12:20-1:20 LESSON 19 Format B Competency: Identify the specific direction of a moving object I. Engage A. Review Study the pictures below. Identify the kind of motion shown. A ball thrown up in the air A spinning top A moving roulette in a carnival
  • 53. A moving car A car moving along a curved B. Motivation Where do you usually find these words? map compass wind vane C. Pre-Laboratory Activities 1. Preparation of Materials. 2. Setting Standards. 3. Discussion of precautionary measures. 4. Unlocking of Difficulties. II. Explore A. Activity Proper  Let the pupils utilize the activity worksheet#4 entitled “Which Way to Go?”.  This activity must be performed in a big open space or a spacious area.  Work in a team of 4.  Observe and facilitate closely how the pupils do the activity cooperatively.  The pupils must be able to fill up the tabular data and answer the guided questions. III. Explain A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data 3. Given Guide Questions What are the four specific/primary directions? Secondary directions? What is a compass? B. Generalization What are the specific directions wherein an object moves? IV. Extend A. Application Irel wants to go to the city. His map shows that the city is located in the southern part of their place. Which way will he go to arrive? Illustrate it. V. Evaluate Identify the direction of a moving object. 1.
  • 54. 2. Batangas City 3. N 4. S 5. VI. Enrichment Activities Make a research about devices used in telling directions. Science VI 12:20-1:20 Format A Activity Worksheet # 19 Which Way To Go? Objective: Identify the specific direction of a moving object I. Observation Study the illustration below. Tell something about the moving ball. A B C D II. Questions (Try to make relevant questions based from your observations)
  • 55. 1. _________________________________________________________________ _________________________________________________________________ _______ . 2. _________________________________________________________________ _________________________________________________________________ _______ . III. Hypothesis ____________________________________________________________________ ____________________________________________________________________ _______ . IV. Experiment This activity must be performed in a spacious area in order to execute the activity properly. A. Materials Ball Toy Train Toy Car A small kiddie bicycle B. Procedure 1. Get the ball and roll it on a flat surface in a westward direction. 2. Set the toy train and let it move eastward. 3. Turn on the battery-operated toy car. Face the toy car in southward direction. 4. Have one pupil ride in a bicycle heading north. 5. Record data based from your activities. (Procedure 1-4). C. Results C.1. Tabular Data Moving Object Direction 1. Ball 2. Toy Train 3. Toy Car 4. Bicycle C.2. Guide Questions 1. What objects are used? 2. In what direction is the ball going to? 3. In what direction is the toy train going to? 4. In what direction is the toy car going to? 5. In what direction is the bicycle going to? 6. What are the specific directions wherein objects move? 7. What can you say about moving objects? V. Conclusion Therefore I conclude that ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________ .
  • 56. Department of Education Division of Batangas City SCIENCE AND HEALTH VI ACTIVITY WORKSHEET # 20 Format A Objective: Differentiates speed from velocity. I. Observation Study the illustration below. Tell something about it.
  • 57. II. Questions (Try to make relevant questions based from your observations.) 1. 2. III. Hypothesis ------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------- IV. Experiment Activity1 : FINDING THE SPEED Materials: a ruler, a book, a marble, stopwatch Procedure: 1. Get 2 rulers. Tape together one end of each ruler. Set one end of the ruler on the edge of a book as shown. Roll the marble on the groove. Do this 5 times. 2. Using a stopwatch, take note of the time it takes for the marble to travel the length of the 60 cm ruler. 3. Record it in a table similar to the one below. Trial Distance Time in seconds Speed 1 60 cm 2 60 cm 3 60 cm 4 60 cm 5 60 cm 4. Compute the speed of the marble in cm per second by using this formula if the marble travels 60 cm in 5 seconds. Speed =distance travelled time Speed =60cm 5seconds Speed =12m/s Activity 2: Finding Velocity Study the table below. Give the velocity of each bus. The first one is done for you. Car Speed Direction Velocity A 50km/hr North 50km/hr, North B 50km/hr South C 50km/hr West D 50km/hr Northeast E 50km/hr West
  • 58. Which cars have the same speed? Why? Which cars are travelling in the same direction? Which cars have the same velocity? Why? What factors are considered in finding velocity? V. Conclusion What is the difference between speed and velocity? Nov. 29 ,2012 Thursday Science VI 12:20-1:20 Format B Competency: Differentiates speed from velocity. I. Engage A. Review In a “Tug of War” game between A and B, Tem A was the winner. What made team a win? Put a check on the blank before each number that explains the answer. 1. Team A had greater force than Team B. 2. There was an unbalanced force. 3. Team B moved to the direction of Team A. 4. Team A had lesser force. B. Motivation A. Study the illustration bellow. Tell something about it.
  • 59. C. Pre laboratory activities 1. Preparation of the materials 2. Setting of the standards II. Explore Activity proper Group the pupils into four. Two groups will perform activity 1 entitled Speed Two groups will perform activity 2 entitled Velocity III. Explain A. Post Laboratory Activities. 1. Reporting 2. Discussion, analysis and interpretation of Data Guide Questions: Which cars have the same speed? Why? Which cars are travelling in the same direction? Which cars have the same velocity? Why? What factors are considered in finding speed?velocity? B. Conclusion: What is the difference between speed and velocity? IV. Extend Write S if the description refers to speed and V if refers to velocity. 1. Distance travelled divided by time taken. 2. Speed and direction 3. 60 km per hr 4. 180km/3hr South 5. . . . . East 0 10 20 30 40 50 V. Evaluate Differentiate speed from velocity by completing the statement. Speed refers to while velocity is VI. Enrichment:
  • 60. Answer these. Draw rays to show the direction. 1. A boy walked 10 meters north and then 10 meters south. How far did he move? 2. A car travelled 5 kilometer East and them 5 km West. How far did it go? SCIENCE AND HEALTH VI ACTIVITY WORKSHEET # 21 Format A Objective: Differentiates acceleration from deceleration. I. Observation Study the illustration below. Tell something about it. III. Questions
  • 61. (Try to make relevant questions based from your observations.) 1. 2. III. Hypothesis ------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------- IV. Experiment Activity 1: “ I WILL FOLLOW YOU “ Procedure: Trace with your finger the path taken by the bus. A. Bus X is travelling with a speed of 20 km/hr North. B . In the first corner, it turned left with the speed of 15km/hr. C. Then it turned right, moving at 25 km/hr North. Guide Questions: What changes took place as the bus travelled? Was there changed in speed? Change indirection? Was there change in velocity? When does the bus increased in speed or accelerate? When does the bus slow down or decelerate? V. CONCLUSION What is the difference between acceleration and deceleration?
  • 62. Format B Competency: Differentiated acceleration from deceleration. I. Engage A. Review Tell the velocity as shown in the following symbols. 1) Km I I I I I E N 60 2) _ _ __55 __ 3) NE __ __ 70 __ __ 4) Km Km __ Km __ __50 Km SW 5) __ __ __ __75 S . C. Motivation A. Study the illustration bellow. Tell something about it.
  • 63. C. Pre laboratory activities 1. Preparation of the materials 2. Setting of the standards II. Explore Activity proper Group the pupils into four. Have the pupils perform the activity entitled “I WILL FOLLOW YOU” III. Explain A. Post Laboratory Activities. 1. Reporting 2. Discussion, analysis and interpretation of Data Guide Questions: What changes took place as the bus travelled? Was there changed in speed? Change indirection? Was there change in velocity? B. Conclusion What is the difference between acceleration and deceleration? IV. Extend Let the pupils observe the cars passing by. Are they moving fast or slow? Ask the pupils to recall how the bus or car they rode in moved. Did it move fast all the time or did it slow down sometimes? Have the pupils share experience which shows acceleration and deceleration.
  • 64. V. Evaluate Differentiate acceleration from deceleration. VI. Enrichment Interview someone who can drive a car. If possible request him to show you how he or she makes the car accelerate and decelerate. Prepared by: DARLENE A. EJE Science Teacher Tabangao Elem. School Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City LESSON 22 Format B Competency: Perform an experiment to determine which objects accelerate/decelerate I. Engage A. Review Identify whether the following data are considered speed or velocity. ___________ 1. 60 kph towards E ___________ 2. 120 kph ___________ 3. 30 kph ___________ 4. 1m/s ___________ 5. 5m/s towards W B. Motivation Study the pictures below. Observe the difference between picture A and picture B. A moving car suddenly stops A moving car Picture A Picture B
  • 65. What can you say about picture A? picture B? C. Pre-Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties Acceleration Deceleration Speedometer II. Explore B. Activity Proper  Let the pupils utilize the activity worksheet#7 entitled “Will it Accelerate or Decelerate?”  This activity must be performed in a big open space or a spacious area.  Work in a team.  Observe and facilitate closely how the pupils do the activity cooperatively.  The pupils must be able to record their data and answer the guided questions. III. Explain A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Questions When do we say that a moving object accelerates? When do we say that a moving object decelerates? B. Generalization What is acceleration? What is deceleration? IV. Extend A. Application 1. Inside the classroom, Mrs. Conway, a Science teacher, ask one of her pupils to stand up, walk to one end of the room slowly then ask to walk faster. She asks the pupil to repeat the movement several times. What happens to the pupil’s walking when he walks faster? When he slows down? 2. Mr. Luke drives his car in an average speed of 80kph in a national highway. He runs smoothly until he reached the busy street of Yishun wherein there is already a built-up of heavy traffic. So he immediately slows down. When do we say that Mr. Luke decelerates? V. Evaluate Identify whether the following statement tells acceleration or deceleration. __________ 1. The car driver steps on the gas pedal or accelerator. __________ 2. A bus stops and pick up passengers on its route. __________ 3. The train stops on its Ang-Mio-Ko Sub-Station. __________ 4. The car increases speed because there is no traffic. __________ 5. The traffic light is red.
  • 66. VI. Enrichment Activities On your notebook, compute for the acceleration using the formula , where FS is Final Speed, IS is Initial Speed and T is time. 1. A car moves from rest (0) to 20m/s in 10 seconds. 2. A bus is moving at 60kph North, as it approaches a corner it turns East at 30kph in 20 seconds. Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City Format A Activity Worksheet #22 Will it Accelerate or Decelerate? Objective: Perform an experiment to determine which objects accelerate or decelerate I. Observation Study the graph below. Take note of the velocity of an imaginary moving object as time elapses. Tell something about it. Elapsed Time (second) II. Questions (Try to make relevant questions based from your observations) 1. _________________________________________________________________ _________________________________________________________________ _______ . 0 2 4 6 8 10 5 10 15 20 25 30 Graph Showing The Velocity of A Moving Object
  • 67. 2. _________________________________________________________________ _________________________________________________________________ _______ . III. Hypothesis ____________________________________________________________________ ____________________________________________________________________ _______ . IV. Experiment This activity must be performed in a spacious area in order to execute the activity properly. A. Materials Battery-Operated Toy Car A flat and smooth board or a thick book B. Procedure 1. Make an inclined plane using the book or the smooth board. 2. Turn on the battery-operated toy car and let it move up the board. Observe what happens as the toy car moves going up the board. 3. Again, turn on the toy car. This time, let the car moves down the board. Observe what happens as the toy car moves going down the board. 4. Repeat the procedure thrice for accuracy. 5. Record the data you obtained from the activity. C. Results C.1. Tabular Data Trial # Going Up Going Down 1 2 3 C.2. Guide Questions 1. What happened when the toy car went up the board? 2. What happened when the toy car went down the board? 3. Which set-up shows acceleration? 4. Which set-up shows acceleration? 5. What factors affect acceleration and deceleration? V. Conclusion Therefore, I conclude that ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________ .
  • 68. Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City LESSON 23 Format B Competency: Infer that acceleration is caused by an applied force. I. Engage A. Review Study the pictures below. Tell whether it shows acceleration or deceleration. A B C D E B. Motivation Look at the illustrations below. Which illustration shows a moving object gained increase in speed.
  • 69. A B C. Pre-Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties Force Mass II. Explore A. Activity Proper  Let the pupils utilize the activity worksheet#8 entitled “F and M=A”.  This activity must be performed in an open area.  Observe and facilitate closely how the pupils do the experiment.  The pupils should be able to fill-up the tabular data and answer the guided questions. III. Explain A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Questions Will objects move without applying force? Why? Why not? VII. Generalization What factors affect acceleration? IV. Extend A. Application Ivan and his cousin Jake, was asked by their auntie to go to the nearby store to meet someone. They were asked to arrive there on time. So they decided to use their bicycle for them to arrive on the expected time. What will Ivan and Jake do to make the bicycle move faster? What is needed for the bicycle to accelerate? V. Evaluate Identify whether Force or Mass affects the acceleration of the following moving objects. 1. A jeepney travels faster in a highway. 2. A passenger bus full of loads in a corner of the street. 3. Driver steps on the pedal exerting too much force. 4. A jeepney full of passengers was having a hard time to stop in a curved area. 5. The ball was thrown up high when the boy throws it as he jumps.
  • 70. VI. Enrichment Activities Identify other factors that affect acceleration. Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City Format A Activity Worksheet # 23 “F and M = A” Objective: Infer that acceleration is caused by an applied force I. Observation Study the illustration below. Tell something about the pictures. Which do you think moves faster, Cart A or Cart B? Why? Cart A Cart B II. Questions (Try to make relevant questions based from your observations) 1. _________________________________________________________________ _________________________________________________________________ _______ .
  • 71. 2. _________________________________________________________________ _________________________________________________________________ _______ . III. Hypothesis ____________________________________________________________________ ____________________________________________________________________ _______ . IV. Experiment This activity must be performed in a spacious area in order to execute the activity properly. A. Materials Clock with second hand Masking Tape (30cm long) Metric Ruler Plastic pail with Handle Assorted Weights 2 paper Clips 3 books about the same weight Pencil String (110cm long) B. Procedure 1. Tape the 30-centimeter strip of masking tape on the table starting from the edge. Mark the tape in centimeters by using the metric ruler. 2. Tie the ends of the string together to make a loop. 3. Place the loop of the string inside the front cover of the book. 4. Put a paper clip to the handle of the pail. Attach the paper clip to the string. 5. Place the book at the 30-centimeter line on the tape with loop and the pail hanging down from the edge of the table. Observe the book’s movement. If the book does not move freely toward the edge of the table, put some weights inside the plastic pail until the book moves. 6. Place the book at the 30-centimeter line. Find the speed of the book. Record the time (seconds) it takes the book to move from the 30-centimeter line. 7. Repeat step 6 three times. Calculate and record the average speed of the book. 8. Place the book at the 30-centimeter line. Put the second book on top of the first book. Observe the book’s movement. Repeat steps 6 and 7. 9. Place the book at the 30-centimeter line. Put the second and third books on top of the first book. Observe the movement of the books. Repeat steps 6 and 7. C. Results C.1. Tabular Data Distance (cm) Time (second) Speed (cm/s) Ave. Speed (cm/s) 1 book 2 books 3 books Average
  • 72. C.2. Guide Questions 1. Which refers to the force that pulls the book/s? 2. How does the force change from the first to the second trial? 3. How does the mass change from the first to the second trial? V. Conclusion Therefore, I conclude that ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ___________ . Dec 7, 2012- FORMAT B LESSON 33 Competency: Identify the layers of the earth. I.ENGAGE A. Review Enumerate the different planets in the solar system. B. Motivation In what planet in the solar system do you live? Do you know what composes our planet? Do you know what it looks like? C. Pre Laboratory Activities 1. Preparation of Materials 2. Setting standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties – crust, mantle, core, inner core, outer core, MOHO II.EXPLORE A. Activity Proper
  • 73. *Let the pupil utilize the activity worksheet # 22 entitled “Let’s Name It” *This activity must be performed in their respective area inside their classroom *Work in a team of five (5) *Observe and facilitate closely how the pupils do the experiment cooperatively *The pupils must be able to fill – up the tabular data and answer the guided questions III.EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Question: What are the different layers of the earth? B .Generalization What are the layers of the earth? (Possible Answer: The layers of the earth are crust, mantle and core.) IV. EXTEND A. Application If you were to cut the earth into two equal portions, how do you think will it look? V. EVALUATE Study illustration below and identify the different layers of the earth. VI.ENRICHMENT ACTIVITIES On ¼ size of white cartolina, draw the structure of the earth’s interior. Label each layer correctly.
  • 74. FORMAT A ACTIVITY WORKSHEET # 33 LET’S NAME IT OBJECTIVE: Identify the layers of the earth. I. OBSERVATION Study the illustration of a globe below. Tell something about the bluish part of the globe and the multi – colored portion.
  • 75. II. QUESTIONS (Try to make relevant questions based from your observation.) 1._________________________________________________________ 2._________________________________________________________ III. HYPOTHESIS IV. EXPERIMENT (This activity must be performed in their respective area inside their classroom.) A. Materials Hardboiled egg Knife B. Procedure 1. Get a hardboiled egg. 2. Cut across the egg. 3. Examine the cross section of the egg. 4. How many layers do you see? 5. How will you compare those layers with the layers of the earth C. Results C.1 Tabular Data Identify the layers of the earth. Layers of hardboiled egg Layers of the earth C.2 Guide Questions 1. What are the layers of the hardboiled egg? 2. What are the layers of the earth? V. CONCLUSION The layers of the earth are _________________________________________________ ____________________________________________________________________ ___.
  • 76. FORMAT B Republic of the Philippines Department of Education Region IV-A CALABARZON LESSON 34 COMPETENCY: Describe each layers of the earth. I. ENGAGE A. Review What are the layers of the earth? B. Motivation BRAINSTORMING – (T he pupils will give information’s about the earth.)
  • 77. C. Pre Laboratory Activities 1. Preparation of materials 2. Setting standard 3. Discussion of precautionary measures 4. Unlocking of Difficulties – continents, atmosphere, MOHO II. EXPLORE A. Activity Proper *Let the pupils utilize the activity worksheet # 23 entitled “LETS DIVIDE THE APPLLE” *The activity must be performed in their respective area inside their classroom *Work in a team of five (5) *Observe and facilitate closely how the pupils do the experiment cooperatively *The pupils must be able to fill up the tabular data and answer the guided questions III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion , Analysis , and Interpretation of Data Guide Question: Describe each layer of the earth. B. Generalization How can you describe the layers of the earth? (Possible Answer: The crust is the outermost layer of the earth. The mantle, which lies beneath the crust, is composed of solid rocks and hot molten rocks. The core is made up of molten iron and nickel on its outer portions and solid materials in its inner.) IV. EXTEND A. Application Why do you think scientists study the Earth’s interior? If you were a scientist, will you undertake a study of the Earth’s interior? Explain your answer. V. EVALUATE Directions: Read the following questions carefully, and then choose the letter of the correct answer. 1. Which is the uppermost layer of the earth? A. Mantle C. inner core B. Crust D. outer core 2. Which layer of the earth consists of a solid part and liquid part? A. Mantle C. inner core
  • 78. B. Crust D. outer core 3. Which part of the earth’s crust is the thinnest? A. mountains C. plateaus B. plains D. ocean floor 4. Which layer of the earth has the highest temperature? A. outer core C. mantle B. inner core D. crust 5. What materials make up the core? A. silver and gold C. magnesium and zinc B. iron and nickel D. rocks and soil VI. ENRICHMENT ACTIVITY Draw the interior of the earth. Label and describe each part. FORMAT A Republic of the Philippines Department of Education Region IV-A CALABARZON ACTIVITY WORKSHEET # 34 LET’S DIVIDE THE APPLE OBJECTIVE: Describe each layer of the earth. I. OBSERVATION Study the illustration below. Tell something about the layers of an apple and an egg.
  • 79. II. Questions (Try to make relevant questions based from your observation) 1.-------------------------------------------------------------------------------------- 2.____________________________________________________ III. HYPOTHESIS ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ IV. EXPERIMENT (This activity must be performed in their respective area inside their classroom.) A. Materials Apple, knife B. Procedure 1. Get an apple. 2. Divide the apple into halves without removing the skin. 3. Observe the layers of an apple from the skin to the centre. 4. How many layers are there? 5. Compare the layers to the structure of the earth C. Results C.1. Tabular Data Describe each layers of the earth. Layers of the Earth Description
  • 80. C.2 Guide Questions 1. What is crust? 2. What is mantle? 3. What is core? 4. What is outer core? 5. What is inner core? 6. How thick is the crust? 7. How thick is the mantle? 8. How thick is the core? 9. What is the temperature of the entire core? 10. What composes mantle? V. CONCLUSION The crust is the ____________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ LESSON 35 c/o Juanita Berania Dela Paz Itaas – Coastal 1. Crust 2. Mantle 3. Core
  • 81. Lesson 36 c/o Lorilyn Catanglao Dela Paz Pulot – Coastal
  • 82. Lesson 37 c/o Juanita A. Berania Dela Paz Itaas – Coastal
  • 83. Format A ACTIVITY WORKSHEET 39 OBJECTIVE: Identify changes in the environment caused by the movements of the crustal plate. I. OBSERVATION: Study the illustration below. Tell something about the picture ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ II. QUESTIONS (Try to make relevant questions based from your observations.) 1. 2.
  • 84. III. HYPHOTHESIS_________________________________________________________________ ______________________________________________________________________________ ___________________________________ IV. EXPERIMENT Show a movie/video clip about the changes in the environment caused by the movement of the crustal plates. C. Results C.1. Tabular Data Write some changes in the environment caused by the movement of the crustal plates. C.2. Guide Questions: 1.What happen to lands and trees when extreme earthquake occurs? 2. What do you call a liquid rock where crustal plates float? 3. What are the the changes in the environment caused by the movement of the crustal plates?? V. CONCLUSION The changes in the environment caused by the movement of the crystal plates are Dec 17, 2012 Science VI FORMAT B LESSON 39 COMPETENCY: Identify changes in the environment caused by the movements of the crustal plates. I. ENGAGE A. Review How the earth’s crust move? B. Motivation Show pictures of environment causes by the movement of the crustal plates C. Pre Laboratory Activities 1. Preparation 2. Setting standards whilewatching the video/movie clip. 3. Discussion 4. Unlocking of Difficulties – causes, movement,crustal plate II. EXPLORE Some changes in the environment caused by the movement of the crustal plates 1 2 3 4 5
  • 85. A. Activity Proper *Let the pupils utilize the activity worksheet * Observe the pupils while watching the video/movie clip. * The pupils must be able to fill-up the tabular data and answer the guided questions. III.EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data: Guide Question: What are some changes in the environment caused by the movements of the crustal plates. B. Generalization Identify changes in the environment caused by the movements of the crustal plates. IV. EXTEND A. Application Justify how landscapes and seascapes change as crustal plates move. VI. EVALUATE List down some changes in our environment caused by movement of crustal plates. VI. ENRICHMENT ACTIVITIES Draw and show some movement of crustal plates
  • 86. Lesson 41 c/o Rizza P. Ramirez Lilinggiwan – Coastal
  • 87. Science VI FORMAT A Objective: Differentiates intensity from the magnitude of an earthquake. I. Observation A. Study the illustration below. Tell something about it.
  • 88. II. Questions Make relevant questions based from your observations. 1. 2. III. Hyphothesis IV. Experiment Activity 1: “BLOWING WITH A FAN” Materials: electric fan, potted plants Procedure: 1. Get an electric fan. 2. Switch the electric fan to No.1, then No.2 and No.3. 3. Observe the rotation of the blade of the electric fan at each number/or the movement of fan at each force. 4. Line up three potted plants in front of the electric fan it different distances. 5. Switch the electric fan to No.3 6. Observe the movement of the leaves of plant at different distances. Guide Questions: 1. When was the wind strongest? Why? 2. When was it fastest? Why? 3. When was the wind weakest? Why? 4. What did you observe on the movement of plants at the different distances? 5. Which plant has the strongest movement? Why? 6. Which plant has the weakest movement? Why? Activity2: “STRIKEONE!” Materials: 10 empty match boxes of 3 stones of different sizes (small, medium, and large) Procedure: 1. Pile empty match boxes one on top of the other in groups of fire.
  • 89. 2. Place one file near one end of the table and the other pile at the other end. 3. Using stone, strike one pile under the table. 4. Repeat using the two other stones one at a time. 5. Observe the movement of the match boxes each time strike a stone on the pile. Guide Questions: 1. What happened when you struck the table at one end? 2. Which of pile showed stronger movement? Why? 3. Which pile showed the least movement? Why? 4. Which stone caused the strongest movement? 5. Which stone caused the weakest movement? V. Conclusion Based on the different activities, which shows the magnitude of an earthquake? The intensity? What is the difference between intensity and magnitude of an earthquake? Dec. 18, 2012 Science VI FORMAT B: Competency: Differentiates intensity from the magnitude of an earthquake. I. Engage A. Review Unscramble each group of letters to form the correct word. Use the clue below. 1. sepalt - 2. eaeahrtquk - 3. flaut - 4. psuh - 5. lupl - Clue: 1. These are bedrocks in the crust. It may be in the ocean or in the continents.
  • 90. 2. The trembling or shaking of the earth’s crust. 3. Crack on the earth’s crust. 4. When the plates move toward each other. I one another. 5. It none another, when the plates move away from each other. B. Motivation: Study the illustration below. Tell something about it. C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of standards II. Explore Activity proper Group the pupils into four Two groups will perform Activity 1 entitled “Fanning” Two groups will perform Activity 2 entitled “Striking Match boxes” III. Explain Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Questions Based on the different activities, which shows the magnitude of an earthquake? The intensity?
  • 91. Conclusion What is the difference between intensity and magnitude of an earthquake? IV. Extend Study the Rossi – Forell of Earthquake Intensities. You are inside your classroom working in your Science Project. Suddenly, hanging objects swing freely. The vases and unstable objects overturn and the movement is felt generally by everyone. a. What is happening? b. What must you do? c. What is the intensity of the earthquake? V. Evaluate TRUE or FALSE 1. Magnitude and intensity refer to the type of earthquake that occurs in a place. 2. The nearer the place is to the epicentre of an earthquake, the stronger is the shaking of the earth felt in that place. 3. An earthquake with a magnitude of 1 in the Richer Scale can be felt by many people. 4. Intensity is the strength of earthquake. 5. Magnitude the amount of energy released by an earthquake. VI. Enrichment Study the Rossi – Forrel Scale of eazrthquake Intensities. Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas City ACTIVITY WORKSHEET # 43 EFFECTS OF EARTHQUAKES FORMAT A OBJECTIVE: Describe how earthquakes affect the environment I. OBSERVATION Watch video clippings. Tell something about it. (The teacher will provide video clippings about the effects of earthquake.) II. QUESTIONS (Try to make relevant questions based from your observations)
  • 92. 1. __________________________________________________________ ____ 2. __________________________________________________________ ____ III. HYPOTHESIS __________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________ IV. EXPERIMENT A. Materials Manila paper video clippings Pentel pen B. Procedure 1. Watch the video clippings carefully. 2. Then answer the questions based from the scenes that you have watched. C.1 Tabular Data Effects of earthquake Description C.2 Guide Questions 1. What are the effects of an earthquake? 2. What are landslides? Tsunami? 3. What is meant by tsunami? 4. What is seiche? V. CONCLUSION I therefore conclude that_______________________________________ ________________________________________________________________ VI. APPLICATION A. The teacher will show pictures of the effects of earthquake. Call on pupils to choose a picture and let him/her describe it. B. What would you do if your place has experienced the effects of earthquake? VII. TEST YOURSELF Directions: Describe how the following affect the environment . 1. Tsunami 2. Landslides 3. Fire 4. Seiche 5. Floods VIII. INVESTIGATE MORE Explain the following: 1. How does landslide affect us and the environment?
  • 93. 2. How does tsunami affect us and the environment? Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas city LESSON PLAN IN SCIENCE AND HEALTH VI LESSON 43 FORMAT B COMPETENCY: Describe how earthquakes affect the environment I. ENGAGE A. Review What is the difference between intensity and magnitude of an earthquake? B. Motivation
  • 94. Show pictures on how earthquakes affect the environment What does each picture show? What cause these things to happen? C. Pre Laboratory Activities 1. Preparation of Materials 2. Setting Standards II. EXPLORE A. Activity Proper  Let the pupils utilize activity worksheet entitled “ Effects of an Earthquake”  The activity can be done inside the classroom.  Work in a team of five (5)  Observe and facilitate closely how the pupils do the activity
  • 95.  The pupils must be able to fill-up the tabular data and answer the guided questions III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Question: How does earthquake affect the environment? B. Generalization Describe how earthquakes affect the environment IV. EXTEND Application A. The teacher will show pictures of the effects of earthquake. Call on pupils to choose a picture and describe it. B. What would you do if your place has experienced the effects of earthquake? V. EVALUATE Directions: Describe how the following affect the environment . 1. Tsunami 2. Landslides 3. Fire 4. Seiche 5. Floods VI. ENRICHMENT ACTIVITIES Explain the following: 1. How does landslide affect us and the environment? 2. How does tsunami affect us and the environment?
  • 96. Republic of the Philippines Department of Education Region IV- A- CALABARZON Division of Batangas City Batangas City West District AMBULONG ELEMENTARY SCHOOL LESSON 44 COMPETENCY: Practice precautionary measures before, during and after earthquakes.. I.ENGAGE A. Review What is the term for the change of one form of energy into another? How can these be prevented or at least lessened? B. Motivation
  • 97. Do you have any experience about earthquake? What will you do in case there’s an earthquake in your place? What is the importance of following each precautionary measures? C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties Aftershocks Traversed Flammable Escarpment II. EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet _ entitled “Be Alert! Be Saved!”  Work in groups of three with 10 members
  • 98.  Observe and facilitate closely how the pupils do the activity cooperatively and actively.  The pupils must be able to fill- up the table and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion/ Analysis and Interpretation of Data Guide questions: What are the precautionary measures before, during and after earthquakes to prevent further loss of lives and limbs? B. Generalization How can loss of lives and limbs be prevented before, during and after earthquakes? Enumerate the safety measures to be done. Possible answer: Precautionary measures before, during and after earthquakes must be observed to prevent or reduce the damage it can bring. Pupils will enumerate the precautionary measures before, during and after earthquakes. IV. EXTEND A. Application 1. Let the pupils role- play or dramatize the measures to be done. 2. Suppose your community experienced an earthquake, what can you do to help your community leader after an earthquake? Explain. V. EVALUATE Directions: Read and understand the situations below. Decide what practices should you do. Choose the letter of the best answer. 1. You feel that the ground is shaking . What should you do? a. Keep calm and find a safe place to hide in. b. Watch television c. Continue playing d. Shout for help 2. If you are inside the building and you feel that earthquake occurs, what should you do? a. Stay away from buildings. b. Go under a desk or sturdy table. c. Run outside d. Ignore it 3. You heard over the radio that the first shocks are over and aftershocks are likely to follow, what should you do? a. Evacuate if necessary. b. Have a plan action ready for it. c. Find a safe place d. All of these
  • 99. 4. Earthquake has just occurred in your place and the damaged were great. Your family evacuated and you heard that earthquakes are over. What should you do? a. Return immediately to your home right after the earthquakes. b. Wait for the announcement when to return safely. Aftershocks may occur. c. Bring appliances to your home d. Turn on the electric fuse in your home. 5. Which of the following is a good practice before an earthquake? a. Know where candles, matches, flashlights and first aid kits are stored. b. Stay away from electric posts or buildings that can fall. c. Go under a sturdy table. d. Evacuate immediately. VI. ENRICHMENT ACTIVITIES Write a letter to a friend explaining what he or she should do in case an earthquake occurs in their place. Republic of the Philippines Department of Education Region IV- A- CALABARZON Division of Batangas City Batangas City West District AMBULONG ELEMENTARY SCHOOL ACTIVITY WORKSHEET # 44 “ BE ALERT! BE SAVED!” Objective: Practice precautionary measure before, during and after earthquakes. I. Observation
  • 100. Look at the pictures/posters below. Tell something about each picture. II. Questions ( Try to make relevant questions based from your observations) 1. 2. III. Hypothesis ______________________________________________________ _____________________________________________________________ _____________________________________________________________. IV. Experiment (This activity must be done inside the room and an open field.) A. Materials
  • 101. - Chart containing precautionary measures before, during and after earthquakes. - Bell or alarm, desk or sturdy table,open field - TV or DVD player and tapes B. Procedure 1. Using TV, DVD player and Sineskwela Tape Volume___Grade Six watch carefully and study the precautionary measures before,during and after an earthquake. 2. Read the precautionary measures listed on the chart. 3. Listen to a lecture on how to conduct an earthquake drill. 4. Take down notes as the teacher give important reminders on what to do in case of an earthquake. 5. Perform earthquake drill. C. Results Fill-in this table. Before During After C.2. Guide Questions What should you do before an earthquake occurs? During an earthquake what must you do? What should you observe after earthquakes? V. CONCLUSION Enumerate the precautionary measures before, during and after an earthquake. Is it important to observe safety precautions before, during and after an earthquake? When all these safety measures were observed what might happen? VI. APPLICATION A. Role-play or dramatize the measures to be done in case of an earthquake. B. Answer this: Suppose your community experience an earthquake, what can you help to your community leader after the earthquake? Explain. VII. TEST YOURSELF Directions: Read and understand the situations below. Decide what practices should you do. Choose the letter of the best answer. 1 .You feel that the ground is shaking . What should you do? a. Keep calm and find a safe place to hide in b. Watch television c . Continue playing d. Shout for help 2. If you are inside the building and you feel that earthquake occurs, what should you do? a. Stay away from buildings. b. Go under a desk or sturdy table.
  • 102. c. Run outside d. Ignore it. e. 3. You heard over the radio that the first shocks are over and aftershocks are likely to follow, what should you do? a. Evacuate if necessary. b. Have a plan action ready for it. c. Find a safe place d. All of these 4. Earthquake has just occurred in your place and the damaged were great. Your family evacuated and you heard that earthquakes are over. What should you do? a. Return immediately to your home right after the earthquakes. b. Wait for the announcement when to return safely. Aftershocks may occur. c. Bring appliances to your home d. Turn on the electric fuse in your home. 5. Which of the following is a good practice before an earthquake? a. Know where candles, matches, flashlights and first aid kits are stored. b. Stay away from electric posts or buildings that can fall. c. Go under a sturdy table. d. Evacuate immediately. VIII. ENRICHMENT ACTIVITIES Write a letter to a friend explaining what he or she should do in case an earthquake occurs in their place. Prepared by: MARITES D. TARCELO Lesson 45 c/o Lorilyn Catanglao Dela Paz Pulot – Coastal
  • 103. Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City west District Format B Competency: Describe how a volcano is formed I. Engage A. Review
  • 104. Identify the movement of the crustal plates that caused the formation of the following: ______________1.mountain ______________2.volcano ______________3.trench ______________4.ridges ______________5.fault B. Motivation Study closely the different volcanoes in the Philippines. Tell something or describe it. C. Pre-Viewing Activity 1. Preparation of Materials/Things Needed 2. Setting of Standards 3. Unlocking of Difficulties Crustal plates, magma, pressure II. Explore A. Activity Proper After setting the standards and giving guide questions proceed to TV viewing proper. Let pupils take down notes. Let pupils answer questions afterwards III. Extend A. Application Why should people avoid building houses in the danger zones in a volcanic region/area? IV. Evaluate Describe the illustration of how a volcano is formed.( Show picture of a volcano ). Compose a short paragraph describing how a volcano is formed.
  • 105. Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City west District FORMAT A ACTIVITY WORKSHEET “ BOMBS’’
  • 106. OBJECTIVE: Describe how magma comes out of a volcano. I.OBSERVATION Study the pictures below. II. QUESTIONS: (Try to make a relevant question base fro _______ _______ _______ _______ ______________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _______________________________ III. HYPHOTHESIS ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________ IV. EXPLORING Reading of the selection . CRATER- The hallowed- out area at the top of a volcano is called crater. It usually forms after a very explosive eruption. A crater more than 1.5 km in diameter is called a caldera. VENT- All volcanic materials that reach the surface emerge through some sort of vent, or opening. Vents are common at the tops of volcanoes, but they may also appear along the sides. MAGMA CHAMBER- Large pockets og magma form underground magma chambers. When magma is hot or powerful enough, it makes its toward the earth’s surface through cracks in the crust.
  • 107. PIPE- A pipe is a long, nearly vertical crack in the crust through which magma moves. A pipe may be thousands of metres long and only a few metres wide. Magma travels through a pipe untilit reaches a vent on the earth’s surface. GUIDED QUESTIONS: 1. Aside from steam, what other gases are expelled in a volcanic eruption? 2. Why do rocks remain solid at a depth greather than 50km? 3. What causes magma to move up to the surface of the earth? 4. Differentiate a cinder cone from a shield volcano? V. CONCLUSION ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________ Republic of the Philippines Department of Education Region IV-A CALABARZON Batangas City west District FORMAT B
  • 108. COMPETENCY: Describe how magma comes out of a volcano. I. ENGAGE A. REVIEW How a volcano is formed? B. MOTIVATION Sing a song about how magma comes out of a volcano. VOLVANOES To the tune of Marry Hada Little Lamb There was a little volcano Volcano, volcano There was a little volcano And this is how it grew One day it became a hill A hill. A hill One day it became a hill And then it formed a mountain Over the years it grew, grew, grew grew, grew, grew,grew, grew, grew Over the years it grew, grew, grew Into a volcano. Then one day there was some gas there was some gas, some gas Then one day there was some gas And there it started to roar When it roaded, it split hot magma Split hot magma, split hot magma When it roaded, it split hot magma And then it trickled down the sides. C. PRE-LABORATORY ACTIVITIES 1. Settings of standard 2. Discussion 3. Unlocking og difficulties ( magma, lava, dormant, active) II. EXPLORE A. Activity Proper Let the pupils utilize the activity worksheet entitled Booms. Observe and facilitate closely how the pupils do the activity cooperatively . The pupils must be able to answer the guided questions.
  • 109. III. EXPLAIN A. POST LABORATORY ACTIVITY 1. Reporting 2. Discussion, analysis and interpretation of data. B. GENERALIZATION How does magma comes out from a volcano? IV. EXTEND A. APPLICATION What is the importance of magma? V. EVALUATION Describe how magma comes out from a volcano by arranging the following steps , write a letter from A to D before the number. ______1.All volcanic materials that reach the surface emerge through some sort of vent, or opening. Vents are common at the tops of volcanoes, but they may also appear along the sides. _______2.A pipe is a long, nearly vertical crack in the crust through which magma moves. A pipe may be thousands of metres long and only a few metres wide. Magma travels through a pipe untilit reaches a vent on the earth’s surface. ________3.The hallowed-out area at the top of a volcano is called crater. It usually forms after a very explosive eruption. A crater more than 1.5 km in diameter is called a caldera. ________4.Large pockets og magma form underground magma chambers. When magma is hot or powerful enough, it makes its toward the earth’s surface through cracks in the crust. VI. ENRICHMENT ACTIVITY Draw the parts of a volcano and describe how magma comes out? Format A Republic of the Philippines Department of Education Region IV-A CALABARZON
  • 110. ACTIVITY WORKSHEET 48 “MIRACLES BEHIND BEAUTY” OBJECTIVE:Name beneficial and harmful effects of volcanic eruptions. I. OBSERVATION: Study the illustration below.Tell something about the pictures. ______________________________________________________________________________ _ ______________________________________________________________________________ ______________________________________________________________________________ ______________ II. QUESTIONS (Try to make relevant questions based from your observations.) 1. 2. III. HYPHOTHESIS ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________ IV. EXPERIMENT Show a movie/video clip about the effects of volcanic eruption. C. Results C.1. Tabular Data Enumerate the effects of volcanic eruption and put a check (/) on the proper column where it belongs. EFFECTS BENEFICIAL HARMFUL C.2. Guide Questions: 1. What are the causes of volcanic eruption? 2. What are the materials the materials that flow from volcano?
  • 111. 3. What are the beneficial effects of volcanic eruption? 4. What are the harmful effects of volcanic eruption? V. CONCLUSION The beneficial effects of volcanic eruption are The harmful effects of volcanic eruption are FORMAT B Republic of the Philippines Department of Education Region IV-A CALABARZON Lesson 48
  • 112. COMPETENCY: Name beneficial and harmful effects of volcanic eruptions. I. ENGAGE A. Review Describe how magma comes out of a volcano. B. Motivation Show pictures of volcanic eruption then tell something about it. C. Pre Laboratory Activities 1. Preparation 2. Setting standards whilewatching the video/movie clip. 3. Discussion 4. Unlocking of Difficulties – effect, beneficial, harmful II. EXPLORE B. Activity Proper *Let the pupils utilize the activity worksheet # 5 entitled “Miracles Behind Beauty” * Observe the pupils while watching the video/movie clip. * The pupils must be able to fill-up the tabular data and answer the guided questions. III.EXPLAIN C. Post Laboratory Activities 3. Reporting 4. Discussion, Analysis and Interpretation of Data: Guide Question: How can people benefit from volcanoes? What are the effects of volcanic eruptions? D. Generalization Volcanic eruptions may be harmful but the products of volcanism could be beneficial to mankind. IV. EXTEND B. Application There is a volcano near in your community which show signs of eruption, What will be your preparations in order to avoid accident and preserve life? V. EVALUATE The following are effects of volcanic eruption. Write H if it is harmful and B if beneficial. ________1.Geothermal steam for power generation. ________2.Fertile soil for plants like coconut,abaca and ramie. ________3.Great Sea Wave (Tsunami)produced. ________4.Source of some materials for industrial use.
  • 113. ________5.Water rich debris flows (lahar). ________6.Sieches (water oscillation in lakes) ________7.Deposits of sulphur. ________8.Hot springs in volcanic areas are use for medical and recreational purposes. ________9.Water displacement. ________10. Thousands of lives maybe lost due to violent volcanic eruptions. VI. ENRICHMENT ACTIVITIES Collect newspaper clippings about the great damage Mt. Pinatubo brought to the province of Pampanga. Share your clippings with your classmates. Republic of the Philippines Department of Education Region IV- A- CALABARZON Division of Batangas City Batangas City West District STA. RITA ELEMENTARY SCHOOL
  • 114. LESSON 49 COMPETENCY: Practice precautionary measures before, during and after earthquakes. I. ENGAGE A. Review What are the harmful effects of volcanic eruptions? How can these be presented or at least lessened? B. Motivation Volcanic eruptions can kill the lives of many people and damage or destroy properties and crops. Have you seen an actual volcanic eruptions? Is it a horrible sight? C. Pre Laboratory Activities 1. Preparation of materials 2. Setting of Standards 3. Discussion of precautionary measures 4. Unlocking of Difficulties Precautions PHIVOLCS II. EXPLORE A. Activity Proper  Let the pupils utilize the activity worksheet entitled “ Be prepared”  Work by group with members of 5 or 6 and the leader shall report to the class on what the member have agreed upon.  Observe and facilitate closely how the pupils do the experiment cooperatively.  The pupils must be able to fill- up the table and answer the guided questions. III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion/ Analysis Guide questions: What showed people living in a volcanic region do to help lessen the destructive effects of volcanic eruption? B. Generalization What are some precautionary measures to observe/practice before, during and after a volcanic eruption? IV. EXTEND A. Application A volcano erupted one month ago .People returned to their houses. One day it was announced that another eruption might occur. What should your family do? V. EVALUATE Put a check (/) if the practice is good, a cross(x) if it is not. Do this in your answer sheet. 1. Stay in your house even if there is an order to evacuate the place. 2. Cover your nose with a wet cloth if there are ash showers. 3. Do not buried your house in a permanent danger zone. 4. Avoid places where lava is likely to flow.
  • 115. 5. Stay to protect your property even if the volcano is already erupting. VI. ENRICHMENT ACTIVITIES List the precautionary measures your family should observe if you live in an area where there is an active volcano. ` Prepared by: ELMA J. REYES LESSON 50 c/o Marilyn Dela Roca Pagkilatan – Coastal
  • 116. LESSON 51 c/o Marilyn Dela Roca Pagkilatan – Coastal
  • 117. Lesson 52 c/o Lorielyn Bool Ilijan – Coastal
  • 118. Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas city LESSON 53
  • 119. IN SCIENCE AND HEALTH VI NATURAL SIGNS FORMAT A OBJECTIVE: Identify natural signs of an approaching tsunami. I. OBSERVATION Study the illustration below. Tell something about it. ________________________________________________________________________ ______________________________________________________________________________ _____________ II. QUESTIONS (Try to make relevant questions based from your observations) 1. __________________________________________________________ ____ 2.____________________________________________________________ __ III. HYPOTHESIS ________________________________________________________________ ______________________________________________________________________ ________________________________________________ IV. EXPERIMENT A. Materials Manila paper Pentel pen B. Procedure 1. Get the materials assigned to your group. 2. Study the pictures and read the articles about the natural signs of an approaching tsunami
  • 120. Natural warning signs of tsunami The following are natural signs of tsunami that you may, but not always, experience when you are near the coast. If you notice any of these warning signs move away from the water's edge to higher ground. You may: Feel the earth shake. A large undersea earthquake may be felt prior to tsunami by an ongoing shaking of the ground in coastal regions. However, you may not feel an earthquake if the source is far away. See the ocean drop. As tsunami approach the shoreline, the sea level may, but not always, recede/drop dramatically before returning as a fast-moving wall of water. Hear an unusual roaring sound. A roaring sound may precede the arrival of tsunami. In the unlikely event that a tsunami is generated close to our coastline little or no warning may be received. Natural warning signs may alert you to a tsunami threat. C. Guide Questions 1. Where does tsunami occur? 2. What is the main cause of tsunami? 3. What are the natural signs of an approaching tsunami? 4. What should you do if there is a tsunami warning? V. CONCLUSION I therefore conclude that_______________________________________ ________________________________________________________________ ________________________________________________________________ _____________________________ VI. APPLICATION You and your friends are having an outing. While on the beach you noticed that the water in the ocean recedes exposing the seafloor. What will you do? Will you go in the water and look at the exposed seafloor or you will go to a higher ground to take cover? Why? VII. TEST YOURSELF Directions: Identify the natural signs of an approaching tsunami by checking it and cross out if not. __________1. A clear rumble should be heard __________2. Landslides will be seen __________3. Fires will appear in the ocean floor.
  • 121. __________4. Water will recede dramatically exposing fish, sea weeds and the like __________5. A slight shaking of the ground could be felt VIII. INVESTIGATE MORE Make a research on other natural signs of an approaching tsunami. Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas city
  • 122. LESSON PLAN IN SCIENCE AND HEALTH VI LESSON 53 FORMAT B OBJECTIVE: Identify natural signs of an approaching tsunami. I. ENGAGE A. Review How does an earthquake affect our environment? B. Motivation Show picture below. Observe what happens to the water. What do we call to the large destructive waves in the sea or ocean? Why do you think this thing happen? C.Pre Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Unlocking of Difficulties – recede, coastal region II. EXPLORE A. Activity Proper  Let the pupils utilize activity worksheet entitled “ Natural Signs”  The activity can be done inside the classroom.  Work in a team of six(6)  Observe and facilitate closely how the pupils do the activity cooperatively  The pupils must be able to answer the guided questions III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Question: What are the things that will happen before a tsunami approaches?
  • 123. D. Generalization What are the natural signs of an approaching tsunami? IV. EXTEND Application You and your friends are having an outing. While on the beach you noticed that the water in the ocean recedes exposing the seafloor. What will you do? Will you go in the water and look at the exposed seafloor or you will go to a higher ground to take cover? Why? V. EVALUATE Directions: Identify the natural signs of an approaching tsunami by checking it and cross out if not. __________1. A clear rumble should be heard __________2. Landslides will be seen __________3. Fires will appear in the ocean floor. __________4. Water will recede dramatically exposing fish, sea weeds and the like __________5. A slight shaking of the ground could be felt VI. ENRICHMENT ACTIVITIES Make a research on other natural signs of an approaching tsunami. Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas city
  • 124. LESSON PLAN IN SCIENCE AND HEALTH VI NASTY TSUNAMI LESSON 54 FORMAT A OBJECTIVE: Tell the dangers of tsunami episodes. I. OBSERVATION Study the illustration below. Tell something about it. ___________________________________________________________________ ______________________________________________________________________________ ____________
  • 125. II. QUESTIONS (Try to make relevant questions based from your observations) 1. __________________________________________________________ ____ 2.____________________________________________________________ __ III. HYPOTHESIS __________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________ IV. EXPERIMENT A. Materials Manila paper pictures Pentel pen B. Procedure 1. Get the materials assigned to your group. 2. Study the pictures above and answer the questions that follow. C. Guide Questions 1. What cause these things to happen? 2. Which do you think cause more deaths tsunamis or volcanic eruptions? Why? 3. What should you do if there is an approaching tsunami? 4. What are the dangers of tsunami episodes? V. CONCLUSION The dangers of tsunami episodes are ___________________________ ________________________________________________________________ ________________________________________________________________ _____________________________. VI. APPLICATION One of the cities in your province was badly hit by a tsunami. What will you do to help the victims. VII. TEST YOURSELF Directions: Tell the dangers of tsunami episodes. Write your answer on a sheet of paper. VIII. INVESTIGATE MORE Cut a picture that shows the danger of tsunami episodes. Put a label on it.
  • 126. Republic of the Philippines Department of Education Region IV-A (CALABARZON) Division of Batangas City BATANGAS CITY WEST DISTRICT Batangas city LESSON PLAN IN SCIENCE AND HEALTH VI LESSON 54 FORMAT B OBJECTIVE: Tell the dangers of tsunami episodes. I. ENGAGE A. Review What are the natural signs of an approaching tsunami? B. Motivation Show the picture below.
  • 127. What do you see in the picture? Why do you think this disaster happen? C.Pre Laboratory Activities 1. Preparation of Materials 2. Setting Standards 3. Unlocking of Difficulties – episodes II. EXPLORE A. Activity Proper  Let the pupils utilize activity worksheet entitled “ Nasty Tsunami”  The activity can be done inside the classroom.  Work in a team of six(6)  Observe and facilitate closely how the pupils do the activity cooperatively  The pupils must be able to answer the guide questions III. EXPLAIN A. Post Laboratory Activities 1. Reporting 2. Discussion, Analysis and Interpretation of Data Guide Question: What do you think is the extent of damage of tsunami? E. Generalization What are the dangers of tsunami episodes? IV. EXTEND Application One of the cities in your province was badly hit by a tsunami. What will you do to help the victims. V. EVALUATE Directions: Tell the dangers of tsunami episodes. Write your answer on a sheet of paper VI. ENRICHMENT ACTIVITIES Cut a picture that shows the danger of tsunami episodes. Put a label on it.