Jan 8 sci6 page 14 17

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

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

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.

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

Lesson 3 c/o Gigiveth Perez
San Agustin Kanluran – Verde Island

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.
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

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.

Prepared by:
JENNIFER E. MACATANGAY
Wawa Elementary School
Wawa, Batangas City
FORMAT A
LESSON 4
Region IV A – (CALABARZON)
DIVISION OF BATANGAS CITY

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

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, ____________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

Lesson 5 c/o Marilyn Dela Roca
Pagkilatan - Coastal

FORMAT B
LESSON 6
Batangas City West District

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)
2. Setting of standards
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
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

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.
THE BRIGHT WORLD!
OBJECTIVE: Describe how electrical energy is formed and used.
I. OBSERVATION:
Study the illustrations below. Write something about them.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
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?
_______________________________________________________

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 _________________________________________________
_________________________________________________________________

FORMAT B
LESSON 7
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
a. Laser
b. Ultraviolet

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
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

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.
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
Division of Batangas
“The Wonders of the Sun”
Objective: Describe radiant energy and how it is used.
I. OBSERVATION

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?

________________________________________
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.
Research on how light can harm us and our properties including our
environment. Write your answer in a paragraph.

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.
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
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?

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.

FORMAT A
LESSON 8
Division of Batangas
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. _________________________________________________________________

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
________________________________________________________________________
________________________________________________________________________
____________________________________________________________________________
______________________________________________________________________________

FORMAT B
LESSON 9
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
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”

 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
1. Reporting
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

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
Cut out pictures of home appliances. Draw a diagram under each picture
showing energy transformation.
FORMAT A
LESSON 9
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

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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.

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.

FORMAT B
LESSON 10
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
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.

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
____________________________________________________
A. Make a list of activities showing transformation of energy from one form into
another.
B. Explain why energy transformation is beneficial to people.

FORMAT A
LESSON 10
Objective: Cite evidences that energy can be transformed from one form to another.
1. OBSERVATION
Study the pictures. Tell something about them.
II. QUESTIONS
(Try to make relevant questions based from your observations. )
________________________________________________________________________
____
________________________________________________________________________
____

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
________________________________________________________________________
______
___________________________________________________________________________
____
______________________________________________________________________________
______

Lesson 11 c/o Coastal or Verde Island
May nagawa na…

Lesson 12 c/o Dulce Mendoza
San Agapito – Verde Island

Lesson 13 c/o Dulce Mendoza
San Agapito – Verde Island

Region IV-A CALABARZON
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.

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?
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
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.

Explain why heat transfer is useful to people.
Prepared by:
MARITES D. TARCELO
Region IV- A- CALABARZON
“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
______________________________________________________

_____________________________________________________________
_____________________________________________________________.
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

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.

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
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?
V. EVALUATE
VII. ENRICHMENT ACTIVITIES
Prepared by:
MARITES D. TARCELO

“ 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
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

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

1. Why do you feel the heat from the bread toaster as soon as you open it
when the alarm sounds?
VII. EVALUATE
Lesson 16 c/o Jennifer Macatangay
Wawa - West

Lesson 17 c/o Jennifer Macatangay
Wawa – West

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.

Do they pedal for a time, then coast or move with ease? What happen
to their speed when they are pedaling?
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
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?
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?

“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
1.
2.
3.
Questions:

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
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…

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
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

A moving car A car moving along a curved
B. Motivation
Where do you usually find these words?
map compass wind vane
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
1. Reporting
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.

2. Batangas City
3. N 4.
S
5.
VI. Enrichment Activities
Make a research about devices used in telling directions.
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

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
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
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________ .

SCIENCE AND HEALTH VI
Format A
Objective: Differentiates speed from velocity.
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
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

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
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.

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:

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
Format A
Objective: Differentiates acceleration from deceleration.
I. Observation
Study the illustration below. Tell something about it.
III. Questions

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?

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.

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.

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
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

What can you say about picture A? picture B?
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
1. Reporting
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.

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.
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
1. _________________________________________________________________
_________________________________________________________________
_______ .
0
2
4
6
8
10
5 10 15 20 25 30
Graph Showing The Velocity
of A Moving Object

2. _________________________________________________________________
_________________________________________________________________
_______ .
III. Hypothesis
____________________________________________________________________
____________________________________________________________________
_______ .
IV. Experiment
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
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
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________ .

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.

A B
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
1. Reporting
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.

Identify other factors that affect acceleration.
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
1. _________________________________________________________________
_________________________________________________________________
_______ .

2. _________________________________________________________________
_________________________________________________________________
_______ .
III. Hypothesis
____________________________________________________________________
____________________________________________________________________
_______ .
IV. Experiment
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

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?
2. Setting standards
4. Unlocking of Difficulties – crust, mantle, core, inner core, outer core, MOHO
II.EXPLORE
A. Activity Proper

*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
1. Reporting
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.

FORMAT A
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.

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
_________________________________________________
____________________________________________________________________
___.

FORMAT B
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.)

2. Setting standard
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
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

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
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.

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

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

Lesson 36 c/o Lorilyn Catanglao
Dela Paz Pulot – Coastal

Lesson 37 c/o Juanita A. Berania
Dela Paz Itaas – Coastal

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
1.
2.

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
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

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
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.
Draw and show some movement of crustal plates

Lesson 41 c/o Rizza P. Ramirez
Lilinggiwan – Coastal

Science VI
FORMAT A
Objective: Differentiates intensity from the magnitude of an earthquake.
I. Observation
A. Study the illustration below. Tell something about it.

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.

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.

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.
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
Guide Questions
Based on the different activities, which shows the magnitude of
an earthquake? The intensity?

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.
Region IV-A (CALABARZON)
BATANGAS CITY WEST DISTRICT
Batangas City
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

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
Explain the following:
1. How does landslide affect us and the environment?

2. How does tsunami affect us and the environment?
Region IV-A (CALABARZON)
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

Show pictures on how earthquakes affect the environment
What does each picture show?
What cause these things to happen?
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

 The pupils must be able to fill-up the tabular data and answer the guided
questions
III. EXPLAIN
1. Reporting
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
Explain the following:
1. How does landslide affect us and the environment?
2. How does tsunami affect us and the environment?

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

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?
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

 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
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

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.
Write a letter to a friend explaining what he or she should do in case an
earthquake occurs in their place.
“ BE ALERT! BE SAVED!”
Objective: Practice precautionary measure before, during and after earthquakes.
I. Observation

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

- 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
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.

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.
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

Batangas City west District
Format B
Competency: Describe how a volcano is formed
I. Engage
A. Review

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
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.

FORMAT A
ACTIVITY WORKSHEET
“ BOMBS’’

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.

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
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________
FORMAT B

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