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3 
3 
DRAFT 
April 10, 2014 
i
Date received by school: 
DRAFT 
Book Record 
School: 
District: 
Division: 
Region: 
Issued to 
(Name of Pupil) 
April 
To the Teacher 
Date 
Issued 
Condition 
Date 
Returned 
Condition
Write the pupil’s name clearly under the column “Issued to.” 
Use the following letters in recording the condition of the book: 
1. (New Book) 
2. (Used Book in Good Condition) 
3. (Used Book in Fair Condition) 
4. (Used Book in Poor Condition) 
i
Encourage and assist the pupil in repairing damaged textbooks. 
Take Care of Your Book 
1. Cover your book with plastic or manila paper. 
Old newspapers and magazines will do. 
2. Be sure your hands are clean when you handle or turn the 
DRAFT 
Dos: 
pages. 
3. When using a new book for the first time, lay it on its back. 
Open only a few pages at a time. Press lightly along the bound 
edge as you turn the pages. This will keep the cover in good 
condition. 
April 4. Use a piece of paper or cardboard for bookmarks. 
5. Paste or tape immediately 10, any torn pages. 
2014 
6. Handle the book with care when passing from one person 
to another. 
7. Always keep your book in a clean, dry place. 
8. When your book is lost, report it to your teacher right away. 
Don’ts: 
1. Do not fold the pages. 
2. Do not write on the cover or pages. 
3. Do not cut out any picture. 
4. Never tear or detach any page. 
ii
For inquiries or feedback, please write or call: 
DepEd-Bureau of Elementary Education 
Curriculum Development Division 
DRAFT 
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) 
April Meralco Avenue, 10, Pasig City, Philippines 2014 
1600 
Telefax: (632) 638-4799 or 637-4347 
E-mail Address: bee-deped@pldtdsl.net 
bee_director@yahoo.com 
INTRODUCTION 
iii
INTRODUCTION 
This Teacher’s Guide for Grade 3, was writ ten in response to the 
basic goal of educat ion under the K to12 Enhanced Basic Educat ion 
Program- “t o prepare learners to become product ive, worthy and 
compet it ive young scient ist s of the count ry.” 
This is divided into four unit s with illust rations describing each unit , 
represent ing the whole school year. Each unit has chapter with lessons 
and act ivities prepared which are aligned to the t eacher’s guide. 
DRAFT 
Dear Teachers: 
Learning to develop, keen and accurate observat ion skills through 
experiment , knowing more about mat ter, sense, living things, non-living 
things around you discovering more about your environment , climate 
change and other topics about the surroundings, earth and space are all 
given focus in this l learner’s material. 
April 10, 2014 
Explore Science and make it useful in your daily life. Teaching 
Science is having more fun. 
The Writers/Conceptualizers 
iv
ACKNOWLEDGEMENT 
Recognition is given to the following supervisors, administrators, 
teachers, BEE Staff and experts in Science for their enthusiastic commitment 
in the development, revision and finalization of the teaching guides and 
learning materials for Grade 3 under K to 12 Basic Education Program. 
Arthur DC. Sacatropes Luz E. Osmena, Ed.D. 
Education Prog. Supervisor Education Prog. Supervisor 
Region I II Region IV-A 
Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz 
Education Program Supervisor Science Coordinator 
Div ision Office, Sorsogon Prov. Div ision of Tarlac City 
Region V Region I II 
Jennifer M. Rojo Jennifer A. Tinaja 
Master Teacher II MasterTeacher I 
Neogen Elementary School Nueve de Febrero E.S. 
Districtof Tagaytay City Mandaluyong City 
DRAFT 
Job S. Zape, Jr. John Fitzgerald Secondes 
Education Program Supervisor Master Teacher I 
Region IV-A Don Felix Serra Nat’l. Hi-sch 
April 10, San Jaoquin, 2014 
Iloilo Province 
Leni S. Solutan Neolita S. Sarabia 
Master Teacher Principal II 
Sta. Barbara Elementary School STRIVE Coordinator 
Div ision of Iloilo Province Div ision of Tagbilaran City 
Romeo C. Ordoňez 
Master Teacher II/Illustrator 
Div isoria E.S. Mexico South District 
Div ision of Pampanga 
Susana D. Mota 
Jemmalyn N. Malabanan 
Encoders 
v
Appreciation is extended to the following consultants/reviewers for their 
untiring efforts in sharing their expertise: 
Evelyn L. Josue 
Science Educ. Specialist IV 
UP-NISMED 
Diliman, Quezon City 
Pia Campo May R. Chavez 
Science Educ. Specialist Science Educ. Specialist 
UP-NISMED UP-NISMED 
Diliman, Quezon City Diliman, Quezon City 
DRAFT 
Trinidad M. Lagarto, Ed.D. 
Senior Educ. Prog. Specialist , Anchorperson 
Curriculum Development Division 
Bureau of Elementary Educat ion 
April Marilet 10, te R. Almayda 
2014 
Director I II 
Bureau of Elementary Educat ion 
Marilyn D. Dimaano 
Director IV 
Bureau of Elementary Educat ion 
vi
TABLE OF CONTENTS 
Page 
Title Page i 
Book Record for the Teacher ii 
Copyright Page iii 
How to take care of your Book iv 
DRAFT 
Introduction v 
Acknowledgement vi 
April 10, UNIT I : Matter 
2014 
Overview 
Chapter 1 – Solids 1-9 
-Characteristics of Solids 
-Naming /Classifying Different Solids 
- Describing Solids according to Color 
- Describing Solids according to Shape 
- Describing Solids according to Size 
vii
- Describing Solids according to Texture 
Chapter 2 – Liquids 9-14 
- Characteristics of Liquids 
-Naming /Classifying Different Liquids 
- Describing Liquids according on how they flow 
- Describing Liquids on how they take the Shape 
of the container 
- Describing Liquids on how they occupy Space 
- Describing Liquids according to Smell 
DRAFT 
Chapter 3 – Gases 15-18 
1. Describing that Gases take the Shape of the Container 
2. Describing that Gases occupy Space 
3. Describing that Gases are Odorless and Tasteless 
April 10, 2014 
Chapter 4 – Proper Use and Handling of Common Solids, 
Liquids, and Gases at Home and in School 18-22 
-List of Common Products Found at Home and in School 
4. Harmful Effects of Common Materials Found 
at Home and in School 
5. Safety Measures in handling Harmful Materials 
Chapter 5 - Changes in Materials 23-39 
- Measuring the Temperature of Materials 
6. Measuring the Temperature 
of Hot/Warm Materials 
viii
7. Measuring the Temperature 
of a Cold Material 
8. Changes in Materials as affected 
by Temperature 
9. What happens to Water when Heated? 
10. What happens to Water Vapor when Cooled? 
11. What happens to Napthalene Ball when Heated? 
12. What happens to the Air inside the Bottle/Balloon when Heated or 
Cooled? 
UNIT 2: Living Things and their Environment 
Chapter 1 - Sense Organs 40-50 
DRAFT 
13. Identifying the Parts of the Eyes 
14. Proper Ways of Caring the Eyes 
15. Identifying the Parts of the Ears 
16. How the different Parts of the Ear Work? 
17. Proper Ways of Caring the Ears 
18. Identifying Parts of the Nose and its Functions 
19. Proper Ways of Caring the Nose 
April - Identifying the Uses 10, of Tongue 
2014 
20. Identifying the Parts and Functions of the Tongue 
21. Identifying the parts of the Skin and its Function 
22. Proper Ways of Caring the Skin 
Chapter 2 – Animals 50-61 
23. Naming Animals around you 
24. Parts of an Animal 
25. Body Parts Animals Use to Move 
26. Classifying Animals according to how they move 
27. Body Parts of Animals that they use in getting foods 
28. Classifying Animals according to what they Eat 
29. Classifying Animals according to their Body Covering 
30. Classifying Animals according to their Habitat 
31. Useful Animals 
32. Importance of Animals according to Use 
33. Animals that can Harm People 
34. Proper Ways of Caring Pets 
ix
Chapter 3 – Plants 61-76 
- Naming and Describing Plant Parts 
- Same Plant Parts, different Plants 
- Different Plant Parts have different Works 
- Things that come from or made of Plants 
- Different Uses of Plants 
- Harmful Plants 
- Proper Was of Caring Plants 
- Characteristics of Living and non-living Things 
DRAFT 
Chapter 4 : Heredity: Inheritance and Variation 76-84 
- Animals Produce Animals of the same Kind 
- Physical Traits of People from Different Ethnicity 
April - Physical Traits of Animals 10, of the same Kind 
2014 
- Plants Produce Plants of the same Kind 
- Growing Plants from other Plant Parts 
- Basic Needs Humans, Animals and Plants 
- Things We Need from the Environment 
- conservation and Protection of the Environment 
Chapter 5: Ecosystem 85-91 
UNIT 3: Force, Motion and Energy 
x
Chapter 1: Moving Objects 103-121 
- Describing the Position of an Object 
relative to another Object 
-Describing the Location of Objects After it is Moved 
Chapter 2: Electricity 121 - 129 
- Sources of Electricity 
-Uses of Electricity 
Chapter 3 – Sounds 130- 135 
DRAFT 
- Sounds 
Chapter 4- Electricity 135-148 
UNIT 4: Earth and Space 
April Chapter 1: The Surroundings 10, 2014 
149-159 
- The Surroundings 
Chapter 2: Weather 159-186 
- The Weather 
Chapter 3: Objects Seen in the Sky 187-210 
-Different Objects seen in the Sky 
xi
UNIT 1: Matter 
Chapter 1: Solids 
There are three states of matter. One of which are solids. Solids have 
different characteristics which enable us to describe one from the other. Solids 
maybe described in terms of color, size, shape, texture , weight and volume. 
Lesson 1 - Characteristics of Solids 
Durat ion: 1- 2 days 
Background Information 
Solids maybe described in terms of color, size, shape, texture and weight. 
We use our senses in identifying objects based on their characteristics. We can 
find various solids in our environment. Let us collect some solids in the garden 
and be able to identify each object. 
DRAFT 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. name different object s around us; and 
2. classify the object s based on their characteristics. 
April Procedure 
10, 2014 
Motivation / Presentation 
Look around you . 
Ask :Look around you. Name the solid objects that you see? What can 
you say about the solid objects around you? 
B. Lesson Proper 
1. Div ide the class into five groups. 
Say: Today, we will visit the garden. While in the garden, collect 10 objects. 
2. List down the objects based on their characteristics inside the chart below. 
Copy the chart in your notebook. 
1
Color Size Shape Texture Weight 
Black White Other Small Big Round Square Other Smooth Rough Heavy Light 
color shape 
Note: Give precautionary measures in collecting objects specially things which 
can cause wounds. Let the pupils fill up the table below: 
1. Ask the following questions: 
a. What objects did you collected in the garden? 
b. How did you identify the objects? 
c. Are they the same? Why? 
DRAFT 
2. Prepare activity cards similar to those shown below? 
Discuss the things you listed and be able to describe them. 
Group A Group B 
April List down 5 objects you see 10, List down 5 2014 
objects found 
in the library and describe the inside the room and describe the 
objects. Present them in class. objects. Present them in class. 
Group C 
List down 5 objects found inside your 
bags and describe the objects. Present 
them in class. 
2
List down 2 objects inside the box below which can be classified 
according to size, shape, color, texture and weight. 
Things Around Us 
Objects at home 
Objects according to 
shape 
1. (round object) 
2. ( Triangle obj.) 
Objects according to 
color 
1. (black color) 
2. ( white color) 
DRAFT 
Assessment 
1. ( big size) 
2. ( round) 
Assignment 
Draw 5 objects with different colors. 
Lesson 2 : Characteristics of Solids according to their color 
Duration: 1 day 
Background Information 
April Solid is a state of matter 10, with different colors. 
2014 
Objective 
At the end of the lesson, the pupils should be able to describe solids 
according to their color. 
Materials 
pictures or real objects 
Procedure 
1. Review 
Ask the pupils to name the solids that they can see inside/outside the 
classroom 
2. Motivation / Presentation 
1. Let the pupils play a game(???) 
Pupils group themselves according to the colors of their shirt, shoes, 
slippers, socks, and bags. 
3
C. Lesson Proper 
1. Activ ity 
a. The teacher asks some pupils to get an object from the box. Each pupil 
name the object and identify the color. 
2. Discussion/Analysis 
a. What are the objects found inside the box? 
b. What are the colors of the objects inside the box? 
c. What characteristics of solid did you observe? 
3.Generalization 
What are the colors of solids? ( red, blue, white, black etc.) 
What can we say about the colors of solids? (Solids have different colors) 
Form a dyad: 
Let the pupils choose three (3) objects inside their bag and exchange it 
with his/her partner. Have them identify the object and its color. Fill the table 
below. 
DRAFT 
Application 
April Assessment 
10, 2014 
Look at your own things and tell their color. 
Ass 
ign 
me 
nt 
Solids Color 
Look for different objects in your kitchen. Make a chart of these objects and 
their color. Write them in your notebook. 
Lesson 3: Characteristics of Solids According to Shape 
Duration: 1 day 
4 
Bag 
Ball pen 
Shoes 
Skirt/Pants 
Shirt/Blouse 
Objects Colors 
1. 
2. 
3.
Background Information 
Solids have shapes too. The particles of solids are close together. They 
move back and forth but the particles do not change places. This is why solids 
do not change shapes. 
Objective 
At the end of the lesson, the pupils should be able to identify solids based on 
their shapes. 
Materials 
pictures or real objects with different shape 
A.Review 
Describe solids based on their color. 
B.Motivation 
Have the class sing the song “I Hav e” to the tune of “Where is Thumb 
DRAFT 
Procedure 
Man.” 
I have ballpens*, 
I have notebooks*, 
I have books*, I have chalk* 
These things are called solids. (2x) 
In our room. (2x) 
April (* Use the names 10, of other objects found 2014 
on your table.) 
Say: Now, get some objects from your bags. Repeat the song “I Hav e” by 
naming the objects you are holding. 
Ask: 
1. What do we call those objects you are holding? (They are all 
solids.) 
2. Do they have a definite/exact shape? (Yes) 
C .Lesson Proper 
1. a. Show pictures of different basic shapes such as a triangle, circle, square, 
and rectangle. 
b. Ask the pupils if they know objects with these shapes. 
c. Let them identify objects with these shapes. 
2.Ask the following: 
a. Were you able to place the objects in their proper boxes? 
b. How did you group or classify the objects? 
c. Do they have definite characteristics ? What are these characteristics of 
the objects you classified? 
5
d. What are the ways of classifying solids? 
3. Have the class describe the characteristics of the following objects: 
Assessment 
MATERIALS RECTANGLE TRIANGLE ROUND 
Have the class do the following activity. 
Study the pictures of different objects. Choose the correct shape in the 
parentheses. 
(rectangle, round, triangle) DRAFT 
3. 
April 2014 
Assignment 
Let the pupils collect pictures of different objects and make an album of 
their shapes. 
Lesson 4: Characteristic of Solids According to Size 
Duration: 1 day 
Background Information 
6 
1. 
bag 
(rectangle, round, triangle) 
2. 
ball 
coin 
(rectangle, round, triangle) 
4. pineapple 
(rectangle, round, triangle) 
5. 
onion 
(rectangle, round, triangle) 
1. ball 
2. CD 
3. tomato 
4. cotton 
5. atis
Ruler and meter stick are some of the measuring devices used in 
determining the size of solids. These devices help us to measure the length, width 
and height of solids. 
Objective 
At the end of the lesson, the pupils should be able to : 
1. compare solids according to size; 
2. classify solids according to size; and 
3. use measuring devices in determining the size of solids. 
A. Presentation 
Show and post pictures of different objects on the board. 
Ask: What are the objects posted on the board? 
How do these objects different from each other? 
DRAFT 
Procedure 
April Add two more boxes to include 10, photos showing 2014 
the length like photos of a 
pencil and a broomstick. 
B.Lesson Proper 
1. a. Show a ruler and a meter stick. Ask the class to compare 
the two measuring devices. 
Emphasize that a ruler is used to measure short objects while 
a meter stick is used to measure long objects. Introduce the 
units of length, width and height. Give example. (e.g. length 
-2 inches; width 3 meters,: height -3 feet) A good 
measurement must have the value and the unit. 
7
b. In groups , allow the class to work on the activ ity. Guide them in 
accomplishing LM No. 4. 
Discussion/Analysis 
a. What are the solids found in your list? 
b. How are they similar or different? 
c. How did you classify the solids? 
Generalization 
What characteristics of solids did you learn today? 
Application 
Draw objects showing different size. 
Name objects found in the room. Tell the size of the objects using a ruler 
or meter stick. Get the exact measurement of each object. 
DRAFT 
Assessment 
Assignment 
List down objects found at home and in school. Describe their sizes. 
Lesson 5 : Characteristics of Solids According to Texture 
Duration: 1day 
April Background Information 
Solids have different textures. 10, They can be categorized 2014 
as smooth, rough, 
hard and soft. 
Objective 
At the end of the lesson the pupils should be able to classify solids according to 
texture. 
Materials 
The objects to be observed will depend on the contents of the pupils’ 
bags. You can include objects like pad paper, sand, pebbles, sandpaper, 
pineapple peelings, wooden stick, sponge, drinking glass and others. 
Procedure 
A. Motivation / Presentation 
TEXTURE HUNT 
Ask the pupils to go on a walk around their classroom and let them 
touch various objects. Ask the pupils to describe the texture. (The descriptions 
could be : hard, soft, rough, smooth.) 
8
B. Lesson Proper 
1. Prepare all the necessary materials beforehand. (handout and different 
solids). 
2. Distribute the handout. Give the pupils 10 minutes to read and discuss the 
procedure. 
3. Remind the class to observe at all times the precautionary measures 
relevant to the activ ity. ( Hint: The teacher examines the objects before 
letting the pupils touch them) 
4. Tell the pupils to copy the chart below in their notebooks. 
5. Let the pupils observe the different solids. Tell them to write their 
observations in the appropriate columns in the data table. 
Name of 
Solid 
Texture 
smooth rough Soft Hard 
act ivity, 
ask 
the 
following 
quest ions: 
a. 
After 
th 
e 
characterist ics of solids did you specifically 
What DRAFTobserved? 
1. 
2. 
3. 
4. 
5. 
April 10, 2014 
b.How did you classify solids? 
c.How can classifying object s help you in your daily life act ivities? 
Assessment 
Ask the pupils to group the materials according to their texture. Write the 
name of the solid in the proper box. 
plastic cup drinking glass ice 
pencil eraser leaf stone wood metal spoon 
HARD SOFT ROUGH SOFT 
Assignment 
Ask the pupils to bring to class at least ten solids from a place outside their 
homes. (backyard garden, sidewalk) and identify the solids based on their
texture. 
9
Chapter 2 : Liquids 
Liquid is another state of matter. I t has no definite shape but it follows the 
shape of the container. The particles of liquids move freely than those of solids. 
The particles slide or roll over each other; this is why liquids have no shape of 
their own. I t has the ability to flow. Liquids occupy space. Some liquids have 
taste and odor/smell. 
Lesson 1: Characteristics of Liquids 
Duration : 1 day 
Background Information 
Liquids have the ability to flow. The particles of liquids are far apart. They 
can move, slide or roll around each other. They can be poured from one 
container to another. This is what makes liquids flow. Some liquids flow faster 
while some do not. 
DRAFT 
Overview 
Objective 
At the end of the lesson, the pupils should be able to describe different liquids 
based on their different characteristics. 
Materials 
pictures or real liquids 
April Procedure 
10, 2014 
1. Review 
Ask: What are the different characteristics of solids? 
2. Motivation / Presentation 
Show pictures of different liquids. Say: Here are various samples of liquids. 
Look at them. Can you name them? 
Ask: What is common among these things? What do we call them? 
(They are all liquids.) 
10
1. Teacher should tell the students to go to the canteen and ask the 
canteen staff to show the different liquids available. (Give some 
precautionary measures in dealing with liquids which may not be familiar 
to pupils). Demonstrate the activ ity first before letting the pupils do it. 
Have this table be filled up by the pupils. 
NAME OF LIQUID How objects Shape of the Taste Odor/ Space it 
flow 
container 
smell occupies 
DRAFT 
3. Lesson Proper 
Soy sauce 
Condensed milk 
Water in a plastic 
bottle 
Perfume 
2. Ask the following questions: 
April a. How did you describe 10, the different liquids ? 
2014 
b. Do liquids have the same or different characteristics? How do they differ 
or similar from each other ? 
3. Prepare activ ity cards similar to those shown here. Group the class into 
three and give each group a card. Say: Study your activ ity card. Discuss the 
liquids that you listed and be ready to report them in class. 
Group A 
List down two liquids you see in the 
school canteen and write down 
possible ways of describing them in 
a piece of cartolina. Present them in 
class similar below: 
Name of Objects Ways of describing 
Liquids 
Group B 
List down two objects found in your 
kitchen and write down possible 
ways of describing them in a piece 
of cartolina. Present them in class 
similar below. 
Name of Objects Ways of describing 
Objects 
Example: 
Juice 
(ability to flow, 
shape,size,volume, 
taste, odor) 
Sweet taste, it can 
flow, takes the 
shape of the 
11 
(ability to flow, 
shape,size,volume, 
taste, odor)
Group C 
List down two objects found in your 
bathroom and write down possible 
ways of describing them in a piece of 
cartolina. Present them in class similar 
below. 
DRAFT 
Name of Objects Ways of describing 
Assessment Objects 
Say: List down two (2) liquids found in different places below. Write your 
(ability to flow, 
your notebook. 
answers in the graphic organizer . Do this onshape,size,volume, 
taste, odor 
April 10, 2014 
Things Around Us 
Liquids found in 
the kitchen 
1. 
2. 
Liquids found in the 
bathroom 
1. 
2. 
Liquids found in the 
school canteen 
1. 
2. 
Assignment 
Have the pupils cut out three (3) pictures of liquids that can be poured 
from one container to another. Paste them on their notebook. 
12
Session 2: Characteristics of Liquids according to how they flow 
Duration : 1 day 
Background Information 
Liquids have the ability to flow. Some flow slowly and others flow fast when 
poured from one container to another. They have no definite shape. They just 
follow the shape of their containers. 
Objective 
At the end of the lesson, the pupils should be able to describe how liquids flow 
from one container to another. 
condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, 
DRAFT 
Materials 
transparent bowl 
Procedure 
A. Review 
Let the pupils show their cut out pictures. 
Ask: Have you experienced pouring them from one container to another? 
April B.. Motivation / Presentation 
10, 2014 
Ask: I f 
you will pour those 
liquids in the containers shown on 
the picture, what will happen to the shape of liquids ? 
C. Lesson Proper 
1. Div ide the class into 5 groups. 
2. Tell the class to do procedure 1 – 7 in their LM’s. 
3. Let the class repeat the procedure using other liquids and tell them to 
record their observation on the chart following the table in their LM’s. 
4. Let the group leader report their observation in class 
5. Discuss the activ ity using the following questions: 
a. What happened to the different liquids when poured from one 
container to another container? Do they flow in the same way ? Why? 
Are the shapes the same as the original container? Why? 
b. What characteristics of liquids did you observe? 
13
c. What does the activ ity tells about liquids? 
6. Read the situation and let the pupils analyze. 
Rita poured a small can of condense milk and an evaporated milk 
from one container to another . Which one will flows fast and slow? Why? 
Assessment 
Describe the liquids below on how each one flows when poured from one 
container to another. Put a check (/) mark in the box if it correctly describes the 
liquid and (X) mark if not. 
April 10, 2014 
Assignment 
Cut out pictures 3 different liquids from old magazines and describe how 
they flow. 
Lesson 3: Characteristics of Liquids on how they take the shape of the container 
Duration: 1 day 
Background Information 
Liquids do not have their own shape . They take the shape of their 
container. I t also occupies space . The space it occupies depends on the 
shape of its container thus, it has no definite volume. 
Objective 
14 
Name of Liquid Does it flow 
slowly? 
Does it flow fast? Does it flow very 
fast? 
1. water 
2. soy sauce 
3. vinegar 
4. shampoo 
5. oil 
6. Condensed 
milk
At the end of the lesson, the pupils should be able to describe the liquid 
according to the shape of the container and the space it occupies. 
Materials 
Glass, water 
Procedure 
1. Review 
Ask: Bring out your cut out pictures. How do these liquids flow? 
2. Motivation 
Say: Look at the glass on the table. What is inside it? What occupies the 
space in the glass? I f i will transfer the liquid into a glass with different shape, 
will the shape and space occupied by the liquid still looks the same? Why? 
3. Lesson Proper 
Have the class study the following illustration. Ask: I f you add more water 
in the glass, what will happen? Let us find out if liquids can take up space. 
1. Set the standards in performing the activ ity. Remind pupils on cleaning the 
area after each activity. 
2. What happened to the water in a glass when you add more and more 
water in it ? Why? 
3. Ask: Do liquids occupy space? Why ? 
4. Read the following situation aloud and have a discussion about it. 
There are three glasses on the table. The blue glass is filled with milk. The 
yellow glass is filled with water. The orange is filled with buko juice. What 
occupies the space in the glasses? Do liquids occupy the same space? Why? 
Assessment 
15
Given two liquids in each container. Liquids A and B drawn below. 
Describe the two liquids according to shape and the space it occupies. 
Liquid A Liquid B 
Shape of liquid A ______________ Shape of Liquid B ____________ 
Space occupied by liquid A ____________ Space occupied by liquid B __________ 
Assignment 
Cut out 3 different liquids from old newspaper which can be 
ident ified according to shape. 
Lesson 4: Characteristics of Liquids according to their taste and odor or smell of 
liquids 
Duration: 1 day 
Background Information 
Some liquids have taste and odor. The taste of liquids maybe sweet, 
sour, salty and bitter. I ts odor or smell maybe good or bad. 
Objective 
At the end of the lesson, the pupils should be able to describe the taste and 
odor or smell of liquids. 
Materials 
rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue 
baby oil 
Procedure 
A. Review 
Ask: Do liquids occupy space? Why. 
B.Motivation / Presentation 
Ask: What can you say about these liquids? 
Vinegar, soy sauce, catsup, milk 
16
C. Lesson Proper 
1. Prepare the set-up of liquids and let the pupils observe them. 
2. Have the pupils describe their characteristics according to taste and 
smell. 
3. Have them record their observations in an activ ity sheet. 
2. 
a. How did you describe the liquids? 
b. What is your basis in describing the liquids? 
c. What characteristic of liquids is observed in the samples provided? 
3. Have the class study the following liquids. Let them fill in the column with 
the characteristics of liquids in the following table. 
Materials Smell or odor ( good or 
Note 
: 
The 
teacher 
should 
provide 
precautionary 
measures 
before 
letting 
the 
pup 
ils taste any liquid. 
Caution : Never taste poisonous objects. 
Assessment 
Underline the correct word/s inside the parenthesis. 
1. Perfume has a (good smell, bad smell). 
2. The taste of orange juice is (sweet, salty). 
3. Vinegar is ( sour, bitter). 
4. Honey has (sweet, salty, ) taste. 
5. Candies have ( sweet, bitter) taste. 
Assignment 
Let the pupils make an album of 10 pictures of different liquids cut out 
from old magazines. Have them describe the characteristics of each liquid. 
Chapter 3 : Characteristics of Gas 
17 
bad) 
Taste ( sour,salty,bitter, 
sweet) 
1. alcohol 
2. catsup 
3. juice 
4. vinegar 
5. perfume 
6. soy sauce 
7. water 
8.glue 
9.baby oil
A gas is another state of matter. I t has no definite shape, thus it takes the 
shape of the container. We cannot see them but we can feel them. In this 
lesson, you will find the different characteristics of gas. 
Lesson 1: Characteristics of Gas according to the shape of the container 
Duration : 1 day 
Background Information 
Gases have no definite shape. They take the shape of the container. 
Objective 
At the end of the lesson, the pupils should be able to describe 
the characteristic of gases according to its shape. 
Materials 
3 Balloons of different sizes and shapes 
Procedure 
1. Review 
Ask: What are the different characteristics of liquids? 
B. Motivation / Presentation 
Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it. 
Ask : I f you will release the balloon from your hand, what will happen to it? 
Why? 
C.Lesson Proper 
1. Div ide the class into 4 groups. Get different shapes of balloons. Blow air 
into it. Observe what happens to the balloons. 
2. Ask: 
a. What happen to the balloon as you blow air into it? 
b. What characteristic is shown by the balloon? 
c. What can you say about the shapes of the balloon ? 
Assessment 
Draw 5 balloons with different colors. Describe their shapes. 
Assignment 
18
List down 5 different gases found in the environment. 
Lesson 2: Characteristics of gases according to space they occupy 
Duration: 1 day 
Background Information 
Gas has no definite shape and volume. I t takes the shape and volume of 
Objective 
At the end of the lesson, the pupils should be able to describe the space 
occupy by the gases. 
air fresheners 
DRAFT 
its container. 
Materials 
Procedure 
A.Review 
B.Motivation/ Presentation 
Ask: Do you know the content of air freshener? 
C. Lesson Proper 
Show the illustration of the different air fresheners. 
Ask: I f more gas is added on these containers, what will happen? 
April 1. Prepare the materials a day 10, before the lesson. 2014 
Give some precautionary 
measure in handling the materials before the activity starts. 
2. Ask the following questions: 
a. What is inside the empty glass? 
b. What happened to the paper towel ? to the Styrofoam? 
c. What does the activ ity shows? 
3. Tell your pupils in group to blow air into the plastic bag. Add more air into it. 
What happen to the plastic bag? 
Assessment 
Get a plastic bag. Blow air into it. Add more air. 
Ask: What will happen to the plastic bag? 
Assignment 
Bring objects (solids, liquids etc.) found at home for our next lesson. 
Chapter 4. PROPER USE IN HANDLING COMMON SOLIDs, LIQUIDs, 
AND GASES FOUND AT HOME AND IN SCHOOL 
19
This chapter presents proper use in handling common solids, liquids, and 
gases found in school and at home. Classifying materials as hazardous and non-hazardous 
are included in this chapter. By performing the activ ities, different 
process skills of the pupils like identifying, describing ways on the proper use and 
handling of hazardous materials are given emphasis in the lessons presented. 
Lesson 1: Common Solids, Liquids, and Gases Found at Home 
Background Information 
Different materials can be found at home. These maybe solids, liquids or 
gases. Each material has its intended use. Substances found in the home are 
important to humans. 
Objectives 
At the end of the lesson, the pupils should be able to: 
1. Classify the materials found at home as solids, liquids, and gases ; and 
2. describe their uses . 
DRAFT 
Overview 
Duration: 2 days 
Materials 
pictures of common materials found at home 
April Procedure 
10, 2014 
1. Motivation / Presentation 
Ask: What are the common materials found in your home? Name as 
many as you can. Where can you find these materials? What are the things 
that you want to know about these substances? 
Use the KWL chart in this activ ity. 
2. Lesson Proper 
1. Div ide the class into 5 groups. Let the pupils do activ ity in the LM. 
2. Have the groups write in manila paper their answers. They may use the 
tabular form in activ ity 1 as guide. Post on the board the manila paper of 
each group. 
3. After all groups have done the activ ity, one representative in each group 
will report their findings. Come up with common answers of the pupils. 
4. Then, ask the following questions : 
1. What can you say about the common materials found in your 
home? 
b. How did you classify them ?Are these materials important? Why? 
20
c.Could people live without these materials? Why? 
d.What do you think would life be without these materials? 
2. Discuss with the pupils the following concept : 
1. Different materials can be found at home. These materials may be 
solids, liquids, or gases. 
2. Each material has its intended use. 
3. Materials found in the home are important to human lives. 
Assessment 
Match the picture in column A with column B. Connect the letter to its 
correct picture using a line inside the box and write down if it is solid, liquid 
or gas. 
A B 
1. a. Use as food 
I t is ______________ 
2. b. Use for cooking 
I t is ___________________ 
3. c. Disinfectant 
I t is _________________ 
4. d. Use for washing 
I t is ________________ 
5. e. Use for killing insects/pests 
21
I t is __________________ 
(Note: You may use/ include any picture of materials found at home, if 
possible different f rom those already given/listed by the pupils. The 
pictures should be placed in column A.) 
Remind the pupils to bring empty containers of the following materials: 
1. Bleaching liquid 
2. Shampoo 
3. Pesticide 
4. Any toilet freshener 
5. Mosquito coil empty box 
DRAFT 
Assignment 
Lesson 2. Harmful Effects of Common Materials Found at Home 
Duration: 1 day 
April Background Information 
I t is important to encourage 10, pupils to read 2014 
the labels on products they 
use to become more “chemically literate” or aware of the hazards to avoid 
any accident. Keep in mind that most household cleaning products and 
pesticides are reasonably safe when used as directed, and that the level of 
toxicity of a product is dependent on the dose of the product used (never use 
more than the amount listed on the label) and the length of exposure to the 
product. 
Objective 
At the end of the lesson, the pupils should be able to identify the harmful effects 
of the common materials found at home and in school 
Materials 
Pocket chart 
Procedure 
1. Review 
Call on some pupils to answer these questions: 
1. What can you say about the common substances found in your home? 
Are these substances important? Why? 
22
1. Could people live without these materials? Why? 
2. What do you think would life be without these materials? 
2. Motivation / Presentation 
A family in a remote barrio made use of empty mineral water bottles as 
containers for their washing and drinking water. One day, the father filled in 
one empty bottle with kerosene to be used in the farm. While preparing other 
things, he left the bottle with kerosene on top of the table. Unknowingly, his 
little boy who was playing outside, came in the house, got the bottle and 
used its content in washing his hands. Suddenly, the little boy felt itchiness and 
got his hands irritated. 
Why do you think this happened? What was done wrong? 
1. Let the pupils do Activ ity 2 in the LM (Group activ ity) 
2. They will write on manila paper the materials in the table. (Refer to the 
DRAFT 
3. Lesson Proper 
tabular form in activ ity. Post on the board the manila paper of each 
group. 
3. After the groups have done the activity, one representative in each group 
will report their findings. Come up with the common answers of the pupils 
by posting it in the pocket chart. Then ask the following questions : 
1. What should you do in order to know if the material is hazardous or not? 
April Why? 
Give emphasis on its harmful 10, effects when not 2014 
stored/ used properly. 
2. Discuss some undesirable/deadly effects of some materials and 
emphasize the following concepts : 
3. Materials maybe flammable, toxic, poisonous and corrosive to skin 
when not used properly. 
4. Reading product labels is important in order to determine the hazards 
of materials to man and other liv ing things. 
Assessment 
Write the hazards that the following materials may do to people when not 
used properly: 
1. Disinfectant 2. Insecticides 
1. LPG 4. Bleaching liquid 
1. Muriatic Acid 
Assignment 
23
List down at least 2 reasons on what should you do in order to avoid accident 
brought about by the misuse of the materials that are commonly found at 
home? 
Lesson 3. Safety Measures in Using and Handling Harmful Materials 
Duration: 1 day 
Background Information 
Precautions are essential for safety in using the materials commonly found 
at home and in school. Never use more than the amount listed on the label of 
the product. 
Objective 
At the end of the lesson, the pupils should be able to describe the proper ways 
in using and handling harmful materials at home and in school. 
Materials 
pocket chart, pictures of precautionary measures in handling harmful 
materials 
Procedure 
1. Review 
Ask: What should you do in order to know if the material is hazardous or 
not? Why? 
2. Motivation / Presentation 
April Say: I f I will give you 10, a liquid material which 2014 
you do not know , what 
should you do first ? Why do you have to read the label first? 
3. Lesson Proper 
1. Let the pupils do activ ity 3 in the LM (Individual activity). 
2. Tell them to write in their notebook. 
3. After the class has done the activ ity, discuss the lesson then ask the 
following questions: 
1. What are the proper ways of handling and using harmful materials found 
at home? 
2. How does a material become harmful to humans and other liv ing things? 
3. What should one do in order to avoid accident? 
Give emphasis to its harmful effects when not used properly. 
4. Discuss with the pupils the following concepts: 
1. Precautions are essential for safety in using the materials commonly found 
at home and in school. 
2. Never use more than the amount listed on the label of the product. 
Assessment 
24
Div ide the class into 4 groups and let them have a role play on the safety 
measures in using and handling harmful materials at home or in school. 
List down at least 2 materials found in your home and write down the 
proper way in handling the material that you listed. Write in your activ ity 
notebook. 
Chapter 5: Changes in Materials 
Matter exists in different forms: I t maybe solid, liquid, and gas. These 
different materials (solids, liquids, and gases) change when heated or cooled. 
In this chapter, the pupils will learn about the changes that may happen 
to materials when they are heated or cooled or when there is a change in 
temperature. 
DRAFT 
Assignment 
Overview 
Activ ity 1 provides a simple activ ity that activates pupils’ prior knowledge 
and ideas about hot and cold materials. 
Activ ities 2 and 3 develop pupils’ skills in using, measuring and reading 
temperature of materials using laboratory thermometer and help them compare 
materials of different temperature. 
April Activ ity 3 gives general 10, ideas/concepts to 2014 
pupils that when heat is 
added, the temperature of the material increases; but, when heat is removed, 
the temperature of the material decreases. These are basic ideas from where 
the concepts in the succeeding activities will be based and understood. 
Activ ities 4 to 8 develop the pupils’ understanding about the effects of the 
change in temperature on the material. I t focuses on the idea that when 
materials are heated or cooled, they may change their forms: from solid to 
liquid, liquid to solid, liquid to gas, or gas to liquid, and solid to gas. Other 
materials expand or contract when heated or cooled. 
Lesson 1: Is it Hot or Cold? 
Duration: 1 day 
Objective 
At the end of the lesson, the pupils should be able to tell whether the material is 
hot or cold. 
Materials 
25
flashcards/ Pictures or real hot and cold objects, manila paper, 
marker/pentel pen 
A.Motivation/ Presentation 
1. Let the pupils do this simple activ ity: 
Feel your hands by placing them to your cheeks. 
What did you feel? (e.g. cold, warm, hot)? 
Now, rub your hands together for 15 times. Put them again to your 
cheeks. What did you feel? (e.g. cold, warm, hot)? Why did you 
feel such? 
(In this activ ity, let the pupils understand that in rubbing their hands 
together, heat is produced and the heat produced makes their 
hands warm.) 
DRAFT 
Procedure 
So, can you now distinguish hot from cold materials. 
Today we will consider other materials you are familiar with and tell 
whether the material is hot or cold. 
April B.Lesson Proper 
10, 2014 
1. Let the pupils do Activ ity 1. You may ask them to do the activ ity by 
group. (This is a simple activ ity that aims to activate pupils’ prior 
knowledge about hot and cold objects/ materials). 
2. Give them the needed materials (manila paper, pentel pen, etc…) 
and instructions in doing the activ ity. Ask them too to present their 
output after 10 minutes. 
3. During the reporter’s presentation of output, take note of their 
responses particularly to the questions in the activ ity. 
4. Process pupil’s responses by giv ing focus to the pupils’ answers to 
the activ ity questions. The teacher should be able to solicit 
students’ prior knowledge or ideas about hot and cold materials. 
Though their ideas are not completely correct, they must be taken 
as input to the next lesson/ springboard for the discussion of the 
next lesson. 
Assessment 
26
Pupils’ activ ity outputs may be taken as a form of assessing their 
knowledge formatively. Take note that such assessment results 
should not be graded . I ts purpose is just for the teacher to 
determine pupils’ prior knowledge as a springboard for the 
discussion of the next lesson. 
What could be the temperature of hot objects compared to cold 
objects? 
Lesson 2: Measuring the Temperature of Hot/ Warm Material 
DRAFT 
Assignment 
Duration: 2 days 
Background Information 
A thermometer is used to measure the temperature of a material. The 
commonly used laboratory thermometer uses fluid, usually alcohol or mercury 
that rises up or expands when heated. 
The temperature of the material 
April 10, tells whether the material is hot or cold. 
I t is usually measured 2014 
in degrees Celsius 
(0C). 
Below are some precautionary 
measures to be observed in using a 
laboratory thermometer: 
1. Level the alcohol (alcohol 
thermometer) to set it to normal 
temperature reading. 
2. I f the laboratory thermometer 
is not set to normal temperature 
reading, shake it until it turns to normal 
temperature reading. 
3. Try to use it by getting the 
temperature reading of tap water. 
4. Keep the thermometer in an upright (not tilted) position when taking a 
reading. 
27
5. The bulb of the thermometer should be surrounded from all sides by the 
substance of which the temperature is to be measured. 
6. The bulb should not touch the surface/ bottom of the container. 
The temperature of hot/warm water is higher than the temperature of 
tap water (room temperature). 
At the end of the lesson, the pupils should be able to: 
1. measure the temperature of tap water and hot/warm water using a 
thermometer; 
2. read the temperature from the thermometer correctly; and 
3. compare the temperature of tap water and hot/warm water. 
2 beakers/ identical glass containers 
laboratory thermometer 
equal amounts of hot/warm water and tap water 
DRAFT 
Objectives 
Materials 
Procedure 
1. Review 
Yesterday, we identified some materials that are hot and cold. Cite 
2 examples of hot materials you found at home. 
April 10, 2014 
2. Motivation/ Presentation 
1. Show the class 2 containers filled with water. Place them on the 
table. Label each container as container 1, and container 2. 
(Note: Container 1 contains warm water and container 2 contains 
tap water. But you don’t have to tell the class that they contain 
such.) 
2. Call some pupils. Tell them to do this activ ity: 
1. Dip your right hand fingers into container 1 and your left 
hand fingers into container 2, at the same time. Then ask: What did 
you feel when you dip your finger in container 1? 
What did you feel when you dip your finger in container 2? 
(Pupils answers may vary. Pupils would say that the water in container 
1 is hot or warm. But, they might describe what they feel in container 2 
differently. Pupils’ descriptions for water in container 2 could be cold, 
less hot, normal, etc….) 
28
Hence, the teacher should let the pupils realize that their sense of 
touch would not give accurate measure of how hot or cold the 
material is, and that a certain device is needed to measure how hot or 
cold the material is. 
Then, ask: What is the instrument that measures the hotness or 
coldness of the material ? (Thermometer) 
Today, we will investigate and understand more about heat and 
temperature. We will perform an activ ity that will help us understand 
how to use the thermometer and how to measure the temperature of 
materials using thermometer. We will also compare the temperature of 
tap water and hot/warm water, and describe the effect of heat on 
the material. 
2. Lesson Proper 
DRAFT 
3. Orient first the pupils with the parts and kinds of thermometer, the 
scale used, the proper way of using it, and some precautionary 
measures in using laboratory thermometer. (Please refer to 
background information section). 
4. In this activ ity, glass container will be used for warm water. Be 
April reminded that an 10, ordinary bottle cannot 2014 
be used for boiling water. 
5. Briefly, discuss with the pupils the procedure of the activity. 
6. Div ide the pupils into 5 small groups. Give them the materials 
needed, and other necessary instructions in accomplishing the task 
(i.e. time limit in doing the activ ity, group output reporting/ output 
presentation, etc…) 
7. Solicit some questions from the pupils to clarify some activ ity 
concerns before asking them to perform the activ ity. 
8. Let the pupils perform Activ ity 2. Supervise/ guide them as they do 
the activ ity. 
9. Let each group report their activ ity results. 
10. Discuss and process their answers to the questions. The following 
important ideas should be emphasized and understood by the 
pupils: 
29
1. Thermometer is a device used to measure the hotness or 
coldness of an object. 
2. The normal room temperature ranges from 20 
0C - 25 
0C. The average 
room temperature is 23 
0C. 
3. The temperature of hot/warm water is higher than the temperature of tap 
water (room temperature) and vice-versa. 
4. Heat added to the material increases the temperature of the material. 
DRAFT 
Assessment 
(Note: Tell the pupils that the diagram is just a portion of the whole 
thermometer 
1. What is the temperature indicated in the thermometer below? 
1. 
April 10, 2014 
2. 3. 
4. 5. 
30
2. Complete the statement below. 
6. The temperature of hot water is ___________________ than the 
temperature of tap water. 
Compare the temperature of ice to the temperature of boiling 
water? Write your answer on your notebook. 
Lesson 3: Measuring the Temperature of Cold Material 
Duration: 2 days 
Objectives 
DRAFT 
Assignment 
At the end of the lesson, the pupils should be able to: 
1. measure the temperature of tap water and cold water using a 
thermometer; 
2. compare the temperature of tap water and cold water ; and 
3. read the temperature from the thermometer correctly. 
April Materials 
2 beakers/ identical glass 10, containers 
2014 
laboratory thermometer 
equal amounts of cold water and tap water 
Procedure 
A.Review 
Ask: What can you say about the temperature of ice as 
compared to the temperature of boiling water? 
B.Motivation/ Presentation 
Today, we will be doing an activ ity that will help you compare the 
temperature of tap water and cold water, and describe the effect 
of removing heat from the material. 
C.Lesson Proper 
31
1. Div ide the pupils into small groups. 
2. Give them the materials needed. Remind them of the proper way 
of using laboratory thermometer. 
3. Give other necessary instructions in accomplishing the task (i.e. 
time limit in doing the activ ity, group output reporting/ output 
presentation, etc…) 
4. Let the pupils perform Activ ity 3. Supervise/ guide them as they do 
the activ ity. 
5. Let the group presenter/reporter presents the activity results. 
DRAFT 
6. Discuss and process their answers to the questions in the activ ity. 
The following important ideas should be emphasized and 
understood by the pupils: 
1. The temperature of cold water is lower than the 
temperature of tap water (room temperature) and vice-versa. 
April 2. Heat when 10, removed from 2014 
the material lowers the 
temperature of the material. 
Assessment 
The activ ity output of the pupils may be considered in assessing them 
formatively. 
Assignment 
1. .What is the temperature of tap water? What is the temperature of cold 
water? 
2. How will you compare the temperature of tap water with that of cold 
water? (The temperature of tap water is higher than the temperature of 
cold water, or the temperature of cold water is lower than the 
temperature of tap water). 
3. What is the effect of removing heat from the water? (Heat removed f rom 
the water decreases the temperature of the water.) 
32
Lesson 4: What Happens when a Candle Wax is heated or Cooled? 
At the end of the lesson, the pupils should be able to describe the candle wax 
when heated and cooled. 
Materials 
small piece of candle wax, big spoon, thick cloth, candle 
small piece of wood, match 
Ask the pupils the following questions to recall the idea/concept 
that heat affects the temperature of the material: 
1. What can you say about the temperature of the material when 
DRAFT 
Duration: 2 days 
Objective 
Procedure 
1. Review 
heat is added to it? (Increases) 
2. What can you say about the temperature of the material when heat 
is removed from it? (Decreases) 
3. Motivation/ Presentation 
April Now, what do 10, you think will be the 2014 
effect of the increase or 
decrease in temperature on the material?........................... I f the 
candle wax is heated or cooled, what do you think will happen to 
it?......... This is what we will investigate today. 
4. Lesson Proper 
1. Div ide the pupils into small groups. 
2. Orient them with the materials that will be used in this activ ity. 
3. Give some precautionary measures, i.e. do not touch any hot 
material because you might get burned, etc… 
4. Let the pupils do the act ivity. 
5. Discuss answers to the activ ity questions. Process pupils’ responses 
to arrive at the correct ideas/concepts. 
33
6. Help the pupils formulate generalization by asking these questions: 
(a) What happens to the candle wax when heated or when heat is 
added? and (b) What happens to the melted candle wax when 
cooled ? 
Let the pupils understand that: 
Heat causes a change in the appearance of the material. Initially, 
the candle wax is solid in form, but when heat is added, it melts. I t 
changes from solid to liquid. 
However, when heat is removed or when the material is cooled, 
the melted candle wax becomes solid again. I t changes from 
liquid to solid. 
7. The teacher may ask the pupils to cite other examples of materials 
that change from solid to liquid when heated, or from liquid to solid 
when cooled. 
DRAFT 
Assessment 
1. A butter/ margarine is put in a frying pan over the stove for few minutes. 
What do you think will happen to the butter/margarine? Why? 
April 10, 2014 
Assignment 
None 
Lesson 5: What Happens to Water When Heated? 
Duration: 2 days 
Objective 
At the end of the lesson, the pupils should be able to describe what happens to 
water when heated. 
Materials 
water, iron stand/ring with clamp, tripod, wire gauze 
bunsen burner/ alcohol lamp, small plastic transparent container, 
marker 
34
1. Motivation/ Presentation 
Have you observed your mother heating/ boiling water in the 
kettle? What did you observe while the water is boiling? What does 
it show? 
Today, we will do an activ ity that will help us describe what 
happens to water when heated. 
2. Lesson Proper 
3. Div ide the pupils into 5 small groups. Give them the materials 
needed, and other necessary instructions in accomplishing the task 
(i.e. time limit in doing the activ ity, group output reporting/ output 
presentation, etc…) 
DRAFT 
Procedure 
4. Let the pupils do activ ity 5. 
5. Let the group reporter presents the group output. 
April 6. Check pupils’ answers 10, to the activ 2014 
ity questions. Process their 
responses to correct misconceptions if there are and to arrive at 
the correct ideas/concepts. 
7. Help the pupils formulate generalization by asking: What is the 
effect of heat on the water? What happens to the water when 
heated? 
Let the pupils understand that: 
Water when heated increases its temperature. I t makes water 
change its form from liquid to gas (vapor) when it starts to boil. 
Hence, you observed that the amount or level of water is 
decreased after heating, because some water evaporates as 
vapor (steam). Water vapor is formed when liquid (water) is 
changed to gas. 
8. Ask the pupils to give other examples of materials that change 
from liquid to gas when heated. 
35
9. To apply the concept learned, ask: I f you want your wet clothes to 
dry quickly, where should you hang them? Why? 
Your mother is boiling water in a kettle for your coffee. What do you think 
will happen if she leaves the water boiling for a long time? Why? 
Lesson 6: What Happens to Water Vapor when Cooled? 
Duration: 2 days 
Background Information 
Water vapour is a gaseous form water. I t is formed when water starts 
to boil . When water vapor (gas) is cooled, it is changed to liquid. 
This can be shown in this simple experiment , when you put ice cubes 
and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very 
cold. When water vapor is cooled, it changed to liquid (water droplets). The 
water droplets that you saw in the outside surface of the jar came from the 
water vapor in the air that touches the jar. 
DRAFT 
Assessment 
Objective 
At the end of the lesson, the pupils should be able to describe what happens to 
water vapor when cooled. 
April 10, 2014 
Materials 
ice cubes, glass jar with lid, tablespoon, table salt (rock salt) 
Procedure 
1. Review 
Recall: What happens to water when heated? Why? 
(The teacher should help the pupils recall the idea that when water 
is heated, it changes its form from liquid to solid.) 
B.Mot ivation/ Presentation 
36
When water is heated, it changes its form from liquid to gas. How 
about when water is cooled, what do you think will happen?..... This 
is the focus of our lesson today. 
2. Lesson Proper 
3. Div ide the pupils into 5 small groups. 
4. Orient them with the materials that they will use in the activ ity. Tell 
them to make sure that the bottle is clean and dry. 
5. Give them necessary instructions in accomplishing the task (i.e. 
time limit in doing the activ ity, group output reporting/ output 
presentation, etc…) 
6. Let the pupils do activ ity 6. 
7. Let the group reporter presents their output. 
DRAFT 
8. Check pupils’ answers to the activ ity questions. Process their 
responses to correct misconceptions if there are and to arrive at 
the correct ideas/concepts. 
9. Help the pupils formulate generalization by asking: What happens 
to the water vapor when cooled? 
April Let the pupils understand 10, that: 
2014 
When water vapor is cooled, it changes to liquid (water droplets). 
10. Give some applications or situations showing that gas is changed 
to liquid, i.e. the water droplets that collect on a shower door 
following a hot bath or shower, the moisture that appears on the 
outside of a cold water bottle or glass, or the droplets and fog that 
appear on a window during a rain shower. 
Assignment 
Bring naphthalene ball if you have at home for our next lesson. 
Lesson 7: What Happens to Naphthalene Ball when Heated? 
Duration: 2 days 
Objective 
At the end of the lesson, the pupils should be able to describe what happens to 
naphthalene ball when heated. 
37
small piece of camphor crystal or naphthalene ball l, 2 identical colored 
saucers,piece of stone, piece of cloth 
1. Review/ Motivation 
We learned from our previous activ ities/ lessons that when heat is 
added, a solid material can be changed to liquid, and a liquid 
material can be changed to gas. 
Can a solid material be changed to gas when heat is added to 
it?... Let’s find this out as we perform the activ ity. 
2. Lesson Proper 
DRAFT 
Materials 
Procedure 
3. Div ide the pupils into small groups. 
4. Give them the materials needed. 
Naphthalene ball crystal is available at the drug store. I t is safer to 
use a camphor crystal than mothball. However, if camphor crystal is not 
available, a mothball can be used. 
April 10, 2014 
Use colored saucers instead of white saucer to be able to see the 
pounded camphor crystal clearly, and get a good observation of 
the activ ity. 
5. Give some precautionary measures in using naphthalene ball or 
mothball, i.e. Do not eat the crystal, avoid contact to skin/eyes, use 
handkerchief to cover your mouth/nose, etc… 
6. Let the pupils do the activ ity. Teacher supervision is much needed. 
7. Give them necessary instructions in accomplishing the task (i.e. 
time limit in doing the activ ity, group output reporting/ output 
presentation, etc…) 
8. Let the pupils do activ ity 7. 
9. Let the group reporter presents the activity output. 
38
10. Check pupils’ answers to the activ ity questions. Process their 
responses to correct misconceptions if there are and to arrive at 
the correct ideas/concepts. 
11. Help the pupils formulate generalization by asking: What 
happens to naphthalene ball when cooled? 
Let the pupils understand that: 
When naphthalene ball is heated, it changes from solid (camphor 
crystal) to gas (vapor) without passing the liquid form/state. 
12. Give some applications or situations showing that solid is 
changed to gas when heated, i.e. solid toilet deodorizer solid air 
freshener, incense, naphthalene balls, dry ice (solid carbon 
dioxide) 
DRAFT 
Assessment 
Answer the following questions : 
1. Did you notice any change in the appearance of the naphthalene in 
saucer 1 and saucer 2? Why? 
2. What does this observation tell you? 
3. What is the effect of heat on the naphthalene ball? 
April Assignment 
None 
10, 2014 
Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or 
Cooled? 
Duration: 2 days 
Objective 
At the end of the lesson, the pupils should be able to describe what 
happens to the air inside the bottle/balloon when it is heated or cooled. 
Materials 
glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water 
Procedure 
1. Motivation/ Presentation 
39
Have you noticed some vendors selling beautiful and big 
balloons during fiesta?..... To attract customers, some vendors stand 
under the heat of the sun for a long time. Can you guess what may 
happen to some balloons? .... Some balloons may burst. Why did this 
happen? 
Today, we will do an activ ity that would help us describe what 
happens to the air inside the balloon when it is heated or cooled. 
2. Lesson Proper 
3. Div ide the pupils into 5 small groups. 
4. Give them the materials needed, and other necessary instructions 
in accomplishing the task (i.e. time limit in doing the activ ity, group 
output reporting/ output presentation, etc…) 
DRAFT 
5. With the guidance/supervision of the teacher, let the pupils do the 
activ ity. 
6. Let the group reporter presents the activity output. 
7. Check pupils’ answers to the activ ity questions. Process their 
April responses to arrive 10, at the correct ideas/concepts. Clarify 
misconceptions if there are. 
2014 
8. Help the pupils formulate generalization by asking these questions: 
(a) What happens to the air inside the bottle/balloon when it is 
heated?, and (b) What happens to the air inside the 
bottle/balloon when it is cooled? 
Let the pupils understand that: 
As the air inside the bottle/ balloon heats up, air starts to expand 
making also the balloon to expand. 
But, when the air is cooled, it causes the balloon to contract/shrink. 
So here, we could say that addition of heat (increase in 
temperature) makes the balloon expand, and removal of heat 
(decrease in temperature) makes the balloon contract/shrink. 
40
9. Ask the pupils to cite other examples of materials that expand 
when heated or contract when cooled. 
10. Applying the concept we learned from the activ ity, why does the 
balloon get burst when placed under the heat of the sun for a long 
time? 
As shown in the drawing, what 
happen to the air balloon when 
heated? Why? 
(When air is heated, it expands 
causing the balloon to rise) 
DRAFT 
Assessment 
Assignment 
Draw on a bond paper 5 liv ing things found in the environment. 
Unit Test 
(Sample Only) 
April 10, 2014 
A. Direction: Write True if the statement is correct and False if the statement is 
wrong. 
_______ 1. A ripe papaya is yellow. 
_______ 2. Cotton is white. 
_______ 3. A basketball is brown. 
_______ 4. A ripe mango is green. 
_______ 5. Solid is a state of matter that has no definite shape. 
B. Read each sentence carefully. Choose the correct texture of solid in the 
parenthesis and write your answer in your notebook. 
1. The rambutan’s peeling is (rough, smooth, soft, hard). 
2. The cotton is (rough, smooth, soft, hard). 
3. The pillow is (rough, smooth, soft, hard). 
4. The baby’s skin is (rough, smooth, soft, hard). 
5. The surface of the rocks have (hard, soft, smooth, rough. ) 
41
C. Study the solids in column A. Match the size of solid in column B. Write the 
correct size in your notebook. 
A B 
Solid Long Short 
D. Draw a happy face if the liquid has a good 
smell and a sad face I f the liquid has a bad smell. 
_______1. fish sauce 
_______2. perfume 
_______3. alcohol 
_______4. soy sauce 
_______5. cologne 
DRAFT 
11. Write down how the following liquids flow. Choose the letter of the 
correct answer and write it on your notebook. 
_______6. water 
April a. slow 10, b. fast 2014 
c. very fast 
_______7. softdrinks 
a. slow b. fast c. very fast 
_______8. catsup 
a. slow b. fast c. very fast 
_______9. syrup 
a. slow b. fast c. very fast 
______10. shampoo 
a. slow b. fast c. very fast 
F. Study the liquids in column A. Write the correct taste of liquid in your 
notebook. Choose your answer in column B. 
A B 
___1. pineapple juice a. bitter 
___2. fish sauce b. salty 
___ 3. wine c. sweet 
42 
1. Ampalaya 
2. Okra 
3. Tape Measure 
4. Ruler 
5. Paper Clip
__ 4. vinegar d. sour 
__ 5. water e. tasteless 
G.Look at the pictures below. In your notebook, copy the name of the materials 
and classify them as solid, liquid or gas. 
object Solid liquid Gas 
April 2014 
H. 
Write 
T if the 
state 
ment i 
s true 
or corr 
ect an 
d F if t 
he sta 
temen 
t is fal 
se or 
ot corr 
ect. 
_____ 
__1. 
When 
you bl 
ow yo 
ur han 
d air 
evapo 
rates. 
_______2. Air takes the shape of the balloon. 
43 
1. milk 
2. rambutan 
3. rain 
4. smoke 
5. papaya
_______3. LPG is a kind of gas. 
_______4. Deodorizer may change its size. 
______ 5. Gas occupies space. 
______ 6. Smoke is in a solid state. 
______ 7. Wind is moving air. 
______ 8. When water vapor is cooled it condensed and turns to liquid. 
______ 9. Air freshener takes the shape of the container. 
______ 10. Mothballs will dissapear if its in a dry place. 
DRAFT 
1. Study the pictures/symbols on the left. Match them with their 
characteristics or description on the right. Write the letter of your 
answer on your paper. 
1. a. toxic 
April 10, 2014 
2. b. poisonous 
3. c. flammable 
4. d. harmful mate 
5. e. radioactive material 
44
J. Read each sentence carefully. Draw a happy face  if it is a proper way of 
using and handling common harmful substances, and a sad face  if it is NOT. 
1. Keep flammable substances like gasoline and alcohol near the fire. 
2. See to it that LPG tank is properly closed after use. 
3. Do not play with insecticides /pesticides. 
4. Be careful in using kerosene, insecticides, pesticides, and fertilizer. 
5. Always wash your hands after using them. 
6. Avoid tasting or playing with unknown liquid. 
7. Always read labels of chemicals before using them. 
8. Unplug electric appliances with wet hands. 
9. Unplug electric iron and stove after using them. 
10. Keep poisonous chemicals safe in a separate cabinet away from reach 
of children. 
DRAFT 
1. Study the pictures below. Describe the temperature of the materials in 
pictures 1 and 2? (Teacher will provide) 
Picture 1 Picture 2 
April 10, 2014 
Answer ____________________________________________________ 
1. I f you put a cup of water in a kettle, and place it over the flame in few 
minutes, what will happen to the water? Why? 
The water gets ________________ because its temperature 
____________________. 
2. After few minutes of heating the cup of water in the kettle, what will 
happen to the water when you remove it from the flame/fire? Why? 
45
The water gets ________________ because its temperature 
____________________. 
3. What will happen to the water inside the plastic bag when placed inside 
the freezer of the refrigerator? 
Answer: ____________________________________________________ 
4. What will happen to the mothballs/naphthalene balls when placed in a 
closet/cabinet for 2 weeks? 
Answer: ____________________________________________________ 
5. What will happen to the balloon when placed in a very cold place? 
Answer: ____________________________________________________ 
DRAFT 
6. What will happen to the ice cubes when placed under the heat of the 
sun? 
April 10, 2014 
7. What will happen to the water when placed under the heat of the sun for 
30 minutes? 
8. What will happen to the soy 
sauce in the pan when 
heated? 
46
9.What will happen to the wet clothes after hanging them outside (under the 
heat of the sun) for 1 day? 
DRAFT 
UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT 
OVERVIEW 
The world of liv ing things is made up of humans, animals and plants. Liv ing 
things are alike and different in many ways. You will learn in this unit that liv ing 
things help or harm one another. Eyes, ears, nose, tongue and skin are the sense 
organs. Eyes for sight, ears for hearing, nose for smell, tongue for taste and skin 
for feeling. 
April 10, 2014 
Plants in the surroundings help make air fresh, clean and healthy. Plants 
are useful to humans. Plants have parts and have functions. Animals are found 
in different habitats. Some animals live on land, some in water, while others live 
both on land and water. Body part s of animals are adapted to their habitats. 
Some animals are useful to humans. They give food like meat and eggs. Some 
animals provide substances that are used in making medicine. 
Healthy parents are more likely to have healthy children. A mother who 
becomes sick before the baby is born may pass the sickness to the unborn baby. 
This shows that heredity is one of the causes of poor health. Heredity means the 
passing of a certain characteristics from the parents to their children. 
Chapter 1: Sense Organs 
Lesson 1: The Eyes 
Duration: 2 days 
Background Information 
47
Our eyes help us to see. I t has different parts that work together so we can 
see things around us namely cornea, iris, pupil, lens, retina and optic nerve. 
Each has specific function. 
We should take care of our eyes in many ways. Read and work under 
good light. When reading, raise your eyes from the page once in a while. Do not 
read in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty 
handkerchief. Wash the eyes by opening and closing them in the water. The use 
of sharp or pointed objects may harm the eyes. Be careful when using pair of 
scissors, knives, and sticks. 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. identify the parts of the eyes; and 
2. identify proper ways of caring the eyes. 
a big poster of the parts of the eyes 
DRAFT 
Materials 
Procedure 
A.Motivation / Presentation 
Let the pupils stand and get a partner and say: 
 Look at the eyes of your partner. Draw the parts that you see. 
Give the pupils 10 min to do it. 
April  Compare your drawing with your partner. 
 What do you want 10, to know about your 2014 
eyes? 
B. Lesson Proper 
1. Let the pupils do Activ ity 1. Give them 10 minutes to do the activ ity. 
2. Using the enlarged picture of the human eye posted on the 
board, ask the following questions : 
 Compare your labelled parts of the eyes which you did in 
the activ ity and the labelled parts in the enlarged picture.( The 
pupils are expected to have the same labelled parts which 
they did in the activ ity compared to the enlarged picture of 
the human eyes) 
 What are the parts of the eyes that we can see? (The parts of 
the eyes are the cornea, pupil and the iris.) 
 What are the inner parts of the eyes that you cannot see in a 
mirror? (Lens, retina, and optic nerve.) 
 What is the work of each part of the eye? 
 The cornea serves as the transparent covering of the 
eye. 
 The pupil serves as the opening where light enters. 
48
 The lens focuses light and projects the image on the 
retina. 
 The retina is where the image that is seen is focused. 
 The optic nerve sends messages to the brain. 
 How do we able to see objects? (We can see objects 
whenever there is light. Light is needed in order to see things. 
The light from a source falls into the object and then reflected 
to our eyes. Thus, we are able to see the object.) 
 How would you feel if you have your poor eyesight? ( I would 
feel difficulty in seeing all things around me) 
3. Let the pupils do activ ity 2. Give them 5 minutes to do the activ ity. 
4. After doing activ ity 2, ask the following questions : 
 Which pictures do not show proper ways of caring the eyes? (The pictures 
showing reading in a dark room and watching very near the television) 
 Why do we have to avoid these practices? (These practices can harm our 
eyes. Reading in the dark makes the eyes work harder and become 
tired.) 
 Which pictures show proper way of caring the eyes? (The pictures 
showing wearing sunglasses on a sunny day and using goggles when 
swimming.) 
DRAFT 
 Why are these practices good to do? (Wearing sunglasses protects the 
eyes from too much light. Wearing goggles gives protection from particles 
in water that may cause irritation of our eyes.) 
 Why should we need to take care of our eyes? (Our eyes help us see 
things around us. I t helps us to learn about the things around us. Our eyes 
need to be taken cared of to maintain good eyesight until old age.) 
April  What are other ways of 10, taking care of our eyes? 
2014 
 Avoid placing pointed objects near the eyes. 
 Read with sufficient light. 
 Eat foods rich in vitamin A such as green and yellow vegetables. 
 Do not read while riding in a moving vehicle. 
 Rest your eyes after reading for a long period. 
 Avoid rubbing the eyes. When dirt gets in or when it is itchy, use clean 
running water to rinse the eyes. 
 What should you do if you notice any problem with your eyes? 
(Consult a doctor who is an eye specialist, if you have problem with your 
eyes.) 
Assessment 
I . Match column A with column B. Write the letter before each number. 
A B 
_____1. Cornea a. Focuses light and projects the image 
on the retina 
_____2. Pupil b. Sends messages to the brain 
49
_____3. Lens c. The transparent covering of the eye 
_____4. Retina d. Where the image that is seen is 
DRAFT 
Lesson 2: The Ears 
focused 
_____5. Optic nerve e. The opening where light enters 
I I . Put a [] on the box if it shows a proper way of caring the eyes and put a [x] 
if it is not. 
 1. Reading with sufficient light 
 2. Rubbing eyes with hands when itchy 
 3. Resting eyes after reading for a long period 
 4. Looking at the Sun directly 
 5. Consult a doctor when having eye problem 
Assignment 
1. Find out who wears eyeglasses in your family. Ask the reasons why they 
are using eyeglasses. 
2. I s playing computer games for a long period good to your eyes? 
What should you do to take care of your eyes? 
April 10, 2014 
Duration: 3 days 
Background Information 
None 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. identify the parts of the ears and its function, and 
2. identify proper ways of caring the ears 
Materials 
a big poster of the parts of the ears 
Procedure 
A. Review 
Ask: 
50
 What sense organ would you use to see the parts of your ears? 
 Would you be able to study the parts of the ears without your eyes? 
Why? 
B. Motivation / Presentation 
Let the pupils stand, get a partner and say: 
 Look at the ears of your partner. Draw the parts that you see. 
Give the pupils 10 min to do it. 
 Compare your drawing with your partner. 
 What do you want to know about your ears? 
C. Lesson Proper 
1. Let the pupils do activ ity 3. Give them 10 minutes to do the activ ity. 
2. Using the enlarged picture of the ears posted on the board, ask 
the following questions: 
 Were you able to name correctly the parts of the ear that you 
draw. 
 What that DRAFT 
are the parts of the ears that you see? (The part of the ear 
I can see are the pinna, and the opening of the ear canal) 
 What are the parts of the ear that you cannot see? (The rest of 
the ear canal, ear drum, the three little bones- hammer, anvil and 
stirrup, cochlea, and auditory nerve.) 
 What is the work of each part of the ears? 
April 3. Let the pupils do 10, activ ity 4. Give them 10 2014 
minutes to do the activ ity 
4. Using the enlarge picture of the ear, let the pupils trace the path of sound 
as it enters the pinna. 
pinna Ear 
canal 
Eardrum 3 small 
bones 
cochlea nerve 
5. Explain the path of sound from pinna to the brain. Ask the following 
questions: 
 Why do you think the pinna and the eardrum are shaped like a 
funnel? (The shape of the pinna helps in collecting the sound and 
focusing it towards the ear canal.) 
 What happens to the eardrum when sound reaches it? (The 
eardrum vibrates as sound hits it. From here the sound is amplified.) 
 What happens to the amplified sound from the eardrum? (The 
amplified sound pass through the three small bones - hammer, anvil 
and stirrup. The cochlea detects the vibration and sends the 
message to the brain through the auditory nerve.)) 
51
6. Let the pupils perform activity 5. Give them 10 minutes to do the activ ity. 
7. Ask the pupils the following questions : 
 What are the proper ways of caring the ears which you marked 
DRAFT 
Assessment 
check in your activ ity? (The proper ways are: using clean cloth in 
wiping the outer ear and having a doctor check the ears for any 
problem.) 
 Why are these ways good to do for our ears? (The ears should only 
be cleaned in the outside using a clean cloth. I t is not proper to 
insert objects inside the ear to avoid damaging it. Whenever there 
is a problem about the ears, it is best to consult a doctor. 
 What are ways that you should avoid? (Listening to loud music and 
inserting sharp objects in the ear.) 
 Why do you have to avoid doing these? (Sharp objects could hurt 
the ears especially the inner parts like the eardrum. Listening to very 
loud music may affect hearing.) 
 What other ways do you do to take good care of your ears? 
 Never put anything inside the ear 
 Avoid very noisy places. 
 Listen to not too loud radio or music, even when watching 
television 
 Consult a doctor when there is a sudden loss of hearing . 
April 10, 2014 
I . Match column A with column B. Write the letter before each number. 
A B 
_____1. Pinna a. Transmit sounds to the auditory nerve 
_____2. Ear canal b. Sends message to the brain 
_____3. Eardrum c. Collects sounds 
_____4. Cochlea d. Where sound travels from pinna to 
the ear drum 
_____5. Auditory e. Vibrates when sound hits it 
nerve 
I I . Put a [] on the box if it shows a proper way of caring the ears and put 
a [x] if it is not. 
 1. Avoiding noisy places 
52
 2. Consulting a doctor when there is a problem about the ears and 
hearing 
 3. Cleaning the inside of the ears with cotton buds 
 4. Turning the volume high when listening to music 
 5. Using earmuffs when in a place with loud sounds. 
1. Why are the ears important? 
2. What can happen if the sense of hearing is impaired? 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. identify the parts of the nose and its function; and 
2. Identify proper ways of caring the nose. 
DRAFT 
Assignment 
Lesson 3: The Nose 
Duration : 2 days 
Material 
big Picture of a nose 
Procedure 
Review 
April Post the enlarge drawing 10, of the ear. 
Ask: Why are our ears important? Trace the path 2014 
of sound as it enters the 
outer ear to the inner ear and then to the brain for interpretation. 
Motivation/Presentation 
Ask the following questions: 
 How can you tell what your mother is cooking? 
 What sense organ do you use in smelling? 
 Can you tell the parts of your nose? What do you like to study about 
your nose? 
(Post questions on the pocket chart. 
Lesson Proper 
1. Let the pupils do activ ity 6. Give them 10 minutes to do the activ ity. 
2. After doing activ ity 6, ask the following questions: 
 Look at the drawing of your classmates. Do you have the same 
drawing of the nose? 
 What are the parts of the nose that we can see? (The part of the nose 
that we see are the two holes of the nose called the nostrils.) 
53
 What are the inside parts of the nose? (The nasal cavity and inside it 
are the nerve cells.) 
 What is the function of each part of the nose? 
 The nostrils receive the scents carried by air. Hairs are present on the 
nostrils which filter the air that gets through your nose. 
 The nasal cavity secretes mucus which further cleans the air. 
 The nerves in the nasal cavity send messages to the brain which 
interprets what we have smelled. 
 What can happen if the sense of smelling is impaired? (You will not be 
able to smell the odor or scents of things.) 
3. Let the pupils do Activ ity 7. Give them 10 minutes to do the activ ity 
4. Ask the pupils the following questions : 
 What are the proper ways of caring the nose which you marked check 
in your activ ity? (The proper ways are: covering the nose while passing 
by a dusty road and using a clean handkerchief or cloth in cleaning 
the nose) 
 Why do you have to care for your nose? 
 Which are NOT the proper ways to do in your nose? (Using sharp 
DRAFT 
objects to clean the nose and blowing hard.) 
 Why do you have to avoid doing these? (It can harm the nose.) 
 What are other ways of taking care of your nose? 
 Not inserting small objects inside the nose 
 Seek doctors help when an object is inserted in the nose 
April Assessment 
I . Match column A with column 10, B. Write the letter 2014 
before each number. 
A B 
_____1. Nostrils a. Carries the messages to the 
brain so the person will 
know what he smelled 
_____2. Nasal cavity b. Opening of the nose 
_____3. Nerves c. Secretes a sticky mucus which 
trap dust, dirt and germs 
carried by inhaled air 
I I . Put a [] on the box if it shows a proper way of caring the nose and put a 
[x] if it is not. 
 1. Inserting small objects inside the nose 
 2. Consulting a doctor when there is discomfort with our nose 
 3. Cleaning the inside of the nose with sharp objects 
 4. Covering the nose when passing a dusty road 
 5. Blowing the nose hard when with colds 
54
Answer the questions below: 
1. Why is the nose important? 
2. What can happen if the sense of smell is impaired or does not 
function well? 
Lesson 4: The Tongue 
Background Information 
None 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. describe the uses of the tongue; and 
2. identify the parts and function of the tongue. 
DRAFT 
Assignment 
Duration: 3 days 
Materials 
big picture/ illustration of the tongue, flow chart of how the parts of the 
tongue function, real food samples (ex. kalamansi, salt) 
Procedure 
April A. Review 
What 10, are the parts of a nose? 
2014 
B. Motivation/ Presentation 
Call a pupil. Blindfold him/her and let him/her taste the kalamansi juice. 
Let the pupil guess what the liquid is. (The class will tell whether the answer is 
correct) 
Remove the blindfold as soon . Ask the pupil: 
 How did you know that it was kalamansi juice? ( I t tastes sour.) 
 What did you use to taste it?( My tongue.) 
Ask the class: 
Do you know how our tongue functions? 
C. Lesson Proper 
1. Tell the class to bring out their mirrors. Let them do activ ity 8 in their LM 
indiv idually first. Remind them to be careful in using and handling a mirror. 
2. After answering the activ ity, div ide the class into groups. Let the class 
compare and discuss their answers. Tell them to report their answers to the 
class. 
55
3. Ask 1-2 members of the group to report their work in class. Discuss the 
answers to the activ ity. (You may use a big picture / an enlarged 
illustration of the parts of a tongue.) 
4. Lead the pupils in developing these concepts: 
 Tongue is the sense organ that helps us taste all things we place inside 
our mouth. 
 The tongue has taste buds and nerves. 
5. Discuss thoroughly how the tongue functions as stated in the activ ity. (You 
may use the pupil’s enlarged flow chart. ) 
6. Let some pupils taste certain foods to demonstrate how the tongue 
7. Let the class check their answers to the activity. 
8. Tell the class to do activ ity 9 in their LM. Check the answers to the activ ity. 
Let the pupils explain their answers. 
9. Discuss with the class the following concepts: 
 Eating very hot food can scald the tongue. 
 I t is proper to consult a doctor when the tongue has sores. 
 Use a tongue scraper to clean the tongue so as not to damage the 
taste buds. 
DRAFT 
functions. 
 Brushing teeth is important to avoid infection of the tongue and gums 
and prevent tooth decay. 
Assessment 
Ask: What are the parts of a tongue and their functions? 
What’s the importance of caring the tongue? 
April Assignment 
10, 2014 
The tongue needs to be cleaned from time to time. How do members of 
your family clean their tongue? Write their responses on your notebook. 
Lesson 5: The Skin 
Duration: 2 days 
Background Information 
None 
Objectives 
At the end of each lesson, the pupils should be able to: 
1.describe the uses of the skin; 
2. identify the parts and function of the skin; and 
3. show proper ways of caring for the skin. 
Materials 
big picture / Enlarged illustration of the parts of the skin, magnifying glass 
56
A. Review 
What are the parts of the tongue? 
How does the tongue works? 
B. Motivation/ Presentation 
Place familiar objects with different shape, textures and thickness 
inside the pouch. 
Let some pupils identify these objects by a: touching using gloves 
and b: touching without using gloves) 
Ask: 
In which situation ( a or b ,can you easily identify the objects? Why? 
What sense organ is involved in this activity? 
C. Lesson Proper 
1. Distribute magnifying glass to the class. Discuss briefly the proper use of a 
magnifying glass. 
2. Tell the pupils to do activ ity 10 as a group. 
3. Tell the class to choose a leader to discuss the parts and function of the 
skin found in the LM. 
DRAFT 
Procedure 
4. Check the answers to the activ ity. 
5. Discuss the following concepts: 
 Using magnifying lens, we can see tiny hairs and openings on our 
skin. 
 The skin is the outer covering of our body. 
 The skin protects the body from losing too much water, injuries and 
April infection. 
 The skin helps maintain 10, body temperature. 
2014 
 The skin consists of two layers: 
 Epidermis: outer layer of the skin on the surface on which dead 
skin cells are found. 
 Dermis: inner layer of the skin which contains blood vessels, 
nerves, sweat glands and oil glands. 
 The sweat glands open to the surface of the skin through the pore. 
 The oil glands keep the hair and skin soft and moist. 
 The skin has nerve endings that sense touch, pain, pressure, and 
temperature. 
 The nerves send messages to the brain which interprets the 
message and we feel the objects. 
6. Discuss also how the skin works. 
7. Tell the pupils to do activ ity 11 in their LM indiv idually. 
8. Check and discuss the answers to the activ ity. Let the pupils explain their 
answers. 
9. Tell the class: 
 I t is good to take a bath everyday to avoid body odor. 
 Walking barefoot can harm the skin of your feet. 
 Wear clean clothes for personal hygiene. 
57
 Drink plenty of water to make the skin fresher. 
Assessment 
What are the parts and functions of the skin? 
How do we take care of the skin? 
Assignment 
Name animals found in the community. 
DRAFT 
April 10, 2014 
58
Chapter 2 : Animals 
The pupils studied about their sense organs in Chapter 1 of Unit I I. They 
described the parts and functions of the sense organs of the human body and 
they were encouraged to practice good health habits to take care of their eyes, 
ears, nose, tongue and skin. From a lesson on the human body, the pupils will 
now move to a lesson on the other liv ing thing in their environment, the animals. 
In chapter 2, pupils will learn that they share many things in common with 
animals by describing animal body parts and their functions. The pupils will also 
be able to classify animals based on some observable characteristics like body 
covering, food they eat, how they move, and their habitat. 
Furthermore, pupils should also be made to realize the importance of 
animals to humans by identifying their usefulness. However, they should also learn 
that there are also animals that could bring harm because they carry disease or 
they could inflict injuries. Finally, the pupils must be able to describe ways of 
proper handling of animals. This is important because it promotes animal welfare 
and prevention of injuries and fatal accidents. 
DRAFT 
Overview 
Process skills involved in the activ ities include observing, communicating 
(writing), describing and classifying. 
Lesson 1: Animals in the Environment 
Duration: 1 day 
April Background Information 
10, 2014 
There are different kinds of animals. Different kinds of animals live in 
different places. Some animals live in land and some live in water and some live 
on both places. Animals such as chicken, goat, sheep, pig, and cow can be 
found in a farm. Animals like lion, tiger, elephant, and giraffe can live in the wild 
or in the zoo. Animals such as the different fishes, whale, and stingray live in 
bodies of water. Some of the animals (cat, dog, and rabbit) live in the house 
because they are pets. 
Objective 
At the end of the lesson, the pupils should be able to identify common animals 
found in the environment 
Materials 
Pictures of animals 
Procedure 
A. Review 
59
Ask the pupils: 
 Look around. What do you see? What sense organ do you use to see 
things around you? 
 Listen. What do you hear? What sense organ do you use to hear? 
B. Motivation/Presentation 
1. Let the pupils sing the song “Old McDonald had a Farm.” 
Old McDonald had a Farm 
E – I – E – I – O 
And on his farm he had some chicks, 
E – I – E – I – O 
With a chick, chick here 
And a chick, chick there, 
here a chick, there a chick, 
Everywhere a chick, chick. 
Old MacDonald had a farm, 
E – I – E – I – O 
DRAFT 
(Replace the animals with the following:) 
Duck – quack, quack 
Cat – meow, meow 
Pig – oink, oink 
Cow – mooo, mooo 
Frog – ribbit, ribbit 
Bird – chirp, chirp 
Horse – neigh, neigh 
Bee – bzzz, bzzz 
April 10, 2014 
2. Ask the pupils to recite the names of the animals mentioned in the song. 
3. Explain to the pupils:Many kinds of animals live in the same environment 
with humans. 
Lesson Proper 
1. Let the pupils do Activ ity 1. Give them 10 minutes to answer the activity. 
2. After 10 minutes, use pictures a – f of Activ ity 1 to identify the animals. 
3. Post the pictures on the board one by one. 
4. Ask one pupil to write below the picture the name of the animal. 
5. Ask the class to describe the animal in the picture. The following questions 
may be asked to help the students in describing the animals. 
 Where can you find it? 
 I s it big? I s it small? 
 Can we keep it as a pet? 
6. Post the pictures h – k of Activ ity 1 on the board. 
7. Ask question in the activ ity sheet. 
8. Write the pupils’ answers on the board. 
60
9. The following questions may be asked to help the pupils in describing the 
animals they listed as answers to question g. 
 Where can you find it? 
 I s it big? I s it small? 
 Can we keep it as a pet? 
10. Ask the class to give other examples of animals and where the animals 
can be found. 
Ask the class to give a generalization. Examples: 
 There are different kinds of animals. 
 Different kinds of animals live in different places. 
 Some animals can be kept as pets, some help us in the farm, some 
provide us with food, some animals are helpful to plants, while 
some are pests. Some animals can be dangerous to smaller 
animals, plants, and people. 
Complete the table by listing different kinds of animals found in different 
places. 
DRAFT 
Assessment 
April Assignment 
Each group will bring a picture 10, of a frog, horse and 2014 
bird for the next activity. 
Lesson 2: Body Parts of Animal 
Duration: 2 days 
Background Information 
There are different kinds of animals. They have body parts which they use 
for movement, eating, protection and adaptation to habitat. Some animals 
have similar body parts which can be used as bases for classifying them into 
groups. 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. identify the parts of some animals; and 
2. group animals according to their body parts. 
61 
Animals 
found in the 
House 
Animals 
found in the 
Farm 
Animals found 
in the Zoo 
Animals found in 
the River and 
Ocean
Large pictures of frog, horse , bird showing the body parts 
A. Review 
Relate the lesson on animals in the environment to the lesson on body 
parts of an animal. Ask the students: What animals do you have at home? 
What animals do you find in your garden? 
B. Motivation / Presentation 
1. Write on the board the lyrics of the song “My Toes, My Knees.” 
My Toes, My Knees 
My toes, my knees, my shoulder, my head 
My toes, my knees, my shoulder, my head 
My toes, my knees, my shoulder, my head 
Let us clap our hands together. 
2. Let the pupils sing the song “My Toes, My Knees.” 
3. Ask the pupils to read and encircle parts of your body mentioned in the 
DRAFT 
Materials 
Procedure 
song. 
4. Ask the class the question: 
 I f we have these body parts - toes, knees, shoulder and head, what 
about the animals, do they also have these parts? Can you name 
animals which have these body parts? 
April C. Lesson Proper 
10, 2014 
1. Let the pupils perform Activity 2 – Parts of an Animal. 
2. After the pupils finished answering the activ ity, facilitate the 
processing of the activity. 
3. Post on the board the large pictures of a frog, a horse and a bird. 
Ask the pupils to write on the board answers to the activity. 
4. Ask question no. 4, “What body parts are common in a frog, a horse 
and a bird?” 
5. After the pupils have answered, explain to the class that there are 
similarities and differences of body parts of many animals. 
6. Ask the class to give a generalization. Generalization can be: 
 Animals have body parts which makes them similar or different from 
each other. 
Assessment 
(The pupils may be grouped together to answer the assessment.) 
Complete the table below by listing animals described in each column. The 
pupils can write as many answers as possible. 
62
Group together animals that have the same body parts 
dove dog maya 
bangus bee fly 
cow crocodile eagle 
goat tilapia spider 
butterfly carabao turtle 
Lesson 3: Classifying Animals according to Body Parts and their Uses 
Duration: 2 days 
DRAFT 
Assignment 
Background Information 
Different animals use different parts of their body for movement. Having 
different body parts make the animals move in different ways. 
The horse and giraffe have long legs which they use for walking or running 
April fast. Some have legs that are not very long but they can also walk or run very 
fast. The cheetah runs the fastest 10, and the pronghorn 2014 
follows in speed. Other 
animals like rabbits and kangaroos have bigger hind legs which aid in jumping. 
The legs of carabaos, dogs, horses and cows make them walk, run, 
gallop, or jump. Birds have wings for flying. Birds have a pair of legs and feet with 
sharp claws for clinging to branches of trees. Fishes have fins and tail for 
swimming. The long and strong legs of frogs enable them to jump while the 
webbed feet of ducks help them swim. 
Earthworms have pairs of bristles that help them crawl and cling to the 
walls of their burrows. Monkeys have long arms, legs, and tails that help them 
climb and swing from tree to tree. Millipedes and centipedes have many small 
legs to help them crawl. Crabs and lobsters use their legs in crawling and 
swimming. 
Objectives 
At the end of each lesson, the pupils should be able to: 
1. describe how animals move; and 
2. Identify the body parts that enable animals to move; 
63 
Animals with 2 
legs and wings 
Animals with 6 
legs and wings 
Animals with 4 
legs and horns 
Animals with 
gills and fins
picture/ video of animals 
Show a picture of an animal and ask the pupils to name its body parts. 
Ask the questions “What are these body parts for?” 
B.Motivation/Presentation 
Guessing Game: 
The class will play a guessing game. Tell the class the following 
a. One pupil will pick a piece of paper with the name of an animal 
written on it. 
b. The pupil should not tell the name of the animals instead he or 
she will act out how the animal moves. 
c. The rest of the class will raise their hands and guess the name of 
the animal. 
DRAFT 
Materials 
Procedure 
A.Review 
instructions: 
d. The first pupil to raise hand and guess the correct animal will earn 
a prize. 
e. Each pupil shall have at least 5 animals to name correctly. 
C.Lesson Proper 
Day 1 
April 1. Let the pupils do Activ ity 3. Give them 10 minutes to do the activ ity. 
2. Write the names of 10, the animals on the board 2014 
following the format and 
sequence of questions 1 and 2 of Activ ity 3. 
3. Ask one pupil to identify the movement of each animal in question 1. 
4. Do these for animals a – j of question 1. 
5. Ask one pupil to identify the body part/s used by the animal for 
movement in question 2. 
6. Do these for animals a – j of question 2. 
7. Discuss to the class that animals have body parts that help them 
move. 
8. Ask them to relate the body parts of animals to their movement. 
Questions for discussion: 
 The frog has flexible or springy legs. What movement can it make? 
What are other animals that show this movement? Do these animals 
have the same kind of legs? 
(Animals with flexible or springy legs can jump.} 
 Butterflies can fly. What enables them to fly? What other animals have 
these body parts and make them fly? 
 What kind of movement can an animal without legs make? Example: 
snake 
64
(Animals without legs like the snake can crawl with their body.) 
 What kind of movement can animals with legs make? 
Examples: spider, bird, duck 
(Animals with legs can walk, run, and crawl with their body.) 
9. Ask the class to give a generalization. Examples: 
 Animals have body parts that enable their movement. 
 Animals move in different ways. 
1. Let the pupils do Activ ity 4. Give them 10 minutes to do the activ ity. 
2. Write the table on direction number 2. 
3. Post the picture of each animal on the board. 
4. Ask one student to write the name of the animal posted on the board 
on the correct column corresponding to the movement the animals 
make. 
5. Let the pupils read the group of animals that walk or run, jump or hop, 
swim, fly, and crawl. 
6. Discuss to the class that animals can be classified based on how they 
DRAFT 
Day 2 
move. 
7. Let the pupils make generalizations: 
 Animals can be grouped together based on their means of 
movement. 
Assessment 
April Choose an animal without legs and an animal with legs. Observe the 
body parts that these animals 10, use to move from 2014 
one place to another. Draw 
the animals in your notebook. Show the part or parts that they use to move. 
Assignment 
Ask the pupils to draw their pets in their assignment notebooks. What is the 
food of your pet? 
Lesson 4: Body Parts of animals for food getting and for eating 
Body Covering of Animals 
Habitat of different animals 
Duration:4 Days 
Background Information 
Animals have body parts for food getting. Frogs and lizards use their 
long tongues to catch insects for food. Cows, carabaos, and horses have big 
and flat teeth to chew grass. Tigers, cats, and dogs have long and sharp teeth to 
tear food apart. Some insects like bees have proboscis to suck nectar from 
flowers. Chimpanzees and monkeys use their hands in getting food. Ostrich and 
65
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  • 1. 3 3 DRAFT April 10, 2014 i
  • 2. Date received by school: DRAFT Book Record School: District: Division: Region: Issued to (Name of Pupil) April To the Teacher Date Issued Condition Date Returned Condition
  • 3. Write the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book: 1. (New Book) 2. (Used Book in Good Condition) 3. (Used Book in Fair Condition) 4. (Used Book in Poor Condition) i
  • 4. Encourage and assist the pupil in repairing damaged textbooks. Take Care of Your Book 1. Cover your book with plastic or manila paper. Old newspapers and magazines will do. 2. Be sure your hands are clean when you handle or turn the DRAFT Dos: pages. 3. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the bound edge as you turn the pages. This will keep the cover in good condition. April 4. Use a piece of paper or cardboard for bookmarks. 5. Paste or tape immediately 10, any torn pages. 2014 6. Handle the book with care when passing from one person to another. 7. Always keep your book in a clean, dry place. 8. When your book is lost, report it to your teacher right away. Don’ts: 1. Do not fold the pages. 2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page. ii
  • 5. For inquiries or feedback, please write or call: DepEd-Bureau of Elementary Education Curriculum Development Division DRAFT 2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA) April Meralco Avenue, 10, Pasig City, Philippines 2014 1600 Telefax: (632) 638-4799 or 637-4347 E-mail Address: bee-deped@pldtdsl.net bee_director@yahoo.com INTRODUCTION iii
  • 6. INTRODUCTION This Teacher’s Guide for Grade 3, was writ ten in response to the basic goal of educat ion under the K to12 Enhanced Basic Educat ion Program- “t o prepare learners to become product ive, worthy and compet it ive young scient ist s of the count ry.” This is divided into four unit s with illust rations describing each unit , represent ing the whole school year. Each unit has chapter with lessons and act ivities prepared which are aligned to the t eacher’s guide. DRAFT Dear Teachers: Learning to develop, keen and accurate observat ion skills through experiment , knowing more about mat ter, sense, living things, non-living things around you discovering more about your environment , climate change and other topics about the surroundings, earth and space are all given focus in this l learner’s material. April 10, 2014 Explore Science and make it useful in your daily life. Teaching Science is having more fun. The Writers/Conceptualizers iv
  • 7. ACKNOWLEDGEMENT Recognition is given to the following supervisors, administrators, teachers, BEE Staff and experts in Science for their enthusiastic commitment in the development, revision and finalization of the teaching guides and learning materials for Grade 3 under K to 12 Basic Education Program. Arthur DC. Sacatropes Luz E. Osmena, Ed.D. Education Prog. Supervisor Education Prog. Supervisor Region I II Region IV-A Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz Education Program Supervisor Science Coordinator Div ision Office, Sorsogon Prov. Div ision of Tarlac City Region V Region I II Jennifer M. Rojo Jennifer A. Tinaja Master Teacher II MasterTeacher I Neogen Elementary School Nueve de Febrero E.S. Districtof Tagaytay City Mandaluyong City DRAFT Job S. Zape, Jr. John Fitzgerald Secondes Education Program Supervisor Master Teacher I Region IV-A Don Felix Serra Nat’l. Hi-sch April 10, San Jaoquin, 2014 Iloilo Province Leni S. Solutan Neolita S. Sarabia Master Teacher Principal II Sta. Barbara Elementary School STRIVE Coordinator Div ision of Iloilo Province Div ision of Tagbilaran City Romeo C. Ordoňez Master Teacher II/Illustrator Div isoria E.S. Mexico South District Div ision of Pampanga Susana D. Mota Jemmalyn N. Malabanan Encoders v
  • 8. Appreciation is extended to the following consultants/reviewers for their untiring efforts in sharing their expertise: Evelyn L. Josue Science Educ. Specialist IV UP-NISMED Diliman, Quezon City Pia Campo May R. Chavez Science Educ. Specialist Science Educ. Specialist UP-NISMED UP-NISMED Diliman, Quezon City Diliman, Quezon City DRAFT Trinidad M. Lagarto, Ed.D. Senior Educ. Prog. Specialist , Anchorperson Curriculum Development Division Bureau of Elementary Educat ion April Marilet 10, te R. Almayda 2014 Director I II Bureau of Elementary Educat ion Marilyn D. Dimaano Director IV Bureau of Elementary Educat ion vi
  • 9. TABLE OF CONTENTS Page Title Page i Book Record for the Teacher ii Copyright Page iii How to take care of your Book iv DRAFT Introduction v Acknowledgement vi April 10, UNIT I : Matter 2014 Overview Chapter 1 – Solids 1-9 -Characteristics of Solids -Naming /Classifying Different Solids - Describing Solids according to Color - Describing Solids according to Shape - Describing Solids according to Size vii
  • 10. - Describing Solids according to Texture Chapter 2 – Liquids 9-14 - Characteristics of Liquids -Naming /Classifying Different Liquids - Describing Liquids according on how they flow - Describing Liquids on how they take the Shape of the container - Describing Liquids on how they occupy Space - Describing Liquids according to Smell DRAFT Chapter 3 – Gases 15-18 1. Describing that Gases take the Shape of the Container 2. Describing that Gases occupy Space 3. Describing that Gases are Odorless and Tasteless April 10, 2014 Chapter 4 – Proper Use and Handling of Common Solids, Liquids, and Gases at Home and in School 18-22 -List of Common Products Found at Home and in School 4. Harmful Effects of Common Materials Found at Home and in School 5. Safety Measures in handling Harmful Materials Chapter 5 - Changes in Materials 23-39 - Measuring the Temperature of Materials 6. Measuring the Temperature of Hot/Warm Materials viii
  • 11. 7. Measuring the Temperature of a Cold Material 8. Changes in Materials as affected by Temperature 9. What happens to Water when Heated? 10. What happens to Water Vapor when Cooled? 11. What happens to Napthalene Ball when Heated? 12. What happens to the Air inside the Bottle/Balloon when Heated or Cooled? UNIT 2: Living Things and their Environment Chapter 1 - Sense Organs 40-50 DRAFT 13. Identifying the Parts of the Eyes 14. Proper Ways of Caring the Eyes 15. Identifying the Parts of the Ears 16. How the different Parts of the Ear Work? 17. Proper Ways of Caring the Ears 18. Identifying Parts of the Nose and its Functions 19. Proper Ways of Caring the Nose April - Identifying the Uses 10, of Tongue 2014 20. Identifying the Parts and Functions of the Tongue 21. Identifying the parts of the Skin and its Function 22. Proper Ways of Caring the Skin Chapter 2 – Animals 50-61 23. Naming Animals around you 24. Parts of an Animal 25. Body Parts Animals Use to Move 26. Classifying Animals according to how they move 27. Body Parts of Animals that they use in getting foods 28. Classifying Animals according to what they Eat 29. Classifying Animals according to their Body Covering 30. Classifying Animals according to their Habitat 31. Useful Animals 32. Importance of Animals according to Use 33. Animals that can Harm People 34. Proper Ways of Caring Pets ix
  • 12. Chapter 3 – Plants 61-76 - Naming and Describing Plant Parts - Same Plant Parts, different Plants - Different Plant Parts have different Works - Things that come from or made of Plants - Different Uses of Plants - Harmful Plants - Proper Was of Caring Plants - Characteristics of Living and non-living Things DRAFT Chapter 4 : Heredity: Inheritance and Variation 76-84 - Animals Produce Animals of the same Kind - Physical Traits of People from Different Ethnicity April - Physical Traits of Animals 10, of the same Kind 2014 - Plants Produce Plants of the same Kind - Growing Plants from other Plant Parts - Basic Needs Humans, Animals and Plants - Things We Need from the Environment - conservation and Protection of the Environment Chapter 5: Ecosystem 85-91 UNIT 3: Force, Motion and Energy x
  • 13. Chapter 1: Moving Objects 103-121 - Describing the Position of an Object relative to another Object -Describing the Location of Objects After it is Moved Chapter 2: Electricity 121 - 129 - Sources of Electricity -Uses of Electricity Chapter 3 – Sounds 130- 135 DRAFT - Sounds Chapter 4- Electricity 135-148 UNIT 4: Earth and Space April Chapter 1: The Surroundings 10, 2014 149-159 - The Surroundings Chapter 2: Weather 159-186 - The Weather Chapter 3: Objects Seen in the Sky 187-210 -Different Objects seen in the Sky xi
  • 14. UNIT 1: Matter Chapter 1: Solids There are three states of matter. One of which are solids. Solids have different characteristics which enable us to describe one from the other. Solids maybe described in terms of color, size, shape, texture , weight and volume. Lesson 1 - Characteristics of Solids Durat ion: 1- 2 days Background Information Solids maybe described in terms of color, size, shape, texture and weight. We use our senses in identifying objects based on their characteristics. We can find various solids in our environment. Let us collect some solids in the garden and be able to identify each object. DRAFT Objectives At the end of each lesson, the pupils should be able to: 1. name different object s around us; and 2. classify the object s based on their characteristics. April Procedure 10, 2014 Motivation / Presentation Look around you . Ask :Look around you. Name the solid objects that you see? What can you say about the solid objects around you? B. Lesson Proper 1. Div ide the class into five groups. Say: Today, we will visit the garden. While in the garden, collect 10 objects. 2. List down the objects based on their characteristics inside the chart below. Copy the chart in your notebook. 1
  • 15. Color Size Shape Texture Weight Black White Other Small Big Round Square Other Smooth Rough Heavy Light color shape Note: Give precautionary measures in collecting objects specially things which can cause wounds. Let the pupils fill up the table below: 1. Ask the following questions: a. What objects did you collected in the garden? b. How did you identify the objects? c. Are they the same? Why? DRAFT 2. Prepare activity cards similar to those shown below? Discuss the things you listed and be able to describe them. Group A Group B April List down 5 objects you see 10, List down 5 2014 objects found in the library and describe the inside the room and describe the objects. Present them in class. objects. Present them in class. Group C List down 5 objects found inside your bags and describe the objects. Present them in class. 2
  • 16. List down 2 objects inside the box below which can be classified according to size, shape, color, texture and weight. Things Around Us Objects at home Objects according to shape 1. (round object) 2. ( Triangle obj.) Objects according to color 1. (black color) 2. ( white color) DRAFT Assessment 1. ( big size) 2. ( round) Assignment Draw 5 objects with different colors. Lesson 2 : Characteristics of Solids according to their color Duration: 1 day Background Information April Solid is a state of matter 10, with different colors. 2014 Objective At the end of the lesson, the pupils should be able to describe solids according to their color. Materials pictures or real objects Procedure 1. Review Ask the pupils to name the solids that they can see inside/outside the classroom 2. Motivation / Presentation 1. Let the pupils play a game(???) Pupils group themselves according to the colors of their shirt, shoes, slippers, socks, and bags. 3
  • 17. C. Lesson Proper 1. Activ ity a. The teacher asks some pupils to get an object from the box. Each pupil name the object and identify the color. 2. Discussion/Analysis a. What are the objects found inside the box? b. What are the colors of the objects inside the box? c. What characteristics of solid did you observe? 3.Generalization What are the colors of solids? ( red, blue, white, black etc.) What can we say about the colors of solids? (Solids have different colors) Form a dyad: Let the pupils choose three (3) objects inside their bag and exchange it with his/her partner. Have them identify the object and its color. Fill the table below. DRAFT Application April Assessment 10, 2014 Look at your own things and tell their color. Ass ign me nt Solids Color Look for different objects in your kitchen. Make a chart of these objects and their color. Write them in your notebook. Lesson 3: Characteristics of Solids According to Shape Duration: 1 day 4 Bag Ball pen Shoes Skirt/Pants Shirt/Blouse Objects Colors 1. 2. 3.
  • 18. Background Information Solids have shapes too. The particles of solids are close together. They move back and forth but the particles do not change places. This is why solids do not change shapes. Objective At the end of the lesson, the pupils should be able to identify solids based on their shapes. Materials pictures or real objects with different shape A.Review Describe solids based on their color. B.Motivation Have the class sing the song “I Hav e” to the tune of “Where is Thumb DRAFT Procedure Man.” I have ballpens*, I have notebooks*, I have books*, I have chalk* These things are called solids. (2x) In our room. (2x) April (* Use the names 10, of other objects found 2014 on your table.) Say: Now, get some objects from your bags. Repeat the song “I Hav e” by naming the objects you are holding. Ask: 1. What do we call those objects you are holding? (They are all solids.) 2. Do they have a definite/exact shape? (Yes) C .Lesson Proper 1. a. Show pictures of different basic shapes such as a triangle, circle, square, and rectangle. b. Ask the pupils if they know objects with these shapes. c. Let them identify objects with these shapes. 2.Ask the following: a. Were you able to place the objects in their proper boxes? b. How did you group or classify the objects? c. Do they have definite characteristics ? What are these characteristics of the objects you classified? 5
  • 19. d. What are the ways of classifying solids? 3. Have the class describe the characteristics of the following objects: Assessment MATERIALS RECTANGLE TRIANGLE ROUND Have the class do the following activity. Study the pictures of different objects. Choose the correct shape in the parentheses. (rectangle, round, triangle) DRAFT 3. April 2014 Assignment Let the pupils collect pictures of different objects and make an album of their shapes. Lesson 4: Characteristic of Solids According to Size Duration: 1 day Background Information 6 1. bag (rectangle, round, triangle) 2. ball coin (rectangle, round, triangle) 4. pineapple (rectangle, round, triangle) 5. onion (rectangle, round, triangle) 1. ball 2. CD 3. tomato 4. cotton 5. atis
  • 20. Ruler and meter stick are some of the measuring devices used in determining the size of solids. These devices help us to measure the length, width and height of solids. Objective At the end of the lesson, the pupils should be able to : 1. compare solids according to size; 2. classify solids according to size; and 3. use measuring devices in determining the size of solids. A. Presentation Show and post pictures of different objects on the board. Ask: What are the objects posted on the board? How do these objects different from each other? DRAFT Procedure April Add two more boxes to include 10, photos showing 2014 the length like photos of a pencil and a broomstick. B.Lesson Proper 1. a. Show a ruler and a meter stick. Ask the class to compare the two measuring devices. Emphasize that a ruler is used to measure short objects while a meter stick is used to measure long objects. Introduce the units of length, width and height. Give example. (e.g. length -2 inches; width 3 meters,: height -3 feet) A good measurement must have the value and the unit. 7
  • 21. b. In groups , allow the class to work on the activ ity. Guide them in accomplishing LM No. 4. Discussion/Analysis a. What are the solids found in your list? b. How are they similar or different? c. How did you classify the solids? Generalization What characteristics of solids did you learn today? Application Draw objects showing different size. Name objects found in the room. Tell the size of the objects using a ruler or meter stick. Get the exact measurement of each object. DRAFT Assessment Assignment List down objects found at home and in school. Describe their sizes. Lesson 5 : Characteristics of Solids According to Texture Duration: 1day April Background Information Solids have different textures. 10, They can be categorized 2014 as smooth, rough, hard and soft. Objective At the end of the lesson the pupils should be able to classify solids according to texture. Materials The objects to be observed will depend on the contents of the pupils’ bags. You can include objects like pad paper, sand, pebbles, sandpaper, pineapple peelings, wooden stick, sponge, drinking glass and others. Procedure A. Motivation / Presentation TEXTURE HUNT Ask the pupils to go on a walk around their classroom and let them touch various objects. Ask the pupils to describe the texture. (The descriptions could be : hard, soft, rough, smooth.) 8
  • 22. B. Lesson Proper 1. Prepare all the necessary materials beforehand. (handout and different solids). 2. Distribute the handout. Give the pupils 10 minutes to read and discuss the procedure. 3. Remind the class to observe at all times the precautionary measures relevant to the activ ity. ( Hint: The teacher examines the objects before letting the pupils touch them) 4. Tell the pupils to copy the chart below in their notebooks. 5. Let the pupils observe the different solids. Tell them to write their observations in the appropriate columns in the data table. Name of Solid Texture smooth rough Soft Hard act ivity, ask the following quest ions: a. After th e characterist ics of solids did you specifically What DRAFTobserved? 1. 2. 3. 4. 5. April 10, 2014 b.How did you classify solids? c.How can classifying object s help you in your daily life act ivities? Assessment Ask the pupils to group the materials according to their texture. Write the name of the solid in the proper box. plastic cup drinking glass ice pencil eraser leaf stone wood metal spoon HARD SOFT ROUGH SOFT Assignment Ask the pupils to bring to class at least ten solids from a place outside their homes. (backyard garden, sidewalk) and identify the solids based on their
  • 24. Chapter 2 : Liquids Liquid is another state of matter. I t has no definite shape but it follows the shape of the container. The particles of liquids move freely than those of solids. The particles slide or roll over each other; this is why liquids have no shape of their own. I t has the ability to flow. Liquids occupy space. Some liquids have taste and odor/smell. Lesson 1: Characteristics of Liquids Duration : 1 day Background Information Liquids have the ability to flow. The particles of liquids are far apart. They can move, slide or roll around each other. They can be poured from one container to another. This is what makes liquids flow. Some liquids flow faster while some do not. DRAFT Overview Objective At the end of the lesson, the pupils should be able to describe different liquids based on their different characteristics. Materials pictures or real liquids April Procedure 10, 2014 1. Review Ask: What are the different characteristics of solids? 2. Motivation / Presentation Show pictures of different liquids. Say: Here are various samples of liquids. Look at them. Can you name them? Ask: What is common among these things? What do we call them? (They are all liquids.) 10
  • 25. 1. Teacher should tell the students to go to the canteen and ask the canteen staff to show the different liquids available. (Give some precautionary measures in dealing with liquids which may not be familiar to pupils). Demonstrate the activ ity first before letting the pupils do it. Have this table be filled up by the pupils. NAME OF LIQUID How objects Shape of the Taste Odor/ Space it flow container smell occupies DRAFT 3. Lesson Proper Soy sauce Condensed milk Water in a plastic bottle Perfume 2. Ask the following questions: April a. How did you describe 10, the different liquids ? 2014 b. Do liquids have the same or different characteristics? How do they differ or similar from each other ? 3. Prepare activ ity cards similar to those shown here. Group the class into three and give each group a card. Say: Study your activ ity card. Discuss the liquids that you listed and be ready to report them in class. Group A List down two liquids you see in the school canteen and write down possible ways of describing them in a piece of cartolina. Present them in class similar below: Name of Objects Ways of describing Liquids Group B List down two objects found in your kitchen and write down possible ways of describing them in a piece of cartolina. Present them in class similar below. Name of Objects Ways of describing Objects Example: Juice (ability to flow, shape,size,volume, taste, odor) Sweet taste, it can flow, takes the shape of the 11 (ability to flow, shape,size,volume, taste, odor)
  • 26. Group C List down two objects found in your bathroom and write down possible ways of describing them in a piece of cartolina. Present them in class similar below. DRAFT Name of Objects Ways of describing Assessment Objects Say: List down two (2) liquids found in different places below. Write your (ability to flow, your notebook. answers in the graphic organizer . Do this onshape,size,volume, taste, odor April 10, 2014 Things Around Us Liquids found in the kitchen 1. 2. Liquids found in the bathroom 1. 2. Liquids found in the school canteen 1. 2. Assignment Have the pupils cut out three (3) pictures of liquids that can be poured from one container to another. Paste them on their notebook. 12
  • 27. Session 2: Characteristics of Liquids according to how they flow Duration : 1 day Background Information Liquids have the ability to flow. Some flow slowly and others flow fast when poured from one container to another. They have no definite shape. They just follow the shape of their containers. Objective At the end of the lesson, the pupils should be able to describe how liquids flow from one container to another. condensed milk, soy sauce, vinegar, shampoo, water oil, 2 spoons, DRAFT Materials transparent bowl Procedure A. Review Let the pupils show their cut out pictures. Ask: Have you experienced pouring them from one container to another? April B.. Motivation / Presentation 10, 2014 Ask: I f you will pour those liquids in the containers shown on the picture, what will happen to the shape of liquids ? C. Lesson Proper 1. Div ide the class into 5 groups. 2. Tell the class to do procedure 1 – 7 in their LM’s. 3. Let the class repeat the procedure using other liquids and tell them to record their observation on the chart following the table in their LM’s. 4. Let the group leader report their observation in class 5. Discuss the activ ity using the following questions: a. What happened to the different liquids when poured from one container to another container? Do they flow in the same way ? Why? Are the shapes the same as the original container? Why? b. What characteristics of liquids did you observe? 13
  • 28. c. What does the activ ity tells about liquids? 6. Read the situation and let the pupils analyze. Rita poured a small can of condense milk and an evaporated milk from one container to another . Which one will flows fast and slow? Why? Assessment Describe the liquids below on how each one flows when poured from one container to another. Put a check (/) mark in the box if it correctly describes the liquid and (X) mark if not. April 10, 2014 Assignment Cut out pictures 3 different liquids from old magazines and describe how they flow. Lesson 3: Characteristics of Liquids on how they take the shape of the container Duration: 1 day Background Information Liquids do not have their own shape . They take the shape of their container. I t also occupies space . The space it occupies depends on the shape of its container thus, it has no definite volume. Objective 14 Name of Liquid Does it flow slowly? Does it flow fast? Does it flow very fast? 1. water 2. soy sauce 3. vinegar 4. shampoo 5. oil 6. Condensed milk
  • 29. At the end of the lesson, the pupils should be able to describe the liquid according to the shape of the container and the space it occupies. Materials Glass, water Procedure 1. Review Ask: Bring out your cut out pictures. How do these liquids flow? 2. Motivation Say: Look at the glass on the table. What is inside it? What occupies the space in the glass? I f i will transfer the liquid into a glass with different shape, will the shape and space occupied by the liquid still looks the same? Why? 3. Lesson Proper Have the class study the following illustration. Ask: I f you add more water in the glass, what will happen? Let us find out if liquids can take up space. 1. Set the standards in performing the activ ity. Remind pupils on cleaning the area after each activity. 2. What happened to the water in a glass when you add more and more water in it ? Why? 3. Ask: Do liquids occupy space? Why ? 4. Read the following situation aloud and have a discussion about it. There are three glasses on the table. The blue glass is filled with milk. The yellow glass is filled with water. The orange is filled with buko juice. What occupies the space in the glasses? Do liquids occupy the same space? Why? Assessment 15
  • 30. Given two liquids in each container. Liquids A and B drawn below. Describe the two liquids according to shape and the space it occupies. Liquid A Liquid B Shape of liquid A ______________ Shape of Liquid B ____________ Space occupied by liquid A ____________ Space occupied by liquid B __________ Assignment Cut out 3 different liquids from old newspaper which can be ident ified according to shape. Lesson 4: Characteristics of Liquids according to their taste and odor or smell of liquids Duration: 1 day Background Information Some liquids have taste and odor. The taste of liquids maybe sweet, sour, salty and bitter. I ts odor or smell maybe good or bad. Objective At the end of the lesson, the pupils should be able to describe the taste and odor or smell of liquids. Materials rubbing alcohol, catsup, juice, vinegar, perfume, soy sauce, water, glue baby oil Procedure A. Review Ask: Do liquids occupy space? Why. B.Motivation / Presentation Ask: What can you say about these liquids? Vinegar, soy sauce, catsup, milk 16
  • 31. C. Lesson Proper 1. Prepare the set-up of liquids and let the pupils observe them. 2. Have the pupils describe their characteristics according to taste and smell. 3. Have them record their observations in an activ ity sheet. 2. a. How did you describe the liquids? b. What is your basis in describing the liquids? c. What characteristic of liquids is observed in the samples provided? 3. Have the class study the following liquids. Let them fill in the column with the characteristics of liquids in the following table. Materials Smell or odor ( good or Note : The teacher should provide precautionary measures before letting the pup ils taste any liquid. Caution : Never taste poisonous objects. Assessment Underline the correct word/s inside the parenthesis. 1. Perfume has a (good smell, bad smell). 2. The taste of orange juice is (sweet, salty). 3. Vinegar is ( sour, bitter). 4. Honey has (sweet, salty, ) taste. 5. Candies have ( sweet, bitter) taste. Assignment Let the pupils make an album of 10 pictures of different liquids cut out from old magazines. Have them describe the characteristics of each liquid. Chapter 3 : Characteristics of Gas 17 bad) Taste ( sour,salty,bitter, sweet) 1. alcohol 2. catsup 3. juice 4. vinegar 5. perfume 6. soy sauce 7. water 8.glue 9.baby oil
  • 32. A gas is another state of matter. I t has no definite shape, thus it takes the shape of the container. We cannot see them but we can feel them. In this lesson, you will find the different characteristics of gas. Lesson 1: Characteristics of Gas according to the shape of the container Duration : 1 day Background Information Gases have no definite shape. They take the shape of the container. Objective At the end of the lesson, the pupils should be able to describe the characteristic of gases according to its shape. Materials 3 Balloons of different sizes and shapes Procedure 1. Review Ask: What are the different characteristics of liquids? B. Motivation / Presentation Show an inflated balloon to the pupils. Tell one of the pupils to blow air in it. Ask : I f you will release the balloon from your hand, what will happen to it? Why? C.Lesson Proper 1. Div ide the class into 4 groups. Get different shapes of balloons. Blow air into it. Observe what happens to the balloons. 2. Ask: a. What happen to the balloon as you blow air into it? b. What characteristic is shown by the balloon? c. What can you say about the shapes of the balloon ? Assessment Draw 5 balloons with different colors. Describe their shapes. Assignment 18
  • 33. List down 5 different gases found in the environment. Lesson 2: Characteristics of gases according to space they occupy Duration: 1 day Background Information Gas has no definite shape and volume. I t takes the shape and volume of Objective At the end of the lesson, the pupils should be able to describe the space occupy by the gases. air fresheners DRAFT its container. Materials Procedure A.Review B.Motivation/ Presentation Ask: Do you know the content of air freshener? C. Lesson Proper Show the illustration of the different air fresheners. Ask: I f more gas is added on these containers, what will happen? April 1. Prepare the materials a day 10, before the lesson. 2014 Give some precautionary measure in handling the materials before the activity starts. 2. Ask the following questions: a. What is inside the empty glass? b. What happened to the paper towel ? to the Styrofoam? c. What does the activ ity shows? 3. Tell your pupils in group to blow air into the plastic bag. Add more air into it. What happen to the plastic bag? Assessment Get a plastic bag. Blow air into it. Add more air. Ask: What will happen to the plastic bag? Assignment Bring objects (solids, liquids etc.) found at home for our next lesson. Chapter 4. PROPER USE IN HANDLING COMMON SOLIDs, LIQUIDs, AND GASES FOUND AT HOME AND IN SCHOOL 19
  • 34. This chapter presents proper use in handling common solids, liquids, and gases found in school and at home. Classifying materials as hazardous and non-hazardous are included in this chapter. By performing the activ ities, different process skills of the pupils like identifying, describing ways on the proper use and handling of hazardous materials are given emphasis in the lessons presented. Lesson 1: Common Solids, Liquids, and Gases Found at Home Background Information Different materials can be found at home. These maybe solids, liquids or gases. Each material has its intended use. Substances found in the home are important to humans. Objectives At the end of the lesson, the pupils should be able to: 1. Classify the materials found at home as solids, liquids, and gases ; and 2. describe their uses . DRAFT Overview Duration: 2 days Materials pictures of common materials found at home April Procedure 10, 2014 1. Motivation / Presentation Ask: What are the common materials found in your home? Name as many as you can. Where can you find these materials? What are the things that you want to know about these substances? Use the KWL chart in this activ ity. 2. Lesson Proper 1. Div ide the class into 5 groups. Let the pupils do activ ity in the LM. 2. Have the groups write in manila paper their answers. They may use the tabular form in activ ity 1 as guide. Post on the board the manila paper of each group. 3. After all groups have done the activ ity, one representative in each group will report their findings. Come up with common answers of the pupils. 4. Then, ask the following questions : 1. What can you say about the common materials found in your home? b. How did you classify them ?Are these materials important? Why? 20
  • 35. c.Could people live without these materials? Why? d.What do you think would life be without these materials? 2. Discuss with the pupils the following concept : 1. Different materials can be found at home. These materials may be solids, liquids, or gases. 2. Each material has its intended use. 3. Materials found in the home are important to human lives. Assessment Match the picture in column A with column B. Connect the letter to its correct picture using a line inside the box and write down if it is solid, liquid or gas. A B 1. a. Use as food I t is ______________ 2. b. Use for cooking I t is ___________________ 3. c. Disinfectant I t is _________________ 4. d. Use for washing I t is ________________ 5. e. Use for killing insects/pests 21
  • 36. I t is __________________ (Note: You may use/ include any picture of materials found at home, if possible different f rom those already given/listed by the pupils. The pictures should be placed in column A.) Remind the pupils to bring empty containers of the following materials: 1. Bleaching liquid 2. Shampoo 3. Pesticide 4. Any toilet freshener 5. Mosquito coil empty box DRAFT Assignment Lesson 2. Harmful Effects of Common Materials Found at Home Duration: 1 day April Background Information I t is important to encourage 10, pupils to read 2014 the labels on products they use to become more “chemically literate” or aware of the hazards to avoid any accident. Keep in mind that most household cleaning products and pesticides are reasonably safe when used as directed, and that the level of toxicity of a product is dependent on the dose of the product used (never use more than the amount listed on the label) and the length of exposure to the product. Objective At the end of the lesson, the pupils should be able to identify the harmful effects of the common materials found at home and in school Materials Pocket chart Procedure 1. Review Call on some pupils to answer these questions: 1. What can you say about the common substances found in your home? Are these substances important? Why? 22
  • 37. 1. Could people live without these materials? Why? 2. What do you think would life be without these materials? 2. Motivation / Presentation A family in a remote barrio made use of empty mineral water bottles as containers for their washing and drinking water. One day, the father filled in one empty bottle with kerosene to be used in the farm. While preparing other things, he left the bottle with kerosene on top of the table. Unknowingly, his little boy who was playing outside, came in the house, got the bottle and used its content in washing his hands. Suddenly, the little boy felt itchiness and got his hands irritated. Why do you think this happened? What was done wrong? 1. Let the pupils do Activ ity 2 in the LM (Group activ ity) 2. They will write on manila paper the materials in the table. (Refer to the DRAFT 3. Lesson Proper tabular form in activ ity. Post on the board the manila paper of each group. 3. After the groups have done the activity, one representative in each group will report their findings. Come up with the common answers of the pupils by posting it in the pocket chart. Then ask the following questions : 1. What should you do in order to know if the material is hazardous or not? April Why? Give emphasis on its harmful 10, effects when not 2014 stored/ used properly. 2. Discuss some undesirable/deadly effects of some materials and emphasize the following concepts : 3. Materials maybe flammable, toxic, poisonous and corrosive to skin when not used properly. 4. Reading product labels is important in order to determine the hazards of materials to man and other liv ing things. Assessment Write the hazards that the following materials may do to people when not used properly: 1. Disinfectant 2. Insecticides 1. LPG 4. Bleaching liquid 1. Muriatic Acid Assignment 23
  • 38. List down at least 2 reasons on what should you do in order to avoid accident brought about by the misuse of the materials that are commonly found at home? Lesson 3. Safety Measures in Using and Handling Harmful Materials Duration: 1 day Background Information Precautions are essential for safety in using the materials commonly found at home and in school. Never use more than the amount listed on the label of the product. Objective At the end of the lesson, the pupils should be able to describe the proper ways in using and handling harmful materials at home and in school. Materials pocket chart, pictures of precautionary measures in handling harmful materials Procedure 1. Review Ask: What should you do in order to know if the material is hazardous or not? Why? 2. Motivation / Presentation April Say: I f I will give you 10, a liquid material which 2014 you do not know , what should you do first ? Why do you have to read the label first? 3. Lesson Proper 1. Let the pupils do activ ity 3 in the LM (Individual activity). 2. Tell them to write in their notebook. 3. After the class has done the activ ity, discuss the lesson then ask the following questions: 1. What are the proper ways of handling and using harmful materials found at home? 2. How does a material become harmful to humans and other liv ing things? 3. What should one do in order to avoid accident? Give emphasis to its harmful effects when not used properly. 4. Discuss with the pupils the following concepts: 1. Precautions are essential for safety in using the materials commonly found at home and in school. 2. Never use more than the amount listed on the label of the product. Assessment 24
  • 39. Div ide the class into 4 groups and let them have a role play on the safety measures in using and handling harmful materials at home or in school. List down at least 2 materials found in your home and write down the proper way in handling the material that you listed. Write in your activ ity notebook. Chapter 5: Changes in Materials Matter exists in different forms: I t maybe solid, liquid, and gas. These different materials (solids, liquids, and gases) change when heated or cooled. In this chapter, the pupils will learn about the changes that may happen to materials when they are heated or cooled or when there is a change in temperature. DRAFT Assignment Overview Activ ity 1 provides a simple activ ity that activates pupils’ prior knowledge and ideas about hot and cold materials. Activ ities 2 and 3 develop pupils’ skills in using, measuring and reading temperature of materials using laboratory thermometer and help them compare materials of different temperature. April Activ ity 3 gives general 10, ideas/concepts to 2014 pupils that when heat is added, the temperature of the material increases; but, when heat is removed, the temperature of the material decreases. These are basic ideas from where the concepts in the succeeding activities will be based and understood. Activ ities 4 to 8 develop the pupils’ understanding about the effects of the change in temperature on the material. I t focuses on the idea that when materials are heated or cooled, they may change their forms: from solid to liquid, liquid to solid, liquid to gas, or gas to liquid, and solid to gas. Other materials expand or contract when heated or cooled. Lesson 1: Is it Hot or Cold? Duration: 1 day Objective At the end of the lesson, the pupils should be able to tell whether the material is hot or cold. Materials 25
  • 40. flashcards/ Pictures or real hot and cold objects, manila paper, marker/pentel pen A.Motivation/ Presentation 1. Let the pupils do this simple activ ity: Feel your hands by placing them to your cheeks. What did you feel? (e.g. cold, warm, hot)? Now, rub your hands together for 15 times. Put them again to your cheeks. What did you feel? (e.g. cold, warm, hot)? Why did you feel such? (In this activ ity, let the pupils understand that in rubbing their hands together, heat is produced and the heat produced makes their hands warm.) DRAFT Procedure So, can you now distinguish hot from cold materials. Today we will consider other materials you are familiar with and tell whether the material is hot or cold. April B.Lesson Proper 10, 2014 1. Let the pupils do Activ ity 1. You may ask them to do the activ ity by group. (This is a simple activ ity that aims to activate pupils’ prior knowledge about hot and cold objects/ materials). 2. Give them the needed materials (manila paper, pentel pen, etc…) and instructions in doing the activ ity. Ask them too to present their output after 10 minutes. 3. During the reporter’s presentation of output, take note of their responses particularly to the questions in the activ ity. 4. Process pupil’s responses by giv ing focus to the pupils’ answers to the activ ity questions. The teacher should be able to solicit students’ prior knowledge or ideas about hot and cold materials. Though their ideas are not completely correct, they must be taken as input to the next lesson/ springboard for the discussion of the next lesson. Assessment 26
  • 41. Pupils’ activ ity outputs may be taken as a form of assessing their knowledge formatively. Take note that such assessment results should not be graded . I ts purpose is just for the teacher to determine pupils’ prior knowledge as a springboard for the discussion of the next lesson. What could be the temperature of hot objects compared to cold objects? Lesson 2: Measuring the Temperature of Hot/ Warm Material DRAFT Assignment Duration: 2 days Background Information A thermometer is used to measure the temperature of a material. The commonly used laboratory thermometer uses fluid, usually alcohol or mercury that rises up or expands when heated. The temperature of the material April 10, tells whether the material is hot or cold. I t is usually measured 2014 in degrees Celsius (0C). Below are some precautionary measures to be observed in using a laboratory thermometer: 1. Level the alcohol (alcohol thermometer) to set it to normal temperature reading. 2. I f the laboratory thermometer is not set to normal temperature reading, shake it until it turns to normal temperature reading. 3. Try to use it by getting the temperature reading of tap water. 4. Keep the thermometer in an upright (not tilted) position when taking a reading. 27
  • 42. 5. The bulb of the thermometer should be surrounded from all sides by the substance of which the temperature is to be measured. 6. The bulb should not touch the surface/ bottom of the container. The temperature of hot/warm water is higher than the temperature of tap water (room temperature). At the end of the lesson, the pupils should be able to: 1. measure the temperature of tap water and hot/warm water using a thermometer; 2. read the temperature from the thermometer correctly; and 3. compare the temperature of tap water and hot/warm water. 2 beakers/ identical glass containers laboratory thermometer equal amounts of hot/warm water and tap water DRAFT Objectives Materials Procedure 1. Review Yesterday, we identified some materials that are hot and cold. Cite 2 examples of hot materials you found at home. April 10, 2014 2. Motivation/ Presentation 1. Show the class 2 containers filled with water. Place them on the table. Label each container as container 1, and container 2. (Note: Container 1 contains warm water and container 2 contains tap water. But you don’t have to tell the class that they contain such.) 2. Call some pupils. Tell them to do this activ ity: 1. Dip your right hand fingers into container 1 and your left hand fingers into container 2, at the same time. Then ask: What did you feel when you dip your finger in container 1? What did you feel when you dip your finger in container 2? (Pupils answers may vary. Pupils would say that the water in container 1 is hot or warm. But, they might describe what they feel in container 2 differently. Pupils’ descriptions for water in container 2 could be cold, less hot, normal, etc….) 28
  • 43. Hence, the teacher should let the pupils realize that their sense of touch would not give accurate measure of how hot or cold the material is, and that a certain device is needed to measure how hot or cold the material is. Then, ask: What is the instrument that measures the hotness or coldness of the material ? (Thermometer) Today, we will investigate and understand more about heat and temperature. We will perform an activ ity that will help us understand how to use the thermometer and how to measure the temperature of materials using thermometer. We will also compare the temperature of tap water and hot/warm water, and describe the effect of heat on the material. 2. Lesson Proper DRAFT 3. Orient first the pupils with the parts and kinds of thermometer, the scale used, the proper way of using it, and some precautionary measures in using laboratory thermometer. (Please refer to background information section). 4. In this activ ity, glass container will be used for warm water. Be April reminded that an 10, ordinary bottle cannot 2014 be used for boiling water. 5. Briefly, discuss with the pupils the procedure of the activity. 6. Div ide the pupils into 5 small groups. Give them the materials needed, and other necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) 7. Solicit some questions from the pupils to clarify some activ ity concerns before asking them to perform the activ ity. 8. Let the pupils perform Activ ity 2. Supervise/ guide them as they do the activ ity. 9. Let each group report their activ ity results. 10. Discuss and process their answers to the questions. The following important ideas should be emphasized and understood by the pupils: 29
  • 44. 1. Thermometer is a device used to measure the hotness or coldness of an object. 2. The normal room temperature ranges from 20 0C - 25 0C. The average room temperature is 23 0C. 3. The temperature of hot/warm water is higher than the temperature of tap water (room temperature) and vice-versa. 4. Heat added to the material increases the temperature of the material. DRAFT Assessment (Note: Tell the pupils that the diagram is just a portion of the whole thermometer 1. What is the temperature indicated in the thermometer below? 1. April 10, 2014 2. 3. 4. 5. 30
  • 45. 2. Complete the statement below. 6. The temperature of hot water is ___________________ than the temperature of tap water. Compare the temperature of ice to the temperature of boiling water? Write your answer on your notebook. Lesson 3: Measuring the Temperature of Cold Material Duration: 2 days Objectives DRAFT Assignment At the end of the lesson, the pupils should be able to: 1. measure the temperature of tap water and cold water using a thermometer; 2. compare the temperature of tap water and cold water ; and 3. read the temperature from the thermometer correctly. April Materials 2 beakers/ identical glass 10, containers 2014 laboratory thermometer equal amounts of cold water and tap water Procedure A.Review Ask: What can you say about the temperature of ice as compared to the temperature of boiling water? B.Motivation/ Presentation Today, we will be doing an activ ity that will help you compare the temperature of tap water and cold water, and describe the effect of removing heat from the material. C.Lesson Proper 31
  • 46. 1. Div ide the pupils into small groups. 2. Give them the materials needed. Remind them of the proper way of using laboratory thermometer. 3. Give other necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) 4. Let the pupils perform Activ ity 3. Supervise/ guide them as they do the activ ity. 5. Let the group presenter/reporter presents the activity results. DRAFT 6. Discuss and process their answers to the questions in the activ ity. The following important ideas should be emphasized and understood by the pupils: 1. The temperature of cold water is lower than the temperature of tap water (room temperature) and vice-versa. April 2. Heat when 10, removed from 2014 the material lowers the temperature of the material. Assessment The activ ity output of the pupils may be considered in assessing them formatively. Assignment 1. .What is the temperature of tap water? What is the temperature of cold water? 2. How will you compare the temperature of tap water with that of cold water? (The temperature of tap water is higher than the temperature of cold water, or the temperature of cold water is lower than the temperature of tap water). 3. What is the effect of removing heat from the water? (Heat removed f rom the water decreases the temperature of the water.) 32
  • 47. Lesson 4: What Happens when a Candle Wax is heated or Cooled? At the end of the lesson, the pupils should be able to describe the candle wax when heated and cooled. Materials small piece of candle wax, big spoon, thick cloth, candle small piece of wood, match Ask the pupils the following questions to recall the idea/concept that heat affects the temperature of the material: 1. What can you say about the temperature of the material when DRAFT Duration: 2 days Objective Procedure 1. Review heat is added to it? (Increases) 2. What can you say about the temperature of the material when heat is removed from it? (Decreases) 3. Motivation/ Presentation April Now, what do 10, you think will be the 2014 effect of the increase or decrease in temperature on the material?........................... I f the candle wax is heated or cooled, what do you think will happen to it?......... This is what we will investigate today. 4. Lesson Proper 1. Div ide the pupils into small groups. 2. Orient them with the materials that will be used in this activ ity. 3. Give some precautionary measures, i.e. do not touch any hot material because you might get burned, etc… 4. Let the pupils do the act ivity. 5. Discuss answers to the activ ity questions. Process pupils’ responses to arrive at the correct ideas/concepts. 33
  • 48. 6. Help the pupils formulate generalization by asking these questions: (a) What happens to the candle wax when heated or when heat is added? and (b) What happens to the melted candle wax when cooled ? Let the pupils understand that: Heat causes a change in the appearance of the material. Initially, the candle wax is solid in form, but when heat is added, it melts. I t changes from solid to liquid. However, when heat is removed or when the material is cooled, the melted candle wax becomes solid again. I t changes from liquid to solid. 7. The teacher may ask the pupils to cite other examples of materials that change from solid to liquid when heated, or from liquid to solid when cooled. DRAFT Assessment 1. A butter/ margarine is put in a frying pan over the stove for few minutes. What do you think will happen to the butter/margarine? Why? April 10, 2014 Assignment None Lesson 5: What Happens to Water When Heated? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe what happens to water when heated. Materials water, iron stand/ring with clamp, tripod, wire gauze bunsen burner/ alcohol lamp, small plastic transparent container, marker 34
  • 49. 1. Motivation/ Presentation Have you observed your mother heating/ boiling water in the kettle? What did you observe while the water is boiling? What does it show? Today, we will do an activ ity that will help us describe what happens to water when heated. 2. Lesson Proper 3. Div ide the pupils into 5 small groups. Give them the materials needed, and other necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) DRAFT Procedure 4. Let the pupils do activ ity 5. 5. Let the group reporter presents the group output. April 6. Check pupils’ answers 10, to the activ 2014 ity questions. Process their responses to correct misconceptions if there are and to arrive at the correct ideas/concepts. 7. Help the pupils formulate generalization by asking: What is the effect of heat on the water? What happens to the water when heated? Let the pupils understand that: Water when heated increases its temperature. I t makes water change its form from liquid to gas (vapor) when it starts to boil. Hence, you observed that the amount or level of water is decreased after heating, because some water evaporates as vapor (steam). Water vapor is formed when liquid (water) is changed to gas. 8. Ask the pupils to give other examples of materials that change from liquid to gas when heated. 35
  • 50. 9. To apply the concept learned, ask: I f you want your wet clothes to dry quickly, where should you hang them? Why? Your mother is boiling water in a kettle for your coffee. What do you think will happen if she leaves the water boiling for a long time? Why? Lesson 6: What Happens to Water Vapor when Cooled? Duration: 2 days Background Information Water vapour is a gaseous form water. I t is formed when water starts to boil . When water vapor (gas) is cooled, it is changed to liquid. This can be shown in this simple experiment , when you put ice cubes and salt in the jar, the salted ice in the jar quickly makes the sides of the jar very cold. When water vapor is cooled, it changed to liquid (water droplets). The water droplets that you saw in the outside surface of the jar came from the water vapor in the air that touches the jar. DRAFT Assessment Objective At the end of the lesson, the pupils should be able to describe what happens to water vapor when cooled. April 10, 2014 Materials ice cubes, glass jar with lid, tablespoon, table salt (rock salt) Procedure 1. Review Recall: What happens to water when heated? Why? (The teacher should help the pupils recall the idea that when water is heated, it changes its form from liquid to solid.) B.Mot ivation/ Presentation 36
  • 51. When water is heated, it changes its form from liquid to gas. How about when water is cooled, what do you think will happen?..... This is the focus of our lesson today. 2. Lesson Proper 3. Div ide the pupils into 5 small groups. 4. Orient them with the materials that they will use in the activ ity. Tell them to make sure that the bottle is clean and dry. 5. Give them necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) 6. Let the pupils do activ ity 6. 7. Let the group reporter presents their output. DRAFT 8. Check pupils’ answers to the activ ity questions. Process their responses to correct misconceptions if there are and to arrive at the correct ideas/concepts. 9. Help the pupils formulate generalization by asking: What happens to the water vapor when cooled? April Let the pupils understand 10, that: 2014 When water vapor is cooled, it changes to liquid (water droplets). 10. Give some applications or situations showing that gas is changed to liquid, i.e. the water droplets that collect on a shower door following a hot bath or shower, the moisture that appears on the outside of a cold water bottle or glass, or the droplets and fog that appear on a window during a rain shower. Assignment Bring naphthalene ball if you have at home for our next lesson. Lesson 7: What Happens to Naphthalene Ball when Heated? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe what happens to naphthalene ball when heated. 37
  • 52. small piece of camphor crystal or naphthalene ball l, 2 identical colored saucers,piece of stone, piece of cloth 1. Review/ Motivation We learned from our previous activ ities/ lessons that when heat is added, a solid material can be changed to liquid, and a liquid material can be changed to gas. Can a solid material be changed to gas when heat is added to it?... Let’s find this out as we perform the activ ity. 2. Lesson Proper DRAFT Materials Procedure 3. Div ide the pupils into small groups. 4. Give them the materials needed. Naphthalene ball crystal is available at the drug store. I t is safer to use a camphor crystal than mothball. However, if camphor crystal is not available, a mothball can be used. April 10, 2014 Use colored saucers instead of white saucer to be able to see the pounded camphor crystal clearly, and get a good observation of the activ ity. 5. Give some precautionary measures in using naphthalene ball or mothball, i.e. Do not eat the crystal, avoid contact to skin/eyes, use handkerchief to cover your mouth/nose, etc… 6. Let the pupils do the activ ity. Teacher supervision is much needed. 7. Give them necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) 8. Let the pupils do activ ity 7. 9. Let the group reporter presents the activity output. 38
  • 53. 10. Check pupils’ answers to the activ ity questions. Process their responses to correct misconceptions if there are and to arrive at the correct ideas/concepts. 11. Help the pupils formulate generalization by asking: What happens to naphthalene ball when cooled? Let the pupils understand that: When naphthalene ball is heated, it changes from solid (camphor crystal) to gas (vapor) without passing the liquid form/state. 12. Give some applications or situations showing that solid is changed to gas when heated, i.e. solid toilet deodorizer solid air freshener, incense, naphthalene balls, dry ice (solid carbon dioxide) DRAFT Assessment Answer the following questions : 1. Did you notice any change in the appearance of the naphthalene in saucer 1 and saucer 2? Why? 2. What does this observation tell you? 3. What is the effect of heat on the naphthalene ball? April Assignment None 10, 2014 Lesson 8: What Happens to the Air Inside the Bottle/Balloon when Heated or Cooled? Duration: 2 days Objective At the end of the lesson, the pupils should be able to describe what happens to the air inside the bottle/balloon when it is heated or cooled. Materials glass bottle (with narrow mouth), balloon, 2 small basins, hot water, cold water Procedure 1. Motivation/ Presentation 39
  • 54. Have you noticed some vendors selling beautiful and big balloons during fiesta?..... To attract customers, some vendors stand under the heat of the sun for a long time. Can you guess what may happen to some balloons? .... Some balloons may burst. Why did this happen? Today, we will do an activ ity that would help us describe what happens to the air inside the balloon when it is heated or cooled. 2. Lesson Proper 3. Div ide the pupils into 5 small groups. 4. Give them the materials needed, and other necessary instructions in accomplishing the task (i.e. time limit in doing the activ ity, group output reporting/ output presentation, etc…) DRAFT 5. With the guidance/supervision of the teacher, let the pupils do the activ ity. 6. Let the group reporter presents the activity output. 7. Check pupils’ answers to the activ ity questions. Process their April responses to arrive 10, at the correct ideas/concepts. Clarify misconceptions if there are. 2014 8. Help the pupils formulate generalization by asking these questions: (a) What happens to the air inside the bottle/balloon when it is heated?, and (b) What happens to the air inside the bottle/balloon when it is cooled? Let the pupils understand that: As the air inside the bottle/ balloon heats up, air starts to expand making also the balloon to expand. But, when the air is cooled, it causes the balloon to contract/shrink. So here, we could say that addition of heat (increase in temperature) makes the balloon expand, and removal of heat (decrease in temperature) makes the balloon contract/shrink. 40
  • 55. 9. Ask the pupils to cite other examples of materials that expand when heated or contract when cooled. 10. Applying the concept we learned from the activ ity, why does the balloon get burst when placed under the heat of the sun for a long time? As shown in the drawing, what happen to the air balloon when heated? Why? (When air is heated, it expands causing the balloon to rise) DRAFT Assessment Assignment Draw on a bond paper 5 liv ing things found in the environment. Unit Test (Sample Only) April 10, 2014 A. Direction: Write True if the statement is correct and False if the statement is wrong. _______ 1. A ripe papaya is yellow. _______ 2. Cotton is white. _______ 3. A basketball is brown. _______ 4. A ripe mango is green. _______ 5. Solid is a state of matter that has no definite shape. B. Read each sentence carefully. Choose the correct texture of solid in the parenthesis and write your answer in your notebook. 1. The rambutan’s peeling is (rough, smooth, soft, hard). 2. The cotton is (rough, smooth, soft, hard). 3. The pillow is (rough, smooth, soft, hard). 4. The baby’s skin is (rough, smooth, soft, hard). 5. The surface of the rocks have (hard, soft, smooth, rough. ) 41
  • 56. C. Study the solids in column A. Match the size of solid in column B. Write the correct size in your notebook. A B Solid Long Short D. Draw a happy face if the liquid has a good smell and a sad face I f the liquid has a bad smell. _______1. fish sauce _______2. perfume _______3. alcohol _______4. soy sauce _______5. cologne DRAFT 11. Write down how the following liquids flow. Choose the letter of the correct answer and write it on your notebook. _______6. water April a. slow 10, b. fast 2014 c. very fast _______7. softdrinks a. slow b. fast c. very fast _______8. catsup a. slow b. fast c. very fast _______9. syrup a. slow b. fast c. very fast ______10. shampoo a. slow b. fast c. very fast F. Study the liquids in column A. Write the correct taste of liquid in your notebook. Choose your answer in column B. A B ___1. pineapple juice a. bitter ___2. fish sauce b. salty ___ 3. wine c. sweet 42 1. Ampalaya 2. Okra 3. Tape Measure 4. Ruler 5. Paper Clip
  • 57. __ 4. vinegar d. sour __ 5. water e. tasteless G.Look at the pictures below. In your notebook, copy the name of the materials and classify them as solid, liquid or gas. object Solid liquid Gas April 2014 H. Write T if the state ment i s true or corr ect an d F if t he sta temen t is fal se or ot corr ect. _____ __1. When you bl ow yo ur han d air evapo rates. _______2. Air takes the shape of the balloon. 43 1. milk 2. rambutan 3. rain 4. smoke 5. papaya
  • 58. _______3. LPG is a kind of gas. _______4. Deodorizer may change its size. ______ 5. Gas occupies space. ______ 6. Smoke is in a solid state. ______ 7. Wind is moving air. ______ 8. When water vapor is cooled it condensed and turns to liquid. ______ 9. Air freshener takes the shape of the container. ______ 10. Mothballs will dissapear if its in a dry place. DRAFT 1. Study the pictures/symbols on the left. Match them with their characteristics or description on the right. Write the letter of your answer on your paper. 1. a. toxic April 10, 2014 2. b. poisonous 3. c. flammable 4. d. harmful mate 5. e. radioactive material 44
  • 59. J. Read each sentence carefully. Draw a happy face  if it is a proper way of using and handling common harmful substances, and a sad face  if it is NOT. 1. Keep flammable substances like gasoline and alcohol near the fire. 2. See to it that LPG tank is properly closed after use. 3. Do not play with insecticides /pesticides. 4. Be careful in using kerosene, insecticides, pesticides, and fertilizer. 5. Always wash your hands after using them. 6. Avoid tasting or playing with unknown liquid. 7. Always read labels of chemicals before using them. 8. Unplug electric appliances with wet hands. 9. Unplug electric iron and stove after using them. 10. Keep poisonous chemicals safe in a separate cabinet away from reach of children. DRAFT 1. Study the pictures below. Describe the temperature of the materials in pictures 1 and 2? (Teacher will provide) Picture 1 Picture 2 April 10, 2014 Answer ____________________________________________________ 1. I f you put a cup of water in a kettle, and place it over the flame in few minutes, what will happen to the water? Why? The water gets ________________ because its temperature ____________________. 2. After few minutes of heating the cup of water in the kettle, what will happen to the water when you remove it from the flame/fire? Why? 45
  • 60. The water gets ________________ because its temperature ____________________. 3. What will happen to the water inside the plastic bag when placed inside the freezer of the refrigerator? Answer: ____________________________________________________ 4. What will happen to the mothballs/naphthalene balls when placed in a closet/cabinet for 2 weeks? Answer: ____________________________________________________ 5. What will happen to the balloon when placed in a very cold place? Answer: ____________________________________________________ DRAFT 6. What will happen to the ice cubes when placed under the heat of the sun? April 10, 2014 7. What will happen to the water when placed under the heat of the sun for 30 minutes? 8. What will happen to the soy sauce in the pan when heated? 46
  • 61. 9.What will happen to the wet clothes after hanging them outside (under the heat of the sun) for 1 day? DRAFT UNIT 2: LIVING THINGS AND THEIR ENVIRONMENT OVERVIEW The world of liv ing things is made up of humans, animals and plants. Liv ing things are alike and different in many ways. You will learn in this unit that liv ing things help or harm one another. Eyes, ears, nose, tongue and skin are the sense organs. Eyes for sight, ears for hearing, nose for smell, tongue for taste and skin for feeling. April 10, 2014 Plants in the surroundings help make air fresh, clean and healthy. Plants are useful to humans. Plants have parts and have functions. Animals are found in different habitats. Some animals live on land, some in water, while others live both on land and water. Body part s of animals are adapted to their habitats. Some animals are useful to humans. They give food like meat and eggs. Some animals provide substances that are used in making medicine. Healthy parents are more likely to have healthy children. A mother who becomes sick before the baby is born may pass the sickness to the unborn baby. This shows that heredity is one of the causes of poor health. Heredity means the passing of a certain characteristics from the parents to their children. Chapter 1: Sense Organs Lesson 1: The Eyes Duration: 2 days Background Information 47
  • 62. Our eyes help us to see. I t has different parts that work together so we can see things around us namely cornea, iris, pupil, lens, retina and optic nerve. Each has specific function. We should take care of our eyes in many ways. Read and work under good light. When reading, raise your eyes from the page once in a while. Do not read in a moving car or vehicle. Do not rub your eyes with dirty fingers or dirty handkerchief. Wash the eyes by opening and closing them in the water. The use of sharp or pointed objects may harm the eyes. Be careful when using pair of scissors, knives, and sticks. Objectives At the end of each lesson, the pupils should be able to: 1. identify the parts of the eyes; and 2. identify proper ways of caring the eyes. a big poster of the parts of the eyes DRAFT Materials Procedure A.Motivation / Presentation Let the pupils stand and get a partner and say:  Look at the eyes of your partner. Draw the parts that you see. Give the pupils 10 min to do it. April  Compare your drawing with your partner.  What do you want 10, to know about your 2014 eyes? B. Lesson Proper 1. Let the pupils do Activ ity 1. Give them 10 minutes to do the activ ity. 2. Using the enlarged picture of the human eye posted on the board, ask the following questions :  Compare your labelled parts of the eyes which you did in the activ ity and the labelled parts in the enlarged picture.( The pupils are expected to have the same labelled parts which they did in the activ ity compared to the enlarged picture of the human eyes)  What are the parts of the eyes that we can see? (The parts of the eyes are the cornea, pupil and the iris.)  What are the inner parts of the eyes that you cannot see in a mirror? (Lens, retina, and optic nerve.)  What is the work of each part of the eye?  The cornea serves as the transparent covering of the eye.  The pupil serves as the opening where light enters. 48
  • 63.  The lens focuses light and projects the image on the retina.  The retina is where the image that is seen is focused.  The optic nerve sends messages to the brain.  How do we able to see objects? (We can see objects whenever there is light. Light is needed in order to see things. The light from a source falls into the object and then reflected to our eyes. Thus, we are able to see the object.)  How would you feel if you have your poor eyesight? ( I would feel difficulty in seeing all things around me) 3. Let the pupils do activ ity 2. Give them 5 minutes to do the activ ity. 4. After doing activ ity 2, ask the following questions :  Which pictures do not show proper ways of caring the eyes? (The pictures showing reading in a dark room and watching very near the television)  Why do we have to avoid these practices? (These practices can harm our eyes. Reading in the dark makes the eyes work harder and become tired.)  Which pictures show proper way of caring the eyes? (The pictures showing wearing sunglasses on a sunny day and using goggles when swimming.) DRAFT  Why are these practices good to do? (Wearing sunglasses protects the eyes from too much light. Wearing goggles gives protection from particles in water that may cause irritation of our eyes.)  Why should we need to take care of our eyes? (Our eyes help us see things around us. I t helps us to learn about the things around us. Our eyes need to be taken cared of to maintain good eyesight until old age.) April  What are other ways of 10, taking care of our eyes? 2014  Avoid placing pointed objects near the eyes.  Read with sufficient light.  Eat foods rich in vitamin A such as green and yellow vegetables.  Do not read while riding in a moving vehicle.  Rest your eyes after reading for a long period.  Avoid rubbing the eyes. When dirt gets in or when it is itchy, use clean running water to rinse the eyes.  What should you do if you notice any problem with your eyes? (Consult a doctor who is an eye specialist, if you have problem with your eyes.) Assessment I . Match column A with column B. Write the letter before each number. A B _____1. Cornea a. Focuses light and projects the image on the retina _____2. Pupil b. Sends messages to the brain 49
  • 64. _____3. Lens c. The transparent covering of the eye _____4. Retina d. Where the image that is seen is DRAFT Lesson 2: The Ears focused _____5. Optic nerve e. The opening where light enters I I . Put a [] on the box if it shows a proper way of caring the eyes and put a [x] if it is not.  1. Reading with sufficient light  2. Rubbing eyes with hands when itchy  3. Resting eyes after reading for a long period  4. Looking at the Sun directly  5. Consult a doctor when having eye problem Assignment 1. Find out who wears eyeglasses in your family. Ask the reasons why they are using eyeglasses. 2. I s playing computer games for a long period good to your eyes? What should you do to take care of your eyes? April 10, 2014 Duration: 3 days Background Information None Objectives At the end of each lesson, the pupils should be able to: 1. identify the parts of the ears and its function, and 2. identify proper ways of caring the ears Materials a big poster of the parts of the ears Procedure A. Review Ask: 50
  • 65.  What sense organ would you use to see the parts of your ears?  Would you be able to study the parts of the ears without your eyes? Why? B. Motivation / Presentation Let the pupils stand, get a partner and say:  Look at the ears of your partner. Draw the parts that you see. Give the pupils 10 min to do it.  Compare your drawing with your partner.  What do you want to know about your ears? C. Lesson Proper 1. Let the pupils do activ ity 3. Give them 10 minutes to do the activ ity. 2. Using the enlarged picture of the ears posted on the board, ask the following questions:  Were you able to name correctly the parts of the ear that you draw.  What that DRAFT are the parts of the ears that you see? (The part of the ear I can see are the pinna, and the opening of the ear canal)  What are the parts of the ear that you cannot see? (The rest of the ear canal, ear drum, the three little bones- hammer, anvil and stirrup, cochlea, and auditory nerve.)  What is the work of each part of the ears? April 3. Let the pupils do 10, activ ity 4. Give them 10 2014 minutes to do the activ ity 4. Using the enlarge picture of the ear, let the pupils trace the path of sound as it enters the pinna. pinna Ear canal Eardrum 3 small bones cochlea nerve 5. Explain the path of sound from pinna to the brain. Ask the following questions:  Why do you think the pinna and the eardrum are shaped like a funnel? (The shape of the pinna helps in collecting the sound and focusing it towards the ear canal.)  What happens to the eardrum when sound reaches it? (The eardrum vibrates as sound hits it. From here the sound is amplified.)  What happens to the amplified sound from the eardrum? (The amplified sound pass through the three small bones - hammer, anvil and stirrup. The cochlea detects the vibration and sends the message to the brain through the auditory nerve.)) 51
  • 66. 6. Let the pupils perform activity 5. Give them 10 minutes to do the activ ity. 7. Ask the pupils the following questions :  What are the proper ways of caring the ears which you marked DRAFT Assessment check in your activ ity? (The proper ways are: using clean cloth in wiping the outer ear and having a doctor check the ears for any problem.)  Why are these ways good to do for our ears? (The ears should only be cleaned in the outside using a clean cloth. I t is not proper to insert objects inside the ear to avoid damaging it. Whenever there is a problem about the ears, it is best to consult a doctor.  What are ways that you should avoid? (Listening to loud music and inserting sharp objects in the ear.)  Why do you have to avoid doing these? (Sharp objects could hurt the ears especially the inner parts like the eardrum. Listening to very loud music may affect hearing.)  What other ways do you do to take good care of your ears?  Never put anything inside the ear  Avoid very noisy places.  Listen to not too loud radio or music, even when watching television  Consult a doctor when there is a sudden loss of hearing . April 10, 2014 I . Match column A with column B. Write the letter before each number. A B _____1. Pinna a. Transmit sounds to the auditory nerve _____2. Ear canal b. Sends message to the brain _____3. Eardrum c. Collects sounds _____4. Cochlea d. Where sound travels from pinna to the ear drum _____5. Auditory e. Vibrates when sound hits it nerve I I . Put a [] on the box if it shows a proper way of caring the ears and put a [x] if it is not.  1. Avoiding noisy places 52
  • 67.  2. Consulting a doctor when there is a problem about the ears and hearing  3. Cleaning the inside of the ears with cotton buds  4. Turning the volume high when listening to music  5. Using earmuffs when in a place with loud sounds. 1. Why are the ears important? 2. What can happen if the sense of hearing is impaired? Objectives At the end of each lesson, the pupils should be able to: 1. identify the parts of the nose and its function; and 2. Identify proper ways of caring the nose. DRAFT Assignment Lesson 3: The Nose Duration : 2 days Material big Picture of a nose Procedure Review April Post the enlarge drawing 10, of the ear. Ask: Why are our ears important? Trace the path 2014 of sound as it enters the outer ear to the inner ear and then to the brain for interpretation. Motivation/Presentation Ask the following questions:  How can you tell what your mother is cooking?  What sense organ do you use in smelling?  Can you tell the parts of your nose? What do you like to study about your nose? (Post questions on the pocket chart. Lesson Proper 1. Let the pupils do activ ity 6. Give them 10 minutes to do the activ ity. 2. After doing activ ity 6, ask the following questions:  Look at the drawing of your classmates. Do you have the same drawing of the nose?  What are the parts of the nose that we can see? (The part of the nose that we see are the two holes of the nose called the nostrils.) 53
  • 68.  What are the inside parts of the nose? (The nasal cavity and inside it are the nerve cells.)  What is the function of each part of the nose?  The nostrils receive the scents carried by air. Hairs are present on the nostrils which filter the air that gets through your nose.  The nasal cavity secretes mucus which further cleans the air.  The nerves in the nasal cavity send messages to the brain which interprets what we have smelled.  What can happen if the sense of smelling is impaired? (You will not be able to smell the odor or scents of things.) 3. Let the pupils do Activ ity 7. Give them 10 minutes to do the activ ity 4. Ask the pupils the following questions :  What are the proper ways of caring the nose which you marked check in your activ ity? (The proper ways are: covering the nose while passing by a dusty road and using a clean handkerchief or cloth in cleaning the nose)  Why do you have to care for your nose?  Which are NOT the proper ways to do in your nose? (Using sharp DRAFT objects to clean the nose and blowing hard.)  Why do you have to avoid doing these? (It can harm the nose.)  What are other ways of taking care of your nose?  Not inserting small objects inside the nose  Seek doctors help when an object is inserted in the nose April Assessment I . Match column A with column 10, B. Write the letter 2014 before each number. A B _____1. Nostrils a. Carries the messages to the brain so the person will know what he smelled _____2. Nasal cavity b. Opening of the nose _____3. Nerves c. Secretes a sticky mucus which trap dust, dirt and germs carried by inhaled air I I . Put a [] on the box if it shows a proper way of caring the nose and put a [x] if it is not.  1. Inserting small objects inside the nose  2. Consulting a doctor when there is discomfort with our nose  3. Cleaning the inside of the nose with sharp objects  4. Covering the nose when passing a dusty road  5. Blowing the nose hard when with colds 54
  • 69. Answer the questions below: 1. Why is the nose important? 2. What can happen if the sense of smell is impaired or does not function well? Lesson 4: The Tongue Background Information None Objectives At the end of each lesson, the pupils should be able to: 1. describe the uses of the tongue; and 2. identify the parts and function of the tongue. DRAFT Assignment Duration: 3 days Materials big picture/ illustration of the tongue, flow chart of how the parts of the tongue function, real food samples (ex. kalamansi, salt) Procedure April A. Review What 10, are the parts of a nose? 2014 B. Motivation/ Presentation Call a pupil. Blindfold him/her and let him/her taste the kalamansi juice. Let the pupil guess what the liquid is. (The class will tell whether the answer is correct) Remove the blindfold as soon . Ask the pupil:  How did you know that it was kalamansi juice? ( I t tastes sour.)  What did you use to taste it?( My tongue.) Ask the class: Do you know how our tongue functions? C. Lesson Proper 1. Tell the class to bring out their mirrors. Let them do activ ity 8 in their LM indiv idually first. Remind them to be careful in using and handling a mirror. 2. After answering the activ ity, div ide the class into groups. Let the class compare and discuss their answers. Tell them to report their answers to the class. 55
  • 70. 3. Ask 1-2 members of the group to report their work in class. Discuss the answers to the activ ity. (You may use a big picture / an enlarged illustration of the parts of a tongue.) 4. Lead the pupils in developing these concepts:  Tongue is the sense organ that helps us taste all things we place inside our mouth.  The tongue has taste buds and nerves. 5. Discuss thoroughly how the tongue functions as stated in the activ ity. (You may use the pupil’s enlarged flow chart. ) 6. Let some pupils taste certain foods to demonstrate how the tongue 7. Let the class check their answers to the activity. 8. Tell the class to do activ ity 9 in their LM. Check the answers to the activ ity. Let the pupils explain their answers. 9. Discuss with the class the following concepts:  Eating very hot food can scald the tongue.  I t is proper to consult a doctor when the tongue has sores.  Use a tongue scraper to clean the tongue so as not to damage the taste buds. DRAFT functions.  Brushing teeth is important to avoid infection of the tongue and gums and prevent tooth decay. Assessment Ask: What are the parts of a tongue and their functions? What’s the importance of caring the tongue? April Assignment 10, 2014 The tongue needs to be cleaned from time to time. How do members of your family clean their tongue? Write their responses on your notebook. Lesson 5: The Skin Duration: 2 days Background Information None Objectives At the end of each lesson, the pupils should be able to: 1.describe the uses of the skin; 2. identify the parts and function of the skin; and 3. show proper ways of caring for the skin. Materials big picture / Enlarged illustration of the parts of the skin, magnifying glass 56
  • 71. A. Review What are the parts of the tongue? How does the tongue works? B. Motivation/ Presentation Place familiar objects with different shape, textures and thickness inside the pouch. Let some pupils identify these objects by a: touching using gloves and b: touching without using gloves) Ask: In which situation ( a or b ,can you easily identify the objects? Why? What sense organ is involved in this activity? C. Lesson Proper 1. Distribute magnifying glass to the class. Discuss briefly the proper use of a magnifying glass. 2. Tell the pupils to do activ ity 10 as a group. 3. Tell the class to choose a leader to discuss the parts and function of the skin found in the LM. DRAFT Procedure 4. Check the answers to the activ ity. 5. Discuss the following concepts:  Using magnifying lens, we can see tiny hairs and openings on our skin.  The skin is the outer covering of our body.  The skin protects the body from losing too much water, injuries and April infection.  The skin helps maintain 10, body temperature. 2014  The skin consists of two layers:  Epidermis: outer layer of the skin on the surface on which dead skin cells are found.  Dermis: inner layer of the skin which contains blood vessels, nerves, sweat glands and oil glands.  The sweat glands open to the surface of the skin through the pore.  The oil glands keep the hair and skin soft and moist.  The skin has nerve endings that sense touch, pain, pressure, and temperature.  The nerves send messages to the brain which interprets the message and we feel the objects. 6. Discuss also how the skin works. 7. Tell the pupils to do activ ity 11 in their LM indiv idually. 8. Check and discuss the answers to the activ ity. Let the pupils explain their answers. 9. Tell the class:  I t is good to take a bath everyday to avoid body odor.  Walking barefoot can harm the skin of your feet.  Wear clean clothes for personal hygiene. 57
  • 72.  Drink plenty of water to make the skin fresher. Assessment What are the parts and functions of the skin? How do we take care of the skin? Assignment Name animals found in the community. DRAFT April 10, 2014 58
  • 73. Chapter 2 : Animals The pupils studied about their sense organs in Chapter 1 of Unit I I. They described the parts and functions of the sense organs of the human body and they were encouraged to practice good health habits to take care of their eyes, ears, nose, tongue and skin. From a lesson on the human body, the pupils will now move to a lesson on the other liv ing thing in their environment, the animals. In chapter 2, pupils will learn that they share many things in common with animals by describing animal body parts and their functions. The pupils will also be able to classify animals based on some observable characteristics like body covering, food they eat, how they move, and their habitat. Furthermore, pupils should also be made to realize the importance of animals to humans by identifying their usefulness. However, they should also learn that there are also animals that could bring harm because they carry disease or they could inflict injuries. Finally, the pupils must be able to describe ways of proper handling of animals. This is important because it promotes animal welfare and prevention of injuries and fatal accidents. DRAFT Overview Process skills involved in the activ ities include observing, communicating (writing), describing and classifying. Lesson 1: Animals in the Environment Duration: 1 day April Background Information 10, 2014 There are different kinds of animals. Different kinds of animals live in different places. Some animals live in land and some live in water and some live on both places. Animals such as chicken, goat, sheep, pig, and cow can be found in a farm. Animals like lion, tiger, elephant, and giraffe can live in the wild or in the zoo. Animals such as the different fishes, whale, and stingray live in bodies of water. Some of the animals (cat, dog, and rabbit) live in the house because they are pets. Objective At the end of the lesson, the pupils should be able to identify common animals found in the environment Materials Pictures of animals Procedure A. Review 59
  • 74. Ask the pupils:  Look around. What do you see? What sense organ do you use to see things around you?  Listen. What do you hear? What sense organ do you use to hear? B. Motivation/Presentation 1. Let the pupils sing the song “Old McDonald had a Farm.” Old McDonald had a Farm E – I – E – I – O And on his farm he had some chicks, E – I – E – I – O With a chick, chick here And a chick, chick there, here a chick, there a chick, Everywhere a chick, chick. Old MacDonald had a farm, E – I – E – I – O DRAFT (Replace the animals with the following:) Duck – quack, quack Cat – meow, meow Pig – oink, oink Cow – mooo, mooo Frog – ribbit, ribbit Bird – chirp, chirp Horse – neigh, neigh Bee – bzzz, bzzz April 10, 2014 2. Ask the pupils to recite the names of the animals mentioned in the song. 3. Explain to the pupils:Many kinds of animals live in the same environment with humans. Lesson Proper 1. Let the pupils do Activ ity 1. Give them 10 minutes to answer the activity. 2. After 10 minutes, use pictures a – f of Activ ity 1 to identify the animals. 3. Post the pictures on the board one by one. 4. Ask one pupil to write below the picture the name of the animal. 5. Ask the class to describe the animal in the picture. The following questions may be asked to help the students in describing the animals.  Where can you find it?  I s it big? I s it small?  Can we keep it as a pet? 6. Post the pictures h – k of Activ ity 1 on the board. 7. Ask question in the activ ity sheet. 8. Write the pupils’ answers on the board. 60
  • 75. 9. The following questions may be asked to help the pupils in describing the animals they listed as answers to question g.  Where can you find it?  I s it big? I s it small?  Can we keep it as a pet? 10. Ask the class to give other examples of animals and where the animals can be found. Ask the class to give a generalization. Examples:  There are different kinds of animals.  Different kinds of animals live in different places.  Some animals can be kept as pets, some help us in the farm, some provide us with food, some animals are helpful to plants, while some are pests. Some animals can be dangerous to smaller animals, plants, and people. Complete the table by listing different kinds of animals found in different places. DRAFT Assessment April Assignment Each group will bring a picture 10, of a frog, horse and 2014 bird for the next activity. Lesson 2: Body Parts of Animal Duration: 2 days Background Information There are different kinds of animals. They have body parts which they use for movement, eating, protection and adaptation to habitat. Some animals have similar body parts which can be used as bases for classifying them into groups. Objectives At the end of each lesson, the pupils should be able to: 1. identify the parts of some animals; and 2. group animals according to their body parts. 61 Animals found in the House Animals found in the Farm Animals found in the Zoo Animals found in the River and Ocean
  • 76. Large pictures of frog, horse , bird showing the body parts A. Review Relate the lesson on animals in the environment to the lesson on body parts of an animal. Ask the students: What animals do you have at home? What animals do you find in your garden? B. Motivation / Presentation 1. Write on the board the lyrics of the song “My Toes, My Knees.” My Toes, My Knees My toes, my knees, my shoulder, my head My toes, my knees, my shoulder, my head My toes, my knees, my shoulder, my head Let us clap our hands together. 2. Let the pupils sing the song “My Toes, My Knees.” 3. Ask the pupils to read and encircle parts of your body mentioned in the DRAFT Materials Procedure song. 4. Ask the class the question:  I f we have these body parts - toes, knees, shoulder and head, what about the animals, do they also have these parts? Can you name animals which have these body parts? April C. Lesson Proper 10, 2014 1. Let the pupils perform Activity 2 – Parts of an Animal. 2. After the pupils finished answering the activ ity, facilitate the processing of the activity. 3. Post on the board the large pictures of a frog, a horse and a bird. Ask the pupils to write on the board answers to the activity. 4. Ask question no. 4, “What body parts are common in a frog, a horse and a bird?” 5. After the pupils have answered, explain to the class that there are similarities and differences of body parts of many animals. 6. Ask the class to give a generalization. Generalization can be:  Animals have body parts which makes them similar or different from each other. Assessment (The pupils may be grouped together to answer the assessment.) Complete the table below by listing animals described in each column. The pupils can write as many answers as possible. 62
  • 77. Group together animals that have the same body parts dove dog maya bangus bee fly cow crocodile eagle goat tilapia spider butterfly carabao turtle Lesson 3: Classifying Animals according to Body Parts and their Uses Duration: 2 days DRAFT Assignment Background Information Different animals use different parts of their body for movement. Having different body parts make the animals move in different ways. The horse and giraffe have long legs which they use for walking or running April fast. Some have legs that are not very long but they can also walk or run very fast. The cheetah runs the fastest 10, and the pronghorn 2014 follows in speed. Other animals like rabbits and kangaroos have bigger hind legs which aid in jumping. The legs of carabaos, dogs, horses and cows make them walk, run, gallop, or jump. Birds have wings for flying. Birds have a pair of legs and feet with sharp claws for clinging to branches of trees. Fishes have fins and tail for swimming. The long and strong legs of frogs enable them to jump while the webbed feet of ducks help them swim. Earthworms have pairs of bristles that help them crawl and cling to the walls of their burrows. Monkeys have long arms, legs, and tails that help them climb and swing from tree to tree. Millipedes and centipedes have many small legs to help them crawl. Crabs and lobsters use their legs in crawling and swimming. Objectives At the end of each lesson, the pupils should be able to: 1. describe how animals move; and 2. Identify the body parts that enable animals to move; 63 Animals with 2 legs and wings Animals with 6 legs and wings Animals with 4 legs and horns Animals with gills and fins
  • 78. picture/ video of animals Show a picture of an animal and ask the pupils to name its body parts. Ask the questions “What are these body parts for?” B.Motivation/Presentation Guessing Game: The class will play a guessing game. Tell the class the following a. One pupil will pick a piece of paper with the name of an animal written on it. b. The pupil should not tell the name of the animals instead he or she will act out how the animal moves. c. The rest of the class will raise their hands and guess the name of the animal. DRAFT Materials Procedure A.Review instructions: d. The first pupil to raise hand and guess the correct animal will earn a prize. e. Each pupil shall have at least 5 animals to name correctly. C.Lesson Proper Day 1 April 1. Let the pupils do Activ ity 3. Give them 10 minutes to do the activ ity. 2. Write the names of 10, the animals on the board 2014 following the format and sequence of questions 1 and 2 of Activ ity 3. 3. Ask one pupil to identify the movement of each animal in question 1. 4. Do these for animals a – j of question 1. 5. Ask one pupil to identify the body part/s used by the animal for movement in question 2. 6. Do these for animals a – j of question 2. 7. Discuss to the class that animals have body parts that help them move. 8. Ask them to relate the body parts of animals to their movement. Questions for discussion:  The frog has flexible or springy legs. What movement can it make? What are other animals that show this movement? Do these animals have the same kind of legs? (Animals with flexible or springy legs can jump.}  Butterflies can fly. What enables them to fly? What other animals have these body parts and make them fly?  What kind of movement can an animal without legs make? Example: snake 64
  • 79. (Animals without legs like the snake can crawl with their body.)  What kind of movement can animals with legs make? Examples: spider, bird, duck (Animals with legs can walk, run, and crawl with their body.) 9. Ask the class to give a generalization. Examples:  Animals have body parts that enable their movement.  Animals move in different ways. 1. Let the pupils do Activ ity 4. Give them 10 minutes to do the activ ity. 2. Write the table on direction number 2. 3. Post the picture of each animal on the board. 4. Ask one student to write the name of the animal posted on the board on the correct column corresponding to the movement the animals make. 5. Let the pupils read the group of animals that walk or run, jump or hop, swim, fly, and crawl. 6. Discuss to the class that animals can be classified based on how they DRAFT Day 2 move. 7. Let the pupils make generalizations:  Animals can be grouped together based on their means of movement. Assessment April Choose an animal without legs and an animal with legs. Observe the body parts that these animals 10, use to move from 2014 one place to another. Draw the animals in your notebook. Show the part or parts that they use to move. Assignment Ask the pupils to draw their pets in their assignment notebooks. What is the food of your pet? Lesson 4: Body Parts of animals for food getting and for eating Body Covering of Animals Habitat of different animals Duration:4 Days Background Information Animals have body parts for food getting. Frogs and lizards use their long tongues to catch insects for food. Cows, carabaos, and horses have big and flat teeth to chew grass. Tigers, cats, and dogs have long and sharp teeth to tear food apart. Some insects like bees have proboscis to suck nectar from flowers. Chimpanzees and monkeys use their hands in getting food. Ostrich and 65