The document outlines a multi-disciplinary approach to teaching various subjects, including the classification of machines, light energy interaction, and animal reproduction for grades 5 and 6. It emphasizes integrating topics such as science, English, and religion to enhance understanding and contextualize learning. Additional lessons focus on weather chart interpretation and volcanic eruption preparedness, encouraging student participation and critical thinking.

1. APPLYING
INTER/MULTI-DISCIPLINAR
Y APPROACH IN DIRECT
INSTRUCTION

2. 1. INTEGRATING THE KINDS OF
SENTENCES ACCORDING TO
STRUCTURE IN UNDERSTANDING
THE CLASSIFICATION OF
MACHINES (GRADE 6)
SENTENCES
ACCORDING
TO
STRUCTURE
(ENGLISH)
DESCRIPTION CLASSIFICATI
ON OF
MACHINES
(SCIENCE)
DESCRIPTION
SIMPLE has an independent
clause with no
conjunction or
dependent clause
SIMPLE Simple tools that
multiply the amount of
force
COMPOUND two independent
clauses joined by a
conjunction
COMPOUND Contains 2 or more
simple machines

3. 1. INTEGRATING THE KINDS OF
SENTENCES ACCORDING TO
STRUCTURE IN UNDERSTANDING
THE CLASSIFICATION OF
MACHINES
SIMPL
E
COMPOUND
MACHIN
ES
1tool 2 or more
simple tools
1 independent
clause
2 independent
clauses
SENTENCE
S
This Photo by Unknown Author is licensed
under CC BY-SA
This Photo by Unknown Author is licensed
under CC BY-SA
The ramp is a
simple
machine.
The ramp is a
simple
machine but
the bicycle is a
compound

4. 2. INTEGRATING PERCENTAGE IN
UNDERSTANDING THE
INTERACTION OF LIGHT ENERGY
AND MATTER (GRADE 5)
Science Concepts:
•Opaque objects – cast a shadow; do not transmit light at all
•Translucent objects – transmit light but allow light to scatter or
diffuse
•Transparent objects – allow light to pass through

5. 2. INTEGRATING PERCENTAGE IN
UNDERSTANDING THE
INTERACTION OF LIGHT ENERGY
AND MATTER (GRADE 5)
This Photo by Unknown Author is licensed under CC BY-SA-NC
0 % of the
light passes
through
0paque
100%
≈80 % of the
light passes
through
Transparent
100%
≈40 % of the
light passes
through
Translucent
100%

6. 3. INTEGRATING RELIGION AND
ENGLISH IN UNDERSTANDING
ANIMAL REPRODUCTION (GRADE 5)
This Photo by Unknown Author is licensed under CC BY-NC-ND
Why do you think did
Noah pick a pair of each
kind of animal?
What do you think will
happen to the animals if
Noah only picked 1
animal of each kind?

7. 3. INTEGRATING RELIGION AND
ENGLISH IN UNDERSTANDING
ANIMAL REPRODUCTION (GRADE 5)
Reproduction
English: Affixes
re – “again”
ion – denotes action
Root word – produce, product
English: Synonyms of root word
product (noun) – something made
produce (verb) – to make
Reproduction – process
where plants, animals
and human being
produce new organisms
or become many.

8. CONTEXTUALIZED TEACHING
AND LEARNING IN DIRECT
INSTRUCTION
Topic in Science 4: Weather Chart
Competency: make simple interpretations about the
weather as recorded in the weather chart
Preliminary Activity/Introduction
1. Show an example of a weather forecast from
PAGASA.
2. Encourage pupils to analyze the data presented in the
chart, then, tell what information can be derived from
the chart.

9. CONTEXTUALIZED TEACHING
AND LEARNING IN DIRECT
INSTRUCTION

10. CONTEXTUALIZED TEACHING
AND LEARNING IN DIRECT
INSTRUCTION

11. CONTEXTUALIZED TEACHING
AND LEARNING IN DIRECT
INSTRUCTION
Topic in Science 6: Volcanic Eruption
Competency: enumerate what to do before, during and after
earthquake and volcanic eruptions
Lesson Development/Body
1. In groups and in your own creative ways, enumerate what
to do:
A. Before a volcanic eruption (Group 1)
B. During a volcanic eruption (Group 2)
C. After a volcanic eruption (Group 3)

12. CONTEXTUALIZED TEACHING
AND LEARNING IN DIRECT
INSTRUCTION
Topic in Science 6: Volcanic Eruption
Preliminary Activity/Introduction
1. Present a trivia about Mount Sto. Tomas
Philippine Institute of Volcanology and
Seismology (PHIVOLCS) lists Mount Santo Tomas as
potentially active volcano. Mount Santo Tomas is a
stratovolcano with numerous volcanic vents and fissures.