K TO 12 GRADE 5 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)

Chapter 1: Properties of Matter
Lesson 1: Properties of some Materials
Activity 1: “ Different properties of some materials”
Objectives:
1.Identify some properties of materials they use at home.
2. Classify properties of materials as to their uses.
What you need:
Different objects
Pencil
Ruler
crayons
What to do:
1. The whole group will listen to the instructions given by the teacher.
2. Form a group of 5 members each and choose among your group the person who will
act as, leader, secretary, and presenter.
3. Each group will be given ample time to walk around the school to look for different
objects with different properties.
4. Record the list of objects in the chart (activity 1.1)
5. Write the information needed to complete the chart. The first object has been done
as an example.
6. Do the activity 1.2. Draw the materials and objects you gathered inside the boxes
accordingly.
7. Discuss your answers to your group mates.
8. Present your data chart in class.
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Activity 1.1
Object What it is for
The material it is
made for
Why this material
is a good choice
Sauce pan To heat food metal Because it
conducts heat well
Activity 1.2
Hard Rough Shiny
Soft Smooth Dull
Guide Questions:
1. What can you say about the objects you gathered?
2. Are they still usable?
3. Which of those materials are soft?
4. Which of those materials are hard?
5. Do all the objects have the same characteristics?
6. How did you classify the materials?
7. What did you learn in this activity
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Remember these:
Materials have different properties that make them useful for different jobs. Here are some properties that
materials have.
Conductors
Some materials are good conductors of heat. This means heat can travel through them easily.
Some materials are good conductors of electricity. This means electricity can travel through them easily.
Insulators
Some materials are insulators of heat. This means they do not allow heat to travel through them very
easily. Some materials are insulators of electricity. This means that electricity cannot travel through them.
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Lesson 2: Useful and Harmful Properties of some Materials
Activity 1: “ Helpful vs. hazardous materials”
Objectives:
1.Determine whether the material is useful or harmful.
2. Group the materials according to their uses.
3. Practice safety precautions in the use of certain materials.
What you need:
Activity sheets and ballpen
What to do:
1. Form a group and choose among your group who will act as recorder, leader, and
presenter.
2. Get from your teacher the materials to be used for the activity.
3. Listen to the instructions to be given by your teacher.
4. Instruct the pupils to do activity 1.1 and activity 1.2
5. In activity 1.1 group the household materials written below according to their uses, then
write the most appropriate heading.
6. In activity 1.2 study the objects in the picture and determine whether the material is
useful or harmful to humans.
7. Discuss your answers with your group mates.
8. Copy the data chart in your science notebook.
9. Present your answer to the class.
Activity 1. 1
Tomato sauce shampoo detergent
Lotion sugar body soap
Baby powder fish sauce bleaching solution
Cologne cooking oil vinegar
Floor wax disinfectant muriatic acid
___________ _____________ _____________
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___________ _____________ _____________
___________ _____________ _____________
___________ _____________ _____________
___________ _____________ _____________
Actvity 1.2
Guide Questions:
1. What materials you usually use at home?
2. Why it is important to observe Safety precautions in using household materials?
3. What household materials have been improved by technology?
4. How will you know if household material is harmful?
5. As a Grade 5 pupil, what will you do to control hazardous effects of some
household materials at home and in the environment?
Remember these:
 Household materials can be grouped as follows: those used for cleaning and food
preparation, beautification, building construction, and household product.
 Materials (found in products) like metal, wood, ceramic, rubber, glass, or plastic have
specific properties.
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 Materials are improved by technology. Improvements on products like soaps,
detergents, plastics, paints, and stainless metals make life more comfortable.
 Technology has improved our household tasks through the use of machines, like
grinders, washers, and cooking and cleaning machines.
 Outside our homes, we benefit from materials that technology has made possible,
electronics for communication, and advanced machines for medical examinations.
 Materials have beneficial effects in the home and the environment. They can make
cooking faster. They can keep our homes and clothing clean and safe from insects.
 Materials can sometimes do harm. They cause sickness.
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Lesson 2: Changes that Materials Undergo
Activity 1: What Happens to Food Inside Our Body?
Objectives:
1.Describe what happens in the food inside our body in the presence of oxygen.
2. Awareness of what oxygen can do.
3.Investigate the changes that happen in the food inside our body in the
presence of oxygen.
What do you need:
Information about oxygen and food
What to do:
Read the information below.
Interpret the second bullet through drawing a picture.
Remember:
 Oxygen is a part of the air that surrounds us. It is used by the
body to continue life. It also has effects on different materials.
 Digested food is metabolized or used up in the body by combining
with oxygen. This process releases energy from the food so that
the body can use it for biological processes or for work.
 People and animals use oxygen in respiration. As oxygen is
inhaled, some materials inside the body combine with it and
undergo a chemical reaction that gives off carbon dioxide, water
and energy.
 This example given undergo the process of chemical change.
Activity 2: What Happens to Materials Inside Our Body?
Objectives:
1.Describe what happens in the materials inside our body in the presence of
oxygen.
3.Investigate the changes that happen in the food inside our body in the
presence of oxygen.
What do you need:
Information about oxygen and materials inside our body
What to do:
Read the information below.
Interpret the third bullet through drawing a picture.
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Remember:
 Digested food is metabolized or used up in the body by combining
with oxygen. This process releases energy from the food so that
the body can use it for biological processes or for work.
 People and animals use oxygen in respiration. As oxygen is
inhaled, some materials inside the body combine with it and
undergo a chemical reaction that gives off carbon dioxide, water
and energy.
Activity 3: What Makes the Apple Turn Brown?
Objectives:
1. Describe the changes that happen in materials under the condition of
presence of oxygen
3. Investigate changes that happen in materials under the condition of presence
of oxygen
What do you need:
one half of apple
What to do:
1. Get the one half of the apple.
2. Observe its color.
3. Recall its color when you have just cut it.
4. Fill out the table below. Then, answer the questions that follow.
1.Is the present color of the apple really different from its color when it
was freshly cut?
2. What makes the apple change its color after cutting and setting it
aside?
3. What does the discoloration of food mean?
4. What kind of change is it?
Color of the freshly cut Color after it was left aside
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Remember:
 Oxygen is a part of the air that surrounds us. It has effects on
different materials.
 Some fruits like apple, turnips, mango, etc. and some root crops
like sweet potato, eggplant, etc. have enzymes which when
combined with water gives it brown color, a sign of food spoilage.
 Iron when combined with oxygen form rust. This is the start of the
decay of a metal.
Activity 4: Why Does the Iron Turn Yellowish Brown?
Objectives:
1. Describe the changes that happen in materials under the condition of
presence of oxygen
3. Investigate changes that happen in materials under the condition of presence
of oxygen
What do you need:
picture of new and rusting chains
(if real chains are available, much better)
What to do:
1. Observe the new and rusting chain.
2. Compare the colors.
3. Write your observation on the table.
1
.
I
s
t
New Chain Rusting Chain
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he present color of the iron chain really different from its color when it was
new?
2. What makes the iron chain change its color after sometime?
3. What does the discoloration of iron mean?
4. What kind of change is it?
Remember:
 Some fruits like apple, turnips, mango, etc. and some root crops
like sweet potato, eggplant, etc. have enzymes which when
combined with water gives it brown color, a sign of food spoilage.
 Iron when combined with oxygen form rust. This is the start of the
decay of a metal.
Activity 5: Is the Paper Still the Same?
Objectives: 1. Describe the changes that happen in paper.
2.Carefulness in doing things.
3. Investigate changes that happen in paper.
What you need: piece of paper
What to do: 1. Crumple a piece of paper.
2. Fold it.
3. Cut it into pieces.
Material What did you do? What happened to it? Is it still the same?
Remember:
 When the paper is crumpled, folded or cut, it changes in size,
shape, texture and appearance but it still remains the same
material.
 Materials change even under the condition of lack of oxygen.
 Matter could be changed physically.
 In physical change, only the appearance of the matter changes
and no new material is formed.
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Activity 6: Is the Rubber Band Still the Same?
Objectives: 1. Describe the changes that happen in the rubber band.
3. Investigate changes that happen in the rubber band.
What you need: rubber band
What to do: 1. Stretch the rubber band.
2. Cut it into pieces.
Remember:
 When the rubber band is stretched or cut, it changes in size,
shape, and number of pieces but it still remains the same material.
Activity 7: Is the Stick Still the Same?
Objectives: 1. Describe the changes that happen in the stick.
3. Investigate changes that happen in the stick.
What you need: stick
What to do: 1. Cut the stick into pieces.
Remember:
 When the stick is cut into pieces, it changes in size and number of
pieces but it still remains the same material.
 Matter could be changed physically. In physical change, only the
appearance of the matter changes and no new material is formed.
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Activity 8: Is the Piece of Chalk Still the Same?
Objectives: 1. Describe the changes that happen in the piece of chalk.
3. Investigate changes that happen in the piece of chalk.
What you need: piece of chalk
What to do: 1. Pound the piece of chalk.
Remember:
 When the piece of chalk is pound, it changes in size and number
of pieces but it still remains the same material.
Activity 9: What change happens to ice when heated?
Objectives: 1. Describe what happens to materials under the application of heat
2. Be cautious in using equipment that produce heat.
3. Investigate changes that happen in materials under the following condition:
- Application of Heat
What you need: aluminum saucer
ice
Alcohol lamp or improvised heater
What to do: 1. Put ice on the aluminum saucer.
2. Place it on an alcohol lamp or improvised heater.
3. Continue heating until no ice can be seen.
What did you observe?
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Remember:
 Materials like water, egg and vegetables undergo physical
change when heated.
 When ice is heated, it turns to water.
 Application of heat can cause physical change.
Activity 10: What change happens to water when heated?
What you need: beaker
Water
Plastic sheet cover
What to do: 1. Pour the beaker with half water.
2. Place it on an alcohol lamp or improvised heater.
3. When the water boils, place a plastic sheet over the beaker to catch
the steam.
Remember:
 Materials like water, ice, egg and vegetables undergo physical
change when heated.
 When water boils and bubbles appear on the sides, steam or
water vapor goes up.
 Water, when applied with heat, turns to water vapor.
Activity 11: What change happens to egg when heated?
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What you need: Egg
Cooking oil
Small pan
What to do: 1. Place the small pan on an alcohol lamp or improvised heater.
2. Put some cooking oil on the pan.
3. Put the egg on the pan.
3. Continue heating until it cooked
Remember:
 Materials like water, egg and vegetables undergo physical
change when heated.
 Egg, when applied with heat, becomes solid.
Activity 12: What happened to sugar after heat is applied?
What you need: Candles
Spoon
White sugar
What to do: 1. Place the sugar on a spoon.
2. Place it on the lighted candle.
3. Continue until the sugar turns brown.
Material What did you do? What happened to it? What was produced?
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Remember:
 When the white sugar was heated, there was change in shape,
color, smell and substance.
 When sugar is heated, it turns to syrup.
 Matter could be changed chemically due to application of heat.
 In chemical change, the appearance of the matter changes and
new material is formed.
Activity 13: What happened to piece of paper when heat is applied?
What you need: piece of paper
Tin can
matchstick
What to do: 1. Burn a piece of paper inside a tin can.
2. Place it on the lighted candle until the sugar turns brown.
Remember:
 When the paper was burned, there was change in shape, color,
smell and substance.
 When paper is burned, it turns to ashes.
Activity 14: What happened to matchstick when heat is applied?
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What you need: saucer
matchstick
What to do: 1. Get a matchstick and light it.
2. Place the lighted matchstick on a saucer.
3. Let it burn out.
Remember:
 When the matchstick was burned, there was change in color,
smell and substance.
 When matchstick is burned, it turns to charcoal.
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Lesson 6 – Recognized the importance of reuse waste management
Activity 1: What are the importance of reuse waste management.
Objectives:
1. Explain the importance of reuse in waste management.
2. Understand the meaning of Reuse in waste management
3. Identify the Reuse materials in waste management
What you need:
Gift wrapper, paper bags, Wrapper, detergent bottle, Plastic bottle, leaves, Plastic
Empty cans, Vegetables, Fruits peeling, Candy wrapper, Plastic bag, old clothes
Tires, Empty boxes of medicine, and juice wrapper,
What to do:
Caution: be careful in handling the reusable waste and do not play with these materials.
1. Go to the working base assigned to each group.
2. Listen to the instruction given by the teacher.
3. When necessary, use hand gloves in handling materials in your base.
4. Identify the reusable waste that you found in each bases.
5. Know the importance of the reusable waste.
6. Record in your data chart all the reusable waste that you see in your base.
7. Present your output in class.
Reusable waste
Guide Questions:
1. What are the reusable wastes that found in your home?
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2. What are the reusable materials commonly found in the public market?
3. What are the reusable wastes commonly found in the school?
4. Give an example of reusable materials?
5. It is important to reuse waste material? Why?
6. What insights did you gain in this activity?
Remember these:
REUSE=> Donate or sell re-usable items.
 Use both sides of paper and printing and re-use as scratch paper, gift
wrapper, etc.
 Consider the potential life span or durability when buying new products.
 Buy durable food/storage containers and reuse them instead of using foil,
plastic bags/wrap.
 Materials that can be reuse are empty cans, bottle of all sizes, cups plates,
glasses, broken iron grills, wood parts of furniture, medicine vials, cosmetic
bottle, and trays.
 The importance of reuse is to prevent solid waste from entering the landfill,
improve our communities, and increase the materials.
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Lesson: 5 Recognized the importance of Recycle and Reduce waste Management
Activity 1. What are the importance of recycle and reduce waste management?
I.Objective:
1. Recognize the importance of recycle and Reduce in waste management.
2. Differentiate between the meaning of recycle and reduce in waste management.
What you need:
Trash Bin filled with trash, for example scrap paper, tin cans, toilet paper rolls, empty Kleenex
boxes, empty milk cartons, empty pop bottles, tin foil and newspaper.
What to do:
1. Divide the class into two groups.
2. Listen to the instruction given by the teacher
3. Use hand gloves in handling waste materials.
4. Each group take a few items out of the garbage can and move to their own area.
5. Have them jot down some points on how they might use the 2 R’s on the items they’ve
chosen.
6. Have them write down their ideas and which of the 2 R’s they’re using.
7. Identify the importance of recycle and reduce
8. Let the pupils do lesson 5: Activity 1 in the LM
9. Supervise the pupils while they are doing the activity.
10. Prepare a group presentation to be performed in class.
Guide Question:
1. What are the recyclable materials found in the garbage can or trash bin?
2. What are the materials that can be recycled?
3. What are the materials that can be reduce?
4. Differentiate between Recycle and reduce?
5. Give another example of recyclable materials.
6. Why is it important to recycle and reduce waste?
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7. What did you learn in this activity?
Remember These:
Reduce=> make less garbage. For example, instead of buying juice boxes for lunch, buy a
large container of juice and use a washable single serving container to take it to school.
=> buy items in refillable containers
 Use cloth bag/eco bag/paper bag/native baskets instead of plastic bag, when you
buy groceries.
 Avoid buying disposable items or single use products such as batteries, razors,
utensils, plates, cups etc.
 Reducing is important because they decrease the amount of waste on the planet
and preserve natural resources by maintaining space and cutting down on landfills.
 Reduce consumption of new material and save energy.
Recycle=> turn an item into another useful item. For example, scrap paper from the classroom
might be turned into newspaper or paper bags when sent to the recycling plant.
 Do not throw away used newspapers or used writing pads. Sell them or bring them
into usable paper again.
 Use bottles, tin cans rubber tires can be recycled into useful materials.
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Lesson: 7 Recognized the importance of recover and repair in waste management
Activity 1 What are the importance of recover and repair in waste management
I.Objectives:
1. Discuss the importance of recover and repair in waste management.
2. Differentiate between recover and repair in waste management.
3. Identify the recover and repair materials
What you need:
Recyclable, appliances, office equipment, furniture, and automotive parts.
What to do:
1. Go to the respective station.
2. Provide each group with LM__
3. Have them work on lesson 7:LM Activity 1 The importance of recover and repair waste
management.
4. List down the recover and repair waste materials
5. Remind each group that they will be presenting their output.
Guide Questions:
1. What are the waste materials commonly found in the hospital?
2. What are the waste materials commonly found in the market?
3. Which material can be recover and repair?
4. Were all the materials are disposable?
5. Are these wastes materials that can be reused?
6. Is it important to recover and repair the waste materials?
Remember These:
Recover => Any waste that can’t be reused, recycled or avoided in the first place (i.e. reduced)
can be used to make heat and power using incineration, anaerobic digestion or other tecniques.
By recovering the energy left in our rubbish we extract maximum value whilst landfill.
Repair => have appliances, office equipment, lighting fixtures, and automotive parts repaired
instead of buying new ones.
Have an old furniture reupholstered or refurbished instead of buying ones.
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Chapter 2: Changes that Materials Undergo
Lesson 8: Recyclable materials in making useful products
Activity 1: “How will I classify local materials that can be reuse, reduce and recycle?”
Objectives:
1. Identify local materials that can be recycled.
2. Classify materials that can be reuse, reduce and recycle
What you need:
3 sets of bin (reduce reuse recycle)
Plastic drinking bottle tissues
Juice wrappers paper towels
Old newspapers/magazines Styrofoam
Soft drinks cans plastic bags
Scrap papers pesticides
What to do:
1. Split the class into 2.
2. Prepare the materials needed for the activity.(3 sets of bins)
3. Collect all the solid wastes from the pupils into a corner of the room.
4. Each group will sort the materials according to their properties.
5. Member of the group will pick one item and put in the proper bin.
6. Observe and describe the characteristics and properties of the materials.
7. Identify each of the materials whether they are recyclable or not.
8. Classify the materials that can be reduce, reuse and recycle.
9. List down the identified materials in a chart.
reduce Reuse recycle
Guide Questions:
1. What materials did you use in the activity?
2. What are the properties of each of the waste materials?
3. How did you sort the materials?
4. How did you classify them?
5. Are these materials can be made into useful products?
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Remember these:
 Waste management is the precise name for collection, disposal or recycling of wastes.
 Proper segregation of waste materials should be observed.
 Classifying materials is important to know whether the materials is to be reduce, reuse
or recycle in making useful products.
 We can create a useful product out of recyclable materials.
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Chapter 2: Changes that Materials Undergo
Lesson 9: Product out of local recyclable solid materials
Activity 1: “What useful product can be made out of recycled materials?”
Objectives:
1. Identify local recyclable solid materials that can be used in making useful product
2. Explain ways in making useful materials and products
3. Design a product out of local recyclable solid materials
What you need:
Tin cans Glue
Plastic drink bottles Scissors
Cardboard/boxes Paint
Old newspapers/magazines Paint brush
Juice/candy wrappers
What to do:
1. Divide the pupils into five groups.
2. Provide the materials equally to every group.
3. Set the standards to be followed while doing the activity.
4. Sort the materials that can be reduce, reuse and recycle.
5. Ask each group to dream up a product that consist only of recyclable materials.
6. Have them begin by brainstorming ideas and draw diagrams of the product.
7. Make your own product out of the local materials that they have
8. Remind each group that they will be presenting their output in class after the activity.
Guide Questions:
1. What materials did you use in the activity?
2. What can you say about the materials you gathered?
3. Which of the materials can be recycled?
4. How did you classify the materials?
5. What useful product did you create out of the recyclable solid materials?
6. What is the importance of recycling in waste management?
Remember these:
 Recycle is to make something new from something that has been used
before.
 Recycling is important to conserve raw materials and reduce the need to
consume other precious resources.
 Recyclable solid local materials can be made into useful products.
Example: plastic drinking bottles can be made into flower vase or pots
Juice wrappers can be made into bags
Old newspaper and magazines can be made into pencil holder
Used clothes can be recycled into rags and throw pillows.
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Second Quarter
Chapter III: Parts and Functions (Humans)
Lesson 10: How the parts of the Human reproductive system work
Objectives:
1. Describe the functions of each part of the male and female reproductive system
2. Identify the parts of the male and female reproductive system.
3. Show appreciation on the structure and capabilities of each part of the male & female
reproductive system
What you need:
Illustration of the male/female reproductive system
Manila paper,pentel pen,
Day 1 - 3
What to do:
Activity 1.
1. The leader will get materials to be used from the teacher
2. The whole group will listen to the instructions given by the teacher.
(Viewing session regarding male/female reproductive system)
3. Write the important data about the topic.
Guide Questions:
1. What are the male parts?
2. What cell is produced?
3. Where does it produced?
4. Describe the cell inside the male reproductive system.
5. What makes the parts similar in function?
6. What makes them differ?
7. What are the major female reproductive organs? What are their functions?
8. What are estrogen and progesterone? What do they do?
9. If you will observe the illustration of the female reproductive organs, how will you
describe its structure.
10. How important these parts to the female reproductive system?
2

Activity 2:
Label the diagrams below, and write the functions of each part of the reproductive
system of a male.
Day 4 & 5
Activity 3
Identify the parts of male/female reproductive system and give the function of each part .
Parts Functions
a.
b.
c.
d.
e.
Remember these:
 The male reproductive parts are composed of the testicles or testes, scrotum,
epididymis, vas deferens, seminal vesicle, prostate gland, Cowper’s gland, penis and
urethra.
 Each part has specific functions.
 Let the pupils describe each the function of each part of the male reproductive
system.
 The female reproductive parts are the: 1. Cervix known as the birth canal, 2, Uterus
allows sperm to enter and menstrual blood to exit, 3. Ovaries produce eggs and
hormones; 4. Fallopian tubes serve as tunnels for the ova to travel from the ovaries to
the uterus;
 The female reproductive system is designed for conception, pregnancy and childbirth.
3

Lesson 11: Physical Changes during Puberty
I. Objectives
1. Describe physical and socio-emotional changes in males and females during puberty.
2. List down the physical and socio-emotional changes in males and females
during puberty.
3. Discuss the physical changes of male/female at puberty
4. Show awareness in body changes during puberty.
What you need:
Boys and girls in the class
Pictures of boys and girls
Manila paper, pentel pen
Activity 1
What to do:
1. Observe the ages of boys and girls in your class.
2. Observe the physical characteristics that make them different from one another.
3. Write the physical changes that you observe among boys and girls.
Guide Questions:
1. What are some characteristics among boys/girls?
2. Are there similar characteristics similar for both boys and girls?
3. At what age do these characteristics usually appear?
Activity 2
List down changes that occur in boys/girls during puberty.
Boys Girls
Physical
Changes
Socio-emotional
Changes
Physical
Changes
Socio-emotional
Changes
4

Activity 3
Let the pupils create a simple skit about the changes that occur in boys/girls during
pubertal stage.
Remember these:
 During puberty, a girl’s body begins to develop and take the form of a woman.
 Girls grow taller, their breasts grow fuller, and their hips wider. At this stage, pubic
hair appears and menstruation starts.
 The ovaries start to produce egg cells.
 Boys grow slower than girls but attain more height because their longer stage of
puberty than girls.
 They develop low pitched-voice, broad shoulders, and a bigger Adams Apple.
 Hair begins to grow under arms, on the face, face and genitals. The testis start
producing sperm cell.
5

Activity 1:”What is a Menstrual Cycle?”
Objectives:
1.Explain what a menstrual cycle is.
2.Relate the menstrual cycle of the female to the ability to get pregnant.
What you need:
Diagram of a menstrual cycle
Activity sheet
Manila paper
Marking pen
What to do:
1.Each group will be given a photocopy of a diagram of the menstrual cycle.
2.Brainstorm and make a simple discussion about a menstrual cycle and the relation of
the menstrual cycle of the female to the ability to get pregnant.
3.Write your answers on the manila paper using marking pen.
Guide Questions:
1.Explain why it is called a menstrual cycle .
2.When does the menstrual cycle begin?
3.Relate menstrual cycle to the ability to get pregnant?
Remember these:
1.Menstrual cycle is a monthly series of hormonal changes leading to egg maturation and
uterine preparation for a possible pregnancy.
2.Menstruation is the stage of the menstrual cycle usually lasting from three to five days during
which blood,some uterine tissue,and the unfertilized egg are expelled from the uterus through
vagina.
3.Menopause is a period when the menstrual cycle of the human females ends , usually
occurring in the 40s.
6

Activity 1:’How to Take Care of Your Reproductive System”
Objectives:
1.Give ways of taking care of the reproductive system.
2.Take precautionary/safety measures to keep the reproductive organs healthy.
What you need:
manila paper ,marking pens ,checklist of various health habits
What to do:
1.Each group should have a checklist on taking care of the reproductive system.
2.Each member will check the column that describes how much they take care of their
reproductive organs.
3.The group representative will count all the score in each item.
Checklist:Check the column that tells describes how much you take care of reproductive organs
Health Habits
1.I take a bath
everyday.
2.I wash my sex
organs with soap and
water
3.I wear a clean
underware.
4.I change my
underwear as often as
needed.
5.I wash my
underwear very well.
6.I wear only my own
underwear.
7.I keep my
underwear in a clean
cabinet.
8(Girls)I only use
sanitary napkins
which are safely
made and kept.
9.(Girls)I wash my sex
organ from front to
back.
10.Take a full bath.
Always(5) Seldom(3) Never(1)
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Guide Questions:
1. Which of these health habits have you scored poor?why?
2. Which of these health habits do you practice?
3.Which of these do you not practice?
4.Are you taking good care of your reproductive organs?Why?
Remember these :
Proper Care of the Reproductive System
1.The external parts of your reproductive system need proper care and hygiene.Keep them
clean at all times through frequent washing with soap and water.
2.Use clean and comfortable underwear.
3.Maintain an ideal body weight and get enough physical exercise to allow your
reproductive organs to develop normally.
4.Refrain from indulging in physical activities that may cause direct physical injury to your
reproductive organs.
5.Girls must practice proper care and good personal hygiene during menstruation.Sanitary
napkins should be comfortable and changed often during heavy menstrual flow.
6.Eat the right food and take sufficient vitamins and minerals to keep your reproductive
system healthy.
8

Lesson 14: Reproductive parts and functions and mode of reproduction of representative
animals
Activity 1: What are the different parts of reproductive system of representative animals?
Objectives:
1. Identify the different parts of reproductive system of mosquitoes, frogs, cats and dogs
What you need:
8 Colored Cartolina
Pentel Pen
Ruler
Strips of reproductive parts of representative animals (Butterfly, mosquitoes,
frogs, cats and dogs)
What to do:
1. Divide the class into five groups and assign a leader or representative to lead the group.
2. Give them the materials needed for the activity.
3. Instruct them to connect the different parts to form specific reproductive system. Allow
leaders to indicate number on each strip/part.
4. Paste the strips to form reproductive system
Chart 1 Chart 2
Reproductive System of Female Mosquito
Parts
Chart 3 Chart 4
Reproductive System of Female Frog
Parts
Reproductive System of Male Mosquito
Parts
Reproductive System of Male Frog
Parts
9

Chart 5 Chart 6
Reproductive System of Female Cats
Parts
Chart 7 Chart 8
Reproductive System of Female Dog
Parts
Reproductive System of Male Cats
Parts
Reproductive System of Male Dog
Parts
10

Guide Questions:
1. Did the structures of male and female reproductive parts of each representative animal the
same? If not, identify those parts that are often seen from the charts both male and female.
2. Did you connect each part appropriately?
3. What would happen if one of the parts for male and female reproductive system is missing?
4. Which of the common part of female reproductive system receives the spermatozoa?
5. Among the given parts, which of them conveys the semen out from the male reproductive
organ?
Remember these:
A reproductive system is an organ system for the creation of offspring.
Most of the animals have in common parts for reproductive system both male and
female.
Mammals’ reproductive system is more complex than insects and amphibians
The vas deferens these (there are two) follow the urethras and transport the
spermatozoa from the testicles and the epididymis to the copulatory organ.
11

Activity 2: What are the functions of reproductive system’s parts of representative
animals?
Objective:
Explain the functions of reproductive system’s parts of butterfly, mosquitoes, frogs,
cats and dogs.
What you need:
Manila paper
Pictures of reproductive system
What to do:
1. Divide the class into four groups.
2. Each group should have specific picture of reproductive system with corresponding Meta-
Cards(functions of parts of reproductive system).
a. Group 1- Frog
b. Group 2- Mosquito
c. Group 3- Cat
d. Group 4- Dog
3. Brainstorm and make an observation as to what function is really appropriate for specific part.
4. Ask the leader and members to paste their answers on the manila paper.
ANIMAL PARTS FUNCTIONS
Guide Questions:
1. What are the functions of male and reproductive system for the assigned representative
group of animals?
2. Write a short note about the function of the following:
 Uterus
 Vas deferens
 Seminal vesicle
 Ovarioles
3. Distinguish between the primary and accessory male reproductive organs of mosquito, frog,
cat and dog.
12

4. Distinguish between the primary and accessory female reproductive organs of mosquito,
frog, cat and dog.
5. Trace the path of the vas deferens from the epididymis to the ejaculatory duct.
Remember these:
Activity 3: What is the mode of reproduction of butterfly, mosquito, frog, cat and dog?
Objective:
Describe the mode of reproduction of butterfly, mosquito, frog, cat and dog.
What you need:
Live Butterfly, mosquitoes, frogs, cats and dogs (if possible)
Pictures of representative animals:
The female reproductive system has two functions: The first is to produce egg cells,
and the second is to protect and nourish the offspring until birth.
Reproductive system is a collection of internal and external organs in both males and
females that work together for the purpose of procreating
The male reproductive system has one function, and it is to produce and deposit
sperm.
13

What to do:
1. Divide the class into five groups. Ask them to choose a leader.
2. Provide them the pictures of representative animals (Butterfly, mosquitoes, frogs, cats and
dogs
3. Ask them to follow the standards in performing the activity.
4. Allow them to list down some of the external features of the animal which will compliment to
the mode of reproduction.
5. Use the chart to record your answer.
ANIMAL EXTERNAL FEATURES MODE OF REPRODUCTION
1.
2.
3.
4.
5.
Guide Questions:
1. Do external features of an animal define what kind of mode of reproduction it manifests?
2. How does sexual reproduction differ from asexual reproduction?
3. What are the processes in sexual and asexual reproduction?
4. Do they manifest the same mode of reproduction?
5. Aside from the given animals, give 3 other animals with the same mode of reproduction.
Remember these:
14

Activity 4- What activities do butterfly, mosquito, frog, cat and dog manifest prior to
reproduction?
Objective:
Perform a stage play manifest by the butterfly, mosquitoes, frogs, cats and dogs
prior to reproduction
What you need:
Video clips
Localized materials necessary for props making resembling animals
What to do:
1. Divide the class into five groups and assign a particular animal for their activity.
2. Let them watch a video clip showing significant activities prior to reproduction.
3. Ask the group to create a story in relation to the activities of an animal before the
reproduction stage.
4. Give them an ample time to finish the activity.
5. Instruct the leaders to involve all members in the stage play.
Guide Questions:
1. What was your activity all about?
2. What conspicuous activities have shown of each animal prior to reproduction stage base from
the video clip or stage play? List them in an order manner.
3. Do they manifest the same activity?
4. Relate their activities to human before the reproduction stage.
Remember these:
Reproduction involves the transfer of genetic material from parent to offspring.
Sexual reproduction is the production of a new organism from two parents. A
sperm cell from a male and an egg cell from a female join into a single unit in a
process called fertilization.
Dogs,cats, butterflies, mosquitoes, and frogs reproduce sexually.
Fertilization in dogs and cats takes place inside the female’s body (internal
fertilization).
Fertilization in frogs happens outside the body; that is, in water where they live
(external fertilization)
15

Reproduction in butterflies begins with courtship, during which the male vigorously
flaps its wings, releasing a dust of microscopic scales carrying pheromones above the
female's antennae.
These male pheromones act as a sexual stimulant to the female. Some males release
additional pheromones from "hair pencils" under the abdomen. Female butterflies that
are ready to mate dispense with courtship.
A female will display certain behaviors during heat.
ir
head or neck on objects
associa - tail raised,
rear end elevated
follow their owners around very persistently when in heat
16

Lesson 1: Reproductive Parts of Plant
Objectives:
1. Describe the reproductive parts in plants.
2. Identify each functions.
What you need?
Activity sheets
What to do?
Group Activity: ( Female and male Reproductive Organ of a Flower)
Each group will be given one folder consisting of words.
They are going to arrange the words according to where
it is belong male or female reproductive part of the flower.
Complete the column below:
Male Female
17

Guide questions:
1. What are the parts of the flower?
2. What are the female reproductive part?
3. What are the male reproductive part?
4. What are their specific functions?
Remember this:
The female parts of a flower consist of an ovary, which contains one or more ovules,
a style and the stigma. The ovary is at the base of the flower.From the ovary, extends a
tubular structure called the style and on the top of the style is a surface receptive to pollen
called the stigma.The stigma can take many different forms, most of them designed to help
trap pollen. There are many variations on this basic structural theme.After fertilization the ovule
becomes the seed and the ovary becomes the fruit.
The male parts of a flower consist of one or more stamens. Each stamen is made up of
paired anthers (sacs containing pollen) on a filament or stalk.The anthers are the
orange/yellow structures often seen in the centre of a flower.Pollen from the anthers of one
flower is transferred to the stigma of another usually either by wind, or by animals, especially
insects.
The reproductive structures in higher plants are contained within flowers. Flowers have more
than one petal, and the flower petals are collectively called the corolla. A flower bud is protected
by green leafy structures called sepals. Collectively, all of the sepals form the calyx.The corolla
or petals are often brightly coloured with markings attractive to insects. The flowers may also be
scented. For instance, Honeysuckle has showy, attractive flowers which attract insects by day.
However, in the dark, their colourful show is not much use, and their heady scent then helps to
attract night-flying moths.In insect-pollinated plants, there are also usually nectaries which
secrete sugary nectar, located within the flower. These provide an incentive to insects to visit
18

the flowers. In the search for nectar, the insects will often get pollen grains caught on their
bodies. This may then brush off onto the stigma of the next flower visited and in this way the
flowers are pollinated.The receptacle is the place on the stem where floral organs originate and
attach.
19

Lesson 2: Modes of Reproduction in Flowering and Non- flowering Plants
Activity1: “ What are flowering plants and non-flowering plants”
Objectives:
1. Identify flowering plants and non-flowering plants.
2. Appreciate the creation of God.
What you need?
Camera
Paper and pen
What to do?
A. Field Trip
1. In preparation for going outside, teacher leads discussion about
appropriate behaviours and safety precautions.
a. Personal Safety
b. Safety of others
c. Care and Respect for the environment
2. Bring pupils to the school garden.
3. Instruct them to go to the school garden in pairs.
4. Guide the pupils an observation strategies:
a. Identifying the name of plant .
b. Classify plants as to flowering or non-flowering plant.
20

5. Tell pupils to start on their investigation on the plants found in the
school garden.
Guide them to observe the appearance and body parts.They can even
bring cameras with them and take photos of the plants they saw.
6. Throughout the field observation. Observe and give specific feedback
relevant to what the pupils are expected to do.
7. When the pupils are finished, tell them to leave the area without picking
any specie or live plants.
8. Return to the classroom.
Guide questions:
1.What are flowering plants?
2. What are non-flowering plants?
3. What are some characteristics of flowering and non-flowering plants?
4. Write your answer on the given table.
Flowering Non-flowering
21

Remember this:
Flowering Plants
As you know, Flower is the reproductive organ of the plant. Flowers can be composite orsimple.
Anyway using flower as the classification criteria makes this a natural classification.
Flowering plants are also known as Angiosperms.
Angiosperms
There are many characteristics of Angiosperms as mentioned below.
• Angiosperms are plants that have flowers and their reproduction is done by flowers.
• All flowering plants produce seeds. and it is covered by a fruit.
• Angiosperms have complicated flowers with complicated structure.
• These are the most developed plants in the world.
• There are 2 types of Angiosperms namely Dicotyledonous Plants andMonocotyledonous
plants.
1. Dicotyledonous Plants
Dicotyledonous flowering plants are the widely expanded around the world. The seed of this
type of plants have 2 cotyledons inside it. Also the root system has a long tap root. The leaves
have webbed veins and the flowers have 5 or multiple of 5 petals.Examples for Dicotyledonous
plants Jak, Mango, Lemon, Apple, Tomato
2. Monocotyledonous Plants
Monocotyledonous flowering plants are very few when compared to dicotyledonous plants.
These plants don’t have a tap root system, but a fibrous root system. The seed has only 1
cotyledons and the veins of the leaves are parallel. Number of petals in the flowers are 3 or
multiples of 3.Examples for Monocotyledonous plants Coconut, Wheat, Palm, Rice, Garlic
Non-Flowering Plants
Non-flowering plants do have reproductive organs available in the flowers, but these are not
complicated as Dicotyledonous flowers. We can further classify non-flowering plants as with
seeds and without seeds.
22

Gymnosperms
Gymnosperms are plant with seeds and the embryo is inside a seed. The seed is not covered
not not enclosed in a fruit. These are the less advanced type of seed plants.Examples for
Gymnosperms plantsYews, Ginkgo, Cycads, Conifers, Pine
Bryophyta
Bryophyta doesn’t have seeds. There are so many species under this type and body of the plant
may be a thallus. Sometimes they do have leaves. There are no true roots, but roots like
structures available. These are also known as Rhizoids and grow on moist walls and
ground.Examples for Bryophyta plants Mosses, Liverworts, Hornworts, Marchantia, Poganatum
Pteridophyta – Ferns
Stem of these plants may be an underground rhizome or an Arial stem that grows straight.
These have well developed Xylem and Phloem vascular tissues. The leaves have spores and
also don’t have seeds.Examples for Pteridophyta plants Nephrolepis
23

INTERACTIONS AMONG LIVING THINGS IN ESTUARIES AND
INTERTIDAL ZONES
Activity 1: “What is the difference?”
Objectives:
1. Identify freshwater ecosystem from saltwater ecosystem or Estuaries
What You Need: (by group)
 2 kind of plants
 2 containers of tap water
 1 tbsp. of salt
 Stirrer
 Pebbles
 Manila paper
What to Do:
1. Let the pupils accomplish the following activity by group named Saltwater vs. Freshwater
2. Fill a container with tap water and another one with salt and water then stir. Label each container
with saltwater and freshwater.
3. Place plants in each container, examine each plants after two hours.
4. Allow each group to work on the activity in the designated station.
5. Give each group at least 1 whole sheet of manila paper where they can write their observations
and answer to the different guide questions.
6. Ask a representative of each group to post their observations and answers to the different questions
on the board.
24

Guide Questions:
1. What happen to the plant when you put in salt water? fresh water?
2. Why does the plant in salt water withered?
3. Why does the plant in fresh water stays the same?
4. What is the explanation behind this?
Remember these:
 Ecosystem formed by the interaction of a community of organisms with their environment.
 Estuaries is the boundary where a freshwater ecosystem meets a saltwater ecosystem.
 Intertidal Zone is the shallowest part of the ocean ecosystem, where the ocean is covered and
uncovered as the tide goes in and out.
Activity 2: “Are you in or out?”
Objectives:
1. Construct food chains and webs to show feeding relationships among living things.
What You Need:
 Illustration of intertidal zone
 Manila paper
What to Do:
1. Using the manila paper, copy the table and write the animals that fall into producers, consumers,
scavengers, and decomposers.
2. Record your observations in your manila paper using the table below.
25

PRODUCERS CONSUMERS SCAVENGERS DECOMPOSERS
1.
2.
3.
4.
5.
Guide Questions:
1. What can you see in the picture?
2. What are the living things found in the picture?
3. What did you notice with the ocean water ecosystem?
4. Why does the ocean floor is covered and uncovered as the tide goes in and out?
Remember these:
 Intertidal zone is the shallowest part of the ocean ecosystem where the ocean floor is covered
and uncovered as the tide goes in and out.
 Producers are organism that capture energy and use it to producefood from inorganic
compounds.
 Consumers are organism that eat other organisms.
 Scavengers are consumers that eat the bodies of already-been-killed animals.
 Decomposers are breaks down remains of dead organisms
26

Chapter 3: Electricity and Magnetism
Duration: 10 days
Day 1
I. Objectives
1. Identify the kind of materials that make up a good electromagnet
2. Identify the ways by which the materials can be connected to produce a good
electromagnet.
3. Construct a simple electromagnet
4. Show perseverance and interest in observing how electromagnets are
connected
II. A. Materials:
nails big and small
Thin copper wire
Big copper wires
Dry cells big and small
B. References:
CG S5FE-III i-j-9
Science and Health p.162
Science for Daily Use pp.160-161
https://www.google.com.ph/#q=activity+on+electromagnets
C. Process Skills:
Observing
Comparing
Inferring
D. Values Integration
Resourcefulness in producing recycled materials
Patience in using and connecting different materials
III. Learning tasks
A. Engagement
Show picture of 3 kinds of knives to be used in slicing vegetables for vegetable
salad.
Ask the following questions:
27

1. Which knife do you prefer to use in preparing vegetable salad? Why?
2. Is it important to use appropriate materials?
B. Exploration
1. Divide the class into 4 groups
2. Distribute LM copies of the activity
3. Give instructions/guide in doing the activity
4. Let the pupils do activity 1 of LM
C. Explanation
Day 2
Exploration
4. Let the pupils do activity 2 of LM
EXPLANATION
Background information
An electromagnet is a type of magnet in which the magnetic field is produced
by an electric current. The magnetic field disappears when the current is turned
off. Electromagnets usually consist of a large number of closely spaced turns of
wire that create the magnetic field.
You have just made a magnet by using electricity. When you
disconnected one end of the wire from the battery, the current did not flow
anymore. The nail could no longer attract the pins. Its magnetic force was gone.
An electromagnet can have magnetic force only when electric current is flowing
through it.
28

Day 3
EXPLORATION
4. Let the pupils do activity 3 - electromagnets of LM
EXPLANATION
Day 4
EXPLORATION
An electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The
magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number
of closely spaced turns of wire that create the magnetic field.
You have just made a magnet by using electricity. When you disconnected one end of the wire
from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic
force was gone. An electromagnet can have magnetic force only when electric current is flowing through
it.
Important or ideal materials in producing a good electromagnet are the following:
Nail – is the core around which the wire is coiled
Wire- the conductor where the current flow
Battery-supplies electric current
An electromagnet is a type of magnet in which the magnetic field is produced by an electric current. The
magnetic field disappears when the current is turned off. Electromagnets usually consist of a large number
of closely spaced turns of wire that create the magnetic field.
You have just made a magnet by using electricity. When you disconnected one end of the wire from
the battery, the current did not flow anymore. The nail could no longer attract the pins. Its magnetic force
was gone. An electromagnet can have magnetic force only when electric current is flowing through it.
Battery-supplies electric current
29

4. Let the pupils do activity 4- electromagnets of LM
EXPLANATION
Day 5
ELABORATION/EXTENSION
Draw a line to connect the materials to the box for like if the material is good for
constructing an electromagnet, unlike if is the material does not make a good material
for electromagnet.
` Thin copper wire
Small nail Small battery
Big nail Big battery
like
unlike
e
An electromagnet is a type of magnet in which the magnetic field is produced by an electric current.
The magnetic field disappears when the current is turned off. Electromagnets usually consist of a
large number of closely spaced turns of wire that create the magnetic field.
You have just made a magnet by using electricity. When you disconnected one end of the wire
from the battery, the current did not flow anymore. The nail could no longer attract the pins. Its
magnetic force was gone. An electromagnet can have magnetic force only when electric current is
flowing through it.
Battery - supplies electric current
30

EVALUATION
Put a check on the statement that shows a good component of an electromagnet.
1. A good electromagnet is composed of a small battery, big nail and a big battery.
2. A good electromagnet is composed of thin wires, big nail and small battery.
3. A. good electromagnet is composed of a small battery , small nail, thin wires.
4. A good electromagnet is composed of a big battery , small nail, thin wires.
5. A good electromagnet is composed of a big battery , small nail, thin wires.
IV. ASSIGNMENT
Look for any device at home that you no longer use like malfunctioned remote
control. Inspect the part that may have caused malfunction. Write it down and report to
the class.
Day 6
I. OBJECTIVES
1. Conduct an experiment to show variables that affect the strength of an
electromagnet.
2. Conduct a simple and useful electromagnet.
3. Name the different uses of an electromagnet.
II.
A. Materials:
Batteries of four different volts
pencil
thin, insulated wire.
Copper wire
nails
B. References:
CG S5FE-III i-j-9
Science spectrum5 pp.200-201
https://www.google.com.ph/#q=activity+on+electrom
agnets
C. Process Skills:
Observing
31

comparing
Calculating
Interpreting data
D. Values Integration
Honesty and accuracy in recording data
III. Learning tasks
A. ENGAGEMENT:
Form 2 groups of boys versus girls. Play the tag of war game. Form 2 lines. Wind
your arms around the waist of a group member in front of you. The boy and the girl in
the front line will pull each other hands, see whose group is the toughest.
After the game the teacher will inspect which group has the higher number of
members and whose group has won.
Relate the activity to the strength of an electromagnet later.
Review:
Inspect the three illustrations. Which picture show correct connection of an
electromagnet? Why?
1. 2. 3.
Answer the following questions with true or false
_____1. Carefulness and accurateness in connecting the materials is very
important factor in having a good electromagnet.
_____2. Any metallic material can be used as part of a electromagnet.
_____3. It is better to use big batteries for big nails.
_____4. Wire must be winded tightly on nails so that current will flow on nails.
_____5. Wires must be thin.
EXPLORATION
4. Let the pupils do activity 6 electromagnets of LM
32

EXPLANATION:
Day 7
EXPLORATION
4. Let the pupils do activity 7- electromagnets of LM
EXPLANATION
Day 8
Do you know that without the electromagnet many modern appliances that we now use could
not work? The electromagnet is a basic part of many electrical devices and appliances.
Knowing about the properties of electromagnets is a crucial underpinning for understanding
how magnetic fields are generated in nature, in the surface of the Sun, and in the interior of
Earth.
Electromagnets are widely used as components of other electrical devices, such
as motors, generators, relays, loudspeakers, hard disks,MRI machines, scientific instruments,
and magnetic separation equipment. Electromagnets are also employed in industry for picking
up and moving heavy iron objects such as scrap iron and steel.
Do you know that without the electromagnet many modern appliances that we now use could
not work? The electromagnet is a basic part of many electrical devices and
appliances.Knowing about the properties of electromagnets is a crucial underpinning for
understanding how magnetic fields are generated in nature, in the surface of the Sun, and in
the interior of Earth.
and magnetic separation equipment. Electromagnets are also employed in industry for picking
up and moving heavy iron objects such as scrap iron and steel.
33

Day 8
Exploration
Day 9
EXPLORATION:
EXPLANATION
Do you know that without the electromagnet many modern appliances that we now use could not
work? The electromagnet is a basic part of many electrical devices and appliances.Knowing about
the properties of electromagnets is a crucial underpinning for understanding how magnetic fields are
generated in nature, in the surface of the Sun, and in the interior of Earth.
and magnetic separation equipment. Electromagnets are also employed in industry for picking up
and moving heavy iron objects such as scrap iron and steel.
Do you know that without the electromagnet many modern appliances that we now use could not
work? The electromagnet is a basic part of many electrical devices and appliances.Knowing
about the properties of electromagnets is a crucial underpinning for understanding how magnetic
fields are generated in nature, in the surface of the Sun, and in the interior of Earth.
as motors, generators, relays, loudspeakers, hard disks, MRI machines, scientific instruments,
and magnetic separation equipment. Electromagnets are also employed in industry for picking up
and moving heavy iron objects such as scrap iron and steel.
34

Day 10
ELABORATION/EXTENSION:
Let’s make a graph!
Directions:
Show the average number of paper clips each electromagnet picked up for each
voltage tested. Use the averages you calculated on the Electromagnets Data Chart
to make a line graph for each of the two electromagnets.
EVALUATION:
Answer the following True or False questions about magnets and electromagnets:
TRUE OR FALSE
Write true for correct statements and false for wrong statements
1. A strong electromagnet can be produced by making electricity flow through a coil
of wire wound around an iron metal.
2. An electromagnet behaves like a magnet.
3. Different volt of electricity produces the same strength of electromagnet.
4. The higher the volt of battery used. The stronger an electromagnet becomes.
5. An electromagnet is a permanent magnet.
ASSIGNMENT :
Writing About Magnetism
Write about having a magnetic touch. Think about what you know about
magnets. As you are thinking, remember the story of King Midas (a king whose
wish for everything he touched to become gold was granted). Use your
imagination and decide the following:
1. What objects you would want to be attracted to you.
2. What would the objects be made of?
3. Would you be able to use the magnetic touch to solve problems?
35

Lesson 18 : Protecting and Conserving Estuaries and Intertidal Zones
Activity 1 : “Identifying who am I”
Objectives:
a. Identify ways on how to protect and conserve estuaries and intertidal
environment
b. Explain the need to protect and conserve estuaries and intertidal
environment
What you need:
Pictures of swamp, rivers, bays, shoreline, marsh
Notebook, Pencils, Pen , Manila paper, tape
What to do:
1. Form a group of five (5) and choose among your group who will act as
your leader and reporter.
2. Get from your teacher the task card or materials needed for the activity.
3. Listen to the instructions to be given by your teacher.
4. The leader will open the task card and let the pupils describe the
pictures inside.
5. Solicits all the ideas of each member and make a simple presentation
about the activity.
6. If you are done with it you need to clap for the presentation purposes,
first to finish, first to report their work.
Task Card: Contains picture of estuaries.
Group 1 Group 2
36

Group 3 Group 4
Group 5
Guide Questions:
A.
1. How do the pictures differ from each other?
2. What do we call them?
3. Is there living things and non – living things live in them?
37

Activity 1.1 : “Identifying who am I”
Objectives:
a. Identify ways on how to protect and conserve estuaries and intertidal
ecosystem
b. Explain the need to protect and conserve estuaries and intertidal
ecosystem
c. Show awareness about the importance of protecting and conserving
estuaries and intertidal ecosystem
What you need:
LCD Projector, notebook, Netbook,
Video clips of estuaries and Intertidal Ecosystem
Pencil / Pen
What to do:
1. Watch a documentary about estuaries and intertidal
ecosystem
2. Ask the pupils to list down the important facts about the documentary
that they have watched.
3. After watching, answer the guide questions.
Guide Questions:
1. What are estuaries and intertidal ecosystem?
2. What is the difference between estuaries and intertidal environment?
2. What are the benefits we can get from the estuaries as well as the
Intertidal zone?
3. Do you think there is a need to protect and conserve our estuaries and
intertidal zones? If Yes, how? Is Not, Why?
Remember these:
Estuaries are unique ecosystems that are part salt water and part freshwater.
Like intertidal zones, estuaries change with the tides. When the tides comes
in, estuary water becomes more salty. When the tide runs out, estuary
becomes mostly freshwater and waste are flushed out.
Estuaries serves as the breeding ground of many ocean fish.
Intertidal zones are habitats to organisms of seaweeds sea anemones, crabs,
and etc. It is also the shallowest part of the of the ocean ecosystem
38

Activity 2 : “How to protect estuaries and intertidal ecosystem?”
Objectives: 2 Days
1. Identify ways on how to protect and conserve estuaries and intertidal
ecosystem
2. Show awareness about the importance of protecting and conserving
estuaries and intertidal ecosystem
What you need:
Drawings/ Video Clips of:
 River
 Lakes and Ponds
 Swamps
 Bogs
 Marshes
 Freshwater wetlands
What to do:
1. Go to your assigned group.
2. Get your activity card to your teacher
3. Do the activity for 20 minutes
4. Examine the picture/video assigned to your group.
Grp. 1. River
Grp. 2. Lakes and Ponds
Grp. 3. Swamps and Bogs
Grp. 4. Marshes
Grp. 5. Freshwater wetlands
5. Brainstorm in your group and list down activities on how are you going
to protect and conserve those ecosystems.
6. Present your work in the most creative way. You will be given 5
minutes each group.
Guide Questions:
1. Why we need to protect the estuaries and intertidal environment?
2. What are the importance of these environment?
3. List down 5 ways on how to protect the estuaries as well as the intertidal
environment
4. How can we conserve our estuaries and intertidal environment?
5. Ask grade 5 pupils how can you help in the protection and conservation of the
environment?
39

 Estuaries rank among the most productive ecosystems on earth, but they
are also subject to considerable ecological degradation associated with the
loss and alteration of habitats and impairment of water quality due to
multiple anthropogenic and natural drivers of change
 Escalating population growth, urban and industrial development,
modification of coastal watersheds and estuarine basins, pollution inputs,
and overharvest of recreational and commercial species can threaten the
system structure and function and the sustainability of the system
resources.
 Putting coconut fiber mat, planting marsh grass, and mussels bed,
mangrove trees, reducing sewage, are some activities that may help in the
preservation and conservation of our estuaries and intertidal ecosystem.
Remember these:
40

Activity 1: “The Human Game Board”
Objectives:
1. Participate in community efforts in protecting and conserving estuaries and
intertidal environment
2. Apply ways in protecting and conserving the water ecosystem
What you need:
Activity Sheet
Human size game board ( Snake and Ladder game)
Human Dice
What to do:
1. Group the class into 4
2. Show to the class the human board
3. Listen very carefully as the teacher explain how to perform the activity
4. Tell the pupils that today they will play the human game board.
5. Each group will choose explorer. The explorer is the one who walk in
the human board.
6. Each group will toss the human dice, after that the explorer will move
based on the number that corresponds in the dice.
7. First explorer to reach the finish line will be the winner.
Human Game board
41

Guide Questions:
1. How did you find the activity?
2. Is everybody participate in the activity? Why? Why not?
3. What are the possible problem of water ecosystem encountered in the
board game?
4. What are the possible solutions indicated in the board game?
5. What did you learn from this activity?
Remember these:
Activity 2: “ Water Conservation”
Objectives:
1. Participate in community efforts in protecting and conserving estuaries and
intertidal environment
2. Apply ways in protecting and conserving the water ecosystem
 Estuaries serves as the breeding ground of organisms that play a vital role in the
balance of nature.
 There are so many ways in protecting and conserving our estuaries but the
simplest and easiest way to conserve is to conserve water and plant native
plants which does not require fertilizers.
 According to study the economy of many coastal areas is based primarily on the
natural beauty and bounty of estuaries. When those natural resources are
imperiled, so too are the livelihoods of those who live and work in estuarine
watersheds.
 The used of fertilizers, sewage from falling septic tanks, pet waste, wastewater
discharge from industrial facilities, sediment from construction sites, and the
rapid increase in population are the main reasons that makes estuarine system
imbalance.
42

What you need:
basins
bowl
water
What to do:
1. Group the pupils in 3 groups
2. Explain to the pupils the mechanics of the activity.
a. Each group should form a straight line
b. The first person in line should get water from the basin using
the bowl and past to the next person above his head, pupils
who past the should not look to the next person.
c. Continue until the bowl of water reach the last pupils.
d. Group who has more water in their bowl wins.
3. Then let the pupils perform the activity.
Guide Questions:
1. What is the activity all about?
2. Why is it important to conserve water?
3. What are the different ways in conserving water?
4. What is the significant of this activity in your life?
5. At your age, how can you promote water conservation, especially the
estuaries in your community?
Remember these:
The used of fertilizers, sewage from falling septic tanks, pet waste,
wastewater discharge from industrial facilities, sediment from construction sites,
and the rapid increase in population are the main reasons that makes estuarine
system imbalance.
43

Quarter: THIRD
Chapter 1: Motion
Lesson 2: Using Appropriate Measuring Tools and Correct Standard
Units in Measuring Time and Distance of Objects in Motion.
 Speed and Velocity
(Day 1-2)
Activity 1: “Which is faster?”
Objectives:
1. Using appropriate measuring tools and correct standard units in measuring time and distance
of objects in motion.
 speed and velocity
What you need:
 diagram below
What to do:
1. Study the diagram below.
Guide Questions:
1. If you were to go to your friend’s house, draw an arrow to show which route or way you’ll
take that route?
________________________________________________________________
2. If you follow the streets, is there more than one route that would be the same
distance?_________________________________________________________
3. Could you go from A to B by shorter route and do not follow the streets?
___________________________________________________________________
2

Science Ideas:
Motion is described as a change in position. The simplest kind of motion is motion in a
straight line and at a constant rate. Speed describes the rate of motion of an object. It is
measured with a speedometer. It has a pointer which moves up when the vehicle goes fast
and down when the vehicle slows down. Speed is indicated in terms of kilometer per hour or
kph. Speed and velocity are both used to describe motion. But velocity is the rate of motion
or speed in a certain direction. So, velocity is a more complete description of motion.
If the speedometer of a car indicates 70 kph, has the car moved for an hour? Or has
the car traveled 70 kilometers?
Speed is indicated in the speedometer but neither the time nor the distance traveled is
indicated. When the terms speed and velocity are used, the total amout of time and the
distance traveled are not specified. However, the relationship between distance, speed and
time are shown below. If any of the three factors are known, you can calculate the third factor.
Distance travelled = speed x time
Ex. # 1. A car travels ata constant speed of twenty meters per second. How far will the
car travel in ten seconds? in forty seconds?
Solution: Distance = 20 meters x 10 seconds = 200 meters
Ex. # 2. How long would it take the bus to travel two hundred meters if it was moving at
a speed of twenty meters per second?
Ex. # 3. If a car travels at 500 meters in ten seconds, what is the speed of the car?
Solution: Speed = 500 m = 50 m/sec
10 sec
But you know it is difficult to travel from one place to another at a constant speed.
Sometimes, you need to stop or rest. Your speed may also change as you go uphill or
downhill. You may start out moving rapidly; slow down then, speed up again. Speed is usually
not constant. An increase in speed or velocity is called acceleration. A decrease in speed or
velocity is called deceleration.
(Day 3-4)
Activity 2: “Is acceleration a change in velocity?”
Objectives:
1. Using appropriate measuring tools and correct standard units in measuring time and distance
of objects in motion.
 acceleration and velocity
3

What you need:
 marble
 chalk
 meter stick
 stop watch
 books of equal size
What to do:
1. Place one book each under two of the legs of the table. The top of the table slopes on one
side and will allow a marble to roll down the slope from the bottom.
2. With a chalk, mark the starting position of the marble. Use the stop watch to determine how
long the marble takes to roll down the table. If it takes less than three seconds to roll down
the slope, adjust the slope to make it sleep.
3. Find out how the marble rolls in one second, two seconds and three seconds. Measure the
distance with a meter stick. Record your observation.
Guide Questions:
1. How could you determine the acceleration of the marble?
________________________________________________________________
2. If the top were longer would you be able to predict the distance the marble
would travel in four seconds? In five seconds?
SCIENCE IDEAS:
 Acceleration is change in velocity. It is caused by a force such as gravity.
 The amount of gravitational attraction depends on how far the objects are
and how much mass the object have.
 The faster an object falls, the greater is air resistance. Air resistance
becomes greater as speed is increased.
4

Chapter 3: Light and Sound, Heat and Electricity
Lesson: Conductors of Heat and Electricity
Activity 1: Conductivity
Objective: Discuss why some materials are good conductors of electricity.
What you need:
 1 batteries (1.5 or 6 V)
 1 light bulb in a light bulb holder (1.5 or 6 V, to match the battery) (available at Radio
Shack or other electronics shops or websites)
 1 piece of wood, approximately 5 x 15 cm (2 x 6 inches) (optional; on which to mount
the light bulb holder for stability; any thickness)
 1 meter (3 ft) of insulated copper wire in 30 cm (1 ft) sections), or 3 alligator clips
 1 thick rubber band
 2 large paper clips
 2 pencils with eraser tips
 2 clean-head, metal thumbtacks
What to do:
1. Divide the class into 4 groups. Direct the group to construct a conductivity tester (see
Figure 1).
 Create the bulb assembly by placing a small 1.5V bulb in a bulb holder, which can be
mounted on a piece of wood for stability.
 Place a paper clip at each end of the battery. Use the rubber band to hold the paper clips
in place.
 Attach a wire to each paper clip, making sure that either the insulation is removed from
each end of the wire touching the paper clip, or use alligator clips instead of the wire.
 Attach one wire from the battery terminal to the light bulb assembly.
 Attach a second wire to the other end of the battery.
 Attach the third wire from the open end of the light bulb assembly.
 Wrap the free ends of wire around two, clean-head, metal thumbtacks.
 Push the thumbtacks firmly into the erasers of the two pencils to create testing probes.
 Make sure the circuit works by pressing the two testing probes (thumbtacks) together. If
the light bulb does not light up, the circuit was constructed incorrectly.
5

Figure 1. Conductivity
tester setup.
2. To test an object, apply the two testing probes to opposite ends of each object. If
the light bulb lights up, then the object is a conductor. If the bulb does not light
up, then the object is an insulator. Hint: Make sure you do not touch the two
testing probes together or the reading is invalid.
3. After testing is completed, have the groups compare their results for which test
objects were considered good conductors and which are not good conductors.
Have them came up to the idea that most metals are good electrical conductors.
Most non-metals are poor electrical conductors.
Guide Questions:
Based on your observation why some materials are good conductors of electricity?
Explain your answer
6

Remember these:
Vocabulary/Definitions
Objects or materials that allow the transfer of electrons (electricity).
a quality related to the conductor.
Electrons: Very small, negatively charged particles.
 There are many materials that allow charges to move easily. They are called
conductors. Conductors have the quality of conductivity. The conductor is the
object that allows charge to flow. Conductivity is a quality related to the conductor. A
material that is a good conductor gives very little resistance to the flow of charge. This
flow of charge is called an electriccurrent. A good conductor has high conductivity.
 Metals contain free electrons. When potential difference is applied at the ends of a metal
rod, the electrons respond to it and star moving towards the positive terminal of battery.
This flow electrons result in the conduction of electricity through the metal.
7

Activity 2: “Roasted Hotdogs”
Objective: Observe why some materials are good conductors of heat.
What you need:
2 hotdogs
metal hanger
barbeque stick
flame
What to do:
1. Put the first hotdog in barbeque stick, and the other in metal hanger.
2. Roast them in a flame.
3. For about a minute, hold the barbeque stick and the metal hanger.
4. Observe.
a. What have you noticed when you hold the barbeque stick and the metal
hanger?
Write your answer below:
Barbeque stick Metal hanger
b. Which of the two materials used in hotdog is a good conductor of heat?
c. Why some materials are good conductors of heat?
8

Remember These:
Atoms- the smallest particles of an element that can exist either alone or in combination.
Conduction- the transfer of heat through matter.
Heat- added energy that causes substances to rise in temperature
Molecules- the smallest particle of a substance that retains all the properties of the substance
and is composed of one or more atoms.
Metals make good conductors of heat because of their electronic properties and also
because they tend to be denser so that heat transferred by neighboring atoms in close contact
is more efficient. Lighter or less materials like wood, air, etc. make poor conductors of heat.
9

Activity 3:” Give Me”
Objective: Lists the materials that are good conductors of heat and electricity.
What You Need:
Manila paper
Pentel pen
What To Do:
Give examples of good conductor of heat and electricity and tell why those materials
considered as good conductors of heat and electricity. Record all ideas in manila paper.
Materials ( Good Conductor) Why?
10

Lesson: Effects of Heat and Electricity
Activity 1: Heat Absorption A
Objective: Infer why black and coloured objects affect the ability to absorb heat.
YOU WILL NEED:
 2 glasses
 Water
 Black construction paper
 White paper
 Tape or rubber bands
 Thermometer
 A sunny day
What to do!
1. Find two identical glasses.
2. Cut black construction paper to the same height as one of the glasses.
3. Wrap the black construction paper around the glass so it covers the entire outside
surface, as well as the top.
4. Tape the paper in place or put a rubber band around the glass to hold the paper in place.
5. Repeat steps 2-4 with the second glass with the white paper.
6. Fill both glasses with water. Make sure they have the same amount of water in them, and
make sure you use the same temperature of water in both glasses.
7. Take the temperature of the water in each glass and write down the starting temperature.
8. Place both glasses outside in the sun.
11

9. Use the thermometer to take each glass’s temperature every 15 minutes for two
hours. Carefully make a small hole in the paper at the edge of the glass to insert your
thermometer.
10. Record your observations as you go. What did you notice?
11. When the two hours are up, create a line graph to track the temperature change in each
glass. Temperature should be your Y-axis and time should be your X-axis. Did one glass
heat up faster than the other? Did they both reach the same temperature at the end?
( Try using different colours to see how much of a difference there is between them.)
Remember These:
absorb- to take in
heat- to become warm or hot
Black or coloured objects absorbs more heat than white objects
You should have found that the glass wrapped in black paper ended up with hotter
water than the glass with white paper. This is because black absorbs more heat than
white. Clearly, black and white are on opposite ends of the colour spectrum.
12

Activity 2: Heat Absorption B
Objective: Infer why black and coloured objects affect the ability to absorb heat.
YOU WILL NEED:
1. 6–8 identical beakers, with aeroboard covers or lids
2. 6–8 sheets of coloured paper (different colours). Make sure you have a sheet of black and a
sheet of white and any other available colours
3. scissors
4. sticky tape
5. water
6. thermometers
7. plasticine
8. 200 W filament bulb
9. timer or clock
What to Do:
1. Put a hole slightly larger than the diameter of your thermometer in the lids of the beakers.
2. Tightly wrap each beaker with a different colour of paper.
3. Carefully fill each beaker with the same volume of water, making sure not to wet the paper.
4. You need to have the same starting temperature for each beaker. The easiest way to do this
is to have all of the beakers at room temperature. Fill them with water that is about the same
temperature the day before you want to start your experiment. Cover the beakers and leave
them to come to room temperature overnight.
5. Put the thermometer in through the hole in the lid so that its bulb is completely immersed in
the water. Use plasticine to seal the hole and hold the thermometer in place. Keep the
thermometer at the same height with respect to the lid for all the beakers.
6. Get a large sheet of white paper. Draw a circle of radius 0.25 m on it. Place the jars at equal
spaces on the circumference of the circle.
7. Clamp the bulb and place it at the centre of the circle.
8. Note the starting temperature for each beaker.
13

9. Switch on the bulb.
10. Leave the beakers around the bulb for 20 minutes. Record the temperature of each beaker
when that time has elapsed.
11. Complete the table
Colour of paper Starting
Temperature
Finishing
Temperature
Rise in Temperature
Remember These:
Colours are NOT all equally heat absorbent. When light interacts with an object, that light can
be absorbed, reflected, or transmitted. Black objects absorb all wavelengths of light, while white
objects reflect all visible wavelengths. They are complete opposites. Other colours absorb
some wavelengths and reflect others, which is what makes them appear different to the human
eye. Colour is a result of the wavelength of light reflected by that object. For example, an object
that absorbs selectively yellow light will not look yellow; it would be a combination of every other
colour besides yellow. The colour you observe is a complement to the colour the object
absorbs.
14

Activity 3: Heat Absorption C
Objective: Infer why black and coloured objects affect the ability to absorb heat
YOU WILL NEED:
 colored paper 4 sheets per group (white, yellow, red, black)
 newspaper
 scissors (one per student if you want the them to cut out the boxes [cube templates]
from the colored paper)
 clear tape, to make the cube boxes from colored paper
 4 ice cubes per group
 sunny day or a heat lamp
What to Do
1. Prepare four sheets of coloured paper (white, yellow, red, black), cut and fold the sheets
into boxes.
2. Hand out newspaper and spread the newspaper in an exposed, sunny place outside, or
under a heat lamp.
3. On the newspaper, place the boxes side by side with the opening facing away from the
sun/light so students can see inside.
4. Get four ice cubes and place one ice cube in the center of each coloured box.
5. Let the ice cubes sit in the sun until they have melted. Check them every few minutes and
record which ice cubes melted first, second, third, and fourth.
15

6.
7. Rrecord your data in the worksheet chart.
8. Answer the following:
1. Why do ice cubes melt?
2. How does the sun affect ice?
3.On which color did the first ice cube completely melt? Why?
4.If an ice cube was placed on a blue piece of paper, how much time do you think it
would take to completely melt?
5.Which color absorbs heat the quickest in the sun?
6.Which color would be the best to help keep ice cubes from melting too quickly in the
sun?
Remember These:
absorb: To take in; to transform (radiant energy) into a different form usually with a resulting rise in
temperature.
energy: The capacity for doing work; raising weight, for example.
heat: A form of energy that causes substances to rise in temperature or to go through associated
phase changes (as melting, evaporation, or expansion).
radiant energy: Energy (as heat waves, light waves, radio waves, x-rays) transmitted in the form of
electromagnetic waves.
reflect: To bounce waves of light, sound, or heat off a surface.
.
16

Lesson 5: Ability of the Materials to Block, Absorb or Transmit Light to Its Use
Activity 1: How light behaves?
Objectives:
Identify the materials that can block, absorb or transmit light.
What you need:
 3 Flashlights
 Rubber Bonds
 Cellophane
 Wax Paper
 Aluminum Foil
What to do:
1. Cover the flashlight with the given material with the help of the rubber bands.
1st
group – cellophane
2nd
group – wax paper
3rd
group – aluminum foil
2. Turn on the flashlight
3. Point it into the wall and look through it and describe what happen to the light.
Guided Questions:
1. What happen to the light of the flashlight covered with the given material?
2. Does the light able to pass through?
3. Does the appearance of light is the same with the light without the cover? Why?
Remember:
Transparent material allows light to transmit easily.
Translucent material permit to transmit a little light because most of it
is spreading in the opposite side and some are being absorb.
Opaque material light cannot transmit, the light is absorb and reflected
18

Activity 2: Shadow Formation
Objectives:
Explain the effects of light on people and objects.
What you need:
 Source of light
 Paper doll
What to do:
1. Put the paper doll near the wall.
2. Raise the paper doll where can it block the light.
3. Observe it carefully
4. Hold the paper doll closer to the light.
5. Then farther from the light.
6. Light hits it from the side
Guided Question:
1. What is form in the wall?
2. How does the shadow look when it is closer to the light?
3. How does the shadow look when it is farther from the light?
4. When light hits in the side how does shadows look?
5. What did you find out about shadow?
Remember:
A shadow is always on the side of an object which is opposite the source
of light. It is always in the shape of the object that block the light. When an
object is closer the source of light it appears larger and smaller when it is farther
from the light. When light is slanted, the shadow is longer and when light comes
from above, the shadow is shorter.
19

Activity 3: White or Colored
What you need:
 Spray bottle
 Water
What to do: (Do this outside)
1. Fill the bottle with water
2. Observe it carefully
3. From the source of light press the sprayer.
Guided Question:
1. What do you see?
2. Which color seems to bend most?
3. Which color seems to bend least?
4. What did you find out about rainbow?
Remember:
The light that’s come from the sun is white. This white light is made up of
different colors. These colors are separated when light passes through a prism.
Each color has its own wavelength, red has the longest wavelength because it is
the least bent and violet has shortest wavelength because it is the bent the most.
20

Activity 4: Different Color is White
What you need:
 3 pieces of colored cellophane (red, blue, green)
 3 flashlights
 4 pieces of construction paper (white, red, blue, green)
What to do:
1. Cover the head of each flashlight with cellophane
2. Turn on the flashlights and point them at the white paper.
3. Then point the flashlight with the other paper
Red light – green paper
Green light – blue paper
Blue light – red paper
4. Repeat step 2 and use the 3 different color
together
Guided Question:
1. What do color do you see?
2. What happen when you looked at the papers through the different colored
cellophane
3. What color is form when you combine all the 3 color?
4. What color of light beams did you combine to produce a white light?
Remember:
You have seen how white light produce. When different colors of
light mixed together form white light.
21

Lesson 6: Ability of the Materials to Block, Absorb or Transmit Sound to Its Use
Activity 1: Absorb and Reflect Sound
Objectives:
Identify the materials that can block, absorb or transmit sound.
What you need:
 Tin can
 Face towel
 Rubber sheet
 Cotton
What to do:
1. Shout into the empty can.
2. Line the tin can with the material assigned.
Group 1 – face towel
Group 2 – rubber sheet
Group 3 – cotton
3. Then shout some words into the can.
Guided Question:
1. Is the sound you hear loud?
2. Can you still hear the sound?
3. Was the sound loud and clear?
Remember:
 Sound is produced when an object vibrates it travels in all directions.
 Sound may be absorbed or reflected when they strike an object.
 The reflected sound is call echo.
 Dull sound is hear when it is absorb by an object.

22

Activity 2: Sound of Nature
Objectives:
Explain the effects of sound on people and objects.
What you need:
 Audio of nature sound
What to do:
1. Play the nature sound.
2. Listen carefully to the sound
Guided Question:
1. What kind of sound do you hear?
2. Is the sound pleasant or unpleasant to hear?
3. How do feel when you hear this sound?
Remember:
Nature sound is a very pleasant to hear. It help you to relax and ease the
stress that you feel. It also benefits people who has suffering from issues related
to sleep brought by tension or anxiety. Several rest expert suggest using sound
therapy rather than sleeping tablets
23

Activity 3: Undesirable Sound
What you need:
 Audio of rock music
What to do:
3. Play the nature sound.
4. Listen carefully to the sound
Guided Question:
4. What kind of sound do you hear?
5. Is the sound pleasant or unpleasant to hear?
6. How do feel when you hear this sound?
Remember:
Unpleasant sound is undesirable sound which disturbs and break our
concentration. This kind of sound is consider as noise that may increase your risk
of hearing loss, stress, sleep disturbances, and heart disease
24

THIRD QUARTER
Lessson_ -Electromagnet
ACTIVITY 1- How to construct an electromagnet?
Objectives
1 .Construct an electromagnet
2. Identify the materials that make up an electromagnet.
What you need:
Dry cells wire cutter
Nail pins
What to do:
1. Using a cutter, uncoat the electrical wires and get the copper inside it.
2. Make ten turns of the copper wire around the nail.
3. Connect both ends of the copper wire to the negative and positive terminals of the dry cell.
4. Bring the electromagnet near the pins .Count the number of pins attracted to it.
5. Disconnect one end of the copper wire to the source of electricity. Then bring the magnet
near the pins.
Guide Questions:
1. What are needed in constructing an electromagnet?
2. Where does the strength of an electromagnet come from?
3. What happened if you put the electromagnet near the pins?
4. What happened after you disconnect the wire?
5. How will you construct an electromagnet?
Remember these:
An electromagnet works only when there is a flow of electricity through the coil of wire.It is
made up of an iron core, copper wire and source of electricity.
25

Third Quarter
Lesson : ELECTROMAGNET
ACTIVITY 2 - What are the function of each part of an electromagnet?
Objectives:
1 . Describe the function of each material that makes up an electromagnet.
2. Infer that electricity can be used to produce magnet.
What you need: (Per Group)
Constructed electromagnet from the previous activity
strips of cartolina marking pen scotch tape
What to do:
1. Get the constructed electromagnet from the previous activity.
2. Test if your electromagnet works.
3. On the strips of cartolina write the materials that you used to construct an electromagnet.
4. Label the constructed electromagnet using the strips of cartolina.
5. Give the function of each part of an electromagnet.
Guide Questions:
1. Did the iron nail attract the magnetic materials when a complete connection of electromagnet was
made?
2. What is the function of the following parts an electromagnet?
A . dry cell /battery
B. nail
C. copper
3. What is an electromagnet?
4. When can electromagnet acquire magnetism?
5. Why is an electromagnet called a temporary magnet?
26

Remember these:
A simple electromagnet consists of 3 main parts:
1. Core – magnetic material
2. Coil of wire – conductor of electricity
3. Dry cell - source of electricity
An electromagnet is only a temporary magnet. Without electricity it loses its magnetism. The
nail becomes a temporary magnet as the current flows through it. When the current is broken, the
nail is no longer a magnet.
27

QUARTER 4 – EARTH AND SPACE
Chapter 1 - Processes that Shape Earth’s Surface
Lesson ___ – Weathering and Soil Erosion
Day 1
Activity 1 – “How Rocks turn into soil?”
Objectives:
1. Describe how rocks turn into soil.
2. Identify the forces that break down rocks.
3. Explain how rocks are broken down.
What you need:
video clips 3pcs. marking pen
data table bond paper
3pcs. manila paper
meta cards
What to do:
1. Form a group and choose among your group who will act as leader and presenter.
2. Watch attentively to the video.
3. Write down important notes to gather information.
4. After the viewing, the leader will get the materials from your teacher to be used in the
next activity.
5. Go to the working place assigned to each group.
6. Brainstorm ideas about how rocks turn into soil that you have watched from the video.
7. Follow the instruction given.
8. Give your yell if you’re done.
9. Post your work and present your output.
2

Describe how rock turn into soil in this picture
Guide Questions:
1. 1. How rocks turn into soil?
2. How does natural process break down rocks into soil?
Remember These:
Lichens (LYK-uhnz) or tiny plantlike living things, grow on the outsides of the rocks. They
slowly break down rock to get nutrients.
Temperature changes, wind, and water also slowly break the rock apart. Small plants
can grow in the cracks. Plant roots continue to break the rock apart.
Wind and water move bits of weathered rocks to new places. Later, the bits are part of
the well-developed soil.
3

Day 2
Activity 2: “Whether you believe it or not?”
What you need:
3pcs. Cartolina I believe sticker
3pcs. Marking pen I don’t believe sticker
Pictures
tape
What to do:
1. The leader will get the materials from your teacher to be used in the activity.
2. Study and share ideas about the pictures provided to your group..
3. Paste your I believe sticker if the picture show forces that break down rocks and I
don’t believe sticker if not.
4. Place all the pictures in the cartolina provided.
5. Label each picture the kind of forces that break down rocks.
6. As soon as you are done with your activity, post your work on the board and report
your output.
4

Guide Questions:
What are natural forces that break down rocks?
What does each picture show?
Name some places where the natural forces that break down rocks happens?
Remember These:
6

Day 3
Activity 3 – “Breaking Down Rocks”
What you need:
A mineral water bottle with cap
Water
Cartolina
Marking pen
What to do:
1. Do this activity ahead of time.
2. The leader will get the materials from your teacher to be used in the activity.
3. Fill the bottle with water up to the brim and screw the cap.
4. Observe the water-filled bottle before doing step 3.
5. Place the bottle inside the freezer overnight.
6. Observe the set up the following morning.
7. Enter your observations in the table provided.
8. Examine the setup again.
9. Think about how water causes the plastic bottle to break.
10. Relate the observation with what is happening to rocks in nature.
Before Freezing After Freezing
7

Guide Questions:
1. What happens to the plastic bottle with water when placed inside the freezer overnight?
2. How does water cause the breakdown of rocks in nature?
Remember These:
What are the forces that
break down rocks
Explain how rocks are broken
down
8

Day 1
Activity 1 – “How soil is formed through weathering?”
Objectives:
1. Describe how soil is formed through weathering.
2. Describe how soil is formed through soil erosion.
What you need: (by group)
Pictures
diagram meta cards
aluminum tray
soil
plants
water
What to do:
Guide Questions:
What is weathering?
How soil is formed through weathering?
9

Chapter 1 – Processes that Shape the Earth’s Surface
Lesson ____: Weathering and Soil Erosion
Activity 1: “Shower Them All”
Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things
and environment.
What you need:
Sand, plastic cover, water, strainer, mini houses, trees and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grasses around the sand pyramid.
3. Make a rain using the strainer and water on the pyramid for 5 seconds, then 10
seconds.
Guide Questions:
1. What happens to the set up when you pour water on it for 5 seconds? For 10
seconds?
2. What made the soil erode or wear away?
3. When the soil loosens up and erode, what happens to the houses and trees?
4. What are the effects of soil erosion made by water or rain?
5. How would you reduce soil erosion caused by water or rain?
6. Complete the tables based on the activity.
SOIL EROSION BY RAIN OR WATER
Harmful Effects to Living Things and
Environment
Ways to Prevent/ Reduce the Harmful
Effects
1. 1.
2. 2.
3. 3.
As soon as you have completed the assigned task, gather all your used
materials and go back to your classroom to finalize your output for posting and
reporting.
11

Remember These:
Erosion is the wearing away of soil by wind, water, gravity, or human impact. It
occurs naturally but can be made worse by human activities such as farming, logging, and
mining. The most common type of erosion happens when soil is washed off a slope by
rainwater.
The implications of soil erosion by water extend beyond the removal of valuable
topsoil. Crop emergence, growth and yield are directly affected by the loss of natural
nutrients and applied fertilizers. Seeds and plants can be disturbed or completely removed
by the erosion. Organic matter from the soil, residues and any applied manure, is relatively
lightweight and can be readily transported off the field, particularly during spring thaw
conditions. Pesticides may also be carried off the site with the eroded soil.
Soil quality, structure, stability and texture can be affected by the loss of soil. The
breakdown of aggregates and the removal of smaller particles or entire layers of soil or
organic matter can weaken the structure and even change the texture. Textural changes
can in turn affect the water-holding capacity of the soil, making it more susceptible to
extreme conditions such as landslides and drought.
12

Activity 2: “Blow Them All”
Objectives:
and environment.
What you need:
Electric fan/fan, sand, mini houses, trees and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grasses around the sand pyramid.
3. Align the set on an electric fan a) number 1 speed b) number 2 speed c) number
3 speed.
Guide Questions:
1. What happens to the soil when you allow the electric fan to blow it at number
1,2,3 speed?
2. What made the top soil erode or wear away?
3. When the top soil erode, what happens to the houses and trees?
4. When the top soil wear away, do you think will happen to the quality of the soil for
our crops?
5. What are the effects of soil erosion made by wind or air?
6. How would you reduce soil erosion caused by wind or air?
7. Complete the tables based on the activity.
SOIL EROSION BY WIND OR AIR
Harmful Effects to Living Things and
Environment
Ways to Prevent/ Reduce the Harmful
Effects
1. 1.
2. 2.
3. 3.
13

As soon as you have completed the assigned task, gather all your used
materials and go back to your classroom to finalize your output for posting and
reporting.
Remember These:
Wind erosion occurs in susceptible areas of Ontario but represents a small
percentage of land – mainly sandy and organic or muck soils. Under the right conditions it
can cause major losses of soil and property (Figure 7).
Figure 7. Wind erosion can be severe on long, unsheltered, smooth soil surfaces.
Soil particles move in three ways, depending on soil particle size and wind strength –
suspension, saltation and surface creep.
The rate and magnitude of soil erosion by wind is controlled by the following factors:
Soil Erodibility
Very fine soil particles are carried high into the air by the wind and transported great
distances (suspension). Fine-to-medium size soil particles are lifted a short distance into the
air and drop back to the soil surface, damaging crops and dislodging more soil (saltation).
Larger-sized soil particles that are too large to be lifted off the ground are dislodged by the
wind and roll along the soil surface (surface creep). The abrasion that results from
windblown particles breaks down stable surface aggregates and further increases the soil
erodibility.
Soil Surface Roughness
Soil surfaces that are not rough offer little resistance to the wind. However, ridges left from
tillage can dry out more quickly in a wind event, resulting in more loose, dry soil available to
blow. Over time, soil surfaces become filled in, and the roughness is broken down by
abrasion. This results in a smoother surface susceptible to the wind. Excess tillage can
contribute to soil structure breakdown and increased erosion.
Climate
The speed and duration of the wind have a direct relationship to the extent of soil erosion.
Soil moisture levels are very low at the surface of excessively drained soils or during
periods of drought, thus releasing the particles for transport by wind. This effect also occurs
in freeze-drying of the soil surface during winter months. Accumulation of soil on the
14

leeward side of barriers such as fence rows, trees or buildings, or snow cover that has a
brown colour during winter are indicators of wind erosion.
Unsheltered Distance
A lack of windbreaks (trees, shrubs, crop residue, etc.) allows the wind to put soil particles
into motion for greater distances, thus increasing abrasion and soil erosion. Knolls and
hilltops are usually exposed and suffer the most.
Vegetative Cover
The lack of permanent vegetative cover in certain locations results in extensive wind
erosion. Loose, dry, bare soil is the most susceptible; however, crops that produce low
levels of residue (e.g., soybeans and many vegetable crops) may not provide enough
resistance. In severe cases, even crops that produce a lot of residue may not protect the
soil.
The most effective protective vegetative cover consists of a cover crop with an adequate
network of living windbreaks in combination with good tillage, residue management and
crop selection.
Effects of Wind Erosion
Wind erosion damages crops through sandblasting of young seedlings or transplants, burial
of plants or seed, and exposure of seed. Crops are ruined, resulting in costly delays and
making reseeding necessary. Plants damaged by sandblasting are vulnerable to the entry
of disease with a resulting decrease in yield, loss of quality and market value. Also, wind
erosion can create adverse operating conditions, preventing timely field activities.
Soil drifting is a fertility-depleting process that can lead to poor crop growth and yield
reductions in areas of fields where wind erosion is a recurring problem. Continual drifting of
an area gradually causes a textural change in the soil. Loss of fine sand, silt, clay and
organic particles from sandy soils serves to lower the moisture-holding capacity of the soil.
This increases the erodibility of the soil and compounds the problem.
The removal of wind-blown soils from fence rows, constructed drainage channels and
roads, and from around buildings is a costly process. Also, soil nutrients and surface-
applied chemicals can be carried along with the soil particles, contributing to off-site
impacts. In addition, blowing dust can affect human health and create public safety hazards.
15

Activity 3: “What Have They Done?”
Objectives:
and environment.
What you need:
Pictures, strips of paper, manila paper, pentel pen
What to do:
1. Make to columns on the manila paper.
2. Title the first column “Human Activities That Causes Soil Erosion” and title the
second column “Effects of Human Activity to the Environment and Living things”
3. Arrange the given pictures and phrases in its proper column.
4. Answer the guide questions correctly.
Guide Questions:
1. What are the human activities that causes soil erosion?
2. How does deforestation and constructions cause soil erosion?
3. How does these affect our environment?
4. How does agriculture cause soil erosion?
5. Knowing that these human activities has harmful effects on the living things and
environment, what are the possible ways to reduce soil erosion?
As soon as you have completed the assigned task, gather all your used materials
and finalize your output for posting and reporting.
Remember These:
16

Human activity on and around the earth’s surface whether it is in your backyard or down
the park are known to cause erosion 10 times more than naturally occurring processes. Human
life has been the number on cause of erosion dating back to the first millennium. Agriculture and
construction are the 2 ways in which humans cause erosion. Construction when unnecessarily
conducted can be quite damaging to soil and dirt. Vegetation and agriculture are also 2 human
causes of erosion because humans move the top soil and make it prone to erosion.
Grazing and deforestation are also human
causes of erosion because human life is making the
grounds surface soil bare and extremely prone to
erosion by natural forces. Across America where soil is
being eroded due to human activity.
Another way in which humans cause erosion is by simply watering their gardens.
Erosion occurs when watering the gardens of your residential property mainly because the force
of water which is coming from your garden hose or irrigation system is too fierce and it makes
the soil eroded quite quickly. We can prevent this also by not over watering garden areas
containing soil.
17

Activity 4: “What Would You Do?”
Objectives:
and environment.
What you need:
Pentel pen, pencil, color, manila paper, bond paper.
What to do:
Group 1 (Poster Making)
1. Using the manila paper draw ways on how to reduce soil erosion caused by
rainfall
2. The leader will report their work.
Group 2 (Jingle/Song)
1. Using the tune of a familiar song, create its lyrics on ways on how to reduce soil
erosion caused by wind.
2. The group will sing it to the class.
Group 3 (News Report)
1. Make a news report on ways of how to reduce soil erosion caused by humans
and animals
2. Present it to the class acting as if each member is a tv reporter.
Guide Questions:
1. What are the causes of soil erosion?
18

2. What are the harmful effects of soil erosion on living things and
environment?
3. What are the different ways on how to reduce soil erosion caused
by rainfall?
by wind?
by humans and animals?
6. How did each group present their task?
Remember These:
Soil erosion impacts the agricultural industry as well as the natural environment. The
effects of soil erosion can be felt both on-site, meaning at the site of soil disruption, or off-site,
meaning the location where the eroded soil deposits. Let's start by building our understanding of
the impact of soil erosion on-site. When the topsoil is eroded from an area, that area loses its
most nutrient-rich layer, and therefore soil quality is reduced.
Poor soil quality means smaller crop yields and may even wash away seeds and small
plants. This may call for more of a need for artificial fertilizers and pesticides, which can runoff of
fields and contaminate waterways. Also, when the organic matter that is found within the top
layer of soil is removed, it can weaken the soil's ability to hold water, leaving the field
susceptible to weather conditions such as droughts.
The soil that is carried away has to go somewhere, and this leads to off-site problems.
As mentioned, when soil is carried away from a farmer's field by water, it carries with it
contaminants, such as fertilizers and pesticides. This runoff can cause water pollution that
contaminates drinking water and disrupts ecosystems of lakes and wetlands. This negatively
impacts the fish and wildlife that depend on these downstream waters for food and habitat.
Sediments that accumulate down slope of the erosion can obstruct the flow of water in streams
and drainage canals, leading to flooding.
As we see, much of the effects of soil erosion are the result of water erosion. But wind
erosion can also transport topsoil and weaken soil quality. Wind can also damage young
seedlings by blasting them with sand and other small particles. Wind also distributes topsoil,
which might uncover and expose some seedlings, while at the same time, burying other
seedlings too deep. Also, when farmer's fields undergo excessive tillage, meaning that the field
is worked too hard in preparation for planting, the soil structure can be lost, making it more
susceptible to erosion.
There are ways to avoid and manage soil erosion. One of the best ways to prevent soil
erosion is to increase vegetation. Plants and trees grow above the surface, protecting soil from
erosion, and their roots meander down through the soil and become like bars in a prison,
locking the soil particles in place, making it hard for them to escape and be carried away by
water.
Embankments and sloped land are most vulnerable to erosion due to gravity. So adding
plants, shrubs and other vegetation to these areas is important. Vegetation not only locks in
water, it can keep wind away. For example, if an area is vulnerable to damaging winds, a
19

natural windbreaker created by trees planted across the wind's direction acts like a wall, cutting
down on wind erosion.
Because soil erosion is such an important issue to farmers, any practice that will help
prevent water runoff or helps to maintain the strength of the soil structure will be beneficial.
Terracing is an option for controlling erosion on sloped land by cutting in flat surfaces. When
land is sloped, water runs down the slope, so by cutting steps or terraces into a slope, a
farmer's field will have an easier time holding water. A field that contains terraces looks like a
stairway for a giant.
20

Lesson____: WEATHER DISTURBANCES
Activity 6: Video Presentation on weather Condition Before, During and After a Typhoon
Objectives:
1. Gain additional information on weather condition before, during and after a
typhoon.
2. Improve comprehension skills in watching video clips
What you need: Internet Access
Active Board / if e – classroom is available, if none, Computer monitor or laptop
will do
Or Projector and white screen board
What to do:
1. Follow the standards given by the teacher in watching video presentation.
2. Understand what is conveyed on the video clips.
3. Be Ready to answer question.
4. Watching video clips formed on youtube.
Before a typhoon:
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN, PHILIPPINES
FULL ROAD STREER VIEW
https://www.youtube.com/watch?v=hXx8w0r6FsM
During a typhoon:
ACTUAL VIDEO OF STORM SURGE OF TYPHOON HAIYAN YOLANDA
LEYTE, PHILIPPINES
https://www.youtube.com/watch?v=pNh=SXaUgA
After typhoon:
TACLOBAN CITY AFTER TYPHOON YOLANDA: Maharlika Highway to
Tacloban DZR Airport
http://www.youtube.com/watch?v=hXX8wOr6FsM
Guide Questions:
1. What have you observed with the weather condition before a typhoon?
2. How will you describe the weather condition during a typhoon?
3. How about after a typhoon?
Remember these:
BEFORE A TYPHOON
 There are formation of dark clouds.
 Air is colder and dry.
 Reddish clouds at sunrise and sunset.
DURING A TYPHOON
 Strong winds and heavy rains.
 Big waves in the sea.
 Surging of winds in counterclockwise direction.
21

Activity 1: Weather condition before a typhoon.
Objectives:
Observe the weather condition before a typhoon.
What you need:
Enlarged picture showing weather condition before a typhoon.
What to do:
1. Observe the enlarged picture / illustration given by the teacher on weather
condition before a typhoon.
2. Brainstorming to answer the guide question.
Guide Question:
1. What have you observed about the weather condition?
2. What do you think is supposed to happen?
Remember these:
BEFORE A TYPHOON
 Dark clouds are formed
 Air is colder and dry
 Wind start to blow
Activity 2: Weather Condition during a typhoon
Objectives:
Observe the weather condition during a typhoon
What you need:
Enlarged picture showing weather condition during a typhoon
What to do:
condition during typhoon.
2. Give observations on the weather condition during typhoon.
Guide Question:
1. How will you describe the weather condition in the picture?
2. Give your observation.
Remember these:
DURING A TYPHOON
22

Activity 3: Weather Condition after a typhoon
Objectives:
Describe the environment and weather condition after a typhoon
What you need:
Enlarged picture showing weather condition after a typhoon
What to do:
condition after a typhoon.
2. Describe the environment after a typhoon.
Guide Question:
1. What happen to the environment and weather condition in the picture?
2. Give your Description
Remember these:
AFTER A TYPHOON
 Environment are flooded
 Speed of wind decreases
 Samaged plants and structures
Activity 4:
Identifying safety Precaution before during and after a typhoon
Objectives:
Identify safety Precaution before during and after a typhoon
What you need:
Sandtable
Strips of paper
What to do:
1. Each group will get 5 rolled stripes of paper from the sandtable
2. Identify each if it is a precautionary measure.
3. Post each in their appropriate column on the chart
BEFORE DURING AFTER
23

Guide Questions
1. What precautionary measure did you get?
2. Group them as to before, during or after a typhoon.
Remember these:
PRECAUTIONARY MEASURES
BEFORE DURING AFTER
 Listed to the
latest weather
bulletin.
 Keep food, flash-
lights, candles,
matches in store
 If travel is
announced to be
dangerous, do
no travel.
 Strengthen the
posts and the
roof of the house
 If necessary,
evacuate.
 If the “eye” of the
typhoon is pass-
ing, stay indoors.
 Keep yourself
warm by wearing
thick clothes.
 Avoid crossing
rivers where the
is strong.
 Avoid roads
along
mountainsides
 Stay away from
broken electric
posts.
Activity 5: “Broadcasting” Safety Precautions before, during and after a typhoon
Objective:
Perform news broadcasting activity about safety precautions before, during and
after a typhoon.
What you need:
Print outs
Pictures
What to do:
1. Plana news broadcasting activitywith your group.
2. Group 1 will report on “Before a Typhoon”
3. Group 2 will report on “During a Typhoon”
4. Group 3 will report on “After a Typhoon”
Guide Questions:
1. Does the weather condition changes before, during and after a typhoon?
2. Is the reporting clean for the public to understand
24

Remember these:
 It is important to follow some safety precautions before, during and
after a typhoon to keep us safe from any harm or destructions.
Activity 6: Video Presentation on weather Condition Before, During and After a Typhoon
Objectives:
1. Gain additional information on weather condition before, during and after a
typhoon.
2. Improve comprehension skills in watching video clips
What you need: Internet Access
Active Board / if e – classroom is available, if none, Computer monitor or laptop
will do
Or Projector and white screen board
What to do:
1. Follow the standards given by the teacher in watching video presentation.
2. Understand what is conveyed on the video clips.
3. Be Ready to answer question.
4. Watching video clips formed on youtube.
Before a typhoon:
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN, PHILIPPINES
FULL ROAD STREER VIEW
https://www.youtube.com/watch?v=hXx8w0r6FsM
During a typhoon:
ACTUAL VIDEO OF STORM SURGE OF TYPHOON HAIYAN YOLANDA
LEYTE, PHILIPPINES
https://www.youtube.com/watch?v=pNh=SXaUgA
After typhoon:
TACLOBAN CITY AFTER TYPHOON YOLANDA: Maharlika Highway to
Tacloban DZR Airport
http://www.youtube.com/watch?v=hXX8wOr6FsM
Guide Questions:
1. What have you observed with the weather condition before a typhoon?
2. How will you describe the weather condition during a typhoon?
3. How about after a typhoon?
Remember these:
BEFORE A TYPHOON
 There are formation of dark clouds.
 Air is colder and dry.
 Reddish clouds at sunrise and sunset.
25

DURING A TYPHOON
AFTER A TYPHOON
 Flooded surroundings.
 Turbulent seas
 Speed of wind decreases
Activity 7: “Role Playing”
Objectives:
1. Performed a roleplay activity about the safety precautions before, during and
after a typhoon.
What you need:
Script in role playing
What to do:
1. Do planning with the group
2. Write a short script
3. Do role playing
Guide Questions:
1. What are the safety precautions before, during and after typhoon?
2. Is the script of the roleplay comprehensive?
Remember these:
 Practicing safety precaution before, during and after a typhoon keeps us
safe from untoward incidents.
26

Chapter 2 – Weather Disturbances
Lesson 5 : Effects of Typhoon on the Community
Duration: 5 days
Activity 1: “Film Viewing”
Objective:
Describe the effects of typhoon on the community
What you need:
Videos, manila paper, pentel pen
What to do:
1. The pupils watch the videos.
2. Group the pupils into four.
3. The group will discuss what happen or what they observe on the videos they watched.
4. The group write all the effects of typhoon on the community.
5. The group will present their work.
Group 1 Group 2
Effects of typhoon on the people in the
community Effects of typhoon on the
environment in the community
Group 3 Group 4
Effects of typhoon on the people in the
community Effects of typhoon on the
environment in the community
Guide Questions:
1. What are the effects of typhoon on the people in the community?
27

2. What are the effects of typhoon on the environment in the community?
Activity 2: “Do You Recall Me “
Objective:
Remember all the possible effects of typhoon on the people and in the environment
on the community.
What you need:
Folder, papers,
What to do:
1. Group yourself into three.
2. Each group will have their own folder.
3. The folder contain papers with the written effects of typhoon on the people and in the
environment on the community with the missing words in the sentence/s.
4. You will complete each sentence with the correct word/s.
5. The first group to finish will be the first one to discuss their work.
Effects of Typhoons:
1. People’s lives are in extreme danger during _____________. In many newspaper
reports, one reads about several deaths due to flooding or serious injury from being
hit by heavy objects.
2. Infrastructures like ___________ and ____________ in seriously affected areas may
be damaged beyond repair.
3. Fruit __________ are uprooted and other garden __________ are damaged.
4. Many crops are destroyed, thus, there is very few ___________.
5. Farm animals are left _____________.
6. Classes are _____________ to keep students safe in their ____________.
28

7. Rain water can soften the soil and cause __________ which can bury lives and
properties.
Guide Question:
1. State/recite the effects of typhoon on the community.
Activity 3: “Are You Safe?“
Objective:
Describe the effects of typhoon on the community on different storm signal.
What you need:
*Role playing props
What to do:
1. Group I – Role playing (effects of Storm Signal No. 1)
2. Group II - Role playing (effects of Storm Signal No. 2)
3. Group III – Role playing (effects of Storm Signal No. 3)
4. Group IV – Role playing (effects of Storm Signal No. 4)
Guide Questions:
1. What are the effects of Storm Signal No. 1?
Activity 4: “Do You Know Me?“
Objective:
Prepares individual emergency kit.
What you need:
*Basic emergency kit
*Box
29

What to do:
1. Each group have their own box at the front.
2. The box have different things included the things in the emergency kit.
3. The group form a line.
4. Each member of the group will get one thing in the box.
5. A thing that you think important to bring whenever there is an emergency.
6. At the count of three each member will get one thing in the box and put it on your
base.
7. The group will present and discuss the things they brought from the box, the use and
importance of each thing.
Guide Questions:
1. What are the most important things to prepare in case there is a typhoon/ emergency?
2. What is the use of each thing?
3. What is the importance of each thing in the emergency kit?
Activity 5: “Write it on”
Objectives:
1. Enumerate at least five effects of typhoon on the community.
2. Enumerate at least five things in the emergency kit.
What you need:
Paper and ball pen
What to do:
Answer the following:
1. Write five(5) effects of typhoon on the community.
2. Write five(5) things in the emergency kit.
30

Remember these:
 We need to know weather conditions to keep us safe.
 We enjoy outdoor activities only if we have fine weather. Sports, field trips, kite flying,
and camping are seldom held during rainy days. Weather helps you decide what games
you play.
 Knowledge on the weather forecast for the day also helps us make necessary
preparations.
 After the typhoons, affected communities took various coping strategies to survive,
including having multiple odd jobs; borrowing more from friends, relatives and informal
lenders; reducing food consumption. In some cases, children are no longer able to
attend school as families lack the money to cover school expenses and transportation
costs.
That is why, the study notes, many residents in the affected areas, even in danger
zones, are wary about relocating far away from their barangays (villages) or the city for
fear that they will not have livelihood in resettlement areas and have no access to basic
community services.
They also fear losing their current social support mechanisms – their network of friends,
neighbors and relatives who can help in times of difficulties.
After Ondoy and Pepeng, the government relocated some affected communities in
danger zones to various sites. The study conducted surveys in an off-city (outside Metro
Manila) resettlement area (Southville 5A, Lankiwa, Biñan, Laguna) and an in-city (within
Metro Manila) resettlement area (Eusebio Bliss, Pasig City) to compare the impact of
these two approaches on the welfare of resettled households.
Overall, respondents in both areas reported improvements in their living conditions:
better housing, improved access to sanitation, electricity, and garbage disposal. Access
to piped water was a serious challenge in both sites, as was access to livelihoods, the
study notes.
“Negative impacts were, however, stronger in the off-city resettlement area (Southville
5A), where two out of three households reported decreased income,” says the study.
“Those resettled off-city also experienced higher cost of living particularly due to higher
spending for transport in getting to work and school.”
Hence, the study says that, save for constraints like higher amortization rates,
communities generally considered in-city resettlement as the best option to enable
households to retain access to livelihood and employment opportunities as well as
minimize disruptions to essential social support networks.
Besides a general preference for in-city resettlement, communities covered in the social
31

impact study also highlighted the importance of strengthening local disaster
preparedness activities focusing on the following:
• Putting in place a local system for relief and recovery operations;
• Inclusion of the entire community in disaster preparedness training; and
• Acquisition of basic equipment for relief operations.
Preparedness as key
Due to pre-emptive evacuations and emergency preparedness, the number of dead reported
remains slightly over 50, although the death and injury tolls may rise as more information
becomes available.
WHO determined the typhoons’ immediate impact on the health sector to be low with 30
health facilities damaged but functioning, however, other sectors, especially livelihoods, are
expected to have an important impact on the affected population’s vulnerability to health
impacts. For example, extensive damages to crops at harvest time in regions already badly
affected by the El Niño phenomenon are expected to increase food insecurity through March
2016.
This typhoon season is predicted to bring more intense typhoons as a result of El Niño; a
major global concern that WHO is monitoring closely due to the health risks associated with
extreme weather in different parts of the world. WHO Country Office in the Philippines is
committed to continuing its work with the Department of Health to strengthen disaster
preparedness and improve disease surveillance.

32

Chapter 3 – THE MOON
Lesson ____: Phases of the Moon
DAY 1
Activity 1- “Calendar Month”
I. Objective
1. Relate the cyclical pattern to the length of a month.
What you need:
Calendar of the current year that shows dates of the phases of the moon, manila
paper, pentel pen
What to do:
1. Choose a month from the current calendar year that shows the dates of the phases
of the moon.
2. Work with a partner and count the number of day/s it takes the moon to go through
its different phases.
3. Fill up the table below.
Movement of the Moon Number of Days
New moon to first quarter
First quarter to new moon
Full moon to last quarter
Last quarter to new moon
TOTAL
4. Compare your answer with the other group.
Guide Questions:
1. How many days does it take from new moon to first quarter moon?
From first quarter moon to Full moon? Fom full moon to last quarter?
2. Does each phase has the same number of days?
3. When you compare your answer with the other group, do you have the same
answer?
4. Why do you think you have the same or different answers?
5. What is the total cyclical pattern of the month you choose?
33

Remember These:
If the moon started its orbit from a spot exactly between Earth
and the sun, it would return to almost the same spot in 29 ½
days. If the moon started its orbit around the Earth from a spot
in line with a certain star, it will return to that same spot in about
27 ½ days.
When the moon is between the sun and the Earth, we
cannot see the lighted side of moon. This is called New Moon. A
day after the new moon, we see a thin slice of light at the edge
of the moon. This is called crescent moon. About a week after
the new moon, we see half of the lighted side of the moon, this
is called first quarter moon. As the first quarter moon increases in size, it is called gibbous
moon. About a week after the first quarter moon, the earth is between the moon and the sun.
We see the whole lighted side of the moon which is called full moon. The full moon decreases in
size until it is again a gibbous moon. About a week after the full moon, we again see half of its
lighted part. This is called the last quarter moon. After this, the lighted part becomes smaller
until we see a crescent. Soon the moon becomes invisible, after which new moon appears
again.
34

DAY 2
Activity 2- “Calendar for the Year”
I. Objectives
1. Relate the cyclical pattern to the length of a month
2.Explain the 2 ways of moon’s revolution around the earth.
What you need:
Calendar of the current year that shows dates of the phases of the moon each
month, manila paper, pentel pen
What to do:
1.Get your calendar of the year that shows the dates of the phases of the moon.
2.Work with your group and count the number of day/s it takes the moon to go through its
different phases each month
3.Fill up the table below.
Movement
of the
Moon
January February March April May June
New moon
to first
quarter
First
quarter to
full moon
Full moon
to last
quarter
Last
quarter to
new moon
TOTAL
2. Report your answer.
35

Guide Questions:
1. How many days are the cyclical pattern of the moon in January? February? March?
2. What months have the same number of days?
3. How many days do these have?
4. How about the other months how many days do they have?
5. What are the two ways of the moon’s cyclical pattern?
6. Differentiate the two ways?
Remember These:
Scientist measure the time the moon completes one revolution around the Earth in two
ways- One is in relation to the sun and the other in relation to a star.
If the moon started its orbit from a spot exactly between Earth and the sun, it would
return to almost the same spot in 29 ½ days. During this period, the moon has changed from
one new moon phase to the next new moon phase. This period is called a synodic month.
If the moon started its orbit around the Earth from a spot in line with a certain star, it will
return to that same spot in about 27 ½ days. This is called a sidereal month.
The term ―month‖ came from the length of time it takes the moon (one month) to
complete one revolution around Earth.
36

DAY 3
Activity 3- “Show the Moon Patterns”
I. Objectives
1. Demonstrate the cyclical pattern of the moon
2. Tell how long each phase of the moon takes to go to another phase.
What you need:
Globe, ball and flashlight
What to do:
1. Get a globe, a ball and flashlight.
2. Work with your group. Tell that the ball represents the moon, globe represents the Earth
and flashlight represents the sun.
3. Demonstrate how the moon revolves around the Earth and rotates once on its axis.
4. Take note of the lighted part of the ball as it turned around the globe while the flashlight
shines on it.
5. Tell how many days it takes for each phase to go another phase.
6. Answer the questions that follows.
Guide Questions:
1. What do the 3 materials represent?
2. Enumerate the different phases of the moon?
3. Draw each phase and at the bottom write the number of days of the transition of each
phase?
Remember These:
The Moon appears to move completely around the celestial sphere once in about 27.3
days as observed from the Earth. This is called a sidereal month, and reflects the corresponding
orbital period of 27.3 days The moon takes 29.5 days to return to the same point on the celestial
sphere as referenced to the Sun because of the motion of the Earth around the Sun; this is
called a synodic month (Lunar phases as observed from the Earth are correlated with the
synodic month). There are effects that cause small fluctuations around this value that we will not
discuss. Since the Moon must move Eastward among the constellations enough to go
completely around the sky (360 degrees) in 27.3 days, it must move Eastward by 13.2 degrees
each day (in contrast, remember that the Sun only appears to move Eastward by about 1
degree per day). Thus, with respect to the background constellations the Moon will be about
13.2 degrees further East each day. Since the celestial sphere appears to turn 1 degree about
37

every 4 minutes, the Moon crosses our celestial meridian about 13.2 x 4 = 52.8 minutes later
each day.
DAY 4
Activity 4- “How True Is It”
I. Objective
.1. Debug local myths and folklore about phases of the moon.
What you need:
Pentel pen, pencil, color, manila paper, bond paper, Myths about the moon
What to do:
1. Read and study myth/folklore story assigned in your group.
2. Try to act it out in front of the class.
3. You will be given 10 minutes to practice and 2 minutes to act it out in front of the
class.
4. Answer the questions that follows.
5. Write your answer on the manila paper and report it in the class.
Guide Questions:
1. What is the title of the story assigned to you?
2. Do you believe in that story?
3. Why yes? Why no?
4. Is there proof that this tale is true?
5. According to our previous lessons is it true?
6. Why do we have to know this kind of story even it’s not true?
Remember These:
Philippine folklore is a treasure trove of strange mythical creatures that have stood the
test of time. Just mention the names aswang, encanto, kapre, tikbalang or tiyanak and you'll get
most Filipinos—especially the young ones. Many years ago Filipino people create stories about
the origin of moon, its phases, stars and sun that enriched our literature. Those who do not
study or research believe these stories but for us who have studied and do our own research do
not. It is important to know stories like these because it is part of our culture but it doesn’t
necessarily mean we will follow and believe those stories.
38

Learners Material
S5FE – Ivg – 7
PHASE OF THE MOON
39

Using the model, it shows the apparent changes in the shapes of the moon to its
position to the earth and the sun.
The moon goes through different phase. Just like the earth it does not have its
own light. It reflects light from the sun. The phase of the moon you see defends on
where the moon is in relation to the sun and the earth.
When the moon comes between the sun and the earth, the side that faces the
earth is dark. This phase is called new moon.
The moon does not change its shape. As it revolves around the sun we see more
of its lighted part. Then we see less and less of it. That is why its shape appear to
change. This is what we called phase of the moon.
Day I
Activity I – Apparent changes in the shape of the moon
Objective :
Observe the apparent changes in the shape of the moon
What you need:
2 small ball 1 medium size ball
1 big flashlight 1 tall jar
What to do :
1. Place the medium size ball on top of the tall jar.
2. Align the small ball with the bigger ball
3. Focus the flashlight on the small ball.
4. Move the small ball around the bigger ball make a complete revolution.
Guided Question:
What do the following represent?
Small ball ______________________________
Bigger ball _____________________________
40

Flashlight ______________________________
Did the moon change its shape? What was really changed?
Day 2
Activity 2 – How we see the moon in its different positions?
Objective:
Describe the change of the moon as seen from night to night
What you need
Manila paper Colors
Pentel pen Pencil
Model ( teacher )
What to do:
Color the parts of the moon visible from earth yellow and those not visible black.
Day 3
Activity 3
Objective:
Show through a model how the relative position of the observer on earth and the
moon and sun cause apparent changes in the shape of the moon.
What you need:
Pictures/ Illustrations
41

What to do:
a. Darken your room,
b. Place a lighted lamp on one side of the table.
c. Hold a ball infront of it.
d. Look at the lighted part of the ball.
e. Turn the ball counterclockwise slowly.
Note the lighted part of the ball.
Guide question:
1.Why does the moon seen to change its shape?
2. Describe its changes.
3. Describe the different phase of the moon.
Day 4
Activity 4 – More things to do.
1. Draw the different phase of the moon from new moon to full moon.
2. Label and describe each phase
Day 5 – Checking up
Activity 5
Label the different phase of the moon show below. Rearrange the drawing in
their order of appearance beginning with the new moon. Write the answer in your note
book.
42

Learners Material
S5FE – IVb - 2
Lesson 2 – Effect of Soil Erosion
Activity 1 “ Erosion Changes the shape of the land ”
Day 1
Objectives: Demonstrate how erosion changes the shape of the land
What you need
44

Pan
Soil
Water
Dipper
What to do
1. Build a mountain of soil in the pan
2. Pour several dippers of vwater slowly on top of the mountain
Observe what happen.
Guide Questions
Describe what happened in the shape of the mountain.
What kind of landform was formed? _______________
Was there a change to the shape of the mountain. What kind of landform was
formed? __________________________
If you continue on pouring water to the soil, what do you think will happen? Why?
Remember these What is being shown in this activity?__________________________
Everytime erosion happens in some places it affects people, plants and animals.
It also affect the land.
Note: for activity 2 (Look for place that show evidences of change in shape)
Lesson 2 – Effect of Soil Erosion
Activity 2
Day 2
What you need ( Home work )
Manila paper Pentel
What to do
1. Go around your surrounding at home, in school and in the community.
45

2. Look for places that show evidences of change in shape due to erosion.
Describe their present condition. Follow the suggested format in presenting your
findings.
Place Description
Ex, Street Full of Potholes
Day 3 – Activity 3 “ Condition of the soil ”
Objectives:
Explain how erosion affects the condition of the soil
What you need:
Water hose electric fan
What to do
1. Go to an open space in the school
2. Plug the electric fan then switch it on. Focus it on the ground surface for 5
minute. Observe what happen to the soil.
Guided Question:
1.What agent of soil erosion were shown in the activity?
2.What does the topsoil contain which are necessary for plant growth?
3.Explain How erosion affect the condition of the soil.
46

Day 4
Activity 4 – Inferring the effects of soil Erosion on plants, Animals and People
Objewctives:
The effect of soil erosion on plant,animals and people
What to do:
Answer the following briefly,
1.What will happen to food production it large amount of rich topsoil is eroded to
the sea?
2. When seaments or silts accumulate in the bodies of water what will happen to
the following?
Transportation ___________________________________________________
Fishing Industry __________________________________________________
Low lands along coastime and riverbanks_________________________________
__________________________________________________________________
3. When flood waters cover rice fields and agricultural lands with silt or sand,
what will be its effect to farmers?
___________________________________________________________
___________________________________________________________
4. What will happen to fish in the sea when their gills are clogged with line
sediment brought about by erosion
Remember these:
Erosion affects the land. It means the loss of the topsoil where plants grow.
Plants grow well on topsoil. The soil becomes less fertile when topsoil is removed.
47

Remember these:
Everytime erosion happens in some places it affect people,plant and animals
It also affect the land.
Erosion happens whenever rocks are carried from one place to another.
__________________________________________________________
__________________________________________________________
5. What happen to plant in a place that is frequently eroded
______________________________________________
_______________________________________________
6. When the fine and white sand in beaches is washed away what happen to
tourism industry?
7.How does a river with accumulated sediment affect people who love swimming
_______________________________________________
_______________________________________________
Day 5 – checking up
Answer the question:
Write the answer in your notebook.
1. How does erosion affect the land Give three ways.
1.
2.
3.
48

2. How does erosion affect plants. Give three ways.
1.
3.
4.
3. How does erosion affect people and animals?
Give three ways
1.
2.
3.
4, Where does erosion usually happen ?
_____________________________________________
______________________________________________
5. How does flooding cause soil erosion?
___________________________________________
___________________________________________
49

Chapter 4 – The Stars
Lesson 9 - Patterns of Stars (Constellation)
Duration: 5 days
Activity 1: “Connecting Dots”
Objective:
To form star patterns by connecting dots
What you need:
Bond paper, pen
What to do:
1. The pupils will connect dots to form star patterns.
Guide Question:
1. What shapes can you form from the dots?
Activity 2: “Do You Know Me?”
Objective:
To be familiar with the different star patterns.
What you need:
You should be able to set up this project quickly. Before the project starts, print out enough
copies of the dove handout for half your students, and the horse handout for the other half.
Print out a copy of the constellation grid for each student. Before students arrive in the
computer lab, on each computer. You should also spend a few minutes practicing using the
Navigation tool, so you can help students who have problems.
What to do:
Begin by checking student knowledge about constellations. They have most likely heard of a
few of the most famous constellations, like Orion or the Big Dipper. (The Big Dipper is not
strictly a constellation. Students may have misconceptions that constellations are real
50

astronomical groups of stars, or that all stars in constellations are the same. Explain that
this activity will show students what constellations are, and that they will find their own
constellations.
Give half the students the "Dove Constellation" handout, and the other half the "Horse
Constellation." Give the students a moment to study their handouts, but do not tell them
that the other half of the class has a different handout. Then, show the star pattern on the
web page or on a transparency. Ask a student to describe what he or she sees. The student
will say a dove (or a horse). A student from the other half of the class should disagree, and
the students should begin arguing.
Guide Questions:
Encourage the students to point out specific parts of the constellation (the dove's beak, the
horse's hooves, etc.), and eventually the students should realize what was happening. Tell
the students that they were like two ancient cultures seeing two different shapes in the
same pattern of stars. This is the main point of the project. (It's also a small moral lesson -
students should see that just because someone else sees something different, that doesn't
mean that the other is wrong!).
Activity 3: “Star Gazer Puzzle”
Objective:
To find the star puzzle
What you need:
Bond paper
What to do:
Play the Star Finder game:
1. Stick your thumbs and first two fingers into the four pockets on the bottom of the
Star Finder.
2. Ask another person to choose one of the top four squares. Then, depending on the
number on the square she chose, open and close the Star Finder that many times
(open up and down, close, open side to side, close, etc.). For example, if she
chose number 6, open and close the Star Finder 6 times.
3. Then, ask the person to look inside the Star Finder and pick one of the four visible constellations.
This time, open and close the Star Finder once for each letter to spell out his choice. For example, if
51

he chose "Lyra," you would open and close the Star Finder 4 times, once for each letter: L - Y - R -
A.
4. Ask the player again to pick one of the four constellations visible. Open the panel to see the name of
a constellation (highlighted in red) she will try to find in the sky for this month.
For some of the months, not every part of the Star Finder may show a highlighted constellation for
you to find. In this case, just try to find the constellation that is nearest to the part of the sky you
picked. Or, just find any constellation!
Guide Question:
What are constellations anyway?
Activity 4: “Film Viewing”
Objective:
To know more about constellations.
What you need:
Video clip
What to do:
1. Follow the directions that your teacher will be given.
2. Group your self into four.
3. Discuss to your group how to find constellations in the sky.
4. Write on the manila paper what constellations you find in the video.
5. The group present their output.
Guide Questions:
1. How to find constellations in the sky?
2. What are the constellations you saw in the video?
Activity 5: “Poster Making”
Objective:
To create their own constellations
What you need:
Bond paper, pencil, crayons
52

What to do:
1. Do your favorite star pattern or constellations.
2. The pupils present their output and tell why this was their favorite constellation?
Guide Questions:
1. You learned more about constellation and also you viewed.
2. What is your most favorite star patterns or constellation?
Remember these:
Constellations can help you sort the twinkling dots scattered across the
night sky. Connect the stars to see what deep-sky wonders emerge.
By Glenn Chaple | Published: Monday, March 10, 2008
The richness of the summer sky is exemplified by the splendor of the Milky Way. Stretching from the northern horizon in
Perseus, through the cross-shaped constellation Cygnus overhead, and down to Sagittarius in the south, the Milky Way is packed
with riches. These riches include star clusters, nebulae, double stars, and variable stars. Michel Hersen imaged the Milky Way
from Stone Canyon, Utah, in June 2006. Equipment used: Canon EOS Digital Rebel XT and Tamron 20-40mm wide-angle lens,
ISO 1600, for a 90-second exposure
Michel Hersen
If you're a newcomer to amateur astronomy, eager to begin exploring the night sky, you'll have to overcome
one of astronomy's biggest hurdles — learning to identify the constellations. After all, you can't find the
Andromeda Galaxy if you can't find Andromeda. Trying to make sense of those myriad stellar specks overhead
might seem intimidating, but making friends with the stars needn't be a "mission impossible."
Remember your first day of school — entering that classroom and finding yourself confronted by a roomful of
unfamiliar faces? Even on that first day, you probably made a few friends. Through them, and with your day-
to-day exposure to the classroom, you gradually became acquainted with all of your classmates. Learning the
constellations is like that. With a little help from your friends (easy-to-find guidepost constellations) and a
willingness to "show up for class" on successive nights, you'll soon feel comfortable in your nighttime
surroundings. So relax. It's time to go to school and meet some new friends!
53

North circumpolar constellations
We begin in the northern sky, realm of those always-visible star groups known as the north circumpolar
constellations. The most prominent figure is the Big Dipper (Note: The Big Dipper is not a constellation).
These bright stars — four forming the "bowl," three more tracing out the "handle" — create one of the most
recognizable patterns in the night sky, an ideal guide for locating surrounding constellations.
As any good Boy or Girl Scout will attest, you can find Polaris, the North Star, by tracing a line between the
stars Dubhe and Merak at the end of the bowl of the Big Dipper and extending it about five times the distance
between them. When astronomical newcomers see this celebrated star for the first time, they are astonished
that it isn't much brighter than the stars in the Big Dipper. Polaris is the brightest star inUrsa Minor the Little
Bear, which contains the Little Dipper. Like its big brother, the Little Dipper is made up of seven stars — four
in the bowl, and three in the handle. Because four of its stars are dim, the Little Dipper is hard to see in light-
polluted skies.
If you trace a line from the bowl of the Big Dipper past the North Star and continue it an equal distance
beyond, you'll arrive at an eye-catching group of stars that form a distinct letter M or W. This is Cassiopeia,
Queen of Ethiopia
54

K TO 12 GRADE 5 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)

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K TO 12 GRADE 5 LEARNER’S MATERIAL IN SCIENCE (Q1-Q4)