Grade 5 Science 3rd Quarter Curriculum Map

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Grade 5 Science 3rd Quarter Curriculum Map
Aquinas School
2013-2014

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Grade 5 Science 3rd Quarter Curriculum Map

  1. 1. INCLUDEPIC TURE "http://www .smartparenti ng.com.ph/i mages/site- alpha/articles /child- care/big_kid _grade_1_sc hool_require ments/aquin as.jpg" * MERGEFORMA TINET INCLUDEPICT URE "http://www .smartparenti ng.com.ph/i mages/site- alpha/articles /child- care/big_kid _grade_1_sc hool_require ments/aquin as.jpg" * MERGEFORMA TINET INCLUDEPICT URE "http://www .smartparenti ng.com.ph/i mages/site- alpha/articles /child- care/big_kid _grade_1_sc hool_require ments/aquin as.jpg" * MERGEFORMA TINET INCLUDEPICT AQUINAS SCHOOL San Juan City
  2. 2. Subject: Science Quarter: Third Level: Grade 5 Teacher: Ms. Vivian Cynth M. Viñas Mr. Raymond Elisterio Value Concept/s: Openness to new knowledge, Cooperation, Creativity, Sensitive awareness, Trustworthiness, Complexity, Respect to the order of nature Time frame: 30days CURRICULUM MAP UNIT II (Animals and Plants) and UNIT III (Matter and Energy) Pre- Established Goal/s: 1.) Instill the value of versatility and upholding the order of nature in taxonomical and biological level through acquiring developed concepts and demonstrating skills in characterizing animals and plants. • Make a distinction between the characteristics of vertebrates and invertebrates. • Classify animals and plants according to their scientific classifications. • Identify the importance of plants, raw materials (carbon dioxide and water) and products of photosynthesis. • Demonstrate understanding on how animals and plants adapt to their environment. 2.) Instill the value of versatility and upholding the order of nature in physical and structural level through acquiring developed concepts and demonstrating skills in characterizing matter and energy. • Classify household materials based on their characteristics and uses. • Recognize the advantages and disadvantages of technology. • Make a simple diagnosis on how materials affect other materials and the environment. • Contribute ideas about the proper handling, using, storing and disposing of materials. • Identify and describe materials in terms of their characteristics and classification as matter. • Be acquainted that substances exhibit certain chemical reactions; some are beneficial and some can pollute. • Describe electricity, how it is produced, electric circuits, and how an electromagnet works. • Discern transformation of energy. • Give details about the proper use of electricity. • Identify the kinds of simple machines and its parts; as well as its uses. • Describe how these simple machines contribute to make work easier and faster. • Practice precautionary measures for the safe use of electricity and simple machines. 3.) Practice critical thinking with competence and confidence. 4.) Relate one’s understandings about animals, plants, matter and energy in everyday occurrences. .smartparenti ng.com.ph/i mages/site- alpha/articles /child- care/big_kid _grade_1_sc hool_require ments/aquin as.jpg" * MERGEFORMA TINET INCLUDEPICT URE "http://www .smartparenti ng.com.ph/i mages/site- alpha/articles /child- care/big_kid _grade_1_sc hool_require ments/aquin as.jpg" * MERGEFORMA TINET
  3. 3. Reference/s: o Salandanan, G., 21st Century Science and Health 2nd Edition, Phoenix Publishing House, 2010 o Dela Cruz, et. al, Investigatory Manual 21st Century Science and Health 2nd Edition, Phoenix Publishing House, 2010 o Ramos, et. al, Exploring Life through Science Biology 2nd Edition, Phoenix Publishing House, 2010 o Pavico, J., et.al, Exploring Life Through Science: The New Grade 8, Phoenix Publishing House, 2013 o Silverio, A., et.al, Exploring Life Through Science: Physics, Phoenix Publishing House, 2010 o www.physicsclassroom.com o www.brainpop.com Instructional Material/s: o Computer/Laptop- Media Player, MS PPT o Quiz and Activity Sheets/ Handouts
  4. 4. UNIT II and III Stage 1: Desired Results Stage 2: Assessment Evidences Standard of Learning Indicator s of Aquinian Graduate s Essential Understandi ng Essential Questions Transfer Goal Knowledge Skills Performance Task Other Evidences SOL 2: Living Thing and Their Environme nt SOL 3: Force, Motion, and Energy Men of Truth and Justice Biological diversity in an environment as indicated by numbers of different species of plants and animals. DNA is the string that holds all life together. It’s a reminder of our lowly origins and that we are not that different with organisms we call the lower forms. Matter is anything that has mass and occupies space. The facts that tell about the smallest unit of matter are the story of the building How does classification and taxonomy simplify the complex diversity of life? Why is classification and taxonomy important in the living world? Why study matter? Why do we need to be familiar with the principles regarding electricity? How come simple machines help people in complicated tasks? I want my students learn about animals, plants, matter and energy, so that in the long run, they may be able to, on their own: realize the complexity of the interactive nature of things around us and promote initiative in identifying and resolving this complexity through formed values and academic concepts. UNIT II Animals and Plants Chapter 4 Characteristics of Animals • Classification of Animals o Invertebrates  Poriferans  Coelenterates  Worms - Roundworms - Segmented worms - Flatworms  Echinoderms  Mollusks - Snails - Squids and Octopuses - Clams and other Bivalves  Arthropods - Insects - Crustaceans - Arachnids • Coral Reefs o Description of coral reef  Kinds of Reef  Tubbataha Reef o The Importance of Coral Reefs o Practices that Contribute to the Destruction of Coral Reefs  Dynamite Fishing  Muro-ami Fishing o How Can We Save Our Coral Reefs Differentiate the characteristics of vertebrates and invertebrates. Classify animals as vertebrates or invertebrates. Explain how vertebrates and invertebrates adapt to their environment. Describe a coral reef. Explain the importance of coral reefs. Enumerate the practices that destroy our coral reefs. Identify ways of preserving and caring for coral reefs. Explain the process of photosynthesis. Identify what plants need in order to manufacture food. Explain the importance of the oxygen released during photosynthesis. Classify plants according to their different characteristics. Identify herbal plants approved for use as medicine. Identify poisonous plants and plant parts. Apply ways of caring for plants. Identify the different kinds of plant adaptations. Title: The Shirt of the Future Goal: Realize the complexity of the interactive nature of things around us and promote initiative in identifying and resolving this complexity through formed values and academic concepts. Role: T-Shirt designers and models that want to help solve science related world problems. Audience: Aquinian Community Scenario: Your team of well renowned shirt designers was invited in the most awaited Tee designing contest facilitated by the Department of Science and Technology. You are tasked to make a statement shirt which will answer one of Seatwork#1 Day 1 Classification of Animals: Vertebrates and Invertebrates (A, E) Graded Recitation #1 Day 3 Classification of Animals: Invertebrates (P, E, A) Quiz#1 Day 4 Classification of Animals: Invertebrates (A, E) Homework #1 Day 6 Invertebrates Crossword Puzzle (A, E) Homework#2 Day 6 Endangered Animals (P, S, I) Seatwork#2 Day 7 Photosynthesis (E) Seatwork #3 Day 8 Classification of
  5. 5. blocks that make up our entire world. As long as the earth endures, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease. -Genesis 8:22 NRSV Bible Electricity can be a friend or a foe. Life is really simple. It’s us that make things complicated. o Endangered Animals in The Philippines  Butanding  Pandaca Pigmea  Philippine Eagle  Dugong  Tamaraw  Pawikan o How You Can Help Save Our Endangered Animals Chapter 5 Characteristics of Plants • Plants that Make their Own Food o The Process of Photosynthesis o Source of Energy • Classification of Plants o Seed-bearing and Spore-bearing Plants o Flowering and Non- flowering Plants o Fruit-bearing Plants o Monocots and Dicots • Useful and Harmful Plants • Caring and Conserving Plants • Plant Adaptations o Protection o Food Storage o Light o Seasonal Changes o Seed Dispersal o Specific Environments o Environmental Changes UNIT III Matter and Energy Name some common household materials. Explain why certain household materials are made of metal, glass, plastic, wood, rubber, or ceramics. Name some materials improved by technology. Describe the improvement done on materials. Explain the beneficial effects of technology on materials. Identify situations where the effects of the materials are beneficial and harmful. Practice safety precautions in the use of certain materials. Explain how mixtures are formed. Describe ways of separating mixtures. Identify solids that can be dissolved. Identify liquids that can dissolve solids. Distinguish between solvents and solutes. Cite evidence that some solvents can dissolve solutes faster than others. Identify the factors that affect solubility. Infer that some solutions spread evenly in solvents, settle, or make solvents cloudy. Describe how chemical following questions/problems: • How does classification and taxonomy simplify the complex diversity of life? • How are we going to protect animal biodiversity? • How are we going to protect plant biodiversity? • New electricity saving tips. • Electricity friend or a foe? • Philippine resources as source of energy. • Simple machines, back to the basics. • How to prevent accidents caused by simple machines. Product: Statement shirt Standards: (Refer to guidelines and rubrics) Plants (E, A) Formative test #1 Day 9 Plant Adaptation (E, A) Homework #3 Day 9 Characteristics of Plants (A, E) Quiz #2 Day 10 Coral Reefs, Photosynthesis, Classification and Adaptation of Plants (A, E) Homework #4 Day 10 Household Materials (S, P, E) Seatwork #4 Day 11 Materials Found in Products (E, A) Homework #5 Day 11 Effects of Technology on Materials at Home and in the Environment (S, P, E, A) Group Activity #1A Day 13 Household Materials (E, A) Group Activity #1B Day 13
  6. 6. Chapter 6 Household Materials • Properties of Materials o Materials Used in Food Preparation o Materials Used in Cleaning o Materials Used in Beautification o Materials Used in Building Construction o Materials Found in in Products  Metals  Glass  Ceramics  Plastics  Rubber  Wood o Other Household Materials • Materials Improve Technology • Effects of Technology on Materials at Home and in the Environment o Beneficial Effects of Technology Used at Home o Harmful Effects of Technology o Effects of Technology in the Environment  Beneficial  Harmful o Storage and Disposal of Household Materials  Recycle and Reuse Chapter 7 Mixtures and substances can pollute land, water and air. Describe the effects of pollution on people, animals, and plants. State that improper handling of household substances can cause pollution. Identify ways of preventing pollution of land, water and air. Describe static electricity. Identify ways of producing static electricity. Observe the effects of static electricity. Express gratefulness for the beneficial uses of electricity. Be thankful for energy. Describe an electric circuit. Classify materials as conductors or insulators. Identify parts of an electric circuit. Construct a simple electric circuit. Realize the importance of saving electricity as a source of energy. Differentiate parallel circuits from series circuits. Cite the advantages and disadvantages of parallel and series circuits. Construct a model of an electric circuit—parallel or series. Practice safety measures in handling electricity. Improved Product (P, I, A) Formative test #2 Day 14 Ways on Separating Mixtures (E, A) Investigatory Manual Activity #4.4 Day 15 (E, A) Investigatory Manual Activity #4.5 Day 15 (E, A) Investigatory Manual Activity #5.1 Day 15 (E, A) Investigatory Manual Activity #5.2 Day 15 (E, A) Investigatory Manual Activity #5.3 Day 15 (E, A) Investigatory Manual Activity #5.4 Day 15 (E, A) Investigatory Manual Activity #6.1 Day 15 (E, A)
  7. 7. Solutions • Characteristics of Mixtures o Kinds of Mixtures  Homogeneous  Heterogeneous o Ways of Separating the Components of a Mixture  Sorting  Decantation  Filtration  Evaporation  Use of a Magnet • Substances that Dissolve o Water as Universal Solvent o Types of Solutions o Solubility and Rate of Dissolution o Factors Affecting the Rate of Dissolution of a Solute  Temperature  Particle Size and Surface Area  Stirring and Shaking • Substances in Mixtures React Differently • Causes and Effects Pollution o Land Pollution o Water Pollution o Air Pollution o Climate Change and Global Warning Chapter 8 Electrical Energy • Static Electricity o Everything is Made of Atoms • Electric Current Describe how electricity is produced. Differentiate how electricity is produced in a wet cell and in a dry cell. Identify renewable and nonrenewable sources of electrical energy. Observe the transformation of electrical energy to other forms of energy. Handle electricity properly. Describe an electromagnet. Identify the parts of an electromagnet. Enumerate the factors that affect an electromagnet. Express appreciation for the many devices that make use of electromagnets. Explain the use of electricity in home and community. Describe some ways of conserving electricity. Practice the safety tips in using electricity. Describe how simple machines make work easier and faster. Identify the main parts of a lever. Describe how a lever makes work easier. Give examples of levers. State the importance of levers in doing work. Formative test #3 Day 18 Substances that Dissolve (E, A) Seatwork #5 Day 19 Substances in Mixtures React Differently (E, A) Homework #6 Day 19 Causes and Effects of Pollution (S, P, E, A) Quiz #3 Day 20 Mixtures and Solutions (A, E) Homework #7 Day 20 Electrical Energy (S, P, E, A) Seatwork #6 Day 21 Construction of Electrical Circuit (E, A) Homework #8 How Electrical Energy is Produced Day 22 (S, P, E, A) Formative test #4 Day 23 Electromagnets (E, A)
  8. 8. o Simple Electric Circuits o Electrical Devices • Series and Parallel Circuits o Series Circuit o Parallel Circuit o Connecting Dry Cells • How Electrical Energy is Produced o Wet Cell o Dry Cell o Alternative Sources of Electrical Energy o Transformation of Electrical Energy • Electromagnet o Parts of Electromagnet o Factors that Affect the Strength of an Electromagnet o Uses of Electromagnets • Wise and Safe Use of Electricity o Using Electricity Wisely  Refrigerator/ Freezer  Cooking  Lighting  Appliances Chapter 9 Simple Machines • Simple Machines o Advantages Derived from Machines o Kinds of Simple Machines  Lever  First-class Lever Differentiate inclined planes, wedges, and screws form one another. Explain how they make work easier. Give examples of situations where they are used. Take precautions when using simple machines. Describe a wheel and axle. Identify the main parts of a wheel and axle. Explain how a wheel-and-axle makes work easier. Give examples of wheel-and- axle tools. Practice safety measures in using wheel and axle. Describe a pulley. Describe how a pulley makes work easier. Differentiate kinds of pulley. State safety precautions on the use of pulleys. Explain how to use simple machines properly. Practice safety rules in handling simple machines. Group Activity #2A Day 24 Electricity (E, A) Group Activity #2B Day 24 Electricity, Friend or Foe (P, I, A) Quiz #4 Day 25 Electricity (A, E) Homework #9 Day 25 Simple Machines (S, P, E, A) Group Activity #3 Day 27 Simple Machines (E, A) Quiz #5 Day 28 Simple Machines (A, E)
  9. 9.  Second-class Lever  Third-class Lever • Inclined Plane, Wedge, and Screw • Wheel and Axle • Pulley o Kinds of Pulley  Single Fixed Pulley  Moveable Pulley  Block-and- Tackle Pulley • Proper use of Simple Machines DAY 1 Classification of Animals: Invertebrates DAY 2 Classification of Animals: Invertebrates DAY 3 Classification of Animals: Invertebrates DAY 4 Quiz Day DAY 5 UN DAY 1. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Differentiate the characteristics of vertebrates and invertebrates. • Classify animals as vertebrates or invertebrates. • Explain how vertebrates and invertebrates adapt to their environment. 2. Since the students are already knowledgeable about vertebrate animals, the class will now focus on invertebrate animals. 3. The teacher will conduct a recall activity about 1. The teacher will introduce the lesson objective/s again to the students for them to be guided along the discussion: (W) • Differentiate the characteristics of vertebrates and invertebrates. • Classify animals as vertebrates or invertebrates. • Explain how vertebrates and invertebrates adapt to their environment. 2. Since the students are somehow knowledgeable about invertebrate animals, a recall activity will be done regarding the said topic. Volunteer students will be called. (R, E2) 1. The teacher, instead of facilitating a quiz, will conduct a graded recitation for the purpose of preparing the students further for their quiz about invertebrates. (E2, R, T) 2. The class will conduct a graded recitation through ‘Indian Run’ technique. (H, O) 3. Random questions about yesterday’s discussion will be raised. (H) 4. The students who would be able to answer would be given 5 points, otherwise, will 1. Conduct a review discussion session then a paper and pencil short quiz regarding invertebrates. (R, T, E2) 1. Invertebrates are animals without backbone. These include which of the following set of animals? a. Hippopotamus, whale and snail b. Spider, lobster and jellyfish c. Fox, duck and bird d. Crow, alligator and sea urchin 2. Sponges are pore-bearing animals. These animals are under what specific phylum? a. Mammalia b. Coelenterata c. Arthropoda d. Porifera 3. Most Coelenterates or Cnidarians are animals with hollow and soft bodies. Some use _______ for locomotion. Coelenterates include hydra, jellyfish and anemone. a. Cilia No Regular Classes
  10. 10. vertebrate animals by calling students who would like to share or reiterate concepts about vertebrate animals. Follow up questions would be asked. Other students would be given the chance to answer the questions. (R) 4. The teacher will introduce the next topic, invertebrate animals, to the class by showing the class statistics of the animal population and letting them guess what would be the other part of the population composed of. (W, H) 5. The teacher, with the aid of her PowerPoint presentation will discuss the said topic. (E1, T) o Invertebrates  Poriferans  Coelenterates  Worms - Roundworms - Segmented worms - Flatworms  Echinoderms  Mollusks - Snails - Squids and Octopuses - Clams and other Bivalves  Arthropods - Insects - Crustaceans - Arachnids 6. Students will be asked to answer some guide questions on their notebook every topic-stop-over for better understanding of the lesson. 3. The teacher will ask the students to prepare their notebooks again for taking down notes. (H, O) 4. The teacher will continue the discussion about invertebrate animals with the aid of her PowerPoint Presentation. (E1, T) o Invertebrates  Poriferans  Coelenterates  Worms - Roundworms - Segmented worms - Flatworms  Echinoderms  Mollusks - Snails - Squids and Octopuses - Clams and other Bivalves  Arthropods - Insects - Crustaceans - Arachnids 5. During or after the lesson proper, comparing and contrasting vertebrate and invertebrate animals will take place. When concepts are already clear to students, the teacher will make mention different animals and let the students classify them. The teacher might draw animals on the board, let the students guess and classify those. The teacher will also ask the students on how animals adapt and survive to their environment based on their body structures. (E2, R, H, T) be left standing until given the chance to answer again. (H, E2, R) 5. The teacher will still guide the students during the activity. (E1, T) 6. The teacher will remind the students to read and review about invertebrates for a quiz the next day. This reminder is now for real. (R) ACCOMPLISHED NOT ACCOMPLISHED b. Setae c. Tentacles d. Claws 4. Animals under this phylum are commonly considered as parasites. a. Annelida worm b. Nematoda worm c. Echinodermata worm d. Molluska worm 5. Segmented worms are under Phylum Annelida. Which of the following set/s of animals is/are considered under the said phylum? a. Flat worms b. Ascaris c. Leech d. Leech and earthworm 6. These are the spiny-skinned animals. a. Echinoderms b. Mollusks c. Arthropods d. Crustaceans 7. Squid, snail, octopus, scallop and oyster– Which of the following animal/s should not be included in the group? a. Squid and oyster b. Scallop and oyster c. Snail and octopus d. Squid and scallop 8. A tick is not classified as Insecta. Why? If it is not under the said class, in what class should it belong? a. It has no antennae- Class Crustaceans b. It doesn’t live on land- Class Crustaceans c. It has no wings and antennae- Class Arachnid d. It has 8 legs and 2 segments- Class Insecta 9. What do you call the three body sections of insects? a. Cephalothorax b. Head, thorax and abdomen c. Cephalo-abdomen d. Toes, knees, shoulders and head 10. These animals filter the water to
  11. 11. (E2, T) 1.) The majority of fish fall into which class? A. Bony Fish B. Cartilaginous Fish C. Jawless Fish 2.) Which fin gives the fish balance, steering, and braking? A. Dorsal Fin B. Caudal Fin (tail) C. Pectoral and Pelvic Fins 3.) You see a greenish-brownish colored animal walking in your yard. You get brave, and decide to touch it. Its skin is dry and scaly. What kind of animal is it most likely? A. Amphibian B. Mammal C. Reptile 4.) What’s the difference between an alligator and a crocodile? 5.) What’s the difference between a reptile and an amphibian? 6.) What type of symmetry does the following invertebrate have? A. Radial B. Bilateral C. Asymmetric 7.) A spider is under what classification of Phylum Arthropoda? A. Insects B. Arachnids C. Crustaceans 8.) Are squids considered as molluscs? A Yes B. No C. I don’t know 9.) These worms are ringed and segmented. A. Flatworms B. Annelids C. Roundworms 10.) These are the spiny skinned animals. A. Echinoderms B. Sponges C. Cnidarians 7. Volunteer students will be 6. The teacher will guide the students during the lesson proper. (E1, T) 7. Volunteer students will be called for recitation. (E2, R, T) 8. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 9. The teacher will remind the students to read and review about invertebrates for a quiz the next day. (R) ACCOMPLISHED NOT ACCOMPLISHED get food. a. Arthropods b. Aves c. Poriferans or sponges d. Cnidarians or coelenterates How are you going to protect the coral reefs if you are the following persona? Make sure to align the activities in their field of work. 11-15.) Jose Mari Viceral “Vice Ganda” 16-20.) Tony Stark “Iron Man” 21-25.) Mitoy “The Voice of the Philippines Champion” 2. Items 11-25 are way too practical but at the same time will serve as an evaluation tool on how much they already know about protecting the coral reefs which is the next lesson. (E2) 3. After 30 minutes time, the papers will be collected by ‘center aisle-forward’ manner. (O) 4. The teacher will facilitate the exchange of papers and guide the students on the checking of papers. The students will now provide the answers to the questions found in their quiz. (E2, R) 5. The students will give their scores to the teacher. 6. The teacher will remind the students to read about the next lessons. (W) ACCOMPLISHED
  12. 12. called for recitation. (E2, R, T) 8. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 8. After the discussion the teacher will ask the students to write their total score on a ¼ sheet of paper. Submission must be in the “center aisle-forward” manner. (O) 9. The teacher will remind the students to read more about invertebrates animals. (W) ACCOMPLISHED NOT ACCOMPLISHED NOT ACCOMPLISHED DAY 6 Coral Reefs DAY 7 Plants Make their Own Food DAY 8 Classification of Plants DAY 9 Plant Adaptations DAY 10 Quiz Day 1. Since the students are from a long vacation, the teacher will provide an activity sheet about invertebrates animals ‘Invertebrates Crossword Puzzle’ that will serve a 1. The teacher will ask the students to pass their homework regarding invertebrates and endangered animals by ‘center aisle- forward’ manner. (O) 1. The teacher will ask the students to bring out their green and red colored papers for the recall activity regarding photosynthesis. (W) 1. If the students weren’t able to finish yesterday’s activity during the given time. The teacher will ask the students to pass their homework regarding classification of 1. The teacher will ask the students to pass their homework regarding characteristics of plants by ‘center aisle-forward’ manner. (O)
  13. 13. review material. The students must accomplish the activity at home and will be passed next meeting. The teacher could also introduce the Quarter’s PETA. (R, E2, T) 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Explain process of photosynthesis. • Identify what plants need in order to manufacture food. • Explain the importance of oxygen released during photosynthesis. 3. As a motivational activity, the teacher will show signature dishes and will ask students on how people or cooks are able to produce such. (H, W) 4. The teacher, with the aid of her PowerPoint presentation and video clip will introduce and discuss the said topic. (E1, T) • Plants that Make their Own Food o The Process of Photosynthesis o Source of Energy 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. The students will be asked to answer the following questions regarding photosynthesis found on page 96 of their book. This will serve as an evaluative tool for students learning. (E2) 7. Right after the students write their answers to the 2. The teacher will challenge learners to use their critical thinking through erroneous teaching. The teacher will intentionally insert incorrect information into a concept. The students should be able to pay attention and point out the mistakes. (H) • Plants make their own food through a process known as photoreceptosynthesis. • Plants need carbon dioxide, water, oxygen, sunlight, glucose and chlorophyll to complete the process of photosynthesis. • CO2 from the atmosphere enters the leaves of the plant through the tiny opening called stroma. • Phloem is the vessel that carries water to the different parts of the plant. • Leaves, the green coloring matter of the plant, absorbs and traps light energy from the sun. • Solar energy is produced at the end of photosynthesis. • Green plants use energy from the sun to convert carbon dioxide and water into a simple sugar called oxygen. • Carbon dioxide is the by-product of photosynthesis. 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Classify plants according to their different characteristics. 4. The teacher, with the aid of her PowerPoint presentation and video clip will introduce and discuss the said topic. plants by ‘center aisle- forward’ manner. (O) 2. The teacher asked the students to read about caring for and conserving plants. That is enough for them to give rules for the making of the ‘Ten Commandments of Plants’. On the leaf scroll provided by the teacher, the students will write ten rules/ways on caring and conserving plants. (R, E2, H) 3. Volunteer students will be called for recitation. (E2, R, T) 4. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Identify the different kinds of plant adaptations. 5. The teacher, with the aid of her PowerPoint presentation and video clip will introduce and discuss the said topic. (E1, T) • Plant Adaptations o Protection o Food Storage o Light o Seasonal Changes o Seed Dispersal o Specific Environments o Environmental Changes 6. Students are free to raise their hands and ask questions to the teacher with 2. Conduct a review discussion session then a paper and pencil short quiz regarding coral reefs, photosynthesis, classification and adaptation of plants. (R, T, E2) 3. At the back of the paper given to students, answer the essential question ‘How does classification and taxonomy simplify the complex diversity of life?’ through an essay format. (E2) 4. When students are done with the quiz, the papers will be collected by ‘center aisle- forward’ manner. (O) 5. Results will be given the day after the teacher is done checking the papers.
  14. 14. 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Describe a coral reef. • Explain the importance of coral reefs. • Enumerate the practices that destroy our coral reefs. • Identify ways of preserving and caring for coral reefs. 2. The teacher will start the next lesson, coral reefs, by showing pictures or video clips showing the beauty of local and international coral reefs. Teacher will gather students’ insights about the video. (H, W) 3. The teacher, with the aid of her PowerPoint presentation and video clips will discuss the said topics. (E1, T) • Coral Reefs o Description of coral reef  Kinds of Reef  Tubbataha Reef o The Importance of Coral Reefs questions, the class will now check their work under the guidance of their teacher. (R, T) 8. Volunteer students will be called for recitation. (E2, R, T) 9. Students will submit their scores written on a ¼ sheet of paper through ‘canter aisle-forward’ manner. (O) 10. The teacher will ask the students to bring green and red art/colored papers for tomorrow’s activity. (W) 11. The teacher will remind the students to read about classification of plants. (W) ACCOMPLISHED NOT ACCOMPLISHED (E1, T) • Classification of Plants o Seed-bearing and Spore- bearing Plants o Flowering and Non-flowering Plants o Fruit-bearing Plants o Monocots and Dicots • Useful and Harmful Plants • Caring and Conserving Plants 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. Volunteer students will be called for recitation. (E2, R, T) 7. The teacher will give them an activity to support their learning regarding classification of plants. (T, E2) 8. If the students were able to respect and intellect. (T, O) 7. Volunteer students will be called for recitation. (E2, R, T) 8. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2) 1.) Ampalaya plant possesses this type of structure to hold on tall structures and receive enough sunlight? A. Long tendrils and hooks B. Rough fruit skin C. Spines, thorns and sharp leaf blades 2.) This underground fleshy stem stores food. A. Bulb B. Rhizomes C. Tubers 3.) Characteristics of leaves that grow in shaded areas. A. Thicker, smaller and more compact B. Large thin leaves C. Heart-shaped 4.) Perennials are plants that grow only for one season. A. True B. False C. Maybe 5.) These are plants that grow in extremely dry conditions. A. Hydrophytes B. Mesophytes C. Xerophytes 9. Students will submit their scores written on a ¼ sheet of paper through ‘canter aisle-forward’ manner. (O) 10. The teacher will leave the students their homework. 6. The teacher will leave the students their homework. (E2, T) Home Delight: • Answer ‘Pretest’ found on page 113 of their Science book. 7. The teacher will remind the students to read about household materials. (W) ACCOMPLISHED NOT ACCOMPLISHED
  15. 15. o Practices that Contribute to the Destruction of Coral Reefs  Dynamite Fishing  Muro-ami Fishing o How Can We Save Our Coral Reefs o Endangered Animals in The Philippines  Butanding  Pandaca Pigmea  Philippine Eagle  Dugong  Tamaraw  Pawikan o How You Can Help Save Our Endangered Animals 4. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 5. Volunteer students will be called for recitation. (E2, R, T) 6. The topics ‘Endangered Animals in the Philippines’ and ‘How Can You Help Save Our Endangered Animals’ will just be introduced by the teacher, further study will take place through the homework that the teacher will give them. (T) 7. The teacher will leave the students their homework. (E2, R) Home Delight: • Read ‘Endangered Animals in the Philippines’ and ‘How Can You Help Save Our Endangered Animals’ found finish the activity, the teacher will facilitate a recitation by which the students will provide the appropriate terms under each column, otherwise, the activity will serve as homework. (T) 9. The teacher will remind the students to read about caring for and conserving plants. ACCOMPLISHED NOT ACCOMPLISHED (E2, T) Home Delight: • Read ‘Characteristics of Plants’ found on pages 91- 108 of their Science book. • Answer ‘Take this Challenge’ found on pages 108-109 of their Science book. 11. The teacher will remind the students to read and review about coral reefs, photosynthesis, classification and adaptation of plants for their quiz the next day. (R) ACCOMPLISHED NOT ACCOMPLISHED
  16. 16. on pages 85-87 of their Science book. • On a short bond paper: o Simply draw the endangered animals; o Give them decent pet names; o Describe each animal; and o At the back portion of the paper, write a slogan regarding saving endangered species. • Remind the students about the Invertebrates Crossword Puzzle. It would be passed together with the Endangered Animals Homework. ACCOMPLISHED NOT ACCOMPLISHED DAY 11 Household Materials DAY 12 Materials Improved by Technology DAY 13 Group Activity Day DAY 14 Characteristics of Mixtures DAY 15 Investigatory Manual Day 1. If the teacher is done checking the quiz papers regarding coral reefs, photosynthesis, classification and adaptation of plants, it will be returned to students. (T) 2. The teacher will start with a motivational activity called Pinoy Henyo. (H) 1. The teacher had prepared draw lots for the recall activity. The students are going to pick a piece of paper, on which a household material is written, from the fishbowl. Right after reading and mentally analyzing the properties of the given household material, the students will write, at the 1. The teacher will ask the students to pass their homework regarding effects of technology on materials at home and in the environment by ‘center aisle-forward’ manner. (O) 2. The students, as a group, will answer ‘Take This Challenge’ found on pages 128-129 of 1. If the teacher is done checking the book activity regarding household materials, it will be returned to students. (T) 2. As a motivational activity, the teacher will do the ‘A+B=C’ type of activity. Raw or main materials will be given by the teacher and the 1. The class will work on the activities found in their Investigatory Manual to serve as their review or preparation for the Mid-Quarter Test. (T, E2) • Investigation 4.4 pages 32-33 • Investigation 4.5 pages 34-35 • Investigation 5.1 pages 36-37 • Investigation 5.2 pages 38-39 • Investigation 5.3 pages 41-42 • Investigation 5.4 pages 43-44
  17. 17. • Words to guess: - Dust pan - Chlorox - Betadine - Styrofoam - Hose 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Name some common household materials. • Explain why certain household materials are made of metal, glass, plastic, wood rubber, or ceramics. 4. The teacher will begin the lesson proper by making the students feel how important it is to study matter through the Biblical quotation, ‘As long as the earth endures, seedtime and harvest, cold and heat, summer and winter, day and night, shall not cease.’ of Genesis 8:22. 5. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T) • Properties of Materials o Materials Used in Food Preparation o Materials Used in Cleaning o Materials Used in Beautification o Materials Used in Building Construction o Materials Found in in Products  Metals  Glass back portion of the paper, the substance from which the product is made. (E2) • Magnetic Boards • Framework of buildings • Incandescent bulbs • Vehicle windows • Cooking pot • Figurines • Tires • Shoes • Blackboards • Basketball • Electrical wires • Refrigerator • Diving mask • Eye Shades • Cups and mugs • Kariton • Gold necklace • Trophies • Wine bottles • Tapayan • Styrofoam • Raincoats • Boots • Ipanema • McDo’s spoon and fork for takeout • Belts • Gas stove coil • Fluorescent bulb • Monoblock chairs • Mongol • Colored pencils • Garters • Starbucks coffee containers • Coins • Havaianas 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Name some materials improved by technology. • Describe the improvement done on materials. their science book. (E2) 3. The students will make a short jingle to advertise an improved product. (E2, R, T) 4. The teacher will still guide the students during the activity. (E1, T) 5. Students will submit their books to the teacher for checking of written activity by ‘center aisle-forward’ manner. (O) 6. The students will present their jingle to the class. At the same time, the teacher will evaluate group’s performance and finally give them their group grade. (E2) ACCOMPLISHED NOT ACCOMPLISHED students will guess the product that will be formed. (H) • Sago + Gulaman + Milk + Ice + Nata de Coco =? • Oil + Water + Artificial colors + Glitters=? • Rice + Butter + Green peas + Corn + Carrots=? • Lemon extracts + Water + Sugar=? • Carbon dioxide + Flavoring agents + Water + Artificial colors=? 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Explain how mixtures are formed. • Describe ways on separating mixtures. 4. The teacher, with the aid of her PowerPoint presentation, video clips and some laboratory materials will discuss the said topics. (E1, T) • Characteristics of Mixtures o Kinds of Mixtures  Homogeneous  Heterogeneous o Ways of Separating the Components of a Mixture  Sorting  Decantation  Filtration  Evaporation  Use of a Magnet 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) • Investigation 6.1 pages 46-47 2. The class should be divided into groups of five. (O) 3. The teacher must provide the following materials for the students to be able to accomplish the activities given. (T) • Investigation 4.4 pages 32-33 o A picture or video of ant mound o A picture or video of fruit peelings with insects feeding on it. • Investigation 4.5 pages 34-35 o Chart, picture or video of the following animals: lizard, salamander, dog, goldfish, and parrot. • Investigation 5.1 pages 36-37 o A picture of a potted plant. o A picture of microscopic view of hydrilla leaf. • Investigation 5.2 pages 38-39 o A picture of the result in carbon paper-covered-leaves tested with iodine. o A picture of the result in uncovered-leaves tested with iodine. • Investigation 5.3 pages 41-42 o A picture of the elodea plants, glass funnel, test tube and big beaker set-up with oxygen bubbles forming. • Investigation 5.4 pages 43-44 o A picture of corn leaves, seeds, and stem. o A picture of bean leaves, seeds, and stem. • Investigation 6.1 pages 46-47 o A picture of materials used in preparing food, cleaning the house, getting rid of insects, keeping yourself clean, washing clothes and utensils. 4. Each group will start at different activities and wait for
  18. 18.  Ceramics  Plastics  Rubber  Wood o Other Household Materials 6. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 7. The teacher will present house portions and the students, on a piece of paper, will identify household materials made of metals, glass, ceramics, plastics, rubbers, and wood. (E2) 8. The teacher will also ask the following guide questions: (E2) • Why is it that pots and pans are made of Metals? • Why is glass the preferred material for window panes? • Why are cups and mugs made of ceramics? • Why is rubber useful as coverings or wires? • Why do you think tables and chairs are made of wood? 9. Volunteer students will be called for recitation. (E2, R, T) 10. The teacher will remind the students to read about materials improved by technology. (W) • Explain the beneficial effects of technology on materials. 3. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T) • Materials Improve Technology 4. Students will submit their books to the teacher for checking of written activity by ‘center aisle-forward’ manner. (O) 5. Volunteer students will be called for recitation. (E2, R, T) 6. It’s now the students chance to give examples of materials improved by technology. Students will write on a ¼ sheet of paper the name of the product and how was it improved. (E2) 7. The topic ‘Effects of Technology on Materials at Home and in the Environment’ will just be introduced by the teacher; further study will take place through the homework that the teacher will give them. (T) Home Delight: • Read ‘Effects of Technology on Materials at Home and in the Environment’ found on pages 123-126 of their Science book. 6. Volunteer students will be called for recitation. (E2, R, T) 7. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2) 1.) This method is also referred to as manual separation. A. Filtration B. Evaporation C. Sorting 2.) The components of this mixture would be separated by evaporation. A. Halo-halo B. Cement C. Sea water 3.) This tool is used in the process of filtration. A. Alcohol lamp B. Strainer C. Tweezers 4.) What material can be magnetized from sulfur powder? A. Iron filings B. Salt C. Sulfur 5.) This is the method of pouring the liquid in a mixture and leaving behind the solids that settle at the bottom of the container. A. Decantation B. Filtration C. Use of a Magnet 7. The teacher will tell the students to prepare for a laboratory activity about ways of separating components of mixtures tomorrow. ACCOMPLISHED NOT ACCOMPLISHED each other to finish so they can exchange activities. The class could do it in a rotational manner. (O) 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. If the students were able to finish the investigatory manual activities, it will be detached from the book and collected by the teacher; otherwise, the students will continue at home and submit the papers after the mid-quarter test. (T) 7. The teacher will remind the students to read about the following topics for their Mid- Quarter Test. (W, T) Chapter 4 Characteristics of Animals • Classification of Animals o Invertebrates  Poriferans  Coelenterates  Worms - Roundworms - Segmented worms - Flatworms  Echinoderms  Mollusks - Snails - Squids and Octopuses - Clams and other Bivalves  Arthropods - Insects - Crustaceans - Arachnids • Coral Reefs o Description of coral reef  Kinds of Reef  Tubbataha Reef o The Importance of Coral Reefs o Practices that Contribute to the
  19. 19. ACCOMPLISHED NOT ACCOMPLISHED • On a ½ sheet of paper, answer ‘Building con- Science’ found on page 126 of their science book. ACCOMPLISHED NOT ACCOMPLISHED Destruction of Coral Reefs  Dynamite Fishing  Muro-ami Fishing o How Can We Save Our Coral Reefs o Endangered Animals in The Philippines  Butanding  Pandaca Pigmea  Philippine Eagle  Dugong  Tamaraw  Pawikan o How You Can Help Save Our Endangered Animals Chapter 5 Characteristics of Plants • Plants that Make their Own Food o The Process of Photosynthesis o Source of Energy • Classification of Plants o Seed-bearing and Spore-bearing Plants o Flowering and Non-flowering Plants o Fruit-bearing Plants o Monocots and Dicots • Useful and Harmful Plants • Caring and Conserving Plants • Plant Adaptations o Protection o Food Storage o Light o Seasonal Changes o Seed Dispersal o Specific Environments o Environmental Changes UNIT III Matter and Energy Chapter 6 Household Materials • Properties of Materials o Materials Used in Food Preparation o Materials Used in Cleaning o Materials Used in Beautification o Materials Used in Building Construction o Materials Found in in Products  Metals  Glass  Ceramics  Plastics  Rubber
  20. 20.  Wood o Other Household Materials • Materials Improve Technology • Effects of Technology on Materials at Home and in the Environment o Beneficial Effects of Technology Used at Home o Harmful Effects of Technology o Effects of Technology in the Environment  Beneficial  Harmful o Storage and Disposal of Household Materials  Recycle and Reuse Chapter 7 Mixtures and Solutions • Characteristics of Mixtures o Kinds of Mixtures  Homogeneous  Heterogeneous o Ways of Separating the Components of a Mixture  Sorting  Decantation  Filtration  Evaporation  Use of a Magnet ACCOMPLISHED NOT ACCOMPLISHED DAY 16 Mid-Quarter Test DAY 17 Mid-Quarter Test DAY 18 Substances That Dissolve DAY 19 Substances in Mixtures React Differently DAY 20 Quiz Day No Regular Classes No Regular Classes 1. If the teacher is done checking the papers submitted by the students, it will be returned before starting another lesson. (T) 2. The teacher will start the lesson with a quotation, ‘Whatever the problem, be 1. The teacher will begin with a sing and dance motivational activity about the different separating techniques. (H) 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: 1. The teacher will ask the students to pass their homework regarding causes and effects of pollution by ‘center aisle-forward’ manner. (O) 2. Conduct a review discussion session then a paper and pencil
  21. 21. part of the solution. Don’t just sit around raising questions and pointing out obstacles.’ and let the students share insights about it. (H, W) 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Identify solids that can be dissolved. • Identify liquids that can dissolve solids. • Distinguish between solvents and solutes. • Cite evidence that some solvents can dissolve solutes faster than others. • Identify the factors that affect solubility. 4. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T) • Substances that Dissolve o Water as Universal Solvent o Types of Solutions o Solubility and Rate of Dissolution o Factors Affecting the Rate of Dissolution of a Solute  Temperature  Particle Size and Surface Area  Stirring and Shaking 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. Volunteer students will be (W) • Infer that some solutes spread evenly in solvents. • Infer that some solutes settle. • Infer that some solutes make the solvents cloudy. 3. The teacher, with the aid of her PowerPoint presentation will discuss the said topics. (E1, T) • Substances in Mixtures React Differently. 4. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 5. Volunteer students will be called for recitation. (E2, R, T) 6. After the lesson proper, the teacher will ask the students to answer ‘Connect to HELE’ found on page 142 of their book. Pictures of supermarket portions will be shown by the teacher. Answers will be written on a ¼ sheet of paper. (E2) 7. The topic ‘Causes and Effects of Pollution’ will just be introduced by the teacher; further study will take place through the homework that the teacher will give them. (T) Home Delight: (E2, R) short quiz regarding mixtures and solutions. (R, T, E2) 3. When students are done with the quiz, the papers will be collected by ‘center aisle- forward’ manner. (O) 4. Results will be given the day after the teacher is done checking the papers. 5. The teacher will leave the students their homework. (E2, T) Home Delight: • Answer ‘Pretest’ found on page 152 of their Science book. 7. The teacher will remind the students to read about static electricity and electric current. Bring small light bulbs,
  22. 22. called for recitation. (E2, R, T) 7. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2) 1.) Which of the following materials is considered as a solute? A. Sand B. Sugar C. Water 2.) It is also known as the Universal Solvent. A. Water B. Alcohol C. Holy water 3.) It refers to the maximum amount of solute that can be dissolved in a given amount of solvent to for saturated solution at a given temperature. A. Hotness B. Dimensionality C. Solubility 4.) By which manner would the rate of dissolution increase? A. Mixing it slowly but surely. B. Raising the temperature of the stove. C. Shaking left to right at moderate speed. 5.) This solution is made from carbon dioxide, flavoring agents, artificial coloring and water. A. Ethyl alcohol B. Soft drinks C. Orange juice 8. The teacher will remind the students to read about substances in mixtures react differently. (W) ACCOMPLISHED • Read ‘Causes and Effects of Pollution’ found on pages 143-147 of their Science book. • On a ½ sheet of paper, write a campaign slogan about maintaining our environment pollution-free. 8. Remind the students to read about mixtures and solutions for the quiz the next day. (W) ACCOMPLISHED NOT ACCOMPLISHED batteries and copper wires. (W) ACCOMPLISHED NOT ACCOMPLISHED
  23. 23. NOT ACCOMPLISHED DAY 21 Static Electricity and Electric Current DAY 22 Series and Parallel Circuits DAY 23 Electromagnet DAY 24 Group Activity Day DAY 25 Quiz Day 1. If the teacher is done checking the quiz papers of the students, it will be returned before starting another lesson. (T) 2. The teacher will start with a motivational activity by showing students simple magic, ‘Hair Stand’. The teacher will demonstrate how to do the magic first before the students actually do the trick. (H) 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Describe static electricity and electric circuit. • Identify ways on producing electricity and parts of an electric circuit. • Observe the effects of static electricity. • Express gratefulness for the beneficial uses of electricity. • Be thankful for energy. • Classify materials as conductors and insulators. • Construct a simple electric circuit. • Realize the importance of saving electricity as a source of energy. 1. The teacher will start with showing cities of lights and let the students be fascinated on it. (H) 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Differentiate parallel circuits from series circuits. • Cite the advantages and disadvantages of parallel and series circuits. • Construct a model of an electric circuit- parallel or series. • Practice safety measures in handing electricity. 3. The teacher, with the aid of her PowerPoint presentation, video clips and some materials will discuss the said topics. (E1, T) • Series and Parallel Circuits o Series Circuit o Parallel Circuit o Connecting Dry Cells 4. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 1. Before the students pass their homework regarding how electrical energy is produced, providing of answers by the students will take place. This will serve as a motivational and recall activity. (E2, H) 2. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Describe an electromagnet. • Identify the parts of an electromagnet. • Enumerate the factors that affect an electromagnet. • Express appreciation for the many devices that make use of electromagnets. 3. The teacher, with the aid of her PowerPoint presentation, video clips and some materials will discuss the said topics. (E1, T) • Electromagnet o Parts of Electromagnet o Factors that Affect the Strength of an Electromagnet o Uses of Electromagnets 1. Before the students pass their homework regarding wise and safe use of electricity, sharing of insights will take place. This will serve as a motivational and recall activity. (E2, H) 2. The students, as a group, will answer ‘Take This Challenge’ found on pages 176-178 of their science book. (E2) 3. The students will make a short dramatization entitled ‘Electricity, a friend or a foe?’ (E2, R, T) 4. The teacher will still guide the students during the activity. (E1, T) 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. Students will submit their books to the teacher for checking of written activity by ‘center aisle-forward’ manner. (O) 1. Conduct a review discussion session then a paper and pencil short quiz regarding electricity. (R, T, E2) 3. When students are done with the quiz, the papers will be collected by ‘center aisle- forward’ manner. (O) 4. Results will be given the day after the teacher is done checking the papers. 5. The teacher will leave the students their homework. (E2, T)
  24. 24. 4. The teacher, with the aid of her PowerPoint presentation, video clips and some materials will discuss the said topics. (E1, T) • Static Electricity o Everything is Made of Atoms • Electric Current o Simple Electric Circuits o Electrical Devices 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. Volunteer students will be called for recitation. (E2, R, T) 7. After the lesson proper, the teacher will give them an activity to work on. With the materials they brought, they should be able to construct a simple electrical circuit. The teacher must demonstrate first before the students actually do the activity. (E2) 8. Remind the students to bring, 3 huge batteries, 5 small light bulbs, long copper wire, and a switch for the class activity tomorrow. (W) 9. The teacher will remind the students to read about series and parallel circuits. (W) ACCOMPLISHED 5. Volunteer students will be called for recitation. (E2, R, T) 6. After the lesson proper, the teacher will give them an activity to work on. With the materials they brought, they should be able to construct a series and parallel circuits. The teacher must demonstrate first before the students actually do the activity. (E2) 7. The topic ‘How Electrical Energy is Produced’ will just be introduced by the teacher; further study will take place through the homework that the teacher will give them. (T) 8. The teacher will remind the students to accomplish their homework and read about electromagnets. 4. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 5. Volunteer students will be called for recitation. (E2, R, T) 6. After the lesson proper, the teacher will give a short formative test. Answers will be written on a ¼ sheet of paper. (E2) 1-3.) Enumerate the parts of an electromagnet. 4-5.) Cite two uses of electromagnets. 7. The topic ‘Wise and Safe Use of Electricity’ will just be introduced by the teacher; further study will take place through the homework that the teacher will give them. (T) Home Delight: • Read ‘Wise and Safe Use of Electricity’ found on pages 172-174 of their Science book. • Interview your family members on how they contribute on saving electricity. Don’t forget to jot down their answers on a ½ sheet of paper. 8. The teacher will remind the students to accomplish their homework and read more about electricity. 7. The students will present their acts to the class. At the same time, the teacher will evaluate group’s performance and finally give them their group grade. (E2) 8. Remind the students to read about electricity for the quiz the next day. (W) ACCOMPLISHED NOT ACCOMPLISHED Home Delight: • Read ‘Simple Machines’ found on pages 179-195 of their Science book. • Answer ‘Pretest’ found on pages 180-181 of their Science book. ACCOMPLISHED NOT ACCOMPLISHED
  25. 25. NOT ACCOMPLISHED ACCOMPLISHED NOT ACCOMPLISHED ACCOMPLISHED NOT ACCOMPLISHED DAY 26 Simple Machines DAY 27 Group Activity Day DAY 28 Quiz Day DAY 29 PETA Making or Finalizing DAY 30 PETA Presentation 1. If the teacher is done checking the papers submitted by the students, it will be returned before starting another lesson. (T) 2. The teacher will start with the game ‘charades’. The students will act out the following: • Raising a flag during ceremony • Hammering nail • Chopping wood 3. The teacher will introduce the lesson objective/s to the students for them to be guided along the discussion: (W) • Identify the kinds of simple machines. • Identify the main parts of each kind of simple machine. • Describe how each simple machine makes work easier and faster. • Identify activities where simple machines are used. • Describe simple machines which multiply force and speed. • Practice precautionary measures 1. The teacher will start with the game ‘guess what’. The students will guess whether the shown object is a lever, screw, inclined plane, wedge, wheel-and-axle, or pulley. • Wheelbarrow • Knife • Light bulb • Rollerblades • Construction load carrier 2. The teacher will ask each group to bring out the materials asked. They need to make a Bob the Builder Story out of their illustrations. • Draw a lever on a bond paper. • Draw an inclined plane on a separate bond paper. • Draw a wedge on a separate bond paper. • Draw a pulley on a separate bond paper. • Draw a screw on a separate bond paper. • Draw a wheel-and-axle on a separate bond paper. 3. The teacher will still guide the students during the 1. Conduct a review discussion session then a paper and pencil short quiz regarding simple machines. (R, T, E2) 2. The students will be asked to neatly tear pages 195-197 of their science book. 3. When students are done with the quiz, the papers will be collected by ‘center aisle- forward’ manner. (O) 4. Results will be given the day after the teacher is done checking the papers. 5. The teacher will remind the students to read about the following topics for their Periodical Test. (W, T) Chapter 7 Mixtures and Solutions • Substances that Dissolve o Water as Universal Solvent o Types of Solutions o Solubility and Rate of Dissolution o Factors Affecting the Rate of Dissolution of a Solute 1. The teacher will guide the students during PETA making/finalizing. Teacher should also return checked papers to students. ACCOMPLISHED NOT ACCOMPLISHED 1. Students will present their PETA, the teacher and some guest judges will evaluate their performance. ACCOMPLISHED NOT ACCOMPLISHED
  26. 26. in using simple machines. 4. The teacher, with the aid of her PowerPoint presentation, video clips and some materials will discuss the said topics. (E1, T) • Simple Machines o Advantages Derived from Machines o Kinds of Simple Machines  Lever  First-class Lever  Second-class Lever  Third-class Lever • Inclined Plane, Wedge, and Screw • Wheel and Axle • Pulley o Kinds of Pulley  Single Fixed Pulley  Moveable Pulley  Block-and-Tackle Pulley • Proper use of Simple Machines 5. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 6. Volunteer students will be called for recitation. (E2, R, T) 7. Remind the students to bring bond papers and coloring materials for tomorrow’s group activity. (W) 8. The teacher will remind the students to read more about simple machines. (W) ACCOMPLISHED activity. (E1, T) 4. Students are free to raise their hands and ask questions to the teacher with respect and intellect. (T, O) 5. The students will present their story to the class. At the same time, the teacher will evaluate group’s performance and finally give them their group grade. (E2) 8. Remind the students to read about simple machines for the quiz the next day. (W) ACCOMPLISHED NOT ACCOMPLISHED  Temperature  Particle Size and Surface Area  Stirring and Shaking • Substances in Mixtures React Differently • Causes and Effects Pollution o Land Pollution o Water Pollution o Air Pollution o Climate Change and Global Warning Chapter 8 Electrical Energy • Static Electricity o Everything is Made of Atoms • Electric Current o Simple Electric Circuits o Electrical Devices • Series and Parallel Circuits o Series Circuit o Parallel Circuit o Connecting Dry Cells • How Electrical Energy is Produced o Wet Cell o Dry Cell o Alternative Sources of Electrical Energy o Transformation of Electrical Energy • Electromagnet o Parts of Electromagnet o Factors that Affect the Strength of an Electromagnet o Uses of Electromagnets • Wise and Safe Use of Electricity o Using Electricity Wisely  Refrigerator/ Freezer  Cooking  Lighting  Appliances Chapter 9 Simple Machines • Simple Machines o Advantages Derived from Machines o Kinds of Simple Machines  Lever  First-class Lever  Second-class Lever  Third-class Lever
  27. 27. NOT ACCOMPLISHED • Inclined Plane, Wedge, and Screw • Wheel and Axle • Pulley o Kinds of Pulley  Single Fixed Pulley  Moveable Pulley  Block-and-Tackle Pulley • Proper use of Simple Machines
  28. 28. o Each group should comply with the designated shirt colors: Group 1: Red Group 2: Orange Group 3: Yellow Group 4: Green Group 5: Blue o Rules:  Must be an original statement  Must be creative and unique that is eye catching to people  Must have an outstanding design that is best suitable to knowledge gained about Animals and Plants & Matter and Energy.  Each group must submit a photo of their statement shirt before the contest starts.  To avoid too much expense, groups are allowed to produce at least two shirts printed with the design of their own. Producing shirts for other members is also allowed for as long as it is done under one's own free will.  The shirts should be worn and represented by two group members. Models' act would be given points.  Other members that chose not to produce the same statement shirt should wear a plain shirt following the designated colors.  Students should pair the T-shirts with jeans and closed shoes.  Look at Statement Shirt Making Contest Rubrics to see how your product would be graded. • The group won’t actually win or be paid in cash for their job well done, for in reality; the teacher doesn’t have such big amount of money. It could be in the form of high grades, ribbons, medals, packed foods and etc. • The group should also document their T-shirt designing schedules through pictures to be submitted to the teacher. • The leader should provide a narrative report regarding the performance of his members to be submitted to the teacher. If incase the members have problems on how the leader manage the group, write a short notice regarding your problem so that the teacher can make an immediate and appropriate action to solve conflicts with you. • The act will be performed in front of the class and will also be graded by the audience, or even guest judges. • The shirt statement should be sensible, in connection with the basic principles learned. • The customized shirt must be worn during the whole period. • Work in peace and cooperation. • This performance task shall be performed and presented to the class week/s after this was announced and a hardcopy talking about the PETA was given. • Failure to present and submit PETA is equivalent to a grade of 0.
  29. 29. • Prepare to win these awards: o Best Statement Shirt o Best Male Stoich Model o 1st Quarter’s Best in Science o 2nd Quarter’s Best in Science o 3rd Quarter’s Best in Science …and more! Checked by: Ma. Kristina Graciella A. de Vela___ ____________________ Academic Head for Allied Sciences Date Submitted

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