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In
Elementary Science
Grade 5
All rights reserved. No part of these Grade 5 Elementary science and Health Lesson
Plans may be reproduced or transmitted in any form or by any means, electrical or
mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the Publisher.
Preface
2
VIII
DepEd Region
Region 02,
Tuguegarao City
The Committee
Chairs
Ms. Visitacion S. Rodriguez
ES II-Science, DepEd R02
Members:
Mrs. Elida B. Lechuga
ES I Batanes
Mrs. Luz S. Domingo
ES I Cagayan
Dr. Benjamin Bartolome
ES I Isabela
Mrs.RemediosPanganiban
ES I Nueva Vizcaya
Dr. Eduardo C. Escorpiso
ES I Quirino
4
VIII
DepEd Region
Acknowledgement
Profound gratitude is due to the following people who are behind the
realization of these Elementary Science V Lesson Plans:
1. Ms. Gloria Eacam, Ms. Amelia Ordinario, Ms. Mely Ruby, Ms.
MerceditaSaguing, Ms. ElenitaUgot, Mr. Jimmy Tan, Mr. RemundEgar,
ms. Daisy Maldo of Quirino and Ms. Yvonne Dacayo, Ms. Maxima de
Guzman, Ms. Marilyn Ringor, Ms. Linda Sepnio, Ms. Marilyn Sultan,
Ms. Delia Agraam, Ms. Eduardo Santiago, Ms. Josefina Torio, Ms.
Elvira Valtoribio, Ms. Luz Villanueva, Ms. VioletaQuillion of Nueva
Vizcaya for writing the plans;
2. Ms. JulitaBanatao, and Mrs. Ester Gramaje of Cagayan, Mrs. Catalina
Tuppil, Mrs. Laura Taguinod, Mrs. VisitacionLigutan, Ms. Isabel
Bassig, and Ms. Gail Policar ofTuguegaraoCityfor editing the plans;
3. Ms. Julitabanatao, Ms. Gail Policar, Ms. Van Lim, Mr. Ryan Garlitos,
Mr. Ian Calimag, Ms. Cathy de Mata and Ms. LermaGadayos for their
encoding services;
4. Mr. daniloFrancinilla for his help in the illustrations and Ms. Ma.
Theresa Bacud for the layout and formatting of the final copy;
5. Dr. Leticia Allauigan for her assistance in the final editing and
proofreading of the plans;
6. SDS Victoria R. Tablang, SDS Orlando gundayao, SDS Marietta
Tumaneng and SDS Rosendo for allowing their teachers to work on
the plans;
7. The Chief of the Elementary Education Division, Dr. Romeo L.
Malenab and the retired EED Chief, Dr. Rosalia D. Taguba for
considering this project as one of the EED priority concerns;
8. Asst. Regional Director Mario L. Ramirez, the Administrative Officer,
Mr. Caesar B. Macababbad and the Supply Officer, Mr. Jaime Colas
for theirinvaluable contribution to the success of the project;
9. Regional Director Teresita G. Domalanta, without whose moral and
logistic support, notwithstanding her charisma and inspiration, our
dream of having good lesson plans in Elementary Science and
Health would not have come into reality; and
10. To all those who in one way or another contributed to the
realization of this project.
Ultimately, to the Lord Almighty for His Divine inspiration and in
whose glory, this humble work is being offered.
truly, honey could never be made by only one bee in a hive!
The Committee
6
VIII
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
UNIT I
1. Male and Female Reproductive System and Its Major Parts Identify the
2
male and female reproductive system and its major parts.
2. The Structure of the Male Reproductive System and Its Function in
Reproduction
Relate the structure of the male reproductive system to its function in
reproduction.
14
TABLE OF CONTENTS
UNIT/LESSON
28
34
40
45
48
18.Excretory Organs
Explain how other body wastes are removed
51
57
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
UNIT II
56
59
61
63
24.Classification of Animals
Identify characteristics of vertebrates/invertebrates
64
79
29.Characteristics of Arthropods
Identify the characteristics of each group of invertebrates
Arthropods
82
30.Coral Reefs
Describe coral reefs
86
TABLE OF CONTENTS
UNIT/LESSON
89
91
93
96
98
10
VIII
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
SECOND GRADING
UNIT III
PLANTS
100
101
104
107
110
113
116
119
125
129
135
138
11
TABLE OF CONTENTS
UNIT/LESSON
Unit IV
PHYSICAL/CHEMICAL CHANGE
141
142
145
147
152
156
158
12
VIII
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
Unit V
ENERGY
167
168
171
174
177
181
184
187
189
192
195
197
13
TABLE OF CONTENTS
UNIT/LESSON
200
203
206
209
212
216
221
223
226
Unit VI
EARTH
228
229
234
79.
14
VIII
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
244
246
249
251
253
261
263
267
15
TABLE OF CONTENTS
UNIT/LESSON
274
280
16
VIII
DepEd Region
TABLE OF CONTENTS
UNIT/LESSON
FOURTH GRADING
Unit VII
284
100.
THE Sun and the Nine Planets
285
Identify the members of the solar system
Describe each member of the solar system
101.
The Planets in Orbit
Illustrate through a diagram how the members of the solar system
revolve around the sun as they follow their own orbits
288
102.
Planets Orbit
Describe the orbit of each planet as ellipse
290
103.
The Planets in Orbit
Explain why planets stay in orbit as they revolve around the sun
293
104.
Sun is a Star
Tell that the sun is also a star
295
105.
Parts of the Sun
297
Identify the parts of the sun
Describe each part of the sun
106.
Sunspots
Tell that the sunspots are formed in the photosphere
300
107.
The Effects of Sunspots on Earth
303
Identify the effects of sunspots on earth
108.
Ways by Which Solar Energy is Used by Plants, Animals and
Humans
305
109.
The Sun as the Main Source of Energy
308
Explain why the sun is the main source of energy on earth
17
TABLE OF CONTENTS
UNIT/LESSON
110.
111.
112.
113.
114.
115.
Occurrence of Tides
Describe the occurrence of tides
326
116.
117.
High and Low Tides
Explain why there are high and low tides about every twelve hours
Relate through a model the position of the moon and the earth to places
where high and low tides occur
18
VIII
330
DepEd Region
OVERVIEW
Unit I - People
The lesson plans prepared in this unit help pupils become aware of their
responsibilities in
and
functions
are
explained.
Desirable
health
habits
that
help
Lesson 1
1 Day
I. Objective:
Identify the male and female reproductive system and its major parts
II. Subject Matter:
Topic: Male and Female Reproductive System and its Major Parts.
Science Concepts:
The parts of male reproductive system are the penis, scrotum,
testicles/testes, epididymis, vas deferens, prostate gland and urethra.
The testes or testicles are the main organs of the male reproductive
system.
The parts of the female reproductive system are the ovaries, fallopian
tube, uterus, cervix, vagina and the vulva. The ovary is the main organ
of the female reproductive system.
Science Process: Identifying and Communicating
Value: Awareness, appreciation and respect of ones body system.
Materials: Illustrations/Charts of the male and female reproductive
system...
flashcards for matching games, activity cards.
References: RBEC PELC Unit 1 1.1, p.3
Into the Future: Science and Health 5 pp. 2-6 by: Jose F. Llarinas and
Emily Pelobello
Background Information for Teachers (BIT):
The parts of the male reproductive system are the penis,
scrotum, testicles/testes, vas deferens, epididymis, prostate gland and
the urethra.
It is designed for reproduction and transport of sperm cells.
The female reproductive system includes a pair of ovaries that
produce egg cells necessary for reproduction. The other parts are the
fallopian
tubes, uterus, cervix, vagina and vulva.
III. Learning Procedure:
A. Pre-Activity
1. Preparation:
Lesson Plans in Elementary Science, Grade 5
BODY
SYSTEM
Muscular
System
Skeletal
System
Digestive
System
2. Motivation:
Have you ever wondered how people multiply?
What body system is responsible for producing new human
beings?
B. Activity Proper:
1. Giving of instructions and distribution of Activity sheets by groups
with thetext about the male and female reproductive system.
2. Group Work
1. Read the text about the male and female reproductive system.
2. Label the parts of the male and female reproductive system
on the illustrations below.
C. Post Activity
1. Reporting by Groups
a. What are the parts of the male reproductive system? (Expected
answers: testes, scrotum, foreskin, sperm, prostate gland, urethra,
semen, and penis.
b. What are the female reproductive organs? (Expected answers:
fallopian tube, ovary,uterus, cervix, and vulva.
2. Analysis and Discussion:
a. What is the main reproductive organ for the male? Female?
b. What are the other parts of the reproductive organs for the male?
For the female?
3. Abstraction/Generalization
What are the parts of the male reproductive system? What is its
major part? What are the parts of the female reproductive system?
What is its major art?
4. Application/Valuing
Which do you prefer, to be a boy or a girl? Why?
IV.
Evaluation:
Put a check mark ( ) on the blank if the part is for the female
reproductive system and (X) if it is for the male reproductive system.
_______1.Testes
________6. Cervix
_______2.Ovary
_______3.Vulva
________8. Vagina
_______4.Urethra
________9. Epididymis
_______5.Penis
_______10. Scrotum
V. Assignment:
What are the parts of the male reproductive system? What are its structures
and its functions?
Lesson
21
1 Day
I. Objective:
Relate the structure of the male reproductive system to its function in
reproduction.
II. Subject Matter:
Topic: the Structure of the Male Reproductive System and its Function in
Reproduction
Science Concepts:
The testes are the primary reproductive organs in male. They
produce sperm cells which are necessary for reproduction. The
testes and accessory parts compose the structures that perform
important functions in reproduction.
Science Processes: describing, observing, communicating
Value: Awareness, appreciation and respect of ones body
Materials: charts, illustration of the male reproductive system
References: RBEC PELC Unit I, 1.2 p3
Into the Future: Science and Health 5 pp. 3-4 by Jose Llarinas &
Emely Plebello.
Background Information for Teachers (BIT):
The male sex cells or sperm cells are produced in the testes
or testicles. The sperms are stored in the epididymis. The
developed sperms pass through the vas deferens. If these sperms
are not released outside, they slowly disintegrate. The semen is
the fluid that carries the sperm. Sperms leave the penis through
the urethra. The urethra is a canal or narrow opening through the
penis. It carries off both semen and urine but not at the same
time. The muscles surrounding the urethra automatically close
the passageway far the semen when one needs to urinate, same
is true if the semen is to be released.
III. Learning Procedure:
A. Pre-Activity
1. Motivation
Group Activity. A puzzle game intended for three minutes.
Direction: Loop the letters to find out the parts of the male reproductive system.
Words may go backward, forward, up and down. The group who will finish
the task firs will be the winner.
P
N
I
S
C
E
R
V
I
X
A
E
A
E
E
T
T
U
N
E
C
B
N
B
F
U
R
E
T
H
R
A
C
I
C
F
X
Y
W
E
A
B
D
E
S
D
C
O
V
A
R
I
E
S
X
A
C
D
V
N
B
U
T
A
C
G
C
B
E
A
X
E
S
X
B
R
N
D
A
F
R
Y
S
X
T
C
O
O
V
A
G
I
N
A
Y
E
D
T
T
U
N
M
E
O
P
R
S
E
U
V
L
L
M
S
C
R
O
T
U
M
A
V
O
X
M
O
R
T
E
W
S
X
A
B
S
T
Y
S
X
S
N
T
N
B. Activity Proper:
1. Grouping and setting of standards to follow.
2. Naming the parts of the male reproductive system using concept
mapping.
3. Relate the structure and function of the male reproductive system
using the concept map.
C. Post Activity:
1. Reporting by group.
2. Analysis and discussion
What are the parts of the male reproductive system?
What is the function of each in the process of reproduction?
IV. Evaluation:
Choose the correct answer.
1. Which is the main part of the male reproductive system?
a.penis
b. testes
c. scrotum
2.
Which of the following does not belong to the group?
a. egg cell b. penis
c. prostate gland
3.
Which is a function of the testes?
a. produce eggs
b. produce sperm c. male sex hormones
4.
Which reproductive part houses the testes?
a. scrotum
b. prostate
c. foreskin
5.
Which one shows a sperm?
a.
b.
c.
V.
I.
Assignment:
Draw the male reproductive system and label parts.
Objective:
Lesson
3
1 Day
V
A
S
D
E
F
E
R
E
N
S
Subject Matter:
Topic: the Structure of the Female Reproductive System and its
Function in Reproduction.
Science Concept:
The female reproductive system includes a pair of ovaries, which
produce egg cells necessary for reproduction. The female
reproductive system is designed for child bearing.
Science Processes: describing, observing, communicating.
Values: Awareness, appreciation and respect of ones body.
Materials: charts, illustration of female reproductive system.
References: RBEC-PELC, Unit I 1.2, P.3
Into the Future; Science & Health 5 p. 4-5 By: Jose F.
Llarinas& Emily Pelobello
Background Information for Teachers (BIT):
The female reproductive system is composed of two
ovaries that contain thousands of female sex cells or eggs. When
the female reaches the productive stages, one egg ripens every
month. If there is mating, the egg is released into the fallopian
tubeand maybe fertilized by a sperm cell.
III.
Learning Procedure:
A. Pre-Activity:
1. Review
What are the parts of the female reproductive system?
B. Activity Proper:
Grouping and setting of standards to follow
Naming the parts of the reproductive system using Concept
Mapping, Retrieval
Chart, Graphic Organizer or Concept Diagnosis Relate the
structure and function of its part by using any of the techniques.
IV.
C. Post Activity:
1. Reporting by Group
2. Analysis and Discussion:
What are the parts of the female reproductive
system?
What is the function of each in the process of
reproduction?
3. Abstraction and Generalization:
What is the structure of the female reproductive
system and its function in reproduction?
4. Application and Infusion of values:
What would happen to our population if there are no
females?
Evaluation:
Choose the correct answer. Match column A and B. write the letter on the
space provided for:
A
V.
_______1. Cervix
_______2. Uterus
flow out
_______3. Ovaries
_______5. Vagina
of sperm
_______6.Vulva
Assignment:
Draw a female reproductive system and label each part.
1.
2.
3.
4.
5.
6.
7.
Lesson
4
1 Day
10
I.
Objective:
II.
Subject Matter:
Fertilization in Humans
Science Concept:
Fertilization is the union of the male sperm and female egg,
resulting to a fertilized egg cell commonly called zygote.
Science Processes: Observing, inferring, classifying, describing,
experimenting.
Values: Love & care for ones parents
Materials: Chart showing the process of Fertilization.
References: RBEC-PELC Unit I, 1.3, p.3
Into the Future: Science and Health pp. 6-7 byJoseLlarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Fertilization occurs when the egg cell and sperm
cell unite in the fallopian tube. Fertilization and
development occur internally in humans. In less than a
week, the fertilized egg continues to move down the
fallopian tube until it reaches the uterus also known as the
womb. Once the egg cell is fertilized, cell division begins.
Within a few days, the egg attaches to the wall of
the uterus where it grows and nourished for about nine
months. The baby is then pushed out of the womb by
contraction during delivery.
III.
Learning Procedure:
A. Preparatory Activities
1. Review: What system is responsible for the production of life?
What are the parts of the male reproductive system?
What are the parts of the female reproductive system?
2. Motivation:
Have you ever wondered how you came about in this
world?
B. Activity Proper:
1. Group Activity
a. Setting of Standards
b. Reading and explanation of procedures
11
C. Post Activity:
1. Reporting by groups
2. Analysis & Discussion:
What do you call the union of the sperm cell and the egg
cell?
What is formed after this process?
3. Abstraction and Generalization
How does the process of fertilization take place?
4. Application & Infusion of values
a. Using the chart with illustration, trace the steps/sequence
of the process of fertilization.
b. How can you show your love and care for your parents?
IV.
Evaluation:
Complete the statement by filling in the blanks using the illustration
below.
Assignment:
Make a model of yourself while you were inside your mothers womb.
12
13
Lesson 5
I.
1 Day
Objective:
Explain certain physical changes during puberty
Learning Procedure:
A. Pre-Activity:
1. Review: How does fertilization take place?
2. Motivation:
Show pictures of babies who have grown. Let the pupils describe
what body
changes took place in the picture shown.
Lesson Plans in Elementary Science, Grade 5
14
B. Activity Proper:
1. Giving of instructions of pupils.
2. Group work
Divide the class into 4. Assign a leader and a recorder in
each group. Let them perform the simple activity stated on
the Learning Activity Sheet (LAS).
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
Who grows and develops faster as shown in the data?
Compare the proportion of shoulders to hips in both boys
and girls.
Who have wider shoulders?
Who have wider hips?
What have you learned about the physical growth of boys
and girls using the data you gathered?
3. Abstractions and Generalization:
What are some of the physical changes among boys during
puberty?
What are some of the physical changes among girls during
puberty?
4. Applications and Valuing:
You noticed that your voice becomes bigger and deeper in
tone.
How should you react on this noticeable change?
Girls, you noticed that your breast would start to develop, it
increase in
Size, should you be ashamed of this change? Why?
IV.
Evaluation:
Explain the physical changes which take place among boys and girls
during puberty.
V.
15
Date: ___________
School: __________
Procedure: Select 5 boys and girls of the same age in your group. Measure their
heights, weights, shoulders, chests and hips. Record the data below:
Name of
Pupils
(Boys)
Sex
Age
Height
(cm)
Weight
(kg)
Shoulders
Hips
1.
2.
3.
4.
5.
(Girls)
1.
2.
3.
4.
5.
Observations:
1. Who have wider shoulders?
_____________________________________________________________________
2. Who have wider hips?
_____________________________________________________________________
3. What have you learned about the physical growth of boys and girls
using the data you gathered?
Conclusion:
___________________________________________________________________________
___________________________________________________________________________
16
Lesson 6
I.
Objective:
II.
III.
1 Day
Relate the menstrual cycle of the female to the ability to get pregnant or
reproduce
Subject Matter:
Topic: Menstrual Cycle of the Female
Science Concepts:
When a girl reaches the age of puberty, her ovaries are ready to
produce egg cells. The egg cells follow a cycle as they develop.
During a cycle, an egg matures and is released from the ovary.
Science Processes: communicating
Value: Practice personal hygiene during menstruation
Materials: enlarged picture of an ovary representing the stages of the
menstrual cycle, CD ROM if available
References: RBEC-PELC I, 2.2.2 p.3
Science for Better Health and Environment 5 p.12 by:EfraimAbracia
Headways in Science and Health Today V p.10 by: Rebecca R. Fallari
and Nenita A. Apolinario
Background Information for Teachers (BIT):
Once a month, one egg matures in one ovary of a woman. Each time
an egg in the ovary matures, the lining of the womb or uterus become
thick with many blood vessels, getting ready for the arrival of the
fertilized egg. If the egg is not fertilized because there are no sperms, the
egg dies. The thickening of the uterus becomes useless; it breaks up and
comes out in the flow of blood through the birth canal. This process is
called menstrual cycle.
Only women have menstrual flow. They have the eggs and the
uterus that thickens with many blood vessels. This also explains why
menstrual flow comes once a month. It is because an egg leaves the
ovary at an average of once in 28 days. This period is called menstrual
period.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the changes that take place among boys and
girls during puberty?
17
2. Motivation:
Show an enlarged picture of the reproductive organs of
the female.
Ask the following questions:
How often does an egg mature in the ovary?
Where does the mature egg stay?
Why does it stay for a while in a fallopian tube?
B. Activity Proper:
1. The children listen to the invited resource speaker, the Rural Health
Midwife in the Barangay to talk on menstruation or if CDs are
available, lead the class to the Audio-Visual room for film viewing on
menstrual cycle.
2. Group Activity:
Divide the class into 6. Through cooperative learning, each
member will state the menstrual cycle. A piece of paper is
passed to the members as each one writes the menstrual cycle
in a round-robin method.
C. Post-Activity
1. Reporting by groups. This is done by a reporter or the leader.
2. Analysis and Discussion:
Why does menstrual flow occur only once a month?
What happens to the fertilized egg when there is no sperm to
fertilize it.
What causes menstrual flow?
3. Generalization:
How does menstruation occur?
4. Application and Valuing:
When menstruating, what good practices should you do?
Why should you practice such things?
IV.
V.
Assignment:
Interview your mother. Write down the things she felt when she was about
to menstruate and how she felt during menstruation. Report the result of
the interview to class tomorrow.
18
Lesson 7
I.
1 Day
Objectives:
Identify health habits to keep the reproductive organs healthy.
State the importance of protecting ones sensitive parts/reproductive
organs.
II.
Subject Matter:
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments affecting the
reproductive system?
2. Motivation:
Who among you have experienced difficulty in urinating? How
did you feel?
What must you do to keep our reproductive organs healthy?
B. Activity Proper:
1. Distribution of Activity Sheets by groups
2. Setting of activity standards
Lesson Plans in Elementary Science, Grade 5
19
3. Group work
C. Post-Activity:
1. Reporting by group
2. Analysis and Discussion: (Enrichment reports)
Discussions of findings/clearing out of differences, development of
critical thinking and creativity.
3. Generalization:
What are the ways to keep the reproductive system
healthy?
What is the importance of keeping the reproductive organ
healthy?
4. Application and Valuing:
You played with you schoolmate and you noticed that your
underwear is wet. What must you do so that your genitals
will not be irritated?
What should we do to keep our reproductive organs
healthy?
IV.
Evaluation:
A. Put a check mark on the good practices in keeping the reproductive
system healthy and cross out the bad practices.
____1. Wash genital with soap and water.
____2. Change underwear once a week.
____3. Use sanitary napkins during menstruation.
____4. Eat salty foods.
____5. Take a brisk walk everyday.
____6. Use dirty toilets in terminals.
____7. Eat a lot of fruits and vegetables.
____8. Consult your physician when you have cyst on your breast.
B. What is the importance of keeping the reproductive organs healthy?
20
Questions:
1. What are the good health habits to keep the reproductive organs
healthy?
2. What must you do with your underwear after changing?
3. During menstruation, what should the girls use to feel comfortable?
V.
Assignment:
In a ten-sentence paragraph, state why it is important to protect ones
sensitive parts or reproductive organs.
21
Lesson 8
I.
1 Day
Objective:
Identify the respiratory system and its major parts
II.
Subject Matter:
22
III.
Learning Procedure:
A. Pre-Activity:
1. Let the pupils perform the inhaling and exhaling exercise for ten
times.
2. As you breathe in, can you feel the air as it passes into your nostril?
What are the other organs of your body that take charge of getting in
and out of air? Lets find out.
B. Activity Proper:
1. Giving of instructions and distribution of learning Activity Sheets by
groups.
2. Group activity.
C. Post-Activity:
1. Reporting by group
What are the parts of the respiratory system?
2. Analysis and Discussion:
What are the main parts of the respiratory system?
What are the other parts of the respiratory system?
3. Abstraction and Generalization:
What makes up the respiratory system?
4. Application and Valuing:
If you have clogged nose, which part of your body can you take in
air?
IV.
Evaluation:
Label the numbered parts of the respiratory system.
23
V.
Assignment:
Bring the following to class:
Stick-O-jar, dextrose tubes, 2 ice candy bags, sando bags, glue.
24
Problem:
______________________________________________________________________
II. Hypothesis:
______________________________________________________________________
III. Materials:
Enlarged illustration of the respiratory system, paper strips where the
respiratory parts are written.
IV. Procedure:
1. Study the illustration of the respiratory system.
2. Identify the parts by pasting the paper strip opposite each part where
the arrows are drawn.
V. Analysis:
1. What are the parts of the respiratory system?
2. Where does the air enter?
3. What is main organ for respiration?
VI. Conclusion:
___________________________________________________________________________
___________________________________________________________________________
25
Lesson 9
I.
1 Day
Objective:
Explain the function of each part of the respiratory system
II.
Subject Matter:
26
III.
Learning Procedure:
A. Pre-Activity:
1. Review Lesson. What are the main parts of the respiratory system?
2. Motivation Presentation:
When you breathe, to which organ does air enter?
What is the role of the other parts of the respiratory system?
B. Activity Proper:
1. Giving of instruction and distribution of Learning Activity Sheets by
groups.
2. Group activity
C. Post-activity:
1. Reporting by groups
2. Analysis and Discussion:
What is the function of each part of the respiratory system?
3. Abstraction and Generalization:
What is the role of the following in the respiration?
a. Nose
f. bronchi
b. Nasal cavity
g. bronchioles
c. Pharynx
h. lungs
d. Larynx
i. alveoli
e. Trachea
4. Application and Valuing: Nenita used to talk loudly. But this time she
keeps on moving her lips but there is no sound produced. Which part of
the respiratory system is not functioning?
IV.
Evaluation:
Answer the following questions:
1. What is therole of the nasal cavities in respiration?
2. Why are mucus and cilia important in the respiratory system?
3. What is the function of the trachea? Bronchi?
4. Where does the exchange of gases take place?
V.
Assignment:
Draw the respiratory system and label its parts.
27
I.
Problem:
______________________________________________________________________
II. Hypothesis:
______________________________________________________________________
III. Materials: Enlarged drawing of the respiratory system, paper strips, manila
paper
IV. Procedure:
1. Study the illustration of the respiratory system.
2. List down its part on a manila paper.
3. Read the function of each part written on the strips of paper.
4. Paste each strip opposite of the part of the respiratory system.
5. Explain your work before the class.
V. Analysis:
1.
What are the parts of the respiratory system?
2.
What is the function of each part of the respiratory system?
VI. Conclusion:
___________________________________________________________________________
28
Lesson 10
I.
1 Day
Objective:
Construct a model to demonstrate the mechanism of breathing
II.
Subject Matter:
Topic: Constructing Lung Chest Breathing Model
Science Concepts:
Air is taken in and pushed out by the ribs and the diaphragm.
The diaphragm is an organ that aids in breathing. It is a muscular
organ that is located across the bottom of the chest.
Inhalation occurs when the chest cavity moves up or spreads out
and the diaphragm moves down, air pressure decreases within the
chest cavity and the air rushes to the lungs.
Exhalation occurs when the chest cavity moves down or back to its
normal position, the diaphragm relaxes and the air pressure within
decreases causing the air to move out from the lungs.
Science Processes:Constructing, communicating, describing,
demonstration
Value: Resourcefulness
Materials: empty plastic jar (stick-o-jar), plastic tube or ballpen case,
dextrose tube, stick glue, cotton, ice candy bags, rubber bands, sando
bag
References: RBEC-PELC V Unit I, 4.3 p.4
Into the Future: Science and Health 5 p. 21-23 by Jose F. Llarinas
and Emily M. Pelobello
Background Information for Teachers (BIT):
Breathing is the process of taking in oxygen and taking out of
carbon dioxide from the lungs. Inhalation is the process of taking
in oxygen. Exhalation is the process of releasing or taking out of
carbon dioxide from the lungs.
The lung chest model can be constructed out of indigenous
materials. This model can be manipulated to observe the
mechanics of breathing in humans. In this model, the plastic
sheets represent the diaphragm, the plastic bags with cotton
represent the lungs, the Y tube for bronchi, the large tube for the
trachea or windpipe and a stick-o-jar for the chest cavity. The
movement of the diaphragm makes the chest cavity move during
29
III.
Learning Procedure:
A. Pre-Activity:
1. Review lesson. What are the parts of the respiratory system?
2. Presentation:
What forces the air to move in and out of the lungs? Aside from the
breathing exercise that we usually do, how can we have a clearer view
on the breathing process in humans? Can we make a model for this?
B. Activity Proper:
1. Distribution of Learning Activity Sheets by groups.
2. Setting standards while doing the project
3. Group work
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What part of the respiratory system does the model represent?
What does the lung-chest model show us?
3. Generalization:
What model can you construct to demonstrate the mechanism of
breathing in humans?
4. Application and Valuing:
Aside from the ice candy bags, what other materials can represent
the lungs in a model?
IV.
Evaluation:
Let the leader of each group display their project/model and have the pupil
evaluate the best five models.
V.
Assignment:
Does the size of chest cavity affect the volume of the air drawn?
I.
Problem:
How can I make a lung chest model?
Lesson Plans in Elementary Science, Grade 5
30
II.
III.
Materials:
Stick-o-jar
Modeling clay
Sando bag
dextrose tube
stick glue or
glue gun,
scotch tape
5 mm diameter of plastic tube or ballpen case
Procedure:
1. Prepare the following materials: clear plastic jar, dextrose tubes, ballpen
case, modeling clay or glue, ice candy bags, plastic sheet, rubber
band,scotch tape, scissor.
2. Bore a hole on the bottom of the jar by heated four inch nail.
3. Cut two pieces of ice candy bags to about 2.5 cm. in length and place a
little cotton inside of each bag. Tie it to the two ends of the Y-tube as
shown, using rubber bands.
4. Carefully insert the Y-tube through the hole of the jar. Use a modeling clay
to hold it in place and prevent air from entering or leaving.
5. Cut the sando bag into a square and attach at the open end of the jar with
a rubber band to hold in place. Tie a string or attach a scotch tape at the
center of the plastic sheet.
6. Pull the plastic sheet and observe how the plastic bags attached to the Ytube change in shape.
IV.
Analysis:
1. Which part of the model represent the following?
a.
Trachea
c. chest cavity
b.
Bronchi
d. diaphragm
2. What happens when you pull and push the plastic sheet?
3. How do these movements affect the plastic bags? In respiration, what do
these movements represent?
V.
Conclusion/Generalization:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
31
Lesson 11
1 Day
I. Objective:
Trace the path of air and what happens to it in different parts of the
respiratory system
Learning Procedure:
A. Pre-Activity:
1. Review: What forces the air to move in and out of the lungs?
2. Motivation:
Have the pupils perform again the breathing exercise. Ask, When you
inhale, where do you think does the air go? How does the air reach the
different parts of the body?
Lesson Plans in Elementary Science, Grade 5
32
B. Activity Proper:
1. Setting of activity standards
2. Distribution of activity sheets by groups
3. Group activity
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
Where does the air enter in our body? How doe oxygen reach the
different parts of the body?
3. Generalization:
What is the path of the air as we breathe in?
How does it reach the different parts of the body?
4. Application and Valuing:
What do the pearl divers use in order to breathe oxygen while they are
under water?
IV.
Evaluation:
A. Arrangement the parts of the respiratory system written in the box. Trace
the path of the air in each part by drawing of arrows.
Lungs
Nose
Pharynx
Nasal cavities
Bronchi
Trachea
Capillaries
B. Answer the following:
1. What happens to the air as it passes through the nasal cavity?
2. What happens to the air as it reaches the alveoli?
V.
Assignment:
What do you think would likely to happen if the air we breathe is carbon
dioxide?
33
I.
Problem:
________________________________________________________________
II.
Hypothesis:
______________________________________________________________
III.
IV.
Procedure:
1. Have a deep breath. Do this for five times, observe where the air
enters and possibly passes through.
2. Manipulate the lung-chest model. Pull and pushthe attached
scotch tape at the center of the plastic sheet. Observe what
happens to the ice candy bags (lungs).
3. Study the drawing of the respiratory system. Identify its major
parts.
4. Draw arrows to trace the passageway of air from the nose down to
the capillaries of the alveoli.
V.
VI.
Conclusion/Generalization:
________________________________________________________________________
34
Lesson 12
1 Day
I. Objective:
Name common ailments of the respiratory affecting the respiratory system.
35
Procedure:
1. Study the list of the respiratory ailments in the chart.
2. List down the ailments affecting the lungs, bronchi, and the nasal
cavities.
3. Take note of the ailment that is common in the locality.
Questions:
1. What are the common ailments affecting the lungs, bronchi, and
the nasal cavities?
2. Which of these is common to both young and old?
36
Lesson 13
1 Day
I.
Objective:
Describe the causes, symptoms, prevention and treatment of these
diseases.
II.
Subject Matter:
Topic: Causes, Symptoms, Prevention and Treatment of Common
Ailments Affecting the Respiratory System
Science Concept:
Breathing in clean and fresh air is important to life. However, the
environment must be free from pollution which harmful to the
body which causes respiratory ailments.
Science Process: describing, inferring, communicating
Value: Care of the respiratory system
Materials: Pamphlets on symptoms, causes, prevention and treatment
of common ailments of the respiratory system
References: RBEC-PELC I, 5.2 p.4
Science for Better Health &Environment 5 pp. 26-28 by
Efrain Abracia
Background Information for Teachers (BIT):
COMMON AILMENTS OF THE RESPIRATORY SYSTEM
Common Colds
Causes:
Colds are infections of the upper respiratory tract. When a person
with a cold coughs or sneezes, the germs spread out into the air.
Symptoms:
Stuffy or runny nose, cough, fever and headache
Treatment and prevention:
Stay in bed and rest
Stay warm
Drink plenty of water and fruit juices
Apply nasal sprays or drops to clean the nasal passage
Consult a doctor when medicine is needed
Eat nutritious foods
Cover your mouth and nose with a handkerchief when sneezing
and coughing
37
38
Learning Procedure:
A. Pre-Activity:
1. Review: Discuss what happens to the lungs when you inhale or
exhale.
2. Motivation:
What should you do when you cough?
How do you prevent cough?
B. Activity Proper:
3. Giving of instructions
Divide the class into 5 groups. Let them draw lots on the various
ailments of the respiratory system. When one group gets an ailment,
the group conducts a research from the materials/references in the
classroom on the causes, symptoms, treatment and prevention of the
disease.
4. Group Work
Each group will find out some common ailments and writes down
the causes, treatment, symptoms and prevention.
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion:
What are the common causes of respiratory diseases?
People living in crowded places are likely to have respiratory
ailments. Why?
a. TB
b. Asthma
c. Bronchitis
IV.
d. common cold
e. pneumonia
Evaluation:
Describe the cause, symptoms, prevention and treatment of the following
ailments:
Ailment
Cause
Symptoms
Prevention and
Treatment
1. Asthma
2. Pneumonia
3. Bronchitis
4. Common cold
5. Tuberculosis
V.
Assignment:
List down some more ailments of the respiratory system. Describe
their causes, symptoms, prevention and treatment.
40
Lesson 14
1 Day
I.
Objective:
Describe proper ways of caring for the respiratory system.
II.
Subject Matter:
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments affecting the respiratory
system?
2. Motivation/Presentation:
Who among you had suffered from the respiratory
ailments that you have mentioned? How can you avoid
these ailments?
B. Activity Proper:
1. Distribution of learning activity sheet by groups
2. Group work
C. Post-Activity
1. Reporting by groups
2. Discussion:
What are the ways of keeping your respiratory system healthy
Lesson Plans in Elementary Science, Grade 5
41
Assignment:
If you are suffering from asthma, what should you do to avoid the attack of
this disease?
I. Problem: ______________________________________________________________________
II. Material:
Pictures, list of caring the respiratory system
III.
Procedure:
1. Study the pictures below. Discuss what should be done to keep the
respiratory system healthy.
2. Read the sentences written on the strips of paper and match it to the
pictures that you have viewed.
IV. Analysis:
1. What are the ways of keeping the respiratory system healthy?
2. As a growing child, what must you do to practice personal hygiene?
V. Conclusion/Generalization:
42
Lesson 15
I.
1 Day
Objective:
II.
Subject Matter:
Topic: Caring For Persons With Respiratory Ailments
Science Concepts:
Proper care should be given to a person affected by the respiratory
ailment. Proper care includes; making the patient comfortable,
administering the right medicine in the right dosage on time, and
keeping the patients things clean and sanitary and cheering up
the patient.
Science Processes: describing and communicating
Value: Taking care of a person suffering from a respiratory ailment
Materials: face towel, medicines for respiratory ailment, decongestant
like vaporub, fruits/juices, spoons, plate/bowl, drinking glass
References: RBEC-PELC, V Unit I, 6.2 pp. 5-6
Science for Better Health and Environment 5 pp. 31 by Efrain
Abracia
Background Information for Teachers (BIT):
There are proper ways in which we can take care of a person
suffering from certain respiratory ailment. The proper care that should be
given to someone who is suffering from respiratory ailments includes;
making the patient comfortable by providing him a well-ventilated room.
Feeding him/her with nutritious foods.Making his things clean and
orderly, give the necessary medicines on time and cheering up the
patient while in bed. If the patient is suffering from tuberculosis be sure
to sterilized his eating gadgets and bury his sputum. An isolation room
should be provided for him.
In teaching this concept the teacher should assign the pupils on the
possible topics to be demonstrated and the necessary materials needed
for the role play two days before teaching the concept.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: How do you keep your respiratory system healthy?
2. Motivation/presentation:
Has anyone from the members of your family suffered from asthma,
tuberculosis, or influenza? Did you take care of him/her? How?
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5
43
Evaluation:
Call out the leaders of each group to draw lots on the listed situations in
a strip of paper. Have each group discuss on the given situation for ten
minutes and them demonstrate on how to take care of patient suffering from
a respiratory ailment.
1. Lola suffering from tuberculosis
2. Sister suffering from common colds
3. Mother who is attacked from asthma
4. Father suffering from bronchitis
V.
Assignment:
Interview a private nurse to find out how they take care of their patients.
44
Problem:
______________________________________________________________________
II.
Materials:
Fruits/fruit juices medicines for respiratory disease, vaporizer, face towel,
basin, drinking glass, plate, spoon, bowl, blanket, pillow, towel, clinical
thermometer
III.
Procedure:
1. Read the situation given to you
2. Demonstrate the proper ways to take care of a person suffering from
the respiratory ailment.
Situations:
a. Your cousin from Manila took her vacation in your place. Two days
after, she had an asthma attack. How do you take care of her?
b. Your grandfather is suffering from tuberculosis. What proper care
should you give him in order to recover from his ailments?
c. Marco, your 6-year-old brother is having influenza. Your mother is out
of town, what must you do? How will you take care of him to get well
before your mother will arrive?
d. AlingPacita brought her three-year-old son to the doctor because he
has dry coughs and fever. The doctor diagnosed that he has
bronchitis. If you were AlingPacita , how will you take care of your son
who has bronchitis?
e. Your mother is suffering from colds she has severe headache, runny
nose and fever. As the aldest son/daughter how do you take care of
her?
IV.
Questions:
In the given situations, what are the proper ways of handling a person
who suffering from respiratory ailment?
V.
Conclusion/Generalization:
_______________________________________________________
45
Lesson 16
I.
Objective:
II.
1 Day
Subject Matter:
Topic: The Urinary Systemand Its Major Parts
Science Concepts
The urinary system is composed of organs that remove or excrete
liquid wastes, like urea and urine from the bloodstreams of the
body.
46
47
III.
Learning Procedure:
A. Pre-Activity:
1. Review:
How do you take care of a sick person?
Why should we not cover a person with fever, with a thick blanket<
2. Motivation:
Demonstrate how to use a filter paper in filtering the dirty water.
What happened to the sediments in the dirty water after it has been
filtered? Relate it to your body waste. Wheredo you think will the
unwanted liquid materials of the body go? What organ is responsible in
eliminating these wastes?
B. Activity Proper:
1. Grouping
2. Setting of standards
3. Group work
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
a. Describe the kidney and bladder.
b. What are found inside the kidney and bladder?
Lesson Plans in Elementary Science, Grade 5
48
Evaluation:
Label the identified parts of the urinary system
V.
Assignment:
Why is the urinary system important?
49
Lesson 17
I.
Objective:
II.
1 Day
Subject Matter:
Topic: How urine is Formed and Eliminated from the Body
Science Concepts:
Urine is the liquid waste being carried off by the body from time
to time. The organs of the urinary system likethe kidney, urinary
bladder and urethra help in eliminating urine in the body.
Science Processes: Observing, identifying, describing
Value: Caring for ones body
Materials: manila paper, pentel pen, Sequence Chart
References: RBEC-PELC Unit I, 7.2 p.7,
Into the Future: Science and Health V pp. 33-34: Jose F. Llarinas and
Emily M. Pelobello
Background Information for Teachers (BIT):
The human body cells and tissues constantly produce waste
materials which must be eliminated regularly so as not to poison the
body. Liquid wastes are eliminated through the urinary system. The
kidney is the main organ of the urinary system. Each kidney contains
more than a million nephrons.
A nephron is a like a filter or a strainer. Blood enters the
kidneys carrying excess salt, water and urea. The kidney filters the blood
and remove urea (nitrogen waste), excess water, and inorganic salts.
Liquid waste is excreted in the form of urine. The wastes from the kidney
flow to the bladder through the ureter. The ways are temporarily stored
in the bladder. The liquid wastes are carried from the bladder through
another tube called urethra, where the liquid waste is eliminated from
the body.
In this particular lesson, the Sequence Chart is used to describe
how urine is formed and eliminated from the body. The Sequence Chart is
a graphic organizer which maybe used to depict sequential flow of
information.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the parts of the urinary system?
2. Motivation:
Have you ever wondered how urine is formed?
Lesson Plans in Elementary Science, Grade 5
50
B. Activity Proper:
1. Grouping of pupils
2. Setting of standards
3. Group work
C. Post-Activity:
1. Group report
2. Analysis and Discussion:
What is urine made up off? Where do these waste materials come from?
How is urine carried out away from the body?
3. Generalization:
Urine is a liquid waste. How is it formed?
How is urine eliminated in the body?
4. Application and Valuing:
Why is it not good for us to postpone urinating?
IV.
Evaluation:
Choose the letter of the correct answer.
1. Which of the following organs help eliminate urine?
a. Kidney, skin, large intestine, lungs
b. Bladder, ureter, kidney, lungs
c. Kidney, ureter,bladder, urethra
d. Kidney, bladder, urethra, lungs
2. Which monitors the quality of blood in the body?
a. Lungs
b. kidney
c. skin
d. large intestine
3. What happens to the blood as it enters to the kidney?
a. The blood is being filtered/cleaned as it enters the kidney.
b. The blood is being replaced with new blood cells.
c. The blood becomes thicker.
d. The blood becomes more red in color.
Lesson Plans in Elementary Science, Grade 5
51
c. urea
d. all
Assignment:
Sometimes our urine is bright yellow color. It means that the urine is
too concentrated. What should you do to maintain the color of urine?
52
Lesson 18
1 Day
I.
Objective:
Explain how other body wastes are removed (e.g. solid waste through
the digestive system, gaseous waste through the respiratory system,
some liquid waste through the skin).
II.
Subject Matter:
Topic: Other Excretory Organs
Science Concepts:
The human body is equipped with the special organs that take
care of eliminating the waste from the body.
These other excretory organs include the skin, lungs, rectum or
anus and liver.
The skin excreted dead cells, excess salt and excess water
through the pores of the skin.
The large intestines excrete solid waste materials or feces
through the anus.
The lungs excrete carbon dioxide and water through nostril.
The liver removes dead cells from the blood stream.
Science Processes: Identifying, communicating, describing
Value: Taking careof the other excretory organs
Materials: flash cards, manila paper, pental pen
References: RBEC-PELC V, Unit I, 7.3 p. 7
Headways in Science and Health Today V pp. 36-37 by Rebecca
R. Fallaria and Nenita A Apolinario.
Background Information for Teachers (BIT):
Organs of the urinary system are not the only ones that excrete
wastes from the body. Other organs like the skin, lungs, large
intestines, and liver also remove wastes from the body.
The skin covers the whole body. It excretes or removes dead
cells, excess salt and excess water from the body.
The large intestines temporarily stores undigested food and
become solid waste called feces, which passes out through the anus or
rectum.
The liver excretes dead cells from the blood stream.
53
III.
Learning Procedure:
A. Pre-Activity:
1. Review: How is urine formed and eliminated from the body?
2. Presentation:
When you play with your friends, what do you noticed comes out
from the surface of the skin?
What other organs in your body are responsible in removing
body wastes?
B. Activity Proper:
1. Distribution of Learning Activity Sheet
2. Group work
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion:
What other organs aside from the kidneys removes wastes from
the body? What part of the body removes dead cells, excess
slat, and excess waste from the body?
3. Generalization:
What arethe other excretory organs of the body?
How do they remove waste materials from the body?
4. Application:
How do you feel when you dont perspire?
What should you do with the other excretory organs to make
them function well?
IV.
Evaluation:
In paragraph form, explain how other body wastes are excreted from
the body?
V.
Assignment:
Interview your Barangay health worker regarding this subject matter.
54
Waste Excreted
Function
Questions:
1. What are the other excretory organs?
2. How are the body wastes excreted from these organs?
3. Where does carbon dioxide come from? Where does it pass through?
4. Which organ removes dead cells from the blood stream?
5. What waste materials comprise the sweat or perspiration?
Lesson 19
1 Day
55
I.
Objective:
Practice desirable habits that help prevent/control common ailments
affecting urinary system
II.
Subject Matter:
Topic: Desirable Health Habits that Help Prevent/Control Common
Ailments Affecting Urinary System.
Science Concept:
To keep the urinary system healthy, we must be concerned with
its external and internal conditions.
Science Processes: communicating
Value: Care of the Urinary System
Materials: reproduced copies of some tips on how to take care of the
urinary system.
References: RBEC-PELC I, 7.4 p.7
Science For Better Health Today V pp. 42-43 by Rebecca R.
Fallari and Nenita A Apolinario.
Background Information for Teachers (BIT):
Kidney ailments usually occur among older persons. However,
even youngpeople may have kidney ailments. A healthful diet and
good eating habits will keep your urinary system in good condition.
Eat more fruits and vegetables. Drink plenty of water and juices.
Maintain regular, physical exercise. Avoid salty foods. Do not
withhold the urge to urinate. If you do so, the toxic substances like
uric acid, salt and calcium will crystallize and deposit in the kidney
or in the bladder. This will cause the formation of the stones. Keep
the genitals and surrounding area always clean. Use clean water in
cleaning the genitals. Change underwear everyday or more often.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the common ailments of the urinary system?
How are they treated and controlled?
2. Motivation:
Present pictures of people doing the following activities:
1. A child drinking water
2. A person going to the comfort room to urinate
3. A person doing a physical fitness exercise
4. A picture showing a child eating plenty of fruits and vegetables
The teachers asks, What are the children doing? Of what good do
these activities do to the urinary system?
Lesson Plans in Elementary Science, Grade 5
56
B. Activity Proper:
1. Giving of instruction to pupils
2. Group work
Group pupils according to gender. Let each group demonstrate
desirable habits that
help prevent common ailments of the urinary system.
C. Post-Activity:
1. Reporting by groups
2. Analysis an Discussion:
What are some ways of caring our urinary system?
Why do we take care of our urinary system?
3. Generalization:
Describe desirable habits which control or prevent
common ailments of the urinary system.
4. Application and Valuing:
You have very long bring-home test. You dont want to be
disturbed, but you have the urge to urinate. What should you
do? Should you withhold it or not? Why?
IV.
Evaluation:
Make pamphlet or poster about the desirable practices to help prevent
or control diseases of the urinary system.
V.
Assignment:
Write a short paragraph on how we should love our body by practicing
desirable health habits that would prevent ailments of the urinary system.
OVERVIEW
Unit II Animals
57
58
Lesson 20
I.
Objective:
II.
1 Day
Subject Matter:
Topic: Why Animals Live In A Particular Habitat
Science Concepts:
Animals live in different environments.
Some animals live in the desert, forest, and in water.
Animals live in a particular habitat to seek for food and
shelter.
Science Process:
Explaining, communicating, describing
Value: Leave animals undisturbed in their habitats
Materials: cut-out pictures of animals
References: RBEC-PELC Handbook, II, 1.1, p.9,
Into the Future: Science and Health 5 pp. 55-57 by Jose Llarinas
and Emily
Pelobello
Background Information for Teachers (BIT):
Animals live in different places with varying temperature.
Many animals live in tropics where the climate is warm. In this kind
of climate, animals get warmth and more resources of food. There
are also animals which lived at the coldest part of the earth. They
have thick layers of fats and feathers or hair to keep their body
warm.
Animals get their food from the sea. Some animals have a
way of attacking to rocks near the sea. Other animals live in holes
or crevices found in the rocks. Still, others burrow in the soil.
Various animals live and survive in different habitats where they
can find food.
VHS tapes or VCDs could be used, if available, to show
animals living their habitat.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the organs, which make up the urinary system?
2. Motivation/Presentation
Chanting, Where Animals Live
59
B. Activity Proper:
1. Give instructions to pupils. Distribute pictures of animals living in
various habitats.
2. Group work
From the various pictures given to the pupils, let each group explain
why the animals live in that particular habitat.
C. Post-Activity:
1. Reporting by groups
2. Discussion of findings
3. Abstraction/Generalization:
Why do animals live in different habitats?
4. Application/Valuing:
Why must we leave animals undisturbed in their natural habitats?
IV.
Evaluation:
Explain why there are animals in the:
1. the desert
2. forest
V.
3. water
4. the polar regions
Assignment:
Collect pictures of various animals. Classify them according to where
they live.
60
Lesson 21
I.
1 Day
Objectives:
Describe how animals get/eattheir food using certain body parts
Infer the kind of food an animal eats from the appearance of its mouth
parts.
II.
Subject Matter:
Topic: Describing How Animals Get Their Food
Science Concept/s:
Animals eat different kinds of food found in their environment.
Food eaten by animals includes plants and small animals.
Science Processes:
Inferring, describing
Materials: pictures of animals
References: RBEC-PELC Handbook II, 1.2, 1.4 p.9
Science for Better Health and Environment, by Efrain Abracia pp.
50-55
Background Information for Teachers (BIT):
Dogs, tigers, and lions eat meat. Their sharp and pointed
teeth are used for tearing meat into pieces. These teeth are called
fangs. Carabaos, cows, and horses eat grass. They have big flat
teeth which can chew grass very well. Birds and fowls do not have
teeth. They have beaks to get their food. Crustaceans such as
lobsters, shrimps, and crabs feed on snails and other small
animals. Their jaws chew food. The frog has a tongue which is
attached to the front of their mouth. Its sticky tongue catches its
prey.
III.
Learning Procedure:
A. Pre-Activity
1. Review: Where do animals live?
2. Motivation/Presentation
Present the game, Where are my Brothers and Sisters. The
pupils are divided into 6 groups. Each group is given a strip of
cartolina, where an animals name is written. They have to produce the
sound and actions of the animalthey got as they go around. They will
search for their brothers and sisters and when theyre done, they stay
together. The group who can find their brothers and sisters very quickly
will be declared the winner.
61
B. Activity Proper:
1. Distribute strips of carton to pupils. One bundle contains animals
names and the other contains possible food eaten by animals. Let the
pupils roam around and raise the strips of carton they got. Each pupil
would go near another pupil to match the food to the animals name
they are holding.
2. The teacher assists in the group work, then let the class discuss how
an animal eats or how it gets food.
3. This activity is done by giving riddles. The pupils take turns in giving
riddles. The one who can guess the riddle right will be the next to ask a
question.
Ex.: I am the King of the jungle. I have sharp canine teeth. What
do I eat?
4. Discussion/Clearing out of differences
5. Generalization:
How do you know the kind of food an animal eats? What are the
common mouth structures of animals?
IV.
Evaluation:
A. How do these animals get their food?
1. Snake
4. mosquito
2. Octopus
5. dog
3. Frog
B.
1. Laura has pet cat named Rosie. What should she feed her pet cat?
________________
2. Mrs. Fonacier has an aquarium with a gold fish. Infer what food should
she give her gold fish. ____________
3. The zookeeper was assigned to feed snakes kept in a glass cage. What
should the zookeeper feed the snakes in the zoo? ______________________
4. I bought a parrot. What food should I give her? _______________
5. A teacher gave Lerma an assignment. She showed a skeleton of an
animal with flat teeth. The teacher wants Lerma to find out what food it
eats. What should Lermas answer be?
V.
Assignment:
Fill in the table below.
Animals
1.
2.
3.
4.
5.
Pig
Horse
Elephant
Snake
Lion
62
Lesson 22
1 Day
I.
Objective:
Classify animals according to the food they eat.
II.
Subject Matter:
Topic: Classifying Animals According to the Food they Eat
Science Concept:
Animals can be classified according to the kind of food they eat.
Science Processes: identifying, classifying
Materials: Pictures of goats, dogs, shark, not emphasizing on their mouth
parts
Value: Kindness to animals
References: RBEC-PELC Handbook, II.2, p.8
Into the Future: Science and Health 5-pp.52-54 by Jose Llarinas and
Emely
Pelobello
Background Information for Teachers (BIT):
Animals have body parts that enable them to obtain
the food they need in order to grow and reproduce. These
parts differ from one animal to another. The structure of the
animals mouthparts affects their diet.
Animals may be herbivores, carnivores and omnivores.
Animals that are plant-eaters are herbivores, meat-eaters
are called carnivores, plant and meat-eaters are called
omnivores.
III.
Learning Procedures:
A. Pre-Activity:
1. Review: What does a cow eat? What body part does it use in eating
grass?
2. Motivation/Presentation:
Divide the class into four groups. Using an activity card let them
list as many animals as they know. Opposite each animals name
let them write the food it takes.
B. Activity Proper:
1. Group pupils into three.
2. Present pictures of animals which are plant eaters, meat-eaters, plant
and meat eaters. Let each group classify the animals according to the
food they eat.
63
C. Post-Activity:
1. Presentation of group outputs
2. Discussion:
What kind of mouth parts do plant-eating animals have, meat-eating
animals have?
3. Generalization:
How are animals classified? What are plant-eaters called? Meat-eaters?
Plant and meat eaters called?
4. Application/Valuing:
Why is it important to feed animals with the right food and treat them
kindly?
IV.
Evaluation:
Classify the following animals as to herbivore, carnivore, and omnivore.
1. Cat
2. Rat
3. Dog
4. Man
5.
Cow
V.
Assignment:
Can herbivores eat the kind of food eaten by the carnivores? Why or
why not?
64
Lesson 23
I.
1 Day
Objective
Describe how animals adapt to a particular environment for protection
and survival
II.
Subject Matter:
Topic: Adaptation of Animals through Protective Coloration
Science Concept:
Animals have different colors that enable them to blend with
their environment.
Science Processes: observing, inferring, identifying
Values: Caring for animals
Materials: charts, pictures of animals, activity sheets
Reference: RBEC-PELC Unit II, 3.1 p.8
Into the Future Science and Health V by Jose
Llarinas&EmelyPelobello pp.60-61
Science and Health pp.58-59
Background Information for Teachers (BIT):
Some animals protect themselves by blending with the color of
their environment. Their coloration enables them to escape from
their enemies or predators. Grasshoppers and praying mantis are
green; they can easily blend with the grass and can hardly be
recognized. A yellow butterfly resting on a yellow flower looks like
one of the petals. A chameleons color change is influence by stimuli
such as anger, amount of light and heat. Anger causes its color to
darken while excitement causes it to pale. Heat and much light bring
about darkening of colors. Warm temperature without visible light
produces a green color. Such help from nature is called protective
coloration.
Some use the warning coloration. Some animals have
developed bold colors to frighten their enemies.
III.
Learning Procedure
A. Pre-Activity
1. Review
What do you call animals that feed on plants?
How about animals that feed on other animals?
2. Motivation: Hunting Game
Let the pupils go out of the class and gather strips of white
cartolina scattered on the grass for 15 seconds. Let them count and
record the number of white cartolina they gathered. Let them do the
Lesson Plans in Elementary Science, Grade 5
65
same activity but this time they will gather the strips of green.
Cartolina scattered on the grass.
B. Activity Proper:
1. Setting of Standards
2. Group Work
Distribute the activity sheets to each group.
Group I will go to the mini forest.
Group II & III will go to the school garden.
Group IV will go to the flower garden or Science & Technology
Park.
Color
Habitat
Ways to protect
themselves
C. Post Activity:
1. Reporting:
2. Analysis and Discussion:
What were the animals you saw?
Where did you find them?
Do some animals have the same color with the place where you
found them?
3. Abstraction and Generalization
How do some animals protect themselves so that they are not
seen at once by their predators?
4. Application and Valuing
You see butterfly sipping the nectar of a flower, are you going to
kill or catch it? Why?
66
IV.
Evaluation:
Match the animals in column A with their adaptation in column B.
A
1. Bird
bending its
B
a. An animal which has the ability to camouflage by
bending its color to anything.
b. An insect that looks like a stick.
c. It sips the nectar of flowers and blend its color
2. Chameleon
3. Rattle snake
with the
4. Walking stick
in order not
to be seen easily.
e. Animals with wings, spotted in color to blend
5. Butterfly
with the
Assignment:
Encircle the words that areformed in the word puzzle. Use the clues given
below.
C
S
A
B
X
Y
Z
H
I
K
B
C
C
S
B
H
B
C
I
C
M
N
H
K
B
N
M
C
I
B
A
X
A
C
O
A
W
A
S
P
R
C
A
R
Z
T
R
N
P
K
H
I
D
X
R
Z
A
C
S
G
N
E
C
A
S
I
R
A
B
B
E
A
S
Q
U
I
D
C
B
X
B
B
A
R
T
U
R
T
L
E
B
L
C
S
A
O
T
H
U
R
B
C
Y
X
P
B
W
O
Clues:
1.
2.
3.
4.
5.
67
Lesson 24
I.
1 Day
Objectives:
Classify animals into vertebrates and invertebrates
Identify characteristics of vertebrates/invertebrates.
II.
Subject Matter:
Topic: Classification of animals
Science Concepts:
Animals are classified into two groups; they are the vertebrates
and invertebrates
Vertebrates are animals with backbones.
Invertebrates are animals without backbones.
Science Process:
Observing, classifying, describing
Value: Caring of animals
Materials: Animals found in the Science and Technology Park if
available. Cut-out pictures of vertebrates and invertebrates.
References: RBEC-PELC V, Unit II, 4.1, 4.1.2 p.9
Science for Better Health and Environment 5 by Efrain Abracia
Into the Future: Science and Health 5 pp. 63-71 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
Animals are found anywhere. Some live on land and
some in fresh and salty water. These animals are classified into
two groups, the vertebrates and invertebrates.
Vertebrates are animals with backbones while
invertebrates are animals without backbones.
III.
Learning Procedure:
A. Pre-Activity:
1. Review:
Praying mantis stays in malunggay plants. Why cant we readily see it?
2. Presentation:
What are the animals that you can see in the community? Are they
similar to each other? In what ways are they different?
B. Activity Proper:
1. Distribution of learning activity sheets
2. Setting of outdoor activity standards
3. Group work
C. Post-Activity:
1. Reporting by group
Lesson Plans in Elementary Science, Grade 5
68
Evaluation:
A. Classify these animals into vertebrates and invertebrates. Write the name
of each animal on the columns provided for:
Ants
spider
tamaraw
Bat
elephant
crab
Kangaroo
junebeetle earthworm
Shrimp
mouse
owl
Snake
frog
squid
Vertebrate
Invertebrate
Assignment:
List down at least ten examples each of vertebrates and invertebrates.
69
Lesson 25
I.
Invertebrates
1 Day
Objective:
Lesson Plans in Elementary Science, Grade 5
70
Subject Matter:
Topic: Classification and Characteristics of Vertebrates
Science Concept:
Animals are classified according to common characteristics.
Vertebrates are classified as mammals, birds, reptiles,
amphibians and fishes.
Science Processes: observing, classifying
Value: Appreciate animals as Gods creation
Materials: Cut-out pictures of vertebrates
References: RBEC-PELC Unit II, 4.2, 4.2.1 p.9
Science for Better Health and Environment 5 pp. 66-72 by Efrain
Abracia
Background Information for Teachers (BIT):
Animals can be grouped according to their common
characteristics. Animals with backbones are called vertebrates.
Vertebrates get their name from the word vertebra which are
the bones that support the body and bear most of their weight.
Vertebrates can be divided into five groups: fish, amphibians,
reptiles, bird and mammals.
Fish
The gills are their breathing organs.
They are cold blooded.
They reproduced by laying eggs which are hatched into
smaller fish.
Amphibian
They lay eggs.
They can live both on land and in water.
They have smooth skin.
They have gills for breathing at an early stage.
They disappear in their later part and their lungs develop for
breathing.
They are cold-blooded.
Reptiles
They can live well on land.
Their skin are tough dry and covered with thick scales made
of protein.
Reptiles reproduce by laying eggs.
Lesson Plans in Elementary Science, Grade 5
71
Birds
They have the ability to fly.
Feathers cover the whole body of a bird.
All birds reproduce by laying eggs
They are warm-blooded.
Mammals
Mammals are animals that provide milk for their young.
Mammals give birth to their young alive.
They are warm blooded.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: why do some animals travel in groups?
2. Motivation:
Use the game, where are my brothers and sisters? The class
is given small strips of paper where animals are written. When a pupil
finds that he gets a carabao, he produces the sound and action so that
other pupil who got the carabao will join him producing the sound and
action. After finding their brothers and sisters, the teacher will instruct
each group to join another group of animals as to the number of legs,
having feathers those, which live in water, and those that feed their
young with milk.
B. Activity Proper:
1. Giving of instructions to pupils as to how they perform the activities.
2. Group work:
The teacher distributes paper bags with many pictures of
vertebrates good for five groups. Let each group classify or group
the animals the way they want it. After classifying, let them identify
the characteristics of the group assigned to them.
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What are the classifications of vertebrates? What are the
characteristics of each group?
3. Generalization:
Fill in the boxes of the concept map below
VERTEBRATES
72
C H A
C S
Evaluation:
A. Classify the following animals:
1. Frog
6. Parrot
11. salamander
2. Crocodile
7. Bat
12. eagle
3. Whale
8. Bangus (milk fish)
13. turtle
4. Pig
9. Snake
14. cobra
5. Cow
10. Lion
15. Monkey
B. Identify whether the characteristics written below are for mammals,
reptiles, amphibians, birds or fish.
1. They are covered with scales and breathe through their gills.
2. They live both on land and in water.
3. They feed their young with milk.
4. Their bodies are covered with feathers.
5. They have dry scaly skins.
V.
Assignment:
Make a diorama of the following groups of animals. Find your group
mates in the class and pick out one from the following classifications of
animals.
1. Amphibians
4. Fish
2. Mammals
5. Reptiles
Lesson 26
I.
3. Birds
1 Day
Objective:
Classify invertebrates into poriferans, coelenterates, annelids,
platylhelminthes, nematodes, echinoderms, mollusks and arthropods
(insects, arachnids, crustaceans, myriapods)
II.
Subject Matter:
Lesson Plans in Elementary Science, Grade 5
73
Learning Procedure:
A. Pre-Activity:
1. Review:
What are the five group of vertebrates? To which class do we
belong?
2. Motivation:
Have you seen a worm in the soil? To which group of animals
do you think does it belong?
B. Activity Proper:
1. Distribution of activity sheet by groups
2. Group Work
74
C. Post Activity:
1. Reporting by groups
2. Discussion:
What does this group of animals have in common?
How are these animals classified?
3. Generalization:
How can we classify invertebrates into smaller groups?
4. Application/Valuing:
The following are classified of invertebrates. Give an example for
each and one benefit we get from the example given.
Invertebrate
Example
Benefit
1. Porifera
2. Mollusks
3. Insect
4. Annelid
IV.
Evaluation:
Classify the following animals. Write each anima; under the column
they belong.
Ascaris
Clams
Sea urchin
Grasshopper
Leech
Annelid
V.
Porifer
a
Coelenter
ata
jellyfish
earthworm
starfish
scorpion
planaria
Platylhelmit
hes
Nemato
da
sponges
snail
hydra
shrimp
Echidernom
ata
Mollus
k
Assignment:
What are the mollusks that we use as food?
75
Arthrop
od
Materials:
Cut-out pictures of animals, manila paper, pentel pen
Procedure:
1.
2.
3.
4.
Questions:
1.
2.
3.
4.
76
Lesson 27
I.
1 Day
Objective
Identify characteristics of each group of invertebrates
Porifera, Coelenterate, Echinoderms, Mollusks
II.
Subject Matter
Topic: Characteristics of Poriferans, Coelenterate,Echinoderms and mollusks
Science Concepts:
There are eight subgroups of invertebrates. Their classification is based
on their characteristics.
Poriferans are pore-bearing animals, example sponges.
Coelenterates are hollow-bodied animals, examples jellyfish, hydra,
coral, sea anemone.
Echinoderms are spiny-skinned animals, example sea urchin, star fish
brittle star.
Mollusks are soft-bodied animals covered with shells. Examples clams,
snails, octopus.
Science Process:
Identifying, observing, describing
Value: Accepting individual differences
Materials: preserved sponges, corals, starfish, jellyfish (if available) or
pictures of Sponges corals, starfish, jellyfish, clams, snail, hydra
References: RBEC PELC Unit II, 4.3.1 p. 12
Into the Future: Science & Health V by Jose Llarina and EmelyPelobello
pp.69-70
Background Information for Teachers (BIT):
Interventions are classified into poriferans, coelenterates, echinoderms,
mollusks, annelid, platyhelminthes, nematode and arthropods.
Poriferans are the simplest of the many celled animals. Its body is hollow tube
with many pores or openings. The wall of the body is made up of two layers of cells.
Saltwater and freshwater sponges belong to this group.
Coelenterates have hollow bodies made up of two layers of cells. They have
tentacles that surround their mouth radiating out regularly like the spokes of the
wheel. Circulation and digestions take place in their hollow bodies. Their bodies
have an opening at one end only.
Echinodermata are animals with spines in their bodies. All echinoderms are
marine animals and most live in the seabed. They are found in very shallow water
along the coast as well as at depths. They have a hard, shell-like kind of skeleton
which is on the outside of their body. They have radial symmetry which gives their
bodies the shape of a biscuit or disk starfishes, sea urchins, san dollar belong to this
Lesson Plans in Elementary Science, Grade 5
77
group.
Mollusks have soft, fleshy bodies with no segments. Most mollusk have a
protective shell made of lime. They have muscular feet and a special sheet of tissue
called, the mantle which produce the shell. The clam, oyster, octopus and squid are
members of the group.
III. Learning Procedure
A. Pre-Activity
1. Review:
What are the eight groups of invertebrates?
Who can give examples of each group?
2. Motivation / Presentation:
What do you think are invertebrates classified into?
B. Activity Proper:
1. Distribution of activity sheets.
2. Group activity
C. Post Activity
1. Reporting by groups
2. Discussion:
What are the characteristics of poriferans and coelenterates?
How about the echinoderms and mollusks?
How are poriferans and coelenterates similar?
It what way do they differ?
3. Generalization:
What are the characteristics of poriferans, coelenterates, echinoderms
and mollusks?
4. Application:
Some mollusks are edible. What are the mollusks that can be eaten?
5. Value Infusion:
Why should we respect each other?
IV. Evaluation
Write at
1.
2.
3.
4.
5.
V.
Assignment
What products can we get from sponges?
78
Classification
Characteristics
IV. Question
What are the characteristics of these invertebrates?
a. Sponges
b. Jellyfish
c. Clam
d. Starfish
e. Snail
79
Lesson 28
I.
1 Day
Objective:
Identify the characteristics of each group of invertebrates, platyhelminthes,
annelids, nematodes
II. Subject Matter
Topic: Characteristics of Platyhelminthes, Annelids, Nematoda
Science Concepts:
Platyhelminthes are flat worms. They are the simplest of all worms. Their
bodies are made up of only three layers of cells. Planaria and tapeworm
are examples in this group.
Annelids are segmented worms. They are the most developed group of
worms. They have well developed digestive, excretory and reproductive
systems. A common example is the earthworm.
Nematoda or Nemathelminthes are round-bodied worms. They have soft,
smooth bodies that are not divided into rings or segments. They have a
complete digestive system with a mouth at the front end and an anus at
the rear end. Ascaris and earthworm belong to this group
Science Processes: identifying , describing, comparing
Value: Beware of parasitic worm like Ascaris
Materials: Planaria, Ascaris, Earthworm, Pentel Pen, Manila Paper
References: RBEC PELC V Unit II 4.3 p. 9-10
Science & Health for Better Health & Environment pp. 76-77. By: Efrain
E. Abracia
Background Information for Teachers (BIT)
All worms have bilateral symmetry. An organism which has bilateral symmetry
can be divided into two parts that are alike. Some worms are free living while
others are parasitic. They live in the bodies of other animals and people such as
flukes, tapeworms and ascaris.
Platyhelminthes/flatworms have bodies that look like ribbons. Flatworms such
as planaria are free living (not parasitic). Planaria lives in ponds and streams. It
has a simple digestive system that is open only at one end. The food enters and
waste materials pass out from the same end. It is hermaphrodic which means
bearing the same sexes of the male and female. Tapeworm is another example of
platylelminthes. It is parasitic in nature. It lives in the intestines of animals and
men.
Nematodes are round worms. They have around and tubelike shape. Most
roundworms are small. They live in the soil and inmost bodies of water. Most
roundworms are harmless. However, some parasitic species do great damage to
plats, animals and humans. Examples are ascaris. They have complete digestive
system with mouth at the front end and an anus at the rear end. They are parasitic.
Free living worms are marmless. They live in fresh water and salt water.
Annelids are segmented-bodied worms. They live in salt water, fresh water
and in the soil. Leeches and earthworm belong to this group. The earthworm has no
respiratory system but absorbs oxygen and gives off carbon dioxide through its thin
80
skin, which must be kept moist. It eats dirt digesting the decayed plants and
animals matter from dirt and eliminating the rest. This increases the fertility of the
soil.
Leeches are parasitic segmented worms. They suck blood from animals such
as fish and turtles. A substance in the saliva of the leech prevents the animal blood
from clotting while the leech is sucking the blood of the victim.
81
Classification
Characteristics
IV.Questions:
What are the characteristics of each group of worms?
V. Conclusion : _________________________________________________________________.
82
Lesson 29
1 Day
I. Objective:
Identify the characteristics of each group of invertebrates
- Arthropods
II. Subject Matter:
Topic: Characteristics of Arthropods
Arthropods are animals with segmented bodies, jointed legs and
outside skeletons which protect their soft bodies.
Some arthropods live on land while others live in water.
Some can fly, while others crawl.
Science Processes:
Observing, describing, classifying, communicating
Value: Controlling insects that are harmful to crops.
Materials: grasshopper, ants, spider, tick, shrimp, crab, millipedes,
centipedes
References: RBEC-PELC Unit II, 4.3 p. 9
Science for Better Health and Environment V by Efrain E. Abracia
pp. 80
Science and Health Today V by: NenitaAssuncion et al pp. 78-79
Background Information for Teachers (BIT)
Arthropods are the largest group of invertebrates. They have skeletons on
the outside of their bodies called exoskeleton. Their bodies are segmented and
there are distinct body regions. Their legs and all their body parts that are
attached body are jointed and can bend.
They have specialized eyes. The nervous system of arthropods is well
developed. They have sense organs in the head that can detect touch, vibration
and chemical.
Arthropods are further subdivided into insects, arachnids, crustaceans and
myriapods. Insects have three pairs of legs, one pair of antennae and two pairs of
wings. Their bodies are divided into threeparts, the head, abdomen and thorax.
Grasshopper and butterflies belong to this group. Crustaceans have bodies that
have a hard outer covering.
The crustaceans exoskeleton contains calcium and other minerals in
addition to chitin. ( a hard carbohydrate material). The minerals make the shell
particularly hard and flexible. Crabs, lobster and shrimp belongs to this group.
Arachnids have four pairs of walking legs. They posses spinnerets which
they use to spin silk threads into webs, cocoons. Examples of arachnids are the
spiders (which comprises the largest order) and scorpion.
Myriapods are animals with many legs. They are the millipedes and the
centipedes. They have pairs of legs in each segment.
83
1. Review: What are the three groups of worms? What are the
characteristics of each group?
2. Presentation:
Show some live animals such as grasshopper, spiders,
millipede and shrimp. Then ask: what are these animals that you
see on the table? Can you identify them? What characteristics do
these animals have in common? Do they have the same
characteristics with the worms?
B. Activity Proper:
1. Distribution of learning activity sheets by groups.
2. Group work
3.
C. Post Activity:
1. Reporting by groups
2. Discussion:
What are the characteristics of the animals you observed?
How are they different from each other?
What characteristics are common?
(The Ven Diagram can be used during the discussion.)
3. Generalization:
What are the characteristics of arthropods?
4. Application / Valuing
Some insects like the leafhoppers are harmful. They
destroy the crops of farmers. In what way can they be
controlled?
VI. Evaluation:
Choose the best answer. Write only the letters of the correct answer.
1. Which of the following is a distinct characteristics of arthropods
a. They have complete body system
b. They have jointed legs
c. They have light wings and legs
d. They have a pair of antennae.
2. Which of these characteristics do insects have?
a. They three pairs of legs
b. They have four pairs of legs
c. They have five pairs of legs
d. They have six pairs of legs
3. How many pairs of legs do spiders have?
a. Two pairs
c. four pairs
b. Three pairs
d. five pairs
4. To which group do shrimps and crabs belong?
a. Insects
c. arachnids
b. Crustaceans
d. myriapods
Lesson Plans in Elementary Science, Grade 5
84
Assignment:
Collect some insects and arachnids. Preserve them in a glass jar with cotton
and naphthalene balls. Bring them to class.
ants
tick
centipede
crab
Procedure:
1. Study the animals with the use of a magnifying glass
2. Observe and describe their characteristics like their body segments,
number of pairs of legs, presence of antennae and wings
3. Compare their similarities and difference.
4. Tabulate your observations.
Arthropod
Body
Number of
Wings
Antennae
Segment
Legs
Questions:
1.
2.
3.
4.
5.
85
86
1. Grouping
2. Setting of Standards
3. Read the poem written on a manila paper
Here I am again
To be with your group
I must participate, share and think
To whatever things we must do
These must listen and follow directions
These will help me best ingredient
For us to succeed in whatever we do.
Ask: According to thepoem, what should you do to succeed in
your activity?
4. Group work
Activity I Touch and Do
1.
2.
3.
4.
C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Compare the drawing of each group with the picture of a
coral reef presented earlier
Describe the coral reef. Where do corals come from?
What happens when the remains of these animals or what
we call corals accumulate?
What did you observe when vinegar was added to the
coral? What does this show?
3. Abstraction and Generalization:
What are coral reefs? How do they look like?
4. Application and Valuing
Imagine you are underwater. What do you feel when you see a
coral reef?
IV. Evaluation:
Illustrate you idea of the coral reef. Describe the coral reef in terms of its
physical appearance.
V. Assignment:
Make a report about the Tubbataha Reef in the Philippines. Find out why we
should be proud of it.
Lesson 31
Lesson Plans in Elementary Science, Grade 5
1 Day
87
I. Objective:
Identify the importance of coral reefs
II. Subject Matter:
Topic: Importance of the Coral Reefs
Science Concept:
Coral reefs serve as the breeding places of marine animals. They
provide shelter and protection for fishes and other forms of marine
animals. They protect coastal communities form waves. They also
serve as tourists attraction.
Science Processes: Identifying, communicating
Valuing: Love and care of nature
Materials: activity sheets, pictures of coral reefs, realia
Reference: RBEC-PELC Unit II, 5.2 p.10
Into the Future: Science and Health 5 pp. 72-73 by Jose Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Coral formations are important to sea animals as well as in
humans. They provide shelter for fishes and other sea animals. Coral
reefs serve as habitats for tropical fishes. Fishes can get inside the
reefs to hide from the enemies. They als lay eggs in the reefs.
Reefs protect coastal communities from big sea waves during
strong typhoons. The reefs act as barriers from such destruction. Aside
from protecting the sea shore, beautiful and colorful coral serves as
tourist attractions. Many foreigners as well as local tourists visit various
Philippine beaches because of these reefs. Scuba divers enjoy the
spectacular view of different coral formation and various aquatic
animals that live in the reef.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Describe the coral reefs using the Think-Pair-Share or
the collaborative learning technique.
B. Activity Proper:
1. Grouping
2. Setting of Standards
Using the word CORALS, what should you do to understand the
lesson well?
C ooperate with the group
O- bserve silence when necessary
R aise you hand if you want to recite or if you need help
A lways be attentive
L isten very well
S peak in a soft voice
3. Group Work
Lesson Plans in Elementary Science, Grade 5
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89
Lesson 32
1 Day
I. Objective:
Discuss practices that cause destruction of the coral reef
II. Subject Matter:
Topic: Practices that Cause Destruction of the Coral Reefs
Science Concept:
Some human activities such as muro-ami fishing, dynamite
fishing, use of cyanide in fishing and excessive harvesting and
selling of corals as souvenirs heavily contribute to the destruction
and eventual extinction of coral reefs.
Science Processes: observing, predicting, communicating
Values: Love and care of nature
Materials: activity sheets, manila paper, pentel pen, some art materials
Reference: RBEC PELC Unit II 5.3 p.10
Into the Future: Science and Health 5 by Jose
Llarimas&EmelyPelobello pp.74-76
Background Information for Teachers (BIT):
Some harmful activities such as muro-ami fishing, dynamite
fishing, use of cyanide and excessive fishing and harvesting and sell of
coral as souvenirs heavily contribute to the destruction and extinction
of coral reefs in the country. These will in turn affect the source of
livelihood of fishermen and on the countrys tourism industry. It will
also bring possible dangers to coastal communities and diminish
population of aquatic life.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Round Robin
Why are coral reefs important?
(Share your answer to the question posted on the board)
B. Activity Proper:
1. Grouping
2. Setting of Standards
3. Group work
(Let the gofer/grab leader of each group pick out one card and
executive whatever instruction is written there)
CARD 1
We have learned that coral reefs serve as homes of
fishes and other forms of marine life. What do fishermen do to
drive the fishes out from the reefs? Discuss with your
groupmates how you will demonstrate it.
Lesson Plans in Elementary Science, Grade 5
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CARD 2
Corals are animals with different colors. How do some
people earn money out these corals? Does it contribute to the
destruction of coral reefs? How? Discuss with your groupmates
and present it through a skit.
CARD 3
How do fishermen using dynamites destroy the coral reefs?
Draw to illustrate it.
CARD 4
Collecting colorful fishes is becoming a popular hobby to
some. What do fishermen use to catch these fishes making them
easy to collect in large quantities? What is the effect of this to the
corals? Discuss with your groupmate and write your answer in a
paragraph form. Print it on manila paper.
C. Post Activity:
1. Presentation of output by group
2. Analysis and Discussion:
Why is dynamite fishing harmful and coral hunting prohibited?
3. Abstraction and Generalization:
Discuss some practices that cause destruction of coral reefs.
4. Application / Valuing:
If your father is a fisherman and he is using dynamite for fishing,
how would you convince him to stop doing it?
5. Enrichment:
Let the pupils view the VHS tape or VCD on Muro-ami fishing.
VIII.
Evaluation:
Discuss in a paragraph form, how the following practices cause
destruction of coral reefs. Choose two only.
1. Muro-ami fishing
2. Dynamite Fishing
3. Coral hunting
IX. Assignment:
Make a poster about, My Role in coral Reef Conservation
91
Lesson 33
1 Day
I. Objective:
Predict what will happen when coral reefs are destroyed.
II. Subject Matter:
Topic: Effects of the Destruction of Coral Reefs
Science Concept:
The destruction of coral reefs will affect the source of livelihood
of fishermen and on the countrys tourism industry. It will also
bring dangers to coastal communities and diminish the
population of aquatic life.
Science Processes: predicting, communicating, formulating hypothesis
Values: Love and care of nature
Materials: charts and activity sheets
References: RBEC-PELC Unit II, 5.4 p.10
The Science Connection V pp. 84-85
Into the Future: Science and Health V by Jose Llarinas and
EmelyPelobello pp. 74-76
Background Information for Teachers (BIT):
The destruction of coral reefs cause harm to various kinds of
tropical fishes. The angel fish, tiger fish and blue tuna make the coral
reefs their home. When coral reefs are destroyed, they are left without
shelter. They are exposed to predators such as the bigger fishes. Not only
this, when fishes lose their shelter, they also lose their breeding ground.
Thecoral reef is the place wherethey lay their eggs, and hatch them. Many
marine lives depend on the coralreefs. Edible fishes also live in the reefs.
If the reefs are destroyed, there will be a decrease in their population.
Coral reefs also protect the casual areas from destructive sea
waves. With the destruction of the coral reefs, coastal communities will be
exposed to destructive effect of waves brought about by strong typhoons.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Using the memory circle stategy, the teacher encourages
the pupils to recall their past lesson. Call three pupils to answer and
the rest will repeat the answer of each of the three.
B. Activity Proper:
1. Grouping
2. Setting of standards to follow
3. Group Work using the Network Tree
92
CORAL REEFS
Practices causing its destruction
Dynam
itFishin
g
C. Post Activity:
1. Reporting/Presentation of output by group
2. Analysis and Discussion:
Using the Prediction Chart let the pupils write down their final predictions
based on the result of their group work.
Bad Practices
Effects
Lesson 34
1 Day
I. Objective:
Identify ways of saving the coral reefs.
Lesson Plans in Elementary Science, Grade 5
93
What Happens
Coral break
94
Dynamite fishing
Use of cyanide
in fishing
Excessive
harvesting of
corals
Reefs are
harmed. Tropical
fishes leave
their natural
habitat
Corals die after
one week to one
month exposure
to cyanide.
Coral Reefs are
destroyed.
95
Lesson 35
1 Day
I. Objective:
Participate in an effort to save coral reefs.
II. Subject Matter:
Topic: Saving Our Coral Reefs
Science Concepts:
There are different ways to save coral reefs.
Everyone has the responsibility towards the preservation of the
coral reefs.
Science Processes:
Identifying, communicating
Materials: Film or video tapes of saving coral reefs, news magazine or
news clippings about coral reefs.
Value: Conserve our coral reefs
References: RBEC-PELC Handbook 5.6 p.
Into the Future: Science and Health 5, pp.76-76 by Jose
Llarinas and Emely M. Pelobello
Background Information for Teachers (BIT):
There are different ways of saving the coral reefs from
destruction. Using approved nets, information dissemination,
and enforcing no fishing zones on damaged coral reefs, are
ways to save our coral reefs.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
What are coral reefs?
2. Motivation/Presentation:
Who had watched the movie Muro-Ami by Cesar Monatano?
How did the people destroyed the coral reefs? (Pupils relate)
B. Activity Proper:
1. Let each group guess the status of our coral reefs (poor to fair
conditions). Ask what brought about this condition.
2. Group Work:
Divide the class into four groups. Have each group make a slogan on a
sheet of a manila paper about how to save our coral reefs.
C. Post Activity:
1. Displaying of outputs
2. Evaluation of slogan by the teacher
3. Generalization:
Lesson Plans in Elementary Science, Grade 5
96
What are some ways of saving coral reefs? How can you participate in
the effort to save the coral reefs?
4. Application/Valuing:
Suppose youre very near a sea where there are corals, how will you help
in the information drive about conservation of corals?
IV. Evaluation:
Write 5 ways by which you can help save our coral reefs.
V. Assignment:
97
OVERVIEW
Unit III - Plants
In this unit, pupils will learn about the food
factory of the world and they will discover that there
would be no life on earth without the food made by
plants.
There are twelve (12) lessons in this unit.
The first three lessons (Lesson 36-38) explain the
process of food making (photosynthesis) in plants.
Lesson 39 explains the importance of plants to
human being and other animals. Lessons 40 to 43
present the specific structure and characteristics for
adaptation and survival. While Lessons 44 to 47 deal
on the classification of plants into flowering plants,
cone-bearing plants, ferns, and mosses.
98
Lesson 36
I.
1 Day
Objective:
Perform experiment to determine what plants needs to make food
B. Activity Proper:
1. Investigating the food plants make.
a. Class is divided into five groups.
b. Do Activity 3.1
c. Follow instructions in the book pp. 92-97
d. Perform the investigation (Teacher guides each group)
e. Answer question in the activity
What happens when the test tube containing the green pigment is
placed in the boiling water?
Lesson Plans in Elementary Science, Grade 5
99
What happens when the iodine was dropped into the leaf?
What does it show? ( Blue color shows the presence of starch. This
shows that plants make their own food).
What is pigment?
What is the green substance in the plant called? Its function?
C. Post Activity:
1. Remind the group of their assigned task (assigned 10 days before)
IV. Evaluation:
Direction:
1. Repeat the experiment.
2. Group exchange potted plants.
Lesson Plans in Elementary Science, Grade 5
100
Objective:
Infer that plants need air, water, sunlight for food making
Observe what happens to plants in the absence of any of the factors
needed for photosynthesis.
II. Subject Matter:
Topic: Observing the Factors Needed by the Plants in Photosynthesis
Inferring that Plants Need Air, Water, and Sunlight
Lesson Plans in Elementary Science, Grade 5
101
Science Concepts:
Plants needs carbon dioxide from the air
Plants need light from the sun
Plants need water and minerals from the soil
Science Processes:
Predicting, observing, describing/explaining, inferring, comparing
Value: Importance of Plants
Materials: four potted plants
References: RBEC-PELC III, 1.2.1 p.11
Science for Better Health and Environment by Efrain Abracia
Headways in Science and Health Today p. 97-101 by Rebecca R. Fallaria
and Nenita A. Apolinario
Background Information for Teachers (BIT):
Plants which chlorophyll need sunlight, carbon dioxide
(CO2) from the air, water, and minerals from the soil. Plants
cannot manufacture food in the absence of any of these
factors.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
What is the part of the experiment which is allowed to
change?
What do you call the part of the experiment which is kept the
same?
2. Motivation: Pantomime
1. Task is assigned a day before a lesson
2. Three pupils portray:
a. Pupil no.1
drinking thirstily
b. Pupil no.2
feeling very cold
c. Pupil no.3
gasping for air
d. Pupil no.4
happily holding a glass of
water, enjoying
The sun, breathing the air free
3. Class guesses what the pupils no. 1, no. 2, and no. 3 need
4. Class explains why pupil no.4 looks so happy.
5. Do plants need the same thing? Different thing?
6. Will the plant be happy too if it has water, air and
sunlight?
B. Activity Proper: Predict Observe Explain (POE)
1. Divide the class into three groups.
2. Assign Task:
Group 1
Potted plant covered with plastic (potted plant
1)
Group 2
Potted plant covered with carbon paper
Group 3
Potted plant which was not watered for ten days
3. Distribute manila paper to each GROUP
Lesson Plans in Elementary Science, Grade 5
102
C. Post Activity:
1. Discussion/Comparison:
a. Predict:
What will happen to the three potted plants?
What will happen to the potted plant with air, water and
sunlight?
What will be expected if leaves from potted plant nos. 1,
2, 3, 4 will be boiled in alcohol and pass through the
iodine test?
b. Observe:
What actually happened to potted plants nos. 1, 2, 3?
What actually happened to potted plant no. 4?
(Potted plant with air, water and sunlight)
What actually happened to leaves of potted plants nos. 1,
2, 3, when
they pass through the iodine test?
What happen to potted plant no. 4 when it passed through
the iodine
test?
c. Explain:
Lesson Plans in Elementary Science, Grade 5
103
IV. Evaluation:
Direction: Write a paragraph about your conservation on the four potted
plants.
Explain: What will happen if any of the factors for food making will be absent?
V. Assignment:
Write a poem about the factors needed by plants in making food.
Objective:
Explain the process of photosynthesis using a diagram
104
105
VII.
Assignment:
Write a letter to your friend explaining to her/him how plants make
food.
Objective:
Identify plant/plant parts used for food, medicine, etc.
II. Subject Matter:
Topic: Plant Parts and its Uses
Science Concepts:
People and animals depend on plants for food.
In addition to food, plants provide shelter for birds, shade, lumber,
coal and oil for heat energy, clothing material, paper and oxygen.
Plants especially trees give oxygen needed by animals
Science Process:
Observing, identifying, classifying, comparing
Value: Proper care for plants
Materials: activity sheets, Poem Trees My Life and Everything
References: RBEC-PELC V III, 2.2.1 p.12
Science for Better Health and Environment pp.94-99
Background Information for Teachers (BIT):
Lesson Plans in Elementary Science, Grade 5
106
Plants provide food for other living things. They are the
food makers of the world. Plants supply us with nutrients
that our body needs. These nutrients are found in the
different parts of the plants such as leaves, flowers, the
stem and the roots.
Some parts are used also for medicines, lumber, antipollutant, clothing, shelter and fuel.
III. Learning Procedure:
A. Pre-Activity:
1. Review:
In the process of making food in green plants in the presence
of sunlight, which plant part is responsible for that activity?
Do you think this part have other uses?
2. Motivation:
Let the pupils do Activity 1 Search Me
1. Ask the children to go to the school canteen and record
(as many as they can) the food/s goods displayed and
served during recess and lunch time.
2. Go back inside the classroom and let them classify the
foods/ goods they listed according to what plant they
came from.
3. Instruct them to compare their answers to their round
the clock partners for that hour.
B. Activity Proper:
Group the class into four and let them perform Activity 2
Where do I Belong
Plant
1. Radish
107
108
109
Objective:
Describe special characteristics that help plants adapt to their
environment and to produce their own kind.
110
Protective Structures
With hairy leaf blades
C. Post Activity:
1. Discussion:
Think and share
Divide the class into two
Distribute cards equally, 9 cards containing the plants and the
protective structures
Let the group leader shuffle the cards
One member will lay his card on the protective structures of
the plants
Example
cactus
thorny
talahib
Hairy leaf
blades
If they do not have the corresponding answer they can pass
The first group who laid and consumed the cards first is the
winner
111
2. Generalization:
How do some plants protect themselves against enemies?
3. Application:
If we see beautiful flowers in the park, what is a good practice to
do?
IV. Evaluation:
Do what is asked:
1. Name some plants which have fine hairs that make your skin itchy.
2. Name plants with bitter taste
3. Mane plants that have an unpleasant smell.
4. Name plants that are horny.
5. Name plants that contain poison.
V. Assignment:
A. List 10 plants and identify their protective structures.
B. Give examples of plants that can live on water, hot and dry place.
112
Objective:
Describe the special characteristics of plants which help them adapt to the
environment and reproduce their own kind
II. Subject Matter:
Topic: Adaptation for Reproduction in flowers, spores, roots and stem
Science Concepts:
Big size, bright colors, fragrance and producing nectar flowers serve
as adaptation for attracting insects to pollinate.
Some flowers are small. The are pollinated through the wind.
Plants have adaptations that enable them to reproduce either
sexually or asexually.
Some plants reproduce efficiently from roots, stems and leaves
known as vegetative reproduction.
Science Processes:
Observing, inferring, communicating
Value: Caring for the trees
Materials: flowers, chart illustration of plants
References: RBEC-PELC III, 3.1 p.12
Headways in Science and Health Today p. 111 by Rebecca R. Fallara
and Nenita A. Apolinario
Background Information for Teachers (BIT)
1. Flowering plants reproduce by pollination. Pollination is the transfer of
pollen from one flower to another. Self-pollination occurs when pollens
are transferred to the stigma of the same flower, cross-pollination, when
the pollens are transferred to the stigma f different flowers.
Flowers are made attractive by their color or smell/fragrance.
Colors and smell are kinds of adaptation characters that serve to attract
insects and birds to help plants pollinate.
2. Some plants reproduce by germination of seeds. Mature seeds need to be
dispersed and reach the soil in order to germinate. Seeds are dispersed
in many ways. Some seeds naturally break open when ripe, so they are
dispersed by wind.
Some small and light seeds are dispersed by wind or water
currents. Some seeds are dispersed by birds that eat the fruits.
3. Roots of plants grow towards the ground (geotropism) to be able to
absorb water and minerals fro soil and also to anchor the plant.
4. Stems grow upward to be able to support the leaves as the get enough
sunlight and air.
The are 3 plants responses:
1. Phototropism is the plants movement in response to
light
2. Geotropism is the plants response to gravitational pull.
3. Hydrotropism is the plants response towards a source
Lesson Plans in Elementary Science, Grade 5
113
of water.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation: Show rose, daisy and gumamela flowers to the class.
Ask:
Among these three flowers, what is your favorite?
Why are you attracted to it?
B. Activity Proper:
1. Divide the class into four. (The teacher may use illustrations of plants
as many as he wishes)
Present illustrations of plants and let the pupils identify how to
produce new plants and the type of reproduction.
Name of the
Plants
Gumamela
Parts of the
Plants
Flower
Ferns
Spores
Katakataka
Leaves
How they
reproduce
Pollinated by
insects
Pollinated by
wind
When leaves
contact on the
ground
Type of
reproduction
Sexual
Asexual
Vegetative
reproduction
114
C. Post Activity:
1. Presentation of group output
2. Analysis/Discussion
How do plants protect themselves from their enemies?
3. Generalization:
Describe some plant adaptation that enables them to reproduce their own
kind.
4. Application/Valuing:
When bees visit flowers in your garden, is it good to catch them? Why?\
IV. Evaluation:
Check on the appropriate column how plants reproduce and the plant parts
used for reproduction.
Name of Plants
1. Potato
2.
3.
4.
5.
Type of Reproduction
Sexual
Asexual
Vegetati
ve
Stem
Rose
Begonia
Onion
Strawbe
rry
V. Assignment: Bring corn and bean seeds and other samples of fruits and seeds.
115
I.
Objective:
Describe the special characteristic of plants which help them adapt
to their environment
II.
Subject Matter:
Topic: Structural Adaptation
Science Concepts:
The structure of the root is adapted to its function of getting
materials from the soil. In some plants, roots are modified to
serve as better support for storing of food.
The structure of the stem enables it to transport water and
minerals.
Structural adaptation of stem enable to better support the
plants.
The structure, size, number arrangement and modification of
leaves enable a plant to get enough sunlight to carry on
photosynthesis.
Science Processes: describing, inferring
Value: Appreciate plants in their natural environment
Materials: pictures of plants, strips, chart
References: RBEC-PELC III, 3.1 p.12
Science and Health for changing Environment p. 120-123 by
Estrelita S. dela Cruz, et.al
Background Information for Teachers (BIT)
Plants living in different places have varied conditions
to deal with. Their structures develop to suit a particular
need. For example, forest plants tend to grow tall and
sturdy so that they can expose themselves to sunlight.
Vines do not grow tall, but they seek light either by hanging
or climbing trees.
Some plants have structures that allow them to live
in water. Some of these structures are: broad leaves, bulbs
that are light and spongy that they can float on water.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What are the different parts of a plant?
2. Motivation:
Show pictures of structural adaptations according to
group.
Lesson Plans in Elementary Science, Grade 5
116
A
ROOTS
B
STEM
C
LEAVES
D
Size, Number and
arrangement of leaves
B. Activity Proper:
1. Group pupils into four
2. Select/Choose group leader and reporter
3. Let the pupils observe plant parts: roots, stem, leaves,
size number and arrangement of leaves.
4. Describe the samples in a chart as follows:
Name of
Description of the Structure of Plants
Roots
Stem
Leaves
Plants
C. Post Activity:
1. Reporting of group outputs
2. Discussion:
What are the characteristics and structures of plants which
enable them to adjust to their environment?
3. Generalization:
How are water and minerals transported from the roots to
the leaves?
Describe the adaptations of roots, stems, and the
arrangement of leaves for them to survive.
4. Application:
If you are a plant grower, what is the importance of knowing
the different structures of plants?
IV.
Evaluation:
Choose the correct answer and write it on your paper.
1. How do aerial plants adapt themselves to their habitat?
a. They absorb water from the air through the hanging roots
b. The creep on the ground
c. They let their hanging roots touch the ground
d. They receive water when it rains
2. Why are stems very important part of the plants?
a. Stems are woody and strong.
b. Stems conduct food and water to different parts of the
plant
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117
Assignment:
a. Describe the parts of the plants as to their structure that help
them adapt to the environment.
b. What are the characteristics of plants that adapt and reproduce
their own kind?
c. Bring different fruits and seeds.
118
VI.
Objective:
VII.
Subject Matter:
VIII.
Learning Procedure:
D. Pre-Activity:
E. Activity Proper:
F. Post Activity:
IX.
X.
Evaluation:
Assignment:
119
Lesson 40
1 Day
I.
Objective:
Cite examples of plants that can grow in specific environment
II.
Subject Matter:
Topic: Adaptation for Growing in Specific Environment
Science Concepts:
Plants are provided with adaptations that help them survive
in the environment where they live.
Plants can adapt themselves to change in seasons
Plants adapt to the different conditions in their environment.
Science Processes:
Observing, identifying, describing, comparing
Value: Flexibility/ability to adapt to certain changes
Materials: chart, cut-outs, jigsaw puzzle, picture of plants,
sample of plants
References: RBEC-PELC, Unit III 3.2 p.12
Science for Better Health and Environment pp.111-114
by Efrain Abracia
Into the Future: Science and Health 5 pp.102-104 by
Jose Llarinas and EmelyPelobello
Headways in Science and Health Today V pp.107-112
by Rebecca R. Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT)
Plants grow in different environment where they can adapt
themselves and survice.
Water Plants
Some plants grow on the surface of still or slow moving water.
These plants float and move freely on the surface of water. Algae
are examples of these plants.
Other plants like lotus and water lilies have stems and roots
under the water, while their leaves are above the water.
There are also plants such as masses which grow in moist
soil. Mangroves and nipa palms are tress that grow along the shores
of rivers and swamps.
Forest Plants
The forest is a home to many plants. There are big trees,
small plants, climbing plants and aerial plants in the forests.
Conditions in many forests allow different kinds of plants to survive
and reproduce. There is much rainfall and the soil is fertile.
Desert Plants
Most deserts are hot and dry regions. Plants that survive in
the deserts are those that can store water like cactus, dates and
other succulent plants. Some plants in the desert grow only when
Lesson Plans in Elementary Science, Grade 5
120
the rains come because they are not adopted to the hot
temperature. After the rains and the desert is dry again, these
plants die.
III.
Learning Procedure:
A. Pre-Activity:
1. Motivation:
Distribute parts of the jigsaw puzzle of plants in a different
environment draw in an illustration board or hard paper to
the pupils and let them fix on the board.
Ask: What does the puzzle show?
Do you think plants that live in water can live on a hot
and dry place?
B. Activity Proper:
Adapt in Water
C. Post Activity:
1. Reporting of outputs by groups.
2. Discussion:
Describe the characteristics of plants that grow in specific
environment.
3. Generalization:
Cite examples of plants that can grow in specific environment
4. Application:
The teacher distributes different plants that grow in different
environment. The pupils are asked to tell where they grow.
5. Valuing:
What should you do when you see plants growing on a certain
environment? Should you disturb them? Why?
Lesson Plans in Elementary Science, Grade 5
121
122
IV.
Evaluation:
Fill up the table. Name plants that can live in the following:
Plants in cold area
V.
Plants in Water
Assignment:
List 5 examples of plants that live in the following:
1. Cold area
2. Hot and dry area
3. water
123
II
Subject Matter:
Topic: Characteristics of Certain Plants
Science Concept:
o Plants have special characteristics which help them adapt to
their environment and for survival.
Science Processes: Observing, describing, inferring, comparing, classifying
Value: Everyone has unique characteristics to use for a good purpose.
Materials: Activity Sheets
References: RBEC-PELC III, 4.1 p. 13
Into the Future: Science and Health 5 pp. 102-103 by: Jose F.
Llarinas and EmelyPelobello
Science Connection 5 p. 103 by: Lourdes Lozano and
TeresitaAmasol
Background Information for Teachers (BIT):
Plants like animals adapt to their environment in order to
survive. They possess different characteristics of adaptation that enable
them to live their surroundings. Some plants have thorns to protect
them against being trampled on by large animals. Other plants are not
used as food because their leaves are not palatable and easily digested.
Some plants are not eaten because of their unpleasant odors. Some
species of plants are poisonous. Some seeds of plant have thick, woody
shells or husks which make them hard to open thus protecting the
embryo plant from being eaten by animals.
III.
Learning Procedure:
A. Pre-Activity:
1. Sing the song My Nipa Hut (Tune:bahay Kubo)
My Nipa Hut
My Nipa Hut is very small
But the foods that I grow
See, it houses them all
There beans many kind
Sigarillas, turnips, too
Bataw, patola and squash forming a
head
And the radishes red
There onions, tomatoes and garlic
too are found
Like a fence grows a green sesame
bound.
124
125
Evaluation:
Choose the letter of the correct answer.
1. Which of the following has waxy shiny leaves?
a. Cactus
b. grass
c. mayana
gumamela
2. What do ferns and mosses have in common?
a. They grow from seed.
d.
126
Assignment:
Make a survey of the different plants in your locality. Observe
their characteristics. Make a list of their similarities and differences.
127
I.
Objective:
128
Say: Different plants on the table, come and group them into
2, 3, and 4.
Ask: What made you group them that way?
B. Activity Proper:
Perform Activity # 1 Watch! Whats in me?
Procedure:
Read the statement that describes the unarranged
words above it. Rearrange the letter to form the group of
plants.
TILOHAPYTHES
They are
simple plants. They
have no stems, no
Lesson Plans in Elementary Science, Grade 5
leaves and roots.
Examples are algae
and Fungi.
129
PTRIEDPYTHES
Have true
roots, stems and
leaves but do not have
flowers, fruits and
seeds. Examples are
ferns and mosses.
BYROPTHES
Have simple leaves,
no true roots and stems, they
possess root like stem like
parts. Examples are mosses
and liverworts.
ANGSOIPREMS
Plants having seeds
enclosed in an ovary.
Examples are guava and
avocado.
GMYSONPREMS
Plants having seeds
exposed m or naked. Example is
pine tree.
Ask:
1.
2.
3.
4.
Concept Formation:
Plants can be grouped according to their characteristics.
Important words are written in strips. Arrange them according to
the group they belong.
Guide the pupils to do the concept mapping. (See sample
below)
130
Sample:
Plants
Seed
Producing
C. Post Activity:
1. Reporting of group outputs
2. Analysis and Discussion: (Enrichment of reports and furthering
discussions.)
3. Generalization:
How do you group plants?
4. Application:
Perform Activity # 3 Bring Me Back to my Home
Use same group
Distribute the Activty sheet
Let them finish the activity for 2 minutes
Checking the papers. (Exchange with other groups)
( The activity should be written in manila paper for checking purposes.)
Ask:
1. What group do plants in the square belong?
2. What characteristics do they have in common?
IV. Evaluation:
Lesson Plans in Elementary Science, Grade 5
131
fern
pine tree
avocado
mango
fungi
cedar
acacia
ampalaya
Cone
bearing
Spore bearing
Seed
bearing
B.
Plants
Non-flowering plants
Flowering plants
Dicots
Aquatic
132
I.
Objective:
133
Tallophyt
es
Bryophy
tes
Pteridophy
tes
Ggymnos
pers
Angiosper
ms
ALNNAU
LAINNIEB
NNIEREPAL
134
These plants
grow from
seed, make
more seeds,
then die. All of
these take
place in one
season. Such
plants are
called annuals
because they
last for only
one season.
These plants
that take two
years to
complete
their cycle.
During the
second year,
these plants
have flowers.
They
produced
seeds and
then die.
Carrots and
some garden
flowers
belong to
this group.
These plants
take more
than two
years to
complete
their life
cycle. Most
trees and
many
grasses
belong to
this group.
C. Post Activity:
1. Publishing and Reporting:
Have them post their work on the board.
2. Analysis and Discussion:
What is the other way of grouping plants?
How do they differ from each other?
3. Abstraction and Generalization:
Do plants have the same number of growing seasons?
What is another way of grouping plants?
4. Application and Valuing:
Activity 3 Help Me Im Lost
Procedure:
1. Have them draw on fruit cut-out from the box.
2. Ask them to open the fruit cut-out at the same time.
3. Let them read silently the name of plants written in the
fruit cut-out.
4. Then ask them to move quietly and orderly to the group
where the name of the plants they are holding belongs.
5. Assign three pupils to hold these placards, ANNUALS,
BINNENIALS, PERENNIALS
Ask:
1. What group do you belong?
2. Will you describe that group of plant?
IV. Evaluation:
A. Write Annual, Biennial or Perrenial on the blanks.
_______1.Carrots
________2. Bean
_______3.Bamboo
________4. Mango
Lesson Plans in Elementary Science, Grade 5
135
_______5.Ampalaya
B. Explain the other ways of grouping plants
V. Assignment/Agreement:
Write a short paragraph about the ways of grouping plants. Follow the
correct way of writing a paragraph.
136
I.
Objective:
Describe the importance of grouping plants
II. Subject Matter:
Topic: Describing the Importance of Grouping Plants
Science Concept:
With systematic group[ing of pplants, scientist, farmers, learners
and even consumers can do things better and faster.
Science Processes: describing, inferring observing, comparing
Value: To maintain the beauty of nature we must work together to protect
our plant life
Materials: Different plants such as Simple Plants, The Higher Plants, Seed
Plants, Activity Sheets
References: RBEC-PELC Unit III. 4.4 p.13
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Background Information for Teachers (BIT):
The process of grouping of plants is very important. With
systematic grouping of plant scientist, farmers, learners and even
consumers can do things better and faster. Studying of plants is
easier because scientists know which plants belong to similar group.
When they read reports and researches they are sure they know
which plants are identified. Caring for plants interbreeding choosing
substitute for planning or for nutrition are also easier when they are
classified and grouped accordingly.
Motivation/Presentation:
Do you think grouping of plants is important? Why?
B. Activity Proper:
1. Setting of Standards
137
Activity I
1.
2.
3.
4.
A
n
8. Fungi
9. Algae
Bryoph
ytes
Pteridoph
ytes
138
g
i
o
s
p
e
r
m
IV. Evaluation:
Write a short paragraph with proper indention, capitalization, punctuation and
correct margin about the importance of grouping plants. Give also the
appropriate title.
V. Assignment:
Prepare an album showing the grouping plants
OVERVIEW
Unit IV Physical/Chemical Change
The lesson plans in this unit have
been prepared to make the pupils aware of
the chemistry of life, which is the story of
elements, the building blocks of matter. The
marvelous changes in matter and energy
transform nonliving materials into plants
and animals and give them life. This is the
chemical basis of life.
There are 8 lessons in this unit.
Lessons 48 to 51 describe simple physical
and chemical changes in materials. Lesson
52 presents conditions/factors that bring
about changes in materials. Lesson 53 help
pupils infer that every thing in the
environment is changing. Lessons 54 to 55
deal on the effects of changes in the
environment.
139
I.
Objective:
Observe that no new materials is formed in physical change
Show examples of physical change.
140
Describe:
1. Ice cube
2. Sugar
3. Piece of paper
Activity
1. Think of ways on how you can change the materials you have in
your group.
2. Record your observation using the chart.
Name of
Change that
Condition that
material
happens
brought about
change
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
Let pupils describe what they did with the materials to
change their physical state.
Ask what happened with the ice cube, sugar, piece of paper.
3. Abstraction and Generalization:
Based on the activities, let pupils describe and tell what physical
change is. What is physical change? What happens to a material
when it undergoes physical change?
4. Applications:
Can you name some activities in the classroom where
physical change can be observed?
The table below gives examples of changes. Identify which of
them are physical and which are not. Indicate your answer by
putting a check ( ) in the appropriate column.
Materials/Objects
Involves physical change Does not involve physical
change
1. Plants grow
2. Fruits ripen
3. Leaves decay
4. Water boils
5. Coconut water
ferments
6. Meat is cooked
7. Metal rusts
8. Bread gets moldy
9. Seeds germinate
10.Rain erodes a barren
land
Lesson Plans in Elementary Science, Grade 5
141
11.Glass breaks
12.Food spoils
13.Clay is molded into
pots
14.Silverware tarnishes
15.Egg white becomes
foamy
IV. Evaluation:
Show to the class how these materials undergo physical change.
1. A piece of onion
2. A rubber band
3. A piece of chalk
4. A piece of wire
5. A piece of cloth
Base from your observation how do these materials undergo physical
change?
V. Assignment:
List down at least 5 activities at home that involves physical change.
142
I.
Objective:
Observe that a new material is formed in a chemical change
II. Subject Matter:
Topic: Chemical Change
Science Concept:
Chemical change is a change in the composition of matter.
The original characteristics of matter are lost and new substance is
formed.
Science Processes:
Observing, describing, inferring, recording
Value: working harmoniously and cooperatively/critical thinking
Materials:baking powder, water, milk, vinegar, a piece of paper, match,
test tube, dropper
References: RBEC-PELC Unit IV. 1.2/1.2.2 p.14
Into the Future Science and Health 5 pp. 121-123 by Jose F. Llarinas and
EmelyPelobello
Headways in Science and Health Today 5 pp.137-141 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Chemical change is a formation of one or more new substance due
to the action or presence of heat and other substances such as
acid. The presence of bubbles, a change in color, and release of
heat indicate a chemical change addition of chemicals such as
acids and absorption of heat are factors needed for chemical
change to occur.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What is a physical change? Give examples.
2. Motivation/Presentation:
Can a material form a new substance when exposed under a
given condition? What are these conditions?
B. Activity Proper:
Group pupils into 5 groups. Let them prepare their materials for the
activity. Set standards before performing the activities.
143
II.
III.
IV. Evaluation:
Show some ways on how the following materials can change
chemically.
1. Small piece of stick
4. Fruit
2. Small amount of milk 5. Iron
3. Small amount of vinegar
V. Assignment:
List down 5 activities showing chemical changes.
Lesson 50
1 Day
144
I.
Objective:
Show examples of chemical change
II. Subject Matter:
Topic: Chemical Change
Science Concept:
Chemical change results in the formation of new substance. This is
brought about by the reaction of substance when they are
combined or when they are broken down.
Science Processes:
Observing, identifying, experimenting
Value: Self-discipline, carefulness
Materials: tissue paper, sugar, vinegar, ammonia, dropper, empty milk
can, match, spoon or can, alcohol lamp, beaker/test tube, firewood
References: RBEC-PELC Unit IV. 1.2.1 p. 14
Headways in Science and Health 5 tx pp.137-139
Headways in Science and Health 5 tm pp. 61-65 by Rebecca R. Fallaria
and NenitaApolinario
PROBE Inset Package on Instructional Model Strategy
Background Information for Teachers (BIT):
A chemical change produces a new substance with a new
kind of molecules.
Factories use fuels to run machines. Buses, jitneys and
other motorized vehicle also use fuels.
The fuels are petroleum products such as crude oil and
gasoline. When these fuels burn, they produce black smoke which
contain harmful chemicals. Chemical change took place.
Steel wool contains iron. The air around has oxygen. The
particles of iron in the steel wool combine with the particles of
oxygen in the air making the iron to rust. Rust is the product of
chemical change.
III. Learning Procedure:
A. Pre-Activity:
Perform Activity # 1 Burn Me
145
Ask:
B. Exploration:
1. Group the class into three.
2. Remind them the precautionary measures before conducting the
activity.
3. Distribute the materials to each group.
Explain the use of each material
Let them perform Activity #2 Look at Me
Ask: What will you do in order not to meet any accident as you perform
the activity?
(Remind them the value of self-discipline and carefulness as they
perform the activity.)
146
Answer briefly:
1. What conditions are necessary for the chemical change to take
place?
2. What are the pieces of evidence that chemical change has taken
place?
B. Presentation of group outputs using the table below:
QUESTIONS
1. Do the characteristics of
paper change?
Is there any smoke formed?
2. What happens to the sugar?
Do you notice other
substances being formed?
3. Did the temperature of
ammonia change?
GROUP 1
GROUP 2
GROUP 3
147
V. Assignment:
Observe a ripe banana fruit. List down the changes that took place.
148
I.
Objective:
149
150
Questions:
a. Did the silverware change?
b. What changes took place?
c. If we try to clean the silverware, can we bring it back to its
original form? Why? Why not?
Station # 3
Procedure:
1. Look at the unripe banana fruit in Saucer A. describe the banana as
to its color, texture, smell and taste.
2. Look at the ripe papaya in Saucer B. describe the papaya as to its
color, texture, smell, taste, and its composition.
Questions:
a. Did the ripe banana change in taste? Color? Smell? Texture?
b. What conditions are observed for chemical change?
c. What happened to the papaya as it passed through chemical
change?
C. Explanation:
Ask: In all the activities performed, what change took place?
When a substance or a material went through chemical
change, what will happen to its product? Why?
Tell: In chemical change, new products are formed. The
characteristics of the new products are entirely different
from the original form. A chemical change is irreversible.
D. Generalization:
What will happen to the product of a material/substance when it
passes through chemical change? (The product of chemical
change cannot be brought back to its original form.)
IV.Evaluation: Perform Learning Activity Burn Me Not
151
1.
2.
3.
4.
Are there changes that took place to the plastic when it was burned?
What are those changes?
What conditions are observed for chemical change?
Can you bring back the plastic into its original form? Why? Why not?
V. Assignment:
List down at least 10 chemical changes that you noticed around you.
I.
Objective:
Cites the conditions/factors that bring about changes in materials.
II. Subject Matter:
Topic: conditions That Bring About Changes in Materials
Science Concept:
Stretching, breaking, pounding, cutting and bending bring about
physical change
Science Processes:
Inferring, describing
Value: Protect our environment
Materials: match, candle, rubber bands, barbecue sticks, pieces of
paper
References: RBEC-PELC Handbook
Lesson Plans in Elementary Science, Grade 5
152
V. Assignment:
What if there are factors that bring about changes in materials? What do
you think will happen to us?
153
Objective:
Infer that everything in the environment is changing
II. Subject Matter:
Topic: Changes in the Environment
Science Concept:
Everything in the environment is changing
Science Processes:
Observing, identifying, inferring
Value: Demonstrate curiosity, cooperation and active participation in all
learning activities
Materials: poem, envelop containing words
References: RBEC-PELC Unit IV, 3
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Curriculum Support Material p. 24
Science and Health for Changing Environment V p. 147
Background Information for Teachers (BIT):
Lesson Plans in Elementary Science, Grade 5
154
Analysis:
What is the poem all about?
Where can we find a sun, birds, rain?
How would you describe the surroundings with this kind of
picture?
Would you like to live in this kind of environment?
Can you identify some changes that take place in this kind of
environment?
Do you think these are the only changes that can taker place in
the environment?
B. Activity Proper:
1. Drawing Blind
a. Divide the class in two groups
b. Two chosen volunteers from the 1st group are blindfolded
c. The picture is shown to the 2nd group and the rest of the
1st group.
Note: The picture to be shown is a picture of the environment where
severalchanges can be identified.
a. The blindfolded volunteers draw on the board the
same picture based on the instruction given by the
rest of the group.
b. Whoever had a closest drawing against the original
wins.
2. Do the Activity Sheet # 53
Lesson Plans in Elementary Science, Grade 5
155
C. Post Activity:
1. Discussion follows
2. Application:
Give each row or group an envelop containing words and have
them empty and count the number of words.
Announce a set of time and the groups form the words into
sentence.
The first group that forms first and correctly wins.
EVERYTHING IN THE ENVIRONMENT IS
CHANGING
3. Generalization:
In what way can we show concern to these changes?
IV. Evaluation:
What do you think will happen to the following after 10 years?
1. Agricultural lands
3. A person
5. A tree
2. Your Barangay
4. Our school
V. Assignment:
Write a short poem showing that everything in the environment is
changing.
Lesson541 Day
I.
Objective:
Identify the good effects of certain changes in the environment.
II. Subject Matter:
Topic: Identifying the Good Effects of Certain Changes in the Environment
Science Concept:
Some changes in the environment have good effects.
Science Processes:
Observing, describing, identifying
Value: cooperation
Materials: activity sheet, jigsaw puzzle board, giant wheel card
References: RBEC-PELC Unit IV, 4.4.1 p.16
Science and Health for a Changing Environment p. 147 by
Rebecca R. Fallaria and NenitaApolinario
Headways in Science and Health Today pp. 139-140
Lesson Plans in Elementary Science, Grade 5
156
Changes
Water boils in a pot
Diesel oil burns in jeepneys
engine
Sugar melts into syrup
Kerosene is burned in the
lamp
Putting meat and fish in the
freezer
Physical
Chemical
157
Procedure:
1. The eight parts of the giant wheel will be detached as cards and
place it in a box.
2. Call 8 pupils to get a card each from the box.
3. Instruct the 8 pupils to connect all the 8 parts to form the giant
wheel as shown above.
4. Ask the following:
What can you see in the giant wheel?
What are these changes?
Do these changes have good effects?
5. Find out.
B. Activity Proper:
1. Organize the pupils in 8 groups.
2. Let them choose their leader, reporter, gofer and noise
minimize.
3. Instruct the golfer of each group to get a part of the giant wheel.
4. The group will identify the kind of change.
5. The leader of each group will discuss and find out the good
effect of the said change.
6. Let them report their findings.
7. Discussion follows.
(Remind the pupils to be cooperative in their group work.
Emphasize the value of cooperation.)
C. Post Activity:
1. Do activity 2 (JIGSAW PUZZLE)
2. Do you agree that the changes in the environment have good
effects? In what way?
3. How do we value these good effects?
IV. Evaluation: Encircle the letter of the correct answer.
1. Water cycle undergoes physical change in the environment. What is one
good effect of this change.
Lesson Plans in Elementary Science, Grade 5
158
2.
3.
4.
5.
a. Provides water
b. Provides fresh air
c. Provides clouds
When plants and animals die and decay, chemical changes happen and
becomes a part of the soil, what beneficial effect does it give?
a. The soil is rich in water
b. The soil becomes fertile
c. There will be an additional layer of the soil
Wood can be changed into charcoal. What is its beneficial effect?
a. It provides us clothing
b. It provides us shelter
c. It provides us fuel
Fruits undergo chemical change when ripen. What does it provide us?
a. Shade
b. Food
c. Fuel
Which of the following is a good effect of placing meat and fishes in a
freezer?
a. It becomes hard
b. It prevents spoilage
c. It adds flavor
V. Assignment:
Make a poem showing the good effect of changes in the environment.
159
160
I.
Objective:
Identify the bad effects of certain changes in the environment.
II. Subject Matter:
Topic: Bad Effects of Some Changes in the Environment
Science Concept:
There are bad effects brought about by certain changes in the
environment
Science Processes:
Observing, identifying
Value: personal discipline
Materials: Reading materials
References: RBEC-PELC Unit IV, 4.4.2 p.16
Science for Better Health and Environment pp. 144-146 by
Efrain Abracia
Headways in Science and Health Today V pp. 142-144 by
Rebecca R. Falloria and NenitaApolinario
Science and Health for a Changing Environment pp. 148-151
Background Information for Teachers (BIT):
If there are beneficial effects of the changes in the
environment there are also harmful effects.
Motorized vehicle uses gasoline or diesel oil. When gasoline
and diesel oil burn, they produce some harmful chemicals.
Sulfur dioxide, nitrogen oxide and carbon monoxide are gases
released into air when fuels such as gasoline and oil burned. Some
hydrocarbons are also released. All these chemicals can cause illnesses.
Lead, which is added to gasoline to make engines run better
has been found to be poisonous.
Above the troposphere is the stratosphere where there is a
layer of ozone gas that protect us from the sun. Ozone absorbs the
ultraviolet rays and shields us from their harmful effects.
Chloroflourocarbons (CFC) are chemicals used in aerosols spray,
refrigerators, and air conditioners. CFCs cause ozone molecules to break
up.
Too much carbon dioxide in the atmosphere prevents heat from
escaping into the outer space so the earth becomes warmer. This result
is the greenhouse effect.
Acid rain formed from chemicals such as sulfur dioxide and
nitrogen oxide are mix with moisture. The rain clouds absorb this and
later fall as acid rain that can destroy soil and kill plants.
III. Learning Procedure:
A. Pre-Activity:
1. Review: Gives some changes and identify its good effects
Lesson Plans in Elementary Science, Grade 5
161
162
Objective:
Identify ways of producing static electricity
II. Subject Matter:
Topic: Static Electricity
Science Concept:
Static electricity is an electricity that stays fixed on a location
Science Processes: identifying, inferreing, describing
Value: Cooperation, Respect others opinions
Materials: Activity sheets, combs, ballons, woolen cloth, sand
References: RBEC-PELC Unit V. 1.1 p. 17
Into the Future: Science and Health V pp. 136-138 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
Rubbing and striking two different materials produce electricity.
This kind of electricity is called static electricity or electricity at
rest. Rubbing materials causes electrons to move. This causes the
Lesson Plans in Elementary Science, Grade 5
163
164
IV. Evaluation:
Check the situation which gives an idea of how static electricity is produced.
___1.Striking two different materials against each other.
___2.Rubbing two different materials together.
___3.Cutting two things together with a piece of rope.
___4.Binding two things together with a piece of rope.
___5.Washing two things together at one time.
V. Assignment:
How do you think does static electricity affect us and our environment?
165
Objective:
Observe the effect of static electricity
II. Subject Matter:
Topic: Effect of Static Electricity
Science Concept:
Static electricity causes lightning. Lightning can be dangerous. It
causes loss of lives and properties. But it can be useful. It causes
oxygen and nitrogen in the air to combine and result to chemical
change. This chemical change produces nitrate, a compound which
makes the soil fertile.
Science Processes:
Explaining, observing, inferring
Value: cooperation, honesty, disaster-control awareness
Materials: bamboo sticks, bolo
References: RBEC-PELC Unit V. 1.2 p 18,
Into the Future: Science and Health V pp. 139-140 by Jose
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
Lightning is an effect of static electricity. It is a spark produced
when electrons on one side of the cloud rub against the protons
on the other side of the clouds. It is not advisable to seek shelter
under a tree during lightning. The tree may explode when
lightning strikes because the liquid sap inside the tree boils. The
heat of the lightning also causes oxygen in the air to undergo
Lesson Plans in Elementary Science, Grade 5
166
a. When a comb is rubbed briskly with a woolen cloth and brought near
small pieces of paper the pieces of paper _________to the comb.
b. A balloon rubbed with a woolen cloth ________ dry sand to it.
c. Some fabric clings to skin because of the attraction between the fabric
and body. To prevent this clinging effect, a ________ substance is used
to wash the fabric.
d. _______ is the basic article comprising all matter. It is composed of
proton, neutron and electron.
e. By _______ and striking two different materials, we produce static
electricity.
f. Static electricity stays in place. The _______ electricity flows.
2. Motivation and Presentation:
Study the following pictures:
167
B. Activity Proper:
1. Listening to instructions and set standards to follow.
2. Group by 5s (Group 1 & 3 do activity A. group 2 & 4 do activity
B.)
Activity A.
1. Get 3 dried bamboo sticks about 1 ft. long and 3 inches
wide.
2. With a bolo make fine pieces of bamboo by scraping one
of the sticks to make fine scraps. Put fine pieces of
bamboo on shallow tin can
3. Position the second stick above the tin can with fine
bamboo scrap
4. Hold both ends of the 3rd stick and position it across the
second. Then rub it forward and backward against the
second stick.
What happens after rubbing for sometime?
What electricity was produced by rubbing?
Activity B.
1. Get two rocks preferably granite or basalt.
2. Tear a piece of paper into pieces and put into a shallow tin
can container.
3. Strike the rocks against the pieces of paper until a spark
is produced by striking.
C. Post Activity:
1. Reporting and Publishing
What happens after rubbing the 2 sticks for sometime?
What electricity was produced by rubbing the bamboo sticks together?
What happens if we keep on striking the rocks together?
What electricity was produced by striking the rocks against each other?
2. Analysis and Discussion:
By rubbing of the electrons and protons in the clouds, lightning
is produced. What could be the effect of this occurrence? What are its
good effects?
3. Abstraction and Generalization:
How does the lightning, as an example of static electricity, effect
people and the environment?
4. Application and Valuing:
Lesson Plans in Elementary Science, Grade 5
168
Objective:
Identify the parts of an electric circuit e.g. conductor, insulator, switch
fuse, source
II. Subject Matter:
Topic: The Electric Circuit, its Parts
Science Concepts:
An electric circuit is a complete path taken by electric current
The parts of an electric circuit are the source, the connecting wire
switch, the resistor and the device using the electricity.
Science Processes:
Describing and classifying
Value: Resourcefulness
References: RBEC-PELC Unit V 2.1 p 17
Into the Future, Science and health V. pp. 114-143 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
A simple electric circuit is made up of several parts. It has
the source, the conductor, control and device. The source of power is
a dry cell. It makes the electrons move in a wire from a place full of
electrons to place with a less. The metal wire allows the electrons to
move easily to and from the dry cells. It is a conductor. The control of
electrons flow through the circuit is done by the switch. It opens and
closes the circuit. The device which transforms electricity is the bulb.
The following are symbols used to diagram an electric circuit
Conductor
fuse
Switch
resistor
Connection
cell
III. Learning Procedure:
A. Pre-Activity:
Lesson Plans in Elementary Science, Grade 5
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1. Motivation:
Coloring exercise. (Look for the word identified by each item
in the box below.)
1. It is combined with oxygen by lightning which results to
chemical change. Color the answer, GREEN.
2. It is a static, electricity produced by rubbing of protons
and electrons. Color the answer,, YELLOW.
3. It is compound which results from the combining of
oxygen and nitrogen during a lightning. Color the answer,
WHITE.
4. They are negatively charged particles which when they
flow produce static electricity. Color the answer, RED.
5. They are positively charged particles which rub against
the electrons to produce lightning. Color the answer,
VIOLET.
2. Look at some materials on display. What can you make out of
them? What materials do you think can you use to substitute the
metal wire? Plastic cover?
B. Activity Proper:
1. Listen to instruction and set standards
2. Group by 5s and do the activity that follows.
C. Post Activity:
1. Reporting and Publishing:
What materials did you use to make a circuit?
Why do you remove the insulation of wire?
How do you open or close the circuit?
When does electricity flow in a circuit? What happens to the flow
of electricity if one part of the circuit is missing?
Lesson Plans in Elementary Science, Grade 5
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171
Objective:
Classify materials into conductors and insulators
II. Subject Matter:
Topic: Insulators and Conductors
Science Concept:
Science Processes:
Conductors are materials that allow electricity to pass through
them.
Insulators are materials that do not allow electricity to pass through
them
The electric wire is made of copper wire (a conductor) and it is
covered with plastic (an insulator). The insulator prevents direct
contact with the electric current that is flowing along the wire. In
this way, there is no direct contact with the electric current so
electrocution or death is avoided.
Value: Cooperation and Critical Thinking
Materials: objects made of metal, insulators such as piece of cloth, strip of
leather, glass, aluminum foil, cigarette foil
References: RBEC-PELC Unit V 2.1.1 p. 17
Into the Future, Science and Health VI by Jose F. Llarinas and
Emily Pelobello
Background Information for Teachers (BIT):
Electric current passes through different materials differently.
For example, current passes easily through metals like gold, silver,
copper, aluminum, iron tin, brass steel, bronze and all other metals.
These materials are called insulators. Current moves easily through
materials with low resistance. It is much harder or impossible for
current to pass through materials with high resistance. These
materials are called conductors. Both insulators and conductors are
useful to us. While it is true that insulators hardly do not allow
electricity to pass, they are still useful because they are used to
protects us from direct contact with electric current which may result
to electric shock, electrocution or death.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation/presentation:
Assemble given materials to make electric circuit.
Tell which part of the circuit is the source of electricity.
Lesson Plans in Elementary Science, Grade 5
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173
IV. Evaluation:
You are given a list of different materials. Classify whether it is an insulator or
conductor, floor mat, needle, paper clip, fastener, stainless spoon, Styrofoam,
garter, coconut husk, lawanit rope.
V. Assignment:
Besides conducting electricity, give two other uses of conductors and give
two other uses of insulators.
Objective:
Differentiate a parallel from a series connection
II. Subject Matter:
Topic: Electric Circuit Connections
Science Concept:
Lesson Plans in Elementary Science, Grade 5
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175
B. Activity Proper:
1. Read instructions and set standards
2. Group by 5s and do the following activities
176
1.
2.
3.
4.
Characteristics
How are the devices
connected?
What happens
when there is a
break in the path?
How do the bulbs
shine when more
bulbs are added to
the circuit?
What happens
when electricity
Series
Parallel
177
Objective:
Cite advantages and disadvantages of parallel and series circuits
II. Subject Matter:
Topic: Parallel and Series Circuits, their advantages and disadvantages.
Science Concepts:
Parallel and series have advantages and disadvantages. The series
circuit is easy to install but a break in the circuit affects the devices
connected to it. All devices can operate at same time and if more
bulbs are added to the circuit the less brightly they would shine.
The parallel circuit is more complex to install. A break does not
affect the other devices in the circuit. The devices connected to it
Lesson Plans in Elementary Science, Grade 5
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can be switched on when needed and switched off when they are
not needed. Thus, using it can be energy-saving.
Science Processes:
Comparing, differentiate, describing
Value: Conservation of Energy
Materials: Models of Parallel and Series Circuits
References: RBEC-PELC Unit V 2.2.2 p. 18
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
The series and parallel circuits are both necessary in making electricity
flow from a source to devices. But they have their advantages and
disadvantages.
In series circuit, less number of bulbs light more brightly
than if there were more. The brightness of the bulbs depends on the
amount of current flowing into each device. If one device in the circuit
fails to function, the flow of electricity stops. Then all the devices will
not work. No part of the circuit can be switched on or off without
affecting the devices will not work. There is only one switch that control
all the devices connected to the series.
In parallel circuit, appliances can operate independently of
each other. Each device has its own circuit. Each can be turned on and
off without breaking the flow of electric current. More devices
connected to the circuit does not affect the way they function.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Sentences in strips telling about the series and parallel
circuits are given to your group. Classify into (A) sentences
that describe the series circuit and (B) sentences that tell
about the parallel circuit.
Are both circuits useful to us? Are there disadvantages of
using the series parallel circuits?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5s and do the activity.
Activity A
1. Using a circuit, with the bulbs in sockets switch and
batteries tacked in place, connect the parts with a piece
of copper wire in series. Trace the flow of current. Switch
off and loosen one bulb. What happens to the bulb in the
Lesson Plans in Elementary Science, Grade 5
179
whole circuit? Turn off and loosen another bulb. Switch on.
Describe the circuit.
2. Using the same circuit board with bulbs in socket, switch
and batteris tacked in place, connect the parts with a
piece of copper wire, switch off and loosen one bulb. What
happens to the bulb in the circuit? Turn off and loosen
another bulb, switch on again. Describe the circuit.
C. Post Activity:
1. Publishing and reporting by groups
a. Which circuit took you longer time to finish? Why?
b. When you switched on the circuits, did all the bulbs light at
the same time?
What happen when one bulb was loosened? Can you
use one bulb and switch off the set you dont need?
Which one enables us to save energy?
2. Analysis and Discussion:
Why is it easy to install a series circuit? Why does
electricity stop flowing when one bulb is loosened? Why
do the lights become dimmer when there are more bulbs
in the circuit?
Why is it difficult to install a parallel circuit?
Why does the electricity keep on flowing when one bulb is
disconnected or loosened?
Why do the bulbs remain equally bright even if more
bulbs are added to the circuit?
Advantages
Disadvantages
V. Assignment:
Lesson Plans in Elementary Science, Grade 5
180
Objective:
Construct a model of an electronic circuit, parallel or series
II. Subject Matter:
Topic: Constructing Parallel and Series Circuits
Science Concept:
There are 2 basic ways to connect electrical devices like bulbs in a
circuit.
The devices can be connected through series or parallel wiring.
Science Processes:
Describing, constructing, comparing
Value: Inventiveness
Materials: three bulbs with sockets, dry cell, copper, diagram of series
circuits and parallel
circuits
References: RBEC-PELC Unit V, 2.3 p. 18
Science for Better Health and Environment pp. 156 157 by
Efrain Abracia
Background Information for Teachers (BIT):
Lesson Plans in Elementary Science, Grade 5
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182
V. Assignment:
Draw a diagram of series and parallel connections. Trace how
electricity flows in each diagram.
Objective:
Describe how electrical energy is produced
II. Subject Matter:
Topic: Electricity, How It Is Produced
Science Concept:
Dry cells and wet cells are chemical cells. They produced current
electricity through chemical action. It can be used only where small
amounts of current are needed for a short period of time.
Electricity can be generated by cutting through magnetic fields.
This kind of electricity is produced by magnetism. It is called
alternating current or AC.
Sunlight, falling water, and steam can also generate electricity. The
energy from falling water is used to turn turbines which transforms
mechanical energy to electricity. Steam is used to turn turbines
too, and transforms mechanical energy into electricity. Photoelectric
cells called solar energy from sunlight generates into electricity.
Science Processes:
Describing, communicating
Value: Thrift, Critical Thinking
Materials: magnet, copper wire, cardboard, used battery, galvanometer if
possible
References: RBEC-PELC Unit V. 4 p. 18
Into the Future, Science and Health V pp. 159-164 by Jose F.
Llarinas, and Emily Pelobello
Lesson Plans in Elementary Science, Grade 5
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B
1.
2.
3.
184
4. Keep moving the bar magnet back and forth through the coil.
Is an electric current generated? How do you know?
5. Move the bar magnet faster in and out the coil.
Does the speed of the magnet affect the amount of
electric current produced.
How do the magnets produce electricity?
C. Post Activity:
1. Publishing or reporting
How is electricity produced in a dry cell?
How do magnets produced electricity?
2. Analysis and Discussion:
Aside from magnets and dry cells, what are the other sources
of electricity?
3. Abstraction and Generalization:
What produces electricity? How do dry cells, wet cells,
magnets, steam, sunlight and falling water generate electric
energy?
4. Application and Valuing:
There are many source of electrical energy, yet, we are not
satisfied to use it only when necessary. Why?
Lesson Plans in Elementary Science, Grade 5
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IV. Evaluation: Match source of electricity in column A to the way by which each
produces electric energy.
____1. Dry cell
A. cutting through magnetic field
____2. Magnet
B. pushing and pulling
____3. Sunlight
C. changing the direction of current flow
____4. Falling water
D. chemical reaction
____5.Steam
E. turn turbines
V. Assignment: Write a short paragraph describing how electrical energy is produced.
Objective:
Observe that electricity can produce heat and light
II. Subject Matter:
Topic: Transformation of Electricity to Heat and Light
Science Concept:
Electricity moving in a wire produces heat. The greater the
resistance of the wire is, the more heat is produced.
Electricity moving from a source to a bulb produces heat and light.
The fluorescent lamp produces less heat and gives a brighter light
for the same amount of electric power compared to an
incandescent bulb of the same voltage.
Science Processes:
Observing, inferring
Value: Conservation and Thift
Materials:nichrome wire, copper wire, dry cell, incandescent bulb,
fluorescent bulb
References: RBEC-PELC Unit V 5.1 p. 19,
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Appliances transform electricity to heat. When the coil of metal or bar
in the appliances offers great resistance to the passage of electricity,
the resistance raises the temperatureof the wire. This resistance
produced heat. Theresistance of metal vary. Nichmore is a material
which a very high resistanceso it is used in many appliances. The
nature of the wire and the number of coils are factors that affect the
Lesson Plans in Elementary Science, Grade 5
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187
188
IV. Evaluation:
Look at the illustration. What does it do with electricity when plugged to an
outlet?
V. Assignment:
Give at least 5 electrical devices that can produce heat and light.
Objective:
Demonstrate how electricity can make things move.
II. Subject Matter:
Topic: Transformation of Electricity to Mechanical Energy
Science Concept:
Electrical appliances with moving parts use motor to change
electrical energy into mechanical energy (motion).
Science Processes:
Observing, identifying
Value: Safety Consciousness
Materials: Appliance such as electric fan or blender, electronic toys with
dethachable outer
Part.
References: RBEC-PELC Unit V 5.2 p. 19,
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity can be transformed into energy of motion or
mechanical energy. The transformation is made possible with the use
of electric motion. This electric motor converts the electric energy
into mechanical energy through the alternate attraction and repulsion
of like and unlike poles. To enable motor to do so, it has an
electromagnet that turns within the magnetic field of force. The pole
of the magnetic coil is attracted or repelled by the magnet in the
Lesson Plans in Elementary Science, Grade 5
189
motor.
Motors, whether small or big, produce power which is
measured in watts or in horsepower. Its power depends on how much
it is require to do.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
You are given a sheet of paper with the illustrations of
appliances. Circle with red all appliances which transform
electricity to heat and with yellow color, circle appliances
that transform electricity to light.
Which appliances are left uncircled? Why? What do you
think do these appliances do with the electric current?
B. Activity Proper:
1. Listen to the instructions and set standards to follow.
2. Group the class into four and study illustrations of appliances
such as blender and electric fan.
1. Examine
C. Post Activity:
1. Reporting and publishing of work by groups
How do appliances such as electric fan and blender function?
What makes them move? Plug and watch how they move.
How does electric current make them move?
2. Analysis and Discussion:
What is an electric motor? How does it work. What has it to do
with mechanical energy? What other devices use electric motor?
3. Abstraction and Generalization:
How can electricity make things move? What has the electric
motor do with the transformation of energy motion or
mechanical energy?
4. Application and Valuing:
Lesson Plans in Elementary Science, Grade 5
190
Objective:
Describe how an electromagnet works.
II. Subject Matter:
Topic: The Electromagnet
Science Concept:
The electromagnet operates only when there is a flow of electricity
in the coil of the wire. Its magnetism can be turned on and off at
will. It is made up of an iron core, wire and source of electrical
energy.
Science Processes: describing, predicting, explaining
Value: Awareness of precautionary measures
Materials: pieces of copper wire, 4 inch nails, dry cells, adhesive tape, pins
References: RBEC-PELC Unit V.6 page 19
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity can be transformed into energy of motion or
mechanical energy because of a discovery made by Hans Christian
Oersted in 1820. He found out that a wire carrying electric current
generates a magnetic field. This is called electromagnetism. This is
made possible with the use of electromagnet which is made of metal
rod as its core. Around this is coiled a piece of copper wire, the ends of
the rod are connected to a source of electricity when electric current
flows on the wire, it produces a magnetic field and the rod produces
magnetism. Then it attracts objects made of metal.
The strength of electromagnet depends upon the number of
Lesson Plans in Elementary Science, Grade 5
191
turns it has on its coil, the materials used or the core and the amount
of electricity in the wire.
An electromagnet operates only when there is a flow of
electricity in the coil of wire. Its magnetism can be turned on and off
at will.
III. Learning Procedure:
A. Pre-Activity:
1. Arrange the following sentences to show how electricity makes
the electric fan move.
___A.The pole if the magnetic coil is attracted or repelled by
the magnet in the motor.
___B. The electric fan is plugged to an electric outlet.
___C. The electric motor turns and alternately and repel like
and unlike magnetic poles.
___D. Electric current flows through the electric wire to the
electric fan.
___E. The electromagnet turns and creates a magnetic field
with like and unlike poles.
___F.The electric blades of its motor turn.
2. What particular part of the electric motor do you think help
transform electrical energy to motion?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Grouping of pupils and doing the activity.
Activity Electromagnets
1. Get a half meter long copper wire, 2 dry cells. One big iron nail
about 4 centimeters in length and a tape.
2. Wind the wire around the nail. Remove one centimeter of
insulation from both ends of the wire.
3. Attach the ends to the poles of a battery.
Is the circuit closed or open?
4. Trace the path of electricity in the device you have just made.
5. Bring the iron nail near some needles. Observe how the iron
nails behave.
Lesson Plans in Elementary Science, Grade 5
192
Predict what would happen if the wire was detached from the
dry cells.
6. Detached one wire from one terminal of the dry cell.
What happens to the iron nails? Explain your observation.
What property is exhibited by the nail when electricity
flows along its wire?
C. Post Activity:
1. Publishing and Reporting
What happens to the ends of the wire that are connected to a
dry cell and you bring the iron nail near the needles? What
happens if you detach an end of the wire from one terminal of
the dry cell? What property is exhibited by the nail when
electricity flows along the wire?
2. Analysis and Discussion:
Why does the iron attract the needles when the ends of the wire
coiled around it are connected to a dry cell? Why do the needles
fall when both ends are detached? Why do the needles fall too,
when one end of the wire is detached while the other end is
connected to one of the terminals?
3. Abstraction and Generalization:
How does an electromagnet work? Describe how it functions.
4. Application/Valuing:
Huge and tiny machines use the electromagnet to produce
mechanical/motion energy from electricity. Why are
electromagnets preferred to other kind of magnets?
IV. Evaluation:
The following paragraph will describe correctly how the electromagnet
works if the right words are selected to complete it. Underline the right word or
words.
A piece of wire preferably copper is (coiled around, connected
to) an iron rod. The iron rod serves as the (Source of electricity,
core). Then the ends of the wire are each connected to the
(terminals, body) of a dry cell. The dry cell is the source of
(electricity, magnetism). When the current flows through the
wire it generates (electricity, magnetic field). This causes the
metal rod or core to (attract, repel) things made of metal. This
property is called (electromagnetism, electrometer).
V. Assignment:
List down at least 2 appliances which make use of electromagnets.
Describe how the electromagnet works in them.
193
Objective:
Explain the use of electricity in the home and community.
II. Subject Matter:
Topic: Uses of Electricity in the Home and Community
Science Concept:
Electricity helps make life convenient, comfortable and easier at
home and in the community because of its multiple use.
Science Processes:
Classifying, explaining
Value: Thrift and conservation of natural resources
Materials: pictures of appliances and machines which operate through
electricity
References: RBEC-PELC Unit V, 7 p. 19
Into the Future, Science and Health V by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Electricity is used at home and in community in many ways. It
is used for heating, lighting, cleaning, cooling, cooking, preserving,
entertaining, printing, manufacturing, sewing, construction, washing,
transporting, communicating, recording, advertising, bearing and a lit
more uses. Surely, electricity can make our life at home and in the
community comfortable and convenient.
III. Learning Procedure:
A. Pre-Activity:
1. Complete the following paragraph with the correct words to tell
abour the electromagnet. A piece of wire preferably copier is
(1)____ around an iron rod. The iron rod serves as the (2)____.
Then the ends of the wire are each connected to the electricity.
When (3) ____ flows through the wire, it generates (4)____. This
Lesson Plans in Elementary Science, Grade 5
194
1. List down all the appliances you use at home, in the community, in
school and check under the column which tells how each is used.
Applian
ce/Devi
ce
Ligh
ting
Refri
gerat
ing
Cooli
ng
Coo
king
Heat
ing
Trans
porti
ng
Enter
tain
ment
Se
win
g
Ma
chi
ne
Adver
tising
Com
munic
ating
Clea
ning
Cons
truct
ing
1.
2.
3.
4.
5.
6.
Applian
ce/Devi
ce
1.
2.
3.
4.
5.
6.
C. Post Activity:
1. Reporting and Publishing:
Lesson Plans in Elementary Science, Grade 5
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196
Objective:
Practice precautionary measures related to electricity e.g. unplugging
electrical appliances during brownouts or thunderstorms
II. Subject Matter:
Topic: Precautions in the Use of Electricity
Science Concept:
Be absolutely careful when using electricity. Carelessness can lead
to fire, electrocutions and certain death. Know all safety
precautions. When in doubt, consult a licensed electrician or consult
the fire station employees for fire prevention tips.
Science Processes: Critical Thinking and Reasoning
Value: Carefulness
Materials: Pictures and strip with names of appliances
References: RBEC-PELC Unit 5.8 p. 19
Into the Future, Science and Health V pp. 165-167 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Electricity is very important and useful to us. It can help us in
many ways. It can make our work faster and easier because of
electricity, we can live conveniently and comfortably. But electricity
can also be dangerous so we should learn how to use it properly and
safely. Below is a list of safety precautions in the use of electricity.
1. Disconnect electrical appliances when not in use
2. Replace damaged or old wires
3. Turn off the main switch when replacing a fuse or when
repairing electrical wiring
4. Put electric cords away from passage ways.
5. Change a burn-out fuse with one of the same capacity.
6. Unplug appliances by carefully disconnecting the cord.
7. Limit the number of appliances connected to one outlet at a
time.
8. Avoid touching the switch of electrical appliances when
hands are wet.
Lesson Plans in Elementary Science, Grade 5
197
HEATING
ENTERTAINING
LIGHTNING
CLEANING
2. Motivation:
What can electricity do with our life, with our work,
and with our activities? Will it always be good and useful?
How do you think can we avoid the dangers brought about
by electricity?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5s and do the following activity.
198
199
Objective:
Practice electrical energy conservation measures
II. Subject Matter:
Topic: Using Electricity Wisely
Science Concept:
Electricity should be used wisely. It is expensive and scarce.
Science Processes: Critical Thinking and Reasoning
Value: Honesty, Thrift
Materials: Table, picture of appliances
References: RBEC-PELC Unit V .9 p 19
Into the Future, Science and Health V pp. 168-166 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Fossil fuels and other sources of electricity are scarce and
expensive. It is important that they should be used wisely.
To do so, we should look into the power rating or voltage of
an appliance we buy. The higher the wattage of an appliance, the
greater the electrical energy it uses. Use of electricity must be
planned, and economized. The less electricity we use, the more
electricity we save and conserve. Below are cost-saving tips we can
follow in the use of electricity.
1. Iron clothes once or twice a week. Switch off the device in
the last few minutes of ironing.
2. When cooking, make sure the size of pans suit the stoves
coils. A small pot placed over a big coil wastes energy.
When water boils, switch the stove to low. Prepare all
ingredients needed in cooking to avoid switching the
stove on and off.
3. Use fluorescent lights instead of incandescent bulb. Clean
the bulbs regularly because dirt diminishes the brightness
of light.
Lesson Plans in Elementary Science, Grade 5
200
WATTAGE/POWER RATING
NUMBER OF HOURS
USED IN A DAY
201
2. Talk about the cost saving tips your group has written. Discuss.
3. Why do we need to use electricity wisely and sparingly?
C. Post Activity:
1. Reporting and Publishing of outputs
2. Analysis and Discussion:
Why is it necessary to know the power the rating of appliances in
school?
Why do we need to follow cost-saving tips in using electricity?
3. Abstraction and Generalization:
What should we keep in mind while using electrical devicesso we
can save electricity?
4. Application and Valuing:
Its daytime, but because of the curtains by the windows it is dark
inside the house. Should you turn the lights on? Why or why not?
What is the best thing you can do?
IV. Evaluation:
What
1.
2.
3.
4.
5.
V. Assignment:
Make a slogan electric energy-conservation.
202
Objective:
Identify the kinds of simple machines. E.g. wedge, screw, wheel and axle
and pulley
II. Subject Matter:
Topic: Simple machines
Science Concept:
A machine is a device that is used to make work easier.
Some machines with very few parts are simple machines
Simple machinesare lever, screw, wedge, wheel and axel, pulley
and inclined plane.
Science Processes: observation, identifying, naming
Value: Energy conservation, proper handling of simple machines
Materials:seesaw, pulley, ramp, wheelbarrow, knife, door knob
References: RBEC-PELC Unit V 10., p. 19
Into the Future, Science and Health V pp. 175-186 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Lever is a rigid bar arranged to move around a fixed point
called fulcrum. The parts of a lever are the fulcrum effort, and
resistance.
A grooved wheel that turns on an axle and acts as a lever is
called a pulley. A pulley may be fixed or movable.
The wheel and axle produces a rotating lever where the
fulcrum is at the center of the axle and the wheel.
An inclined plane is a sloping surface in which load can be
raised from a lower to a higher place.
A wedge is an inclined plane put back to back.
A screw is an inclined plane around the axis.
III. Learning Procedure:
A. Pre-Activity:
1. Review: use the Tic-Tac-Toe Game
Lesson Plans in Elementary Science, Grade 5
203
Ex.
Prepare poles
Move the big rocks to another spot in the school yard using the poles.
Activity 2
Activity 3
Activity 4
Activity 5
204
Activity 6
C. Post Activity:
1. Reporting and analysis by groups.
What are the different devices shown in the different activities?
Did they make the activities easy? Why?
2. Generalization:
What are machines for?
What are the six kinds of simple machines?
3. Value Infusion:
You are given some work to finish, what should you do to make
your work easier? What devices should you use? How should you
use simple machines?
IV. Evaluation:
Identify what simple machines are the following:
1. Bamboo poles 3. Bike
5. Ladder
7. ramp
2. Pulley
4. Wheel barrow
6. Spoons
8. Knife
V. Assignment: Write 2 simple machines under each column.
Wedge
Inclined
planes
Lever
screw
Wheel and
Axle
Pulley
205
Lesson 71
1 Day
I.
Objective:
Identify the main parts of each kind of simple machines
II. Subject Matter:
Topic: Main parts of each kind of simple machines
Science Concept:
The lever has resistance, fulcrum and effort
The inclined plane has a sloping board.
A wedge has one edge thicker than the other which is called a base.
A screw is an inclined plane wound around a cylinder. The spiral
ridge ids the thread. The two thread of a screw is the pitch.
A pulley is a wheel with a groove.
Science Processes: observing, identifying, manipulating.
Value: awareness, care, proper handling of simple machines
Materials: scissors, tongs, pliers, ramp, sets of weight, ax, knife, screw,
pencil, sharpener, cord, books, pulley and rope.
References: RBEC-PELC Unit V. 10.2, p. 19
Into the Future, Science and Health V pp. 173-188 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5, pp. 175-186 by Rebecca R. Fallaria and
Neneita A. Apolinario
Workbook in Science, 5 p. 78-79
Background Information for Teachers (BIT):
The lever is a rigid bar arranged to move around a fixed point called
fulcrum. The parts of a lever are the fulcrum, effort and resistance.
There are three classes of lever and they are grouped according to the
position of the effort, resistance and fulcrum. A grooved wheel that
turns on an axle and acts as lever is called pulley. An inclined plane is
a sloping surface in which a load can be raised from a lower to a
higher place. A wedge is double inclined plane. A screw is an inclined
plane around the axis.
III. Learning Procedure:
A. Pre-Activity:
Name Game
1. Review Game
What simple machine turns on wheel and axle?
What simple machine is a knife?
What simple machine is a wheelbarrow?
2. Motivation:
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1.
2.
3.
4.
1.
2.
3.
4.
5.
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IV. Evaluation: The following are drawings of simple machines. Label the parts.
Lesson Plans in Elementary Science, Grade 5
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V. Assignment:
Draw wheel and axle, inclined plane and wedge. Label the parts of
each simple machine.
Objective:
Describe how each simple machine makes work easier and faster
II. Subject Matter:
Topic: How Simple Machines Work
Science Concept:
There is gain in force but not in distance and speed when the
fulcrum of the lever is closer the resistance. It increases more force.
There is gain in distance and speed when the fulcrum of the lever is
closer to the effort.
Pulley has the rope and a load attached to the end of the other
rope. The force is applied to lift the other end of the rope where the
effort is then located. It increases force.
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Levers are used to push, pull and lift things. They increase
the smaller force applied in order to move heavy objects. Examples:
scissors, seesaw, wheelbarrow, paper cutter, spade and twizzers.
Inclined planes are used to raise heavy objects, move up
and down. Making it move by spreading the force over a long
distance, e.g. stairways and ramp.
The wedge can multiply force greatly, e.g. ax, knife.
The screw fasten two objects together more firmly than a
nail. E.g. jack. It also pulls and pushes with greater force.
Wheel and axle multiplies a greater the effort. Ex. Steering
wheel of the car. It can move things easily with less force because it
increases input force.
Pulley changes the direction of the force and increase
force, making easier to lift heavy loads to high places. E.g. Fixed or
movable pulleys.
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1.
2.
3.
4.
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1.
2.
3.
4.
5.
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Which is the wheel? Which is the axle? As you put the rod, which
parts move? Is the forced you used in turning the handle the
same as compared with the force of gravity in pulling the books?
C. Post Activity:
1. Reporting by groups/ analysis
What machines help you pull, lift or push objects?
What multiply force greatly? Which change the direction of the
force?
2. Generalization:
Describe how the following simple machines work?
1.) Lever
4.) whell and axle
2.) Inclined planes 5.) wedge
3.) Screw
3. Application/Valuing:
Your mother asked you to prepare fruit salad for your snacks.
There are cocnuts, apples, pineapples in a can. What should you use
to open the cans? Why? Are you going to use simple machines?
Why?
IV. Evaluation:
1. Describe how this simple machines work.
2. Match Column A with column B
A
1. Fixed pulley
2. Inclined planes
3. Screw
B
a. they are useful in moving objects from a
high place to a lower place or from a lower
place to higher place
b. a person applies less force to lift or move
heavy objects then when it is done without
the machine
c. the machine gains in force when the wheel
turns the axle while it gains speed and
distance when the axle turns the wheel.
d. can hold pieces of iron or wood together.
e. is used to change the direction of a force.
Both effort and resistance move in the
same distance.
V. Assignment:
Draw a simple machine. Below it, describe how it makes work easier.
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Objective:
Identify activities where simple machines are used.
II. Subject Matter:
Topic: Machines Work
Science Concepts:
Simple machines are devices which make work easier and faster
Simple machines are of greatful help to us.
Activities of man are accomplished with the help of the simple
machines.
Science Processes:
Observing, describing, communicating
Value: Using simple machines properly save time and effort in using
simple machines.
Materials: picture showing activities done by using simple machines
References: RBEC-PELC Unit V Unit V 10.4 p. 20
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215
Read each statement below. Put a check () opposite the statement if the
activities done have made use of simple machines and cross mark (x) if
there was no simple machine used in carrying out the activities.
_____1. My mother is darning my torn shorts.
_____2. The boy is walking along the rough road.
_____3. The grade V pupils are filling their gardens with a hoe.
_____5. My father chops the firewood everyday.
_____6.Lita washed the dishes before going to school.
_____7.He carried a sack of rice over his head.
_____8. George pulled the iron nails on the walls.
_____9. He ate his meals with his bare hands.
_____10. Mario and Ver raised the flag yesterday.
V. Assignment:
List down at least ten activities that you usually do at home using
simple machines.
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Objective:
Describe simple machines which force/speed
II. Subject Matter:
Topic: Simple Machines that Multiply Force/Speed
Science Concept:
Some machines are devices which help make more easier and
faster
Some machines can increase the amount of force so that we can lift
heavier things or exert more force.
Some machines can increase the distance and speed of a force so
that we can move things farther or faster.
Science Processes:
Observing, describing
Value: Using of simple machines properly
Materials: can opener, bamboo pole, picture of jack screw, scissors, pulley
References: RBEC-PELC V Unit V, 10.4 p.20
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Machines are used to multiply force, change direction or
increase speed.
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C. Post Activity:
1. Reporting by group
2. Analysis and Discussion: (enrichment of reports/discussion of
findings, clearing out differences development with critical thinking
and creativity)
3. Generalization:
How do levers multiply speed and force?
How about the screw?
4. Application:
The tire of the jeepney blew off. What should the driver use to
lift up the jeepney and replace the tire?
IV. Evaluation:
Answer the questions in the given situations.
1. Construction workers are on the 8th floor of the building. How can they
lift up the construction materials for them to use?
2. The loggers are about to load their logs on a truck, how can they ferry
the logs without carrying?
3. The principal requested the janitor to have the big crack of concrete
fence to the other side of the school. How can he transfer it without
exerting too much force?
4. Its Saturday morning, and you want to trim the yellow bush along the
fence. How will you do it?
5. Paul planning to make a study table for his daughter. How can he
materialize his plan? What should he use?
V. Assignment:
How do cargo men ship the heavy baggage without exerting too much
force?
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219
Objective:
Practice precautionary measures in using simple machines
II. Subject Matter:
Topic: Safety Measures with machines
Science Concept:
Machines are our helpers. But they can be dangerous too, if we do
not use them properly and carefully
Science Processes: investigating, manipulating, and hands-on-activities
Values: Awareness, self-confidence-carefulness, orderliness
Materials: Samples of simple machines
References: RBEC-PELC Unit V 10.6, p.20
Into the Future, Science and Health V pp. 188 by Jose F. Llarinas,
and Emily Pelobello
Headways in Science and Health Today 5 p 187 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Precautionary measures in using simple machines
Sharp and pointed tools should be properly handled. They can
cause accidents.
Use inclined plane that are thick enough to support heavy
weights. A thin board might break while someone is on it or
may cause a band fall.
Make sure that strong ropes are used to pull heavy objects with
a pulley.
When using a wheel and axle, be sure that the axle is safely
attached to the wheel. If not, the wheel may fly as it turns
and may hurt someone.
III. Learning Procedure:
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A. Pre-Activity:
1. Review: Cite an example of a simple machine and relate them to
experiences. How are you using them? (pupils activity)
2. Motivation: have you experienced being hurt while working?
Show/relate sad experiences on the use of knifes, bolos or
devices. How did you feel? Why?
B. Activity Proper:
1. Setting standards for group work
2. Group Work
221
The teacher divides the class into 5 groups. Each group dramatizes
precautionary measures in using simple machines.
V. Assignment:
Pick out one from the five groups of simple machines. Then, write a jingle
on practicing precautionary measures in using simple machines.
OVERVIEW
Unit V Earth
The lesson plans have been prepared in this unit to
show how important energy is to our body. Practical
energy, conservation and use of simple machines were
developed to guide you to its easy follow up.
There were twenty (20) lessons in this unit. Lesson 56
and 57 describe static electricity. Lesson 58 to 61
describes static electricity. Lessons 58 to 61 describe an
electric circuit. It is in lesson 62 where pupils are asked to
construct a model of an electric circuit.
Lesson 63 describes how electrical energy is produced.
The transformation of electrical energy to other forms is
presented on lessons 64 to 65. Lesson 66 deals on how
electromagnet works while the uses of electricity and
precautionary measures related to it are discussed on
Lesson 67 to 69.
The last lessons (Lessons 70 75) deal on what simple
machines are, how they make work easier and faster and
the precautionary measures in using them.
222
Objective:
Observe how rocks differ in size, color, hardness, texture
II. Subject Matter:
Topic: Observing and Comparing Rocks
Science Concept:
Rocks can be identified by their physical characteristics such as color,
hardness and textures:
Rocks differ in many ways. They differ in size, shape, color, weight,
hardness, texture
Science Processes: Observing, comparing, describing
Value: Awareness and appreciation
Materials: samples of rocks from different places, magnifying lens
checklist
References: RBEC-PELC Unit VI, 1p.21
Into the Future, Science 5 pp. 196-197
Background Information for Teachers (BIT):
Rocks are found in places such as riverbanks, excavations,
beaches, quarries, and mine dumps. Some rocks are found
above the ground, others below the surface, deep down in the
earth and still others at the bottom of the sea. Rocks can be
identified by their physical characteristics such as color,
hardness and texture. These characteristics make rocks different
from one another. Rocks differ from one another because they
are made up of different minerals. Rocks can be identified by the
color of minerals in them. Rocks can be also classified according
to the hardness with the use of a standard scale like scratch test
using the finger nails a coin and a knife.
III. Learning Procedure:
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A. Pre-Activity:
1. Motivation: Using a mystery box, let pupils feel/touch the rocks
inside tell something about them.
B. Activity Proper:
1. Setting Standards for group work. Divide the class in groups, each
will perform the activity in the activity proper.
2. Group Work
1. Collect some rocks of about the same size from different places
in the community.
2. Estimate the heaviness of the rocks using your hands (Group I)
Which rock is heavy? Light?
What make them differ in weight?
3. Observe them closely with magnifying glass.
What are their colors?
Which has an even color throughout?
Are they made of different particles?
4. Touch the rocks with your hands. Do they feel smooth of rough?
5. Rub two pieces of rocks together. (Group II)
Which rock easily breaks into tiny grains?
Which did not?
What holds the grain together?
6. Place two rocks in a pan of water. Remove after five minutes. Place
the rocks on a piece of dry tissue paper.
7. Smell the wet rocks (Group III)
Which rock has distinct smell?
Why do some rocks smell differently from the others?
C. Post Activity:
1. Reporting/Discussion/Analysis by groups
How do rocks differ? How are they similar?
2. Generalization:
What are the physical characteristics of rocks that make rocks
differ from one another?
3. Application/Value Infusion:
Give suggestions on how to have good rock collections.
IV. Evaluation:
Using a checklist, put a check () or a cross (x) in the appropriate columns to
describe the characteristics of
Description
1. Is it colored?
2. Is it smooth?
3. Is it rough?
4. Is it porous?
5. Is it made up of many particles?
6. Is it solid?
V. Assignment:
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Collect rock samples. Observe how they differ in size, color, texture and
hardness. Write your observations on a piece of paper.
Objective:
Classify rocks according to color, shape, hardness and texture
Differentiate rocks as to shape, color, hardness and texture
II. Subject Matter:
Topic: Classify Rocks According To Color, Shape, Hardness and Texture
Science Concept:
Rocks are interesting. They have properties that can tell about their
history.
Science Processes:
Communicating, observing, inferring
Value: Appreciates importance of rocks
Materials: rock samples, magnifying lens or hand lens, coin, knife, nail,
broken glass
References: RBEC-PELC Unit VI, 2.1, 2.2 p.22
Science for Better Health and Environment 5 pp. 201-202 by
Efrain Abracia
Background Information for Teachers (BIT):
Rocks differ in color, hardness, shape and texture.
Some rocks are smooth. Others are rough. Some rocks are
round. Others are elongated. Rocks may be classified
according to hardness. You can test how hard a rock is by
doing the scratch test.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation/Presentation:
Present a collection of rocks. Call on someone to classify the
rocks in any manner a child likes. Ask, how did you classify
the rock samples?
B. Activity Proper:
1. Giving instructions and some precautionary measures to class,
2. Group work:
Distribute the different activity cards to each group.
For group I Activity on differentiating rocks as to color,
texture and shape.
For Group II Test how hard a rock is by scratch test
(see activity cards attached)
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C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
How can you determine the hardness of a rock? In what ways
can you classify rocks? How do rocks differ?
3. Abstraction and Generalization:
How are rocks classified?
4. Application and Valuing:
Mr. Santos is a developer of areas for erecting buildings.
He then used bulldozers to flatten or keep elevated places low. is
this change beneficial? Why or why not?
IV. Evaluation:
Go around the two tables set outside marked table 1 and table 2 with
rocks samples material. Classify the rocks according to color, shape,
hardness and texture. Put each group of rock in an improvised rock
box.
V. Assignment:
Collect rock samples. Classify each rock as to shape, color, hardness
and texture.
Put each group of in an improvised rock box.
Materials:
Five rocks samples, marking pencil, hand lens, knife, coin.
Procedure:
Collect five rock samples as different from each other as you can find. Label
your rock samples #1 to #5. Examine 1 rock sample. Rub your fingers over the
rock.
1. How does it feel?
Hold the rock in bright light and observe it well.
What does it contain?
2. What colors do you see?
Look at the rocks through a hand lens
3. Can you see different particles in the rock or are all particles the same?
4. Describe the particle(s) in the rock in terms of size, shape, color or any
distinct characteristics.
5. Are there some shiny particles in the rock?
Are these shiny particles smaller or bigger than the other particles in the
rock?
Examine the other rock samples. For each one, answer questions 1 to 5.
Copy table 5.1 and write your descriptions.
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Table 5.1
Description of the Rock Samples
Rock sample
Rock
Rock
Rock
Rock
Rock
#
#
#
#
#
Descriptions
1
2
3
4
5
III.
Write yes or no under each column after you have scratched a rock.
Fill in table 5.2 below
Rock
Fingernai
l
Coin
Nail
Does it scratch
glass?
#1
#2
#3
#4
#5
IV.
V.
Observation: From the data you have recorded, what does it tell you
about the hardness of rocks?
Conclusion:
______________________________________________________________
227
Objective:
Identify igneous, sedimentary and metamorphic rocks
II. Subject Matter:
Topic: Identifying rocks
Science Concept:
There are three kinds of rocks: igneous, sedimentary and
metaporphic.
Igneous rocks are burnt rocks
Sedimentary rocks are fossil carriers
Metamorphic rocks are changed rocks due to heat and pressure.
Science Processes: identifying, naming
Value: awareness and appreciation
Materials: Rock samples, chart, guide for identifying
References: RBEC-PELC Unit V 3.1, p. 22
Into the Future, Science and Health V pp. 208-209 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
Rocks may be igneous, sedimentary or metamorphic. The inside
part of the earth is very hot. Its temperature is very high, so there are
very hot liquids in it called magma. When the magma forces its way out, it
cools outside and forms rocks called lava. The rocks form by magma
which cooled and hardened under ground are called igneous rocks or
rocks formed by fire. Ex. Of igneous rocks are granite, diorite, felsites,
basalt and obsidian.
Sedimentary rocks are formed out of sediments. As more and more
sediments piled up at the bottom, they become compressed and
hardened into rocks. Ex. Of sedimentary rocks are limestone, sandstone,
conglomerate, dolomite and shale. Chalk is one form of limestone.
Sandstone is form from grains of sand cemented together.
Metamorphic rocks are once igneous and sedimentary rocks which
have changed their form because of heat and pressure called
metamorphic rocks. The most common metamorphic rocks are slate,
marble, schist and quartzite. Slate comes from layers of compressed
shale and clay. Marble is a very hard stone. It comes from limestone
which is very soft, but is hardened due to heat and pressure.
III. Learning Procedure:
A. Pre-Activity:
Lesson Plans in Elementary Science, Grade 5
228
Sedimentary
Metamorphic
229
Objective:
Describe how igneous, sedimentary and metamorphic rocks are formed.
II. Subject Matter:
Topic: Formation of Rocks
Science Concepts:
Igneous rocks are formed from lava and magma
Sedimentary rocks are formed by sediments or fossils. Fossils are
imprints of some dead plants and animals. It is believed to have
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231
C. Post Activity:
1. Reporting by groups
2. Analysis/Discussion:
How are igneous rock formed? What happen to lava and magma
as they reach the surface of the earth?
What are sediments? Fossils? How they form the sediments
rocks.
What happen to igneous and sedimentary rocks when they are
heated and pressed together?
3. Generalization:
What processes help in the formation of rocks?
4. Value Infusion:
Is there a definite order of changes in rocks? Why? In humans, is
there a life cycle too? What must we do now that were still alive?
IV.
Evaluation:
Match how rocks are formed.
1. Igneous
a. hardened mud
2. Sedimentary
b. cooled lava and magma
3. Sedimentary
c. fossil carriers
4. Metamorphic
d. hardened mud
5. Igneous
e. burnt rock
V.
Assignment:
Pick out one from the 3 groups of rocks. Write a short poem about the
rock by means of describing it.
232
Objective:
Inter that certain conditions/situations lead to the formation of the
different kinds of rocks.
II. Subject Matter:
Topic: Conditions Affecting Rock Formations
Science Concepts:
Evaporation of seawater over a long period of time help in the
formation of sedimentary rocks.
Cooling and solidifying of molten lava and magma help form
igneous rocks.
Heat and pressure on rocks help change igneous and sedimentary
rocks and form metamorphic rocks.
Science Processes: inferring, testing, observing
Values: Awareness, appreciation
Materials: bakers, pebbles, soil, magnifying lens
References: RBEC-PELC Unit V 3.2.1 p. 22
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234
2. Do you think that burned rocks are as durable as the sedimentary rock?
Why?
V. Assignment:
What forces contribute to the weathering of rocks?
What is weathering? Into the Future, Science 5 pp. 214-215
Objective:
Differentiate igneous, sedimentary, and metamorphic rocks from one
another.
II. Subject Matter:
Topic:Kinds of Rocks
Science Concepts:
Igneous rocks are rocks coming from very hot and melted magma
below the earth surface. They come out through volcanoes and
fissures.
Sedimentary rocks are made from sediments or remains of living
things such as skeleton, shells and plants. They are found in river
beds and ocean beds.
Metamorphic rocks are either igneous or sedimentary changed by
pressure and temperature.
Science Processes:observing, classifying, comparing
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236
IV. Evaluation:
Identify the following according to the physical characteristics of the rocks.
1. Easily broken
a. metamorphic rocks
2. Made of particle of shells,
sediments or remains of animals
b. igneous rocks
3. Cooled lava and magma
4. Hard stones like diamond, marbles
5. Found in ocean beds
c. sedimentary rocks
V. Assignment:
Write a short paragraph on how igneous, sedimentary and metamorphic
rocks differ from each other.
237
I.
Objective:
Identify the forces that breaks rocks
e.g. plants, water, weather, man
II. Subject Matter:
Topic: Forces affecting the Breaking of Rocks
Science Concepts:
The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change
them to soul. These are heat, air, water, plants, animals and man
Science Processes:Observing, manipulating, identifying
Values:Awareness and environmental care
Materials:soft stone, clean can, piece of cloth for strainers, pictures of
quarries, typhoon and reforestation
References: RBEC-PELC Unit VI4.1 p. 23
Into the Future, Science pp. 214-216 by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Rocks are hard, compact and solid. However, they continuously
Lesson Plans in Elementary Science, Grade 5
238
break and wear away. They are constantly exposed to all sorts of
weather and other influences like water, heat, air, plants and
animals and man. The exposed rock slowly breaks and crumbles
through physical and chemical means.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What factors affect the formation of rocks?
2. Motivation:
Let pupils share experience in beaches and rivers. What
attracted them to stay in beaches. Describe the particles
of sand. Where they able to build sand castles? Why?
Show pictures of big and broken rocks. Let them describe
these.
B. Activity Proper:
1. Setting Standards for group work.
2. Group Work:
Activity 1 Moving water and rocks.
1. Put some soft stones in a clean can and cover it tightly.
2. Shake the can vigorously for 15 minutes
3. Drain the water, then put the contents of the can on a piece of
cloth.
4. Remove the stones and examine what is left.
Where did the small grains of rocks come from?
What could have caused it?
Activity 2
Go around the science garden. Are there broken rocks? What factors
help in the breaking of these rocks? List down your observations.
C. Post Activity:
1. Reporting and discussion of results by groups.
2. Analysis/Discussion:
What did you see in the garden? Are there some children
playing?
Astray animals?Big trees? Are there broken rocks in the area?
Why?
3. Generalization:
Can animals, air, water and plants help in breaking of rock?
4. Value Infusion:
You have a rock garden in your Science and Technology Park, are
you going to step on it? Why? What can you do to avoid breaking
these rocks?
IV. Evaluation:
Identify what factors affecting the breaking of rocks in your garden.
1. There are big trees in the science garden. (plants)
2. Rainwater carry the stones in the garden (water)
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Objective:
Explain how rocks are broken down
II. Subject Matter:
Topic:Breaking Down of Rocks
Science Concepts:
Changes in the temperature of the environment cause rocks to
soften and break. There are activities people do that cause
weathering of rocks. A growing plan exerts force in a rock surface
causing it to break. It also produces acids that chemically break
rocks. The force of moving water from the oceans and rivers
constantly break up rocks into tiny pieces.
Science Processes:Observing, communicating
Values:Respect natures natural activities
Materials:pictures of activities of animalsand men that contributes to
weathering, alcohol lamp, insulated tong, sandstone, soft stones, can with
tight cover, piece of cloth, cold water
References: RBEC-PELC Unit V/4, 4.2 p. 23
Into the Future, Science and Health V pp. 214-220 by Jose F.
Llarinas, and Emily Pelobello
Headways in Science and Health Today5 pp. 206-211 by Rebecca
FallorinaandNenitaApolinario
Background Information for Teachers (BIT):
Rocks are hard, compact and solid. However, they continuously break and
wear away. They are constantly exposed to all sorts of weather and other
influences. The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change them to
soil, these factors include heat, air, water, plants, animals and man.
In weathering, the rocks may just crumble down into smaller pieces or it may
Lesson Plans in Elementary Science, Grade 5
240
be produce some other new substances. The ordinary breaking down of rocks
without forming new substances in is called mechanical weathering. When new
substances are called chemical weathering.
Plants may be break down rocks. Some plants grow on rocks. When they die
and decay, they give off acid which slowly breaks them down. Roots of plants may
find their way into cracks. As the roots go bigger, the cracks become wider, this can
cause the rock to break apart.
Man and animals help in the breaking of rocks. Some of the activities of men
that help in breaking rocks are digging mountains and rocky places for mining
activities and quarrying. Animals break up rocks with their claws as they move
around and their waste materials help in the decay of rocks.
Weather elements also help in breaking rocks. The alternate heating and
cooling of rocks for a long time causes them to break apart. When the wind blows, it
picks up sand and hurls them against the rocks, as they hit the rocks, the rocks
wear away. Fast moving water carrying soil and bigger rocks fragments chip off
rocks bit by bit. Rainwater acts on rocks to bring about chemical weathering. Ocean
waves crash onto the shore and pound against big rocks causing it to break down
into smaller pieces. These are only some of the forces that help in breaking of rocks.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the different forces that break down rocks?
2. Motivation:
Show samples of weathered rocks. Ask the pupils: to guess
how this rock reaches this condition. Show them the original
rock.
B. Activity Proper:
1. Grouping of pupils
2. Setting of standards
Note: Extra precautions should be reminded to the group who will
use their burner/alcohol lamp.
3. Group work
While the pupils are working encourage them to use their
activity hats if available.
C. Post Activity:
1. Group reporting
2. Discussion:
In the activity performed by group I, what force caused the rocks to
break?
How does water cause the rocks to break? (ask the same questions for
group 2-4
3. Generalization:
Nature has its own way to weather rocks to form soil. What activities of
men contribute to weathering of rocks, should be minimized?
4. Application and Valuing:
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241
Nature has its own way to weather rocks to form soil. What activities of
men should be minimized that contribute to weathering of rocks?
IV. Evaluation:
Choose the letter of the correct answer:
1. How do tiny plants like moss cause weathering of rocks?
a. They produce acid that make rocks surface soft and weak.
b. Their roots multiply fast causing cracks on rocks.
c. They produce oxygen, which destroy rocks.
d. Their roots become bigger that causes rock to crack.
2. Which of the following human activities contribute to the
weathering of rocks?
a. Mining
c. studying
b. Road construction and fishing
d. writing and singing
3. Some animals dig up the soil for shelter or to find food. How does
this activity of animals contribute to the breaking of rocks?
a. Animals have places to hibernate.
b. It causes the small rocks to turn to soil.
c. It exposes the rocks underneath to the air and water causing
them to break.
d. Animals have cooler places to stay
4. How does temperature break down rocks?
a. Rocks break when the sun heats them.
b. Rocks breaks when there is no more sun.
c. Rocks break when they are heated and then cooled.
d. Rocks break when they are hammered
5. How do roots of plants break down rocks?
a. They split the rocks apart.
b. They heat the rocks.
c. They leave minerals on the rock.
d. They put water in the rock.
V. Assignment:
Cut out or draw five pictures showing weathering of rocks.
242
I.
Objective:
Infer how soil is formed.
II. Subject Matter:
Topic:Soil Formation
Science Concepts:
Soil is formed by the continuous weathering of rocks.
It is composed of fine rock particles, humus, and other organic
materials
Science Processes:manipulating, describing, observing
Values:Helps prevent soil erosion
Materials: soil, sample, magnifying glass, water
References: RBEC-PELC Unit VI.5 p. 24
Into the Future, Science 5 pp. 221-222
Workbook in Science 5 p. 95
Background Information for Teachers (BIT):
Weathering causes rocks to break. Rocks continue to
break into smaller pieces as time goes by. The smaller pieces
still break into much smaller pieces until they become soil. The
process of breaking rocks until they become soil is continues.
New soil continues to be formed.
Soil is a mixture of tiny pieces of rocks and theremain of
plants and animals. When plants animals die. They decay and
become part of the soil. The soil that you can see around was
formed from rocks. It takes thousands of years before the rock
finally become soil. It is a very long process.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the different agents of weathering? Choose one
and illustrate how they break the rocks.
B. Activity Proper:
1. Setting of standards
2. Group work
Lesson Plans in Elementary Science, Grade 5
243
Activity 1
Scope some soil in the garden
Put a small amount of the soil sample in a piece of white
paper.
Examine the soil through a magnifying lens. Describe what
you see.
Put the remaining soil sample in a clean container and add
water. Stir the water. Describe what you observe.
Record your observation.
a. Where does the soil come from?
b. Why do we have different kind of soil?
c. How are the humus soil formed?
C. Post Activity:
1. Discussion of results
a. Do you see how rocks breakdown or decay?
b. How long is the soil formed?
2. What makes the humus soil?
3. Where are the organic materials in soil coming from?
4. Generalization:
How is soil formed?
5. Application/Valuing:
You constructed a rock garden in your home.
There are animals too near your house.
What should you advise the owners of the animals so that the
rock garden in your yard will be preserved? What is the result of
the breaking of the rock garden?
It takes thousands of years before rocks become soil. When
sweeping the backyard, do you collect the bits of soil or dust and
throw it in the compost pit. Why?
IV. Evaluation:
Write a short paragraph describing how soil is formed through weathering.
V. Assignment: (Group Assignment)
On one whole sheet of Manila paper, draw how soil is formed. Choose
any one of the agents of weathering, which causes rocks to weather, for soil
formation.
244
I.
Objective:
Identify the process involved in water cycle e.g. evaporation,
condensation, and precipitation
II. Subject Matter:
Topic: Processes in the Water Cycle
Science Concepts:
Water cycle is the continuous changing of water to water vapor and
back to water.
Evaporation, condensation and precipitation are the process that
makes up the water cycle.
Clouds are airborne carriers of water across the sky.
Science Processes: observing, describing, identifying and comparing
Values:appreciation of the importance of water
Materials: drawing kit, hand out, hand out 2
References: RBEC-PELC Unit VI. 6.1 p. 25
Science for Better Health and Environment pp. 222
Science and Health for a Changing Environment pp. 236
Aquatic Education Guide pp. 2-3
Background Information for Teachers (BIT):
Water is the center to all life and life activities. Plants and
animals must havewater to survive. All water everywhere is
somehow connected. Through evaporation, condensation and
precipitation the atmosphere transports water from place to place.
Plants are also an active part of the water cycle in many ways.
Transpiration is the process whereby plants evaporate moisture
through surface of their leaves.
III. Learning Procedure:
A. Pre-Activity:
1. Motivation:
Ask pupils to think about some of the ways they have used
water that day. Emphasize the importance of water.
Did you ever wonder where water goes after using them?
B. Activity Proper:
1. Activating Prior Knowledge
Let the pupils draw their own understanding or concept on
water cycle.
2. Sharing and comparing
Let pupils exchange work with their pair. Look into their
similarities and differences.
3. Reflecting on Prior Knowledge
Lesson Plans in Elementary Science, Grade 5
245
Evaluation:
Draw an illustration of water cycle and identify the processes.
V.
Assignment:
When does evaporation process speed up, during sunny days or during
windy days?
Why?
246
Lesson 86
I.
I.
1 Day
Objective:
Describe changes that happen to water during each process (water cycle)
Subject Matter:
Topic: Changes in Water Cycle
Science Concepts:
When air is warm, it can hold more water vapor.
When water is heated, it expands and rises. Some of it goes into the air
as water vapor.
When water vapor is cooled, it condenses.
Precipitation takes place when water reruns to each as rain or snow.
Science Processes: Observing describing
Value: Importance of water
Materials: illustration of water cycle
References: RBEC-PELC Unit VI. 6.6.2 p.25
Science for Better Health and Environment pp. 223
Science and Health for a Changing Environment pp.237
Background Information for Teachers (BIT):
The changing of water to water vapor and back to water is
called water cycle. This process goes on and on without end. This is
aided by solar energy.
In the water cycle, water keeps on changing, in form as solid,
liquid and gas. In the evaporation process, liquid water from rivers,
lakes, seas, and other forms of water is changed into gas by solar
energy. Gaseous water then enters the atmosphere as moisture.
This moisture is again turned into liquid by condensation if
the temperature is low. Up in the air, the moisture condenses to
become droplets of water in the clouds. If the temperature is very
low or below 0oC, the gaseous water becomes solid. This is what
happens in the formation of snowflakes during winter cold
countries.
If the droplets of water or snowflakes in the clouds become
big and heavy, they start to fall to the ground as precipitation.
247
B. Activity Proper:
1.
2.
3.
4.
Be careful
As for Help
248
C. Post Activity:
1. Each reporter reports
2. Analysis / Discussion:
Discuss the changes that took place in water during the activities
3. Generalization:
Evaporation
Condensation
Precipitation
4. Application / Valuing:
If evaporation does not take place anymore, will there still be a
water cycle? Why? Could life be possible without water? Why?
III. Evaluation:
Complete the map by describing what happen to water during each process.
Evaporation
Changes in water during each process
Condensation
Precipitation
IV. Assignment:
In what process of water cycle will tiny drops of water change into fog.
249
Solution
250
Observations:
1. What did you see on the cover of the kettle when you lifted it?
2. What happened after sometimes?
251
Lesson 87
1 Day
I. Objective:
1. Relate temperature to the processes in water cycle
II. Subject Matter:
Topic: Temperature and the Processes in Water Cycle
Science Concepts:
The temperature affects the changes of water from solid to l iquid
and from liquid to solid
Temperature is the hotness and coldness of a thing
100oC - boiling point
0oC freezing point
Science Processes:
Observing, describing, comparing, measuring
Value: Importance of Water Cycle
Materials: Thermometer (or improvised), activity sheets
References: RBEC-PELC Unit 6.3 p.25
Science for Better Health and Environment pp. 224-225
Background Information for Teachers (BIT):
When water is heated, its molecules move and bump against
each other causing some molecules to move faster and others to
slow down. The molecules that are moving faster are able to escape
at the surface of the water.
Water evaporates faster when its temperature becomes
higher. In an ordinary situation, evaporation takes place only at the
surface of the liquid.
During condensation, the temperature is low; the water vapor
condenses into tiny droplets. These droplets are so small and light
that they are kept up in the air. When they collect into clusters they
form clouds. If the air get colder, larger drops are formed. They
become too heavy to float I the air so they fall as rain or snow.
Learning Procedure:
A. Pre-Activity:
1. Review: In what process of water cycle does water evaporate?
2. Motivation: High Low
Use improvised thermometer or actual one
Ask the use of thermometer
Let them read the temperature reading
Decide whether this temperature is high or low
252
B. Activity Proper:
1. Group the pupils in three
2. Do the activity in 20 minutes
Materials: water, kettle, burner
Predict:
What will happen to the temperature of water when heated?
Observe:
Boil the water and get the temperature
Explain:
How does temperature affect the rising of water vapor?
Materials: ice cubes, glass
Predict:
What will happen to water vapor when cooled?
Observe:
Place ice cubes in a glass. Observe after sometimes.
Explain:
Describe the temperature when water vapor turned into tiny droplets of water
Materials: hot water, any cover
Predict:
What do you see when you remove the cover of the hot water?
Observe:
Remove the cover from the glass of hot water and observe what happens?
Explain:
What makes the tiny drops of water in the cover fall?
C. Post Activity:
1. Let each group report their outputs
2. Analysis: Describe the temperature during
Evaporation
Condensation
Precipitation
3. Generalization:
How does temperature affect the processes in water cycle?
4. Application:
Is temperature important in water cycle? In what ways?
253
III. Evaluation:
Answer briefly:
1. How does temperature affect evaporation?
2. How does temperature affect condensation?
3. How does temperature affect precipitation?
IV. Assignment:
Describe the temperature of water during the condensation process.
254
Lesson 88
1 Day
1. Objective:
2. Observe the effect of heat on land and in water
2. Subject Matter:
Topic: Effect of Heat on Land and in Water
Science Concepts:
Absorption of heat causes body temperature to rise
Land heats up faster than water
Land breeze is present at night
Science Processes:
Inferring, measuring, predicting, describing
Value: Knowledge of weather concepts help us prepare for any calamity.
Materials: Posters showing different weather conditions, clouds,
weather disturbances. Video tapes /slides showing different weather
disturbances and their effects.
References: RBEC-PELC Handbook VI p.25
Into the Future: Science and Health V, p.229 by Jose F. Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Both land and H2O absorb heat when heated. However, land
heats faster than water. Land also cools faster than water.
Land, being solid transfers heat better than water. During
daytime, the suns rays heat only a portion of soil about few
centimeters deep, but warms the body of warms down to several
meters below its surface.
At night, the warmed body of water slowly releases heat. It
cools slowly. During daytime, the cool heavy air found over the
water surface move. It sinks, and pushes the warm water up. This
produces land breeze.
The unequal heating of the earths surface causes wind. Wind
is a moving air.
3. Learning Procedure:
A. Pre-Activity:
1. Review:
What is weather?
Lesson Plans in Elementary Science, Grade 5
255
256
2.
Motivation / Presentation:
Have you tried walking along the seashore early in the morning and
late in the afternoon? When does the sand feed hot? Cool? When does
H2O feel warm? Cool? Which easily gets hot, soil or water? Which cools
faster, soil or water?
B. Activity Proper:
1. Distribution of Activity Sheets
2. Group work (see Learning Activity Sheet)
C. Post Activity:
1.
2.
3.
4.
3.
Reporting by groups
Discussion of findings
Clearing out of individual differences
Abstraction / Generalization:
What is the effect of heat on land and in water?
Evaluation:
Which absorbs head faster: land or water? Why?
4. Assignment:
Conduct a research on why at times the air very still.
257
Lesson 89
1 Day
I.
Objective:
3. Compare the ability of land and water to absorb and release heat
II.
Subject Matter:
Topic: Effect of Heat on Land and Water
Science Concepts:
Land absorbs and releases heat faster than water
Science Processes:
Observing, inferring
Value: Protect ones self from the harmful effects of the sun
Materials: 2 plastics cups or 2 stainless cups, stove, match
References: RBEC-PELC Unit VI. 6.6.2 p.25
Into the Future: Science and Health 5 by Jose F. Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
During daytime the suns rays heat only a portion of soil
about a few centimeters deep, but warms the body of the water
down to several meters below its surface.
The heat spreads slowly over body of water. On the other
hand soil particles which are arranged close to one another
immediately absorbs heat.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What happens to water in the three processes of water cycle?
What happens to air when the sun is shining brightly?
2. Motivation:
4. Sing the song O Land, O Water (Tune: Mary Had A Little Lamb)
Land O Land, absorbs the heat
Releases it too soon
Water, water, in the sea
Slowly warms and cools
5. If you are going to boil liter of water and cooked with a liter of rice
what will heat faster rice or water?
B. Activity Proper:
Perform the experiment.
Lesson Plans in Elementary Science, Grade 5
258
Evaluation:
1. Place a cup of water in the aluminum kettle, a cup of soil in the other then
heat each kettle.
2. Questions:
Which one heats faster? Why?
Can you compare this to the ability of land and water to absorb head
also? How?
V.
Assignment:
What do you think will likely happen if both the land and water will be heated
equally?
259
Lesson 90
I.
II.
1 Day
Objective:
8. Describe the effect of the unequal heating of land and water i.e. low/high
pressure
Subject Matter:
Topic: The Unequal Heating of Land and Water
Science Concepts:
A high pressure area is a place where air is generally cool and dry.
A low pressure area is a place where air is generally warm and
humid
Science Processes:
Observing, describing, inferring, comparing
Value: Team Work
Materials: 2 shallow pans or 2 plastic saucers, water, soil, thermometer
References: RBEC-PELC Unit VI. 7.3 p.25
Into the Future: Science and Health 5 by Jose F. Llarimas and Emely M.
Pelobello
Background Information for Teachers (BIT):
The unequal heating of land and water cause change in air
temperature. When air is cooled, the air particles move closer to
each other. Here, more air molecules are formed. The area where
there is more air molecules is called high pressure area.
When air is heater, the air particles move faster and expand,
occupying more space. The area where there is less molecules is
called low pressure area.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What happens to the air when heated?
2. Motivation:
Sing the song Land is Warmer Than (Tune: Farmer in the Dell)
Land is Warmer than
Land is Warmer than (2x)
Land is warmer than the sea during daytime
Sea is warmer than (2x)
Sea is warmer than the land during nighttime
Land breeze comes from land (2x)
Sea breeze come form sea
Oh how soothing it is to me
Breezes from land and sea
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5
260
V.
Evaluation:
Direction: Write the answer to the following questions in a paragraph form.
1. Describe what happens when the air on area is cooled
2. Describe what happens when the air on area is warmed.
Assignment:
When there is a low pressure area in the sea, what will most likely to happen?
261
Lesson 91
I.
II.
1 Day
Objective:
9. Describe what a typhoon is
Subject Matter:
Topic: Typhoons
Science Concepts:
A typhoon has maximum winds greater than 113-120 kilometers per
hour (kph)
The center of the typhoon is called the eye
Most typhoons that usually hits the Philippines form over the Pacific
Ocean and the South China Sea
Science Processes:
Describing, communicating, inferring, comparing
Value: Good Samaritans shine during the occurrence of typhoon?
Materials: Illustration of typhoon
References: RBEC-PELC Unit VI. 8.1 p.26
Headway in Science and Health Today tx p.228-229
Headway in Science and Health Today tm p.122
Exploring Science and Health p.212
Instructional Materials Development Center, Department of Education
Background Information for Teachers (BIT):
A typhoon is a strong tropical cyclone with a wind velocity of
113 kph or more. Warm water causes typhoon to spin in a counter
clockwise direction. A typhoon or hurricane can reach a diameter of
800 kilometers and a height of 12 km. above sea level. As seen
from a satellite a picture of typhoon looks like a giant whirling mass
of clouds with an eye in the center.
The eye of the typhoon is usually calm and sunny, while the
edges have very strong win and stormy weather.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: What is a low pressure are? Which one can cause a storm, low
pressure or high pressure area?
262
2. Motivation:
Have you watched weather forecast in the TV?
Have you seen the forecast low pressure may develop into
typhoon?
How do old people predict the coming of a typhoon? (Red cloud
during sunrise or sunset)
B. Activity Proper: Heads Together
1. Group research on:
a. Kinds of cyclone
b. Describe each cyclone
c. What is the difference among:
Tropical cyclone
Tropical depression
Typhoon
d. How do typhoon form?
e. Group report: research done
C. Post Activity:
1. Presentation:
a. Show the illustration of a typhoon (see attached Activity Sheet)
b. Describe the typhoon through the illustration
2. Discussion:
a. How does a typhoon look like?
b. Where do most typhoon form?
c. What causes the formation of typhoon?
d. How strong is a typhoon?
e. What can a place visited by the typhoon experienced?
3. Generalization:
How does a typhoon look like
4. Application / Valuing:
Are you willing to help typhoon victims? How? Why?
IV.
V.
Evaluation:
Using the correct format of writing a paragraph, describe what a typhoon is?
Assignment:
List 10 typhoons that visited the Philippines last year.
263
Lesson 92
I.
II.
1 Day
Objective:
10.Trace the origin and the path of the typhoons that hit the Philippines
Subject Matter:
Topic: Origin and Path of the Typhoon
Science Concepts:
11.
Hurricane is called typhoon when it reaches the Philippines
12.
Typhoon and hurricane formed over the oceans when the air is
warmed and humid
13.
Most typhoon that hit the Philippines come from the Western
Pacific
Science Processes:
Describing, comparing, predicting, illustrating
Value: Typhoons are destructive but they also bring good effects to
people, animals and plants.
Materials: typhoon map , pencil
References: RBEC-PELC Unit VI. 6.6.2 p.25
Exploring Science VI textbook, p.213 DECS
Science and Health V textbook, p.231 by Carmela C. Coronel,
Margarita C. Rimando, Felipe O. Calamitao, Dr. Norma M. Abracia
Background Information for Teachers (BIT):
Typhoons that occur within the Philippines Area of
Responsibility (PAR) develop from two areas. Recall that northeast
of the Philippines is the western part of the Pacific Ocean, while to
its west is the South China Sea. Typhoons that develop in the Pacific
Ocean generally move in a northwest direction. Typhoon that hit the
Philippines comes mostly from the Pacific Ocean.
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5
264
1.
2.
3.
4.
5.
6.
7.
C. Post Activity:
1. Report on the activity done:
2. Analysis and Discussion:
Present again the typhoon map.
Call pupil to trace the path of the typhoon.
Where do typhoons come from? Why?
3. Generalization
Where do the typhoons coming in the Philippines originated?
4. Application:
Though typhoon has bad effects, what are tits beneficial effect?
IV.
V.
Evaluation:
1. Draw the typhoon map.
2. Trace the path where typhoons come from.
3. Explain why you think typhoons in the Philippines usually come from the
western part of the Pacific Ocean
Assignment:
Find out the place which are always visited by a typhoon they whole year
round.
265
266
Lesson 93
I.
II.
1 Day
Objective:
14.Describe the condition in the environment before, during and after
typhoon.
Subject Matter:
Topic: The environment Before, During and After a Typhoon
Science Concepts:
Condition of the land, water, and air differ before, during and after a
typhoon
Science Processes:
Observing, comparing, describing, inferring, communicating
Value: Plant trees to prevent typhoon damages
Materials: Pictures of before, during and after a typhoon
References: RBEC-PELC Unit VI. 6.6.2 p.25
Exploring Science pp. 210-211 by Instructional Center for
Development, DECS
Headway in Science and Health pp.237-238 by Rebecca R. Fallaria and
Nenita A. Apolinario
Background Information for Teachers (BIT):
There are observable signs that a typhoon is approaching.
The skies become dark or overcast. The wind increases in speed. Air
pressure falls. Heavy rains arrived.
As a typhoon moves, the direction of the wind will shift
clockwise to counter-clockwise. The effects of this shifting of winds
can be felt whether or not a typhoon passes directly over your
place.
Floods often occur when there are typhoons. High water
levels destroy homes and make transportation difficult. Floods also
destroy crops. Heavy rains loosen the soil along mountain slopes
and cause rocks to fall down. The falling rocks and soil from the
mountains causes a landslide.
The sea is also affected by typhoons. Giant waves are formed
when the sea level suddenly rises. This is called a storm surge.
When a typhoon is over, the sky becomes clear. Strong winds
disappear. However the effects of the typhoon on the land and the
people are felt after the typhoon is over.
267
III.
Learning Procedure:
A. Pre-Activity:
1. Review: Where do typhoons in the Philippines originated?
2. Motivation: Have you experienced typhoon?
What happens during and after typhoon?
B. Activity Proper:
A. (Field trip to the school park or any place in the community near the
school.)
Direction:
1. Group pupils into four groups (4 members each).
2. Bring paper and ballpen only.
3. Look around the park or any place in the community. Observe.
4. Write what you have seen and observed.
5. Discuss the topic:
15.After the typhoon, will the place look the same? Why?
16.What do you think will be the changes that will take place?
B.
1. Present pictures.
2. Compare the three pictures (before, after and during)
3. What were the changes that took place in the environment?
C. Post Activity:
1. Report the activity done.
2. Analysis and Discussion: (enrichment of reports /discussion of findings,
clearing out differences development with critical thinking and creativity)
3. Abstraction and Generalization
What will likely happen to a place during and after a typhoon?
4. Application
What will the people do to protect their environment from a coming
typhoon?
268
IV.
Evaluation:
Direction:
Fill the data chart to describe the condition of a place.
BEFORE
Trees are standing upright.
DURING
Trees are swaying strongly
1.
2.
3.
4.
5.
V.
AFTER
Trees are uprooted and
have fallen.
269
Lesson 94
I.
II.
1 Day
Objective:
17.Explain the meaning of typhoon signals
Subject Matter:
Topic: Meaning of Typhoon Signals
Science Concepts:
18.
Typhoon signals issued by PAGASA warn the public of the coming
tropical cyclones
19.
Typhoon signals are raised according to the strength and speed
of the wind and the time when such kind of winds may be expected.
Science Processes:
Observing, predicting, describing
Value: Always be prepared
Materials: electric fan, anemometer
References: RBEC-PELC Unit VI. 8.4 p.26
Into the Future: Science and Health 5 pp. 239-240
The Science Connections 5 pp.241-242
Background Information for Teachers (BIT):
Warning about storms and typhoons are officially given by the
meteorologists of PAGASA. According to PAGASA, storms occur
when the wind reaches 60 kph and above.
For wind less than 60 kph velocity, they announce Storm
Signal No. 1. It means that the storm is expected at least 36 hours.
Storm Signal No. 2 is for winds with velocity ranging from 60
kph to 100 kph. It means that the storm is expected in at least 24
hours.
Storm Signal No. 3 is for winds with a velocity above 100 kph
but below 180 kph. It means that the typhoon is coming within 18
hours. Nobody, who is not part of the emergency team should go
out of the house in the condition. It means that the typhoon is
coming within 12 hours. This condition is very dangerous. Actually,
schools and offices are closed at this time.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: Describe the condition of the environment before, during, and after
the typhoon.
2. Motivation:
When do you say that there is a typhoon?
B. Activity Proper:
1. Distribution of Learning Activity Sheet (LAS)
Lesson Plans in Elementary Science, Grade 5
270
2. Group work
Evaluation:
Complete the table below:
Typhoon Signal
No. 1
No. 2
No. 3
No. 4
V.
Meaning
Assignment:
Collect some news clippings on typhoon signals.
271
Lesson 95
I.
II.
1 Day
Objective:
20.Practice precautionary measures before, during and after a typhoon
Subject Matter:
Topic: Precautionary Measures Before, After and During a Typhoon
Science Concepts:
21.
To save lives and properties during a typhoon one must strictly
follow all safety measures.
22.
To be prepared when a typhoon is expected.
Science Processes:
Observing, describing, inferring
Value: Being prepared before, during, and after typhoon to minimize the
harmful effects.
Materials: pictures of different conditions of environment before,
during and after a typhoon, manila paper, pentel pen
References: RBEC-PELC Unit VI. 8.5 p.26
Into the Future: Science and Health 5 pp.241-242 by Jose F. Llorinas&
Emily M. Pelobello
Headways in Science & Health Today 5 by Rebecca r. Fallarina&Nenita
A. Apolinario
Background Information for Teachers (BIT):
Tropical cyclones cause damage to properties and claim lives.
Safety measures must be strictly observed before, during and after
a typhoon.
The following precautionary measures are recommended
before a typhoon hits your area.
Keep track of the latest weather bulletin from PAGASA
either on the radio or on television.
Stay away from low-lying areas that can be easily get
flooded.
Fix you roofing as securely as possible.
Secure all you equipment and furniture
Store extra food, especially canned foods that need no
cooking.
Store water in clean covered containers.
Have a flashlight or candles ready in case of power failure.
During a typhoon, it is avisable to do the following
Stay at home
Evacuate to a higher and safer area if you live in a lowlying area
Lesson Plans in Elementary Science, Grade 5
272
Learning Procedure:
A. Pre-Activity:
1. Review: What are the storm signals in the Philippines? Describe each.
2. Motivation:
Showing of pictures depicting the condition of environment before,
during and after typhoon.
B. Activity Proper:
1. Group the class into 3s
2. Assign the first group to write their experiences before the typhoon,
second group during the typhoon, and the third group after the
typhoon.
3. Let the pupils write their output on sheet of manila paper.
4. Let them post their output on the board.
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
Is it important to observe and listen to storm signals? Why?
Why do we need to keep a battery-powered radio on hand during
typhoon?
Why should you follow safety measure before, during, and after a
typhoon>
3. Generalization:
Enumerate the precautionary measures before, during and after a
typhoon.
4. Application / Valuing:
Dramatize the different precautionary measures to take before,
during and after a typhoon. Use same groups.
Do we need to follow those precautionary youve shown? Why?
Dow we need to be prepared always before and during a typhoon?
In case of damages during typhoon, are you willing to help those
victims?
Why do you think you need to do so?
Lesson Plans in Elementary Science, Grade 5
273
IV.
V.
Evaluation:
Act out the precautionary measures before, during and after a typhoon.
Assignment:
Make a slogan about the precautionary measures before, during and
after typhoon.
Lesson 96
I.
II.
1 Day
Objective:
23.Relate weather conditions to planning family and community activities
Subject Matter:
Topic: Knowledge of Weather to Daily Life Activities
Science Concepts:
24.
Weather condition affects family and community activities
Science Processes:
Observing, relating, identifying
Value: Awareness of the Weather Conditions
Materials: Reading materials, activity sheets
References: RBEC-PELC Unit VI. 9.1 p.26
Science for Better Health and Environment pp. 235 by Efrain Abarcia
Background Information for Teachers (BIT):
Knowledge about the condition of weather is very important
factor in planning family and community activities.
Families who are fond of going for a picnic usually schedule it
during summer.
Famers plant their crops during rainy season and dry their
crops during dry season.
Fishermen usually go out fishing during fine weather
Children usually fly their kites during windy days.
III.
Learning Procedure:
A. Pre-Activity:
1. Motivation:
Describe the weather of the day.
Share this story to the pupils:
The Abenoja family planned to attend the wedding ceremonies
of one of their relatives in Manila. When the day had come, a typhoon
was heard over the radio.
Do you think the Abenoja family still pursued their plan? Why?
274
B. Activity Proper:
1. Group the class not four.
2. Assign the first group to write the activities that they can do during fine
weather; second group during rainy days, third group during windy day,
and fourth group during stormy day.
3. Let the pupils write their output on sheet of manila paper.
4. Let them post their output on the board.
C. Post Activity:
1. Reporting of outputs
2. Analysis Discussion
25.What are some of the family and community activities during:
a. Fine weather
b. Rainy weather
c. Windy weather
d. Stormy weather
26.Why is it important to know the weather condition for the day
3. Generalization:
What is the importance of knowing the weather condition?
4. Application:
In order to avoid accidents or any unusual incidents that may happen,
what should we always bear in mind in planning our activities?
IV.
V.
Evaluation:
Relate the weather condition to the following activities. Write the letter of
the correct answer on the space before the no. of the acitivity.
1. Drying of palay
a. windy
2. Fishing
b. rainy day
3. Flying kites
c. fine weather
4. Having picnics
d. stormy day
5. Playing indoor games
Assignment:
What will be the best weather condition in planting flowering plants?
Why?
275
Lesson 97
I.
II.
1 Day
Objective:
27.Relate observation of weather conditions to air and water transportation
services
Subject Matter:
Topic: Planning Air and Water Travel
Science Concepts:
28.
Weather disturbances affect land, sea, and air travel. Accidents
may happen to the plane, ship or land vehicles due to bad weather.
Science Processes:
Observing, communicating, describing
Value: Knowledge of weather prevents many accidents
Materials: pictures of airplane, ship
References: RBEC-PELC Unit VI. 9.2. p.26
Science for Better Health and Environment pp. 235 by Efrain e. Abracia
Background Information for Teachers (BIT):
Pilots and ship captains have to know the weather so that
they can be warned of possible danger in order to prevent air and
water accidents.
III.
Learning Procedure:
A. Pre-Activity:
1. Review : Why is it important to know the weather condition
before planning an activity for the day?
2. Motivation:
29.Have you experienced boarding in a ship? Riding in an airplane?
30.Would you like to experience these someday?
31.What is the important thing one should do before planning air or
water travel?
B. Activity Proper:
Aboard a Plane, Aboard a Ship
1. Group pupils
2. Give each group 10 minutes to plan and practice their skitl
3. Presentation of Skit.
276
C. Post Activity:
1. Discussion:
1. What are the conditions mentioned in the presentation of each
group?
2. How do the groups plan their activity
3. Did they take into consideration the weather condition?
2. Generalization:
Why is weather important to people traveling by air or by water?
3. Application:
If the weather forecasted is stormy or cloudy weather, will it be
safe to travel either by plane or ship? Why?
IV.
V.
Evaluation:
What weather condition will be safe for airplane and ship to travel?
Why?
Assignment:
How do weather forecasts affect travel?
277
Lesson 98
I.
1 Day
Objective:
32.Identify ways to conserve the environment to lessen the harmful effects of
cyclone/floods
II.
Subject Matter:
Topic: Conserving the Environment
Science Concepts:
33.
We should conserve the environment to lessen the harmful
effects of cyclone/floods.
Science Processes:
Observing, identifying
Value: The importance of conserving the environment
Materials: Activity Sheets
References: RBEC-PELC Unit VI. 9.9.3 p.26 by Efrain e. Abracia
Background Information for Teachers (BIT):
We must keep our homes and communities free from germs
and carriers. Use separate container for biodegradable and for nonbiodegradable waste materials to help garbage collectors. We must
not clog our sewers so the waste water can freely flow. See to it that
the trees in our community are properly trimmed. Our streets must
be free from materials that make them unsightly.
The Department of Environment and Natural Resources
(DENR) regulates logging and requires the replanting of trees in
denuded areas.
Planting trees and caring for them will lessen the destruction
of our environment.
III.
Learning Procedure:
A. Pre-Activity:
1. Review: Why cant ships and airplanes cant go on when there is a
storm?
2. Motivation:
34.Show pictures of an environment affected by a typhoon.
35.Describe the kind of environment.
36.Can we avoid the harmful effects of typhoon?
B. Activity Proper:
1. Group the pupils in three.
Give each group an Activity Sheet.
Do the activity for 20 minutes.
Lesson Plans in Elementary Science, Grade 5
278
279
Group 1
Group 2
Make a poem
identifying the ways to
conserve the environment to
less the harmful effects of
floods.
Group 1
C. Post Activity:
1. Display their work.
2. Discuss the ways to conserve the environment to less the harmful effects
of cyclones.
3. Ask: Is it important to conserve the environment? Why?
4. Application:
Identify the programs of the government that help lessen the harmful
effects of typhoon.
5. Generalization:
Ask:
What are the ways to conserve the environment to lessen the harmful
effects of cyclone?
IV.
V.
Evaluation:
Give 5 ways to conserve the environment to lessen the harmful effects
of floods.
Assignment:
List down other government programs and laws regarding the
conservation of our environment.
280
OVERVIEW
This unit focuses on the solar system. There are 18 lessons (Lesson
99-116) in this unit.
281
Lesson 99
1 Day
I.
Objective:
37.Identify the members of the solar system
38.Describe each member of the solar system
II.
Subject Matter:
Topic: the Sun and the Nine (9) Planets
Science Concepts:
The sun is a huge ball of every hot gases. It produces its own light
and energy by nuclear reaction.
The inner planets in the order of increasing distance from the sun
are Mercury, Venus, Earth, and Mars. The outer planets also in
increasing distance from the sun are Jupiter, Saturn, Uranus,
Neptune and Pluto. Except Pluto, all the planets are giant planets.
Science Processes: observing, describing
Value: Importance of sun and planets particularly Earth. Appreciation of
Gods Creation.
Materials: 10 balloons of different colors and sizes
References: RBEC-PELC Unit VII.1.2 p.27
Headway in Science and Health Today by Rebecca R. Fallaria and
Nenita A. Apolinario
Into the Future: Science And Health 5 p. 256 by Jose F. Llarinas
Background Information for Teachers (BIT):
The sun is the center of the solar system. It is only one of the
millions of stars in space. It is the nearest star to the earth so it
looks very much bigger than the other stars. It is a huge ball of very
hot gases. It has its own light. Its temperature is 15,000,000
degrees Centigrade at the center and 5,000,000 degrees
Centigrade at the surface.
Mercury is the planet closest to the sun. It revolves the
fastest. It has no atmosphere, no water and no soil. It is the second
smallest planet.
Venusis the planet that is most like the Earth in size. It is the
hottest planet. It is the brightest object in the sky except for the
moon. Venus rotates backwards from east to west. It has no moon.
It is covered with a thick atmosphere of carbon dioxide with a little
sulfuric acid.
Mars is the fourth planet from the sun. it is called the Red
Planet because it is covered with red dust of iron compound. There
is water in Mars. It has 2 moons.
Jupiter is the biggest/largest planet in the solar system. It is
Lesson Plans in Elementary Science, Grade 5
282
so large, it could hold 1,300 Earths! Jupiter has the largest moon. It
is the second brightest planet after Venus. It is known for its Great
Red Spot. It was found to have a thin ring surrounding it.
Saturn is the second largest planet. Its rings are made up of
thousands of ringlets of dust, water, ice and very small particles. It
has at least 22 moons.
Uranus has a greenish color preferable due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface. It is the only planet that rotates on its side. It is tilted at
an angle of almost 98 degrees.
Neptune is the second farthest planet. It has a Great Dark
Spot, as large as the Earth that is probably made up of storms.
Neptunes 1,240 miles winds are the fastest in the system.
Pluto is the farthest planet. Its orbit is unusual. It ravels
inside the orbit of Neptune for 20 out of every 248 years. The last
time it did this was 1979-1999. It has known moon, Charon, which is
half as large as Pluto.
283
284
IV.
Evaluation:
Match Column A with the correct description in Column B. Write the
letter of the answer that best describes the planets in Column A
Column A
1. Pluto
2. Venus
3. Saturn
4. Mercury
5. Earth
6. Uranus
7. Neptune
8. Jupiter
9. Sun
10.Mar
V.
Column B
a. The center of the solar system
b. The biggest planet. It is known
for its Great Spot
c. It is famous for its many rings
d. Has greenish color probably
due to liquid methane and
ammonia
e. The twin planet of Uranus
f. The farthest planet. It is not
gaseous, has no rings and
atmosphere
g. The planet where we live in
h. The Red planet. The fourth
planet from the sun
i. The hottest planet
j. It is the planet closest to the
sun.
Assignment:
Draw the nine (9) planets in your notebook. Arrange them according to
the order of the increasing distance from the sun. Draw the sun at the
center.
285
Lesson 100
1 Day
I.
Objective:
39.Illustrate through a diagram how members of the solar system revolve
around the sun in the same direction as they follow their own orbits.
II.
Subject Matter:
Topic: The Planets Orbit
Science Concepts:
40.The member of the solar system is revolving around the sun in the
same direction as they follow their own orbits. Orbits are imaginary
path where the planets and other members of the solar system
revolve.
Science Processes:
Observing, illustrating
Value: Cooperation, orderliness, smooth relationship with others
Materials: cartolina, pentel pen, colored pen
References: RBEC-PELC Unit VII.1.3 p.27
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
The nine planets follow imaginary paths called orbits as they
move around the sun. Each planet has its own path. This is the
reason why they do not bump into each other.
286
B. Activity Proper:
1. Choose your leader and secretary. Answer the question written in the
char.
a. What are the members of the suns family?
b. How do they move around the sun? You may illustrate your
answer if you wish to.
c. What do you call the imaginary path where the planets travel and
revolve?
d. Do they revolve around the sun as they follow their won orbits?
e. How many steps did the 9 planets take to finish one round?
2. Group work.
C. Post Activity:
1. Reporting by group. They should present their work as they report.
2. Checking of their works. Give recognition to the best reporter and group
presentation.
3. Generalization:
How do the members of the solar system revolve around the sun?
4. Applications:
Make a sketch plan ormap of your way from house to school. Sketch
shortcuts you can take in going home.
Ask:
1. Do you follow a sketch map incoming and going home?
2. Is there any possible ways you can reach your house?
3. What do you think might happen to you if you will not follow?
4. What should one do in order to have smooth relationship with
others.
IV.
V.
Evaluation:
Illustrate through a diagram how the members of the solar system
revolving around the sun. (Use one whole sheet of paper)
Assignment:
Construct a suns family model using plastic balls and strings
287
Lesson 101
1 Day
I.
Objective:
Describe the orbit of each planet as ellipse
II.
Subject Matter:
Topic: Planets Orbit
Science Concepts:
The nine planets follow an imaginary path called orbits as they move
around the sun. The planets move in elliptical orbits around the sun.
This figure made by the planets is called ellipse. Ellipse is a closed
curve similar to an oval.
Science Processes:
Observing, describing
Value: Appreciation of the importance of the planets orbit.
Materials: chart of solar system, thumb tacks, string
References: RBEC-PELC Unit VII p.27
Into the Future: Science and Health 5 pp.258-259
Background Information for Teachers (BIT):
Orbit means travel around and a moon, planet or other
space object may be held within a larger space objects
gravitational field and orbit it. Orbits maybe circular, elliptical or
parabolic (conical). The orbits of the planet are elliptical. Although
the nine planets have elliptical orbits, Mercury ahs almost circular
orbits while Pluto has the most unusual elliptical orbits. Their
distance from the sun could probably account for such kind or orbit.
Plutos orbit around the sun is tilted at 17 degrees compared
to the orbits of the other planets. Pluto is considered to the farthest
planet in the solar system at certain times. Later you will find out
this planet alternate with Neptune.
In 1979, Pluto crossed over Neptunes orbit and moved
nearer to the sun. About 10 percent of Plutos orbit is closer to the
sun than Neptunes.
After March 1999, Pluto will regain its farthest distance from
the sun. Pluto travels in a peculiar path. It has the most elliptical
orbit among the other planets.
288
Evaluation:
A. Choose the letter of the correct answer.
1. Which of the following words best describes the orbit of the
planet?
a. Circular
b. oblate
c. spherical d. elliptical
Lesson Plans in Elementary Science, Grade 5
289
Assignment:
Illustrate and describe the orbit of the solar system in your notebook.
290
Lesson 102
1 Day
I.
Objective:
Explain why planets stay in orbit as they revolve around the sun
II.
Subject Matter:
Topic: The Planet in Orbit
Science Concepts:
The gravitational pull of the sun and inertia of motion act at the
objects in space. They are equal in force hence planets stay in their
orbit around the sun.
Science Processes:
Observing, explaining
Value: Importance of the gravity of the sun
Materials: string, rubber ball or plastic ball
References: RBEC-PELC Unit VII.1.5 p.27
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
There are two forces that keep the planets in their own
orbits. The gravitational pull of the sun tends to move the planets
toward its center. However, this force is balanced by another force
called inertia that tends to make planets move in a straight line.
These two forces must be always balanced, otherwise planet would
be draw out of its orbit.
291
C. Post Activity:
1. Reporting by groups
Encourage the reports to demonstrate the whirling of the ball
before reporting.
2. Analysis and Discussion:
What do you call the outside pull of the ball when you whirl the
ball just above your head?
How about the inside pull?
How does the ball travel? In what direction?
Do you think the planets travel in the same manner like the ball?
3. Generalization:
Why do you think planets stay in orbit as they revolve around the
sun?
What are the two forces acting on them?
4. Applications:
Describe how roller coaster and ferries wheel run.
Do they move in the same manner like the planet?
Why do planets stay in their orbit as they revolve around the sun?
* Planets stay on their orbit as they revolve around the sun.
They are being pulled by the suns gravity. Does the gravity
of the sun help the planets to travel on the right path? How
about your family, do your parents help and guide you to
travel to the right path for your own good? Explain.
IV.
V.
Evaluation:
Explain why planets stay in orbit as they revolve around the sun.
Assignment:
What do you think will happen to a planet if its orbit brings it closer to the
sun.
292
Lesson 103
1 Day
I.
Objective:
Tell that the sun is also a star
II.
Subject Matter:
Topic: Sun is a Star
Science Concepts:
The sun is also a star.
Science Processes:
Observing, describing
Value: Appreciation of the importance of the sun
Materials: Venn diagram
References: RBEC-PELC Unit VII.1.3 p.27
Science for Better Health and Environment p. 249
Background Information for Teachers (BIT):
Our sun is also a star in our solar system. It is a medium
sized, yellow hot star. Although the sun is not the largest star in the
galaxy, it appears much bigger and much brighter only because it is
a star closest to us compared to others stars.
It is about 149,500,000 km. away from us and its light takes
about 8 minutes to reach us while light from the nearest star aside
from the sun takes 4 years to reach us.
The sun is more than a million times larger than the earth.
293
B. Activity Proper:
1. Post a drawing of the sun and a star in any corner of the room where
pupils can work on.
2. Use the diagram for pupils to give the similarities and differences of the
sun and star.
SUN
STA
Options:
Use the phrases below:
ball of very hot gases
gives heat and light
has its own heat and light
yellow and hot
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What can you say about the sun and the star? Is the sun the same or
different from the star? Why?
3. Generalization:
Is the sun also a star? Prove your answer.
4. Applications:
Is the sun important to us? In what ways?
IV.
V.
Evaluation:
Check the sentence that tells the sun is also a star.
1. It is a huge ball of hot gases.
2. It has its own light and heat
3. It is the same with the other stars in sizse.
4. It is the nearest star on earth
5. It has the same life existence with the other stars.
Assignment:
Make a poem describing the sun as a star. Use Haiku.
294
Lesson 4
1 Day
I.
Objective:
Identify the parts of the sun
Describe each part of the sun
II.
Subject Matter:
Topic: The Parts of the Sun
Science Concepts:
The sun has several parts: the atmosphere, photosphere, core,
corona, sunspots and prominences.
Central core is the inner most and hottest part of the sun.
Photosphere is the part of the sun where light energy becomes
visible.
Chromosphere is the part of the sun which produces red light.
Corona is made up of thin cloud of gas that gives off white light.
Sunspots are formed on the photosphere and are said to affect radio
messages and signals on earth
Science Processes: identifying, describing, comparing, inferring
Value: Appreciation of the sun as a wonderful creation of God
Materials: picture of the sun
References: RBEC-PELC Unit VII 2.2, 2.3 p.27
Science for Changing Environment p. 271
Into the Future: Science and Head 5 pp.252-255by Jose F. Llarinas and
Emely M. Pelobello
Headways in Science and Health Today by Rebecca R. Fallaria and
Nenita a. Apolinario
Background Information for Teachers (BIT):
The sun is a huge ball of very hot gases. It has its own light.
Its temperature is 15,000,000 at the center and 5,000 OC at the
surface.
The sun has different parts. These are the corona which is the
outermost part. It is made up of thin cloud of gas that gives off
white light. It is visible to our eyes during a total solar eclipse when
the moon covers the bright photosphere is the layer where sunlight
comes. The photosphere does not have uniform brightness. Its disk
seem to have some white patches or granules. Chromospheres is
the middle layer of the sun. it has bright reddish-orange color. This
layer consist of a large masses of hot gases which are thrown
upward to about 12,000 km. high in all direction. They disappear
after about two minutes. When these gases are thrown up to a
height of 180,000 km. or more they are called prominence. They
Lesson Plans in Elementary Science, Grade 5
295
1.
2.
3.
4.
5.
6.
B.
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What are the parts of the sun? Describe each part
3. Generalization:
Give the different parts of the sun and describe each.
4. Applications and Valuing:
Which part of the sun gives us white light?
296
IV.
Evaluation:
Complete the concept map to identify and describe the parts of the
sun.
V.
SUN
Assignment:
Draw the sun and label its pairs.
297
Lesson 105
1 Day
I.
Objective:
Tell that sunspots are formed in the photosphere.
II.
Subject Matter:
Topic: Sunspots
Science Concepts:
Sunspots are areas on the surface of the sun that are darker and
cooler than the surrounding area.
Science Processes:
Observing, describing
Value: Appreciation of the importance of sunspots.
Materials:
References: RBEC-PELC Unit VI 2.2.2 p.28
Science for Better Health and Environment p.252 by Efrain E. Abracia
Background Information for Teachers (BIT):
There are times when there are dark spots that appear on
the photosphere. These spots are called sunspots. They are not
really dark, but they only seem dark when compared with other
parts of the suns surface. The temperature in the sunspot is much
lower than of the surrounding areas typically around 4,500
degrees Centigrade.
Sunspots differ in size. Some are tiny patches of about 30,000
kilometers. Others have areas measuring hundreds of thousands of
kilometers.
Sunspots also have a strong magnetic field. Typically, a
sunspot has a magnetic field that is about 2,500 times stronger that
the earths magnetic field.
Sunspots also appear in cycles of 11 years. This changes from
a low number to a high number, and back to a low number of
sunspots.
298
(Cards)
Core
Photosphe
re
Very
hot
Uppermost layer
of the suns
atmosphere
Faces of the
sun
Corona
2. Motivation:
Show a picture of the sun with dark areas
Let pupils identify these dark areas as sunspots
B. Activity Proper:
1. Provide the pupils of the group with a reading materials (Sunspots)
2. Let them read the material for general understanding
3. Use Activity Sheet no. 1
299
2. Discussion:
Guide
1.
2.
3.
4.
5.
questions:
What are sunspots?
How does sunspots form?
Which layer of the sun, do sunspots form?
Are sunspots really dark?
Can sunspots be prevented?
3. Generalization:
Which layer of the sun does a sunspot form?
4. Applications:
What are formed in the photosphere?
What are the advantages of sunspots on earth?
IV.
V.
Evaluation:
Describe sunspots and tell which layer of the sun do sunspots form?
Assignment:
Draw where the sunspots are formed in the photosphere.
300
Lesson 106
1 Day
I.Objective:
Identify the effects of sunspots on earth
II.
Subject Matter:
Topic: The Effects of Sunspots on Earth
Science Concepts:
Sunspots are disturbances that appear on the sun as dark spots.
Science Processes: observing, describing, inferring
Value: Resourcefulness
Materials: picture of the dark areas on the surface of the sun.
References: RBEC-PELC Unit VII 2.5 p.28
Science of Better Health and Environment p. 252 253 by Efrain E.
Abracia
Headway in Science and Health Today 5 pp.248-249 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
A sunspot is a dark area formed in the photosphere of the
sun. it is also characterized by very strong magnetic field. Sunspots
usually appear in pairs. As time goes on, sunspots increase in
number and size. Sunspots appear and disappear in cycles that
average about 11 years.
Scientists believe that sunspots cycle may have an influence
on the earths climates. It was observed that glaciers retreat during
sunspots maximum. Records also show that in the year 1600, when
the sunspots have almost disappeared, the earths climate became
colder than normal. This observation suggests sunspots may affect
earths temperature.
At the time of heavy sunspot activity on the sun, great
streams of highly energetic particles are given off from what are
known as solar flares. Since the particles have very strong
electromagnetic fields themselves, they scatter across the globe
and create electromagnetic storms that disrupt earth
communication systems such as telegraph machines, telephones
and short-wave radios.
The same particles also produce the beautiful, brilliant
northern lights called aurora borealis, in the Arctic region and
aurora australis, or southern lights, in the Antarctic region.
301
Evaluation:
Write a ten-sentence paragraph on how sunspots affect the earth.
Assignment:
Why do sunspots occur?
302
Lesson 107
1 Day
I.
Objective:
Identify ways by which solar energy is used by plants, animals and
humans.
II.
Subject Matter:
Topic: Ways by which Solar Energy is used by Plants and Animals and
Humans.
Science Concepts:
Solar energy is the main source of energy on Earth. Without the sun
life on earth will not be possible.
Science Processes:
Observing, processing, indentifying
Value: Energy conservation
Materials: Activity Sheets
References: RBEC-PELC Unit VII 2.6 p.28
Background Information for Teachers (BIT):
Solar energy is used by plants in photosynthesis. The sun also
helps regulate animals body temperature and provide Vitamin D
and keeps the human body warm.
303
4. Applications/Valuing:
Knowing the important uses of solar energy especially to humans by
providing Vitamin D, should we still buy Vitamin D at the drug store?
Why?
IV.
V.
Evaluation:
Give 2 situations which shows how solar energy is used by plants,
humans and animals.
Assignment:
In what ways does your mother use solar energy at home?
304
305
Lesson 108
1 Day
I.
Objective:
Explain why the sun is the main source of energy on earth.
II.
Subject Matter:
Topic: The Sun as the Main Source of Energy
Science Concepts:
Sun is the main source of energy on earth. It sustains life.
Science Processes:
Observing, describing, explaining
Value: Using energy wisely
Materials: Picture/illustration on the source of energy
References: RBEC-PELC Unit VII. 2.27 p.28
Science and Health and Environment, pp. 254-255 by Efrain Abracia
Background Information for Teachers (BIT):
The sun is the main source of energy. People and animals
need energy for everything that they do. They get their energy by
eating food. Their foods basically came from plants. Plants are able
to manufacture of food because of the light from the sun.
Through the process called photosynthesis, plants change the
suns light energy into chemical energy, which is made available to
animals that eat the plants.
Electrical energy can come indirectly from the sun. Most of
our electricity is generated using coal and oil which are mined and
drilled. Coal and oil come from plants and animals that have been
buried for millions of years. The coal or oil is taken to power stations
where it is burned, producing heat energy. The heat energy
produces steam which is transformed to kinetic energy to turn
turbines. When turbine spins, its kinetic energy is turned into
electrical energy which is transformed to heat, light, mechanical an
sound energy.
The sun also generates enough heat energy to warm the
earth that let the living things to survive.
306
307
B. Activity Proper:
1. Distribution of Activity sheet by groups
2. Group work
D. Post Activity:
1. Reporting by groups.
2. Analysis / Discussion:
( Enrichment of reports/discussion of findings/clearing difference
development of critical thinking and creativity)
3. Generalization:
Why do we consider the sun as the main source of energy on earth?
4. Applications:
Suppose the sun is as far as the other stars, can we make use of its
energy? Why?
What should we do to our energy resources, so that the future
generations can make use of them?
IV.
Evaluation:
In a paragraph form, explain why the sun is the main source energy on
earth.
V.
Assignment:
Research on the gadgets/equipment that are operated by the use of
the solar cells.
Material:
Picture/Illustration on the source of energy
III.
IV.
Procedure:
1. Study the illustration/picture
2. Describe what is shown in the picture.
3. Take note on the main source of energy.
Questions:
1. Where do plants get their energy?
2. In what way can we get energy from the sun?
3. Where does the stored energy from the coal come from?
4. How is electrical energy generated?
5. What does the illustration/picture tell us?
V. Conclusion:
VI.
308
Lesson 109
1 Day
I.
Objective:
Illustrate the relative distance of the planets from the sun.
II.
Subject Matter:
Topic: Relative distance of the Planets to the Sun.
Science Concepts:
Planets have relative distances from the sun.
Science Processes:
Interpreting a given table, making conclusion
Value: Harmony
Materials: table of planets distance and surface temperature, 6
m of newspaper strips, meter stick
References: RBEC-PELC Handbook, VII.3.1 p.28
Into the Future: Science and Head 5 pp.258-261 by Jose F. Llarinas and
Emely M. Pelobello
Science for Better Health and Environment, p.256 by Efrain Abracia
Background Information for Teachers (BIT):
The nearest planet to the sun is Mercury while the farthest is
Pluto. Neptune alternates with Pluto as the farthest planet from the
sun. the relative distance of a planet from the sun affects its surface
temperature. The nearer the planet is to the sun, the higher is its
temperature. However Venus is an exemption. Venus high
temperature can be explained by what is known as the greenhouse
effect.
In terms of distance, Mercury, Venus, Earth and Mars are the
nearest to the sun that the other planets. They are called terrestrial
planets. Jupiter, Saturn and Uranus
309
1.1 Post some guide questions on the board. Let them answer questions
using Learning Activity Sheet No. 2 as their reference.
2. Group work.
C. Post Activity:
1. Presentation and reporting of groups output.
2. Analysis and Discussion: (enrichment of reports/discussion of
finding/clearing out of differences, development of critical thinking and
creativity)
3. Generalization:
From the activity you performed, have you observed the relative
distances of the planets from the sun?
How far is Pluto from the sun? What are the planets nearest the sun?
4. Application/Valuing:
Class, have you ever heard of science news that our solar system have
collided-head-on with other planets? What makes them follow their own
path? What about you children, how do you live in harmony with your
parents, siblings and schoolmates?
IV.
V.
Evaluation:
Using Learning Activity Sheet No. 2, answer the following questions:
1. How far is Mercury from the sun?
2. What is the relative distance of Pluto from the sun?
3. Knowing the distance of Pluto from the sun, what do you think is its
surface temperature?
4. How far is the earth from the sun?
5. What is the earths surface temperature?
Assignment:
Using modeling clay, make a model of the solar system using this scale
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
310
Needed
6 m. strip of adding machine tape or newspaper
Ball about 5 cm. in diameter
Meter stick
About 15 m. of string
Procedure:
1. Roll out the adding machine paper or newspaper and tape it to the
floor.
2. Place the ball at one end of the paper. Tape the bottom of the ball
to the paper to hold the ball in place. The ball represents the sun.
3. Use table b and the meter stick to mark off the positions of the
planets on the strip of paper. Make one dot for each planet and
label the dot with the planets name. For example, Mercury is
shown by a dot 6 cm. from the sun.
4. Each cm. on the paper tape represent 10 million km. in space
As shown:
a.)
Tape
Ball (sun)
Paper
6 cm
long
311
b.)
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Surface
Temperature
312
Lesson 110
1 Day
I.
Objective:
Relate the surface temperature of each planet to their relative distance
from the sun.
II.
Subject Matter:
Topic: Temperature and Distance
Science Concepts:
The distance of a planet from the sun affects its temperature
Science Processes:
Observing,describing, comparing
Value: Importance of distance
Materials:
References: RBEC-PELC Unit VII.3.2 p.28
Into the Future: Science and Health by Jose F. Llarinas and Emely M.
Pelobello p.262
Background Information for Teachers (BIT):
Normally, the nearer a planet to the sun, the hotter is its
surface temperature and the farther a planet is from the sun, the
colder is its surface temperature. The exception to this rule is
Venus.
Venus has the hotter surface temperature. This is because
Venus has an atmosphere that has a lot of carbon dioxide. Carbon
dioxide tends to pass the radiation from the sun so that this energy
strikes to planets surface.
When this happens infrared radiation necessary for heating
the planet is reflected back up into the atmosphere. But the hot
infrared energy cannot escape beyond the atmosphere because
carbon dioxide traps it. As a result, the planets surface temperature
gets hotter until it is kept at a boiling point 460 degrees Celsius.
Scientist call this kind of heating the runaway greenhouse effect.
313
Pluto
5900 billion km
Neptune
4498 billion km
Mercury
58 million km
Mars
228 million km
2869
Venus
1427
Jupiter
778.3 million km
Uranus
billion km
Saturn
billion km
Earth
150 million km
B. Activity Proper:
1. Provide each group a table like this (Previously used in the motivation
part)
Planet on the Model
1.
2.
3.
4.
5.
6.
7.
8.
9.
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Surface
Temperature
Day
Night
470oC
327oC
-2307oC
-220oC
-210oC
-145
28oCGrade 5
Lesson Plans
inoCElementary Science,
-101oC
314
315
C. Post Activity:
1. Ask:
a. What can you say about the distance and temperature of planets?
b. What makes Pluto the coldest planet?
c. Is there an effect of the distance of the planets to the
temperature? In what way?
2. Generalization:
How does the distance affect the temperature of planet?
3. Valuing:
Do you think distance is also important in the temperature of planet?
Why?
IV.
V.
316
Lesson 111
1 Day
I.
Objective:
Relate the relative period of revolution of each planet to their relative
distance from the sun.
II.
Subject Matter:
Topic: The Planets and Their Period of Revolution around the Sun.
Science Concepts:
The relative distance of the planets from the sun affects their period
of revolution.
Science Processes:
Communicating, describing, inferrring
Value: Working harmoniously with others
Materials: Table of revolution of the Planets, Activity Sheet
References: RBEC-PELC Unit VII.3.3 p.28
The Science Connection pp.261-262 by Lourdes Lazaro and Teresita
Background Information for Teachers (BIT):
The period of one revolution of a planet refers to the time it
takes for the planet to make one turn around the sun. Planets
nearer the sun revolve around the sun first that those far away. The
suns gravity pulls the planets towards it but planets inertia
prevents the planets from being pulled toward the sun.
317
B. Post Activity:
1. Reporting: Present the Table of the Period of Revolution.
2. Analysis and Discussion:
Why does Mercury revolve around the sun in only 88 days?
Which planet revolves around the sun the longest?
3. Abstraction and Generalization:
Why do planets have different periods of revolution?
4. Applications:
If you live in planet Mercury, how old are you at present? Why?
Would you want to live in planet Pluto? Why? Why not?
IV.
Evaluation:
Planet on the Model
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
V.
Period of Revolution
88 days
108.2
365 days
227.9
778.3
1,427
84 years
4,497
5,900
Assignment:
Copy the Table of the Planets Revolution
Headways in Science and Health Today p.261
318
Lesson 112
1 Day
I.
Objective:
Identify unique characteristics of each planet that differentiate one from
the other. e.g. satellites, atmosphere, rings, others (eclipse), relative
period of rotation and revolution,
II.
Subject Matter:
Topic: the Planet and their Characteristics
Science Concepts:
Scientists believe that the inner core of Mercury is made up of iron.
This makes the planet heavy and its also explains its strong
magnetic powers.
The different planets have different characteristics
Red dust found on Mars is iron oxide similar to rust of the Earch
Science Processes: identifying, describing, comparing, communicating
Value: Protecting planet Earth is protecting you and me
Materials: puzzle and pictures
References: RBEC-PELC Unit VII.3.4 p 29
Headways in Science and Health tm pp.134-135
Headways in Science and Health pp.254-259 by Rebecca R. Falloria and
Nenita A. Apolinario
Background Information for Teachers (BIT):
The nine planets in the solar system have their own unique
characteristics, composition of atmosphere, number of satellites,
period of rotation and revolution, and the presence and number of
rings.
Earth is the only known planet where life forms exist.
Jupiter is the biggest planet in the solar system., it is bigger
than all the planets combined. It is known for its Great Red Spot.
Saturn is the second largest planet, it is famous for its many
rings. Saturns rings and satellites are a mystery.
Uranus has a greenish color probably due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface.
Neptune is the 2nd farthest planet, it is believed to be the twin
sister of Uranus. Blue green planet.
Pluto is the farthest planet. It is not gaseous, has no rings,
and has no atmosphere. It has one know moon. Charon is thought
to be its twin planet.
Mars is named after Mars the Roman God of War. A very big
Lesson Plans in Elementary Science, Grade 5
319
320
NUMBER OF
SATELLITE
NUMBER
OF RINGS
ATMOSPHRE
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
C. Post Activity:
1. Presentation of the table
2. Analysis and Discussion: Are the information on the table correct? Are
there additional information the group can share?
3. Abstraction and Generalization:
What are the characteristics of each planet?
Are planets similar? Why?
4. Applications:
Which planet would prefer to live in? Why?
Do you think you can protect our planet earth? How?
IV.
Evaluation:
Match A with Column B
1.
2.
3.
4.
5.
6.
7.
8.
9.
V.
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Assignment:
What planets belong to the inner circle of terrestrial group of planets?
What similar characteristics do these planets have?
Lesson 113
1 Day
321
I.
Objective:
Identify the other members of the solar system
Describe each of the other member of the solar system
II.
Subject Matter:
Topic: The Other Members of the Solar System
Science Concepts:
Asteroids are found between Mars and Jupiter
Comets are heavenly bodies that look like stars with glowing tail
Satellites are heavenly bodies that revolve around a bigger body
Meteors are disintegrated comets or disintegrated planets
Science Processes: describing, differentiating, comparing, inferring
Value: Man makes his own destiny
Materials: Strips where other members of the solar system are written
Strips describing the other members of the solar system
References: RBEC-PELC Unit VII.4.1, 4.2 p.29
Headways in Science and Health Today tx. 162-265
Headways in Science and Health Today tm pp.142 by Rebecca R.
Falloria and Nenita A. Apolinario
Background Information for Teachers (BIT):
Asteroids are rocky irregularly shaped objects found mostly
between Mars and Jupiter, called asteroid belt. Ceres is the largest
known asteroid. Asteroid that are pulled into Earths atmosphere
are called meteoroids. Meteoroids that enter the Earths
atmosphere are called meteors. Meteors which fall on the Earths
surface are called meteorites.
Satellites are bodies that rotate around a bigger bodies.
Examples: Earths Moon, Mars Deimos and Phobos, Jupiter Io,
Ganymede, Europa, Callisto, and other planets have also their own
satellites except Mercury and Venus.
Dust rings are faint luminous patch of light seen in the sky on
the western horizon after sunset, or on the eastern portion before
sunrise. This is believed to be due to the scattering of sunlight rays
caused by dust particles revolving around the sun.
322
Group 5
1. Visit your school library or any mini-library in your school
2. Research on sattelites
Lesson Plans in Elementary Science, Grade 5
323
Evaluation:
Direction: Complete the concept map below.
asteroids
V.
These are
disintegr
a-ted
comets
Dust ring
Rotating
around a
bigger
body
Assignment:
Ask you mother or grandmother / grandfather about some of the beliefs
about comets and shooting stars.
324
Lesson 114
1 Day
I.
Objective:
Describe the occurrence of tides
II.
Subject Matter:
Topic: Occurrence of Tides
Science Concepts:
Tide is the regular rise and fall of the ocean water.
Tide is caused by the gravitational pull of the sun and the moon on
the earths water and land.
Science Processes: describing, inferring, observing
Value: Awareness of the environment
Materials: Diagram showing the alignment of position of the
sun, moon, and earth during new and full moons.
Cutouts to represent the sun, moon, and earth, flannel board
References: RBEC-PELC Unit VII.5.1 p.30
Into the Future: Science and Head 5 pp.276-278 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
Tidies the regular rise and fall of the level of water. When the
level of the water is low, we call it low tide. When the moon revolves
around the earth, the earths water is attracted by the moons
gravity.
In the ocean, seas, or rivers in the opposite sideof the earth,
the level of the water is low. This is low tide.
Changes in the level of water are caused by several factors:
the gravitational pull of the moon and the sun on the earths
hydrosphere; the earths rotation. Tide may occur twice in the same
place because as the moon revolves around the earth, the earth
also rotates in its axis.
There are two kinds of tides: neap tide and spring tide. Neap
tide occurs during full moon and spring tide occurs during new
moon.
325
2. Motivation:
What can you see in the pictures?
Have you gone to a river or a seaside?
Did yo notice the riverside or the seashore?
Is the level of water in the shore always the same?
B. Activity Proper:
1. Grouping
Divide the class into three groups. Have them select a leader and a
recorder. Have each group observe and and record their observation.
Each group will describe why tides occur.
Give to each group pictures or illustrations showing the occurrences of
tides. Have the three groups infer the occurrence of tides.
E. Post Activity:
1. Reporting by group.
Using the pictures / illustrations given them the leader of each group will
explain or describe why tides occur.
2. Analysis and Discussion:
a. The moon is the chief cause of tides. The moon exerts a pull on
the earth. The ocean tends to bulge a little towards the moon.
b. The highest tide occurs on opposite sides of the earth when the
sun, the earth and the moon are in straight line.
3. Abstraction and Generalization:
Why do tides occur?
4. Applications:
How do tides affect mans activities? Cite situations.
Are low and high tides helpful to men? Why? Why not?
IV.
V.
Evaluation:
Write a paragraph about the occurrence of tides.
Assignment:
Read books or ask from any knowledgeable persons more information about
tides.
326
Lesson 115
1 Day
I.
Objective:
Explain how high tides and low tides occur
II.
Subject Matter:
Topic: How High Tide and Low Tide Occur
Science Concepts:
Tide is the regular rise and fall of the level of water in oceans, seas
and rivers.
Science Processes: observing, inferring
Value: Awareness of environment
Materials: Earth model, moon model and sun model
Basin, water, small dipper or paddle, marker
References: RBEC-PELC Unit VII.5.2 p.30
Headway in Science and Health today 5 pp.266-267 by Rebecca R.
Fallariaand Nenita A. Apolinario
Background Information for Teachers (BIT):
The combined gravitational force of the sun and the moon
pull the ocean water and the land portions resulting to a condition
called high tide. High tides usually occur during new moon and full
moon when the sun, the moon and the earth are nearly aligned to
one another. Those areas found in this alignment would have high
tide. Area not found in this alignment would have low tide. Low tide
refers to ocean water at their lowest level.
B. Activity Proper:
1. Grouping
Divide the class into three groups. Have each group choose a
leader and recorder. Each group will take turns in demonstrating
how tides occur using the sun, earth and moon models.
2. Distribution of Activity Sheet by group
3. Group Work
Lesson Plans in Elementary Science, Grade 5
327
F. Post Activity:
1. Reporting by group based on the activities they have performed.
2. Analysis and Discussion
What is tide?
What causes it?
What happens when the level of the water is high?
What happens when the level of the water is low?
3. Abstraction and Generalization:
When do high tide occur?
When do low tide occur?
4. Applications:
What is the importance of high tide and low tide in the activities of
people living near seas, oceans and rivers?
How will you rate yourself in the knowledge about the tide?
IV.
Evaluation:
Why do high tide and low tide occur?
V.
Assignment:
How do tides affect mans activities?
328
Lesson 116
1 Day
I.
Objective:
Explain why there high and low tides every twelve hours
Relate through a model the position of the moon and the earth to places
where high and low tides occur
II.
Subject Matter:
Topic: High and Low Tides
Science Concepts:
High and low tides occur every twelve hours
Earths rotation on its axis causes high and low tides
Science Processes: describing, observing, comparing , inferring
Value: Our life has high and low moments. But faith in God make
the low moments light and bearable
Materials: illustration of sun, earth and moon
References: RBEC-PELC Unit VII.5.3 p.30
Headway in Science and Health today 5 pp.144-145 by Rebecca R.
Fallaria and Nenita A. Apolinario
Into the Future: Science and Head 5 pp.277-278 by Jose F. Llarinas and
Emely M. Pelobello
Background Information for Teachers (BIT):
As the moon revolves around the earth, the earth also
rotates. As a result of the earths rotation on its axis, the moon is in
certain place twice a day. Thus, there are two high tides and low
tides in one place in a day.
7. Ask:
a. What count are the earth and the moon near each other?
b. In what position does earth seem to bulge?
G. Post Activity:
1. Presentation of illustration.
2. Discussion and Analysis:
If the illustration shows high tide at 9 AM, when will the next high
tide occur? Why?
3. Application:
If high tide occur at about 10:00 AM, when will the fishermen fish?
Why?
IV.
V.
Evaluation:
Direction:
1. Briefly explain why there are two high tides and tow low tides.
2. Draw / illustrate the position of the earth and the moon where high
and low tides occur.
Assignment:
Review previous lessons for chapter test.
330