science lm.pdf
Post on 07-Aug-2018
233 Views
Preview:
TRANSCRIPT
-
8/20/2019 science lm.pdf
1/180
DRAFT
pril 10, 2014
0
3
3
-
8/20/2019 science lm.pdf
2/180
DRAFT
pril 10, 2014
1
Book Record
School:
District:
Division:
Region:
Date received by school:
Issued to(Name of Pupil)
DateIssued
ConditionDate
ReturnedCondition
To the TeacherWrite the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book:
A. (New Book)
B. (Used Book in Good Condition)
C. (Used Book in Fair Condition)
D. (Used Book in Poor Condition)
Encourage and assist the pupil in repairing damaged textbooks.
-
8/20/2019 science lm.pdf
3/180
DRAFT
pril 10, 2014
2
Take Care of Your Book
Dos:
1. Cover your book with plastic or manila paper.Old newspapers and magazines will do.
2. Be sure your hands are clean when you handle or turn thepages.
3. When using a new book for the first time, lay it on its back.Open only a few pages at a time. Press lightly along the
bound edge as you turn the pages. This will keep the coverin good condition.
4. Use a piece of paper or cardboard for bookmarks.5. Paste or tape immediately any torn pages.6. Handle the book with care when passing from one person
to another.7. Always keep your book in a clean, dry place.8. When your book is lost, report it to your teacher right away.
Don’ts: 1. Do not fold the pages.2. Do not write on the cover or pages.3. Do not cut out any picture.
4. Never tear or detach any page.
-
8/20/2019 science lm.pdf
4/180
DRAFT
pril 10, 2014
3
For inquiries or feedback, please write or call:
DepEd-Bureau of Elementary Education
Curriculum Development Division
2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 638-4799 or 637-4347
E-mail Address: bee-deped@pldtdsl.net
bee_director@yahoo.com
-
8/20/2019 science lm.pdf
5/180
DRAFT
pril 10, 2014
4
INTRODUCTION
Dear Boys and Girls:
This Learner’s Material for Grade 3, was written inresponse to the basic goal of education under the K to12
Enhanced Basic Education Program- “to prepare learners tobecome productive, worthy and competitive young
scientists of the country.”
This is divided into four units with illustrations describing
each unit, representing the whole school year. Each unit has
chapter with lessons and activities prepared which are
aligned to the teacher’s guide.
Learning to develop, keen and accurate observation
skills through experiment, knowing more about matter, sense,
living things, non-living things around you discovering more
about your environment , climate change and other topics
about the surroundings, earth and space are all given focus
in this l learner’s material.
Explore Science and make it useful in your daily life.
Learning Science is having more fun.
The Writers/Conceptualizers
-
8/20/2019 science lm.pdf
6/180
DRAFT
pril 10, 2014
5
ACKNOWLEDGEMENT
Recognition is given to the following supervisors,
administrators, teachers, BEE Staff and experts in Science for their
enthusiastic commitment in the development, revision and
finalization of the teaching guides and learning materials for Grade
3 under K to 12 Basic Education Program.
Arthur DC. Sacatropes Dr. Luz E. Osmena
Education Prog. Supervisor Education Prog. Supervisor
Region III Region IV-A
Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz
Education Program Supervisor Science Coordinator
Division Office, Sorsogon Prov. Division of Tarlac City
Region V Region III
Jennifer M. Rojo Jennifer A. Tinaja
Master Teacher II MasterTeacher I
Neogen Elementary School Nueve de Febrero E.S.
Districtof Tagaytay City Mandaluyong City
Job S. Zape (Ret.) John Fitzgerald Secondes
Education Program Supervisor Master Teacher I
Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-schSan Jaoquin, Iloilo Province
Leni S. Solutan Neolita S. Sarabia
Master Teacher Principal II
Sta. Barbara Elementary School STRIVE Coordinator
Division of Iloilo Province Division of Tagbilaran City
Romeo C. Ordoňez Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
-
8/20/2019 science lm.pdf
7/180
DRAFT
pril 10, 2014
6
Appreciation is extended to the following consultants/reviewers
for their untiring efforts in sharing their expertise:
Evelyn L. Josue
Science Educ. Specialist IV (Ret.)
UP-NISMED
Diliman, Quezon City
Pia Campo May R. Chavez
Science Educ. Specialist Science Educ. Specialist
UP-NISMED UP-NISMED
Diliman, Quezon City Diliman, Quezon City
Trinidad M. Lagarto
Senior Educ. Prog. Specialist, Anchorperson
Curriculum Development Division
Bureau of Elementary Education
Marilette R. Almayda
Director IIIBureau of Elementary Education
Marilyn D. Dimaano
Director IV
Bureau of Elementary Education
-
8/20/2019 science lm.pdf
8/180
DRAFT
pril 10, 2014
7
TABLE OF CONTENTSPage
Title Page i
Book Record for the Teacher ii
Copyright Page iii
How to take care of your Book iv
Introduction v
Acknowledgement vi
UNIT I: Matter
Overview
Chapter 1 – Solids 11-17- Characteristics of Solids
- Naming /Classifying Different Solids
- Describing Solids according to Color
- Describing Solids according to Shape
- Describing Solids according to Size
- Describing Solids according to Texture
Chapter 2 – Liquids 17-23- Characteristics of Liquids
- Naming /Classifying Different Liquids
- Describing Liquids according on how they flow
- Describing Liquids on how they take the
Shape of the container
- Describing Liquids on how they occupy Space
- Describing Liquids according to Smell
Chapter 2 – Gases 23-26
- Describing that Gases take the Shape of the Container- Describing that Gases occupy Space
- Describing that Gases are Odorless and Tasteless
-
8/20/2019 science lm.pdf
9/180
DRAFT
pril 10, 2014
8
Chapter 4 – Proper Use and Handling of Common Solids, 26-31Liquids, and Gases at Home and in School
- List of Common Products Found at Home and in School
- Harmful Effects of Common Materials Found
at Home and in School
- Safety Measures in handling Harmful Materials
Chapter 5 - Changes in Materials 31-49
- Measuring the Temperature of Materials
- Measuring the Temperature of Hot/Warm Materials
- Measuring the Temperature of a Cold Material
- Changes in Materials as affected by Temperature
- What happens to Water when Heated?
- What happens to Water Vapor when Cooled?
- What happens to Napthalene Ball when Heated?
- What happens to the Air inside the Bottle/Balloon whenHeated or Cooled?
UNIT 2: Living Things and their Environment
Chapter 1 - Sense Organs 51-66
- Identifying the Parts of the Eyes
- Proper Ways of Caring the Eyes
- Identifying the Parts of the Ears
- How the different Parts of the Ear Work?- Proper Ways of Caring the Ears
- Identifying Parts of the Nose and its Functions
- Proper Ways of Caring the Nose
- Identifying the Uses of Tongue
- Identifying the Parts and Functions of the Tongue
- Identifying the parts of the Skin and its Function
- Proper Ways of Caring the Skin
Chapter 2 – Animals 67-86
- Naming Animals around you- Parts of an Animal
- Body Parts Animals Use to Move
- Classifying Animals according to how they move
- Body Parts of Animals that they use in getting foods
-
8/20/2019 science lm.pdf
10/180
DRAFT
pril 10, 2014
9
- Classifying Animals according to what they Eat
- Classifying Animals according to their Body Covering
- Classifying Animals according to their Habitat
- Useful Animals
- Importance of Animals according to Use
- Animals that can Harm People
- Proper Ways of Caring Pets
Chapter 3 – Plants 87-101- Naming and Describing Plant Parts
- Same Plant Parts, different Plants
- Different Plant Parts have different Works
- Things that come from or made of Plants
- Different Uses of Plants
- Harmful Plants
- Proper Was of Caring Plants- Characteristics of Living and non-living Things
Chapter 4 - Heredity: Inheritance and Variation 101-108
- Animals Produce Animals of the same Kind
- Physical Traits of People from Different Ethnicity
- Physical Traits of Animals of the same Kind
- Plants Produce Plants of the same Kind
- Growing Plants from other Plant Parts
Chapter 5 - Ecosystem 109-115- Basic Needs Humans, Animals and Plants
- Things We Need from the Environment
- Conservation and Protection of the Environment
UNIT 3: Force, Motion and Energy
Chapter 1 - Moving Objects 116-130
- Describing the Position of an Object
relative to another Object- Describing the Location of Objects After it is Moved
- Sounds
-
8/20/2019 science lm.pdf
11/180
DRAFT
pril 10, 2014
10
Chapter 2 - Electricity 145-151
- Sources of Electricity
- Uses of Electricity
UNIT 4: Earth and Space
Chapter 1 - Surroundings 151-162
- The Surroundings
Chapter 2: Weather 162-178
- The Weather
Chapter 3: Objects Seen in the Sky 178-188
- Different Objects seen in the Sky
-
8/20/2019 science lm.pdf
12/180
DRAFT
pril 10, 2014
11
UNIT 1: Matter
-
8/20/2019 science lm.pdf
13/180
DRAFT
pril 10, 2014
12
Chapter 1: SolidsThis Chapter deals with solid as one of the three states
of matter. It has specific color, size, shape, and texture. The
particles of solids are close together. They move back andforth but the particles do not change places.
Lesson 1: Characteristics of Solids
Activity 1: What are the characteristics of solids?
Objectives
1. Describe different objects in the school garden
2. Classify the objects based on their characteristics
Materials
Different objects found in the school garden
Procedure
1. Visit the school garden. Collect different solids.
2. List down 10 solids you have collected.3. Describe the solids based on their characteristics
4. In the chart write the name of solids in their proper
column. Do this in your notebook.
small big rough smooth round square black white
In your notebook or on your paper, answer the following:
1. How did you describe the solids?
2. What are their characteristics?
Guide Question
What are the other properties of matter?
-
8/20/2019 science lm.pdf
14/180
DRAFT
pril 10, 2014
13
Lesson 2: Characteristics of Solids according to Color
Activity 2: How do you describe solids according to their
colors?Objective
Describe solids according to their color
Materials
Pictures and if possible concrete ripe papaya, unripe
papaya, ripe mango, unripe mango, ripe tomato, unripe
tomato, eggplant and charcoal
Procedure
1. Study the pictures of different solids.
2. Write the color of solid in the chart.
Solids Color
Ripe Mango
Unripe Tomato
Ripe Tomato
Unripe Papaya
-
8/20/2019 science lm.pdf
15/180
DRAFT
pril 10, 2014
14
Ripe Papaya
Watermelon
Eggplant
Charcoal
In your notebook, answer the following:
1. How did you describe the materials?
2. Do all solids have specific color?
Lesson 3: Characteristics of Solids according to Shape
Activity 1: Shapely solids
Objective
Identify solids based on their shape
-
8/20/2019 science lm.pdf
16/180
DRAFT
pril 10, 2014
15
Materials
ball, eraser, calamansi, plate, guava, notebook,
triangle (musical instrument)Procedure
1. Get six objects from the box.
2. Observe the shape of the objects.
3. Write the name of each object below their
corresponding shape.
Round Rectangle Triangle
In your notebook, answer the following:1. How did you identify solids based on their shape?
2. What different shapes of solids did you observe?
Lesson 4: Characteristics of Solids according to Size
Activity 1: Identify solids according to size
Objectives1. Identify solids according to their specific size
2. Measure solids using a ruler
-
8/20/2019 science lm.pdf
17/180
DRAFT
pril 10, 2014
16
Materials
bag containing solids Ruler
Procedure
1. Get the materials inside your bag.
2. Identify solids according to their sizes.
3. Record it in your notebook.
Materials/Solid Size
big small
1. Measure each solid using a ruler.
2. Record your measurement in your notebook.
Solids Size (exact measurement)
Answer the following:
1. How did you identify the size of solids?
2. What did you use to measure the material?
3. Were you able to get the exact measurement of the
solids? How?
Guide Question
Do solids have specific size?
Lesson 5: Characteristics of Solids according to Texture
Activity 1: Classifying solids according to texture
Objective
Classify solids according to texture.
-
8/20/2019 science lm.pdf
18/180
DRAFT
pril 10, 2014
17
Materials
bag or box containing stone, cotton, sand, banana,
cardboard, sandpaper, rambutan, jackfruit peelingsProcedure
1. Get all the contents of your bag.
2. In your notebook, write the name of each object and
classify according to texture.
Objects smooth rough soft hard
Answer the following:
1. How did you group the solids?
2. What characteristic of solids did you observe?
3. Were you able to describe the solids correctly based
on your observations? Why?
4. What values did you learn from the activities?
Chapter 2: Liquids
This Chapter deals with liquids having mass, how they
flow, how they take the shape of the container, how they
occupy space, the taste and the smell.
Lesson 1: Characteristics of Liquids
Activity 1: Naming different liquids
-
8/20/2019 science lm.pdf
19/180
DRAFT
pril 10, 2014
18
Objective
Naming different liquids
Materials
different liquids, containers with different shapes
Procedure
1. Go to the school canteen.
2. Ask the canteen staff to show the different liquids
available.
3. Name each liquid.
4. Observe each liquid how they flow , shape of the
container, and the space each occupies.5. Taste or smell the liquid but with safety precaution.
(Needs teacher’s advice.) 6. Record your observation in your notebook.
Lesson 2: Describing Liquids according on How they Flow
Activity1: How do liquids flow?
ObjectiveDescribe how liquids flow
Materials
condensed milk, soy sauce, vinegar, shampoo, water
oil, 2 spoons, transparent bowl
Procedure
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in thepicture below.
-
8/20/2019 science lm.pdf
20/180
DRAFT
pril 10, 2014
19
3. Scoop a teaspoon of water and a teaspoon of vinegar.
4. Hold two teaspoons with liquids at elbow level.
5. Tip both hands at the same time as shown in the
picture.
6. Record your observation in your notebook.
Which flows faster, water or vinegar?
7. Repeat steps 2 to 6 using other liquid and paired it with
water.
(Note: Water will serve as your point of reference as to
the flow of liquid.)
Name of
Liquid
Does it flow
slowly?
Does it flow
fast?
Does it flow
very fast?
1. water
2. soy sauce
3. vinegar
4. shampoo5. oil
6. Condensed
milk
Guide Questions
1. Did the liquids flow at the same time?
2. Which liquids flowed fast?
3. Which liquids flowed slow?
Lesson 3: Describing Liquids on How They Take the Shape of
the Container
Activity 1: Do liquids have shape?
-
8/20/2019 science lm.pdf
21/180
DRAFT
pril 10, 2014
20
Objective
Describe how liquids take the shape of the container
Materials
different shapes of container, water
Procedure
1. Describe the 3 shapes of container.
2. Get 3 kinds of liquids.
3. Pour each liquid in each container.
4. In your notebook, record your observation.
Name of Liquid Shape when poured in container
1.What happened to the different liquids after pouring them
2. Do liquids have the same shape?
3. What characteristics of liquids did you observe?
4. What does this activity tell about shape of liquid?
Lesson 4: Describing Liquids on How they Occupy SpaceActivity 1: Do liquids occupy space?
Objective
Describe how liquids occupy space.
Materials
stones, water, beaker, rugs
Procedure
1. Prepare the materials.
2. Fill the beaker with water.
3. Put more water in the beaker.
-
8/20/2019 science lm.pdf
22/180
DRAFT
pril 10, 2014
21
4. Observe what happens while adding more water in
the beaker.
5. Put some stones in the beaker with water.
6. Again observe what will happen.
7. Record /draw your observation in your notebook.
In your notebook, answer the following:
1. What happened as you added more and more water
in the beaker? Why?
2. What did you notice when the stones sank to the
bottom of the beaker? Why?
3. What happened to the water? Why?
4. Does water occupy space? Why?
5. Do liquids really occupy space?
Lesson 5: Describing Liquids according to Taste
Activity 1: Do liquids have taste?
Objective
Describe the taste of liquids.
Materials
milk, juice, water, vinegar, hot sauce, softdrinks, wine,
catsup, fish sauce
Procedure
1. Taste each liquid.
2. Describe the taste.
3. Check the corresponding taste of liquid in the chart.
Liquid sweet salty sour bitter spicy tasteless
-
8/20/2019 science lm.pdf
23/180
DRAFT
pril 10, 2014
22
In your notebook, answer the following:
1. How did you describe the different taste of liquids?
2. What are the different tastes of liquids?
3. Do all liquids have the same taste?
4. What should we do to avoid being poisened when tastingliquids?
Lesson 6: Describing Liquid according to Smell
Activity 1: Do liquids have smell?
Objective
Describe the smell of different liquids
Materialsfish sauce, perfume, alcohol, catsup, coke, hand
sanitizer, shampoo, liquid soap
Procedure
1. Prepare the materials. Name the different liquids.
2. Describe the smell of the different liquids. (Do not put the
samples near your nose because some may cause irritation)
3. Record your observation.
Liquid Bad Smell Good / Fragrant Smell
In your notebook, answer the following:
1. What characteristics of liquid did you observed?
2. How were you able to group them?
3. Do all liquids have the same smell?
4. Do you frown when you smell liquids that have bad odor?Do you smile when you smell liquids that have fragrant
odor? Why?
5.Do liquids have smell?
-
8/20/2019 science lm.pdf
24/180
DRAFT
pril 10, 2014
23
Chapter 3: GasesThis Chapter, deals with gases that do not have their
own shape but take the shape of the container; occupy
space, tasteless and odorless. Air is gas. We cannot see it byour eye but we can feel it. The molecules are far apart from
each other.
Lesson 1: Describing that Gases take the Shape of theContainer
Activity 1: Do gases have shape?
Objective
Describe that gases take the shape of the container
Materials
different shapes of balloons (deflated), string
Procedure
1. Get different shapes of balloons.
2. Blow air into it. Tie it with string.
3. Describe the shape of air in the balloon.
4. Record your observation.
5. Draw the shape of gas in each balloon.
Questions
In your notebook, answer the following:
1. What happened to the balloon as you blew air into it?
2. Did the gas follow the shape of the balloon? Do gases
have shape?3. What characteristic of gas did the activity show?
4. What is the shape of air container?
5. When can air have a shape?
-
8/20/2019 science lm.pdf
25/180
DRAFT
pril 10, 2014
24
Lesson 2: Describing that Gases Occupy Space
Activity 1: Does gas occupy space?
Objective
Describe that gases occupy space
Materials
tissue, drinking glass, Styrofoam, big bowl filled with full
of water
Procedure
1. Prepare a drinking glass.
2. Place a paper towel at the bottom of a drinking glass
so that it will not fall out when the glass is inverted.
3. Fill a big bowl with water.
4. Hold the glass upside down and quickly plunge it into
the water.
5. Count one to ten while holding the glass underwater.
6. Slowly lift the glass up and out of the water. Be sure to
hold the glass straight upside down.7. Observe. What happened to the tissue?
8. Do this with a piece of Styrofoam. Place the Styrofoam
in the water. Place your glass upside down over the
styrofoam and push straight down into the water.
In your notebook, answer the following:
1. What is inside the glass?2. What happened to the paper towel? To the styrofoam?
3. What does the activity show?
-
8/20/2019 science lm.pdf
26/180
DRAFT
pril 10, 2014
25
Lesson 3: Describing that Gases are Odorless and Tasteless
Activity 1:Air is odorless and tasteless
Objective
Infer that air is odorless and tasteless.
Materials
paper fan, balloon, mirror
Procedure
1. Blow your hands. Describe what you feel.
2. Now, blow into the mirror. Describe the air in the mirror.
3. Blow air in the balloon. Describe the air inside.
4. Get a partner, fan each other. Describe the air as to odor
and taste.
Questions
1. What did you feel after blowing your hand? Did you see
the air from your mouth?
2. In three sentences, describe how you felt while fanning
yourself and your partner.3. Did you see the air inside the balloon? Why?
4. What characteristic of gas were presented in the activity?
Chapter 4: Proper Use In Handling
Common Solids, Liquids, and Gases
at Home and in SchoolThis Chapter, deals with many things we have in
common at home and in school such as solids, liquids and
-
8/20/2019 science lm.pdf
27/180
DRAFT
pril 10, 2014
26
gases. We should keep everything in its place. Label all
bottles correctly such as chemicals, and other materials.
Lesson 1: Common Solids, Liquids, and Gases Found at
Home and in School Activity 1: List of Common Products Found at Home and in
School
Objectives
1. Identify common solids, liquids and gases found at
home and in school
2. Describe the uses of materials found at home
Materials
paper, pen, Manila paper
Procedure
1. Make a list of common products found in school and at
home. Group them in the table below.
Solid Liquid Gas
2. Group the materials listed in number 1 using the table
below.
Use
as
food
Use for
cooking
Use to
beautify
homes
Use as
beauty
produc
t
Use for
cleaning
the
house
Use for
cleaning
the
body/
self
Use for
killing
insects/
pest
Questions
-
8/20/2019 science lm.pdf
28/180
DRAFT
pril 10, 2014
27
1. What are the common materials at home and in
school ?
2.What are the uses of materials at home and in school.
Activity 2: Harmful Effects of Common Materials Found at
Home and in School
Objective
Identify the harmful effects of materials found at home
and in school.
Materials
packaging of materials/product labels of materials
Procedure
1. Read the product labels of the common household
products /materials found at home and look at the
symbols in each label below :
[
toxic flammable
poison corrosive
-
8/20/2019 science lm.pdf
29/180
DRAFT
pril 10, 2014
28
Here are some examples:
2. Using the table below, group the materials based on
the harmful effect/s on humans and other living things.
3. Write your answers in your activity notebook.
Poisonous Toxic Flammable Corrosive
Activity 3: Safety Measures in handling Harmful Materials
-
8/20/2019 science lm.pdf
30/180
DRAFT
pril 10, 2014
29
Objective
Describe the proper use and handling of harmful
materials.Materials
Pictures of proper ways of handling materials
Procedure
1. Look at the pictures.
2. Put a on the box if it is a proper ways of handling
materials and put a
if it is not.
a. b.
c. d.
Label poisonous
Substances and keep
out of childen’s reach
Using hand gloves and
gas masks when using
pesticides.
Inspecting regularly if the
cooking gas tank is tightly
closed.
-
8/20/2019 science lm.pdf
31/180
DRAFT
pril 10, 2014
30
QuestionWill you follow the safety measures in handling harmful
chemicals? Why?
Chapter 5: Changes in Materials
This chapter deals with the changes that solids, liquids,
and gases undergo when heat is applied or removed fromthem. It also deals with the techniques in measuring
temperature with a laboratory thermometer.
Lesson 1: Measuring the Temperature of Materials
Activity 1: Is it Hot? Is it Cold?
Objective
Tell whether a material is hot or cold.
Materials
Manila paper marker pen, paper, pen
Procedure
1. Look at the pictures below. Tell whether the material
is hot or cold. Put a check (√) in column (3) if it is hot orin column (4) if it is cold.
(1) (2)
Material/Object
(3)
Is it Hot?
(4)
Is it Cold?
Keeping flammable
materials near the
stove.
-
8/20/2019 science lm.pdf
32/180
DRAFT
pril 10, 2014
31
2. Give other examples of hot and cold materials. Write
them down in the appropriate column in the tablebelow.
Hot materials Cold materials
1
Candle Flame2
Ice Cream3
Boiling Water4
Boiling Soup5
Iced Tea
-
8/20/2019 science lm.pdf
33/180
DRAFT
pril 10, 2014
32
Questions
1. When do you say that a material is hot?
2. When do you say that a material is cold?
Activity 2: Measuring the Temperature of Hot/Warm Material
Objectives
1. Measure the temperature of tap water andhot/warm water using a thermometer.
2. Read the temperature from the thermometer
correctly.
3. Compare the temperature of tap water and
hot/warm water.
Materials
2 beakers or identical glass containers
Laboratory thermometer
Equal amounts of hot/warm water and tap water
Procedure
1. Look at the laboratory thermometer closely.
2. Observe the markings on the thermometer.
3. What is the smallest number? Where is it located?
-
8/20/2019 science lm.pdf
34/180
DRAFT
pril 10, 2014
33
4. What is the largest number? Where is it located?
5. What unit of measurement is used?
6. What symbol is used to express a measurement of
temperature?
7. Half- fill the container with tap
water.
8. Place the thermometer in the container with tap water.
Hold it in upright position.
-___ Laboratorythermometer
__beaker half-filledwith tap water
Caution: Do not touch the bulb of the thermometer
and do not let it touch the bottom of the container.
-
8/20/2019 science lm.pdf
35/180
DRAFT
pril 10, 2014
34
9. Observe the level of the liquid in the thermometer.
10. Measure the temperature of tap water. (Read the
markings nearest the level of the liquid in the thermometer).
Record the temperature in table 1.
11. What is the temperature of tap water?
(This is the temperature of tap water at room
temperature).
Sampletemperature
reading
Note: When reading the thermometer, position your
eyes at the same level as the liquid in the
thermometer.
230C
-
8/20/2019 science lm.pdf
36/180
DRAFT
pril 10, 2014
35
12. Half-fill also the other container with hot/warm water.
1. Place the thermometer
in the container with
hot/warm water.
2. Observe what happens
to the level of the liquid in
the thermometer.
3. Read the temperature of
hot/warm water after 5 minutes. Record the temperature in
table 1 below.
Caution: Be careful when pouring hot/warm
water into the container. You might get burned.
You may ask your teacher to do this.
-
8/20/2019 science lm.pdf
37/180
DRAFT
pril 10, 2014
36
a. What is the temperature of the hot/warm water?
Table1. Temperature of Tap Water and Hot/Warm Water
Material Temperature (0C)
Tap water
Hot/warm water
1. Compare the temperature of tap water and hot/
warm water.
-How will you compare the temperature of tap
water with that of hot/warm water?
2. Describe the effect of heat on the water.
- What is the effect of heat on water?
Question
What will you do if you need hot or cold water at home?
Lesson 3: Measuring the Temperature of Cold Material
Objectives
1. Measure the temperature of tap water and cold
water using a thermometer.
2. Read the temperature from the thermometer
correctly.
-
8/20/2019 science lm.pdf
38/180
DRAFT
pril 10, 2014
37
3. Compare the temperature of tap water and cold
water.
Materials
2 beakers/ identical glass containersLaboratory thermometer
Equal amount of cold water and tap water
Ice cubes
Procedure
1. Half- fill the container with tap water.
2. Place the thermometer in the container with tap
water. Hold it in upright position.
3. Observe the level of the liquid in the thermometer.
4. Measure the temperature of tap water. (Read the
markings nearest the level of the liquid in the
thermometer). Record the temperature in table 2.
- What is the temperature of tap water?
(This is the temperature of tap water at roomtemperature).
Note: When reading the thermometer, position your
eyes at the same level as the liquid in the
thermometer.
Caution: Do not
touch the bulb of
the thermometerand do not let it
touch the bottom
of the container.
-
8/20/2019 science lm.pdf
39/180
DRAFT
pril 10, 2014
38
23 o C
Sample
thermometer
reading
5. Half-fill also the other container with cold water. (Some ice
cubes may be added to make the
water cold and to remove some
heat from the water.)
6. Place the thermometer in the
container with cold water.
7. Observe what happens to the
level of the liquid in the
thermometer.
-
8/20/2019 science lm.pdf
40/180
DRAFT
pril 10, 2014
39
8. Read the temperature of cold water after 5 minutes.
Record the temperature in table 2 below.
- What is the temperature of cold water?
Table 2. Temperature of Tap Water and Cold Water
Material Temperature (0C)
Tap water
Cold water
9. Compare the temperature of tap water and cold water.
- How will you compare the temperature of tapwater with that of cold water?
10. Describe the effect of removing heat from the material.
a. What is the effect of removing heat from the
water?
Questions Did you notice that as the water becomes hotter, the
bubbles rise? Why do the bubbles rise?
Lesson 4: Changes in Materials as affected by Temperature
Activity 1: What Happens When a Candle Wax Is Heated
and Cooled?
Objective
Describe what happens to a candle wax when it is
heated and when it is cooled.
-
8/20/2019 science lm.pdf
41/180
DRAFT
pril 10, 2014
40
Materials
small piece of candle wax big spoon
matches thick cloth
candle ceramic saucer
Procedure
1. Put a small piece of candle wax in the spoon.
Wrap the handle of the spoon with a thick cloth.
2. In what form (solid, liquid, gas) is the candle wax?
3. Light the candle. Let it
stand on a ceramic saucer .
4. Hold the spoon with candle
wax over the flame.
-
8/20/2019 science lm.pdf
42/180
DRAFT
pril 10, 2014
41
5. Heat the spoon with candle wax for 5 minutes.Observe what happens to the candle wax.
- What happens to the candle wax?
- Is there a change in the appearance of the wax?
In what form is it now?
- Why does this change happen?
- What is the effect of applying heat on the candle
wax?
6. Remove the spoon with candle wax from the lighted
candle.
7. Wait for a few minutes until the candle wax cools off.
Observe what happens.
- What happens to the candle wax?
8. Is there a change in the appearance of the candlewax? In what form does the candle wax changed?
- Why does this change happen?
9. What is the effect of removing heat from the candle
wax?
Question
Is there any change when the candle wax was lighted?
Lesson 5: What Happens to Water when Heated?
Activity 1: What Happens to Water when Heated?
Caution: The spoon will become hot.
Handle it with care.
-
8/20/2019 science lm.pdf
43/180
DRAFT
pril 10, 2014
42
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat.
Materials
beaker water marker
Procedure
1. Fill the beaker with 10 ml of
water. Mark the level of water.
2. Place the beaker with water
outside under the heat of the
sun for 15 minutes. Observe
what happens to the water.
3. Mark again the level of the
water.
a. Did you notice a
change in the amount or level of the water?
b. What does this observation show?
c. What is the effect of sun’s heat on the water?
Questions
Have you tried placing water in the basin under the heat of
the sun? What happened to the amount of water?
-
8/20/2019 science lm.pdf
44/180
DRAFT
pril 10, 2014
43
Lesson 6: What Happens to Water Vapour when cooled?
Activity1: What Happens to Water Vapor when Cooled?
Objective
Describe what happens to water vapor when it is
cooled.
Materials
ice cubes glass jar with lid
tablespoon orange juice
Procedure
1. Hold an empty glass jar with both hands.
- What do you feel?
2. Pour orange juice (more than
half) in the glass jar as shown in the
figure below.
3. Put some ice cubes .Then, using
the lid close the jar tightly.
4. Shake the jar vigorously for a few seconds.
5. Hold the outside surface of the jar for few minutes.
-
8/20/2019 science lm.pdf
45/180
DRAFT
pril 10, 2014
44
- What do you feel?
- Is there air surrounding the jar?
- Is there water vapor surrounding the jar?
- Where did this water vapor come from?
7. Leave the jar on the table for 2 minutes.
8. After 2 minutes, look closely at the jar. Feel the
outside surface of the jar again for a few minutes.
- What do you feel and see on the outside surface
of the jar?
- What do your observations show?
Lesson 7: What Happens to Naphthalene Ball when Heated?
Activity 1: What Happens to Naphthalene Ball when Heated?
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat
MaterialsSmall piece of naphthalene ball
2 identical colored saucers
Piece of stone
-
8/20/2019 science lm.pdf
46/180
DRAFT
pril 10, 2014
45
Piece of cloth
Procedure
1. Get one piece of naphthalene ball. Place it on a piece
of cloth.
Naphthalene ball
2. Wrap it with a piece of cloth.
3. Grind it into smaller pieces using a stone.
4. Divide the ground naphthalene into 2 parts.
5. Put 1 part of the ground naphthalene in saucer 1, andthe other part in saucer 2.
- In what form is the naphthalene ball (solid, liquid,
gas)?
-
8/20/2019 science lm.pdf
47/180
DRAFT
pril 10, 2014
46
6. Place saucer 1 inside the room.
7. Place saucer 2 outside the room under the heat of
the sun.
`
8. Observe the naphthalene in saucer 1 and saucer 2
after 10 minutes. Describe what you observed.
- What did you observe?
- Did you notice any change in the appearance of
the naphthalene in saucer 1 and saucer 2?
- What does this observation tell you?
- What is the effect of heat on the naphthalene
ball?
Lesson 8 : What Happens to the Air inside the Bottle/ Balloon
when Heated or Cooled?
Activity 1: What Happens to the Air inside the Bottle/ Balloon
when Heated or Cooled?
Objective
Describe what happens to the air inside the
bottle/balloon when it is heated or cooled.
-
8/20/2019 science lm.pdf
48/180
DRAFT
pril 10, 2014
47
Materials
Glass bottle (with narrow mouth) Balloon
2 small basins Hot water
Cold waterProcedure
1. Take a balloon. Stretch its
opening and place over the
top of the bottle as shown in
the figure below.
- Is there air inside the
bottle?
- Is there air inside the balloon?
2. Place the bottle in a basin with hot water. Observe it after
3 minutes.
- What happens to the balloon?
- What does your observation on the balloonshow?
- What is the effect of hot water on the air inside the
bottle?
-
8/20/2019 science lm.pdf
49/180
DRAFT
pril 10, 2014
48
4.Transfer the bottle to the basin with cold water. Observe it
again after 3 minutes.
- What happens to the balloon?
- What does your observation on the balloon show?
- What is the effect of cold water on the air inside
the bottle/balloon?
-
8/20/2019 science lm.pdf
50/180
DRAFT
pril 10, 2014
49
UNIT 2: Living Things and their Environment
-
8/20/2019 science lm.pdf
51/180
DRAFT
pril 10, 2014
50
In this Chapter, the eyes, ears, nose, tongue and skin
are important parts of our body to be discussed. An organ is
a part which does specific work and does different things.Proper ways of caring our sense organs are important.
Lesson 1: The Eyes
Activity1: “Eyes, See”
Objective
Identify the parts of the eyes.
Materials
mirror or magnifying glass
Procedure
1. Use the mirror to observe your eyes.
What are the parts of your eyes that you can see?
2. Read about the parts and function of eyes.
Parts and Function of our Eyes
Our eyes help us to see. It has different parts that
work together so we can see things around us. The
cornea is like a clear glass that covers the front of the
eye. The iris is the colored part of the eye. It lets just the
right amount of light to enter the eye. At the center of
the iris is the pupil. The pupil is a circular hole where lightenters. Next to the pupil is the lens. The lens focuses the
image we see onto the retina located at the back of
the eye. The retina is like a “screen” where the image ofthe object seen is focused. The optic nerve connected
to the eye sends the message to the brain to tell about
the image seen.
Chapter 1: Sense Organs
-
8/20/2019 science lm.pdf
52/180
DRAFT
pril 10, 2014
51
3. Based on what you read, label the parts of the diagram of
the eye.
Questions
1. Close your eyes. Can you see anything?
2. What are the parts of the eye that you can see if you
look at it using a mirror?
3. Have you ever wondered why two eyes are better
than one?
Fig 2. Parts of the human eye
c.
d.
e.
f.
g.
h.
Fig 1. Front view of the human eye
a. b.
-
8/20/2019 science lm.pdf
53/180
DRAFT
pril 10, 2014
52
Reading in a dark room
Activity2: “Eye, Care”
Objective
Identify proper ways of caring the eyes
Material
pictures showing proper ways of caring the eyes
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
eyes and put a if it is not. Explain your choice.
3. Write your answer on your paper.
1. 2.
3. 4.
Watching very near
the television
Wearing sunglasses
on a sunny dayUsing goggles when
swimming
-
8/20/2019 science lm.pdf
54/180
DRAFT
pril 10, 2014
53
Question
How do you protect your eyes?
Lesson 2: The Ears
Activity1 “Ear, Hears”
Objective
Identify the parts of the ears
Material
picture of the enlarged ear
Procedure
1. Read about the parts and function of our ears.
2. Based on what you read, label the parts of the
diagram of the ear on your notebook. .
Parts and Function of our Ears
Our ears help us to hear sounds. It has different parts
that work together so we can hear sounds. The outside of
the ear is called the pinna. This is the part that you can
see where the girl’s earring is pierced. The pinna collectssound and directs it into the ear canal. The ear canal is
like a tube where ear wax is formed. The ear canal directs
the sound into the eardrum located at the end. The
eardrum is like a thin piece of skin stretched tight like adrum. When sounds reach the eardrum, it shakes or
vibrates. There are three small bones connected behind
the eardrum. These bones are called hammer, anvil, and
stirrup. When the eardrum vibrates, these three bones
that are connected one after another also vibrate. The
cochlea detects the vibration. The cochlea is the snail-like
part which is filled with liquid. When the liquid inside the
cochlea vibrates, it sends messages to our brain through
the auditory nerve to tell us about the sounds we hear.
-
8/20/2019 science lm.pdf
55/180
DRAFT
pril 10, 2014
54
QuestionWhat helps you hear when your teacher or your classmate?
Activity2: How the different parts of the ear work
Objective
Identify the parts of the ears and their function
Material
picture of the enlarged ear
Procedure
1. Read again the parts and functions of the ear in Activity 3.
2. Answer the following questions.
a. Which part of the ear collects the sound?
b. What happens to the eardrum when the sound
reaches it?
a.
b. c.
d.
e.f.
g.
h.
-
8/20/2019 science lm.pdf
56/180
DRAFT
pril 10, 2014
55
c. What happens to the three small bones when the
eardrum vibrates?
d. What happens to the liquid in the cochlea when the
three small bones vibrate?
3. Trace the path of the sound after it enters the pinna. Write
on the box the part of the ear.
Question
Do you protect your ear? How?
Activity 3: Ear Care
Objective
Communicate clearly proper ways of caring the ears
Material
picture of the enlarged ear
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
ears and put a if it is not. Explain your choice.
pinna
-
8/20/2019 science lm.pdf
57/180
DRAFT
pril 10, 2014
56
1. 2.
3. 4.
Question
Have you ever experienced loud sound?
Lesson 3: The Nose
Listening to loud musicInserting sharp
objects in the ear
Using clean cloth in
wiping the outer ear
Having a doctor
check the ears
-
8/20/2019 science lm.pdf
58/180
DRAFT
pril 10, 2014
57
Activity 1: “NOSY NOSE”
Objective
Identify the parts of the nose and its function
Materials
Picture of the nose, hand mirror
Procedure
1. Look at your nose using the mirror. Draw your nose
below.
2. Look closely at your nose opening.
a. What can you see inside your nose?
3. Read about the parts and functions of the nose.
Parts and Function of the Nose
Our nose helps us to smell things around us. We use it
to breathe. The nose is made up of the nostrils, nasalcavity and nerves. The nostrils are the two holes of the
nose. Inside the nostrils are hairs that keep dust out of the
nose.When you inhale, air enters the nostrils and passes
through the nasal passages and into the nasal cavity. The
nasal cavity is the space behind your nose, in the middle
of your face. Its walls are wet, warm, and covered with
mucus, a sticky liquid. Mucus traps dusts, dirt or germs
which enter the nostrils and were not filtered by the nose
hairs. Inside the nasal cavity are nerves that pick up the
scents carried by air. The nerves in the nasal cavity send
messages to the brain which interprets what we have
smelled.
-
8/20/2019 science lm.pdf
59/180
DRAFT
pril 10, 2014
58
Questions
1. What do you call the two-hole opening of your nose?
2. What is the purpose of the hairs inside the nose?
3. Why is it necessary for the nasal cavity walls to be
covered with mucus or sticky liquid?
Activity2: Nose Care
ObjectiveIdentify proper ways of caring the nose
Material
picture of the nose
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
nose and put a if it is not. Explain your choice.
-
8/20/2019 science lm.pdf
60/180
DRAFT
pril 10, 2014
59
1. 2.
3. 4.
Guide Question
What are the proper ways of caring you nose?
Lesson 4 : The Tongue
Activity 1: My Tongue
Objectives1. Identify the uses of tongue
2. Identify the parts and function of the tongue.
Materials
Using sharp objects to
clean the nose
Covering the nose
while passing a dusty
Blowing the nose hard Using a clean cloth
in cleaning the nose
-
8/20/2019 science lm.pdf
61/180
DRAFT
pril 10, 2014
60
picture of the tongue, hand mirror
Procedure
1. Look at your tongue using a mirror.
a. What can you see in your tongue?
b. What are the things that you can do with your
tongue?
2. Read about the parts and functions of the tongue.
Parts and Function of theTongue
The tongue is the sense organ that helps us taste all
things we place inside our mouth. It has taste buds
embedded in it. The taste of the food passes through the
bumps of the tongue, the taste buds, and nerve
endings.The nerves send messages to the brain which
interprets the taste of the food.
Taste buds
Taste buds
-
8/20/2019 science lm.pdf
62/180
DRAFT
pril 10, 2014
61
3. Trace the path of the taste of food after it enters the
mouth. Write on the box the part of the tongue where it
passes.
Question
What helps you taste the food?
Activity2: Care of the Tongue
Objective
Identify proper ways of caring the tongue
Material
pictures showing different ways of caring the tongue
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of takingcaring of the tongue and put a if it is not. Explain your
choice.
Write your answer on your paper.
Eating hot food Having a doctor
check the tongue
when it has sores
Food in
mouth
Brain (tells the
taste of the food)
-
8/20/2019 science lm.pdf
63/180
DRAFT
pril 10, 2014
62
1. 2.
3. 4.
Question
Have you ever experienced pain on your tongue?
What did you do?
Lesson 5 : The Skin
Activity 1: My Skin
Objectives
1. Identify the parts of the skin
2. Identify the function of the skin
Materials
picture or your skin/Magnifying glass
Procedure
Using a tongue scraperto clean the tongue Brushing teeth
-
8/20/2019 science lm.pdf
64/180
DRAFT
pril 10, 2014
63
1. Look at the skin of your arm. Use the magnifying lens to
observe it closely.
a. What can you see in your skin?
b. Do you see tiny hairs and tiny openings?
2. Read about the parts and functions of the skin.
The sweat glands open the surface of the skin through
the pore. The oil glands keep the hair and skin soft and moist.
Parts and Function of the Skin
The skin is the outer covering of our body. It protects
the body from losing too much water, injuries, and infection.
It helps maintain body temperature and help us sense our
The skin consists of two layers. The epidermis is theouter layer of the skin on the surface on which dead skin
cells are found. This is the part that we can see and touch.
The dermis is the inner layer of the skin which contains blood
vessels, nerves, sweat glands, and oil glands.
-
8/20/2019 science lm.pdf
65/180
DRAFT
pril 10, 2014
64
Touch, pain, pressure and temperature are sensed by the
nerve endings in the skin. The nerves send messages to the
brain which interprets the message and we feel the objects.
a. What covers your body from the top of your head tothe sole of your feet?
b. What is the outer layer of the skin?
c. What is found under the epidermis?
d. What does the dermis contain?
e. What keeps your hair and skin soft and moist?
f. What do the sweat glands do?
g. Which pick up the sensations of cold, heat, pressure,
and pain?
h. Which part of the skin carry message to the brain?
Question
Observe your body in a mirror. What covers your body from
the tip of your head to the sole of your feet?
Activity2: Care of the Skin
Objective
Identify proper ways of caring the skin
Material
-
8/20/2019 science lm.pdf
66/180
DRAFT
pril 10, 2014
65
Different pictures of the skin showing the proper ways of
caring the skin
Procedure
Look at the pictures below.Put a on the box if it shows a proper way of taking
caring of the skin and put a if it is not. Explain your
answer.
1. 2.
3. 4.
Question
Do you practice personal hygiene?
Chapter 2: Animals
Taking a bath everyday Walking with bare
feet
Wearing clean clothes Drinking plenty of water
-
8/20/2019 science lm.pdf
67/180
DRAFT
pril 10, 2014
66
This Chapter deals with animals that can be found
anywhere. They have body parts and functions. They live in
different habitats/places. Some of them grow and develop.
Not all animals are useful. Some of them are harmful tohumans but can be controlled. There are many ways of
caring our animals
Lesson 1: Animals in the Environment
Activity 1: Name that Animal around you
Objective
Name animals around you
Material
pictures or video of animals
Procedure
A. Animals Around Me
1. Look at each picture below.
2. On your paper, write the name of the following
animals.
a. b.
-
8/20/2019 science lm.pdf
68/180
DRAFT
pril 10, 2014
67
c. d.
c d
e. f.
3. Aside from the animals shown in a – f, what otheranimals are found in the farm? List them down.
B. Animals from Other Countries
1. There are many kinds of animals in the world. The
pictures below are some of them. Can you name
them? Write your answers on a piece of paper.
-
8/20/2019 science lm.pdf
69/180
DRAFT
pril 10, 2014
68
h i.
j. k.
Question
What are other animals can you name around you?
Lesson 2: Body Parts of Animal
Activity 1: What are the body parts of an Animal
Objective
Describe the parts of some animals shown in the video
Material
-
8/20/2019 science lm.pdf
70/180
DRAFT
pril 10, 2014
69
pictures/video of animals
Procedure
1. Look at the picture of the frog. Identify the numbered
parts
2. Write your answers on a piece of paper.
3. Look at the picture of the horse. Identify the numbered
parts.
4. Write your answers on a piece of paper.
-
8/20/2019 science lm.pdf
71/180
DRAFT
pril 10, 2014
70
5. Look at the picture of the bird. Identify the numbered
parts.
6. Write your answers on a piece of paper.
7. What common body parts can you find in a frog, a horse
and a bird? Write them down on your paper.
Question
Were the parts of animals clearly shown in the video?
Lesson 3: Classifying Animals according to Body Parts and
UseActivity1: Body Parts Animals Use to Move
Objectives
1. Describe how animals move;
2. Identify the body parts that enable animals to move.
Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm
fish spider
snail chick or duckling
-
8/20/2019 science lm.pdf
72/180
DRAFT
pril 10, 2014
71
Procedure
1. Bring some live animals to class or go to the school
science garden or pond.
2. Observe how the animals move.
3. Observe the body part/s that each animal use/s to move
from place to place.
4. Supply the table below with the correct answers. Do this
on a separate paper.
Animals How does it
move?
What body part does
it use to move
a. frog
b. butterfly
c. snail
d. cat/kitten
e. spider
f. fish
g. earthworm
h. chick/duckling
QuestionWhy animals have different habitats?
Activity 2: Classifying Animals According to How They Move
Objectives
1. Infer how some animals move based on their
common body parts; and
2. Group animals according to how they move.
Materials
Live animals (or pictures/video of animals)
frog cat or kitten (in a cage)
butterfly earthworm
-
8/20/2019 science lm.pdf
73/180
DRAFT
pril 10, 2014
72
fish spider
snail chick or duckling
Procedure
1. Look at the animals below.2. On your paper answer the following questions.
Butterfly Duck Fish
Squid Grasshopper Rabbit
Caterpillar
Snail Honeybee
3. Group the animals as to how they move. On your paper,
answer the following:
-
8/20/2019 science lm.pdf
74/180
DRAFT
pril 10, 2014
73
Movements made by several animals
Walk Jump/
Hop
Swim Fly Crawl
a. What body part does the animal use to move
from place to place?
Animals Body Part/s Used
Rabbit ________________
Fish ________________
Snail ________________
Honeybee ________________
Questions
1. Describe how animals move?
2. How do they differ from other animals?
Lesson 4: Body Parts of Animals that they Use in Getting
Foods
Objective
Infer the body parts used by animals for eating /getting
food.
Material
video of animals
Procedure
1. Look at the picture of some animals below. On your
paper, write your answers on how they get/eat food.
-
8/20/2019 science lm.pdf
75/180
DRAFT
pril 10, 2014
74
a. What body part of the animals does it use in getting
or eating its food?
Animals Body Part/s Used
Frog ________________Dog ________________
Grasshopper ________________
Chicken ________________
frog
dog
grasshopper
chicken
-
8/20/2019 science lm.pdf
76/180
DRAFT
pril 10, 2014
75
2. Get a picture of the mouth parts of the four animals
from your teacher.
3. Observe the mouth parts carefully.
a. Can a chicken eat the corn if its mouth is shaped like
the mouth of a dog?
_________________________________
b. Can a frog catch a fly if it has a beak like that of the
chicken?
___________________________________________
c. How do animals differ in the way they get or eat their
food?
___________________________________________________ ___________________________________________________
___________________________________________________
Question
How do animals get /eat their food
Activity 1: Classifying Animals According to What They Eat
Objectives
1. Infer what animals eat based on their mouth parts
and body parts.
2. Classify animals according to what they eat.
Material
picture of different animals eating food
Procedure
1. Identify the kind of food that each animal eats. Write alsothe body part/s that they use in getting and eating their
food.
-
8/20/2019 science lm.pdf
77/180
DRAFT
pril 10, 2014
76
Goat eats
___________________.
Body part used in getting
and eating food:
________________
Pig eats
_____________________.
Body part used in getting and
eating food: ________________
Duck eats
__________________.
Body part used in gettingand eating food:
________________
Cat eats
____________________.
Body part used in getting andeating food:
_________________
Cow eats ________
Body part used in getting
and eating food:
________________
Horse eats __________.
Body part used in getting and
eating food: ________________
-
8/20/2019 science lm.pdf
78/180
DRAFT
pril 10, 2014
77
2. Group each animal as plant-eaters, meat-eaters, or
variety- eaters by writing the names of the animal under
the proper column.
Animals and the food they eat
Animals and the Food they EatPlant eater Meat Eater Plant & Meat
Eater
a. What other animals that are plant eaters do you
know?
b. What other animals that are meat eaters do you
know?
c. What other animals that are plant & meat eaters do
you know?
Question
What do you call animals that plant eaters, meat eaters or
both?
Activity 2: Classifying Animals According to Their Body
Coverings
Objectives
1. Describe the body covering of animals
2. Group animals according to their body coverings.
Materials
colored pictures of: dog, cat, frog, duck, and lizard
-
8/20/2019 science lm.pdf
79/180
DRAFT
pril 10, 2014
78
Procedure
1. Look at the pictures below. On your paper describe the
body covering of the animals.
a. Dog b. Cat c. Bird
d. Crab e. Duck f. Shrimp
2. Get a piece of paper. Divide it into two parts and groupthe animals according to their body covering. Write the
body covering on the left column, and the animals with
similar body covering on the right column as shown on
the table below.
Animals with similar body covering
Body Covering Animal
-
8/20/2019 science lm.pdf
80/180
DRAFT
pril 10, 2014
79
a. What other animal has a similar body covering to
a dog? _______________
b. What other animal has a similar body covering to
a duck? _______________
c. What other animal has a similar body covering to
a shrimp? ________________
d. How does a body covering help animals?
________________________________________________
________________________________________________
________________________________________________
QuestionWhy do animals have body covering?
Activity 3: Classifying Animals According to their Habitat
Objectives
1. Relate the animals’ body covering to where they live. 2. Group animals according to where they live.
MaterialPictures of animals
-
8/20/2019 science lm.pdf
81/180
DRAFT
pril 10, 2014
80
Procedure
1. Look at the animals below.
Group the animals as to where they live. Write
your answers in your Activity notebook following the format
of table below.
Places where animals live
Animalsthat live
on land
Animals that live in water
Animalsthat live
both on
land and in
water
Freshwater Saltwater
Whale Tur
-
8/20/2019 science lm.pdf
82/180
DRAFT
pril 10, 2014
81
Question
Why do animals live in different places?
Lesson 5: Importance of Animals to Humans
Activity 1: Useful Animals
Objectives
1. Explain why animals are important to people
2. Group animals according to what people get from
them or how they can extend help to people.
Materials
pictures of useful animals
Procedure
1. With the help of the internet and books, what are the uses
of the following animals to people?
carabao horse frog goat
cow mudfish sheep tilapia
2. Classify the animals listed above according to the things
that people get from them. Some animals may beclassified under more than one group. Do this in your
Science activity notebook.
Classification of animals based on their usefulness to
people
Source of Food
Source of Skin for
Bags, Shoes and
other things
Used for Plowing
the Field and
Carrying Loads
-
8/20/2019 science lm.pdf
83/180
DRAFT
pril 10, 2014
82
Question
What are other uses of animals aside from food,
transport, and raw material for shoes and bags?
Activity 2: Harmful Animals to Humans
Objective
Identify animals that can harm people
Material
pictures of harmful animals
Procedure
1. From what you learned from reading, watching television,
or from your family members:
a. What animals can make people sick?
b. What kind of sickness is this?
2. Write your answers to questions a and b in your Science
activity notebook following the format of Table 1below.
Animals that can harm people
Animals that can make
people sick
Sickness
-
8/20/2019 science lm.pdf
84/180
DRAFT
pril 10, 2014
83
Question
What should you do to avoid harmful animals?
Lesson 5: Proper Ways of handling Animals
Activity 1: Caring for Pets
Objective
Communicate to care for pets.
Materials
video clips about caring for pets
Procedure
1. Do you have a pet at home? What animal is it?
_____________________
2. Look for classmates who have the same pet as yours and
form a group.
3. In your group, discuss how you care for your pet. List down
4 things that you do to care for the animal in your Science
activity notebook.a. ___________________________________________________
b. ___________________________________________________
c. ___________________________________________________
d. ___________________________________________________
4. Listen to a zookeeper, veterinarian, or anyone who looks
after animals as he/she explains the proper ways of handling
animals. You can also view the video clips about caring for
animals.
5. List them down in your Science activity notebook
-
8/20/2019 science lm.pdf
85/180
DRAFT
pril 10, 2014
84
Ask the “animal expert” if your group is giving the propercare for the animal. Ask them why these things are
important. Write your answers on the table below.
Name ofpet
Ways in caring yourpet
Reason
2. Write a short letter to your friend about your pet and how
you take care of it. If you do not have a pet at home,
think of the animal you want to have as a pet.
Question
Why should you observe safety measures while caring your
pet?
Chapter 3: Plants
This Chapter deals with plants. We are surrounded by
plants as living things. They have important parts such asroots, leaves, stems, fruits, and flowers. We will observe plants
in the environment, naming, and knowing their uses to other
living things. There are many ways of caring our plants which
will be discussed also in this Chapter.
-
8/20/2019 science lm.pdf
86/180
DRAFT
pril 10, 2014
85
Lesson 1: Naming Plants and Parts
Activity 1: Plants Around You
Objectives
1. Identify some plants in the garden2. Describe the parts of a plant
Materials
plants in the garden
Procedure
Part A. Tomato Plant (example only, add two more plants inthe garden)
1. Look at the tomato plant below.
2. Name the parts of the tomato plant as numbered.
Part B. Parts of tomato plant
1
2
3
4
-
8/20/2019 science lm.pdf
87/180
DRAFT
pril 10, 2014
86
3. Look at the plants in the school garden.
a. Do all the plants in the garden have all the plant parts
that the tomato plant has?
4. Choose three kinds of plants in the garden. Write the
names of the plants in Table 1.
5. Observe the different parts of each plant.
6. Copy the table below on a separate sheet and check in
the column below of plant part present.
Parts Observed in Three Kinds of Plants
Name of the
plantRoots Stems Leaves Flowers Fruits
Example:
Mayana
1.
2.
3.
7. Do all three plants in Table have all the plant parts?
8. Can you name plants on your way to school?
-
8/20/2019 science lm.pdf
88/180
DRAFT
pril 10, 2014
87
Lesson 2: Same plant parts, different plants
Activity 1: “No two plants are alike or similar”
Objective
Compare the plant parts of different plants
Materials
plants in the garden
Procedure
1. Choose two different kinds of plants in the school garden.
They should be mature plants.
2. Observe the stem of each plant.
3. Copy the table below on a separate sheet of paper and
record your observations.
Stems of Two Kinds of Plants
Name of the
plant
STEM
Grow straight up or
trail along the
ground or climb
fences and other
plant
Soft (can be bent)
or hard (cannot be
bent; woody)
-
8/20/2019 science lm.pdf
89/180
DRAFT
pril 10, 2014
88
4. Observe the shape, color, and edges of the leaves. Draw
the shape of one leaf in the table below. Color the leaf
according to the colors you observed.
Leaves of Two Kinds of Plants
Name of the plant Leaf
5. Observe the flower (if there is any) of the plants.
6. Record your observation in the table below.
Flowers of Two Kinds of Plant
Name of the
plant
Flower
ColorDoes it
grow singly?
Does it grow in
groups/cluster?
a. Based from your observations, what can you say about
parts of different plants?
Question
Why do we need to observe the different parts of the
plants?
-
8/20/2019 science lm.pdf
90/180
DRAFT
pril 10, 2014
89
Lesson 3: Functions of the different Parts of the Plant
Activity 1: Different plant parts have different works
Objective
Infer the function of different plant parts
Material
picture of a banana plant or live plant
Procedure
1. Look at the banana plant in the garden, backyard of your
school or at the picture
2. On your paper, answer the following questions:
leaves
fruit
flower
trunk
root
-
8/20/2019 science lm.pdf
91/180
DRAFT
pril 10, 2014
90
a. What part of the banana plant holds it firmly to the
ground?
b. What part of the banana plant makes it stand upright?
c. What part of the banana plant makes its food?
d. What part of the banana plant develops into a fruit?
e. What part of the banana plant absorbs the water and
nutrients from the soil?
f. What part of the banana plant carries the water and
minerals from the roots to the other parts?
Lesson 4: Uses of Plants
Activity 1: “The Wonderful Plants “
Objectives
1. Identify things that come from or are made from
plants
2. Identify the different uses of plants
Materials
real objects or pictures of plants plate, mango, eggs,metal, coconut, paper, wood chair, cotton salt
Procedure
1. Put a check mark [] on your paper if the object came
from or was made from plants. Put a cross mark [X] when
it did not come from or was not made from plants.
1. plate 2. mango 3. eggs
-
8/20/2019 science lm.pdf
92/180
DRAFT
pril 10, 2014
91
From your answers in step 1, write two uses of plants on your
paper.
1.
2.
Question
Do you have things at home made of plants
Lesson 5: Harmful Plants
Activity 1: Harmful plants
Objectives
1. Identify plants that are harmful.
2. Infer that some plants can be both useful and
harmful.
6. paper5. coconut4. metal
7. wood chair 8. cotton 9. salt
-
8/20/2019 science lm.pdf
93/180
DRAFT
pril 10, 2014
92
Materials
pictures of harmful and not harmful plants
Procedure
1. Interview your parents, other people at home, orneighbors.
a. What are some of the plants that are harmful? Why are
they harmful?
b. Are there plants that are harmful and useful at the
same time?
2. Copy the tables below on your paper and write your
answers in them.
T Harmful Plants
Name of the plant Plant Part Why is it harmful?
Plants that are Both Useful and Harmful
Name of the
plantPlant part
Why is it
useful?
Why is it
harmful?
Question
Do you know of any plant which is useful and harmful?
-
8/20/2019 science lm.pdf
94/180
DRAFT
pril 10, 2014
93
Lesson 6: Proper Ways of Caring Plants
Activity 1: “We care plants”
Objectives
1. Infer how to care for plants2. Cite ways of caring for plants
Material
Video clip of proper ways of caring plants
Procedure
1. Look closely at eachpicture.
a. What is the girl doing
with
the plant?
b. Is that a good thing todo with plants? Explain.
c. What are the two boys
doing with the plant?
d. Is this a good thing to do
to plants? Explain.
-
8/20/2019 science lm.pdf
95/180
DRAFT
pril 10, 2014
94
e. What is the girl doing with
the plant?
f. Is this a good thing to do to
plants? Explain.
g. What is the boy doing with
the plant?
h. Is this a good thing to do to
plants? Explain.
i. What are the two boys
doing with the plant?
j. Is this a good thing to do to
plants? Explain
Question
How do you care plants at home or in school?
-
8/20/2019 science lm.pdf
96/180
DRAFT
pril 10, 2014
95
Lesson 6: Characteristics of living and nonliving things
Activity 1: The living and nonliving things
Objectives
1. Identify characteristics of living and nonliving things.
2. Identify the difference between living and nonlivingthings.
3. Classify things as to living or nonliving.
Materials
pictures of living things
Procedure
1. Look at the pictures.
2. Tell their characteristics by answering the question in
each column with YES or NO.
3. On your paper, write your answers.
Objects
Characteristics of living things
Does it
grow?
Does it
repro-
duce?
Does it
move
by
itself?
Does it
breathe?
Does
it
need
food?
-
8/20/2019 science lm.pdf
97/180
DRAFT
pril 10, 2014
96
Rock
What are the characteristics of living things?
What are the characteristics of non living things?
3. Group the objects in number 2 in the table below.
-
8/20/2019 science lm.pdf
98/180
DRAFT
pril 10, 2014
97
Do this on your paper
Living Things Nonliving things
Question
What are the differences between living and nonlivingthings?
Lesson 2: Comparing Living Things from Non Living
Activity 2 “Are you a living or a non-living thing?”
Objective
Compare living thing from non living.
Material
Pictures or real different living and nonliving things
-
8/20/2019 science lm.pdf
99/180
DRAFT
pril 10, 2014
98
Procedure
1. Look at the pictures.
2. Put a check (/) mark on your paper if it is living and
cross (x) if it is nonliving.
2. Write your answers on your paper.
What are living things?
What are non living things?
Question
Do you see around you things which are living and non
living?
-
8/20/2019 science lm.pdf
100/180
DRAFT
pril 10, 2014
99
Chapter 4: Heredity: Inheritance
and Variation
In this Chapter, it deals with animals and plants
produce of the same kind. Some physical traits are common
or shared among a certain group of humans.
Lesson 1: Animal Reproduction and Heredity
Activity 1: “Mother, Father and Babies”
Objective
Infer that animals produce animals of the same kind
Material
pictures of animals with their babies /video clips of animals
with their babies
Procedure
1.Name the animals shown below.
2.Match the animal on the left with its young .
3, On your paper, write the letter of your answer.
____ 1. a.
____ 2.
b
____ 3. c.
-
8/20/2019 science lm.pdf
101/180
DRAFT
pril 10, 2014
100
______ 4. d.
Look at the drawing of animals below. Identify each
animal and write the name on your paper.
Question
Is animal A, the young of animal B? Why?
Lesson 2: Human Reproduction and Heredity
Activity 1: Physical Traits of People from Different Ethnicity
Objective
Infer that some physical traits are common or sharedamong a certain group of people (i.e., ethnicity).
Material
picture of ethnic group
Animal A Animal B
-
8/20/2019 science lm.pdf
102/180
DRAFT
pril 10, 2014
101
Procedure
1. The picture below shows several Filipino kids.
a. What similarities in physical traits does this group of kids
have?
2. Look at the drawing below.
b. What similarities in physical traits does this group of
children have?
c. Which physical traits are different in each kid in the
drawing?
-
8/20/2019 science lm.pdf
103/180
DRAFT
pril 10, 2014
102
d. Can you give example of other group of people
having the same physical traits?
Activity 2: Physical Traits of Animals of the Same Kind
Objective
Infer that some physical traits are shared within the
same group of animals.
Material
Illustrations of different breed of dogs
ProcedureLook at the drawings of different kinds of dogs below.
a. What physical characteristics/traits are similar to
them? Give three.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
Question
On your paper, write three physical characteristics/traits of
animal
-
8/20/2019 science lm.pdf
104/180
DRAFT
pril 10, 2014
103
Lesson 2: Plants Reproduction and Heredity
Activity 1: Growing plants from seeds
Objective
Infer that plants produce plants of the same kind.
Material
Mongo seeds, 3 wooden boxes/3 cans
Procedure
Part A
What will happen if you plant a mongo seed in soil? Draw
your prediction in Box A.
1. Place four mongo seeds in a small container containing
soil.
2. Water the seeds.
3. Observe the seeds on the following day.
Part B
Observe the mongo seeds that you planted in the previous
day.
a. What happened to the mongo seeds? Draw what you
observed in Box B.
b. What would happen to the mongo seeds after one
month? Draw your prediction in Box C.
Box A Box B Box C
-
8/20/2019 science lm.pdf
105/180
DRAFT
pril 10, 2014
104
Activity 2: Growing plants from other plant parts
Objective
Infer that plants produce plants of the same kind.
Material
katakataka plant
Procedure
1. Observe a mature leaf in the katakataka plant. Take note
of the leaf margin/edge.
a. What is growing out from the edge of the leaf?
b. Is this still part of the plant or is it a new plant? Why
do you say so?
2. Look at the small plant growing from the margins.
Katakataka plant
-
8/20/2019 science lm.pdf
106/180
DRAFT
pril 10, 2014
105
c. Does it look similar to the “parent” katakataka plant?
Why do you say so?
3. Look at the drawing of an Agave plant.
d. What are the pointed leaves for?
e.Does it look similar to the “parent” agave plant? Why
do you say so?
Question
Are there any plants other than katakataka which grow from
other plant parts?
Activity 1: The Basic Needs of Humans, Animals and Plants
Activity 1: Basic Needs of Humans, Animals and Plants
In this Chapter, activities on the combined physical
and biological components of an environment are discussed
and that is Ecosystem. The basic needs of humans, animals
and plants are identified, the relationship of living things in an
ecosystem, things we need from the environment and the
protection and conservation of our environment.
Lesson 1: Basic Needs of Humans, Animals and Plants
Activity 1: “What do we need for survival?”
Chapter 5: Ecosystem
-
8/20/2019 science lm.pdf
107/180
DRAFT
pril 10, 2014
106
Objective
Identify the basic needs of humans, animals and plants.
Material
pictures/video clips of the basic needs of humans,
animals and plants
Procedure
1. Put a [] if people, animals, and plants needs the
following in the table below:
Needs People Animals Plants Activity
Food eating
Water drinkingAir breathing
Habitat Place
where they
live
Clothing/covering Movement
2. Perform the activity listed in the first column.
Write your answers on a piece of paper.
2. Answer the questions below.
a. What activities are common to people, animals
and plants?
b. Do people, animals and plants breathe the
same air? Where do they get the air they
breathe?
c. Do people, animals and plants eat the same
food? Where do they get the food they eat?d. Do people, animals and plants drink the same
water? Where do they get the water they
drink?
-
8/20/2019 science lm.pdf
108/180
DRAFT
pril 10, 2014
107
e. Do humans, animals and plants live in the same
or different habitats? Can we find these
habitats in the same environment?
Question
Are there other things human needs?
Activity 2: Things We Need from the Environment
Objectives
1. Identify the needs of living things that are provided
by the environment.
2. Explain how living things depend on the environment
to meet their basic needs.
Materials
Sun headband, Rain headband, Plant headbands
Rice plant, Animal headbands, Caterpillar, Bird (rice
bird and chicken), Colored strips of construction paper
Procedure1. Your teacher to give you a printout.
2. Color your printout. After you have colored your printout,
cut out your picture and attach it to colored strips of
construction paper.
3. Your teacher will help you cut the strips to fit your head
and staple the two ends together.
4. Put on your headband and sit together in groups
according to your organism.
5. The rice group will stay in front, followed by caterpillar and
bird.
6. Listen to the instructions of your teacher.
-
8/20/2019 science lm.pdf
109/180
DRAFT
pril 10, 2014
108
6.1 Your teacher is the sun. The teacher will face the pupils
with the rice plant headbands and will say “I am the
sun. I help the plants grow.”
6.2 The pupils with the rain headbands will stand and water
the rice plants by making rain movement through their
hands and fingers. They will face the pupils with the rice
plant headbands and say “We are the rain. We bring
water to plants. Water helps the plants grow.”
6.3 The pupils with the rice headband will imagine that
they are growing and will stand. They will wave their cut
outs of palay grains. They will say “We need the sun
and we need the water from the rain. Sun and waterhelp us grow.”
6.4 The pupils with the caterpillar headband will stand and
say “We are very hungry. We need to eat. We will eat
the rice plants.” They will approach the rice plants and
will make eating movements.
6.5 The pupils with the bird headbands will stand and say
“We are very hungry. We need to eat. We will eat the
rice plants. We will eat the caterpillars.” They will
approach
top related