1. SCIENCELearners Material Quarter 1: MatterThis book was collaboratively developed and reviewed by educators from public and private schools,colleges,and/ or universities.We encourage teachers and other education stakeholders to email their feedback,comments,andrecommendations to the Department of Education at action@deped. gov. ph. We value your feedback and recommendations.Department of Education Republic of the Philippines 2. Science Grade 4 Learners Material First Edition 2015Republic Act 8293, section 176 states that:No copyright shall subsist in any work of the Government of the Philippines.However,prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for prot.Such agency or office may,among other things,impose as a condition the payment of royalties. Borrowed materials (i. e.,songs,stories,poems,pictures,photos,brand names,trademarks,etc. ) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS),Inc.in seeking permission to use these materials from their respective copyright owners.All means have been exhausted in seeking permission to use these materials.The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learners Materials.Those who have not entered in an agreement with FILCOLS must,if they wish to copy,contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filco| s@gmail. com or (02) 439-2204, respectively. Published by the Department of Education Secretary:Br.Armin A.Luistro FSC Undersecretary:Dina S.Ocampo,PhDDevelopment Team of the Learners MaterialConsultant:Evelyn L.Josue,and Caridad G.GacirayaWriters:Lelani R.Abutay,Dinah C.Bonao,Editha B.Crucis,Jimmie C.Eslabra,Ester T.Gramaje,Michelle H.Guadamor,Aniano I.Hernandez,Ligaya G.llagan,Ferdinand M.Llamera,Raylene S.Manawatao,Hermogenes M.Panganiban,Jennifer M.Rojo,Regin Rex P.Tosco,and Job S.ZapeIllustrators:Antonio Basilla,Romeo C.Ordoez,and Ivory Joan M.Tambala (cover design)Layout Artist:Angeline EspirituLiwanag Anchor Person:Ligaya G.llaganManagement:Dr.Marilyn D.Dimaano,Director IV - BEE Dr.Marilette R.Almayda,Director Ill - BEE Printed in the Philippines by LEXICON PRESS,INC.Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Ofce Address:5th Floor Mabini Bui| ding. , DepEd ComplexMeralco Avenue,Pasig CityPhilippines 1600 Telefax:(02) 634-1054 or 634-1072 E-mail Address:imcsetd@yahoo. com 3. To qraole 4 LeamersDear Boys and Girls, We are happy to share with grade four pupils like you this learner's material. As we embark on the K to 12 Basic Education Curriculum,we would like to inform you that the Science Basic Education Curriculum promotes the development of the 21* century skills among Filipino learners. The lessons and activities provided in this learner's material were developed to help you become handson,minds-on learners.The activities that you are going to do can help you learn the essential science concepts and skills through learning by doing.The activities are fun,simple yet will allow you to think critically. With the guidance of your science teachers,the activities in these materials will support you in the development of your own understanding of the different science concepts,skills and attitudes so you can better understand yourself and the world around you. The knowledge you will gain as you do the activities presented in this material will enable you to practice and apply the process skills such as predicting,observing,classifying,hypothesizing,experimenting and communicating. Enjoy this | earners material and together,let us appreciate,preserve,and protect the world around us while learning,appreciating,and applying science. The Science Writing Team 4. TABLE OF CONTENTSQUARTER I:Matter Chapter 1: Properties of MatterLesson 1: Materials that Absorb Water Activity 1: Which Materials Absorb Water and Which Do Not? Lesson 2: Materials That Float and Sink Activity 1: What materials float and materials sink? Lesson 3: Materials that Undergo Decay Activity 1: What Will I Turn Into? Lesson 4: Diseases/ Sickness Resulting from Exposure to Decaying Materials Activity 1: What Diseases/ Sickness Will I Get from Exposure to Decaying Materials? Lesson 5: Effects of Decaying Materials to Ones Health and Safety Activity 1: What are the effects of decaying materials on ones health and safety? Lesson 6: Importance of Reading Product Labels Activity 1: What is the Importance of Reading Product Labels? "Lesson 7: Ways of Disposing Materials According to its Properties Activity 1 How will I Sort/ Separate Materials? Lesson 8: Proper Waste Disposal According to the Properties of Each Material Activity 1: How Will I Dispose Waste Materials? Lesson 9: Safety Precautions in Disposing Waste Materials Activity 1: What Are The Safety Precautions in Disposing Waste Materials? Chapter 2: Changes that Materials UndergoLesson 10: Changes in Solid Materials Activity 1: How Can I Change It? Activity 2: What Happens to the Solid Materials when Hammered? ll U1011111141417172020232325252929 2931 5. Activity 3: What Happens to the Solid Materials when Pressed? Lesson 11: Changes in the Properties of the Materials when Exposed to Temperature Activity 1: What happens to the Materials when Heated and when Cooled? Lesson 12: Changes in the Properties of the Materials when Mixed with other MaterialsActivity 1: What happens to the Solid Materials when Mixed with Other Solid Materials? "Activity 2: What happens to the Solid Materials when Mixed with the Liquid Materials? Activity 3:What happens to the Liquid Materials when Mixed with Other Liquid MaterLesson 13: Changes in Materials that are Useful or Harmful to Ones Environment Activity 1: What are the Changes in the Materials that are Useful or Harmful to the Environment? Activity 2: What are the Harmful Effects of the Changes in the Materials to the Environment? 33383840404446494953 6. Quarter 1: Matter The materials that we see around us exist in different forms:solids,liquids,or gases.Like other materials,solids have different characteristics/ properties such as size,shape,color,odor,texture,and others.The solid materials could also undergo changes when exposed to certain conditions such as temperature or when mixed with other materials. In the succeeding activities,you will do inquiry-based investigations to help you describe and understand changes that materials undergo when exposed to certain conditions.You will also do activities that will help you evaluate whether changes in materials are useful or harmful to ones environment. The activities that you will do will help you develop the different science process skills such as investigating/ experimenting,observing,describing,hypothesizing,tabulating/ organizing data,analyzing,interpreting,explaining,generalizing,synthesizing,and communicating results. 7. Chapter 1: Properties of MatterLesson 1: Materials that Absorb Water Activity 1: Which Materials Absorb Water and Which Do Not? if 8. 6. Record the observations in the chart. 7. Do the same for each material. 8. After observing all the materials,clean up the working ta- ble.Return all the materials in the proper place for future use. 9. Discuss your observation. 10.Present your data chart in class. Choroch: /r: rri: rriic(: ]s|of the Put-a (J) if Nome of objects BEFORE AFTER mat, r'a' ab: r, ES adding odding w: eror( )' woter woter Des not 1. rubber bolls 2 3 4 5. 6. 7 8 9. 10. TC:5%: Guide Questions: 1. What characteristics did you observe from each of the materials before placing them in water?When you squeeze each of the materials what comes out of them? .Did all the materials absorb water?. Which of the materials absorbed water?What are these materials made of?4. Which of the materials did not absorb water?What are these materials made of? 0DI)3 9. 5. Based on the experiment,classify the materials based on their ability to absorb water. T5Remember these: absorb - to take in (something,such as a liquid) in a natural or gradual wayporous - having small holes that allow air or liquid to pass throughnon-porous - materials that do not allow air or liquid to passthroughThere are different materials in our environment that can be classified according to their properties.They can beclassified based on their ability to absorb water.Some materials can absorb water more than others. Cotton is very porous,which makes it a natural absorber of water. Plastic as a non-porous material,does not allow water to pass through. Porous materials are materials having small holes that allow air or liquid to pass through. 10. Lesson 2: Materials That Float and Sink Activity 1: What materials float and what materials sink? ! .I _i*V1. , . / J}:x; Q. g I 3z . 1.41 11. 13. After observing all the materials,clean up your mess. Return all the materials in the proper place for future use. 14. Discuss your observation with your group mates.15. Write your observation in the data chart. 16. Copy the data chart in your science notebook.17. Present your data chart to the class. Name of materialCharacteristics of the materialBEFORE placing it in waterObservation as to whether the materials oat or sink1. Plastic bottle with waterC. . ".. U.4>. ! Guide Questions::5. AtWhat are the characteristics of the materials before they were placed in the water?Describe them. 12. Remember these:T3 WLesson 3 - Materials that Undergo Decay Activity 1: What Will I Turn | nto? 13. V3 - xxx)Up1.. $. . . . : '>. v11.12.13.14. 15.16. 17. 18.19. 20.What to do: Form a group and choose who will act as leader,recorder and presenter. Put out the materials that each group was assigned to bring. Listen to the instructions of your teacher. Prepare the materials for your activity today. Describe the characteristics of each of the materials one at a time.Note color,texture,size,smell and others.Record your observation in your science notebook. Cut each of the materials into smaller pieces. Place each of the cut materials in separate transparent cup.Label cups according to materials. Moisten each set up with /2 spoonful of water. Cover every set up with small black plastic. Tighten the plastic sheet with a rubber band or thread to prevent ants and other insects to get to the food. Bring your set up outside where it gets both sunlight and partial shade during the day. Visit your set up every day for seven days.On the second day,remove the cover of every set up and turn the contents with a stick.Put back the plastic cover. Observe each of the materials in every cup.Describe the texture,odor,size,and color of the materials. Record your observations in your science notebook. Return the cover of every set up and leave it in the same area where you placed them before. On the third day,turn the contents of every set up with a stick. Observe again what happens to the materials in every set up.Continue this until the seventh day. Record your findings in your science notebook. Copy your observations in the data chart. Present your data chart in class. 8 14. Characteristics of the materialsName of thematerials . ... .*',1._C351 .s1. 2. 3.07.-":510. 11. 12.On the 7" dayOn the 3* dayBefore placing them in the set-up ,1 Guide Questions: What are the characteristics of the material before cutting it?What are the materials made of? .What materials did you add to every set up before covering itwith a plastic sheet? Where did you place the set up after preparing it? Why did you choose that area for your set up? When you visited and observed your set up after three days,what changes happened to the materials? When you visited and observed the set up again on the seventh day,what further changes did you observe? Can you still identify the original materials that you used?What can you still recognize and identify? What happened to the materials that you cannot identify?Classify the materials whether they decay or not. How do you dispose material that decay? What did you learn in this activity? 15. Remember these: decay to be slowly destroyed into bits in the presence of water,air and soilNot all plants and animals decay at the same time. Some were compressed under water and thick layers of soil over millions of years.They were converted into fossil fuels such as coal,oil or natural gas.These fuels are used by power stations,factories,motor vehicles and others.The organic matter in soil is derived from plants andanimal.It becomes organic fertilizer. Organic fertilizer from compost pit does not harm but enrich the soil. Some factors that contribute to the decaying process of the materials are:sunlight,water,soil and action of microorganismsLeft over foods are kept in refrigerators to avoid or delay spoilage since microorganisms that break down food do not grow fast in cold temperature. 10 16. Lesson 4 - Diseases/Sickness Resulting from Expo-sure to Decaying Materials Activity 1: What Diseases/ Sickness Will I Get from BeingExposed to Decaying Materials? "3: 11 17. Place whereWaste materialsPests breedingPossible illness resulting fromthe family seen in the in the .. .exposure to de- lives surroundings surroundings .. caying materials dumpsite empty plastic bottles ies allergy C:H'1.L'. .i-". l- Guide Questions: o-i. i>ooi>_xand squatters area acquire? .07by the family living there?7. What did you learn in this activity? 12What are the waste materials seen in the surroundings?How are the waste materials disposed? .What are the pests dwelling in the place? .Why do you think those pests like to breed in dirty place?. What illnesses could the people living near the dumpsiteWhat could be the possible causes of the illnesses acquired 18. ismT3Remember these: diseases an illness that affects a person,animal,or plant :a condition that prevents the body or mind from working normallyDecaying materials are wastes that may cause harm to ones health. There are common ailments that may result from being exposed to decaying materials.Some of these are allergy,cholera,malaria,typhoid,dysentery and some skin disease such as ring worm and scabies. Malaria and dengue are diseases spread by specific type of mosquitoes.These become epidemic in places where these type of mosquito breed. Typhoid is a waterborne disease.People who drink polluted water can become infected with typhoid.The garbage in this area is a good breeding place for files.The files can carry the disease and infect more people. Dysentery is a disease that can cause severe diarrhea.If not treated properly someone can die from it.This is a waterborne disease that is transmitted to a person when they drink polluted water. Proper disposal of waste should be observed in areas near dumpsites,esteros or canals to prevent them from too much exposure to garbage that will result to danger. Good hygiene practices such as washing of hands,boiling of water,avoidance [if possible] or exposure to air. 13 19. Lesson 5 Effects of Decaying Materials to OnesHealth and Safety Activity 1: What are the effects of decaying materials onones health and safety? ltitls -e3 I14 20. 9. After the community visit,Go back to your classroom and consolidate the results of your interview in the data chart.10.Discuss your findings with the group. Survey Form1. Name (Head of the family)15 21. HouseholdData Chart16 22. JimQRemember these: Lesson 6: Importance of Reading Product Labels Activity 1: What is the importance of reading product labels? 17 23. 0?) . .-. . 2 2/ I. nIa",L24-:(_What you need: empty packages or containers of different products:milk,cereals,sardines,meat loafempty bottles and boxes of over-the-counter medicine/drugs (those that can be bought without a doctors prescription:cough syrup,pain reliever,ointment,toothache dropswrappers of detergents/ soaps,empty containers with copies of labels of disinfectants and pesticides. - What to do: 1. 2.3 4. 5Get the materials from your teacher.Group the materials based on products.(food products,medicine/ drugs,housekeeping products).Get food products first. Look for the product label in each of the materials. .List any information you can get from the product label inthe data chart below: Food ProductsPrecaution (if any)Expiryuse dateManufacturing date6.7.Get the empty boxes of over-the-counter medicines/ drugs.Read the labels. Look for the information you get from the product labels. 18 24. 8. Record it in the data chart below: Medicine andHousehold Uses Date Expiry Vm: :/g Chemicalsl Manufactured Date 9 Symbols Brand10. Do the same with housekeeping products. 11. After you are done performing the activity,return all the materials to your teacher. 12. Always clean the activity area before leaving. ~ I1;n - f)1? Guide Questions: 1. What information are given by the labels of the products? 2. What are the manufacturing dates and expiry dates of each of the products? 3. Do all the labels provide enough information about the food products? 4. If you will compare the labels of the food products to the labels of drugs/ medicines and housekeeping products,what similarities will you find? 5. Which information found in the product labels do you think is the most important?Why? 6. What is the importance of knowing how to read product labels? 19 25. T W Remember these: Lesson 7 - Ways of Disposing Materials According toTheir Properties Activity 1 How will I sort/ separate materials? ')4)20 26. :21:What you need: re meal leftovers,banana peelings,kangkong stem,camote leaves,twigs,weeds,tetrapack ofjuices,glass bottles,cartons/ papers,pieces of cloth. ,.: =-afewt, ._. :., z:, - What to do: Get the materials that you need from your teacher. Place all the materials on your table. Sort the materials according to their properties. Observe and describe the characteristics and propertiesof each of the materials.Record your description in chart1.5. After describing each of the materials based on their characteristics and properties,identify each of the materials whether they are kitchen waste,garden waste,or factory returnable. 6. List the identified materials in chart 2 under itscorresponding column. Chart1: '>. ! 3.-Description PropertiesName of Materials (odor,color,etc. ) (decaying, non-decaying) 21 27. @I. '. Z?Guide Questions: 1. What materials did you use in the activity?2. What can you say about the materials you gathered?3. Are they still usable?4. Which of the materials are still usable?waste materials?5. How did you classify the materials?6. Which of the materials are kitchen wastes?garden wastes?7. Which of the materials are factory returnable or can be recycled?8. How are you going to dispose the waste materials?9. What did you learn in this activity? 22 28. Remember these: awLesson 8 Proper Waste Disposal According to theProperties of Each Material Activity 1: How Will I Dispose Waste Materials? 23 29. 4L-3 What you need:F--cano worn out rubber slippers,used t-shirts,balloons,plastic bags,aluminium foil,disposable diapers,soft drinks cans,broken pieces of glass,empty boxes,peelings of vege- tables,leaves,juice/ candy wrappers,old toys made of wood/ plasticx?25435- -- What to do: Caution:Be careful in handling the materials especially theam ewwe7.broken pieces of glass,diapers,etc. Go to your assigned station. Identify the kind of materials in your station. List the materials in your science notebook. Group the waste materials according to the following properties:biodegradable,non-biodegradable,recyclable,and/ or combustible.Use the sacks in your station to place the waste materials.. In your science notebook,list the steps to be followed indisposing the waste materials in your assigned station.Prepare a group presentation on proper waste segregation to be performed in class. . ... Q._~- N 2?)25..1? Guide Questions: &. O$. F. ": '>9! . What waste materials are found in your station? What are the properties of each of the waste materials?Were all the materials disposable? How did you dispose the waste materials? Where did you place the materials that undergo decay?What did you do with the materials that undergo decay?What did you do with the non-decaying materials? .Are there waste materials that can be reused? What are the materials that can be recycled?What did you learn in this activity? 24 30. Remember these:"3' 7Lesson 9 - Safety Precautions in Disposing WasteMaterials Activity 1: What are the safety precautions in disposing waste materials? 25 31. -.3 -I. /4L-3 What you need:worn out rubber slippers,empty bottles of dextrose and tubing,used t-shirts,plastic bags,old toys made of wood/plastic,disposable syringe,aluminum foil,plastic bottle of water,balloons,broken pieces of glass,empty boxes of medicines,vegetable/ fruit peelings,leaves,juice wrappers and candy wrappers.3 *3 2-? What to do: I. -oo.4 ". Caution:Be careful in handling the materials especially the broken pieces of glass,tubings,disposable syringe,etc.Do not play with these materials. 1. Go to the working station assigned to you.Listen for the instructions given by the teacher. 3. When necessary,use hand gloves in handling materials in your stationSort the waste materials. Classify the waste materials by properties. There are containers provided in your station. Place the waste materials in every container after classifying. Label the containers according to the properties of materialsI9 . 9. U": '>9. Record in your data chart all the waste materials placed in every labelled container. 10.Present your output in class. 26 32. C-H1,2; 2.7.127 33. T W Remember these: 1. Waste materials should be properly disposed of. 2. There are many waste materials found in the home,classrooms,and laboratories.Below are examples of the waste materials: Home Offices Classrooms Laboratoriestubes/packing empty boxes disposable bottles of materials cardboard syringe shampoo and empty broken pieces razor conditioner cartridge of glass gloves leftover food empty boxes old news needles (fish,meat,blades paperrice) cutterplasticcontainerssoft drinksbottles.Proper segregation of materials should be observed.Do not mix decaying materials with non-decaying materials. .The sharp objects should be placed in a cardboard box and close or tape the box and mark it as trash. .Never touch waste materials with your bare hands.Use appropriate equipment in sorting waste materials to avoid puncture from sharp objects or use gloves. .Recycle non-decaying waste materials such as plastics bottles.They can be madeinto decorations and pots. .Generate income by selling old newspapers,cardboard,cartolinas,manila papers,and bond papers and other waste materials that are not recyclables. .Re-use plastic bags. 28 34. Chapter 2: Changes that Materials UndergoLesson 10:Changes in Solid Materials Activity 1:How Can I Change It? 29 35. (2) (3)What can I do to What Changechange the material?happened in the material? (1)Materialcandlecrepe paper aluminum foil plastic cup drinking straw ice cube chocolate barwooden stickrubber bandjw -V- .7)Guide Questions: PC1. What are some ways of changing solid materials? 2. What changes may happen to solid materials when change in temperature and/ or surrounding pressure is applied? 3. How do these changes occur? 45Remember these: - Asolid has definite shape and volume.You can hold solids. - Solid materials have different characteristics/ properties such as size,shape,color,texture,weight,etc. - Solid materials can be changed through many ways:bycutting,tearing,folding,twisting,bending,stretching,pressing,coloring,crumpling,melting,and others.Such action/ s may change the materials size,shape,texture,color,and other characteristics/ properties 30 36. Activity 2: What Happens to the Solid Materials when Bent? "What happened to the materialMaterial when bent? plastic rulerelectric wirepaper clipmetal spoonrubber slippers 37. x:H.)) x ' tL;5.. fv-w-.3 Guide Questions: 1. What happened to the solid materials when they are bent? 2. Was a new material formed when solid material was bent? 3. What characteristics of solid were evident in this experiment? rm*3Remember these: - Solid materials can be bent.When bent,these materials may change their size and shape.No new material is formed.Only the physical appearance of the materials ischanged.- Bending of solid materials is applied in situations like:bending of steel bars/ iron in industry,etc.32 38. Activity 3: What Happens to the Solid Materials when Pressed? _i'_ F ; ~ '3- ne-1 pc.of banana,pandesal,clean plastic sheet,small wood,I I IMaterial Observationmodelling clay papercup banana pandesal dough33 39. .. ..J;3.. _| ~' )) . ;1-. >_ .. -: .': . l? Guide Questions: 1. What happened to the solid materials when they were pressed? 2. Was a new material formed when solid material was pressed? 3. What characteristics of solid were evident in this experiment? " t?Remember this: - Solid materials can be pressed.When pressed,these materials may change their size and shape.Other solid materials may also change their texture when pressed. However,no new material is formed because only the physical appearance of the material is changed.34 40. Activity 4:What Happens to the Solid Materials when Hammered? Material Observationblock of woodempty tin can (lata) piece of hollow block sheet of galvanized iron_. .41_~: - ~ - P)I 3~- 3DCGuide Questions: 1. What happened to the solid materials when they were hammered? 35 41. 2. Was a new material formed when solid material was hammered? 3. Explain the phases each material underwent as hammering was applied. 4-:x Remember this: - A hammer is a hand tool usually consists of a solid head held on the end of a handle.It is used for beating/striking or pounding materials/ objects. Solid materials can be hammered.When hammered, these materials may change their size and shape,and even the texture.However,no new material is formedbecause only the physical appearance of the material is changed.Activity 5:What Happens to the Solid Materials when Cut? Objective: Describe what happens to the solid materials when they are out. What You Need:(by group) 1 pc.of:used paper (any kind of paper),small cardboard (any karton),used cloth (any kind),pair of scissorscw we. 9 Soto _: .E: m; m: wN_E_: _:. _bc>. _Q 9 ob oaooq cmo : mc>>%. :mEco. __>: o 9: 9. Soto m:m_ _>>wsocm oS. .o_a 9: 88 : m;>>_m__2mE 9: c_ mmmcmco m: _>>ocm w. _3o_n_55 61. ScmE: oL_>cw 9: 9 Soto _a. E2 n. LCECO. __>C 9:w:mN_E_c_E >cm>oLQ 9 Soto w:m_ . .mc>> 9 oh @308 cmo : mc>>Qsocm 9305 9: 3% . .mr_>> I 115?K ...A. .- A _m_L2mE 9: : _ momcmco m: _>>ocw oS. .o_n_56 62. SCIENCELearners MaterialQuarter 2: Living Things and their EnvironmentThis book was collaboratively developed and reviewed by educators from public and private schools,colleges,and/ or universities.We encourage teachers and other education stakeholders to email their feedback,comments,andrecommendations to the Department of Education at action@deped. gov. ph. We value your feedback and recommendations.Department of Education Republic of the Philippines 63. Science Grade 4 Learners Material First Edition 2015Republic Act 8293, section 176 states that:No copyright shall subsist in any work of the Government of the Philippines.However,prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for prot.Such agency or ofce may,among other things,impose as a condition the payment of royalties. Borrowed materials (i. e.,songs,stories,poems,pictures,photos,brand names,trademarks,etc. ) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS),Inc.in seeking permission to use these materials from their respective copyright owners.All means have been exhausted in seeking permission to use these materials.The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this Learners Materials.Those who have not entered in an agreement with FILCOLS must,if they wish to copy,contact the publishers and authors directly. Authors and publishers may email or contact FILCOLS at filco| s@gmail. com or (02) 439-2204, respectively. Published by the Department of Education Secretary:Br.Armin A.Luistro FSC Undersecretary:Dina S.Ocampo,PhDDevelopment Team of the Learners MaterialConsultant:Evelyn L.Josue,and Caridad G.GacirayaWriters:Lelani R.Abutay,Dinah C.Bonao,Editha B.Crucis,Jimmie C.Eslabra,Ester T.Gramaje,Michelle H.Guadamor,Aniano I.Hernandez,Ligaya G.llagan,Ferdinand M.Llamera,Raylene S.Manawatao,Hermogenes M.Panganiban,Jennifer M.Rojo,Regin Rex P.Tosco,and Job S.ZapeIllustrators:Antonio Basilla,Romeo C.Ordoez,and Ivory Joan M.Tambala (cover design)Layout Artist:Angeline EspirituLiwanag Anchor Person:Ligaya G.llaganManagement:Dr.Marilyn D.Dimaano,Director IV - BEE Dr.Marilette R.Almayda,Director Ill - BEE Printed in the Philippines by LEXICON PRESS,INC. Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS) Ofce Address:5th Floor Mabini Bui| ding. , DepEd ComplexMeralco Avenue,Pasig CityPhilippines 1600 Telefax:(02) 634-1054 or 634-1072 E-mail Address:imcsetd@yahoo. com 64. T0 qmole 4 LeamersDear Boys and Girls, We are happy to share with grade four pupils like you this learner's material. As we embark on the K to 12 Basic Education Curriculum,we would like to inform you that the Science Basic Education Curriculum promotes the development of the 21* century skills among Filipino learners. The lessons and activities provided in this learner's material were developed to help you become handson,minds-on learners.The activities that you are going to do can help you learn the essential science concepts and skills through learning by doing.The activities are fun,simple yet will allow you to think critically. With the guidance of your science teachers,the activities in these materials will support you in the development of your own understanding of the different science concepts,skills and attitudes so you can better understand yourself and the world around you. The knowledge you will gain as you do the activities presented in this material will enable you to practice and apply the process skills such as predicting,observing,classifying,hypothesizing,experimenting and communicating. Enjoy this | earners material and together,let us appreciate,preserve,and protect the world around us while learning,appreciating,and applying science. The Science Writing Team 65. TABLE OF CONTENTSQUARTER 2: Living Things and their Environment Chapter 1: Major Organs of the Humans BodyLesson 14: Bones and MusclesActivity 1: What are the functions of the bones? .Activity I-B What is inside the skull of the chicken? Activity 2: How do bones and muscles allow us to move? "Activity ll-A How muscles,joints and bones work together? "Activity | |B When are muscles voluntary and involuntary? Activity 3: What are the bones that protect the internal organs? Activity 4: What are the common injuries in sports and games? "Activity 5: What Treatment should be Given to Common Injuries? Lesson 15: Stomach and IntestinesActivity 1: How is food digested in the stomach? Activity 2: How is food digested in the intestines? Activity 3: What are the hows and whys of digestive disorder? Activity 4: What are treatments for the common problems related to digestion? "Lesson 16: KidneysActivity 1: What are the functions of the kidneys? Lesson 17: Heart and LungsActivity 1: How do you measure your resting and working heart rate? Activity 2: What are the Function of the LungsActivity 3: What are the Common Lungs Ailment and Thier TreatmentActivity 4: What are the Common Heart Ailment and Their TreatmentLesson 18 BrainActivity 1:What Mkaes Us Respond to Stimuli? Lesson 19: Proper Care of Internal OrgansActivity 1: How will I protect my Internal Organs"? 57 5858 58 59 59 59 6162 65 68 70 70 72747578 788181 8385 88 92 9295 95 66. Chapter 2: AnimalsLesson 20: Body Parts ofAnimals that Live in Water Activity 1: How do Animals Survive in Water? Lesson 21: Body Parts of Animals that Live on Land Activity 1: How do Animals survive on Land? Lesson 22: Body Parts of Animals for Food Gettingl Eating Activity 1:How do animals get/ eat their food? Lesson 23: Body Parts of Animals for ProtectionActivity 1:How does color of animals help them protect from their enemies? Activity 2: What are the different body parts of animals that help them protect from their enemies? Activity 3: How will animals survive in particular habitat? Lesson 24: Animal Movements in a Particular Habitat Activity 1:How do animals move in a particular habitat? Lesson 25: Animals Found in the Community Activity 1:What are the animals found in the community and their habitat? Lesson 26: Raising Animals in a Particular Habitat Activity 1:What animals are adapted to a particular habitat? "Chapter 3: PlantsLesson 27: Terrestrial Plants Activity 1: What are the characteristics of plants? Lesson 28: Aquatic Plants Activity 1: Can You Find Aquatic Plants? Lesson 29: Specialized Structures of Terrestrial and Aquatic Plants Activity 1: What Makes It Different? Lesson 30: Investigation on the Specialized Structures of Plants Activity 1: What Do Plants Need In Order to Grow? "Lesson 31: Choosing Plants to Grow in a Particular Habitat Activity 1: How to Grow My Favorite Plant? "9898 98101 101103 103105105107 108109 109111111113 113116116 116119 119121 121123 123124 124 67. Chapter 4: Heredity:Inheritance and VariationLesson 32: Monocot and Dicot Activity 1: What Are Seeds? Lesson 33: Monocot and Dicot Activity 2: Which Is Monocot and Dicot? Lesson 34: Seed Germination and Growth Activity 1: What Seeds Need to Germinate ? Lesson 35: Life Cycle of Selected Animals Activity 1: Is It Complete Metamorphosis? Lesson 36: Life Cycle of Selected Animals with Incomplete Metamorphosis Activity 1: | s It,Incomplete Metamorphosis? Lesson 37: Life Cycle of Animals:Egg Laying Animals Activity 1: Whats inside a Chicken Egg? Activity 2: Which EGG will FLY,SWIM,or CRAWL? Lesson 38: Life Cycle of Animals:Human Activity 1: What's Stage Am I? 'Chapter 5: EcosystemsLesson 39: Interaction Among Living Things Activity 1: IS It Important? Lesson 40: Beneficial Interactions Among Living Things in Their Environment Activity 1: Are They Meant for Each Other? "Lesson 41: Harmful Interactions Among Living Things Activity 1: | s It Harmful? Lesson 42: Environmental Conditions Needed by Living Things to Survive Activity 1: Does Air Affect the Growth of the Fish? Activity 2: | s Space Important for Fish? Lesson 43: Effects of the Interactions among Living Organisms in their Environment Activity 1: How Are Organisms Affected? 126126 126128 128131 131135 135139 139142 142 144146 146149149 149151 151156 156160 160 163166 166 68. Quarter 2: Living Things and their EnvironmentThe human body ' is composed of themajor organs that worktogether to make the body function properly.Desirable health habits should be practiced to maintain a healthy body and to avoid illnesses and diseases which may lead tothe impairment of the major organs of the body. TLike humans,plantsand animals also 9' have body structuresE,that enable them toadapt to their specifichabitats for growth and survival.These organisms go through several life stages which are greatly affected by the varying environmental conditions and their interactions.These interactions involve both beneficial and harmful effects to the lives of organisms in the environment. 69. Chapter 1: Major Organs of the Human BodyLesson 14: Bones and Muscles Activit 1: What are the functions of the bones? Objectives: 1. Identify the composition of a skull.2. Describe the functions of the bones. - L. ..a. o-.4-What to do: 1. Get a ballpen and doodle anything on a piece of paper. 2. Raise your hands.Then,bring them down. 3. Walk 3 steps forward.Walk 4 steps backward. 4. Feel the beating of your heart.Count your heart beat in a minute.Record it.Guide Questions: 1. What helps your finger bones move as you write? 2. Do your bones and muscles work together as you performed the given activities? Were you able to control the movement of your arms and legs during these activities? Can you control the beating of your heart?Why? Give examples of actions that you can control. Give examples of actions that you cannot control. When are muscles voluntary?involuntary? 5*. 9. ": '>61 73. C tr.Q Remember these: - Voluntary muscles are attached to bones.They hold the bones of the skeleton and give shape to the body.The body moves with the help of these muscles.Voluntary muscles are muscles that you have the ability to consciously control,like your arms,legs,face muscles, etc. Involuntary muscles are controlled by nervous system and cannot be controlled like the smooth muscles in the walls of many internal organs such as stomach,esophagus,diaphragm and walls of the blood vessels.Activity 3: What are the bones that protect the internal organs? Objectives: 1. Name the bones that protect the internal organs.2. Identify and explain the functions of the bones in the body. 7. What you need:Illustration of the skeleton'5.,4 ___What to do: 1. Slide the palm of your hand from your forehead across the top of your head and down just above the back of your neck. 2. Look at your shoulder,and your bones at the base of your neck at the mirror. 3. Feel the bones under your arm and down under the side of your body using your fingers.Can you feel the bones of yourbody? 62 74. Inhale deeply and touch your bones in your chest. Have a classmate stand straight.Feel the bones in the middle of his/ her back.Press gently the bones at the back.Let him/ her bend forward and backward,to the leftand to the right 6. Put your hands around your waist and feel the bones ofyour hips.7. Identify the bones you have just felt.Write the names ofthe bones (Refer to the illustration below). -"9Guide Questions: 1. What are the bones that protect the internal organs?2. Which set of bones protect the lungs and liver? 3. What organ is protected by the skull? 4. What is the function of pelvic bones? 63 75. Do this: Put a check (~/ ) if it shows a good posture and cross (x) if it does not. 1. On standing position 2. On sitting position 3. On picking objects on the floorU U64 76. Activity 4: What are the common injuries in sports andgames? ,Objectives: 1. Identify the causes of common bone and muscle injuriesand diseases.2. Discuss the common sports and game injuries and theirtreatment.*. "-s,.7. What you need: pictures of children engaged in the different sports activities and games u_un n u w .. ._ W65 77. E73, ELB() What to do: 1. Look at the pictures of children engaged in different sports activities. 2. What are the common bone and muscle injuries that they may have?Choose your answer from the words listed inside the box. sprain cramp bruises fractures dislocation3. Read the common bone and muscle injuries and diseases in and answer the guide questions. ommon one an ' usc e l1jUl'IeS Our bones are strong and hard but they sometimes get injured due to a bad fall or accidents.The following are examples of bone and muscle injuries: Fracture -Afracture is a break in the bone. Dislocation - A dislocation occurs when a bone in the joint is displaced or has moved out of its proper position. Sprain - An injury to a ligament caused by excessive stretching.A sprained ligament brings so much pain and swellingin the injured part. Cramp - A strong muscle contraction that can be very painful lasting for a few minutes but massaging the muscles can often relieve thepain.- Muscle becomes black or blue due to blood clot when you get hit or when you bumped into something hard.1. What are the common muscle injuries? 2. What are the common bone injuries? 3. What particular body parts can be injured when you play games or sports? What other activities are prone to injuries? .What will you do if you get injured while playing? 01.4-66 78. 6. How will you protect your bones and muscles from injuries?7. What are the common bone diseases? *1?. .''Remember these: injury harm or damage :an act or event that causes someone or something to no longer be fully healthy or in good conditiondisease an illness that affects a person,animal,or plant : a condition that prevents the body or mind from working normallyBone DiseasesOsteoporosisIt is a common disorder caused by the thinning and weakening of bones usually experienced by elderly people.The bones become brittle and weak. This can be prevented by having regular exercise and eating foods rich in calcium such as milk,cheese and otherdairy products.Shellfish and green leafy vegetables can also prevent osteoporosis.ArthritisA common joint disorder characterized by inflammation of the fingers and joints of the body.It may occur to people of all ages but it is commonly observe in older people.RicketsA bone condition caused by a deficiency in vitamin D usually observed in children.Person with rickets have very weak bones causing bone deformation. PolioIt is an acute infection caused by a virus that attacks the nerve cells of the brain and spinal cord resulting to paralysis. 67 79. Activity 5: What Treatment should be Given to Common | n'uries? Objectives: 1. Demonstrate first aid measures to common bone and muscle injuries.2. Practice proper care of bones and muscles. n. 7. What you need: ice bag,water bag,face towel,elastic bandage or soft cloth,1/8 illustration board or any hardbound paper. .5. ,__What to do: 1. Read the first aid treatment for bone injuries. 2. Keenly observe your teacher as she demonstrates the first aid treatment for the different bone and muscle injuries. 3. Choose a partner and demonstrate the first aid treatment for the following: a.fractureb.crampsc.dislocation d.bruise e.sprain68 80. First Aid Treatment for Bone Injuries An injury of the bone brings discomfort to the injured patient.Here are some first aid tips which can ease the pain while waiting for medical attention.Fracture:1. Let the injured person sit or lie down.2. Apply a cold compress to the injured part to reduce swelling and relieve pain. 3. Wrap a bandage or soft cloth around the affected area. Dislocation: 1. Let the person sit or lie down to avoid further injury. 2. Do not try to pull or massage the affected area.It may worsen the condition of the injured person. 3. Apply a cold compress to the injured part to reduce swelling and relieve pain. 4. Seek medical attention immediately. Sprain: 1. Let the person sit or lie down. 2. Apply a cold compress to the sprain to reduce swelling and relieve pain. 3. If the wrist or elbow is injured,place it in a sling. 4. Apply an elastic bandage that is not so tight on the sprained joint. .Let the injured ankle/ foot rest for 2 to 3 days. 69 81. Lesson 15: Stomach and Intestines Activity 1: How is food digested in the stomach? Objectives: 1. Identify the features of the stomach.2. Explain the function of stomach and small intestine in food digestion. 7 . What you need: vs small pieces of biscuits,resealable plastic bag,a glass of water,2 table spoon of flour,any small pieces of food availablearm,: 21335 What to do L. _.&. .)'7' 71. Put the water in a clean resealable plastic bag. 2. Add the broken pieces of biscuits. 3. Add the flour. 4. Add the small pieces of any food available. 5. Shake the resealable plastic bag.Shake until all aremixed well.Guide Questions: 1. What happened to the biscuits,flour and other food after shaking the resealable bag? 2. Have you eaten your meal today? 3. Where do you think will these foods go after you swallowed it? 4. The stomach is similar to the bag in your activity.How are they similar? 5. Will the food stay in the stomach for a long time? 6. What will happen to the food? 7. What happens after the food is broken down into small pieces? 70 82. "'1' Remember these: Digestion in Stomach and in Small IntestineStomachThe food we eat gives us energy to work and play.Without food,the other parts of the body like bones and muscles and the internal organs do not have energy to function.However,before our body can make use of any food that is eaten,it must be broken down into liquid form or into smaller nutrients.The process by which food is broken down into nutrients is called digestion. Digestion takes place as soon as we start to chew our food.The tongue,lips and cheeks move the food between the teeth to break it down into small pieces.Saliva from the salivary glands mixes with the food to soften it.Saliva also kills bacteria and breaks down starches into sugars.So digestion of starches starts in the mouth.Moist chewed food from the mouth goes down to stomach. In the stomach,food is broken down into smaller particles.The stomach is a large organ that is lined with layers of muscles.As the muscles contract and relax,food in the stomach is squeezed,twisted and churned.While the food is being physically changed in the stomach,digestive enzymes and juices are also combined to change it into nutrients.The process of digestion is both mechanical and chemical.The mechanical part breaks down food into small bits by the chewing of food in the mouth and squeezing of food particles in the stomach. . The chemical part of digestion is the mixing of food particles with chemicals in the saliva and stomach which changes it into nutrients that can be absorbed by the body.Further action of enzymes in the small intestine completes the process of chemical digestion.Food stays in the stomach for four hours until the food turns into a thick liquid.The food that has been moistened,chewed in the mouth and mixed with chemicals or enzymes in the stomach goes into your small intestine. Small IntestineThe small intestine is about 2.5 cm wide and 7m long coiled tube where food is finally digested and absorbed.The walls of the small intestine are made of muscles that squeeze food and continuously move it.It contains digestive juices and other enzymes that help break the food into nutrients.Thus,final digestion takes place in the small intestine.The nutrients are then absorbed by the small intestines then go into your blood stream.The bloodcarries these nutrients to the different parts of the body. 71 83. Activity 2: How is food digested in the intestines? Objectives: 1. Identify and differentiate the large intestine and small intestine. 2. Explain the function of intestines in food digestion. 3. Connect the relation of the large and small intestines to the entire digestive system. Pk "23: . 7. What you need: r black pepper,chili powder,a glass of water $7.7) ,4-FW f'_what to do: 1. Mix black pepper and chili powder in a cup with water.2. Pour the mixture through a paper towel into another cup. E}; -_ Guide Questions: 1. What went through the paper towel? 2. This event also occurs in our intestines.Describe the materials that went through the paper towel. 3. What will happen to the liquid material? 4. What will happen to those that did not went through the paper towel? 5. Which organ is similar to the paper towel? Do This.1. List down names of foods that you usually eat in school.2. What part of the body changes the food we eat before it will be readily absorbed by our body cells?3. What should be done to the food you eat before it can beused by the body for growth development and repair of ssues? 72 84. 4. How would you help your stomach and small intestine work properly? B.Illustrate using a diagram how food is digested from the mouth,stomach to the small intestine. C gr Remember these: I .-.I .:7 x |H Large Intestine StomachSigmoid ColonAs the muscles in the stomach continue to contract,the food is squeezed and mixed with digestive juices to change the food into nutrients. Small Intestine contains digestive juices and other enzymes that completely digests food and absorbs digested nutrients.The linings of the small intestine function like a filter.Digested nutrients needed by the body are absorbed by the linings of the small intestine just like water that passed through the filter.Undigested food particles (like seeds,tough fruit pulp and not properly chewed meat) are passed to the large intestine to be passed out of the body during defecation. 73 85. Activity 3:What are the hows and whys of digestive disorders? Objectives: 1. Identify the most common problems related to digestion. 2. Discuss the reasonslcauses ofcommon digestive disorders. 7. -What you need: o activity notebook,paper and pencil:7 Z;2,., ,__What to do: 1. Ask your groupmates who have already suffered from the given ailments or digestive problems in the list.Then go around and ask other groups of the number who suffered the same problems.Fill out the chart below: Hyperacidity Constipation AppendicitiesStomachacheTotal number of classmates who have suffered from problems related to digestion.2%c.s- av) g; -__ J" Guide Questions:1. In your class,what is the most common digestive problem?2. What do you think are the common problems related to eating dirty food?3. What do you think are the common problems related to drinking dirty water? 74 86. 4. What do you think are the common ailments caused by tension and fear? . ! 3C t Remember these: renal pelvisrenal arteryrenal vein 5brous capsuleureter79 91. Kidneys and its Functions The kidneys are beanshaped paired organs which are about four to five inches long and two to three inches wide. The right kidney is slightly lower due to the presence of liver on the right region of our body.The kidneys remove urea from the blood through tiny filtering units called nephrons. They are the major organs of the urinary system.Theyperform two major functions.First,they remove liquid waste from the blood in the form of urine.Second,they also keep a stable balance of salts and other substances in the blood and produce a hormone that aids the formation of blood cells. The major metabolic wastes produced by our body are filtered by kidneys in the blood like salts,water,and nitrogenous waste.80 92. Lesson 17: Heart and Lungs Activity 1: How do you measure your resting and working heart rate? Objectives: 1. Demonstrate the ability to monitor heart rate before,during and after given activities.2. Explain the resting and working heart rate. :9. V if-"? ': =7. ~jNhat you need:0 Stopwatch/ watch,penlpencil,paper '92; ~,__What to do: 1. Look for your pulse by using your index and middle fingers and pressing them slightly on your wrist.(Individual activity)2. Count the pulses while in a seated position for 1 minute.Record your data.This will be your resting rate. 3. Jog in place for 3 minutes and do the jumping jack for 2 minutes.Count the pulses for 1 minute after the activity.Record the data.This will be your working heart rate.Get the difference of working pulse rate to resting pulse rate. 81 93. 4. The assigned leader of the group will gather all the data of their group members.Answers will be written on the manila paper for presentation following the table below: Heart's Resting and Working RateResting Pulse Working DifferenceName Rate Pulse Rate in Pulse rcite Guide Questions: 1. Compare your heart rate while resting,with your heart rate after exercise.What did you observe?Were theredifferences of your recorded data?2. What is the effect of exercise to your heart rate?What doesthis mean?Why does it happen? '. /, Remember these: - The pulse or heartbeat increases when one is engaged in a physical activity.The hearts resting rate or the initial pulse is lower than the working heart rate- The exercise can increase the contraction of heartmuscles.It increases the pulse or heartbeat.When muscle contraction of the heart increases,the heart works and can easily pumps blood to distribute nutrients to the different parts of the body.82 94. Activity 2: What are the functions of the lungs?Objectives:1. Recognize the features if the lungs.2. Identify the functions of the lungs to the human body. 7 . -What you need: r Picture of the lungs showing the air movement inside the bodyW ' What to do- : -.-xs-&. r7"' 7 1. Inhale and feel your ribs.Exhale and feel your ribs. 2. Do this three times.3. Observe as you inhale and exhale.Also observe yourgroup mates.4. Look at the pictures of the lungs showing movement ofthe air inside the body.5. Explain the connection of what you did in relation to thepicture. 83 95. Guide Questions: 1. What happen to the ribs when you inhale?Exhale?2. What goes into your body when you inhale?What gets out of your body when you exhale?3. Explain how air moves into and out of the body?4. What is the main function of the lungs? "17"Q:Remember these: The Heart and the LungsThe heart is a hollow muscular organ located between lungs and it is protected by rib cage.It is about the size of your fist and located in the middle of the chest cavity.The beating of the heart is due to the contraction of your heart muscles.The cardiac muscles contract involuntarily.The word cardiac refers to the heart.This means its contractions cannot be controlled by your will.It continues to pump blood as long as the person lives.It pumps blood even you are sleeping. The contraction continues allowing the heart to receive oxygen from the lungs and continues to contract and pumps blood to the rest of the body parts including lungs through blood vessels.The lungs filter the oxygen that enters our body because it contains a filtering structure to ensure that the heart receives clean oxygen from the lungs.The carbon dioxide as a waste material of the body is removed from the body through the lungs. The heart and lungs support each other to allow distribution of nutrients and oxygen to all parts and the removal of carbon dioxide as a waste product in the body. 84 96. Activity 3:What are the common lungs ailment and their treatment? Objectives: 1. Enumerate heart and lungs ailments and their treatment. 2. Discuss the causes of certain lung ailments.3. Apply the necessary treatment to certain lung ailments. 7. -What you need:Activity sheets1. Brainstorm with your group mates and answer the questions on the activity sheets. 2. Complete the diagram below by writing the different ailments of the luns ou are familiar with.3. Read and answer the question. Ana is the daughterofMang Carlos.Anas father is a smoker.He smokes frequently.After few years,they noticed that85 97. Ana is always weak.She experiences dizziness,shortness of breath,vomiting and nausea.Identify Anas illness and the possible causes.Explain your answer and suggest possible actions on how to improve Anas condition. 3-7? s'. ..'? "Remember these: Common Lungs AilmentsAilments DescriptionIt is a condition where a person experiences difficulty in breathing. AsthmaIt is characterized by sneezing,nasal discharge andRhinitis itchiness in the nasal passage. It is characterized by persistent coughing andBronchitis .sometimes fever. It is an inflammation of the lungs.A person with pneumonia has a cough that produces a yellow-green phlegm.Other symptoms include fever accompanied Pneumonia by chills,shortness of breath,sweating,spitting of blood,and increased production of sputum.This is a serious disease and the patient must consult a doctor immediately. It is marked by sneezing,runny nose,coughing,soreCold throat and sometimes fever and headache. .It is an acute or chronic infectious disease of the Tuberculosislungs.It is a highly communicable disease. Lung Cancer It develops in response to prolonged exposure toirritants like tobacco smoke. 86 98. Treatment of the Lungs AilmentsA person afflicted with lung ailments should be given medical attention and treated properly.The following are helpful practice for sick people: 1. Require the patient to stay home and rest.Separatehim/ her from other members of the family. 2. Give the patient the prescribed medicine. 3. Keep the surroundings clean.Open the windows to allow fresh air in. 4. Feed the patient with nutritious food. 5. If the patient has fever,give him/ her a sponge bath.Change his/ her clothes regularly.87 99. Activity 4: What are the common heart ailments and their treatment?Objectives: 1. Identify heart ailments and their treatment.2. Discuss the causes of certain heart ailments. .9-.. , .,; !' i . What you need:Activity sheets*7?= :r~: '.,: Etit What to do L-. .-d. .o'. ."' 71. Brainstorm with your group mates and answer the questions on the activity sheets. 2. Complete the diagram below by writing the different ailments of the lungs you are familiar with.88 100. 3. Read and answer the question: a.Juan likes to eat fatty and spicy foods.She loves street foods as well.His body weight increased so fast.His mother tells him to eat vegetable but he always ignores her.His mother is so worried thus,encouraged Juan to engage in sports as a form of exercise.Still,Juan did not listen to his mother.One day,Juan feels pain in his the neck and had difficulty in breathing. What do you think happened to Juan?Write your inference.Suggest possible actions on how to improve Juans condition. 3.Remember these: Heart AilmentsAilments Description 1' High7b| d It is characterized by a sudden rise of blood pressure or pressure hypertension ' It is characterized by the b| oods inability to 2. Anemia produce enough hemoglobin,the oxygen-carrying pigment of the RBC.3. Leukemia It occurs when there is an increase in WBC count4. Heart attackIt occurs when blood clot or fat get lodged in blood vessels which blocks the passage of blood to the heart. 5. Rheumatic feverIt is a complication of a throat infection, 89 101. Treatment of the Lungs AilmentsA person afflicted with hearts ailments should be given medical attention and treated properly.The following are helpful practice forsick people: 1. Minimize your intake of salt (sodium) and fatty food.Too much salt may cause complications in other organs like the kidneys.High salt intake can aggravate the condition of people who are already suffering from high blood pressure. 2. Get enough rest and sleep and exercise regularly 90 102. Read this: Well,what I know is,it is at the middleo1 my chest cavity.I usually feel it there when my heart beats fast It says lab-dab,lab dab.Can you feel the same Roan? Nikie,do you know how big your heart is?Yes of course!ll is as big as my clenched fist. Do you know where it is exactly located?Yes,it continues to contract as long as we live because the cardiac muscles contract involuntarily.Meaning we mnnot control its beating. The heart receives oxygen from the lungs and continues to oontraa and pumps blood giving the rest of the body parts including lungs through blood vessels, Wow.The heart works well for use They say the lungs and the heartSo it demonstrates a give and lake relationship between the heart and the lungs. Look even our body parts help each other in the same manner as we do. Let us take care of our hearts and our lungs so we do not get sick. 91 103. Lesson 18: Brain Activity 1: What makes us respond to stimuli? Objectives:1. Identify the basic parts of a human brain.2. Explain the functions of the brain. g. p" . '. What you need: ruler,pencil,stone,or any object that can be easily grasps214%, : i 31% What to do L-_. -4.1-'. r"' IActivity I-A 1. Look for a partner.2. Ask your partner to drop an object while you will catch it immediately before it reaches the floor.(take turns for 3times) 3. Notice your observations.Guide Questions: 1. What is the reaction of your partner after you dropped an object?What were your observations? 2. How fast did your partner catch the object? 3. What made your partner respond to the action of dropping the object? 4. What is the function of the brain? 92 104. Activity I-B 1. Your teacher will ask you to read ten words written on flash cards. 2. List down as many words as you can remember.3. Answer: How many words did you remember?What is the function of the brain?. _. -What you need: Activity I-C o calamansi,guava leaves,perfume/ cologne,or any object that has a smell,cotton,rubber bond,marble, an pencil ,-__What to do: 1. Do this by group. .Ask one member from the group to be blindfolded.. Bring the object / s near to her nose? .Let him/her guess what the objects are. .Have another member from the group be blindfolded.. Let him/ her touch the objects and guess what they are. . .-9-vrGuide Questions: lCDUl-l>(aJl)1. What gives her the idea on the objects?2. What is the function of the brain? 93.Bring out the magic box which contains different objects. 105. C sag Remember these: njotof SUICU5 P, -inqary 50 77131059 TISOTVParietal'7 " l v_' "I Occipitat Olfactory 0. ... _-.|obe bum ' ' Cerebellum.'..-g-Spinal cordThe human brain is highly complex organ.It is found in the head and is protected by the skull,soft tissues called meninges and a cushion offluid.Itweighs about 1.5 kilograms and contains billions of neurons. Functions of the Brain: 1. It controls the voluntary activities of the body like thinking,solving problems,and memorizing details and decision making. .It controls the muscle movement of our body like walking and writing. .It coordinates muscular actions. .It is responsible for mans ability to learn habits and develop skills. .It helps maintain a persons sense of balance. .It connects the brain to the spinal cord. .It controls the involuntary muscles of the body and coordinates functions like beating of the heart and breathing. The main function of the brain is to process information it receives and to send instructions to the different parts of the body. 106. Lesson 19: Proper Care of Internal Organs Activity 1: How will I protect my Internal Organs? Objectives: 1. Identify ways to protect the internal organs of the body.2. Explain the importance of practicing proper health habits. . " "$9; .. What you need: v strips of paper,masking tape or writing pen,bowl,