science lm.pdf

8/20/2019 science lm.pdf

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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.


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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.


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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: [email protected]

[email protected]


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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


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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


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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


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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


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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


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- 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


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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


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UNIT 1: Matter


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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?


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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


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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


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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


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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.


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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


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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.


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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?


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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.


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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.


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


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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


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?


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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


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?


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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.


1. What is inside the glass?2. What happened to the paper towel? To the styrofoam?

3. What does the activity show?


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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


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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


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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


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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


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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.


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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.


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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


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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?


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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.


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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


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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?


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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.


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- 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


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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)?


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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.


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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?


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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?


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UNIT 2: Living Things and their Environment


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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


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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.


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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


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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.


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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


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.


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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


Procedure



ears and put a if it is not. Explain your choice.

pinna


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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


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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.


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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



nose and put a if it is not. Explain your choice.


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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


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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


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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


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)


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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


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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.


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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


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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


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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.


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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.


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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


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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.



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5. Look at the picture of the bird. Identify the numbered

parts.


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


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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


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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:


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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.


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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


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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.


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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: ________________


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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


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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


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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


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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


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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


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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


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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


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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.


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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


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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?


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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)


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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?


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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


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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


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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


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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?


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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.


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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?


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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


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?


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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.


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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


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Procedure


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?


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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.


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______ 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


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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?


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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


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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


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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


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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


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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?


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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.


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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

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