Science Grade 3

 How did you know which adult animal and baby animal go together?  What characteristic is similar between the parent animal and the baby animal? 8. Discuss one animal at a time. Ask: Can an animal like chicken have a baby fish? Why do you say so? 9. The important concepts do be develop in this discussion are:  Animals can have baby animals.  An animal can only produce an animal of their own kind.  Baby animals share similar observable physical characteristics or traits with their parents such as the color, texture and length of the hair strands; shape of the face; eye shape, nose, and length and size of ears. Day 2 10. Ask the class about what they learned from the previous activity as review. 11. Tell them that today they will learn about observable physical traits shared by animals of the same kind. 12. Divide the class into groups composed of 5-6 members. Distribute Activity 2, ½ Manila paper (per group), and pens/crayons (for writing). Read DRAFTthrough the procedure and clarify steps as needed. 13. Give the groups 5-7 minutes to do the activity. Tell them to write their group answers on a ½ Manila paper 14. The important concepts to be developed in this discussion are:  Some observable physical traits are shared by animals of the same kind e.g., presence of fur, body shape, shapes of legs, etc.April 10, 2014 While there are similar physical traits in animals of the same kind (e.g., dogs), the traits still differ because they come from different breed. Assessment The work of the groups in Activities 1 and 2 can serve as formative assessment for the lesson. Assignment (group assignment) Tell the class to work in groups and do Part A of Activity 3 (including the planting of mongo seeds). Tell them to bring their small container with seeds to school on the following day. Lesson 2: Human Reproduction and Heredity Duration: 2 days Background Information 88

Reproduction is a process common to all living things. It is one of the various characteristics that distinguish a living thing from non-living thing. Reproduction is focused on two essential concepts: that living things reproduce their own kind and it is important for passing on of traits from parents to offspring, properly termed as inheritance. The lessons on reproduction begin with animals (Lesson 1), plants (Lesson 2), and humans (Lesson 3). This is to mitigate the sensitivity of discussing human reproduction and heredity. The type of reproduction, sexual and asexual, is not yet introduced in Grade 3. However, as a backgrounder: reproduction is sexual, when it involves the sperm from male and the ovum or egg cell from female, and asexual if it involves inheritance coming from a single parent. Sexual reproduction involves a chance combination of both parents’ traits, resulting in the variation and diversity within the same kind of living things. This explains why, even in human families, children share similar physical traits with their biological parents. This also explains why people share similar characteristics within the same tribe or ethnicity i.e., Filipinos have similar physical features; Asians have similar physical features. DRAFTOn the other hand, asexual reproduction results in formation of living things which are exactly identical with the parent living thing, since the new organism is grown from one and the same parent. When questions about sexual or asexual reproduction arise at this stage, pupils’ question may be entertained, but they should be informed that such will be discussed in the succeeding yearsApril 10, 2014oftheirsciencelearning. Care has to be taken in the discussion of the family. Society is faced with different family structures at present which defines family in a different way as before. Exposing a learner, who is nurtured within a family of single parent, adoption or any other contexts, into humiliation must be avoided. It is highly suggested that parents are to be informed beforehand of the lesson and its possible impact on the learner so that proper actions may be done to protect the learner from any form of embarrassment in the treatment of the subject Objectives At the end of each lesson, the pupils should be able to: 1. infer that humans can only have human babies; and 2. infer that some physical traits are common or shared among a certain group of people (i.e., class, family, ethnic group). Materials enough cut-outs of a happy face (represent a child) enlarged picture showing children of different ethnicity 89

Procedure A.Review Ask the following questions to the class:  Can anyone tell us what the lesson was yesterday? (We learned that baby plants come from parent plants. So plants also reproduce. Plants can grow from seeds, or other parts of the parent plants like roots, stems or leaves.  Can you name some examples? (Answers will vary) B.Motivation/Presentation 1. Ask the class:  Where do human babies come from?  Can a dog give birth to a human child? Why do you say so?  Can humans give birth to a chick or kitten? Why do you say so? 2. Tell the class that similar to animals, humans can only produce human babies. Tell the class that in Activity 5, they will find out about physical traits they share with their family and classmates. C.Lesson Proper Day 1 DRAFT1. Let the pupils do Activity 5 individually first (Steps 1 and 2). Give them 5-7 minutes to finish these steps. 2. Divide the class into groups composed of 5-6 members. Tell them to answer Step 3 of Activity 5. 3. Give the pupils five (5) minutes to come up with their group tally. 4. While the pupils are doing the activity, label the board so that you andApril 10, 2014the class can make a class pictograph of the different traits listed in Step 3 of Activity 5. Note: Use the happy face cut-out to represent 1 pupil. Make enough cut- outs for the class (about 150 pcs.) 5. After the groups are done, start discussing Steps 1 and 2 of Activity 5. Point out to the pupils that we get some traits from our parents. Some of these traits are the colour of our eyes, the shape of our eye, the color of our hair, the type of our hair as curly or straight, the shape of our lips, the shape of our face, the shape of our nose, the size and shape of our ears, and the color of our skin. Then say: We inherit some traits from our father, some from our mother and some are from both our mother and father. Some traits may not 90

be observed from our parents but these may come from our grandparents. 6. Now, ask one pupil from each group to share their group data for Step 3, and to place the corresponding smiley face on the board. 7. After all the groups have shared and posted smiley faces on the picto graph on the board, ask the following questions:  What physical trait has the most number of smileys? (Answer will depend on the actual data.)  What physical trait has the least number of smileys? (Answer will depend on the actual data.)  Which physical trait is shared by most (if not all) pupils in your class? (Answer will depend on the actual data.)  What does this tell us about ourselves and our classmates physical traits? (Answers will vary but highlight this idea if it comes out: we share similarities and differences in physical traits/features because we are all human beings.) 8. The important concepts to be developed in the discussion are:  There are physical traits that we inherit from our birth parents. DRAFT Some physical traits are shared within a family or within the same ethnic group.(color of eyes, kinds of hair, color of skin, shape of nose, eyes, mouth) Day 2 9. Let the pupils work individually on Activity 6. Give them 5 minutes to do the activity. 10. Divide the class into groups composed of 5-6 members. Give them 3-4 minute to share and discuss their answers to the activity.April 10, 201411. During the class discussion, use the questions in the activity as jump-off points. Ask follow-up questions as needed. 12. The important concepts to be developed in the discussion are:  Some physical traits are shared within a family or within the same ethnic group.  General physical features/traits are shared by humans/people regardless of ethnicity such as: general body parts (e.g., head and body, shape of arms and legs, etc.). Assessment The answers to questions in Activities 5 and 6 can serve as formative assessment. Assignment Bring a family picture and be able to tell your physical characteristics with your parent. Lesson 2: Plants Reproduction and Heredity 91

Duration: 2 days Background Information Many plants grow from seeds but they can also grow from other plants parts like the stem, leaf, and root. Plants like strawberry and spider plant produce new plant through its horizontal above-ground stem. Aloe plant can grow new plant by placing a cut leaf on top of soil and kept moist for a few days. Objectives At the end of each lesson, the pupils should be able to: 1. infer that plants produce plants of the same kind; and 2. infer that some physical traits are common or shared within the same group of plants. Materials enlarged picture of a tomato plant and a mature mongo bean plant, real tomato fruit; Activity 4 - enlarged picture of katakataka and agave plant Procedure A.Review DRAFTAsk the class: “What did you learn from our previous lesson?” (Animals give birth to baby animals of their own kind.) (There are similar and different physical traits in animals belonging to the same kind.) B.Motivation/PresentationApril 10, 20141. Post an enlarged picture/drawing of a tomato plant. 2. Call pupils to label all the plant part of the tomato plant on the board. 3. Ask the class: “What part of the tomato plant develops into a fruit?” (flower) 4. Show a tomato fruit to the class before cutting it open. Then, ask the following: 3. What do you see inside the fruit? (Flesh, pulp, seeds) 4. What would happen if we plant the tomato seed in the ground? (It would grow into a new tomato plant.) C.Lesson Proper Day 1 1. Tell the pupils to bring out their materials (by group). 2. Let the pupils continue Part B of Activity 3. Give the groups 5 minutes to do Part B. Tell them to make an enlarged version of their drawings in Boxes A, B, and C on a ½ sheet of Manila paper. 3. Tell the groups to post their drawings on the board. Tell the groups choose a reporter. Give each reporter 2-3 minutes to present their work. 92

4. Refer to the group outputs (drawing) during the discussion.5. Show a picture/drawing of a mature mongo plant. Then ask:  Does the parent plant look like its young?  Can a tomato plant grow from a mongo seed? Explain your answer.6. The important concepts to be developed in the discussion are:  Plants can have young plants.  A young plant can grow from seeds.  Plants can only reproduce plants of their own kind. Day 2 7. Let the pupils work individually for Activity 4. Distribute the activity sheet. 8. Give the class seven (7) minutes to do the activity. 9. Post the enlarged picture of the katakataka plant on the board. Ask the questions in the activity sheet for the discussion. 10. Post the enlarged picture of the agave plant on the board. 11. Ask the questions in the activity sheet for the discussion. 12. The important concept to be developed in the discussion is:  Many plants grow from seeds but they can also grow from other plants parts like the stem, leaf, and root.AssessmentDRAFTNote to the teacher: You can choose 5 different plants that are commonly found in your community to indigenize the assessment activity.How do these plants produce plants of their own kind? Write your answers inthe table.April 10, 2014Parentplant Plant part where it grows from (seed, stem, leaf, roots)1. Mango2. Corn3. Rice4. Kangkong5. GingerScoring Guide:Point/s Criteria Sample answersFully correct  Mango – seed  Corn – seed5 Gives 5 correct  Rice – seed Kangkong –stem answers:  Ginger - root Mango – seed Corn – seed Rice – seed Kangkong – seed or 93

stem Ginger – rootPartially correct4 Gives 4 correct  Mango – seed answers  Corn – seed  Rice – seed Kangkong –stem  Ginger -3 Gives 3 correct  Mango – root answers  Corn – stem  Rice – seed Kangkong –stem  Ginger - root2 Gives 2 correct  Mango – leaf answers  Corn – leaf  Rice – stem Kangkong –stem Ginger - root DRAFTKangkong –stem1 Gives 1 correct  Mango – leaf answer  Corn – leaf  Rice – stem Ginger -0 Incorrect answers Mango – flowerApril 10, 2014Corn–leaf Rice – seed Kangkong – leaf Ginger - leaf No answerAssignmentHave the pupils copy this letter for their parents and tell them to have theirparents sign it. Tell them also to fill in the missing information. Alternatively, youcan have the letter photocopied and distributed to each pupil of the class. 94

Dear Mr./Mrs. ______________We are about to start our lesson on human reproduction and heredity inclass, and there are topics that your child, (name of pupil) ,find hard to understand especially if/when the family is put in focus.Observable physical traits like eye color, hair texture, body shape,height, and skin color would also be tackled in the lesson. Kindly guide your child with the assignments to be given to help handle sensitive topics. Rest assured that I will treat the subject carefully so as not to cause any awkwardness or discomfort to your child during the lesson’s duration. Thank you very much. DRAFT Tell the pupils to bring a picture of their family for the next lesson. Sincerely yours, CHAPTER 5: Ecosystem (Name of the Teacher) OverviewApril 10, 2014The pupils studied about heredity in Chapter 5 of Unit II. They learned that through reproduction, characteristics are passed on from parents to children in humans, from parent-animal to offspring and from parent-plant to offspring. Several characteristics were identified to pass on from parents to offspring in humans, animals and plants. In this lesson, the pupils concluded that like begets like, human beings produce human beings, animals produce animals and plants produces similar plants. In chapter 6, pupils will realize that humans, plants and animals have common basic needs such as air, food, water, and shelter. They will also become fully aware that living things depend on the environment to meet their basic needs and they will recognize that there is a need to protect and conserve the environment. Process skills involved in the activities include comparing and explaining. Lesson 1. The Basic Needs of Humans, Animals and Plants Duration: 1 day Background Information 95

Plants and animals have the same needs as humans. All living things need food, water and air. Plants need “food”, the minerals and nutrients from the soil, energy from the sun and water. They also need the carbon dioxide from plants. Humans and animals need enough nutritious food, clean water to drink, comfortable and safe home, and unpolluted air to breathe. Note: 1. Breathing in plants can be explained as the exchange of gases. The plants give off oxygen and absorb carbon dioxide from animals and humans. Eating in plants can be explained as the absorption of minerals and nutrients from the soil and energy from the sun. Drinking in plants can be explained as the absorption of water from the soil and movement as the reaction of the plants to gravity, sunlight and wind. 2. a. Activities common to humans, animals and plants include breathing, eating, drinking, movement and living in a habitat. b. Humans, animals and plants breathe the same air. The air they breathe is from the environment. c. Humans, animals and plants do not eat the same food but they get the food from one source, the environment. DRAFTd. Humans, animals and plants drink the same water but not from the same source. The water they drink is from the environment. e. Humans, animals and plants do not live in the same habitat. All of these habitats are found in the environment. ObjectivesApril 10, 2014At the end of each lesson, the pupils should be able to: 1. identify the basic needs of humans, animals and plants; and 2. compare the similarities and differences in the basic needs of humans, animals and plants. Materials picture of the basic needs of human. Animals and plants Procedure A. Review The teacher can relate the lesson on heredity to the lesson on ecosystem. Sample questions the teacher can ask the students: a. What characteristics do children get from their parents? b. Can human parents produce children that are not humans? c. Can animals produce children that are humans? d. Can plants produce animals or humans? B. Motivation / Presentation 96

The teacher can ask the students to determine the message about the environment by solving the puzzle. Guess the Secret Message Michelle was given a piece of paper containing a secret message by a stranger. Unfortunately, before she is able to read the message, the paper was torn into six pieces and blown by the wind. Can you help Michelle determine the secret message? Here are the six pieces of paper. avse eth tnenivnrom vase rou trefuu Secret Message: Save the environment, save our future. C. Lesson Proper DRAFT2. Let the pupils do Activity 1. Give them 15 minutes to answer the activity. 3. Write the table on direction 1 on the board. 4. After 15 minutes, ask the pupils to complete the table on the board. 5. The teacher may elaborate on the answers of the pupils. 6. Ask other pupils to answer question a of direction 2. 7. The teacher may elaborate on the answers of the pupils. 8. Ask other pupils to answer question b of direction 2.April 10, 20149. The teacher may elaborate on the answers of the pupils. 10. Ask other pupils to answer question c of direction 2. 11. The teacher may elaborate on the answers of the pupils. 12. Ask other pupils to answer question d of direction 2. 13. The teacher may elaborate on the answers of the pupils. 14. As other pupils to answer question e of direction 2. 15. The teacher may elaborate on the answers of the pupils. 16. Come up with the following conclusions:  Humans, animals and plants have basic needs such as air, food, water and shelter. Assessment 1. What are the basic needs of human beings? 2. What are the basic needs of animals? 3. What are the basic needs of plants? 4. Do humans, animals and plants have the same basic needs? Assignment 97

The students may bring colored construction paper for the next activity. Lesson 2. Things We Need from the Environment Duration: 2 days Background Information The environment consists of living and non-living things. Living things that live in the environment are the humans, plants and animals. They depend on both living and non-living things in the environment for their basic needs. Any activity, whether natural or man-made that changes the conditions of living and non-living things in the environment significantly affects living things. Objectives At the end of each lesson, the pupils should be able to: 1. identify the needs of living things that are provided by the environment; and 2. explain how living things depend on the environment to meet their basic needs.DRAFTMaterials sun headband, headband pattern of sun, headband pattern of rain headband pattern of rice plant, headband pattern of caterpillar headband pattern of bird, headband pattern of chicken ProcedureApril 10, 2014A. Review The teacher can relate the lesson on the basic needs of humans, animals and plants to the lesson on things we need from the environment. Sample questions the teacher can ask the students: 1. What are the basic needs of humans, plants and animals? 2. Where do we get the air, food and water we need? B. Motivation / Presentation My Favorite Food The teacher can ask a few students to share to class their favorite food. The teacher will write on the board the examples given by the students. She will then ask “Where do you think your favorite food comes from?” This is to emphasize that the things we need are obtained from the environment. Sample Flow of Conversation: Teacher: What is your favorite food? 98

Student: My favorite food is fried chicken. Teacher: Where do you think the fried chicken comes from? Student: (possible responses) The fried chicken is from the grocery. The fried chicken is from the poultry. The fried chicken is from the fast food. Teacher: What is your favorite food? Student: My favorite food is fish. Teacher: Where do you think the fish comes from? Student: (possible responses) The fish is from the market. The fish is from the river. The fish is from the ocean. the fish is from the fishpond. C. Lesson Proper Day 1 1. Lead the pupils in doing Activity 2. Preparation and conduct of the activity could take the whole period. DRAFT2. Care should be observed in the use of cutting materials like scissors. Day 2 1. Review what the pupils did in Activity 2. The following guide questions may be asked.  What living things were involved in the activity?April 10, 2014 What non-living things were involved in the activity?  What is the role of the sun?  What is the role of rain?  Who ate the rice plants?  Who ate the caterpillars?  Who ate the birds?  Who ate the chicken? 2. Ask the pupils to answer question 7 of Activity 2. 3. The teacher may elaborate on the answers given by the pupils. 4. Ask the pupils to answer question 8 of Activity 2. 5. The teacher may elaborate on the answers given by the pupils. 6. Ask the pupils to answer question 9 of Activity 2. 7. The teacher may elaborate on the answers given by the pupils. 8. Ask the pupils to answer question 10 of Activity 2. 9. The teacher may elaborate on the answers given by the pupils. 10. Ask the pupils to answer question 11 of Activity 2. 11. The teacher may elaborate on the answers given by the pupils. 12. Come up with the following conclusions. 99

 Living things depend on the environment for their basic needs such as air, water, food, and shelter. Human beings depend on plants and animals for their supply of food, on the environment for clean air, clean water and shelter. Plants depend on the environment for their supply of sunlight and water, minerals and nutrients from the soil. Animals depend on plants and other animals for food, on the environment for clean air, clean water and shelter.AssessmentIdentify the letter of correct answer.1. Why is water important?a. It is a resource that cannot be replenished.b. It has many uses.c. It is found in many places. d. It is part of the earth.2. Why is the sun important? a. It provides light. b. It provides heat. DRAFTc. it provides energy.d. all of the above3. Why are plants important?April 10,a. They serve as food to animals. 2014 b. They produce oxygen. c. They prevent soil erosion. d. all of the above.AssignmentThe students may bring drawings or pictures of a beautiful things found in theenvironmentLesson 3. Conservation and Protection of the EnvironmentDuration: 2 daysBackground Information The earth is one of the planets in the solar system. It is the planet we callhome. It is the only planet that has the environment that can support life. If wedo not take care of the environment in our planet, we have no other planet togo to. If humans continue to do the activities that harm the environment, it willresult to a lot of problems like polluted air, polluted soil, and polluted water. Also, 100

it could worsen the effects of natural calamities like typhoons. Mountain without forest cover because of massive cutting of trees will result to deadly landslides and floods. These do not only lead to damage to property but result in the loss of human lives as well. 1.What are the things that humans do that harm animals and plants? Humans cut trees indiscriminately. This destroy the homes of a lot of animals that live in trees. They also capture animals in the wild and keep in them in cages as pets. Humans let dirty water from their houses and factories to flow into rivers and lakes. Humans also throw their garbage anywhere like in rivers that could pollute the water and kill fishes and other aquatic animals. Humans also do let the dirty exhaust from their vehicles to pollute the air. 2.What will happen if we continue to cut a lot of trees. The continuous cutting of trees will result to the displacement of animals DRAFTliving in these trees. It could also result to the disappearance of a lot of animal and plant species that depend on trees. Moreover, the absence of trees in mountainous areas results to landslides and floods because of the absence of the roots of trees that absorbs water and help in maintaining the solidity of the soil. 3.What will happen if we will not take care of the air we breathe? The breathing of polluted air could result to diseases in humans likeApril 10, 2014asthma, allergy and other diseases of the lungs. Objective At the end of the lesson, the pupils should be able to explain why there is a need to protect and conserve the environment. Materials large pictures of Philippine plants and animals,Large pictures of human activities that harm the environment, Large drawing of the illustration in the activity. Procedure A. Review The teacher can relate the lesson on the things living things need from the environment Sample questions the teacher can ask the students: a. What are the things we need from the environment? b. What will happen to living things if the environment can no longer provide our needs? 101

B. Motivation / Presentation The Treasures of the Philippines The teacher can show to class pictures of Philippine animals and plants. An example that can be used is the Philippine eagle. A short description and explanation on how the population of eagles deteriorated because of massive deforestation and how their existence is still threatened because of their disappearing habitat can be provided to students. The teacher needs to emphasize that there are things that humans do that harm the environment. In the same manner, humans can also do a lot of things to protect and conserve the environment. C. Lesson Proper Day 1 1. Let the pupils do Activity 3. Give them 15 minutes to do the activity. 2. After 15 minutes, lead the pupils in answering the questions. 3. Ask pupils to answer question a of number 2. DRAFT4. The teacher may elaborate on the answers given by the pupils. 5. Ask pupils to answer question b of number 2. 6. The teacher may elaborate on the answers given by the pupils. 7. Ask pupils to answer question c of number 2. 8. The teacher may elaborate on the answers given by the pupils. 9. Ask pupils to answer question d of number 2.April 10, 201410. The teacher may elaborate on the answers given by the pupils. 11. Ask pupils to answer question e of number 2. 12. The teacher may elaborate on the answers given by the pupils. 13. Come up with the following conclusions:  There is a need to protect and conserve the environment.  Humans perform activities that harm the environment.  Humans can do a lot of things that can protect and conserve the environment. Day 2 1. Review what the pupils did in Activity 3. The following guide questions may be asked.  What activities do humans do that harm the environment  What activities can humans do to conserve and protect the environment? 2. Group the students into six teams. Let them bring out the drawing materials they brought to class. 3. Each team will write three promises, things that they will do to protect and conserve the environment. 102

4. Let them decorate their outputs with their colouring materials.5. After the pupils are finished with their outputs. Let the teams present their promises in front of the class, with each member of the group reciting the promise and giving short explanation.6. Come up with the following conclusions.  There is a need to protect and conserve the environment.  Humans perform activities that harm the environment.  Humans can do a lot of things that can protect and conserve the environment.AssessmentSample rubric for evaluating the pupils’ outputsPoints Description5 The pupils demonstrate full understanding of the topic.4 DRAFTThe pupils demonstrate good understanding of3 the topic. The pupils demonstrate good understanding of2 parts of the topic. The pupils does not seem to understand the topic at all You may add neatness, legibility and attractiveness to the criteria for evaluation. AssignmentApril 10, 2014The students may write their own slogans or draw a poster on environmental conservation and protection. Unit Test (Sample Only)Sense Organs How to take careEyes  Wearing sunglasses on a sunny dayEars  Using goggles when swimmingNoseTongue  Using clean cloth in wiping the outer ear  Wear earmuffsSkin  Covering the nose while passing a dusty road  Using a clean cloth in cleaning the nose  Using a tongue scraper to clean the tongue  Brushing teeth  Taking a bath everyday  Wearing clean clothes  Drinking plenty of water 103

Uses of Coconut PlantPlant Plant Part Use To make into a broom midrib of leaves For construction As firewood Trunk Decoration Medicine, cooking oilCoconut coconut shell and Food coconut oil coconut meat water    1. 2. 3. 4. 5. DRAFTWrite yes Living thing and no if Non Living thingAprilX 10, 2/ 014/ / xx x /x /x / 104

Study the picture below. Write down the do’s and dont’s in conserving and protecting of our mother earth. DRAFTApril 10, 2014 UNIT 3: Force, Motion, and Energy Overview In the first quarter, pupils learned that there are different materials around them. These materials can be solid, liquid, or gas. In the second quarter, the pupils learned about people, animals and plants. In this quarter, they will learn that materials such as magnets, water, and moving air can make objects move. People, animals, and plants can also make an object move. Chapter 1: Moving Objects There are different ways in which we describe ways of moving objects. Some ways to make objects move can be by pushing, pulling, throwing, kicking, tossing, blowing, and dropping them. However, if you look closely at the different 105

ways to make an object move, they can only be grouped into two – pushing and pulling. Force is introduced as a push or a pull. Force causes an object to move. In describing the motion of an object, using a reference point or a reference object is emphasized to give the accurate or precise location of the object. This chapter also discusses that when a force is applied on an object, the object can move fast or slow, forward or backward, or stretched or compressed. Using toys such toy car, wind wheel, and paper boat is used to make learning fun for the pupils. This way, the pupils will feel that science is not just a subject in school, but is also part of their everyday life. Science process skills such as observing, communicating, and classifying are emphasized in the activities. Lesson 1: Describing the Position of an Object relative to another object Duration : 2 days Activity 1DRAFTBackground Information In describing the position of an object, relative to another object, give the accurate or precise location of an object t. ObjectiveApril 10, 2014At the end of the lesson, the pupils should be able to describe the position or location of an object relative to another object. Materials different objects like table, book, ball, door, balloon Procedure A. Motivation / Presentation 2. Let the pupils do the KWL chart. 3. Tell the pupils to write the names of their classmates in front, beside, and behind them.  Who sits in front of you?  Who sits on your right side?  Who sits on your left side?  Who sits behind you? 4. After they finish writing, call 3 to 4 pupils to check if they have identified their classmates correctly. 106

5. Tell the pupils that in describing the position of an object, they should always have a reference point or reference object to give the precise position of the object.6. Ask the class: “What was your reference point in identifying your classmate?”(The pupils should be able to tell that they were able to name their classmates with reference to themselves.)B. Lesson Proper 11. Let the pupils do Activity 1 individually first. Give them 5 minutes to answer the activity. 12. Let the pupils work in small groups composed of 5 members. 13. Tell the pupils to discuss their individual answers in the group to come up with group answers. Give them 5 minutes to discuss. 14. Give each group 2-3 minutes to present their answers. 15. While each group is presenting, tabulate their answers on the board as shown. GroupsDRAFTActivity 1 1 2 3 4 56 a. The book is on ______of the _______.April 10, 2014b. c. d. e. 16. Tell the pupils to look at other groups’ answers. Ask the class if they have the same answers or not. If there are different answers, refer back to the pictures so the class can decide on the correct answer with your guidance. 17. Use the enlarged pictures (a to e) in Activity 1 to ask the following questions.  What is the reference object in describing the position of the book? (The table serves as the reference object in describing the position of the book.)  What is the reference object in describing the position of the ball? (The boy serves as the reference object in describing the position of the ball.)107

 What is the reference object in describing the position of the door? (The boy serves as the reference object in describing the position of the door.)  What is the reference object in describing the position of the cat? (The table serves as the reference object in describing the position of the cat.)  What is the reference object in describing the position of the balloon? (The girl’s hand serves as the reference object in describing the position of the balloon.)  Why is it important to use a reference object in describing the position of an object? (It is important to use a reference object to be able to give the precise position of the object.)18. Come up with conclusions about describing the position of an object based on the activity:  The position of an object can be determined by locating its position relative to another object.  It is important to use a reference object to describe the position of another object to be able to locate them easily. Assessment “Find Me” Game: DRAFT1. Place 5 objects in different location inside the classroom (add more objects if there are more than 5 groups). 2. Write each object on a piece of paper. 3. Call the group leaders to pick one piece of paper. 4. Distribute ¼ lengthwise strip of bond paper to each group. 5. Tell each group to describe the position of the object that their leaderApril 10, 2014picked.Sample Rubric:Level of Criteria Sample answerPerformance The box is behind the bookshelf.Excellent 1) Used a reference object and The box is behind the(5 points) the correct adverb of place bookshelf. The box is in front of to describe the position of the the bookshelf. object. 2) All members participatedVery Good Same as in excellent but some(3 points) members did not participate.Fair Members participated but the(1 point) answer is not correct, incomplete, or unclearAssignment Tell each group to bring a toy car for the next activity. 108

Activity 2. How do you know that an object has moved?Duration: 2 daysBackground Information An object has moved if it travels a distance from its reference point. Areference point is the position of an object where it starts before moving. It isimportant to know the reference point of an object to describe how far anobject moves. Road markers like the one shown below are important for travellers. It tellshow far the place from the sign. Town Center 5 km Gasoline Station 500 mDRAFTObjectiveAt the end of the lesson, the pupils should be able to describe the location of an object after it was moved.April 10, 2014Materialsmeter stick toy car picture of a road signProcedureA. Review Ask the following questions:  What is needed to describe the position of an object correctly? (There must be a reference object/point.)  Why is it important to describe the precise location of an object? (Answers will vary but would include: to make it easier to find an object.)B. Motivation / Presentation 1. Ask a one pupil to walk from one location to another, then ask:  Did your classmate move?  How did you know that your classmate moved? (The pupils should be able to tell that their classmate moved by describing his/her position relative to the starting point or another object.) 109

2. Show to the class a meter stick. Discuss the unit of measurement used and how the measurement is taken (small and large lines). 3. Measure the distance walked by the pupil from his/her starting point to the point where he or she stopped. Call a pupil to read the measurement. (Sample measurement could be 100 centimeters or 100 cm; 1 meter or 1 m)C. Lesson Proper1. Let pupils work in groups, composed of 5 members each group.2. Let the pupils do activity 2 (refer to the LM). Give them 10 minutes to do the activity.3. Tell the groups to fill out the table on the board. Make sure that they write their answers in the row assigned to their group. How far Location of Reference did the toy the toy car point/object in car move? describing the after pushing locationGroup DRAFTLocation of the car before it 1 was pushed 2 3Note: Write an enlarged version of this table on the board. Add more rows if there are more groups. 4. Let each group report their answers to questions a to d. 5. Check answers of the groups. Refer to the answers to questions in theApril 10, 2014activity.6. If there are incorrect answers or different answers in questions a and d, letthe pupils analyze their answers and identify where and how they mademistakes.7. After checking their answers, ask the class: How do you know that an object has moved? (An object has moved if it travels a distance from its reference point.) Why is it important to include the reference point in describing the location of an object? (It is important to include the reference point in describing how far an object moves to give a correct description of its location.) Why is it important to measure the distance travelled by an object? (It is important to measure the distance travelled by an object to give the exact location of the object.)8. Show a picture of a road mark (Refer to the background information onwhat a road mark is and what to highlight).  Is this road mark important? (Yes)  Why is this important? (It tells people or car drivers how far they need to travel to reach the indicated destination.) 110

Assessment Picture A shows a classroom while picture B shows the same classroom after a day. 1. Encircle three objects that were moved from their original location. Picture A Picture BLeft Right Left Right DRAFT2. Describe the present location of the three objects you encircles in step 1. Write your answers in the table below. Object LocationApril1. 10, 2014 2. 3.AssignmentDraw two objects which show movement on a short bond paper. Describethe location of the object after it was moved.Activity 3: How can you make objects move?Duration: 2 daysBackground Information Force is a push or a pull. Force can cause an object to move. Forcemaybe applied in different ways. Some ways to make objects move are byblowing, dropping the object, lifting, pressing, rolling, throwing, rotating, pushingand pulling.Objective 111

At the end of the activity, the pupils should be able to describe different ways ofmoving objects.Materials Chart (Similar to Table 1 in Activity 3 of the LM) Assorted objects (examples: eraser, pencil, notebook, key, coin, ball, clay)ProcedureA. Review Ask:  How do you know that an object has moved? (An object has moved if it travels a distance from its reference point.)  Why is it important to include the reference point in describing the location of an object? (It is important to include the reference point in describing the location of an object to show the distance travelled by the object.)DRAFTB. Motivation / Presentation 1. Let the pupils read the rhyme below.April 10,RhymeReading 2014 What can you do with a ball? Shoot, throw, and make it roll. Come let's play with my ball. It’s so fun, I know how to dribble.2. Ask: What are the words that describe movement of the ball in the rhyme? (Shoot, throw, roll, and dribble)3. Tell pupils that they will find out different ways of making objects move.C. Lesson Proper 1. Let the pupils work in groups composed of 5 members each. 2. Let the pupils do Activity 3 (refer to the LM). Give them 10 minutes to do the activity. 3. While the pupils are working, write or post an enlarged version of Table 1 on the board. 4. Give each group 2-3 minutes to present their work. 5. While a group is reporting, write their chosen objects and how they made each object move on the enlarge version of Table 1. If the same object is used by other groups, list their answers under the existing entry. 6. After the group presentation, call a pupil to demonstrate how to move the object based on the summarize answers on the board. 112

Table 1. Different ways of moving different objectsObject How did I make the object move?Example: By pushing with my fingerseraser By lifting with my handSample answerskey By pushing into the keyhole with my fingers By pulling from the keyhole with my fingersball By throwing with my hand By kicking with my foot 7. Ask the class how many ways of moving an object they identified for each listed object in Table 1. Underline the words they use (e.g. pushing, pulling, throwing, kicking, dropping, etc.). 8. Ask the following questions: DRAFT What are the different ways you did to move the different objects?  What is the direction of the object when you push it? (It moves away from me.)  What is the direction of the object when you throw it? (It moves away from me.)  What is the direction of the object when you toss it? (It moves away from me.)  What is the direction of the object when you kick it? (It moves away from me.)April 10, 2014 Is the act of throwing, tossing, and kicking similar to that of pushing? How? (Yes, because the object was pushed away from the person doing the pushing.)  What is the direction of the object when you pull it? (It moves towards me.)  What is the direction of the object when you drop it? (It moves away from me and moves towards the ground.) 9. Tell the class that when they make an object move, they are actually either pushing it or pulling it. The push or pull is called force. When they push an object, whether it moves or not, they are exerting a force. When they pull an object, whether it moves or not, they are exerting a force. Force can cause an object to move. 10. Explain to the pupils the case of moving objects by simply dropping or letting it fall. In this case, the pupil is not exerting a force. The pupil simply removed his/her hand that supports the object. So, what then makes it move downward? Introduce gravity as a force that pulls everything downward towards the center of the Earth. 11. Explain also the case of making the object rotate. Is it pushing or pulling? To make an object like a pencil rotate, it is pushed on opposite sides. 113

12. Ask the pupils to give examples of how animals move objects. Show illustrations if available.  A carabao pulling a plow.  A horse pulling a cart.  An elephant lifting a trunk using its tusk. 13. The concepts developed are as follows:  Pushing, pulling, tossing, dropping, kicking, and flipping are some of the ways in making objects move.  Force is a push or a pull.  Force can cause an object to move.  Animals can also move objects. Assessment 1. List 2 tasks you do at home that involve pushing. 2. List 2 tasks you do at home that involve pulling. Assignment DRAFTDraw or cut a picture of different ways in moving a ball. Lesson 4: Wind can make Objects Move Activity 4: Making a Wind Wheel Duration: 2 daysApril 10, 2014BackgroundInformation Wind can make objects move. Wind exerts force on the object. Some of the objects that are moved by the wind are the flag in the flagpole, the leaves of trees, window curtains and other light objects. Objectives At the end of each lesson, the pupils should be able to: 1. describe how wind moves objects; and 2. make a wind wheel. Materials Paper for demonstration, finished wind wheel as model Pencil with eraser, paper, paperclip, tape Procedure A. Review 114

Let the pupils present their drawings (or picture cut-outs) on the different ways in making a ball move (assignment the previous day). B. Motivation/Presentation Show a model of a wind wheel and ask the pupils the following questions:  Have you see this kind of object? How is it called? Do you know how to make a wind wheel?  Do you know where it is used? Let us make your own wind wheel and see how it works outside. C. Lesson Proper 1. Let the pupils read the procedure on how to make a wind wheel. If they cannot follow it, demonstrate it step-by-step. All the pupils must make their own wind wheel. 2. Check the wind wheel of each pupil. Make sure it is functional. Assist pupils who have a hard time making their wind wheel. CAUTION: be careful with the sharp ends of the paper clip and in attaching it to the paper and eraser. 2. Let the pupils play with their wind wheels. 3. Let the pupils work in small groups composed of 5 members each to answer the questions in the activity. DRAFT4. Let a member from each group report their answers. 5. Discuss the questions while the groups check their answers. For question a, call 3 pupils to demonstrate how they made their wind wheels move. Point out that they may have done different ways to make the wind wheel move but all involved wind or moving air. 6. The following concepts developed in the activity are:April 10, 2014 Windcanmakeobjectsmove.  Wind exerts a force that causes an object to move. Assessment Ask the pupils to draw a wind wheel. Let them list two things that are moved by the wind outside the classroom. Assignment Let the pupils read and gather pictures about windmills that are used in producing electricity. They can get it from books, magazines, or the internet. Activity 5. Making a Paper Boat Duration: 1 day Background Information Water can make objects move. Water exerts a force on the object to make it move. The object moves in the same direction as the movement of water. 115

Objectives At the end of each lesson, the pupils should be able to: 1. describe how water moves objects; and 2. make a paper boat. Materials basin with water, paper, tape finished paper boat as model Procedure A. Review 1. Ask:  What makes the wind wheel move? (The force exerted by the wind.)  Are there windmills in the Philippines that are used to generate electricity? 2. Tell the class that windmills are like large versions of their wind wheel, but DRAFTare fitted with other parts and devices to generate electricity. B. Motivation/Presentation Show a model of a paper boat and ask the pupils the following questions:  Where do you find this kind of object? How is it called?  Do you know how Let us try to make a paper boat and try it out in aApril 10, 2014largebasinofwater. C. Lesson Proper 1. Let the pupils read the procedure on how to make a paper boat. If they cannot follow it, demonstrate it step-by-step. All the pupils must make their own paper boat. 2. Check the paper boat of each pupil. Make sure it is functional. Assist pupils who have a hard time making their paper boat. 3. Let the pupils play with their paper boat. 4. Let them work in small groups composed of 5 members each in answering the questions in the activity. 2. Let a member from each group report their answers. 3. Discuss the questions while the groups check their answers. For question a, call 3 pupils to demonstrate how they made their paper boat move. Point out that they may have different ways of making the paper boat move, but all needed moving water. 4. Ask the class: “What other objects can be moved by water?” Call 3 pupils to answer and ask them to describe how that object is moved by water. 5. The concepts developed in the activity are: 116

 Water can make objects move.  Water exerts a force that causes objects like the paper boat to move. Assessment A plastic ball is placed in a basin with water. Write two ways to make the ball move without touching or blowing unto into it. 1. ___________________________ 2.___________________________ Assignment Draw a situation where water is used to move an object. Lesson 2. Describing the Location of an Object After it has Moved Activity 1. Make it Move with a Magnet! Duration: 1 day Background Information DRAFTA magnet is a solid object that has the ability to attract other magnets or magnetic objects. Magnetic objects are made up of iron and some other metals. Not all metals are attracted to a magnet (e.g. aluminium, copper, zinc, and brass). A magnet doesn’t have to get into contact with a touch a magnetic object to affect it. It can attract a magnetic object from a short distance.April 10, 2014Objectives At the end of each lesson, the pupils should be able to: 1. describe how a magnet can move objects; and 2. identify materials that can be moved by magnets. Materials For the teacher: Different magnets, chart similar to activity 6 in the LM For the pupils: Paper clips, cardboard, thumbtacks, small nails, staple wire, eraser, crayon, plastic bottle caps, LM (Activity 6: Make it Move with a Magnet!) Procedure A. Review Ask: What are the things that can make objects move that have been discussed in the previous lessons? (People, animals, wind, and water can make objects move.) 117

B. Motivation / Presentation Show different types of magnets. Ask:  Can you describe each of these magnets?  what name is given to each type?  What does a magnet do? C. Lesson Proper 1. Let the pupils do the activity in small groups composed of 5 members each. 2. Give the groups 10 minutes to read the procedure and do Activity 1 (Make it Move with a Magnet). 3. Ask a representative from each group to report their answers. Give him/her 2-3 minutes to report. Use an enlarged version of the chart to summarize the answer of each group on the board. 4. Discuss each question in the activity. Refer to the answers to questions/tasks in the background information. Let the group check their answers as you discuss the answers. If there are different results, let the pupils explain their answers to be able to identify where they made the mistakes or call a pupil from the concerned group to demonstrate what they did. 5. After answering question a, ask the pupils of the direction of the DRAFTmovement of paperclip. (They should be able to observe that the paperclip move in the same direction as their magnet). Recall that force can cause an object to move. The activity shows that the magnet exerts force on the paperclip. 6. For question b, the pupils should identify the objects that can be moved by a magnet.April 10, 20147. For question c, they should observe that the objects that can be moved by the magnet are made iron, steel or other metal objects that contain these two. Those that did not move are non-metals like plastic, rubber and wood. If a paperclip that is made of pure plastic is available, show to the pupils that a plastic paperclip will not move when placed near a magnet. This shows that it is not the object but the kind of material that the object is made of that is attracted to a magnet. 8. The concepts developed in the activity are:  Objects attracted to a magnet are made of iron and some metals. Not all metals are attracted to a magnet (e.g. aluminium, brass, copper).  A magnet doesn’t necessarily have to be directly touching a magnetic object to affect it. It can attract a magnetic object at a distance. Assessment (The group’s output in the activity can serve as assessment.) Assignment 118

Read about where magnets came from.Activity 2. Attract or Repel!Background InformationA bar magnet is a rectangular-shaped magnet. Each end of a bar magnet iscalled a pole. One pole is called north and the other is called south. A barmagnet when suspended freely will align itself so that the north pole pointstowards the Earth’s magnetic north pole. The north pole of the magnet is usuallypainted red. The strength of a magnet is strongest at the poles. When the northand south poles of two bar magnets are brought close to each other, theyattract or stick together. When the north poles of two bar magnets are broughtclose to each other they repel. The same thing will happen to two south poles oftwo bar magnets that are brought close to each other. Thus, unlike poles attractand like poles repel DRAFTN S N S NS NS S NN S ObjectivesApril 10, 2014At the end of each lesson, the pupils should be able to:1. identify the poles of a magnet;2. infer that a magnet has two poles;3. state that like poles repel; unlike poles attract; and4. infer that the strength of the magnet is strongest at the poles.Materials paper clips (without the plastic coating) bar magnetsProcedureA. ReviewAsk:What kind of objects do magnets attract?What should objects possess for them to be attracted by magnets?What have you read about the origin of magnet?B. Motivation/Presentation 119

Show a bar magnet to the class. Let them describe the a bar magnet. Ask the pupils what they would like to know about bar magnets. Write their questions on the board. Go back to these questions after the lesson has been discussed. C. Lesson Proper 1. Let the pupils do Activity 2 (Attract or Repel) in small groups composed of 5 members each. 2. Go through the procedure before distributing the materials. Give the groups 5 minutes to perform the activity. 3. Give each group 2-3 minutes to present their answers. 4. Let the group check their answers while you discuss each question. If there are different answers, let the pupils analyze their answers and identify where they made mistakes. 5. For question a, show to the pupils the bar magnet with paperclips attached to it. In question b, point out that the paperclips actually cling to the poles of the bar magnet and not at the middle part. Question c, is a question asking for an inference. The pupils should be able to infer that DRAFTthe strength of the magnet is strongest at the opposite ends. Then, introduce the term “pole” to refer to the opposite ends of the magnet. 6. For questions d and e, refer to the answers to questions in the activity. Tell the pupils that the red color side of the magnet is usually the north pole and other side is the south pole. 7. Ask the pupils to state what they have learned. Expected answers are as follows: (A bar magnet has two magnetic poles called south and north poles.) (The strength of magnets is strongest at the poles.)April 10, 2014(Like poles repel, while unlike poles attract.) Assessment Draw what would happen to two bar magnets that are placed: 1. with their N poles facing each other; 2. with their S poles facing each other; and 3. with their N and S poles facing each other. Assignment Bring a toy car (not battery-operated) for tomorrows activity. Activity 3: Ready, Set, Go! Duration: 2 days Background Information Wind can make an object move. The wind pushes the object along the direction where the wind blows. Strong winds can topple trees and houses. 120

A magnet exerts a force of attraction to magnetic objects by attracting or pulling it towards them. People can make objects move. They can either push it or pull it. Objectives At the end of each lesson, the pupils should be able to: 1. describe different ways of making a toy car move; and 2. identify objects or materials that can move a toy car. Materials bar magnets, toy cars, fan, string, Procedure A. Review Ask:  How can you make objects move?  What are the different ways in of making objects move? B. Motivation / Presentation 1. Ask:  Do like toy car racing? DRAFT How can you make the toy cars move in different ways? List down the different answers on the board. C. Lesson Proper 1. Explain to the pupils the race. Each group will have one toy car for each race. The groups can add accessories to their cars depending on theApril 10, 2014type of race they will play. The preparation of the cars can be made before the class period. 2. Ask the groups to read in the LM the description for each type of race. Tell which race they will play. 3. Remind the pupils to behave properly and not be too noisy during the race so as not to disturb other classes. The race can be better conducted outside the classroom. 4. Determine the starting line point and the finish line for the race. This will depend on the available space. 5. Signal the start by loudly saying: “ready, get set and go”. The car to reach the finish line first will be declared as the winner. 6. Let the pupils answer the questions in the activity in small groups of 5 members each. Then, let each group present their answers. Give them 2- 3 minutes to present their answers. 7. Ask the pupils to give generalizations about making objects move:  Objects can be move by pushing, pulling, using a magnet, and by fanning. 121

 People, water, wind and magnets can make objects move.8. Discuss the KWL chart. The pupils will answer the last column. They will write what they have learned from Lessons 1 and 2 of Unit 3.AssessmentComplete the statement on the right of the picture. Choose the word from the box below. wind people magnet1. Flag on the pole The flag on top of the pole can be moved by ____________.DRAFT2. Thumbtacks The thumbtacks on the floor can be picked using a ____________. 3. Balloon 10, 2014The balloon tied on the chair can be moved by ___________ andApril 4. Table ______________. The table can be pushed by_______.Assignment Let the pupils bring two identical toy cars.Lesson 3: Describing the Different Ways Objects MoveDuration: 1 dayActivity 1 : Fast or slow; Forward or BackwardBackground Information The movement of objects can be described as fast or slow and forward orbackward. To describe an object as fast or slow it should be compared toanother object. In the activity, the movement of one toy car is described as fast 122

or slow compared to another toy car. This shows that in describing the movement of the toy car the other toy car is used as the reference object. It should be noted that both toy cars started at the same position and pushed at the same time but with different amounts of force. One toy car is pushed lightly and the other harder. The movement of the toy car that first reached the marked line can be described as fast and the other car as slow. The toy car described as fast was the one pushed harder while the toy car described as slow was the one pushed lightly. The movement of the toy car is described as forward if it is pushed away from the person pushing it, The movement is described as backward If the toy car is pulled towards the person pulling it, Objectives At the end of each lesson, the pupils should be able to: 1. describe the movement of an object as fast or slow; and 2. describe the movement of an object as forward or backward. Material DRAFT2 toy cars Procedure A. Review Call on several pupils to answer these questions:April 10, 2014 How did you move the car in the race yesterday?  Who won in the car race yesterday?  What are the reasons why they won the game? B. Motivation / Presentation Ask:  Who among you have seen a track and field competition during an athletic meet?  How can one win in a game like the 100-m dash? C. Lesson Proper 1. Let the pupils do the activity in small groups composed of 5 members. 2. Read and discuss the procedures before distributing the materials. 3. Give the groups 10 minutes to do the activity, and 10 minutes more to discuss and write their report. 4. Give the group 2-3 minutes to present their answers to questions in the activity. 5. Let the group check their work as you discuss each questions. 6. Refer to background information for the discussion of the concepts. 123

7. If there are different answers, let the pupils analyze their answers and identify the source of their errors.8. Ask the pupils to give a generalization of what they have learned:  The movement of objects can be described as fast or slow and forward or backward.  To describe an object as fast or slow it should be compared to another object. The other object serves as the reference point or reference object.  The toy car described as fast was the one pushed harder while the toy car described as slow was the one pushed lightly.Assessment I. Describe a situation that shows a car moving fast. II. Describe a situation that shows a car moving forward and another that shows a car moving backward. Assignment Bring a notebook spring and a rubber band. DRAFTthe person pulling it, the movement is described as backward. Activity 2: Describing the Movement of Objects–Stretched or Compressed Duration: 1 day Background InformationApril 10, 2014Objects that can be stretched and compressed are elastic. Force is applied in stretching and compressing an object. To stretch an object, the object is pulled apart. To compress an object, the object is pushed towards its center.Stretching: Direction of force appliedCompressing: elastic material Direction of force applied elastic materialObjectivesAt the end of each lesson, the pupils should be able to: 124

1. describe stretching and compressing objects; and 2. name objects that can be stretched and compressed. Materials meter stick, garter, different colors rubber bands, chalk Procedure A. Review Ask pupils to demonstrate:  How to make an object move forward and backward.  How to make an object move fast and slow. B. Motivation/Presentation Ask:  What can you do with a rubber band? Where do you usually use rubber bands?  What specific use do we prefer a rubber band instead of other materials like thread or strip of cloth? C. Lesson Proper 1. Let the pupils do the activity in small groups composed of 5 members. DRAFT2. Read and discuss the procedures before distributing the materials. 3. Give the groups 10 minutes to do the activity and another 10 minutes discuss their results. 4. Give the group 2-3 minutes to present their results and answers to questions in the activity. 5. Let the group check their work as you discuss each questions.April 10, 20146. Refer to background information for the discussion of the concepts. 7. If there are different answers, let the pupils analyze their answers and identify their sources of errors. Ask the pupils to give a generalization of what they have learned:  Objects that can be stretched and compressed are elastic.  Force is applied in stretching and compressing an object.  To stretch an object, the object is pulled apart. To compress an object, the object is pushed towards its center. Assessment Which of these objects can be stretched and compressed? (Note : Teacher will provide pictures/illustrations) 125

Stringrubber band Plastic Ball Balloon DRAFTplastic rope Assignment Draw an object which you can find at home that can be stretched. Then, write below your drawing the use of the object.April 10, 2014Chapter2:LightandHeat Overview This chapter presents the different sources and uses of light and heat. Though light and heat are forms of energy, it is not yet introduced as such. Instead, the focus of this chapter is on the sources of light and how people use light. Pupils will classify the different sources of light into natural and artificial. They are introduced to objects such as the Moon and mirrors that are not actually sources of light but merely reflect light. Pupils will also observe that some objects are not only a source of light but a source of heat as well. Pupils will learn that light has many uses to people, animals and plants. People and animals are able to see things because of light. Plants need light in order to make its own food. Like light, heat has many uses. Pupils will learn its importance particularly to people as well as the danger it poses when not properly used. 126

This chapter also enhance the different process skills of the pupils likeidentifying, observing, classifying, describing, inferring, communicating,organizing and experimenting.Lesson 1: Sources of LightActivity 1. The wonderful LightDuration: 2 daysBackground Information Other things that give off light: moon, firefly, Christmas light, traffic light, spotlight, disco/mirror/glitter ball, lava, television, glow in the dark toys, oven, gas rangeNatural sources of light Human-made sources of lightSun fire (from wood, lighter)DRAFTfire (can be natural or glow in the dark toysstar candlelava bulbsfirefly flashlightman-made) television traffic lightApril 10, 2014oven spotlight Christmas lightsObjectivesAt the end of each lesson, the pupils should be able to: 1. identify sources of light; and 2. classify sources of light into natural and artificial.Materials real objects (sources of light: flashlight, kerosene lamp, matches candle, light bulb, pictures of lighted charcoal, sun, and moonProcedure A. Motivation/Presentation 1. When there is power interruption/brownout, what do you use in order to see things around you? (flashlight, candle, kerosene lamp) 2. Ask the class what they know about light. Let the pupils do the KWL Chart. 127

B. Lesson Proper1. Let the pupils do activity 1 in their LM individually first.Natural sources of light Artificial sources of light 2. Then, the pupils will work in groups. They will write in a manila paper their answers for the activity. 3. Post on the board the manila paper of each group. Give each group 2-3 minutes to present their answers. 4. Discuss the activity. Start with their answers in a – f of the activity followed by naming other things that give off light. Discuss about the natural sources of light and point out that the Sun is the main source of light on Earth. Differentiate natural source to artificial source of light. Show examples to pupils. Point out that Moon may look like a natural source of light at night but it is actually reflecting the light from the Sun. 5. Emphasize the following concepts.  There are different things that give off light. DRAFT The Sun is the main source of light on Earth.  There are natural sources of light.  There are artificial (man-made) sources of light.  There are things that look like they are sources of light but actually reflecting light only. Examples: moon, disco/mirror/glitter ball 6. Give the assessment. Assessment Pupils may play “Pinoy Henyo”. The game is played by putting the wordsApril 10, 2014written on a strip of paper on the pupil’s forehead. The pupils will guess the word by asking questions that could help her/him guess the word. The class can only respond with “oo (yes)”, “no (hindi)” and “pwede (maybe)”. The words to be guessed are all sources of light. Assignment List 3 sources of light in your home. Activity 2: Uses of Light Activity 3: Other Uses of Light Duration: 2 days Background Information Many of the things around us that appear to be lighted are not considered sources of light, but we can see them. Light is needed in order to see these things. Light from the source falls on these things and then is reflected to our eyes. 128

Light from the Sun The light bouncesfalls to the plant off the plant and enter the eye. Objective At the end of the lesson, the pupils should be able to identify uses of light. Materials For Activity 2 pictures of different soures of light, picture of a boy playing tennis For Activity 3 DRAFTDifferent plants, pictures of traffic light, light house Procedure A. Review What are the different sources of light in your homes?April 10, 2014B.Motivation/ Presentation 1. Tell the pupils to close their eyes.  Ask them “can you see me? Why not? 2. Let the pupils to open their eyes now and ask them-  Can you see me now? Why or why not?  What is the source of light that enable you to see me? C.Lesson Proper 1. Let the pupils do Activity 2 individually. 2. Discuss their results. Call pupils to answer each question. 3. Discuss how we see things. Refer to background information.  Light is needed in order to see things.  Light from the source falls to the object and then reflected to the eyes. 4. Let the pupils do Activity 3. 5. Discuss the activity.  The leaves make food for the plants using light from the Sun.  Traffic lights help to control the flow of traffic on the roads. 129

 Lighthouse helps to guide ships in the dark. It also warns ships of danger.6. Ask the pupils to give other examples of uses of light.  Colorful lights are used to decorate or beautify places.  Overhead or LCD projectors are used to produce images on the screen.  Laser light is used in presentation as pointer.7. Give the assessment and check it.8. Give the assignment.Assessment Match column A with column B. AB1. Sunlight A. Help to control the flow of traffic on2. Traffic lights the road3. Lighthouse4. Colorful lightsDRAFT5. Laser B. Use to decorate or beautify places C. Use to warn ships D. Use by plants for making food through its leaves E. Use in presentation as pointer Assignment Research on other sources and uses of light, using open source data and theApril 10, 2014internet. Activity 4: Safety in Using Light Duration: 1 dayObjectiveAt the end of the lesson, the pupils should be able to identify the proper ways ofusing light.Materials laser if available or picture of laserProcedure A. Review Ask pupils to give examples of uses of light.B. Motivation/presentationShow a laser (if available) or a picture of laser.Questions: 130

 Are you familiar with this object? If so, where have you seen it?  Where do we use laser?  Is it safe to point it to others eyes? Say: Light is important but we have to be careful in using them. C.Lesson Proper 1. Let the pupils do Activity 4. Define what a good practice means. 2. Discuss the results of activity. Ask the following questions:  Why is not good to look directly at the Sun? (Looking directly to the Sun can damage our eyes.)  Why is it good to use sunglasses? (Wearing sunglasses protect our eyes from glare or too bright light or sunlight.)  Why is it not good to read in the dark? (Reading in the dark will make the eyes work harder and become tired.)  Why is it good to use umbrella? (Using umbrella can protect us from sunburn.) 3. Ask the pupils to give other examples of the harm of too much light or too little of it to people, plants, or animals. DRAFT People get sunburned skin when exposed to too much light.  Plants may die if exposed to too much light. Their leaves may turn yellow or brown.  Plants may not grow well if not exposed to light. 4. Give the assessment and check it. 5. Give the assignment. Assessment List down at least 3 proper ways of using light.April 10, 2014Assignment Draw one proper way of using light on a short bond paperActivity 5: Sources of HeatDuration: 1 dayObjectiveAt the end of the lesson, the pupils should be able to identify things that give offheat.Materials KWL Chart sun, kettle with boiling water, electric toaster, lighted charcoalProcedureA. Review 131

Name some sources of light.What other thing do these sources of light produce?(Try to elicit that some objects produce both heat and light.)B. Motivation/ Presentation Tell the pupils to rub their palm together for 30 seconds. Ask: What do you feel? You may also present the KWL chart before the start of the lesson.What I Know about What I Want to Know What I Learned about Heat about Heat Heat C. Lesson Proper 1. Let the pupils do Activity 5. 2. Lead the pupils in identifying and describing things that give off heat.  Sources of heat are things that give off heat.  The Sun is the main source of light and heat on Earth.  Burning wood, burning gas and electrical equipment or appliances DRAFTsuch as ovens and flatirons are some other examples of sources of heat. 3. Ask pupils to give other examples of things that give off heat. 4. Ask students to give examples of things that give off light and heat. 5. Give the assessment.April 10, 20146. Givetheassignment. Assessment Make a collage of different sources of heat. (Pictures assigned beforehand ) Assignment Have the pupils list three 3 other sources of heat at home. Activity 6: Uses of Heat Duration: 1 day Background Information People, animals and plants also use light and heat from the Sun in many ways. People use heat to dry clothes, fish or meat, palay, coffee, and other things. People have also found a way to convert the heat of the Sun into electricity by using solar panels. 132

Some animals depend on the heat from the Sun to keep their body warm.These animals bask themselves in the Sun to warm themselves. This heat enablestheir body to function normally. Plants need heat from the Sun to live and grow. Seeds only start to growwhen there is warmth from the Sun.ObjectiveAt the end of the lesson, pupils should be able to describe uses of heat.Materials enlarge pictures of uses of heatProcedureA. Review Name some of the things that give off heat.DRAFTB. Motivation/ Presentation Why is heat important to us? Can you live without heat? C. Lesson Proper 1. Let the pupils do Activity 6 per group. 2. Give 2-3 minutes for each group to present their answers.April 10, 20143. Discuss the activity. Refer to the answers to questions in the activity. 4. Ask students to give other uses of heat not mentioned in the activity. 5. Discuss other uses of heat.AssessmentMatch the sources of heat on the left with their uses. 1. flat iron a. for boiling water 2. gas stove b. used for cooking 3. airpot c. to keep warm 4. oven d. used to press clothes 5. fireplace e. food warmingAssignment Read on the other uses of heat.Activity 7: Safety in Using HeatDuration: 1 day 133

Objective At the end of the lesson, the pupils should be able to identify the proper ways of handling hot objects. Materials enlarge pictures of proper ways in handling hot objects Procedure A. Review Name some uses of heat. B. Motivation/ Presentation Tell the pupils that heat has a lot of uses but they must be careful in using it. C. Lesson Proper 1. Let the pupils do Activity 7. 2. Discuss Activity 7. Refer to answers to questions in the activity. 3. Let the pupils explain their answers in the activity. DRAFT4. Discuss why it is important to be careful in handling hot objects.  We can get burned by objects that produce heat and objects that are hot. AssessmentApril 10, 2014The completion of the KWL chart presented at the beginning of the lesson can serve as assessment. Fill up the column – What I learned about Heat. Assignment List 2 other safety tips in using sources of heat. I Chapter 3: Sounds Overview This chapter presents the different sources and uses of sounds. The different ways of producing sound and proper use of sound are integrated in the lesson. Making an improvised Kazoo is added as one of the activities as one source of sound. By performing the activities, different process skills of the pupils like identifying, describing sounds and appreciating its importance will be enhanced. 134

Lesson1: Sources of Sounds Duration: 1 day Activity 1: Sounds around Me Background Information Sounds come from various sources. Different objects produce different sounds. Animals and other living things including people produce different sounds. Objective At the end of the lesson, the pupils should be able to identify various sources of sound. Materials Manila Paper, pictures of different animals pictures of objects having various sounds ProcedureDRAFTA. Motivation /Presentation: Guessing game: objects laced in a pouch or box (bell, maracas, toy duck, etc.) that can produce sound. Make each object produce sound. Let the pupils guess what objects produce these sounds. What are the sounds you heard? What objects produced these sounds?April 10, 2014What are other sources of sound? B. Lesson Proper: 1. Let the pupils do activity 1 in the LM as a group 2. They will write in Manila paper the sounds heard and the objects that produce the sound. Refer to the tabular form in activity 1. Post on the board the Manila paper of each group. 3. After all groups have done the activity, one representative in each group will report their answers. 4. Ask the following questions:  What are the different sounds you heard?  How did you know that the object/animal/person produces the sound you heard?  What are the different sounds produced by animals?  Can people produce different sounds? 5. Through the questions asked, the pupils should be able to arrive at the following concepts:  Sounds come from different sources. 135

 Different objects produce different sounds.  Animals produce different sounds. - Dogs: arf, arf/ aw, aw - Cat: meow - Cow: moo  People can produce different sounds. - Talk in different voices. - Whistle - Sing - HumAssessment Pupils will play “guessing game”. Each group will produce a sound from objects around them. They will hide behind a curtain the objects when they made it produce the sound. The other group will guess the objects that produce the sound.Assignment Remind the students to bring the following: 1. Maracas 2. Drum/box DRAFT3. Guitar 4. Whistle Activity 2: Ways of Producing SoundApril 10, 2014Duration:1day Background Information Sounds are produced by objects that vibrate. The vibrations of an object disturb the air in such a way that sounds are produced. Sounds travel in all direction from its source. Musical instruments produced sound because they are made to vibrate. The drum, cymbal, tambourine, and xylophone produced sound by beating them. They vibrate when they are beaten. The guitar, violin and cello produced sound by strumming them. Their strings vibrate producing sound. The flute, trumpet, and trombone produced sound when they are blown. The air inside them vibrates producing sound. Objective At the end of the lesson, the pupils can describe the different ways of producing sound.Materials maracas, drum/box, guitar, whistleProcedure 136

A. Review What are the different sources of sounds we discussed the other day? B. Motivation /Presentation Tell the pupils to produce sounds using the different parts of their body. Example:  I can clap my hand to produce sound.  I can stomp my feet to produce sound. C. Lesson Proper 1. Let the pupils do activity 2 in the LM as a group. 2. After the groups have done the activity, one representative in each group will report their findings. 3. Ask the following questions :  How is sound produced using the maracas? (By shaking it)  Why do you have to shake the maracas for it to produce sound? (So the beads [or small objects] inside it will move hitting each other and the maracas covering thus producing sound.) DRAFT How is sound produced using the drum? (By beating it using the stick)  Look at the drum when you beat it, what do you observe? (The drum vibrates.)  How is sound produced using the guitar? (By plucking the string, by strumming the string)  Look at the strings when you pluck and strum the guitar, what do you observe? (The strings vibrate.)  How is sound produced using the whistle? (By blowing through theApril 10, 2014mouthpiece)  Blow the whistle again, place your hand near the opening and feel it. What do you feel? (There is wind/air coming out.)  What are the different ways of producing sound? 4. Tell the class that all the objects (maracas, drum, guitar, whistle)they used were able to produce sound because something moved or vibrated. Sounds are produced by objects that vibrate. 5. Tell the class to feel their throat as they talk. Ask:  What do you feel?  Why do you think you were able to produce sound? 6. These are the concepts to be developed in this lesson:  Sound is produced by objects that vibrate.  Sounds maybe produced by beating, blowing, strumming, and shaking.  When we speak or sing, our vocal cords vibrate and produce sounds unique to us. 7. Give the assessment and check it. 8. Give the assignment. 137