Science Grade 3

Assessment Write on the blanks how sounds are produced by the following objects: 1. Whistle ___________________________ 2. Ambulance _________________________ 3. Bell _______________________________ 4. Xylophone _________________________ 5. Tambourine _______________________ Assignment Remind the pupils to bring the following materials: 1. Cardboard tube from toilet paper or cardboard only 2. Waxed paper 3. Rubber band 4. A sharp pointed object 5. Scotch tap Lesson 3: Make Your Own Kazoo Duration: 1 day Background Information Kazoos produce a distinctive buzzing sound when you hum or sing in DRAFTone end. The children can improve their fine motor skills by making and playing this simple wood wind instrument. They can make kazoos with common materials found around the house or school. ObjectivesApril 10, 2014At the end of each lesson, the pupils should be able to: 1. make an improvised kazoo; and 2. describe how sound is produced using a kazoo. Materials improvised kazoo (cardboard or tube from tissue paper. Paper, waxed paper, rubber band, a sharp pointed object) Procedure A. Review  How are sounds produced?  What are the different ways of producing sound? B. Motivation / Presentation Let the pupils sing “Bahay Kubo ” while holding their vocal cord and ask:  What do you feel when you hold your vocal cord while singing? Give emphasis on how sound is produced by the vibration of the vocal cord. 138

C. Lesson Proper 1. Show to the class an improvised kazoo. 2. Let the pupils do activity 3 in the LM as a group activity. 3. When each pupils has their own kazoo, ask them to hum and let them feel the other end of the kazoo. Ask:  What happens when you cover the end of the tube with your hand? (The other end vibrates.)  How does a kazoo produces sound? (It produces sound because of the vibration of the wax paper placed at one end of the kazoo.) 4. Discuss with the pupils the following concepts :  Kazoos produce a distinctive buzzing sound when you hum or sing in one end. Humming into the tube makes the wax paper vibrate which produces the sound. 5. Give the assessment and check it. 6. Give the assignment.Assessment The pupils kazoo can serve as assessment. Let the pupils play with the kazoo and give a score based on the functionality of the kazoos. Use theDRAFTsample rubric below.Score Description5 Most functionalApril 10, 20144 Functional 3 Moderately functional 2 Less functional 1 Not functionalAssignment Read: Importance of soundsLesson 4: Uses of SoundsDuration: 1 dayBackground Information Sound has many uses. Sonar, for instance, is used in the water. Sonarstands for Sound Navigation Ranging. Submarines use sonar to locate other largeobjects and to find the depth of the ocean floor. Many devices use ultra-sonicsound like the ultrasound device for seeing an unborn child.ObjectivesAt the end of each lesson, the pupils should be able to: 1. describe the uses of sound; and 139

2. appreciate the importance of sound. Materials Kazzoo made the previous day pictures of ambulance vehicle, fire truck, church with bell, real alarm clock, doorbell Procedure A. Review How does a kazoo produce sound? B. Motivation /Presentation Asks: Who is fond of listening to music? What kind of music do you like best? Why do you like to listen to this kind of music? C. Lesson Proper 1. Let the pupils do activity 4 in the LM as a group activity. DRAFT2. After the groups have done the activity, one representative in each group will report their answers. 3. Discuss the answers to the questions. Then, ask the following questions :  Are sounds produced by objects and people important?  In what way are sounds important? 4. Discuss about the effect of loud sounds to hearing. Recall the lesson onApril 10, 2014taking care of the ears in Unit II. 5. Come up with the following conclusion:  Sounds are used to give warnings, to communicate and to entertain.  Pleasant sounds can entertain people.  Loud sounds can harm our ears. Assessment List down two uses of sound not mentioned in the activity. Assignment Make a list of the sources of noise pollution in your place. Write down how you can help lessen noise pollution in your community 140

Chapter 4: Electricity Overview Electricity is a form of energy like light, heat and sound. It may come from batteries or an electric power plant or power stations. Most of the appliances in the homes are powered by electricity. In this chapter pupils learn the different sources and uses of electricity and how it could be used safely at home. The different process skills of the pupils such as classifying, describing and identifying will be enhanced in performing the activities. Lesson1: Sources of Electricity Duration: 2 days Background Information Electricity can come from batteries or an electric power plant or power stations. There are different kinds of batteries. There are batteries for flashlights, mobile phone, laptop and cars. A battery has a positive and a negative terminal. When both terminals are connected to a device or gadget, the chemicals inside the battery will undergo chemcal reaction to produceDRAFTelectricity. The electricity from outlet comes from electric power plant. A power plant has turbine (which could be turned by steam) which is connected to a generator. The generators produce electricity which travels through electricalApril 10, 2014cablesintoourhomes. Objectives At the end of each lesson, the pupils should be able to: 1.classify objects that operate using battery or when plugged in outlets; 2.identify various sources of electricity; and 3.describe the different sources of electricity. Materials pictures or actual examples of different batteries, Manila paper computer , electric fan, television, cellphone, toy car, flashlight, radio Procedure A. Motivation /Presentation Ask: What supplies electricity in your homes? B. Lesson proper 141

1. Let the pupils do activity 1 in the LM (Group activity). 2. They will write in Manila paper the answer in tabular form similar in Activity 1. 3. Post on the board the Manila paper of each group. 4. After the groups have done the activity, one representative in each group will report their answers. 5. Come up with the common answers of the pupils. Everybody should agree to the answers given by the whole class. 6. Then, ask the following questions :  What are the sources of electricity in your home? (Battery, electric power station, generator) 7. Show different batteries. Ask the class to tell where the batteries shown are used. Tell that batteries are sources of electricity when both terminals (positive and negative terminals) are connected. Show a battery used in flashlight to point the positive and negative terminals. 8. Explain how power plant produces electricity. Use an illustration. 9. Lead the pupils in formulating this concept :  Electricity may come from batteries and an electric power station.  Electrical devices or equipment in the homes may operate using battery or electricity from power stations. Some electrical equipment operate by using both sources. DRAFT10. Give the assessment and check it. 11. Give the assignment. Assessment List five electrical equipment in your home.April 10, 2014Assignment Research on the different power plants in the Philippines. Activity2: Uses of Electricity Duration: (1 day) Background Information Electricity has many uses. Objects that need electricity to work are called electrical devices or equipment. Computers, music players, television sets and tablets need electricity to work to provide us with entertainment. Electricity is also used in electric fans and air-conditioners to keep us cool. Objective At the end of the lesson, the pupils should be able to describe the uses of electricity. 142

Materials electrical devices, pocket chart Procedure A. Review What are the different sources of electricity? B. Motivation/Presentation Look around you and name the equipment/devices that use electricity in the classroom. What do these equipment/devices do when switched on? C. Lesson Proper 1. Let the pupils do activity 2 in the LM (Group activity). 2. They will write in Manila paper the answers in letters a to i. Post on the board the Manila paper of each group. DRAFT3. After the groups have done the activity, one representative in each group will report their findings. Come up with the common answers of the pupils by posting it in the pocket chart. Then ask the following questions :  How are electricity used in the different situations shown in the pictures? 4. Discuss with the pupils the following concepts :  Electricity is used to produce light, heat, motion, and sound.  Electricity is very important in the home and in all places to helpApril 10, 2014people in doing daily life activities. Assessment List down 3 electrical equipment/devices and describe the use of the device. Assignment Read about safety measures in using electricity. Lesson 3: Using Electricity Safely Duration: 1 day Background Information Electricity is so much part of our modern living. It is a powerful and versatile energy but can be dangerous if it is not use properly. Most of the accidents that occur are due either to carelessness or to a lack of awareness of some basic rules that should always be observed when using electricity. 143

Objectives At the end of each lesson, the pupils should be able to: 1. identify the proper use of electricity; and 2. appreciate the importance of electricity. Materials pictures of safety measures in using electricity electric fan, electrical outlet Procedure A. Review Show the pictures used in Activity 2 and ask:  How is electricity used in the different situations shown in the pictures? B. Motivation / Presentation Show a news clips and pictures of accidents caused by electrocution. Tell the class that though electricity is important it can also pose danger. Faulty electrical connections and outlets can cause fire. Caution should be observed at all times.DRAFTC. Lesson Proper 1. Let the pupils do activity 3 in the LM (Individual activity). 2. Check the work of the pupils in activity 3 and come up with the common answers. 3. Then, ask the pupils the following questions :  Why is it not good to insert other objects particularly metals inApril 10, 2014electrical socket? (Some objects like metals can conduct or allow electricity to pass through. You may get electrocuted if you touch such objects.)  Why is it not good to touch a switch with a wet hand? (Water is a conductor of electricity. You may get electrocuted if your hand is wet.)  Why is it good to remove plug of electrical devices when not in use? (To save on electricity and avoid overheatng that can cause fire.)  Why is it not good to insert too many devices into one extension cord? (The cord may get very hot and can be the cause of fire.) 4. Discuss other safety measures in handling electricity.  Inform an adult family member if you see exposed wires in your house. Do not touch exposed wires.  Use electrical equipment properly.  Don’t yank an electrical cord from the wall. Assessment List two ways of what not to do to avoid electrocution. 144

Assignment Look for news about accidents involving electricity. Unit Test (Sample Only) I. Check the picture below showing safety tips in using electricity.Inserting other objects inDRAFTan electrical socket Touching a switch with a wet handApril 10, 2014Removing plug of electrical Connecting too manydevices when not in use appliances into one extension cord 145

II. Put a check in the picture below for the proper way of using light/sunlight. (Note : Teacher will provide)Looking directly at Using sunglassesthe SunDRAFTApril 10, 2014Read carefully the instructions in each test item below. Use a separateReading in the dark Using umbrellasheet of paper for your answer.I. Picture A shows a classroom while picture B shows the same classroom after a day. Encircle five objects in picture B that were moved from their original location. Picture A 146

Picture B II. Read the information of the relative position of each object. Draw the relative position of each object on the right box. DRAFT1. The is oi is on top of the table.April 10, 2014 2. The is between the window and the door.3. The is under the bed. 147

4. The is beside the bookshelf.5. The is in front of the faucet. III. Identify whether each action is a push or a pull. DRAFT1 2April 10, 2014 345 148

IV. Draw on the box what will happen when two bar magnets are place. Do this is your notebook 1. With their N-poles facing each other; S NN S 2. With their S-poles facing each other; and N SS N 3. With their N and S poles facing each other. N SN Sa. It moves away from the person that released it.b. (Name of the pupil that has the rubber band moves the farthest.)c. (Name of the pupil that has the rubber band moves the nearest.)d. Rubber used in slingshots, gum, etc.DRAFTe. By pulling it apart.f. By pushing it towards its center.g. Spring toys, sponge, etc. Read carefully the instructions of each test item below. Use a separateApril 10, 2014sheetforyouranswer. I. Match the object in A with the sound it makes in B. Write only theletter of your answer. AB_____ 1. a. clang, clang, clang_____ 2. b. ark, ark, ark_____ 3. c. meow, meow, meow 149

_____ 4. d. kring, kring, kring_____ 5. e. hiss, hiss, hissII. Tell how you can produce sound using the following musical instrument.Musical InstrumentHow to make it produce soundDRAFT1. TrumpetApril 10, 2014 2. cymbals 150

3. xylophone 4. ukulele DRAFT5. kumintangApril 10, 2014 III. Write T if the statement is true and F if it is false. _____ 1. Sound is produced by vibrating objects. _____ 2.The siren of an ambulance tells us that the parade started. _____ 3. Loud sound is good for our ears. _____4. We hear sounds when the vibrations reach our ears. _____5. Sounds may be produced by plucking, blowing, hitting or beating. 151

Read carefully the instructions of each test item below. Use a separatesheet for your answer.I.Fill in the blanks with the correct word from the box.television radio safely batteryelectrical power stationElectricity can come from (1) and (2) . It isused in electrical equipment such as electric fan, (3), (4) and refrigerator. It must be used (5)to avoid electrocution. II. Put a check () mark on good practices and ( x ) for not good practices. DRAFT_____ 1. Touching exposed wires. _____ 2. Ask an adult for help when using electrical equipment. _____ 3. Keep electrical equipment away from water. _____ 4. Tell an adult to put safety caps on all unused outlet.April 10, 2014_____ 5. Pull an electrical cord from the wall. Unit 4: Earth and Space OVERVIEW Many things make up our surroundings. Our surroundings consist all living and non-living things that occur naturally on Earth. Living things as discussed in Unit II include people, plants and animals around us. Non-living things include water in water bodies, soil, rocks, and the landforms. This Unit contains three lessons. In Lesson 1, it focuses on the things that make up our surroundings at home, school and community. In Lessons 2 and 3, it tackle the bodies of water and landforms found in the community, in other places in the country, and their importance to people and other living things. Through these lessons, it is hoped that pupils will learn to appreciate their immediate surroundings and learn to care for the natural resources in their community. 152

The activities are fun-based and exploratory in nature. All these activities aim to develop the basic science process skills like observing, recording, gathering and recording data and communicating data. The activities can be modified to meet the needs of the learners in view of the availability of resources. As the teacher, you may add activities as needed to help the pupils’ conceptual understanding. Chapter 1: Things in the Surroundings Lesson 1. Things in the Surroundings Duration: 3 days Background Information The environment includes everything plus the air, sun, water, weather, and the Earth itself. http://www.mbgnet.net/bioplants/earth.html Plants are the primary habitat for thousands of other organisms. Animals live in, on, or under plants. They provide shelter and safety for animals. They alsoDRAFTprovide a place for animals to find other food. On a small scale, plants provide shade, help moderate the temperature, and protect animals from the wind. On a larger scale, such as in rainforests, plants actually change the rainfall patterns over large areas of the earth's surface. In the forest and the grasslands, the roots of plants help hold the soilApril 10, 2014together. This reduces erosion and helps conserve the soil. Plants also help make soil. Soil is made up of lots of particles of rocks which are broken down into very small pieces. When plants die, their decomposed remains are added to the soil. This helps to make the soil rich with nutrients. Many plants are important sources of products that people use including food, fibers (for cloth), and medicines. They help provide some of our energy needs. In some parts of the world, wood is the primary fuel used by people to cook their meals and heat their homes. Plants, because of their beauty, are important elements of our human world. Objectives At the end of the lesson, the pupils should be able to: 1.describe one’s environment as being made up of life forms, land, water and air; 153

2.make observations of the school’s and community’s surroundings and ; 3.tell something about the surroundings. Materials magic square chart, garden, a body of water like a pond or a river Procedure 1. Ask the class the following questions:  What do you see in this room ? Name as many as you can.  What place in your surroundings do you like most? Why?  What place in your surroundings you don’t like? Why? A. Motivation 1. Post the lyrics of the song “Bahay Kubo” on the board. Ask the class to sing. 2. Ask the pupils what things are found in the bahay kubo. You can also show a picture of a bahay kubo and ask the pupils what are the things DRAFTthey see in the picture. C. Lesson Proper Activity 1. 1. Post the magic square chart on the board. Explain what the magic squareApril 10, 2014chart is all about. Introduce LM No.1 entitled Things in Our Surroundings. Ask the pupils to write their ideas about their surroundings at home using the magic chart as guide. Tell them to give a short description about what they write. 2. Tell the pupils to answer the guide questions to make them more aware of the nature of their home surroundings. 3. When they have finished writing, ask few pupils to share their ideas and experiences with their immediate surroundings. Select pupils who come from different environments to come up with varied sample answers. Look for commonalities and differences in their ideas. 4. Summarize the pupils ideas of their surroundings. Activity 2 1. After discussing the individual environments, introduce LM No.2 entitled Take A Tour Around . 2. Give the usual precautions in doing outdoor activities. 154

3. Let them identify the places assigned to them. Ask them to observe at least four different places and describe each. They can use the magic square chart as guide. 4. When they have finished writing, ask them to return to the classroom. Ask at least four pupils to share their ideas and experiences of the four places they observed. Look for commonalities and differences in the four places. 4. Summarize the pupils ideas on the four places observed. Assessment 1. Make a list of things you see at home and in school. Opposite it place a check mark if these things are important to the people. 2. Your friend Samantha lives in a farm. Her father and brother take good care of the pond near their house. There are plants in the pond that served as food of some “dalag”. Why does her father and brother need to take care of the pond?DRAFTAssignment Draw a picture of the surroundings of your house. Color it to show a happier and livelier mood. Share in class next meeting. Lesson 2. Things in the GardenApril 10, 2014Duration: 3days Background Information Plants are the primary habitat for thousands of other organisms. Animals live in, on, or under plants. Plants provide shelter and safety for animals. Plants also provide a place for animals to find other food. Plants help make soil. Soil is made up of lots of particles of rocks which are broken down into very small pieces. When plants die, their decomposed remains are added to the soil. This helps to make the soil rich with nutrients. Many plants are important sources of products that people use, including food, fibers (for cloth), and medicines. Plants also help provide some of our energy needs. In our community, wood is the primary fuel used by people to cook their meals and heat their homes. 155

Plants, because of their beauty, are important elements of our community. When we build houses and other buildings, we never think the job is done until we have planted trees, shrubs, and flowers to make what we have built much nicer. Objectives At the end of each lesson, the pupils should be able to: 1. identify things that are found in a garden; 2. classify the things in the garden as living and nonliving; and 3. describe the importance of living and nonliving things in the surroundings. Materials paper, pencil and crayons, Procedure A. Motivation / Presentation 1, Show six objects to the class. (i.e., stone, paper, plant seedling, little aquarium, a small worm, soil, wooden stick). DRAFT2, Ask the pupils to identify the objects and classify them as living or nonliving things. 3. Review the lessons on living and non-living things taken up in the second quarter.April 10, 2014C. LessonProper 1. Introduce the use of a magnifying lens. 2. Let the pupils perform LM No. 3 : A Walk in the Garden . 3. Give the necessary precautions while observing objects in the garden. 4. Ask the pupils to answer the guide questions. 5. Discuss the objects observed by the pupils and the classification they made. Discuss also the importance of the animals to other living things in the garden. Assessment 1. List down 5 examples of living and non-living things that you can find in a garden. Make a table to show their classification as living and non living things. 156

2. Lolo Domeng likes planting vegetables and flowers in his garden. This keeps him busy and happy every day. He has planted pechay, kamote, okra, and malunggay. On one side, along the fence, he also planted gumamela, rosal, and a row of roses. What do you think are the reasons why Lolo Domeng enjoys planting different plants? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Assignment  Draw a water body found in your community.  Collect pictures of the different kinds of bodies of water. Lesson 3. Bodies of Water in your CommunityDRAFTDuration: 3 days Background Information Water bodies are described in a plethora of different names in English - rivers, streams, ponds, bays, gulfs, and seas to name a few. There are different forms of flowing water. The smallest water channels areApril 10, 2014often called brooks but creeks are often larger than brooks but may either be permanent or intermittent. Creeks are sometimes known as streams but the word stream is quite a generic term for any body of flowing water. A stream is a body of water with a current, confined within a bed and stream banks. It moves to a lower level in a channel on land. Example of this is Tandawan stream in Davao. A river is a natural watercourse usually freshwater, flowing towards an ocean, a lake, or sea, or another river. In few cases, a river simply flows into the ground or dries up completely before reaching another body of water. The rivers in the Philippines are the Pasig River ,called Ilog Pasig in Filipino that connects Laguna De bay to Manila Bay. Another example is the Pampanga River formerly known as Rio Grande De Pampanga, the second largest river in the island of Luzon. Another is Cagayan River, the third largest located in Central Luzon Region and traverses the provinces of Pampanga, Nueva Ecija, Bulacan, Tarlac and Quezon. 157

Another river is Agusan River located in the eastern part of Mindanao draining majority at Caraga Region and some parts of Compostela Valley province whose length is 350 km and its basin area is 10,921 km². A hot spring is produced by the emergence of geothermally heated groundwater from the Earth’s crust, Example is the Tangub Hot Spring in Camiguin. It is in the sea at normal water level. At low tide the warm water comes out between the rocks. A body of relatively still water of considerable size, localized in a basin, that is surrounded by land apart from a river, stream, or other form of moving water that serves to feed or drain the lake. Example is Laguna de Bay, the largest lake in the Philippines located east of Metro Manila between the provinces of Laguna to the south and Rizal to the north. A pond is a small lake, most often in a natural depression. Like a stream, the word lake is quite a generic term - it refers to any accumulation of water surrounded by land - although it is often of a considerable size. A sea is a large body of saline water that may be connected with an ocean or may be a large saline lake that lacks a natural outlet. An example isDRAFTthe Camotes Sea, a small sea between the Eastern Visayas and the Central Visayas. It is bordered by the islands of Leyte to the north and east, Bohol to the South and Cebu to the West. Oceans are the ultimate bodies of water and refers to the five oceans - Atlantic, Pacific, Arctic, Indian, and Southern. The equator divides the AtlanticApril 10, 2014Ocean and Pacific Oceans into the North and South Atlantic Ocean and the North and South Pacific Ocean. Coves are the smallest indentations of land by a lake, sea, or ocean. A bay is larger than a cove and can refer to any wide indentation of the land. Example is the Anawangin Cove in Zambales, a province of the Philippines located in the Central Luzon region. Larger than a bay is a gulf which is usually a deep cut of the land, such as Ragay Gulf IN Camarines Sur . Bays and gulfs can also be known as inlets. Any lake or pond directly connected to a larger body of water can be called a lagoon and a channel explains a narrow sea between two land masses. Objectives At the end of each lesson, the pupils should be able to: 1. describe the bodies of water; and 158

2. infer that plants and animals are present around and in the bodies of water.Materials pictures of different bodies of water; pencilProcedureA. Motivation/ Presentation 1. Ask the pupils these questions:  Have you gone swimming with their parents, brothers and sisters. Where was the place? Did you enjoy swimming?  Have you traveled by boat with their parents, brothers and sisters. Where was the place? Did you enjoy the travel?  Where do you get the water you use for drinking, for taking a bath, DRAFTand for washing their clothes?  Based on the answers to the questions, ask the pupils: are there different kinds of bodies of water? Name some of them. B. Lesson Proper 1. Perform LM Activity 4, Bodies of Water in the Community. 2, Let the pupils examine closely the pictures in the Activity Sheet. Ask them ifApril 10, 2014the body of water is familiar to them. 4. Discuss further the characteristic of the different bodies of water. Refer to the background information for this topic.Assessment Match Column A with Column B. Write the letter of the correctanswer on your paper.AB1. a body of water with a current,confined within a bed and stream banks.It moves to a lower level in a channel on land. a. stream 2. usually b. riverfreshwater, flowing towards an ocean,a lake, or sea, or another river.3. produced by 159

the emergence of geothermally heated c. hot springground water from the Earth’s crust,4. localized in a basin, d. lakethat is surrounded by land apart froma river, stream, or other form of movingwater that serves to feed or drain the lake5. a large body of saline water that e. seais connected to an ocean or maybe a large saline lake that lacks a natural outlet. f. oceans6. the smallest indentations of land g. covesby a lake, sea, or ocean. h. bay7. larger than a cove and can referDRAFTto any wide indentation of the land.8. larger than a bay which isApril 10, 2014usuallyadeepcutoftheland i. gulfAssignment 1. Draw a landform found in your place. Write a three sentence description of the landform.Lesson 4. Land Forms in the CommunityDuration: 3 DaysBackground Information Mount Apo. The highest mountain in the Philippines, towering overSouthern Mindanao, covering the provinces of Davao del Sur and NorthCotabato. At 2, 956 MASL, it possesses a formidable array of landscapes, fromcraggy rocks capes to virgin forests; from mossy swamps to volcanic structures. 160

The Chocolate Hills are probably Bohol's most famous tourist attraction. They look like giant mole hills. The chocolate hills consist of are no less than 1268. They are very uniform in shape and mostly between 30 and 50 meters high. They are covered with grass, which, at the end of the dry season, turns chocolate brown. From this color, the hills derive their name. At other times, the hills are green. Cagayan Valley. In a round-up of the Philippines’ stunning destinations, Cagayan will most likely go unmentioned. Yet this beautiful province is home to picturesque beaches, volcanic islands and historically significant natural and man-made sites. It may be devoid of luxury trappings, true, but it is rich in natural, rugged beauty. Plateaus of Bukidnon. Bukidnon comprises more than half of Northern Mindanao, and is the fourth largest province in the Philippines. It’s also Mindanao’s major producer of rice and corn, and has vast pineapple, banana and sugarcane plantations. The city’s cool climate is a result of it being a plateau some 915 meters above sea level, surrounded by mountain ranges. The Central Plains of Luzon ( Region III ).Only 66 kilometers away from Metro Manila, Central Luzon contains the largest plain in the country and is theDRAFTgateway to the Northern Luzon regions. It covers a total land area of 21,470 square kilometres. It includes all land area north of Manila Bay from the tip of Bataan peninsula on the west, and all the lands north of the Caraballo mountains on the east. It is the longest contiguous area of lowlands, and is otherwise known as the Central Plains of Luzon. The region produces one third of the country’s total rice production, thus is also called the Rice Granary of theApril 10, 2014Philippines. Objectives At the end of each lesson, the pupils should be able to: 1. describe common landforms; and 2. discuss how landforms can be beneficial to people, plants, and animals. Materials pictures of different landforms, pencil, activity sheet, pair of scissors, glue or paste, crayons Procedure A. Motivation 1. Ask the pupils the questions: 161

 Is there any kind of landform in your community (hill. mountain, plain, volcano, valley).  Are there plants growing in these landforms?  Have you tried mountain climbing? How did you feel while climbing?  What is meant by landform ? Are landforms naturally occurring or man-made?  What are some of the different land forms? B. Lesson Proper 1. Perform LM No. 5; The land forms . Ask the pupils to look closely at the pictures. 2. Ask the pupils to carefully read the descriptions of different land forms. 3. Ask them to match each picture with the description. 4. Make a poster using the matched drawing and description. 5. Allow them to answer the questions indicated in the learners material. Assessment Post a photocopy of 10 land forms on the board. Ask them to identify and DRAFTdescribe each landform . ( see attached pictures)April 10, 2014 162

DRAFT straitApril 10, 2014canyonpeninsula deltaisthmus valley 163

Chapter 2: WeatherOverview The condition of the air at a particular place and time – whether it is warmor cold, wet or dry and how cloudy or windy it is tells the weather of thatparticular place. Weather can be simply measured by observing and recordingtemperature, rainfall, humidity, wind and cloudiness. It can be predicted tosome degree by observing the condition of the sky and the wind thus camethe possibility of identifying and naming different types of clouds associatedwith different patterns of weather. To attain the learning competencies in this chapter, the activities in each lesson provide opportunities for pupils to build on their concepts about weather. It also allow pupils to practice broader science skills and use scientific inquiry in developing the ability to think and act in ways associated with inquiry including asking questions, planning and conducting simple investigations, using appropriate instruments and procedure to gather data, thinking critically and logically about relationships between evidence and explanations, making andDRAFTanalyzing alternative explanations and communicating information using drawing symbols and short phrases. The eight lessons in this chapter integrate values development like accuracy in recording observations, appreciation of different weatherApril 10, 2014conditions, discipline in group work and work performance. Lesson 1. The Weather Duration: 3 daysBackground Information Whenever we describe the condition of the day, we talk about theweather. When describing the weather, we always consider the presence of thesun, condition of the clouds, speed of the wind and the temperature of the airWeather is the condition of the atmosphere in a given place at a certain time .The four weather conditions are sunny, rainy, windy and cloudy. It is a sunny day when the sun is shining, the air is warm, and the wind isweak. It is a rainy day when the sun cannot be seen, the clouds are dark andthe rain is falling. It is a windy day when the sun is shining, clouds are slightly darkor clear and the air is blowing hard. It is a cloudy day when the sun is not seenand there are plenty of slightly clouds yet the rain is not falling . 164

ObjectiveAt the end of the lesson, the pupils should be able to describe the appearanceof the clouds.Materials word puzzle; charts showing pupils’ description and observations of the sky , KWL chartProcedureA. Motivation/ Presentation 1. Post the word puzzle on the board . Ask the pupils to encircle the words in the puzzle. Ask them to write it on the board. ( thunder, lightning, wind, clouds, rain, weather ) DRAFTApril 10, 2014 Using the word puzzle, ask your pupils to list in column one all words that are familiar to them. In column two, ask them to write the words that are not familiar to them. Under the column with unfamiliar words, let them write what they want to know about it. The KWL Chart What I know What I want to know What I learned(Very(Familiar Words) ( Not Familiar Words) Familiar) 165

Before starting the activity, go over the KWL chart with the pupils. Find out the top 10 words that pupils are unfamiliar with that are related to the day’s lesson. Make sure you include this in the activity or post-discussion. C. Lesson Proper 1. Find a place in the school where your pupils can observe the clouds, either through an open window or outside the room. Form five groups. Have your pupils look up the sky for a few minutes. CAUTION: Warn your pupils about the bad effects of looking directly at the sun. 2. Distribute the learners material and ask them to open LM No. 1 entitled DRAFTWeather Watcher. Ask them to draw what they have observe in the sky. The pupils will write their answers in their activity notebook. Give them enough time to draw the clouds on their notebook. 3. After the activity, ask your pupils what they notice about the things inApril 10, 2014the sky and the clouds with the following questions;  Is the sky clear? cloudy?  Can you see clouds? How does it appear?  Is the sun shining bright? Is the sun hiding?  Is the rain falling?  Is the wind blowing? The description may just be shapes like short clouds, puffy clouds, a cloud that looks like a curly hair , thread-like clouds. 4. Discuss further the descriptions made by the pupils. Ask your pupils to exchange LMs to see the drawing of other pupils. Ask them to describe the clouds in the drawing. You may also ask the following questions after looking at their drawings.  What is the weather today?  What is the shape of the cloud ?  What is the color of the cloud? 166

SAMPLE ANSWERS Descriptions There are plenty of clouds. The sun is shining and there are no clouds. The clouds look like groups of cotton balls The sun cannot be seen DRAFTThe sun is shining and the wind is blowing It is going to rain because the clouds look dark The sky is blue and there are many white clouds I cannot see the blue sky because it is covered with white and grayApril 10, 2014clouds. 5. Based from Charts 1 and 2, ask your pupils to arrive at this generalizations;  (The weather may be sunny or fair, cloudy, rainy or wind).  (We consider the presence of the sun, condition of the clouds in describing the weather.) Assessment Check the pupils’ outputs to evaluate whether they performed their activity correctly. Look at the descriptions for each drawing. Present the rubrics. Ask them to evaluate their work . Assignment Draw the basic types of clouds. If available, use the internet or any science books to get details about them. 167

Lesson 2. The Types of Clouds Duration: 5 days Background Information Certain conditions must exist for clouds to form - water vapor in the air, temperature change, and particles in the air for the water vapor to condense on. As warm, moist air rises, it begins to cool and condense on dust particles forming water droplets. These water droplets form clouds. They will not fall to Earth because they are too small.DRAFTClouds A cloud is a large collection of very tiny droplets of water or ice crystals. The droplets are so small and light that they can float in the air. All air contains water, but near the ground it is usually in the form of an invisibleApril 10, 2014gas called water vapor. When warm air rises, it expands and cools. Cool air can't hold as much water vapor as warm air, so some of the vapor condenses onto tiny pieces of dust that are floating in the air and forms a tiny droplet around each dust particle. When billions of these droplets come together they become a visible cloud. Clouds are white because their water droplets or ice crystals are large enough to scatter the light of the seven wavelengths (red, orange, yellow, green, blue, indigo, and violet), which combine to produce white light. Clouds take different shapes depending on the amount of water vapor available and the speed and direction of the moving air. Clouds are classified according to how they are formed. Below are the main types and their descriptions.  Stratus clouds are low, flat, gray clouds that look like sheets covering the sky. They are the closest clouds to the ground. They form as low as surface level (fog) to about 6,500 feet above the ground. They can produce rain, drizzle, snow, or mist. 168

 Cumulus clouds are puffy and white-like cotton balls. They form from 2,000 to 20,000 feet above the ground. They usually indicate fair weather. Sometimes they grow very large and become thunderheads. As these clouds gather they create thunder and lightning and produce precipitation in the form of rain and hail.  Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as mares’ tails. They form between 25,000 to 40,000 feet above the ground. They are so high in the atmosphere that the water droplets freeze into ice crystals. They often indicate an incoming storm or weather change. There are cloud charts that you can buy to show what these clouds look like. However, most cloud charts will have more than these basic clouds. They use the prefixes “alto” and “nimbo” to tell more about these three basic clouds. If the prefix “alto” is used, it means middle, referring to the position of the clouds in their respective areas. If they use prefix “nimbo” is used, it means water and these clouds will often bring rain. ObjectivesDRAFTAt the end of each lesson, the pupils should be able to: 1. draw and describe the basic types of clouds; and 2. show a four-day observation of the clouds in the locality. Materials crayons, cotton balls, glitters for lighting and rain, paper and scissorsApril 10, 2014glue Procedure A. Motivation/Presentation 1. Ask the pupils about the weather the other day. 2. Tell the pupils that in the next three (3) days they will observe the clouds and weather. They will go out for a total of four days for this activity. 3. Distribute the LM No. 2 entitled Types of Clouds. Discuss how to fill up the spaces in the worksheets. Activity 2 A. Observing The Basic Types of Clouds 1. Ask the pupils to go out of the classroom with their pencils, crayons and worksheets. Observe the clouds and the weather using the following questions as guide: 169

Weather Condition: (is it sunny, rainy, windy, stormy?)Clouds characteristics Day 1 Day 2 Day 3 Day 4 Color: Is it white? Light gray? Dark gray? Height: how far or near from the ground? Size: How big or small? Shape: How do they DRAFTappear? Are they many? Are they in clusters? Are they spread out far from each other? 2. Tell the pupils to write their answers to the questions in column 2April 10, 20143. Tell them to draw the clouds using their notebook (Refer to LM#2). 4. Tell the pupils that they will do the same activity for three more days. They can do this at the start of the class period.Activity 2 B. Making Models of the Basic Types of Clouds5. On the second day, after observing the clouds and weather, Ask them to make a model of what they have observed for the day and the previous day using the materials. Use the cotton to emphasize the type of clouds. Refer to the materials and procedure 1 to 4 found in LM. No.2 .Ask them to answer the succeeding questions.6. Ask them to classify the clouds they have observed into three types: Cirrus clouds, cumulus clouds, and stratus clouds.7. Repeat Activities 2A and 2B for the 3rd and 4th days. 170

8. At the end of the 4th day, ask each group to present and compare their outputs. 9. Ask each group to make a generalization regarding the different types of clouds, their characteristics and how they are linked to weather. 10. Ask the pupils to fill out column 3 of their KWL chart, “what they have learned about clouds and weather. Assessment Ask each group to evaluate the model done by each group using the rubrics.DRAFTAssignment List down the different weather instruments. Lesson 3. A Basic Weather InstrumentsApril 10, 2014Duration: 2days Background Information Weather Instruments & Their Uses Meteorologists use a wide variety of different instruments to measure weather conditions, but many of these instruments fall into relatively common, over-arching categories. Thermometers, for instance, come in traditional liquid- in-glass forms and newer electronic forms, but both measure temperature in Celsius and Fahrenheit. These instruments and measurements allow meteorologists to make predictions on weather conditions in the near future. The following are the common instruments in studying weather. Thermometers measure the high and low outdoor temperatures in degrees Fahrenheit and degrees Celsius. Meteorologists first used liquid-in-glass thermometers in the late 1800s, but now use electronic Maximum-Minimum Temperature Sensor systems more frequently. The MMTS system uses an 171

electronic temperature sensor to measure and record high and low temperatures. Barometers measure atmospheric pressure, providing the measurement in Millibars. Under most conditions, high and rising pressure indicates sunny weather, while low and falling pressure indicates approaching rain. The traditional aneroid barometer first appeared in the 1840s. The microbarograph also measures air pressure, but records its continuous measurements on paper. Hygrometers measure temperature and humidity using degrees Celsius and degrees Fahrenheit. One type of hygrometer, called a sling psychrometer, uses one dry and one wet bulb thermometer to measure the relative humidity of the air. Other hygrometers use a sheaf of hair, which increases in length as relative humidity increases. Anemometers measure the direction and speed of wind in miles per hour. A common type of anemometer has three cups fixed to a mobile shaft. As the wind blows faster, the cups spin around faster. The actual speed of the wind shows up on a dial. Another type of anemometer uses a propeller instead ofDRAFTcups to accomplish the same function. A wind vane, also called a wind sock, measures the direction of the wind at any given point in time. A weighted arrow spins around a fixed shaft and points north, south, east or west, typically marked on separate fixed shafts parallel to theApril 10, 2014arrow. A rain gauge measures the amount of rainfall. The standard rain gauge consists of a long, narrow cylinder capable of measuring rainfall up to 8 inches. Many rain gauges measure precipitation in millimeters, or to the nearest 100th of an inch. Other gauges collect the rain and weigh it, later converting this measurement into inches. Hail pads measure the size of hail that falls during a storm. A standard hail pad consists of florist's foam and aluminum foil. The falling hail strikes the foil and creates dimples for the observer to measure after the storm. The Campbell Stokes Recorder measures sunshine. Sunlight shines into one side of a glass ball and leaves through the opposite side in a concentrated ray. This ray of light burns a mark onto a thick piece of card. The extensiveness of the burn mark indicates how many hours the sun shone during that day. Objectives 172

At the end of each lesson, the pupils should be able to: 1. make s simple weather instrument; and 2. describe the uses of the instrument. Materials wooden sticks, strip of paper, glue , cardboard, wooden sticks, glue Procedure A. Motivation/ Presentation Post the drawings below on the board. Ask the pupils to arrange the letters to form the words describing the pictures posted on the board. Post the correct word above the picture. Ask the following questions after the word was formed for each picture. DRAFTApril 10, 2014 173

U S N NY Y AR INT S Y MR O U OC LY DDY IN W DRAFTApril 10, 2014  What is the difference between sunny and rainy day?  What is the difference between sunny and windy day?  What is the difference between rainy day and cloudy day?  What is the difference between cloudy day and windy day?  What is the difference between windy day and stormy day?C. Lesson Proper1. Presentation 174

 Show pictures of some weather instruments to the class.  Ask the class which of the instruments is familiar to them.  Ask the pupils to draw these instruments in their notebooks. DRAFT2. Activity3 a. Group the class. Distribute the materials in each group. Ask the pupils to read the procedure in LM’s No.3 entitled “My Improvised Weather Instrument”.April 10, 2014b. Show and explain to the groups the rubrics for scoring their participation in the activity.Score Indicators5 100% participated actively and obtained the expected results.4 75% participated actively and obtained the expected results.3 50% participated actively and obtained the expected results; or 100% participated actively but obtained 50 – 75% of the expected results;2 50-75% participated actively but obtained 50 – 75% of the 175

expected results; 1 50-75% participated actively but obtained wrong results 0 Less than 50% participated actively but obtained wrong results b. Divide the groups into 2. Assign half of the group (called group A) to do Model A, the other half (called group B) to Model B. Models A and B are different models of the wind vane. c. Go around while the groups are working. Check their designs. d. Ask each group to present their output and show how it works. DRAFTAsk them also to answer the questions. As one group is presenting, ask the other groups to rate the group using the rubrics. e. Discuss the use of these basic instruments in knowing the weather condition. Emphasize in the discussion that;  An anemometer measures the speed of the wind.  The wind vane shows the direction from which the windApril 10, 2014blows.  A rain gauge measures the amount of rainfall by collecting the water as it falls into a container. Assignment 1. Assign pupils to draw in their notebook the weather symbols for rainy, sunny , windy and stormy day. Prepare also a weather chart as in the table below: Monday Tuesday Wednesday Thursday Friday 176

Lesson 4. Wind’s Temperature Wind Speed and Wind Direction Duration : 4 days Background Information Measuring and Recording Speed and Direction of the wind Weathermen gather information about the speed and direction of the wind. They do this to predict weather. They use instruments to measure the speed and direction of the wind. Wind speed is measured by an anemometer. The wind speed is shown by the number of circles or revolutions the anemometer makes in one minute. At times the anemometer almost does not move. We say that the wind is calm. A slow wind will move the anemometer a little. A moderate wind can turn the cups of the anemometer. At times the anemometer can make severalDRAFTcircles or revolutions. We say that the wind is strong or fast. Some anemometers have a device that measures the speed of the wind. This can be used to name the wind. The wind vane is an instrument with an arrowhead and a tail. The wind pushes the tail. The arrowhead points toward the direction from which the windApril 10, 2014comes. Winds are always described according to the direction from which they are blowing. As the wind strikes the tail of the wind vane, the wind vane turns so that the arrow points in the directions from which the wind is blowingName Speed (km/hr)Calm 0-1Light Air 1-5Light Breeze 6-11Gentle Breeze 12-19Moderate Breeze 20-28 177

Fresh Breeze 29-38Strong Breeze 39-49Moderate Gale 50-61Fresh Gale 62-74Strong Gale 75-88Storm 103-117Hurricane/ Typhoon More than 117 Temperature is the degree of hotness or coldness of air. A place gets hot when it is heated by the sun. It gets cool when the place is not directly heated by the sun. The coldest time of a 24 hour day is just before sunrise, this is because the earth has been losing heat all night. DRAFTDuring the day, the temperature depends on the amount of sunlight that enters the earth. If it is sunny, then it is warm and the temperature is high. When it is cloudy, then it is cool and the temperature is low. Even if it is sunny , places which receive less sunlight sun light under the tree , inside the building, heat will be less and the temperature lower.April 10, 2014The movement of wind also affects the air temperature. When the wind blows, it blows out warm air. Cooler air comes in and air temperature will also be lower. An area gets hotter when it is heated by the sun and gets cooler when the heat leaves it. The coldest time of a day is just before sunrise, after the earth has been losing heat all night. Air temperature is measured by a device called air thermometer. It is expressed in degree Celsius or °C. The highest point in the centigrade scale is 100°c and the lowest point is O°. In Fahrenheit scale the highest point is 212°F and the lowest point is 32°F. A thermometer is a narrow glass tube containing mercury or colored alcohol. As the temperature increases, the mercury or alcohol expands and its level in the tube rises. The number corresponding to the liquid’s level is the temperature reading. 178

Air temperature affects the weather conditions. During warm weather, the temperature rises. We say the temperature is high. During cooler days, the temperature sinks or drops. We say the temperature is low. The average air temperature is 19-32 C. A temperature reading below 19 C means it is cold. A temperature reading above 32 C means it is warm. Air temperature changes from time to time and from place to place. Objectives At the end of each lesson, the pupils should be able to: 1. tell how cold or hot the air is ; 2. compare the temperature of air in different places; and 3. describe the speed and direction of the wind. Materials SET A: 2 thermometers and crochet thread or thin rope SET B: improvised wind vane DRAFTweather chart timer Procedure A. Motivation/PresentationApril 10, 20141.Prepare the illustrations ahead of time. Make them large enough for the pupils to be able to see even at a distance. 2. Divide the class into four or five groups. They will do the activity by station. Ask them to move from one station to another after 3 minutes. This should give them time to answer the questions in the activity cards. The pupils can write their answers in their notebooks. 179

STATION 1 STATION 3Why is the boy fanning himself? To what direction is the wind blowing? DRAFTSTATION 2 Is it raining hard outside? STATION 4 When do we experience strong winds and heavyApril 10,rains? 2014 C. Lesson Proper Activity 4A: Measuring Temperature 1. Discuss the results of the activity. Relate it to the day’s lesson which is air temperature, wind speed and direction. 180

2. Ask the pupils to read LM’s No. 4 entitled Wind’s Temperature, Speed, and Direction. Conduct a pre-laboratory activity on how to read a thermometer and timer or clock with second hand. 3. Divide the class into 2 groups. One group will take the temperature inside the room. The other group will stay outside the room. Give reminders on what to avoid when working outside the classroom. 4. After the activity, ask the pupils the following questions;  What are the temperature readings inside the classroom and outside the classroom?  Are there temperature changes? If so, what do the changes in the temperature mean?  How does air temperature affect the weather? DRAFT What happens when the speed of the wind is fast? Is slow?  How do you know if the wind is moving fast?  What else can you look at to describe the speed and direction of the wind? Activity 4B Wind Temperature and Direction 1. In pairs, ask pupils to follow the following steps in making paper glider.April 10, 2014Step 1: Fold down upper two corners. Step 2: Fold paper in half-length wise 181

Step 3: Take outer two corners and fold like this Step 4: Take outer two corners and fold like this DRAFT 2. Label the four corners of the room with the primary direction - East, West, North and South. 3. Ask the pupils to throw their paper glider in the air and observe.April 10, 2014Ask them the following questions;  Is your paper glider moving fast or slow?  Why is it moving fast or slow?  Is it moving to the same direction?  How do we describe the direction of the wind? 4. Explain the use of primary directions in telling the direction of the wind. 5. Ask how the wind affects the weather condition to arrive at this generalization; 182

Changes in the speed of the wind cause changes in weather conditions 6. Assign pupils to tell their parents at home about the paper gliders and their uses in knowing the direction of the wind. Lesson 5. The Daily Weather Duration: 4 days Background Information Weather is the state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.[1] Most weather phenomena occur in the troposphere, just below the stratosphere. Weather generally refers to day-to- day temperature and precipitation activity, whereas climate is the term for theDRAFTaverage atmospheric conditions over longer periods of time Weather is driven by air pressure (temperature and moisture) differences between one place and another. These pressure and temperature differences can occur due to the sun angle at any particular spot, which varies by latitude from the tropics. The strong temperature contrast between polar and tropical air gives rise to the jet stream. Weather systems in the mid-latitudes, suchApril 10, 2014as extratropical cyclones, are caused by instabilities of the jet stream flow. Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at different angles at different times of the year. On Earth's surface, temperatures usually range ±40 °C (−40 °F to 100 °F) annually. Over thousands of years, changes in Earth's orbit affect the amount and distribution of solar energy received by the Earth and influence long-term climate and global climate change. Surface temperature differences in turn cause pressure differences. Higher altitudes are cooler than lower altitudes due to differences in compressional heating. Weather forecasting is the application of science and technology to predict the state of the atmosphere for a future time and a given location. The atmosphere is a chaotic system, so small changes to one part of the system can grow to have large effects on the system as a whole. Human attempts to control the weather have occurred throughout human history, and there is evidence that human activity such as agriculture and industry has inadvertently modified weather patterns. 183

Objectives At the end of the lesson, the pupils should be able to: 1. describe how the wind moves within the day; 2. tell how hot or cold is a place; 3. identify the elements of weather and; 4. describe the weather for the day.Materials weather chart , improvised wind vane, thermometer, string or thin ropeProcedure A. Distribute the weather chart done by the group. Ask the pupils toDRAFTMondaydraw the weather symbol for each day. Tuesday Wednesday Thursday FridaySunny Cloudy Windy Rainy StormyApril 10, 2014B. Ask the class the following questions;  What is the kind of weather from Monday to Friday?  What tells you that the day is sunny? windy? cloudy? Rainy  Does the weather remain the same everyday? B. Motivation/Presentation:  Present a weather bulletin. Ask the pupils to answer the following questions. 1. The weather in Metro Manila is _______________. 2. The wind is blowing from ___________ direction. 3. The lowest temperature reading is _____________. 4. The highest temperature reading is _____________. 5. The general weather condition is _____________. 184

Weather Bulletin of the DayMetro Manila : Fair weather condition with rain showers in the afternoon.Rest of the Country: Luzon will have occasional rain showers. Other parts of the countrywill have fair weather with light winds blowing from the east.Temperature Range: 23 C – 31 C C. Lesson Proper 1. Group the class into five groups. Select a leader for each group. 2. Ask them to read the instructions of the activity entitled The Daily Weather on LM No.5. Assist them in their assigned area. 3. After the activity, Ask the following questions: a. Based on the activity, is the temperature inside and outside the DRAFTroom the same? What about in the shade and under the sun? b. Why does the air temperature inside and outside the room not the same? c. How does air temperature affect the weather? d. During what kind of weather is the temperature of the air usually warm or cool? 4. Emphasize further in the discussion the changes in the speed and direction of the wind and its effect on weather by asking theApril 10, 2014pupils the following questions;  Using your improvised weather instruments, can it help you describe the direction of the wind?  What happens when the speed of the wind is fast? How do you know if the wind is moving fast or slow?  Do wind speed and direction vary in different locations at the same time? Why? 5. Ask pupils to arrive at a generalization using these questions; 185

 What does the change in temperature from time to time shows?  How does air temperature and wind speed affect the weather? Air temperature tells the hotness or coldness of the atmosphere. It is affected by the suns heat. Wind speed affects the weather condition. When the wind speed is fast, the surroundings feel cooler and when the wind speed is slow, the surroundings feel warmer. 6. Assign the pupils to illustrate or draw one situation showing what happens when the wind blows hard and when the wind blows lightly or weakly. Explain the details of the rubrics to guide the pupils in doing their work at home. Lesson 6. The Weather Reporter Duration: 4 daysDRAFTObjectives At the end of each lesson, the pupils should be able to: 1. make a weather bulletin for a week; and 2. report orally the weather for the week. MaterialsApril 10, 2014weatherchart,thermometer Procedure A. Motivation/Presentation 1. Divide the class into four groups. 2. Ask each group to draw and complete a set of pictures. Ask each group to present their drawing. Ask the following questions : a) What is the kind of the weather in the story? b) What gives you the idea that it is a rainy day ? C. Lesson Proper 1. Distribute the weather charts done in the previous lesson. 186

2. Ask the class to work on Activity 6 found in LM No. 6 entitled The Weather Reporter. 3. Ask each group to present their weather bulletin in class. Allow each group to use the rubric below to evaluate the presentation. 4. Guide the pupils in arriving at a generalization using the following questions;  What makes up the weather?  What do we consider in determining the weather conditions of the day? Assessment Ask each group to report the weather forecast. Use the rubrics in evaluating the group output. Assignment Assign pupils to collect and bring pictures that show activities when; a. the sun is high b. the wind blows fast and DRAFTc. the wind blows lightly Lesson 7. Weather CollageApril 10, 2014Duration: 4days Background Information A collage is a work of art composed of numerous materials, such as paper, newsprint, photographs, ribbons or other objects attached to background support, such as plain paper. A collage can even be made with physical materials or electronic images, attaching them to a digital background. Originating from the French word \"coller\", meaning \"to glue\", the collage allows you to experiment with a wide range of materials to achieve amazing end results. Objectives At the end of each lesson, the pupils should be able to: 1. describe how weather affects people, plants, and animals. 2. make a collage showing the effects of weather on people, plants, and animals. Materials 187