Lesson Plan

June 04, 2012
Monday
Orientation I. To familiarize pupils to the different parts of the school, teachers and subjects in Grade Six II. School Orientation Pictures, books in Grade Six III. Procedure A. Preparation 1. Recall of their previous teachers and the use of courteous expressions 2. Setting of standards on a field trip within the school premises B. Field trip around the school premises and orienting pupils on the different parts of the school and names of teachers C. Orienting pupils on the different subjects in Grade Six and the books they will use. D. Grouping Group I list the names of teachers in school by grade level Group 2 list all the parts of the school Group 3 list the titles of the books used in grade six E. Group Output IV. Evaluation Identify the part of the school described. 1. Parts of the school where books on different subjects are found, does research and can study their lessons well. 2. It is where you go when you get injured or needs to rest when you are sick. Identify the name of the teacher involved. 3. Guidance counselor 4. School clerk Identify the subject described. 5. What subject in Grade six lets you explore the environment, the human body and outer space? V. Assignment: What are the different school regulations?
June 05, 2012
Tuesday 1
English
I. Tells something about oneself II. Telling Something About Oneself III. Procedure A. Preliminary Activity 1. Simple Greeting 2. Sharing: What are some of your experiences during the summer vacation? B. Developmental Activity 1. Teacher welcomes everybody for the start of a new school year. 2. The teacher introduces himself to class. 3. Call pupils to tell something about themselves. 4. What information had you learn from your classmates? 5. Role Playing: Pretend you are a new student in school. How would you introduce yourself to class? IV. Write down five sentences about yourself. V. Draw yourself then write a short description about yourself.
3. Discussion: Ask the pupils how dengue were prevented and controlled. 4. Generalization: How could we help prevent the spread of dengue? 5. What will you do if you suspect someone with dengue? IV. Write a 5-sentence paragraph on how we could prevent the spread of dengue.
Makabayan
Math
I. Measure ones ability to add and subtract fast and accurate II. Four Fundamentals: Addition and Subtraction Window card A1 and S1 III. Procedure A. Preparation: flashcard drill on addition B. Setting of Standards: The teacher explains the procedure on how to take the test C. Administering the Test D. Supervision by the Teacher E. Checking and recording of test result IV. Make addition and subtraction flashcards I. Identify ways on how to prevent the spread of Dengue II. Prevention of Dengue Chart III. Procedure A. Preliminary Activity Write ways on how you keep yourself clean. B. Developmental Activity 1. Do you know the meaning of dengue? 2. Presentation: The teacher gives a brief history on how dengue spread. Present on the board the symptoms of dengue fever.
I. Naipakikita ang paggalang sa watawat at sa Pambansang Awit II. Katapatan at Pagmamahal sa Bayan Kuwento: Igalang ang Bandila III. Pamamaraan A. Panimulang Gawain Pagkilala sa mga sagisag ng bansa. B. Panlinang na Gawain 1. Tuwing umaga tayo ay umaawit n gating Pambansang Awit. Habang tayo ay umaawit, ano an gating itinataas? Ano ang gagawin mo? 2. Pagbasa sa Kuwento ng Guro 3. Pagtatalakayan: Naipakita ba ni Lino ang pagmamahal niya sa bansa? Masasabi bang isang mabuting bata si Lino? Bakit? Paano maipakikita ng isang bata ang kanyang pagka-Pilipino? 4. Pagbubuo: Igalang natin ang watawat. 5. Ipakilos ng wasto ang mga Gawain habang itinataas ang bandila. IV. Pagsubaybay sa mga kilos ng bata habang itinataas ang watawat.
Filipino
Science
I. Nasusunod ang mga paraan sa mga gawaing routine sa loob ng silid-aralan II. Mga Gawaing Routine sa Silid-Aralan III. Pamamaraan A. Isulat sa pisara ang mga gawaing routine na dapat sundin ng mga bata sa loob ng silid-aralan. B. Talakayin ang bawat Gawain. C. Pagbibigay ng alituntunin na dapat sundin sa bawat gawain. Halimbawa, pagpila ng maayos kung papasok o lalabas ng silidaralan. D. Pagsasagawa sa ilan sa mga gawaing routine. IV. Pagsubaybay sa mga bata.
June 06, 2012 Wednesday

English
I. Enumerates the rules and regulations in school II. School Rules and Regulations Chart III. Procedure
A. Preliminary Activities The teacher checks the pupils school uniform. B. Developmental Activities 1. What is a school? What do we do in school? 2. Discuss the rules and regulations they have to follow in school: cleanliness, respect for teachers and school properties, observing silence, etc 3. Call pupils to give some examples for each rule 4. What will happen if you disobey the rules? IV. Write five rules and regulations you should follow in school.
5. If you have sore eyes, should you go to school? IV. Write 3-5 more communicable diseases. Indicate the signs and symptoms.
Makabayan
Math
I. Measure ones ability to multiply and divide fast and accurate. II. Four Fundamentals: Multiplication and Division Window cards M1 and D1 III. Procedure A. Preparation: flashcard drill on multiplication and division B. Setting of Standards: The teacher explains the procedure on how to take the test C. Administering the test D. Supervision by the teacher E. Checking and recording of test results IV. Memorize the multiplication table and practice more on division.
Science
I. Identify the different communicable diseases II. Communicable Diseases Charts III. Procedure A. Preliminary Activities Ask pupils to give ways on how to keep our surroundings clean B. Developmental Activities 1. Have you contracted any diseases this summer vacation? 2. Presentation: The teacher presents on the board the different communicable diseases. 3. Discussion: Ask the pupils if they had contracted some of the diseases presented. What are the signs and symptoms? 4. Generalization: what are some of the common diseases that we can contract?
I. Naipakikita ang paggalang sa watawat II. Katapatan at Pagmamahal sa Bansa Kuwento: Ang Panatang Makabayan III. Pamamaraan A. Bakit mahalaga sa isang bansa ang watawat? B. Panlinang na Gawain 1. Anu-ano ang binibigkas matapos awitin ang pambansang awit? 2. Pagbasa sa Panatang MAkabayan 3. Pagtalakayan: Ano ang ibig sabihin ng Panatang Makabayan? Anu-ano ang ginagawa sa iyo ng iyong bayan? Ano ang tungkulin na dapat mong gampanan sa bayan? 4. Kailangang tayo ay maging tapat sa ating bansa. Bigkasin ang Panatang Makabayan ng may damdamin. IV. Sagutin ng Tama o Mali 1. Bigkasin ng pasigaw ang panatang makabayan 2. Dapat na sumunod sa mga batas 3. Huwag aminin ang pagka-Pilipino 4. kailangang tuparin ang mga tungkulin sa bayan 5. Kalimutan nalang ang Panatang Makabayan V. Sauluhin ng mabuti ang Panatang Makabayan
Filipino
I. Nasusunod ng husto ang mga alituntunin sa pagbasa ng tahimik II. Pagbasa ng Tahimik Tsart III. Pamamaraan A. Paghahanda: Flashcard drill B. Paglalahad ng alituntunin C. Pagbibigay ng pagsusulit sa pagbasa ng tahimik D. Pagsubaybay ng Guro E. Pagsagot sa tanong tungkol sa binasa IV. Pag tsek at pagrecord ng bilis at iskor sa mga tanong tungkol sa binasa.
June 07, 2012 Thursday Science

I. Follow rules and regulations in performing experiments in Science II. Following Rules and Regulations in Experiments in Science
Chart, science materials III. Procedure A. Preliminary Activities Science Terms: problem, materials, procedure, observation illustration and conclusion B. Developmental Activities 1. We are going to perform a lot of experiments/activities to prove/form theories in Science 2. Show the different materials used in performing Science experiments 3. Discuss the rules and regulations in doing Science activities 4. Have the pupils copy the rules in their notebook 5. Ask the pupils to draw the materials used in Science IV. Put a check if the idea is correct. Cross if it not correct. 1. Read instructions carefully before doing the experiment 2. Always practice safety rules while performing the activity 3. Present your results neatly and orderly 4. Let your group leader do all the activity 5. Cooperate with your members.
English
I. Follow directions accurately II. Dolch Basic Sight Word Test Part I and II Test paper III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Reading the word lists
Filipino
I. Naksusunod sa mga alituntunin ng pagbasa ng tahimik II. Batayang Talasalitaan Part I at II Test paper Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at percent mastery
Math
I. Solves simple word problems II. Problem Solving flashcards III. Procedure A. Preparation 1. Flash card drill 2. Review the steps in problem solving B. Presenting the word problems C. Setting of Standards D. Administering the test E. Supervision by the teacher F. Checking and recording of test results IV. Practice solving word problems at home.
June 08, 2008 Science I. Answers the questions accurately II. Diagnostic test Test paper (Grade Five) Honesty III. Procedure A. Preparation
Friday
B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery English I. Answers the questions accurately II. Diagnostic test Test paper (Grade Five) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery Math I. Answers the questions accurately II. Diagnostic test Test paper (Grade Five) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery
Filipino I. Naksasagot sa mga tanong ng buong husay II. Diagnostic test Test paper (Grade Five) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at percent mastery Hekasi I. Naksasagot sa mga tanong ng buong husay II. Diagnostic test Test paper (Grade Five) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at percent mastery
June 11, 2012 Monday Science I. Answers the questions accurately II. Pre test 5
Test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery English I. Answers the questions accurately II. Pre test Test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery Math I. Answers the questions accurately II. Pre test Test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and percent mastery
June 12, 2012 (No Classes: INDEPENDENCE DAY) Tuesday June 13, 2012 Wednesday Filipino I. Naksasagot sa mga tanong ng buong husay 6
II. Pre test Test paper Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at percent mastery Hekasi I. Naksasagot sa mga tanong ng buong husay II. Pre test Test paper Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at percent mastery
June 14, 2012 Thursday Science I. Identify the scope to be learned in Science Six II. Orientation on Science Six Science textbook and skill book 7
III. Procedure A. Preliminary Activities Ask the pupils what they have learned in Science when they where in Grade Five B. Developmental Activities 1. Show the Science book and skill book that they are going to use in Science Six 2. Ask the pupils to view at the table of contents of the Science book. 3. The teacher writes on the board the scope and sequences in Science Six a. People b. Animals, plants and the environment c. Materials d. Energy e. Earth f. Solar System 4. Ask some pupils to read the subtopics to be discussed in each unit. 5. Generalization: At the end of Grade Six, we are expected to a. learn to develop functional understanding and application in Science and Health concepts, b. learn basic and integrated Science process skills/thinking skills, and c. acquire values, attitudes and practices related to body systems, ecosystems, materials, and their uses and effects, energy transformations and conservation, movement of the earths crust, climate and seasons and beyond the solar system. 6. Did you find the topics interesting? What topics interest you most? Why? IV. Answer the following questions below. 1. What topic/s in Science Six you like most? 2. What topic/s in Science you like the least? 3. Are the topics arranged in logical sequence? 4. What excites you to learn more about Science?
June 15, 2012 Friday Science I. Identify the different laboratory equipments use in performing experiments 8
II. Laboratory Equipments Chart, laboratory materials III. Procedure A. Preliminary Activities Science Terms: recording, collecting, gathering, manipulating B. Developmental Activities 1. Show a sample set-up in Science and ask what a scientist does in a laboratory. 2. Presentation: Show the different laboratory equipments in Science like test tubes, flasks, burner, microscopes, etc 3. Identify and explain to the pupils the uses of each of the science equipments. 4. Generalization: What are some of the laboratory equipments use in Science? 5. Application: Remind pupils to take good care in handling the equipments in Science IV. Identify the equipments use in Science
1.
2.
3.
4.
5. V. Research more on the other instruments used by scientists in studying science.
UNIT ONE: The Circulatory and Nervous System
June 18, 2012 Monday 9
Science
I. Identify the parts of the circulatory system. II. Parts of the Circulatory System Science Concept: The circulatory system is the transport system of the body. The major parts of the circulatory system are- the heart, the blood, and the blood vessels (arteries, veins, and capillaries). Processes: identifying, describing Materials: chart of the circulatory system, microscope References: ELC I.1.1.2, Into the Future: science and Health, p.2 Value: Appreciate the parts of the circulatory system III. Procedure A. Preliminary Activity 1. Health Inspection: heart 2. Science word: circulation-the process by which food and gases are transported throughout the body 3. Review: The teacher will name a part then the pupils will identify what body system it belongs. B. Developmental Activities 1. Do you know the body system responsible in dissolving the food we eat? 2. Presentation: what happens to the food after digestion? Show the chart of the circulatory system. 3. Activity 1 The Circulatory System a. Study the poster or diagram of the circulatory system b. Pupils examine and identify the major parts of the circulatory system c. Ask the pupils to describe each part. 4. Discussion: What are the parts of the circulatory system? Where is the heart located? How does it look like? What are blood vessels? What would you compare them to? Are the blood vessels in the body all the same? What is found inside the blood vessels? What can you say about the circulatory system? 5. Concept Formation: The major parts of the circulatory system are the heart, the blood and the blood vessels. 6. Application: a. Draw the major parts of the circulatory system. Label the parts. b. Mother had a headache so she took some medicine. After a while she felt better. How did mother get well? How did the medicine get into her head? c. Show the different blood vessels and blood using a microscope IV. Evaluation: Identify the part described. 1. It is colored red and known as the river of life 2. They are tube like structures that differ in thickness and sizes. 3. The transport system of the body. 4. A pump that keeps working throughout our life. It is the most important pump in the world. 5. It is found all over the body, except the hair and nails. V. Assignment: Explain how the 3 major parts of the circulatory system cooperate.
June 19, 2012 Science

I. Describes the functions of the circulatory system. II. The Circulatory System
Tuesday
10
Science Concept: The circulatory system is the transport system of the body. It carries nutrients, oxygen, and hormones that nourish the body. It also carries away carbon dioxide and waste materials from the body cells and tissues. Processes: identifying, enumerating, describing Materials: chart, pictures, science book Reference/s: ELC I.1.1.1, Into the Future: Science and Health Six, page 2-5 Value: appreciate the functions of the circulatory system III. Procedure A. Preliminary Activities 1. Drill: Match column A with the body system in column B
A It takes charge of the gaseous exchange in the body It produces sperm cells in males and eggs in females The liquid waste of our body is eliminated through this system It removes solid waste materials from the body B Excretory urinary reproductive respiratory
2. Science word: transport 3. Review: What are the major parts of the circulatory system? B. Developmental Activities 1. Our body is made up of billions of cells. What does our body need in order to live? 2. Presentation: Show a diagram of the circulatory system. Ask how it works. 3. Activity 2: Functions of the circulatory System a. Pupils study the diagram. b. Ask them to discuss with their group how the circulatory system works. c. Read pages 2-3 of text for details. 4. Discussion: What happens to the food we eat after digestion by our stomach? When we breathe, what happens to the air after it reaches our lungs? Our body produces wastes. How does it get out of our body? 5. Concept formation: The circulatory system is the transport system of the body. It carries nutrients, oxygen, and hormones that nourish the body. It also carries away carbon dioxide and waste materials from the body cells and tissues. 6. Application: a. Write inside the circles the functions of the circulatory system.
Functions
b. What would happen if blood flow is cut in any part of the body? IV. Evaluation: Choose the letter of the correct answer
1. What do you call the heart, veins, arteries and blood working together? a. cells b. tissues c. system d. organ 2. What do you call the path or movement of the blood around our body? a. digestion b. respiration c. circulation d. distribution 3. Which substance/s are being carried by the circulatory system? a. vitamins b. minerals c. water d. all of the above 4. What is the functions of the circulatory system? a. distributes nutrients and oxygen b. takes away wastes from cells and tissues c. protect the body from harmful microorganism d. all of the above 5. How does the circulation of blood help the cells? a. it brings food and oxygen to the cells b. it collects carbon dioxide from the cells c. it contains WBCs that attack microbes that harms the cells d. A,B, and C
V. Assignment: Collect articles from magazines or new papers on information about the circulatory system
June 22, 2012 Science

I. Describe the structure of the human heart II. Circulatory System: Human Heart
Friday
11
Science Concept: The human heart is a muscular organ that pumps blood throughout the body. It is divided into two parts, the right and the left chambers separated by the septum. Materials: picture of the human heart Reference/s: ELC I.1.1.2, Into the Future: Science and Health 6, page 6 Value: Cooperation during group work III. Procedure A. Preliminary Activities 1. Spelling: ventricle, atrium, septum, valve, chamber, aorta, vena cava 2. Review: What are the functions of the circulatory system? B. Developmental Activities 1. Place you hand to the left side of your chest. How does it fell? 2. Presentation: Show a model of the heart. Ask some pupils to describe the heart. 3. Activity 3: The Human Heart a. Study the diagram of the human heart. b. Identify the parts of the heart. c. Ask your group to write a short description about the heart. d. Examine a cardiac cell under a microscope. 4. Discussion: How do the cells of the heart look like under the microscope? What are the parts of the human heart? 5. Concept Formation: The human heart is a muscular organ that pumps blood throughout the body. It is divided into two parts, the right and the left chambers separated by the septum. 6. Application: a. Identify the parts of the heart.
b. What will happen if the heart stops pumping? IV. Evaluation: Choose the letter of the correct answer. 1. How will you describe the heart? a. it is an inflexible organ b. it is a hollow muscular organ c. it works like a pump d. both and c 2. Why is the heart important? a. it checks the flow of blood b. it stops the flow of blood c. it makes blood move throughout the body d. it occupies the chest cavity 3. The heart is enclosed in a sac called a. septum b. pericardium c. myocardium d. right auricle 4. How many chambers does the heart have? a. 5 b. 6 c. 4 d. 3 5. How is the heart muscle different from other muscles in the body? a. it is rigid b. it is fibrous and soft c. it can store much blood d. it contracts and expand V. Assignment: Write a short paragraph describing the importance of the heart in our body.
June 28, 2012 Thursday Science

I. Investigate the effect of exercise on the rate of heartbeat. II. Heartbeat
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Science Concept: The pumping action of the heart is called heartbeat. It is the rhythmic contraction and relaxation of the cardiac muscles. The heart beats at an average of 70 beats/minutes. Heartbeats between 50-90 are within normal. Physical exercise makes our heart beats fast. A stethoscope is the doctors instrument for listening to heartbeats, Processes: describing, measuring, inferring Materials: watch, heart, stethoscope Reference/s: ELC I.1.1.2, science Spectrum g, page 4 Value: Care for the heart. III. Procedure A. Preliminary Activities 1. Say YES if the following describes the function of the circulatory system and NO if not. a. Transport system of the body b. carries nutrients, oxygen and hormones to the cells c. carries carbon dioxide and waste materials away from the body cells 2. Science word: stethoscope 3. Review: What are the parts of the heart? B. Developmental Activities 1. What would happen if we have no heart? 2. Presentation: Teach the pupils how to properly feel their heartbeat. 3. Activity 4: Effect of Physical Exercise to the Heart a. Sit still. Place your hand over your heart. b. Using a watch with a second hand, count your heartbeat per minute. c. Compare the results with your group mates. d. Ask one member to jog for 1 minute. After a minute, take his heartbeat. e. Record your observation. 4. Discussion: Do all of you have the same number of heartbeats? Which has a faster heartbeat, sitting down or after jogging? Why? What is the effect of exercise to the heart? Discuss how the heart moves. 5. Concept Formation: Physical exercise makes our heart beats fast. 6. Application: a. Which has a faster heartbeat? 1. a baby or an old man 2. lying down or swimming 3. running 3 kilometers or running 20 kilometers b. Is exercise good for the body? What would happen to our heart if we do not exercise? IV. Evaluation: Choose the letter of the correct answer. 1. The pumping action of the heart is called a. heart rate b. pulse c. heart attack d. heart beat 2-3. How does the heart move? a. contracts b. expands c. relax d. beating 4. What is the normal range of heartbeat? a. 70-100 b. 80-120 c. 50-90 d. 0-50 5. what happens to our heart after an exercise? a. the heart beats slow b. the heart stops beating c. the heart beats fast d. the heart beats fast and slow V. Assignment: Count the number of heartbeats of each member of your family. Then describe which heartbeat beats fast and which beats slow.
July 3, 2012 Tuesday Science

I. Name and describe the different blood vessels II. Blood Vessels
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Science Concept: Arteries carry blood from the heart to the body tissues. Veins carry blood from the cells back to the heart. Capillaries are fine microscopic tubes that connect the veins and arteries. It is where the exchange of materials takes place. Processes: describing, comparing, identifying Materials: pictures of blood vessels, microscope Reference/s: ELC I.1.1.2, Into the Future: Science and Health, page 17-18 Value: Taking care of ones health III. Procedure A. Preliminary Activities 1. Science Word: blood vessels 2. Drill: identify the parts of the circulatory system 3. Review: How does exercise affects the rate of heartbeat? B. Developmental Activities 1. Where does blood pass through? How would you describe the blood vessels in our body? 2. Presentation: Have the pupils look at the drawings of the blood vessels. Ask them to identify each kind of blood vessel. 3. Activity 5: How does each blood vessel look like? a. Look at the underside of the tongue. Describe what you see. b. Get a rubber band or handkerchief and put it around your wrist tightly. Wait for 45-55 seconds. Observe what happens. Remove the handkerchief immediately. c. Using a microscope, observe the different blood vessels. Discuss with your classmates. 4. Discussion: How would you describe the blood vessels under your tongue? Why are their colors? Why is it like that? After wrapping your arm with a handkerchief, what did you notice? Discuss the functions of each blood vessel. 5. Science Concept: Arteries carry blood from the heart to the body tissues. Veins carry blood from the cells back to the heart. Capillaries are fine microscopic tubes that connect the veins and arteries. It is where the exchange of materials takes place. 6. Application: a. True or False 1. The passageways of blood in the body are called blood vessels. 2. Capillaries carry blood to the heart. 3. Arteries carry blood away from the heart. 4. Veins have thicker walls and are very elastic. 5. Capillaries connect the veins and arteries. 6. The largest artery in the body is aorta. b. If a blood vessel is cut or damage due to accident, can it still be use? IV. Evaluation: Answer the following questions. 1. What do you call the passageways of blood? 2. What blood vessel carries blood to the heart? 3. What blood vessel carries blood away from the heart? 4. The smallest of the blood vessels are the __________. 5. Which has thicker walls and are elastic, veins or arteries? V. Assignment: With a simple diagram, draw how the blood vessels are connected to each other.
July 6, 2012 Friday Science

I. Identify the parts of the blood II. The Human Blood
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Science Concept: Blood, the red fluid that flows through the blood vessels, is the transport medium of the body. Blood consists of the following: plasma, red blood cells, white blood cells, and platelets. Processes: describing, comparing, identifying Materials: microscope, drop of blood in a glass slide Reference/s: ELC I.1.1.2, Into the Future: Science and Health, page 11-16 Value: Cooperation during group work III. Procedure A. Preliminary Activity 1. Science word: Blood 2. Drill: Match column A with column B A B Heart carries blood away from the heart Blood pump Arteries carries blood towards the heart Capillary river of life 3. Review: What are the blood vessels? What re the functions of the blood vessels? B. Developmental Activities 1. What would happen if blood is sucked out of our body? What would we look like? 2. Presentation: Show a picture of the different components of blood 3. Activity 6: Parts of the Human Blood a. With the use of a microscope, observe a drop of blood on a glass slide b. Draw what you have seen on the microscope c. Compare the different blood components, see textbook for information. 4. Discussion: how does the blood look? What is the liquid part of the blood called? What are the different blood cells? Discuss the function of each blood cell. Which part of the blood helps in blood clotting? 5. Concept Formation: Blood, the red fluid that flows through the blood vessels, is the transport medium of the body. Blood consists of the following: plasma, red blood cells, white blood cells, and platelets. 6. Application: a. Identify the blood part being described. 1. Tiny solid particles of blood that clots when there is cut or injury of the blood vessel 2. Contains a red pigment called hemoglobin 3. Liquid portion of the blood 4. Fights diseases and infections in the body 5. Carries oxygen to the cells b. Can you explain why some people say that blood is the river of life? IV. Evaluation: A-rbc B-wbc C-platelets D-plasma 1. Part of the blood responsible for blood clotting 2. It has a pigment that makes it colored red 3. All the solid parts of the blood are suspended in this fluid. 4. Smallest solid part of the blood. 5. Kills bacteria and virus whenever they attack the body. V. Assignment: Research on the different Types of human blood.
July 6, 2012 Friday
Science I. Answer the questions accurately with 75% proficiency

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II. Summative Test 1 Scope: The circulatory system-parts and functions See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
July 9, 2012 Monday Science

I. Trace the flow of blood inside the heart. II. Coronary Pathway Science Concept: Coronary circulation is the flow of blood inside the heart. Processes: observing, describing, inferring
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Reference/s: ELC I.1.1.3, Into the future, pages 8-9 Materials: chart of the parts of the heart Value: keeping the heart healthy III. Procedure A. Preliminary Activity 1. Science Word: pathway 2. Drill: parts of the heart 3. Review: What are the functions of the circulatory system? B. Developmental Activity 1. Hold your hand against your chest. Can you feel your heart beating? Your heart is a pump that keeps working all your life. 2. Presentation: Show a diagram of the heart. How does blood flow inside the heart? 3. Activity 7: Blood Flow in the Heart a. Study the diagram of how blood flow inside the heart. b. Trace the flow of blood inside the heart. c. Write down the part where it flows. 4. Discussion: Where does blood entering the right atrium comes from? What vein does it pass through? From the right atrium, where does blood flow next? Blood from the right ventricle flows to what blood vessel? Where does blood entering the left atrium comes from? What vein does it pass through? From the left atrium, where does blood flow next? Blood from the left ventricle flows to what blood vessel? 5. Concept formation: Coronary circulation is the flow of blood inside the heart. 6. Application: a. Make a diagram of how blood flows inside the right side of the heart b. Did you know that the heart pumps around 10 liters of blood per minute? IV. Evaluation: Arrange in correct sequence the flow of blood in the left side of the heart left ventricle, pulmonary vein, left atrium, aorta V. Assignment: Which side of the heart where blood that flows is oxygenated? Deoxygenated?
July 10, 2012 Science
Tuesday
I. Compare how blood flows in the pulmonary circulation and systemic circulation II. Other Pathways of Blood Science Concept: Blood circulates throughout the body in specific routes or paths called circuit. These are the pulmonary circuit and systemic circuit Processes: describing, observing, comparing Materials: drawing of the blood circuits Reference/s: ELC I.1.1.3, Into the future, pages 9-10
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Value: keeping the circulatory system healthy III. Procedure A. Preliminary Activity 1. Science word: circuit 2. Drill: Show pictures of different body organs. Have the pupils identify the organs. 3. Review: What is coronary circulation? B. Developmental Activity 1. Show a picture of a busy highway. Say that inside the body there are also highways called circuit. 2. Presentation: Show an illustration of the pulmonary circulation and a chart of the systemic circulation 3. Activity 8: Other pathways of blood a. Study the diagram of the pulmonary and systemic circuit, pages 9-10 of text b. Trace the flow of blood in each circuit. c. Discuss it with your group. 4. Discussion: Call pupils to explain how blood flows in the pulmonary circuit and systemic circuit. Which is more complicated, systemic or pulmonary circuit? Why? 5. Application: a. identify the blood flow described. 1. Blood circuit which picks up oxygen from the lungs. 2. Blood circuit where it delivers nutrients and water to the cells. 3. Blood circuit where carbon dioxide is given off by the body. 4. Blood circuit where waste materials are collected from the cells. b. Choose one pathway then illustrate the blood flow through a diagram. IV. Evaluation: A-Pulmonary circuit B-Systemic circuit 1. Oxygen is picked up from the lungs and carbon dioxide is given off 2. Oxygenated blood returns from the heart. 3. Blood is pumped into the aorta going to the arteries and capillaries 4. Dissolved materials are distributed to the body tissues 5. Organs like the kidneys, stomach and intestines receive nutrients from the blood. V. Assignment: Explain what would happen if blood flow is cut in one of the circuits.
July 11, 2012 Wednesday Science

I. Identify the blood circulation in the body II. Blood Circuits Science Concept: Blood circulates throughout the body in specific routes or paths called circuit. These are the pulmonary circuit, coronary circuit and systemic circuit Processes: describing, comparing Materials: drawing of the blood circuits Reference/s: ELC I.1.1.3, Into the future, pages 9-10 Value: keeping the circulatory system healthy III. Procedure
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A. Preliminary Activity 1. Science word: pathway 2. Drill: Show pictures of different body organs. Have the pupils identify the organs. 3. Review: What are the parts of the circulatory system? What are its functions? B. Developmental Activity 1. Show a picture of a car running on a race track. Ask the pupils to describe how the car moves on the race track. 2. Presentation: Show an illustration of the pulmonary circulation, coronary circulation and a chart of the systemic circulation 3. Exercise 7 and 8: Pathways of blood Exercise 7, page 4 of the Activity Book a. Match the description in Column A with the part of the heart in Column B. b. Identify the parts where blood flow in the heart. Left Side Right Side Exercise 8, page 5 of the Activity Book a. Identify the pathway being described. b. Trace the flow of blood in 1. Pulmonary circulation 2. Systemic circulation 4. Answering the Exercises on the Activity Book. 5. Application: How is the blood leaving the heart on the left side different from the blood flowing on the right side of the heart? IV. Evaluation: A-Pulmonary circuit B-Systemic circuit C-Coronary circuit 1. Oxygen, nutrients, water and hormones are distributed in the cells of the body. 2. Oxygen and carbon dioxide are exchanged on this circuit. 3. Blood flows in two ways, one on the right side and the other on the left side. 4. Blood flows in the lungs to get oxygen. 5. Carbon dioxide and other waste products are taken out from the cells. V. Assignment: Research on the other blood circulation in the body. Example liver circuit and kidney circuit
Thursday
I. Describe the common ailments or disorders affecting the heart II. Common Ailments of the Heart Science Concept: Heart Attack, stroke, rheumatic heart disease, coronary heart disease, etc are some of the ailments affecting the heart. Processes: inferring, identifying, describing Materials: picture or the heart, funnel, peanut butter, stick Reference/s: ELC I.1.1.5, Into the Future, pp 21-24 Value: keeping their heart to function well III. Procedure A. Preliminary Activity 1. Science Word: ailment 2. Drill: parts of the heart
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3. Review of the different blood circulation B. Developmental Activity 1. What are fatty foods? Can you give examples of fatty foods? 2. Present a picture of the heart 3. Activity 9: How does fat deposit affect blood flow in the body? a. Put the funnel in the mouth of a plastic jar. b. pour some 50ml of colored water slowly into the funnel. Record how long it takes for the water to flow through the funnel. c. Spread a small amount of peanut butter along the bottom of the funnels neck using a plastic knife. d. Using a toothpick, carve a hole at the bottom so that the funnel is not completely clogged. Repeat steps a and b. e. Compare the time it takes the water to flow through the funnel. 4. Discussion: Assume the funnel is an artery of the heart. In which artery will more blood flow through the one with peanut butter or through the funnel without peanut butter? What does the peanut butter represent? What would happen if fat deposits along the lining of blood vessels? What are some of the diseases affecting the heart? Discuss the ailments of the heart. 5. Concept formation: Heart Attack, stroke, rheumatic heart disease, coronary heart disease, etc are some of the ailments affecting the heart. 6. Application: Do you have any member in your family who experience these ailments of the heart? IV. Evaluation: 1. What is the fatty substance that hardens or clogs the arteries? (protein, cholesterol, blood, mineral) 2. What conditions can lead to rheumatic heart disease? (leukemia, lack of oxygen, anemia, throat infection) 3. Carlitos 59 year old uncle died of heart attack. What was its probable cause? (blood going to the heart was blocked, his heart became big, his blood vessels harden, his heart was attacked by bacteria) 4. Which is an ailment of the heart? (CHD, hypertension, atherosclerosis, heartburn) 5. Eating too much salts and fats could harden the blood vessels of the heart. What disease would result to this? (diabetes, leukemia, heart attack, thrombosis) V. Assignment: Make a family tree of your family. Then below their names write if they have any ailment in the heart.
Friday
I. Describe the common ailments or disorders affecting the blood vessels. II. Common Disorders or Ailments of the Blood Vessels Science Concept: Atherosclerosis, thrombosis, high blood pressure, varicose veins, and almoranas are some of the illnesses affecting the blood vessels. Processes: describing, inferring Materials: pictures of blood vessels Reference/s: ELC I.1.1.5, Into the Future, pp 21-24 Value: Keeping the blood vessels healthy III. Procedure A. Preliminary Activities 1. Science word: cholesterol 2. Drill: kinds of blood vessel 3. Review of the ailments of the heart B. Developmental Activity
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1. What would happen if their will be a traffic in a highway? 2. Presentation: Show pictures of blood vessels. 3. Activity: What are the ailments of the blood vessels? a. Read pages 21-24 of Into the Future: Science and Health. b. Find out the cause and symptoms of the following diseases Atherosclerosis thrombosis high blood pressure varicose veins almoranas c. Write in table form. Ailment Part Affected Symptoms 1. atherosclerosis 2. thrombosis 3. Hypertension 4. varicose vein 5. almoranas 4. Discussion: What are the ailments of the blood vessels? What are its sign and symptoms? 5. Concept Formation: Atherosclerosis, thrombosis, high blood pressure, varicose veins, and almoranas are some of the illnesses affecting the blood vessels. 6. Application: a. Identify the foods containing high cholesterol. Put a check if it has high cholesterol content and cross if low cholesterol. Barbecue chicharon bacon fruits vegetables b. Aside from food, what other factors can contribute to illness of the blood vessels? IV. Evaluation: A. atherosclerosis 1. sudden rise in blood pressure B. hypertension 2. swollen veins in the legs C. thrombosis 3. swollen veins in the anus D. varicose vein 4. blood clot in the blood vessels E. hemorrhoids 5. slow floe of blood in the blood vessels V. Assignment: Have the pupils explain how ones lifestyle affects the condition of the blood vessels. Differentiate bad cholesterol from good cholesterol.
July 9, 2008 Wednesday Note: Plan dated July 8, 2008 was not accomplished because the Grade Six pupils went on an educational tour of the Bamboo Organ Church. Science
I. Describe the common ailments or disorders affecting the blood vessels. II. Common Disorders or Ailments of the Blood Vessels Science Concept: Atherosclerosis, thrombosis, high blood pressure, varicose veins, and almoranas are some of the illnesses affecting the blood vessels. Processes: describing, inferring Materials: pictures of blood vessels Reference/s: ELC I.1.1.5, Into the Future, pp 21-24 Value: Keeping the blood vessels healthy III. Procedure A. Preliminary Activities 1. Science word: cholesterol 2. Drill: kinds of blood vessel
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3. Review of the ailments of the heart B. Developmental Activity 1. What would happen if their will be a traffic in a highway? 2. Presentation: Show pictures of blood vessels. 3. Activity: What are the ailments of the blood vessels? a. Read pages 21-24 of Into the Future: Science and Health. b. Find out the cause and symptoms of the following diseases Atherosclerosis thrombosis high blood pressure varicose veins almoranas c. Write in table form. Ailment Part Affected Symptoms 1. atherosclerosis 2. thrombosis 3. Hypertension 4. varicose vein 5. almoranas 4. Discussion: What are the ailments of the blood vessels? What are its sign and symptoms? 5. Concept Formation: Atherosclerosis, thrombosis, high blood pressure, varicose veins, and almoranas are some of the illnesses affecting the blood vessels. 6. Application: a. Identify the foods containing high cholesterol. Put a check if it has high cholesterol content and cross if low cholesterol. Barbecue chicharon bacon fruits vegetables b. Aside from food, what other factors can contribute to illness of the blood vessels? IV. Evaluation: A. atherosclerosis 1. sudden rise in blood pressure B. hypertension 2. swollen veins in the legs C. thrombosis 3. swollen veins in the anus D. varicose vein 4. blood clot in the blood vessels E. hemorrhoids 5. slow floe of blood in the blood vessels V. Assignment: Have the pupils explain how ones lifestyle affects the condition of the blood vessels. Differentiate bad cholesterol from good cholesterol.

I. Describe the common ailments affecting the blood. II. Ailments of the Blood Science Concept: anemia, diabetes, leukemia, hemorrhagic diseases are some of the common ailments of the blood. Processes: describing, identifying, inferring Materials: pictures of blood and their parts Reference/s: ELC I.1.1.5, Into the Future, pp 21-24 Value: Keeping the blood healthy III. Procedure A. Preliminary Activities 1. Science Word: symptoms 2. Drill: name the parts of the blood 3. Review the different ailments of the blood vessels B. Developmental Activities 1. Some diseases of the circulatory system are the primary causes of deaths in the Philippines today. What are these illnesses?
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2. Present the list of some blood-related diseases common in the country. 3. Activity: What are the blood-related diseases of the circulatory system? a. Read about the following diseases on text pages 21-23. Anemia leukemia hemorrhagic disease b. Discuss with the group the signs and symptoms of each disease. c. Write in table form. Disease Part Affected Symptoms 1. Anemia 2. Leukemia 3. hemorrhagic Disease 4. Discussion: Why does a person with anemia look pale? What part of your blood increases when you have leukemia? Why are platelets important to the body? The teacher will add some diseases affecting the blood like diabetes. 5. Concept Formation: anemia, diabetes, leukemia, hemorrhagic diseases are some of the common ailments of the blood. 6. Application: Should we avoid people suffering from these blood diseases? IV. Evaluation: choose the correct answer. 1. What diseases of the blood is caused by the abnormal production of immature white blood cells? (heart attack, blood clot, leukemia, stroke) 2. Diabetes is an ailment caused by an excess in __________. (protein, cholesterol, sugar, salt) 3. What is the oxygen-carrying pigment of the red blood cells? (hemophilia, hemoglobin, protein, cholesterol) 4. A term also known as the bleeding disorder. (leukemia, anemia, hemorrhagic disease, diabetes) V. Assignment: Research more on other blood-related diseases. Find out its signs and symptoms.
Tuesday
I. Identify healthy habits to keep the heart, blood, and blood vessels healthy. II. Prevention and Control of Common Ailments of the Circulatory System Science concept: We should follow healthful practices to protect the circulatory system. Processes: describing, enumerating Materials: checklist, pictures of healthful practices Reference/s: ELC I.1.1.5, Into the Future, pp 21-24 Value: Taking good care of ones health. III. Procedure A. Preliminary Activities 1. Science Word: prevention 2. Drill: Identify the part of the circulatory system that is described 3. Review the ailments of the circulatory system B. Developmental Activities 1. What would happen if something goes wrong in one of the parts of the circulatory system? How can we take care of our circulatory system? 2. Present a picture of a woman having her blood pressure check, boys eating food and exercising, and a lazy man 3. Activity: How can healthy practices affect our circulatory system?
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Have the pupils answer the checklist below. Health Practices

1. sleeping late 2. exercising regularly 3. munching on chicharon between meals 4. eating salty junk food such as potato chips, fries, and chips 5. eating deep fried foods such as fried chicken, crispy pata and lechong kawali 6. playing basketball and other sports regularly 7. walking short distances instead of riding vehicles 8. swimming 9. getting enough rest and sleep 10. worrying too much
Always
Sometimes
Never
4. Discussion: What are some of the dos and donts that we have to do to keep our circulatory system healthy? Discuss the good and bad effects of each practice. 5. Concept Formation: We should follow healthful practices to protect the circulatory system. 6. Application: Your mother always scolds you not to eat sitsiria or junk food. Would you get mad at her? What should you do? IV. Evaluation: Put a check () if the statement tells about the proper way to take care of the circulatory system and cross (X) if the statement is wrong.
_____1. _____2. _____3. _____4. _____5. Avoid drinking alcoholic beverages and smoking. Have a well balanced diet. Dont tell your parents if youre not feeling well. Worry too much about your schoolwork. Eat fatty foods like egg yolk, mayonnaise, pork skin and barbecue.
V. Assignment: Write a short paragraph about your bad practice in taking care of your body and how you would change it.
Wednesday
I. Demonstrate ways of caring for the circulatory system by making a poster on the dangers of cigarette smoking II. Care for the Circulatory System Science Concept: Cigarette smoking is dangerous to our health. Processes: describing, enumerating, illustrating Materials: cartolina, art materials Reference/s: ELC I.1.1., Into the Future: Science and Health, pp Value: Taking care of ones health. III. Procedure A. Preliminary Activities 1. Science Word: nicotine 2. Drill: cholesterol, heartbeat, high blood choose from the words described by the teacher 3. Review the ways on how we should take care of the body. B. Developmental Activities 1. Recently the government has passed a law banning people on smoking at public places. What is your opinion about it? 2. Present a sample advertisement of cigarette in a news paper. 3. Activity: Poster making on the dangers of cigarette smoking
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a. Show a sample poster about the dangers of cigarette smoking b. Ask the pupils to make their own poster. c. Present the criteria for judging -it must explain in illustration what would happen to the circulatory system if one should continue smoking d. Setting of Standards e. Pupils start making the poster. f. Supervision by the teacher. g. Post some of the works of the pupils on the board. 4. Discussion: Ask some pupils to explain their drawings. 5. Concept formation: Cigarette smoking is dangerous to our health. 6. Application: Your friends are teasing you because youre the only one who is not smoking in the group. Should you be ashamed or would you smoke like your friends? IV. Make a wall of art in the science room. Post some of the best work of the pupils. V. Research more on the bad effects of smoking to the circulatory system.
July 15, 2008 Tuesday
Science I. Answers the questions accurately II. Summative Test II Scope: Ailments of the circulatory system, and keeping the circulatory system healthy See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the teacher E. Checking and Recording
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IV. Getting the Mean and Percent Mastery V. Enrichment Exercises
Thursday
I. Enumerate the functions of the nervous system II. The Nervous System Science Concept: The nervous system is the control unit of the body. It organizes and coordinates bodily activities. It acts as a storehouse of information. Processes: inferring, enumerating, describing Materials: coins, paper bag, chart Reference/s: ELC 2.2.2, Into the future: Science and Health Six pp. 30-31 Value: Taking good care of ones health III. Procedure A. Preliminary Activities 1. Science Word: senses 2. Drill: Parts of the circulatory system 3. Review: What are the functions of the circulatory system? B. Developmental Activities 1. When you hear your favorite song over the radio, you usually sing along with it. When you are hungry, you eat. Why? What in your body tells you to sing or eat food? 2. Presentation: Show a picture of the nervous system 3. Activity: Why is the nervous system important? a. Put 5 one-peso coins, 5 25-centavo coin, and 5 five-peso coins in a paper bag. b. Feel the coins in the bag without looking inside. c. Ask about the size, weight, and texture of the coin. d. Guess the coin described. e. Record the answers on the table below.
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Coin Size Weight Texture Guess 1 2 3 4. Discussion: Was it easy to identify each coin? Why or why not? What characteristic enables you to identify each coin? As you feel each coin what does your nervous system do? Then show the picture of the nervous system and explains its functions. 5. Science Concept: The nervous system is the control unit of the body. It organizes and coordinates bodily activities. It acts as a storehouse of information. 6. Application: Can you do two or more things at the same time? For example taking notes while listening to the teacher or sweeping the floor while talking to your friends? Why do you think you were able to do those things at the same time? IV. Evaluation: Complete the paragraph below. The nervous system is the __________ of the body. It __________ and _________ bodily activities. It acts as a __________ of __________. V. Assignment: Memorize the functions of the nervous system.
Friday
I. Identify the divisions and parts of the nervous system II. Parts of the Nervous System Science Concept: The nervous system is divided into two divisions: the central and peripheral nervous system. The central nervous system includes the brain and spinal cord. The peripheral nervous system is made up of the brain, spinal cord and the nerves. Processes: describing, inferring, enumerating Materials: chart of the parts of the nervous system Reference/s: ELC 2.2.3, Into the Future: Science and Health, pp 33-38 Value: taking care of ones health III. Procedure A. Preliminary Activities 1. Science Word: nervous system 2. Drill: Parts of the circulatory system 3. Review the functions of the nervous system B. Developmental Activities 1. What happens when a cube of ice comes in contact with your skin? How do you feel? 2. Presentation: Show a picture of the nervous system. Tell the pupils that there are two divisions of the nervous system and that there are three main parts. 3. Activity: What are the parts of the nervous system? a. Give two sets of drawings to the pupils. b. On the first drawing color the brain and the spinal cord. c. On the second drawing, color the brain, spinal cord and nerves. d. Have them answer the questions from the activity 4. Discussion: What are the two divisions of the nervous system? What are the parts of the central nervous system? What about the peripheral nervous system? What parts in the peripheral nervous system is not found in the central nervous system?
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5. Concept Formation: The nervous system is divided into two divisions: the central and peripheral nervous system. The central nervous system includes the brain and spinal cord. The peripheral nervous system is made up of the brain, spinal cord and the nerves. 6. Application: a. Draw the nervous system and label its parts. b. Imagine your body without the nervous system. Would you be able to feel, see, hear, taste, and smell? Why or why not? IV. Evaluation: Enumerate 1-3 What are the three major parts of the nervous system? 4-5 What are the two main divisions of the nervous system? V. Assignment: Answer Exercise 13.A, page 7 of the Exercise Book.

I. Describe the structure and functions of the major parts of the brain II. The Human Brain Science Concept: The brain consists of the cerebrum, cerebellum, and medulla oblongata Processes: observing, describing, inferring, enumerating Materials: drawings of the human brain Reference/s: ELC 2.2.3, Into the Future: Science and Health pp34-35 Value: Develops the habit of being organized III. Procedure A. Preliminary Activities 1. Science Word: brain 2. Drill: Functions of the nervous system 3. Review the parts and divisions of the nervous system B. Developmental Activities 1. Where is your brain? What can you say about our brain? 2. Presentation: picture of the human brain and its parts 3. Activity: What are the parts of the brain? a. Recalling is one function of the brain. Test the ability of the pupils to recall printed information. b. Ask them to get paper and pencil. c. The teacher will show some word or syllables for 25 seconds. d. Ask the pupils to remember the listed words or syllables.
Column 1 Auk Zim Oim Pei Gan Sha Ich Hin Column 2 Chocolate Moon Ship Hunting Grocery Values Family West Column 3 Your Brain Can Easily Retain Short Understandable messages
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4. Discussion: How many syllables in column 1 did you remember? Column 2? Column 3? What column is easy to remember? Why? Which column is hard to memorize? Why? Discuss the parts of the brain and give its functions. 5. Concept Formation: The brain consists of the cerebrum, cerebellum, and medulla oblongata 6. Application: a. Draw the brain and label its parts. b. Did you know that the right side of the brain controls the left side of the body? And that the left side of the brain controls the right side of the body? IV. Evaluation: Identify the part described. 1. The largest part of the brain. 2. It controls movements of the muscles. 3. It controls all body movements. 4. It is sometimes called the little brain 5. It is the part of the brain that regulates body temperature. V. Assignment: Answer Exercise 14, page 8 of the exercise book.
Wednesday
I. Infer what area of the cortex is used to perform a particular function II. The Cerebral Cortex Science Concept: The cerebral cortex is the clearinghouse of all signals being flashed by the nerves from the sensory organs and those signals being sent by the brain to the motor muscles and other operative parts of the body. The frontal lobe takes care of mans speech, thought, reasoning, judgment, emotion and some of the complicated voluntary psychomotor activities; the parietal lobe takes care of the sensory activities like touch, weight, taste, shape, and texture; the occipital lobe takes care of the visual activities; the temporal lobe takes care of the auditory activities. Processes: mapping, inferring, communicating Materials: drawings of the brain Reference/s: ELC 2.2.2, Into the Future: Science and Health Value: Taking care of ones health III. Procedure A. Preliminary Activities 1. Science Word: cerebrum 2. Drill: Parts of the brain 3. Review the functions of each part of the brain B. Developmental Activities 1. What do you do when you wake up in the morning? What parts of the brain tells you to do that? 2. Presentation: Show the different lobes of the brain 3. Activity: What lobe of the cerebrum do you use frequently? a. Mentally choose three of your classmates. Observe for 10 minutes what they do. b. Write your observations on a paper. 4. Discussion: What are the actions you have observed? Aside from what you had seen, what other actions are you unconsciously been doing? What part of the nervous system tells you to do that? Discuss the lobes and their functions. 5. Concept Formation: The cerebral cortex is the clearinghouse of all signals being flashed by the nerves from the sensory organs and those signals being sent by the brain to the motor muscles and other operative parts of the body. The frontal lobe takes care of mans speech, thought, reasoning, judgment, emotion and some of the complicated
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voluntary psychomotor activities; the parietal lobe takes care of the sensory activities like touch, weight, taste, shape, and texture; the occipital lobe takes care of the visual activities; the temporal lobe takes care of the auditory activities. 6. Application: a. Copy the drawing of the brain. Color the occipital lobe-blue, parietal lobe-red, frontal lobe-green, temporal lobe-yellow, and auditory lobe-violet. b. Why is it important to wear a helmet when riding a bike or a motorcycle? IV. Evaluation Column A Column B 1. hearing a. occipital lobe 2. walking b. parietal lobe 3. tasting c. frontal lobe 4. talking d. temporal lobe 5. falling in love e. auditory lobe V. Assignment: Give 5 examples of activities you do for each lobe of the brain.
Thursday
I. Describe the structure of a neuron and the function of its parts. II. The Network of Nerves Science Concept: Nerve cells are neurons. They are the basic unit of the nervous system. They carry impulses, or signals from every single part of the body to the brain and back. They consist of cell body, an axon and dendrites. Processes: describing, inferring, enumerating Materials: drawings of the nerve cells and its parts Reference/s: ELC 2.2.3, Into the Future: Science and Health, pp31-32 Value: Taking care of ones health III. Procedure A. Preliminary Activities 1. Science Word: nerves 2. Drill: parts of the nervous system 3. Review the five lobes of the brain B. Developmental Activities 1. Pinch yourself. What did you feel? What part of the nervous system is all over the body? Imagine if there are no nerves in our body. What would happen? 2. Presentation: Show a drawing of the neuron and its parts. 3. Activity: What are the functions and parts of the neurons?
page 9 a. Identify the parts of the neurons by completing the puzzle below. See Exercise 16 of the Exercise Book b. Across 4. 5. 6. c. Down 1. 2. 3. short fibers, receivers of the message messages long fibers, transmitters of messages organ that processes the messages neurotransmitters are found in __________ endings basic unit of the nervous system
4. Discussion: What is a neuron? What are its parts? How would you describe a cell body? What are axons? What are dendrites? 5. Concept Formation: Nerve cells are neurons. They are the basic unit of the nervous system. They carry impulses, or signals from every single part of the body to the brain and back. They consist of cell body, an axon and dendrites. 6. Application: a. Modified true or false
1. Impulses are messages that are transmitted through the nerve cells. 2. Synapses are gaps between the nerve cells.
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b. What would happen if our nerves where damaged? Would we be able to use our senses? IV. Evaluation
1. 2. 3. 4. 5. It carries impulses away from the cell body. They carry impulses or signals to the cell body. The gap between two neurons are called __________. It contains the protoplasm and the nucleus of the neuron. They are called the basic unit of the nervous system.
3. A dendrite is a long fiber of the nerve cells. 4. A cell body is the round part of the neuron. 5. Nerve cells are pathways of messages in the circulatory system.
V. Assignment: Draw a picture of the neuron and then label its parts.
Friday
I. Trace the path of message from the time the body receives it up to the time that part of the body reacts to the message. II. How the Nervous System Works Science Concept: Sensory nerves receive the impulse. Sensory nerves send the message to the brain through the spinal cord. The brain interprets the message. The brain sends the message to the motor neurons through the spinal cord. Motor neurons bring information to the muscles and glands. Processes: observing, describing, communicating Materials: chart of the nervous system Reference/s: ELC 2.2.4, Into the Future: Science and Health Six, pages 41-43 Value: Develop the habit of being organized. III. Procedure A. Preliminary Activities 1. Science Word: impulses 2. Drill: parts of the neurons 3. Review the functions of each part of the neurons. B. Developmental Activities 1. Have you played the game Pass the Message? How is it played? 2. Presentation: Show a diagram of how the impulse travels through the nervous system 3. Activity: How are messages sent from one part of the body to another? a. Have them test their ability to recognize objects using their sense of touch. b. Ask them to choose a partner. c. Using a paper bag, ask their partner to close their eyes and feel the object inside the bag. d. Record the observations. Object Shape Texture Guess 1 2 3 4 5 4. Discussion: What is the shape of each object? Which objects are rough? Smooth? How fast did you recognize the shape and texture of each object? Why? When you touch the objects, what does it represent? What is in our hands that help us recognize the objects? Discuss the stimulus-response reaction. 5. Concept Formation: Sensory nerves receive the impulse. Sensory nerves send the message to the brain through the spinal cord. The brain interprets the message. The brain
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sends the message to the motor neurons through the spinal cord. Motor neurons bring information to the muscles and glands. 6. Application: a. Give three examples of stimulus to which you usually respond. Trace the path that will be taken by each impulse. b. Play the game Pass the Message IV. Evaluation: Arrange the steps using letters A, B, C, D, and E. _____ The brain interprets the message _____ Sensory nerves send the message to the brain through the spinal cord. _____ Motor neurons bring information to the muscles and glands. _____ Sensory nerves receive the impulse. _____ The brain sends the message to the motor neurons through the spinal cord V. Assignment: Illustrate the stimulus-response reaction on a typewriting paper.
July 24, 2008 Thursday Science
I. Answers the questions accurately II. Summative Test III Scope: Parts of the nervous system, brain, lobes of the brain, neurons and how the nervous system works See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery V. Enrichment Exercises
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I. Tell what a reflex is. II. Reflex Science Concept: A reflex is an involuntary action that originates from the spinal cord and not from the brain. Processes: observing, describing, identifying Materials: plastic sheet and a piece of paper Reference/s: ELC 2.2.1, Into the Future: Science and Health Value: Alertness in detecting signs of disorders in your nervous system III. Procedure A. Preliminary Activities 1. Science Word: involuntary action 2. Drill: parts of the neuron 3. Review the stimulus-response reaction B. Developmental Activities 1. Have you experienced being pricked by a thorn when you passed by the thorny stem of the plant? What was your reaction? 2. Presentation: Reflex Action- an action that a person does without thinking 3. Activity: How does a reflex action work? a. Cross your legs with one knee on top of the other of your partner. b. Using your knuckles, tap the leg of your partner just below the knee. c. Tell your partner to hold the plastic before his eyes, covering his face, while he looks straight at you. d. Throw a crumpled sheet of paper against the sheet towards his eyes. Do this several times. 4. Discussion: What happens to the leg of your partner? Can he consciously control the reaction? How did your partner react to the paper? How many times did your partner blink his eyes? Discuss the pathway on how reflex action occurs. 5. Concept Formation: A reflex is an involuntary action that originates from the spinal cord and not from the brain. 6. Application: a. Answer Exercise 18-B of the Exercise Book on page 10. b. Why are reflex actions important? IV. Evaluation: Put a check if the following actions are reflex or not. _____ 1. blinking of the eye _____ 6. jumping high _____ 2. hiccupping _____ 7. running after a dog _____ 3. sneezing _____ 8. jerking of the arm _____ 4. running _____ 9. listening to the radio _____ 5. answering a question _____ 10. dancing with the music V. Assignment: Write a short paragraph about how reflex action works.
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I. Test ones response time. II. Response Time Science Concept: The time it takes the muscles to respond from the time the nerve is started is called the response time. Processes: identifying, communicating, measuring, inferring Material: ruler Reference/s: ELC 2.2.2, Value: alertness in detecting signs of disorders in the nervous system III. Procedure A. Preliminary Activities 1. Science Word: stimulus 2. Drill: Arrange in sequence how the nervous system works Motor nerves, brain, spinal cord, sensory nerves, spinal cord, response 3. Review reflex action B. Developmental Activities 1. Play a game: If I say Do- raise your right hand re- raise your left hand mi- stand up fa- sit down so- jump la- cover your mouth ti- turn around 2. Presentation How quick do you respond to something? 3. Activity: Measuring your response time a. Let your partner hold a ruler vertically between your thumb and forefinger. Your finger should be about 2 inches from the upper end of the ruler. b. Be ready to catch the ruler as soon as your partner releases it. c. Raise the ruler a little bit higher for each trial. d. measure the length at which you can catch the ruler. 4. Discussion: Can you catch the ruler at the first trial? After how many trials were you able to catch it? Haw far from the top of the ruler were you able to catch it? Compare your responses with your other classmates. What can you infer from these observations? 5. Concept Formation: The time it takes the muscles to respond from the time the nerve is started is called the response time. 6. Application: If you compare your response time with an adult like your grandmother, what do you think will be the result? Who will have a quicker response time? What affects ones response time? IV. Evaluation: Play other games that will test ones response time. Example Bring Me V. Assignment: Do the activity with your mother, father, brothers and sisters. Record your observations in your notebook.
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August 1, 2012 Science
Wednesday
I. Name some common ailment of the nervous system, their causes and their symptoms. II. Disorders of the Nervous System Science Concept: Polio, meningitis, rabies are some common ailments of the nervous system Processes: describing, communicating Materials: pictures of people with polio Reference/s: ELC 2.2.5, Journey Into the World of Science, p.42, Science and Health for a Changing Environment, pp 44-45 Value: Alertness in detecting signs of disorders in the nervous system III. Procedure A. Preliminary Activities 1. Science Word: disorders 2. Drill: Diseases of the circulatory system 3. Review how the nervous system works. B. Developmental Activities 1. Call 10 pupils to come upfront. Ask the first pupil to memorize the message given by the teacher. Instruct the first pupil to whisper the message to the next pupil until it reaches the last pupil. Was it easy for all your classmates to repeat the message? What would happen to our body if messages are not sent properly? 2. Presentation: show pictures of children with polio and a dog with rabies. 3. Activity: What ailments can affect the nervous system? a. Reporting -polio - meningitis -rabies b. Take note of the cause and symptoms of the diseases reported by your classmates 4. Discussion: Discuss the cause, its effect on the body and the treatment of the diseases. 5. Concept Formation: Polio, meningitis, rabies are some common ailments of the nervous system 6. Application: How should you treat people suffering from these diseases? IV. Evaluation: Identify the ailment being described. Write A-polio, B-meningitis, C-rabies 1. This disease is caused when a microorganism enters the cerebrospinal fluid that irritates the meninges, making it red and swollen. 2. It is an acute infection of the central nervous system caused by a virus from dogs, cats, and monkeys. 3. It affects the nerve cells that control the muscles of the limbs and the muscles controlling breathing and swallowing. 4. This disease can be treated by vaccination. 5. The treatment for this disease is by using antibiotics to kill the bacteria or microorganism. V. Assignment: Research on new developments for the treatment of rabies, meningitis, and polio.
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Thursday
I. Name other ailments of the nervous system, their causes and their symptoms. II. Disorders of the Nervous System Science Concept: Encephalitis, brain tumors, and migraine are the other ailments of the nervous system Processes: describing, inferring, enumerating Materials: pictures of sick people Reference/s: ELC 2.2.5, Journey Into the World of Science, p.42, Science and Health for a Changing Environment, pp 44-45 Value: Alertness in detecting signs of disorders in the nervous system III. Procedure A. Preliminary Activities 1. Science Word: cancer 2. Drill: Arrange the letters to form a word. Innlitesmg oolip muotrranibr 3. Review the cause and symptoms of polio, rabies, and meningitis B. Developmental Activities 1. Do you know anybody who suffers from cancer? 2. Presentation: Show the other diseases that can affect the nervous system Encephalitis, brain tumors, and migraine 3. Activity: Reporting a. Encephalitis b. Brain Tumor c. Migraine Listen to the report then take down notes for the cause and symptoms of each disease 4. Discussion: Discuss the cause, effect and treatment of each disease affecting the nervous system. 5. Concept Formation: Encephalitis, brain tumors, and migraine are the other ailments of the nervous system 6. Application a. Answer Exercise 19, page 10 of your Exercise Book b. Are these diseases infectious? Should we avoid people with cancer? IV. Evaluation: Identify the ailment described. Write A-encephalitis, B-brain tumor, Cmigraine 1. Painful headache on one side of the brain. 2. Its cause is not fully known. 3. This is cause by a bite of a mosquito. 4. If the tumor is found malignant the disease is treated by chemotherapy. 5. Stress, food, and hormonal imbalance are some of the causes of this disease V. Assignment: Aside from the diseases mentioned, research on other diseases affecting the nervous system.
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Friday
I. Practice desirable habits that help and keep the nervous system safe and healthy II. Desirable Habits to Prevent and Keep the Nervous System Safe and Healthy Science Concept: We should practice desirable habits and follow safety rules to avoid accidents that may harm the nervous system. Processes: identifying, enumerating, inferring Materials: pictures of safety practices Reference/s: ELC 2.2.6, Journey Into the World of Science, pp 45-46 Value: Taking care of your nervous system III. Developmental Activities A. Preliminary Activities 1. Science Word: habits 2. Drill: Parts of the brain 3. Review the disorders of the nervous system B. Developmental Activities 1. Have you been on an accident? Can we avoid it? 2. Presentation: Have the pupils study the pictures on the board. Ask them which of the pictures is desirable and which is not. 3. Activity: Talk about ways on how we can keep our nervous system safe and healthy. Discuss it with your group. Write your responses in the manila paper. 4. Discussion: Open Forum. Why do accidents happen? What are some of the common accidents mentioned by the groups? How can we avoid them? 5. Concept Formation: We should practice desirable habits and follow safety rules to avoid accidents that may harm the nervous system. 6. Application: a. Answer exercise 20 on page 10 of the Exercise Book. b. On riding a bicycle or motorcycle, what safety measures can we follow? IV. Evaluation: A-Desirable habit, B-not desirable habit 1. Pushing your classmate while going down the stairs. 2. Climbing a tree 3. Walking slowly on a slippery floor 4. Putting your toys away after playing with them 5. Eating fruits and vegetables every meal V. Assignment: Make a list of first aid in some accidents at home.
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August 8, 2008 Friday Science
I. Answers questions about the nervous system with 75% proficiency level II. Summative Test IV Scope: Reflex, response time, ailments See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery V. Enrichment Exercises
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August 9, 2008 Saturday Science

I. Construct a sci-dama board II. Sci-Dama Science Concept: Sci-dama is a checkered board game that basically follows a Filipino game called dama with some modifications integrating mathematics and science. Processes: computation Materials: illustration board, art paper, glue, scissors, dama chips Reference/s: Chess Swiss system-scidama Value: integrating math and science in playing a game III. Procedure A. Preliminary Activities 1. Drill: flashcard drill on the four basic operations 3. Teacher checks the board made by the pupils. B. Developmental Activities 1. How do we move the chips on the dama board? 2. Presentation: Show a sci-dama board 3. Activity: How to play Sci-dama a. Teach the pupils how to set the starting position of the chips. b. Show how to move chips on the board. c. Discuss how to eat a chip using the mathematical operations on the board. d. Introduce the scoring sheet. Teach the pupils how to record each move on the scoring sheet. e. Explain how to move a dama chip. f. State that a move is good for one minute only. g. Enumerate how a game ends. 4. Application: Show a sample game. (15 minutes only) IV. Evaluation Choose a partner. Play the game for five minutes. Follow the rules in playing sci-dama. V. Practice playing at home.
Science 39
I. Identify the parts of the lymphatic system II. The Lymphatic System Science Concept: The parts of the lymphatic system are the lymph glands, lymph vessel, lymph fluid, thymus, bone marrow, and the spleen. Processes: identifying, describing Materials: poster of the lymphatic system Reference/s: ELC 2, Into the Future: Science and Health, pp. 19-20 Value: Responsibility in taking care of ones body. III. Procedure A. Preliminary Activities 1. Science Word: lymphatic system 2. Drill: tell if the following parts belong to the circulatory system or the nervous system Brain heart blood vessel nerves spinal cord blood 3. Review how to take care of the nervous system B. Developmental Activities 1. Feel your throat just below your ears. Do you feel a lump under your jaw? What could that be? 2. Presentation: Show a picture of the lymphatic system. 3. Activity: What are the parts of the lymphatic system? a. Read pages 19-20 of the Into the Future: Science and Health b. Name the parts of the lymphatic system. c. Locate the parts with your groupmates. 4. Discussion: What are those enlarged structures of the lymphatic system? What is inside the lymph node? Where does the lymph fluid flow? Where is the thymus? Where can you find the bone marrow? Where is the spleen located? 5. Application: a. Locate the different lymph nodes in the body. b. Complete the sentences below. Exercise 21.b of Exercise Book. 1. __________ is the plasma outside the capillaries. 2. The _________ filters bacteria from the lymph and produce the white blood cells. 3. __________ are special types of white blood cells found in the lymph nodes. 4. __________ are networks of fluid filled tubes that collects lymph. 5. The __________ system helps remove bacteria from the body. IV. Evaluation: Write the parts of the lymphatic system. (See page 11 of Exercise Book. Exercise 21.a)
V. Assignment: Draw and label the parts of the lymphatic system.
Science
I. Give the functions of the lymphatic system. II. The Lymphatic System
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Science Concept: The main function of the lymphatic system is to return purified fluid and proteins from tissue spaces to the blood stream. It also helps fight infections. Processes: describing, enumerating, inferring Materials: poster of the lymphatic system Reference/s: ELC 2, Into the Future: Science and Health pp 19-20 Value: Responsibility in taking care of ones body. III. Procedure A. Preliminary Activities 1. Science Word: antibodies, immunity 2. Drill: Parts of the blood 3. Review the parts of the lymphatic system B. Developmental Activities 1. Why do lymph nodes swell when we are sick? 2. Presentation: Locate the lymph nodes in the body. 3. Activity: What are the functions of the lymphatic system? a. Read pages 19-20 of the Science book. b. Fill up the table below. Parts Function/s 1. lymph nodes 2. lymph vessels 3. thymus 4. spleen 5. bone marrow 4. Discussion: What does the lymphatic system do to our body? What is produces by the lymph nodes? What are white blood cells? How do white blood cells fight infections? What is produced by the spleen, bone marrow and thymus? 5. Concept Formation: The main function of the lymphatic system is to return purified fluid and proteins from tissue spaces to the blood stream. It also helps fight infections. 6. Application: We have learned that our body produces substances that kills and fight infections. But why is it that we need to be given immunization shots when we where babies? IV. Evaluation: Choose the letter of the correct answer.
1. If you get sick, you are likely to develop _____. a. swollen lymph nodes b. lymph fluids c. lymph vessels d. blood platelets 2. How do white blood cells defend the body against harmful bacteria? a. by killing them b. by decreasing in number c. by preventing its entrance to the body d. by exploding them 3. The presence of an enlarged lymph nodes indicates an __________. a. infection b. recovery from infections c. you are healthy d. you are very sick 4. What is not true in the importance of the lymphatic system? a. it kills germs and microorganisms b. it traps the bacteria into the lymph nodes c. it returns fluids and proteins back to the circulatory system d. it is a part of the nervous system 5. Without this the body will easily get infections. a. blood clot b. blood vessels c. eyelids d. white blood cells
V. Assignment: Ask your parent to make a list of all the immunization shots you received when you were a baby.
August 11, 2008 Monday Science

I. Give some characteristics of a healthy person
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II. A Healthy Person Science Concept: A healthy person has certain characteristics which show that he is mentally, physically, emotionally, and socially healthy. Processes: observing, describing, enumerating, inferring Materials: pictures of healthy children Reference/s: ELC 2, Into the Future: Science and Health pp 44-48 Value: Develop obedience and respect for others III. Procedure A. Preliminary Activities 1. Science Word: health 2. Drill: Say YES if the following is a good trait and NO if not.
Mandy plays basketball. Gina loves to eat apples. Henry fights often with his brother. Cathy is a shy girl. Eric wants to be a doctor someday.
3. Review the ways on how to take care of the nervous system. B. Developmental Activities 1. When do you say that a person is healthy? Is a chubby boy or girl healthy? 2. Presentation: Identifying the healthy children in the class. Introduce the four states of health. 3. Activity: What is the meaning of being healthy? a. Fold a sheet of paper into four equal parts. b. Describe a healthy child physically, emotionally, socially and mentally. c. Write your description on the box below.
Physical Emotional Mental Social
4. Discussion: What are the four states of health? What does the paper represent? When is a child physically healthy? Mentally healthy? Emotionally healthy? Socially healthy? If we took one part of the paper, would you say youre a healthy child? 5. Concept Formation: A healthy person has certain characteristics which show that he is mentally, physically, emotionally, and socially healthy. 6. Application:
a. Put a check if the following shows a characteristic of a healthy child. He is fat. He has a thin body. He is pale. He thinks fast. He has smooth and clear skin. He enjoys playing and exercising. He has normal weight and height. He is sickly. b. Answer the following by putting a check on the column. Qualities Yes No I have a strong body. I can solve word problems in math. I get mad easily. I get along with my friends I eat nutritious food
IV. Evaluation: Write the word GOOD if the statement is a sign of a healthy person. Write the word BAD if the statement is not a sign of a healthy person. 1. Johnny plays basketball everyday. 2. Sonia gets irritated easily by her classmates. 3. Fredrick takes good care of his younger brothers when mother is not around. 4. Paul is first honor in his class. 5. Pat never absent in school. V. Assignment: Paste a picture of yourself on a typewriting paper. Write a short paragraph about your state of health.
August 12, 2008 Tuesday Science

I. Identify some of the physical, mental, emotional, and social needs for a person to be healthy
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II. Needs of a Healthy Child Science Concept: Every individual has their own physical, mental, emotional and social needs. Processes: identifying, describing, enumerating, inferring Materials: Pictures of children References/s: ELC 2, Into the Future: Science and Health pp 44-48 Value: Develop obedience and respect for others III. Procedure A. Preliminary Activities 1. Science Word: needs 2. Drill: True or False. A healthy boy is fat. A healthy person smiles a lot. A healthy child loves his parents. A healthy girl helps her friend in her homework 3. Review the characteristics of a healthy person. B. Developmental Activities 1. Are you physically strong? Are you friendly to others? Do you cry easily? Do you have a lot of problems? 2. Presentation: What are your needs to be healthy? 3. Activity: Needs of a Person to be Healthy a. Examine yourself in front of the mirror. b. Ask yourself what your physical, mental, emotional, and social needs. c. Share it with your groupmates. d. Make a compilation of your physical, mental, emotional and social needs of your group. 4. Discussion: Group reporting. Discuss with the class their physical, mental, emotional, and social needs. 5. Concept Formation: Every individual has their own physical, mental, emotional and social needs. 6. Application: a. 1. Which food groups do most children need most? a. foods rich in sugar b. food rich in vitamins c. food rich in proteins d. food rich in minerals 2. Linda is so bored so she joins a school club in order to __________. a. improve her grades b. impress her parents c. improve her social life d. help others b. Draw yourself on a piece of paper and write down your needs to be healthy. IV. Evaluation: identify whether the following is A-physical need, B-mental need, C-social need, D-emotional need 1. parents love 6. wholesome movies 2. good books 7. enough sleep 3. rest and exercise 8. clean air 4. good friends 9. supportive friends 5. good diet 10. clean water V. Assignment: Make a letter to your parents and write down your needs to be healthy.

I. Answers the questions accurately with 75% proficiency level II. First Periodical Test See Test Paper Honesty III. Procedure
Tuesday
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A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
English
I. Answers the questions accurately with 75% proficiency level II. First Periodical Test Materials: See Test Notebook (c/o Mrs. Abon) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
Ekawp
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Unang Markahang Pagsusulit Kagamitan: test notebook (c/o Ms. Dela Cruz) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
August 14, 2008 Thursday Filipino

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Unang Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Hekasi
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Unang Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Paguio) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro
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E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
EPP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Unang Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
August 15, 2008 Friday Math

I. Answers the questions accurately with 75% proficiency level II. First Periodical Test Materials: See Test Paper (c/o Mr. Tesorero) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
MSEP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Unang Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Science
I. Describe the effect of physical, mental, emotional and social state to ones health II. Effects of Physical, Mental, Emotional and Social to Ones Health Science Concept: A persons physical, mental, emotional, and social state can affect his overall health. Processes: inferring, describing, enumerating Materials: pictures Reference/s: ELC 2, Into the future: Science and Health p. 45 Value: Responsibility to ones self. III. Procedure
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A. Preliminary Activities 1. Science Word: social, emotional 2. Drill: Identify if Physical, mental, emotional or social need Food love friends education water 3. Review the state of a healthy child. B. Developmental Activities 1. When wealth is lost, nothing is lost. When health is lost, all is lost What does it mean? 2. Presentation: show a picture of a healthy and unhealthy child. Have the pupils describe each. 3. Activity: How does ones physical, mental, social and emotional state affects ones health? a. Read and analyze the table below. b. Discuss the effect of physical, mental, social and emotional state to ones health.
State of Health Physical Mental Social Emotional Needs Eats nutritious food, rest, exercise, good personal hygiene Thinks clearly, alert Happy, gets along with others, loved by others Makes wise decisions, handles stress effectively Effect
4. Discussion: What are the effects of physical state to ones health? Mental state? Emotional state? social state? 5. Concept Formation: A persons physical, mental, emotional, and social state can affect his overall health. 6. Application: a. Answer Exercise 25.b page 13 of Exercise Book. Complete the sentence. I am physically healthy thats why I am ______________________________________. I am mentally healthy thats why I can _______________________________________. I am socially healthy thats why I can ________________________________________. I am emotionally healthy thats why I can ____________________________________. b. If youre to choose one from the following, which will you choose: a strong body, a genius mind, or a happy child? Why? IV. Evaluation: Write P-Physical, M-Mental, E-emotional, and S-Social. 1. Can play very well. 2. Can move fast. 3. Can solve crossword puzzles. 4. Can identify right from wrong. 5. Well liked by others. V. Assignment: Ask your friend/s why they like you. List down their responses in your notebook.
August 18, 2008 Monday NOTE: Special Non-Working Holiday August 19, 2008 Tuesday Science
I. Answers questions about the nervous system with 75% proficiency level
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II. Summative Test V Scope: lymphatic system, health See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery V. Enrichment Exercises
August 19, 2008 Tuesday Science
I. Participate actively in a socialize recitation II. Science Quiz Bee Material/s: see test paper Honesty III. Procedure A. Preliminary Activities
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1. Choosing their representative per group 2. Stating the rules and regulations B. Contest Proper 1. Easy Round 10 questions, 1 point per correct answer. 2. Average 5 questions, 2 points per correct answer. 3. Difficult 5 questions, 3 points per correct answer. 4. Getting the total score C. Announcement of winners D. Reminder: Study Unit I for the first periodical test.
Second Grading Period

August 22, 2012 Wednesday Science
I. Identify the living and non-living things in a sample ecosystem II. Ecosystem Science Concept: An ecosystem is an environment where both living and non-living organisms exist and interact with one another. Processes: observing, identifying, inferring
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Material/s: hand lens, stick, bottles with cover Reference/s: ELC, Into the Future: Science and Health 6, p57 Value: Responsibility in conserving our natural resources III. Procedure A. Preliminary Activities 1. Science Word: abiotic, biotic 2. Drill: Encircle the living and box the non-living things. Stone flower tree water caterpillar 3. Review: What have you learned about the environment when you where in Grade Five? B. Developmental Activities 1. What would happen if there where no plants on earth? Would animals be able to survive? What if there where no animals, will the plants survive? 2. Presentation: Tell the pupils that they are going on a field trip in some parts of the school. 3. Activity Investigating the living and non-living things in a place.
a. Setting of standards in making a field trip. b. Divide the class into three groups. 1. First group will visit the school garden. 2. Second group will go to the aviary. 3. Third group will visit the school pond. c. Identify the living and non-living things in the area assigned to the group and observe how they interact with each other.
d. Collect some samples of living and non-living things. Place them inside the bottles. 4. Discussion: What organisms have you observed in your trip? What organisms live together in the same area? Is it possible to find only plants or animals in an area? Aside from the plants and animals, what else did you find? What are some of the non-living things you found? Introduce the term ecosystem. The teacher explains what ecosystem is and the interaction of the living and nonliving things in it. The teacher gives other examples of an ecosystem like the desert, jungle, sea and lake. 5. Concept Formation: An ecosystem is an environment where both living and non-living organisms exist and interact with one another. 6. Application: a. Draw a picture of the assigned ecosystem to your group. b. Answer Exercise 28 B on page 14 of Exercise Book. IV. Evaluation: Choose the letter of the correct answer.
1. The interaction between the abiotic and biotic is called __________. a. population b. community c. species 2. What are the living things in a pond? a. sand and pebble b. water and sunlight c. plants and fish 3. Water, soil and sunlight are examples of a. living things b. non-living things c. biotic 4. The physical environment that affects life in the garden are a. sunlight b. water c. temperature 5. Which is not an ecosystem? a. pond b. fallen log c. rainforest d. ecosystem d. soil and stone d. symbiotic d. all of the above d. sand dune
V. Assignment: Cut a picture of an ecosystem in a magazine. Explain how biotic and abiotic interact with each other. Bring also soil, sand, gravel, charcoal, a wide mouthed jar and small plants/animals.

I. Create a sample ecosystem. II. Ecosystem Science Concept: A terrarium, aquarium, pond, garden, desert, rainforest, sea, lake, and many more are just some of the examples of an ecosystem. Processes: observing, identifying, describing, inferring, constructing
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Materials: soil, sand, gravel, charcoal, a wide mouthed jar and small plants/animals. Reference/s: ELC II.1.1, Into the Future: Science and Health 6, p57 Value: Responsibility in conserving our natural resources. III. Procedure A. Preliminary Activity 1. Science word: terrarium, aquarium 2. Drill: Match the biotic in column A with the abiotic in column B
A Bird Earthworm Fish B soil sea air
3. Review: What is an ecosystem? B. Developmental Activities 1. Have you been to a forest? What do we find in a forest? 2. Presentation: Tell the pupils that they will make a mini-forest or terrarium. 3. Activity: Making a Terrarium a. Preparing the materials b. Constructing the terrarium Clean the jar. Place some charcoal at the bottom of the jar. Top it with gravel then garden soil. Place the small plants inside. Put some stones. Sprinkle the plants with water. Place the terrarium near the window. c. Taking care of the terrarium. 4. Discussion: What are the things found in your terrarium? What made it a mini ecosystem? How do the living and non-living things in the terrarium interact with each other? 5. Concept formation: A terrarium, aquarium, pond, garden, desert, rainforest, sea, lake, and many more are just some of the examples of an ecosystem. 6. Application: Draw your terrarium and label its components. Give some pointers on how to take care of their terrarium. IV. Evaluation: Observe an aquarium/picture of an aquarium. Answer the question that follows.
1. Name the biotics in the aquarium. 2. How do the plants help the fish? 3. What are the abiotics in the aquarium? 4. Give an example of a biotic and abiotic interacting with each other. 5. What would happen if you do not clean the aquarium for a month? Why? V. Assignment: Answer Exercise B and C on page 14 of the Exercise Book.

I. Identify the producers, consumers, and decomposers in an ecosystem II. Components of an Ecosystem Science Concept: Producers are plants that make their own food. Consumers are animals and man that feed on other organisms for food. Decomposers are microorganisms and some insects that feed on dead plants and animals.
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Processes: observing, comparing, inferring Materials: aquarium/terrarium Reference/s: ELC II.1.2, Into the Future: Science and Health Six, p58 Value: Appreciate the interrelationships of living organisms in the environment. III. Procedure A. Preliminary Activity 1. Science Word: autotrophs, heterotrophs 2. Drill: Encircle which do not belong to the group. Fish, shark, elephant, whale lion, man, tiger, leopard Bird, butterfly, caterpillar, fly bugs, ants, scorpions, giraffe 3. Review: Show picture of animals. Ask the pupils what they eat. B. Developmental Activities 1. Earth is one big ecosystem. Living things get their food from the environment. The environment as a whole is home to all living things. 2. Presentation: Show pictures of animals, insects and man. 3. Activity: Observe different form of organisms in an ecosystem a. Observe an aquarium/terrarium. b. List down the living organisms found in it. c. Use your Science book to find out the meaning of producers, consumers and decomposers. d. Identify the producer, consumer and decomposers in the aquarium/terrarium. 4. Discussion: What are the biotic components of the aquarium/terrarium? Who are the producers? Why are they called producers? Who are the consumers? What do consumers eat? What are decomposers? Are they important in an ecosystem? Why? 5. Concept Formation: Producers are plants that make their own food. Consumers are animals and man that feed on other organisms for food. Decomposers are microorganisms and some insects that feed on dead plants and animals. 6. Application: Give three examples each of producers, consumers, and decomposers. IV. Evaluation: Write P-producer, C-consumer, and D-decomposers 1. mango tree 6. pig 2. earthworm 7. chicken 3. man 8. caterpillar 4. snail 9. ants 5. sea weeds 10. bacteria V. Assignment: Answer Exercise 30-B on page 15 of the Exercise Book.
August 27, 2012 Monday
Note: Special Non-Working Holiday. No Classes. National Heroes Day.

August 28, 2012 Tuesday 51
Science
I. Identify the different kinds of consumers. II. The Consumers Science Concept: Consumers are grouped according to what they eat. Herbivores-consumers that eat only plants. Carnivores-consumers that eat meat of other animals. Omnivores-consumers that eat both plants and animals. Processes: identifying, classifying, describing Materials: pictures and charts of animals Reference/s: ELC II.1.2, Into the Future: Science and Health pp Value: Appreciate the interrelationships of living organisms in the environment. III. Procedure A. Preliminary Activities 1. Science Word: consumers 2. Drill: Match the animal with the food they eat 3. Review: What are the three components in the ecosystem? B. Developmental Activities 1. Did you eat your breakfast? What did you eat? Can we survive without food? 2. Presentation: Show pictures of different kinds of animals or consumers. 3. Activity: Classify the kinds of animals according to the food they eat. a. Identify animals that eat plants; animals that eat only meat: and animals that eat both plants and meat of other animals. b. Group the animals according to the food they eat. Plant Eaters Meat Eaters Both plants and Meat
4. Discussion: What animals eat only plants? What animals eat only meat of other animals? What animals eat both plants and animals? Introduce the terms herbivores, carnivores and omnivores. Explain and differentiate the three kinds of consumers. 5. Concept Formation: Consumers are grouped according to what they eat. Herbivores-consumers that eat only plants. Carnivores-consumers that eat meat of other animals. Omnivores-consumers that eat both plants and animals. 6. Application: a. List down 5 organisms in each kind of consumers. See Exercise 30-B page 15 of the exercise Book. b. What would happen if all the herbivores are gone? Will the omnivores survive? Why? IV. Evaluation: True or False
1. 2. 3. 4. 5. Consumers eat only plants. Consumers that feed on other animals are called omnivores. Animals that eat plants are herbivores. Consumers are classified as herbivore, carnivore and omnivore. Man is an omnivore.
V. Assignment: Draw or cut pictures of herbivores, carnivores and omnivores in a typewriting paper
August 29, 2012 Wednesday Science

I. Illustrate the feeding relationship between organisms in a food chain. II. The Food Chain Science Concept: A food chain shows the relationship between organisms. It is the transfer of food from the producer to the consumers. Processes: observing, inferring, illustrating
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Materials: a food chain, pictures of animals Reference/s: ELC II.2.1, Into the Future: Science and Health Six pp.58-59 Value: Appreciate the interrelationships of living organisms in the environment III. Procedure A. Preliminary Activities 1. Word Drill: interrelationship 2. Drill: Write P-producer, C-consumer, and D-decomposer Corn worm lion man banana leaf 3. Review: What are the three kinds of consumers? B. Developmental Activities 1. Have you been to a forest? What do you find in a forest? 2. Presentation: Show a picture of a food chain that exists in a forest.
3. Activity: Food Chain a. Using the food chain presented, discuss with your group the relationship that exist between the organisms in the chain. b. Group Reporting 4. Discussion: What does the bird eat? Who eats the bird? What will happen if the snake dies? What does the chain of organisms show? Introduce the term food chain. Discuss with the pupils the correct way of arranging organisms in the food chain by identifying the producer, consumer (herbivore, carnivore, omnivore) and decomposer. 5. Concept Formation: A food chain shows the relationship between organisms. It is the transfer of food from the producer to the consumers. 6. Application: Arrange the following to form a food chain. a. man, chicken, snake, corn, bacteria b. caterpillar, leaf, gecko, spider IV. Evaluation: Arrange to form a food chain. Then encircle the producer and box the consumers. Flower, dragonfly, frog, snake, eagle, bacteria V. Assignment: Draw three samples of food chain. Identify the producer, consumer, and decomposer.
August 30, 2012 Thursday Science

I. Explain the energy pyramid II. The Energy Pyramid Science Concept: The energy pyramid is also called the food pyramid. It illustrates the distribution of energy from the producer to the order consumers. Producers get most of the energy. Organisms on top of the food pyramid get less amount of energy. Processes: interpreting, illustrating, comparing, identifying Materials: illustration of the energy pyramid
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Reference/s: ELC ,Into the future: Science and Health Six p.65 Value: Appreciate the interrelationships of living organisms in the environment. III. Procedure A. Preliminary Activities 1. Word Drill: population, community 2. Drill: Identify the herbivore, carnivore and omnivore. Goat alligator man elephant snake 3. Review: What is a food chain? B. Developmental Activities 1. Where do all organisms on earth get their energy? Could life exist without the sun? 2. Presentation: show an illustration of the food pyramid/energy pyramid 3. Activity: What happens to the energy being transferred in the food chain? a. Study the food pyramid. b. Discuss with your partner what the illustration shows. 4. Discussion: What group of organisms is found at the bottom of the pyramid? Where do they get their
energy? When the grasshoppers eat the plants, does it get the same amount of energy as the plants from the sun? When the frog eats the grasshopper, how much energy does it get from the grasshopper? In the pyramid, who gets more energy? Who gets less amount of energy? Why? Identify the order consumers and levels in the food pyramid
5. Concept Formation: The energy pyramid is also called the food pyramid. It illustrates the distribution of energy from the producer to the order consumers. Producers get most of the energy. Organisms on top of the food pyramid get less amount of energy. 6. Application: a. Answer Exercise 35-B on page 17 of the Exercise book. Study the energy pyramid then answer the questions below the pyramid. b. Why are there more organisms at the bottom than at the top of the food pyramid? IV. Evaluation: choose the correct answer in the parenthesis.
1. Which is the main source of energy in an ecosystem? (sun, plants, animals, water) 2. The energy pyramid shows that there is more energy at the level of (producers, 1 st-order consumer, 2nd-order consumer, 3rd-order consumer). 3. When man eats plants, we are classified as (producers, 1 st-order consumer, 2nd-order consumer, 3rd-order consumer). 4. The nearer the organism to the top of the energy pyramid, the (less, lighter, greater, heavier) the amount of energy available for it. 5. Which has more energy? (caterpillar, bird, snake, man)
V. Assignment: Explain the energy pyramid below.

Eagle Snake Locust, rat, bird palay

I. Construct a food web by joining together several food chains II. The Food Web Science Concept: A food web is several food chains that are linked together. Processes: identifying, constructing, inferring Materials: pictures of animals, food webs Reference/s: ELC II.2.1, Into the Future: Science and Health Six p.64 Value: Appreciate the interrelationships of living organisms in the environment.
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III. Procedure A. Preliminary Activities 1. Word Drill: Order Consumers 2. Drill: identify the 1st-order consumer, 2nd-order consumer, 3rd-order consumer in the food chain Flower . bee . bird . eagle 3. Review: What is an energy pyramid? What happens to the amount of energy transferred in the food pyramid? B. Developmental Activities 1. What happens when food relationships between producers and consumers in one community become interconnected? 2. Presentation: show a sample food web 3. Activity: Making a Food Web a. Form as many food chains using the organisms below. Plant, rat, cat, chicken, carabao, man, snake, eagle b. Try to connect one food chain from another food chain. 4. Discussion: How many food chains did you form? Is it possible to connect one food chain to another food chain? Why? How would you describe the interconnection of the food chains? 5. Concept Formation: A food web is several food chains that are linked together. 6. Application: a. Construct a two food chain-food web. b. Identify the 1st-order consumer, 2nd-order consumer, 3rd-order consumer in the food web. Write it on the table below. First-Order Consumer Second-Order Consumer Third-Order Consumer
IV. Evaluation: Make a food web using the following organisms. Plant . caterpillar . rat . cat 1. What are the producers in the food web? 2. Who are the 1st-order consumers? Snake Corn . chicken . man 3. Who are the 2 nd-order consumers? 4. How many 3rd-order consumers are there? 5. Man is what order consumer in the food chain?
V. Assignment: Observe the living things in your garden at home. Construct a food web.
September 3, 2012 Monday Science

I. Identify the different relationships of organisms in the ecosystem. II. Relationships in the Ecosystem Science Concept: Predation is the relationship in which organisms kills and eats another organism. In mutualism, both organisms benefit from each other. In commensalism, only one organism is benefited while the other is not harmed. Parasitism is when one organism is benefited while the other is harmed. Processes: describing, inferring, identifying, classifying
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Materials: pictures of plants and animals Reference/s: ELC II.2, Into the Future: Science and Health Six pp.60-61 Value: Love and care for the environment. III. Procedure A. Preliminary Activities 1. Science Word: symbiosis 2. Drill: Arrange the following to form a food chain. Bear snake fish shrimp plants 3. Review: What is a food web? B. Developmental Activities 1. Plants, animals and man live together and help one another. There exists a relationship among them. 2. Presentation: Show pictures of plants and animals, animals and animals, man and plants, man and animals. 3. Activity: How do living organisms affect one another?
a. Study the pictures presented on the board. b. Read pages 60-61 of textbook to identify the relationship involved in the organisms presented. c. Take note of the meaning of the following words: predation, mutualism, commensalism and parasitism. 4. Discussion: Which relationship shows predation? Why? Who is the prey? Who is the predator? Which pair shows mutualism? Is mutualism a bad kind of relationship? Why? The orchid and the tree show what relationship? What does the orchid get from the tree? Is the tree harmed by the orchid? When a worm infects a human, what kind of relationship is this? What happens to man when infected by the worm?
5. Concept Formation: Predation is the relationship in which organisms kills and eats another organism. In mutualism, both organisms benefit from each other. In commensalism, only one organism is benefited while the other is not harmed. Parasitism is when one organism is benefited while the other is harmed. 6. Application: a. Identify the relationship in each pair of organism.
Bee and flower Fleas and dogs Big fish and small fish Barnacles and whales shark and remora eagle and snake mosquito and man heron and carabao
b. Is every organism in the planet important? Why or why not? IV. Evaluation: Write P-predation, M-mutualism, C-commensalism, D-parasitism
1. child and worm 2. tree and mushroom 3. girl and lice 4. snake and frog 5. bed bugs and baby V. Assignment: Which of the four relationships do you like best? Explain your answer and give one example. Answer also Exercise 33-B on page 16 of the Exercise Book.
September 4, 20012 Tuesday Science
I. Answers questions about the interrelationships in the ecosystem with 75% proficiency level II. Summative Test I Scope: ecosystem, food chain, food web, symbiotic relationships
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See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery V. Enrichment Exercises
September 10, 2012 Science
Monday
I. Explain the food nutrient cycle II. The Food Nutrient Cycle Science Concept: Nutrients needed to sustain life are never used up because plants, animals and decomposers interact with the non-living environment so that the nutrients are recycled continuously. Processes: observing, describing, inferring Materials: chart of the food nutrient cycle Reference/s: ELC II.2.3, Science Into the future p.69 Value: Awareness of the role of each organism in the web of life. III. Procedure A. Preliminary Activity
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1. Word Drill: nutrient 2. Drill: Food chain Arrange to form a food chain. Small fish see weeds crabs shark 3. Review: What are the three components of the ecosystem? B. Developmental Activities 1. The earth is a closed system. It means that the amount of materials, nutrients, and minerals that have been here in the beginning are still here until now. They just undergo a process of recycling. 2. Presentation Show a diagram of the food nutrient cycle. 3. Activity: How do organisms retain and recycle nutrients and minerals within an ecosystem? a. Study the food nutrient cycle. b. Discuss with your group the flow of nutrients in the ecosystem. c. Answer the questions from the activity. 4. Discussion: Plants make their food by using not only the suns energy but they also get their nutrients from where? Where does animal and man get their nutrients? What will happen to man and animals when they die? What caused them to decompose? When decomposers feed on dead plants and animals, where do the nutrients go? Who uses these nutrients? What can you say about the flow of nutrients in an ecosystem? 5. Concept Formation: Nutrients needed to sustain life are never used up because plants, animals and decomposers interact with the non-living environment so that the nutrients are recycled continuously. 6. Application: a. Answer Exercise 37 A on page 18 of the exercise Book. b. By understanding what is happening around us, we can be more responsible in fulfilling our role in relation to the living and non-living things around us. What can you say about this? IV. Evaluation: 1. After sometime, what will happen to all the biotics in an ecosystem? 2. What do you call the organisms that eat on dead plants and animals? 3. Where do decayed organisms go? 4. What organism absorbs the nutrients from the soil? 5. How do animals and man get the nutrients from plants? V. Assignment: Draw the food nutrient cycle in your notebook then write a brief description about it.

I. Identify the importance of decomposers in the ecosystem II. Role of Decomposers Science Concept: Decomposers are organisms that cause the decay of dead animals and plants. They secrete enzymes that break down the dead organisms into simple forms. Processes: observing, inferring, identifying Materials: jar with rotting vegetables and fruits, microscope Reference/s: ELC II.2.4, Journey Into the world of Science p.67 Value: Awareness of the role of decomposers in the web of life III. Procedure A. Preliminary Activities 1. Word Drill: enzymes, decay 2. Drill: Identify the decomposers from the given set of pictures
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3. Review the food nutrient cycle B. Developmental Activities 1. Take the pupils to the schools garbage pit. Ask them to describe the materials present in the pit, the smell, and the color. What happens with the garbage after a week or month? 2. Presentation: Show the food nutrient cycle and pictures of some decomposers 3. Activity: What happens when organisms decay? a. Show the rotting vegetables and fruits in the jar. b. Ask some pupils to describe the color, odor, and texture of the rotting vegetables and fruits. c. The teachers take a sample of the decaying matter and put some on a glass slide. d. Pupils examine the specimen under a microscope. e. Ask the pupils to write their observations. 4. Discussion: What can you say about the odor/color/texture of the rotting vegetables and fruits? What happened to the vegetables? What caused it to decay? What are some of the examples of decomposers? What does it do to the dead organisms? Are decomposers important in the ecosystem? The teacher gives some additional information on the role of decomposers. 5. Concept Formation: Decomposers are organisms that cause the decay of dead animals and plants. They secrete enzymes that break down the dead organisms into simple forms. 6. Application: Are all bacteria helpful? Why? Who gets the nutrients from the soil left by the decomposers? IV. Evaluation: 1. __________ are tiny organisms that cause dead organisms to decay. 2. Decomposers secrete __________ that break down the dead organisms into simpler forms. 3. These simple substances serve as the decomposers __________. 4. In the process of decomposition, the by-products are __________, __________, __________, sulfate and nitrate. 5. Decomposers are important components of the ecosystem because the by products added to the soil serve as __________. V. Assignment: Recall your lesson on EPP on how to make a compost. Write the procedure in your notebook.
September 12, 2012 Wednesday Science

I. Interpret the oxygen-carbon dioxide cycle II. The Oxygen-Carbon Dioxide Cycle Science Concept: Living organisms need air that is composed of different gasses. Humans and animals breathe in oxygen and give off carbon dioxide (respiration). Plants absorb carbon dioxide and give off oxygen (transpiration). This exchange of gasses is important to sustain life on earth. Processes: observing, describing, inferring Materials: terrarium, mirror, chart of the oxygen-carbon dioxide cycle Reference/s: Into the Future: Science and Health Six p.71, ELC II.3.3.1 Value: Awareness of the role of each organism in the web of life III. Procedure A. Preliminary Activities 1. Science Words: respiration, transpiration
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2. Drill: Rearrange the letters to form a word Rbcaon oixdedie xyogne 3. Review the food nutrient cycle. B. Developmental Activities 1. What are the two important gasses in our atmosphere? Will living things survive without these gasses? 2. Presentation: Show the diagram of the oxygen-carbon dioxide cycle 3. Activity: The Exchange of Gasses a. Setup A- place a water plant in a tube then observe for one hour. b. Setup B- Using a mirror, ask someone to exhale on it. Observe what happens. c. Setup C- Observe how plants and animals interact inside the terrarium. 4. Discussion: Is the water inside the test tube the same as it was before? What is formed inside the test tube? What does setup A prove? When you exhale into the mirror, what happens to it? What do we give off when we exhale? What does setup B prove? In a terrarium, what is the role of plants? The animals? How do plants and animals help each other in the terrarium? Explain further the oxygen-carbon dioxide cycle. 5. Concept Formation: Living organisms need air that is composed of different gasses. Humans and animals breathe in oxygen and give off carbon dioxide (respiration). Plants absorb carbon dioxide and give off oxygen (transpiration). This exchange of gasses is important to sustain life on earth. 6. Application: a. Answer Exercise 38-B on page 18 of the exercise book. Modified true or false. b. Since we need oxygen in order to live and we get it form plants, what must we do to have more and clean supply of oxygen? IV. Evaluation: True or False. 1. The interdependence of animals and plants can be inferred from the exchange of oxygen and carbon dioxide. 2. During photosynthesis, producers used sunlight, water and oxygen to make food. 3. Plants give off oxygen and take in carbon dioxide. 4. If there were no plants the air will be filled with carbon dioxide. 5. If the supply of carbon dioxide is cut-off, photosynthesis cannot take place. V. Assignment: Draw the oxygen-carbon dioxide cycle in your notebook and make a brief description of it.
Thursday
I. Interpret the diagram of the nitrogen cycle by tracing the flow of the cycle II. The Nitrogen Cycle Science Concept: Nitrogen is a gas used by plants and animals. It comprises 78% of the air. Nitrogen is taken in by animals and plants for protein building. This gas is later returned to the atmosphere through the decay process. Processes: inferring, identifying, interpreting Materials: chart of the nitrogen cycle Reference/s: ELC II.2.4, Into the Future: Science and Health six p.69 Value: Awareness of the role of each organism in the web of life III. Procedure A. Preliminary Activities 1. Science word: nitrogen-fixation 2. Drill: True or False a. decomposers cause the decay of dead organisms b. decomposers secrete enzymes that break down substances into smaller pieces c. decomposers helps pollute the soil
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3. Review: What does the oxygen-carbon dioxide cycle tell us? B. Developmental Activities 1. What gas in our atmosphere makes up 80% of the air? 2. Presentation: Show the diagram of the nitrogen cycle 3. Activity: How do plants and animals used nitrogen? a. Study the diagram of the nitrogen cycle. b. Discuss with the group what happens in the cycle. c. Draw the nitrogen cycle. 4. Discussion: How does nitrogen in the air gets into the plants? What form of nitrogen is absorbed by the plants? What is produced when plants used nitrates? What about man and animals? How do they get nitrogen? When an animal dies what does the decomposers do? What gas is released by the bacteria? What kind of decomposer can change ammonia back to nitrogen? 5. Concept Formation: Nitrogen is a gas used by plants and animals. It comprises 78% of the air. Nitrogen is taken in by animals and plants for protein building. This gas is later returned to the atmosphere through the decay process. 6. Application: a. Answer Exercise 39-B on page 19 of the Exercise Book. b. Today people manufacture nitrates in the form of synthetic fertilizers. However, these substances pollute the soil. What advice should you give to a farmer using synthetic fertilizers? IV. Evaluation: Arrange in sequence by using letters A-E. _____ Plants absorb nitrates in the soil and convert it to plants protein _____ Free nitrogen is converted to nitrate by lightning and by the nitrogen-fixing bacteria _____ Man and animals eat the plant and convert it to make their own protein _____ Ammonia is converted back to free nitrogen by the denitrifying bacteria _____ When an animal dies, decomposers such as the denitrifying bacteria, converts the protein into ammonia V. Assignment: Make a brief explanation in your notebook on how nitrogen is recycled in the ecosystem.
I. Answers questions about the interrelationships in the ecosystem with 75% proficiency level II. Summative Test II Scope: food nutrient cycle, decomposers, oxygencarbon dioxide cycle, nitrogen cycle See Test Notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test
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D. Supervision by the teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery V. Enrichment Exercises

I. Explain the importance of forest as an ecosystem II. The Importance of Forest Science Concept: Forest provides shelter, food and protection for animals and other living things. They prevent floods and soil erosion. They maintain a clean and cool environment. Processes: identifying, enumerating, describing Materials: picture of a forest Reference/s: ELC II.4.4.1, Into the Future: Science and Health p.74 Value: Show concern for the environment. III. Procedure A. Preliminary Activities 1. Science Word: Forest 2. Drill: Put a check if the following is an ecosystem. Cross if not an ecosystem. Pond river desert wood stone ocean 3. Review: How is nitrogen recycled? What organism plays an important role in the nitrogen cycle? B. Developmental Activities 1. There is a great diversity of life forms that inhabit the world. The forest is an example of this. Forest contains trees, bushes, insects, mammals, and birds. They all go through a process of development, reproduction and death.
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2. Presentation: Show a picture of a forest. 3. Activity: Why are forests important? a. Discuss with your group why forests are important. b. List down the importance of forest to animals, man and the environment. c. Prepare for group reporting. 4. Discussion: The teacher gives additional information on the importance of forest. Present also the different kinds of forest, its characteristics and what part of the world they can be found: Deciduous forest, tropical rainforest, coniferous forest, mangrove forest 5. Concept Formation: Forest provides shelter, food and protection for animals and other living things. They prevent floods and soil erosion. They maintain a clean and cool environment. 6. Application: a. Answer Exercise 40-B on page 19 of the Exercise Book. b. What have you heard about the condition of the forests in our country? IV. Evaluation: Choose the best answer. 1. Which of the following products is not derived from a forest? a. dye b. paint c. rubber d. corals 2. How does a forest prevent flash floods in the plains? a. it absorbs excess rainwater b. it prevents rain c. it makes the environment hot d. it shields rain from falling to the soil 3. Why are forests good to the environment? a. it absorbs carbon dioxide in the air b. it makes the weather cool c. it destroys the ecosystem d. both a and b 4. What kind of forest is characterized by dark, wet soil and moist? a. deciduous b. tropical c. coniferous d. mangrove 5. A forest found in the coastal areas is called? a. deciduous b. tropical c. coniferous d. mangrove V. Assignment: What government agency in the Philippines helps protect our forests?

I. Describe the effects of deforestation.
II. Deforestation Science Concept: Deforestation is the indiscriminate cutting of trees in our forests without replacing them. Animals, humans and the environment are severely affected by deforestation. Processes: observing, describing, experimenting Materials: pictures of denuded forests, improvised stream Reference/s: ELC II.4.4.1, Journey Into the World of Science, p.85 Value: Being aware of environmental destruction. III. Procedure A. Preliminary Activities 1. Science word: logging, kaingin 2. Drill: Tell if the following is good or bad to the environment. Floods global warming extinction of species planting trees 3. Review: Why is the forest important? B. Developmental Activities 1. Why do people need to cut down trees? Is it good or bad to cut trees? 2. Presentation: Define deforestation. Show pictures of denuded forests and logging activities. 3. Activity: How does deforestation affect the environment? a. Make an improvised stream using 2 aluminum trays, soil, small plants and water. b. In one channel cover the soil with plants. Leave the soil in the other bare. c. Set up the two channels in an inclined plane. d. Pour equal amounts of water on the top end of each channel. e. describe what happens. 4. Discussion:
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In what set-up is muddier than the other? What caused the difference? In which channel has more soil been removed? How could this situation be prevented? Enumerate the effects of deforestation: 1. soil erosion 2. loss of useful plants 3. displacement of wildlife 4. extinction of species 5. floods 6. greenhouse effect 7. climactic changes 5. Concept Formation: Deforestation is the indiscriminate cutting of trees in our forests without replacing them. Animals, humans and the environment are severely affected by deforestation. 6. Application: a. Answer Exercise 41-B on page 20 of the Exercise Book b. Give the cause. Topsoil is carried away by water because ____________________. Many animals loose their homes because _____________________. Hundreds of people loose their lives in flash floods because ____________________. Carbon dioxide increases in the air because ____________________. IV. Evaluation: choose the best answer. 1. Which of the following is the effect of deforestation in the environment? (soil erosion, global warming, increase plant variety, both a and b) 2. Why is deforestation harmful to animals? (it destroys their home, they multiply fast, it protect them from enemies, it gives them more space to play) 3. Which is not an effect of deforestation? (low water supply, floods to low areas, change in living, topsoil becomes rich in nutrients) 4. Loosening and carrying away of soil that may deposit itself in the water system. (kaingin, soil erosion, logging, greenhouse) 5. The failure of animals to survive. (floods, soil erosion, extinction, kaingin) V. Assignment: Make a research on the different programs of the government in taking care of our forest.

I. Identify some human activities that disrupt the cycles in an ecosystem. II. Human Activities that Disrupts the Cycles in an Ecosystem Science Concept: Denudation of forests, destruction of coral reefs, accumulation of wastes, overpopulation, burning of coal, use of cfcs are some of the human activities that can ruin the ecosystem. Processes: inferring, describing, enumerating Materials: Pictures Reference/s: ELC II.4.4.1, Journey Into the world of Science page89 Value: Caring for the environment. III. Procedure A. Preliminary Activities 1. Word Drill: biodegradable, non-biodegradable 2. Drill: Fill in the blank to complete the cycle. Man + animal { __________ { plants { oxygen Plants { animals { __________ { nutrient (soil) { plants 3. Review: What are the effects of deforestation? B. Developmental Activities 1. Have the pupils listen to the song Anak ng Pasig. What is the message of the song? 2. Presentation: Show pictures of man-made activities that destroys the ecosystem. 3. Activity: a. Ask the pupils to go around the school and observe the condition of the plants.
Nitrogen { bacteria { __________ { plants { man and animals { nitrate { __________ { nitrogen
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b. Look for areas where there is plenty of garbage. c. Record the observations in their notebooks. 4. Discussion:
Did you find areas in the school where plants grow best? Why? Are there areas in the school where plants are not healthy? What caused them to grow unhealthy? Who made this happen? If this would to continue in other parts of the school, what may happen to all the plants? Discuss other human activities that disrupts the cycle of the ecosystem - Denudation of forests, destruction of coral reefs, accumulation of wastes, overpopulation, burning of coal, and use of cfc
5. Concept Formation: Denudation of forests, destruction of coral reefs, accumulation of wastes, overpopulation, burning of coal, use of cfcs are some of the human activities that can ruin the ecosystem. 6. Application:
Answer Exercise 42-B on page 20 of the Exercise Book. Put a check if the following affects the ecosystem and cross if not. a. kaingin c. flood e. typhoon g. acid rain b. forest fire d. logging f. killing of wild animals h. greenhouse
IV. Evaluation: Choose the best answer.

1. Which of the following does not contribute to the disruption of the oxygen-carbon dioxide cycle? a. cutting of trees b. dynamite fishing c. burning of fuel d. planting of trees 2. Why is sodium cyanide harmful? a. it kills the coral reefs b. soil is eroded c. global warming d. pollutes the air 3. Why do the government prohibit the dumping of chemical and industrial wastes in our rivers? a. the river is already polluted b. life underwater is sensitive to sunlight c. dissolved oxygen is increased d. waste cause water pollution 4. Why is cfc destructive? a. it pollutes the water b. it pollutes the soil c. it destroys the forest d. it destroys the ozone 5. Overpopulation can create an imbalance in the environment by _____. a. increase carbon dioxide in the air b. increase solid waste causing land pollution c. food supply is decreased d. all of the above
V. Assignment: List down the environmental problems in your community and what the local officials are doing about it.

I. Enumerate the causes of population change II. Rapid Population Growth Science Concept: Population is the number of particular group of organism living in a specific area or place. The factors that cause these changes include birthrate, death rate, and migration. Processes: inferring, describing, computing Materials: charts on population Reference/s: ELC II.4.4.1, Into the Future: Science and Health page 88 Value: Preservation of life. III. Procedure A. Preliminary Activities 1. Word Drill: Population 2. Drill: Put an X if the following can cause a bad effect to the environment _____ garbage _____ use of CFC _____ planting trees _____ dynamite fishing _____ air pollution 3. Review: What are some of the man-made activities that disrupts the cycle in the ecosystem? B. Developmental Activities 1. How many are you in class? How many are boys? How many are girls? Are there any transferees in your class? What can you say about the number of pupils in Grade Six? 2. Presentation: Show the population chart of Barangay Maunlad 3. Activity: What are the factors that affect the changes in population? a. Study the following charts.
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Chart 1 Population of Barangay Maunlad Chart 2 Number of Births and Deaths Chart 3 Number of Migrants b. Discuss with the group how the population in Barangay Maunlad changes. 4. Discussion: what can you say about the population of Barangay Maunlad for over 75 years? Is it constant? What are the reasons why population changes? Discuss further the number of births, deaths and migrants of Barangay Maunlad. 5. Concept Formation: Population is the number of particular group of organism living in a specific area or place. The factors that cause these changes include birthrate, death rate, and migration. 6. Application: a. Answer Exercise 43 A on page 21 of the exercise book. b. In our country, a census or count of people living in a community is taken by what government agency? Why is it important to know the population of a certain area? IV. Evaluation: Study the graph then answer the questions that follow.
100 80 60 40 20 0 1960 1970 1980 1990 2000 population
1. What was the worlds population in 1960? In 2000? 2. What was the increase in population from 1960 to 2000? 3. What are the reason why population changes? 4. If there are more deaths than births than deaths, it means that the population is __________. 5. If there are more immigrants than emigrants, the population is __________. V. Assignment: ask your parents the reason why people from the provinces go to Metro Manila.
September 22, 2012 Saturday Science

I. Infer that land, water and air may become polluted and eventually limited due to overpopulation. II. Pollution and Population
Science Concept: Overpopulation affects the environment. Water, land and air may become polluted. Increasing population means more users. There are more wastes produced and released in the environment. Processes: describing, inferring, enumerating Materials: pictures of overpopulated areas and polluted places Reference/s: ELC II.4.4.1, Exploring Science Six page 87-88 Value: Stating the advantages of living in a place that is not overpopulated. III. Procedure A. Preliminary Activities 1. Word Drill: hazardous wastes 2. Drill: Identify where the following organisms live- land, air or water. Lion whale birds sea weeds mango tree orchids 3. Review: What are the causes why population changes? B. Developmental Activities 1. If you go to malls and department stores what do you observe with the number of people? 2. Presentation: Show a picture of an overcrowded place. Ex. Squatters area 3. Activity: What causes water pollution? a. Observe the general condition in and around a body of water in your area? b. Collect water samples in a clean jar. c. Pour some water in the beaker. d. Examine the water with a magnifying lens. 4. Discussion: What can you say about the water condition in your community? What impurities are present in the water? What are the sources of these impurities? Aside from water pollution, what may also be affected due to overpopulation? How can air be polluted? What about land pollution? How do water, air and land affect people, animals, and plants?
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5. Concept Formation Overpopulation affects the environment. Water, land and air may become polluted. Increasing population means more users. There are more wastes produced and released in the environment. 6. Application What is your role as a member of the community in improving and helping fight pollution? How can we prevent pollution? IV. Evaluation 1. Which of the following statements is true about overpopulation and its effect on the environment? a. as the population grows, more garbage is produced b. as the population grows, more motor vehicles will emit poisonous exhaust gas c. as population decreases, cholera, dysentery, and tuberculosis will spread d. both a and b 2. Why is overcrowding considered a danger? a. it encourages the spread of contagious diseases b. it destroys natural resources c. it depletes our food reserves d. all of the above 3. Cause of pollution includes a. industrialization b. overpopulation c. overcrowding d. all of the above 4. Which is not an effect of overpopulation? a. garbage thrown into the river b. motor vehicles releasing carbon monoxide c. people recycling garbage d. toxic chemicals dumped into the ocean 5. Which is not a pollutant? a. plastic b. oxygen c. carbon monoxide d. paper and bottles V. Assignment: write a short paragraph about the problems in your community.
September 19, 2008 Friday
Science I. Answers the questions about population with 75% proficiency level II. Summative Test 3 Scope: Disruption of the ecosystem, population, effects of population, coping with overpopulation, controlling/preventing harmful effects of human activities to the environment See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording
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IV. Getting the mean and percent mastery V. Enrichment Exercises
Monday
I. Classify household materials and their uses II. Common Household Materials and Their Uses Science Concept: Household materials found at home are detergents, soaps, pesticides, disinfectants, antiseptics, preservatives, additives and medicine. Processes: observing, describing, inferring, classifying Materials: actual household materials Reference/s: ELC , Journey Into the world of Science p124 Value: III. Procedure A. Preliminary Activities 1. Word Drill: household materials 2. Drill: tell if the following is solid, liquid or gas Evaporated milk, soap, cooking oil, LPG, paint 3. Review: What should we do to protect our environment from pollution? B. Developmental Activities 1. When you go to the supermarket, what things do you see? What does your mother buy? Where will she use it? 2. Presentation: Show examples of household materials: detergents, soaps, pesticides, disinfectants, antiseptics, preservatives, additives and medicine 3. Activity: a. Ask the pupils to identify each of the household materials presented. b. Pour the liquid materials into individual test tubes. c. Label each test tube properly. d. Observe the color, odor, and properties. e. Discuss the use of each material. f. Complete the table below. Material color odor use Properties Headache tablet Cooking oil Dishwashing liquid Tincture of iodine Vinegar Rubbing alcohol
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4. Discussion: Which materials are found in the kitchen? Which are medicines? Which is use for the body? For washing? Are the materials alike in some ways? How did the materials differ? Which of the materials have a strong odor? Which of the materials examined has the most number of uses? What characteristics of the material made it most useful? 5. Concept Formation: Household materials found at home are detergents, soaps, pesticides, disinfectants, antiseptics, preservatives, additives and medicine. 6. Application: give other examples of household materials. Detergents Soaps pesticides disinfectant antiseptics additives medicine
IV. Evaluation: Identify the household material being described. 1. It makes our teeth clean, healthy and strong. 2. We apply them to make our floor shiny. 3. Ate Cely used them when laundering to make clothes smell good and clean. 4. Mother used them to add flavor to the food shes cooking. 5. Doctor prescribed them when we have cough and cold. V. Assignment: Make an album of household materials. Cut out pictures from newspaper or magazines and paste them in a typewriting paper.

I. Describe how preservatives and additives are used II. Preservatives and Additives Science concept: Preservatives are chemicals that help preserve the quality of food and slow down spoilage to make food last longer. Additives are chemicals used to enhance the flavor and color of some food items. Processes: observing, describing, inferring Materials: real samples of preservatives and additives Reference/s: ELC , Into the Future: Science and Health p114 Value: III. Procedure A. Preliminary Activities 1. Word Drill: spoilage, enhance 2. Drill: Which substances are used for cooking? Shampoo vinegar fish sauce vetsin toilet bowl cleaner salt 3. Review: What are the common household materials? What are their uses? B. Developmental Activities 1. Have you ever wondered why some food last longer and fresh? Have you ever wonder why mothers cooking is so delicious? 2. Presentation: Show samples of preservatives and additives. 3. Activity: What makes food last longer and give its taste and color? a. Give each group a canned good. Ask them to list down the ingredients used to make the canned food. b. Have them guess the ingredient used to make it last longer, its taste and its color. c. Group Reporting. 4. Discussion:
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What ingredients are added to the food to give its taste? Color? Why do they use these ingredients on food? What ingredient do they use to preserve the food? What happens to the food if you use this ingredient? Will the food last longer if it has no preservative? 5. Concept Formation: Preservatives are chemicals that help preserve the quality of food and slow down spoilage to make food last longer. Additives are chemicals used to enhance the flavor and color of some food items. 6. Application: Some preservatives are harmful to man. What would you do? IV. Evaluation: Identify if the following is a preservative or an additive. 1. monosodium glutamate 2. salt 3. pepper 4. sodium benzoate 5. citric acid V. Assignment: Look at your kitchen at home. Make a list of preservative and additive that you use for cooking.

I. Practice proper use of medicine by reading labels or product inserts before taking any medicine II. Reading Medicine Labels Science Concept: Read labels or product insert before taking any medicine to prevent poisoning or overdose. Processes: describing, inferring Materials: medicine labels, capsules, tablets, ointments Reference/s: ELC , Adventures in Science pp133-134 Value: III. Procedure A. Preliminary Activities 1. Word Drill: external, contraindication, expiration 2. Drill: Cross out the material not included in the group Salt, pepper, cold tablet, sugar shampoo, ointment, soap, conditioner Antibiotics, bleach, detergent 3. Review: What are additives? What are preservatives? B. Developmental Activities 1. Medicines are meant to cure different kinds of diseases. Do you know that they can be harmful too? What should you do? 2. Presentation: Show different kinds of medicines. 3. Activity: What are the proper ways of using medicines? a. Give each group one sample of a medicine. b. Have them read the label particularly the following information: direction and use indication contraindication dosage storage formulation 4. Discussion:
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What important informations are written on the labels of medicines? Why is it important to first read medicine labels? What could be an effect if we dont read medicine labels? 5. Science concept: Read labels or product insert before taking any medicine to prevent poisoning or overdose. 6. Application: As a teenager you experience some problems like dandruff, oily skin, body odors and pimples. Should you rush to buy medicines that can cure your problems just because they are advertised in newspaper, magazines and television? IV. Evaluation: Read the label then answer the questions below.
Indications-back pains, muscle pain, stiff neck, and headaches Direction-apply liberal amount by gently massage into the affected area until skin penetration is complete Storage-store at room temperature Expiration-9/30/07 Warning-For external use only. If swallowed, induce vomiting and call a doctor. Discontinue use if irritation occurs, shake well before using.
1. Can the painkiller cure an aching neck? 2. How do you take the medicine? 3. Where should the medicine be kept? 4. If today is October 10, can you still use the medicine? 5. What should you do if you develop skin rashes? V. Assignment: collect labels of medicine and paste them in your notebook. Study how to use it.
September 25, 2008 Thursday Science
I. Answers the questions about population with 75% proficiency level II. Summative Test 4 Scope: household materials, additives, preservatives, medicine labels See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the mean and percent mastery V. Enrichment Exercises
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September 26, 2012 Friday Science

I. Describe the improvement done on materials II. Materials and Technology Science Concept: Technology applies science concepts to develop a product or to improve an industrial system. Processes: describing, inferring, communicating Materials: samples of materials improved by technology Reference/s: ELC ,Journey Into the World of Science p128 Value: Appreciation of the materials improved by technology. III. Procedure A. Preliminary Activities 1. Word Drill: technology 2. Review: What are some of the common household materials we use at home? What are their uses? B. Developmental Activities 1. What is the importance of technology to our daily lives? 2. Presentation: Show examples of materials improved by technology Example. Cellphones, radios, tv 3. Activity: How does technology improve products and other materials? a. Show two kinds of noodles- instant and ordinary noodles b. Cook both noodles according to the direction printed on the label c. Ask the pupils to compare the method of preparing the noodles. 4. Discussion: Reporting of pupils observations. Which of the two noodles took a longer time to prepare? Why are instant noodles easy to prepare? What are the advantages of doing things faster? Discuss with the pupils some technological advancement done on materials: Canning dehydration pasteurization preservations fermentation Ultra high temperature processing lamination unbreakable glass
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5. Concept Formation: Technology applies science concepts to develop a product or to improve an industrial system. 6. Application: Name one item that you use and has been improved by technology. Tell the advantage brought about by such improvement. IV. Evaluation: choose the letter of the correct answer. 1. How can ordinary glass be made heat resistant? a. by adding zinc b. by adding magnesium c. by adding boric oxide d. by adding cyanide 2. Which material has been improved by technology? a. heat-resistant glass b. iron c. dried leaves d. cut bamboo 3. How is the capsule for of drugs better than the tablet form? a. less in weight b. less in volume c. attractive d. more effective 4. Glass is made safer to use due to the process of __________. a. precipitation b. lamination c. condensation d. evaporation 5. Which is not used in fermentation? a. yeast b. bacterium c. mold d. virus V. Assignment: Cut out pictures from magazines or newspapers of modern materials improved by technology. Paste them in your notebook. Write a brief description about the material.
September 29, 2008 Monday Science

I. Practice proper disposal of materials II. Proper Disposal of Materials Science Concept: garbage segregation and recycling are some of the ways of disposing wastes properly. Processes: describing, classifying, enumerating Materials: bio and non-biodegradable materials Reference/s: ELC , Journey Into the World of Science p.136 Value: III. Procedure A. Preliminary activities 1. Word Drill: segregation 2. Drill: Write B-biodegradable, NB-non-biodegradable Plastic paper carrot peeling newspaper chicken bones 3. Review: What are the technologies used in the improvement of different materials? B. Developmental Activities
1. Have you visited a wet market today? What have you noticed? 2. Presentation: Show two garbage cans. One for biodegradable and the other for non-biodegradable waste. Ask the pupils if they know how to use it. 3. Activity: What are the ways on disposing materials properly? a. Conduct a survey about waste management in your group members. b. Ask questions about how they throw their garbage. What are your common wastes at home? Where do you throw them? Do you segregate your wastes? c. List down their responses. 4. Discussion: a. Group Reporting b. What are the common sources of waste at home? How do they minimize their waste output? Do they follow guidelines in disposing waste materials? Why or why not? Do they segregate their wastes? What did they suggest to improve wste management in the neighborhood? c. Discuss with the pupils the four types of waste and how to dispose them properly. 5. Concept Formation: garbage segregation and recycling are some of the ways of disposing wastes properly.
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6. Application: If you are ask to solve the garbage problem in our country what kind of machine will you invent to solve our problem?
IV. Evaluation: Write B-biodegradable, NB-nonbiodegradable, H-hazardous, and Ppathological

1. aluminum candy wrappers 2. banana peelings 3. glass softdrink bottles 4. dead mice 5. empty paint cans 6. used wound gauze 7. fallen leaves 8. insecticide cans 9. dirty rags 10. used cotton buds
V. Assignment: Write a slogan about proper waste disposal.
October 18, 2007 Thursday Science

I. Answers the questions accurately with 75% proficiency level II. Second Periodical Test See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
English
I. Answers the questions accurately with 75% proficiency level II. Second Periodical Test Materials: See Test Notebook (c/o Mrs. Antonio) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
EPP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalawang Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat
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III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Ekawp
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalawang Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Reyes) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
October 19, 2007 Friday Filipino

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalawang Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Math
I. Answers the questions accurately with 75% proficiency level II. First Periodical Test Materials: See Test Paper (c/o Mr. Tesorero) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
MSEP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalawang Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda
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B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Hekasi
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalawang Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Paguio) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
October 22-26 2007 Friday Note: School-Based In-Service Seminar for Teachers
(see attached matrix and program)
Monday-
October 29, 2007 Monday Note: Barangay and SK Election October 30, 2007 Tuesday Science
6:30-7:20 Six-3 8:30-9:20 Six-5 11:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6
I. Gives an operational definition of energy II. Energy Science Concept: Energy is the capacity to do work or move something Processes: describing, inferring Materials: Science Made Easy by Constel (VCD), pictures Reference/s: Adventures in Science, pp 146-147 Value: Recognizing the importance of energy in our daily lives. III. Procedure A. Preliminary Activities 1. Science Word: Work 2. Drill: 3. Review: What have you learned from Unit III? B. Developmental Activities 1. Show a picture of men doing construction work. Ask what they are doing and how are they able to do work. 2. Presentation: What do living things need in order to live? What is the main source of energy of all living things on earth? 3. Activity: What is energy? a. Setting of standards in watching a tv program.
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b. Film showing about energy and its importance. 1. What is energy? 2. What are the forms of energy? 3. What are the sources of energy? 4. Why is energy important to our lives? c. Group Discussion 4. Discussion: What have you learned about energy in the tv program? What are the importance of energy to our daily lives? Can living things survive without energy? 5. Concept Formation: Energy is the capacity to do work or move something. 6. Application: Give examples of manifestations of energy in our surrounding. IV. Evaluation: Answer the following questions. 1. What is energy? 2. Give one source of energy? 3. Give one importance of energy to man. 4. Give one importance of energy to animals. 5. Give one importance of energy to plants. V. Assignment: Give ten activities that you do around the house that makes use of energy.
October 31, 2007 Wednesday Science

NOTE: See Plan dated October 30, 2007. Plan was not accomplished due to insufficient number of pupils.
November 1-2, 2007 Friday
Thursday-
Note: All Souls Day and All Saints Day No Classes, Special Non-Working Holiday November 5, 2007 Monday Science
I. Gives an operational definition of energy II. Energy Science Concept: Energy is the capacity to do work or move something Processes: describing, inferring Materials: Science Made Easy by Constel (VCD), pictures Reference/s: ELC ,Adventures in Science, pp 146-147 Value: Recognizing the importance of energy in our daily lives. III. Procedure A. Preliminary Activities 1. Science Word: Work 2. Review: What have you learned from Unit III? B. Developmental Activities 1. Show a picture of men doing construction work. Ask what they are doing and how are they able to do work. 2. Presentation:
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What do living things need in order to live? What is the main source of energy of all living things on earth? 3. Activity: What is energy? a. Setting of standards in watching a tv program. b. Film showing about energy and its importance. 1. What is energy? 2. What are the forms of energy? 3. What are the sources of energy? 4. Why is energy important to our lives? c. Group Discussion 4. Discussion: What have you learned about energy in the tv program? What are the importance of energy to our daily lives? Can living things survive without energy? 5. Concept Formation: Energy is the capacity to do work or move something. 6. Application: Give examples of manifestations of energy in our surrounding. IV. Evaluation: Answer the following questions.
1. 2. 3. 4. 5. What is energy? Give one source of energy? Give one importance of energy to man. Give one importance of energy to animals. Give one importance of energy to plants.
V. Assignment: Give ten activities that you do around the house that makes use of energy.
November 6, 2007 Tuesday Note: The teacher and two pupil contestants attended the photo shoot for the journalism
contest at Moonwalk Elementary School.
November 7, 2007 Wednesday Note: The teacher and 14 pupil contestants attended the Opening program of the 11th
Division Young Writer contest and conference held at Almanza Elementary School.
November 8, 2007 Thursday Note: The teacher and 14 pupil contestants attended the Closing/Awarding ceremony of November 9, 2007 Friday Science
the 11th Division Young Writer contest and conference held at Almanza Elementary School.
I. Identifies the kinds of energy. II. Kinds of Energy Science Concept: The two kinds of energy are potential and kinetic. Potential is energy that is stored. Kinetic is energy in motion. Processes: describing, inferring, observing Materials: mechanical toy, marbles and a rubber band Reference/s: ELC , Exploring Science Six pp 146-147 Value: Recognizing the importance of energy on daily lives. III. Procedure
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A. Preliminary Activities 1. Word Drill: motion, rest 2. Review: What is energy? B. Developmental Activities
1. Do you agree that only moving objects have energy and objects at rest do not have energy? 2. Presentation: Show a toy that moves by winding it. 3. Activity: What are the two kinds of energy? a. Wind the mechanical toy, then set it on the floor. Observe what happens. b. Roll a marble. Now shoot some marbles on the ground so they hit one another. c. Stretch a rubber band. Observe what happens. 4. Discussion: What happens to the mechanical toy after unwinding them? What happened when you shoot the marbles? When you stretched the rubber band, what did you noticed with the string? Do moving objects possess energy? Why? After a while the toy and marbles stopped moving. Can they possess energy? Why? 5. Concept Formation: The two kinds of energy are potential and kinetic. Potential is energy that is stored. Kinetic is energy in motion. 6. Application: Give as many examples of the different forms of energy. Write them on the table below. Potential Kinetic
IV. Evaluation: Tell if potential or kinetic. 1. water behind the dam 2. ball at the edge of the table 3. mango fruit on a branch 4. children roller skating 5. a swinging pendulum V. Assignment: Name other examples of kinetic and potential energy.
November 12, 2007 Monday Science

I. Describe how mechanical energy is formed and used. II. Mechanical Energy Science Concept: mechanical energy is energy that comes from moving objects. Wind and water can also be a source of mechanical energy. Processes: identifying, describing, observing, measuring Materials: improvised anemometer, electric fan, stop watch Reference/s: ELC , Journey Into the World of Science pp 145-147 Value: Recognize the importance of mechanical energy on daily lives. III. Procedure A. Preliminary Activities 1. Word Drill: simple machines 2. Drill: Identify the simple machine (pictures will be shown to the pupils) Pulley lever wheel and axle inclined plane screw 3. Review: What is kinetic energy? What is potential energy? B. Developmental Activities 1. Imagine our world without machines like cars, home appliances, etc what would our lives be? 2. Presentation: Show pictures of objects that makes use of mechanical energy. Ex. Washing machine 3. Activity: What is mechanical energy? a. Tell the pupils that they are going to construct an improvised anemometer and pinwheel. b. Place the anemometer on a table, facing a small electric fan. c. Count the number of turns the anemometer makes within 30 seconds. d. Do the same with the pinwheel e. Repeat steps b, c and d but this time switch the fan to a higher setting. f. Record the observations.
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4. Discussion: What caused the anemometer and the pinwheel to turn? Do the anemometer and pinwheel turn fast or slow? Why? What kind of devises are the pinwheel and anemometer? What kind of energy do they use? What can be a source of mechanical energy? Discuss with the pupils the sources, use, and importance of mechanical energy. 5. Concept Formation: Mechanical energy is energy that comes from moving objects. 6. Application: Did you know that our body is like a machine that produces mechanical energy? What gives us mechanical energy? What will happen if we do not eat? IV. Evaluation: true or False 1. Mechanical energy is energy in motion. 2. A running cheetah, a flying bird and a rolling stone possess mechanical energy. 3. A motor produces mechanical energy. 4. Wind and water can produce mechanical energy. 5. Machines make our work easy. V. Assignment: Give examples of mechanical energy found in school, home and amusement park.
November 13, 2007 Tuesday Science

I. Describes chemical energy and its uses. II. Chemical Energy Science Concept: Energy stored in chemical substances is called chemical energy. Chemical energy is present in all substances. It keeps the bond that keeps atoms together. It is released when chemical reaction takes place. Processes: identifying, describing, observing Materials: sprite and candy, candle, battery Reference/s: ELC , Into the Future: Science and Health pp 151-153 Value: Recognize the importance of chemical energy in our daily lives. III. Procedure A. Preliminary Activities 1. Word Drill: dry cell 2. Drill: Put a check if the substance can be transformed to another substance. Boiling water pounding a rock burning a paper Heating a metal melting a butter 3. Review: What is mechanical energy? What are the sources of mechanical energy? B. Developmental Activities 1. What does a car need in order to run? How does gasoline help make a car move? 2. Presentation: Show examples of substances that make use of chemical energy. Ex. Battery, gasoline, candle 3. Activity: What is chemical energy? a. Drop a candy in a glass of sprite. Observe what happens. b. Light up a candle. Observe what happens. c. Construct a simple circuit. Observe the bulb. 4. Discussion: What happened when the candy was dropped into the glass of sprite? What will happen to the candle if it continues to burn? What happened to the bulb? Define chemical energy. Discuss its sources, uses and importance.
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5. Science Concept: Energy stored in chemical substances is called chemical energy. Chemical energy is present in all substances. It keeps the bond that keeps atoms together. It is released when chemical reaction takes place. 6. Application: The food we eat has energy. What happens to food during the process of digestion? IV. Evaluation: True or False. 1. Chemical energy in food is used by humans for growth and development. 2. A generator produces chemical energy to run portable radios. 3. Green plants transform the energy of the sun to chemical energy. 4. A chemical reaction produces a new substance. 5. Chemical bonds keep the atoms together. V. Assignment: Explain how chemical energy takes place while washing clothes.
November 14, 2007 Wednesday Science

I. Describe how electrical energy is formed and used II. Electrical Energy Science Concept: Electrical energy is energy produces by moving electrons. Processes: observing, describing, inferring Materials: balloon, flannel cloth, pieces of paper Reference/s: ELC , Journey Into the World of Science pp148-150 Value: Using electricity wisely. III. Procedure A. Preliminary Activity 1. Science Word: electrons, conductors 2. Drill: Tell what form of energy is used. Rusting of iron a vehicle moving use of dynamite in quarrying Birds in flight cooking food 3. Review: What is chemical energy? What are the sources of chemical energy? B. Developmental Activities 1. Have you heard of Benjamin Franklin? He proved that lightning is a kind of electrical energy from the clouds with his famous kite experiment. 2. Presentation: Show pictures of appliances and devices that makes use of electrical energy. 3. Activity: What is electrical energy? a. Vigorously rub the balloon on a flannel cloth. b. After 15 seconds, place the balloon near bits of pieces of paper. c. Observe what happens. 4. Discussion: What happened to the pieces of paper? What made the pieces of paper attract to the balloon? What does rubbing produced? The teacher explains about static electricity. Static electricity is produced by rubbing objects together. Discuss with the pupils other sources of electrical energy like battery, oil, generator and a dynamo.
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5. Concept Formation: Electrical energy is energy produces by moving electrons. 6. Application: Electrical energy is very useful. It is used at home, school, offices, hospitals, and factories. How can we help conserve electricity? IV. Evaluation: True or False. 1. The energy of moving electrons is called electricity. 2. A conductor does not allow an electron to pass through. 3. Electric power comes from fuel. 4. A power can generate electricity. 5. Rubbing objects together produces static electricity. V. Assignment: Give other ways of conserving electricity. Ask your parents what they do to conserve electricity in your home.
November 15, 2007 Thursday Science

I. Describe how nuclear energy is formed. II. Nuclear Energy Science Concept: Nuclear energy comes from either splitting or combining particles from the nucleus of an atom. Nuclear fission is the splitting of the nucleus. Nuclear fusion is the combining of two atoms. Processes: explaining, observing, inferring Material: Science module, pictures Reference/s: ELC , Journey Into the World of Science pp154-156 Value: Recognizing the beneficial and harmful effects of nuclear energy. III. Procedure A. Preliminary Activities 1. Word Study: radioactive 2. Drill: Identify if radiant or electrical energy Ceiling fan bulb washing machine Candle sun 3. Review: What is electrical energy? How can we produce electricity? B. Developmental Activities 1. Tell the story of the Chernobyl accident in Russia sometime in 1986. Show a nuclear power plant to visualize the event. 2. Presentation: Show a diagram of an atom. Have the pupils identify the parts. 3. Activity: What is nuclear energy? a. Have the pupils watch the module on nuclear energy. b. Present a diagram showing how nuclear energy is produced: by fission and by fusion. c. show pictures of submarine, rockets and its application to medicine. 4. Discussion: How is nuclear energy formed? What is nuclear fission? What substance is used for nuclear fission? What is nuclear fusion? How is nuclear energy used today? Discuss the advantages and disadvantages of using nuclear energy.
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5. Science Concept: Nuclear energy comes from either splitting or combining particles from the nucleus of an atom. Nuclear fission is the splitting of the nucleus. Nuclear fusion is the combining of two atoms. 6. Application: The suns energy comes from nuclear energy. What two elements fuse to form the suns energy? IV. Evaluation: True or False. 1. When nucleus is bombarded with a proton coming from another nucleus a huge amount of energy is released. 2. Fission takes place in a nuclear reactor. 3. The basic fuel in nuclear reactor is iron. 4. Uranium is the fuel used in combustion. 5. The Chernobyl accident in Pampanga in 1986 reminds us of the dangers of nuclear energy. V. Assignment: Research about the Bataan Nuclear Power Plant.
November 16, 2007 Friday
Science 6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answers the questions accurately with 75% proficiency level II. Summative # 1 Topic: Energy, Forms of energy See Test Paper/test notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
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I. Demonstrate how one form of energy is transformed into another form. II. Transformation of Energy Science Concept: Energy can be transformed or changed from one form to another. Processes: observation, describing, inferring Materials: pictures of household appliances Reference/s: science for Better Health and Environment pp 147-148 Value: Recognizing the benefits of energy transformation III. Procedure A. Preliminary Activities 1. Word Drill: transformation 2. Drill: Identify the form of energy Car stove television radio flashlight 3. Review: What is energy? What is the importance of energy? B. Developmental Activities 1. What forms of energy does a toy car have? What happens to the energy of the toy car when it starts to move? 2. Presentation: Show diagram of energy transformation. 3. Activity: How is energy transformed? a. Discuss with your group the forms of energy the following possess. Distribute the pictures to each group. b. Make a diagram of how energy is changed from one form to another. 4. Discussion: How does an electric fan show that energy is changed from one form to another? What energy transformation is happening in a circuit? When you eat food, how is energy transformed? The teacher helps the pupils analyze and correct the diagram each group made. 5. Concept Formation: Energy can be transformed or changed from one form to another. 6. Application: What is the importance of energy transformation to our daily lives? IV. Evaluation: choose the letter of the correct answer. 1. Which of the following shows the mechanical-sound energy change? a. rice cooker b. flat iron c. alarm clock d. oven toaster
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2. What energy transformation does a blender show? a. mechanical to electrical b. electrical to mechanical c. mechanical to chemical d. thermal to mechanical 3. What energy transformation takes place in the engine of a typical train? a. electrical to mechanical b. radiant to electrical c. chemical to mechanical d. mechanical to electrical 4. What energy form is commonly used in kitchen appliances? a. light energy b. electrical c. nuclear d. geothermal 5. What energy is contained in a battery or dry cell? a. chemical b. sound c. electrical d. both b and c V. Assignment: Explain the energy transformation during photosynthesis in plants.
November 20, 2007 Tuesday Science

I. Observe how energy can be transferred from one body to another. II. Transfer of Energy Science Concept: Energy can be transferred from one body to another through work and heat. Conduction, convection, and radiation are the three methods of energy transfer. Material: constel vcd Reference/s: ELC , Journey Into the World of Science pp166-168 Value: Recognize the importance of energy transfer. III. Procedure A. Preliminary Activities 1. Word Study: transfer 2. Drill: which of the following does not belong to the group? a. electrical to mechanical fan dynamo blender washing machine b. chemical to electrical battery generator cellphone television 3. Review: What is energy transformation? B. Developmental Activities 1. Game: Ball relay. The team who can pass the ball the fastest to his other teammates wins the game. 2. Presentation: Show illustrations of energy transfer through heat and work. 3. Activity: How is energy transferred from one body to another? a. Watch the demonstration on how energy is transferred by -conduction -convection -radiation b. Give other examples of conduction and convection. 4. Discussion: What are the three ways on how energy can be transferred? How does heat travel in conduction? What happened to the hot colored water? When the set-up was reversed, was there a transfer of energy? How does the sun transfer its heat to the objects on earth? 5. Concept Formation: Energy can be transferred from one body to another through work and heat. Conduction, convection, and radiation are the three methods of energy transfer. 6. Application: If you put the spoon in a cup filled with hot water, the spoon becomes hot after a few minutes. Why? IV. Evaluation: Choose the letter of the correct answer.
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1. Which does not show the transfer of energy? a. eating a corn on a cob b. lighting a room with a lamp c. placing a spoon in a cup of hot water d. placing a cup of frozen ice cream in a freezer 2. The transfer of heat by a substance through direct contact is called? a. radiation b. conduction c. convection d. nuclear 3. In convection, what happens to the material when it absorbs the energy? a. it sinks b. it expands and rises c. it burns d. it disappears 4. What method of energy transfer occurs inside a microwave oven? a. radiation b. conduction c. convection d. nuclear 5. Why is transfer of energy important? a. it allows us to cook food b. it can make motor vehicle run c. it can press our clothes d. it is convenient V. Assignment: Give two more examples for each method of energy transfer.

I. Observe that heat is always produced when energy transformation or transfer occurs. II. Heat Science Concept: Heat or thermal energy is always produced when materials undergo energy transformation or energy transfer. Processes: observation, inferring Materials: candle, radio, saw Reference/s: ELC , Into the Future: Science and Health Six pp169-171 Value: Recognize the need for conservation of our natural resources. II. Procedure A. Preliminary Activities 1. Word Study: thermal 2. Drill: Arrange the energy transformation occurring in a computer. Mechanical radiant sound electrical heat 3. Review: What is energy transfer? What are the three methods of energy transfer? B. Developmental Activities 1. After watching your favorite television program for two hours, touch your tv set. How does it feel? 2. Presentation: Show an example of energy transformation. Flashlight chemical.mechanical.electrical.light.__________ (battery) (switch) (wires) (bulb) 3. Activity: What is produced during energy transformation or energy transfer? a. Carefully cut a piece of wood using a saw. Touch the blade of the saw. How does it feel? b. Put your hand near a lighted candle. Describe what you feel? c. Touch the upper part of the radio after an hour. What do you feel? d. Jog in place for about five minutes. Describe what you feel. 4. Discussion: What form of energy are you using while cutting the wood? After using the saw, how does it feel? What energy is produced while the candle is burning? What energy transformation is happening in a burning candle? What do you feel when you place your hand near the candle? How does the top part of the radio feel? What do you feel after jogging? Why? What is always produced during energy transfer or transformation?
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5. Concept Formation: Heat or thermal energy is always produced when materials undergo energy transformation or energy transfer. 6. Application: Give three activities or energy transformation that produces heat. IV. Evaluation: Choose the letter of the correct answer. 1. What is always produced when there is energy transformation? a. light b. heat c. chemical d. electricity 2. Which diagram best illustrates energy transformation and its by-product? a. mechanical-sound-heat b. chemical-mechanical-heat c. electrical-mechanical-heat d. electrical-light-heat 3. Heat released in the environment may a. result in the lowering of air temperature b. still be recovered c. spread out indefinitely d. cause increase in temperature Show the energy transformation that takes place in the following: 4. burning candle 5. lighted bulb V. Assignment: Find out what happens to the thermal energy released to the environment.
November 22, 2007 Thursday

NOTE: The teacher and 3 pupil participants attended the Opening Program for the 24 th Regional Young Writers Contest and Conference held at Pasig Elementary School, Caruncho Avenue, Pasig city.
November 23, 2007 Friday Science

I. Cite evidences that heat produced during energy transformation/transfer goes to the environment II. Heat and the Environment Science concept: Heat produced during energy transformation/transfer goes to the environment. Processes: observation, describing, inferring Reference/s: ELC, Into the Future: Science and Health pp175-176 Value: Recognize the need for conservation of our natural resources. III. Procedure A. Preliminary Activities 1. Word Drill: thermal pollution 2. Drill: write the transformation of energy in the following situations a. a battery operated toy car b. a burning fire cracker 3. Review: What is produced during energy transformation/transfer? B. Developmental Activities 1. Burn a piece of paper. How is energy transformed in this situation? What is produced after the paper burns? 2. Presentation: Show a picture of a power plant releasing heat into the atmosphere. 3. Activity: Where does heat go during energy transformation/transfer?
a. Place a thermometer in a small glass of water. Get the initial temperature of the water. b. Heat a spoon over a burning candle for two minutes. Then dip the spoon into the glass of water. c. Measure the water temperature again. Compare it with the initial temperature.
4. Discussion: What happened to the temperature of the water after dipping the hot spoon in it? Why? What was transferred? Where does the heat go? How did you know? When heat is transferred to the environment, what happens to the temperature? What could be the effect of this to our environment?
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5. Concept Formation: Heat produced during energy transformation/transfer goes to the environment. 6. Application: Have you heard about the Clean Act Project of our government? How do they help protect the environment? IV. Evaluation: Choose the letter of the best answer.
1. What happens to heat during energy transformation? a. absorbed by the surroundings b. goes into the outer space c. reabsorbed by the heated object d. changed to radiant energy 2. Why is thermal pollution harmful? a. It enables fish to multiply fast b. it destroys aquatic plants and animals c. it makes water plants multiply fast d. both a and c 3. Which of the following does not release heat into the environment? a. burning paper b. turning on the radio c. boiling water d. all of the above 4. Which body of water is most likely to experience thermal pollution? a. a lake at the foot of the mountain b. a river at the back of a soap factory c. waterfalls in a forested mountain d. a river in an uninhabited island 5. Which does not affect the environment? a. smoking cigarette b. burning coal c. watering plants d. soot coming out of vehicles
V. Assignment: Which is better to use, a diesel engine car or a solar powered car? Why?

I. Cite evidences that energy is neither created nor destroyed but only transformed from one form to another II. The conservation of energy Science Concept: Energy is conserved although it may change form. Processes: observation, describing, inferring Materials: an improvised pendulum Reference/s: ELC , Into the Future: Science and Health pp172-174 Value: Using energy wisely. III. Procedure A. Preliminary Activities 1. Word Study: conservation 2. Drill: Identify the energy in the following situations A car parked in a garage a car running at 60km/hr Whistling of a kettle with boiling water rustling of the leaves Water in a closed dam 3. Review: What happens to heat when it is released during energy transformation and energy transfer? B. Developmental Activities 1. Can energy be destroyed? Can it be lost? 2. Presentation: Show pictures of energy transformation and energy transfer 3. Activity: What is the law of conservation of energy?
a. Make an arrow from a hard cardboard measuring one inch long. b. Tie the arrow with a 20-cm string. c. Tape a 10-gram weight at the center of the cardboard to make it stable. d. Hang the arrow on the blackboard. e. Pull the arrow to the left and mark on the board your reference point. f. Release the arrow. g. Mark the arrow on the right side where the arrow reached. h. Repeat steps e-g, but this time, start on the right side.
4. Discussion: how far does the arrow reach when released from a certain height? Does the height of the arrow remain the same? Why? What happens to the pendulum after letting it swing for sometime? How did the arrow moved at its lowest position? When it reached the highest position, what did you observed? Was there energy transformation? The teacher introduces and explains the law of conservation of energy. 5. Concept Formation: Energy is conserved although it may change form.
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6. Application: We learned that energy is not destroyed nor created, then why do we need to conserve it? IV. Evaluation: choose the best answer.
1. Which statement is true? a. energy can be lost b. energy can be destroyed c. energy is conserved d. energy increases as time passes 2. Which does not illustrate that energy is neither created nor destroyed but only transformed from one form to another? a. clapping of hands-heat b. ringing of the church bell-sound c. swinging of the pendulum-kinetic d. all of the above 3. During the oxidation process, what happens to the digested food in the body? a. chemical is changed to mechanical b. energy produced is used c. energy is conserved d. both a and c 4. Sam felt very hot sitting and taking his midday rest. He switched on the electric fan. What energy transformation occurred? a. electrical to mechanical b. mechanical to sound c. electrical to chemical d. mechanical to electrical 5. The wise use of energy is called conservation. In conserving our energy we call this law? a. Law of energy conservation b. law of conduction of energy c. law of energy reduction d. law of energy at rest
V. Assignment: give 3 example of how the law of energy of conservation is used.
November 27, 2007 Tuesday
Science 6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answers the questions accurately with 75% proficiency level II. Summative # 2 Topic: Energy transformation, energy transfer, heat and the environment, conservation of energy See Test Paper/test notebook Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
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I. Measure the speed of an object in motion II. Speed Science concept: Speed is defined as the distance traveled over a certain period of time. Speed is equal to distance over time. Processes: observation, calculating Materials: stopwatch, meter stick Reference/s: ELC , Into the Future: Science and Health pp180-182 Value: Taking precaution when driving with speed. III. Procedure A. Preliminary Activities 1. Word Study: distance, time 2. Drill: Solve the following. 300/5 250/12 185/7 98/4 3. Introduce Unit V: Moving Bodies. The teacher gives an overview of what lessons are to be taken on Unit V. B. Developmental Activities 1. Game: Bring Me The teacher will ask the pupils to bring in front things inside their bag. The first to come up front is the winner. 2. Presentation: Show pictures of cars racing. How fast do you think these cars are racing? 3. Activity: How do we measure the speed of a moving object? a. Choose three pupils to compete in the race. b. Using a stopwatch record the time it took them to run up to the finish line. c. Compute for the speed. Speed=distance/time 4. Discussion: Who ran the fastest? Why did you say so? Who ran the slowest? Why is he slow? How did you determine who is fastest or who is slowest? Discuss about speed. The teacher gives the pupils some examples on how to compute for the speed. 5. Concept Formation: Speed is defined as the distance traveled over a certain period of time. Speed is equal to distance over time. 6. Application: Arriane jogged on the backyard lawn for 2.5 hours. She covered a distance of 7 kilometers. What is her speed? IV. Evaluation: Choose the letter of the correct answer. 1. On Shaw Boulevard the jeepney travels 60 kph in 4 hours. What is the speed of the jeepney?
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a. 20 kph b. 15 kph c. 30 kph d. 18 kph 2. The distance of the school from your house is 240 meters. It takes 80 minutes by walking to reach the school. What is your average speed? a. 2 m/min b. 3 m/min c. 4 m/min d. 6 m/min 3. The bus travels 450 km in 9 hours. What is the speed of the bus? a. 50 km/hr b. 60 km/hr c. 70 km/hr d. 80 km/hr 4. Speed indicates how fast an object moves. It is describe in terms of? a. motion and time b. motion and distance c. distance and time d. speed and time 5. The distance traveled by an object over a certain period of time is called? a. speed b. velocity c. inertia d. force V. Assignment: Solve for the speed. The average speed of a flying falcon is 310 km/hr. how many kilometers would have been covered by the bird traveling for 2.5 hours?
November 29, 2007 Thursday

NOTE: The teacher and 3 pupil participants attended the Closing Program of the 28 th Regional Young Writers Contest and Conference at Pasig Elementary School, Caruncho Avenue, Pasig City.
November 30, 2007 Friday

Note: Special non-working holiday. No classes in all levels.
December 3, 2007 Monday Note: Plan was not accomplished last November 28, 2007 due to insufficient number of
pupils due to typhoon Mina and Lando.
Science
I. Measure the speed of an object in motion II. Speed Science concept: Speed is defined as the distance traveled over a certain period of time. Speed is equal to distance over time. Processes: observation, calculating Materials: stopwatch, meter stick Reference/s: ELC , Into the Future: Science and Health pp180-182 Value: Taking precaution when driving with speed. III. Procedure A. Preliminary Activities
1. Word Study: distance, time 2. Drill: Solve the following. 300/5 250/12 185/7 98/4 3. Introduce Unit V: Moving Bodies. The teacher gives an overview of what lessons are to be taken on Unit V.
B. Developmental Activities
1. Game: Bring Me The teacher will ask the pupils to bring in front things inside their bag. The first to come up front is the winner. 2. Presentation: Show pictures of cars racing. How fast do you think these cars are racing? 3. Activity: How do we measure the speed of a moving object? a. Choose three pupils to compete in the race. b. Using a stopwatch record the time it took them to run up to the finish line. c. Compute for the speed. Speed=distance/time
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4. Discussion: Who ran the fastest? Why did you say so? Who ran the slowest? Why is he slow? How did you determine who is fastest or who is slowest? Discuss about speed. The teacher gives the pupils some examples on how to compute for the speed. 5. Concept Formation: Speed is defined as the distance traveled over a certain period of time. Speed is equal to distance over time. 6. Application: Arriane jogged on the backyard lawn for 2.5 hours. She covered a distance of 7 kilometers. What is her speed? IV. Evaluation: Choose the letter of the correct answer. 1. On Shaw Boulevard the jeepney travels 60 kph in 4 hours. What is the speed of the jeepney? a. 20 kph b. 15 kph c. 30 kph d. 18 kph 2. The distance of the school from your house is 240 meters. It takes 80 minutes by walking to reach the school. What is your average speed? a. 2 m/min b. 3 m/min c. 4 m/min d. 6 m/min 3. The bus travels 450 km in 9 hours. What is the speed of the bus? a. 50 km/hr b. 60 km/hr c. 70 km/hr d. 80 km/hr 4. Speed indicates how fast an object moves. It is describe in terms of? a. motion and time b. motion and distance c. distance and time d. speed and time 5. The distance traveled by an object over a certain period of time is called? a. speed b. velocity c. inertia d. force
V. Assignment: Solve for the speed.
The average speed of a flying falcon is 310 km/hr. how many kilometers would have been covered by the bird traveling for 2.5 hours?
December 4, 2007 Tuesday Science
I. Solve for the speed of moving object II. Speed Science concept: Speed = distance/time Processes: calculating Materials: picture of a speedometer Reference/s: ELC , Into the Future: Science and Health pp180-182 Value: Taking precaution when driving with speed. III. Procedure A. Preliminary Activities 1. Word Study: motion 2. Drill: Solve the following. 25/6 47/14 108/9 224/6 3. Review: how do we determine how fast or slow an object move? B. Developmental Activities 1. If the speedometer of a car indicates 70kph, has the car moved an hour? Or has the car traveled 70 kilometers? 2. Presentation: Speed = Distance/time 3. Activity: a. Give each group a problem to solve for the speed given the distance and time. b. Working in groups. c. Write their answer on a piece of paper, d. Reporting. 4. Discussion: What are needed to solve for the speed? What operation will you use to compute for the speed? What if distance and speed are given, how will you compute for the time? What if time and speed are given, how will you compute for the distance? 5. Concept Formation: Speed is the distance traveled by an object over a period of time. Speed = distance/time 6. Application: compute for the speed a. a toy car that traveled 30cm in 15 secs. b. a rolling ball that traveled 45cm in 3 secs. c. a bullet train that traveled 185,000 m in 40 minutes IV. Evaluation: Solve for the speed.
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Distance Time Speed 1 284 km 4 hrs. 2 120 km 5 hrs. 3 96 m 7 mins. 4 180 cm 15 secs. 5 360 cm 25 secs. V. Assignment: Compute. a. A car travels at a constant speed of twenty meters per second. How far will the car travel in ten seconds? b. How long would it take a bus to travel 300 meters if it was moving at a speed of 30 meters/second?
December 5, 2007 Wednesday Science

I. identify the specific direction of a moving object II. Velocity Science concept: velocity is the speed of moving objects in a specified direction. Processes: calculating, identifying Materials: chart Reference/s: ELC ,Into the future: Science and Health Six pp183-185 Value: Follow road signs. III. Procedure A. Preliminary Activities 1. Word drill: direction 2. Drill: show a map. Identify the direction where the province is located. Ilocos Palawan Cotabato Marinduque 3. Review: compute for the speed. A car running 100 km in 2 hours a runner running 50 km in 4 hours B. Developmental Activities 1. What instrument is used to find directions? What are the main directions? What are the secondary directions? 2. Presentation: Show a map with buses running at different directions. Introduce the term velocity. 3. Activity: How do we compute for the velocity of moving objects? a. Velocity is the speed of moving objects towards a specified direction. b. Study the table on page 184 of the textbook. c. Identify the velocity of each moving vehicle. 4. Discussion: Which vehicles are running with the same speed? With the same velocity? What is the difference between speed and velocity? The teacher explains further about velocity by presenting more examples. 5. Concept Formation: Velocity is the speed of moving objects in a specified direction. 6. Application: Identify which of the following refers to speed or velocity. a. 40 km/hr b. 45 km/hr, North c. 60 meters/minute d. 120 km/hr, southwest IV. Evaluation: choose the letter of the best answer. 1. What is the speed of Jerry if he runs 200 meters in 50 seconds? a. 4m/s b. 5 m/s c. 10 m/s d. 25 m/s 2. In what direction does a bus travel if it runs opposite northeast? a. northwest b. north c. southwest d. southeast 3. Which vehicles have the same velocity?
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Bus A 30 km/hr, N Bus B 30 km/hr, S Bus C 30 km/hr, N Bus D 30 km/hr, NE a. a and b b. a and c c. a and d d. b and c 4. Which of the following indicates velocity? a. ship moving in the ocean b. a racing car c. car moving at 100 km/hr d. bicycle stopping northeast point 5. Which of the following is an example of speed? a. 10 km b. 10 seconds c. 10 km/sec. d. 10 km/hr, North V. Assignment: compute for the speed and velocity. A car traveled 180 kilometer for 3 hours northwest.
December 6, 2007 Thursday Science

I. Measures the velocity of moving objects. II. Velocity Science Concept: velocity is the speed of moving objects in a specified direction. Processes: measuring, calculating Materials: remote controlled toy car, stopwatch Reference/s: ELC, Into the Future: Science and Health Six pp183-185 Value: Follow road signs. III. Procedure A. Preliminary Activities 1. Word Study: direction 2. Drill: Identify if the following show the speed or velocity. 30 m/min, SE 65 Km/hr 59 cm/sec, E 120 m/hr, SW 3. Review: What is velocity? B. Developmental Activities 1. Are speed and velocity the same? 2. Presentation: Show a map with a car and the direction to where it is going. 3. Activity: How do we find the velocity of moving objects? a. Using a toy car, measure the time it takes to run: - 4 meters, north - 10 meters, east b. Calculate for the speed. Speed = distance/time c. Give the velocity. d. Compute for the average speed and velocity Average speed = speed A + speed B 2 e. Reporting. 4. Discussion: What is the speed of the car going north? Going east? What is the first velocity? Second velocity? How do we get the average speed? Average velocity? The teacher will give other samples for pupils to further understand how to get the average speed and velocity. 5. Concept Formation: Velocity is the speed of moving objects in a specified direction. 6. Application: Take 15 steps forward and 10 steps backward. How many steps did you make in all? How far are you from the starting point? IV. Evaluation: Analyze the problem below and solve. A times Transit traveled 800 kilometers to the north and 70 kilometers to the south for 16 hours.
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1. What is the total distance traveled by the bus? 2. How long did the bus traveled? 3. What is the average speed? 4. What is the average velocity? 5. What is velocity? V. Assignment: Answer Exercise B on page 35 of the Exercise Book.
December 7, 2007 Friday Science

I. Infer that acceleration is cause by change in velocity. II. Acceleration Science Concept: The change of velocity/speed of moving objects is called acceleration. Processes: describing, inferring Materials: toy cars Reference/s: ELC, Journey Into the World of Science pp181-183 Value: Honesty in reporting data. III. Procedure A. Preliminary Activities
1. Word Drill: decelerate 2. Drill: Give the speed and velocity. Distance Time Direction Speed Velocity 10m 4 minutes North 15km 3 hours Southeast 20cm 12 seconds West 3. Review: What is speed? What is velocity? What is the difference between speed and velocity?
B. Developmental Activities
1. A car is running at a speed of 10km/hr when suddenly it stopped because a dog crossed the street. What can you say about the speed of the car? 2. Presentation: Introduce the word acceleration. 3. Activity: What is acceleration? a. Show 3 cars running at a constant speed of 30 km/hr. b. All three cars have started at the same point. c. Ask the pupils to identify the following: Initial Speed of the cars Final speed of the cars Change in velocity of the cars d. Reporting. 4. Discussion: What is the initial speed of the cars? Do they all maintain the same speed? Are they heading for the same direction? What conditions tell you an object is changing velocity? The teacher explains further acceleration by pointing out that there is a positive and negative (deceleration) by giving examples. 5. Concept Formation: The change of velocity/speed of moving objects is called acceleration. 6. Application: Tell if the following cars are accelerating or decelerating. Car Initial Speed Final Speed A 8 m/s 0 m/s B 5 km/hr 10 km/hr C 3 m/s 4 m/s
IV. Evaluation: Choose the letter of the correct answer.

1. There is acceleration if there is __________ a. change in speed b. change in speed and direction 2. A negative acceleration is called __________. a. acceleration b. deceleration 3. A moving object will have a negative acceleration if a. the initial speed is greater than the final speed speed c. change in energy c. subtraction d. change in force d. speeding up
b. the initial speed is the same with the final
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c. the initial speed is less than the final speed 4. The moving object will have a positive acceleration if a. the initial speed is greater than the final speed speed c. the initial speed is less than the final speed 5. Which is true about positive acceleration? a. it is also called deceleration c. velocity is constant
d. velocity is constant b. the initial speed is the same as the final d. velocity is constant b. it means speeding up d. velocity decreases
V. Assignment: Give 2 examples each of acceleration and deceleration.
December 10, 2007 Monday Science

I. Compute for the acceleration of moving objects II. Acceleration Science Concept: Acceleration is change in velocity/speed over time Processes: computing Materials: exercise book, pictures Reference/s: ELC, Into the Future: Science and Health pp 186-189 Value: Honesty in reporting data. III. Procedure A. Preliminary Activities 1. Word Drill: decelerate 2. Drill: What are the steps in problem solving? 3. Review: How do we know that an object changes velocity or speed? B. Developmental Activities 1. A train traveling at a speed of 30 meters per second. How would you describe the speed of the train as it stops to pick up passengers in every station? 2. Presentation: A car moves from rest to 50 meters per second in 20 seconds. What is the acceleration of the car? 3. Activity: a. What is asked? b. What are given? c. What is the formula for acceleration? d. Write the number sentence. e. Solving the problem. f. What is the answer? g. Is it a positive acceleration or negative acceleration? 4. Discussion: What do we need to solve for the acceleration? When do we say an object is accelerating? When do we say an object is decelerating? 5. Concept Formation: Acceleration is change in velocity/speed over time. 6. Application: a. Answer word problems involving acceleration. See chart on the blackboard. b. Suppose you were riding in a jeepney and the driver makes a sudden stop which jerks you off your seat, what will you do? Why? IV. Evaluation: Solve the problem below. A motorcycle moves from 0 m/s to 160 m/s in 10 seconds. What is the motorcycles acceleration? 1. What is the initial speed?
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2. What is the final speed? 3. What is the number sentence? 4. What is the answer? 5. What kind of acceleration is it, positive or negative? V. Assignment: Compute for the deceleration of the bus traveling at 70 m/s to 20 m/s in 8 seconds.

I. Identify the force that pulls the object inwards and away from the circle II. Moving in Circles Science Concept: Centripetal force is the force that pulls the object inwards or towards the central point. Centrifugal force is the force that pulls the object away from the center. Processes: observation, describing Materials: string and washer, pictures of appliance that moves in circles Reference/s: ELC, Into the Future: Science and Health pp190-192 Value: Honesty in reporting data. III. Procedure A. Preliminary Activities 1. Word Study: circle 2. Drill: Parts of a circle
3. Review: What is acceleration? What is deceleration? What is the formula in finding the acceleration? B. Developmental Activities 1. Have you notice how water and clothes move in a washing machine? 2. Presentation: Show pictures of different appliances that demonstrates centripetal and centrifugal forces. 3. Activity: What are the forces involved that keeps an object moving in circles? a. Tie a washer to one end of a one-meter string. b. Whirl it over your head to maintain a circular path several times. c. Make sure that you hold the string firmly. d. Release the string and observe what happens. 4. Discussion: How does the washer move? What makes the washer move in circles? What are the directions of the forces? When I let go of the washer, how did it move? Why? In a moving object how many forces act on it? The teacher explains further what centripetal and centrifugal forces are. 5. Concept Formation: Centripetal force is the force that pulls the object inwards or towards the central point. Centrifugal force is the force that pulls the object away from the center. 6. Application: Ask pupils to give examples of appliances/objects moving in circles. Have them identify the two forces. IV. Evaluation: Choose the letter of the best answer.
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1. Which home appliance demonstrates centripetal force? a. gas stove b. television set c. washing machine d. electric organ 2. Which machine does not demonstrates circular motion? a. eggbeater b. washing machine c. blade of helicopter d. simple swing 3. The force that moves the object inwards is called a. centrifugal b. centripetal c. centimeter d. kilometer 4. The force that pulls the object away from the center is called a. centrifugal b. centripetal c. centimeter d. kilometer 5. What will happen if you release the string that is moving in a circular path? a. nothing will happen b. the string will continuously move in circles c. the string will move outward d. the string will move inward V. Assignment: Draw how centripetal and centrifugal forces in a circle move.

I. State Newtons first law of motion II. Newtons First Law of Motion Science Concept: An object will remain at rest or continue moving at the same speed and direction unless a force acts on it. Processes: observation, describing Materials: coin, cardboard, ball Reference/s: ELC, Science, Health and Environment pp341-343 Value: Wear seatbelts while inside moving vehicles. III. Procedure A. Preliminary Activities 1. Word Study: motion, gravity, friction 2. Drill: Compute for the speed. Time: 6 minutes, Distance: 24 km Time: 12 seconds, Distance: 132 cm 3. Review: What are the forces that keep an object moving in circle? B. Developmental Activities 1. Recall your experience when riding a jeepney, a bus or a car. As the vehicle starts to run, you feel as if you are being pulled backward in your seat. When the vehicle suddenly stops or when the driver suddenly steps on the brakes, you feel you are being pushed forward. Why do you think it happens? 2. Presentation: Introduce the term inertia. 3. Activity: What is inertia? A. 1. Put the index card on top of the glass. Place the coin on the center of the card. 2. Slowly slide the card to one side. Observe what happens. Continue sliding the card until the coin falls off the card. 3. Repeat procedure 1 but this time, flick the card with a quick motion of your fingers. Observe what happens. B. 1. Place a ball on the table. Do not do anything on it. 2. Now push the ball with your hand. What happens? 4. Discussion: What happens to the coin as you slowly slid the card to one side of the glass? What was holding the coin to the card? What made the coin fall off the card as you continue moving the card? What made the coin drop into the glass when you flicked the card? What has to be overcome before the card moves? When you pushed the ball what happens? What can you do to stop it? Explain about inertia, gravity and friction. These are the forces acting on the object to remain at rest. 5. Concept Formation: An object will remain at rest or continue moving at the same speed and direction unless a force acts on it. 6. Application: Five athletes ran a 100 meter race. When they reached the finish line, they continued to run a few more steps. Why? IV. Evaluation: State the Law of Inertia.
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_____________________________________________________________________________________________ _____________________________________________________________________________________________ ______________________________________________________________________________________ V. Assignment: Explain why it is easier to go downhill than uphill. Apply the law of inertia.
December 13, 2007 Thursday Science

I. States Newtons Second law of motion II. Newtons Second Law of Motion Science Concept: An object accelerates because of force that acts on it. The larger the force, the greater the acceleration. The larger the mass of an object, the greater the force needed to accelerate it. Processes: observation, describing, inferring Materials: pupils Reference/s: ELC, Science, Health and Environment pp344-345 Value: Taking precautions when carrying heavy loads. III. Procedure A. Preliminary Activities 1. Word Drill: mass 2. Drill: Compute for the acceleration A car traveling at 30 km/hr increases speed to 40 km/hr in 5 seconds. 3. Review: What is the First Law of Motion? B. Developmental Activities 1. If you are to push a car and a bicycle to a certain distance, where would you exert a greater force and why? 2. Presentation: Show a picture of children playing tug-of-war 3. Activity: What affects acceleration? Play tug-of-war. Given the situations below, ask the pupils what would happen. a. a small boy vs a big boy b. a big boy vs 5 small boys c. a big boy vs a big boy 4. Discussion: Who won in the first round? Why did the big boy won? How did the small boy accelerated? In the second round who won? Why? Who exerted a greater force? In the third round, who won? Why? What are the factors that affect acceleration? The teacher explains further the second law of motion by giving other samples. 5. Concept Formation: An object accelerates because of force that acts on it. The larger the force, the greater the acceleration. The larger the mass of an object, the greater the force needed to accelerate it. 6. Application: A grade five pupil was running fast along the lobby. Before he knew it, he bumped into a Grade Three pupil who had a bad fall because of the impact. Being there on the scene, how could the accident be avoided? Using the second law of motion, how would you explain to the Grade Five pupil of the danger of his actions? IV. Evaluation: State Newtons Second Law of Motion
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A. Force ________________________________________________________________________________________ B. Mass ________________________________________________________________________________________ V. Assignment: Give other example of how the second law of motion is applied to our daily lives.
December 14, 2007 Friday Science

I. State Newtons third law of motion II. Newtons Third Law of Motion Science Concept: For every action there is an equal and opposite reaction Processes: observation, describing, inferring Materials: balloon, string, masking tape Reference/s: ELC, Science, Health and Environment pp346-348 Value: III. Procedure A. Preliminary Activities 1. Word Drill: action, reaction 2. Drill: Identify if the statement is inertia or acceleration
a. the greater the mass, the lesser the acceleration b. an object at rest will remain at rest unless a force makes it move c. an object in motion will move unless a force changes its motion d. the lesser the force, the lesser the acceleration
3. Review: What is the second law of motion? B. Developmental Activities 1. Observe a book placed on top of the table. Why is it not moving? 2. Presentation: Show a picture of a man sitting on a chair. 3. Activity: What is the effect of action and reaction?
a. Stretch the string across the room. Tie the ends to the backs of two chairs. b. Blow up the balloon and hold the end to close. c. Tape each of two paper strips together and attach them to the string. d. Release the balloon and observe what happens.
4. Discussion: What is the action force and the reaction force in the movement of the balloon? Compare the direction of the escaping air and the moving balloon? What force made the balloon move? Are the forces balanced? The teacher explains further the third law of motion by giving more examples. 5. Concept Formation: For every action there is an equal and opposite reaction. 6. Application: If you push a wall, it will push you back. Why? IV. Evaluation: State the Third Law of Motion. _____________________________________________________________________________________________ _______________________________________________________________________________________ V. Assignment: Give 3 examples of action and reaction.
December 17, 2007 Monday 100
Science
I. Answers the questions accurately. II. Summative # 3 Scope: speed, velocity, acceleration, forces, Newtons law of motion See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the mean and percent mastery

I. Identify the layers of the earth. II. The Earths Layers Science Concept: Earths layers are the crust, the mantle, and the core. Processes: observation, describing, illustrating Materials: any round fruit, globe and chart Reference/s: ELC, Journey Into the World of Science pp186-188 Value: Balancing use of technology while sustaining the quality of the environment. III. Procedure A. Preliminary Activities 1. Word Study: hydrosphere, lithosphere, atmosphere 2. Introduce Unit VI to the pupils. The teacher gives a background information on what they will study in the unit. 3. Review: What are the parts of the globe? B. Developmental Activities 1. Geologists are people who studies about the earth. If we were to cut the earth into two equal portions, how do you think will it look like? 2. Presentation: Show a cut-out of the earth. 3. Activity: What are the layers of the earth? a. Cut a fruit from the top down through the center so that you will have two identical pieces. b. Examine the cross section of the fruit. c. Draw one of the halves on a separate sheet of paper. 4. Discussion: How many layers do you see? Describe each layer as to its color and thickness. Tell that the inner structure of the fruit is the same as the inner layers of the earth. The teacher discusses with the pupils the different layers of the earth. 5. Concept Formation: Earths layers are the crust, the mantle, and the core. 6. Application: How do geologists determine the layers of the earth? IV. Evaluation:
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V. Assignment: Find out what each layer is made off.

I. Describe each layer of the earth II. The Earths Interior Science Concept: The crust is the outermost surface layer of the earth composed of a variety of loose solid rocks. The mantle, which lies beneath the crust, is composed of solid rocks and hot molten rocks. It is the thickest layer of the earth. The core is made up of molten iron and nickel in its outer portion and the inner portion is solid. Processes: describing, comparing, inferring Materials: art paper, paste, glue, ruler Reference/s: ELC, Journey Into the World of Science pp186-188 Value: Balancing use of technology while sustaining the quality of the environment. III. Procedure A. Preliminary Activities 1. Word Study: molten rock 2. Review: What are the different layers of the earth? B. Developmental Activities 1. If you are going to journey from the outermost to the innermost layer of the earth, what would it be like? 2. Presentation: Show an illustration of the earths interior. 3. Activity: What are the layers of the earth made of? a. Read you Science book pages 196-198 about the different layers of the earth. b. Find out the composition, thickness and temperature of each layer. c. Record your answers in your notebook. 4. Discussion: Call pupils to describe each layers of the earth. Fill up the table below. Layer Thickness Composition Temperature Crust Outer mantle Inner mantle Outer core Inner core 5. Concept Formation: The crust is the outermost surface layer of the earth composed of a variety of loose solid rocks. The mantle, which lies beneath the crust, is composed of solid rocks and hot molten rocks. It is the thickest layer of the earth. The core is made up of molten iron and nickel in its outer portion and the inner portion is solid. 6. Application: Cut out several pieces of colored art paper into circles. Use the measurement below. Paste them on top of each other to form the layers of the earth. Inner core 1 inches, outer core 2 inches, mantle 7 1/2 inches, crust- 8 inches IV. Evaluation: Match Column A and B. Column A Column B 1. the hottest layer a. mantle
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2. the thickest layer b. crust 3. the surface of the earth c. core 4. made mostly of very hot rocks d. lithosphere 5. the innermost part of the earth e. rocks V. Assignment: Make a research on how geologist study the interior of the earth.
December 20, 2007 Thursday
Childrens Christmas Party

7:00-11:00 am I. Prayer II. Christmas Song III. Christmas Wish IV. Intermission Number Dance V. Games 1. Mystery Chair 2. Paper Dance 3. Push Your Luck VI. Awarding VII. Snack Time VIII. Raffle IX. Exchange Gift X. Christmas Message XI. Community Singing December 21, 2007 Friday
Teachers Christmas Party/Tribute Party for Mrs. Rosarita Insauriga

9:00 am -1:00 pm I. Prayer II. Christmas Song III. Welcome Remarks Part One IV. Tribute a. Biography b. As a Friend c. As a Co-Teacher d. As a former Principal e. As a confidante V. Serenade VI. Response of the Honoree VII. Farewell Song
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Part Two VIII. Lunch Time IX. Games X. Raffle XI. Christmas Message X. Community Singing December 24-January 2, 2008 Note: No Classes. Christmas Vacation January 3, 2008 Thursday January 4, 2008 Friday Note: See Plan dated January 3, 2008. Plan was not accomplished due to insufficient
number of pupils.
Science
I. Describe each layer of the earth II. The Earths Interior Science Concept: The crust is the outermost surface layer of the earth composed of a variety of loose solid rocks. The mantle, which lies beneath the crust, is composed of solid rocks and hot molten rocks. It is the thickest layer of the earth. The core is made up of molten iron and nickel in its outer portion and the inner portion is solid. Processes: describing, comparing, inferring Materials: art paper, paste, glue, ruler Reference/s: ELC, Journey Into the World of Science pp186-188 Value: Balancing use of technology while sustaining the quality of the environment. III. Procedure A. Preliminary Activities 1. Word Study: molten rock 2. Review: What are the different layers of the earth? B. Developmental Activities 1. If you are going to journey from the outermost to the innermost layer of the earth, what would it be like? 2. Presentation: Show an illustration of the earths interior. 3. Activity: What are the layers of the earth made of? a. Read you Science book pages 196-198 about the different layers of the earth. b. Find out the composition, thickness and temperature of each layer. c. Record your answers in your notebook. 4. Discussion: Call pupils to describe each layers of the earth. Fill up the table below. Layer Thickness Composition Temperature Crust Outer mantle Inner mantle Outer core Inner core 5. Concept Formation: The crust is the outermost surface layer of the earth composed of a variety of loose solid rocks. The mantle, which lies beneath the crust, is composed of solid rocks and hot molten rocks. It is the thickest layer of the earth. The core is made up of molten iron and nickel in its outer portion and the inner portion is solid.
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6. Application: Cut out several pieces of colored art paper into circles. Use the measurement below. Paste them on top of each other to form the layers of the earth. Inner core 1 inches, outer core 2 inches, mantle 7 1/2 inches, crust- 8 inches IV. Evaluation: Match Column A and B. Column A Column B 1. the hottest layer a. mantle 2. the thickest layer b. crust 3. the surface of the earth c. core 4. made mostly of very hot rocks d. lithosphere 5. the innermost part of the earth e. rocks V. Assignment: Make a research on how geologists study the interior of the earth.
January 7, 2008 Monday January 8, 2008 Tuesday Science

I. Identify the different crustal plates II. The Moving Crust of the Earth Science Concept: The seven crustal plates of the earth are Eurasian, Pacific, Indian, Australian, Antartic, Africa and American Plates. The plates move and continents spit up into several continents. Processes: Identifying, observation, describing Materials; world map, tracing paper, describing Reference/s: ELC, Journey Into the World of Science pp189-192 III. Procedure A. Preliminary Activities 1. Word Drill: continent 2. Drill: Identify the layers of the earth. Crust a. thickest layer Mantle b. innermost layer Core c. outermost layer 3. Review: What layer of the earth is the hottest? What layer is made up of basalt and granite? What layer is made up of molten rocks? B. Developmental Activities 1. Show a globe. Ask them to find the continent of Africa and the continent of south America. What bodies of water separates the two continents? Do you believe that many years ago, these two continents was just one big mass of land? 2. Presentation: Show a world map. 3. Activity: What are crustal plates? a. Using a world map, trace the following continents- north America, south America, Africa, Australia, Europe, Russia and china, antartica. b. Label your drawings then cut each continent. c. Just like the pieces of a puzzle, try to put them together. d. What do you notice? 4. Discussion: Did you find out that the continents fit each other along the edges? How would you describe the earths landmass millions of years ago? What are these big landmasses called? How many crustal plates are there? Call pupils to locate each crustal plates on the map or globe. Tell the pupils about Alfred Wegener who believed that once upon a time there was one large continent on earth called Pangaea. He called these the Continental Drift Theory.
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5. Concept Formation: The seven crustal plates of the earth are Eurasian, Pacific, Indian, Australian, Antarctic, Africa and American Plates. The plates move and continents spit up into several continents. 6. Application: Name 3 countries found in each crustal plates. Use a world map. IV. Evaluation: Given the map below, identify the seven crustal plates. (See map on the board) 1. ___________ 2. __________ 3. __________ 4. __________ 5. __________ 6. __________ 7. __________ V. Assignment: What crustal plate is the Philippines located? Using a map of the Philippines find the Philippine trench.
January 9, 2008 Wednesday Science

I. Explain how the earths crust move II. Movement of Crustal Plates Science Concept: The crust rest on a layer of partially molten rocks that can cause it to move and slide. Processes: simulating, observing, describing Materials: four clean towels Reference/s: ELC, Journey Into the World of Science pp 189-192 Value: Being aware of the effects crustal plate movement. III. Procedure A. Preliminary Activities 1. Word Drill: diastrophism 2. Drill: Identify the different crustal plates on the map. (see world map) 3. Review: What is Pangaea? Who formulated this theory? What are the proofs of this theory? B. Developmental Activities 1. Do you know that the surface of the earth is constantly undergoing changes? This is based on the Continental Drift Theory. 2. Presentation: Show a piece of pie and break it into several pieces. 3. Activity: How does the earths crust move? a. Get two or three towels of the same size but different colors. The towels represent the rock layer of the earths crust. b. Arrange the towels one on top of the other. c. Put one hand on one end of the towels and the other hand on the other end. d. Push both ends at the same time. Observe what happens. 4. Discussion: What happened to the towels as you pushed them to the center from the opposite ends? Compare the lengths of the towels before and after pushing. Describe what happened to the towels when pushed. What caused this? Introduce the term tectonic forces which originate below the earths crust. The crustal plates are said to be floating over a liquid rock so whenever this liquid move the crustal plates also move. This explain the Plate Tectonic Theory. 5. Concept Formation: The crust rest on a layer of partially molten rocks that can cause it to move and slide. 6. Application: What do you think is formed when the earths crust move? IV. Evaluation: True or False.
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1. Crustal plate movements may result in new landforms or cracks on the ground. 2. The earths crust is constantly moving. 3. The earths crust is resting on hot liquid rocks. 4. Volcanic eruptions and earthquakes are the effects of the plate movements. 5. The Plate Tectonics theory states that the surface of the earth is composed of small and large crustal plates that rest on and slide over a layer of partially molten rock. V. Assignment: Predict what may happen in the following situations a. two crustal plates colliding b. two crustal plates moving away from each other
January 10, 2008 Thursday
Science 6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answers the questions accurately. II. Summative # 1 Scope: earths layers, movement of crustal plates See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the mean and percent mastery
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January 11, 2008 Friday Science

I. Describe how an earthquake occurs II. Earthquake Science Concept: Earthquake is the shaking of the earths crust as a result of the energy released by volcanic activity or shifting of rock layers from the earths interior. Processes: observing, describing, simulation Materials: corn kernels, shoebox, spoon Reference/s: ELC, Journey Into the World of Science pp193-196 Value: Helping out families affected by earthquake III. Procedure A. Preliminary Activity 1. Word Drill: fault 2. Review the crustal plates and how it moves. B. Developmental Activities 1. Every year we hear stories of earthquakes claiming millions of human lives and destroyed properties. Earths surface has undergone major changes due to these destructive movements. 2. Present pictures of places affected by earthquakes. 3. Activity: What is an earthquake? a. Turn the shoebox upside down on top of the table. b. Spread out a layer of popcorn kernels on top of the shoebox. c. Hold the shoebox steady with one hand. d. Using a metal spoon, tap the side of the shoebox. e. Observe the movement of the kernels as you tap the box. Describe what happens. 4. Discussion: What do the kernels represent? The shoebox? What happened to the kernels while tapping it with the spoon? If you would compare it to the earths crust, what do you think it signifies? Explain how earthquakes occur. Differentiate the three kinds of earthquakes: tectonic, volcanic, and landslides. Explain why tsunamis occur. 5. Concept Formation: Earthquake is the shaking of the earths crust as a result of the energy released by volcanic activity or shifting of rock layers from the earths interior. 6. Application: Can earthquakes be predicted? (No, but scientists use many clues to predict earthquakes like the folding of the rocks, the earths magnetic field, water levels, and animal behavior. IV. Evaluation: Write T if the statement is true and F if false. 1. Earthquakes can cause landslides. 2. Earthquakes can cause fire when the earth shakes and electric posts fall and wires break. 3. Tsunami is the result of earthquake that occurs under the ocean.
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4. When earthquakes occur, everything in the environment will be all right. 5. New mountains or hills are formed after an earthquake. V. Assignment: Cut-out from newspaper some articles about earthquakes.
January 12, 2008 Saturday Science

I. Participate actively in a socialize recitation. II. NAT Review Materials: Science book, NAT reviewers III. Procedure A. Preliminary Activities Preparation of materials B. Review Proper PART I : Review of least mastered skills 1. Short test
1. As part of the respiratory system, what is the function of the alveoli? a. It allows air to move from trachea to the lungs. b. It brings the carbon dioxide to all parts of the body through its blood vessels. c. It allows the exchange of oxygen and carbon dioxide to take place on its thin wall. d. It separates the oxygen from carbon dioxide and distributes to other parts of the body. 2. Which statements describe how the diaphragm works? a. When the diaphragm relaxes, air is expelled from the lungs. b. When the diaphragm relaxes, air is pulled from the lungs. c. When the diaphragm is pulled, air is pulled into the lungs. d. When the diaphragm is pulled flat, air is expelled out of the lungs. 3. Which arrow diagram shows the correct path of the flow of blood around the body? a. veins lungs heart arteries capillaries b. veins heart capillaries lungs arteries heart artery c. veins arteries heart capillaries heart lungs artery d. veins heart pulmonary artery lungs heart artery capillaries 4. Which of the following lists all the reptiles given in the box? a. dolphin, goat, monkey, pig b. salamander, frog, toad c. turtle, crocodile, snake d. tilapia, mudfish 5. To which group does the dolphin belong? a. amphibians b. mammals c. reptiles d. fish 6. What does the diagram show about the role of animals in the oxygen-carbon dioxide cycle? a. They use oxygen during the day only. b. They produce carbon dioxide during the day and night. c. They use carbon dioxide during the day and night. d. They use oxygen and produce carbon dioxide during the day and night. 7. What does the diagram show about the role of plants in the oxygen-carbon dioxide cycle? a. They use oxygen during the day. b. They produce carbon dioxide during the day. c. They use oxygen and produce carbon dioxide during the day. d. They produce oxygen and use carbon dioxide during the day.
2. Answering the test. 3. Remedial Teaching PART II : Review topics from First and Second Grading First Grading - Reproductive system - Respiratory System - Urinary System - Nervous system - Circulatory System
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Second Grading Groups of animals - Plants - Food chain and food web -Oxygen-carbon dioxide cycle IV. Evaluation: Answer numbers 1-23 of reviewer. V. Assignment: Review First and Second Grading topics at home.
January 14, 2008 Monday Science

I. Describe the earthquakes intensity II. Intensity Science Concept: Intensity is the extent of the damage caused by an earthquake. Processes: Describing, identifying, inferring Materials: chart of earthquake intensity, pictures References: ELC, Into the Future: Science and Health Six pp203-204 Value: Be Alert. III. Procedure A. Preliminary Activities Review for NAT: Reproductive system -parts -functions B. Developmental Activities 1. When an earthquake occurs, some places experience stronger tremors than others. Areas that experience a strong quake are usually near the epicenter. 2. Present pictures of damages brought by earthquake. 3. Activity: What are earthquake intensities? a. Study the Rossel-Forrel Earthquake Intensity Scale. b. Read the description of each earthquake intensities. c. Discuss with your groupmate what may happen in each of the intensity scale. 4. Discussion: How are earthquake intensity measured? What is use to report each intensity? What intensity is most destructive? What intensity is least destructive? Is it a reliable way to report the degree of intensity of an earthquake? 5. Concept Formation: Intensity is the extent of the damage caused by an earthquake. 6. Application: Do an earthquake drill with the pupils. What should we do in case an earthquake occurs? IV. Evaluation: Choose the best answer. 1. Why do earthquakes occur? a. crustal plates are shifting b. waves coming from the ocean c. flowing stream f lava d. weak typhoons that hit certain areas 2. What intensity of an earthquake when people become panicky as small landslides occur? a. I b. II c. III d. IV 3. What is the intensity when hanging objects swing freely? a. I b. II c. III d. IV 4. Intensity IV is described as? a. extremely feeble shock b. fairly strong shock c. feeble shock d. extremely strong shock 5. The point of the earths surface directly above where an earthquake start is called? a. focus b. epicenter c. fault d. bedrock V. Assignment: Cut out pictures from newspaper of earthquake damage. Take note of the intensity of the earthquake.
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January 15, 2008 Tuesday Science

I. Describe an earthquakes magnitude II. Earthquake Science Concept: Magnitude is the amount of energy released by an earthquake. Processes: describing, inferring, enumerating Materials: pictures, the Richter Magnitude Scale Reference/s: ELC, Into the Future: Science and Health Six pp205-205 Value: Help save lives of family affected by an earthquake III. Procedure A. Preliminary Activities NAT Review: Respiratory System - parts - functions B. Developmental Activities 1. Show pictures of places affected by earthquake. Ask pupils to describe it. 2. Presentation: Show the magnitude scale and Charles Richter. 3. Activity What is the Richter Magnitude Scale? a. Ask the pupils to read the scale on pages 204-205 of their textbook. b. Tell them to analyze the description for each level. c. Discuss it with their group mates. 4. Discussion: How are earthquake magnitudes measured? Who developed that scale? How did Charles Richter base the scale? What magnitude is strongest? What magnitude is the weakest? Is it the same with the intensity scale? What scale is more accurate, the intensity scale or the richter scale? Why? 5. Concept Formation: Magnitude is the amount of energy released by an earthquake. 6. Application: What can we do with people affected by this natural phenomenon? IV. Evaluation: Read and answer the following. A. Choose the best answer. 1. Which of the following best refer to the magnitude of an earquake? a. the amount of energy released by an earthquake b. the extent of damage of an earthquake c. the vibrations on the earths surface d. the falling of loose rocks 2. What magnitude cause much damage on the land? a. M 6 b. M 8 c. M 7 d. M 9 B. True or False. 3. Earthquakes below magnitude 2 are not felt by most people. 4. Moderate earthquakes are those that measured less than magnitude 6. 5. Those measuring more than Magnitude 6 cause tremendous damage and loss of lives. V. Assignment: Copy the Richter Magnitude Scale in you notebook.
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I. Practice safety precautionary measures before, during, and after an earthquake II. Precautionary Measures: Earthquake Science Concept: Certain precautionary measures must be observed before, during and after an earthquake. Processes: describing, enumerating Materials: chart (textbook page 207), pictures Reference/s: ELC, Into the Future: Science and Health Six pp206-207 Value: Be alert. III. Procedure A. Preliminary Activities NAT Review: Urinary System -parts -functions B. Developmental Activities 1. What do you think are the effects of earthquake to people? 2. Presentation: Show pictures of effects of earthquake to people. 3. Activity: What safety measures should we observe before, during and after an earthquake? a. Read the checklist on page 207 of their textbook. b. Discuss the measures with your group. 4. Discussion: What are the precautionary measures we should do before an earthquake? During? After? Why is it important to follow this measure? 5. Concept Formation: Certain precautionary measures must be observed before, during and after an earthquake. 6. Application: Conduct an earthquake drill. IV. Evaluation: Choose the best answer. 1. Which should you observe before an earthquake? a. stay under a sturdy table b. stay away from cliffs c. avoid touching electric wires d. perform an earthquake drill regularly 2. Which should you avoid after an earthquake? a. condemned buildings b. stairs c. elevators d. valley 3. How should you behave during an earthquake? a. keep calm b. rush to an overcrowded exit c. listen to the radio for the latest update d. all of the above 4. If a very strong earthquake occurs in a thickly populated area, which of the following may be most affected? a. people and homes b. crops and industries c. buildings and structures d. roads and bridges 5. Which of the following is true about earthquakes? a. it happens almost every year b. it happens at the same place c. the same number of people are injured d. it kills and injures many people V. Assignment: Write a short paragraph on what you should do to avoid being injured in an earthquake.
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January 17, 2008 Thursday Science

I. Answers the questions accurately with 75% proficiency level II. Third Periodical Test See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
English
I. Answers the questions accurately with 75% proficiency level II. Third Periodical Test Materials: See Test Notebook (c/o Mrs. Abon) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
EPP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikatlong Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Ekawp
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikalonng Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
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January 18, 2008 Friday Filipino

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikatlong Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Math
I. Answers the questions accurately with 75% proficiency level II. Third Periodical Test Materials: See Test Paper (c/o Mr. Tesorero) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
MSEP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikatlong Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Hekasi
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikatlong Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Paguio) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
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January 19, 2008 Saturday Science

I. Participate actively in a socialize recitation. II. NAT Review Materials: Science book, NAT reviewers III. Procedure A. Preliminary Activities Preparation of materials B. Review Proper PART I : Review of least mastered skills 1. Short test
1. As part of the respiratory system, what is the function of the alveoli? a. It allows air to move from trachea to the lungs. b. It brings the carbon dioxide to all parts of the body through its blood vessels. c. It allows the exchange of oxygen and carbon dioxide to take place on its thin wall. d. It separates the oxygen from carbon dioxide and distributes to other parts of the body. 2. Which statements describe how the diaphragm works? a. When the diaphragm relaxes, air is expelled from the lungs. b. When the diaphragm relaxes, air is pulled from the lungs. c. When the diaphragm is pulled, air is pulled into the lungs. d. When the diaphragm is pulled flat, air is expelled out of the lungs. 3. Which arrow diagram shows the correct path of the flow of blood around the body? a. veins lungs heart arteries capillaries b. veins heart capillaries lungs arteries heart artery c. veins arteries heart capillaries heart lungs artery d. veins heart pulmonary artery lungs heart artery capillaries 4. Which of the following lists all the reptiles given in the box? a. dolphin, goat, monkey, pig b. salamander, frog, toad c. turtle, crocodile, snake d. tilapia, mudfish 5. To which group does the dolphin belong? a. amphibians b. mammals c. reptiles d. fish 6. What does the diagram show about the role of animals in the oxygen-carbon dioxide cycle? a. They use oxygen during the day only. b. They produce carbon dioxide during the day and night. c. They use carbon dioxide during the day and night. d. They use oxygen and produce carbon dioxide during the day and night. 7. What does the diagram show about the role of plants in the oxygen-carbon dioxide cycle? a. They use oxygen during the day. b. They produce carbon dioxide during the day. c. They use oxygen and produce carbon dioxide during the day. d. They produce oxygen and use carbon dioxide during the day.
2. Answering the test. 3. Remedial Teaching PART II : Review topics from First and Second Grading First Grading - Reproductive system - Respiratory System - Urinary System
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- Nervous system - Circulatory System Second Grading Groups of animals - Plants - Food chain and food web -Oxygen-carbon dioxide cycle IV. Evaluation: Answer numbers 1-23 of reviewer. V. Assignment: Review First and Second Grading topics at home.

I. Describe how earthquake affects the environment II. Earthquake and the Environment Science Concept: Landslides, fires, damage to structures, changes in the land level, cracks in the ground and tsunamis are some of the harmful effects of earthquakes to our environment. Processes: describing, inferring, enumerating Materials: pictures of places affected by earthquakes Reference/s: ELC, Into the Future: Science and Health Six pp 206-209 Value: Preparedness. III. Procedure A. Preliminary Activities NAT Review: The nervous system -parts -functions B. Developmental Activities 1. Can we predict earthquakes from happening? 2. Presentation: Show pictures of places affected by earthquake 3. Activity: Why are earthquakes destructive? a. Have them read some news report of an earthquake that happened in the Philippines or other countries. b. Write down the damages reported in the news. c. Discuss with the group other effects of earthquakes to our environment. 4. Discussion: Why are earthquakes harmful? Give the cause then ask the pupils about the effect. Example, landslides-houses are buried under the soil 5. Concept Formation: Landslides, fires, damage to structures, changes in the land level, cracks in the ground and tsunamis are some of the harmful effects of earthquakes to our environment. 6. Application: What is the best thing we should do to avoid further damage of earthquake to our environment? IV. Evaluation: choose the best answer. 1. Which of the following describes landslides? a. loose rocks fall over a mountain b. some parts of the ground opens up c. giant waves in the ocean d. both a and b 2. Why do tsunamis occur? a. it is caused by an earthquake in the air b. it is caused by an earthquake in the sea c. it is caused by an earthquake in the land d. none of the above 3. The following are cause by an earthquake except one? a. landslides b. tsunami c. ashfall d. seiche 4. All of the following are kinds of earthquakes except one? a. tectonic b. undersea c. landslides d. aerial 5. The following statements tell about earthquakes except one? a. they are strong and destructive
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b. the movement may cause giant waves c. they cause thunderstorm and lightning d. they are caused by great forces acting on the earths crust V. Assignment: Cut out pictures of the destructive effects of earthquakes to our environment.

I. Answers the questions accurately. II. Summative # 2 Scope: earthquakes See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the mean and percent mastery
NOTE: See plan dated January 22, 2008. plan was not accomplished because the teacher served as chairman in the federation election.
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January 24, 2008 Thursday Science

I. Describe how a volcano is formed II. Volcanoes Science Concept: A volcano is a mountain or hill with vent extending from the top down to the earths interior. It expels magma accompanied by rumblings in the ground. Processes: inferring, describing Materials: pictures of volcanoes Reference/s: ELC, Into the Future: Science and Health Six pp210-212 Value: Appreciate the beauty of volcanoes. III. Procedure A. Preliminary Activities NAT Review: circulatory System -parts -functions B. Developmental Activities 1. According to Phivolcs, there are 22 active volcanoes in the Philippines. What is the most famous volcano in our country? Why is it famous? 2. Presentation: Show pictures of volcanoes in the Philippines 3. Activity: How are volcanoes formed? a. Study the pictures on page 210 of the textbook. b. Arrange the pictures to show how volcanoes are formed. c. Write a short description about each picture. d. Group reporting. 4. Discussion: Describe first to the pupils the parts of a volcano. What is the first step in the formation of volcanoes? What do you call the hot liquid that rises up the earths crust? As the magma moves up the earths crust, what is developed on the earth? When do we consider that it is a volcano? 5. Concept Formation: A volcano is a mountain or hill with vent extending from the top down to the earths interior. It expels magma accompanied by rumblings in the ground. 6. Application: Get a map of the Philippines. Locate the volcanoes famous in our country. IV. Evaluation: Choose the letter of the best answer. 1. Which of the following forms a part of a volcano? a. cone b. vent c. plate d. both a and b 2. Which of the following statements about volcanoes is true? a. they are mountains or hills b. they have vents where magma comes out c. they can also be found under the sea d. all of the above 3. What government agency is responsible in monitoring volcanoes in our country? a. PHIVOLC b. PAGASA c. NASA d. DENR 4. The molten rock that comes out of the volcano is called? a. mud b. magma c. hot spring d. ash fall 5. Which of the following is the correct sequence in the formation of a volcano? a. bac b. abc c. cba d. bca V. Assignment: Draw the different stages in the formation of volcanoes.
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January 25, 2008 Friday Science

I. Differentiate between active and inactive volcano II. Types of Volcanoes Science Concept: Volcanoes may either be active or inactive. Active volcanoes are those that erupted within the last 600 years. Inactive are those that have not erupted for more than 600 years. Processes: enumerating, describing Materials: map of the Philippines Reference/s: ELC, Into the Future: Science and Health Six pp 210-212 Value: Appreciation of the beauty of nature. III. Procedure A. Preliminary Activities NAT Review: Groups of animals Reptiles amphibians mammals birds fish B. Developmental Activities 1. From BAtanes to Jolo, volcanoes dot the whole Philippine archipelago. There are more than 200 volcanoes in the country. Can you name some? 2. Presentation: Show pictures of famous volcanoes in the country. 3. Activity: What are active and inactive volcanoes? a. Study the Philippines map. b. List down as many volcanoes found in the map. c. Use your textbook to identify which are active and which are inactive volcanoes. d. Group Reporting 4. Discussion: What are the kinds of volcanoes? What is an active volcano? What is an inactive volcano? Can an inactive volcano become active? What is a dormant volcano? What are extinct volcanoes? 5. Concept Formation: Volcanoes may either be active or inactive. Active volcanoes are those that erupted within the last 600 years. Inactive are those that have not erupted for more than 600 years. 6. Application: Ask the pupils to find Didicas volcano in the Babuyan channel. It is a volcano found under the sea. IV. Evaluation: Choose the letter of the correct answer. 1. How are M. Mayon, Pinatubo, and Taal volcano similar? a. they are active volcanoes b. they are inactive volcanoes c. they are all found in Mindanao d. they are all found in Luzon 2. A person who studies volcanoes are called? a. seismologist b. geologist c. biologist d. volcanologist 3. Which of the following is true about active volcanoes? a. they dont erupt b. they have erupted for 600 years c. they dont expel magma d. they are called sleeping mountains True or False 1. Mt. Mayon is an active volcano. 2. A volcano which is considered to be active can be inactive again. V. Assignment: List down the 22 active volcanoes in our country.
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I. Describe how a volcano erupts II. Volcanic Eruptions Science Concept: Volcanoes may erupt quietly, violently or intermediate. Processes: observation, describing, inferring Materials: model of volcano, baking soda, vinegar, pictures of erupting volcanoes Reference/s: ELC, Into the Future: Science and Health Six pp 213-216 Value: Alertness and being observant. III. Procedure A. Preliminary Activities NAT Review: Plants -adaptation B. Developmental Activities 1. When Mount Pinatubo erupted on June 16, 1991, more than 800 people were killed. Large amount of volcanic ash, gasses, and rocks were release by the volcano. It affected not only the surrounding area but also the whole world. 2. Presentation: Show a picture of Pinatubo erupting. 3. Activity: What are the types of volcanic eruption? a. Using the model volcano, baking powder, and vinegar, the teacher will demonstrate how volcanoes erupt. b. Ask the pupils to observe how the volcano erupts. c. Write down the observation. Draw how it erupted. 4. Discussion: How did the model volcano erupt? Why happened to baking powder when the vinegar was mixed to it? How would you describe the flow of the mixture out from the volcano? Explain how volcanoes erupt? The teacher discuss with the pupils the other ways of how volcanoes erupt: quiet, violent eruption, and intermediate eruption. Discuss also with the pupils the materials expelled from a volcano like lava, rocks, ashes, gases (carbon monoxide, carbon dioxide, sulfur dioxide, methane, and ammonium chloride) and lahar. 5. Concept Formation: Volcanoes may erupt quietly, violently or intermediate. 6. Application: Draw the three types of eruption in your notebook. IV. Evaluation: Choose the letter of the best answer. 1. Which of the following is an erupting volcano? a. b. c. d. 2. An erupting volcano spells out magma. In what layer of the earth does magma come from? a. crust b. mantle c. core d. moho 3. Mount Pinatubo is throwing hot ashes and boiling mud from its crater. This shows that the earths interior is? a. cool b. hot c. warm d. solid True or False 4. Pressure in the earths interior causes the magma to rise up the earth. 5. Most of the gases that come out during a volcanic eruption is carbon dioxide. V. Assignment: Research about the eruption of other volcanoes in the Philippines. Tell the type of eruption.
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I. Name the beneficial and harmful effects of volcanic eruption II. Volcanic Eruption and Its Effects Science Concept: Volcanic eruptions can make the soil fertile and can develop new landforms. Volcanic eruptions can also destroy lives and properties. Processes: identifying, enumerating, describing Materials: pictures and textbook Reference/s: ELC, Into the Future: Science and Health Six pp 213-215 Value: Being aware of the good and bad effects of volcanic eruptions. III. Procedure A. Preliminary Activities NAT Review: Plant Reproduction B. Developmental Activities 1. Would you consider volcanoes as friend or foe? 2. Presentation: Show pictures of the effect of Mt. Pinatubo eruption. 3. Activity: What are the good and bad effects of volcanic eruption? a. Read about the effects of volcanic eruption on textbook pages 213-215. b. List down the good and bad effects of volcanic eruption. c. Write them in the table below. Good Effects Bad Effects
4. Discussion: Ask pupils to enumerate the good and bad effects of volcanic eruptions. Have them explain their answers. 5. Concept Formation: Volcanic eruptions can make the soil fertile and can develop new landforms. Volcanic eruptions can also destroy lives and properties. 6. Application: If you were one of the people affected by the eruption of mount Pinatubo, tons of ashes are found in your background. What would you do with it? IV. Evaluation: Write A if beneficial and B if harmful. 1. increased fertility of the land 2. loss of life and property 3. release of tremendous hot gases into the atmosphere 4. buried landscape 5. volcanic rocks can be used in construction materials V. Assignment: Collect clippings or research on other beneficial and harmful effects of volcanic eruptions.
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I. Enumerate precautionary measures before, during, and after a volcanic eruption II. Precautionary Measures: Volcanic Eruption Science Concept: Certain precautionary measures must be observed in order to prevent lost of lives and reduce properly destruction during volcanic eruptions. Processes: enumerating, describing Materials: chart Reference/s: ELC, Into the Future: Science and Health Six pp217-218 Value: Being prepared in case of emergency. III. Procedure A. Preliminary Activities NAT Review: food Web, Food Chain and Food Pyramid -producer, consumer, decomposer -herbivore, carnivore, omnivore -Order consumers B. Developmental Activities 1. Conduct a fire drill. Observe the pupils behavior during the drill. 2. Presentation: Show some pictures of the Pinatubo eruption. 3. Activity: What should we do before, during and after a volcanic eruption? a. Divide the class into 3 groups. b. Assign group A things to do before a volcanic eruption group B Things to do during an eruption group C things to do after an eruption c. Discuss with your group what to do then list them on a piece of paper. d. Group reporting. 4. Discussion: What should we prepare before a volcanic eruption? What should we do in case a volcano starts to erupt? What should we do after a volcanic eruption? 5. Concept Formation: Certain precautionary measures must be observed in order to prevent lost of lives and reduce properly destruction during volcanic eruptions. 6. Application: What is the importance of a Volcanic Danger Zone? IV. Evaluation: A. Choose the letter of the correct answer. 1. Why are precautionary measures observed before volcanic eruption? a. to prevent loss of lives b. to protect properties c. to pinpoint volcanic danger zone d. both a and b 2. What must the people living in volcanic danger zone do after a volcano erupts? a. listen to the latest bulletin b. make necessary repairs on the house c. follow government advice d. both a and c 3. Which should you not do during a volcanic eruption? a. go outside and play b. hide under sturdy tables c. evacuate to safer ground d. follow warnings of the government B. Modified True or False. 4. Save enough water in clean, uncovered containers. 5. Use a dry cloth to cover your nose. V. Assignment: Add more precautionary measures during, before and after an earthquake.
January 31, 2008 Thursday 122
Science 6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answer the questions accurately II. Summative # 2 Scope: Formation of volcano, active and inactive volcano, volcanic eruption, good and bad effects of eruption, precautionary measures before, during and after a volcanic eruption See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
February 1, 2008 Friday Science 123
I. Define climate II. Climate Science Concept: Climate is the average of all weather conditions that prevail in a particular area for a long period of time. Processes: describing, observing Materials: pictures of different places in the world Reference/s: ELC, Into the Future: Science and Health Six pp 219-223 Value: Adapting to climate changes. III. Procedure A. Preliminary Activities NAT Review: Chemical and Physical change B. Developmental Activities 1. Is weather and climate the same? True or false? 2. Presentation: Show pictures of different places in the world. 3. Activity: What is climate? a. Study the map of the world. b. Find out the places in the world which experience a tropical climate, a mild climate, and a polar climate. c. Give examples of countries found in each climate of the world. d. Group reporting. 4. Discussion: What are the three climates types of the world? Can you give examples of countries found in a tropical climate? How would you describe that climate? What about those at mild climates? Polar climates? In the Philippines, what kind of climate do we have? 5. Concept Formation: Climate is the average of all weather conditions that prevail in a particular area for a long period of time. 6. Application: What kind of animals and plants can survive in our climate? IV. Evaluation: Choose the letter of the best answer. 1. Which of the following explains Baguios cold temperature? a. it is surrounded by bodies of water b. it is located on top of a mountain c. it is rich in mineral deposits d. it is located in the north 2. What kind of climate do areas surrounded by seas have? a. very cold climate b. cold climate c. hot climate d. mild climate 3. Which of the following statements refer to climate? a. it is hot today b. the temperature today is as cold as yesterday c. it is hot all year round in the desert d. it is colder in the morning than in the afternoon True or False 4. Places that are found near the equator have tropical climates. 5. Places with snow and has cold winters experience a polar climate. VI. Assignment: Ask your parents to describe the climate in your province. Compare it with Manilas climate.
February 4, 2008 Monday Science

I. Describing factors that influence climate
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II. Climate Science Concept: The factors affecting climate are: altitude, latitude, bodies of water, wind system, and amount of rainfall. Processes: identifying, describing, inferring Materials: map, pictures Reference/s: ELC, Into the Future: Science and Health Six pp219-223 Value: Appreciate the climate in our country. III. Procedure A. Preliminary Activities Answering the Name grid. B. Developmental Activities 1. Why is it cold in Baguio compared to that of Manila? 2. Presentation: Show the climate map of the world. Ask pupils to name some countries where it has cold climate and others that have hot climate. 3. Activity: What are the factors that affects climate? a. Find out how each factor affects climate. See textbook pages 220-223. Group 1-altitude Group 2-latitude Group 3-bodies of water Group 4-wind system Group 5- amount of rainfall b. Group Reporting 4. Discussion: Where are climates cooler places near or far the equator? If you live on top of the mountain the climate is? Describe the climate near a lake. If it always rain, what is the climate? 5. Concept Formation: The factors affecting climate are: altitude, latitude, bodies of water, wind system, and amount of rainfall. 6. Application: Locate a country in the map then identify the climate it has. Explain why they have that kind of climate. IV. Evaluation: Choose the letter of the best answer. 1. In what part of the mountain can a person experience the coolest air temperature? a. at the peak b. at the slope c. at the right slope d. at the bottom 2. Places near the equator have low latitudes so they experience a hot climate. a. true b. false c. I dont know d. no answer 3. The climate in coastal places is cool. What factor is that? a. latitude b. wind c. water d. latitude 4. Why do sailors avoid the doldrums? a. ships wont move b. ships would sail fast c. ship would hit polar icebergs d. both a and c 5. Desert experience heavy rains throughout the year. a. true b. false c. I dont know d. no answer V. Assignment: Compare the climate of the Philippines with Japan. Are they similar in climate? Why?
February 5, 2008 Tuesday Science

Grade Six Mock NAT Test

February 6, 2008 Wednesday Science
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Note: See Plan dated February 4, 2008. Plan was not accomplished because the Grade Six teachers briefed the pupils for the Mock NAT Test and gave additional review to the pupils. I. Describing factors that influence climate II. Climate Science Concept: The factors affecting climate are: altitude, latitude, bodies of water, wind system, and amount of rainfall. Processes: identifying, describing, inferring Materials: map, pictures Reference/s: ELC, Into the Future: Science and Health Six pp219-223 Value: Appreciate the climate in our country. III. Procedure A. Preliminary Activities Answering the Name grid. B. Developmental Activities 1. Why is it cold in Baguio compared to that of Manila? 2. Presentation: Show the climate map of the world. Ask pupils to name some countries where it has cold climate and others that have hot climate. 3. Activity: What are the factors that affects climate? a. Find out how each factor affects climate. See textbook pages 220-223. Group 1-altitude Group 2-latitude Group 3-bodies of water Group 4-wind system Group 5- amount of rainfall b. Group Reporting 4. Discussion: Where are climates cooler places near or far the equator? If you live on top of the mountain the climate is? Describe the climate near a lake. If it always rain, what is the climate? 5. Concept Formation: The factors affecting climate are: altitude, latitude, bodies of water, wind system, and amount of rainfall. 6. Application: Locate a country in the map then identify the climate it has. Explain why they have that kind of climate. IV. Evaluation: Choose the letter of the best answer. 1. In what part of the mountain can a person experience the coolest air temperature? a. at the peak b. at the slope c. at the right slope d. at the bottom 2. Places near the equator have low latitudes so they experience a hot climate. a. true b. false c. I dont know d. no answer 3. The climate in coastal places is cool. What factor is that? a. latitude b. wind c. water d. latitude 4. Why do sailors avoid the doldrums? a. ships wont move b. ships would sail fast c. ship would hit polar icebergs d. both a and c 5. Desert experience heavy rains throughout the year. a. true b. false c. I dont know d. no answer V. Assignment: Compare the climate of the Philippines with Japan. Are they similar in climate? Why?
February 7, 2008 Thursday Science

I. Describe the two seasons of the Philippines
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II. Seasons of the Philippines Science Concept: The Philippines has two pronounced season-wet and dry. Processes: describing, inferring Materials: Philippines map, pictures Reference/s: ELC, Into the Future: Science and Health Six pp228-231 Value: Adapting to changes in a countrys climate. III. Procedure A. Preliminary Activities NAT Review: Food chain, food web, food pyramid B. Developmental Activities 1. Look at the Philippines on a map or globe. In what latitude are we? What bodies of water surrounds our country? What kind of climate do we have? 2. Presentation: Show pictures of what people do during wet and dry season. 3. Activity: What are the two seasons in the Philippines? a. Talk about with your group the different activities you do during the dry season and those during wet season. b. List them down in the column below. c. Dry Season Wet Season
d. Group reporting. 4. Discussion: What are the two seasons in our country? What months do we experience the dry season? How would you describe the weather during the dry season? What activities do you like to do during the dry season? What months do we experience the wet season? How would you describe the weather during the wet season? What activities do you like to do during the wet season? 5. Concept formation: The Philippines has two pronounced season-wet and dry. 6. Application: Which season do you like best and why? IV. Evaluation: Choose the letter of the correct answer. 1. Which are the seasons of the Philippines? a. wet and dry b. wet and spring c. dry and fall d. wet and winter 2. Which causes heavy rains from June to November? a. polar easterliesb. southwest monsoon c. northeast monsoon d. horse latitudes 3. The season when our country experiences storms and strong wind is a. wet b. dry c. winter d. fall 4. The following statement are true except one? a. dry season has very little rainfall b. the sun always shines during the dry season c. dry season brings much heat d. dry season brings flood that covers the land 5. What activity do most people do during the dry season? a. planting rice b. swimming at the beach c. celebrating town fiesta d. all of the above IV. Assignment: Cut out pictures of what is happening during the wet and dry season. Write a short description in each picture.
February 8, 2008 Friday Science

I. Explain that the earths rotation affects the wind system II. The Earths Wind System
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Science Concept: The earths rotation causes the winds to blow sideward instead of directly downward or upward in a straight path. This is called the Coriolis effect. Processes: identifying, describing Materials: globe, diagram of the wind system Reference/s: ELC, Into the Future: Science and Health Six pp224-227 Value: Adapting to weather changes. III. Procedure A. Preliminary Activities NAT Review: B. Developmental Activities 1. How do wind move? What causes these winds to move that way? 2. Presentation: Show the picture of the earths winds system. Identify the different wind systems 3. Activity: a. Hold the top of the globe on one hand and slowly turn it counterclockwise. b. Draw a chalk line from the north pole to the equator as you turn the globe. c. Repeat steps A, but this time draw a line from the south pole of the equator. d. Observe the line drawn from the globe. 4. Discussion: What kinds of lines are drawn from the pole to the equator? In what direction does it fall? Why do you think the chalk fell in that direction? If the chalk line represents the wind, how do winds move? Do they move up or down? What made it move that way? Explain more about the Coriolis effect. 5. Concept Formation: The earths rotation causes the winds to blow sideward instead of directly downward or upward in a straight path. This is called the Coriolis effect. 6. Application: Draw a globe then show the different wind system of the earth. IV. Evaluation: Choose the letter of the best answer. 1. If the earth were not rotating on its axis, how would the winds from the poles blow? a. b. c. d. 2. What is the Coriolis effect? a. the wind blows towards the poles b. from the poles to the equator sidewards c. from the equator to the poles c. downward 3. Which of the following causes the winds to blow sidewards? a. unequal heating of land and water b. earths rotation on its axis c. bodies of water d. both a and b True or False 4. The air is very calm in the doldrums and horse latitudes. 5. Winds are deflected west and east not north and south. V. Assignment: What do you think will happen to the earths climate without the Coriolis effect? Explain your answer.

I. Explain how the unequal heating of the land and water affects the wind system. II. The Earths Wind System Science Concept: The unequal heating of land and water affects the wind system.
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Processes: observation, describing, experimenting Materials: soil, watch, thermometer, bottles Reference/s: ELC, Into the Future: Science and Health Six pp224-227 Value: Adapting to weather changes. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. Why is it usually windy in a place when it is located beside a body of water? 2. Presentation: Show a diagram of the wind system on land and on water. 3. Activity: Does land absorb heat faster than water? a. Label the bottles A and B. b. Fill the bottle with water half of bottle A and fill bottle B with an equal volume of soil. c. Place a thermometer in each bottle in such a way that their bulbs are shielded from the direct rays of the sunlight. d. Take note of the temperature after a 15-minute exposure to sunlight. e. Place both bottles in the shade for 15 minutes. f. Measure their temperatures. Record your observations. 4. Discussion: what were the temperatures of the soil and water after 15 minutes exposure in direct sunlight? Shade? Which had a higher temperature? Lower temperature? Which one absorbs heat faster? The teacher explains the effect of this unequal heating of land and water to the climate in the Philippines. Introduce northeast and southwest monsoon. 5. Concept Formation: The unequal heating of land and water affects the wind system. 6. Application: Draw the Philippines map. Show the different bodies of water surrounding the Philippines. Draw the direction of the wind system in the country. IV. Evaluation: Choose the letter of the best answer. 1. When large masses of land become hotter than the surrounding ocean it is called a. storm b. monsoon c. wind d. doldrums 2. Why are there winds in the different parts of the world? a. because of the monsoon b. because of the unequal heating of the earth c. because of clouds formation d. because of trees and other plants 3. why do winds systems of the earth blow eastward or westward instead of straight north to south? a. the earth is round b. the earth rotates c. the earth is tilted d. the earth is big 4. Which of the following system may blow from any direction? a. doldrums b. horse latitudes c. prevailing westerlies d. trade winds 5. Which of the following statement is true? a. warm air pushes cold air downwards b. warm air pushes cold air sidewards c. cold air pushes warm air upward d. cold air pushes warm air downward V. Assignment: Cut out weather report that show the wind system in our country.

I. Describe the four types of climate in the Philippines II. Types of Climate in the Philippines
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Science Concept: The Philippines climate is classified into four types based on the amount of Rainfall a certain place receives during the year. Processes: inferring, describing Materials: climate map Reference/s: ELC, Journey Into the World of Science pp228-230 Value: Being aware of the climate of a place help us plan our activities. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. How would you describe our country in terms of its physical attributes? 2. Present the climate map of the Philippines. 3. Activity: What are the four types of climate in the Philippines? a. Using the climate map, list down 10 places in Luzon, 5 provinces in Visayas and 5 provinces in Mindanao for each type of climate. b. Study the legend. c. Write your answers in the table below. Type I Type II Type III Type IV
4. Discussion: Group reporting. How would you describe the climate type 1? 2? 3? 4? When does it occur? What areas have this type of climate? What is the basis why we have four climate types? 5. Concept Formation: The Philippines climate is classified into four types based on the amount of Rainfall a certain place receives during the year. 6. Application: In what place do you want to live based on what we had learn about the climate types in our country? IV. Evaluation: Tell what type of climate each place receives. 1. Batanes 2. Samar 3. Zambales 4. Sorsogon 5. Isabela 6. Baguio 7. West Cagayan 8. Marinduque 9. Romblon 10. Leyte V. Assignment: How does the countrys climate affect its peoples livelihood? its industry?

I. Describe the two seasons of the Philippines II. Seasons of the Philippines Science Concept: The Philippines has two pronounced season-wet and dry. Processes: describing, inferring
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Materials: Philippines map, pictures Reference/s: ELC, Into the Future: Science and Health Six pp228-231 Value: Adapting to changes in a countrys climate. III. Procedure A. Preliminary Activities NAT Review: Food chain, food web, food pyramid B. Developmental Activities 1. Look at the Philippines on a map or globe. In what latitude are we? What bodies of water surrounds our country? What kind of climate do we have? 2. Presentation: Show pictures of what people do during wet and dry season. 3. Activity: What are the two seasons in the Philippines? a. Talk about with your group the different activities you do during the dry season and those during wet season. b. List them down in the column below. c. Dry Season Wet Season
d. Group reporting. 4. Discussion: What are the two seasons in our country? What months do we experience the dry season? How would you describe the weather during the dry season? What activities do you like to do during the dry season? What months do we experience the wet season? How would you describe the weather during the wet season? What activities do you like to do during the wet season? 5. Concept formation: The Philippines has two pronounced season-wet and dry. 6. Application: Which season do you like best and why? IV. Evaluation: Choose the letter of the correct answer. 1. Which are the seasons of the Philippines? a. wet and dry b. wet and spring c. dry and fall d. wet and winter 2. Which causes heavy rains from June to November? a. polar easterliesb. southwest monsoon c. northeast monsoon d. horse latitudes 3. The season when our country experiences storms and strong wind is a. wet b. dry c. winter d. fall 4. The following statement are true except one? a. dry season has very little rainfall b. the sun always shines during the dry season c. dry season brings much heat d. dry season brings flood that covers the land 5. What activity do most people do during the dry season? a. planting rice b. swimming at the beach c. celebrating town fiesta d. all of the above IV. Assignment: Cut out pictures of what is happening during the wet and dry season. Write a short description in each picture.

NOTE: See plan dated February 13, 2008. Plan was not accomplished because the teacher was asked by Mr. De Vera to give a seminar for the teachers who will administer the Mock and NAT Test for Grades Three and Grades Six.
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I. Identify the effects of weather and climate on people, animals and plants. II. Effects of Weather and Climate Science Concept: People migrate from one place to another, animals hibernate in the cold months, plants shed their foliage during the dry season. These are some of the effects of weather and climate. Processes: describing, inferring, enumerating Materials: pictures of plants, animals and peoples activities Reference/s: ELC, Journey Into the World of Science pp 231-233 Value: Adapting to weather changes III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. Have you seen pictures of people in the Antarctic region? Did you notice that they wear thick, furry coats? 2. Presentation: Show pictures of people activities, plants and animals 3. Activity: What are the effects of weather and climate to people, plants and animals? a. Choose three countries. b. Describe the climate of each country. c. Find out the following from each country: 1. manner of dressing 2. leisure activities 3. physical characteristics/behavior of animals 4. Discussion: Group Reporting. What does climate and weather do to people? Discuss about their way of dressing, activities and living. How about plants and animals, what does weather and climate do to them? If you were to choose the place you would live, where would it be and why? 5. Concept Formation: People migrate from one place to another, animals hibernate in the cold months, plants shed their foliage during the dry season. These are some of the effects of weather and climate. 6. Application: Give three activities that you would want during hot weather and cold weather. IV. Evaluation: Fill in the blanks. 1. Most birds migrate to __________ places to look for food. 2. Dalag is an example of an animal that __________ at the bottom of muddy rice. 3. Bears hibernate inside caves during __________. 4. Pine trees are examples of plants growing in __________ places. 5. People prefer to stay __________ during cold weather. V. Assignment: Cut out pictures showing the effect of weather to people, plants and animals.
6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answer the questions accurately II. Summative # 4
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Scope: weather, climate, seasons, effects of weather and climate See test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
February 19, 2008 Tuesday
Science 6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 NOTE: No classes. The teacher served as Room Examiner for the Mock NAT of Grade Three pupils at Daniel Fajardo Elementary School.

I. Construct an improvised instrument for observing stars. II. Gazing at Stars Science Concept: Astronomers use several instruments to study the stars.
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Processes: constructing Materials: shoebox, black art paper, flashlight Reference/s: ELC, Into the Future: Science and Health Six pp 242-244 Value: Recognizing efforts of early scientists in inventing astronomical instruments. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. Twinkle, twinkle, little star How I wonder what you are. Up above the world so high, Like a diamond in the sky. The night sky has brilliant dots and hazy patches of light. Can you tell how many stars are there? 2. Presentation: Show an improvised constellarium. 3. Activity: Making a Constellarium. a. Prepare the following materials: shoebox, black art paper, and flashlight b. Get a showbox and cut out large rectangle at one end and a circular hole on the other end. c. Cut out several rectangular black paper and paste it on the inside of the box. d. Cut a rectangular piece slightly bigger than the hole on the other end of the box. e. Make pin pricks to form a pattern of the stars. f. Tape the piece on the rectangular hole in the box. g. Now, get your flashlight and place it on the hole on the other end. h. Darken the room and turn the flashlight on. 4. Discussion: What did you observe on the walls of the room? What other instrument do scientist use to observe the outer space? The teacher will show some pictures of the instrument used in observing stars. 5. Concept Formation: Astronomers use several instruments to study the stars. 6. Application: Draw some of the instruments used to observe stars. IV. Evaluation: Match the picture in Column A with Column B. Letters only. A.
B. a. telescope d. radio telescope b. spectroscope e. astronauts c. space probes V. Assigment: Make your own viewing tube using a cardboard tube in observing the stars. Count all the stars you can see through the tube.

I. Describe a telescope used by astronomers in observing stars. II. Gazing at Stars Science Concept: A telescope is an instrument consisting of special mirrors and lenses that make distant objects appear bigger and closer. There are two kinds of telescope: reflecting and refracting.
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Processes: identification, describing Materials: pictures of telescope Reference/s: ELC, Into the Future: Science and Health Six pp 242-244 Value: Recognizing the early efforts of scientists in inventing astronomical instruments. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. Have the class sing When You Wish Upon a Star Why do we wish on a star? 2. Presentation: Show a picture of a telescope. 3. Activity: What are telescopes? a. What are the two types of telescope? Read them in your Science textbook pp 242244. b. Differentiate the two kinds of telescope. 4. Discussion: What is a telescope? What is use to make objects look big? What are the two kinds of telescope? What is the difference between a reflecting and a refracting telescope? The teacher will also discuss the other modern telescope like the spectroscope. 5. Concept Formation: A telescope is an instrument consisting of special mirrors and lenses that make distant objects appear bigger and closer. There are two kinds of telescope: reflecting and refracting. 6. Application: Show a picture of an observatory. Tell them that different instruments are housed in this building to observe and study objects in the universe. IV. Evaluation: choose the letter of the correct answer. 1. Which of the following should you use to make objects appear near? a. telescope b. parallax c. spectroscope d. eyeglass 2. Which is the most important use of the radio telescope? a. it can be used to study objects too far from earth b. it can make photographs of objects in outer space c. it can be used to find the chemical composition of objects in outer space d. it can be used to view objects that are outside the solar system 3. How is the composition of stars determined? By using a __________. a. telescope b. parallax c. spectroscope d. both a and c 4. A kind of telescope that uses mirrors inside to make objects look bigger. a. radio telescope b. spectroscope c. reflecting d. refracting 5. A kind of telescope that makes use of lenses for objects to appear closer. a. radio telescope b. spectroscope c. reflecting d. refracting V. Assignment: Draw the reflecting and refracting telescope in your notebook.

I. Identify the kind of stars according to their sizes and color. II. Sizes and Colors of Stars Science Concept: Stars are characterized according to size as supergiant, giants, medium, and dwarf. Their colors are blue, bluish-white, white, yellow, orange and red. Processes: observation, describing, identifying Materials: art paper
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Reference/s: ELC, Into the Future: Science and Health Six pp 246 Value: Appreciate the beauty of stars. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. Do you know that our sun is a star? How big is our sun? What is its color? Do you know that there are stars much bigger than our sun? 2. Presentation: Show pictures of stars 3. Activity: What are the sizes and colors of stars? a. Using a ruler and different colors of art paper. Cut out circles with the following diameter. Blue-5mm, White-1cm, Yellow-5cm, Orange-15cm, Red-30cm b. Paste the circles on a typewriting paper on top of each other. The bigger circle below and the smallest circle on top. 4. Discussion: What size of the star represents the 1cm cut-out? What is its color? The 5cm cut-out? Its color? The 15cm cut-out? Its color? The 30cm cut-out? Its color? What is the color of our sun? if the sun is a yellow star, how big is it? The teacher gives the classification of stars according to size: supergiant, giants, medium, and dwarf. Its colors are: blue, bluish-white, white, yellow, orange and red 5. Concept Formation: Stars are characterized according to size as supergiant, giants, medium, and dwarf. Their colors are blue, bluish-white, white, yellow, orange and red. 6. Application: Why do stars change in color? Arrange the following from biggest to smallest-Sirius, Capella, Aldebaran, Epsilon Aurigae, Sun, Betelguese. Give also its color. IV. Evaluation: Choose the letter of the correct answer. A. super giant B. giants C. medium D. dwarf 1. NGC 2440 2. Antares 3. Capella A. Red B. Orange C. White D. Bluis-white 4. Arcturus 5. Sun V. Assignment: Research more on the sizes and colors of stars. Give other examples of each size and colors of stars.

NOTE: No Classes. Special non-working holiday.

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I. Describe the relationship between color and temperature of a star. II. Color and Temperature Science Concept: A stars color depends on its surface temperature. Bluish-white stars are the hottest. It is followed by white and yellow stars. Red stars are the coolest. Processes: observing, describing, comparing Materials: candle, chart of the surface temperature of stars Reference/s: ELC, Into the Future: Science and Health Six pp 251-252 Value: Stars can be a source of energy. III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. What is the color of the sun? Do you know how hot the sun is? 2. Presentation: Show pictures of stars. Ask them to give their colors. 3. Activity: How hot are the stars? a. Light a candle. Observe the colors of the flame. b. Get a wire and hold it over the flame. Observe the color of the wire as it becomes hot. c. Heat it longer and further observe the changes in its color. 4. Discussion: What are the colors of the flame? What is the dominant color? What is the color of the flame near the candles wick? What was the initial color of the wire when it is heated? What color changes happened in the wire? After a long time, what is the final color of the wire? What does the color of the flame tell us? What color is hottest? What color is coolest? 5. Concept Formation: A stars color depends on its surface temperature. Bluish-white stars are the hottest. It is followed by white and yellow stars. Red stars are the coolest. 6. Application: Arrange the following stars from the hottest to the coolest Sun, Sirius, procyon, rigel, Betelgeuse IV. Evaluation: Choose the color of the correct answer. 1. Which of the following is the hottest star? a. Capella b. sun c. Rigel d. Betelgeuse 2. How do we classify our sun as to color? a. white star b. red star c. yellow star d. bluish-white 3. Which is a red star? a. Rigel b. Sirius c. Betelgeuse d. Procyon 4. The color of the star depends on its __________. a. altitude b. size c. temperature d. both a and b 5. Which is the correct order of the stars surface temperature from the hottest to the coolest? a. red-yellow-white-bluish white b. bluish white-red-white-yellow c. bluish white-white-yellow-red d. white-bluish white-yellow-red V. Assignment: Find out the color of the following stars Arcturus, Cygni, Antares, Vega Arrange the stars from the coolest to the hottest.

I. Explain why star distances are measured in light years. II. Star Distances Science Concept: A light year is the distance traveled by light years in one year. Processes: observation, inferring, comparing Materials: chart of stars distances Reference/s: ELC, Into the Future: Science and Health Six Value: Appreciate the beauty of stars.
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III. Procedure A. Preliminary Activities NAT Review B. Developmental Activities 1. What star is nearest to Earth? Do you know how far it is on earth? 2. Presentation: Show the chart of star distance on earth. 3. Activity: How do we measure the distance of stars from earth? a. Study the table below. Star Distance (Light years) Proxima Centauri 4.2 Alpha Cenaturi A 4.4 Alpha Centauri B 4.4 Barnards Star 6.0 Wolf 359 7.8 BD+372147 8.2 L726A and UV Ceti B 8.4 Sirius A and B 8.7 Ross 154 9.5 Ross 248 10.4 Epsilon Eridani 10.8 b. Find out how astrologers measure the distance of stars. 4. Discussion: What is used to measure the distance of stars from earth? What is a light year? Why light years and not kilometers? What star is nearest to earth? Form the list, what star is farthest from earth? 5. Concept Formation: A light year is the distance traveled by light in one year. 6. Application: What do we need to travel near a star? IV. Evaluation: Choose the letter of the correct answer. 1. How long is one light year? a. 10 billion km b. 10 million km c. 10 trillion km d. 10 thousand km 2. The nearest star on earth is the _________. a. Procyon b. Betelgeuse c. Sun d. moon 3. Light year is a measure of the __________ star. a. age b. brightness c. distance d. size 4. Next to the Sun, the nearest star to earth is __________. a. Sirius b. Alpha Centauri c. Polaris d. Rigel 5. Rigels distance is about 900 light years. What does it mean? a. it can be seen once in every 900 years b. the star is very bright c. it light reaches us after 900 years c. it is a very hot star V. Assignment: Find out the distances of the following starsSirius, Cygni, Antares, Polaris

I. Answers the questions accurately with 75% proficiency level II. Fourth Periodical Test See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test
138
D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
English
I. Answers the questions accurately with 75% proficiency level II. Fourth Periodical Test Materials: See Test Notebook (c/o Mrs. Abon) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
EPP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikaapat Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
February 29, 2008 Friday Filipino

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikaapat Markahang Pagsusulit Kagamitan: test notebook (c/o Mr. Santos) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Math
I. Answers the questions accurately with 75% proficiency level II. Fourth Periodical Test Materials: See Test Paper (c/o Mr. Tesorero) Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
139
MSEP
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikatapat Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
March 3, 2008 Monday Ekawp

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikaapat Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Abon) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Hekasi
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Ikaapat Markahang Pagsusulit Kagamitan: test notebook (c/o Mrs. Paguio) Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
March 4, 2008 Tuesday NOTE: No classes. Grade Three NAT. March 5, 2008 Wednesday Science
6:30-7:20 Six-38:30-9:20 Six-511:35-12:25 Six-1 9:35-10:25 Six-2 10:25-11:15 Six-6 I. Answer the questions accurately
140
II. Summative # 5 Scope: stars-size, color, temperature, brightness, distance, importance Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
March 6, 2008 Thursday Note: Grade SIX NAT
I. Answer the questions accurately with 75% proficiency level II. National Achievement Test Scope: Lessons from Grades One to Six Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test -English -Math -Science -Filipino -Hekasi D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
March 7, 2008 Friday Science
I. Explain why stars seems to twinkle II. Why Stars Seems to Twinkle Science Concept: Stars seem to twinkle because their light passes through different layers of air surrounding the earth. Processes: observation, describing, inferring Materials: flashlight, candle, and match Reference/s: Into the Future: Science and Health pp 245 Value: III. Procedure
141
A. Preliminary Activities 1. Word Drill: wind, atmosphere 2. Review the relationship of the color of stars and its age B. Developmental Activities 1. If you look up the sky on a clear night, you would see that stars seem to twinkle. But do they really twinkle? 2. Presentation: Show a picture of stars on a clear night sky. 3. Activity: Why do stars seem to twinkle? a. Darken the room. b. Hold a flashlight in front of you and then go to one end of the room. c. Now ask someone to take a lighted candle and put it in front of the flashlight. d. Observe the flashlight from a distance. e. Record your observations. 4. Discussion: How does the light from the flashlight look when it is near you? When it is far from you? When the candle was place in front of the light, what happened? What does the smoke from the lighted candle compare to? Do stars really twinkle? Why or why not? Stars produce their own light. Most of them are too far away in space. It gives off light. This light travels and reaches the earth after some time. Their light moves through earths atmosphere. The atmosphere is composed of several layers of moving air. These layers have different characteristics. So when light passes through the atmosphere, it gets refracted or bent. The bending of light produces the twinkling effect. This makes stars seem to twinkle. 5. Concept Formation: Stars seem to twinkle because their light passes through different layers of air surrounding the earth. 6. Application: Have the pupils recite the nursery rhyme Twinkle, twinkle little star IV. Evaluation: Choose the letter of the correct answer. 1. The layers of air comprising earths atmosphere have different _____ causing light beams that pass through them to bend. a. characteristics b. colors c. sizes d. shape 2. The bending of light coming from stars makes them appear to _____. a. change in size b. change in shape c. change in appearance d. twinkle 3. The _____ is composed of several layers of moving air. a. sun b. atmosphere c. star d. moon 4. Light, when it passes through our atmosphere is _____. a. reflected b. refracted c. absorbed d. moved 5. Which of the following makes the twinkling effect of stars? a. dust b. wind c. air temperature d. all of the above V. Assignment: Observe the stars in a clear night. Draw what you have observed.
March 10, 2008 Monday Science

I. Identify common constellation in the sky. II. Patterns of Stars in the Sky Science Concept: Constellations are groups of stars that form patterns in the night sky. The Big Dipper, Little Dipper, Cassiopeia, and Orion are some of the famous constellations. Processes: observation, describing, comparing Materials: pictures of constellations Reference/s: Into the Future: Science and Health pp254-258 Value:
142
III. Procedure A. Preliminary Activity 1. Word Drill: zodiac, stars 2. Review stars distance. B. Developmental Activities 1. Do you know how to play connect the dots? What figures can you imagine when you look at some of the stars at night? 2. Presentation: Show some pictures of constellations 3. Activity: a. Perform Activity 7.6-Star Gazing (see textbook) Note: This activity was assigned a day before the lesson. b. Follow the procedures in performing the activity. c. Sharing of observations and drawings to the class. 4. Discussion: Did you have similar findings? What figures or patterns do you have in common with your classmates? Introduce the term constellation. The teacher shows some common constellations. Have the pupils describe the pattern formed. Show also a star map. This will help them locate the constellations in the sky. Introduce the 12 zodiac constellations. 5. Concept Formation: Constellations are groups of stars that form patterns in the night sky. The Big Dipper, Little Dipper, Cassiopeia, and Orion are some of the famous constellations. 6. Application: Which constellation do you like best and why? IV. Evaluation: Match the illustration in column A with the name of the constellation in column B. Column A Column B 1. 2. a. Big Dipper b. Gemini c. Cassiopeia d. Orion e. Sagittarius 3. 4. 5.
V. Assignment: Draw 5 other constellations on a bond paper. Label each constellation.
March 11, 2008 Tuesday Science

I. Describe how constellations are useful to people. II. Uses of Constellations Science Concept: Stars are used to tell direction, predict weather and serves to tell season. Processes: observation, describing, inferring Materials: pictures of constellations Reference/s: Into the Future: Science and Health pp
143
Value: III. Procedure A. Preliminary Activities 1. Ask some pupils when their birthday is. Ask them also if they know their zodiac sign. 2. Presentation: Show the 12 zodiac constellations 3. Activity: How useful are the stars? a. Ask the pupils to read text pages 257-258. b. Tell them to list down the uses of stars. c. Group Reporting. 4. Discussion: How many zodiac constellations are there? What makes it important to man? What star is very important to sailors? Why is it important? How do ancient people predict if it is going to rain or not? 5. Concept Formation: Stars are used to tell direction, predict weather and serves to tell season. 6. Application: could stars predict what our future will be like? IV. Evaluation: choose the letter of the correct answer. 1. Why are stars important to man? a. they tell time b. they tell direction c. they predict what will happen to our future d. a and b only 2. Why is Polaris useful in sea travel? a. it always points to the true north b. it makes Orion visible in the night sky c. it can be seen during the winter d. it can forecast bad weather 3. Zodiac constellations are the same as? a. comets b. star clusters c. birth signs d. the sun 4. Which statement is not true? a. stars can be used to find directions b. stars can be use to predict the passing of comets on earth c. stars can be use to tell if it is going to rain d. stars can be use as birth signs V. Assignment: Draw your birth sign. Write a brief description about your zodiac sign.
March 12, 2008 Wednesday Science

I. Describe galaxies II. Galaxies Science Concept: A galaxy is made up of clouds of dusts, gasses, and billions of stars that appear like a hazy patch of light from a great distance. Processes: describing, inferring Materials: pictures of galaxies Reference/s: Into the Future: Science and Health Six pp 259-263
144
Value: III. Procedure A. Preliminary Activities 1. Word Drill: stars, planets 2. Review: What are constellations? Why are they useful? B. Developmental Activities 1. Have you seen thousands of stars at night? Have you notice what appear to be holes in the night sky? 2. Presentation: Show pictures of galaxies 3. Activity: What are galaxies? a. Ask the pupils to perform Activity 7.9 on their textbook. b. Tell them to read and discuss the activity with their group mates. c. Group Reporting. 4. Discussion: How many dots and bits of paper do you see from different distances? Why did the dots and bits of paper appear as such from a far distance? What does the bits and dots represent? What do you call a group of stars or star clusters? What are galaxies made of? What are the different shapes of galaxies? In what galaxy does our solar system belong? 5. Concept Formation: A galaxy is made up of clouds of dusts, gasses, and billions of stars that appear like a hazy patch of light from a great distance. 6. Application: Draw our Milky Way Galaxy. IV. Evaluation: Choose the letter of the correct answer. 1. What makes up a galaxy? a. dust b. clouds of dust c. dust, gas, stars d. stars only 2. Why do billions of stars appear as clouds or patches of light in the night sky? a. because of their great distance on earth b. because of their gravitational pull of stars c. because of the influence of other heavenly bodies d. because of the suns radiation 3. Spirals, ellipticals, and irregular are sizes and shapes of what? a. stars b. planets c. galaxy d. sun 4. This galaxy comprises two or three percent of the total number of galaxies? a. elliptical b. spiral c. barred spiral d. irregular V. Assignment: Research on the characteristics of our Milky Way Galaxy. Find its size, group it belongs, number of stars it contains, age and location of the solar system.
March 13, 2008 Thursday Filipino

I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Division Achievement Test Kagamitan: test paper Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro
145
E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Math
I. Answers the questions accurately with 75% proficiency level II. Division Achievement Test Materials: See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
English
I. Answers the questions accurately with 75% proficiency level II. Division Achievement Test Materials: See Test paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
March 14, 2008 Friday Science

I. Answers the questions accurately with 75% proficiency level II. Division Achievement Test See Test Paper Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording
146
IV. Getting the Mean and Percent Mastery
Hekasi
I. Natataya ang mga kaalaman at saloobin na natutunan na may 75% proficiency level II. Division Achievement Test Kagamitan: test paper Pagkamatapat III. Pamamaraan A. Paghahanda B. Paglalahad ng Pamantayan sa Pagsusulit C. Pagbibigay ng Pagsusulit D. Pagsubaybay ng Guro E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery
Checking and Recording March 17, 2008 Monday
Getting the mean, percent mastery, frequency of scores, and frequency of errors.
Note: Day 1. Grade-Six graduation practice at Las Pias Elementary School Central. March 18, 2008 Tuesday Note: Day 2. Grade-Six graduation practice at Las Pias Elementary School Central.
March 19, 2008 Wednesday Science

I. Answer the questions accurately II. Summative # 6 Scope: space exploration, space achievements, problems in space, how the universe began See test notebook
147
Honesty III. Procedure A. Preparation B. Setting of Standards C. Administering the Test D. Supervision by the Teacher E. Checking and Recording IV. Getting the Mean and Percent Mastery
March 20-21, 2008 Thursday-Friday Note: No classes. Special non-working holiday. Holy Thursday and Good Friday. March 24, 2008 Monday Note: General meeting for the parents of the graduating pupils. March 25, 2008 Tuesday Note: Grade Six graduation practice. March 26, 2008 Wednesday Note: Grade Six graduation practice. Last day of practice. Recognition Day.
March 27, 2008 Thursday Note: Grade Six Graduation Venue: Verdant Acres Covered Court, Las Pinas City Time: 6:30am-12:00pm 148
March 28, 2008 Friday Note: Last day of school. Closing Party I. Prayer II. Opening Message III. Commitment IV. Intermission Number Dance V. Games VI. Awarding of Honors Six Two Top Five 1. Joanna Alamodin 2. Shandy Fer Sayasa 3. Eloisa Oritlano 4. Carina Cadelea 5. Grace Calara, Rafael John Sabando and Gaspar Pajares Jr. VII. Snack Time VIII. Reminders IX. Community Singing
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June 04, 2012

June 05, 2012

June 06, 2012 Wednesday

June 07, 2012 Thursday Science

5. V. Research more on the other instruments used by scientists in studying science.

UNIT ONE: The Circulatory and Nervous System

June 18, 2012 Monday 9

June 19, 2012 Science

June 22, 2012 Science

June 28, 2012 Thursday Science

July 3, 2012 Tuesday Science

July 6, 2012 Friday Science

July 6, 2012 Friday

Science I. Answer the questions accurately with 75% proficiency

July 9, 2012 Monday Science

July 10, 2012 Science

July 11, 2012 Wednesday Science

July 12, 2012 Science

July 13, 2012 Science

July 16, 2012 Monday Science

July 17, 2012 Science

Have the pupils answer the checklist below. Health Practices

July 18, 2008 Science

July 15, 2008 Tuesday

IV. Getting the Mean and Percent Mastery V. Enrichment Exercises

July 19, 2012 Science

July 20, 2012 Science

July 24, 2012 Tuesday Science

July 25, 2012 Science

July 26, 2012 Science

July 27, 2008 Science

July 24, 2008 Thursday Science

July 30, 2012 Monday Science

July 31, 2012 Tuesday Science

August 1, 2012 Science

August 2, 2012 Science

August 3, 2012 Science

August 8, 2008 Friday Science

August 9, 2008 Saturday Science

V. Assignment: Draw and label the parts of the lymphatic system.

August 11, 2008 Monday Science

August 12, 2008 Tuesday Science

August 1, 2012 Science

August 14, 2008 Thursday Filipino

E. Pagtsek at Pagrecord IV. Pagkuha ng Mean at Percent Mastery

August 15, 2008 Friday Math

August 19, 2008 Tuesday Science

Second Grading Period

August 24, 2012 Friday Science

August 24, 2012 Friday Science

August 27, 2012 Monday

Note: Special Non-Working Holiday. No Classes. National Heroes Day.

August 29, 2012 Wednesday Science

August 30, 2012 Thursday Science

V. Assignment: Explain the energy pyramid below.

August 31, 2012 Friday Science

September 3, 2012 Monday Science

September 4, 20012 Tuesday Science

September 10, 2012 Science

September 11, 2012 Tuesday Science

September 12, 2012 Wednesday Science

September 13, 2012 Science

September 9, 2008 Tuesday Science

September 10, 2008 Wednesday Science