Documente Academic
Documente Profesional
Documente Cultură
DRAFT
April 10, 2014
Book Record
School:
District:
Division:
Region:
Date received by school:
Issued to
(Name of Pupil)
Date
Issued
Condition
Date
Returned
Condition
DRAFT
April 10, 2014
To the Teacher
Write the pupils name clearly under the column Issued to.
Use the following letters in recording the condition of the book:
A. (New Book)
B. (Used Book in Good Condition)
C. (Used Book in Fair Condition)
D. (Used Book in Poor Condition)
Encourage and assist the pupil in repairing damaged textbooks.
DRAFT
April 10, 2014
1.
2.
3.
4.
Donts:
Do not fold the pages.
Do not write on the cover or pages.
Do not cut out any picture.
Never tear or detach any page.
DRAFT
April 10, 2014
DepEd-Bureau of Elementary Education
Curriculum Development Division
INTRODUCTION
DRAFT
April 10, 2014
Learning to develop, keen and accurate observation
skills through experiment, knowing more about matter, sense,
living things, non-living things around you discovering more
about your environment , climate change and other topics
about the surroundings, earth and space are all given focus
in this l learners material.
Explore Science and make it useful in your daily life.
Learning Science is having more fun.
The Writers/Conceptualizers
ACKNOWLEDGEMENT
Recognition is given to the following supervisors,
administrators, teachers, BEE Staff and experts in Science for their
enthusiastic commitment in the development, revision and
finalization of the teaching guides and learning materials for Grade
3 under K to 12 Basic Education Program.
Arthur DC. Sacatropes
Education Prog. Supervisor
Region III
Aiisa C. Corpuz
Science Coordinator
Division of Tarlac City
Region III
Jennifer M. Rojo
Master Teacher II
Neogen Elementary School
Districtof Tagaytay City
Jennifer A. Tinaja
MasterTeacher I
Nueve de Febrero E.S.
Mandaluyong City
DRAFT
April 10, 2014
Job S. Zape (Ret.)
Education Program Supervisor
Division Office, Mandaluyong City
Leni S. Solutan
Master Teacher
Sta. Barbara Elementary School
Division of Iloilo Province
Romeo C. Ordoez
Master Teacher II/Illustrator
Divisoria E.S. Mexico South District
Division of Pampanga
Susana D. Mota
Jemmalyn N. Malabanan
Encoders
May R. Chavez
Science Educ. Specialist
UP-NISMED
Diliman, Quezon City
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April 10, 2014
Trinidad M. Lagarto
Senior Educ. Prog. Specialist, Anchorperson
Curriculum Development Division
Bureau of Elementary Education
Marilette R. Almayda
Director III
Bureau of Elementary Education
Marilyn D. Dimaano
Director IV
Bureau of Elementary Education
TABLE OF CONTENTS
Page
Title Page
Book Record for the Teacher
Copyright Page
How to take care of your Book
Introduction
Acknowledgement
i
ii
iii
iv
v
vi
UNIT I: Matter
Overview
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April 10, 2014
Chapter 1 Solids
- Characteristics of Solids
- Naming /Classifying Different Solids
- Describing Solids according to Color
- Describing Solids according to Shape
- Describing Solids according to Size
- Describing Solids according to Texture
11-17
Chapter 2 Liquids
- Characteristics of Liquids
- Naming /Classifying Different Liquids
- Describing Liquids according on how they flow
- Describing Liquids on how they take the
Shape of the container
- Describing Liquids on how they occupy Space
- Describing Liquids according to Smell
17-23
Chapter 2 Gases
23-26
- Describing that Gases take the Shape of the Container
- Describing that Gases occupy Space
- Describing that Gases are Odorless and Tasteless
26-31
Chapter 4 Proper Use and Handling of Common Solids,
Liquids, and Gases at Home and in School
- List of Common Products Found at Home and in School
- Harmful Effects of Common Materials Found
at Home and in School
- Safety Measures in handling Harmful Materials
Chapter 5 - Changes in Materials
31-49
- Measuring the Temperature of Materials
- Measuring the Temperature of Hot/Warm Materials
- Measuring the Temperature of a Cold Material
- Changes in Materials as affected by Temperature
- What happens to Water when Heated?
- What happens to Water Vapor when Cooled?
- What happens to Napthalene Ball when Heated?
- What happens to the Air inside the Bottle/Balloon when
Heated or Cooled?
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April 10, 2014
UNIT 2: Living Things and their Environment
51-66
Chapter 2 Animals
67-86
- Naming Animals around you
- Parts of an Animal
- Body Parts Animals Use to Move
- Classifying Animals according to how they move
- Body Parts of Animals that they use in getting foods
Chapter 3 Plants
- Naming and Describing Plant Parts
- Same Plant Parts, different Plants
- Different Plant Parts have different Works
- Things that come from or made of Plants
- Different Uses of Plants
- Harmful Plants
- Proper Was of Caring Plants
- Characteristics of Living and non-living Things
87-101
101-108
Chapter 5 - Ecosystem
- Basic Needs Humans, Animals and Plants
- Things We Need from the Environment
- Conservation and Protection of the Environment
109-115
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April 10, 2014
UNIT 3: Force, Motion and Energy
Chapter 1 - Moving Objects
116-130
- Describing the Position of an Object
relative to another Object
- Describing the Location of Objects After it is Moved
- Sounds
Chapter 2 - Electricity
- Sources of Electricity
- Uses of Electricity
145-151
151-162
162-178
178-188
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April 10, 2014
10
UNIT 1: Matter
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11
Chapter 1: Solids
This Chapter deals with solid as one of the three states
of matter. It has specific color, size, shape, and texture. The
particles of solids are close together. They move back and
forth but the particles do not change places.
Lesson 1: Characteristics of Solids
Activity 1: What are the characteristics of solids?
Objectives
1. Describe different objects in the school garden
2. Classify the objects based on their characteristics
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April 10, 2014
Materials
Procedure
small big
12
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Procedure
Color
Ripe Mango
Unripe Tomato
Ripe Tomato
Unripe Papaya
13
Ripe Papaya
Watermelon
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April 10, 2014
Eggplant
Charcoal
14
Materials
ball, eraser, calamansi, plate, guava, notebook,
triangle (musical instrument)
Procedure
1. Get six objects from the box.
2. Observe the shape of the objects.
3. Write the name of
corresponding shape.
Round
each
object
Rectangle
below
their
Triangle
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April 10, 2014
In your notebook, answer the following:
15
Materials
bag containing solids
Ruler
Procedure
1. Get the materials inside your bag.
2. Identify solids according to their sizes.
3. Record it in your notebook.
Materials/Solid
Size
big
small
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April 10, 2014
Solids
Guide Question
Do solids have specific size?
Lesson 5: Characteristics of Solids according to Texture
Activity 1: Classifying solids according to texture
Objective
Classify solids according to texture.
16
Materials
bag or box containing stone, cotton, sand, banana,
cardboard, sandpaper, rambutan, jackfruit peelings
Procedure
1. Get all the contents of your bag.
2. In your notebook, write the name of each object and
classify according to texture.
Objects
smooth
rough
soft
hard
DRAFT
April 10, 2014
Answer the following:
Chapter 2: Liquids
17
Objective
Naming different liquids
Materials
different liquids, containers with different shapes
Procedure
1.
2.
3.
4.
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April 10, 2014
5.
6.
Materials
condensed milk, soy sauce, vinegar, shampoo, water
oil, 2 spoons, transparent bowl
Procedure
1. Get two teaspoons.
2. Hold each teaspoon with each hand as shown in the
picture below.
18
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April 10, 2014
Name of
Does it flow Does it flow Does it flow
Liquid
slowly?
fast?
very fast?
1. water
2. soy sauce
3. vinegar
4. shampoo
5. oil
6. Condensed
milk
Guide Questions
1. Did the liquids flow at the same time?
2. Which liquids flowed fast?
3. Which liquids flowed slow?
19
Objective
Describe how liquids take the shape of the container
Materials
different shapes of container, water
Procedure
1. Describe the 3 shapes of container.
2. Get 3 kinds of liquids.
3. Pour each liquid in each container.
4. In your notebook, record your observation.
Name of Liquid
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April 10, 2014
1.What happened to the different liquids after pouring them
20
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April 10, 2014
Lesson 5: Describing Liquids according to Taste
Activity 1: Do liquids have taste?
Objective
Materials
sweet
salty
sour
bitter
spicy tasteless
21
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April 10, 2014
Procedure
1. Prepare the materials. Name the different liquids.
2. Describe the smell of the different liquids. (Do not put the
samples near your nose because some may cause irritation)
3. Record your observation.
Liquid
Bad Smell
Good / Fragrant Smell
22
Chapter 3: Gases
This Chapter, deals with gases that do not have their
own shape but take the shape of the container; occupy
space, tasteless and odorless. Air is gas. We cannot see it by
our eye but we can feel it. The molecules are far apart from
each other.
Lesson 1: Describing that Gases take the Shape of the
Container
Activity 1: Do gases have shape?
Objective
Describe that gases take the shape of the container
DRAFT
April 10, 2014
Materials
Procedure
1. Get different shapes of balloons.
2. Blow air into it. Tie it with string.
3. Describe the shape of air in the balloon.
4. Record your observation.
5. Draw the shape of gas in each balloon.
Questions
In your notebook, answer the following:
1.
2.
3.
4.
23
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April 10, 2014
2.
3.
4.
5.
6.
7.
8.
24
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April 10, 2014
4. Get a partner, fan each other. Describe the air as to odor
and taste.
Questions
1. What did you feel after blowing your hand? Did you see
the air from your mouth?
2. In three sentences, describe how you felt while fanning
yourself and your partner.
3. Did you see the air inside the balloon? Why?
25
Materials
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April 10, 2014
paper, pen, Manila paper
Procedure
Liquid
Gas
Use to
beautify
homes
Use as
beauty
produc
t
Use for
Use for
cleaning cleaning
the
house
the
body/
Use for
killing
insects/
pest
self
Questions
26
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April 10, 2014
1. Read the product labels of the common household
products /materials found at home and look at the
symbols in each label below :
[
flammable
toxic
poison
corrosive
27
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April 10, 2014
2. Using the table below, group the materials based on
the harmful effect/s on humans and other living things.
Toxic
Flammable
Corrosive
28
Objective
Describe the proper use and handling of harmful
materials.
Materials
Pictures of proper ways of handling materials
Procedure
1. Look at the pictures.
2. Put a on the box if it is a proper ways of handling
materials and
put a if it is not.
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April 10, 2014
a.
b.
Label poisonous
Substances and keep
out of childens reach
c.
Keeping flammable
materials near the
stove.
Question
Will you follow the safety measures in handling harmful
chemicals? Why?
DRAFT
April 10, 2014
Lesson 1: Measuring the Temperature of Materials
Activity 1: Is it Hot? Is it Cold?
Objective
Materials
Manila paper
Procedure
1. Look at the pictures below. Tell whether the material
is hot or cold. Put a check () in column (3) if it is hot or
in column (4) if it is cold.
(1)
(2)
Material/Object
(3)
Is it Hot?
(4)
Is it Cold?
30
Candle Flame
2
Ice Cream
3
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April 10, 2014
Boiling Water
Boiling Soup
Iced Tea
2.
Cold materials
31
Questions
1. When do you say that a material is hot?
2. When do you say that a material is cold?
Activity 2: Measuring the Temperature of Hot/Warm Material
Objectives
1. Measure the temperature of tap water and
hot/warm water using a thermometer.
2. Read the temperature from the thermometer
correctly.
3. Compare the temperature of tap water and
hot/warm water.
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April 10, 2014
Materials
32
with tap
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8. Place the thermometer in the container with tap water.
Hold it in upright position.
-___ Laboratory
thermometer
__beaker half-filled
with tap water
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April 10, 2014
230C
Sample
temperature
reading
34
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April 10, 2014
Caution: Be careful when pouring hot/warm
water into the container. You might get burned.
You may ask your teacher to do this.
35
Temperature (0C)
Tap water
Hot/warm water
1. Compare the temperature of tap water and hot/
warm water.
DRAFT
April 10, 2014
-How will you compare the temperature of tap
water with that of hot/warm water?
2. Describe the effect of heat on the water.
- What is the effect of heat on water?
Question
What will you do if you need hot or cold water at home?
Lesson 3: Measuring the Temperature of Cold Material
Objectives
36
DRAFT
April 10, 2014
2. Place the thermometer in the container with tap
water. Hold it in upright position.
Caution: Do not
touch the bulb of
the thermometer
and do not let it
touch the bottom
3. Observe the level of the liquid in the thermometer.
of the container.
4. Measure the temperature of tap water. (Read the
markings nearest the level of the liquid in the
thermometer). Record the temperature in table 2.
23 o C
Sample
thermometer
reading
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April 10, 2014
5. Half-fill also the other container with cold water. (Some ice
cubes may be added to make the
water cold and to remove some
heat from the water.)
6. Place the thermometer in the
container with cold water.
7. Observe what happens to the
level of the liquid in the
thermometer.
38
Temperature (0C)
Tap water
Cold water
9. Compare the temperature of tap water and cold water.
- How will you compare the temperature of tap
water with that of cold water?
DRAFT
April 10, 2014
10. Describe the effect of removing heat from the material.
a. What is the effect of removing heat from the
water?
Questions
39
Materials
small piece of candle wax
big spoon
matches
thick cloth
candle
ceramic saucer
Procedure
1. Put a small piece of candle wax in the spoon.
Wrap the handle of the spoon with a thick cloth.
DRAFT
April 10, 2014
2. In what form (solid, liquid, gas) is the candle wax?
40
DRAFT
April 10, 2014
6. Remove the spoon with candle wax from the lighted
candle.
7. Wait for a few minutes until the candle wax cools off.
Observe what happens.
- What happens to the candle wax?
41
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat.
Materials
beaker
water
marker
Procedure
1. Fill the beaker with 10 ml of
water. Mark the level of water.
DRAFT
April 10, 2014
2. Place the beaker with water
outside under the heat of the
sun for 15 minutes. Observe
what happens to the water.
3. Mark again the level of the
water.
42
tablespoon
orange juice
Procedure
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April 10, 2014
1. Hold an empty glass jar with both hands.
- What do you feel?
2. Pour orange juice (more than
half) in the glass jar as shown in the
figure below.
43
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April 10, 2014
8. After 2 minutes, look closely at the jar. Feel the
outside surface of the jar again for a few minutes.
Objective
Describe what happens to the water when the
temperature increases or when it absorbs heat
Materials
Small piece of naphthalene ball
2 identical colored saucers
Piece of stone
44
Piece of cloth
Procedure
1. Get one piece of naphthalene ball. Place it on a piece
of cloth.
Naphthalene ball
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April 10, 2014
3. Grind it into smaller pieces using a stone.
45
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April 10, 2014
`
46
Materials
Glass bottle (with narrow mouth) Balloon
2 small basins Hot water
Cold water
Procedure
1. Take a balloon. Stretch its
opening and place over the
top of the bottle as shown in
the figure below.
DRAFT
April 10, 2014
- Is there air inside the
bottle?
- Is there air inside the balloon?
2. Place the bottle in a basin with hot water. Observe it after
3 minutes.
47
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April 10, 2014
48
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April 10, 2014
49
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April 10, 2014
Procedure
1. Use the mirror to observe your eyes.
What are the parts of your eyes that you can see?
a.
b.
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April 10, 2014
c.
f.
g.
d.
h.
e.
51
DRAFT
April 10, 2014
1.
3.
Wearing sunglasses
on a sunny day
4.
52
Question
How do you protect your eyes?
Lesson 2: The Ears
Activity1 Ear, Hears
Objective
Identify the parts of the ears
Material
picture of the enlarged ear
Procedure
1. Read about the parts and function of our ears.
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April 10, 2014
Parts and Function of our Ears
Our ears help us to hear sounds. It has different parts
that work together so we can hear sounds. The outside of
the ear is called the pinna. This is the part that you can
see where the girls earring is pierced. The pinna collects
sound and directs it into the ear canal. The ear canal is
like a tube where ear wax is formed. The ear canal directs
the sound into the eardrum located at the end. The
eardrum is like a thin piece of skin stretched tight like a
drum. When sounds reach the eardrum, it shakes or
vibrates. There are three small bones connected behind
the eardrum. These bones are called hammer, anvil, and
2. Based
on the
what
you read,
labelthese
the three
parts bones
of the
stirrup.
When
eardrum
vibrates,
of the earone
on your
.
thatdiagram
are connected
afternotebook.
another also
vibrate. The
cochlea detects the vibration. The cochlea is the snail-like
part which is filled with liquid. When the liquid inside the
cochlea vibrates, it sends messages to our brain through
the auditory nerve to tell us about the sounds we hear.
53
e.
f.
h.
a.
d.
b.
c.
g.
Question
What helps you hear when your teacher or your classmate?
DRAFT
April 10, 2014
Activity2: How the different parts of the ear work
Objective
Identify the parts of the ears and their function
Material
picture of the enlarged ear
Procedure
1. Read again the parts and functions of the ear in Activity 3.
2. Answer the following questions.
a. Which part of the ear collects the sound?
54
Question
Do you protect your ear? How?
Activity 3: Ear Care
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April 10, 2014
Objective
Communicate clearly proper ways of caring the ears
Material
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
ears and put a if it is not. Explain your choice.
55
1.
Inserting sharp
objects in the ear
2.
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April 10, 2014
3.
4.
Having a doctor
check the ears
Question
Have you ever experienced loud sound?
56
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April 10, 2014
a. What can you see inside your nose?
57
Questions
1. What do you call the two-hole opening of your nose?
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April 10, 2014
2. What is the purpose of the hairs inside the nose?
Material
picture of the nose
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of caring the
nose and put a if it is not. Explain your choice.
58
1.
2.
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April 10, 2014
3.
4.
Guide Question
What are the proper ways of caring you nose?
Lesson 4 : The Tongue
Activity 1: My Tongue
Objectives
1. Identify the uses of tongue
2. Identify the parts and function of the tongue.
Materials
59
DRAFT
April 10, 2014
2. Read about the parts and functions of the tongue.
Parts and Function of theTongue
Taste buds
Taste buds
60
Question
What helps you taste the food?
Activity2: Care of the Tongue
Objective
Identify proper ways of caring the tongue
DRAFT
April 10, 2014
Material
pictures showing different ways of caring the tongue
Procedure
1. Look at the pictures below.
2. Put a on the box if it shows a proper way of taking
caring of the tongue and put a if it is not. Explain your
choice.
Write your answer on your paper.
Having a doctor
check the tongue
when it has sores
61
1.
3.
2.
4.
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April 10, 2014
Brushing teeth
Question
Have you ever experienced pain on your tongue?
What did you do?
Lesson 5 : The Skin
Activity 1: My Skin
Objectives
1. Identify the parts of the skin
2. Identify the function of the skin
Materials
picture or your skin/Magnifying glass
Procedure
62
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April 10, 2014
Parts and Function of the Skin
63
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April 10, 2014
f. What do the sweat glands do?
Question
Observe your body in a mirror. What covers your body from
the tip of your head to the sole of your feet?
Activity2: Care of the Skin
Objective
Identify proper ways of caring the skin
Material
64
DRAFT
April 10, 2014
1.
3.
4.
Question
Do you practice personal hygiene?
Chapter 2: Animals
65
DRAFT
April 10, 2014
Material
pictures or video of animals
Procedure
A. Animals Around Me
1. Look at each picture below.
2. On your paper, write the name of the following
animals.
a.
b.
66
c.
d.
c
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April 10, 2014
e.
f.
67
i.
DRAFT
April 10, 2014
j.
k.
Question
What are other animals can you name around you?
Lesson 2: Body Parts of Animal
Activity 1: What are the body parts of an Animal
Objective
Describe the parts of some animals shown in the video
Material
68
pictures/video of animals
Procedure
1. Look at the picture of the frog. Identify the numbered
parts
2. Write your answers on a piece of paper.
DRAFT
April 10, 2014
3. Look at the picture of the horse. Identify the numbered
parts.
4. Write your answers on a piece of paper.
69
DRAFT
April 10, 2014
7. What common body parts can you find in a frog, a horse
and a bird? Write them down on your paper.
Question
Were the parts of animals clearly shown in the video?
Objectives
1. Describe how animals move;
2. Identify the body parts that enable animals to move.
Materials
Live animals (or pictures/video of animals)
frog
cat or kitten (in a cage)
butterfly
earthworm
fish
spider
snail
chick or duckling
70
Procedure
1. Bring some live animals to class or go to the school
science garden or pond.
2. Observe how the animals move.
3. Observe the body part/s that each animal use/s to move
from place to place.
4. Supply the table below with the correct answers. Do this
on a separate paper.
Animals
How does
move?
a. frog
b. butterfly
c. snail
d. cat/kitten
e. spider
f. fish
g. earthworm
h. chick/duckling
DRAFT
April 10, 2014
Question
Why animals have different habitats?
71
fish
snail
spider
chick or duckling
Procedure
1. Look at the animals below.
2. On your paper answer the following questions.
Butterfly
Duck
Fish
Squid
Grasshopper
Rabbit
Snail
Honeybee
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April 10, 2014
Caterpillar
3. Group the animals as to how they move. On your paper,
answer the following:
72
Jump/
Hop
Swim
Fly
Crawl
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April 10, 2014
Questions
Objective
Infer the body parts used by animals for eating /getting
food.
Material
video of animals
Procedure
1. Look at the picture of some animals below. On your
paper, write your answers on how they get/eat food.
73
frog
grasshopper
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April 10, 2014
chicken
dog
74
DRAFT
April 10, 2014
Activity 1: Classifying Animals According to What They Eat
Objectives
1. Infer what animals eat based on their mouth parts
and body parts.
2. Classify animals according to what they eat.
Material
picture of different animals eating food
Procedure
1. Identify the kind of food that each animal eats. Write also
the body part/s that they use in getting and eating their
food.
75
Goat eats
___________________.
Body part used in getting
and eating food:
________________
Pig eats
_____________________.
Body part used in getting and
eating food: ________________
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April 10, 2014
Duck eats
__________________.
Body part used in getting
and eating food:
________________
Cat eats
____________________.
Body part used in getting and
eating food:
_________________
76
DRAFT
April 10, 2014
Question
What do you call animals that plant eaters, meat eaters or
both?
Materials
colored pictures of: dog, cat, frog, duck, and lizard
77
Procedure
1. Look at the pictures below. On your paper describe the
body covering of the animals.
a. Dog
b. Cat
c. Bird
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April 10, 2014
d. Crab
e. Duck
f. Shrimp
Animal
78
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April 10, 2014
d. How does a body covering help animals?
________________________________________________
________________________________________________
________________________________________________
Question
Why do animals have body covering?
79
Procedure
1. Look at the animals below.
Whale
Tur
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April 10, 2014
Group the animals as to where they live. Write
your answers in your Activity notebook following the format
of table below.
Places where animals live
Animals
that live
on land
Animals
that live
both on
land and in
water
80
Question
Why do animals live in different places?
Lesson 5: Importance of Animals to Humans
Activity 1: Useful Animals
Objectives
1. Explain why animals are important to people
2. Group animals according to what people get from
them or how they can extend help to people.
Materials
pictures of useful animals
DRAFT
April 10, 2014
Procedure
1. With the help of the internet and books, what are the uses
of the following animals to people?
carabao
horse
frog
goat
cow
mudfish
sheep
tilapia
Source of Food
81
Question
What are other uses of animals aside from food,
transport, and raw material for shoes and bags?
Activity 2: Harmful Animals to Humans
Objective
Identify animals that can harm people
DRAFT
April 10, 2014
Material
pictures of harmful animals
Procedure
1. From what you learned from reading, watching television,
or from your family members:
a. What animals can make people sick?
b. What kind of sickness is this?
Sickness
82
Question
What should you do to avoid harmful animals?
Lesson 5: Proper Ways of handling Animals
Activity 1: Caring for Pets
Objective
Communicate to care for pets.
Materials
video clips about caring for pets
Procedure
1. Do you have a pet at home? What animal is it?
_____________________
DRAFT
April 10, 2014
2. Look for classmates who have the same pet as yours and
form a group.
3. In your group, discuss how you care for your pet. List down
4 things that you do to care for the animal in your Science
activity notebook.
a. ___________________________________________________
b. ___________________________________________________
c. ___________________________________________________
d. ___________________________________________________
83
Reason
DRAFT
April 10, 2014
2. Write a short letter to your friend about your pet and how
you take care of it. If you do not have a pet at home,
think of the animal you want to have as a pet.
Question
Why should you observe safety measures while caring your
pet?
Chapter 3: Plants
This Chapter deals with plants. We are surrounded by
plants as living things. They have important parts such as
roots, leaves, stems, fruits, and flowers. We will observe plants
in the environment, naming, and knowing their uses to other
living things. There are many ways of caring our plants which
will be discussed also in this Chapter.
84
DRAFT
April 10, 2014
2. Name the parts of the tomato plant as numbered.
1
2
85
DRAFT
April 10, 2014
Parts Observed in Three Kinds of Plants
Name of the
Roots Stems Leaves Flowers
plant
Example:
Mayana
Fruits
1.
2.
3.
86
DRAFT
April 10, 2014
2. Observe the stem of each plant.
Name of the
plant
Grow straight up or
trail along the
ground or climb
fences and other
plant
87
Leaf
DRAFT
April 10, 2014
Flowers of Two Kinds of Plant
Name of the
plant
Flower
Color
Does it
Does it grow in
grow singly? groups/cluster?
88
DRAFT
April 10, 2014
leaves
fruit
flower
trunk
root
89
DRAFT
April 10, 2014
Objectives
1. Identify things that come from or are made from
plants
2. Identify the different uses of plants
Materials
real objects or pictures of plants plate, mango, eggs,
metal, coconut, paper, wood chair, cotton salt
Procedure
1. Put a check mark [] on your paper if the object came
from or was made from plants. Put a cross mark [X] when
it did not come from or was not made from plants.
1. plate
2. mango
3. eggs
90
4. metal
potpot
5. coconut
oil
6. paper
DRAFT
April 10, 2014
7. wood chair
8. cotton
9. salt
Objectives
1. Identify plants that are harmful.
2. Infer that some plants can be both useful and
harmful.
91
Materials
pictures of harmful and not harmful plants
Procedure
1. Interview your parents, other people at home, or
neighbors.
a. What are some of the plants that are harmful? Why are
they harmful?
b. Are there plants that are harmful and useful at the
same time?
DRAFT
April 10, 2014
2. Copy the tables below on your paper and write your
answers in them.
T
Harmful Plants
Name of the plant
Plant Part
Why is it harmful?
Question
Do you know of any plant which is useful and harmful?
92
at
each
DRAFT
April 10, 2014
a. What is the girl doing
with
the plant?
b. Is that a good thing to
do with plants? Explain.
93
DRAFT
April 10, 2014
h. Is this a good thing to do to
plants? Explain.
boys
Question
How do you care plants at home or in school?
94
DRAFT
April 10, 2014
Objects
Does
it
need
food?
95
Rock
DRAFT
April 10, 2014
What are the characteristics of living things?
What are the characteristics of non living things?
3. Group the objects in number 2 in the table below.
96
Nonliving things
DRAFT
April 10, 2014
Question
What are the differences between living and nonliving
things?
Lesson 2: Comparing Living Things from Non Living
Activity 2 Are you a living or a non-living thing?
Objective
Compare living thing from non living.
Material
Pictures or real different living and nonliving things
97
Procedure
1. Look at the pictures.
2. Put a check (/) mark on your paper if it is living and
cross (x) if it is nonliving.
2. Write your answers on your paper.
DRAFT
April 10, 2014
What are living things?
What are non living things?
Question
Do you see around you things which are living and non
living?
98
DRAFT
April 10, 2014
Material
pictures of animals with their babies /video clips of animals
with their babies
Procedure
1.Name the animals shown below.
2.Match the animal on the left with its young .
3, On your paper, write the letter of your answer.
____ 1.
a.
____ 2.
b
____ 3.
c.
99
______ 4.
d.
DRAFT
April 10, 2014
Animal A
Animal B
Question
Is animal A, the young of animal B? Why?
100
Procedure
1. The picture below shows several Filipino kids.
DRAFT
April 10, 2014
a. What similarities in physical traits does this group of kids
have?
101
DRAFT
April 10, 2014
a. What physical characteristics/traits are similar to
them? Give three.
1. ___________________________________________
2. ___________________________________________
3. ___________________________________________
Question
On your paper, write three physical characteristics/traits of
animal
102
DRAFT
April 10, 2014
1. Place four mongo seeds in a small container containing
soil.
2. Water the seeds.
3. Observe the seeds on the following day.
Part B
Observe the mongo seeds that you planted in the previous
day.
a. What happened to the mongo seeds? Draw what you
observed in Box B.
Box A
Box B
Box C
103
DRAFT
April 10, 2014
Katakataka plant
a. What is growing out from the edge of the leaf?
b. Is this still part of the plant or is it a new plant? Why
do you say so?
2. Look at the small plant growing from the margins.
104
DRAFT
April 10, 2014
d. What are the pointed leaves for?
e.Does it look similar to the parent agave plant? Why
do you say so?
Question
Are there any plants other than katakataka which grow from
other plant parts?
Chapter 5: Ecosystem
105
Objective
Identify the basic needs of humans, animals and plants.
Material
pictures/video clips of the basic needs of humans,
animals and plants
Procedure
1. Put a [] if people, animals, and plants needs the
following in the table below:
Needs
Food
Water
Air
Habitat
People
Animals
Plants
Activity
eating
drinking
breathing
Place
where they
live
Movement
DRAFT
April 10, 2014
Clothing/covering
106
DRAFT
April 10, 2014
Materials
Sun headband, Rain headband, Plant headbands
Rice plant, Animal headbands, Caterpillar, Bird (rice
bird and chicken), Colored strips of construction paper
Procedure
1. Your teacher to give you a printout.
2. Color your printout. After you have colored your printout,
cut out your picture and attach it to colored strips of
construction paper.
3. Your teacher will help you cut the strips to fit your head
and staple the two ends together.
4. Put on your headband and sit together in groups
according to your organism.
5. The rice group will stay in front, followed by caterpillar and
bird.
6. Listen to the instructions of your teacher.
107
6.1
Your teacher is the sun. The teacher will face the pupils
with the rice plant headbands and will say I am the
sun. I help the plants grow.
6.2 The pupils with the rain headbands will stand and water
the rice plants by making rain movement through their
hands and fingers. They will face the pupils with the rice
plant headbands and say We are the rain. We bring
water to plants. Water helps the plants grow.
6.3 The pupils with the rice headband will imagine that
they are growing and will stand. They will wave their cut
outs of palay grains. They will say We need the sun
and we need the water from the rain. Sun and water
help us grow.
6.4 The pupils with the caterpillar headband will stand and
say We are very hungry. We need to eat. We will eat
the rice plants. They will approach the rice plants and
will make eating movements.
6.5 The pupils with the bird headbands will stand and say
We are very hungry. We need to eat. We will eat the
rice plants. We will eat the caterpillars. They will
approach the rice plants and caterpillars and will make
eating movements.
6.6 The pupils representing people will stand and say We
are very hungry. We need to eat. We will eat the rice
plants. We will eat the chicken. They will approach the
rice plants and chicken and will make eating
movements.
7. Answer the following questions:
a. What things does the environment give to people,
animals and plants?
DRAFT
April 10, 2014
108
DRAFT
April 10, 2014
Objective
picture of environment
Procedure
1. Look at the picture below.
2. List down things that could cause harm to animals and
plants.
3. Answer the following questions on your paper.
a. What are the things that people do that harm animals
and plants?
b. What will happen if we continue to cut a lot of trees?
c. What will happen if we will not take care of the air we
breathe?
d. What will happen if we will not take care of the soil?
e. What will happen if we will not take care of our water
supply and other bodies of water?
109
DRAFT
April 10, 2014
Questions
110
DRAFT
April 10, 2014
Chapter 1: Moving Objects
111
DRAFT
April 10, 2014
Activity 1: What is my position?
Objective
Procedure
1. Write the correct word that describes the position of the
object or animal or person in each picture. Choose from
the list of words in the box. Do this in your notebook.
top
behind
right
under
in front
left
table
cabinet
boy
112
DRAFT
April 10, 2014
c. The door is _____________
the _____________.
113
toy car
Procedure
1. Using a chalk, draw a line on one side of the table. Label
this line as start.
2. Put the toy car behind the line as shown below.
start
DRAFT
April 10, 2014
3. Slightly push the toy car.
4. Mark the location of the car once it stops.
start
stop
meter
stick
114
a.
b.
c.
d.
Question
Can you move an object without pushing it?
Activity 3: How can you make objects move?
Objective
DRAFT
April 10, 2014
Describe the different ways to move objects
Materials
Procedure
1. Get five small objects from your bag. Put them on the
table.
Example:
eraser
1.
115
2.
3.
4.
5.
Question
What are the different ways of moving objects?
Activity 4: Making a Wind Wheel
Objectives
1. Describe how wind moves objects
2. Make a wind wheel
DRAFT
April 10, 2014
Materials
Procedure
-Holding only the handle, make your wind wheel spin. Try
different ways.
- What are the different ways of making your wind wheel
spin?
a. What made the wind wheel spin?
116
DRAFT
April 10, 2014
Procedure
117
DRAFT
April 10, 2014
Objectives
Materials
118
B
Did the object move?
paperclip
Yes
DRAFT
April 10, 2014
b. What objects were moved by the magnet?
c. For the objects moved by the magnet, what kind of
material are they made of?
Materials
Paperclips (metal)
magnets
119
Procedure
Place a bar magnet on a box filled with paperclips.
DRAFT
April 10, 2014
2. Get two bar magnets. Place them together in different
ways.
d. Did the two magnets attracts each other? Draw their
position below.
e. When did the two magnets repel each other? Draw
their position below.
Activity 3: Ready, Set, Go!
Objectives
1. Describe different ways of moving a toy car.
2. Identify objects or materials that can move a toy
car.
Materials
Toy cars
Magnets Fan
Procedure
1. Each group will have one car for each race. (The cars
were prepared beforehand.)
120
DRAFT
April 10, 2014
a. How were you able to make the toy car move? List
them all below.
b. Do you have toy car at home? Did you try playing with
it? How did you find it?
121
1-m line
5. At the same time, lightly push one toy car and the
other toy car harder. Observe them. In your notebook,
write your observations.
DRAFT
April 10, 2014
6. Which toy car reached the 1 meter line first?
a. Which of the two toy cars moved faster? Why
b. What did you do to make the toy car roll fast?
c. What did you do to make the toy car roll slowly?
d. When you pushed the toy car, did it move forward or
backward?
e. What would you do to make the toy car move
backward?
f. Did you try playing toy car racing? How did you
measure the distance when you reach the finish line?
122
Materials
garter
rubber bands
Procedure
1. Each member of the group should have one rubber
band. Each should have a different color.
2. The group should position themselves behind a marked
line.
DRAFT
April 10, 2014
3. Stretch the rubber band using your fingers. Release the
rubber bands at the same time. In your notebook record
your answers.
a. What happened to the rubber band when you
released it?
b. Whose rubber band moved the farthest from the
marked line?
c. Whose rubber band was nearest to the line after
release?
d. What other objects can be stretched like the rubber
band? Name two.
123
DRAFT
April 10, 2014
Lesson 1: Sources of Light
Materials
Procedure
1. The pictures below show different things that give off
light.
2. Write the name of these things that give off light in your
notebook.
124
a.
b.
c.
d.
DRAFT
April 10, 2014
e.
f.
3. Name other things that give off light aside from the
things presented. Write them down in your notebook.
Question
What is the difference between natural light from artificial
light?
125
DRAFT
April 10, 2014
a. What is the boy doing?
126
DRAFT
April 10, 2014
Materials
Procedure
127
c. Why is a
lighthouse
important?
Activity 4: Safety in Using Light
DRAFT
April 10, 2014
Objective
Material
Sunglass, umbrella
Procedure
Using sunglasses
128
Using umbrella
Question
DRAFT
April 10, 2014
How do you feel wearing sunglass during summertime?
What is the use of this?
Materials
Procedure
1. The pictures below show different things that give off heat.
2.Write the name of these things that give off heat in your
notebook.
a.
b.
129
c.
d.
DRAFT
April 10, 2014
e.
f.
Question
Material
Pictures of uses of heat
Procedure
Look at the pictures. Describe how heat is used in each
picture. Write your answer in your notebook.
130
Activity
Source of heat
How is heat
used
a.
DRAFT
April 10, 2014
b.
c.
131
d.
e.
DRAFT
April 10, 2014
solar panel
Question
132
Procedure
Look at the pictures below.
1. Put a on the box if it is a good practice and put a if it
is not. Do this in your notebook.
a.
b.
DRAFT
April 10, 2014
Using gloves to handle
hot food
c.
d.
Staying un
133
Chapter 3: Sounds
This Chapter deals with the sources of sounds, ways of
producing sounds, and appreciating the importance of
sounds.
Lesson : Sources of Sounds
Activity 1: Sounds around Me
Objective
Identify sources of sounds.
DRAFT
April 10, 2014
Materials
Procedure
Sit quietly and listen to the sounds around you. In the table
below, list all the sounds you hear. Write the sounds heard
and objects that produce the sound in your notebook.
Sounds heard
Example:
Ark! Ark! Ark!
dog
134
Question
Have you experience hearing different sounds like music,
blowing of horn, voice of your classmates and sounds of
different animals?
Activity 2: Different ways of producing sound
Objective
Describe ways of producing sound.
Materials
maracas
guitar
drum/box
whistle
DRAFT
April 10, 2014
Procedure
maracas
drum
135
guitar
Question
Can you play other musical instrument aside from the one
presented? How?
Activity 3: Make your own kazoo!
Objectives
1. Make an improvised kazoo; and
2. Describe how sound is produced using a kazoo
DRAFT
April 10, 2014
Materials
waxed paper
rubber band
Procedure
136
Question
Did you find fun blowing your Kazoo? Why?
Activity 4: Uses of Sounds
DRAFT
April 10, 2014
Objectives
Materials
137
DRAFT
April 10, 2014
e. What is the use of the
sound of the alarm clock?
Question
Do you know of other things aside from the activity
presented having sounds with importance?
138
Chapter 4: Electricity
This Chapter deals with the sources of electricity, uses or
importance in our lives and the safety measures on how to
use electricity.
Lesson 1: Sources of Electricity
Activity 1: Our appliances at home
Objective
Classify objects that operate using battery or when
plugged in electrical outlet.
DRAFT
April 10, 2014
Materials
Procedure
computer
mobile phone
electric fan
139
flashlight
television
toy car
DRAFT
April 10, 2014
electric oven
radio
Plug in electrical
outlet
Question
140
Materials
electric stove, electric kettle, electric fan,
television, cellphone, toy car
Procedure
1.The pictures show some objects that use electricity. Use the
words in the box to complete the sentences. Do this in your
notebook.
cook
light
entertainment
boil
cool
move
sound
communication
DRAFT
April 10, 2014
a.
Electricity is used in an
electric stove to ________
food.
b.
Electricity is used in an
electric kettle to ________
water.
c.
Electricity is used in an
electric fan to ________ us.
d.
Electricity is used in a
television to give us ______.
141
e.
f.
Electricity is used in
refrigerator to _____ food.
g.
DRAFT
April 10, 2014
h.
i.
142
Question
What are the other household appliances you have at
home? Name their uses.
Activity 3: Using Electricity Safely
Objective
Identify the proper use of electricity and other
electrical devices.
Material
Actual Electrical outlet and electric fan in school
DRAFT
April 10, 2014
Procedure
Touching a switch
with a wet hand
143
Removing plug of
electrical devices when
not in use
DRAFT
April 10, 2014
Questions
144
DRAFT
April 10, 2014
145
Chapter 1
This Chapter deals with the study of the surroundings
and the things that make it up: living things, different bodies
of water and landforms.
Lesson 1: The Surroundings
Activity 1: Different things around you
Objective
Naming different things around you.
DRAFT
April 10, 2014
Material
Procedure
146
SURROUNDINGS
PEOPLE AROUND
SUNSHINE and
FRESH AIR
YOU
Place
Where You
Live
DRAFT
April 10, 2014
FOOD
MOUNTAINS
SURROUNDINGS
147
DRAFT
April 10, 2014
2. Follow your teacher as she walks you around the
school.
Place Visited
Description
Place #1.
Place #2.
Place #3
Place #4.
Questions
1. What were the places you visited?
148
DRAFT
April 10, 2014
Objectives
Materials
Paper
Procedure
1.
149
Questions
1.
2.
3.
4.
DRAFT
April 10, 2014
5.
150
DRAFT
April 10, 2014
Procedure
151
DRAFT
April 10, 2014
Guide Questions
1. Do you have a similar body of water in your
community? Describe it.
2. Do you use the water for a particular purpose?
Describe the use.
3. Is the body of water important ?
152
Describe landforms.
2.
Materials
landform pictures, pair of scissors,
glue or paste, crayons, pencil,
Procedure
1. Group yourselves into 5. Have a photocopy of the
landforms.
2. Match a landform picture with its description in your
notebook. Cut out the landform pictures. Glue each
landform next to its description. Make a poster board for
this activity.
DRAFT
April 10, 2014
153
mountain
DRAFT
April 10, 2014
valley
154
Chapter 2: Weather
Chapter 2 on weather deals with types of weather,
appearance of the sky, weather changes and its effects to
people, animals and plants. It also deals with precautionary
measures on different weather conditions and preparation
of improvised weather instrument.
DRAFT
April 10, 2014
Lesson 1: The Weather
1.
2.
3.
Materials
weather watcher card coloring markers, crayons, pens
KWL Chart,
Procedure
2. Look around you and at the sky above. Observe the days
weather. Write the following in your notebook.
a. Is it sunny?
155
b. Is it rainy?
c. Is it windy?
d. Is it stormy?
3. Observe the sky for five minutes.
CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUNS
RAYS CAN HARM YOUR EYES.
4. Draw some of the objects that you see in the sky. Use
coloring pencils or pens for your drawing. Do this in your
notebook.
5. Complete the table below. Do this in your notebook.
DRAFT
April 10, 2014
Shape of the cloud
Objectives
1. Describe the different clouds in the sky.
2. Show a four-day weather condition and the type of
cloud each day.
Materials
weather chart, coloring pencils, or pens, cotton balls,
glitters for lighting and rain paper and pair of scissors glue
156
Procedure
1. Observe the clouds in the sky every morning and every
afternoon for four consecutive days. Record your
observations in your notebook.
2. On the first day, draw the shape of the cloud in column 1
of Table 1. Then, make a model of this cloud using cotton
balls to represent the type of cloud you observed. Paste this
model under your drawing. You can improve your model by
using glue and glitters. The glitters will represent rain and
lightning.
3. Repeat Step No. 2 for Tuesday until Thursday. You should
have a complete table on Thursday, the fourth day.
DRAFT
April 10, 2014
Table1. Cloud observed each day for four days
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
Monday _____________________________________
Tuesday _____________________________________
Wednesday _________________________________
Thursday ____________________________________
Questions
1.Does the cloud change every day?
2.Write one or two sentences about what you have
learned in this activity.
Use the guide below for the types of clouds.
157
DRAFT
April 10, 2014
Stratus clouds are low, flat and gray
158
Question
What is the weather today?
Activity 3: My Improvised Weather Instruments
Objectives
1. Make a simple weather instrument.
2. Describe the uses of the instrument.
Materials
Set A: wooden sticks, strip of paper, glue
Set B: cardboard, wooden sticks, glue
DRAFT
April 10, 2014
Procedure
159
Illustration here
DRAFT
April 10, 2014
9. Place your improvised instrument at the top of a
pole.
10. Draw the weather tool in your notebook.
11. Show to the class how your instrument works.
160
Location A
After 5
min.
After 10
min.
After 15
min.
DRAFT
April 10, 2014
Strip of paper makes
sound
6. From your observations, did the wind move? Describe
how it moved and its direction.
7. How do you describe the how fast (speed) the wind
moved in location A? Place a check ( ) beside your
choice below.
Slow _______
moderate _______ fast ______
How do you describe the how fast (speed) the wind
moved in location B? Place a check () beside your
choice below.
Slow _______
moderate _______
fast ______
161
weather chart
Timer
DRAFT
April 10, 2014
Procedure
Thermometer B
162
DRAFT
April 10, 2014
Table 1. Temperature of air inside and outside the room
Time (min.)
Temperature (0C)
Inside the room
Temperature (0C)
outside the room
10
20
30
40
50
60
Questions
a. Inside the room: What is the highest temperature
recorded? Lowest temperature recorded?
b. Outside the room: What is the highest temperature
recorded? Lowest temperature recorded?
c. Are there changes in the temperature readings
inside the room? How about outside the room?
163
DRAFT
April 10, 2014
Materials
weather Chart
thermometer
Procedure
1.
2.
3.
164
DRAFT
April 10, 2014
B
Temperature (0C)
Inside the room
Temperature (0C)
outside the room
0
5
10
15
20
25
30
165
What to Observe
DAY 1
Weather Condition
Sunny /Fair
Rainy
Windy
Stormy
Clouds
Clear
Partly cloudy
Cloudy
Type of Cloud
Cirrus
Cumulus
Stratus
Type of Cloud
Cirrus
Cumulus
Stratus
DRAFT
April 10, 2014
Describe the weather condition for the day.
Does the weather condition change within the day?
166
thermometer
Procedure
1. Use the weather chart in activity 5.
2. Make a simple weather bulletin using the table
below.
DRAFT
April 10, 2014
WEATHER
____________________________________
____________________________________
____________________________________
Temperature: _______________
Question
Have you ever interviewed a weather forecaster? What
have you learned from him/her?
167
coloring pen/pencils
DRAFT
April 10, 2014
Procedure
Weather
condition
Effects of
weather on
people
Effects of
weather on
Plants
Effects of
weather on
Animals
Sunny
Windy
Rainy
Stormy
168
DRAFT
April 10, 2014
Activity 8: Be Careful with what we do
Objective
Materials
Sunny Day
Rainy Day
169
Things I like to
do (Draw)
Windy Day
Stormy Day
2. How different are the activities you do during warm
or sunny days from the activities you do during cold or rainy
days?
3. How different are the conditions of animals during
sunny weather from cold rainy day?
DRAFT
April 10, 2014
Chapter 3: Objects Seen in the sky
170
Sky at
night
DRAFT
April 10, 2014
Graphic Organizer 2: Objects seen in the sky at daytime
Sky at day
171
DRAFT
April 10, 2014
1. Get 1 small ball and 1 big ball. The balls should be of
the same kind.
2. Put the big ball 4 meters away from the small ball.
(Figure1)
1. Position yourself in front of the small ball.
172
4m
Figure 1.
Set-up B
DRAFT
April 10, 2014
1. Get 2 big balls. Place them 4 meters apart on table.
Set-up C
1.
2.
Place the big ball 1 meter away from you. Place the
small ball 4 meters away from the big ball.
3.
Questions
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls
appeared bigger? Or smaller?
c. How did the big ball appear in set-up C? the small ball?
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DRAFT
April 10, 2014
2.
3.
Questions
Write your answer in your notebook.
a. Which candle looked bigger and brighter?
b. Which candle looked smaller and dimmer?
c. How would you relate the distance between the 3
candles to their brightness or dimness?
174
DRAFT
April 10, 2014
1.
2.
3.
4.
Questions
a. In the morning, what is the position of the sun?
b. At noontime, where is the sun?
c. In the afternoon, where can you find the sun?
175
DRAFT
April 10, 2014
3.
4.
Questions
176
2.
3.
4.
DRAFT
April 10, 2014
5. Copy the table below in your notebook. Write your
observations in your notebook copy the table below.
Name of the Plant ___________________
TIME OF THE
DAY
WHAT DO I SEE?
Plant under the
shade
8:00 AM
2:00 PM
177
Questions
a.
b.
c.
d.
e.
DRAFT
April 10, 2014
Objective
Materials
Procedure
178
Name of Where
Appearance What was
the
did I see of the
the
Animal
Animal
the
animal
animal?
doing?
( Local
Name )
What
other
behavior
of the
animal
did you
see?
DRAFT
April 10, 2014
Questions
c. Did you see animals under the heat of the sun? Why do
they like to stay there?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?
ISBN: 978-971-0468-21-8
179