DIVISION OF

LANAO
Hydrometeorolog
Your
actualDEL NORTE
Various Hazards
DIEGO
H.
PATIGAYON
NATIONAL
ical
experiences on HIGH SCHOOL
Mukas, Kolambugan, Lanao del Norte
Phenomena
the following
School
Diego H. Patigayon National High
Grade Level
Grade 11
calamities
School
Tropical Cyclones
Teacher
Christine D. Bara
Learning Area
Earth and Life Science
(Typhoon)
Date and
September 5, 2016
Quarter
Time
1:30 2:30 PM Monsoons
(Amihan/Habagat)
I. OBJECTIVES
Floods
A. Content Standards
The learners demonstrate an understanding of the HydroTornadoes/Ipo-ipo/meteorological Phenomena and Hazards.
Buhawi
B. Performance Standards
The learners shall assess the possible hydro-meteorological
hazards that your community may experience.
C. Learning Competencies/Objectives
At the end of the session, at least 80 % of the learners are expected to:
1. describe the various hazards that may happen in the wake of
tropical cyclones, monsoons, floods, or ipo-ipo. (S11/12ES-Ig-35)
II. CONTENT
NATURAL HAZARDS,MITIGATION, AND ADAPTATION:

Hydro-meteorological Phenomena and Hazards

III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources

IV. PROCEDURES
A. Before the Lesson
1. Elicit
2. Engage

B. Lesson Proper
1. Explore

2. Explain
C. After the Lesson
1. Elaborate
2. Evaluate

Curriculum Guide of Earth and Life Science for SHS: page 4

https://www.youtube.com/watch/SendongTyphooninCagayandeOroCity
http://www.powershow.com/view4/56725eZGI5Y/Hydrometeorological_Hazards_powerpoint_ppt_presentation
http://www.preventionweb.net/english/professional/terminology/v.php?id=490
https://en.wikipedia.org/wiki/Hydrometeorology
https://prezi.com/qtouvxj951ov/common-hydrometeorological-phenomena/

Show some pictures related to the previous lesson and ask students to
describe what the picture shows.
Show a video clip about Typhoon Sendong that hit Region 10
specifically in Iligan City and Cagayan de Oro City.
Ask the learners the following questions:
1. How do you feel after watching the video clip?
2. Have you experienced a phenomenon like what the video showed?
3. Supposing you will experience these phenomena, what will you do?

Group the students into 5 groups and let them

a. Discuss about your actual experiences either on the following
calamities: cyclones, monsoons, floods and tornadoes
b. Describe and write the various hazards that may happen in the
wake of tropical cyclones, monsoons, floods, or ipo-ipo.

The Leader of each group will share a summary of their discussion.

Show a Power point presentation On the various hazards that may
happen in the wake of tropical cyclones, monsoons, floods, or ipo-ipo.
Identification: Identify the word that to complete a statement.
Write your answer in a sheet of paper.
______________1. usually characterized by inward
spiraling winds that rotate counterclockwise in the Northern
Hemisphere .
______________2. is the term for the wind that carries heavy
rains to southern Asia, and the rains themselves, the real thing
only occurs in Asia.
______________3. is an overflow of water that submerges

land which is usually dry.

______________4. a violent windstorm of limited extent
characterised by an inward spiral motion
______________5. Derived from mauism, the Arabic word for
season.

Answers:
1. tropical cyclones
2. typhoon/ bagyo
3. flood
4. tornado
5. monsoon
Using a using hazard maps, identify areas in the Philippines
prone to hazards brought about by tropical cyclones,
monsoons, floods, or ipo-ipo. You can browse to the internet.
Write your answers in a sheet of paper.

3. Extend

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?
Checked By:

VELLMA LOU B. ALIMANZA

Sec. School Principal I

School
Teacher

DIVISION OF LANAO DEL NORTE

DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL
Mukas, Kolambugan, Lanao del Norte
Diego H. Patigayon National High
Grade Level
Grade 11
School
Christine D. Bara
Learning Area
Earth and Life Science

Date and
Time

Quarter

I. OBJECTIVES
A. Content Standards

The learners demonstrate an understanding of:

B. Performance Standards

C. Learning Competencies/Objectives

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from Learning
Resources
B. Other Learning Resources
IV. PROCEDURES
A. Before the Lesson
1. Elicit

1. the historical development of the concept of life

2. the origin of the first life forms
3. unifying themes in the study of life
The learners shall be able to:
Appreciate and value life by taking good care of all beings, humans,
plants, and animals
At the end of the session, at least 80 % of the learners are expected to:
1. explain the evolving concept of life based on emerging pieces of
evidence S11/12LT-IIa-1
2. describe classic experiments that model conditions which may have
enabled the first forms to evolve S11/12LT-IIa-2
3. describe how unifying themes (e.g., structure and function, evolution,
and ecosystems) in the study of life show the connections among living
things and how they interact with each other and with their environment
S11/12LT-IIa-3
Introduction to Life Science

Curriculum Guide of Earth and Life Science for SHS: page 5

Define life .
A. Biology is a quest of ongoing inquiry about the nature of life
and even the origin of life.
B. Thinking like a biologist: Many interesting questions probably
occur to you when you are outdoors surrounded by the natural
world.
C. The most fundamental question we may ask: What is LIFE?
1. Ask students to define life in their own words, by
writing down their definition/view/understanding of life
on a piece of paper

Photos

Answer Key (The 2. Discuss how the phenomenon of life transcends a

characteristics/ properties ofsingle-sentence definition
life)

1. A close-up picture of a sunflower, with the

3. Tackle the students responses, and point out that we
capitulum (head) showing the corolla disk
High degree of
recognize life by what living things do
(disk florets) and corolla rays of the flower organization
(illustrating a highly ordered structure)
D. There are several characteristics/properties associated with
2. A pygmy seahorse camouflaging itself
Evolutionary adaptation/
life.
with its environment
evolution and adaptation
2. Engage
3. A jackrabbits ears opening wide, vividly Regulation and
Analyzing Visual Images and Stereotyping
showing its blood vessels
Homeostasis
4. A butterfly obtaining fuel in the form of
nectar from flowers

Energy Processing/
Acquisition and use of
energy

5. A sprouting seed (e.g. an oak seedling)

Growth and
Development

6. A damselfly landing on a venus flytrap,

with the flytrap rapidly closing its trap

Response to the
environment/ Ability to
respond to stimuli

7. A mother giraffe with its young calf

standing beside her

Reproduction

8. A garden showing lush vegetation and

diverse animals

Diversity and Unity

A. Present students with photos of the

following (using an LCD projector):
B. Ask
students
to
examine
each
photograph, and instruct them to write
down their immediate observation as to
the characteristic of life being illustrated/
being portrayed in each photo.

C. Explain that this activity seeks to broaden their understanding

of life. Expound on the subject by asking examples from the
students.
D. Ask the class: Now that we know what life is, we can ask, how
did life begin? This is intended as transition to a discussion of
the theories and evidence pertaining to the origin of life.

B. Lesson Proper
1. Explore

I. Poster-making/ Preparation for Gallery Walk

A. Divide students into small groups (suggested size: four to five
members each).
B. Provide each group with: (1) books, readings, and/or handouts
regarding the different theories about the origin of life throughout
history, and (2) cartolina or manila paper, and (3) writing and
coloring materials.
C. Instruct each group to create a poster pertaining to a specific
theory on the origin of life. They may choose from the following
topics:
1. Theory of special creation
2. Cosmozoic theory
3. Theory of spontaneous generation or Abiogenesis
4. Biogenesis Theory
5. Oparins Theory
6. Coacervation Theory
7. J.B.S Haldanes Hypothesis
8. Urey-Miller hypothesis
9. Fossils (evidence of past life, significance and important
fossils)
10. Geologic time scale (emergence of life forms)
D. The posters must synthesize the information about their topic
and present it in a creative, concise, and understandable
manner. Each poster should contain the following details:
1.

Topic/ Title (e.g. Biogenesis Theory)

2.

Proponents (e.g. Francisco Redi)

3.

Questions
i. Knowledge recalling facts (Key Words: what, when,
where, define, spell, list, match, name);

ii. Comprehension understanding concepts and ideas (Key

Words: summarize, rephrase, explain, interpret,
compare, contrast, outline, translate);
iii.

Application applying knowledge in new ways

(Key Words: apply, solve, model, make use of, organize,

experiment with, use);
iv.

Analysis breaking down information into key

concepts, finding evidence (Key Words: analyze, find
evidence for, examine, inference, assumption, categorize,
conclusion, classify, compare, contrast, discover, dissect,
inspect, simplify, relationships);

v.

Synthesis combining elements in a novel

way, proposing alternate solutions (Key Words: combine,
create, design, develop, build, compile, compose,
construct, formulate, imagine, invent, make up, originate,
plan, predict, propose, change, improve, adapt, improve,
change);

vi.

Evaluation making judgments based on

accepted standards (Key Words: criticize, defend, dispute,
evaluate, judge, justify, recommend, rule on, agree,
appraise, assess);

4.

Content/details/facts (answers to the questions above)

5.

References

E. Accomplished posters/ exhibits will be posted within the

classroom and students will be asked to move around the room
to view the exhibits.
II. Gallery Walk
A. The purpose of the gallery walk is to introduce students to
different evidence and theories in the historical development of
the concept of life. Instruct students to take informal notes as
they view the exhibit.
B. Groups may take note of other possible questions related to
the different topics, and give suggestions or comments about
the posters.
C.

Rubrics will be presented so that students can rate the posters

made by each group.

2. Explain
A. End the activity with an oral presentation, in which each group
synthesizes their comments/responses to the input from the
others.
C. After the Lesson
1. Elaborate

Expand the discussion further by including the themes of life and

how living things interact with each other and with their
environment. Ask examples for each theme. Ask how these
themes are unified or interconnected.

2. Evaluate

Self and Peer Assessment

Students should be provided with opportunities to assess their own
learning (self-assessment) and the learning of others (peer
assessment). Students can compare their work and provide each other
with feedback (peer assessment). Solicit feedback, suggestions, and
recommendations from the students. Ask them what difficulties they
encountered, and what strategies they used to make the task easy.

3. Extend
Close Reading Protocol
A. Ask students to further read up on the topics and issues raised
during class which they found particularly interesting.
B. Close reading the careful and purposeful reading and
rereading of a text
1. Focus on what the author has to say, what the authors
purpose is, what the words mean, and what the
structure of the text tells us.
2. Carefully investigate texts and make connections to
essential questions about conditions on early Earth
that made the origin of life possible, the first life forms
and themes of life.
C. Instruct students to submit an essay about their chosen topic
on the next class meeting. Their essays should be based on
what they read and researched.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

Table 1: Grading Rubric for Poster

5

Content

Content is concise
and accurate. All
required
information is
presented in a
logical order.

Content is accurate
but some required
information is missing
and/or not presented
in a logical order. Still
generally easy to
follow.

Content is accurate
but some required
information is missing
and/or not presented
in a logical order.
Difficult to follow.

Content is
questionable.
Information is not
presented in a
logical order.
Difficult to follow.

Content is
inaccurate.
Information is not
presented in a
logical order.
Difficult to follow.

Presentation

Presentation flows
well. Tools are
used extensively
and creatively, for
maximum effect.

Presentation flows
well. Tools are used
correctly.
Overall
presentation is
interesting.

Presentation flows
well. Some tools are
used to show
acceptable
understanding.

Presentation is
unorganized. Tools
are not used in a
relevant manner.

Presentation has
no flow.
Insufficient use of
tools.

Pictures, Clip Images are

Images are
Most images are
Images are
Art
appropriate.
appropriate. Layout is appropriate. Layout is inappropriate.
Background Layout is pleasing adequate.
cluttered.
Layout is messy.
to the eye.

No images. Poor
layout.

Mechanics

No spelling errors.
No grammar
errors. Text is in
authors own
words.

Few spelling errors.

Few grammar errors.
Text is in authors
own words.

Some spelling errors.

Some grammar errors.
Text is in authors own
words.

Some spelling
errors. Some
grammar errors.
Most of text is in
authors own
words.

Many spelling and

or grammar
errors. Text is
copied.

Group no._______________________________ Rank____ Score____

TOPIC: _________________________________________________________________

Checked By:

VELLMA LOU B. ALIMANZA

Sec. School Principal I

School
Teacher
Date and
Time

DIVISION OF LANAO DEL NORTE

DIEGO H. PATIGAYON NATIONAL HIGH SCHOOL
Mukas, Kolambugan, Lanao del Norte
Diego H. Patigayon
Grade Level
Grade 11
National High School
Christine D. Bara
Learning Area
Earth and Life Science
September 14, 2016
Quarter
8:20 9:20 A.M

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources

The learners demonstrate an understanding of the Hydro-meteorological

Phenomena and Hazards.
The learners shall assess the possible hydro-meteorological
hazards that your community may experience.
At the end of the session, at least 80 % of the learners are expected to:
1. give practical ways of coping with hydrometeorological hazards caused by
tropical cyclones, monsoons, floods, or ipo-ipo.
S11/12ES-Ih-37
NATURAL HAZARDS,MITIGATION, AND ADAPTATION: Hydro-meteorological
Phenomena and Hazards

Curriculum Guide of Earth and Life Science for SHS: page 4

http://www.deped.gov.ph/sites/default/files/Disaster%20Risk%
20Reduction%20Resource%20Manual.pdf pp. 20-22

https://web.facebook.com/Official.FNPN/videos/7608856772
72037/

https://link.quipper.com/en/classes/57d83d938db63719f600
0169/courses
IV. PROCEDURES
A. Before the Lesson
1. Elicit
2. Engage

B. Lesson Proper
1. Explore

2. Explain

C. After the Lesson

1. Elaborate
2. Evaluate

Show some pictures related to the previous lesson and ask students to describe
what the picture shows.
Show a video clip After effects of typhoon Yolanda
Ask the learners the following questions:
What should you do before, during, and after a hydro-meteorological
hazard?
Do your parents or even you have made a family disaster plan?

The teacher asks the students to go to their respective groups. Each group is
assigned for each hydro-meteorological hazard.
Group 1 for tropical cyclone, Group 2 for monsoons, Group 3 for floods, and
Group 4 for ipo-ipo.
Each group will choose a leader. The leaders of each group are then tasked to
get manila paper and pens for their activity from the teacher. The teacher will
then give instructions regarding the activity. Each group is tasked to give at
least 10 practical ways to be written in their respective manila paper to the
hydro-meteorological hazard they are assigned to. A rubric for their group
activity is then read and given to each group.
After the students are done with their activity, each group leader will go in front and
put the manila paper of their respective group to share to the class what their
group has come up to.
The teacher will give insights to deepen the topic and correct some things that
need to be addressed.
I.

In a sheet of paper. Answer the following:

1. Your place is in PSWS #4. Give one practical way to cope the incoming
typhoon.
2. Alert level 4 is given to Tubod and Kolambugan residents since the water
level of the river has reached 18.4 meters. You are one of the residents
living near the river, give one practical way to cope with the flooding in your
place.
3 5. Hydro-meterological hazards are common in our country. Is it really
necessary for a Grade 11 student like you to know the practical ways of
coping these hazards? Why? Why not?

3. Extend

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative assessment
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?

In a sheet of paper answer the following questions.

1. Hydro-meteorological hazards can be triggered by human activities. What
human activities can trigger these hazards?
2. Give a definition of the following words:
a. Soil erosion
b. Submersion
c. Saltwater intrusion

G. What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?

Rubric For Scoring of the Group Report Presentation

PRESENTATION SKILLS
1
Were the main ideas presented in an orderly and clear manner?...............
Did the presentation fill the time allotted? ................................................

KNOWLEDGE BASE
Was proper background information on the topic given? ..........................

Was enough essential information given to allow the audience to effectively

evaluate the topic?

CRITICL THINKING
Were the main issues in the topic clearly identified? .................................

Did the main conclusions of the presentation follow from the material presented?

. .............................................................................................................

OVERALL IMPRESSION ......................................................................................... _______ / 15

COMMENTS
Group No. ___________________________________

TOTAL SCORE _______ / 30

Checked By:

VELLMA LOU B. ALIMANZA

Sec. School Principal I

Rubric For Scoring of the Group Report Presentation

PRESENTATION SKILLS
1
Were the main ideas presented in an orderly and clear manner?...............
Did the presentation fill the time allotted? ................................................

KNOWLEDGE BASE
Was proper background information on the topic given? ..........................

Was enough essential information given to allow the audience to effectively

evaluate the topic?

CRITICL THINKING
Were the main issues in the topic clearly identified? .................................

Did the main conclusions of the presentation follow from the material presented?

. .............................................................................................................

OVERALL IMPRESSION ......................................................................................... _______ / 15

COMMENTS

Group No. ___________________________________

TOTAL SCORE _______ / 30

Rubric For Scoring of the Group Report Presentation

PRESENTATION SKILLS
1
Were the main ideas presented in an orderly and clear manner?...............
Did the presentation fill the time allotted? ................................................

KNOWLEDGE BASE
Was proper background information on the topic given? ..........................

Was enough essential information given to allow the audience to effectively

evaluate the topic?

CRITICL THINKING
Were the main issues in the topic clearly identified? .................................

Did the main conclusions of the presentation follow from the material presented?

. .............................................................................................................

OVERALL IMPRESSION ......................................................................................... _______ / 15

COMMENTS
Group No. ___________________________________

TOTAL SCORE _______ / 30

Which of the following hydrometeorological hazard may bring heavy rainfall and
strong wind?
Which of the following can be used as a floatation device?
Heavy rainfall and flood may create pools of standing water. Which of the
following animals may breed on standing water and cause the spread of
diseases?
Which is the most appropriate action when the water level quickly rises in your
house during a heavy rainfall?
Why should you boil the water for drinking after a heavy rainfall or flood?

The map shown here is a composite risk map that considers projected
rainfall change, risk to projected temperature increase, risk to typhoons,
and risk to El Nio-induced drought. The combination of all these
meteorological hazards has recently caused disasters to the islands of
Luzon and Visayas, where most of the risks are concentrated.
The pattern of typhoon tracks has been frequenting the eastern
portion of the country, such that more disaster preparedness efforts are
now centered on Eastern Visayas. These weather disturbances increase the
risks in areas whose topographical features are prone to landslide and
flooding. Sadly, most of the rural areas in the Visayas have been exploited
of their natural resources, the effects of which are characterized by
degradation and instability of land. With this profile, the susceptibility of
these areas to hydrometeorological hazards is high.
PAGASA has installed various weather stations all over the country
to accurately detect, observe, measure, and forecast any of possible
meteorological hazards. It is then important to be aware and be prepared at
the onset of the season for specific hazards so that disasters may be
minimized if not totally prevented.

What is Life Sciences?

Life Sciences is the scientific study of living things from molecular level to the ecosystem level, and involves a
study of the interactions of organic molecules to the interactions of animals and plants with their environment.
The list below contains some of the various branches of Life Sciences.

Anatomy (plant and animal)

Biochemistry

Biotechnology

Botany

Ecology

Entomology

Environmental Studies

Genetics

Medicine

Microbiology

Morphology

Physiology (plant and animal)

Sociobiology (animal behaviour)

Taxonomy

Zoology

Why study Life Sciences?

Here are some reasons to study Life Sciences:

To increase knowledge of key biological concepts, processes, systems and theories.

To develop the ability to critically evaluate and debate scientific issues and processes.

To develop scientific skills and ways of thinking scientifically that enables you to see the flaws in
pseudo-science in popular media.

To provide useful knowledge and skills that are needed in everyday living.

To create a greater awareness of the ways in which biotechnology and knowledge of Life Sciences has
benefited humankind.

To show the ways in which humans have impacted negatively on the environment and organisms living
in the environment.

To develop a deep appreciation of the unique diversity of biomes In Southern Africa, both past and
present, and the importance of conservation.

To create an awareness of what it means to be a responsible citizen in terms of the environment and lifestyle choices that they make.

To create an awareness of the contributions of South African scientists.

To expose you to the range and scope of biological studies to stimulate interest in and create awareness
of possible specialities and fields of study.

To provide sufficient background for further studies and careers in one or more of the biological subdisciplines.

An A to Z of possible careers in Life Sciences

Ever wondered what you can do with Life Sciences after school? Below are some careers which you could
study:

Agronomist: someone who works to improve the quality and production of crops.

Animal scientist: a researcher in selecting, breeding, feeding and managing of domestic animals, such as
cows, sheep and pigs.

Biochemist: someone who investigates the chemical composition and behaviour of the molecules that
make up living things and uses this knowledge to try understand the causes of diseases and find cures.

Botanist: someone who studies plants and their interaction with the environment.

Developmental biologist: studies the development of an animal from the fertilised egg through to birth.

Ecologist: a person who looks at the relationships between organisms and their environment.

Food Scientist: someone who studies the biological, chemical and physical nature of food to ensure it is
safely produced, preserved and stored, and they also investigate how to make food more nutritious and
flavourful.

Geneticist: a researcher who studies inheritance and conducts experiments to investigate the causes and
possible cures of inherited genetic disorders and how traits are passed on from one generation to the
next.

Horticulturalist: a person who works in orchards and with garden plants and they aim to improve
growing and culturing methods for home owners, communities and public areas.

Marine biologist: a researcher who studies the relationships between plants and animals in the ocean and
how they function and develop. They also investigate ways to minimise human impact on the ocean and
its effects, such as over fishing and pollution.

Medical doctor or nurse: someone who uses the current latest understanding of the causes and
treatments for disease to treat people who are ill or improve a person's well-being.

Medical illustrator: someone who illustrates and draws parts of the human body to be used in textbooks,
publications and presentations.

Microbiologist: a researcher who studies microscopic organisms such as bacteria, viruses, algae and
yeast and investigates how these organisms affect animals and plants.

Nutritionist: someone who gives advice to individuals or groups on good nutritional practices to either
maintain or improve their health and to live a healthy lifestyle.

Palaeontologist: a researcher who studies fossils of plants and animals to trace and reconstruct
evolution, prehistoric environments and past life.

Pharmacologist: a scientist who develops new or improved drugs or medicines and conducts
experiments to test the effects of drugs and any undesirable side effects.

Physiologist: a researcher who studies the internal functions animals and plants during normal and
abnormal conditions.

Science teacher: someone who helps students in different areas of science, whether it is at primary
school, high school or university.

Science writer: someone who writes and reports about scientific issues, new discoveries or researcher, or
health concerns for newspapers, magazines, books, television and radio.

Veterinarian: someone who looks after the health and wellbeing of pets, domestic animals, animals in
game parks and zoos.

Zoologist: a researcher who studies the behaviour, interactions, origins and life processes of different
animal groups

Living Sunlight: How Plants Bring the Earth to Life

What You Need

Living Sunlight
Student Activity Sheet

Materials

Classroom set of Living Sunlight: How Plants Bring the Earth to Life

Printable #6a: Photosynthesis and Respirationfrom Teacher's Guide for Living Sunlight.
You will need to scroll down to find #6a. Make a copy for each student.

A common houseplant

A few seeds

Two paper cups

Two small plastic lids

Soil for the cups

Newspaper

Purpose

To help students understand that energy from the sun is necessary for life on earth.

Context

This lesson uses the book Living Sunlight: How Plants Bring the Earth to Life to teach students the basics of
photosynthesis and the role the sun plays in keeping plant and animal life alive and thriving on earth. The
illustrations are as much a teaching tool as the text.

The book, which is written by Molly Bang and Penny Chisholm, is one of the winners of the 2010 SB&F Prize
for Excellence in Science Books.
Students in grades 3 to 5 know that plants need sunlight to grow, but they may not know how important sunlight
is for plants, animals, and humans to survive. The science behind photosynthesis is a little complicated for this
age group, but teachers can lay the groundwork for understanding through reading the book and doing the
related activities.
Read More

Planning Ahead

If you think it would be useful, you could purchase a DVD of the book at Nutmeg Media. This DVD could be
projected onto a screen and you could use it as a supplement to the book to help you point out ideas shown in
the pictures.
For some background information on the book, you could listen to the podcast interview with Molly Bang, who
is one of the authors and the illustrator of the book.
Please note that you should use seeds for this lesson that require sunlight to sprout. Some examples of these
kinds of seeds are: begonias, impatiens, petunias, primulas, and coleus.

Motivation

Before proceeding with this lesson, you will need to spend some time with the book, reading the story plus the
notes at the end of the book. The notes at the back of the book explain the concept of photosynthesis in detail
and interpret the illustrations, which are central to understanding.
Begin by leading a discussion about the basic concept of photosynthesis so you can measure what students
know about the connection between sunlight, energy, and plant life. Lead a class discussion by asking students
these questions:

We all need energy to grow and live, but plants, animals, and humans get their energy
from different places. Where do you think plants get their energy?
(They get their energy from sunlight.)

Where do humans and animals get their energy?

(They get their energy from plants.)

So what does this mean?

(It means that the energy for all life comes from sunlight.)

Did you know that animals and humans cannot live without plants?
(This question will help you gauge students' understandings and misconceptions
about the importance of plant life.)

This may be a good time to use the K-2 Printables for Living Sunlight to help assess what students know about
photosynthesis. These printables introduce the basic concepts and were created by Molly Bang, Sally Sisson,
Jim Green, and Penny Chisholm.

Development

Now read the book to the students. Ideally, they will have several copies so they can follow along in small
groups as you read. Be sure to hold the book up so they can see the pages. This book has many illustrations that
are more than what meets the eye, so you will want to discuss the illustrations as you read. They serve as a
visual explanation of the concept of photosynthesis. You will need to read slowly so students will have time to
absorb the concepts. Pause for questions, and ask students to describe what they see in the illustrations.
To help facilitate understanding, set a common houseplant within your reach. As you read and discuss the
photosynthesis process, hold the plant up in front of the class and point to the different parts of the plant.
Read the first two pages out loud. Pause to ask students:

Who is telling this story?

(The sun is telling the story.)

Read two more pages. Pause to ask students:

What are all these yellow dots?

(They are sunlight.)

What is in these yellow dots?

(The energy the sun makes is in the yellow dots.)

Read the next four pages and pause to discuss the photosynthesis process. Talk students through the process
using these questions:

See the first illustration, the magnified image of the roots? What are the roots doing?
(They are sucking up water from the earth.)

Point to the second illustration. What's happening in this box?

(The plant is absorbing energy from the sun.)

Point to the third illustration. What's happening here?

(The plant is breaking the water into hydrogen and oxygen.)

Point to the last illustration. What's happening here?

(The plant is trapping the energy from the sun.)

Read the next four pages.

Did you know plants make sugar?

(Answers will vary.)

Is this sugar like the regular kind of white sugar?

(No, that kind of sugar is called sucrose. The kind of sugar plants make is called
glucose.)

How do plants use this glucose?

(They use it to grow and be healthy. They use it to make seeds and fruits and
flowers.)

Read the next two pages.

Since humans don't have leaves, how do we get energy from the sun?
(We eat the plants.)

Read the next eight pages.

Breathe in the air. Where are you getting this air or oxygen?
(We are getting it from plants.)

Breathe out. What are you breathing out?

(We are breathing out carbon dioxide.)

What happens to that carbon dioxide?

(The plants breathe it in and use it to make more food.)

Read the next page.

Look at this illustration. What are you seeing?

(We are seeing the circle of life.)

What does the circle of life tell you about photosynthesis?

(It tells us that all living things need energy from the sun to survive.)

Read the last page.

How do you know you have living sunlight inside you?

(We are alive because we eat plants and animals that eat plants.)

After you have read the book to the students, as a group, students should follow the directions on the Living
Sunlight student sheet to help them plant a few seeds in a paper cup with soil and place it in the sun. They
should plant the same kind of seed in another paper cup but place it in a dark place. After a few days, have the
students check on the seedlings. If the cup in the sun has sprouted, ask the students to talk about why one cup
sprouted and the other didn't.
At this point, you may want to talk with your students about how some seeds need sunlight in order to sprout
while other seeds do not. You could discuss as a class why this may be so. Encourage your students to explain
their answers and accept all answers from them.
Leave the sprouted seedling in the sun, and place a clear jar over it overnight. In the morning, have the students
check the seedling. There should be condensation on the inside of the jar. Discuss with students the
condensation being evidence of the plants breathing out oxygen, which is called transpiration and is part of the
photosynthesis process.

Assessment

Have students answer the questions on the Photosynthesis and Respiration Printable #6a. You can also use the
Steps of Photosynthesis Printable #7 to have students describe, in their own words, the photosynthesis process.
The illustrations in this printable are the same as in the book.

Extensions

As a follow-up activity to this lesson, bring to class these vegetables to represent parts of a plant: broccoli (the
flower), celery (the stem), carrot (the root), and tomato (the fruit). Hold up each one and discuss with students
how eating these vegetables and fruit gives us energy from the sun to fuel our own energy. The sunlight went
into the plant and helped the plant make energy. If we eat the plant, we get the energy. If animals eat the plant,
they get the energy. Then, if we eat the animals, we get the energy one step removed. If possible, students could
each bring a salad ingredient to class so that they could make a salad and eat it, knowing they are powering their
bodies with energy from the sun.