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Use a separate
sheet for your answer.
I.Fill in the blanks with the correct word from the box.
DRAFT
II. Put a check () mark on good practices and ( x ) for not good
practices.
OVERVIEW
Many things make up our surroundings. Our surroundings consist all living
and non-living things that occur naturally on Earth. Living things as discussed in
Unit II include people, plants and animals around us. Non-living things include
water in water bodies, soil, rocks, and the landforms.
This Unit contains three lessons. In Lesson 1, it focuses on the things that
make up our surroundings at home, school and community. In Lessons 2 and 3, it
tackle the bodies of water and landforms found in the community, in other
places in the country, and their importance to people and other living things.
Through these lessons, it is hoped that pupils will learn to appreciate their
immediate surroundings and learn to care for the natural resources in their
community.
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The activities are fun-based and exploratory in nature. All these activities
aim to develop the basic science process skills like observing, recording,
gathering and recording data and communicating data.
The activities can be modified to meet the needs of the learners in view of
the availability of resources. As the teacher, you may add activities as needed
to help the pupils’ conceptual understanding.
Background Information
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The environment includes everything plus the air, sun, water, weather, and
the Earth itself. http://www.mbgnet.net/bioplants/earth.html
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. They provide shelter and safety for animals. They also
provide a place for animals to find other food. On a small scale, plants provide
shade, help moderate the temperature, and protect animals from the wind. On
In the forest and the grasslands, the roots of plants help hold the soil
together. This reduces erosion and helps conserve the soil. Plants also help
make soil. Soil is made up of lots of particles of rocks which are broken down into
very small pieces. When plants die, their decomposed remains are added to the
soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use including
food, fibers (for cloth), and medicines. They help provide some of our energy
needs. In some parts of the world, wood is the primary fuel used by people to
cook their meals and heat their homes.
Plants, because of their beauty, are important elements of our human
world.
Objectives
At the end of the lesson, the pupils should be able to:
1.describe one’s environment as being made up of life forms, land, water and
air;
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2.make observations of the school’s and community’s surroundings and ;
3.tell something about the surroundings.
Materials
magic square chart, garden, a body of water like a pond or a river
Procedure
1. Ask the class the following questions:
What do you see in this room ? Name as many as you can.
What place in your surroundings do you like most? Why?
What place in your surroundings you don’t like? Why?
A. Motivation
1. Post the lyrics of the song “Bahay Kubo” on the board. Ask the class to
sing.
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2. Ask the pupils what things are found in the bahay kubo. You can also
show a picture of a bahay kubo and ask the pupils what are the things
they see in the picture.
C. Lesson Proper
1. Post the magic square chart on the board. Explain what the magic square
chart is all about. Introduce LM No.1 entitled Things in Our Surroundings.
Ask the pupils to write their ideas about their surroundings at home using
the magic chart as guide. Tell them to give a short description about
what they write.
2. Tell the pupils to answer the guide questions to make them more aware of
the nature of their home surroundings.
3. When they have finished writing, ask few pupils to share their ideas and
experiences with their immediate surroundings. Select pupils who come
from different environments to come up with varied sample answers. Look
for commonalities and differences in their ideas.
4. Summarize the pupils ideas of their surroundings.
Activity 2
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3. Let them identify the places assigned to them. Ask them to observe at
least four different places and describe each. They can use the magic
square chart as guide.
4. When they have finished writing, ask them to return to the classroom. Ask
at least four pupils to share their ideas and experiences of the four places
they observed. Look for commonalities and differences in the four places.
4. Summarize the pupils ideas on the four places observed.
Assessment
1. Make a list of things you see at home and in school. Opposite it place
a check mark if these things are important to the people.
2. Your friend Samantha lives in a farm. Her father and brother take good
care of the pond near their house. There are plants in the pond that
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served as food of some “dalag”. Why does her father and brother need
to take care of the pond?
Assignment
Draw a picture of the surroundings of your house. Color it to show a
Background Information
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. Plants provide shelter and safety for animals. Plants
also provide a place for animals to find other food.
Plants help make soil. Soil is made up of lots of particles of rocks which are
broken down into very small pieces. When plants die, their decomposed
remains are added to the soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use, including
food, fibers (for cloth), and medicines. Plants also help provide some of our
energy needs. In our community, wood is the primary fuel used by people to
cook their meals and heat their homes.
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Plants, because of their beauty, are important elements of our
community. When we build houses and other buildings, we never think the job is
done until we have planted trees, shrubs, and flowers to make what we have
built much nicer.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify things that are found in a garden;
2. classify the things in the garden as living and nonliving; and
3. describe the importance of living and nonliving things in the surroundings.
Materials
paper, pencil and crayons,
Procedure
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A. Motivation / Presentation
1, Show six objects to the class. (i.e., stone, paper, plant seedling, little
aquarium, a small worm, soil, wooden stick).
2, Ask the pupils to identify the objects and classify them as living or nonliving
things.
C. Lesson Proper
1. Introduce the use of a magnifying lens.
2. Let the pupils perform LM No. 3 : A Walk in the Garden .
3. Give the necessary precautions while observing objects in the garden.
4. Ask the pupils to answer the guide questions.
5. Discuss the objects observed by the pupils and the classification they
made. Discuss also the importance of the animals to other living things in
the garden.
Assessment
1. List down 5 examples of living and non-living things that you can find in a
garden. Make a table to show their classification as living and non living
things.
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2. Lolo Domeng likes planting vegetables and flowers in his garden. This keeps
him busy and happy every day. He has planted pechay, kamote, okra, and
malunggay. On one side, along the fence, he also planted gumamela,
rosal, and a row of roses. What do you think are the reasons why Lolo
Domeng enjoys planting different plants?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Assignment
Draw a water body found in your community.
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Lesson 3. Bodies of Water in your Community
Duration: 3 days
Background Information
There are different forms of flowing water. The smallest water channels are
often called brooks but creeks are often larger than brooks but may either be
permanent or intermittent. Creeks are sometimes known as streams but the word
stream is quite a generic term for any body of flowing water.
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Another river is Agusan River located in the eastern part of Mindanao
draining majority at Caraga Region and some parts of Compostela Valley
province whose length is 350 km and its basin area is 10,921 km².
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surrounded by land - although it is often of a considerable size.
Oceans are the ultimate bodies of water and refers to the five oceans -
Atlantic, Pacific, Arctic, Indian, and Southern. The equator divides the Atlantic
Ocean and Pacific Oceans into the North and South Atlantic Ocean and the
North and South Pacific Ocean.
Larger than a bay is a gulf which is usually a deep cut of the land, such as
Ragay Gulf IN Camarines Sur . Bays and gulfs can also be known as inlets.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe the bodies of water; and
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2. infer that plants and animals are present around and in the bodies of
water.
Materials
pictures of different bodies of water; pencil
Procedure
A. Motivation/ Presentation
1. Ask the pupils these questions:
Have you gone swimming with their parents, brothers and sisters.
Where was the place? Did you enjoy swimming?
Have you traveled by boat with their parents, brothers and sisters.
Where was the place? Did you enjoy the travel?
Where do you get the water you use for drinking, for taking a bath,
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and for washing their clothes?
Based on the answers to the questions, ask the pupils: are there
different kinds of bodies of water? Name some of them.
Assessment
Match Column A with Column B. Write the letter of the correct
answer on your paper.
A B
1. a body of water with a current,
confined within a bed and stream banks.
It moves to a lower level in a channel on land. a. stream
2. usually
freshwater, flowing towards an ocean,
a lake, or sea, or another river. b. river
3. produced by
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the emergence of geothermally heated
ground water from the Earth’s crust, c. hot spring
4. localized in a basin,
that is surrounded by land apart from
a river, stream, or other form of moving
water that serves to feed or drain the lake d. lake
f. oceans
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by a lake, sea, or ocean.
Assignment
1. Draw a landform found in your place. Write a three sentence
description of the landform.
Background Information
Mount Apo. The highest mountain in the Philippines, towering over
Southern Mindanao, covering the provinces of Davao del Sur and North
Cotabato. At 2, 956 MASL, it possesses a formidable array of landscapes, from
craggy rocks capes to virgin forests; from mossy swamps to volcanic structures.
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The Chocolate Hills are probably Bohol's most famous tourist attraction.
They look like giant mole hills. The chocolate hills consist of are no less than 1268.
They are very uniform in shape and mostly between 30 and 50 meters high. They
are covered with grass, which, at the end of the dry season, turns chocolate
brown. From this color, the hills derive their name. At other times, the hills are
green.
Cagayan Valley. In a round-up of the Philippines’ stunning destinations,
Cagayan will most likely go unmentioned. Yet this beautiful province is home to
picturesque beaches, volcanic islands and historically significant natural and
man-made sites. It may be devoid of luxury trappings, true, but it is rich in natural,
rugged beauty.
Plateaus of Bukidnon. Bukidnon comprises more than half of Northern
Mindanao, and is the fourth largest province in the Philippines. It’s also
Mindanao’s major producer of rice and corn, and has vast pineapple, banana
and sugarcane plantations. The city’s cool climate is a result of it being a
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plateau some 915 meters above sea level, surrounded by mountain ranges.
The Central Plains of Luzon ( Region III ).Only 66 kilometers away from
Metro Manila, Central Luzon contains the largest plain in the country and is the
gateway to the Northern Luzon regions. It covers a total land area of 21,470
square kilometres. It includes all land area north of Manila Bay from the tip of
Objectives
At the end of each lesson, the pupils should be able to:
1. describe common landforms; and
2. discuss how landforms can be beneficial to people, plants, and animals.
Materials
pictures of different landforms, pencil, activity sheet, pair of scissors, glue
or paste, crayons
Procedure
A. Motivation
1. Ask the pupils the questions:
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Is there any kind of landform in your community (hill. mountain, plain,
volcano, valley).
Are there plants growing in these landforms?
Have you tried mountain climbing? How did you feel while climbing?
What is meant by landform ? Are landforms naturally occurring or
man-made?
What are some of the different land forms?
B. Lesson Proper
1. Perform LM No. 5; The land forms . Ask the pupils to look closely at the
pictures.
2. Ask the pupils to carefully read the descriptions of different land forms.
3. Ask them to match each picture with the description.
4. Make a poster using the matched drawing and description.
5. Allow them to answer the questions indicated in the learners material.
DRAFT
Assessment
Post a photocopy of 10 land forms on the board. Ask them to identify and
describe each landform . ( see attached pictures)
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April 10, 2014
canyon strait
peninsula delta
isthmus valley
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Chapter 2: Weather
Overview
The condition of the air at a particular place and time – whether it is warm
or cold, wet or dry and how cloudy or windy it is tells the weather of that
particular place.
DRAFT
developing the ability to think and act in ways associated with inquiry including
asking questions, planning and conducting simple investigations, using
appropriate instruments and procedure to gather data, thinking critically and
logically about relationships between evidence and explanations, making and
analyzing alternative explanations and communicating information using
drawing symbols and short phrases.
Background Information
It is a sunny day when the sun is shining, the air is warm, and the wind is
weak. It is a rainy day when the sun cannot be seen, the clouds are dark and
the rain is falling. It is a windy day when the sun is shining, clouds are slightly dark
or clear and the air is blowing hard. It is a cloudy day when the sun is not seen
and there are plenty of slightly clouds yet the rain is not falling .
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Objective
At the end of the lesson, the pupils should be able to describe the appearance
of the clouds.
Materials
word puzzle; charts showing pupils’ description and observations of the
sky , KWL chart
Procedure
A. Motivation/ Presentation
1. Post the word puzzle on the board . Ask the pupils to encircle the words
in the puzzle. Ask them to write it on the board.
( thunder, lightning, wind, clouds, rain, weather )
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April 10, 2014
Using the word puzzle, ask your pupils to list in column one all words that
are familiar to them. In column two, ask them to write the words that are
not familiar to them. Under the column with unfamiliar words, let them write
what they want to know about it.
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Before starting the activity, go over the KWL chart with the pupils. Find out
the top 10 words that pupils are unfamiliar with that are related to the day’s
lesson. Make sure you include this in the activity or post-discussion.
C. Lesson Proper
1. Find a place in the school where your pupils can observe the clouds,
either through an open window or outside the room. Form five groups.
Have your pupils look up the sky for a few minutes. CAUTION: Warn your
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pupils about the bad effects of looking directly at the sun.
2. Distribute the learners material and ask them to open LM No. 1 entitled
Weather Watcher. Ask them to draw what they have observe in the sky.
The pupils will write their answers in their activity notebook. Give them
3. After the activity, ask your pupils what they notice about the things in
the sky and the clouds with the following questions;
Is the sky clear? cloudy?
Can you see clouds? How does it appear?
Is the sun shining bright? Is the sun hiding?
Is the rain falling?
Is the wind blowing?
The description may just be shapes like short clouds, puffy clouds, a cloud
that looks like a curly hair , thread-like clouds.
4. Discuss further the descriptions made by the pupils. Ask your pupils to
exchange LMs to see the drawing of other pupils. Ask them to describe
the clouds in the drawing. You may also ask the following questions after
looking at their drawings.
What is the weather today?
What is the shape of the cloud ?
What is the color of the cloud?
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SAMPLE ANSWERS
Descriptions
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The clouds look like groups of cotton balls
I cannot see the blue sky because it is covered with white and gray
clouds.
Assessment
Assignment
Draw the basic types of clouds. If available, use the internet or any
science books to get details about them.
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Lesson 2. The Types of Clouds
Duration: 5 days
Background Information
Certain conditions must exist for clouds to form - water vapor in the air,
temperature change, and particles in the air for the water vapor to condense
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on. As warm, moist air rises, it begins to cool and condense on dust particles
forming water droplets. These water droplets form clouds. They will not fall to
Earth because they are too small.
Clouds
Clouds are white because their water droplets or ice crystals are large
enough to scatter the light of the seven wavelengths (red, orange, yellow,
green, blue, indigo, and violet), which combine to produce white light. Clouds
take different shapes depending on the amount of water vapor available and
the speed and direction of the moving air. Clouds are classified according to
how they are formed. Below are the main types and their descriptions.
Stratus clouds are low, flat, gray clouds that look like sheets covering the
sky. They are the closest clouds to the ground. They form as low as surface
level (fog) to about 6,500 feet above the ground. They can produce rain,
drizzle, snow, or mist.
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Cumulus clouds are puffy and white-like cotton balls. They form from 2,000
to 20,000 feet above the ground. They usually indicate fair weather.
Sometimes they grow very large and become thunderheads. As these
clouds gather they create thunder and lightning and produce precipitation
in the form of rain and hail.
Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to as
mares’ tails. They form between 25,000 to 40,000 feet above the ground.
They are so high in the atmosphere that the water droplets freeze into ice
crystals. They often indicate an incoming storm or weather change.
There are cloud charts that you can buy to show what these clouds look like.
However, most cloud charts will have more than these basic clouds. They use the
prefixes “alto” and “nimbo” to tell more about these three basic clouds. If the
prefix “alto” is used, it means middle, referring to the position of the clouds in their
respective areas. If they use prefix “nimbo” is used, it means water and these
clouds will often bring rain.
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Objectives
At the end of each lesson, the pupils should be able to:
1.
2.
draw and describe the basic types of clouds; and
show a four-day observation of the clouds in the locality.
Procedure
A. Motivation/Presentation
1. Ask the pupils to go out of the classroom with their pencils, crayons and
worksheets. Observe the clouds and the weather using the following
questions as guide:
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Weather Condition: (is it sunny, rainy, windy, stormy?)
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from the ground?
Size: How big or small?
5. On the second day, after observing the clouds and weather, Ask them to
make a model of what they have observed for the day and the previous
day using the materials. Use the cotton to emphasize the type of clouds.
Refer to the materials and procedure 1 to 4 found in LM. No.2 .Ask them to
answer the succeeding questions.
6. Ask them to classify the clouds they have observed into three types: Cirrus
clouds, cumulus clouds, and stratus clouds.
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8. At the end of the 4th day, ask each group to present and compare their
outputs.
10. Ask the pupils to fill out column 3 of their KWL chart, “what they have
learned about clouds and weather.
Assessment
DRAFT
Ask each group to evaluate the model done by each group using the
rubrics.
Assignment
List down the different weather instruments.
Duration: 2 days
Background Information
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electronic temperature sensor to measure and record high and low
temperatures.
DRAFT
Anemometers measure the direction and speed of wind in miles per hour. A
common type of anemometer has three cups fixed to a mobile shaft. As the
wind blows faster, the cups spin around faster. The actual speed of the wind
shows up on a dial. Another type of anemometer uses a propeller instead of
cups to accomplish the same function.
April 10, 2014
A wind vane, also called a wind sock, measures the direction of the wind at any
given point in time. A weighted arrow spins around a fixed shaft and points north,
south, east or west, typically marked on separate fixed shafts parallel to the
arrow.
A rain gauge measures the amount of rainfall. The standard rain gauge consists
of a long, narrow cylinder capable of measuring rainfall up to 8 inches. Many
rain gauges measure precipitation in millimeters, or to the nearest 100th of an
inch. Other gauges collect the rain and weigh it, later converting this
measurement into inches.
Hail pads measure the size of hail that falls during a storm. A standard hail pad
consists of florist's foam and aluminum foil. The falling hail strikes the foil and
creates dimples for the observer to measure after the storm.
The Campbell Stokes Recorder measures sunshine. Sunlight shines into one side of
a glass ball and leaves through the opposite side in a concentrated ray. This ray
of light burns a mark onto a thick piece of card. The extensiveness of the burn
mark indicates how many hours the sun shone during that day.
Objectives
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At the end of each lesson, the pupils should be able to:
Materials
wooden sticks, strip of paper, glue , cardboard, wooden sticks, glue
Procedure
A. Motivation/ Presentation
Post the drawings below on the board. Ask the pupils to arrange the
letters to form the words describing the pictures posted on the board. Post
the correct word above the picture. Ask the following questions after the word
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was formed for each picture.
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U S N N Y Y A R I N
T S Y M R O U O C L Y D
D Y I N W
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April 10, 2014
What is the difference between sunny and rainy day?
What is the difference between sunny and windy day?
What is the difference between rainy day and cloudy day?
What is the difference between cloudy day and windy day?
What is the difference between windy day and stormy day?
C. Lesson Proper
1. Presentation
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Show pictures of some weather instruments to the class.
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Ask the class which of the instruments is familiar to them.
Ask the pupils to draw these instruments in their notebooks.
2. Activity 3
a. Group the class. Distribute the materials in each group. Ask the
b. Show and explain to the groups the rubrics for scoring their
participation in the activity.
Score Indicators
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expected results;
b. Divide the groups into 2. Assign half of the group (called group A)
to do Model A, the other half (called group B) to Model B. Models
A and B are different models of the wind vane.
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d. Ask each group to present their output and show how it works.
Ask them also to answer the questions. As one group is
presenting, ask the other groups to rate the group using the
rubrics.
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Lesson 4. Wind’s Temperature Wind Speed and Wind Direction
Duration : 4 days
Background Information
DRAFT
At times the anemometer almost does not move. We say that the wind is
calm. A slow wind will move the anemometer a little. A moderate wind can turn
the cups of the anemometer. At times the anemometer can make several
circles or revolutions. We say that the wind is strong or fast.
The wind vane is an instrument with an arrowhead and a tail. The wind
pushes the tail. The arrowhead points toward the direction from which the wind
comes.
Winds are always described according to the direction from which they
are blowing. As the wind strikes the tail of the wind vane, the wind vane turns so
that the arrow points in the directions from which the wind is blowing
Calm 0-1
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Fresh Breeze 29-38
Storm 103-117
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by the sun. The coldest time of a 24 hour day is just before sunrise, this is because
the earth has been losing heat all night.
During the day, the temperature depends on the amount of sunlight that
enters the earth. If it is sunny, then it is warm and the temperature is high. When
The movement of wind also affects the air temperature. When the wind
blows, it blows out warm air. Cooler air comes in and air temperature will also be
lower.
An area gets hotter when it is heated by the sun and gets cooler when
the heat leaves it. The coldest time of a day is just before sunrise, after the earth
has been losing heat all night.
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Air temperature affects the weather conditions. During warm weather,
the temperature rises. We say the temperature is high. During cooler days, the
temperature sinks or drops. We say the temperature is low. The average air
temperature is 19-32 C. A temperature reading below 19 C means it is cold. A
temperature reading above 32 C means it is warm. Air temperature changes
from time to time and from place to place.
Objectives
At the end of each lesson, the pupils should be able to:
1. tell how cold or hot the air is ;
2. compare the temperature of air in different places; and
3. describe the speed and direction of the wind.
DRAFT
Materials
1.Prepare the illustrations ahead of time. Make them large enough for the
2. Divide the class into four or five groups. They will do the activity by station.
Ask them to move from one station to another after 3 minutes. This should
give them time to answer the questions in the activity cards. The pupils
can write their answers in their notebooks.
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STATION 1 STATION 3
Why is the boy fanning himself? To what direction is the wind blowing?
DRAFT STATION 2
Is it raining hard outside?
STATION 4
C. Lesson Proper
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2. Ask the pupils to read LM’s No. 4 entitled Wind’s Temperature,
Speed, and Direction. Conduct a pre-laboratory activity on how to
read a thermometer and timer or clock with second hand.
3. Divide the class into 2 groups. One group will take the temperature
inside the room. The other group will stay outside the room. Give
reminders on what to avoid when working outside the classroom.
DRAFT
What happens when the speed of the wind is fast? Is slow?
How do you know if the wind is moving fast?
What else can you look at to describe the speed and
direction of the wind?
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Step 3: Take outer two corners and fold like this
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2. Label the four corners of the room with the primary
3. Ask the pupils to throw their paper glider in the air and observe.
Ask them the following questions;
Is your paper glider moving fast or slow?
Why is it moving fast or slow?
Is it moving to the same direction?
How do we describe the direction of the wind?
5. Ask how the wind affects the weather condition to arrive at this
generalization;
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Changes in the speed of the wind cause changes in
weather conditions
6. Assign pupils to tell their parents at home about the paper gliders
and their uses in knowing the direction of the wind.
Duration: 4 days
Background Information
Weather is the state of the atmosphere, to the degree that it is hot or cold,
wet or dry, calm or stormy, clear or cloudy.[1] Most weather phenomena occur in
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the troposphere, just below the stratosphere. Weather generally refers to day-to-
day temperature and precipitation activity, whereas climate is the term for the
average atmospheric conditions over longer periods of time
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Objectives
At the end of the lesson, the pupils should be able to:
1. describe how the wind moves within the day;
2. tell how hot or cold is a place;
3. identify the elements of weather and;
4. describe the weather for the day.
Materials
weather chart , improvised wind vane, thermometer,
string or thin rope
Procedure
DRAFT
A. Distribute the weather chart done by the group. Ask the pupils to
draw the weather symbol for each day.
B. Motivation/Presentation:
Present a weather bulletin. Ask the pupils to answer the following
questions.
1. The weather in Metro Manila is _______________.
2. The wind is blowing from ___________ direction.
3. The lowest temperature reading is _____________.
4. The highest temperature reading is _____________.
5. The general weather condition is _____________.
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Weather Bulletin of the Day
Metro Manila : Fair weather condition with rain showers in the afternoon.
Rest of the Country: Luzon will have occasional rain showers. Other parts of the country
will have fair weather with light winds blowing from the east.
Temperature Range: 23 C – 31 C
C. Lesson Proper
1. Group the class into five groups. Select a leader for each group.
2. Ask them to read the instructions of the activity entitled The Daily
Weather on LM No.5. Assist them in their assigned area.
3. After the activity, Ask the following questions:
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a. Based on the activity, is the temperature inside and outside the
room the same? What about in the shade and under the sun?
b. Why does the air temperature inside and outside the room not
the same?
c. How does air temperature affect the weather?
d. During what kind of weather is the temperature of the air
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What does the change in temperature from time to time shows?
How does air temperature and wind speed affect the weather?
Air temperature tells the hotness or coldness of the
atmosphere. It is affected by the suns heat.
DRAFT
Lesson 6. The Weather Reporter
Duration: 4 days
Objectives
At the end of each lesson, the pupils should be able to:
Materials
weather chart, thermometer
Procedure
A. Motivation/Presentation
1. Divide the class into four groups.
2. Ask each group to draw and complete a set of pictures. Ask each
group to present their drawing.
C. Lesson Proper
1. Distribute the weather charts done in the previous lesson.
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2. Ask the class to work on Activity 6 found in LM No. 6 entitled The Weather
Reporter.
3. Ask each group to present their weather bulletin in class. Allow each
group to use the rubric below to evaluate the presentation.
4. Guide the pupils in arriving at a generalization using the following
questions;
What makes up the weather?
What do we consider in determining the weather
conditions of the day?
Assessment
Ask each group to report the weather forecast. Use the rubrics in evaluating
the group output.
Assignment
DRAFT
Assign pupils to collect and bring pictures that show activities when;
a. the sun is high
b. the wind blows fast and
c. the wind blows lightly
Background Information
Objectives
At the end of each lesson, the pupils should be able to:
1. describe how weather affects people, plants, and animals.
2. make a collage showing the effects of weather on people, plants,
and animals.
Materials
187
cut out pictures showing different activities of people
paste or glue
coloring pen/pencils
cartolina for each group
Procedure
A. Motivation/Presentation
1.Post a picture on the board. Ask them to tell the activities seen in
pictures A, B and C.
DRAFT
April 10, 2014
A B
188
C. Lesson Proper
2. Ask the pupils to complete the table posted on the board by listing the
activities done in each of the weather conditions?
DRAFT
3. Ask the pupils the following questions;
Activities I enjoy
Sunny Rainy
189
Assessment
Assessment
Assignment
Ask your parents the what are the safety measures in dealing different
weather conditions.
DRAFT
Lesson 8. Let’s Be Careful with What We Do
Duration: 5 days
Objective
Materials
clothes and things used in different weather conditions
Procedure
A. Motivation/Presentation
190
C. Lesson Proper
1. Introduce the activity by asking the pupils to read the instructions
found in LM No. 8 entitled Safety and Precautionary Measures in
Dealing with Different Types of Weather.
DRAFT
2. After the activity, ask the pupils the following questions;
a. What are some activities that can be done on good/fine weather?
b. What activities cannot be done on bad weather? Why?
c. What activities should be done during bad weather?
d. What can you say about the food and clothes of people during
hot or cold weather?
4. Ask the pupils why they should practice safety measures in different
weather conditions.
5. In groups, ask the class to present a skit, talk show, song about what
valuable lessons they learned about weather. Discuss the rubrics to
guide the pupils on what to show in their presentation.
191
Assessment
______1. The sun cannot be seen and there are plenty of dark clouds,
but the rain is not falling.
______2. The sun is shining and the wind is blowing very slightly.
______3. There are plenty of dark clouds and rain is falling.
______4. The sky is dark, the wind is strong and the rain is falling.
______5. The sky is clear and the clouds are so high.
Assignment
DRAFT
Chapter 3 : Objects Seen in the Sky
Duration : 1 Day
1. We can see the sun during the day and the moon at night. Gazing
at the sun directly can damage your eyes.
2. Aside from the sun and the moon, stars and other heavenly bodies
can be seen in the sky.
3. Stars, along with the brighter planets, can be seen with the
unaided human eye in a daytime sky that is, when the sun is above
the horizon normally only during a total solar eclipse.
Objective
At the end of the lesson, the pupils should be able to describe the objects seen
in the sky.
192
Materials
blue and white metacards; pictures;
Procedure
A. Motivation/ Presentation
1. Post the pictures one at a time on the board. Ask your pupils the following
questions;
What objects can you see in picture A? picture B?
Picture A: sun
Picture B: moon, stars
Is it daytime or night time?
Picture A: daytime
Picture B: night time
DRAFT
April 10, 2014 A B
B. Lesson Proper
1.Divide the class into four. Distribute the meta-cards to each group.
2.Tell the pupils to write their answers on the metacards, white for objects seen
during daytime and blue for objects seen at night.
3.Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete the
graphic organizers . After the activity, ask the pupils to paste the metacards in
the graphic organizers posted on the board.
193
Organizer 1. Objects in the sky during night time
Sky at
night
DRAFT
Other? STARS ? SHOOTING Other? MOON ?
STARS ?
4. After the two graphic organizers are completed, ask your pupils the
following questions;
What are the objects seen in the sky at night? during the day?
Are they the same objects?
Why do these objects seen at night not seen during the day?
194
5. Lead the class to come up with a generalization using the following
questions ;
Which objects do you see at night time? During the day?
Why do objects seen during the day not seen at night time?
Assignment
DRAFT
Lesson 2. Sizes of Objects Seen in the Sky
Duration: 2 Days
Background Information
Different sizes of objects are seen at night and during the day. Objects
Objective
At the end of the lesson, the pupils should be able to describe the sizes of
objects seen in the sky.
Materials
big pictures of sunset and sunrise
Procedure
A. Motivation/Presentation
1. Post the pictures on the board. Ask your class the following
questions;
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A B
Are the Pictures A and B the same as what you have actually observed?
(Responses may vary. Pupils may have different descriptions of what they saw
DRAFT
in the night sky )
Tell something about the objects that you saw in the two pictures?
(Responses may vary )
C. Lesson Proper
1. Group the class into five groups. Explain the procedure of the activity. Ask
3. After the activity, ask each group to write their results in the manila paper
The rapporteur of the group will do the presentation.
Total
Category Scoring Criteria Points Score
Organization Activity results are presented clearly. 5
Content All the expected results were obtained. 10
The questions are answered correctly. A
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conclusion summarizing the presentation is
given.
The rapporteur maintains good eye 5
contact with the audience and is
Presentation
appropriately animated (e.g., gestures,
moving around, etc.).
Length of presentation is within the 5
assigned time limits.
Information was well communicated. 5
Score Total Points 30
DRAFT
bigger? or smaller?
c. How did the big ball appear in set-up C? How about the small ball?
7. Show the big pictures to guide pupils in applying the concepts to real
and new situations using the following situations:
(The1st bird appears biggest since it is at the nearest distance from the
viewer. The 3rd bird appears smallest because it is at the farthest
distance from the viewer).
197
Why does the sun looks
big during sunset? small
at noontime?
DRAFT
Assessment
On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small. What will you tell
Peter to help him understand the situation?
198
Lesson 3. Brightness and Dimness of Objects Seen in the Sky
Duration: 2 days
Background Information
http://earthsky.org/space/stellar-luminosity-the-true-brightness-of-stars
In our cosmology, the stars we see with the eye alone on a dark
night are located at very different distances from us, from several light-
years to over 1,000 light-years. Telescopes show the light of stars millions or
billions of light-years away.
DRAFT
how far away we are from that star.
For instance, nearly every star that you see with the unaided eye is
larger and more luminous than our sun. The vast majority of stars that we
see at night with the eye alone are millions – even hundreds of millions – of
times farther away than the sun. Regardless, these distant suns can be
seen from Earth because they are hundreds or thousands of times more
That’s not to say that our sun is a lightweight among stars. In fact,
the sun is thought to be more luminous than 85% of the stars in our Milky
Way galaxy. Yet most of these less luminous stars are too small and faint to
see without an optical aid.
Have you ever noticed that stars shine in an array of different colors
in a dark country sky? If not, try looking at stars with binoculars sometime.
Color is a telltale sign of surface temperature. The hottest stars radiate blue
or blue-white, whereas the coolest stars exhibit distinctly ruddy hues. Our
yellow-colored sun indicates a moderate surface temperature in between
the two extremes. Spica serves as prime example of a hot blue-white star,
Altair: moderately-hot white star, Capella: middle-of-the-road yellow star,
Arcturus: lukewarm orange star and Betelgeuse: cool red supergiant.
Bottom line: Some stars look bright because they’re near Earth.
Others are truly extremely bright members of our Milky Way galaxy.
Astronomers call the true, intrinsic brightness of a star its luminosity. The
luminosity of any star depends on size and surface temperature. Some
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extremely large and hot stars blaze away with the luminosity of a million
suns!
Objective
At the end of the lesson, pupils should be able to describe the brightness and
dimness of objects seen in the sky at night time
Materials
candles ; ruler; venn diagram
Procedure
A. Motivation/Presentation
1. In groups, ask your pupils to draw and color objects they see in the sky
at night and day.
2. Ask them to post their drawing on the board.
DRAFT
B. Lesson Proper
3. Ask your pupils to complete the Venn diagram using the two pictures.
200
Assessment
Helen loves to look up the sky on a clear night. She sees the stars, so many
of them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime
and night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small and
dim?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
DRAFT
Lesson 4. Positions of the Sun at Different Times of the Day
Duration : 2 Days
Objective
At the end of the lesson, the pupils should be able to make observations of the
Materials
Procedure
A. Presentation
1. Allow the class to play a game using a roulette. The center of the
roulette refers to any object on earth. Each spin refers to the position of
201
the sun relative to the object on Earth. Tell your class to observe the
position of the “sun” for every spin or turn in the roulettte.
2. Ask the class to write their observations on the board using the table
below. (Observations may vary, depending on the position of the “sun”
after every spin )
Observations
1st spin
2nd spin
3rd spin
DRAFT
which serves as a reference point to the position of the sun at different
times of the day)
What happened after the first spin? second spin? (Observations may
vary.)
C. Lesson Proper
2.Distribute the manila paper to each group for them to write their
observations.
3.After the presentation of each group, ask these questions to the class:
During daytime, the sun can be seen across the sky in different places or
location. In the morning, it rises in the east, at noon it is overhead and in the
afternoon, the sun sets in the west. After a few hours, the moon and the stars
replace the sun in the sky.
202
Lesson 5. Harmful Effects of Sun’s Heat and Light on People
Duration : 1 Day
Background Information
The sun emits ultraviolet radiation - a kind of light that is not visible. There
are three kinds of ultraviolet light, each with a different frequency, or "colour".
DRAFT
The first, UVA has a long wavelength, and is least damaging to us. It does cause
some damage in the long term, but it tends to give us a nice tan first! UVB & UVC
have shorter wavelengths and tend to burn us rather than give a tan. Fortunately
for us, UVC, the most damaging of the two types, is completely filtered out by
the planet's ozone layer. This is why it is so important to preserve the ozone layer,
as even small doses of UVC are damaging to humans and many other significant
The sun can be harmful very rapidly in some places. A hot summer sun in
relatively northern climes is safe only for up to 40 minutes, and hotter areas of the
world are, of course, much less safe.
The sun affects some people more than others. In particular, those with fair
or freckled skin (and usually blonde or red hair). People with dark hair and dark
skin are less likely to suffer from sunburn. People with black skin are likely to be not
affected by the sun, and yellow and brown-skinned people are much less likely
to suffer than white-skinned people. All colors of skin do burn however, given
enough time.
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Sunburn is easy to spot - it hurts! Sunburned skin is bright red, swollen and
tender, and often very painful. Usually, sunburn will get better by itself, but more
serious burns should be treated as though they are normal burns, i.e. keep cold,
then keep it clean to prevent infection. If you suffer from severe sunburn, then
get medical advice at once.
Hopefully, you agree that you should be moderately sensible about your
exposure to the sun, but even so, it's worth your while taking a bottle of after-sun
lotion with you. You'll be very glad to have the soothing effect of this stuff if you
do find yourself a little burnt. A variety of types are available and your local
pharmacist should be able to advise on the matter. Those containing Aloe are
very soothing. Calamine Lotion is effective and available cheaply from
pharmacists, but it's not so good as other remedies because it leaves a white
residue on your skin until you wash. If your sunburn is more serious, a painkiller
should help reduce inflammation and pain.
DRAFT
particular, long-term exposure to sun causes premature ageing of the skin,
wrinkles, blotching, yellowing, etc.
After repeated sunburn, cancerous areas can develop. Skin cancer can
spread quickly to other areas of the body, and it is not unknown for even young
people to die from cancers directly attributable to over-exposure to the sun.
Sunscreens work by absorbing the sun's harmful rays, and converting them
into heat. Until fairly recently, they were only useful at absorbing UVB rays, but
nowadays they can absorb both UVA & UVB - check the products' packaging
for more details. Sunscreens have a sun protection factor (SPF) which represents
the number of times longer you can stay in the sun. For example, an SPF of five
would enable you to stay in the sun five times longer.
However, all lotions become less effective as they dry off, or wear off on
towels, etc., so you'll need to put more on from time to time. If you're likely to be
204
swimming, invest in a waterproof sun lotion, but even these types tend to wash
off after a bit so reapply regularly.
Some sunscreens can cause skin irritation so it's worth checking that yours
does not, before you leave.
You can buy a handy twin pack that has conjoined bottles of different
strengths. I like a pack available from pharmacists that contains a lot of low
factor and a smaller section of high factor lotion.
If you feel as though you will not be able to avoid being in the sun, it is
also worth buying a protective balm, that will protect the sensitive skin on your
DRAFT
lips, blocking the sun completely. These are reflective - rather than absorbing the
rays, they contain tiny pieces of metal that reflect the sun's rays.
You should build up your exposure to the sun gradually. The skin naturally
thickens with exposure to the sun, and builds up levels of pigmentation (a tan!),
both of which are the body's own response to prevent further damage. Start off
When the sun is highest in the sky, its rays are strongest. The most important
thing is to avoid the mid-day sun at all costs. It's also worth noting that a cool
breeze, or a refreshing soak in water, may relieve the heat associated with
sunbathing, but they don't get rid of the harmful rays.
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
heat of the sun to people.
Materials
big pictures showing a child putting sunglasses, young mother with 2 kids
on the beach,
Procedure
A. Motivation / Presentation
1. Post the 3 big pictures on the board. Ask your pupils to study these
pictures.
205
Picture A: Child putting on sun glasses Picture B: Young mother and her two
kids on the beach
DRAFT
April 10, 2014
C. Lesson Proper
Picture C: A girl holding an umbrella
206
In picture C, why does the girl hold an umbrella?(It is raining. She
protects herself from getting wet)
What should you wear on a hot, sunny day? At home? In school?
At home, You can also wear white shirts, or any thin shirts, some
khaki or bermuda shorts and some sandals or flip-flops )
- How will you protect yourself from the heat of the sun? Why?
DRAFT
appropriate clothing; b) wear headgears like hat to protect your
head from long exposure to sun’s heat; c) wear sunglasses to
shade your eyes from extreme brightness of the sun; d) use
umbrella to shade not only your head but your body from too
much exposure to the heat of the sun; e) apply sun block lotion on
your skin for soothing effect and protection from too much heat)
207
5. Ask the class to work in groups. Answer the following situations and
report their answers in class.
The weather forecast is a warm, sunny day. Raul and friends are going
to a picnic. He is thinking of what to wear. What will you suggest him to
wear in the picnic?
(Suggestion: Wear thin shirts and protective gear like hat and
sunglasses. Bringing un umbrella will also be a protection. Thin long
sleeves is also appropriate for protection of the arms against exposure
to sun’s heat, over Bermuda shorts and sandals or hiking shoes)
Make a list of what to bring if you wish to go hiking on a hot sunny day.
Tell why.(Responses of pupils may vary.)
DRAFT
d.
e.
Assessment
Assignment
None
Duration : 1 day
Background Information
In nature, plants are triggered to flower by any number of factors. It might
be warm weather. It might be the beginning of the rainy season. Or it might be
the amount of available light. Some plants, such as the kalanchoe plant or
poinsettia plant, time their blooms to the amount of sunlight they receive. When
the hours of sunlight declines, they are triggered to bloom. These are called
208
"short day" plants. Others, such as spinach, are triggered to bloom only after the
days stretch out to a certain length. These are called "long-day plants." This trait
in plants is called photoperiodism. It simply means the plant's reproductive cycle
is timed to the amount of light available.
Most home growers will never have to worry about photoperiods, but
there are some cases where it matters. For example, poinsettias don't naturally
bloom around Christmas. Instead, they are forced to bloom by keeping them in
the dark for a certain number of hours each day in the winter to trick them into
blooming for the holiday. The same is true for kalanchoes: they can be forced
into bloom any time of the year simply by keeping them in darkness for 14 hours
a day. That's why you can find flowering kalanchoe any time of the year, but
they'll only bloom in the fall or early spring on their own.
Plants that don't base their flowering on available light, such as tomatoes,
are known as day neutral. In these plants, flowering is triggered by different
factors, such as age, water and nutrition levels, and hormones.
DRAFT
Photoperiodism refers to the effect on the growth and reproduction of
plants or animals of varying exposures to light and darkness. It also refers to the
relative amounts of light and darkness in a 24-hour period required to best effect
the growth, reproduction, and flowering of plant species or the growth and
reproduction of animals.
209
In dry climates transpiration is increased. Water is forced to diffuse more
rapidly into the air due to the concentration difference between the
environments outside and inside the plant. Low humidity creates a vapor
gradient between the plant and the air. In dry air, there is a lack of water, forcing
water to be pulled from the plant to the atmosphere increasing transpiration.
Therefore, in humid climates, transpiration is less effected by diffusion
On windy days the moisture present in the air is swept away from the leaf
causing it to transpire more. On calmer days, the humidity rate can rise causing
a decrease in transpiration. The amount of water in the soil also plays a major
role in the rate of transpiration. The plant must have a continuous supply of water
to be able to transpire. If adequate water cannot be absorbed by the roots and
carried up the xylem, the rate of transpiration will decrease. A lack of water
supply will also decrease the rate of photosynthesis and the overall health of the
plant.
DRAFT
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
sun’s heat on plants.
Materials
a plant on a dry potted soil and a wilting plant, manila paper
A. Motivation/Presentation
1. Show to the class plants on a dry potted soil in a room and plants wilting
under the sun. Ask them to compare the two plants.
3. Ask your pupils to look for plants under the shade of the tree and those
planted on the sunny side of the garden. Ask them to name the plants by
accomplishing Tables 1and 2. ( Observations may vary)
210
Table 2. Plants in the sunny side
Name of the Plant What can I tell ?
3.After the activity, ask each group to present the charts. Explain
the rubrics to be used by pupils in assessing their performance in
the activity.
DRAFT
4.After the report , ask your pupils the following questions;
Assessment
Assignment
Ask pupils to conduct an informal interview to at least 2-3 farmers in the
community using the following questions:
How does weather affect the growth of plants?
What do they plant during the dry season? rainy season?
211
Lesson 7: Effects of the Heat of the Sun on Animals
Duration : 1 day
Background Information
Insects in general are poikilotherms, but some of them exhibit a limited
degree of heterothermy by maintaining their body temperature a little higher or
lower than that of their environment. The grasshopper, Oedipoda coerulescens,
gets warmer than air shortly after sunset (Franz, 1930)
DRAFT
Animals, like lizards and snakes, also form basking groups with respect to
solar radiation with the result that, for instance, certain desert lizards have a
cloacal temperature of 38° C at an air temperature of 13° C
High temperatures cause a direct metabolic effect on the organism
resulting in greater speed of locomotion, and an indirect effect of avoiding
reactions by action through the nervous system, which no longer exists under
optimal conditions.
The preferred temperature of an insect may vary during its life history. Thus
in the housefly, migration from the feeding place ( = dung) to pupation site( =
ground) is due to behavioral changes in the central nervous system which
modifies the temperature preferendum as the larvae grows.
All domestic livestock are homeotherms; that is, they maintain relatively
constant internal body temperatures, usually within a 1 to 2° C range.
The body temperature of most domestic animals is considerably higher
than the environmental temperature to which they are exposed most of the
time. They maintain their body temperatures by balancing internal heat
production and heat loss to the environment. The hypothalmus gland acts as a
body thermostat by stimulating mechanisms to counteract either high or low
ambient temperatures. For example, increased conversion of feed to-heat
energy is used to counteract low ambient temperatures, while for example
increased respiration (rate and volume) and blood circulation in the skin
counteracts high ambient temperatures. Varying temperature also results in
changed behavior. Most animals reduce their level of activity in a hot
environment and, for example, pigs lie clustered in a heap at low temperatures,
212
while they lie spread out with extended limbs at high temperatures. This would
suggest increased space requirement for pigs held in a warm, tropical climate.
The body can tolerate short periods of heat stress, but if the ambient
temperature exceeds the body temperature for an extended period, it may
prove fatal.
Objective
At the end of the lesson, the pupils should be able to describe the effects of sun’s
heat on animals
Materials
in the garden, magnifying lens, paper and pencil or crayons
Procedure
A. Motivation / Presentation
DRAFT
B. Lesson Proper
1.Group the class into 5 groups. Each group will choose a leader and a
rapporteur for the group report.
2.Accompany the pupils to the school garden for the activity found in
Activity No 7 of the LM.
Assessment
Dogs, like people can suffer in the hot weather. Pedro observed that his
dog is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
Assignment
Draw a situation at home showing an animal is affected by suns heat.
213
Unit Test
(Sample Only)
1. Dogs, like people can suffer in the hot weather. Pedro observed that his dog
is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
2. Mrs. Gonzales received a potted plant as a gift on her birthday. She told her
daughter to water it every morning. It is a house plant but she thought the
plant will be healthier if she puts it under the sun. After 2 days, the plant
looked like the picture below.
Predict what happened to the plant. Why did the plant wilt?
3. On a sunny day, Peter looked up the sky. He was wondering why the flying
bird looks big while the moving airplane appears very small.
DRAFT
What will you tell Peter to help him understand the situation?
4. The class of Mrs. Santos is going on a field trip to the Dinosaur’s Land in
Angeles City, Pampanga, the following day. Samantha is so excited to wear
her leather jacket, a birthday present from her uncle in the USA. The weather
forecast is a hot, sunny week.
5. Helen loves to look up the sky on a clear night. She sees the stars, so many of
them, but she was wondering why some stars appear big and bright , others
appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during daytime and
night time, what will you tell Helen? Why do some stars appear big and
bright? Some stars appear small but bright? Other stars appear very small
and dim?
214
7. The girl scouts under Mr. Obena are joining the District Camping. Carla, the
patrol leader chose to pitch tents under the trees, and build the kitchen in an
open area. She said that it would be nice to cook where the sun shines
directly overhead.
What do you think Mrs. Obena would advise them?
A.
Post the following situations in a manila paper. Ask your pupils to answer the
questions in each situation on a piece of paper.
1. One day, John was playing at their front lawn when an “ASKAL” – street dog
ran by. Two boys were after the dog with bamboo sticks. They wanted to
beat the dog.
DRAFT
Do you think that’s a good way to treat the dog? Why? Do you find the dog
important in the community?
215
3. The Novero family built a house near the creek which is found in their
community. Mr. Novero thought of throwing garbage in the water body.
DRAFT
April 10, 2014
2. Guide the pupils to arrive at this generalization
(missing generalization here)
Study the Table. Identify where each living thing is found by putting a check ( √ )
mark under the proper heading.
216
Living Things Water Land Air
1. chicken √
2. butterfly √
3. tilapia √
4. carabao √
5. snake √
6. bee √
7. bangus √
8. papaya plant √
9. eagle √
10. seaweeds √
Write True before the number if the statement is correct and False
if the statement is wrong.
DRAFT
__________ 1. Wind changes in speed.
__________ 2. Wind comes from a single direction.
__________ 3. The sun makes the land and water warm.
__________ 4. When you feel warm, the temperature of the air is high.
__________ 5. The temperature of the air helps us to tell the weather.
__________ 6. Weather affects the people and the environment
Choose the letter of the best answer and write on the space
before each number
217
________ 3. The air moves because _____________.
a. the Earth is moving
b. of the unequal heating of the sun
c. of the air pressure
d. the sun keeps on shining
DRAFT
a. anemometer
c. wind vane
c. thermometer
d. wind gauge
218
_________5. Use umbrella when walking under a very hot sun.
_________6. Bring raincoat or umbrella every day.
_________7. Stay at home when the rain is continuously pouring.
_________8.Listen or watch the weather bulletin/ report every day
_________9.Use sun block lotion on sunny days.
________10. Go on a field trip during stormy days.
REFERENCES
Alberto, Myrna R. et.al. Science and Health 3. St. Augustine Publications, Inc.
Sampaloc, Manila, 1994.
DRAFT
Abracia, Efren E., Science and Me 5. Missionbook Publishing, Inc., Quezon City,
2005.
Coronel, Carmelita C., Health and Science 3Vibal Publishing House, Inc.,
Quezon City, 1995 . pp. 192-193
Goh Sao Ee, Tea Gwan Wai Lan ans Koh Siew Luan.
K to 12 Curriculum Guide
Conditions
219
Learning Guide in Science and Health. Grade IV. Wind and Speed Direction
My Pals are Here! 3A Science Activity Book,, Dr. KwaSiewHwa, Goh Sao-Ee, Teo-
Romero, Angelita D, Biteng, Oralla P., et.al. Science and Health 4. Rex Printing
Company, Inc. Quezon City, August 1995.
DRAFT
Science, Health and Environment by Lilia R. Villanueva, p. 205-208
220
DRAFT
April 10, 2014
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