First Grading VI

Lesson Plan for Science and Health 6 First Grading
PELC I.1.1 CIRCULATORY SYSTEM Background Information for Teachers The circulatory system is the transport system of the body. Blood circulates round and round the body every few minutes through an intricate series of tubes called blood vessels. Each of the 600 billion cells of the body gets blood once every few minutes. On the way from the heart, blood is pumped through the blood vessels called arteries and arterioles. On the way back to the heart blood flows through the venules and veins. Blood flows from the arteries to the venules through the tubes called capillaries. The blood circulation has two kinds, the pulmonary and the systemic. I. Objectives: 1. Identify the major parts of the circulatory system. 2. Describe the functions of each part. II. Subject Matter: The Circulatory System A. Materials: Circulatory System Chart, Water System Diagram, name cards, letter cards and Activity Cards B. References: PELC VI 1.1.1 Into the Future: Science and Health 6 p.2-5 C. Concept: * The major parts of the circulatory system are the heart, blood and blood vessels. * The heart is a hollow muscular organ that pumps blood through out the body. Also called the fantastic pump due to its continuous pumping action even if the person sleeps. * Blood is a red fluid that distributes digested food and oxygen and collects wastes and carbon dioxide from the body cells. It is the river of life * The blood vessels are a group of tubes with different sizes that serves as the passage way of blood. It is the railroad track of the circulatory system. * The circulatory system delivers the materials needed by the body cells to survive and removes the waste materials from the cells. D. Values: Keep the parts of circulatory system healthy E. Skills/ Processes: describing, identifying observing F. Pre-requisites: meaning of circulatory system III. Learning Activities: A. Preparatory Activities 1. Daily routine 2. Weather News 3. Trivia: The part of the eye that has no blood flow: cornea The human brain has more water than blood. 20% blood, 80% water. 4. Drill: Write the missing letters to complete the word in the box. (The teacher will provide pieces of cards with letters corresponding to the missing letters). 1. The railroad track 2. A fantastic pump 3. The river of life 4. The transport system of the body
Letters to be provided by the teacher: 1. 2. 3. 4. BLOOD VESSELS HEART BLOOD C I R C U L A TO R Y S Y S TEM
Initial Encoder: Jhoann N. Gamilla, MT II, Pinamalayan West District (2010) Editors: Cynthia Eleonor G. Manalo, Principal I, Roxas District (Summer 2010&2011) Myrna S. Telesforo, Master Teacher I, Roxas District (Summer 2011)
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Note to teacher: Keep this Drill posted for further review and checking while doing Group Activities. 5. Recall: What happens to the food we eat? (It is digested) Where does the digested food go? (It goes to all parts of the body) How can these food elements reach up the tips of our hair down to the tip of our toe nails? (It passes through blood vessels carried by blood) B. Presentation 1. Motivation: (if there is available water facility) Ask pupils to go out and locate the school (Water facility) water pump or water deposit. They will trace the visible and underground pipes leading to each classrooms faucet. While the pupils are out, the teacher will post the Circulatory System Chart sideby-side with the prepared water system diagram. Fold the charts or cover them with curtain so that pupils will not see them soon as they arrive. When pupils return to the classroom, ask a pupil to illustrate the water system they traced. Unfold/uncover the Circulatory System Chart & Water System Diagram. Lead pupils to point on water pump, pipes and water that runs through it. Give emphasis on similarities of water pump and heart; pipes and blood vessels; and blood and water. Note: Do not label the parts of the Circulatory System. Pupils will do this later. Say: Now, we will study the major parts of the circulatory system. Note: Keep this work posted for further review and verification. C. Group Activities: 1. Pre-activity Giving directions/ reciting standards in performing an activity Provide simple Rubric Scale to rate pupils group performance. Suggested Rubric: Components 5 4 3 2 1. All members actively participated. 2. The outputs presented are all correctly done. 3. The presentation is clear and depicts learning. 2. Activity Proper ACTIVITY CARDS: Group I Provide white cartolina and pentel pen to the group. Ask a member to draw a similar Circulatory System as posted on the board. Other members will one-by-one label each part including the identification of the whole drawing as the Circulatory System. Task: Show to class the drawn and labeled Chart. The members may be encouraged to make an artistic or colorful work. Group II Using the provided different strips of cartolina, fill out the table below the parts of the circulatory system, their descriptions and functions. Parts Description Function
Task: All members will be given fair chances to at least read their work or explain such in front of the class.
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ANSWER TO ACTIVITY CARD FOR GROUP II: Group II Using the provided different strips of cartolina, fill out the table below the parts of the circulatory system, their descriptions and functions. Parts Description Function Heart Hollow muscular organ Pumps the blood to different body parts Blood Liquid material that circulates through Carries nutrients to the cells and collects the body wastes materials from the cells for excretion Blood Vessels Tube-like structure Passageway of blood Task: All members will be given fair chances to at least read their work or explain such in front of the class.
Group III Simulation of the Circulatory System TASK: Members of the group will act as blood. Aisles inside the classroom will be the blood vessels. Aisles may vary from narrow to wide. If the classroom has two doors one door will be the entrance of blood and the other door will be the exit of the blood. If the classroom has one door, then the right side will be the entrance and the left side will be the exit. Members will simulate how blood moves very slowly, slowly, fast, and very fast. Pupils must be able to plan where they will go to avoid traffic jam. 3. Post-activity Reporting of the groups about their experiences and learning. Drill Material will be revisited if there answers are correct. Similarities with Water system will be confirmed also by reviewing again the posted charts/illustrations used in the motivation part. D. Analysis and Discussion: 1. What is the major role of the heart as organ of the Circulatory System? (The heart continuously pumps blood to flow through the blood vessel). E. Generalization The heart, blood and blood vessels are the major components of the circulatory system. Blood is the liquid material that circulates throughout the body. It carries the nutrients to the cells. The blood delivers oxygen to the tissues. The blood also collects all waste products from cells and brings them to the excretory system and other organs of excretion. The blood moves through the blood vessels. The blood vessels are tube-like structures that differ in thickness and size. The thickest vessels are the arteries, next in size are veins, the smallest are capillaries. The heart pumps the blood to the different parts of the body. The hearts pumping action provides force. This force enables the blood to move from the heart to all parts of the body. F. Application: Why do we need to take a rest if we are tired? What body organ is very much affected? (To give our heart time to pump regularly) (The heart) G. Valuing: What shall we do after doing vigorous activity? (Rest)
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IV. Evaluation: Direction: Choose the letter of the correct answer. 1. What is the pumping organ in the blood circulation? A. Blood B. Heart C. Blood vessels D. Arteries 2. Why does heart have to pump blood? A. To provide the necessary force for the blood to move from the lower to the upper part of the body. B. To collect all the waste materials from the body cells. C. To exchange the necessary nutrients D. Both B and C 3. Which of the major parts of the circulatory system served as the passage way of blood? A. Blood B. Heart C. Blood vessels D. System 4. Which is known as the river of life? A. Heart B. Blood C. Blood vessels D. Veins 5. If the heart cannot normally pump blood what will happen to the human body? A. Waste materials are collected. B. Nutrients are exchanged in capillaries. C. The body becomes ill. D. Human body removes wastes through excretion. V. Assignment: In pupils notebook, draw the circulatory system and label the major parts. Prepared by: Cynthia Eleonor G. Manalo Roxas District
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PELC I.1.1.A BLOOD Background Information for Teachers The blood is a red fluid within the blood vessels. It consists of solid and liquid parts. The solid parts include the RBC (red blood cell) or erythrocytes; the WBC (white blood cells) or leukocytes; and the platelets or thrombocytes. The liquid part is made up of the plasma. The red blood cell contains hemoglobin that gives blood its red color and transport oxygen. White blood cells are fewer than RBC. They are the soldiers of the body because they destroy the germs that enter our body. The platelets are the smallest blood cells and produce a material for blood clotting. When blood clots the plasma separates as clear liquid. Blood carries food and oxygen to all the cells and carries away carbon dioxide and other wastes. It regulates body temperature. It also protects the body from infections. I. Objectives: 1. Identify the parts of blood. 2. Describe the functions of blood. II. Subject Matter: The Blood and Its Functions A. Materials: Activity cards B. References: PELC VI 1.1.A Into the Future: Science and Health 6 p.11-16 C. Concept: * Blood is a red fluid that circulates throughout the body. * Blood performs important functions in the body; it carries important substances which help regulate body functions and protect the body from infections; it also helps maintain an even body temperature; it collects waste materials for excretion. * Blood is made up of the solid parts; the red blood cells, white blood cells and platelets. * It has the liquid part called plasma. Plasma carries fibrinogens, the materials necessary for blood clotting. D. Values: Keeping the blood healthy E. Skills/ Science Processes: identifying, describing, observing, inferring F. Pre-requisites: meaning of blood III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Science Trivia: An average healthy person has between 4.5 to 6 liters of blood in his body this volume should be maintained or the consequences could be fatal. 4. Recall/ Review: Arrange the jumbled letters 1. E H R T A --------------- located at the center of the chest cavity 2. D B L O O --------------- known as river of life 3. I C U L A R C T O Y S T Y E S M ---------- in charge in the circulation 4. S E S V E L D O L O B -------------passage way of blood B. Presentation 1. Motivation: Ask pupils what comes out when their skin was cut. Describe it. Now, we are going to study blood and its functions. C. Group Activities 1. Pre-activity: Giving and setting standards in doing activity
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2. Activity Proper: LEARNING STATIONS STATION I You will need: a microscope (if any) or a magnifying glass Sterilized piercing blade or needle bought from drugstore. few drops of 70% alcohol Prick your middle finger with a clean needle. Let a few drop of blood flow into a glass slide and add a few drops of alcohol. Use a microscope or magnifying glass and observe the specimen. Describe what you see. Record your observations. (Tiny red spots (disc-shaped) of different sizes. The biggest must be WBC, and then RBC and the smallest must be platelets)
STATION II What to do: 1. Read the information about blood and its functions. 2. Answer the questions after reading the information about blood. The Blood and Its Function Blood is made up of the solid and the liquid parts. The liquid part is called plasma. The solid parts are called red blood cells or red corpuscles/ erythrocytes, white blood cells or white corpuscles/ leukocytes and platelets. The word corpuscles come from the Latin word which means little body. The blood consists of the red blood cells which are so tiny that one drop of blood contains millions of them. They contain a compound of iron called hemoglobin that gives blood red color because it is combined very well with oxygen. White blood cells are larger and fewer than red blood cells. When bacteria enter the body, the white blood cells move over to the bacteria and surround and destroy them. Thus, they are called as soldiers of the body. Platelets are tiny particles in the plasma, enable the blood to clot. Blood has been called river of life because the blood supplies the cells of the body with oxygen and substances they need. It removes the wastes from the cells. It contains cells that fight the germs that enter the body. It also regulates body temperature. Questions: 1. What are the liquid and solid parts of blood? 2. What is the work of each blood part? 3. Describe the blood.
STATION III Materials: fresh chicken blood, saucer, fork, What to do: 1. Place the chicken blood in the saucer. Wait until it coagulates. 2. Observe and describe the upper surface of the clotted blood. 3. Use a fork to flip coagulated blood so that the bottom side can be observed. Describe the color of the blood at the bottom side. (Coagulated blood is dark red at the bottom) 4. Observe what is left on the saucer when the coagulated blood is lifted. (Clear liquid is left on the saucer)
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3. Post-activity: Reporting of the observations D. Analysis and Discussion: 1. What is blood? 2. What is found in the red blood cells that gives the blood red in color? (Hemoglobin) 3. Why are platelets important? (Platelets produce materials for blood clotting to heal wounds and stop bleeding) E. Generalization: 1. State the Science concept 2. Text Verification F. Application: Fill up the table using the words below. 1. clear liquid 5. carries fibrinogens 2. bigger than red blood cells 6. makes blood clot 3. small concave disc- shaped cells 7. circular discs, red, smallest 4. attacks germs in the body 8. carries oxygen and nutrients, contains hemoglobin BLOOD COMPONENTS DESCRIPTIONS FUNCTIONS
ANSWERS TO APPLICATION: BLOOD COMPONENTS DESCRIPTIONS Plasma Clear liquid Red Blood Cells small concave disc- shaped cells White Blood Cells Platelets G. Valuing: What will you do to keep blood healthy? IV. Evaluation: bigger than red blood cells circular discs, red, smallest
FUNCTIONS carries fibrinogens carries oxygen and nutrients, contains hemoglobin attacks germs in the body makes blood clot
Directions: Read the questions carefully and select the letter of the best answer. 1. What component of blood is important to fight infections in the body? A. Platelets B. Red blood cells C. White blood cells D. Plasma 2. The following are the components of blood EXCEPT one. What is this? A. Erythrocytes C. Leukocytes B. Thrombocytes D. Monocytes 3. Which of the following is NOT the work of the blood? A. Regulates body temperature C. Removes waste from the cells B. Makes us easy to breathe D. Fights the germs that enter the body 4. When germs enter the body through the cut in the skin, how does the body react?
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A. The white blood cells surround and kill the germs. B. The red blood cells make the germs decrease in number. C. The platelets tend to clot and engulf the germs. D. The plasma thickens and surrounds the germs. 5. Why is blood important to the body? A. It gives color to our skin. B. It carries oxygen and nutrients to different cells of the body. C. It carries away carbon dioxide and other wastes from the body. D. Both B and C V. Assignment: What are blood vessels and its functions? Prepared by: JHOANN N. GAMILLA MT-II Pinamalayan West District REYNALDA M. SOLIS MT-I Pinamalayan West
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PELC I.1.1 BLOOD VESSELS Background Information for Teachers The blood vessels are hollow tubes that permit the blood to flow from the heart to the body cells and then back to the heart. There are three kinds of blood vessels: arteries, veins and capillaries. The arteries are the blood vessels that carry blood away from the heart to the organs and tissues of the body. The walls of the arteries are thick and elastic. The smallest arteries are called arterioles while the largest artery is the aorta. The oxygen- rich blood flows from the left ventricle to the aorta. The blood vessels that return the blood to the heart are the veins. The walls of the veins are thin and slightly elastic. The smallest veins are called venules. The venules that join together form the larger veins in the body. The two large veins where blood flows to the heart are the superior vena cava and inferior vena cava. The oxygen poor blood is carried back to the heart through the veins. The tiniest and the most numerous blood vessels in the body are the capillaries. All exchanges of gases, nutrients, and wastes between the blood and the tissue cell occur across the walls of the capillaries surrounding the alveoli. I. Objectives: 1. Identify the kinds of blood vessels. 2. Describe the functions of the blood vessels. II. Subject Matter: The Blood Vessels and its Functions A. Materials: Illustration of blood vessel, activity cards B. References: PELC VI 1.1.C Into the Future: Science and Health 6 P.17-18
C. Concept: * The blood vessels are the passageway of blood. * There are three kinds of blood vessels; the arteries, veins and capillaries. * The arteries carry blood away from the heart. They have thicker walls than veins. * The veins carry bright blood with oxygen from the lungs into the heart. * The capillaries carry oxygen and nutrients to the cells. D. Values: Keeping blood vessels healthy. E. Skills/ Science Processes: Observing, identifying, comparing, inferring, describing F. Pre-requisites: circulatory system, blood vessel III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science Trivia 4. Recall/ Review: Answer the following questions. 1. Which part of the blood is liquid? A. erythrocytes B. leukocytes C. plasma D. platelets 2. Which part of the blood acts as the soldier of the body? A. RBC B. WBC C. Platelets D. Plasma 3. What are the most abundant blood cells in the body? A. Plasma B. White blood cells C. Platelets D. Red blood cells 4. Which blood cells form a plug that helps reduce blood loss when you cut or scrape your skin? A. RBC B. Platelets C. WBC D. Plasma
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5. Which f the following is NOT the function of the blood? A. Regulates body temperature C. fights the germs B. Carries oxygen to the different parts of the body D. Receives carbon dioxide B. Presentation 1. Motivation: Ask pupils to look at their wrists. Then ask if they see some bluish lines and try to describe it. Now, we are going to find out what are the bluish lines in your wrist not only in your wrist but all over your body. C. Group Activities: 1. Pre- activity: Giving and setting standards in doing the activity 2. Activity proper: LEARNING STATIONS STATION I: Materials: water mixed with red dye, plastic squeeze bottle, glass tube (20cm. long and 5mm. inside diameter), rubber tube (18 cm. long, 5mm. inside diameter) two-holed rubber stopper, and basin What to do: 1. Fill a squeeze bottle with redcolored water. 2. Insert the glass and rubber tubes moistened with soapy water into the two- holed rubber stopper. 3. Insert the rubber stopper with the tubes in the bottles mouth. 4. Rest the meter stick and the tubes horizontally on one end of the wash pan. 5. Ask a classmate to squeeze the bottle hard two or three times. 6. Record the results in a table below TRIAL HEIGHT( cm) GLASS TUBE RUBBER TUBE 1. 2. 3. 4. 7. Answer these questions. 1. In which tube was the water pressure higher? Lower? How did you know? 2. Which tube can you liken the arteries? Why? 3. Which tube can you liken the veins? Why/ 4. Based on the results, in which blood vessel is the pressure greater? STATION 2: What to do: 1. Read the selection carefully and answer the questions that follow. See page 11 of EXCEL in Science 1. What are the three kinds of blood vessels? Describe each 2. What is the function of the arteries? 3. How do walls of the arteries look like? 4. Which is the largest artery in the body? 5. What are capillaries? What are the works of capillaries? 6. Why do veins have valves?
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STATION 3: What to do: 1. Get a plastic straw with three different sizes of openings. 2. Let water pass through each straw. In which straw does more water pass? Why? 3. If these straws are the 3 kinds of blood vessels which is the vein, arteries and capillaries as to their structures. Why does structure of blood vessels differ with one another? 3. Post- activity: Reporting of Findings/Observations D. Analysis and Discussions: 1. How are the three kinds of blood vessels different from one another? 2. What is the work of valves in the veins? E. Generalization: 1. What are kinds of blood vessels and their functions? 2. Text Verification by the Teacher F. Application: Complete the table below. Kinds of Blood Vessels Structures
Functions
G. Valuing: What do you think will happen if one of the blood vessels is not working well? IV. Evaluation: Choose the letter of the best answer. 1. Which blood vessel will allow a forceful flow of blood? A. arteries B. veins C. capillaries D. valves 2. Which blood vessel is thick-walled and elastic that carries blood away from the heart? A. capillaries B. arteries C. veins D. valve 3. Why should arteries be tough? A. To carry fresh blood to all parts of the body B. To withstand the pressure of blood due to the pumping of the heart. C. To enable blood to exchange nutrients. D. To carry waste materials to the lungs. 4. Why are veins important in blood circulation? A. They carry blood with oxygen away from the heart. B. They carry blood with carbon dioxide towards the heart. C. They make the blood clot. D. They make the blood dark red? 5. Why are capillaries very small in size? A. They are the blood vessels that reach out to the cells. B. They carry blood to the brain. C. They carry oxygenated blood to the heart. D. They carry unoxygenated blood to the lungs. V. Assignment: Draw the blood vessels and label them. Prepared by: JHOANN N. GAMILLA MT-II, Pinamalayan West District
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PELC I.1.1.C HEART Background Information for Teachers The heart is a hollow muscular organ. It is about the size of a closed fist and located at the center of the chest cavity with its apex pointing to the left side of your chest. The heart is made up of cardiac muscles that contract involuntarily. It continues pumping blood as long as the person is alive. It pumps blood even when person is sleeping. The human heart has four chambers. The two thin-walled upper chambers are called atria or auricle. The two thick-walled lower chambers are called ventricles. The heart is divided into two parts: 1) the right atrium and the right ventricle; and 2) the left atrium and the left ventricle. The left and right chambers are completely separated by a muscular wall called the septum. The heart is enclosed in sac called pericardial sac. The valves in the heart are like doors. They control blood flow. They prevent the mixing of blood in the different chambers. The muscles of the heart contract and relax in harmony. This tempo is set as the blood moves throughout the body. The alternating relaxation and contraction of the heart is called the cardiac cycle. The word cardiac refers to something related to the heart. In a normal adult, the cardiac cycle is 60-80 beats per minute. I. Objectives: 1. Identify the parts of the heart. 2. Describe the function of each part of the heart. II. Subject Matter: The Heart- A Fantastic Pump A. Materials: Illustration of the heart, activity cards B. References: PELC VI I.1.1.C Into the Future: Science and Health 6 p.6-10 Microsoft Encarta C. Concept: * The heart is a hollow muscular organ that pumps blood to the different parts of the body. * It is divided into four chambers; two auricles and two ventricles. D. Values: Keeping the heart healthy. E. Skills/ Science Processes: describing, identifying, following instructions, observing F. Pre-requisite: Meaning of heart III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science trivia: The blood in the left side of the heart is completely separated from the blood in the right side. 4. Recall/ Review: Match column A with column B. Write the letter of the correct answer. A B ____1. Known as the river of life A. Plasma ____2. Passageway of blood B. Hemoglobin ____3. Enables the blood to clot C. Blood vessels ____4. Gives blood red color D. Blood ____5. Liquid part of blood E. Platelets
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B. Preparation 1. Motivation: Get your pulse rate. Then run around the room ten times and record your pulse rate. Rest for two minutes and take again your pulse rate. Ask pupils: Does the rate of your heart change? Now, we are going to find out why we have heart. What is the work of the heart? C. Group Activities: 1. Pre-activity: Giving instructions in doing the activity 2. Activity Proper: Group I Problem: How does a heart look like? You need a chickens heart. 1. Observe the shape and surface of the chickens heart. 2. Cut the heart lengthwise to open it. What did you see inside the heart? Squeeze the heart gently. What comes out of the heart? 3. Is the chickens heart similar to our heart? Why? Group II Problem: How fast does your heart beat? You need a stopwatch or a clock with second hand. 1. Turn your left wrist so that the palm is facing up. Put the tips of the two middle fingers of your right hand on the inner wrist of your left hand. Move your fingers slowly toward your thumb until you feel a throbbing on your wrist. 2. Count your pulse beats for one minute. You produce one heartbeat every time your muscle contracts and relaxes. Group III Study the picture below showing the inside parts of the heart and answer the questions that follow.
Heart The human heart is a muscular organ about the size of a fist. With each beat of the heart, oxygen-containing blood pumps to cells throughout the body. The heart contains four hollow chambers that act as temporary storage boxes for blood. The right atrium and left atrium fill with blood from elsewhere in the body. The left ventricle and right ventricle collect blood before pumping it out to other parts of the body. Microsoft Corporation. All Rights Reserved.
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1. How many chambers are there in the heart? 2. What are the two upper chambers and two lower chambers of the heart? 3. Which chamber holds the blood? 4. Which chamber pumps the blood? 3. Post-activity: Reporting the observations D. Analysis and Discussions: 1. What do you call the largest artery connected to the heart? 2. What is the work of atrium and ventricle? 3. What is the function of the heart? 4. What do you call the relaxation and contraction of the heart? E. Generalization: State the concept Text Verification by the Teacher F. Application: What will happen to a person if his heart stops pumping or slows down? G. Valuing: What shall we do to take of care our heart? IV. Evaluation: Direction: Select the letter of the best answer. 1. What is the two thin-walled upper chamber of the heart? A. Veins B. Auricle C. Ventricle D. Aorta 2. The following are descriptions of a human heart EXCEPT one. What is this? A. It is a hollow muscular organ. B. It is located at the center of the chest cavity. C. It is the part where exchange of gas takes place. D. It pumps blood to the different parts of the body. 3. Why does the heart have to pump the blood? A. to provide necessary force for the blood to move from the lower to the upper part of the body B. to collect all the waste materials from the body cells C. to exchange the necessary nutrients D. both a and b 4. Why is the heart important to our body? A. It checks the flow of blood. B. It stops the flow of blood. C. It makes the blood move throughout the body. D. It occupies the chest cavity. 5. Why is it important that the valves control blood flow within the heart? A. To slow down pumping activity of the heart. B. To prevent irritation of the cardiac wall. C. To prevent mixing of oxygenated and deoxygenated blood in different chambers. D. To prevent mixing of oxygenated and deoxygenated blood in the lungs. V. Assignment: Draw the heart and label its parts Prepared by: JHOANN N. GAMILLA MT-II Pinamalayan West District
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PELC I.1.2 PATH OF BLOOD Background Information for Teachers Blood circulation in the body follows different pathways. It can be divided into the pulmonary circulation and the systemic circulation. The pathway of the blood from the heart to the lungs and back to the heart is called pulmonary circulation. In the systemic circulation, the pathway of blood is from the heart to the different parts of the body and then back to the heart. The portal circulation and coronary circulation are subsystems of the systemic circulation since blood flows from the heart to the different body parts and back to the heart. (Cyber Science page 13) I. Objective: 1. Trace the path of blood as it flows from the heart to the different parts of the body. II. Subject Matter: Movements of Blood A. Materials: Illustration of Blood flow, activity cards B. References: Cyber Science 6 p. 13, Science and Me pp. 10-11 PELC VI I.1.2 C. Concept: * The blood circulation is divided into pulmonary and systemic circulation. * The systemic circulation has the subsystems; the portal circulation and the coronary circulation. * Pulmonary circulation is the circulation of blood between the heart and the lungs. * Systemic circulation is the circulation of blood between the heart and the rest of the body. * The coronary circulation is responsible for the transport of nutrients and oxygen to the muscle tissues of the heart. * The portal circulation transports blood from the digestive tract to the liver. D. Values: Maintaining physical fitness through health habits. E. Skills/ Science Processes: Observing, identifying, F. Pre-requisite: Circulatory system and its parts III. Learning Activities: A. Preparatory Activities 1. Daily Routine 2. Weather news 3. Science Trivia 4. Drill: Try to recall the words associated to the circulatory system using the Word Hunt in the puzzle below. Draw a box around the word whether horizontally or vertically. C A P I L L A R I E O R G P H K I D S V S T J L G A B S S E H E K A H F L S D N E R H T R N O J N T A I G E H F O E M R R E D L D H D A B I T S S E G D E S C C K C A T R I A S F L P L A S M A D G S E L E U K O C Y T E S
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S L B V E I N S O K L 5. Recall/ Review: Choose the letter of the best answer. 1. Which blood vessel does aorta belong? A. Vein B. Arteries C. Capillaries D. Valve 2. The following are kinds of blood vessel EXCEPT. Which one is this? A. Veins B. Valves C. Arteries D. Capillaries 3. What part of the circulatory system serves as the passageway of blood? A. Blood Type B. Blood platelets C. Blood vessels D. Blood count 4. Which is the function of the veins? A. carries blood to the heart B. carries blood to the arteries C. carries blood away from the heart D. carries blood to the capillaries 5. Where does the exchange of oxygen and carbon dioxide take place? A. arteries B. veins C. capillaries D. aorta B. Presentation 1. Motivation: Do you know how blood flows to all parts of the body? What will happen if the heart stops pumping or slows down? Show pupils the illustration of the pulmonary circulation and systemic circulation C. Group Activities: 1. Pre-activity: Giving the standards in doing the activity 2. Activity Proper: LEARNING STATION
STATION 1: Problem: How does the blood move throughout the body? Materials: diagram of the heart see page Into the Future: Science and Health 6 p.8, red and blue pen What to do: 1. Examine the diagram 2. Locate the veins coming from the body that serve as pathways of blood going to the right atrium of the heart. Trace the flow of blood using blue colored-pen from the vein until reaching the artery leading to the lungs. 3. Look for the veins that return blood from the lungs going to the left atrium of the heart. Trace the path of blood from that point reaching to the arteries leading to all parts of the body using redcolored pen.
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STATION 2: Imagine that you are a scientist who has been assigned to explore the circulatory system. You are powered with a remote control that you can click to guide the flow of the red blood cells. Which button will you click to identify the circulatory route? Write the numbers in the button accordingly starting with 1. A. Pulmonary Circulation O Oxygen-rich blood from the lung capillaries flow to the pulmonary veins and enter the left. atrium and then to the left ventricle O Oxygen-poor blood from all parts of the body enters the right atrium and flows to the right ventricle. O Blood from the right ventricle is pumped to the pulmonary arteries and then to the capillaries of the left and right lungs. O Blood enters the lung capillaries surrounding the alveoli where exchange of gases takes place. C. Coronary Circulation Oxygen- rich blood from the aorta flows to two coronary arteries. Blood from the left ventricle is pushed to the aorta. Blood from the heart capillaries flows to the cardiac veins leading to the large veins that are connected to the right atrium of the heart. From the coronary arteries, blood goes to the capillaries of the tissues of the heart.
STATION 3: 1. Observe the diagram of the pulmonary circulation, systemic circulation and coronary circulation. 2. Draw an arrow to show the flow of blood. 3. Post-activity: Reporting of the observation D. Analysis and Discussion: 1. What are the kinds of circulation? 2. How does blood move in pulmonary circulation? systemic circulation? coronary circulation? E. Generalization: State the concept F. Application: Using the illustrations of different kinds of circulation, observe the direction of the arrow and find out what is missing in the flow of blood of each kind of circulation. IV. Evaluation: Directions: Choose the letter of the best answer. 1. What kind of circulations takes place when the blood passes through the lungs and back to the heart? A. pulmonary circulation B. systemic circulation C. coronary circulation D. portal circulation 2. Which of the following circulations takes place when the blood goes out through the aorta to all parts of the body? A. coronary circulation B. systemic circulation C. pulmonary circulation D. portal circulation 3. Where does the oxygen-poor blood from the head, neck, and arms flow next in the systemic circulation?
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A. aorta B. inferior vena cava C. superior vena cava D. coronary artery 4. If the complicated network of circulatory system fails to work, what will happen to the human body? A. Blood will flow. B. Heart will require more force to pump. C. Human body will die. D. Human body will require more blood. 5. If the left atrium is blocked by an object, what will happen? A. The heart cannot receive oxygenated blood. B. The heart cannot receive deoxygenated blood. C. The lungs cannot receive oxygenated blood. D. The lungs cannot receive deoxygenated blood. IV. Assignment: Give the functions of the following: a. digestive system b. respiratory system c. urinary system Prepared by: JECELYN A. CASTILLO ZENAIDA D. BAUTISTA Baco District
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PELC I.1.3 HOW DIGESTIVE, RESPIRATORY AND URINARY SYSTEMS ARE LINKED TO CIRCULATORY SYSTEM? Background Information for Teachers: Everyday, we eat food to make us healthy and strong. The food we eat is broken down and absorbed by the tiny blood vessels in the small intestine. The digested food enters into the blood stream and is carried to all the cells in the body. We also need fresh air in order for us to breathe. The air passes through the lungs is and carried to all parts of the body. Our body also eliminates waste liquid called urine through the urinary system. This system filters wastes from the blood. I. Objective: 1. Explain how the digestive, respiratory and urinary systems are linked to the circulatory system. II. Subject Matter: The Circulatory System: How Digestive, Respiratory, and Urinary systems are linked to the Circulatory System A. Materials: pictures, illustrations of digestive, respiratory, and urinary systems. B. References: PELC VI I.1.3 C. Concept: The digestive, respiratory and urinary systems are linked to the circulatory system. The digestive system is linked to the circulatory when the food we ate was broken down and absorbed by the tiny blood vessel in the small intestine. The respiratory system is linked to the circulatory system when the air we breathe passes through the lungs and is carried by the blood to all parts of the body. Likewise, the urinary system filters waste from the blood and therefore linked to the circulatory system. D. Values: Taking care of our body. E. Skills: following instructions, comparing, describing, identifying, F. Prerequisite: different systems of the body III. Learning Activities: Preparatory Activities 1. Daily Routine 2. Weather news 3. Science Trivia 4. Drill: Arrange the jumbled letters to form a word that gives the correct answer. 1. Pumps the blood --------------------------- a t r e h 2. Filter wastes from the blood--------------- y n e k d i 3. Passageway of blood ---------------------- d l o b o s l s v e e s 4. The air we breathe -------------------------- n e x y g o 5. Collects and eliminates liquid waste ----- u y r n i a r t e m s s y 5. Recall: Choose the letter of the correct answer. 1. In what organ does the exchange of oxygen and carbon dioxide happen? A. nose B. trachea C. lungs D. pharynx 2. What is the function of digestive system important in the human body? A. It breaks down and absorbs the food that we eat. B. It filters waste in the blood. C. It pumps the blood to all parts of the body. D. It helps us breathe fresh air. 3. When the kidneys do not function anymore, the following will happen, EXCEPT:
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A. The poisonous wastes in the blood will reach a high level. B. The body systems will function well. C. Other body systems will malfunction. D. The person will develop kidney infection. 4. Why is air important to the body? A. Air gives nutrients. B. Oxygen stays in the lungs. C. The body floats in air. D. Oxygen in the air is needed by the cells in the body 5. Which of the following are the parts of the circulatory system? A. heart, blood, blood vessel C. heart, liver kidneys B. stomach, nose, blood D. ureter, lungs, kidneys B. Presentation 1. Motivation: (collaborative work) Provide materials. Put in proper places the different parts of the following body systems. Group I ---------------Digestive system Group II --------------Respiratory system Group III -------------Urinary system Group IV -------------Circulatory system Ask: How are these systems linked to the circulatory system? Now, we are going to find out how digestive system, respiratory and urinary systems are linked to the circulatory system? C. Group Activities 1. Pre-activity: Giving instructions 2. Activity Proper: LEARNING STATIONS STATION 1: 1. Study the illustration of the digestive system. 2. Read the information below. Food is used by our body for energy and growth. Digested food enters into the blood stream and is carried to all the cells in the body, but the food that we eat is too large to be sent directly into the blood stream for use by the cells. Therefore, the food has to be broken down and changed into simpler forms so that it can be transported to the different parts of the body. The process by which food is broken down into pieces and is used up by all parts of the body is called digestion. The digested food enters into the blood stream and is carried to all the cells in the body. 3. Answer the questions that follow. a. What is the function of digestive system? (break down food into absorbable size) b. How is digestive system linked to the circulatory system?(the absorbable nutrients enter the blood stream and is distributed by the circulatory system) STATION 2: 1. Analyze the illustration of respiratory system. Trace the path of air inside the body showing oxygen-carbon dioxide exchanges.. Explain your work. STATION 3: 1. Observe the illustration of a urinary system. 2. Read the information about it. Then answer the questions that follow. The urinary system collects and eliminates liquid waste. It consist two kidneys, two ureters, the bladder and the urethra. The kidneys are bean-shaped and smaller than the heart. They filter wastes from the blood. The liquid waste is called urine and is yellowish in color. Questions: 1. What is the function of the urinary system? 2. How is the urinary system Pinamalayan West District (2010) Initial Encoder: Jhoann N. Gamilla, MT II, linked to the circulatory system?
Editors: Cynthia Eleonor G. Manalo, Principal I, Roxas District (Summer 2010&2011) Myrna S. Telesforo, Master Teacher I, Roxas District (Summer 2011)
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3. Post-activity: Reporting the observations D. Analysis and Discussions: 1. Oxygen and digested food are needed by our body in order to live and grow. How do they reach all parts of the body? 2. Why is urinary system important? E. Generalization: How are digestive, respiratory, and urinary systems linked to circulatory system? F. Application: What will happen to the circulatory system if there is kidney failure? G. Valuing: Keeping the air clean and fresh, eating the right proportion of food and drinking a lot of clean water will altogether make our body systems function well. IV. Evaluation: Read the questions carefully and write the letter of the correct answer. 1. Which of the following gives the correct idea about the linkage of digestive system to the circulatory system? A. Digested food enters into the blood stream and is absorbed by the tiny blood vessels. B. Digested food goes into the different parts of the body. C. Digested food passes through the respiratory tract. D. Digested food is needed by our body. 2. The respiratory system does the exchange of gas in the lungs. How is the respiratory system linked to the circulatory system? A. It transports blood to the different parts of the body. B. It allows oxygen to pass through the lungs and is carried by the blood to all parts of the body. C. It filters wastes from the blood. D. It digests food to be used by the different parts of the body. 3. The urinary system collects and eliminates liquid waste. What will happen to the blood when the waste of the body will not be collected? A. Blood will become sticky. C. Blood will turn yellowish. B. Blood will be poisoned. D. Blood will increase their liquid part. 4. What are the major parts of the circulatory system wherein other body systems are connected? A. stomach, intestine, liver B. ureter, blood, bladder C. heart, blood, blood vessel D. larynx, pharynx, lungs V. Assignment: Draw a Venn diagram that shows the part of Circulatory System where other body systems like respiratory, digestive and urinary are linked. Prepared by: VIRGINIA S.J. SABA, MT-II REYNALDA M. SOLIS, MT-I Pinamalayan West District
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PELC I.1.4 COMMON AILMENTS OF THE CIRCULATORY SYSTEM Background Information for Teachers: Some diseases of the circulatory system are the primary causes of deaths in the Philippines today. There are several kinds of diseases that are known to attack the heart, the blood, and the blood vessels. Some diseases of the blood are anemia, leukemia, and hemophilia. Some vein disorders include varicose veins and arteriosclerosis. Heart disease may vary from mild palpitation to a more serious rheumatic heart disease. Most of these diseases can be prevented provided they are given immediate and proper treatments. I. Objective: 1. Describe the common ailments of the circulatory system. II. Subject Matter: Common Ailments of the Circulatory System A. Materials: pictures, activity cards, B. References: PELC VI I.1.4 Into the Future: Science and Health 6 p.21-24 Science Spectrum p. 7-8 C. Concept: The most common ailments of the circulatory system are anemia, leukemia, heart attack, and high blood pressure or hypertension, hemophilia, and arteriosclerosis 1. Anemia is caused by the decrease in the number of hemoglobin in the red blood cells. 2. Leukemia occurs when the white blood cells become abnormally great in number. 3. Heart attack occurs when a blood clot or fat get lodged along the blood stream. 4. High blood pressure or hypertension is characterized by a sudden rise in blood pressure. 5. Hemophilia is an inherited disease by males wherein there is a lack of some clotitng factors. The blood coagulates very slowly which results to continuous and excessive bleeding. 6. Arteriosclerosis is the hardening and thickening of the walls of the blood vessels leading to the heart and brain. D. Values: Taking care of the circulatory system E. Skills/ Science Processes: observing, identifying, describing, III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Science Trivia 4. Recall/ Review: Using the diagram of the kinds of circulation, trace the flow of blood in the illustration. (Provide an illustration of kinds of circulation) B. Presentation 1. Motivation: Observe a picture of a man whose blood pressure is being checked by a doctor. Ask: What is the doctor doing? What do you think is happening to the man? What part of the circulatory system is affected? There are people with heart disorders. What may have caused them? Is it their lifestyle or their diet? C. Group Activities 1. Pre-activity:
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Giving instructions in doing the activity 2. Activity Proper: Walk-about/ Treasure or Scavenger Hunt 1. Divide the class into 4 groups 2. Common ailments are posted around the room 3. Each group should go through the different learning stations to examine the common ailments of the circulatory system and answer the corresponding questions given. Note: To maximize time the teacher will give signal for each group when to transfer to other station STATION 1: Anemia and Leukemia Read the informations about anemia and leukemia and answer the questions that follow. Anemia Anemia is caused by the decrese in the number of hemoglobin in the red blood cells. When one suffers from anemia, the blood cannot produce enough hemoglobin. Hemoglobin is the oxygen-carrying pigment of the red blood cells. Anemia may be due to several causes: loss of blood, severe deficiencies in Vitamin B 12 or folic acid, or fast destruction of red blood cells due to diseases. Leukemia Leukemia occurs when the white blood cells become abnormally great in number. There are different types of leukemia. Some are curable while others are not. A person suffering from leukemia easily bruises, bleeds and tires. The person with leukemia develops mouth and sore throats. This condition needs immediate medical attention. 1. Describe anemia and leukemia. 2. What are the symptoms of anemia and leukemia? 3. What are the causes of anemia and leukemia? 4. What is hemoglobin?
STATION 2: Heart attack and Hypertension Look at the pictures and read the information about heart attack and hypertension. Fill in the missing word/ words to complete the idea. Choose the answer from the box below. Heart attack blood clot Hypertension blood vessel obesity
1.____________ is characterized by a sudden rise in blood pressure. 2. A person may feel pain in the neck, chest and abdomen when _____________ occurs. 3. High blood pressure may result to the rupture of the ________________. 4. Too much fat and salt in the diet, __________, lack of exercise, smoking and drinking alcoholic beverages are the causes of high blood pressure. 5. A heart attack occurs when a _______ or fat gets lodged along the blood stream.
STATION 3: Hemophilia and Atherosclerosis Read the information about hemophilia and arteriosclerosis. Hemophilia Hemophilia is a condition in which blood coagulates very slowly. Hemophiliacs may suffer from sudden, unexplained bleeding. They may have severe bleeding from minor injuries
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or within the joints and internal organs. Physicians treat te disorder by injecting the patient with the missing clotting factor. Atherosclerosis Atherosclerosis is a condition characterized by a reduction in blood flow. It is caused by fat or chlesterol deposited on arterial wall. The fat deposits on the arterial wall narrows the area through which blood can flow resulting to high blood pressure. Answer the following questions below. 1. Describe hemophilia and atherosclerosis. 2. What are the causes of these ailments? 3. What would happen to a person when hemophilia occurs? 4. Give other ailments that might attack the circulatory system 3. Post-activity: Reporting the findings of the pupils D. Analysis and Discussion: a. What part of the circulatory system is affected by each common ailment? b. Do young people like you suffer from heart attack and blood pressure? Why? E. Generalization: What are the common ailments of the circulatory system? F. Application: If you notice that one of the members of your family easily develops mouth and sore throat, get bruises, bleeds and gets easily tired, what will you do? IV. Evaluation: Select the letter of the best answer. 1. Which of the following ailment is caused by decrease in the number of hemoglobin in the red blood cells due to iron deficiency? A. Leukemia B. Heart attack C. Anemia D. Hypertension 2. Which of the following characterizes leukemia? A. uncontrolled production of iron C. uncontrolled production of red blood cells B. uncontrolled production of cholesterol D. uncontrolled production of white blood cells 3. Which of the following is the symptom of hemophilia? A. bleeding B. clotting C. pain at the nape D. difficulty in breathing 4. Which of the following causes the blood vessels to harden? A. too much exercise B. too much calcium C. too much iron D. too much cholesterol 5. Hypertension is the sudden rise of blood pressure. What are the possible causes of this condition? I. Stress II. Smoking III. Fatty food IV. Swimming A. I an II only B. I, II and III ony C.I, II, III and IV D.I, III and IV only IV. Assignment: List down healthy practices to prevent ailments of the circulatory system. Prepared by: NORMA D. REYES Naujan West
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ROLANDO C. LLAMOSO JR. Naujan East PELC I.1.5 HEALTH HABITS TO PROTECT CIRCULATORY SYSTEM Background Information for Teachers Disease of the Circulatory System may be influenced by poor or wrong environment, nutrition and health habits. To maintain good health, we have to live in a clean and pollution-free environment, live peacefully with people around us, do not over-eat and exercise regularly.
I.
Objective: 1. Practice health habits to prevent ailment in the Circulatory System
Subject Matter: Health Habits to Prevent Ailment in the Circulatory System A. Reference: Into the Future 6, pp. 26 27 PELC VI I.1.5 B. Materials: picture and charts C. Concept: The following are healthy habits to protect Circulatory System: 1. For the heart, minimize salt intake, get enough sleep, rest and proper exercise. 2. For the blood, eat balance diet; avoid fatty foods, harmful drugs and crowded places. 3. For the blood vessels, avoid standing or sitting for a long period without stretching or moving around, treat cuts and other breaks on the skin at once, wear loose clothes to avoid restriction of blood circulation and do not take unprescribed medicine. D. Values: Avoid vices such as drinking liquor and smoking E. Skills: Observing, describing, communicating F. Pre-requisite: Ailments of the circulatory system
II.
III. Learning Activities A. Preparatory Activities 1. Daily Routine 2. Weather News 3. Science Trivia 4. Recall/Review Match the diseases in Circulatory System in Column A with its description in Column B. Column A Column B 1. hypertension A. a sudden slow or fast of heart beat 2. anemia B. cancer of the blood 3. leukemia C. is due to blockage of blood in the blood vessels 4. heart attack D. is the decreased number of white blood cells 5. palpitation E. is the sudden increase of blood pressure B. Presentation 1. Motivation Singing or playing the song Anak. What happened to the son/daughter in the song? Do you wish to experience the same? C. Group Activities 1. Pre-Activity Teacher will group the pupils into four, 3 pictures will be provided to each group (showing care for the circulatory system). 2. Activity Proper Pupils will describe what the picture says about prevention of ailments in Circulatory System.
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3. Post Activity Group reporting D. Analysis/Discussion What are the health habits that should be practiced regularly to maintain a healthy Circulatory System? E. Generalization The healthy habitsto protect the circulatory system. F. Application 1. You are invited to a party. What kind of food will you eat? 2. Number the health practices according to your need at this moment. ____treat cuts or breaks on the skin ____avoid crowded places ____eat a balance diet ____avoid fatty foods ____wear loose clothes ____have a regular check up ____never take unprescribed medicine ____avoid harmful drugs ____minimize salt intake ____get enough rest and sleep IV. Evaluation Choose the letter of the best answer. 1. What kind of food blocks the blood flow in blood vessels? A. carbohydrate-rich food C. fatty food B. fruits D. green leafy vegetables 2. The following healthy practices favor the heart, EXCEPT; A. minimal salt intake C. enough sleep B. smoking D. rest and proper exercise 3. Crowded places may cause a person to be injured and infected which may have direct and sudden damage to; A. heart B. blood vessels C. blood D. veins 4. Which of the following is a healthy diet? A. instant noodles soup, bread and fried egg B. rice, barbecue and fried fish C. grilled fish, mixed vegetable, rice D. meat balls, soda drinks, rice 5. For healthy blood vessels, observe the following practices: I. Stand or sit for a long time. II. Move around to stretch body parts. III. Treat skin cuts at one. IV. Wear loose clothes. A. I, II, III and IV C. I, II and III only B. II, III and IV only D. I, III and IV only V. Assignment Write a promise letter to God and to yourself on what you will do to prevent ailment in the Circulatory System. Prepared by:
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ARLENE C. ALBAY Teacher II- Roxas District PELC I.2.1 NERVOUS SYSTEM Background Information for Teachers: The nervous system is the control center of your entire body. It is like a giant communication system that collects and processes information and makes sure that appropriate information is sent to all parts of the body. It keeps your organs working properly and allows you to speak, hear, see, smell, think, move, and feel different kinds of emotions. It receives any information from the environment through your sense organs, processes and interprets the information in the brain, and responds to that information. I. Objectives: 1. Identify the parts of the nervous system. 2. Describe each part of the nervous system. II. Subject Matter: Parts of the Nervous System A. Materials: Illustration of the nervous system, activity cards, charts B. References: PELC VI I. 2.1 Into the Future: Science and Health 6 p. 30-31 Microsoft Encarta 2009 C. Science Concept: * The nervous system is made up of the brain, spinal cord and nerves. * The brain is the master organ of the nervous system and the control center of the body. * The spinal cord is the delicate cordlike materials inside the backbone. * The nerves also called nerve cells or neurons are the basic unit of the nervous system. D. Values: Taking care of the parts of the nervous system. E. Skills/ Science Processes: Identifying, observing, describing, inferring F. Pre-requisites: Meaning of nervous system III. Learning Activities: A. Preparatory Activities 1. Daily routine Look for the following words from the puzzle and encircle them. Brain nerve spinal cord A S M O W B C Q N S R L A N T F C O P N O M T F B R A I N A P R E V R E N L B A N L L C M A R O C B R B R T L S Z G T D B D R C S T W X Y M K P O M T F C X B Z A R B N O C X Z W X D O P M N Z O N Q X
2. Recall: Direction: Read the sentences carefully and encircle the letter of the correct answer. 1. Which of the following activities does NOT facilitate the healthy circulation of the blood? A. Smoking C. Feeling relaxed B. Eating proper food D. Eating a balanced diet 2. What is the fatty- food substance that hardens or clogs the arteries? A. Margarine B. Rice C. Digested food D. Protein
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3. If a child regularly eats iron-rich foods, what could happen to his blood? A. It can circulate well. C. It will take a shorter time to clot. B. It will become dark red. D. It will be able to produce antibodies. 4. What causes anemia? A. Lack of factor VIII C. Immature cells B. Lack of oxygen-carrying materials D. Increase number of RBC 5. What causes congenital heart disease? A. Intake of drugs by the father. B. Infection of the mother after giving birth C. Smoking and drinking alcoholic beverages by pregnant mother D. Pregnant mother with a heart disease B. Presentation 1. Motivation: From the moment you wake up until you reach the school, many things happen inside your body. Your heart is beating. Your stomach and small intestine are digesting foods. Your lungs are moving as oxygen and carbon dioxide are exchanged in it. Observe the things happening around you. Even when you were sleeping all systems inside your body are working. Why can your body do so many things at the same time? What part of your body control all your actions? Now, we are going to study about the nervous system and its parts C. Group Activities 1. Pre-activity: Giving / setting standards in doing activities 2. Activity Proper: Do the activity by LEARNING STATION STATION 1: Materials: Handful of sand, handkerchief, a book Procedure: 1. Blindfold one of your classmates. 2. Balance a book on his head. 3. Guide him to walk on a path where you have secretly placed a mound of sand 4. Observe how he walks with a book on his head, and then look at his face as he steps on the mound of sand. 5. Ask him what he felt while doing the activity. 6. Ask him what he thought while doing the activity. STATION 2: Nervous System 1. Observe the diagram of the nervous system The nervous system is made up of the brain, the spinal cord, and nerves that connect the brain and spinal cord to the rest of the body. The brain sends messages through the rest of the nervous system to tell your body what to do. Microsoft Corporation. All Rights Reserved. Microsoft Encarta 2009. 1993-2008 Microsoft Corporation. All rights reserved. 2. What are the parts of Nervous system? Describe each.
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3. Post-activity: Reporting of the observations D. Analysis and Discussion 1. How did your classmate keep the book balanced on his head? 2. What did he think about when he first stepped on the mound of sand? 3. After stopping on the mound of sand, what was his reaction? 4. What structure protects the brain and the spinal cord? (skull & spinal column or backbone) 5. What are the important parts of the nervous system? (brain, spinal cord & nerves) E. Generalization: State the concept . F. Application Prepare two bags of similar size and shape. Fill one of the bags with heavy materials while the other with light materials. Ask pupils, Which bag is heavy? What will you do to find out which bag is heavy? Let them sequence how parts of the nervous system helped them in answering. G. Valuing: What will you do to protect our nervous system? IV. Evaluation: 1. Which illustrates the nervous system?
2. What is the control center of the nervous system? A. Spinal cord B. Nerves C. Brain D. Backbone 3. Why is brain enclosed in the skull? A. For protection B. For sound proofing C. For design D. For a better look 4. What is the most complex and complicated system of the body? A. Digestive system B. Respiratory system C. Excretory system D. Nervous system 5. Which of the following parts of the nervous system extends to the other cells of the body and receives and transmit messages? A. Brain B. Backbone C. Nerve cell D. Spinal cord V. Assignment: Draw the main parts of the nervous system and label it.
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PELC I.2.1.A BRAIN Background Information for Teachers: Millions and millions of nerve cells that support, nourish and protect the nerve cells make up the brain. The brain is the control center of the body. The soft delicate tissues of the brain are protected by covering membranes and the strong case formed by the skull. The brain is divided into different centers for sensing and responding stimuli. These centers are connected with one another by neurons. The neurons are the smallest parts of the nerves. The brain has three main divisions- the cerebrum, which is the largest part of the brain and enables you to think, memorize, recognize, and be aware of the things happening around us. The cerebellum controls the movement of your muscles. The medulla oblongata which is the base of our brain and controls the basic life functions such as heart and breathing. It takes care of reflex actions such as blinking, coughing, and knee jerk reflex. The brain weighs between1,250 1,380 grams and is made up of 30,000,000 cells which continue to grow until the individual is 20 years old. The brain has three main parts: cerebrum, cerebellum and brain stem. The cerebrum is the largest part of the brain. It is responsible for controlling speech, memory and intelligence. It acts as the center of emotion, consciousness, learning and voluntary movement. The cerebellum is located beneath the cerebrum. Muscle movement is coordinated by cerebellum which means little brain. It coordinates involuntary and muscular actions. It is responsible for mans ability to learn habits and develop skills and helps maintain ones sense of balance. The brain stem contains vital centers for autonomic functions. It is the elongated area at the base of the brain. The lower part of the brain stem is called medulla oblongata. It is responsible for the control of several vital functions of the heart, stomach, diaphragm and esophagus. The average brain weight of a newborn human is 350 to 400 grams. I. Objectives: 1. Identify the parts of the brain. 2. Describe the functions of the brain. 3. Describe the functions of the cerebrum, cerebellum and brain stem. II. Subject Matter: Parts of the Brain and Its Functions A. Materials: Illustration of the brain, activity cards, charts B. References: PELC VI 2.1.A Into the Future: Science and Health 6 p.34-35 C. Concept: * The three main parts of the brain are the cerebrum, the cerebellum and the brain stem. * The cerebrum is the largest part of the brain. It controls all conscious activities, mental or thinking processes such as remembering, perceiving things, solving problems, understanding concept and language. * The cerebellum is located at the back of the skull and almost covered by the cerebrum. It is responsible for maintaining posture as well as for smoothing out and coordinating physical activities such as walking, dancing and writing. * The brain stem is a small part of the brain connected to the top of the spinal cord. It takes care of the reflex or automatic actions such as breathing, coughing, digestion and blood circulation. D. Values: Keeping the brain healthy. E. Skills/ Science Processes: Identifying, Observing, Describing, Inferring F. Pre-requisites: Meaning of brain and its parts III. Learning Activities: A. Preparatory Activities 1. Daily Routine
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2. Weather News 3. Science Trivia 4. Drill Connect the body parts which were cut into pieces then label the parts of the nervous system. 5. Recall/ Review: Conduct a game Divide the class into 4 groups. Each group will be given set of letters which they will use /form to answer the questions to be read by the teacher. The group who got the highest score will win. Questions: 1. What is the most complex system in the body? 2. The brain is a mass of nerve cells located in the head. What do you call the bony structure that protects the brain? 3. What is the cord-like material found inside the backbone? B. Presentation 1. Motivation: Request pupils to take out their notebooks. Have them close their eyes and count ten leaves. Ask, How were you able to count the sheets or leaves without seeing them?(by moving the fingers and feeling the sheets or leaves one by one.) How were you able to feel and count at the same time? (Let them give their inferences) Show an enlarge picture of the brain C. Group Activities 1. Pre-activity: Giving instructions/ setting standards before doing an activity 2. Activity Proper: Group 1 Materials: cattles brain, illustration of brain What to do: 1. Get the cattles brain provided by the teacher. 2. Describe the physical features of the brain * How big is the brain? * What covers the brain? 3. Touch the surface of the brain. * How does it feel?
4. Cut the brain lengthwise. 5. Compare the brain with the illustration of the human brain. * Does the human brain have shape as that of the cattle? * Does the human brain have folds too?
Group II Materials: flashcards (The teacher will use the flashcards used in reading, e.g.CVC words) What to do: 1. Read the set of words written on the flashcards. 2. After reading, list down as many words as you can remember without looking at the flashcards. * How many words did you remember? * Which part of the brain do you think controls your memory? Group III Materials: Concept cards(The teacher will make concept cards based from BIT/Concept above that will answer the following questions.) What to do: A. Read the information about the brain written on the activity card. B. Answer the questions that follow 1. What are the three main parts of the brain? 4. Where does cerebellum located? 2. What is the largest part of the brain? 5. What does cerebellum controls? 3. What part of the brain do you think has the ability to solve problems? 6. What part of the brain is responsible for the control of several vital functions of the heart, Initial Encoder: Jhoann N. Gamilla, MT II, Pinamalayan West District is the weight of the brain? stomach, diaphragm and esophagus? 7. What (2010)
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3. Post-activity Reporting of the observations D. Analysis and Discussions: 1. What are the three main parts of the brain? 2. How is each part working? E. Generalization State the Science concept F. Application What part of the brain controls the following activities? ____________ 1. Solving mathematical exercises ____________ 2. Playing basketball ____________ 3. Moving of blood in the blood in the body ____________ 4. Memorizing a poem ____________ 5. Dancing on top of the bench ____________ 6. Balance a book on the head ____________ 7. Reciting a rhyme G. Valuing: How can you maintain a healthy brain? IV. Evaluation: Directions: Choose the letter of the correct answer. 1. What is the largest part of the brain that controls the mental processes such as thinking, solving problem and analyzing? A. Brain stem B. Cerebrum C. Cerebellum D. Brain 2. What are the three main division of the brain? A. cerebrum, cerebellum, skull C. cerebellum, spinal cord, cerebrum B. cerebrum, brain stem, cerebellum D. cerebellum, brain stem, spinal cord 3. The cerebellum controls the following, EXCEPT one. Which one is this? A. Muscle movement B. Breathing C. Balance D. Involuntary action 4. Which of the following is controlled by the brain stem? A. memorizing B. playing C. digestion of food D. emotions 5. What will happen if a person injures part of his/her brain? A. Action will continue to be coordinated B. The brain decays. C. The person will die. D. The person cannot integrate and coordinate his/her movement. V. Assignment: Draw and label the parts of the brain.
Prepared by: ROSANIE F. VALIENTE LOURDES D. MENDOZA

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Naujan East District PELC I.2.1.B SPINAL CORD Background Information for Teachers: The spinal cord is the extension of the brain. It is the channel through which messages travel from the nerves in the different parts of the body to the brain at the back. It consists of bundle of nerve fibers. When a part of the spinal cord is damaged, a person could be paralyzed. A person who is paralyzed losses sensations in the parts of the body where the nerve fiber is connected. The spinal cord receives messages from the different parts of the body through the sensory nerves and relay these messages to the body tissues and organ, instructing them to take appropriate action. Some instructions may come directly from the spinal cord. The spinal cord is located inside the backbone. The backbone protects the spinal cord. The spinal cord controls most reflex actions. I. Objective: 1. Describe the function of the spinal cord. II. Subject Matter: The Functions of the Spinal Cord A. Materials: illustration of the spinal cord, activity cards B. References: PELC VI I.2.1.B Into the Future: Science and Health 6 p. 35-36 C. Concept: * The spinal cord is a cord-like material within the backbone or spinal column. * It extends downward from the medulla oblongata through four-fifths (4/5) of the spinal column. It is encased in a tube filled with spinal fluid. * Like brain, the spinal cord is a delicate organ. Injuries to it can cause paralysis or loss of control over voluntary movements. D. Values: Keeping spinal cord healthy. E. Skills/ Science Processes: identifying, observing, describing, inferring F. Pre-requisites: reflex actions, backbone, spinal cord III. Learning Activities: A. Preparatory Activities 1. Daily Routine 2. Weather News 3. Science Trivia 4. Drill: Work on the puzzle below. Look for the words listed and encircle it horizontally, diagonally, and vertically. Backbone, brain, skull, B R A I N D R L R J cerebrum, cerebellum, A S R F W S H L I K spinal cord, nerve, C P E G E A N U T M K I S H R S K K Y V fiber B N W J T X T S U D O A W N Y F R K E M N L C N J D W H U C E C W E K C Q L E S U O S S R C L L D D Y R T D E E S T T G T D G D B H B E G H E U E E I H K R T F R J R S F D F G U G F E G H J K L P O M C H L K O I E R E R
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5. Recall/ Review: Choose the letter of the correct answer. 1. What is the largest part of the brain? A. Spinal cord B. Cerebrum C. Nerves D. Cerebellum 2. Which part of the brain is responsible for reflex actions such as blinking, and sneezing? A. Cerebrum B. Brain stem C. Cerebellum D. Thalamus 3. Why is the brain enclosed in the skull? A. For protection C. For a better look B. For decoration D. For sound proofing 4. Which part of the brain enables you to remember the topics discussed in the classroom? A. Brain stem B. Skull C. Nerves D. Cerebrum 5. Which of the following is not the main part of the brain? A. Skull B. Brain stem C. Cerebrum D. Cerebellum B. Presentation 1. Motivation: Ask the pupils to stand and form two lines. They will work in pairs. One pupil in every pair will stand at the back of his/her partner. Request the one in front to stand straight. Those standing behind will place their palms at the back of those who are standing in front of them. Then let their fingertips feel the backbones of the pupils standing in front of them. Ask why the backbone is important. Now, we are going to study what is inside your backbone. C. Group Activities 1. Pre-activity Giving and setting standards in doing activity 2. Activity Proper: (Same activity for all groups) Materials: illustration of spinal cord, activity sheets What to do: 1. Look at the diagram of the spinal cord. Observe where is it located and connected. 2. Read the information about the spinal cord. Then answer the questions. The spinal cord is a long slender nerve that is connected to the medulla oblongata and goes down to the spinal column or backbone which protects it. Like the brain, the spinal cord has a protective covering and is surrounded by a fluid. All messages to and from the brain pass through the spinal cord. It is a link between the brain and the nerve cells all over the body. Questions: 1. What is spinal cord? 2. What protects the spinal cord? 3. Where is the spinal cord connected? 4. What is the work of the spinal cord? Initial Encoder: Jhoann N. Gamilla, MT doPinamalayan West District (2010) 5. What II, you think will happen if the spinal cord was injured?
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2. Post-activity Reporting of the findings. D. Analysis and Discussions 1. What bones protect the spinal cord? 2. What is the function of the spinal cord in the nervous system? 3. What are the parts connected to the spinal cord? E. Generalization: State the concept F. Application: Match the items in column A with those in column B. Write only the letter of the correct answer. A B ____ 1. Information from the nerve cells reach the brain through it. A. Backbone ____ 2. This bone must be strong to protect spinal cord B. Work of spinal cord ____ 3. Part where spinal cord is connected C. Spinal cord ____ 4. Receives messages to and from the brain D. Medulla oblongata G. Valuing: Why do we need to protect our spinal cord? IV. Evaluation: Choose the letter of the best answer. 1. What is the function of the spinal cord? A. receives and delivers messages to and fro the sense organs B. stores and interprets messages C. transmits information or impulses to and from the brain D. controls balance and movement 2. Where did the spinal cord connected? A. to the brain C. to the nervous system B. to the backbone D. to the nerves 3. Why do we need strong backbone? A. to stand tall. C. to protect delicate spinal cord B. to straighten the body D. to keep body warm 4. Why is spinal cord important to our body? A. because it allows signals to be sent from the brain to the different parts of the body B. because it is delicate. C. because it is the control system of the body. D. because it gives support to the body. 5. What happened when the spinal cord was injured? A. we will be paralyzed C. we will loss our appetite B. we will become weak D. we will look pale V. Assignment: Draw and label the spinal cord.
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PELC I.2.1.C NERVES Background Information for Teachers: Nerves are also called neurons or nerve cells. It is the basic unit of structure in the nervous system. Nerve cells form a network to receive and send messages. A nerve cell has a center called the nucleus. Threadlike parts called dendrites branch out from the body of the cell. These dendrites are the receiver of messages from the different parts of the body. The axon is the transmitter or sender of the messages to the next nerve cell in the network. Nerve cell has specialized work. For example, there are nerve cells that receive only messages about hearing, seeing, tasting or smelling. There are nerves that receive only messages of heat, cold or pain. Some nerve cells carry messages to the muscles so they can move. Other nerve cells pass messages from one kind of nerve cell to another kind of nerve cell. I. Objectives: 1. Describe the function of the nerves. 2. Identify the different nerves in the body and their functions. II. Subject Matter: Nerves in the Body A. Materials: Illustration of the nerve cell, activity cards B. References: PELC VI I.2.1.C Into the Future: Science and Health 6 p. 31-33 C. Concept: * The nervous system contains a network of nerves that carry signals and impulses to all parts of the body. * The different kinds of nerve cells are the sensory nerves and the motor nerves. * The sensory nerves carry impulses from the sense organs to the brain. * The motor nerves carry command impulses from the brain to the muscles that will do the command. D. Values: Taking care of the sense organ. E. Skills/ Science Processes: Identifying, Observing, Describing, Inferring F. Pre-requisites: meaning of nerves III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News. 3. Science Trivia 4. Drill Fill in the line to complete the statement with the first letter as the clue. 1. S_ _ _ _ _ C_ _ _ _ carries messages from the sense organs to the brain. 2. M _ _ _ _ neurons send impulses to the muscles and glands making them react. 3. S _ _ _ _ _ _ neurons pick up information about your external and internal environment from the sense organs. 4. A _ _ _ is a part of a neuron that carries messages away from the nerves. 5. B _ _ _ _ is the control center of the body. 4. Recall/ Review: Choose the letter of the best answer. 1. Which is the function of the brain?
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A. interprets message C. removes waste B. carries food to the cells D. protects the nerves 2. Which is not in the control of the brain stem? A. Breathing B. Speaking C. Beating of heart D. Feeling of thirst 3. When you read a text message, what part of the brain is functioning? A. Cerebrum B. Cerebellum C. Brain stem D. Spinal cord 4. Which is the part that protects the spinal cord? A. Tendon B. Skull C. Backbone D. Nerve 5. What is the work of the spinal cord? A. Links between the brain and the lungs B. Found inside the backbone C. A cord-like material in the spinal column D. Receives messages to and from the brain B. Presentation 1. Motivation: Word Can Be Real! Read each phrase below. Then write the name of the sense that goes with each one in the box below.
TOUCH TASTE HEARING SMELL SIGHT
1. A sweet perfume __________________ 6. A glass of cold tea _________________ 2. Salty tears __________________ 7. A Bright sunny day _________________ 3. Thick forest __________________ 8. A burning rice field _________________ 4. A big, warm hug __________________ 9. A ducks quack _________________ 5. A dogs bark __________________ 10. A rough piece of wood _______________ Have you ever wondered why can you see, hear, smell, and walk all at the same time? C. Group Activities 1. Pre-activity Giving and setting standards in doing activities 2. Activity Proper: (Learning Station) STATION 1:
Get a watch with a second hand or a stopwatch. From your group, choose one of your members to do the activity. Ask him to close his eyes. Place an object in front of him and tell him that he should describe its color, shape and size of the object. Then record the time (number of seconds) he is able to do this. Then blind fold him. Let him touch an object and describe how it feels. Record how long it takes him to do this. Let him smell an object such as alcohol. Let him describe its smell and guess what it is. Let him taste a fruit and ask him to name it. Let him listen to a sound and ask him to identify the sound. Record your observation in the observation sheet given to your group.
OBJECTS USED SENSES USED TIME CONSUMED TO DESCRIBE THE OBJECT (IN SECONDS)
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STATION 2: Read the paragraph and answer the questions that follow. How Nerves Relay Messages? A nerve tissue is made up of several neurons, which are arranged in such a way that the branching threads of an axon intermingle with the dendrites of the neuron. However, the two sets of branches do not actually touch. There is a gap between the branches called synapse. When an electrical impulse moves along a nerve, it jumps across the synapse between one neuron and its neighbor. There are two kinds of nerves. They are the sensory nerves and motor nerves. The sensory nerves carry impulses from the sense organs to the brain. The motor nerves carry command impulses from the brain to the muscles that will do the command. For instance, you touch a hot object. The nerve endings in the skin of your fingers are stimulated to send impulses to your brain. The brain interprets the impulse as pain. However, although the brain interprets the impulse as pain it is not felt in the brain but rather in the finger that touched the objects. Questions: 1. What is a synapse? 2. What are the two kinds of nerves and their functions? STATION 3: Read the situation then answer the questions. You are jogging with your brother in the plaza. All of a sudden there was a mad dog barking at you and ready to bite you. What will you do? Why? Does your nerve cells carry message to the different parts of your body concerned? How? 3. Post-activity: Reporting of findings D. Analysis and Discussion: 1. How do nerves relay messages? 2. What are the kinds of nerves? 3. What are the functions of each kind? E. Generalization: State the concept F. Application: Romeo is crossing the railroad. He heard the whistles and sounds of the rolling train. He looked in the direction where the train is coming from. He calculated the distance of the train. He crossed over hurriedly and safely to the other side of the tracks. How did Romeo avoid danger of being hit or run over by the train?
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G. Valuing: What will you do to take care of your senses?
IV. Evaluation: Choose the letter of the correct answer. 1. Why can you hear sounds? A. the nerves that are sensitive to sounds carry the messages to the brain B. the nerves that are sensitive to light carry the messages to the brain C. the inner ear collects the sounds D. the sounds are loud enough 2. Which fibers carry impulses away from the cell body? A. artery B. axon C. vein D. dendrites 3. Which neuron passes the message or signal back to the muscles or glands? A. motor neuron B. sensory neuron C. interneuron D. None of the above 4. When you touch something sharp, you move your hand away from the object as soon as you feel the pain sensation. Why? A. The muscles contract before the message reaches the brain. B. The blood moves faster because of the pain. C. The message travels fast because of the pain. D. The messages to and from the brain travel fast through the nerves. 5. When you see a snake in your way, which neuron receives the information? A. motor neuron B. sensory neuron C. interneuron D. spinal cord V. Assignment: Answer the questions. 1. How does a message from the nerve cell in the eyes reach the brain? 2. How does a message from the brain reach the tongue? 3. What happens if the nerves in your legs are injured?
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PELC I.2.2 PATH OF MESSAGE Background Information for Teachers: Neurons act as the communication pathways of messages throughout the body in the form of the fast-moving electrical energy. The electrical messages that pass along the neurons are called impulses. An impulse begins with a stimulus from the environment that is detected by the receptors of the sense organs. Everything that can be picked up by your sense organs is a stimulus. Your book, the rough sand paper, the cold water and the red rose in the vase are examples of stimuli. I. Objective: 1. Trace the path of message in the nervous system. II. Subject Matter: Path of Message in the Nervous system A. Materials: Illustrations showing the normal path and the easy path of message B. References: PELC VI I.2.2 Into the Future: Science and Health 6 p. 41-43 C. Concept: There are two pathways by which messages are transmitted: 1. Carrying the message to the brain Sense organ nerve spinal cord brain 2. Bringing the message to the spinal cord and back to the body part that will do the action nerve spinal cord body part that will do the action
Sense organ
D. Values: Appreciation of the different parts of the nervous system E. Skills: Observing, describing, identifying, F. Prerequisite: parts of the nervous system III. Learning activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Science Trivia 4. Drill: Arrange the jumbled letters with given clues to form a correct word. 1. S E L L C R E V E N ---- receives and delivers message from and to the sense organs 2. R A B I N -----stores and interprets messages 3. D R O C P I L N A S ---transmits information/impulses to and from the brain 4. B R C E R E U M ---the largest part of the brain 5. C R E B L U E M E L --controls balance and movement 5. Recall: Fill in the bubbles with the correct answer.
Parts of the Brain
Major Parts of the Nervous System
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B. Presentation 1. Motivation: Do you see the wires in the electric posts along the streets? What are they for? (Wires are materials that transmit electricity from power source to houses) Now, we are going to find out how messages are transmitted to all parts of the body. C. Group Activities 1. Pre-activity: Give instructions before doing an activity. 2. Activity Proper: Problem: How are messages transmitted in the body? What to do: Observe the illustrations then answer the questions that follow: Picture 1 ------a boy who touched a hot object Picture 2 -----a girl who saw a snake crossing her way Picture 3 ------a burning candle suddenly fall on girls hand Picture 4 ------a child who saw a green mango that made her mouth to water * What will you do if; a. you suddenly touch a hot object? b. you saw a snake crossing your way? c. a burning candle fell on your hand? * What is your initial reaction when you see a green mango? * How are messages transmitted in each situation? 3. Post-activity: Reporting the observations D. Analysis and Discussions: 1. What are the two pathways by which messages are transmitted? 2. Why are some parts of the body are more sensitive than the others/ 3. What is the automatic response to the environment that happens without action from the brain? E. Generalization: How are messages in the body transmitted? F. Application: You are walking alone. Suddenly, a mad dog blocks your way. You felt afraid and you ran as fast as you could. Why? G. Valuing: What will you do to our parts of the nervous system in order that the path of message will not be delayed or broken? IV. Evaluation:
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Read the question carefully and select the letter of the best answer. 1. Which neurons carry messages from the sense organs to the brain? A. motor nerves B. sensory nerves C. connector nerves D. blood vessels 2. Which of the following is reflex action? A. blinking of the eyelids B. beating of the heart C. inhaling and exhaling D. circulation of blood 3. What is the usual path of message received by the body from the environment? A. Brain nerves spinal cord sense organs B. nerves sense organs brain spinal cord C. spinal cord sense organ brain nerves D. sense organ nerves spinal cord brain 4. When you touch something very hot, you move your hand away from the object as soon as you feel the hot sensation. Why? A. The muscles contract before the message reaches the brain. B. The blood moves faster because of the heart. C. The message travels fast because of the blood. D. The messages to and from the brain travel fast through the nerves. 5. Reflex action happens when messages transmitted bypasses the brain. Which path illustrates reflex action? A. nerves sense organs spinal cord nerves B. sense organs nerves spinal cord sense organs C. sense organs nerves spinal cord brain D. spinal cord sense organs brain nerves V. Assignment: Cite an example to show that the nervous system operates as a two-way communication system.
Prepared by: ELVIRA MANGARING Bulalacao District ELVIRA A. SUCGANG Mansalay District FORTUNATA P. NAJITO Pola District
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PELC I.2.3 AILMENTS OF NERVOUS SYSTEM Background Information for Teachers: Although your brain and spinal cord are covered with meninges and enclosed in bony structure, these are not entirely resistant to damage and infection. Some common ailments of the nervous system are migraine, meningitis, hydrocephalus, epilepsy, cerebral palsy, multiple sclerosis, Alzheimers disease, Parkinsons disease and poliomyelitis. I. Objective: 1. Describe the ailments that affect the parts of the nervous system. II. Subject Matter: Ailments that Affect the Nervous System A. Materials: pictures, activity cards, B. References: PELC VI I. 2.3 Into the Future: Science and Health 6 C. Concepts: 1. Some of the common ailments that affect the brain are cerebral palsy, epilepsy, hydrocephaly, Alzheimers disease, multiple sclerosis, migraine, meningitis, and rabies. 2. Some of the ailments of the nerves are poliomyelitis, and Parkinsons disease. D. Values: Showing love and concern to person with disorder. E. Skills/ Science Processes: observing, describing, identifying F. Pre-requisite: parts of nervous system III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Science Trivia 4. Drill: What part of the brain controls the following activities? ______________ 1. Solving mathematical exercises ______________ 2. Playing basketball ______________ 3. Moving of blood in the body ______________ 4. Memorizing a poem ______________ 5. Dancing on top of the bench ______________ 6. Balance a book on the head ______________ 7. Suddenly stepping on a soft mound of sand 5. Recall/ Review: What is the usual path of messages received by the body from the environment? B. Presentation 1. Motivation: 1. Have you ever experienced a headache? Which part of the nervous system is likely affected? 2. Can you identify the parts of the nervous system that are likely affected by the following situations? > The person cannot maintain balance of movements.
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> The mother can no longer remember the name of her child. > The hand of the man can no longer feel the heat of boiling water. > The person does not jerk his knee when it is struck. > The person has disturbances of speech. : Now we are going to find out what are the diseases or ailment that affects the nervous system. C. Group Activities 1. Pre-activity Give instructions in doing the activity. 2. Activity Proper: Group I 1. Read the information about hydrocephaly, epilepsy, cerebral palsy, and Alzheimers disease. 2. Answer the following questions. a. Describe hydrocephaly, epilepsy, cerebral palsy and Alzheimers disease. b. What part of the nervous is affected by these ailments? c. What are the causes of these diseases? d. What will you do to avoid these ailments/
Group II 1. Read the information about multiple sclerosis, migraine, meningitis, and rabies. 2. Answer the questions based on what youve read. a. Describe multiple sclerosis, migraine, meningitis, and rabies. b. What part of the nervous system is affected by these diseases? c. Give the causes of these ailments. d. Can these diseases be avoided? How?
Group III 1. Read carefully the information about poliomyelitis and Parkinsons disease. 2. Try to answer the following questions. a. Describe poliomyelitis and Parkinsons disease b. What part of the nervous system might be affected by these ailments? c. What are the possible causes of these diseases? d. How can poliomyelitis be prevented? e. What are the symptoms of multiple sclerosis? 3. Post- activity: Reporting the findings D. Analysis and Discussion: 1. Name all the ailments that affect the brain and the nerves. 2. Differentiate Alzheimers disease and Parkinsons disease E. Generalization: What are the ailments that affect the parts of the nervous system? F. Application: Fill in the blocks with correct letters to identify the disorder of the nervous system.
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1. A disease characterized by severe headache on one side of the head. M n
2. A disease characterized by the enlargement of head in newborn infants. h 3. A disease associated with failing memory or impaired thought processes due to old age. A s A
4. A disease characterized by slow movement, extreme rigidity of the voluntary muscles which is sometimes called shaking palsy P s s
5. A disease that can be prevented by vaccines P s
G. Valuing: What will you do to help if your one of the family members suffers epilepsy? IV. Evaluation: Read the questions carefully and select the letter of the best answer. 1. When a child is affected with poliomyelitis, which of this may result? A. blindness B. encephalitis C. paralysis D. deafness 2. Which of the following is a symptom of Parkinsons disease? A. shaking of arms and legs C. drooping of the eyes B. enlargement of the head D. angry outbursts 3. What is the cause of cerebral palsy? A. cutting off of oxygen supply to the brain B. infection of the spinal cord C. a bruise in the nerves D. a concussion in the head 4. Why should a person avoid being bitten by a mad dog? A. A mad dog can make a person invalid. B. A mad dog has rabies which can cause madness and death. C. A mad dog can cause meningitis. D. A mad dog can cause encephalitis. 5. Which part of the body is affected by meningitis? A. liver B. brain C. stomach D. appendix V. Assignment: List down healthy practices to care for the nervous system.
Prepared by:
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CATALINA S. SENA MT-I Gloria District CHONA R. MENDIZABAL MT-II Pinamalayan East PELC I.2.4 HEALTH HABITS FOR THE NERVOUS SYSTEM Background Information for Teachers: The nervous system controls all the other organ systems of the body. When the nervous system is damaged, however, it has very limited capacity for repair. This system must therefore be kept in good condition. There are some ways to keep the nervous system healthy. I. Objective: 1. Practice health habits to prevent ailment of the nervous system. II. Subject Matter: Taking Care of the Nervous System A. Materials: pictures, activity cards B. References: PELC VI I.2.4 Into the Future: Science and Health 6 C. Concept: There are ways of keeping the nervous system healthy such as; 1. Eat a well-balanced diet 2. Have enough rest and exercise. 3. Avoid alcoholic drinks. 4. Observe safety measures to avoid falls and accidents. 5. Keep away from smoking. 6. Take medicines and drugs only upon the doctors advice. D. Values: Keeping the body healthy. E. Skills/ Science Processes: Observing, Analyzing, Enumerating F. Pre-requisites: drugs, vaccination, III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science Trivia 4. Drill Answer the puzzle below. Circle the word being described in each sentence. 1. It is characterized by an extreme enlargement of the head in a newborn baby or infant. (Hydrocephaly) 2. It is a disease caused by bacterial or vital infection. (Meningitis) 3. A nervous disorder characterized by a severe headache. (Migraine) 4. It is also called Littles Disease because it usually causes brain damage to children. (Cerebral Palsy) 5. It is called infantile paralysis. (Poliomyelitis) G P S D X Z H O C C D F K L I E S M I G R A I E O R E W K H M F B S F Y Y O R Y H D E R A Y C R L R L E D O I W P W G C T W A S I E I J L G R P S R S Y H H H D Y D X A G F F F V L S H S R N Y J T H F S
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Z G
H J
C M
N E
F N
S I
A N
F G
C I
S T
G I
E S
G D
X T
X U
C Y
D B
5. Recall/ Review: Choose the letter of the correct answer. 1. Which of the following food groups contains a balanced diet? A. malunggay, pork, fish C. pork, chicken, bread and coffee B. vegetables, meat, fish and rice D. hotdog, egg, fruits and rice 2. Nena was a 9 year old girl. She should get enough rest and sleep in order to be strong and healthy. How many hours should Nena spend in sleeping everyday? A. 8-10 Hours B. 6-8 hours C. 4-6 hours D. 3-5 hours 3. Which of the following drinks should one take in order to be healthy? A. coffee B. milk C. coca-cola D. beer 4. What kind of exercise is good for us to become physically fit? A. jogging B. running C. sleeping D. hopping 5. If you are riding in a motorbike, what should you wear? A. sun visor B. buri hat C. helmet D. a very soft hat B. Presentation 1. Motivation: Ask pupils Are you healthy? Give reasons why you are healthy. What will happen to your body if you are not healthy? Show pupils pictures of sleeping baby, infant getting vaccination, person who is exercising, and basic food groups. Tell something about each picture C. Group Activities 1. Pre-activity: Giving instructions in doing the activity 2. Activity Proper: Group I ------ Act- out and explain how each one of you can have enough rest and sleep. Group II ---------Draw / illustrate some foods we should eat to have well-balanced diet. Explain what well-balanced diet is. Group III-------- Show exercises that they can keep our body healthy. Group IV ---- Act-out a situation in a Health Clinic wherein some infants get vaccination. Explain its importance. Group V ---- Act-out a situation that you are riding a motorcycle wearing helmet. Give its importance. Group VI --- Name or list down the right kind of drinks we should take in order to be healthy. 3. Post-activity: Acting- out or showing the activity done by group. D. Analysis and Discussion: 1. What should we do to keep our nervous system healthy? 2. How can we prevent some ailments of the nervous system? 3. Why is it important to take care of our nervous system? E. Generalization: What are the ways of taking care of the nervous system? F. Application: Why is it important to take care of our nervous system?
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IV. Evaluation: Read carefully each situation. Choose the letter of the correct answer. 1. Which of the following should you do to avoid too much exposure to paint, pesticides or varnish when applying them? A. Use mask to cover your nose when applying them. B. Use your hands to cover your nose when applying them. C. Use a plastic to cover your nose when applying them. D. Use a cloth to cover your nose when applying them. 2. How can you get enough rest and sleep? A. Go to bed earlier. B. Go to bed at midnight. C. Go to bed very late at night. D. Go to bed twelve midnight. 3. What should you give to a baby to avoid suffering from diseases? A. immunization B. antibiotic C. vitamins D. anesthesia 4. Which of the following beverages is not good for the body? A. milk B. fruit juices C. hot tea D. coca-cola 5. Which of the following shows proper health habits to keep our nervous system healthy? A. exercise regularly B. avoid coffee, cola and alcoholic beverages C. always wear seatbelts when riding an automobile D. all of the above V. Assignment: Cut-out pictures or posters showing proper health habits of the nervous system. Prepared by: ROSEMARIE B. REYES Puerto Galera District SHALLIMAR I. ANONUEVO San Teodoro District
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PELC II.1 RELATIONSHIP BETWEEN AND AMONG ORGANISM IN AN ECOSYSTEM Background Information for Teachers No man is an island. The saying is not only applicable to man but also to every organism in the world we live in whether tiny and simple to more complex organism. It is because living things develop some kind of relationships among themselves and their environment. The branch of Science that deals with the relationships of living things to each other and to their environment is called ecology. The scientists who study these relationships are called ecologists. The study of ecology must be global in nature because the changes in even distant parts of the earth and its atmosphere affect the local environment. Our understanding of the natural world and its ability to work harmoniously with nature is the key to survival and well-being.
I.
Objective: Explain the relationships between and among the components of an ecosystem
Subject Matter: Explaining the Relationships Between and among the Components of an Ecosystem A. Reference: Into the Future 6, pp. 57 144 Science Spectrum 6 pp. 76 - 120 PELC II.1 Grade 6 B. Materials: pictures, illustrations, cut-outs of animals, charts C. Concept: Living things depend on each other in the foods they eat. They decrease in population of one organism affects the population of other species. We, as the highest form of animals should help maintain the balance in an ecosystem. D. Values: Conservation of natural resources E. Skills: Observing, describing, classifying, inferring, communicating F. Pre-requisite: food chain, food wed, interrelations among organisms
II.
III. Learning Activities A. Preparatory Activities 1. Daily Routine 2. Weather News 3. Science Trivia 4. Recall/Review Describe the relation of the following: 1. plants and grasshopper 2. soil and plants 3. frogs and mosquitoes 4. trees and orchids 5. tapeworm and pig B. Presentation 1. Motivation Show pictures of rainforest and denuded forest. Which picture do you like more? Why?
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Group Activities 1. Pre-Activity Instruction:

C. 1. Pupils will be divided into Five Groups 2. Pupils will play a game simulating what happens in the
forest. They will have to show why some organisms die while others survive. 2. Activity Proper Sound Producing Contest 1. Produce the sound assigned to the group as the teacher point his/her hand. The group which can not produce the sound in two seconds will be out and the organisms that depend on it will be out also. 1st try-out snakes, frogs, plants, goat, man 2nd try-out bird, trees, insect, lizard, hawk 3. Post Activity Each Groups representative will give feedback about the game. D. Analysis and Discussion Why do some organisms become extinct? Show the illustration of the organisms in an ecosystem in an ecosystem. Have the pupils remove one cut-out organism in the illustration, then tell the effect of this. How do organism relate to the ecosystem? What is its role to the ecosystem? E. Generalization Choose two organisms from the chart and explain their relationship. Text verification Read the lesson in the textbook F. Application You found a little bird in the bush. What will you do with the birdie? G. Valuing Do you still want to see the animals and plants ten years from now? What will you do? IV. Evaluation Explain the relationship that exists between the following organisms: 1. Snake eating a frog 2. Orchids wrapped around a tree 3. Rat eating the rice 4. Tapeworm inside the cow 5. Aphids present in the stem of plants. V. Assignment Draw the animal that President Gloria Macapagal Arroyo wants to breed in Pampanga to lessen or eliminate diseases caused by mosquitoes. Prepared by: ARLENE C. ALBAY Teacher II Roxas District
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PELC II.1.1 ECOSYSTEM Background Information for Teachers: Planet earth is full of life. All around you are communities of people and a variety of animals and plants. Their presence makes our environment a wonderful and interesting place. Living organism affects one another. There is interaction among them and there can be interdependence among them, too. All the population of plants and animals in an area make up a community. All living things in the pond community (example of ecosystem) make up biotic factors. These living things are the fish, frogs, birds, insects and the variety of plants in that pond. There are also nonliving things in the pond such as water, sunlight soil, stones and air. These are called abiotic factors. I. Objectives: 1. Describe an ecosystem. 2. Describe living (biotic) and non-living component (abiotic) in an ecosystem. II. Subject Matter: Ecosystem A. Materials: cut-outs, aquarium, pictures B. References: PELC VI II.1.1 Into the Future: Science and Health 6 Science and Health for a Changing Environment 6 p.75 C. Concept: 1. An ecosystem is a particular place in which the community of organisms interacts with the physical or non living environment. 2. Abiotic environment refers to the involving part of the environment like air, soil and the sunlight. 3. Biotic refers to something with life such as plants and animals. D. Values: Love and care for the environment. E. Skills/ Science Processes: Observing, describing, identifying, following instructions F. Pre-requisites: Meaning of living and non-living things III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Drill: Loop the living things with blue ink and the non-living things with red ink that you can find in the puzzle. S T O N E U P N K S H I P A A L I I S L N I G L A M A U L F N I F N E C S A R L T T M R N O H S A W A T E R L S N J S M F I V
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4. Recall/ Review: Guessing Game: 1. I am big. I can carry heavy things. Who am I? _____________________ 2. You cannot see me but you can touch me. ______________________ 3. I am a mans best friend. I guard your house night and day. ________________ 4. I visited you everyday. Plants, animals and man need in order to live. ________ B. Presentation 1. Motivation: Read the poem entitled All Things Are Bright and Beautiful Answer the following questions. 1. What living and non-living things are stated in the poem? 2. Where do you find these living and non-living things? 3. How can you describe a mountain? Where do birds live? Where can we find fishes? C. Group Activities 1. Pre-activity: Giving instructions in doing the activity. 2. Activity Proper: Group I What to do: 1. Investigate an aquarium. 2. Answer the following questions. a. What living things have you seen in the aquarium? b. What non-living things are there in the aquarium? c. How do these living and non-living things affect one another? Group II 1. Go outside the room and observe a garden. 2. What living and non-living things do you find there? 3. Write your answers in the table below. LIVING THINGS
NON-LIVING THINGS
Group III Lets Go Fishing What to do: Pick out the cut-outs from the box using the fishing rod then group them into living and nonliving things using the table below. LIVING THINGS NON-LIVING THINGS
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3. Post-activity Reporting the activity done D. Analysis and Discussions: 1. What are the living and non-living things you saw in the aquarium? How about in the garden? 2. How do these organisms interact with one another? E. Generalization: How will you describe an ecosystem? F. Application: What will happen if an organism is alone in an ecosystem? Do you think it will survive? Why? G. Valuing: As a child, what will you do to preserve the living and non-living things in our environment? IV. Evaluation: Read the questions carefully. Choose the letter of the correct answer. 1. Which of the following is a group of biotic community? A. plants, animals, people C. air, sunlight, water B. people, air, sunlight D. bird, stone, paper 2. What non-living things can you find in the pond? A. fish, stone, algae B. snail, air, water C. water, soil, pebbles D. soil, mudfish, rock 3. How will you describe an ecosystem? A. It refers to the involving part of the environment. B. It is a population of plants, animals, and non-living things in area interacting with one another? C. It refers to something with life. D. All of the above 4. How do non- living things affect the organisms? A. Living things depend on non-living things in the environment. B. Living things interact with non- living things. C. Non- living things are affected by the type of climate and location. D. Both A and C 5. Suppose there were no plants on earth, do you think animals can live on it? A. Yes, because animals can live without plants Key: B. No, because animals depend on plants. 1. A C. No, because animals need other animals. 2. C D. Yes, because animals eat other animals. 3. B
4. B 5. B
V. Assignment: Draw a forest ecosystem in a piece of coupon bond and list down the living and nonliving things found on it. Prepared by:
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JHOANN N. GAMILLA MT-II REYNALDA M. SOLIS MT-I Pinamalayan West District PELC II.1.2.A FOOD CHAIN Background Information for Teachers: All living things depend on the sun for energy. Green plants store solar energy through the process of food production called photosynthesis. Green plants are the organisms in the environment capable of producing their own food. A food chain shows the energy relationship among organisms. It shows the connection between producers (plants) and consumers (plant and animal eaters). I. Objectives: Describe a food chain to illustrate feeding relationships. Construct a food chain. II. Subject Matter: Food Chain A. Materials: pictures, real objects, activity cards B. References: PELC II.1.2.A Into the Future: Science and Health 6 Science and Health for a Changing Environment 6 p. 80 C. Concept: A food chain is the transfer of energy found in food from producer to consumers and from one consumer to another through the eating process. The feeding links between producers, first-order consumers and second-order consumers make up the food chain. D. Values: Preserving our environment E. Skills: Observing, describing, identifying, inferring F. Prerequisite: ecosystem, producer, consumer III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science Trivia 4. Drill: The teacher will divide the class into two groups and will give each group a set of pictures to label them properly on the board. PRODUCERS CONSUMERS
5. Review: Look at the pictures and tell the living and non-living things found in it. B. Presentation 1. Motivation:
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Ask the class what they ate yesterday. List their answer s on the board. Then let pupils identify which food comes from plants and from animals. Show picture of a pond ecosystem and ask pupils what do animals in the pond eat? C. Group Activities 1. Pre-activity: Giving instruction in doing the activity 2. Activity Proper: Group 1 What to do: 1. Look at the illustration and answer the questions that follow. Picture of a palay ---- Picture of a chicken --- Picture of a boy Questions:
a. Which organisms make food?
b. Which organism feeds directly on plant? c. Which organism feeds on the organism that feeds on plant? d. What relationship is shown in the diagram? Group 2 Using the following organisms; grasshopper, frog, grass, snake, and man. Identify which organisms are eaten and serve as food. Use an arrow to show the feeding relationship. 3. Post activity: Reporting the observations. D. Analysis and Discussion: 1. Which is the producer in the illustration? 2. Which is the primary consumer? Secondary consumer? 3. What is transferred from the plants to consumers? E. Generalization: What is a food chain? Text Verification by the Teacher F. Application: Fill in the missing organism to complete the food chain 1. algae -- ___________ ---- duck 2. corn--- mouse------- _________ 3. _______---- caterpillar--- chicken 4. mango----- housefly--- __________ 5. ________---- bird ----- man G. Valuing: Will this food chain help in the conservation of our ecosystem? How? IV. Evaluation: Read the questions carefully and select the letter of the correct answer. 1. Which is the primary consumer in the feeding relationship, pechay-- worm- chick? A. Pechay B. Chick C. Worm D. Both B and C
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2. Which of the following is the second order consumer in this food chain? Rice bran--- chicken--- snake----eagle A. Eagle B. Snake C. Chicken D. All of these 3. Why are plants called producers? A. They can be eaten. B. They produce the food for the consumers. C. They give us wood. D. They are living things. 4. Using the illustration palay---- bird--man, what might happen if the producer is not present in the food chain? A. Consumers will become healthy. B. Consumers will decrease in number. C. Consumers will increase in number. D. Consumers will continue to grow. 5. The food chain of a dengue-bearing mosquito includes man. How may the population of the mosquito be controlled best? Key: A. Break the food chain of the mosquito 1. C B. Break the life cycle of the mosquito 2. B C. Drive the mosquito away 3. B D. Hide under mosquito net all day 4. B
5. B
V. Assignment: Construct a food chain in a forest ecosystem
Prepared by: MINNIE C. GARGULU Victoria District
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PELC II.1.2.B FOOD WEB Background Information for Teachers: Food webs are sets of food chains that are linked together by a set of relationships. A food web involves more organisms at each atrophic level and more diverse diet. In a food web, an animal may become a first-order or second-order. I. Objectives: Describe food web to illustrate feeding interrelationships. Construct a food web. II. Subject Matter: Food Web A. Materials: pictures of plants, animals, illustration of food chain B. References: PELC II.1.2.B, Into The Future: Science and Health 6, Science Connection 6, Science plus More6 C. Concept: A food web is a pattern of overlapping and interlinked food chains. It is made up of two or more interrelated food chains. D. Skills: observing, describing, constructing, comparing E. Values: Taking care of plants and animals. F. Prerequisite: food chain, producer, consumer, III. Learning Activities: A. Preparatory Activities 1. Drill: 2. Weather News 3. Science Trivia 4. Recall/ Review: Illustrate food chains using the list of organisms given Corn man worm grasshopper rat snake grass frog bird chicken palay B. Presentation 1. Motivation: Show to the pupils an illustration of a food chain. Ask: What is the producer in the food chain? Which is the primary consumer? Is it possible that a plant or animal can be eaten by more than one organism? Now, we are going to study what are animals that can eat two or more animals. C. Group Activities 1. Pre-activity: Giving instructions in doing the activity 2. Activity Proper:
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Group I 1. Study the diagram below. Snail------------> Heron
Rice Plant ------------->
Rat -------> Snake------------>Eagle
Chicken ----------> Hawk 2. The diagram shows a feeding relationship. Construct a food chain using the given illustration. Group 2 1. Study the illustration below. Answer the questions that follow Lion Eagle Deer Monkey Chicken Rabbit Snake Owl
Camote Questions: 1. How many food chains are shown in the illustration? 2. Which is the producer in the plant-animal relationship? 3. Which of the animals in the illustration had eaten two or more animals? 4. What do you call the feeding relationship shown in the diagram? Why?
3. Post-activity: Reporting the observations D. Analysis and Discussions: 1. What is the difference between a food chain and a food web? 2. How can we illustrate a food web?
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E. Generalization: What is a food web? Text Verification by the Teacher F. Application: Construct a food web using the list of organisms given below. Grasses Rabbit Owl Grasshopper G. Valuing: What shall we do to plants and animals in order to help in their reproduction and preservation of their plant- animal relationship? IV. Evaluation: Read the questions carefully and choose the letter of the correct answer. 1. Which of the following statement best describe a food web? A. It a series of feeding relationship. B. It is a plant-animal relationship. C. It is an overlapping food chain. D. It is a predator-prey relationship. 2. Using the illustration below, which of the following is the final consumer? Rat Palay Worm chicken snake Vegetables lizard snake worm Hawk mice decomposers bird
A. worm B. snake C. chicken D. rat 3. The diagram below shows a food web. Which animal is both a first-order and second-order consumer? Bird Cat Plants Caterpillar Bird Mouse Snake
A. Bird
B. Caterpillar
C. Snake
D. Cat
4. Suppose you are asking to construct a food web, which of the following organisms will you use the producer in the feeding relationship? A. bird B. algae C. snail D. caterpillar 5. Why is the answer in Question Number 3 considered as the first-order consumer? Because it feeds on; A. plants B. cat C. snake D. both mouse and snake V. Assignment: Observe your community and list down the organisms you find. Construct a food web using the list of organisms.
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Prepared by: RINA T. GARDOCE EGT-III Victoria District PELC 11.1.2.C FOOD NUTRIENT CYCLE Background Information for Teachers: Man is happy with the food he gets from plants. The plants supply nutrients such as carbohydrates from rice, corn or potato; protein from beans or peas; fats from coconut or peanut; vitamins and minerals from fruit and vegetables. What would happen after the plants have manufactured the nutrients and man has fed on them? Organisms need food nutrients in order to live. Food nutrients are produced by plants. Plants use water and minerals from the soil, carbon dioxide from the air, and light energy from the sun to make their food through the process photosynthesis. When plants and animals die and are buried in the ground, they are acted upon by decomposers such as bacteria. Dead and decaying matter give off carbon dioxide which is used by plants in making their food. Some of the nitrogen returns to the air and some is used by plants. The decayed matter mixes with soil, making it fertile. Plants grow on the soil. People and animals that eat these plants get the nutrients, and so the food nutrient cycle goes on and on. I. Objectives: 1. Describe the interrelationship among living organisms in an ecosystem through food nutrient cycle. 2. Explain that decomposers help in the food cycle. II. Subject Matter: The Food Nutrient Cycle A. Materials: illustration of food nutrient cycle, activity cards, B. References: PELC Grade VI II.1.2.C Into the Future: Science and Health 6 page 66 Science and Health for a Changing Environment 6 p.84 C. Concept: 1. Food Nutrient Cycle is the process by which nutrients are passed from living things to the non-living environment and then back to the living things in a continuous cycle. 2. Decomposers help dead matter to decay and return the nutrient to the soil when they used by growing plants. D. Values: Awareness of the benefits that living things get from the environment. E. Skills/ Science Processes: Observing, describing, inferring, following instructions F. Pre-requisite: food chain and food web, photosynthesis III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Drill Arrange the jumbled letters to form new word 1. D O R P S R U E C 5. T R I A C B E 2. S C N O M R E S U 6. P E D C M O R S E O 3. D N C O E S T I M O P I O 7. B EW ODFO 4. G I F N U 8. D O F O I H A N C
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4. Recall/ Review: 1. What is a food chain? 2. What is the first link in the food chain? 3. What are carnivores? Herbivores? 4. What is a food web? 5. Give examples of food chain B. Presentation 1. Motivation: Show the pupils a sample of a decaying log or tree. Let them observe the materials. Ask: Why does the material decay? Ask: What are the nutrients needed by plants to make food? What do you think will happen to the nutrients in plants that animals eat?
C. Group Activities 1. Pre-activity: Giving standards while doing the activity 2. Activity Proper: Same activity for all groups What to do: 1. Look at the illustration and read the information about the food nutrient cycle. 2. Answer the question a. What happens when plants and animals die? b. What help in the decay of dead animals and plants? c. What is acting upon on the decayed plants and animals? d. What gas is given off by dead plants and animals? e. How do decayed matters help in growing plants? f. Why are decomposers useful in the food nutrient cycle? g. Why does food nutrient cycle is a never ending process? 3. Post-activity: Reporting on the observations. D. Analysis and Discussion: 1. Which help in the decay of dead animals? decaying plants? 2. What is the movement of nutrients between living and non-living environment called? E. Generalization: Why is food nutrient cycle a never ending process? Text Verification by the Teacher F. Application: Mang Estong piled the banana stalks at their backyard. What is expected to happen with the stalks after several months? Why? G. Valuing: What is the best way of disposing biodegradable materials? IV. Evaluation:
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Read the questions carefully and select the letter of the best answer. 1. Where do plants get the carbon dioxide they need in manufacturing food? A. land B. water C. air D. sunlight 2. What do animals get from plants besides food? A. oxygen B. carbon dioxide C. light D. heat 3. Why are decomposers important in the food nutrient cycle? A. They release nutrients from dead organisms back to the soil. B. They clean the environment of wastes. C. They get their food from dead plants and animals. D. They are present in great numbers. 4. Why are the nutrient needed by plants and animals never completely used up? A. The movement of nutrients is continuous cycle. B. There are many plants and animals around. C. The sun always provides energy for plants to make food. D. There is enough supply of water to take care of plants needs. 5. How do organisms utilize the stored energy from green plants? A. It enables them to move and carry out body functions. B. It converts waste materials into fertilizers. C. It traps the suns energy to manufacture their food. D. It changes simple raw materials to complex one. IV. Assignment: Make a diagram of the food nutrient cycle
Key: 1. 2. 3. 4. 5.
C A A A A
Prepared by: ELENA M. TIERRA Victoria District
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PELC II. 1.2. B OXYGEN-CARBON DIOXIDE CYCLE Background Information for Teachers: For millions of year, oxygen has been used. However, the earths oxygen has not run out. It is constantly recycled. Green plants are the earths main supplier of oxygen. By the process called photosynthesis, green plants produce food and give off oxygen to the air. This process helps to replace oxygen taken from air by living things. Oxygen is taken in by living things in order to live. Hence, green plants through photosynthesis help to recycle the earths oxygen. The oxygen taken in by living organism combined with carbon and is given off as carbon dioxide during respiration. Green plants take in this carbon dioxide again. Use it to produce food and give off oxygen in return. This interactive process is known as the oxygen- carbon dioxide cycle. I. Objectives: Describe the oxygen- carbon dioxide cycle. Construct the oxygen- carbon dioxide cycle. II. Subject Matter: Oxygen-Carbon Dioxide Cycle A. Materials: diagram of the oxygen- carbon dioxide cycle, activity cards, B. References: PELC II. 1.2.B Grade VI, any Science book C. Concept: Oxygen is a gas released as a by-product of photosynthesis. Carbon dioxide is released by respiration. Carbon released when decomposition occurs. Oxygen is released by plants. It is taken in by animals. Carbon dioxide is taken in by plants for photosynthesis. D. Values: Conserving our forest E. Skills: observing, classifying, describing F. Prerequisites: photosynthesis, respiration, oxygen, carbon dioxide III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Drill: Arrange the jumbled letters. 1. g n e y o x -------------------------- __________________ 2. s s e h t u y s o t o h p I ----------- __________________ 3. e t r h a ----------------------------- __________________ 4. n o c r a b e x i o d d I ----------__________________ 5. y l c e c ------------------------------ __________________ 4. Recall: What are the components of air? What is photosynthesis? B. Presentation 1. Motivation: Let pupils do the inhale exhale exercise. Feel the air that gets into your body. Exhale slowly.
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Ask: What gas do you inhale? Exhale? In what way do plants and animals depend on one another? C. Group Activities 1. Pre-activity: Giving instructions in doing the activity 2. Activity Proper: Group I- Life in an aquarium What to do: (See Textbook Into the Future Science & Health 6 ) 1. Get the following materials: aerator, bowl, three aquarium fishes, plants, pebbles, and tap water. 2. Arrange the materials to form an aquarium. Put aerated water into the bowl and gently out the fish into it. 3. Observe the behavior of the fish in the bowl. A. Do you think the fish will grow in the aquarium? Explain. B.Why aquatic plants are grown in an aquarium? C. Are the air bubbles produced by an aerator important to the other living things in the aquarium? Explain. Group 2 1. Look at the illustration of the oxygen-carbon dioxide cycle. 2. Note the gases involved in the cycle and their sources. 3. Answer the questions that follow a. Which gases are involved in the cycle? b. What is the source of oxygen? c. What is the source of carbon dioxide? d. Which organism takes in carbon dioxide? e. Which organism takes in oxygen? f. What is the shape of the path of the gases? Group 3 Materials: jar with a screw cap, a little amount of sand, small pebbles, green water plants Procedure: 1. Place about 6 centimeters of clean sand and pebbles at the bottom of the jar. Add water until the jar is half-full. Then plant the green water plant. 2. Place the jar in the place where it will get enough sunlight. Observe the jar for at least 5minutes.Gradually, what do you see on the underside surface of the leaf? What are those bubbles? Where did it come from? 3. Post-activity: Reporting the observation D. Analysis and Discussions: 1. What do plants give off during photosynthesis? 2. What do animals and plants take in and give off during respiration? 3. Which process supplies oxygen to the environment? 4. In which process does green plant need oxygen? E. Generalization What does oxygen- carbon dioxide cycle show? Text Verification by the Teacher F. Application:
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Imagine the world without plants, what would happen to man and animals? G. Valuing What will you do to make sure that enough oxygen is present in your place? IV. Evaluation: Read the questions carefully and select the letter of the best answer. 1. What gas is needed by plants in making food? A. carbon dioxide B. nitrogen C. oxygen D. all of these 2. Which of the following are the by-products of respiration in man and animals? A. oxygen B. carbon dioxide C. water D. nitrogen 3. What is the continuous use and exchange of gases between living things and the environment? A. water cycle B. carbon cycle C. oxygen-carbon dioxide cycle D. nitrogen cycle 4. Which diagram below shows the oxygen-carbon dioxide cycle? A. Plant Man B. Plant Man C. Plant Man D. Plant Man
5. What will happen if the supply of carbon dioxide is permanently cut off? A. Green plants will grow. B. Photosynthesis will not take place. C. Animals cannot undergo respiration. D. All of the above. V. Assignment: Construct a diagram of the oxygen carbon dioxide cycle
Prepared by: MINNIE C. GARGULU Victoria District
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PELC II. 1.2. C NITROGEN CYCLE Background Information for Teachers: A part of all organisms contain nitrogen. Nitrogen (symbol is N 2). N2 is part of all amino acid molecules (amino acid contains nitrogen, hydrogen H2, carbon C and oxygen O2). Amino acid is the building block of proteins. One amino acid attached to another amino acid and so on will make a certain protein molecule. Plants make all the amino acids they need. Animals produce only some amino compounds. They must get all the other amino acids they need by eating other animals and plants. Nitrogen constantly undergoes a cycle where it is being removed from and returned to the air in a series of chemical reactions. Nitrogen circulates among the atmosphere, the soil, and living things in a process called the nitrogen cycle. Pure nitrogen gas (N2) cannot be absorbed by any living thing. In order for nitrogen to be useful, it needs to combine with certain other elements like oxygen or hydrogen to form compounds. In the nitrogen cycle, useful nitrogen compounds are produced before returning nitrogen gas to the air. Nitrogen gas in the atmosphere cannot be used by plants. It has to be converted to useful nitrogen compounds (in liquid or solid form). Useful nitrogen compounds are nitrite (NO 2), nitrate (NO3) and ammonia (NH3).
Nitrogen gas + Oxygen gas + Hydrogen gas (in the atmosphere) = Nitric acid N2 + 3O2 + H2 2HNO3
Nitric acid in soil = nitrites + oxygen = nitrates
2HNO3
4NO2
(Hydrogen is released in air) = ammonia
2O2
4NO3
Nitric acid in soil
2HNO3
I. Objectives:
H2 in soil
NH3
Describe the interrelationship among living organisms and nitrogen cycle. II. Subject Matter: Nitrogen Cycle G. Materials: diagram of nitrogen cycle, activity cards H. References: PELC II. 1.2.C Grade VI Into the Future: Science and Health 6 page 68-69 Science Spectrum 6 by: Fallaria, etal pages 91-93 I. Concept: Nitrogen is important in building proteins needed by plants and animals. This nutrient also flows in the environment. The waste materials decomposed by bacteria forms part of the nitrogen cycle. The bacteria in the soil act on the decomposing bodies of plants and
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animals to form nitrites in the soil. Other soil bacteria obtain energy by converting nitrites (another form of nitrogen) to nitrates. Nitrates are products of decomposition needed and used by plants. Plants depend on nitrogen supplies found in the soil. Values: Importance of dead organic matters as decomposers. Utilizing Compost Pit. K. Skills: observing, classifying, describing L. Prerequisites: animals and plant composition (protein), bacteria, oxygen, carbon dioxide
J.
III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Drill: Provide cards to pupils. Match the chemical name with corresponding Chemical formula. Allow pupils to guess. You can check it later or during the Generalization.
Nitroge n Hydroge n Oxygen Nitrite Nitrate Ammoni a
N2
4. Recall:
H2
O2
NO2
NO3
NH3
Call on a pupil to illustrate on the board the oxygen carbon-dioxide cycle. Other pupils may label the processes/parts involved. B. Presentation 1. Motivation: Show a picture of lightning. Ask what is the benefit of lightning in plants. (Answer: The energy in lightning converts nitrogen gas in air into nitrogen compound which is deposited in soil when rain drops it. The nitrogen compound mixes with soil and plants absorb it. This nitrogen compound is a fertilizer.) Provide a commercially available Urea fertilizer and a picture of or actual sack/container to show the presence of Nitrogen element in its ammonia compound. Ask: Why do farmers and plant growers use this fertilizer? Where do you think it goes? Now, let us learn more about nitrogen as it revolve around our atmosphere and soil. C. Group Activities 1. Pre-activity: Give proper instructions and precautions. Provide Simple Rubric Scale to rate pupils performance and reporting. 2. Activity Proper: Instruction for all groups: The 3 groups will have 1 white cartolina each. The teacher will post an Illustration of Nitrogen Cycle. Strips of processes, labels and arrows will be provided to each group. A member will copy and draw the same Nitrogen Cycle in their cartolina. Other members will label the parts and put respective arrows indicating proper flow. The group who can work fast and perfect will be the first to present and will be given higher points. TASK: Members will discuss the interrelationship between living organism and nitrogen cycle and answer the following questions. QUESTIONS: 1. What Nitrogen form is useful to plants to be absorbed? (Nitrogen compounds in liquid or solid form)
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2. What are the examples of Nitrogen compounds? (Nitrates, nitrites,
ammonia)
3. Where can we find Nitrogen gas? (In the atmosphere/air) 4. Where can we find nitrogen compounds (liquid or solid)? (Carried
down by rain, in soil, commercially-prepared fertilizer) 5. What is the benefit of Nitrogen compounds to plants?(The nitrogen compounds are used by plants to form amino acids that are processed into proteins) 6. What living and non-living things convert Nitrogen gas into useful nitrogen compounds (nitrates)? (Decomposing bacteria in dead plants and animals convert Nitrogen to nitrate and ammonias; Lightning converts Nitrogen to nitrates and ammonia in the atmosphere) Illustration to be posted on board and drawn by each group:
3. Post-activity: Reporting the observation Expected illustration which will be the product of pupils group work with proper label.
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D. Analysis and Discussions: Pupils will be asked to trace the flow of nitrogen in the cycle. E. Generalization Concepts learned. Text Verification by the Teacher F. Application: Pupils will be encouraged to have compost pit in their respective backyards to help in the conversion of nitrogen to useful compounds. G. Valuing Availability of free oxygen and hydrogen is very vital in nitrogen cycle. So we better take care of our environment. IV. Evaluation: Direction: Select the best answer: 1. The following is a nitrogen compound produced when nitrogen gas reacts with oxygen gas present in decomposing bacteria; A. Nitrogen cycle B. Lightning B. Nitrate D. Free nitrogen 2. What are the processes a nitrogen gas undergoes in the Nitrogen cycle? I. acted upon by lightning II. carried down by rain III. dissolved in soil IV. absorbed by plants V. decomposed by bacteria VI. remained buried in soil A. I, II and III only C. I, II, III, IV, and V only B. I, II, III, and IV only D. I, II, III, IV, V and VI 3. Plants absorb nitrogen in the soil. This nitrogen is the important element in forming amino acid which becomes; A. carbohydrates B. proteins C. fats D. vitamins 4. The following are important factors to be present in the nitrogen cycle: I. decomposing bacteria II. lightning III. oxygen IV. free nitrogen V. hydrogen VI. carbon dioxide A. I, II and III only C. I, II, III, IV, and V only B. I, II, III, and IV only D. I, II, III, IV, V and VI V. Assignment: Describe the kinds of interrelationship among living organism
Prepared by: Cynthia Eleonor G. Manalo

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Roxas District
PELC II.1.2.1. KINDS OF INTERRELATIONSHIPS Background Information for Teachers: Plants and animals may develop unique relationships with each other due to their habitual and sometimes life-long associations with one another. In fact, some of their relationships are very important In their survival within the ecosystem. Symbiosis is a special and close association of individuals of different population of organisms. There are at least three different kinds of symbiotic relationships between organismsmutualism, commensalisms, and parasitism. I. Objective: Identify the kinds of interrelationship among living organism II. Subject Matter: Interrelationships in the Ecosystem (symbiotic, mutualism, commensalism and parasitism) A. Materials: pictures, activity cards B. References: PELC II.2.1, any Science book C. Concept: There are three kinds of symbiotic relationship among organism such as a) mutualism b) Commensalisms and c) parasitism. Mutualism is a type of relationship where both organisms benefit from each other. Commensalism is biological association in which one organism living with another benefit from the partnership, the other organism, however, does not benefit from the relationship; neither is harmed in the relationship. Parasitism is a type of relationship where one organism is benefiting from the relationship while the other is not, in many cases; the host is often harmed by parasites. D. Values: Love and care for the environment. E. Skills: observing, inferring, identifying, classifying, following instruction F. Prerequisite: ecosystem III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Drill: Connect pictures using an arrow to show food nutrient cycle. Provide pictures needed. 4. Recall: Ask: What do you call the process that occurs when nitrogen-fixing bacteria convert nitrogen in the atmosphere into ammonia? How a nitrate in the soil does is formed? B. Presentation 1. Motivation:
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Show pictures of different animals in the forest. Ask what each animal eats and where it lives. What makes animals and plants live together in places where they can be found? C. Group Activities 1. Pre-activity: Setting standards to follow while doing the activity 2. Activity Proper: Group I What to do: 1. Go to a garden then look for the following. a. potted plants and grasses living together b. aphids and roses c. butterfly and flowers d. orchid on a tree trunk 2. Observe the relationship exists between these organisms then write them in the table below. ORGANISMS OBSERVATIONS KIND OF RELATIONSHIP 1. Potted plants and grasses living together 2. Aphids and roses 3. Butterfly and flowers 4. Orchid on a tree trunk 3. Answer the questions. a. Which relationship on the table is harmful? Why? b. Which relationship on the table is harmful? Why? Group II What to do: 1. Study the set of words given in the activity. 2. Fill in the table below which is the predator and prey using the set of words. PREDATOR PREY
3. a. b. c. d.
Answer the following questions. What is predator? What is a prey? Which animals in the column for predator can also be prey? What relationship is shown by the organisms?
Group III 1. Study the picture of a dog with louse or ticks and picture of a boy with intestinal worms. (Provide Pictures) 2. Answer these questions: a. What is a host? b. What is a parasite? c. Which organism serves as the host? d. Which organism serves as the parasite? e. What relationship is shown in the activity?
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3. Post-activity: Reporting the findings/observations D. Analysis and Discussion: 1. What do you call the organism in which the parasite depends on? 2. Why do parasites need a host? 3. When does commensalism occur? 4. What kind of relationship exists between a tree and an orchid growing on its trunk? E. Generalization: What are the different relationships exist between organisms? Text Verification by the Teacher F. Application: Give the relationship that exists between the following organisms. 1. flea in the fur of a dog-------------- ---- ___________ 2. mushroom on logs ---------------- ---- ___________ 3. waling-waling on a narra tree --------- ____________ 4. snake eating a rat -------------------- ____________ 5. girl with head lice -------------------- ____________ G. Valuing: What will you do to avoid head lice? Why do you need to cook meat very well? IV. Evaluation Direction: Read the questions carefully, then choose the letter of the correct answer. 1. What relationship exists when one organism eats another organism? A. Commensalism B. Mutualism C. Predator-Prey D. Parasitism
2. In a parasitic relationship between a dog and a flea, which organism is at a disadvantage? A. Dog B. Flea C. Intestine D. Parasite 3. Which of the following statements tell that butterfly and flower were both benefited? A. Butterfly sips the nectar of the flower as its food. B. Butterfly feeds on flower and it pollinates the flowers resulting to fertilization C. Butterfly is flying around the flower and it gets the sweet smell of the flower, D. None of these. 4. What do you think will happen to the host if the parasite will stay for a long time in the body? A. The host will be malnourished. B. The host will become healthy. C. The host will grow taller. D. The host will become active and playful. 5. How will you describe the relationship that exists between the snake and the frog? A. The frog is the food of the snake. B. The snake is the food of the frog. C. The frog depends on the snake for food. D. Both the frog and the snake benefit in the relationship.
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V. Assignment: Cut and paste pictures that show the different relationship between organisms. Prepared by: GEMMA A. CASTILLO MT-II Bansud District PELC II. 2. A. OVER POPULATION Background Information for Teachers: Human population is rapidly increasing. According to statistics in 1800, there were only about one billion people in the whole world. In 1997, there were about six billion. At present it is about 65 billion. Demographers, the social scientist, who study population trends, project that the world population can reach at about 10 billion in 2100. Population growth is due to factors that increase birth rates and decrease death rates. I. Objective: Explain how overpopulation disturbs the interrelationship in an ecosystem. II. Subject Matter: Events and Activities that Disturb the Interrelationship in Ecosystem (Overpopulation) A. Materials: pictures, activity cards B. References: PELC II.2.A Into the Future: Science and Health 6 Science and Health for a Changing Environment 6 p.100 C. Concept: Overpopulation affects the environment due to increasing number of people means more users. There are more wastes produced and released. Land, water and air may become polluted. D. Value: Seeing the relationship of overpopulation to the quality of life. E. Skills: Observing, Describing, Inferring, Comparing F. Pre-requisite: overpopulation, pollution III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science trivia 4. Recall: What are the natural calamities that disturb the interrelationship in the ecosystem? B. Presentation 1. Motivation: Ask pupils the size of their families. Let them make a choice between a small family and big family. Let them explain why. Then ask: What are the basic things your family needs? Present the lesson through pictures of an overcrowded place and let them describe C. Group Activities 1. Pre-activity: Giving standards when doing the activity
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2. Activity Proper: Group I 1. Study the table below. Approximate Population of the Philippines (1970-2000) YEAR POPULATION (in million) 1970 36.7 1975 42.1 1980 48.1 1990 60.7 1995 68.6 2000 75.5 2. Answer the questions that follow. a. What was the population is 1970? 1980? 1990? 2000? b. In what year was the population more than 60 million? c. What year had the lowest population? d. What is the growth pattern of the population? e. What could be the population in the year 2010? f. If the population will continue to increase what will happen to our country especially those people living in the city? g. What could be the effects of the continuous growing of population?
Group II 1. Look at the picture of people living near the river. Observe the surroundings. 2. Answer the questions a. Is the place free from pollution? b. What pollutants are present in the area? c. Are there many people living in the area near the river? d. What particular place is shown in the picture? e. Why does the river where many people were living become dirty? f. What do you think will happen to the people in the area if the river will be polluted? g. What will happen to plants and animals living in the river if it become dirty? Group III 1. Study the table below. Then answer the questions that follow PRACTICES PROBLEMS 1. People build houses, cities and highways. Agricultural lands are changed to industrial or residential lands. The plants and animals that live here lose their habitats. So their ecosystem is disrupted. 2. People try to have higher standard of living. Modern appliances and materials produce They use modern machines and appliances. wastes. 3. The people in crowded places produce much The wastes that are thrown into the rivers and waste. lakes kill the fish, water, plants and other organisms that live in the water.
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a. What are the practices of people that affect the environment? b. What is the effect of building houses in the agricultural lands/ c. What happened to plants and marine animals when people throw their garbage in the water? d. Aside from animals and plants in the water, who are also affected by the garbage thrown in the water? 3. Post-activity: Reporting the findings/observations D. Analysis and Discussion 1. What are the practices of people that disturb the ecosystem? 2. What is the effect when families build their houses under bridges or sidewalks? 3. What happens to the organisms if the ecosystem is disturbed/ 4. How does pollution disturb the ecosystem? E. Generalization: How can overpopulation disturb the interrelationship in the ecosystem? F. Application: What will you do to help in minimizing water shortage, space shortage and air pollution problem? G. Valuing: What slogan can you give to help in solving overpopulation problem? IV. Evaluation: Read the question and select the correct letter of the best answer. 1. Which of the following could be the problem if the population of a small barangay has increased rapidly in the last three years? A. The food shortage C. Limited space B. Water shortage D. All of these 2. Which of the following statement is true? A. An increase in population affects the food supply. B. An increase in population is beneficial. C. The increase in the population is slow. D. An increase in population means an increase in space. 3. The river near the poblacion is polluted. Which of the following could have caused this problem? A. Increase of population C. Increase of land B. Increase of food supply D. Increase of jobs 4. Why do people in the crowded place get sick easily? A. because there is enough supply of water to use for their daily needs B. because they can move freely in their surrounding C. because they have a healthful environment D. because they have a dirty and unhealthy environment 5. The houses in a certain area are overcrowded. What does this show? A. The population in the area is big. B. The population in the area is small. C. The area of the place is big. D. The area of the place is small.
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V. Assignment: How can we control the bad effects of overpopulation?
PELC II.2.B. DESTRUCTIVE PRACTICES Background Information for Teachers: Environmental issues have been continuously the topic of discussions among concerned citizens. For many years, our environment has changed so much. We never expected that technology will somehow affect our environment. In this case, it is essential that we understand some environment problems caused by destructive particles, their cause and effect so we can suggest possible solutions to these predicaments. I. Objective: Explains how certain events and activities disturb the interrelationship in an ecosystem. II. Subject Matter: Events and Activities that Disturb the Ecosystem: Destructive Particles A. Materials: pictures, activity cards, charts B. References: PELC II.2.B Into the Future: Science and Health 6 C. Concept: Destructive particles from the dust and smoke emitted by moving vehicles, factories volcanic eruption, and other human activities may disturb the ecosystem. D. Values: Protecting our environment, Awareness E. Skills/ Science Processes: Observing, Identifying, Inferring F. Pre-requisites: Ecosystem III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather News 3. Science Trivia 4. Recall/Review: 1. What is carbon dioxide? 2. What is the by- product of respiration/ 3. What will happen if the supply of carbon dioxide is permanently cut-off? B. Presentation 1. Motivation: Listen to the song of Asin entitled Kapaligiran. Ask: What is the message of the song? Show pictures of vehicles and factories that emit smoke; erupting volcano; and men working in the construction site. C. Group Activities 1. Pre-activity Setting standards when doing activities
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2. Activity Proper: Group I--------- Explain the effect of the dust and smoke emitted by moving vehicle Group II-------- Explain the effect of the smoke emitted by factories Group III------- Explain the effect of the activities done by men in the construction site 3. Post-activity: Reporting the findings in the activity D. Analysis and Discussion: 1. Why do moving vehicles affect the environment? 2. Why does smoke from factories affect the health of people, plants and animals? E. Generalization; What are the events and activities that may disturb the ecosystem? F. Application: You are living near a factory where you are working. The people within the vicinity are suffering from chest pain and difficulty in breathing as well as your family. What will you do? G. Valuing: What shall we do to avoid these destructive particles? IV. Evaluation: Read the question carefully and select the letter of the correct answer. 1. The following destructive particles has had effect on ones health EXCEPT one. Which one is it? A. Dust B. Smoke C. Air D. Milk 2. What may happen in the environment if much gaseous destructive particles will be released? A. Flooding B. Reforestation C. Global warming D. Erosion 3. Which of the following statement shows awareness of the effect of destructive particle to the ecosystem? A. The factory owner told his men to throw the used chemicals in the river. B. Mang Jose always burned the empty plastic containers in his backyard. C. Jose regularly checks his car engine especially the smoke emitted by his car. D. All of the above 4. More factories are being built to manufacture things needed by people. What could be the effect of this to environment? A. pollution of land due to smoke B. pollution of water due to smoke C. pollution of air due to smoke D. none of these 5. Non-biodegradable waste materials are harmful to the environment which one is NOT the reason? A. They make the surrounding look untidy. B. They clog the sewers. C. They prevent water from seeping through the soil. D. They make the surrounding cool and fresh. V. Assignment:
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Cut-out pictures showing events and activities of people that may disturb the ecosystem. Prepared by: NORA R. ESON Bongabong North PELC II.2.C. NATURAL CALAMITIES Background Information for Teachers: Ecosystems may be destroyed by natural means such as volcanic eruption, earthquake, typhoon, flooding, tsunami, hurricane, lightning, storm surge, landslides, etc. I. Objective: Explain how certain events and activities disturb the interrelationship in an ecosystem. II. Subject Matter: Events that Disturb the Interrelationship in an Ecosystem: Natural Calamities A. Materials: picture, activity cards, B. References: PELC II.2.C Into the Future: Science and Health 6 C. Concept: Natural calamities such as volcanic eruptions, earthquakes, typhoons, flooding, tsunami, hurricane, lightning, storm surge and landslide may disturb the interrelationships of organisms in an ecosystem. It may cause death to all living things and properties. D. Values: Awareness of the events that disturb the interrelationship in an ecosystem like natural calamities. E. Skills: Observing, inferring, communicating F. Prerequisites: Different kinds of natural calamities, Ecosystem III. Learning Activities: A. Preparatory Activities 1. Daily routine 2. Weather News 3. Science Trivia 4. Drill Match the words in column A to the meaning in column B. A B 1. Tsunami A. it occurs when a storm stays over the sea 2. Hurricane B. a giant wave 3. Storm surge C. whirlwind 5. Recall What is ecosystem? What are the different kinds of calamities? B. Presentation 1. Motivation: Show pictures of areas / places destroyed by calamities. Describe the events in the picture. C. Group Activities 1. Pre-Activity
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Setting standards when doing an activity. 2. Activity Proper Group I- Explain how earthquakes, typhoon and flooding disturb the area / ecosystem based on the picture Group II- Explain how tsunami and hurricane disturb the ecosystem based on the picture Group III- Explain how storm surge, lightning and landslide disturb the ecosystem 3. Post Activity Reporting of findings D. Analysis and Discussion 1. What are the different kinds of Natural Calamities? 2. How can the different calamities disturb the interrelationship in an ecosystem? (earthquakes, typhoon etc.) E. Generalization: How do natural calamities disturb the interrelationship in an ecosystem? F. Application: Some places in our country is suffering from landslide and flooding. Why do these happen? What can we do to control these kinds of calamities? G. Valuing: Now that different calamities disturb the interrelationship in an ecosystem what should one do to lessen the effects of these calamities? IV. Evaluation: Direction: Select the letter of the correct answer. 1. Which of the following is the possible bad effect of typhoon? A. loose of lives and properties B. abundant water for farmers C. children can play in the rain happily D. people stay inside their house 2. Volcano is one of the attractions in our environment. Which of the following is its destructive effect? A. It will fertilize the soil B. It will cause loose of lives and properties C. It will bring the formation of different land forms D. It will make the weather very warm 3. In 1972, Mindanao was hit by tsunami. What is its destructive effect? A. It decreases seafood prices B. It washed away the place and destroys lives and properties C. It made the people transfer to other place D. It made the sea wider 4. Why is lightning harmful? A. It can cause landslide B. It can cause fire C. It can cause drought D. It can cause global warming 5. When violent earthquake occurs in a certain place, what could be its possible harmful effect? A. Landslides may occur B. Different landforms may appear C. Sea will disappear D. Wild plants and animals will disappear in the forest
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V. Assignment: Which do you prefer small or big family? Why? Prepared by: FLORDELIZA M. BRIONES Bongabong South PELC II. 3 PRESERVING/ CONSERVING THE BALANCE OF LIFE Background Information for Teachers: Restoring balance in nature and conserving the ecosystem should be a concerted effort of everybody. Each one of us can give our share in making our environment safe and livable. This would benefit not only the present generation but also would assure the survival of the future generations. I. Objective: Demonstrate commitment and concern in preserving/conserving the balance of life in the ecosystem. II. Subject Matter: Demonstrating Commitment and Concern in Preservation/ Conservation in the Ecosystem A. Materials: pictures, activity cards B. References: PELC II.3 Grade VI Into the Future: Science and Health 6 C. Concept: Conservation/preservation of the balance of life in the ecosystem is the wise use of resources available. D. Skills: Observing, identifying, inferring E. Values: Conserving the ecosystem shows patriotism and love of country. III. Learning Activities: A. Preparatory Activities 1. Daily Routine: 2. Weather news 3. Science trivia 4. Recall/ Review: What are the activities that disturb the interrelationship in an ecosystem? B. Presentation 1. Motivation: Examine the picture showing someone dumping/ throwing garbage in the river. Talk about the possible effect it may bring in the river and people living near it. Put a check () if the practice is desirable and cross (X) if it is undesirable. _____ 1.using the kaingin farming _____ 2.recycling of reusable materials _____ 3.using of cyanide in fishing _____ 4.practicing waste segregation _____ 5.participating in tree planting Ask: Why do items no.2, 4, and 5 show desirable practices? Why do items no.1 and 3 show undesirable practices?
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C. Group Activities 1. Pre-activity: Giving instructions when doing the activity 2. Activity Proper: Group 1: Problem: How can you help improve your environment? 1. Observe your barangay. Consider your barangay as an ecosystem. What are the living things in it? What are the nonliving things? 2. What are the environmental problems in your barangay as an ecosystem? 3. Prepare a plan on what project/s you can have to protect and improve your environment. Present your plan to the class. MY PLANS TO IMPROVE OUR ENVIRONMENT OUR PROBLEMS WHAT WE SHALL DO
Group2:
1. Suppose you are the president of the Science Club in your school. What are the
activities you will undertake to recycle old and used materials? What are the projects in your school your group can contribute to maintain cleanliness in the school premises? 2. Aside from the school area, how can you remind people in your community about the problems in our environment? What will you do? Group3: 1. Make a poster showing how to preserve and conserve our environment and explain it to the class. 3. Post-activity: Reporting on the activities done. D. Analysis and Discussions: 1. What do you think will happen to our future generations if the air, water and land are polluted? 2. What should we do to prevent these conditions to happen? E. Generalization: How can we preserve and conserve the balance of life in the ecosystem? F. Application: If you will join the project campaign in your barangay on environmental conservation and preservation, what could be the benefit you and your community in joining these campaigns? G. Valuing: How can conservation of the environment show patriotism and love of country? IV. Evaluation: Read the question carefully and choose the letter of the correct answer. 1. Which of the following is concerned with conserving the endangered wildlife species? A. The Clean and Green Project B. Piso Para sa Ilog Pasig C. World Wide Fund
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D. Recycling the Garbage Project 2. Which of the following show conservation and preservation of environment? A. burning garbage B. collecting animals for pets C. reporting illegal fishing practices to authorities D. cutting trees without permission 3. Which practice must be avoided to protect marine life? A. kaingin farming B. dynamite fishing C. throwing garbage anywhere D. deforestation 4. Why does DENR discourage the fishermen to use fishing nets with small holes? A. It is cheap. B. It is not durable. C. It is not easy to use. D. It can catch even the small fishes. 5. Why should people preserve and conserve the ecosystem? A. To keep the surroundings clean B. To encourage more tourists C. To keep abreast with latest news D. To keep the balance in life V. Assignment: Collect articles or news on conservation activities in some places of our country and paste it in a piece of coupon bond.
Prepared by: GIOVANNI J. FAVILA Victoria District
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First Grading VI

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Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Objective: 1. Practice health habits to prevent ailment in the Circulatory System

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Prepared by: ROSANIE F. VALIENTE LOURDES D. MENDOZA

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

G. Valuing: What will you do to take care of your senses?

Lesson Plan for Science and Health 6 First Grading

Parts of the Brain

Major Parts of the Nervous System

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

1. A disease characterized by severe headache on one side of the head. M n

5. A disease that can be prevented by vaccines P s

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Group Activities 1. Pre-Activity Instruction:

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading

Lesson Plan for Science and Health 6 First Grading