PROCESS APPROACH

PROCESS APPROACH

The learners learn by first-hand experience and progress at their individual rate by learning while they find out concepts for themselves.

The process approach allows children to: Understand that change cause and effect relationships have been, is now and will continue to be fundamental development in our universe.
Attain their maximum potential for effective action and thinking.

Increase understanding of themselves and of their relationships to the universe. Sustain the enthusiasm to seek more and more knowledge

Accept the challenge that society seeks their best talents and wisdom.

Steps in Process Approach

1. Guided inquiry
a. Arouse interest b. Show or demonstrate materials c. Ask question that lead to problem

Steps in Process Approach

2. Guided Exploration
a. Perform series of activities using concrete materials b. Follow a step-by-step basis of performing the activities

LESSON GUIDES IN SCIENCE AND HEALTH 5 (Process Approach) I OBJECTIVE: Classify vertebrates into mammals, birds, reptiles, amphibians and fishes. Value: APPRECIATE ANIMALS AS GODS CREATION II SUBJECT MATTER: Topic: Classification of Vertebrates Science Concept: Animals are classified according to common characteristics. Vertebrates are classified as mammals, birds, reptiles, amphibians and fishes. References: RBEC-PELC Unit II, 4.2, 4.2.1 p. 9 Science for Daily Use 5 pp. 75-78 by Conchita T. Tan Into the Future 5 pp. 63-66 by Jose F. Llarinas et al. Science for Healthful Living 5 pp. 78-79 by Mounien D. Beldia, Ed.D The Wonderful World of Science 5 pp. 60-63 by Jesus Q. Javier, Ed.D Processes: Observing, classifying and identifying Materials: Cut-out pictures III PROCEDURES: A. Pre-Activity: 1. Review: Why do some animals travel in group? 2. Motivation: Using the game, Where are my brothers and sisters? The class is given small strips of paper where animals names are written. While producing sounds and actions they will look for their brothers and sisters. After finding their siblings, the teacher will instruct the group to join the other as to; number of legs, having feather, living in the water and those that feed their young with milk. B. Activity Proper: 1. Giving Instructions/Setting Standards 2. Group Work: The teacher will distribute an activity envelope containing pictures of animals and a printed material where characteristics of animals are written. Using the information written on the printed material the teacher will let the pupils classify the cut-out pictures the way they want it.

ACTIVITY 1 Objective: Classify vertebrates into mammals, birds, reptiles, amphibians and fishes. Materials: Cut-out pictures Procedures: 1. Read the information about the characteristics of vertebrates 2. Using the manila paper, group the pictures of animals based on their common characteristics and label them as to mammals, birds, reptiles, amphibians and fishes. A. Post Activity: 1. Reporting by groups 2. Analysis and Discussion; What are the classifications of vertebrates? What are your bases in classifying vertebrates? 3. Abstraction: How animals are classified, particularly the vertebrates? 4. Application/Valuing: a. Teacher will paste on the board/show pictures of vertebrates and let the pupils classify it. b. Ask: How will you react when you see a child shooting a birdie? IV EVALUATION: Classify the following vertebrates: 1. frog 2. crocodile 3. whale 4. pig 5. cow

6. parrot 7. bat 8. bangus 9. snake 10. lion

11. salamander 12. eagle 13. turtle 14. cobra 15. Monkey

V ASSIGNMENT: Make a diorama of the following groups of animals. Find your group mates in the class and pick out one from the following classifications of animals. 1. amphibians 2. mammals 3. birds 4. fish 5. reptiles

Reptiles
Tough dry, covered with thick scales Cold blooded Some live on land and some in water Lay eggs

Birds
feathers warm blooded Breathe through lungs Hatch eggs/lay eggs Live on land Ability to fly

Amphibians
Smooth skin Cold blooded Gills at early stage and lungs as they grow Live both in land and in water Egg & lungs as they develop

Mammals
Smooth body covering Warm blooded Lungs Some on land and some on water Give birth to their young Feed their young with milk

Fishes

Vertebrates

Have scales Cold blooded Breathe through gills Live in water By eggs

Vertebrates

Mammals

Birds

Reptiles

Amphibians

Fishes

Smooth body covering

feathers

Tough dry, covered with thick scales

Smooth skin

Have scales

Warm blooded

warm blooded

Cold blooded

Cold blooded

Cold blooded

Lungs

Breathe through lungs

Some live on land and some in water

Gills at early stage and lungs as they grow

Breathe through gills

Some on land and some on water

Hatch eggs/lay eggs

Lay eggs

Live both in land and in water

Live in water

Give birth to their young

Live on land

Egg & lungs as they develop

Feed their young with milk

Ability to fly

Mammals
Amphibian Vertebrates Reptile Birds Fish

THANK YOU!!!