Grade 3 Science Learners Module

DRAFT April 10, 2014

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3 3


1

Book Record

School:

District:

Division:

Region:

Date received by school:

Issued to (Name of Pupil)

Date Issued

Condition Date

Returned Condition

To the Teacher Write the pupil’s name clearly under the column “Issued to.” Use the following letters in recording the condition of the book:

A. (New Book)

B. (Used Book in Good Condition)

C. (Used Book in Fair Condition)

D. (Used Book in Poor Condition)

Encourage and assist the pupil in repairing damaged textbooks.


2

Take Care of Your Book

Dos:

1. Cover your book with plastic or manila paper. Old newspapers and magazines will do.

2. Be sure your hands are clean when you handle or turn the pages.

3. When using a new book for the first time, lay it on its back. Open only a few pages at a time. Press lightly along the

bound edge as you turn the pages. This will keep the cover in good condition.

4. Use a piece of paper or cardboard for bookmarks. 5. Paste or tape immediately any torn pages. 6. Handle the book with care when passing from one person

to another. 7. Always keep your book in a clean, dry place. 8. When your book is lost, report it to your teacher right away.

Don’ts:

1. Do not fold the pages. 2. Do not write on the cover or pages. 3. Do not cut out any picture. 4. Never tear or detach any page.


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For inquiries or feedback, please write or call:

DepEd-Bureau of Elementary Education

Curriculum Development Division

2nd Floor, Bonifacio Bldg., DepEd Complex (ULTRA)

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 638-4799 or 637-4347

E-mail Address: [email protected]

[email protected]


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INTRODUCTION

Dear Boys and Girls:

This Learner’s Material for Grade 3, was written in

response to the basic goal of education under the K to12

Enhanced Basic Education Program- “to prepare learners to

become productive, worthy and competitive young

scientists of the country.”

This is divided into four units with illustrations describing

each unit, representing the whole school year. Each unit has

chapter with lessons and activities prepared which are

aligned to the teacher’s guide.

Learning to develop, keen and accurate observation

skills through experiment, knowing more about matter, sense,

living things, non-living things around you discovering more

about your environment , climate change and other topics

about the surroundings, earth and space are all given focus

in this l learner’s material.

Explore Science and make it useful in your daily life.

Learning Science is having more fun.

The Writers/Conceptualizers


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ACKNOWLEDGEMENT

Recognition is given to the following supervisors,

administrators, teachers, BEE Staff and experts in Science for their

enthusiastic commitment in the development, revision and

finalization of the teaching guides and learning materials for Grade

3 under K to 12 Basic Education Program.

Arthur DC. Sacatropes Dr. Luz E. Osmena

Education Prog. Supervisor Education Prog. Supervisor

Region III Region IV-A

Michelle G. Hatid-Guadamor, Ph.D. Aiisa C. Corpuz

Education Program Supervisor Science Coordinator

Division Office, Sorsogon Prov. Division of Tarlac City

Region V Region III

Jennifer M. Rojo Jennifer A. Tinaja

Master Teacher II MasterTeacher I

Neogen Elementary School Nueve de Febrero E.S.

Districtof Tagaytay City Mandaluyong City

Job S. Zape (Ret.) John Fitzgerald Secondes

Education Program Supervisor Master Teacher I

Division Office, Mandaluyong City Don Felix Serra Nat’l. Hi-sch

San Jaoquin, Iloilo Province

Leni S. Solutan Neolita S. Sarabia

Master Teacher Principal II

Sta. Barbara Elementary School STRIVE Coordinator

Division of Iloilo Province Division of Tagbilaran City

Romeo C. Ordoňez

Master Teacher II/Illustrator

Divisoria E.S. Mexico South District

Division of Pampanga

Susana D. Mota

Jemmalyn N. Malabanan

Encoders


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Appreciation is extended to the following consultants/reviewers

for their untiring efforts in sharing their expertise:

Evelyn L. Josue

Science Educ. Specialist IV (Ret.)

UP-NISMED

Diliman, Quezon City

Pia Campo May R. Chavez

Science Educ. Specialist Science Educ. Specialist

UP-NISMED UP-NISMED

Diliman, Quezon City Diliman, Quezon City

Trinidad M. Lagarto

Senior Educ. Prog. Specialist, Anchorperson

Curriculum Development Division

Bureau of Elementary Education

Marilette R. Almayda

Director III


Marilyn D. Dimaano

Director IV



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TABLE OF CONTENTS Page

Title Page i

Book Record for the Teacher ii

Copyright Page iii

How to take care of your Book iv

Introduction v

Acknowledgement vi

UNIT I: Matter

Overview

Chapter 1 – Solids 11-17

- Characteristics of Solids

- Naming /Classifying Different Solids

- Describing Solids according to Color

- Describing Solids according to Shape

- Describing Solids according to Size

- Describing Solids according to Texture

Chapter 2 – Liquids 17-23

- Characteristics of Liquids

- Naming /Classifying Different Liquids

- Describing Liquids according on how they flow

- Describing Liquids on how they take the

Shape of the container

- Describing Liquids on how they occupy Space

- Describing Liquids according to Smell

Chapter 2 – Gases 23-26

- Describing that Gases take the Shape of the Container

- Describing that Gases occupy Space

- Describing that Gases are Odorless and Tasteless


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Chapter 4 – Proper Use and Handling of Common Solids, 26-31

Liquids, and Gases at Home and in School

- List of Common Products Found at Home and in School

- Harmful Effects of Common Materials Found

at Home and in School

- Safety Measures in handling Harmful Materials

Chapter 5 - Changes in Materials 31-49

- Measuring the Temperature of Materials

- Measuring the Temperature of Hot/Warm Materials

- Measuring the Temperature of a Cold Material

- Changes in Materials as affected by Temperature

- What happens to Water when Heated?

- What happens to Water Vapor when Cooled?

- What happens to Napthalene Ball when Heated?

- What happens to the Air inside the Bottle/Balloon when

Heated or Cooled?

UNIT 2: Living Things and their Environment

Chapter 1 - Sense Organs 51-66

- Identifying the Parts of the Eyes

- Proper Ways of Caring the Eyes

- Identifying the Parts of the Ears

- How the different Parts of the Ear Work?

- Proper Ways of Caring the Ears

- Identifying Parts of the Nose and its Functions

- Proper Ways of Caring the Nose

- Identifying the Uses of Tongue

- Identifying the Parts and Functions of the Tongue

- Identifying the parts of the Skin and its Function

- Proper Ways of Caring the Skin

Chapter 2 – Animals 67-86

- Naming Animals around you

- Parts of an Animal

- Body Parts Animals Use to Move

- Classifying Animals according to how they move

- Body Parts of Animals that they use in getting foods


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- Classifying Animals according to what they Eat

- Classifying Animals according to their Body Covering

- Classifying Animals according to their Habitat

- Useful Animals

- Importance of Animals according to Use

- Animals that can Harm People

- Proper Ways of Caring Pets

Chapter 3 – Plants 87-101

- Naming and Describing Plant Parts

- Same Plant Parts, different Plants

- Different Plant Parts have different Works

- Things that come from or made of Plants

- Different Uses of Plants

- Harmful Plants

- Proper Was of Caring Plants

- Characteristics of Living and non-living Things

Chapter 4 - Heredity: Inheritance and Variation 101-108

- Animals Produce Animals of the same Kind

- Physical Traits of People from Different Ethnicity

- Physical Traits of Animals of the same Kind

- Plants Produce Plants of the same Kind

- Growing Plants from other Plant Parts

Chapter 5 - Ecosystem 109-115

- Basic Needs Humans, Animals and Plants

- Things We Need from the Environment

- Conservation and Protection of the Environment

UNIT 3: Force, Motion and Energy

Chapter 1 - Moving Objects 116-130

- Describing the Position of an Object

relative to another Object

- Describing the Location of Objects After it is Moved

- Sounds


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Chapter 2 - Electricity 145-151

- Sources of Electricity

- Uses of Electricity

UNIT 4: Earth and Space

Chapter 1 - Surroundings 151-162

- The Surroundings

Chapter 2: Weather 162-178

- The Weather

Chapter 3: Objects Seen in the Sky 178-188

- Different Objects seen in the Sky


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UNIT 1: Matter


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Chapter 1: Solids This Chapter deals with solid as one of the three states

of matter. It has specific color, size, shape, and texture. The

particles of solids are close together. They move back and

forth but the particles do not change places.

Lesson 1: Characteristics of Solids

Activity 1: What are the characteristics of solids?

Objectives

1. Describe different objects in the school garden

2. Classify the objects based on their characteristics

Materials

Different objects found in the school garden

Procedure

1. Visit the school garden. Collect different solids.

2. List down 10 solids you have collected.

3. Describe the solids based on their characteristics

4. In the chart write the name of solids in their proper

column. Do this in your notebook.

small big rough smooth round square black white

In your notebook or on your paper, answer the following:

1. How did you describe the solids?

2. What are their characteristics?

Guide Question

What are the other properties of matter?


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Lesson 2: Characteristics of Solids according to Color

Activity 2: How do you describe solids according to their

colors?

Objective

Describe solids according to their color

Materials

Pictures and if possible concrete ripe papaya, unripe

papaya, ripe mango, unripe mango, ripe tomato, unripe

tomato, eggplant and charcoal

Procedure

1. Study the pictures of different solids.

2. Write the color of solid in the chart.

Solids Color

Ripe Mango

Unripe Tomato

Ripe Tomato

Unripe Papaya


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Ripe Papaya

Watermelon

Eggplant

Charcoal

In your notebook, answer the following:

1. How did you describe the materials?

2. Do all solids have specific color?

Lesson 3: Characteristics of Solids according to Shape

Activity 1: Shapely solids

Objective

Identify solids based on their shape


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Materials

ball, eraser, calamansi, plate, guava, notebook,

triangle (musical instrument)

Procedure

1. Get six objects from the box.

2. Observe the shape of the objects.

3. Write the name of each object below their

corresponding shape.

Round Rectangle Triangle


1. How did you identify solids based on their shape?

2. What different shapes of solids did you observe?

Lesson 4: Characteristics of Solids according to Size

Activity 1: Identify solids according to size

Objectives

1. Identify solids according to their specific size

2. Measure solids using a ruler


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Materials

bag containing solids Ruler

Procedure

1. Get the materials inside your bag.

2. Identify solids according to their sizes.

3. Record it in your notebook.

Materials/Solid Size

big small

1. Measure each solid using a ruler.

2. Record your measurement in your notebook.

Solids Size (exact measurement)

Answer the following:

1. How did you identify the size of solids?

2. What did you use to measure the material?

3. Were you able to get the exact measurement of the

solids? How?

Guide Question

Do solids have specific size?

Lesson 5: Characteristics of Solids according to Texture

Activity 1: Classifying solids according to texture

Objective

Classify solids according to texture.


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Materials

bag or box containing stone, cotton, sand, banana,

cardboard, sandpaper, rambutan, jackfruit peelings

Procedure

1. Get all the contents of your bag.

2. In your notebook, write the name of each object and

classify according to texture.

Objects smooth rough soft hard

Answer the following:

1. How did you group the solids?

2. What characteristic of solids did you observe?

3. Were you able to describe the solids correctly based

on your observations? Why?

4. What values did you learn from the activities?

Chapter 2: Liquids

This Chapter deals with liquids having mass, how they

flow, how they take the shape of the container, how they

occupy space, the taste and the smell.

Lesson 1: Characteristics of Liquids

Activity 1: Naming different liquids


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Objective

Naming different liquids

Materials

different liquids, containers with different shapes

Procedure

1. Go to the school canteen.

2. Ask the canteen staff to show the different liquids

available.

3. Name each liquid.

4. Observe each liquid how they flow , shape of the

container, and the space each occupies.

5. Taste or smell the liquid but with safety precaution.

(Needs teacher’s advice.)

6. Record your observation in your notebook.

Lesson 2: Describing Liquids according on How they Flow

Activity1: How do liquids flow?

Objective

Describe how liquids flow

Materials

condensed milk, soy sauce, vinegar, shampoo, water

oil, 2 spoons, transparent bowl

Procedure

1. Get two teaspoons.

2. Hold each teaspoon with each hand as shown in the

picture below.


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3. Scoop a teaspoon of water and a teaspoon of vinegar.

4. Hold two teaspoons with liquids at elbow level.

5. Tip both hands at the same time as shown in the

picture.

6. Record your observation in your notebook.

Which flows faster, water or vinegar?

7. Repeat steps 2 to 6 using other liquid and paired it with

water.

(Note: Water will serve as your point of reference as to

the flow of liquid.)

Name of

Liquid

Does it flow

slowly?

Does it flow

fast?

Does it flow

very fast?

1. water

2. soy sauce

3. vinegar

4. shampoo

5. oil

6. Condensed

milk

Guide Questions

1. Did the liquids flow at the same time?

2. Which liquids flowed fast?

3. Which liquids flowed slow?

Lesson 3: Describing Liquids on How They Take the Shape of

the Container

Activity 1: Do liquids have shape?


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Objective

Describe how liquids take the shape of the container

Materials

different shapes of container, water

Procedure

1. Describe the 3 shapes of container.

2. Get 3 kinds of liquids.

3. Pour each liquid in each container.

4. In your notebook, record your observation.

Name of Liquid Shape when poured in container

1.What happened to the different liquids after pouring them

2. Do liquids have the same shape?

3. What characteristics of liquids did you observe?

4. What does this activity tell about shape of liquid?

Lesson 4: Describing Liquids on How they Occupy Space

Activity 1: Do liquids occupy space?

Objective

Describe how liquids occupy space.

Materials

stones, water, beaker, rugs

Procedure

1. Prepare the materials.

2. Fill the beaker with water.

3. Put more water in the beaker.


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4. Observe what happens while adding more water in

the beaker.

5. Put some stones in the beaker with water.

6. Again observe what will happen.

7. Record /draw your observation in your notebook.


1. What happened as you added more and more water

in the beaker? Why?

2. What did you notice when the stones sank to the

bottom of the beaker? Why?

3. What happened to the water? Why?

4. Does water occupy space? Why?

5. Do liquids really occupy space?

Lesson 5: Describing Liquids according to Taste

Activity 1: Do liquids have taste?

Objective

Describe the taste of liquids.

Materials

milk, juice, water, vinegar, hot sauce, softdrinks, wine,

catsup, fish sauce

Procedure

1. Taste each liquid.

2. Describe the taste.

3. Check the corresponding taste of liquid in the chart.

Liquid sweet salty sour bitter spicy tasteless


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1. How did you describe the different taste of liquids?

2. What are the different tastes of liquids?

3. Do all liquids have the same taste?

4. What should we do to avoid being poisened when tasting

liquids?

Lesson 6: Describing Liquid according to Smell

Activity 1: Do liquids have smell?

Objective

Describe the smell of different liquids

Materials

fish sauce, perfume, alcohol, catsup, coke, hand

sanitizer, shampoo, liquid soap

Procedure

1. Prepare the materials. Name the different liquids.

2. Describe the smell of the different liquids. (Do not put the

samples near your nose because some may cause irritation)

3. Record your observation.

Liquid Bad Smell Good / Fragrant Smell


1. What characteristics of liquid did you observed?

2. How were you able to group them?

3. Do all liquids have the same smell?

4. Do you frown when you smell liquids that have bad odor?

Do you smile when you smell liquids that have fragrant

odor? Why?

5.Do liquids have smell?


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Chapter 3: Gases This Chapter, deals with gases that do not have their

own shape but take the shape of the container; occupy

space, tasteless and odorless. Air is gas. We cannot see it by

our eye but we can feel it. The molecules are far apart from

each other.

Lesson 1: Describing that Gases take the Shape of the

Container

Activity 1: Do gases have shape?

Objective

Describe that gases take the shape of the container

Materials

different shapes of balloons (deflated), string

Procedure

1. Get different shapes of balloons.

2. Blow air into it. Tie it with string.

3. Describe the shape of air in the balloon.

4. Record your observation.

5. Draw the shape of gas in each balloon.

Questions


1. What happened to the balloon as you blew air into it?

2. Did the gas follow the shape of the balloon? Do gases

have shape?

3. What characteristic of gas did the activity show?

4. What is the shape of air container?

5. When can air have a shape?


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Lesson 2: Describing that Gases Occupy Space

Activity 1: Does gas occupy space?

Objective

Describe that gases occupy space

Materials

tissue, drinking glass, Styrofoam, big bowl filled with full

of water

Procedure

1. Prepare a drinking glass.

2. Place a paper towel at the bottom of a drinking glass

so that it will not fall out when the glass is inverted.

3. Fill a big bowl with water.

4. Hold the glass upside down and quickly plunge it into

the water.

5. Count one to ten while holding the glass underwater.

6. Slowly lift the glass up and out of the water. Be sure to

hold the glass straight upside down.

7. Observe. What happened to the tissue?

8. Do this with a piece of Styrofoam. Place the Styrofoam

in the water. Place your glass upside down over the

styrofoam and push straight down into the water.


1. What is inside the glass?

2. What happened to the paper towel? To the styrofoam?

3. What does the activity show?


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Lesson 3: Describing that Gases are Odorless and Tasteless

Activity 1:Air is odorless and tasteless

Objective

Infer that air is odorless and tasteless.

Materials

paper fan, balloon, mirror

Procedure

1. Blow your hands. Describe what you feel.

2. Now, blow into the mirror. Describe the air in the mirror.

3. Blow air in the balloon. Describe the air inside.

4. Get a partner, fan each other. Describe the air as to odor

and taste.

Questions

1. What did you feel after blowing your hand? Did you see

the air from your mouth?

2. In three sentences, describe how you felt while fanning

yourself and your partner.

3. Did you see the air inside the balloon? Why?

4. What characteristic of gas were presented in the activity?

Chapter 4: Proper Use In Handling

Common Solids, Liquids, and Gases

at Home and in School This Chapter, deals with many things we have in

common at home and in school such as solids, liquids and


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gases. We should keep everything in its place. Label all

bottles correctly such as chemicals, and other materials.

Lesson 1: Common Solids, Liquids, and Gases Found at

Home and in School

Activity 1: List of Common Products Found at Home and in

School

Objectives

1. Identify common solids, liquids and gases found at

home and in school

2. Describe the uses of materials found at home

Materials

paper, pen, Manila paper

Procedure

1. Make a list of common products found in school and at

home. Group them in the table below.

Solid Liquid Gas

2. Group the materials listed in number 1 using the table

below.

Use

as

food

Use for

cooking

Use to

beautify

homes

Use as

beauty

produc

t

Use for

cleaning

the

house

Use for

cleaning

the

body/

self

Use for

killing

insects/

pest

Questions


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1. What are the common materials at home and in

school ?

2.What are the uses of materials at home and in school.

Activity 2: Harmful Effects of Common Materials Found at

Home and in School

Objective

Identify the harmful effects of materials found at home

and in school.

Materials

packaging of materials/product labels of materials

Procedure

1. Read the product labels of the common household

products /materials found at home and look at the

symbols in each label below :

[

toxic flammable

poison corrosive


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Here are some examples:

2. Using the table below, group the materials based on

the harmful effect/s on humans and other living things.

3. Write your answers in your activity notebook.

Poisonous Toxic Flammable Corrosive

Activity 3: Safety Measures in handling Harmful Materials


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Objective

Describe the proper use and handling of harmful

materials.

Materials

Pictures of proper ways of handling materials

Procedure

1. Look at the pictures.

2. Put a on the box if it is a proper ways of handling

materials and put a if it is not.

a. b.

c. d.

Label poisonous

Substances and keep

out of childen’s reach

Using hand gloves and

gas masks when using

pesticides.

Inspecting regularly if the

cooking gas tank is tightly

closed.


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Question

Will you follow the safety measures in handling harmful

chemicals? Why?

Chapter 5: Changes in Materials

This chapter deals with the changes that solids, liquids,

and gases undergo when heat is applied or removed from

them. It also deals with the techniques in measuring

temperature with a laboratory thermometer.

Lesson 1: Measuring the Temperature of Materials

Activity 1: Is it Hot? Is it Cold?

Objective

Tell whether a material is hot or cold.

Materials

Manila paper marker pen, paper, pen

Procedure

1. Look at the pictures below. Tell whether the material

is hot or cold. Put a check (√) in column (3) if it is hot or

in column (4) if it is cold.

(1) (2)

Material/Object

(3)

Is it Hot?

(4)

Is it Cold?

Keeping flammable

materials near the

stove.


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2. Give other examples of hot and cold materials. Write

them down in the appropriate column in the table

below.

Hot materials Cold materials

1

Candle Flame

2

Ice Cream

3

Boiling Water

4

Boiling Soup

5

Iced Tea


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Questions

1. When do you say that a material is hot?

2. When do you say that a material is cold?

Activity 2: Measuring the Temperature of Hot/Warm Material

Objectives

1. Measure the temperature of tap water and

hot/warm water using a thermometer.

2. Read the temperature from the thermometer

correctly.

3. Compare the temperature of tap water and

hot/warm water.

Materials

2 beakers or identical glass containers

Laboratory thermometer

Equal amounts of hot/warm water and tap water

Procedure

1. Look at the laboratory thermometer closely.

2. Observe the markings on the thermometer.

3. What is the smallest number? Where is it located?


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4. What is the largest number? Where is it located?

5. What unit of measurement is used?

6. What symbol is used to express a measurement of

temperature?

7. Half- fill the container with tap

water.

8. Place the thermometer in the container with tap water.

Hold it in upright position.

-___ Laboratory

thermometer

__beaker half-filled

with tap water

Caution: Do not touch the bulb of the thermometer

and do not let it touch the bottom of the container.


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9. Observe the level of the liquid in the thermometer.

10. Measure the temperature of tap water. (Read the

markings nearest the level of the liquid in the thermometer).

Record the temperature in table 1.

11. What is the temperature of tap water?

(This is the temperature of tap water at room

temperature).

Sample temperature

reading

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the

thermometer.

230C


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12. Half-fill also the other container with hot/warm water.

1. Place the thermometer

in the container with

hot/warm water.

2. Observe what happens

to the level of the liquid in

the thermometer.

3. Read the temperature of

hot/warm water after 5 minutes. Record the temperature in

table 1 below.

Caution: Be careful when pouring hot/warm

water into the container. You might get burned.

You may ask your teacher to do this.


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a. What is the temperature of the hot/warm water?

Table1. Temperature of Tap Water and Hot/Warm Water

Material Temperature (0C)

Tap water

Hot/warm water

1. Compare the temperature of tap water and hot/

warm water.

-How will you compare the temperature of tap

water with that of hot/warm water?

2. Describe the effect of heat on the water.

- What is the effect of heat on water?

Question

What will you do if you need hot or cold water at home?

Lesson 3: Measuring the Temperature of Cold Material

Objectives

1. Measure the temperature of tap water and cold

water using a thermometer.

2. Read the temperature from the thermometer

correctly.


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3. Compare the temperature of tap water and cold

water.

Materials

2 beakers/ identical glass containers

Laboratory thermometer

Equal amount of cold water and tap water

Ice cubes

Procedure

1. Half- fill the container with tap water.

2. Place the thermometer in the container with tap

water. Hold it in upright position.

3. Observe the level of the liquid in the thermometer.

4. Measure the temperature of tap water. (Read the

markings nearest the level of the liquid in the

thermometer). Record the temperature in table 2.

- What is the temperature of tap water?

(This is the temperature of tap water at room

temperature).

Note: When reading the thermometer, position your

eyes at the same level as the liquid in the

thermometer.

Caution: Do not

touch the bulb of

the thermometer

and do not let it

touch the bottom

of the container.


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23 o C

Sample

thermometer

reading

5. Half-fill also the other container with cold water. (Some ice

cubes may be added to make the

water cold and to remove some

heat from the water.)

6. Place the thermometer in the

container with cold water.

7. Observe what happens to the

level of the liquid in the

thermometer.


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8. Read the temperature of cold water after 5 minutes.

Record the temperature in table 2 below.

- What is the temperature of cold water?

Table 2. Temperature of Tap Water and Cold Water

Material Temperature (0C)

Tap water

Cold water

9. Compare the temperature of tap water and cold water.

- How will you compare the temperature of tap

water with that of cold water?

10. Describe the effect of removing heat from the material.

a. What is the effect of removing heat from the

water?

Questions

Did you notice that as the water becomes hotter, the

bubbles rise? Why do the bubbles rise?

Lesson 4: Changes in Materials as affected by Temperature

Activity 1: What Happens When a Candle Wax Is Heated

and Cooled?

Objective

Describe what happens to a candle wax when it is

heated and when it is cooled.


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Materials

small piece of candle wax big spoon

matches thick cloth

candle ceramic saucer

Procedure

1. Put a small piece of candle wax in the spoon.

Wrap the handle of the spoon with a thick cloth.

2. In what form (solid, liquid, gas) is the candle wax?

3. Light the candle. Let it

stand on a ceramic saucer .

4. Hold the spoon with candle

wax over the flame.


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5. Heat the spoon with candle wax for 5 minutes.

Observe what happens to the candle wax.

- What happens to the candle wax?

- Is there a change in the appearance of the wax?

In what form is it now?

- Why does this change happen?

- What is the effect of applying heat on the candle

wax?

6. Remove the spoon with candle wax from the lighted

candle.

7. Wait for a few minutes until the candle wax cools off.

Observe what happens.

- What happens to the candle wax?

8. Is there a change in the appearance of the candle

wax? In what form does the candle wax changed?

- Why does this change happen?

9. What is the effect of removing heat from the candle

wax?

Question

Is there any change when the candle wax was lighted?

Lesson 5: What Happens to Water when Heated?

Activity 1: What Happens to Water when Heated?

Caution: The spoon will become hot.

Handle it with care.


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Objective

Describe what happens to the water when the

temperature increases or when it absorbs heat.

Materials

beaker water marker

Procedure

1. Fill the beaker with 10 ml of

water. Mark the level of water.

2. Place the beaker with water

outside under the heat of the

sun for 15 minutes. Observe

what happens to the water.

3. Mark again the level of the

water.

a. Did you notice a

change in the amount or level of the water?

b. What does this observation show?

c. What is the effect of sun’s heat on the water?

Questions

Have you tried placing water in the basin under the heat of

the sun? What happened to the amount of water?


43

Lesson 6: What Happens to Water Vapour when cooled?

Activity1: What Happens to Water Vapor when Cooled?

Objective

Describe what happens to water vapor when it is

cooled.

Materials

ice cubes glass jar with lid

tablespoon orange juice

Procedure

1. Hold an empty glass jar with both hands.

- What do you feel?

2. Pour orange juice (more than

half) in the glass jar as shown in the

figure below.

3. Put some ice cubes .Then, using

the lid close the jar tightly.

4. Shake the jar vigorously for a few seconds.

5. Hold the outside surface of the jar for few minutes.


44

- What do you feel?

- Is there air surrounding the jar?

- Is there water vapor surrounding the jar?

- Where did this water vapor come from?

7. Leave the jar on the table for 2 minutes.

8. After 2 minutes, look closely at the jar. Feel the

outside surface of the jar again for a few minutes.

- What do you feel and see on the outside surface

of the jar?

- What do your observations show?

Lesson 7: What Happens to Naphthalene Ball when Heated?

Activity 1: What Happens to Naphthalene Ball when Heated?

Objective

Describe what happens to the water when the

temperature increases or when it absorbs heat

Materials

Small piece of naphthalene ball

2 identical colored saucers

Piece of stone


45

Piece of cloth

Procedure

1. Get one piece of naphthalene ball. Place it on a piece

of cloth.

Naphthalene ball

2. Wrap it with a piece of cloth.

3. Grind it into smaller pieces using a stone.

4. Divide the ground naphthalene into 2 parts.

5. Put 1 part of the ground naphthalene in saucer 1, and

the other part in saucer 2.

- In what form is the naphthalene ball (solid, liquid,

gas)?


46

6. Place saucer 1 inside the room.

7. Place saucer 2 outside the room under the heat of

the sun.

`

8. Observe the naphthalene in saucer 1 and saucer 2

after 10 minutes. Describe what you observed.

- What did you observe?

- Did you notice any change in the appearance of

the naphthalene in saucer 1 and saucer 2?

- What does this observation tell you?

- What is the effect of heat on the naphthalene

ball?

Lesson 8 : What Happens to the Air inside the Bottle/ Balloon

when Heated or Cooled?

Activity 1: What Happens to the Air inside the Bottle/ Balloon

when Heated or Cooled?

Objective

Describe what happens to the air inside the

bottle/balloon when it is heated or cooled.


47

Materials

Glass bottle (with narrow mouth) Balloon

2 small basins Hot water

Cold water

Procedure

1. Take a balloon. Stretch its

opening and place over the

top of the bottle as shown in

the figure below.

- Is there air inside the

bottle?

- Is there air inside the balloon?

2. Place the bottle in a basin with hot water. Observe it after

3 minutes.

- What happens to the balloon?

- What does your observation on the balloon

show?

- What is the effect of hot water on the air inside the

bottle?


48

4.Transfer the bottle to the basin with cold water. Observe it

again after 3 minutes.

- What happens to the balloon?

- What does your observation on the balloon show?

- What is the effect of cold water on the air inside

the bottle/balloon?


49

UNIT 2: Living Things and their Environment


50

In this Chapter, the eyes, ears, nose, tongue and skin

are important parts of our body to be discussed. An organ is

a part which does specific work and does different things.

Proper ways of caring our sense organs are important.

Lesson 1: The Eyes

Activity1: “Eyes, See”

Objective

Identify the parts of the eyes.

Materials

mirror or magnifying glass

Procedure

1. Use the mirror to observe your eyes.

What are the parts of your eyes that you can see?

2. Read about the parts and function of eyes.

Parts and Function of our Eyes

Our eyes help us to see. It has different parts that

work together so we can see things around us. The

cornea is like a clear glass that covers the front of the

eye. The iris is the colored part of the eye. It lets just the

right amount of light to enter the eye. At the center of

the iris is the pupil. The pupil is a circular hole where light

enters. Next to the pupil is the lens. The lens focuses the

image we see onto the retina located at the back of

the eye. The retina is like a “screen” where the image of

the object seen is focused. The optic nerve connected

to the eye sends the message to the brain to tell about

the image seen.

Chapter 1: Sense Organs


51

3. Based on what you read, label the parts of the diagram of

the eye.

Questions

1. Close your eyes. Can you see anything?

2. What are the parts of the eye that you can see if you

look at it using a mirror?

3. Have you ever wondered why two eyes are better

than one?

Fig 2. Parts of the human eye

c.

d.

e.

f.

g.

h.

Fig 1. Front view of the human eye

a. b.


52

Reading in a dark room

Activity2: “Eye, Care”

Objective

Identify proper ways of caring the eyes

Material

pictures showing proper ways of caring the eyes

Procedure

1. Look at the pictures below.

2. Put a on the box if it shows a proper way of caring the

eyes and put a if it is not. Explain your choice.

3. Write your answer on your paper.

1. 2.

3. 4.

Watching very near

the television

Wearing sunglasses

on a sunny day Using goggles when

swimming


53

Question

How do you protect your eyes?

Lesson 2: The Ears

Activity1 “Ear, Hears”

Objective

Identify the parts of the ears

Material

picture of the enlarged ear

Procedure

1. Read about the parts and function of our ears.

2. Based on what you read, label the parts of the

diagram of the ear on your notebook. .

Parts and Function of our Ears

Our ears help us to hear sounds. It has different parts

that work together so we can hear sounds. The outside of

the ear is called the pinna. This is the part that you can

see where the girl’s earring is pierced. The pinna collects

sound and directs it into the ear canal. The ear canal is

like a tube where ear wax is formed. The ear canal directs

the sound into the eardrum located at the end. The

eardrum is like a thin piece of skin stretched tight like a

drum. When sounds reach the eardrum, it shakes or

vibrates. There are three small bones connected behind

the eardrum. These bones are called hammer, anvil, and

stirrup. When the eardrum vibrates, these three bones

that are connected one after another also vibrate. The

cochlea detects the vibration. The cochlea is the snail-like

part which is filled with liquid. When the liquid inside the

cochlea vibrates, it sends messages to our brain through

the auditory nerve to tell us about the sounds we hear.


54

Question

What helps you hear when your teacher or your classmate?

Activity2: How the different parts of the ear work

Objective

Identify the parts of the ears and their function

Material


Procedure

1. Read again the parts and functions of the ear in Activity 3.

2. Answer the following questions.

a. Which part of the ear collects the sound?

b. What happens to the eardrum when the sound

reaches it?

a.

b. c.

d.

e. f.

g.

h.


55

c. What happens to the three small bones when the

eardrum vibrates?

d. What happens to the liquid in the cochlea when the

three small bones vibrate?

3. Trace the path of the sound after it enters the pinna. Write

on the box the part of the ear.

Question

Do you protect your ear? How?

Activity 3: Ear Care

Objective

Communicate clearly proper ways of caring the ears

Material


Procedure



ears and put a if it is not. Explain your choice.

pinna


56

1. 2.

3. 4.

Question

Have you ever experienced loud sound?

Lesson 3: The Nose

Listening to loud music Inserting sharp

objects in the ear

Using clean cloth in

wiping the outer ear

Having a doctor

check the ears


57

Activity 1: “NOSY NOSE”

Objective

Identify the parts of the nose and its function

Materials

Picture of the nose, hand mirror

Procedure

1. Look at your nose using the mirror. Draw your nose

below.

2. Look closely at your nose opening.

a. What can you see inside your nose?

3. Read about the parts and functions of the nose.

Parts and Function of the Nose

Our nose helps us to smell things around us. We use it

to breathe. The nose is made up of the nostrils, nasal

cavity and nerves. The nostrils are the two holes of the

nose. Inside the nostrils are hairs that keep dust out of the

nose.When you inhale, air enters the nostrils and passes

through the nasal passages and into the nasal cavity. The

nasal cavity is the space behind your nose, in the middle

of your face. Its walls are wet, warm, and covered with

mucus, a sticky liquid. Mucus traps dusts, dirt or germs

which enter the nostrils and were not filtered by the nose

hairs. Inside the nasal cavity are nerves that pick up the

scents carried by air. The nerves in the nasal cavity send

messages to the brain which interprets what we have

smelled.


58

Questions

1. What do you call the two-hole opening of your nose?

2. What is the purpose of the hairs inside the nose?

3. Why is it necessary for the nasal cavity walls to be

covered with mucus or sticky liquid?

Activity2: Nose Care

Objective

Identify proper ways of caring the nose

Material

picture of the nose

Procedure



nose and put a if it is not. Explain your choice.


59

1. 2.

3. 4.

Guide Question

What are the proper ways of caring you nose?

Lesson 4 : The Tongue

Activity 1: My Tongue

Objectives

1. Identify the uses of tongue

2. Identify the parts and function of the tongue.

Materials

Using sharp objects to

clean the nose

Covering the nose

while passing a dusty

road

Blowing the nose hard Using a clean cloth

in cleaning the nose


60

picture of the tongue, hand mirror

Procedure

1. Look at your tongue using a mirror.

a. What can you see in your tongue?

b. What are the things that you can do with your

tongue?

2. Read about the parts and functions of the tongue.

Parts and Function of theTongue

The tongue is the sense organ that helps us taste all

things we place inside our mouth. It has taste buds

embedded in it. The taste of the food passes through the

bumps of the tongue, the taste buds, and nerve

endings.The nerves send messages to the brain which

interprets the taste of the food.

Taste buds

Taste buds


61

3. Trace the path of the taste of food after it enters the

mouth. Write on the box the part of the tongue where it

passes.

Question

What helps you taste the food?

Activity2: Care of the Tongue

Objective

Identify proper ways of caring the tongue

Material

pictures showing different ways of caring the tongue

Procedure


2. Put a on the box if it shows a proper way of taking

caring of the tongue and put a if it is not. Explain your

choice.

Write your answer on your paper.

Eating hot food Having a doctor

check the tongue

when it has sores

Food in

mouth

Brain (tells the

taste of the food)


62

1. 2.

3. 4.

Question

Have you ever experienced pain on your tongue?

What did you do?

Lesson 5 : The Skin

Activity 1: My Skin

Objectives

1. Identify the parts of the skin

2. Identify the function of the skin

Materials

picture or your skin/Magnifying glass

Procedure

Using a tongue scraper

to clean the tongue Brushing teeth


63

1. Look at the skin of your arm. Use the magnifying lens to

observe it closely.

a. What can you see in your skin?

b. Do you see tiny hairs and tiny openings?

2. Read about the parts and functions of the skin.

The sweat glands open the surface of the skin through

the pore. The oil glands keep the hair and skin soft and moist.

Parts and Function of the Skin

The skin is the outer covering of our body. It protects

the body from losing too much water, injuries, and infection.

It helps maintain body temperature and help us sense our

The skin consists of two layers. The epidermis is the

outer layer of the skin on the surface on which dead skin

cells are found. This is the part that we can see and touch.

The dermis is the inner layer of the skin which contains blood

vessels, nerves, sweat glands, and oil glands.


64

Touch, pain, pressure and temperature are sensed by the

nerve endings in the skin. The nerves send messages to the

brain which interprets the message and we feel the objects.

a. What covers your body from the top of your head to

the sole of your feet?

b. What is the outer layer of the skin?

c. What is found under the epidermis?

d. What does the dermis contain?

e. What keeps your hair and skin soft and moist?

f. What do the sweat glands do?

g. Which pick up the sensations of cold, heat, pressure,

and pain?

h. Which part of the skin carry message to the brain?

Question

Observe your body in a mirror. What covers your body from

the tip of your head to the sole of your feet?

Activity2: Care of the Skin

Objective

Identify proper ways of caring the skin

Material


65

Different pictures of the skin showing the proper ways of

caring the skin

Procedure

Look at the pictures below.

Put a on the box if it shows a proper way of taking

caring of the skin and put a if it is not. Explain your

answer.

1. 2.

3. 4.

Question

Do you practice personal hygiene?

Chapter 2: Animals

Taking a bath everyday Walking with bare

feet

Wearing clean clothes Drinking plenty of water


66

This Chapter deals with animals that can be found

anywhere. They have body parts and functions. They live in

different habitats/places. Some of them grow and develop.

Not all animals are useful. Some of them are harmful to

humans but can be controlled. There are many ways of

caring our animals

Lesson 1: Animals in the Environment

Activity 1: Name that Animal around you

Objective

Name animals around you

Material

pictures or video of animals

Procedure

A. Animals Around Me

1. Look at each picture below.

2. On your paper, write the name of the following

animals.

a. b.


67

c. d.

c d

e. f.

3. Aside from the animals shown in a – f, what other

animals are found in the farm? List them down.

B. Animals from Other Countries

1. There are many kinds of animals in the world. The

pictures below are some of them. Can you name

them? Write your answers on a piece of paper.


68

h i.

j. k.

Question

What are other animals can you name around you?

Lesson 2: Body Parts of Animal

Activity 1: What are the body parts of an Animal

Objective

Describe the parts of some animals shown in the video

Material


69

pictures/video of animals

Procedure

1. Look at the picture of the frog. Identify the numbered

parts

2. Write your answers on a piece of paper.

3. Look at the picture of the horse. Identify the numbered

parts.



70

5. Look at the picture of the bird. Identify the numbered

parts.


7. What common body parts can you find in a frog, a horse

and a bird? Write them down on your paper.

Question

Were the parts of animals clearly shown in the video?

Lesson 3: Classifying Animals according to Body Parts and

Use

Activity1: Body Parts Animals Use to Move

Objectives

1. Describe how animals move;

2. Identify the body parts that enable animals to move.

Materials

Live animals (or pictures/video of animals)

frog cat or kitten (in a cage)

butterfly earthworm

fish spider

snail chick or duckling


71

Procedure

1. Bring some live animals to class or go to the school

science garden or pond.

2. Observe how the animals move.

3. Observe the body part/s that each animal use/s to move

from place to place.

4. Supply the table below with the correct answers. Do this

on a separate paper.

Animals How does it

move?

What body part does

it use to move

a. frog

b. butterfly

c. snail

d. cat/kitten

e. spider

f. fish

g. earthworm

h. chick/duckling

Question

Why animals have different habitats?

Activity 2: Classifying Animals According to How They Move

Objectives

1. Infer how some animals move based on their

common body parts; and

2. Group animals according to how they move.

Materials

Live animals (or pictures/video of animals)

frog cat or kitten (in a cage)

butterfly earthworm


72

fish spider

snail chick or duckling

Procedure

1. Look at the animals below.

2. On your paper answer the following questions.

Butterfly

Duck

Fish

Squid

Grasshopper

Rabbit

Caterpillar

Snail

Honeybee

3. Group the animals as to how they move. On your paper,

answer the following:


73

Movements made by several animals

Walk

Jump/

Hop

Swim

Fly

Crawl

a. What body part does the animal use to move

from place to place?

Animals Body Part/s Used

Rabbit ________________

Fish ________________

Snail ________________

Honeybee ________________

Questions

1. Describe how animals move?

2. How do they differ from other animals?

Lesson 4: Body Parts of Animals that they Use in Getting

Foods

Objective

Infer the body parts used by animals for eating /getting

food.

Material

video of animals

Procedure

1. Look at the picture of some animals below. On your

paper, write your answers on how they get/eat food.


74

a. What body part of the animals does it use in getting

or eating its food?

Animals Body Part/s Used

Frog ________________

Dog ________________

Grasshopper ________________

Chicken ________________

frog

dog

grasshopper

chicken


75

2. Get a picture of the mouth parts of the four animals

from your teacher.

3. Observe the mouth parts carefully.

a. Can a chicken eat the corn if its mouth is shaped like

the mouth of a dog?

_________________________________

b. Can a frog catch a fly if it has a beak like that of the

chicken?

___________________________________________

c. How do animals differ in the way they get or eat their

food?

___________________________________________________

___________________________________________________

___________________________________________________

Question

How do animals get /eat their food

Activity 1: Classifying Animals According to What They Eat

Objectives

1. Infer what animals eat based on their mouth parts

and body parts.

2. Classify animals according to what they eat.

Material

picture of different animals eating food

Procedure

1. Identify the kind of food that each animal eats. Write also

the body part/s that they use in getting and eating their

food.


76

Goat eats

___________________.

Body part used in getting

and eating food:

________________

Pig eats

_____________________.

Body part used in getting and

eating food: ________________

Duck eats

__________________.


and eating food:

________________

Cat eats

____________________.


eating food:

_________________

Cow eats ________


and eating food:

________________

Horse eats __________.


eating food: ________________


77

2. Group each animal as plant-eaters, meat-eaters, or

variety- eaters by writing the names of the animal under

the proper column.

Animals and the food they eat

Animals and the Food they Eat

Plant eater Meat Eater Plant & Meat

Eater

a. What other animals that are plant eaters do you

know?

b. What other animals that are meat eaters do you

know?

c. What other animals that are plant & meat eaters do

you know?

Question

What do you call animals that plant eaters, meat eaters or

both?

Activity 2: Classifying Animals According to Their Body

Coverings

Objectives

1. Describe the body covering of animals

2. Group animals according to their body coverings.

Materials

colored pictures of: dog, cat, frog, duck, and lizard


78

Procedure

1. Look at the pictures below. On your paper describe the

body covering of the animals.

a. Dog b. Cat c. Bird

d. Crab e. Duck f. Shrimp

2. Get a piece of paper. Divide it into two parts and group

the animals according to their body covering. Write the

body covering on the left column, and the animals with

similar body covering on the right column as shown on

the table below.

Animals with similar body covering

Body Covering Animal


79

a. What other animal has a similar body covering to

a dog? _______________

b. What other animal has a similar body covering to

a duck? _______________

c. What other animal has a similar body covering to

a shrimp? ________________

d. How does a body covering help animals?

________________________________________________

________________________________________________

________________________________________________

Question

Why do animals have body covering?

Activity 3: Classifying Animals According to their Habitat

Objectives

1. Relate the animals’ body covering to where they live.

2. Group animals according to where they live.

Material

Pictures of animals


80

Procedure

1. Look at the animals below.

Group the animals as to where they live. Write

your answers in your Activity notebook following the format

of table below.

Places where animals live

Animals

that live

on land

Animals that live in water

Animals

that live

both on

land and in

water

Freshwater Saltwater

Whale Tur


81

Question

Why do animals live in different places?

Lesson 5: Importance of Animals to Humans

Activity 1: Useful Animals

Objectives

1. Explain why animals are important to people

2. Group animals according to what people get from

them or how they can extend help to people.

Materials

pictures of useful animals

Procedure

1. With the help of the internet and books, what are the uses

of the following animals to people?

carabao horse frog goat

cow mudfish sheep tilapia

2. Classify the animals listed above according to the things

that people get from them. Some animals may be

classified under more than one group. Do this in your

Science activity notebook.

Classification of animals based on their usefulness to

people

Source of Food

Source of Skin for

Bags, Shoes and

other things

Used for Plowing

the Field and

Carrying Loads


82

Question

What are other uses of animals aside from food,

transport, and raw material for shoes and bags?

Activity 2: Harmful Animals to Humans

Objective

Identify animals that can harm people

Material

pictures of harmful animals

Procedure

1. From what you learned from reading, watching television,

or from your family members:

a. What animals can make people sick?

b. What kind of sickness is this?

2. Write your answers to questions a and b in your Science

activity notebook following the format of Table 1below.

Animals that can harm people

Animals that can make

people sick

Sickness


83

Question

What should you do to avoid harmful animals?

Lesson 5: Proper Ways of handling Animals

Activity 1: Caring for Pets

Objective

Communicate to care for pets.

Materials

video clips about caring for pets

Procedure

1. Do you have a pet at home? What animal is it?

_____________________

2. Look for classmates who have the same pet as yours and

form a group.

3. In your group, discuss how you care for your pet. List down

4 things that you do to care for the animal in your Science

activity notebook.

a. ___________________________________________________

b. ___________________________________________________

c. ___________________________________________________

d. ___________________________________________________

4. Listen to a zookeeper, veterinarian, or anyone who looks

after animals as he/she explains the proper ways of handling

animals. You can also view the video clips about caring for

animals.

5. List them down in your Science activity notebook


84

Ask the “animal expert” if your group is giving the proper

care for the animal. Ask them why these things are

important. Write your answers on the table below.

Name of

pet

Ways in caring your

pet

Reason

2. Write a short letter to your friend about your pet and how

you take care of it. If you do not have a pet at home,

think of the animal you want to have as a pet.

Question

Why should you observe safety measures while caring your

pet?

Chapter 3: Plants

This Chapter deals with plants. We are surrounded by

plants as living things. They have important parts such as

roots, leaves, stems, fruits, and flowers. We will observe plants

in the environment, naming, and knowing their uses to other

living things. There are many ways of caring our plants which

will be discussed also in this Chapter.


85

Lesson 1: Naming Plants and Parts

Activity 1: Plants Around You

Objectives

1. Identify some plants in the garden

2. Describe the parts of a plant

Materials

plants in the garden

Procedure

Part A. Tomato Plant (example only, add two more plants in

the garden)

1. Look at the tomato plant below.

2. Name the parts of the tomato plant as numbered.

Part B. Parts of tomato plant

1

2

3

4


86

3. Look at the plants in the school garden.

a. Do all the plants in the garden have all the plant parts

that the tomato plant has?

4. Choose three kinds of plants in the garden. Write the

names of the plants in Table 1.

5. Observe the different parts of each plant.

6. Copy the table below on a separate sheet and check in

the column below of plant part present.

Parts Observed in Three Kinds of Plants

Name of the

plant Roots Stems Leaves Flowers Fruits

Example:

Mayana

1.

2.

3.

7. Do all three plants in Table have all the plant parts?

8. Can you name plants on your way to school?


87

Lesson 2: Same plant parts, different plants

Activity 1: “No two plants are alike or similar”

Objective

Compare the plant parts of different plants

Materials

plants in the garden

Procedure

1. Choose two different kinds of plants in the school garden.

They should be mature plants.

2. Observe the stem of each plant.

3. Copy the table below on a separate sheet of paper and

record your observations.

Stems of Two Kinds of Plants

Name of the

plant

STEM

Grow straight up or

trail along the

ground or climb

fences and other

plant

Soft (can be bent)

or hard (cannot be

bent; woody)


88

4. Observe the shape, color, and edges of the leaves. Draw

the shape of one leaf in the table below. Color the leaf

according to the colors you observed.

Leaves of Two Kinds of Plants

Name of the plant Leaf

5. Observe the flower (if there is any) of the plants.

6. Record your observation in the table below.

Flowers of Two Kinds of Plant

Name of the

plant

Flower

Color Does it

grow singly?

Does it grow in

groups/cluster?

a. Based from your observations, what can you say about

parts of different plants?

Question

Why do we need to observe the different parts of the

plants?


89

Lesson 3: Functions of the different Parts of the Plant

Activity 1: Different plant parts have different works

Objective

Infer the function of different plant parts

Material

picture of a banana plant or live plant

Procedure

1. Look at the banana plant in the garden, backyard of your

school or at the picture

2. On your paper, answer the following questions:

leaves

fruit

flower

trunk

root


90

a. What part of the banana plant holds it firmly to the

ground?

b. What part of the banana plant makes it stand upright?

c. What part of the banana plant makes its food?

d. What part of the banana plant develops into a fruit?

e. What part of the banana plant absorbs the water and

nutrients from the soil?

f. What part of the banana plant carries the water and

minerals from the roots to the other parts?

Lesson 4: Uses of Plants

Activity 1: “The Wonderful Plants “

Objectives

1. Identify things that come from or are made from

plants

2. Identify the different uses of plants

Materials

real objects or pictures of plants plate, mango, eggs,

metal, coconut, paper, wood chair, cotton salt

Procedure

1. Put a check mark [] on your paper if the object came

from or was made from plants. Put a cross mark [X] when

it did not come from or was not made from plants.

1. plate 2. mango 3. eggs


91

From your answers in step 1, write two uses of plants on your

paper.

1.

2.

Question

Do you have things at home made of plants

Lesson 5: Harmful Plants

Activity 1: Harmful plants

Objectives

1. Identify plants that are harmful.

2. Infer that some plants can be both useful and

harmful.

6. paper 5. coconut

oil 4. metal

potpot

7. wood chair 8. cotton 9. salt


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Materials

pictures of harmful and not harmful plants

Procedure

1. Interview your parents, other people at home, or

neighbors.

a. What are some of the plants that are harmful? Why are

they harmful?

b. Are there plants that are harmful and useful at the

same time?

2. Copy the tables below on your paper and write your

answers in them.

T Harmful Plants

Name of the plant Plant Part Why is it harmful?

Plants that are Both Useful and Harmful

Name of the

plant Plant part

Why is it

useful?

Why is it

harmful?

Question

Do you know of any plant which is useful and harmful?


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Lesson 6: Proper Ways of Caring Plants

Activity 1: “We care plants”

Objectives

1. Infer how to care for plants

2. Cite ways of caring for plants

Material

Video clip of proper ways of caring plants

Procedure

1. Look closely at each

picture.

a. What is the girl doing

with

the plant?

b. Is that a good thing to

do with plants? Explain.

c. What are the two boys

doing with the plant?

d. Is this a good thing to do

to plants? Explain.


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e. What is the girl doing with

the plant?

f. Is this a good thing to do to

plants? Explain.

g. What is the boy doing with

the plant?

h. Is this a good thing to do to

plants? Explain.

i. What are the two boys

doing with the plant?

j. Is this a good thing to do to

plants? Explain

Question

How do you care plants at home or in school?


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Lesson 6: Characteristics of living and nonliving things

Activity 1: The living and nonliving things

Objectives

1. Identify characteristics of living and nonliving things.

2. Identify the difference between living and nonliving

things.

3. Classify things as to living or nonliving.

Materials

pictures of living things

Procedure


2. Tell their characteristics by answering the question in

each column with YES or NO.

3. On your paper, write your answers.

Objects

Characteristics of living things

Does it

grow?

Does it

repro-

duce?

Does it

move

by

itself?

Does it

breathe?

Does

it

need

food?


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Rock

What are the characteristics of living things?

What are the characteristics of non living things?

3. Group the objects in number 2 in the table below.


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Do this on your paper

Living Things

Nonliving things

Question

What are the differences between living and nonliving

things?

Lesson 2: Comparing Living Things from Non Living

Activity 2 “Are you a living or a non-living thing?”

Objective

Compare living thing from non living.

Material

Pictures or real different living and nonliving things


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Procedure


2. Put a check (/) mark on your paper if it is living and

cross (x) if it is nonliving.

2. Write your answers on your paper.

What are living things?

What are non living things?

Question

Do you see around you things which are living and non

living?


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Chapter 4: Heredity: Inheritance

and Variation

In this Chapter, it deals with animals and plants

produce of the same kind. Some physical traits are common

or shared among a certain group of humans.

Lesson 1: Animal Reproduction and Heredity

Activity 1: “Mother, Father and Babies”

Objective

Infer that animals produce animals of the same kind

Material

pictures of animals with their babies /video clips of animals

with their babies

Procedure

1.Name the animals shown below.

2.Match the animal on the left with its young .

3, On your paper, write the letter of your answer.

____ 1. a.

____ 2.

b

____ 3. c.


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______ 4. d.

Look at the drawing of animals below. Identify each

animal and write the name on your paper.

Question

Is animal A, the young of animal B? Why?

Lesson 2: Human Reproduction and Heredity

Activity 1: Physical Traits of People from Different Ethnicity

Objective

Infer that some physical traits are common or shared

among a certain group of people (i.e., ethnicity).

Material

picture of ethnic group

Animal A Animal B


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Procedure

1. The picture below shows several Filipino kids.

a. What similarities in physical traits does this group of kids

have?

2. Look at the drawing below.

b. What similarities in physical traits does this group of

children have?

c. Which physical traits are different in each kid in the

drawing?


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d. Can you give example of other group of people

having the same physical traits?

Activity 2: Physical Traits of Animals of the Same Kind

Objective

Infer that some physical traits are shared within the

same group of animals.

Material

Illustrations of different breed of dogs

Procedure

Look at the drawings of different kinds of dogs below.

a. What physical characteristics/traits are similar to

them? Give three.

1. ___________________________________________

2. ___________________________________________

3. ___________________________________________

Question

On your paper, write three physical characteristics/traits of

animal


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Lesson 2: Plants Reproduction and Heredity

Activity 1: Growing plants from seeds

Objective

Infer that plants produce plants of the same kind.

Material

Mongo seeds, 3 wooden boxes/3 cans

Procedure

Part A

What will happen if you plant a mongo seed in soil? Draw

your prediction in Box A.

1. Place four mongo seeds in a small container containing

soil.

2. Water the seeds.

3. Observe the seeds on the following day.

Part B

Observe the mongo seeds that you planted in the previous

day.

a. What happened to the mongo seeds? Draw what you

observed in Box B.

b. What would happen to the mongo seeds after one

month? Draw your prediction in Box C.

Box A Box B Box C


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Activity 2: Growing plants from other plant parts

Objective

Infer that plants produce plants of the same kind.

Material

katakataka plant

Procedure

1. Observe a mature leaf in the katakataka plant. Take note

of the leaf margin/edge.

a. What is growing out from the edge of the leaf?

b. Is this still part of the plant or is it a new plant? Why

do you say so?

2. Look at the small plant growing from the margins.

Katakataka plant


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c. Does it look similar to the “parent” katakataka plant?

Why do you say so?

3. Look at the drawing of an Agave plant.

d. What are the pointed leaves for?

e.Does it look similar to the “parent” agave plant? Why

do you say so?

Question

Are there any plants other than katakataka which grow from

other plant parts?

Activity 1: The Basic Needs of Humans, Animals and Plants

Activity 1: Basic Needs of Humans, Animals and Plants

In this Chapter, activities on the combined physical

and biological components of an environment are discussed

and that is Ecosystem. The basic needs of humans, animals

and plants are identified, the relationship of living things in an

ecosystem, things we need from the environment and the

protection and conservation of our environment.

Lesson 1: Basic Needs of Humans, Animals and Plants

Activity 1: “What do we need for survival?”

Chapter 5: Ecosystem


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Objective

Identify the basic needs of humans, animals and plants.

Material

pictures/video clips of the basic needs of humans,

animals and plants

Procedure

1. Put a [] if people, animals, and plants needs the

following in the table below:

Needs People Animals Plants Activity

Food eating

Water drinking

Air breathing

Habitat Place

where they

live

Clothing/covering Movement

2. Perform the activity listed in the first column.

Write your answers on a piece of paper.

2. Answer the questions below.

a. What activities are common to people, animals

and plants?

b. Do people, animals and plants breathe the

same air? Where do they get the air they

breathe?

c. Do people, animals and plants eat the same

food? Where do they get the food they eat?

d. Do people, animals and plants drink the same

water? Where do they get the water they

drink?


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e. Do humans, animals and plants live in the same

or different habitats? Can we find these

habitats in the same environment?

Question

Are there other things human needs?

Activity 2: Things We Need from the Environment

Objectives

1. Identify the needs of living things that are provided

by the environment.

2. Explain how living things depend on the environment

to meet their basic needs.

Materials

Sun headband, Rain headband, Plant headbands

Rice plant, Animal headbands, Caterpillar, Bird (rice

bird and chicken), Colored strips of construction paper

Procedure

1. Your teacher to give you a printout.

2. Color your printout. After you have colored your printout,

cut out your picture and attach it to colored strips of

construction paper.

3. Your teacher will help you cut the strips to fit your head

and staple the two ends together.

4. Put on your headband and sit together in groups

according to your organism.

5. The rice group will stay in front, followed by caterpillar and

bird.

6. Listen to the instructions of your teacher.


108

6.1 Your teacher is the sun. The teacher will face the pupils

with the rice plant headbands and will say “I am the

sun. I help the plants grow.”

6.2 The pupils with the rain headbands will stand and water

the rice plants by making rain movement through their

hands and fingers. They will face the pupils with the rice

plant headbands and say “We are the rain. We bring

water to plants. Water helps the plants grow.”

6.3 The pupils with the rice headband will imagine that

they are growing and will stand. They will wave their cut

outs of palay grains. They will say “We need the sun

and we need the water from the rain. Sun and water

help us grow.”

6.4 The pupils with the caterpillar headband will stand and

say “We are very hungry. We need to eat. We will eat

the rice plants.” They will approach the rice plants and

will make eating movements.

6.5 The pupils with the bird headbands will stand and say

“We are very hungry. We need to eat. We will eat the

rice plants. We will eat the caterpillars.” They will

approach the rice plants and caterpillars and will make

eating movements.

6.6 The pupils representing people will stand and say “We

are very hungry. We need to eat. We will eat the rice

plants. We will eat the chicken.” They will approach the

rice plants and chicken and will make eating

movements.

7. Answer the following questions:

a. What things does the environment give to people,

animals and plants?


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b. What will happen to humans, animals and plants if

there is no sunlight?

c. What would happen to people, animals and plants if

there is no water?

d. What would happen to people, animals and plants if

there were no plants?

e. What would happen if the environment could no

longer give the needs of people, animals and

plants?

Activity 3: Conservation and Protection of the Environment

Objective

Explain why there is a need to protect and

conserve the environment.

Material

picture of environment

Procedure

1. Look at the picture below.

2. List down things that could cause harm to animals and

plants.

3. Answer the following questions on your paper.

a. What are the things that people do that harm animals

and plants?

b. What will happen if we continue to cut a lot of trees?

c. What will happen if we will not take care of the air we

breathe?

d. What will happen if we will not take care of the soil?

e. What will happen if we will not take care of our water

supply and other bodies of water?


110

Questions

a. What are the things that humans do that harm animals

and plants?

b. What will happen if we continue to cut a lot of trees?

c. What will happen if we will not take care of the air we

breathe?


111

UNIT 3: Force, Motion and Energy

Chapter 1: Moving Objects


112

Chapter 1: Moving Objects This Chapter deals with different ways in which we

describe ways of moving objects. Two ways to make objects

move can be by pushing, pulling, using a reference point or

a reference object is emphasized to give the accurate or

precise location of the object. Water moves object. Magnet

has two poles of which unlike poles attract each other while

like poles repel each other. When a force is applied to an

object, the object can move fast or slow, forward or

backward, and stretched or compressed.

Lesson 1: Describing the Position of an Object relative to

another Object

Activity 1: What is my position?

Objective

Describe the position of an object relative to another object.

Material

Real objects such as table, cabinet, ball, door, balloons

Procedure

1. Write the correct word that describes the position of the

object or animal or person in each picture. Choose from

the list of words in the box. Do this in your notebook.

under

table behind top cabinet right

boy in front left


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a. The book is on _____________ of

the ___________.

b. The ball is _____________

of the _____________.

c. The door is _____________

the _____________.

d. The cat is_____________

the _____________.

e. The balloons are in the girl’s

_____________ hand.


114

Activity 2: How do you know that an object has moved?

Objective

Describe the location of an object after it has moved

Materials

meter stick toy car

Procedure

1. Using a chalk, draw a line on one side of the table. Label

this line as “start.”

2. Put the toy car behind the line as shown below.

3. Slightly push the toy car.

4. Mark the location of the car once it stops.

5. Using a meter stick, measure the distance from “start” to

the position where the car stopped. In your notebook

answer the following questions

meter

stick

stop

start

start

start stop


115

a. What is the location of the car before it was pushed?

b. How far did the toy car move?

c. What is the location of your toy car after pushing it?

d. What is the reference point/object that tells you that

the toy car moved?

Question

Can you move an object without pushing it?

Activity 3: How can you make objects move?

Objective

Describe the different ways to move objects

Materials

Assorted objects (examples: eraser, pencil, notebook,

key, coin)

Procedure

1. Get five small objects from your bag. Put them on the

table.

2. Make each object move. Try different ways, of moving

the object.

Table 1: Different ways of moving different objects

Object How did I make the object move?

Example:

eraser

By pushing with my fingers

By lifting with my hand

1.


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2.

3.

4.

5.

Question

What are the different ways of moving objects?

Activity 4: Making a Wind Wheel

Objectives

1. Describe how wind moves objects

2. Make a wind wheel

Materials

pencil with eraser, paper, paperclip, tape

Procedure

1. Make a wind wheel. Look at the procedure below on how

to make a wind wheel.

-Holding only the handle, make your wind wheel spin. Try

different ways.

- What are the different ways of making your wind wheel

spin?

a. What made the wind wheel spin?


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2. Look around your room.

b. What other objects can be moved by the wind?

Question

What are the different ways of making wind wheel?

Activity 5: Making a Paper Boat

Objectives

1. Describe how water move objects

2. Make a paper boat

Materials

basin with water , Paper, Tape

Procedure

1. Make a paper boat. Look at the procedure below on

how to make a paper boat.


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2. Holding your paper boat, make it float and move in a big

basin of water. Try different ways and write them on your

notebook.

a. What are the different ways of making your paper boat

move on water?

b. What makes the paper boat move?

Lesson 2: Describing the Location of Objects after it has

moved

Activity 1: Make It Move!

Objectives

1. Describe how a magnet can move objects

2. Identify objects that can be moved by a magnet

Materials

Paperclip (metal), magnet, cardboard (about 15 cm x

15 cm) assorted objects (hair pin, small nails, round

fastener, eraser, crayon, bottle caps)

Procedure

1. Place a paperclip on top of a cardboard.

2. Hold a magnet under the cardboard.

Move the magnet.

a. What happens to the paper clip?

3. Try placing other objects on top of the cardboard. Make

each object move.


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4. On your notebook, copy the table and write the objects

you placed on the cardboard in column A and answer

the question in column B.

A

Object

B

Did the object move?

paperclip Yes

b. What objects were moved by the magnet?

c. For the objects moved by the magnet, what kind of

material are they made of?

Activity 2: Attract or Repel!

Objectives

1. Identify the poles of a magnet

2. Infer that a magnet has two poles

3. State that like poles repel; unlike poles attract

4. Infer that the strength of the magnet is stronger at

the poles

Materials

Paperclips (metal) magnets


120

Procedure

Place a bar magnet on a box filled with paperclips.

1. Lift the bar magnet. In your notebook, write your answers.

a. Did paperclips “stick” to the bar magnet?

b. Which part of the magnet did the paperclips “stuck?”

c. What does this tell you about the strength of the

magnet?

2. Get two bar magnets. Place them together in different

ways.

d. Did the two magnets attracts each other? Draw their

position below.

e. When did the two magnets repel each other? Draw

their position below.

Activity 3: Ready, Set, Go!

Objectives

1. Describe different ways of moving a toy car.

2. Identify objects or materials that can move a toy

car.

Materials

Toy cars Magnets Fan

Procedure

1. Each group will have one car for each race. (The cars

were prepared beforehand.)


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2. There are four races.

Race 1: One pupil from each group will push the car from

the starting line to the finish line. The first car to cross the

finish line wins.

Race 2: One pupil from each group will pull the car from

the starting line to the finish line. The first car to cross the

finish line wins.

Race 3: One pupil from each group will fan the car to

move it from the starting line to the finish line. The first car

to cross the finish line wins.

Race 4: A magnet will be attached to the toy car. One

student from each group will use a magnet to push the

car by placing the magnet attached on the car. The

magnets should not stick together. The first car to cross the

finish line wins.

a. How were you able to make the toy car move? List

them all below.

b. Do you have toy car at home? Did you try playing with

it? How did you find it?

Lesson 3: Describing Different Ways of Moving Objects

Activity 1: Fast or slow; Forward or Backward

Objectives

1. Describe the movement of an object as fast or slow

2. Describe the movement of an object as forward or

backward.

Materials

2 toy cars

Procedure

1. Label the toy cars as “1” and “2”.

2. Mark a starting line on the floor.


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3. Put the two cars behind the starting line.

4. Measure 1 meter from the starting line. Draw a line.

5. At the same time, lightly push one toy car and the

other toy car harder. Observe them. In your notebook,

write your observations.

6. Which toy car reached the 1 meter line first?

a. Which of the two toy cars moved faster? Why

b. What did you do to make the toy car roll fast?

c. What did you do to make the toy car roll slowly?

d. When you pushed the toy car, did it move forward or

backward?

e. What would you do to make the toy car move

backward?

f. Did you try playing toy car racing? How did you

measure the distance when you reach the finish line?

Activity 2: Can it be stretched or compressed?

Objectives

1. Describe the act of stretching and compressing

objects

2. Name objects that can be stretched or compressed

starting line 1-m line


123

Materials

garter rubber bands

Procedure

1. Each member of the group should have one rubber

band. Each should have a different color.

2. The group should position themselves behind a marked

line.

3. Stretch the rubber band using your fingers. Release the

rubber bands at the same time. In your notebook record

your answers.

a. What happened to the rubber band when you

released it?

b. Whose rubber band moved the farthest from the

marked line?

c. Whose rubber band was nearest to the line after

release?

d. What other objects can be stretched like the rubber

band? Name two.

4. This time, use the garter. Make the garter longer.

a. How did you make the garter longer?


124

5. Make the garter shorter.

a. How did you make the garter shorter?

b. What other objects can be compressed? Name two.

c. Do you play Chinese garter? How do you make it

longer and shorter?

Chapter 2: Light and Heat

This Chapter deals with the different sources of light,

whether natural or artificial, their importance in our daily

lives, and the proper ways of using them.

Lesson 1: Sources of Light

Activity 1: The Wonderful Light

Objectives

Identify sources of light

Classify sources of light into natural and artificial

Materials

flash light, candle, bulb, pictures of lighted charcoal,

sun, moon

Procedure

1. The pictures below show different things that give off

light.

2. Write the name of these things that give off light in your

notebook.


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3. Name other things that give off light aside from the

things presented. Write them down in your notebook.

Group your answers and write in the table below. Light

can come from natural or artificial sources. Natural

sources are those found in nature. Artificial sources are

those made by people. Do this in your notebook.

Question

What is the difference between natural light from artificial

light?

Natural sources of light Artificial sources of light

a. b.

c. d.

e. f.


126

Activity 2: Uses of Light

Objective

Identify uses of light

Materials

Tennis racket, shuttlecock, net

Procedure

1. Look at the pictures and answer the questions in your

notebook

a. What is the boy doing?

b. Why is he able to hit the shuttlecock?

c. What is the source of light that let him see the

shuttlecock?


127

d. What is the boy doing?

e. Why is he able to read the book?

f. What is the source of light that let him see the book?

Question

Is there any other source of light?

Activity 3: Other Uses of Light

Objective

Identify other uses of light

Materials

Different plants, pictures of traffic light, light house

Procedure

1. Look at the pictures and answer the questions in your

notebook.

a. Why is sunlight

important to

plant?

b. Why is traffic light important?


128

c. Why is a

lighthouse

important?

Activity 4: Safety in Using Light

Objective

Identify the proper ways of using light

Material

Sunglass, umbrella

Procedure


2. Put a on the box if it is a good practice and put a if it

is not. Do this in your notebook.

Looking directly at the

Sun

Using sunglasses


129

Question

How do you feel wearing sunglass during summertime?

What is the use of this?

Activity 5: Sources of Heat

Objective

Identify things that give off heat

Materials

sun, boiling kettle under the gas burner, electric toaster,

lighted charcoal, etc.

Procedure

1. The pictures below show different things that give off heat.

2.Write the name of these things that give off heat in your

notebook.

Reading in the dark Using umbrella

a. b.


130

Question

Do you have appliances at home? Name them.

Activity 6: Uses of Heat

Objective

Describe uses of heat.

Material

Pictures of uses of heat

Procedure

Look at the pictures. Describe how heat is used in each

picture. Write your answer in your notebook.

c. d.

e. f.


131

Activity Source of heat

How is heat

used

a.

b.

c.


132

Question

What are the other uses of heat?

Activity 7: Safety in Using Heat

Objective

Identify the proper ways of handling hot objects.

Materials

Gloves, pictures of hot food, gas flame,

kettle with boiling water

solar panel

d.

e.


133

Procedure

Look at the pictures below.

1. Put a on the box if it is a good practice and put a if it

is not. Do this in your notebook.

Using gloves to handle

hot food

Turning off the flame of

the gas after use

Staying un

der the sun

Touching hot objects

a. b.

c. d.


134

Chapter 3: Sounds This Chapter deals with the sources of sounds, ways of

producing sounds, and appreciating the importance of

sounds.

Lesson : Sources of Sounds

Activity 1: Sounds around Me

Objective

Identify sources of sounds.

Materials

pictures of objects having various sounds

Procedure

Sit quietly and listen to the sounds around you. In the table

below, list all the sounds you hear. Write the sounds heard

and objects that produce the sound in your notebook.

Sounds heard What object produces

the sounds?

Example:

Ark! Ark! Ark!

dog


135

Question

Have you experience hearing different sounds like music,

blowing of horn, voice of your classmates and sounds of

different animals?

Activity 2: Different ways of producing sound

Objective

Describe ways of producing sound.

Materials

maracas guitar drum/box whistle

Procedure

1. Make the drum, guitar, maracas and whistle produce

sound.

2. Write on the table below what you did to make them

produce sound. Do this in your notebook.

Object What I did to make it

produce sound

maracas

drum


136

guitar

Question

Can you play other musical instrument aside from the one

presented? How?

Activity 3: Make your own kazoo!

Objectives

1. Make an improvised kazoo; and

2. Describe how sound is produced using a kazoo

Materials

cardboard or tube from tissue paper

paper waxed paper

rubber band a sharp pointed object

Procedure

1. Place a small square piece of waxed paper on the end of

the cardboard tube. Secure it tightly with a rubber band.

Poke a hole through the tube with a sharp object.

2. Hum through the kazoo. Feel the end of the kazoo with

your fingertips.

3. Discover what happens when you cover the end of the

tube with your hand. Then, cover the little hole in the tube.

Have fun with your kazoo!


137

Question

Did you find fun blowing your Kazoo? Why?

Activity 4: Uses of Sounds

Objectives

1. Describe uses of sounds; and

2. Appreciate the importance of sound.

Materials

Pictures of ambulance vehicle, fire truck, church with bell,

Real alarm clock, doorbell.

Procedure

1. Look at the pictures. Describe the use of sound in each

picture. Do this in your notebook.

a. What is the use of the

sound of an ambulance?

b. What is the use of the

sounds produced by the

two girls?


138

Question

Do you know of other things aside from the activity

presented having sounds with importance?

c. What is the use of the

sound of the radio?

d. What is the use of the

sound of a whistle?

e. What is the use of the

sound of the alarm clock?

f. What is the use of

the sound of the fire

truck?

g. What is the use of the

sound of the bell in

church?

h. What is the use of

the sound of the

doorbell?


139

Chapter 4: Electricity This Chapter deals with the sources of electricity, uses or

importance in our lives and the safety measures on how to

use electricity.

Lesson 1: Sources of Electricity

Activity 1: “Our appliances at home”

Objective

Classify objects that operate using battery or when

plugged in electrical outlet.

Materials

computer, electric fan, television set in school

cellphone, toy car, flashlight, radio

Procedure

1. Look at the pictures. Classify them into objects that

operate using battery, when plugged in an electrical

socket or both. Do this in your notebook.

computer mobile phone electric fan


140

2. Group the objects in the table below.

Battery Plug in electrical

outlet

Battery & Plug in

electrical outlet

Question

Do you have appliances at home which are operated

both with battery and electricity? How do you use

them?

Activity 2: Uses of Electricity

Objective

Describe the uses of electricity.

toy car

flashlight

television

electric oven radio


141

Materials

electric stove, electric kettle, electric fan,

television, cellphone, toy car

Procedure

1.The pictures show some objects that use electricity. Use the

words in the box to complete the sentences. Do this in your

notebook.

a. Electricity is used in an

electric stove to ________

food.

b. Electricity is used in an

electric kettle to ________

water.

c.

Electricity is used in an

electric fan to ________ us.

d.

Electricity is used in a

television to give us ______.

cook boil cool

light move sound

entertainment communication


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e. Electricity is used in mobile

phones for ___________.

f. Electricity is used in

refrigerator to _____ food.

g. Electricity is used in a bulb

to _______ a house.

h. Electricity is used in a toy

car to make it _______.

i. Electricity is used in radio to

make _________.


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Question

What are the other household appliances you have at

home? Name their uses.

Activity 3: Using Electricity Safely

Objective

Identify the proper use of electricity and other

electrical devices.

Material

Actual Electrical outlet and electric fan in school

Procedure

1.Look at the pictures below.

2.Put a on the box if it is a proper use of electricity or

electrical devices and put a if it is not. Do this in your

notebook.

Inserting other objects in

an electrical outlet

Touching a switch

with a wet hand


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Questions

Do you have extension outlet at home or in school?

How do you use it?

Removing plug of

electrical devices when

not in use

Inserting too many devices

into one extension cord


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UNIT 4-Earth and Space


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Chapter 1 This Chapter deals with the study of the surroundings

and the things that make it up: living things, different bodies

of water and landforms.

Lesson 1: The Surroundings

Activity 1: Different things around you

Objective

Naming different things around you.

Material

Magic square chart

Procedure

1. Study the Magic Square Chart.

2. Think about your surroundings.

3. Write your ideas inside each square.


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PEOPLE AROUND

SUNSHINE and

FRESH AIR

RIVER, LAKES , HILLS ,

MOUNTAINS

FOOD

Plants and animals

Then, write them in your notebook.

a. What makes your surroundings a nice place to live

in?

b. Why should you keep your surroundings clean and

orderly?

c. How can you keep your community a safe

place to live in?

d. Where do you live? Can you name

things around your house?

YOU

Place

Where You

Live

SURROUNDINGS

SURROUNDINGS


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Activity 2: Take a Tour Around

Objective

Describe things in the surroundings.

Material

None (just go around, in and out of the classroom)

Procedure

1. Fall in line and go outside the room quietly.

2. Follow your teacher as she walks you around the

school.

3.Observe the places carefully as you go through them.

Describe the place you observed. Write your answers

in your notebook following the table below:

School’s surroundings

Place Visited Description

Place #1.

Place #2.

Place #3

Place #4.

Questions

1. What were the places you visited?


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2. What did you see in these places? Describe what you

saw.

3. Are these things important in an environment of the

school? of the community? Why?

4. Why should you keep our surroundings clean and

orderly?

5. How do you keep your school environment a safe

place to study?

Activity 3: A Walk in the Garden

Objectives

1. Name things found in the garden.

2. Group things as to living or non-living thing.

Materials

Paper Pencil and crayons Magnifying lens (if available)

Procedure

1. Take a walk in the school garden e.g. flower garden,

vegetable garden, herbal garden. Pair with a friend.

2. Observe the following measure while in the garden:

a. Avoid touching plants. Some may have spines or

thorns.

b. Refrain from smelling different flowers. It might cause

discomfort or cause allergy.

c. work with your buddy. Stay together at all times.

3. Observe the things that you see around. You can use the

magnifying lens to have a closer look at small objects.

4. Answer the guide questions in your notebook


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Questions

1. What are the living and non-living things in the garden?

Living things: Non – living things:

2. How many kinds of plants did you see? What are they?

3. How many kinds of animals did you see? What are

they?

4. Complete the table below.

Living Things Non Living Things

5. Write in one or two sentences what things can be seen

in a garden in your notebook.


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Activity 4: Bodies of Water in your Community

Objectives

1. Describe the bodies of water.

2. Infer that plants and animals are present around and

in the bodies of water.

Materials

photocopy of two bodies of water

crayon or water color, clear tape, cardboard , pair of

scissors

Procedure

1. Group yourselves into 5. Have a photocopy of the bodies

of water.

2. Using crayons or water color, color the illustrations and cut

the paper following the broken lines.

3. Tape each cut out bodies of water onto a sheet of poster

board using only a small piece of clear tape along the

top of each card ( so the card flips upwards) and answer

the questions. Do this on your notebook.


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Guide Questions

1. Do you have a similar body of water in your

community? Describe it.

2. Do you use the water for a particular purpose?

Describe the use.

3. Is the body of water important ?


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Activity 5: The Landforms

Objectives

1. Describe landforms.

2. Make a poster board presentation.

Materials

landform pictures, pair of scissors,

glue or paste, crayons, pencil,

Procedure

1. Group yourselves into 5. Have a photocopy of the

landforms.

2. Match a landform picture with its description in your

notebook. Cut out the landform pictures. Glue each

landform next to its description. Make a poster board for

this activity.


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mountain

valley


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2. Are there landforms in your community? Pick out a

picture of a land form from the list which is similar to

where you live. Tell something about your

community. Do this in your notebook.

3. Are landforms important? Why?

Chapter 2: Weather

Chapter 2 on weather deals with types of weather,

appearance of the sky, weather changes and its effects to

people, animals and plants. It also deals with precautionary

measures on different weather conditions and preparation

of improvised weather instrument.

Lesson 1: The Weather

Activity 1: “The Weather Watcher”

Objectives

1. Describe the weather for the day.

2. Draw the clouds seen in the sky.

3. Describe the appearance of the clouds.

Materials

weather watcher card coloring markers, crayons, pens

KWL Chart,

Procedure

2. Look around you and at the sky above. Observe the day’s

weather. Write the following in your notebook.

a. Is it sunny?


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b. Is it rainy?

c. Is it windy?

d. Is it stormy?

3. Observe the sky for five minutes.

CAUTION: DO NOT LOOK DIRECTLY AT THE SUN. THE SUN’S

RAYS CAN HARM YOUR EYES.

4. Draw some of the objects that you see in the sky. Use

coloring pencils or pens for your drawing. Do this in your

notebook.

5. Complete the table below. Do this in your notebook.

6. Describe the clouds based on what you wrote on the

table. Write your answer in your notebook.

Activity 2 : Types of Clouds

Objectives

1. Describe the different clouds in the sky.

2. Show a four-day weather condition and the type of

cloud each day.

Materials

weather chart, coloring pencils, or pens, cotton balls,

glitters for lighting and rain paper and pair of scissors glue

Shape of the cloud Color of the cloud


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Procedure

1. Observe the clouds in the sky every morning and every

afternoon for four consecutive days. Record your

observations in your notebook.

2. On the first day, draw the shape of the cloud in column 1

of Table 1. Then, make a model of this cloud using cotton

balls to represent the type of cloud you observed. Paste this

model under your drawing. You can improve your model by

using glue and glitters. The glitters will represent rain and

lightning.

3. Repeat Step No. 2 for Tuesday until Thursday. You should

have a complete table on Thursday, the fourth day.

Table1. Cloud observed each day for four days

Describe the shape of the clouds each day every

morning and afternoon.

Monday _____________________________________

Tuesday _____________________________________

Wednesday _________________________________

Thursday ____________________________________

Questions

1.Does the cloud change every day?

2.Write one or two sentences about what you have

learned in this activity.

Use the guide below for the types of clouds.

MONDAY TUESDAY WEDNESDAY THURSDAY


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i. Cirrus clouds are thin and wispy

ii. Cumulus clouds are white and puffy

Stratus clouds are low, flat and gray


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Question

What is the weather today?

Activity 3: My Improvised Weather Instruments

Objectives

1. Make a simple weather instrument.

2. Describe the uses of the instrument.

Materials

Set A: wooden sticks, strip of paper, glue

Set B: cardboard, wooden sticks, glue

Procedure

For Set A. Making a Wind Vane

1. Cut a strip of paper longer than the length of the

stick.

2. Glue strip of paper to one end of the stick.

3. Place your improvised weather tool in an open

space.

4. Observe how it works. Draw the weather instrument

in your notebook.

5. Show to the class how your instrument works.

For Set B. Making another Model of a Wind Vane

6. Get a thick cardboard.

7. Cut two arrows of the same size. Make the tails

bigger than the arrow heads.

8. Put a stick between two arrows. Staple or paste

them together.


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Illustration here

9. Place your improvised instrument at the top of a

pole.

10. Draw the weather tool in your notebook.

11. Show to the class how your instrument works.

FOR SET B Speed and direction of the wind

1. Place your improvised wind vane on top of a pole or

elevated area (location A).

2. Observe how the strip of paper moves every 5

minutes for 15 minutes.

3. Transfer your wind vane to another location. Call it

location 2. Observe again.

4. Put a check mark in the table 2 below for your

observations.


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Table 2. Movement and direction of the wind

Location A Time

After 5

min.

After 10

min.

After 15

min.

Strip of paper does

not move

Strip of paper sways

Strip of paper makes

sound

Location B

Strip of paper does

not move

Strip of paper sways

Strip of paper makes

sound

6. From your observations, did the wind move? Describe

how it moved and its direction.

7. How do you describe the how fast (speed) the wind

moved in location A? Place a check (√ ) beside your

choice below.

Slow _______ moderate _______ fast ______

How do you describe the how fast (speed) the wind

moved in location B? Place a check (√) beside your

choice below.

Slow _______ moderate _______ fast ______

8. In this activity, do wind speed and direction vary in

different locations at the same time? Why?


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Activity 4: Does Weather Change?

Objectives

1. Tell how cold or hot the air is.

2. Compare the temperature of air in different places.

3. Describe the speed and direction of the wind.

Materials

SET A: 2 thermometers and crochet thread or thin rope

SET B: Improvised wind vane weather chart

Timer

Procedure

A. Temperature of air in a room

1. Take two thermometers.

2. Tie one thermometer (A) tightly to a strong support

inside the room. You can tie it to a nail on the wall or

a window grill. Just make sure that you hang the

thermometer in a place where you can easily read

the temperature.

Thermometer A Thermometer B


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1. Tie the other thermometer (B) to a shady area

outside the room. You can tie it to a branch of a tree

that is not directly under the sun’s heat.

2. Two students will read thermometer A, Another two

students will read thermometer B. That will be the

initial temperature of air inside and outside the room.

3. Continue taking the temperature readings every 10

minutes until you reach 60 minutes.

Complete Table 1 below with your result n your

notebook.

Table 1. Temperature of air inside and outside the room

Time (min.) Temperature (0C)

Inside the room

Temperature (0C)

outside the room

0

10

20

30

40

50

60

Questions

a. Inside the room: What is the highest temperature

recorded? Lowest temperature recorded?

b. Outside the room: What is the highest temperature

recorded? Lowest temperature recorded?

c. Are there changes in the temperature readings

inside the room? How about outside the room?


164

d. Where were the temperature changes greater,

inside or outside the room?

e. What do these changes in the temperature mean?

f. In which area was the air cooler, inside the room or

outside the room?

Activity 5: The Daily Weather

Objectives

1. Describe how the wind moves within the day.

2. Tell how hot or cold is the place you are staying in.

3. Identify the elements of weather involved

Materials

weather Chart improvised wind vane

thermometer string or thin rope

Procedure

1. Observe whether the day is sunny, windy, rainy, or

stormy.

2. Go outside the room with your teacher and group

mates. Find an area where you will place your

improvised wind vane.

3. Observe the instrument for ten (10) minutes. The

following questions can help you with your

observations:

A. Is the paper moving? Is it moving slowly,

moderately, or fast?

B. What does the movement of the paper mean?

C. What is the direction of the wind?


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4. Record your observations and answers to questions A,

B, and C in the Table 1.

Table 1. Observations on the wind’s speed and

direction for the day

TIME Observations

First 5 minutes

A

B

C

Next 5 minutes

A

B

C

5. Take the temperature of air in the room and outside the

room every 10 minutes for 30 minutes. Write your

readings in table 2.

Table 2. Temperature of air inside and outside the room

Time (min.) Temperature (0C)

Inside the room

Temperature (0C)

outside the room

0

5

10

15

20

25

30


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In which place is air cooler, inside the room or outside

the room?

6. Complete your observations of the day’s weather. Fill

up Table 3 with your observations.

What to Observe

DAY 1

Weather Condition

Sunny /Fair

Rainy

Windy

Stormy

Clouds

Clear

Partly cloudy

Cloudy

Type of Cloud

Cirrus

Cumulus

Stratus

Type of Cloud

Cirrus

Cumulus

Stratus

Describe the weather condition for the day.

Does the weather condition change within the day?


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Activity 6: Weather Reporter

Objectives

1. Make a weather bulletin for a week.

2. Report orally the weather for the week.

Materials

weather charts thermometer

Procedure

1. Use the weather chart in activity 5.

2. Make a simple weather bulletin using the table

below.

Question

Have you ever interviewed a weather forecaster? What

have you learned from him/her?

WEATHER ____________________________________ ____________________________________ ____________________________________

Temperature: _______________


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Activity 7: Weather Collage

Objectives

1. Describe how weather affects people, plants

and animals

2. Make a collage showing the effects of weather

on people, plants and animals

Materials

cut out pictures showing different activities of people

paste or glue coloring pen/pencils

cartolina for each group

Procedure

1. Talk with your group mates. Think about the good

and bad effects of the different kinds of weather

on people, plants, and animals. Write the results of

your discussion in your notebook following the table

below.

2. Make a poster showing these effects of weather on

people, plants and animals. See Table 1.

Table1. Effects of different weather conditions on

people, plants, and animals

Weather

condition

Effects of

weather on

people

Effects of

weather on

Plants

Effects of

weather on

Animals

Sunny

Windy

Rainy

Stormy


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A. What kind of weather brings good effects on

a) people? Why?

b) animals? Why?

c) plants? Why?

B. What kind of weather brings bad effects on a

a) people? Why?

b) animals? Why?

c) plants ? Why?

C. What kind of weather do you like most? Why?

D. What kind of weather do you hate most? Why?

Activity 8: Be Careful with what we do

Objective

Draw the safety and precautionary measures in dealing

with the different types of weather condition

Materials

Clothes and things used in different weather

conditions, Activity notebook.

Procedure

1. Draw one activity you need to do for each

weather condition. Do this in your notebook.

Things I like to

do (Draw)

Things I should not do

or

be careful of the

things I do

Sunny Day

Rainy Day


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Things I like to

do (Draw)

Things I should not do

or be careful of the

things I do

Windy Day

Stormy Day

2. How different are the activities you do during warm

or sunny days from the activities you do during cold or rainy

days?

3. How different are the conditions of animals during

sunny weather from cold rainy day?

Chapter 3: Objects Seen in the sky

This Chapter deals with the different objects in the sky,

their sizes and brightness. It further discusses the position of

the sun and its effects on people, animals and plants.

Lesson 1: Objects Seen in the Sky

Activity 1: Sky during night and day time

Objective

Describe the objects seen in the sky.

Materials

Graphic organizers

Procedure

Write what you see in the sky during day time and night

time. Copy the model below in your Activity notebook.

Then, answer the questions that follow.


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Graphic Organizer 1: Objects seen in the sky at night.

Graphic Organizer 2: Objects seen in the sky at daytime

a. What objects do you see in the sky at night? During

the day?

b. Are they the same objects?

c. Tell something about these objects.

d. Why do objects that are seen at night cannot be

seen during daytime?

Sky at night

Sky at day


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Activity 2: Sizes of objects seen in the Sky

Objective

Relate the different sizes of objects seen at night and

day

Materials

small ball; 2 big balls; ruler or meter stick

Procedure:

Set-up A

1. Get 1 small ball and 1 big ball. The balls should be of

the same kind.

2. Put the big ball 4 meters away from the small ball.

(Figure1)

1. Position yourself in front of the small ball.

2. Look at the balls at eye level.

3. Observe their apparent sizes.


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Figure 1.

Set-up B

1. Get 2 big balls. Place them 4 meters apart on table.

2. Position yourself infront of the 1st ball, then look at the

two balls at eye level. Observe their sizes.

Set-up C

1. Reverse the set-up in B.

2. Place the big ball 1 meter away from you. Place the

small ball 4 meters away from the big ball.

3. Position yourself infront of the big ball and look at the

balls at eye level.

Questions

a. In set-up A, which ball looked bigger as you saw it?

b. Describe what you saw in set-up B. Which of the 2 balls

appeared bigger? Or smaller?

c. How did the big ball appear in set-up C? the small ball?

4 m


174

Activity 3: Brightness and Dimness of Objects seen in the Sky

Objective

Describe the brightness and dimness of objects

seen in the sky.

Materials

3 candles of the same size and kind; match; long

table

Procedure

1. Place three candles 3 meters away from each on a

long table.

2. Stand about a foot away from the first candle and

observe the brightness of the three candles at an eye

level.

3. Record your observations in your notebook.

Questions

Write your answer in your notebook.

a. Which candle looked bigger and brighter?

b. Which candle looked smaller and dimmer?

c. How would you relate the distance between the 3

candles to their brightness or dimness?


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Activity 4: Position of the Sun at Different Times of the Day

Objective

Make observations of the position of the sun at different

times of the day

Material

Flashlight

Procedure

1. Use the figure above as a guide to make the set up.

2. Focus the flashlight at different positions. The flashlight is

the sun and the object at the center is anything on

Earth.

3. Point the flashlight to the object at the center. Observe.

4. Record your observations.

Questions

a. In the morning, what is the position of the sun?

b. At noontime, where is the sun?

c. In the afternoon, where can you find the sun?


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Activity 5: Harmful Effects of Sun’s Heat to People

Objective

Make observations of the effects of the sun to

people

Materials

alcohol burner, eggplant, tomato, kitchen tong,

Procedure

1. Light the burner.

2. Hold the eggplant with a kitchen tong near the fire for

three minutes. (Fig.1)

3. Repeat the procedure for the tomato. Use the kitchen

tong.

4. Observe the skin of the eggplant and tomato.

Questions

Write the answers in your Activity notebook.

a. Did you see some changes in the skin of eggplant and

tomato after holding it near the alcohol lamp? What are

they?

b. Did you see some changes in the skin of tomato after

putting it over the alcohol lamp? What are they?

c. Draw the appearance of tomato and eggplant before

and after they were placed near the alcohol lamp. Do

this in your notebook.

d. Why do you think the skin appear burned or dark?

e. Can the changes in the skin of eggplant and tomato

happen in the skin of people? How?

f. What are the effects of too much heat on people?


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g. Gather pictures of people who work under the sun for

long hours. Describe the effect of the sun on the

people.

Activity 6: Effects of Sun’s Heat on Plants

Objective

Describe the effect of sun’s heat on plants

Materials

Plants available in the school/ community

Procedure

1. Get two potted plants of the same kind preferably

having the same height and number of leaves.

2. Place one potted plant under the sun ( Plant A) and

the other one under the shade ( Plant B )

3. Water the plants with the same amount of water.

4. Observe each plant two times a day, in the morning

and in the afternoon. Do this for three days.

5. Copy the table below in your notebook. Write your

observations in your notebook copy the table below.

Name of the Plant ___________________

TIME OF THE

DAY

WHAT DO I SEE?

Plant under the

shade

Plant in the sunny

area

8:00 AM

2:00 PM


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Questions

a. Describe the condition of the plants before placing

them under the shade and under the sun.

b. What happened to Plant A and Plant B after 2 days.

Do they look the same?

c. What happened to Plant A and Plant B after 3 days?

Do they look the same?

d. Does the sun have any effect on both plants?

e. Write a statement about the effects of the heat of the

sun on plants.

Activity 7: Effects of Sun’s Heat on Animals

Objective

Describe the effects of the heat of the sun on animals

Materials

Garden or places near the school ground

Procedure

1. Look for animals in the school surroundings. Identify

the animals.

2. Describe the appearance of the animals that you

see.

3. Describe the behavior of each animal.

Record your observation in your notebook.


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Name of

the

Animal

( Local

Name )

Where

did I see

the

animal?

Appearance

of the

Animal

What was

the

animal

doing?

What

other

behavior

of the

animal

did you

see?

Questions

a. Where did you see the animals? Name the animals.

b. Did you see animals staying in shady areas? Why do

they like to stay there?

c. Did you see animals under the heat of the sun? Why do

they like to stay there?

d. What were the animals doing under the shady area?

e. What were the animals doing under the sun?

f. Does the sun have an effect on animals? What is it?

ISBN: 978-971-0468-21-8