Science and Health IV 1st Rating

SCIENCE AND HEALTH IV
Date: ____________
I. Objective:
Identifies some bones that make up the human skeletal system
Values: The skeleton is the framework of the body in some ways as population is the framework of
a nation. When the framework is strong, the nation is strong. It is important that each
individual that composes a nation must be strong
II. Subject Matter:
Human Skeletal System !arts of the Skeleton System and the "ones#
A. Science Concept/Iea:
The skeleton is the framework of the body, which is made up of $%& different bones, designed
to:
a. support the body
b. enable movement
c. protect some body part
'. ()ial Skeleton
$. (ppendicular Skeleton
!. Science "roce##e#:
*bserving, classifying, inferring and communicating
C. Materia$#:
( model of a human skeletal systemif available# or enlarged picture of the human skeletal
system.
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $-/
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. /-5
III. "roceure:
A. "reparator' Activitie#:
'. Introduce the chapter by showing things like picture frame or kite. (sk the pupils what the
things are and the parts. 6elate this to the lesson
!. "re#entation:
a. 6efer again to the model or enlarged picture of the human skeletal system. Identify the two
parts of the skeletal system and some bones that make up the skeletal system.
b. Illustrate the bones on the Science notebook and label the bones.
C. Concept (or)ation:
a. Teacher re7uests the pupils to touch the bones of their body and describe them as to the si4e,
location, even hardness or softness.
D. *enera$i+ation:
What does the skeletal system made of8
E. App$ication:
3ivide the class into four groups. Two groups will be holding the parts of the human skeletal
system, while the other two groups hold the banner of the two parts of the skeletal system and let
the classify the bones.
(. Enric,)ent:
!resent some ways on how to take care of the skeletal system.
IV. Eva$uation:
(nswer the 7uestions with the group mates.
'. Why do we have a skeleton8
$. How do we take good care of our skeletal system8
V. A##i-n)ent:
0lassify the bones under the proper heading
vertebrate ribs skull pelvic bone
Remarks:
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()ial Skeleton (ppendicular Skeleton
Date: ____________
I. Objective:
3emonstrate how the skeletal system enables u tot move
Values: The strength of a chain is in its weakest link. This implies that we must protect all the 9oints
in our body, because if one of them is weak, the whole body is affected.
II. Subject Matter:
The Human Skeletal System
( 9oint is an area where one bone meets another bone.
:inds of .oints
'. Hinge 9oint
$. ;liding .oint
/. "all-and-socket .oint
<. !ivot .oint or (ngular .oint
5. Slightly +ovable .oint
&. Immovable .oint
*bserving and communicating
C. Materia$#:
1nlarged pictures of the different kinds of bones and skeletal system
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. '$-'5
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. =-'%
III. "roceure:
6eview
What do you call the framework of the body8
What are the two parts of the human skeletal system8
0hecking of (ssignment
+otivation
(sk the pupils to stand and let them do the different movements
!. "re#entation:
a. Show them the enlarged picture or model of the skeletal system. >et them observe the bones.
b. Show the pictures of the different kind of 9oints and their names. >et the pupils move their
parts of the body where certain 9oint is found.
a. Teacher e)plains the various 9oints, the location and the movements of the 9oints.
b. !repare a chart by group to summari4e the learning about how the skeletal moves the body
and how the bones are connected to each other.
c. !resentation per group regarding the chart
D. *enera$i+ation:
"ased on the activity, how does the skeleton move8
E. App$ication:
Imagine that your arms are made up of a long bone without 9oint. Stretch your arms this time
and fold them. 0an you do that without the 9oints8 Why8
The class may sing this song - +y "ones
IV. Eva$uation:
Identify the 9oint which allows the following movements:
????? '. ( girl turns her head to the left without turning her body.
????? $. The dancers sway their hips around as they perform their number.
????? /. +yrna wiggles her thumb. It tilts in different directions.
V. A##i-n)ent:
0onstruct a model of leg or arm by a hinge 9oint, using cardboard and a round fastener.
3emonstrate how it moves.
Remarks:
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Date: ____________
I. Objective:
Identifies some bones that protect some internal organs through illustrations
Values: Tough and strong bones protect the human body. @ou must, in return, protect your bones by
regular e)ercise and by eating calcium-rich foods.
II. Subject Matter:
The Human Skeletal System What do "ones !rotect#
'. The function of some bones is to protect internal organs.
$. The ribs protect the heart and the lungs
/. The skull protects the brain
<. The spinal column protect the spinal cord
5. The pelvic bones guard the kidneys and other organs of the abdomen
C. Materia$#:
1nlarged pictures of the different kinds of bones and skeletal system
+aterials of some internal organs needed for the lesson
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. '$-'5
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. =-'%
0ollierAs 1ncyclopedia, ,ol. <, pp. /5'-/5/
D. App$ication:
Why do we need to protect the internal organs8
What will happen if we will not take god care of our bones8
III. Eva$uation:
0opy the bones and the internal organs that each one protects.
"*B1 *6;(BSC!6*T10313
IV. A##i-n)ent:
+atch 0olumn ( with 0olumn ". write the letter of the correct answer on the blank..
0olumn ( 0olumn "
????? '. Skull a. protects the kidneys
????? $. 6ib cage b. protects the brain
????? /. !elvic bone c. protects the heart
Remarks:
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Date: ____________
I. Objective:
Identifies the different types of musclesD 3escribe the kinds of muscle
Values: >ike muscles, there are happenings in our lives that we can and cannot control. We can only
be accountable for those that we can controlD but we must be ready to accept those that we
cannot.
II. Subject Matter:
+uscular System :inds of +uscle#
'. +uscles are attached to bones
$. Types of +uscles
a. ,oluntary +uscles
b. Involuntary +uscles
c. 0ardiac +uscles
C. Materia$#:
+icroscope if available#
Slides with the different types of muscles if available#
!icture of the different muscle cellsC kinds of muscles
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $%-$'
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. 'E-$%
0ollierAs 1ncyclopedia, ,ol. <, pp. F'5-F'=
III. "roceure:
6eview
What do bones protect8
+otivation
Introduce the lesson by showing the picture of a muscleman. (sk, what are the bulges
you see in his arms and legs8
Show the microscope or a picture of a muscle. Identify some important parts of it its
function.
!. "re#entation:
a. 6elate the motivation to the lesson
b. >et the pupils use the microscope
c. ;roup them and let them draw the muscles
d. 1ach group reporter will describe the muscles.
a. 6efer to the pictures of the muscles. >et them compare each muscle from another muscle as
to the structure.
D. *enera$i+ation:
3escribe the different types of muscles
E. App$ication:
!ut your right hand on the center of your chest and feel your heart beat. 3o you think you can
control the beating of your heart8 What type of muscle does the heart have8
IV. Eva$uation:
1numerated below are various bodily functions and activities. Gsing your own body, observe and
name the type of muscle or muscles involved in each functionCactivity. The muscles can either be
voluntarily or involuntarily or both.
"odily HunctionC(ctivity Type of +uscle
'. .umping, running, 9ogging
$. Winking of the eye
/. "reathing
<. Speaking
V. A##i-n)ent:
Identify the kind of muscle in each of the following.
????? '. leg muscles
????? $. heart muscles
????? /. small intestine
????? <. blood vessel
????? 5. arm muscle
Remarks:
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Date: ____________
I. Objective:
3escribes how muscles are connected to bones
Values: +uscles can only produce the desired motion of the body when they act in opposition. This
is the essence o true democracy.
II. Subject Matter:
+uscular system
'. +uscles work in pairs
$. The contraction of one muscle bends a 9oint, while it pair is rela)ed
/. The muscle that bends a 9oint is called a fle)or
<. The muscle that straightens a 9oint is called an e)tensor
*bserving, demonstrating and communicating
C. Materia$#:
(rm model or a leg model How 3o +uscles 0ause "ody +ovements#
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. 'E-'=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. $%-$'
0ollierAs 1ncyclopedia, ,ol. <, pp. F'5-F'=
III. "roceure:
6eview
What are muscles8
Bame and describe each type of muscles
+otivation
6efer to the picture of the muscleman. 0all someone to do the pose done by the
muscleman in the picture.
(sk the pupil about their observation in the arms of the volunteer pupil.
!. "re#entation:
a. 6e7uest everyone to stand and do the pose of the muscle man in the picture
b. >et them feel the contraction of muscles in their arms, then legs.
c. Teacher discusses how muscles are connected to bones and how they work.
d. ;roup them and let them create gracious movements of their body and e)plain how muscles
work.
a. >et the pupils describe the relationship of the following terms:
0ontract 2 6ela)
Hle)or - 1)tensor
D. *enera$i+ation:
How do muscles cause body movements8
E. App$ication:
1verybody please place your hands at the back of your nape. "ow your head slowly, what can
you say about the muscles you can feel with you hands at the back of your nape8
IV. Eva$uation:
Write five e)amples of activities to show that the skeletal and muscular systems work together
'.
$.
/.
<.
5.
V. A##i-n)ent:
1)plain how muscles make bones move.
Remarks:
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Date: ____________
I. Objective:
1)plains how involuntary muscles help bodyD 0ites simple body activities that how the
involuntary muscles help the body
Values: 6efle)es and instincts are our bodyAs best means of self protection against in9ury. However
they work only if one has a presence of mind.
II. Subject Matter:
+uscular System How the Involuntary +uscles Help the body#
'. +any of our bodily activities performed by involuntary muscles
$. The eye is controlled by both voluntary and involuntary muscles
/. 6efle) is one action involving the involuntary muscles.
*bserving, demonstrating, communicating
C. Materia$#:
(rm model or a leg model
!lastic sheet
!lastic "allCpaper
!lastic hammer
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $$-$5
0ollierAs 1ncyclopedia, ,ol. '&, pp. F'5-F'=
III. "roceure:
6eview
How are muscles connected to bones8
+otivation
0all a child. (sk him to hold lighted candle. >et him touch the melted candle. If he
refuses, ask the pupils why he did not do it. If he did it ask the pupils how did he react on the
head of the candle wa)
!. "re#entation:
a ;roup the children into pairs and let them do the activity by following the procedure
carefully and properly.
b. !rocedure
'. Hold a plastic sheet firmly in front of your eyes, covering your face. Tell your partner to
throw a plastic ball or crumpled sheet of paper against the sheet directly towards your
eyes. *bserve how your eyes react.
$. 6epeat the activity, but these times try to control the blinking of your eyes.
/. Sit erect on the chair and cross your legs with one knee on top of the other. >et your
partner tap slightly the lower part of your knee with a plastic hammer or with his
knuckles.
a. >et them write their observation and inferences.
D. Aitiona$ Materia$:
Beuromuscular (cuity Tester
E. *enera$i+ation:
3o involuntary muscles help our body8 How
(. App$ication:
3id you ever e)perience to sew a torn handkerchief8 What if your fi)ing it with your needle
and thread and all of a sudden you are touched by the most tip and pointed part of the needle.
How would you react on it8
IV. Eva$uation:
Hold the handle of the wire loop of the neuromuscular acuity tester and pass the loop along the
wire ma4e. The loop must not touch the ma4e. !ractice a few times before making the test.
0hallenge your group mates to do the same under a more e)citing condition such as an e)citing
pri4e for success.
V. A##i-n)ent:
"ased on the activity using the Beuromuscular (cuity Tester, what can you infer or say from your
observations8
Remarks:
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Date: ____________
I. Objective:
Identifies some in9uries that affect bones, 9oints, ligaments and cartilage.
Values: +aintaining physical fitness through habits.
II. Subject Matter:
The Human Skeletal System In9uries in the Skeletal System#
'. Sprain is an in9ury that may happen to a 9oint when it is twisted beyond its natural limit.
$. 3islocation is when bones get out of a 9oint
/. Hracture is a crack or break in a bone
C. Materia$#:
(rm model or a leg modelD picture of a child with in9ury in the skeletal system
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $&
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. '<-'5
0ollierAs 1ncyclopedia, ,ol. $', pp. 5F-5E
The Bew Illustrated Hamily +edical and Health ;uide pp. '5F-'5E
III. "roceure:
6eview
3o involuntary muscles help us8
3escribe the Beuromuscular (cuity tester.
+otivation
(sk the pupils to listen attentively to the story.
The story was about a grade four pupil, named >ito who was playing in the garden. He
was so happy because he was with his cousins. He climbed the tree, and picked the ripe fruits.
(ll of a sudden he lost his balance and fell from the tree.
(sk the pupils: What do you think happened to >ito8
!. "re#entation:
a. 6elate the story to the lesson
b. Show the pupils the picture of a young boy with skeletal in9uries.A
c. (sk them what the possible reasons why the boy is in9ured are.
d. >et them identify the part of the skeletal system in9ured.
'. The teacher discusses the different in9uries in the skeletal system.
$. ;roup the children let them act some activities which cause in9uries in the skeletal system.
D. *enera$i+ation:
Bame some in9uries that affect body ligaments, 9oints and cartilage and describe them.
E. App$ication:
6ecall incidents when you suffer in9ury while playing or doing anything. 3iscuss one
incident to the class and the lessons have learned from that e)perience.
IV. Eva$uation:
0opy the letter of the correct answer on your paper.
'. What is a dislocated bone8
a. ( bone that slips out of its socket c. ( bone with a crack
b. ( bone that is broken into two d. ( bone that is affected by disease
$. What may happen when your ankle suddenly twisted8
a. The cartilage may be torn c. The bones may break
b. The ligaments may be torn d. The skin may be cut
/. What is a fracture8
a. ( bone that is twisted c. ( bone without a crack
b. ( bone that gets out of a 9oint d. ( break in a bone
V. A##i-n)ent:
"ring the following materials for tomorrow.
"andage Splint
Remarks:
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Date: ____________
I. Objective:
3emonstrates first aid treatment for in9uries that affect the skeletal system
Values: +aintaining physical fitness through habits.
II. Subject Matter:
The Human Skeletal system Hirst (id Treatment for In9uries in the Skeletal System#
'. Hirst (id is an immediate, temporary treatment given in the case of accident or sudden illness
before the services of a physician can be secured.
C. Materia$#:
!icture of a child with in9ury in the skeletal system
"andage Splint
%e&erence#:
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. '<-'5
III. "roceure:
6eview
What are the different in9uries of the bones, ligaments, 9oints and cartilage8
+otivation
(sk the pupils what are the things they have brought in the class
>et them talk about how they use the materials
!. "re#entation:
a >et the pupil meet a nurse or clinic personnel, or a teacher herself.
b. >et them observe how a nurse or a clinic personnel or a teacher demonstrate first aid
treatment for sprain, dislocation or fracture.
c. ;roup the children into three and let them do what they have seen to the nurse or the clinic
personnel or the teacher
'. The demonstrator comments on the demonstration of the children
$. The demonstrator discusses the proper ways of giving first aid treatment to a victim of
accident affecting the skeletal system.
D. *enera$i+ation:
Why is first aid important8
E. App$ication:
If for instance your younger brother meet an accident where it results into a dislocation of his
bone while he is playing, your parents are out for work and there is no doctor to attend to him.
What will you do8
IV. Eva$uation:
1ncircle the letter with the correct answer
'. Which will help lessen the pain caused by sprain8
a. (pply a hot compress on the affected area.
b. (pply a cold compress on the affected area.
c. +assage the affected area
d. Wrap the affected area with a cloth or bandage
$. Why is split be used a s a first aid for fractured bone8
a. To prevent the broken bone from moving
b. To lessen the pain
c. To connect the broken bone
d. To prevent bleeding
V. A##i-n)ent:
(nswer this 7uestion briefly
Why should you not try to give first aid t a person who has broken his backbone8
Remarks:
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Date: ____________
I. Objective:
Identifies some in9uries and diseases that affect the muscles.
Values: +aintaining physical fitness through health habits.
II. Subject Matter:
The +uscular System In9uries that (ffect the +uscular System#
'. 0ramp is an uncontrolled contraction of muscles cause by long period of works
$. "ruise results when the muscle receives a hard blow or bump against hard ob9ect
/. Torn muscle results when the tendon breaks.
<. +uscle Strain results from long hours of physical activity
C. Materia$#:
(rm model or a leg modelD picture of a child with in9ury in the muscular system
%e&erence#:
Science and Health for 0hanging 1nvironment 2 by +rs. 1strelita S. 3ela 0ru4, et. (l. pp. $$-$/
III. "roceure:
6eview
What is first aid8
+otivation
>et the pupils recall some muscle in9uries that they have e)perienced before and talk
about them.
!. "re#entation:
a. 6elate the pupilAs e)perience to the lesson.
b. Show some flashcards with words like cramps, bruise, muscle strain and torn muscle, with
their meanings or descriptions.
c. ;roup the children into four, and let them match the words with the description.
'. The teacher corrects the answer of each group by posting their works on the board.
$. The teacher discusses what the different in9uries are in the muscular system.
D. *enera$i+ation:
Bame some in9uries that affect the muscular system.
E. App$ication:
Imagine that we are seated in our chair for & hours. We will not stand or do anything for that
number of hours. We are not allowed to stretch out our body or even have a break for snacks.
What do you think will happen to our muscles8 So, do you think participating in our activities
will help our muscles not to e)perience in9ury8
IV. Eva$uation:
@ou are given 5 minutes to create pleasing movements for the muscles as a form of e)ercise with
the accompaniment of a music with a nice beat. 6emember to be careful in practicing and performing
your presentation.
The children then will perform each presentation.
V. A##i-n)ent:
(nswer this briefly
( tendon may break if a person lifts something heavy or when his arm is pulled. This in9ury is
serious. Why8
Remarks:
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Date: ____________
I. Objective:
Identifies some ways of caring for the muscles
Values: +aintaining physical fitness through health habits.
II. Subject Matter:
The +uscular System !roper 0are of the +uscles#
'. !rotein foods are good for the muscles
$. 1)ercise, rest and sleep make the muscles strong and healthy
C. Materia$#:
(rm model or a leg modelD picture of a child with in9ury in the muscular system
%e&erence#:
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. $$-$/
0ollierAs 1ncyclopedia, ,ol. $', pp. <$/-<$5
III. "roceure:
6eview
What are the in9uries and diseases of the muscular system8
+otivation
!erform some body e)ercise
(sk the children the following 7uestions
3id you watch your favorite T., program8 What is it8
What time did you sleep last night8
!. "re#entation:
'. 6ole play situations showing proper care of the muscles by group. $ group#
$. Teacher may suggest or give the situation each group should role play.
'. !upils react on the role playing activity
$. Teacher discusses the ways of keeping the muscles healthy.
D. *enera$i+ation:
How do we take good care of our muscles8
E. App$ication:
If for e)ample your younger sister re/fusses to drink milk everyday, what would you tell her8
Why8
IV. Eva$uation:
0heck # the practices that are good for the muscles and cross )# if not.
????? '. 3rink milk everyday.
????? $. 1at protein foods.
????? /. +aintain good posture.
V. A##i-n)ent:
+ake a poster about caring for the muscles.
Remarks:
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Date: ____________
I. Objective:
Identifies the digestive system and its ma9or parts.
Values: ( system is made up of individual parts that work together as a team.
II. Subject Matter:
The Human 3igestive System
'. The digestive system is the body system in charge of changing the food we eat into a form
that can be used in the body.
$. The mouth, esophagus, stomach, small and large intestine, rectum and anus are the parts of
digestive system.
/. (ccessory organs of the digestive system are the salivary glands, liver, gall bladder and
pancreas.
C. Materia$#:
+odel of a human torso or enlarge illustration of the parts of the digestive system
!icture of popular basketball players
!icture of different foods
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $E-$=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. $F-$=
The Bew Illustrated Hamily +edical and Health ;uide pp. $$E-$/%
III. "roceure:
6eview
How do we take good care of muscles8
+otivation
Show the children the picture of different foods. (sk them:
'. Bame the foods you see. What is your favorite food from the picture and why8
$. What do foods give us8
!. "re#entation:
'. Show the pupil the model or pictures of the digestive system.
$. >et the class see and name all picture of digestive system.
'. The teacher identifies the digestive system and informs the pupils about its importance.
$. ;roup the class into two and let each group copy the picture of the digestive system.
D. *enera$i+ation:
What are the parts of the digestive system8
E. App$ication:
Show the class a picture of the popular basketball players in the country today. (sk them the
following 7uestions.
'. Who are the persons in the picture8
$. (re they popular8 Why8
6elate this situation to the lesson by telling that the digestive system is composed of
different parts that work together, 9ust like basketball players who work as a team to win. So
in every group work, the participation of each member is really necessary.
IV. Eva$uation:
Identify and name the main organs of the digestive system.
V. A##i-n)ent:
3o this at home carefully
*bserve the fish your mother buys
Hind our if it has the same digestive parts as the human digestive system you have studied
Remarks:
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Date: ____________
I. Objective:
3escribes the ma9or pats of the 3igestive System
Values: ( system is made up of individual parts that work together as a team
II. Subject Matter:
The Human 3igestive System Hunctions of the !arts of the 3igestive System#
'. The mouth is the start of the process of digestion.
$. (ll parts of the digestive system help in the conversion of the foods into basic substances that
can be either absorbed in the bloodstream as nutrients or passed out of the body wastes.
C. Materia$#:
+odel of a human torso or enlarged illustration of the parts of the digestive system
!icture of popular basketball players
!icture o different foods
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. $E-$=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. $=
The Bew Illustrated Hamily +edical and Health ;uide pp. $/%-$/'
III. "roceure:
6eview
3efine digestion
+otivation
6efer again to the picture of the basketball players. (sk the children the following
7uestions:
'. 3o you still remember this picture8
$. 3id you ever watch a basketball game8 Where8
/. What can you say about the game8
!. "re#entation:
'. 6elate the motivation to the lesson by saying that like basketball it is worked by a team in
order to win, the same is true in the digestion of food.
$. 6efer the digestive illustration done by the pupils the other day and let each member of the
group trace the path of foods.
/. 1ach group shall have a reporter to describer the parts of digestive system and how the foods
pass through this system.
'. The teacher reacts on the report.
$. The teacher describes the functions of the pats of the digestive system.
/. Show them the foods being digested using the digestive model or picture.
D. *enera$i+ation:
What are the functions of the parts of the digestive system8
E. App$ication:
If for e)ample we are going to play basketball game today, what will you do in order to win8
How is this related to the lesson for today8
IV. Eva$uation:
Write the correct answer on the blank
????? '. What part of the digestive system is the start of digestion8
????? $. It produces bile
????? /. It is the upper section the small intestine.
V. A##i-n)ent:
3raw a picture of the digestive system and its parts on your Science Botebook.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains why food in the digestive system has to be digested
Values: ;ood food should be eaten slowly and chewed very well, not only to fully relish its taste,
but to prepare it well for digestion.
II. Subject Matter:
The Human 3igestive System Why Hood has to be 3igested#
'. The mechanical and chemical digestion, begin in the mouth.
$. The saliva softens the foods
/. The tongue moves the foods around as it is chewed.
<. The mechanical process of mastication is primarily performed by the teeth.
C. Materia$#:
Teeth model or picture of the mouth
Test tubes Water !lastic cups
"iscuits or "reads Iodine Solution
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. /%-/'
0ollierAs 1ncyclopedia, ,ol. E, pp. $'F-$'E
The Bew Illustrated Hamily +edical and Health ;uide pp. $/$
III. "roceure:
6eview
3escribe the functions of the digestive system
+otivation
Who came late today8 Were you able to eat your breakfast8
If yes, how did you eat your breakfast since you know you were already late for school8
!. "re#entation:
'. 6elate the motivation to the lesson.
$. (sk them why food has to be digested.
/. ;roup the pupils into four and let them do this activity.
!rocedure:
;et two e7ual pieces of biscuit or bread. Immerse one piece in a cup of water. ;round the
other into powder and stir it in another cup of water. Transfer one teaspoon of water from
each cup to two separate test tubes and add a few drops of iodine to each sample. *bserve
their reactions.
'. The teacher reacts on the findings of the pupils.
$. The teacher discusses the main reason why foods should be chewed very well and be digested
thoroughly.
D. *enera$i+ation:
Why does food in the digestive system has to be digested8
E. App$ication:
@ou are eating you meal, at the same time your friend is about to come after / minutes. So
you hurriedly ate the food.
3o you think the foods you have eaten is digested properly8
IV. Eva$uation:
(nswer the 7uestion briefly
1)plain the reason why the food should be digested properly.
V. A##i-n)ent:
How does chewing help in the digestion of food8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies the parts of a tooth and the different types of teeth.
Values: !eople and teeth have one thing in common- their uni7ueness in the role that they play.
II. Subject Matter:
The Human 3igestive System !arts o a Tooth and the :inds of Teeth#
'. !arts of the Tooth
a. 3entine is the ma9or portion of the tooth
b. 1namel is the hardest part of a tooth
c. 0rown is the visible portion of the tooth
d. 0ement covers the tooth and holds it firmly in the 9awbone
*bserving, identifying and communicating
C. Materia$#:
Teeth model or picture of the mouth and a mirror
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. /$-//
0ollierAs 1ncyclopedia, ,ol. E, pp. $'F-$'E
The Bew Illustrated Hamily +edical and Health ;uide pp. $/$
III. "roceure:
6eview
Why do we need to digest properly the food we eat
+otivation
>et the pupils count their teeth through the tongue. (sk them: How many teeth do we
have8
6e7uest them to bring out the mirror. (sk them: *bserve you teeth, what do you notice8
(re they all the same in structure8
!. "re#entation:
'. >et them guess how many permanent teeth a complete set has.
$. ;roup the class. >et them draw the tooth and the kinds of teeth.
/. >et them label the parts of the teeth and identify the kinds of teeth.
'. !upils discuss their answers.
$. Teacher comments on the answers.
/. Teacher discusses the parts of the teeth and the kinds of teeth.
D. *enera$i+ation:
What are the parts of the tooth8 1numerate the parts of the teeth.
E. App$ication:
What do you notice to the teeth of grandfather or grandmother8 3o they have a complete set
of teeth8 3o they eat soft foods8 Why8
What do you need to do with the teeth8
IV. Eva$uation:
Identify the kind of teeth. 3raw an arrow and write the name of the teeth.

V. A##i-n)ent:
Write you answer on you notebook.
How do you take good care of you teeth8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains how starch change in the mouth
Values: 3igestion starts from the mouth.
II. Subject Matter:
Human 3igestive System How starch 0hange in the +outh#
'. !tyalin or amylase is an en4yme that is secreted by the salivary glands
$. "enedictAs solution is a chemical reagent that turns brick red in color when boiled with simple
sugar or glucose.
C. Materia$#:
Gnsweetened bread
Test tubes "enedictAs solution
Tube holder (lcohol "urner
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. /<-/5
0ollierAs 1ncyclopedia, ,ol. E, pp. $'=-$$%
III. "roceure:
6eview
What are the parts of a tooth8 Bame the kinds of teeth.
+otivation
(re you familiar with starch8 What food we commonly eat which contains starch8
!. "re#entation:
'. ;roup the children into three
$. >et them bring out the materials needed for the activity.
/. 6emind them of how they should do the activity carefully, accurately, cooperatively and
neatly.
<. >et them follow the procedure
a. 0hew a small amount of cooked rice or unsweetened bread. In the meantime, place the
same amount of the material in the test tube and add one teaspoon of "enedictAs solution.
*bserve the color reaction.
b. !lace the chewed material in another test tube and add one teaspoon of water an a half-
teaspoon of water an a half-teaspoon of "enedictAs solution. "oil the mi)ture. *bserve
the reaction.
'. !upils will answer the following 7uestion:
a. What is the color of "enedictAs solution and what is it used for8
b. Which mi)ture produced a brick red color after boiling8
c. What can you infer from this observation8
D. *enera$i+ation:
How is starch changed in the mouth8
IV. Eva$uation:
Write the correct answer on the blank:
????? '. (n en4yme that is secreted by the salivary gland.
????? $. ( chemical reagent that turns brick red when boiled with simple sugar.
????? /. It is also known as amylase
V. A##i-n)ent:
"ring the following
1gg
soap
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains how fats and oils made ready for digestion
Values: Bo matter how big is the problem there is always a room for understanding
II. Subject Matter:
The Human 3igestive System How are Hats and *ils made 6eady for 3igestion#
'. 3igestion is partially completed in the stomach.
$. The ma9or work or chemical digestion is accomplished in the small intestine.
/. Secretin secret the hormone
<. !ancreas secrete the en4ymes.
*bserving, measuring and communicating
C. Materia$#:
Test tubes Water
*il 1gg white or soap solution
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. /E-/=
III. "roceure:
6eview
What is a "enedicts Solution8
What is ptyalin8
+otivation
Have you eaten you breakfast before going to school8
What did you eat8 3o they have fats and oils8
!. "re#entation:
'. >et the pupils give e)amples of food which contain fats and oils.
$. ;roup them and let them perform the activity.
/. 6emind them how to work properly, accurately, cooperatively and neatly.
'. !upils will answer the following:
a. What happens to the mi)ture of oil and water in each of the two test tubes8
b. What can you infer from this observation8
c. What substance in the digestive system functions in the same way as soap or egg white8
D. *enera$i+ation:
How fats and oils are made ready for digestion8
IV. Eva$uation:
????? '. It secretes bile.
????? $. ( process by which fat is broken down into small drops and mi)ed thoroughly with
water.
????? /. It stimulates the liver.
V. A##i-n)ent:
Summari4e how fats and oils are emulsified.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1numerates and describes some ailments of the digestive system8
Values: +aintaining physical fitness through health practices.
II. Subject Matter:
The Human 3igestive System
3esirable Health Habits to !revent (ilments of the 3igestive Tract#
'. Some (ilments of the 3igestive System
a. Tooth decay and gingivitis
b. ;astritis
c. +umps
d. ;astric Glcer
$. Hydrochloric (cid - aid in the digestion of food
*bserving, inferring and communicating
C. Materia$#:
+odel of the Teeth
!icture of persons with mumps
!icture of a decayed tooth
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. <<
The Bew Illustrated Hamily +edical and Health ;uide pp. '<&-'<F
III. "roceure:
6eview
What is emulsification8
+otivation
!resent the picture of a person with mumps. (sk them the followingD
'. What do you notice in the picture of this person8
$. 3o you know this ailment8
!. "re#entation:
'. 6elate the motivation to the lesson
$. (sk them if they have e)perienced having mumps
/. ;roup the children. (sk them to think and list down ailments of the digestive system.
<. 1ach group will present their work through the group leader.
'. Teacher comments the report of each group.
$. Teacher discusses the ailments in the digestive tract, by showing some pictures.
/. Teacher asks the pupils what are some desirable habits they know so that digestive may
prevent from some ailments.
D. *enera$i+ation:
Bame some ailments in the digestive system and some desirable health habits.
E. App$ication:
@our younger brother loves eating too much chocolates and sweets. What would you tell
him8
IV. Eva$uation:
;roup (ctivity:
Write a slogan about how we could prevent ailments of the digestive. System.
V. A##i-n)ent:
>ist down ways on how we take good care of our digestive system.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains what reproduction is
Values: 0are for the animals
II. Subject Matter:
(nimals 6eproduction of (nimals#
'. 6eproduction is the process by which living things produce their own kind.
$. Types of 6eproduction
a. Se)ual 6eproduction
b. (se)ual 6eproduction
*bserving, comparing, inferring and communicating
C. Materia$#:
!icture of young animals, eggs of animals
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. <&-<F
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. /E-/=
0ollierAs 1ncyclopedia, ,ol. $, pp. $'/
III. "roceure:
6eview
What are the ailments of the digestive system8
How are we going to take good care of our digestive system8
+otivation
(sk the pupils to write on a strip of paper their favorite pet. !ost it on the board.
!. "re#entation:
$. Show them the egg of a hen or a picture of a baby animal.
/. (sk them: Why do you think the chicken increases in number8
'. Teacher discusses the meaning of reproduction.
$. Teacher e)plains the two types of reproduction by comparing them.
D. *enera$i+ation:
What is meant by 6eproduction8
E. App$ication:
If your pet is pregnant what will you do to it8 Why8
IV. Eva$uation:
Write true or false on the blank
????? '. (nimals reproduce ase)ually.
????? $. 3ogs and cats reproduce se)ually.
????? /. (nimal reproduce se)ually.
V. A##i-n)ent:
3raw 5 animals you like most.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies animals that are hatched from eggs.
II. Subject Matter:
(nimals (nimals that are hatched from eggs#
Some animals are hatched from eggs
C. Materia$#:
!icture of animals that are hatched from the eggs
>ive animals such as birds or chicks
%e&erence#:
0ollierAs 1ncyclopedia, ,ol. $, pp. '&5,$'/
III. "roceure:
6eview
What is reproduction8
3o animals reproduce8 How8
+otivation
Show the class the live animals. (sk them:
'. What do you call this animal8
$. 3escribe the animal.
!. "re#entation:
a. ;roup the children
b. (sk them to list down animals that are hatched from eggs.
'. Teacher checks the group work.
$. Teacher cites some more e)amples coupled with pictures if possible.
D. *enera$i+ation:
1numerate 5 animals that are hatched from eggs.
E. App$ication:
When you see some eggs of a hen along your way home, what are you going to do8 Why8
IV. Eva$uation:
3raw 5 animals that are hatched from eggs
V. A##i-n)ent:
"ring some pictures of animals.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies animals that are born live
Values: 0are for the (nimals
II. Subject Matter:
(nimals (nimals that are born live#
Some animals are born live.
C. Materia$#:
!icture of animals that are born liv
( live puppy
%e&erence#:
0ollierAs 1ncyclopedia, ,ol. $, pp. '&5-$'/
III. "roceure:
6eview
What animals are hatched from eggs8
+otivation
Show the class the live animal, the puppy. >et them say what animal they see. Tell them
to describe how a puppy is born.
!. "re#entation:
'. ;roup the children.
$. Instruct them to select animals that are born live from the picture inside the envelope and post
their work on the board for 5 minutes.
'. The teacher checks the group work.
$. The teacher rewards the winning group with anything like bookmarkers or pens.
/. The teacher cites more e)amples of animals that are born alive and describe them using the
pictures.
D. *enera$i+ation:
1numerates the animals that are born live.
E. App$ication:
When your pet cat is pregnant, how are you going to take good care of it8
IV. Eva$uation:
1ncircle the animals that are born live:
chicken dog whale li4ard turtle
cow horse duck crab
V. A##i-n)ent:
Identify whether the following animals are hatched from egg or born live animals.
????? '. 0alf
????? $. Iuail
????? /. .oey
????? <. Bestling
????? 5. 0ygnet
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
3escribes the mammal
;ive e)amples of animals which belong to the group of mamals
II. Subject Matter:
(nimals mammals#
'. +ost mammals are born live and fed with milk from their motherAs breast.
$. They are called placental mammals and the marsupials.
/. +onotremes are one kind of mammals that are hatched from eggs.
<. In all these mammals, the egg is fertili4ed inside the femaleAs body by the male sperm.
C. Materia$#:
!ictures of mammals
!icture of puppies that are being fed by the mother dog.
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p.5<-55
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. /=-<%
III. "roceure:
6eview
What animals are born live8
+otivation
Show the class the picture of the puppies which are fed by mother dog.
Tell the pupils to describe what they see.
!. "re#entation:
'. ;roup the children into four. 1ach group must be a name of animal.
$. >et each group imitate the sound of the animal group they have.
/. Instruct them that they are going to sing a song using the sound of the animal in their
respective group to the tune of J>eron->eron SintaK
<. The teacher will instruct them that the group will oly sing if she points to their group.
5. ;o back to the grouping
&. (sk them if the mother dog, mother dog, cat, mother goat, and mother cow feed milk to their young.
'. The teacher agrees or disagrees with the answer of the pupils.
$. The teacher describes the mammals, showing the picture of animals that feed their youngs
with milk.
/. The teacher asks the pupils to give some e)amples of mammals.
<. The teacher asks the pupils how do mammals develop and grow.
D. *enera$i+ation:
How do mammals develop and grow8
E. App$ication:
If your playmate hates mammals, will you convince him to love animals like mammals8 Why
or Why not8
IV. Eva$uation:
1ncircle the letter with the correct answer:
'. Where does a horse embryo develop and grow8
a. inside the motherAs body c. inside an eggshell
b. inside the motherAs pouch d. outside the motherAs body
$. What kind o mammal is a horse8
a. marsupial c. monotreme
b. placental d. egg-laying
/. What type of mammal is hatched from egg8
a. placental c. monotreme
b. marsupial d. polytreme
V. A##i-n)ent:
????? '. What does a male dog need to produce in order to reproduce with the female dog8
????? $. What takes place when the male and female cats mate8
????? /. Where does a horse embryo get its food.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
3escribes the birds and reptiles
II. Subject Matter:
(nimals "irds and 6eptiles#
'. The eggs are fertili4ed inside the femaleAs body by the maleAs sperm.
$. Shells form around the eggs.
/. Then the female lays the eggs for the embryos to develop
<. The embryos are nourished by the food supply that is part of the egg, calle yolk and albumen
or egg white.
5. 1ggs of bird must stay warm while embryo s develop
&. "irds use their body beat to keep the eggs warm by sitting on them called incubation
F. 6eptiles do not need incubation.
C. Materia$#:
!ictures of birds and reptiles
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. 5&-5F
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <%-<'
III. "roceure:
6eview
;ive some e)amples of mammals
+otivation
(sk the pupils what is their favorite bird and why
!. "re#entation:
$. ;roup the children into four
/. >et them play the game by following the instructions. The group with members wo will not
follow the instruction will be dis7ualified.
<. Instruct the groups to stand if the pictures they will see are birds or reptiles.
'. 6eward the winning group.
$. The teacher describes the birds and reptiles.
/. >et the pupils infer on how the birds or reptiles develop and grow.
<. >et the pupils name e)amples of birds and reptiles.
D. *enera$i+ation:
How do birds and reptiles develop and grow8
E. App$ication:
@our father loves to hunt birds. Will you do the same when you grow up8 Why or Why not8
IV. Eva$uation:
Write the correct answer on the blank.
'. 3escribe the shell of the chicken egg. ?????????????????????????????????
$. How do birds warm their eggs8 ??????????????????????????????????????
/. How do reptiles protect their eggs8 ???????????????????????????????????
V. A##i-n)ent:
0ollect different pictures of birds and reptiles. 3esign an album.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
;ives e)amples of fishesD 3escribes how do fishes develops and grow
Values: 0are for the animalsD (void dynamite fishingD (void using fine nets when fishing
II. Subject Matter:
(nimals Hishes#
'. Hishes live and spawn in water.
$. Their 9elly like eggs has no shells.
/. The eggs are fertili4ed e)ternally by maleAs sperm.
<. Then they are hatched as babies looking like their parents.
C. Materia$#:
!ictures of different fishes
Hish in the a7uarium
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. 5E-5=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <$
III. "roceure:
6eview
;ive some e)amples of birds and animals
+otivation
What do you usually see in the a7uarium8
!. "re#entation:
$. (sk them the following 7uestions.
a. Have you seen eggs of fishes8
/. ;roup the pupils. >et them describe the eggs of the fishes.
'. >et the group leader do his report.
$. Teacher reacts on the report.
/. Teacher e)plains how the fishes develop and grow.
D. *enera$i+ation:
How do fishes develop and grow8
E. App$ication:
Why do you think it is not good to use fine nets when fishing8
IV. Eva$uation:
1ncircle the fishes:
Whale Shark Turtle 3olphin +ilk-fish
V. A##i-n)ent:
+ake a mosaic using used papers, seeds or anything and for it into fish or fishes.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
3escribes how amphibians develop and grow
II. Subject Matter:
(nimals (mphibians#
'. (mphibians live in water a babies and on land as adults.
$. Their eggs lack a protective, waterproof shell so they can easily dry out.
/. They spawn in water.
<. 3uring spawning, the eggs released by the female are fertili4ed e)ternally by a male.
5. They undergo metamorphosis or the series of transformation in the life cycle of animals.
C. Materia$#:
!ictures of different amphibians
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p5E-5=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <$
;rolier 1ncyclopedia of 7uestions and answers, pp. ''F-''=
III. "roceure:
6eview
;ive some e)amples of fishes.
!ost your pro9ect on the board
+otivation
(sk two pupils to complete the pu44le on the board. The pu44le is a picture of a frog.
The pupils will do the activity for / minutes, and the one who finish it faster wins.
!. "re#entation:
$. (sk them the following 7uestions by group:
a. Where do you usually see a frog8
b. 3oes it live on land or in water8
c. What type of animal is a frog8
d. What other animals do you know which live on both land and water8
'. ;roup reporting follows.
$. Teacher comments about the report.
/. Teacher cites more e)amples of amphibians using pictures or drawings.
D. *enera$i+ation:
How do amphibians develop and grow8
E. App$ication:
Why do you think a frog is considered an amphibian8
IV. Eva$uation:
"o) the amphibians.
newts spider salamander
frog chicken goldfish
V. A##i-n)ent:
3raw a colorful amphibian.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies the stages in the life cycle of frog.
II. Subject Matter:
(nimals >ife 0ycle of Hrog#
a. >ife cycle is a period in the life of animal from the time it becomes fertili4ed egg up
to the reproduction and death.
b. +etamorphosis is the series of changes in the form during the development of an animal from
egg to adult
c. The stages in the life cycle of a frog an egg, tadpole, young adult and adult.
*bserving, inferring, and communicating
C. Materia$#:
HrogAs egg, tadpole, adult frogs
!icture of the stags in the life cycle of a frog
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &%
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <$-</
;rolier 1ncyclopedia of 7uestions and answers, pp. '$'-'$$
III. "roceure:
6eview
;ive some e)amples of amphibians
!ost your pro9ect on the board
+otivation
What is the sound produced by frog8 3escribe a frog.
!. "re#entation:
$. ;roup the children.
/. >et the children draw the insects they have.
<. 0ompare the insects every group member has.
'. Teacher comments abut the report.
$. Teacher appreciates the work of each group.
/. Teacher asks the pupils to name more e)amples of insects.
D. *enera$i+ation:
3escribes the features of an insect.
E. App$ication:
What are we going to do with the insects you have with you now8
IV. Eva$uation:
!ictures will be posted on the board and the pupils will name the insects: '-5#
V. A##i-n)ent:
"ring a butterfly tomorrow.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies and describes the stages in the life cycle of a butterfly
II. Subject Matter:
(nimals >ife 0ycle of "utterfly#
'. >ife cycle is a period in the life of an animal from time it becomes a fertili4ed egg up to
reproduction and death.
$. +etamorphosis is the series of changes in the form during the development of an animal from
egg to adult
/. The stages in the life cycle of butterfly are egg, larva, pupa and adult.
C. Materia$#:
6eal butterfly eggs, larva, pupa , adult butterfly
!icture o the stages in the life cycle of butterfly
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &%
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. </-<<
;rolier 1ncyclopedia of 7uestions and answers, pp. '$F
III. "roceure:
6eview
;ive some e)amples of insects.
+otivation
Have you seen a caterpillar8 3escribe it.
!. "re#entation:
/. >et them se7uence the life cycle of the butterfly using the pictures.
<. 1ach group will display the work.
'. Teacher comments about the report.
$. Teacher shows the egg of a butterfly, the larva, pupa and the adult of butterfly.
/. 0hildren compare the appearance of the butterfly from each stage.
D. *enera$i+ation:
3escribe the life cycle of the butterfly.
E. App$ication:
Is metamorphosis important to caterpillar8 Why
IV. Eva$uation:
3raw the life cycle of butterfly.
V. A##i-n)ent:
(nswer the 7uestion briefly
0ompare a caterpillar and a pupa.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies, observes and describes the stages in the life cycle of a mos7uito
Values: 0leanliness in the surrounding
II. Subject Matter:
(nimals >ife 0ycle of +os7uito#
egg to adult.
/. The stages in the life cycle of a mos7uito are egg, larva, pupa or tumble, and adult.
C. Materia$#:
!lastic 9ar with water, nylon cloth, black stick
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &<-&5
;rolier 1ncyclopedia of 7uestions and answers, pp. E$
III. "roceure:
6eview
3escribe the life cycle of the butterfly
+otivation
>ook at the picture. What do you see8
!. "re#entation:
/. >et them find out the stages of mos7uito.
<. Write their answer on the board.
$. Teacher shows the picture of the life cycle of the mos7uito.
D. *enera$i+ation:
3escribe the life cycle of a mos7uito.
E. App$ication:
Is metamorphosis important in mos7uito8
IV. Eva$uation:
3raw the life cycle of a mos7uito.
V. A##i-n)ent:
*bserve how the mos7uito undergoes metamorphosis:
"roceure
'. 3ip one end of a dark colored stick in a 9ar half-filled with water. !lace the 9ar overnight in a dark
corner outside the room. *bserve the stick with magnifying glass the following day for evidence.
$. >eave the stick inside the 9ar and cover the 9ag with a piece of cloth observes the specimen daily.
Ob#ervation:
'. How long did it take the wrigglers appears in the water8
$. How long did it take the wrigglers become pupae8
/. How long did it take the pupae to become adult mos7uitoes8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies, observe and describes the stages in the life cycle of a fly
Values: 0leanliness of the surrounding
II. Subject Matter:
(nimals >ife 0ycle of a Hly#
egg to adult.
/. The stages in the life cycle of a fly: egg, maggot, pupa and adult fly
C. Materia$#:
!icture of a fly
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &$
III. "roceure:
6eview
3escribe the life cycle of a mos7uito
+otivation
>ook at the picture. What do you see8
!. "re#entation:
$. ;roup the children
/. >et them find out the stages of a fly.
<. Write their answer on the board.
$. Teacher shows the picture of the life cycle of the fly.
D. *enera$i+ation:
3escribe the life cycle of a fly.
E. App$ication:
Why do we need to clean our surroundings8
IV. Eva$uation:
Is the life cycle of a fly a complete or incomplete metamorphosis8 Why or Why not8
V. A##i-n)ent:
3raw the life cycle of a fly.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Bames ways on how we can reduce the population of flies.
Values: 0leanliness of the surrounding.
II. Subject Matter:
(nimals How 0an We 6educe The !opulation o Hlies#
'. Hlies are harmful insects.
$. Their breeding places are dark places, dumping areas, dirty things and manure piles.
C. Materia$#:
!icture of a Hly
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p&$-&/
III. "roceure:
6eview
3escribe the life cycle of the fly.
+otivation
Show the picture of dirty surroundings. (sk the class:
'. 3escribe the picture.
$. 3o you like to live in this kind of place8 Why8
!. "re#entation:
/. >et them act out some situations where the ways to reduce the population of flies be
practiced.
'. Teacher comments about the role-playing.
$. Teacher appreciates the effort of each group.
D. *enera$i+ation:
Bame some ways on how to control the population of flies.
E. App$ication:
Why do we need to control the population of flies8
IV. Eva$uation:
How can we rid of houseflies8
V. A##i-n)ent:
3o this activity at home
"roceure:
'. *bserve various places in your home, school, and community. Identify places where flies are
commonly found. Gsing the table below, list down these places in order of increasing population
of flies.
$. Infer a relationship between the si4e of population and the danger they create based on the type of
places where they are found.
/. Suggest ways on how to reduce the population of houseflies.
Ob#ervation# an In&erence#:
'. In what places are houseflies mostly found8
(t Home In School In 0ommunity
a.
b.
c.
$. What can you infer from these observations8
/. How can you reduce the populations of flies8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Bames ways on how we can get rid of mos7uitoes.
Values: 0leanliness of the surrounding
II. Subject Matter:
(nimals How and Why We ;et 6id of +os7uitoes#
'. +os7uitoes are harmful insects.
$. Their breeding places are e)posed water containers and pot-holes.
/. ( regular cleaning of the breeding is helpful in controlling the population of the mos7uitoes.
<. +os7uitoes bring different diseases, such as: dengue h-fever, malaria
5. Types of +os7uitoes
a. (nopheles +os7uitoes
b. (edes +os7uitoes
c. (edes aegypti or (edes albopictus
&. 3engue H-Hever is a communicable disease caused by a virus that can be transmitted by
mos7uito bites.
C. Materia$#:
!icture of a mos7uitoD e)posed water with wrigglers
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &5
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <&
;rolier 1ncyclopedia of 7uestions and answers, pp. =<
III. "roceure:
6eview
3escribe a mos7uito.
+otivation
>et the pupils see the e)posed water in a closed container.
The pupils will observe the container.
The children will describe what they have observe
!. "re#entation:
/. >et them enumerate reasons why do we need to get rid of the mos7uitoes.
'. Teacher comments about the group report.
$. Teacher adds important information regarding the lesson which are not mentioned by the
reporters.
D. *enera$i+ation:
Bame some ways on how to control the population of flies.
E. App$ication:
Why do we need to control the population of flies8
IV. Eva$uation:
????? '. What type of mos7uito brings a dengue h-fever8
????? $. What is the most effective way in preventing the reproduction of the mos7uitoes8
????? /. What is the early symptom of h-fever8
V. A##i-n)ent:
What are the saying J(n ounce of prevention is a pound of cureK mean8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies useful and harmful animals
Values: To be careful when handling different animals
II. Subject Matter:
(nimals Gseful and Harmful (nimals#
'. Some animals are useful to us and to the environment
$. Some animals are harmful to us.
C. Materia$#:
!ictures of harmful animals
!ictures o useful animals
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &F
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <&-<F
;rolier 1ncyclopedia of 7uestions and answers, pp. '%$
III. "roceure:
6eview
3escribe danger of a mos7uito
+otivation
Show the pictures of different animals. >et them identify each animal.
!. "re#entation:
/. >et them group the harmful animals and the useful animals
'. (sk them their inference regarding the activity.
D. *enera$i+ation:
(re all animals harmful to men and the environment8
E. App$ication:
3o you think your favorite animal shows your personality8 Why or Why not8
IV. Eva$uation:
Identify whether the following animals are useful or harmful.
????? '. +os7uito
????? $. 3og
????? /. "utterfly
V. A##i-n)ent:
0hoose one animal from the list. 3raw it and describe it whether it is useful or not.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies useful animals being domesticated b many
Values: "e careful when handling different animals
II. Subject Matter:
(nimals Why do men demonstrate some animals#
'. We take good care of the animals that we demonstrate.
$. We provide them food, shelter, healthcare and protection.
/. 0ommon animals men domesticate are dogs, cats, chickens, fish, cows, etc.
C. Materia$#:
!ictures of useful animals
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &F
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <&-<F
;rolier 1ncyclopedia of 7uestions and answers, pp. '%$
III. "roceure:
6eview
Bame some harmful animals and useful animals
+otivation
What are the pets you have at home8
!. "re#entation:
/. >et them identify animals that are being domesticated as many as they can for 5 minutes.
'. >et them finish their work and post the activity on the board.
$. Teacher rewardsCappreciates the winning group.
/. Teacher encourages the group who did not win to have their luck ne)t time.
<. Teacher cites other e)amples of animals that can be domesticated.L
5. Teacher asks the pupils why men domesticate some animals.
D. *enera$i+ation:
Why do men domesticate some animals8
E. App$ication:
If you are going to domesticate an animal or animals, what animal would you like to tame8
Why8
IV. Eva$uation:
Gsing a yellow crayon, underline the animals that are advisable to domesticate as pets in our
place:
snake tiger ducks chicken lion crocodile carabao
V. A##i-n)ent:
3escribe your favorite pet at home.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains how do earthworms help the environment
Values: When we care about animals, we also care about our environment.
II. Subject Matter:
(nimals How do earthworms help the environment#
'. 1arthworms are foods for the birds.
$. They are also served as e)otic dish in high-class restaurants.
/. They are good for the soil.
C. Materia$#:
!icture of earthworm
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &E
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <E
;rolier 1ncyclopedia of 7uestions and answers, pp. '%5
III. "roceure:
6eview
Bame some animals that are being domesticated.
+otivation
3id you ever e)perience fishing8 What do we put in the hook of fish8
!. "re#entation:
/. >et them write their opinion on a sheet of manila paper whether the earthworm is a harmful
or a useful animal.
'. >et them finish their work and post the activity on the board
$. Teacher comments on the group work.
/. Teacher adds information regarding how do earthworms help us and the environment.
D. *enera$i+ation:
How do earthworms help the environment8
E. App$ication:
If for e)ample you are playing in the garden, you happen to see an earthworm, are you going
to kill it or not8 Why8
IV. Eva$uation:
What are the uses of earthworms8 1numerate them.
V. A##i-n)ent:
Write a poem regarding an earthworm.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies proper ways of handling animals
Values: When we care about animals, we also care abut our environment.
II. Subject Matter:
(nimals !roper Ways of Handling (nimals#
'. (nimals should be handled properly to avoid hurt by them.
C. Materia$#:
!ictures of different animals
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. &E
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. <F-<=
;rolier 1ncyclopedia of 7uestions and answers, pp. ''<
III. "roceure:
6eview
Bame some uses of earthworm
+otivation
3o you love your pets8 How do you shoe your care to your pets8
!. "re#entation:
/. >et them write their answer regarding the 7uestion:
What made the pet harm you8
'. >et them display their work.
$. Teacher comments on the work of the children.
/. !upils will find solutions to the problem when pets harm the people.
D. *enera$i+ation:
What are the proper ways of handling animals8
E. App$ication:
@ou love playing with your pet dog, how will you practice proper ways in playing with your
dog8
IV. Eva$uation:
0heck if the practice is good, cross if it is not.
????? '. Holding a cat by it tail.
????? $. Heed the dog everyday.
????? /. :ick the dog on it head.
V. A##i-n)ent:
Why do we need to take good care of pets8
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies the important parts of a flower needed for the development of seeds.
Values: Thoughtfulness is important to be showed to someone you care of
II. Subject Matter:
!lants The !arts of a Hlower#
'. Hlowers are the reproductive center of plants
$. They have attractive colors and fragrant odor to attract insects, birds and other animals,
including men.
/. These enable the se) cells of different plants to meet so that fertili4ation can take place.
<. !arts of the flower: caly), corolla, stamen and pistil.
C. Materia$#:
6eal flowers and enlarged picture of a flower
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. F%-F'
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. 5'-5$
;rolier 1ncyclopedia of 7uestions and answers, pp. '//-'/<
III. "roceure:
6eview
How do you handle your pets8
+otivation
Show a plant with a flower. (sk the pupils what part of a plant is responsible for
reproduction.
!. "re#entation:
/. >et the group members match the pats of a flower to the picture of the flower.
<. The first group to finish it the fastest wins the game.
'. >et the pupils display their output.
$. Teacher commentsCcorrects the group works.
/. !upils describe the parts of the flowers
<. Teacher adds information about the description of the parts of a flower.
D. *enera$i+ation:
What are the main parts of the flower needed for the development of seeds8
E. App$ication:
*ne day you have visited a beautiful park. The gardens are very attractive because they are
surrounded by a variety of colorful and sweet smelling flowers. "ut you cannot pick them. Why
do you think picking flowers on the public places is prohibited8
IV. Eva$uation:
3raw a flowers. >abel its parts.
V. A##i-n)ent:
3escribe each part of the flower.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
Identifies the important parts of a flower that can make a new plant
Values: 0are for the plants in the same way as you care for your loved ones.
II. Subject Matter:
!lants The !arts of a Hlower for 6eproduction#
'. The reproductive organs of the flower are the stamenmale part# and the pistil female part#
$. The stamen consists of filament and the anther.
/. The filament is a slender, threadlike portion that supports the anther.
<. The anther is made up of pollen sac containing the pollen grains.
5. The pollen grains are the yellow dust or particles that are usually sticky to your fingers or to
any insect that visits the flower.
&. The pistil consists of an ovary, style and stigma.
F. The ovary is the base, which becomes the fruit that contains the seed.
E. The style is the thinner area.
C. Materia$#:
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. F$-F/
III. "roceure:
6eview
What are the parts of the flower8 3escribe each part.
+otivation
Show the flower and the enlarged picture. (sk the children: Why do you think the flower
is responsible for the reproduction of plants8
!. "re#entation:
$. ;roup the 0hildren
/. The group members will identify the parts of the stamen and the pistil.
'. >et the pupils display their output.
$. Teacher discusses the functions of each reproductive part of the flowers.
D. *enera$i+ation:
What are the main parts of the flower needed for reproduction8
E. App$ication:
How do you take good care of the flowers8
IV. Eva$uation:
????? '. The female part of the flower
????? $. !art of the flower which contains ovules.
????? /. It is made up of pollen sacs.
V. A##i-n)ent:
3raw the parts of the flower showing the pistil and stamen.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains the role of pollination in se)ual reproduction
Values: Bature has provided different organisms with different but interdependent life-styles.
II. Subject Matter:
!lants How does pollination take place8#
'. The se)ual reproduction in plants starts when pollen grains from the anther of one flower
transfers to the stigma of the same flower or of another flower of the same plant, or another
flower of another plant.
$. The first two are known as self-pollination
/. The latter is know as the cross-pollination
<. !ollination is often aided by the wind, insects, birds, other animals, water and men.
*bserving, describing, inferring and communicating
C. Materia$#:
6eal flowers and enlarged picture of flower
!ictures of the agents of pollination
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. F<-F5
III. "roceure:
6eview
What are the parts of stamen and pistil8 3escribe each part.
+otivation
Sing a song JHly, fly the "utterflyK
!. "re#entation:
$. 0hildren will answer the 7uestions:
a. Where do you usually see the butterflies8
b. What do you think is the reason why the butterflies often visit the flowers8
'. Teacher discusses pollination using the pictures.
$. Teacher asks the pupils what are the agents of pollination.
D. *enera$i+ation:
How does pollination take place8
E. App$ication:
If you will be a butterfly, what flower would you visit most8 Why8
IV. Eva$uation:
Write true or false on the blank
????? '. There are two types of pollination.
????? $. +an is an agent of pollination.
????? /. The wind does contribute in the pollination of plants.
V. A##i-n)ent:
3ifferentiate cross pollination and self-pollination.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
3escribes the process of fertili4ation in flower leading to the development of seeds.
Values: +en cross-pollinate a flower in order to obtain a better and stronger plant.
II. Subject Matter:
!lants How are seeds formed8#
'. The stamen and the pistil are not always found together in all flowers.
$. !erfect flower bise)ual# is a kind of flower with both the stamen and the pistil.
/. Imperfect flower unise)ual# is a kind of flower when only one of the stamen or the pistil is
present.
<. Hertili4ation is the union of the male and female cell of a flower.
5. 1mbryo is the growing plant.
& 0otyledon is the food of the growing plant.
*bserving, describing, inferring and communicating
C. Materia$#:
!ictures of the reproductive parts of the flower
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. F&-FF
III. "roceure:
6eview
What is pollination8
What are the agents of pollination8
+otivation
>et the children bring out the different flowers they have brought.
>et them open the inner part of the flower and find the reproductive organs, using
magnifying lens.
!. "re#entation:
$. 0hildren will answer the 7uestion.
a. 3o all flowers have the stamen and pistil8
b. What can you infer8
'. Teacher asks the pupils to guess what is the difference between a perfect flower and imperfect
flower.
$. Teacher e)plains how seeds are formed through an illustration.
/. 0hildren are allowed to ask 7uestions, too, regarding the lesson.
<. !upils will illustrate how seeds are formed.
D. *enera$i+ation:
How are seeds formed8
E. App$ication:
If you see a boy of you age who is destroying the flowers in the park, what will you do to
stop him8
IV. Eva$uation:
Write a simple or short definition
'. fertili4ation - ????????????????????????????????????????????????????
$. perfect flower - ??????????????????????????????????????????????????
/. imperfect flower - ????????????????????????????????????????????????
V. A##i-n)ent:
Bame / bise)ual flowers and / unise)ual flowers, by investigating some flowers at homes.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
Date: ____________
I. Objective:
1)plains and describes how seeds are grow
Values: The growth of a seed into seedling takes time
II. Subject Matter:
!lants How are seed growing into new plants8#
'. The seed is the ripened ovule containing the embryo, with its food supply, the cotyledon.
$. The embryo begins as a plumule or a short stem with a pair of tiny leaves between the
cotyledons.
/. Seedling is the young plant.
*bserving, measuring, describing, inferring and communicating
C. Materia$#:
+ongo seeds, bo) of soil, saw dust, and ruler
%e&erence#:
Science +odule I, - by +rs. .essie (. ,illegas p. FE-F=
Science and Health for 0hanging 1nvironment 2 by +rs. 1strellita S. 3ela 0ru4, et. (l. pp. 5/
;rolier 1ncyclopedia of 7uestions and answers, pp. '/5-'/&
III. "roceure:
6eview
What are the parts of seed8
+otivation
What can you say about the growth of an animal8
3oes it take time or not8
What about the plants8
!. "re#entation:
$. 0hildren will refer to the investigation they have prepared for one week.
/. ;roup the children. >et them answer the 7uestion.
a. Which part of the seed sprout first and why8
b. What is the function of the root8
c. What can you infer from this observation8
d. What is your generali4ation8
'. Teacher collects the pupils work.
$. Teacher discusses how the seeds grow into new plants, so that pupils will know whether their
answers are correct.
D. *enera$i+ation:
How do seeds grow into new plants8
E. App$ication:
@ou have seen your mother who is buying the dried seeds into the soil. Why do you think she
is doing this8
IV. Eva$uation:
3escribe the following briefly
'. Seed
$. !lumule
/. Seedling
V. A##i-n)ent:
Write the measurement of the seeds you have observed for several days. Gse your ruler. 3escribe
the growth as to the height of the growing seeds.
3ay ' 3ay $ 3ay / 3ay < 3ay 5
measurement
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

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