Professional Documents
Culture Documents
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I. Objective:
Describe the structure and functions of the circulatory system
Values:
3. Concept Formation
Class will come up with their definition or circulation.
Give parts of the circulatory system
Give the function of the organs of the circulatory system
IV. Evaluation:
Match the function with the part.
1. heart
a. carry oxygenated blood to the body tissues
2. blood
b. transport medium of the body
3. blood vessels
c. pumping organ
4. lymphatic system
d. responsible in introducing anti-bodies into the blood stream
V. Assignment:
What causes blood to circulate?
Remarks:
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SCIENCE VI
I. Objective:
Describe the structure and functions of the circulatory system
Values:
SCIENCE VI
Date: ____________
I. Objective:
Investigate the effect of exercise on the rate of heartbeat
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Name and describe the different blood vessels
Values:
E. Enrichment
Discuss guidelines on preparing posters.
Example:
Rhyme, message and number of words
IV. Evaluation:
By groups, make posters on how to take care of the blood vessels.
V. Assignment:
Fill in the Blanks.
The circulatory system is made up of the heart and a network of ______ that
distribute ______ to the body in the form of blood containing dissolved ______,
______carbon dioxide, and ______.
Remarks:
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SCIENCE VI
I. Objective:
Identify and name parts of the blood
II. Subject Matter:
The Human Blood
A. Science Concepts/Ideas:
Blood, the red fluid that flows through the blood vessels, is the transport medium of
the body.
Blood consists of the following: plasma, red blood corpuscles, white corpuscles and
platelets.
B. Processes:
Observing, identifying, describing
D. Materials:
E.
Microscope, drop of blood on a glass slide, drawing of the parts of the blood
References:
Teacher's Module
Science & Health 6, p. 2 by Jessie A. Villegas
Values: Appreciation of the importance of blood as transport medium of the body.
III. Procedure:
A. Preparatory Activity:
1. Health Inspection
2. Weather Report
3. Review
What is blood vessel?
B. Lesson Proper
1. Unlocking of Difficulties
Through crossword puzzle
2. Motivation/Presentation
What is inside our blood vessels that appear red? What happen to a person if
she/he lacks blood?
(The teacher show the illustration of blood)
3. Setting the Standards in Performing Group Activities
4. Activity Proper
GROUP I
Refer to Learning and Growing Through E-Approach page 15 (Activity 1)
GROUP II
Refer to Learning and Growing Through E-Approach page 15 (Activity 2)
GROUP III
Refer to Learning and Growing Through E-Approach page 16 (Activity 3)
GROUP IV
Answer the ff. questions
1. Describe the function of the Red Blood Cells
2. Why are the White Blood Cells important?
GROUP V
Read the paragraph on page 25 of Science and Health and answer the ff. questions
1. What are platelets?
2. What is their function?
3. How does a blood clot form?
4. Reporting/Discussion
Based on the report of the groups
C. Concept Formation:
1. Pupils will give their description of the different blood cells.
2. Teacher explains through an illustration the different blood cells and their
functions.
IV. Evaluation:
Match column A with column B. Write the letter of the correct answer.
COLUMN A
It is the red river of life
It gives our blood red color
It is the liquid part of blood
It makes our blood clot when we have
Cut or wound
5. It is the amount of blood in a person
1.
2.
3.
4.
V. Assignment:
Give the function of each part of the blood.
Instructional Decision:
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COLUMN B
a. blood
b. plasma
c. platelets
d. hemoglobin
e. 5 liters
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identify the different blood types
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Describe how blood substitution is made
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Illustrate the movements of blood throughout the body
Values:
The path of blood is from the (1) _____ to the (2) _____ out through the pulmonary
artery into the lungs, then back to the (3) _____ through the (4) _____ . In the lungs, the red
corpuscles take a new supply of oxygen and gives off (5 ) _____ .
V. Assignment:
1. Which chamber of the heart contains blood rice in oxygen?
2. Which chambers of the heart contain blood low in oxygen?
3. Which chamber of the heart exerts the greatest force?
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Define blood pressure
Values:
V. Assignment:
Give some variables that must be considered in determining whether blood pressure is
normal, high or low.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identify the dangers of blood loss
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Name common ailments of the circulatory system
Values:
a. Kidney trouble
c.
b. Stomach ache
d.
2. Narrowing of the arteries is due to
a. sugar
c.
b. cholesterol
d.
3. When a person smoke cigarettes, he inhales
a. oxygen
c.
b. carbon dioxide
d.
Heart attack
Cancer of the lungs
iodine
calcium
carbon monoxide
nitrogen
V. Assignment:
Read from books in the library about the following disease of the heart.
a. Rheumatic fever
b. Congenital heart diseases
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identify the organs of the Human Nervous System
Values:
Activity 2
Read the following.
The human body is made up of cells, tissues, and organs that perform numerous,
complex, but well-coordinated tasks, such as voluntary and involuntary movements,
thinking, memory and speech. It is obvious that the body must have some kind of
central communication network to control, regulate and coordinate all these
activities.
Activity 3
Answer the attached activity sheet
3. Concept Formation
What is the communication network of our body?
What are the three main parts of the nervous system?
Where is the brain found?
What is the function of the brain?
IV. Evaluation:
Identify where each part of the nervous system is located.
1. Brain
2. Spinal Cord
3. Nerves
V. Assignment:
Draw in your drawing booklet the nervous system.
Write 2 to 3 sentences about it.
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Describe the structure and enumerate the various functions of the major parts of the brain
Values: Respecting others; Being grateful for having a brain
II. Subject Matter:
Parts of the Human Brain
A. Science Concepts/Ideas:
Man is supreme over all living things primarily because of his brain.
The brain enables him to see, hear, feel, smell and taste. It is the seat of all thoughts,
emotions, imaginations, and intelligence.
The brain enables man to perform all conscious and sub-conscious tasks; to experience
all unconscious acts, such as breathing, digesting food, perspiring, dreaming, etc.
The human brain has a very complex structure. Its three major parts are: the cerebrum,
the cerebellum, and the medulla oblongata.
The cerebrum is the largest portion of the brain.
The cerebrum is divided into: the right hemisphere and the left hemisphere.
The cerebrum controls mental processes such as thinking, memorizing and decisionmaking.
The cerebellum is also known as the little brain.
The medulla oblongata is located at the base of the skull in front of the cerebellum.
B. Processes:
Identifying, describing, communicating
C. Materials:
Drawing of the human brain showing its parts
References:
Teachers Module n Science and Health 6
Science & Health 6 by Jessie A. Villegas pp. 24-25
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment
2. Review:
Name Game
It is found in the skull.
It is protected by the spinal column. It is all over the body.
Make up the central nervous system. It is the main highway of all signals.
It is responsible for processing, sending, and receiving the signals that control the
body.
B. Developmental Activities:
1. Motivational Activity
Memory Game
Show some pictures posted on a cartolina to the class. Then remove. Let them
name the pictures they remember.
How many pictures did you remember?
SCIENCE VI
Date: ____________
I. Objective:
Map the cerebral cortex of its various functions and infer what area of the cortex is used
to perform a particular function
Values:
B. Developmental Activities:
1. Motivational Activity
Do dogs think as we do? How about other animals?
What make us different from animals?
2. Presentation
Activity 1
1. Let the children arrange the pieces of cardboard until they form the picture of the
cerebrum.
2. In the form of a context, let the pupils match the pats with the picture.
3. Read the following:
What really makes man more superior in terms of brain functions and intelligence
than all animals is the wrinkled and folded outer layer of the cerebrum, called cerebral
cortex. The wrinkles and folds in the cerebral cortex are known as convolutions: They are
responsible for giving the cerebral cortex a large surface area that is characteristic of
highly developed animals.
The cerebral cortex is the clearinghouse of all signals being flashed by the nerves
from the sensory organs, and those signals that are being sent by the brain to the motor
muscles and other operative parts of the body.
Activity 2
Answering the attached activity sheet
3. Concept Formation
What is the cerebral cortex?
What are the parts?
What are the functions of each part?
4. Application
Draw 5 examples of activities that involve all the regions of the brain.
IV. Evaluation:
Match the activities in Column A with the regions of the cerebrum in Column B.
A
B
1. Hearing
a. occipital lobe
2. Walking
b. parietal lobe
3. Tasting
c. frontal lobe
4. Falling in love
c. temporal lobe
V. Assignment:
Write the specific function of each lobe of the cerebral cortex.
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Describe the structure of a neuron and the function of its parts
Values:
Hearing
Seeing
Dancing
Singing
B. Developmental Activities:
1. Motivational Activity
What part of the nervous system is all over the body?
Imagine if there are no nerves in the body. What would happen?
2. Presentation
Activity 1
a. Observing and identifying the parts of a neuron.
b. Reading information.
The peripheral nervous system is made up of a vast network of nerves to ensure the
steady flow of signals and information into and out of the brain. Nerve cells are called
neurons. They carry electrical impulses, or signals, from every single part of the body to
the brain and back.
c. Performing activity 4
3. Concept Formation
What are the parts of a neuron?
What does a cell body have?
What are the extensions of the cell body?
IV. Evaluation:
Draw the picture of a neuron and label its parts.
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V. Assignment:
What is the basic unit of the nervous system?
What would happen if these nerves damaged?
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Describe how toe nervous system works
Values:
neuron to another over the length of the nerve fiber. When the dendrites are stimulated, the
neuron becomes positively charged inside and negatively charged outside. This difference in
electrical charge causes a movement of ions through the cell membrane and travels through
the length of the nerve cell as a wave. As the signal reaches the end of an axon, it causes the
axon to release the substance called neurotransmitters. This substance diffuses through
synapse to the dendrites of the next neuron and begins a new impulse through that neuron...
and so on from one neuron to another.
Activity 2
Through a game (relay) show how the whole nervous system works
a. Sensory nerves receive impulses.
b. Sensory nerves send the messages to the brain through the spinal cord.
c. Brain interprets the message.
3. Concept Formation
What is a nerve impulse?
Give examples o stimulus?
What nerves receive the impulse?
What sends it to the brain for interpretation?
IV. Evaluation:
Rearrange the following steps how the nervous system works.
_____ Brain interprets the message.
_____ Sensory nerves send the message to the rain through the spinal cord
_____ Motor nerves bring the information back to the muscles and glands.
_____ Motor nerves receive the impulse.
_____ Brain sends the message to the motor nerves through the spinal cord.
V. Assignment:
How the nervous system works?
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Tell what a reflex is
Values:
Alertness
Activity 2
Read the following.
Your spinal cord has an extraordinary characteristic, apart from being the main highway
for all nerves going to and coming from the brain. it has the ability to make a specific part of
the body to automatically respond to a stimulus. Under certain circumstances, even before the
brain gets the message, the spinal cord can already send back the impulse to the motor nerve
that dictates the response. This reaction is known as reflexes. A reflex is an automatic
response, almost always involving one specific part of the body rather than the whole. For
example, when you touch something that is hot, you automatically withdraw your hand even
before the brain receives the sensation.
3. Concept Formation
What is a reflex?
Where does a reflex originate?
How does a reflex action help one?
Give examples of reflex actions.
4. Application
Make a list of reflex actions you did today.
How did these actions help you?
IV. Evaluation:
Which of the following actions are not reflex actions?
1. blinking of the eye
2. hiccupping
3. sneezing
4. running
5. answering a question
V. Assignment:
Give two examples of reflex actions and their importance.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Test one's response time
Values:
Be responsive
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Name and describe some common disorders of the nervous system, their causes/effect and their
prevention
Values:
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Practice desirable habits that help prevent and control common ailments of the nervous system
Values:
4. Application
Rosita is depressed because of the sudden death of her mother. What will you do to help
her so that she could overcome her depression?
Donna has a fear of the crowd. How can you help her overcome this fear?
IV. Evaluation:
List down the desirable habits you should practice to avoid mental illness.
V. Assignment:
Practice the desirable habits given the guest .
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Observe and describe a healthy person
Values:
Be healthy. Be happy
3. Concept Formation
What are the qualities of a healthy person?
Use this table to answer the question.
State of Health
Characteristics
Physical Health
_____________
Mental Health
_____________
Emotional Health
_____________
4. Application
Answer the questions honestly by checking the proper column.
Qualities
Yes No
I have strong body
I thing fast.
I get mad easily
I get along with
friends
IV. Evaluation:
Check before the number the corresponding characteristics of as healthy person.
____ He is very fat.
____ He is very thin.
____ He is pale.
____ He thinks fast.
V. Assignment:
Draw a picture/cut picture of healthy person.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identify some of the physical, emotional needs of healthy person.
Values:
Health is wealth
c. Group reporting
d. Summarizing group reports to come up with a class report.
3. Concept Formation:
a. Classifying things into physical, mental, emotional needs by asking: Which will make
you bright? Which will make you friendly? Which will make you happy?
b. What do we need to be healthy?
c. What are your physical needs? Social needs? Mental needs? Emotional needs
4. Application:
Are you a healthy person? Why?
IV. Evaluation:
Identify whether the following are physical, mental, emotional, or social needs.
_____ 1. parent's love
_____ 2. good books
_____ 3. rest and exercise
_____ 4. good friends
_____ 5. good diet
V. Assignment:
Make a list of your physical, mental, social, or emotional needs. Evaluate whether your parents
and other people have provided them for you.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Describe the effect of physical, mental, and emotional state on one's health
Values:
IV. Evaluation:
Classify the following effects into physical health, mental health, and emotional health.
1. Can play very well.
2. Can move fast.
3. Can solve problems easily.
4. Can identify wrong and right.
5. Has many friends.
V. Assignment:
Are you physically healthy? Why do you say so?
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Describe the effect of relationship with family, friends, and society on mental, emotional, and
physical well being.
Values:
Sometimes
Never
______
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________
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3. Concept Formation:
How do you relate with your family? With friends? With other people in the community?
Can you have a good relationship with others if you are not physically, mentally, and
emotionally healthy?
4. Application
How does health affect one's relationship with family, friends, and others? What does a
healthy person usually do at home? In school? Outside?
IV. Evaluation:
Modified True of False
If the statement is correct, write True. If it is not, change the underlined word/s to make the
statement correct.
_____ 1. A healthy person smiles at others.
_____ 2. Avoiding people is a result of an emotional well being.
_____ 3. If a person gets easily irritated: he is mentally healthy.
V. Assignment:
Interview an outstanding pupil in the school. Ask him/her activities. Ask how he/she relates with
his/her parents, brothers and sisters, teachers and classmates.
Remarks:
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SCIENCE VI-13
VI-12
2:50-3:30
4:10-4:50
I. Objective:
Enumerate and practice ways of maintaining one's health
Values:
3.
Concept Formation:
What are the good practices to maintain good health? What is a balance diet? Why do we
need enough sleep, rest, and exercise? What substances should you avoid? Why? Give some
of the health habits.
Why are vaccinations important?
When do we have physical and dental check ups?
4. Application:
If you lose your health, you lose everything. What will happen if you overeat and do not
exercise? Why should you avoid self-medication?
IV. Evaluation:
Check the statements below that tell the proper way of maintaining one's health.
_____ 1. Going to the dentist only when tooth aches.
_____ 2. Eating junk foods everyday.
_____ 3. Keeping the environment clean.
_____ 4. Seeking the help/advice of a faith healer.
_____ 5. Eating a balance diet.
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V. Assignment:
List down your health habits to maintain your good health.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Operationally define an ecosystem
Values:
Awareness of the importance of every living and non-living things in one's environment
3. Concept Formation:
Guide the children to come up with their own definition of an ecosystem.
Ask them to give other examples of ecosystem.
Take one sample and lead the children to tell how the components interact.
4. Application:
Draw a sample of a balanced ecosystem. Identify the biotic and abiotic components.
IV. Evaluation:
The earth is the main ecosystem. What do you think will happen if there is no enough food on
earth? Explain your answer in one to two paragraphs.
V. Assignment:
Give at least 5 examples of ecosystem.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identifythe producers, consumers and decomposers in an ecosystem
Values:
a. Guide the children to operationally define the terms producer, consumer and decomposer.
b. Ask them to give other examples of ecosystem and identify the components.
c. Present examples of groups of animals/organisms and plants and lead the children to
determine their feeding relationship.
4. Application:
Ask the children to get three pieces of bond paper. Let them draw three examples for each
kind in each paper: producer, consumer and decomposer.
IV. Evaluation:
Tell whether the thing is a producer and/or consumer, or decomposer.
1. mango tree
4. pig
2. earthworm
5. chicken
3. man
6. caterpillar
V. Assignment:
Identify whether the animal is a herbivore, carnivore or omnivore.
1. tiger
4. bird
2. fish
5. dog
3. man
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Illustrate the feeding relationships between organisms through a food chain
Values:
Every creature, big or small, is important because each has a role to play in this world.
Why plants are called producers? Why animals are called consumers? What are
decomposers and why are they part of the food chain?
Give more examples of food chain in the garden.
3. Concept Formation:
What is a food chain? Why should there be decomposers in the food chain?
4. Application:
Ask the children to write two examples of a food chain in the sea ecosystem and let them
identify the first order consumers to the fourth order and finally the decomposers
IV. Evaluation:
Construct a pictorial poster of a food chain on a 1/4 sheet of cartolina, and explain the feeding
relationships involved. Use the following organisms:
1. mosquitoes, frog, men, snake, chicken
2. mouse, bird, cat, big fish
V. Assignment:
Prepare a list of plants or plant parts, herbivores, carnivores that eat herbivores and carnivores
that eat herbivores. Write the names of the plants, herbivores and carnivores in pieces of paper. One
name per piece of paper. If you wish, draw pictures. Arrange the pieces of paper showing "who's
eating whom?Start with a plant and end with a carnivore at the top. This is a food chain. Do as many
food chains as you like. Cut pieces of yarn. Lay a piece of yarn between each part of the food chain.
Glue the yarn to the pieces of paper.
Pass your food chain mobiles after a day or two.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Construct a food web by joining together several food chains
Values:
IV. Evaluation:
Make a pictorial illustration of s food web using these organisms:
Cat
Chicken
Spider
Corn
Man
Caterpillar
V. Assignment:
Observe the living things in your home and construct a food web.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Construct a diagram for the nitrogen cycle
Values:
Show the flowchart of the Nitrogen Cycle unlabeled. Then ask the following questions:
1. Where does nitrogen come from?
2. What happens to nitrogen to become useful?
3. Where will the nitrate go?
4. What will happen to nitrate?
5. What bacteria will act on it?
Let the pupils trace the flow chart of the cycle again while asking the following questions:
1. What decomposers are needed to make the nitrogen cycle continue?
2. What is the function of each bacteria?
3. How are living things able to get nitrogen from the air?
3. Concept Formation:
After a thorough explanation of the flowchart on nitrogen cycle, ask the children to
explain in their own words how nitrogen is cycled in nature. Let them explain what
decomposers do in the food nutrient cycle
4.
Application:
Are all bacteria harmful? What should we do to keep the valance in our soil so
that the necessary bacteria will thrive?
IV. Evaluation:
A. Explain the importance of each organism below:
1. nitrogen-fixing bacteria
2. decomposing bacteria
3. denitrifying bacteria
B. Draw and illustrate the nitrogen cycle applying it to human beings.
V. Assignment:
What do you have inside you? Do you have a talent? Remember that your talent is like nitrogen.
Nitrogen has to be changed into a usable form. Just like your talent, it has to be discovered, developed
and exposed. Write about it and tell how you can make use of it.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Illustrate the interdependence of plants and animals for gasses through the oxygen-carbon dioxide
cycle
Values:
the carbon dioxide come from and where it will go and another arrow to represent where
the oxygen will go and from where.
What do we have now in our diagram? How do we call it?
3. Concept Formation:
By showing the illustration, lead the children to explain how oxygen and carbon dioxide
cycled in nature are.
4. Application:
Since we need oxygen in order to live, and we get it from plants, what then must we do to
have more and cleaner supply of oxygen in the air?
IV. Evaluation:
Ask the pupils to draw a diagram of oxygen and carbon-dioxide cycle and show the cycle with
the use of arrows.
V. Assignment:
If a person normally inhales 20 times in a minute, how many times does he inhale in one hour? In
a day? In a week? In a month? In a year?
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Describe the effects of deforestation
Values:
factories, electric plants, transport vehicles and volcanic eruptions. Their emissions contain
sulfur dioxide and nitrogen oxides forming sulfuric and nitric acids when they dissolve in
water, thus acid rain seeps into the ground, leaches minerals from the soil, thus retarding the
growth of trees.
Answer the following questions.
1. Why are the Philippines losing 14 hectares per hours?
2. How is acid rain formed?
3. Why is acid rain a threat to the forest ecosystem?
3. Concept Formation:
State conclusions regarding their activity.
Tell how destructive acid rains are to the forests.
4. Application:
How would you protect the forests? Name some friendly activities to avoid deforestation.
IV. Evaluation:
Choose the letter of the correct answer.
1. All of the following may cause deforestation except
a. illegal logging
c. forest fires
b. planting young trees
d. acid rain
2. What gases come from the emissions of coal-burning factories, electric plants, transport vehicles
and volcanic eruption?
a. carbon dioxide and nitrogen oxide
c. nitrogen oxide ad oxygen
b. oxygen and sulfur dioxide
d. sulfur dioxide and nitrogen oxide
V. Assignment:
Make a slogan on a 1/4 white cartolina giving emphasis on how to protect and save the forest.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Explain that some activities of people disrupt the cycles of an ecosystem
Values:
Activity 2
Get your paper and ball pen.
Write your observations about some human activities that cause pollution.
Infer how these activities can disturb the balance of nature.
Read the human activities that cause pollution that they have written down.
Tell the cycles in the ecosystem that are disrupted in every activity.
Observe what happens.
3. Concept Formation:
Give their own definition of ecosystemic pollution.
Ask how pollution disrupts the cycles in an ecosystem.
4. Application:
The place where you live in is your immediate ecosystem. What favorable activities
should you do so as not to disturb the cycles in an ecosystem.
IV. Evaluation:
Identify the following activities. Put a check on the activity that disrupt the cycles in an
ecosystem.
_____ Covering garbage cans
_____ Spraying insecticides more often
_____ Burning rubber tires in thickly populated areas.
V. Assignment:
Observe and write down the activities of the people that disturb the cycles in your barangay.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Identify some activities that disrupt the cycles in an ecosystem
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Infer harmful effects of certain activities on a bigger or more complex ecosystem, such as the
ocean, river or pond systems
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Infer that storage of food, water and space may occur due to a growing population
Values:
Work harmoniously and cooperatively Protection on the basic needs of living things
Group III - A water faucet with file of cans waiting for the turn to get water.
c. Let each group describe the picture and answer the following questions:
1. What problem arises when the population increases rapidly?
2. Explain the effect of the problem.
d. Let the pupils read the textbook for verification on pages 89-92 - Into the Future Science
and Health and pp. 99- 100 - Science and Health VI.
3. Concept Formation:
What problems come up when the population of a certain place increases rapidly?
4. Application:
You have noticed that many rice fields are now being converted into housing areas. The
increase in the number of families requires the increase of housing units. If more and more
rice field were used for housing purposes, how would this affect the food production and
supply?
IV. Evaluation:
Read the situation and identify the problem connected to it.
1. A big family cannot provide enough food for all its members.
2. There is no enough sanitary source of water.
3. There are many squatters built along vacant lots.
V. Assignment:
Write a short paragraph on about the disadvantages of over population in your locality.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Infer the land, water and air may become limited and eventually polluted due to over population
Values:
4. Application:
How can you prevent land, water and air pollution?
IV. Evaluation:
Is population a pollution issue? Why? Support your answer.
V. Assignment:
Draw a poster or cut out pictures depicting air and water pollution and people with infections
diseases. Tell something about the drawing or picture.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Infer that over copulation affect one's health and that of the community
Values:
Health consciousness, cleanliness and neatness; Eating the right kind of food.
Ask: What are the sources of waste? How do they cause pollution? When do waste
become pollutant? Discuss the effect of these pollutants on health. What disease can man
have due to pollutants?
3. Concept Formation:
What is the ill effect of over population on the health of the people?
4. Application:
a. Show the pupils insects that bread on dirty places and discuss the diseases they cause.
b. Ask the pupils to relate what factors contribute to the sad conditions of polluted rivers
and dirty surrounding. Relate this to the harmful effect on the health of people living in
this area.
c. Give some practices to prevent spread of diseases and prevent malnutrition in an over
population place.
IV. Evaluation:
Modified True or False: Write True if the underlined word makes the statement correct and if
False change the underline word to make it true.
_____ 1. Disease such as Cholera, spread fast in an over populated area.
_____ 2. Poor diets makes person healthy.
_____ 3. Pollutants in polluted rivers, canals, waste and smoke belching have bad effects on the
health of the people.
V. Assignment:
Make a list of the latest scientific research on health and nutrition. The research should be
applicable in crowded communities. Prepare a report from this selection to be read and explained in
the class.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Infer that rapid population growth upsets the ecological balance.
Values:
Environmental consciousness
IV. Evaluation:
Put a () if it upset the ecological balance and (x) if not.
_____ 1. Spraying insecticide that destroys the ozone layer.
_____ 2. Planting of trees.
_____ 3. Using dynamite in fishing.
V. Assignment:
Write five (5) activities that upset the ecological balance. Explain your answers.
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Describe strategies for coping with rap increase in population
Values:
Remarks:
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SCIENCE VI
Date: ____________
I. Objective:
Demonstrate commitment and concern in preserving/conserving the balance of life in an
ecosystem
Values:
The class will come up to the conclusion that conservation of natural resources is very
important because it is the way to restore and keep the balance in the ecosystem.
4. Application:
Is conservation important?
How is balance of life n the environmentpromotes sustained ecosystem?
How will a sustained ecosystem benefit future generations? How can you show your
concern in preserving the balance of life it the ecosystem?
IV. Evaluation:
Identify the following practices as good or bad to the environment.
1. Planting trees
2. Throwing garbage in canals
3. Burning the grass
V. Assignment:
Look around your neighborhood. List down what the neighbors do to protect the environment.
For example:
The neighbors dont throw rubbish anywhere. They have garbage pits.
Remarks:
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