LESSON PLAN SCIENCE V DAY : DATE :

V1 12:30 1:30 V2 1:30 2: 30 V3 2:30 3:30 V4 5:15 6:15

Classify animals according to the food they eat. A. Classification of Animals According to the Food they Eat B. Science Idea Animals are classified according to the food they eat, namely; plant eaters ( herbivores), meat eaters ( carnivores) and plant and meat eaters ( omnivores). C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals chart E. Value : Cleanliness III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review

I. II.

Body parts of animals in getting/eating their food B. Lesson Proper 1. Motivation Show pictures of animals eating different kinds of food.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assign group leader/rapporteur 2. Read and understand the procedure 3. Check and prepare the set-up 4. Observe precautionary measures B. Laboratory Proper 1. Identify the foods each animal eat. 2. Classify these animals according to the food they eat. 3. Enter your observations in a table. C. Post Laboratory Discussion 1. Which of these animals eat plant only? meat only? both plants and meat? 2. How are plant-eating, meat-eating and plant and meat eating animals called? D. Conclusion 1. What are the different classification of animals? 2. How are animals classified? E. Application 1. You have different kinds of pet at home, is it right to feed them with

the same kind of food? Why?

IV. Evaluation On the blank before each animal, write H if the animal is a herbivore, C if it is a carnivore and O if it is an omnivore. _________ 1. carabao 6. dog _________ 2. horse 7. snake _________ 3. frog 8. lion _________ 4. man 9. rabbit _________ 5. monkey __________ 10. goat LESSON PLAN SCIENCE V __________ __________ __________ __________

DAY :

DATE :

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

Describe how some animals adapt to a particular environment for protection, effectiveness and survival. II. A. Animals Adaptation B. Science idea Animals have different protective structures which help them adapt in their environment. C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of different animals E. Value : Working together harmoniously III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Classification of animals according to the food they eat. B. Lesson Proper 1. Motivation Animals have special body parts that help them get and eat their food. Do you know that they also have body parts which protect them from their enemies?

I.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rapporteur. 2. Read and understand the

procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Look at the animals in the picture. 2. take note of the protective structures of animals 3. Find out how each animal uses its structures to protect itself. 4. Record your observation on a table. C. Post Laboratory Discussion 1. Do all animals have protective structures? 2. Why do animals have protective structures? D. Conclusion 1. How do animals adapt to their environment? 2. Why do animals adapt to their environment? E. Application 1. The boys are teasing a goat when suddenly the goat turns its head to fight back. How does the goat protect itself from his enemy? IV. Evaluation Choose the letter of the best answer. 1. How do mudfish adapt themselves to their environment? A) They blend their colors to their environment. B) They have rough skin. C) They have horns than can hurt. D) They have beaks that pecks. 2. Why do we have difficulty in seeing grasshoppers and walking stick? A) They move slowly to be seen.

B) They hide in the grasses. C) They are very small to be seen. D) They blend in colors with the grass ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE :

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

I.

Classify vertebrates into mammals, reptiles, birds, fishes and amphibians. II. A. The Group of Vertebrates B. Science Idea Vertebrates can be further classified into mammals, birds, reptiles, amphibians and fishes. C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of different animals E. Value : Using ones intelligence and other human abilities wisely. III. A. Routinely Activities 1. Health inspection 2. Science news

3. Review How do animals adapt for protection, effective in food gathering and survival? B. Lesson Proper 1. Motivation/Presentation Giving examples of vertebrate. Consider the animals in the List. How can these animals be further classified?

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide pupils into group, each group to formulate a hypothesis based on the criteria for classification. 2. Based on this, pupils are to make a tentative groupings of animals C. Post-Laboratory Discussion 1. What common bone structure do these animals have? 2. Can we group them according to this common characteristics? D. Conclusion 1. What are the classifications of vertebrates? 2. How can you distinguish each

group of vertebrate as to their structure and habitat? E. Application 1. How can people show by means of their behavior, that they are better than lower forms of mammals? IV. Evaluation Choose the letter of the best answer. 1. Which of the following is NOT an amphibian? A) snake C) frog B) toad D) salamander 2. To what group of vertebrates do snakes, turtles and lizards belong. A) Amphibians C) Reptiles B) Mammals D) Fishes ( Please see chart for the continuation ) LESSON PLAN SCIENCE V

DAY :

DATE :

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

Identify characteristics of mammals. A. Characteristics of Mammals B. Science Idea Distinguishing characteristics of Mammals have mammary glands (feed their young with milk) warm-blooded animals covered with hair/fur have large, well developed brain C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Standing up for what is right III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Different classification of vertebrate animals B. Lesson Proper 1. Motivation/Presentation Present skeletons of animals with backbones. Let the pupils identify the animals through their skeleton. Can we group them according to their common characteristics. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rapporteur. 2. Read and understand the procedure.

I. II.

3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide pupils into group. 2. Each group to formulate/hypothesize bases or criteria for identifying the distinguishing characteristics of mammals. C. Post Laboratory Discussion 1. What are some of distinguishing characteristics of mammals? D. Conclusion 1. What are the characteristics of mammals that make them different from the other vertebrate animals? E. Application 1. Look at the group of mammals, say something about each animals. Does it pass the characteristics of animals as discussed?

IV. Evaluation From the list of animals given, pick out the names of the animals that belong to the mammals group. pig monkey turtle bird frog horse whale hawk tuna tiger snake

ant LESSON PLAN SCIENCE V

DAY : DATE :

V1 12:30 1:30 V2 1:20 2:30 V3 2:30 3:30 V4 5:15 6:15

I. II.

Identifies the characteristics of birds A. Characteristics of Birds B. Science idea Characteristics of Birds have feathers and wings lay eggs with hard shells have beaks with nostrils but without teeth have very light bones C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals

E. Value : Raising birds for consumption or livelihood III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Cite some characteristics of mammals. What are the other group of vertebrates animals? B. Lesson Proper 1. Motivation/Presentation What do you think inspired the invention of the airplane? Cite other examples which show how birds have inspired people. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rapportuer. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide pupils into group. 2. Each group to formulate/hypothesize bases or criteria for identifying the distinguishing characteristics of birds. C. Post Laboratory Discussion 1. What are some of distinguishing characteristics of birds?

D. Conclusion 1. What are the characteristics of birds that make them different from the other vertebrate animals? E. Application 1. Discuss/Plan chick-raising as a class or group project. IV. Evaluation Fill in the blanks to make analogue statements. 1. Mammals are covered with hair/fur. Birds are covered with ___________. 2. Mammals give birth to their young alive. Birds are laid from _____________. 3. Reptiles are cold-blooded animals. Birds are ________________. LESSON PLAN SCIENCE V

DAY: DATE:

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

Identify characteristics of reptiles. A. Characteristics of Reptiles B. Science idea Characteristics of Reptiles cold-blooded lay eggs with hard shell skin is covered with hard, dry, rough and scaly skin breathe with their lungs C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Avoiding insults or saying derogatory remarks about others. III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Characteristics of birds B. Lesson Proper 1. Motivation/Presentation Show some pictures of reptiles. Let the pupils share what they know of the animals based on their observation on the pictures. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assign group leader/rapportuer 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures.

I. II.

B. Laboratory Proper 1. Divide pupils into group. 2. Each group will formulate/hypothesize bases fro criteria for identifying the distinguishing characteristics of reptiles C. Post Laboratory Discussion 1. What are some distinguishing characteristics of reptiles? D. Conclusion 1. What are the characteristics of reptiles that make them different from the other vertebrate animals? E. Application 1. How would you group the animals you see around you?

IV. Evaluation Choose the letter of the best answer. 1. Reptiles cannot withstand harsh climatic changes because they are ______________. A) warm-blooded C) blueblooded B) cold-blooded D) lukeblooded 2. Which of the following is NOT a reptile? A) snake C) frog B) turtle D) crocodile ( Please see chart for the continuation ) LESSON PLAN

SCIENCE V

DAY :

DATE :

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

I. II.

Identify the characteristics of amphibians A. Characteristics of Amphibians B. Science idea Characteristics of Amphibians the young breathes through gills; the adult breathes through lungs (gills) lay eggs without shell, but protected by soft jellylike substance live in both in water and land C. References : Into the Future Jose F. Llarinas Conchita T. Tan D. Materials : pictures of animals E. Value : Practicing care and concern for animals III. A. Routinely Activities 1. Health inspection 2. Science news

3. Review Characteristics of Reptiles B. Lesson Proper 1. Motivation/Presentation Show a picture of a frog/toad. Let the pupils give some common characteristics of it. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rappoteur 2. Read and understand the procedure 3. Check and prepare the set-up 4. Observe precautionary measures B. Laboratory Proper 1. Divide pupils to group. 2. Each group to formulate/ hypothesize bases or criteria for identifying the distinguishing characteristics of amphibians. C. Post Laboratory Discussion 1. What are some distinguishing characteristics of amphibians? D. Conclusion 1. What are the characteristics of amphibians that makes them different from the other vertebrate animals? E. Application 1. Should you kill frogs in your garden? What should be done with the frog used for class observation?

IV. Evaluation Explain in a short paragraph. What changes take place in a tadpole as it grows into an adult frog?

LESSON PLAN SCIENCE V

DAY : :

DATE

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15

I. II.

Identify the characteristics of fishes A. Characteristics of Fishes B. Science Idea

Characteristics of Fishes breathes with gills all its life has fins to help it moves and keep its balance cold-blooded take dissolved air and food from their surrounding C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Saving our oceans and sea, also the creatures living in it. III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Characteristics of Amphibians B. Lesson Proper 1. Motivation/Presentation Ask: Do you know that fishes make up the longest group of vertebrates animals? Scientist know about 20,000 species of fish. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assign group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide pupils into group. 2. Each group to formulate/hypothesize based on criteria for identifying the distinguishing characteristics of fishes.

C. Post Laboratory Activities 1. What are some of distinguishing characteristics of fishes? D. Conclusion 1. What are the characteristics of fishes that make them different from the other vertebrate animals E. Application 1. Find out how peoples activities endanger the life of our fishes or marine animals.

IV. Evaluation Choose the letter of the correct answer. 1, How do you describe fishes? A) They have gills and lungs and can fly. B) They have scales and fins and can swim. C) They live both on land and in water. D) They have dry and scaly skin. 2. Which of the following is NOT a fish? A) mudfish C) whale B) shark D) milkfish ( Please see chart for the continuation )

LESSON PLAN SCIENCE V

DAY :

DATE :

V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6: I. Evaluate the knowledge and skills learned by the pupils. II. A. Summative test 1. mammals 2. reptiles 3. amphibians 4. birds 5. fishes III. A. Preparatory Activities 1. Health inspection 2. Science news B. Developmental Activities 1. Preparation Giving guidelines and rules to be followed. 2. Test administration 3. Checking 4. Evaluation Getting the least mastered skill/s to be included in the review/drill.

LESSON PLAN SCIENCE V DAY: DATE: V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15 I. II. Identify the characteristics of arthropods. A. Characteristics of Arthropods B. Science Ideas Characteristics of Arthropods known as jointed-legged invertebrates (has exoskeleton) Distinguished and differentiated based on the number of legs Sub-group of arthropods: crustaceans, arachnids, insects and millipede/centipede C. Ref: Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials: sample specimen tissue rubber band Small jar bread crumbs E. Value : Getting rid of harmful insects

III. A. Routinely Activities 1. Health inspection 2, Science news 3. Review Group of vertebrate animals B. Lesson Proper 1. Motivation/Presentation Ask the pupils: If they are afraid of some insects such as cockroaches, spiders or crickets? 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Put the cricket in the jar. Place the tissue on the top of the jar. Use the rubber band to hold the tissue to the jar, 2. Count the legs of your cricket. Carefully observe how the cricket uses each pair of legs. 3. Slowly push a pencil through the tissue. Gently touch the crickets antennae with the tip of the pencil. Observe how the cricket reacts to being touched. 4. Observe the body parts near the crickets tail. C. Post laboratory Discussion 1. What does each pair of legs do? 2. What are their distinguishing features? D. Conclusion

1. What are arthropods? 2. What are the different classification of arthropods? E. Application 1. You find an arthropods under a rock, how could you quickly decide which group of arthropods it belong to? IV. Evaluation Having the list of arthropods, complete the tabled of each arthropods. Arthropods Number of legs Classification 1. crabs 2. ants 3. centipede 4. spider 5. butterfly LESSON PLAN SCIENCE V DAY : DATE: V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15 I. II. Identify the characteristics of mollusk. A. Characteristics of Mollusk

B. Science Ideas Characteristics of Mollusk Most make shells from minerals in water Soft bodied animals Live in water and in land Have organs that digest food, pump blood and take oxygen from water. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures / live specimen chart E. Value : Being updated of news affecting ones health III. A. Routinely Activities 1. Motivation/Presentation Ask the pupils if they ever heard of Red Tide. Let them Explain how they understand the words and what are directly affected by that disaster.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures

B. Laboratory Proper 1. Let the pupils view/observe the live specimen/picture of mollusk. 2. Have them write their observation in a table. C. Post laboratory Discussion 1. Where do you find these animals? 2. What are the distinguishing features? D. Conclusion 1. What are the distinguishing characteristics of mollusk? E. Application 1. Why is it important to be alert for news about red tide IV. Evaluation: From the set of pictures, try to identify which are mollusk.

LESSON PLAN SCIENCE V

DAY : DATE : V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. 12:30 1:30 2:30 5:15

Identify the characteristics of echinoderms and coelenterates II. A. Characteristics of Echinoderms and Coelenterates B. Science Ideas Characteristics pf Echinoderms spiny skin numerous tube feet on the ventral side of their bodies Characteristics of Coelenterates tube like bodies having tentacles with stingy structures C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures / illustration chart E. Value : Standing up for what is wrong. III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Describe the characteristics of mollusk B. Lesson Proper

1. Motivation Suppose you were having a picnic near the beach. You might notice some different creatures in the water, can you identify them easily. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up 4. Observe precautionary measures. B. Laboratory Proper 1. Let the pupils view/observe the live specimen/pictures of echinoderms and coelenterates. 2. Have them write their observation/s in a table. C. Post Laboratory Discussion 1. Where do you usually find these animals? 2. What are their distinguishing features? 3. How do they use their body parts? D. Conclusion 1. What are the distinguishing characteristics of echinoderms? 2. What are the distinguishing characteristics of coelenterates? E. Application 1. When do you say that a person

has no backbone like jellyfish. Cite a situation/s when you stood for what is right. IV. Evaluation From the set of picture, identify which are coelenterates and echinoderms.

LESSON PLAN SCIENCE V DAY : V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. II. Identify the characteristics of worms. A. Characteristics of Worms B. Science Ideas Characteristics of Worms DATE : 12:30 1:30 2:30 5:15

three (3) kinds of worms : roundworms, flatworms and the annelids some worms are parasitic and adversely affect the peoples and animals health some worms are beneficial to man C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures specimen sample chart E. Value : Some habits to avoid III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Characteristics of echinoderms/coelenterates B. Lesson Proper 1. Motivation/Presentation Is your pet dog or cat has ever been treated for worms? Veterinarians give pets medicines to kill worms.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures B. Laboratory Proper 1. Let the pupils view/observe the live specimen/pictures of the

different kinds of worms. 2. Have them write their observation in a table. C. Post Laboratory Discussion 1. What are the kinds of worms? 2. What are their characteristics? 3. How can you distinguished each kind of worms/ D. Conclusion 1. What are the distinguishing characteristics of worms? 2. What are the different kinds of worms? E. Application 1. How do parasitic worms affect ones health? How can we avoid parasitic worms?

IV. Evaluation Complete the following information on the table. Kinds of Worms Characteristics Examples

LESSON PLAN SCIENCE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. II.

12:30 1:30 2:30 5:15

Explain the importance of coral reefs A. Importance of Coral Reefs B. Science Ideas Importance of Coral Reefs habitat of marine life protect tropical coasts build island serve as source of recreating and enjoyment for people calcium materials of corals reefs can be used for medicine and as raw materials for industry. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures/drawing of coral reefs chart E. Value : Appreciation of natures beauty III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Classification of invertebrate animals B. Lesson Proper 1. Motivation/Presentation Let pupils view pictures of coral reefs and coral samples they have prepared. Ask: What do sea divers find attractive in coral reefs?

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Show pictures of coral reefs. 2. Let the pupils describe/share experiences about coral reefs. 3. Let pupils read articles on coral reefs and share their findings with the class. C. Post Laboratory Discussion 1. How are coral reefs formed? 2. Are they important? Explain your answer. D. Conclusion 1. Why are coral reefs important? E. Application 1. Write collectively a letter to a government agency citing your opinions and recommendations to save coral reefs. IV. Evaluation Choose the letter of the best answer. 1. Coral reefs are skeletal remains of _____________. A) coelenterates C) mollusk B) arthropods D) insects 2. How long does it take for a coral reef to form?

A) Over a short period of time B) Over a long period of time above

C) For a few years D) None of the

( Please see chart for the continuation ) V. Assignment Ask pupils to draw several pictures to show the formation of a coral reefs and discuss its importance. LESSON PLAN SCIENCE V DAY : DATE : V1 1:30 V1 2:30 V3 3:30 V4 6:15 12:30 1:30 2:30 5:15

I. II.

Identify the factors contributing to the destruction f coral reefs A. Destruction of Coral Reefs B. Science Ideas B.1 The destruction of coral reefs is caused by both natural and man-made activities B.2 Some of the factors are : - siltation - dynamite fishing

- using cyanide for fishing - muro-ami - improper disposal of garbage C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : newspaper/ magazine chart E. Value : Contributing efforts to save coral reefs III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Formation of coral reefs B. Lesson Proper 1. Motivation/Presentation Show a healthy coral reef formation: Do you think all coral reefs are as healthy and beautiful as shows in this picture? Why or why not? 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Each group will role play or dramatize the factors that will be given to them

( fish bowl technique ) - siltation - dynamite fishing - using of sodium cyanide - muro-ami - improper disposal of garbage C. Post Laboratory Discussion 1. What will happen when coral reefs are destroyed? 2. Is the coral reef worth saving? 3. Is there still time to save the coral reef? D. Conclusion 1. What are the factors contributing to destruction of coral reefs? E. Application 1. Your father is selling corals as souvenir to some tourists. What will you tell him to stop him from selling corals. IV. Evaluation: Choose the letter of the best answer. 1. Coral reefs break when fishermen ___________________. A) use dynamite for fishing C) use fishing nets B) practice muro-ami D) both A and B 2. What happened when fishermen use dynamite for fishing? A) The coral reefs are destroyed B) The coral reefs become healthy. C) The coral reefs garbage are thrown away LESSON PLAN SCIENCE V

DAY : DATE : V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30 V4 5:15 6:15 I. Infer that plant needs air, water and sunlight in making food. II. A. How Green Plants Make Food B. Science Idea Photosynthesis is the process of food making by green plants. Water, carbon dioxide and sunlight can produce sugar/glucose and oxygen. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : mongo seeds 3 cans of same size soil plastic cover rubber band E. Value : Teamwork III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Parts of plants B. Lesson Proper 1. Motivation Recite the poem The Tree

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur 2. Read and understand the procedure 3. Check and prepare the set-up 4. Observe precautionary measures B. Laboratory Proper 1. Activity in food making of green plants without air (carbon dioxide) 2. Activity in food making of green plants without water. 3. Activity in food making of green plants without the sunlight. C. Post Laboratory Discussion 1. How do you think the green plants make their wn food? D. Conclusion 1. What are the processes involved in the food making of green plants? E. Application 1. You are going away for quite sometime. You have to close the house all the way. What will you do to the plants you have inside the house? Why? IV. Evaluation: Choose the letter of the best answer.

1. How does a leaf trap light energy from the sun? A. The leaf has stomata that cause light energy to be trapped. B. The leaf combines carbon dioxide with water to trap sunlight. C. The leaf has glucose to absorb minerals and light. D. The leaf has chlorophyll to trap the energy from the sun. 2. What is the end product of photosynthesis? A. water vapor C. glucose B. oxygen D. carbon dioxide ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE ; V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. II. 12:30 1:30 2:30 5:15

Infers that plants need air, water and sunlight in making food A. Diagram of Photosynthesis B. Science Idea Photosynthesis is the process of food making of green plants. The process/raw materials are water, carbon dioxide and sunlight, it can produce oxygen as a by product and sugar/glucose as its end product.

C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : diagram of photosynthesis Chart E. Value : Teamwork III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Processes involved in photosynthesis B. Lesson Proper 1. Motivation Ask the pupils to name some green plants found in their community. Tell them to identify the substance that gives the green color to these plants. Identify this grebe substance or pigment as chlorophyll.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur 2. Read and understand the procedure 3. Check and prepare the set-up 4. Observe precautionary measures B. Laboratory Proper 1. Display a diagram showing the process of photosynthesis. 2. Study the process of

photosynthesis using the diagrams A and B. C. Post Laboratory Discussions 1. Where is light energy trapped? 2. Is light energy important? 3. What is given of as by-product? End-product? D. Conclusion 1. What happens during photosynthesis? E. Application 1. If green plants can manufacture food in the dark, can we keep them indoors all the time? Will they stay healthy?

LESSON PLAN SCIENCE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. II.

12:30 1:30 2:30 5:15

Identify plants parts used for food and medicine. A. Uses of Plants B. Science Idea Plants can be grouped to use as follows (a) plants used as foods; (b) plants used as medicine; (c) plants used as clothing : (d) plants used as building materials; and (e) plants used as raw materials for industries. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of products/objects made from plants diagram showing the different parts of plants E. Value : Resourcefulness III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Process of Photosynthesis B. Lesson Proper Show some pictures of plants and ask the pupils to describe how they are used as foods by human and animals.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur 2. Read and understand the procedure 3. Check and prepare the set-up 4. Observe precautionary measures B. Laboratory Proper Circular Response 1. Name the plant sample/picture you brought. Cite its use. 2. As the plants are named, and their uses cited, list plants with similar uses under one column. 3. Create columns and as more uses as identified. 4. Point to objects around, or show pictures of products made from plants. Identify the plants parts used. C. Post Laboratory Discussion 1. What are the parts of plants that are used as food, and as medicine by human? 2. What are the different classification of plants according to use? D. Conclusion 1. What other important benefits do people derive from plants? E. Application 1. Think of ways you family or your classmates can save or earn money

from plants. IV. Evaluation Choose the letter of the best answer. 1. Which part of a squash plant are edible. A. flowers C. seeds B. fruits D. all of the above 2. Which part of kangkong supply the body with vitamin and fiber? A. leaves C. roots B. stems D. both A and B ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : V1 1:30 V2 2:30 V3 3:30 V4 6:15 I. II. DATE : 12:30 1:30 2:30 5;15

Differentiate primary consumers from secondary consumers A. Consumers B. Science Idea B. 1 Consumers when animals and men feed on plants B. 2 Primary Consumers animals and humans that derive a large amount of suns energy from green plants.

B. 3 Secondary Consumers those that feed on the primary consumers and thus receive less amount of suns energy. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : diagram of energy pyramid Pictures of producers and consumers E. Value : Taking care of our green plants III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Parts of plants that are edible. B. Lesson Proper 1. Motivation/Presentation Point out that only green plants are the only producers in the world because they are only living thins capable of manufacturing their own food. 2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures B. Laboratory Proper

1. Look at the pictures of the different animals. Identify the herbivores, the carnivores and the omnivores. 2. Record the animals and their classification in your notebook. 3. Classify the animals according to the food they eat. C. Post Laboratory Discussion 1. Which animals directly take in the food manufactured by plants? 2. Why do animals consume plants and other animals? 3. Which type of consumer would get more energy from the food they eat? D. Conclusion 1. How do primary consumers differ from the secondary consumers? E. Application 1. What do you think will happen to some animals if the forests are completely destroyed? IV. Evaluation Choose the letter of the best answer. 1. When does a man become primary consumer? A. When a man eats fried chicken. B. When a man eats broiled fish. C. When a man eats fresh vegetables salad. D. When a man eats pork adobo. ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15

12:30 1:30 2:30 5:15

Explain the importance of plants to human beings and other animals II. A. The Importance of Plants B. Science Idea Plants are useful to humans and animals. They provide oxygen, habitat, medicine and food. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : diagram of oxygen-carbon dioxide cycle Some herbal plants E. Value : Appreciating the importance of plants for survival III. A. Routinely Activities 1. Health inspection 2. Science news 3. Drill Consumers B. Lesson Proper 1. Motivation/Presentation Present the diagram of oxygencarbon dioxide cycle. Let the

I.

pupils identify the two processes involved in this cycle (respiration and photosynthesis). Ask them what gas is given off as a by-product of respiration (carbon dioxide) and photosynthesis (oxygen).

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Organize yourselves into group. 2. Take a nature walk together with your teacher. 3. Look for animals around. 4. List down their names and describe where they live. Make a table to record your findings. C. Post Laboratory Activities 1. Aside from oxygen, what other useful things do plants provide animals and humans? 2. What do you think will happen if theres more carbon dioxide in the air than oxygen? D. Conclusion 1. Why are plants useful to humans and animals?

E. Application 1. Plants are used as sources of paper, rubber, dye, ink and other products, but how can we still save our forest from fast disappearing? IV. Evaluation Choose the letter of the best answer. 1. What is likely to happen if there were no plants around? A. Human and animals will multiply. B. Human and animals will not reproduce. C. Human and animals will probably die. D. Human and animals will grow healthy. 2. Which diagram shows the oxygen-carbon dioxide cycle?

LESSON PLAN SCIENCE V DAY : DATE : V1 1:30 V2 2:30 V3 3:30 V4 6:15 12:30 1:30 2:30 5:15

Infer that plants have specific structure and characteristics for adaptation and survival. II. A. Protective Structures of Plants B. Science Idea Plants have special structures and characteristics to help protect themselves against their enemies. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of plants Chart E. Value : Being aware of the danger of ingesting poisonous plants III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review How do plants perform the process of photosynthesis? B. Lesson Proper 1. Motivation Can you name the common enemies of plants?

I.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader and rapporteur. 2. Read and understand the procedure.

3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Visit a garden of just name some plants that you know. 2. Examine and observe structures peculiar to these plants. 3. Infer how these structures help keep their enemies away. 4. Record your findings using a table. C. Post Laboratory Activities 1. What are specific structures that protect plants from their enemies? 2. How do these structures protect the plants from their enemies? D. Conclusion 1. How do plants protect themselves from their enemies? E. Application 1. Ana loves touching a rose plant, but every time she does it, she gets hurt with its thorns. So one day, she cuts all the thorns on the stem of the rose. Do you think shes right in doing so? IV. Evaluation Choose the letter of the best answer. 1. Why is garlic avoided by most animals? A) Because of its bright color. B) Because of its strong odor C) Because of its fine hair D) Because of its thick covering ( Please see chart for the continuation )

LESSON PLAN SCIENCE V DAY : DATE :

V1 V2 V3 V4 6:15

12:30 1:30 1:30 2:30 2:30 3:30 5:15

I.

Infer how the structures of the plants enable them to adapt to their environment. II. A. Plants Adaptations B. Science Ideas * Plants continue to thrive in their environment because they have adapted to it. * Plants have different adaptive structures that allow them to live in specific environment. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : leaves, stem and roots of common plants E. Value : Attitude and skills of a scientist III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Protective structures of plants B. Lesson Proper 1. Motivation/Presentation

Observe samples of plants with modified/specialized leaves, stems roots. Identify these plants and their specialized structures.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures B. Laboratory Proper 1. Look for the following plants in the garden: patola, gumamela, cactus, grass and coconuts. 2. Examine their leaves, stems and roots. 3. Describe their parts as to their structures, color and hardness. 4. Infer how these structures help them adapt to their environment. 5. Record your observations using a table. C. Post Laboratory Discussions 1. What kind of leaves grow in places where there is abundant sunlight? 2. Which root system can get more water in hot areas where evaporation is fast? D. Conclusion 1. How do plants adapt to the

changes in their environment? E. Application 1. Find out how the soft bodies of water plants such as water lily and lotus adapt themselves to their environment. IV. Evaluation Choose the letter of the best answer. 1. Why do cactus thrive in desert? A) Their stems are thick enough to store water. B) Their leaves are very small to reduce evaporation. C) They are juicy and hard D) Both A and B. ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15

12:30 1:30 2:30 5:15

I. II.

Classify plants into major groups A. Classification of Plants

B. Science Idea Plants can be classified into major groups: the flowering plants, the cone bearing plants, ferns and moss. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : flowering plants Pictures of cone bearing E. Value : Contributing some efforts to save plants III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Plant structures B. Lesson Proper 1. Motivation/Presentation Observing flowering plants, ferns, cone bearing and moss they brought. Naming them or observing them.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper

1. Visit your school garden. 2. Find the following plants in your garden : gumamela, grass, moss, bougainvillea and fern. 3. Describe them according to their odor, structure and color. 4. Record your findings in your notebook using a table. C. Post Laboratory Activities 1. How are plants classified? 2. What are the bases of classifying plants? D. Conclusion 1. Why is it important to classify plants? E. Application 1. Having the knowledge of the major group of plants, will you be able to classify the plants in the school garden?

IV. Evaluation Write if the plant is flowering or conifer. 1. 2. 3. 4. 5. gumamela pine tree san Francisco santan mayana

LESSON PLAN SCIENCE V

DAY : DATE ;

V1 12:30 1:30 V2 1:30 2:30 V3 V4 6:15

2:30 3:30 5:15

I.

Group plants according to common characteristics II. A. Plants According to Common Characteristics B. Science Ideas B.1 Seed producing plants are grouped into gymnosperms and angiosperms. B.2 Non-seeds plants are grouped into three (3) : halophytes, bryophytes and pteridophytes C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : different plants found in the school garden E. Value : Applying ones knowledge to practical use III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Plant adaptation to environment B. Lesson Proper

1. Motivation Ask this question : Do you think all plants bear flowers? Discuss their answers in class. Ask another question : How do non-flowering plants reproduce if they do not bear flowers?

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Go to the school garden. 2. Observe the trees, shrubs, vegetables, flowers, and grasses. 3. Classify plants according to common characteristics like seedproducing plants and plants with no seeds. 4. Read the chart about groups of plants according to common characteristics. 5. Make a chart showing the classification of plants into two (2) major groups : the seed producing plants and with no seed plants. Write some examples under each. C. Post Laboratory Discussion 1. How are plants classified? 2. What are the bases of classifying plants?

3. Why is it important to classify plants according to their common characteristics? D. Conclusion 1. What are the classification of plants according to their common characteristics? E. Application 1. You are to rearrange the plants in your garden to make it look orderly : what grouping would you do?

IV. Evaluation Group the plants below according to their common characteristics. tamarind ferns squash palm tree fungi san Francisco

Seed-Producing

Plants with no seeds

Gymnospe rms

Angiosperms

halophy bryophytes tes

pteridoph ytes

LESSON PLAN SCIENCE V DAY : DATE : V V V V 1 2 2 4 12:30 1:30 1:30 2:30 2:30 3:30 5:15 6:15

Group plants according to common characteristics II. A. Plants According to Common Characteristics B. Science Ideas B.1 Plants may be grouped into flowering and non-flowering plants B.2 Flowering plants form flowers ; while nonflowering ones produce spores. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : different plants found in the garden E. Value : Applying ones knowledge to practical use III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Plants protective structures B. Lesson Proper 1. Motivation Ask this question : Do you think all plants bear flowers? Discuss answers in class? Ask another question : How do non flowering plants reproduce if they do not bear flowers?

I.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities

1. Assigned group leader/rapporteur 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Go to your school garden. 2. Examine the different plants that your group will find in the garden. 3. Group the plants according to the common characteristics observed. 4. Enter your observation in a table. C. Post Laboratory Discussion 1. What characteristics are common to all the plants? 2. What are the distinguishing characteristics of each group? 3. What are the bases of classifying plants? D. Conclusion 1. How do non flowering plants reproduce if they do not bear flowers? 2. Why is it important to classify plants according to their common characteristics? E. Application 1. Classify the plants growing in your community. IV. Evaluation Choose the letter of the best answer. 1. Why is it important to classify plants? A) To provide work for scientist. B) To pass the test. C) To preserve them. D) To show they are similar and different from each other. 2. Which plant does not belong to the group? A) fern C) mango

B) santol D) makopa ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15

12:30 1:30 2:30 5:15

I.

Identifies conditions when physical change occur. II. A. Conditions when Physical Change Occur B. Science Idea Changes in size, shape or state of matter are physical change. No new substance is formed. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : paper rubber band peanuts Stick wire E. Value : Effecting changes for the better III. A. Routinely Activities

1. Health inspection 2. Science news 3. Review Plants according to their characteristics B. Lesson Proper What do you think, when the butter melted, did it change to another substance? Let the pupils explain their answer.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Have the different group perform the following : A cut the paper into small pieces B break the stick into small pieces C pound the peanuts D stretch the rubber band E roll the wire 2. Record your observations by using a table. C. Post Laboratory Discussion 1. What changes do these

materials undergo. Describe each. 2. What conditions brought about such changes? D. Conclusion 1. What changes were affected on the materials? 2. Was there a new material formed? 3. What are the conditions tat brought materials into physical change? E. Application 1. What home activities can you recall that involves physical change? IV. Evaluation Choose the letter of the best answer. 1. Physical change happens when materials undergo a change in _____________. A) size C) state of matter B) shape D) all of the above. 2. Which of the following activities does NOT show physical change? A) shaping a piece of clay C) bending a piece of wire B) cutting strips of paper D) baking bread ( Please see chart for the continuation ) LESSON PLAN SCIENE V DAY : DATE :

V1 1:30 V2 2:30 V3 3:30 V4 6:15

12:30 1:30 2:30 5:15

I.

Describe and identify the result of physical change. II. A. Result of Physical Change B. Science Idea Materials can be changed from one state to another. Solid can be changed to liquid, liquid to solid and solid to gas. These are physical changes that may be brought about by the absorption or release of heat. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : paper illustration board water match stick E. Value : Applying ones knowledge to practical use III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review What are the conditions that brought about physical change? B. Lesson Proper

1. Motivation Can we use physical change in materials to produce useful products or materials? Can you give examples.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper ( PRE-ASSIGNNED ) 1. Place a tray of water inside a freezer overnight. 2. Get a thermometer and measure the freezers temperature for about two minutes. 3. Take out the tray from the freezer the following morning. Place it on the table at room temperature. Get the room temperature using a thermometer. 4. Leave the tray undisturbed for about 20 mins. Observe what happens. 5. Pour water on tin can and place the can over a flame for about 15 mins. 6. Describe any change you observed in the water. C. Post Laboratory Discussion

1. What change did you observe when the tray of water was placed inside the freezer? 2. What do you think brought about these changes? D. Conclusion 1. What are the results of specific physical change? 2. Why do you think such changes occur? E. Application 1. In all the changes observed and discussed, did the original materials changed? IV. Evaluation Choose the letter of the best answer. 1. The low temperature inside the freezer form ____________________. A) butter from milk C) acid from calamansi B) vinegar from juice D) ice from water ( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : DATE : V1 12:30 1:30 V2 1:30 2:30 V3 2:30 3:30

V4

5:15 6:15

Identifies conditions when chemical change occur. II. A. Conditions when Chemical Change Occur B. Science Idea Burning, souring and oxidation cause chemical change in material. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : paper match banana Stick candle E. Value : Applying ones knowledge to practical use. III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Examples of Physical Change B. Lesson Proper 1. Motivation On your way to school, what things do you notice? Were the Things you see exactly the same as they were yesterday?

I.

2. Activity Processes Skills Implementing Strategies for Pupils

A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Get a piece of paper and burn it. 2. Get a piece of stick and burn it. C. Post Laboratory Discussion 1. What happened to the piece of paper after it was burned? 2. Does it still have the characteristics of a paper? Why? 3. What changes happened to the stick? D. Conclusion 1. What happens to material in chemical change? Why? 2. What conditions may cause in chemical change in a material? E. Application 1. Your father is thinking on what he could do to prevent iron gate from rusting. What can you suggest to him. IV. Evaluation Choose the letter of the best answer. 1. What do you think is formed after a firewood is burned? A) a sticky residue C) carbon and ashes B) a liquid residue D) it becomes beautiful 2. Window grills are being painted, why do you think so? A) Painting prevents bending. B) Painting prevents breaking. C) Painting prevents rusting. D) Painting prevents boiling.

( Please see chart for the continuation ) LESSON PLAN SCIENCE V DAY : V V V V 1 2 3 4 DATE : 12:30 1:30 1:30 2:30 2:30 3:30 5:15 6:15

I.

Compare the properties of some materials before and after chemical change occur. II. A. Properties of Some Materials Before and After Chemical Change B. Science Idea A chemical change results in the formation of a new substance. This is brought about by the reaction f substance when they are combined or when they are broken down. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pieces of paper powdered juice glass of water E. Value : Effecting change for the better life III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Conditions of chemical change

B. Lesson Proper 1. Motivation Compare yourself when you were in Grade I and at present. Are you the same? What changes do you notice in yourself? Why?

2. Activity Processes Skills Implementing Activities for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Burn some pieces of paper. 2. Compare it with the unburned paper. 3. Pour some powdered juice into a small glass of water. Stir. C. Post Laboratory Discussion 1. What change took place with the paper after burning? 2. Can you still separate the powdered juice into the water? 3. What happened to materials after chemical change? 4. What are formed after chemical change? D. Conclusion 1. What are the differences in properties of some materials in chemical change?

E. Application 1. After using a metal knife, is it good practice to wipe it before keeping? Why? IV. Evaluation Compare the following materials before and after a chemical change. Object Before the change After the change 1. wood 2. banana 3.powdered juice 4. baking soda 5. paper LESSON PLAN SCIENCE V DAY : V V V V 1 2 3 4 DATE : 12:30 1:30 1:30 2:30 2:30 3:30 5:15 6:15

I. II.

State that in chemical change the material cannot be brought back to its original form. A. Product of Chemical Change B. Science Idea The product of chemical change is another material or substance that cannot be brought back to its original form. C. Ref : Into the Future

Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : sugar metal pan alcohol lamp E. Value : Working harmoniously III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Comparison of properties of materials before and after a chemical change. B. Lesson Proper 1, Motivation Have you tried burning dried leaves? What happened to the leaves?

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Scoop one tbsp. of sugar. 2. Examine the grains through a magnifying glass. 3. Draw what you see in a sheet of paper. 4. Put one tbsp of sugar in the middle of the metal pan.

5. Light the alcohol lamp and put the metal with sugar. 6. Observe the sugar closely as it is heated. 7. Remove the pan from the heat when bubbling stops. Cool the pan. 8. Scrape off, the residue and place it on a piece of paper. 9. Pick up a piece of sugar residue. Taste it. 10. Examine the residue through a magnifying glass. C. Post Laboratory Discussion 1. How will you describe the sugar particles before heating? After heating? 2. What is left in the pan? 3. Can it be brought back to its original form? D. Conclusion 1. Can a material be brought back to its original form after chemical change? E. Application 1. Your mother is cooking pork adobo. After sometime, she forgot all about it. What will happen to the meat? Can it be brought back to its original form?

IV. Evaluation

Choose the letter of the best answer. 1. How can you describe a new substance formed in chemical change? A) There is a change in size. B) There is a change in color. C) There is a change in quality. D) No change at all. 2. When do materials lose their original properties? A) When cut into pieces. B) When chopped into small pieces. C) When cooked D) Al of the above ( Please see chart for the continuation )

LESSON PLAN SCIENCE V

DAY :

DATE :

V V V V

1 2 3 4

12:30 1:30 1:30 2:30 2:30 3:30 5:15 6:15

Identifies the good effects of certain changes in the environment. II. A. The Good Effects of Certain Changes in the Environment B. Science Idea Some changes have good effect and useful to us and in the environment. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : table chair other furniture E. Value : Effecting changes for the better III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Name some products of chemical change. B. Lesson Proper 1. Motivation/Presentation Identifying materials/products that are useful to people and in the Environment brought about by physical and chemical change.

I.

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide the class into different groups 2. Assign different areas of changes in each group. 2.1 changes in technology 2.2 changes in communication 2.3 changes in transportation 2.4 changes in infrastructure 2.5 changes in electricity 3. Let them enumerate the good effects of each area in the environment. C. Post Laboratory Discussion 1. What are some good effects of changes in the environment? D. Conclusion 1. What are the good effect of changes in the environment?

E. Application 1. What changes that will produce good effects can you contribute to your environment? IV. Evaluation: Write YES or NO to the following, if they are changes in the environment. 1. 2. 3. 4. 5. Metals use to build bridges. Using kalesa for transportation. Having cellphones as a means of communication. Having refrigerator for keeping food clean and fresh. Using gasera to lighten up the night. LESSON PLAN SCIENCE V DAY : DATE :

V V V V

1 2 3 4 I. II.

12:30 1:30 1:30 2:30 2:30 3:30 5:15 6:15 Identifies the bad effects of certain changes in the environment. A. Bad Effects of Certain Changes in the Environment B. Science Idea Changes have useful and harmful effects to people and in the environment. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use

Conchita T. Tan D. Materials : chart pictures of some bad effects E. Value : Concern for Mother Earth III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review The good effects of certain changes in the environment. B. Lesson Proper 1. Motivation/Presentation Ozone gas in the layer of atmosphere. This gas protects us from the harmful kind of ultraviolet rays from the sun. What are the factors contribute in the thinning of the ozone layer?

2. Activity Processes Skills Implementing Strategies for Pupils A. Pre-Laboratory Activities 1. Assigned group leader/rapporteur. 2. Read and understand the procedure. 3. Check and prepare the set-up. 4. Observe precautionary measures. B. Laboratory Proper 1. Divide the class into different groups. 2. Assign different bad effects of changes in each group. 2.1 air pollution

2.2 water pollution 2.3 acid rain 2.4 greenhouse effect 2.5 thinning of the ozone layer 3. Let them discuss the bad effects that was assigned to them. C. Post Laboratory Discussion 1. What causes the bad effects of changes in our environment? D. Conclusion 1. What are the bad effects of certain changes in the environment? E. Application 1. How can you help lessen these bad effects of changes in the environment? IV. Evaluation Match column A to column B. A B ____1. smoke that comes from vehicles greenhouse effect ____2. using CFC in air conditioner thinning of the ozone layer ____3. too much carbon dioxide acid rain ____4. human waste drained in the river water pollution ____5. burning of waste and smoke pollution

A) B) C) D) E) air