lesson plan in science 4

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JUNE 4 MONDAY

I. OBJECTIVEExplain how the skeletal system works

II. SUBJECT MATTERMain Parts of the Skeletal SystemA. REFERENCE

Science and Health 4 pp. 2-5Refined Learning Competencies, People I 1.1

B. MATERIALSIllustration of the Skeletal System

C. VALUETaking Care of the bones inside our body

III. PROCEDUREA. Preparatory Activities

1. Vocabulary DevelopmentSkeletal, framework, skull, spine, pelvic bones

2. Motivation(Let the children stand and sing the song “Hokey Pokey”)While we were singing what supports you to do the action?Why didn’t you fall?

B. Developmental ActivitiesDo the Activity1. Discussion

Bones in the head Bones in the trunk Bones in the limbs

Showing the illustration of the skeletal system, let pupils identify the main parts of the skeletal system

2. Generalization/AbstractionWhat are the main parts of the skeletal system?What are the different bones in each part?

3. ApplicationGroup the pupils into three. Each group will locate the different bones of the main parts of the skeletal system

IV. EVALUATIONRead each questions carefully and answer it with True or False1. The skull is the bone in the head2. Bones are not important to the human

body3. Each person has the same kinds of bones4. The spine is a bone in the limbs5. Our bones are soft breakable things inside

our body.

V. ASSIGNMENT1. Draw the skeletal system and label each

part on a clean bond paper2. Put it in a folder as your Science Album

JUNE 5 TUESDAY

I. OBJECTIVEIdentify the main parts of the skeletal system

II. SUBJECT MATTERMain Parts of the Skeletal SystemA. REFERENCE

Science and Health 4 pp. 2-5Refined Learning Competencies, People I 1.1

B. MATERIALSIllustration of the Skeletal System

C. VALUETaking Care of the bones inside our body


1. Vocabulary DevelopmentSkeletal, framework, skull, spine, pelvic bones

2. Motivation(Let the children stand and sing the song “Hokey Pokey”)While we were singing what supports you to do the action?Why didn’t you fall?

B. Developmental ActivitiesDo the Activity1. Discussion

Bones in the head Bones in the trunk Bones in the limbs

Showing the illustration of the skeletal system, let pupils identify the main parts of the skeletal system

2. Generalization/AbstractionWhat are the main parts of the skeletal system?What are the different bones in each part?

3. ApplicationGroup the pupils into three. Each group will locate the different bones of the main parts of the skeletal system

IV. EVALUATIONRead each questions carefully and answer it with True or False1. The skull is the bone in the head2. Bones are not important to the human

body3. Each person has the same kinds of bones4. The spine is a bone in the limbs5. Our bones are soft breakable things inside

our body.

V. ASSIGNMENT1. Draw the skeletal system and label each

part on a clean bond paper2. Put it in a folder as your Science Album

JUNE 6 WEDNESDAY

I. OBJECTIVEDescribe the function of each part of the skeletal system

II. SUBJECT MATTERFunction of Each part of the skeletal SystemA. REFERENCE

Science and Health 4 pp.35-37

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PELC I 1.2B. MATERIALS

Illustration of the parts of the skeletal system and the organs they protect like heart, lungs, brain and spinal cord

III. PROCEDUREA. Preliminary Activities

1. Jigsaw PuzzleDistribute cutouts of disorganize body parts to some pupils. Let them identify each part, and arrange the body parts

2. ReviewWhat makes the bones move? What connect the bone on the part of the body that move?

B. Developmental Activities1. Vocabulary

Skull, rib cage, spine, pelvic bone2. Motivation

Why do you think motor cycle riders need to wear helmet?Do you know why bones are like helmets? In this lesson you will learn why bones are important to us?

3. ActivityDo the activity sheet

4. Generalization/AbstractionWhat internal organs are protected by the skeletal system?How do bones protect them?

5. ApplicationIs the skeletal system important to the human body?

IV. EVALUATIONDirection: Read the questions carefully. Write the letter of the correct answer on a ¼ sheet of pad paper.1. What is the use of the skull?

a. Brain protectionb. Brain supportc. Socket

2. What do you call the joints on the skull?a. Brainb. Socketsc. Suture

3. What protects the spinal cord?a. Ribsb. Skullc. Spinal column

4. What protects the heart and lungs?a. Ribsb. Hipbonec. Skull

5. What do you call the bones at the lower part of the body?a. Spinal columnb. Hipbonec. Ribs

V. ASSIGNMENTDraw and name the different protective bones in a clean bond paper. File it in your Science Album

JUNE 7 THURSDAY

I. OBJECTIVE

Demonstrate how the skeletal system enables us to move.

II. SUBJECT MATTERHow the Skeletal System Enables Us to MoveA. REFERENCE

Science and Health 4 pp.29-34PELC I 1.1

B. MATERIALSModel of the skeleton; enlarge picture of the joint, cardboard, scissors, needle, thread, fresh uncooked chicken legs, wings, ribs

C. VALUEAppreciate how God create us wonderfully


1. Drill: Guessing GameGroup the pupils into two. Each member of group I will do some movements using their body parts. Group 2 will guess what body part moved. Ask why do you think they move?


Joints, synovial fluids, cartilage, ligaments

2. MotivationLet the children stretch their body, head, shoulders, arm hip and legs.Why can you move your body parts? Are there parts of your body, which you can move in different directions?

3. ActivityDo Activity 3

4. Discussion and AnalysisThere are different kinds of movable jointsa. Hinge Joints

These joints can be bent back and forth in one direction only or move up and down. These joints are found in elbows and knees

b. Pivot JointThese joint allows to turn part of the body without moving the part from where it is connected. Example of this joint is found in the neck

c. Ball and socket jointThese joint allow circular movement. These joints are located in the shoulders and hips

d. Gliding jointsThese joints allow flexible movements. These joints are found in the wrist, hands and fingers

5. Abstraction

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1. How does joint make bones move?

2. Why are ligaments tough and elastic

3. How does the synovial fluid at the end of the bones feel?

6. ApplicationCall a pupil in front and tell him/her to perform any physical activity. Let his classmates identify bones and joints involved in each movement

IV. EVALUATIONMultiple choices: Choose the letter of the correct answer.1. What connects one bone to another at a

point?a. Joint c. ligamentsb. Tendon d. cartilage

2. It allows movement in two opposite direction onlya. Hinge joint c. ball and socket jointb. Fixed joint d. pivot joint

3. A kind of joint which enables you to move freelya. Hinge jointb. Gliding jointc. Ball and socket jointd. Pivot joint

4. What helps bones move smoothly?a. Fluid c. oilb. Flesh d. cartilage

5. What do you call the oily fluid at the end of the bones?a. Synovial fluid c. jointsb. Growth plate d. tendons

V. ASSIGNEMTDraw and labels the bones that move.

JUNE 8 FRIDAY

I. OBJECTIVE:Answer questions specifically based on past lesson.

II. SUBJECT MATTER:Weekly Test

A. REFERENCE:BEC-PELC Math 4 Textbook

B. MATERIALSBallpen/pad

III. PROCEDUREa. Preparationb. Giving Instructionc. Answering testd. Checking of Papers

JUNE 11 MONDAY

I. OBJECTIVEIdentify the different kinds of joints

II. SUBJECT MATTERHow the Skeletal System Enables Us to MoveA. REFERENCE

Science and Health 4 pp.29-34PELC I 1.1

B. MATERIALSModel of the skeleton; enlarge picture of the joint, cardboard, scissors, needle, thread, fresh uncooked chicken legs, wings, ribs

C. VALUEAppreciate how God create us wonderfully


1. Drill: Guessing GameGroup the pupils into two. Each member of group I will do some movements using their body parts. Group 2 will guess what body part moved. Ask why do you think they move?


Joints, synovial fluids, cartilage, ligaments

2. MotivationLet the children stretch their body, head, shoulders, arm hip and legs.Why can you move your body parts? Are there parts of your body, which you can move in different directions?

3. ActivityDo Activity 3

4. Discussion and AnalysisThere are different kinds of movable jointsa. Hinge Joints

These joints can be bent back and forth in one direction only or move up and down. These joints are found in elbows and knees

b. Pivot JointThese joint allows to turn part of the body without moving the part from where it is connected. Example of this joint is found in the neck

c. Ball and socket jointThese joint allow circular movement. These joints are located in the shoulders and hips

d. Gliding jointsThese joints allow flexible movements. These joints are found in the wrist, hands and fingers

5. Abstraction1. How does joint make bones

move?2. Why are ligaments tough and

elastic3. How does the synovial fluid at the

end of the bones feel?6. Application

Call a pupil in front and tell him/her to perform any physical activity. Let his

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classmates identify bones and joints involved in each movement

IV. EVALUATIONMultiple choices: Choose the letter of the correct answer.

1. What connects one bone to another at a point?a. Joint c. ligamentsb. Tendon d. cartilage

2. It allows movement in two opposite direction onlya. Hinge joint c. ball and socket jointb. Fixed joint d. pivot joint

3. A kind of joint which enables you to move freelya. Hinge jointb. Gliding jointc. Ball and socket jointd. Pivot joint

4. What helps bones move smoothly?a. Fluid c. oilb. Flesh d. cartilage

5. What do you call the oily fluid at the end of the bones?a. Synovial fluid c. jointsc. Growth plate d. tendons

V. ASSIGNEMTDraw and labels the bones that move.

JUNE 12 TUESDAY

HOLIDAY (INDEPENDENCE DAY)

JUNE 13WEDNESDAY

I. OBJECTIVEExplain how the muscular system works

II. SUBJECT MATTERThe Muscular systemA. REFERENCE

Growing with Science and Health 4 pp. 18-21Refined Learning Competencies 2.2.1

B. MATERIALSIllustration of the skeletal and muscular system


1. Vocabulary DevelopmentMuscles, thick support, form shape

2. ReviewWhat are the bones that protect delicate organs of the body

B. Developmental Activities1. Motivation

A building made up only of its framework cannot be called a building. Why?What must a carpenter do to make it a complete picture of a house/building?

2. AnalysisWere through studying our bones. We’ll now study things that cover the bones, our musclesa. Show illustration of the skeletal

and muscular system

What do you see in the skeleton?Do you want to look like this?Look at the second illustration. How are they different?

b. Now let us feel or hold different parts of our body. Are there muscles?

c. Where can you feel the thick muscles? The thin muscles?

3. AbstractionHow are muscles attached to the bones?What are the importance of these muscles?How are we going to call system in our body that is made up of different muscles

4. ApplicationWhat will happen if we do not have muscles?

IV. EVALUATIONDirection: Chose the letter of the correct answer1. Where do you find muscles?

a. On the arms onlyb. On the legs onlyc. All over the bodyd. In some specific parts of the body

2. What are tendons?a. tough cords which attach the muscles

to the bonesb. the muscles of the lower legc. the muscles of the upper armsd. the muscles of the body

3. Which is the biggest muscle?a. Muscles of the stomachb. Muscles of the buttocksc. Muscles of the armsd. Muscles of the heart

4. What gives form and shape of the body?a. Bones c. cartilageb. Tendons d. muscles

5. How does a muscle protect the delicate organs and body parts?a. By being thickb. By being thinc. By acting as padsd. By covering them

V. ASSIGNMENTHow are muscles attached to the different bones in the body?

JUNE 14 THURSDAY

I. OBJECTIVEDescribe how the muscles give form and shape to the body

II. SUBJECT MATTERThe Muscular systemA. REFERENCE

Growing with Science and Health 4 pp. 18-21Refined Learning Competencies 2.2.1

B. MATERIALSIllustration of the skeletal and muscular system

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1. Vocabulary DevelopmentMuscles, thick support, form shape

2. ReviewWhat are the bones that protect delicate organs of the body


A building made up only of its framework cannot be called a building. Why?What must a carpenter do to make it a complete picture of a house/building?

2. AnalysisWere through studying our bones. We’ll now study things that cover the bones, our musclesa. Show illustration of the skeletal

and muscular systemWhat do you see in the skeleton?Do you want to look like this?Look at the second illustration. How are they different?

b. Now let us feel or hold different parts of our body. Are there muscles?

c. Where can you feel the thick muscles? The thin muscles?

3. AbstractionHow are muscles attached to the bones?What are the importance of these muscles?How are we going to call system in our body that is made up of different muscles

4. ApplicationWhat will happen if we do not have muscles?

IV. EVALUATIONDirection: Chose the letter of the correct answer1. Where do you find muscles?

a. On the arms onlyb. On the legs onlyc. All over the bodyd. In some specific parts of the body

2. What are tendons?a. tough cords which attach the

muscles to the bonesb. the muscles of the lower legc. the muscles of the upper armsd. the muscles of the body

3. Which is the biggest muscle?a. Muscles of the stomachb. Muscles of the buttocksc. Muscles of the armsd. Muscles of the heart

4. What gives form and shape of the body?a. Bones c. cartilageb. Tendons d. muscles

5. How does a muscle protect the delicate organs and body parts?

a. By being thickb. By being thinc. By acting as padsd. By covering them

V. ASSIGNMENTHow are muscles attached to the different bones in the body?

JUNE 15 FRIDAY






JUNE 18 MONDAY

I. OBJECTIVEExplain how the muscular and skeletal system works together

II. SUBJECT MATTERInterdependence of the Muscular and Skeletal SystemA. REFERENCE

Growing with Science and Health 4 pp. 28-31PELC 3.1

B. MATERIALSChart of the skeletal and muscular system, picture showing physical activities such as walking, running


1. Science news2. Review

What connects the muscles to the bones?


Let the pupils sing “When You are Happy” with action, after singing tell them to describe their movement.

2. ActivityLet pupils demonstrate movements like erasing the board, lifting up a chair, pushing the table, etc

3. AnalysisWhat body parts move when you perform the activity?Could the activity been done or performed without using the bones? Or the muscles?Identify the bones and muscles that were used. Tell the pupils that such bones and muscles action are due to the message given by the nervous system

4. Abstraction

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1. What do you think is the best activity you can do to make all your body parts move?

2. Does your muscles coordinate with your bones when doing things?

3. Why do muscles and bones need coordination when you’re doing things

5. Applicationa. Pretend to write. What bones and

muscles do you use in writing?b. Stand and dance. What bones

and muscles work together for you to be able to dance?

IV. EVALUATIONRead carefully and answerHow the muscles and bones did coordinates in doing the following activities?a. Touch toe forwardb. Point heel backwardsc. Arms stretch forwardd. Scrubbing the floore. Marching

V. ASSIGNMENTDraw some simple activities that make our bones and muscles coordinate. Explain.

JUNE 19 TUESDAY

I. OBJECTIVEPractice proper care of the skeletal and muscular system

II. SUBJECT MATTERCommon Injuries and Disease that affect the Skeletal and Muscular SystemsA. REFERENCE

Science and Health 4 pp. 64-66Growing with Science and Health 4 pp. 44-49Refined Learning Competencies 4.1

B. MATERIALSPictures, clippings of different injuries and disease meet by bones and muscles

C. VALUETaking care of our body to prevent injuries of the skeletal and muscular system


1. Open the discussion with a short story telling

2. ReviewWhat are some activities that make muscles and bones coordinate?

3. Vocabulary WordsStrain, sprain, fracture my asthenia gravis, cramps.


Have you ever experienced pain and soreness in your body?How would you make yourself relieved with the pain and soreness you are feeling?

2. ActivityDo the Activity

3. Analysisa. What do you call the muscle sore

after prolonged activityb. The blackc. The injury where a tendon breaks

after lifting something heavyd. What injury is common to

athletes?e. What is a fracture? The different

kinds of fracture?4. Abstraction

What are the injuries of the skeletal system?What are the injuries of the muscular system?What is the disease of the muscular

5. ApplicationWhy do we have to warm up before and warm down after a vigorous activity?

IV. EVALUATIONDirection: Choose the letter of the correct answer1. What do you call sore of the muscles after

long hours of playing?a. Muscle bruiseb. Strainc. Muscle cramps

2. The black and blue spot on the part of your body that bump.a. Muscle bruisesb. Torn musclesc. Strain

3. Muscle injury frequently meets by athletes?a. My asthenia gravisb. Muscle spasmc. Muscle cramps

4. What disease of the muscle causes too much fatigue and extremea. Sprainb. Spasmc. Myasthenia gravis

5. A breakage or crack on the bones at the point of impact?a. Sprainsb. Fracturec. Strains

V. ASSIGNMENTGive one common skeletal or muscular injury and explain.

JUNE 20 WEDNESDAY

I. OBJECTIVEIdentify common injuries that may affect the skeletal and muscular systems

II. SUBJECT MATTERCommon Injuries and Disease that affect the Skeletal and Muscular SystemsA. REFERENCE

Science and Health 4 pp. 64-66Growing with Science and Health 4 pp. 44-49Refined Learning Competencies 4.1

B. MATERIALS

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Pictures, clippings of different injuries and disease meet by bones and muscles

C. VALUETaking care of our body to prevent injuries of the skeletal and muscular system


1. Open the discussion with a short story telling

2. ReviewWhat are some activities that make muscles and bones coordinate?

3. Vocabulary WordsStrain, sprain, fracture my asthenia gravis, cramps.


Have you ever experienced pain and soreness in your body?How would you make yourself relieved with the pain and soreness you are feeling?

2. ActivityDo the Activity

3. Analysisa. What do you call the muscle sore

after prolonged activityb. The blackc. The injury where a tendon breaks

after lifting something heavyd. What injury is common to

athletes?e. What is a fracture? The different

kinds of fracture?4. Abstraction

What are the injuries of the skeletal system?What are the injuries of the muscular system?What is the disease of the muscular

5. ApplicationWhy do we have to warm up before and warm down after a vigorous activity?

IV. EVALUATIONDirection: Choose the letter of the correct answer1. What do you call sore of the muscles after

long hours of playing?a. Muscle bruiseb. Strainc. Muscle cramps

2. The black and blue spot on the part of your body that bump.a. Muscle bruisesb. Torn musclesc. Strain

3. Muscle injury frequently meets by athletes?a. My asthenia gravisb. Muscle spasmc. Muscle cramps

4. What disease of the muscle causes too much fatigue and extremea. Sprainb. Spasmc. Myasthenia gravis

5. A breakage or crack on the bones at the point of impact?a. Sprainsb. Fracturec. Strains

V. ASSIGNMENTGive one common skeletal or muscular injury and explain.

JUNE 21 THURSDAY

I. OBJECTIVEDemonstrate first aid measures for bones and muscle injury

II. SUBJECT MATTERFirst Aid Treatment for muscular and Skeletal InjuriesA. REFERENCE

Growing with Science and Health 4 pp.44-48PELC 4.2

B. MATERIALSTowels, cloth, bandage, newspaper or thin board, ice bag, hot water bag.

C. VALUEAwareness in treating injuries

III. PROCEDUREA. Preliminary Activity

1. What must be the proper attitude that a person should adopt when injuries occur?

2. ReviewWhat are some injuries of the bone and muscles?

3. Vocabulary WordsB. Developmental Activities

1. MotivationHave you ever experienced any pain through accident?What did you do to relieve the pain?

2. Activitya. Observing kinds of injuries and

the extent of damage from the illustration shown by the teacher

b. Teacher introduces the RICE procedure in giving first aid treatmentFirst, R reset the

injured part

Next, I ice or cold compress should be applied

Then, C compress the injured part

Finally, E elevates the injured part while waiting for the doctor to come

3. AnalysisObserving demonstration of first aid treatment performed by the teacher and pupils using the RICE procedure.

4. AbstractionWhat does first aid mean?

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What is its importance? How is first aid for common bone and muscle injuries done?

5. ApplicationHow would you encourage your team mate in swimming not to give up even when he has a cramps.

IV. EVALUATIONArrange the steps in giving first aid treatment by writing numbers from 1-4 in each space provided._____ elevate the injured part_____ rest the injured part_____ ice or cold compress should be applied_____ compressed the injured part

V. ASSIGNMENTDescribe any of the following injuries1. Cramps2. Pulled muscle3. Fracture4. Sprain5. Discoloration

JUNE 22 FRIDAY


II. SUBJECT MATTER:Weekly TestA. REFERENCE:BEC-PELC Math 4 TextbookB. MATERIALSBallpen/pad


JUNE 25 MONDAY

I. OBJECTIVEDemonstrate concern and kindness toward differently-abled persons

II. SUBJECT MATTERCaring for the physically handicapped or differently-able personsA. REFERENCE

Science for daily use 4 pp. 25-27PELC 5.1

B. MATERIALSPoster and pictures of handicapped persons, cut out from magazines or newspapers

C. VALUERespect Individual Differences

III. PROCEDUREA. Activity

1. Health Inspection2. Science News3. Review

How can we treat muscle sprains and bruises?What is the RICE procedure

4. Vocabulary Developmenta. Differently-able handicapped but

talented personb. Physically handicapped person

with physical disability5. Motivation

Show picture of Apolinario MabiniDo you know him? He is a great paralytic.What are his achievements despite of being physically impaired

6. Activity properD the Activity 4

B. Analysis1. Fill in the table or the column that

needs information.Write what is needed answer

Group Differently-able

person

Parts impaired

Activity done/how productive

How d we give kindness/concern

towards themI Blind Eyes Play guitar

ReadSingSpeak wellWork well

RespectAvoid teasing themOffer/sent foodsAppreciate their talentOffer help

II Deaf Ear Work hardSkills on hand workSkills in sign language

Respect themBe kind in treating themAppreciate their work

III Mute Tongue Waiters, god in sign languageHand writing

Be considerableBe kind to themHave patience in treating them

IV Hunchback

Bulging back

Care takerGardening

Avoid tease themAppreciate their workBe friendly

V Legs Selling TicketsCigaretteVendorsWorkers

Help them in crossing the streetDon’t make fun of themBe kind to them

2. DiscussAsks some questions to the childrena. Enumerate the differently-able

persons given by group I, II, III, IV, V

b. How these persons became productive? How they can help the community?

c. How do we give kindness/concern to them?

C. AbstractionHow do we give or show concern and kindness to the differently-able personsWe can show/give our concern to them by means of treating them as natural person, helping them and appreciate their contributions in the society.

D. GeneralizationA handicapped person is one who has a disadvantage, losing the other leg, bones, arms and even both. But they still need fair treatment and respect from complete individual

E. ApplicationEach group may choose a person to act like a handicapped or differently-able

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While other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards

IV. EVALUATIONEncircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people1. You see a lame person approaching you.

He carried heavy objects. What will you do?A. Wade him/herB. Take to him/herC. Help him/her carry heavy objectsD. You sad “hello” only

2. How would we treat a cripple man offering you of his product?a. Pamper with attention even though

you wouldn’t buyb. Be frowned of himc. Avoid his companyd. Make fun of him

3. How will you consider a handicapped person like a normal people?a. Do not give them he chance to do

thingsb. Do not consider them as a member of

the familyc. Do not consider them s normal peopled. Trust them that the work they do is

really attainable of them.4. How do you treat if you have a classmate

hunchback?a. Tease himb. Play, be kind and friendly to himc. Consider them a funny persond. Don’t include him in the group

5. Which of the following shows that you have the right attitude a differently-able classmate in the class?a. You do assignments for himb. Avoid sitting beside himc. Always remind him of his being

handicappedd. Show willingness to play with him

A. REMEDIATIONCross out the one you shoed not do to differently-able individual__ be friend a crippled person__ allow a blind person to move around__ tease a hunchback of his/her deformity__ consider the physically challenge individual useful

V. ASSIGNMENTRate yourselfHow do you show concern for the physically challenged?Check the appropriate columnIndicators Yes No1. Do you tell others that the

differently-able are helpless and useless?

2. Do you give him a chance to work in school

3. Do you befriend them4. Do you avoid their

company

JUNE 26 TUESDAY

I. OBJECTIVEShow the respect for the rights of an individual












6. Activity properDo the Activity 4



Group Differently-able person

Parts impaired


How d we give kindness/ concern








IV Hunchback Bulging back

Care takerGardening



Help them in crossing the streetDon’t make fun of them

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Be kind to them

2. DiscussAsks some questions to the children

a. Enumerate the differently-able persons given by group I, II, III, IV, V

b. How these persons became productive? How they can help the community?

c. How do we give kindness/concern to them?



E. ApplicationEach group may choose a person to act like a handicapped or differently-ableWhile other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards

IV. EVALUATIONEncircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people

1. You see a lame person approaching you. He carried heavy objects. What will you do?a. Wade him/herb. Take to him/herc. Help him/her carry heavy objectsd. You sad “hello” only

2. How would we treat a cripple man offering you of his product?a. Pamper with attention even though you

wouldn’t buyb. Be frowned of himc. Avoid his companyd. Make fun of him

3. How will you consider a handicapped person like a normal people?a. Do not give them he chance to do thingsb. Do not consider them as a member of the

familyc. Do not consider them s normal peopled. Trust them that the work they do is really

attainable of them.4. How do you treat if you have a classmate



handicapped

d. Show willingness to play with him


V. ASSIGNMENTRate yourselfHow do you show concern for the physically challenged?Check the appropriate columnIndicators Yes No1. Do you tell others that the




company

JUNE 27 WEDNESDAY

I. OBJECTIVEAppreciate the physically challenged individual attitude toward work












6. Activity properDo the Activity 4



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Group Differently-able

person

Parts impaired


How d we give kindness/concern








IV Hunchback

Bulging back

Care takerGardening



Help them in crossing the streetDon’t make fun of themBe kind to them

2. DiscussAsks some questions to the children1. Enumerate the differently-able

persons given by group I, II, III, IV, V

2. How these persons became productive? How they can help the community?

3. How do we give kindness/concern to them?



E. ApplicationEach group may choose a person to act like a handicapped or differently-ableWhile other members will play as those persons showing care and concern to the handicapped people A very good exhibition may received claps and rewards

IV. EVALUATIONEncircle the letter of the correct answer on how will you show the appreciate concern to those differently-able people1. You see a lame person approaching you.

He carried heavy objects. What will you do?a. Wade him/herb. Take to him/herc. Help him/her carry heavy objectsd. You sad “hello” only

2. How would we treat a cripple man offering you of his product?a. Pamper with attention even though

you wouldn’t buyb. Be frowned of him

c. Avoid his companyd. Make fun of him

3. How will you consider a handicapped person like a normal people?a. Do not give them he chance to do

thingsb. Do not consider them as a member of

the familyc. Do not consider them s normal peopled. Trust them that the work they do is

really attainable of them.4. How do you treat if you have a classmate



handicappedd. Show willingness to play with him


V. ASSIGNMENTRate yourselfHow do you show concern for the physically challenged?Check the appropriate column

Indicators Yes No1. Do you tell others that the




company

JUNE 28 THURSDAY

I. OBJECTIVEDescribe the main parts of the digestive system (mouth, esophagus, stomach, small intestine, large intestine)

II. SUBJECT MATTERDigestive system and its Major PartsA. REFERENCE

Science and Health 4 pp. 47PELC 6.1

B. MATERIALSIllustration of digestive system, its major parts of food during digestion

C. VALUEAwareness in eating different kind of foods


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How can you show concern and respect on handicapped persons?

B. Lesson Proper1. Vocabulary Development

Digestive system – is composed of several organ working together to change food into a simple form which the body can useDigestion – process of changing food from complex form to a simple form which the body useEsophagus – a muscular tube which move the food to the stomach.

2. MotivationHave you ever been taught of what happen to the food inside your body?

3. Presentationa. Setting of Standardsb. What should be remembered

when ding a work? 4. Analysis

1. How food does undergo chemical change

2. How is food moved or pushed into the stomach

3. What happen to the food inside the stomach

C. AbstractionDiagram showing the path of food from the mouth to the rectum

Where does the digestion begin and end?

D. GeneralizationThe digestive system is composed of several organ working together to change food into simple form which the body can useThe main parts of digestive system are mouth, esophagus, stomach, small and large intestines.

E. ApplicationWhich do you think is digested first the bread, meat, or margarine?

IV. EVALUATIONEncircle the letter of the correct answer

1. Where does digestion begin?A. Stomach C. esophagusB. Mouth D. small Intestine

2. Which part absorbs the digested food?A. Stomach C. large intestineB. Mouth D. Small intestine

3. The process of breaking down food into simpler form is called__A. Respiration C. excretionB. Digestion D. circulation

4. Which movement moves the food from the time it leaves the mouth to the time it is digested?A. Chewing C. circulationB. Peristalsis D. Constipation

5. The stomach acts like a blender to mixed the food and break it down to small pieces. It us characterized by__A. Presence of salivaB. Thick and tough musclesC. Tooth like projectionD. Sharp edge opening

V. ASSIGNMENTDraw a digestive system and label its part.

JUNE 29 FRIDAY


II. SUBJECT MATTER:Weekly TestA. REFERENCE:

BEC-PELC Math 4 Textbook



JULY 2 MONDAY

I. OBJECTIVEDescribe the function of each part of the digestive system

II. SUBJECT MATTERFunction of the digestive systemA. REFERENCE

Into the future: Science and Health 4 pp 81-84Science and Health 4 PELC 6.2





13

What are the different parts of the digestive system?

4. Vocabulary DevelopmentTeeth – break the food into the smaller piecesIncisors – are cutting teethCanine – tearing teethMolars – grinding teethStomach – a large hallow muscular bag lined with muscles

5. MotivationHow does the food reached the stomach and the other organs?

6. PresentationLook t the different shapes of your teeth. Different teeth perform different function in braking down food

7. Activity1. Setting of Standards

What should be remembered when doing a work?

2. Activity ProperB. Analysis

1. What helps digest fatty?2. What kind of juice help digest

starched protein and fats?3. What is the function of the large

intestine? Small Intestine?4. What does the small intestine do to

the food which is fully digested?C. Abstraction

1. What food will be changed to sugar in the mouth?

2. What is the difference between mechanical digestion and chemical digestion?

D. Generalization1. Digestion begins in the mouth where

the food is chewed cut into small pieces

2. The tongue is the strong muscle that helps the teeth

3. The esophagus is the passage of the food

4. The stomach is a hallow muscular bag lined with muscles

5. Large intestine carries the undigested food which is eliminated as waste

E. ApplicationWhen you eat a lot of bread, what will happen to the bread inside your stomach?

IV. EVALUATIONEncircle the letter of the correct answer.1. Which turns the food around insure that it

is properly mixed?A. Tongue C. molarB. Saliva D. incisor

2. Which part has glands and secrets gastric juice?A. Mouth C. large

intestineB. Stomach D. small

Intestine3. Which part has glands and secrets gastric

juice?A. MouthB. StomachC. stomach and large intestineD. mouth and large intestine

4. What makes the food slippery and easy to swallow?a. Sugar c. salivab. Starch d. acid

5. Further digestion takes place in the small intestine because__a. The small intestine squeeze the foodb. Enzymes pour into it to digest fatc. It is long and narrowd. Parasites help digest food

V. ASSIGNMENTDraw a digestive system, label its parts and give the function of it.

JULY 3 TUESDAY

I. OBJECTIVETrace the path of food in digestive tract and describe what happens to the food in each part

II. SUBJECT MATTERTracing the path of food in the digestive tract and describing what happen to the food in each part.A. REFERENCE

Science and Health 4 p. 80PELC 6.3





What are the function of different parts of digestive system?

4. Vocabulary DevelopmentPath – a way or passage, a direction

5. MotivationDid you ever wonder how food is moved from one organ to another?

6. PresentationLook at the passage of food from the mouth down to the anus?What have you noticed?

7. Activity1. Setting of Standards2. Activity Proper

B. Analysis1. What is the part that helps you

swallow the food and pushes the food into the throat down into the esophagus?

2. What happen to the food when it reaches the stomach?

3. What do you call the up and down movement which pushes the food form one organ to another?

C. AbstractionHow does the salivary glands, liver and pancreas help in digestion?

D. Generalization1. Digestion begins in the mouth to the

small intestines

14

2. The food undergoes same changes as it passes through the different parts of the digestive system

3. With peristalsis the food goes into the small intestine (the food left undigested goes to the large intestine, it become waste called feces. It pushed out of the body by the rectum

E. ApplicationWhen you eat biscuits and juice, What happen to the food you eat?What brings about these changes? Where does it go?

IV. EVALUATIONWrite the word described by each sentences on the blank provided below.__ 1. This is where undigested food passes out of the body__ 2. The food undergoes changes as it passes through the different parts of the digestive system__ 3. Up and down movement which pushes the food from one organ to another__ 4. It cuts the food into several pieces__5. It has enzymes that help digest food(Key to correction: large intestine, stomach, peristalsis, teeth, ptyalin)

V. ASSIGNMENTDraw and trace the path of food in the digestive tract and label each part.

JULY 4 WEDNESDAY

I. OBJECTIVEPractice health habits related to digestive system

II. SUBJECT MATTERPracticing health habits related to the digestive systemA. REFERENCE

Science for daily use 4 pp. 3-37Science and Health 4 PELC 7.1

B. MATERIALSPictures, real objects (fruits, vegetables, water, soap, towel, toothbrush and toothpaste)

C. VALUECleanliness, practice desirable habits to keep the digestive system healthy



Trace the path of food in the digestive system using a model

4. MotivationDo you eat fresh fruit and vegetables?What do you do first before eating them?

5. PresentationAnalysis: Read the following sentences. Discuss and analyze them

a. Are your hands clean?b. Chew your food

c. Relax and eatd. Brush your teeth regularlye. Do you use soap and water

in washing you hands?6. Activity

a. Setting of Standardsb. Activity Proper

B. Analysis and AbstractionWhat is the importance of doing this good health habits to your digestive system

C. GeneralizationHow can you keep your digestive system healthy?

D. ApplicationWhy should you wash your hands after using the toilet?

E. ValuingComplete the sentences1. I commit to continue my good health

habits__2. I will change my bad habits to __

IV. EVALUATIONListed below are good and bad health practices. How often do you practice them?Check the column of your choiceHealth Habits Always Sometimes Never1. I wash my

hands before and after I eat

2. I wash raw vegetables before I eat them

3. I eat raw vegetables

4. I eat cooked vegetable

5. I use a toilet6. I flush the toilet

after I use it7. I keep the

ground outside my house clean

8. I buy and eat from street vendor

9. I play with bare feet

10. I always use slippers or shoes every time I play.

V. ASSIGNMENTMake a comic strip showing health practices related to keep the digestive system healthy.

JULY 5 THURSDAY

I. OBJECTIVECompare the life cycle of some common animals (e.g butterfly. mosquito, frog, fly)

II. SUBJECT MATTERComparing the Life Cycle of Some Animals

A. REFERENCEScience Spectrum IV pp. 85-86Skillbook for Active Learners 4 p 1PELC I

B. MATERIALSEnlarge picture of he life of mosquito, butterfly and cockroach

C. VALUE

15

Cleanliness


1. Community Singing2. Vocabulary Development

a. Life cycleb. Metamorphosis

B. Developmental Activities1. Guided Activities

Does a frog look like its parents when it is hatched? A cat, a dog, and a pig already look like their parents when they are born.What animals undergo changes before they get look like their parents?

2. Guided Explorationa. Show the picture of the different

stages in the life cycle of mosquito, butterfly and a frog.

b. What are the animals in the pictures? Do they undergo the same stages in their life cycle?

c. ActivityA. Setting of StandardsB. Activity proper

3. Guided Discoverya. Group Presentation

Let each group discuss their findings

b. DiscussionUse the illustration of the life cycle of the butterfly, mosquito and cockroach? Ask: How are butterfly, mosquito and cockroach similar? How do they differ? Tell the pupils that in complete metamorphosis the animal undergoes the four stages of development while incomplete metamorphosis lacks the pupal stage.

c. GeneralizationAsk: Do some animals undergo the same stages in their life cycle? What changes do some animals undergo as grow and develop?

d. ApplicationAnalyze the diagram comparing the life cycle of a bee and dragonfly. Write the stages which are similar to both animals. Then write the stage/s below the animal which is/are not present to the other

a. Which animals undergoes complete metamorphosis?

b. Which animal undergoes incomplete metamorphosis?

4. ValuingWhere do mosquito live? What harmful

disease could give to people? As preventive measure, what should we do to avoid these harmful insets? What value do we show if we are keeping our surroundings clean?

IV. EVALUATIONDirection: Compare the life cycle of a cockroach and a butterfly? Put a check if the animals undergo the given stages in their life cycle and cross if not.

STAGES COCKROACH BUTTERFLYStart with eggHas pupal stageGrow into adultEgg grow into larva

V. ASSIGNMENTFind out the different stages in the life cycle of the grasshoppers and beetles. Compare them using the Venn Diagram

JULY 6 FRIDAY



Similarities

Dragon flyBee

Similarities

grasshopperBeetle

16



III. PROCEDUREA. PreparationB. Giving InstructionC. Answering testD. Checking of Papers

JULY 9 MONDAY

I. OBJECTIVEIdentify the stages in the life cycle of common animals

II. SUBJECT MATTERAnimalsIdentifying the stages in the life cycle of common animalsA. REFERENCE

Science for Daily Use 4 pp. 52-58Into the Future Science and Health 4 pp.60-63PELC 1.1.1

B. MATERIALSPicture of a baby showing his development into adult enlarged diagram of the lifecycle of a frog, a butterfly and a mosquito

C. VALUEKindness to animal


1. ReviewDo animals undergo the same stages in their life cycle? What is metamorphosis? What is complete metamorphosis? Incomplete metamorphosis?

2. Checking of AssignmentB. Developmental Activities

1. Guided InquiryShow a picture of a baby, child, a teenager and as an adultWhat does the picture show? These picture illustrate the life cycle of a person. Point out that life cycle means the different stages in a person or animal’s life

2. Guided Explorationa. Setting of Standardsb. Activity Proper

3. Guided Discoverya. Presentation

Tell the pupil to present their work. Let them describe how a mosquito and the frog develops from an egg to an adult.

b. Discussion In what stage the mosquitoes

become harmful? What are the stages in the life

cycle of mosquito? What des an adult frog eat? What are the stages in their

life cycle?

Why is a tadpole considered like a fish during its early stage?

Show the picture of the life cycle of a butterfly. Let the pupils describe the different stages it undergoes before it becomes an adult. Tell them that it is in the pupal stage when a larva weaves a cocoon. In what stage does a butterfly considered an enemy of the farmers? How is butterfly different from a mosquito?

C. GeneralizationWhat are the different stages in the life cycle of a frog? A mosquito? A butterfly?4. Application

Group the class into three. Let the leader from each group draw a strip of paper from a box. Tell them to do what is written on a strip of paper they have drawn. Provide the pupils with the materials needed.Activity 1 draw and label the different stages in the life cycle of a frogActivity 2 Role play the different stages in the life cycle of a butterflyActivity 3 Sequence the different stages in the life cycle of a mosquitoActivity 4 Illustrate the stages in the life cycle of a mosquito, frog and mosquito.

5. ValuingCan we consider frog as our friend? Why? How can we show concern to animals like the frogs?

IV. EVALUATIONDirection: Identify the stages in the life cycle of the given animals. Write them in proper order. Choose your answer inside the box

Adult egg larva pupa young frog

Animal Stages in Life cycleFrogButterflyMosquito

V. ASSIGNMENT1. How many stages does a fish go through

in its life cycle?2. Draw the stages in the life cycle of a fish.

JULY 10 TUESDAY

I. OBJECTIVEIllustrate the stages in the life cycle of common animals

II. SUBJECT MATTERAnimalsIdentifying the stages in the life cycle of common animalsA. REFERENCE

Science for Daily Use 4 pp. 52-58

17

Into the Future Science and Health 4 pp.60-63PELC 1.1.1

B. MATERIALSPicture of a baby showing his development into adult enlarged diagram of the lifecycle of a frog, a butterfly and a mosquito

C. VALUEKindness to animal


1. ReviewDo animals undergo the same stages in their life cycle? What is metamorphosis? What is complete metamorphosis? Incomplete metamorphosis?

2. Checking of AssignmentB. Developmental Activities

1. Guided InquiryShow a picture of a baby, child, a teenager and as an adultWhat does the picture show? These picture illustrate the life cycle of a person. Point out that life cycle means the different stages in a person or animal’s life

2. Guided Explorationa. Setting of Standardsb. Activity Proper

3. Guided Discoverya. Presentation

Tell the pupil to present their work. Let them describe how a mosquito and the frog develops from an egg to an adult.

b. Discussion In what stage the mosquitoes

become harmful? What are the stages in the life

cycle of mosquito? What des an adult frog eat? What are the stages in their

life cycle? Why is a tadpole considered

like a fish during its early stage?

Show the picture of the life cycle of a butterfly. Let the pupils describe the different stages it undergoes before it becomes an adult. Tell them that it is in the pupal stage when a larva weaves a cocoon. In what stage does a butterfly considered an enemy of the farmers? How is butterfly different from a mosquito?

c. GeneralizationWhat are the different stages in the life cycle of a frog? A mosquito? A butterfly?4. Application

Group the class into three. Let the leader from each group draw a strip of paper from a box. Tell them to do what is written on a strip of paper they

have drawn. Provide the pupils with the materials needed.Activity 1 draw and label the different stages in the life cycle of a frogActivity 2 Role play the different stages in the life cycle of a butterflyActivity 3 Sequence the different stages in the life cycle of a mosquitoActivity 4 Illustrate the stages in the life cycle of a mosquito, frog and mosquito.

5. ValuingCan we consider frog as our friend? Why? How can we show concern to animals like the frogs?

IV. EVALUATIONDirection: Identify the stages in the life cycle of the given animals. Write them in proper order. Choose your answer inside the box

Adult egg larva pupa young frog

Animal Stages in Life cycleFrogButterflyMosquito

V. ASSIGNMENT1. How many stages does a fish go through

in its life cycle?2. Draw the stages in the life cycle of a fish.

JULY 11 WEDNESDAY

I. OBJECTIVEExplain how animals reproduce

II. SUBJECT MATTERA. TOPIC

Animal ReproductionB. REFERENCE

PELC 2Science Spectrum 4 p. 78Into the Future Science and Health 4 pp. 26-27

C. MATERIALSStrips of cartolina, flashcards of animals (animals and their youngs)

D. VALUEKindness to animals


1. ReviewHow do we take good care of our digestive system?

2. Checking of Assignment3. Vocabulary Development

Guess What!Distribute the 25 letters to the pupils. The letters will form two words – reproduction and fertilizations. Say: It consists of 12 letters, It means the process of producing like themselves or producing your animals of their own kind. What is it?(Pupils concern for associating the word will go in from). Do this also to the remaining word

18


Show a live animal with their young. Say: Do you know that one of their characteristics is the ability to reproduce one of their own kind?

2. ActivityA. Setting of Standard

What shall we do when doing group activity?

B. Group Activity3. Analysis and Discussion

Activity 1 How would you call the kind

of reproduction when the sex cell were involved? (Sexual)

What do you call when an egg cell and sperm cell unites? (Fertilization)

What are the two ways of fertilization? (Internal and external Fertilization)

Activity 2 What do you call the

baby animals of the following: carabao, kangaroo, pig, butterfly and elephant.

How are they reproduce? (through sexual reproduction)

4. Generalization How do these animals

reproduce their offspring? (animal reproduce sexually)

How does the fertilization takes place? (through the union of sperm cell and egg cell. This process is called fertilization)

5. ApplicationDirection: Fill in the blank. Box the letter of the correct answer1. When egg cell unites with sperm

cell, this process is called ___a. Reproduction c.

respirationb. fertilization d.

computation2. The ___ is where the eggs are

fertilized inside the body of the mothera. Internal fertilizationb. Sexual reproductionc. External fertilizationd. Fertilization

3. How are animals like cows reproducing one their own kind reproducing?a. Through sexual reproductionb. Through sleepingc. Through eating the right kind

of foodd. None of these

4. __and ___ are examples of animals undergoing external fertilizationa. Cat and dogb. Frog and fishc. Cow and carabao

d. Rat and lizard5. ___ is the process by which

animals produce their own kinda. Reproductionb. Fertilizationc. Respirationd. None of these

6. ValuingHow would you show kindness to animals?

IV. EVALUATIONChoose the letter of the correct answer1. Which is the process by which animals

reproduce?a. Asexual reproductionb. Productionc. Sexual reproductiond. All of the above

2. What is reproductiona. Process by which animals produce

young animals of their kindb. Process by which sperm cell and egg

cell unitesc. Process by which animals produce

insectsd. None of the above

3. Which of the following animals are fertilized inside the mother’s body?a. Birds, pigs, dogs, cowsb. Frogs and fishesc. Hens, tigers, carabaosd. All of these

4. Why cant a cow give birth to a baby dog?a. Because cow eats grassb. Because cow is bigger than dogc. Because cow can produce only its

kindd. All of these

5. How would you show you kindness to animals?a. By hitting when it disturbs yourb. By giving food and comfortc. By not letting them out inside their

small caged. All of these

V. ASSIGNMENTBring different kind of eggs, a shallow saucer and spoon.

JULY 12 THURSDAY

I. OBJECTIVEInfer that most animals develop from a fertilized egg



PELC 2.1Scienergy (Animals pp. 35-36Into the Future; Science and Health 4 pp. 52-53

C. MATERIALSDifferent kinds of real eggs, strips of cartolina, letters

D. VALUEBe kind to animals

19


1. ReviewHow animals are reproducing?


Arrange the letters to get the hidden words, the meaning at the left will help you.A fertilized egg Y Z E G T OA Female sex cell E E L L G G CA male sex cell M C S E P L L R


Show different kinds of eggs, Identify each of them

2. Activitya. Setting of Standards

What are the steps to be followed when doing group work?

b. Activity Proper3. Analysis and Discussion

Activity 1What is zygote? Egg cell? Sperm cell?Activity 2What can you say about the illustration and the real egg, are they similar?How do you know that an egg is fertilized?How do animals develop

4. GeneralizationHow do most animals develop?

5. ApplicationEncircle the correct answer inside the parenthesis1. How do most animals develop

(from a fertilized egg, from the heat of the sun, from the heat of other animals?

2. What is form when the sex cells unite? Egg, sperm, zygote, embryo)

3. In what way do all egg differ) (in color only, in size only, in color, in size and shape)

4. Which of the following eggs are protected by a hard and strong shell? (frog’s egg, fish eggs, hen’s egg)

5. How do you take care of the hen’s fertilized eggs? (put inside the refrigerator, put inside the plastic bag, do not get inside the nest)

6. ValuingWhat will you do a chirping chick dog who wakes you up in the middle of the night? Will you hit the chick? Why?

IV. EVALUATIONChoose the letter of the correct answer1. Which is the female sex cell?

a. Egg cell c. zygoteb. Sperm cell d. egg cell

2. What is formed when two sex cell unite?

a. Embryo c. egg cellb. Sperm cell

3. How do animals develop?a. From a fertilized eggb. From the heat of other animalsc. From the heat of the sund. None of these

4. Why do eggs have strong protective shield?a. They protect themselves from the

heatb. They protect themselves from the

predatorsc. So that no one will disturb them

during the developing staged. All of the above

5. Why is fertilized egg important?a. Because it is a new individualb. Because it is protected by a fluidc. Because it is found inside the

mother’s bodyd. Because it unites with a sperm cell

V. ASSIGNEMTDraw an egg and label its parts

JULY 13 FRIDAY





III. PROCEDUREA. PreparationB. Giving InstructionC. Answering testD. Checking of Papers

JULY 16 MONDAY

I. OBJECTIVECompare animals hatched from eggs and born as baby animals



PELC 2.2Science for daily Use 4 pp. 48-49 and 51Science and Health 4 pp. 97-98

C. MATERIALS1 whole cartolina, flashcards of animals, fresh egg (fertilized by a rooster), shallow saucer

D. VALUECare for one’s pet


1. ReviewWhere do the most animals develop?

20


Box the correct meaning of the wordMetamorphosis (is the change in the form of structure, is the exchange of birth)Hatch (get from the yolk, emerge from the shell)

B. Development Activities1. Motivation

Show an animal miniature What animals do you see in

a miniature? Do you see their young? Do you know that some of

them are born alive and some of them are hatched from egg?

2. Activitya. Setting of Standardsb. Activity Proper

3. Analysis and DiscussionActivity 1What animals are hatched from eggs? Born Alive?Activity 2How are birds, reptiles, and most fishes born?It is the process by which eggs are warmed and hatched.What happen when the fertilized egg remain inside the mother’s body?

4. GeneralizationIn what ways are the animals born? Some of the animals born alive some animals are hatched form eggs)

5. ApplicationChoose the letter of the correct answer1. Which does not undergo

metamorphosis?a. Bird c. mosquitob. Butterfly d. fly

2. The following animals are born alive, Which is not?a. Fish, bird, duckb. Monkey, carabao, dogc. Tiger, lion, catd. Cow, horse, elephant

3. Pig, horse and carabao are animals that are born alive because they are __a. Develop inside the mother’s

bodyb. Developed from the heat of

the sunc. Developed outside the

father’s bodyd. Developed without father

and mother4. How do you handle the dog

safely?a. Provide a leash for the dogb. Keep the dog inside your

housec. Give a boned. None of these

5. Which is the correct way of taking care of animals?

a. Feeding them with lots of food

b. Giving them stagnant waterc. Never letting them out of

their small caged. Providing them with a clean

food and safe water6. Valuing

In what way do you take good care of your pets?How do you handle a dog safely?

IV. EVALUATIONChoose the correct answer1. When does a new life begin?

a. When a sperm is formedb. Egg cells maturec. Sperm cell and egg cell unitesd. A fertilized egg develop

2. Which of these hatches from egg?a. Bird c. catb. Dog d. horse

3. What animals undergo metamorphosis?a. Goat c. butterflyb. Cow d. dog

4. Why are some animals born alive?a. Because fertilized egg remain and

develop inside the mother’s body?b. Because fertilized egg lay down on

the groundc. Because fertilized egg stay in the

different parts of the mother’s body d. All of the above

5. How can you avoid being bitten by a dog?a. Do not stare directly into eyes of a

strange dogb. Do not come near a dogc. Do not move suddenly or stand over a

strange dogd. All of the above

V. ASSIGNMENTDraw or cut animals that born alive and hatched from eggs. Compare them.

JULY 17 TUESDAY

I. OBJECTIVEDescribe the benefits derived from animals


Benefits derived from animalsB. REFERENCES

Science for Daily Use 4 TM pp. 33-35Science and Daily Use 4 TB pp. 59-64PELC 3

C. MATERIALSPictures of animals, charts

D. VALUEKindness to animals


1. ReviewTalk about common animals found in the community


Leather domesticated

21

Beneficial exoticSilk


What food do we usually eat during breakfast?Where do some of our clothes, bags, etc, made of?What animals helps us in our work?

2. Activitya. Setting of Standardsb. Activity Properc. Reporting

3. Analysis and DiscussionWhat animals are beneficial/useful to us? In what ways are they beneficial or useful? What benefits do we get from them? Which of the foods we eat come from animals? How do some animals help the community? How do they work for us?

4. AbstractionIn what ways animals are beneficial or useful? What benefits do we get from them?

5. ApplicationWhat do you think will happen to us or to the community if we don’t have animals?

6. ValuingIf you see a wet kitten in front of your house, what will you do? How can we protect these useful animals in our surroundings? What value do we show if we are protecting the animals.

IV. EVALUATIONDirections: Group the animals from the box according to their uses and benefits

FOOD CLOTHING WORK

V. ASSIGNMENTCut pictures of animals and parts paste it on a bond paper. Write down their usefulness.

JULY 18 WEDNESDAY

I. OBJECTIVEInfer dangers posed by some animals


Dangers Posed by Some AnimalsB. REFERENCE

Science Spectrum IV pp. 105-108C. MATERIALS

Pictures of animals, chartsD. VALUE

Treating animals properly


1. ReviewWhat are some useful animals? How do they help us?


Danger cholera diseaseVenom rabiesDengue


Do you have pet at home? How do you treat them?

2. Activity a. Setting of Standardsb. Group Activityc. Reporting

3. Analysis and DiscussionWhat are some dangerous animals? How do they become dangerous?What dangers do they pose? What will happen when you tease those dangerous animals? What disease might they transmit to us? How can we avoid being victim of these animals?

4. AbstractionWhat are some dangerous animals? Why are they dangerous? What danger d they pose?

5. Application/ValuingRainy season comes. You can see wrigglers and mosquitoes in your flower vase. What will you do with the water inside it?

IV. EVALUATIONDirection: Match each disease in Column B with the phrase that best describe in Column A. Write the letter only

A B_____1. Disease cause by flies

a. Dengue

_____2. Disease transmitted through dog’s bite

b. Birds flu

_____3. Disease carried by mosquito

c. Cholera

_____4. Disease caused by an infected rat’s urine

d. Leptospirosis

_____5. Disease carried by fowls and birds

e. Rabies

V. ASSIGNMENTList down five (5) dangerous animals. Indicate how can these animals inflict danger to people.

JULY 19 THURSDAY

I. OBJECTIVEDescribe the possible harm caused by some animals


Possible Harm Caused by Some AnimalsB. REFERENCE

Science for Daily Use 4 TM pp. 33-35

Cow carabao horse turkeyShrimp crocodile chicken camelSheep silkworm

22

Science for Daily Use 4 TB pp 9-64PELC 4.1

C. MATERIALSPictures of animals, charts

D. VALUESafety, Cleanliness


1. ReviewCite the dangers posed by some animals


Harmful InfectionDisease venom


Who among you are victims of insect bite? What kind of insect bit you? What happened? Did they harm you or not?

2. Activitya. Setting of Standardsb. Group Activityc. Reporting

3. Analysis and DiscussionWhat are the harmful animals? How do they harm people? What are the things that you can do to prevent being bitten by these insects/animals? What should do/use when you are bitten by these animals?

4. AbstractionWhat are the harmful animals? How do they harm people?

5. ApplicationYour father has a pet snake. How should snakes be handled safely?

6. ValuingYour brother is a pet lover. He likes to have a dog. What should he do to his dog to avoid having rabies?

IV. EVALUATIONDirections: Match Column A with Column B. Write the letter on the blank provided.

A B_____1. Cobra a. Attacks swimmers_____2. Dog b. Eats human being_____3. Stonefish c. Scratches children_____4. Cat d. Bites people_____5. Shark e. Uses venom to kill

their prey

V. ASSIGNMENTList down five (5) animals/insects and tell how they harm us.

JULY 20 FRIDAY

I. OBJECTIVE:Answer questions specifically based on past

lesson.





JULY 23 MONDAY

I. OBJECTIVEPractice safety measures to prevent the spread of disease caused by some animals


Safety measures to prevent the spread of disease caused by some animals

B. REFERENCEScience and Health Today 4 pp. 149 – 154Science and Health 4 pp. 92-96PELC 4.2

C. MATERIALSPictures of insects, charts

D. VALUECare for the environment

III. PROCEDUREA. 1. Introduction

Sing a song about any animals2. Motivation

Show picture of a fly, mosquito, cockroachWhat can you see in the picture?What kind of animals are they?

3. PresentationThese insects are dangerous. They carry with them germs which can make you sick. Let us study what safety measures should we practice to prevent the spread of disease caused by these insects.

B. Activity ProperGroup the pupils into three. Let them supply answer for the following:Group I: What disease are transmitted by flies?Group II: What disease are transmitted by mosquitoes?Group III: What disease are transmitted by cockroaches?

C. Post Activity1. Discuss the answer of pupils on the

previous activity2. What are the safety measures you

should practice to prevent the spread of disease cause by

a. Fliesb. Mosquitoesc. Cockroaches

3. What are the proper ways and precautions to be followed when using insecticides?

D. GeneralizationWhat are the ways of safety measures to be practiced to prevent the spread of

23

disease cause by flies, mosquitoes and cockroaches?

E. ApplicationHow can you help control the growth of these insects?

F. ValuingIt is good to use commercially-made insecticides? Why? What could be prevented if we will not use this kind of pesticides/Insecticides?

IV. EVALUATIONCheck the safety measures to practice to prevent the spread of disease caused by flies, mosquitoes and cockroaches._____1. Remove all breeding places of insects_____2. Catch flies, mosquitoes and cockroaches using a net_____3. Clean all cabinets and corners of your house_____4. Disposed of all garbage properly_____5. Let them crawl onto the objects

V. ASSIGNMENTWrite a paragraph about how you keep yourself safe from these harmful insects.

JULY 24 TUESDAY

I. OBJECTIVEDemonstrate First-Aid for insect and animal bite


First Aid for insects and animal bitesB. REFERENCE

Science for Everyday UsePELC 4.3

C. MATERIALSPictures

D. VALUEKindness


Sing a song about animals1. Motivation

Have you ever seen anyone bitten by a dog, snake, or insects? What did you do?

2. Vocabulary DevelopmentAid bite treatment

3. PresentationToday we will learn how to give first aid treatment for insect and animals bites.

B. Developmental Activities1. Discussion

Insect and animals bites can be dangerous. It is important that you should know what first aid to give immediately to the injured person

2. Activitya. Setting of Standardsb. Activity Proper

C. Closure1. Generalization

a. It is important to know how to give first aid treatment for insects and animal bites

b. Treatment can be applied right away by doing the following:1. An animal bite can be

washed with soap and running water

2. A tourniquet can be applied above the wound to minimize loss of blood

3. Ointment can be applied on insect bites and bruises

4. A cut or wound can be cleaned with alcohol and other disinfectants

2. Applicationa. What first aid treatment are

recommend for insect and animal bites?

b. Why is it necessary to know the first aid treatment for insect and animal bites?

3. ValuingWhat should you do if you see someone bitten by a dog? What values do you show when you are doing it?

IV. EVALUATIONDemonstrate or draw ways on how first aid treatment be done when a person is bitten an insect or animal

V. ASSIGNMENTList down ways on first aid treatments for a person bitten by a snake.

JULY 25 WEDNESDAY

I. OBJECTIVEIdentify the parts of a flower


Parts of a FlowerB. REFERENCE

Science and Health 4 pp. 117-118C. MATERIALS

Real flower, knife and activity cardsD. VALUE

Appreciate the value of nature


1. ReviewPrevious lessons on parts of a plant and their function

2. Checking of AssignmentSee if everybody has brought real flowers for the lesson


Bring the class outside the classroom where there are flowers blooming in a garden or in a potAre the flower parts visible? Describe each part

2. Presentationa. Flowers have many parts. Each

of these parts has its own function. Today we will find out what are the parts of the flowers

24

b. Formulation of problemWhat are the parts of the flower

c. Grouping/Setting of Standards of good group work

d. Recall of the problemWhat are you going to find out?

e. Distribution of activity cards?f. Group Activity

3. Group ReportingPupils tell each part of the flower and their description

4. Analysis/Discussiona. Look at the tip of the stem. What

is another name for the base?b. What part extends from the

receptaclec. What is formed when all the

sepals were taken together?d. What extend from the calyx?e. What are the parts of the

stamen?f. What parts from the pistil?

5. GeneralizationWhat are the parts of a flower?

6. ApplicationGet a morning glory flower. Label/name the parts of the flower

IV. EVALUATIONDraw a gumamela flower. Label each part.

V. ASSIGNMENTBring gumamela flowers

JULY 26 THURSDAY

I. OBJECTIVEDescribe each part of the flower







1. ReviewPrevious lessons on parts of a plant and their function






b. Formulation of problem

What are the parts of the flowerc. Grouping/Setting of Standards of

good group workd. Recall of the problem

What are you going to find out?e. Distribution of activity cards?f. Group Activity











JULY 27 FRIDAY

I. OBJECTIVE:Celebrate the Nutrition Month

II. NUTRITION MONTHA. MATERIALS

Fruits and Vegetables

III. PROCEDUREa. Preparationb. Giving Instructionc. Paraded. Program

IV. OUTCOMESuccess/Happiness

JULY 30 MONDAY

I. OBJECTIVEDraw and label the parts of a flower







1. Review

25

Previous lessons on parts of a plant and their function






b. Formulation of problemWhat are the parts of the flower

c. Grouping/Setting of Standards of good group work

d. Recall of the problemWhat are you going to find out?

e. Distribution of activity cards?f. Group Activity











JULY 31 TUESDAY

I. OBJECTIVETell the function of each part of a flower


Function of the parts of a flowerB. REFERENCE

Science and Health 4 pp. 117-118Teacher Manual – Science IV pp. 65-66R-PELC 1.1.2

C. MATERIALSReal flowers (gumamela), knife, flashcards, Real flowers cut lengthwise


1. Review parts of a flower/tell something about each part

2. Checking of AssignmentEach of the pupils should have brought in real gumamela flowers for the lesson


Tell something about flowers. How do they help plants and human? What are their uses?

2. Presentationa. Formulation of problem

What are the function of each part of a flower?

b. Grouping/Setting of Standards for good group work

c. Recall of the problem: what are you going to find out?

d. Distribution of Activity cardse. Group Activity

3. Group ReportingEach group will report on the parts of the flower with their corresponding function

4. Analysis/Discussion1. What do you call the male parts

of a flower? Describe its function2. Describe the pistil. Tell the

function of its parts. Pupils name all the parts of the flowers and tell function of each part

5. Generalization Discuss briefly the parts/function

of the flower6. Application

What will happen if the flowers have no stigma? Will there be fruits and seeds if the flowers have no pollens grains? Why?

IV. EVALUATIONDescribe the function of the part f a flower. Match column A with column B

A B__1. Pistil a.The male reproductive part f a flower__2. Stamen b.Where an egg is produced__3. Pollen c.Produces fruits and seeds__4. Stigma d.Sticks to the stigma__5. Ovary e.Holds the filament, anther and pollen

grains

V. ASSIGNMENTDraw and label the male and female

reproductive parts of a flower. Do this on your paper.

AUGUST 1 WEDNESDAY

I. OBJECTIVEDescribe each part of the flower




C. MATERIALS

26

Real flowers (gumamela), knife, flashcards, Real flowers cut lengthwise




















grains



AUGUST 2 THURSDAY

I. OBJECTIVE:Answer questions specifically based

on past lesson.

II. SUBJECT MATTER:First Periodical Test


B. MATERIALSBallpen/Test Paper


AUGUST 3 FRIDAY


on past lesson.

II. SUBJECT MATTER:First Periodical Test

C. REFERENCE:BEC-PELC Math 4 Textbook

D. MATERIALSBallpen/Test Paper

III. PROCEDUREa. Preparationb. Giving Instructionc. Answering testd.Checking of Papers

27

AUGUST 6 MONDAY

I. OBJECTIVEGive the importance of the flower




C. MATERIALSReal flowers (gumamela), knife, flashcards, Real flowers cut lengthwise




















grains



AUGUST 7 TUESDAY

I. OBJECTIVEDescribe the importance of pollination in sexual reproduction


PollinationB. REFERENCE

Science and Health 4 p. 115Science Quest Teacher’s Guide 4 pp. 57-58Science Quest Workbook 4 pp.40-41R-PELC 1.1.3

C. MATERIALSReal flower, illustration of pistil and stamen, activity cards, show me-cards, envelop with jumbled letters, pocket charts

D. VALUEAppreciating God’s creation


1. ReviewLabel the parts of the flowers (each group will be given an illustration of flower) one member of each group will present their work

2. Checking of AssignmentDid you bring flowers?


Distributes envelopes with the jumbled letters to each group. Let them assemble the letters to form a word. Put the word on the pocket chart provided to themPOLLINATIONWhat is pollination? What is the root word of pollination?

2. PresentationPresent some fruits. Name them. What do you think are these fruits before? (flower) What happens to the flowers before they become fruits

3. Group Activitya. Setting of Standardsb. Introduction of materials to each

groupc. Distribution of the activity cardsd. Activity proper

Each group work on their activities

e. Group reportingEach group report on their findings

4. Analysis and DiscussionRead the text and discuss

How are the ovules fertilized?

Can fertilization take place without pollination? Why?

28

The teacher shows the illustration of the process of fertilization

What contains the pollen grains?

What happens to the stigma when the pollen grains are dropped on it?

When does the pollination take place?

What is the process when the sperm and egg cell unites?

5. Generalization/AbstractionWhat is the important role of pollination in the sexual reproduction of plant? How does the process of fertilization takes place?

6. ApplicationWhat are the agents of pollination?Knowing that pollination leads the fertilization and to the production of seeds, what must we do to the flowers around us?

IV. EVALUATION1. Pollination of flowers is important

because__a. It makes a flower beautifulb. It makes the anther unite with the

ovaryc. It makes the pollen sticks to the

stigmad. It produces fruit and seeds

2. It is the transfer of pollen grains from the anther to the stigma of a flowera. Reproductionb. Pollinationc. Fertilizationd. germination

3. Which of the following is transferred during pollination?a. Sepalsb. Ovulesc. Pollen grainsd. anther

4. Which is not an agent of pollination?a. Birdsb. Beetlesc. Man d. cat

5. What happens when pollen is carried to the stigma of another flower?a. Cross-pollinationb. Self-pollinationc. Non-pollinationd. Non of these

V. ASSIGNMENTIllustrate how self pollination and cross pollination take place.

AUGUST 8 WEDNESDAY

I. OBJECTIVEDescribe how fertilization takes place


Pollination

B. REFERENCEScience and Health 4 p. 115Science Quest Teacher’s Guide 4 pp. 57-58Science Quest Workbook 4 pp.40-41R-PELC 1.1.3





















5. Generalization/AbstractionWhat is the important role of pollination in the sexual reproduction

29

of plant? How does the process of fertilization takes place?




ovaryc. It makes the pollen sticks to the

stigmad. It produces fruit and seeds

2. It is the transfer of pollen grains from the anther to the stigma of a flowera. Reproductionb. Pollinationc. Fertilizationd. germination





AUGUST 9 THURSDAY

I. OBJECTIVETell the importance of fertilization of flowers


PollinationB. REFERENCE

Science and Health 4 p. 115Science Quest Teacher’s Guide 4 pp. 57-58Science Quest Workbook 4 pp.40-41R-PELC 1.1.3





















5. Generalization/AbstractionWhat is the important role of pollination in the sexual reproduction of plant? How does the process of fertilization takes place?




ovary

30

c. It makes the pollen sticks to the stigma

d. It produces fruit and seeds2. It is the transfer of pollen grains from the

anther to the stigma of a flowera. Reproductionb. Pollinationc. Fertilizationd. germination





AUGUST 10 FRIDAY

I. OBJECTIVE:Joined the District Quiz Bee

II. SUBJECT MATTER:District Quiz Bee

A. REFERENCE:BEC-PELC

B. MATERIALSBallpen/Cardboard

III. PROCEDUREa. Preparationb. Giving Instructionc. Paraded. Quiz Beee. Tell who is the Winner

AUGUST 13 MONDAY

I. OBJECTIVEDescribe the process of fertilization on flowers


Fertilization of FlowersB. REFERENCES

Science and Health 4 pp. 119-120Science for Daily Use pp. 78-79

C. MATERIALSFlowers with develop ovaries, series of pictures of how fertilization takes place in flowers

D. VALUEAppreciation of the importance of plants

III. PROCEDURE

A. Preliminary Activities1. Review

Naming the important parts of a flower that are needed in the formation of seeds

2. Checking of assignmentDid you bring flowers with developed ovaries?


Show several flowers with developed ovaries to be identified? Can you tell how the ovaries of the flower were developed?

2. PresentationPresent a series of pictures of how fertilization takes place in flowers. Pupil make observation. (This series of pictures of the process of fertilization will be used in group activities)

3. Group Activity-introduction of materials-getting of standards for good group work-group activity proper-reporting of data (by group)

4. Discussion/Analysis What happens with the

mature pollen grains on the stigma?

After a few days the fallen grains that stick on the stigma appears different. What have you observed of the pollen grains

What the pollen tubes goes down to ovules, what part of the flower joined together?

What do you call this union of pollen or sperm cell and ovules or egg cell?

5. Generalization/AbstractionWhat takes place when the pollen grains unite or join with the ovules?

6. ApplicationDo you appreciate flowers? How?

IV. EVALUATIONArrange the steps in the fertilization of flowers in correct order. Write the letters only1. The pollen grains swell and sends out a

tiny tube called a pollen tube2. The pollen material and ovule join together3. The mature pollen grain fall and stick to

the stigma4. The pollen tube goes down through the

style of the pistil

V. ASSIGNMENTBring young and mature flowers of different plants and flowers with developed ovaries

AUGUST 14 TUESDAY

I. OBJECTIVEIllustrate how the process of fertilization on flowers takes place

II. SUBJECT MATTER

31

A. TOPICFertilization of Flowers

B. REFERENCESScience and Health 4 pp. 119-120Science for Daily Use pp. 78-79




1. ReviewNaming the important parts of a flower that are needed in the formation of seeds











5. Generalization/AbstractionWhat takes place when the pollen grains unite or join with the ovules?




the stigma

4. The pollen tube goes down through the style of the pistil


AUGUST 15 WEDNESDAY

I. OBJECTIVEAppreciate the importance of flowers


Fertilization of FlowersB. REFERENCES

Science and Health 4 pp. 119-120Science for Daily Use pp. 78-79




1. ReviewNaming the important parts of a flower that are needed in the formation of seeds











5. Generalization/Abstraction

32

What takes place when the pollen grains unite or join with the ovules?




the stigma4. The pollen tube goes down through the

style of the pistil


AUGUST 16 THURSDAY

I. OBJECTIVEInfer the process of fertilization may lead to the formation of fruits and seeds.


The process of Fertilization may lead to the formation of fruits and seeds

B. REFERENCEScience and Health 4 pp. 119-120 TM pp. 66-67Science Quest Teacher’s Guide 4 pp 60-61R-PELC 1.1.5

C. MATERIALSReal flowers in different stages of development (of one kind) bud, newly opened bud, mature flower, withered flower, knife, hand lens

D. VALUECaring for fruits


1. ReviewArrange these steps in the proper sequence to show how fertilization happens.a. Pollen tube appearsb. Pollen tube meets ovulesc. Pollen grain falls to stigmad. Pollen tube goes down through

the style2. Checking of Assignment

Did you bring flowers in different stages of development


Do you enjoy eating fruits? What fruits do you like best? Where a fruit does comes from? Where does a seed develop?

2. PresentationPresent some matured fruits and seeds. Why do you think flowers become fruits like this? From where

are the seeds? Let us find this out in our activity

3. Group Activity Setting of standards for good

group work Introduction of

materials/activity cards to each group

Activity properEvery group do their activities

4. Group Reporting5. Analysis and Discussion

Do you remember steps in fertilization? What are they?

What happened when the pollen tube join the ovules?

After fertilization takes place what happens to the ovules?

What happens when the ovary mature

6. Generalization/AbstractionWhat takes place after fertilization? What developed into seeds?What developed into fruits?

7. Application What happens when pest

attack mango flowers? Flowers are important in

fertilization. What should you do when you see some insect pest in garden?

IV. EVALUATIONDraw a flower and label the parts that develop into fruit and seed

V. ASSIGNMENTStudy how a new plant develop

AUGUST 17 FRIDAY



A. REFERENCE:BEC-PELC Science Textbook



AUGUST 20 MONDAY

I. OBJECTIVEAttend the District MeetingHoliday (Eildr Ftre)

II. PROCEDUREA. AttendanceB. ProgramC. Discussion

33

D. Closing

AUGUST 21 TUESDAY

I. OBJECTIVECelebrating Ninoy Aquino Day

II. Holiday (Ninoy Aquino Day)

III. PROCEDUREa. No Classes

AUGUST 22 WEDNESDAY

I. OBJECTIVEAppreciate the importance of flower











Do you enjoy eating fruits? What fruits do you like best? Where a fruit does comes from? Where does a seed develop?

2. PresentationPresent some matured fruits and seeds. Why do you think flowers become fruits like this? From where are the seeds? Let us find this out in our activity


group work Introduction of materials/activity

cards to each group Activity proper

Every group do their activities4. Group Reporting5. Analysis and Discussion




hat happens when the ovary mature


7. Application What happens when pest attack

mango flowers? Flowers are important in




AUGUST 23 THURSDAY

I. OBJECTIVEDraw the parts f the flowers that develops into the fruit and seed.











Do you enjoy eating fruits? What fruits do you like best? Where a fruit does

34

comes from? Where does a seed develop?

2. PresentationPresent some matured fruits and seeds. Why do you think flowers become fruits like this? From where are the seeds? Let us find this out in our activity


group work Introduction of materials/activity

cards to each group Activity proper

Every group do their activities4. Group Reporting5. Analysis and Discussion




What happens when the ovary mature


7. Application What happens when pest attack

mango flowers? Flowers are important in




AUGUST 24 FRIDAY






AUGUST 27 MONDAY

I. OBJECTIVECelebrating National Heroes Day

II. Holiday (National Heroes Day)

III. PROCEDUREa. No Classes

AUGUST 28 TUESDAY

I. OBJECTIVEPerform experiment set ups to test what factors/ variables are needed on seed germination

II. SUBJECT MATTERExperiment on seed germinationA. REFERENCE

BEC Science & Health IVTextbook in Science & Health IV

B. MATERIALSMongo seed pot, good soil, chart

C. VALUECooperation

III. PROCEDUREA. Preliminary Activities1. Checking of assignment2. Review

What are the ways of propagating plants asexually?


How do living things grow? Can you consider a plant as a living thing?If you consider plants are also living things, what do you think are the factors needed or the condition necessary for a seed to grow into a new plant.

2. PresentationClass, we shall perform some experimentsGroup ActivityPupils will be divided into five groups, Teacher will explain the procedure for each experiment with the use of chart

3. Analysis and DiscussionPreparing Data/Observation Sheet for recording of data for each day of the experiment. Each group will have those observation sheets for presentation and discussion

OBSERVATION SHEETNo. of Days Appearance of the

Seed/Plant1234567What is your observation in experiment A? B? C? D? and E? What are clearly shown in the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E?

4. GeneralizationWhat are the factors needed in experiment about seed germination

5. Application

35

What will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination?

IV. EVALUATION Check record chart and drawing daily until

the completion of the experiment List all the factors needed in good seed

germination

V. ASSIGNMENTWrite and submit a report of your experiment

AUGUST 29 WEDNESDAY

I. OBJECTIVEPerform experiment on seed germination

II. SUBJECT MATTERExperiment on seed germination

A. REFERENCEBEC Science & Health IVTextbook in Science & Health IV


C. VALUECooperation








Seed/Plant1234567What is your observation in experiment A? B? C? D? and E? What are clearly shown in the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E?


5. ApplicationWhat will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination?



germination


AUGUST 30 THURSDAY

I. OBJECTIVECooperate in group activities

II. SUBJECT MATTERExperiment on seed germinationA. REFERENCE

BEC Science & Health IVTextbook in Science & Health IV


C. VALUECooperation








Seed/Plant1234567What is your observation in experiment A? B? C? D? and E? What are clearly shown in

36

the experiment? Which set up has very good seed germination? Why do you think hinder the seed germination in experiments A, B, C, D, and E?


5. ApplicationWhat will you do if you want to have a good germination of seeds in your seed beds? What are needed in seed germination?



germination


AUGUST 31 FRIDAY






SEPTEMBER 3 MONDAY

I. OBJECTIVEIdentify the variables in the experiment

II. SUBJECT MATTERVariables in the ExperimentA. REFERENCE:

BEC Science and Health 4 Textbook in Science and Health 4R_PELC 2.1.2

B. MATERIALSChart, mongo seed, pot, soil

C. VALUEHelpfulness

III. PROCEDUREA. Preliminary Activities1. Checking of Assignment2. Review

What are the factors needed for seed germination?


Are the plants growing at the same rate?2. Presentation

The pupil will do the group activity

Compare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use the activity cards of the previous experiments) (Experiment A-E)

3. Analysis and AbstractionInferring causes in the growth difference. What conditions make some of the plants healthy or fast growing? Weak or slow-growing)-amount, quality of soil, spacing-Air-Water moisture-sunlight temperatureThe variables are manipulated and controlled variables

4. GeneralizationWhat are the variables in the experiments?

5. ApplicationWhat would you do to make your plants healthy/ or grow faster? What variables would you change?

IV. EVALUATIONStudy the set up. Encircle the letter of the correct answer.

1. Which is manipulated variable?a. Waterb. Airc. Sunlight

2. What kinds of variables are soil, water and sunlight?a. Manipulated variableb. Controlled variablec. None of these

3. What kind of variable is being tested here?

a. Sunlightb. Soilc. water

4. Which set up will make the seed grow faster?

a. b c5. Which of the following will make the seed

grow?a. With water, with soil, without sunlightb. With soil, without water, with sunlight

With cover

37

c. With water, with soil, with sunlight

V. ASSIGNMENTGive other variables in the experiment

SEPTEMBER 4 TUESDAY

I. OBJECTIVEPerform the experiment




C. VALUEHelpfulness





The pupil will do the group activityCompare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use the activity cards of the previous experiments) (Experiment A-E)





1. Which is manipulated variable?a. Water

b. Airc. Sunlight

2. What kinds of variables are soil, water and sunlight?a. Manipulated variableb. Controlled variablec. None of these3. What kind of variable is being tested here?

a. Sunlightb. Soilc. water4. Which set up will make the seed grow

faster?

a. b c5. Which of the following will make the seed

grow?a. With water, with soil, without sunlightb. With soil, without water, with sunlightc. With water, with soil, with sunlight


SEPTEMBER 5 WEDNESDAY

I. OBJECTIVEShow cooperation in the activity




C. VALUEHelpfulness





The pupil will do the group activityCompare the changes and rate of growth in germinating seeds. Which plants shows better and faster growth than others? (Use the activity cards of the previous experiments) (Experiment A-E)

With cover

38





1. Which is manipulated variable?a. Waterb. Airc. Sunlight2. What kinds of variables are soil, water and

sunlight?a. Manipulated variableb. Controlled variablec. None of these3. What kind of variable is being tested here?

a. Sunlightb. Soilc. water4. Which set up will make the seed grow

faster?

a. b c

5. Which of the following will make the seed grow?

a. With water, with soil, without sunlightb. With soil, without water, with sunlightc. With water, with soil, with sunlight


SEPTEMBER 6 THURSDAY

I. OBJECTIVEOrganize the data gathered on seed germination

II. SUBJECT MATTERInterpreting the result of the experiment on seed germination

A. REFERENCEGrowing with Science and Health 4 p. 108-112R-PELC 2.2.2

B. MATERIALSChart, accomplished observation data sheet of each group

C. VALUECooperation, patience,


1. ReviewWhat is correct procedure in presenting a group experiment

2. Checking of group work and data gathered

B. Developmental Activities1. Recall of standards for group

presentationa. As presenterb. As listener

2. Activity ProperEach will present their group work-experiment A.B-C-D-E

3. Discussion/Analysis and Abstractiona. What happened to the seeds that

were given?-enough water, air and sunlight?-enough water, air but no sunlight-enough water, sunlight but no air?-enough water, sunlight, air but very little amount of space?

4. Generalization/ConclusionAside from good soil, what other factors are needed for seeds to germinate?

IV. EVALUATIONA. Evaluate group presentation and results of

the experimentB. Write a short report about the result of

Set up ASet up BSet up CSet up DSet up E

V. ASSIGNMENTHave another set up using corn seeds

SEPTEMBER 7 FRIDAY

With cover

39






SEPTEMBER 10 MONDAY

I. OBJECTIVEInterpret and analyze the result of the experiment in seed germination


















SEPTEMBER 11 TUESDAY

I. OBJECTIVEParticipate actively in group presentation



















40

I. OBJECTIVEDescribe how certain structures/properties of a seed help in seed dispersal

II. SUBJECT MATTERSeed structures/Properties Help in Seed DispersalA. REFERENCE

Science and Health 4 p.128R-PELC 3.3.1BEC 2004 Handbook in Science IV 4.4.2

B. MATERIALSDifferent seeds that are available. Tomatoes seed, guava seeds, coconut fruit, watermelon seeds

C. VALUESCooperation/Awareness on Environmental problems


1. ReviewHow seeds are produced in plants

2. Checking of assignmentB. Developmental Activities

1. MotivationHave you seen seeds of plants? How do they look like? Describe the seeds you know most

2. Presentationa. Formulation of Problem

What are the seed structures/properties of seeds that can help in seed dispersal?

b. Group Activity1. Grouping/Setting of

Standards2. Recall the problem

What are you going to find out?

3. Group Activity Proper3. Analysis/Discussion

a. Which seed has a waxy coat? Can these seeds float in water?

b. Which seed can attach to animal fur or to peoples clothes? How do these seeds disperse?

c. Which seed can be easily carried by the wind because they are very small and light?

4. GeneralizationSeeds/fruits have properties or structure that can facilitate seed dispersal. Seeds may be dispersed by people, animals, wind and water.

5. ApplicationPredict what will happen if seeds can not be dispersed. Which agent of dispersal can scatter the biggest number of seeds?

IV. EVALUATIONDirection: Encircle the letter of the correct answer1. Seeds __ shape, size, hardness, weight

and seed coata. Have the sameb. Do not havec. Differ in

2. Which of these fruits can break open easily when ripe and disperse its seeds?a. Mongo, touch-me-notb. Coconut, pili nutc. Apple, avocado

3. What special structure has talahib that can make the winds disperse them easily?a. They have feathery structure and lightb. They are big and heavyc. They are very small and light

4. Which of these seeds have structure that can make them float in water?a. Avocado seedsb. Coconut seedsc. Mango seeds

5. What do you think is the agent that make the disperse seeds of papaya and guava to grow anywhere?a. Birdsb. Windc. Water

V. ASSIGNMENTCollect more seeds. Study their structure. State how they can be disperse by some agents of dispersal


I. OBJECTIVEAttend 1st Council ROVER MOOT (BSP)September 13-16, 2012Gumaca National High SchoolGumaca, Quezon

II. SUBJECT MATTER1st Council ROVER MOOT (BSP)

III. PROCEDUREa. Preparationb. Opening Programc. Send to Immersion site

IV. OUTCOMECome back for the next day

SEPTEMBER 14 FRIDAY

I. OBJECTIVEAttend 1st Council ROVER MOOT (BSP)September 13-16, 2012Gumaca National High SchoolGumaca, Quezon

II. SUBJECT MATTER1st Council ROVER MOOT (BSP)

III. PROCEDUREa. Preparationb. Programc. Activity for community serviced. Barangay night

IV. OUTCOMECome back for the next day for closing

SEPTEMBER 17 MONDAY

I. OBJECTIVE

41

Illustrate how the different seed structure help in seed dispersal






















2. Which of these fruits can break open easily when ripe and disperse its seeds?

a. Mongo, touch-me-notb. Coconut, pili nutc. Apple, avocado






I. OBJECTIVETell the importance of seed and seed dispersal
















42







2. Which of these fruits can break open easily when ripe and disperse its seeds?a. Mongo, touch-me-notb. Coconut, pili nutc. Apple, avocado






I. OBJECTIVEDescribe structures/properties of seeds that help in seed dispersal

II. SUBEJCT MATTERPlant: Seed DispersalA. REFERENCE

R-PELC 3.1Science & Health 4Into the Future: Science & Health 4 pp. 88-91Science Health & Environment towards an Active and Responsible Living 4 pp. 136-138

B. MATERIALS

Seed Samples, cogon, guava, amorseco, coconut, tomato

C. VALUECooperation


1. Singing of the Science Song2. Review:

What is seed germination?What are the things needed in seed germination?


Have you seen places with cogon plants? Who planted those cogon plants? Are there people planting these plants?

2. PresentationActivity ProperTo find out how these cogon seeds disperse do this activitya. Remind pupils of the standards

on performing activitiesb. Have pupils do the activityc. Group Reporting

3. Analysis and DiscussionsA. Discussion on the resultsi. What are the adaptive structures

of seeds for dispersal?ii. Why do seeds have different

structure?iii. What is the importance of the

adaptive structure of seeds?4. Generalization

What adaptive structure do seeds have that enable them to be dispersed?

5. ApplicationMang Juan, a carpenter was hired by Mr. Tan to repair their house roofing using a ladder, he went to the rooftop and fund a guava plant growing. Is there somebody who planted it on the rooftop? What enables the guava seeds to be dispersed in that place?

IV. EVALUATIONDescribe the characteristics of fruits and seeds that enable them to be disperseda. Coconutb. Cogonc. Amorsicod. Guavae. Narra seed

V. ASSIGNMENTWith the given characteristics of seeds above how do you think the following seeds are dispersed?

1. Coconut2. Cogon seeds3. Narra seeds4. Amorsico5. Guava

SEPTEMBER 20 THRUSDAY

I. OBJECTIVE

43

Identify structures/properties of seeds that help in seed dispersal

II. SUBEJCT MATTERPlant: Seed DispersalA. REFERENCE

R-PELC 3.1Science & Health 4Into the Future: Science & Health 4 pp. 88-91Science Health & Environment towards an Active and Responsible Living 4 pp. 136-138

B. MATERIALSSeed Samples, cogon, guava, amorseco, coconut, tomato

C. VALUECooperation


1. Singing of the Science Song2. Review:

What is seed germination?What are the things needed in seed germination?


Have you seen places with cogon plants? Who planted those cogon plants? Are there people planting these plants?

2. PresentationActivity ProperTo find out how these cogon seeds disperse do this activitya. Remind pupils of the standards

on performing activitiesb. Have pupils do the activityc. Group Reporting

3. Analysis and DiscussionsA. Discussion on the resultsi. What are the adaptive structures

of seeds for dispersal?ii. Why do seeds have different

structure?iii. What is the importance of the

adaptive structure of seeds?4. Generalization

What adaptive structure do seeds have that enable them to be dispersed?

5. ApplicationMang Juan, a carpenter was hired by Mr. Tan to repair their house roofing using a ladder, he went to the rooftop and fund a guava plant growing. Is there somebody who planted it on the rooftop? What enables the guava seeds to be dispersed in that place?

IV. EVALUATIONDescribe the characteristics of fruits and seeds that enable them to be disperseda. Coconutb. Cogonc. Amorsicod. Guavae. Narra seed

V. ASSIGNMENTWith the given characteristics of seeds above how do you think the following seeds are dispersed?

1. Coconut2. Cogon seeds3. Narra seeds4. Amorsico5. Guava

SEPTEMBER 21 FRIDAY






SEPTEMBER 24 MONDAY




SEPTEMBER 28 FRIDAY


on past lesson.


A. REFERENCE:BEC-PELC Science 4 Textbook



OCTOBER 1 MONDAY

OCTOBER 2 TUESDAY

OCTOBER 3 WEDNESDAY

OCTOBER 4 THURSDAY

OCTOBER 5 FRIDAY

44

I. OBJECTIVECelebrating World Teacher’s Day

II. Holiday (World Teacher’s Day)

III. PROCEDUREA. ParadeB. ProgramC. Closing

OCTOBER 8 MONDAY

OCTOBER 9 TUESDAY

OCTOBER 10 WEDNESDAY

OCTOBER 11 THURSDAY

OCTOBER 12 FRIDAY


on past lesson.





OCTOBER 15 MONDAY

OCTOBER 16 TUESDAY

OCTOBER 17 WEDNESDAY

OCTOBER 18 THURSDAY


on past lesson.

II. SUBJECT MATTER:Second Periodical Test




OCTOBER 19 FRIDAY

I. OBJECTIVE:

Answer questions specifically based on past lesson.

II. SUBJECT MATTER:Second Periodical Test




lesson plan in science 4

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