LP 2

1
STUDENT LEARNING PLAN

SY 2014-2015
Department: Grade School Quarter: 4th
Subject/Level: Science 5 Unit: 4

Transfer Goal/s:
The pupils will be able to independently use their learning to be grateful to God-
given resources ( matter and energy) that are made free and available with the
responsibility to use them properly and wisely to improve the quality of life in this
planet.
Essential Understanding:
Everything in the universe is composed of matter that appears in different forms.
This matter is very essential to life with the help and aid of energy but it can also
destroy life if not handled and used properly.
Essential Question:
How does matter affect our life on earth?
How does ones knowledge about matter and energy helps in making earth a safer
place to live?

I. Preliminaries
Review:
*Pupils will identify matter if it is solid, liquid, gas or plasma

Focus:
Changes in Matter

Motivation
Picture Analysis
Tell what happen to matter in the picture.

1. Water inside the refrigerator
2. Clothes in the clothes line
3. Cold soda
Assumption Busting
Pupils will be given 2 situation that shows negative and positive effects of changes in
the environment. Pupils will then give their assumption if things will and will not change.

APK:
What are the matters found in the school, home or in the environment that
undergo change?
How does this matter change?

II. Lesson Development
Presentation of Concepts

Differentiate chemical and physical change.
Identify matter that undergoes physical and chemical change to make it useful.

Activities
1. Song/ Video Analysis
Pupils will watch the video and identify the changes that occur in matter.
2

2. Mix and Match
Pupils will match the given matter to the process it undergoes.

3. Discussion
Interactive discussion between pupils and their teacher

Random Input
Pupils will be group into 7. List of words will be posted on the board. Each group will select one
word from the given list and will make use of the given word to give 5 solution to the negative
effects of changes of matter in the environment.

1. 3 Rs
2. wise
3. plants
4. garbage
5. waste

III. Broadening of Concept*
How does chemical and physical change differ from one another?
Why some matter need to undergo different changes?
What are the good and bad effects of physical and chemical change?
How can we minimize the risk due to these changes?

IV. INTEGRATION*
a. Ignacian Core/Related Values
Service- Stewardship
How will you protect earth form the harmful effect of physical and chemical
change?
b. Social Orientation
Pollution
How will you minimize pollution?
c. Lesson Across Discipline
HEKASI
How can you be a model in your community in keeping the environment clean?
d. Faith/Biblical Reflection
Psalm 107.35 He changes deserts into lakes and dry ground into springs.

V. Evaluation / Assessment*
1. Draw and Tell
Choose one useful matter. Draw and identify the type of change it undergoes.
What Change?

Fish bone
Using a fishbone give one example of physical and chemical change and it positive or
negative effect to the environment.
3

2. Clustering
Pupils will put their matter on the designated area inside the classroom
according to the type of change the matter undergoes.

VI. Summary / Action *
Summary:
Give the indicators that matter undergoes physical and chemical change.

Action:
Nothing is constant except change. With all the changes that are happening in
you and even in matter, how will maximize these changes?

VII. Purposive Assignment:
Challenge!
Choose only one. Write your answer on a crosswise
List three changes you observe at home. Tell what is changing and what kind of
change is occurring in each. Can some changes be both physical and chemical?
VIII. References / Instructional Materials
Reference
The New Science Links 5
http://www.youtube.com/results?search_query=changes+in+matter&sm=3
http://www.youtube.com/watch?v=_pxd56nzPl0
Materials
Power point
Presentation
Television
Laptop
Illustration Board Paper Strip
Prepared by:
MISS ELIEDA L. APOR

4

SY 2014-2015
Department: Grade School Quarter: Third

Transfer Goals
The pupils will be able to independently use their learning to become effective
caretakers of His vegetation so that it will continue to flourished and sustained life in the
planet.

Essential Understanding
Plants contribute to the ability of living things to survive. Plants have also needs
that are important for their growth. This could be met through responding to our roles as
caretakers.

Essential Questions
Why are plants important?
How can I fulfil my role as caretakers of His creation?
Why do we need to protect and help plants to reproduce?

I. Preliminaries
Review Brainstorming
Pupils will the concept they understood about the parts of the plants and
their function

Cubing (Roll the box)
Each side of the box has a picture of the parts of the plant. A volunteer
pupil will roll or throw the box. Pupils will then describe, ask question or say something
about the picture in the side of the box left facing upward after throwing or rolling it up

Focus: Uses of Plants
Motivation: Plant Talk (Value Clarification Method) ( Dyad)
If you were a plant and you will be given a chance to talk, what will
you say
to all the people or to the grade 2 pupils?
APK
What are the materials found inside the classroom that you think
came from
plants?
A. Presentation of concepts
Pupils will identify and describe how the different plant parts are used by people.
Pupils will also group plant products according to their uses.
Activity
1. Anticipation Guide ( Individual)
Agree/ Disagree
1. Plants are great source of food.
2. Plant give us carbon dioxide
3. Plant provide us with building materials
4. Plants are sources of medicine.
5. Plants make the air dirty.
6. Plants like trees and grass prevents
flood and soil
erosion.

5

2. Clustering
Pupils will grouped plant products according to their use.
Differentiated Activity - The group will choose only one of the following:
Radial Diagram (Analytical)

1. Pupils will draw or write the products that come from the given parts of the
plant.
2. Pupils will identify the parts of the plant used in making the given materials.

RAFT: (Practical)
Role: Plant product (paper, table, chair, roof, food)
Audience: Human
Format: Talking Plant Product
Topic: How to use me

Make me (Creative)
1. Choose one vegetable that you think most children dont like to eat. Think of
another way of presenting the vegetable so that children like you will love to eat them.

Broadening of concept

How do humans and animals benefit from plants?
What do you think will happen if all plants are gone?
In what way you can show gratefulness for all the things that we have because of
plants?

C. Integration
a. Ignacian Core Values
Excellence
In what way we can best use plant products?
b. Related Values
Resourcefulness
How can we make use of the plant products so that it will not be
wasted?
c. Social Orientation
Deforestation- Reforestation
How can you help solve/lessen the problems brought by deforestation?

d. Lesson Across Discipline
Araling Panlipunan - Likas na Yaman
Bakit ang mga halaman at puno ay maituturing nating isa sa mga yaman
ng ating bansa?
e. Faith/ Bible Passage
Genesis 2.15 Then the LORD God took the man and put him in the
Garden of Eden to farm the land and to take care of it.
III. Evaluation (Choose only one)
Option 1
Identify the uses of plant products. Write the letter of the correct answer.
a. Food b. Medicine c. Useful materials d . Clothes e.
Building Materials

1. Squash 2. Cotton 3. Brooms 4. Lagundi 5. Lumber

Option 2
Draw one plant product or material and describe how it is used.

6

IV Summary/Action
Summary
Anticipation Guide
Agree/ Disagree
1. Plants are great source of food.
2. Plant give us carbon dioxide
3. Plant provide us with building materials
4. Plants make the air dirty.
5. Plants give us clean air to breath.
6. Plants like trees and grass prevents
flood and soil
erosion.

Action
Q and A
How can you make use of plant products wisely?

Think Tack Do
Give 1 thing you can do and 1 thing you are challenged to do in using plant products
wisely.

V. Purposive Assignment ( I whole)
Research another useful plant and answer the table.

Plant Name ________________________________

Plant parts How they are used
1.

VI. References / Instructional Materials
Reference
Science Links 2 Pages 159 163
Materials
Real objects, picture, laptop, LCD, Book, Manila paper

Prepared by:
MISS ELIEDA L. APOR

7

SY 2014-2015
Department: Grade School Quarter: Third
Transfer Goals:
The pupils will be able to understand and use their knowledge about classifications of
animals and plants to treasure and appreciate more Gods creation through making an
educated action to preserve life and the environment.
Classification of plants and animals into groups enable one to identify how these
living things functions in aid of its environment and mankind in general.
Man, animals and plants need each other to survive.
Essential Question:
Why are animals and plants group differently?
How does different grouping of animals and plants help us to become a better
steward?
How do you love, care and protect animals and plants?

Preliminaries
Review:
Name Game ( Group Activity)
Pupils are asked to name the animals and identify the group where they
belong.
1. Fish 2. Amphibians 3. Reptiles 4. Birds
Focus: Class Mammalia

I. Preliminaries
Motivation Remember My Name!
Teacher will show 8 pictures of animals in a snappy manner. After showing the
picture, pupils will try to list the animals shown in the slide.

APK :
Ask pupils to say something about their favourite pet or animal.

Lesson Development
a. Describe the characteristic of the different kinds of mammals.
b. Group mammals according to the way they reproduce.

Activities*
1. Three Column Chart ( Individual Activity)
Pupils will fill in the two column of the chart.
First: What I Know
Second: What I want to Know

2. In Completion! ( Graphic Organizer)
Pupils will complete the graphic organizer by giving the correct meaning and example of
the given group of animals.

3. Hunting Time!( Group Activity)
Pupils will scan the animal book given to them and find 1 mammal not mention in the
lesson. Each Group must discuss the characteristics of their mammals.
8

Slip Writing (Group Activity)
Each member in the group will be given meta cards. As they scan the given material pupils will
answer or fill u one questions in the meta cards and pass it to the next pupil in the group. The next
pupil will then again fill up the meta cards until they can form a meta cards for one animal. Pupils
will see to it that their answers are related to the first set of answer given by their group mates.
Example
Animal:
Habitat:
Classification:
Type of reproduction:
Diet:
Characteristics:

Broadening of Concept*
What is a mammal?
How do mammals reproduce?
Why do we need to know how animals reproduce and take care of their young?
How do you respect animals and plants as God creations?
Why are these creations important?
Why does God choose man to rule over His work?
As a pupil, how will you become Gods steward?
How can learning about plants and animals help man to understand himself better?
INTEGRATION*
a. Ignacian Core/Related Values prod
Destruction of the ecosystem
Everything is connected to everything else
HEKASI, English, EPP
Psalm 8: 6-8
You make man ruler over the works of your hands. You put everything under his
feet, all locks and herds and the beast of the field, the birds of the air, and the fish
of the sea. All that swims the paths of the sea.
Evaluation / Assessment*
I. Identify the type of mammals describe in the statement. Write Monotremes,
Marsupials or
Placentals.

______1. It is an egg laying mammals.
______2. Young are born in a more advance stage of development
______3. Immature animal will climb in the mothers abdomen to complete its
development.
______4. The developing young are retained within the uterus of the female until the
development is complete.
______5. They are the pouch mammals.

II. Essay
Write a paragraph about the different types of mammals and its characteristics.

Concept map
Using a concept map write the different types of mammals and their behaviour or characteristics. Indicate
also their importance to people.
9

Summary / Action *
Summary
Pupils will fill up the third column in the three column chart.
Action
Double Journal Entry
Pupils will write ways on how they can help animals?

Day/s of the week Things I will do to take care of the
animals

Purposive Assignment :
Draw and label two examples of placental animals on a short bond paper.
References / Instructional Materials
Science and Links 5,Science and Health 5
Prepared by:
Miss Elieda L. Apor
SY 2014-2015
Department: Grade School Quarter: Second

Transfer Goals
planet.

Essential Understanding
Plants contribute to the ability of living things to survive. Plants have also needs
that are important for their growth. This could be met through responding to our roles as
caretakers.

Essential Questions
Why are plants important?
How can I fulfil my role as caretakers of His creation?
Why do we need to protect and help plants to reproduce?

I. Preliminaries

Review: Caring for Animals
Think Pair Share
Pupils will think on how they can take care of the animals and share it with their
partners.

(Concept Clarification and Modification Method)

Group (Two or three members) ACCEPT or Change Game
General direction: Pupils will identify if the statement is correct or incorrect. If
the statement is incorrect, pupils will change the statement to make it correct.

Mechanics of the Game
1. Pupils will be group together with 2 to three members in each group.
10

2. Pupils will work together to answer every problem. The group must assign
secretary, encourager, and time keeper. In every question given pupils will
take turns of their roles
3. Each group will write the answer on the illustration board and raises their
answer when they are given signal to do so.
4. The group who got the correct answer will be given points or its
equivalent.
5. The group who got the highest points will be the winner.

Questions

1. One way of caring for animals is to throw our garbage
anywhere.
2. Providing animals with food and clean water helps them to be
healthy.
3. People can provide shelter to animals by keeping them inside
the cage.
4. Animals are also taken cared of if we keep our surrounding
clean.
5. We can protect endangered animals if we support/ follow
hunting laws.
Focus: Parts of the Plants

Motivation: Picture Perfect

Pupils will choose one picture from the picture gallery and explain why
they choose that picture.

APK ( In and Out of the Circle)

Pupils will describe a plant. The teacher will collect and write the responses of
the pupils using the advance organizer.
Ask: How will you describe a plant?

A. Presentation of concepts
At the end of the lesson, pupils are expected to:
C Identify the parts of the plants and describe its function.
A Point out the importance of plants to living things and to the
environment
P Give ways on how they can take care of the plants around them.

Activities
Plants
11

Activity 1 Think-Vid-Think -Share
Pupils will write what they know about the parts of the plants using the
KWL chart. They will then check if their answers are correct using a video
presentation and then share what they have discovered to the class.

Activity 2 - Brainstorming (group activity)
Pupils will discuss in their group the parts of the plants and how does each
part helps plants to grow healthy and strong. They will share what they have
discussed to the big group.

Learning Stations (Group Activity)

3 learning stations will be provided. Each learning stations has an
activity that will challenge the groups understanding about plants. Each
group needs to go to the three learning stations and complete the task. They
will then post their work in the Creative Hands and Minds Gallery.

Broadening of concept

What are the parts of the plants?
What are the functions of each part?
Are all parts of the plant important?
How does each part of the plant help us and the environment?
How will you show your gratitude for having plants that sustained life on earth?
C. Integration
a. Ignacian Core/ Related Values
Excellence- Service
How will you take good care of plants around you?
c. Social Orientation
Deforestation- Reforestation
d. Lesson Across Discipline
Sibika at Kultura - Likas na Yaman
Bakit ang mga halaman at puno ay maituturing nating isa sa mga yaman
ng ating bansa?
e. Faith/ Bible Passage
Genesis 2.15 Then the LORD God took the man and put him in the
Garden of Eden to farm the land and to take care of it.
III. Evaluation

Main Dish (Everybody will answer)
Draw one part of the plants and explain its function and importance.

Parts of the plant
______________________________

Function and importance
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
________________________

12

II. Side Dish ( Choose only one)
Option 1
Make a poster that encourages others to take care of plants.
Option 2
Make a signage that reminds s people about the importance of caring for plants.
IV Summary/Action
Summary (Sentence Completion)
Today I learned about_______________________________.
Action (Mind in Action)
How will you make use of your knowledge about plants so that you can be a
better steward of His creations?
V. Purposive Assignment (Science Notebook)

Ask your parents about the products/ materials that come from plants that you
use at home.
Make a list of it in your science notebook.

Reference
Sugpatan C, Apolinario N, Madriaga E (November 2011) Science Links 3 . Rex
Bookstore, Inc. Sampaloc , Manila 149 to 159
Materials
Piuctures, Laptop, LCD, Manila Paper, Graphic Organizer, Specimen ( Plants)

Rubrics for the Side Dish
Criteria 1 2 3 4 Score
Accuracy of
Content/
Science
Concept
(40%)
The pupil
shows deep
understanding
of the topic
The pupil
shows
considerable
understanding
of the topic
The pupil
shows
shallow
understanding
of the topic
The pupil
shows limited
understanding
of the topic

Organization
of ideas
(30%)
A very clear
message is
conveyed to
the audience
A clear
message is
conveyed to
the audience

The message
is conveyed
to the
audience
however it
lacked details.
An unclear
message is
conveyed to
the audience.

Creativity

The output is
creatively
made. A lot of
effort and
detail went
into the work.
The l output is
creatively to
some extent.
The output is
somehow
creatively
made. Some
effort and
detail went
into the work.
The output is
not creatively
made. No
effort and
detail went
into the work.

Total

Prepared by:
ELIEDA L. APOR
13

SY 2014-2015
Department: Grade School
Subject/Level: Science 6
Transfer Goal/s:
The pupils, in the long term on their own will take good care of the human body
and respect every organism as a unique creation of God.

An organism is made up of unique and complex systems. Each system plays a
crucial role in our daily living. Desirable habits keep them to function efficiently and
effectively.

Essential Question:
In what way we can apply our knowledge about the different body systems in
achieving a healthy body?
In what way the system help us to fulfill our responsibility in Gods plan?
In what way will you show gratitude for giving us different body systems?

I. Preliminaries
Review:
Table Completion
Pupil will complete the table.
Ailments Cause Symptoms Treatment
Tetany

Acromegaly

Hyperparathyroidism

Gigantism

Jeopardy Game
Pupils ill be given a word or statement and out from it they will construct their own questions
where the given statement or word will be the answer.
Focus: Healthy Person

Motivation
Picture Analysis
Show picture of a healthy person and a healthy family.
Which of them look healthy? Why?

APK:
What does a person need to become healthy?
Describe the characteristic of a healthy person
Explain the needs and the importance of healthy body
Activities
14

1. Self Investigation
Pupils will answer the activity 3.3 Needs of good health on p. 121.

2 Discussion

Problem Gallery (Reversal situation every group so that pupils will become aware of
the different effects
Pupil will work in pair. Each pair chooses one set of question. They will decide
who will be pupil A and pupils B. Each set of questions contains questions that needs
to be answered by pupil A and pupils B. They will then discuss their answers and
present it using a graphic organizer or a table nd be posted on the gallery wall

1. Persons Health condition A. How can a person improved his health condition?
B How does good health improved persons performance?

2. Family and Friends A. In what way we can support of our friends and families
when they have problems?
B. In w hat way we can ask help from our families and friends in solving our
problems?

3. Community Acceptance A. In what way community acceptance help
person to become healthy?
B. How does being healthy contribute on how community accepts you?

4. Mental Needs A. What are the different needs of the person/pupil to be
mentally healthy?
B. How does mental health help person/ pupil?

How do you describe a healthy person?
What does a person need to be healthy?
How do you benefit from exercising?
Why do you rest when you are tired?
Why is personal hygiene important?
Why do we need to be accepted in a group?
How do diet and lifestyle affect ones health?
Why do we need the support of our family and friends?
IV. INTEGRATION*
Faith - Integrity
Valuing oneself and others
EPP, CL
Luke 5: 31-32 5.31 Jesus answered them, "Healthy people don't need a doctor;
those who are sick do. 5.32 I've come to call sinners to change the way they think
and act, not to call people who think they have God's approval."

15


Graphic Organizer
Using a graphic organizer list the different characteristic a healthy person.

Situational Analysis (Reversal method)

1. Ana is a grade six pupils. She has a problem about her personal hygiene. She
often gets sick. She also stinks that is why her classmates dont want to be with
her or seat beside her.
Questions: If you were Ana how will you help yourself to improved your personal
hygiene?
If you were Anas mother or classmates how will you help her?
How does personal hygiene improve Anas health?
2. Ben observes proper nutrition, exercise, rest and sleep Because of this Ben
becomes very active and
and stays physically fit.
questions: How does being physical fit helps Ben in his daily activities?
If Ben is not physically fit what will happen to his daily activities?
How do Ben daily activities affect his physical health?
What are the activities that can make Ben not physically healthy?

How will you maintain your healthy relationship with your body, family and friends?


Book, Picture, graphic organizer

Prepared by: Checked by:
Date:
MISS ELIEDA L. APOR

16

SY 2014-2015
Transfer Goals:
The pupils will be able to understand and use scientific attitude and processes to make
an informed decisions and educated actions as they preserve life and the environment.
Science plays a vital role in safeguarding life and in making innovations that will improve
the life of people if use wisely.
Essential Question:
What is the relationship of science in creating useful products for everyday living and
in preservation of our natural resources?
Why do I need to work with caution to prevent accident?
How science processes helps you in your day to day life?

I. Preliminaries
Review:
What are the different science processes?
Focus: Scientific Method
Motivation
Arrange the step in making a chocolate cake.

APK:
What will happen if you skip one step or you forgot to follow some step in making the
cake?
How about in solving your problem, do you have steps on how to solve it?


Infer how problem can be solved using scientific method
Design and perform an experiment

Activities
1. Socialized recitation
Pupils will discuss how they understand the different step of the scientific method
and its importance seat mates and share it to the whole class what they have find
out.

2. Flow Chart ( Group Activity)
Using flowchart, pupils will identify the steps in scientific method and give
examples in each step

3.
Mystery Spot (Group/ Collaborative activity)
Mario lives near the body of water called the stream. He observed that the color of
the water in the stream in their place changes to dark brown during heavy rains. The
following day, he visited again the place and noticed that few plants are present in
the area. He also founds out that the water changes its color into crystal clear again.
Mario wants to find out what causes this and he needs our help. We can help solve
Marios problem using the scientific method.

17

I. Problem
II. Hypothesis;
III. Materials
IV. Procedure
V. Result
a. Set- up (Drawing)
b. Observation Table
c. Interpretation
VI. Conclusion

In what way scientific method help us and the scientist solve a particular problem?
Why do we need to follow the steps in the scientific method?
Do we need to follow all the steps?
IV. INTEGRATION*
Excellence- Discipline
Law Abiding Citizen, Crtical Mindedness
HEKASI, CL
Proverbs 19:16 whoever obeys the law preserves his life, but whoever
despises the LORD's ways will be
put to death.

Identify the scientific method shown in the given situation.

1. Ana asks assistant from expert about how to conduct the experiments.
2. Shane records all the necessary results she obtains from her experiments.
3. Martha narrows down her choices so that she will arrive to a more specific problem
that she can investigate.
4. Dino formulates queries that can help him in his investigation.
5. Carl develops his answer to his problem after analyzing the data.

II. Identify one problem that you want to solve. Following the scientific method write the
steps on how you will solve
the given problem.

DO IT
Pupils will perform their experiments to answer their identified problem in the case of
Mario.

What are the steps in the scientific method?
In what way you can apply scientific method in your day to day activities?
Paper strips, book, Flowchart
Prepared by:
MISS ELIEDA L. APOR

18

SY 2014-2015
Transfer Goal/s:
The pupils will be able to independently use their learning appreciate the
existence of different types of animals in our planet through protecting its habitat and
preserving their specie to save them from the threat of extinction.
Animals are part of the environment and our existence. Proper care should be
given to them to save life and the planet.

Essential Question:
Why are animals group differently?
Why do plants, humans and the environment needs animals?
How do you show respect to animals as God creations?
Why does God choose man to rule over His work?

I. Preliminaries
Review:
Huka Bira
Volunteer pupils will guess the animal shown in the picture through the help of his/ her
classmates. The classmates will give clue though giving the characteristics of animals.

Focus: Uses of Animals

Motivation
Puzzle
Pupils will complete the puzzle and say something about it.
Mystery box.
Pupils will get objects from the box and tell how the given object can be related to animals.
a. belt
b.shoes
c. medicine
e. toy cart
f. Food
APK:
How do animals help you every day?

Explain why animals are important.
Enumerate the benefits we can get from animals.

Activities
1..Discussion
Pupils will share to the big group how plants help us every day.

Clustering
From the picture obtain in the box. Pupils will group them into four and tell
the basis of their grouping

19

2. Rational Cooperation Graffiti
Pupils will be group into six. On a Piece of paper, each member will write or sketch
out their ideas about the uses of animals. They will rotate the paper to each member until
everybody gets their turn

3. Clustering
Pupils will name materials or activities about plants that relate to the given
column.
Animals as
medicine
Animals as
food
Animals as
sources of
useful materials
Animals as
source of
Animals help us
in our work

How do animals become essential for mans survival?
In what way animals help our environment and plants?
What are some benefit and products we get from animals?
In what way we can use animal products properly and wisely?

IV. INTEGRATION*
Wise Use of Resources

Sibika at Kultura

Genesis 2.15 Then the LORD God took the man and put him in the Garden of
Eden to farm the land and to take care of it.
Group activity-
Pupils will choose one animaland identify how this animals help man and the
environment. They can present it creatively to the whole class.

How can you show gratitude to animals from all the benefits you obtained
from them?

Picture, book, mystery box,
Prepared by: Checked by:
Date:
MISS ELIEDA L. APOR MRS. ARLNE A. ALVAREZ

20

S.Y. 2014 - 2015
Department: Grade School Quarter: Second

Transfer Goal/s:
The pupils will be able to independently use their learning to become stewards of Gods
creation through caring the habitat of animals and giving their needs. Animal play a very
important role in the environment and provide many needs of people thus taking good
care of them is a manifestation of our gratitude to all His creations.
Preserving the environment is a way of protecting animals and ourselves

Essential Question:
How do animals affect our environment?
Why do we need to become united or common in terms of our goal in the family,
school and community?
How can one be of help in protecting wildlife and domesticated animals?

I. Preliminaries

Review:
Animals Connect
Pupils will connect the parent animal to its young.

Focus: Animals that Undergo Many Changes

Motivation:
Arrange the picture in sequence according to how animals grow

KWL
How do butterfly and frog reproduce?
Describe how their young look like.
APK :
What are the changes that you experience as you grow?
What do you think are changes that happen also to animals as they grow?

Lesson Development
Describe caterpillar grow and become adult.

Activities
1. Picture Analysis
Show picture on how the given animals grow and change. With the help of the
pictures, pupils will describe the changes that took place in the given animals.

Rod Puppet
Using the puppet the teacher will tell a story on how the small little eggs turns to
be a small caterpillar to a beautiful butterfly. After the pupils will be given a
chance to narrate the story on their own words using the puppet.
21

Broadening of Concept*
Why animals born in different ways?
How do animals grow?
What are the changes that took place as animals grow?
What are the similarities of our parents and the parent animal?

INTEGRATION*
Excellence- Integrity
Gratitude to parents
CL, AP
Colossians 3:20 Children, always obey your parents. This is pleasing to the
Lord.

II. Evaluation / Assessment*
. Cycle Diagram
Pupils will create a cycle diagram about the life cycle of the given animals.
They can write or draw their answer.

Story Boarding
Pupils will write a short story in the given strips of paper that contains the picture of a
growing caterpillar and paste it on our story board.
III. Summary / Action *
Today I learned that ____________________________________-.

Action:
What are the things you can do today so that when you grow up you can be a
successful person?

V. Purposive Assignment:

References:
Science and Health 1

Materials: Chart, picture, textbook

Prepared by:

MISS ELIEDA L. APOR

22

SY 2014-2015
Transfer Goals:
Our lives are affected by the motions of the earth and its interaction with the other
members of the solar system. Thus, we need to continually understand more our planet
to be a better steward of His creation
One should learn how to adapt and cope with the natural changes occurring on earth by
practicing safety measure.
Essential Question:
Why do we need to continue to study our planet and its neighbors in space?
How does our life affected with the earths movement and its interaction with the
other member of the solar system?
PRELIMINARIES
Review:
Ask pupils to draw the phase of the moon as it appears in the sky in the given
position.

Color Wheel
Each color of the wheel has a corresponding activity and questions about the phases
of the moon. A volunteer pupil will turn the wheel and the when the wheel stops the pupils
will perform or answer the activity that stops where the arrow is located. They will do it
within the given time frame.
Focus: Tides
Motivation: Picture analysis
A picture of a low tie and hide tide will be presented. Ask pupils to say
something about it.
Video analysis
Video Clip about tides.
What have you learned from the video presentation?
What happen to the water and animals during high tide and low tide?

Activating Prior Knowledge:
Have you experience in going to beach? What have you observe with the water level?
I. LESSON DEVELOPMENT
a. Presentation of Concepts
Pupils will explain how tides occur.
23

Pupils will be able to share the importance of tides.
Activity:
1. Class Discussion
Pupils and the teacher will discuss how tdes occur with the aid of the
illustration.
2.Draw and Tell
(Group Activity) Pupils will draw how tides occur and how it affects our lives

Collaborative Activity
Pupils will be group into six. Each group will be given a task to perform.
Task:
Group 1
Arrange the position of the sun, moon and earth during neap tide. Place the bulges on its correct
location to show which part of the earth experience high tide and low tide.
Group 2
Explain the weather report
Group 3
Arrange the given picture to illustrate the position of the sun, moon and earth during spring
tides. Using a crayon add details on your illustration to show the part of the earth that
experience low tide and high tide.
Group 4
Compare the weather reports given.
Group 5 and Group 6
Draw or write the importance of having the knowledge about tides.
Rule:
Each group has a man to save on the island. The water level becomes higher and higher when the
members of the group are playing, shouting, roaming around and not participating. Each water level
that rises will be deducted to your points. In order for you to save the man in the island, you have to
perform your task and observe the given class rule.

Broadening of concept (meaning)
1. How tides are formed?
2. Why do we experience tides?
3. Why do we experience two high tides and two low tides?
4. How do tides affect people?
Integration (Meaning/Transfer)
a. Ignacian Core/Related Values: Service
How does your knowledge about tides helps you and other people?
b. Social Orientation: Social Awareness
How will you inform yourself about the exact time for tides?
Why is it important to inform others and yourself about the time where
for high tide and low tide?

c. Lesson Across Discipline:EPP (PanghanapBuhay)
How do some works or activities affected by tides?
24

d. Faith/Biblical Reflection:
Isaiah 44:3)
For I will pour water on the thirsty land, and streams on the dry ground; I will pour my
Spirit upon your offspring, and my blessing on your descendants.
II. EVALUATION/ASSESSMENT (Transfer)
Choose only one activity to answer.
Type A.
Direction: Draw and name the position of the moon, sun and earth where we can
experience spring tide and neap tide. Label which part of the earth experiences high
tide and low tide
Type B.
Direction: Complete the sentences below. Choose your answer in the box. Answer
directly.

1. High tide is higher during_________.
2. The sun and the moon exert _______ force that causes high and low tides.
3. The distance of the moon is _______ than the distance of the sun.
4. High tides are lower during ______.
We experience _________ high and low tides in one day.
SUMMARY/ACTION (transfer)
Sentence Completion
Today I learned that ...........................

(SPIN THE WHEEL) Pupils will be given number. The teacher will now spin the wheel. When the
wheel stops to spin, the pupil who owns the number which the arrow points will be given a
chance to answer questions.

Reference and Materials:
Materials: LCD, Lap top , Visual aids (Pictures)
References:
Book:
Melecio C. Deauna (Coordinator).Science and Heath 4 3
rd
edition.
Phoenix Publishing House, Inc.927 Quezon Avenue. Quezon city
You tube video
http://www.youtube.com/watch?feature=endscreen&v=OP0cpXpw8yk&NR=1

Full moon/new moon Nearer Pull Three
Quarter moon Two Push
25

SY 2014-2015
Department: Grade School Subject/Level: Science 4
Transfer Goal/s:
planet.
Plants play a significant role in the existence of other living organism. It provide our
essential needs to live and survive.
Essential Question:
Why are plants important to people?
Why is there a need for plants to reproduce and to be cared for?
In what way plants can cause harm to people?
How can one show care towards plants?

I. Preliminaries
Review:
What are the different ways of seed dispersal?

Focus: Propagate Plant Asexually

Motivation :Picture and Tell
What are the parts used to reproduce or propagate the given plants?
Questioning Activity
From the picture given, pupils will be encouraged to write questions related to the picture and
drop them inside the fishbowl. Ne pupils will be ask to say his or her question and let everybody
try to answer the given question.
APK:

Identify plants that grow from seeds, stem cutting, leaves and roots
Differentiate natural form vegetative propagation and sexual form asexual
reproduction.

Activities
1. Cycle Diagram- Using a cycle diagram, the learners will identify a fruit or a seed
narrating
how it is dispersed and how it reproduce.

2. PPT Presentation- discussion with the help of the PPT presentation about how to
propagate plants
.
3. Picture Perfect- Pupils will tell the type of propagation shown in the picture and
the parts of the plants used.

DO IT ( Time Frame 1 Week because plants needs to grow)
Group activity
Each group will be assign to a particular plant. They will try how different parts of the plant and
check part can be used to propagate the given type of plants and make conclusions out from the
activity .
26

How and why plants propagate?
How can we improve the variety of plants?
How does man benefit from plant reproduction?

IV. INTEGRATION*
Service- stewardship
Reforestation
HEKASI
Mathew13.31 Jesus used another illustration. He said, "The kingdom of heaven is
like a mustard seed that someone planted in a field. 13.32 It's one of the smallest
seeds. However, when it has grown, it is taller than the garden plants. It becomes
a tree that is large enough for birds to nest in its branches."

Name the parts used to propagate the given plant.
1. Onion
2. Bananao healthy stems
3. Potato
4. Bamboo
5. Garlic

II. Identify the type of vegetative propagation used.
1. It is done through removing a portion of the bark of a healthy stem.
2. Two healthy stem from different plants are taken and put together.
3. Portion of stem from a plant and is planted on a soil.
4. A bud from a plant is attached to a healthy plant by cutting an opening in the branch
of the trunk.
5. A portion of the plant stem is covered with soil.

What are the different ways in propagating plants?

In what way you can help in helping plants increase its number?
Q and A
Pupils will make use of their questions inside the fishbowl. Pupils will get a questions and answer
it.
II. Purposive Assignment:
Read page 178 and write what have you discovered from your reading.
Picture, PPT, Book
Prepared by:
MISS ELIEDA L. APOR
Observed by: ______________

LP 2

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

LP 2

Caricato da

Copyright:

Formati disponibili

1

STUDENT LEARNING PLAN

Potrebbero piacerti anche