Lesson Guide No. 1 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Describe the major parts of the circulatory system II.

SUBJECT MATTER A. Topic: The Circulatory System The Major Parts of the Circulatory System B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 2-5 C. Science Concept/s: The circulatory system delivers the materials needed by the body cells to survive. The circulatory system removes the waste materials from the cells. The major parts of the circulatory system are the heart, the blood and the blood vessels. D. Processes: Describing, Communicating, Inferring E. Materials: Cut-outs, poster of the circulatory system, detachable body systems, charts, activity cards/sheets E. Value Infusion: Appreciation of our body through taking good care of it. III. Learning Activities A. Guided Inquiry 1. Review In Grade Five last year, what body systems did you study? 2. Motivation Have you eaten your breakfast? lunch? Where does the digested food go? How does it reach its destination when you eat your food? 3. Science Vocabulary Blood vessels aorta atrium 4. Presentation a. Presentation of Materials (Present poster) b. Statement of the Problem Can you describe the major parts of the circulatory system? c. Setting of Standards d. Distribution of Activity Card
B. Guided Exploration 1. Activity Proper

ACTIVITY CARD Objectives: a. Feel the heartbeat of your classmate/ seatmate b. Compare your heartbeat when you are at rest and after running Materials: cardboard tube, stopwatch

Procedure: 1. Get a partner and listen to his heartbeat by placing the cardboard tube over his/ her chest 2. Count the number of his/ her heartbeats for every 30 seconds. Add this number together twice to find out how many times each minute the persons heat beats. Write it down. 3. Have your partner run in place for about a minute. Then listen again to his heartbeat. Do again step 2. 4. Do the same thing as your partner did and follow step 1-3 Name Number of Number of Heartbeat/minute Heartbeat/minute (rest) (after running)

Answer the following questions: 1. Did you hear the heart beat of your partner upon listening through the tube? 2. What causes the beating of our heart? 3. Compare the number of heartbeats at rest and after running.
2. Reporting 3. Analysis

What is circulation? What are the major parts of the circulatory system? What are the functions of the circulatory system? C. Guided Discovery 1. Generalization The circulatory system delivers the materials needed by the body cells to survive. It removes the waste materials from the cells. The major parts of the circulatory system are the heart, the blood and the blood vessels. 2. Application After eating what do you think would happen to the food upon digesting it? 3.Valuing What are the things you should do in order to protect your circulatory system? IV. EVALUATION Choose the letter of the correct answer. 1. Why does the heart have to pump blood? A. to provide necessary force for the blood to move from the upper to the lower part of the body B. to collect all the body wastes from the body cells C. to exchange necessary blood, food nutrients and oxygen D. both A and B 2. Which part of the circulatory system carries the nutrients, oxygen and removes wastes from the body cells? A. arteries B. blood C. capillaries D. heart

3. What body process is responsible for transporting the blood and the food nutrients to the body cells? A. reproduction B. respiration C. circulation D. excretion 4. Which part serves as the passageways of blood in going to the body cells? A. blood B. heart C. body fluids D. blood vessels 5. What is the function of the circulatory system? A. to distribute body cells B. to repair body cells C. to distribute oxygen and nutrients to body cells and collect body wastes D. to protect the body from germs and diseases V. ASSIGNMENT Draw and label the parts of the circulatory system.

Lesson Guide No. 2 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Describe the main parts of the circulatory system II. SUBJECT MATTER A. Topic: The Circulatory System and Its Major Parts B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 2-18 Science and Health 6 pp. 2-30 C. Science Concepts: The circulatory system delivers the materials needed by the body cells to survive. The major parts of the circulatory system are the heart, the blood and the blood vessels. The heart is a hollow, muscular organ about the size of a fist, located in the middle of the chest cavity. The blood is a red fluid which is composed of solid and liquid parts. Blood vessels are the passageways of blood. C. Processes: Describing, Identifying D. Materials: Illustration of the circulatory system and its major parts E. Value Infusion: Importance of the circulatory system to body III. Learning Activities A. Guided Inquiry 1. Review What are the major parts of the Circulatory System? Which of these is usually affected by diseases? 2. Motivation Show an illustration of the circulatory system. Ask the pupils to examine the parts they know about the system Infer how important the circulatory system is. 3.Presentation a. Presentation of Materials b. Statement of the Problem What are the main Parts of the Circulatory System? c. Setting of Standards d. Distribution of Activity Cards B. Guided Exploration 1. Activity Proper
Activity Card Problem: What are the main Parts of the Circulatory System? What to Use: Illustration of the Circulatory System What to do: 1. Examine the diagram of the circulatory system. 2. Identify the main parts and draw individually on your manila paper. You have to search for: (to be written on manila paper) 1. What are the three main parts of the circulatory system? 2. Which is the pumping organ of the body? 3. Which are the pathways through which blood travels around the body? 4. What carries the materials to be transported to and from

2. Reporting 3. Analysis

What is the size of the heart? What is the color of our blood? Where does blood passes on our body? What are the kinds of blood vessels? C. Guided Discovery 1. Generalization What are the main parts of the circulatory system? Describe them. 2. Application Divide the class into four groups. Give each group a diagram of a body. Let them complete the illustration by locating each cut-out model of the heart, blood and blood vessels. 3. Valuing We believe that circulatory system is important to our body. Why do you think it is essential to us? IV. EVALUATION Complete the flow chart by filling in the parts of the circulatory system. Answer the questions below and write them inside the box. Circulatory System

1. 3.

2.

4.

5.

6. 1. It is the pumping organ of the body. 2. It is the carrier of food and gases transported to and from the body cells. 3. They are the tubes in the body where blood flows. 4-6.These are the kinds of your answer in number 3. V. ASSIGNMENT

Describe each part of the circulatory system in two or three sentences.

Lesson Guide No.3 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Describe the parts and functions of the human heart. II. SUBJECT MATTER A. Topic: The Heart B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 6-10 Science and Health 6 pp. 7-12 C. Science Concepts: The heart is a hollow muscular organ about the size of a fist, located in the middle of the chest cavity. It is the pumping organ of the body. It is divided by the septum into two parts: the right chamber consists of the right atrium and the right ventricle; and the left chamber consists of the left atrium and the left ventricle. C. Processes: Describing, Comparing, Experimenting D. Materials: Pigs heart from a meat shop, pictures, chart, name cards E. Value Infusion: Appreciate the function of the circulatory system III. Learning Activities A. Guided Inquiry 1. Review What are the different parts of the circulatory system? 2. Motivation Class, place your hand on the upper part of your chest. Do you feel some movement inside? That is your heartbeat. 3. Presentation a. Presentation of Materials I have here materials that youre going to use in your activity. b. Statement of the Problem What are the parts of the Heart? c. Setting of Standards d. Distribution of Activity Card B. Guided Exploration 1. Activity Proper ACTIVITY CARD

Problem: What are the Parts of the Heart? What to Use: pigs heart What to do: 1. Ask an adult to help you cut the heart lengthwise with a small knife. 2. Describe what you see. 3. Compare it with the human heart (picture). Match the parts of the human heart with that of a pigs/ cows heart. What parts are present in both hearts? 4. Describe the muscles of the heart What parts connect the heart to other parts of the body? 2. Reporting 3. Discussion Where is your heart located? How big is your heart? Why is it beating? What is their function? What are the lower chambers of the heart? What is their function? I have here name cards, will you please paste it to its corresponding parts of the heart. What are the different parts of the heart? What is the function of each part? C. Guided Discovery 1. Generalization What are the different parts of the Heart? What is the function of its heart? 2. Application Complete the concept map. Use the concept map on p.12 of Science and Health 6. IV. EVALUATION Choose the letter of the correct answer. 1. How will you describe the heart? A. It is an inflexible organ. B. It is a hollow muscular organ. C. It works like a pump. D. Both B and C 2. What will happen to the heart if it was made of bony tissues? A. It will easily break. B. It will pump more blood. C. It will not be able to squeeze blood. D. It will not move. 3. What chambers prevent the backflow of the blood? A. Upper chambers B. Lower chambers C. Septum D. Ventricles 4. Why is the septum important part of the heart? A. It prevents the backflow of the blood. B. It pumps blood out of the heart. C. It receives blood from the veins.

D. It prevents the mixing of the blood. 5. Why is the heart important? A. It checks the flow of blood. B. It stops the flow of blood. C. It makes the blood move throughout the body. D. It occupies the chest cavity. V. ASSIGNMENT Draw and label the important parts of the human heart in your notebook.

Lesson Guide No.4 LESSON PLAN IN SCIENCE 6

I. OBJECTIVE Describe the function of the blood and the blood cells. II. SUBJECT MATTER A. Topic: The Human Blood B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 11-16 Science and Health 6 pp. 26-31 C. Science Concept/s: The blood is a red fluid which is composed of solid and liquid parts. The solid parts are the red blood cells, the white blood cells, and the platelets. The liquid part is the plasma. It transport digested food to the cells and carries waste materials. Red blood cells carry oxygen and carbon dioxide. White blood cells fight infections in your body. Platelets help stop bleeding when you have a cut or wound. D. Processes: Describing, Comparing, Experimenting E. Materials: microscope, glass slides with human blood, illustration of the blood cells F. Value Infusion: Appreciate the value of the circulatory system III. LEARNING ACTIVITIES A. Guided Inquiry 1. Review What are the different parts of the heart? Tell the function of each part. 2. Motivation Do you still remember when your skin was cut? What liquid flowed out of the wound? Will you describe it? 3. Presentation a. Presentation of Materials Flash the word RBC (red blood cells), WBC (white blood cells), platelets and plasma. b. Statement of Problem How will you describe the function of the blood and the blood cells in our body? c. Setting of Standards Divide the class into groups. Give the necessary materials for the experiment. Let the pupils review on how to use the microscope properly. d. Distribution of Activity cards B. Guided Exploration 1. Activity Proper Let the pupils do Activity 8 on p.27 on their Science and Health book.

How does your blood look? What to use: cotton, alcohol, fine needle, glass slide with cover slip, microscope/ magnifying glass What to do: 1. Wipe the fine needle with cotton dipped in alcohol. 2. Wipe also the tip of your middle finger then prick it with needle. Ask assistance from your teacher or school nurse if you are afraid to do it yourself. 3. Let a small drop of blood flow on the glass slide then press a cotton ball against the finger you pricked. 4. Place the cover slip on your blood sample. 5. Examine it under a microscope/magnifying glass.

What you have found out: 1. How does your blood look like as you see it? 2. How does it appear under the microscope/ magnifying glass? Draw it. 3. What are the liquid and solid particles of the blood you have seen?

2. Reporting The group leader will report the groups finished output. 3. Analysis/Discussion What do you call the liquid part of the blood? the solid part? Describe the plasma. How does plasma help us? What is the function of the RBCs in our body? How about the WBCs? Why are white blood cells important to the body? What are platelets? What is their importance? Is blood important in our body? C. Guided Discovery 1. Abstraction/Generalization The blood is called the red river of life. The blood is a red fluid which is composed of solid and liquid parts. The solid parts are the red blood cells, the white blood cells, and the platelets. The liquid part is the plasma. It transports digested food to the cells and carries waste materials.

Red blood cells carry oxygen and carbon dioxide. White blood cells fight infections in your body. Platelets help stop bleeding when you have a cut or wound. 2. Application Group Game: The teacher will group the pupils into two. They will identify the functions of each part of the blood in the chart. The first group to finish will be the winner. 3. Valuing What will you do in order to protect and take good care of your circulatory system especially the blood and the blood cells? IV. EVALUATION Choose the letter of the correct answer. 1. It is known as the river of life? A. Saliva B. Sweat C. Blood D. Urine 2. Why is blood important to the body? A. It gives color to our skin. B. It carries oxygen and nutrients to the different cells of the body. C. It carries away carbon dioxide and other wastes from the body. D. Both B and C. 3. The blood cells that carry oxygen to the cells are known as _______. A. Red Blood Cells B. White Blood Cells C. Platelets D. Plasma 4. When germs enter the body through a cut in the skin, how does the body react? A. The white blood cells kill these germs. B. The red blood cells make the germs decrease in number. C. The platelets tend to clot and engulf the germs. D. The plasma thickens and surrounds the germs. 5. Why are platelets important to the body? A. They carry oxygen to all parts of the body. B. They give blood its red color. C. They make the blood clot to stop continuous bleeding. D. They surround the germs and weaken them. V. ASSIGNMENT Find out how blood is collected from donors and stored in blood banks. Make a research about it.

Lesson Guide No.5 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Describe the kinds of blood vessels and its function. II. SUBJECT MATTER Topic: The Blood Vessels A. Science Concept/s: The blood vessels are the passageways of blood. The three kinds of blood vessels are the arteries, veins and capillaries. The arteries carry oxygen-rich blood to the different parts of the body. The veins carry blood containing carbon dioxide away from the heart. The capillaries are the smallest kind of blood vessels. They carry blood rich in oxygen to the body cells and carry away waste products. B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 17-20 Science and Health 6 pp. 21-25 Science and Health for a Changing Environment pp. 20-21 C. Processes: Describing, Inferring, Identifying D. Materials: Illustration of the arteries, veins and capillaries E. Value Infusion: Appreciate the function of the circulatory system III. LEARNING ACTIVITIES A. Guided inquiry 1. Checking of Assignment 2. Review Why is blood important to the body? 3. Motivation Look at your wrist. Do you see the bluish lines in it? Do you know what is it? 4. Unlocking of difficulties 1. blood vessels 2. Capillaries 5. Presentation a. Presentation of materials Show up the different materials to the pupils. What do I have here? We will use these things in describing the functions of the different kinds of blood vessels. b. Statement of the problem What are the different6 functions of the different parts of kinds of the the blood vessels? c. Setting the standard

d. Distribution of the activity cards. (Group the class into three groups.) Group I: Describe the functions of the arteries. Group II; Describe the functions of the veins. Group III: Describe the functions of the capillaries. B. Guided Exploration 1. Activity Proper Give the pupils enough time to carry out the activity. 2. Reporting Let the leader of each group present the output of their group. 3. Discussion What are the different kinds of blood vessels? How do these blood vessels differ from each other? What blood vessel carries the blood back to the heart? What blood vessel carries the blood away from the heart? What are the tiny tubes called? What is its function? Are they important part of our body? Why? 4. Generalization The blood vessels are the passageways of blood. The three kinds of blood vessels are the arteries, veins and capillaries. The arteries carry oxygen-rich blood to the different parts of the body. The veins carry blood containing carbon dioxide away from the heart. The capillaries are the smallest kind of blood vessels. They carry blood rich in oxygen to the body cells and carry away waste products. 5. Conclusion Have the pupils conclude about the topic based on the problem they have studied. 6. Valuing Is it important our circulatory system? C. GUIDED DISCOVERY 1. Generalization The blood vessels are the passageways of the blood. The three kinds of Blood vessels are the arteries, veins and capillaries. 2. Application Name blood vessels 1, 2 and 3 in the simple diagram of the circulatory system.

HEART

IV. EVALUATION Choose the letter of the correct answer. 1. Why do you NOT lose so much blood when you get cut? A. Blood flows through them. B. Blood vessels carry blood away and back to the heart. C. They allow blood and other substances that go with blood to flow through them. D. Blood contains substances needed to clot the blood. 2. Why are veins important in blood circulation? A. They carry blood with oxygen away from the heart B. They carry blood with carbon dioxide towards the heart. C. They make the blood clot. D. They make the blood redder. 3. Why should arteries be tough? A. To carry fresh blood to all body parts. B. To withstand the pressure of blood due to the pumping of the heart. C. To enable blood to exchange nutrients. D. To carry waste materials to the lungs. 4. Why are the capillaries very small in size? A. They are the blood vessels that reach out to the cells. B. They carry blood to the brain. C. They carry oxygenated blood to the heart. D. They carry deoxygenated blood to the lungs. 5. Which blood vessel will allow a forceful flow of blood? A. Artery B. Veins C. Capillaries D. Venules V. ASSIGNMENT Draw the different kinds of blood vessel and label its part.

Lesson Guide No.6 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Trace the flow of blood as it flows from the heart to the different parts of the body and back using a model. II. SUBJECT MATTER Topic: How Blood Circulates A. Science Concept/s: Circulation is the complete trip of the blood from the heart to all parts of the body and back to the heart. Pulmonary circulation is the flow of blood from the heart to the lungs and back to the heart. Systemic circulation is the flow of blood from the heart to all parts of the body and back to the heart. B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Science and Health for a Changing Environment6 pp. 25-27 Science and Health 6 pp. 32-36 C. Processes: Tracing, Identifying, Drawing D. Materials: Diagram of the heart, red and blue ball pens/crayons E. Value Infusion: Appreciate the importance of the circulatory system III. LEARNING ACTIVITIES A. Guided Inquiry 1. Checking of Assignment 2. Review Why is blood important to the body? 3. Motivation Have you gone to a trip in some places here in the Philippines? Where is it and how did you get there? 4. Science Vocabulary 2. Presentation a. Presentation of materials. Present all the relevant materials to be used. b. Statement of the problem Have the pupils state the problem. c. Setting the standard. d. Distribution of activity card. GROUP I : Pulmonary Circuit GROUP II : Systemic Circuit GROUP III: Difference between pulmonary circuit and systemic circuit. B. GUIDED EXPLORATION 1. Activity Proper

In our lesson today, you are going to trace the flow of blood throughout the body. Let us do the activity on how blood circulates. Group Activity (Science and Health 6 p.32) Checking of their work. 2. reporting 3. Discussion Where does blood come from when it first enters the right atrium? Which blood vessel does it pass through? Where does blood go after entering the right atrium? Which blood vessel does it pass through when it leaves the heart? From the lungs, where does it go back? To which chambers does it go? Where does blood go when it finally leaves the heart? What are the two pats or systems of its trip throughout the body? How will you differentiate pulmonary circulation from systemic circulation? 4. Conclusion Have the pupils give their conclusion. 5. Valuing Appreciate the value of the circulatory system. C. GUIDED DISCOVERY 4. Generalization Circulation is the complete trip of the blood from the heart to all parts of the body and back to the heart. Pulmonary circulation is the flow of blood from the heart to the lungs and back to the heart. Systemic circulation is the flow of blood from the heart to all parts of the body and back to the heart. 5. Application Using the diagram, trace the path of the a) pulmonary circulation and b) systemic circulation. IV. EVALUATION Arrange the sentences according to the order each takes place in circulation. Write numbers 1-8 on the blanks. Number 1 has been done for you. ___1__1.From the right ventricle, the heart pumps deoxygenated blood through the pulmonary arteries to the lungs. ______2.The deoxygenated blood goes back to the heart through the veins. ______3.The left ventricle pumps the oxygenated blood to the different parts of the body. ______4.The capillaries in the body take the oxygenated blood and collect the carbon dioxide. ______5.From the lungs the oxygenated blood goes back to the heart through the pulmonary veins. ______ 6.In the lungs the blood gives up carbon dioxide and picks up oxygen.

______ 7.Oxygenated blood enters the left atrium and flows into the left ventricle. ______ 8.Finally, the deoxygenated blood enters the right atrium and the whole cycle starts all over again. V. ASSIGNMENT Explain why the blood has to take in oxygen in the lungs?

Lesson Guide No.7 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Relate the function of the circulatory system to those of digestive, respiratory and urinary systems. II. SUBJECT MATTER A.Topic: The Relationship of Circulatory System to Other Organ System B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Exploring Science and Health 6, p. 3-36 C. Science Concept/s: Digestive system process the breaking up and dissolving of food. Respiratory system helps human to breathe. Urinary system gets rid of liquid wastes inside the body. Circulatory system is related to digestive, respiratory and urinary system. D. Processes: Explaining Identifying, E. Materials: Illustration of the whole body with the different organ system F. Value Infusion: Appreciate the importance of the circulatory system III. LEARNING ACTIVITIES A. Guided Inquiry 1. Review How does blood flow inside our body? Use the illustration to show the path of blood. 2. Motivation How important is your circulatory system? Do you believe that our circulatory system is related to digestive system, to respiratory system and to the urinary system? 3. Science Vocabulary Circulatory, Digestive, Respiratory 4. Presentation a. Presentation of Materials Using the illustrations of the different organ systems, allow the pupils to answer the activity to understand the relationship of each organ systems. b. Statement of the problem How does the function of the Circulatory system related to digestive, respiratory and urinary system? c. Setting of Standards Divide the class. Give needed materials for the group. Assign each group to discuss the relationship of each function using activity cards. d. Distribute the activity sheet to the class. B. Guided Exploration 1. Activity Proper

Activity Sheet What to do: 1. Read the function of the assigned organ system to your group. 2. Draw the organ system assigned to the group. What to answer: 1. What is the function of the organ system assigned to your group? 2. How is it related to circulatory system?

2. Reporting Each group leader/other member will report their output. 3. Analysis/ Discussion Is there other relationship of Digestive, respiratory and urinarys function to circulatory system? Give some. C. Guided Discovery 1. Abstraction/ Generalization How is circulatory system related to digestive, respiratory and urinary system? 2. Application If you feel something wrong with your body especially to your organ what should you do? 3. Valuing How important is circulatory system? IV. EVALUATION Identify what is being described in the following sentences. __________1. It processes the breaking down of food. __________2. It is responsible on exchanging of gases. __________3. It helps human to excrete liquid wastes. __________4. It is composed of organs like bladder, kidney, ureter and urethra. __________5. It is an organ system which transports nutrients and other needed materials for the cells. V. ASSIGNMENT Write a short essay with 5-10 sentences on how circulatory system is related to digestion, respiration and urination.

Lesson Guide No.8 LESSON PLAN IN SCIENCE 6

I. OBJECTIVE Describe common ailments of the circulatory system. II. SUBJECT MATTER A. Topic: Common Ailments of the Circulatory System B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future: Science and Health 6 pp. 21-24 C. Science Concept/s: Palpitation, rheumatic heart disease, congenital heart disease, hypertension, heart attack, stroke, anemia, leukemia, hemophilia and arteriosclerosis are some of the common disorders of the circulatory system. Immediate and proper treatment for disorder of the circulatory system is needed. D. Processes: Identifying, Describing E. Materials: Charts, pictures showing circulatory disorders F. Value Infusion: Taking good care of ones health especially the heart III. LEARNING ACTIVITIES A. Guided Inquiry 1. Review What is the relationship of the function of Digestive, respiratory and urinary system to circulatory system? 2. Motivation Have you heard of people with heart disease? What may have caused them? Is it their lifestyle or their diet? 3. Science Vocabulary Congenital Palpitation Arteriosclerosis 4. Presentation a. Presentation of Materials Showing charts or pictures of a person with circulatory disorders. b. statement of the problem How will you describe common ailments of the circulatory system? c. Setting of Standards Divide the class. Give the needed materials. d. Distribution of Activity cards B. Guided Exploration 1. Activity Proper

ACTIVITY SHEET What to do: 1. Each group leader will get from the box three circulatory disorders. 2. Do a library research about them by group. What to answer: 1. Explain the common ailments of the circulatory system assigned to your group based on what you have

2. Reporting Each group will report their group output. 3. Analysis/ Discussion a. What happens to a person who suffers high blood pressure/ hypertension b. What will happen to a person if there is an abnormal production of white blood cells c. Is it possible that arteriosclerosis could results to heart attack? Why? C. Guided Discovery 1. Generalization Palpitation, rheumatic heart disease, congenital heart disease, hypertension, heart attack, stroke, anemia, leukemia, hemophilia and arteriosclerosis are some of the common disorders of the circulatory system. Immediate and proper treatment for disorder of the circulatory system is needed. 2. Application Arturo is an alcoholic. He is also a chain smoker. If you were his friend, what would you advice him to do to prevent him from heart problem? 3. Valuing What should you do to avoid ailments of your circulatory system? IV. EVALUATION Match Column A with those in Column B to describe the common ailments of the correct answer. Write the letter on the blank before a number. A B ______1. Inflammation of the heart characterized by A. Anemia a high fever that weakens the muscles and B. Leukemia valves of the heart. C. Hypertension ______2. Irregular heartbeat D. Palpitation ______3. Cancer of the blood E. Rheumatic heart fever ______4. An iron deficiency disease ______5. Blood pressure suddenly shoots up

V. ASSIGNMENT Collect clippings from newspaper and magazines on how to avoid or minimize high blood pressure and heart attack.

Lesson Guide No.9 LESSON PLAN IN SCIENCE 6 I. OBJECTIVES Identify the healthy practices that would help in taking care of the circulatory system Practice desirable habits that help prevent or control common ailments of the circulatory system II. A.SUBJECT MATTER Prevention/Control of Common Ailments of the Circulatory System B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Into the Future Science and Health 6 pp. 25-28 C. Science Concept/s: To help prevent/control the common ailments of the circulatory system, one should practice certain desirable habits: Eat a balanced meal every day. Exercise regularly and moderately. Have enough rest and sleep. Take precautions against bacterial infections. Have enough clean and fresh air. Avoid areas with smoke or other unclean substances in the air. Avoid too much stress. Stay fit mentally as well as emotionally. D. Processes: Identifying, Describing E. Materials: Charts, pictures F. Value : Taking good care of ones health III. A. GUIDED INQUIRY 1. Review

What are the common ailments that affect the circulatory system? What are the symptoms of each? 2. Motivation Does the circulatory system need to be taken care of? Why? 3. Presentation a. Presentation of materials Charts, pictures
b. Statement of the problem What should we do to prevent the common ailments of the circulatory system? c. Setting of standards d. Distribution of activity cards A. GUIDED EXPLORATION 1. Activity Proper

(Refer to page 28, Into the Future Science and Health 6) 2. Reporting 3. Analysis and Discussion What are the ways on how to prevent the common ailments of the circulatory system?
B. GUIDED DISCOVERY

1. Generalization To help prevent/control the common ailments of the circulatory system, one should practice certain desirable habits: Eat a balanced meal everyday. Exercise regularly and moderately. Have enough rest and sleep. Take precautions against bacterial infections. Have enough clean and fresh air. Avoid areas with smoke or other unclean substances in the air. Avoid too much stress. Stay fit mentally as well as emotionally. 2. Application What unhealthful or undesirable practices cause ailments to the circulatory system? What healthful or desirable habits should be practiced? 3. Valuing The circulatory system should be fit to do its work. It is important For everybody to practice positive health habits such as having regular exercise and balanced diet and having a wholesome outlook in life. IV. EVALUATION (written evaluation) Put a check mark(/) on healthful practices and cross out (X) the undesirable practices. ______1. Smoking tobacco

______2. ______3. ______4. ______5.

Eating a balanced diet Eating a fatty foods Sleeping at 10 oclock in the evening Running in the field early in the morning

V. ASSIGNMENT Make a poster showing proper care of the circulatory system healthy.

Lesson Guide No.10 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Describe the main parts of the nervous system II. A.SUBJECT MATTER Parts of the Nervous System B. References: Budget of Work in Science and Health 6, s.20092010 p.1 Science and Health 6 pp. 52-53 Into the Future :Science and Health 6 pp.30-31 C. Science Concept: The nervous system is made up of the brain, the spinal cord and the nerve cells or neurons. Into the future: Science and Health 6 pp. 30-31 D. Processes: Identifying, Describing, Drawing conclusion E. Materials: Puzzle, activity sheets, flashcards. F. Value : Appreciation III.A. GUIDED INQUIRY 1. Review How can we take care of our circulatory system? 2. Motivation Answering the puzzle grid.

Across: 1. when force is exerted to move an object through a distance. Down: 1. you and I 2. to paddle in water so the boat will move From the puzzles grid that you have answered, what enable you to write the correct answer? 3. Presentation a. Presentation of Materials activity sheets, flashcards b. Statement of the Problem What are the main parts of the nervous system? c. Setting of Standards d. Distribution of Activity cards B. GUIDED EXPLORATION 1.Acivity Proper Refer to pp.52 Science and Health 6 2.Reporting Group presentation 3. Analysis / Discussion What are the main parts of the nervous system? What is the control center of the nervous system? What part of the nervous system is the extension of the brain? Which part of the nervous system can be found in all parts of the body? C.GUIDED DISCOVERY 1. Generalization What are the main parts of the nervous system? 2. Application Are the parts of the nervous system important? Why? 3.Valuing Appreciate the importance of nervous system. IV. EVALUATION Encircle the letter of the correct answer. 1. What will happen if a person injures part of his/her brain? A. Action will continue to be coordinated. B. The bran decays. C. The person will die. D. The person cannot integrate and coordinate his/her movements. 2. Why is the brain enclosed in a skull? A. for protection B. for sound proofing C. for design D. for a better look

3.Which is the most complex of all systems in the body? A. circulatory B. digestive C. muscularD. nervous 4.Why is the nervous system important? A. It enables us to think. B. It controls involuntary actions. C. It helps us see, hear, smell, taste or feel things around us. D. All of the above. 5.What is the important work done by the spinal cord? A. It enables us to learn. B. It interprets information. C .It protects the sense organs. D.It receives and relays messages to the different parts of the body. V. ASSIGNMENT Draw the nervous system and label its parts.

Lesson Guide No.11 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE Identify the main parts of the brain II. A.SUBJECT MATTER Parts of the Brain and Its Function B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1 Science and Health 6 pp. 57-61 C. Science Concept/s: The Brain is the control center of the body. The parts of the brain are cerebrum, cerebellum and brain stem. Cerebrum controls thought and actions. It receives and interprets the messages of the brain. Cerebellum coordinates movements of the muscles. Brain stem controls involuntary actions. D. Processes: Observing, Identifying, Describing E. Materials: Brain model, activity sheets, chart F. Value : Active Participation III. A. GUIDED INQUIRY 1. Review

Parts of the nervous system 2. Motivation Which part of the nervous system helps you think? 3. Presentation a. Presentation of Materials Brain model, activity sheets, chart b. Statement of the Problem What are the main parts of the brain? c. Setting of Standards. d. Distribution of activity cards. B. GUIDED EXPLORATION 1. Activity Proper Present the model of the brain. Let the children construct their own model of the brain by doing the activity and using clay/dough. - constructing the model of the brain - identifying the parts 2. Reporting 3. Analysis / Discussion What are the parts of the brain? What is the largest part of the brain? Which is the second largest part of the brain? Which is found at the base of the brain? D.GUIDED DISCOVERY 1. Generalization What are the main parts of the brain? 2. Application What will you do to avoid damage to your brain? 3. Valuing Participate well in group activity. IV. EVALUATION Supply the missing words below. Brain is divided mainly into _________, ________, and ________. Cerebrum controls thoughts and _________. _________ coordinates movements of the muscles. __________ controls involuntary actions. V. ASSIGNMENT Make a research on the parts of nerve cell.

Lesson Guide No. 12

LESSON PLAN IN SCIENCE 6

I.Objective Describe the function of the spinal cord. II.Subject Matter A. Topic : Function of the Spinal Cord B. References : Budget of Work in Science and health 6 s. 2009-2010 p. 1 Science and Health 6 p. 67-71 C. Science Concept/s : Spinal cord enables us to do things automatically. It is a channel through which messages travel from the different parts of the body to the brain back. A reflex action is an automatic action or response made by your body. It can be motor or conditioned reflex. D. Science Processes : Observing, Describing, Identifying E. Materials : Pictures, charts F. Values : Appreciate/Cooperate III.Learning Activities A. Guided Inquiry 1. Review What are the organs of the nervous system? 2. Motivation Everybody, move your hand at the back of your neck downward. What is protected by Backbone? Can you describe it? 3. Presentation a. Presentation of materials b. Statement of the Problem What is the function of the spinal cord? c. Setting of Standards d. Distribution of the activity Card B. Guided Exploration 1. Activity Proper ACTIVITY CARD Problem: What is the function of the spinal cord? Materials : Pictures Procedure : Study the illustration below then answer the questions that follow.

Picture Picture 2

Picture Picture 4

Questions: What have you found out: 1. What do you do when : a. You suddenly touch a hot object? _____________________ b. You prick your finger with a sharp needle? ___________________ c. A drop of burning candle suddenly falls on your finger? _____________ d. A dust reaches your eyes? _________________________ 2. What do you think does the spinal cord do when these things happen? ______________________________________________ C. Guided Discovery 1. Generalization What is the function of the spinal cord? Spinal cord enables us to do things automatically. It is the channel through which messages travel from the different parts of the body to the brain and back. Reflex action is an automatic action or response made by your. It can be motor or conditioned reflex. 2. Application IV.Evaluation Put a check ( / ) opposite the statement if it correctly describes the function of the spinal cord. Put a cross ( X ) if it does not. ______ 1. The spinal cord prevents us from doing things automatically. ______ 2. The spinal cord transfer messages between the different parts of the body and the brain. ______ 3. The spinal cord is responsible for reflex action. ______ 4. A reflex happens automatically without the action of the brain. ______ 5. Reflex action protects you from harm. V.Assignment Give other activities that show the function of the spinal cord. Lesson Guide No. 13 Lesson Plan in Science VI

I.Objective Describe the structure and the function of the nerve cells. II.Subject Matter a.Topic : Structure and Function of the Nerve Cells b.References : Budget of Work in Science and Health 6,s 2009-2010 p.1 Science and Health 6 pp.61-63 c. Science Concepts *The principal parts of the neurons are dendrites,body cell and axons. *The nerve cell or neurons carry nerve impulses from one part of the body to another. *Cell body contains the nucleus. *Axons carry impulse away from the cell body to another neurons. *Dendrites receive impulses and send them to the cell body. d.Science Process: observing,identifying,describing

e. Materials : illustration of nerve cells f. Value: Appreciation the importance of the nerve cells

III.Learning Activities A. Guided Inquiry 1.Review What is the function of the spinal cord? 2.Motivation (though Simulation game) 3.Presentation a.Presentation of materials b.Statement of the problem What are the parts of a nerve cell? c.Setting of Standards d.Distribution of Activity Card B.Guided Exploration 1.Activity Proper Activity Card

What are the parts of nerve cell? What to use: diagram of a neuron What to do: 1.Study the diagram of the nerve cell carefully. 2.Identify and label the parts using the clues below a. b. c. other cellular structure - slender nerve fiber -thick nerve fiber -contains the nucleus and

2.Analysis/Discussion What do you call the slender nerve fiber? What do you call the thick nerve fiber? What about the parts that contains the nucleus and the other cellular structure? What are the parts of the nerve cells? How do the nerve cells work? C.Guided Discovery 1.Abstrction/Generalization Describe the structure of the nerve cell. 2.Application When a task is long,tedious or difficult,do you break it into smaller task and do the things a step at a time?Why IV.Evaluation Modified True or Galse.Write True if the statement is correct.If it is false,change the underlined word that makes it incorrect. __ ________ 1. The nerve cells carry nerve impulse from one part of the body to another. ___________2. Axons receive impulses and send them to the cell body. ___________3. Dendrites carry nerve impulses toward the body cells. ___________4. The neurons in the brain consist of the cell body,the axon and the dendrites. ___________5.Synapses control the overloading of messages sent to the brain.

V.Assignment Draw the parts of the nerve cells and describe the function.

Lesson Guide No. 14

LESSON PLAN IN SCIENCE 6

I.Objective Trace the path of the message to and from the nervous system.

II.Subject Matter A. Topic : How the nervous system works B. References: Budget of Work in Science 6 s. 2009-20010 p.1 Into the Future: Science and Health 6 p 41-43 The Wonderful World of Science 6 p. 25-28 C. Science Concept/s: Sensory neurons carry impulses from the sense organs to the brain. Motor neurons carry impulses from the brain to the muscles. Association neurons connect sensory and motor neurons. The sensory nerve cells carry impulses to the brain. The impulse in there relayed to the connecting nerve cells passes the impulse to another cell. D. Processes : Observing, Identifying, Describing E. Materials: book cooked food (adobo) Flower perfume soap lotion Coin cotton fruit rice Sand glass of water handkerchief F. Value: Cooperation III.Learning Activities A. Guided Inquiry 1. Review What is a reflex action? 2. Motivation Can you think without a brain? 3. Presentation a. Presentation of materials b. Statement of the Problem How does the nervous system help us respond to the stimuli around us? c. Setting of Standard d. Distribution of materials B. Guided Exploration 1. Activity Proper ACTIVITY CARD I. How does the nervous system help us respond to the stimuli around us?

II.

Materials Book Flower lotion Coin rice Sand handkerchief cooked food (adobo) perfume cotton soap fruit glass of water

III.

Procedure: Group 1 Read a page of your book and tell what you have read. Group II Blind fold a classmate. Let him /her identify objects in front of him/her By smelling Group III- Blindfold a classmate. Let him/her identify the objects by touching Them. Group IV Get a handkerchief and blindfold yourself. Sit in a chair in the middle of The room. Ask a classmate to move quietly to any part of the room and Clap his/her hand once. Point where you think he/she is. Repeat this activity several times as your partner moves from one place to another in the room. Record the number of times you have pointed correctly to the place where your partner clapped his hand. Questions: What sense organs were involved in each activity? ________________________ What sense organs enable us to respond to stimuli? _______________________ What are sensory neurons? Motor neurons? What must be present before an impulse? How does the impulse move?

2. Reporting C. Guided Discovery 1. Abstraction/Generalization How does the nervous system work? 2. Application We know that the nerve cell carry impulses to the brain, what will happen if the nerve cells are destroyed? Can your body react to the stimuli? Why? 3. Valuing Did you finish your activity on time? How did you do it? IV.Evaluation Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the others? A. They have larger nerve endings. B. They have more nerve endings. C. They have tougher nerve endings. D. They have smaller nerve endings.

2. Which of the following is a reflex action? A. Blinking of the eyelids C. beating of the heart B. Inhaling and exhaling D. circulating of blood 3. What is the usual path of the messages received by the body from the environment. A. B. C. D. Brain ---- nerves ---- spinal cord ---- sense organs Nerves --- sense organs ---- brain --- spinal cord Spinal cord ---- sense organs ----- brains Sense organs --- nerve ---- spinal cord ---- brain

4. When you touch something very hot, you move your hand away from the object as soon as you feel the hot sensation. Why? A. The blood moves faster to your hand. B. The nerve ending are very sensitive. C. The messages travel fast to your hand. D. The messages to and from the brain move fast through the nerves. 5. What carries messages from the sense organs to the nerves? A. Motor nerve B. sensory nerve C. interneuron D. all of these V.Assignment Complete the path of an impulse as you response to the following situation.

You run very fast as youve seen the mad dog. Mad dog --- _________________ (sensory nerves) --- ____________________ (center of the nervous system) --- _______________________ --__________________(motor nerves)

Lesson Guide No. 15 LESSON PLAN IN SCIENCE 6

I.Objective Identify common ailments that affect the nervous system.

II.Subject Matter A. Topic : Common Ailments that Affect the Nervous System B. References : Budget of Work in Science and Health 6, s. 2009-2010 p.1 Science and Health 6 p. 73-75 C. Science Concept : Some of the common Ailments of the nervous system are; meningitis, Cerebral palsy, polio, encephalitis, epilepsy and brain tumor. D. Processes : Observing, Identifying and Describing E. Materials : Picture of a person having ailment of the nervous system F. Value : Respectfulness and Consideration III.Learning Activities A. Guided Inquiry 1. Review What are the organs of the nervous system? 2. Motivation Have you ever observed people who have slurred speech, paralysis or epilepsy ? 3. Presentation A. Presentation of Materials B. Statement of the Problem What are the ailments that affect the nervous system? C. Setting of Standards D. Distribution of materials B. Guided Exploration 1. Activity Proper ACTIVITY CARD I. Problem: What are the ailments affecting the nervous system? How these ailments affect the nervous system? Materials : Pictures Procedure : Directions : Complete the chart by filling up the causes and symptoms of the ailments of the nervous system.

II.

III.

AILMENTS Meningitis Cerebral Palsy Brain Tumor Encephalitis Paralysis Quadriplegia Epilepsy Paraplegia

CAUSE

SYMPTOMS

Questions : What are the causes of the ailments affecting the nervous system? How can these ailments be detected? 2. Reporting C. Guided Discovery 1. Abstraction/Generalization What are the common ailments that affect the nervous system? Describe how these ailments affect the nervous system. 2. Application What will you do if you had a bad fall while playing basketball? 3. Valuing What should you do if you talked to a person having slurred speech? IV.Evaluation Write true or false _____________1. A person suffering from brain tumor feels severe headache. _____________2. Cerebral palsy is caused by a surge of electrical activity in the brain. _____________3. Accidents can damage the nervous system. _____________4. An injury to the spinal cord may ensure permanent paralysis. _____________ 5. Polio is also called sleepy sickness.

V.Assignment Give some practices that will prevent us from having ailments of the nervous system.

Lesson Guide No.16 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Practice health habits and proper care of the nervous system to cope anger, grief and anxiety.

II. SUBJECT MATTER: A. Topic: Keeping the Nervous System Healthy B. Reference:

Science and Health 6, pp. 76-80

C. Science Concept:

Proper care and protection should be given to our Nervous System to cope up with anger, grief and anxiety. D. Processes: Practicing Health Habits, demonstrating E. Materials: Pictures F. Value Infusion: Positive out- look in life.
III. LEARNING ACTIVITIES: A. Guided Inquiry 1. Review

Ailments of the nervous system

2. Motivation

Game Let the pupils form/ assemble the pieces of cut out pictures.
3. Vocabulary Development

Act the following feelings/emotions to determine its meaning. ashamed grief irritate anxiety anger weary
4. Presentation

Presentation of Materials -Show pictures of faces expressing different emotions b. Statement of the Problem What are the ways to maintain nervous system healthy? c. Setting of Standards d. Distribution of Activity Cards
B. Guided Exploration 1. Activity Proper

a.

ACTIVITY CARD How Do I Keep My Nervous System Healthy?

What To Do: Study each illustration then answer the questions that follow.

What you have found out: 2. What does each picture show? Picture a _____________________________ Picture b _____________________________ Picture c _____________________________ Picture d _____________________________ Picture e _____________________________
3. Which picture show the proper ways of keeping

the nervous system healthy? Why? 4. Which pictures do not show the proper ways of keeping nervous system healthy? Why?
5. Reporting 6. Discussion

What other practices can you observe to make your nervous system healthy? Why is it important to always bear in mind those habits?
C. Guided Discovery 1. Generalization

What are the ways/ practices to keep your nervous system healthy? Avoid alcoholic drinks. Free your mind of worries and anxieties. Relax and spend your leisure time wisely. 2. Application

JM is the most intelligent pupil in his class. He studies until 2 o clock in the morning. Is this good or bad for him? Why? 3. Valuing What would you do to help yourself mentally and emotionally healthy?
IV. EVALUATION

Put a check () on the statement that shows proper care of the nervous system and (x) if not. ____________ 1. Drink alcoholic beverages. ____________ 2. Eat plenty of fruits and vegetables. ____________ 3. Take drugs. ____________ 4. Fighting with others. ____________ 5. Be happy.
V. ASSIGNMENT

List down five healthy practices and proper care of your nervous system.

Lesson Guide No.17 LESSON PLAN IN SCIENCE 6

I.

LEARNING OBJECTIVE: Identify living and non-living components in an ecosystem

II. SUBJECT MATTER: A. Topic: Living things and Non-living components in an Ecosystem B. Reference:

Science and Health 6, pp. 142-146

C. Concepts:

The living things in a particular area make up biotic factors The non-living things make up abiotic factors: D. Processes Observing, Identifying E. Materials: Pictures, concrete objects, magic box F. Value Infusion: Preserving the ecosystem, cooperation III. Learning Activities
A. Guided Inquiry 1. Review

What do you call to the things that have life? Things that do not have life? 2. Motivation Game Whats inside the magic box? ( Fill the magic box with living and non- living thing.) 3. Science Vocabulary Match the each word to the corresponding picture to determine its meaning.

1. ecosystem

2. biotic

3. Abiotic

4 Presentation A. Presentation of Materials (Pupils will have a tour around the school garden/school compound) B. Statement of the Problem What are the components that made an ecosystem? C. Setting of Standards D. Distribution of Activity card
B. Guided Exploration 1. Activity Proper

ACTIVITY CARD a. Have a field trip. Go to your school garden. b. Observe and identify the living things (biotic). c. Identify also those non-living things (abiotic) that may affect the growth and survival of the living things in it. What you have found: a. What are some of the plants you see in a garden ecosystem?_____________ b. What are some of the organisms that you see in a garden ecosystem?______ c. What are the non-living things that affect the growth and survival of those living things? _____________________ d. Why is the garden an ecosystem? _____________________ e. List down all the living things and non-living things that you observe in it. Use the following format.
2. Reporting 3. Analysis

What other biotic and abiotic components made an ecosystem? What is the importance of each biotic and abiotic component in an ecosystem?
C. Guided Discovery 1. Generalization

What composed the biotic factors in an ecosystem? What made the abiotic factors in an ecosystem?
2. Application

Why is it cooler in the woods than in the dessert?

3. Valuing

How can you maintain our ecosystem balanced? IV.EVALUATION

Write A for abiotic and B for biotic organism . ______ 1. birds ______ 2. oxygen ---------- 3. trees ______ 4. soil ______ 5. topography
VI. ASSIGNMENT

_______ 6. sunlight _______ 7. gravity _______ 8. orchids _______ 9. water _______ 10. Fire

List down abiotic and biotic organisms found in your home.

Lesson Guide No.18 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Construct a food-chain to illustrate feeding relationship. A. Topic: Food Chain B. Reference: Into the Future Science and Health 6, pp. 58-60 PELC in Science and Health 6 II 1.2.1 Science and Health 6, pp. 110 - 114 C. Processes: Observing, Describing, Classifying D. Science Concepts: A food chain is the transfer of solar energy from plants to animals and eventually to decomposers. In the process of taking in food consumers maybe classified as first, second, third and higher. E. Materials: Illustration of an enlarged food chain

II. SUBJECT MATTER:

F. Value Infusion: Appreciate the interrelationships of living organisms in the environment

III. LEARNING ACTIVITIES: A. Guided Inquiry 1. Review

What is an ecosystem? 2. Motivation Game using word bank/ alphabet bank Producer Consumer Decomposer Scavenger 3. Science Vocabulary Give the meaning of each item: a. producer b. consumer c. decomposers d. food chain 4. Presentation a. Presentation of Materials Pupils baon or packed lunch b. Statement of the Problem What is a food chain?

c. d.

Setting of Standards What are the standards for group activity? Distribution of Activity Card

B. Guided Exploration 1. Activity Proper Problem: What is a food chain?

What to use: pupils baon or packed lunch such as:

Fried chicken Hamburger Fish Boiled corn Etc

What to do: 1. foods Trace the source of food you eat. Identify whether these come from plants or animals. Write them in the table below.

Food

Source of Food

2. Look at the pictures below. Study how these foods are passed on from one organism to another. Identify yourself in the diagram. 1st 4th 2nd 3rd

1.

2.

2. Reporting A representative from each group will report their findings. 3. Analysis and Discussion Which are the producers? Which are the consumers? Show another example of a food chain.

What is the main source of food? Why plant is the first link in a food chain? What do you call the worm that eats plants? What do you call the bird that eats worm? What do you call the snake that eats birds? Based on the diagram which is the primary consumer? Secondary consumer? And tertiary consumer? What is being transferred in the food chain? When the plant and the snake die, what happens to their dead bodies? What relationship exists among plants, animals and other organisms? C. Guided Discovery 1. Abstraction/Generalization What is a food chain? What is being transferred in a food chain?
2.

Application Are decomposers important in a food chain? Why?

3. Valuing Why food chains need to exist in our environment?

IV. EVALUATION

Copy the boxes in your notebook. Complete the food chain by filling out each box with the name of an organism in a land ecosystem. (with picture of food chain in a land ecosystem)

Producer Tertiary Consumer

V. ASSIGNMENT

Primary Consumer

Secondary Consumer

Construct a food chain with organisms found in your backyard or in your community.

Lesson Guide No.19 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Construct a food web to illustrate feeding relationship. A. Topic: Food Web B. Reference: Budget of Work II 1.2.1 Science and Health 6, pp. 115 - 116 C. Processes: Observing, Describing D. Science Concept: A food web is a pattern of overlapping and interlinking food chains. E. Materials: Poster showing overlapping food chains forming a food web, charts F. Value: Importance of animals

II. SUBJECT MATTER:

III. LEARNING ACTIVITIES: A. Guided Inquiry

1. Review What is a food chain? 2. Motivation Do you like to go fishing? What takes place when you go fishing? (Food chain the worm is eaten by the fish, the fish is eaten by the fishermen) Show an illustration of food web in a sea ecosystem. 3. Science Vocabulary (Optional) 4. Presentation a. Presentation of Materials Illustration of enlarged food web b. Statement of the Problem What is a food web? c. d. Setting of Standards What are the standards for group activity? Distribution of Activity Card

B. Guided Exploration 1. Activity Proper Problem: What is a food web?

What to do: Study the illustration thoroughly then answer the questions that follow:

What you have found out: 1. What is the main source of food of the organisms in the illustration? __________ 2. What organisms feed directly on plants? __________________ 3. What are the second-order consumers in the food web?

2. Reporting A representative from each group will report their findings. 3. Analysis and Discussion Write on the board an example of food chain. Add another consumer to the food chain.

Is it still a food chain? How does food web differ from a food chain? C. Guided Discovery 1. Abstraction/Generalization What is a food web? How will you construct feeding relationship in a food web?
2. Application

Are decomposers and scavengers important parts of the food web? Why? 3. Valuing What is the importance of animals in the food web?
IV. EVALUATION A. Choose the letter of the correct answer. 1. A food web is ______ food chain. A. Composed of several B. A simple C. An energetic D. A decaying

2. The plant is considered the _______. A. primary consumer B. producer C. secondary consumer D. a decaying 3. What is transferred in a food web? A. Parasites B. Predators C. Energy D. Water
B. Construct an example of food web in a land ecosystem. (2 pts.) V. ASSIGNMENT

Construct a food web with organisms found in the farm ecosystem.

Lesson Guide No.20 LESSON PLAN IN SCIENCE 6

I.

LEARNING OBJECTIVES: Describe the interaction, interrelationship and interdependence among the components of an ecosystem. Identify the kinds of interrelationship among living organisms. Topic: Relationship between Organisms
A. Science Concept/s:

II. SUBJECT MATTER:

The relationship that exists between organisms are:

Mutualism is a relationship where both organism benefit from each other. Commensalism is a relationship where one organism benefits while the other is unaffected or harmed. Parasitism is a relationship where one organism benefits from another organism. The organism is affected or harmed and does not benefit from the relationship. Predation is a kind of relationship wherein the predators kill their victims before or during the eating process.

Competition is a relationship in which two organisms compete for survival. B. Reference: Science and Health 6, pp. 132-140 C. Processes: Observing, Identifying D. Materials: Pictures of different relationship E. Value Infusion: Cooperation
III. PROCEDURE: A. Guided Inquiry 1. Review

Form as many food web in a minute,the first one to finish with a complete food web Will be the winner. 2. Motivation

Let us have a game. I need two groups to perform his game.

Can plants/animals live alone? Answer puzzle. See p.132

3. Presentation a. Presentation of materials b. What relationship exist between organisms? c. Setting of standard

d. Perform activity 6 on page 133 of Science and Health 6

by Natividad Distributing activity cards by groups. (Group Activity) 1. Guided Exploration

a. Activity Proper b. Reporting by groups (optional) c. Analysis and Discussion 1. What relationship exists among pairs of organisms? 2. Which relationship is/are useful? Why? 3. Which relationship is/are harmful? Why? 2. Guided Discovery a. Generalization

What relationship exist between organisms? What relationship is/are useful/harmful? b. Application Match column A with column B. Write the letter only. (Science and health 6 p. 140, by Natividad) c. Valuing What will happen if an organism is alone in an ecosystem? Do you think it will survive? Why?
IV. EVALUATION

Identify the kind of relationship between organisms. Choose in the box the correct answer. Competition Predation Parasitism Competition Mutualism

_____1. It is a kind of relationship where one organism benefited while the other is harmed /affected. _____2. It is a relationship in which one organism kills smaller organisms for food. _____3. It is a relationship in which one organisms compete for survival. _____4. It is a relationship in which both organism benefit from each other. _____5. It is a relationship in which organism benefits while the other is not benefited or harmed. V. ASSIGNMENT Give examples of animals and the relationship that exist between them.

Lesson Guide No.21 LESSON PLAN IN SCIENCE 6

I.

LEARNING OBJECTIVE: Illustrate the oxygen-carbon dioxide cycle. Topic: Oxygen-Carbon Dioxide Cycle
A. Science Concept: The process in which green plants take in carbon

II. SUBJECT MATTER:

dioxide and give off oxygen while animals take in oxygen and give off carbon dioxide is called oxygen-carbon dioxide cycle. B. Reference: Science and Health 6, pp. 128-131 C. Processes: Illustrating D. Materials: Cut-outs of man, plants and animals. Arrows, cards with words such as oxygen, carbon dioxide E. Value Infusion: Cooperation
III. PROCEDURE: A. Guided Inquiry 1. Review

What will happen if an organism is alone in an ecosystem? Do you think it will survive? Why or why not?
2. Motivation

Inhale Exhale What gas do we inhale? What gas do we exhale?

3. Science Vocabulary

Inhale carbon carbon cycle Exhale oxygen carbon dioxide cycle 4. Presentation a. Presentation of Materials Cut outs of man plants and animals, arrows Card with woods such as oxygen and carbon dioxide b. Statement of the Problem Do you know that the gas we inhale and exhale is a great help to plants and animals? Why? c. Setting of Standard Rules in doing the activity d. Distribution of activity cards. By groups
B. Guided Exploration

1. Activity Proper

Activity Card
I. Objective: Illustrate/Construct Oxygen-Carbon Dioxide Cycle II. Materials : cut-out of plants, man, carabao, arrows, cards containing

the words oxygen and carbon dioxide III. Procedures: 1. Get the materials from the supply table. 2. Take the pictures, the arrows and cards with words. 3. Construct the oxygen and carbon dioxide cycle. 4. Paste them in a sheet of manila paper. 5. Illustrate. IV. Questions: 1. What gas do plants give off? 2. What happens to the oxygen given off by the plants? 3. Is oxygen? Why? 4. What gas do man and animals give off when they exhale? 5. What happens to carbon dioxide given off by man and animals?
2. Group Reporting 3. Analysis and Discussion

What gas do plants give off? What happens to the gas given off by plants? Is oxygen important? Why? What gas do men and animals give off? What happens to the gas given off by man and animals? Is carbon dioxide important? Why? Illustrate the flow of gases in the oxygen-carbon dioxide cycle.
C. Guided Discovery 1. Abstraction/Generalization

Plants give off oxygen. Animals and human take in oxygen and give off carbon dioxide which is taken by plants. The continuous exchange of O2 and CO2 by plants and animals including human is called oxygen-carbon dioxide cycle.
2. Application

Who among you have been in the city? Isnt it that there are many cars and jeepneys in the cities? Do the gas emitted by cars and jeepneys affect us? Where do you prefer to live, in a city or in a province? Why? 3. Valuing Cooperation in a group
IV.

EVALUATION

A. Supply the missing word/words to complete the diagram. 2.

gives off

1.

taken in by man & animals

taken in by 3. Gives off

B. Choose the letter of the correct answer.

4. Why is oxygen important to man? A. Oxygen is used for photosynthesis. B. Oxygen is needed in the process of respiration. C. Oxygen is abundant in the air. D. Oxygen provides food for man and animals. 5. Why is carbon dioxide important to plants? A. Carbon dioxide is needed in the making of food by plants. B. Carbon dioxide is needed by the body. C. Carbon dioxide is a gas in the air. D. Carbon dioxide is taken in by the plants.
V. ASSIGNMENT

Infer what will happen to the oxygen-carbon dioxide cycle if trees are cut down and garbage is burned. How will this affect our environment? Write a paragraph of 5-7 sentences.

Lesson Guide No.22 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Define ecosystem operationally. Topic: Ecosystem

A. Science Concept: The relationship between the biotic (living things)

II. SUBJECT MATTER:

and the abiotic (non-living things) environment is called ecosystem. B. References: Budget of Work Science and Health VI-1.3 Science and Health 6 (Revised Edition), pp. 141-142 C. Processes: Observing, Inferring, Identifying, Classifying D. Materials: Picture of a garden, paper, ballpen
III. LEARNING ACTIVITIES: A. Guided Inquiry 1. Review

Why is carbon dioxide cycle important to life? 2. Motivation What are the living and the non-living things you see in a pond,forest, grassland and from the bodies of water? 3. Science Vocabulary (optional) 4.Presentation (The teacher will show a picture of a garden) Ask: What are the things you see in the picture? a.Presentation of Materials The materials to be used are picture of a garden, paper and ballpen. b. Statement of the Problem What are the biotic and abiotic organisms in an ecosystem? c. Setting of Standards Recall the steps in performing an activity d. Distribution of Activity Cards B. GUIDED EXPLORATIONS 1.Activity Proper(activity card) Procedures: 1. Have a field trip to a nearby garden/pond 2. Observe and list the living things and the non-living things you found there. Questions: 1. What are some of the plants and animals you see in the garden or in the pond?

2. What are the living things and non-living things you

found there?
3. How do the plants, animals and the non-living

things interact with one another? 2.Reporting (optional) 3.Analysis and Discussion Can living things live without the non living things? Why?
C. GUIDED DISCOVERY 2. Abstraction/Generalization

What is an ecosystem?
3. Application

How can you protect your own ecosystem?

4. Valuing

How can you show your love for nature? IV. ASSESSMENT/EVALUATION Fill in the blanks. Choose your answer from the choices below. FOREST ECOSYSTEM ORGANISMS BIOTIC ABIOTIC

1. _________ live in a place where they can survive. 2. The relationship between the biotic and abiotic

environment is called _______. 3. ______ includes all the organisms living in a particular area. 4. _______ is an example of an ecosystem. 5. ________ are the non-living components in an environment.
V.

ASSIGNMENT

Cut or draw pictures of living and non-living things found in your garden at home.

Lesson Guide No.23 LESSON PLAN IN SCIENCE 6 I. OBJECTIVE: Design a model of an ecosystem.

II. SUBJECT MATTER: A. Topic: Ecosystem B. Reference: Into the Future: Science and Health 6 C. Science Concept: An aquarium is a model of an aquatic ecosystem. A terrarium is a model of land ecosystem. D. Processes: Observing, constructing/designing E. Materials: Pictures, objects use in the activity F. Value Infusion: Love for Animals III. LEARNING ACTIVITIES A. Guided Inquiry 1. Review What is the meaning of an ecosystem? 2. Motivation Pictures of different habitats 3. Science Voc. (optional) 4. Presentation a. Presentation of materials b. Statement of the problem What do terrarium and aquarium represent? c. Setting of standards d. Distributing of materials B. Guided Exploration 1. Activity Proper Group the pupils and give them the activity card. ACTIVITY CARD
1. 2. 3. 4. 5. 6.

Observe our aquarium and terrarium. Design your own model of aquarium and terrarium. Group 1 will do the aquarium. Group 2 will do the terrarium. List down the biotic and abiotic in your work. Present your output in the class. 2. Reporting 3. Analysis and Discussion What is the model of an ecosystem where living things interact with one another?

What are the living things and non living things that can be found in your aquarium? terrarium? What do terrarium and aquarium represent? C. Guided Discussion 1. Analysis/Generalization Let the pupils state the concept using guide questions in the discussion. 2. Application What shall we do with endangered species? 3. Valuing IV. EVALUATION Presentation of outputs. The group will discuss the things that can be seen in their model of ecosystem V. ASSIGNMENT Each group will bring more materials for their terrarium and aquarium.

Lesson Guide No.24 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Explain how certain events and activities disturb the interrelationship in an ecosystem destructive practices including all types of pollution.

II. SUBJECT MATTER: A. Topic: Destructive Practices Including All Types of Pollution B. Reference:

Science and Health 6, pp. 170-171 Science for Daily Use 6, pp. 68-69 PELC Refined 2 C. Science Concept: Pollution is the introduction of the materials into the environment which decreases the cleanliness of the environment. Those that can be polluted are the air, water and land. D. Science Processes: Explaining, Describing E. Materials: Pictures of smoke-belching vehicles, river filled with garbage, people sick of cholera, tuberculosis and typhoid fever F. Value Infusion: Cleanliness
III.

Learning Activities: A. Guided Inquiry 1. Review What is an ecosystem? 2. Motivation Overpopulation causes food shortage, water and space shortage. What else does overpopulation cause? 3. Presentation a. Present a picture of polluted place b. How certain events and activities disturb the interrelationship in an ecosystem? c. Setting of Standards d. Distribution of Activity Card
B. Guided Exploration 1. Activity proper

ACTIVITY CARD Smoke Belcher Hunt 1.Observe the motor vehicles in the street from a safe distance. Do not stay on the street as you observe them. 2. Ask somebody to help you do this activity. Station yourself in a place where motor vehicles pass. 3. Count the number of motor vehicles that pass while your partner records the number of vehicles that release dark smoke from their exhaust pipes. Which do you think has a great number of motor vehicles in main thoroughfares or secondary streets? Make a study to be able to answer correctly.

2. 3.

Reporting Analysis and Discussion a. What does the picture show? b. Is this picture a common sight in big cities? Give your reasons.

C. Guided Discovery 1. Generalization

How does overpopulation affect people and the environment? 2. Application Where is pollution greatest, in the rural or urban areas? Why? Is there relationship existing between the extent of pollution and the size of population? Can you explain the relationship? 3.Valuing Is there relationship existing between the extent of population and the size of population? Can you explain the relationship?
IV.

EVALUATION Choose the letter of the best answer.

1. Which is a chief cause of air pollution?

a. improper waste disposal b. burning of gasoline to power motor vehicles c. mixing of sulfur dioxide and moisture
2. Which of the following is not an example of

land pollution? a. junkyard b. garbage dump sewage 3. In which area is pollution greatest? a. city b. town c. a and b

c.

4. Which can reduce the amount of oxygen in the water? a. carbon dioxide b. sewage c. glass and plastic 5. Why is overcrowding considered a danger? a. It depletes our food resources. b. It destroys our natural resources. c. All of the above.
V.

ASSIGNMENT

Illustrate the conditions of the land, air and water in your place. Are they clean or dirty?

Lesson Guide No.25 LESSON PLAN IN SCIENCE 6

I.

OBJECTIVE: Explain how certain events and activities disturb the interrelationship in an ecosystem overpopulation.

II. SUBJECT MATTER: A. Topic: Overpopulation B. Reference:

Science and Health 6, pp. 168-169

C. Science Concept/s: Rapid population growth demands a bigger supply of

necessities like food, shelter, clothing and medicine. This affects the ecological balance. The demand for basic necessities results in the generation of more wastes and application techniques which will hasten production. This again affects the ecological balance. D. Science Processes: Explaining, Enumerating E. Materials: Pictures showing overpopulation, pictograph F. Value Infusion: Importance of Family Planning
III.

Learning Activities: A. Guided Inquiry 1. Review What are the different types of pollution? 2. Motivation In which community do you live? Is it in the basin of the city? How many people live in your community? 3. Presentation a. Presentation of Materials 1.Showing the pictures 2. What are the effects of Over population? b. Setting of Standards c. Distribution of Activity Cards B. Guided Exploration 1. Activity proper ACTIVITY CARD GROWING POPULATION 1.Put two gold fishes and two hydrilla plants of the same size in a wide in a wide mouthed glass jar. Label this glass jar A.

2. Put eight gold fishes and two hydrilla plants of the same size in another glass jar. Label this glass jar B.

A B Compare the space occupied by the fishes in glass jars A and B. How do the fishes move in the two jars? 3.Observe the condition of the set up after a couple of days. What factors do you think brought about this condition/ Compare the hydrilla plants in jars A and B Compare the color of the water in jars A and B

Reporting Analysis and Discussion In which set up do you think will fishes live better? Why/ Why too many fishes in a place be a problem? Describe the condition created when the supply of food, water and space does not increase but population does. C. Guided Discovery i. Generalization Population refers to a group of organisms of the same kind living in the same place at the same time. The effects of overpopulation or rapid population growth are food shortage, water shortage, housing problems. ii. Application Could a desert or mountainous area be overpopulated? Explain. iii. Valuing The amount of food, water and space should be enough to meet the demands of the growing population.
2. 3. IV.

EVALUATION Read each situation carefully then write the problem that is connected to overpopulation.

_____________1. _____________2. _____________3. _____________4. _____________5.

People become idle and find difficulty in landing jobs. Big families build shanties on sidewalks. More people line up waiting for their turn to get water. People line up to buy rice. People dump industrial wastes into bodies of water.

V. ASSIGNMENT

Illustrate the following in your notebook.

Overpopulation and food shortage Overpopulation and water shortage Overpopulation and shortage of spore