08 December 2011 No Classes Batangas Day 09 December 2011 C A B Lesson 50

Thursday

Friday 8:55-9:55 10:10 -11:10 1:00 2:00

I. Objective: 1. Explain why rough surfaces increase friction. V 2.3 2. Identify ways of decreasing/increasing friction. V 2.4 3. Identify the uses of decreasing/increasing friction in everyday life. V 2.5 II. Subject Matter: Energy Topic: Ways of Increasing/Decreasing Friction A. Science Concept/Ideas: 1. The rubbing of two surfaces against each other produces friction. 2. The rougher the surface, the greater the friction. 3. The smoother the surface, the lesser the friction. 4. Too much friction causes the wearing away of objects. B. Science Processes: Observing Identifying Explaining C. Materials Real Objects: Sand paper, card board, cotton, aluminium pan D. References: 1. Into the Future: Science and Health 4 pp. 154-155 2. BEC 2004 Handbook in Science and Health

Value: Uses of Friction

E. Integration: 1. English Communicating Effectively 2. E.P.P Uses of friction in our daily lives. III. Procedure: A. Preparatory Activities: 1. Health Inspection 2. Science News 3. Singing of a Science Song B. Developmental Activities: 1. Vocabulary Development/Unlocking of Difficulties: 1. Friction 2. increase produced when two surfaces rub each other to multiply in number or in force

3. decrease

to lesser in number or in force

2. Motivation: In what ways does friction affect moving objects? 3. Presentation: You use force to move an object. You use also force to stop an object in motion. Friction is a force. Can you tell its uses? 4. Lesson Proper/Discussion: BIT (Background Information for Teachers) Friction When the two surfaces that are rubbing together are smooth, there is less friction. It is impossible to make a surface very, very smooth. All surfaces have hollow and bumps. The bumps in one surface of the floor have hollows and bumps. Your palm has hollows and the bumps are easily seen. In others, such as your skin. They are not easily noticed. Activity 1 1. Get a piece of sandpaper, a piece of cardboard and a cotton ball. 2. Rub the first cotton ball on the cardboard, then on the sandpaper. Describe how the cotton ball moves on each surface. 3. Explain why the movement of the cotton ball is not the same on both surfaces. Activity 2 Get a piece of sandpaper; a piece of wood and an aluminium pan. Rub the piece of wood and the pan with sandpaper for three minutes each. What would happen to the piece of wood and pan if you would continue rubbing sandpaper on them? 5. Generalization: 1. Friction occurs when two surfaces rub each other. We can walk without sliding because of friction. 2. Friction starts motion. It also causes moving objects to slow down or stop their motion. 3. Rough or stop surfaces increase friction. Friction can be decreased by lubrication or by using wheels. 6. Application: 1. What is friction? 2. How does friction affect the motion of an object? 3. How does a surface affect friction? 4. What would happen to a car which is running very fast if there were no friction between the wheels and the road? 5. On which surface would your shoes wear out faster on a smooth surface or on a rough surface? Why? IV. Evaluation Directions: Reach each sentence carefully and then encircle the letter of the correct answer. 1. How will you decrease friction on a cemented floors? a. polish the floor b. wet the floor c. apply the floor wax 2. How is friction on the street increased?

a. When crude is spilled on the street. b. When sand is scattered. c. When rain wets the surface of the street. 3. Friction can be decreased by ______. a. Decreasing the smoothness of a surface. b. Smoothening a surface c. Creating a new surface 4. There is increase in friction when _____. a. Making surface rough b. Increasing the smoothness of a surface c. Decreasing the roughness of a surface 5. What is needed in climbing the pole in palo sebo? a. No friction b. Increase friction c. Decrease in friction V. Assignment Answer the following: 1. Identify 2 ways of decreasing friction 2. Identify 2 ways of increasing friction 3. Write 2 importance of decreasing friction

12 December 2011 C A B Lesson 51 I. Objective: 1. Observe the heat transfers from a hot to a cold body 2. Describe the condition necessary for producing heat 3. Explain spontaneous combustion II. Subject Matter: Energy Topic: From One Body to Another

Monday 8:55-9:55 10:10 -11:10 1:00 2:00

A. Science Concept/Ideas: 1. Heat is energy in transit. It can be absorbed by bodies, causing changes in the temperature of these bodies. 2. Heat from a hot objects transfer to a cold body when they are near each other or rare in contact. 3. Heat is transferred from a body of high temperature to one of low temperature. B. Science Processes: Observing Describing Explaining C. Materials: Real Objects: Matchstick and a matchbox D. References: 1. Into The Future: Science and Health 4 pp. 157; 162-163 2. BEC 2004 Handbook in Science and Health

Value: The Importance of Heat

E. Integration: 1. English Vocabulary Development/Word Meanings 2. E.P.P. Heat is needed in order to cook our food. III. Procedure: A. Preparatory Activities: 1. Health Inspection 2. Science News 3. Singing of a Science Song B. Developmental Activities:

1. Vocabulary Development/Unlocking of Difficulties: 1. conduction The transfer of heat from molecule to molecule. 2. convection The transfer of heat by currents. 3. radiation The transfer of heat through space. 4. oxidation A process in which a substance combines with oxygen. 5. combustion The act or process of catching fire or burning. 2. Motivation: What is needed in order to create fire? Lighting a Match 1. Get a matchstick. 2. Strike it against the rough side of the matchbox. 3. Observe what happens. - Why does the match light up? - How does combustion or burning take place? - What kind of change did the match undergo? (Illicit answer from the pupils) The tip of the match is chemically treated with sulphur or phosphorus with sand. When the match is struck against the matchbox, a spark is produced through friction. Burning occurs when the fuel reaches its kindling temperature. 3. Presentation: When lightning a match, a chemical action takes place so rapidly that both heat and light are produced. This chemical action is known as rapid combustion. This occur when particles of materials collide, producing heat and light in the process. A pile of oily rag in a warm corner may suddenly ignite upon reaching its kindling temperature. 4. Lesson Proper/Discussion: Activity No. 1 Which Way? 1. Slowly pour boiling water into a cold cup. 2. After a minute, feel the cup. - How does it feel? 3. Put a fork on a hot stove. There should be no flame on the stove. 4. After a few minutes, lightly touch the fork. - What was the condition of the fork after placing in on a hot stove? - How did it become hot? - Was there a transfer of energy? BIT (Background Information for Teachers) Heat When hot water came in contact with the cold cup, the latter came warm. When the cold fork was placed on the hot stove for a few minutes, the fork became warm too. When two materials come in contact, the hot materials usually gives up heat to the cold material. The cold material absorbs the heat from the hot material. This giving up and absorbing of heat materials is called heat transfer.

During heat transfer, the warmer material or body loses heat and the cooler body gains heat until both reach the same temperature. Spontaneous Combustion Sometimes, materials may burn even if they are not set on fire. For example, the oily rags in a closet will become warmer if the heat in the room cannot escape. The temperature of these rags will rise to a point that they will start to burn. This process is called spontaneous combustion. Highly inflammable materials such as charcoal and grain dusts, which are stored in warm place, may burst inflame. Spontaneous combustion is burning caused by the building up of heat produced by slow oxidation. In spontaneous combustion, burning takes place when without applying heat to start fire. 5. Generalization: 1. Heat is a form of energy, as it travels it spreads out in all directions. 2. Heat always moves from a warmer place to cooler place. 6. Application: Is heat transfer possible for each set of materials shown below? Write the answer on your notebook and explain. 1. hot pan ladle 2. ice cube hot water

IV. Evaluation Directions: Reach each question carefully and then encircle the letter of the correct answer. 1. You fell warm when you are exposed to sunlight. How does the heat transfer from the sun to your body? a. by conduction b. by radiation c. by convection d. by combustion 2. Which of these is a product of slow oxidation? a. Fire b. Rust c. Decay d. Oxygen 3. Which of the following is a fossil fuel? a. coal b. firewood c. coconut husk d. coconut shell 4. Three things are needed to start a fire. Two of them are fuel and its kindling temperature. What is the third? a. oxygen b. nitrogen c. carbon dioxide d. hydrogen 5. Which should be you doing first if you were caught in a burning building? a. Gather your belongings b. Call a fireman. c. Get out fast. d. Look for water.

IV. Assignment: 1. What is the effect of sunlight on the temperature an object? 2. Why does object get hot in the sunlight?

13 December 2011 C A B Lesson 52

Tuesday 8:55-9:55 10:10 -11:10 1:00 2:00

I. Objective: 1. Explain how heat is produced during energy transformation. II. Subject Matter: Energy Topic: How

Heat Energy is Produced During Transformation

A. Science Concept/Ideas: 1. Whenever energy is transferred or changed, some heat is produced or released. 2. When particles of two or more materials collide or rubbed, heat is produced. 3. Heat is produced when objects are rubbed, burned or when electricity moves through a conductor. B. Science Processes: Observing Explaining Communicating C. Materials: Real objects such as candles, sticks, and pictures/illustration of the following: rice cooker, bread toaster, electric stove, and electric iron. D. References: 1. Into the Future: Science and Health 4 pp. 163-164 2. BEC 2004 Handbook in Science and Health

Value: Heat is important in our daily lives.

E. Integration: 1. English Communicating Effectively 2. E.P.P Heat is used in many ways especially in cooking and ironing our clothes and to make us feel warm during cold season. III. Procedure: A. Preparatory Activities: 1. Health Inspection 2. Science News 3. Singing of a Science Song B. Developmental Activities: 1. Developmental Activities/Unlocking of Difficulties: 1. heat The energy contained in matter, energy produced in the process of energy transformation. 2. Transformation of energy The change of one form of energy into another form of energy. 2. Motivation: Teacher may ask to the pupils: Do you think heat is very important in our lives class? Why? (Illicit answers from the pupils) 3. Presentation: We need heat to cook the food we eat, there are a lot of uses of heat in our daily lives today were going to find out why? 4. Lesson Proper/Discussion: Activity No. 1 Observing Lighted Candles 1. 2. 3. 4. Place a candle inside two wide bottles. Light each candle. Cover one bottle. Leave the other uncovered. Observed what happens to each candle. - Did both candles remain lighted? - What do you think caused the difference? Activity No. 2 Producers of Heat 1. Stay under the early morning sun for ten minutes. - How do you feel? 2. Rub two sticks together for a few minutes. Then touch the sticks. - How do they feel? 3. Turn on an electric bulb. Lightly, touch it for an instant. Do so under adult supervision. Be sure your hands are dry. - Aside from light, what energy does the bulb give off? 4. Turn on an electric flat iron and press a handkerchief. - How does the handkerchief feel? - What is the source of this energy? BIT (Background Information for Teachers) The sun produces heat and light because it is composed of burning gases.

Fire releases heat when sticks burn. Your hands can feel the warmth coming from the burning sticks. Rubbing two objects together produces heat. The light electric bulb and the electric flat iron also give off heat. The bulb and the flat iron produce heat because of electricity. Can you mention other appliances that produce heat? Some appliances that produces heat are: rice cooker oven toaster electric stove 5. Generalization Heat is produces when objects are rubbed, burned, or when electricity moves through a conductor. 6. Application: Does the sunlight in the early morning bring good to us? Why do you think? IV. Evaluation: Give at least 2 examples of heat transformation. V. Assignment Explain how heat is produced during energy transformation 16 December 2011 C A B Lesson 53 I. Objective: 1. Record the temperature of an object before and after heating. V 4.1 II. Subject Matter: Energy Topic: Before and After Heating A. Science Concept/Ideas The temperature of an object will be different before and after heating. B. Science Processes: Observing Inferring Comparing Recording Communicating C. Materials: Cup/Beaker, nail, spoon thermometer D. References: 1. Into The Future: Science and Health 4 pp. 166-167 2. BEC 2004 Handbook in Science and Health Thursday 8:55-9:55 10:10 -11:10 1:00 2:00

Value: Learning to use the thermometer is an advantage.

E. Integration: 1. English Vocabulary Development 2. E.P.P. The importance of heat and knowing the normal temperature of our body. III. Procedure: A. Preparatory Activities: 1. Health Inspection 2. Science News 3. Singing of a Science Song B. Developmental Activities: 1. Vocabulary Development/Unlocking of Difficulties: 1. Temperature - is the hotness or coldness of an object 2. Thermometer- used to measure or tell how hot or cold an object is. 2. Motivation: What will the doctor use in order to find out if the patient has a fever or not? 3. Presentation: Do the following experiment to find out the temperature of an object before and after heating. 4. Lesson Proper/Discussion: Activity No. 1 Hotter and Colder 1. Get the initial temperature reading of a beaker/cup of water. Then put a nail and a spoon in the beaker, and get the temperature reading of the water in the beaker will also represent the temperature of the object in it. 2. Heat these materials for two minutes. 3. Measure the final temperature of the water. 4. Record the temperature in a table similar to the one shown below. Temperature Before Heating After Heating

Material Water Nail charcoal -

Compare the temperature before and after heating. What caused the change in temperature?

The initial temperature of the materials before heating was low. After these materials were heated, their temperature went up. This showed that the materials absorbed heat. The absorption caused the materials temperature to rise. What do you think will happen to some materials when they are heated? Find out by doing activity 5.21, Heating Some Materials, on page 168. 5. Generalization: The initial temperature of the materials before heating was low. After these materials were heated, their temperature went up.

This showed that the materials absorbed heat. The absorption caused the materials temperature to rise. 6. Application: Get your body temperature and record it. IV. Evaluation: Directions: Choose the letter of the correct answer. 1. _____ What is the temperature? a. It is the amount of heat in an object. b. Temperature is the climate of a certain place. c. It is the condition of air around us. 2. _____ How is the temperature of an object measured? a. Through the use of a seismometer b. By using a thermometer c. By using a weighing scale 3. _____ The temperature of a cold object is low and it rises when? a. The object is soaked in water. b. The object is heated. c. There is cool air. 4. ____ What is the physical state of ash before it was burned? a. paper which is solid b. water which is liquid c. air which is gas 5. _____ What is the physical state of water before heating? a. solid b. liquid c. gas Key to Corrections: 1. a 2. b 3. b 19 December 2011 Childrens Christmas Party 20 December 2011 Teachers Christmas Party 21 December 2011 2 January 2012 Part of Christmas Vacation Monday 4. a 5. b Monday

04 January 2012 C A B Lesson 54

Wednesday 8:55-9:55 10:10 -11:10 1:00 2:00

I. Objective: 1. Describe the change in physical/chemical state of an object before and after heating. V 4.2 II. Subject Matter: Energy Topic: Physical/Chemical State of an Object A. Science Concept/Ideas: 1. The temperature of an object differs before and after heating. 2. Materials undergo physical and chemical changes when heated. B. Science Processes: Observing Comparing Describing C. Materials: Tin can molder, gelatine, basin of hot water, balloon, and sugar

D. References: 1. Into The Future: Science and Health 4 pp. 168, 169, 170

Value: Knowledge of a change physical/chemical state of an object.

E. Integration: 1. English Communicating Effectively 2. E. P.P. Knowledge of how materials undergo physical and chemical change. III. Procedure: A. Preparatory Activities: 1. Health Inspection 2. Science News 3. Singing of a Science Song B. Developmental Activities: 1. Vocabulary Development/Unlocking of Difficulties: 1. Physical Change shape without forming 2. Chemical Change a new substance is back to its original form. is a change of any material in its state, size, and a new substance. is a change in chemical state of a material, because formed and it will not go

2. Motivation: (Get a piece of paper and a scissor). The teacher will show to the class how he/she cut the paper. Say: What happened to the paper class after I cut it? (illicit answers from your pupils that the paper turned into small pieces, but the materials is still paper, only the size change.) 3. Presentation: Today we are going to study about the physical and chemical changes of matter. 4. Lesson Proper/Discussion: Activity No. 1 Heating Some Materials 1. Get a large tin can cover. Draw a line on the cover as shown in the illustration. Use a red marker. 2. Put a teaspoonful of chilled molded gelatine and wax on the cover. 3. Heat the cover over a stove for a few minutes. 4. Observe what happens to each material. - Did any change occur? Compare the size and shape of each material before and after heating. 5. Leave the heated materials undisturbed for about an hour. - What happen to the materials? Why? Precaution: Do this experiment under adult supervision. Do not touch hot objects. BIT (Background Information for Teachers)

You observe that the molded gelatine and wax dissolved during the heating process. From their solid state they turned to liquid when heated. After a while the melted gelatine and wax become solid again when allowed to cool. These materials underwent physical change. A physical change is a change of any material in its state, size, and shape without forming a new substance. Activity No. 2 Describing Balloon Sizes 1. Fit a small balloon into the opening of an empty bottle. 2. Put the bottle in boiling water for a while. Make sure the balloon is not dipped in the boiling water. - What happened to the balloon? - Describe the size of the balloon when the bottle was heated? 3. Remove the bottle and balloon from the heat. Allow them to cool. - What happened to the size of the balloon this time? Why did this happen? Do this experiment under adult supervision. BIT (Background Information for Teachers) The balloon became bigger or expanded when the bottle was heated. It became smaller or contracted when the bottle is cooled. The change in the size of the balloon is a physical change. The expansion is due to the air particles inside the balloon. As the air particles are heated, they move faster, colliding and bumping against one another. As this happens, the space being occupied by the air particles become wider and bigger. Therefore, materials expand when heated and contract when cooled. Activity No. 3 Changing Into Another Substance 1. Put half a teaspoonful of white sugar on a tin can cover. 2. Place the tin can cover over the flame for about 15 minutes. 3. Observe what happens to the sugar. - Describe the appearance, smell, color of white sugar after heating. - What kind of change happened to the sugar? Do this experiment under adult supervision. You observe that white sugar became black in color and change in appearance. It also had a burn smell. The heated sugar formed a new substance. It changed to carbon. The original properties of sugar disappeared. 5. Generalization: 1. Physical change is a change of any materials in its size, shape without forming a new substance. 2. Chemical change is a change in chemical state of a material, because a new substance is formed and it will not go back to its original form. 6. Application: Give examples of physical and chemical change. IV. Evaluation: Directions: Read the sentence carefully and then identify if it is a Physical or Chemical Change. Encircle the letter of the correct answer. 1. What is the physical state of ash before it was burned.

a. paper which is soiled b. water which is liquid c. air which is gases 2. What is the physical state of water before heating. a. solid b. liquid c. gas 3-5 Write PC for Physical Change, and CC for Chemical Change 3. Crumpling of paper 4. freezing water to ice 5. burning of sugar V. Assignment: Which of the following materials undergo chemical change when they are heated slightly? 1. ice 2. peanuts 3. fish 4. butter 5. plastic bag 6. gasoline