Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
In
Elementary Science
Grade 5
All rights reserved. No part of these Grade 5 Elementary science and Health Lesson
Plans may be reproduced or transmitted in any form or by any means, electrical or
mechanical, including photocopying, recording, or by any information storage and
retrieval system, without permission in writing from the Publisher.
Preface
2 DepEd Region
VIII
These Lesson Plans were prepared vis-à-vis the competencies
prescribed in the Revised Basic Education Curriculum – Philippine Elementary
Learning Competencies (RBEC – PELC) which underscores that Science and
Health aims to help the Filipino child gain a functional understanding of
science concepts and principles linked with real life situations, acquire
science skills as well as scientific attitudes and values needed in solving
everyday problems. These pertain to health and sanitation, nutrition, food
production and the environment and its conservation.
The RBEC-PELC also spells out the expectancies prescribed per grade level.
This learning material then being intended for grade 5 Science Teacher’s use
is geared towards the attainment of the expectancies in the RBEC-PELC for
Grade V Science and Health, to wit:
Each plan contains five (5) parts: objectives, subject matter, learning
procedure, evaluation and assignment/agreement. A background Information
for Teachers (BIT) has been also provided in each plan to enrich the teacher’s
knowledge of content.
All the plans were written in such a way that the concepts are
developed via the scientific/process skills. And to ensure the proper
development of concepts, sample questions are provided to draw out the
generalizations from the learners. There is likewise value inclusion in each
lesson. Some TIMSS-like test items are also included in the evaluation part
plans. And more importantly, this learning material promotes the
development of higher cognitive skills such as critical thinking, creativity
learning by doing, problem solving, and other similar skills through the use of
the Practical Work.
With the vision of excellence and a mission of service, we dedicate this piece
of work to all educators who generously offer themselves to educate the
youth, “ the seeds of today who shall soon make the flowers of our tomorrows
“.
The Committee
Elementary Science Oplan Lesson Plan
Region 02,
Tuguegarao City
The Committee
Chairs
Ms. Visitacion S. Rodriguez
ES II-Science, DepEd R02
Members:
Mrs. Elida B. Lechuga
ES I – Batanes
Mrs. Luz S. Domingo
ES I – Cagayan
Dr. Benjamin Bartolome
ES I – Isabela
Mrs.RemediosPanganiban
ES I – Nueva Vizcaya
Dr. Eduardo C. Escorpiso
ES I – Quirino
4 DepEd Region
VIII
Ms. Fely C. Lattao
ES I – Tuguegarao City
1. Ms. Gloria Eacam, Ms. Amelia Ordinario, Ms. Mely Ruby, Ms.
MerceditaSaguing, Ms. ElenitaUgot, Mr. Jimmy Tan, Mr. RemundEgar,
ms. Daisy Maldo of Quirino and Ms. Yvonne Dacayo, Ms. Maxima de
Guzman, Ms. Marilyn Ringor, Ms. Linda Sepnio, Ms. Marilyn Sultan,
Ms. Delia Agraam, Ms. Eduardo Santiago, Ms. Josefina Torio, Ms.
Elvira Valtoribio, Ms. Luz Villanueva, Ms. VioletaQuillion of Nueva
Vizcaya for writing the plans;
2. Ms. JulitaBanatao, and Mrs. Ester Gramaje of Cagayan, Mrs. Catalina
Tuppil, Mrs. Laura Taguinod, Mrs. VisitacionLigutan, Ms. Isabel
Bassig, and Ms. Gail Policar ofTuguegaraoCityfor editing the plans;
3. Ms. Julitabanatao, Ms. Gail Policar, Ms. Van Lim, Mr. Ryan Garlitos,
Mr. Ian Calimag, Ms. Cathy de Mata and Ms. LermaGadayos for their
encoding services;
4. Mr. daniloFrancinilla for his help in the illustrations and Ms. Ma.
Theresa Bacud for the layout and formatting of the final copy;
5. Dr. Leticia Allauigan for her assistance in the final editing and
proofreading of the plans;
6. SDS Victoria R. Tablang, SDS Orlando gundayao, SDS Marietta
Tumaneng and SDS Rosendo for allowing their teachers to work on
the plans;
7. The Chief of the Elementary Education Division, Dr. Romeo L.
Malenab and the retired EED Chief, Dr. Rosalia D. Taguba for
considering this project as one of the EED priority concerns;
8. Asst. Regional Director Mario L. Ramirez, the Administrative Officer,
Mr. Caesar B. Macababbad and the Supply Officer, Mr. Jaime Colas
for theirinvaluable contribution to the success of the project;
9. Regional Director Teresita G. Domalanta, without whose moral and
logistic support, notwithstanding her charisma and inspiration, our
dream of having good lesson plans in Elementary Science and
Health would not have come into reality; and
10. To all those who in one way or another contributed to the
realization of this project.
The Committee
6 DepEd Region
VIII
Elementary Science Oplan Lesson Plan
DepEd Region 02, Tuguegarao City
TABLE OF CONTENTS
FIRST GRADING
PEOPLE 1
UNIT I
1. Male and Female Reproductive System and Its Major Parts Identify the
2
male and female reproductive system and its major parts.
4. Fertilization in Humans
Explain the process of fertilization in humans10
22
8. The Respiratory System and Its Major Parts
Identify the respiratory system and its major parts
TABLE OF CONTENTS
18.Excretory Organs
Explain how other body wastes are removed 51
8 DepEd Region
VIII
TABLE OF CONTENTS
UNIT II ANIMALS 56
24.Classification of Animals 64
Identify characteristics of vertebrates/invertebrates
26.Classification of Invertebrates 73
Classify invertebrates into poriferans, coelenterates, annelids, platyhelminths,
nematodes, echinodermata, mollusks and arthropods (Insects, arachnids,
crustaceans, myriapods)
29.Characteristics of Arthropods 82
Identify the characteristics of each group of invertebrates
Arthropods
30.Coral Reefs 86
Describe coral reefs
10 DepEd Region
VIII
TABLE OF CONTENTS
SECOND GRADING
12 DepEd Region
VIII
TABLE OF CONTENTS
THIRD GRADING
61. Parallel and Series Circuits, Their Advantages and Disadvantages 184
Cite advantages and disadvantages of parallel and series circuits
14 DepEd Region
VIII
TABLE OF CONTENTS
92.Typhoons 267
Describe what a typhoon is
16 DepEd Region
VIII
TABLE OF CONTENTS
FOURTH GRADING
112. The Planets and Their Period of Revolution Around the Sun
317
Relate the relative period of revolution of each planet to their relative
distances from the sun
18 DepEd Region
VIII
OVERVIEW
Unit I - People
The lesson plans prepared in this unit help pupils become aware of their
responsibilities in the care and protection of their different systems such as
the reproductive, respiratory, urinary, and excretory systems.
There are nineteen (19) lessons in this unit. The first (3) lessons describe
the structure and function of the human reproductive system. Lesson 4 and 5
describe bodily changes of male/female while Lessons 6 and 7 resent the health
habits in caring for the reproductive system.
Lessons 16 to 19 describe how the urinary system works. Here, its major
parts and functions are explained. Desirable health habits that help
prevent/control common ailments are also discussed.
I. Objective:
Identify the male and female reproductive system and its major parts
Topic: Male and Female Reproductive System and its Major Parts.
Science Concepts:
The parts of male reproductive system are the penis, scrotum,
testicles/testes, epididymis, vas deferens, prostate gland and urethra.
The testes or testicles are the main organs of the male reproductive
system.
The parts of the female reproductive system are the ovaries, fallopian
tube, uterus, cervix, vagina and the vulva. The ovary is the main organ
of the female reproductive system.
A. Pre-Activity
1. Preparation:
BODY
SYSTEM
B. Activity Proper:
1. Giving of instructions and distribution of Activity sheets by groups
with thetext about the male and female reproductive system.
2. Group Work
Directions:
1. Read the text about the male and female reproductive system.
2. Label the parts of the male and female reproductive system
on the illustrations below.
1. Reporting by Groups
3. Abstraction/Generalization
What are the parts of the male reproductive system? What is its
major part? What are the parts of the female reproductive system?
What is its major art?
4. Application/Valuing
Which do you prefer, to be a boy or a girl? Why?
IV. Evaluation:
Put a check mark (√ ) on the blank if the part is for the female
reproductive system and (X) if it is for the male reproductive system.
V. Assignment:
What are the parts of the male reproductive system? What are its structures
and its functions?
21
I. Objective:
Relate the structure of the male reproductive system to its function in
reproduction.
The male sex cells or sperm cells are produced in the testes
or testicles. The sperms are stored in the epididymis. The
developed sperms pass through the vas deferens. If these sperms
are not released outside, they slowly disintegrate. The semen is
the fluid that carries the sperm. Sperms leave the penis through
the urethra. The urethra is a canal or narrow opening through the
penis. It carries off both semen and urine but not at the same
time. The muscles surrounding the urethra automatically close
the passageway far the semen when one needs to urinate, same
is true if the semen is to be released.
P E N I S A C D V U L V A V
N A B C D C B A A N L O B A
I E F F C D E F G M M X S S
S E U X O V A R I E S M T D
C T R Y V N X Y N O C O Y E
E T E W A B E S A P R R S F
R U T E R U S X Y R O T X E
V N H A I T X T E S T E S R
I E R B E A B C D E U W N E
X C A D S C R O T U M S T N
A B C E X G N O T V A X N S
B. Activity Proper:
1. Grouping and setting of standards to follow.
2. Naming the parts of the male reproductive system using concept
mapping.
3. Relate the structure and function of the male reproductive system
using the concept map.
C. Post Activity:
1. Reporting by group.
2. Analysis and discussion
What are the parts of the male reproductive system?
What is the function of each in the process of reproduction?
IV. Evaluation:
V. Assignment:
Draw the male reproductive system and label parts.
Lesson 1 Day
I. Objective:
3
Lesson Plans in Elementary Science, Grade 5 6
Relate the structure of the female reproductive system to its function
in reproduction.
A. Pre-Activity:
1. Review
What are the parts of the female reproductive system?
B. Activity Proper:
Grouping and setting of standards to follow
Naming the parts of the reproductive system using Concept
Mapping, Retrieval
Chart, Graphic Organizer or Concept Diagnosis Relate the
structure and function of its part by using any of the techniques.
Choose the correct answer. Match column A and B. write the letter on the
space provided for:
A B
_______3. Ovaries c. direct the egg from the ovary to the uterus.
_______4. Fallopian tube d. a canal that leads from the uterus to the opening
of the vulva
V. Assignment:
Lesson 1 Day
4
Lesson Plans in Elementary Science, Grade 5 10
I. Objective:
Explain the process of fertilization in humans
IV. Evaluation:
Complete the statement by filling in the blanks using the illustration
below.
V. Assignment:
Make a model of yourself while you were inside your mother’s womb.
A fertilization membrane
develops so no other sperm
cells can enter the egg
Answer these:
Lesson 5 1 Day
I. Objective:
Explain certain physical changes during puberty
Generally, girls grow faster than boys at the start of puberty. Later on
however, boys will catch up and grow faster than girls.
Changes in Boys Changes in Girls
Height increases Height increases
Voice breaks and become deeper Breasts develop and increases in size
Shoulders become broader Hips become broader
Underarm hair appears Underarm appears
Reproductive organs increase in size Reproductive organs increase in size
Facial hair appears Menstrual flow starts
Pubic hair grows Pubic hair grows
Muscles develop
A. Pre-Activity:
1. Review: How does fertilization take place?
2. Motivation:
Show pictures of babies who have grown. Let the pupils describe
what body
changes took place in the picture shown.
IV. Evaluation:
Explain the physical changes which take place among boys and girls
during puberty.
Procedure: Select 5 boys and girls of the same age in your group. Measure their
heights, weights, shoulders, chests and hips. Record the data below:
Observations:
Conclusion:
___________________________________________________________________________
___________________________________________________________________________
I. Objective:
Relate the menstrual cycle of the female to the ability to get pregnant or
reproduce
Once a month, one egg matures in one ovary of a woman. Each time
an egg in the ovary matures, the lining of the womb or uterus become
thick with many blood vessels, getting ready for the arrival of the
fertilized egg. If the egg is not fertilized because there are no sperms, the
egg dies. The thickening of the uterus becomes useless; it breaks up and
comes out in the flow of blood through the birth canal. This process is
called menstrual cycle.
Only women have menstrual flow. They have the eggs and the
uterus that thickens with many blood vessels. This also explains why
menstrual flow comes once a month. It is because an egg leaves the
ovary at an average of once in 28 days. This period is called menstrual
period.
III. Learning Procedure:
A. Pre-Activity:
1. Review: What are the changes that take place among boys and
girls during puberty?
B. Activity Proper:
1. The children listen to the invited resource speaker, the Rural Health
Midwife in the Barangay to talk on menstruation or if CDs are
available, lead the class to the Audio-Visual room for film viewing on
menstrual cycle.
2. Group Activity:
Divide the class into 6. Through cooperative learning, each
member will state the menstrual cycle. A piece of paper is
passed to the members as each one writes the menstrual cycle
in a “round-robin” method.
C. Post-Activity
1. Reporting by groups. This is done by a reporter or the leader.
2. Analysis and Discussion:
Why does menstrual flow occur only once a month?
What happens to the fertilized egg when there is no sperm to
fertilize it.
What causes menstrual flow?
3. Generalization:
How does menstruation occur?
4. Application and Valuing:
When menstruating, what good practices should you do?
Why should you practice such things?
Arrange the seats in such a way that four pupils face each other. Each one
relates the menstrual cycle while the other member listen.
V. Assignment:
Interview your mother. Write down the things she felt when she was about
to menstruate and how she felt during menstruation. Report the result of
the interview to class tomorrow.
I. Objectives:
Identify health habits to keep the reproductive organs healthy.
State the importance of protecting one’s sensitive parts/reproductive
organs.
C. Post-Activity:
1. Reporting by group
2. Analysis and Discussion: (Enrichment reports)
Discussions of findings/clearing out of differences, development of
critical thinking and creativity.
3. Generalization:
What are the ways to keep the reproductive system
healthy?
What is the importance of keeping the reproductive organ
healthy?
4. Application and Valuing:
You played with you schoolmate and you noticed that your
underwear is wet. What must you do so that your genitals
will not be irritated?
What should we do to keep our reproductive organs
healthy?
IV. Evaluation:
A. Put a check mark on the good practices in keeping the reproductive
system healthy and cross out the bad practices.
____1. Wash genital with soap and water.
____2. Change underwear once a week.
____3. Use sanitary napkins during menstruation.
____4. Eat salty foods.
____5. Take a brisk walk everyday.
____6. Use dirty toilets in terminals.
____7. Eat a lot of fruits and vegetables.
____8. Consult your physician when you have cyst on your breast.
What to do:
healthy.
4. Paste these strips of paper on a manila paper.
5. Report your work to class.
Questions:
1. What are the good health habits to keep the reproductive organs
healthy?
2. What must you do with your underwear after changing?
3. During menstruation, what should the girls use to feel comfortable?
V. Assignment:
I. Objective:
Identify the respiratory system and its major parts
B. Activity Proper:
1. Giving of instructions and distribution of learning Activity Sheets by
groups.
2. Group activity.
C. Post-Activity:
1. Reporting by group
What are the parts of the respiratory system?
2. Analysis and Discussion:
What are the main parts of the respiratory system?
What are the other parts of the respiratory system?
3. Abstraction and Generalization:
What makes up the respiratory system?
4. Application and Valuing:
If you have clogged nose, which part of your body can you take in
air?
IV. Evaluation:
I. Problem:
______________________________________________________________________
II. Hypothesis:
______________________________________________________________________
III. Materials:
Enlarged illustration of the respiratory system, paper strips where the
respiratory parts are written.
IV. Procedure:
1. Study the illustration of the respiratory system.
2. Identify the parts by pasting the paper strip opposite each part where
the arrows are drawn.
V. Analysis:
1. What are the parts of the respiratory system?
2. Where does the air enter?
3. What is main organ for respiration?
VI. Conclusion:
___________________________________________________________________________
___________________________________________________________________________
I. Objective:
Explain the function of each part of the respiratory system
A. Pre-Activity:
1. Review Lesson. What are the main parts of the respiratory system?
2. Motivation Presentation:
When you breathe, to which organ does air enter?
What is the role of the other parts of the respiratory system?
B. Activity Proper:
1. Giving of instruction and distribution of Learning Activity Sheets by
groups.
2. Group activity
C. Post-activity:
1. Reporting by groups
2. Analysis and Discussion:
What is the function of each part of the respiratory system?
3. Abstraction and Generalization:
What is the role of the following in the respiration?
a. Nose f. bronchi
b. Nasal cavity g. bronchioles
c. Pharynx h. lungs
d. Larynx i. alveoli
e. Trachea
4. Application and Valuing: Nenita used to talk loudly. But this time she
keeps on moving her lips but there is no sound produced. Which part of
the respiratory system is not functioning?
IV. Evaluation:
Answer the following questions:
1. What is therole of the nasal cavities in respiration?
2. Why are mucus and cilia important in the respiratory system?
3. What is the function of the trachea? Bronchi?
4. Where does the exchange of gases take place?
V. Assignment:
Draw the respiratory system and label its parts.
I. Problem:
______________________________________________________________________
II. Hypothesis:
______________________________________________________________________
III. Materials: Enlarged drawing of the respiratory system, paper strips, manila
paper
IV. Procedure:
1. Study the illustration of the respiratory system.
2. List down its part on a manila paper.
3. Read the function of each part written on the strips of paper.
4. Paste each strip opposite of the part of the respiratory system.
5. Explain your work before the class.
V. Analysis:
1. What are the parts of the respiratory system?
2. What is the function of each part of the respiratory system?
VI. Conclusion:
___________________________________________________________________________
I. Objective:
A. Pre-Activity:
1. Review lesson. What are the parts of the respiratory system?
2. Presentation:
What forces the air to move in and out of the lungs? Aside from the
breathing exercise that we usually do, how can we have a clearer view
on the breathing process in humans? Can we make a model for this?
B. Activity Proper:
1. Distribution of Learning Activity Sheets by groups.
2. Setting standards while doing the project
3. Group work
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What part of the respiratory system does the model represent?
What does the lung-chest model show us?
3. Generalization:
What model can you construct to demonstrate the mechanism of
breathing in humans?
4. Application and Valuing:
Aside from the ice candy bags, what other materials can represent
the lungs in a model?
IV. Evaluation:
Let the leader of each group display their project/model and have the pupil
evaluate the best five models.
V. Assignment:
Does the size of chest cavity affect the volume of the air drawn?
I. Problem:
How can I make a lung – chest model?
III. Procedure:
1. Prepare the following materials: clear plastic jar, dextrose tubes, ballpen
case, modeling clay or glue, ice candy bags, plastic sheet, rubber
band,scotch tape, scissor.
2. Bore a hole on the bottom of the jar by heated four inch nail.
3. Cut two pieces of ice candy bags to about 2.5 cm. in length and place a
little cotton inside of each bag. Tie it to the two ends of the Y-tube as
shown, using rubber bands.
4. Carefully insert the Y-tube through the hole of the jar. Use a modeling clay
to hold it in place and prevent air from entering or leaving.
5. Cut the sando bag into a square and attach at the open end of the jar with
a rubber band to hold in place. Tie a string or attach a scotch tape at the
center of the plastic sheet.
6. Pull the plastic sheet and observe how the plastic bags attached to the Y-
tube change in shape.
IV. Analysis:
1. Which part of the model represent the following?
a. Trachea c. chest cavity
b. Bronchi d. diaphragm
2. What happens when you pull and push the plastic sheet?
3. How do these movements affect the plastic bags? In respiration, what do
these movements represent?
V. Conclusion/Generalization:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I. Objective:
Trace the path of air and what happens to it in different parts of the
respiratory system
II. Subject Matter:
Topic: the Path of Air Inside The Body
Science Concept/s:
The air enters the body through the nostril.
The air is moistened, cleansed and warmed as it passes the nasal
cavities.
From thenose, air passes through the pharynx and moves to the
larynx or voice box.
The trachea, or wind pipereceives the air and carries it into
theright and left bronchi and then to smaller tubes called
bronchioles.
At the tip of each bronchioles are clusters of every tiny balloon-like
air sacs or alveoli where gasexchange takes place. The alveoli are
lined with the capillaries where oxygen is mixed into the blood and
is distributed to the different parts of the body. Carbon dioxide is
released from the lungsfrom where it is exhaled.
Science processes: Explaining, communicating, inferring, describing
Value: appreciate the importance of oxygen
Materials: paper strips, enlarged respiratory system
References: RBEC-PELC Unit I, 4.4 p. 4
Headways in Science and Health Today V pp. 18-20 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
The air enters the body through the nose, passes through the
nasal cavities where it is cleansed, moistened, and warmed. Clean
air passes through the pharynx, to the trachea where it is further
cleansed and finally goes down into the lungs. Exchange of gases
takes place in the alveoli where oxygen is mixed with the blood
through the capillaries. Carbon dioxide is expelled from the lungs
III. Learning Procedure:
A. Pre-Activity:
1. Review: What forces the air to move in and out of the lungs?
2. Motivation:
Have the pupils perform again the breathing exercise. Ask, “ When you
inhale, where do you think does the air go? How does the air reach the
different parts of the body?”
Lesson Plans in Elementary Science, Grade 5 32
B. Activity Proper:
1. Setting of activity standards
2. Distribution of activity sheets by groups
3. Group activity
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
Where does the air enter in our body? How doe oxygen reach the
different parts of the body?
3. Generalization:
What is the path of the air as we breathe in?
How does it reach the different parts of the body?
4. Application and Valuing:
What do the pearl divers use in order to breathe oxygen while they are
under water?
IV. Evaluation:
A. Arrangement the parts of the respiratory system written in the box. Trace
the path of the air in each part by drawing of arrows.
Capillaries
V. Assignment:
What do you think would likely to happen if the air we breathe is carbon
dioxide?
I. Problem:
________________________________________________________________
II. Hypothesis:
______________________________________________________________
IV. Procedure:
1. Have a deep breath. Do this for five times, observe where the air
enters and possibly passes through.
2. Manipulate the lung-chest model. Pull and pushthe attached
scotch tape at the center of the plastic sheet. Observe what
happens to the ice candy bags (lungs).
3. Study the drawing of the respiratory system. Identify its major
parts.
4. Draw arrows to trace the passageway of air from the nose down to
the capillaries of the alveoli.
VI. Conclusion/Generalization:
________________________________________________________________________
I. Objective:
Name common ailments of the respiratory affecting the respiratory system.
IV. Evaluation:
Arrange the letters of these jumbled words to form the common ailments
of th respiratory system.
1. BITISHNORC
_______________________________________________________
2. MESAHYPES
_______________________________________________________
3. FLAZUENIN
________________________________________________________
4. LUBECUSISTUR
_____________________________________________________
5. CLODMOCMOD
_____________________________________________________
6. HATSAM
__________________________________________________________
V. Assignment:
1. Interview your Barangay health worker about the number of persons who
are suffering from tuberculosis, and what treatment they give.
2. When you have clogged nose, what should you do?
Procedure:
1. Study the list of the respiratory ailments in the chart.
2. List down the ailments affecting the lungs, bronchi, and the nasal
cavities.
3. Take note of the ailment that is common in the locality.
Questions:
1. What are the common ailments affecting the lungs, bronchi, and
the nasal cavities?
2. Which of these is common to both young and old?
I. Objective:
Describe the causes, symptoms, prevention and treatment of these
diseases.
IV. Evaluation:
Describe the cause, symptoms, prevention and treatment of the following
ailments:
2. Pneumonia
3. Bronchitis
4. Common cold
5. Tuberculosis
V. Assignment:
List down some more ailments of the respiratory system. Describe
their causes, symptoms, prevention and treatment.
I. Objective:
Describe proper ways of caring for the respiratory system.
V. Assignment:
If you are suffering from asthma, what should you do to avoid the attack of
this disease?
I. Problem: ______________________________________________________________________
II. Material:
Pictures, list of caring the respiratory system
III. Procedure:
1. Study the pictures below. Discuss what should be done to keep the
respiratory system healthy.
2. Read the sentences written on the strips of paper and match it to the
pictures that you have viewed.
IV. Analysis:
1. What are the ways of keeping the respiratory system healthy?
2. As a growing child, what must you do to practice personal hygiene?
V. Conclusion/Generalization:
I. Objective:
Demonstrate ways of caring for persons affected by common ailments
of the respiratory system
A. Pre-Activity:
1. Review: How do you keep your respiratory system healthy?
2. Motivation/presentation:
Has anyone from the members of your family suffered from asthma,
tuberculosis, or influenza? Did you take care of him/her? How?
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5 43
1. Distribution of learning activity sheets by groups
2. Setting of standards in role playing
3. Group activity “ role playing”
C. Post-Activity:
1. Reporting of groups
2. Discussion:
1. How do you take care of a person suffering from these respiratory
ailments?
a. Influenza d. tuberculosis
b. Asthma e. common colds
c. Bronchitis
2. If the patient has high fever, what must you do to reduce his fever?
3. What should you do to the eating gadgets of a person suffering
from tuberculosis?
4. What kind of diet should you give a person with influenza?
5. What is the best thing that you should give to a person who is
suffering from common colds?
3. Generalization:
What are the proper ways of caring a person suffering from a
respiratory
disease?
4. Application and Valuing:
If your brother is suffering from muscle pain and fever, what
must you do to lower/reduce his fever and ease his muscle pain?
IV. Evaluation:
Call out the leaders of each group to draw lots on the listed situations in
a strip of paper. Have each group discuss on the given situation for ten
minutes and them demonstrate on how to take care of patient suffering from
a respiratory ailment.
1. Lola suffering from tuberculosis
2. Sister suffering from common colds
3. Mother who is attacked from asthma
4. Father suffering from bronchitis
V. Assignment:
Interview a private nurse to find out how they take care of their patients.
I. Problem:
______________________________________________________________________
II. Materials:
Fruits/fruit juices medicines for respiratory disease, vaporizer, face towel,
basin, drinking glass, plate, spoon, bowl, blanket, pillow, towel, clinical
thermometer
III. Procedure:
1. Read the situation given to you
2. Demonstrate the proper ways to take care of a person suffering from
the respiratory ailment.
Situations:
a. Your cousin from Manila took her vacation in your place. Two days
after, she had an asthma attack. How do you take care of her?
b. Your grandfather is suffering from tuberculosis. What proper care
should you give him in order to recover from his ailments?
c. Marco, your 6-year-old brother is having influenza. Your mother is out
of town, what must you do? How will you take care of him to get well
before your mother will arrive?
d. AlingPacita brought her three-year-old son to the doctor because he
has dry coughs and fever. The doctor diagnosed that he has
bronchitis. If you were AlingPacita , how will you take care of your son
who has bronchitis?
e. Your mother is suffering from colds she has severe headache, runny
nose and fever. As the aldest son/daughter how do you take care of
her?
IV. Questions:
In the given situations, what are the proper ways of handling a person
who suffering from respiratory ailment?
V. Conclusion/Generalization:
_______________________________________________________
I. Objective:
Identify the urinary system and its major parts
A. Pre-Activity:
1. Review:
How do you take care of a sick person?
Why should we not cover a person with fever, with a thick blanket<
2. Motivation:
Demonstrate how to use a filter paper in filtering the dirty water.
What happened to the sediments in the dirty water after it has been
filtered? Relate it to your body waste. Wheredo you think will the
unwanted liquid materials of the body go? What organ is responsible in
eliminating these wastes?
B. Activity Proper:
1. Grouping
2. Setting of standards
3. Group work
3. Slice pr cut the kidney lengthwise. Relate it to the illustration about the
parts of a kidney.
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
a. Describe the kidney and bladder.
b. What are found inside the kidney and bladder?
Lesson Plans in Elementary Science, Grade 5 48
c. Why do they have unusual smell?
d. What is theprocess of removing liquid?
e. With the aid of the large diagram, let the pupils trace the path of
the urine.
3. Abstraction and Generallization:
a. What system is responsible in eliminating liquid wastes of the body?
b. Whatare the major parts of the urinary system?
4. Application and Valuing:
You feel like urinating but you are too busy with your work. Are you
going to delay it? Why?
IV. Evaluation:
V. Assignment:
Why is the urinary system important?
I. Objective:
Describe how urine is formed and eliminated from the body.
C. Post-Activity:
1. Group report
2. Analysis and Discussion:
What is urine made up off? Where do these waste materials come from?
How is urine carried out away from the body?
3. Generalization:
Urine is a liquid waste. How is it formed?
How is urine eliminated in the body?
4. Application and Valuing:
Why is it not good for us to postpone urinating?
IV. Evaluation:
Choose the letter of the correct answer.
1. Which of the following organs help eliminate urine?
a. Kidney, skin, large intestine, lungs
b. Bladder, ureter, kidney, lungs
c. Kidney, ureter,bladder, urethra
d. Kidney, bladder, urethra, lungs
2. Which monitors the quality of blood in the body?
a. Lungs b. kidney c. skin d. large intestine
V. Assignment:
Sometimes our urine is bright yellow color. It means that the urine is
too concentrated. What should you do to maintain the color of urine?
I. Objective:
Explain how other body wastes are removed (e.g. solid waste through
the digestive system, gaseous waste through the respiratory system,
some liquid waste through the skin).
Organs of the urinary system are not the only ones that excrete
wastes from the body. Other organs like the skin, lungs, large
intestines, and liver also remove wastes from the body.
The skin covers the whole body. It excretes or removes dead
cells, excess salt and excess water from the body.
The large intestines temporarily stores undigested food and
become solid waste called feces, which passes out through the anus or
rectum.
The liver excretes dead cells from the blood stream.
A. Pre-Activity:
1. Review: How is urine formed and eliminated from the body?
2. Presentation:
When you play with your friends, what do you noticed comes out
from the surface of the skin?
What other organs in your body are responsible in removing
body wastes?
B. Activity Proper:
1. Distribution of Learning Activity Sheet
2. Group work
C. Post-Activity
1. Reporting by groups
2. Analysis and Discussion:
What other organs aside from the kidneys removes wastes from
the body? What part of the body removes dead cells, excess
slat, and excess waste from the body?
3. Generalization:
What arethe other excretory organs of the body?
How do they remove waste materials from the body?
4. Application:
How do you feel when you don’t perspire?
What should you do with the other excretory organs to make
them function well?
IV. Evaluation:
In paragraph form, explain how other body wastes are excreted from
the body?
V. Assignment:
Procedure:
1. Get the cut out of the excretory organs from the box and paste them on a
manila paper.
2. Match the waste material excreted by each organ. Paste the paper strips
Questions:
3. Where does carbon dioxide come from? Where does it pass through?
Lesson 19 1 Day
2. Motivation:
Present pictures of people doing the following activities:
1. A child drinking water
2. A person going to the comfort room to urinate
3. A person doing a physical fitness exercise
4. A picture showing a child eating plenty of fruits and vegetables
The teachers asks,“ What are the children doing? Of what good do
these activities do to the urinary system?”
C. Post-Activity:
1. Reporting by groups
2. Analysis an Discussion:
What are some ways of caring our urinary system?
Why do we take care of our urinary system?
3. Generalization:
Describe desirable habits which control or prevent
common ailments of the urinary system.
4. Application and Valuing:
You have very long bring-home test. You don’t want to be
disturbed, but you have the urge to urinate. What should you
do? Should you withhold it or not? Why?
IV. Evaluation:
V. Assignment:
OVERVIEW
Unit II – Animals
I. Objective:
Explain why animals live in a particular habitat
A. Pre-Activity:
1. Review: What are the organs, which make up the urinary system?
2. Motivation/Presentation
Chanting, “Where Animals Live”
C. Post-Activity:
1. Reporting by groups
2. Discussion of findings
3. Abstraction/Generalization:
Why do animals live in different habitats?
4. Application/Valuing:
Why must we leave animals undisturbed in their natural habitats?
IV. Evaluation:
Explain why there are animals in the:
1. the desert 3. water
2. forest 4. the polar regions
V. Assignment:
I. Objectives:
Describe how animals get/eattheir food using certain body parts
Infer the kind of food an animal eats from the appearance of its mouth
parts.
Dogs, tigers, and lions eat meat. Their sharp and pointed
teeth are used for tearing meat into pieces. These teeth are called
fangs. Carabaos, cows, and horses eat grass. They have big flat
teeth which can chew grass very well. Birds and fowls do not have
teeth. They have beaks to get their food. Crustaceans such as
lobsters, shrimps, and crabs feed on snails and other small
animals. Their jaws chew food. The frog has a tongue which is
attached to the front of their mouth. Its sticky tongue catches its
prey.
IV. Evaluation:
A. How do these animals get their food?
1. Snake 4. mosquito
2. Octopus 5. dog
3. Frog
B.
1. Laura has pet cat named Rosie. What should she feed her pet cat?
________________
2. Mrs. Fonacier has an aquarium with a gold fish. Infer what food should
she give her gold fish. ____________
3. The zookeeper was assigned to feed snakes kept in a glass cage. What
should the zookeeper feed the snakes in the zoo? ______________________
4. I bought a parrot. What food should I give her? _______________
5. A teacher gave Lerma an assignment. She showed a skeleton of an
animal with flat teeth. The teacher wants Lerma to find out what food it
eats. What should Lerma’s answer be?
V. Assignment:
Fill in the table below.
I. Objective:
Classify animals according to the food they eat.
A. Pre-Activity:
1. Review: What does a cow eat? What body part does it use in eating
grass?
2. Motivation/Presentation:
Divide the class into four groups. Using an activity card let them
list as many animals as they know. Opposite each animal’s name
let them write the food it takes.
B. Activity Proper:
1. Group pupils into three.
2. Present pictures of animals which are plant eaters, meat-eaters, plant
and meat eaters. Let each group classify the animals according to the
food they eat.
IV. Evaluation:
V. Assignment:
Can herbivores eat the kind of food eaten by the carnivores? Why or
why not?
I. Objective
Let the pupils go out of the class and gather strips of white
cartolina scattered on the grass for 15 seconds. Let them count and
record the number of white cartolina they gathered. Let them do the
Lesson Plans in Elementary Science, Grade 5 65
same activity but this time they will gather the strips of green.
Cartolina scattered on the grass.
B. Activity Proper:
1. Setting of Standards
2. Group Work
Distribute the activity sheets to each group.
Group I will go to the mini forest.
Group II & III will go to the school garden.
Group IV will go to the flower garden or Science & Technology
Park.
C. Post Activity:
1. Reporting:
2. Analysis and Discussion:
What were the animals you saw?
Where did you find them?
Do some animals have the same color with the place where you
found them?
3. Abstraction and Generalization
How do some animals protect themselves so that they are not
seen at once by their predators?
4. Application and Valuing
You see butterfly sipping the nectar of a flower, are you going to
kill or catch it? Why?
A B
1. Bird a. An animal which has the ability to camouflage by
bending its
bending its color to anything.
2. Chameleon b. An insect that looks like a stick.
3. Rattle snake c. It sips the nectar of flowers and blend its color
with the
flowers of the plant.
4. Walking stick d. A reptile that looks like the color of dead leaves
in order not
to be seen easily.
5. Butterfly e. Animals with wings, spotted in color to blend
with the
environment so that it can escape from its enemy.
V. Assignment:
Encircle the words that areformed in the word puzzle. Use the clues given
below.
C C B W P N S T T
S S N A K E Q U H
A B M S H C U R U
B H C P I A I T R
X B I R D S D L B
Y C B C X I C E C
Z I A A R R B B Y
H C X R Z A X L X
I M A Z A B B C P
K N C T C B B S B
B H O R S E A A W
C K A N G A R O O
Clues:
1. When it senses danger, it hides itself inside its shell
2. It is an aquatic animal that gives out inky fluid to hide itself in water.
3. An insect that stings to fight back its enemy.
4. It uses its two horns when it fights its enemy.
5. An animal with razor teeth and sharp claws.
I. Objectives:
Classify animals into vertebrates and invertebrates
Identify characteristics of vertebrates/invertebrates.
A. Pre-Activity:
1. Review:
Praying mantis stays in malunggay plants. Why can’t we readily see it?
2. Presentation:
What are the animals that you can see in the community? Are they
similar to each other? In what ways are they different?
B. Activity Proper:
1. Distribution of learning activity sheets
2. Setting of outdoor activity standards
3. Group work
C. Post-Activity:
1. Reporting by group
Lesson Plans in Elementary Science, Grade 5 68
2. Analysis and Discussion:
How do vertebrates differ from invertebrates?
3. Generalization:
What are the two classifications of animals? What are distinctive
characteristics of vertebrates? Invertebrates?
4. Applications:
To which group of animals do we belong? Why?
IV. Evaluation:
A. Classify these animals into vertebrates and invertebrates. Write the name
of each animal on the columns provided for:
Ants spider tamaraw
Bat elephant crab
Kangaroo junebeetle earthworm
Shrimp mouse owl
Snake frog squid
Vertebrate Invertebrate
V. Assignment:
Procedure:
Vertebrates Invertebrates
Lesson 25 1 Day
I. Objective:
Fish
The gills are their breathing organs.
They are cold blooded.
They reproduced by laying eggs which are hatched into
smaller fish.
Amphibian
They lay eggs.
They can live both on land and in water.
They have smooth skin.
They have gills for breathing at an early stage.
They disappear in their later part and their lungs develop for
breathing.
They are cold-blooded.
Reptiles
They can live well on land.
Their skin are tough dry and covered with thick scales made
of protein.
Reptiles reproduce by laying eggs.
Lesson Plans in Elementary Science, Grade 5 71
They are cold-blooded
Birds
They have the ability to fly.
Feathers cover the whole body of a bird.
All birds reproduce by laying eggs
They are warm-blooded.
Mammals
Mammals are animals that provide milk for their young.
Mammals give birth to their young alive.
They are warm blooded.
A. Pre-Activity:
1. Review: why do some animals travel in groups?
2. Motivation:
Use the game, “ where are my brothers and sisters”? The class
is given small strips of paper where animals are written. When a pupil
finds that he gets a carabao, he produces the sound and action so that
other pupil who got the carabao will join him producing the sound and
action. After finding their brothers and sisters, the teacher will instruct
each group to join another group of animals as to the number of legs,
having feathers those, which live in water, and those that feed their
young with milk.
B. Activity Proper:
1. Giving of instructions to pupils as to how they perform the activities.
2. Group work:
The teacher distributes paper bags with many pictures of
vertebrates good for five groups. Let each group classify or group
the animals the way they want it. After classifying, let them identify
the characteristics of the group assigned to them.
C. Post-Activity:
1. Reporting by groups
2. Analysis and Discussion:
What are the classifications of vertebrates? What are the
characteristics of each group?
3. Generalization:
Fill in the boxes of the concept map below
VERTEBRATES
Lesson 26 1 Day
I. Objective:
Classify invertebrates into poriferans, coelenterates, annelids,
platylhelminthes, nematodes, echinoderms, mollusks and arthropods
(insects, arachnids, crustaceans, myriapods)
IV. Evaluation:
Classify the following animals. Write each anima; under the column
they belong.
V. Assignment:
What are the mollusks that we use as food?
Materials:
Procedure:
Questions:
I. Objective
Identify characteristics of each group of invertebrates
Porifera, Coelenterate, Echinoderms, Mollusks
A. Pre-Activity
1. Review:
What are the eight groups of invertebrates?
Who can give examples of each group?
2. Motivation / Presentation:
What do you think are invertebrates classified into?
B. Activity Proper:
1. Distribution of activity sheets.
2. Group activity
C. Post Activity
1. Reporting by groups
2. Discussion:
What are the characteristics of poriferans and coelenterates?
How about the echinoderms and mollusks?
How are poriferans and coelenterates similar?
It what way do they differ?
3. Generalization:
What are the characteristics of poriferans, coelenterates, echinoderms
and mollusks?
4. Application:
Some mollusks are edible. What are the mollusks that can be eaten?
5. Value Infusion:
Why should we respect each other?
IV. Evaluation
V. Assignment
II. Materials:
Preserve sponges, corals, starfish, jellyfish if available or pictures of
sponges, corals, starfish, jellyfish, clams, snail, hydra
List of characteristics of each group of animals
Manila paper, pentel pen
III. Procedure:
1. Study the animal samples or the pictures of animals.
2. Identify each animal and write them on the manila paper.
To which group of invertebrates does the animal belong?
3. Read the characteristics written on the strips of paper.
4. Write these characteristics on the column opposite each animal
IV. Question
What are the characteristics of these invertebrates?
a. Sponges
b. Jellyfish
c. Clam
d. Starfish
e. Snail
I. Objective:
Identify the characteristics of each group of invertebrates, platyhelminthes,
annelids, nematodes
All worms have bilateral symmetry. An organism which has bilateral symmetry
can be divided into two parts that are alike. Some worms are free living while
others are parasitic. They live in the bodies of other animals and people such as
flukes, tapeworms and ascaris.
Platyhelminthes/flatworms have bodies that look like ribbons. Flatworms such
as planaria are free living (not parasitic). Planaria lives in ponds and streams. It
has a simple digestive system that is open only at one end. The food enters and
waste materials pass out from the same end. It is hermaphrodic which means
bearing the same sexes of the male and female. Tapeworm is another example of
platylelminthes. It is parasitic in nature. It lives in the intestines of animals and
men.
Nematodes are round worms. They have around and tubelike shape. Most
roundworms are small. They live in the soil and inmost bodies of water. Most
roundworms are harmless. However, some parasitic species do great damage to
plats, animals and humans. Examples are ascaris. They have complete digestive
system with mouth at the front end and an anus at the rear end. They are parasitic.
Free living worms are marmless. They live in fresh water and salt water.
Annelids are segmented-bodied worms. They live in salt water, fresh water
and in the soil. Leeches and earthworm belong to this group. The earthworm has no
respiratory system but absorbs oxygen and gives off carbon dioxide through its thin
Some worms are parasitic in the intestines of men. What must you do to
avoid having these parasites in the body?
IV. Evaluation:
Give the least two characteristics of the following animals
1. Earthworm
2. Planaria
3. Ascaris
V. Assignment:
In what ways are earthworms useful to men?
II. Materials:
Earthworm
Planaria
Ascaris of human or animals
Magnifying lens
Pentel pen
List of chararestics of each group of worm
III.Procedure:
1. Study the worms by using a magnifying glass (hand lens)
3. Write the characteristics of each animal that you observed and those that
are listed on the strips of paper on a table.
IV.Questions:
What are the characteristics of each group of worms?
V. Conclusion : _________________________________________________________________.
I. Objective:
Identify the characteristics of each group of invertebrates
- Arthropods
II. Subject Matter:
Topic: Characteristics of Arthropods
Arthropods are animals with segmented bodies, jointed legs and
outside skeletons which protect their soft bodies.
Some arthropods live on land while others live in water.
Some can fly, while others crawl.
Science Processes:
Observing, describing, classifying, communicating
Value: Controlling insects that are harmful to crops.
Materials: grasshopper, ants, spider, tick, shrimp, crab, millipedes,
centipedes
References: RBEC-PELC Unit II, 4.3 p. 9
Science for Better Health and Environment V by Efrain E. Abracia
pp. 80
Science and Health Today V by: NenitaAssuncion et al pp. 78-79
Background Information for Teachers (BIT)
2. Presentation:
Show some live animals such as grasshopper, spiders,
millipede and shrimp. Then ask: what are these animals that you
see on the table? Can you identify them? What characteristics do
these animals have in common? Do they have the same
characteristics with the worms?
B. Activity Proper:
1. Distribution of learning activity sheets by groups.
2. Group work
3.
C. Post Activity:
1. Reporting by groups
2. Discussion:
What are the characteristics of the animals you observed?
How are they different from each other?
What characteristics are common?
(The Ven Diagram can be used during the discussion.)
3. Generalization:
What are the characteristics of arthropods?
4. Application / Valuing
Some insects like the leafhoppers are harmful. They
destroy the crops of farmers. In what way can they be
controlled?
VI. Evaluation:
Choose the best answer. Write only the letters of the correct answer.
1. Which of the following is a distinct characteristics of arthropods
a. They have complete body system
b. They have jointed legs
c. They have light wings and legs
d. They have a pair of antennae.
Materials:
Grasshopper ants
Spider tick
Millipede centipede
Shrimp crab
Magnifying lens
Procedure:
Questions:
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5 86
1. Grouping
2. Setting of Standards
3. Read the poem written on a manila paper
Here I am again
To be with your group
I must participate, share and think
To whatever things we must do
These must listen and follow directions
These will help me best ingredient
For us to succeed in whatever we do.
Ask: According to thepoem, what should you do to succeed in
your activity?
4. Group work
Activity I “Touch and Do”
Learning Activity Sheet – Lesson 30
1. Examine the corals, describe them.
2. Draw the pictures of the coral you examined
3. Get one small coral ad put it on a petri dish/saucer
4. Pour one tablespoon of vinegar. Observe what
happens.
What do you see coming out of the corals? What
does this show?
C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Compare the drawing of each group with the picture of a
coral reef presented earlier
Describe the coral reef. Where do corals come from?
What happens when the remains of these animals or what
we call corals accumulate?
What did you observe when vinegar was added to the
coral? What does this show?
3. Abstraction and Generalization:
What are coral reefs? How do they look like?
4. Application and Valuing
Imagine you are underwater. What do you feel when you see a
coral reef?
IV. Evaluation:
Illustrate you idea of the coral reef. Describe the coral reef in terms of its
physical appearance.
V. Assignment:
Make a report about the Tubbataha Reef in the Philippines. Find out why we
should be proud of it.
Lesson 31 1 Day
Lesson Plans in Elementary Science, Grade 5 87
I. Objective:
Identify the importance of coral reefs
II. Subject Matter:
Topic: Importance of the Coral Reefs
Science Concept:
Coral reefs serve as the breeding places of marine animals. They
provide shelter and protection for fishes and other forms of marine
animals. They protect coastal communities form waves. They also
serve as tourists’ attraction.
Science Processes: Identifying, communicating
Valuing: Love and care of nature
Materials: activity sheets, pictures of coral reefs, realia
Reference: RBEC-PELC Unit II, 5.2 p.10
Into the Future: Science and Health 5 pp. 72-73 by Jose Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
V. Assignment:
Cut out pictures/ reports about the importance of the coral reefs. Bring to
class samples of corals if you have.
I. Objective:
Discuss practices that cause destruction of the coral reef
CARD 1
We have learned that coral reefs serve as homes of
fishes and other forms of marine life. What do fishermen do to
drive the fishes out from the reefs? Discuss with your
groupmates how you will demonstrate it.
CARD 3
How do fishermen using dynamites destroy the coral reefs?
Draw to illustrate it.
CARD 4
Collecting colorful fishes is becoming a popular hobby to
some. What do fishermen use to catch these fishes making them
easy to collect in large quantities? What is the effect of this to the
corals? Discuss with your groupmate and write your answer in a
paragraph form. Print it on manila paper.
C. Post Activity:
1. Presentation of output by group
2. Analysis and Discussion:
Why is dynamite fishing harmful and coral hunting prohibited?
3. Abstraction and Generalization:
Discuss some practices that cause destruction of coral reefs.
4. Application / Valuing:
If your father is a fisherman and he is using dynamite for fishing,
how would you convince him to stop doing it?
5. Enrichment:
Let the pupils view the VHS tape or VCD on Muro-ami fishing.
VIII. Evaluation:
Discuss in a paragraph form, how the following practices cause
destruction of coral reefs. Choose two only.
1. Muro-ami fishing
2. Dynamite Fishing
3. Coral hunting
IX. Assignment:
Make a poster about, “My Role in coral Reef Conservation”
I. Objective:
Predict what will happen when coral reefs are destroyed.
A. Pre-Activity:
1. Review: Using the memory circle stategy, the teacher encourages
the pupils to recall their past lesson. Call three pupils to answer and
the rest will repeat the answer of each of the three.
B. Activity Proper:
1. Grouping
2. Setting of standards to follow
3. Group Work using the Network Tree
Learning Activity Sheet – Lesson 33
CORAL REEFS
Dynam
itFishin
g
C. Post Activity:
1. Reporting/Presentation of output by group
2. Analysis and Discussion:
Using the Prediction Chart let the pupils write down their final predictions
based on the result of their group work.
Bad Practices Effects
Lesson 34 1 Day
I. Objective:
Identify ways of saving the coral reefs.
C. Post Activity:
1. Reporting
2. Analysis and Discussion:
Based on the activity you performed, identify ways of saving the coral
reefs.
3. Abstraction and Generalization:
What are some ways of saving coral reefs?
4. Application and Valuing:
Is it necessary to save our coral reefs? Why? As pupils, what simple ways
can youdoto save the coral reefs?
IV. Evaluation:
A. Choose which of the situation shows ways of caring for the coral reef.
a. Mang Ambo is a fisherman. He uses proper nets in fishing.
b. Nena is university student. She asked her classmates who have
vehicles to donate to old tires of the artificial reef.
c. Ben is making slogans about caring for the coral reef.
d. Aling Maria sells beautiful corals in her pet shop.
e. Pedro is a diver. He collects dead corals and display them.
B. Read again the situations above. Which does not show care for the coral
reef?
Change the situation to a proper care of the coral reef.
V. Assignment:
I. Objective:
Participate in an effort to save coral reefs.
B. Activity Proper:
1. Let each group guess the status of our coral reefs (poor to fair
conditions). Ask what brought about this condition.
2. Group Work:
Divide the class into four groups. Have each group make a slogan on a
sheet of a manila paper about how to save our coral reefs.
C. Post Activity:
1. Displaying of outputs
2. Evaluation of slogan by the teacher
3. Generalization:
Lesson Plans in Elementary Science, Grade 5 96
What are some ways of saving coral reefs? How can you participate in
the effort to save the coral reefs?
4. Application/Valuing:
Suppose you’re very near a sea where there are corals, how will you help
in the information drive about conservation of corals?
IV. Evaluation:
Write 5 ways by which you can help save our coral reefs.
V. Assignment:
I. Objective:
Perform experiment to determine what plants needs to make food
B. Activity Proper:
1. Investigating the food plants make.
a. Class is divided into five groups.
b. Do Activity 3.1
c. Follow instructions in the book pp. 92-97
d. Perform the investigation (Teacher guides each group)
e. Answer question in the activity
What happens when the test tube containing the green pigment is
placed in the boiling water?
C. Post Activity:
1. Remind the group of their assigned task (assigned 10 days before)
2. Instruct the group to repeat Activity 3.1 to all the potted plants.
Group I – When you dropped iodine on the leaf, did the color change?
Why?
Group II - When you dropped iodine on the leaf, did the leaf change in
color? Why?
Group III - When you dropped iodine on the leaf, did it change in color?
Why?
Group IV - When you dropped iodine on the leaf, did it change in color?
Why?
3. Abstractions/Comparison and reporting of its investigation or
experiment.
4. Generalization:
Experiments show that plants need water, air and light.
Leaf that turned blue when iodine dropped into it shows the
presence of starch-the food produce by the plants.
Leaf that did not blue it means that it was not able to
produced its food because of the absence of either air, water,
or light.
What makes your investigation successful? Working
harmoniously with your team member.
5. Application:
Investigation shows that plants produced food. Man and animals are
dependent on the plants for their food. They are important. What
should you do then so that plants will continue producing food?
(Proper care)
IV. Evaluation:
Direction:
1. Repeat the experiment.
2. Group exchange potted plants.
Lesson Plans in Elementary Science, Grade 5 100
3. What were the outcomes of your experiments? What does the
experiment show?
V. Assignment:
Answer the question:
What do you think will happen if one of the things needed by plants in
making food is missing? How does this affect us?
I. Objective:
Infer that plants need air, water, sunlight for food making
Observe what happens to plants in the absence of any of the factors
needed for photosynthesis.
II. Subject Matter:
Topic: Observing the Factors Needed by the Plants in Photosynthesis
Inferring that Plants Need Air, Water, and Sunlight
Lesson Plans in Elementary Science, Grade 5 101
Science Concepts:
Plants needs carbon dioxide from the air
Plants need light from the sun
Plants need water and minerals from the soil
Science Processes:
Predicting, observing, describing/explaining, inferring, comparing
Value: Importance of Plants
Materials: four potted plants
References: RBEC-PELC III, 1.2.1 p.11
Science for Better Health and Environment by Efrain Abracia
Headways in Science and Health Today p. 97-101 by Rebecca R. Fallaria
and Nenita A. Apolinario
Background Information for Teachers (BIT):
C. Post Activity:
1. Discussion/Comparison:
a. Predict:
What will happen to the three potted plants?
What will happen to the potted plant with air, water and
sunlight?
What will be expected if leaves from potted plant nos. 1,
2, 3, 4 will be boiled in alcohol and pass through the
iodine test?
b. Observe:
What actually happened to potted plants nos. 1, 2, 3?
What actually happened to potted plant no. 4?
(Potted plant with air, water and sunlight)
What actually happened to leaves of potted plants nos. 1,
2, 3, when
they pass through the iodine test?
What happen to potted plant no. 4 when it passed through
the iodine
test?
c. Explain:
IV. Evaluation:
Direction: Write a paragraph about your conservation on the four potted
plants.
Explain: What will happen if any of the factors for food making will be absent?
V. Assignment:
Write a poem about the factors needed by plants in making food.
I. Objective:
Explain the process of photosynthesis using a diagram
C. Post Activity:
1. Following On:
a. Pupils explain the process of photosynthesis using their
second sketch
b. Do you understand now how plants produce fruits and
vegetables for you?
2. Generalization: What is Photosynthesis?
2. Application: Knowing now the importance of plants in
providing food for us. How will you show cooperation towards
the program of the government regarding the green and
clean program of the government?
VI. Evaluation: Individual task
Direction: Draw the diagram of photosynthesis. Explain the
process of photosynthesis using your diagram
VII. Assignment:
Write a letter to your friend explaining to her/him how plants make
food.
B. Activity Proper:
Group the class into four and let them perform Activity 2 “
Where do I Belong”
C. Post Activity:
1. Perform Activity #3 entitled “ Who Am I”
Given the major parts of a coconut tree (fruits, leaves,
trunk, and roots), each group will be assigned one part
of the plant them come-up with the list of possible by-
products and other uses.
2. Present the poem “Trees…My Life and Everything”.
IV. Evaluation:
A. Direction: Choose the letter of the best answer.
1. Which of the following uses of trees helps the environment?
a. Trees give us lumber for building houses.
b. Trees give us shade.
c. Trees prevent soil erosion and flood.
d. Trees give us food.
2. What plant part is used for helping the environment in item no. 1?
a. Fruits
b. Leaves
c. Trunk
d. Roots
B. Make a list of plants and identify the plant part used for food, medicine,
clothing materials, shelter and sources and fuel.
V. Assignment:
List down materials found in your home that came from plants/trees.
Classify them as to what part they came from.
I. Objective:
Describe special characteristics that help plants adapt to their
environment and to produce their own kind.
B. Activity Proper:
1. Show plants with different structure to the pupils and let them
identify their protective structures to their enemies.
C. Post Activity:
1. Discussion:
Think and share
Divide the class into two
Distribute cards equally, 9 cards containing the plants and the
protective structures
Let the group leader shuffle the cards
One member will lay his card on the protective structures of
the plants
Example
cactus thorny
3. Application:
If we see beautiful flowers in the park, what is a good practice to
do?
IV. Evaluation:
Do what is asked:
1. Name some plants which have fine hairs that make your skin itchy.
2. Name plants with bitter taste
3. Mane plants that have an unpleasant smell.
4. Name plants that are horny.
5. Name plants that contain poison.
V. Assignment:
A. List 10 plants and identify their protective structures.
B. Give examples of plants that can live on water, hot and dry place.
I. Objective:
Describe the special characteristics of plants which help them adapt to the
environment and reproduce their own kind
II. Subject Matter:
Topic: Adaptation for Reproduction in flowers, spores, roots and stem
Science Concepts:
Big size, bright colors, fragrance and producing nectar flowers serve
as adaptation for attracting insects to pollinate.
Some flowers are small. The are pollinated through the wind.
Plants have adaptations that enable them to reproduce either
sexually or asexually.
Some plants reproduce efficiently from roots, stems and leaves
known as vegetative reproduction.
Science Processes:
Observing, inferring, communicating
Value: Caring for the trees
Materials: flowers, chart illustration of plants
References: RBEC-PELC III, 3.1 p.12
Headways in Science and Health Today p. 111 by Rebecca R. Fallara
and Nenita A. Apolinario
Background Information for Teachers (BIT)
B. Activity Proper:
1. Divide the class into four. (The teacher may use illustrations of plants
as many as he wishes)
Present illustrations of plants and let the pupils identify how to
produce new plants and the type of reproduction.
IV. Evaluation:
Check on the appropriate column how plants reproduce and the plant parts
used for reproduction.
V. Assignment: Bring corn and bean seeds and other samples of fruits and seeds.
I. Objective:
Describe the special characteristic of plants which help them adapt
to their environment
B. Activity Proper:
1. Group pupils into four
2. Select/Choose group leader and reporter
3. Let the pupils observe plant parts: roots, stem, leaves,
size number and arrangement of leaves.
4. Describe the samples in a chart as follows:
Name of Description of the Structure of Plants
Plants Roots Stem Leaves
C. Post Activity:
1. Reporting of group outputs
2. Discussion:
What are the characteristics and structures of plants which
enable them to adjust to their environment?
3. Generalization:
How are water and minerals transported from the roots to
the leaves?
Describe the adaptations of roots, stems, and the
arrangement of leaves for them to survive.
4. Application:
If you are a plant grower, what is the importance of knowing
the different structures of plants?
IV. Evaluation:
Choose the correct answer and write it on your paper.
1. How do aerial plants adapt themselves to their habitat?
a. They absorb water from the air through the hanging roots
b. The creep on the ground
c. They let their hanging roots touch the ground
d. They receive water when it rains
2. Why are stems very important part of the plants?
a. Stems are woody and strong.
b. Stems conduct food and water to different parts of the
plant
V. Assignment:
a. Describe the parts of the plants as to their structure that help
them adapt to the environment.
b. What are the characteristics of plants that adapt and reproduce
their own kind?
c. Bring different fruits and seeds.
VI. Objective:
IX. Evaluation:
X. Assignment:
Conclusion : _________________________________________________________________.
I. Objective:
Cite examples of plants that can grow in specific environment
B. Activity Proper:
C. Post Activity:
1. Reporting of outputs by groups.
2. Discussion:
Describe the characteristics of plants that grow in specific
environment.
3. Generalization:
Cite examples of plants that can grow in specific environment
4. Application:
The teacher distributes different plants that grow in different
environment. The pupils are asked to tell where they grow.
5. Valuing:
What should you do when you see plants growing on a certain
environment? Should you disturb them? Why?
Lesson Plans in Elementary Science, Grade 5 121
Lesson Plans in Elementary Science, Grade 5 122
IV. Evaluation:
Fill up the table. Name plants that can live in the following:
Plants in cold area Plants in hot and dry place Plants in Water
V. Assignment:
List 5 examples of plants that live in the following:
1. Cold area
2. Hot and dry area
3. water
Objective:
Identify characteristics of each group of plants
II Subject Matter:
Topic: Characteristics of Certain Plants
Science Concept:
o Plants have special characteristics which help them adapt to
their environment and for survival.
Science Processes: Observing, describing, inferring, comparing, classifying
Value: Everyone has unique characteristics to use for a good purpose.
Materials: Activity Sheets
References: RBEC-PELC III, 4.1 p. 13
Into the Future: Science and Health 5 pp. 102-103 by: Jose F.
Llarinas and EmelyPelobello
Science Connection 5 p. 103 by: Lourdes Lozano and
TeresitaAmasol
Background Information for Teachers (BIT):
Plants like animals adapt to their environment in order to
survive. They possess different characteristics of adaptation that enable
them to live their surroundings. Some plants have thorns to protect
them against being trampled on by large animals. Other plants are not
used as food because their leaves are not palatable and easily digested.
Some plants are not eaten because of their unpleasant odors. Some
species of plants are poisonous. Some seeds of plant have thick, woody
shells or husks which make them hard to open thus protecting the
embryo plant from being eaten by animals.
B. Activity Proper:
1. Perform Activity #1 “Describe Me”
Ask:
Do these plants have similar characteristics?
How do they differ?
Which plants bear flower? Give tree examples.
Which plants do not bear flower?
2. Perform LAS “Guess Me”
Ask:
What are the plants being described in the riddle?
What characteristics do they have? What particular parts are
being described?
Go to your group
Choose one riddle from the LAS “Guess Me”
Compose a tune for the assigned riddle.
Create body movement of the song
Present to the group.
Ask:
What characteristics do they portray?
What good things can these characteristics do to them?
Do we have characteristics too? Name some of your
characteristics. When and where do we use them? Do we use
them for good purposes? Why or why not?
C. Post Activity:
1. Reporting of group outputs
2. Discussion
3. Generalization:
Do plants have different characteristics?
What do you think are these characteristics for?
4. Application:
Perform activity Sheet # 3 “What Do I Have?”
Let them display their work and tell something about it.
IV. Evaluation:
Choose the letter of the correct answer.
1. Which of the following has waxy shiny leaves?
a. Cactus b. grass c. mayana d.
gumamela
2. What do ferns and mosses have in common?
a. They grow from seed.
Lesson Plans in Elementary Science, Grade 5 126
b. They produce spores.
c. They are pollinated by insects.
d. They are flowering plants
V. Assignment:
Make a survey of the different plants in your locality. Observe
their characteristics. Make a list of their similarities and differences.
I. Objective:
Group plants according to common characteristics
B. Activity Proper:
Perform Activity # 1 “ Watch! What’s in me?”
Ask:
1. What group finished the activity first?
2. What made them finish the activity first?
3. Did they help one another to finish their work easier and faster?
4. Do you think teamwork divides the effort and multiplies the
effect?
Procedure:
Read the statement that describes the unarranged
words above it. Rearrange the letter to form the group of
plants.
TILOHAPYTHES
They are
simple plants. They
have no stems, no
Lesson Plans in Elementary Science, Grade 5 129
leaves and roots.
Examples are algae
and Fungi.
PTRIEDPYTHES
Have true
roots, stems and
leaves but do not have
flowers, fruits and
seeds. Examples are
ferns and mosses.
BYROPTHES
Have simple leaves,
no true roots and stems, they
possess root like stem like
parts. Examples are mosses
and liverworts.
ANGSOIPREMS
Plants having seeds
enclosed in an ovary.
Examples are guava and
avocado.
GMYSONPREMS
Plants having seeds
exposed m or naked. Example is
pine tree.
Ask:
1. What group of plants are being formed?
2. How do they differ from one another?
3. Can you group them into 2 big groups?
4. What do you call this groups?
Concept Formation:
Plants can be grouped according to their characteristics.
Important words are written in strips. Arrange them according to
the group they belong.
Guide the pupils to do the concept mapping. (See sample
below)
Plants
Seed
Producing
C. Post Activity:
1. Reporting of group outputs
2. Analysis and Discussion: (Enrichment of reports and furthering
discussions.)
3. Generalization:
How do you group plants?
4. Application:
Perform Activity # 3 “Bring Me Back to my Home”
Use same group
Distribute the Activty sheet
Let them finish the activity for 2 minutes
Checking the papers. (Exchange with other groups)
Ask:
1. What group do plants in the square belong?
2. What characteristics do they have in common?
IV. Evaluation:
Lesson Plans in Elementary Science, Grade 5 131
A. Group the plants listed below according to their characteristics. Write
them in the box where they belong.
Tamarind cotton banana algae cypress
Seed
bearing
Plants
Terrestrial Aquatic
B. Activity Proper:
1. Setting standards
2. Activity 1
C. Post Activity:
1. Publishing and Reporting:
Have them post their work on the board.
2. Analysis and Discussion:
What is the other way of grouping plants?
How do they differ from each other?
3. Abstraction and Generalization:
Do plants have the same number of growing seasons?
What is another way of grouping plants?
4. Application and Valuing:
Activity 3 “Help Me I’m Lost”
Procedure:
1. Have them draw on fruit cut-out from the box.
2. Ask them to open the fruit cut-out at the same time.
3. Let them read silently the name of plants written in the
fruit cut-out.
4. Then ask them to move quietly and orderly to the group
where the name of the plants they are holding belongs.
5. Assign three pupils to hold these placards, ANNUALS,
BINNENIALS, PERENNIALS
Ask:
1. What group do you belong?
2. Will you describe that group of plant?
IV. Evaluation:
A. Write Annual, Biennial or Perrenial on the blanks.
_______1.Carrots ________2. Bean
_______3.Bamboo ________4. Mango
Lesson Plans in Elementary Science, Grade 5 135
_______5.Ampalaya
B. Explain the other ways of grouping plants
V. Assignment/Agreement:
Write a short paragraph about the ways of grouping plants. Follow the
correct way of writing a paragraph.
I. Objective:
Describe the importance of grouping plants
II. Subject Matter:
Topic: Describing the Importance of Grouping Plants
Science Concept:
With systematic group[ing of pplants, scientist, farmers, learners
and even consumers can do things better and faster.
Science Processes: describing, inferring observing, comparing
Value: To maintain the beauty of nature we must work together to protect
our plant life
Materials: Different plants such as Simple Plants, The Higher Plants, Seed
Plants, Activity Sheets
References: RBEC-PELC Unit III. 4.4 p.13
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Background Information for Teachers (BIT):
2. Motivation/Presentation:
Do you think grouping of plants is important? Why?
B. Activity Proper:
1. Setting of Standards
IV. Evaluation:
Write a short paragraph with proper indention, capitalization, punctuation and
correct margin about the importance of grouping plants. Give also the
appropriate title.
V. Assignment:
Prepare an album showing the grouping plants
OVERVIEW
Unit IV – Physical/Chemical Change
The lesson plans in this unit have
been prepared to make the pupils aware of
the chemistry of life, which is the story of
elements, the building blocks of matter. The
marvelous changes in matter and energy
transform nonliving materials into plants
and animals and give them life. This is the
chemical basis of life.
I. Objective:
Observe that no new materials is formed in physical change
Show examples of physical change.
When materials change their size and shape they are said
to undergo physical change. This kind of change does not alter their
composition. Solidification is the process when water is turned to ice.
Liquification is the process when ice is turned to water. Evaporation is the
process when liquid water turns to gas when it absorbs enough heat. When
materials change in state they undergo change.
Describe:
1. Ice cube
2. Sugar
3. Piece of paper
Activity
1. Think of ways on how you can change the materials you have in
your group.
2. Record your observation using the chart.
Name of Change that Condition that
material happens brought about
change
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
Let pupils describe what they did with the materials to
change their physical state.
Ask what happened with the ice cube, sugar, piece of paper.
3. Abstraction and Generalization:
Based on the activities, let pupils describe and tell what physical
change is. What is physical change? What happens to a material
when it undergoes physical change?
4. Applications:
Can you name some activities in the classroom where
physical change can be observed?
The table below gives examples of changes. Identify which of
them are physical and which are not. Indicate your answer by
putting a check ( ) in the appropriate column.
Materials/Objects Involves physical change Does not involve physical
change
1. Plants grow
2. Fruits ripen
3. Leaves decay
4. Water boils
5. Coconut water
ferments
6. Meat is cooked
7. Metal rusts
8. Bread gets moldy
9. Seeds germinate
10.Rain erodes a barren
land
IV. Evaluation:
Show to the class how these materials undergo physical change.
1. A piece of onion
2. A rubber band
3. A piece of chalk
4. A piece of wire
5. A piece of cloth
V. Assignment:
List down at least 5 activities at home that involves physical change.
I. Objective:
Observe that a new material is formed in a chemical change
II. Subject Matter:
Topic: Chemical Change
Science Concept:
Chemical change is a change in the composition of matter.
The original characteristics of matter are lost and new substance is
formed.
Science Processes:
Observing, describing, inferring, recording
Value: working harmoniously and cooperatively/critical thinking
Materials:baking powder, water, milk, vinegar, a piece of paper, match,
test tube, dropper
References: RBEC-PELC Unit IV. 1.2/1.2.2 p.14
Into the Future Science and Health 5 pp. 121-123 by Jose F. Llarinas and
EmelyPelobello
Headways in Science and Health Today 5 pp.137-141 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
B. Activity Proper:
Group pupils into 5 groups. Let them prepare their materials for the
activity. Set standards before performing the activities.
C. Post Activity:
1. Reporting by groups about their findings
2. Analysis/Discussion:
What happened when water is added to baking powder?
Is a new substance formed when vinegar is added to
some liquid milk?
How do you know?
What happened when milk is added to vinegar? Is there a
new substance formed by the reaction? How do you
know?
Are the properties after the paper was burned the same
as the original?
What makes you think so?
3. Based on the activities, what is a chemical change? What happens
when there is a chemical change?
4. Application:
Every time your father uses his carpentry tools, you observe
that he wipes them with rag soaked in oil before he keeps them
in his tool box. Why does he do this?
IV. Evaluation:
Show some ways on how the following materials can change
chemically.
1. Small piece of stick 4. Fruit
2. Small amount of milk 5. Iron
3. Small amount of vinegar
V. Assignment:
List down 5 activities showing chemical changes.
Lesson 50 1 Day
B. Exploration:
1. Group the class into three.
2. Remind them the precautionary measures before conducting the
activity.
3. Distribute the materials to each group.
Explain the use of each material
Let them perform Activity #2 “Look at Me”
Ask: What will you do in order not to meet any accident as you perform
the activity?
(Remind them the value of self-discipline and carefulness as they
perform the activity.)
C. Explanation:
Ask:
1. In all the activities performed, what changes happened to the things
and substances?
2. What do you call this change?
3. When does chemical change happen?
(Tell: Chemical changes happen in different ways. First, there are new
substances formed. The new substance formed has different
characteristics from the original substance. Secondly, chemical
change occurs with the application of heat or with a change in
temperature.)
Ask:
1. When you burned the tissue paper, did the original characteristic of
the paper change?
(A piece of paper is made up of cellulose fibers. Cellulose is
composed of elements-carbon, hydrogen, and oxygen. When paper is
burned, heat, light, carbon-dioxide, water vapor, and ash are
produced. Carbon dioxide and water are lost in the air. Take note that
the new substances formed are different from the original substance)
2. When you heated the sugar, did the original characteristics change?
What characteristics were those?
Lesson Plans in Elementary Science, Grade 5 147
(From being sweet it became bitter. From being white it became
black. From being brittle crystal, it became hardened lump. Then
there were also gases formed. The smoke that you noticed while
heating the sugar were water and carbon dioxide. The black solid
lump was mostly carbon.)
3. What happened to the temperature of ammonia when other solutions
were added?
(The ammonia was originally cooler. With the addition of vinegar, the
solution also became warmer. Heat was evolved.)
D. Generalization:
What is chemical change?
What are the examples of chemical change?
Procedure:
1. Look at the two nails carefully.
2. Observe the changes that happened in the rusty nail.
Answer briefly:
1. Are there changes that took place to the rusty nail?
2. List down the changes that took place?
3. What do you call this kind of change?
4. When does chemical change occur?
V. Assignment:
Observe a ripe banana fruit. List down the changes that took place.
Procedure:
a. The 1st group will proceed to station 1 and do the activity posted and
record their observation on the sheet provided in the stations.
b. The 2nd group will proceed to station 2 and do the activity posted and
record their observations.
c. The 3rd group will proceed to station 3do the activity posted and
record their observations.
d. After answering the questions provided for each station, the groups
proceed to the next station moving clockwise.
e. The leader of each group will report on the activity undertaken in the
last station they went through.
Answer briefly:
V. Assignment:
List down at least 10 chemical changes that you noticed around you.
I. Objective:
Cites the conditions/factors that bring about changes in materials.
II. Subject Matter:
Topic: conditions That Bring About Changes in Materials
Science Concept:
Stretching, breaking, pounding, cutting and bending bring about
physical change
Science Processes:
Inferring, describing
Value: Protect our environment
Materials: match, candle, rubber bands, barbecue sticks, pieces of
paper
References: RBEC-PELC Handbook
IV. Evaluation: What conditions can cause change to the following materials:
1. Iron 3. Manila paper
2. Chalk 4. Rubber balloon
5. Plastic jar
V. Assignment:
What if there are factors that bring about changes in materials? What do
you think will happen to us?
I. Objective:
Infer that everything in the environment is changing
II. Subject Matter:
Topic: Changes in the Environment
Science Concept:
Everything in the environment is changing
Science Processes:
Observing, identifying, inferring
Value: Demonstrate curiosity, cooperation and active participation in all
learning activities
Materials: poem, envelop containing words
References: RBEC-PELC Unit IV, 3
Headways in Science and Health Today 5 pp. 115-154 by
Rebecca R. Falloria and NenitaApolinario
Curriculum Support Material p. 24
Science and Health for Changing Environment V p. 147
Background Information for Teachers (BIT):
Lesson Plans in Elementary Science, Grade 5 154
The environment is consists of the hydrosphere, lithosphere
and atmosphere. Everything in the environment is
changing.
I LOVE EVERYTHING
By: Arilyn U. Balagtas
2. Analysis:
What is the poem all about?
Where can we find a sun, birds, rain…?
How would you describe the surroundings with this kind of
picture?
Would you like to live in this kind of environment?
Can you identify some changes that take place in this kind of
environment?
Do you think these are the only changes that can taker place in
the environment?
B. Activity Proper:
1. Drawing Blind
a. Divide the class in two groups
b. Two chosen volunteers from the 1st group are blindfolded
c. The picture is shown to the 2nd group and the rest of the
1st group.
Note: The picture to be shown is a picture of the environment where
severalchanges can be identified.
a. The blindfolded volunteers draw on the board the
same picture based on the instruction given by the
rest of the group.
b. Whoever had a closest drawing against the original
wins.
2. Do the Activity Sheet # 53
C. Post Activity:
1. Discussion follows
2. Application:
Give each row or group an envelop containing words and have
them empty and count the number of words.
Announce a set of time and the groups form the words into
sentence.
The first group that forms first and correctly wins.
EVERYTHING IN THE ENVIRONMENT IS
CHANGING
3. Generalization:
In what way can we show concern to these changes?
IV. Evaluation:
What do you think will happen to the following after 10 years?
1. Agricultural lands 3. A person 5. A tree
2. Your Barangay 4. Our school
V. Assignment:
Write a short poem showing that everything in the environment is
changing.
Lesson541 Day
I. Objective:
Identify the good effects of certain changes in the environment.
II. Subject Matter:
Topic: Identifying the Good Effects of Certain Changes in the Environment
Science Concept:
Some changes in the environment have good effects.
Science Processes:
Observing, describing, identifying
Value: cooperation
Materials: activity sheet, jigsaw puzzle board, giant wheel card
References: RBEC-PELC Unit IV, 4.4.1 p.16
Science and Health for a Changing Environment p. 147 by
Rebecca R. Fallaria and NenitaApolinario
Headways in Science and Health Today pp. 139-140
Lesson Plans in Elementary Science, Grade 5 156
Science for Better Health and Environment p. 144 by Efrain
Abracia
Background Information for Teachers (BIT):
Procedure:
1. The eight parts of the giant wheel will be detached as cards and
place it in a box.
2. Call 8 pupils to get a card each from the box.
3. Instruct the 8 pupils to connect all the 8 parts to form the giant
wheel as shown above.
4. Ask the following:
What can you see in the giant wheel?
What are these changes?
Do these changes have good effects?
5. Find out.
B. Activity Proper:
1. Organize the pupils in 8 groups.
2. Let them choose their leader, reporter, gofer and noise
minimize.
3. Instruct the golfer of each group to get a part of the giant wheel.
4. The group will identify the kind of change.
5. The leader of each group will discuss and find out the good
effect of the said change.
6. Let them report their findings.
7. Discussion follows.
(Remind the pupils to be cooperative in their group work.
Emphasize the value of cooperation.)
C. Post Activity:
1. Do activity 2 (JIGSAW PUZZLE)
2. Do you agree that the changes in the environment have good
effects? In what way?
3. How do we value these good effects?
V. Assignment:
Make a poem showing the good effect of changes in the environment.
Activity # 2
Procedure:
IV. Evaluation:
Identify the bad effects of the following changes.
Burning diesel and gasoline oil in cars
Rusting of iron
Shaping some plastics and metals into products
Burning leaves and plastics
Producing air conditioners and refrigerators
V. Assignment:
Make a poster or slogan showing a call for minimizing the use of
chlorofluorocarbon.
I. Objective:
Identify ways of producing static electricity
II. Subject Matter:
Topic: Static Electricity
Science Concept:
Static electricity is an electricity that stays fixed on a location
Science Processes: identifying, inferreing, describing
Value: Cooperation, Respect others’ opinions
Materials: Activity sheets, combs, ballons, woolen cloth, sand
References: RBEC-PELC Unit V. 1.1 p. 17
Into the Future: Science and Health V pp. 136-138 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
C. Post Activity:
IV. Evaluation:
Check the situation which gives an idea of how static electricity is produced.
___1.Striking two different materials against each other.
___2.Rubbing two different materials together.
___3.Cutting two things together with a piece of rope.
___4.Binding two things together with a piece of rope.
___5.Washing two things together at one time.
V. Assignment:
How do you think does static electricity affect us and our environment?
I. Objective:
Observe the effect of static electricity
II. Subject Matter:
Topic: Effect of Static Electricity
Science Concept:
Static electricity causes lightning. Lightning can be dangerous. It
causes loss of lives and properties. But it can be useful. It causes
oxygen and nitrogen in the air to combine and result to chemical
change. This chemical change produces nitrate, a compound which
makes the soil fertile.
Science Processes:
Explaining, observing, inferring
Value: cooperation, honesty, disaster-control awareness
Materials: bamboo sticks, bolo
References: RBEC-PELC Unit V. 1.2 p 18,
Into the Future: Science and Health V pp. 139-140 by Jose
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
a. When a comb is rubbed briskly with a woolen cloth and brought near
small pieces of paper the pieces of paper _________to the comb.
b. A balloon rubbed with a woolen cloth ________ dry sand to it.
c. Some fabric clings to skin because of the attraction between the fabric
and body. To prevent this clinging effect, a ________ substance is used
to wash the fabric.
d. _______ is the basic article comprising all matter. It is composed of
proton, neutron and electron.
e. By _______ and striking two different materials, we produce static
electricity.
f. Static electricity stays in place. The _______ electricity flows.
C. Post Activity:
1. Reporting and Publishing
What happens after rubbing the 2 sticks for sometime?
What electricity was produced by rubbing the bamboo sticks together?
What happens if we keep on striking the rocks together?
What electricity was produced by striking the rocks against each other?
2. Analysis and Discussion:
By rubbing of the electrons and protons in the clouds, lightning
is produced. What could be the effect of this occurrence? What are its
good effects?
3. Abstraction and Generalization:
How does the lightning, as an example of static electricity, effect
people and the environment?
4. Application and Valuing:
Lesson Plans in Elementary Science, Grade 5 168
Lightning as a static electricity is harmful and dangerous. How
should people avoid the dangers it brings? Lightning through
dangerous and harmful can be useful. In what ways? What could be the
best thing to do when lightning strikes?
IV. Evaluation:
Write at least 3 effects of static electricity.
V. Assignment:
Bring to class the following materials by groups. 1 piece insulated wire
2 dry cells, flashlight bulb in a socket.
I. Objective:
Identify the parts of an electric circuit e.g. conductor, insulator, switch
fuse, source
II. Subject Matter:
Topic: The Electric Circuit, its Parts
Science Concepts:
An electric circuit is a complete path taken by electric current
The parts of an electric circuit are the source, the connecting wire
switch, the resistor and the device using the electricity.
Science Processes:
Describing and classifying
Value: Resourcefulness
References: RBEC-PELC Unit V 2.1 p 17
Into the Future, Science and health V. pp. 114-143 by Jose F.
Llarinas and Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instruction and set standards
2. Group by 5’s and do the activity that follows.
C. Post Activity:
1. Reporting and Publishing:
What materials did you use to make a circuit?
Why do you remove the insulation of wire?
How do you open or close the circuit?
When does electricity flow in a circuit? What happens to the flow
of electricity if one part of the circuit is missing?
IV. Evaluation:
Draw a simple electric circuit and label its parts.
V. Assignment:
Bring to school a piece of wire, adhesive tape, dry cell a flashlight
bulb.
I. Objective:
Classify materials into conductors and insulators
II. Subject Matter:
Topic: Insulators and Conductors
Science Concept:
Science Processes:
Conductors are materials that allow electricity to pass through
them.
Insulators are materials that do not allow electricity to pass through
them
The electric wire is made of copper wire (a conductor) and it is
covered with plastic (an insulator). The insulator prevents direct
contact with the electric current that is flowing along the wire. In
this way, there is no direct contact with the electric current so
electrocution or death is avoided.
Value: Cooperation and Critical Thinking
Materials: objects made of metal, insulators such as piece of cloth, strip of
leather, glass, aluminum foil, cigarette foil
References: RBEC-PELC Unit V 2.1.1 p. 17
Into the Future, Science and Health VI by Jose F. Llarinas and
Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instructions and set standards.
2. Group by 5’s and do the following activity.
C. Post Activity:
1. Reporting and publishing of work by groups
What are the 2 groups of materials in the box based upon the
ease by which electricity passes through them?
What materials belong to each other?
What characteristics do the materials in each group have?
2. Analysis and Discussion:
Which of the two groups of materials are conductors? Why?
Which of the groups of materials are insulators? Why?
3. Abstraction and Generalization:
What are conductors? Why are they called conductors?
What are insulators? Why are they called insulators?
4. Application and Valuing:
Insulators and conductors are two different materials with
different characteristics. But why are both of them very useful
when it comes to electricity?
V. Assignment:
Besides conducting electricity, give two other uses of conductors and give
two other uses of insulators.
I. Objective:
Differentiate a parallel from a series connection
II. Subject Matter:
Topic: Electric Circuit Connections
Science Concept:
C. Post Activity:
1. Publishing and reporting of group outputs
What happens to the bulbs in set-up A if more bulb are added
to the circuit? How are the bulbs connected?
What happens to the bulb in set B if more bulbs are added to
the circuit? How are the bulbs connected?
2. Analysis and Discussion:
Why do the bulbs in a series shine less brightly when more
bulbs are added to the circuit?
Why do the bulbs in a parallel shine equally bright when more
bulbs are added to the circuit?
How are the bulbs connected in a series? In a parallel circuit?
How does electricity flow in a series? In a parallel circuit?
3. Abstraction and Generalization:
How do the series and parallel connections differ from each
other?
4. Application and Valuing:
If you were asked to choose which connection you would prefer
to be installed at home, which would you choose? Why?
IV. Evaluation:
V. Assignment:
Draw the two circuits: series and parallel and trace the flow of electricity.
I. Objective:
Cite advantages and disadvantages of parallel and series circuits
II. Subject Matter:
Topic: Parallel and Series Circuits, their advantages and disadvantages.
Science Concepts:
Parallel and series have advantages and disadvantages. The series
circuit is easy to install but a break in the circuit affects the devices
connected to it. All devices can operate at same time and if more
bulbs are added to the circuit the less brightly they would shine.
The parallel circuit is more complex to install. A break does not
affect the other devices in the circuit. The devices connected to it
The series and parallel circuits are both necessary in making electricity
flow from a source to devices. But they have their advantages and
disadvantages.
In series circuit, less number of bulbs light more brightly
than if there were more. The brightness of the bulbs depends on the
amount of current flowing into each device. If one device in the circuit
fails to function, the flow of electricity stops. Then all the devices will
not work. No part of the circuit can be switched on or off without
affecting the devices will not work. There is only one switch that control
all the devices connected to the series.
In parallel circuit, appliances can operate independently of
each other. Each device has its own circuit. Each can be turned on and
off without breaking the flow of electric current. More devices
connected to the circuit does not affect the way they function.
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5’s and do the activity.
Activity A
1. Using a circuit, with the bulbs in sockets switch and
batteries tacked in place, connect the parts with a piece
of copper wire in series. Trace the flow of current. Switch
off and loosen one bulb. What happens to the bulb in the
Lesson Plans in Elementary Science, Grade 5 179
whole circuit? Turn off and loosen another bulb. Switch on.
Describe the circuit.
2. Using the same circuit board with bulbs in socket, switch
and batteris tacked in place, connect the parts with a
piece of copper wire, switch off and loosen one bulb. What
happens to the bulb in the circuit? Turn off and loosen
another bulb, switch on again. Describe the circuit.
C. Post Activity:
1. Publishing and reporting by groups
a. Which circuit took you longer time to finish? Why?
b. When you switched on the circuits, did all the bulbs light at
the same time?
What happen when one bulb was loosened? Can you
use one bulb and switch off the set you don’t need?
Which one enables us to save energy?
2. Analysis and Discussion:
Why is it easy to install a series circuit? Why does
electricity stop flowing when one bulb is loosened? Why
do the lights become dimmer when there are more bulbs
in the circuit?
Why is it difficult to install a parallel circuit?
Why does the electricity keep on flowing when one bulb is
disconnected or loosened?
Why do the bulbs remain equally bright even if more
bulbs are added to the circuit?
IV. Evaluation:
Compare the two connections by giving their advantages and disadvantages.
V. Assignment:
I. Objective:
Construct a model of an electronic circuit, parallel or series
II. Subject Matter:
Topic: Constructing Parallel and Series Circuits
Science Concept:
There are 2 basic ways to connect electrical devices like bulbs in a
circuit.
The devices can be connected through series or parallel wiring.
Science Processes:
Describing, constructing, comparing
Value: Inventiveness
Materials: three bulbs with sockets, dry cell, copper, diagram of series
circuits and parallel
circuits
References: RBEC-PELC Unit V, 2.3 p. 18
Science for Better Health and Environment pp. 156 – 157 by
Efrain Abracia
Background Information for Teachers (BIT):
IV. Evaluation:
The teacher will test on how the parallel and the series connection work.
I. Objective:
Describe how electrical energy is produced
II. Subject Matter:
Topic: Electricity, How It Is Produced
Science Concept:
Dry cells and wet cells are chemical cells. They produced current
electricity through chemical action. It can be used only where small
amounts of current are needed for a short period of time.
Electricity can be generated by cutting through magnetic fields.
This kind of electricity is produced by magnetism. It is called
alternating current or AC.
Sunlight, falling water, and steam can also generate electricity. The
energy from falling water is used to turn turbines which transforms
mechanical energy to electricity. Steam is used to turn turbines
too, and transforms mechanical energy into electricity. Photoelectric
cells called solar energy from sunlight generates into electricity.
Science Processes:
Describing, communicating
Value: Thrift, Critical Thinking
Materials: magnet, copper wire, cardboard, used battery, galvanometer if
possible
References: RBEC-PELC Unit V. 4 p. 18
Into the Future, Science and Health V pp. 159-164 by Jose F.
Llarinas, and Emily Pelobello
Lesson Plans in Elementary Science, Grade 5 183
Background Information for Teachers (BIT):
A B
1. 1.
2. 2.
3. 3.
B. Activity Proper:
1. Listen to instructions and set standards to follow.
Lesson Plans in Elementary Science, Grade 5 184
2. Group pupils by 5’s do the activity.
4. Keep moving the bar magnet back and forth through the coil.
Is an electric current generated? How do you know?
5. Move the bar magnet faster in and out the coil.
Does the speed of the magnet affect the amount of
electric current produced.
How do the magnets produce electricity?
C. Post Activity:
1. Publishing or reporting
How is electricity produced in a dry cell?
How do magnets produced electricity?
2. Analysis and Discussion:
Aside from magnets and dry cells, what are the other sources
of electricity?
3. Abstraction and Generalization:
What produces electricity? How do dry cells, wet cells,
magnets, steam, sunlight and falling water generate electric
energy?
4. Application and Valuing:
There are many source of electrical energy, yet, we are not
satisfied to use it only when necessary. Why?
I. Objective:
Observe that electricity can produce heat and light
II. Subject Matter:
Topic: Transformation of Electricity to Heat and Light
Science Concept:
Electricity moving in a wire produces heat. The greater the
resistance of the wire is, the more heat is produced.
Electricity moving from a source to a bulb produces heat and light.
The fluorescent lamp produces less heat and gives a brighter light
for the same amount of electric power compared to an
incandescent bulb of the same voltage.
Science Processes:
Observing, inferring
Value: Conservation and Thift
Materials:nichrome wire, copper wire, dry cell, incandescent bulb,
fluorescent bulb
References: RBEC-PELC Unit V 5.1 p. 19,
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instruction and set a standards for group work.
2. Group by 5’s and do the activity below.
C. Post Activity:
1. Reporting and publishing by groups
What happens to electricity when it moves along the wire to a
nichmore? To a bulb?
2. Analysis and Discussion:
How does electricity transform to heat in an electric stove?
How does electricity transform to light in a bulb?
3. Abstraction and Generalization:
What can appliances such as micro-oven, electric flat-iron and
electric stove do with electricity when it flows into each of
them?
What do appliances such as incandescent bulb, Christmas
lights and fluorescent light do with electricity when it flows
into them?
4. Application and Valuing:
We can use electricity to make our work easier but it will cost us
a lot of money, so we should learn to save electricity. How?
V. Assignment:
Give at least 5 electrical devices that can produce heat and light.
I. Objective:
Demonstrate how electricity can make things move.
II. Subject Matter:
Topic: Transformation of Electricity to Mechanical Energy
Science Concept:
Electrical appliances with moving parts use motor to change
electrical energy into mechanical energy (motion).
Science Processes:
Observing, identifying
Value: Safety Consciousness
Materials: Appliance such as electric fan or blender, electronic toys with
dethachable outer
Part.
References: RBEC-PELC Unit V 5.2 p. 19,
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
C. Post Activity:
1. Reporting and publishing of work by groups
How do appliances such as electric fan and blender function?
What makes them move? Plug and watch how they move.
How does electric current make them move?
2. Analysis and Discussion:
What is an electric motor? How does it work. What has it to do
with mechanical energy? What other devices use electric motor?
3. Abstraction and Generalization:
How can electricity make things move? What has the electric
motor do with the transformation of energy motion or
mechanical energy?
4. Application and Valuing:
IV.Evaluation:
Bring out your electronic toys. Remove the outer part to bare out their
room. Turn them on. Watch how the parts of the motor move. Where does
the electric current come from? What happens when electric current flows
to the motor of the toy? What does this show? Write your answers.
V. Assignment:
Draw an electric motor. Label its parts.
I. Objective:
Describe how an electromagnet works.
II. Subject Matter:
Topic: The Electromagnet
Science Concept:
The electromagnet operates only when there is a flow of electricity
in the coil of the wire. Its magnetism can be turned on and off at
will. It is made up of an iron core, wire and source of electrical
energy.
Science Processes: describing, predicting, explaining
Value: Awareness of precautionary measures
Materials: pieces of copper wire, 4 inch nails, dry cells, adhesive tape, pins
References: RBEC-PELC Unit V.6 page 19
Into the Future, Science and Health V pp. 160-162 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Grouping of pupils and doing the activity.
Activity – Electromagnets
1. Get a half meter long copper wire, 2 dry cells. One big iron nail
about 4 centimeters in length and a tape.
2. Wind the wire around the nail. Remove one centimeter of
insulation from both ends of the wire.
3. Attach the ends to the poles of a battery.
Is the circuit closed or open?
4. Trace the path of electricity in the device you have just made.
5. Bring the iron nail near some needles. Observe how the iron
nails behave.
C. Post Activity:
1. Publishing and Reporting
What happens to the ends of the wire that are connected to a
dry cell and you bring the iron nail near the needles? What
happens if you detach an end of the wire from one terminal of
the dry cell? What property is exhibited by the nail when
electricity flows along the wire?
2. Analysis and Discussion:
Why does the iron attract the needles when the ends of the wire
coiled around it are connected to a dry cell? Why do the needles
fall when both ends are detached? Why do the needles fall too,
when one end of the wire is detached while the other end is
connected to one of the terminals?
3. Abstraction and Generalization:
How does an electromagnet work? Describe how it functions.
4. Application/Valuing:
Huge and tiny machines use the electromagnet to produce
mechanical/motion energy from electricity. Why are
electromagnets preferred to other kind of magnets?
IV. Evaluation:
The following paragraph will describe correctly how the electromagnet
works if the right words are selected to complete it. Underline the right word or
words.
V. Assignment:
List down at least 2 appliances which make use of electromagnets.
Describe how the electromagnet works in them.
I. Objective:
Explain the use of electricity in the home and community.
II. Subject Matter:
Topic: Uses of Electricity in the Home and Community
Science Concept:
Electricity helps make life convenient, comfortable and easier at
home and in the community because of its multiple use.
Science Processes:
Classifying, explaining
Value: Thrift and conservation of natural resources
Materials: pictures of appliances and machines which operate through
electricity
References: RBEC-PELC Unit V, 7 p. 19
Into the Future, Science and Health V by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Grouping and do the activity below:
1. List down all the appliances you use at home, in the community, in
school and check under the column which tells how each is used.
C. Post Activity:
1. Reporting and Publishing:
Lesson Plans in Elementary Science, Grade 5 195
What appliances are used at home and in the community?
How are they used at home and in the community?
2. Analysis and discussion:
Why do we use appliances at home and in the community?
When should we use these appliances?
3. Abstraction and Generalization:
Why should we use appliances only when necessary?
4. Application and Valuing:
The energy we use at home is generated from fossil fuel, it is
scarce and non renewable. How can we use the appliances/devices to
make our life comfortable and convenient and at the same time
conserve the energy sources?
IV. Evaluation: Tell how electricity is used at home by means of the following
appliances.
1. Vacuum cleaner
2. Computer
3. Cell phone
4. Calculator
5. Television set
V. Assignment:
Write a paragraph about the use of electricity in the home and
community.
I. Objective:
Practice precautionary measures related to electricity e.g. unplugging
electrical appliances during brownouts or thunderstorms
II. Subject Matter:
Topic: Precautions in the Use of Electricity
Science Concept:
Be absolutely careful when using electricity. Carelessness can lead
to fire, electrocutions and certain death. Know all safety
precautions. When in doubt, consult a licensed electrician or consult
the fire station employees for fire prevention tips.
Science Processes: Critical Thinking and Reasoning
Value: Carefulness
Materials: Pictures and strip with names of appliances
References: RBEC-PELC Unit 5.8 p. 19
Into the Future, Science and Health V pp. 165-167 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
2. Motivation:
What can electricity do with our life, with our work,
and with our activities? Will it always be good and useful?
How do you think can we avoid the dangers brought about
by electricity?
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group by 5’s and do the following activity.
Study different illustrations and write in your own words what safety
precaution can be done to be safe in using electrical devices. Enter it in
the table below and fill up the checklist. If you are doing it, write a
checkmark under YES. If not, check under NO.
Safety Yes No
Precaution
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C. Post Activity:
1. Reporting and publishing of work by groups
Give a summary of your checklist.
Lesson Plans in Elementary Science, Grade 5 198
Which precaution do most members of the group
follow?
Which precaution do most members not follow?
Which precaution do most members not follow?
2. Analysis and Generalization:
Why should we practice safety precautions in the use of
electricity?
What happens if we don’t?
3. Abstraction and Generalization:
What are the safety precautions to follow in the use of
electricity?
How should we follow these precautions?
IV. Evaluation:
Act out the precautionary measures related to electricity
V. Assignment:
Check the practices one can follow to be safe in the use of electricity.
1. Wipe your hands dry before plugging or unplugging.
2. Cover bare electric wire with a plastic.
3. Disconnect electric wire with a plastic tape.
4. It is safe to connect as many appliances to an outlet at a time.
5. It is safe to change burned fuse with the silver wrapper of
cigarettes.
6. Electric cords are covered with insulator. You may put them along
passageways.
7. Carefully disconnect the cord when plugging the appliances.
8. When you repair a wiring or replace a fuse turn off the main switch.
9. Outlets should be installed away from children’s reach.
10.When handling high power machineries, always use rubber or
rubber shoes.
I. Objective:
Practice electrical energy conservation measures
II. Subject Matter:
Topic: Using Electricity Wisely
Science Concept:
Electricity should be used wisely. It is expensive and scarce.
Science Processes: Critical Thinking and Reasoning
Value: Honesty, Thrift
Materials: Table, picture of appliances
References: RBEC-PELC Unit V .9 p 19
Into the Future, Science and Health V pp. 168-166 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Listen to instructions and set standards to follow.
2. Group the class into 2. Group 1 does activity A. and Group 2
does activity 2
2. Talk about the cost saving tips your group has written. Discuss.
3. Why do we need to use electricity wisely and sparingly?
C. Post Activity:
1. Reporting and Publishing of outputs
2. Analysis and Discussion:
Why is it necessary to know the power the rating of appliances in
school?
Why do we need to follow cost-saving tips in using electricity?
3. Abstraction and Generalization:
What should we keep in mind while using electrical devicesso we
can save electricity?
4. Application and Valuing:
It’s daytime, but because of the curtains by the windows it is dark
inside the house. Should you turn the lights on? Why or why not?
What is the best thing you can do?
IV. Evaluation:
What should you do in the following instances to conserve electricity?
1. The program you are watching is through.
2. The fluorescent bulbs are dusty and dim.
3. You are buying a bulb to light your room.
4. You are ironing your own clothes.
5. You are going to cook food.
V. Assignment:
Make a slogan electric energy-conservation.
I. Objective:
Identify the kinds of simple machines. E.g. wedge, screw, wheel and axle
and pulley
II. Subject Matter:
Topic: Simple machines
Science Concept:
A machine is a device that is used to make work easier.
Some machines with very few parts are simple machines
Simple machinesare lever, screw, wedge, wheel and axel, pulley
and inclined plane.
Science Processes: observation, identifying, naming
Value: Energy conservation, proper handling of simple machines
Materials:seesaw, pulley, ramp, wheelbarrow, knife, door knob
References: RBEC-PELC Unit V 10., p. 19
Into the Future, Science and Health V pp. 175-186 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
B. Activity Proper:
1. Setting of Standards
2. Group Work
Move the big rocks to another spot in the school yard using the poles.
Activity 4 Observe the palay station near the school. Observe the laborers.
Activity 5 Prepare your snacks. Cut and slice the papaya fruits.
C. Post Activity:
1. Reporting and analysis by groups.
What are the different devices shown in the different activities?
Did they make the activities easy? Why?
2. Generalization:
What are machines for?
What are the six kinds of simple machines?
3. Value Infusion:
You are given some work to finish, what should you do to make
your work easier? What devices should you use? How should you
use simple machines?
IV. Evaluation:
Identify what simple machines are the following:
1. Bamboo poles 3. Bike 5. Ladder 7. ramp
2. Pulley 4. Wheel barrow 6. Spoons 8. Knife
I. Objective:
Identify the main parts of each kind of simple machines
II. Subject Matter:
Topic: Main parts of each kind of simple machines
Science Concept:
The lever has resistance, fulcrum and effort
The inclined plane has a sloping board.
A wedge has one edge thicker than the other which is called a base.
A screw is an inclined plane wound around a cylinder. The spiral
ridge ids the thread. The two thread of a screw is the pitch.
A pulley is a wheel with a groove.
Science Processes: observing, identifying, manipulating.
Value: awareness, care, proper handling of simple machines
Materials: scissors, tongs, pliers, ramp, sets of weight, ax, knife, screw,
pencil, sharpener, cord, books, pulley and rope.
References: RBEC-PELC Unit V. 10.2, p. 19
Into the Future, Science and Health V pp. 173-188 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5, pp. 175-186 by Rebecca R. Fallaria and
Neneita A. Apolinario
Workbook in Science, 5 p. 78-79
Background Information for Teachers (BIT):
The lever is a rigid bar arranged to move around a fixed point called
fulcrum. The parts of a lever are the fulcrum, effort and resistance.
There are three classes of lever and they are grouped according to the
position of the effort, resistance and fulcrum. A grooved wheel that
turns on an axle and acts as lever is called pulley. An inclined plane is
a sloping surface in which a load can be raised from a lower to a
higher place. A wedge is double inclined plane. A screw is an inclined
plane around the axis.
2. Motivation:
Lesson Plans in Elementary Science, Grade 5 206
Let pupils manipulate a pulley installed in the room. Is it easy
to pull?
Let some pupils enjoy playing a seesaw. What made the
seesaw move up and down. Can you make the parts of these
simple machines?
B. Activity Proper:
1. Setting Standards for group work
2. Group Work
1. Get an ax or knife.
2. Let some pupils cut or slice fruits or pieces of wood
Where will it move? Notice the edges. Can it move easily?
Why?
3. Label the parts of the wedge.
C. Post Activity:
1. Reporting by groups.
2. Analysis and Discussion:
What is fulcrum? Resistance, effort?
What is wheel and axle?
What is ramp?
What are the ropes in the pulley?
Where will the screw move about?
3. Generalization:
What are the parts of
a.) Lever
b.) Wheel and axle
c.) Inclined plane
d.) Wedge
e.) Pulley
4. Application/Valuing:
Your parents ask you to use simple machines like ax, knife,
scissors, and screw. How do you handle their parts, why?
IV. Evaluation: The following are drawings of simple machines. Label the parts.
Lesson Plans in Elementary Science, Grade 5 208
V. Assignment:
Draw wheel and axle, inclined plane and wedge. Label the parts of
each simple machine.
I. Objective:
Describe how each simple machine makes work easier and faster
II. Subject Matter:
Topic: How Simple Machines Work
Science Concept:
There is gain in force but not in distance and speed when the
fulcrum of the lever is closer the resistance. It increases more force.
There is gain in distance and speed when the fulcrum of the lever is
closer to the effort.
Pulley has the rope and a load attached to the end of the other
rope. The force is applied to lift the other end of the rope where the
effort is then located. It increases force.
Levers are used to push, pull and lift things. They increase
the smaller force applied in order to move heavy objects. Examples:
scissors, seesaw, wheelbarrow, paper cutter, spade and twizzers.
Inclined planes are used to raise heavy objects, move up
and down. Making it move by spreading the force over a long
distance, e.g. stairways and ramp.
The wedge can multiply force greatly, e.g. ax, knife.
The screw fasten two objects together more firmly than a
nail. E.g. jack. It also pulls and pushes with greater force.
Wheel and axle multiplies a greater the effort. Ex. Steering
wheel of the car. It can move things easily with less force because it
increases input force.
Pulley changes the direction of the force and increase
force, making easier to lift heavy loads to high places. E.g. Fixed or
movable pulleys.
B. Activity Proper:
1. Setting of Standards
2. Group Work
Learning Activity Sheet- Lesson 72-A
How Lever Works
1. Get a board, spring balance and sets of weight.
2. Set the board with the effort between the resistance and a fulcrum.
Attached the screw eye top the top surface of the board. Always
press down the board just above the fulcrum whenever the spring is
being pulled up. Take measurements.
3. Answer the questions:
Which lever changed the direction of force?
Which lever used less force?
Which lever used more force?
4. Record observations
1. Place the materials on the table. ( Knife, sweet potato, piece of wood).
Observe the knife closely.
2. Use the kitchen knife to cut the sweet potato. Can you cut them easily?
3. Record your observations.
Did the colored edge of the paper look like a spiral?
What was shown in the activity that you just did?
Learning Activity Sheet- Lesson 72-E
Screw
1. Cut a square sheet of paper 15 cms by 15 cms
2. Cut the paper into halves to form two triangles.
3. Get one of the triangles and color the longest side of the triangle.
4. Wind the papers around the pencil.
5. Record your observations
Did the colored edge of the paper look like a spiral?
What was shown in the activity that you just did?
C. Post Activity:
1. Reporting by groups/ analysis
What machines help you pull, lift or push objects?
What multiply force greatly? Which change the direction of the
force?
2. Generalization:
Describe how the following simple machines work?
1.) Lever 4.) whell and axle
2.) Inclined planes 5.) wedge
3.) Screw
3. Application/Valuing:
Your mother asked you to prepare fruit salad for your snacks.
There are cocnuts, apples, pineapples in a can. What should you use
to open the cans? Why? Are you going to use simple machines?
Why?
IV. Evaluation:
1. Describe how this simple machines work.
2. Match Column A with column B
A B
1. Fixed pulley a. they are useful in moving objects from a
high place to a lower place or from a lower
place to higher place
2. Inclined planes b. a person applies less force to lift or move
heavy objects then when it is done without
the machine
3. Screw c. the machine gains in force when the wheel
turns the axle while it gains speed and
distance when the axle turns the wheel.
V. Assignment:
Draw a simple machine. Below it, describe how it makes work easier.
Lesson Plans in Elementary Science, Grade 5 213
Lesson 731 Day
I. Objective:
Identify activities where simple machines are used.
II. Subject Matter:
Topic: Machines Work
Science Concepts:
Simple machines are devices which make work easier and faster
Simple machines are of greatful help to us.
Activities of man are accomplished with the help of the simple
machines.
Science Processes:
Observing, describing, communicating
Value: Using simple machines properly save time and effort in using
simple machines.
Materials: picture showing activities done by using simple machines
References: RBEC-PELC Unit V – Unit V 10.4 p. 20
Machines are devices that help make man’s work easier and
faster. All machines can transfer a force from one place to another. Some
machines can increase the amount of a force so that we can lift heavier
things or exert more force with the machine, then we could alone. Some
machines can change the direction of a force so that we can make things
move in different directions. Some machines can increase the distance
and speed of a force so that we can move things farther or faster.
Carpenters use hammers to drive the nail. They use their saw in cutting
the wood. Masons use a pulley in lifting concrete materials in constructing
tall buildings. Housewives cut vegetables by the use of knives. Tailors and
wooden ramp to load their carabaos on a truck. Passengers boarding from
airplanes and ships use the gangplank. Screws are used to hold the wood
together.
B. Activity Proper:
1. Distribution of activity sheets by group.
2. Setting of activity standards
3. Group work
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion: (enrichment of reports/discussion of
findings, clearing out differences – development with critical thinking
and creativity)
3. Generalization:
What are the activities of man where simple machines are used?
4. Application:
MangArding wants to repair the roofing of his house which was
blown by typhoon Harurut. What should he use to lift up the
materials he is going to use?
IV. Evaluation:
Lesson Plans in Elementary Science, Grade 5 215
Read each statement below. Put a check (√) opposite the statement if the
activities done have made use of simple machines and cross mark (x) if
there was no simple machine used in carrying out the activities.
_____1. My mother is darning my torn shorts.
_____2. The boy is walking along the rough road.
_____3. The grade V pupils are filling their gardens with a hoe.
_____5. My father chops the firewood everyday.
_____6.Lita washed the dishes before going to school.
_____7.He carried a sack of rice over his head.
_____8. George pulled the iron nails on the walls.
_____9. He ate his meals with his bare hands.
_____10. Mario and Ver raised the flag yesterday.
V. Assignment:
List down at least ten activities that you usually do at home using
simple machines.
Procedure:
Questions:
I. Objective:
Describe simple machines which force/speed
II. Subject Matter:
Topic: Simple Machines that Multiply Force/Speed
Science Concept:
Some machines are devices which help make more easier and
faster
Some machines can increase the amount of force so that we can lift
heavier things or exert more force.
Some machines can increase the distance and speed of a force so
that we can move things farther or faster.
Science Processes:
Observing, describing
Value: Using of simple machines properly
Materials: can opener, bamboo pole, picture of jack screw, scissors, pulley
References: RBEC-PELC V Unit V, 10.4 p.20
Into the Future, Science and Health V pp. 144-146 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
B. Activity Proper:
1. Distribution of Learning Activity Sheets by groups.
2. Setting standards while doing the project.
3. Group work.
C. Post Activity:
1. Reporting by group
2. Analysis and Discussion: (enrichment of reports/discussion of
findings, clearing out differences – development with critical thinking
and creativity)
3. Generalization:
How do levers multiply speed and force?
How about the screw?
4. Application:
The tire of the jeepney blew off. What should the driver use to
lift up the jeepney and replace the tire?
IV. Evaluation:
Answer the questions in the given situations.
1. Construction workers are on the 8th floor of the building. How can they
lift up the construction materials for them to use?
2. The loggers are about to load their logs on a truck, how can they ferry
the logs without carrying?
3. The principal requested the janitor to have the big crack of concrete
fence to the other side of the school. How can he transfer it without
exerting too much force?
4. Its Saturday morning, and you want to trim the yellow bush along the
fence. How will you do it?
5. Paul planning to make a study table for his daughter. How can he
materialize his plan? What should he use?
V. Assignment:
How do cargo men ship the heavy baggage without exerting too much
force?
Group II
1. Place the slanting board opposite 5 piles of books with the same
thickness.
2. Place the toy car at the tip of the higher and release the toy car.
Observe what happens to the when you release it.
3. Repeat the same procedure using 4 books, 3 books, 2 books and 1
book.
4. Compare the movement of the car in the slanting board using 1
book, 2 books, 3 books, 4 books and 5 books.
In which slant sis the toy car move faster? Why?
I. Objective:
Practice precautionary measures in using simple machines
II. Subject Matter:
Topic: Safety Measures with machines
Science Concept:
Machines are our helpers. But they can be dangerous too, if we do
not use them properly and carefully
Science Processes: investigating, manipulating, and hands-on-activities
Values: Awareness, self-confidence-carefulness, orderliness
Materials: Samples of simple machines
References: RBEC-PELC Unit V 10.6, p.20
Into the Future, Science and Health V pp. 188 by Jose F. Llarinas,
and Emily Pelobello
Headways in Science and Health Today 5 p 187 by Rebecca R.
Fallaria and Nenita A. Apolinario
Background Information for Teachers (BIT):
C. Post Activity:
1. Checking of ones work.
2. Analysis and Discussion:
Why should we keep our tools in safe places?
Why should we apply oil?
How do you hold pointed and sharp-edged machines?
3. Generalization:
What are the desirable and safety measures in using machines?
4. Value Infusion:
What desirable habits should you always remember while
working?
V. Assignment:
Pick out one from the five groups of simple machines. Then, write a jingle
on practicing precautionary measures in using simple machines.
OVERVIEW
Unit V – Earth
The lesson plans have been prepared in this unit to
show how important energy is to our body. Practical
energy, conservation and use of simple machines were
developed to guide you to its easy follow up.
I. Objective:
Observe how rocks differ in size, color, hardness, texture
II. Subject Matter:
Topic: Observing and Comparing Rocks
Science Concept:
Rocks can be identified by their physical characteristics such as color,
hardness and textures:
Rocks differ in many ways. They differ in size, shape, color, weight,
hardness, texture
Science Processes: Observing, comparing, describing
Value: Awareness and appreciation
Materials: samples of rocks from different places, magnifying lens
checklist
References: RBEC-PELC Unit VI, 1p.21
Into the Future, Science 5 pp. 196-197
Background Information for Teachers (BIT):
C. Post Activity:
1. Reporting/Discussion/Analysis by groups
How do rocks differ? How are they similar?
2. Generalization:
What are the physical characteristics of rocks that make rocks
differ from one another?
3. Application/Value Infusion:
Give suggestions on how to have good rock collections.
IV. Evaluation:
Using a checklist, put a check (√) or a cross (x) in the appropriate columns to
describe the characteristics of
Description 1 2 3 4 5 6
1. Is it colored?
2. Is it smooth?
3. Is it rough?
4. Is it porous?
5. Is it made up of many particles?
6. Is it solid?
V. Assignment:
Lesson Plans in Elementary Science, Grade 5 224
Collect rock samples. Observe how they differ in size, color, texture and
hardness. Write your observations on a piece of paper.
I. Objective:
Classify rocks according to color, shape, hardness and texture
Differentiate rocks as to shape, color, hardness and texture
II. Subject Matter:
Topic: Classify Rocks According To Color, Shape, Hardness and Texture
Science Concept:
Rocks are interesting. They have properties that can tell about their
history.
Science Processes:
Communicating, observing, inferring
Value: Appreciates importance of rocks
Materials: rock samples, magnifying lens or hand lens, coin, knife, nail,
broken glass
References: RBEC-PELC Unit VI, 2.1, 2.2 p.22
Science for Better Health and Environment 5 pp. 201-202 by
Efrain Abracia
Background Information for Teachers (BIT):
IV. Evaluation:
Go around the two tables set outside marked table 1 and table 2 with
rocks samples material. Classify the rocks according to color, shape,
hardness and texture. Put each group of rock in an improvised rock
box.
V. Assignment:
Collect rock samples. Classify each rock as to shape, color, hardness
and texture.
Put each group of in an improvised rock box.
Write yes or no under each column after you have scratched a rock.
Fill in table 5.2 below
IV. Observation: From the data you have recorded, what does it tell you
about the hardness of rocks?
V. Conclusion:
______________________________________________________________
I. Objective:
Identify igneous, sedimentary and metamorphic rocks
II. Subject Matter:
Topic: Identifying rocks
Science Concept:
There are three kinds of rocks: igneous, sedimentary and
metaporphic.
Igneous rocks are burnt rocks
Sedimentary rocks are fossil carriers
Metamorphic rocks are changed rocks due to heat and pressure.
Science Processes: identifying, naming
Value: awareness and appreciation
Materials: Rock samples, chart, guide for identifying
References: RBEC-PELC Unit V 3.1, p. 22
Into the Future, Science and Health V pp. 208-209 by Jose F.
Llarinas, and Emily Pelobello
Background Information for Teachers (BIT):
C. Post Activity:
1. Reporting by groups.
2. Analysis/Discussion:
Relate your observations to the readings you had about rocks.
Are they correct?
What are the three kinds of rocks? How do you identify them?
3. Generalization:
What are igneous rocks? Where are they found?
What are sedimentary rocks? What do they carry?
4. Application/Values Infusion:
If you are asked to find out these rocks from your community,
can you identify them? Why?
I. Objective:
Describe how igneous, sedimentary and metamorphic rocks are formed.
II. Subject Matter:
Topic: Formation of Rocks
Science Concepts:
Igneous rocks are formed from lava and magma
Sedimentary rocks are formed by sediments or fossils. Fossils are
imprints of some dead plants and animals. It is believed to have
Lesson Plans in Elementary Science, Grade 5 230
been formed by the evaporation of seawater over a long period of
time.
Metamorphic rocks are formed by hardened magma or sediments in
the ground due to the extreme heat and pressure. They are formed
due heat and pressure.
Science Processes: Observing, describing, comparing
Values: Awareness, appreciation
Materials: Rock Cycle, Sample rocks
References: RBEC-PELC Unit V 3.2 p. 22
Into the Future: Science and Health 5 pp. 206-209 by Jose F.
Llarinas, and Emily Pelobello
Headways to Science 5 pp. 205-206 by Rebecca Felloria and
NenitaApolinario
Background Information for Teachers (BIT):
IV. Evaluation:
Match how rocks are formed.
1. Igneous a. hardened mud
2. Sedimentary b. cooled lava and magma
3. Sedimentary c. fossil carriers
4. Metamorphic d. hardened mud
5. Igneous e. burnt rock
V. Assignment:
Pick out one from the 3 groups of rocks. Write a short poem about the
rock by means of describing it.
I. Objective:
Inter that certain conditions/situations lead to the formation of the
different kinds of rocks.
II. Subject Matter:
Topic: Conditions Affecting Rock Formations
Science Concepts:
Evaporation of seawater over a long period of time help in the
formation of sedimentary rocks.
Cooling and solidifying of molten lava and magma help form
igneous rocks.
Heat and pressure on rocks help change igneous and sedimentary
rocks and form metamorphic rocks.
Science Processes: inferring, testing, observing
Values: Awareness, appreciation
Materials: bakers, pebbles, soil, magnifying lens
References: RBEC-PELC Unit V 3.2.1 p. 22
When magma and lava cool off and solidify, igneous rocks are
formed.
When they are formed beneath the earth’s surface, they are
intrusive.
When they are formed in the surface, they are extrusive igneous
rocks.
Sedimentary rocks are formed when particles of rocks are
cemented by chemicals/or fossils that are dissolved in the water.
When a rock is placed under tremendous heat and pressure, its
composition change and form the metamorphic rocks.
C. Post Activity:
1. Reporting of outputs by groups
2. Discussion/Analysis:
What happen when rocks are burned? Heated and pressed for along
time?
3. Generalization:
What are the different conditions/situations that affect the formation of
rocks?
4. Application/Value Infusion:
What can pressure and heat do with rock samples? Will they become
durable? Are you going to use rocks that are easily broken for your
homes, why?
IV. Evaluation:
1. What might happen when rocks are exposed to too much heat and
pressure?
V. Assignment:
What forces contribute to the weathering of rocks?
What is weathering? Into the Future, Science 5 pp. 214-215
I. Objective:
Differentiate igneous, sedimentary, and metamorphic rocks from one
another.
II. Subject Matter:
Topic:Kinds of Rocks
Science Concepts:
Igneous rocks are rocks coming from very hot and melted magma
below the earth surface. They come out through volcanoes and
fissures.
Sedimentary rocks are made from sediments or remains of living
things such as skeleton, shells and plants. They are found in river
beds and ocean beds.
Metamorphic rocks are either igneous or sedimentary changed by
pressure and temperature.
Science Processes:observing, classifying, comparing
Lesson Plans in Elementary Science, Grade 5 235
Values:Respect for one’s beliefs
Materials:beakers, powdered alum water, ice water vinegar, teaspoon
References: RBEC-PELC Unit V 3.3, p. 23
Into the Future, Science 5 pp. 205-208 by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Below the earth’s crust are molten rocks called magma. They
remain molten due to the tremendous pressure exerted on them by
the weight of the rock layers above them. Some of the magma are
pushed upward to the solid rock and cool slowly then, solidify and
form intrusive rocks. The molten rocks that reach the surface are
called lava, when finally cool, they solidify and become extrusive
rocks. These are now called the igneous rocks.
Materials like sand, clay silk, pebbles and gravel are carried by
flowing waters from streams to lake and oceans where they settle at
the bottom these are the sediments. Some of the sediments are
remains of many plants and animals such as shells, skeletons and
corals called fossils. They form layers and cemented together and
become the sedimentary rocks.
Metamorphic rocks are changed rocks. When igneous and
sedimentary rocks are subjected to heat and pressure, they changed.
After the changed, they are called the metamorphic rocks.
C. Post Activity:
1. Reporting by group
2. Analysis/Discussion:
What are the 3 groups of rocks?
3. Generalization:
How do igneous, sedimentary and metamorphic rocks differ from
each other?
4. Application/Valuing:
Look rocks from one another; in our beliefs, in our customs and
traditions.
How do we treat others who have different beliefs and
traditions?
IV. Evaluation:
Identify the following according to the physical characteristics of the rocks.
1. Easily broken a. metamorphic rocks
2. Made of particle of shells,
sediments or remains of animals b. igneous rocks
3. Cooled lava and magma
4. Hard stones like diamond, marbles
5. Found in ocean beds c. sedimentary rocks
V. Assignment:
Write a short paragraph on how igneous, sedimentary and metamorphic
rocks differ from each other.
I. Objective:
Identify the forces that breaks rocks
e.g. plants, water, weather, man
II. Subject Matter:
Topic: Forces affecting the Breaking of Rocks
Science Concepts:
The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change
them to soul. These are heat, air, water, plants, animals and man
Science Processes:Observing, manipulating, identifying
Values:Awareness and environmental care
Materials:soft stone, clean can, piece of cloth for strainers, pictures of
quarries, typhoon and reforestation
References: RBEC-PELC Unit VI4.1 p. 23
Into the Future, Science pp. 214-216 by Jose F. Llarinas, and
Emily Pelobello
Background Information for Teachers (BIT):
Activity 2
Go around the science garden. Are there broken rocks? What factors
help in the breaking of these rocks? List down your observations.
C. Post Activity:
1. Reporting and discussion of results by groups.
2. Analysis/Discussion:
What did you see in the garden? Are there some children
playing?
Astray animals?Big trees? Are there broken rocks in the area?
Why?
3. Generalization:
Can animals, air, water and plants help in breaking of rock?
4. Value Infusion:
You have a rock garden in your Science and Technology Park, are
you going to step on it? Why? What can you do to avoid breaking
these rocks?
IV. Evaluation:
Identify what factors affecting the breaking of rocks in your garden.
1. There are big trees in the science garden. (plants)
2. Rainwater carry the stones in the garden (water)
Lesson Plans in Elementary Science, Grade 5 239
3. Children are stepping on the rock garden (men)
4. Carpenters are repairing the school building (men)
5. Big rocks are exposed to sunlight (heat)
V. Assignment:
Essay: In a maximum of 50 words, discuss how man break down.
I. Objective:
Explain how rocks are broken down
II. Subject Matter:
Topic:Breaking Down of Rocks
Science Concepts:
Changes in the temperature of the environment cause rocks to
soften and break. There are activities people do that cause
weathering of rocks. A growing plan exerts force in a rock surface
causing it to break. It also produces acids that chemically break
rocks. The force of moving water from the oceans and rivers
constantly break up rocks into tiny pieces.
Science Processes:Observing, communicating
Values:Respect nature’s natural activities
Materials:pictures of activities of animalsand men that contributes to
weathering, alcohol lamp, insulated tong, sandstone, soft stones, can with
tight cover, piece of cloth, cold water
References: RBEC-PELC Unit V/4, 4.2 p. 23
Into the Future, Science and Health V pp. 214-220 by Jose F.
Llarinas, and Emily Pelobello
Headways in Science and Health Today5 pp. 206-211 by Rebecca
FallorinaandNenitaApolinario
Background Information for Teachers (BIT):
Rocks are hard, compact and solid. However, they continuously break and
wear away. They are constantly exposed to all sorts of weather and other
influences. The wearing away of rocks is called weathering.
Different factors act constantly on rocks to break them and change them to
soil, these factors include heat, air, water, plants, animals and man.
In weathering, the rocks may just crumble down into smaller pieces or it may
B. Activity Proper:
1. Grouping of pupils
2. Setting of standards
Note: Extra precautions should be reminded to the group who will
use their burner/alcohol lamp.
3. Group work
While the pupils are working encourage them to use their
activity hats if available.
C. Post Activity:
1. Group reporting
2. Discussion:
In the activity performed by group I, what force caused the rocks to
break?
How does water cause the rocks to break? (ask the same questions for
group 2-4
3. Generalization:
Nature has its own way to weather rocks to form soil. What activities of
men contribute to weathering of rocks, should be minimized?
4. Application and Valuing:
IV. Evaluation:
Choose the letter of the correct answer:
1. How do tiny plants like moss cause weathering of rocks?
a. They produce acid that make rocks surface soft and weak.
b. Their roots multiply fast causing cracks on rocks.
c. They produce oxygen, which destroy rocks.
d. Their roots become bigger that causes rock to crack.
2. Which of the following human activities contribute to the
weathering of rocks?
a. Mining c. studying
b. Road construction and fishing d. writing and singing
3. Some animals dig up the soil for shelter or to find food. How does
this activity of animals contribute to the breaking of rocks?
a. Animals have places to hibernate.
b. It causes the small rocks to turn to soil.
c. It exposes the rocks underneath to the air and water causing
them to break.
d. Animals have cooler places to stay
4. How does temperature break down rocks?
a. Rocks break when the sun heats them.
b. Rocks breaks when there is no more sun.
c. Rocks break when they are heated and then cooled.
d. Rocks break when they are hammered
5. How do roots of plants break down rocks?
a. They split the rocks apart.
b. They heat the rocks.
c. They leave minerals on the rock.
d. They put water in the rock.
V. Assignment:
Cut out or draw five pictures showing weathering of rocks.
I. Objective:
Infer how soil is formed.
II. Subject Matter:
Topic:Soil Formation
Science Concepts:
Soil is formed by the continuous weathering of rocks.
It is composed of fine rock particles, humus, and other organic
materials
Science Processes:manipulating, describing, observing
Values:Helps prevent soil erosion
Materials: soil, sample, magnifying glass, water
References: RBEC-PELC Unit VI.5 p. 24
Into the Future, Science 5 pp. 221-222
Workbook in Science 5 p. 95
Background Information for Teachers (BIT):
B. Activity Proper:
1. Setting of standards
2. Group work
C. Post Activity:
1. Discussion of results
a. Do you see how rocks breakdown or decay?
b. How long is the soil formed?
2. What makes the humus soil?
3. Where are the organic materials in soil coming from?
4. Generalization:
How is soil formed?
5. Application/Valuing:
You constructed a rock garden in your home.
There are animals too near your house.
What should you advise the owners of the animals so that the
rock garden in your yard will be preserved? What is the result of
the breaking of the rock garden?
It takes thousands of years before rocks become soil. When
sweeping the backyard, do you collect the bits of soil or dust and
throw it in the compost pit. Why?
IV. Evaluation:
Write a short paragraph describing how soil is formed through weathering.
I. Objective:
Identify the process involved in water cycle e.g. evaporation,
condensation, and precipitation
II. Subject Matter:
Topic: Processes in the Water Cycle
Science Concepts:
Water cycle is the continuous changing of water to water vapor and
back to water.
Evaporation, condensation and precipitation are the process that
makes up the water cycle.
Clouds are airborne carriers of water across the sky.
Science Processes: observing, describing, identifying and comparing
Values:appreciation of the importance of water
Materials: drawing kit, hand out, hand out 2
References: RBEC-PELC Unit VI. 6.1 p. 25
Science for Better Health and Environment pp. 222
Science and Health for a Changing Environment pp. 236
Aquatic Education Guide pp. 2-3
Background Information for Teachers (BIT):
Water is the center to all life and life activities. Plants and
animals must havewater to survive. All water everywhere is
somehow connected. Through evaporation, condensation and
precipitation the atmosphere transports water from place to place.
Plants are also an active part of the water cycle in many ways.
Transpiration is the process whereby plants evaporate moisture
through surface of their leaves.
C. Post Activity:
1. Reporting by groups.
2. Analysis and Discussion:
Guide Questions:
What is water cycle?
What are the processes involved in the water cycle?
3. Generalization:
What are the processes in the water cycle?
4. Application/Valuing:
Connect the following cut-outs to from the illustration and
identify the processes involved in the water cycle.
If water continuously move and is everywhere, are we going to
show our concern and care still?
IV. Evaluation:
Draw an illustration of water cycle and identify the processes.
V. Assignment:
When does evaporation process speed up, during sunny days or during
windy days?
Why?
I. Objective:
Describe changes that happen to water during each process (water cycle)
I. Subject Matter:
Topic: Changes in Water Cycle
Science Concepts:
When air is warm, it can hold more water vapor.
When water is heated, it expands and rises. Some of it goes into the air
as water vapor.
When water vapor is cooled, it condenses.
Precipitation takes place when water reruns to each as rain or snow.
Science Processes: Observing describing
Value: Importance of water
Materials: illustration of water cycle
References: RBEC-PELC Unit VI. 6.6.2 p.25
Science for Better Health and Environment pp. 223
Science and Health for a Changing Environment pp.237
Background Information for Teachers (BIT):
A. Pre-Activity:
1. Review
Let the pupils fills in the concept map
B. Activity Proper:
2. Analysis / Discussion:
Discuss the changes that took place in water during the activities
3. Generalization:
Evaporation
Condensation
Precipitation
4. Application / Valuing:
If evaporation does not take place anymore, will there still be a
water cycle? Why? Could life be possible without water? Why?
III. Evaluation:
Complete the map by describing what happen to water during each process.
Evaporation
Precipitation
IV. Assignment:
In what process of water cycle will tiny drops of water change into fog.
Materials
Kettle or tin can
Burner
Water
What to do:
1. Boil some water in a kettle or tin can. Cover it
2. Observe what happens to water when heated
Problem: Solution
What to do:
1. Put some ice cubes in a glass
2. After a few minute observe what happens on the outside part of the
glass
What to do:
1. Boil water in a kettle
2. Cover it
3. Wait until it boils
4. Lift the cover of the container. Observe
Observations:
1. What did you see on the cover of the kettle when you lifted it?
2. What happened after sometimes?
I. Objective:
1. Relate temperature to the processes in water cycle
II. Subject Matter:
Topic: Temperature and the Processes in Water Cycle
Science Concepts:
The temperature affects the changes of water from solid to l iquid
and from liquid to solid
Temperature is the hotness and coldness of a thing
100oC - boiling point 0oC – freezing point
Science Processes:
Observing, describing, comparing, measuring
Value: Importance of Water Cycle
Materials: Thermometer (or improvised), activity sheets
References: RBEC-PELC Unit 6.3 p.25
Science for Better Health and Environment pp. 224-225
Background Information for Teachers (BIT):
Learning Procedure:
A. Pre-Activity:
1. Review: In what process of water cycle does water evaporate?
2. Motivation: “High – Low”
Use improvised thermometer or actual one
Ask the use of thermometer
Let them read the temperature reading
Decide whether this temperature is high or low
C. Post Activity:
IV. Assignment:
Describe the temperature of water during the condensation process.
1. Objective:
2. Observe the effect of heat on land and in water
2. Subject Matter:
Topic: Effect of Heat on Land and in Water
Science Concepts:
Absorption of heat causes body temperature to rise
Land heats up faster than water
Land breeze is present at night
Science Processes:
Inferring, measuring, predicting, describing
Value: Knowledge of weather concepts help us prepare for any calamity.
Materials: Posters showing different weather conditions, clouds,
weather disturbances. Video tapes /slides showing different weather
disturbances and their effects.
References: RBEC-PELC Handbook VI p.25
Into the Future: Science and Health V, p.229 by Jose F. Llarinas and
EmelyPelobello
Background Information for Teachers (BIT):
Both land and H2O absorb heat when heated. However, land
heats faster than water. Land also cools faster than water.
Land, being solid transfers heat better than water. During
daytime, the sun’s rays heat only a portion of soil about few
centimeters deep, but warms the body of warms down to several
meters below its surface.
At night, the warmed body of water slowly releases heat. It
cools slowly. During daytime, the cool heavy air found over the
water surface move. It sinks, and pushes the warm water up. This
produces land breeze.
The unequal heating of the earth’s surface causes wind. Wind
is a moving air.
3. Learning Procedure:
A. Pre-Activity:
1. Review:
What is weather?
B. Activity Proper:
C. Post Activity:
1. Reporting by groups
2. Discussion of findings
3. Clearing out of individual differences
4. Abstraction / Generalization:
What is the effect of heat on land and in water?
3. Evaluation:
Which absorbs head faster: land or water? Why?
4. Assignment:
Conduct a research on why at times the air very still.
Answer these:
I. Objective:
3. Compare the ability of land and water to absorb and release heat
A. Pre-Activity:
1. Review: What happens to water in the three processes of water cycle?
What happens to air when the sun is shining brightly?
2. Motivation:
4. Sing the song O Land, O Water (Tune: Mary Had A Little Lamb)
Land O Land, absorbs the heat
Releases it too soon
Water, water, in the sea
Slowly warms and cools
5. If you are going to boil liter of water and cooked with a liter of rice
what will heat faster rice or water?
B. Activity Proper:
C. Post Activity:
1. Reporting of outputs.
2. Analysis / Discussion
6. Why do soil heats first that water?
7. What are the characteristics of soil that make it absorb head
quickly?
3. Generalization:
Which heats and cool faster, land or water?
4. Application:
What time of the day is the sun at its warmest temperature?
Will it be good for us to stay under the sun at this hour of the day?
Why?
IV. Evaluation:
1. Place a cup of water in the aluminum kettle, a cup of soil in the other then
heat each kettle.
2. Questions:
Which one heats faster? Why?
Can you compare this to the ability of land and water to absorb head
also? How?
V. Assignment:
What do you think will likely happen if both the land and water will be heated
equally?
I. Objective:
8. Describe the effect of the unequal heating of land and water i.e. low/high
pressure
B. Activity Proper:
Lesson Plans in Elementary Science, Grade 5 260
1. Discussion: What causes breeze? Sea breeze?
2. Perform the experiment
Ask: What happens to the size of the balloon, when heated? When
cooled?
What happens to the temperature of the balloon?
Why do you think this happens? When heated? When cooled?
C. Post Activity:
If you are near the sea, what will be the best time for swimming? Why?
IV. Evaluation:
Direction: Write the answer to the following questions in a paragraph form.
1. Describe what happens when the air on area is cooled
2. Describe what happens when the air on area is warmed.
V. Assignment:
When there is a low pressure area in the sea, what will most likely to happen?
I. Objective:
9. Describe what a typhoon is
C. Post Activity:
1. Presentation:
a. Show the illustration of a typhoon (see attached Activity Sheet)
b. Describe the typhoon through the illustration
2. Discussion:
a. How does a typhoon look like?
b. Where do most typhoon form?
c. What causes the formation of typhoon?
d. How strong is a typhoon?
e. What can a place visited by the typhoon experienced?
3. Generalization:
How does a typhoon look like
4. Application / Valuing:
Are you willing to help typhoon victims? How? Why?
IV. Evaluation:
Using the correct format of writing a paragraph, describe what a typhoon is?
V. Assignment:
List 10 typhoons that visited the Philippines last year.
I. Objective:
10.Trace the origin and the path of the typhoons that hit the Philippines
B. Activity Proper:
C. Post Activity:
1. Report on the activity done:
2. Analysis and Discussion:
Present again the typhoon map.
Call pupil to trace the path of the typhoon.
Where do typhoons come from? Why?
3. Generalization
Where do the typhoons coming in the Philippines originated?
4. Application:
Though typhoon has bad effects, what are tits beneficial effect?
IV. Evaluation:
1. Draw the typhoon map.
2. Trace the path where typhoons come from.
3. Explain why you think typhoons in the Philippines usually come from the
western part of the Pacific Ocean
V. Assignment:
Find out the place which are always visited by a typhoon they whole year
round.
I. Objective:
14.Describe the condition in the environment before, during and after
typhoon.
B. Activity Proper:
A. (Field trip to the school park or any place in the community near the
school.)
Direction:
1. Group pupils into four groups (4 members each).
2. Bring paper and ballpen only.
3. Look around the park or any place in the community. Observe.
4. Write what you have seen and observed.
5. Discuss the topic:
15.After the typhoon, will the place look the same? Why?
16.What do you think will be the changes that will take place?
B.
1. Present pictures.
2. Compare the three pictures (before, after and during)
3. What were the changes that took place in the environment?
C. Post Activity:
4. Application
What will the people do to protect their environment from a coming
typhoon?
Direction:
Fill the data chart to describe the condition of a place.
I. Objective:
17.Explain the meaning of typhoon signals
B. Activity Proper:
1. Distribution of Learning Activity Sheet (LAS)
I. Problem: What will happen if the wind is low, fast and every very fast?
II. Materials: anemometer, electric fan
III. Procedure:
a. Place an anemometer in front of an electric fan.
b. Change the electric fans’ dial from low, medium and high speed
c. Describe what happens to the cups of the enemometer
IV. Observations:
Questions:
When do the cups of the anemometer turn slow, fast and faster?
What done the speed of the turning cups mean?
How does the spinning f the cups relate to typhoon signals?
V. Conclusion: ____________________________________.
IV. Evaluation:
Complete the table below:
V. Assignment:
Collect some news clippings on typhoon signals.
I. Objective:
20.Practice precautionary measures before, during and after a typhoon
B. Activity Proper:
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
Is it important to observe and listen to storm signals? Why?
Why do we need to keep a battery-powered radio on hand during
typhoon?
Why should you follow safety measure before, during, and after a
typhoon>
3. Generalization:
Enumerate the precautionary measures before, during and after a
typhoon.
4. Application / Valuing:
Dramatize the different precautionary measures to take before,
during and after a typhoon. Use same groups.
Do we need to follow those precautionary you’ve shown? Why?
Dow we need to be prepared always before and during a typhoon?
In case of damages during typhoon, are you willing to help those
victims?
Why do you think you need to do so?
Lesson Plans in Elementary Science, Grade 5 273
IV. Evaluation:
Act out the precautionary measures before, during and after a typhoon.
V. Assignment:
Make a slogan about the precautionary measures before, during and
after typhoon.
Lesson 96
1 Day
I. Objective:
23.Relate weather conditions to planning family and community activities
C. Post Activity:
1. Reporting of outputs
2. Analysis Discussion
25.What are some of the family and community activities during:
a. Fine weather
b. Rainy weather
c. Windy weather
d. Stormy weather
26.Why is it important to know the weather condition for the day
3. Generalization:
What is the importance of knowing the weather condition?
4. Application:
In order to avoid accidents or any unusual incidents that may happen,
what should we always bear in mind in planning our activities?
IV. Evaluation:
Relate the weather condition to the following activities. Write the letter of
the correct answer on the space before the no. of the acitivity.
1. Drying of palay a. windy
2. Fishing b. rainy day
3. Flying kites c. fine weather
4. Having picnics d. stormy day
5. Playing indoor games
V. Assignment:
What will be the best weather condition in planting flowering plants?
Why?
I. Objective:
27.Relate observation of weather conditions to air and water transportation
services
B. Activity Proper:
“Aboard a Plane, Aboard a Ship”
1. Group pupils
2. Give each group 10 minutes to plan and practice their skitl
3. Presentation of Skit.
2. Generalization:
Why is weather important to people traveling by air or by water?
3. Application:
If the weather forecasted is stormy or cloudy weather, will it be
safe to travel either by plane or ship? Why?
IV. Evaluation:
What weather condition will be safe for airplane and ship to travel?
Why?
V. Assignment:
How do weather forecasts affect travel?
I. Objective:
32.Identify ways to conserve the environment to lessen the harmful effects of
cyclone/floods
B. Activity Proper:
1. Group the pupils in three.
Give each group an Activity Sheet.
Do the activity for 20 minutes.
Group 1 Group 2
Group 1
C. Post Activity:
1. Display their work.
2. Discuss the ways to conserve the environment to less the harmful effects
of cyclones.
3. Ask: Is it important to conserve the environment? Why?
4. Application:
Identify the programs of the government that help lessen the harmful
effects of typhoon.
5. Generalization:
Ask:
What are the ways to conserve the environment to lessen the harmful
effects of cyclone?
IV. Evaluation:
Give 5 ways to conserve the environment to lessen the harmful effects
of floods.
V. Assignment:
List down other government programs and laws regarding the
conservation of our environment.
Lesson 104 to 108 deal on the sun as the center of the solar system,
Lesson 113 deal further on the other members of the solar system.
I. Objective:
37.Identify the members of the solar system
38.Describe each member of the solar system
The sun is the center of the solar system. It is only one of the
millions of stars in space. It is the nearest star to the earth so it
looks very much bigger than the other stars. It is a huge ball of very
hot gases. It has its own light. Its temperature is 15,000,000
degrees Centigrade at the center and 5,000,000 degrees
Centigrade at the surface.
Mercury is the planet closest to the sun. It revolves the
fastest. It has no atmosphere, no water and no soil. It is the second
smallest planet.
Venusis the planet that is most like the Earth in size. It is the
hottest planet. It is the brightest object in the sky except for the
moon. Venus rotates backwards from east to west. It has no moon.
It is covered with a thick atmosphere of carbon dioxide with a little
sulfuric acid.
Mars is the fourth planet from the sun. it is called the “Red
Planet” because it is covered with red dust of iron compound. There
is water in Mars. It has 2 moons.
Jupiter is the biggest/largest planet in the solar system. It is
Lesson Plans in Elementary Science, Grade 5 282
so large, it could hold 1,300 Earths! Jupiter has the largest moon. It
is the second brightest planet after Venus. It is known for its “Great
Red Spot”. It was found to have a thin ring surrounding it.
Saturn is the second largest planet. Its rings are made up of
thousands of ringlets of dust, water, ice and very small particles. It
has at least 22 moons.
Uranus has a greenish color preferable due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface. It is the only planet that rotates on its side. It is tilted at
an angle of almost 98 degrees.
Neptune is the second farthest planet. It has a Great Dark
Spot, as large as the Earth that is probably made up of storms.
Neptune’s 1,240 miles winds are the fastest in the system.
Pluto is the farthest planet. Its orbit is unusual. It ravels
inside the orbit of Neptune for 20 out of every 248 years. The last
time it did this was 1979-1999. It has known moon, Charon, which is
half as large as Pluto.
B. Activity Proper:
1. Group pupils into three.
2. Giving a fact sheets per group. (Fact sheet can be the BIT above. Type
them on a bond paper and draw planets and sun around it.)\
*see attached fact sheet
3. Working time. (Let them answer the question below the fact sheet.)
C. Post Activity:
1. Reporting: Let the first 3 groups who finished earlier to report in front.
2. Let the leader of each group choose one balloon in the ceiling. Provide
them 1/8 manila paper and pentel pen. Let them write all the descriptions
of the planet by balloon they’re holding on manila paper. Let them hang
their work on the string of the balloons.
3. Generalization:
Describe the sun and the 9 planets based on description hanged in the
balloons.
4. Application/Valuing:
Column A Column B
V. Assignment:
Draw the nine (9) planets in your notebook. Arrange them according to
the order of the increasing distance from the sun. Draw the sun at the
center.
I. Objective:
39.Illustrate through a diagram how members of the solar system revolve
around the sun in the same direction as they follow their own orbits.
C. Post Activity:
1. Reporting by group. They should present their work as they report.
2. Checking of their works. Give recognition to the best reporter and group
presentation.
3. Generalization:
How do the members of the solar system revolve around the sun?
4. Applications:
Make a sketch plan ormap of your way from house to school. Sketch
shortcuts you can take in going home.
Ask:
1. Do you follow a sketch map incoming and going home?
2. Is there any possible ways you can reach your house?
3. What do you think might happen to you if you will not follow?
4. What should one do in order to have smooth relationship with
others.
IV. Evaluation:
Illustrate through a diagram how the members of the solar system
revolving around the sun. (Use one whole sheet of paper)
V. Assignment:
Construct a sun’s family model using plastic balls and strings
I. Objective:
Describe the orbit of each planet as ellipse
A. Pre-Activity
B. Activity Proper:
1. What does ellipse look like? Do you want to see how it looks like?
2. Distribute activity sheets and materials
3. Perform the activity following the standards in doing activities
Procedure:
1. Place a white sheet of paper flat on the table.
2. Attach two thumbtacks five centimeters apart halfway
to the paper.
3. Make a loop in a 25 centimeters string, then tie its end.
4. Place the loop around the two thumbtacks
5. Stretch the loop with pencil in a vertical position,
moving it all the way around.
What figure was drawn? Describe the figure.
C. Post Activity:
1. Reporting by groups
2. Analysis and Discussion:
What figure was drawn?
How does it look like?
Do all planets have same (orbit) figure of orbits?
3. Generalization:
Describe the orbit of the planets.
4. Application and Valuing:
Show the chart of the solar system with emphasis on orbits.
Answer the following questions:
1. Do you think orbits are important to planets? Why?
2. Do orbits of the 9 planets have similar shape? Why or
Why not?
3. Is Pluto always the farthest planet from the sun? Why?
IV. Evaluation:
A. Choose the letter of the correct answer.
1. Which of the following words best describes the orbit of the
planet?
a. Circular b. oblate c. spherical d. elliptical
Lesson Plans in Elementary Science, Grade 5 289
2. Which planet has the most unusual elliptical orbit?
a. Mercury b. Pluto c. Mars d.
Neptune
3. Which of the following is not true about the orbits of the planet?
a. Pluto’s orbit around the sun is tilted at 17 degrees
compared to the orbits of the other planets.
b. The orbits of the planets are elliptical
c. Mercury has an almost circular orbit.
d. Venus has the most elliptical orbit among the other planets.
4. The path where a planet follows in its movement around the sun
is called ___.
a. Axis b. orbit c. line d. pole
5. Which illustration below shows the orbit of a planet?
a. B. c. d.
V. Assignment:
Illustrate and describe the orbit of the solar system in your notebook.
I. Objective:
Explain why planets stay in orbit as they revolve around the sun
There are two forces that keep the planets in their own
orbits. The gravitational pull of the sun tends to move the planets
toward its center. However, this force is balanced by another force
called inertia that tends to make planets move in a straight line.
These two forces must be always balanced, otherwise planet would
be draw out of its orbit.
B. Activity Proper:
1. Group the pupils in five.
2. Let them choose their leader, reporter and recorder.
3. Distribute activity sheets and materials.
4. Perform the activity “Turning the Ball” cooperatively, quietly and
effectively.
Procedure:
1. Tie string of about one meter long to a rubber ball.
2. Hold the end of the string and whirl the ball just above
you head.
Do you feel the outside pull of the ball?
3. Slowly release the string
Describe the ball’s travel
4. Whirl the ball again.
Did you feel the inward pull of your hand on the
string? Why?
C. Post Activity:
1. Reporting by groups
Encourage the reports to demonstrate the whirling of the ball
before reporting.
2. Analysis and Discussion:
What do you call the outside pull of the ball when you whirl the
ball just above your head?
How about the inside pull?
How does the ball travel? In what direction?
Do you think the planets travel in the same manner like the ball?
3. Generalization:
Why do you think planets stay in orbit as they revolve around the
sun?
What are the two forces acting on them?
4. Applications:
Describe how roller coaster and ferries wheel run.
Do they move in the same manner like the planet?
Why do planets stay in their orbit as they revolve around the sun?
IV. Evaluation:
Explain why planets stay in orbit as they revolve around the sun.
V. Assignment:
What do you think will happen to a planet if its orbit brings it closer to the
sun.
I. Objective:
Tell that the sun is also a star
SUN STA
Options:
Use the phrases below:
ball of very hot gases
gives heat and light
has its own heat and light
yellow and hot
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What can you say about the sun and the star? Is the sun the same or
different from the star? Why?
3. Generalization:
Is the sun also a star? Prove your answer.
4. Applications:
Is the sun important to us? In what ways?
IV. Evaluation:
Check the sentence that tells the sun is also a star.
1. It is a huge ball of hot gases.
2. It has its own light and heat
3. It is the same with the other stars in sizse.
4. It is the nearest star on earth
5. It has the same life existence with the other stars.
V. Assignment:
Make a poem describing the sun as a star. Use Haiku.
I. Objective:
Identify the parts of the sun
Describe each part of the sun
The sun is a huge ball of very hot gases. It has its own light.
Its temperature is 15,000,000 at the center and 5,000 OC at the
surface.
The sun has different parts. These are the corona which is the
outermost part. It is made up of thin cloud of gas that gives off
white light. It is visible to our eyes during a total solar eclipse when
the moon covers the bright photosphere is the layer where sunlight
comes. The photosphere does not have uniform brightness. Its disk
seem to have some white patches or granules. Chromospheres is
the middle layer of the sun. it has bright reddish-orange color. This
layer consist of a large masses of hot gases which are thrown
upward to about 12,000 km. high in all direction. They disappear
after about two minutes. When these gases are thrown up to a
height of 180,000 km. or more they are called prominence. They
Lesson Plans in Elementary Science, Grade 5 295
appear and disappear very fast.
B. Activity Proper:
A.
1. Show the picture of the sun for 1 minute
2. Cover the picture
3. Pupils write the parts of the sun.
4. Check the answers of the pupils
B.
1. Present picture again
2. Name the parts of the sun.
3. Describe the sun through the picture
4. Distribute the pictures of the different parts of the sun.
5. Describe the pictures.
6.
C. Post Activity:
1. Reporting by group.
2. Analysis and Discussion:
What are the parts of the sun? Describe each part
3. Generalization:
Give the different parts of the sun and describe each.
4. Applications and Valuing:
Which part of the sun gives us white light?
Complete the concept map to identify and describe the parts of the
sun.
SUN
V. Assignment:
Draw the sun and label its pairs.
I. Objective:
Tell that sunspots are formed in the photosphere.
There are times when there are dark spots that appear on
the photosphere. These spots are called sunspots. They are not
really dark, but they only seem dark when compared with other
parts of the sun’s surface. The temperature in the sunspot is much
lower than of the surrounding areas ¾ typically around 4,500
degrees Centigrade.
Sunspots differ in size. Some are tiny patches of about 30,000
kilometers. Others have areas measuring hundreds of thousands of
kilometers.
Sunspots also have a strong magnetic field. Typically, a
sunspot has a magnetic field that is about 2,500 times stronger that
the earth’s magnetic field.
Sunspots also appear in cycles of 11 years. This changes from
a low number to a high number, and back to a low number of
sunspots.
B. Activity Proper:
1. Provide the pupils of the group with a reading materials (Sunspots)
2. Let them read the material for general understanding
3. Use Activity Sheet no. 1
Reading Material
Sunspots
Sunspots are dark spots that are found in the photosphere.
Sunspots occur when there is a change in the pattern of the sun’s
magnetic field of force. If line of force crosses through the sun’s
surface, they cause the temperature of the gas to become lower. The
gas with a lower temperature does not shine as brightly as the gas in
the surrounding area so it looks like a spot as seen from afar.
C. Post Activity:
1. Answer Learning Activity Sheet – Lesson 105
3. Generalization:
Which layer of the sun does a sunspot form?
4. Applications:
What are formed in the photosphere?
What are the advantages of sunspots on earth?
IV. Evaluation:
Describe sunspots and tell which layer of the sun do sunspots form?
V. Assignment:
Draw where the sunspots are formed in the photosphere.
I.Objective:
Identify the effects of sunspots on earth
B. Activity Proper:
1. The teacher gives instructions on how to perform the activity using the
Scavenger’Hun. She may use cooperative learning
2. The teacher lets the pupils find out the effects of sunspots on earth
using the reference materials such as textbooks, encyclopedia. She has
to write the questions on the board/manila paper.
Identify the effects of sunspots on earth. Write your findings on the
manila paper.
3. Group work
C. Post Activity:
1. Publishing and reporting by group.
2. Analysis and Discussion.
3. Generalization:
What are the effects of sunspots on earth?
4. Applications/Valuing:
If there are problems which we meet, what must we do? What
attribute should we posses?
IV. Evaluation:
Write a ten-sentence paragraph on how sunspots affect the earth.
V. Assignment:
Why do sunspots occur?
I. Objective:
Identify ways by which solar energy is used by plants, animals and
humans.
B. Activity Proper:
Small group learning
1. Group pupils into 3
2. Give each group an Activity Sheet: 1,2,3
3. Remind the standards in group working (Gofer leader reports,
English monitor)
4. Give them 20 minutes to do the task.
C. Post Activity:
1. Group reports one at a time.
2. Discussion:
a. In what ways do animals use solar energy?
b. In what ways do plants use solar energy?
c. In what ways do humans use solar energy?
Lesson Plans in Elementary Science, Grade 5 303
3. Abstraction and Generalization:
Indentify how solar energy is used in the following pictures.
4. Applications/Valuing:
Knowing the important uses of solar energy especially to humans by
providing Vitamin D, should we still buy Vitamin D at the drug store?
Why?
IV. Evaluation:
Give 2 situations which shows how solar energy is used by plants,
humans and animals.
V. Assignment:
In what ways does your mother use solar energy at home?
I. Objective:
Explain why the sun is the main source of energy on earth.
D. Post Activity:
1. Reporting by groups.
2. Analysis / Discussion:
( Enrichment of reports/discussion of findings/clearing difference
development of critical thinking and creativity)
3. Generalization:
Why do we consider the sun as the main source of energy on earth?
4. Applications:
Suppose the sun is as far as the other stars, can we make use of its
energy? Why?
What should we do to our energy resources, so that the future
generations can make use of them?
IV. Evaluation:
In a paragraph form, explain why the sun is the main source energy on
earth.
V. Assignment:
Research on the gadgets/equipment that are operated by the use of
the solar cells.
II. Material:
Picture/Illustration on the source of energy
III. Procedure:
1. Study the illustration/picture
2. Describe what is shown in the picture.
3. Take note on the main source of energy.
IV. Questions:
1. Where do plants get their energy?
2. In what way can we get energy from the sun?
3. Where does the stored energy from the coal come from?
4. How is electrical energy generated?
5. What does the illustration/picture tell us?
V. Conclusion:
VI.
I. Objective:
Illustrate the relative distance of the planets from the sun.
B. Activity Proper:
1. Distribute the Learning Activity Sheet to the class, then divide the class
into four groups. Let each group perform the said activity. Let them refer
to Activity Sheet No.1 (see attached Activity Sheet.)
C. Post Activity:
1. Presentation and reporting of groups’ output.
2. Analysis and Discussion: (enrichment of reports/discussion of
finding/clearing out of differences, development of critical thinking and
creativity)
3. Generalization:
From the activity you performed, have you observed the relative
distances of the planets from the sun?
How far is Pluto from the sun? What are the planets nearest the sun?
4. Application/Valuing:
Class, have you ever heard of science news that our solar system have
collided-head-on with other planets? What makes them follow their own
path? What about you children, how do you live in harmony with your
parents, siblings and schoolmates?
IV. Evaluation:
Using Learning Activity Sheet No. 2, answer the following questions:
1. How far is Mercury from the sun?
2. What is the relative distance of Pluto from the sun?
3. Knowing the distance of Pluto from the sun, what do you think is its
surface temperature?
4. How far is the earth from the sun?
5. What is the earth’s surface temperature?
V. Assignment:
Using modeling clay, make a model of the solar system using this scale
Materials Needed
1. 6 m. strip of adding machine tape or newspaper
2. Ball about 5 cm. in diameter
3. Meter stick
4. About 15 m. of string
Procedure:
1. Roll out the adding machine paper or newspaper and tape it to the
floor.
2. Place the ball at one end of the paper. Tape the bottom of the ball
to the paper to hold the ball in place. The ball represents the sun.
3. Use table b and the meter stick to mark off the positions of the
planets on the strip of paper. Make one dot for each planet and
label the dot with the planets’ name. For example, Mercury is
shown by a dot 6 cm. from the sun.
4. Each cm. on the paper tape represent 10 million km. in space
As shown:
a.)
Tape
Paper
6 cm
Ball (sun) long
I. Objective:
Relate the surface temperature of each planet to their relative distance
from the sun.
2. Motivation:
Arrange the following strips in order
B. Activity Proper:
1. Provide each group a table like this (Previously used in the motivation
part)
350oC -2307oC
170oC
-230oC -220oC
101oC
-136oC -210oC
inoCElementary Science,
-145
Lesson Plans 28oCGrade 5 314
-101oC
Lesson Plans in Elementary Science, Grade 5 315
C. Post Activity:
1. Ask:
a. What can you say about the distance and temperature of planets?
b. What makes Pluto the coldest planet?
c. Is there an effect of the distance of the planets to the
temperature? In what way?
2. Generalization:
How does the distance affect the temperature of planet?
3. Valuing:
Do you think distance is also important in the temperature of planet?
Why?
I. Objective:
Relate the relative period of revolution of each planet to their relative
distance from the sun.
IV. Evaluation:
V. Assignment:
I. Objective:
Identify unique characteristics of each planet that differentiate one from
the other. e.g. satellites, atmosphere, rings, others (eclipse), relative
period of rotation and revolution,
The nine planets in the solar system have their own unique
characteristics, composition of atmosphere, number of satellites,
period of rotation and revolution, and the presence and number of
rings.
Earth is the only known planet where life forms exist.
Jupiter is the biggest planet in the solar system., it is bigger
than all the planets combined. It is known for its Great Red Spot.
Saturn is the second largest planet, it is famous for its many
rings. Saturn’s rings and satellites are a mystery.
Uranus has a greenish color probably due to liquid methane
and ammonia that have condensed due to very low temperature on
the surface.
Neptune is the 2nd farthest planet, it is believed to be the twin
sister of Uranus. Blue green planet.
Pluto is the farthest planet. It is not gaseous, has no rings,
and has no atmosphere. It has one know moon. Charon is thought
to be its twin planet.
Mars is named after Mars the Roman God of War. A very big
Lesson Plans in Elementary Science, Grade 5 319
mountain is found at its center called Mons Olympus.
2. Motivation/Presentation:
There are members of the solar system in the crossword puzzle. Encircle
them, vertically, horizontally, and diagonally.
E N F P O V R V R L A
A M E R C U R Y P C S
R A L J P P D L L T M
T R R P U R A N U S O
H S T L C P D M T U O
A S T E R O I D O N N
V E U U S S A T U R N
A F N E P T U N E F D
O D C O M E T N R R S
C. Post Activity:
1. Presentation of the table
2. Analysis and Discussion: Are the information on the table correct? Are
there additional information the group can share?
3. Abstraction and Generalization:
What are the characteristics of each planet?
Are planets similar? Why?
4. Applications:
Which planet would prefer to live in? Why?
Do you think you can protect our planet earth? How?
IV. Evaluation:
Match A with Column B
V. Assignment:
What planets belong to the inner circle of terrestrial group of planets?
What similar characteristics do these planets have?
Lesson 113
1 Day
B. Activity Proper:
1. Direction:
a. Group pupils into five groups
b. Distribute activity sheets
Group 1
1. Visit your school library or any mini-library in your school
2. Research about the asteroid belt.
a. Where can you find asteroids?
b. Describe its shape, components and size
Group 2
1. Visit your library or any mini-library in you school
2. Research about meteoroids/meteorite
a. What are meteoroids? Meteorites?
b. Describe the shape, components, and size of meteors / meteoroids/
meteorites
c. Where do they come from?
Group 3
1. Visit your school library or any mini-library in your school
2. Research on meteors/ dust rings.
a. Describe shape, components and size
b. Where do meteors come from?
c. What are dust rings
Group 4
1. Visit your school library or any mini-library in your school
2. Research on comets
a. Describe the shape, components and size of comets?
b. Why do comet’s tail glow?
c. Do you believe comet brings bad luck?
Group 5
1. Visit your school library or any mini-library in your school
2. Research on sattelites
Lesson Plans in Elementary Science, Grade 5 323
a. What are sattelites?
b. Why are they called satellites?
c. Give examples of satellites.
D. Post Activity:
1. Analysis and Discussion
a. Group Reporting
b. Do falling meteors affect our land surface? How?
2. Abstraction / Generalization
What are asteroids? Meteors? Comets?.
3. Applications:
According to old people, comets bring bad luck. Do you believe in this?
Why
IV. Evaluation:
Direction: Complete the concept map below.
I. Objective:
Describe the occurrence of tides
Tidies the regular rise and fall of the level of water. When the
level of the water is low, we call it low tide. When the moon revolves
around the earth, the earth’s water is attracted by the moon’s
gravity.
In the ocean, seas, or rivers in the opposite sideof the earth,
the level of the water is low. This is low tide.
Changes in the level of water are caused by several factors:
the gravitational pull of the moon and the sun on the earth’s
hydrosphere; the earth’s rotation. Tide may occur twice in the same
place because as the moon revolves around the earth, the earth
also rotates in its axis.
There are two kinds of tides: neap tide and spring tide. Neap
tide occurs during full moon and spring tide occurs during new
moon.
B. Activity Proper:
1. Grouping
Divide the class into three groups. Have them select a leader and a
recorder. Have each group observe and and record their observation.
Each group will describe why tides occur.
Give to each group pictures or illustrations showing the occurrences of
tides. Have the three groups infer the occurrence of tides.
E. Post Activity:
1. Reporting by group.
Using the pictures / illustrations given them the leader of each group will
explain or describe why tides occur.
IV. Evaluation:
Write a paragraph about the occurrence of tides.
V. Assignment:
Read books or ask from any knowledgeable persons more information about
tides.
I. Objective:
Explain how high tides and low tides occur
B. Activity Proper:
1. Grouping
Divide the class into three groups. Have each group choose a
leader and recorder. Each group will take turns in demonstrating
how tides occur using the sun, earth and moon models.
2. Distribution of Activity Sheet by group
3. Group Work
Lesson Plans in Elementary Science, Grade 5 327
Learning Activity Sheet – Lesson 115
High Tide and Low Tide
F. Post Activity:
1. Reporting by group based on the activities they have performed.
4. Applications:
What is the importance of high tide and low tide in the activities of
people living near seas, oceans and rivers?
How will you rate yourself in the knowledge about the tide?
IV. Evaluation:
Why do high tide and low tide occur?
V. Assignment:
How do tides affect man’s activities?
I. Objective:
Explain why there high and low tides every twelve hours
Relate through a model the position of the moon and the earth to places
where high and low tides occur
B. Activity Proper:
1. Call / Assign three pupils to act as sun, moon, earth.
2. Place sun in the middle.
3. Ask the “moon” to revolve around the “earth” (movement should be
faster than the earth).
4. “Earth” slowly rotates on its axis.
5. Both “earth and moon” move in a elliptical or oblong position.
6. Slowly, class count 1-24
Lesson Plans in Elementary Science, Grade 5 329
7. Ask:
a. What count are the “earth” and the “moon” near each other?
b. In what position does “earth” seem to bulge?
G. Post Activity:
1. Presentation of illustration.
2. Discussion and Analysis:
If the illustration shows high tide at 9 AM, when will the next high
tide occur? Why?
3. Application:
If high tide occur at about 10:00 AM, when will the fishermen fish?
Why?
IV. Evaluation:
Direction:
1. Briefly explain why there are two high tides and tow low tides.
2. Draw / illustrate the position of the earth and the moon where high
and low tides occur.
V. Assignment:
Review previous lessons for chapter test.