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SCIENCE VI

Date: ____________

I. Objective:
Describe the structure and functions of the circulatory system
Values:

Appreciation of the works of the circulatory system.

II. Subject Matter:


Functions of the Circulatory System
A. Science Concepts/Ideas:
Specific functions of the circulatory system are:
Carry oxygen and digested food to all cells of the body
Carry carbon dioxide, water and other wastes to the respective excretory organs
Permits white blood cells and anti-bodies to travel to places where they are needed to
fight off foreign bodies/ invaders
Helps regulate and maintains body temperature
The organs of the circulatory system are: heart, blood, blood vessels, lymphatic system.
B. Processes:
Observing, inferring, communicating
C. Materials:
Chart of the circulatory system; Cut-out pictures
References:
Teacher's Module
Science & Health 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review:
Describe what a body system is.
B. Developmental Activities:
1. Present the digestive system
What are the parts? Give the function of each part.

2. Presentation
Activity:
Divide the class into three groups. Provide each group with cut parts of the
circulatory system and strip of papers with written function of each part of the
system.
Let the pupils do these:
1. Examine the drawing/pictures.
2. Put them together to form a body system.
a. What body system was formed?
b. What organs are found in the body system that you formed?
3. Read the statements on the strips of paper and infer the function of each body
organ by matching the strips with the drawing.
What is the relationship of these organs to the body system?
4. Write answers on a sheet of paper.
5. Check your inferences with answers found in the module.
3. Concept Formation
Class will come up with their definition or circulation.
Give parts of the circulatory system
Give the function of the organs of the circulatory system
IV. Evaluation:
Match the function with the part.
1. heart
a. carry oxygenated blood to the body tissues
2. blood
b. transport medium of the body
3. blood vessels
c. pumping organ
4. lymphatic system
d. responsible in introducing anti-bodies into the blood stream
V. Assignment:
What causes blood to circulate?

SCIENCE VI

Date: ____________

I. Objective:
Describe the structure and functions of the circulatory system
Values:

Appreciation of the works of the circulatory system.

II. Subject Matter:


Practice desirable habits to care and protect the heart
A. Science Concepts/Ideas:

The Heart is the pumping organ of the circulatory system.


It is about the size of a man's fist.
It is located in the breastbone between the lungs with the lower and somewhat to the
left.
The heart is a powerful and strongest muscle in the human body called cardiac
muscle.

B. Processes:
Observing and identifying
C. Materials:
Drawings of treated blood samples
References:
Teacher's Module
Science & Health 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review functions of the circulatory system.
B. Presentation:
1. Show an illustration of the human heart. Identify the parts.
2. Activity 1
What are the parts of the human heart?
C. Concept Formation:
Answer the observation part of the activity.

IV. Evaluation:
Identify the parts of the heart.
Write the name of the part that is corresponding to each letter. A to J.
V. Assignment:
1. Name the four chambers of the human heart.
2. What prevents the back flow of blood?
3. Bring film canister, rubber balloon, rubber band, plastic or rubber tube.

SCIENCE VI

Date: ____________

I. Objective:
Investigate the effect of exercise on the rate of heartbeat
Values:

Participate in worthwhile projects

II. Subject Matter:


Heartbeats
A. Science Concepts/Ideas:

The pumping action of the heart is known as the heartbeat.


Heartbeat is due to the rhythmic contractionand relaxation of the cardiac muscles.
The heart beats at an average of 70 timesper minute.
Heartbeat between 50 and 90 are within normal range.
The stethoscope is the doctor's instrument for listening to heartbeats.

B. Processes:
Observing, communicating, inferring
C. Materials:
Stethoscope, watch
References:
Teacher's Module, p. 2
Science & Health 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review parts of the heart.
B. Presentation:
1. Show a red stethoscope.
Where do you see this instrument?
What is the use of the stethoscope?
What is a heartbeat?
2. Illustrate how the heartbeat can be felt on the arteries of the temples, wrists or ankles.
3. Activity: How does exercise affect the rate of heartbeat?
C. Concept Formation:
1. What is the number of heartbeats per minute while sitting down?
2. What is your heartbeat per minute after an exercise?

IV. Evaluation:
Give measures to the observations and inferences of the activity.
V. Assignment:
Count the number of heartbeats per minute of:
a. your mother
b. younger brother or sister

SCIENCE VI

Date: ____________

I. Objective:
Name and describe the different blood vessels
Values:

Maintaining physical fitness through health. Habits

II. Subject Matter:


Blood Vessels
A. Science Concepts/Ideas:

Arteries and arterioles carry the blood from the heart to the body tissues.
Veins and venules carry the blood from the cells back to the heart.
Capillaries are the fine microscopic tubes that connect veins and arteries.

B. Processes:
Observing, identifying, describing
C. Materials:
Picture with a network of arteries, veins and capillaries
References:
Teacher's Module, p. 6
Science & Health 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Check assignment
2. Review activity:
How does exercise affect the rate of heartbeats?
B. Presentation:
Show an illustration of the network of arteries; veins and capillaries.
Let the pupils identify and differentiate the blood vessels.
C. Concept Formation:
Teacher explains through the illustration, the description and function of each blood
vessel.
Reading of the module for verification, page 6.
D. Application

Activity No. 3
Blood Vessels

What is your SCIQ?

E. Enrichment
Discuss guidelines on preparing posters.
Example:
Rhyme, message and number of words
IV. Evaluation:
By groups, make posters on how to take care of the blood vessels.
V. Assignment:
Fill in the Blanks.
The circulatory system is made up of the heart and a network of
______ that distribute ______ to the body in the form of blood containing
dissolved ______, ______carbon dioxide, and ______.

SCIENCE VI

Date: ____________

I. Objective:
Identify and name parts of the blood
Values:

Appreciation of the importance of blood as transport medium of the body.

II. Subject Matter:


The Human Blood
A. Science Concepts/Ideas:

Blood, the red fluid that flows through the blood vessels, is the transport medium of
the body.
Blood consists of the following: plasma, red blood corpuscles, white corpuscles and
platelets.

B. Processes:
Observing, identifying, describing
C. Materials:
Microscope, drop of blood on a glass slide, drawing of the parts of the blood
References:
Teacher's Module
Science & Health 6, p. 2 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
The use and important parts of a microscope.
B. Presentation:
Describe blood.
What are the three kinds of cells in the blood?
1. Activity 1
With the use of a microscope, observe a drop of blood on a slide.
2. Require pupils to draw on a 1/4 piece of paper what they have seen under the
microscope.
3. Let them compare their drawing with the drawing on the chart.
C. Concept Formation:
1. Pupils will give their description of the different blood cells.

2. Teacher explains through an illustration the different blood cells and their functions.
3. Reading of the textbook for verification.
IV. Evaluation:
Activity 4 - What is your SCIQ?
V. Assignment:
Give the function of each part of the blood.

SCIENCE VI

Date: ____________

I. Objective:
Identify the different blood types
Values:

Knowing one's blood type is important in cases of emergency

II. Subject Matter:


Blood Type and Blood Typing
A. Science Concepts/Ideas:

Blood is classified into four types: Type A, Type B, Type AB and Type 0.
Blood is typed acct ding to the presence of antigens in the erythrocytes.
If antigen A is present, it is Type A.
If antigen B is present, it is Type B.
If both antigens are present, it is TypeAB.
If both antigens are absent, it is Type 0.

B. Processes:
Observing and describing
C. Materials:
Drawings of treated blood samples
References:
Teacher's Module
Science & Health 6, p. 3 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review:
Game - "Guess What"
Pupil will describe a part of the blood and another pupil will identify the part.
2. Motivation:
Do you know your blood type? How did you know it?
B. Presentation:
What are the different blood types?
C. Concept Formation:

Activity 5 - How is blood type determined?


IV. Evaluation:
Answer observations and inferences of the activity.
V. Assignment:
Get information from your parents, brothers and sisters about their blood types. Ask some
information about situations when knowing their blood type was very valuable/helpful.

SCIENCE VI

Date: ____________

I. Objective:
Describe how blood substitution is made
Values:

Have the proper attitude about blood donation

II. Subject Matter:


Blood Transfusion and Blood Substitution
A. Science Concepts/Ideas:

Blood transfusion or chemotherapy is the transfer of blood into the veins.


Blood transfusion is necessary in severe cases of hemorrhages, burns, shock,
bleeding disorders and major surgeries.
Blood type 0 is called the universal donor.
Blood typeAB is the universal recipient.

B. Processes:
Observing, communicating, inferring
C. Materials:
Blood Type "Sociometric" Diagram
References:
Teacher's Module,. p. 2
Science & Health 6, p. 4 by Jessie A. Villegas Principles of Science Book Two, p. 345
III. Procedure:
A. Preparatory Activity:
1. Review- Blood Typing
What is the blood type if there is agglutination or clumping in Serum A?
What is the blood type if there is no agglutination or clumping in both serums A
and B?
2. Motivation:
Pictures of blood letting
Have you ever seen a person receiving blood transfusion?
What is blood transfusion?
3. Presentation:

Have can you determine if you can receive or donate blood?


Can a person receive blood from anybody?
Can a person donate blood to anybody?
4. Activity 6
How is blood substitution made? Blood Type Sociometric Diagram
5. Concept Formation
IV. Evaluation:
Answer observations and inferences of the activity.
V. Assignment:
Interview some persons in your neighborhood about their blood type. Ask them which
blood type so they prefer to have if it is type 0, type B or type A and justify their answers.

SCIENCE VI

Date: ____________

I. Objective:
Illustrate the movements of blood throughoutthe body
Values:

Maintaining physical fitness throughhealth habits

II. Subject Matter:


Paths of blood
A. Science Concepts/Ideas:
a. Blood circulates throughout the body in specific routes or paths called circuits.
b. These circuits are:
Pulmonary circulation is the blood circuit between the heart and the lungs.
Systematic circulation is the blood circuit between the heart and various organs
of the body.
Portal circulation is a special blood circuit from the arteries through the main
organs of digestion.
Renal circulation is the blood circuit through the capillaries to the kidneys.
Coronary circulation is the blood circuit within the heart.
B. Processes:
Observing, communicating, describing
C. Materials:
Drawing of the circuit of the blood
Red and blue ball pen/pencil
References:
Teacher's Module
Science & Health 6, P. 4 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review
Blood type sociometric diagram
Which blood type can donate to all but can receive only from the same type?
Which blood type can donate only to its own type but can receive from all?
2. Motivation

Flow of traffic especially during the rush hours


B. Presentation:
1. Show an illustration of the flow of blood through the body.
2. Teacher explains through an illustration how blood circulates in the body.
a. pulmonary circulation
b. systematic circulation
3. Activity 7
How does blood flow throughout the body? Artwork and proper coloring of the
diagram
C. Concept Formation:
Tracing the pulmonary and systematic paths of blood on a diagram
IV. Evaluation:
Describing pulmonary circulation
The path of blood is from the (1) _____ to the (2) _____ out through the pulmonary
artery into the lungs, then back to the (3) _____ through the (4) _____ . In the lungs, the red
corpuscles take a new supply of oxygen and gives off (5 ) _____ .
V. Assignment:
1. Which chamber of the heart contains blood rice in oxygen?
2. Which chambers of the heart contain blood low in oxygen?
3. Which chamber of the heart exerts the greatest force?

SCIENCE VI

Date: ____________

I. Objective:
Define blood pressure
Values:

Accuracy in recording blood pressure

II. Subject Matter:


Blood Pressure
A. Science Concepts/Ideas:

Blood Pressure is the force against .the walls of the arteries as the blood is pumped
out from the heart.
Systole is the highest level of pressure caused by the expansion of the arteries.
Diastole is the lowest level of pressure of the arteries.

B. Processes:
Observing, describing and recording
C. Materials:
Sphygmomanometer
References:
Teacher's Module
Science & Health 6, P. 5 by Jessie A. Villegas Pupil's Text, Science VI
Program on Prevention and Control of Cardiovascular Diseases, Philippine Heart Center,
DepEd.
III. Procedure:
A. Preparatory Activity:
1. Review of the different paths of blood (Game K N B Style)
2. Presentation:
Listen to a heartbeat with a stethoscope.
What sound do you hear?
Teacher explains that lub is produced by the contraction of the ventricles.
The dub sound is produced as the ventricles relax.
Heartbeat consists of two phases - systole and diastole written as two numbers.
Example:
120(systole) and 70(diastole) = 120/70

3. Activity 8
How is blood pressure measured?
Invite a resource person to help perform the activity. A resource person may be a
school nurse or the clinic teacher.
4. Concept Formation
Reading of the sphygmomanometer
Which is the systolic pressure?
Which is the diastolic pressure?
Recording of the blood pressure systole over diastole.
Check how pupils record the readings.
IV. Evaluation:
1. What causes the arteries to expand?
2. Where is systolic pressure felt?
3. When do the arteries experience the lowest level of pressure?
4. What blood pressure is commonly used as the normal reference level?
V. Assignment:
Give some variables that must be considered in determining whether
blood pressure is normal, high or low.

SCIENCE VI

Date: ____________

I. Objective:
Identify the dangers of blood loss
Values:

Develop skills in controlling bleeding to save lives

II. Subject Matter:


Blood Clotting and Control of Bleeding
A. Science Concepts/Ideas:

Clotting of homeostasis refers to the hardening of blood when a blood vessel is


ruptured or injured.
The dangers of bleeding are hemorrhage and infection.
Applying finger pressure and tourniquet can stop bleeding from arteries and veins.

B. Processes:
Observing, identifying, describing
C. Materials:
Red marker pen, handkerchief, wooden stick, and pressure point chart
References:
Teacher's Module
Science & Health 6, p. 5 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review:
Blood pressure, systolic and diastolic pressures
B. Presentation:
1. Do you know what a blood clot is?
2. When does it happen?
C. Concept Formation:
1. Teacher explains the following:
a. Blood clot is a defense mechanism of the body against blood loss.
b. Blood clot is produce when platelets disintegrate and produce a substance that
unite with calcium and fibrinogen in the blood to form fibrin, which forms a
network of sticky threads in which red corpuscles and plasma get entangled.

c. Hemophilia is a disease of the blood if it fails to produce clot.


d. Danger of bleeding
e. How can bleeding be controlled?
2. Activity
Let us be first ciders and practice how we can control/stop bleeding.
Activity 9 - How can bleeding be controlled?
IV. Evaluation:
1. Pressure points are places where veins and arteries are near the skin and a bone. Give
examples of pressure points in the body. (at least 3)
2. Why must a tourniquet be loosened from time to time?
3. What blood cell helps in blood clotting?
V. Assignment:
Select a partner and bring a big handkerchief. Let us continue our practice of applying
finger pressure and the application of tourniquet.

SCIENCE VI

Date: ____________

I. Objective:
Name common ailments of the circulatory system
Values:

Maintaining physical fitness through health habits

II. Subject Matter:


Common Ailments of the Circulatory System
A. Science Concepts/Ideas:

The blood diseases are: anemia, leukemia, hemophilia and gangrene.


The diseases of the heart are: hypertension or high blood pressure, coronary
thrombosis or heart attack, and stroke.

B. Processes:
Observing, demonstrating, describing
C. Materials:
Chart of Circulatory Ailment
References:
Teacher's Module
Science & Health 6, p. 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Review:
Blood clotting and how to stop bleeding Demonstration on how to apply finger
pressure and application of tourniquet
B. Motivation:
Make some word out of the letters on the board.
1. KETSTRO (stroke)
2. HHGIDBLOOPSREUSRE (high blood pressure)
3. TRHAECTTAAK (heart attack)
C. Presentation:
Our lesson is some of the words you made from the letters. These are some of the
ailments of the circulatory system.

D. Activity:
With the use of the chart and a module from the heart and a module from the
HeartCenter and DepEd, pupils will prepare a chart.
First Group char for the disease of the heart
Second Group chart for the disease of the blood
Blood/Heart diseases
Causes
treatment
E. Discussion and checking their chart
F. Demonstration first aid treatment for coronary thrombosis and stroke
IV. Evaluation:
Answer the following question.
1. The most serious outcome of coronary disease is
a. Kidney trouble
c. Heart attack
b. Stomach ache
d. Cancer of the lungs
2. Narrowing of the arteries is due to
a. sugar
c. iodine
b. cholesterol
d. calcium
3. When a person smoke cigarettes, he inhales
a. oxygen
c. carbon monoxide
b. carbon dioxide
d. nitrogen
V. Assignment:
Read from books in the library about the following disease of the heart.
a. Rheumatic fever
b. Congenital heart diseases

SCIENCE VI

Date: ____________

I. Objective:
Identify the organs of the Human Nervous System
Values:

Parts are as important as a whole

II. Subject Matter:


Organs of the Human Nervous System
A. Science Concepts/Ideas:

The human nervous system has three major parts: the brain, the spinal cord, and the
nerves.
The brain and the spinal cord make up the central nervous system.
The brain is located in the cranium or skull, is responsible for the processing, sending
and receiving the signals that control the body.
The spinal cord in the spinal column serves as the main highway for these signals.
The network of nerves all over the bodymakes up the peripheral nervous system.

B. Processes:
Identifying, describing, communicating
C. Materials:
Big illustration of the nervous system showing the three major parts
References:
Teacher's Module in Science and Health 6
Science & Health 6 by Jessie A. Villegas pp. 22-23
III. Procedure:
A. Preparatory Activity:
1. Review
What are the different systems of the body?
What does each system have?
What system regulates all other systems?
B. Developmental Activities:
1. Motivational Activity
When you eat, why can you tell the taste of the food you're eating?
What tells your tongue the taste?

Why can you tell the color or shape of a certain object?


2. Presentation
Activity 1
Group the pupils.
Give each group jigsaw puzzle of the nervous system with the parts.
In the form of a contest, let the pupils arrange the jigsaw puzzle of the nervous
system.
Activity 2
Read the following.
The human body is made up of cells, tissues, and organs that perform numerous,
complex, but well-coordinated tasks, such as voluntary and involuntary movements,
thinking, memory and speech. It is obvious that the body must have some kind of
central communication network to control, regulate and coordinate all these
activities.
Activity 3
Answer the attached activity sheet
3. Concept Formation
What is the communication network of our body?
What are the three main parts of the nervous system?
Where is the brain found?
What is the function of the brain?
IV. Evaluation:
Identify where each part of the nervous system is located.
1. Brain
2. Spinal Cord
3. Nerves
V. Assignment:
Draw in your drawing booklet the nervoussystem.
Write 2 to 3 sentences about it.

SCIENCE VI

Date: ____________

I. Objective:
Describe the structure and enumerate the various functions of the major parts of the brain
Values:

Respecting others; Being grateful for having a brain

II. Subject Matter:


Parts of the Human Brain
A. Science Concepts/Ideas:

Man is supreme over all living things primarily because of his brain.
The brain enables him to see, hear, feel, smell and taste. It is the seat of all thoughts,
emotions, imaginations, andintelligence.
The brain enables man to perform all conscious and sub-conscious tasks; to experience
all unconscious acts, such as breathing, digesting food, perspiring, dreaming, etc.
The human brain has a very complex structure. Its three major parts are: the cerebrum,
the cerebellum, and the medulla oblongata.
The cerebrum is the largest portion of the brain.
The cerebrum is divided into: the right hemisphere and the left hemisphere.
The cerebrum controls mental processes such as thinking, memorizing and decisionmaking.
The cerebellum is also known as the little brain.
The medulla oblongata is located at the base of the skull in front of the cerebellum.

B. Processes:
Identifying, describing, communicating
C. Materials:
Drawing of the human brain showing its parts
References:
Teachers Module n Science and Health 6
Science & Health 6 by Jessie A. Villegas pp. 24-25
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment
2. Review:
Name Game

It is found in the skull.


It is protected by the spinal column. It is all over the body.
Make up the central nervous system. It is the main highway of all signals.
It is responsible for processing, sending, and receiving the signals that control the
body.
B. Developmental Activities:
1. Motivational Activity
Memory Game
Show some pictures posted on a cartolina to the class. Then remove. Let them
name the pictures they remember.
How many pictures did you remember?
What makes you remember them?
2. Presentation
Activity 1
Show the illustration of the human grain.
Show also the sample brain of a pig. Let them describe the sample.
a. How big is the brain?
b. What covers the brain?
Touch the surface of the brain. Ho'.', does it feel?
Cut the brain crosswise.
Compare the brain with the illustration.
Read the following:
Man is supreme over all living things primarily because of his brain. The brain
enables him to see, hear, smell, feel and taste. It is the seat of all thoughts, emotions,
imaginations, and intelligence. It enables him to perform all conscious and
subconscious tasks; to experience all unconscious acts, such as breathing, digesting
food, perspiring, dreaming, etc. The human brain has a very complex structure. Its
three major parts are: the cerebrum, the cerebellum, and the medulla oblongata.
3. Concept Formation
What are the parts of the brain?
Where is the cerebrum found?
What are the functions of the cerebrum?
What is the cerebellum?
4. Application
What makes you remember the names of people, events, and places?
What gives you the ability to solve problems?
What controls the vital functions of the heart, stomach, diaphragm and
esophagus?
IV. Evaluation:
Craw the picture of the brain. Color the cerebrum red, the cerebellum green, and the
medulla blue. Write the functions of each part opposite label.
V. Assignment:
How is your brain different from the brain of an animal?

SCIENCE VI

Date: ____________

I. Objective:
Map the cerebral cortex of its various functions and infer what area of the cortex is used
to perform a particular function
Values:

Protecting ones cerebral cortex; Honesty

II. Subject Matter:


The Cerebral Cortex
A. Science Concepts/Ideas:

The cerebral cortex is that wrinkled and folded outer layer of the cerebrum that really
makes man more superior in terms of brain functions and intelligence than all
animals.
The cerebral cortex is the clearinghouse of all signals being flashed by the nerves
from the sensory organs and those signals that are being sent by the brain to the
motor muscles and other operative parts of the body.

B. Processes:
Mapping, inferring, communicating
C. Materials:
Drawings
References:
Teacher's Module in Science and Health 6
Science & Health 6 by Jessie A. Villegas pp. 26-27
III. Procedure:
A. Preparatory Activity:
1 Checking of Activities
2. Review:
Game Ka Na Ba?
Which is not the major parts of the brain?
a.
medulla
c. cerebellum
b. cerebrum
d. spinal cord
It is a part of the brain located at the base of the skull.
a. medulla
b. cerebrum

c. cerebellum

d. cortex

B. Developmental Activities:
1. Motivational Activity
Do dogs think as we do? How about other animals?
What make us different from animals?

2. Presentation
Activity 1
1. Let the children arrange the pieces of cardboard until they form the picture of the
cerebrum.
2. In the form of a context, let the pupils match the pats with the picture.
3. Read the following:
What really makes man more superior in terms of brain functions and
intelligence than all animals is the wrinkled and folded outer layer of the
cerebrum, called cerebral cortex. The wrinkles and folds in the cerebral cortex
are known as convolutions: They are responsible for giving the cerebral cortex a
large surface area that is characteristic of highly developed animals.
The cerebral cortex is the clearinghouse of all signals being flashed by the
nerves from the sensory organs, and those signals that are being sent by the brain
to the motor muscles and other operative parts of the body.
Activity 2
Answering the attached activity sheet
3. Concept Formation
What is the cerebral cortex?
What are the parts?
What are the functions of each part?
4. Application
Draw 5 examples of activities that involve all the regions of the brain.
IV. Evaluation:
Match the activities in Column A with the regions of the cerebrum in Column B.
A
B
1. Hearing
a. occipital lobe
2. Walking
b. parietal lobe
3. Tasting
c. frontal lobe
4. Falling in love
c. temporal lobe
V. Assignment:
Write the specific function of each lobe of the cerebral cortex.

SCIENCE VI

Date: ____________

I. Objective:
Describe the structure of a neuron and the function of its parts
Values:

Communication is important in 1ife.

II. Subject Matter:


Network of nerves
A. Science Concepts/Ideas:

Nerve cells are called neurons. They are the basic unit of the nervous system.
They carry impulses, or signals, from every single part of the body to the brain and
back.
Neurons come in various shapes and sizes, but in general they consist of (1) cell body
(2) an axon and (3) dendrites.
The cell body contains protoplasm and nucleus.
Axons and dendrites are extensions of the cell body, and are called nerve fibers.
The axon is a long projection that carries impulses away from the cell body.
Dendrites are the fingerlike projections that carry signals to the cell body.

B. Processes:
Describing, communicating
C. Materials:
Drawing of the nerve cell and its parts
References:
Teacher's Module in Science and Health 6
Science & Health 6 by Jessie A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
Classify the activities into the regions or lobes ofthe
theybelong.
Recalling
Hearing
Feeling
Seeing
Explaining
Dancing
Painting
Singing

cerebral

cortex

where

B. Developmental Activities:
1. Motivational Activity
What part of the nervous system is all over the body?
Imagine if there are no nerves in the body. What would happen?
2. Presentation
Activity 1
a. Observing and identifying the parts of a neuron.
b. Reading information.
The peripheral nervous system is made up of a vast network of nerves to
ensure the steady flow of signals and information into and out of the brain. Nerve
cells are called neurons. They carry electrical impulses, or signals, from every
single part of the body to the brain and back.
c. Performing activity 4
3. Concept Formation
What are the parts of a neuron?
What does a cell body have?
What are the extensions of the cell body?
IV. Evaluation:
Draw the picture of a neuron and label its parts.
V. Assignment:
What is the basic unit of the nervous system?
What would happen if these nerves damaged?

SCIENCE VI

Date: ____________

I. Objective:
Describe how the nervous system works
Values:

Cooperation, unity, teamwork

II. Subject Matter:


How the nervous system works
A. Science Concepts/Ideas:

Nerve impulse is actually a combination of chemical and electrical changes that start
from a stimulus at the end of a nerve fiber.
A stimulus can be a light, heat pressure, chemical substance or a sound that canbe
perceived by any of the senses.
The nerves that carry nerve impulses from the organs of the body to the brain and
spinal cord are called afferent or sensory nerves.
The nerves that carry messages from the brain back to the organs of the body via the
spinal cord are called efferent of motor nerves.

B. Processes:
Describing, communicating
C. Materials:
flashcards
References:
Teacher's Module in Science and Health 6 p, 11-14
Science & Health 6 by Jessie A. Villegas pp. 40-41
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
A group of five members dray the picture of a nerve cell by part. The first to
finish the game, wins.
B. Developmental Activities:
1. Motivational Activity

Ask pupils to get a partner. Then let them pinch each other. Then ask.
What did you feel? Why did you feel it? Where did the pain come from?
2. Presentation
Activity 1
Read the following
Nerve impulse is actually a combination of chemical and electrical changes that
start from a stimulus at the end of a nerve fiber. A stimulus can be a light, heat
pressure, chemical substance, or sound that can be perceived by any of the senses.
The impulse travels from one neuron to another over the length of the nerve fiber.
When the dendrites are stimulated, the neuron becomes positively charged inside and
negatively charged outside. This difference in electrical charge causes a movement of
ions through the cell membrane and travels through the length of the nerve cell as a
wave. As the signal reaches the end of an axon, it causes the axon to release the
substance called neurotransmitters. This substance diffusesthrough synapse to the
dendrites of the next neuron and begins a new impulse through that neuron... and so
on from one neuron to another.
Activity 2
Through a game (relay) show how the whole nervous system works
a. Sensory nerves receive impulses.
b. Sensory nerves send the messages to the brain through the spinal cord.
c. Brain interprets the message.
3. Concept Formation
What is a nerve impulse?
Give examples o stimulus?
What nerves receive the impulse?
What sends it to the brain for interpretation?
IV. Evaluation:
Rearrange the following steps how the nervous system works.
_____ Brain interprets the message.
_____ Sensory nerves send the message to the rain through the spinal cord
_____ Motor nerves bring the information back to the muscles and glands.
_____ Motor nerves receive the impulse.
_____ Brain sends the message to the motor nerves through the spinal cord.
V. Assignment:
How the nervous system works?

SCIENCE VI

Date: ____________

I. Objective:
Tell what a reflex is
Values:

Alertness

II. Subject Matter:


Reflex
A. Science Concepts/Ideas:

A reflex is a voluntary action that originates from the spinal cord and not from the
brain.
A reflex is some kind of short-circuit by which the pain signal (the stimulus) from a
part of your body triggers motor nerves in the spinal cord to instantaneously jerk (the
response) the part of the body that will free itself of the stimulus causing the pain.

B. Processes:
Identifying, communicating
C. Materials:
A classmate, plastic sheet, piece of paper
References:
Teacher's Module in Science and Health 6, pp. 11-14; Science and Heath 6, pp. 34-35
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
If you like to pick up an object, what part or parts of the neuron carry the image
of the object from your eyes to the brain? What part or parts of the neuron carry the
message from the brain to the muscles of your hands and backbone?
B. Developmental Activities:
1. Motivational Activity
How does your body react, when you sniff a dust or anything alike?
Are you conscious about it?

2. Presentation
Activity 1
Cross your legs with one knee on top of the other. Using his knuckles let your
partner tap your leg just below the knees.
Tell your partner to hold tight a plastic before his eyes, covering his face, while
he looks straight at you through the transparent plastic. Throw a crumpled sheet of
paper against the sheet towards his eyes.
What happens to your legs as your partner's knuckles tap it just above your knee?
Can you consciously control your reaction?
How does your partner react to the paper striking the sheet in front of his eyes?
Activity 2
Read the following.
Your spinal cord has an extraordinary characteristic, apart from being the main
highway for all nerves going to and coming from the brain. it has the ability to make
a specific part of the body to automatically respond to a stimulus. Under certain
circumstances, even before the brain gets the message, the spinal cord can already
send back the impulse to the motor nerve that dictates the response. This reaction is
known as reflexes. A reflex is an automatic response, almost always involving one
specific part of the body rather than the whole. For example, when you touch
something that is hot, you automatically withdraw your hand even before the brain
receives the sensation.
3. Concept Formation
What is a reflex?
Where does a reflex originate?
How does a reflex action help one?
Give examples of reflex actions.
4. Application
Make a list of reflex actions you did today.
How did these actions help you?
IV. Evaluation:
Which of the following actions are not reflex actions?
1. blinking of the eye
2. hiccupping
3. sneezing
4. running
5. answering a question
V. Assignment:
Give two examples of reflex actions and their importance.

SCIENCE VI

Date: ____________

I. Objective:
Test one's response time
Values:

Be responsive

II. Subject Matter:


Functions of the Circulatory System
A. Science Concepts/Ideas:

The nerve impulse travels a speed of about 100 meters per second. It starts from the
receptor nerves of a sense organ to the nerve center in the spinal cord and then to the
brain.
The brain recognizes the message and sends command to the motor nerve, which is
turn stimulates the muscle to respond.
The time takes the muscles to respond from the time the nerve is started is called
response time.

B. Processes:
Identifying, communicating
C. Materials:
Plastic/wooden ruler
References:
Teacher's Nodule in Science and Health 6, pp. 11-14; Science and Health 6, p. 36
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
Give as many reflex actions as you can in ten seconds.
B. Developmental Activities:
1. Motivational Activity
Play a game with the class that requires a quick response.
Example: How many colors have the flag? (Question and answer)

2. Presentation
Activity 1
Response time
3. Concept Formation
Can you catch the ruler at the first trial?
After how many trials were you able to catch the ruler?
How far from the top of the ruler were you able top catch it?
Compare your response time with those of your classmates.
What can you infer from these observations?
IV. Evaluation:
Playing other games that will test one's response time.
V. Assignment:
Compare the response time of a child like you with an adult like your grandmother.
What affects one's response time?

SCIENCE VI

Date: ____________

I. Objective:
Name and describe some common disorders of the nervous system, their causes/effect
and their prevention
Values:

Awareness, respect for others.

II. Subject Matter:


Disorders of the Nervous System
A. Science Concepts/Ideas:

Mental depression, neurosis, psychosis, amnesia, mental retardation, and paranoia are
some examples of mental diseases and disorders.
While most mental disorders are hereditary or genetic in nature, others are acquired
personality disturbances related to emotional and psychosomatic problems, traumatic
experiences, environmental influences, and improper training.
Happiness, affection, sense of security, pleasant disposition, and personal discipline
are very important aspects of the physical, mental, and emotionally well being of
growing children.

B. Processes:
Describing, identifying, communicating
C. Materials:
Pictures
References:
Teacher's Module in Science and Heath 6, pp. 11-14; Science and Health 6, p. 40
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
What are your physical needs to be healthy? social needs? Mental needs?
emotional needs?
B. Developmental Activities:
1. Motivational Activity
Do you know Myla of IingatanKa?

Whats wrong with her? Why did that happen? Do you know other mental
disorders?
2. Presentation
Activities
a. Sharing the group some mental disorders.
b. Read the following.
Mental depression, neurosis, psychosis, amnesia, mental retardation, and
paranoia are some of mental diseases and disorders. While most mental disorders
are hereditary or genetic in nature (meaning, involving the genes in the
chromosomes), others are acquired personality disturbances
related to
emotional and psychosomatic problems ,traumatic experiences, environmental
influences, and improper training.
3. Concept Formation
What are the examples of mental disorders?
How are they acquired?
What are the effects of these disorders?
How can these be avoided/prevented?
4. Application
There are quite a number of people around with mental disorders. What can you
do to help them? Write your answer in a paper bag.
IV. Evaluation:
Classify the following mental disorders into Acquired and Hereditary.
1. Mental depression
2. Neurosis
3. Psychosis
4. Amnesia
5. Mental retardation
V. Assignment:
Are there any mentally depressed people around your place?
Observe how they move, talk, or think.

SCIENCE VI

Date: ____________

I. Objective:
Practice desirable habits that help prevent andcontrol common
ailments of the nervous system
Values:

Cheerfulness, positive thinking

II. Subject Matter:


Desirable habits to prevent ailments of the nervous system
A. Science Concepts/Ideas:

There are desirable habits that help prevent and control common ailments of the
nervous system.
There are:
Think clearly and positively
Make wise decision
Be happy
Be friendly
Tell well about oneself
Get along with others well

B. Processes:
Practicing desirable habits, identifying, inferring
C. Materials:
pictures
References:
Into the Future: Science and Health 6, pp. 44-48
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
What are the common ailments of the nervous system? Describe each.
B. Developmental Activities:
1. Motivational Activity
Have you seen mentally ill people? What do you fell about them?
Would you like to experience the same? Why?
2. Presentation

Activity 1
a. Listening to the resource speaker who will talk about desirable habits to prevent
ailments of the nervous system.
b. Open forum.
3. Concept Formation
What are the desirable habits to practice toprevent illness of the nervous system?
How will you help people suffering frommental illness?
4. Application
Rosita is depressed because of the sudden death of her mother. What will you do
to help her so that she could overcome her depression?
Donna has a fear of the crowd. How can you help her overcome this fear?
IV. Evaluation:
List down the desirable habits you should practice to avoid mental illness.
V. Assignment:
Practice the desirable habits given the guest.

SCIENCE VI

Date: ____________

I. Objective:
Observe and describe a healthy person
Values:

Be healthy. Be happy

II. Subject Matter:


Healthy Person
A. Science Concepts/Ideas:

A healthy person has certain characteristics which show that he is mentally,


physically, emotionally, and socially healthy.

B. Processes:
Observing, describing
C. Materials:
Pictures
References:
Teacher's Module in Science and Health 6, Science and Health 6 by J.A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment
2. Review:
Guessing Game
What "D" receives electrical impulses and conducts them to the brain?
What "A" carries impulses away from the cell body?
What "S" is the relay point between two neurons?
B. Developmental Activities:
1. Motivational Activity
When do you say a person is healthy? Is a chubby boy or girl healthy?
2. Presentation
Activity

Identifying the healthy children in class.Describing the healthy children


physically, emotionally, and mentally.
Read the following.
Ben is a healthy boy. He has a strong body. He can play, work, study, and
exercise regularly. Being physically fit, he does not easily get tired after ach activity.
He's neither very stout nor thin. He weighs just right for his age.
On the other hand, Liza thinks clearly and positively. She makes wise decision.
She can distinguish right from wrong. She is always mentally alert and acts according
to her age. She is mentally healthy.
What are the characteristics of Ben? Liza? How are they healthy?
3. Concept Formation
What are the qualities of a healthy person?
Use this table to answer the question.
State of Health
Characteristics
Physical Health
_____________
Mental Health
_____________
Emotional Health
_____________
4. Application
Answer the questions honestly by checking the proper column.
Qualities
Yes
I have strong body
I thing fast.
I get mad easily
I get along with friends
IV. Evaluation:
Check before the number the corresponding characteristics of as healthy person.
____ He is very fat.
____ He is very thin.
____ He is pale.
____ He thinks fast.
V. Assignment:
Draw a picture/cut picture of healthy person.

No

SCIENCE VI

Date: ____________

I. Objective:
Identify some of the physical, emotional needs of healthy person.
Values:

Health is wealth

II. Subject Matter:


Needs of a healthy person
A. Science Concepts/Ideas:

Every individual has physical, mental, emotional and social needs.


For a person to be healthy, he or she should be physically, emotionally, and socially
healthy.
The physical needs of a person are her basic needs like food, water, clean air,
exercise, and sleep
The mental needs of a person are good books, good education, good school, and good
teachers, and healthy mind.
The emotional needs of a person are love, care, attention, wholesome books,
television shows, good friends, and supportive parents.
The social needs are good friends, supportive parents, and understanding teachers.

B. Processes:
Identifying, describing, communicating
C. Materials:
Pictures of healthy children
References:
Teachers' Module in Science and Health 6 Science and Health 6 by J.A. Villegas
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment:
2. Review:
How do you describe a physically healthy person?
An emotionally healthy person?Socially healthy person?Mentally healthy
person?

B. Developmental Activities:
1. Motivation:
What do you need to be healthy?
2. Activities:
a. Individual work
List down reasons why you say you are healthy.
b. Group work
Make a summary of the listings for group report.
c. Group reporting
d. Summarizing group reports to come up with a class report.
3. Concept Formation:
a. Classifying things into physical, mental, emotional needs by asking: Which will
make you bright? Which will make you friendly? Which will make you happy?
b. What do we need to be healthy?
c. What are your physical needs? Social needs? Mental needs? Emotional needs
4. Application:
Are you a healthy person? Why?
IV. Evaluation:
Identify whether the following are physical, mental, emotional, or social needs.
_____ 1. parent's love
_____ 2. good books
_____ 3. rest and exercise
_____ 4. good friends
_____ 5. good diet
V. Assignment:
Make a list of your physical, mental, social, or emotional needs. Evaluate whether your
parents and other people have provided them for you.

SCIENCE VI

Date: ____________

I. Objective:
Describe the effect of physical, mental, and emotional state on one's health
Values:

Respect for others, recognizing others.

II. Subject Matter:


Effect of physical, mental, and emotional state on ones health
A. Science Concepts/Ideas:

A persons physical, mental and emotional state can affect his overall health.

B. Processes:
Describing, inferring
C. Materials:
Chart, pictures
References:
Into the Future: Science and Health 6, pp. 30-31: Teacher's Module in Science and Health
6;
Science and Health 6 by .J.A. Villegas, p. 40
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment:
2. Review:
What desirable habits do you practice to be mentally healthy?
B. Developmental Activities:
1. Motivation:
Who is a healthy person? What are the signs of good health?
Let pupils complete the table on page 45 Into the Future
2. Activity:
Do Activity 1.10, p. 45
3. Concept Formation:

What are the effects of physical state or one's health?


What are the effects of mental state on one's health?
What are the effects of emotional state on one's health?
4. Application:
If you are physically healthy person, at can you?
If you are mentally healthy person, what can you do? What do you?

IV. Evaluation:
Classify the following effects into physical health, mental health, and emotional health.
1. Can play very well.
2. Can move fast.
3. Can solve problems easily.
4. Can identify wrong and right.
5. Has many friends.
V. Assignment:
Are you physically healthy? Why do you say so?

SCIENCE VI

Date: ____________

I. Objective:
Describe the effect of relationship with family, friends, and society on mental, emotional,
and physical well being.
Values:

Wholesome relationship with family and friends

II. Subject Matter:


Relationships with family, friends, and society
A. Science Concepts/Ideas:

A person's physical, mental, and emotional well being can affect his relationships
with family, friends, and others.

B. Processes:
Describing, making inferences
C. Materials:
Chart, picture, checklist
References:
Into the Future: Science and Health 6, pp. 44-47; Teacher's Module in Science and Health
6
Science and Health 6, p. 40
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment:
2. Review:
What should you do in order to be physically healthy?
What can people who are physically fit do?
What about a mentally healthy person?
B. Developmental Activities:
1. Motivation:
Imagine a sick person. Can he play with his/her friends? Can he/she go with
his/her family for pleasure?

2. Activity:
Performing Activity 11.1 p. 47 Into the Future
Copy the table on you^ notebook. Answer the questions honestly by checking the
appropriate column.
Questions
Always
Sometimes
Never
With Family
1. Do you respect members of your family?
______
________
______
2. Do you help in household chores?
______
________
______
With friends
1. Do you quarrel with your friends?
______
________
______
2. Do you apologize with a wrong doing?
______
________
______
With others in the Community
1. Do you listen well with others?
______
________
______
2. Are you shy and withdrawn?
______
________
______
3. Concept Formation:
How do you relate with your family? With friends?With other people in the
community?
Can you have a good relationship with others if you are not physically, mentally,
and emotionally healthy?
4. Application
How does health affect one's relationship with family, friends, and others? What
does a healthy person usually do at home? In school?Outside?
IV. Evaluation:
Modified True of False
If the statement is correct, write True. If it is not, change the underlined word/s to make
the statement correct.
_____ 1. A healthy person smiles at others.
_____ 2. Avoiding people is a result of an emotional well being.
_____ 3. If a person gets easily irritated: he is mentally healthy.
V. Assignment:
Interview an outstanding pupil in the school. Ask him/her activities. Ask how he/she
relates with his/her parents, brothers and sisters, teachers and classmates.

SCIENCE VI

Date: ____________

I. Objective:
Enumerate and practice ways of maintaining one's health
Values:

Obedience, faithfulness, cleanliness

II. Subject Matter:


Ways of maintaining one's health
A. Science Concepts/Ideas:

There are many practices to stay healthy.


These include eating a well balance diet, exercising regularly, getting enough rest
andsleep.
Avoid harmful substances such as drugs, tobacco, alcohol, coffee, and carbonated
drinks.
Be at peace with oneself, with others and with the Almighty.

B. Processes:
Enumerating, communicating, inferring
C. Materials:
Resource speaker (nurse, health personnel)
References:
Teacher's Module in Science and Health 6 Science and Health 6 by .A. Viilegas, p. 40
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment:
2. Review:
Does a person's health affect his/her relationship with family, friends, and
society?
How does an unhealthy boy behave?
B. Developmental Activities:
1. Motivation:
Do you take care of yourself? How do you do it?
2. Activity:

a. Setting up standards to follow in the activity.


b. Reading guide questions.
What are some ways of maintaining our health?
How do we avoid getting sick?
Who are the people who can help us to be healthy?
c. Introducing the resource speaker.
d. Listening to the speaker.
e. Open forum with the resource speaker.

3. Concept Formation:
What are the good practices to maintain good health? What is a balance diet?
Why do we need enough sleep, rest, and exercise? What substances should you
avoid? Why? Give some of the health habits.
Why are vaccinations important?
When do we have physical and dental check ups?
4. Application:
If you lose your health, you lose everything. What will happen if you overeat and
do not exercise? Why should you avoid self-medication?
IV. Evaluation:
Check the statements below that tell the proper way of maintaining one's health.
_____ 1. Going to the dentist only when tooth aches.
_____ 2. Eating junk foods everyday.
_____ 3. Keeping the environment clean.
_____ 4. Seeking the help/advice of a faith healer.
_____ 5. Eating a balance diet.
V. Assignment:
List down your health habits to maintain your good health.

SCIENCE VI

Date: ____________

I. Objective:
Operationally define an ecosystem
Values:
environment

Awareness of the importance of every living and non-living things in one's

II. Subject Matter:


Ecosystem
A. Science Concepts/Ideas:

An ecosystem is a distinct community in which different organisms interact with the


biotic and abiotic components of their environment.
An organism refers to any living thing.
An environment refers to the living (biotic) and nonliving (abiotic) things that surround
an organism and effects its growth and development.

B. Processes:
Observing, classifying, communicating
C. Materials:
Clean jar with lid; Aquatic plants; Snails; Sand and gravel; Water; Fish
Smaller fishes as food for the big fish
References:
Science Book - Jesse A. Villegas Exploring Science and Health 6
III. Procedure:
A. Preparatory Activity:
1. Checking of assignment.
2. Review:
Ask the children to give examples of living, and nonliving things that they see around
them.
B. Developmental Activities:
1. Motivation Activity:
What comes into your mind when you hear the words "No man is an island"?
2. Presentation:

Place the gravel and sand in the jar.


Put the aquatic plants into the jar.
Drop the snails into the jar.
Fill the jar with water.
Put a big fish into the jar and drop smaller fishes that serve as food to the big
fish.
Close the lid.
Let the pupils observe.
Tell the class that the aquarium is an example of an ecosystem.
Ask them to read the following.

An ecosystem is a distinct community in which different organisms interact with


the biotic and abiotic components of their environment. An organism refers to any
living thing. - An environment refers to the living (biotic) and nonliving (abiotic)
things that surround an organism and affect its growth and development. These things
can influence an organism's habitat, ecological niche, breeding conditions, and
feeding relationships with other organisms.

Let the pupils answer the following questions:


1. What are the biotic components of the aquarium?
2. What are the abiotic components of the aquarium?
3. What is an ecosystem?
4. How do the living things and nonliving things work together?

3. Concept Formation:
Guide the children to come up with their own definition of an ecosystem.
Ask them to give other examples of ecosystem.
Take one sample and lead the childrento tell how the components interact.
4. Application:
Draw a sample of a balanced ecosystem. Identify the biotic and abiotic
components.
IV. Evaluation:
The earth is the main ecosystem. What do you think will happen if there is no enough
food on earth? Explain your answer in one to two paragraphs.
V. Assignment:
Give at least 5 examples of ecosystem.

SCIENCE VI

Date: ____________

I. Objective:
Identifythe producers, consumers and decomposers in an ecosystem
Values:

Care for the living organisms

II. Subject Matter:


Components of an Ecosystem
A. Science Concepts/Ideas:

The producers are the green plants. They are so called because they are the makersof food
in the ecosystem by the process of photosynthesis.
The consumers are the animals. They cannot make their own food. There are primary
consumers; these are the animals that eat only plants, called herbivores. There are also
secondary consumers; these are the carnivores that eat the herbivores. Then the tertiary
consumers are carnivores that eat other carnivores. Omnivores are animals that eat both
plants and animals.
The decomposers are the microorganisms that feed on dead plants and animals.

B. Processes:
Observing, comparing, inferring
C. Materials:
Aquarium; Three pieces of bond paper
References:
Science Book - Jesse A. Villegas
III. Procedure:
A. Preparatory Activity:
Ask the children to give examples of animals and the food that they eat.
B. Developmental Activities:
1. Motivational Activity:
What would happen to man and animals if there were no plants and trees on
earth?
2. Presentation.
Let the children observe an aquarium.
Ask the children to read:

Food is a basic requirement of all living things in any ecosystem. The biotic
components of the ecosystem through which food is transferred are the
producers, consumers, and decomposers.
Let the pupils answer the following questions:
1. In the aquarium, which is the producer?
2. Which is the consumer?
3. Which is the decomposer?

3. Concept Formation:
a. Guide the children to operationally define the terms producer, consumer and
decomposer.
b. Ask them to give other examples of ecosystem and identify the components.
c. Present examples of groups of animals/organisms and plants and lead the
children to determine their feeding relationship.
4. Application:
Ask the children to get three pieces of bond paper. Let them draw three examples
for each kind in each paper: producer, consumer and decomposer.
IV. Evaluation:
Tell whether the thing is a producer and/or consumer, or decomposer.
1. mango tree
4. pig
2. earthworm
5. chicken
3. man
6. caterpillar
V. Assignment:
Identify whether the animal is a herbivore, carnivore or omnivore.
1. tiger
4. bird
2. fish
5. dog
3. man

SCIENCE VI

Date: ____________

I. Objective:
Illustrate the feeding relationships between organisms through a food
chain
Values:
world.

Every creature, big or small, is important because each has a role to play in this

II. Subject Matter:


The Food Chain
A. Science Concepts/Ideas:

A food chain shows the relationship between organisms: the producer as food maker;
the consumer as food user; and the decomposer, the one which helps in the
continuous flow of the food cycle.
Trophic level is every step of the way along food chain.

B. Processes:
Observation, comparison,classification, making inferences
C. Materials:
Article on Food Chain 1/4 sheet of cartolina; Group picture of animals Aquarium
References:
Science Book - Jesse A. Villegas Exploring Science and Health 6
III. Procedure:
A. Preparatory Activity:
a. Review:
Ask the pupils to explain the food nutrient cycle.
b. Set up standards for the trip to the ScienceGarden.
c. Read guide question:
What do living things in the garden eat in order to live?
B. Developmental Activities:
1. Motivational Activity:
Do you want to know how food is transferred from one organism to another?

2. Presentation:
Let the children observe the living things in the garden.
Ask the children to identify the living things.
Have them choose a group of living things in the garden that may show a food
link or a food chain.
Let the pupils identify each organism in the food chain like producer, consumer
and decomposer.
Follow up questions:
Why plants are called producers? Why animals are called consumers?
What are decomposers and why are they part of the food chain?
Give more examples of food chain in the garden.
3. Concept Formation:
What is a food chain? Why should therebe decomposers in the food chain?
4. Application:
Ask the children to write two examples of a food chain in the sea ecosystem and
let them identify the first order consumers to the fourth order and finally the
decomposers
IV. Evaluation:
Construct a pictorial poster of a food chain on a 1/4 sheet of cartolina, and explain the
feeding relationships involved. Use the following organisms:
1. mosquitoes, frog, men, snake, chicken
2. mouse, bird, cat, big fish
V. Assignment:
Prepare a list of plants or plant parts, herbivores, carnivores that eat herbivores and
carnivores that eat herbivores. Write the names of the plants, herbivores and carnivores in
pieces of paper. One name per piece of paper. If you wish, draw pictures. Arrange the pieces
of paper showing "who's eating whom?Start with a plant and end with a carnivore at the top.
This is a food chain. Do as many food chains as you like. Cut pieces of yarn. Lay a piece of
yarn between each part of the food chain. Glue the yarn to the pieces of paper.
Pass your food chain mobiles after a day or two.

SCIENCE VI

Date: ____________

I. Objective:
Construct a food web by joining together several food chains
Values:

Awareness of the interdependence of living things

II. Subject Matter:


Food Web
A. Science Concepts/Ideas:

A food web is an overlapping food dependency among organisms in the


ecosystem.

B. Processes:
Observations, making inferences
C. Materials:
Cut-outs of animals
References:
Science Book - Jesse A. Villegas Exploring Science and Health 6
III. Procedure:
A. Preparatory Activity:
1. Review:
What is a food chain? Give an example of a food chain at home.
B. Developmental Activities:
1. Motivational Activity:
What happens when food chains overlap?
2. Presentation:
Recall the experiences in the school garden.
Present cut-outs or pictures of snail, tadpole, duck, frog, algae, fish.
Ask the pupils to make as many food chains as they can with the use of cutouts
or pictures and arrows on the board.
What can you say about the food chains?
Let the pupils put arrows between the food links to show an overlapping
dependency.
How would you describe the system?

Let the pupils summarize theoverlapping of food chains using theconstructed


system.
How many food chains are found in this system?

3. Concept Formation:
What is a food web?
4. Application:
Is man part of the food web? If so, how can he improve the food web in his
community?
IV. Evaluation:
Make a pictorial illustration of s food web using these organisms:
Cat
Chicken
Spider
Corn
Man
Caterpillar
V. Assignment:
Observe the living things in your home and construct a food web.

SCIENCE VI

Date: ____________

I. Objective:
Construct a diagram for the nitrogen cycle
Values:

Awareness of the importance of decomposers in nitrogen cycle

II. Subject Matter:


Nitrogen Cycle
A. Science Concepts/Ideas:

Nitrogen-fixing bacteria are the process ofconverting nitrogen into a usable form.
Decomposing bacteria break down the proteins to ammonia and nitrates.
Denitrifying bacteria release the nitrogen back to the atmosphere.
Nitrogen fixation is the process of converting nitrogen to usable form.

B. Processes:
Observing, inferring, constructing and interpreting a diagram
C. Materials:
Leguminous Plant; Article on Nitrogen Cycle; A sheet of cartolina
Flowchart of the Nitrogen Cycle
References:
Science Book Jesse A. Villegas; Exploring Science and Health 6
III. Procedure:
A. Preparatory Activity:
1. Review:
What does the Carbon Dioxide-Oxygen Cycle indicate? Where lo you find this
cycle?
B. Developmental Activities:
1. Motivational Activity:
Ask the children:
What is your talent?Do you show your talent to other people? Your talent is
like nitrogen. If you keep it, it is good for nothing. It is only when you show your
talent that it becomes useful. You may have the talent of singing, but if you do
not sing, your talent is useless. Today, you will learn about the common thing
between your talent and nitrogen or how theyare alike.

What food is needed to build and repair muscles and bones of the body? What
food nutrient does it contain? Do you know where we get the protein in our
foods?

2. Presentation:
Let the pupils examine a mongo or bean plant. What food nutrient do we get
from mongo or bean?
Let them observe the root structure of the leguminous plants. What do you think
is the reason why a legume has nodules in the roots?
Let the children read article on nitrogen cycle.
Show the flowchart of the Nitrogen Cycle unlabeled. Then ask the following
questions:
1. Where does nitrogen come from?
2. What happens to nitrogen to become useful?
3. Where will the nitrate go?
4. What will happen to nitrate?
5. What bacteria will act on it?
Let the pupils trace the flow chart of the cycle again while asking the following
questions:
1. What decomposers are needed to make the nitrogen cycle continue?
2. What is the function of each bacteria?
3. How are living things able to get nitrogen from the air?
3. Concept Formation:
After a thorough explanation of the flowchart on nitrogen cycle, ask the children
to explain in their own words how nitrogen is cycled in nature. Let them explain
what decomposers do in the food nutrient cycle
4. Application:
Are all bacteria harmful? What should we do to keep the valance in our
soil so that the necessary bacteria will thrive?
IV. Evaluation:
A. Explain the importance of each organism below:
1. nitrogen-fixing bacteria
2. decomposing bacteria
3. denitrifying bacteria
B. Draw and illustrate the nitrogen cycle applying it to human beings.
V. Assignment:
What do you have inside you? Do you have a talent? Remember that your talent is like
nitrogen. Nitrogen has to be changed into a usable form. Just like your talent, it has to be
discovered, developed and exposed. Write about it and tell how you can make use of it.

SCIENCE VI

Date: ____________

I. Objective:
Illustrate the interdependence of plants and animals for gasses through the oxygen-carbon
dioxide cycle
Values:

Appreciation of the importance of give and take relationship

II. Subject Matter:


Oxygen-Carbon Dioxide Cycle
A. Science Concepts/Ideas:

The oxygen-carbon dioxide cycle refers to the manner by which these materials are
used and reused in nature.
Plants give off oxygen taken in by man animals. In turn, man and animals give off
carrion dioxide taken in by plants.

B. Processes:
Constructing and interpreting diagram
C. Materials:
Article on Oxygen-Carbon Dioxide Cycle Illustration of oxygen-carbon dioxide cycle
References:
Science Book - Jesse A. Villegas Exploring Science and Health 6 Living with Science 6
III. Procedure:
A. Preparatory Activity:
Ask the children to do "Breath in, breath out" exercise.
B. Developmental Activities:
1. Motivation Activity:
Sing to the tune of Twinkle, Twinkle Little Star.
Ox-y-gen Car-bon Di-o-xide 6x
2. Presentation:
Ask the children to breath inside a plastic bag. Ask: "What do you feel while
breathing inside a plastic bag?" Solicit their observation.
Let the children read the article on "Oxygen - Carbon Dioxide Cycle".
Show the aquarium and terrarium in the science room.
Let the pupils observe the living things in the aquarium and terrarium.

Ask the children to answer the following questions:


1. What makes the animals live in the aquarium and terrarium?
2. Why do plants live there, too?
3. Do these living things depend on each other? How?
Ask the pupils to go to the board and draw a representation of a group animals.
Have them draw arrows to trace the oxygen-carbon dioxide cycle, an arrow to
represent where the carbon dioxide come from and where it will go and another
arrow to represent where the oxygen will go and from where.
What do we have now in our diagram? How do we call it?

3. Concept Formation:
By showing the illustration, lead the children to explain how oxygen and carbon
dioxide cycled in nature are.
4. Application:
Since we need oxygen in order to live, and we get it from plants, what then must
we do to have more and cleaner supply of oxygen in the air?
IV. Evaluation:
Ask the pupils to draw a diagram of oxygen and carbon-dioxide cycle and show the cycle
with the use of arrows.
V. Assignment:
If a person normally inhales 20 times in a minute, how many times does he inhale in one
hour? In a day?In a week?In a month?In a year?

SCIENCE VI

Date: ____________

I. Objective:
Describe the effects of deforestation
Values:

Protect the Forests

II. Subject Matter:


Effects of Deforestation
A. Science Concepts/Ideas:

The Philippines is losing 14 hectares of forests per hour due to illegal logging, forest
fires, slash and burn agriculture.
Acid rain in one devastating effect of air pollution.
Emissions from coal-burning factories, electric plants, transport vehicles and volcanic
eruptions contain sulfur dioxide and nitrogen oxides.

B. Processes:
Describing, inferring, investigating, observing
C. Materials:
Plate of shallow basin; Soft drank crown; Glass jar; Water; Bromthymol blue (BTB)
A slab of concrete or hollow block
References:
Science and Health VI, Module and Work text - pp. 64-65
III. Procedure:
A. Preparatory Activity:
Check on the pictures they cut.
Describe and tell the importance of the forests.
B. Developmental Activities:
1. Motivational Activity:
Show a picture of a forest in fire/trees is cut down. Ask what may happen if the
forests are burned/if, trees are cut down.
2. Presentation:
Activity 1
Give the meaning of deforestation.

Tell some causes of deforestation


Name the gases emitted by coal-burning factories, electric plants, transport
vehicles and volcanic eruptions.
Infer how acid rain works.
Read the following:
The Philippines is losing 14 hectares of forests per hour due to illegal logging,
forests fires, slash and burn agriculture. The threat of acid rains could completely
obliterate forest ecosystems. Acid rain is one devastating effect of air pollution
caused by coal-burning factories, electric plants, transport vehicles and volcanic
eruptions. Their emissions contain sulfur dioxide and nitrogen oxides forming
sulfuric and nitric acids when they dissolve in water, thus acid rain seeps into the
ground, leaches minerals from the soil, thus retarding the growth of trees.
Answer the following questions.
1. Why are the Philippines losing 14 hectares per hours?
2. How is acid rain formed?
3. Why is acid rain a threat to the forest ecosystem?

3. Concept Formation:
State conclusions regarding their activity.
Tell how destructive acid rains are to the forests.
4. Application:
How would you protect the forests? Name some friendly activities to avoid
deforestation.
IV. Evaluation:
Choose the letter of the correct answer.
1. All of the following may cause deforestation except
a. illegal logging
c. forest fires
b. planting young trees
d. acid rain
2. What gases come from the emissions of coal-burning factories, electric plants, transport
vehicles and volcanic eruption?
a. carbon dioxide and nitrogen
c. nitrogen oxide ad oxygen
oxide
d. sulfur dioxide and nitrogen oxide
b. oxygen and sulfur dioxide
V. Assignment:
Make a slogan on a 1/4 white cartolina giving emphasis on how to protect and save the
forest.

SCIENCE VI

Date: ____________

I. Objective:
Explain that some activities of people disrupt the cycles of an ecosystem
Values:

Care for the Ecosystem

II. Subject Matter:


Disrupting the Cycles in an Ecosystem
A. Science Concepts/Ideas:

Ecosystemic pollution refers to an excess of materials in an ecosystem which changes


its biological, chemical and physiological properties.
Ecosystemic pollution comes in many forms such as air, water, land and thermal
(heat) pollution.
Life in the biosphere depends upon a delicate balance.
Every ecosystem is a life-support system-equipped with natural means of protecting
itself from the ill-effects of natural and manmade disturbances.

B. Processes:
Identifying, describing, observing, inferring
C. Materials:
Pictures; Paper and ball pen
References:
Science and Health VI, Module and Work text pp. 66-67
III. Procedure:
A. Preparatory Activity:
Show the slogan they have made on how to save and protect the forest.
B. Developmental Activities:
1. Motivational Activity:
Ask how the cycles in an ecosystem are disrupted.
2. Presentation:
Activity 1
Identify the people's activity in each of the picture shown to the class
Tell the cycles in the ecosystem that are disrupted in every activity.

Read the following


Ecosystemic pollution refers to an excess of materials in an ecosystem,
which changes it biological, chemical, and physiological properties. Pollution
affects the ability of the ecosystem to self-regulate.
Answer the following questions:
1. What is ecosystemic pollution?
2. What affects the ability of the ecosystem to self-regulate?
3. What other substances are carried throughout the ecosystem?

Activity 2
Get your paper and ball pen.
Write your observations about somehuman activities that cause pollution.
Infer how these activities can disturbthe balance of nature.
Read the human activities that causepollution that they have written down.
Tell the cycles in the ecosystem that aredisrupted in every activity.
Observe what happens.
3. Concept Formation:
Give their own definition of ecosystemic pollution.
Ask how pollution disrupts the cycles in an ecosystem.
4. Application:
The place where you live in is your immediate ecosystem. What favorable
activities should you do so as not to disturb the cycles in an ecosystem.
IV. Evaluation:
Identify the following activities. Put a check on the activity that disrupt the cycles in an
ecosystem.
_____ Covering garbage cans
_____ Spraying insecticides more often
_____ Burning rubber tires in thickly populated areas.
V. Assignment:
Observe and write down the activities of the people that disturb the
cycles in your barangay.

SCIENCE VI

Date: ____________

I. Objective:
Identify some activities that disrupt the cycles in an ecosystem
Values:

Make a personal sacrifice not to use things containing CFCs.

II. Subject Matter:


Ozone Layer: Earth's Protective Shield
A. Science Concepts/Ideas:

Air is the primary source of life - supporting and life - protecting gases.
Air pollutants come in many forms. They can be solid or liquid particles suspended in
the air and can also be gases.
The more hazardous of the gases are CFCs; they destroy the ozone layer - our only
means of protection against the deadly cosmic radiations coming from the sun.
CFCs are used as propellants in aerosol sprays, refrigerants in refrigerators and air
conditioners and one of the raw materials in the production of styropores.

B. Processes:
Inferring, describing, observing, surveying
C. Materials:
Community
References:
Science and Health VI, Module and Work text - pp. 68 - 69
III. Procedure:
A. Preparatory Activity:
Give the activities of the people in your barangay that disrupt the cycles in an
ecosystem.
B. Developmental Activities:
1. Motivational Activities:
Ask what would happen if they stay under the sun for a long time.
2. Presentation:
Activity 1
Describe air, when is air not safe for all kinds of living things.

Give examples of pollutants found in the air.


Infer how these air pollutants affect us.
Read the following:
Air is the primary source of life-supporting and life-protecting gases such as
oxygen, carbon dioxide, nitrogen, and ozone. Because of air pollution, the capability
of the atmosphere to do its job is threatened.
Answer the following questions:
1. Why is the job of the air/atmosphere threatened?
2. What are the forms of air pollutants?
3. What harm can air pollutants do?

3. Concept Formation:
Tell who made the hole in the ozone layer.
Give examples of air pollutants.
Tell the particular gas that destroys the ozone layer.
4. Application:
What should everyone do to protect the ozone layer?
IV. Evaluation:
1. All of the following materials contains CFCs except
a. aeirosol spray
c. air conditioner
b. refrigerator
d. electric fan
2. Which gas in the air destroys the ozone layer?
a. methane
c. CFCs
b. nitrogen
d. carbon dioxide
3. Above what part of the Earth is the hole in the ozone layer found?
a. North Pole
c. Equator
b. South Pole
d. Mid Latitude

V. Assignment:
Make a list of the materials you use at home that contain CFC.

SCIENCE VI

Date: ____________

I. Objective:
Infer harmful effects of certain activities on a bigger or more complex ecosystem, such as the ocean, river or pond
systems
Values:

Save and protect the bigger or more complex ecosystem

II. Subject Matter:


Poisoning the Food Chain
A. Science Concepts/Ideas:

Toxic substances from fertilizers, pesticides and plastic products contaminate the environment through food
chain.
Food chain is the pathway of nutrients and energy from organism to organism.
Every link in a food chain is called a trophic level.
An eater has to eat more food than its own weight, so the concentration of the toxic substance becomes
greater and greater as it moves up the food chain.

B. Processes:
Inferring, investigating, observing, illustrating
C. Materials:
Drawing paper; Red ball pen
References:
Science and Health VI, Module and Work text - pp. 71-72
III. Procedure:
A. Preparatory Activity:
Give examples of materials you use at home that contain CFCs.
B. Developmental Activities:
1. Motivational Activity:
Ask what a food chain is the organisms in a food chain.
2. Presentation:
Activity 1
Show an illustration of a food chain.
Identify the organisms in the food chain.
Tell what every link is called/thediminishing energy.
Infer how a food chain is poisoned.
Read the following:
One way in which the toxic substances contaminate the environment is through the food chain, which
is the pathway of nutrients and energy from organism. Every link in the food chain is called a trophic
level. But each time energy is passed on, a lesser amount of energy is made available to the next level.

Answer the following questions:


1. What happens to the toxic substances as it move up the food chain?
2. What is red tide phenomenon?

3. Concept Formation:
How is poison passed through the food chain
4. Application:
What would you do to protect the more complex ecosystem such as the ocean, river and pond system?
Discuss how they would participate to address the above problem such as adopt a river or lake.
IV. Evaluation:
Illustrate a food chain poisoning in a river ecosystem indicating red dots to each trophic level.
V. Assignment:
Write a slogan stating how to save and care for the ocean, river 'id pond ecosystem.

SCIENCE VI

Date: ____________

I. Objective:
Infer that storage of food, water and space mayoccur due to a growing population
Values:

Work harmoniously and cooperatively Protection on the basic needs of living things

II. Subject Matter:


Unit - Animals, Plants and Environment(Interrelationship in the environment)
Topic - Effects of our Population on a Community
A. Science Concepts/Ideas:

Population is the number of organism in a particular group living in a specific area or place. Rapid
population of growth results in food, water and space storage.

B. Processes:
Observing, Describing and Inferring
C. Materials:
Picture of thickly populated place
Bar graph showing the world's population percentage
References:
Into the Future Science and Health VI pp. 88-92; Science and Health VI pp. 99-100
III. Procedure:
A. Preparatory Activity:
Ask the pupils about their ideas when they hear the word population. Let them define population through
discussion.
Ask: What is the class population? What is the school population?
B. Developmental Activities:
1. Motivation:
Show a picture of a thickly populated place. Let the pupils describe the place. What problems might arise
in this quickly population place? Lets find out.
2. Presentation:
a. Activity:
Study the bar graph below
Answer the following questions:
1. What was the worlds population in 1970?
2. What was the increase from 1970 to 1990?
3. What was the worlds population in the year 2000?
b. Group work:

Divide the class into three groups and give group a picture of the following:
Group I - A thickly populated space with small houses.
Group II - A big family where members are malnourish.
Group III -A water faucet with file of cans waiting for the turn to get water.
c. Let each group describe the picture and answer the following questions:
1. What problem arises when the population increases rapidly?
2. Explain the effect of the problem.
d. Let the pupils read the textbook forverification on pages 89-92 - Into theFuture Science and Health and
pp. 99-100 - Science and Health VI.
3. Concept Formation:
What problems come up when the population of a certain place increases rapidly?
4. Application:
You have noticed that many rice fields are now being converted into housing areas. The increase in the
number of families requires the increase of housing units. If more and more rice field were used for housing
purposes, how would this affect the food production and supply?
IV. Evaluation:
Read the situation and identify the problem connected to it.
1. A big family cannot provide enough food for all its members.
2. There is no enough sanitary source of water.
3. There are many squatters built along vacant lots.
V. Assignment:
Write a short paragraph on about the disadvantages of over population in your locality.

SCIENCE VI

Date: ____________

I. Objective:
Infer the land, water and air may become limited and eventually polluted due to over
population
Values:

Environmental consciousness Cleanliness and Neatness

II. Subject Matter:


Unit - Animals,
Plants and Environment (Interrelationship in the environment)
Topic - Effect of Over Population
A. Science Concepts/Ideas:

Land, water and air may become polluted. Increasing population means more users. There are more
wastes produced and released in the environment.

B. Processes:
Observing, Describing and Inferring
C. Materials:
Paper, ball pen, library resources
References:
Science and Health VI by: Jessie A. Villegasp. 72
III. Procedure:
A. Preparatory Activity:
1. Review:
What problems occur due to a growing population?
B. Developmental Activities:
1. Motivation:
Is population a pollution issue? Find out.
2. Presentation:
a. Activity:
Write a short essay on the topic: Why is population a pollution issue?
Points to ponder:
1. What are the effects of over population on air water and land pollution?
2. What strategies are to be followed to control the harmful effect of human activities on land, air and
water?
3. What is your roll as a pupil and as a member of your community in improving and helping fight
pollution on land, air and water?
b. Let the pupils read their essays.
c. Point out to the pupils the bad effects of pollution due to over population.
d. Discuss with them their role in maintaining cleanliness, and neatness in their community.
3. Concept Formation:

What happens to land water and air due to rapid population growth?
4. Application:
How can you prevent land, water and air pollution?
IV. Evaluation:
Is population a pollution issue? Why? Support your answer.
V. Assignment:
Draw a poster or cut out pictures depicting air and water pollution and people with infections diseases. Tell
something about the drawing or picture.

SCIENCE VI

Date: ____________

I. Objective:
Infer that over copulation affect one's health and that of the community
Values:

Health consciousness, cleanliness and neatness; Eating the right kind of food.

II. Subject Matter:


Unit Animals, Plants and Environment (Interrelationship in the environment)
Topic Effects of Over Populated
A. Science Concepts/Ideas:

Poor health conditions such as poor diet, poor health habits and dirty surrounding are effects or results of
over population.

B. Processes:
Observing, Describing, Inferring and Comparing
C. Materials:
Pictures depicting poor diet, poor health habits, dirty surroundings, clean surroundings
References:
Science and Health VI for Better Life p. 50 Science and Health VI Into the Future pp. 96-98
III. Procedure:
A. Preparatory Activity:
1. Review:
Why is pollution an ill effect of over population?
B. Developmental Activities:
1. Motivation:
Have you read the newspaper or heard over` the radio, reports on the number of people who died of
pneumonia or Cholera? In crowded areas or places, diseases germs easily spread or transfer from one person
to another person due to poor health conditions in a community. Let us see why this is so?
2. Presentation:
Activity:
a. Show a picture of a clean community and a picture of unsanitary area.
Ask: What picture shows the effect of rapid population growth? The healthier community? What is the
effect of a clean community to the people? what is the effect of a dirty community to the people? why do
people in a dirty community gets sick easily? Discuss the effect of dirty surroundings on health.
b. Show a picture of an area where populated rivers and canals, waste and smoke belching vehicles are
found.
Ask: What are the sources of waste? How do they cause pollution? When do waste become pollutant?
Discuss the effect of these pollutants on health. What disease can man have due to pollutants?

3. Concept Formation:
What is the ill effect of over population on the health of the people?
4. Application:
a. Show the pupils insects that bread on dirty places and discuss the diseases they cause.
b. Ask the pupils to relate what factors contribute to the sad conditions of polluted rivers and dirty
surrounding. Relate this to the harmful effect on the health of people living in this area.
c. Give some practices to prevent spread of diseases and prevent malnutrition in an over population place.
IV. Evaluation:
Modified True or False: Write True if the underlined word makes the statement correct and if False change the
underline word to make it true.
_____ 1. Disease such as Cholera, spread fast in an over populated area.
_____ 2. Poor diets makes person healthy.
_____ 3. Pollutants in polluted rivers, canals, waste and smoke belching have bad effects on the health of the
people.
V. Assignment:
Make a list of the latest scientific research on health and nutrition. The research should be applicable in crowded
communities. Prepare a report from this selection to be read and explained in the class.

SCIENCE VI

Date: ____________

I. Objective:
Infer that rapid population growth upsets the ecological balance.
Values:

Environmental consciousness

II. Subject Matter:


Unit - Animals, Plants and Environment (Interrelationship in the environment)
Topic - Effect of Over Population
A. Science Concepts/Ideas:

Rapid population growth upsets the ecological balance. Some conditions that upsets the ecological
balance include deforestation, production of too much waste and the presence of pollutants on land, water
and air.

B. Processes:
Observing, Describing, Inferring and Enumerating
C. Materials:
Pictures showing deforestation, Kaingin, Dynamite fishing, spraying of pesticide
References:
Into the Future Science and Health VI pp. 99-102
III. Procedure:
A. Preparatory Activity:
1. Review:
What is the effect of rapid population growth on one's health and that of the community?
B. Developmental Activities:
1. Presentation:
Activities:
a. Recall the components and needs of an ecosystem. Discuss how the balance is maintain.
b. Ask the pupils: How does rapid population growth affect ecological balance?
c. Pupils work on activity 2.19 Ecological Balance by groups. Let them find the answers by examining the
pictures provided in the activity.
d. Show pictures of deforested lands, kaingin, dynamite fishing, and spraying of pesticide
Ask: What do these activities show? Discuss the adverse effects of each practices.
2. Concept Formation.
What upset ecological balance?
What are the conditions that upset ecological balance?
3. Application;
Divide the class into four (4) groups. Let them illustrate on a cardboard paper (cartolina) the activities that
may create. An imbalance in nature. Write five (5) to six (6) sentences on how as a pupil he or she can
contribute to prevent the upsetting of the ecological balance.

IV. Evaluation:
Put a () if it upset the ecological balance and(x) if not.
_____ 1. Spraying insecticide that destroys the ozone layer.
_____ 2. Planting of trees.
_____ 3. Using dynamite in fishing.
V. Assignment:
Write five (5) activities that upset the ecological balance. Explain your answers.

SCIENCE VI

Date: ____________

I. Objective:
Describe strategies for coping with rap increase in population
Values:

Appreciation of the importance of population control.

II. Subject Matter:


Coping with Rapid Population Growth
A. Science Concepts/Ideas:

Population control through responsibleparenthood, awareness of importance offamily planning and


importance of community living by improving community resources and health services.

B. Processes:
Description, comparison, inference and hypothesis
C. Materials:
charts
References:
PELC II 6 p. 13; The Science Connection 6 pp. 86-88
III. Procedure:
A. Preparatory Activity:
Name the bad affects of over population.
B. Developmental Activities:
1. Motivational Activity:
Compare a family of four children to a family of twelve.
Do the four children get more than the twelve children?
Are the four children sure of finishing school?
2. Presentation:
Activity
Study the diagram presented on the chart.
Answer the following questions.
1. What is the current population in each barangay?
2. Which among the 3 barangays on the chart is considered normal or already case of over population?
Why?
Note: The discussion is started by presenting a concept which the pupils can interact with. For example,
limiting the number of children in a family versus no limit. The pupils can take note of the pros and cons.
3. Concept Formation:
Population can be controlled through responsible parenthood, awareness of importance of family
planning andimportance of community living by improving community resources and health services.
Community life can be improved through population control.

4. Application:
What can you do to promote population control in your community?
IV. Evaluation:
Explain in a few words the meaning and the advantages of population control.
V. Assignment:
Visit the nearest health center in your barangay. Ask about the following:
1.
2.
3.
4.
5.

Current population of the people in their area.


Community health services/other services being provided.
Top five health needs of the community
Sources of food and water.
Available housing facilities.
Based on the data you gathered, how can the community members, including you, help in
solving the problems of the barangay? Give at least 3 examples.

SCIENCE VI

Date: ____________

I. Objective:
Demonstrate commitment and concern in preserving/conserving the balance of life in an ecosystem
Values:

Appreciation of one environment and the importance to one's well-being

II. Subject Matter:


Balance of life in the ecosystem
A. Science Concepts/Ideas:

Balance of life is important in the ecosystem.


Conservation helps in maintaining balance of life.
Sustained ecological balance is important for survival of future generations.

B. Processes:
Observation, description, inference
C. Materials:
Pictures and sketches of ways and means of conserving natural resources
References:
PELC II 7 p. 13/ESH 6 pp. 125-128
III. Procedure:
A. Preparatory Activity:
Give the strategies for coping with rapid population growth.
B. Developmental Activities:
1. Motivational Activity:
How is garbage disposal practiced in one's community? How is it done? Will it help protect the
environment?
2. Presentation:
Using the drawings and pictures, identify the ways and methods used to conserve natural resources.
Answer the following questions:
How will tree planting help preserve t soil? How will plants use as soil cover prevent erosion? What is
erosion?
Do you have rivers, streams, or similar water bodies in your community?
Why are other fishes dead? Is it because of erosion, garbage, or pollution?
How can wild life be protected, Enumerate ways that you can do tc preserve and conserve the
environment.
3. Concept Formation:

The class will come up to the conclusion that conservation of natural resources is very important because
it is the way to restore and keep the balance in the ecosystem.
4. Application:
Is conservation important?
How is balance of life n the environmentpromotes sustained ecosystem?
How will a sustained ecosystem benefit future generations? How can you show your concern in
preserving the balance of life it the ecosystem?
IV. Evaluation:
Identify the following practices as good or bad to the environment.
1. Planting trees
2. Throwing garbage in canals
3. Burning the grass
V. Assignment:
Look around your neighborhood. List down what the neighbors do to protect the environment. For example:
The neighbors dont throw rubbish anywhere. They have garbage pits.

2nd

SCIENCE VI

Date: ____________

I.

Objective:

Identify common household materials

Values:

Appreciation of household materials Draw neatly and accurately Cooperation

II. Subject Matter:


Unit

Topic -

Materials
Household Materials

A. Science Concepts/Ideas:
Household materials found at home are pesticides, insecticides soap, paint, solvent, synthetic, plastic, food
condiments, additives, etc.
B. Processes:
Observing, Describing, Inferring and Classifying
C. Materials:
Actual household materials, pictures
References:
Science and Health V, Coronel and Coronel p. 114
III. Procedure:
A. Preparatory Activity:
1. Review:
What is matter? What are the three (3) states of matter? Give examples.
B. Developmental Activities:
1. Motivation:
Do you use soap in taking a bath? How about pesticides to eliminate pest at home? Do you want to find
out common household materials?
2. Presentation:
a. Activities:
1. Show different advertisements or actual commonly used at home. pictures,
advertisements or actual materials commonly used at home.
2. Identify and describe the picture, advertisements or actual materials.
3. Classify the pictures, advertisements or actual materials into pesticides, soap,
additives, preservatives food condiment, paint, plastic synthetic, insecticides and
solvent.
4. Read the examples under the different household materials.
5. Draw three (3) household materials
6. Let the pupils display their drawings.
7. Allow the pupils to tell something about their drawings.

3. Concept Formation:
What are the household materials commonly used at home?
4. Application:
You have identified the household materials, would these materials allow you to enjoy a comfortable way
of life? How?
IV. Evaluation:
Write ten (10) common household materials used at home.
V. Assignment:
Cut pictures or advertisement showing household materials used at home. Classify them as to pesticides,
insecticides, soap, paint, additives, food condiment, plastic, synthetic, and solvent.

SCIENCE VI

Date: ____________

I.

Objective:

Describe how insecticides and pesticides are used

Values:

Handling materials with care

II. Subject Matter:


Insecticides and Pesticides

A. Science Concepts/Ideas:

Insecticide is a chemical poison used to kill harmful insects at home, such as cockroaches and mosquitoes. It
is applied with the use of spray guns and aerosol bombs.
There are three basic types of insecticides, namely: phosphates (malathion), carbomates, and DDT
( dichlorodiphenyltrichlorothane)
Pesticide is a poison used in farms to effectively control pests such as stemborers. The use of pesticide
improves the yield of crops such as rice, corn, and sugarcane.
Pesticide is grouped into three, namely: herbicide, insecticide, and fungicide. Herbicide kills harmful weeds.
Insecticides destroy harmful insects in plants. Fungicide destroys fungi.

B. Processes:

Describing, Comparing, Communicating


C. Materials:
Empty containers of insecticide and pesticide; articles about insecticide pesticide
References:
Into the Future: Science and Health 6, p. 115;
Science and Health 6 by J.A. Villegas, pp. 102-103
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
What are the materials in the kitchen?
How are these materials used?
How do these materials affect us?
B. Developmental Activities:
1. Motivation:
How do you get rid of insects like mosquitoes and cockroaches at home? How do farmers make their crop
grow healthy?
2. Presentation:
Activity:
a. Present the kinds of insecticides and pesticides (real or pictures).
b. Describing how these materials are used.
c. Identifying the people who use them.
Analysis/ Discussion:
Do you use insecticide at home? What kind of insecticide do you sue? Is there any harmful effect that you
observe when using it? Who use pesticide? Where do they use it? What does pesticide do with the crops? Is
there any harmful effect in the use of pesticide?
3. Concept Formation:
What is insecticide? How is it used? What is pesticide? How is it used?
4. Application:
MangBerto noticed that the new leaves of his mango trees are falling and the santol leaves have black
spots on them. What should he do to protect his trees?
IV. Evaluation:
Answer the following questions.
a. Why are pesticides used by farmers? Give at least two reasons
b. Why is insecticide used at home? Give at lease two reasons.
c. Name the brands of commonly used insecticides and pesticides.
V. Assignment:
Interview a farmer. Ask him what is the best pesticide for him and why he uses it.

SCIENCE VI

Date: ____________

I.

Objective:

Describe how soap is used.

Values:

Cleanliness and sanitation

II. Subject Matter:


Soap

A. Science Concepts/Ideas:

Another familiar product commonly found in the kitchen and bathroom is soap.
Toilet and laundry soaps are cleaning agents made of sodium salts, vegetable or animal fats, and other
chemicals.
Bar and liquid soaps are used for cleaning the face and the body. Some soaps contain chemicals called
germicides. These substances kill germs on the skin.
Powdered soap or detergents are commonly used for dishwashing or laundering. They cause materials to get
wet easily. They dissolve dirt and oil. Some detergents contain enzymes that easily remove oil and stain from
the soiled clothes.
Scouring powder is used to clean kitchen tiles, bathroom walls, and floors. It is made silica, limestone and
bleach. Bleach is used as a disinfectant and deodorizer or as a whitening agent.

B. Processes:
Describing, Communicating
C. Materials:
Empty packs of soap, detergents, liquid soap, etc.
References:
Into the Future: Science and Health, pp. 114-115
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
Why must pesticides be handled with care? Perform activity.
B. Developmental Activities:

1. Motivation:
What soap do you use? What detergent soap does mother use in washing clothes? What about
dishwashing?
2. Presentation:
Activity:
a. Group the children
b. Each group will list down soap use at home and how each is used.
c. The group reports to the class the result of the work.
Discussion/Analysis
What soap is used to wash clothes? For dish washing? Cleaning? Bathing?
3. Concept Formation:
What is soap? What are the types of soap? How is each type of soap used?
4. Application:
What is the best soap for cleaning the face and the body? Why do you consider is the best?
IV. Evaluation:
Describe how each of the following soap is used.
1. Scouring powder
2. Bar/liquid soap
3. Detergent soap
V. Assignment:
Find out what soaps is preferred by most people in your community. Why is it so?

SCIENCE VI

Date: ____________

I.

Objective:

Describe the paints and solvents are used

Values:

Care in handling materials

II. Subject Matter:


Paints and solvents

A. Science Concepts/Ideas:

Paints protect and decorate homes, buildings, and furnitures. Turpentine and thinner are solvents commonly
used in paints. They make the paints less viscous 50 they are easy to apply.

B. Processes:
Describing, Communicating
C. Materials:
Pictures of paints, solvents
References:
Into the Future: Science and Health 6, p.116
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
What brand of soap do you use for cleaning your face and body? Why?
B. Developmental Activities:
1. Motivation:
Which house looks beautiful?
What makes it beautiful?
Is your house painted too?
2. Presentation:
Activity:
a. Reading the components of paints from the labels of Boysen, Wellcoat, Dutch Boy, and other paints. Do
the same with solvents like turpentine/thinner.
Discussion/Analysis:
What do you think is the best paint?
Why do you say so?
What is added to paint for easy application?
3. Concept Formation:
What is paint made of? How about solvent? What is paint for? How is solvent used?
4. Application:
How is a nail polish removed? What is acetone? Why should iron be painted? Why should galvanized
roof be painted?

IV. Evaluation:
Answer the following questions.
1. What is a solvent? Give examples.
2. How is solvent used?
3. What is paint? What is it made of?
4. How is paint made of?
V. Assignment:
Interview construction workers. Ask them the best paint for building

SCIENCE VI

Date: ____________

I.

Objective:

Describe plastic and its uses

Values:

Appreciating materials around

II. Subject Matter:


Plastic

A. Science Concepts/Ideas:

Plastics are complex organic compounds that can be formed or molded by heat and
pressure into a variety of shapes, colors, textures, hardness, durability, and elasticity.
They are usually lightweight and resistant to environmental corrosion. They are good
insulators for heat and electricity.
Plastics now take the place of wood and metals in furniture making, building
construction, and parts of appliances, cars, and other household items. Plastic is also
an excellent substitute for paper and glass as containers and chassis.

B. Processes:
Describing, Communicating
C. Materials:
Things made of plastic
References:
Teacher's Module in Science and Health 6 by: J.A. Villegas, pp.96-97
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
Give your reasons why paints are useful materials at home.
B. Developmental Activities:
1. Motivation:
Name things in the room made of plastic.
2. Presentation:
Activity: Activity 14
Discussion/Analysis:
What is the color of the polymer with catalyst?
How does the color change when the hardener is added to the polymer?
What reaction takes place while the mixture is setting?
What happens to the mixture when the solvent evaporates?
What can you infer from this observation?
3. Concept Formation:
How are plastics made? How are plastic used?
4. Application:
What characteristics has a plastic to become an ideal materials at home?
IV. Evaluation:
List down materials made of plastic.
V. Assignment:
Name some methods used to mold the plastic.

SCIENCE VI

Date: ____________

I.

Objective:

Identify materials improved by technology

Values:

Observe silence when inside the library.


Cooperate with the members of the group.
Listen attentively to the reporter.

II. Subject Matter:


Unit

Topic -

Materials
Materials Improved by Technology

A. Science Concepts/Ideas:

Materials improved by technology are soap, glass, detergent, food arid food condiments, (pesticides,
insecticides), synthetic, and fabrics.

B. Processes:
Observing and Identifying
C. Materials:
Pictures, advertisements of improved materials
References:
Science for Active Learning VI, pp. 165-167

Science and Health VI by: Coronel, pp. 121-122


Into the Future: Science and Health VI, pp. 118-120
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the warning signal/precautions in product levels?
B. Developmental Activities:
1. Motivation:
Do you enjoy the comforts and convenience of modern life? Why? Do you?
2. Presentation:
Activities:
1. Ask the pupils to give the meaning of technology. Give examples in order to understand better.
2. Divide the class into five (5) groups.
3. Let the pupils research on the different materials improve by technology in the library.
4. Have them answer the following questions:
a. What do you have on your body which are products of technology?
b. What are the foods we eat for breakfast or supper which are products of technology?
c. What do you use to clean your body which .are products of technology?
d. What do you use in cleaning your house which are products of technology?
e. What products of technology have made your life more comfortable?
f. What products of technology help eliminate pest?
g. Give example of plastics which are materials improved by technology.
5. Group Reporting
3. Concept Formation:
What are the materials improved by technology.
4. Application:
Did you know that there are two (2) types of plastic-thermosets and thermoplastic which do not melt
easily.Kevler fibers are stronger than steel but are much lighter. Where are they used?
IV. Evaluation:
What are some products of technology in the following aspects?
1.
2.
3.
4.

Personal use Health and ComfortCleanliness of surroundings Transportation - +

V. Assignment:
Cut pictures of materials improved by technology.

SCIENCE VI

Date: ____________

I.

Objective:

Describe the improvement done by technology on the materials

Values:
group.

Appreciate of high technology materials around. Working harmoniously with the

II. Subject Matter:


Unit

Topic -

Materials
Materials Improved by Technology

A. Science Concepts/Ideas:

Technology produces better and more useful materials for our homes.

B. Processes:
Observing and Describing
C. Materials:
Heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and Teflon
pan.
References:
Into the future: Science and Health VI
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the materials that have been improved because of technology?
B. Developmental Activities:
1. Motivation:
How does technology improved the quality of materials? Lets find out.
2. Presentation:
Present a heat resistant glass and an ordinary glass, a capsulated and a tablet formed drug, metal pan and
Teflon pan.
3. Concept Formation:
What does technology produces? How did the improvement help people?
4. Application:
Banking transactions now a days are facilitated through the use of automated teller machine (ATM) and
the ATM card. What kind of technology was used to develop this new way of transacting business with banks.
IV. Evaluation:
Match Column A with Column B.

________ 1.
________ 2.
________ 3.
________ 4.

Column A
Plastics
Unbreakable glass
Iron
Fabrics

a.
b.
c.
d.

Column B
Stainless steel
Rayon synthetic fabric
Heat resistant and laminated glass
Rope from abaca

V. Assignment:
List down some materials/cooking gadgets at home that have been improved by
technology.

SCIENCE VI

Date: ____________

I.

Objective:

Experiment how some harmful materials are used and handled at home.

Values:

Safety precautions in handling harmful materials

II. Subject Matter:


Unit

Topic -

Materials
Proper Handling of Harmful Materials

A. Science Concepts/Ideas:

Harmful materials should be handled with care. Safely precautions should be observed

B. Science Processes:
Experimenting and Observing
C. Materials:
Activity 1
Muriatic acid, bromothymol blue, concrete block, iron object, test tubes, plastic cups, one (1) ml. disposable
syringe.
Activity 8
Liquid sosa or lye, aluminum foil, plate, sand greasy or oily glass bottle, painted wood, linoliver,
bromothymol yellow, phenolphtein, plastic cup
Activity 18
Different pesticides
References:
Science and Health by: Jessie A. Villegas pp.89,90, 103
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the conditions when the effect of materials are harmful?
B. Developmental Activities:
1. Motivation:
Would you like to know how to handle harmful materials properly?
2. Presentation:
a. Activities:
1. Divide the class into three (3) groups
2. Distribute Activity 1-8-18 respective to the group.
3. Give time to the group to read their activity sheet.
4. Give the materials stated in the activity.
5. Instruct the class to be careful in performing the activity.
6. Group reporting and discussion of experiments.
3. Concept Formation:
How are harmful materials be handled? Why?
4. Application:
Have you tried Muriatic acid in cleaning your bathroom and comfort room? Share what you have
experience when you used. Muriatic acid in cleaning. What did you do after using Muriatic acid?
IV. Evaluation:

Write check ()if handled properly and cross ( x ) if not.


_____ 1. Read label properly.
_____ 2. Drink Muriatic acid and sosa.
_____ 3. Use harmful materials with care.
_____ 4. Safety precaution in handling pesticides should be ignored.
_____ 5. Store harmful materials properly.
V. Assignment:
1. Bring to class advertisement picture of the following:
a. Chlorox
b. Domex
c. Greenex
2. Write what it can do and how it should be handled. Read labels.

SCIENCE VI

Date: ____________

I.

Objective:
Identify the conditions when the effect of materials are harmful
Values:

Be careful in handling materials. Working with the group harmoniously.


A void eating shellfish contaminated with red tide.

II. Subject Matter:


Unit

Topic -

Materials
Conditions when the Effects of Materials are Harmful

A. Science Concepts/Ideas:

Air and water pollution can cause harm to man, plants, animals and other materials acid rain, global warming
and destruction of the ozone layer are results of air pollution, red tides, continued use of pesticides and
dumping of garbage into the rivers and lakes all bring about water pollution.

B. Science Processes:
Observing, Describing, Inferring and Enumerating
C. Materials:
Diagram on about acid rain, picture of fertilizers and pesticides
References:

Into the Future: Science and Health VI pp.126-130


III. Procedure:
A. Preparatory Activity:
1. Review:
What are the conditions when t effects of materials are beneficial?
B. Developmental Activities:
1. Motivation:
Not all materials are beneficial to us. If not used properly it will destroy our environment. Let's find out how?
2. Presentation:
a. Activities:
1. Show a diagram on about acid rain and answer the question on page. 126
2. Let the pupils read orally textbook page 127 for verification of their answer.
3. Let the pupils read the text page 127 on about global warming and answer the
following questions:
a. What happens when forest fires occur?
b. What is these phenomenon called?
c. What is the result of greenhouse effect?
c. Why is global warming dangerous?

3. Concept Formation:
What are the conditions when the effectsof materials are harmful?
4. Application:
What advise will you give to a farmer if he uses chemical fertilizers, pesticides and weed killers?
IV. Evaluation:
Match Column A with Column B.
_____ 1.
_____ 2.
_____ 3.
_____ 4.

Global warming
Red Tide
Cholorlouro-carbons
Acid rain

_____ 5. Pollution

a.contaminate water supply and corrode some materials.


b.causes dysfunction of ozone layer.
c.causes aquatic plants and animals harm and destroyed.
d.causes the release of so much gaseous waste like CO 2 in
the atmosphere
e.causes paralysis or death when contaminated tahong is eaten

V. Assignment:
Find out how the excessive amount of carbon dioxide in the air maybe reduced, to stop or slow down the unusual
rise of air temperature leading to global warming.

SCIENCE VI

Date: ____________

I.

Objective:

Identify the conditions when the effect of materials are beneficial.

Values:

Carefulness in performing the activities. Cleanliness and neatness of ones body.

II. Subject Matter:


Unit

Topic -

Materials
Beneficial Effects of Materials

A. Science Concepts/Ideas:

Some conditions that have beneficial effects are fermentation, burning and heating.
Fermentation is the chemical reaction of food cause by the action of yeast and
bacteria.
Combustion is the burning of materials that occurs through the simultaneous
combination of fuel, heat and oxygen.

B. Science Processes:
Identifying and Enumerating
C. Materials:
Clorex, all purpose flour cup white sugar, cup water, teaspoon salt, teaspoon
oil, 1 teaspoon yeast, ,match stick
References:
Into the Future: Science and Health VI, pp. 122-125
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the improvements produce by technology on some of the materials use at
home?

B. Developmental Activities:
1. Motivation:
Demonstrate the formation of bubbles using a basin of water and detergent. What was added to the water to
produce bubbles? Do you know some other reactions when materials are mixed together? Find out.
2. Presentation:
Activities:
1. Group Work - Perform Activity 3-5, dough making page 123.
2. Point out that bleaching agents like chlorox helps whiten soiled clothes and removes
unwanted stains. Discuss that bleach product has antiseptic properties.
3. Discuss the effects of personal health products such as soap, toothpaste and
shampoo.
a. Why is soap use to clean the body?
b. Why is toothpaste beneficial to man?
c. Why is shampoo good for the hair?

3. Concept Formation:
What are some beneficial effects of combining materials?
4. Application:
Pesticides and insecticides are dangerous materials but beneficial too. What beneficial effects can pesticides
and insecticides do.
IV. Evaluation:
Put a cross (x) beside the material which has beneficial effect.
______ 1. Toothpaste
______ 2. Making wine or vinegar
______ 3. Washing clothes without detergent soap
______ 4. Cooking food
______ 5. Making hollow blocks with water and cement
V. Assignment:
1. How can you preserve fish and meat?
2. What are the materials to be use?
3. What are the beneficial effects of salt to fish and meat?
4. Cite other beneficial effects of materials.

SCIENCE VI

Date: ____________

I.

Objective:

Observe safety precaution in storing materials

Values:

Safety precautions in storing materials.


Health consciousness.Orderliness and cleanliness.

II. Subject Matter:


Unit

Topic -

Materials
Safety Precaution in Storing Materials

A. Science Concepts/Ideas:

Certain safety precautions must be observed when storing materials that are harmful.

B. Science Processes:
Observing and Inferring
C. Materials:
Picture of well - ventilated cabinet, labeled with the word Medicine, Poisonous substances
References:
Into the Future: Science and Health VI, pp. 131-135
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the harmful effects of materials at home?
B. Developmental Activities:
1. Motivation:
Have you. heard from the radio and television or read from the newspaper, prints about the fire that happened
last August 18, 2001 at Manor Hotel? How many casualties are there? What is the reason behind? Do you
knew that improper storage of materials, there are accidents that happens. Do you want to share your
knowledge on how to store some of the materials at home?
2. Presentation:
a. Activities
1. Group the pupils and present a list on the proper storage of materials.
2. Let each group write short dialogue or skit on about proper storing of materials at home.
3. Concept Formation:

What safety measures/precautions must be observed in storing materials?


4. Application:
You saw that your little brother was playing with the bottle of pesticides. What will you do and say?
IV. Evaluation:
Check ()if the practices or safety precautions is proper. Cross ( x ) if the practices or safety precautions is
improper.
_______ 1. Put all kinds of materials together in a plastic bag.
_______ 2. Cover your nose when spraying insecticides.
_______ 3. Always smell and taste materials before using them.
_______ 4. Label containers to indicate what is inside.
_______ 5. Wash hands thoroughly after using insecticides.
V. Assignment:
Write five (5) safety precautions on storing materials at home.

SCIENCE VI

Date: ____________

I.

Objective:

Practice proper disposal of materials

Values:

Observe proper disposal of materials

Recycling of discarded materials


Cleanliness and neatness
Show concerns to the environment.

II. Subject Matter:


Unit

Topic -

Materials
Proper Disposal of Waste

A. Science Concepts/Ideas:

Garbage segregation schemes and recycling are some easy of disposing wastes properly.

B. Science Processes:
Classifying and Describing
C. Materials:
References:
Into the Future: Science 'and Health V, pp; 130-139
Science and Health VI, p. 121
III. Procedure:
A. Preparatory Activity:
1. Review:
What are the safety precaution in the storing materials?
B. Developmental Activities:
1. Motivation:
Waste
Environment

Reuse

Reduce

Recycle

2. Presentation:
1. Introduce the word Biodegradable and Non-biodegradable.
2. Classify the waste materials mentioned into biodegradable, and non-biodegradable.
3. Discuss the proper waste disposal by showing the diagram above.
3. Concept Formation:
What are the proper ways to dispose waste materials?

4. Application:
Do you dispose your garbage or waste materials properly? Do you practice cleanliness and recycling on your
waste - materials?
IV. Evaluation:
Choose the letter of the correct answer:
1. Items returned to the factory for recycling a. metal cans and bottles
b. kitchen waste
c. animal waste
d. garden waste
2. Biodegradable waste are waste thata. becomes stone
b. decompose
c. do not decay
d. all of the above
3. Segregate waste intoa. black and white
b. large and small
c. cold and hot
d. biodegradable and non-biodegradable
V. Assignment:
Dig a pit as you compost pit in your backyard. Segregate the waste into biodegradable and non- biodegradable

SCIENCE VI

Date: ____________

I.

Objective:

Identifies the forms of energy

Values:

Respect of the things around us

II. Subject Matter:


Forms of Energy

A. Science Concepts/Ideas:

There are different forms of energy. They are classified as mechanical, chemical, electrical, heat, light, and
wind radiant, nuclear.

B. Science Processes:
Identifying, describing, enumerating, observing
C. Materials:
Standing Models of Instrument, pictures
References:
Teacher's Module in Science and Health 6, pp. 39-40;
Science and Health 6 by J.A. Villegas, p. 116
III. Procedure:
A. Preparatory Activity:
1. Review:
You have learned the two kinds of energy, kinetic and potential. Which is the kinetic and which is the
potential energy in the, following?
1. Water rushing downhill and carrying away rocks.
2. Wind blowing and making trees away.
3. Water stored in dams.
4. A pencil on the table.
5. A rock about to fall on the edge of a cliff.

B. Developmental Activities:
1. Motivation:
What kind of energy do you use when you push or pull your pencil? What kind of energy do you use
when you drive a nail with a hammer?
2. Presentation:
Activity:
Show the children the different forms of energy using the different instruments. (mechanical, electrical,
light, heat, sound, etc.)
Analysis and Discussion
Which is mechanical energy? Electrical energy?Chemical energy? Heat energy? Sound energy? Light
energy?
3. Concept Formation:
What are the forms of energy? Where do we see these forms of energy?
4. Application:
Energy is elsewhere. Who makes use of them? How do we use them?
IV. Evaluation:
Identify the forms of energy shown in its picture. (Pictures of wind energy, electrical, chemical, light, radiant)
V. Assignment:
Find out the forms of energy you have at home. Be ready to tell how you use 'each of them.

SCIENCE VI

Date: ____________

I.

Objective:

Describe chemical energy and its uses

Values:

Change for the better, positive thinking

II. Subject Matter:


Chemical Energy and its uses:

A. Science Concepts/Ideas:
Chemical energy is the energy of matter due to its chemical composition, It has many uses.
B. Science Processes:
Observing, describing, inferring, identifying
C. Materials:
Match, pieces of paper, milk, hydrochloric acid teaspoon, illustration of photosynthesis
References:
Teacher's Module in Science and Health 6, p. 39;
Into the Future: Science and Health 6, pp. 151-153
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
What form of energy does each of the following activities show?
a. sweeping the yard
b. cooking in the electric stove
c. running dog
d. fanning oneself
e. rusting of iron
B. Developmental Activities:
1. Motivation:
Picture study (a picture of a plant under the sun).
In what way does the sun help the 'plant? What can the plant do with the presence of sunlight?
2. Presentation:
Activity:
a. Burn some pieces of paper with a match.
b. Fill, one half of a test tube with dilute hydrochloric acid. Add a teaspoon of
evaporated milk.

Analysis / Discussion:
1. What changes do you see from the match stick and pieces of paper?
2. What is the color of the burned materials?
3. What do these observations indicate?
4. What changes occur in the milk?

5. What does this observation indicate?


6. What changes in 'matter is related to these activities?
7. What form of energy do these activities show? What materials are formed?
3. Concept Formation:
What is chemical energy? What things possess chemical energy? What are the uses of chemical energy?
4. Application:
Will you name things in the room that possess chemical energy?
IV. Evaluation:
All of the following materials have a chemical energy except five. Give their uses.
1. Water
2. Air
3. Wood
4. Rock
5. Soil
V. Assignment:
List down examples of materials at home that possess chemical energy.

SCIENCE VI

Date: ____________

I.

Objective:

Experiment how some harmful materials are used and handled at home.

Values:

Safety precautions in handling harmful materials

II. Subject Matter:


Unit

Topic -

Materials
Proper Handling of Harmful Materials

A. Science Concepts/Ideas:

Mechanical energy is the energy of a body in motion and a body capable of producing motion. Mechanical
energy is used to produce motion.

B. Science Processes:
Observing, identifying, describing
C. Materials:
Anemometer and windvane, marble, yoyo, ball
References:
Into the Future: Science and Health 6, pp. 151-153

III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review
What materials at home possess chemical energy? How is water used? Metal?Acid?Air?Bacteria?
B. Developmental Activities:
1. Motivation:
What form of energy has wind? What happens to the leaves of trees when there is wind? When do you fly
kite?
2. Presentation:
Activity:
a. Roll the marble on the loop-the-loop.
b. Place the anemometer and the windvane near the window.
c. Call some boys to play the top and the yoyo.
Analysis and discussion:
a. What happened to the marble when rolled on the loop-the-loop?
b. What happened to the anemometer and windvane when the wind blew?
c. What happened to the yoyo and the top when the boys played with it?
d. What energy has the yoyo? The marble?The top?

3. Concept Formation:
What is mechanical energy? How is mechanical energy produced? How is it used?
4. Application:
The human body produces mechanical energy from the nutrients he/she gets from food. A vehicle moves
because of its mechanical energy derived from the 'fuel. Can you give other examples.
IV. Evaluation:
Which of the objects demonstrate mechanical energy?
1. Sunlight
6. Anemometer
2. Drilling machine
7. A flying kite
3. Television
8. A car in a garage
4. Radio
9. A falling tree
5. Fan
10. A flying bird
V. Assignment:
Give 5 examples of how mechanical energy is used at home, in the school and in the office.

SCIENCE VI

Date: ____________
I.

Objective:

Describe how electrical energy is formed and used

Values:

Handling materials with care

II. Subject Matter:


Electrical Energy Formation and Uses
A. Science Concepts/Ideas:

Electrical energy is an energy derived from the flow of electrons from one body to another. Electrical energy
can run appliances and machines. It can also produce heat and light

B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Battery, bulb, electric wire
References:
Teacher's Module in Science and Health 6 pp. 39 and 42
Into the Future: Science and Health 6, pp. 154-156
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment / Review:
B. Developmental Activities:
1. Motivation:
Give the children some toys to play with. How did you play with the walking doll? The jet plane?The toy
car? What makes the toys move?
2. Presentation:
Activity:
a. Make the bulb light using the wire and the battery.
b. Draw a sketch of how you make the bulb light.
Analysis and Discussion:
a. How did you make the bulb light?
b. What do you call the connection?
c. What is an electric circuit?
d. What energy is produced?
3. Concept Formation:
What is an electrical energy? How is it formed? What are its uses?

4. Application:
Electrical energy is very useful. It is used at home, in school, in the offices, hospitals, factories and
everywhere.
IV. Evaluation:
1. How is electrical energy derived? Draw a complete circuit.
2. List down materials that make use of electrical energy.
V. Assignment:
Produce a material that make use of electrical energy
SCIENCE VI

Date: ____________

I.

Objective:

Describes radiant energy and how it is used.

Values:

Carefulness, respect for others; cooperation

II. Subject Matter:


Radiant Energy - Its Form and Uses
A. Science Concepts/Ideas:
Radiant energy is the \ energy that radiates through space from a central source. The
sun has a radiant energy. It gives us heat and light which are forms of energy. Sound is
another from of radiant energy.
Examples of materials that make use of radiant energy are radio, television, x-rays. I
Radiant energy is used to dry clothes, disinfect beddings, diagnose diseases or
abnormalities in the internal organs of the body and preserve fruits and vegetables.
B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Solar Collector Apparatus, radio, television.

References:
Module: Energy Transformation p. 43 Science and Health for Better Life Series p. 143;
Into the Future: Science and Health 6, pp. 157-158
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment / Review:
Give materials that uses electrical energy. In what way is electrical energy useful?
B. Developmental Activities:
1. Motivation:
What does the -sun give us? Do you know how heat and light reach us?
2. Presentation:
a. Place the Solar Collector Apparatus under the sunlight. Observe results.
b. Turn on the television and watch.
Analysis / Discussion:
a. How is the colored water in the manometer displaced?
b. What does this indicate?
c. How does the television and radio stations reach us?
3. Concept Formation:
What is radiant energy? What are the forms of radiant energy? How is radiant energy used?

4. Application:
Radiant energy is useful but" poses danger in some ways. How does the ultraviolet rays affect our health?
What are the advantages and - disadvantages of television sets to young children?
IV. Evaluation:
Which of the following activities make use of radiant energy?
1. Getting pictures
2. Getting the x-ray of the lungs
3. Riding in a elevator
4. Sun bathing
5. Using the telephone
6. Watching television
7. Lifting a box
8. Listening over the radio
9. Picture taking
10. Driving a car
V. Assignment:
Give all forms of radiant energy.
SCIENCE VI

Date: ____________

I.

Objective:

Describe nuclear energy and its uses

Values:

Nuclear energy can be harmful and dangerous if not harnessed carefully. However,
it can be beneficial to man.

II. Subject Matter:


Nuclear Energy Formation and Uses

A. Science Concepts/Ideas:

Nuclear energy comes from their splitting or combining particles found in the nucleus.
Nuclear fission is the splitting apart of a nucleus.
Nuclear fusion is the combination of light nuclei to form a heavier nucleus.
Nuclear energy can be both helpful and harmful to man.
Nuclear energy is used for generating electricity.

B. Science Processes:
Describing, identifying

C. Materials:
Books, pictures of nuclear power plant, hydrogen bomb explosion
References:
Teacher's Module in Science and Health 6 Into the Future: Science and Health 6, pp. 159160
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
1. What is the chief source of radiant energy?
a. moon
b. sun
c. asteroid
d. comet
2. When is radiant energy harmful?
a. It is used to disinfect beddings
b. It is used to diagnose disease.
c. It is used to dry clothes.
d. It causes sunburn.
3. What is one way by which physicians determine a healthy pair of lungs?
a. By using x-ray
b. By using a camera
c. By using a microscope
d. By using a video machine
B. Developmental Activities:
1. Motivation:
Telling a story of the Chernobyl accident in Russia in 1986. Show the picture of a nuclear power plant.
2. Presentation:
Activity:
Watching a video tape on nuclear energy
a. Setting up standards to follow in the activity
b. Guide questions
How is nuclear energy formed? Is it beneficial to man? Is it harmful?
3. Concept Formation:
How is nuclear energy produced? Why is nuclear fusion less harmful than nuclear fission? How is nuclear
energy used today?
4. Application:
The suns energy comes from nuclear energy. What two elements fuse to form suns energy
IV. Evaluation:
Multiple choice: Choose the letter of the correct answer.
1. How is nuclear energy produced?

a. Through the splitting apart of nucleus.


b. Through the combination of a heavier atom with a lighter atom.
c. Through bombardment of atoms.
d. Both a and b
2. Which of the following does not use nuclear energy?
a. Generation of electricity
b. Powers submarine
c. Powering spacecraft
d. Plowing rice fields
V. Assignment:
Go to the library and find our more on how nuclear energy is used in science and
medicine.
SCIENCE VI
Date: ____________
I.

Objective:

Describes sound energy and its uses


Values:
We should protect our ears from dangers brought about by loud and
undesirable sounds.
II. Subject Matter:
Sound Energy and its uses
A. Science Concepts/Ideas:

Sound energy is produced by vibrating bodies/objects.


Vibration is the back and forth movement of an object.
Sound help us to communicate with others.
Sound saves us from accidents while on the street.

B. Science Processes:
Describing, Identifying
C. Materials:
Objects that produce sound
References:
Science and Health 6 by J.A. Villegas, p. 116; Module in Science - Sound
Science and Health Learning Experiences 6, pp. 175-179
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
How is nuclear energy produced? How is nuclear energy harnessed? Are greenhouse gases produced
when nuclear energy is used to generate electricity? Why? What is produced instead?
B. Developmental Activities:
1. Motivation:
How would you imagine this world without sound?
2. Presentation:

Activity:
a. Watching a video tape on Sound Energy.
3. Concept Formation:
Discussion about sound energy
Ask children how sound is produced.
Let pupils read other information about sound energy and its uses.
4. Application:
If a newly born baby doesn't cry, what does it indicate? How does sound save you from road accidents?
IV. Evaluation:
Multiple choice. Choose the correct answer.
1. What do you call the sound waves produced by the vibration which makes air molecules come
a. Rarefraction
b. Compression
c. Pitch
d. Vibration
2. Sounds travels in the following medium except.
a. Air
c. Liquid
b. Solid
d. Vacuum
3. Which of the following cannot produce sound?
a. A boy
c. a caterpillar
b. A chick
d. a leaf
V. Assignment:
Go to the library and gather information about sound energy.

SCIENCE VI

Date: ____________

I.

Objective:
Compares how the different forms of energy are formed and used
Values:

Individual differences; respect for others.

II. Subject Matter:


Comparison of all forms of energy.

A. Science Concepts/Ideas:

Energy has different forms and uses.

B. Science Processes:
Observing, describing, comparing, identifying
C. Materials:
Standing equipments, charts
References:
Module: Forms of Energy pp. 39-40 to 43 Science and Health 5
Into the Future: Science and Health 6, p. 161
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment / Review:
What are the different forms of energy? How is each of them used?
B. Developmental Activities:
1. Motivation:
Do all forms of energy have the same uses? Which of them is mostly used?
2. Presentation:
Activity:
a. Perform activities of various equipments and show the different forms of energy.
b. Compare their formation and uses.
Analysis / Discussion:
3. Concept Formation:
a. How is mechanical energy formed and used?
b. How is electrical energy formed and used?
c. How is chemical energy formed and v used?
4. Application:
Let the pupils read Into the Future: Science and Health, p. 161
Compare the forms of energy. Compare their uses.
IV. Evaluation:
Complete the table by filling each column correctly.
Form of Energy
1. Electrical

Formation
Flow of electrons

Uses
a. __________________________
b. __________________________
c. __________________________
a. Work

2. ___________

Kinetic Potential

3. ___________

Chemical composition a. __________________________


b. __________________________

4. Radiant

_________________

a. __________________________
b. __________________________
c. __________________________

V. Assignment:
Give examples how each of the following forms of energy. is used at home.

SCIENCE VI

Date: ____________

I.

Objective:

Values:

Describes how mechanical energy is formed and used


Transformation of character: from laziness to industriousness; from good to bad

II. Subject Matter:


Transportation of Energy

A. Science Concepts/Ideas:

An electrochemical cell is a source of electrical energy. The cell is consists of two conductors of different
materials is immersed in an electrolyte. An electrolyte is a solution of an acid base or salt.
The chemical reaction between the electrolyte and one or both of the conductors displaces electrons.

B. Science Processes:
Observing, describing, comparing, experimenting
C. Materials:
Aluminum base and stand
carbon electrode
Zinc (G.I. stripe) electrode
Potassium dichromate
Sulfuring acid
Plastic cup
LED/motor/2.5 v. lamp/ melody IC
Bulldog dips
References:
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
How is electrical energy used- at home? How about mechanical? Radiant?Chemical?
B. Developmental Activities:
1. Motivation:
Can energy be transformed from one energy to another?
2. Presentation:
Activity:

a. Construct a voltaic cell. Suspend a zinc electrode side by side a carbon electrode
from a bulldog clip. Insert a plastic spacer between the two bulldog clips to avoid
short circuit. Connect the zinc and carbon electrodes to each terminal of the lamp.
b. Immerse the electrodes into an electrolyte.
c. Use other loads such as an LED, a miniature motor, or a melody IC
d. Trace the energy transformation in the cell and in its load.
Analysis / Discussion:
a. What happens to the electrodes when they are immersed in the electrolyte?
b. What does this observation indicate?
c. What happens to the lamp, to the melody, as soon as the electrodes are immersed
into the electrolyte?
d. What energy observed?

3. Concept Formation:
How can chemical energy be transferred /transformed?
4. Application:
Can a form of energy be transformed to another form of energy? How is energy transformation
demonstrated in a flashlight?
IV. Evaluation:
Identify the transformation of energy shown in the following illustrations.
(Illustrations of plant under the sun;' battery, . connecting wire and lamp; running vehicle; horse pulling a
caretela)
V. Assignment:
Give other examples of transformation energy.

SCIENCE VI

Date: ____________

I.

Objective:

Cite evidences that energy can be transformed.

Values:

Energy should be used properly

II. Subject Matter:


Transformation Energy

A. Science Concepts/Ideas:

Using energy directly or changing it to another usable form is called transformation energy.
Energy is useful only as long as it can be converted to another form.

B. Science Processes:
Observing, describing, identifying and comparing
C. Materials:
Simple circuit, dichromate cell, electric fan, some toys, flat iron
References:
Manual of Enhancement Activities and Experiments pp. 45-98
Teachers Module in Science and Health 6 pp.40-42
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignment/Review:
How can chemical energy be transformed? Demonstrate it through this instrument. (simple circuit
and a dichromate cell)
B. Developmental Activities:
1. Motivation:
Name some forms of energy in the classroom, at home, along the streets.
2. Presentation:
Activity:
a. Using the bulb, connecting wire, and the battery, let the bulb lights.
b. Make this electric fan works.
c. Play with the toys brought in class
Analysis / Discussion
a. What happens to the bulb? To the electric fan?To the flat iron?To the toys?
b. What do these observations indicate?
3. Concept Formation:
What evidences show that energy can be transformed? Where do we experience these transformation? Are
they useful?
4. Application:
Are there thing in the room that can be transformed to another form of energy?
IV. Evaluation:
Identify the different transformations of energy from the following activities.
1. Cooking in an electric stove
2. Sewing in a sewing machine
3. A simple circuit
4. Photosynthesis
5. A running car
6. A drilling machine
7. A grass cutter run by gasoline
8. A man painting the wall
9. An electric fan being used
10. A running horse
V. Assignment:
Give more examples of transformation of energy.

SCIENCE VI

Date: ____________

I.

Objective:

Observe how energy can be transformed from one body to another

Values:

Love restores everything that is lost

II. Subject Matter:


Transformation of energy
A. Science Concepts/Ideas:

Lead-acid storage cell is another kind of electrochemical cell. It is called a secondary cell because it is
rechargeable. The charging process is actually a conversion of electrical energy to chemical energy.

B. Science Processes:
Observing, identifying, comparing, inferring
C. Materials:
Base and stand, mounting block, battery, bulldog clip, lead electrode, connecting wire, bulb, plastic wire, plastic
cup, sulfuric acid, lamp, motor, melody
References:
Manual of Enhancement Activities and Experiments pp. 76-77
Teacher's Module in Science and Health pp.41-42
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What transformation of energy can be observed in the following?
1. Electric fan
2. Electric flat iron
3. Electric Stove
4. Lightec bulb
5. Spinning top
B. Developmental Activities:
1. Motivation:
Do you like to see other transformation of energy?
2. Presentation:
Activity:
1. Construct a lead-acid storage cell by mounting two lead electrodes on a stand and
immersing them in a strong solution of sulfuric acid. One electrode is grounded
while the other is insulated and connected to a lead wire. A load (motor, lamp,
melody) is likewise connected on the stand.
2. Charge the storage cell by connecting the lead wire on one load to the positive
terminal of the battery. Observe the reactions of the electrodes during the charging
process. After five minutes of charging, disconnect the wire from the
c. To recharge the battery cell, repeat a, b and

Analysis/Discussion:
a.
b.
c.
d.
e.

What is formed in the electrodes during the charging process?


What energy transformation takes place during the charging process?
What happens to the load when it is connected to the lead-acid storage cell?
What en~rgy transformation takes place during the discharging process?
Can the charging and discharging processes be repeated again and again?

3. Concept Formation:
How can electrical energy be transformed to chemical energy?

4. Application:
The bulb is an example of light energy. How can it be transformed to another form of energy?
IV. Evaluation:
Complete the idea by filling in the blanks with the correct answer.
The lead-acid storage cell is an ideal instrument to demonstrate transformation of energy.
During the charging process, electrical energy is transformed to 1. ____________.During the discharging process;
chemical energy is transformed to 2. ________________ energy and then from electrical energy to 3. ____________
4. ________________ or to 5.
________________.
V. Assignment:
Visit a battery shop and observe how a battery is recharged.

SCIENCE VI

Date: ____________

I.

Objective:

Cite evidences when energy transfer occurs.

Values:

Changing of attitudes from good to bad

II. Subject Matter:


Energy Transfer

A. Science Concepts/Ideas:

Potential energy can, be transformed to kinetic energy and vice versa. This can be demonstrated with the
loop-the-loop there reversible transformation of energy. This loop-the-loop demonstrates how the roller
coaster works.

B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Aluminum base and stand, I-beam, glass marble, steel ball
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments pp. 82-83;
Teacher's Module in Science and Health 6 pp. 41-42
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
Complete the Diagram.
Lead-acid storage cell:
Charging; __________ energy to ____________ energy; Discharging; from ___________ to ____________
energy to ____________ energy, to __________ , to ____________ or to _______________.
B. Developmental Activities:
1. Motivation:
Have you ridden on a roller coaster? Why don't you fall from your seat?
2. Presentation:
Activity:

a. Construct the loop-the-loop by bending one end of a 3.5 ft. long I-beam into a circular loop. Mount the loop like an inclined #6 on a stand.
b. Release the marble _ from different heights along ,the inclined track of the loop-theloop. Find the minimum height from where the marble can loop-the loop.

Analysis/Discussion:
a. Can the marble loop-the-loop when released from a height lower than the crest of
the loop? Higher than the crest?
b. What kind of energy is gained at certain height? What kind of energy is lost?
c. Trace the energy transformation as the marble loop-the-Ioop.
d. How is this demonstration related to the roller coaster?
3. Concept Formation:
Cite evidences where energy is transformed.
4. Application:
a. What happens to a top after a along spin?
b. What energy is gained as it begins to spin?
c. What energy is lost as it stops to spin?
IV. Evaluation:
Answer with True or False.
1. A flowing matter can lost its energy after sometime.
2. A rolling marble possesses energy.
3. Wind has no energy because it can not move things.
4. The sun's energy can be transferred to the plants.
5. Energy can be lost and gained.
V. Assignment:
Name activities at home that shows the transformation of potential energy to kinetic
energy.

SCIENCE VI

Date: ____________

I.

Objective:

Observes that heat is always produced when energy transformation occurs

Values:

Orderliness; handling materials with care

II. Subject Matter:


Energy Transformation

A. Science Concepts/Ideas:

When fuels burns, their chemical energy is converted to heat. This conversion is a form of chemical reaction
known as combustion a rapid form of oxidation.
Explosions of gunpowder, pyrotechnics, and other explosive mixtures are also examples of transformation of
chemical energy to thermal or heat energy.

B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Sugar, potassium, chlorate, concentrated sulfuric acid, enameled dish tube, test tube, hydrogen peroxide, 3%
potassium permanganate solution, bamboo splinter
References:
Philippine Elementary Learning Competencies p. 34;
Manual of Enhancement Activities and Experiments p. 79;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What kind of energy do spoon and fork have? How can you transform them to kinetic? When you are
seated on a chair, what kind of energy do you possess? When do you have kinetic energy?
B. Developmental Activities:
1. Motivation:
What do you do with the stove before you cook? What is needed to produce fire?
2. Presentation:
Activity:
a. Mix a small amount of potassium chlorate and sugar. Form the mixture into a small heap in an enameled
dish. Add a drop of concentrated sulfuric acid to the mixture.
b. Fill one-third of a test tube with potassium permanganate solution. Burn the tip of a bamboo stick and
blow off the flame. Add a few drops of hydrogen peroxide "to the potassium permanganate solution and
then quickly insert the glowing splinter into the mouth of the test tube without dipping it into the liquid.
Analysis/Discussion:
a. What happens to the mixture of potassium chlorate and sugar when acted upon by sulfuric acid?
b. What happens to the splinter when inserted into the test tube of potassium permanganate and hydrogen
peroxide?
c. What energy transformation has taken place in both investigations?
3. Concept Formation:
What transformation of energy did you observe from the activity? What is produced when transformation
of energy occurs?
4. Application:
What things in the room can produce heat?

IV. Evaluation:
Give the different energy transformation that require heat, or make use of heat.
V. Assignment:
Cite some evidences that heat is produced during an energy transformation.

SCIENCE VI

Date: ____________

I.

Objective:

Cite evidences that energy is neither created nor destroyed but only transformed from one form to another

Values:

Education can transform a person to a better one

II. Subject Matter:


Conservation of energy

A. Science Concepts/Ideas:

The Law of Conservation of Energy states that energy cannot be created nor destroyed but only changed from one
form to another.
Energy cannot be derived from nothing, nor can lose a portion of it.
Energy can be converted into various form sand yet the total amount remains the same.

B. Science Processes:
Observing, describing, identifying, inferring
C. Materials:
Mounting shaft, aluminum base and stand, bob (washer or marble) stop watch, cotton string or thread, arbitrary
calibrated scale
References:
Module: Conservation of Energy
Manual of Enhancement Activities and Experiments p. 85;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is produced when bulb lights? What is produced when a convection turbine moves?
B. Developmental Activities:
1. Motivation:
Can energy be destroyed? Can energy be lost? Let's find it out.

2. Presentation:
Activity:
a. Improvise a simple pendulum by suspending a washer/marble with a cotton string thread from a lateral
pin of a mounting shaft.
b. Raise the bob to one end of the scale and release it. Observe how far, how high the bob reaches to the
other end of the scale. Let it oscillate in short arcs, about 50 on either side of the vertical.
c. Hold a pencil directly below and parallel to the lateral pin of the mounting shaft at a point about one-half
the length of the pendulum. Raise the bob to the same height as the pencil and then release it. Observe
what happens.
d. Lower the position of the pencil and release the bob from a position higher than the level of the pencil.
Observe what happens.
Analysis/Discussion:
a. How far does the bob reach other side of the scale when released from a certain height?
b. What happens to the oscillating pendulum after sometime?
c. What do these observations indicate?
c. What happens as the pendulum strikes the pencil? When the bob was released from the same height as the
pencil?
3. Concept Formation:
State the Law of Conservation of Energy. How can we make energy useful? How can we conserve it?
4. Application:
a. How is electrical energy transformed to another form?
b. What happens to the former energy? Is it lost?
c. Cite other evidences that energy is conserved.
IV. Evaluation:
a. Prove that a ball has energy. What happens when its kinetic energy stops?
b. How is the energy of a battery transformed?
c. Cite other examples to prove that energy is not created nor destroyed:
V. Assignment:
Improvise your own pendulum.

SCIENCE VI

Date: ____________

I.

Objective:

Cite evidences that heat produced during energy transformation/transfer goes to the environment

Values:

Aim high and hit the mark

II. Subject Matter:


Conservation of Energy

A. Science Concepts/Ideas:
The second law of conservation of energy is the Law of Entropy. Entropy means decreasing or diminishing.
Law of Entropy states that the amount of available energy diminishing or decreasing each time an energy
transformation takes place. No energy is lost in any transformation. Energy is converted into heat that goes
out in the system.
B. Science Processes:
Observing, identifying, describing and Inferring

C. Materials:
Ping-pong ball, aluminum base and stand, magnetic yoyo

References:
Manual of Enhancement Activities and Experiments p. 87;
Teachers' Module in Science and Health 6 p. 43
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is the first law of conservation of energy? Give examples to explain this law.
B. Developmental Activities:
1. Motivation:
What happens if you drop a ball at a certain height? What happens to the energy of the ball when it stops
bouncing?
2. Presentation:
Activity:
a. Drop a ping-pong ball and observe how it bounces up and down until it stops.
b. Improvise a Maxwell's Pendulum or Law Entropy Apparatus by mounting vertically the track of the
magnetic yoyo on an aluminum base and stand. Allow the yoyo to roll down and up repeatedly along the
vertical track.
Analysis/Discussion:
a. What energy transformation are taking place in a bouncing ping pong ball?
b. Does the ball reach the same height every time it bounces back?
c. What energy transformation take place as the yoyo is rolling down the track?
d. What happens as the yoyo reaches the bottom of the track?
e. What energy transformation takes place? As the yoyo is ascending the track?
f. Describe the height of the yoyo every time it makes a climb.
3. Concept Formation:
How is heat produced in the entropy apparatus? What happens to the heat?
4. Application:
What does the body use when it works?
What does the body feel while working? .Where does heat go?
IV. Evaluation:
Answer the following question:
1. What energy transformation takes place in a volcanic eruption? Complete the diagram.
Chemical energy to __________________to _________________
2. What is given off in the transformation?
3. Where does heat go?
2. Give other examples of energy transformation where heat is produced.
V. Assignment:
Play with a yoyo at home. Observe its movement.

SCIENCE VI

Date: ____________

I.

Objective:

Demonstrate that heat. energy can be transferred

Values:

Handling materials with care; cooperation

II. Subject Matter:


Heat Transfer

A. Science Concepts/Ideas:

The molecules of liquid and gas are farther apart and could easily around at random. Thus heat is transferred
by individual molecules from one place to another.
The method of heat is called convection. When a liquid or gas is heated, the molecules at the heated spot
move farther apart. The warmer liquid/gas becomes lighter and is pushed up by the colder liquid/gas. The
process repeats and convection current is produced.

B. Science Processes:
Demonstrating, observing, inferring, identifying.
C. Materials:
Base and stand, safety pin pivot, brass, pinwheel, candle, convection and conduction apparatuses.
References:
Manual of Enhancement Activities and Experiments p.80
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
How does a yoyo move in the string? What does it indicate?
B. Developmental Activities:
1. Motivation:
What happens to gas when heated? What makes it rise?
2. Presentation:
Activity:
a. Improvise a convection turbine by balancing horizontally a brass pinwheel on top of
a safety pin pivot. The pinwheel is mounted on a chimney directly above a lighted
candle.
b. Observe hat happens to the pinwh'3el as the air is heated by the candle.
c. What happens to the brass pinwheel as' heated air rises?
d. How can this transformation of energy be used to do useful work?
3. Concept Formation:
Can heat energy be transferred? Cite evidences.
4. Application:
Why do big factories use convection turbine?

IV. Evaluation:
Answer the following questions.
1. What happens to air when heated? When cooled?
2. What air rises? What are sinks?
3. What do you call this movement of air?
4. What is generated in a convection current?
V. Assignment:
How are big factories ventilated?

Remarks:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________

SCIENCE VI

Date: ____________

I.

Objective:

Meassure the speed of an object.

Values:

Accuracy

II. Subject Matter:


Speed

A. Science Concepts/Ideas:

There are two ways of describing motion.

On way is by describing its speed. ~ is the rate of motion. It is the measure of the distance (d) covered by a
moving body in a given length of time (t).

It describes how fast the body changes its position with respect to its surrounding. During their motion, they
sometimes speed up or slow down. The speed of the body at any particular time or distance is called its
instantaneous speed. The speed of the same body over a period of time or distance is called its average speed;
it is the total distance that the body has traveled divided by the total time of travel.

b. Science Processes:
Observing, describing
C. Materials:
Conductometer, real objects
References:
Teacher's Module in Science and Health into the Future:
Science and Health, pp. 166-169
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is meant by convection? How is convection current formed?
B. Developmental Activities:
1. Motivation:
What do you feel if you stay under the sun? Why does mother use a pot holder when cooking?
2. Presentation:
Activity:
4.10 Method of Heat Transfer

Into the Future: Science and Health 6, pp. 167-168


3. Concept Formation:
What are the three ways by which heat is transferred? Describe each. Give example of each.
4. Application:
Find out why heat is transferred in a rock exposed to sunlight.
IV. Evaluation:
Match column A with column B.
A.
B
1. Radiation
a. It is the transfer of heat through a substance b direct contact
2. Convection
b. It is the transfer of energy in waves through space
3. Conduction
c. It is the transfer of heat by the movement of liquids and ases
V. Assignment:
Draw pictures that show heat transfer.

SCIENCE VI

Date: ____________

I.

Objective:

Measure the speed of an object.

Values:

Accuracy

II. Subject Matter:


Speed

A. Science Concepts/Ideas:

There are two ways of describing motion.


On way is by describing its speed. Speed is the rate of motion. It is the measure of the distance (d) covered by
a moving body in a given length of time (t).

It describes how fast the body changes its position with respect to its surrounding. During their motion, they
sometimes speed up or slow down. The speed of the body at any particular time or distance is called its
instantaneous speed. The speed of the same body over a period of time or distance is called its average speed;
it is the total distance that the body has traveled divided by the total time of travel.

b. Science Processes:
Measuring, identifying, inferring, comparing
C. Materials:
Glass marble, ruler, watch
References:
Manual of Enhancement Activities and Experiments p. 49
Teachers' Module in Science and Health 6 pp.48-49
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
How is heat energy transferred in a convection turbine? Give more examples of energy transformation caused
by heat.
B. Developmental Activities:
1. Motivation:
Camille is a fast runner. Can you describe your speed, Camile?
2. Presentation:
Activity:
a. Calculate the average speed of walking person. Measure the distance he traveled in 10 seconds.
b. Calculate the average speed of a rolling marble. Release the marble from an inclined plane. Measure the
time it took to cover the distance.
c. Calculate the average speed of a falling sheet of paper. Release the paper from a certain height and
measure the time of fall.
3. Concept Formation:
What is the speed of each object? How do we measure the speed of an object in motion?
4. Application:
Can you describe your speed when walking slowly?
IV. Evaluation:
How do we measure speed? Solve the following?
Give the average speed of each of the following.
1. A car that travels 100 km in 2 112 hours
1. A runner running 50 km in 4 hours
2. An Igorot walking at a speed of 5 km/hour
V. Assignment:
Measure the time it takes you to walk from your house to the school.

SCIENCE VI

Date: ____________

I.

Objective:

Identify the specific direction of a moving object.

Values:

Accuracy

II. Subject Matter:


Motion

A. Science Concepts/Ideas:

An object in motion is changing its position. Some forms of motion such as a speeding car can be seen
clearly. An object may be moving to the south direction or opposite direction.
One can however infer the occurrence of motion if there is a change in an objects position with perfect to a
frame of reference. Frame of reference is what an observer compares the position an object.

B. Science Processes:
Observing, comparing, describing
C. Materials:
Pictures
References:
Philippine Elementary Learning Competencies p. 34
Manuel of Enhancement Activities and Experiments 5 p.47
Teachers Module in Science and Health 6 p.48
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
What is the distance of our room from the gate? It takes one ten minutes to walk from the gate to the
room, what is his/her speed?
B. Developmental Activities:
1. Motivation:
If you are facing the north, where is the east? the west? the south? What are the main directions?
2. Presentation:
Activity 1: Manual of Enhancement Activities and Experiments, p. 47
a. Observe each picture. Infer whether or not the animals moved. State your frame of references.
Analysis/Discussion:
a. Did the monkey move? What is your frame of reference?
b. Did the pig move? What is your frame reference?
c. Did the horse move? What is your frame of reference?
d. To what direction does each animal move?
3. Concept Formation:
When do you say that an object has moved? What is the meaning of frame of reference? Does the frame

of reference identify the specific direction where one is going to?


4. Application:
In what direction are you going if you go to the comfort room? to the library? to the school canteen?
IV. Evaluation:
Observe the other pictures and answer the questions.
1. Which of the animals moved? What is the frame of reference?
2. Give the specific direction where one is moving.
V. Assignment:
Make an illustration of an object that has moved. Include your frame of reference.

SCIENCE VI

Date: ____________

I.

Objective:

Measure velocity of a moving object.

Values:

Accuracy

II. Subject Matter:


Velocity

A. Science Concepts/Ideas:

The other way of describing motion is by its velocity. Speed (S) and velocity (V) both describe the rate of
motion of an object. The difference is that the velocity has a specified direction while the speed has none.
Because of this specific direction, the distance measured in calculating velocity is not the actual distance
covered by the body, if the body were going in different directions. What is measured is its displacement.
Displacement differs in distance in that distance refers to the total path traveled by the moving body from
starting point to terminal point.

B. Science Processes:
Measuring, identifying, comparing, describing
C. Materials:
Person, ruler, watch
References:

Philippine Elementary Learning Competencies p. 34


Manual of Enhancement Activities and Experiments p. 50
Teachers' Module in Science and Health p.49
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
When do you say that an object has moved?
B. Developmental Activities:
1. Motivation:
Are speed and velocity the same in relation to motion? Let's find out the differences between them.
2. Presentation:
Activity:
a. Calculate the average speed of a person who walks 4 meters to the north then 3 meters to the east.
Measure the time in seconds it takes the person to walk the total distance.
b. Calculate the average velocity of the same person. Measure the distance connecting the starting point and
the finishing point. This is his displacement. Divide his displacement by his time of travel.
Analysis /Discussion:
a. Total distance traveled
b. Total time of travel
c. Displacement
d. Average speed
e. Average velocity

___________________
___________________
___________________
___________________
___________________

3. Concept Formation:
How does speed differ from velocity? How do we measure the velocity of a moving object?
4. Application:
Take 15 steps forward and 10 steps backward. How many steps did you make in all? How far are you
from the starting point?
IV. Evaluation:
Analyze the problem and solve.
A Times Transit traveled 809 kms. to the north and 76 kms. to the south for 16 hours.
1. Total distance traveled
2. Total time traveled
3. Displacement
4. Average speed
5. Average velocity
V. Assignment:
Differentiate between speed and velocity.

SCIENCE VI

Date: ____________

I.

Objective:

Infer that the motion of an object is determined by forces acting on it.

Values:

Rely on evidences. Never judge a book by its cover

II. Subject Matter:


System of Forces

A. Science Concepts/Ideas:

A frame of reference is to what an observer compares the position of an object.


When two forces are exerted upon a body, such that a net force results from their interaction, the system of
forces is said to be unbalanced.
When two or more forces are applied simultaneously on a body such that there is no net force acting on it, the
system of forces is said to be balanced or in equilibrium.
A body at rest is acted upon by a balanced system of forces.

B. Science Processes:
Describing, observing, inferring, comparing
C. Materials:
Pictures
Pulley
String
Paper clips
Washers
References:
Science and Health VI Module and Worktext pp. 148-151, 164-165
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
Cite examples on how heat energy can be transferred.
Ask how do they know that an object has moved.
B. Developmental Activities:
1. Motivation:
If you are going to observe the wall clock, why is it easy to say that the second hand of a clock is moving?
2. Presentation:
Activity
a. Show figure 6.3a and 6.3b.
b. Observe figure 6.3a and 6.3b
c. Infer which of the animals moved.
d. Observe and infer
- It there any change in the position of the animals?
- What can you infer from this observation?
- Can you tell for sure which of the two animals moved? Why?
3. Concept Formation:
The class can tell which objects moved.
Ask how do they know that an object moved.
Give the difference between balanced and unbalance forces.
4. Application:
Before judging things on people around you, what would you do?
IV. Evaluation:
Choose the correct answer.
1. How do you know that an object has moved?
a. There is a change in an object's weight.
b. There is a change in an object's size.
c. There is a change in an object's position.

d. There is a change in an object's texture.


2. An observer said the bus has moved. He viewed the bus with respect to another object, we call this his
a. starting point
b. frame of reference
c. way of measurement
d. estimation
3. Newton's first law of motion states that a moving body will maintain its motion
a. and gain acceleration.
b. but will gradually slow down because of friction.
c. along a circular path and with constant acceleration.
d. unless acted upon by an outside force.
V. Assignment:
Make a list of things, objects or bodies around you which are being acted upon by
a. balance forces
b. unbalanced forces

SCIENCE VI

Date: ____________

I.

Objective:

Observe that a body at rest tends to remain at re;t and a body in motion tends to be in motions unless an
outside force is applied on it

Values:

Handling materials with care; respect for others

II. Subject Matter:


Mechanical Energy Formation and Uses

A. Science Concepts/Ideas:

A body will not move unless acted upon by a force and when it is set into motion, it will continue moving
unless stopped' by a force, which is called inertia or a body's resistance to acceleration.
Mass is a factor that affectsa body's acceleration
The greater is the mass of a bodys the greater is its inertia, and therefore the lesser is its acceleration.
It is easier to accelerate or decelerate a body with less mass than a body with a greater mass.

B. Science Processes:
Describing, observing, inferring, comparing
C. Materials:
Plastic cups String
Sand
Drinking straw
Inertia apparatus
Various objects of different masses
References:
Science and Health VI
III. Procedure:
A. Preparatory Activity:
1. Checking of Assignments/Review:
List of things, objects or bodies which are acted upon by balanced/unbalanced forces.
Ask how 60 they know that. objects have moved/which objects moved.
B. Developmental Activities:
1. Motivation:
Put a ball on the table, let it remain at rest. Ask them if the ball moves. Let it roll, ask if it continues
roiling. Let it roll once again, then, put a stick on its way, what happen?
2. Presentation:
Activity:
a. Suspend two plastic cups with equally long strings. Fill one plastic cup with sand.
b. Use the drinking straw to blow against the plastic cups to set them in motion.
b. Observe and infer.
- Which plastic cup has more mass? Which plastic cup has more inertia?
- What can you infer from these observation?
- Why is weight not a factor to be considered in moving each plastic cup?

3. Concept Formation:
Explains what inertia is.
Tell the factor that affects acceleration.
4. Application:
How would you relate inertia to being a good leader?
IV. Evaluation:
Choose the letter of the correct answer.
1. The quantity of material is matter is its
a. weight
b. force
c. gravity
d. mass
2. The acceleration that results when a person is pushing a stalled car depends upon
[A] the mass of the car.
[B] the amount of force applied.
[C] the gravity of the force.
[D] the inertia of the person pushing the car.
a. [A], [B] and [C]
b. [B], [C] and [D]
c. [A] and [B]
3. Two bodies were dropped simultaneously from the same height and fell to the ground at the same time. The two
bodies must have the same
a. mass
c. volume
b. weight
d. speed
V. Assignment:
The two stones of different sizes with equally long strings and suspended each on a stand.
Bring the two stones at the same height, then release.

3rd
SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Identify the force that pulls an object from the circle

Values:Awareness

II. SUBJECT MATTER:


Topic Moving in Circles
A. Science Concept/Idea:

Centripetal force is the real force that acts radially inward or toward the central point.

B. Science Processes:
Differentiating centripetal force from centrifugal force
C. Materials:
Mango or avocado strips, blender or egg beater
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What factors cause acceleration of moving objects?
B. Developmental Activities:
1. Motivation:

Do you know how washing machine works? It washes, rinses and spins the clothes?
Why do think this happen?

2. Presentation:

Do activity 5.4 Circular Motion in Appliances

3. Discussion/Analysis:

What kind of motion did you observe in the blender?

4. Concept Formation/Generalization:
What is the force that acts radially inward on a spinning object in a circular path?
5. Application:
Observe/imagine a ceiling fan with its blades rotating or moving in a circle. Which is
the center of the circle? What enables the blades to continue moving in a circle than fly
off?
IV. EVALUATION:
Choose the letter of the correct answer:
1. Which home appliance demonstrates centripetal force?
a. gas stove
c. washing machine
b. television set
d. electronic organ
2. Why are some parts of the egg thrown to the sides of the bowl when the egg is being mixed?
a. because of the centripetal force
c. because of the force exerted by the person
b. because of the inertia
d. both a and c
V. ASSIGNMENT:
1. What is centrifugal force?
2. What is centripetal force?
3. Find out how centripetal and centrifugal forces keep a satellite orbiting around earth.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Demonstrate how objects move in circular motion.

Values:Alertness

II. SUBJECT MATTER:


Topic Moving in Circles
A. Science Concept/Idea:

The velocity of a spinning object continuously changes because its direction is an changing all the time.

B. Science Processes:
Observing the effect of direction on the velocity of a spinning object
C. Materials:
A washer tied at one end of a band or a one-meter string
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:
Do you know how little David killed giant Goliath?
What lesson can be derived from the story?

2. Presentation:

Do Activity 5.5 Another Force

3. Discussion/Analysis:

What happens to the velocity of the whirling washer when you shortened the string?

4. Application:
Why can the planets revolve around the sun without falling out of their orbits?
IV. EVALUATION:
Answer the following:
_______ 1. The _________ draws object moving in a circle away from the center.
_______ 2. The _________ pulls an object moving in a circle towards the center.
_______ 3. Both forces are of _______ equal strength and

V. ASSIGNMENT:
Why does a cyclist who is turning at a sharp curve lean his bicycle and his body toward the center?

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Identify the layers of the earth

Values:Be scientific

II. SUBJECT MATTER:


Topic The Earths Surface
A. Science Concept/Idea:

Earths layers are the crust, the mantle and the core.

B. Science Processes:
Identification, observation
C. Materials:
Hard-boiled egg, diagram showing the earths layer
References:
Into the Future, pp. 127-129
Science and Health VI pp. 194
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:

Review the components of the earths surface by showing a globe. Ask them to
identify the bluish part of the globe and multi-colored portions. Point out the oceans
and the continents.

2. Presentation:

The earth is sometimes compared to an egg. Can you tell why?


Do Activity 6.1 Layers of the Earth
Identify the layers of the cross-section of the hard-boiled egg.
Identify the layers of the earths interior by means of a diagram.

3. Discussion/Analysis:
a. What are the layers of the earth?
b. What is the innermost layer of the earth?

4. Concept Formation/Generalization:
Name the earths layer.
5. Application:
Why do you think is important to know what is beneath the earths surface?

IV. EVALUATION:
Fill in the blank
_______ 1 -3 The layers of the solid earth.
_______ 4. It is the outermost layer.
_______ 5. It is beneath the crust.
V. ASSIGNMENT:
Draw a model of the earths interior. Label the parts.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Describe each layer of the earth.

Values:Be knowledgeable

II. SUBJECT MATTER:


Topic The Earths Surface
A. Science Concept/Idea:

The crust is the outermost layer of the earth composed of a variety of loose solid rocks, like a skin of igneous,
sedimentary and metamorphic rocks.
The mantle which lies beneath the crust is composed of solid rocks and hot molten rocks.

B. Science Processes:
Description, Inference
C. Materials:
Picture of the Earths Interior
References:
Into the Future, pp. 196-198
Teachers Manual, pp. 127-129
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignment
What is the outermost layer of the earth? What is the innermost layer of the earth?
B. Developmental Activities:
1. Motivation:
Miners and oil drillers have drilled into the earth but none of them has dug deeper
than a few thousand meters. If you are one of those, what will you do?

2. Presentation:

Show illustration of the earths interior.


Scientists have investigate the different layers of the earth through core drilling,
analysis of volcanic materials and earthquake waves.

Pupils describe the layers of the earth by means of an illustration.

3. Discussion/Analysis:
a. What is the earths crust consists of?
b. What is the layer beneath the crust?

4. Concept Formation/Generalization:
How can you describe the structure of the earths interior, like crust, mantle core?
5. Application:
Why do you think it is important to know the layers of the earth or what is beneath
the earths surface?
IV. EVALUATION:
Fill in the blanks.
1. ___________ the two metals of which.
2. ___________ both the outer and inner core are made of.
3. ___________ are the two most.
V. ASSIGNMENT:
1. Find out why the earths interior is very hot.
2. Find out why scientists were able to arrive at the distinct layers of the earth.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Infer how the movement of the earths crust cause changes in the environment.

Values:Cooperation, Working harmoniously

II. SUBJECT MATTER:


Topic Movements in the Earths Crust
A. Science Concept/Idea:

The earths crust consist of rocky plates which form the basis of continents and ocean floors.
The seven crustal plates of the Earth are Eurasian Place, Pacific Plates, African Plate, Indian Plate, Australian
Plate, North American Plate and South American Plate.

B. Science Processes:
Observing, inferring, identifying
C. Materials:
Globe or map, pictures of interesting land forms; two towels, pie crust
References:
Into the Future, pp. 199-200
The Science Connection 6 pp. 211-213
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Name the three main layers of the earths interior. Ask the pupils to label the layer as to its color,
thickness and composition.
B. Developmental Activities:
1. Motivation:
Show pictures of interesting landform. Is the earths surface flat? What are the
different landforms found in it? how do you think these different land forms came
about?

2. Presentation:
Activities:

1. Let the pupils read orally textbook page 199-200 about eh moving crust of the
earth.
2. Divide the class into two groups

Group I
Perform Activity 6.2 (Into the Future p. 109)

Group II
Perform Activity Simulating a Crustal Movement The Science Connection 6 p. 211

a. What happens to the towels as they are pushed from opposite ends?
b. Compare the lengths of the towels before and after pushing.

3. Concept Formation:

What are the seven crustal plates of the Earth?

4. Application:
On which plate is Philippines situated? In what direction is it moving?
IV. EVALUATION:
Choose the letter of the correct answer:
1. The Philippine is situated in the
a. Eurasian Plate
b. Indian Australian Plate
c. African Plate
d. Pacific Plate
2. The Plate Tectonics Theory states that
a. crustal plates are in constant drifting movement
b. the continents are forming into one large land mass
c. earthquakes cause the movement of crustal plates
d. bodies of water are slowly disappearing
V. ASSIGNMENT:
Differentiate, by means of drawing, between a fold and fault.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Describe how an earthquake occurs

Values:Attentiveness and cooperation

II. SUBJECT MATTER:


Topic Earthquakes
A. Science Concept/Idea:

Earthquake is the shaking of the Earths crust as a result of the energy released by volcanic activity or shifting
of rocks layers from Earths interior.
Intensity is the extent of the damage caused by a an earthquake.
Magnitude is the amount of energy released by an earthquake.

B. Science Processes:
Simulating and Identifying
C. Materials:
Pile of six books and a pencil, Rossi-Forrel Scale
References:
Into the Future: Science and Health VI pp. 202-205
Teachers Module: Science and Health 6 J.A. Villegas p. 60
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Identify the crustal plates.
How does the movement of crsutal plates affect the earth surface?
B. Developmental Activities:
1. Motivation:

What happens when these plates move? What causes them move? When you hear
about an earthquake measuring 5.0 on the Richter Scale. What does it mean?

2. Presentation:

Do activity 6.2 Movements of Rock Layers.


Read and Discuss the earthquakes.

a. What is earthquake?
b. What are the types of earthquakes?

3. Concept Formation:
How does an earthquakes occur? How can you differentiate intensity from
magnitude?

4. Application:
What instrument can detect and record vibration on the earths surface?

IV. EVALUATION:
Multiple Choice: Choose the letter of the correct answer:
1. Why do great earthquakes occur? They occur __________.
a. because of shifting crustal plates
b. because of the waves coming form the ocean
c. because of the flowing system
d. because of the typhoons that hit certain areas
2. What is the intensity of an earthquake when people become panicky as a small landslide occur?
a. Intensity I
c. Intensity II
b. Intensity III
d. Intensity IV
V. ASSIGNMENT:
Describe the Ring of Fire and how it is related to the frequent occurrence of earthquakes.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Describe how earthquakes affects the environment.

Values:Awareness

II. SUBJECT MATTER:


Topic Efforts on the Environment
A. Science Concept/Idea:

Earthquake are among the most destructive forces of nature. They destroy not only lives, but also property
and infrastructure. They can cause the collapse of dams which may trigger flooding.

B. Science Processes:
Observing and describing
C. Materials:
Pictures of a landslides and a tsunami and newspaper of earthquakes
References:
Science and Health VI Carmelita C. Coronel p 206-207
The Science Connection 6 Vinnalisi Rivera pp. 217-218
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Differentiate between magnitude and intensity of an earthquake.
B. Developmental Activities:
1. Motivation:
Show pictures, read news clippings about the effects of earthquakes

2. Presentation:
1. Reading of text. Effects of Earthquakes.
2. Describing how earthquakes affect the environment and cause changes in the
landscape.

3. Discussion

How many earthquakes indirectly cause fire? What effects may strong earthquakes
have in areas along the seacoasts?
What is a tsunami? What is landslide? Why is it dangerous?

4. Concept Formation
How do earthquake affect the environment?
How do they cause changes on the landscape?
5. Application:
Activity: How do earthquakes affect people?

IV. EVALUATION:
Modified true or false. Write T if the statement is true. If it is not, change underlined word or phrase to make it
true.
__________ 1. Peoples lives are in danger during a strong earthquake.
__________ 2.Earthquake can bring damage to buildings, bridges, dams, and other infrastructures.
__________ 3. A tsunami is a result of an earthquake on land
__________ 4. Landslide and cracks on the soil surface are results of an earthquake.
__________ 5. Scientist use a seismograph to detect ground vibrations.
V. ASSIGNMENT:
Do a research about tsunamis that occurred during the last five years.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Practice precautionary measures before, during and after an earthquake.

Values:Alertness; Observing precautionary measures

II. SUBJECT MATTER:


Topic Precautionary Measures Before, During and After and Earthquake
A. Science Concept/Idea:

Before an Earthquake, it is important to prepare yourself mentally and emotionally about the risks.
During an Earthquake, the first thing to remember is to keep your head clear and avoid panic.
After an Earthquake, observe and assess your immediate surroundings.
Expect aftershocks, and find a safer place to stay if necessary.

B. Science Processes:
Observing and inferring
C. Materials:
Pictures, illustrating precautionary measures
References:
Exploring Science and Health 6 p. 231
Into the Future: Science and Health 6 pp. 206-209
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
How does earthquakes affect the environment? How do they cause changes on the landscape?
B. Developmental Activities:
1. Motivation:
Can we prevent natural earthquakes from occurring? What would be your first
reaction when you feel the ground shaking and conclude an earthquake?

2. Presentation:

Activities
1. Identifying precautionary measures before an earthquake.

2. What practical preparations can you and your family undertake?


3. Identifying precautionary measures during an earthquake.
4. Identifying precautionary measures after an earthquake.
3. Concept Formation:
What precautionary measures can be undertaken before, during and after an earthquake.
4. Application:
How can you extend help to earthquake victims?

IV. EVALUATION:
Read each sentence carefully. Write B if the precautionary measure should be done before the earthquake, D if
during an earthquake, and A if after the earthquake.
_____ 1. Do not panic
_____ 2. Check yourself for injuries
_____ 3. Store emergency supplies
_____ 4. Have an emergency plan
_____ 5. Check electric wire.
V. ASSIGNMENT:
Answer each question briefly.
1. If an earthquake started now, what should you do?
2. What are some of the effects of an earthquakes to people and properties?

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Describe how a volcano is formed

Values:Awareness

II. SUBJECT MATTER:


Topic Volcano
A. Science Concept/Idea:

The molten rock, or magma, in the mantles atmosphere remain constantly active and turbulent because of the
extreme high temperature in the earths interior and of the tremendous pressures exerted by the plates.
Volcanoes were formed during the geologic cooling of the earth which was once a ball of magma. When the
surface cooled and formed layers of rocks that sealed the interior, there were some places where the magma
accumulated in chambers underneath unstable rock formation.
Types of volcano
a. Active volcano
b. Dormant or inactive volcano
c. Extinct volcano

B. Science Processes:
Observing, inferring and predicting
C. Materials:
Video clip of a volcano
References:
Science and Health VI pp. 194-196
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
1. What is an earthquake?
2. How does an earthquake affect the environment?
B. Developmental Activities:
1. Motivation:

Have you experienced witnessing a volcanic eruption?


Do you remember the Mt.Pinatubo eruption?

2. Presentation:

Today, more people have a better understanding of volcanoes, although they still
fear them because of their capacity for violent eruptions. Volcanoes are indeed
passageways, not to hell, but to the earths geologic birthplace.

3. Discussion/Analysis:

How do volcanic eruptions change the face of the earth?

4. Concept Formation/Generalization:
How are volcanoes formed?
What is an active volcano? Inactive volcano?
IV. EVALUATION:
Choose the letter of the correct answer.
1. What two factors contribute to magmas constant activity and turbulence?
a. Extremely high temperature of the earths interior and pressure exerted by the planets.
b. Extremely high pressure exerted by the plates and tremendous amount of magma.
c. Tremendous amount of molten rocks in the earths mantle and its high temperature.
d. Continuous shaking of the earths mantle crustal plates and temperature of the magma.
2. A volcano is said to be active if
a. it has a recorded history of eruptions.
b. it has not erupted within historic times, but has the capacity to erupt again.
c. it is no longer expected to erupt.
d. it is always emitting lava throughout the year.
V. ASSIGNMENT:
1. What are the beneficial and harmful effects of a volcanic eruption?
2. Give some precautionary measures before and after volcanic eruptions.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Describe how a volcano erupts.

Values:Awareness

II. SUBJECT MATTER:


Topic Volcano
A. Science Concept/Idea:

Effects of volcanic eruption


a. Beneficial
1. Residential heat could provide geothermal steam for power generation
2. Massive deposition builds up land.
3. Volcanic ash contributes to soil fertility.
b. Harmful
1. Destruction of properties due to ash falls and lahar flows.
2. Degradation of environment due to massive deposition, siltation, and pollution (volcanic gases
produce acid rains)

Precautionary Measures
a. Before
1. Be an alert on unusual volcanic activity.
2. Follow warning instructions from authorities
b. During
1. Stay in doors
2. Cover your nose with damp clothe
c. After
1. Wait for instructions before returning to danger zone
2. Remove ash deposits on roofs.

B. Science Processes:
Observing, Inferring and predicting
C. Materials:
Dry ammonium dichromate, denatured alcohol, strip of paper, miniature volcano
References:
Science and Health VI pp. 194-196

III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How are volcanoes formed?
What is an active volcano? Inactive volcano?

B. Developmental Activities:
1. Motivation:
What are volcanoes and how did people in the past regard them? The ancient
Greeks believed that the smoke coming from the crater of a volcano was the fiery
breath of the monster Typhocus, who had been imprisoned beneath the mountain by
Zeus.

2. Presentation:

Do activity on page 194 of your book

3. Discussion/Analysis:

When does volcanic eruption occur?


What are the beneficial effects of volcanic eruptions?
What are the harmful effects?

4. Application:
How are volcanoes formed?
When do volcanic eruptions occur?
How do volcanoes affect the environment?
IV. EVALUATION:
Choose the correct answer:
1. The eruption of Mt.Pinatubo has contributed by global warming.
a. True
c. Maybe
b. False
d. No evidence
2. How are nearby rivers affect ted by volcanic eruptions?
a. Rivers will dry up because of too much heat.
b. Rivers will dry up because of siltation
c. Rivers will overflow because of lahar
d. Rivers will be poisoned by volcanic debris
V. ASSIGNMENT:
Define climate.
What are the elements of the weather?

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Define Climate

Values:Awareness

II. SUBJECT MATTER:


Unit - Climate
Topic Factors Affecting the Climate of a Place
A. Science Concept/Idea:

Climate is the average weather condition that prevails in a particular place for a long period of time.
Factors affecting the climate of a place are altitude, latitude, bodies of water, wind

B. Science Processes:
Describing, identifying and explaining
C. Materials:
Globe or World Map, Map of the Philippines
References:
Into the Future: Science and Health VI, pp. 212-221
Science and Health VI pp. 222-224
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What kind of weather do we have today?
What are some elements of weather?
B. Developmental Activities:
1. Motivation:

Do you listen to weather reports?


What kind of weather do we have today?

2. Presentation:
Group the class into five groups.
Each group will report on the description of each factor affecting the climate of a
place.

4. Concept Formation:
Show the class as chart about climate.
Describe each factors which affects the climate of a place.
5. Application:
Baguio is located on top of a mountain. It has very cold temperature. What factors
affect its climate?

IV. EVALUATION:
Fill in the blanks with the correct answer.
1.
2.
3.
4.
5.

__________
__________
__________
__________
__________

is the highest of a particular place above sea level.


is the distance north or south of the equator.
shows patterns of wind movement over a place annually.
means the frequency and amount of rainfall of a place.
size of water bodies near or around a place.

V. ASSIGNMENT:
List down the factors affecting the climate of a place.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:

Identifies the factors that affect the climate of a place: altitude, latitude, bodies of
water, wind system, amount of rainfall

Values:Be attentive and participate in class discussion

II. SUBJECT MATTER:


Unit Climate
Topic Factors that Affect Climate
A. Science Concept/Idea:

The factors that affect the climate of a place are altitude, latitude, bodies of water, wind system and amount of
rainfall.

B. Science Processes:
Identifying, explaining
C. Materials:
Globe or Word Map
Map of the Philipines
References:
Into the Future: Science and Health VI pp. 220-222
Teachers Module 8 by Jessie A. Villegas and Celia Nacpil, pp. 66-67
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How does the latitude of a place affects its climate? Attitude?Bodies of water? Wind system? Amount of
rainfall?
B. Developmental Activities:
1. Motivation:

What can you say about the weather today?


Do we have the same weather as of yesterday?

2. Presentation:

Present a chart showing the different factors affecting climate of a place.


Do activity 6.9 on p.220 of Into the Future: Science and Health

Pupils identify the different factors that affect the climate of a place.

3. Concept Formation/Generalization:
What are the factors that affect the climate of a place?
4. Application:
How is the climate in Mindoro affected by the bodies of water that surrounds it?

IV. EVALUATION:
Multiple Choice. Write the letter of the correct answer.
1. The place where abundant rainfall is experienced wet season.
a. latitude
c. bodies of water
b. altitude
2. The higher the place the cooler it is.
a. latitude
c. bodies of water
b. altitude
V. ASSIGNMENT:
In a paragraph, answer the following question:
1. How does wind system is a place affect its climate?
2. How does amount of rainfall affect its climate?

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Explain how each factor affects the climate of the place.

II. SUBJECT MATTER:


Unit - Climate
Topic How altitude, latitude, bodies of water, amount of rainfall and wind system affect the climate of a place.

A. Science Concept/Idea:

Altitude - affects the climate of a place because with higher altitude have a colder climate than those with
lower altitude which have a hotter climate.
Latitude Regions near the equator where the sun shines directly overhead have a hotter climate than those
farther away.
Bodies of water affects the climate of a place because in places where there are big bodies of water have
more rain
Wind system in a place affect its climate because, in low pressure areas, there is warmer wind while in high
pressure areas, there is cooler wind.
Amount of rainfall in a place affects its climate because, places like those in deserts, where there is less
amount of rainfall have hotter climate while places where there is more amount of rainfall have colder
climate.

B. Science Processes:
Describing, inferring, explaining
C. Materials:
Globe or World Map
Map of the Philippines showing bodies of water that surround it.
Illustration of wind systems and wind direction
References:
Into the Future: Science and Health VI pp. 221-223
Science and Health VI, pp. 223-227
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the factors that affect the climate of a place? Describe each.
B. Developmental Activities:
1. Motivation:

Why is Baguio is cooler temperature than in Manila? Lets find out.

2. Presentation:
Activities:
a. Present a chart showing the different factors that affect the climate of a place
b. Let the pupils read the textbook on pp. 220-221 about Factors Affecting Climate and
answer the following questions:
1. How does the latitude of a place affect the climate?
2. How is climate affected by the altitude of a place?

3. Concept Formation/Generalization:
Describe each factor that affects climate of a place
Infer how it affects the climate in a certain place.
4. Application:
If you are on top of mountain, how will you feel? Cool or warm? Why?
IV. EVALUATION:
Multiple Choice. Choose the letter of the correct answer.
1. Which of the following explains Baguios cold temperature?
a. It is surrounded by bodies of water.
b. It is located on top of mountain
c. Is is located in the north
2. What kind of climate do areas surrounded by bodies of water have?
a. very cold time
b. cold climate
c. mild climate
V. ASSIGNMENT:
Draw a chart showing the factors affect the climate and how it affect the climate of a place.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Explain how the earths rotation affects the wind system

Values:Listening attentively; Participating actively

II. SUBJECT MATTER:


Unit - Climate
Topic The Earths Wind System
A. Science Concept/Idea:

The Earths rotation causes the winds to blow sideward instead of directly downward or upward in a straight
path.
The intertropical convergence zone is the area where the trade winds converge or meet.

B. Science Processes:
Identifying, explaining, describing
C. Materials:
Globe, a piece of chalk, a diagram showing the different wind systems. Map of the Philippines
References:
Into the Future: Science and Health VI pp. 224-227
Teachers Module 8, by Jessie A. Villegas and Celia Nacpil, pp. 69-70
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
How are winds formed?
What are the different kinds of wind system?
B. Developmental Activities:
1. Motivation:

How do winds move?


What causes these winds to move that way?

2. Presentation:
Activity:
a. Get a globe and place it on the table.

b. Rotate the globe from west to east.


c. As the globe moves, ask a classmate to drop a piece of chalk from the North Polar
Region.
d. Observe what happen to the chalk

Analysis and Discussion:


a. In what direction does the piece of chalk fall as the globe rotate from west to east?
b. What do you think that chalk fell in that direction?

3. Concept Formation/Generalization:
How does the Earths rotation affect the wind system?
4. Application:
Do we experience the same wind system throughout the year? Why?
IV. EVALUATION:
Multiple choice. Write the letter of the correct answer.
1. What is the significance of theCoriolis Effect?
a. The winds move from the poles toward the equation to blowing sideward.
b. The trade winds meet together in the intertropicalconvengence zone.
c. The winds would blow toward the poles.
d. Both a and b
2. Which of the following causes the winds to blow sideward?
a. unequal heating of land and water
b. the earths rotation on its axis
c. the different bodies of water
d. both a and b
V. ASSIGNMENT:
Draw an illustration showing the movement of the wind affected by the Earths rotation.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Slow through a model the cause of the four seasons in other countries

Values:Shows concern with the environment working with group harmoniously

II. SUBJECT MATTER:


Topic The Four Seasons
A. Science Concept/Idea:

Countries in the temperature zone experience four seasons in a year. The tilting of the earth at 23 o and the
resolution of the earth around the sun and the rotation on its axis cause the four-seasons namely winter,
summer, fall, spring.

B. Science Processes:
Observing, Describing, Identifying, Differentiating
C. Materials:
Globe, Sun Model, World Map, pictures of the four seasons
References:
Into the Future: Science and Health 6 pp. 232-235
Science, Health and Environment 6 pp. 406-407
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
B. Developmental Activities:
1. Motivation:

Picture Study ( a picture of the Earth at different seasons of the year)


Look at the illustration, when do countries in the temperature zones experience
winter? Summer? Fall? Spring?

2. Presentation:
Activity:
1. Get Globe.
2. Observe and describe the lines you see.
3. What do you think is the use of these lines?

Analysis and Discussion:


a. What cause the occurrence of four seasons in other countries?
b. What are these four seasons? How can you describe each?

3. Concept Formation:

Why do countries in the temperature zone of the earth have four seasons?

4. Application:
What is the cause of the four seasons in the countries?
IV. EVALUATION:
Discuss why the tilting of the earth on its axis and its revolution around the sun cause the occurrence of the four
seasons in other countries.

V. ASSIGNMENT:
Draw the four positions of the Earth as it revolves around the sun. label each season and
discuss.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Observe through a model how the earth revolves around the sun

Values:Resourcefulness

II. SUBJECT MATTER:


Topic Factors Affecting Climate
Sub Topic -How the Earth Revolves Around the Sun
A. Science Concept/Idea:

The Earths revolves around the sun even it rotates on its axis. One complete revolution takes 265 days.
Because the earth is tilted on its axis, one pole is pointed more towards the sun. theearths rotation deflects
winds to the east and west to produce belts.
The wind blows counterclockwise in the northern hemisphere and clockwise in the southern hemisphere.

B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Globe, piece of chalk, diagram of the earths revolution around the sun, light bulb on a stand or
suspended from the top, pencil, crayons.
References:
PELC V.4.5 pp.4
Into the Future: Science and Health 6 pp. 232-233
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What is the meaning of revolution? Rotation?
B. Developmental Activities:
1. Motivation:

If the Earth is not revolving around the sun, how do you imagine the world to be?

2. Presentation:
a. Show a diagram illustrating the revolution of the earth around the sun.
b. Observe the revolution of the sun through a model.

3. Concept Formation:
How is revolution differ from rotation?
Describe how the earth revolves around the sun?
4. Application:
How does the tilting of the Earths axis affect the heat and light of the sun that
reach the earth?
IV. EVALUATION:
1. How many days it take one complete revolution of the earth to the sun?
2. How does the earth revolves around the sun?

V. ASSIGNMENT:
Draw or make a model showing the revolution of the earth around the sun.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Identify the four types of climate in the Philippines

Values:Appreciate the beauty of our country

II. SUBJECT MATTER:


Topic Types of Philippine Climate
A. Science Concept/Idea:

Different parts of the country receive different amount of rain. The rainy season also falls on different month
of the year.
The Philippine is southeast of the big Asian continent. It is about 5 0N to 210N latitude, because of its location
and topography the Philippines has very little changes in temperature but there are great changes in rainfall,
and there are four types of climate in the Phillipines.

B. Science Processes:
Inferring, Differentiating, Describing
C. Materials:
A table showing amount of rainfall a particular place remains during the year, climate map of the
Philippines.
References:
Into the Future: Science and Health VI pp. 236-238
Science and Health 6 pp. 205-206
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
Why do countries in the temperature zone of the earth has four seasons?
B. Developmental Activities:
1. Motivation:

What are the big bodies of water that surround the Philippines?

2. Presentation:
Activity:
a. Get a climate map of the Philippines

b. Take note of the legend.


How many types of climate does the map indicate?
c. Differentiate each type of climate. Use a science book.

Analysis and Discussion:


1. What are the different types of climate in the Philippines?
2. How do you describe each type of climate?
3. What conditions bring about the different types of climate in the Philippines?

4. Concept Formation:
There are four types of climate in the Philippines. These are type 1 dry from December to May and wet
from June to September, Type 2 no dry seasons with maximum rainfall in December and January, Type 3
short dry season that lasts only from one to three months, with no very pronounced maximum rain period and
Type 4 rainfall is evenly distributed throughout the year.
4. Application:
Why do the Philippines experience the four types of climate?
IV. EVALUATION:
1. What are the four types of climate in the Philippines?
2. Enumerate the factors that affect the climate of the Philippines.
3. How climate of different types affect the life of plants and animals in the Philippines.
V. ASSIGNMENT:
Give the four types of climate in our country and differentiate. What factors affect our climate?

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Identify the places where each type of climate occurs.

Values:Love of country

II. SUBJECT MATTER:


Topic Types of Philippine Climate
A. Science Concept/Idea:

The Philippines is in the tropics. It receives sunlight the whole year round. Yet, the climate differs in the
different parts of the country. This is seen from variety of plants that grow in these different places.

B. Science Processes:
Inferring, Interpreting, Composing
C. Materials:
A table showing amount of rainfall a particular place receives during the year, climate map of the
Philippines.
References:
Into the future: Science and Health 6 pp. 237-238
Exploring Science and Health 6 pp. 198-200
Science and Health 6 pp. 230-234
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What are the four types of climates in the Philippines? Describe each.
B. Developmental Activities:
1. Motivation:

In what part of the Philippines do you live? Do you have more of Rainy weather or
sunny weather?
What kind of climate does your place have?

2. Presentation:
Activity:

1. Use the rainfall charts of the different places of the country. Describe each chart as
to number of months with heavy rains and light rains.
2. Compare and differentiate one chart from the other in terms of amount of rainfall
during specific months.
Analysis and Discussion:
1. What provinces have the same climate as Manila?
2. Name the three months the greatest amount of rainfall in Daet.
3. Concept Formation:
Name at least five provinces that have the same climate as your province.
4. Application:
Identify the types of climate the various parts of the country have.
IV. EVALUATION:
1. What type of climate is characterized by maximum rainfall from November to January?
2. What type of climate does DavaoCity have?
3. What factors/contribute to the amount of rainfall a particular place receives?
V. ASSIGNMENT:
Locate the following places on the climate map and identify their types of climate.

SCIENCE AND HEALTH VI

Date: ____________

I.

OBJECTIVE:
Relate the geographical condition of a place to the type of climate it has

Values:Knowledge can transform a person to a better one.

II. SUBJECT MATTER:


Topic Types of Philippine Climate
A. Science Concept/Idea:

The presence of bodies of water and mountains and location of the different places and the different winds
passing over the country affect the climate of a place. Based on these, scientist classify provinces according to
the amounts of rainfall they received.

B. Science Processes:
Inferring, Differentiating, Composing
C. Materials:
Climate map of the Philippines
References:
Into the Future: Science and Health VI pp. 238-239
Science and Health 6 pp. 234-236
Science, Health and Environment 6 pp. 407-108
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What places in our country have two pronounced seasons, six months with wet climate and six months
with dry climate?
B. Developmental Activities:
1. Motivation:
1. Why are those changes in rainfall in our country?
2. How climate affects the life of plants and animals in a certain place?

2. Presentation:
Activities:

1. Draw the climate map of the Philippines, with proper information.


2. Identify the type of climate a particular province has.
3. Discuss the characteristics peculiar to each type of climate.

Analysis and Discussion:

SCIENCE AND HEALTH VI


Date: ____________
I. Objective:
Identify the instruments and procedures used by astronomers to gather information
Construct an improvised instrument for observing/watching stars

Values:Patience/Resourcefulness
II. Subject Matter:
Topic:
Gathering Information about Stars
Sub-topic: Instruments/Procedures Used
A. Science Concept/Idea:

Astronomers observe the stars using various instruments, the most basic of which are the optical telescope,
radio telescope, spectroscope and space probes to study the stars.
A telescope is instruments consisting of special mirrors that make distant objects appear bigger and closer.
The arrangement of these color corresponds to -specific elements.
Astronomers study stars and other heavenly bodies.
Scientists use scientific instruments to observe and study heavenly bodies.

B. Science Processes:
Identification, Communication
C. Materials:
Discarded cardboard, masking tape, a pair of scissors, photos of a telescope, a spectroscope and a model of a
space probe
References:
Into the Future, pp. 242-244
Science and Health 6, J.A. Villegas, p. 74
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
What are the four types of climate in the Philippines?
B. Developmental Activities:
1. Motivation:
Stars are a source of inspiration to many people, why?
Have the class sing: When You Wish Upon a Star.

2. Presentation:
a. Do stars move? What do you need in order to make your observations?
b. Group the children into four and make their own improvised telescope following the instructions in
Activity 7.1, "A Tube to Observe the Sky".
c. The groups discuss the answers to the questions in the activity
3. Discussion/Analysis:
a.
b.
c.
d.

What are the different kinds of telescope?


Why is it necessary to study heavenly bodies?
What is the use of a telescope?
Where are the different kinds of instruments housed?

4. Concept Formation/Generalization:
What instrument and procedures are used by astronomers to gather information about stars?
5. Application:
Discuss materials and procedures for making a star viewer, p. 242. IV. Evaluation
IV. Evaluation:
Choose the letter of the correct answer.
1. How is the composition of stars determined?
a. by using a telescope
b. by using a spectroscope
c. by using a parallax
d. both a and b
2. Which of the following must you use to make distant stars appear closer and bigger?
a. parallax
b. spectroscope
c. telescope
d. eyeglasses
V. Assignment:
Collect pictures of telescopes, spectroscopes and space probes. Label each picture and write at least one function
of each instrument.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Observe the stars as to color, size and brightness

Values:Value/Appreciate the works of God

II. Subject Matter:


Topic Stars: Their Size, Color and Brightness
A. Science Concept/Idea:

Stars vary in color,' size and brightness. Stars maybe yellow, red, blue or white in color. In size, some stars are
bigger or smaller than others. Not all stars that appear at night shine with the same brightness.

B. Science Processes:
Observation, Description, Inference
C. Materials:
A pair of binoculars
References:
TM Into the Future, pp. 153-154
Text Into the Future, pp. 245-246
Science and Health VI, J.A. Villegas pp. 74 Science and Health VI, p. 247
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What are the different kinds of instruments used by astronomers to ga information about stars?
B. Developmental Activities:
1. Motivation:
You have sometimes watched stars at night. What are some of observations?
2. Presentation:
Observe the stars in a dear night sky. Do they appear to twinkle?
Do activity 7.2 p. 245 Stars and Our Sun
What conclusion can you draw aboutstars?
3. Discussion/Analysis:
a. You know that the sun is a star. What is the sun's color? What different o of the stars have you seen? Have
you seen a red star? A blue star?A white star?

b. Are all the stars of the same size? Have you noticed that some stars smaller, bigger than others?
c. Where do stars get their light? Do all the stars show the same brightness?
4. Concept Formation/Generalization:
What characteristics of the stars can be observed at night?
5. Application:
In terms of the weather condition, what does a starry night mean?
IV. Evaluation:
1-3. Besides yellow, identify other colors of stars.
4. Describe how stars may differ as to size.
5. Describe how stars differ as to brightness.
V. Assignment:
1. Using your improvised instruments viewer, observe a group of stars.
2. Draw what you observe on a piece of bond paper and so on.
3. In what ways do stars differ?
4. Why do we see stars only during the night?

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Identify the kind of stars according to their sizes

Values:Accuracy/Alertness

II. Subject Matter:


Topic:
Characteristics of Stars
Sub-Topic:Kinds of Stars According to Size

A. Science Concept/Idea:

Super giant stars are those that are a thousand times bigger than our sun
Giant stars are those that are smaller than super giant ones but bigger than our sun.
Medium stars are average-sized stars like the sun.
Dwarf stars are stars smaller than the sun.

B. Science Processes:
Identification, Comparison
C. Materials:
Illustrations of super giant, giant, medium and dwarf stars
References:
TM Into the Future, pp. 153-156
Text Into the Future, pp. 245-246
Science and Health VI, J.A. Villegas pp. 76 - 2.4.2 Science and Health VI, pp. 248-249
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
How can stars, as observed at night be described?
B. Developmental Activities:
1. Motivation:
What do you know about the size of the stars? Can you imagine the size of the stars?
2. Presentation:

The sun is a million larger than the earth. Although, this may sound huge, the sun is really only an
average star. It is a medium-sized star.
Illustration shows a round thing.
A round thing is measured in terms of its diameter. Diameter is a straight line that cuts a circle passing
through the center point.
Stars are of different sizes. The smallest known star has a diameter of 20 km.
The largest known star has a diameter of about 1,000 times that of the sun.
Do activity 1 on page 248 of Science and Health, using different coins, a ruler and a piece of string to
compare the diameter and the circumference of a circle.

3. Discussion/Analysis:
Some stars are so large, yet they cannot be seen by the naked eye because they are too far away. In size,
our sun is an average star. It is not too large or too small. The diameter gives us an idea of the size of a round
object.
4. Concept Formation/Generalization:
What are the kinds of stars as to size?
5. Application:
How does the sun compare in size with other stars?
Compare Aldebaran with Epsilon Aurigae in size.
IV. Evaluation:
1. Giant stars are old stars.
2. Betelgeuse is a red giant.
3. A white dwarf is a newly born star.
4. The sun is a yellow dwarf.
5. A black hole is a dead star.
V. Assignment:
Do a library research on the evolution or life stage of a star.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Tell that the brightness of stars observed we see in the sky are their apparent brightness

Values:Always look at the brighter side of life

II. Subject Matter:


Topic:
Characteristics of Stars
Sub-Topic:The Magnitude of Stars

A. Science Concept/Idea:

The apparent brightness of a star due to their size and distance from earth and their apparent magnitude.

B. Science Processes:
Observation, Comparison, Inference
C. Materials:
Chart of Star Magnitudes
References:
PELC VI 2-3, p. 49; TM Into the Future, pp. 153-156; Text Into the Future, pp. 247-250
Science and Health 6, J.A. Villegas, p. 76 2.4.;1 Science and Health 6, pp. 250-251
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
What are the kinds of stars according to their size?
B. Developmental Activities:
1. Motivation:
Which star appears brightest to us? Why?
2. Presentation:

Do Activity 7.3 related to the brightness of stars. This activity was done four days ago before class
discussion,
Activity 7.4 is performed by the last two groups.

3. Discussion/Analysis:

Discuss with the groups their observations/experiences in performing the activities.


Analyze through the charts, which stars appear to be the brightest and the dimmest.

4. Concept Formation/Generalization:
What is the brightest of the stars that we see at night?

5. Application:
Compare the sun's absolute brightness with the other stars. Which stars are brighter than the sun? fainter
than the sun?
IV. Evaluation:
Choose the letter of the correct answer.
1. The Greek astronomer who set up a system for measuring the magnitude of stars.
a. Hipparchus
b. Hippocrates
c. Ptolemy
d. Galileo
2. A stars brightness is it's
a. amplitude
b. temperature
c. magnitude
V. Assignment:
Differentiate between apparent and absolute magnitude of a star.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Describe the relationship between color and temperature of a star

Values:Helpfulness and cooperation

II. Subject Matter:


Relationship Between the Color and Temperature of a Star
A. Science Concept/Idea:

The color of a star is related to its temperature.


Bluish stars are the hottest, followed by white and yellow stars.
Red stars are the coolest.
A star's color depends on its surface temperature.
The age of stars can be determined by their color.
Stars are distant suns.

B. Science Processes:
Comparing, Observing
C. Materials:
A graph showing the age, color and surface temperature of stars
References:
Science Connection 6, pp. 251-252
Into the Future: Science and Health b. pp. 251-253
Science for Better Health and Environment, Efrain C. Abracia, p. 229
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
What is star's apparent magnitude? It's absolute magnitude?
B. Developmental Activities:
1. Motivation:
Have you looked closely at the colors of a flame?
2. Presentation:
1. Activity

a.
b.
c.
d.

Present the table on Activity 7.5.


Let the pupils identify the stars; their colors and surface temperature.
Rank the stars from the hottest to the coolest.
Relate the color of the hottest star and coolest star.
What are the colors of the stars?
Why do you think stars are of these colors?
2. Reading of text 251-253

3. Concept Formation/Generalization:
How is the color of a star related to its surface temperature and to its age?
4. Application:
How do you know a given star is young or old?
IV. Evaluation:
Multiple Choice: Choose the letter of the correct answer.
1. Which star s hottest?
a. Capella
c. Rigel
b. Sun
d. Betelgeuse
2. How do we classify our sun?
a. white star
c. red star
b. yellow star
d. bluish-star
V. Assignment:
Find out the names of red super giants, red giants and white drafts. Arrange the following in a table, like the one
below.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Describe the relationship between the brightness as seen in the distance of stars from
the earth.

Values:Show concern to the members of the group. Attentiveness, willingness to share ideas

II. Subject Matter:


Topic:
Characteristics of Stars
Sub-Topic:Relationship Between the Brightness and Distance of a Star.
A. Science Concept/Idea:

Without considering the size of a star, the farther the star is from Earth, the fainter it is.
The nearer it is from Earth, the brighter the star is.

B. Science Processes:
Observing, Describing, Comparing
C. Materials:
Penlights, notebook
References:
Science for Better Health and Environment Efrain E. Abracia, p. 232
The Science Connection 6, Virnalisi Rivera, pp. 255-257
III. Procedure:
A. Preparatory Activities:
1. Review:
How is the color of a star related to its temperature?
B. Developmental Activities:
1. Motivation:
Why do some stars seem to look very faint?
2. Presentation:
1. Activities: (Pre-assign the activities, one or two days before class discussion)
Activity 1
Do this activity at night with three of your friends, if possible.
1. Get 3 penlights. Give one to each of your friends. Let them stand in the same direction, one 20 meters
away from you, the second 40 meters away and the third 60 meters away.
2. Tell them to point their penlights at you.
3. Describe the light you see from each of the penlights. Which one looks brightest? Why? Which one
looks faintest? Why?
4. Exchange places for everyone to experience being a viewer.

3. Concept Formation/Generalization:
How does distance affect the brightness of a star?
4. Application:
Cite other explanations why stars appear in different brightness.
IV. Evaluation:
Explain in one or two sentences the relationship between distance and brightness of a star.
V. Assignment:
Why do we consider the sun as the brightest star?

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Explain why star seem to twinkle

Values:Attentiveness during discussions, show cooperation and helpfulness


II. Subject Matter:
Why Stars Twinkle
A. Science Concept:

Stars seem to twinkle because their light passes through different layers of air surrounding the Earth.
Stars appear to twinkle because their light is refracted as they move through Earth's atmosphere.
Atmosphere is the later of air that surround Earth.

B. Science Processes:
Observing, Inferring
C. Materials:
Bowl, mirror face, flashlight
References:
Science for Better Health and Environment Efrain E. Abracia, p. 236
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
Why are star distances measured in light years?
B. Developmental Activities:
1. Motivation:
Have you observed how flames move when blown by a breeze or slight wind?
2. Presentation:
1. What happens to the reflected light passing through moving water?
1. Fill a bowl with water, about three-fourths full.
2. Lay a small mirror face up at the bottom of the bowl of water.
3. Hold a flashlight at an angle about 12 cm above the bowl. Let the light which is reflected from the
mirror, hit a wall. Is the light reflected on the wail moving?
4. Tap the surface of the water with your fingers. Does the reflected light or the wall seem to move?
2. Explaining the meaning of reflected light.
3. Explains why stars seem to twinkle. (See attached B.I.T)
3. Concept Formation:
Why do stars appear to twinkle?
IV. Evaluation:

1. The layers of air comprising Earth's atmosphere have different


bend.
a. characteristics
b. colors
c. sizes
2. The bending of light coming from stars makes them appear to
a. change size
b. change shape
c. twinkle
V. Assignment:
Why star distances are measured in light year?

causing light beams that pass through them to

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Explain why star distances are measured in light year

Values:Show willingness to share ideas with the group

II. Subject Matter:


Why Star Distances are Measured in Light Years

A. Science Concept:

A light year is the distance traveled by light in one year. One light year is approximately 9.5 trillion kilometers.

B. Science Processes:
Observing, Comparing, Inferring
C. Materials:
Globe, ball
References:
Into the Future: Science and Health 6, pp. 247-248 The Science Connection 6, pp. 256-257
III. Procedure:
A. Preparatory Activities:
1. Review:
What is the relationship between brightness and distance of a star?
B. Developmental Activities:
1. Motivation:
How do we measure the distance between one end of the classroom and another?
Between one jeepney station to another heavenly bodies?

2. Presentation:
a. Activities
1. Explaining the enormous distances between the earth and stars.
2. Defining a light year.

The unit used in measuring the distance of stars is called light year. A light
year is the distance traveled by light in one year.
3. Point out that light year is more convenient to use than kilometers because to
use the latter is more laborious and overwhelming.
3. Concept Formation:
Why are star distances measured in light years?
4. Application:
What do you think will happen if the sun is four light years away, or as far away as Proxima Centauri?
Would the earth look dark or bright?
IV. Evaluation:
Answer the following.
1. How long is one light year?
a. 300,000 km/sec
b. 30,000 km/yr
c. 186,000 km/sec
d. 9.5 trillion kilometers
2. The sun's light reaches the earth in
a. 8 years
b. 8 days
c. 365 days
d. 8 minutes
V. Assignment:
Look at the stars tonight. When you see their lights, think row many they have traveled to reach the earth.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Describe how constellation a, e useful to people

II. Subject Matter:


Topic:
Constellation
Sub-Topic:How Constellation are Useful to People

A. Science Concept/Idea:

Constellations can be used to tell direction and rime, to Predict weather and to serve as birth signs.

B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Diagrams of how to tell time with Polaris as shown on pp. 255-256
References:
Science and Health 6, pp. 258-260 into the Future 6. pp. 256-258 Teacher's Module, p. 77
III. Procedure:
A. Preparatory Activities:
1. Review:
What are constellations? Name some familiar ones?
B. Developmental Activities:
1. Motivation:
Do you read horoscope? What is your zodiac sign?
2. Presentation:
Activity
a. Read the text on pp. 254-258
b. Show the diagram of constellations
Analysis and Discussion
How can Polaris mark or signal direction?
What are other stars or constellations that are used to determine direction?
How can the constellations c-f the zodiac sign determine the seasons or time of year?
3. Concept Formation/Generalization:
How can the presence of constellations indicate the kind of weather?

4. Application:
What is your zodiac sign? How does it helps you?
IV. Evaluation:
Choose the letter of the correct answer.
1. All the other stars move around
a. Rigel
b. Betelgeuse
c. Antares
2. People in the equator can see Polaris
a. directly above their heads
b. at 45 degrees from the horizon
c. at 15 degrees from the zenith
V. Assignment:
Find out about nova and supernova. Differentiate between these two terms.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Describe that constellations are group of stars that forms patterns in the SKY

Values:Awareness

II. Subject Matter:


Constellations

A. Science Concept:

Constellations are group of stars that form patterns in the sky.


Big Dipper, Little Dipper, Cassiopeia and Orion are some of the common constellations

B. Science Processes:
Observing, Comparing, Inferring
C. Materials:
Pictures/diagrams or map of constellation
References:
Science and Health 6, pp. 258-260; Into the Future 6, pp. 254-258
Teacher's Module: Science and Health 6, J.A. Villegas, p. 77
III. Procedure:
A. Preparatory Activities:
1. Review:
In what way are stars similar to our sun T
B. Developmental Activities:
1. Motivation:
What figures can you imagine when you look at some of the stars at night?
2. Presentation:

Perform Activity 7.6, Star Gazing (see attached sheet)


Follow the procedures to perform the activity
Did you have similar findings?

3. Discussion:
Describe constellation
Name some common constellations in the northern sky. In the southern sky.
4. Concept Formation/Generalization:
What are constellations? What are some of the familiar ones?
5. Application:
From the star map, copy some of the familiar constellations and label them.
IV. Evaluation:
Choose the letter of the correct answer.
1. They are group of stars that form patterns in the sky.
a. galaxy
b. constellations
c. stars
2. There are how many known constellations
a. 50
b. 88
c. 100
V. Assignment:
Observe the sky tonight and construct a star map.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Describe the galaxies

Values:Attentiveness

II. Subject Matter:


Topic:
Beyond the Solar System
Sub-Topic:Galaxies

A. Science Concept:

Galaxy is made up of clouds of dust and billions of stars and appears as hazy patches of light from a great
distance.

B. Science Processes:
Describing, Identifying, Inferring
C. Materials:
Illustration showing the galaxies
References:
Teacher's Guide, p. 77 C. Nacpil and J. Villegas
Into the Future: Science and Health 5, pp. 259-260
III. Procedure:
A. Preparatory Activities:
1. Review:
What is constellation?
How are constellation useful to people?
B. Developmental Activities:
1. Motivation:
Have you seen thousands of stars at night?
Have you ever noticed what appear to be holes in the night sky?
2. Presentation:

Divide the class into four groups.


Do activity 8.8 on page 259 of Into the Future: Science and Health 6.
Pupils report about their findings.

Reading of the text on p. 260.

3. Concept Formation:
What are galaxies?
5. Application:
Each group will draw an illustration of galaxy.
Describe to each illustration and give the importance of studying galaxies to mankind.
IV. Evaluation:
Multiple Choice: Choose the letter of the correct answer.
1. What makes up a galaxy?
a. dust
b. clouds and dust
c. dust, gases and stars
d. stars only
2. Why do billions of stars appear as clouds or patches of light in the night sky?
a. because of their great distance from the Earth
b. because of the gravitational pull of stars
c. because of the influence of other heavenly bodies
d. because of the sun's radiation
V. Assignment:
Draw the galaxies and describe each.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Name the common galaxies

Values:Show willingness to share ideas with the group

II. Subject Matter:


Topic: Beyond the Solar System
Sub-Topic:The Common Galaxies in Space

A. Science Concept:

The Milky Way, Andromeda, The Large and Small Magellanic clouds are the common galaxies in space.

B. Science Processes:
Identifying, Observing, Describing
C. Materials:
Illustration of the common galaxies
References:
Teacher's Guide, Science and Health 6, pp. 77-78 Celia Nacpil and Jessie A. Villegas
Into the Future: Science and Health 6, pp. 260-261
III. Procedure:
A. Preparatory Activities:
1. Review:
What is a galaxy?
Describe a galaxy.
B. Developmental Activities:
1. Motivation:

What do you call group of stars in the sky that you've seen last night? What galaxy can be seen by our
naked eye?
Do you think there are other galaxies in the universe besides the Milky Way? Let's find out.

2. Presentation:
a. Have the pupils observe the illustrations of the Milky Way Galaxy and other galaxies in the universe.
b. Reading the text on pp. 260-262

c. Interaction
1. What galaxy comprises two to three percent of the total number of galaxies?
2. Which galaxy has a spiral shape and form?
3. Which is nearly ball-shaped to lens-shaped?
3. Concept Formation:
What are some of the common galaxies?
4. Application:
Each group will make an illustration of Milky Way Galaxy, Andromeda Galaxy and the Large and Small
Magellanic Clouds.
Write a description of each galaxy.
IV. Evaluation:
Multiple-Choice: Choose the letter of the correct answer.
1. Which of the following is a spiral galaxy?
a. Large Magellanic Clouds
b. Andromeda
c. Milky Way
2. This galaxy resembles a thin convex bulging at the center.
a. Milky Way Galaxy
b. Andromeda Galaxy
c. Large Magellanic Clouds Galaxy
V. Assignment:
Draw the illustration of the common galaxies in the universe. Label each type of galaxy.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

State that our solar system is part of the Milky Way Galaxy

Values:Be attentive in class discussions

II. Subject Matter:


Unit:
Topic:

Beyond the Solar System


The Solar System is a Part of the Milkey Way Galaxy

A. Science Concept:

Our Solar System is a part of the Milky Way Galaxy.

B. Science Processes:
Describing, Identifying
C. Materials:
Illustration of the Milky Way Galaxy 212
References:
Into the Future: Science and Health VI, pp. 260-261 M. pp. 161-162
Exploring Science and Health 6, pp. 257-258 Teacher's Guide, Science and Health 6, pp. 77-78 Celia Nacpil and
Jessie A. Villegas
III. Procedure:
A. Preparatory Activities:
1. Review:
What are the common galaxies in space?
Describe each galaxy.
B. Developmental Activities:
1. Motivation:
In what galaxy does the Earth belong?
Let's find out!
2. Presentation:
a. Pupils observe the illustration of the Milky Way Galaxy.
b. Describing the location of the solar system from the Milky Way Galaxy.
c. Reading the text on p. 260.

d. Interaction
3. Concept Formation:
In what galaxy does the Solar System belong?
4. Application:
Each group will draw the Milky Way Galaxy showing the position of the Solar System.
Why is it important to know the position of the Solar System in the Milky Way GalaxvIV. Evaluation:
Multiple Choice: Choose the letter of the correct answer.
1. Our Solar System is a member of the
a. Large Magellanic Clouds
b. Milky Way Galaxy
c. Andromeda Galaxy
2. Our Galaxy belongs to a small group of 17 galaxies called
a. Social Group
b. Local Group
c. Economy Group
V. Assignment:
Draw the Milky Way Galaxy showing the position of the Solar System. Place it in your science album.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Identify modern space facilities, tools and equipment used to study our universe

Values:Change for the better

II. Subject Matter:

A. Science Concept:

The age of space travel and exploration opened in the universe when Sputnik I was launched by the Russians.
As we study heavenly bodies, which are farther from the earth, we cannot avoid talking about great distances. It is
difficult to imagine the size of universe. Bu` now astronomers were able to invert and make powerful instruments
and spacecraft that helped them gather information about space and the heavenly bodies in it.

B. Science Processes:
Describing, Identifying, Communicating
C. Materials:
Pictures or models of artificial satellites, space probes, space stations, radio telescopes and flannel board with
different celestial bodies, cut outs of galaxies and other heavenly bodies
References:
Into the Future: Science and Health VI, pp. 274-276 Science and Heath 6, pp. 266-268
Exploring Science and Health 6, pp. 259-262
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignment:
What are the different members of our solar system?
B. Developmental Activities:
1. Motivation:
Can you imagine how vast the universe, which contains all the heavenly bodies?
2. Presentation:
Activities
a. Instruct the pupils to place their cut outs of various heavenly bodies on the board. Tell them to describe
the universe.
Discussion and Analysis
1. How can man travel in the farthest corner of the universe?

2. What are the modern instruments, tools and equipment used by the astronomers and other specially
trained persons in their space explorations
3. Concept Formation:
What special instruments do scientists use to study the vast universe?
Describe each of them in terms of features and functions.

4. Application:
The basic equipment that we use today to study the universe are our eyes, intelligence and imaginations.
But to help our sense organs, different modern and sophisticated space facilities, tolls and equipments have
been invented and introduced by scientists and astronomers.
IV. Evaluation:
1. Which instrument can view the heavenly bodies clearly and without the filtering effect of Earth's atmosphere?
2. Why is a space probe better than a space telescope in exploring distant planets?
3. Why is a radio telescope an important instrument in space exploration?
V. Assignment:
Draw or collect photographs of some modern instrumental equipment used by man in space exploration.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Explain the theories about the universe

Values:Appreciate the significance of one discovery

II. Subject Matter:


Explaining the Origin of the Universe
A. Science Concept:

Astronomers gave four possible explanations of the origin of the universe, namely:
The Big Bang Theory states that the universe began as one dense concentration of matter that exploded with
its fragments continuously moving outward and away from one another.
The Big Crunch Theory believes that the universe started from an explosion of a dense huge ball of hydrogen
but contracted due to the force of gravity.

B. Science Processes:
Describing, Illustrating
C. Materials:
Cut out of fragmented rocks, magnet or iron fillings, a balloon
References:
Into the Future: Science and Health 6 pp. 268-270
Science and Health 6, pp. 270-272
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What special instruments do scientists use to study the universe?
Describe each special instrument in terms of features and functions.
B. Developmental Activities:
1. Motivation:
What is universe? How do you think it begun? Does it have a life history?
2. Presentation:
Activity
Ask the pupils to inflate a toy balloon with a teaspoonful of starch inside. Let them burst the balloon.

Perform Activity 7.11, p. 268


Analysis and Discussion
Describe the results of a bursting balloon.
How the dots appear to move farther from each other?

3. Concept Formation:
How did the universe originate according to astronomers?
4. Application:
How did the universe start according to different theories?
IV. Evaluation:
Identify the different theories about the origin of the universe and explain.
V. Assignment:
Research on some recent space explorations that tend to support one of the Theories of the origin of the universe.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Enumerate space probes and their missions

Values:Cooperation/Resourcefulness

II. Subject Matter:


Space Probes and their Missions

A. Science Concept:

Several space probes were sent into outer space to gather important data about the planets their moons and
other heavenly bodies.
Some of these space probes are as follows: Lunar I, Viking I and II, Vivera 9, Pioneer-Venus 2, Mariner 10,
and Voyager 1 and 2.
Voyager 1 and 2 took photographs of Jupiter, Saturn, Uranus and Neptune.

B. Science Processes:
Describing, Differentiating, Enumerating
C. Materials:
Photographs of some space probes and their latest discoveries
References:
Into the Future: Science and Health 6 p. 168 TM, TX pp. 271-273
Science and Health 6, pp. 278-279
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What are the different theories about the origin of the universe? Describe each. .
B. Developmental Activities:
1. Motivation:
If you were allowed to do a space mission, where would you go? What kind of space craft would you
use? Why?
2. Presentation:

Space Age began in 1957 when the first spacecraft was launched into outer space.

What did you know about space explorations made after 1957?
Describe a space probe. What are their special functions?
Perform Activity 7.12

3. Concept Formation:
What are some of the latest space probes sent into outer space?
What are their missions and findings?
What is the first Philippine satellite launched?
4. Application:
Enumerate some space probes and give their missions.
IV. Evaluation:
1. Why do scientists send unmanned space probes to outer space?
2. Why was Pioneer-Venus 2 sent to Venus?
3. What space probe is considered as one of the most successful space missions?
V. Assignment:
List down some of the space probes sent into outer space. Describe the mission of each space probe.

SCIENCE AND HEALTH VI

Date: ____________

I. Objective:

Name some achievements/problems met in space explorations

Values:Resourcefulness and Cooperation

II. Subject Matter:


Achievements and Problems in Space Explorations
A. Science Concept:

Man's greatest achievement in space exploration is his landing on the moon on July 19, 1969.
Some problems man met in space travel include; airlessness, weightlessness, extreme heat and radiation, food
intake, disposal of waste and escape from the Earth's gravity.

B. Science Processes:
Enumerating, Describing, Differentiating
C. Materials:
A table of man's achievements in space exploration, a picture of an astronaut wearing a space suit, a picture of a
spacecraft in outer space.
References:
Into the Future: Science and Health 6 pp. 171-172 TM, TX pp. 275-278 Science and Health 6, pp. 279-280
III. Procedure:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What are some of the space probes sent to space?
What are their missions and findings?
B. Developmental Activities:
1. Motivation:
Why does man want to explore the universe?
2. Presentation:
Activity
a. Show a picture of an astronaut wearing a spacesuit and walking in outerspace beside his spacecraft.
Why do you think astronaut need a spacesuit?
Perform Activity 7.13 Space Achievements.
b. Analysis/Discussion

Enumerate the achievements and problems man met in exploring the space.
3. Concept Formation:
What were some of man's achievements in space explorations?
How was he able to solve some of the significant problems related to space travel?
4. Application:
What country is leading in space technology?
What are the advantages of costly space missions?
How are the instruments in space missions used?
IV. Evaluation:
Enumerate at least three problems in space travel and discuss how man was able to solve them.
V. Assignment:
Research on man's achievements in the following:
1. spacecraft design
2. escaping gravity
3. spacesuitdesign
4. packaging for space food

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