LESSON 1
The Circulatory System
I. Problem
Identify the major parts of the circulatory system PELC 1
II.
Subject Matter: The Circulatory System
PARTS OF THE HEART
1. Procedure
a. Observe and describe the heart of a pig or cow and chicken.
b. Cut the heart lengthwise with a small knife.
c. Describe what you see.
d. Compare it with human heart
e. Describe the muscle of the heart.
2. Answer the following questions in the manila paper.
a. What parts are present in both hearts?
b. What parts connects the heart to the other parts of the body?
LESSON 2
I. Problem
a. Describe the function of each part
b. Describe the heart
c. Show the proper concern about the healthiness of the heart
d. Work cooperatively and properly
II. Subject Matter
a. The Heart
Observing the Heart
Materials:
Pencil and paper
Cut out of a human figure
Do this:
1. Look for the pulse in the different parts of your body.
2. Mark the human figure on the spot where you can feel your pulse.
Think ad Write
1. Where did you spot your pulse?
2. What causes this spot t pulsate?
3. Count how many times your pulse beat in 20 seconds. Multiply it by 3 to get your pulse
beat rate in a minute.
LESSON 3
I. Problem:
a. Describe the blood.
b. Assimilate the functions and the importance of the blood
c. Work harmoniously with the group
II. Subject Matter
a. The Blood
The Blood
Materials:
Prepared slide of blood
Microscope
Science notes
Do this:
1. Place the prepared slide under the microscope and adjust focus.
2. Sketch what you see.
3. Describe the blood cells you observed.
LESSON 3. B
THE BLOOD
LESSON 3. C
III. Problem:
d. Describe the blood.
e. Assimilate the functions and the importance of the blood
f. Work harmoniously with the group
IV. Subject Matter
a. The Blood
Materials
Microscope
glass slides with cover slip
Alcohol
lancet or a fine needle
Cotton
Procedure:
1. Wipe the tip of your middle or ring finger with cotton soaked in alcohol.
2. Prick it with a lancet or a sterilized fine needle. Ask assistance from your teacher or your
school nurse if you are afraid to do it yourself.
3. Put the drop of blood on the glass slide and cover it with cover slip.
4. Press a cotton ball against the finger you pricked.
5. Examine the blood sample under the microscope.
Think and write:
1. How does your blood look as you see with your naked eyes?
2. How does it look under the microscope?
3. Draw what you see in the microscope.
LESSON 4
I. Problem
a. Explain the functions of the circulatory systems
b. Appreciate the importance of the circulatory systems
c. Work harmoniously with the group
II. Subject Matter
a. Circulatory System
III. Procedure
1. To make a simple model of the heart, you will need clear tubing’s, a plastic bottle, Ytube, adhesive tape, rubber stopper and red colored liquid.
2. Attached the clear tubing’s to the Y- tube. Use the tape to hold the tubes in place.
3. Insert the Y - tube into the rubber stopper of the small filled with red – colored liquid.
4. Now you have made a model of a single – circuit circulatory system.
5. Squeeze the bottle and tell what happens to the red liquid.
a. What was applied on the bottle to make the liquid move?
b. What does the plastic bottle represent?
6. Recall the kind of muscle tissues that make up the heart. These muscle tissues contract
and relax on their own.
LESSON 5
I. Problem
a. Illustrate / Demonstrate the movement of the blood throughout the body
b. State how blood flows throughout the body
c. Show cooperation during the activity
II. Subject Matter
How the blood flows in the Body
III. Procedure
Do these:
1.
2.
3.
4.
Leaders get the envelope.
Study the drawing of the circulatory system
Trace the movement of the blood using the crayons
Paste your on the board.
Answer these:
1.
2.
3.
4.
5.
6.
From where does the blood flow? Describe the kind of blood coming from the lungs.
From the lungs, in what part of the heart does it enter?
Describe the kind of blood going back to the lungs.
How do the materials needed by the cell, get into each cell.
Describe how the blood circulates with the body.
Let the pupils form a small group and dramatize the process of blood circulation.
LESSON 6. A
I. Problem
a. Describe the common ailments affecting the circulatory systems and their system
b. Discuss attentively on the discussion
c. Listen attentively in the discussion
d. Demonstrate cooperation and teamwork
II. Subject Matter
Some common Circulatory Ailments
III. Procedure
Materials:
Cardboard tubes
Clay
Marbles
Procedures:
1. Bring the cardboard tubes to class. Use a small amount of clay to make a living inside
one tube. Line the inside of the second tube with a large amount of clay. Leave the third
tube clear.
2. Lay an each tube flat on the table. Try to roll the marbles through each tube.
3. Suppose each tube represents an artery, the marbles represents the blood cells, and the
clay represents fatty deposits.
Think and Write
1. What did you learn out of the activity?
2. How will you lessen the risk of circulatory system?
3. Discuss and Analysis
a. Why is the heart the most delicate part of the body?
b. How it is practice?
c. Why are some babies called “Blue Baby”
d. What disease do they suffer?
e. What are the symptoms of rheumatic heart disease?
f. Why hypertension is called silent killer?
g. What are the symptoms of high blood pressure?
h. What will you advice to them?
i. How would you help them?
LESSON 7
My Family’s Medical History
Members of
the Family
Common Ailments
Anemia
Leukemia
Rheumatic
Heart Disease
Arterioclerosis
High Blood
Pressure
Heart
Attack
Stroke
Grandfather
Grandmother
Father
Mother
Brother
Sister
Aunt
Uncle
Procedure
1. Interview members of your family regarding common ailments they’ve experienced
2. Put a check (√) on the ailments experienced by the members of your family.
Think and Write
1. What are the common ailments experienced by most of your family member?
____________________________________
____________________________________
____________________________________
2. What does it indicate?
____________________________________________________________________________
_____________________________________________________________________________
3. Why do you nee to know your family’s medical history?
____________________________________________________________________________
_____________________________________________________________________________
4. If the survey reveals that your family has the history of cardio vascular diseases, what must be
done to lessen the chances of having it?
____________________________________________________________________________
_____________________________________________________________________________
LESSON 8
I. Problem
a. Identify health habits to keep the heart, blood and blood vessels healthy
b. Demonstrate ways of caring for the circulatory system
c. Practice good health habit to keep the circulatory system to keep system in good
working condition
d. Appreciate the importance of the heart, blood and blood vessels.
II. Subject Matter
Good Health Habits of the Circulatory System
III. Procedure
Think and Write
Which picture shows proper care of the circulatory system?
____________________________________________________________________________
_____________________________________________________________________________
LESSON 9
I. Problem
a. Demonstrate ways of caring for the circulatory system
II. Subject Matter
The Circulatory System
III. Procedure
A. List the usual member of hours you spend for each activity
ACTIVITY
1. Studying
2. Playing
3. Sleeping
4. Resting
5. Others
Monday
Tuesday
TIME SPENT (HOURS)
Wednesday
Thursday
Friday
Saturday
In each activity do you spend the most hours?
The least number of hours?
In which activity should you spend less time?
In which activity you spend more time?
B. List down the kinds of food you eat before breakfast, snack, lunch and supper?
What food you eat most?
What do you eat at least?
What kinds of food are best for the circulatory system?
Sunday
LESSON 10
I. Problem
a. Identify the Nervous System
b. Cooperate with the group on the assigned task
c. Illustrate the major parts of the nervous system
II. Subject Matter
Good Health Habits of the Circulatory System
III. Procedure
Nervous System and its Major Parts
a. Study the diagram of the main divisions of the nervous system.
b. Analyze the readings about the major parts of the body system.
c. Record the observation in the table like the one below.
PARTS OF THE NERVOUS SYSTEM
A. Central Nervous System
B. Peripheral Nervous System
DESCRIPTION
LESSON 11
I. Problem:
What is the function of each part of the nervous system?
II. Materials:
Video Tape
VCD player
Television
III. Procedure:
1. Put your name on your paper.
2. View the video tape.
3. Identify the part of the nervous system is being observed and write it on the line
4. Identify the function of each part
List of parts being observed
5. Write neatly and do your best.
Explain the function of each part
LESSON 12
I. Problem
a. Describe the structure and function of the brain
b. Appreciate the importance of the brain as the part of the nervous system.
c. Work harmoniously with the others.
II. Subject Matter
Structure and functions of the brain
III. Procedure
Activity
1. Buy a cattle’s brain from the market.
2. Describe the physical features of the brain.
i. How big is the brain?
b. What covers the brain?
3. Touch the surface of the brain? How does it feel?
4. Ask an adult to cut the brain lengthwise.
5. Compare the brain with the illustration of the human brain.
a. Does the human brain have the same shape as of the cattle?
b. Does the human brain have folds, too?
LESSON 12 – B
I. Problem
a. Describe the structure and function of the brain
b. Appreciate the importance of the brain as the part of the nervous system.
c. Work harmoniously with the others.
II. Subject Matter
Structure and functions of the brain
III. Procedure
1. Your teacher will ask you to read ten words written on flashcards
2. List down as many words as you remember?
 How many words did you remember?
 Which part of the brain controls your memory?
LESSON 14
I. Problem
a. Describe the structure and function of the nerve cells
b. Work well with others
c. Appreciate the importance of the nerve cells in the body
II. Subject Matter
Structure and Functions of the Nerve Cells
III. Procedure
Material:
2 pcs index cards ( 5 x 3 inches)
2 pcs. Toothpick
Procedure:
1. Punch two small holes about 1 inch apart in the center of a card. Push a toothpick
halfway into each hole. Do the same with a second card but place the holes 1/2 inch
apart.
2. Have a partner, with eyes closed, use one finger to slowly and gently touch the tips of the
toothpicks in the first card. Ask if one or two points are felt. Now try this with the second
card.
3. Repeat steps 2 on the back of the hand, the palm and the back of the neck.
Think and Write
1. What part of the body is more sensitive to the pricking sensation?
2. Which areas of the body seem to have most sensory neurons?
3. What do these tell you about the number of neurons in different parts of the body?
LESSON 14 – B
I. Problem
a. Describe the structure and function of the nerve cells
b. Work well with others
c. Appreciate the importance of the nerve cells in the body
II. Subject Matter
Structure and Functions of the Nerve Cells
III. Procedure
Test your Reflex
1. Sit comfortably on a chair and cross your right leg over your left leg.
2. Ask a friend to use the side of his/ her hand to strike on your right leg just below the
kneecap
3. Try it again after a few minutes. What happened? Did you jerk your right leg? Did you do
this intentionally? Can you tell why it happens?
LESSON 15 a
I. Problem
a. Describe on how nervous system works.
b. Construct a map to show the path of the message received by the nervous system
c. Appreciate the importance of the work of the nervous system in our body
II. Subject Matter
How the Nervous System Works
III. Procedure
a. Ask your partner to sit at the edge of the table. See to it that the legs hang loosely and the
feet do not touch the floor.
b. Let him / her close his / her eyes. With the edge of the palm lap him / her just below the
knee. Observe.
c. This time, it is your turn. Have your partner tap you below the knee.
Record your observation:


Describe your reaction when you were tapped below the knees.
What was the stimulus? The response?
Lesson 15 b
a. Study the drawing of the stimulus – response path of the individual whose knees has been
tapped.
b. Trace the path of the impulse of the skin to the muscle. Use the arrow to present the
direction of the motion of the impulse.
1. What are sensory neurons? Motor neurons?
2. What must be present before the impulse reaches the brain?
3. How does impulse move?
4. What happens to the impulse reach the brain?
5. How does the body respond?
LESSON 16
I. Problem
a. Practice desirable habits that help to prevent and control common ailments of the
central nervous system
b. Construct a role play to show ways on how to prevent and control common
ailments of the nervous system
c. Work with the group harmoniously
II. Subject Matter
Caring of the Nervous System
III. Procedure
Alternative Response: Write a check if the practice is good for the nervous system and a cross if
it is not.
____1. Engage in gainful hobbies.
____2. Buckle up for safety.
____3. Sleep late at night
____4. Drink plenty of alcoholic beverages.
____5. Put a mat on the bathroom floor to avoid slipping.
____6. Wrestle with your kid brother or friend.
____7. Place your toys near hallways and stairs.
____8. Take drugs upon doctor’s advice.
____9. Use the pedestrian lane.
____10. Wear safety helmets and protective pads for any physical activity.
LESSON 17 – A
I. Problem
a. Identify living things and non living things found in a mini – ecosystem
b. Draw samples of living and non – living things found in mini – ecosystem
c. Show concern in the environment
II. Subject Matter
Living and Non – Living Things
III. Procedure
A.1 Pinning questions on the wall
Each group will write the questions on a strip of manila papers about they want to know
on the things found on their surroundings. Then, paste it on the wall.
A.2 Field Trip
You are going to visit our school pond or garden. Observe, draw and list down all the
things that you can see there. Use the table below. Then some of the things you saw on the
Manila paper. (After the field trip)
Things that have life
Things that have no life
A.3 Using an aquarium
Observe the aquarium and list down all the things you can see there. Classify them using
the table below:
Things that have life
Things that have no life
A. 4 Using pictures
Get your envelope in front. Group the pictures found inside the envelope into two,
use the table below:
Things that have life
Things that have no life
LESSON 17 – B
I. Problem
a. Identify living things and non living things found in a mini – ecosystem
b. Draw samples of living and non – living things found in mini – ecosystem
c. Show concern in the environment
II. Subject Matter
Interrelationship between Plants and Animals
III. Procedure
Identify the kind of relationship shown in the following situations. Choose from the
given relationships below. Write only the letter of the correct answer on the blank
before each number
a.
b.
c.
d.
e.
Mutualism
Commensalism
Parasitism
Predation
Competition
________1. An eagle eats a chick
________2. Butterfly gathers nectar and pollinate flowers
________3. Mongo plants in a small can.
________4. Molds in the bread
________5. Leeches and alligator
________6. Mosquitoes and frog
________7. Rats in the rice field
________8. Fish and hydrilla plants in the aquarium
________9. Fishes behind coral
________10. A remora fish and a shark
Answer the following question.
1. Which do you think is the best type of relationship when applied to human
population? Why?
2. Give two situations at home or in school that show different types of relationship.
Explain the situation that you have chosen.
LESSON 18
I. Problem
a. Identify non – living things in a mini – ecosystem
b. Work cooperatively and pleasantly with the group members
c. Operationally identify ecosystem
II. Subject Matter
Ecosystem
III. Procedure
A.1 Observe the aquarium.
A.2 Identify the living and non – living things in the aquarium.
A.3 Record your observation in the table like this
Things Found in the Aquarium
Living Things
Non – Living Things
LESSON 19 a
Food Chain
I. Objectives : Construct food chain to show feeding relationship
II. Materials: Manila paper and pentel pen
III. Procedure
Study the food Chain below:
IV. Questions to answer.
1. Why does the food chain start from plants?
2. What is the first order consume?
3. What organism get the most energy?
4. What organism get the least energy?
5. In the food chain above, what will happen to the birds if there were no
grasshoppers? Why?
6. How many feeding relationships shown in the diagram?
7. What is the main basis for the relationship?
Write H if the consumer is herbivore, C for carnivore and O for omnivore.
___1. Frog
___ 2. Carabao
____3. Giraffe
___ 4. Hawk
_____5. Snake
___ 6. Deer
____7. Dog
___ 8. Rabbit
____9. Lion
___ 10 elephant
LESSON 19. B
Food diagram
LESSON 19. C
Identify the different food chains that can be traced in the picture. (Use an arrow to indicate the
food eaten by another organism.)
LESSON 20
I. Problem
a. Construct food webs to illustrate feeding interrelationships
b. Show appreciation in the importance of food web
c. Work harmoniously with one’s group
II. Subject Matter
Food Web
III. Procedure
Trace at least 5 food chain on the food web presented in the diagram. Use an arrow to
represent the food eaten by another organism.
Grass --- grasshopper ----- frog --- snake
1.
2.
3.
4.
5
LESSON 21. A
I. Problem
a. Construct the food nutrient cycle and explain the importance of decomposers in
making food nutrients available to plants
b. Appreciate the role of decomposers in providing food nutrients to plants
c. Work carefully and use equipment properly.
II. Subject Matter
The Food Nutrient Cycle
III. Procedure
Study the diagram below:
1.
2.
3.
4.
5.
Where do green plants get their energy?
What organisms consume the stored energy in green plants?
How do these organisms utilize this energy?
What happens to the waste materials produced by the consumer?
Where do the decaying matter usually go?
LESSON 21. B
A Cycle
LESSON 22
I. Problem
a. Construct a diagram of the oxygen – carbon dioxide cycle
b. Show appreciation and concern for both living and non – living things
c. Work cooperatively on a given task in a group.
II. Subject Matter
The Oxygen – Carbon Dioxide Cycle
III. Procedure
Activity A
Objective: Observe the balance aquarium
Materials:
Balance aquarium
Manila paper
Pentel pen
Observe balance aquarium.
Questions:
1.
2.
3.
4.
5.
6.
What gas is needed by plants in order to make food?
What gas is needed by fishes in order to survive?
How do plants and animals help each other?
Is there a cycle of gas in the aquarium?
What kind of cycle is present in the aquarium?
Is carbon dioxide recycled? How?
LESSON 22 – B
I. Problem
a. Construct a diagram of the oxygen – carbon dioxide cycle
b. Show appreciation and concern for both living and non – living things
c. Work cooperatively on a given task in a group.
II. Subject Matter
The Oxygen – Carbon Dioxide Cycle
III. Materials
cut out pictures of plants, animals, man and arrows
manila paper
pentel pen
scotch tape
IV. Procedure
a. Construct a diagram of oxygen – carbon dioxide cycle through cut out pictures of
plants, animals’ man and arrows.
Questions:
b. What gas are given off by the animals and man and the gas needed by the plants?
c. What gas is given off by the plants at daytime to the atmosphere and the gas
needed by man and animals?
d. How do man and animal release carbon dioxide?
e. How do plants produce oxygen?
f. Do plants release carbon dioxide? When?
g. What does oxygen – carbon dioxide cycle mean?
LESSON 23
I. Problem
a. Interpret the diagram of the oxygen – carbon dioxide cycle
b. Use a diagram to describe oxygen – carbon dioxide cycle
c. Appreciate the importance of oxygen – carbon dioxide cycle
II. Subject Matter
The Oxygen – Carbon Dioxide Cycle
III. Procedure
Precaution: Be careful in handling breakable materials. Hold them well. Do not hit with heavy
objects.
1. Get the following materials: aerator, bowl, two to three aquarium fishes, hydrilla plants,
pebbles sand and tap water.
2. Arrange the above materials to form an aquarium as shown below. Put aerated water, in
to the bowl and gently put the fish into it.
3. Observe the behavior of the fish in the bowl.
a. Do you think the fish will grow in the aquarium?
b. Why aquatic plants are grow in the aquarium?
c. Are the air bubbles produced an aerator important to the other living things in the
aquarium? Explain.
Activity
1. Interpret the oxygen cycles shown below. Answer the question that follow.
What gas does grass give off during photosynthesis? Where does this gas go?
What gas does the carabao inhale?
What gas does it give off?
LESSON 24. A
I. Problem
a. Explain the importance of the forest
b. Perform activities to show the importance of the forest
c. Show appreciation for the importance of the forest
II. Subject Matter
Importance of the Forest
III. Procedure
Form group of 5’s and do the following
1. Find / cut articles on reduce / reuse / recycle in magazines and newspapers. Paste article on
a short sized coupon bond and be ready to share to the class.
2. Make a poster on ways to control pollution
3. A bulletin board display on the poster you have made can be prepared under the guidance
of your science teacher.
LESSON 24 - B
I. Problem
a. Explain the importance of the forest
b. Perform activities to show the importance of the forest
c. Show appreciation for the importance of the forest
II. Subject Matter
Importance of the Forest
III. Procedure
Explain the importance of the forest
Materials: 2 plant pots filled with soil, dry and freshly fallen leaves, stem and twigs, a small pail
of water
Directions:
Arrange / Sequence the following procedures written in paper strips and paste them
on the manila paper.
_______ Pour the same amount of water in the two pots. Feel the soil in both pots
thumb and forefinger
_______ Place two pots under the sun and leave them for 10 minutes.
_______ Prepare two plants pots dilled with soil.
_______ Feel the soil in each pot after 10 minutes.
_______ In one pot, cover the soil with leaf litter, (dead or fresh fallen leaves,
stem, twigs) Leave the other pot with no soil cover.
Answer these questions
1. What did you observe?
2. What is your explanation for the difference between the soil in the two pots?
3. The leaf in this activity represents the forest while the soil is the ground which it covers.
The water you poured represents rain. What is the effect of the forest over the land?
4. What does it do to the rain and earth’s water supply? Use the diagram below to explain
your answer.
5. Why do you think forests are called the earth’s sponge?
LESSON 24. C
LESSON 25
I. Problem
Give Solutions to the different problems present in our ecosystem
II. Materials: small envelope, manila paper, pentel pen
III. Procedure:
1. Get one envelope from your teacher and observe, analyze the
picture inside it.
2. Identify the problem/s depicted by the picture.
3. Discuss on the different solutions that will help solve the problem
4. Write many solutions as you can in order to solve the problem.
5. Write your answers in the manila paper.
6. Report
IV. Questions:
7. What is the problem in the picture?
8. Why do you think happened?
9. What solutions will help solve the problems?
LESSON 26. A
Rapid population growth
Activity
I. Problem: What are the effects of rapid population on space, food and water?
II. Materials: pictures/ drawing
i. Overpopulation / overcrowding
ii. Squatter’s area
iii. Water rationing
III. Procedure
a. Bring out the pictures inside the envelope and answer the following questions:
i. Compare the food needs of a small and big populations. Which of these
needs more food? Suppose there in not enough food for more people, what
would happen then?
ii. Why do squatters or housing problems exist in overpopulated areas?
iii. In many urban areas, water rationing occurs, Why? How does an increase
in population affect the water supply in certain places? What happens if
there is little supply of water?
Philippine Population Growth
Materials:
Graphing paper
Pencil
Ruler
Procedure
1. Plot the graph showing the Philippine population from 1948 to year 2003
Data: (You can round off the figures)
1948 – 19,234,182
1960 – 27,087,685
1970 – 36,684,486
1975 – 42,070,660
1980 – 48,098,460
1990 – 60,703,203
1995 – 68,616,536
2000 – 75,525,061
2001 – 76,819,196
2002 – 79, 476,245
2. Connect the points with a curve.
3. Describe the population change from:
a. Year 1948 to year 1960
b. Year 1960 to year 1970
c. Year 1980 to year 1990
d. Year 1990 to year 1995
e. Year 1948 to year 2003
Think and write
1. What can you say about the Philippines population?
2. What is the average increase of population each year?
3. How overpopulation does affects man’s life?
LESSON 26. B
LESSON 26. C
LESSON 27 – A
I. Problem
a. Infer that overpopulation affects one’s health and that of the community
b. Identify the different health problems brought about overpopulation
c. Describe how overpopulation affect one’s health
II. Subject Matter
Rapid Population Growth and Health
III. Procedure
Examine the pictures. Tell the different kinds of diseases that could possibly spread based on the
pictures presented:
Pictures
Diseases
1. An overcrowd squatters area near the
river banks
2. Too many vehicles in an urban
community
3. Too many garbage scattered around the
community
4. Big number of factories surrounding the
community while throwing toxic waste
around.
LESSON 27. B
I. Problem
a. Infer that overpopulation affects one’s health and that of the community
b. Identify the different health problems brought about overpopulation
c. Describe how overpopulation affect one’s health
II. Subject Matter
Rapid Population Growth and Health
III. Materials
Current newspaper
Cartolina
paste
pencil
pair of scissors
coloring materials
IV. Procedure
1. Form group 5 – 6 members.
2. Read the headlines on current newspapers
3. Cut the news items, which are related to population problems.
4. Paste it in a cartolina or illustration board and form a collage out of the pictures.
5. Write your group’s plan of action to help solve the existing population problems.
Think and Write
1. Did you find it hard to collect news item related to population problems?
2. What does it tell you about the Philippine population?
LESSON 27. C
I. Problem
a. Infer that overpopulation affects one’s health and that of the community
b. Identify the different health problems brought about overpopulation
c. Describe how overpopulation affect one’s health
II. Subject Matter
Rapid Population Growth and Health
III. Procedure
1. Measure how much garbage material your family throws away in a day. Use a
weighing scale to measure it. Express the amount in grams or kilograms.
2. Measure and record the weight of the waste material in a week.
3. Get the average weight of the waste produced and multiply it by 365 days.
4. Consolidate your results. Tell how much waste the families in your class produce.
5. Find out where the waste materials are dumped. What happens to the area where the
waste are dumped?
LESSON 28. B
I. Objectives
1. Infer that land, water and air may become limited and eventually polluted due to
overpopulation (PELC II. 5. 2)
2. Show concern to the environment
3. Cooperate with the group
II. Subject Matter: Rapid population growth and pollution
LESSON 28. B
LESSON 29.a
I. Problem
a. Infer that overpopulation affects one’s health and that of the community
b. Identify the different health problems brought about overpopulation
c. Describe how overpopulation affect one’s health
d.
II. Subject Matter
Rapid Population Growth and Balance of Nature
III. Procedure
- Study the different pictures
- Identify the component of each ecosystem. Note the changes in each situation presented.
- Describe the situation presented
- Does it affect the people living in the area? How?
Tell how the lack or abundance of materials such as oxygen, carbon dioxide, water and living
things (plants and animals) affects ecological balance.
Erupting volcanoes release gases such as sulfur and methane
More areas are converted to residential areas.
Landfills contaminate groundwater.
Forested areas are cleared to give way to residential and industrial
areas.
Lesson 29.b
I. Problem
a. Infer in keeping the balance in the ecosystem
II. Subject Matter
Balance in Ecosystem
III. Procedure
Note: Do this activity one week before the class discussion
1. Ask your community members to adopt an area. You will help
develop or maintain ecological balance in this area. It maybe a
community park, estero or pond. Enjoin community members to
clean up or beautify the area.
2. Encourage your community members to sort out their waste,
separating biodegradable from nonbiodegradable. Segregate the
waste materials in biodegradable materials in different containers.
The wood, leaves, water plants, kitchen refuse, and biodegradable
materials can be put together in one container. Place the other
materials in other container. Wastes can be further segregated into
dry and wet.
3. Dig a compost pit for the biodegradable waste away from the river
bank or any source of water. Research on how to make a compost
pit. Check on how nonbiodegradable materials can be properly
disposed of.
4. Put signs near river banks or other bodies of water. These signs
should warn other people from throwing waste into the water.