1st
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes and infers that sense organs are made of cells and tissues
Values:
Appreciation of the importance of cooperation
II. Subject Matter:
Introductory Lesson: Cells and Tissues
A. Science Concepts/Ideas:




Cells are tiny living things.
Tissues are made up of cells that do the same kind of work.
An organ is made up of tissues.
An organ has a specific work to do.
B. Science Processes:
Observing and describing
C. Materials:
Microscope, slide showing cells, pictures of cells, tissues, cut outs of body parts
References:
Science and Health - Teacher's Manual, p. 15
Science and Health - Carmelita Coronel, p. 22
Science and Health - Lesson Plans, p. 2 ELC — p. 1, 1.1
III. Procedure:
A. Preparatory Activities:
1. Let them observe and enumerate their body parts
2. Motivation:
Group the class into three. Have a contest in joining the cut outs of the body parts on the
board. The first group to join the puzzle is the winner.
Ask:
1. Class, what attitude did the winner show?
(Inject the value of cooperation.)
2. Do you think they will win without that kind of attitude?
B. Presentation:
a. Have the pupils name the different parts of the body using the puzzle. Ask if they know what
their body is made of.
b. Let them observe a slide showing the cell of a plant or animal.
C. Concept Formation:
a. Have the pupils describe and draw what they saw.
b. Let them read p. 22 of the text.
c. ' Discuss how cells, tissues and organs differ.
D. Generalization:
What is your body made of? What forms a tissue?
E. Application:
1. What sense organ is your body made of?
2. If each sense organ of your body will not do its work, do you think you can see, hear, smell,
talk and walk properly?
F. Enrichment:
1. You have sense organs that function well, draw three (3) things that, you can do to help
maintain their work well.
2. After the activity, have them sing the song: (actions vary)
IV. Evaluation:
Identify the following:
1. It is a very tiny thing.
2. It is made of muscle cells.
3. It is made of blood cells.
V. Assignment:
1. Study the pictures of cells and tissues on p. 22. of your book. Draw them on your notebook.
2. Make cut outs of the following ears, eyes, nose, tongue and hand.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies the senses associated with the sense organs.
Values:
Appreciation of the value of curiosity
II. Subject Matter:
Sense Organs
A. Science Concepts/Ideas:
We have five senses - the sense of sight, sense of hearing, sense of smell, sense of taste, sense
of touch.
1. The eyes are the organs of sight.
2. The ears are the organs of hearing.
3. The nose is the organ of smelling.
4. The tongue is the organ of taste.
5. The skin is the organ of touch.
B. Science Processes:
Observing
C. Materials:
Utility box, variety of materials (stone, bottle, candy, apple, leaf, water, alcohol, gasoline, rubber
band, etc.) cut outs (eyes, ears, nose, tongue, hand)
References:
Science and Health-Teacher's Manual, pp.16-17
Science and Health - Carmelita Coronet, p. 21
Science and Health - Lesson Plans, pp. 4-5
ELC - p. 1,
III. Procedure:
A. Preparatory Activities:
• Give examples of the things that they can see, hear, smell, taste, and touch.
• Review
What is your body made of?
•
•
What form a tissue?
What do you call a group of tissue that has a specific function or work?
Checking of Assignment
Motivation
Let them sing the song learned: Every Single Cell
Recite the poem:
B. Presentation:
a. Let the pupils use the information on the poem read to discuss what helped them tell different
things around them.
b. Introduce the word "senses" by saying that senses help us learn about things around us.
Naming the different senses associated with the sense organs.
Senses
sight
hearing
smell
taste
touch
Sense Organ
eyes
ears
nose
tongue
skin
C. Concept Formation:
Let them discuss their answers using the table and have them tell what helped them from
identifying and naming each object.
D. Generalization:
What is the specific work of our eyes, ears, nose, skin and tongue?
E. Application:
1. What do you think would happen if you do not have sense of sight? Sense of smell? Etc.
2. Why are your eyes, ears, nose, tongue and skin important?
IV. Evaluation:
Under column B write the sense and under column C write the sense organ used for the
observation in Column A.
A
B
C
1. The sky is blue.
2. The alarm clock is ringing.
3. Ouch! This pin hurts.
4. How fragrant the ilang-ilang is.
5. Mother's adobo is really delicious.
V. Assignment:
1. Interview a blind person and be able to list some things that he cannot do.
2. List three things you cannot do if you lose your sense of hearing, your sense of smell.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes the characteristics of things around us using the different sense organs.
Values:
Our sense organs are one of the God's gifts to us. Let us take good care of them.
II. Subject Matter:
Sense Organs
A. Science Concepts/Ideas:
1.
2.
3.
4.
5.
The eyes are the organs of sight.
The ears are the organs of hearing.
The nose is the organ of smelling.
The tongue is the organ of tasting.
The skin is the organ of touching.
B. Science Processes:
Observing
C. Materials:
Different objects, fruits in season
References:
Science and Health - Teacher's Manual, p. 16
Science and Health - Carmelita Coronel, p. 21
Science and Health - Lesson Plans, p. 4 ELC - p. 1, 1.2
III. Procedure:
A. Preparatory Activities:
• What do you use to find out about things around you?
• Motivation
Recite the poem learned with action Singing a song
Tune: Make New Friends
Eye for sight.
Ears for hearing
Nose for smelling.
Skin for touch.
Tongue for taste
B. Presentation:
a. Show the different materials to be observed such as mango or any fruits in season and other
available materials.
b. Give them guide questions to follow in filling up the table.
Examples:
1. What help you tell the color of the mango?
2. How can you tell whether a mango is sweet or sour?
C. Concept Formation:
Let the pupils use the information on the table to discuss what helped them tell -different
things about each object.
D. Generalization:
What help us tell the different things about each object?
E. Application:
What should you do to help prevent your sense organs from losing them?
F. Enrichment:
What could you help to the people who lost their sense of sight, sense of hearing? Make a
poster to show the help you could give.
IV. Evaluation:
Draw the following objects. Write what sense organ you used in identifying them.
Sense organ used
1. green grasses
2. a soft pillow
3. a ticking clock
4. a sweet lollipop
5. odorous dead rat
V. Assignment:
Prepare a poster on how to take care of your sense organs.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies the main parts of the eye and their functions
Values:
Maintain good eye sight by eating the right kind of food
II. Subject Matter:
Sense Organs - Your Eyes
A. Science Concepts/Ideas:
1.
2.
3.
4.
5.
6.
The parts of the eyes are cornea, iris, lens and retina.
The cornea protects the eye from dust and germs.
The pupil is the opening through which light passes.
The iris helps the size of the pupil in different lights.
The lens focuses the light that enters the eye on the retina.
The retina is like a film that lines the back part of the eye.
B. Science Processes:
Identifying, observing
C. Materials:
Enlarged picture of the eye with the different parts labeled, camera
References:
Science and Health - Teacher's Manual, pp.17-18
Science and Health - Carmelita Coronel, pp. 23-24
Science and Health - Lesson Plans, pp. 6-7 ELC - p. 2, 2.1
III. Procedure:
A. Preparatory Activities:
• Review
What made you identify the things inside the utility box?
• Motivation
Have a guessing game. Let them tell what sense is associated with the written description.
Example:
Ball - round - touching
small - seeing
B. Presentation:
a. Let them touch their eye socket. Have them describe the eyeball.
b. Ask them to face their seatmate and observe their eyes. Draw your observations.
c. Present the enlarge picture of the eye with the different parts. Let the pupils compare their
drawings.
C. Concept Formation:
a. Let the pupils discuss how the different parts of the eyes work using the enlarge picture of the
eye.
b. Discuss the different functions of the eye using a table. (chart)
c. Answer the following questions:
1. How does the iris work when there is bright light? When there is a dim light?
2. Describe the lens and how it works.
3. What is a cornea? How does it work?
D. Generalization:
What are the main parts of the eye? State the functions of each.
E. Application:
1. Why are your eyes important?
2. How will you take care of your eyes?
IV. Evaluation:
Match column A with column B. Write the letter of the correct answer.
A
B
1. Protect the inner eye from
a. retina
dust. .
b. cornea
2. Allows the light to enter the
c. iris
inner part of the eye.
d. pupil
3. Regulates the amount of light
e. lens that enters the eye.
4. Focuses the light that enters
the eye.
5. Part where image is formed.
V. Assignment:
Draw and label the parts of the eye.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Explains how the eye can make different movements
Values:
Each muscle of your eye has its own work to do. Be careful with your eyes. Protect your
eyes from any harm.
II. Subject Matter:
Sense Organs: Movements of the Eyes
A. Science Concepts/Ideas:
1. The eye is shaped like a ball.
2. The eyeball is attached to the muscle,
3. The muscles enable the eyes to make upward, downward and sideward movements.
B. Science Processes:
Observing, describing and inferring
C. Materials:
Ball, drawing of the eyeball showing the muscles
References:
Science and Health - Teacher's Manual, p. 19
Science and Health - Carmelita Coronel, p. 25
Science and Health - Lesson Plans, p. 8 ELC - p. 2, 2.2
III. Procedure:
A. Preparatory Activities:
• Review
When is the size of your pupils bigger, when there is light or when there is no light?
Why?
• Motivation
Show a ball, tell them to look and follow the ball in any direction (up and down, left and
right) as it is being thrown in the air.
B. Presentation:
a. Show an illustration of an eyeball with the muscles attached on it.
b. Have the pupils observe the given illustration.
c. Let them read the text on p. 25.
C. Concept Formation:
a. Discuss how the eye can make different movements by answering the following questions:
1. Where are the muscles that pull the eyes so they can look up?
2. Where are the muscles that pull the eyes so they can look down?
3. What do you think happen if the eyes are not attached to the muscles?
D. Generalization:
How can the eyes move in different directions?
E. Application:
1. What do you think would happen if the eyes are not attached to the muscles?
2. If the person's eyes are not properly aligned what would you feel?
IV. Evaluation:
A. Tell whose the eye muscle will move in each situation.
1. Something dropped on your left side you want to see it.
2. You are trying to find a ripe guava or a tree.
3. You felt something touch your foot. You want to know what it is.
V. Assignment:
Some people are born with defective eyes What can you do to help them?
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describes how the eyes work
Values:
Eat foods that are rich in Vitamin A especially yellow fruits and vegetables to maintain
the sense of sight.
II. Subject Matter:
Sense Organs: How the Eyes Work
A. Science Concepts/Ideas:
1. The light reflected by an object strikes the lens and touches the retina.
2. Nerves attached to the retina send message to the brain.
B. Science Processes:
Observing, describing
C. Materials:
Hand lens, drawing of the eye
References:
Science and Health - Teacher's Manual, pp. 19-20
Science and Health - Carmelita Coronel, pp. 26-27
Science and Health - Lesson Plans, p. 9-10
Manual of Enhancement - Jessie A. Villegas p. 7
ELC - p. 2, 2.2
III. Procedure:
A. Preparatory Activities:
• Review
What do we need in order to see?
• Motivation
Have a contest in completing the eye puzzle. The first group to complete the puzzle wins
the game.
B. Presentation:
a. Have them identify the parts through "name that part" game.
b. Focus pupils' attention on the lens of the eye.
c. Show a hand lens. Tell that the lens of the eye works like the hand lens.
C. Concept Formation:
a. Teacher explains and demonstrates what lens can do. (focuses light)
b. Ask: How do your eyes see?
c. Show the drawing of an eye. Tell the importance of light for the eyes to see.
d. Answer the following questions:
1. What happens when light strikes the object you see?
2. How does the lens focus the image of the object on the retina?
D. Generalization:
How does the eye work?
E. Application:
What will you do to help keep your eyes work well? Draw and tell something about your
drawing.
IV. Evaluation:
Number the sentences that tell how the eyes work in correct order.
1. An upside down image enters the pupil and passes to the lens.
2. The lens bends the light and focuses the image on the retina.
3. The brain turns the images into the right side up position and tells you what you are seeing.
4. The optic nerves connected to the retina carry the messages of the upside-down image to the
brain.
V. Assignment:
Make an illustration that shows the upside down image of an object as it enters the retina. Tell
how the inverted image becomes one erect image.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies and describes some common eye ailments
Values:
Appreciation of the value of cleanliness to ones self
II. Subject Matter:
Sense Organs - Common Ailments of the Eyes
A. Science Concepts/Ideas:
1. Some common eye ailments are sore eyes and sty.
2. A person with sore eyes has watery, red and swollen eyes.
3. A sty is a small boil which develops at the margin of the eyelids.
B. Science Processes:
Observing, describing
C. Materials:
Pictures of people with eye ailments
References:
Science and Health - Teacher's Manual, pp. 20-21
Science and Health - Carmelita Coronel, p. 28
Science and Health - Lesson Plans, p. 11 ELC - p. 3, 3.1
III. Procedure:
A. Preparatory Activities:
• Review
Did you see the pencil clearly when you used just one eye?
Why are two eyes better than one?
• Motivation
Show an eye drop and ask why people use it.
B. Presentation:
a. Show pictures of people with eye ailments like sore eyes and sties.
b. Have tern relate their difficulties if they have experienced one.
c. Let them describe each ailment.
C. Concept Formation:
Discuss common eye ailments by answering the following questions:
1. What causes sore eyes?
2. Describe a person with sore eyes.
3. What is a sty?
D. Generalization:
What are some common eye ailments? Describe a person with sore eyes/sty.
E. Application:
What should you do to avoid eye infection?
(Infuse the value of cleanliness)
IV. Evaluation:
Choose the correct word from the box to complete each sentence.
Sty
Infections
Vitamins
Germs
Sore eyes
1. _______ is an infection of the eyes.
2. _______ is a small boil at the margin of the eyelid.
3. _______ enter the eye through the dirty fingers.
4. A person with _______ has watery, red and swollen eyes.
5. A sty can be caused by lack of _______.
V. Assignment:
Bring/draw pictures of people with eye defect.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies and describes some common eye defects
Values:
Appreciation of the values of acceptance and kindness
II. Subject Matter:
Sense Organs: Common Eye Defects
A. Science Concepts/Ideas:
1.
2.
3.
4.
The common eye defects are nearsightedness, farsightedness, and cross-eyed ness.
Nearsightedness - is an eye defect when a person cannot see far objects clearly.
Farsightedness - is an eye defect when a person cannot see near objects clearly.
Cross-eyed ness - when the muscles are pulled toward the nose.
B. Science Processes:
Observing, describing
C. Materials:
Pictures illustrating eye defects
References:
Science and Health - Teacher's Manual, pp. 20-21
Science and Health - Carmelita Coronel, p. 29
Science and Health - Lesson Plans, p. 12 ELC - p.3, 3.1
III. Procedure:
A. Preparatory Activities:
• Review
Show pictures of different ailments of the eyes. Pupils tell the eye ailments and describe it.
• Motivation
Face your seatmates and pull eyes towards your nose. What did you see? Do you know
that some people are like that?
B. Presentation:
a. Conduct a vision test. Find out who among the children have normal visions. After testing,
discuss with the pupils that certain defects affects one's vision.
b. Have them observe pictures illustrating common eye defects. Let them enumerate the
different eye defects and describe each without reading the text.
C. Concept Formation:
Pupils read the different eye defects on p. 29 of the text. Let them answer the following
questions:
1. When do we say that the person is cross-eyed?
2. When do we say that a person is nearsighted?
3. When do we say that a person is farsighted?
D. Generalization:
What are some common eye defects? Describe each.
E. Application:
How should you treat people with eye defect? Check the statement for your answer.
______ Laugh at cross-eyed people. Accept that some children are born with eye defect, we
shouldn't tease them.
______ Imitate their eyes by pulling eye muscles toward the nose.
______ Give the chair to a nearsighted classmate if he sits at the back seat.
IV. Evaluation:
Identify the eye defect.
1. Eye muscles are pulled toward the nose.
2. Cannot see near objects clearly.
3. Cannot see far objects clearly.
V. Assignment:
In 2-3 sentences, write how you can help people with eye defects.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies and demonstrates the ways of keeping the eyes healthy
Values:
Our eyes are God's gift to us. Il Let us take care of them.
II. Subject Matter:
Sense Organs - Caring for the Eyes
A. Science Concepts/Ideas:
1. There are ways of taking care of the eyes.
2. The eyes need care.
B. Science Processes:
Observing
C. Materials:
Poster depicting care of the eyes
References:
Science and Health - Teacher's Manual, pp. 21-22
Science and Health - Carmelita Coronel, p. 30
Science and Health - Lesson Plans, p. 13 ELC - p. 3, 3.2
III. Procedure:
A. Preparatory Activities:
• Review
How can you help people with eye defects?
Name some common eye defects.
• Motivation
Present a situation.
Martha is a disobedient girl. She doesn't listen to her mother. Her mother told her to eat
yellow fruits and vegetables. Her mother reminds her that these foods are rich in vitamin A
and are good for the eyes. ……p.10
Answer the following questions:
1. What will happen to Martha if she'll continue her bad habit?
2. Can blindness be prevented?
3. If you were Martha, would you do the same?
B. Presentation:
a. Let the pupils read page 30.
b. Have them demonstrate reading in a good light, resting the eyes and holding of pointed
objects.
C. Concept Formation:
Pupils answer the following questions:
1. Under what kind of light should you read and work?
2. Why should you not read while lying down?
3. Why should you not read while in a moving vehicle?
D. Generalization:
What are the ways of caring for the eyes?
E. Application:
Why do you have to care for your eyes?
IV. Evaluation:
Put a check () if it is a way of caring for the eyes. Put an (x) if it is not.
______ 1. Read in a moving car or bus.
______ 2. Read under a light, bright enough to see.
______ 3. Do not rest your eyes after watching TV for a long time.
V. Assignment:
1. List 3 things which might happen if you would not take care of your eyes.
2. List 3 beautiful things that you can see.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies the different parts of the ears and describes their functions
Values:
Appreciate the value of being a good listener
II. Subject Matter:
Sense Organs - Your Ears
A. Science Concepts/Ideas:
1.
2.
3.
4.
The ear has different parts — the outer ear, the middle ear, and the inner ear.
The inner ear catches the sound from the outside.
The sound goes to the middle ear and then to the inner ear.
The nerves in the inner ear send the message to the brain.
B. Science Processes:
Observing, inferring
C. Materials:
Picture of the structure of the ears properly labeled, ear model (if available)
References:
Science and Health - Teacher's Manual, p. 22 Science and Health - Carmelita Coronel, p. 31
Science and Health - Lesson Plans, p. 14 Science and Health manual of Enhancement by Jessie
A. Villegas - p. 9
ELC - p. 2, 2.1
III. Procedure:
A. Preparatory Activities:
• Review
What are the proper ways of caring for the eyes?
• Motivation
Have the pupils sing a song:
B. Presentation:
1. Ask: can you tell things by their sounds? Have them read:
The blind cannot see, but can tell things by the use of his other senses. For example, he
can tell a dog from a cat by the sounds they make. He can identify persons by their voices. He
can do these things because of his sense of hearing.
C. Concept Formation:
1. Pupils will identify the parts of the ear through the labels in the illustrations of the structure of
the ear.
2. Read pp. 31-32 of the text. Discuss the different parts of the ear and their functions and
answer the following questions:
a. How does the outer ear look like?
b. What is the work of the outer ear?
c. What are found in the middle ear that helps transmit the sound?
D. Generalization:
Name the main parts of the ear. Describe the functions of each.
E. Application:
What would happen if people do not have ears? Illustrate your answer.
IV. Evaluation:
Copy the letter of the correct answer on your paper.
1. Which of these separates the middle ear from the outer ear?
a. cochlea
b. tiny bone
c. eardrum
d. ear canal
2. Where are the three bones of the ear located?
a. inner ear
b. middle ear
c. outer ear
d. nerves
V. Assignment:
Draw and label the parts of the ear. Color the outer ear orange, middle ear yellow and inner ear red.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describes how the ears work
Values:
Appreciation of the importance of one's ears
II. Subject Matter:
Your Sense Organs - Your Ears
A. Science Concepts/Ideas:
The sound collected by the outer ear goes to the middle ear which transmits it to the inner ear.
At the back of the inner ear are nerves that carry the message to the brain which tells the person
what he hears.
B. Science Processes:
Observing and inferring
C. Materials:
Picture of the structure of the ear properly labeled
References:
Science and Health - Teacher's Manual, p. 22 Science and Health - Carmelita Coronel, p. 31
Science and Health - Lesson Plans, p. 16
ELC - p. 2, 2.1
III. Procedure:
A. Preparatory Activities:
• Review
What are the parts of the ears?
What is the function of each part?
• Motivation
Blind fold some pupils. Let them make sound of the different things.
Can you name the things by their sounds?
B. Presentation:
1. Show an illustration on how the ear works using the enlarge picture of the ear.
2. Have the pupils read p. 32 of the text.
C. Concept Formation:
1. Discuss how the ears work by answering the following questions:
a. Which part of the ears collects sounds?
b. How do the sounds reach the brain?
c. Can you say that you really "hear" in the brain? Why?
2. Aside from hearing, the ear has another function, it controls your balance.
D. Generalization:
How does the ear work?
What is the other function of the ear aside from hearing?
E. Application:
What would happen if you cannot hear?
IV. Evaluation:
Draw the ear. Label the outer, middle and inner ear. Illustrate how the sound waves travel from
the outer ear to the inner ear.
V. Assignment:
Perform the activity at home.
Cup your hands in front of your ears (your palm facing your ears) and talk. While talking, move
your hands behind your ears. When can you hear well, when your hands are in front of your ears or
when they are at the back?
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies common ailments/defects affecting the ears
Values:
The ears are very sensitive organ. We need to protect them from any harm.
II. Subject Matter:
Your Sense Organs - Common Ear Ailments
A. Science Concepts/Ideas:
1. Ear discharge, inflammation and boil are common ailments of the ear.
2. Deafness is a common ear defect.
B. Science Processes:
Observing and demonstrating
C. Materials:
Picture of the people with common ear ailments/defect
References:
Science and Health - Teacher's Manual, p. 23 Science and Health - Carmelita Coronel, p. 34
Science and Health - Lesson Plans, p. 17
ELC - p. 3, 3.1
III. Procedure:
A. Preparatory Activities:
• Review
What did you feel when you spin many times? Why?
When can you hear well, when your hands are in front of your ears or when they are at
the back?
• Motivation
Have you experienced having an ear ailment? Relate and describe it to the class.
B. Presentation:
1. Show the illustration of an ear. Challenge the pupils if they could replace one of each part if it
was already damage.
2. Discuss the importance of each part.
3. Ask: Have you met a deaf person? Describe how you talked to him.
C. Concept Formation:
1. Let the pupils read p. 34 of the text.
2. Discuss the common ear ailments and defects.
3. Let them relate their own experiences about having ear aches.
D. Generalization:
What are the common ear ailments and defects?
E. Application:
How would you avoid ear ailments?
IV. Evaluation:
Write the correct answer on the blank:
______ 1. Ear ailment common on the outer ear.
______ 2. A person who cannot hear.
______ 3. A pus that comes out when ear gets an infection due to colds.
V. Assignment:
1. Write three sentences on how to take care of the ears.
2. Investigate some ear defects/ailment be able to tell the cause of each.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrates ways of keeping the ear healthy
Values:
Ears are very important. Follow the rules in caring for the ears.
II. Subject Matter:
Your Sense Organs - Caring for your Ears
A. Science Concepts/Ideas:
There are ways of caring for your ears to keep them healthy.
B. Science Processes:
Observing, demonstrating
C. Materials:
Poster depicting proper care of the ears
References:
Science and Health - Teacher's Manual, p. 23 Science and Health - Carmelita Coronel, p. 35
Science and Health - Lesson Plans, p. 18 ELC 3-3.2
III. Procedure:
A. Preparatory Activities:
• Review
What are some common ear ailments and defects?
What are their causes?
• Motivation:
Singing a song
Tune: For he's a jolly good fellow
B. Presentation:
Group the class into three. Have them play the game "Pass the message"
1. After the game ask: Did you receive the correct message?
2. What do you think will happen if people will receive wrong messages?
3. Discuss the bad effects if the ears do not work well.
C. Concept Formation:
a. What should you use to clean your ears?
b. Why should you avoid to keep the ears healthy?
c. The ears are a very sensitive organ. What are the things to be avoided?
D. Generalization:
What are some ways of caring for the ears?
E. Application:
Get a partner. Be able to demonstrate the proper way of caring for the ears.
IV. Evaluation:
Draw a happy face  if the statement shows the proper way of caring the ears. Draw
a sad face if it doesn't.
_____ 1. Shout at somebody's ears,
_____ 2. Clean the outer ear with a wet cloth.
_____ 3. Use toothpick or hairpin in cleaning your ears.
V. Assignment:
List down five of your favorite music. Write commitment in taking care of your ears
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies and describes the different parts of the nose
Values:
Be proud of being a Filipino
II. Subject Matter:
Your Sense Organs: The Nose
A. Science Concepts/Ideas:
Nostrils are the two openings in our nose.
Nasal cavity - covered with mucous membrane.
Cilia - tiny hair in the nose.
Olfactory nerves - send message to the brain.
B. Science Processes:
Observing, describing
C. Materials:
Illustration of the inside nose
References:
Science and Health - Teacher's Manual, pp. 23-24
Science and Health - Carmelita Coronel, p. 36 Science and Health - Lesson Plans, p. 19 Science
and Health Manual of Enhancement - Jessie A. Villegas p. 13 ELC 2-2.1
III. Procedure:
A. Preparatory Activities:
• Review
What are the ways of taking care for the ears?
What would you feel if you can no longer hear your favorite music?
• Motivation:
Get a partner. Describe a partner's nose in front of the class.
B. Presentation:
1. Let them look at their own nose in the mirror. Describe the structure of the nose based on
what they can see. Are there some parts of the nose that you cannot see?
2. Let pupils look inside their noses by raising the tip. What did you see?
3. Touch the bridge of your nose. Did you feel something hard?
C. Concept Formation:
1. Let the teacher discuss the parts of the nose using the illustration of the inside nose.
D. Generalization:
Name the different parts of the nose. Describe each part.
E. Application:
What would happen if you pull your hair inside your nose? Why?
IV. Evaluation:
Identify which part of the nose is being described.
______ 1. Tiny hairs inside the nose.
______ 2. Sense organ for smelling.
______ 3. Two openings in the nose.
V. Assignment:
Draw and label the parts of the nose.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describes how the nose works
Values:
Our nose is a passage of the air we breathe. Always keep it dean.
II. Subject Matter:
Sense Organs - Your Nose
A. Science Concepts/Ideas:
1. We inhale air through the nostrils. When air enters the nose, the nerves carry the message to
the brain which tells us what we smell.
B. Science Processes:
Observing, inferring
C. Materials:
Utility/magic box, Variety of objects (some with odors, others are none)
References:
Science and Health - Teacher's Manual, p. 24 Science and Health - Carmelita Coronel, p. 34
Science and Health - Lesson Plans, p. 21 ELC 2-2.2
III. Procedure:
A. Preparatory Activities:
• Review
What are the different parts of the nose?
• Motivation:
Can you tell things without seeing them? Ask your classmate to blindfold you. Be able to
identify the things inside the mystery box.
B. Presentation:
a. Can you tell things by their odor? Some things have odors. You can learn about these things
by smelling them. Your nose is the organ for your sense of smell. When you smell, you sniff
a little air through your nostrils.
C. Concept Formation:
a. How does your nose work?
b. Read p. 36. Discuss how the nose works.
c. Ask: What happens when air particles carrying the smell of a fried chicken enters your nose?
What do nerve cells do so that you are able to smell?
D. Generalization:
How does the nose help you smell?
E. Application:
1. What would happen if you do not have a nose?
2. Now that you have a nose that works well, what will you do to maintain it? Illustrate your answer.
IV. Evaluation:
Underline the correct word to complete each sentence.
1. Your breathe in air through your (ears, nose, brain).
2. We smell things in the form of (solid, liquid, gas).
3. It is carried in the (food, water, air) you breathe.
V. Assignment:
Draw the things that you could do to show the proper ways of caring the nose.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies common ailments of the nose
Values:
The nose is a delicate organ. Make it clean a4vays.
II. Subject Matter:
Sense Caring for the Nose
A. Science Concepts/Ideas:
1. Nose bleed is a common ailment of the nose.
2. There are ways of taking care for the nose.
B. Science Processes:
Observing, demonstrating
C. Materials:
Poster showing the proper ways of caring for the nose
References:
Science and Health - Teacher's Manual, p. 24 Science and Health - Carmelita Coronel, p. 37
Science and Health - Lesson Plans, p. 23
III. Procedure:
A. Preparatory Activities:
• Review
How does your nose help you smell?
• Motivation:
Show a picture of a person with a severe cold. Describe how a person looks. If you have
severe colds can you smell well? Do you enjoy the foods given by people who visited you?
Why?
B. Presentation:
1. Relate the motivation to the lesson.
2. Can you work well if you have colds? Why?
3. What is the best thing to do if you have colds?
C. Concept Formation:
1. Have them read p. 37 of the text.
2. Discuss how the nose may get hurt if infected.
3. Let them demonstrate how to stop a nose bleed.
a. What should you use to clean your nose?
b. Why should you avoid smelling unknown substances?
D. Generalization:
How should you take care of your nose? What are the common ailments of the nose?
E. Application:
How would you avoid nose ailments? Prepare posters for nose care.
IV. Evaluation:
Read each statement carefully. Put a check () on the blank if it shows proper way of caring for
the nose. Put an (x) if it is not.
_____ 1. Blow the nose gently if you have colds.
_____ 2. Cover the nose when passing a dirty and dusty place.
_____ 3. Put dirty fingers or pointed objects into your nose.
V. Assignment:
Bring samples of foods which are sweet, sour, salty and bitter.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies parts of the tongue that sense different taste
Values:
The tongue was made for good purpose; use it carefully according to its purpose.
II. Subject Matter:
Your Sense Organs: The Tongue
A. Science Concepts/Ideas:
The tongue is covered with taste buds. Different tastes are sensed in specific areas of the
tongue (tip-sweet, side sour and salty, back bitter). The nerves connected to the taste buds send
messages to the brain.
B. Science Processes:
Observing, experimenting
C. Materials:
Variety of foods, picture of tongue with labels on the parts that sensed different tastes
References:
Science and Health - Teacher's Manual, p. 25; Science and Health - Carmelita Coronel, pp. 38-39
Science and Health - Lesson Plans, p. 25; Science and Health -Manual of Enhancement - Jessie
A. Villegas p. 18
III. Procedure:
A. Preparatory Activities:
• Review
What are the common ailments of the nose?
What are the five sense organs?
• Motivation:
Can you name the food by its taste? Conduct "taste test" of variety of foods.
B. Presentation:
1. Let the pupils stick out their tongue. Examine it using your mirror. .
2. Describe your tongue. What is the color? How does it look?
C. Concept Formation:
1. How does your tongue taste? How does it know that the food tastes sweet, sour, salty and
bitter?
D. Generalization:
What are the kinds of taste?
E. Application:
1. Why is our tongue important?
2. Our tongue should be used according to its good purpose.
IV. Evaluation:
Complete the table below.
Food
Taste
1. chico
2. coffee
3. dried fish
4. tamarind
5. medicine tablet
Area
V. Assignment:
Make cut outs of tongue. Color each part hat perceives the taste.
Sweet taste - red
Salty taste - yellow
Sour taste - green
Bitter taste - violet
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrates ways of caring for the tongue
Values:
The tongue is a very important sense organ. Take care of it.
II. Subject Matter:
Sense Organs - Caring for the Tongue
A. Science Concepts/Ideas:
1. The tongue may develop sores. It is important to make the tongue clean and free from
infection.
B. Science Processes:
Observing, describing
C. Materials:
Illustrations showing the proper care of the tongue
References:
Science and Health - Teacher's Manual, p. 26 Science and Health - Carmelita Coronel, p. 40
Science and Health - Lesson Plans, p. 27
III. Procedure:
A. Preparatory Activities:
1. Review
Label the area of taste using the drawing of the tongue.
2. Motivation:
a. Present a situation. Let the pupils listen carefully.
Cindy's mother arrived from abroad. She brought boxes of chocolates and candies.
She told Cindy that she has to share them to her friends. She reminded her also that
eating too much chocolates and candies may hurt the tongue…..p.20
b. Answer the following questions:
1. What is the cause of Cindy's tongue sores?
2. Have you experienced having sores like Cindy?
3. How long did it last?
B. Presentation:
a. How can you avoid sores?
b. Have them read p. 40 of the text.
C. Concept Formation:
a. Discuss how to take care of one's tongue.
b. Let the pupils demonstrate how to swab the tongue with cotton buds or soft cloth.
c. Enumerate ways of caring for the tongue.
D. Generalization:
What are the ways of taking care for the tongue?
E. Application:
Why do we need to take care for the tongue?
What will happen if the tongue will not be taken cared of?
IV. Evaluation:
Put a check on the blank if it is a way of caring for the tongue. Put an x if it is not.
______ 1. Do not eat hot foods. Let the food cool first.
______ 2. Brush your teeth after meal. Do not brush your tongue.
______ 3. Put pointed objects like pencil in your mouth.
V. Assignment:
Write five of your favorite foods and tell how each one taste.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies the parts of the skin and describe the functions of each part
Values:
Appreciation of the value of skin, gratefulness
II. Subject Matter:
Your Sense Organs - Your Skin
A. Science Concepts/Ideas:
1. The skin is the largest organ of the body. It covers the body from head to foot.
2. Some parts of the body are covered with skin which is more sensitive.
B. Science Processes:
Observing, experimenting
C. Materials:
Illustrations of the structure of the skin,, coin pin, ice
References:
Science and Health - Teacher's Manual, pp. 14-15
Science and Health - Carmelita Coronel, pp. 41-42
Science and Health - Lesson Plans, pp. 28-29 Science and Health Manual of Enhancement Jessie A. Villegas pp. 16-17 ELC - p
III. Procedure:
A. Preparatory Activities:
1. Review
What are the ways of caring for the tongue?
What are the five sense organs of the body?
2. Motivation
Sing a song.
B. Presentation:
1. Can you identify a thing by touching it? Have contest in identifying things inside the box
using the sense of touch.
2. What made you feel the texture, size, shape of an object inside the box?
C. Concept Formation:
1. Have them read an enlarge picture of the skin with its different parts functions.
a. What do you call the topmost layer of the skin?
b. What do you call the innermost layer of the skin?
D. Generalization:
What are the parts of the skin? What does each part do?
E. Application:
Can sense of touch save us from danger? How?
What if we don't have skin, what will happen?
Are you grateful of having a skin? How will you show your gratefulness? Draw it.
IV. Evaluation:
Select the letter of the best answer.
1. Which is the outer part of the skin?
a. dermis
b. epidermis
c. hair roots
2. What sensation will you feel when pricked with a needle?
a. coldness
b. heat
c. pain
V. Assignment:
Draw the structure of the skin and label its parts.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies common ailments affecting the skin.
Values:
Practices cleanliness to one’s body. Eat foods that are rich in Vit. A.
II. Subject Matter:
Sense Organ – Skin Ailments
A. Science Concepts/Ideas:
 Infection can harm the skin
 Some skin ailments are scabies, tinea flava and boils
B. Science Processes:
Observing
C. Materials:
Pictures of skin ailments
References:
Science and Health – TM pp. 26-27
Science and Health – Carmelita Coronel pp. 43-45;
Science and Health – Lesson Plan p. 30 ELC 3.3.1
III. Procedure:
A. Preparatory Activities:
 Review
What are the parts of the skin? Tell the importance of having skin.’
 Motivation
Show picture of a child with clean skin and with skin ailments.
1. Which skin looks healthy?
2. What help this child keep her skin healthy?
B. Presentation:
a. Have a pupils tell what could they do to keep their skin healthy.
b. Select a model child. Observe her skin.
c. Discuss how a healthy skin improves one’s looks.
C. Concept Formation:
a. Have you experienced having skin ailments? What are they?
b. Let the pupils describe the kind of skin ailments they have.
c. Read p. 43 of the text.
D. Generalization:
What are some common ailments?
E. Application:
1. Why do we need to have a healthy skin?
2. What will you do to avoid ailments? Check your answer.
_______ Keep the body clean
_______ Take a bath everyday
_______ Wear clean clothes
_______ Play on a dirty place
IV. Evaluation:
Write a letter of the correct answer each of the following.
1. Hard red painful swelling of the skin
a. tinea flava
b. boil
c. scabies
2. White spots on the skin especially on the face and arms.
a. tinea flava
b. boil
c. scabies
V. Assignment:
Ask your parents and other people in making a list of different medical plants commonly used in
treating skin ailments.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrates ways of having the skin healthy.
Values:
Maintain cleanliness by practicing good health habits.
II. Subject Matter:
Sense Organ - (Keeping your Skin Healthy)
A. Science Concepts/Ideas:
 Keep the skin clean.
 Eat plenty of fruits and vegetables.
 Avoid playing long under the sun.
B. Science Processes:
Observing and demonstrating
C. Materials:
Illustration showing proper care for the skin
References:
Science and Health-TM pp. 27-28
Science and Health-Carmelita Cornel p. 41;
Science and Health-Lesson Plan p. 31 ELC 3.3.2
III. Procedure:
A. Preparatory Activities:
 Review:
What are some common skin ailments?
 Motivation:
Our skin covers our body. It gives us sense of touch. How can you keep your skin healthy?
B. Presentation:
a. Discuss the rules in keeping the skin, healthy.
b. Do you follow these rules?
c. Why do you need to follow these rules?
C. Concept Formation:
a. Demonstrate ways of caring the skin.
b. Answer the following questions.
1. What things should you do to keep your skin healthy?
2. Which food are good for the skin?
D. Generalization:
How should you take care of your skin?
E. Application:
1. Should we take care of our skin? Why?
2. What good will it give if you stay clean and healthy?
3. If you see your friend disregarding the rules in keeping the skin healthy what will you do?
IV. Evaluation:
Which of these practices will keep your skin healthy? Encircle the number,
1. Take a bath everyday.
2. Play too long under the sun.
3. Eat plenty of fruits and vegetables.
V. Assignment:
Prepare an album showing the proper ways of keeping the skin healthy.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes changes in one's height and weight.
Values:
Appreciation of changes in one's body. Accuracy in measuring and recording.
II. Subject Matter:
Growth and change — You Grow Physically
A. Science Concepts/Ideas:
 Our height and weight change as we grow.
B. Science Processes:
Observing, measuring and comparing
C. Materials:
Ruler, tape measure, weighing scale, pictures
References:
Science and Health-TM pp. 29-30
Science and Health-Carmelita Coronet pp. 51-54;
Science and Health-Lesson Plan p. 33;
Science and Health Manual of Enhancement-Jessie A. Villegas p. 20 ELC 5.5.2
III. Procedure:
A. Preparatory Activities:
 Review:
Enumerate the ways of caring for the sense organs.
What are the different devices that we use in measuring our height and weight?
 Motivation:
Observe your picture when you were a baby. Compare it with your latest picture. Is there
a change?
B. Presentation:
a. Present the weighing scale, tape measure and ruler to the class. Let the pupils identify them.
b. Discuss how they are used.
c. Ask them to measure and record their height and weight.
C. Concept Formation:
As you grow, your body changes. It changes inside where you cannot see it happen. It
changes outside where you can observe what is happening.
a. Describe how does your body change as you grow.
D. Generalization:
What changes are happening to you while you are growing up?
E. Application:
1. What did you find out after comparing . your height and weight to children of the same ages?
2. Are you afraid of the different changes happening in your body? Why?
IV. Evaluation:
Write true or false.
1. You have been growing ever since you were born.
2. You can stop moving or talking but you cannot stop yourself from growing.
3. The change in height or weight of growing children are the same. * ,
V. Assignment:
Find the record of your height and weight from Grade 1 and Grade 2.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Measures and records one's height and weight. Compares one's present height or weight with
those of the others.
Values:
Accuracy of measuring and recording.
II. Subject Matter:
Growth and change — Your Growth Physically.
A. Science Concepts/Ideas:
Increase in height and weight shows that we grow physically.
B. Science Processes:
Measuring and comparing
C. Materials:
Ruler, weighing scale, tape measure, meter stick
References:
Science and Health-TM pp. 29-30 Science and Health-Carmelita Coronel pp. 51-52; Science and
Health-Lesson Plan p. 35; Science and Health Today-Amelia Ronquillo et al p. 5 ELC 5.5.9
III. Procedure:
A. Preparatory Activities:
 Review:
What happened to a child when he or she grew up?
 Motivation:
Do you want to know your growth rate? Have a "guessing game" using the different
measuring devices.
B. Presentation:
a. Find your height in centimeters
To measure your height, stand barefooted with your back against the meter stick or tape
measure. Hold your body erect. Your partners will lower the measuring board of the
instrument until it rests against your head. What is your height in centimeters?
C. Concept Formation:
Answer the following question
1. How tall are you now?
2. How heavy are you now?
3. Are there changes in your height? weight?
D. Generalization:
How did you know that you are growing physically?
E. Application:
Look for a classmate of your age. Compare your height and weight with him/her.
1. Who is taller?
2. Who is heavier?
IV. Evaluation:
Make a bar graph to show the height of Mario-117 cm, Juan-121 cm, Pedro-110 cm. Be able to
interpret it using the questions below.
1. Who is the tallest?
2. Who is the shortest?
3. Do all of them have the same growth rate?
V. Assignment:
Some of the things you used last year show that you are growing.
1. Measure the length of the shirt or pants you used last year and the one you used now. Last
yr.______cm Difference _________ cm Now______cm
2. Measure the length of the shoes you used last year and the one you used now. Last yr.
_______cm
Difference ________ cm
Now ________ cm
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Names and compares physical activities one participate in then and now.
Values:
Helpfulness and Cooperation.
II. Subject Matter:
Growth and change - Your Physical Activities Then and Now
A. Science Concepts/Ideas:
A child physical activities change as he grow.
B. Science Processes:
Observing, reading and information
C. Materials:
Pictures of children and babies doing different activities.
References:
Science and Health-TM p. 31; Science and Health-Carmelita Coronel p. 55; Science and HealthLesson Plan p. 37; Science and Health Today-Amelia Ronquillo et al pp. 6-7
ELC 5.2.1
III. Procedure:
A. Preparatory Activities:
 Review:
What are the changes happening to a growing child since he was born?
 Motivation:
Look at the pictures of babies/growing children. In what other ways do these young
children changed?
B. Presentation:
a. Let the pupils observe babies. Record the physical activities babies can do.
b. List the activities that you could do now.
c. Fill in the table with the physical activities then and now.
Then
Now
1. Kick
1. play games
2.
3.
2.
3.
C. Concept Formation:
a. Compare the activities you can do then and with the activities you can do now.
b. Can you do more physical activities now?
c. Enumerate at least 10 of the activities you love to do now that you are in Grade 3.
D. Generalization:
What are the different changes in the physical activities of a child as he grows?
E. Application:
Since you've grown bigger, taller and stronger, you can now play the "Obstacle Race". Listen
to the teacher's instructions before performing the game.
Did you follow instructions correctly?
IV. Evaluation:
Identify each physical activity. Write then if the activity is for a baby, now if the activity if for
children of your age.
1. Holds the glass well.
2. Use spoon and fork properly.
3. Read stories of fairy tales.
V. Assignment:
Write five things you can do to help keep your house clean and comfortable.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies and compares social activities one participate then and now.
Values:
Appreciation of the value of friendship
II. Subject Matter:
Growth and changes – Your Social Activities Now and Then
A. Science Concepts/Ideas:
A child has more social activities now tan before.
B. Science Processes:
Observing and identifying
C. Materials:
Pictures depicting social activities of babies and growing children
References:
Science and Health – TM p.31; Science and Health-Carmelita Coronel pp. 55-57; Science and
Health-Lesson Plan p.41 ELC 5.2.1
III. Procedure:
A. Preparatory Activities:
 Review
What are your physical activities when you were a baby? Now?
 Motivation
Observe pictures of babies and growing children. Have them act-out what they’ve
observed.
B. Presentation:
a. List all the social activities babies can do.
b. Interview pupils about their latest social interest.
c. Fill in the column with your social activity then and now.
Then
Social Activities
Now
C. Concept Formation:
a. Look at the columns. Compare your social activities then and now.
b. Ask: Do you play only with your family? Why?
D. Generalization:
How do you compare the social activities of the child now from that of the child then?
E. Application:
1. What have you learned about the social activities of a child nowadays and social activities of
the child before?
2. Now that you have friends, how do you value friendship? Are friends important?
IV. Evaluation:
Write true or false
1. Babies cry when they see a stranger in the house.
2. Babies enjoy playing with family members only.
3. At the age of eight, children enjoy the company of others.
V. Assignment:
Do exercises A and B on p. 59 of the text.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Cites evidences that show changes in one's mental abilities.
Values:
Use one's ability in helping others in need.
II. Subject Matter:
Growth and change - Your Mental Abilities
A. Science Concepts/Ideas:
A children grow physically, they also grow mentally.
Mental growth refers to the development of nervous system. It includes the brain, the spinal
cord and the nerves.
B. Science Processes:
Observing and comparing
C. Materials:
Pictures of babies and grown-ups
References:
Science and Health-TM p. 32; Science and Health-Carmelita Coronelp. 88; Science and HealthLesson Plan p. 39; Science and Health-Manual of Enhancement-Jessie A Villegas p. 28; Science
and Health Today-Amelia Ronquillo et al pp. 12-13 ELC 5.4
III. Procedure:
A. Preparatory Activities:
 Review:
a. Give differences in social activities of babies and children of your age.
b. What have you learned from their activities?
 Motivation:
Present situation. Ask some children to role play each.
a. Tina's mother converses with her visitor. She told Tina to get inside the room because she
doesn't understand what they are talking.
- Why do you think Mother told Tina to get inside her room?
B. Presentation:
Tina has changed much in the things she knows, that's why her mother trusted her to decide
for herself.
a. Cite some examples which you know now but your baby brother and sister do not know.
C. Concept Formation:
a. State and write the things you can do now at home and in school.
b. Have them read p. 58 of the text
c. Discuss changes that show mental development.
D. Generalization:
What can you say as the children grow physically?
E. Application:
What are the activities that you can do to show that you are growing mentally?
Now that you have grown mentally, how can you help your younger sisters and brothers?
IV. Evaluation:
Identify the activities that show you've grown mentally. Put a check inside the box. ,
 1. Solve simple mathematical problems.
 2. Reading Science books.
 3. Sleep in the crib.
 4. Cry to get what you want.
V. Assignment:
Think deeper. Write true or false. If your answer is false, explain why.
1. A kilo of cotton is heavier than a kilo of nail.
2. Boys aging eight are always taller than eight years old girls.
3. Orange is the color of all juices.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes and compares changes in one's ability to speak, write, read, draw and solve.
Values:
Use Skills and knowledge only for good.
II. Subject Matter:
Growth and change - your mental abilities
A. Science Concepts/Ideas:
The signs that you are growing mentally are abilities to speak better, write better, read fast,
answer questions correctly, understand better than when you were younger.
B. Science Processes:
Observing and comparing
C. Materials:
Pictures of babies and grown-ups
References:
Science and Health-TM p. 32
Science and Health-Lesson Plan p. 39;
Science and Health Today-Amelia Ronquillo et al p. 13 ELC 5.5
III. Procedure:
A. Preparatory Activities:
 Review:
What are the activities that show you are growing mentally?
 Motivation:
Look at the pictures of babies and grown up's. How do they differ? Let them act like a
baby.
B. Presentation:
a. What do babies do to get what they want? Why?
b. How about children of your age, what do you do when you want something? Why?
C. Concept Formation:
Answer the following questions correctly.
1. Who can understand better, a 2 years old boy or a Grade 1 girl? Why?
2. Who can answer teacher's question better, a four year old girl or a Grade 3 boy? Why?
3. Who can solve problems fast, a Grade 2 pupil or a Grade 6 pupil? Why?
D. Generalization:
What are the signs that show you are growing mentally?
E. Application:
You are now a child who understands better than your younger sister and brother. How will
you show to them that you have really grown mentally? Check your answer.
_____ 1. Teach them how to solve simple mathematical problems.
_____ 2. Give reasons on their "why" questions.
_____ 3. Laugh at them when they couldn't pronounce words well.
IV. Evaluation:
Compare yourselves with babies and with adults. Write at least five.
V. Assignment:
Group the activities below in their correct column.
Then
Now
• I can read well
• I can play with my rattle.
• I can prepare my own milk.
• I cry to get food.
• I hide when there are visitors.
• I can memorize a poem.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes that one grows and develops like one as both of his parents.
Values:
Appreciation of the importance of accepting one self
II. Subject Matter:
Growth and change - Factors that affect your growth and development
A. Science Concepts/Ideas:
Parents may pass on some physical characteristics to their children. Parents may pass on
some tendencies that make children susceptible to diseases.
B. Science Processes:
Observing, inferring and describing
C. Materials:
Pictures of parents/children
References:
Science and Health-TM p. 33; Science and Health-Carmelita Coronel pp. 60-61; Science and
Health-Lesson Plan p. 43; Science and Health Today-Amelia Ronquillo et al pp. 23-25
ELC 6.2
III. Procedure:
A. Preparatory Activities:
 Review:
What did you notice as the children grow physically?
 Motivation:
Why do you look the way you do? Have pupils observe their family picture. Focus on
their parents. Do you look more like your mother? Our father?
B. Presentation:
a. Let the pupils observe their physical looks with their mother and father.
b. Compare characteristics such as color of skin, height etc.
c. List all your observations.
C. Concept Formation:
a. Show pictures of the Aeta family and Chinese family.
Do all members of each family look alike?
b. Describe the family of Aetas.
Describe the family of the Chinese.
D. Generalization:
What are some of the physical characteristics that parents may pass on to their children.
E. Application:
a. Observe your mother and father in the picture. Do you accept their looks?
b. Answer the following. Choose the letter of the best answer.
1. If it happens that you've got a flat nose from your mother, what will you do?
a. I'll cry whenever I see my nose in the mirror.
b. I'll accept it because it came from my mother.
c. I'll blame my mother for having flat nose.
IV. Evaluation:
Answer with true or false.
1. All children of the same family look alike.
2. A child may grow or develop like their parents.
3. All children look like their parents.
V. Assignment:
Observe your mother and father. Compare your looks with them. Fill in the table.
Eye Shape
Nose flat or high
Hair straight or curly
Skin fair or dark
Father
Mother
Myself
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Classifies the foods according to the three basic food groups.
Values:
Eat healthy foods and have a balance diet Never waste food
II. Subject Matter:
Growth and change - The food you eat
A. Science Concepts/Ideas:
Growing children need nutritious food. Go, grow and glow foods are basic food groups
needed by children.
B. Science Processes:
Identifying, observing and classifying
C. Materials:
Chart of Go, Grow and Glow Foods Cut-outs of different kinds of food
References:
Science and Health-TM p. 34
Science and Health-Carmelita Coronet pp. 64-67; Science and Health 3-Lesson Plan p. 45;
Science and Health Today-Amelia Ronquillo pp. 28-29 ELC 6.3.1
III. Procedure:
A. Preparatory Activities:
 Review:
What were some of the physical characteristics that parents passed on to their children?
 Motivation:
Sing a song
Tune: London Bridge is Falling Down
B. Presentation:
a. Let them observe the pictures of the three basic food groups.
b. Enumerate the food you eat for breakfast, lunch and dinner. Include also the in between meals
or snacks.
C. Concept Formation:
a. Show the picture chart of the group of foods.
b. Have them identify the food in each group.
c. Read pp. 64-65 of the text.
D. Generalization:
What are the three basic food groups?
E. Application:
Cut colored pictures of the three basic food groups. Classify and paste them in their proper
column below.
Carbohydrates & Fats
Protein
Vit. & Minerals
(Go Foods)
(Grow Foods)
(Glow Food)
IV. Evaluation:
Answer the following questions correctly.
1. Why are protein as grow foods needed by the body?
2. What do carbohydrates and fats or go foods give to us?
3. Why should we eat foods rich in vitamins and minerals?
V. Assignment:
1. Prepare an album of the different food groups.
2. Write two-three recommendations for children like your age who seem not to be growing as they
should.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Infers that eating a variety of nutritious food in the right amount is necessary for one's growth
and development
Values:
Eat the right kind of food in the right amount obedience
II. Subject Matter:
Growth and change - The food you eat
A. Science Concepts/Ideas:
Carbohydrates, fats, proteins are nutrients that the body needs.
Vitamins, minerals and waters are needed by the body.
B. Science Processes:
Observing, describing and classifying
C. Materials:
Chart of Go, Grow and Glow Foos pictures of different kinds of food
References:
Science and Health-TM p. 34
Science and Health-Carmelita Counel pp. 64-65; Science and Health-LGson Plan p. 47; Science
and Health TdayAmelia Ronquillo et at pp. :0-31; Science and Health for a Better Lfe pp. 59-61
ELC 6.3.2
III. Procedure:
A. Preparatory Activities:
 Review:
What are the three basic food groups? Give examples of go, grow and glow foods.
 Motivation:
Have the pupils sing the song learned about the three basic food groups.
Have contest in identifying foods in the flashcards as go, grow and glow.
B. Presentation:
a. Present the picture of a healthy and unhealthy pupils.
b. Let the teacher discuss that our body needs different kinds of nutrients. Explain that the
nutrients are substances found in the food.
C. Concept Formation:
a. Discuss with the pupils that vitamins are of several kinds.
Ask: 1. What are the different kinds of vitamins found in the food.
2. What are foods rich in vitamin A, B, C and D?
3. What are the functions of each?
D. Generalization:
What foods are necessary for growth and development among young children?
E. Application:
1. Why should one eat the right amount and the right kind of foods?
2. Which of the following attitudes show obedience in eating the right kind of food? Check your
answer.
1. Eat plenty of chocolates.
2. Drink at least 8-10 glasses of water everyday.
3. Avoid eating foods which are delicious but not nutritious.
IV. Evaluation:
Answer exercise B in "Do and Learn" on p. 67.
V. Assignment:
Let the pupils go to their school canteen. Find out what foods are sold. Ask them to write what
foods are in the chart provided for a purpose.
Go Foods
Grow Foods
Glow Foods
Bread
Fish
banana
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Names the desirable health/food habits practices the desirable health/food.
Values:
Follow the desirable health/food/habits constantly
II. Subject Matter:
Growth and change — Health Habits and Food Habits.
A. Science Concepts/Ideas:
Children should practice health habits while they are still young.
Good food habits make a person healthy.
B. Science Processes:
Observing and describing
C. Materials:
Posters of health/food habits
References:
Science and Health-TM p. 38-39; Science and Health-Carmelita Coronel pp. 73-74; Science and
Health-Lesson Plan p. 55
ELC 6.3.3
III. Procedure:
A. Preparatory Activities:
 Review:
Is there a need to eat foods containing nutrients? Why?
Are the foods sold at the canteen nutritious?
 Motivation:
Select 3 healthy children in the class, Are they healthy?
What makes these children healthy?
B. Presentation:
a. Show picture of healthy children.
b. Present the set of healthy habits on p. 73. Discuss each of them.
c. Let the pupils explain why each habit can contribute to one's health.
C. Concept Formation:
a. Recall the kinds of food needed by the body.
What would happen if the body does not get nutrient it needs.
b. Present the food habit on pages 7475,
Why do you think each food habit important?
D. Generalization:
Identify some of the desirable health habits and food habits.
E. Application:
Why should young children practice health habits and food habits while they are still young?
Is there a need for them to follow these health/food habits always? What will happen if we
will not follow these habits?
IV. Evaluation:
Read each sentence carefully. Write HE on the blank if it tells about health habit, then FH if food
habit.
______ 1. Keep fingernails short.
______ 2. Drink fruit juices instead of carbonated drinks.
______ 3. Take only small bites of food
V. Assignment:
1. Make a list of healthy eating habits that you usually practice at home.
2. Make commitments on practicing health/food habits constantly.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 States that growing children need exercise, rest and recreation.
Values:
Appreciation of the importance of daily exercises.
II. Subject Matter:
Growth and change - Exercise and Play rest and Recreation
A. Science Concepts/Ideas:
Growing children need exercise, rest and sleep so that the heart and other parts of the body
can rest after work.
B. Science Processes:
Observing, describing and comparing
C. Materials:
Pictures of children playing and doing exercises
References:
Science and Health-TM p. 36; Science and Health-C.C. pp. 70-74 Science and Health-Lesson
Plan p. 51 Science and Health Today-Amelia Ronquillo et al pp. 36-37 ELC 6.4
III. Procedure:
A. Preparatory Activities:
 Review:
Give the importance of practicing health/food habits.
Why do we need to follow them constantly?
 Motivation:
Let the pupils do some exercises such as jogging, jumping in place. how do you feel after
doing these exercises.
B. Presentation:
a. Let the pupils do simple and basic exercises like running, jumping, jogging in place etc.
How do you feel after doing the exercises?
b. What are other activities which are good for exercises. Enumerate them.
C. Concept Formation:
a. Have them discuss the picture on p. 70. Show also pictures of children exercising and
playing. Are exercise and playing good for the body? Why?
b. How about if the body got tired, what does it need?
c. Read p. 70 Rest and Recreation. What are the activities that are good for recreation?
D. Generalization:
Why are exercise, rest and recreation important to our body?
E. Application:
Write down some of the activities for exercise, rest and recreation that you often do.
IV. Evaluation:
Accomplish exercise B in the "Do and Learn" on p. 71 of the text.
V. Assignment:
Answer exercise A in the "Do and Learn" on p. 71.
Remarks:
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______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Compares a healthful and an unhealthful surroundings.
Values:
Cleanliness and Cooperation
II. Subject Matter:
Growth and change - Your Surroundings
A. Science Concepts/Ideas:
Clean surroundings help us become healthy. Surroundings affect the growth and development
of children.
B. Science Processes:
Observing, comparing and describing
C. Materials:
Pictures of orderly and disorderly home pictures of clean and unclean surroundings
References:
Science and Health-TM p. 39; Science and Health C.C. pp. 76-77 Science and Health-Lesson
Plan pp. 57-58; Science and Health Today-Amelia Ronquillo et al pp. 53-55
ELC 6.6.5
III. Procedure:
A. Preparatory Activities:
 Review:
Why is there a need for young children to practice health/food habits?
 Motivation:
Observe the pictures of orderly and disorderly home and surroundings.
B. Presentation:
a. Describe the first picture (orderly place)
b. Describe the second picture (disorderly place)
c. Which do you prefer; the first or second picture?
C. Concept Formation:
a. Write your reasons why you've chosen the first picture.
b. What made you choose it? Enumerate. Describe a healthful and unhealthful surroundings.
c. Compare the healthful and unhealthful surroundings.
D. Generalization:
What can you say about the healthful and an unhealthful surroundings?
E. Application:
What will happen to you if you live in
A Healthful Surroundings
A Unhealthful Surroundings
IV. Evaluation:
Read given situations carefully. Choose the letter of the correct answer.
1. What will happen if children's place is unhealthy?
a. Their growth and development will be affected.
b. They'll grow faster.
c. His growth will stop.
2. Mario is living in a clean surrounding
a. He'll grow strong and healthy.
b. He'll get sick.
c. He'll become untidy.
V. Assignment:
Collect pictures of a healthy and unhealthy surroundings.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies things in the surroundings that are good for people's health and well being.
Values:
Practice ways of keeping the surrounding healthful
II. Subject Matter:
Growth and change - Healthful Surroundings
A. Science Concepts/Ideas:
A clean and healthful surroundings is free from garbage, bad smell, stagnant water, rats, flies,
mosquitoes, dead animals and human waste.
B. Science Processes:
Observing and describing
C. Materials:
Pictures of clean and healthful surroundings
References:
Science and Health-TM p. 39; Science and Health-C.C. pp. 76-77 Science and Health TodayAmelia Ronquillo et al pp. 57-61 ELC 6.5.1
III. Procedure:
A. Preparatory Activities:
 Review:
Tell the consequences of living in a clean/healthful/an unhealthful surroundings.
 Motivation:
Present picture of clean and healthful surroundings. Let them observe it.
B. Presentation:
a. How did the people keep their surroundings clean and healthful? Describe it.
b. Discuss the ways of keeping the surroundings healthful.
1. Cleaning the house regularly, the kitchen, room, toilet cabinets.
2. Proper disposal of garbage through segregation.
3. Removing of stagnant water in canals.
C. Concept Formation:
Answer the following
1. What do you do with the cockroaches you find inside the cabinets?
2. How do you dispose your garbage?
3. How will you free your place from mosquitoes. How will you destroy their breeding places?
D. Generalization:
What are the things found in a clean and healthful surroundings?
E. Application:
1. What shall you do to keep the surroundings good for your well being?
2. What will happen if people will ignore the value of cleanliness in their community?
3. Why do we need to practice the ways of keeping the surroundings clean and healthful?
IV. Evaluation:
Give five ways to make your surroundings healthful.
V. Assignment:
Make posters on how to keep the surroundings healthful.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies things in the surroundings which are harmful to people's health and well being.
Values:
Our body is a gift from God, let us keep it healthy.
II. Subject Matter:
Growth and change - Unhealthful Surroundings and Diseases
A. Science Concepts/Ideas:
Unhealthful surroundings make children easily catch diseases
Diseases affect the children's growth and development.
B. Science Processes:
Observing and describing
C. Materials:
Pictures of an unhealthy surroundings Pictures of a sick child
References:
Science and Health Today-Amelia Ronquillo et al pp. 53-55
ELC 6.5.1
III. Procedure:
A. Preparatory Activities:
 Review:
What are the ways of keeping the surroundings healthful?
 Motivation:
Present posters made by the pupils. Have them interpret it.
B. Presentation:
a. Show the pictures of an unhealthful surroundings.
b. Would you like to stay in this place?
c. Let the pupils describe the unhealthful surroundings.
C. Concept Formation:
a. What makes the surroundings unhealthful? Enumerate them.
b. Show the picture of a sick girl/boy. What do you think made this girl sick?
c. What makes you and your friends sick?
D. Generalization:
What makes the surroundings unhealthful?
E. Application:
1. What will you do when you got sick with disease caused by unhealthful surroundings.
2. How can you avoid ,catching diseases.
IV. Evaluation:
Give 5 characteristics of an unhealthful surrounding.
V. Assignment:
What help could you give to save your place from becoming unhealthful?
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describes how illnesses/diseases slow down one's growth and development.
Values:
Caring for the Body
II. Subject Matter:
Growth and change - Health Problems
A. Science Concepts/Ideas:
Illnesses/Diseases slow down one's growth and development.
Malnutrition is a health problem. Obesity is a health problem that prevent a child from doing
activities. Intestinal parasites make a child sickly. Rheumatic heart disease affects many children.
B. Science Processes:
Inferring and describing
C. Materials:
Pictures of children with health problems.
References:
Science and Health-TM p. 35; Science and Health C.C. pp. 68-69 Science and Health TodayAmelia Ronquillo et al ELC 8.1
III. Procedure:
A. Preparatory Activities:
 Review:
What makes the surroundings unhealthful?
 Motivation:
Show pictures of children with health problems. Which of these health problems do you
have?
Sing a Song:
Tune: Row, Row your Boat
B. Presentation:
a. How often do you get sick?
b. What other diseases catch you easily?
c. What do you do when you are sick? Do you enjoy having illness? How does it feel?
C. Concept Formation:
a. Let the pupils read pp. 68-69
b. Discuss how health problems slow down the growth and development of a child.
1. What happens when if you are sick?
2. Can you eat well if you are sick?
3. What happiness when the body does not get food?
D. Generalization:
What are the health problems that slow down the growth and development of a child?
E. Application:
Identify the diseases that made you ill now a days. How did these diseases affect your study?
IV. Evaluation:
Describe a child who is:
1. malnourished
2. obese
3. has intestinal parasites
V. Assignment:
Make a research on other common illnesses and diseases. Include the following in your research.
a. Sign of illnesses and diseases
b. How to prevent them
c. What to do in case you have diseases.
Remarks:
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_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observes that a small family can meet it basic needs better than a big family.
Values:
Appreciation of the value of having a small family.
II. Subject Matter:
Growth and change - Size of the Family
A. Science Concepts/Ideas:
A small family can meet the needs of its members better than a big family.
A small family can have 2 or three children, while a big family has more than 4 children.
B. Science Processes:
Observing and comparing
C. Materials:
Pictures of big and small families
References:
Science and Health-TM p. 37; Science and Health- C.C. pp. 71-72 Science and Health-Lesson
Plan p. 53 Science and Health Today-Amelia Ronquillo et al pp. 40-42 ELC 9
III. Procedure:
A. Preparatory Activities:
 Review.
What are the things sickness may do to us?
 Motivation:
Look at the picture showing a small and a big family. Which is better having a small
family or a big family?
B. Presentation:
a. Now many member's are there in your family?
b. Let them tell whether their families are small or big.
c. Discuss the advantage of a small family as compared to a big family in terms of food,
clothing allowance and other factors.
C. Concept Formation:
Answer the following
1. What is a small family? A big family?
2. What are the advantages of having a small family?
3. Which family do you think will spend less? Why?
D. Generalization:
Which is better, a small family or a big family?
E. Application:
When you grow up, which family do you prefer? Why?
IV. Evaluation:
Show pictures of families. Let the pupils identify the big and small families. Ask them why.
V. Assignment:
Interview a classmate who comes from a small/big family. Ask him/her how he/she feels to be in
a small/big family.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies the common animals in the locality.
Values:
Love animals
II. Subject Matter:
Animals - (Identifying common animals in the locality)
A. Science Concepts/Ideas:
There are different common animals in the locality.
B. Science Processes:
Observing and inferring
C. Materials:
Pictures of animals, live animals like puppy, cat, etc.
References:
BEC Handbook in Scince p. 9; Science and Health for Better Life p. 32 Living with Science 3 Sr. Mary Paul Plasabas, Nancy Gardiola, Myrna 0. Ocampo pp. 101-110
III. Procedure:
A. Preparatory Activities:
 Ask the pupils if they have pets at home and what kind of pets are they.
 Motivation:
Ask the pupils if they can see animals around. Ask the pupils to draw some of the animals
they see.
B. Presentation:
Ask the pupils what they can see in this picture. Let the pupils describe the animals.
Activity:
1. Show the pupils pictures of animals. Ask the pupils if all animals can be found in the locality.
2. Show the children some live animals like bird, butterfly, grasshopper, etc. identify and
describe them.
Discussion:
What animals have you seen? Can you find them in our locality? Where can you find the
tigers, lion and elephant? What kind of animals are they?
C. Concept Formation:
Ask the pupils if all kinds of animals can be found in the locality. Ask them what will they do
with their pets at home.
D. Application: Matching Game
Divide the class into four (4) groups. One group will hold the pictures of different animals,
while the other group the printed names of animals. Let the pupils match the pictures of animals
with their names and if they can be found in the locality. The first group with the correct pairs
win the game.
IV. Evaluation:
Study the list of animals below. Write only the animals that can be found in the locality.
sheep
tiger
chicken
elephant
cow
squirrel
pig
horse
carabao
dog
monkey
cat
bear
V. Assignment:
Draw the animals that can be found in our locality. Color them.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identifies body parts of animals and their functions.
Values:
Kindness
II. Subject Matter:
Animals - (Identifying body parts of animals)
A. Science Concepts/Ideas:
Animals have different body parts and functions.
B. Science Processes:
Observing and identifying
C. Materials:
Pictures of different animals (common) including bird/ live animals
References:
BEC Handbook in Scince p. 10; Science and Health 3 - Emilio S. Jacinto Jr., Shiela Vicente D.
Tagbo pp. 41-43 Living with Science 3 - Sr. Mary Paul Plasabas, Nancy Gardiola, Myrna O.
Carpio pp. 118-120
III. Procedure:
A. Preparatory Activities:
 Have the pupils recall the five senses and their functions.
 Motivation:
Ask the pupils if animals can see objects around them. Let the pupils draw the body part
of animals that is use for seeing objects. Ask the pupils to write the correct spelling of the
word/body part.
B. Presentation:
Show the class some common live animals such as cat, dog and bird. Ask the pupils to name
the parts of the animals.
Discussion:
What are the body parts of a butterfly? Can you find/see the same body parts on a dog?
C. Concept Formation:
What do animals have?
D. Application:
The goat is eating grass in the field. What made the goat see the grasses he eat?
IV. Evaluation:
Label the different parts of the animals below:
1. bird
2. butterfly
3. carabao
V. Assignment:
Write the body parts of the animals in the chart.
Animal
cat
horse
monkey
chick
Body parts
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Classifies animals according to movements.
Values:
Concern for Animals
II. Subject Matter:
Animals - (Movement of Animals)
A. Science Concepts/Ideas:
Animals move in different ways. They have parts that help them move and adapt to their habitat.
B. Science Processes:
Observing and describing
C. Materials:
Live common animals such as dog, cat, fish, butterfly.
Pictures of common animals showing their movement, e.g. flying bird, running dog, etc., Flash
cards for different movement - walk, swim, fly, jump.
References:
BEC Handbook in Scince p. 11
Science and Health 3 — pp. 63-65 Teachers Manual for Grade 3 pp. 43-44
III. Procedure:
A. Preparatory Activities:
 Ask the pupils what kind of animals are , herbivores, carnivores and omnivores?
 Motivation:
How do you move from one place to another?
B. Presentation:
Show picture of a cat. Ask the pupils what the cat is doing.
Activity:
Have the pupils observe the pictures of animals showing different movements, the dog, bird,
fish frog, butterfly, rabbit. Ask the children to make a list on the movements of animals. Ask
them to choose one animal they like best and imitate the movements it make, to done by group.
Discussion:
How do four-legged, two-legged and multi-legged animals move?
C. Concept Formation:
Each group will get the picture of animals, say their names and imitate how they move. Ask if
the pupils made movements differently.
D. Application
The children/pupils in Grade III-1 of Brgy. Maligaya Elementary School are watching
television about animals. One of Animals are flying and hopping on .a treetop. Under a tree is a
turtle walking. The children started to shout," slow moving, slow moving." How does the turtles
movement differs from that of the birds? Did the children show concern when they shouted at
the turtle?
IV. Evaluation:
Cross out the animals that does not belong to the group.
1. caterpillar, earthworm, centipede, butterfly
2. fish, snail, squid, rat
3. bee, grasshopper, rabbit, beetle
V. Assignment:
Write three sets of animals that have the same movements.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
2nd
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify the main parts of a plant
Values:
Love and appreciate plants as one of the natural resources given by God
II. Subject Matter:
Parts of a Plant
A. Science Concept:

The main parts of plants are roots, stems and leaves.
B. Science Processes:
Observing and describing
C. Materials:
Live plants (weeds, grass), drawings
References:
BEC Handbook in Science and Health p. 13 Science and Health for Better Life -Teacher's
Manual pp. 33-34
Science and Health 3 Teacher's Manual pp. 69-70
Science and Health 3 pp. 76-78 -Carmelita Coronet
Manual of Enhancement Activities and Experiments by Jessie A. Villegas pp. 46-47
III. Procedure:
A. Preparatory Activities
1. Ask the pupils about the body parts of animals. Do all animals have the same body parts?
2. Motivation:
Let them sing the song, "MY TOES, MY KNEES"
My toes, my knees
My shoulder, my head
My toes, my knees
My shoulder, my head
My toes, my knees
My shoulder, my head
We clap our hands together.
What other parts of the body were not mentioned in the song?
Do other' living things have the same parts, too?
B. Presentation:
Show a picture: What makes the surroundings beautiful? Describe the plants. What parts of the
plants can you see?
Activities:
A. 1. Look at the drawings of the plants. Their parts are labeled A, B, and C.
B. 1.
2.
3.
4.
Conduct a garden trip.
Recall the standards in having a garden trip.
Observe real plants.
Pull out some plants from the ground. Be careful to pull out only those plants that are not
wanted like, weeds and grass.
Do all of them have roots?
C. 1. Observe some water plants and aerial plants.
Do they also have roots?
Discussion:
1. What parts of the plants can be seer above the ground?
2. Do all plants have stems? Leaves?
3. Where do the leaves grow from?
C. Concept Formation:
What are the three main parts of plants?
D. Application:
Macmac was in the school garden. He pulled one plant, removed the roots, leaves and divided
the stem into two parts. Worst of all, he threw it. Is there love and appreciation for what he did?
Why?
IV. Evaluation:
Draw a plant and label its parts.
V. Assignment:
Find out what parts do the following plants have.
1. Moss
2. Mushroom
3. Algae
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify similarities and differences of roots
Values:
Taking care of plants in the surroundings
II. Subject Matter:
Comparing Roots
A. Science Concept:

Roots of different plants vary. They differ in size and texture.
B. Science Processes:
Describing, observing, comparing
C. Materials:
Live plants, pictures
References:
BEC Handbook in Science and Health p. 13 Teacher's Manual Grade III pp. 72-73
Science and Health p. 117
Science and Health 3 — Emilio S. Jacinto, Jr. et. al. pp. 75-76
III. Procedure:
A. Preparatory Activities
1. Ask a pupil to draw a plant on the chalkboard and label each part. Ask the pupils what plants
have stems that cannot be seen easily.
2. Motivation:
Are there trees and plants around? Do you want to know more how they differ with each
other?
B. Presentation:
Show pictures of trees and plants pike mango, narra and acacia trees, rose, cosmos, carrot and
ube. Ask the pupils to describe and compare the different roots.
Activity:
1. Conduct a garden trip.
2. Recall the standards in having a garden trip.
3. Touch the roots of these plants:
gabi
acacia
kangkong
okra
orchid
Discussion:
1. Which roots are soft? Hard?
2. Which are smooth?rough?
3. Which roots are big and small?
C. Concept Formation:
How do roots differ?
D. Application:
Ana and Dolly were in the garden. Ana saw a camantigue plant and easily pulled it from the
soil. Dolly also pulled a small gumamela plant. Ana easily crashed the roots of the camantigue
while Dolly had a hard time in crashing the gumamela roots. Why?
IV. Evaluation:
Choose the letter of the correct answer.
1. Which of the following plants have big thick roots?
a. camote and ube
b. narra and acasia
c. gumamela and rose
d. orchids and camantigue
2. Which among these plants have shorter and smaller roots?
a. guava and star apple
b. camote and gabi
c. mayana and zinnia
d. orchid plants
V. Assignment:
Draw three kinds of plants. Show their roots.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Infer the functions of the roots
Values:
A void being destructive to plants
II. Subject Matter:
Functions of the Roots
A. Science Concept:

The roots hold the plants to the soil; absorb water minerals from the soil.
B. Science Processes:
Observing, describing, comparing
C. Materials:
Two young plants of the same kind planted in similar pots labeled with roots, without roots,
picture of a plant
References:
BEC Handbook in Science and Health p. 14
Science and Health p. 117 - Carmelita C. Coronel
Science and Health for Better Life p. 69
III. Procedure:
A. Preparatory Activities
1. Ask the pupils if all roots are the same. Let them draw' on the chalkboard the kinds of roots
they have studied.
2. Motivation:
Why can pants stand on soil?
B. Presentation:
Show picture of a tree. Where is it planted? What part of the tree do you think gets water and
nutrients from the soil?
Activity:
1. Get the two young plants that were prepared last week.
2. Describe the plant in the pot labeled: WITH ROOTS.
3. Observe and describe the plants in another pot labeled: WITHOUT ROOTS.
4. Compare the plants.
5. Group 1 draw the plant labeled WITH ROOTS.
6. Group 2 draw the plant labeled WITHOUT ROOTS.
Discussion:
Which plant is growing? Why?
What happened to the plant labeled without roots? Why?
C. Concept Formation:
What is the functions of the roots?
D. Application:
Julia panted tamarind seedling but she removed the roots. What do you think will happen to
the pant? Why?
IV. Evaluation:
Write two functions of the roots.
V. Assignment:
Bring plants for your activity tomorrow.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify the functions of the stem
Values:
Take good care of plants
II. Subject Matter:
Functions of the Stem
A. Science Concept:

The stem holds the leaves. It also carries the water from the roots to the leaves. The stem also
brings food from the leaves to the other parts of the pant.
B. Science Processes:
Science processes: Observing, describing
C. Materials:
Mayana plant, pictures
References:
BEC Handbook in Science and Health p. 13
Teacher's Manual for Grade III pp. 39-40 Science and Health p. 121
III. Procedure:
A. Preparatory Activities
1. Ask the pupils about the parts of a plant.
2. Motivation
Have you seen plants without stem? How do they look?
B. Presentation:
Look at the picture carefully. Describe it. Is there any part missing? Do you want to know
why' ".
Activity:
1. Get the mayana plant.
2. Cut its stem.
3. Press the stem. What comes out?
4. Cut the stem lengthwise. Do you see tiny tubes inside?
5. Read p. 121 of the textbook.
Discussion:
1. What do stems do to plants?
2. Why can stems carry water to the different parts of a plant?
C. Concept Formation:
What are the functions of the stems of plants?
D. Application:
The children are playing in the garden. They pulled the stem of the oregano plant. What will
happen to the plant? Why?
IV. Evaluation:
Pick out the letter with the correct answer.
1. Which of the following supported the plant?
a. leaves
c. stems
b. roots
d. flowers
2. What does the stem bring from the leaves to the other Darts of the plant?
a. sunlight
c. food
b. air
d. shade
V. Assignment:
Draw a plant. Use small arrows showing one of the functions of the stem.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe the functions of the leaves
Values:
Curiosity
II. Subject Matter:
The Works of the Parts of Plants
A. Science Concept:

The leaves make food for the plants.
B. Science Processes:
Observing and describing
C. Materials:
Pechay leaf, red ink, grass, water, picture of plant without leaves and another picture of plant with
leaves
References:
BEC Handbook in Science and Health p. 14
Teacher's Manual - Science and Health for Better Life pp. 39-40
III. Procedure:
A. Preparatory Activities
1. Show pictures of plants. Let the pupils identify the differences and similarities of plant's
stems.
2. Motivation
How do leaves help plants?
B. Presentation:
Can the leaves of plants do something to let it survive? Let's find the answer in the following
activity.
Activity:
1. Get the pechay leaf.
2. Put water in the glass. Add little amount of red ink then stir.
3. Put the stem in the colored water.
4. Observe what happens after one or two hours.
Discussion:
Do you see the colored spots all over the stem and the leaf?
What is in the leaf of plants?
How did the water move up?
C. Concept Formation:
Where does the food of the plant go?
What will happen when the plant losses its leaves? Why?
D. Application:
Macmac was on the farm together with his uncle. He saw tomato plants. Macmac went near
the tomato plants then removed all the leaves of one of the plants. What will happen to the plant?
Why?
IV. Evaluation:
Answer with true or false.
_____ 1. Leaves make food for the plants.
_____ 2. Plants without leaves will survive.
_____ 3. Each leaf has food for the plant.
V. Assignment:
Leaf-rub the following in your notebook.
Leaf of:
1. mango
2. guava
3. santol
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify similarities and differences of plan sterns
Values:
Protection and practicality
II. Subject Matter:
Comparing Stems
A. Science Concept:

Stems differ in shape, size and texture.
B. Science Processes:
Observing, comparing
C. Materials:
Stems of different plants, flash cards
References:
BEC Handbook in Science and Health p. 14 Teacher's Manual for Grade III p. 50
Science and Health 3 pp. 122-123
Manual of Enhancement Activities and Experiments -Jessie A. Villegas, p. 51
III. Procedure:
A. Preparatory Activities
1. Ask the pupils what stems can do to plants.
2. Motivation
How many plants are in the room? Do they have the same stems?
B. Presentation:
Ask the pupils what they can see in the picture. Let them describe the plants and take a look
at the different stems. Tell them that in this new lesson, they will observe real trees and pants.
Activity:
1. Conduct a garden trip.
2. Recall the standards in having a garden trip.
3. Observe the stems of different plants.
4. Have the pupils identify the similarities and differences of plant stems.
Discussion:
Which have small stems? Big stems?
Are there stems which are shaped like cylinders?
Which plants have smooth and rough stems?
C. Concept Formation:
What are the similarities and differences of plant stems?
D. Application:
Susan brought some red roses for her teacher. The red roses have very long stems. She tried
cutting them with her fingers to shorten the stems. She wasn't able to do it. Why? When she
passed by the school garden she saw that the sun drop plant has many flowers. She asked some to
their school janitor and quickly cut with her fingers. What can you say about the stems of the sun
drop plant?
IV. Evaluation:
Underline the letter of the correct answer.
1. Which plants have hard stems?
a. acasia
c. tomato
b. upo
d. cosmos
2. Which of these plants have soft stems?
a. talinum
c. alugbati
b. ampalaya
d. patani
3. Which plants have thin stem?
a. sweet potato
c. tamarind
b. guava
d. santol
V. Assignment:
Bring to class different plants to be observed in class.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Classify stems according to size and texture
Values:
Resourcefulness and creativity
II. Subject Matter:
Comparing Stems
A. Science Concept:

Stems can be classified according to their size and texture.
B. Science Processes:
Observing, comparing, classifying
C. Materials:
Stems of different plants
References:
BEC Hanbook in Science and health p. 14
Teacher's Manual for Grade III pp. 50-51 Science and Health p. 124
III. Procedure:
A. Preparatory Activities
a. Answering the following riddles:
1. Without me there will be no one to hold the leaves of plants. Who am I?
2. I get water and nutrients from the soil. Can you guess who am I?
b. Ask the pupils what they can say about the stems of plants.
Motivation
Do you want to know more about the stems of plants?
B. Presentation:
Look outside the room and look for two stems of two different plants. Describe them. Can
you tell their texture?
Activity:
1. Recall the standards in performing an activity.
2. Place the stems you brought on the table. Observe, compare them.
3. How would you classify the stems?
4. Pick out one stem and draw.
Discussion
What did you do with the different stems of plants?
C. Concept Formation:
How are stems classified?
D. Application:
If Stems of plants are hard, what will you use in cutting them?
IV. Evaluation:
Write the names of the following plants in the box where they belo~
Plants with long and hard
Plants with short and soft
tomato
narra
rosal
tamarind
eggplant
bean
celery
okra
peanut
V. Assignment:
Draw ten different stems of plants. Classify them into long, short, hard and soft.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Compare different leaves
Values:
Care and appreciation, resourcefulness
II. Subject Matter:
Comparing Leaves
A. Science Concept:

Leaves differ in size and shape
B. Science Processes:
Observing, comparing
C. Materials:
Different leaves
References:
BEC Handbook in Science and Health p. 14
Science and Health - Teacher's Manual for Grade III p. 51;Science and Health pp. 125-127
III. Procedure:
A. Preparatory Activities
1. Ask the pupils what leaves can do to plants.
2. Motivation
Do you want to know how leaves differ?
B. Presentation:
Look at this leaf, what can you say about it? If there are plenty of leaves around you, what
will you do to find out their similarities and differences?
Activity:
1. Observe the leaves you brought.
2. Compare the leaves carefully.
3. Leaf-rub the leaf you like most in your notebook.
Discussion:
What did you observe?
C. Concept Formation:
How are leaves different?
D. Application:
It was raining. Jocelyn forgot to bring her umbrella. Which of the leaves that she brought in
class will serve as an umbrella? Why?
IV. Evaluation:
1. Which leaves are small?
a. guava
c. makahiya
b. macopa
d. San Francisco
2. Which of the following leaves is similar to the shape of a heart?
a. ikmo
c. guava
b. lily
d. oregano
3. Which plant has simple leaves?
a. okra
c. banana
b. eggplant
d. cadena de amor
V. Assignment:
Do another activity about leaves, Activity Card Letter H.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Compare different leaves according to texture and edges
Values:
Thrift and economy
II. Subject Matter:
Comparing Leaves
A. Science Concept:

Leaves differ in texture and edges
B. Science Processes:
Observing, comparing
C. Materials:
Different leaves
References:
BEC Handbook in Science and Health p. 14
Science and Health - Teacher's Manual for Grade III p. 51-52; Science and Health p. 126
III. Procedure:
A. Preparatory Activities
1. Ask the pupils how leaves differ 'c yesterday's activity.
2. Motivation
Show the guava and mayana leaf. What do you notice with these leaves? Do they have
the same texture and edges?
B. Presentation:
Would you like to compare the leaves -presented from yesterday's lesson? How do they
differ?
Activity:
1. Recall the standards in doing an activity.
2. Observe the first set of leaves.
a. pakiling
b. squash
1. Touch a squash leaf.
2. Touch the leaf of pakiling plant.
3. Observe the second set of leaves
a. banana
b. caimito
4. Bring out the third set of leaves. Notice the edges of the gumamela leaf, the ampalaya leaf,
the mango leaf. What differences do you notice?
Discussion:
1. Is the pakiling leaf rough or smooth? Does it have the same texture as the squash leaf?
2. What kind of edges do the gumamela and ampalaya leaf have?
3. Does the mango leaf have smooth edge or a toothed edge?
C. Concept Formation:
How do leaves differ?
IV. Evaluation:
Choose the letter of the correct answer.
1. What kind of texture do the leaves of banana, gabi and ubi plants have?
a. rough
c. hard
b. smooth
d. strong
2. Which of the following is lobed edged?
a. ampalaya
c. mango
b. bean
d. caimito
3. The pakiling and squash leaves are
a. soft
c. rough
b. shiny
d. smooth
V. Assignment:
Draw five leaves that have toothed edge.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
o
Identify similarities and differences among flowering and non-flowering plants
Values:
Appreciation of nature's wonders through flowers
II. Subject Matter:
Flowering and Non-flowering Plants
A. Science Concept:

Flowering and non-flowering plants have similarities and differences.
B. Science Processes:
Observing, comparing, identifying
C. Materials:
Flowering and non-flowering plants, pictures
References:
BEC Handbook in Science and Health p. 14
Science and Health - Teacher's Manual for Grade III p. 52; Science and Health p. 128
III. Procedure:
A. Preparatory Activities
1. What are the kinds of leaves? Do they have the same edges?
2. Motivation
What can plants do to l' our surroundings? What part of the plant gives attraction to
people?
B. Presentation:
Show two pictures of plants:
How are they similar? How are they different?
Do both plants bear flowers?
Activity:
1. Conduct a garden trip.
2. Recall the standards in having a garden trip.
3. Find out the similarities and differences among flowering and non-flowering plants.
4. Lists down the flowering and non flowering plants in your notebook.
5. Write your observations.
Discussion:
1. What plants bear flowers?
2. Did you see fern plants in the garden?
3. Do all flowering and non-flowering plants have roots, leaves, and stem? How do they differ
with each other?
C. Concept Formation:
What made the flowering and non flowering plants similar?
What made them different?
IV. Evaluation:
Write five similarities and differences among flowering and non-flowering plants.
V. Assignment:
A. Draw three plants bearing flowers and two non-flowering plants. Color them.
B. Bring different plants.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Classify plants as flowering and non-flowering plants
Values:
Express your admiration to your love ones through flowers
II. Subject Matter:
Flowering and Non-flowering Plants
A. Science Concept:


Some plants bear flowers.
Some plants do not bear flowers.
B. Science Processes:
Observing, comparing, classifying
C. Materials:
Different plants, picture
References:
BEC Handbook in Science and Health p. 14
Science and Health -Teacher's Manual for Grade III p. 52
Science and Health p. 128 by Carmelita C. Coronel
Science and Health p. 99 by C. Coronel, et. al.
III. Procedure:
A. Preparatory Activities
1. Guessing Game: "WHO AM I"
Let the pupils get one strip of paper in the box, read then answer.
I am a small white fragrant flower and your national flower. Who am I?
2. Motivation
What can flowers do to a certain place?
B. Presentation:
Present the picture of a boy. What's the boy doing with the plants?
Activity:
1. Bring out your plants.
2. Observe and describe them.
3. Read p. 99 of your textbook.
4. Think of ways on how to group your plants.
Discussion:
1. Did you bring the same plants?
2. What did you notice with the fern plant?
3. Do all your plants bear flowers?
4. What did you do with your plants?
C. Concept Formation:
How did you classify the plants?
D. Application:
The school aide was told by the Principal to arrange the plants in the mini garden so it will be
pleasing for everybody to see. What must he do with the plants? Why?
IV. Evaluation:
Below are list of flowering and non flowering plants. Write them in the box where they belong.
gumamela
moss
squash
fern
cypress
cogon grass
rose
santan
caimito
Flowering Plants
Non-flowering Plants
V. Assignment:
Make a list of non-flowering plants.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify similarities/differences among flowers
Values:
Protection and admiration
II. Subject Matter:
Comparing Flowers
A. Science Concept:

Flowers are of different colors, petals, smell and size.
B. Science Processes:
Observing, comparing
C. Materials:
Different flowers
References:
BEC Handbook in Science and Health p. 14
Science and Health - Teacher's Manual for Grade III p. 53; Science and Health p. 129
III. Procedure:
A. Preparatory Activities
1. Ask the pupils to give examples of flowering and non-flowering plants. Ask them how are
they similar and different.
2. Motivation
Song: Sampaguita
Ask the pupils, "What is the song about? What is its color? Does the sampaguita have
small or big petals?
B. Presentation:
What do you call these flowers? Are they the same?
Activity:
a. Observe your flowers.
b. Find the similarities and differences.
c. Record your observations in this table:
Flower
No. of Petals
Size
gumamela
5
big
Discussion:
1. What are the colors of the flowers?
2. How many petals do they have?
3. What are their shapes? Size? The smell?
4. Which flowers have many petals?
Color
Smell
red
No smell
C. Concept Formation:
How are flowers alike? How are they different?
D. Application:
Marivic always bring orchid flowers for her teacher. Why?
IV. Evaluation:
Write the letter of the correct answer.
1. Which of these flowers is fragrant?
a. sampaguita
c. cosmos
b. santan
d. gumamela
2. Which of these flowers have the same color and fragrance?
a. lily and orchid
c. gumamela and santan
b. sampaguita and campupot
d. calachuchi and chichirica
3. Which of these flowers have small petals?
a. sampaguita
c. yellow bell
b. champaca
d. campupot
V. Assignment:
Make an album of flowers.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Classify flowers according to color, petals and size
Values:
Admiration and care
II. Subject Matter:
Classifying flowers
A. Science Concept:

Flowers can be classified according to colors, petals and size.
B. Science Processes:
Observing, comparing, classifying
C. Materials:
Different flowers
References:
BEC Handbook in Science and Health p. 15
Science and Health - Teacher's Manual for Grade III p. 53; Science and Health p. 130
III. Procedure:
A. Preparatory Activities
1. Ask the pupils how do roses and zinnia smell.
2. Motivation:
What are flowers for?
B. Presentation:
Do you want to classify flowers according to their characteristics?
Activity:
1. Recall the standards in doing an activity.
2. Observe the flowers you brought.
3. Think of ways you can group them.
4. Record your observations in the boxes.
Red
Flowers
Orange Yellow Violet Blue
White Pink
Discussion:
1. Which flowers have petals of different colors?
2. Which flowers have big and small petals?
3. Which flowers are big and small?
C. Concept Formation:
How did you classify the flowers?
D. Application:
Mr. Reyes has a flower shop. He told his flower arranger to arrange the flowers by color and
place them in baskets. Why?
IV. Evaluation:
Group the following flowers in the column provided for.
rose
zinnia
orchid
camia
bougainvilla
sampaguita
lily
gumamela
sundrop
Flower
Color
Petals
Size
V. Assignment:
Continue collecting flowers. Press them and make an album of your collection.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify the uses of plants
Values:
Thrift and economy
II. Subject Matter:
Uses of Plants
A. Science Concept:






Plants are sources of food.
Plants are sources of building and clothing materials.
Plants are sources of medicine.
Plants are used for decorations.
Plants give off oxygen needed by human beings and animals.
Plants help conserve soil.
B. Science Processes:
Observing, comparing
C. Materials:
Pictures, real objects made from plants
References:
BEC Handbook in Science and Health p. 15
Science and Health - Teacher's Manual for Grade III pp. 54-55
Science and Health pp. 135-139
III. Procedure:
A. Preparatory Activities
1. Ask the pupils how flowers differ.
2. Motivation:
Are plants useful to man?
B. Presentation:
Show a picture of a house. What is it made of?
Do you want to know more of the uses of plants?
Activity:
1. What are the parts of a plant?
Ask the pupils what parts they eat.
2. Ask if they know other uses of plants.
3. Let them read pp. 135-138. Discuss the different ways human beings make use of plants.
Discussion:
What do plants give us?
C. Concept Formation:
What are the uses of plants?
D. Application:
Antonio has a wound. He asked his mother to buy hydrogen peroxide to be used in washing
his wound but mother has no money. What plant's leaves can he boil to wash his wound?
IV. Evaluation:
Pick out and write the letter of the correct answer.
1. Which of these plants' parts are used to cure tinea flava?
a. ampalaya leaves
c. banaba leaves
b. guava leaves
d. patani leaves
2. What provides us with lumber?
a. leaves of trees
c. flowers of trees
b. trunk of trees
d. fruit of trees
3. Which of these plants' parts are used in building houses?
a. trunks
c. leaves
b, roots
d. flowers
V. Assignment:
Write two more uses of plants.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 States that plant parts have many uses
Values:
Creativeness, resourcefulness and conservation
II. Subject Matter:
Uses of Plant Parts
A. Science Concept:

Plants have many uses. They may be used as food, lumber and medicine.
B. Science Processes:
Observing, describing, classifying
C. Materials:
Examples of food that comes from plants such as vegetables, flowers, roots and fruits; examples
of things that come from plants such as paper, silk, rubber and broom
References:
BEC Handbook in Science and Health p. 15
Science and Health for Better Life - Teacher's Manual pp. 47-48
Science and Health p. 81
III. Procedure:
A. Preparatory Activities
1. Ask the pupils what do plants give us.
2. Motivation:
What did you eat before coming to school? Which of the food you ate came from plants?
B. Presentation:
Show to the pupils the materials on the table like paper, silk and broom. Ask them if they
know where these things came from.
Activity:
1. Observe the following fruits on the tray.
2. Flower of plants: caturay, squash
3. Leaves of plants: pechay, camote, malunggay, ampalaya and alugbati.
4. Roots of plants: gabi, camote, carrot, potato, turnip, cassava and ubi. Describe them carefully.
Discussion:
What parts of the plant did you observe?
Of what use are these plant's parts?
C. Concept Formation:
What can you say about parts of plants?
D. Application:
Mang Berto is constructing a fence around their house. What plant's part is best to cook for
his snacks? Why?
IV. Evaluation:
Draw a coconut tree. Label the parts that are used for food, for broom, for shell bank and wall
decor.
V. Assignment:
Write five examples of plants. Write the parts that are used for food.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Observe how plants grow
Values:
Awareness of the importance of nurturing living things for proper growth
II. Subject Matter:
Propagating Plants
A. Science Concept:


Most plants grow from seeds with proper conditions. They develop into seedlings until they
become mature plants.
Roots will first come out and stem will be developed, soon leaves will break out into the
stem.
B. Science Processes:
Observing, describing, identifying
C. Materials:
Previously germinated plant
References:
Science and Health Textbook - Carmelita Coronel p. 102
Lesson Plans in Science and Health for Grade 3
Manual of Enhancement Activities and Experiments -Jessie A. Villegas p. 57 BEC 5.1
III. Procedure:
A. Preparatory Activities
1. Plants are very useful. Give uses of plants.
2. Motivation:
Have you ever planted or seen someone do it?
What did you do?
Have you observed what you planted?
B. Presentation:
Let's find out in our activity if your observations were right.
Activity:
Group pupils into 5 and give one sample each of previously germinated plant.
Group I - Observe how the seed was planted.
What were the things done in planting the seed?
Draw your observations.
Group 2 - Observe what happen to the seed after a day.
Carefully pull out one seed. What did you see?
Draw your observations.
Group 3 - What is coming out of the seed? Can you see stem extending cut of the seed?
Draw your observations.
Group 4 - Are there leaves coming out
Draw your observations.
Group 5 - Can you see roots, stem and leaves?
Draw your observations.
Let one representative from each group report or show through drawings their observations.
C. Concept Formation:
1. What are the things needed by a seed to grow into a new plant?
2. What happened to the seed as it grows?
D. Application:
Plants are living things that have basic needs. Can you identify the needs of a plant in order to
live and grow?
IV. Evaluation:
Pick out the letter of the correct answer:
1. Most plants grow from
a. leaves
c. seeds
b. stems
d. roots
2. The first thing to sprout or come out from the seed is the
a. root
c. leaves
b. stem
d. flower
3. The seed is lifted from where it is planted by what part?
a. roots
c. leaves
b. stems
d. flowers
V. Assignment:
In a short bond paper, draw how a plant grows.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify ways of propagating plants
Values:
Planting is great fun. You can earn a living, beautify a place and save mother earth
II. Subject Matter:
Propagating Plants
A. Science Concept:

Stem cuttings, leaves, roots and bulbs are used in propagating plants aside from seeds.
B. Science Processes:
Observing, identifying, inferring
C. Materials:
Parts of real plant that can be used for propagation and parts previously propagated
References:
Science and Health T.M. Grade 3 - Carmelita Coronel p. 48
Science and Health Txt Grade 3 - Carmelita Coronel p. 103-104
Lesson Plans in Science and Health Grade 3 Manual of Enhancement Activities and
Experiments - Jessie A. Villegas p. 58 BEC 5.2
III. Procedure:
A. Preparatory Activities
1. Review how plants grow, and ask:
Other than seeds, what other parts of a plant can grow into new plants? Let pupils give
their guesses.
2. Motivation:
Show material such as gumamela stem, kataka-taka plant, onion bulb and camote root.
Ask them to identify.
Can these be used to grow a new plant?
B. Presentation:
Let pupils give their answers and say: We'll find out in our activity.
Activity:
Give one sample of previously propagated plant to each group for them to observe.
Grp. 1 - Observe the stem previously placed in water for a week or two.
Are there roots growing from the stem?
Are there new leaves growing from the stem?
What part of the plant was used in propagation?
Grp. 2 - Observe kataka-taka plant
What do you see on the big leaves of the plant?
What part of the plant can be used in propagation?
Grp. 3 - Observe the camote root previously dip on one end in a glass of water.
Do root and new leaves grow from the camote root?
What part of the plant was propagated?
Grp. 4 - Observe the onion bulb previously dip on one end in a glass of water.
Do root and new leaves grow from the onion bulb?
What part of the plant was used in propagation?
C. Concept Formation:
Can stems, leaves, roots and bulbs be used to grow a new plant?
D. Generalization
What are the ways of propagating plants aside from seeds?
E. Application:
If someone gave you 3 stems of roses with beautiful flowers and you want to have a plant of
its kind, what are you going to do with it?
IV. Evaluation:
Write the letter of the best answer.
1. Which plant propagates itself through leaves?
a. kataka-taka
c. gumamela
b. fern
d. tomato
2. Which plant can be propagated through bulb?
a. eggplant
c. onion
b. tomato
d. potato
3. Which plant can be propagated through stem?
a. bean
c. rise
b. rose
d. onion
V. Assignment:
Name three plants that can be propagated through stems, roots, bulbs and seeds.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe the different ways of propagating plants
Values:
Being resourceful
II. Subject Matter:
Propagating Plants
A. Science Concept:





Seeds – most plants grow from seeds, roots and stems first sprout from seed then leaves start
to grow from stem until it will continue growing to become a young plant.
Stem – stem from mature plant is cut and planted on soil or can be place in water until they
grow roots and then planted in soil where they continue to grow.
Leaves – roots will grow along the leaf edge then tiny young leaves will also appear. This
leaf will grow into a new plant.
Roots – some plants grow from roots. They are roots like underground stem that can grow
into a new plant.
Bulbs – it is a cluster of thick scale like leaves that grow underground.
B. Science Processes:
Observing, describing, classifying
C. Materials:
Parts of real plants previously propagated
References:
Science and Health Txt Gr. 3 — Carmelita Coronel pp. 103-105
Lesson Plans in Science and Health Gr. 3 Manual of Enhancement Activities and Experiments Jessie A. Villegas p. 58
BEC 5.3
III. Procedure:
A. Preparatory Activities
1. Give examples of plants that grow from seeds, leaves, stem-cuttings, roots and bulbs.
2. Motivation:
How do such parts of these plants grow into new plants?
B. Presentation:
Get pupils' inferences.
We will find out what will happen to the part as it grows into a new plant.
Activity:
Present different ways of previously propagated plants (properly labeled)
Ask pupils/group to observe and describe each propagation with the following guide
questions:
A. Seeds
What was planted in the soil?
Do most plant grow from seeds? Draw the new plant and label its parts.
B. Stem
Is the "stem-cuttings" from a young or mature plant?
_
Where was it placed?
When planted in soil, can it grow into a new plant?
C. Leaves
What are found at the edges of the big leaves?
When planted in soil, can this grow into a new plant?
D. Roots
What can you see at the surface of the potato?
What came out of the small holes or eye of the potato?
When planted in soil can this grow into a new plant?
E. Bulb
Does the bulb looks like a leaf bud?
What came out of the bulb?
When planted in soil, can this grow into a new plant?
C. Concept Formation:
How stems, leaves, roots and bulbs are growing into new plant?
D. Generalization:
Describe the different ways of propagating plants.
E. Application
You wanted your garden planted with red roses but you can only afford to buy a pot. What
will you do to produce more rose plant?
IV. Evaluation:
Match column A with B.
A
1. Cut form a mature plant
2. The first thing to sprout is the root and stem
3. Roots grow along the eye
B
a. seeds
b. stems
c. bulb
V. Assignment:
Bring stem of a bougainvilla plant for us to propagate in our garden
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrate how to care for plants
Values:
Care and concern for plants
II. Subject Matter:
Caring for Plants
A. Science Concept:

Plants will grow healthy if you take care of them.
B. Science Processes:
Observing, describing, and generalizing
C. Materials:
Pictures of healthy plants
References:
2002 BEC Handbook in Science and Health p. 13
Science and Health - C. Coronel p. 140
III. Procedure:
A. Preparatory Activities
1. Ask the pupils on how plants can be propagated. What should people do to have healthy and
fruitful plants?
2. Motivation
Call one pupil in front of the class; ask him, how did your parents care for you especially
when you were younger?
B. Presentation:
Show pictures of a plant being taken cared of by a farmer. Ask what is he doing on his
plants?
Activity
With a plant; study it carefully in your group. Do you think that the plant specimen was well
taken cared of? Why?
Discussion:
1. How do people take care of plants? What are the basic needs of plants to grow healthy?
2. What will happen to plants if they will not taken cared of?
C. Concept Formation:
How will you take care of your plants to grow big and healthy?
D. Application:
Mang Tony's vegetable garden has many weeds or unwanted plants that grow around the
main plants. Is he taking good care of his plants?
IV. Evaluation:
List five ways that you can do to show that you care for plants.
V. Assignment:
Examine a plant in your garden. List down tiny animals/insects and weeds that you notice around
the plants. Make a drawing of each and color them.
Remarks:
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_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe ways of conserving plants
Values:
Appreciation of the concept of thriftiness
II. Subject Matter:
Conserving Plants
A. Science Concept:

There are ways of conserving plants.
B. Science Processes:
Observing, describing
C. Materials:
Pictures of healthy plants
References:
2002 BEC Handbook in Science and Health p. 16
Teacher's Manual in Science - pp. 140-141 Science and Health - C. Coronel p. 107
III. Procedure:
A. Preparatory Activities
1. Ask the pupils about us uses of plants especially to human beings and animals
2. Motivation
Plants are useful to human beings and animals. What should you do to show you must
conserve them?
B. Presentation:
Trees and other wild plants grow in the forests. Forests trees provide the lumber that we use.
What other uses do forest trees provide?
Activity:
Study the picture on page 141 of textbook. Tell what the lumbermen are doing.
Discussion:
1. How do people conserve plants?
2. What will happen to our forest is young trees were not allowed to grow and mature?
C. Concept Formation:
1. Forest denudation will likely happen if we do not practice correct measures in logging.
2. Plants help balance our environmental condition.
Conservation is necessary to maintain their existence.
D. Application:
Lumbermen that cut trees do not follow correct measures of logging in the forest. They don't
allow trees to grow and mature very well before cutting them. And some don't even provide
replacement to young plants they'd cut. Are they conserving the trees in the forest? Why?
IV. Evaluation:
Give four ways necessary to conserve forest plants.
V. Assignment:
Cut some pictures and news items depicting conservation of plants.
Remarks:
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_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Practice precautionary measures in handling plants
Values:
Carefulness
II. Subject Matter:
Safety Measures in Handling Plants
A. Science Concept:

To prevent injury, one should practice safety measures in handling plants such as using
scissors to cut stem, washing hands after handling plants, etc.
B. Science Processes:
Observing, describing
C. Materials:
Pictures of plants showing how they are safely handled
References:
2002 BEC Handbook in Science & Health p. 16
Science and Health - C. Coronel p. 108
Science and Health by E. Jacinto, Jr. and Shiela Vicenta D. Tagbo pp. 118-119
III. Procedure:
A. Preparatory Activities
1. You see some very attractive and fragrant flowers. Ask the pupils how they should smell
them without being harmed.
2. Motivation
Show a picture of a boy attending to a plant with gloves and scissors.
What can you say about the picture?
Why does the boy wear gloves?
What are they for?
Are these materials of help to handle plants with thorns without hurting one's hands?
B. Presentation:
Ask the pupils whether they do the same in handling plants with thorny stems.
Activity:
1. Observe some plants. Focus pupil's attention on structures of plants that can harm such as
thorns, tiny pollen grains, etc.
2. Show pictures illustrating how to properly handle plants.
Discussion:
1. Why is there a need to use gloves when handling thorny stems of plants?
2. Why do you need scissors to cut the stems of plants?
C. Concept Formation:
What will you do so that you can handle plants with thorny stems?
D. Application:
Mother is in the flower garden. She removes worms on the leaves of the rose plant. She pulls
the weeds that grow around the plant. She cuts the dried stems of the plant with her bare hands.
Do you think she is handling the plants properly?
IV. Evaluation:
Pick out the letter of the correct answer.
1. What should you do after handling plants?
a. Clap your hands
b. Wash your hands thoroughly
c. Wear gloves and use scissors
d. Shake your hands
2. Which of the following tools are you going to use to cut the thorny stem of plants?
a. blade
b. scissors
c. saw
d. bolo
3. Why should you not put the flowers too close to your nose?
a. There maybe tiny insects in the flowers.
b. They may hurt your nose.
c. There maybe thorns in the flowers.
d. There maybe hairs in the flower.
V. Assignment:
Enumerate at least five safety measures in handling plants.
Remarks:
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_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrate how to treat for allergies/skin irritation caused by plants.
Values:
Health consciousness
II. Subject Matter:
Lesson 8: First Aid
A. Science Concept:

Some plants can cause allergies and skin irritation.
B. Science Processes:
Observing, inferring
C. Materials:
Pictures of plants that caused allergies and skin irritation
References:
2002 BEC Handbook in Science & Health p. 13
Teacher's Manual; Science & Health by Carmelita C. Coronel;
Norma M. Abracia pp. 108; Science & Health by C. C. Coronel p. 142
III. Procedure:
A. Preparatory Activities
1. Ask the pupils whether flowers are attracting them due to its color and fragrance.
2. Motivation:
Some people develop allergy when they handle plants.
B. Presentation:
Ask the pupils whether they exhibit the same symptoms upon handling flowers.
Activity
1. Observe some plants. Pay attention on the tiny pollen grains.
2. Observe pictures illustrating how to properly smell flowers. Discuss the following:
a. Why you must not put flowers too close to your nose?
b. Why some persons develop allergy when they come in contact with tiny pollen grains?
Discussion:
How do you lessen some itching and irritation when you touch some plants?
C. Concept Formation:
Some people carelessly handle some plants until they notice some redness on their skin. Why
do you think those irritations happened?
D. Application:
Luisa picks a very attractive sunflower. She smells it too close to her nose. Eventually she
sneezes and develops cold. What do you think is the cause of sudden sickly feelings of Luisa? Is
it safe to smell flowers too close to your nose?
IV. Evaluation:
List three safety measures in preventing allergies on plants.
V. Assignment:
Use the following vocabulary words in sentences.
a. irritation
b. allergies
c. itching
d. reddening
e. flowers
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify matter/object around
Values:
Curiosity and Care
II. Subject Matter:
Chapter 6: Matter
A. Science Concept:

Everything around us is matter.
B. Science Processes:
Observing, describing
C. Materials:
Objects in the room, objects inside the school bag
References:
BEC Handbook in Science & Health p. 17;
Science & Health 3 Emilio S. Jacinto Jr., et al pp. 106-107; Science & Health p. 45
III. Procedure:
A. Preparatory Activities
1. Ask the pupils abut the uses of plants.
2. Motivation:
What things can you see around us
B. Presentation:
What am I holding? Does it have color? Is it big? Are you ready to have another activity
today?
Activity
1. a. Get one object from your bag.
b. Draw the object in your notebook.
c. Describe its color and shape.
2. a. Look at the objects in the room? What are they? Can you find these at home?
Describe them.
b. How about the objects on the table? Look at the trees, why are the leaves moving?
c. Describe each.
Discussion:
1. What is the shape of the object you have drawn? Can you hold the object?
2. Do objects on the table have shape, color and size?
3. Do they differ with each other?
C. Concept Formation:
What do you call the different objects around us? What is matter?
D. Application:
Jose has many toys. They have different sizes and colors. Can he play with his toys? Why?
IV. Evaluation:
Write the name of the following objects.
V. Assignment:
Draw five objects. Color them.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrates that objects have weight using a balance.
Values:
Cooperation and Self-discipline
II. Subject Matter:
Chapter 6: Matter
A. Science Concept:

Objects differ in weight.
B. Science Processes:
Observing, describing
C. Materials:
Real objects, equal arm beam balance
References:
BEC Handbook in Science & Health p. 17
Teacher's Manual: Science & Health for Better Life pp. 56-57; Science & Health p. 98;
Manual of Enhancement Activities & Experiments-Jessie Villegas p. 64
III. Procedure:
A. Preparatory Activities
1. Ask the pupils what a matter is.
2. Motivation:
How many boxes are there? Describe each. Are they of the same kind?
B. Presentation:
Look at this object. (Equal arm beam balance) where can we use it? Let’s have an activity
using this balance in finding the weight of objects.
Activity
1. Place an equal arm beam balance on the table and balance its beam by moving the rider
(bulldog clip) to the left or to the right.
2. Place one object on one weighing pan and another object on the other weighing pan?
Discussion:
1. What happens to the beam?
2. Which object is heavier?
3. Which object has more weight?
C. Concept Formation:
What can you say about objects?
D. Application:
Marissa was told by her teacher to carry the books and some objects for her. She thought of
weighing them in an equal arm beam balance before carrying. The objects on the left of the
weighing pan went down. What does this show? Why?
IV. Evaluation:
Weigh the following objects using the equal beam balance. Record their weight on table below.
1. two books
three notebooks
2. four stones
ten marbles
3. fifteen flowers
fifteen small leaves
Objects
Heavy
Heavier
Ex. 6 nails
6 nails
2 hammer
2 hammer
V. Assignment:
Weigh and record 6 objects in your home.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Demonstrate that matter/objects occupy space
Values:
Carefulness and Neatness
II. Subject Matter:
Chapter 6: Matter
Lesson 1.3: Property of Matter
A. Science Concept:

Matter/objects occupy space.
B. Science Processes:
Observing, describing
C. Materials:
Objects in the room
References:
BEC Handbook in Science p. 17
Science and Health for Better Life p. 97; Science and Health p. 150
III. Procedure:
A. Preparatory Activities
1. Ask the pupil who is heavier a big box with things inside or a small box with two books.
2. Motivation:
Look at the flower.
What color does it have?
What are in the flower vase?
What occupies the space in the flower vase?
B. Presentation:
Here is a cup. I will fill it with marbles. Can I still place some pebbles? Let's find out in the
following activity:
Activity
1. Group yourselves into three groups.
2. Recall the standards in doing an activity.
3. Group A - Get the Popsicle sticks. Place them in the box. Observe and describe the objects in
the box.
4. Group B - Get a one chair. Let one of your members sit down. Observe. Call another
classmate. Let him sit down on the chair occupied by your group mate? What happens?
5. Group C - Get a pencil case. Put as many pencils as you can in the case. Put stones. What
happens?
Discussion:
1. What are in the box of Group A? What occupies the space in the box?
2. Lito was on the chair. What happened to the other group mate who sits on the same chair?
Why?
3. What occupies the space in the pencil case? Is there still space for the stones in the pencil
case? Why?
C. Concept Formation:
What can matter/objects occupy?
D. Application:
It is recess time. The table in the school canteen is occupied by the children eating their
snacks. There is no more vacant space. Can Theresa and Ana join the children in eating their
snacks? Why?
IV. Evaluation:
What occupies the space in each container?
V. Assignment:
Draw a school bag. Show what occupies the space inside.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe the different characteristics of solid.
Values:
Patience, Appreciation
II. Subject Matter:
Chapter 6: Matter
Lesson 2.1: Characteristics of Solid
A. Science Concept:

Solids have definite shape, they occupy space and they have weight/mass.
B. Science Processes:
Observing, describing
C. Materials:
Real objects
References:
BEC Handbook in Science and Health p. 17;
Science and Health for Better Life - Teacher's Manual pp. 56-57;
Science and Health for Better Life p. 96; Science and Health p. 150
III. Procedure:
A. Preparatory Activities
1. Ask the children about the three states of matter.
2. Motivation:
What am I holding? Does it have shape? Color? Is it light or heavy?
B. Presentation:
What do the objects on the table have? Find out in your activity?
Activity
1. Recall the standards in performing an activity.
2. Observe the objects on the table.
3. Pick out one and describe. Tell if it is heavy or light.
4. Draw one solid you like most.
5. Record your observations in the chart like this:
Solid
Color
Shape
Mass
Heavy
Light
Can occupy space
Yes
No
C. Concept Formation:
What are the characteristics of solids?
D. Application:
Aurora has a new school bag. She can't carry it alone. Why?
IV. Evaluation:
Choose the letter of the correct answer.
1. What is the shape of an egg?
a. triangle
c.
b. oval
d.
2. Which flower is white?
a. camia
c.
b. gumamela
d.
3. Mang Lito's baggage are placed in a
baggage. Why?
a. they are light
c.
b. they are heavy
d.
square
cylinder
ilang-ilang
fire tree
pushcart. His son is pushing it, instead of carrying the
they are flowing
they cannot hold them
V. Assignment:
Make a list of solids in your notebook.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe solid according to harness
Values:
Cooperation
II. Subject Matter:
Chapter 6: Matter
Lesson 2.1.3: Properties of solid materials
A. Science Concept:


Solids have different degrees of hardness.
Hard solids do not break easily.
B. Science Processes:
Observing, describing
C. Materials:
A small rock, nail, wood, hammer, rubber ball, file
References:
ELC p. 20; Teachers' Manual for Grade III pp. 6162; Science and Health pp. 152-153
Manual of Enhancement Activities and Experiments: Jessie A. Villegas p. 71
Lesson Plan pp. 119-120
III. Procedure:
A. Preparatory Activities
1. What can you do with solids?
2. Motivation:
Show a block, ask the pupils to describe its size, shape, color and texture.
What properties of the block can you observe?
B. Presentation:
Do you want to use other materials in testing the hardness of solids?
Activity:
1. Recall the standards in doing an activity.
2. Divide yourselves into two groups.
3. Group One — pound the rock, nail and wood with a hammer and what happens.
4. Ask Group Two to scratch the rock, nail and wood with a file and observe what happens.
Discussion:
1. Were you able to break the rock, nail, and wood easily? What does this show?
2. Did you easily scratch the objects with a file? What does this show?
3. What other objects do not break easily?
C. Concept Formation:
What are the properties of solids that cannot be easily scratch or pounded?
D. Application:
Marites has a boil. She picked some gumamela buds to cure her boil. She pounded them
easily. Why?
IV. Evaluation:
Encircle the names of solids that are much harder than the rest.
1. chopping board
2. cheese
3. pentel pen
4. bolo
5. rubber sleeper
V. Assignment:
Make a list of objects that are made of hard materials.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe solids according to brittleness
Values:
Carefulness in handling delicate materials/solids
II. Subject Matter:
Chapter 6: Matter
Lesson 2.1.4: Properties of Solid Materials
A. Science Concept:

Solids that easily break are brittle.
B. Science Processes:
Observing, testing, comparing
C. Materials:
Broken glass, old cup, soda cracker
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III pp. 61-62
Science and Health p. 153; Lesson Plan p. 121
III. Procedure:
A. Preparatory Activities
1. Ask the pupils if hard solids break easily? Why?
2. Motivation:
Have you experienced breaking a plate unintentionally?
B. Presentation:
What can you say about this soda cracker?
Activity
1. Show the piece of broken glass and old cup. What will happen if these will be dropped on the
floor?
2. Call two pupils and ask them to drop the piece of glass and old cup and observe what
happens.
Discussion:
Why did the objects break?
What kind of materials are they made of?
C. Concept Formation:
Why do some solids easily break?
D. Application:
Krisshie Jane has a "biscocho bread". She shared it to her brother, Sheen for his merienda. He
could easily break the biscocho into pieces. Why?
IV. Evaluation:
Which of the following solid materials are brittle? Write only the letter of the correct answer.
_____ 1. a. kutsinta
c. banana
b. peanut brittle
d. cassava
_____ 2. a. plate
c. fork
b. can
d. spoon
_____ 3. a. rubber pot
c. clay pot
b. plastic glass
d. concrete nail
V. Assignment:
Draw five solids that can easily break because of brittleness.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe solid according to malleability
Values:
Treasure the things that have value
II. Subject Matter:
Chapter 6: Matter
Lesson : Properties of Solid Materials
A. Science Concept:

Solids that are pounded flat and then shaped are malleable.
B. Science Processes:
Serving, comparing
C. Materials:
Real horse shoe, picture of a blacksmith
References:
BEC Handbook in Science and Health p. 17; ELC p. 20
Teachers' Manual for Grade III pp. 61-62; Science and Health p. 154, Lesson Plan p. 122
III. Procedure:
A. Preparatory Activities
1. Have the pupils choose and pick out the objects from the imaginary mart made of brittle
materials. Let them name the objects.
2. Motivation:
Who made your earrings?
B. Presentation:
Look at the picture of a blacksmith. What is he doing?
Activity:
1. Ask one girl to come up front. Let the pupils identify and describe the jewelry she is wearing.
Ask the pupils about the design and shapes of the jewelries the pupil wears.
2. Let the pupils look at the earrings, necklaces, rings or bangles worn by their classmates.
Discussion:
1. What materials are the rings made of? The bangles? The necklaces?
2. Why are they shaped differently? Can you make gold glow hot? Who can do that? These
jewelries are hammered and shaped into beautiful designs. Can all materials be flattened,
hammered and shaped?
3. What other materials are hammered and shaped? (Define "malleable" operationally)
C. Concept Formation:
What do you call the property of solids that can be pounded flat and then shaped?
D. Application:
In making a horse shoe what kind of material does the blacksmith need? Why?
IV. Evaluation:
Which of the following objects are made of malleable materials? Encircle them.
beaded necklace
wall clock
white gold bangle
silver bracelet
plastic ankle bracelet
dollar coins
dollar bills
pair of earrings
V. Assignment:
Write five objects that contain malleable materials.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Describe solids according to strength
Values:
Appreciate structures made of strong materials
II. Subject Matter:
Chapter 6: Matter
Lesson: Properties of Solid Materials
A. Science Concept:

Sold materials differ in strength.
B. Science Processes:
Observing, describing, comparing
C. Materials:
Pictures of buildings, bridges, roads, real small nipa hut
References:
ELC p. 20, Teachers' Manual for Grade III pp. 61-62; Science and Health p. 118
(Carmelita C. Coronel, Norma M. abracia, Ed. D.) Lesson Plan p. 23
III. Procedure:
A. Preparatory Activities
1. Ask the pupils to get strips of cartolina from the basket, read then answer the question,
"Who Am I?" I can be flattened and shaped, Who Am I?
2. Motivation:
What is your house made of?
Can it be easily blown by a strong typhoon?
B. Presentation:
Look at the mini Nipa hut. Will it remain like this forever? Why?
Activity
a. Show a picture of a bridge. Have the pupils infer why the bridge remains intact although it is
being used by the different vehicles by passing.
b. Show the picture of a Mall. Have the pupils inferred why so many shoppers have come in and
go out of the Mall but it remains there erected.
Discussion:
What kind of materials were used in constructing the bridge? The Mall?
What will happen if the materials they used are not strong?
Why do the bridge and the Mall remain usable and durable?
C. Concept Formation:
What properties have the materials that are used to build bridges and buildings?
D. Application:
The University of Sto. Tomas in Manila is the oldest university in the Philippines yet it is still
there being used by thousands of students in the entire Philippines. Why?
IV. Evaluation:
Which of the following materials possess strength?
concrete fence
hanging bridge
plastic table
bench
steel thrust of the hall
V. Assignment:
Bring to class pictures of schools, houses, buildings that are made of strong materials.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Show evidences that liquids have the ability to flow
Values:
Awareness and self confidence
II. Subject Matter:
Chapter 6 - Matter
Lesson 2.2.1: Property of Liquids
A. Science Concept/Idea:
Liquids flow. Some liquids do not flow fast.
B. Science Processes:
Observing, Describing
C. Materials:
Water, syrup spoons, small basins
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III p. 62;
Science and Health p. 157
III. Procedure:
A. Preparatory Activities
1. Ask the pupils about the other form of matter. Let them give examples of liquid.
2. Motivation:
When you have a cough what medicine does your mother give you. It is a tablet or
syrup?
B. Presentation:
Have you tried pouring soft drinks and spilled in your glass? What did you notice on the
floor? Why?
Activity:
1. Recall the standards in performing an activity.
2. Leaders of the four groups get their materials and Activity cards. Leaders read the directions
in the Activity Cards, group mates perform the activity.
a. Fill one tablespoon with water and the other with syrup.
b. Hold one spoon in your right hand and the other in the left hand.
c. Tip both spoons at the same time. See what happens.
Discussion:
What can liquids do? Do liquids flow at the same time?
C. Concept Formation
How does water flow? Does the syrup flow fast like the water? Why?
D. Application:
Myrna is very thirsty. She made calamansi juice to quenche her. thirst. Beside the juice is the
container for the sweet sago. She got some using a big spoon all of a sudden the saucer with
sweet sago fell on the floor, the syrup of the sago slowly flowed on the floor. Why?
IV. Evaluation:
Write five examples for each of the following.
Liquids that flow fast
Liquids that flow slowly
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
V. Assignment:
Make flash cards of different liquids.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH 3
Date: ____________
I.
Objective:
 Show evidences that liquids take the shape of their containers
Values:
Economy
II. Subject Matter:
Chapter 6 - Matter
Lesson 2.2.1: Property of Liquids
A. Science Concept/Idea:
Liquids have no definite shape. They take the shape of the containers.
B. Science Processes:
Observing, Describing
C. Materials:
Water, coke, milo, orange juice, different containers
References:
BEC Handbook in Science and Health p. 17; Teachers Manual for Grade III p. 62;
Science and Health p. 157
III. Procedure:
A. Preparatory Activities
1. Ask the pupils how water and syrup differ.
2. Motivation:
Are you drinking juices? What do you notice when your pour it in a container?
B. Presentation:
What materials are on the table?
Will the liquids follow the shapes of the containers. Find out in the next activity.
1. Recall the standards in performing an activity.
2. Group yourselves into four. Choose your leader.
3. Leaders get the materials.
4. Follow the directions in the activity card.
a. Describe your containers.
b. Pour the liquids in your group's container.
c. Observe what happens.
Discussion:
What happened to the water, coke, orange juice and milo when you poured them in your
containers?
C. Concept Formation
What does the activity show about liquids?
D. Application:
Annie has a new mug. She poured water in it and another in a glass. What are the shapes of
the water in the two containers?
IV. Evaluation:
Draw five containers half-filled with strawberry juice/Color the shape of the juice in each
container.
V. Assignment:
Find out three different containers. Pour any liquid in each then draw the shape of the liquids. Use
your notebook in doing your assignment.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH 3
Date: ____________
I.
Objective:
 Show evidences that liquids occupy space
Values:
Patience the habit of drinking liquids needed by the body.
II. Subject Matter:
Chapter 6 - Matter
Lesson 2.2.1: Property of Liquids
A. Science Concept/Idea:
Liquids have the ability to occupy space.
B. Science Processes:
Observing, Describing
C. Materials:
Pitcher with water, stones, rugs
References:
BEC Handbook in Science and Health p. 17; Teachers' Manual for Grade III p. 62;
Science and Health for Better Life p. 100
III. Procedure:
A. Preparatory Activities
1. When can liquids have shape? What is the shape of the liquid in an oval container?
2. Motivation:
Look at the jar on my table what is inside it? What occupies the space in the jar?
B. Presentation:
Let us find out if liquids can take up space.
Activity: A
1. Get your materials.
2. Fill a glass with water.
3. Put some more water in the glass.
4. Observe what happens while adding some more water in the glass.
Discussion:
What happened to the water as you add more and more in the glass? Why?
C. Concept Formation:
Do liquids occupy space? Can water take up space?
D. Application:
There are three glasses on the table. The blue glass is filled with Coca-Cola. The Yellow
glass is filled with Sprite. The orange glass is filled with tomato juice. What occupies the space in
the glasses?
IV. Evaluation:
Draw five containers showing that liquid occupy space.
V. Assignment:
Cut out pictures of containers with liquids occupying the space in them.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH 3
Date: ____________
I.
Objective:
 State that gases take the shape of containers, occupy space and have mass
Values:
Cleanliness
II. Subject Matter:
Chapter 6 - Matter
Lesson 2.3.1: Properties of Air
A. Science Concept/Idea:
1.
2.
Gas has mass/weight and occupies space.
Gas takes the shapes of their containers.
B. Science Processes:
Observing, describing, comparing, inferring
C. Materials:
2 baloons, strings, bottle
References:
BEC Handbook in Science p. 17; Teachers' Manual for Grade III p. 63; Teachers' Manual for
Grade III E. S. Jacinto, et al pp. 104-105; Science and Health - E.5. Jacinto, et al p. 114
III. Procedure:
A. Preparatory Activities
1. Besides solids and liquids what else is the state of matter?
2. Motivation:
Can we see air? What can we do with air?
B. Presentation:
Show an empty box. What is inside the box? Is there something occupying the space in the
box?
Activity:
A
1. Get your balloons. (not inflated)
2. Describe its shapes and size.
3. Puff air into the balloon and tie it with a string. Label it balloon A.
B. 1. Get your two bottles. Label A and B. Observe. Describe its shape and size then compare.
Discussion:
What happened to balloons A and Bas you puffed air inside them? What occupies the space
in the balloons? Did the air follow the shapes of the balloons? Which of the two balloons has
more mass? Why?
C. Concept Formation:
What can you say about air?
D. Application:
The balloon seller is selling different shapes and sizes of balloons. Ana had chosen a red big
balloon? Why?
IV. Evaluation:
Show the mass of the following balloons by means of drawings:
1. small balloon
2. medium balloon
3. large balloon
4. mother balloon
V. Assignment:
Bring five different containers in class. Discuss about their shapes, colors and compare the mass
of the containers.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH 3
Date: ____________
I.
Objective:
 Show that air can be squeezed and compressed
Values:
Air is needed by our bodies, let us not pollute Air.
II. Subject Matter:
Chapter 6 - Matter
Lesson 2.3.2: Properties of Air
A. Science Concept/Idea:
Gases are colorless and tasteless.
B. Science Processes:
Observing, describing
C. Materials:
Electric fan, baloons, plants and trees
References:
BEC in Science and Health p. 17
Science and Health - Emilio Jacinto, Jr. et. al pp. 114-115
III. Procedure:
A. Preparatory Activities
1. What are the characteristics of gases?
2. Motivation:
Have you seen your mother cook food using gas stove? What do you think is inside the
gas tank? Do you think gases have colors? Let's find out.
B. Presentation:
1. Blow your hands? What did you feel?
2. What comes out from your mouth? Is there color as you blow air into your hands?
3. Blow enough air into a balloon. Can you taste it? Hold the end tightly. Release the air inside
the balloon. Is there color as air comes out from the balloon? Can you taste it?
4. Put on an electric fan. Observe and feel the air that the electric fan gives. Is there color as the
electric fan turns? Is it tasteless?
5. Go outside the room. Look at the leaves of trees as they sway to and fro. Do you see different
colors as the wind blows? Can you taste it?
C. Concept Formation:
What kind of matter is air? What characteristics of gases are shown in the activities?
D. Application:
Your mother sprayed air freshener in the sala. As you enter the sala you smelled the fragrance
of the air freshener. What can you infer?
IV. Evaluation:
Answer the questions with yes or no.
1. Gases are blue and white yes or no.
2. Gases are yellowish.
3. Gases are tasteless.
4. Gases are colorless
5. Gases are sour.
V. Assignment:
Bring soap, shampoo and air freshener.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 State that gases are colorless and tasteless
Values:
Air is needed by our bodies; let us not pollute air
II. Subject Matter:
Chapter 6: Matter
Lesson 2.3.2: Properties of Air
A. Science Concept:

Gases are colorless and tasteless.
B. Science Processes:
Observing, describing
C. Materials:
Electric fan, balloons, plants and trees
References:
BEC in Science and Health p. 17
Science and Health - Emilio Jacinto, Jr. et. al pp. 114-115
III. Procedure:
A. Preparatory Activities
1. What are the characteristics of gases?
2. Motivation:
Have you seen your mother cook food using gas stove?
What do you think is inside the gas tank?
Do you think gases have colors? Let's find out.
B. Presentation:
Activity
1. Blow your hands? What did you feel? What comes out from your mouth? Is there color as
you blow air into your hands?
2. Blow enough air into a balloon. Can you taste it? Hold the end tightly. Release the air inside
the balloon. Is there color as air comes out from the balloon? Can you taste it?
3. Put on an electric fan, Observe and feel the air that the electric fan gives. Is there color as the
electric fan turns? Is it tasteless?
4. Go outside the room. Look at the leaves of trees as they sway to and fro. Do you see different
colors as the wind blows? Can you taste it?
C. Concept Formation:
What kind of matter is air?
What characteristics of gases are shown in the activities?
D. Application:
Your mother sprayed air freshener in the sala. As you enter the sala you smelled the fragrance
of the air freshener. What can you infer?
IV. Evaluation:
Answer the questions with yes or no.
_____ 1. Gases are blue and white in color.
_____ 2. Gases are yellowish.
_____ 3. Gases are tasteless.
V. Assignment:
Bring soap, shampoo and air freshener.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify materials that have useful effects on living things.
Values:
Appreciation of the importance and usefulness of certain chemical substances.
II. Subject Matter:
Chapter 6: Matter and Materials
Lesson 3.1: Substances
A. Science Concept:
1. Some materials are useful to us.
2. Some materials are used for housekeeping, for medical purposes, for killing house pests and
for the kitchen
B. Science Processes:
Observing, describing, inferring
C. Materials:
Pictures or real objects of certain substances like soap, insect repellant, etc.
References:
2002 BEC Handbook in Science & Health p. 18
Science and Health by Coronel, Abracia pp. 124-126
III. Procedure:
A. Preparatory Activities
1. Let the pupils identify things they use at home and let them describe their uses.
2. Allow them to tell stories on how they properly used certain useful substances, if ever they
had experienced it.
B. Presentation:
Name one object that you usually use at home. e.g. mosquito spray. Ask the pupils:
1. In what way is it useful?
2. Why is it necessary to kill mosquitoes at home.
Activity
Let the pupils cut 5 pictures of different materials and let them write their useful effects. Have
them study the pictures on page 125. Let them discuss on how those materials are used.
Discussion:
1. How do people control the production of mosquitoes at home?
2. What will happen if mosquitoes become rampant at home?
C. Concept Formation:
Besides the proper cleaning of home and surroundings to control mosquito infestation, what
other measures are useful to prevent them? Why?
D. Application:
Mother buys groceries in the market. She includes several items like soap, shampoos, and
bleaching materials. Do mothers always think of substances that will help us and our houses
clean? Why?
IV. Evaluation:
Give the uses of the following materials:
1. Laundry soap
2. Water
3. Bath soap
4. Insect repellant
5. Salt
V. Assignment:
List 5 other substances that may affect living things. In a paragraph form, describe their
usefulness to people and to some plants and animals.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify certain chemical substances and their good effects on living things.
Values:
Accuracy in using the right amount of chemical substances.
II. Subject Matter:
Chapter 6: Matter and Materials
Lesson 3.1: Substances
A. Science Concept:
1. Many things we use everyday are made up of chemical substances.
2. Some chemical substances have good effects on living things.
B. Science Processes:
Observing, inferring
C. Materials:
Examples of chemical substances commonly used at homes
(e.g. soap, shampoo, detergent, hydrogen peroxide, oil, etc.)
References:
2002 BEC Handbook in Science & Health p. 18 Teacher's Manual in Science & Health;
Lesson Plan in Science & Health Science and Health by C.C. Coronel & Abracia pp. 124-125
III. Procedure:
A. Preparatory Activities
1. Review:
Let the pupils enumerate certain useful chemical substances that they commonly use at
home.
2. Present the different substances to the pupils. Let them identify which particular substance
they use for taking a bath, washing clothes, cleaning the house, cleaning cuts and wounds
B. Presentation:
Ask the children if they use the same substances at their homes.
Activity
Bring to class a magazine and cut out pictures of different materials. Classify the pictures
according to their proper uses.
Discussion:
1. What substances are helpful for our personal cleanliness? Enumerate them.
2. What will happen to our body if we do not use substances like soap and shampoo when we
take a bath?
C. Concept Formation:
If you want your skin to stay smooth, soft and clean, what will you apply on it?
D. Application:
Your teachers always told you to take a bath before going to school, In this manner, you will
grow healthy and clean. What do you think are the important chemical substances that you will
need in taking a bath to help you stay clean and smell good also?
IV. Evaluation:
Find out from Column B the chemical substance that is described or defined in each number in
Column A.
1. It keeps hair soft and shiny and easy to comb.
2. It helps eliminate cockroaches and mosquitoes.
3. It freshens the homes, offices and even cars.
Column B
a. insecticides
b. shampoo
c. air freshener
V. Assignment:
Fill out how useful
use.
1. Acetone
2. Naphthalene balls
3. Paint thinner
are these chemical substances and in what proper quantity is appropriate to
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Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 State that certain substances have harmful' effects on man, animals and plants if not properly
used.
Values:
Avoidance of accidents by using certain substances properly
II. Subject Matter:
Chapter 6: Matter and Materials
Lesson 3.2: Substances
A. Science Concept:
1. Some chemical substances have harmful effects on living things.
2. Some useful chemical substances have harmful effects if not properly used.
B. Science Processes:
Observing, inferring
C. Materials:
Chemical substances like air freshener and pesticides; a picture showing a school of ,, fish
swimming together.
References:
2002 BEC Handbook in Science and Health p. 19
Teachers' Manual in Science and Health in Grade III
Science and Health by Carmelita C. Coronel p.161
III. Procedure:
A. Preparatory Activities
1. Present some chemical substances in class. Ask the pupils which of them are harmful to
living things. Let them give inferences as to the extent of damage they can cause in case they
were not properly used.
2. Motivation:
Show the picture of a school of fish. Ask whether all the fishes will mature or grow into
normal sizes. Let them infer why.
B. Presentation:
Show a picture of a farmer spraying his crops. Did he use proper amount of chemicals?
Activity:
Review the harmful effects of some chemical substances if not properly used. Cite evidence
of people being harmed by chemical substances. Show news clippings about animals being killed
by harmful chemical substances. Ask how these can be prevented.
Discussion:
What may happen if a farmer does not cover his mouth and nose while spraying pesticides?
C. Concept Formation:
What substances have harmful effects on man?
D. Application:
A fisherman uses dynamite to catch plenty of fishes.
Will it affect the fish and other living things in the sea? How?
IV. Evaluation:
Find out from Column B the chemical substance that is described or defined in each number in
Column A. Write only the letter of your answer on the blank provided.
Column A
Column B
1. It may cause or trigger fire
a. oil spill
2. It kills harmful insects in crops
b. gasoline
3. It pollutes bodies of waters
c. insecticides
V. Assignment:
Make an album of the pictures of common chemical substances affecting people, plants and
animals and write their useful and harmful effects.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Identify some chemical substances that could have harmful effect if not used properly
II. Subject Matter:
Chapter 6: Matter and
Lesson 3.2.1: Substances
A. Science Concept:
1. Many things we use everyday are made up of chemical substances.
2. Some substances have harmful effects on human beings if not properly handled.
B. Science Processes:
Observing, inferring
C. Materials:
Pictures and real objects of some substances used at home
References:
2002 BEC Handbook in Science & Health p. 19
Science and Health by C.C Coronel p. 161
III. Procedure:
A. Preparatory Activities
1. Have the pupils tell what chemical substances are defined or described on the blackboard
2. Motivation
Show examples of chemical substances that are useful to man, plants or animals. Discuss
why some of these substances can also be considered harmful not properly used.
B. Presentation:
Present the different substances to the pupils. Let them identify which ones they use for
taking a bath, washing the clothes and dishes, cleaning the house.
Activity:
1. Introduce the tem chemical substances. Inform them that these things they use in their homes
are chemical substances because they are from certain chemicals.
2. Let them read pages 159-160. Then discuss why chemical substances are useful.
3. Let them read p. 160 and discuss why some of the useful substances can also be considered
harmful.
Discussion:
1. Can some chemical substances cause poisoning or even death to some? How?
2. Can some factories contribute to water pollution? Elaborate.
C. Concept Formation:
What substances have residual effects if not properly used?
D. Application:
A farmer is smoking a cigar while spraying pesticide on his farm. Suddenly, her felt dizzy.
What causes his sickly feeling?
IV. Evaluation:
Read each questions. Put a check () when it is correct and a cross (x) if not correct.
_____ 1. Kerosene can be harmful if not properly use.
_____ 2. A farmer can also eat while spraying insecticide on his field.
_____ 3. Vinegar is a substance that is not poisonous.
V. Assignment:
Write 5 substances and tell how each one can be harmful when not properly applied.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Practice precautionary measures in handling certain substances.
Values:
Industriousness and development of keen observation
II. Subject Matter:
Chapter 6: Matter and Materials
Lesson 4.1: Precautionary measures in Handling Harmful Substances
A. Science Concept:
1. Certain substances would be handled carefully because they have harmful effects.
2. Safety measures must be practiced in handling there materials.
B. Science Processes:
Observing, describing, inferring
C. Materials:
Pictures illustrating ways to keep sage from harmful substances
References:
2002 BEC Handbook in Science and Health p. 19; Teachers' Manual or Grade III pp. 64-65
Science and Health by Carmelita Coronel pp. 163-164
III. Procedure:
A. Preparatory Activities
1. Review the harmful effects and useful effects of substances. Cite evidences of people being
harmed by chemical substances. Show news clippings about animals being killed by harmful
chemical substances. Ask how these can be prevented.
2. Motivation:
Let them read page 163. Discuss the different precautionary measures and how each can
help prevent accidents/injuries.
Do you know how to handle harmful substances?
B. Presentation:
Let the pupils study the pictures on page 163.
Activity:
1. Let them interpret the drawings through a skit which they will present to the class.
2. Guide the pupils to state the safety measures in handling materials.
Discussion:
How do we properly dispose empty cans or bottles of harmful substances?
What will likely happen if we let those containers improperly thrown or disposed?
C. Concept Formation:
1. Certain chemical substances may cause harmful effects on living things if not properly used.
2. Residual effects of chemical substances may cause damaging effects if containers of
chemicals are not properly disposed.
D. Application:
Mang Luis sprayed Solignum on his surroundings to kill termites. Afterwards, he sprayed his
plants with insecticides. After half an hour, the plants wilted and subsequently, died. Mang Luis
remembered that he did not wash the sprayer after using Solignum. Did Mang Luis practice
proper handling of chemical substances? Why?
IV. Evaluation:
Write what you should do in each of the following situations.
1. A bottle of insecticide is already empty.
2. A bottle of medicine in the cabinet has no label.
3. You will spray insecticide/mosquito killer in a room.
V. Assignment:
Look for a news item about accidental sickness or death which resulted from mishandling of
chemical substances?
Remarks:
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3rd
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 State that the sun is the primary source of light and heat.
Values:
Awareness that too much exposure to sun can cause harm to ones health.
II. Subject Matter:
Chapter 6 - Energy
Topic- Sun
A. Science Concept/Idea:
Sun is the primary source of light and heat.
B. Science Processes:
Observing, Inferring, Describing
C. Materials:
Tellurian model
References:
Science Module Text Grade 3- by Carmelita Coronel, p.134
Science and Health 4 - by Coronel and Romero, p.242
III. Procedure:
A. Preparatory Activities
1. Look at the things around you, can you see the children playing?
How do they look?
What happens to the face, arms and clothes? Why?
2. Motivation:
Why were you able to see things around and feel such warmth?
B. Presentation:
Let pupils express their ideas and say:
Would you like to know the main reason why?
Our activity will answer us.
Activity:
1. Observe the tellurian
a. What does the yellow ball represent?
b. What does the miniature globe represent?
2. Switch on the flashlight
a. What does the light represent?
b. Does the light reach the globe?
C. Concept Formation
1. Where does the light that shines us everyday come from?
2. Where does the heat that warms us everyday come from?
D. Generalization:
What is the primary source of light and heat?
E. Application:
What do you think will happen to all living things on earth if there's no light and heat from
the sun?
IV. Evaluation:
Choose the letter of the correct answer.
1. What does the yellow ball represent in the tellurian?
a. sun
b. earth
c. moon
d. sky
2. The light that reaches the earth comes from
a. the moon
b. the sun
c. earth
d. the sky
3. We were able to see things that surrounds us because of the
a.
b.
c.
d.
earth
sun
moon
comets
V. Assignment:
Give five activities you can do when the sun shines brightly.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Name other sources of heat and light.
Values:
Appreciation of the importance of conservation.
II. Subject Matter:
Chapter 6- Energy
Topic - Other Sources of Heat and Light
A. Science Concept/Idea:
There are other sources of heat and light such as fuel and electricity.
B. Science Processes:
Observing, Inferring, Classifying, Identifying
C. Materials:
Pictures of different appliances
Candle
Firewood
Electric bulb
Other sources of heat and light
References:
Science Module Text Grade 3- by Carmelita Coronel, p.134
Teachers Module, Content Mastery Science 4 - Nacpil and Villegas pp.43-44
III. Procedure:
A. Preparatory Activities:
1. What is the primary source of heat and light?
2. Motivation:
Present pictures. Let pupils identify things in the picture.
What can these things provide us?
B. Presentation:
The sun is the primary source of heat and light. There are also other sources which were
going to find out in our activity.
Activity:
Distribute activity cards: (Activity card contains pictures of the following with guide
questions)
1. One cooking with firewood.
What fuel was used in cooking? (gas, firewood, charcoal)
What can firewood provide?
2. Electric Flat Iron
Where do you use it?
Can it work by itself?
C. Concept Formation:
Based on our activity what are other things that can give us heat and light?
D. Generalization:
What are other sources of heat and light?
E. Application:
You need to review for your test tomorrow but unluckily there's a power failure in your place.
What are you going to do in order to review?
IV. Evaluation:
Tell whether fuel or electricity was used as source of heat and light.
1. electric bulb 2. roast a chicken with charcoal 3. cook with firewood
4. iron clothes
5. alcohol lamp
V. Assignment:
Cut out or draw a picture that can provide us with heat and light. Indicate whether fuel or
electricity was used as a source.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Show evidences that light travels in a straight line.
Values:
Light is very important. Use it properly and wisely.
II. Subject Matter:
Chapter 6 - Energy
Topic- How Light Travels
A. Science Concept/Idea:
Light travels in a straight line.
B. Science Processes:
Observing, Inferring, Manipulating
C. Materials:
Flashlight
Shoe box with holes on both ends
Illustration board with small holes
References:
Science and Health Text - pp.144-147
Lesson Plans in Science and Health
BEC-2
III. Procedure:
A. Preparatory Activities:
1. Name other sources of heat and light other than the sun.
2. Motivation:
Have you ever asked yourselves how light from afar reached us?
B. Presentation:
We see things because of light. Light travels. Let us observe how light travels with our
activity
1. Get into the room
Shine the flashlight and focus it into the opposite hole of the shoe box. Observe the light.
Describe what you observed.
C. Concept Formation:
Based on our activity. Does light travel in a straight, zigzag or curved path?
D. Generalization:
How does light travel?
E. Application:
Draw arrows from the sun as the light travel to the earth.
IV. Evaluation:
Draw arrows to show how light from each source travels.
1.
V. Assignment:
Give 1-2 examples showing that light travels in a straight line.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Cite evidences that light rays may be bent as they pass from one substance to another.
Values:
Appreciation of the importance of light to us.
II. Subject Matter:
Chapter 6 - Energy
Topic - Refraction of Light
A. Science Concept/Idea:
Light rays bend when they pass from one substance to another.
B. Science Processes:
Observing, Inferring, Describing
C. Materials:
Transparent plastic cup, pencil, coin, opaque bowl, water
References:
Science an Health T.M. Gr. 3 Carmelita Coronel p.67
III. Procedure:
A. Preparatory Activities:
1. How does light travel?
2. Motivation
Though we know that light travels in a straight line, light rays bend. Do you have idea
why it bends?
B. Presentation:
Have a discussion on the results of the activity. Give emphasis on the substances added as the
reason why light rays bend. They bend when they pass from one substance' to another.
C. Concept Formation:
When does bending of light occur?
D. Generalization:
What happens to the light rays when it passes from one substance to another?
E. Application:
You want to see the pores of your skin to appear bigger, what should you do?
IV. Evaluation:
Draw the pencil dipped into the transparent glass of water as you look at it from the side.
Explain why the pencil seems to be bent?
V. Assignment:
List down 1-2 examples showing the bending of light.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Demonstrate how refraction of light occur.
Values:
Appreciation the value of being humble.
II. Subject Matter:
Chapter 6 - Energy
Topic- Refraction of Light
A. Science Concept of Light:
Refraction is the bending of light as it passes from one transparent substance to another. The
light bends as it slows down when it strikes the material or substance.
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Book, magnifying glass, aquarium, basin with water
References:
Science an Health T.M. Gr. 3 Carmelita Coronel p.67
Science and Health Txt. Gr.3 Carmelita Coronel p.142
III. Procedure:
A. Preparatory Activities:
1. What will happen to the light rays when it passes from one substance to another.
2. Motivation:
Open a book then put a magnifying glass over one page. Show to the pupils. Let them
observed and ask:
Which printed words appear nearer to you?
B. Presentation:
We have proven in our past lessons that light travels in a straight path but it bends when it
passes from one substance to another.
We will be able to show it as we do the activities today.
Activity
1. Use the basin with water.
Ask one pupil to step in the basin of water.
Do the pupils legs appear shorter in water? Why?
2. Ask pupils to look into your aquarium.
Why does the fish seem to be nearer the surface of the water?
Based on the activities:
a. Does light ray directly strike the material you see?
b. What did it strike first before the material?
C. Concept Formation:
1. What is refraction?
2. What happens to the light as it slows down when it strikes the substance?
D. Generalization:
How does bending of light (refraction) occur?
E. Application:
When you look at your friend swimming in a pool she looked differently, why?
IV. Evaluation:
Explain why a straw dipped in a glass of water seems to change shape and size.
V. Assignment:
Be able to demonstrate how refraction of light occurs.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Explain how reflection of light occur.
Values:
Whatever you do makes a picture of you.
II. Subject Matter:
Chapter 6 - Energy
Topic- Refraction of Light
A. Science Concepts/Ideas:
Reflection is the bouncing off of light.
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Mirror
References:
Science and Health 3 - Tadeo and Marcelino, pp.198-199
Manual of Enhancement Activitic.5 - Jessie A. Villegas, p.83
III. Procedure:
A. Preparatory Skills:
1. What is refraction?
2. Motivation
When I throw a ball against the table or floor, what do you think will happen to the ball?
B. Presentation:
Let pupils answer.
Do you think that the same thing will happen to light when it strikes a material?
a. Will it bounce back?
b. Will it be reflected?
C. Concept Formation:
What happens to light when it strikes a material? What do you call the bouncing off of light?
D. Generalization:
What is reflection? How does reflection of light occur?
E. Application:
Moon got no light of its own. Where does the moon got its light?
IV. Evaluation:
In 2-3 sentences. Explain how reflection of light occur.
V. Assignment:
Illustrate how the moon got its light from the sun.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Infer that when light strikes an object it is either absorbed, reflected or may pass through or a
combination of the three may take place.
Values:
Be good in everything you do. Things you’ve done will always reflect on you.
II. Subject Matter:
Chapter 6 - Energy
Topic- Behavior of Light
A. Science Concepts/Ideas:
Light behaves in different ways as it strikes different objects. It can be absorbed, reflected,
pass through or combination of the three may take place
B. Science Processes:
Observing, Inferring, Manipulating
C. Materials:
Variety of objects
References:
Science and Health T.M. Gr. 3 Carmelita Coronel, p.61
Science and Health Txt. Gr.3 Carmelita Coronel pp.l34-140
III. Procedure:
A. Preparatory Activities:
1. What is refraction?' How does it occur?
2. Motivation:
What makes you see your image in a mirror?
B. Presentation:
Light behaves in different ways as it travels and strikes different objects like these:
Present different materials and say:
Let's find out how light behaves with these materials.
Activity
1. Shine the flashlight on each object one at a time and observe how the light behaves on each
object.
a. Cardboard
Does light pass through the cardboard?
What happens to the light?
b. Clear glass
Does light pass through the clear glass?
c. Frosted glass
Does light pass through the frosted glass?
C. Concept Formation
Does light behave in the same way when it strikes different objects?
What happened to the light?
D. Generalization
When light strikes an object what happens to the light?
E. Application
We said that the light that hit mirror was reflected. Think of a substitute for a mirror in which
light is reflected.
IV. Evaluation
Tell whether the following objects/materials will absorb (A), reflect (R), pass through (P) or little
amount pass through (L)
1. plywood
2. pond or stream
3. plastic cover
4. frosted glass
5. waxed floor
V. Assignment
Give three objects each of which light can be absorbed, reflected, pass through or little amount
pass through.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that opaque materials absorb light.
Values:
It is good to listen to advices, it will quide us to the right path.
II. Subject Matter:
Chapter 6 - Energy
Topic - Behavior of Light on Opaque Materials
A. Science Concepts/Ideas:
Opaque Materials absorb light
B. Science Processes:
Observing, Identifying, Manipulating, Describing
C. Materials:
Cardboard, tiles, plywood, flashlight
References:
Science and Health T.M.Gr.3 - Carmelita Coronel p. 62
III. Procedure:
A. Preparatory Activities:
1. Review behavior of lights.
2. Motivation:
What is the behavior of light when it does not pass through a material?
B. Presentation:
Present materials. Let pupils identify and describe each material.
Say:
With these opaque materials/ objects let us observe if light will pass through.
Activity
Shine flashlight on a cardboard. Observe how light behaves on it. Did the light pass through
the cardboard or absorb it? Do the same to other materials.
C. Concept Formation:
What kind of materials absorb light?
D. Generalization:
What do opaque materials do the light?
E. Application:
Why can you see shadow of a tree?
IV. Evaluation:
Check the opaque materials.
1. plastic cover
2. house
3. glass door
4. cellular phone
5. clear glass
V. Assignment:
Bring to class the following materials tomorrow.
1.
2.
3.
4.
5.
plastic cover
cellphone
piece of clear glass
plastic bottle of mineral water
bottle of coke.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Tell that light passes through transparent materials.
Values:
Appreciate the importance of openess.
II. Subject Matter:
Chapter 6 - Energy
Topic – Behavior of Light on Transparent Materials
A. Science Concept/Idea:
Light passes through transparent materials.
B. Science Processes:
Observing, describing, testing, identifying
C. Materials:
Frosted glass and flash light.
References:
Science and Health T.M. Gr. 3 - Carmelita Coronel p. 62
Science and Health Txt. Gr. 3 Carmelita Coronel p. 135
III. Procedure:
A. Preparatory Activities:
1. How does light behave on opaque materials?
2. Motivation:
Whose houses are with glass windows or jalousies?
B. Presentation:
Present the frosted glass and ask:
Are the glass of your windows similar to this one?
This is a frosted glass. It is a translucent material.
Activity:
1. Observe closely at the frosted glass
2. Describe an object behind it. Is it clear or blurred? Why?
C. Concept Formation:
What kind of materials allow light to pass through?
D. Generalization:
How does light behave as it strikes transparent materials?
E. Application:
Your teacher asked you to cover your books in a way that the books front cover will be
maintained as it is. What are you going to do?
IV. Evaluation:
Pick out he letter of the correct answer.
1. Materials or objects behind translucent materials are
a. clear
b. blurred
c. transparent
d. noisy
2. Materials that allow only little amount of light to pass through are called
a. transparent
b. opaque
c. translucent
d. clear
V. Assignment:
Bring to class 3 translucent materials.
Remarks:
_________________________________________________________
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______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Show that white light consists of different colors.
Values:
Clean living yields to colorful life.
II. Subject Matter:
Chapter 6 - Energy
Topic - Color of White Light
A. Science Concept/Idea:
White light contains all the colors: red, orange, yellow, green, blue, indigo, and violet
( ROY G BIV)
B. Science Processes:
Observing, Describing, Inferring.
C. Materials:
Prism, water hose
References:
Science and Health T.M. Gr. 3 - Carmelita Coronel p. 65
Science and Health Txt. Gr. 3 - . Carmelita Coronel pp. 138-139
III. Procedure:
A. Preparatory Activities:
1. What amount of light passes through translucent materials?
2. Motivation.
Have you observed the light of the sun? What is its color?
B. Presentation:
Let pupils give their answers.
Sunlight is white light. Light travels in waves. Each color of light has a different wavelength
from the others. The white light we see is made up of different colors. We will be able to
observe that in our activity.
Activity:
1. Hold a prism in sunlight. ( a prism is a triangular block of glass that bends and scatters light.)
 What is formed as sunlight passes through the prism?
 What are the different colors of sunlight?
C. Concept Formation:
What consists white light?
D. Generalization:
What are the different colors in a white light?·
E. Application:
You are playing a bubble toy under sunlight. What colors must be expected on the bubbles?
IV. Evaluation:
Draw a rainbow. Name the colors found in it.
V. Assignment:
Explain the appearance of a rainbow as shown in the activity we did.
Remarks:
_________________________________________________________
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_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Explain how we see different colors in white light.
Values:
Appreciate the things God had given us.
II. Subject Matter:
Chapter 6 - Energy
Topic - Why we see different colors
A. Science Concepts/Ideas:
The color of an object depends on what color that objects reflects and absorbs. If an object
reflects all the light it appears white to our eyes and if an object absorbs all the light it appears
black to our eyes. If it absorbs all colors except red we see a red color.
B. Science Processes:
Observing, Inferring, Describing
C. Materials:
Flashlight, objects different colors
References:
Science and Health T.M. Gr. 3 - Carmelita Coronel p. 65
Science and Health Txt. Gr. 3 Carmelita Coronel p. 138 - 139
III. Procedure:
A. Preparatory Activities:
1. What are the different colors in a white light?
2. Motivation:
Present the Poem "All Things Bright and Beautiful."
Let pupils read.
B. Presentation:
Have you seen the beautiful things mentioned in the poem? Do colors add to the beauty of
those things? Why do you think we were able to see such colors?
Let’s find it out in our activity.
Activity:
Materials
Flashlight, black shirt, red umbrella, bond paper and small pant (green in color).
1. Shine the flashlight to the objects one after the other. Take note of the color you see. Is the
color of the object the same as it appears in your eyes?
C. Concept Formation:
Where do colors of object depend?
What appear to our eyes if the object absorbs all the colors?
If it reflects all the colors of light, what color appears to our eyes?
D. Generalization:
Why do we see different colors?
E. Application:
 Get inside a dark room with a friend. Turn on the flashlight with orange bulb and focus it on the
shirt of your friend. What is the color of her shirt?
 Get our of the dark room and look at the color of her shirt under the sunlight.
 What is the difference in the color of the shirt? Why?
IV. Evaluation:
Fill in the blanks with the correct answer:
1. A white bond paper reflects ___ colors.
2. A red cartolina reflects ___ color.
V. Assignment:
In a short paragraph explain why we see different colors in white light.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Describe the color of nonluminous objects when light is reflected on them.
Values:
Persons attitude is accounted with how he or she is brought up or nurtured by his
parents.
II. Subject Matter:
Chapter 6 - Energy
Topic - Color of non-luminous objects when light is reflected on them.
A. Science Concept/Idea:
1. The color of a non-luminous object is the color of light it reflects most.
2. A white light reflects all colors while a black object reflects none.
B. Science Processes:
Observing, Inferring, Describing, Comparing
C. Materials:
Objects of different colors, flashlight.
References:
Science and Health T.M. - 66
Science and Health Txt. For Gr. 3 - Carmelita Coronel, p. 140
III. Procedure:
A. Preparatory Activities:
1. Where do colors of objects depend?
1. Where do colors of objects depend.
2. Motivation: Look at the things around you. Name some and describe their colors.
B. Presentation:
Do these objects got their own light?
Introduce the word nonluminous. (objects that got no light of its own) What do you think will
happen to these non-luminous objects when light is reflected on them?
We will find it out in our activity.
Activity:
1. Guide pupils to look at each of the objects under the sunlight. Let them note down their
observations.
2. Darken the room and let them look at each object lighted by a flashlight.
Let them note their observations. Note differences in color.
C. Concept Formation:
What is the color of the nonluminous object when light is reflected on them? What is the
color of an object if it reflects all colors?
D. Generalization:
When light reflects on non-luminous objects or materials, what color do we see?
E. Application:
When we read books whys, is it the paper looks while and the printed wood books baclak?
IV. Evaluation:
Write what color the objects reflects / absorbs:
1. green leaf
2. orange flower
3. yellow pencil
4. white paper (bond paper)
V. Assignment:
Make a color wheel. Spin it very fast. What color do you see?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE

Explain how shadows are formed.
Values:
Always bear in mind that somebody is watching us. Be good always.
II. Subject Matter:
Chapter 6 - Energy
Topic - Light and Shadows
A. Preparatory Activities:
A shadow is formed by an object when it blocks the light because light travels in a straight line.
B. Science Processes:
Observing, describing
C. Materials:
Flashlights, bag, cut-out of a person and an animal other objects in the room.
References:
Lesson Plan in Science 2 BEC 6
III. Procedure:
A. Preparatory Activities:
1. Can you still remember how light travels? How?
2. Motivation:
When you are walking on the street, what can you observe on the ground? Is somebody
following you?
B. Presentation:
The thing you see on the ground is your shadow. We will observe in our activity, how
shadows are formed.
Activity:
1. Take pupils outside the room. Let them observe their shadows and other things that cast
shadows

What happens to light when it touches your body and other objects as it travels?
C. Concept Formation:
What happens to the light when it touches an object as it travels? Why is light blocked?
D. Generalization:
How are shadows formed?
E. Application:
You can see the shadow of a tree because the light
a. travels around the tree
b. passes through the tree
IV. Evaluation:
Check the objects/ materials that cast shadows and cross out those that do not.
1. table
2. trophy
3. cellophane
4. book
5. plastic cover
V. Assignment:
In a short paragraph, describe how your shadow looks like.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Identify factors that affect the size and shape of a shadow.
Values:
Awareness of the factors that may influence ones attitude and personality of an
individual.
II. Subject Matter:
Chapter 6 - Energy
Topic - Light and Shadows
A. Science Concept/Idea:
Many factors affect the size and shape of a shadow.
1. The size of a shadow can be changed by moving the object or the source of light.
2. The shadow is also affected by the kind of surface on which shadow falls.
B. Science Processes:
Observing, Describing Inferring,
C. Materials:
Pictures casting different shadow forms.
vase, candle / flashlight
References:
Science and Health 3 Txt. Tadeo and Marcelino pp .. 201-202
Science Skillbook 3- Tadeo and Marcelino pp. 148 - 149
BEC 6
III. Procedure:
A. Preparatory Activities:
1. How are shadows formed? What kind of object casts shadow?
2. Motivation:
Show a small vase and ask if it can cast shadow. Can you infer the size and shape of the
shadow it will form?
B. Presentation:
Gather pupils' inferences. We will find out whether your inferences are correct with the
activity.
Activity:
1. Place the object near the wall and place the lighted candle a distance opposite the· object
Observe and describe the shadow formed.
2. Move the object near the light source or move the light source near the object. Observe and
describe the shadow formed.
3. Get outside the room and stand near a car facing back the sun. Observe the shadow formed.
C. Concept Formation:
What will happen to the size of the shadow when you· move the object or the source of light?
D. Generalization:
What are the factors that affect the size and shape of a shadow?
E. Application:
When you walk on the school ground at high noon (12:00) do you still see your shadow? Why?
IV. Evaluation:
Match the shadow formed with the factor that affects it.
A
B
1. long shadow
a. object at a distant
2. short shadow from the light source
b. 12:00 noon time
3. shadow can’t be source
c. object near light
V. Assignment:
Observe the shadow of a tree at 8:00 AM, 12:00 Noon and 3:0 PM.
Draw the shadow casted by the tree.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Infers that sound is produced when things vibrate.
Values:
Being resourceful
II. Subject Matter:
A. Science Concept/Idea:
Sound is produced by the vibration of objects.
B. Science Processes:
Observing, Inferring
C. Materials:
Book, rubber bands and crayons
References:
Science and Health T.M.- Carmelita Coronel p. 67 .
Science and Health Txt. Carmelita Coronel p. 143
III. Procedure:
A. Preparatory Skills:
1. What are the different senses?
What makes you hear the sounds around you? ]
2. Motivation
What sounds can you hear right now?
Where do you think these sounds came from?
B. Presentation:
Let pupils give their inferences. Present the materials for the activity and ask them to
identify.
With these objects let us observe how sound is produced.
Activity:
1. Stretch the rubber band and put it around the book. Slide the crayons under the rubber
band.
Put them about 10 centimeters apart. Ask a classmate to press the rubber band over
each crayon. Then pluck the rubber band between the two crayons.
Questions:
1. What happened to the rubber band when you plucked it?
2. What did you hear when you plucked the rubber band?
C. Concept Formation:
What is produced when there is vibration?
D. Generalization:
How is sound produced?
E. Application:
You are asked by your teacher to sing with an instrument, but he gave you a stick. What are
you going to do with the stick?
IV. Evaluation:
Put a check if there is sound produced and cross if there is none.
1. a ringing bell
2. a running house
3. a rubber band in a box
4. a table in the bedroom
5. a singer singing
V. Assignment:
List down 5 examples of sound producing objects.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Practice ways of protecting oneself from excessive heat and light.
Values:
Taking care of oneself
II. Subject Matter:
Chapter 6 – Energy
Topic - Protecting Yourself from excessive heat and light.
A. Science Concepts/Ideas:
We should not stay long under the sun.
Use materials that can help prevent too much exposure to suns heat and light.
B. Science Processes:
Observing, inferring.
C. Materials:
Cap/ hat, umbrella, sunglasses, thin and light jacket, pictures depicting too much exposure to
suns heat and light.
References:
Science and Health Textbook Carmelita Coronel p. 26
Lesson Plans in Science and Health
BEC 10
III. Procedure:
A. Preparatory Activities:
1. What is the primary source of heat and light?
2. Motivation
 Have you tried staying long under the heat of the sun?
 What did you feel?
B. Presentation:
Present materials. Let pupils identify them.
 What do you think these materials can give us?
 Get outside the classroom. Set a game. Let them play under the heat of the sun.
Activity:
1. Form 2 groups with 4 players to play sack race. Let player use hats, caps and light jackets.
 Did you enjoy the game?
 What materials did you use while playing/watching under the heat of the sun.
C. Concept Formation:
1. If you have to stay under the heat of the sun, what must you do?
2. If you don't have the materials, what would you rather do to avoid too much heat of the sun?
D. Generalization:
Give ways on how to protect oneself from excessive heat and light?
E. Application:
If you walk from your house to the school at noontime, what will you use to avoid the heat of the
sun?
IV. Evaluation:
Enumerate 3 ways on how to prevent too much exposure to suns heat.
V. Assignment:
Practice ways of protecting yourself from excessive heat and light.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Practice ways of avoiding /minimizing loud sounds.
Values:
Care for the ears
II. Subject Matter:
Chapter 6 - Energy
Topic - Avoiding noise pollution
A. Science Concept/Idea:
Too much noise can hurt the ears. Worst still, it may cause deafness.
B. Science Processes:
Observing, Inferring
C. Materials:
Pictures depicting practices avoiding or minimizing loud sounds.
References:
Science and Health Textbook 3 -Tadeo and Marcelino pp. 22-23
Science and. Health Lesson Plans
BEC 10
III. Procedure:
A. Preparatory Activities:
1. What is unpleasant sound? Give examples.
2. Motivation
 Were you scolded by your mother or father with loud voice?
 What did you feel?
B. Presentation:
Unpleasant sounds coming from different sources affect our health. Noise makes us nervous
at times. It disturbs us when we are sleeping. When there is noise we cannot hear what other
people are saying. When this happens we cannot work well.
Activity:
Show pictures depicting practices avoiding / minimizing loud sounds.
a. Speaking in a voice which is loud enough to be heard by the persons we are speaking with.
C. Concept Formation:
1. What can hurt the ears?
2. What might happen if we cannot avoid/ minimize unnecessary noise?
D. Generalization:
Give ways to avoid / minimize unnecessary noise.
E. Application:
If you are saying something to your neighbor and he cannot. hear you. Would you shout what
you are saying? What will you do?
IV. Evaluation:
Fill in the blanks with the correct words to complete the concept.
Too much ___________ can _____ the ears. Worst still, it can cause ___________.
V. Assignment:
Practice ways of avoiding / minimizing loud sounds.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Demonstrate how sounds travels.
Values:
Being resourceful.
II. Subject Matter:
Chapter 6 - Energy
Topic - How Sound Travels
A. Science Concept/Idea:
 Sound travel through a medium.
 Sounds we hear travel through air, liquid and solids.
B. Science Processes:
Observing, Inferring, Manipulating
C. Materials:
Garden hose or plastic tube, pencil, picture of a man in a railroad track
References:
Science and Health Textbook for Gr. 3 - Tadeo and Marcelino p. 218
Science and Health Skillbook Tadeo and Marcelino pp. 162 -164
III. Procedure:
A. Preparatory Skills:
1. How is sound produced?
2. Motivation
 Show a picture of a man placing his ear on the railroad track.
Ask: Why does the man place his ear on a railroad track?
B. Presentation:
You already know that vibrating objects produce sounds. When you tap a table, how does the
sound get into your ear?
Have a discussion on the topic.
Activities:
A. Hold one end of the hose or tube. Ask a friend to hold the other end. Make sure you hold the
hose or tube straight. Let your friend listen at his end of the hose while you say something at
the other end.
Question:
1. Did your friend hear what you said?
2. What caused the sound to travel from your mouth to your friend's ear?
C. Concept Formation:
Does sound travel in air, solids and liquids?
D. Generalization:
How does sound travel?
E. Application:
Why do you think you were able to say that a motorcycle is approaching even without
actually seeing it?
IV. Evaluation:
Tell whether sound travels through air, solid or liquid.
1. Listening to your friend through a hose.
2. Pressed ear against the door to hear tapping of pencil.
3. Hear tapping sounds on the wall while standing at the other end of the wall.
V. Assignment:
Construct an improvised telephone using tin cans, cotton and a string.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Shows how loud/soft sound is produced by a vibrating object.
Values:
Being Resourceful
II. Subject Matter:
Chapter 6 - Energy
Topic - Loud Sounds / Soft Sounds
A. Science Concepts/Ideas:
 An object produces a loud sound when it vibrates fast.
 An object produces a soft sound when it vibrates slowly.
B. Science Processes:
Describing, observing, inferring
C. Materials:
Rubber bands, hollow box, bowl, cups, coconut shell, can
References:
Science and Health T.M. pp. 6768
Science and Health Text Carmelita Coronel pp. 144-145
III. Procedure:
A. Preparatory Activities:
1. What is pitch?
How do you distinguish high from low pitch?
2. Motivation
Have you tried plucking the strings of a guitar one at a time?
B. Presentation:
Let pupils give observations.
How do the sounds differ? In what way"? Our activity will help us answer that.
Activity:
1. Stretch 4 rubber bands of different thickness around a cardboard box.
Pluck the rubber band at a time.
Questions:
Does each rubber band produce sound?
C. Concept Formation:
In what way do sounds differ? When does an object produces loud/soft sound?
D. Generalization:
How is loud / soft sound produced by vibrating object?
E. Application:
A drum produces a low pitch sound because it vibrates slowly. That will you do to produce a
loud sound?
IV. Evaluation:
Fill in the blanks with the correct word to complete the concept.
Sound differ in _______________
An object produces a _______________ sound when it vibrates _____________.
V. Assignment:
Using kitchen utensils or other familiar items that can be found in your house, form a musical
band. Describe what sounds each of the instrument or items can produce.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Distinguish low sounds from high sounds.
Values:
Appreciate versatile singers.
II. Subject Matter:
Chapter 6 - Energy
Topic - How Sounds Differ
A. Science Concepts/Ideas:
 Pitch is the highness or lowness of sounds
 High sounds are produced by things that vibrate very fast.
 Low sounds are produced by things that vibrate slowly.
B. Science Processes:
Observing, Describing, Inferring, Classifying
C. Materials:
Toy balloon, thin ruler or a piece of wood of the same size! piece of string (40 cms. Long)
hammer nail.
References:
Science and Health 3 Textbook Tadeo and Marcelino pp. 218-219
Science and health Skiilbook Tadeo and Marcelino pp. 164-166
III. Procedure:
A. Preparatory Skills:
1. How does sound travel?
2. Motivation
Have you heard Regine Velasquez sing? How does she sing?
B. Presentation:
The highness or lowness of sound is pitch.
How do we know whether the sound is high or low?
Our activity will help us answer the question.
Activity:
A. Put your thumb on one side of your throat and your forefinger on the other side. Now sing a
high note or scream. You can feel some parts moving or vibrating. These are called vocal
cords. This time, say words such as so, may, sick, or any low sounding words.
Did you notice the change in the vibration of the vocal cords?
Questions:
1. How do the vocal cords vibrate when producing a high sound?
2. How do the vocal cords vibrate when producing a low sound?
C. Concept Formation:
What is the highness or lowness of sounds?
D. Generalization:
What is pitch?
How do you distinguish low sound from high sound?
E. Application:
Choose a song and sing it. What is the pitch of the song? Why?
IV. Evaluation:
Write the H if it produces high sound and L if it produces low sound.
______ 1. Drum
______ 2. Whistle
______ 3. Frog
V. Assignment:
List down 3 things that produces high sound and 3 things that produces low sound.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Distinguishes pleasant unpleasant sounds.
Values:
Awareness that noise pollution affects a person's well being.
II. Subject Matter:
Chapter 6 - Energy
Topic – Pleasant and unpleasant sounds
A. Science Concepts/Ideas:
 A sound is pleasant when the sound waves follow a regular pattern. Pleasant sounds are
sometimes called music.
 Unpleasant sound is called noise.
B. Science Processes:
Observing, Describing Identifying,
C. Materials:
Radio or cassette recorder, stick
References:
Science and Health T.M. pp. 69-70
Science and Health Text Carmelita Coronel pp. 148-149
III. Procedure:
A. Preparatory Skills:
1. In what way do sounds differ? When does an object produce loud sound/soft sound?
2. Motivation
Do you want to hear music?
B. Presentation:
Tune in the radio and let them listen to a soft music.
How do you fell now after listening?
Lets listen to more sounds in our activity.
Activity:
1. Tune in to the first sound in the tape (a lullaby)
Questions:
1. Did the sound give you a nice feeling?
2. Did the sound waves follow a regular pattern?
C. Concept Formation:
When is sound pleasant? Unpleasant?
D. Generalization:
How do you distinguish pleasant from unpleasant sound?
E. Application:
You are tired and you want to lie down in bed listening to music. What kind of sound would
you be listening to? Why?
IV. Evaluation:
Copy these words on your paper. Then check () the pleasant sounds. Cross (x) the unpleasant
sound.
a. Roar of thunder
b. tinkling of small bell
c. raindrops on galvanized iron
V. Assignment:
Write down 5 other sources of unpleasant sound and 5 pleasant sound.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 States that sound bounces back or is reflected from a hard surface as echo.
II. Subject Matter:
Chapter 6 - Energy
Topic - Echo
A. Science Concepts/Ideas:
 Echo is the bouncing back or a reflection of sound waves from a hard surface.
B. Science Processes:
Observing, Inferring
C. Materials:
Ball, pail/drum
References:
Science and Health Textbook Carmelita Coronel p. 159
Science and Health Textbook Tadeo and Marcelino pp. 220-221
III. Procedure:
A. Preparatory Activities:
1. How does sound travel?
2. Motivation
Have you ever tried producing echo?
B. Presentation:
An echo lets us hear the same sound again. Would you like to know how it is produced?
Activity:
1. Throw a ball against the wall. Did the ball bounce back to the thrower?
 Explain that sound waves move similarly. When sound waves hit a big hard wall, they
will bounce back or reflect to make an echo.
C. Concept Formation:
When sound waves bounce back or reflected· from a hard surface what is produced?
D. Generalization:
What is an echo?
E. Application:
If you are in a place where there are hills or mountains all around, can you make many
echoes at one time? Why?
IV. Evaluation:
Which of the following will produce an echo?
1. Shouting on a hilly place
2. Shouting into a deep well.
3. Talking in an open field.
4. Shouting in a big newly constructed building.
5. Talking softly in a carpeted room.
V. Assignment:
Stand over 16 meters away form a wall. Shout What did you notice? Report to class.
Remarks:
_________________________________________________________
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_________________________________________________________
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_________________________________________________________
_________________________________________________________
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SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Infer that force makes object move.
Values:
Alertness
II. Subject Matter:
Chapter 6 - Energy
Topic - Force
A. Science Concepts/Ideas:
 Force is a push or a pull.
 Force can make objects move.
B. Science Processes:
Observing, Inferring, Identifying
C. Materials:
Chair, pail, husk
References:
Science and Health Textbook 3 - Carmelita Coronel p. 150
Science and Health Txt 4 Coronel and Rabago p. 162
III. Procedure:
A. Preparatory Skills:
1. What is an echo? How is it produced?
2. Motivation
Do objects move by themselves?
B. Presentation:
Let pupils answer and ask them to identify things presented in front of the class. Do these
thins more by themselves?
Activity:
Arrange on the floor a chair, a pail and a husk.
Do the following activity one at a time, then answer questions below
 Stand at the back of the chair, move it forward / backward.
 Lift the pail
 Scrub the floor
Question:
1. In which activity did you push something?
2. In which activity did you pull something?
C. Concept Formation:
What is a push or a pull?
What causes the movements of the objects?
D. Generalization:
What is force?
What makes object move?
E. Application:
If you want to transfer a table from one place to another what are you going to do?
IV. Evaluation:
How can you make the following move?
1. a piece of wood
2. a glass
3. a bed
V. Assignment:
List down 5 examples or situations showing how forces act on objects.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that wind move objects.
Values:
Appreciate the importance of wind and be aware of the disadvantages or harm it can
cause us.
II. Subject Matter:
Chapter 6 - Energy
Topic - Force
A. Science Concepts/Ideas:
 Wind exert force, it move objects.
B. Science Processes:
Observing, Inferring, Describing
C. Materials:
Pictures depicting wind force
References:
Science and health - Coronel and Romero p. 166
BEC - 9.1.1
III. Procedure:
A. Preparatory Activities:
1. What is force?
2. Motivation
Present a picture and say: Describe what you see in the picture.
B. Presentation:
Let pupils give their descriptions.
Let’s find out why things in the picture move.
Activity:
1. Observe leaves of plants, flagpole and curtain Are they moving?
2. What cause their movements?
C. Concept Formation:
What causes the movement of leaves?
Does wind exert force?
D. Generalization:
What is in the wind that cause the movement of things like the leaves, curtains and flag?
E. Application:
During typhoons, what usually happens to trees, posts and even houses?
Why?
IV. Evaluation:
Check the things that wind can move.
1. flying kite
2. wind vane
3. hollow blocks
V. Assignment:
Draw 5 things that is moved by wind.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that running water move objects.
Values:
Water conservation
II. Subject Matter:
Chapter 6 - energy
Topic - Force
A. Science Concepts/Ideas:
 Running water can move things.
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Water coming from the faucets, mongo seeds, water hose attached to faucet, soil shaped like
mountain.
References:
Science and Health - Coronel and Romero p. 167
Science and Health Lesson Plans
BEC 9.1.2
III. Procedure:
A. Preparatory Activities:
1. How does wind moves things?
2. Motivation:
Have you played paper boat racing in a flowing water?
B. Presentation:
Show a paper boat and place it on a flowing / running water.
Does the boat move?
Let us test the force of water.
Activity:
1. Place a few mongo seeds on your palm. Let water flow on your palm;
Do the seeds move?
What make the mongo seeds move?
C. Concept Formation:
What made the mongo seeds, leaves and soil move?
D. Generalization:
Can running / flowing water move things?
E. Application:
Name other things moved by _ running water.
IV. Evaluation:
Put a check on the blanks if the statement is true.
_______ 1. Water can move leaves and soil. It can move other things too.
_______ 2. Flying kites uses force exerted by running water.
_______ 3. Waterfalls exert a great force.
V. Assignment:
Bring to class a magnet.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that magnet can move some objects.
Values:
Valuing Unity
II. Subject Matter:
Chapter 6 - Energy
Topic - Magnetic Force
A. Science Concepts/Ideas:
 Magnetic force can make some objects move.
B. Science Processes:
Observing, Describing, Identifying
C. Materials:
Magnets, iron filings, pins, thumb tucks
References:
Science and Health - Coronel and Romero pp. 172-175
Science and Health Lesson Plans
BEC 9.1.3
III. Procedure:
A. Preparatory Activities:
1. How does running water move things?
2. Motivation:
Bring out the magnets I told you. Describe it.
B. Presentation:
Magnets have two ends a north pole and south pole
Let’s test the force of a magnet
Activity:
1. Place a bar magnet on the table. Put a sheet of cartolina over the magnet. Sprinkle iron
filings widely on the paper. Observe what happens to the iron filings.
Do the iron filings move? Repeat the same procedure using other shapes of magnet. Do iron
filings move?
C. Concept Formation:
In our activity, what force moved the objects?
D. Generalization:
Can magnet move objects?
E. Application:
What would you do to pick up a cup full of pins that are scattered on the ground? Why?
IV. Evaluation:
Encircle the number of the objects moved by magnets.
1. tine can
2. pencil
3. paper clips
4. safety pins
5. paper
V. Assignment:
List down 5 objects moved by magnets
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that pulling and pushing can move some objects.
Values:
Awareness that pushing and pulling can both cause good and harm
II. Subject Matter:
Chapter 6 - Energy
Topic - Force (push / pull)
A. Science Concepts/Ideas:
 Push and pull moves objects
B. Science Processes:
Observing, Inferring
C. Materials:
Door of the room, table, hammer, pictures
References:
Science and Health 4 - Coronel and Romero p. 162
Science and Health Lesson Plans p.111
BEC 9.1.3
III. Procedure:
A. Preparatory Skills:
1. How do magnets move objects?
2. Show a picture of an. ice cream vendor pushing the cart and a horse pulling a calesa.
What does the boy do to the cart?
What does the horse do to the calesa?
B. Presentation:
By pushing and pulling objects move.
Let us try pushing and pulling in our activity.
Activity:
1. Ask one pupil to open / close the door of your classroom.
What did you do when you open and close the door?
Did the door move when you pushed and pulled it?
2. Ask one pupil to move the teachers table at the other side of the room.
What did he do to move the table?
C. Concept Formation:
Can "push and pull" move objects?
D. Generalization:
What was done to move the objects in our activity?
E. Application:
Your teacher ask you to remove grasses in your garden . . What are you going to do with
the grass?
IV. Evaluation:
Check the objects if it will be pushed and cross if pulled.
_______ 1. removing white hairs
_______ 2. lifting a pail with water
_______ 3. dividing a cake using a bread knife
_______ 4. removing nails from a wall.
V. Assignment:
Draw / cut objects pushed or pulled.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe that force of gravity make. objects move towards the ground.
Values:
Golden Rule
II. Subject Matter:
Chapter 6 - Energy
Topic - Gravitational Force
A. Science Concepts/Ideas:
 Force of Gravity make objects move towards the ground
B. Science Processes:
Observing, Inferring
C. Materials:
Piece of paper, ball, stone
References:
Science and Health Textbook Coronel and Romero p.170
Science and Health Lesson Plans
BEC 9.1.4
III. Procedure:
A. Preparatory Skills:
1. What is push and a pull?
2. Motivation:
Why are objects thrown upwards eventually move towards the ground?
B. Presentation:
There is a force that make objects move towards the ground.
Anything you throw up will always come down. This force is called gravitational force or
force of gravity.
Let us test the force of gravity in our activity.
Activity:
1. Crumple a piece of paper and throw it upward.
Does the paper stay up for a long time after going up?
What happens to the paper?
C. Concept Formation:
How does force of gravity move objects?
D. Generalization:
What force makes objects move towards the ground?
E. Application:
When you want to transfer a large rock from a high to a lower place which of the following
will you do?
1. lift the rock and carry it.
2. push it.
What reason can you give for your choice?
IV. Evaluation:
Which of the following is moved by gravity? Put a check (<3) on the blanks provided for.
1. falling leaves
2. flying airplane
3. rolling wheels
4. running vehicle ripe
V. Assignment:
Write 5 objects moving forwards gravity.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 Observe the electricity moves some objects.
Values:
Conserve Electricity
II. Subject Matter:
Chapter 6 - Energy
Topic - Force (Electricity)
A. Science Concepts/Ideas:
 Electricity has force that makes some things move.
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Toy car or train, electric fan
References:
Science and Health Textbook Coronel and Romero p. 168
Science and Health Lesson Plans
III. Procedure:
A. Preparatory Skills:
1. What force move objects towards the ground?
2. Motivation
Do you have a toy like this? (show a toy car or train)
B. Presentation:
Can this toy move by itself? Let's put batteries in this toy car. Will it move?
Batteries produce electricity that will move the toy car.
Let’s test the force of electricity with our activity.
Activity:
1. Switch on the toy car.
Does it move?
What made the toy car move?
What force made it move?
C. Concept Formation:
What makes objects like toy car and electric fan move?
D. Generalization:
What does electricity do to some objects?
E. Application:
Whenever Ms. Cruz goes to school, she wants her hair dry. She uses a hair drier. What makes
the hair drier move to dry her hair?
Does electricity exert force?
IV. Evaluation:
Put a check on the objects that use the force of electricity in order to move.
1. electric fan
2. nail cutter
3. washing machine
4. scissors
5. car
V. Assignment:
Cut pictures of objects which can be moved by electricity.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
______________
SCIENCE AND HEALTH III
Date: ____________
I.
OBJECTIVE
 State that objects change position / direction when moved.
Values:
Appreciation of the Importance of being flexible.
II. Subject Matter:
Chapter 6 - Energy
Topic - Force and Motion
A. Science Concepts/Ideas:
Objects change position / direction when moved.
B. Science Processes:
Observing, Describing, Inferring, Identifying
C. Materials:
2 objects, cardboard, pictures
References:
Science and Health - Coronel and Romero p. 178-179
Science and Health Lesson Plans
Science Enhancement Activities - Jessie A. Villegas p. 96
III. Procedure:
A. Preparatory Skills:
1. What does electricity do to some objects?
2. Motivation
Have you answered the puzzle "Find the Difference" in the newspapers? Why were you
able to identify differences?
B. Presentation:
We see many things moving in our environment. We see children playing, animals running,
leaves swaying, stones falling and so on. An object in motion is changing its position. Some
forces of motion, such as those mentioned can be clearly seen.' Others, such as the movement
of the hour hand of a clock, are more difficult to see. One can however, inter the occurrence of
motion if there is a change in an objects' position with respect to another object, called frame of
reference.
Activity:
1. Observe two pictures (prepared by teacher) one picture stationary one moved.
Which of the two animals move?
Why do you say so?
C. Concept Formation:
When do objects change position/direction?
D. Generalization:
What happens to object when moved?
E. Application:
You hang your laundry at your backyard. You found out that a big tree is blocking the
sunshine. What are your going to do? Will you transfer your clothes to some other place? Why?
IV. Evaluation:
What force changes the position / direction of the following?
1. needle
2. toy car
3. paper boat
4. stone
5. leaves
V. Assignment:
What will happen to the following when electricity, magnet or gravity is applied?
1. Electric Fan
2. Fruit on a tree
3. Needle
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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_________________________________________________________
______________
4th
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:
 Infer that the earth is made up of water, land and air
Values:
Awareness
II. Subject Matter:
Earth – Parts of the Earth
A. Science Concept:


The earth is the place where we live.
The earth is made up of land, water and air
B. Science Processes:
Observing, Describing, Inferring
C. Materials:
Picture of earth, chart for the story
References:
Science and Health 3 Camelita Coronel p. 203; Science and Health An Integrated Approach Evelina M. Vivencio et.al pp. 204-205; Science and Health Today - Amelia Ronquillo et. al
p. 208; PELC 6.1 BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are the ways of protecting oneself from excessive heat, light and loud sound?
2. Motivation:
Read the story: (Dialogue) TM pp.156
B. Presentation:
a. Recall details from the dialogue read.
1. What can you see on earth?
2. What do living things need on earth?
3. Where are Van and Mark?
b. How much do you know about earth?
C. Concept Formation:
What do you think these colors represent?
Present globe that represents the earth.
a. Let them observe the globe
b. Ask the following questions.
1. Describe the earth, what is its shape?
2. What are the colors that you can see?
3. What can you say about the brown and dark green color of the earth?
D. Generalization:
What is the earth made of? Where do people live?
E. Application:
You have learned that the earth is made up of land, water and air. How can you take care of
them? Make a poster to show your care and concern for each.
IV. Evaluation:
Identify the following. Complete the letter in the boxes to form your answer.
1. It is a place where we live.
2. The blue parts of the earth.
3. The brown and green parts of the earth.
V. Assignment:
Bring a globe or a map.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify the earth's oceans and land using globe or map
Values:
Express one's appreciation of the earth s resource that support living things.
II. Subject Matter:
Earth: The Water Around Us; The oceans and Seas
A. Science Concept:


Three fourths of the earth's surface is covered with water
The water part of the earth is made up of oceans, seas, rivers and other small bodies of water.
B. Science Processes:
Observing, Describing
C. Materials:
Pictures of bodies of water, map or globe
References:
Science and Health 3 Camelita Coronel pp. 214-215; Science and Health Today - Amelia
Ronquillo pp. 212-214 PELC 6.1.1.1 BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What is the earth made up?
2. Motivation:
Let the pupils look at the map/globe. Observe the blue colored part. Compare this part
with those of the green colored part.
B. Presentation:
1. Ask the following questions
a. Which is bigger, the blue colored part or the green colored part.
b. What does this mean?
c. Where do people get the answer they need?
2. Present pictures of bodies of water
C. Concept Formation:
a. Describe the bodies of water.
What other bodies of water do you know? Which one is the source of water in your
place?
b. Have them observe the different bodies of water on their globe or map.
c. Enumerate the oceans of the earth.
D. Generalization:
What are the earth’s oceans and lands?
E. Application:
What will happen to us if the earth will be covered with oceans only? With land only?
IV. Evaluation:
Locate the different oceans and land of the earth in your globe (to be mentioned by the teacher)
V. Assignment:
How will you show your care and concern to the earth's oceans and land? List of least three.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Infer that the earth is the resource for life and one's needs
Values:
Let us save Mother Earth
II. Subject Matter:
Earth – The Earth’s Resources
A. Science Concept:



The earth is rich in natural recourses.
Natural resources are materials around us that come from nature.
Land, water and air are natural resources.
B. Science Processes:
Observing, Describing
C. Materials:
Pictures of natural resources
References:
Science and Health 2 – Carmelito Coronel p. 180; PELC 2 BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are the earth’s oceans and land?
2. Motivation:
Let them describe the pictures of natural resources.
B. Presentation:
a. What are the materials that we can get from the following pictures?
b. Let the teacher introduce the word “natural resources”.
C. Concept Formation:
1. What do we need in order to live?
2. Where can we get these needs?
3. What are the earth’s natural resources?
D. Generalization:
What are the natural resources?
E. Application:
The earth gives us what we need. These are called natural resources. What can you do in
return to show your gratitude to our Mother Earth?
Make some posters. Place your posters to where many people can read them.
IV. Evaluation:
List five (5) importance of natural resources.
V. Assignment:
Bring pictures of Earth's resources that living things commonly used.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify renewable resources from the earth
Values:
Be industrious in replacing things that need to be replaced.
II. Subject Matter:
Earth – Renewable Resources
A. Science Concept:

Renewable resources are those that can be maintained or replaced.
B. Science Processes:
Identifying, observing
C. Materials:
Pictures of renewable resources
References:
Science and Health 2 – Carmelita Coronel pp. 181-182
PELC 2.2.1
BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are the earth’s natural resources?
2. Motivation:
Let them observe the lands of the earth that contain resources. Ex. Wild life, crops, forest,
etc.
B. Presentation:
a. Do a living things need these lands resources? Why?
b. Do people use these?
c. What do you call these resources?
C. Concept Formation:
a. Teacher introduces the word “renewable” by asking the pupils:
 If people will cut down the trees in the forest, can they grow another tree?
 What must done after cutting trees?
D. Generalization:
What are renewable resources?
E. Application:
1. Why do we need to replace the cut down tree?
2. There are seasons of prohibiting hunters in the forest. Why do they need to stop the hunters
from hunting? Is this helpful? Why?
IV. Evaluation:
True or False
1. Trees that are cut down can be replaced.
2. Renewable materials are irreplaceable.
3. Wild animals can produce if they are let in their own habitats.
V. Assignment:
Answer the following questions.
1. How can you replace your damage garden?
2. What will you do to make your chickens many?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify non-renewable resources from the earth
Values:
Use non-renewable resources wisely
II. Subject Matter:
Earth – Non-Renewable Resources
A. Science Concept:

Non renewable resources and materials that cannot be replaced. These materials took
thousands of years to form.
B. Science Processes:
Observing, describing
C. Materials:
Pictures of non-renewable resources
References:
Science and Health 2 – Carmelita Coronel pp. 183
PELC 2.2
BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are the renewable resources? Give Examples?
2. Motivation:
Show pictures of minerals?
B. Presentation:
1. Can the coal deposits be used up?
2. Can these resources be replaced?
C. Concept Formation:
a. Let the teacher discuss how the soil and coal deposits formed.
b. Can we easily replace the materials? Why?
c. If these are non-renewable materials?
D. Generalization:
What are non-renewable materials?
E. Application:
Give some suggestions on how these non-renewable materials be used.
1.
2.
3.
IV. Evaluation:
Look a list of natural resources. Identify each material as renewable or non-renewable.
1. soil
2. trees
3. coal deposits
4. oil deposits
5. wild animals
V. Assignment:
Answer given questions.
1. Why are some resources renewable?
2. Why are some resources non-renewable?
3. What will happen if the soil is already gone?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Describe ways of conserving natural resources
Values:
Practice conservation
II. Subject Matter:
Earth – Conservation of Natural Resources
A. Science Concept:

There are some ways of conserving natural resources
1. Plant more trees.
2. Dispose garbage properly
3. Use water wisely
4. Practice ways of keeping the air clean.
5. Obey the smoke belching law.
B. Science Processes:
Observing, Describing
C. Materials:
Pictures of natural resources
References:
Science and Health 2 pp. 190-191
PELC 2.3
BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are renewable/non-renewable resources? Give examples of each.
2. Motivation:
Present some situations. Let the children listen carefully.
Choose the letter that tells what you will do if you have learned that cigarette smoke
makes the air dirty.
a. I will not mind him.
b. I will tell him that cigarette smoke makes the air dirty.
b. I will buy him more cigarettes.
B. Presentation:
1. What made you answer the situations correctly?
2. The earth gives us the things we need. How can we help conserve and take care of our
mother Earth?
3. Present different pictures of people showing ways of conserving natural resources.
C. Concept Formation:
Describe what you can see in each picture.
1. What is the child doing? Why do you think he needs to plant more trees?
2. What is the boy doing? How did he dispose his garbage?
3. What did the boy do after using the faucet? Do you think he is practicing water conservation?
Is it important to conserve water? Why?
D. Generalization:
What are the ways of conserving natural resources?
E. Application:
Why do we need to conserve our natural resources?
What help could you extend in supporting the campaign "HELP
RESOUCES".
CONSERVE
NATURAL
IV. Evaluation:
Check the statement that shows conservation and cross if it is not.
_____ 1. A boy burying dead animals.
_____ 2. A man disposing bottles of insecticides in the river.
_____ 3. People obey the smoke belching rules.
V. Assignment:
Make a poster that shows how to save Mother Earth.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Enumerate different ways of people use soil
Values:
Appreciation on the importance of soil
II. Subject Matter:
Earth – Uses of Soil
A. Science Concept:




The top most layer of soil is the topsoil.
It contains decayed matter from plants
The middle layer is the subsoil. It is made up of sand, pebbles and clay.
The bottom most layer is the bedrock. It is composed of big rocks.
B. Science Processes:
Observing
C. Materials:
Sample objects made from kinds of soil
References:
Science and Health Teacher's Manual pp. 81-82; Science and Health Text Carmelita Coronel p.
205
PELC 3.1
BEC p. 25
III. Procedure:
A. Preparatory Activities
1. Review:
What are the earth's oceans and land?
2. Motivation:
Look at the different samples of objects made from kinds of soil like jar, pots and paper,
hollow blocks.
What kind of soil did they use for each?
B. Presentation:
a. Observe the soil where plants grow. What kind of soil is it?
b. Give some examples of materials made up of soil.
C. Concept Formation:
a. Let the teacher discuss the different materials made of soil.
b. Answer the following questions.
1. What kind of soil is good for the plants?
2. What kind of soil is used for making pots and jars?
3. What kind of soil is used for making hollow blocks?
D. Generalization:
What are the different ways people use soil?
E. Application:
What do you think will happen if the earth is without soil?
IV. Evaluation:
Draw and name different materials made from clay and sand.
V. Assignment:
Bring samples of soil (loam, sand, clay)
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Observe and names the different kinds of soil
Values:
Appreciation on the value of having different kinds
II. Subject Matter:
Earth – Kinds of Soil
A. Science Concept:

Sand, clay and loam differ in color and texture. -Humus are decayed organic matter from
plants and animals.
B. Science Processes:
Observing, Describing
C. Materials:
Soil samples in a jar
References:
Science and Health T.M. pp. 81-82 Science and Health - Carmelita Coronel p. 203; Science and
Health Manual of Enhancement - Jessie A. Villegas p. 105
BEC p. PELC 3.2.1, 2.22
III. Procedure:
A. Preparatory Activities
1. Review:
How do people use soil in different ways?
2. Motivation:
Do you know where the soil come from? Let them get two rocks. Rub them against each
other. Are there bits of rocks falling?
B. Presentation:
a. Let the pupils read, "Soil is a loose rock particles mixed with remains of decayed organic
matter called humus, these make up the soil.
b. Have them observe the different soil samples in each jar.
C. Concept Formation:
1. Let th·~ teacher discuss the different soil san,ples.
2. Answer the following questions. What can you say abut the sand, loam and clay?
What is the color of sand?
a. Loam?
Clay?
b. What is the texture of sand, loam anq'c1ay?
D. Generalization:
What are the kinds of soil? In what ways do they differ?
E. Application:
People are like soil. They differ from each other. Others are kind, good and industrious some
are not. No two individual are exactly alike. What will you do in the following situations?
1. Your friend loves rock music but you don't like it. He's trying to convince you that rock
music sounds good.
a. I’ll not argue with him.
b. I will respect his likes.
c. a and b
2. Your brother is good in solving mathematical problems. They keep on comparing your
capability from him.
a. I’ll envy my brother.
b. I’ll try my best to study hard and practice some exercises in math.
c. I’ll get mad at the people who compare me with my brother.
IV. Evaluation:
Identify the kind of soil described.
_____ 1. A gray course, loose soil.
_____ 2. It contains humus
_____ 3. I has fine particles
V. Assignment:
Obtain soil samples from different places. Observe the ingredients of each soil sample and
identify the type of soil.
Soil Sample
1. Garden Soil
2. Play Ground
3. River Bank
4. Grass-land
Rock Particle
Humus
Type of Soil
5. Barren Field
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Perform an experiment to determine which kind of soil is best for a particular crop
Values:
Accuracy
II. Subject Matter:
Earth – Kinds of Soil
A. Science Concept:




Soil differs on the amount of water absorbed a soil that fails to absorb water becomes hard.
It becomes too acidic or too alkaline. It cannot support living organisms.
A soil that allows water to penetrate and be drained easily will always be dry and is not
suitable for all types of plants.
A soil hat allows water to penetrate but retains a sufficient amount is suitable for planting.
B. Science Processes:
Observing, Experimenting, Measuring, Comparing
C. Materials:
soil samples, water holding capacity of soil apparatus
References:
Science and Health T.M. p. 81
Science and Health - Carmelita Coronel p. 203; Science and Health Manual of Enhancement Jessie Villegas pp. 106- 107; PELC 3.2.4
BEC p. 26
III. Procedure:
A. Preparatory Activities
1. Review:
What are the different kinds of soil? How do they differ?
2. Motivation:
Show samples of soil. Let the pupils give their guesses. Which soil sample can hold
efficient amount of water?
B. Presentation:
a. Let us find out if you guesses are right.
b. Prepare the materials to be used.
c. Recall step in performing
d. Perform experiment using the attached paper.
C. Concept Formation:
Measure the amount of water drained from the soil samples with accuracy.
a. Answer the following questions.
1. Which soil sample drains the most amount of water.
2. We soil sample drains the least amount of water.
3. Which soil sample has the best water holding capacity?
D. Generalization:
What soil can hold more water?
What soil hold lesser water?
What soil can hold a sufficient amount of water?
E. Application:
List some plants that can grow on
a. clay
b. sand
c. loam
IV. Evaluation:
Answer the following questions correctly.
1. Which soil will you use if you want to plant palay?
a. loam
c. clay
b. sand
2. Where do cactus grow?
a. loam
c. clay
b. sand
V. Assignment:
Plant a mongo seed in three soil samples, Observe and record their height for one week, Water
them with equal amount everyday.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Values:
Identify practices that cause soil pollution
Care and concern for the soil
II. Subject Matter:
Earth – Soil Pollution
A. Science Concept:


Soil changes when it is polluted.
Soil pollution is due to domestic, industrial waste, agricultural waste. These materials contain
toxic substances that kill living organisms in the soil.
B. Science Processes:
Observing, Describing
C. Materials:
Pictures showing practices that cause soil pollution
References:
Science and Health T.M. pp. 83-84 Science and Health - Carmelita Coronel
PELC 3.3.1 BEC p. 27
III. Procedure:
A. Preparatory Activities
1. Review:
What soil is best for planting? Where does cactus grow? What kinds of soil do palay
needs?
2. Motivation:
Present pictures of a machine shop repairing motors of cars and trucks, a truck throwing
in the dumpsite of industrial garbage.
B. Presentation:
a. Ask: Do these activities affect us? In what way?
b. Let the teacher discuss how the living soil affected.
C. Concept Formation:
a. When does the soil become polluted?
b. What happens to the soil when it becomes polluted?
c. What would happen if the soil loses most of its minerals?
d. What would happen to the plants planted in this polluted soil?
D. Generalization:
What are the practices of people that pollute the soil?
E. Application:
How can you help the soil from being polluted? Check your answer.
_____ Tell to the people to dispose their waste properly.
_____ Report to the authority the factories that throw toxic waste.
_____ Put some reminders on the effect of so,i1 pollution.
_____ Ignore people who contribute in polluting the soil.
_____ Encourage friends and neighbors to help support the anti-soil pollution campaign.
IV. Evaluation:
Answer yes or no.
1. Motor oil can harm the soil.
2. Garbage pollute the soil.
3. Plants can grow healthy on a dumpsite.
V. Assignment:
Do activity on p. 208 “Do and Learn”
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Values:
Practice ways of protecting the soil.
Show care and concern for the soil
II. Subject Matter:
Earth – Conserving Soil
A. Science Concept:

We should practice ways of protecting the soil. Soil can be conserved by using cover crops,
terracing, shelter belts, crop rotation and contour plowing.
B. Science Processes:
Observing
C. Materials:
Pictures of different methods of conserving soil
References:
Science and Health T.M. pp. 84-85 Science and Health - Carmelita Coronel pp. 210-212;
PELC 3.4 BEC p. 27
III. Procedure:
A. Preparatory Activities
1. Review:
What are the practices of people that make the soil polluted?
2. Motivation:
Let them act-out by showing their feelings in this situation "Man has done many things
that destroy the soil."
B. Presentation:
1. Soil is important to living things. There can be no plants to give us food if there were no soil.
How can you protect the soil?
2. Enumerate pupils own way of protecting the soil.
3. Have them read the text on pp. 210-212
C. Concept Formation:
a. Discuss ways of protecting soil by asking questions.
1. How can terraces help protect the soil?
2. How can putting fertilizer help the soil?
3. What is the use of shelter give?
4. What help can crop rotation give?
5. How can putting fertilizer help the soil?
D. Generalization:
What are the ways of protecting the soil?
E. Application:
Tell in the three ways on how you can help conserve the soil in the place where you live.
1.
2.
3.
IV. Evaluation:
Which practices are good for the soil. Check them.
1. Protecting the soil from wind.
2. Dumping waste chemicals on the soil.
3. Fertilizing the soil.
4. Rotating crops to be planted.
5. Building terraces
V. Assignment:
What can you do to save the soil? Draw your answer?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Values:
Enumerate ways people use water.
Appreciation on the importance of water to man’s life.
II. Subject Matter:
Earth – Uses of Water
A. Science Concept:





People make use of water in different ways.
Water is used at home for drinking, - cooking washing
People and animals get some of their foods in water.
People used water to travel from one place to another by sailing.
People enjoy swimming in some bodies of water.
Factories used large amount of water to make their products.
B. Science Processes:
Observing, Inferring
C. Materials:
Pictures of people using water in different ways
References:
Science and Health Text 2 - Carmelita Coronel pp. 175-177
PELC 4.1
BEC p. 27
III. Procedure:
A. Preparatory Activities
1. Review:
What is earth made of? About how many parts is the water?
2. Motivation:
Could life exist without water? Which do you prefer, having light or water at home?
Divide the class for a debate?
B. Presentation:
a. Show pictures of people using water in different ways.
b. How do people make use of water?
c. Discuss each picture and the importance of water.
C. Concept Formation:
Enumerate the ways of how people used water.
D. Generalization:
How do people make use of water?
E. Application:
Water is important without it life will never exist. How can you show your care and concern
for the water? Check the box of your answer.
 Stop people from throwing garbage in the river.
 Keep the river clean by posting some reminders.
 Report some factories who throw their toxic waste in the sea or ocean
IV. Evaluation:
Answer yes or no
1. The ocean is very useful to man. He can find his food in it.
2. It is easy to live even without water.
3. People can travel by sailing on bodies of water.
V. Assignment:
What bodies of water do you see in the place where you live?
Write 2-3 sentences on how you show our concern for it.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Infer that water comes from different sources
Values:
Water is an important element of life. We have to take care of it.
II. Subject Matter:
Earth – Sources of Water
A. Science Concept:

Water comes from different sources such as ocean, seas, rivers, lakes, ponds, spring, falls,
dams, deep well, underground water.
B. Science Processes:
Identifying, Observing
C. Materials:
Pictures of water sources
References:
Science and Health - Carmelita Coronel p. 216; Science and Health Today pp. 212-214; Science
and Health Manual of Enhancement pp. 112-113
PELC 4.2.1
BEC p. 27
III. Procedure:
A. Preparatory Activities
1. Review:
(Renewable and Non-renewable resources)
Is water renewable or nonrenewable? What makes it renewable?
2. Motivation:
Show a phase change apparatus.
Ask: What will happen to the water n the test tube when heated? When cooled?
B. Presentation:
a. Where does water come from?
b. Let the teacher introduce and discuss the Phase Change Apparatus and its functions.
c. Do the activity
C. Concept Formation:
The water that we drink and use comes from the rain that condenses from the water vapor
that comes from the ocean and different bodies water that serve as our water sources.
a. What are the other sources of water?
b. How do we get and use the underground water?
c. Discuss and identify each source of water.
D. Generalization:
What are the sources of water?
E. Application:
What are the sources of water in your place? How will you take care of them?
Make a poster showing your care and concern on the different sources of water.
IV. Evaluation:
Name five sources of water.
1.
2.
3.
4.
5.
V. Assignment:
Observe the sources of water in your place.
1. Is the water clean or dirty?
2. How does it taste?
3. What is its color?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Describe the water that comes from the different sources
Values:
Water is life. Let’s value it.
II. Subject Matter:
Earth – Sources of Water
A. Science Concept:


Water is potable when it is safe for drinking and cooking.
Sea water contains many dissolved substances. They are mostly salts.
B. Science Processes:
Observing, Describing, Experimenting
C. Materials:
basin, salt, water samples from well and tap water, powdered soap
References:
Science and Health T.M. p. 85
Science and Health - Carmelita Coronel pp. 214-216
PELC 4.2.2 BEC p. 27
III. Procedure:
A. Preparatory Activities
1. Review:
What are the sources of water?
2. Motivation:
Have you experiences swimming on beaches? Have you tasted the water? How does it
taste? How about in the river, do they have the same taste?
B. Presentation:
a. Discuss why the water from the sea is not good for drinking.
b. Perform the activity on p. 215.
c. Explain why sea water is not good for drinking or washing clothes.
C. Concept Formation:
a. Let pupils read p. 216. Discuss how water is made safe for drinking and cooking.
b. Ask the following?
1. Where can we get the potable water?
2. Why can't we use saltwater for drinking, cooking and washing clothes?
D. Generalization:
What is potable water? What makes the sea water different from the water you drink?
E. Application:
1. What do you think would happen if we use salty water for cooking food? For drinking? For
washing?
2. What is water in ocean and. rivers used for?
IV. Evaluation:
True or false.
1. Water from the seas and rivers has many uses but not for drinking.
2. When the water from the dam is treated, the water is potable.
3. Potable water is. safe for drinking and cooking.
V. Assignment:
Is your water source clean? Observe the smell and color of the water. Is the water dark? Does it
smell something? What do you think makes this water dark?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Infer how pollution affects water
Values:
Save life. Save water from being polluted.
II. Subject Matter:
Earth – Water and Pollution
A. Science Concept:




When water becomes polluted, the amount of dissolved oxygen decreases. Plants and animals
die when they lack oxygen.
Solid pollutants block off sunlight.
Without sunlight plants could not manufacture their food.
Chemicals that pollute water are harmful to plants, animals and humans.
B. Science Processes:
Observing, Describing, Experimenting and Inferring
C. Materials:
pictures of polluted water, a shallow dish, a strainer, plastic sheet, sample of canal water and
magnifying lens
References:
Science and Health TM p. 86
Science and Health 3 - Carmelita Coronel" p. 217; Science Connection p. 245;
Science and Health
PELC 4.3
BEC 30
III. Procedure:
A. Preparatory Activities
1. Review:
What are the sources of water?
2. Motivation:
Let the children look at the polluted water. Describe what can you see on the picture.
B. Presentation:
Teacher introduces the word "pollution" through illustrations. Do you know some sources of
water in your place?
a. Enumerate and describe each.
b. What made you describe that some of the sources of water in your place became dark?
c. Tell how pollution affects water.
C. Generalization:
What is pollution? How does it affect water?
D. Application:
What do you think will happen If all the sources of water in your place become polluted?
How will you help lessen the water pollution in your place?
IV. Evaluation:
True or false.
1. Plants and animals could live in polluted water.
2. In a polluted water, the amount of dissolved oxygen decreases.
3. Plants and animals die due to lack of oxygen and water.
V. Assignment:
Collect news clippings about polluted water.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify practices that cause water pollution.
Values:
Water is important. Let’s keep it clean.
II. Subject Matter:
Earth – Water and Pollution
A. Science Concept:
Water becomes polluted when people throw their garbage and waste in the rivers or sea.
 There are lots of practices that cause water pollution.
1. Factories near the river throw their waste on it.
 Garbage thrown in bodies of water pollutes the water.
 Chemical waste drained out to bodies of water pollutes water.
 Polluted water can make people sick
B. Science Processes:
Observing, Describing, Inferring and Identifying
C. Materials:
News clippings about polluted water
References:
Science and Health T.X. p. 217 Science and Health T.M. p. 86
PELC 4.3.1
BEC p. 30
III. Procedure:
A. Preparatory Activities
1. Review:
What is pollution? How does it affect water?
2. Motivation:
Present news clippings about the damage done by polluted water.
Let pupils discuss what caused the water to be polluted.
B. Presentation:
Let pupils talk about their observations of the activities of people in their communities which
contribute to water pollution.
Read page 217. Let pupils generalize on the main cause of water pollution.
C. Generalization:
What are the practices that cause water pollution?
D. Application:
If the sources of your water gets polluted, how can you help prevent water pollution?
IV. Evaluation:
List five practices of people that pollute water.
1.
2.
3.
4.
5.
V. Assignment:
Have a group report on how to prevent water pollution?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Cite evidences that water is polluted through an experiment
Values:
Participate in preventing water pollution
II. Subject Matter:
Earth – Water and Pollution
A. Science Concept:

Polluted water becomes dark in color. Tiny materials are present in polluted water when
observed.
B. Science Processes:
Observing, Experimenting
C. Materials:
glass, hand lens, sample of canal shallow dish, strainer, microscope
References:
Science and Health T.M. p. 86
Science and Health - Carmelita Coronel p. 217; Science Connection pp. 244-245
III. Procedure:
A. Preparatory Activities
1. Review:
What are the practices that pollute our water.
2. Motivation:
Describe the water in your community especially the canal. Would you like observe it?
B. Presentation:
Perform experiment using the attached materials. Ask the following questions:
1. What is the color of the canal water? Is it clear?
2. After straining the canal water, what is the color of the collected water? What materials
were left on the strainer?
3. Will you name the materials left on the strainer using the magnifying glass. What do you
think are these materials?
C. Generalization:
How will you describe polluted water?
D. Application:
What are the things that you could do to lessen water pollution?
IV. Evaluation:
Choose the letter of the correct answer.
1. What is the color of polluted water?
a. crystal clear
b. dark
c. golden brown
2. Water in canals contains many different kinds of materials like:
a. decayed materials
b. fats, oils and soap c. all of the above.
3. Solid pollutants in water
a. block of sunlight
b. Allows more lights to pass through the water
c. Makes the plants and animals healthy.
V. Assignment:
Bring materials for poster making.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Describe practices that shows care and concern for water
Values:
Make it habit to conserve water.
II. Subject Matter:
Earth – Conserving Water
A. Science Concept:

Conserving water shows we care for it.
B. Science Processes:
Observing
C. Materials:
Pictures showing ways of conserving water
References:
Science and Health T.M. p. 87
Science and Health - Carmelita Coronel p. 218;
BEC p. 30
PELC p. 5
III. Procedure:
A. Preparatory Activities
1. Review:
What are the evidences that water is polluted?
2. Motivation:
Observe the pictures showing conserving of water.
B. Presentation:
Let them read page 218
Enumerate ways of conserving water. Let the pupils talk about their sources of water supply.
C. Concept Formation:
a. Is there a shortage of water in the place?
b. What do they do to make the water supply enough for their needs?
D. Generalization:
How will you show your care and concern for the water?
E. Application:
How will you encourage your classmates, neighbors and friends to participate in conserving
water.
IV. Evaluation:
Write three practices to show your practice conserving water.
1.
2.
3.
V. Assignment:
Prepare posters for conserving water.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Observe changes in air temperature
Values:
Respect the rights of others in a group work or activity.
II. Subject Matter:
Air Temperature
A. Science Concept:


Weather is the condition of the atmosphere in a certain place at a certain time.
Air temperature is the degree of hotness or coldness of the air at a particular time and place.
B. Science Processes:
Observing, Inferring
C. Materials:
thermometer, a piece of chocolate, a slice of butter, and a piece of cake
References:
BEC Handbook p. 29
Teacher's Manual pp. 89-90 Science and Health pp. 227-228
Science for Everyone pp. 172-173 Ruth G. de Lara
III. Procedure:
A. Preparatory Activities
1. Review:
The topic about the weather elements will take a few days to finish. Tell the pupils that
they need to make daily observations using tables that will be given to them.
2. Motivation:
Let the pupils observe the wind. Ask: Do the leaves move? In the air hot or cold?
B. Presentation:
 Present the materials




Divide the pupils into three groups. Distribute the materials to each group. Let them expose
the materials under the sun and leave them for a while.
Show them a thermometer. Let them describe it and introduce the unit of measure - degrees
Celsius. Let them read
Return to the experiment.
Let each group give their observation.
C. Concept Formation:
a. Ask the pupils what happened to the things they exposed under the sun? What caused these
things to melt? Introduce air temperature.
b. What element of weather tells about the hotness or coldness of air?
D. Generalization:
What is weather? What is air temperature?
E. Application:
How do you know whether the air is hot or cold? Which instrument will you use?
IV. Evaluation:
Read each sentence. Fill in the blanks by choosing the correct words below.
1. _________ tells how hot the air is.
2. _________ instrument that measure the temperature of air.
3. The air around the earth is called ____________.
V. Assignment:
Listen to radio, and reports about the weather. What kind of weather will we have tomorrow?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Measure the temperature of air inside and outside the room
Values:
Accuracy in reading a thermometer
II. Subject Matter:
Temperature of Air
A. Science Concept:

The temperature of air may not be the same in different places. It may change form time to
time. The temperature of air helps us tell about the weather.
B. Science Processes:
Observing, describing, measuring, inferring
C. Materials:
Thermometer, plastic cop
References:
BEC Handbook p. 29
Teacher's Manual pp. 89-90; Science and Health pp. 227-228
Manual of Enhancement pp. 122-123 Jessie A. Villegas
III. Procedure:
A. Preparatory Activities
1. Review:
What is weather? Temperature? What instrument is used to measure air temperature?
2. Motivation:
Why do you sometimes feel hot? Sometimes fresh or cool?
B. Presentation:
1. Is the temperature of air in your room the same as the temperature in your school yard?
2. Place the thermometer in each plastic cup.
3. Measure the temperature of the air in the following places.
4. Measure the temperature of the air in the following places.
a. inside the classroom
b. under the shade of a tree
5. After 10 minutes observe the temperature.
C. Concept Formation:
What do the reading show?
Why did you find out about temperature of air in different places?
D. Generalization:
Is the temperature in one place the same as the temperature in another place during the day?
E. Application:
Why are places planted with many trees cooler than in the open area?
IV. Evaluation:
Answer the questions correctly.
1. What happens to the mercury in the thermometer when the air is warm?
2. What happens to the mercury when the air is cool?
V. Assignment:
Observe the wall thermometer in the classroom at different times of the day. Make a record of the
daily temperature at regular intervals. Relate the condition of the day with the temperature reading.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:


Values:
Record daily temperature
Relate condition of the day with temperature reading
Accuracy in reading a thermometer. Accuracy in recording temperature.
II. Subject Matter:
Recording Daily Temperature
A. Science Concept:


Air temperature changes from time to time during the day.
The temperature changes because the sun's heat makes the air warm.
B. Science Processes:
Observing, Measuring
C. Materials:
Air thermometer
References:
BEC Handbook p. 29 Teacher~ Manual p. 89; The Wonderful World of 238-239
Edenelita B. Fajardo
III. Procedure:
A. Preparatory Activities
1. Review:
What brings about the changes in weather conditions from day to day? Read some
clippings of weather reports gathered from the newspapers.
2. Motivation:
What kind of weather do we have today?
B. Presentation:
What is the daily temperature for every hour in a day?
Let the pupils hang the air thermometer outside the classroom.
Read the temperature reading in degree Celsius (0C) every hour in a day.
C. Concept Formation:
Pupils answer the following questions.
1. Describe the change in readings from morning till noon. Describe the change in readings
from noon till 5:00 pm.
2. When is the day warmer, on a sunny day or on a cloudy day?
D. Generalization:
Is the temperature the same throughout the day?
E. Application:
How are you affected by the kind of weather during the day?
IV. Evaluation:
Study the chart.
Material
Monday
Tuesday
Wednesday
Thursday
Friday
Temperature Reading
27 0C
22 0C
30 0C
27 0C
32 0C
V. Assignment:
Why do you think it is hard to make an accurate forecast of the weather from day to day?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Relate air movement to weather changes.
Values:
Be aware and alert to the changing conditions in the environment
II. Subject Matter:
Movement of Air
A. Science Concept:


The movement of warm air and cool air makes wind.
Wind helps us tell the weather
B. Science Processes:
Observing
C. Materials:
Soil, water, pictures showing air movement
References:
BEC p. 29
Teacher's Manual pp. 90-91 Science and health p. 229
III. Procedure:
A. Preparatory Activities
1. Review:
Is the temperature of the air the same throughout the day?
Why do you think it is hard to make an accurate forecast of the weather from day to day?
2. Motivation:
Let the pupils observe the leaves of plants outside. Are they moving? Do they move fast?
B. Presentation:


Let the pupils go out when the sun is shining.
Let them touch the stones, the leaves, the water and the soil that are under the sun. What do
you feel? Are the things you've touched warm?
C. Concept Formation:
Let the pupils study the picture. Discuss why air moves.
D. Generalization:
What is air movement? What helps us tell about the weather?
E. Application:
Answer these questions.
1. Which has the highest temperature?
2. What is the difference in the temperature of the soil and the water after one hour under the
sun?
IV. Evaluation:
Encircle the letter of the correct answer.
1. Which of the following elements heats fastest?
a. air
b. clouds
c. soil
d. water
2. What happens to air over land when land is warm?
a. Air goes down
b. Air does not move
c. Air condenses
d. Air rises
V. Assignment:
Observe the speed of wind for one week. Tell which day has the strongest wind speed.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Observe how wind speed affects weather conditions
Values:
Develop curiosity and interest to the experiment
II. Subject Matter:
Speed and Direction of Wind
A. Science Concept:


Wind speed the weather
Wind may come from different directions
B. Science Processes:
Observing
C. Materials:
Anemometer and wind vane
References:
Science and health - Teacher's Manual pp.90-91
Science and Health - Carmelita Coronel pp.229-232
Manual of Enhancement - Jessie A, Villegas pp. 126-127
III. Procedure:
A. Preparatory Activities
1. Review:
What is wind? Which will heat faster during sunny day, land surface or water surface?
2. Motivation:
Let the pupils observe the leaves of plants outside. Are they moving? Do they move fast
or slow?
B. Presentation:
1. Place the anemometer and wind vane in an open space where it is windy. Observe how fast
its wheel turns. Count the number of turns it makes in one minute.
2. Observe the anemometer at regular intervals during the day and record its speed (in number
pf turns per minute) each time.
C. Concept Formation:
Question to answer.
1. Is wind speed the same throughout the -day?
2. What is the slowest speed recorded?
3. To what direction is the arrowhead pointing?
D. Generalization:
Does the speed of wind remain the same during the day? What are the different wind
directions?
E. Application:
What can you do on a windy day?
IV. Evaluation:
Read each questions carefully. Encircle the letter of the correct answer.
1. What is the instrument that tells wind direction?
a. barometer
b. thermometer
c. weather chart
d. wind vane
2. The weather instrument used to tell the speed of wind is a/an –
a. wind vane
b. anemometer
c. thermometer
d. atmosphere
V. Assignment:
Observe the speed of wind for one week. Tell which day has the strongest wind speed.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Observe sky conditions and relate them to weather changes
Values:
Appreciate the beauty and importance of clouds
II. Subject Matter:
Clouds
A. Science Concept:



Clouds are sky cover.
The area of the sky covered by clouds gives signs about weather conditions.
There are different kinds of clouds that cover the sky.
B. Science Processes:
Observing, describing
C. Materials:
Pictures of different clouds, pictures of areas showing sky covered by clouds
References:
Teacher's Manual pp. 91-92 Science and Health pp. 233-234
Manual of Enhancement Activities p. 119 - Jessie A. Villegas
III. Procedure:
A. Preparatory Activities
1. Review:
Does the speed of wind remain the same during the day?
2. Motivation:
Look at the sky. What part of the sky is covered by clouds? In what ways are the clouds
you see different from one another?
B. Presentation:
 Let the pupils observe the sky.



Let them describe the clouds that cover the sky.
Have them compare the clouds with the pictures on page 233.
Let them identify the clouds they see.
C. Concept Formation:
1. Show the symbol for the sky cover.
 Have the pupils determine what the sky cover is the moment
D. Generalization:
How can you describe the sky conditions?
Does the sky condition change from time to time?
E. Application:
Observe the clouds today. Draw on your paper the different clouds you see. Name the clouds.
IV. Evaluation:
Write the correct answer.
1. They cover the sky.
2. Clouds of fair weather.
3. Clouds about to fall as rain
4. Clouds the produce rain
5. Clouds that produce thunderstorms
V. Assignment:
Using the symbol for conditions, record for one week the conditions of clouds in the sky.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify rain as a sign of a change in weather
Values:
Be prepared at all times (to the changes of the weather conditions)
II. Subject Matter:
Rain
A. Science Concept:


Rain is a sign of change in weather.
Rain is formed as a result of evaporation, condensation and precipitation
B. Science Processes:
Observing, Inferring
C. Materials:
Illustration of the water cycle, kettle, burner, water
References:
BEC Handbook p. 29 Teacher's Manual pp. 92-93 Science and Health p. 235
III. Procedure:
A. Preparatory Activities
1. Review:
What are the different cloud formations?
2. Motivation:
Look at the sky. Do you see some clouds? How are the clouds formed? On some days,
it rains, where do rainwater come from?
B. Presentation:
 Heat water in a kettle.
 When enough steam is formed inside, remove the lid of the kettle.
 Let the pupils observe the droplet of rain under the lid.

Ask why there is water under the lid
C. Concept Formation:
1. Show an enlarged illustration of the water cycle. Discuss each phase of the water cycle from
evaporation to precipitation.
2. Let the pupils read page 235. Have them explain how rain is formed.
D. Generalization:
What happens to the water that is heated?
What is formed when water vapor condenses?
E. Application:
How can you protect yourself from bad weather?
IV. Evaluation:
Illustrate the water cycle. Label your drawing to show the evaporation and condensation.
V. Assignment:
Make an album showing wet and dry seasons in the Philippines.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Interprets a simple weather chart.
Values:
Be aware and alert to the changing conditions of the environment
II. Subject Matter:
Interpreting a Weather Chart
A. Science Concept:


Weather elements vary and change from day to day
Weather change form time to time
B. Science Processes:
Observing, interpreting, comparing
C. Materials:
Weather chart
References:
BEC Handbook p. 29
Workbook in Science and health p. 108 Carmelita C. Coronel
III. Procedure:
A. Preparatory Activities
1. Review:
How is rain formed? Check up of assignment.
2. Motivation:
What do you call government agency that gives official weather reports?
B. Presentation:
 Present the weather chart
 Let the pupils study the data recorded for one week. Let them tell something about the
general weather condition during the week.
C. Concept Formation:
1. Let the pupils compare the temperature during the week. Which day has the highest
temperature? Which day has the lowest? Are there days that have the .same temperature?
2. Have the pupils describe the sky conditions during the week. Which days have the same sky
condition?
D. Generalization:
What weather elements are included in the chart?
Did the weather elements vary and change from day to day?
E. Application:
How are you affected by the kind of weather during the day?
IV. Evaluation:
Write the 4 weather elements that affect the daily weather conditions.
V. Assignment:
Collect weather report from newspapers during the week.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Record the daily weather condition for one week
Values:
Develop cooperation in gathering facts and knowledge about the weather
II. Subject Matter:
Recording Weather Conditions
A. Science Concept:


There are different weather conditions
Weather changes from day to day
B. Science Processes:
Observing, describing, recording
C. Materials:
Weather report for the past 7 days, picture cards with symbols for the different kinds of weather,
weather chart
References:
BEC Handbook p. 29 Science and Health p. 236
The Wonders of Science and health pp. 190-192
Erlinda Abando Reyes
III. Procedure:
A. Preparatory Activities
1. Review:
Review the weather elements that affect the weather conditions.
2. Motivation:
What kind of weather do we have today? Did we have the same weather as yesterday?
Are we going to have the same tomorrow?
B. Presentation:
1.
2.
3.
4.
Recall the characteristics (If the different kinds of weather.
Study the weather report for the past week.
Identify the kinds of weather there were from Monday to Sunday.
Review the assigned weather element given in each group. Have each group give their report
and observations.
C. Concept Formation:
Have each group record their observations in the chart using the following symbols.


For describing the sky conditions
For speed of wind
Slow
Moderate
Fast
D. Generalization:
Answer the following questions:
1. What is the average air temperature during the past week?
2. What days have the same sky conditions?
3. What can you say about the wind direction?
E. Application:
1. What should you do during rainy and stormy weather?
2. What kind of \J\leather is best for a picnic and other outdoor activities?
IV. Evaluation:
Why are weather reports important?
V. Assignment:
Observe the weather and make your own weather chart.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Infer that weather affects people and the environment
Values:
Be prepared at all times to make adjustment in your activities
II. Subject Matter:
Effects of Weather on People and Environment
A. Science Concept:

Weather affects people's activities and behavior
B. Science Processes:
Observing, Inferring
C. Materials:
References:
BEC Handbook p. 29
Teacher's Manual pp. 93-94 Science and Health pp. 237-238
The Wonderful World of Science pp. 243-245
III. Procedure:
A. Preparatory Activities
1. Review:
Let the pupils read the weather report they have prepared.
2. Motivation:
Recall the activities the pupils can do after observing the weather elements.
B. Presentation:
1. Let the pupils observe the day's weather.
Observe the activities of your family and community on that day.
Record your observation in the chart.
Weather
People’s Activities
a. Sunny Day
b. Rainy Day
1.
2.
3.
1.
2.
3.
C. Concept Formation:
Let the pupils read page 237. Discuss how weather affects people's activities and behavior.
D. Generalization:
What are the effects of weather on people and environment?
E. Application:
Ask the pupils to share their own experiences on the weather conditions. Let them recall what
happened to them during that particular day.
IV. Evaluation:
Tell what weather best describes each of the activities of man.
______ 1. Wear thin or loose clothes to make you feel comfortable.
______ 2. It is dangerous to travel by boat or by plane.
______ 3. The teacher postponed the class educational trip.
V. Assignment:
Cut pictures of the activities during rainy day and sunny days. Tell something about it.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Describe the conditions of plants and animals in different weather conditions
Values:
Care for plants and animals
II. Subject Matter:
Effects of Weather on Plants and Animals
A. Science Concept:

Weather affects the growth of plants and animals
B. Science Processes:
Observing, Inferring
C. Materials:
Pictures of plants and animals in different weather conditions
References:
Teacher's Manual pp. 93-94
Science and Health pp. 237-238 Carmelita C. Coronel
III. Procedure:
A. Preparatory Activities
1. Review:
Ask the pupils to read their news report on the effect of storms on people.
2. Motivation:
Have the pupils tell stories they know about plants and animals that were badly affected
by weather.
B. Presentation:
1. Show pictures of different plants.
Ask the pupils to name plants that grow well during hot months and plants that grow well
during the rainy season.
2. Show pictures of animals in their habitats.
Why do some birds leave their habitats?
C. Concept Formation:
Cite instances which show how plants are affected by the weather.
Give examples of certain habit and adaptation of animals to protect themselves from bad
weather conditions.
D. Generalization:
What are the effects of weather conditions on plants and animals?
E. Application:
What will happen if a typhoon hits the country and crops will be destroyed?
IV. Evaluation:
Select the correct answer:
1 Farmers plant rice seedlings during _____________.
a. sunny days
b. rainy days
c. stormy days
2. If plants do not get enough water they will
a. wilt
b. grow fast
c. become fresh
V. Assignment:
Collect clippings on the affect of storm on plants and animals. Make a sentence based on the
events.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify common ailments during sunny/rainy days.
Values:
Keep yourself healthy and strong always
II. Subject Matter:
Common Ailments
A. Science Concept:

Certain ailments are common during certain kinds of weather.
B. Science Processes:
Observing
C. Materials:
References:
BEC Handbook p. 29 Teacher's Manual p. 94
Science and Health pp. 239-240
III. Procedure:
A. Preparatory Activities
1. Review:
Where do some animals go when the weather is cold?
Read the news clippings collected from newspaper.
2. Motivation:
What ailments did you have as a result of a bad weather?
B. Presentation:
Ask the pupils to relate experiences of being sick during the warm or rainy days.
Make a list of ailments they think are associated with weather conditions.
Ask the pupils to read pp. 239-240. Describe symptoms of each of the common ailments.
C. Concept Formation:
What ailments are common during cold weather?
What ailments are common during sunny days?
D. Generalization:
What diseases are associated with weather conditions?
E. Application:
How can you keep your drinking water safe after a big flood?
What precautions should you do during cold and bad weather as that you will not get sick?
IV. Evaluation:
Identify the ailments described by the symptoms.
1. swelling in the neck below the jaw.
2. bunch of blisters with fluid
3. fever accompanied by muscle aches
V. Assignment:
Prepare a slogan on how to avoid disease.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Practice preventive measures and proper treatment of ailments common during certain weather
conditions
Values:
Health is wealth
II. Subject Matter:
Preparing for Weather Changes
A. Science Concept:

We should practice safety measures to prevent ailments during sunny day or rainy days.
B. Science Processes:
Observing
C. Materials:
Poster of storm warnings, rules in preparing for weather changes
References:
Teacher's Manual pp. 94-95 ; Science and Health pp. 241-243 Carmelita C. Coronel
III. Procedure:
A. Preparatory Activities
1. Review:
What ailments are common on rainy days? Sunny days?
3. Check up of assignment
Let the pupils read the slogan prepared.
2. Motivation:
How do people prepare for weather changes?
B. Presentation:
Have the pupils read the poster of storm warnings.
Let them read page 241.
C. Concept Formation:
Discuss with the pupils the preventive measures. Explain how each measure can help prevent
ailments.
D. Generalization:
What should you do to prevent ailments during sunny days or rainy days?
E. Application:
1. The air is cold when there is a heavy storm. What should you wear7
2. Why is it better to boil drinking water especially when the place you live in is flooded?
IV. Evaluation:
Which are the good practices? Copy them on your paper.
1. Carry an umbrella to school
2. Wear a cap when it is a sunny day
3. Drink plenty of juices when you have a cold
4. Play with other children if you have a cold
5. Stay in bed when you have measles
V. Assignment:
List down other ways of preventing common ailments during weather changes.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Tell that there are planets and other objects that move around the sun
Values:
Develop curiosity and interest to the experiment to find answers to the questions
II. Subject Matter:
The Sun
A. Science Concept:


The sun is the center of the solar system.
The earth is a planet. It is a member of the solar system.
B. Science Processes:
Observing, experimenting
C. Materials:
Picture of the solar system, basin with water, grains of palay
References:
BEC handbook p. 31
Science and Health for Better Life pp. 241-243
III. Procedure:
A. Preparatory Activities
1. Review:
What do you know about the sun? do you know that the sun is a star?
Let the pupils sing - Now the Sun is Sinking.
2. Motivation:
Show picture of the solar system. Tell the pupils to describe the solar system.
B. Presentation:
 Get a small basin of water
 Place on the water several grain of palay.


With your forefinger, move the water in a circle until the grains of palay whirl around.
Observe how the palay move.
C. Concept Formation:
How did the grains of palay move?
Questions to answer:
1. Which is the center of the solar system?
2. What is the solar system made of?
3. What does the sun gives us?
D. Generalization:
What is the center of the solar system?
Is earth a part of the solar system?
E. Application:
Can life exist without the sun?
IV. Evaluation:
Fill in the blank with the correct word.
1. The __________ is the center of the solar system.
2. The sun is made of hot ___________
3. The sun’s family is called ______________ system.
V. Assignment:
Read other books about solar energy and its uses to man.
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Observe changes in temperature from time to time
Values:
Accuracy in reading a thermometer
II. Subject Matter:
Changes in Temperature
A. Science Concept:

The sun's heat causes temperature to change from time to time during the day.
B. Science Processes:
Observing, measuring, interpreting
C. Materials:
Air thermometer, 2 drinking glasses, water, sunlight, chart
References:
PELC p. 31
Teacher's manual in Grade III pp. 96-97
Science and Health p. 250 Edenelita B. Fajardo
III. Procedure:
A. Preparatory Activities
1. Review:
What is the center of the solar system?
2. Motivation:
When you wake up at about 5:00 in the morning, can you see the sun? describe the
temperature at the time you wake up and at the time you walk home from school at noon.
B. Presentation:
1. Divide the class into two groups. Assign each group to observe and record the readings of
each thermometer.
2. Place one air thermometer in a shady place. Label it T-A. Place another one in a sunny place.
Label it T-B.
C. Concept Formation:
Did you observe any change?
Have the pupils compare the findings and ask what causes the changes temperature.
Let the pupils explain that the sun affects the air temperature from time to time everyday.
D. Generalization:
What makes the temperature hot?
E. Application:
What happens when the sun is hidden on a cloudy day?
IV. Evaluation:
1. When the sun is shining brightly and there is no wind, the air gets
(a. cool
b. strong
c. warm)
2. When the sky is cloudy, the clouds block the heat of the sun, the air becomes
(a. hotter
b. cooler
c. faster)
3. When is the air cooler? (a. nighttime b. daytime c. all the time)
V. Assignment:
What affects the temperature time to time?
Remarks:
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_______________________
SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Read and interpret the changes in temperature during the day
Values:
Develop interest and curiosity
II. Subject Matter:
Interpreting a Temperature Chart
A. Science Concept:


The sun affects the air temperature from time to time everyday
The temperature is cooler in the morning than at noontime.
B. Science Processes:
Observing, interfering
C. Materials:
Temperature chart
References:
BEC Handbook
Teacher's Manual in Grade III pp. 97-98 Workbook in Science and Health p. 115
Carmelita C. Coronel
III. Procedure:
A. Preparatory Activities
1. Review:
Why does the temperature change?
2. Motivation:
Ask the pupils to observe the sky condition of the day. If is warm, ask them to tell what
causes the high temperature.
B. Presentation:
1. Present the chart.
2. Ask the pupils to interpret the thermometer readings at different times during the day for
several days.
Temperature Chart
Time
Monday
Tuesday
6:00 AM
9:00 AM
12:00 PM
3:00 PM
6:00 PM
27°C
27.5°C
28°C
28°C
27°C
27.5°C
28°C
28.5°C
28°C
27°C
Wednesday
26.5 °C
27.5 °C
28.5°C
27.5 °C
26.5°C
C. Concept Formation:
1. Which is lower, the temperature at 12:00 PM or the temperature at 6:00 AM on Monday?
2. How do the temperatures at 12:00 PM and 6:00 AM on different days compare with each
other?
3. How do the temperatures at 9:00 AM, and 3:00 PM on different days compare with each
other?
D. Generalization:
Did the temperature change during the day?
E. Application:
What will happen if the temperature does not change during the day?
IV. Evaluation:
Study the chart.
Time
12:00 pm
2:00 pm
4:00 pm
6.0 pm
Temperature
30 °C
30 °C
29 °C
27 °C
V. Assignment:
How do the heat and light of the sun affects the activities of human being?
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Identify activities of human beings during sunny and rainy days
Values:
Help at home. Be happy to work
II. Subject Matter:
Effect of Sun's Heat and Light on Human Beings
A. Science Concept:
 Certain activities can be done on sunny days.
 Certain activities ban be done on rainy days.

B. Science Processes:
Observing
C. Materials:
Pictures of activities of people
References:
BEC Handbook p. 32
Teacher's Manual in Grade III pp. 97-98 Science and Health pp. 251-254
III. Procedure:
A. Preparatory Activities
1. Review:
What affects the temperature from time to time?
2. Motivation:
How can you help your parents at home? Do you help your parents in their work? Is your
father's work affected by the weather changes?
B. Presentation:
Show the pictures of different activities.
Let the pupils identify whether they are done on sunny days or rainy days. Let them explain
why they think so.
C. Concept Formation:
Read pages 251-253. Enumerate the activities people do on sunny and rainy days.
D. Generalization:
What activities do you enjoy during sunny weather?
What activities do enjoy on rainy day.
E. Application:
What activities do you enjoy during sunny weather
IV. Evaluation:
Read each situation. Does the activity happen?
______ 1. The boy go picnicking with his family.
______ 2. Farmers start planting
______ 3. Young boys play basketball.
V. Assignment:
Draw other examples of things you can do with the sun’s heat and light.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Describe the skin after long expose to sunlight at certain times of the day
Values:
Relax and enjoy the day with your family
II. Subject Matter:
Effects and enjoy the day with your family
A. Science Concept:

Over-expose to sunlight causes sunburn
B. Science Processes:
Observing, describing
C. Materials:
Pictures of children playing on the beach/open field under the sun
References:
BEC Handbook p. 32 Teacher's Manual in Grade III pp. 98-99
Science and Health p. 255
III. Procedure:
A. Preparatory Activities
1. Review:
How do the heat and light of sun affect the activities of human beings?
2. Motivation:
Have you experienced bathing on the beach during summer? Why did you go to the
beach? How long did you stay on the beach?
B. Presentation:
Let the pupils stay under the sun for 5 minutes.
Ask:
How d you feel when you stay under the heat of the sun for a long time? What happened to
your skin?
C. Concept Formation:
Read page 255. Discuss what can happen to the skin when it is over-exposed to the sun.
D. Generalization:
What are the harmful effects f the heat and light of the sun on people?
E. Application:
You and your family are going to spend the day on the beach. What should you bring to
protect your skin?
IV. Evaluation:
Read each sentence very well. Fill in the blank by choosing the correct word from the box below.
1. Long exposure of the skin to sunlight may cause _____________.
2. The sun gives off rays that can be harmful to the skin ___________.
3. The part of the body which is easily affected when one stays under the sun is the __________.
V. Assignment:
Interview a doctor or a nurse about the effects of sunburn and how it can be prevented.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Cites evidence that it is not good to look directly at the sun.
Values:
The eyes are very important.
II. Subject Matter:
The Effect of Sunlight on the Eyesight
A. Science Concept:

To much light can hurt the eyes.
B. Science Processes:
Observing
C. Materials:
The sun, sunglass; pictures of children playing on open fields
References:
BEC Handbook p. 31
Teacher's Manual in Grade III pp. 98-99 Science and Health p. 255
New Science and Health p. 245 Placida T. Garcia
III. Procedure:
A. Preparatory Activities
1. Review:
What happen to your skin after a long exposure to sunlight?
2. Motivation:
Look in the direction of the sun. Can you look at the sun directly for a long time? Why
not?
B. Presentation:
Look at the sun wearing eyeglasses
Look very briefly at the sun without sunglasses.
Compare the glare the eyes got with and without sunglasses.
C. Concept Formation:
1. Read page 255.
2. Discuss what can happen to the eyes when the eyes are over-exposed to the sun.
3. Let the pupils explain what they feel if they look at the sun even if only for a second.
D. Generalization:
What can happen to the eyes when they are over-exposed to the sun?
E. Application:
What will happen if you look directly at the sun during a solar eclipse?
IV. Evaluation:
Choose the correct answer.
1. Looking at the sun for a long time may cause a person to be _______ (Blind, deaf, cross-eyed)
2. When you look at anything close to the sun you use ________ (gloves, raincoat, sunglasses)
3. You must not directly look at the sun because the sun is very ________ (round, bright, far)
V. Assignment:
Read other book that tells the effect of sunlight to the eyes.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Cite evidences that too much heat from the sun
Values:
Be more curious about the environment
II. Subject Matter:
Effects of Heat of Plants and Animals
A. Science Concept:


Too much heat can kill plants.
Too much heat can kill animals
B. Science Processes:
Observing, Inferring
C. Materials:
Pictures, 2 empty can, soil, small plants
References:
BEC Handbook p. 34
Teacher’s Manua1 pp. 99-100 Science and Health pp. 256-258 Carmelita C. Coronel
III. Procedure:
A. Preparatory Activities
1. Review:
Why is it not god to look directly at the sun?
2. Motivation:
Show a picture of a very dry land which is caused by a long periods of draught. Let the
pupils infer what will become of plants in this kind of soil.
B. Presentation:
 Put some soil in each two empty cans.
 Sprinkle water on the soil.



Plant small plants.
Put them under the sun.
Observe them after two days.
C. Concept Formation:
1. Let the pupils discuss what can happen to the soil when there is no water in it. Let them
explain the effect of this kind of soil to plants.
2. Read pp. 257-258. Let the pupils explain how long periods of sunny days or drought can be
harmful to plants, animals and even people.
D. Generalization:
What are the harmful effects of heat and light of the sun on plants, animals and even people?
E. Application:
What do you think would happen if all the months of the year were sunny months?
IV. Evaluation:
Write T if the statement is true. Write F if the statement is false.
1. The heat and light of the sun can have bad effects on us.
2. If plants die, animals will have more food to eat.
3. Long sunny days can produce dry weather or drought.
V. Assignment:
Read from newspapers about EI Nino phenomenon. Write in 2-3 sentences its effects on the
production of our food crops.
Remarks:
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SCIENCE AND HEALTH III
Date: ____________
I.
Objective:

Practice precautionary/safety measures to avoid getting hurt from he sun's heat and light.
Values:
Health is wealth. Safeguard you health
II. Subject Matter:
Protecting Oneself From the Sun’s Heat
A. Science Concept:


Protect the eyes from the glare of sunlight.
Use sunshades/umbrellas/caps/hats for protection against sunlight.
B. Science Processes:
Observing
C. Materials:
Pictures illustrating protection against sunlight
References:
BEC Handbook p. 34
Teacher's Manual in Grade III p. 100 Science and Health pp. 259-260
III. Procedure:
A. Preparatory Activities
1. Review:
What are the effects of EI Nino phenomenon on the production of our food crops?
2. Motivation:
When you go to school on sunny days, how do you protect yourself from the sun’s heat?
B. Presentation:
1. Have the pupils recall the harmful effects of sunlight on the skin and eyes.
2. Read page 259.
C. Concept Formation:
Let the pupils discuss how the skin and eyes can be protected from sunlight.
Answer the questions:
How does the hat or umbrella protect you from the sun?
Why is it bad to stay long under the heat of the sun?
D. Generalization:
How can you protect yourself from the heat of the sun?
E. Application:
Is the sun a friend or an enemy? Why?
IV. Evaluation:
Check () the practice that are not good. Cross out ( x ) those are not good. Using a hat or cap
when working under the sun.
1. Looking directly at sunlight.
2. Riding bicycle all day long.
3. Wearing a salakot when working in the field.
V. Assignment:
Answer the questions in 1 or 2 sentences.
What will happen if:
1. You go swimming on a sunny day.
2. You play with your friends in a flooded street.
Remarks:
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