Lesson Guides 2nd Grading

LESSON GUIDES IN SCIENCE & HEALTH III

I. OBJECTIVES :1. Compare the mass and weight of different objects.2. Demonstrate that objects occupy space.

II. SUBJECT MATTER :Topic: Material/Objects occupy spaceReferences: PELC/ Science for EveryoneConcepts : All materials occupy space. Volume is the amount of space occupied by an objectMaterials : water, drinking glass, pebbles, empty balloon, stringProcesses: Observing, comparing

III. PROCEDURE :A. Preparatory Activity

1. ReviewWhat do you call the amount of materials in matter?Which is heavier, cotton or stone?

2. Checking of AssignmentB. Lesson Proper

1. MotivationLook around inside the classroom. Are all objects in their proper places?

2. Presentationa. Divide the class into two groups. Let each group choose a leaderb. Setting the standards for group activityc. Distribute the activity cards

ACTIVITY SHEETGET : glass, water, 3 pebblesDO : 1. Fill the glass with water 2. Measure the height of water. Record 3. Drop the pebbles one at a time. Record the height of the water after each pebble is dropped Compare the height of water in three instances

Height of Water

Answer :1. What is

inside the glass?

__________________2. Is water a material? ______________________3. Does it have weight? ____________________ What is the weight of water?4. How did you get the weight of the water ?5. What is the weight of water when you added one pebble? Two pebbles? Three pebbles?

3. Analysis and Discussion

Height of water in the glass before dropping pebble

1 pebble is dropped

2 pebbles are dropped

3 pebbles are dropped

What objects occupy space in the glass of water?Do all objects have the same weight? Why?Do all materials/objects occupy space?Do they occupy the same space? Explain

4. GeneralizationWhat is material? Describe material.

5. ApplicationLook at the objects on my table. Can we put another object in my table? Why? Give examples of material found in your bag. If your bags is full, can you still add other things in it? Why? Why not?

IV. EVALUATION:Study the table below and answer the questions that follow. Write the letters of the correct answer.

Matter WeightBall

PencilBookBoxvase

300 grams10 grams

500 grams100 grams250 grams

1. What is the weight of the book?a. 100 grams b. 500 grams c. 300 grams d. 10 grams

2. Which of the objects given is heaviest?a. Ball b. vase c. book d. pencil

3. Which material is the lightest?a. Vase b. book c. box d. pencil

4. What can we say about the weight of material?a. Material differs in weight and massb. Material has no weight and no massc. Material has the same weight and massd. All of the above

5. Which box below occupies bigger space?

ESSON GUIDES IN SCIENCE & HEALTH III

I. OBJECTIVES :1. Measure mass of materials using weighing scales2. Identify that objects have weight using a balance

II. SUBJECT MATTER:Topic : Materials/ Mass of materials using weighing scales/balanceReferences : PELC/ Science and Health 3Concepts : Materials has mass. Mass is the amount of materials in matter.Materials : rock, cotton, empty bag, bag with things inside, coins, nails, paper clip, plastic cup, water, balloon, marble, weighing scales, balanceProcesses : Observing, comparingValues : Cooperation

III. PROCEDURE :A. Preparatory Activities :

1. ReviewWhat do you call the objects that occupy space and have mass and weight?

2. Checking of AssignmentB. Lesson Proper

1. MotivationWhat is your weight last year?What do you like to know about the objects on the table using the balance?

2. PresentationHave pupils look at the things inside the room. Let them name these.Ask: What do we call these things? Why?

3. Analysis and DiscussionDo all materials have mass? How can we know that objects have weight? What can you say about material?

4. GeneralizationWhat is material?What are its characteristics?

5. ApplicationGet the two bags. Lift the empty bag and carry it. Do the same thing with the bag containing things. Which bag is easier to pull? Why? You want to know its mass. What will you use to find it?

IV. EVALUATION:Encircle the letter of the correct answer.1. Cotton has mass, therefore cotton is _______

a. Material b. utensils c. all around2. Which of the following best describes a piece of chalk as material?

a. Has mass b. big and heavy c. colorless and tasteless3. Material is anything that has weight and occupy__________

a. Mass b/ space c. time4. The amount of materials in matter is __________

a. Time b. space c. mass5. What do we use in weighing objects?

a. Beam balance b. tape measure c. ruler

V. ASSIGNMENT:Measure your weight at present and compare it with your weight last year. When are you heavier or lighter? Why did you say so?

LESSON GUIDES IN SCIENCE AND HEALTH III(PROCESS APPROACH)

I-OBJECTIVESInfer that force causes moving objects to speed up, slow down, stop or change direction.

II-SUBJECT MATTER

Topic: EnergyA. Science Concept:

Objects in motion can changed its direction, speeds up, slow down and stop because of forces acting on it.

B. References:Science for Daily Use 3 p.207-208Science Towards A Healthy and Progressive Environment pp.273-276

C. Processes:Observing, Describing, and inferring

D. Materials:A marble, a mirror, sand paper, towel and pictures.

E. Value:Be careful in riding moving objects.

III- PROCEDURESA. Preliminary Activities

1. Review What force can move leaves of the trees?

What force can move boats on the river? What force can make objects fall down?

2. Checking of Assignment:

B. Lesson Proper:

1. Motivation:Show them 2 same picture but some objects changed its position.What are the things that changed its position?

2. Presentation1. Activity:

Group the class into 3. Distribute the activity card.

Group I 1. Observe the picture. ( Picture of a boy climbing and going down the hill.)Ask: Which do you think is easier to do, climbing the hill or going down the hill?Do: 1. Lean the ruler on the books.

2. Push the marble up the ruler. ( Observe the movement of the marble.) 3. From up the ruler let the marble slide down. (Observe its movement.)

3. Analysis and Discussion1. Group leader will report their observations.2. Discussion:

Gravity slows down your speed in going up and speeds up your movement in going down.Friction- speeds one movement in smooth surface and slows in rough surfaces.

4. Abstraction and Generalization

What force affects the speed of a moving object?Gravity and Friction are the forces that affect the speed of movement of

an object. Force is needed to stop movement or change its direction.

5. Application:Answer the following:

1. Which of the materials we used have smooth surfaces?2. Which of them have rough surfaces?3. How did the marble move on the sand paper? Why?4. How did the marble move on the towel?5. How did the marble move on the mirror?

IV- EVALUATIONSelect the letter of the correct answer.

1. In which following surfaces do runners ran faster?a.) smooth b.) rough c.) slippery

2. What kind of energy is used to stop motion and change the direction of a moving object?a.) friction b.) gravity c.) force

3.What energy slows down the movement of object in a rough surface?a.) friction b.) gravity c.) force

4. Why do you think the marble moves fast while going down the ruler?a.) Because gravity pull the marble.b.) Because friction slows down the movement of the marble.c.) Because gravity push the marble.

5. Which of the new and old pair of rubber shoes has more friction?

V- ASSIGNMENTCheck the effects of friction on moving objects

Materials KINDS OF SURFACE AMNT.OF FRICTION MOVEMENT OF MARBLE (Smooth/Rough) (More/Less) (Fast/Slow)

1. Rough Road2. Shinny Floor

LESSON GUIDES IN SCIENCE AND HEALTH 3(PROCESS APPROACH)

I- OBJECTIVESInfer that wind and water can move objects.

II- SUBJECT MATTEREnergy

A. Science Concepts:1. Wind has force. It can make objects move.2. Water has force. It can make objects move.

B. Reference:Science for Daily Use 3 pp.202-203

C. Process:Discovery, Inferring, Observing

D. Materials:Dry leaves electric fan basin toy boatPaper water kite

III- PROCEDUREA. GUIDED INQUIRY

1.Review: What are the ways to start an object move?2. Statement of the Problem.

What are the things that can move objects?3. Setting of standard.

B. GUIDED EXPLORATION1. Motivation:

Observe the clouds in the sky. Do the clouds move?Why do the clouds move? What do you call the moving air?

2. Activity ProperDistribute the Activity Cards. Group the class into three groups.3. Reporting by Group

GROUP 1ACTIVITY I-A

I-Problem:Does wind can make objects move?

II- Materials:Electric fan paperDry leaves

III- Procedure:1. Put dry leaves and papers on the table.2. Place the electric fan near the table. Then turn it on.3. Observe.

IV-Questions:1. What happens to the dry leaves and papers?2. What makes them move?

GROUP 2ACTIVITY I-B

What to do?1. Get the kite. Let the kite fly in the sky.2. Observe.

Questions:1. Does the kite move?2. How does the kite move in the sky?

GROUP 3ACTIVITY 3

I-Problem:Does water can make objects move?

II-Materials:Basin water toy boat

III- Procedure:1. Place the toy boat on the water.2. Disturb the water. Observe.

IV- Questions:1. What happens to the toy boat?2. Why does it move?3. How does water make objects move?4. Does running water have force?

C. Generalization: Guided Discovery1. What makes the objects move?2. How does wind make the objects move?3. How does water make the objects move?4. Do wind and water have force?

Wind has force. It can make objects move. Water has force. It can make objects move.

5. ApplicationName objects that are moved by the given forces:

WIND WATER1. 1.2. 2.3. 3.4. 4.5. 5.

IV- EVALUATION

Identify the forces that make these objects move. Write WATER or WIND on the blank.________1. Sailboat ________6. Paper________2. Dry leaves ________7. Curtains________3. Clouds ________8. Wind mills________4. Kite ________9. Soil________5. Ship ________10. Powder

V- ASSIGNMENT

Cut and paste pictures of objects that are moved by wind and water.

LESSON GUIDES IN SCIENCE AND HEALTH 3

I- OBJECTIVES

Infer that magnets can move certain objects.II- SUBJECT MATTER

Electricity and MagnetismA. Science Concept:

Magnet is a material that attracts or repels object within the magnetic field.B. References:

Science for Daily Use 5 pp. 167-170C. Processes:

Observing, Inferring, ComparingD. Materials:

Book, bar magnet, U magnet, nails, paperE. Values

Cooperation during group activities.

III- PROCEDURES

A. Preliminary Activities:1. Review

How did you know that electric current produces heat and light?2. Checking of Assignment.

B. Lesson Proper:1. Motivation

What is a magnet?How does magnet attracts objects?

2. Activity Proper1. Place two pieces of bond paper side by side on the table.2. In the middle of one bond paper, place the bar magnet. Do the same to the horse shoe magnet on another bond paper.3. Sprinkle small pieces of iron filing around the bar magnet. Observe the behavior of the iron filling.

3. Analysis:To make the electromagnet works, there must be a complete circuit where electrons can move through.

4. Abstraction/ Generalization:When either the terminal is disconnected, the circuit is broken and the electromagnet losses its ability to magnetize.

5. Application

IV- EVALUATION

Choose the best answer.

1. In which of these arrangements will you observe attractive force?

2. In which of the arrangements will you observe repulsive force?

3. Which of these can be attracted by a magnet?

4. Which of these correctly illustrate the magnetic field of a horse shoe magnet?

5. Which of these can be used to observe the field of the magnet?a. bits of paperb. iron filingsc. both a and b

V- ASSIGNMENTStudy how electromagnet works. Remediation or Enrichment

Find out the difference between a permanent magnet and an electromagnet.

LESSON GUIDES IN SCIENCE AND HEALTH 3I- OBJECTIVES

Describe what happens when a magnet is brought close to another magnet in a certain way.

II- SUBJECT MATTER: EnergyTopic: MagnetA. Science Concept:

A magnet is brought close to another magnet in a certain way.B. References:

Science for Daily Use 3 pp. 204-206Science and Health 2 pp.118-119Budget of Work 1.3.1

C. Processes:Discovery Method

D. Materials:Pictures/ real objects ex. Magnets iron filing bond paperThumbtacks nails

E. Values:Cooperation

III- PROCEDURES

A. Preliminary Activities:1. Review:

Ask: Do these objects stay up in the air?2. Checking of assignment

B. Lesson Proper:1. Motivation

Have you seen a magnet?2. Activity:

2.1 Place the iron filings on top a bond paper.2.2 Place the magnet under the bond paper.2.3 Observe how the iron filings behave. Move the magnet. What happens to

the iron filings? 3. Analysis

What happens when a magnet is brought close to another magnet?4. Generalization

A magnet is brought close to another magnet in a certain way.5. Application

Mother lost her small pendant. What do you think will she use to find it, since it was very small.

IV- EVALUATIONWrite check (/) if the object can be brought close to another magnet. Write X if not._____1. Stone ______2. Pins_____3. Nails ______4. Staples_____5. Block of wood

V- ASSIGNMENT:Give some materials that attract magnet.


I- OBJECTIVES

Describe what happens when a magnet is brought to another magnet in a certain way.

II- SUBJECT MATTERMagnetismA. Science Concept:

A magnet is material that attracts or repels objects within the magnetic field. It has two magnetic poles- the north pole and the south pole. When similar magnetic poles are brought together, there is repulsive force between them. In contrast, when unlike magnetic poles are brought together, there is an attractive force between them.

B. ReferencesScience and Health for Filipino Children 6Science and Health for Daily Use 6

C. Processes:Observing, Describing, Inferring

D. Materials:A bar magnetA compass ( a toy compass will do )

E. Value InfusionCooperation

III- PROCEDURES

A. Preliminary Activities:1. Checking of assignment.2. Review

What is magnet?B. Presentation:

Using 4 AsA. Activity

Problem: How do the north and south poles of a magnet act?

Materials: A bar magnet A compass ( a toy compass will do )Procedures:

1. Hold the north pole of the magnet near the end of a compass needle pointing north. Then hold the north pole of the magnet near the end of

a compass needle pointing south.Questions:

1. Will the north pole of the magnet attract the end of the compass needle pointing north?2. Will the north pole of the magnet attract the end of the compass needle pointing south?

Repeat the experiment using the south pole of the magnet. What do you find out?

B. Analysis:The north pole of the magnet tends to push away the north pole of the compass. We say that they repel each other. The south pole of the magnet

also repel the south pole of the compass. But the north pole of the magnet attracts the south pole of the compass. North poles attract south poles and south poles attract north poles.

C. Abstraction: What happens when a magnet is brought to another magnet in a certain way?

D. Application:

Bring the north poles or the south poles of two bar magnets together. See if they will repel each other. Now, bring the north pole of one bar magnet near

the south pole of the other bar magnet. Do they attract each other?

IV- EVALUATION

Read the items carefully. Fill in the missing words. Choose your answers from the box below.

________ pick up or attract things made of metals like iron, steel, nickel or cobalt. It has two magnetic poles- the _______ and the ________ . When similar magnetic poles are brought together, there is a __________. In contrast, when unlike magnetic poles are brought together, there is an __________ between them.

Attractive forceMagnets south poleNorth pole repulsive force

V- ASSIGNMENT

Write if the arrangements of the magnets will have attractive force or repulsive force.

___________1. N S N S___________2. S N S N___________3. N S S N___________4. S N N S


I. OBJECTIVES

Show that the size of the magnet and distance from object affects the movement.

II. SUBJECT MATTER

Size and Distance of the magnet from the Object Affects the movementA. Science Concepts:

A magnet is a material that attracts or repels objects within the magnetic field. The size of the magnet and distance from the object affects movement.

B. References:Science for Daily Use 5, p.p.

C. Processes: Observing, Demonstrating, InferningD.Materials:

Different sizes of magnetIron fillingsRuler

E.Value :Cooperation

III. PROCEDURES

A. Preliminary Activities1.Check-up of Assignment2.Review: How do the north and south poles of a magnet act?

B. Lesson ProperUsing 4 As

1.Activity Card Problem: How do the size of the magnet and distance from the object affects the movement? Materials: Different sizes of magnet; Iron fillings; RulerProcedures: 1.Using different sizes of magnet, attract the iron fillings with the following distances such as 5 inches, 8 inches and 15 inches. 2.observe how iron fillings attract the magnet with different sizes. 3.Record your observation using the table Answer the following: 1. Does the size of magnet affect its attraction to the iron fillings? 2.Does the distance of the magnet affect its attraction to the iron filling?

C. Analysis

A magnet is a material that attracts or repels objects within the magnetic field. The size and distance of the magnet affects the movement of an object.

D. Abstraction

Why does the size and distance of a magnet affect the movement of an object?

E. ApplicationUse two magnets with different sizes and a small and big object in 5 inches, 8

inches and 15 inches far. Do the same with the bigger magnet. Does the two magnets have the same magnetic force to attract the object?

IV. EVALUATION

Explain Briefly

How do size of the magnet and distance from the objects affects the movement?

V. ASSIGNMENT

What is Force?


I.OBJECTIVES

Define Force operationally.

II. SUBJECT MATTER

Topic: ForceA. Science Concept : Force can move or change the position of an objectB. References: Science and Health 3, Science for Daily use 3 p.p.C. Processes: Discovery, InferringD. Materials: Pictures, Real subjects.F. Value: Cooperation

III. PROCEDURES

A. Preliminary Activities1. Review

What enables subjects to move?2. Checking of Assignment

B. Lesson Proper 1. Motivation

When you dribble a ball, why does it bounce back to you?2. Presentation

Do the activity below

1. Activity Group 1. Hold the ball in your hand. Does the ball move? Throw the ball, does it move? What did you apply to move the object Group 2. Push or pull the desk on the other side of the room. Does it move? Why does it move?

2. Analysis:2.1 Do you ride a bike? When the Bike is moving and you want to stop it, What will

you do?2.2 Do you apply force to make it stop?

3. Abstraction / GeneralizationWhat is force? What can you say about force?

4. ApplicationObserve the things in your class room and list 5 object that you can apply force

IV. EVALUATION

Put a check (√) if the situation applies force.___1. A boy pitching water.___2. Picture hanging on the wall.___3. A book on the table.___4. A man riding on a jeepney.___5. A girl playing badminton.

V. ASSIGNMENT

List 5 activities that you do in school where you apply force.

LESSON GUIDES IN SCIENCE AND HEALTH 3I. OBJECTIVES

Demonstrate how force causes moving objects to speed up, slow down, stop or change directions. (2 days)

II. SUBJECT MATTER Topic:

Force makes MotionA. Science Concepts:

1. A force causes things or subjects to move.2. Force applied on a body determines speed and direction of its direction of its

movements.B. References:

Science and Health (BEC) pp. 221-225 Growing with Science and Health 3Science and Health 3

C. Processes:Observing, Inferring, Describing, Demonstrating

D. Materials: toy car, marbles, activity, cards, rubber ball.,stick, table.E. Value Infusion

Cooperation:III.PROCEDURES

A. Preparatory Activities1. Review

What is force?

B. Lesson proper

1. MotivationLoop- a- Word

Find all the word that will tell you about forces. Look horizontally, diagonally and vertically.

2. PresentationA. Show pictures of different activities.B. Have them describe the pictures.C. Ask them why the objects move.D. Let them do the activity.

Group Activity- Divide the class into 4 groups. Give each group an activity card to perform

Activity 1 (CARD)

Materials: Marbles, toy carActivity card no.1

1. Put the toy car marbles on the ground. Make sure they are not moving. Observe the toy car and marbles. *Did they move? Why?

Activity Card no.2 Push the Car and the marbles. *Did they move? Why? How does the object moved?

T M P L A Y I N GU N S E E S A W AG U M N O M O M PO F W A R R O B MA P U S H I N G AT A B L E B O A B

Stop the car and the marble*Did they move?

Why?

Activity card no.3 Push the toy car and marbles. This time with greater force. *Did the toy car and marble moved? Why? How does each object moved?

Activity card no.4 Materials: Rubber ball, a long piece of wood, a stick , a table

*Stand at the door or any place of your room. Then walk a few steps towards teachers table.* Put the rubber ball on the table. Make it roll.* Observe its movement* Get a long piece of wood. Place it on a slanting position by putting some books under it. Let the ball roll on it and suddenly put a stick on it’s way. Observe what happens to the ball. Does the position changed as you walk towards the teachers table? What happens to the rolling ball when you put an stick on its way?

C. Discussion\Analysis1. Pupils report the outcome of the activity.2. Pupils will explain their answers through the guidance of their teacher.

D. GeneralizationWhat does make the object move?

E. Application

Observe the diagram showing a moving ball through air.

1.What is the effect of placing an open palm across the path of the rolling ball(Answer: The ball Stops)

2. When would a rolling ball eventually come to a stop?(Answer: Sometimes in the air must have stopped it)

IV. EVALUATION

Write T if the statement is true and F if the statement is False.

________1. The motion of an object is determined by the force acting on it. ________2. An object at rest will stay at rest.

________3. A small force applied on a small object will cause faster movement of the object than big force applied on the same object.

________4. An object increases in speed because of a force applied on it.________5. A great force applied on the same small object causes faster movement.

V. ASSIGNMENT Cut out pictures showing situations using force and motion.


Demonstrate how force causes moving of object to speed up, slow down, stop or changed direction of motion.

II. SUBJECT MATTERTopic: Force and Motion

A. Science Concept: Motion of an object is demonstrated by force acting on itB. References: Science and Health 3, Science for daily use 3C. Processes: DiscoveryD. Materials: Pictures, real objectsE. Value: Cooperation

III. PROCEDURES

A. Preliminary Activities1. Review : How does the size of the magnet and distance affect the movement of an

object2. Checking of the Assignment

B. Lesson Proper1 Motivation

Show of a boy pushing a wheelbarrow and a girl pulling a cart.Ask: How do they make things move?

2. Presentation

Do the activities by Group Group 1. A. Place a ball and a toy car on the ground. Observe the ball and the toy car. *Did they move? Why? B. Push the ball and the toy car. Did the ball and the toy car moved? Why? Stop the ball and the toy car. *Did they stop? Why? C. Hold the ball on the palm of your hand, What it makes stay on your hand? *Is there force pulling it downward

Group 2 Get a chair. Push the Chair. What causes the chair to move? Where is the greater force when you pushed the chair?

3. Analysis2.1 In the activity done what makes the object moved?2.2 A push or pull make an object move. In order to make the object moved, you need to

apply force

4. Abstraction\GeneralizationMotion of an object can be demonstrated by forces acting on it.

5. ApplicationTell whether the following situations applies force or not

1. You pushed a chair.

2. The boy pushes a table.3. A child holding a marble on the palm of his hand.4. A girl pulls a rope.5. A toy car on the table.

IV. EVALUATION

Write True if the statement is correct and false if it is not. Write your answer on the blank

________1. There is force when you push or pull the object________2. An object at rest will stay at rest if you apply force________3. The greater the force applied in small object, the farther it will move.________4. Force is a push or pull________5. When you hold the ball it will continue moving.

V. ASSIGNMENTList down 5 moving objects


Demonstrate how force causes moving objects to speed up, slow down, stop or changed direction.

II. SUBJECT MATTER

A. Topic : Forces causes moving objects to speed up, slow down, stop or changed direction.

B. References : PELC, Science and Health 3, p. 153-155C. Materials : Ball, toy cart, sipa, doll, realia, chart, flashcardsD. Concept : Force applied on moving objects can speed up, slow down, stop or changed

direction.E. Processes :Observing, Describing, ComparingF. Values : Orderliness, keeping oneself physically fit.

III. PROCEDURES

A. Preliminary ActivityReview(Concept Mapping)

What is force? Use the concept map below.FORCE

B. Lesson Proper1. Motivation

What are your toys? Where are they kept?2.Presentation

Let the pupils get their toys.What do you do with your toys after playing with them?

Do the activity belowActivity

Get: Ball, toy cart, sipaDO: Hold a ball. Does the ball moved? Throw the ball upward. Did the ball change in position? Roll the ball on the floor exert more effort in rolling it. How did the ball move? Did the ball changes directions while moving? How can you stop the ball from moving.

Answer: What made the ball move?

3. Discussion\Analysis1. When did the ball move?

2. When did the ball move faster? Slowly?3. What happened with its direction while moving?4.What will you apply on the ball to stop it from moving?5.What makes an object to move?

4. GeneralizationWhat can cause moving objects to speed up, slow down, stop or changed direction?

5. ApplicationYou will join a bicycle racing contest. What are the preparations\routines about

biking activities that can help you?What movements would you consider in going upland places? How about when

you’re moving to lowlands?

IV.EVALUATION

Write T if the statement is true and F is it is not.________1. A woman will get out of a moving vehicle slowly.________2. You are asked by your teacher to transfer you chair from the left side to the right

side of the chalkboard.________3. The jeepney driver passes by busy street.________4. A student was walking on the playground when the flag ceremony began.________5. A runner with all his might to get the place in the contest.

V. ASSIGNMENT

Study the picture above.Which boys move? Why?Which boys have not move? Why?

Who has the fastest? Why did you say so?Who was the last in the race? What do you think happened?


I. OBJECTIVES

Infer that light is needed to see objects.

II. SUBJECT MATTER Topic: Importance of Light to See Object.

A. Science Concept: Light is needed to see object.B. References : Science daily use 3 p. 178,179C. Processes: Discovery, Inferring, ObservingD. Materials: Picture/ Concrete materials like lighter with lead lights, and Energy

Saving Light BulbE. Values: Appreciating the importance of light

III. PROCEDURES

A. Preparatory Activities

1. Review: Ask: Does object visible without light?2. Checking Of Assignment

B. Lesson Proper

1 .Motivation What is Light?

How light helps us?

2. Presentation

Ask: What will happen if the door and windows of the class room will be closed?Lets try to see if you can see objects using this lighter.

Will the lighter help us to see things/objects better?

See if the bulb will help us see things better.

What did you notice?

See if the opening of the door and windows will helped us to see things\objects better.

What did you notice?

3. Analysis and Abstraction

What do you think will happen to us if there will be no light?Is light important? Why?

4. Generalization

Light came in different forms and ways. Its is important to make us see objects around us.

5. Application

You are watching the television. Suddenly there is a sudden brownout. What will you feel? What will you do?

IV. EVALUATION.Put a check (√) if the picture drawn is important to make us see objects better

V. ASSIGNMENT

Cut out pictures that shows sources of light. Paste it on your notebook.


Identify the sources of light

II. SUBJECT MATTERSources of Light

A. Science Concept: Sun, Moon, Stars, flashlights and other burning materials are sources of light.

B. References: Science and Health 3C. Processes: Observing, DescribingD. Materials: Flashlight, Candle, Matchstick, Lamp and PicturesE. Value: Appreciate God’s creation like sun ,moon, and stars

III.PROCEDURES

A. Preparatory Activities1. Checking of Assignment2. Review

What is needed to see objects better?


At day time, what makes the surrounding bright?At night, when you are outdoors, what makes the place bright?

2. PresentationA. Have the pupils perform the activity sheets.B. Let each group write their answers on the board.

Activity cardI. Problem What are the other sources of light?II. Materials: Electric lamp, flashlight, candle, matchstickIII. Procedures Do: Close the door and window of the room. Let the group observe. Get: Using the prepared materials, Let them identify the other sources of light Question: What makes the room bright?

3. Discussion/Analysis

What are the principal sources of light at daytime?When there’s no electricity, what could be your source of light at night?

4. GeneralizationWhat are the sources of light?

5. ApplicationHow will you show proper care in using electricity, candle and matchstick?

IV. EVALUATION

Encircle the letter of the correct answer:

1. Which of the following is a natural source of heat and light?A. Sun B. match C. electric bulb D. flashlight

2. What does the sun give off?A. Light B. food C. heat and light D. Vitamin C

3. Which of the following is an artificial source of light?A. Sun B. rechargeable lamp C. stars D. moon

4. The Sun is the main source of------- on earth.A. Carbohydrate B. vitamins C. energy D. food

5. These materials are examples of artificial sources of light except one. Which is it?A. Moon B. flashlight C. electric bulb D. candle

V. ASSIGNMENT

Find out how a firefly produces light on its body.


I. OBJECTIVES

Identify the sources of light

II. SUBJECT MATTER

EnergyTopic: Sources of Light

A. Science Concept: Light comes from different sources. Light carries energy away from the sun and other things that produces light.

B. References: Science and Health for Better Life 3 pp.116-117Science for Daily Use 3 pp 174-177Do and Learn Science Experiments

C. Processes: Observing,Describing D. Materials: candle, electric bulb, picture of sun, match

III . PROCEDURES

A. Preliminary Activities1. Health Inspection

2. ReviewDo you think light is important?How important is it?

B. Lesson Proper

Vocabulary Words1. fire- heat and light caused by burning2. electricity – natural source producing light3. bulb – the round glass part of an electric light4. fuels – something such as coal or gas that produces heat or energy when it is

burned1. Motivation

When can you see more objects, daytime or nighttime?What do you call the hot ball of gases during daytime?

Do you have appliances at home?What makes them move?

2. Presentation Using the 4 As

Group the class into three. Distribute the activity cards.Group I

ACTIVITY CARD IWhat to do?1.Go outside the classroom.2. Observe the things around you.3. List down all the objects that you can see clearly.

Answer the following questions:

1. What is the brightest thing that you saw outside? ______________________2. Can you see it during nighttime? _________ Why? _____________________

Group 2ACTIVITY CARD 2

What to do?

1. Turn on the light in the classroom.2. List down the things that you saw better when the light is on.

Answer the following questions:1. What is the brightest thing that you saw inside the classroom?2. Can you see things better if the light is off? Why?

Group 3

ACTIVITY CARD 3What to do?

1. Go to the darkest part of your classroom.2. Light a candle.3. List down the things that you can see when the candle is lighted

Answer the following questions:

1. What is the brightest thing that you see inside the darkest part of the room?2. Can you see better when the candle is lighted?

3. Analysis

The most important source of light on Earth is the Sun. It is a natural source of light. Aside from the sun, there are still some sources of light. Man has made

artificial source of light so that he can see and work in the dark.. Fire and electricity are sources of light . Fuel can also fire and generate electricity. The first man made fire. Then he learn the use of oil lamps, candle, flashlight. Now most artificial lighting is through electricity.

Light makes it possible for us to see. We can see bulb. It gives off light. A bulb is a source of light .

4. Abstraction

1. What are the sources of light?

2. What is electricity?

3. Where does light come from?

4. Name some sources of light aside from electricity.

5. Application

Your little sister wants to study her lesson but there was a sudden brown out. How will you help her?

IV. EVALUATION

Read the words inside the box. Choose from these words the appropriate answers to the following questions.

Electricity sun fuel light fire

1. Brightest thing seen during daytime. __________________

2. Artificial source of light, ex. Bulb. ____________________

3. Light and heat caused by burning ____________________

4. Causes fire and generate electricity __________________

5. Make us possible to see during nighttime. _____________

V. ASSIGNMENT

Draw five objects/things that give us light.


2 days

I . OBJECTIVES

Show evidence that light travels in a straight line and outward in all directions.

II. SUBJECT MATTER

Behavior of Light

A. Science Concepts:

1. Opaque materials absorb light.

2. Light passes through transparent materials.

3. Small amount of light passes through translucent materials.

B. References: Science and Health 3 pp. 134-136 TM p 68

C. Processes: Observing, Comparing, Testing, Inferring

D. Materials : wood, mirror, frosted glass, clear glass. Flashlight, cardboard

E. Value: Appreciating the importance of light.

III. PROCEDURES

A. Preliminary Activities

1. Review

Why is light important to us?

2. Checking of Assignment

B. Lesson Proper

1. Motivation

Look around you. What did you see?

Why do you think we can see those things?

Observe the source of light.

2. Presentation

Using the 4 As

Do the Activity below. Use the Activity Cards.

ACTIVITY CARD

What to Do?

1. Get the materials assigned to the group. ( flashlight, cardboard, clear glass, frosted glass, mirror, and wood. ).

2. Use the flashlight to each object one at a time.

3. Observe how the light behave on each object

4. Record your observation. Use the table below.

Materials Straight Line Outward Direction

1. cardboard

2. clear glass

3. frosted glass

4. mirror

5. wood

Answer the following:

1. Does light through the cardboard?

2. Does light pass through the clear glass?

3. Does light pass though the frosted glass/wood?

2. Analysis

Light cannot pass through the cardboard. Cardboard is an opaque object.

Light can pass through clear glass. Clear glass is a transparent object.

Very little amount of light pass through the frosted glass.

3. Generalization

What kind of materials do light pass through them?

What kind of materials will very little amount of light pass through them?

What kind of materials will light cant pass through them?

4. Application

Demonstrate how light will pass through in different materials.

IV. EVALUATION

Identify whether the material is opaque, transparent, or translucent.

1. plywood

2. leaf

3. glass window

4. cardboard

5. cellophane

V. ASSIGNMENT

Classify the following materials as opaque, transparent, or translucent

Cardboard plastic glass waxpaper

Towel tin can cartolina

I. OBJECTIVES1. Describe what happens when a transparent object is in the

path of light2. Observe that more light passes through transparent

materials.3. Identify transparent materials.

II.SUBJECT-MATTERA. Topic : Behavior of Light on Transparent MaterialsB. Science Concept: More light passes through transparent

materialsC. Science Processes: Describing, Observing, identifyingD. References : BEC – PELC in Science III V.2.3.1

Science and Health 3 (Revised Edition) pp. 174-178Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250

E. Materials : flashlight, clear glass and plastic, plastic cover, envelope, clear bottle, water, activity cards, charts

F. Value : Practice conserving light energy.

III. ProcedureA. Preliminary Activities

1. Science News2. Health inspection (optional)3. Review

What happens when light strikes the following objects.

B. Lesson Proper

1. MotivationShow a sunglass and a reading eye glass.Ask: Which is better to use when your father is going to read a newspaper?

2. Presentation Wear the eye glass and ask: Do you think I can see you? Why?

3.

3. Discussion/Analysis1. What did you observe, what happened to the light

when it strikes the materials? Can you describe?2. Did the light pass through all the materials?3. What were the materials that allow more light to

pass through.4. What do we call these materials?5. What helps us see things around us? Is light

important? Why?

4. GeneralizationDescribe how does light behave on transparent

materials?

How much light passes through transparent materials?Concept:

When a transparent material is in the path of light, it allows the light to pass through.

More light passes through a transparent material than any other materials.

5. ApplicationYour teachers asked you to cover your new books. What material will you use so that you can read the title of the book? Why?

IV. EvaluationRead the following items below and choose the letter of

the correct answer.1. More light can pass through materials which are ____a. Luminous b. opaque c. translucent d. transparent

2. The following are transparent materials,excepta. Clear glass c. clear bottleb. book d. plastic cover

3. When light strikes a clear glass window, light will ______.a. Bend bounce c. blocked d. pass through

4. The juice in a clear glass pitcher can be seen because light ________.a. Pass through c. absorbedb. Blocked d. bend

ACTIVITYMaterials: flashlight clear plastic clear glass

Clear bottle plastic cover envelope Cardboard

Procedure:1. Make the room dark. Focus a lighted flashlight on

each of the following materials: clear bottle, clear plastic, plastic cover and clear glass.

2. Observed what happens as light strikes each material.

3. Describe what happens when each materials is in the path of light.

4. Observe what materials allow more light to pass through.

5. Which is a transparent object?a. Blackboard c. chainb. Picture frame d. reading eye glasses

V. AssignmentMake a list of transparent materials.

I. OBJECTIVES

1. Describe what happens when an translucent object is in the path of light

2. Observe that little light passes through a translucent material.

3. Identify translucent material.4. Work cooperatively with the other group members.

II.SUBJECT-MATTER

A. Topic : Behavior of light on Translucent MaterialsB. Science Concept: Translucent materials permit/allow a

little amount of light to pass through them

C. Science Processes: Describing, observing, identifying, experimenting

D. References : BEC – PELC in Science V.2.3.1Science and Health 3 Rev. ed. pp. 183-186Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250

E. Materials : frosted glass, cellophane, tissue paper Plastic cup, flashlight, activity cards, charts

F. Value : Cooperation/Team work in group activities.

III. Procedure

A. Preliminary Activities

1. Science News/Weather Report

2. Review/Recall (card/flash card relay)Each group will be given an activity card where each pupil will answer. The last pupil to answer will run in front and reports the group’s answer.

Activity: Name all the transparent materials and say the word “clear”

Wood plastic cover air envelopCardboard Glass watertin can clear bottle handkerchief

Ask: How much light passes through transparent materials?

3. Checking of assignment

1. Have you seen a car? Why do we see the people riding inside the car? How do you describe most of the car windows?

2. PresentationPresent the materials to be used and have pupils infer using the prediction chart. Write the predictions under the table.

Question Predictions Reality/Truth1.What will happen when the material strikes by the light2.How much light will pass through?3.Will all the materials allow the light to pass through?

ACTIVITYMaterials: flashlight plastic cup plastic cover

Typewriting frosted glass Cellophane illustration board

Procedure:1. Make the room dark. Put on a flashlight. Focus it

to the objects one at a time.2. Observe what will happen to the light as it

strikes each material.3. Describe how much light each object/material will

allow to pass through.4. Observe what materials will allow only a little

amount of light to pass through.

3. Discussion/Analysis1. What did you observe, what happened to the light

when it strike the materials? Can you describe?2. Did each material allow the light to pass through?

How much light can pass through?3. What were the materials that allow little light to

pass through.4. What do we call these materials?

4. GeneralizationDescribe how does light behave on a translucent material.How much light can pass through a translucent material?

Concept:When a translucent material is in the path of

light, it allows only a little amount of light to pass through.

5. ApplicationYour mother will make candies/mazapans. She asked

you to buy something in the store. She will use to wrap the candies/mazapans. What will you buy in store?

IV. EVALUATIONWrite TM if the material is translucent and NO if not.

1. Clear bottle2. Cellophane3. Wax paper4. Colored bottle5. Tinted glass

V. ASSIGNMENTCut pictures from the magazines that are translucent.

OBJECTIVES

1. Describe what happens when an opaque object is in the path of light

2. Observe that more light passes through an opaque material.3. Identify an opaque material.4. Practice orderliness while doing the activity

I. SUBJECT-MATTERA. Topic : Behavior of light on Opaque MaterialsB. Science Concept: Opaque materials absorbed lightC. Science Processes: Describing, observing, identifyingD. References : BEC – PELC in Science III V.2.3.1

Science and Health 3 pp. 174-178Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250

E. Materials : flashlight, piece of wood, plastic box, book, bag, handkerchief, charts, activity cards, flashcard

F. Value : Orderliness

II.ProcedureA. Preliminary Activities

1. Science News/Weather Report2. Review:

Tell if it is transparent of translucent materials.1. Glass windows2. Cellophane3. Capiz4. Colored bottle5. Tinted glass6. Frosted glass

B. Lesson Proper1.a. Vocabulary

b. MotivationShow some materials like cardboard and book. What do you think? Does the light pass through these objects?

2. Presentationa.

ACTIVITYGet : flashlight, piece of wood, book, bag a thick

box, handkerchief, plastic, paper.Do : 1. Focus a lighted flashlight on each of the

following materials. 2. Observe how light strikes/behaves on each object

Answer:1. What happened to the light when it strikes on

each object? Can you describe what happened to the light?

2. Did each material allow the light to pass through?

3. What were the materials that did not allow the light to pass through.

4. What do we call these materials?

b. Findings 1. No light passes through the piece of wood, book,

bag, thick box, thick clothes, cardboard, rubber slippers, and clay. They are opaque materials.

3. GeneralizationDescribe what happens when an opaque material is in the path of light.How much light passes through an opaque material?

Concept:The light may be absorbed or trapped when an opaque material is in the path of light.No light passes through an opaque materials.

4. ApplicationActivity 1. List some opaque materials that you see

around us.Activity 2. Dramatization

ACTIVITY 2You need: a block of wood

light (sun)Do this:

Place the block of wood in the sun from 5 minutes.Observe. What happens to light when it strikes the block of wood?Touch the surface of the block wood.

Answer:Did the light pass through the piece of wood.Describe what happen to the light when it strikes the block of wood.What do you feel when you touch the surface of the wood after 5 minutes?

ACTIVITY 3You need: card board tube, thick clothes, colored

paper, tissue paper, a plastic wrapperrubber slippers, clay, 3 leaves

Do this:1. Look through the cardboard tube.2. Cover the other end with different materials one

at a time. Try a tissue paper, thick clothes, rubber slippers, clay and 3 leaves.

Answer:1. Described what happened to the light when you

cover the other end with different materials.2. Did all the materials allow the light to pass

through?3. What were the materials that did not allow the

light to pass through?4. What do you call these materials?

Situation: It’s Mother’s birthday. You surprise her with your gifts. You give her a red wallet. She does not know it is a red wallet. Why?

III. EvaluationRead the items below and write OM if the material is opaque and X if not.

______ 1. Book______ 2. Bottle______ 3. Clay______ 4. Desk______ 5. Paper

IV. Assignment

Do these at home with the help of your parents.

Find out why the earth is opaque.

You need: flashlight (stands for the sun/moon) ball (stands for the earth)

Do this: 1. Focus the lighted flashlight on the ball. Spin the ball once in a while.2. Observe what happens to the light.3. Does the light passes through the ball?

Objectives

1. Explain how a shadow is formed.2. Describe the size of the shadow when the object is near of far.3. Performed the activity on how a shadow is formed

I. Subject MatterA. Topic: How shadows are formedB. Science concept: A shadow is formed when the path of light is

blocked by an opaque material.

C. Science Processes: Describing, Observing, Explaining, InferringD. References: BEC-PELC in Science 2.3.1

Science for Daily Use 3 pp. 191-193 Science watch 3 pp. 256-258

E. Materials: flashlight, book, pencil, bagF. Value: Perseverance

II. ProcedureA. Preliminary Activities

1. Science news2. Review

What colors make up white lightHow can light be seperated


Have you ever played on a moonlit night?What is something black that seems to be chasing you wherever you go?

2. Presentation

ACTIVITY

You need:A lamp or a flashlight, book, pencil, bag

Do:1. Darken a portion of the room. Shine the flashlight

towards a wall2. Try to block the path of light with your palm.3. Do the same with the other materials one at a time.4. Put each object near and far from the source of light.5. Observe carefully.

Answer:1. What did you see when you block the lightrays with

your hand?2. What can you say about the size of the shadow when you

put your hand near? When your hand is far?

3. Discussion/AnalysisWhat do you call the dark areas formed on the wall?What happen tho the size of the shadow when the object is near? When the object is far?How do you clasify the objects you need that blocked the path of light? (opaque material)What is formed when the rays of light is blocked by an object?

4. GeneralizationHow are shadows formed?What materials should you use to form a shadow?

5. Application Guessing Game

5 pupils will be called to show their talents on shadow making using their hands and fingers. Their classmates will tell what shadow is formed.

III. Evaluation

Choose the leter of the correct answer.

1. When is a shadow smaller? When the object is ________________.a. Near from the source of light.b. Far from the source of light.c. Not expose to light.d. Bigger than the source of light.

2. When is a shadow formed?a. When the object allows the light to pass three.b. When the object blocks the light.c. When the object gives off light.d. When the object covers the whole light rays.

3. How does light travel?a. In a straight line c. in a curve lineb. In a broken line d. in a zigzag line

4. What’s the color of the shadow?a. Red b. white c. black d. blue

5. What is formed when the path of light is block by an opaque material?a. ghost b. shadow c. light d. picture

IV. AssignmentMake shadows using your hands, feet and fingers. Draw the form on your notebook.

I. Objectives1. Determine how a shadow is formed.2. Describe the size of the shadow in the morning, noon and in the

afternoon.3. Work cooperatively with a group.

II. Subject MatterA. Topic: Forming shadow B. Science concept: A shadow is dependent on the position of the

light rays striking on opaque materials.

C. Science Processes: Observing, Inferring, Experimenting, Describing.

D. References: BEC-PELC in Science 2.3.1 Science for Daily Use 3 pp. 191-193 Science watch 3 pp. 256-258

E. Materials: plants, opaque materialsF. Value: sportmaship



Why are there different colors?What are the colors of the spectrum?


Let the pupils recite a poem about plants.What are the plants that you see in the garden?Name them.

2. Presentation

ACTIVITY

You need:A potted plant

Do:1. Place a potted plant about 3 feet high under the sun2. Measure its height.3. Measure the shadow cast by the plant in the morning,

at noon and in the afternoon.

Answer:

1. What is the measurement of the potted plant?

Record your findings. Copy the table.

Measurement (cm)Morning Noon Afternoon

3. Discussion/AnalysisWhat do you call the dark areas formed on the ground? (shadow)What kind of object did we use to form a shadow? (opaque material)What is the measurement of the shadow cast by the plant in the morning? At noon? In the afternoon?

4. GeneralizationHow are shadows formed?At what ime of the day does an object cast a long shadow? a short shadow? why?

5. Application Pupils will be divided into 3 groups. Each group will choose a leader. They will analyze and interpret the pictures to be given by the teacher. The leader will report on class what they have seen and observe.

IV. EvaluationSupply the missing word on the blank.1. In the _______________ you cast a long shadow.2-3. A ______________ is depend on the position of the light rays

striking on ____________ materials.4. When the rays are planted, the shadows formed are

_____________________.5. Light rays that strike overhead form short shadows.

V. AssignmentWhy are ther no shadows in darkness? Give reasons

Objectives

1. Identify opaque, transparent and translucent materials.2. Classify objects as opaque, transparent and translucent.

I. Subject MatterA. Topic: Classifying objectsB. Science concept: Materials are classified into opaque,

transparent and translucent.C. Science Processes: Classifying, Identifying, NamingD. References: BEC-PELC in Science 2.3.2

Science and Health 3 pp. 174-178 Growing in Science and Health 3 pp. 154-158

Discover Science 3 p.183Science Watch 3 pp. 247-250

E. Materials: real objects, set of lettersF. Value: Cooperation

II. ProcedureC. Preliminary Activities


Divide the class into three groupsEach group will be given an envelope which has set of letters inside. They will form a word based on the statement writtten on the envelope. The group who’ll get the incorrect answer will render a Science song, poem or dance.

1. NASTNERRPA – allow almost all the light to paas through2. TSNRLECUANT - scatters light that passes through3. EUQAPO – do not allow light to pass through.

What value did you show in working with your group?

D. Lesson Proper1. Motivation

What are the things that you can see around this classroom? (children will write it on the board)What can you say about those objects?

2. Presentation

ACTIVITY

Get:A flashlight, colored cellophane, clear glass,

cardboardDo:

1. Make the room dark.2. Direct the light on a clear glass, colored cellophane

and cardboard.3. Observe the ability of these materials in allowing

light to pass through.

Answer:1. Can you see what is behind the clear glass, colored

cellophane, cardboard?Copy the table and record your findings. Then check the appropriate box.

Types of materials

Amount of light that passes throughMuch light Some light Little light No light

3. Discussion/AnalysisJellyfish organizer

4. GeneralizationHow do we classify an object when light strike it?

5. Application A. Pupils will classify the words they have written on the

board into transparent, translucent or opaque.B. Teacher will say a word. Raise your right hand if it is

transparent, left hand if it is translucent and both hands if opaque.

Thin curtain (left) Clear plastic bag (right) Tinted glass (left) Dictionary (both) Chalkboard (both)

Materials can be classified into:

Transparent Translucent Opaque

III. EvaluationWrite the words in the box in it’s proper column.

clear umbrella steel leatherblack bag clear plastic thin fabricthick towel bond paper frosted glasssand paper

Transparent Translucent Opaque

IV. AssignmentHow do you classify Earth? Explain you answer.

I. Objectives1. Identify opaque materials2. Cite examples of opaque materials.

II. Subject MatterA. Topic: Identify opaque materialsB. Science concept: Opaque materials do not allow light to

pass throughC. Science Processes: Identifying, naming, observingD. References: BEC-PELC in Science 3 2.3.2


Discover Science 3 p.183Science watch 3 pp.247-250

E. Materials: different opaque materialsF. Value: Valuing things around you.



How does light behave as it passes from a transparent material to another?What do you call the change in the direction of a light wave?What is the important tool for controlling light?


Look at the wall that surrounds us.Can you describe it?What is importance of having wall?

2. Presentation

ACTIVITY

You need:A block of woodLight (sun)

Do this:Place the block of wood in the sun

Answer:What happens to light when it strikes the block of wood?


What other objects can allow light to pass through?What should you do with all the things around you

4. GeneralizationWhat is opaque material?

5. Application Teacher will show some words. Pupils will say YEAH if the word is an opaque material and OWW if it is not.

1. Thick book (yeah)2. Cellophane (oww)3. Hollow block (yeah)4. Leather shoes (yeah)5. Thin shirt (oww)6. Colored plastic (oww)7. Crayons (yeah)8. Clear glass (oww)9. Plastic cover (oww)10. Stell (yeah)

IV. EvaluationPut a check (√) if the object is an opaque and cross (x) if not.Write it on the blank._____1. Leather bag_____2. Clear plastic_____3. Ceramic flower vase_____4. Plastic plate_____5. Thick towel

V. AssignmentWrite 5 examples of opaque materials

OPAQUE

MATERIALS

Do not allow light to pass through

They absorb the light

Things behind them are not seen at all

Light may be trapped when it strikes a thick surface of an object

I. Objectives1. Identify transparent and translucent materials.2. Differentiate transparent and translucent materials.

II. Subject MatterA. Topic: Identifying objectisB. Science concept: Transparent materials allow the light to pass

through. Translucent materials allow little light to pass through.

C. Science Processes: Identifying, ObservingD. References: BEC-PELC 2.3.2


Discover Science 3 p.183Science Watch 3 pp. 247-250

E. Materials: transparent and translucent materialsF. Value: Patience



What are the effects of chemical substances on people? Animals? Plants?


Teacher will show a clear cellophane and a colored one.Let the pupils compare the two.

2. Presentation

ACTIVITY

You need:Cardboard tube, clear and colored cellophane

Do this:1. Look through the cardboard tube.2. Cover the other end with different materials one at a

time.

Answer:Which object let most of the light pass through?Which object let little amount of light pass through?


What materials allow almost all the light to pass through and things behind them are seen clearly?What materilas allow little amount of light pass through and light is blurred?

4. GeneralizationWhat is transparent object?What is translucent object?Differentiate transparent material and translucent material.

5. Application Write to which the following objects belong.

clear glass plastic plate bond paperplatic cover thin curtain clear plastic

transparent translucent

IV. Evaluation

Write TP if the object is transparent and TL if the object is translucent. Write your answer on the blank.

_____1. Balloon_____2. Clear container_____3. Eye glasses_____4. Plastic bottle_____5. Japanese paper

V. AssignmentList down 5 examples of transparent and translucent materials.

I. OBJECTIVES1. Describes what happens when light strikes a mirror2. Appreciate God’s gift.

II.SUBJECT MATTERB. Topic : Reflection of LightC. Science Concept : When light strikes a mirror, it

bounces off. This is called reflection of light. The way light bounces off mirrors is very much like the way a ball bounces on hard smooth surface.

D. Science Processes : Describing, observingE. References : BEC-PELC in Science III V.2.3.3

Science Watch 3 pp. 242-244 Science for Daily Use 3 pp. 183-186

F. Materials : flashlight, mirror, ball, activity card

G. Value : Appreciation to God’s gift.

III. ProcedureA. Preliminary Activity

1. Energizer: (Science Songs)2. Health Inspection3. Review:

Objects may be grouped as transparent, translucent, and opaque. To which do the following objects belong?

Mirror, glass, plastic cover, plastic plate, ceramic flower vase, Japanese paper, art paper, cling wrap plastic, aluminum foil, crayons.


Have you ever wondered why you can see your face in a mirror? How do you look? Are you happy with what you see in the mirror?

2. Presentation / Free Exploration /Activities

Activity 1

Material: A ball

Procedure:

1. Get a ball.2. Ask two classmates to bounce the ball towards each other.3. Observe the direction of the ball as it bounces from the thrower to the receiver,

and from the receiver to the thrower.4. Observe the direction of the ball as it hits the floor. What do you notice about

the angle that the ball makes as it bounces?

Trans-parent objects

Trans-lucent objects

opaque objects

Discussion and Analysis

a. Let the pupils report their findings by group. Discuss the answers in each question written in the activity cards.

b. Teacher additional input

The way light bounces of mirrors is very much like the way a ball bounces on hard smooth surfaces. You can throw a ball at an angle and it will bounce off the floor at the same angle away from you. Light reflects the same way off a mirror. Light reflects from a mirror at the angle as it arrives. Above, you can see light reflecting off a mirror. The angle of the incoming light reflecting off a mirror. The angle of the incoming light and the reflected light rays are the same.

3. GeneralizationBase from the activity we did, what happens when light strikes mirror?Concept:

When light strikes a mirror, it bounces off. This is called reflection of light.

4. ApplicationWhat happens when light strikes a smooth surface?

Activity 2

Material: A flashlight A mirror

Procedure:1. Flash the light on a mirror2. Observe. What happens to light when it strikes the mirror?

IV. EvaluationDraw the effect and explain.What happens to light when it strikes a mirror?

I. OBJECTIVES1. Show evidence that light bends when it travels through

one material to another.2. Observe cooperation in performing an activity.

II. SUBJECT MATTERA. Topic: Refraction of LightB. Science Concept: Refracting is the bending of light as it

passes from one substance to another. The light bends as it goes down when it strike the substance.

C. Science Processes: Observing, demonstratingD. References: BEC-PELC in Science III V. 2.3.4

Growing in Science and Health 3 pp. 163-165Science for Daily Use 3 pp. 180-182Science Watch 3 pp. 245-246

E. Materials: pencil, glass of water, flashlight, spoon, activity cards,

F. Value: Cooperation


1. Science News2. Review. Draw the effect and explain what happens to

light when it strikes a mirror.__________________________________________________________________________________________________________________________________________________________________

B. Presentation1. Show a picture. Ask: Can you tell why the object looks

broken?2. Presentation

a. Group the class into 5.b. Each group will be given different activity card and

different materials needed for the activities.

3. Discussion and Analysis

The leader of each group will report their answer.

ACTIVITY CARDI. Problem : How does light behave when it passes from

one substance or another?II.Materials: spoon, water, drinking glassIII. Procedure:

1. Fill a drinking glass with water.2. Place a spoon in the glass3. Look at the spoon from many different position.

IV. Observation:1. What have you observed.2. How does the spoon appear?

a.1. How does the spoon appear in a glass of water?2. Did you see how the spoon was broken?3. Why do you think the spoon appeared broken in a

glass of water?4. Is it really broken? Why?5. How does light behave when passes from one

substance to another?b. Ask them to remove the spoon, and then have it

dipped again in the glass of water.c. Explain to the class that light bends when it

strikes a substance.d. Let the class discover that if they look at the

sides of the glass the spoon appear to be broken because it changes speed.

e. Tell-them that process is called refraction.4. Generalization

a. What did you observed from the activity?b. What happened to the spoon when placed in a half-

filled glass of water? How did the spoon appear?5. Application

Oral: Have the pupils explain, why does the coin appear to be nearer the surface of water?

IV. EvaluationWhich situation shows that refraction of light occurs? Check () the picture.

1. 2. 3.

4. 5.

V. AssignmentStudy each pictures carefully. Then answer the questions

1. Why does the girl’s leg appear shorter in water?

2. Why does the fish seem to be nearer the surface of the water?

3. Which printed words appear nearer to the boy’s eyes? Why?

4. Why does the coin appear to be nearer the surface of the water?

I. OBJECTIVES1. Conclude that sound is produced by things that vibrate.2. Demonstrate ways to produce sound.

II.SUBJECT MATTERB. Topic : How Sound is ProducedC. Science Concept: A vibrating object produces sound. As the

vibration stops, the sound also stops.D. Science Process: Observing, demonstrating,

drawing conclusionE. References : BEC – PELC in Science III V.3, 3.1F. Materials : Ruler, fork and spoon, sticks, rubber,

book, 2 pencils, paperG. Value : Self-control (Practice self-control in

place where there are people.)III. Procedure

A. Preliminary Activities1. Science News/Songs2. Review:

Draw the effect and explain.What happens to a pencil when placed in a slanting position in a half –filled glass of water?

B. 1. Motivationa. Like light, sound is a form of energy.

Energy is needed to make a sound. Do you wonder how sound is produced? Let’s do so simple activities to find out.

2. Presentation

ACTIVITYWhat makes sounds?What to use:

A piece of paper, a ruler, fork and spoon.What to do:

1. Hold a piece of paper with two hands. Shake it.2. Put the wooden ruler over the edge of a table. Hold one

end of the ruler with your hand. Pluck the extended edge with your thumb.

3. Place your fingers on your throat. Say “mmmm” in a low tone. Then, get a partner. Feel your partner’s throat as he/she says “mmmm”. You may also talk to each other. Make sure you don’t press hard on your partner’s throat. Just hold your fingers straight.

4. Strike a fork with another utensil and bring it close to your ear. What do you hear?

What have you found out?a. What did you observe from the activity?b. What will happen when objects move backward and forward

very fast?c.How do we call the rapid back and forth movement

of objects?d.What are the ways to produce sound?

3. Discussion/Analysisa. What did you observe from the activity?b. What will happen when objects move backward and

forward very fast?c. How do we call the rapid back and forth movement of

objects?d. What are the ways to produce a sound?

4. Generalization1. When objects move backward and forward very fast they

vibrate.2. The rapid back and forth movement of objects is called

vibration. A vibrating object produces sound.3. There are many ways of producing sounds like plucking,

tapping, drumming, strumming, talking, humming, shouting, etc.

5. Applicationa. Read the group of words. Tap the desk thrice if sound

is produced. Wave your both hands if sound is not produced.______ 1. Plucking of the strings______ 2. A bell on the table______ 3. Tapping on the wall______ 4. Chirping of a bird______ 5. A drum on the floor

IV. EvaluationFill in the blanks with the correct answer. Choose your answer in the box below.1. When you beat a drum it produces sound because

something in the drum ___________2. Annoying noise, barking of dogs, crying of cats,

ringing of telephone is example of ____________.3. Sound is a form of ____________.4. The back and forth movement of an object is called

____________.5. The everyday sounds around us give us kinds of

_____________.

V. Assignment1. List five sounds you hear early in the morning.

Demonstrate them in the class.

vibrate energy vibrationsound information

I. OBJECTIVES1. Demonstrate how loud and soft sound is produced.2. Observe politeness and kindness in working with the

group.

II. SUBJECT MATTERA. Topic : Loud and Soft SoundsB. Science Concept : The loudness/softness of sound depends

on the intensity of vibration.C. Science Processes : Observing, demonstratingD. References : BEC – PELC in Science III V.3E. Materials : a sound box, a block of wood, tuning

fork, sponge spoonF. Value : Politeness and kindness during the

group activitiesIII. Procedure:

A. Preparatory Activity1. Energizer: zoom bah 3x

Zoom basaGroup 1: Guitar: ting! ting! ting! 3x

2: Violin: ing! Ing! Ing! 3x 3: Drum : boom! boom! Boom! 3x 4: Cymbal: clang! Clang! Clang! 3x

2. Review: Do the action listed under the Mini Test column. Then complete the chart

Mini Test Did you hear a sound

Ways to produce sound

1. knock on the chalkboard.

Knocking

2. Tap the desk with a ruler

tapping

3. Ring a bell Ringing4. say “hello” to a friend across the room.

Saying/talking/shouting

5. beat the drum beating

B. Lesson Proper1. Motivation:

Tell if it is loud or soft sound.Whisper, roar of thunder, fireworks, ticking of a clock

2. Presentation

3. Generalization1. What sound is produced when the vibration is hard or

great?2. What sound is produced when the vibration is low or

less?Concept:1. Loud sound is produced when the vibration is hard

strong and great.2. Soft sound is produced when the vibration is slow or

less.4. Application

With the use of your desktop, drum, whistle and bell demonstrate how to produce loud and soft sound.

IV. Write L if the sound produced is loud and S if it is soft.______ 1. Whisper______ 2. Fireworks______ 3. Roar of thunder______ 4. Bomb explosion______ 5. Ticking of a clock

V. Assignment1. Think of the sounds around you. Which sounds are loud

enough to annoy you? Which sounds make you want to cover your ears?

2. You know that loud sounds are made by stronger vibrations than soft sounds. The strengths of sounds are compared in this chart.

ACTIVITYGet: a sound box, a block of wood, tuning fork, sponge, and spoonDo:

1. Pluck the string of the sound box gently.2. Observe how the strings vibrate.3. Pluck the strings harder.4. Observe the difference in loudness5. Top the tuning fork on a wooden block.6. Listen to the tuning fork.7. Top the tuning for again and gently hold its

base into the different objects one at a time.8. Compare the clarity of the sound you heard.

Answer:1. What part of the sound box vibrate when you

plucked the string?2. What did you notice when you plucked the string

harder?3. What happened when you top the tuning fork

gently?4. How did you work with the group?

I. OBJECTIVE1. Demonstrate how high and low sound is produced.2. Show cooperation and orderliness in performing the

activity.

II. SUBJECT MATTERA. Topic : High and Low SoundsB. Science Concept : When an object vibrates slowly, it

produced low sound. When an object vibrates faster, it produce high sound.

C. Science Processes : Demonstrating, observingD. References : BEC – PELC in Science III V.3.2E. Materials : wooden pencil, eight drinking glassesF. Value : Cooperation

III. ProcedureA. Preparatory Activities

1. Energizer: Song: DO RE ME…2. Review:

Through tapping of your desk, demonstrate how to produce loud sound… soft sound.

3. Checking of assignmentB. Lesson Proper

1. MotivationHow can you make high and low sounds?Find out in our activity

2. PresentationActivity

Materials : wooden pencil,eight drinking glasses/bottlesof the same size with differentamount of water

Procedure:

1. Put the eight glasses on the table.2. Strike each glass gently with a wooded pencil.

Listen carefully to each sound produced. What do you observe? Do they all make a note of the same pitch?

3. Discussion/AnalysisWe can tell the difference between sounds by

listening carefully to whether it is a high or low sound.

A low note has a low pitch.A high note has a high pitch.The pitch of a sound is the lowness or highness of

a sound. It is possible for a sound to be loud and high or loud and low. A sound can be soft and high of soft and low.

4. Generalization1. What happens when an object vibrates slowly?2. What happens when an object vibrates faster?3. Does the pitch depend on the loudness of a sound?

Concept

1. When an object vibrates slowly, the pitch of the sound is low.

2. When an object vibrates faster, the pitch becomes higher?

3. The pitch depends on the speed of the vibration.5. Application

Can you tell why an ambulance, police car and fire alarm have high-pitched sounds?

IV. EvaluationA. Fill in the blanks with the correct answers.

1. A high note has a _____ pitch.2. A low note has a _____ pitch.3. If an object vibrates fast, the pitch is _______.4. If an object vibrates slowly, the pitch is _______.5. Pitch is the ______ or ______ of a sound.

B. Write H if the object produces a high-pitched sound and L if it produces a low-pitched sound.______ 1. Drum______ 2. Raindrops______ 3. Fire alarm______ 4. Ambulance______ 5. Police car

V. Assignment The animals and other objects listed in the table below produces sounds we commonly hear. Check () whether the sound produced is high-pitched or low-pitched.

Source of sound High-pitched Low-pitched1. Siren2. Frog3. Electric fan4. Church bell5. Bird6. carabao

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Lesson Guides 2nd Grading