Lesson Plan 2nd Grading

Lesson No. 1Plants Make Their Own Food

OBJECTIVES PROCEDURES ASSESSMENT/EVALUATION REMARKS

1. Conclude that plants make their own food (BEC III.1) 2. Identify the food substance present in the leaf 3. Participate actively in the activities

II. Subject Matter

Plants Make Their Own Food

A. References 1. Science and Health 5 – pp. 103

B. Concept Plants can make their own food. They do not depend on other living things for food.

C. Processes Identifying, Observing, Describing

D. Values Cooperation Awareness

E. Materials set-up for experiment book chart

A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the things needed by man in order to live? Can man make their own food?

B. Lesson Proper 1. Unlocking of Difficulties photosynthesis starch producers

2. Motivation

Did you know that plants are called the lungs of nature? Why do you think so? ( Plants are called lungs of nature because they use carbon dioxide gas from the atmosphere (thus making it pure and free of carbon dioxide) and release oxygen gas which is used by human beings during respiration.) Can plants make their own food? How?

3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction

* What are the materials that you used in the activity?

A. Fill in the blanks with the correct answer

Whatever we eat is the end product of a food __(1)__ which starts with a __(2)__ that makes its own food which is eaten by a __(3)__. The original source of __(4)__ is often __(5)__ used in the process called __(6)__ in plants.

a. chain d. photosynthesis b. consumer e. producer c. energy f. Sunlight

http://www.docbrown.info/ks3biology/9DmcHP6.htm

B. Choose the letter of the correct answer:1. Green plants are producers. Meaning they can make their own ________. a. stems c. nutrients b. roots d. food

2. In plants, photosynthesis mainly occurs in the ________. a. chloroplasts c. roots b. stems d. flowers

3. What are the products of photosynthesis? a. sugar and oxygen b. sugar and water c. water and carbon dioxide d. water and oxygen

4. Why is food making in plants important?

5. How can you help keep the plants do their task of

____ out of ____pupils who are present did not reach mastery

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Ciaguiflor’11(1)

http://www.docbrown.info/ks3biology/9DmcHP6.htm


* What happened with the boiled leaf after placing a drop of iodine?

* What is meant by this?

* In what process plants make food?

* Do all plants make food?

* What kind of plants can make their own food?

5. Generalization What do you call the organisms that make their own food? 6. Application Your mom is fond of keeping plants inside your house. What will you tell her if she asks you why you are placing them out?

producing food?

Assignment:

Testing for starch1. Prepare different bits of bread, candies and vegetables.2. Pour a little a little amount of iodine.

3. Make a chart of your findings.

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Lesson No. 2PLANTS NEED AIR TO MAKE FOOD


1. Perform experiment to determine that plants need air to make food (BEC III.1.1)

2. Draw and label the parts of the stomata

II. Subject Matter Plants need air to make food.


B. Concept Plants need AIR to make food. Air containing carbon dioxide and oxygen enters the plant through the stomata where it is used in photosynthesis and respiration, respectively.

C. Processes Identifying Describing

D. Values Teamwork Cleanliness


A. Preparatory Activities

1. Checking of Assignment 2. Recall In what part of the plants food are made? B. Lesson Proper 1. Unlocking of Difficulties Chloroplasts Stomata Guard cells

2. Motivation Can you hold your breathe for a minute? What kind of air we need in order to live? How does it feel living in a polluted air?


4. Comparison and Abstraction * How air enters the plants? * What kind of air is needed by plants in making food? * Do plants need air other than carbon dioxide? 5. Generalization

In what part of the plant the air enters? How?

Choose the letter of the correct answer:

1. In what part of the leaf air enters to the plants? a. stoma c. guard cells b. waxy cuticle d. palisade cells

3. Which of the following is the function of the guard cells? a. let both the carbon dioxide and water get out of the plants b. let the carbon dioxide get out of the plants c. let water get out of the plants d. let carbon dioxide get out of the plants without letting the water out of the plants

3. What will happen if the plants did not receive enough air?

4. Why are guard cell called the brain of the stomata?

5. How do stomata respond to its environment so that plants are not harmed?

Assignment: Based on what you have observed from the microscope, illustrate the stomata and explain how air enters through it.


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Ciaguiflor’11(3)

http://en.wikipedia.org/wiki/Cellular_respiration

http://en.wikipedia.org/wiki/Photosynthesis

http://en.wikipedia.org/wiki/Oxygen

http://en.wikipedia.org/wiki/Carbon_dioxide


6. Application You are living along the high way and you noticed that the leaves of your plants are covered with dust and oil from the vehicles passing by. What are you going to do and why? Ciaguiflor’11(4)

Lesson No. 3PLANTS NEED WATER TO MAKE FOOD


1. Perform experiment to determine that plants need water to make food 2. Draw and label the parts of the roots

II. Subject Matter Plants need water to make food

A. References Science and Health 5 – pp. 104 B. Concept Plants need water to make food. It enters through the roots and the xylem transports it up to the leaves of the plants.


D. Values Watering the Plants everyday Open-mindedness


F. Vocabulary Xylem osmosis Phloem transpiration

A. Preparatory Activities 1. Checking of Assignment 2. Recall Where does air enters the plant? What regulates the opening and closing of the stomata to control the exchange of gases between the leaf and the surrounding atmosphere?

2. Motivation How much water a person should drink to have a healthy body? In what ways water help the plants? 3. Presentation / Free Exploration Identify what is asked:

a. a sheath of cells that protects the meristem from abrasion and damage as the root tip grows through the soil. (root cap)

b. a region of rapid mitosis, which produces the new cells for root growth. (meristem)

3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction * In what part of the plants the roots enter? * What do you call this process where water enters the plants?


1. In which part of the plant water enters to support its need? a. petals c. stems b. roots d. tendrils

2. In vascular plant, it is responsible for the transport of water and soluble mineral nutrients from the roots throughout the plants. a. phloem c. veins b. petals d. xylem

3. Which part of the root absorbs water and mineral from the soil? a. primary root b. root hairs b. root cap d. secondary root

4. Why is it important to water the plants at least once a day?

5. Which part of the root is the most important? Why?

Assignment: Get a small plant. Remove all the roots. Place again the plant in a soil. Observe and record what will happen.


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* What carry the water to the different parts of the plants?

5. Generalization What part of the root sips water from the soil? What will happen if the plants did not receive enough water? 6. Application Your little brother is transplanting his pechay seedling. There aren’t roots in the seedlings. What will you tell your little brother and why?

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Lesson No. 4PLANTS NEED SUNLIGHT TO MAKE FOOD


1. Perform experiment to determine that plants need sunlight to make food

2. Determine that plants need sunlight in making food

3. Participate actively in the activities to determine that plants need sunlight

II. Subject Matter

Plants need sunlight to make food.

A. References Science and Health 5 – pp. 107 Science for Daily Use pp. 96-97

B. Concept Plants need sunlight to make food. Sunlight gives the leaves green pigment called chlorophyll that is needed in photosynthesis.

C. Processes Observing Explaining D. Values Eagerness to learn new things.


A. Preparatory Activities 1. Checking of Assignment 2. Recall How do roots help the plants?

B. Lesson Proper 1. Unlocking of Difficulties Chlorophyll chloroplasts Photosynthesis

2. Motivation What vitamin can people get from sunlight? Do you think it is good for our body to stay under the sun for a long period time? How about plants?

3. Presentation / Free Exploration 3.1 Give each group activity card 3.2 Experiment Proper 3.3 Reporting and brainstorming

4. Comparison and Abstraction * Why is it important for the plant to receive enough sunlight? * What will happen if the plants did not get enough sunlight? * How does sunlight helps in photosynthesis? *

5. Generalization Why is sunlight important in the food making process in plants?

Evaluation:


1. What do you call the green coloring in the plants that is very vital in photosynthesis? a. carbon dioxide c. osmosis b. chlorophyll d. phloem

2. Where can we find the chlorophyll which is the green pigment in the plant? a. chloroplasts c. mid-rib b. blade d. leaves

3. As to human body, we can compare chlorophyll to what because of its importance? a. body system c. brain b. blood d. mind

4. What will happen to plants if we keep them inside for a long time?

5. Is sunlight important only to plants?

Assignment:

Aside from photosynthesis, give at least three (3) other importance of chlorophyll.


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OBJECTIVES PROCEDURES ASSESSMENT/EVALUATION REMARKS 6. Application Your mom is fond of keeping plants inside your house. What will you tell her if she asks you why you are placing them out?

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Lesson No. 5Photosynthesis


1. Explain the process of Photosynthesis (BEC III.1.2)

2. Describe how photosynthesis takes place in a plant

3. Understand the importance of Photosynthesis

II. Subject Matter Photosynthesis

III. A. References Science for Better Living 5 – pp. 108 My World of Science and Health pp. 115-116

B. Concept Photosynthesis is the process by which plant make food.

C. Processes Identifying, Observing, Describing Experimenting

D. Values Wise consumption of food Carefulness


A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the things needed by plants in making food?

B. Developmental Activities1. Unlocking of Difficulties Photosynthesis synthesis By-product potolysis Catalyst glucose

2. Motivation Both man and animals eat plants. Animals feed directly on plants. Man has to cook the food in order to eat, how about the plants?

3. Presentation (Free Exploration) a. Divide the class in groups b. Hand each group their activity card c. Group Activity d. Output presentation

4. Discussion(Abstraction and Comparison) * In which part of the plant photosynthesis takes place? * What serves as the catalyst in photosynthesis? * What are the two parts of photosynthesis?

(http://biology.clc.uc.edu/courses/bio104/photosyn.htm) * Can plants make food without the aid of sunlight?

Evaluation:

Draw a diagram showing how photosynthesis takes place in a plant and discuss this in three (3) to five (5) sentences.

Assignment: Make some further readings about the following: a. Calvin Cycle b. Light Reaction c. Dark Reaction


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http://biology.clc.uc.edu/courses/bio104/photosyn.htm


5. Generalization Formula for Photosynthesis: Sunlight6H2O + 6CO3 ------------------- = C6H12O6 + 6O2

Chlorophyll

6. Application What do you think will happen if the plants stop

producing food? How can we avoid this?

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Lesson No. 6Classifying Plants into Groups


1. Classify plants into group (BEC III.2)

2. Identify the four major group of plants

3. Give examples of each group of plants

II. Subject Matter The Four Major Group of Plants

A. References Science and Health 5 – pp. 126-128 Science for Daily Use pp. 123-124

B. Concept Plants are classified into four major groups: Mosses, Ferns, Conifers, and Flowering Plants

C. Processes Identifying Classifying

D. Values Cooperation Awareness

E. Materials set-up for activity book chart

A. Preparatory Activity1. Checking of Assignment 2. Recall What is the by-product of photosynthesis? How it is being used by man, animal and plants?

B. Lesson Proper1. Motivation Did you know that as of now the best estimate we have of the number of known plant species is around 400,000?

http://www.bgci.org/ourwork/1521/

2. Unlocking of Difficulties Alternation of generation Gametophytes bryophytes sporophytes gametes

3. Presentation a. group activity (by station) b. exploration c. reporting4. Comparison and Abstraction * What are the kinds of plants according to their habitat? * Which of them is found everywhere? * Describe the similarities/differences among the plants that you have observed. * What are the four major groups of plants?

5. Generalization What are the four classifications of plants?


1. They are land plants but do not have seeds or flowers. a. bryophytes c. stropophytes b. gametophytes d. thallophytes

2. Plants with vascular stems but do not have flowers. a. mosses c. liverworts b. ferns d. hornworts

3. The following are examples of bryophytes except one: a. ferns c. hornworts b. liverworts d. mosses

4. If mosses and conifers reproduce through spores, what about conifers? How do they reproduce? a. through asexual reproduction b. through fertilization c. through pollination d. through pollen cone

5. Why there is a need to classify/group plants?

Assignment: Give at least 3 examples of each group of plants.


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http://www.bgci.org/ourwork/1521/


6. Application You have variety of plants in your garden and you noticed that it is not good to look at. What are you going to do? How? Why?

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Lesson No. 7MOSSES and LIVERWORTS


1. Describe a mosses and liverworts plants 2. Identify the characteristics of a mosses and liverworts 3. Understand the Life Cycle of a Moss / Liverworts

II. Subject Matter Moss Plants

A. References BEC III. 2.2.1.a. Science and Health p. 126 Discover and Explore Science V, 181

B. Concept Mosses grow in wet and shady places, on barks of trees, on rocks, and in the cracks between rocks. Mosses are small, soft plants that are typically 1–10 cm (0.4–4 in) tall, though some species are much larger. They commonly grow close together in clumps or mats in damp or shady locations. They do not have flowers or seeds, and their simple leaves cover the thin wiry stems. At certain times mosses produce spore capsules which may appear as beak-like capsules borne aloft on thin stalks. Liverworts are usually found along streambanks. They reproduce asexually. They also reproduce sexually. A liverwort is a flowerless, spore-producing plant - with the spores produced in small capsules

A. Preparatory Activities 1. Checking of Assignment 2. Recall What is photosynthesis and what are the things needed by the plants in making food?

2. Motivation Game: Let them give as many plants as they can. The group with many answers win the game. 3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting 4. Comparison and Abstraction

* What are mosses like? Liverworts?

* Where do moss / liverworts commonly found?

* What are the characteristics of moss/liverworts plant?

* How do moss / liverworts plants reproduce?

* To which group of plants moss/liverworts belong? * What are the common examples of moss/ liverworts?


1. The following are samples of moss except one.

A. B. C. D.

2. Which best describes the moss plant? a. plant that undergoes a cycle called the alteration of generations b. plants that can reproduce its own kind c. very small plants that lack conventional roots, stem and leaves d. plants that reproduce through seeds

3. Where do liverworts commonly found? a. in barks of a tree b. swamps b. stream banks c. shady places

4-5. Give two importance of mosses plant.


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ciaguiflor’11(13)

http://en.wikipedia.org/wiki/Spore

http://en.wikipedia.org/wiki/Leaf

http://en.wikipedia.org/wiki/Seed

http://en.wikipedia.org/wiki/Plant


C. Processes Identifying, Observing, Describing D. Values Cooperation Deep interest for learning new things


F. Vocabulary words Moss Liverworts Alteration of generations bryophytes

5. Generalization What are mosses / liverworts and their characteristics?

6. Application Go to your school garden. Collect some mosses and liverworts (if there is any). Observe and jot down what you have seen in them.

Assignment:1. Describe the characteristics of mosses and liverworts.

2. List down the differences/similarities of mosses/liverworts.

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Lesson No. 8FERN PLANTS


1. Describe characteristics of a Fern

2. Identify the characteristics of a fern

3. Understand the Life Cycle of a Fern

II. Subject Matter Ferns

A. References Science for Daily Use, pp. 112-113 Science and Health p. 127 BEC III. 2.2.1.a.

B. Concept Fern is a plant that undergoes a life cycle called the alteration of generations.

C. Processes Identifying Describing Understanding

D. Values Appreciation of things around us Open mindedness


F. Vocabulary Words Ferns sporophytes Spores gametophytes Zygote spermatophytes

A. Preparatory Activities 1. Checking of Assignment 2. Recall Where can we usually found moss? Are they useful or harmful?

B. Preparatory Activity1. Motivation What celebration usually occurs during the month of May? Can you name some decorations used in a float? 2. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting 3. Comparison and Abstraction * What are fern plants? * To what family this plant belongs to? * What are the common characteristics of a fern plant? * How does a fern plant adapt to its environment? * Give some uses of this plant.

5. Generalization What are fern plants?

6. Application You were asked to decorate stage in one of your school program. Will you consider using the fern plants in decorating it? Why?


1. Which of these plants undergoes an alteration of generations? a. cactus b. fern c. rose d. moss

2. Which of these is NOT a sex cell? a. egg b. sperm c. spore d. tissue

3. The following are part of the cycle of alteration of generations in fern except one. a. gametophyte c. bryophyte b. spermatophyte d. sporophyte

4. Which of the following best describes the fern plant? a. plant that is commonly found in the environment b. plant that undergoes a cycle called the alteration of generations c. plants that can reproduce its own kind

5. How do fern plants reproduce?

Assignment: Make a thorough reading about fern plants. You

can make use of the internet.


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Lesson No. 9CONE –BEARING PLANTS – CONIFERS (GYMNOSPERMS)


1. Describe the characteristics of a cone-bearing plants as conifers or gymnosperms

2. Identify the characteristics of a cone-bearing plants II. Subject Matter Conifers

A. References BEC III.2.2.1.c Science and Health p. 127 Discover and Explore Science V, 179

B. Concept . Conifers are cone-bearing, woody seed plants. They belong to an ancient group called gymnosperms.

C. Processes Identifying Describing

D. Values Appreciation of things around us


A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the characteristics of fern? What are its uses and importance?

B. Preparatory Activity 1. Unlocking of Difficulties Cone-bearing plants Conifers Cone-bearing plants Gymnosperms 2. Motivation Have you been in Baguio City? Let them describe the beautiful sceneries and their experiences in it. 3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction * What are conifers?

* What are the characteristics of a conifer?

* How do conifers reproduce?

* What is the most common gymnosperm found in Baguio City?

* Describe the life cycle of a conifer.

Choose the letter of the correct answer:1. The following are examples of cone-bearing plants except one.

a. b. c. d.2. Cone-bearing plants are also known as: a. seed flowering plants c. bryophytes b. gymnosperms d. angiosperms

3. Which of the following best describes the conifers? a. evergreen trees of varying sizes, all of which bear fruit known as pinecones b. plant that undergoes a life cycle called the alteration of generations. c. plants without tissues for transporting food and water d. plants that are used as food for fishes and other organisms

4. Give one common example of conifer which is very familiar in Baguio City.

5. Give one characteristic of conifer.


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5. Generalization What are conifers/gymnosperms?

6. Application Somebody give you a small Balsam Fir. Your mom told you to plant it at the center of your garden. Why do you think so?

Assignment:1. Give five characteristics of gymnosperms/conifers.

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Lesson No. 10SEED PLANT - ANGIOSPERMS


1. Describe the characteristics of a cone-bearing plants as flowering or angiosperms 2. Identify the characteristics of a flowering plants or angiosperms

II. Subject Matter Cone-bearing Seed Plant-Angiosperms

A. References 1. Science and Health 5 – pp. 103 Discover and Explore Science V, 179-180

B. Concept Angiosperms are seed-producing plants and also called as flowering plants. It’s characteristic includes flowers, endosperm within the seeds, and the production of fruits that contain the seeds.

Monocots- plants that have one-seed leaf or cotyledon

Dicot- plants that have two-seed leaf cotyledons


D. Values Cooperation Appreciation of things around them

A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the distinct characteristics of a conifer?

B. Lesson Proper1. Unlocking of Difficulties Monocot dicot Androecium gynoeciumhttp://www.biology-questions-and-answers.com/angiosperms.html

2. Motivation By Group: Name plants that produce seeds/flowers.Write their answer on the board. Group with more correct answer wins the game. 3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting 4. Comparison and Abstraction * What are called the gymnosperms or flowering plants?

* How are monocots different from a dicot? * How do they reproduce?

* Describe the stem, leaves, roots structure of a flowering plants. * What are the importances of angiosperms? .

Choose the letter of the correct answer:1. Which best describes the angiosperm?a. plant that undergoes a life cycle called the alteration of generations.b. plants without tissues for transporting food and water c. plants that are used as food for fishes and other organismsd. A plant whose ovules are enclosed in an ovary; a flowering plant.

2. It is flowering plants whose petals are multiples of 4 or 5. a. dicot b. monocot b. cotyledon d. radical

3. Where is the seed of the angiosperm produced? a. in a spore c. in a cone b. inside the ovary d. outside the ovary

4. What do you call the set of male reproductive structures in a flower? a. dicott c.gynoecium b. androecium d. monocot

5. Differentiate the leaves of a monocot from a dicot.


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http://en.wikipedia.org/wiki/Fruit

http://en.wikipedia.org/wiki/Endosperm

http://en.wikipedia.org/wiki/Flower

http://en.wikipedia.org/wiki/Spermatophyte



5. Generalization What are angiosperms and its distinct characteristics?

6. Application Visit a garden. Write 5 monocot and 5 dicot plants

Assignment: Make a research/thorough study about the Life Cycle of Angiosperm

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Lesson No. 11Group of Plants and Its Characteristics


1. Describe characteristics of different kinds of plants as to: seed-bearing, cone-bearing, ferns and mosses. (BEC III.2.1) 2. Identify the differences/similarities among each group of plants 3. Work with the group cooperatively.

II. Subject Matter Characteristics of Each Kind of Plants A. References Science for Daily Use p. 122

B. Concept * Seed-bearing plant is divided into two: the cone-bearing and the flowering plants.

a. Cone-bearing plants are called gymnosperm. It is also known as “naked seed” because the seeds are not protected by a fruit.

b. Flowering plants or angiosperms are plants where seed develops in an ovary, which becomes a fruit.

* Non-seed plant is composed of: mosses and ferns a. Mosses grow in wet and shady places. They are land plants, but do not have seeds or flowers.

A. Preparatory Activities 1. Checking of Assignment 2. Recall What are called the angiosperm plants? Its characteristics? Examples.

B. Lesson Proper 1. Motivation Show them some real/pictures of plants. Let them identify the similarities/differences they can find.

2. Presentation 1. Groupings 2. Free Exploration 3. Reporting


In what ways did you classify the plants?

What are the distinctive characteristics of each group of plants?

How are they similar? How do they differ? What are the common examples of each kind that is found in your vicinity? 4. Generalization What are the characteristics of each kind of plants?


1. Which of the following fits best the cone-bearing plants? a. produce seeds b. do not have seeds or flowers c. the seeds are not protected by a fruit. d. attracts many animals which assist in pollination

2. Which of the following leaves does not belong to a fern?

a. b. c. d.

3. Which of the following is a moss?

a. b. c. d.

4-5. Name the two kinds of seed-bearing plants and give example of each kind.


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OBJECTIVES PROCEDURES ASSESSMENT/EVALUATION REMARKS b. Ferns are adapted to a dry habitat but most prefer the shady moist conditions of woodlands.


D. Values Open-mindedness Cooperation

E. Materials Plants books chart

5. Application There will be a great celebration in your family. You want to decorate your garden with plants. Name some plants that you think can turn your garden attractive.

Assignment:Read more about the different kinds of plant. Make

a grid out of the information gathered

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Lesson No. 12Classification of Plants

OBJECTIVES PROCEDURES ASSESSMENT/EVALUATION REMARKS1. Classify plants according to their kinds (BEC III.2.2) 2. Give examples of each kind of plant

3. Shows appreciation to the different plants found in the surroundings

II. Subject Matter Classification of Plants A. References http://www.discoverplants.com/plant-types.php B. Concept The following are the classifications of plants:a. Cactus – adapted to hot and dry weather by storing water in their succulent stems.

b. Flowering plants – are plants where seed develops in an ovary, which becomes a

c. Herbs are used for culinary, medicinal and spiritual uses.

d. Shrubs and bushes are categorized as woody plants.

e. Trees are important in fighting soil erosion and responsible for the clean oxygen we breathe.

f. Vegetables are parts of plants (flower buds, seeds, stems, fruits, etc) that are edible and used in culinary dishes.

A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the major group of plants? B. Lesson Proper 1. Motivation Sing the song “Bahay-Kubo”. How many plants are mentioned there?

2. Presentation 2.1 Setting of Standards 2.2 Performing the Activity (See attached activity sheet) 2.3 Reporting


* What are the classifications of plant that you have learned? * Describe each kind and give examples of it.

* What are the uses of each kind of plants?

* What herbal medicines are you familiar with?

* What are the characteristics of each kind?

* How can we help lessen the expenses of our family when it comes to the vegetables that cost high in the market?


1. Which is considered as fruit, vegetable and herb at the same time because of its value and uses? a. ginger c. rose b. pineapple d. tomato

2. In which part of the plant cacti store water and manufacture food? a. leaves c. stems b. roots d. tendrils

3. Which of the classification of plants is called the woody plants? a. flowering plants c. trees b. shrubs and bushes d. vegetables

4-5. Give at least two importance of classifying plants.

Assignment: List down ten different kinds of plants and their uses. Fill in the chart below with correct information:

Flowering Plants Herbs

Shrubs/Bushes Trees


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http://www.discoverplants.com/plant-types.php


C. Processes Classifying Comparing

D. Values Carefulness Love for living things.


4. Generalization What are the classifications of plants?

5. Application Go to your school garden. List down names of plants under each classification.

Vegetables ciaguiflor’11(23)

Lesson No. 13Economically Important Plants

OBJECTIVES PROCEDURES ASSESSMENT/EVALUATION REMARKS 1. Identify economically important plants (BEC III.3) 2. Give the uses of each plant

II. Subject Matter http://www.nationalmuseum.gov.ph/National%20Museum/National%20Museum%20Botany%20Significant%20Collections.html Importance of Plants

A. References BEC III.3 Exploring and Protecting Our World, pp. 130-132

B. Concept Plants that are important are great source of food, medicine, clothing, material for shelter, oxygen, fuel and others. C. Processes Identifying

D. Values Wise use of natural resources


A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the major group of plants? B. Lesson Proper 1. Motivation Sing the song “Bahay-Kubo”. How many plants are mentioned there? 2. Unlocking of difficulties Edible succulent Culinary soil erosion

3. Presentation

3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction * What are the classifications of plant that you have learned?

* Describe each kind and give examples of it.

* What are the uses of each kind of plants?

* What kinds of plants are used for food? Clothing? Medicinal value?

* What other benefits can we get from plants?

Choose the letter of the correct answer:1. Which is considered as fruit, vegetable and herb at the same time because of its value and uses? a. ginger c. rose b. pineapple d. tomato

2. The following are the benefits man gets from plants except one. a. medicines b. fuel c. shelter d. rubbish

3. Your brother has conjunctivitis. What medicinal plant can you give him to clean his eyes? a. sabila c. rose b. sampaguita d. tanglad

4. Important product of plants that helps man and animals live. a. food c. medicine c. oxygen d. fuel

5. It is a cereal grass and a staple crop for humans.

Assignment: List down plants for their uses:a. edible foodb. medicinal valuec. clothingd. shelter e. fuelf. other uses of plants


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http://www.nationalmuseum.gov.ph/National%20Museum


5. Generalization What are the things people get from plants? What are those plants?

6. Application a. You want to prepare vegetable salad. List down the names of vegetables that you can use. b. Your brother cuts his finger, what medicinal plant will you use to stop the blood from flowing?

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Lesson No. 14Plants Adaptation for Survival


1. Infer how some plants adapt to a certain environment conditions in order to make food and survive (BEC III.4)

2. Participate actively in the discussion II. Subject Matter Adaptation of Plants

A. References My World of Science and Health pp. 125-130 Science and Health pp. 114-115

B. Concept Plants have adaptations that enable them survive in their environment. C. Processes Inferring

D. Values Appreciating plants around them


F. Word Bank Tropism mesophytes Geotropism epiphytes Hydrotropism hydrophytes Thigmotropism Pneumatophores

A. Preparatory Activities 1. Checking of Assignment 2. Recall What are the uses of the following plants: coconut tree, mayana, guava tree, pandan, acacia, rubber tree, etc? B. Lesson Proper

1. Motivation What is common in the following plants: ampalaya, upo,sayote and patola? How do plants adapt to their environment? 2. Presentation 2.1 Setting of Standards 2.2 Performing the Activity (See attached activity sheet) 2.3 Reporting


* Why do you think forest trees grow tall?

* What helps the vine plants adapt to their environment?

* How do roots adapt to the environment? Stem? Leaves? What do you call that manner of adaptation?

* What will happen if the plants did not receive enough water? Sunlight? Air?


1. What structure of the cactus helps them survive in the desert? a. bad smell b. long roots c. thick stems and leaves d. thorns

2. Which best describe the pneumatophores? a. carry water and mineral for the plants b. hold the plants toward the sun c. helps the plant cling to object for support d. roots that grow upward above the level of water to get air

3. How do tendrils help the vine plants? a. get water and minerals from the soil b. helps the plant cling to object for support c. holds the plant toward the sun d. trap sunlight for photosynthesis

4. It is the response of the organism like plants in response to its environmental stimuli. a. adaptation c. preservation b. habitation d. tropism

5. How do all the leaves of a plant get enough sunlight which is very important in the food making process in plants?

Assignment: How do plants adapt to their environment?


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* What plant closes when touched as sign of defense mechanism?

4. Generalization What do you call this manner of adaptation of plants to its environment?

5. Application It is summer time and there is scarcity in the supply of water. What do you think is the best help you can do so that plants can still receive enough water?

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Lesson No. 15Specific Structures for Adaptation


1. Identify specific structures of plants for adaptation ( BEC III.4.1) II. Subject Matter Structures of Plants for Adaptation A. References Science for Daily Use pp. 110-111 Science and Health pp. 112-113

B. Concept Plants have parts and characteristics that protect them from the environment. They are called protective structures. C. Processes Identifying Experimenting

D. Values Cooperation Carefulness Concern for others


F. Word Bank Protective structures Poisonous substance Waxlike coating Epiphytes

A. Preparatory Activities 1. Checking of Assignment 2. Recall Draw a plant. Let the pupils point out the different ways in which plants response to stimuli. B. Lesson Proper 1. Motivation Have you seen animals fighting? How do these animals protect themselves from their enemies?


3. Comparison and Abstraction * What are the common protective structures of plants?

* Name plants that use thorns as their protective structure.

* How do cactus and rose protect themselves from being taken from their habitat?

* What are the plants that contain poison? With unpleasant odor? With razor sharp leaf blade?

4. Generalization Name one plant as well as their way of adapting to their environment.


1. Which of the following plants contain poison to protect itself from its enemies? a. cactus c. talahib b. cogon d. amamita

2. Which of the following plants have offensive odor? a. aloe vera v. Durian b. banana d. santol

3. Why don’t grazing animals don’t feed on cogon and talahib grasses? a. because of their offensive odor b. because of their attractive color c. because these plants are poisonous d. because these plants have razor sharp leaf blades

4. What keeps the banana and gabi plants to survive hot and dry weather? a. thick stem and broad leaves b. bulblike structure at the base of the plant c. waxlike coating that keep water from evaporating d. modified leaves to help plants get enough sunlight

5. How do aerial plants adapt to their environment?


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5. Application It is summer time and there is no enough supply of water. What are you going to do so that your plants will not wither?

Assignment: What are epiphytes and how these plants adapt to their environment?

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Lesson No. 16Structure of Plants for Specific Conditions


1. Describe changes in environmental conditions that cause plant adaptation

II. Subject Matter Structures of Plants for Specific Condition

A. References Science and Health pp. 121-122

B. Concept Plants live in the communities where they can survive. They have structures adapted to specific conditions in the environment. C. Processes Describing

D. Values Teamwork Cooperation


F. Word Bank Aerial plants Epiphytes Xerophytes preatophytes

A. Preparatory Activities 1. Checking of Assignment 2. Recall Game: Teacher divides the class in group. For two (2) minutes, one by one, pupil will write on the board name of plants and their protective structures. Group who gets higher score wins the game.

B. Lesson Proper 1. Motivation How do camels survive in the desert? How about plants?



* What kind of plants abound in forests?

* How can plants with many leaves able to get enough sunlight?

* How can cactus plants survive in dry places? the pond plants? The algae in the water community? * What plants can survive in a very cold environment? Dry and hot environment?


1. Hairs on plant leaves and stems of xerophytes plants a. reflects sunlight b. helps to conserve water c. reduces air movement around leaves d. all of the above

2. The following are adaptations of desert plants except one. a. has an alternative pathway for photosynthesis b. dormancy and short life cycle c. hairs, small leaves, extensive roots d. have hair on their leaves that traps air

3. Aquatic plants survive in the desert because of the following reasons except one. a. have air spaces trapped in their roots b. air spaces in their bodies c. Have hair on their leaves that traps air d. dormancy and short life cycle

(http://en.wikipedia.org)

4. A big tree in the forest has many leaves yet its leaves are small in size. Why?

5. What helps the hyacinth survive in the water?


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* How do the smaller trees in the forest get enough sunlight?

4. Generalization How do forest plants adapt to their environment? Desert plants? 5. Application Your brother brought you home a cactus plant from the Middle East. Where are you going to plant it and why?

Assignment: 1. How do all leaves in one plant get enough sunlight? 2. How do plants adapt themselves to a harsh environment?

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Lesson No. 17Proper Ways of Caring For and Conserving Plants


1. Practice ways of caring for and conserving plants

II. Subject Matter Proper Ways of Caring For and Conserving

Plants (BEC III.5) A. References Discover and Explore Science 5, pp. 188-192

B. Concept Plants have parts and characteristics that protect them from the environment. They are called protective structures. C. Processes Applying Indentifying

D. Values Taking care of the plants around them


F. Word Bank Protective structures Stimulus/stimuli

A. Preparatory Activities 1. Checking of Assignment 2. Recall Draw a plant. Let the pupils point out the different ways in which plants response to stimuli. B. Lesson Proper 1. Motivation Have you seen animals fighting? How do these animals protect themselves from their enemies? What about plants?


3. Comparison and Abstraction * What are the common protective structures of plants? * Name plants that use thorns as their protective structure. * How do cactus and rose protect themselves from being taken from their habitat? 4. Generalization Why should we take care and help conserve our plants?

5. Application Clean your garden of weeds and other waste materials that are not good for the plants.


1. Why should you take care of our plants? a. plants are living things b. plants attract bees and butterflies c. plants make their own food d. plants provide food for man and animals

2. Plants are important because they are used for____. a. clothing c. shelter b. food d. all of the above

3. Which of these animals are good for the plants? a. aphids and fungi c. bee and butterfly b. aphids and bees d. bugs and caterpillar

4. How can you help protect the plants?

5. What should the government asks of the loggers?

Assignment:

Make a poster showing proper ways of caring our plants


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Lesson No. 18What Happens When Materials are Mixed


1. Explain what happens when materials are mixed 2. Observe what happens when materials are mixed 3. Work cooperatively with the group

II. Subject Matter MixturesA. References Science for Daily Use IV, pp. 108-109 B. Concept 1. A MIXTURE is a substance made by combining two or more different materials in such a way that no chemical reaction occurs. A mixture can usually be separated back into its original components

2. Each substance in a mixture does not change its physical state whether it be solid, liquid or gaseous.

C. Processes Explaining Observing

D. Values Cooperation Willingness to learn new things


A. Preparatory Activities 1. Checking of Assignment 2. Recall In what way you can help conserve our plants? Why should we take care of them?

B. Lesson Proper 1. Motivation Are you fond of eating salads? What kind of salad is your favourite?


3. Comparison and Abstraction * What happened when you combined the materials? * Which of the activity showed a mixture? * Describe the similarities among the presentation. * What do you call them?

4. Generalization What happens when materials are mixed?

5. Application Your sister brought you home assorted accessories. How are you going to keep them in your cabinet?

1. A combination of pure substances, not in fixed amounts, that can be easily separated is called________. a. atom c. matter b. compound d. mixture

2. It is a mixture of two or more substances in which one or more of these substances (solutes) are dissolved in another substance. a. colloid c. solution b. compound d. suspension

3. Mixtures are composed of varied proportions of molecules (atoms) and they are called ________. a. heterogeneous c. homoheterogeneous b. homogeneous d. all of the above

4. If mixture is heterogeneous in form, what is it called when it is composed of elements of fixed proportion? a. heterogeneous c. mixture b. homogeneous d. compound5. Which of the following is not a mixture? a. fruit juice c. sand mixed with cement b. piece of cloth d. vegetable salad

Assignment: List down the different mixtures found in your home. You can ask help from your family members.


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Lesson No. 19HOMOGENEOUS AND HETEROGENEOUS MIXTURES


1. Observe what is form when materials are mixed

2. Differentiate a homogeneous from heterogeneous mixture

3. Perform experiment with enthusiasm

II. Subject Matter Heterogeneous and Homogeneous mixtures

A. References My World of Science and Health, pp. 137-138 B. Concept A homogeneous mixture has the same uniform appearance and composition throughout. A heterogeneous mixture consists of visibly different substances or phases. The three phases or states of matter are gas, liquid, and solid.

C. Processes Observing Differentiating Experimenting D. Values Cleanliness Attentiveness


A. Preparatory Activity 1. Checking of assignment

2. Recall What is a mixture and how are they formed?

B. Lesson Proper1. Motivation Do you have an experience wherein you mom scolded you for not eating the vegetables in your viand? 2. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet 3.3 Reporting 3. Comparison and Abstraction

* What is formed when materials are mixed?

* How is heterogeneous mixture different from a homogeneous?

* What are the common examples of heterogeneous and homogeneous mixture found at home? 4. Generalization What is heterogeneous mixture? Homogeneous mixture?

A. Write whether the following is a homo or hetero mixture1. pepper and salt

2. sandy water

3. blood

4. orange juice with pulp in it

5. chicken noodle soup

6. pinakbet

7. gelatine

8. air

9. apple juice

10. salt solution

Assignment:

1. How is heterogeneous different from homogeneous mixture?

2. Give two examples of hetero and homogeneous mixture.


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F. Vocabulary Development Heterogeneous homogeneous

5. Application Try to see the different materials found in your kitchen/ref at home. Identify which of them are heterogeneous and homogenous.

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Lesson No. 20What Happens When Solids are Mixed with Solids: Coarse Mixtures


1. Describe what happens when solid are mixed with other solids

2. Perform experiment cooperatively II. Subject Matter Coarse Mixtures

A. References BEC IV.1.1.1

B. Concept A coarse mixture is a mixture of substances which when you mix all substances you can see the ingredients or substances that are mixed it is not dissolvedRead more: http://wiki.answers.com/Q/What_is_coarse_mixture#ixzz1N7iwofUW

C. Processes Describing Experimenting

D. Values Cooperation Helpfulness


A. Preparatory Activities 1. Checking of Assignment 2. Recall What is called a mixture? Give examples of mixtures and their importance. B. Lesson Proper 1. Unlocking of Difficulties Coarse mixture2. Motivation Show them samples of the following objects: Coffee granules Powdered juice Face powder flour What is common with these objects?


4. Comparison and Abstraction * What are the materials that you used in the activity?

* Can you distinguish one material from other materials?

* How? Why? * Why can you identify each material easily?

Choose the letter of the correct answer:1. Which of the following is an example of coarse mixture? a. fruit shake c. fruit salad b. fruit cake d. fruit juice

2. Which of the following best describe the coarse mixture? a. solids are of the same amount as of liquid b. liquids are more than the solids c. substances that when mixed together remain the same d. substances that when mixed together cannot be recognized anymore

3. Which of the following is a heterogeneous mixture? a. enamel paint c. rubbing alcohol b. fruit cocktail d. tap water

4-5. Give two other coarse mixture aside from halo-halo and fruit salad.

Assignment: Observe your mother while working on the kitchen. Write down the different mixtures that you observed she’s doing/using.


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http://wiki.answers.com/Q/What_is_coarse_mixture#ixzz1N7iwofUW


5. Generalization What is coarse mixture?

6. Application Your father brought home variety of fruits from his trip. Some of the fruits are too ripe to eat. What are you going to do with the fruits?

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Lesson No. 21

What Happens When Liquids are Mixed with Other Liquids


1. Describe what happens when liquids are mixed with other liquids 2. Practice safety precaution in performing the experiment

II. Subject Matter Mixing liquids with other liquids


B. Concept An emulsion is a stable mixture of two or more liquids that would not normally mix.

Miscible – liquids that can be mixed together in all proportions forming a homogeneous mixture. C. Processes Describing

D. Values Cooperation Cleanliness

E. Materials set-up for experiment book chart F. Word bank Miscible cohesion adhesion immiscible

A. Preparatory Activities 1. Checking of Assignment 2. Recall What kind of mixture is the syrup medicine?

B. Lesson Proper1. Motivation Is it possible that oil and water mix together?



* Did the water and oil mixed together? What kind of mixture is that?

* When do we say that a mixture is miscible? Give examples. / That a mixture is immiscible? Give examples.

* Why is it important that liquids used on cooking mixed together? 5. Generalization What happens when liquids are mixed together?

Choose the letter of the correct answer:1. The force that holds molecules in a liquid together is called _____. a. adhesion c. Surface tension b. cohesion d. viscosity

2. What do you call an object that can dissolve another object? a. soluble b. solute b. solution d. solvent

3. When do we say that a mixtures is a miscible mixture? a. when they retain their original form b. when they mixed together but not in all proportion c. when one particles remain suspended in midway d. when liquids mixed evenly

4. The ability of one liquid to dissolve in another is called: a. hydrophilicity c. an expanded solvent b. miscibility d. the salvation energy

5. How can you separate water from oil?


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6. Application You accidentally poured a sachet of oil in a glass half-filled with water. How can you separate the oil from the water?

Assignment:

Write 3 miscible and 3 immiscible mixtures.

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Lesson No. 22What Happens When Liquids are Mixed with Solids


1. Describe what happens when liquids are mixed with solids

2. Observe what happens when there are more liquids than solids/there are more solids than liquids in a mixture

3. Perform experiments accurately

II. Subject Matter Liquids Mixed with Solids

A. References BEC IV. 1.1.3 Exploring and Protecting Our World V, p. 176-177)

B. Concept Suspension is a mixture of two or more substances where the particles are large enough to be visible but small enough to remain suspended in the medium.

Solution is a mixture of two or more substances where the particles are so tiny that they are invisible, and are evenly spread out.

Colloid is a mixture of two or more substances where the particles remain suspended in the medium and scatter light that falls on it.

C. Processes Observing, Describing

A. Preparatory Activities 1. Checking of Assignment

2. Recall How do solids behave when mixed with liquids?

B. Lesson Proper1. Unlocking of Difficulties producers Suspension colloid Colloid concentrate

2. Motivation Your mom is about to cook and she noticed that the oil solidifies. What do you think she will do so that she can sauté the meat?


4. Comparison and Abstraction * Which of the materials that you used completely dissolved? / merely dissolved? / not dissolved and settled at the bottom? / not dissolved?

* How is suspension different from colloid? From solution? From concentrate?

* What are the characteristics of each kind?

Match column A with column B to identify what kind of mixture is asked:Column A1. mixture where particles are too tiny that they are invisible and evenly spread out (c)

2. mixture where particles are large to be visible but small enough to remain suspended in the liquid ( e)

3. mixture where particles remain suspended in the liquid and scatter light that falls on it (a)

4. contains a large amount of solute relative to the amount that could dissolve. (b)

5. To which group honey syrup will you belong?

Column Ba. colloid

b. concentrated solution

c. solution

d. solvents

e. suspension


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D. Values Open mindedness Orderliness

E. Materials set-up for experiment book

Give examples of each kind.

5. Generalization What happens if the solids are placed in a liquid?

6. Application Your younger sister prepared a juice for your father. You found out it is too sweet to taste. What are you going to do?

Assignment: Give one example of each group and explain its use.

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Lesson No. 23What Happens When Liquids are Mixed with Solids – Solubility of Solids


1. Determine the liquids in which sold dissolves faster 2. Perform experiment safely

II. Subject MatterWhat Happens When Liquids are Mixed with Solids

– Solubility of Solids

A. References My World of Science and Health, pp. 146-148

B. Concept Some liquids can dissolve solid faster than the other. C. Processes Experimenting

D. Values Awareness Eagerness


F. Vocabulary Words Solubility

A. Preparatory Activities 1. Checking of Assignment 2. Recall What is considered the universal solvent? B. Preparatory Activity1. Motivation Can the same liquid dissolve the same solid?

2. Presentation / Free Exploration 2.1 Setting of Standards 2.2 Performing the Activity (See attached activity sheet) 2.3 Reporting 3. Comparison and Abstraction * What are the materials that you used in the activity?

* What is considered as the universal solvent? Why?

* What do you call the property of solid that can be dissolved in liquid?

* What did you observe happened in the egg when vinegar is added to it?

* Did the oil and vinegar mixed when stirred together?

Choose the letter of the correct answer:1. To determine the solubility of solute in water, a solution must be /a. saturated c. concentrated b. unsaturated d. supersaturated 2. The following are characteristics that a substance is soluble except one. a. The amount of a substance that can be dissolved in a given amount of solvent b. The quality or condition of being soluble c. the ability of the substance to hold much liquid d. the ability of the substance to remain undissolved

3. You are in a beach, which of the substances found in there are water-soluble? a. sand c. salt b. rock d. shells

4. Why is water considered as the greatest solvent?

5. What should be use to remove the oil in our utensils?


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5. Generalization Do all liquids dissolve the same kind of solid?

6. Application You want to remove the nail polish in your ate’s finger nails. What liquid are you going to use?

Assignment: Write what liquid can be used to remove the following:

a. stain

b. paint on the wall

c. dirt on your face

d. blood on your uniform

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Lesson No. 24Common Conditions that Affect How Materials are Mixed


1. Perform experiments to show that common conditions affect how materials are mixed.

2. Identify ways in which substance can easily mix

3. Observe cooperation and resourcefulness in performing the activity

II. Subject Matter Common Conditions that Affect How Materials

are Mixed A. References BEC IV.2 (Exploring and Protecting Our World IV, p. 194-195)

B. Concept Common conditions affect how materials are mixed.

C. Processes Identifying, Observing

D. Values Teamwork


A. Preparatory Activities 1. Checking of Assignment 2. Recall How can you differentiate a suspension from a solution?

B. Lesson roper1. Unlocking of Difficulties Solubility solvent Solute insoluble

2. Motivation Are you fond of eating fried chicken at a fast food joint? What makes it more delicious?


4. Comparison and Abstraction * In activity 1, what condition affects the solubility of a substance? In activity B? in Activity C?

* What other conditions can affect the solubility of substances that you think of?

* Why is solubility of a substance important in cooking? In preparing drinks?

* What will happen if all particles dissolve in every condition? Did not dissolve in any condition?

Write what condition should be used in the following situation:

1. preparing a glass of milk

2. liquefying the oil that hardens

3. preparing different kinds of ingredients in cooking

4. dissolving salt in a vinegar

5. instant hot coffee

Assignment:

What are you going to do so that your waffle formula tastes good after it is cooked?


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5. Generalization What are the common conditions that affect the solubility of a mixture?

6. Application Which condition are you going to apply if you plan to prepare instant cup of brewed coffee?

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Lesson No. 25

Effect of Stirring on the Materials Mixed


1. Describe the effect of stirring materials that are mixed

2. Observe what happens when materials are mixed

3. Shows enthusiasm in performing the activity

II. Subject Matter Effect of Stirring on the Materials Mixed

A. References BEC IV. 2.1

B. Concept Materials when stirred dissolve easily. C. Processes Identifying, Observing, Describing

D. Values Accepting other ideas with enthusiasm


A. Preparatory Activities 1. Checking of Assignment 2. Recall What makes a mixture concentrated? B. Lesson Proper 1. Motivation You heartily drank a glass of juice but you noticed something is missing. When you take a look at your glass you observed that the sugar was still there. What should be done so that the juice tasted better?



* What have you learned in today’s lesson?

* What happens to material when you stir it?

* Why should you stir the powdered milk/powdered juice?

* What will happen if you do not stir the formula evenly?

1. Which of the following dissolves easier when placed in water? a. flour c. face powder b. coffee granules d. salt

2. Which should be stirred so that it spread evenly to the mixture? a. chalk powder c. flour/starch b. face powder d. pepper

3. What happens when you stir salt placed in vinegar? a. remains solid b. becomes bigger b. dissolves faster d. nothing happens

4. What is the effect of stirring on substances placed in liquid? a. remains solid b. becomes bigger b. dissolves faster d. nothing happens

5. In stirring a mixture, in what manner you are going to do this to maintain its quality?


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5. Generalization How does stirring affect the materials in a mixture?

6. Application It’s so hot and you want to quench your thirst. You place a pack of juice in a pitcher. What are you going to do to dissolve all the substances?

Assignment: Are you going to stir the rice your mom is cooking? Why?

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Lesson No. 26

Effect of Temperature on Materials that are Mixed


1. Describe the effect of temperature on materials that are mixed

2. Perform the experiment with care

II. Subject Matter Effect of Temperature on Materials that are

Mixed A. References Science for Daily Use pp. 123-124

B. Concept Temperature affects how a solute dissolves in a solvent. The higher the temperature the faster a solid can dissolve in a solvent.

C. Processes Describing Experimenting

D. Values Preparedness


A. Preparatory Activities 1. Checking of Assignment 2. Recall In what part of the plants food are made?

B. Lesson Proper1. Motivation In a hurry you get a mug of water from a water dispenser. You placed a sachet of 3 & 1 coffee but you noticed that it remains on top of the water. What do you think is the reason?

2 . Presentation / Free Exploration 2.1 Setting of Standards 2.2 Performing the Activity (See attached activity sheet) 2.3 Reporting


* What is common with the activities that you have performed?

* How does temperature affect the solubility of materials?

* Why should you use hot temperature in dissolving materials?


1. Which liquid will dissolve sugar faster? a. cold oil c. hot oil b. cold water d. hot water

2. Which best explain the effect of temperature on a solid being dissolved? a. high temperature solidifies the materials b. high temperature dissolves solid faster c. low temperature dissolves solid faster d. low temperature solidifies solid faster

3. What will happen if you dissolve flour in hot water? a. flour does not dissolves at all b. flour remain settled at the bottom c. flour dissolves evenly d. flour take some time to dissolve

4. Why is it easier to dissolve solids in high temperature as compared with low temperature?

5. In doing the laundry, is it advisable to dissolve powdered soap in hot water first? Why?


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5. Generalization What is the effect of temperature on a materials being mixed?

6. Application You decide to cook “puto kutsinta” with your ate using instant mixture. How can you help your ate dissolves the mixtures easily?

Assignment: Your mom prepares milk formula for your baby brother but she did not use hot water in doing it. Why?

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Lesson No. 27Effect of Size of Solid Particles when Mixed with Other Materials


1. Describe the effect of size of solid particles when mixed with other materials

2. Observe the effect of size of solid particles when mixed with other materials

II. Subject Matter Effect of Size of Solid Particles when Mixed

with Other Materials


B. Concept Smaller particles dissolve easily when placed in liquid as compared to larger particles.


D. Values Cooperation Generosity


F. Word Bank Rock salt rock sugar

http://www.soest.hawaii.edu/GG/ASK/rocksalt.html

A. Preparatory Activities 1. Checking of Assignment 2. Recall What is the effect of temperature in the particles placed in a liquid?

B. Preparatory Activity1. Motivation Have you seen a rock salt? Rock sugar? Can you give some uses of these minerals?



* What kind of substances are the materials used in the activity?

* Which of these materials dissolve easily?Why?

* How does size of a particle affects the mixture?

* Why do we have to use ordinary salt/sugar in cooking instead of rock salt/sugar?

Choose the letter of the correct answer:1. Why is ordinary/iodized salt used in cooking instead of rock salt? a. ordinary salt is tastier than rock salt b. ordinary salt is whitier than rock salt c. ordinary salt dissolves faster than rock salt d. ordinary salt is easier to find

2. Which statement best describe the effect of size of particles when mixed with other materials? a. bigger solute dissolves faster b. smaller solute dissolves faster c. bigger solute makes the mixture concentrated d. smaller solutes make the mixture concentrated

3. Which of the following mixture needs particle in bigger size? a. fruit shake c. fruit cake b. fruit salad d. fruit juice

4. What size of particle is needed when you want to prepare halo-halo? a. smaller size c. bigger size b. whole size of the ingredients5. Why is it wise to use smaller ingredients in cooking?


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4. Generalization What effect does it give to your activity if the substances are kept in large sizes? 5. Application Give some situation in which small size of particles is needed in a mixture/large size of particles is needed in a mixture.

Assignment: Why should the food given to the baby sliced in smaller bits/size?

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Lesson No. 28Effect of Viscosity of Liquid Materials when Mixed with Other Materials


1. Describe the effect of viscocity of liquid mixtures when mixed with other materials e.g. honey, syrup 2. Observe how viscosity of liquid affect mixtures

II. Subject Matter Effect of Viscosity of Liquid Materials when

Mixed with Other Materials

A. References BEC IV. 2.2.4 http://en.wikipedia.org/wiki/Viscosity B. Concept Viscosity is a measure of the resistance of a fluid which is being deformed by either shear stress or tensile stress. The less viscous the fluid is, the greater its ease of movement (fluidity). Water is "thin", having a lower viscosity, while honey is "thick", having a higher viscosity


D. Values Great passion in accepting new ideas and infromation


A. Preparatory Activities 1. Checking of Assignment 2. Recall In what part of the plants food are made?B. Lesson Proper1. Unlocking of difficulties Viscosity soft/hard ice cream

2. Motivation Bring to class one order of breakfast meal (pan cakes) from your favourite fast food joint. What makes pancakes irresistible to eat? What about the soft ice cream? Hard or homemade ice cream? Which is more mouth-watering?


4. Comparison and Abstraction * Why is it not good to add water in the syrup while eating the pancakes? * What does viscocity means?

* What are the liquids with high viscocity and low viscocity?

* What should we do to keep syrup medicines in good condition?

Choose the letter of the correct answer:1. Which best describes the viscocity of a liquid? a. property of liquid that dissolve easily b. property of liquid to stick to another substance c. property of liquid to resist from flowing d. property of liquid that evaporates easily

2. Why is it hard to swim in muddy water? a. the water is not moving and you will feel heavy b. the water is flowing and you can move freely c. the water is not moving and you can move freely d. the water is flowing but you can not move

3. What is the relationship between viscosity and flow rate? a. The greater the viscosity, the slower the flow rate. b. The lower the viscosity, the slower the flow rate. c. The greater the viscosity, the faster the flow rate. d. There is no relationship between viscosity and flow rate. 3. Which of the following statements explains why oil has a greater viscosity than water? a. Oil molecules have more space in between them than water molecules. /b. Oil molecules have a more complicated shape than water molecules.


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http://en.wikipedia.org/wiki/Honey

http://en.wikipedia.org/wiki/Water

http://en.wikipedia.org/wiki/Tensile_stress

http://en.wikipedia.org/wiki/Shear_stress

http://en.wikipedia.org/wiki/Fluid

http://en.wikipedia.org/wiki/Drag_(physics)


* What are the examples of “thin” and “thick” liquid?

5. Generalization What will happen if the liquids losses its viscocity? 6. Application Where are you going to keep the strawberry jelly your friend gave you?

c. Oil molecules always move slower than water molecules. d. Oil molecules are less dense than water molecules.

4. Why is water “thin” liquid?

5. What makes honey “thick” liquid?

Assignment? Make a research about viscocity and report it in class.

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Lesson No. 29Separating Mixtures


1. Demonstrate how certain mixtures can be separated 2. Explain the importance of separating mixtures

II. Subject Matter Separating Mixtures


B. Concept Separating mixtures is important because it enables us to isolate pure substances.


D. Values Cooperation Teamwork


A. Preparatory Activities 1. Checking of Assignment 2. Recall When do we say that a mixture is homogeneous or heterogeneous?

B. Lesson Proper 1. Unlocking of Difficulties Separating pure substance components

2. Motivation It is lunch time and you decided to eat with your friend. You ordered menudo and adobo for lunch. You don’t eat carrots but your friend loves it. What are you going to do to enjoy the food? 3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction * What did you see in the videos? * Give the importance of separating mixtures. * What are the common practices in separating mixtures? * What kind of substances can be easily separated? * When do we have to separate one particle from the rest of the group? Why?

Choose the letter of the correct answer:1. What is winnowing? a. refining flour using a filter b. separating the chaff from the rice grains by wind c. separating materials by heating d. separating loose materials using strainer

2. Which of the following activities show how sifting is done? a. choosing an object from a group b. removing unwanted particles c. refining flour using a filter d.. separating the chaff from the grains

3. What is chromatography used to separate? a. an insoluble solid and solvent b. a soluble solid and solvent /c. coloured substances d. two immiscible liquids

4. It is the act of separating grain from chaff especially to the new harvested palay. a. filtering c. evaporating b. decanting /d. winnowing

5. What is distillation used for? /a. purifying liquid b. separating an insoluble solid from a liquid c. separating coloured substances d. separating two liquids with different boiling points.


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5. Generalization Why do we have to separate mixtures? What are the methods of separating mixtures are used at home?

6. Application You see a foreign object from the water you are drinking. What are you going to do?

Assignment: 1. Whys is there a need to separate mixtures? 2. Read about the different ways of separating mixtures.

ciaguiflor’11(55)

LESSON 30

SEPARATING MIXTURES – PICKING, SIEVING AND DECANTING


1. Demonstrate how certain mixtures can be separated through picking, sieving and decanting 2. Perform activities safely and cooperatively

II. Subject Matter Separating Mixtures

A. References Exploring and Protecting Our World, pp. 170,171 III. BEC IV.3

B. Concept Picking-selecting from group Sieving- Separation of a mixture of various-sized particles, either dry or suspended in a liquid, into two or more portions, by passing through screens of specified mesh sizes Decanting- To pour (a liquid) from one container into another. C. Processes Identifying, Observing, Describing

D. Values Cooperation E. Materials set-up for experiment book chart

A. Preparatory Activities 1. Checking of Assignment

2. Recall Why separating particles from a mixture is important? B. Lesson Proper1. Motivation Have you observed how a mail man delivers letters? A vendor giving change to his costumer? A lady purchasing new clothes for her baby?


. Comparison and Abstraction * What processes of separating mixtures have you learned today? * How is decanting/sieving/picking done?

* What else activities you can give in relation to decanting/sieving/picking?

* When do you usually see/apply decanting/sieving/picking?

4. Generalization How is picking/sieving/decanting done?

Choose the letter of the correct answer:1. What process of separating particles is commonly used in a construction site? a. crystallization c. evaporating b. decanting d. sieving

2. This process is used when you want to remove unwanted seeds in growing vegetables. a. evaporating c. decanting b. sieving d. chromatography

3. Group of items are on display at your favourite shop. This is what you do so that the saleslady gives you what you want. a. chromatography c. straining b. picking d. filtering

4. Your mom is cooking ginataang bilo-bilo. You want to help her prepare the coconut milk. Which process will you use to separate the coconut flakes from the coconut milk? a. evaporating b. straining b. decanting d. picking

5. Where is gravity separator usually used/found?


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5. Application There is an ongoing construction nearby your house. Observe how these men work with ease. What processes of separating materials are employed in the construction site?

Assignment: Give two (2) activities for each kind of processes of separating mixtures that we discussed today.

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LESSON 31

SEPARATING MIXTURES – Filtering, Evaporating, Magnetizing


1. Demonstrate how certain mixtures can be separated through filtering, evaporating, use of magnets

2. Work well with the rest of the group

II. Subject Matter SEPARATING MIXTURES – Filtering,

Evaporating, Magnetizing

A. References Exploring and Protecting Our World, pp. 173 III. BEC IV.3

B. Concept We can separate mixtures through filtering, evaporating and with the use of magnet. C. Processes Demonstrating Experimenting

D. Values Readiness to learn new things.


A. Preparatory Activities 1. Checking of Assignment 2. Recall How is sieving different from filtering?

B. Lesson Proper1. Unlocking of Difficulties Filtering evaporating Magnetizing distillation 2. Motivation Where do you get the water that you use at home? Are you sure the water that you are using is clean? 3. Presentation / Free Exploration 3.1 Setting of Standards 3.2 Performing the Activity (See attached activity sheet) 3.3 Reporting

4. Comparison and Abstraction * Why should we filter the water we used at home? * What material can we use to filter the water?

* What materials can be attracted by a magnet?

* What are you going to do if you accidentally pour water on your salt container? How can you bring it to its original state? 5. Generalization What is filtering and its importance?

Choose the letter of the correct answer1. What are you going to use if you want to separate iron filling from sand? a. colander c. funnel b. filter /d. magnet

2. What is the process used to separate heterogeneous mixtures of solids and liquids called? a. crystallization c. distillation b. chromatography /d. filtration

3. What process is used when materials are separated by means of heating? a. filtering c. magnetizing c. evaporating d. picking

4. What is the easiest way of cleansing the water we use at home? a. decanting c. sifting b. filtration d. winnowing

5. The needle you are using fell on the floor and you cannot find it at once. What will you use so that you can find it easier?


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6. Application

The rain just stopped and you noticed that the water in your faucet turns dirty. What are you going to do so that the water would be safe to use?

Assignment: Why we should filter the water we use at home?

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Documents

Lesson Plan 2nd Grading