Science Works Grade 1 Teacher's Manual

Teacher’s Manual 1

Lesson 1

CHAPTER 1

1 The Body You Are Gifted With

Learning about Your Body and Your Needs

Parts of Your Body

I. ObjectivesAt the end of the lesson, the pupils will be able to

1. identify the three main parts of the body;2. group the parts of the body to the main parts they belong to;3. draw some parts of the body;4. give the importance of body parts; and5. explain the importance of knowing the different parts of the body.

II. Target Science Process Skills/21st Century Skills• observing• inferring• developing communication skills• collaborative working

Materials: mirror, video of a song about body parts, computer, projector, puzzle of a boy or a girl having missing body parts

III. Lesson ProperA. Motivation

1. Ask the pupils about the things they do before going to school. List these things on the board. Then ask the pupils how they are able to do those things every school day.

2. Prepare a singing activity where pupils can identify some of their body parts. You may download a video on the following Web site: http://www.youtube.com/watch?v=TjJjaqX6tOM (accessed on 11 December 2010). Ask the pupils what body parts were mentioned in the song.

B. Presentation of the Subject Matter1. Guide the pupils in answering the activity in Sci-tionary. Afterward, ask them to point the head,

the limbs, and the trunk on their body.2. Discuss the important concepts in Feed Your Mind. Explain each part of the body and classify it

according to the main group where it belongs.3. Guide the pupils in doing Science in Action. 4. To summarize the lesson, mention the important concepts listed in Rundown.5. Ask the pupils to answer Brain Challenge.

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C. Synthesis Play a game called “What Body Part Is It?” In this game, you will point your index finger to a

body part, for example the nose, while saying the word nose. Then you will name another body part. The pupils should be able to point to the body part as you say its name. Those who are not able to point to the body part mentioned within three seconds will sit down. The last pupil standing wins the game.

Point to as many body parts as possible. Make sure that the pupils have correctly identified the body parts.

IV. RemediationGive the pupils a drawing of a boy or a girl with missing body parts. Ask them to draw the missing

parts, label each part, and classify each as belonging to the head, trunk, or limbs.

V. EnrichmentDiscuss about differently-abled people. Mention that there are people who may have incomplete body

parts, but they are still capable of doing many things. You may show a video about differently-abled people. Watch the video with your pupils. After watching the video, have the pupils give their insights about the video by asking them questions.

Lesson 2 Your Sense Organs and How Your Body Parts Work

I. Objectives At the end of the lesson, the pupils will be able to1. identify the five sense organs;2. infer that body parts work together to perform a specific activity; and3. appreciate how the different body parts work together to help them do different activities.

II. Target Science Process Skills/21st Century Skills• predicting• interpreting• creative thinking

Materials: pencil, handkerchief, 5 balls, 5 cymbals, 5 whistles, 5 drums

III. Lesson ProperA. Motivation Let the pupils sing the “Hokey Pokey” song. Lead them first in singing the song. Then call on 2–3

pupils to lead the class in singing the song using other body parts.Questions:a. What are the body parts we used in singing the song and doing the dance steps?b. What do you think will happen if one of your body parts is not working well?c. What can you do if one of your body parts is not working well?

B. Presentation of the Subject Matter1. Have the students do Sci-tionary.2. Discuss the important concepts in Feed Your Mind.3. Call on some pupils to demonstrate an activity in class such as cooking, washing dishes, and taking

a bath.


4. Have the pupils identify the sense organs and body parts that work together to perform the task.5. Discuss the five sense organs and how body parts work together to perform a task.6. Group the pupils and have them do the activity in Science in Action. 7. To summarize the lesson, mention the important concepts listed in Rundown.8. Ask the pupils to answer Brain Challenge.

C. Synthesis Ask the pupils what body parts are used most of the time and let them explain their answer. Lead

them to explaining the importance of these body parts in doing their daily activities.

IV. RemediationAsk the pupils to observe their classmates and describe the activities they do in class. Have them list

down the body parts that his or her classmate uses in doing those activities.

V. EnrichmentHave the pupils draw on a bond paper at least two things that they do regularly at home and tell them to

list down the body parts they use for these activities.

Lesson 3 Caring for Your Body

I. Objectives At the end of the lesson, the pupils will be able to

1. cite the different ways of caring for the body;2. enumerate the different materials used in keeping the body clean and healthy; and3. explain the importance of keeping the body healthy and strong.

II. Target Science Process Skills/21st Century Skills• comparing• critical thinking• sound reasoning

Materials: a box containing comb, nail cutter, soap, toothbrush, toothpaste, and towel; pictures of children practicing proper care for the body; pictures of children showing poor health habits

III. Lesson ProperA. Motivation Ask the pupils, “Have you ever been sick? How did you feel? What things were you not able to

do?” Call on some volunteers to share their experiences with the class. Then have the pupils answer Sci-tionary.

B. Presentation of the Subject Matter1. Show the “magic box” to the class. Call on some pupils to pick one object from the box and have

them identify the objects they picked. Then ask how they use each object. The pupils should be able to infer that the objects are used to keep the body clean.

2. Discuss the health habits on keeping the body clean and healthy in Feed Your Mind.3. Have the pupils answer Science in Action.4. To summarize the lesson, mention the important concepts listed in Rundown.5. Have the pupils answer Brain Challenge.

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C. Synthesis1. Summarize on the board the basic health habits on keeping the body clean and strong. Have some

pupils demonstrate the health habits as you explain them.2. Ask, “Why should you practice good health habits?”

IV. RemediationPresent a “My Cleaning Kit” to the class with different cleaning materials like towel, toothbrush, nail

cutter, etc. Let the pupils work with a partner. As the box is passed around, one of each pair will get one cleaning material. Then, distribute a small colored paper to each pair. The colored paper will contain a phrase that the pupils must complete (For example: “If I Never Washed My Hair...,” If I Never Brushed My Teeth...,” etc.) Post the pupils’ answers on a manila paper or cartolina.

Questions:1. Which cleaning material are you able to use on your own?2. Which do you need help in using?3. Should you borrow cleaning materials like comb, toothbrush, or towel from others? Why or why

not?

V. EnrichmentShow pictures of children with poor health habits. Let the pupils predict what could happen when one

does such habit.Example:

Show a picture of a boy playing with soil and then eats without washing his hands.Sample prediction:

The boy can experience a stomachache.

Lesson 4 Healthy Food for a Healthy You


1. identify and differentiate the three food groups;2. group different kinds of food as go, grow, or glow;3. tell the importance of eating healthy food to keep the body strong; and4. determine whether the food they eat is good for the body or not.

II. Target Science Process Skills/21st Century Skills• predicting• observing• inferring

Materials: basket with different examples of go, grow, and glow foods; pieces of bond paper



Lead the pupils in singing the song “Bahay Kubo.” (You may sing other songs that promote healthy foods.) Have the pupils share their experiences in eating any of the vegetables mentioned in the song. Then discuss the importance of eating healthy foods.

B. Presentation of the Subject Matter1. Guide the pupils in answering Sci-tionary. 2. Show to the class a basket containing different kinds of food. Make sure that the foods in the

basket belong to the three basic food groups. Then, let the pupils identify each food inside the basket.

3. Discuss the important concepts in Feed Your Mind. Introduce the three basic food groups using the foods in the basket. Explain the differences of the three basic food groups.

4. Guide the pupils in doing the activity in Science in Action.5. To summarize the lesson, mention the important concepts listed in Rundown.6. Ask the pupils to answer Brain Challenge.

C. SynthesisDistribute pieces of bond paper. Ask the class to bring out their pencils and coloring materials.

Then let the pupils show a balanced meal through a drawing. Guide them in doing this activity. Then call on some pupils to show and explain his or her drawing to the class.

IV. RemediationBring the class to the school canteen and have the pupils classify the foods sold there according to the

three basic food groups.

V. EnrichmentWith their parents’ consent, bring the pupils to a local farm or a garden for a picnic. Have the pupils

bring their own healthy snacks. Let the pupils share their healthy snacks with their classmates. While having a picnic, review the lesson about the three basic food groups.

Lesson 5 You Need Air, Water, and Sunlight


1. explain the importance of having clean air;2. explain why people need safe drinking water;3. tell the importance of having enough exposure to sunlight; and4. demonstrate ways to help keep the air and water clean.

II. Target Science Process Skills/21st Century Skills• inferring• problem solving

Materials: pictures on tree planting, waste segregation, and cleaning of the bodies of water

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Bring the class to a particular place in the school where there are many trees. Ask the pupils to close their eyes. Ask them to do a few minutes of deep breathing exercise. Tell them to be aware of the refreshing breeze. Then call on some volunteers to share what they felt after doing the exercise.

B. Presentation of the Subject Matter1. Guide the pupils in answering Sci-tionary. Check the pupils’ answers. 2. Discuss the important concepts found in Feed Your Mind. Explain the importance of having

clean air and safe drinking water. Have the pupils relate the exercise they did in Motivation with the lesson. Emphasize also that sunlight is needed by the body to work properly. Explain the importance of morning sunlight for the body.

3. Talk about ways on how to help keep the air and water clean. You may show pictures that illustrate the following:a. tree plantingb. cleaning of the canals, rivers, lakes, and other bodies of waterc. waste segregation

4. Have the pupils perform the activity in Science in Action. Guide them as they do the activity. 5. To summarize the lesson, mention the important concepts in Rundown.6. Have the pupils answer Brain Challenge.

C. SynthesisEnd the lesson by calling on some pupils to answer the questions found in Jump Start.

IV. Remediation1. Ask the class if they have questions regarding the lesson. Clarify any misconceptions before proceeding

to the next lesson. 2. Present some pictures that show the importance of air, water, and sunlight. Then have the pupils state

why air, water, and sunlight are important for the body.

V. EnrichmentHave the pupils practice waste segregation in the classroom. Demonstrate how to segregate classroom

wastes. Emphasize that proper waste segregation helps keep the environment or surroundings clean.

Lesson 6 Clothes for Your Protection


1. explain how clothes can protect the body in different weather conditions;2. identify the proper clothes to wear for different activities like playing, going to school, going to church,

and attending special events; and4. tell the importance of wearing proper and clean clothes based on the changing weather and on the

occasion.

II. Target Science Process Skills/21st Century Skills• inferring• communicating


Materials: jacket, dress, T-shirt, pants, shorts, pictures of different weather conditions, small box, drawings of different kinds of clothes, pieces of paper, colored pens


Show the pupils different kinds of clothes such as jacket, dress, T-shirt, shorts, and pants. Ask them to identify the different kinds of clothes you showed them. Have them recall the occasions where they wore each kind or set of clothes.

B. Presentation of the Subject Matter1. Have the pupils answer Sci-tionary.2. Discuss the important concepts in Feed Your Mind. Emphasize to the pupils the importance of

wearing a clean set of clothes after taking a bath. Also, explain to them why clothes are one of the basic needs of people.

3. Have the pupils do Science in Action. Guide them in doing the activity. 4. Have the pupils read the concepts in Rundown. Afterward, have them share what they have

learned. C. Synthesis

End the lesson by calling on some pupils to answer the questions found in Jump Start.

IV. RemediationPrepare a small box (a shoe box will do) with drawings of different kinds of clothes inside it. Call on

a pupil to pick a drawing from the box. Then have him or her identify where the clothes in the drawing should be worn. Call on other pupils to do this until all the drawings are identified. Summarize the activity by telling the class the importance of the following:a. a clean set of clothes after taking a bath;b. wearing thick clothing during rainy days;c. wearing loose and light-colored clothes during sunny days; andd. wearing the appropriate clothes for every occasion.

V. EnrichmentPair up the pupils. Distribute pieces of paper and colored pens. Have each pair complete the following:

“Clean clothes are important because _____________________________________.” Then, let the pairs post their answers on the classroom walls or bulletin boards.

Lesson 7 A Clean and Safe House


1. identify the different parts of the house;2. describe the function of each part of the house;3. describe a clean and safe house; and4. cite ways on how to help keep the house clean and safe.

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II. Target Science Process Skills/21st Century Skills• inferring• working creatively with others

Material: doll house


Tell the pupils to draw their houses. Ask them about their favorite part of the house and ask them why that part of the house is their favorite.

B. Presentation of the Subject Matter1. From the answers of the pupils in Motivation, expound that a clean and safe house is important for

growing children.2. Have the pupils answer Sci-tionary.3. Call on some pupils to read the questions found in Jump Start. Tell them that you will go back to

this section after the discussion of the lesson.4. Discuss the important concepts in Feed Your Mind. Using a doll house as model, describe the

different parts of a typical house, the function of each part, how to make each part clean and safe, and the importance of keeping the house clean and safe. Then ask the pupils what they do at home to keep their house clean and safe.

5. Let the pupils answer Science in Action.6. Have the pupils answer Brain Challenge.7. End the lesson by calling on pupils to answer the questions in Jump Start.

C. SynthesisLet the pupils read the concepts in Rundown. Then call on some pupils to share with the class

what they have learned.

IV. RemediationAsk the pupils if they have any questions regarding the lesson. Clarify any misconceptions. Afterward,

have them draw their dream house. Call on volunteers to show their drawings to the class.

V. EnrichmentDemonstrate ways on keeping a house clean and safe by doing simple things such as sweeping the

floor, fixing the bed, or keeping toys in proper places. Then call on some pupils to act out these ways in front of the class.

Lesson 8 Your Body Needs Exercise, Recreation, Rest, and Sleep


1. tell the importance of having enough rest and sleep; and2. identify the benefits of recreational activities such as biking and playing sports.


II. Target Science Process Skills/21st Century Skills• inferring• critical thinking• sound reasoning

Materials: pictures of the following: a boy biking, a girl jogging, a girl sleeping wearing dirty clothes, a boy looking tired and restless, and children dancing and singing


(Assign the pupils to bring a face towel and shirt prior to this activity.) Lead the pupils in doing a simple exercise routine like jumping jack or stretching. Afterward, have the pupils share what they feel after exercising. Say, “Exercise is good to keep our body fit, healthy, and strong.”

B. Presentation of the Subject Matter1. Guide the pupils in answering Sci-tionary.2. Call on two pupils to read the questions in Jump Start. Tell the class that the lesson will focus on

those questions.3. Discuss the importance of exercise, recreational activities, rest, and sleep found in Feed Your

Mind.4. Have the pupils do Science in Action. Guide them in doing the activity.5. Have the pupils answer the exercise in Brain Challenge. Check their answers afterward.

C. SynthesisEnd the lesson by having the pupils read the important concepts listed in Rundown. You may also

ask them to share what they have learned in the lesson.

IV. Remediation1. Ask the pupils if they have questions regarding the lesson. Clarify any misconceptions.2. Show pictures of children doing different activities that show good and bad practices. Have the pupils

identify which pictures show an activity that is good for the body and which are not. Let them describe and explain each picture.

V. Enrichment

1. Ask the pupils to prepare one activity they love to do like singing, dancing, drawing, and playing musical instruments. Have them perform one by one in front of the class.

2. Let the pupils reflect on the recreational activity they do by completing the following: “My favorite recreational activity is ______________________ because ______________________.”

Lesson 9 Love and Care for a Healthy You


1. name the people who give them love and care; 2. explain why growing children need love and care; 3. demonstrate ways on how to show love and care to the people around them; and4. make a thank-you letter or card for their parents or guardians.

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II. Target Science Process Skills/21st Century Skills• inferring• critical thinking• sound reasoning

Materials: pieces of bond paper


(Assign the pupils beforehand to bring their family pictures.) Tell the pupils to bring out their family pictures. Call on volunteers to describe who are in the picture. Ask, “How do the members of your family show you their love and care?”

B. Presentation of the Subject Matter1. Guide the pupils in doing the activity in Sci-tionary.2. Discuss further the two words love and care. Relate these with the concepts found in Feed Your

Mind. 3. Ask the pupils to demonstrate how they can show their love and care to the people around them.

Ask, “If people around you give you love and care, how will you show that you love and care for them, too?” Explain to the pupils why people need love and care.

4. Guide the pupils in doing Science in Action.5. Have the pupils do Brain Challenge.

C. SynthesisHave the pupils read the concepts listed in Rundown. Then, call on some pupils to share their

ideas on what they have learned in the lesson.

IV. Remediation1. Give a short quiz about the lesson.2. Make a general statement or conclusion about the important concepts that the pupils have to remember

about the lesson.

V. Enrichment1. Distribute bond papers to the pupils. Tell them to make a thank-you letter or card for their parents or

guardians who give them love and care. Tell them to include a drawing in their letters or cards.2. Tell the pupils to give the cards they made to their parents or guardians. Instruct them to have their

letters or cards signed by their parents. Then ask, “How did your loved ones feel when you gave them your letter or card?”

3. Have the pupils answer Chapter Checkup.

Education

Science Works Grade 1 Teacher's Manual