First Grading_ Lesson Guide

7/28/2019 First Grading_ Lesson Guide

1/68

Lesson Guide No. 1

LESSON PLAN IN SCIENCE 6

I. OBJECTIVEDescribe the major parts of the circulatory system

II. SUBJECT MATTERA. Topic: The Circulatory System

The Major Parts of the Circulatory SystemB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Into the Future: Science and Health 6

pp. 2-5C. Science Concept/s:

The circulatory system delivers the materials needed

by the body cells to survive. The circulatory system removes the waste materialsfrom the cells.

The major parts of the circulatory system are theheart, the blood and the blood vessels.

D. Processes: Describing, Communicating, InferringE. Materials: Cut-outs, poster of the circulatory system,

detachable body systems, charts, activitycards/sheets

E. Value Infusion: Appreciation of our body through takinggood care of it.

III. Learning ActivitiesA. Guided Inquiry

1. ReviewIn Grade Five last year, what body systems did you study?

2. MotivationHave you eaten your breakfast? lunch?Where does the digested food go? How does it reach

its destination when you eat your food?3. Science Vocabulary

Blood vessels aorta atrium

4. Presentationa. Presentation of Materials

(Present poster)b. Statement of the Problem

Can you describe the major parts of thecirculatory system?

c. Setting of Standardsd. Distribution of Activity Card

B. Guided Exploration1. Activity Proper

ACTIVITY CARDObjectives:a. Feel the heartbeat of your classmate/ seatmateb. Compare your heartbeat when you are at rest and after

running

Materials: cardboard tube, stopwatch


2/68

Procedure:1. Get a partner and listen to his heartbeat by

placing the cardboard tube over his/ her chest2. Count the number of his/ her heartbeats for every

30 seconds. Add this number together twice to

find out how many times each minute thepersons heat beats. Write it down.3. Have your partner run in place for about a

minute. Then listen again to his heartbeat. Doagain step 2.

4. Do the same thing as your partner did and followstep 1-3

Name Number of Heartbeat/minute

(rest)

Number ofHeartbeat/minute

(after running)

Answer the following questions:1. Did you hear the heart beat of your partner upon

listening through the tube?2. What causes the beating of our heart?3. Compare the number of heartbeats at rest and

after running.

2. Reporting3. Analysis

What is circulation?What are the major parts of the circulatory system?What are the functions of the circulatory system?

C. Guided Discovery1. Generalization

The circulatory system delivers the materials neededby the body cells to survive.

It removes the waste materials from the cells.The major parts of the circulatory system are the

heart, the blood and the blood vessels.

2. ApplicationAfter eating what do you think would happen to the

food upon digesting it?3.Valuing

What are the things you should do in order to protectyour circulatory system?

IV. EVALUATIONChoose the letter of the correct answer.1. Why does the heart have to pump blood?

A. to provide necessary force for the blood to move from the

upper to the lower part of the bodyB. to collect all the body wastes from the body cellsC. to exchange necessary blood, food nutrients and oxygenD. both A and B

2. Which part of the circulatory system carries the nutrients,oxygen and removes wastes from the body cells?

A. arteries B. blood C. capillaries D. heart


3/68

3. What body process is responsible for transporting the blood andthe food nutrients to the body cells?

A. reproduction B. respiration C. circulation D.excretion

4. Which part serves as the passageways of blood in going to the

body cells?A. blood B. heart C. body fluids D. blood vessels5. What is the function of the circulatory system?

A. to distribute body cellsB. to repair body cellsC. to distribute oxygen and nutrients to body cells and collect

body wastesD. to protect the body from germs and diseases

V. ASSIGNMENTDraw and label the parts of the circulatory system.


4/68

Lesson Guide No. 2


I. OBJECTIVEDescribe the main parts of the circulatory system

II. SUBJECT MATTERA. Topic: The Circulatory System and Its Major PartsB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Into the Future: Science and Health 6 pp. 2-18Science and Health 6 pp. 2-30

C. Science Concepts: The circulatory system delivers the materials needed

by the body cells to survive.

The major parts of the circulatory system are theheart, the blood and the blood vessels. The heart is a hollow, muscular organ about the size

of a fist, located in the middle of the chest cavity. The blood is a red fluid which is composed of solid

and liquid parts. Blood vessels are the passageways of blood.

C. Processes: Describing, Identifying D. Materials: Illustration of the circulatory system and its

major partsE. Value Infusion: Importance of the circulatory system to body

III. Learning ActivitiesA. Guided Inquiry1. Review

What are the major parts of the Circulatory System?Which of these is usually affected by diseases?

2. MotivationShow an illustration of the circulatory system.

Ask the pupils to examine the parts they knowabout the systemInfer how important the circulatory system is.

3.Presentation

a. Presentation of Materialsb. Statement of the Problem

What are the main Parts of the Circulatory System?c. Setting of Standardsd. Distribution of Activity Cards


Activity CardProblem: What are the main Parts of the Circulatory System?

What to Use: Illustration of the Circulatory SystemWhat to do:1. Examine the diagram of the circulatory system.2. Identify the main parts and draw individually on yourmanila paper.

You have to search for: (to be written on manila paper)1. What are the three main parts of the circulatory system?2. Which is the pumping organ of the body?3. Which are the pathways through which blood travelsaround the body?


5/68


What is the size of the heart?What is the color of our blood?Where does blood passes on our body?What are the kinds of blood vessels?


What are the main parts of the circulatory system?Describe them.

2. ApplicationDivide the class into four groups. Give each group a

diagram of a body. Let them complete the illustration bylocating each cut-out model of the heart, blood and bloodvessels.

3. ValuingWe believe that circulatory system is important to

our body. Why do you think it is essential to us?

IV. EVALUATIONComplete the flow chart by filling in the parts of the circulatory

system. Answer the questions below and write them inside the box.

Circulatory System

1. 2.

3.

4.

5.

6.

1. It is the pumping organ of the body.2. It is the carrier of food and gases transported to and from the body

cells.3. They are the tubes in the body where blood flows.4-6.These are the kinds of your answer in number 3.

V. ASSIGNMENT


6/68

Describe each part of the circulatory system in two or three

sentences.

Lesson Guide No.3


I. OBJECTIVEDescribe the parts and functions of the human heart.

II. SUBJECT MATTER

A. Topic: The HeartB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Into the Future: Science and Health 6 pp. 6-10Science and Health 6 pp. 7-12

C. Science Concepts:The heart is a hollow muscular organ about the sizeof a fist, located in the middle of the chest cavity.It is the pumping organ of the body.It is divided by the septum into two parts: the rightchamber consists of the right atrium and the right

ventricle; and the left chamber consists of the leftatrium and the left ventricle.

C. Processes: Describing, Comparing, ExperimentingD. Materials: Pigs heart from a meat shop, pictures, chart,

name cardsE. Value Infusion: Appreciate the function of the circulatory

system

III. Learning ActivitiesA. Guided Inquiry

1. ReviewWhat are the different parts of the circulatory

system?2. Motivation

Class, place your hand on the upper part ofyour chest. Do you feel some movement inside? Thatis your heartbeat.3. Presentation

a. Presentation of MaterialsI have here materials that youre going to

use in your activity.b. Statement of the Problem

What are the parts of the Heart?c. Setting of Standardsd. Distribution of Activity Card


ACTIVITY CARD


7/68

Problem: What are the Parts of the Heart?What to Use: pigs heartWhat to do:

1. Ask an adult to help you cut the heartlengthwise with a small knife.

2. Describe what you see.3. Compare it with the human heart(picture). Match the parts of thehuman heart with that of a pigs/cows heart.

What parts are present in bothhearts?

4. Describe the muscles of the heartWhat parts connect the heart to otherparts of the body?

2. Reporting

3. DiscussionWhere is your heart located?How big is your heart?Why is it beating?What is their function?What are the lower chambers of the heart?What is their function?I have here name cards, will you please paste it to its

corresponding parts of the heart.What are the different parts of the heart? What is the

function of each part?


What are the different parts of the Heart?What is the function of its heart?

2. ApplicationComplete the concept map. Use the concept map on

p.12 of Science and Health 6.

IV. EVALUATIONChoose the letter of the correct answer.1. How will you describe the heart?

A. It is an inflexible organ.B. It is a hollow muscular organ.C. It works like a pump.D. Both B and C

2. What will happen to the heart if it was made of bony tissues?A. It will easily break.B. It will pump more blood.C. It will not be able to squeeze blood.D. It will not move.

3. What chambers prevent the backflow of the blood?A. Upper chambers

B. Lower chambersC. SeptumD. Ventricles

4. Why is the septum important part of the heart?A. It prevents the backflow of the blood.B. It pumps blood out of the heart.C. It receives blood from the veins.


8/68

D. It prevents the mixing of the blood.5. Why is the heart important?

A. It checks the flow of blood.B. It stops the flow of blood.C. It makes the blood move throughout the body.

D. It occupies the chest cavity.

V. ASSIGNMENTDraw and label the important parts of the human heart in your

notebook.


9/68


10/68

2. ReportingThe group leader will report the groups finished

output.3. Analysis/Discussion

What do you call the liquid part of the blood? thesolid part?

Describe the plasma. How does plasma help us?What is the function of the RBCs in our body? How

about the WBCs?Why are white blood cells important to the body?What are platelets? What is their importance?Is blood important in our body?

C. Guided Discovery1. Abstraction/Generalization

The blood is called the red river of life. The blood isa red fluid which is composed of solid and liquid parts. Thesolid parts are the red blood cells, the white blood cells,and the platelets. The liquid part is the plasma.

It transports digested food to the cells and carrieswaste materials.

How does your blood look?

What to use: cotton, alcohol, fine needle, glass slide with cover slip,microscope/ magnifying glass

What to do:1. Wipe the fine needle with cotton dipped in alcohol.

2. Wipe also the tip of your middle finger then prick it with needle. Askassistance

from your teacher or school nurse if you are afraid to do it yourself.3. Let a small drop of blood flow on the glass slide then press a cottonball against the finger you pricked.4. Place the cover slip on your blood sample.5. Examine it under a microscope/magnifying glass.

What you have found out:1. How does your blood look like as you see it?2. How does it appear under the microscope/ magnifying glass? Draw

it.


11/68

Red blood cells carry oxygen and carbon dioxide. Whiteblood cells fight infections in your body. Platelets help stopbleeding when you have a cut or wound.2. Application

Group Game:

The teacher will group the pupils into two. They willidentify the functions of each part of the blood in the chart.The first group to finish will be the winner.3. Valuing

What will you do in order to protect and take goodcare of your circulatory system especially the blood andthe blood cells?

IV. EVALUATIONChoose the letter of the correct answer.1. It is known as the river of life?

A. Saliva B. Sweat C. Blood D. Urine

2. Why is blood important to the body?A. It gives color to our skin.B. It carries oxygen and nutrients to the different cells of the

body.C. It carries away carbon dioxide and other wastes from the body.D. Both B and C.

3. The blood cells that carry oxygen to the cells are known as_______.

A. Red Blood Cells B. White Blood Cells C. Platelets D.Plasma

4. When germs enter the body through a cut in the skin, how does

the body react?A. The white blood cells kill these germs.B. The red blood cells make the germs decrease in number.C. The platelets tend to clot and engulf the germs.D. The plasma thickens and surrounds the germs.

5. Why are platelets important to the body?A. They carry oxygen to all parts of the body.B. They give blood its red color.C. They make the blood clot to stop continuous bleeding.D. They surround the germs and weaken them.

V. ASSIGNMENT

Find out how blood is collected from donors and stored in bloodbanks. Make a research about it.


12/68

Lesson Guide No.5LESSON PLAN IN SCIENCE 6

I. OBJECTIVEDescribe the kinds of blood vessels and its function.

II. SUBJECT MATTERTopic: The Blood VesselsA. Science Concept/s:

The blood vessels are the passageways of blood. Thethree kinds of blood vessels are the arteries, veinsand capillaries.

The arteries carry oxygen-rich blood to the differentparts of the body.

The veins carry blood containing carbon dioxideaway from the heart.

The capillaries are the smallest kind of blood vessels.They carry blood rich in oxygen to the body cells andcarry away waste products.

B. References: Budget of Work in Science and Health 6,s.2009-2010 p.1

Into the Future: Science and Health 6 pp. 17-20Science and Health 6 pp. 21-25Science and Health for a Changing Environment pp.

20-21C. Processes: Describing, Inferring, Identifying

D. Materials: Illustration of the arteries, veins and

capillariesE. Value Infusion: Appreciate the function of the circulatory

system

III. LEARNING ACTIVITIESA. Guided inquiry

1. Checking of Assignment

2. ReviewWhy is blood important to the body?

3. Motivation

Look at your wrist. Do you see the bluishlines in it? Do you know what

is it?4. Unlocking of difficulties

1. blood vessels2. Capillaries

5. Presentationa. Presentation of materials

Show up the different materials to the pupils.What do I have here?We will use these things in describing the

functions of the different kindsof blood vessels.

b. Statement of the problemWhat are the different6 functions of the

different parts of kinds of thethe blood vessels?

c. Setting the standard


13/68

d. Distribution of the activity cards.(Group the class into three groups.)

Group I: Describe the functions of the arteries.Group II; Describe the functions of the veins.Group III: Describe the functions of the capillaries.

B. Guided Exploration

1. Activity ProperGive the pupils enough time to carry out the

activity.2. Reporting

Let the leader of each group present the output oftheir group.

3. DiscussionWhat are the different kinds of blood vessels?

How do these blood vessels differ from each other?What blood vessel carries the blood back to theheart?

What blood vessel carries the blood away from theheart?

What are the tiny tubes called? What is its function?Are they important part of our body? Why?4. Generalization

The blood vessels are the passageways of blood. Thethree kinds of blood vessels are the arteries, veins andcapillaries. The arteries carry oxygen-rich blood to the

different parts of the body. The veins carry bloodcontaining carbon dioxide away from the heart. Thecapillaries are the smallest kind of blood vessels. Theycarry blood rich in oxygen to the body cells and carry awaywaste products.

5. ConclusionHave the pupils conclude about the topic based on

the problem they have studied.6. Valuing

Is it important our circulatory system?

C. GUIDED DISCOVERY

1. GeneralizationThe blood vessels are the passageways of the

blood. The three kinds ofBlood vessels are the arteries, veins and capillaries.

2. ApplicationName blood vessels 1, 2 and 3 in the simple diagram

of the circulatory system.

HEART


14/68

IV. EVALUATIONChoose the letter of the correct answer.1. Why do you NOT lose so much blood when you get cut?

A. Blood flows through them.B. Blood vessels carry blood away and back to the heart.C. They allow blood and other substances that go with blood to

flow through them.D. Blood contains substances needed to clot the blood.

2. Why are veins important in blood circulation?A. They carry blood with oxygen away from the heart

B. They carry blood with carbon dioxide towards the heart.C. They make the blood clot.D. They make the blood redder.

3. Why should arteries be tough?A. To carry fresh blood to all body parts.B. To withstand the pressure of blood due to the pumping of the

heart.C. To enable blood to exchange nutrients.D. To carry waste materials to the lungs.

4. Why are the capillaries very small in size?A. They are the blood vessels that reach out to the cells.

B. They carry blood to the brain.C. They carry oxygenated blood to the heart.D. They carry deoxygenated blood to the lungs.

5. Which blood vessel will allow a forceful flow of blood?A. ArteryB. VeinsC. CapillariesD. Venules

V. ASSIGNMENTDraw the different kinds of blood vessel and label its part.


15/68

Lesson Guide No.6


I. OBJECTIVETrace the flow of blood as it flows from the heart to the

different parts of the body and back using a model.

II. SUBJECT MATTERTopic: How Blood Circulates

A. Science Concept/s: Circulation is the complete trip of the blood from theheart to all parts of the body and back to the heart.

Pulmonary circulation is the flow of blood from theheart to the lungs and back to the heart.

Systemic circulation is the flow of blood from theheart to all parts of the body and back to the heart.

B. References: Budget of Work in Science and Health 6,s.2009-2010 p.1

Science and Health for a Changing Environment6 pp.25-27

Science and Health 6 pp. 32-36C. Processes: Tracing, Identifying, DrawingD. Materials: Diagram of the heart, red and blue ball

pens/crayonsE. Value Infusion: Appreciate the importance of the circulatory

system

III. LEARNING ACTIVITIESA. Guided Inquiry

1. Checking of Assignment2. Review

Why is blood important to the body?3. MotivationHave you gone to a trip in some places here in the

Philippines? Where is it and how did you get there?4. Science Vocabulary

2. Presentationa. Presentation of materials.

Present all the relevant materials to be used.b. Statement of the problem

Have the pupils state the problem.c. Setting the standard.

d. Distribution of activity card.GROUP I : Pulmonary CircuitGROUP II : Systemic CircuitGROUP III: Difference between pulmonary circuit

and systemic circuit.B. GUIDED EXPLORATION

1. Activity Proper


16/68

In our lesson today, you are going to trace the flow of bloodthroughout the body. Let us do the activity on how blood circulates.

Group Activity (Science and Health 6 p.32)Checking of their work.

2. reporting

3. DiscussionWhere does blood come from when it first enters the

right atrium? Which blood vessel does it pass through?Where does blood go after entering the right atrium?

Which blood vessel does it pass through when it leaves theheart?

From the lungs, where does it go back? To whichchambers does it go? Where does blood go when it finallyleaves the heart?

What are the two pats or systems of its tripthroughout the body?How will you differentiate pulmonary circulation from

systemic circulation?4. Conclusion

Have the pupils give their conclusion.5. Valuing

Appreciate the value of the circulatorysystem.

C. GUIDED DISCOVERY4. Generalization

Circulation is the complete trip of the blood from theheart to all parts of the body and back to the heart.

Pulmonary circulation is the flow of blood from theheart to the lungs and back to the heart.

Systemic circulation is the flow of blood from theheart to all parts of the body and back to the heart.

5. ApplicationUsing the diagram, trace the path of the a)

pulmonary circulation and b) systemic circulation.

IV. EVALUATIONArrange the sentences according to the order each takes place in

circulation. Write numbers 1-8 on the blanks. Number 1 has been donefor you.___1__1.From the right ventricle, the heart pumps deoxygenated bloodthrough the pulmonary arteries to the lungs.______2.The deoxygenated blood goes back to the heart through theveins.______3.The left ventricle pumps the oxygenated blood to the differentparts of the body.

______4.The capillaries in the body take the oxygenated blood andcollect the carbon dioxide.______5.From the lungs the oxygenated blood goes back to the heartthrough the pulmonary veins.______ 6.In the lungs the blood gives up carbon dioxide and picks upoxygen.


17/68

______ 7.Oxygenated blood enters the left atrium and flows into the leftventricle.______ 8.Finally, the deoxygenated blood enters the right atrium andthe whole cycle starts all over again.

V. ASSIGNMENTExplain why the blood has to take in oxygen in the lungs?


18/68


I. OBJECTIVERelate the function of the circulatory system to those of

digestive, respiratory and urinary systems.II. SUBJECT MATTERA.Topic: The Relationship of Circulatory System to Other Organ

SystemB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1 Exploring Science and Health 6, p. 3-36

C. Science Concept/s: Digestive system process the breaking up and

dissolving of food. Respiratory system helps human to breathe.

Urinary system gets rid of liquid wastes inside thebody. Circulatory system is related to digestive, respiratory

and urinary system.D. Processes: Explaining Identifying,E. Materials: Illustration of the whole body with the different

organ systemF. Value Infusion: Appreciate the importance of the circulatory

systemIII. LEARNING ACTIVITIES

A. Guided Inquiry

1. ReviewHow does blood flow inside our body?Use the illustration to show the path of blood.

2. MotivationHow important is your circulatory system?Do you believe that our circulatory system is related

to digestive system, to respiratory system andto the urinary system?

3. Science VocabularyCirculatory, Digestive, Respiratory

4. Presentation

a. Presentation of MaterialsUsing the illustrations of the different organ systems,

allow the pupils to answer the activityto understand the relationship of each organ

systems.b. Statement of the problemHow does the function of the Circulatory systemrelated to digestive,respiratory and urinary system?c. Setting of StandardsDivide the class. Give needed materials for the

group. Assign each group to discuss the relationshipof each function using activity cards.d. Distribute the activity sheet to the class.



19/68

2. Reporting

Each group leader/other member will report theiroutput.3. Analysis/ Discussion

Is there other relationship of Digestive, respiratoryand urinarys function to circulatory system? Give some.

C. Guided Discovery1. Abstraction/ Generalization

How is circulatory system related to digestive,respiratory and urinary system?2. Application

If you feel something wrong with your bodyespecially to your organ what should you do?3. Valuing

How important is circulatory system?

IV. EVALUATIONIdentify what is being described in the following sentences.__________1. It processes the breaking down of food.__________2. It is responsible on exchanging of gases.__________3. It helps human to excrete liquid wastes.__________4. It is composed of organs like bladder, kidney, ureter

and urethra.__________5. It is an organ system which transports nutrients and

other needed materials for the cells.

V. ASSIGNMENTWrite a short essay with 5-10 sentences on how circulatory

system is related to digestion, respiration and urination.

Activity Sheet

What to do:1. Read the function of the assigned organ systemto your group.

2. Draw the organ system assigned to the group.

What to answer:1. What is the function of the organ systemassigned to your group?2. How is it related to circulatory system?


20/68


I. OBJECTIVEDescribe common ailments of the circulatory system.

II. SUBJECT MATTER

A. Topic: Common Ailments of the Circulatory SystemB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Into the Future: Science and Health 6 pp. 21-24

C. Science Concept/s: Palpitation, rheumatic heart disease, congenital heart

disease, hypertension, heart attack, stroke, anemia,leukemia, hemophilia and arteriosclerosis are someof the common disorders of the circulatory system.

Immediate and proper treatment for disorder of thecirculatory system is needed.

D. Processes: Identifying, DescribingE. Materials: Charts, pictures showing circulatory disordersF. Value Infusion: Taking good care of ones health especially

the heartIII. LEARNING ACTIVITIES

A. Guided Inquiry1. Review

What is the relationship of the function of Digestive,respiratory and urinary system to circulatory system?

2. MotivationHave you heard of people with heart disease?

What may have caused them? Is it their lifestyle ortheir diet?

3. Science VocabularyCongenitalPalpitationArteriosclerosis

4. Presentationa. Presentation of MaterialsShowing charts or pictures of a person with

circulatory disorders.b. statement of the problem

How will you describe common ailments of thecirculatory system?

c. Setting of StandardsDivide the class. Give the needed materials.d. Distribution of Activity cards



21/68

2. ReportingEach group will report their group output.

3. Analysis/ Discussiona. What happens to a person who suffers high blood

pressure/ hypertensionb. What will happen to a person if there is an

abnormal production of white blood cellsc. Is it possible that arteriosclerosis could results to

heart attack? Why?C. Guided Discovery

1. GeneralizationPalpitation, rheumatic heart disease, congenital heartdisease, hypertension, heart attack, stroke, anemia,leukemia, hemophilia and arteriosclerosis are someof the common disorders of the circulatory system.

Immediate and proper treatment for disorder of thecirculatory system is needed.

2. ApplicationArturo is an alcoholic. He is also a chain smoker. If

you were his friend, what would you advice him to do toprevent him from heart problem?3. Valuing

What should you do to avoid ailments of yourcirculatory system?IV. EVALUATION

Match Column A with those in Column B to describe the commonailments of the correct answer. Write the letter on the blank before anumber.

A B______1. Inflammation of the heart characterized by A. Anemia

a high fever that weakens the muscles and B.Leukemia

valves of the heart. C.Hypertension______2. Irregular heartbeat D.Palpitation______3. Cancer of the blood E.Rheumatic heart fever______4. An iron deficiency disease______5. Blood pressure suddenly shoots up

ACTIVITY SHEET

What to do:1. Each group leader will get from the box three

circulatory disorders.2. Do a library research about them by group.

What to answer:1. Explain the common ailments of the circulatory system


22/68

V. ASSIGNMENTCollect clippings from newspaper and magazines on how to avoid

or minimize high blood pressure and heart attack.

Lesson Guide No.9


I. OBJECTIVESIdentify the healthy practices that would help in taking care of

the circulatory system

Practice desirable habits that help prevent or control commonailments of the circulatory system

II. A.SUBJECT MATTERPrevention/Control of Common Ailments of the Circulatory

SystemB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Into the Future Science and Health 6 pp. 25-28

C. Science Concept/s:

To help prevent/control the common ailments of thecirculatory system, one should practice certain desirable habits: Eat a balanced meal every day. Exercise regularly and moderately. Have enough rest and sleep. Take precautions against bacterial infections. Have enough clean and fresh air. Avoid areas with

smoke or other unclean substances in the air. Avoid too much stress. Stay fit mentally as well as

emotionally.

D. Processes: Identifying, DescribingE. Materials: Charts, picturesF. Value : Taking good care of ones health

III. A. GUIDED INQUIRY

1. Review


23/68

What are the common ailments that affect thecirculatory system? What are the symptoms of each?

2. Motivation

Does the circulatory system need to be taken careof? Why?3. Presentation

a. Presentation of materialsCharts, pictures

b. Statement of the problemWhat should we do to prevent the common ailments of the

circulatory system?

c. Setting of standards

d. Distribution of activity cardsA. GUIDED EXPLORATION

1. Activity Proper(Refer to page 28, Into the Future Science andHealth 6)

2. Reporting3. Analysis and Discussion

What are the ways on how to prevent thecommon ailments of the circulatory system?

B. GUIDED DISCOVERY

1. GeneralizationTo help prevent/control the common ailments of the

circulatory system, one should practice certaindesirable habits:

Eat a balanced meal everyday. Exercise regularly and moderately. Have enough rest and sleep. Take precautions against bacterial infections. Have enough clean and fresh air. Avoid areas with

smoke or other unclean substances in the air. Avoid too much stress. Stay fit mentally as well as

emotionally.

2. ApplicationWhat unhealthful or undesirable practices cause

ailments to the circulatory system? What healthful ordesirable habits should be practiced?3. Valuing

The circulatory system should be fit to do its work. Itis importantFor everybody to practice positive health habits such as

having regular exercise and balanced diet and having awholesome outlook in life.

IV. EVALUATION (written evaluation)Put a check mark(/) on healthful practices and cross out (X) the

undesirable practices.______1. Smoking tobacco


24/68

______2. Eating a balanced diet______3. Eating a fatty foods______4. Sleeping at 10 oclock in the evening______5. Running in the field early in the morning

V. ASSIGNMENTMake a poster showing proper care of the circulatory systemhealthy.

Lesson Guide No.10


I. OBJECTIVEDescribe the main parts of the nervous system

II. A.SUBJECT MATTERParts of the Nervous System

B. References: Budget of Work in Science and Health 6, s.2009-2010 p.1

Science and Health 6 pp. 52-53Into the Future :Science and Health 6 pp.30-31

C. Science Concept: The nervous system is made up of the brain, the

spinal cord and the nerve cells or neurons.

Into the future: Science and Health 6 pp. 30-31D. Processes: Identifying, Describing, Drawing conclusionE. Materials: Puzzle, activity sheets, flashcards.F. Value : Appreciation

III.A. GUIDED INQUIRY

1. ReviewHow can we take care of our circulatory system?

2. MotivationAnswering the puzzle grid.


25/68

1 2

Across:1. when force is exerted to move an object through a

distance.

Down:1. you and I2. to paddle in water so the boat will move

From the puzzles grid that you have answered, what enableyou to write the correct answer?


activity sheets, flashcards

b. Statement of the ProblemWhat are the main parts of the nervous

system?c. Setting of Standardsd. Distribution of Activity cards

B. GUIDED EXPLORATION1.Acivity Proper

Refer to pp.52 Science and Health 62.Reporting

Group presentation

3. Analysis / DiscussionWhat are the main parts of the nervous system?What is the control center of the nervous system?What part of the nervous system is the extension of

the brain?Which part of the nervous system can be found in all

parts of the body?

C.GUIDED DISCOVERY1. Generalization

What are the main parts of the nervous system?

2. ApplicationAre the parts of the nervous system important? Why?

3.ValuingAppreciate the importance of nervous system.

IV. EVALUATIONEncircle the letter of the correct answer.

1. What will happen if a person injures part of his/her brain?A. Action will continue to be coordinated.

B. The bran decays.C. The person will die.D. The person cannot integrate and coordinate his/her

movements.2. Why is the brain enclosed in a skull?

A. for protection B. for sound proofing C. for designD. for a better look


26/68

3.Which is the most complex of all systems in the body?A. circulatory B. digestive C. muscularD. nervous

4.Why is the nervous system important?A. It enables us to think.B. It controls involuntary actions.

C. It helps us see, hear, smell, taste or feel things around us.D. All of the above.5.What is the important work done by the spinal cord?

A. It enables us to learn.B. It interprets information.C .It protects the sense organs.

D.It receives and relays messages to the different parts ofthe body.

V. ASSIGNMENTDraw the nervous system and label its parts.


I. OBJECTIVEIdentify the main parts of the brain

II. A.SUBJECT MATTERParts of the Brain and Its FunctionB. References: Budget of Work in Science and Health 6,

s.2009-2010 p.1Science and Health 6 pp. 57-61

C. Science Concept/s: The Brain is the control center of the body. The parts

of the brain are cerebrum, cerebellum and brainstem.

Cerebrum controls thought and actions. It receivesand interprets the messages of the brain.

Cerebellum coordinates movements of the muscles. Brain stem controls involuntary actions.

D. Processes: Observing, Identifying, DescribingE. Materials: Brain model, activity sheets, chartF. Value : Active Participation

III. A. GUIDED INQUIRY1. Review


27/68

Parts of the nervous system2. Motivation

Which part of the nervous system helps you think?

3. Presentation

a. Presentation of MaterialsBrain model, activity sheets, chartb. Statement of the Problem

What are the main parts of the brain?c. Setting of Standards.d. Distribution of activity cards.

B. GUIDED EXPLORATION1. Activity Proper

Present the model of the brain.Let the children construct their own model of the

brain by doing the activity and using clay/dough.

- constructing the model of the brain- identifying the parts

2. Reporting3. Analysis / Discussion

What are the parts of the brain?What is the largest part of the brain?Which is the second largest part of the brain?Which is found at the base of the brain?

D.GUIDED DISCOVERY1. Generalization

What are the main parts of the brain?

2. ApplicationWhat will you do to avoid damage to your brain?

3. ValuingParticipate well in group activity.

IV. EVALUATIONSupply the missing words below.

Brain is divided mainly into _________, ________, and ________.Cerebrum controls thoughts and _________. _________ coordinates

movements of the muscles. __________ controls involuntary actions.

V. ASSIGNMENTMake a research on the parts of nerve cell.


28/68


29/68

Lesson Guide No. 12


I.Objective

Describe the function of the spinal cord.

II.Subject Matter

A. Topic : Function of the Spinal CordB. References : Budget of Work in Science and health 6 s. 2009-2010

p. 1Science and Health 6 p. 67-71

C. Science Concept/s : Spinal cord enables us to do things automatically.

It is a channel through which messages travel fromthe different parts of the body to the brain back.

A reflex action is an automatic action or responsemade by your body. It can be motor or conditionedreflex.

D. Science Processes : Observing, Describing, IdentifyingE. Materials : Pictures, chartsF. Values : Appreciate/Cooperate

III.Learning Activities


What are the organs of the nervous system?2. Motivation

Everybody, move your hand at the back of your neck downward.What is protected byBackbone? Can you describe it?

3. Presentationa. Presentation of materialsb. Statement of the Problem

What is the function of the spinal cord?c. Setting of Standardsd. Distribution of the activity Card


ACTIVITY CARD

Problem: What is the function of the spinal cord?

Materials : Pictures

Procedure :Study the illustration below then answer the questions that

follow.

Picture 1Picture 2


30/68

Picture 3Picture 4

Questions:

What have you found out:1. What do you do when :

a. You suddenly touch a hot object?_____________________

b. You prick your finger with a sharp needle?___________________

c. A drop of burning candle suddenly falls on yourfinger? _____________

d. A dust reaches your eyes? _________________________2. What do you think does the spinal cord do when these

things happen?______________________________________________


What is the function of the spinal cord? Spinal cord enables us to do things automatically. It is

the channel through which messages travel from thedifferent parts of the body to the brain and back.

Reflex action is an automatic action or response made byyour. It can be motor or conditioned reflex.

2. ApplicationIV.Evaluation

Put a check ( / ) opposite the statement if it correctly describes thefunction of the spinal cord. Put a cross ( X ) if it does not.

______ 1. The spinal cord prevents us from doing thingsautomatically.

______ 2. The spinal cord transfer messages between the differentparts of the body and

the brain.______ 3. The spinal cord is responsible for reflex action.______ 4. A reflex happens automatically without the action of thebrain.

______ 5. Reflex action protects you from harm.V.Assignment

Give other activities that show the function of the spinal cord.

Lesson Guide No. 13

Lesson Plan in Science VI


31/68

I.Objective

Describe the structure and the function of the nerve cells.

II.Subject Matter

a.Topic : Structure and Function of the Nerve Cells

b.References : Budget of Work in Science and Health 6,s 2009-2010 p.1

Science and Health 6 pp.61-63

c. Science Concepts

*The principal parts of the neurons are dendrites,body cell and

axons.

*The nerve cell or neurons carry nerve impulses from one part of

the body to another.

*Cell body contains the nucleus.

*Axons carry impulse away from the cell body to another neurons.

*Dendrites receive impulses and send them to the cell body.

d.Science Process: observing,identifying,describing

e. Materials : illustration of nerve cells

f. Value: Appreciation the importance of the nerve cells


A. Guided Inquiry

1.Review

What is the function of the spinal cord?

2.Motivation

(though Simulation game)

3.Presentation

a.Presentation of materials

b.Statement of the problem

What are the parts of a nerve cell?

c.Setting of Standards

d.Distribution of Activity Card

B.Guided Exploration

1.Activity Proper

Activity Card


32/68


33/68

V.Assignment

Draw the parts of the nerve cells and describe the function.


34/68

Lesson Guide No. 14


I.Objective

Trace the path of the message to and from the nervous system.

II.Subject Matter

A. Topic : How the nervous system worksB. References: Budget of Work in Science 6 s. 2009-20010 p.1

Into the Future: Science and Health 6 p 41-43The Wonderful World of Science 6 p. 25-28C. Science Concept/s:

Sensory neurons carry impulses from the senseorgans to the brain.

Motor neurons carry impulses from the brain to themuscles.

Association neurons connect sensory and motorneurons.

The sensory nerve cells carry impulses to the brain.The impulse in there relayed to the connectingnerve cells passes the impulse to another cell.

D. Processes : Observing, Identifying, DescribingE. Materials: book cooked food (adobo)

Flower perfume soap lotionCoin cotton fruit riceSand glass of water handkerchief

F. Value: Cooperation


A. Guided Inquiry

1. ReviewWhat is a reflex action?

2. MotivationCan you think without a brain?

3. Presentationa. Presentation of materialsb. Statement of the Problem

How does the nervous system help us respond to the stimuliaround us?

c. Setting of Standardd. Distribution of materials


ACTIVITY CARD

I. How does the nervous system help us respond to the stimuliaround us?


35/68

II. Materials

Book cooked food (adobo)Flower perfume soaplotionCoin cotton fruit

riceSand glass of waterhandkerchief

III. Procedure:Group 1 - Read a page of your book and tell what youhave read.Group II - Blind fold a classmate. Let him /her identifyobjects in front of him/her

By smellingGroup III- Blindfold a classmate. Let him/her identify the

objects by touchingThem.

Group IV - Get a handkerchief and blindfold yourself. Sitin a chair in the middle of

The room. Ask a classmate to move quietly to anypart of the room and

Clap his/her hand once. Point where you thinkhe/she is.

Repeat this activity several times as your partner moves fromone place to another in the room. Record the number oftimes you have pointed correctly to the place where your

partner clapped his hand.

Questions:What sense organs were involved in each activity?

________________________What sense organs enable us to respond to stimuli?

_______________________What are sensory neurons? Motor neurons?What must be present before an impulse?How does the impulse move?

2. Reporting


How does the nervous system work?2. Application

We know that the nerve cell carry impulses to the brain, whatwill happen if the nerve cells are destroyed? Can your body reactto the stimuli? Why?

3. ValuingDid you finish your activity on time? How did you do it?

IV.Evaluation

Choose the letter of the correct answer.

1. Why are some parts of the body more sensitive than the others?A. They have larger nerve endings.B. They have more nerve endings.C. They have tougher nerve endings.D. They have smaller nerve endings.


36/68

2. Which of the following is a reflex action?

A. Blinking of the eyelids C. beating of theheart

B. Inhaling and exhaling D. circulating of

blood3. What is the usual path of the messages received by the body from

the environment.A. Brain ---- nerves ---- spinal cord ---- sense organsB. Nerves --- sense organs ---- brain --- spinal cordC. Spinal cord ---- sense organs ----- brainsD. Sense organs --- nerve ---- spinal cord ---- brain

4. When you touch something very hot, you move your hand awayfrom the object as soon as you feel the hot sensation. Why?A. The blood moves faster to your hand.

B. The nerve ending are very sensitive.C. The messages travel fast to your hand.D. The messages to and from the brain move fast through the

nerves.

5. What carries messages from the sense organs to the nerves?A. Motor nerve B. sensory nerve C. interneuron

D. all of these

V.Assignment

Complete the path of an impulse as you response to the followingsituation.

You run very fast as youve seen the mad dog.

Mad dog --- _________________ (sensory nerves) --- ____________________

(center of the nervous system) --- _______________________ ---

__________________(motor nerves)


37/68

Lesson Guide No. 15


I.Objective

Identify common ailments that affect the nervous system.

II.Subject Matter

A. Topic : Common Ailments that Affect the Nervous SystemB. References : Budget of Work in Science and Health 6, s. 2009-2010

p.1Science and Health 6 p. 73-75

C. Science Concept : Some of the common Ailments of the nervoussystem are; meningitis,Cerebral palsy, polio, encephalitis, epilepsy andbrain tumor.

D. Processes : Observing, Identifying and DescribingE. Materials : Picture of a person having ailment of the nervous

systemF. Value : Respectfulness and Consideration


A. Guided Inquiry1. ReviewWhat are the organs of the nervous system?

2. MotivationHave you ever observed people who have slurred speech, paralysisor epilepsy ?

3. PresentationA. Presentation of MaterialsB. Statement of the Problem

What are the ailments that affect the nervous system?C. Setting of StandardsD. Distribution of materials


ACTIVITY CARD

I. Problem:What are the ailments affecting the nervous system?

How these ailments affect the nervous system?

II. Materials :Pictures

III. Procedure :Directions : Complete the chart by filling up the

causes and symptoms of the ailments of the nervoussystem.


38/68

AILMENTS CAUSE SYMPTOMSMeningitisCerebral PalsyBrain TumorEncephalitis

ParalysisQuadriplegiaEpilepsyParaplegia

Questions :

What are the causes of the ailments affecting the nervous

system?

How can these ailments be detected?

2. Reporting


What are the common ailments that affect the nervoussystem?

Describe how these ailments affect the nervous system.2. Application

What will you do if you had a bad fall while playing basketball?3. Valuing

What should you do if you talked to a person having slurredspeech?

IV.Evaluation

Write true or false

_____________1. A person suffering from brain tumor feels severe headache.

_____________2. Cerebral palsy is caused by a surge of electrical activity inthe brain.

_____________3. Accidents can damage the nervous system.

_____________4. An injury to the spinal cord may ensure permanent paralysis.

_____________ 5. Polio is also called sleepy sickness.

V.Assignment

Give some practices that will prevent us from having ailments of the

nervous system.


39/68

Lesson Guide No.16


I. OBJECTIVE:

Practice health habits and proper care of the nervous system tocope anger, grief and anxiety.

II. SUBJECT MATTER:A. Topic: Keeping the Nervous System HealthyB. Reference:

Science and Health 6, pp. 76-80C. Science Concept:

Proper care and protection should be given to our NervousSystem to cope up with anger, grief and anxiety.

D. Processes:

Practicing Health Habits, demonstratingE. Materials:

PicturesF. Value Infusion:

Positive outlook in life.

III. LEARNING ACTIVITIES:

A. Guided Inquiry

1. Review

Ailments of the nervous system

2. MotivationGame

Let the pupils form/ assemble the pieces of cut outpictures.

3. Vocabulary DevelopmentAct the following feelings/emotions to determine itsmeaning.

ashamed grief

irritate anxietyanger weary

4. Presentation

a. Presentation of Materials-Show pictures of faces expressing different

emotionsb. Statement of the ProblemWhat are the ways to maintain nervous system

healthy?

c. Setting of Standardsd. Distribution of Activity Cards


1. Activity Proper


40/68

ACTIVITY CARDHow Do I Keep My Nervous System Healthy?

What To Do:Study each illustration then answer thequestions that follow.

A B C

D E

What you have found out:2. What does each picture show?

Picture a _____________________________Picture b _____________________________Picture c _____________________________Picture d _____________________________Picture e _____________________________

3. Which picture show the proper ways of keepingthe nervous system healthy? Why?

4. Which pictures do not show the proper ways ofkeeping nervous system healthy? Why?

5. Reporting6. Discussion

What other practices can you observe to makeyour nervous system healthy?Why is it important to always bear in mindthose habits?


What are the ways/ practices to keep your

nervous system healthy?

Avoid alcoholic drinks.Free your mind of worries and anxieties.Relax and spend your leisure time wisely.

2. Application


41/68

JM is the most intelligent pupil in his class. Hestudies until 2 o clock in the morning. Is this good orbad for him? Why?

3. ValuingWhat would you do to help yourself mentally

and emotionally healthy?IV. EVALUATION

Put a check () on the statement that shows proper care ofthe nervous system and (x) if not.

____________ 1. Drink alcoholic beverages.

____________ 2. Eat plenty of fruits and vegetables.

____________ 3. Take drugs.

____________ 4. Fighting with others.

____________ 5. Be happy.

V. ASSIGNMENT

List down five healthy practices and proper care of your nervoussystem.


42/68


43/68

3. Abiotic

4 PresentationA. Presentation of Materials

(Pupils will have a tour around the schoolgarden/school compound)

B. Statement of the ProblemWhat are the components that made anecosystem?

C. Setting of StandardsD. Distribution of Activity card


ACTIVITY CARDa. Have a field trip. Go to your school garden.b. Observe and identify the living things (biotic).c. Identify also those non-living things (abiotic) that may

affect the growth and survival of the living things in it.What you have found:a. What are some of the plants you see in a garden

ecosystem?_____________

b. What are some of the organisms that you see in agarden ecosystem?______

c. What are the non-living things that affect the growthand survival of those living things? _____________________

d. Why is the garden an ecosystem? _____________________e. List down all the living things and non-living things that

you observe in it. Use the following format.


What other biotic and abiotic components made anecosystem?What is the importance of each biotic and abioticcomponent in an ecosystem?

C. Guided Discovery

1. GeneralizationWhat composed the biotic factors in an ecosystem?What made the abiotic factors in an ecosystem?

2. ApplicationWhy is it cooler in the woods than in the dessert?

3. ValuingHow can you maintain our ecosystem balanced?

IV.EVALUATION


44/68

Write A for abiotic and B for biotic organism .

______ 1. birds _______ 6. sunlight______ 2. oxygen _______ 7. gravity

---------- 3. trees _______ 8. orchids______ 4. soil _______ 9. water______ 5. topography _______ 10. Fire

VI. ASSIGNMENT

List down abiotic and biotic organisms found in your home.


45/68

Lesson Guide No.18


I. OBJECTIVE:

Construct a food-chain to illustrate feeding relationship.

II. SUBJECT MATTER:A. Topic: Food Chain

B. Reference:Into the Future Science and Health 6, pp. 58-60PELC in Science and Health 6 II 1.2.1Science and Health 6, pp. 110 - 114

C. Processes:

Observing, Describing, Classifying

D. Science Concepts: A food chain is the transfer of solar energy from plants to

animals and eventually to decomposers. In the process of taking in food consumers maybe classified

as first, second, third and higher.

E. Materials:Illustration of an enlarged food chain

F. Value Infusion:Appreciate the interrelationships of living organisms in theenvironment

III. LEARNING ACTIVITIES:A. Guided Inquiry

1. ReviewWhat is an ecosystem?

2. MotivationGame using word bank/ alphabet bank

Producer Consumer

Decomposer

Scavenger

3. Science VocabularyGive the meaning of each item:

a. producerb. consumerc. decomposersd. food chain


Pupils baon or packed lunch

b. Statement of the ProblemWhat is a food chain?


46/68

c. Setting of StandardsWhat are the standards for group activity?

d. Distribution of Activity Card


Problem: What is a food chain?

What to use: pupils baon or packed lunch such as:

Fried chicken Hamburger

Fish Boiled corn Etc

What to do:

1. Trace the source of food you eat. Identify whether these

foods

come from plants or animals. Write them in the table below.

Food Source of Food

2. Look at the pictures below. Study how these foods are passed

on from one organism to another. Identify yourself in the

diagram.

1st 2nd 3rd

4th

1.

2.


47/68

2. ReportingA representative from each group will report their findings.

3. Analysis and DiscussionWhich are the producers?Which are the consumers?Show another example of a food chain.

What is the main source of food?Why plant is the first link in a food chain?What do you call the worm that eats plants?What do you call the bird that eats worm?What do you call the snake that eats birds?Based on the diagram which is the primary consumer?

Secondary consumer? And tertiary consumer?What is being transferred in the food chain?When the plant and the snake die, what happens to their

dead bodies?

What relationship exists among plants, animals and otherorganisms?


What is a food chain?What is being transferred in a food chain?

2. ApplicationAre decomposers important in a food chain? Why?

3. ValuingWhy food chains need to exist in our environment?

IV. EVALUATION

Copy the boxes in your notebook. Complete the food chain by fillingout each box with the name of an organism in a land ecosystem. (withpicture of food chain in a land ecosystem)

Producer Primary SecondaryTertiary

Consumer ConsumerConsumer

V. ASSIGNMENT


48/68

Construct a food chain with organisms found in your backyard or inyour community.


49/68

Lesson Guide No.19


I. OBJECTIVE:Construct a food web to illustrate feeding relationship.

II. SUBJECT MATTER:A. Topic: Food Web

B. Reference:Budget of Work II 1.2.1Science and Health 6, pp. 115 - 116

C. Processes:

Observing, Describing

D. Science Concept: A food web is a pattern of overlapping and interlinking food

chains.

E. Materials:Poster showing overlapping food chains forming a food web, charts

F. Value:Importance of animals

III. LEARNING ACTIVITIES:A. Guided Inquiry1. Review

What is a food chain?

2. MotivationDo you like to go fishing?What takes place when you go fishing?(Food chain the worm is eaten by the fish, the fish is eaten

by the fishermen)Show an illustration of food web in a sea ecosystem.

3. Science Vocabulary (Optional)


Illustration of enlarged food web

b. Statement of the ProblemWhat is a food web?

c. Setting of StandardsWhat are the standards for group activity?

d. Distribution of Activity Card


50/68


Problem: What is a food web?

What to do:

Study the illustration thoroughly then answer the questions

that follow:

What you have found out:1. What is the main source of food of the organisms in the

illustration? __________2. What organisms feed directly on plants? __________________


51/68

2. ReportingA representative from each group will report their findings.

3. Analysis and DiscussionWrite on the board an example of food chain.

Add another consumer to the food chain.


52/68

Is it still a food chain?How does food web differ from a food chain?

C. Guided Discovery

1. Abstraction/GeneralizationWhat is a food web? How will you construct feedingrelationship

in a food web?

2. ApplicationAre decomposers and scavengers important parts of the

food web?Why?

3. Valuing

What is the importance of animals in the food web?

IV. EVALUATION

A. Choose the letter of the correct answer.

1. A food web is ______ food chain.A. Composed of severalB. A simpleC. An energeticD. A decaying

2. The plant is considered the _______.A. primary consumerB. producerC. secondary consumerD. a decaying

3. What is transferred in a food web?A. ParasitesB. PredatorsC. EnergyD. Water

B. Construct an example of food web in a land ecosystem. (2 pts.)

V. ASSIGNMENTConstruct a food web with organisms found in the farm ecosystem.


53/68


54/68

Lesson Guide No.20


I. LEARNING OBJECTIVES:

Describe the interaction, interrelationship and interdependenceamong the components of an ecosystem.Identify the kinds of interrelationship among living organisms.

II. SUBJECT MATTER:Topic: Relationship between Organisms

A. Science Concept/s:The relationship that exists between organisms are:

Mutualism is a relationship where both organism benefit

from each other.

Commensalism is a relationship where one organismbenefits while the other is unaffected or harmed.

Parasitism is a relationship where one organism benefitsfrom another organism. The organism is affected orharmed and does not benefit from the relationship.

Predation is a kind of relationship wherein the predatorskill their victims before or during the eating process.

Competition is a relationship in which two organismscompete for survival.

B. Reference:Science and Health 6, pp. 132-140C. Processes:Observing, IdentifyingD. Materials:Pictures of different relationshipE. Value Infusion:Cooperation

III. PROCEDURE:A. Guided Inquiry

1. ReviewLet us have a game. I need two groups to perform hisgame.Form as many food web in a minute,the first one to finish

with a complete food webWill be the winner.

2. Motivation

Can plants/animals live alone?Answer puzzle. See p.132

3. Presentationa. Presentation of materialsb. What relationship exist between organisms?c. Setting of standard


55/68


56/68

Lesson Guide No.21


I. LEARNING OBJECTIVE:Illustrate the oxygen-carbon dioxide cycle.

II. SUBJECT MATTER:Topic: Oxygen-Carbon Dioxide Cycle

A. Science Concept: The process in which green plants take in carbondioxide and give off oxygen while animals take in oxygenand give off carbon dioxide is called oxygen-carbon dioxidecycle.

B. Reference:Science and Health 6, pp. 128-131C. Processes:IllustratingD. Materials:Cut-outs of man, plants and animals. Arrows, cards with wordssuch as oxygen, carbon dioxideE. Value Infusion:Cooperation

III. PROCEDURE:


What will happen if an organism is alone in anecosystem? Do you think it will survive? Why or whynot?

2. Motivation

Inhale ExhaleWhat gas do we inhale? What gas do we exhale?

3. Science Vocabulary

Inhale carboncarbon cycleExhale oxygencarbon dioxide cycle


Cut outs of man plants and animals, arrowsCard with woods such as oxygen and carbon dioxide

b. Statement of the ProblemDo you know that the gas we inhale and exhale is a

great help to plants and animals? Why?c. Setting of Standard

Rules in doing the activityd. Distribution of activity cards.

By groups



57/68

1. Activity ProperActivity Card

I. Objective: Illustrate/Construct Oxygen-Carbon Dioxide CycleII. Materials : cut-out of plants, man, carabao, arrows, cards containing

the words oxygen andcarbon dioxideIII. Procedures:

1. Get the materials from the supply table.2. Take the pictures, the arrows and cards with words.3. Construct the oxygen and carbon dioxide cycle.4. Paste them in a sheet of manila paper.5. Illustrate.

IV. Questions:1. What gas do plants give off?2. What happens to the oxygen given off by the plants?

3. Is oxygen? Why?4. What gas do man and animals give off when they exhale?5. What happens to carbon dioxide given off by man and animals?

2. Group Reporting3. Analysis and Discussion

What gas do plants give off?What happens to the gas given off by plants?Is oxygen important? Why?What gas do men and animals give off?What happens to the gas given off by man and animals?

Is carbon dioxide important? Why?Illustrate the flow of gases in the oxygen-carbon dioxide

cycle.


Plants give off oxygen. Animals and human take inoxygen and give off carbon dioxide which is taken byplants.

The continuous exchange of O2 and CO2 by plants andanimals including human is called oxygen-carbon dioxide

cycle.

2. ApplicationWho among you have been in the city? Isnt it that

there are many cars and jeepneys in the cities? Do the gasemitted by cars and jeepneys affect us?

Where do you prefer to live, in a city or in a province?Why?3. Valuing

Cooperation in a group

IV. EVALUATION

A. Supply the missing word/words to complete the diagram.

2.gives off


58/68

B. Choose the letter of the correct answer.

4. Why is oxygen important to man?A. Oxygen is used for photosynthesis.

B. Oxygen is needed in the process of respiration.C. Oxygen is abundant in the air.D. Oxygen provides food for man and animals.

5. Why is carbon dioxide important to plants?A. Carbon dioxide is needed in the making of food by plants.B. Carbon dioxide is needed by the body.C. Carbon dioxide is a gas in the air.D. Carbon dioxide is taken in by the plants.

V. ASSIGNMENT

Infer what will happen to the oxygen-carbon dioxide cycle iftrees are cut down and garbage is burned. How will this affect ourenvironment? Write a paragraph of 5-7 sentences.

taken in by

man &animals

1.

taken in

by3. Gives off


59/68

Lesson Guide No.22


I. OBJECTIVE:Define ecosystem operationally.

II. SUBJECT MATTER:Topic: Ecosystem

A. Science Concept: The relationship between the biotic (living things)and the abiotic (non-living things) environment is called

ecosystem.B. References:Budget of Work Science and Health VI-1.3Science and Health 6 (Revised Edition), pp. 141-142C. Processes:Observing, Inferring, Identifying, ClassifyingD. Materials:Picture of a garden, paper, ballpen

III. LEARNING ACTIVITIES:A. Guided Inquiry

1. ReviewWhy is carbon dioxide cycle important to life?2. Motivation

What are the living and the non-living things you seein a pond,forest, grassland and from the bodies ofwater?

3. Science Vocabulary (optional)4.Presentation

(The teacher will show a picture of a garden)Ask: What are the things you see in the picture?a.Presentation of Materials

The materials to be used are picture of a garden,paper and ballpen.

b. Statement of the ProblemWhat are the biotic and abiotic organisms in an

ecosystem?c. Setting of Standards

Recall the steps in performing an activityd. Distribution of Activity Cards

B. GUIDED EXPLORATIONS1.Activity Proper(activity card)Procedures:

1. Have a field trip to a nearby garden/pond2. Observe and list the living things and the non-living

things you found there.Questions:

1. What are some of the plants and animals you see inthe garden or in the pond?


60/68

2. What are the living things and non-living things youfound there?

3. How do the plants, animals and the non-livingthings interact with one another?

2.Reporting (optional)

3.Analysis and DiscussionCan living things live without the non living things?Why?

C. GUIDED DISCOVERY2. Abstraction/Generalization

What is an ecosystem?3. Application

How can you protect your own ecosystem?4. Valuing

How can you show your love for nature?

IV. ASSESSMENT/EVALUATIONFill in the blanks. Choose your answer from the choicesbelow.

FOREST BIOTIC

ECOSYSTEM ABIOTICORGANISMS

1. _________ live in a place where they can survive.2. The relationship between the biotic and abiotic

environment is called _______.3. ______ includes all the organisms living in a

particular area.4. _______ is an example of an ecosystem.5. ________ are the non-living components in an

environment.

V. ASSIGNMENT

Cut or draw pictures of living and non-living things found inyour garden at home.


61/68


62/68

Lesson Guide No.23

LESSON PLAN IN SCIENCE 6I. OBJECTIVE:

Design a model of an ecosystem.

II. SUBJECT MATTER:A. Topic: Ecosystem

B. Reference: Into the Future: Science and Health 6C. Science Concept:

An aquarium is a model of an aquatic ecosystem.A terrarium is a model of land ecosystem.

D. Processes:Observing, constructing/designing

E. Materials:

Pictures, objects use in the activityF. Value Infusion:Love for Animals

III. LEARNING ACTIVITIESA. Guided Inquiry

1. ReviewWhat is the meaning of an ecosystem?

2. MotivationPictures of different habitats

3. Science Voc. (optional)

4. Presentationa. Presentation of materials

b. Statement of the problemWhat do terrarium and aquarium represent?

c. Setting of standards

d. Distributing of materialsB. Guided Exploration

1. Activity Proper

Group the pupils and give them the activity card.

ACTIVITY CARD

1. Observe our aquarium and terrarium.2. Design your own model of aquarium and terrarium.3. Group 1 will do the aquarium.4. Group 2 will do the terrarium.5. List down the biotic and abiotic in your work.6. Present your output in the class.

2. Reporting

3. Analysis and DiscussionWhat is the model of an ecosystem where livingthings interact with one another?


63/68

What are the living things and non living things thatcan be found in your aquarium? terrarium?What do terrarium and aquarium represent?

C. Guided Discussion1. Analysis/Generalization

Let the pupils state the concept using guidequestions in the discussion.2. Application

What shall we do with endangered species?3. Valuing

IV. EVALUATIONPresentation of outputs.

The group will discuss the things that can be seen in their model

of ecosystem

V. ASSIGNMENTEach group will bring more materials for their terrarium and

aquarium.


64/68

Lesson Guide No.24


I. OBJECTIVE:

Explain how certain events and activities disturb theinterrelationship in an ecosystem destructive practicesincluding all types of pollution.

II. SUBJECT MATTER:A. Topic: Destructive Practices Including All Types of PollutionB. Reference:Science and Health 6, pp. 170-171Science for Daily Use 6, pp. 68-69PELC Refined 2C. Science Concept:

Pollution is the introduction of the materials into theenvironment which decreases the cleanliness of theenvironment. Those that can be polluted are the air, waterand land.

D. Science Processes:Explaining, DescribingE. Materials:Pictures of smoke-belching vehicles, river filled with garbage,people sick of cholera, tuberculosis and typhoid feverF. Value Infusion: Cleanliness

III. Learning Activities:A. Guided Inquiry1. Review

What is an ecosystem?2. Motivation

Overpopulation causes food shortage, water andspace shortage. What else does overpopulation cause?

3. Presentationa. Present a picture of polluted placeb. How certain events and activities disturb the

interrelationship in an ecosystem?

c. Setting of Standardsd. Distribution of Activity Card

B. Guided Exploration1. Activity proper

ACTIVITY CARDSmoke Belcher Hunt

1.Observe the motor vehicles in the street from asafe distance. Do not stay on the street as you observethem.

2. Ask somebody to help you do this activity. Station

yourself in a place where motor vehicles pass.3. Count the number of motor vehicles that pass

while your partner records the number of vehicles thatrelease dark smoke from their exhaust pipes.

Which do you think has a great number of motorvehicles in main thoroughfares or secondary streets?Make a study to be able to answer correctly.


65/68


a. What does the picture show?b. Is this picture a common sight in big cities? Give your

reasons.

C. Guided Discovery1. GeneralizationHow does overpopulation affect people and theenvironment?2. ApplicationWhere is pollution greatest, in the rural or urban areas?Why?Is there relationship existing between the extent ofpollution and the size of population? Can you explain the

relationship?3.ValuingIs there relationship existing between the extent ofpopulation and the size of population?Can you explain the relationship?

IV. EVALUATION

Choose the letter of the best answer.

1. Which is a chief cause of air pollution?

a. improper waste disposalb. burning of gasoline to power motor vehiclesc. mixing of sulfur dioxide and moisture

2. Which of the following is not an example ofland pollution?

a. junkyard b. garbage dump c.sewage

3. In which area is pollution greatest?a. city b. town

c. a and b

4. Which can reduce the amount of oxygen inthe water?

a. carbon dioxide b. sewage c. glass andplastic

5. Why is overcrowding considered a danger?a. It depletes our food resources.b. It destroys our natural resources.c. All of the above.

V. ASSIGNMENT

Illustrate the conditions of the land, air and water in yourplace. Are they clean or dirty?


66/68

Lesson Guide No.25


I. OBJECTIVE:Explain how certain events and activities disturb theinterrelationship in an ecosystem overpopulation.

II. SUBJECT MATTER:A. Topic: OverpopulationB. Reference:

Science and Health 6, pp. 168-169C. Science Concept/s:

Rapid population growth demands a bigger supply ofnecessities like food, shelter, clothing and medicine. Thisaffects the ecological balance. The demand for basic necessities results in thegeneration of more wastes and application techniqueswhich will hasten production. This again affects the

ecological balance.D. Science Processes:Explaining, EnumeratingE. Materials:Pictures showing overpopulation, pictographF. Value Infusion: Importance of Family Planning

III. Learning Activities:A. Guided Inquiry

1. ReviewWhat are the different types of pollution?

2. MotivationIn which community do you live? Is it in the basin of

the city? How many people live in your community?3. Presentation

a. Presentation of Materials1.Showing the pictures2. What are the effects of Over population?

b. Setting of Standardsc. Distribution of Activity Cards

B. Guided Exploration1. Activity proper

ACTIVITY CARDGROWING POPULATION

1.Put two gold fishes and two hydrilla plants ofthe same size in a wide in a wide mouthed glass jar.Label this glass jar A.


67/68

2. Put eight gold fishes and two hydrilla plantsof the same size in another glass jar. Label this glass jarB.

A B

Compare the space occupied by the fishes inglass jars A and B.

How do the fishes move in the two jars?3.Observe the condition of the set up after acouple of days.

What factors do you think brought about thiscondition/

Compare the hydrilla plants in jars A and B Compare the color of the water in jars A and

B


In which set up do you think will fishes live better? Why/Why too many fishes in a place be a problem?Describe the condition created when the supply of food,water and space does not increase but population does.

C. Guided Discovery

i. GeneralizationPopulation refers to a group of organisms

of the same kind living in the same place at thesame time.

The effects of overpopulation or rapidpopulation growth are food shortage, watershortage, housing problems.

ii. ApplicationCould a desert or mountainous area be

overpopulated? Explain.iii. Valuing

The amount of food, water and spaceshould be enough to meet the demands of thegrowing population.

IV. EVALUATION

Read each situation carefully then write the problem that isconnected to overpopulation.

_____________1. People become idle and find difficulty in landing jobs._____________2. Big families build shanties on sidewalks._____________3. More people line up waiting for their turn to get water._____________4. People line up to buy rice._____________5. People dump industrial wastes into bodies of water.

V. ASSIGNMENT

Illustrate the following in your notebook.


68/68

Overpopulation and food shortageOverpopulation and water shortageOverpopulation and shortage of spore

First Grading_ Lesson Guide

Documents