Science 6 First Quarter (1)

Date_________________SCIENCE VI

FIRST QUARTERI. Objective: Describe the parts of the heartII. Subject Matter: Describing the parts of the heart

A. References: PELC 1.1, Science and Health For a Changing EnvironmentInto The Future Science and Health 6

B. Science Processes: Describing, Explaining, InferringC. Science Ideas:

The heart is the main part of circulatory system. It is enclosed in a small sac called Pericardium.

It is divided into four chambers: The Right Atrium, The Left Atrium,The Right Ventricle and The Left Ventricle.

The Right and Left Chamber of the Heart is separated by a thin walled called Septum.D. Integration: EnglishE. Value: Self discipline

III. A. Motivation: GamesAre you familiar of playing text twist? I am going to group you into four, each group will get one box with scramble letters inside. Try to form as many words as you can and find the longest word. The first one to guess the longest word and form more words will be the winner. Are you ready?

M T S Y S E I R C U T O T R Y L A C ( CIRCULATORY SYSTEM) is the longest word. B. Lesson Proper: In what subject we are familiar in vocabulary development? (English)

1. Activity

1

Group 2Problem: What is the most important organ of the circulatory system? Describe each parts:Materials: Picture of the heart.Procedure: Study the picture of the heart. Then answer the questions that follows:

1. What is the shape of the heart?2. There are four chambers inside the heart. What are these?3. What is separates the right side from the left side of the heart?4. What separates the upper chamber from the lower chamber?5. What are some tubes connected to the heart?6. The heart is made up of cardiac muscles. What happens when these muscles contract?

Answers:1. The heart shape is like a pear.2. The four chambers of the heart are the right and left atrium, the right and left ventricle. The Atria are the thin chambers and the ventricles are the thick walled chambers.3. The septum separates the right side from the left side of the heart.4. The valve separates the upper from the lower chambers.5. There are some tubes connected to the heart’s. They are vena cava, pulmonary veins, aorta, pulmonary artery.6. When the cardiac muscles contract and relax in harmony the blood moves throughout The body.

Group 1.Problem: What are the parts of the heart? Describe the parts of the heart.Materials: Cut out picture of the heart. Paper strips.Procedures:1. Join the cut outs picture inside the box.2. What did you form? ( picture of the heart)3. Label the parts of the picture according to the words written on a paper strips. (RIGHT ATRIUM, RIGHT VENTRICLE, LEFT ATRIUM, LEFT VENTRICLE, SEPTUM, PERICARDIUM, MYOCARDIUM, VALVE).Conclusion:

The heart is a strong and hollow muscular organ, It is about the size of the clenched fist. It is divided into four chamber; the upper chambers; the right and left atria and the lower

chambers ;are the right and left ventricle. The septum is located between the right and the lower chambers of the heart.

2. Analysis:1. How are the muscular walls of the heart differ from the other muscular of the body?Answer: The muscular wall of the heart differ from other muscles of the body. Because it has

definite cycle of contraction and relaxation his makes the heart beat of aPerson.

2. Where is the septum located? (between the right and left chambers of the heart.)3. What part of the heart make sure the heart never skip beating? (Pacemaker)4. Why is it important to take care of the heart?5. What are the upper chambers of the heart? (Atrium)3. Abstraction:The human heart consist of the four chambers namely; the right atrium, left atrium, right ventricle and the left ventricle.Septum located between the left and the right chambers of the heart.The valve between atrium and the ventricle prevent the back flow of the blood.4. ApplicationUse the following words to form a concept map:HEART, RIGHT ATRIUM, RIGHT VENTRICLE, LEFT ATRIUM, LEFT VENTRICLE, VALVE, SEPTUM, THIN

WALLED CHAMBERS, THICK WALLED CHAMBERS.

IV. Evaluation:Fill in the blanks:

1. The ____________ is a hollow muscular organ that beats rhythmically to keep the blood flowing in one direction throughout the body.2. The muscular wall of the heat is called ________________________.3. The two upper chamber of the heart is the ______________and the _____________4. The lower chamber is called_________ and ___________________.5. A thin walled called __________ separates the chambers in the right from the chambers in the left.

Answers:1. heart 4. Right ventricle and left ventricle2. Myocardium 5. septum3. Right atrium and left atrium

V. Assignment:Draw and label the parts of the heart.

2

Group 3Problem: What are the main parts of the heart?Materials: Manila paper, penProcedure: Arrange the jumbles letter to form word that will fill on the description.

1. T H R E A (HEART)_________ is at the center of your chest behind the breastbone and between the lungs.

2. R I C A R D P E I U M (PERICARDIUM)___ COVERS THE HEART.3. P U S T E M (SEPTUM)_ a thin wall that separates the chambers

On the right from the chambers on the left.4. A Y U M D I U C A R M (MYOCARDIUM) the muscular wall of the heart.5. E V L A V (VALVE) separates the right atrium from the right

Ventricle.6. U M A R I T (ATRIUM) UPPER CHAMBERS OF THE HEART.7. E N V I E L C T R (VENTRICLE) lower chamber of the heart.8. E R M A E C K P A (PACEMAKER) specialized region of the cardiac muscles.

It makes cure the heart never skip a beat.9. I M U D R A C A D E M (ENDOCARDIUM) A tough membrane which lines the interior of the

four chambers of the heart.Conclusion: What are the words formed all about?

The words are part of the heart. The upper chambers and the lower chambers of the heart. The right and left atria are the upper chambers and the right and left chambersAre the lower chamber. The septum separates the right chambers from the left chambers of the heart.

Date______________

SCIENCE VIFIRST QUARTER

I. Objective: Describe the function of the heart and its part.II. Subject Matter: Function of the heart and its main parts.

A. References:PELC 1.2 Science and Health for a Changing EnvironmentInto The Future Science And HealthScience and Health For A better Life

B. Science Processes:Explaining, Describing

C. Science Ideas:The heart pumps blood to all parts of the body.The atria are the thin walled chambers that receives blood from the veins.The ventricles are the thick walled chambers which pump blood out of the heart through arteries.The right atrium receives carbon dioxide-rich blood from the body while the left atrium oxygen rich blood from the lungs.Septum prevents the mixing of blood in your heart.The valves prevent the back flow of the blood.

D. Integration: ARTE. VALUE: COOPERATION

III. Lesson Proper:A. Motivation

Why do you thick the blood flows?How does the blood throughout the body?

B. Activity:What should you observe when you perform the activity?1. cooperation- (2) 3. Content of the report- (3)2. discipline- (2) 4. Resourcefulness- (3)

Group 1:Problem: What is the function of the heart and its part?Materials: ChartWhat to do:

1. Give the function of each part of the heart. Write you answer on the tableParts of the Heart function

HeartAtriaVentricleValveSeptumPericardiumEndocardiumMyocardiumPacemaker

Receive blood from the veins. Responsible for helping the blood moving in all parts of the body. Prevents the mixing of blood in your heart. Prevents the backflow of the blood. Covers the heat and its fluid protects the heart and preventing the irritation of the hear. The contraction and relaxation cycle of this muscles makes the heartbeat of a person

feels. Make sure the heart never skips a beat.

Group 2 Activity

Make some reading about the heart. Be sure to share your reading among your members.1. What are the function of the heart?

3

2. What part of the heart prevent the backflow of the blood?3. Why blood in your heart does not mixed?4. What pumps blood to all parts of the body?5. What part of the heart responsible for the contraction relaxation cycle?6. What part of the heart receives carbon dioxide rich food or deoxygenated blood from the body?

2. Analysis Why is the heart an important part of the circulatory system?Why the blood does from the right chambers and the left chamber did not mix?What protect the heart?

3. Abstraction The heart is a hollow muscular organ that pumps blood to all parts of the body. The right atrium receives carbon-dioxide rich from the body and the left atrium receives

oxygenated blood from the lungs. The septum prevents the blood from flowing back.

4. ApplicationWhy is it important to take care of the heart?What is the importance of the pericardium?What part of the heat is responsible for helping blood moving in all parts of the body?

IV. EvaluationMatch the function of each part of the heart.

A B____1. Heart a. prevents the backflow of the blood.____2. Right Atrium b. Pump blood to all parts of the body.____3. Valve c. receive deoxygenated blood.____4. Septum d. Prevents the mixing of the blood.____5. Ventricle e. Pumps blood out of the heart through arteries.

V. AssignmentMake further reading about the function of the heart.

Prepared By:________________MARIA JENNETH V. SAYSE INSPECTED:

_________________

4

Date_______________


I. Objective: Describe the main parts of circulatory System (The Blood)

II. Subject Matter: Main Parts of circulatory System (The Blood)A. References:

PELC 1.1 Science And Health 6 p. 27-31Science and Health For A Changing Environment p. 22-24Science Spectrum 6 Into The Future Science And Health 6

B. Science Ideas:The Blood is the body’s only liquid tissueThe blood main components are the plasma, White Blood Cell, and the platelets.The liquid part of the blood is the plasma and the solid part is made up of the blood cells and the platelets.

C. Science Processes:Observing, Identifying, Describing

D. Integration: Art, EnglishE. Value: CooperationF. Materials: Illustration of the red blood cells, white blood cells, composition of the plasma..

III. A. 1. Review the main parts of the Circulatory System 2. Motivation

Loop a word contestR I O O D S M K I M PU U P W J U O M Q A JK B O N E U I L S R UJ T R E A A U K W R RH T E E M T D J H O EG R W S J J E R I W IF S A E J J U L T Q DD L E U K O U E E R LP L D Y J J I S D T OH E M O G L O B I N SR C H J J J O F G F G

B.1. ActivityGroup 1Study the illustration of the blood

White Blood Cells Red Blood Cells PlateletsWhat does blood consist of?What are the main components of the blood?Describe the plasmaCompare Red Blood Cells from White Blood Cells.

Group 2Identify and describe the components of blood.

Components of Blood Description1. Plasma2. Red Blood Cells3. White Blood Cells4. Platelets

2. AnalysisWhat are the components of the blood?(Plasma, red blood cells or erythrocytes, white blood cells or leukocytes and the platelets or the thrombocytes.)

5

3. AbstractionBlood is made of solid and liquid parts.Plasma is the liquid part comprises about 40 -50 % of the blood.The solid part of the blood is made up of three kinds of cells: Red Blood Cells, White Blood Cells and the Platelets.

4. ApplicationInside the box are the components of the blood. Try to match the word that best describe each

componentsPlasma erythrocytes leukocytes Thrombocytes

Small concaves disc shaped cells, contain hemoglobin, liquid, solid, bigNo regular shape red circular disc: Tiny cell fragment, Produce in the bone marrowColorless part of the blood

IV. EvaluationFill in blank with the correct answer.1. The yellow-colored fluid which carries food and the solid parts to your body tissue is Called______________________.2. The red blood cells get their color from_________________.3._____________ large than red blood cells and lessen in quantity.4. ____________ rich in Hemoglobin which contains iron that makes the blood red.5. ____________ produced in the bone marrow.

V. Assignment:Draw the parts of the blood and let them describe each.


_________________

6

Date_______________


I. Objective: Describe the main parts of the circulatory system (the blood vessels)II. Subject Matter: The Main Parts of Circulatory System (The Blood Vessels)

A. References: PELC 1.1Science And Health 6 p. 21-22

B. Science Processes: Observing, Describing, IdentifyingC. Science Ideas:

Blood vessels are pathways of the blood.Arteries, veins and capillaries are the three kinds of blood vessels.Arteries carry oxygenated blood or oxygen-carrying blood and nutrients from the heart to the different parts of the body.Veins carry de oxygenated or carbon dioxide-carrying blood and body waste to the different parts of the body to the heart then to the lungs for oxygenation and then back to the heart.Capillaries are the smallest blood vessels where exchange of oxygen and nutrients-carrying blood and carbon dioxide and waste carrying blood takes place.

D. Integration: EnglishE. Value: COOPERATION

III. A.1 Review The Blood and Its Components. 2. Motivation

How does the blood travel through the different parts of your body?B. Activity

Activity 1 What are the three kinds of Blood Vessels? Describe each.

Capillaries Arteries VeinsCharacteristics Characteristics Characteristics

Activity 2 Make some readings on blood vessels to answer the questions follows.1. What is a blood vessels?2. What are the main kinds of blood vessels?3. What are the characteristics of each kind4. Draw and label the kinds of blood vessels. 3. Analysis1. How does blood travel through the different parts of the body?2. What is the largest artery?3. What blood vessels have thick elastic wall?4. What is the smallest blood vessels?5. In what kind of blood vessels the exchange of gases takes place?

4. AbstractionBlood vessels serves as the passageway of the blood.The main kinds of blood vessels are the arteries veins and capillaries.The arteries have different sizes: Capillaries are the smallest blood vessels.

5. Application:Match column A with Column B

A B______1. Carry blood away from the heart a. arteries______2. Carry blood back to the heart b. arterioles______3. It is where exchange of gases takes place c. capillaries______4. These are the smallest arteries d. veins

7

______5. The blood passing through the arteries e. red______6. Color of the blood coming from the heart f. blue______7. Waste materials that leave the cells of the body g. skin______8. Materials that are carried to the cells of the body h. oxygenated blood______9. Acts as a color filler I. deoxygenated

Blood

IV. Evaluation: Encircle the letter of the correct answer.

1. Why do arteries have thick layer?a. They are big c. They carry food and oxygenb. They carry blood to the heart d. They easily damaged

2. Which is the tiniest blood vessel?a. veins c. capillariesb. venules d. arteries

3. Why it is not vey dangerous for a person if one of his veins is cut?a. Blood in the veins is under very little pressure.b. Blood in the veins is under very strong pressure.c. blood in the veins carries nutrients.d. Blood in the veins return to the heart.

4. In which blood vessels does the exchange of oxygen and food nutrient and waste materials from the blood takes place?

a. in the arteries c. in the veinsb. in the capillaries d. in the heart

5. What is the color of the veins that are closer to the surface of the body?a. Blue c. greenb. red d. white

V. AssignmentIllustrate the three kinds of blood vessels. Write a description under each.


_________________

8

Date________________


I. Objective: Describe the function of the bloodII. Subject Matter: Function of the Blood

A. References: PELC 1.2Into The Future Science and Health 6 p. 28-30Science and Health for a Changing Environment p. 22-23

B. Science Processes: Observing, describing, identifying.C. Science Ideas

Blood is a red fluid that the heart pumps and circulates to different part of the body through the blood vessels.The blood is composed of the plasma, red blood cells, white blood cells and the platelets.Blood carries oxygen to all parts of the body and collect waste like carbon dioxide for excretion.It distributes vitamins and nutrients from digested foods.It carries white blood cells that fight microorganisms. It carries hormones and other chemical substances that stimulate body processes.It regulates the temperature in the different parts of the body by cooling the busy parts and the active muscles such as the heat and warming the less active part like the toes.It protects the body in case of bleeding by forming blood cloths.It regulates water in various parts of the body so that no part has too much or too little water.

D. Integration: P.E.F. Value: SELF-DISCIPLINE

III. A.1. ReviewDescribe the plasmaCompare the red blood cells from the white blood cells.

2. MotivationLet the pupils run for two rounds.What comes out to your body when you run?Why do you perspire?What do you want to know about it?Let’s fill up the table.

Know Want to know LearnedBody is a part of circulatory system.It has three main components:The Plasma, Red Blood Cells, Platelets and the White Blood Cells.Plasma is the liquid part of the blood.Red Blood Cell contains hemoglobin that give the blood is red color.White blood cells are regular in shape.

The Function of the blood:Why are White Blood Cells important to the body?What part of the blood regulates the body temperature?What protects the body in case of bleeding?Why is blood clot important?Why is plasma an important part of the blood?

Teacher guides the pupils to formulate questions based to the subject matter?We will answer want you want to know after the activity.Make some reading about the blood and answer the questions above.Group reporting on what they read about the topic

3. AnalysisWhat are the parts of the blood?What are the functions of each part?Why is the plasma important part of the blood?

9

Why is blood important?What happens if there is an excessive growth of white blood cells?Why are white blood cells irregular in shape?Where are the red blood cells produced?What gives the blood its red color?What have you learned now in our activity? You can fill up the table now.

4. AbstractionThe blood is essential to human life. It has a several functions.Blood carries oxygen to all parts of the body and collect waste like carbon dioxide for excretion.It distributes vitamins and nutrients from digested foods.It carries white blood cells that fight microorganisms. It carries hormones and other chemical substances that stimulate body processes.It regulates the temperature in the different parts of the body by cooling the busy parts and the active muscles such as the heat and warming the less active part like the toes.It protects the body in case of bleeding by forming blood cloths.It regulates water in various parts of the body so that no part has too much or too little water.

5. ApplicationTell what part of the body is responsible for the function1. It helps the blood clotting.2. Fight germs that enter the body.3. Carries oxygen to be distributed to all parts of the body.4. Give the blood its red color.

IV. EvaluationIdentify the components of the blood

1. _______________ fight harmful microorganisms.2. _______________ help stop bleeding.3. _______________ carries digested food and waste.4. _______________ carries oxygen and carbon dioxide5. _______________ produced the bone marrow.

V. AssignmentFill up the table

Parts of the blood Characteristics FunctionPlasma

Red Blood CellsWhite Blood Cells

Platelets

10

Date____________


I. Objective: Describe the function of the blood vesselsII. Subject Matter: Function of the blood Vessels

A. References: PELC 1.2Science and Health For A Changing Environment p. 21-22Into The Future p. 17-18

B. Science Processes:Observing, Describing, Identifying, Classifying

C. Science Ideas:Blood Vessels are the passageway of the bloodThere are three kinds of blood vessels: arteries , capillaries and veins.Arteries carry blood away from the heart. They have thicker walls than veins.The veins transport red blood from the lungs to the heart. The capillaries carry oxygen and nutrients to the cells.

D. Integration: EnglishE. Value: Patience

III. A.1. MotivationGames: Group the pupils into 5. Each member of the group will hold one letter . Try to form

a word from the jumbles letter that will give meaning to the phrases. The group that give more correct answer will be declared a winner.

D V L O O B E E S S L V S1. Red river of life blood2. Passageway of the blood blood vessels3. Opposite of more less4. To ask God to show favor to or protect bless5. The soft lower part of the ear lobe6. A type of four winged, stinging insect, Some species of which live in large Groups and make honey bees7. A bird of the pigeon family dove8. A quantity of medicine taken at one time dose9. Personality or a particular aspects of it. self of selves10. Small mouse like rodent vole

What subject are these activity related? EnglishB. 1. Activity

What are the three kinds of blood vessels?What are functions of each?What carry blood away from the heart?What blood vessels carry bright red blood with oxygen from the lungs into the heart?How were you able to answer the question eagerly?What important character traits develop in this activity?

Fill out the table for your answer.Capillaries Arteries Veins

Function Function Function

2. AnalysisCapillaries are very tiny. How does this help them perform their function?Why are arteries buried deep inside the body?What carry blood from the different parts of the body?What blood vessels carry blood away from the heart?

3. AbstractionWhat are the function of the blood vessels and its kind? (see Science concept)

4. Application

11

Name the blood vessels 1,2,3 in the simple diagram of the circulatory systemBelow and give each function.

IV. Evaluation:True or False

____________1. The capillaries are the tiniest blood vessels which carry oxygen-rich Rich blood to the different parts of the body.

____________2. Aortas are buried deep under the body to get more blood from the Lungs.

____________3. The veins carry blood containing carbon dioxide away from the heart.____________4. The arteries carry blood containing oxygen or de-oxygenated blood

From the heart to all parts of the body.____________5. The color of the veins that are close to the surface of the body is blue

Because it lacks oxygen.____________6. The actual exchange of gases takes place in the capillaries.

V. AssignmentMake some research about the description and function of the blood vessels.


_________________

12

HEART

Date_______________


1. ObjectiveTrace the path of blood as it flows from the heart to the different parts of body and back using a model.

II. Subject Matter The path of blood as it flows from the heart to the different parts of the body & back using a model.A. Science Processes: Observing, Describing, ComparingB. Science Ideas: p. 13 Teacher’s Manual Science and HealthC. Materials: Illustration of the Circulatory System

III. A Review:Main Parts of the Circulatory System

B. MotivationGames: Arrange the words written in a strip to form a concept map

Heart Blood Blood Vessels

2. Activity 11. How does the path of the blood flows?2. What to do: Follow the path of the blood by tracing the arrows from the right Of the heart.Questions:1. In what chambers of the heart the blood forms the body centers?2. What happen when the right atrium contracts?3. When do the blood flows?4. How does the blood carry fresh oxygen from the lungs return to the heart?

Activity-2Act out the following of the blood from the body to the different parts of the heart, explain how did it happen?1. Why does the blood form the ventricle did not flow back to the atrium?

3. Analysis Differentiate the blood enters from the body to the bloods that enters the heart.1. What happens when the blood passes to the lungs?

4. AbstractHow does the flow of blood in the circulatory system follow a basic pulse?

5. ApplicationDescribe the food nutrients and oxygen are distributed to the different parts of the body.

IV. EvaluationTrue or False1. The blood that contains CO2 and waste is transported by the veins to the different parts of the body to the right side of the heart. 2. The blood from the lungs enters to the right atrium. 3. The valve opens & the blood flows to the ventricle. 4. The red blood cells replace the carbon dioxide w/ the blood that contains fresh oxygen. 5. Waste product is collected by the blood.

V. AssignmentIllustrate how blood circulate in the body.

13

Circulatory System

SEPTUM

RA

VALVE

RV

LA

VALVE

LV

WBC RBC PLATELETS ARTERIES

CAPILLARIES

VEINS

Date____________________


I. Objective: Trace the path of the blood and illustrate the three kinds of circulation.

II. Subject Matter:How Blood Circulates the three kinds of Circulatory System, Pulmonary, Coronary CirculationA. Science Processes

Observing , Describing, ComparingB. Science Ideas

The flow of the blood from the heart to lungs & back to the heart is called pulmonary circulation. The pathway of the blood as it flows.

III. A. ReviewHow blood circulates?2. Motivation Puzzle

Cut out the illustration of the three kinds of circulation . What did you form? B. Activity 1

1. Explain the pulmonary paths involved in the pulmonary circulation.2. How does the pulmonary circuit transport blood between the heart & the lungs.?3. What parts of the heart receives blood with better oxygen from the body?4. What pumps blood to the lungs?Activity 2.

Study the illustration and trace the movement of the blood from the heart to the rest of the body. What kind of circulation of the flow of blood is between the heart to the rest of the body? What kind of blood is received by the left atrium?

Activity 3Trace the flow of blood from the pulmonary artery to the heart.

2. Analysis What is the difference between the systems circulation; pulmonary circulation and coronary

circulation?3. Abstraction

There are the three main pathways through which blood flows each time the heart pumps namely; the pulmonary circulation, the coronary circulation & the systemic circulation.

4. ApplicationWhat do you call the movement of the heart through the tissues of the heart?

IV. EvaluationFill in the blank with the correct word1. The flows of blood from the heart to the lungs and back to the heart is called_____________ (Pulmonary circulation)2. The contraction of the right ventricle makes the blood go into the___________( Pulmonary Artery)3. When the blood goes to the lungs _____________is absorbed. (Oxygen)4. In the systemic circulation blood flows from the heart to ____________( All parts of the body)5. The movement of the blood through the tissues of the heart is called_________(Coronary Circulation)

V. Assignment Draw the three kinds of circulation & describe each.

14

Date________________SCIENCE VI

FIRST QUARTER

I. Objective: Describe some common ailments of the circulatory systemII. Subject Matter: “Common Ailments of the Circulatory System”

A. Science Processes: Describing, InferringB. Science Ideas:

The common ailments of the circulatory system are: heart attack, congenital heart disease, rheumatic heart fever, hypertension, Stroke, anemia, leukemia, hemophilia, arteriosclerosis.

C. Materials: Hear models, picture of healthy heart and a weak heartD. References: PELC 1.4 Science and Health 6 p. 37, 42

Into the Future p. 22-24E. Value: Taking good care of the circulatory system

III. A. ReviewWhat are the main components of the circulatory system?1. Motivation

What are some causes of death in the Philippines B. 1. Activity

Problem: What diseases affect our heart, blood and blood vessels?What to do:

1. Classify the following ailments into the proper heading. Write your answer on the table given below.Hemophilia, stroke, arteriosclerosis, congenital heart disease, rheumatic heart disease, anemia, leukemia, hypertension, heart attack.

Heart Blood Blood vessels

Activity 2Problem: What are some diseases that affect the circulatory system?

What are their symptoms and causes?What to do:Rearrange the letters in each box to spell an ailment of the circulatory system. Use the clues to help you.

1. Any heart disorder already present when a baby is born. (CONGENITAL HEART DISEASE) .2. A heart disorder that results from repeated Rheumatic fever. ( RHEUMATIC HEART DISEASE)3. A narrowing of the arteries that supply blood to Heart. ( CORONARY HEART DISEASE) ______ 4. A disease of the blood caused by overproductionOf the white blood cells ( LEUKEMIA)

5. Disease of the blood caused by deficiency in the Production of red blood cells. (ANEMIA)6. High blood pressure. ( HYPERTENSION)

7. Arteries become blocked by a blood clot. ( HEART ATTACK) .

8. hereditary blood disorder characterized by continues bleeding Because blood clots very slowly( HEMOPHILIA) 9. Hardening of the walls of the blood vessels. This is due to the Presence of calcium or lime. (ARTERIOSCLEROSIS)

* After the group work there would be group reporting. What are some rules to observe when somebody is reporting?2. AnalysisWhat are common ailments of the circulatory system?What are their symptoms and causes?

15

NOCTANGIOLE RHATE ESIDEAS

MAUTHRICE THARE EDSAIES

RYCONORA ARHET EDSAEIS

A M I L E K E U

K C A T T A A R T H E

T H Y R E P S I N O N E

M A I N E A

H I P L E M O I H

L I C O R I S A R E T O O S S

Ailments Description Causes SymptomsRheumatic Heart Fever Inflamation of the

valves and tissuesStreptococos bacteria Fever, painful swelling

of the joints and rashes last 2 weeks.

Congenital Hear Disease Failure of the heart to develop

normally, blue baby syndrome or

cyanosis.

Malnutrition, smoking, infection and German

measles.

Blue coloration of the skin due to the

abundance of un oxygenated blood.

Coronary Heart Disease Obstruction of adequate blood

flow through the coronary arteries.

Thickening and hardening of the artery walls by

deposits of fatty materials of

cholesterol and calcium.

Chest discomfort.

Hypertension The blood pressure of the person is normally higher

then normal.

Tiredness and fatigue, nervous tension and hormonal change in

the kidneys.

Headache, redness of the face, tightening

sensation at the base of the nape, irritability

and dizziness, sometimes

accompanied by vomiting.

Stroke Cerebrovascular accident. It

involves damage to the brain because

of a blood clot.

Blood clot Sudden weakness or numbness of the face or limb on one side of

the body. Lost of speech or

comprehension; dizziness or loss of

vision, particularly in one eye and

unexplained dizziness, unsteadiness or a

sudden fallAnemia Due to deficiency in

the red blood cells.Insufficient production of the red blood cells:

loss of blood: &/ or excessive destruction of the red blood cells.

The anemic person is pale, moves slowly and often gets dizzy, & may also have difficulty in

breathing.Leukemia or cancer of the

blood in which abnormal white

blood cells multiplies in an

uncontrolled manner

Genetic abnormalities and exposure to

radiation and toxic and chemical wastes.

Signs of leukemia include repeated

infection, a lack of functioning red blood

cells, and frequent bleeding

Hemophilia The patient develops

uncontrolled bleeding

Leaking blood accumulates in these

areas putting pressure on the surrounding tissues and cause

swelling and nausea3. Abstraction: What are some common ailments of the circulatory system?4. Application: Which area has more cases of cardiovascular diseases city of rural areas?

IV Evaluation: A. choose the letter of the correct answer.__________1. Which of the following is a disease caused by lack of oxygen - carrying material in the blood?

a. anemia b. leukemia c. hypertension d. ischemia__________2. Which of the following can lead to a rheumatic heart disease?

a. leukemia b. anemia c. infection of the heart d. high blood pressure

16

__________3. Why are some babies born with congenital heart disease?a. The father and mother are healthy b. The baby has bluish in color c. The baby is underweight d. the mother of the baby might have taken some drugs during her pregnancy__________4. Which of the following disease is due to the build up cholesterol or calcium in the artery.__________5. It involves damage to the brain due to blood cloth.

a. hypertension b. blot cloth c. stroke d. anemiaB. Write on the space provided before the number in which part of the circulatory system is affected by the following disease._______________1. Hemophilia ______________6. Hypertension_______________2. Arteriosclerosis ______________ 7. Coronary Heart Disease_______________3. Anemia ______________ 8. Congenital Heart Disease_______________4. Leukemia ______________ 9. Rheumatic Heart Disease_______________5. Stroke _____________10. Heart Attack

V. AssignmentResearch more other disease of circulatory system

17

Date_______________-LESSON PLAN IN SCIENCE VI

FIRST QUARTER

1. Objective: Identify the main parts of the nervous system.

II. Subject matter Main parts of the Nervous System.A. References: PELC I. 22. 1 ( First Grading ) Science & Health 6 TX pp. 53-55B. Materials: charts, pictures\illustration

C. Science Processes: Identifying D. Science Ideas:

The nervous system is a network of nerve cells called neurons, that coordinates and controls the various activities of the body, both voluntary and involuntary.

The different parts of the nervous system are the brain, the spinal cord and the nerves. Brain, spinal cord and the nerves make up the nervous system.

III. ProcedureA. Activities:

1. Preparatory activitiesa. Review Clap thrice (3X) if the practices written below are good for the circulatory

system and clap 1. Have a regular blood pressure check up. 6. Exercise regularly.2. Avoid smoking. 7. Eat moderately.3. Always feel relaxed 8. Smoke cigarettes three times a day.4. Eat lots of fruits and vegetables. 9. Eat too much fats and salty foods.5. Drink alcoholic beverages. 10. Avoid anxieties and worries.

b. Motivation Imagine an orchestra without a conductor or a group of actors without a director. What would happen?

2. Activity Proper:a. Let the pupils perform the activity. Let them study the illustration and identify the main parts.b. Each group will work on the activity.c. Reporting

ACTIVITY 1What are the main parts of the nervous system?What to use: Illustration of the nervous systemWhat to do::

1. Study the diagram of the nervous system.2. Identify and label the main parts.

Nervous SystemThe nervous system is made up of the brain, the spinal cord, and nerves that connect the brain and spinal cord to the rest of the body. The brain sends messages through the rest of the nervous system to tell your body what to do.

18

What you have found out?1. What are the main part of the nervous system?2. What do you think are the function of the nervous system? How does it work?

B. Analysis and discussion What is the body’s communication network? ( nervous system) What are main parts of the nervous system? ( brain, spinal cord, nerves) What makes up the central nervous system? (brain and spinal cord) What makes up peripheral nervous system? (nerves) What is the control center of the body? (brain) What is the part of the nervous system that is known also as the extension of the brain?

( Spinal cord)What is the basic unit of the nervous system? (nerve cells) also known as neurons.

C. Abstraction(Pupils state the main idea)

D. ApplicationAsk: When you are active or under emotional stress, what system speeds up your heartbeat and prepares the body for “fight and fight”? (Sympathetic System)What do you think will happen to the different internal organs such as lungs, heart, glands, urinary bladder. (Life will become impossibly complicated)How important is the skull in relation with the brain?How important is the spinal column in relation with the spinal cord?

IV. Evaluation

A. Label the parts of the nervous system B. Answer the following questions:

1. It is the most complex of all system in the body.a. circulatory c. nervousb. excretory d. digestive

2. It is a mass of nerve cells located in the heada. brain c. nervesb. spinal cord d. none of these

3. It extends to the brain and branches out to The different nerves of the body.

a. nerves c. spinal cordb. brain d. all of the above

4. They are found in all parts of the body.a. spinal cord c. brainb. nerve d. all of the above

5. Which of the statement is not a function of the nervous system?a. Regulates the functions of the other system.b. Controls the beating of the heart.c. Receives information from the environments.d. Distributes food nutrients to all parts of the body.

V. AssignmentIn an illustration board, draw and label the main parts of the nervous system.

19

Date_________________


I. Objective:Identify the parts of the brainDescribe the function of the brain

II. Subject Matter: Parts of the BrainA. References: PELC 1.2.2.1 (First Grading)

Science & Health 6 txt pp. 53-55B. Materials: charts, pictures/illustrationC. Science Processes: Identifying Describing ObservingD. Science Ideas:

The brain is the control center of the body.The main parts of the brain are cerebrum, cerebellum, and the medulla oblongata.Cerebrum controls thought and action. It receives and interprets the messages of the brain.Cerebellum coordinates movements of the muscles.Brainstem controls involuntary actions.The main parts of the brainstem are the medulla oblongata, midbrain and pons.The brain gets information from the surroundings through the nerve cells in the different sense organ.

KBI: Appreciation and awareness on the work of the brain.III. Procedure

A. Activities1. Preparatory Activities

a. Review The following scrambled letters are parts of the nervous system. Arrange them in order to form the words.

P R A S L O N D I S ( SPINAL CORD)

(NERVES)

R N A B I (BRAIN)

b. MotivationShow an apple. Without any warning, through the ball. Did somebodyCatch it on time? Why?

2. Activity ProperLet the pupils perform the activity. Let them study the illustration and identify the main parts. a. Each group will work on the activityb. Reporting

20

ACTIVITY 11. Study the illustration: ( brain)2. Identify the parts of the brain as indicated by each number

1. What are the parts of the brain?2. Which is the largest part?3. Which is the second largest part of the brain?4. Which is found at the base of the brain?5. What are the function of the brain?

Cerebrum

Brain stem

S E R V E N

AVTIVITY 2Look at the illustration. (Brain)1. Describe how the brain looks.2. List the parts of the brain and the work of each.3. Why the brain is called the control center of the body?

ACTIVITY 3Look at the different areas of the brain receive and send messages through the sense organs. ( Functional areas of the brain ) 1. What are the different areas which receive and send messages through the sense organs? 2. When you look at a gumamela flower, what part of the brain receives the message about it?

What message about the flower will this area send to you?3. When you eat barbecue, what part of the brain receives the message about it?

What message about the barbecue will this area send to your noise and tongue?4. You are watching a TV show, What parts of the brain receive messages? How can you tell that your eyes and ears are receiving messages from the brain at the same time?5. Why can you see, hear ,feel, smell and taste all at the same time?

B. Analysis and Discussion:1. What are the parts of the brain?2. Which is the largest part? Which is found at the base of the brain?3. What are the function of each?4. What are the different areas which receive and send messages through the sense organs?5. Why the brain is called the central center of the body?

C. AbstractionPupils state the Science concept

D. ApplicationHere are some characteristics of your classmates. Identify whether your classmates is using more of the right or left brain by raising the right hand for the left brain and left hand for the right brain. 1. He is a very good painter.

2. She can write stories and poems.3. He is left handed.4. She can solve difficult Math problems.5. he is a good violinist6. She can play the piano well.7. She is right handed.

What will happens if the brain has been damage?

IV. EvaluationSupply the missing words below.

Brain is divided mainly into (1)____________,(2)_____________and (3)_______________. Cerebrum controls thoughts and (4) _______________, (5)_____________ coordinates movements of the muscles. (6)________________controls involuntary CTIONS. The brainstem is divided into (7)______________(8)________________, pons. (9)_______________regulates reflex responses controlling heartbeat, breathing, etc. Midbrain controls movements of the eyes. Pons relay impulses between different parts of the (10)_____________________.

V. AssignmentIn an illustration board draw and label the parts of the brain. Be able to explain each function.

21

Cerebellum

Date______________


I. Objective:Identify the parts of the spinal cord.Describe the functions of the Spinal cord

II. Subject Matter: Parts and Functions of the Spinal CordA. References: PELC 2.2.1; 2.2 (First Grading)

Science & Health 6 txt pp. 67-71B. Materials: charts, illustration, picturesC. Science Processes: Identifying, Describing, ObservingD. Science Ideas:

The Spinal cord is the extension of the brain.It is the channel through which messages travel from the nerves in the different parts of the body to the brain at the back.The spinal cord receives messages from the different parts of the body through the sensory nervesThe spinal cord is located inside the backboneThe backbone protects the spinal cordKBI: taking care of the spinal cord

III. PRODECTURE A. ACTIVITIES

1. PREPARATORY ACTIVITIES1. Review: What are the parts of the brain?

Why is the brain enclosed in the skull? (for protection)

2. MotivationWhat will happen to you if you fell from the stairs? Or from high places?

3. Activity properLet the pupils perform the activity. Let them study the illustration and identify the main partsa. Each group will work on the activity

b. ReportingACTIVITY 1Picture Puzzle1. Try to form a figure out of a picture puzzle2. Label each part using the following words ( central canal, association neuron, white matter, motor neuron, sensory ganglion, gray matter, sensory neuron.ACTIVITY 2

What is the function of the spinal cord?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 your finger?d. A dust reaches your eyes?

2. What do you think does the spinal cord do when these things happen?

B. Analysis and Discussion1. What are the main parts of the spinal cord?2. What are the function of the spinal cord?

C. AbstractionPupils will state the Science concept

D. ApplicationWhat will happen if you will see and smell your favorite food?What reflex will help protect your eyes from objects flying through the air toward you?

22

IV. EvaluationPut a (/) opposite to the statement if it is correctly describes the spinal cord and its function. Put a cross (X) if it does not.________ 1. The spinal cord is a bundle of nerves that runs down the middle of the spine from the brain._________2. The spinal cord prevents us from doing things automatically._________3. The spinal cord is protected by the skull._________4. The spinal cord transfers messages between the different parts of the body and the brain._________5. The spinal cord is responsible for reflex action._________6. A reflex happens automatically without action from the brain._________7. A motor reflex happens automatically without action from the brain._________8. The spinal cord is an extension of the brain._________9. Reflex actions protect you from HARM._________10. Conditioned reflexes remain the same from one person to another.

V. Assignment:A. Draw the parts of the spinal cord and label each part.B. Site examples of reflex action.


_________________

23

Date___________________


I. Objective: Identify the parts of a nerve cell.II. Subject Matter: Nerve Cell

A. References: PELC 1.2.2.1; 2.2 (first Grading), Science & Health 6 txt pp. 62-66B. Materials: charts, pictures/illustrationC. Science Processes: Identifying, Describing, ObservingD. Science Ideas:

The basic unit of the nervous system is the neuron. It is commonly called a nerve cell. It carry nerve impulses from one part of the body to another.

The principal parts of a neuron are dendrite, body cell and axons. Dendrite carry signals toward the cell body. Cell body contains the nucleus. Axons are long root like fibers that take care of messages going out to the body. The different types of nerve cells are sensory motor and connector nerve cells.

KBI: Taking care of the nerve cells.III. Procedure

A. Activities1. Preparatory Activities

a. ReviewWhat are the parts of the spinal cord?What protects the spinal cord?What are the function of each part?

b. MotivationSay,

Brush a feather across a person’s cheek. Hold a bottle of soft drink from the refrigerator. Touch a pot of boiling water. All these activities will make you feel different sensations. Aside from feeling these objects, you are able to identify what they are and explain why these sensations are produced.

How do all these happen?2. Activity Proper:

a. Let the pupils perform the activity. Let them study the illustration and identify the main parts.b. Each group will work on the activity.c. Reporting

Activity 1What are the parts of the nerve cell?What to use: diagram of neuronWhat to do:

1. Study the diagram of the nerve cell carefully.2. Identify and label the parts using the glues below.

a. dendriteD N R T

b. axonsA O S

c. body cellB D C LDiagram of a neuron

What you have found out:1. What do you call the slender nerve fiber?2. What do you call the thick nerve fiber?3. What about the part that contains the nucleus and other cellular structures? 4. What are the parts of the nerve cell?

24

Activity 2Kinds of Nerve Cells.There are three kinds of nerve cells according to the direction of the nerve impulse being transmitted.

B. Analysis and Discussion1.What is the basic unit of the nervous system?2. What is the function of the nerves?3. What are the principal parts of the nerves?4. What is the function of each part?5. What are the different types of nerve cells?

C. Abstraction(Pupils will state the Science Concept)D. ApplicationWhen you touch a ice cube, the neurons that sense cold will send the message to your brain.What do you think will be your next action.

IV. Evaluation

A. Label the parts of the nerve cells. (1-3) B. Write true if the statement is true. If it is false change the underline word that makes it

25

A. Draw a nerve cells and label each parts:

B. List the three types of nerve cells and their work. 1. 2.

TYPES OF NERVE CELLSType Location What They Do

1. Sensory Muscles, glands Carry messages from sense organ through the spinal cord to the brain.

2. Motor Sense organ, muscles, joints

Carry messages from the central nervous system to the muscles and glands.

3. Connector Brain, spinal cord Link sensory nerve cells with motor nerve cells so that you can make decisions.

Messages are passed on from one nerve cell to another in form of a chemical and are passed on to axon as electric signals.

Correct. _______4. The nerve cells carry impulses from one part of the body to another. _______5 . A cell body contains the nucleus.

_______6. The neuron in the brain consists of the cell body, the axon and the dendrites. _______7. The axon is a nerve fiber that looks like a tiny tree. _______8. Body cells are thick nerve fibers.

_______9. Synapses control the overloading of messages sent to the brain. _______10. Axon receive impulses and send them to the cell body.

V. Assignment:Draw the nerve cell in an illustration board and label the parts.

Date______________________

Science VIFirst Quarter

I. Objective:Practice Health Habits to prevent ailments of the circulatory system. (coping with anger, grief and anxiety about one’s problem to parents, siblings and friends).

II. Subject Matter:Health Habits to Prevent Ailments of the Circulatory System

A. References: PELC 2.2.5 (First Grading)Science & Health txt pp. 62-66

B. Materials: charts, pictures/illustrationC. Science Processes:

Describing, Observing, Inferring, communicating D. Science Ideas:

Health is the general condition of both body and mind.We have emotional needs. It should be taken care of the ensure healthy stable individual.Loving and warm relationship with family and friends are essential for a person’s physical, mental , social and emotional growth.Open communication is necessary to create a positive environment that will lead to a happy and worry, free relationship among the members of the family and friends as well.

KBI: Promoting love and warm relationship with family and friends having a positive attitude to stay healthy.

III. ProcedureA. Activities1. Preparatory Activities

a. Review1. What is the basic unit of the nervous system?2. What is the function of the nerves?3. What are the principal parts of the nerves?4. What is the function of each part?5. What are the different types of nerve cells?

b. MotivationAsk: Who do you think will be able to finish assembling a puzzle at the earliest time, one person or a group of three members? Why?

2. Activity Propera. Let the pupils perform the activity.b. Each group will work on the activityc. ReportingActivity 1: Buzz sessions

Coping with anger, grief and anxiety.Activity2: Buzz sessions

Talking about one’s problem to parents, siblings and friends.Activity 3: Dramatization

Dramatize the following TopicsA. Coping with anger, grief and anxiety.B. Talking about one’s problem to parents, siblings and friends.

26

B. Analysis and discussion 1. What are the common causes of nervous breakdown?2. What are the common causes of anger, grief and anxiety?3. How can a person deal with his emotions?4. What are the common problems of parents and children nowadays? 5. Why do people need friends? How can they contribute to your social and emotional as well as mental well – being?

C. Abstraction( Pupils will state the Science concept )

D. ApplicationAssess your own interpersonal relationship. Are they contributing or damaging To your health? Explain you answer.

IV. EvaluationPut a check mark ( / ) if the statement tells the proper thing to do, and ( X ) mark if not.

_____ 1. Alfredo has a bad temper. He always quarrels with his classmates._____ 2. Rowena often locks her room to sulk. She does not speak to anybody._____ 3. Marco is always being scolded by his parents. Sometimes he is even hurt

Physically._____ 4. Gina ha no brothers and sisters . She often plays alone._____ 5. Maria usually listens to her friends problems and help them solve their

Problems.

V. Assignment What problem might a child from a broken home experience? How can he or she overcome these? Why do people need friends? How can they contribute to your social and emotional as well as

mental well being? Explain the saying? “Man is an Island”


_________________

27

Date__________________


I. Objective:Describe the common ailments that affect the nervous system

II. Subject MatterCommon Ailments that Affect the Nervous SystemA. References: PELC 1.2.2.4 (First Grading)

Science & Health 6 txt pp. 52-71B. Materials:

Charts, pictures/illustrationC. Science Processes:

Describing Observing comparing communicatingD. Science Ideas:

There are common ailments that affect the nervous system. Epilepsy, Polio and Meningitis, Cerebral Palsy, Brain Tumor, Encephalitis and Paralysis are

some common ailments that affect the nervous system. We must practice ways of maintaining one’s health by preventing common ailments. Injuries to any part of the nervous system may lead to permanent disability.

III. Procedure A. Activities

1. Preparatory Activitiesa. Review Path of the message to and from the nervous systemb. Motivation Show pictures of the following: a. Person with polio b. A paralysis man c. A person with cerebral palsy Ask: What do you call these ailments?

2. Activity Propera. Let the pupils perform the activity.b. Each group will work on the activity.c. Reporting

ACTIVITY 1The following are some ailments affecting the brain, the spinal cord and the nerves. They

are jumbled words. Unscramble them to answer the following questions.P E S L P I Y E

It is the disorder of the brain, people suffer from this have regular convulsions.G N I S I T I N E M

It is an inflammation of the covering of the brain and the spinal cord . It is caused by virus or bacteria

L A R E B C E L / S Y L A PIt is caused by damage to the brain. Sometimes, this is caused by premature birth.

ACTIVITY 2Common Ailments of the Nervous System

28

1. Brain Tumor2. Polio3. Encephalitis4. Paralysis

What is the brain tumor? How can you remove it?What is Polio? What is the best way to control it?What do you mean by Encephalitis? What will happen to a person with this disorder?What is paralysis? What are the different types of paralysis.? Explain briefly.

B. Analysis and DiscussionWhat are the common ailments of the nervous system.

C. Abstraction( Pupils state the Science Idea )

D. ApplicationAsk: Given a chance to be with persons with disorder of the nervous system, How are you going to show your love, care and affection to them?

IV. Evaluation A. Match Column A with Column B. Write the letter of the correct answer only.

Column A Column B

____1. An inflammation of the covering of a. brain tumor The brain and the spinal cord.

____ 2. It is caused by premature birth b. cerebral palsy____ 3. A germ caused disorder which may

Caused a person to be sleepy all the time c. encephalitis____ 4. Caused by a viral infection which destroys d. epilepsy____ 5. Condition manifested by convulsions. e. meningitis

f. polioB. True or False

____ 1. A person suffering from a brain tumor feels severe headache.____ 2. Cerebral palsy is caused by a surge of electrical activity in the brain.____ 3. Accidents can damage the nervous system.____ 4. An injury to the spinal cord may cause permanent paralysis.____ 5. Polio is also called sleeping sickness.

V. Assignment:Do some research regarding other disorder of the nervous system. Explain briefly.


_________________

29

Date___________________


I. Identify The components of an Ecosystem.

II. Components of Ecosystem Living components (biotic); Non-living components ( a biotic )

PELC II.I.I Science and Health 6 p. 141-142Workbook Science and Health 6 p. 37 Picture of Forest Ecosystem

KBI: Love and concern in the environment Science Concept: Forest is an ecosystem. Ecosystem refers to the relationship or interaction

between the biotic components and the abiotic or physicalComponents in a given place.Biotic environment includes the living things.Abiotic or physical environment refers to condition existing around theLiving organism such as temperature, water, sunlight and atmosphere.

Processes: Identifying, Describing, Inferring

III. A. Developmental Activity1. Checking of Assignment2. Review

What are the Health Habits and Proper care of the Nervous System?3. Motivation

The forest is a very good place to see interdependence. This time lets look at the interdependence between living and non-living things in the forest ecosystem>What are the living things you see?What are the non-living things you see?

B. Activity Proper1. Make a trip in your school or home garden.2. Observe and Identify the living things (biotic environment) in the forest.3. Identify also those non-living things that may affect the growth and survival of the living things

in it.

Valuing: Knowing that people are not the only living things on Earth, how will you show your love and concern to the different ecosystem in our environment.

IV. EvaluationWrite A if the word is a biotic environment and B if it not abiotic environment.

_____ 1. Carbon dioxide _____ 6. Temperature_____ 2. Trees _____ 7. Horse_____ 3. Sunlight _____ 8. Orchids_____ 4. Topography _____ 9. whale_____ 5. Coconut _____10. Atmosphere

V. Assignment Draw an ecosystem with biotic and abiotic factors.

30


_________________

Date_______________


I. Construct Food Chain, food web to illustrate feeding relationship.

II. “ Food Chain and Food web” ‘ PELC II.1.2.2 TM 6 p. 35 Science and Health 6 pp. 110-118Science Spectrum 6 p. 84 Workbook in Science and Health 6 p. 38Picture of different plants and Animals

KBI: Caring for plants and animalsScience Concept: Food chain is the transfer of food from the producer to a series

Of consumers. Producers are organism that produce food for other organisms. Consumers are organism that depend on other organism for food.Herbivores are animals or and/human beings who eat plants only. Carnivores are animals or and/human beings who eat animal only. Omnivores are those organisms that eat both plants and animals.

Processes: Identifying, Describing, Interpreting, Constructing

III. A. Developmental Activity1. Checking of Assignment2. Review

In what ways do plants, animals and man interact with one another?3. Motivation Look at these animals. What do they eat in order to live? Animals cannot make

Their own food. They depend on plants or other animals food. The carabao, horse, and goat eat plants. Chickens eat corn and worms. What about us, human beings? Can we make our own food? What do we do when we feel hungry? What foods do we eat? Where do you think these food come from? How much of these foods come from animals? From plants?

B. Activity ProperAnalyze the eating activity that occur in a community.

1. Rice Rat Snake Crocodile

Grasshopper bird eagle2. grass

Rat cat frog man

Snake

Worm chicken crocodile

C. Analysis1. 1. What organism provide food for the eaters? 2. What do you call the organisms that manufacture food? 3. Which is the direct consumer? 4. How do you call the direct consumer? 5. Which organism is the secondary consumer? 6. What is a food chain?

31

2. 1. What is the main source of food of the organism in the illustration? 2. What organisms food directly on plants? 3. What are the second order consumers in the food web? 4. What are the third order consumers in the food web? 5. How many food chains can you construct from the food web? 6. What is a food web?

D. AbstractionState the concept

E. Application 1. Construct a food chain that you have observed in the school garden, pond or in your

backyard.

Producer 1st order consumer 2nd order consumer 3rd order consumer2. Indicate the different food chain found in the food web.

Wolf lionSnake eagle

rabbit ratgrasshopper cat

grass dovea.__________ __________ _________ _________b.__________ __________ _________ _________ c. __________ __________ _________ _________

Valuing Plants are the producers which is the start of the food chain. What will you do so that the food chain will not be disrupted?

IV. Evaluationa. construct a food chainb. construct a food web

V. AssignmentExplain the plants and animals in a forest are dependent on one another.


_________________

32

Date______________


I. Identify the kinds of Interrelationship among the living organism.II. Kinds of Interrelationship among the Living organism

PELC II. 1.2.2Science and Health 6 pp. 134-140Into the Future Science and Health 6

KBI: Caring for animals

Concept: The relationship that exist between organism are: Mutualism, Commensalism, Parasitism, Predation . Mutualism is a relationship where organism benefits from each other. Commensalism is a relationship where one organism benefits while the other is an affected nor harmed. Parasitism is a relationship where one organism benefits from another organism. The other organism is affected or harmed and does not benefits from the relationship. Predation is a relationship where one organism, the predator kill another organism for food. The organism that is killed is called the prey.Processes: Identifying Observing Describing Inferring

III. A. Developmental Activities1. Checking of Assignment2. Review

What is a food chain? Give exampleWhat is a food web? Give example

3. MotivationRecall your observation, experiences and relationship in your a. family b. schoolmates c. neighborhoodIn what way is completion good? When it is not good?

B. Activity Proper1. Go to your school garden then look for the following:

a. butterfly and flowers d. potted plants living togetherb. birds in a tree e. orchids on a tree trunkc. aphids and roses

2. Observe the relationship existing between these organism cited in the table.

Organism Observations Kinds of Relationship

1. butterflies and flowers2. birds eating a worm3. aphids and roses

4. potted plants living together5. orchids on a tree trunk

C. Analysis1. What kind of relationship exist among the pairs of organisms cited in the table?2. Which organism is/are useful? Why?3. Which relationship is/are harmful? Why?

D. Abstraction

33

State the concept

E. ApplicationFind the eight words found in the puzzle related to the relationship that exist among organisms.

Valuing: Many kinds of relationship exist in the organism. They are not only applicable to plants and animals. Which of these are applicable to us and our family and on school? Give situations at home or in school in which this relationship is clearly shown.

IV. EvaluationIdentify the kind of relationship exist between the organism.

__________1. Shark and remora fish ____________6. Termites and tiny flagellates__________2. Weeds and pechay ____________ 7. Children in the contest__________3. Frog and mosquito ____________ 8. Lion and deer__________4. Grass in the rice field ____________ 9. Dog and round worm__________5. Aphids and ants ____10. Orchids and coconut tree

V. AssignmentWhat would happen if plants and animals are not closely related and dependent upon

another? Do you think the partnership between plants and animals is beneficial to both relationship ? Why?

34

Date:____________________

SCIENCE VIFIRST GRADING

I. Illustrate the oxygen-carbon dioxide cycleII. Oxygen-Carbon dioxide cycle

PELC II.2.3 TM txt p.40-44 Science and Health 6 pp. 128-131Into The Future Science and Health 6 Workbook in Science and Health 6 p. 40Diagram showing oxygen-carbon dioxide cycle

KBI: Participating in the preservation of plants.Concept: The continuous exchange of oxygen and carbon dioxide by plants and animals

Including human is called oxygen-carbon dioxide cycle. Oxygen is released us by a product of photosynthesis. It is cycled in the environment. Carbon dioxide is released when decomposition occurs. Oxygen is released by plants. It is taken in by animals. Carbon dioxide is taken in the plants for photosynthesis.Processes: Observing, Identifying, Describing,

InferringIII. A. Developmental Activity

1. Checking of Assignment2. Review

What are the kind of interrelationship that exist among organisms?3. Motivation

We breath in order to live. Breathing is the process of taking in oxygen and giving off carbon dioxide. Living things use oxygen to release energy from food. Then, they give off carbon dioxide as by product.

B. Activity ProperStudy the picture

C. Analysis1. What organism are in the aquarium?2. What do the fish and snails get from the plants?3. What do the plants get from the fish and snails?4. Suppose all the plants were removed from the aquarium, what would happen to the Fish and snails? Why?5. Explain the oxygen-carbon dioxide cycle?

D. AbstractionWhat have you learned in our lesson for today?(State Science concept)

E. Application35

Interpret the diagram of the oxygen-carbon dioxide cycle.oxygen

Photosynthesis

Carbon-dioxide Respiration

1. Which gas is a by-product of photosynthesis?2. What gas is given off by man and animals?3. Why is the oxygen-carbon dioxide cycle very important for survival of living things?

Valuing: The give and take relationship is clearly shown in the oxygen – carbon dioxide cycle. We really say that plants are very important in our daily life. Without them no men and animals will survive. We ready have to preserve plants. As a grade 6 pupils cite ways on how we help in the preservation of plants in the environment.

IV. EvaluationMake an illustration to show the oxygen-carbon dioxide cycle that occurs in each place.

IV. AssignmentWhich environment would you like to live, an environment with tree or without trees? Why?


_________________

36

Plants People and animals

Date________________Time frame: 2 days session

Science VIFIRST QUARTER

1- Objectives: 1. Define ecosystem operationally 2. Design a model of an ecosystem

II. Subject Matter: EcosystemA. PELC II. 1.3B. References: Science Spectrum VI pp. 80-82

Workbook in Science and Health VI p. 37C. Vocabulary- ecosystem, Abiotic environment, biotic environmentD. Processes: Observing, Inferring, Identifying, PredictingE. Science Idea:

F. Materials: pictures of any ecosystemIII. Procedure:

A. Activitiesa. Preparatory1. Review- explain how oxygen-carbon dioxide cycle takes place in an aquarium.2. Motivation

Our whole environment is made up of all living and non-living things with which an organism interacts. What are the living things that you see around you?

B. AnalysisPlants, animals, fungi and bacteria live in different places. These organisms affectOne another in some ways. Do these organism interact with one another? How do the condition in the environment affect them?

C. AbstractionState in Science Idea

D. ApplicationLook for some decaying logs in the garden. Try to identify the living and non-living things found in the decayed logs.

IV. Evaluation1. Direction. Read each questions carefully. Then encircle the letters of the correct answer.1. Why are people parts of the ecosystem?a. They are intelligent. b. They take care of plants and animals.c. They interact with living things and non-living things. d. They produce chemical and other non-living things.2. Which of the following shows concern for a more beautiful environment?a. Burning all kind of garbage. b. Throwing away biodegradable garbage into canals.c. Burying plastic and bottles in the ground. d. Participating in tree planting projects.

37

Ecosystem- the relationship between the biotic and abiotic environment.

Biotic environment- organism living in a particular area.

Abiotioc environment- are non-living things in a particular

3. What would happen if there were more fish than plants in an aquarium?a. The plants would grow healthy. b. The plants would make more food.c. The water would become dirty. d. The water would be rich in minerals.4. Which of the following compose an ecosystem?a. animals and plants c. temperature, soil, waterb. water, air, sunlight d. living things and non-living things5. A pond was thickly covered with algae. It was observed that many fishes were dead. Which statement most probably explains the death of the fishes?a. The fish did not get enough sunlight . b. The water become poisonous .c. There were too much oxygen in the water. d. There was less oxygen that dissolved in the air.II. Essay: Explain how abiotic environment interact in the ecosystem. (5 pts.)

V. Assignment 1. Draw/ Design a model of an ecosystem. ¼ illustration board. Make it colorful and realistic.2. Write/ cut news , articles that show disruption of an ecosystem. (it will be used in our next lesson.

Date___________________Time Frame: 3 days session


I. Objective: Explain how certain events and activities like overpopulation disturb the interrelationship in an ecosystem.

II. Subject Matter: “Activities that Disturb the Ecosystem”A. PELC II.2.1B. References: Science Spectrum 6 pp. 100-102

Workbook in Science and Health 6 p. 43Science and Health 6 pp. 157-161

C. Vocabulary: Dynamite fishing, muro-ami, deforestation, kaingin system, Wildlife hunting, overgrazing, mining

D. Processes: Observing, Inferring, Identifying, predictingE. Science Idea:

Human Activities that disturb the ecosystem

How they disturb the ecosystem?

A. Marine and Coastal Ecosystem 1. Dynamite fishing

2. Muro-ami fishing

3. Oil-spills

4. Improper waste disposal

5. Intensive fish culture

A practice that kills young fish and destroys their natural habitat. Divers go down and make noise at the coral reefs by knocking on them. The noise making and banging on the coral reefs usually kills the live corals and destroy the cemented remains of old corals. This prevents sunlight from reaching the algae cannot make their food and eventually die. Fish and other aquatic animals cannot breath in it. Corals die when the water becomes polluted, the natural nursery and hatchery of aquatic animals is lost. Applying more fertilizers putting more fish in the fish pens and supply much to the fish with overpopulation of fish the amount of oxygen in water is decreased, the fish will begin to die. The use of chemicals that poison the other aquatic animals, the toxin chemicals retain in their bodies. When people eat these aquatic food, they ingest the poison, soon they get sick. Some people die.

B. Ecosystem Forest 1. Deforestation Is the denudation of forest. It results in

flash floods, global warming, loss of soil

38

2. Kaingin system 3. wildlife hunting 4. Intensive farming

fertility, loss of oxygen in the air and drought. Burning of the trees to give us to cash crops. Hunters shoot/ killed wild/ endangered animals. Farmers overuse pesticides and artificial fertilizers that destroy soil organisms.

C. Urban ecosystem Improper waste disposal (land)

Illegal disposal and waste materials that made a piles of garbage that serve as the breeding places of germs that spread diseases.

D. Low land/ Agricultural ecosystem 1. Overgrazing

2. Mining

3.Conversion of fertile land into subdivision

Too many animals, grazing will out everything over the roots and underground stems of plants, the land will becomes barren and turns into desert. Open-pit mining removes the fertile topsoil because of contaminated poisonous chemicals. The microorganism in the soil will die and the place become totally barren and unproductive. More and more farm land are used for housing purpose, thi would affect local food production supply.

b. Activity ECOSYSTEMStudy this picture

A. List the living and non-living things you see in the picture. Use the table below.Living Things Non-living things

1. 1.2. 2.3. 3.4. 4.5. 5.6. 6.B. Answer These

The picture above are example of an ecosystem1. Describe an ecosystem

_______________________________________________________________________________________________________________________________________________.2. Is your school garden an ecosystem? Why or why not?

____________________________________________________________________________________________________________________________________.Activity 2What are the activities that disrupt the ecosystem?

Study each picture below:

What you have found out:

What are some of the activities of human beings that disrupt our ecosystem.?39

_______________________________________________________________________________________________________________________________________________________________________________________________________________________.

B. AnalysisWhat are the destructive activities that affect our ecosystem? In what ways that man disturb the

ecosystem?C. Abstraction

State in Science IdeaD. Application

Go to the nearest river or stream in your place. Record your observation.IV. Evaluation

Check ( /) the activities of human beings that disrupt our ecosystem and cross out(X) those that do not.

________1. Tree planting _________6. Kaingin farming________2. Dynamite fishing _________7. Segregating solid waste________3. Harvesting coral reefs _________8. Recycling________4. Hunting wild animals _________9. Muro- ami fishing________5. Dumping of garbage in rivers ________10. Joining anti-polution campaignV. Assignment

1. List down certain human activities that disrupt our ecosystem in your barangay.2. Bring the following materials

Surgical mask plastic bag rubber prepared mapGloves, paper colored pens

40

Date_____________________ Time Frame: 2 days session


I. Objective: Explain hoe destructive practices including all types of pollution disturb theInterrelationship in an ecosystem.

I.. Subject Matter: “Pollution Due to Overpopulation”A. PELC II.2.2B. References: Science and Health 6 pp. 170 – 171

www. Encarta encyclopedia – Types of PollutionC. Vocabulary: pollution, air pollution, water pollution, soil pollution, solid waste, hazardous waste

and noise pollution.D. Processes: Inferring, ObservingE. Science Idea:

41

Pollution- a contamination of earth’s environment with materials that interfere with human health, the quality of life or the natural functioning of ecosystem. ( Living organism and the physical surroundings.)

TYPES OF POLLUTION

Air Pollution-Is result in

smog-dirty or result from too many

fuels being burned from

factories.

Water Pollution-Dirty water caused by

chemical waste from factories,

insecticides, detergents, oil spill from giant

ships.

Hazardous waste-Solid, liquid or gas

waste that can cause death,

illness or injury to people or

destruction of the environment if

improperly treated stored,

transported or discarded.

Noise pollution-Is the worst in

Done cityPopulated areas

It can cause hearing loss, stress, high

blood pressure, sleep loss,

distraction and lost productivity

Soil Pollution-Is a build up of toxic

chemical compounds, salts, pathogens disease

causing organism or radioactive materials that can affect plant

and animal life.

Solid waste-Are unwanted solid materials

such as garbage, paper plastic and other synthetic

materials, metals and wood.

F. Materials: Pictures show the different types of pollution, Activity materials such as surgical mask, plastic bag, rubber, gloves, paper, colored pens, prepared map

III. ProceduresA. Activities

a. Preparatory1. Review: Site the different human activities that disrupt the ecosystem.2. Motivation

What is the connection of overpopulation to pollution?b. Activity

Trash BusterMaterials:

Surgical mask, plastic bag, rubber, gloves, paper, colored pens, prepared map

Procedure:1. Group yourselves into five. Your teacher will assign you to different sites of your community.2. Draw a map of your study area marking any landmark (gasoline station, restaurant, mall, etc.) That you see.3. Walk through a 500 meter area in your assign site.4. Using your rubber gloves, pick up the pieces of litter as you walk and place them inside the

Plastic bag.5. On your map, mark the place where you found the litter and the number of pieces of litter.

Also include any trash can and litter “hot spots” in your map.6. Write a brief report of your findings and present it to the class by answering the questions.

Questions:1. Define pollution.2. What is the relationship between landmark and “hot spots”.3. How do major establishments contribute pollution?4. What are some of the concrete ways to lessen these destructive practices in all types of pollution in an ecosystem?

B. AnalysisWhat will happen if we are not responsible enough to take care of our ecosystem?

C. AbstractionClassroom is near to the high-way were different cars passing by, different sound produce from the people outside and horns of cars. What will happen to students and teacher ?What kind of pollution produces?

IV. EvaluationRead each question carefully then choose the correct answer.

1. A big population need more vehicles for transportation. What problem can this bring about?a. air pollution b. water pollution c. noise pollution

2. What happen when there is too much carbon dioxide in the air?a. People can breath a clean airb. Plants can produce more foodc. Heat will be trapped and the earth will be warm

3. Why is the increase in motorized vehicle a caused of air pollution.?a. They burn oxygen b. They burn fossil fuels c. They burn air

4. What happens with the air when there are many factories and vehicles producing smoke?a. The air will be polluted b. The air will be fresher and cleaner c. air is filtered

5. Which of these activities help prevent air pollution?a. help produce and sell gas mask. C. throw garbage in bodies of waterb. fix smoke-belching vehicles and participate in the anti-smoking campaign of the government.

6. How an a pollution be controlled?42

a. plant more trees b. raise cattle’s c. filter the air

7. What will happen if garbage is thrown into the river?a. water will become polluted causing river to stink and stagnateb. the surroundings will be beautifulc. air will be fresher.

8. What happen to bodies of water if there is oil spill from ships/ tankers?a. air is polluted c. bountiful marine lifeb. water is contaminated with poisonous chemicals and thereby polluting it.

9. Which of the following can pollute ocean?a. animal waste b. decayed matter c. chemical waste

10. Which of the following would decrease air pollution?a. burning all kinds of garbageb. participating in the tree planting projectsc. increase the number of motor vehicles

Answers: 1. A 2. C 3. B 4. A 5. B 6. A 7. A 8. B 9. C 10. B

V. Assignment:Write news/ articles related to weather forecasting


_________________

43

Date__________________ Time Frame: 2 days session


I. Objective: Explain how certain events and activities, like natural calamities, disturb the interrelationship in an Ecosystem.

II. Subject Matter: “Natural Calamities”A. PELC II.2.3

B. Reference: www. Britannica . comC. Vocabulary: Natural Calamities, volcanic eruption , earthquake, floods, landslide,

fires, winds, tropical cyclone / typhoon D. Processes: Identifying, InferringE. Science Idea:

F. Materials: Activity card

III. ProcedureA. Activity

a. Preliminary1. Review

What are the different types of pollution? Kindly give an example of each.44

Natural Calamities- are occurrences, events, on phenomenon that happen

In nature of their own accord.Volcanic eruption-ExpandingGases cause explosionFrom the volcano. Wind- that is

Strong enough to cause at leastLight damage to trees ad buildings and may not be accompanied by precipitation.

Earthquake-Sudden shaking of the ground caused by a disruption deeper within the crust of the earth.

Floods- High water stage inWhich water overflows its natural or artificial banks onto normally dry land; such as a river inundating its floodplain.

Tropical cyclone/typhoon- an intense circulate storm that originates over warm tropical oceans

Landslide-the movement down slope of a mass of rocks, debris, earth on soil.

Fires-rapidBurning of combustibleMaterials with the evolution of heat and usually accompaniedBy flame spontaneous tree limbs falling.

2. Motivation : Following direction through actionsIf you heard the following words make a sound of it.

rain wind thunder

One day Cathy heard news that there will be a typhoon coming but she has an important thing to do out side their home. She is going to buy a new dress that she will use for tomorrows event. When she is walking home, she stops because of the lightning and strong thunder. As she looks up at the sky sees dark clouds “oh its going to rain ! I have to rush home, she said so she runs. But then, the wind start to blow harder followed by a thunder. Then rains, thunder” wind. . . rains. Finally Carol reaches home safely.

b. ActivityGroup 1 Perform a pantomime describing that there’s an earthquake happening in

our place.Group 11 Presentation of a 4 broadcaster that there is typhoon coming.Group 111 List all the changes in our surroundings when there’s a floods

approaching. Present in manila paper.Group IV Create a poem/ song about the volcanic eruption.

B. AnalysisWhat were the changes of our environment if those natural calamities happened?


D. ApplicationYour family plans to have an outing for the beach tomorrow in a far place. The day

before the event news was heard from the radio that the place your family want to go suffered from an earthquake. Many trees fall down to the high-way, different families loosen their homes and love one’s and they are preparing for the after shock that passed by. What should you do?

IV. Evaluation

Direction: Put a check mark ( / ) before the letter of the correct answer. Which of the following situations describes the condition of the environment when it is suffer from different natural calamities.?

___________ a. Many families looses their homes and love ones.___________ b. Trees are fall down.___________ c. Animals died___________ d. Forest are fired.___________ e. People and animals have a good shelter.

V. AssignmentWhat will you do it before, during and after calamities . Give at least three situation or its example.

Prepared By:

45

Population Education

Responsible Parenthood

Improving food supply

Improving water supply

Improving Housing facilities

Improving HealthServices

Improve/conserveWildlife ecosystem

Sustainability throughResource conservation


_________________

Date___________________Time Frame: 2 days session


I. Objective: Enumerate ways of controlling preventing harmful effects of human activities to the environment.

II. Subject Matter: “Coping With Overpopulation”A. PELC II- 3.1B. References: Science and Health VI pages 176-179

Science Spectrum VI pp. 107-111C. Vocabulary: Population education, Responsible Parenthood, Improving

food and water supply,Improving Housing and facilities, Improving Health Services, improve / conserve wildlife ecosystem. Sustainability through resource conservation, recycling

D. Processes: Inferring, ObservingE. Science Idea:

46

Ways of controlling/preventing harmful effects of human activities to the environment

Health workers teach workers especially young mothers about family planning and birth spacing.

Married couples should plan for theirChildren’s health happiness and future.

Food production be increased in order to feed more people and to fed the children adequately.

Private water farms install bigger water pipes and put more water pipes in areas without safe sources of water.

Low cost of houses are constructed by the government or private agencies.

Health centers nationwide gives lectures, or health practices, proper diet, family planning and how to avoid illnesses.

Habitat restoration or rehabilitation, management of specific projects and protected areas.

We need to conserve because the earth hasLimited supplies of natural resources.

recycling

F. Materials: Concept map of Science Idea

III. Procedure:A. Activities

a. Preparatory1. Review: Give the examples of natural calamities2. Motivation

How can we control the harmful effects of human activities to the environment

b. ActivityCOPING WITH THE HARMFUL EFFECTS OF HUMAN ACTIVITES TO THE ENVIRONMENT

The population in the Philippines is increasing rapidly. This increase affect not only the health of the people but also housing facilities, food and water supply. The government is doing its best to help the people cope with the problems that accompany the harmful effects of human activities to the environment.

Answer these:1. How does the government lessen the problem of housing in cities?__________________________________________________________________________________.

2. What help does the barangay health center in your community offer to the people?____________________________________________________________________________________.

3. Before being issued a marriage license , a couple has to attend a seminar on family planning . Do you think this is important? Why or Why not?_____________________________________________________________________________________.

B. AnalysisAre there measures done by the government to minimize or control the harmful effects of human

Activities to the environment?

C. AbstractionState in Science Idea.

D. ApplicationWhat help will you contribute to control harmful effects of human activities to the environment.

IV. EvaluationA. Check ( /) the activities that are done by the government to help solve overpopulated problems. Cross Out (X) those that don’t.______1. Giving the immunization against measles.______2. Constructing low cost houses which are paid on cash basis.______3. Conducting the lectures on sanitation and disease controls.______4. Building artesian well in areas without safe water supply.______5. Installing bigger water pipes.

B. Multiple choices. Choose the letter of the correct answer.______6. Why children should be given vaccination?

a. so their bodies can fight disease and germs. b. so they were grow last.c. so they will not die. d. so they will not get sick anymore.

______7. How can the spread of contagious diseases in a community can be prevented?a. by sterilization of kitchen utensils b. by vaccination of all people.c. by using antiseptic d. by practicing good sanitation

______8. The water supply in a community is brownish instead of clear. What should be done to make it safe drinking?

a. Filter the water b. mix alum (tawas) with the water.c. Boil the water d. mix bleach to the water

47

Empty bottles, tin cans, old toys, cardboard,Boxes, old magazines, and newspapers are part of the recyclable materials in home that help lessens the garbage problem if we use it.

GOVERNMENTSCAMPAIGNS AND

PROJECTS

______9. How can rapid population growth can be controlled?a. population information and dissemination b. family planningc. death rate increase d. both a and b

______10. What will happen to wildlife if deforestation will continue?a. There will be a relocation of people in the city.b. animals will be dislocated.c. wildlife population will increased. It makes wood smugglers wealthy

V. AssignmentWhat are the ways of controlling/ preventing harmful effects of human activities to the environment done in your barangay.

Date___________________


I. Objective: Participate in campaigns and activities for improving/ managing one’s environment.

II. Subject Matter: “GOVERNMENTS CAMPAIGN AND PROJECTS”

A. PELC II- 3.2B. References: Into the Future Science and Health VI pp. 106-

107C. Vocabulary: DENR, SanctuariesD. Processes: Identifying, DescribingE. Science Idea

DENR- (Department of Environment and Natural Resources) Is the government agency task to address issues related to the environment.

Sanctuaries are places where hunting and fishing are prohibited.

48

Massive campaigns have been launched to encourage citizens to plant trees.

Sagip-Pasig a campaign to help clean the Pasig

River and restore it to its former ecological status.

Clean and Green ProjectAims to make the public aware of proper garbage

disposal to stop or minimize water and air

pollution.

Save the earth movementAims to conserve our forest and our endangered wildlife species. It also campaigns

against nuclear bomb testing in our oceans and

the use of CFC (chlorofluorocarbon)

Recycling the Garbage Project encourages

people to reuse items such as paper, bottles, cans and wrappers in

order to conserve natural resources.

F. Materials: Concept map of government campaign and projects.

III. ProcedureA. Activities

a. Preparation1. Review Site ways of controlling/ preventing harmful effects of human activities to the environment.

2. MotivationHow do your community members help prevent the further destruction of the environment.?

b. Activity

Community Clean Up

Note: Do these activity one week before class discussion1. Ask your community members to adopt an area. You will help develop of maintaining ecological balance in

this area. It may be a community park, estero or pond and join community members to clean up and beatify the area.

2. Encourage your community members to sort out their waste, separating biodegradable from non biodegradable. Segregate the waste materials in different containers. The wood, leaves, water plants ,kitchen refuse, and other biodegradable materials can be put together in one container. Place the other waste materials in other container. Waste can be further segregated into dry and wet.

3. Dig a compost pit for the biodegradable waste away from the river bank or any source of water. Research on how to make a compost pit. Check on how non biodegradable materials can be properly disposed of.

4. Put signs near river banks or other bodies of water. This signs should warn other people from throwing wastes into the water.

B. AnalysisWhat will happen to our future if the air, water, and land are polluted?


D. ApplicationWhat are the different organizations you have in your barangay that help improving our environment.?

IV. EvaluationChoose the letter of the correct answer1. Which of the following is concerned with conserving the endangered wildlife species?

a. the clean and green project c. World wide fundb. Piso para sa ilog Pasig d. Recycling the garbage project

2. Why was Sagip Pasig Launched?a. To educate the people in recycling garbage.b. To inform the public of the dangers in CFC’sc. To clean up the Pasig River and restore it to its former ecological stability.d. To make Pasig River a source of geothermal energy.

3. The DENR established ________________to help endangered animal species.a. government agencies c. reforestation programsb. sanctuaries d. fund raising campaign

Essay (4-6) Why should we preserve ecological balance at present?___________________________________________________________.

Essay (7-10) If you will join any of the campaign, which would you choose? And why did you choose it? What are the benefits of joining these campaign?

49

Conserving our natural resources

________________________________________________________________.

V. Assignment:Make a slogan related to the improvement and managing environment.

Date________________


I. Objective: Apply Practical ways of protecting the environment at home and in the community.

II. Subject Matter: “Restoring The Balance Of Nature”A. PELC III. 3.3B. Reference: Science and Health 6 p. 182- 184C. Processes: Identifying, InferringD. Science Idea

E. Materials: Drawing Materials

50

Recycling waste from our kitchens.

Finding new uses for things that were once throw-away.

Preventing things from getting spoiled.

Walking instead of riding a jeepney or car to the next block.

Using vacant lots or used cans in raising vegetables.

Turning off lights and electric appliances that are not needed anymore.

Burying biodegradable materials.

Separating biodegradable from non-biodegradable waste materials.

Composting.

Closing leaking faucet.

Preventing dumping of solid wastes into rivers, lakes or seas.

Using corals without destroying their source in a lot more.


a. Preparatory1. Review Give the example of natural resources.2. MotivationHow can you make the environment a better and a pleasant place to live in?

b. ActivityHow do you conserve our natural resources?

What to use: Drawing materials

What to do:1. Think of the things you do at home, in school and in your community to conserve Our natural resources.2. Draw how you conserve them in the space provided below.

What you have found out :How do you conserve our natural resources?

______________________________________________________________________________ _____________________________________________________________________________________________________________________________________________________.

B. AnalysisWhat are the things we should conserve? How we conserve them?


D. applicationAs a student how can you conserve our environment?

IV. Evaluation:Draw a star if the practice/ activity help restore the balance of nature. Put a cross X if it doesn’t.

_____ 1. Dumping wastes in a nearby river._____ 2. Planting new trees._____ 3. Picked out small garbage in the classroom._____ 4. Joining environmental campaigns._____ 5. Destroying coral reefs._____ 6. Turning off the appliances that are not in use._____ 7. Separating biodegradable from non-biodegradable materials._____ 8. Throwing candy wrappers and fruit peeling anywhere._____ 9. Saving water.

51

_____ 1o. Recycling old magazines.

V. Assignment:Give another ways on how to conserve our natural resources.


_________________

Date_________________


I. Objective: Demonstrate commitment and concern in preserving / conserving the balance in the ecosystem/.

II. Subject Matter: “Restoring the Balance Of Nature”A. PELC III. 4B. References: Science and Health 6 pp. 182-184C. Vocabulary: RecyclingD. Processes: Describing, IdentifyingE. Science Idea

F. Materials: Old Newspaper, blender (optional 25 cm x 30 cm wooden frame, nylon fly screening, hot water, large plastic basin, sponge, kitchen cloth, staple and bleach.


a. Preparatory1. Review

What are the ways of conserving our natural resources?2. Motivation

Ask the student what they do to the garbage at home?

52

Preserving / conserving the

balance of life in the ecosystem.

Recycling- sorting of

waste material.

Reusing- method of

making used products

beneficial for the same or

new purpose.

Reducing- choosing and

buying reusable

recyclable and biodegradable

products.

b. ActivityHow to make a recyclable Paper

Materials:Old newspaper, scrap paper, blender (optional 25 x 30 cm wooden frame, nylon flyScreening, hot water, large plastic basin, sponge. Kitchen cloth, staples and bleach.

Procedure:1. Make a mold by stapling the nylon screening tightly to the nylon screening tightly to Wooden frame.2. Make a drying pad by folding newspapers and slacking them to about 4 cm. thick. Then cover with kitchen cloth.3. Tear crap paper and old newspaper into small pieces and soak in hot water for about 30 minutes.4. Mash a blend paper with warm water until it has a mushy consistency. (If you like To whiten the paper, add a few drops of bleach.)5. Using a mixture of 80% to 20% pulp fill a large plastic basin add the pulp while Stirring.

6. Dip the mold in the water from the back and bring it down so that it is under the water. With a scooping motion gently, lift the mold out of the water.

7. Allow the water to drain and carefully turn the mold over into the drying pad (screen on top), Use a sponge to absorb excess water. The pulp should become dry enough to separate from the mold. Lift the pulp off the mold and allow the sheet of newspaper to dry thoroughly.8. Press with low heat to create a smooth finish.

B. AnalysisIn what other ways can you help conserve / preserve the balance of life in the Ecosystem?


D. ApplicationTry to go to the nearest junk shops in your community. Ask them what are several

items they buy to help you generate extra money. This will help lessen your garbage in your home and make money out of garbage.

IV. EvaluationDiscuss how the three R’s can be applied in school and at home.

1. Replace2. Recycle3. Reuse

Possible answer:1. a. Use reusable plastic bag or basket when buying things. b. Use refillable ball pens. c. Use rechargeable batteries.2. a. Make recycled paper b. plastic bottles, old newspapers, scrap paper can be used as materials for artworks and Science activities. 3. a. Reuse plastic bags from groceries and department stores. b. Reuse plastic bottles and jars as containers.

V. AssignmentList the things in your home that can be reuse, reduce and recycling that can help to conserve / preserve the life in the ecosystem.

53


_________________

PhotosynthesisPlants make their own food in a process called photosynthesis. Photosynthesis takes place inside plant cells called chloroplasts. Chloroplasts change sunlight, water, and carbon dioxide (a gas in the air) into sugars, a type of food used by the plant to grow. Photosynthesis also makes oxygen, which is released into the air.

54