Lesson Plan in Science 1

LESSON PLAN IN SCIENCE 1
Lesson 1
YOUR HEAD (pp. 4-5)
I. Objectives
1. Identifies the head as one of the parts of the body.
2. Names the parts of the head.
II. Concepts
1. The head is the uppermost part of the body.
2. The eyes, ears, nose, mouth, tongue, teeth, hair, and neck are the parts of the head.
III. Processes:Observing, Identifying, Describing.
IV. Vocabulary: Head, neck, hair, eyes, nose, mouth, ears, tongue, teeth.
V. Material: Illustration of the head and its parts.
VI. Activities
A. Present the picture on page 4 of the textbook. Let the pupils tell about what they see.
B. Let a boy and a girl stand up in front. Cover the bodies of the two children with a curtain
so the only their heads can be seen. Have the other pupils tell what parts they see in the heads
of the two children. Then ask them to point to their own eyes, ears, nose, etc.
C. Have them describe these parts as to size and shape.
D. Let them read page of the textbook. Focus their attention on the last four lines. Ask them
about the parts of the head.
VII. Evaluation
1. Have the pupils work on the Do and Learn activity on page 5 of the textbook.
2. Let the pupils make head models using paper plates and cut out shapes to represent the
parts of the head.
VIII. Enrichment
Let them hand their models of head in the room and compare their parts. Ask:
“Which has round eyes? Which has long hair?”
IX. Reinforcement
Have the pupils sing this song to the tune of “Ten Little Fingers”:
I have two little black eyes
I have two little ears
I have a mouth, I have a tongue and little shiny teeth.
Lesson 2
YOUR TORSO (p. 6)
I. Objectives
1. Identifies the torso as one of the main parts of the body.
2. Names the parts of the body found int the torso.
II. Concepts
1. The torso is the middle part of the body.
2. The shoulder, chest, stomach, and hips are parts of the torso.
III. Processes: Observing, Identifying.
IV. Vocabulary: Torso, chest, stomach, hips.
V. Material: Illustration of the torso.
VI. Activities
A. Present a big cutout of the torso. Call on a pupil to see in which part of his body the cut out
will fit.
B. Have the pupils read page 6 of the textbook.
VII. Evaluation
Check (✔) the parta of the body found in the torso.
__ Face __ Abdomen __ Chest
__ Neck __ Hips __ Arms
VIII. Enrichment
Let them cut out the shape of a torso. Have them attach this to the head model they
have previously done. Have them name the different parts and tell what each can do.
IX. Reinforcement
Have the pupils recite this verse, pointing to the body part specified:
My shoulder and chest
They are up here
My hip and abdomen
They are down here
And in between
It’s my waist
You can see.
Lesson 3
YOUR LIMBS (p.7)
I. Objectives
1. Identifies the limbs as the main parts of the body.
2. Identifies the arms as the upper limbs and legs as the lower limbs.
3. Decribes the upper and lower limbs.
4. Tells what the upper and lower limbs can do.
II. Concepts
1. The arms are upper limbs; the legs are the lower limbs.
2. The limbs help us do many things.
III. Processes: Observing, Identifying, Describing, Demonstrating.
IV. Vocabulary: Limbs, arms, legs.
V. Material: Illustrations/model of legs and arms.
VI. Activities
A. Have the pupils perform the presentation activities on page 7 of the textbook.
B. Let them read the last three lines on the page.
C. Give these commands and see if the pupils can follow them.
Raise your upper left limbs.
Put down your upper left limb.
Raise your upper right limb.
VII. Evaluation
Let the pupils work on the Do and Learn activity on page 9 of the textbook.
VIII. Enrichment
Let them cut out the shapes of the arms and legs. Have them attach these to the torso
they have previously made. Have the pupils do the activity on page 90 of the Appendix.
IX. Reinforcement
Which limbs will you use to
1. Pick up a flower
2. Throw a ball
3. Kick a stone
4. Jump high
5. Go down the stairs
Lesson 4
BODY PARTS WORK TOGETHER (p. 8)
I. Objectives
1. Observes the work of some parts of the body.
2. Tells the work of some parts of the body.
3. Observes the some body parts work together.
II. Concepts
1. Each part of the body has work to do.
2. Some body parts work together when you do things.
III. Processes: Observing, Identifying, Describing, Demonstrating.
IV. Vocabulary: Together, plate.
V. Material: Illustration, actual children.
VI. Activities
A. Ask pupil to pick up a piece of paper you dropped on the floor. Ask other pupil to tell
which part of the first pupil’s body he/she used to do activity. Show the illustrations on page 8
of the book. Ask again what parts of the boy’s body did he use to able to eat; the girl’s body
to able to wash the plate.
B. Have other pupils pantomime an action to answer the question, “What do you do at home
to help your mother?” Ask the others to observe and identify the actions and answer the
question, “What part or parts of the body were used in performing the activity?”
VII. Evaluation
Ask a pupil to do the following:
1. Write on the board
2. Walk to the door
3. Eat a biscuit
After each activity ask, “What body parts work together as he or she does the
activity?”
VIII. Enrichment
Have the pupils write down, on a sheet of paper, three activities that they do or see
other people do. Opposite each, write the body parts which work together to perform them.
Example:
1. Swim -- arms, body, and legs.
2. Brush the teeth -- mouth, tongue, hand.
3. Take a bath -- hands and arms.
IX. Reinforcement
Let the pupils answer this question in one or two short sentences: “What do you think
will happen if your body parts to do not cooperate or work together?”
Lesson 5
TAKING CARE OF YOUR BODY (pp. 10-11)
I. Objectives
1. Names ways of caring for the different bod parts.
2. Demonstrate ways of caring for the different parts of the body.
II. Concepts
1. The different part of the body should be kept clean
2. Keeping safe from accident is one way of taking care of the body
III. Processes: Observing, Demonstrating.
IV. Vocabulary: Safe, accidents.
V. Materials: pictures showing ways of caring for the body
VI. Activities
A. Review the different parts of the body by singing songs/reciting rhymes about them
(e.g Ten Little Fingers; My Toes, My Knees…). Play a naming games. (Describes a body
part and let pupils give it name.)
B. Show the pictures on pages 10 to 11 of the textbook. Talk about practices to keep the
body clean. Discuss the important to keeping the different part of the body clean.
C. Show picture of a girl who has hurt her finger while cutting a piece of paper. Talk
about what she cannot do because of her hurt finger. Encourage children to share their
experience similar to this. Lead them to state that one should practice ways of keeping
safe to protect the body.
D. Let the pupil demonstrate ways of caring for their body parts.
(Teach the song: This is the way I wash my face, etc)
VII. Evaluation
Let them do the exercise on page 12 of the textbook.
VIII. Enrichment
Talk about things used in caring for the different parts of the body
IX. Reinforcement
Let the students perform a role playing of situations showing how to take care of
different parts of the body .
YOUR NEEDS
Lesson 6
FOOD (p. 13)
I. Objectives
1. Infers that one needs enough good food to grow.
2. Identifies the good foods needed by the body.
II. Concepts
1. The body needs food in order to grow.
2. There are different kinds of good food that makes the body healthy and strong.
III. Processes: Observing, Comparing, Inferring.
IV. Vocabulary: Food
V. Material: Pictures of Go/Glow/Grow foods and healthy/sickly children.
VI. Activities
A. Ask the pupils what they ate for breakfast, lunch, and supper the day before. Show them
the food chart. Let them find out if the foods they have eaten are among those found in the
chart.
Say: (Pointing to the chart) “These foods are good for your body. They make you
grow and healthy.”
B. Present page 13 of the textbook. Have the pupils identify the foods in the picture. Ask
them which of these foods do they eat very often. Have them read the caption on the page.
C. Show a picture of a healthy child and a sickly child. Ask them these:
 Which of them, do you think, eats enough good food? Why do you say so?
 Why does the other child look sickly?
 Which of this two children do you want to look like?
 What will you do to be healthy like this child?
VII. EVALUATION
Which food is good for you? Encircle it.
VIII. Enrichment
Cut out some picture of good food from magazines. Make a scrapbook of good food.
IX. Reinforcement
Have the pupils recite this verse:
Milk and eggs
Butter and cheese
Meat and fish
Are food we need .
Vegetable and fruits
They, too, are good.
Then ask them what food are good for the lady.
LESSON 7
AIR AND SUNLIGHT/WATER (p.14)
I. Objective
Infers that one need air, water, and sunlight.
II. Concepts
1. We breath in air.
2. We need water.
3. We need sunlight.
4. Air, water, and sunlight help us grow.
III. Processes: Observing, Inferring
IV. Vocabulary: Air, water, sunlight
V. Materials: Pictures of children at play
VI. Activities
A. Have the pupils put their hands in front of their, mouth as they breathe. Ask then if they
feel something. Introduce the word “air” to the pupils.
B. Have the pupils pinch their noses. (Let them realize that they cannot do this for a long
time). Ask:” Do you think you can stay without air for a long time?”
C. Instruct the pupils to jump several times and then run around the room. Let them continue
the activity until you observe some of them showing times of being thirsty. Ask them what
they need when they feel thirsty.
D. Present the pictures on page 14 of the textbook. Read the text in the pictures. Ask them
about the things boys and girls need.
VII. Evaluation
Fill in the boxes with the correct letters to form the words that will complete the
sentence.
1. We need a to breathe in.
w t r
2. We need to drink.
s l g t .
3. We need
VIII Enrichmanet
Have the pupils infer what will happen if
1. They do not have air to breath in
2. They do not drink for on day
3. They dot not have sunshine for many days
IX. Reinforcement
Have the pupils recite this verse:
Air is all around
We breath it in and out
We need it day and night
Sunlight,sunlight oh, so bright
Make us strong, makes us bright
Water,water, clean and pure
We need drink eight glasses full
Air ,water, and sunlight--we need them all
LESSON 8
CLOTHING/SHELTER (p.15)
I. Objectives:
1. Tells that growing children needs clothes to protect them
2. Tells that growing children need shelter that can protect them from rain,strong wind, and
to much heat
II. Concept
1. clothes protect one’s body.
2. Shelter protects children from rain, strong wind, and too much heat.
III. Processe: Observing. Inferring.
IV. Vocabulary: Protect, Heat.
V. Materials: Pictures of different shelters/ clothes for people
VI. Activities
A. Review about foods needed by the body. Let pupils talk about what they ate
yesterday. Do these foods belong to any of the foods needed by the body?Let them
tell whether the foods they ate are go,grow, or glow foods.
B. Talk about clothes the children wear. Let them realize that whether they are at
home or in school, they always wear clothes. Have them infer how they would feel
without their clothes on.
C. Show pictures of different houses. Discuss why people have houses. Let them talk
about how their homes protect them.
D. Guide them to read page 15 of the textbook.
VII. Evaluation
1. Draw the clothes that protect you from the sun..
2. Draw the clothes that protect you from the rain.
3. Draw your house.
VIII. Enrichment
Cut out clothes/house from old newspapers
Tell a story about why one needs clothes/shelter.
IX. Reinforcement
Have the pupils recite this rhyme:
I have clothes to wear for school
And clothes to wear at home
And when it’s play time I wear something cool.
LESSON 9
REST AND SLEEP EXERCISE (p.16)
I. Objective: Infers that the body needs exercise, rest, and sleep
II. Concept: Exercise, rest, and sleep help make you healthy and strong.
III. Processes: Observing, inferring.
IV. Vocabulary: exercise, sleep, rest.
V. Materials: pictures of children exercising, playing, sleeping.
VI. Activities
A. Take the children out from out exercise. (If this is not possible, they can perform some
exercise inside the classroom.) The exercise may include some play.
B. After the activity, ask the children how they feel. Ask what they would like to do. Have
them read the captions of the illustrations on page 16 of the textbook.
C. Emphasize that children need to rest after playing. Rest will help the body make new
energy .
VII. Evaluation: Draw stick figures showing
1. A child at rest 2. A child doing exercise
VIII. Enrichment
Let the pupils perform some simple exercises involving the movement of arms and legs
IX. Reinforcement
Teach this rhyme:
Early to bed and
Early to rise
Make me
Healthy,strong, and wise
Then talk about why children need to have enough rest and sleep.
LESSON 10
LOVE AND CARE (p.17)
I. Objective
Tells that growing children need love and care
II. Concept
Growing children need love and care
III. Processes:Observing, Inferring
IV. Vocabulary: Love
V. Materials: Pictures showing how father/mother give their children love and care
VI. Activities
A. Review the different needs of children.
e . g. Ask: “What foods should you eat to grow strong and healthy?”
B. Discuss how parents provide children with the things they need.. The pupils may talk about
the jobs of their parents.
C. Guide them to read page 17.
D. Let the pupils tell how their parents show their love for them and how they feel about this.
VII. Evaluation
Fill in the letters.
l v
1. Children need .
c a r .
2. Children need
VIII. Enrichment
Cut out pictures showing children getting love and care from parents.
Talk about these pictures.
IX. Reinforcement
Discuss how other adult members of the family show love and care for children.
LESSON 11
YOU GROW (pp. 19-21)
I. Objectives
1. Observes that one changes in weight and height, size, and shape of body parts.
2. Compares the size of things used in previous years and present year.
II. Concepts
1. A child changes in weight and height as he grows.
2. The size and shape of body parts change as one grows.
III. Processes: Observing, Measuring, Comparing.
IV. Vocabulary: Change, grow .
V. Materials: Pictures of children when they were younger; old clothes, shoes, and other
things used when one was still a baby
VI. Activities
A. Show picture of a newborn baby. Say that a newborn baby normally measures
about 35 to 40 cm in length and about 2 or 3 kg in weight.
B. Let the pupils look at the height chart. Ask: "How much have you grown in size
since you were a baby? Are you as tall now as when you were 3 years old? 5 years
old?”.
C. Let the pupils observe their pictures when they were still babies, Ask: "Which
parts of your body have changed? In what way did the parts change?".
D. Let them compare clothes/shoes/caps used before and now Ask: "Why can't you
wear your old clothes/shoes/caps now?"
E. Guide them to read pages 19 to 21 of the textbook.
VII. Evaluation
Answer with Yes or No.
1 Are you taller now than before?
2. Are you bigger now than before?
3. Can you still wear the clothes you had when you were two years old?
4. Can you still wear the shoes you had when years old?
5. Have you changed in size?
VIII. Enrichment
Draw some of the things you used when you were a baby.
IX. Reinforcement
Draw some of the things you use now.
LESSON 12
SIMILARITIES AND DIFFERENCES AMONG CHILDREN (pp. 22-23)
L. Objective
Identifies similarities/differences between two children as to their size, height, and
weight.
II. Concept
Two children may be alike/different in size, height or weight.
III. Processes: Observing, Comparing, Inferring
IV. Vocabulary: Grow, change
V. Materials: Pictures of children with different heights and body built
VI. Activities
A. (Before this lesson, assign pupils to bring pictures of themselves at different
ages.)
Have the pupils observe the pictures. They may exchange pictures with their
classmates. Talk about their observations. Ask: "Did you notice that you were all
babies once? In what ways are you different now from the way you looked in your
pictures?"
B. Present the picture on page 22 of the textbook.
Talk about the children's height and size.
Then let the children look at their classmates to see if there are those who
look like the children in the picture.
C. Have two children stand before the class. Ask the pupils to tell how the two
children are alike (eg. body parts, color t skin, color of hair. Ask "How are they
different? size length of hair) Pair the pupils. Let them find similarities and
differences between themselves. Ask them if they could find two children who are
exactly alike.
D. Show the picture on page 23 of the textbook Discuss how the children are
different. Guide them in reading the text.
VII. Evaluation
VIII. Enrichment
Let the pupils measure each other's height using arbitrary units (eg, handspan,
popsicle stick, string). Let them com pare their heights.
IX. Reinforcement
What part of your body changes as you grow? Check the box of the correct answers.
DID IT CHANGE IN SIZE?
BODY PART Yes No
Head
Torso
Upper Limb
Lower Limb
LESSON 13
GOOD HEALTH HABITS (p. 25)
I. Objectives
1. Practices desirable health habits in order to grow.
2. Demonstrates desirable health habits.
II. Concepts
1. Keeping the body clean helps make it healthy.
2. Practicing good health habits make the body healthy and strong.
III. Processes: Observing, Inferring.
IV. Vocabulary: Clean, health, habits
V. Materials: Pictures showing a boy/girl washing face, brushing teeth, taking a bath, and
other practices of cleanliness.
VI. Activities
A. Discuss with the children what they do before coming to school.
B. Show the picture enumerated under Materials. Ask the pupils which of these things
they did before coming to school.
C. Discuss the pictures on page 25 of the textbook with the pupils.
Ask: "Why are the children doing these?"
Guide them in reading the caption.
Have them find the lines in the text that say: "Practice good health habits.
These keep your body strong and healthy." Let them explain why they should
practice good health habits.
VII. Evaluation
Divide the class into groups of five. Let each group demonstrate desirable health
habits.
VIII. Enrichment
Arrange the pupils in groups of four or five. Have them play-act a family at mealtime.
Have them tell what practices are good at mealtime.
IX. Reinforcement
Have the pupils sing this song:
This is the way
I wash my face (3x)
This is the way
I wash my face
So early in the morning
(wash my hands)
(wash my feet)
(comb my hair)
Then have them demonstrate a health habit of their choice.
X. Wrap Up
1. Review the lessons learned in the chapter.
2. Instruct the pupils to read Remember on page 26 of the textbook.
3. Let them use the new vocabulary in sentences.
4. Give Test Yourself on pages 26 to 27 of the textbook.
Chapter 2: Learning About Animal
LESSON 1
COMMON ANIMAL (pp.31-33)
I. Objective
Names animals commonly found at home and in the locality.
II. Concepts
Common animals are animals usually found in places when you live. There are some
animals that are not commonly found in are places. They can be found in the zoo.
III. Processes: Observing, Describing, Comparing, Classifying
IV. Vocabulary: Common, Zoo
V. Materials: Pictures of animals, picture of zoo, cutouts of animals.
VI. Activities
A. Have the pupils talk about their pet animals or animals they are taking care of at
home. Ask them how they take care of this animals. Ask them to name other animals
they commonly see in books or in their places. Have them describe each as to size and
body parts.
B. Have them read pages 31 to 32 of the textbook. Ask them to identify those animals
not commonly found in our country.
C. Have them exchange experience in zoo where the animals from other countries are
found. Ask them to describe the animals found on page 32 and tell where they are
from.
D. Conduct a simple “Identifying Game” where cutouts of common and foreign animals
are mixed together and pupils pick out one which he/she identifies, describes are tells
where it is found.
E. Ask them to group together picture/cutouts of animals that are helpful to man.. Make
them tell how they help man.
VII. Evaluation
Have the pupils answer the exercises in Do and Learn on page 33 of the textbook.
VIII. Enrichment
Make the pupils list down as many common animals they know of and on another
sheet, animals that are mot found in our country.
IX. Reinforcement
Cut out pictures of animals from old magazines. Make an album of animals.
LESSON 2
Body Parts of Animals (pp.34-36)
I. Objective
Identifies the body part of common animals.
II. Concept
Animls have different body parts.
III. Processes: Observing
IV. Vocabulary: Body parts.
V. Materials: live animals, pictures of animals.
VI. Activities
A. let the pupils observe some live animals or pictures of animals.
Have them tell what body parts each animals has. (e.g. head),eyes mouth,legs, etc.)
B. Show pictures of different animals. Say a body part. Let the pupils point to the body
part.
C. Study the pictures of the animals on pages 34-35 and talk about their body parts. Let
the pupils state that animals have different body parts.
VII. Evaluation
Do the exercise on page 36 of the textbook.
VIII. Enrichment
Draw a turtle. Label its body parts.
IX. Reinforcement
Get some pictures of animals.
Identify their body parts.
LESSON 3
COMMON BODY PARTS OF ANIMALS (p.37)
I. Objective
Identifies common body parts of animals.
II. Concept
Some animals have common body parts such as eyes, ears, nose, mouths, and legs.
III. Processes:Observing, Describing, Comparing, Classifying.
IV. Vocabulary: Similar, Different.
V. Materials: Pictures of animals
VI. Avtivities
A.Show again all the pictures of animal used in the previous lesson. Ask them to
group together animals that are big and group together those that are small. Make
them observe and identify that parts common to all.
B.Ask the pupils to answer the following question
1. What body parts of the big animals do the small animals also have?
2. What in each group have body parts different from the rest.
C.Have the pupils read page 37 of the textbook. Focus their attention on the last
sentences of the page.
VII. Evaluation
Look at the pair of animals after teach number. Write S in the square before the
number if they have similar body parts; D if they have none.
VII. Enrichment
Collect drawings or pictures of animals and color their common parts. If the parts are
similar, use the same color, if different colors. Follow this instruction.
1. Ears- use yellow 4. Nose-use blue
2. Eyes -use green 5.Mouth-use red
3. Legs-use brown
VIII. Reinforcement
Let the pupils write the corresponding uses of the body parts of animals stated below
Example:
1. Mouth -- eating,fighting the enemy
2. Nose --
3. Eyes --
4. Ears --
5. Legs --
LESSON 4
BODY PARTS NOT COMMON TO ALL (P.38)
I. Ojective
Identifies the body parts of some animals not common to all.
II. Concept
Some animals have body parts that are not common to other animals.
III. Processes: Observing, Describing, Comparing, Classifying
IV. Vocabulary: horn, beak, webbed legs, pincer, crown,tusk,hoofs.
V. Materials: Pictures of animals, drawing of animal parts, plastic toy animals.
VI. Activities
A. Show pictures of animals, have the pupils point out or identify body parts - eyes,
ears, legs, mouth, nose.
B. Have them open their books on page 38 and study the illustrations of the two
groups of animals. Have them read the text.
C. Make them identify the body parts of the animals that are not common to all.
Example: horn - only a few animals like the cow, carabao, and goat have horn: break
- only bird, ducks, and chicken have beaks,etc.
D. Have the pupils infer why some animals have some body parts not common to all.
Let them give their guesses why these animals have those parts different from the
other.
VII. Evaluation
Match the drawings with the name of the body parts.
1. a. Horns
2. b. Hoof
3. c. Beak
4. d. Long ears
5. e. Wings
f. Tusks
VIII. Enrichment
Have the pupils play the game, “Where We Belong”.
Directions for playing the game.

1. Write names of animals on individual strips of paper.
2. Place these names in the box or big jar.
3. Have the pupils pick out a name and put it under the correct heading on a pocket
chart like the one below.
With Horn With Break With Pincers
IX. Reinforcement
Have the pupils collect clippings of different animals and mount them in an album.
Write the name of each animal.
Lesson 5
BODY PARTS THAT HELP ANIMALS MOVE (p. 39-41)
I. Objectives
1. Describes how animals move
2. Tells why animals move in different ways
II. Concepts
1. Different animals move in different ways. Some walk, hop, and run; others fly and
other some swim.
2. Animals move in different ways because they have different body parts.
III.Processes: Observing, Describing, Comparing, Classifying
III. Vocabulary: Fly,swim,hop,crawl.
IV. Materials: Pictures of some animals
V. Activities
A. Let the pupils talk about the different ways they move using their upper and lower
limbs. Ask them weather animals move like the way the children move.
B. Present pictures of animals in motion. Introduce the word
fly/swim/crawl/hop/run/walk as you show the pictures.
C. Play “charade”.Tell the pupils to imagine that they are a fish (or any animal). Have
them imitate the movement.
D. Have them read page 39 of the textbook. Emphasize the last four line of the text.
E. Have the pupils compare the movements of two animals. Are they alike or
different in the way they move.
VI. Evaluation
Let the pupils work on Do and Learn activity on pages 40 to 41 of the textbook.
VII. Enrichment
Let the pupils look at books on animals. Let them tell stories about how the animals
move.
VIII. Reinforcement
Match the body parts with it’s movement.
1. a. Walking
2. b. Swimming
3. c. Flying
4. d. Running
5. e. jumping
Lesson 6
WHERE ANIMALS LIVE (pp. 42-45)
I. Objectives
1. Names some common animals.
2. Identifies animals that live on land, water/land, and water.
3. Compares animals as to where they live.
4. Classifies animals according to the place they live in.
II. Concepts
Some animals live on land, some in water, while other live both on land and in water.
III. Processes: Observing, Identifying. Comparing. Classifying.
IV. Vocabulary: Land, water, animal
V. Materials: Pictures of animals in their natural habitats, picture books on animals.
VI. Activities
A. Have the pupils talk about their pets. If they have no pets they can select one which they
like to have and why they like to have it.
B. Display pictures of different animals in their natural habitats. Ask the pupils to name those
that they know. Give the names of the animals they are not familiar with. Focus the pupils'
attention on where the animals are found Have them compare the places.
C. Have the pupils read pages 42-44 of the textbook. Have a discussion on what they
have read.
D. Divide the room into two by drawing a line at the center. Designate one side as
water and the other side as land. Give each pupil a cutout of an animal. Have them
stand on one side of the room. At the word "GO" they will go to the area designated
as land or water.
Have them tell something like, "This is a worm. It lives on land."
VII. Evaluation
Have them work on the Do and Learn activity on page 45 of the textbook.
VIII. Enrichment
Have the pupils look at books on animals. Let them relate to class other examples of
animals that live in water, on land, or both.
IX. Reinforcement
Write the names of the animals in the places where the live.
frog cow duck hen

crab fish shrimp toad
goat snail dog cat
Lan
Land Water d and Water

Lesson 7
ANIMALS GROW (p. 46)
I. Objective
Observes animals as they grow.
II. Concepts
1. Animals grow.
2. Animals change as they grow.
III. Processes: Observing, Comparing, Describing.

IV. Vocabulary: Chick, puppy, kitten, and other grown-up animals.
V. Material: Live animals, picture of growing animals.
VI. Activities
A. Ask: "Are you growing? How can you tell that you are growing? What changes
have happened to you?" (grown tall, can run, can jump, etc.)
Tell them that animals change, too, and that they are going to find out changes in
animals as they grow.
B. Talk about the illustrations on page 46 of the textbook. Ask:"Do animals grow? Do
change as they grow?" Let the pupils describe how a chick looks. How is it different
from the mother hen? (do the same using other animals)
C. Have the pupils read page 46 of the book
VII. Evaluation
Complete the drawing to show that the animal grows.
__________________ __________________ ________________
VIII. Enrichment
Answer:
When a calf grows it becomes a _______________.
When a kid grows it becomes a _______________.
When a foal grows it becomes a _______________.
IX. Reinforcement
Observe other growing animals. Tell about what you observed.
Lesson 8
ANIMALS CHANGE (pp. 47-48)
I. Objective
Records the changes in a growing animal
II. Concept
Animals change as they grow.
III. Processes: Observing, Comparing. Describing
IV. Vocabulary: Change, grow
V. Materials: Pictures, illustrations of baby animals and adult animals of the same kind.
VI. Activities
A. Let pupils relate to the class how they looked like when they were an infant. Ask
them to show some of their photographs (which was previously assigned for them to
bring).
B. Ask the pupils to answer these:
1. What do you call the baby of a chicken? a dog? a cat? etc.
2. How do they look? Do they look like their mother? In what ways are they
different?
3. What happens as these babies grow? Do they look like their parents?
C. Ask them to observe the series of pictures of animals on page 47 of the
book. Let them tell what they observe. Ask them to describe the changes as the
animals grow. Make them read the text on the same page to confirm their answers.
D. Do the exercise on page 48 of the textbook. (Make this a cooperative activity
among the pupils)
VII. Evaluation: Do the exercise in Do and Learn on page 49 of the textbook.
VIII. Enrichment
Put a check (✔) before the number.
A. Which animals will have horns when they grow?
1. chick 3. kid 5. frog
2. puppy 4. calf
B. Which animals will have wings when they grow?

1. caterpillar 3. kitten 5. tadpole
2. snake 4. wriggler
IX. Reinforcement
Give exercises similar to this
Draw the body part that the animal will have as it grows.
1. 2.
Lesson 9
ANIMALS' NEEDS (p. 50)
I. Objectives
1. Identifies the needs of animals as they grow.
2. Infers what may happen to the animals if their needs are not met.
II. Concepts
Animals need air, water, food, and shelter in order to live.
Animals die if their needs are not met.
IV. Vocabulary: Shelter, needs
V. Materials: Pictures of animals eating in their shelter
VI. Activities
A. Have the pupils recall the things they need in order to grow healthy and strong.
Ask: "What would happen if you had no air to breathe? no food to cat? no water to
drink?"
B. Present pictures of animals eating in their shelter or out in the field. Let the pupils
observe the pictures. Conduct a discussion on what they have observed. Let the pupils
give inferences as to the needs of the animals.
C. Have the pupils perform the activity on page 51 of the book. Let them infer that
the spider will die because there is no air in the bottle.
D. Guide the pupils in reading page 50 of the textbook. Ask: "What do animals need?
Are their needs similar to your needs?"
VII. Evaluation
Check (✔) the things animals need.
1. clothes 6. shelter
2. pillow 7. books
3. food 8. care
4. toys 9. water
5. air 10. car
VIII. Enrichment
Have the pupils tell stories on what they give their pet animals.
IX. Reinforcement
Ask these questions:
 Why do carabaos go to the river? (to drink water)
 Why do goats and cows stay in the field? (to look for food)
Lesson 10
WHY ANIMALS SHOULD BE CARED FOR (p. 52)
TAKING CARE OF ANIMALS (p. 53)
CARING FOR OTHER ANIMALS (p. 54)
I. Objectives
1. Tells why animals should be cared for
2. Practices care and concern for animals
II. Concepts
1. Animals are living creatures.
2. Animals should not be harmed.
III. Processes: Observing, Judging. Describing.
IV. Vocabulary: Living things, care, concern.
V. Materials: Illustrations of chicken and other animals.
VI. Activities
A. Encourage the pupils to talk about their pets. Ask why they like their pets and
what they do to take care of their pets.
B. Show the pictures on page 52 of their textbook. Discuss the usefulness of the
animals to people.
C. Talk about the pictures on page 53. Relate these to what pupils do with their pets.
D. Talk about animals which are not used as pets but should be cared for. Use page
54 for this.
Have the pupils give reasons for taking care of animals
VII. Evaluation
Answer Do and Learn on page 55 of the textbook.
VIII. Enrichment
Choose an animal you like.
Tell how you will take care of this animal.
IX. Reinforcement
Show pictures of butterflies, worms, and bees. Ask why these animals should be
cared for.
X. Wrap Up
A. Have the pupils read the Remember section on page 56 of the textbook. Let them
recall the things they have learned about animals, their needs, and their uses to man.
Emphasize that animals, like people, are living things People need animals.
B. Let the pupils use the new vocabulary to find out how well they have learned the
concepts developed in the chapter.
C. Give Test Yourself on page 57. Use the results to reteach or remediate before
going to the next chapter.
Chapter 3: Learning About Plants
Lesson 1
CHARACTERISTICS OF PLANTS (p. 59)
I. Objective
Identifies characteristics common to all plants.
II. Concept
Most plants have roots, stem, and leaves
III. Processes: Observing, Comparing IV. Vocabulary: roots, stem, leaves.
V. Materials: Potted plants of different kinds.
VI. Activities
A. Have the pupils observe plants in the garden. (If this cannot be done,
have some potted plants in the room they can observe).
B. Compare the plants as to their parts. Ask: "Do plants have parts? What are their
parts? Do most plants have roots, stems, and leaves?"
C. Show the pictures of plants on page 59 of the textbook. Ask plants how the
plants are alike. What characteristics do the have?
VII. Evaluation
Draw 2 plants with roots, stem, and leaves.
VIII. Enrichment
Observe other plants. Find out what other characteristics are common to them.
X. Reinforcement
Observe more plants. Find out if their characteristics are similar to the plants already
observed.
Lesson 2
COLOR OF PLANTS (p. 60)
I. Objectives
1. Names common plants that are green
2. Names some plants that are not green
II. Concepts
1. Most plants are green.
2. There are other plants that are not green.
III. Processes: Observing, Comparing, Classifying
IV. Vocabulary: Fern, mayana, San Francisco
V. Materials: Colored pictures of different plants, real leaves of different colors
VI. Activities
A. Ask the pupils what their general observations are about the colors of plants they
see around. Ask them if all plants are green.
Then show them the colored pictures of plants, some of which are not green. Have
them identify those they are familiar with.
B. Make the pupils play a "guessing game" where they will form two groups whose
members will alternately identify the plants' leaves of which you are going to raise.
The group which has the most number of correct guesses wins.
C. Make them read page 60 of the textbook and answer the second to the last
sentence.
D. Let the pupils put together all the leaves of the same color (all green; all violet; all
white; all brown) then let them count how many are in each group. Make them form
the generalization: "Most plants are green."
VII. Evaluation
Color each leaf with its real color.
(draw: Doña Aurora leaf- mayana leaf
- banana leaf - christmas plant)
VIII. Enrichment
Have the pupils collect as many different leaves that are not green and press them to
dry. Then paste them on a bond paper and label each..
IX. Reinforcement
Observe other plants. Tell what colors they have.
Lesson 3
BIG AND SMALL PLANTS (pp. 61-62)
I. Objective
Classifies plants according to size.
II. Concepts
1. Plants vary in sizes.
2. Some plants grow big and tall while others grow small.
3. Plants can be classified according to size.
III. Processes: Observing, Comparing
IV. Vocabulary: Stem, roots
V. Materials: Real plants in the garden/campus, pictures showing two different plants side by
side to emphasize the difference in size.
VI. Activities
A. Take the pupils out to the garden or around the school vicinity. Instruct them to
take note of the plants that they see around and get ready to describe them. Have each
pupil report on the plants he/she observed outside telling their names, sizes, parts.
Have them answer these questions:
"Which of those plants grow big? Which are small?"
B. Show the illustration on page 61of their book. Have them study very well the
pictures. Make them compare the two as to size and parts as shown in the picture.
C. Let the pupils read page 61. Make them identify the parts of each plant in the
picture (p. 61) and compare them. Have them name other plants they know which are
big and plants which are small.
VII. Evaluation
VIII. Enrichment
Make the pupils draw two pairs of the plants they are familiar with, side by
side. Tell them to label their drawings. Below the label, tell the pupils to write Big or
Small, to show whether each plant grows tall or small.
IX. Reinforcement
A. Check (✔) the plants that grow big and cross (X) the ones that grow small.
1. cassava plant 4. acacia tree
2. coconut tree 5. egg plant
3. sugar cane plant
Lesson 4
ALL PLANTS GROW (p. 63)
I. Objectives
1. Observes that most plants have leaves
2. Observes that most plants are rooted to the ground
II. Concept
1. Most plants have leaves
2. Most plants are rooted to the ground
III. Process: Observing, Comparing
IV. Vocabulary: Rooted to the ground
V. Material: Germinating seeds, growing plants
VI. Activities
(Note: Before this lesson is taken up, plant some mongo seedlings. These will be
observed by the pupils in this lesson).
A. Let pupils observe plants in the garden. Ask what they observe among the plants.
B. Show some germinating seeds and mongo plants of different heights. From their
observations, let the pupils conclude that plants grow, have leaves and are rooted to
the ground.
VII. Evaluation
Draw a growing plant.
Show that its height increases as it grows, and its leaves and roots become many.
VIII. Enrichment
Continue observing the growing mongo plants for one week.
Report about its growth to the class.
IX. Reinforcement
Answer:
What do all plants have?
What can happen to plants?
Lesson 5
PLANTS ARE LIVING THINGS (p. 64)
I. Objective
States that plants are living things with certain characteristics.
II. Concepts
1. Plants can grow and become many.
2. Plants are living things.
III. Process: Observing
IV. Vocabulary: Living things
V. Materials: Growing plants, mature plants, baby plants
VI. Activities
A. Observe a plant with fruits. Find out what is inside a fruit.
B. Discuss what happened to the mongo seeds which were placed in soil a few days
ago. Explain that a seed grows. When the plant matures it bears fruit. The fruit has
seeds. Seeds can grow into new plants, so plants can become many. Have the pupils
talk about their experiences related to growing plants in their homes.
C. Let them read page 64. Let them state why plants are living things.
VII. Evaluation
Check (✔) which of these are characteristics of a plant.
____1. It can grow.
____2. It can walk.
____3. It can become many.
____4. It can run.
____5. It can sleep.
VIII. Enrichment
Draw a plant. Write about its characteristics.
IX. Reinforcement
Cut out pictures of some plants. Paste them in an album.
Label them.
Lesson 6
PARTS OF A PLANT, THE WORK OF EACH PART OF THE PLANT (pp. 65-66)
I. Objectives
1. Identifies the parts of the plant
2. States that plants have different parts
3. Tells the work of each part
4. States that parts of plants have specific work
II. Concepts
1. The main parts of the plant are: the roots, stems, and leaves.
2. Some plants have flowers that become fruits.
3. Fruits contain seeds.
4. Each part of the plant does something.
III. Processes: Observing. Describing, Comparing
IV. Vocabulary: Roots, stem, leaves, seed, flower, fruit
V. Materials: Real plants in the garden
VI. Activities
A. Have the pupils talk about their body parts and how they use each part. Let them
also recall the body parts of some animals and how they use these parts.
B. Present a plant. Have the pupils point to the parts that they see. Let them study the
illustrations on page 65 of the textbook. Have them identify the parts of each plant.
Ask "Do plants have the same parts? What are the parts of the plant?"
C. Let them state that plants have different parts.
D. Tell the pupils that each part has work to do. Let them examine a newly pulled
weed. Have them touch the roots. Are they wet? Let them break the stem and press it.
Does water come out? Ask: Which part brings water to the leaves?" (stem)
E. Have them read page 67. Ask: What does the flower do for the plant? What
becomes of the flower later on? (fruit) What do fruits have inside? (seeds) What
becomes of the seed?"(new plant)
F. Let them state that the parts of a plant have specific work.
VII. Evaluation
Draw a plant.
Label its parts.
VIII. Enrichment
Connect each plant part to its function.
a. holds the plant upright

b. makes seeds
c. become new plants
d. make food for the plants
e. carries water from the roots to the leaves
f. covers the seed
IX. Reinforcement
Draw the parts of the tree which you think are most important. Write a short
description about each part.
Lesson 7
OBSERVING HOW PLANTS ARE ALIKE OR DIFFERENT (pp. 68-71)
I. Objectives
1. Compares parts of different plants.
2. Groups plants according to their similarities in leaves/stem/roots
3. Infers that plants differ in how their parts look
II. Concept
Plants have the same parts but they differ in color, size, shape,and texture.
IV. Vocabulary: (no new terms)
V. Materials: Parts of plants, illustration of the parts of different plants
VI. Activities
Observing Roots of Plants
A. Have the pupils give names of different plants. List them on the board. Show
pictures of these plants. Have the pupils match the pictures with their names. Ask:
"How are these plants alike? How are they different?"
B. Present the illustrations of different roots on page 68 of the textbook. Have the
pupils describe each root. (If these roots are available, have the pupils touch them so
it would be easy for them to describe.) Let them group the roots according to shape.
After describing and grouping the roots, let them read the text. Then ask, "How do
roots of plants differ?"
Observing Stems of Plants
A. Show stems of different plants. Have the pupils touch them. Let them describe the
size, color, and texture of the stems.
B. Have them group the stems according to size/color/texture. Let them read page 69
of the textbook. Ask: "How do stems of plants differ?" Do the exercise on page 70.
Observing Leaves of Plants
A. Show leaves of different plants (ipil-ipil, fern, mayana, santan, coconut, etc). Let
the pupils compare the leaves as to size/color/shape: Have them group the leaves
according to those criteria.Ask: "How do leaves differ?"
B. Have them read page 71 of their book.
VII. Evaluation
Write Alike or Different.
1. 4.
2. 5.
3. 6.
VIII. Enrichment
Have the pupils collect different plant parts and press them to dry. Place
dried, pressed parts in a scrapbook. Let them arrange the parts in groups (e.g., all
leaves, all stems, all roots, etc.).
IX. Reinforcement
Ask the pupils to get two different plants. Let them compare their parts.
Note: The suggested lessons/activities in comparing the plant parts are to be taken
one at a time.
Lesson 8
WHERE PLANTS GROW (pp. 73-74)
I. Objective
Tells that some plants grow in soil while some plants grow in water
II. Concepts
1. Some plants grow best in soil.
2. Some plants grow best in water.
IV. Vocabulary: Land plants, water plants Materials: garden plants
V. Materials: Garden plants
VI. Activities
A. Let the pupils observe where plants grow. Ask them where they find most plants
grow.
B. Let the pupils investigate the stems of water lily and kangkong. (Their stems are
hollow. Explain that plants which grow in water have hollow stems.) Let them
observe the stem of the mayana plant and compare it with those of the water lily and
kangkong. Ask: "Are they the same?" Plants that grow in soil do not have hollow
stems.
C. Show moss growing on rocks. Describe the plants.
D. Show orchids growing on the trunks or branches of trees.
Let the pupils notice that the roots do not touch the soil.
E. Guide the pupils to read pp. 73-74. Then let them state where plants grow.
VII. Evaluation
Let the pupils answer Do and Learn on page 75 of the textbook.
VIII. Enrichment
Instruct your pupils to observe the plants in a garden or park. Let them make a list of
plants that grow in: soil, water, and air.
IX. Reinforcement
Let the pupils look at plants shown in other books. Have them tell where the plants
grow.
Lesson 9
TAKING CARE OF PLANTS (pp. 76-77)
I. Objectives
1. Names the proper ways of caring for plants
2. Demonstrates proper ways of caring for plants
II. Concept
We should learn to take care of plants.
III. Processes: Observing, Demonstrating
IV. Vocabulary: keep off, don't pick
V. Materials: posters/slogans/signs about caring for plants
VI. Activities
A. Have the pupils recall the needs of plants in order to grow.
B. Ask the pupils about their observation on plants that grow near the roads, (Leaves
are covered with soot from the smoke coming from the vehicles.) Let them recall that
they breathe in air. Explain that plants get some dirt that come from the smoke. This
helps lessen the dirt children breathe in. (This is to emphasize just how important
plants are.) Recall also the uses of plants.
C. Have the pupils look at the illustration on page 78 of the textbook. Discuss how
the children are taking care of the plants.
D. Let the pupils role-play situations showing the proper
ways to care for plants.
E. Show some signs/slogans commonly seen nowadays along the roads. (e.g., Keep
your surroundings green. Plant a tree etc.) Ask the pupils where signs were put up.
Explain these signs.
F. Divide the pupils into groups. Each group will prepare signs like any of these:
Clean and Green. Keep off the grass.
Plants need care. Do not pick flowers.
VII. Evaluation
Let them answer the Do and Learn activity on page 77 of the textbook.
VIII. Enrichment
Let them make a three-sentence story on how they take care of their plants at home.
IX. Reinforcement
Let the pupils tell the things they should not do to plants around them.
X. Wrap Up
A. Have the pupils read the Remember section on page 78 of their book to recall the
concepts they have learned in the chapter. B. Show an illustration to demonstrate how
plants, people, and animals depend upon one another. C. Have the pupils use the new
vocabulary to further strengthen their understanding of the concepts learned. D. Let
the pupils answer Test Yourself. Use the results for remediation before going to the
next chapter.
Chapter 4: Learning About Matter
Lesson 1
OBSERVING MATTER (p. 82)
I. Objectives
1. Tells what matter is
2. Identifies matter/objects around
II. Concept
All things around us are called matter.
II. Process: Observing
IV. Vocabulary: Matter/objects
V. Materials: Different objects available in the classroom
VI. Activities
A. Ask the pupils to get some objects from their bags and place them on the table. Let
them name each object and describe it. Call on several pupils to get some objects on
display inside the room. Let them name and describe the objects.
B. Discuss about some visible characteristics of the objects (e.g. shape, color, etc.)
Introduce the term "matter". Say that all the objects around are called matter.
C. Let pupils name other examples of matter/objects. Have them read page 82 of their
book. Relate this to a similar experience they had before.
VII. Evaluation
Draw five examples of matter.
VIII. Enrichment
Cut out pictures of matter.
IX. Reinforcement
Name the objects/matter you see in your home.
CHARACTERISTICS OF OBJECTS
Lesson 2
COLOR (p. 83)
I. Objectives
1. Identifies the colors of different objects
2. Compares the colors of different objects
3. Classifies objects according to color
II. Concepts
1. Objects have colors.
2. Objects can be identified/classified by their colors.
IV. Vocabulary: Solids
V. Materials: Objects with different colors
VI. Activities
A. Have the pupils observe things focusing on their colors. Let them describe an
object according to its color.
B. Compare two objects by looking at their colors. Tell whether they have the same
or different colors.
C. Distribute colored objects. Let the pupils group them according to color. Have
them identify each group. (This is a group of blue, etc.) Ask them to look for objects
which have the same color. D. "Do objects have the same color? What can you tell
about the colors of objects? Are they alike or different?"
VII. Evaluation
Let them group some objects according to color. Examples: ripe mango, leaves,
gumamela, cosmos, chalkboard, mabolo, etc.
GREEN RED YELLOW
VIII. Enrichment
Assign the pupils to cut out pictures of objects with different colors.
IX. Reinforcement
Let the pupils match the colors they have to objects they see in the classroom.
Lesson 3
SIZE (pp. 84-87)
I. Objectives
1. Describes objects according to size
2. Compares objects according to size
3. States that objects differ in sizes
II. Concepts
1. Objects differ in sizes.
2. Some objects are big, others are small.
III. Processes: Observing, Comparing, Classifying, Measuring using nonstandard units
IV. Vocabulary: Big, small
V. Materials: Real objects (pencil, book, paper, tables, etc.)
VI. Activities
A. Have the pupils review objects of different shapes and colors. B. Get two objects.
Let the pupils choose which is big and which is small. Have the two objects placed
together side by side. Ask the pupils how they were able to determine which is the
bigger object. Let them demonstrate this.
C. Talk about the picture on page 84 of the textbook. Then guide them in reading the
text.
VII. Evaluation
Write B if the object is big and S if it is small.
1. matchbox
2. chalkboard
3. table
4. bus
5. school
VIII. Enrichment
Make a list of five big things and five small objects you see on your way to school.
IX. Reinforcement
Cut out pictures of big or small objects. Tell something about each object.
Lesson 4
ODOR (p. 85)
TASTE (p. 86)
I. Objective
Describes objects (food) according to odor/taste
II. Concepts
1. Different objects (foods) have different odors.
2. Different objects (foods) have different tastes.
III. Processes: Observing, Describing, Comparing
IV. Vocabulary: Rough, smooth, hard, soft, hot, cold
V. Materials: Foods (sweet, salty, sour, bitter)
VI. Activities
A. Display foods and other objects that are safe to smell. Let the pupils take turns in
smelling each one. Ask if they like the odor or not. Let them tell why.
B. Conduct a "smell and tell" game where a pupil is blindfolded and asked to smell an
object and to guess what it is.
C. Guide them to read page 85 of their book.
D. Let pupils talk about foods they like to eat. Ask why they like some foods. Play a
"taste and tell" game where a pupil is blindfolded and given a food to taste and to
guess what it is.
E. Guide them to read page 86.
VII. Evaluation
Underline the correct answer.
1. The odor of a ripe mango is (pleasant, unpleasant).
2. Garbage has (a pleasant, an unpleasant) odor.
3. Green guavas are (sweet, sour). 4. Powder and coffee is (salty, bitter).
5. Sugar is (sweet, salty).
VIII. Enrichment
Write three objects in each box.
1.
With Pleasant Odor With Unpleasant Odor
1. 1.
2. 2.
3. 3.
2.
Sweet Sour
1. 1.
2. 2.
3. 3.
Bitter Salty
1. 1.
2. 2.
3. 3.
IX. Reinforcement
What unpleasant odors do you smell on your way to school?
Lesson 5
TEXTURE (pp. 87-89)
I. Objectives
1. Describes the texture of some objects
2. Compares the texture of some objects
3. States that objects feel different from one another
4. Classifies according to texture
II. Concept
Objects feel differently-some are rough, others are smooth.
Some are hard, others are soft. Some are cold, others are hot.
IV. Vocabulary: Rough, smooth, hard, soft, hot, cold
V. Materials: Solids with different texture (ice cubes, iron, etc.)
VI. Activities
Comparing Rough and Smooth Objects
A. Present the illustration on page 87 of the book. Letthe pupils do the activities
stated in the textbook. Ask them to name other objects which are smooth/rough.
B. Play a guessing game. Call on some pupils.Have these pupils put their hands at
their back. Put different objects in their hands. Let them guess what the object is.
Comparing Hardness and Softness of Objects
A. Place these materials on the table: stone, wood, hammer, top, toy car, cotton,
throw pillow, cake.
B. Have the pupils press each material. Have them observe what happens to the
objects when pressed. Ask: "Which objects can you easily press? Why?"
C. Have them read the text on page 88 of the textbook.
Comparing Hotness and Coldness of Objects
A. Take the pupils out into the garden. Let them touch some objects which are
directly under the sun. Ask: "How do these objects feel?" Let them touch some ice
cubes. Ask: "How do they feel?"
B. Let them look at the pictures on page 89. Ask: "Which things can you touch?
Why? Which things can you not touch? Why?"
C. Let the pupils touch the following objects: a piece of iron, a glass, a block of
wood, and a metal sheet. Ask: "What difference did you feel as you touch the different
materials? Which feels warm? cold?"
D. Let them answer Do and Learn on page 90 of the textbook.
VII. Evaluation
Which does not belong to the group? Check (✔) the box of the correct answer.
VIII. Enrichment
Let the pupils compare different foods as to hardness softness/hotness and coldness.
IX. Reinforcement
Have the children observe more objects. List their characteristics.
Lesson 6
SHAPE (p. 91)
I. Objectives
1. Tells the shapes of different objects
2. Compares objects according to shape
3. States that objects have their own shapes
II. Concepts
1. An object is a kind of matter that has its own shape.
2. Object can be identified by their shapes.
III. Processes: Observing, Comparing and Classifying
IV. Vocabulary: Objects
V. Materials: Objects of different shapes (ball, wood, blocks, clocks, etc.)
VI. Activities
A. Conduct a "name game." Give the pupils 10 seconds to look at the things you have
placed on the table. With their eyes closed, have them give as many names of the
objects as they can remember.
B. Present the illustration on page 91 in the book. Have them identify the object.
Guide them in reading the text. Ask: "What do some things have?"
C. Distribute different objects. Have the pupils describe each one. Show two objects.
Let the pupils compare the shapes. Then ask: "What do these things have in
common?" (shapes)
D. Play a guessing game. Blindfold a boy. Let him identify an object by touching it.
E. Give the pupils real objects. Have them group these objects according to shape.
VII. Evaluation
Draw 3 objects of different shapes.
VIII. Enrichment
Have the pupils cut out a piece of paper into different shapes (round, square, etc.).
Match the shapes with some objects in the room.
IX. Reinforcement
Ask the pupils to take a look around the room. Then give them five minutes to list
down all the objects that could be found inside their classroom.
Lesson 7
COMPARING OBJECTS (pp. 92-93)
GROUPING OBJECTS (p. 94)
I. Objectives
1. Identifies at least two similarities/differences of matter/objects
2. Groups objects according to some characteristics
II. Concepts
1. Some objects may be alike in two ways. (e.g. color and shape)
2. Some objects may differ in two ways. (e.g. size and color)
IV. Vocabulary: None
V. Materials: Real objects of pictures of objects
VI. Activities
A. Show different objects. Have the pupils describe each object as to color, shape,
size, and texture.
B. Show two objects (eg, a big red ball, a small red ball).
Ask: "Are the balls alike in shape? Are the balls alike in color? Are the balls alike in
size? In how many ways are they alike?"
Repeat the activity using different objects.
C. Let the pupils get two objects at a time.
Let them identify two characteristics in which the objects are alike or different.
C. Let them do the exercises on pages 92 to 94 of the textbook.
VII. Evaluation
Check (✔) the box of the correct answer.
VIII. Enrichment
Draw two objects that are alike in two ways. Draw two objects that are different in
two ways.
IX. Reinforcement
Compare your bag with your classmate's bag. Give two ways in which they are
different.
Lesson 8
OBJECTS TAKE UP SPACE (p. 95)
I. Objectives
1. States that matter/objects occupy space
2. States that no two objects can occupy the same space at one time
3. Tells that bigger matter/objects occupy more space
4. Tells that smaller matter/objects occupy less space
II. Concepts
1. Objects occupy space.
2. No two objects can occupy the same space at one time.
III. Processes: Observing, Comparing, Demonstrating
IV. Vocabulary: Space
V. Materials: Some manipulative objects
VI. Activities
A. Recall the properties of objects such as shape, color, texture, and hardness by
describing objects in the classroom.
B. Call on one pupil to stand in front. Mark the space where the pupil stands. Call on
another pupil to stand exactly on the same place occupied by the first pupil. (They
will discover that this cannot be done.) Ask: "Can one pupil occupy the same space
occupied by the other pupil?"
C. Have the pupils arrange objects on the table.
Have them mark the space occupied by each object. Ask: "Do the objects occupy the
same space on the table?" Let them state that each object occupies its own space on
the table.
D. Have them read page 95 of the book. Ask: "What do objects take up?"
E. Do the activity on page 96. Then let the pupils tell which object occupies the
bigger/lesser space.
VII. Evaluation
Do the exercise on page 97 of the textbook.
VIII. Enrichment
Pose the problem to the pupils: Can you make one object occupy the space of another
object? How? (one object has to be removed)
IX. Reinforcement
Give more activities about objects and space. Have them do activities similar to that
on page 95 of the text using other objects.
Lesson 9
OBJECTS HAVE WEIGHT (p. 98)
MEASURING HEIGHT (p. 99)
COMPARING WEIGHTS (p. 100)
I. Objectives
1. States that matter/objects have weight
2. Measures weight of matter/objects
3. Compares weight of matter/objects
II. Concepts
1. All matter/objects have weight.
2. We can measure the weight of matter/objects.
IV. Vocabulary: Mass, heavy, light
V. Materials: Improvised balance, solid objects, balance scale
VI. Activities
A. Ask several pupils to carry two bags at a time (one bag in each hand). Have them
tell what difference they noticed when they carried the bags (heavy, light). Let them
see the contents of both bags. Which bag has more things inside? (heavy bag)
B. Use an improvised balance to show which of the two things being weighed is
heavier. Then use a balance scale.
C. Have them read page 98 of the textbook.
VII. Evaluation
Answer the exercises on page 100 of the textbook.
IX. Enrichment
Weigh other objects using a hanger as an improvised balance. Group the objects
according to their weight.
IX. Reinforcement
Ask the pupils to look around the room and group the objects that they could see into
two-those having heavy weight and those having light weight.
Lesson 10
COMMON CHARACTERISTICS OF OBJECTS (p. 101)
I. Objective
States that all matter/objects have characteristics in common:
a. They occupy space.
b. They have weight.
II. Concept
Matter occupies space and has weight
V. Materials: Real objects/pictures
VI. Activities,
A. Use the different objects displayed in the room to review about the characteristics
of objects such as color, size, shape, texture. Have the pupils demonstrate that one
object can occupy space. Let them use an improvised balance to compare the weight
of different objects.
B. Let them find the characteristics which all the objects have in common. Let the
pupils state that all matter/objects occupy space and have weight.
VII. Evaluation
Answer with Yes or No.
1. Does a box have weight?
2. Does a glass occupy space?
3. Do all objects have the same weight?
4. Do all objects occupy space?
5. Do all objects have weight?
VIII. Enrichment
Draw two different objects.
Write how they are alike.
Tell why the objects are called matter.
IX. Reinforcement
Choose an object.
Describe its characteristics.
Tell why the object is called matter.
X. Wrap Up
1. Review the lessons learned in the chapter.
2. Instruct the pupils to read the ideas summarized in
Remember on page 102 of the textbook.
3. Let them use the vocabulary words.
4. Let them answer Test Yourself on page 103. Use the results to reteach or to
remediate.
Chapter 5: Heat, Light, and Sound
Lesson 1
OBSERVING THE SUN'S HEAT (pp. 105-106)
I. Objectives
1. Observes that the sun gives heat
2. Observes that the sun gives light
II. Concept
The sun gives heat.
IV. Vocabulary: Warm, heat, energy
V. Materials: The natural sun
VI. Activities
A. Have them touch things which are directly under the sun. Ask how these things
feel to their touch.
B. Have them read page 105 of their book and focus on the last line on that page.
Ask: "What does the sun give us?"
C. Let the pupils perform the Do and Learn activity on page 106.
VII. Evaluation
Draw the sun, color it yellow. Write what the sun gives us.
VIII. Enrichment
Which of these happens because of the heat from the sun? Check (✔) your answer.
1. a man fanning himself
2. plants in a pot with dew or water dripping
3. wet ground
4. dry clothes on the clothesline
5. girl with umbrella walking on a hot road
Lesson 2
OBSERVING SUNLIGHT (pp. 107-108)
I. Objective
Observes that the sun gives light
II. Concept
The sun gives light.
IV. Vocabulary: Sunlight, bright
V. Material: Natural sun
VI. Activities
A. Take the children out to the schoolyard. Ask what time it is. Make them observe
the surroundings and ask: "Why is it bright? Where is the light coming from? Where
is the sun?"(Caution pupils not to look directly at the sun)
B. Ask them further what the light from the sun does to the surroundings and all
things around.
C. Make them read the text on page 107 of their book. Make them read one by one
the things sunlight does. Focus their attention on the sentences in the last paragraph.
D. Let the pupils perform the activity in Do and Learn on page 108. Discuss what
happens when there is no sun.
VII. Evaluation
Draw the sun.
Write what the sun gives us.
VIII. Enrichment
Make the pupils list down things that sunlight do to our surroundings and to the sky.
IX. Reinforcement
Draw all the things that you see when there is sunlight.
Lesson 3
PROTECTING YOURSELF FROM THE SUN (p. 109)
I. Objectives
1. States that the sun is a ball of fire
2. Tells that the heat of the sun can harm people
3. Practices precautionary measures to prevent harm from too much exposure to heat
and light
II. Concepts
1. The sun is very hot.
2. Too much heat from the sun can harm our eyes and skin.
III. Processes: Observing, Identifying
IV. Vocabulary: Harm, protect
V.Materials: Nature, shades or smoke glass, umbrella, hat
VI. Activities
A. Take the pupils out into the yard at noontime when the sun is shining brightly. Ask
them to observe their surroundings.
B. Ask these questions: "What do you see? Why is it very bright around? How do you
feel? Why?"
C. Ask them where the source of the bright light and the heat comes from. Caution
them not to look directly at the sun, the source of heat and light. Discuss why it is not
good to look directly at the sun and stay long under the sun.
D. Make the pupils give their experiences when they stayed long under the sun and
when they stared at the sun.
E. Have them read page 109 of the textbook and discuss with them the bad effects of
looking directly at the sun and staying long under the sun. Ask them how to protect
themselves from too much heat of the sun.
VII. Evaluation
Check (✔) the part of the body that is usually harmed by too much heat from the sun.
VIII. Enrichment
Have the pupils draw the things that they need to use to protect themselves from too
much sunlight.
IX. Reinforcement
Make the pupils interview a nurse or their parents to ask what kind of illness is caused by
staring at the sun directly or staying very long under the sun.
Lesson 4
SOUNDS AROUND US (p. 110)
OBJECTS THAT MAKE SOUND (p. 111-112)
I. Objectives
1. Tells that some objects make sounds
2. Names objects that make sounds
II. Concepts
1. There are many sounds around.
2. Many objects make sound.
IV. Vocabulary: Sound
V. Materials: Toy instruments (e.g., ball, drum, rattle, etc.)
VI. Activities
A. Let the pupils play on the musical instruments. Ask the pupils what they hear.
Introduce the word "sounds". Ask: "What other objects make sounds?"
B. Show other objects. Let the pupils make sounds with these objects.
C. Let the pupils name other objects which make sound.
D. Let the pupils perform the activity on page 112.
VII. Evaluation
Check (✔) the objects that make sounds.
____ 1. stone ____ 4. cotton
____ 2. pencil ____ 5. scissors
____ 3. eraser
VIII. Enrichment
Let the pupils make sound using some parts of their bodies.
IX. Reinforcement
Draw an object that makes sound.
X. Wrap Up
1. Review the concepts learned in the chapter.
2. Instruct the pupils to read the ideas summarized in Remember on page113 of the textbook.
3. Let them use the new vocabulary in sentences.
4. Let them answer Test Yourself on page 114-115. Use the results to reteach or to remediate.
Chapter 6: Force and Motion Chapter Overview
Lesson 1
PUSH AND PULL (pp. 117-119)
I. Objective
Observes that objects move when pushed or pulled
II. Concept
A push or a pull can make things move.
III. Processes: Observing, Demonstrating, Describing
IV. Vocabulary: Push, pull, lift, roll, sailboat, plow
V. Materials: Objects like chair, bag, table, books, etc.
VI. Activities
A. Show the picture on page 117 of the textbook. Talk about what the boys and the
girls are doing.
B. Let the pupil move some things (e.g. pencil, book, etc) in any way they can think
of. Demonstrate a "push" and a "pull".
C. Make the pupils read pages 117 to 119 of the textbook. Ask them to demonstrate
what they have to do to make things move. Have them read the answer to the
question: "What can you do to make things move?"
VII. Evaluation
Have the pupils accomplish the exercises on Do and Learn on page 120.
VIII. Enrichment
Tell what moves each object.
Write Push, Pull or Push and Pull
1. (hand sawing a log)
2. (boy pushing a cart)
3. (hands hauling a fishing net)
4. (hand with pencil writing on a piece of paper)
5. (hand pulling a yoyo)

IX. Reinforcement
Name some objects that you move by
Pushing Pulling
1. 1.
2. 2.
3. 3.
Lesson 2
THINGS THAT MOVE BY THEMSELVES (p. 121)
THINGS THAT CANNOT MOVE BY
THEMSELVES (p. 122)
I. Objective
Identifies things that can/cannot move by themselves
II. Concepts
1. Some things can move by themselves.
2. Some things cannot move by themselves.
IV. Vocabulary: Move by themselves
V. Materials: Plants, live animals, pupils, toy cart, yoyo, etc.
VI. Activities
A. Tell the pupils to form a big circle. Have them play "Follow the Leader."
Whatever movements the leader does, all the others will follow. After the activity,
ask: "What were some of the movements you did? Did you move on your own?"
B. Have the pupils observe some animals moving (e.g., worm, butterfly, fish, etc.).
Ask: "Can they move on their own?".
C. Recall the seeds that the pupils have planted in one of their activities. In what way
did the plant move as it grew? Have them observe climbing plants. Ask how these
plants move.
D. Present the text on page 121 of the textbook. Let the pupils read the text. Ask:
"What things can move on their own?"
E. Show a toy cart. Ask: "Can this move? What will make it move? Can it move on
its own?" (Observe other objects that cannot move unless somebody moves them.)
F. Have the pupils observe the things around them. Have them identify those that can
move on their own and those that cannot move on their own.
G. Let the pupils do the activity on page 123 of their book.
VII. Evaluation
Put a check (✔) on the picture that can move by themselves.
___ 1. worm ___ 6. bird
___ 2. plant ___ 7. kite
___ 3. seesaw ___ 8. cat
___ 4. baby ___ 9. snake
___ 5. doll ___ 10. ball
VIII. Enrichment
Observe people move. Tell about the different movements they make.
IX. Reinforcement
Draw an animal. Tell how it moves.
Lesson 3
THE WIND MOVES OBJECTS (p. 124)
I. Objective
Identifies objects that are moved by wind
II. Concept
Wind can move some objects.
IV. Vocabulary: Wind
V. Materials: Dry leaves, pieces of paper, kite, fan
VI. Activities
A. Recall movements of objects by push or pull. Do this in the form of the game,
"Push it. Pull it." Have a group hold objects. Give the direction: Push it. (Repeat
several times. Then change the direction to "Pull It".) The member of the group who
does not follow the direction correctly is out of the game.
B. Let the pupils look out of the window and observe the leaves in the trees. Ask:
"Are they moving? Are they moving fast?" Have them guess what makes the leaves
move. Does it push or pull the leaves?
C. Place some pieces of paper on the children's desks. Let them blow the pieces of
paper. Ask what makes the pieces of paper move. Does it push or pull the pieces of
paper? Have the pupils repeat the activity first by blowing slowly then fast. Let them
compare the movements. When do the pieces of paper move slowly? fast?
D. Have the pupils study the illustration on page 124 of the textbook. Have them
identify the objects that are moved by a push or a pull. Ask what makes the objects
move.
E. Have them read the text. Ask: "What is it that moves some things?"
F. Show newspaper photographs of blown-down trees, houses, etc. Ask them what
blew these things down.
VII. Evaluation
Give the Do and Learn activity on page 125 of the textbook.
VIII. Enrichment
Have the pupils blow soap bubbles. Ask: "What makes the bubbles move?"
The pupils may play "Blowing Rubberbands". This game needs two players. Each
player blows air on his rubberband to make it move and touch the other. Ask: "What
makes the rubberbands move?"
IX. Reinforcement
Let the pupils find out which of the following things can be moved by wind: pieces of
paper, a block of wood or pebbles.
Ask them to produce air by blowing or fanning to find which of the objects will
move.
Lesson 4
RUNNING WATER MOVES OBJECTS (pp. 126-127)
I. Objective
Identifies objects that can moved by running water.
II. Concept
Running water can move some objects.
IV. Vocabulary: Running water
V. Materials: Water, leaves, small rocks and other small objects
VI. Activities.
A. Let the pupils recall about objects that can/cannot move by themselves. Ask them
what can make things move. Ask how the wind can move some objects.
B. Show the pictures on page 126 of the textbook. Relate these to pupils' experiences
in using water to clean themselves wash dirty objects at home.
C. Let them perform the activity on page 127. Discuss how water moves the objects.
Ask: "Does the water push or pull the objects?"
VII. Evaluation
List 5 things that can be moved by running water.
1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
VIII. Enrichment
Tell what happens to houses of light materials that are built along the creeks/rivers
when the water overflows or moves fast.
IX. Reinforcement
List things that can/cannot be moved by running water.
Lesson 5
POSITION (p. 128)
MOVEMENT (p. 129)
I. Objectives
1. States that things change their position or direction when moved
2. States that objects change position when they are moved
II. Concepts
1. An object which occupies its own space is in position.
2. An object has moved when it has changed its position.
III. Processes: Observing, Describing, Demonstrating
IV. Vocabulary: Position, movement.
V. Materials: Real objects in the classroom, pictures
VI. Activities
A. Have the children observe the things in the classroom. Ask: "Where is my bag? the
table? the plant pot?" etc. Have them point to the place where these things are and tell
the position using expressions like under, on the right of, etc.
B. Ask a child to transfer the plant box outside the room. Ask:"Where is the plant box
now? How did it happen to be outside?" Make the children change places in their
seats. Tell them: "You changed your position when you moved to another place".
C. Have them study the picture on page 128 of their textbook and describe the
position of each object. Let them observe objects in the school ground and describe
the position each object is in.
D. Perform the activity on page 130. Discuss how movement takes place.
E. Read pages 128 to 129. Let the pupils state what movement is.
Chapter 7: Observing the Earth We Live In
Lesson 1
THE GLOBE (p.138)
I. Objective
Tells that the globe represents the earth
III. Concept
The globe shows what the earth looks like.
IV. Vocabulary: Globe, map
V. Material: A globe
VI. Activities
A. Introduce the globe to the class. Have them observe what are printed on the globe.
Ask them what colors they see. Explain to the pupils that the globe represents the
earth; that land and water are pictured on the globe.
B. Show them all the parts that are colored blue and read the names of some bodies of
water. Tell them, too, that those colored yellow are the land parts of the earth. Show
them where the Philippines is.
C. Have them read page 138 of the textbook. Then ask: "What is a globe? What does
a globe show?"
VII. Evaluation
Fill in the blanks with the correct words.
1. The globe shows how the ______ looks like
2. The blue parts of the globe show the ______ on earth.
3. The yellow parts show the ______ on earth.
4. The earth is ______.
a. water b. land c. round d. earth
VIII. Enrichment
Borrow at least four (4) globes. Group the class into four and provide each with one
globe. Give this direction: Study the globe and write as many countries as you can find.
IX. Reinforcement
Give other activities where the use of the globe will be involved - maybe next time
you can make them write all the names of the bodies of water/land.
Lesson 2
SIZE OF THE EARTH (p.139)
I. Objective
Observes the size of the earth
II. Concept
The earth is big.
V. Material: Globe
VI. Activities
1. Review about the globe. Ask what the globe represents.
2. Let the pupils give their ideas about the size of the earth.
Show pictures of land tracts, mountains, seas. Let the pupils infer about their sizes
and then the size of the earth. What things show that the earth is big?
3. Guide them in reading page 139 of the textbook.
4. Let them state that the earth is a big place.
VII. Evaluation
Check (✔) the things that show the earth is big.
____1. mountains ____6. airplanes
____2. plains ____7. trains
____3. seas ____8. buses
____4. oceans ____9. pebbles
____5. houses 10. ricefields
VIII. Enrichment
Look for pictures of earth.
Cut out a picture of earth. Tell something about the earth.
IX. Reinforcement
Show a globe again. Let the pupils infer the size of the earth by counting some
countries/bodies of water shown on the globe.
Lesson 3
PARTS OF THE EARTH (pp. 140-142)
I. Objective
States that the earth is made of water, land and air
II. Concept
Earth is made up of land, water and air.
IV. Vocabulary: Rocks, soil, land
V. Materials: Globe, sand, table
VI. Activities
A. Recall what the earth looks like.
B. Take the children out to the schoolyard. Let them observe the land. Show some
rocks which are protruding. Show some stones around. Tell them that these are parts
of the land. Show them the place where plants grow, Let them examine the soil. Tell
them this is also part of the land.
C. If there is a river near the school, let the pupils see it. On a globe, show some water
parts (e.g. Pacific Ocean shows that the earth has bigger water parts.)
D. Let the pupils do some breathing exercises. Ask what is it that they breathe in.
Explain that there is air all around and that the earth is enveloped in air.
E. Guide them in reading the text. Have them state what the parts of the earth are.
VII. Evaluation
Let the pupils perform Do and Learn on page 143 of the textbook.
VIII. Enrichment
Make a sandtable to show the land part of the earth. Put cut outs of plants, animals,
and people on the sandtable. Have the pupils explain why we can live on land.
IX. Reinforcement
Write down the parts of the earth.
1. _______________________
2. _______________________
3. _______________________
Lesson 4
THINGS ON EARTH (p. 144)
I. Objectives
1. Infers that there are many things found on earth
2. Identifies living things found on earth
3. Names some nonliving things found on earth
II. Concept
There are many living things and nonliving things on earth.
IV. Processes: Observing, Describing, Classifying
V. Vocabulary: Living things, nonliving things
V. Materials: Real objects, pictures
VI. Activities
A. Recall the past lesson about the globe. Describe what they found on the globe.
Ask: "What do you think are found on land? (in the different countries) in the seas
and rivers?"
B. Ask them to name as many things they see on land and in water. (Teacher writes
them down.). Ask them to group together all living things and group together all
nonliving things.
C. For each item on the list, let the pupils give a certain characteristic.
example: animal -- It grows.
It moves.
It can reproduce its own kind. It needs food. etc.
Stone -- hard
does not move. etc.
D. For each item on the list, let the pupils give a specific characteristic. grows
example: fish -- moves plant -- grows
grows can reproduce
can reproduce
boy -- moves stone -- does not grow
grows does not move
Explain that things which grow, move, and reproduce are living things while
those which do not have these characteristics are nonliving things.
E. Draw 2 big circles on the board.
Write Living Things above one circle and Nonliving Things above the other
circle. Distribute flashcards with names of living things and nonliving things. Let the
pupils place their cards in the correct circle.
F. Let them state that living things and nonliving things are found on earth.
VII. Evaluation
Write 5 things under each column.
LIVING THINGS LIVING THINGS
VIII. Enrichment
Have the pupils name nonliving things they see on their way to school.
IX. Reinforcement
Make an Album. Cut out pictures of living things and nonliving things to paste in
your album.
Lesson 5
WHAT LIVING THINGS GET FROM EARTH (p. 146)
I. Objective
Identifies that living things get from the earth.
III. Concept
Living things get their needs from the earth.
V. Materials: Real objects/pictures of things we get from earth
VI. Activities
A. Review the different parts of the earth.
B. Write this on the board.
LAND WATER AIR
Tell the pupils to give examples. Things that we get from each of the above. (Write
what the pupils say.)
C. Discuss the uses of the things listed in the table. e.g. plants-plants provide us with
food and materials for shelter, etc.
D. Read page 146 of the textbook. Let the pupils state what living things get from the
earth.
VII. Evaluation
Write 3 things for each.
What we get from land.
1.______________________
2.______________________
3.______________________
What we get from water.
1.______________________
2.______________________
3.______________________
VIII. Enrichment
A. Answer with Yes or No.
1. Do we get food from water?_______
2. Do we get food from land?_______
3. Do we get food from air?_______
B. What thing or things can we get from air?
IX. Reinforcement
Have a discussion on preventing pollution by making them demonstrate:
a. proper way of disposing garbage
b. proper way of conserving water
c. proper way of helping to keep the air clean
Lesson 6
CARING FOR THE EARTH (p. 147)
I. Objectives
1. Identifies the ways of showing care and concern for the earth
2. Explains why we should show care and concern for the earth
3. Performs some ways of showing care and concern for the earth
II. Concept
The earth is your home. Take care of it.
III. Processes: Observing, Demonstrating, Describing
IV. Vocabulary: Conserve, dispose
V. Materials: Pictures, real objects like waste cans, faucet, garden
VI. Activities
A. Recall the last question in the past lesson: "What do you think will happen on
earth when there are no more clean water and air?"
B. Show them pictures of dry, barren lands. Have them give as many answers as they
can think of and let them describe how a dry earth looks like. Ask them what they
should do to help take care of the Earth.
C. Have the pupils study and talk about the illustrations on page 147 of their book.
Then make them read the text on pages 147 to 148.
VII. Evaluation
Check the practices that show caring for the earth.
_______ 1. Throw garbage anywhere.
_______ 2. Take care of more plants/Plant more
_______ 3. Keep the surrounding clean.
_______ 4. Pollute the soil.
_______ 5. Keep our bodies of water clean.
VIII. Enrichment
Make a poster about showing how you care for the earth.
IX. Reinforcement
Have a discussion on preventing pollution by making them demonstrate:
a. proper way of disposing garbage
b. proper way of conserving water
c. proper way of helping to keep the air clean
X.Wrap Up
A. Use Remember on page 149 of the textbook to review the concepts learned in the
chapter.
B. Have the pupils use the vocabulary words.
C. Give Test Yourself on pages 150 to 151. Use the results to remediate before going
to the next chapter.
Chapter 8: Weather
Lesson 1
WEATHER CONDITIONS
Sunny Day (p.153) Windy Day (p.155)
Cloudy Day (p.154) Stormy Day (p.155)
Rainy Day (p.154)
I. Objectives
1. Observes the weather condition for the day
2. Tells whether the weather is fair, rainy or stormy
II. Concepts
1. The weather may be fair, rainy, or stormy.
2. Weather conditions change.
III. Processes: Observing, Inferring, Describing, Decision-making
IV. Vocabulary: Weather, sunny, windy, stormy, cloudy, sky
V. Materials: Pictures illustrating the different kinds of weather
VI. Activities
A. Recall that the sun gives us heat. Ask: "When the sun shines, what happens to the land,
water, and air on the earth?" Let the pupils observe the sky and identify what they see
(sun,clouds). Ask also if they feel the air around them.
B. Read page 153 of the textbook. Discuss the condition of the sky when the sun is shining.
How will you describe the weather when the sun shines bright and the sky is clear? (The
weather is fair.)
C. Show some weather reports which describes the weather as fair. Let them note that when
the weather is fair, it is possible that it is sunny in some parts of the earth while there may be
some rains in other parts.
D. Discuss about conditions when the rains come almost everyday for many days. Let them
read page 154. Compare the conditions of the sky when there is rain and when the sun is
shining. Let them describe a rainy weather.
E. Let them read page 155. Ask: "What does a storm bring? What can a storm do?"
F. Summarize the different types of weather by showing pictures that illustrate them. Let the
pupils identify the type of weather in each picture. (page 156 may be used for this)
VII. Evaluation
Write the kind of weather.
1. It rains for a short time. _____________________
Then the sun shines.
2. It rains for many days. _____________________
3. The sun shines. The sky is clear. _____________________
4. There is strong wind. _____________________
There are heavy rains.
VIII. Enrichment
Have the pupils cut out pictures showing fair, rainy, and stormy weather.
IX. Reinforcement
Have the pupils recall the kind of weather one or two days ago and compare it with
today's weather.
Lesson 2
MAKING A WEATHER CHART (p. 157)
I. Objective
Makes a weather chart using symbols
II. Concepts
1. A weather chart shows the kinds of weather on different days.
2. We can use symbols to make a weather chart.
III. Process: Observing IV. Vocabulary: weather chart, symbols
V. Materials: A weather chart, cutouts of weather symbols
VI. Activities
A. Let the pupils recall the different kinds of weather. Ask: "What makes the weather
warm?" (sun) Call on one pupil to draw a sun on the board. Ask: When you see this
picture, what comes into your mind?" (heat/light)
B. Let them observe the sky. Are there clouds? Ask someone to draw a small cloud.
Ask: Are there too many clouds in the sky today? When you see many clouds, what
kind of a day is it?"
Say that sun and cloud may be used as weather symbols. Let the pupils associate the
symbols with sunny/cloudy day.
C. Challenge the pupils to think of symbols they can use to represent a
rainy/stormy/windy day. Have them choose the best symbol drawn.
D. Tell the children that they are going to use the symbols in making a weather chart.
Guide them in making a simple weather chart using symbols. You may come up with
a chart like this:
WEATHER
DAY
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
VII. Evaluation
Match the symbol with the weather condition.
VIII. Enrichment
Let the pupils perform Do and Learn activity on page 158 of their book. Make them
submit their individual weather chart after a week.
IX. Reinforcement
Draw the symbols for each weather condition
fair weather ___________________
rainy weather __________________
stormy weather _________________
Lesson 3
HOW WEATHER AFFECTS OUR DAILY LIVES (p. 159)
Lesson 4
HOW WEATHER AFFECTS OUR ACTIVITIES (p. 160)
Lesson 5
HOW WEATHER AFFECTS THE CLOTHES WE WEAR (p. 161)
I. Objectives
1. Explains how weather affects our daily lives
2. Explains how weather affects man's activities
3. Explains how weather affects the clothes we wear
II. Concepts
1. Weather affects our lives in different ways.
We may or may not enjoy the weather.
2. People get sick during certain weather conditions.
3. Some activities can be done only during certain weather conditions.
4. We use different kinds of clothing during certain weather conditions.
V. Materials: picture of weather elements
VI. Activities
A. Ask the pupils about the different weather conditions we often experience.
-- What usually happens when it is raining? when it is warm?
-- What does your mother do when it suddenly rains?
-- What happens to classes when there is a storm?
-- Discuss how changes in the weather can postpone a family picnic make someone
sick etc.
B. Have the pupils study the illustrations/cartoons on page 160 in the book Have them
dramatize each by groups.
C. Let them study the pictures of clothes and other things people wear or use on page
161 Make them explain why they have to use different kinds of clothings on different
weather conditions.
D. Guide them in reading the text
VII. Evaluation
Answer with Yes or No
1. 1. There is a storm Will you go to a picnic? ______
2. The weather is fair Will you go swimming? ______
3. It is cold Will you wear thin clothing? ______
4. The sun is shining bright Will you feel hot? ______
5. The sun is shining bright Will wet clothes dry fast? ______
VIII. Enrichment
Cut out pictures of the things we use in different weather conditions Paste them in an
album.
IX. Reinforcement
What can you NOT do when the weather is rainy?
Lesson 6
KEEPING SAFE FROM THE WEATHER (pp. 102-163)
I. Objective
Practices safety measures during certain weather conditions
II. Concepts
1. Weather changes determine what we wear, eat or do.
2. We should prepare ourselves for weather changes.
V. Materials: Pictures showing different clothes for different weather, materials needed for
protection against heat/rain.
VI. Activities
A. Let the pupils recall how they feel during the months of December to January.
(cold) Ask also how they feel when the sun is so hot. (warm) Ask how they are
feeling right now.
B. Show pictures of different kinds of weather and the clothes people wear. Discuss
why thick clothes are good for cold weather.
C. Show pictures of children carrying umbrellas during a hot day. Ask: "How do the
umbrellas protect the children?"
D. Show pictures of children wearing raincoats on rainy days. Ask how the raincoats
protect the children from the rain.
E. Discuss what games they play during warm days/ windy days/ rainy days. Ask:
"Why can you not play outside when it is raining or when there is a storm?"
G. Do the activities on pages 162 to163 of the textbook.
VII. Evaluation
Choose the correct answer.
1. Where is it safe to stay when there is a storm?
a. house
b. street
c. moviehouse
2. What should you use to protect you from getting wet the rain?
a. sweater
b. shirt
c. raincoat
3. Which of these should you NOT do when it is raining?
a. Play at home.
b. Play in the rain.
c. Watch T.V.
VIII. Enrichment
Show the pupils some books about the children in other lands. Have them compare
the clothes these children wear during cold weather with what children in the
Philippines wear.
IX. Reinforcement
Have the pupils cut out pictures of things used for protection in different kinds of
weather. Let them group these things under these titles:
FOR SUNNY DAYS FOR RAINY DAYS
X. Wrap Up
A. Have the pupils recall the concepts they learned in the chapter by reading
Remember on page 164 of the textbook.
B. Have them use the new vocabulary in sentences.
C. Give Test Yourself on pages 164 to 165. Use the results for remediation before
going to the next chapter.
Chapter 9: Observing the Sky Chapter Overview
Lesson 1
THINGS SEEN IN THE SKY DURING THE DAY (pp. 168-169)
I. Objectives
1. Names the things seen in the sky during the day
2. Describes the things seen in the sky during the day
II. Concepts
1. We see the sun in the sky during daytime.
2. The sun is big and bright.
IV. Vocabulary: Sky, sun
V. Material: Sun model
VI. Activities
A. Recall what the earth is made of. Let the pupils identify the land/water parts of the
earth using the globe.
B. Show a picture of the sun and the earth in space. Let the pupils see the big
difference in their sizes.
C. Talk about the pupils' experiences when they walk under the sun. How do they
feel? Do they perspire?
D. Present page 168 of the textbook. Guide the pupils in reading the text. Then ask:
"What word describes the sun? What does the sun give us? When do we see the sun
in the sky?"
VII. Evaluation
Draw what you see in the sky during daytime. Describe it.
VIII. Enrichment
Have the pupils place different objects where there is sunlight. After a few minutes,
let them touch the objects. Ask what made the objects feel warm.
X. Reinforcement
Describe the sun.
Lesson 2
DURING THE NIGHT (p. 170)
I. Objectives
1. Tells that the moon is seen in the sky at night
2. Describes the moon and its light
II. Concepts
1. We see the moon and the stars in the sky at night.
2. The moon has a faint light.
3. The stars have twinkling lights.
III. Processes: Observing, Comparing, Describing
IV. Vocabulary: Reflects
V. Materials: Pictures of sun, moon, and earth
VI. Activities
A. Recall the characteristics of the sun (bright, hot, big). Ask: "What makes the sun
bright and hot?"
B. Present the pictures of sun, moon, and earth in the sky. (Be sure to show relative
sizes.)
Ask: "Which is the biggest? the smallest? Do you know what the moon is made of?"
Show pictures of astronauts exploring the moon.
Say: "These men went to the moon. We shall know about what they found on the
moon".
C. Present page 170 of the textbook. Guide the pupils in reading the text.
Ask: "What lights up the sky at night? Is the light of the moon as bright as the light of
the sun? What is the moon made of? Where does it get its light?"
D. Have a pupil recite the poem: "Twinkle, Twinkle Little Star" Then ask: "What
does the poem tell about the stars?"
E. Present page 171. Guide the pupils in reading the text.
Ask: "Why do stars seem to twinkle?"
F. Tell the pupils that the sun is also a star. It looks big because it is nearer to the
earth than the other stars.
Ask: "If many stars were near the earth like the sun, what do you think will happen?"
(The earth would be very hot and very bright.)
VII. Evaluation
A. Draw the moon. Describe the shape and light of the moon.
B. Fill in the blanks with the correct answer.
1. We see stars at nighttime.
2. Stars have their own light.
3. The light of the stars seem to twinkle.
4. Stars twinkle because they are far away.
VIII. Enrichment
Assign the pupils to observe the stars before they go to bed. Tell something about the
stars they saw.
IX. Reinforcement
Cut out stars of different sizes. Arrange the stars according to sizes.
Lesson 3
WHY WE DO NOT SEE STARS DURING THE DAY (p. 172)
I. Objective
Tells why some things seen during the night cannot be seen during daytime.
II. Concept
The sun's light outshines the other stars during daytime because it is nearer the earth.
IV. Vocabulary: Outshines
V. Materials: Nature, pictures/illustrations
VI. Activities
A. Ask the pupils to look out of the window at the sky. Ask: "What do you see up
there? Can you see any stars?"
B. Explain that the sun is also a star. It is one of the stars in the sky. Some stars are
very, very far from the earth. The sun is the star that is nearest to our earth. Explain
further that all stars, including the sun, have very bright light.
C. Ask the question: "If stars also have very bright lights, why do we see only the
sun's light during the day?" Have them read the text on page 172 in the book. Have
them read aloud the two sentences that answer the question.
VII. Evaluation
Answer with true or false.
1. Stars hide behind the clouds during daytime.
2. Stars do not give off light during daytime.
3. The sun outshines the stars during daytime.
4. The sun is bigger than the stars.
5. The stars are too far away during daytime.
VIII. Enrichment
Draw a night scene showing stars in the sky. On the other half of the paper, draw a
scene where the sun is shining.
IX. Reinforcement
Give one comparison of stars and the sun.
Example: 1. The sun is seen during the day while stars are seen during the night.
2. The light from the sun is brighter than the light from the stars.
Lesson 4
WHY WE DO NOT SEE THE SUN AT NIGHT (pp. 173-174)
I. Objective
Tells why some things seen during the day cannot be seen at night
II. Concept
We don't see the sun at night because our place on earth is not facing the sun.
IV. Vocabulary: Stick, cutout
V. Materials: Ball, flashlight, illustration
VI. Activities
A. Review with the class the previous lesson about not seeing stars at daytime. Then
ask the question: "Why don't we see the sun at night?"
Refresh their minds on the lesson about day and night which is caused by the
turning of the earth. Show the illustration on page 174 of the textbook. Ask a pupil to
point to the part of the earth (globe) that shows it is night, the part that is day.
B. Let them read the text.
In their own words, ask the pupils to tell why they don't see the sun if it is
nighttime.
VII. Evaluation
Check (✔) the box of the correct answer. Why do we not see The sun during the
night?
The sun is behind the clouds.
The sun is very far away.
Our side of the earth is not facing the sun.
Our earth does not move at night
The other stars outshine the sun.
The sun has no light during the night.
VIII. Enrichment
Have them read the summary on page 174. Make them read the last paragraph and
answer the question by giving their opinions.
IX. Reinforcement
Group the pupils into two. Provide each group with a manila paper. Have them
make a collage, each showing a day or a night scene by pasting pictures cut out from
magazines. Then have them make a report or description of their work.
X. Wrap Up
A. Let the pupils read Remember on page 175 to recall the concepts they have
learned.
B. Have them use the vocabulary words.
C. Give Test Yourself on page 175 to 176.

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LESSON PLAN IN SCIENCE 1

1. We need a to breathe in.

Directions for playing the game.

frog cow duck hen

Land Water d and Water

III. Processes: Observing, Comparing, Describing.

__________________ __________________ ________________

B. Which animals will have wings when they grow?

a. holds the plant upright

Plants need care. Do not pick flowers.

1. (hand sawing a log)

2. (boy pushing a cart)

3. (hands hauling a fishing net)

4. (hand with pencil writing on a piece of paper)

5. (hand pulling a yoyo)

2. Stars do not give off light during daytime.

3. The sun outshines the stars during daytime.

4. The sun is bigger than the stars.

5. The stars are too far away during daytime.

The sun is very far away.

Our side of the earth is not facing the sun.

Our earth does not move at night

The other stars outshine the sun.

The sun has no light during the night.

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