Maria Danica C.

De Villa
Teaching Strategies for Major Subjects

I. Objectives
At the end of the lesson, the learners will be able to
a) identify the processes involved in the water cycle,
b) discuss the role of the sun in the water cycle,
c) trace the water cycle and describe its importance in the ecosystem, and;
d) suggest ways to help conserve water and prevent water pollution.

II. Subject Matter

A. Water Cycle
B. References
 Vengco, Lilia G. & Teresita F. Religioso.,Integrated Science.Phoenix Publishing House
Inc. 2008.pp.217-218,288.
 Pavico,Faraon., Exploring Life Through Science:Integrated Science.Phoenix Publishing
House Inc. 2004.pp.233-234.
C. Materials
 Pictures
 Cartolinas
 Colored Papers
D. Values Integration
 Appreciation of the natural cycles of the ecosystem
 Teamwork
 Concern for the environment
III. Methodologies
A. Preparation
B. Motivation
Short video clip presentation about the water cycle (The Life of Water).
C. Presentation
D. Unlocking of Difficult Terms
A box containing colored eggs will be passed around the class and the students will pick one egg
from the box. They will be asked to open egg; inside each egg is a number, students having the
same number will pair up and collect the word and definition assigned to them from the
teacher. They will stick them on the board and read them for the whole class to hear.

E. Discussion

A diagram of the water cycle is presented to the class. There are empty spaces in the diagram
which are supposed to indicate the processes involved in the water cycle.
 The teacher will randomly pick names of students, and those who are picked will be given an
envelope each. Inside the envelope is a strip of paper with a printed word of a process in the
water cycle.
Basing on the previously unlocked definitions, they will try to decipher the appropriate
processes involved in the water cycle by sticking the words on the blank spaces in the diagram.

F. Enrichment

Puzzle Board

The class will be divided into 3 groups; group members will be assigned to a particular number.
Each round, the teacher will pick out a number and the students assigned to that number will
come in front and represent their group for that round.
On the board are several numbered blocks (1-9), behind each block is a question, and covered
by all the blocks is a large “mystery” picture which will be slowly revealed as the students
answers a question correctly.
If the question on a block is answered correctly, that block will be removed, revealing a part of
the hidden picture. If the question is not answered correctly, the game proceeds until all the
blocks are taken away or until the mystery picture is guessed correctly. The group whose
representative guesses the picture correctly will win the game.

G. Generalization
H. Application

My Life as a Drip

Imagine that you are a drop of water. Write a short story about where you think you came from
(in the context of the water cycle).

IV. Evaluation
15 item quiz

V. Agreement/Assignment

Draw/Illustrate the water cycle and label appropriately. Write a short explanation on the water
cycle and enumerate/suggest ways on how you can help conserve water and prevent water
pollution.