THE CIRCULATORY SYSTEM
Major Parts of the Circulatory
System
I. Objectives:
At the end of the lesson, pupils are
expected to:
1. Identify the major parts of the
circulatory system.
- heart
- blood vessels
- blood
2. Show awareness on the
importance of our heart.
II. Subject Matter:
Unit: The Circulatory and Nervous
Systems
Topic: The Circulatory System
Subtopic: Major Parts of the
Circulatory System
Concepts:
The 3 major parts of the
circulatory system are heart,
blood vessels and blood:
- Heart is the pumping
station of the body
- Blood vessels permit
the blood to flow to the
different parts of the body
- Blood carries the
nutrients to the different
parts of our body
III. Materials: Poster of the
Circulatory System
Reference: Into the Future:
Science and Health, pp. 2-3
Juanita M. Cruz, et al
IV. Lesson Development:
A. Review
1. What are the different
systems in your body?
B. Motivation
1. How do nutrients, oxygen
and mineral distributed to
our body?
2. What are the organs
responsible for it?
C. Activity Proper
1. Teacher shows poster of the
circulatory system and let
the pupils identify the 3
major parts of the circulatory
system.
D. Generalization
1. What are the 3 major parts of
the circulatory system?
2. How would you take care of
your heart?
E. Application
1. Jump for 10 seconds. What
happens to your heart beat?
V. Evaluation:
Differentiate the 3 major parts of
the circulatory system.
VI. Assignment:
1. What are the 3 kinds of blood
vessels?
2. What are the components of our
blood?
THE CIRCULATORY SYSTEM
Kinds of blood vessels
Components of our blood
I. Objectives:
At the end of the lesson, pupils are
expected to:
1. Identify the 3 kinds of blood
vessels – vein, artery, capillary
2. Differentiate the 4 components
of our blood – plasma, RBC,
WBC, platelet

II. Subject Matter:
Unit: The Circulatory and Nervous
System
Topic: The Circulatory System
Subtopics: Kinds of blood
vessels
Components of our blood
Concepts:
The 3 kinds of blood vessels are
vein, artery and capillary
The 4 components of our blood
are plasma, red blood cells,
white cells and platelets
III. Materials: Poster of the
Circulatory System
Reference: Into the Future:
Science and Health VI, pp. 11-18
Juanita M. Cruz, et. Al
IV. Lesson Development:
A. Review
1. What are the major parts of
the circulatory system?
B. Motivation
1. Why do you think your blood
is color red?
2. How long are your blood
vessels if put together?
C. Activity Proper
1. Let the pupils trace the blood
vessels in the poster.
2. Pupils describe the blood
vessels and give the different
kinds
3. Have the pupils describe
their blood if they have seen
one.
4. Pupils enumerate and
differentiate the different
components of our
D. Generalization
1. What are the functions of
vein, artery and capillary?
2. Differentiate RBC from WBC
and plasma from platelets.
E. Application
1. What might happen if there is
no platelet in our
blood?
2. Describe and differentiae
plasma, RBC, WBC, platelets
VI. Assignment:
1. What is pulmonary circuit?
2. What is systemic circuit?
THE CIRCULATORY SYSTEM
Heart, Blood, and Blood Vessels
I. Objectives:
1. Identify the major parts of the
circulatory system – heart,
blood, blood vessels
2. Show awareness on the
importance of our heart.
II. Subject Matter:
Reference: Into the Future:
Science and Health
PELC: 1.1 Pages: 2-3
Concepts:
The 3 major parts of the
circulatory system are heart,
blood and blood vessels
1. Heart is the pumping station
of the body
2. Blood carries oxygen and
other nutrients to all parts of
our body.
3. Blood vessels permit the
blood to flow to the different
parts of our body.
Processes:
Generating
Communicating
Materials: Poster of a circulatory
system
 2. What is the function of each
III. Procedure: part?
A. Review
1. What are the different V. Assignment:
systems found in your 1. Give the different components of
body? our blood.

B. Motivation
1. How do you nutrients,
oxygen and other THE CIRCULATORY SYSTEM
substances distributed to the Four Components of our Blood
parts of our body?
2. What are the organs I. Objectives:
responsible for it? 1. Identify the 4 components of our
blood.
C. Activity 2. Differentiate each component of
1. Pupils identify the major our blood.
parts of the
circulatory system in the II. Subject Matter:
poster Reference: Into the Future:
Science and Health VI by Juanita
D. Discussion M. Cruz et. Al
1. Teacher asks the function PELC: 1.1 Pages: 11-15
and description of heart,
blood, and blood Concepts:
vessels. The 4 components of our blood
2. Misconception is addressed are RBC, WBC, Plasma and
by the teacher. Platelets.
1. RBC – carries oxygen
E. Concept Formation 2. WBC – fights infection
1. What is the function of our 3. Plasma – liquid portion in
heart, blood and blood our blood
vessels? 4. Platelets – responsible for
blood clotting
F. Generalization
1. What are the 3 major parts of Processes:
our circulatory Inferring
system? Communication
2. How would take care of our
heart? Materials: Poster of a circulatory
system
G. Application
1. Jump for 15 seconds. III. Procedure:
Observe what happens to A. Review
your heart beat. 1. What are the major parts of
the circulatory system?
IV. Assessment:
1. Give the 3 major parts of the B. Motivation
circulatory system. 1. Why do you think your
blood is color red?
 2. What gives the blood a red
color?
C. Activity
1. Teacher asks pupils to
describe a blood if they have
seen one.
2. Teacher asks the components
of the blood.
D. Discussion
1. Teacher let the pupils
enumerate and differentiate
the blood components.
E. Concept of Formation
1. What are the functions of
- RBC
- WBC
- Plasma
- Platelets
Reference: Into the Future:
Science and Health VI by Juanita
M. Cruz et. Al
PELC: 1.1 Pages: 9-10, 15-18
Concepts:
The capillaries, veins and
arteries are the different kinds
of blood vessels.
Blood follows either pulmonary
or systemic circuit.
(more concepts in manila paper)
Processes:
Generating
Communicating
Materials:
Pictures of pulmonary and
systemic circuits
Manila paper for concept
formation

F. Generalization III. Procedure:

1. Differentiate RBC from WBC, A. Review
Plasma from Platelets 1. Which component of the
blood acts like soldiers?
G. Application 2. What is the function of
1. What may happen if you RBC?
don’t have platelets? 3. Differentiate plasma from
platelets.
IV. Assessment:
1. What are the different kinds of B. Motivation
veins? 1. How long are your blood
vessels if put together?
V. Assignment:
1. What are the different kinds of C. Activity
veins? 1. Teacher asks the pupils to
trace the blood vessels on
the picture/poster.
2. Pupils describe the blood
THE CIRCULATORY SYSTEM vessels and differentiate
each kind.
I. Objectives: 3. Pupils trace the
1. Identify the different kinds of pulmonary and circulatory
blood vessels. circuit.
2. Differentiate systemic circuit
from pulmonary circuit. D. Discussion
1. Pupils state the sequence
II. Subject Matter: of the blood flow in
 pulmonary and
systemic circuit.
E. Concept Formation
1. What are capillary, vein
and artery?
2. What is pulmonary and
systemic circuit?
F. Generalization
1. Differentiate capillary, vein
and artery.
2. How does blood flow in
pulmonary and systemic
circuit?
G. Application
1. Why do you think it is
necessary for our
circulatory system to have
two circuits?
IV. Assessment:
1. It carries the blood away from
the heart. (artery)
2. It carries the blood towards the
heart. (vein)
3. It is where exchange of gases
occurs. (capillary)
4. It is a circuit which involves the
lungs. (pulmonary)
5. It is a circuit which involves the
different parts of the body.
(systemic)
V. Assignment:
1. What is nervous system?
2. What are the parts of the
nervous system?
THE NERVOUS SYSTEM
I. Objectives:
1. Identify the main parts of the
nervous system.
2. Identify the parts of the brain.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI
PELC: 2.1 Pages: 34-36
Concept:
The 3 main parts of nervous
system are brain, spinal cord
and nerves.
Brain controls everything we do.
It is the largest organ in the
nervous system.
Processes:
Communicating
Inferring
Materials:
Pictures and posters of nervous
system
Manila paper for concept
formation
III. Procedure:
A. Review
The teacher asks 2-3 pupils to
trace the flow of the blood in
pulmonary ad systemic circuit.
B. Motivation
1. How can you learn in school?
2. How can you remember what
your teacher is saying?
C. Activity
1. The teacher asks the pupils
what they and what they
want to learn about nervous
system.
2. The teacher writes their
answers on the board.
D. Discussion
1. The teacher elicits the parts
of the nervous system.
- brain
- spinal cord
- nerves
 2. The teacher explains the
parts and functions
of the brain.
3. The teacher
corrects/rectifies any
misconception of the pupils
about the circulatory system.
E. Concept of Formation
1. What are the main parts of
the nervous system?
2. What are the parts and
functions of the brain?
F. Generalization
1. What is nervous system?
2. How are the functions of
parts of the brain differ from
each other?
(Follow-up questions might
be asked depending on the
answers of the pupils).
G. Application
1. Why people are declare dead
when the brain stops
functioning even when the
heart is still beating?
IV. Assessment:
1. It controls voluntary actions,
thought, speech, and memory.
(cerebrum)
2. It directs the left side of the
body. (right hemisphere)
3. It balances mother
movements. (cerebellum)
4. It connects the whole brain to
the spinal cord. (medulla
oblongata)
5. It coordinates sensory
messages. (thalamus)
V. Assignment:
1. Draw a concept map of the
neurons.
SPINAL CORD AND NERVE CELLS
I. Objectives:
1. Identify the parts of spinal cord
and nerve cells.
2. Describe the function of spinal
cord and nerve cells.
II. Subject Matter:
Reference: Into the Future: Science
and Health VI by Juanita M. Cruz
et. al
PELC : 2.2 Pages : 32-36
Concepts :
Spinal cord is made up of nerve
fibers that carry information to
and from the brain.
Nerve cells serve as a functional
unit of the nervous system
Processes:
Identifying
Communicating
Materials: Flashcards
Poster of nervous system
III. Procedure
A. Review
What are the parts and
functions of the brain?
Why is nervous system
considered as the control unit of
the body?
B. Motivation
Can brain work alone without
the nerve cells and spinal cord?
C. Presentation
1. The teacher shows the poster
of the nervous system.
2. The pupils describe how the
nerves are connected to the
different parts of the body.
D. Discussion
1. The teacher asks the function
of the spinal cord and
nerves cells.
 2. Pupils point out on the poster
the spinal cord and
the nerve cells.
3. Teacher rectifies any
misconceptions.
E. Concept Formation
1. What are the parts and
functions of spinal cord
and nerve cells.
F. Generalization
1. What are the divisions of the
nervous system?
2. Where do brain, spinal cord
and nerve cells classified
under?
G. Application
1. How people paralyzed?
What part of the nervous
system is not working if
people are paralyzed?
IV. Assessment:
1. What is the functional unit of
the nervous system? (neurons)
2. Consist of the brain and spinal
cord. Which division of nervous
system is referred to? (central
nervous system)
3. ___________ made of nerve fibers
which carry information to and
from the brain.
4. ___________ enlarge portion of
the neutron.
5. ___________ conducts the nerve
signal array from the body.
V. Assignment:
1. Describe an ecosystem.
2. Give an example of an
ecosystem.
ECOSYSTEM
I. Objectives:
1. Define ecosystem.
2. Identify biotic and abiotic
components of ecosystem.
II. Subject Matter:
Reference: Into the Future: Science
and Health VI by Juanita M. Cruz, et
al
PELC: 1.1 Pages: 74
Concepts:
Ecosystem is the
interrelationships of living and
non- living things in the
environment.
 Biotic components are
those living things in the
ecosystem
 Abiotic components are
those non-living things in
the ecosystem
Processes:
Identifying
Classifying
Materials: Flashcards
III. Procedure:
A. Review
1. What are the parts and
functions of a nerve cell?
2. What is the function of spinal
cord?
3. What is a filament?
4. What is central and
peripheral NS?
B. Motivation
The teacher shows words on
flashcards and let the pupils
classify them.
1. What is the basis of
classification?
2. Why do the words are
grouped only into two?
C. Activity
1. Pupils give the living things
and non-living things that
 they wee in their
environment. FOOD CHAIN AND FOOD WEB
2. The teacher helps to
classify them to living I. Objectives:
(biotic) and non-living 1. Define food chain and food web
components. 2. Differentiate food chain and food
3. The teacher together with web.
the pupils defines the
ecosystem. II. Subject Matter:
Reference: Into the Future:
D. Discussion Science and Health VI by Juanita
1. The teacher gives examples M. Cruz, et al
of ecosystems. PELC: 1.2 Pages: 58-65
2. Pupils identify the biotic and
abiotic components. Concepts:
3. Pupils give examples of Food chain is the transfer of solar
ecosystems and identify the energy from plants to animals,
components. and eventually to decomposers
when they die.
E. Concept Formation
1. What is ecosystem? Food web is the interlinked food
2. What is the difference chain.
between biotic and
abiotic components? Processes:
Defining
F. Generalization Differentiating
1. What makes an ecosystem? Predicting
2. What are the components?
Materials:
G. Application Flashcards
1. Can we call a
place/environment an III. Procedures
ecosystem if there is no A. Review
biotic or abiotic components? The pupils answer item number
9-14 of their textbook.
IV. Assessment:
1. What are the abiotic and biotic B. Motivation
components found in an 1. How do humans / animals get
aquarium? their food?
 School 2. Where do plants get their
 Pond food?
 Forest
C. Activity
V. Assignment: 1. Pupils define food chain
1. What is food chain and food based from assignment.
web? 2. The teacher shows words:
2. Give examples of food chain and plants, snake, caterpillar,
food web. bird, decomposers.
3. Pupils arrange the words to
forma food chain.
 4. Pupils identify the producers
and consumers.
5. Teacher adds more words
(organisms) to form a food
web.
D. Discussion
1. What do you observed in a
food chain and a food web?
2. Pupils give examples of a
food chain and a food web.
E. Concept Formation
1. What is a food chain?
2. What is the difference
between producer and
consumer?
F. Generalization
1. What is the main source of
energy on earth?
2. How does energy is
transferred to organisms?
G. Applications
1. Predict what will happen if
some organisms or
consumers become extinct.
IV. Assessment:
As a group, construct a food web on
a forest ecosystem.
V. Assignment:
1. What is symbiosis?
2. What are the three types of
symbiosis?
SYMBIOSIS
I. Objectives:
1. Identify the three types of
symbiosis.
2. Give examples of animals /
plants that shows symbiotic
relationship.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI by Juanita
M. Cruz, et al
PELC: 1.2 Pages: 60-61
Concepts:
Symbiosis is a relationship where
organisms may be able to get
their food and protect themselves
by depending on each other.
Parasitism - it is a hunter-prey
relationship.
Commensalism - both organisms
benefits from one another without
harming each other.
Mutualism - both benefit from
each other.
Processes:
Identifying
Communication
Predicting
Materials:
MS Powerpoint Presentation
Pictures of animals / plants
Laptop and LCD projector
III. Procedure:
A. Review
The teacher refreshes the minds
of the students about the energy
flow in a food chain and food
web.
B. Motivation
Pupils will predict:
1. How do animals obtain food
for survival?
2. What are the strategies do
animals use in getting food?
C. Activity
1. The teacher defines
symbiosis and gives the three
types
2. Pupils read each type of
symbiotic
relationship.
 3. The teacher explains the I. Objective:
relationship and gives 1. Identify the factors involved in a
examples. nitrogen cycle.

D. Discussion II. Subject Matter:

1. The teacher shows some Reference: Into the Future:
pictures. Science and Health VI by Juanita
2. Pupils identify the M. Cruz, et al
relationship showed on the PELC: 1.2 Pages: 68-69
screen.
3. The teacher introduces the Concepts :
animals showed if the Nitrates are products of
pupils are not familiar decomposition needed and used
with them. by plants.
4. The teacher rectifies any Nitrogen fixation is a process that
misconception. occurs when nitrogen-fixing
bacteria convert bacteria in the
E. Concept Formation atmosphere into ammonia.
1. What are the symbiotic Process:
relationships? Identifying
2. What is the different between Inferring
a host and a parasite Communicating
(parasitism)
Materials:
F. Generalization Flashcards
The pupils will answer the
previous questions from the III. Procedure:
motivation part. A. Review
1. How do animals obtain food 1. What are the 3 symbiotic
for survival? relationships?
2. What are the strategies do 2. Give examples of parasitism,
use in getting food? commensalism, and
mutualism.
G. Application
1. How do living things which B. Motivation
are objects of predation 1. What food is needed to build
develop defenses? and repair muscles
and bones of the
IV. Assessment: body?
As a group, construct a concept 2. What are the sources which
map of the symbiotic relationships this food can be drawn?

V. Assignment: C. Activity
1. How is carbon-oxygen cycle 1. Pupils read the step-by-step
occur? process of nitrogen
cycle.
2. The teacher explains each
step.
NITROGEN CYCLE 3. Pupils take note of the
technical terms.

D. Discussion
1. Are all bacteria harmful?
2. How do nitrates increased?
3. Pupils trace the diagram of
the nitrogen cycle.
4. The teacher explains each
step in details.
E. Concept of Formation
1. What form of nitrogen can
plants utilize?
2. How can bacteria help in the
nitrogen cycle?
3. What are the processes
involved in the nitrogen
cycle?
III. Procedures:
F. Generalization
1. What are the factors involved
in a nitrogen cycle?
2. Where do plants get
nitrogen?
G. Application
1. What will happen if there are
no decomposers? Predict
some outcomes based from
the discussions.
IV. Assessment:
1. Draw a nitrogen cycle diagram.
Label the factors involved.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:
1. Interpret the diagram of the
oxygen-carbon dioxide cycle.
2. Identify the processes involved
in a carbon cycle.
II. Subject Matter:
Reference: Science Spectrum by
Rebecca R. Fallaria et al
PELC: 1.2 Pages: 90-91
Concepts:
The oxygen-carbon dioxide cycle
refers to the manner by which
these materials are used and
reused in nature.
Carbon cycle is the circulation of
carbon in nature, through any
compound that has a carbon atom
on it.
Processes:
Identifying
Interpreting
Materials:
Diagram of oxygen-carbon dioxide
cycle and carbon cycle
A. Review
1. What form of nitrogen can be
utilized by the plants?
2. What are the two ways which
can increase the nitrates in
the soil?
B. Motivation
1. Will the atmosphere be
depleted of carbon dioxide or
oxygen?
C. Activity
1. The teacher let the pupils
predict how do carbon
dioxide or oxygen are
produced.
2. Pupils read the carbon
dioxide and oxygen cycle.
3. The teacher explains the
step-by-step process.
4. Pupils read the carbon cycle
and the teacher will explain.
D. Discussion
1. The teacher shows the
diagram and explains the
whole cycle using it.
2. Pupils are given the chance
to explain the diagram on
their own words.
 E. Concept Formation They maintain clean, cool
1. What is the source of environment.
oxygen/carbon dioxide?
2. What is oxygen-carbon Processes:
dioxide/ carbon cycle? Identifying
Predicting
F. Generalization
1. How does oxygen-carbon Materials:
dioxide cycle occur? Manila Paper
2. What are the processes
involved in a carbon cycle? III. Procedures:
A. Review
G. Application 1. How does oxygen-carbon
1. What must we do to have a dioxide occur?
cleaner supply of oxygen in 2. Explain briefly the carbon
the air? cycle.

IV. Evaluation: B. Motivation

Interpret the diagram of oxygen- 1. The teacher introduces the
carbon dioxide cycle and the word forest.
carbon cycle. 2. Pupils describe and identify
the components of a
V. Assignment: forest.
1. Enumerate the importance of 3. The teacher asks, why forest
forest ecosystem. is an ecosystem.

OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:
1. Describe what a forest is.
2. Give the importance of a forest.
II. Subject Matter:
Reference: Science Spectrum by
Rebecca R. Fallaria, et al
PELC: 1.2 Pages: 96-98
Concepts:
Forest is an area not less than
one hectare and 60 meters
wide consisting of trees, plants
and animals.
Forest provides shelter, food
and protection for animals and
other living things. They
prevent floods and soil erosion.
C. Activity
1. Pupils are grouped and
enumerate the importance of
a forest.
2. The group members
brainstorm and list the
importance of a forest.
3. The groups are given 10
minutes to discuss and list
their answers.
D. Reporting / Discussion
1. The teacher utilizes “Number
Heads Together” as CLS.
2. Random numbers are called
to give one importance of a
forest.
3. The teacher rectifies/explains
further any given answer.
E. Generalization
1. What are the importance of
a forest?
 F. Application destroys 80% of their natural
1. Predict what will happen to habitat.
animals living in the forest if it Processes:
was destroyed. Defining a process
(deforestation)
IV. Evaluation: Completing a given table
1. Give examples of products that Predicting
are derived from a forest. Communicating
2. How does a forest prevent flash
flood in the plains? Materials:
3. Why is forest good for Manila paper
environment? Flash cards

V. Assignment: III. Procedures:

Complete the table to determine A. Review
the value of forest to our country. 1. Pupils answer or complete
the table on the board based
Beneficiary of Benefits from their assignment. They
Forest Derived will write all the benefits
1. Plants derived by humans/man,
2. Animals plants, animals and
3. Man environment from the forest.
4. Environment 2. Pupils take turn in
completing the answer.
Enumerate the importance of forest
ecosystem. B. Motivation
1. Based from your answers on
the board, what will happen
if forests are
OXYGEN-CARBON DIOXIDE CYCLE continuously depleted by
man’s harmful activities?
I. Objectives:
1. Define deforestation. C. Activity
2. Describe the effects of 1. Pupils go to their own group
deforestation. and discuss the
effects of deforestation.
II. Subject Matter: 2. The secretary of the group
Reference: Science Spectrum VI by lists the effects of
Rebecca R. Fallaria, et al deforestation.
PELC: 2 Pages: 98-99 3. The groups are given time to
discuss and list their
Concepts: answers.
Deforestation is the
indiscriminate cutting of trees D. Reporting and Discussion
in our forest with replacing 1. Number Heads Together is
them. utilized for group sharing.
Animals, humans, and the 2. Random number is called to
environment are severely share the group’s answer to
affected by deforestation. It the class.
 3. The teacher rectifies/explains
further any given answer.
4. The teacher explains
greenhouse effect and global
warming.
E. Generalization
1. What is deforestation?
2. How does it affect animals,
humans and the
environment?
Deforestation, kaingin, burning
of fossil fuels, and the use of
chemical fertilizers and
explosives in fishing are some
human activities that can
disrupt an ecosystem.
Processes:
Communicating
Predicting
Identifying

F. Application Materials:
1. How can you prevent global Pictures
warming?
III. Procedures:
A. Review
1. What is deforestation?
2. What are the effects of
deforestation?

IV. Evaluation: B. Motivation

Complete the table below: 1. The teacher shows pictures
about the different activities
Course Effects of of mankind.
Deforestation 2. What do the pictures show?
Animals
Man C. Activity
Environment 1. Pupils go to their own
groups.
V. Assignment: 2. They will identify the
1. What are the human activities different human activities
that disrupt the cycles in an that can disrupt an
ecosystem? ecosystem.
3. The groups are given time to
discuss.

OXYGEN-CARBON DIOXIDE CYCLE D. Reporting/Discussion

1. Pupils are called randomly to
I. Objective: present their outputs.
1. Identify some human activities 2. The teacher rectifies/explains
that disrupt the cycles in an any given answer.
ecosystem.
E. Generalization
II. Subject Matter: 1. What are the different human
Reference: Science Spectrum VI by activities that can
Rebecca R. Fallaria, et al effect/disrupt ecosystem?
PELC: 2 Pages: 99-101 2. What are their effects?

Concepts: F. Application
 How can global warming affect Pupils review their answers
organism on earth? about the different human
activities that disrupt the
IV. Evaluation: activity or the cycle of nutrients
Choose two human activities that in the ecosystem.
disrupt ecosystem. Be able to
explain them. C. Motivation
1. The teacher shows the class
V. Assignment: about oil spill and a denuded
How can you prevent the disruption forest.
of ecosystem? 2. Pupils guess what do the
pictures depict?

D.
OXYGEN-CARBON DIOXIDE CYCLE
I. Objective:
1. Explain the different human
activities that disrupt the
ecosystem.
II. Subject Matter:
Reference: Science Spectrum VI by
Rebecca R. Falloria, et al
PELC: 2 Pages: 99-101
Activity
1. The teacher calls a
representative from each
group to present their
answers based from the
previous activity yesterday.
2. Each representative explains
their answer in front of the
class.
3. The teacher writes any ‘new’
terms on the word
cards/cartolina strips.

Concepts:
Deforestation, kaingin, burning of
fossil fuels, and the use of
chemical fertilizers and explosives
in fishing are some human
activities that can disrupt an
ecosystem.
E. Discussion
1. The teacher explains further
any given answer.
2. Additional information is
given.
3. Addressing and rectifying of
misconceptions will be done.

Processes: F. Generalization
Communicating 1. Based from the pupils’
Predicting presentation and from the
Identifying teacher’s additional
information, the pupils
Materials: consolidate the lesson
Pictures learned.
Word cards/flash cards
G. Application
III. Procedures: How can you prevent the
A. Drill disruption of ecosystem in your
The teacher will let the pupils own simple ways?
read and answer their
summative test. IV. Evaluation:

B. Review
 Make a mind map of the B. Review
different human activities that 1. What are the different human
disrupts the ecosystem. activities that disrupt the
cycles in ecosystem?
V. Assignment:
Answer page 109, part A of your C. Motivation
Science textbook. Write the answer 1. Have you been to a crowded
on your notebook. place like Quiapo, Divisoria
and other supermarkets
during rush hour?

POPULATION D. Activity
1. Pupils open their books on
I. Objectives: page 88 and interpret the
1. Define population. chart.
2. Enumerate the causes of 2. Teacher let the class read
population change. the issue.
3. What comes in your mind
II. Subject Matter: when you hear the
Reference: Into the Future: word population?
Science and Health by Juanita M. 4. Pupils define population
Cruz, et al through discussion.
PELC: 2 Pages: 88-90
Concepts : E. Discussion
 Population is the number of 1. Pupils infer the different
particular group of major courses of population
organisms living in a specific change.
area or place. 2. Teacher explains the other
 Population constantly two charts.
changes. 3. Pupils differentiate the
 A rapid increase in meaning of birth, death and
population growth increases migration.
the demand for basic needs.
F. Generalization
Processes: 1. What is population?
Describing conditions in an over 2. What are the factors that
populated area. affect population change?
Inferring on the effects of rapid
population growth. G. Application
1. How does rapid population
Materials: growth affect resources or
Science textbook the satisfaction of one’s basic
Manila paper needs?

III. Procedures: IV. Evaluation:

A. Drill 1. What are the problems which
The teacher let the pupils may occur due to rapid
answer item 1-10 f their population growth?
summative test. 2. How can death, migration
and birth effect population?
 C. Motivation
V. Assignment: The teacher flashes a picture of
Answer page 109, Part B, items 1-5. a child drinking the urine of a
cow.
1. What does the picture
show?
POPULATION 2. What do you think the child
is doing? Why?
I. Objectives:
1. Enumerate the different effects D. Activity
of over population. 1. The pupils form their groups.
2. Infer that population affect one’s The groups discuss
health and that of the the effects of
community. overpopulation.
2. After giving 10 minutes, the
II. Subject Matter: teacher does number heads
Reference: Science Spectrum VI by together.
Rebecca R. Fallaria, et al 3. Follow-up questions are
PELC: 2 Pages: 103-106 asked to elicit the correct
Concepts: concept/explanation from the
Overpopulation affects the pupils.
environment. Land, water,
and air may become polluted E. Discussion
and eventually affects the 1. The teacher rectifies the
people living in it. Increasing given answer/output of the
population means more users. pupils.
There are more wastes 2. Pictures which shows the
produced and released in the effects of
environment. overpopulation will flashed
on the screen.
Processes:
Describing F. Generalization
Enumerating 1. How does overpopulation
Inferring affect people and the
environment?
Materials:
Laptop
LCD projector
pictures G. Application
In your own simple ways, how
III. Procedure: can you minimize the effect of
A. Drill overpopulation?
Pupils answer items 11-20 of
their summative test. IV. Evaluation:
1. What problem is created when
B. Review the supply of food, water,
The teacher gives 5-item air, and space does not increase
exercise using the LCD but the population does?
projector.
V. Assignment:
 Answer page 110 of your Science
textbook.
POPULATION
I. Objective:
1. Describe the different strategies
to solve overpopulation
problems.
II. Subject Matter:
Reference: Science Spectrum VI by
Rebecca R. Fallaria, et al
PELC: 2 Pages: 107-109
Concepts:
There are different ways to solve
overpopulation. These include
responsible parenthood,
improving food supply and
maintaining balance life in the
ecosystem.
Reduce, reuse and recycle are
also important in maintaining a
balance ecosystem.
III. Procedure:
A. Review
What are the different events
(artificial, natural) that would
upset or alter ecological
balance?
B. Motivation
Knowing all the effects of
overpopulation, do you think
the community can do
something to solve or prevent
the problems related to
overpopulation? How?
C. Activity
1. Teacher writes on the board
the different problems that
are related to
overpopulation.
2. In groups, pupils are asked
to come up with the different
ways on how to solve them.
3. Pupils discuss their answers
along with their leaders.
4. Teacher facilitates the
sharing of answers with the
use of NHT as CLS.
D. Discussion
1. The teacher explains/asks
follow-up questions to guide
the pupils informing the right
science concepts.
2. Pupils share/contribute their
outputs to the whole class.
E. Generalization
How can you help in solving the
problems related to
overpopulation?
F. Application
If recycling bottles/containers is
more expensive than producing
a new one, why do you think the
companies are still imposing the
use of recycled materials?
IV. Evaluation:
What are the different strategies to
solve overpopulation problems?
V. Assignment:
List down materials that can be
recycled, reused, and reduced.
Explain how it can be done.
POPULATION
I. Objective:
1. Identify the different ways of
maintaining balance of life in
the ecosystem.
II. Subject Matter:
Reference: Science Spectrum VI by
Rebecca R. Fallaria, et al
PELC: 2.1 Pages: 108-109
Concepts:
 Our most fundamental role as
human beings is to uphold our
ecosystems. We must maintain
the integrity, good function, and
sustainability of the earth’s
ecosystem. Sustained ecological
balance assures the survival of
future generations.
Processes:
Identifying
Communicating
Materials:
Manila paper
Pictures of wild animals
III. Procedures:
A. Review
What are the different strategies
to solve over population?
B. Motivation
The teacher shows pictures of
wild animals.
1. What can you see on the
pictures?
2. How do you think these
animals can be protected.
C. Activity
1. Using manila paper, pupils
draw the different ways
which they know on
how to maintain the balance
of life in ecosystem.
2. Leaders assign certain roles
to each member.
3. Each group are given time to
finish their work.
D. Reporting/Discussion
1. Pupils present their work in
front of the class.
2. Questions are asked to help
the presenters
explain the thought of their
drawing.
3. The teacher gives additional
strategies or ways in
balancing the ecosystem
which are not mentioned.
E. Generalization
Pupils share to the class the
things they had learned in
today’s discussion.
F. Application
Do you think the government is
doing enough
precautions/preventions
to maintain the balance in
ecosystem? Why?
IV. Evaluation:
Make a mind map of the different
ways on balancing the ecosystem.
V. Assignment:
Make a poster about the
importance of keeping our
ecosystem balance.
MATERIALS COMMONLY USED AT
HOME
I. Objectives:
1. Identify materials commonly
used at home.
2. Describe how these materials
are used.
II. Subject Matter:
Reference: Into the Future:
Science and Health by Juanita M.
Cruz, et al
PELC: 1 Pages: 113-117
Concepts:
Materials may be natural or
synthetic (manmade).
Materials used at home preserve
food and enhance its flavor and
presentation, and maintain
cleanliness and good health.
Additives, preservatives, soap,
paint, solvent, synthetic fibers,
plastic, pesticides, and
 insecticides are materials 2. What are the examples of
commonly used at home. natural preservatives?

Processes: V. Assignment:
Identifying Answer 3.2, page 113 of your
Describing Science textbook.
Materials: MATERIALS COMMONLY USED AT
Pentel pen HOME
Manila paper
I. Objective:
III. Procedure: 1. Classify the materials commonly
A. Review used at home.
Pupils answer 1-5 of Exercise A
in Lesson 18. II. Subject Matter:
Reference: Into the Future:
B. Motivation Science and Health VI by Juanita
1. What do you use in keeping M. Cruz, et al
yourselves clean, healthy, PELC: 1 Pages: 113-117
and strong? Concepts:
Household materials found at
C. Activity home are pesticides,
1. Pupils do Activity 3.1 on page insecticides, soap, paint,
112 of their textbook. solvent, synthetic, plastic, etc.
2. Pupils are given 15
minutes to accomplish Processes:
the table. Observing
Describing
D. Discussion Classifying
1. Pupils show their output to
the class. Materials:
2. The teacher discusses the Manila paper
different materials Flashcards
commonly used at home.
3. Discussion is based from the III. Procedure:
output of the pupils. A. Drill
1. ___________ are thick blood
E. Generalization vessels through which
1. How are the materials in the oxygen rich blood
your home classified? moves away from the heart.
2. How are they used? 2. ___________ carries the blood
(de oxygenated) to the
F. Application heart.
1. Which is better to use 3. ___________ microscopic blood
natural or synthetic vessels that connect
materials? Why? the smallest arteries to
the smallest veins.
IV. Evaluation 4. ___________ causes the blood
1. What are the examples of food to move throughout
additives? the body.
 5. ____________ is the largest G. Application
artery in our heart. How do improved products
differ from natural products?
B. Review
1. What are the different IV. Evaluation:
materials found in your 1. Write 3 materials that you know
home? which can be classified
under pesticides,
C. Motivation insecticides, soap, paint,
1. What special materials found solvent, and synthetic
at home? materials.
2. What characteristics are
common to them? V. Assignment:
Describe how pesticides and
insecticides are used.

D. Activity
1. The teacher show different
words using flashcards.
2. Pupils arrange the words
based from the materials
they are made of.
3. The teacher asks:
3.1 What is your basis in
grouping the flashcards?
4. The teacher encourages the
pupils to explain how they
come up with the
classification.
PESTICIDES AND INSECTICIDES
I. Objective:
1. Describe how pesticides and
insecticides are used.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI by
Juanita M. Cruz, et al
PELC : 1 Pages : 113-117

E. Discussion Concepts:
1. The teacher explains that the Pesticides are poison used in
words (material) can farms to effectively control pests
be classified under the such as stem borers. The
following: use of pesticides improves the
- pesticides - soap yields of crops such as stem
- solvent borers and sugarcane.
- insecticides - paint - Pesticides can be grouped into
synthetic three
2. Pupils infer the common 1. herbicides
characteristics or 2. insecticides
characteristics which each 3. fungicides
classification has in common.
3. The teacher explains each Processes:
classification of materials. Predicting Describing
Classifying
F. Generalization
1. How materials can be Materials:
classified? Manila paper
III. Procedures:
A. Drill G. Application
1. A relationship where one is 1. In applying insecticides what
harmed and the other is are the things that you
benefitted. should do?
2. A relationship where both of
the organisms benefit from IV. Evaluation:
each other. 1. Describe how malathion and
3. This is the relationship when DDT can be used?
one organism while the other
organisms neither benefit V. Assignment:
nor harmed. 1. When does materials become
4. It is a hunter-prey harmful?
relationship.
An example is the lion and
the rabbit
5. A relationship which an HARMFUL MATERIALS
orchid and a butterfly has.
I. Objective:
B. Review 1. Tell when materials are harmful.
1. How are the materials in
your home can be classified? II. Subject Matter:
Reference: Into the Future:
C. Motivation Science and Health VI by Juanita M.
1. What do you think farmers Cruz, et al
usually do to increase the PELC: Pages: 113-117
yield of their crops?
Concepts:
D. Activity Insecticides are harmful to the
1. Using Think-Pair-Share, soil.
pupils look for their partners Pesticides are also harmful to
and try to think for some the organisms. Aquatic
ways to increase the yield of organisms are affected.
the farmers.
2. Teacher asks the class to Processes:
share to the class their Observing
answer. Identifying
3. The teacher acknowledges Describing
any given answer.
Materials:
E. Discussion Manila paper
1. How pesticides are applied?
2. What precautions you can III. Procedures:
do? A. Drill
1. Organisms that can make
F. Generalization their own food.
1. How can pesticides increase 2. They are responsible for
the yield of the farmers? breaking down dead
2. What are the different organisms.
pesticides?
 3. Organisms that eat both Look for the common materials
plants and animals. found in your home. What is
4. Rice plant – worm – bird – common in their labels?
man
Which is the primary
consumer?
5. Which is the tertiary
consumer? SOAP AND SOLVENT

B. Review I. Objective:
How pesticides are used? 1. Describe how soap and solvents
are used.
C. Motivation
1. Pupils give what they know II. Subject Matter:
and what they want to know Reference: Into the Future:
about pesticides. Science and Health VI by Juanita
2. The teacher will write it on M. Cruz, et al
the board. PELC: Page: 116

D. Activity Concepts:
1. Pupils find their partners. Paints protect and decorate
2. They will brainstorm about home, buildings and furniture.
how materials become Turpentine and thinner are
harmful. solvents commonly used in
paints. They make the paints
E. Discussion/Sharing less visions so they are easy to
1. Pupils share their outputs. apply.
2. Refining of pupil’s answer
will be done. Processes:
Describing
F. Generalization Communicating
1. How are materials become
harmful? Materials:
2. Give specific example. Pictures of paints and solvents

G. Application III. Procedures:

Look at the creeks or canals A. Review:
near your barangay. Are they How are materials become
clean? Polluted? If they are harmful?
polluted, what materials
polluted these creeks/canals B. Motivation
(body of water)? The teacher shows 2 houses.
One is beautifully painted while
IV. Evaluation: the other house is not.
When do the following materials 1. Which house looks beautiful?
become harmful?
- soap - crude oil C. Activity
- zonrox - insecticides 1. Pupils read the different
components of Boysen,
V. Assignment:
 Wellcoat, Dutch Boy and
other paints.
2. Do they come with solvents
like turpentine/thinner?
D. Discussion
1. What do you think is the best
paint to use based from their
components?
E. Generalization
What is paint made of? How
about solvent? What is paint
for? How is solvent used?
F. Application
1. How is nail polish removed?
IV. Evaluation:
1. Why should iron be painted?
2. How is solvent used?
V. Assignment:
Interview construction workers.
Ask them the best paint for
building.
CIRCULATORY SYSTEM
I. Objective:
1. Recall the parts of the
circulatory system.
2. Enumerate the important
functions of the part of
circulatory system.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI by
Juanita M. Cruz, et al
PELC: 1.1 Pages: 2.3
Science Ideas:
Heart is the pumping station of
the body. The other major parts
of the circulatory system are
heart, blood vessels and the
blood.
Processes:
Recalling
Enumerating
Materials:
Picture of the circulatory system
and each part.
III. Procedures:
A. Drill
What (are) circulatory system?
B. Motivation
Why do you think your heart
beats faster when you are doing
an extraneous exercise?
C. Activity
1. Pupils go to their own group.
2. Number Heads Together will
be done. The teacher asks
question and particular
number of pupils will
answer the question.
3. The group having the most
number of points will receive
a reward.
D. Discussion
This will be done every after a
question asked.
E. Generalization
1. What are the major parts of
circulatory system?
2. How are they different from
each other?
F. Application
1. What do you think will
happen if one of the major
parts of circulatory system
malfunctioned?
2. How does it affect the body?
IV. Evaluation:
1. What are the different parts and
functions of the circulatory
system?
 C. Activity
V. Assignment: 1. The teacher shows examples
Recall the different parts of the of solid, liquid and gas.
nervous system. 2. Pupils describe the different
objects.
(NOTE: This lesson is intended to 3. The teacher list on the board
review/refresh the past lesson their descriptions.
about circulatory system in
preparation for their P.T.) D. Discussion
1. Based from the different
objects showed how can you
STATES OF MATTER classify the different objects.

I. Objectives: 2. How can you differentiate

1. Identify the three states of solid from liquid,
matter solid from gas and liquid
from gas.
II. Subject Matter:
Reference: Science Spectrum VI by E. Generalization
Rebecca R. Fallaria, et al 1. What are solids, liquids and
Pages: gases?
2. How do the different objects
Concepts: classified?
There 3 states of matter-solid,
liquid and gas. IV. Evaluation:
Solid has a definite shape and 1. What are the 3 states of matter?
volume. Liquid has indefinite 2. Give examples of solid, liquid,
shape and volume. Gas has gas?
indefinite shape and volume.
V. Assignment:
Processes: What is the 4th state of matter?
Identifying Classifying
Comparing

Materials: MOLECULES
Metacards, ex. of solid, liquid,
gas I. Objectives:
1. Identify the building building
III. Procedures: blocks of matter.
A. Review 2. Construct models of molecules.
When do the pesticides, zonrox,
insecticides become harmful? II. Subject Matter:
Reference: Cyber Science VI by
B. Motivation Hayda M. Villana Pages: 125-
1. Teachers show metacards of 127
the board.
2. Pupils arrange the Concepts:
metacards. They may classify All matter is made up of tiny
the words into 3 groups. units called atoms. Atoms
are building blocks of matter.
 They are so tiny that you F. Generalization
cannot see them. 1. What is atom?
Atoms can join together to form 2. What are molecules? How
molecules. Molecules are are they formed?
combination of two or more 3. How are the three states of
atoms. Example, water molecule matter different from
and oxygen molecule. the other?

Processes: G. Application
Identifying 1. Pupils construct models of
Describing molecules using clay of
Constructing different colors and coconut
midribs.
Materials:
Pentel pen IV. Evaluation:
Coconut midrib Evaluation is done during the
Clay of different colors discussion and generalization.
Pupils output is also checked.
III. Procedures:
A. Checking of Assignments:
1. What is plasma? V. Assignment:
1. What are the intrinsic properties
B. Review of matter?
1. What is matter? a. Density
2. What are the states of matter? b. Volume
c. Mass
C. Motivation
1. What do you call the tiniest
thing that you have seen? MATTER
2. What is the tiniest matter
that you have ever seen? I. Objectives:
1. Identify the common properties
D. Presentation of matter.
1. The teacher explains that 2. Participate enthusiastically in
matter is made up of tiny the activities.
units called matter.
2. The components of atoms is II. Subject Matter:
also discussed. Reference: Cyber Science VI by
3. The teacher explains how Hayda M. Villana Page: 31
molecules are formed.
Concepts:
E. Discussion  A property tells exactly what
1. What are the different the substance is like. The
molecules that you know? common properties to all
2. If you combine the different kinds of matter are mass,
atoms, what is formed? volume and density.
3. How are the three states of  Matter is the amount of
matter different from the matter contained in an
other? object.
  Volume refers to the amount volume changes and vice
of space occupied by the versa.
matter. 2. Pupils will relate how the
 Density measure the amount density of matter determines
of matter in a given volume. whether an object floats or
not.
Processes:
Identifying E. Discussion
Comparing 1. What happens to the volume of
Inferring gas/water when compressed?
Communicating 2. Do you think the volume
changes?
Materials: 3. How does the density of matter
Egg, salt, container, spoon, determine whether an object
water, rice grains, sprite, floats or not?
syringe
F. Generalization
III. Procedures: 1. What are the common
A. Review properties of matter?
1. What is atom? 2. Differentiate the 3 common
2. What are the components of properties of matter.
an atom?
G. Application
B. Motivation 1. The teacher pour sprite in a
1. The teacher let the pupils clear container. Then, she pours
describe an object. some rice grain.
2. Relate that any description 2. The pupils observe what will
the pupils made is actually happen to the rice grain.
same with telling the 2.1 Why do you think the rice
properties of an object. grains floats?

C. Presentation IV. Evaluation:

1. The teacher asks what are 1. Evaluation is carried out during
the common properties of the discussion of the result of
matter. the activity.
2. The teacher lists all their
answer until mass, volume, V. Assignment:
and density are elicited. 1. What are the physical properties
Prompting is done to arrive of matter?
at the desired answers. MATTER
3. The teacher promptly briefly
discusses mass, volume and I. Objective:
density. 1. Identify the physical properties
of matter.
D. Activity
1. Pupils determine whether the II. Subject Matter:
volume of gas and water Reference: Cyber Science VI by
changes. Hayda M. Villana Page: 131
NOTE: If the gas/water can
be compressed then the Concept:
  Physical properties of matter
are the characteristics of
matter that can be observed
or measured without
changing the identity of the
substance.
 Solubility, porosity, clasticity,
flexibility, hardness,
brittleness, ductility,
malleability are examples
of the physical properties of
matter.
Processes:
Identifying
Comparing
Materials:
Clay, sponge, coins, wire, rocks,
salt, rubber band, sponge
III. Procedures:
A. Review
1. What are the common
properties of matter?
2. What is the difference
between the mass and the
volume?
3. What is density?
B. Motivation
1. Pupils describe some objects.
2. Teacher writes all the
descriptions.
3. From the descriptions, the
teacher elicits the physical
properties of matter.
C. Presentation
1. Teacher explains that all the
description that the
pupils have mentioned are
referring to the physical
properties of matter.
2. The teacher explains the
different property of
matter.
D. Discussion
1. Pupils give different
examples of matter under
each of the physical property.
2. The pupils try to explain why
they thought the
object matter is under or
exhibit that physical property
of matter.
E. Generalization
1. What are the different
physical properties of
matter?
F. Application
1. How can the physical
property of a matter affect its
usage?
IV. Evaluation:
Identify the physical property
possessed by the following:
1. rock (hardness)
2. glass (brittleness)
3. copper (ductility)
4. rubber (clasticity)
5. sponge (porosity)
V. Assignment:
Bring the following:
1. paper
2. clay
3. water
PHYSICAL CHANGE
I. Objectives:
1. Show that materials may change
in size, shape, volume or phase.
2. Observe that no new material is
formed when physical change
takes place.
II. Subject Matter:
Reference: Discover Science 6 by:
Academe
Pages: 247-248 PELC: 1.1
 Concepts: 2. The teacher let the pupils
 Physical change changes the infer that all the
appearance of a substance materials in the activity
but does not affect its undergone changes.
chemical properties. 3. The teacher asks the pupils if
 Some materials change in they observe any new
size, volume or phases materials formed while doing
without changing its the activity.
chemical components.
E. Generalization
Processes: 1. What is physical change?
Inferring 2. What are the changes that
Communicating may occur in a physical
Observing change?

Materials:
Paper, clay, egg, shell, pencil,
sharpener, manila paper
III. Procedures:
A. Review
1. The teacher gives examples
of matter and the pupils give
its physical properties.
B. Motivation
1. Have you been to a
parlor/barber shop?
2. What do you usually do
inside?
F. Application
1. In changing the phases of
water-solid-liquid-gas, does it
fall under physical
change? Why?
IV. Evaluation:
1. Give examples of physical
change.
2. Explain what changes occur.
V. Assignment:
1. What are chemical changes?

C. Activity CHEMICAL CHANGE

1. Pupils group themselves into
5. I. Objectives:
2. Pupils perform the following 1. Show how chemical changes take
activity: place in materials.
2. Observe that a new material is
formed when chemical change
Tear/Sharpen/ What Changes takes place.
Cut Occur?
Bend the ff: Size Shap Volum II. Subject Matter:
e e Reference: Discover Science 6 by
1. clay Academe
2. paper Page: 248 PELC: 1.2.2
3. egg shell
4. pencil Concepts:
A chemical change produces
D. Discussion new substances with new
1. The teacher discusses the properties. Once a chemical
correct answer.
 change takes place, the original What is formed? What is
substance is gone. produced?
4. What happen when you pour the
Processes: vinegar on the milk?
Observing What is formed? What is
Inferring produced?
Communicating 5. When burning the paper, what
happen to the paper? What is
Materials: formed? What is produced?
Rusty iron nail, apple, baking
powder, vinegar, milk, ice bag, D. Discussion
match, test tubes. 1. The teacher discusses the
correct answer.
III. Procedures: 2. Rectification of
A. Review misconceptions of the pupils
1. What is physical change? is done when necessary.
2. What are the changes that
may occur in an object? E. Generalization
1. What is chemical change?
B. Motivation 2. What are the changes that
1. Did you ever experience may occur in a chemical
doing activities then change?
accidentally came up with
something interesting? F. Application
1. What are the different
C. Activity chemical changes that occur
1. The pupils are grouped into in your body?
5. 2. What are the changes occur
2. Five stations are set-up. in a chemical change? Give
Before the pupils proceed to examples.
their stations, everybody is
aware of their roles and V. Assignment:
responsibilities. Explain the effects of change in
materials to the environment.
Station 1: Apple
Station 2: Rusty iron nail
Station 3: Baking soda +
vinegar CHEMICAL CHANGE
Station 4: Milk + vinegar
Station 5: Burning of I. Objectives:
paper 1. Describe how certain changes in
materials have good effect in the
Questions and Observations environment.
1. What happen to the exposed
surface of the apple? Examine. II. Subject Matter:
2. Examine the iron nail. What can Reference: Into the Future:
you see on the iron. Describe. Science and Health VI Juanita M.
3. What happen when you pour the Cruz, et al
vinegar on the baking soda? Pages: 122-125 PELC: 2.2
 Concepts: 2. The teacher will let the
 Chemical reactions alter or pupils read their textbook,
change the properties of the Into the Future: Science and
interacting substance. In the Health VI, pages 123-125 for
reaction, energy is either additional information.
released or absorbed.
 Materials produce a F. Application
beneficial when heated or 1. What are the good effects of
mixed with another physical/chemical change?
substance.
IV. Evaluation:
Processes: It is done during the discussion and
Describing reporting period.
Inferring
Communicating V. Assignment:
What are the bad effects of changes
Materials: in the environment?
Pentel pens, manila paper/A3
bond paper

III. Procedures: CHEMICAL CHANGE

A. Review
1. What is chemical change?
2. What are the different
changes which may occur in
a chemical change?
I. Objectives:
1. Describe how certain changes in
materials have good effect in
environment.

B. Motivation II. Subject Matter:

1. What are the effects of Reference: Into the Future:
changes (Physical/Chemical) Science and Health VI by Juanita
in our daily life? M. Cruz, et al
Pages : 122-125
C. Activity PELC: 2.1
1. The pupils go to their own
group and brainstorm about
the different good effects of Concepts:
changes in the environment. Chemical reactions alter or
change the properties of the
D. Discuss/Reporting interacting substance. In the
1. Leaders present their reaction, energy is either
answers. released or absorbed.
2. The teacher may elaborate Materials become
each good effect that the
pupils presented. Processes:
Describing
E. Generalization Inferring
1. What are the different good Communicating
effects of changes in the
environment? Materials:
 Pentel pens, manila paper/A3 It is done during the discussion and
bond papers reporting period.

III. Procedures: V. Assignment:

A. Review
1. What is chemical change?
2. What are the different changes
which may occur in a chemical
change?
B. Motivation
1. What are the effects of
changes in our daily life?
C. Activity
1. The pupils go to their own
group and brainstorm about
the different good
effects of changes (in
materials) in the
environment.
What are the bad effects of changes
in the environment?
CHEMICAL CHANGE
I. Objectives:
1. Describe how certain changes in
materials have bad effect in the
environment.
II. Subject Matter:
Reference: Into the Future:
Science and Health V by Juanita M.
Cruz, et al
Pages : 125-130PELC : 2.2

D. Discussion/Reporting Concepts :
1. Leaders present their Certain changes in materials
answers can have different bad effects in
2. The teacher may elaborate the environment. This may lead
each good effect that to pollution of air, soil and water.
the pupils presented.
3. Prompting questions will also Processes:
be asked. Describing
Inferring
E. Generalization Communicating
1. The pupils give the summary
of the lesson based Materials:
from their outputs which Pentel pens, manila paper,
they presented. adhesive tape
2. The teacher will let the
pupils read their textbook, III. Procedures:
Into the Future: Science and A. Review
Health VI, pages 123-125 for 1. What are the good effects of
additional information. changes in materials in our
environment?
F. Application
1. What if there is only B. Motivation
physical/chemical change 1. Do you think all the changes
that can occur in all the in the materials are
materials, what do you think beneficial to our
will happen? environment?
IV. Evaluation: 2. When do such changes
becomes harmful?

C. Activity
1. Pupils go to their groups and
discuss about the different
harmful effects of changes in
materials in our
environment.
2. Members of each groups
consolidate their answer on a
manila paper.
D. Discussion/Reporting
1. Pupils present their
consolidated answers.
2. Teacher asks questions to
scaffold and prompt the
presenters. She may discuss
further some vague
ideas/information.
E. Generalization
1. Pupils give the summary of
the lesson from their outputs.
F. Application
1. How can you minimize the
harmful effects of
changes that occur in
materials?
IV. Evaluation:
Evaluation is done during
discussion/reporting proper.
V. Assignment:
For additional information, pupils
read page 125-130 of their Science
textbook, Into the Future: Science
and Health VI
ENERGY
I. Objectives:
1. Recall the meaning of energy.
2. Infer how plants and animals
obtain energy.
II. Subject Matter:
Reference: My Pals are Here:
Energy P5-6
by Koh Siew Luan et al
Pages: 8-11 PELC: 1.1
Concepts:
 Energy is the capacity to do
work.. It is measured in
joules. Anything which is
able to do work is said
to possess energy.
 Living things need energy to
carry out life processes
and stay alive.
 Animals get their energy by
eating other living things.
Plants make their own
food by the process called
photosynthesis. The food
produced by plants becomes
their source of energy.
Processes:
Identifying
Describing
Inferring
Materials:
Science textbook, Into the
Future
Manila paper
III. Procedures:
A. Checking of Assignments
1. Pupils open their notebooks
and let their classmates
check their assignments.
2. Teacher explain each item.
B. Review
1. What are the different
harmful effects of changes in
our environment?
C. Motivation
1. The teacher asks volunteers
to lift a bag, run towards the
end of the room and jump up
and down.
 a. Why do you think they were
able to lift the bag, run and
jump?
2. Pupils infer that energy is
used in order to do any work.
D. Presentation
1. The teacher introduces the
word energy. (For section 1
and 2), the teacher will just
recall what energy is.)
2. What do living things need to
stay alive?
3. The teacher explains that the
sun is the main source of
energy.
E. Discussion
1. How do plants and animals
obtain energy?
2. The teacher explains the
process of photosynthesis?
3. The teacher will also relate
food chain in obtaining
energy.
F. Generalization
1. What is energy?
2. How do plants and animals
obtain energy?
G. Application
1. Do you think only living
things need energy? Why?
IV. Evaluation:
1. What is the main source of
energy?
2. How do plants obtain energy?
3. How do animals obtain energy
in order to stay alive?
V. Assignment:
1. What are the forms of energy?
Bring bottles for the next
activity.
ENERGY
I. Objectives:
1. Identify the 2 forms of energy.
2. List examples of kinetic and
potential energy.
II. Subject Matter:
Reference: My Pals are Here!
Energy P5 & 6
By Koh Siew Luan, et al
Pages: 14-17 PELC: 1.1
Concepts:
 A moving object has
movement energy or kinetic
energy. The faster an object
moves, the greater its kinetic
energy. Kinetic energy of an
object depends on its mass
and on its speed. Kinetic
energy of moving objects can
be used to do work.
 Potential Energy is a stored
energy. The energy stored in
an object due to its position
is also called potential
energy.
Processes:
Identifying
Listing
Observing
Materials:
Spring, battery, biscuits, ball
bottled water
Manila paper, pictures from
MPaH!
III. Procedures:
A. Review
1. How do plants obtain their
food?
2. How do animals obtain
energy?
B. Motivation
 1. In what form does energy
exist?
2. The teacher shows a picture
of a surfer and a rolling
waves.
- Do you think they
possess energy? Why?
C. Presentation
1. The teacher explains the 2
forms of energy based from
the pictures and materials
presented.
2. Pupils define and give
additional inputs about the 2
forms of energy (based from
their homework).
D. Discussion
1. Pupils give example of
potential and kinetic energy.
Pupils explain why they think
the examples they gave
possessed either kinetic or
potential energy.
2. The teacher explains further if
necessary.
E. Generalization
1. Pupils make a concept map
of energy which include
potential and kinetic energy.
F. Application
1. Is it true that the faster an
object moves, the more
kinetic energy it has?
The pupils perform an
activity by rolling a ball
towards the bottled water
with different speed.
IV. Evaluation:
1. What are the 2 forms of energy?
2. What is kinetic energy?
3. What is potential energy?
4. List examples of kinetic and
potential energy.
V. Assignment:
1. Does the potential energy of an
object change when it is lifted
higher? Find out.
POTENTIAL ENERGY
I. Objective:
1. Identify the 3 forms of potential
energy.
2. List forms of energy under each
form.
II. Subject Matter:
Reference: MPaH! Energy: P5 & P6
by Koh Siew Luan, et al
Pages: 16-19 PELC : 1.1
Concepts :
PE exists in 3 forms. These are
gravitational PE, Chemical PE,
and clastic potential energy.
 Gravitational PE is an object
has because of its position
above the ground.
 Chemical energy is found in
food, batteries and fuels.
 Clastic PE is found in a
stretched rubber band, bow
or compressed spring.
Processes:
Identifying
Describing
Inferring
Materials:
Pictures from MPaH!
Manila paper
III. Procedures:
A. Checking of Assignment
Pupils exchange notebooks and
check the assignments of their
seatmates.
B. Review
1. What are the 2 general
classifications of energy?
2. Give examples of PE & KE.
 V. Assignment:
C. Motivation 1. Make a concept map of PE.
1. Group the following together: 2. List more examples of PE from
battery used to operate a under the 3.3 forms.
calculator
rubber band
stone on the top of the table
spring MECHANICAL ENERGY
food like vegetables and
fruits I. Objectives:
skater on the top of a ramp 1. Identify the sources of
mechanical energy.
D. Presentation 2. List the uses of mechanical
1. The teacher explains that energy.
there are 3 forms of
PE II. Subject Matter:
2. Definition of each form will Reference: Cyber Science 6 by
be given. Hayda M. Villana, et al
Pages : 172 and 182
E. Discussion PELC : 1.1
1. Based from the give
examples on the Concepts :
motivational part, why do /  Mechanical Energy is
how do the materials are inherent in moving bodies. It
classified? is the energy that enables
2. The teacher asks for more body to do work.
examples.  When your muscles move,
mechanical energy is used to
F. Generalization do work. Machines possess
1. What are the 3 forms of PE? mechanical energy too.
2. Give examples.
Processes:
G. Application Identifying
1. How do you obtain the Listing
information on how much Communicating
energy a type of 5 food
provides? Materials:
Through the “nutrition Manila paper, electric fan
information” found on its
packaging. III. Procedures:
A. Review
IV. Evaluation: 1. What are the 3 forms of PE?
Identify what form of PE are the 2. Give examples of each form.
following:
1. fruits on the top of the tree B. Motivation
2. bow 1. The teacher asks a volunteer
3. biscuits to perform an exercise in
4. battery front of the class.
5. coal - What made him/her
move?
 - What kind of energy was
used to move his/her
muscle? Concepts:
 Electrical energy is the most
C. Presentation useful form of energy in our
1. The teacher defines lives. It is the widely used
mechanical energy. form of energy. Without
2. Some examples of materials electrical energy, machines
that makes use of ME are and appliances will not work.
also cited/showed.  Electricity can be static or
current.
D. Discussion
1. What are the other sources Processes:
of ME? Describing
2. What are the uses of ME? Enumerating
Observing
E. Generalization
Pupils make a concept map ME Materials:
on the board. Ballpen, tiny pieces of paper,
manila paper
F. Application
Look around you and draw III. Procedures:
examples of the uses of ME in A. Review
your notebook. 1. What is mechanical energy?
2. What are the uses of
IV. Evaluation: mechanical energy?
1. What are the different sources
of ME? B. Motivation
2. Give the different uses of ME in Have you experienced a day or
our daily living. two of “blackout”?
1. What activities you cannot do
V. Assignment: without electric current?
1. What is electrical energy? 2. Can you live conveniently?
2. What are the uses of electrical Why?
energy?
C. Presentation
1. The teacher asks the pupils
to rub their pens against
ELECTRICAL ENERGY their hair and let them pick
the pieces of tiny paper.
I. Objectives: 2. The teacher will now explain
1. Describing how electrical static and current electricity.
energy is generated.
2. Enumerating uses of energy. D. Discussion
1. How do you think the
II. Subject Matter: electrical energy is
Reference: Cyber Science VI by generated?
Hayda M. Villana, et al 2. What are the uses of
Pages: 174 and 184 electrical energy?
PELC: 1.1
 3. Number Heads Together is
done as cooperative
learning strategy.
SOUND ENERGY
E. Generalization
1. Pupils have to do/make a I. Objectives:
concept map of what they 1. Describe how sound energy is
have learned. formed.
2. Cite how electrical energy is
F. Application used.
1. What are the modes of
transportation which make II. Subject Matter:
use of electrical energy? Reference: Science Spectrum VI by
2. What are the advantages? Rebecca R. Fallaria et al
IV. Evaluation: Pages: 152-153 PELC: 1.1
1. How does electrical energy
generated? Concepts:
2. List/enumerate the uses of Sound is the result of
electrical energy. mechanical energy that causes
something to vibrate. It is all
V. Assignment: around us. Sounds can be loud
1. What is sound energy? like a thunder, or soft like a
2. What are the uses of sound whisper.
energy? Sound is used in many ways
such as in communication and in
studying the physical world.
Now, it is widely used in
technology, particularly the
ultrasonic waves.
I. Objectives:
1. Answer the questions correctly. Processes:
2. Follow the directions carefully. Describing
Enumerating
II. Summative Test: Identifying
Materials:
Manila paper Materials:
Manila paper, whistle
III. Procedures:
A. Preparatory Activities III. Procedures:
Pupils prepare for the test A. Review
B. Recalling of Standards in 1. What are the sources of
Taking the Test electrical energy?
C. Giving Directions 2. What are the uses of
D. Testing Proper electrical energy?
E. Passing of their Answer
Sheets B. Motivation
1. How important is sound
IV. Assignment: energy?
1. Study sound energy. List some Imagine the world without
uses of sound energy. sound. How now you feel?
 C. Presentation
1. The teacher asks a volunteer
to blow a whistle.
- What do you observe on
the opening of the
whistle?
- How does the air flow?
= Air rushing past an
obstacle fast enough to
cause turbulence
generates sound waves.
2. The teacher explains how
sound is formed and
produced.
(Pupils may put their fingers on
their neck and feel their vocal
cords)
D. Discussion
1. What are the uses of sound
energy?
2. When do you usually use
sound?
3. How can sound be used in
medical field or in
communication?
E. Generalization
1. How is sound energy
generated?
2. What are the uses of sound
energy?
RADIANT ENERGY
I. Objectives:
1. Describe radiant energy.
2. Cite some uses of radiant
energy.
II. Subject Matter:
Reference: Science Spectrum VI by
Rebecca R. Fallaria et al
Pages: 153-155PELC: 1.1
Concepts:
 Radiant energy can travel
through an empty space
(vacuum). It is produced by
nuclear reactions.
 The sun and the stars are the
sources of radiant energy.
Radiant energy maybe in the
form of light, radio waves,
infrared waves, ultraviolet,
radiation, x-rays and gamma
rays.
Processes:
Describing
Enumerating
Predicting
Materials:
Manila paper

F. Application III. Procedures:

1. How can sound prevent A. Review
accidents? 1. What is sound energy?
2. What are the uses of sound
IV. Evaluation: energy?
1. Make a concept map of sound
energy. Include how sound B. Motivation
energy is generated and its 1. What is the most important
uses. form of energy? Why?

V. Assignment: C. Activity
1. What is radiant energy? 1. The teacher briefly explains
2. What are the uses of radiant radiant energy.
energy? 2. Pupils are given 15 minutes
to list the different uses of
 radiant energy based from
their prior knowledge.
D. Reporting/Discussion
1. Leader of each group reports
their output.
2. Teacher asks questions that
lead the answers of the
pupils to the right science
concept.
3. Misconceptions are rectified.
E. Generalization
1. Based from all the different
inputs, pupils consolidate
their answers/outputs.
2. The teacher writes on the
board all the consolidated
answer (uses of radiant
energy)
F. Application
1. How can radiant energy from
the sun causes changes in
earth’s weather condition?
IV. Evaluation:
1. What is radiant energy?
2. Enumerate/cite some uses of
radiant energy.
V. Assignment:
1. What is nuclear energy?
2. How is nuclear energy
generated?
NUCLEAR ENERGY
I. Objectives:
1. Describe how nuclear energy is
formed.
2. Cite some uses of nuclear
energy.
II. Subject Matter:
Reference: Science Spectrum VI by
Rebecca R. Fallaria et al
Pages: 161-162
PELC: 1.1
Concepts:
 Nuclear energy comes from
either splitting or
combining particles from
the nucleus of an atom.
 Nuclear fission is the
splitting of a nucleus while
nuclear fusion is the
combination of light nuclei to
form a heavier nucleus.
 Nuclear energy can be both
helpful and harmful to man.
Processes:
Describing
Communicating
Enumerating
Materials:
Manila paper, picture of nuclear
power plant on a folder.
III. Procedures:
A. Review
1. What is sound energy?
2. What are the uses of sound?
B. Motivation
During WW II, what is the
dreaded event that occurred in
Japan?
- America dropped atomic
nuclear bomb in Hiroshima
and Nagasaki, Japan.
C. Presentation
1. The teacher explains nuclear
energy, how it is formed and
the different uses.
2. The teacher relates and
explains further nuclear
energy in connection with
the atomic bomb dropped in
Japan.
D. Discussion
 1. What is nuclear energy?
2. What are different uses of Processes:
nuclear energy? Describing
Enumerating
E. Generalization Observing
1. Pupils describe nuclear Inferring
energy. They will also
enumerate its uses. Materials:
Manila paper, hand boiler, tripod
F. Application stand, alcohol lamp, wire gauze,
Nuclear power plant can beaker
produce trillion times of energy
more than any other power III. Procedures:
plant. Do you think it is worthy A. Review
to produce electricity in a 1. What is nuclear energy?
nuclear power plant knowing 2. What are the uses of nuclear
the dreadful side effects on our energy?
environment?
B. Motivation
IV. Evaluation: 1. The teacher asks for 2
Make a concept map of nuclear volunteers.
energy. Include its meaning and Pupil 1 walks around the
uses. room.
Pupil 2 runs around the
V. Assignment: room.
1. What is heat/thermal energy?  Which among the 2 pupils
2. What are the uses of feel hotter?
heat/thermal energy?
C. Activity
Before the activity, the teacher
briefly relates the movement of
THERMAL ENERGY the 2 pupils to the movement of
molecules in any given matter.
I. Objectives: 1. Hand boiler (alcohol)
1. Describe how heat/thermal  Why do you think the
energy is formed. alcohol goes up of the
2. Enumerate the sources of container?
heat/thermal energy.  What causes the alcohol
to boil?
II. Subject Matter:
Reference: Cyber Science VI 2. Boiling water (beaker)
by Hayda M. Villana  What happens to the
Page: 176 water in the beaker as it
PELC: 1.1 becomes hotter?
 What causes the water to
Concepts: boil?
Heat energy is a common form  What happens to the
of energy present in everybody due molecules of water as it
to motion of its molecules. It becomes hotter?
is also called thermal energy.
 D. Discussion
1. The teacher let the pupils
answer the question in the 2
activities.
2. Pupils share to the class their
answers/observations.
3. The teacher rectifies any
misconceptions.
4. Pupils check their answers.
This is to develop awareness
on them. It is also for them
to know/realize and evaluate
their own observations.
E. Generalization
1. Based from our 2 activities,
how would you describe heat
energy?
2. What are the sources of heat
energy?
F. Application
1. Cite some ways of producing
heat.
IV. Evaluation:
1. How is heat/thermal energy
produced?
2. What are the different sources
of heat?
V. Assignment:
1. What is conservation of energy?
2. Cite some examples of how
energy is being transformed.
ENERGY
I. Objective:
1. Investigate change in energy.
II. Subject Matter:
Reference: Cyber Science VI
Page: 201
PELC: 1.2
Materials:
Mechanically operated flashlight,
toy car, candle, flashlight, MP3
Concepts:
 Energy cannot be created nor
destroyed. It may be
transformed from one form into
another, but the total amount of
energy never changes.
 A motor is a device that
transforms electrical energy
to mechanical energy.
 A generator is a device that
transforms mechanical energy
to electrical energy
Processes:
Identifying
Observing
Investigating
III. Procedures:
A. Review
1. What is heat energy?
2. How is heat energy/thermal
energy produced?
B. Motivation
Identify the form/s of energy
used by the following
objects/materials:
a. electric fan
b. television
c. guitar
- Are these forms present in
the material all at the same
time?
C. Group Activity
Each group is given one
gadget/object to investigate the
transformation of energy. But,
prior to that, the teacher will
briefly explains first the law of
conservation.
1. Mechanically operated
flashlight
 1.1. Turn the lever of How is energy transformed from
the flashlight. one form to another. Cite
What is produced? evidence that energy can be
1.2. What are the transformed.
different forms of
energy produced? IV. Evaluation:
Arrange the sequence Complete the concept map below
of energy production. on energy transformation of a
2. Toy car moving car.
2.1 Switch on the toy car.
What form of energy is 1
produced? Arrange the .
sequence of energy of . is changed
energy to
production.
3. Lighted candle 2 3 4
Lit the candle using a match . . .
stick. What form of energy is .
produced? Arrange the which
sequence of energy gives which
production. is
4. MP3
4.1 Switch on the MP3. 5
2 released into
What form of energy are environment
produced? Arrange the .
sequence of energy
production. V. Assignment:
5. Lighted bulb (flashlight) 1. Name 3 energy transformations
5.1. Switch on the of objects/gadgets found in your
flashlight. What home.
form of energy is 2. What are conduction, convection
produced? Arrange the and radiation?
sequence of energy
production.

D. Discussion HEAT ENERGY

Answers from the activity will be
discussed. Leading questions I. Objective:
will be asked to help the pupils 1. Identify the different ways on
arrived at the correct concept. how heat energy can be
- Are all the forms of energy transferred.
present in the materials all
at the same time? II. Subject Matter:
Reference: Cyber Science VI
E. Generalization Pages: 206-207
1. How can you show that PELC: 1.2
energy can be changed from
one form to another? Materials:
F. Application
 Tripod stand, black pepper,
beaker, alcohol lamp, candle,
match stick, manila paper
Concepts:
Heat always transfers travels or
flows from a high temperature
to a low temperature.
 Conduction is a method of
heat transfer by direct
contact of a part of a body
with the source of heat.
 Convection is a method of
heat transfer that depends
upon the movement of the
material that is heated. This
method happens in liquids
and gases.
 Radiant is a method of
heat transfer in which energy
is transmitted by waves
through space.
Processes:
Identifying
Observing
Investigating
III. Procedures:
A. Review
1. What is law of conservation
of energy?
2. Show the
arrangement/sequence of
energy transformation that
occur in a battery
operated toy car.
B. Motivation
During the transformation of
energy, what form of energy is
always produced? Where does
it usually go?
C. Activity
Before the activity, the teacher
briefly discuss the 3 methods of
energy transfer.
1. Spoon in a beaker of hot
water
What happens to the handle of
the spoon after few
minutes?
What method of heat transfer
is observe?
2. Boiling water with black
pepper.
What do you observe on the
black pepper? Draw your
observation.
What method of heat transfer
is observed?
3. Lighted candle
If you put your hand near the
lighted candle (necessary
precaution should be
observed), what do you
feel?
What method of heat transfer
is observed?
D. Discussion
Answer from the activity will be
discussed. Leading questions
will be asked to help them
arrived at the correct science
concepts.
E. Generalization
1. What are the methods of heat
transfer? Differentiate each
method from one another.
F. Application
Can you recall how a breeze is
created?
- Warm air rises. Cold air
from a cooler place blows
to the heated place.
IV. Evaluation:
Identify the method of heat
transfer.
1. wind blows (convection)
2. cooking lechon (radiation)
3. microwave oven (radiation)
4. hot compress (conduction)
5. boiling water (convection)
MOTION a. Lydia de Vega
negotiated a 100-
I. Objective: meter distance in 12
1. Measure the speed/velocity of seconds. How fast
an objection motion. could Lydia run?
b. A racing car can run
II. Subject Matter: 200km per hour. How
Reference: Science and Health VI, fast can a racing car
Teacher’s Manual run?
Pages: 119-120
PELC: 2.1 2. Pupils identify the distance
and time – the two
Materials: components of speed.
Timer, manila paper
D. Discussion
Concepts: 1. The teacher elaborates the
 The speed of an object is units of measurement of
measured in terms of time and distance.
distance and time. 2. The teacher asks a volunteer
 Velocity is the speed of a to run around the room
moving object in a specified and let them compute the
directions. speed.
 Distance is expressed in 3. Speed and velocity are
meters and time in seconds. differentiated.

Processes: E. Generalization
Defining 1. How does speed differ from
Identifying velocity?
Calculating/Measuring 2. What is the formula?

III. Procedures: F. Application

A. Review 1. What is the speed of
1. What are the 3 methods of light/sound?
heat transfer? Which travels faster in an
2. Give examples of empty space?
objects/gadgets which
undergo any method of heat IV. Evaluation:
transfer. 1. What is the speed of Jerry if he
runs zoom in 50 seconds?
B. Motivation 2. Give an example of
1. Do you know the fastest land speed/velocity.
mammal? fastest fish, insect?
2. How about the slowest? V. Assignment:
1. Make a venn diagram which
C. Presentation compares speed from velocity.
1. The teacher let the pupils
derived the formula
based from the given
situations ACCELERATION
I. Objectives:
1. Define acceleration.
2. Calculate the acceleration of a
moving object.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI
Pages: 186-188 PELC: 2.2
Materials:
Manila paper, pictures
Concepts:
 Acceleration is the change in
velocity over time.
Deceleration is negative
acceleration.
 Acceleration is caused by an
applied force and is affected
by the mass of a body.
Processes:
Defining
Calculating
III. Procedures:
A. Checking of Assignments
Pupils check their answers on
pages 177 and 188 of their
Science textbook.
B. Review
A man runs at 200-meter cast.
If it took in 18 seconds, what is
his velocity?
C. Motivation
When you are biking on an
uphill or downward road, does
the bikes velocity change from
time to time?
D. Presentation
1. The teacher introduces the
word acceleration.
2. The teacher presents a
problem situation.
A car moves from rest (0) to
20mls in 10 seconds. What is
the acceleration of the car?
3. The teacher show the step-
by-step way of
solving the problem. Then,
she will give another
problem which the
pupils will solve.
 A bicycle moves from rest
to 40mls in 5 seconds.
What is the acceleration?
 What is its acceleration if
it takes the bus 20
seconds to stop and pick
up passengers on its
route? – deceleration.
E. Discussion
1. The teacher let the pupils
infer the difference
between acceleration and
deceleration based from the
given examples.
F. Generalization
1. What is acceleration?
2. What are the factors that you
should know for you to
calculate the acceleration of
a moving object?
G. Application
1. When do cars accelerate or
decelerate?
IV. Evaluation:
1. A train is travelling at a speed of
30 mls.
What is its acceleration if it
takes the train 3 seconds to
stop?
2. A car travelling at 15 mls.
increases its speed to 25 mls. in
5 seconds. What is its
acceleration?
V. Assignment:
Activity 5.3 of their Science
textbook, Into the Future: Science
and Health VI, page 188.

MASS AND SHAPE OF AN OBJECT
I. Objective:
1. Infer that mass and shape of an
object affect its movement.
II. Subject Matter:
Reference: Science Spectrum VI
Pages: 178-179
PELC: 2.0
Materials:
Tin cans, clay, match box
Manila paper
Concepts:
 Mass and shape of an object
affect its movement.
 The heavier the object is, the
slower the movement of an
object.
Processes:
Identifying
Predicting
Communicating
Inferring
III. Procedures:
A. Review
1. What is acceleration?
2. How do you get the
acceleration of a moving
object?
B. Motivation
1. Utilizing Think-Pair-Share,
pupils discuss their
assumptions of the factors
that affect the movement of
an object.
2. The teacher writes on the
board their answers.
Leading questions will be
asked.
C. Group Activity
Procedures and Observations:
A. MASS
1. Given 2 tin cans with
different weight. Push
the tin cans one-by-one
applying the same force.
Which moved farther?
Why?
2. Put the 2 matchboxes on
the same line. Push
them one-by-one. Which
do you think moved
farther? (NOTE: Some
amount of force should
be used on both match
boxes).
B. SHAPE
1. Given 2 pieces of clay of
the same size. Mold the
clay into a circle and a
square/cube.
2. Roll slide the cube-
shaped clay and the
spheroid clay applying
the same amount of
force. Which reached a
greater distance?
D. Discussion
The teacher discusses the
correct answers from the
activity.
E. Generalization
Based from the activities that
you performed, what conclusion
can you make?
F. Application
What is the advantage of
knowing that shape/mass of an
object affects its movement?
IV. Evaluation:
1. How can mass/shape of an
object affects its movement?
V. Assignment:
1. What are the other external
factors that affect the movement
of an object?
AIR PRESSURE
 2.1. What do you observe?
I. Objective: Describe.
1. Describing how air pressure 2.2. What causes the
affects the movement of objects. object to move? How?
B. Crashing Soda Cans/Tin
II. Subject Matter: Cans
Reference: North Indiana 1. Hang the soda cans
University (Online) making sure that they are
PELC: 3.0 few centimeters apart.
2. Blow a strong burst of air
Materials: between the soda cans.
Paper strips, tin cans Observe the result.
2.1. What do you observe?
Concepts: Describe.
 Air pressure affects the 2.2. What causes the
movement of an object. object to move?
It is the result of “press” of Describe.
air.
 Air can be a force from a D. Discussion
push. 1. How do air pressure
affects the movement of
Processes: objects?
Describing The teacher will
Observing elaborate and discuss the
Communicating answers from the activity
Inferring
E. Generalization
III. Procedures: 1. Describe how air pressure
A. Review can affect the movement
1. How can mass affect the of an object.
movement of an object?
2. Why do you think wheels are F. Application
round? 1. How does air balloon
floats on the sky? What
B. Motivation external factors are
1. Why do objects move? involved?
The teacher elicits responses
by providing prompts, IV. Evaluation:
such as: What would make a Sketch how air pressure affects the
paper sway? movement of objects. Describe
your work.
C. Activity
The teacher briefly discuss what V. Assignment:
air pressure is. 1. How can friction affect the
A. Paper Strips movement of objects?
1. Take the strip of paper
and hold it near your
mouth.
2. Blow air across the top of FRICTION
it. Observe the result.
I. Objectives: the smooth surface or on the
1. Describe how friction affects the rough surface? __________
movement of objects. ______________________________
3. Given the plain inclined
II. Subject Matter: boards with smooth
Reference: North Indiana and rough surfaces, test on
University (Online) which surface can the
PELC: matchbox car has a greater
speed.
Materials: 3.1 Which surface does
Inclined planes with smooth and the matchbox car move
rough surfaces, matchboxes faster? Why? ________
__________________________
4. What surface has a
greater/produce a greater
Concepts: friction? _________________
 Friction is a force that 5. How does friction affect the
opposes motion. It makes an movement of objects?
object difficult to move ____________
across a surface.
 Friction is present even in D. Discussion
two smooth surfaces. 1. How do different surface
types influence the amount of
Processes: friction?
Describing 2. The teacher discusses the
Observing correct answer of the
Communicating questions from the activity.
Inferring
E. Generalization
III. Procedures: Describe how friction affect the
A. Review movement of objects.
1. How can air pressure affect
the movement of an F. Application
object? Why are there some patterns
found in the soles of the shoes?
B. Motivation
1. What would make an object IV. Evaluation:
stop/slow down? 1. What is friction?
2. Give examples of activities in
C. Activity which friction is present.
The teacher briefly discuss the
meaning of friction. The effects V. Assignment:
of friction is up for the pupils to Name some examples which you
discover through the activity. think friction is beneficial and some
examples which friction is not
Procedures and Observations: beneficial.
1. Get the materials from the
teacher.
2. Make a prediction. Will the
matchbox can move faster on
 Please refer to Workbook on
I. Objective: Science VI, Lesson 38, page 62.
1. Review the least mastered skills
about the different forms of V. Assignment:
energy. Pupils may continue in doing their
concept maps about the different
II. Subject Matter: forms of energy.
Reference: Test Questions Adopted
from Second Periodical Test

Materials: DIFFERENT FORMS OF ENERGY

Test Papers/Manila paper
I. Objective:
1. Enrich the pupils about the
Concepts: different forms of energy.
Changes in Matter: Physical
and Chemical II. Subject Matter:
Energy transformations Reference: Science Spectrum VI
Pages: 153-160
Processes: PELC: 1.2
Identifying
Describing Materials:
Evaluating Bond paper, pad paper
Concepts:
III. Procedures: There are different forms of
A. Checking of Assignments energy. These include
- Passing of concept maps and mechanical, electrical, chemical,
projects radiant, sound, nuclear and heat
energy.
B. Presentation
1. Pupils are given a chance to Processes:
answer or explain their Identifying
answers in every item. Describing
2. The teacher guides the Evaluating
answers of the pupils.
III. Procedures:
C. Discussion A. Review
1. After reading the questions 1. What is energy?
and answering, the 2. What are the different forms
teacher tries to explain the of energy?
correct answer. This is to
master the concept related to B. Motivation
the lesson. 1. What are the different forms
of energy?
D. Generalization 2. Cite some forms of energy
Pupils consolidate what they and their uses which you
have learned. usually encounter in your
daily living.
IV. Evaluation:
C. Presentation
 1. The teacher asks the pupils
to identify the different forms
of energy that they know.
2. Pupils give examples of
objects/gadgets which
produce different forms of
energy.
Metacards, manila paper
Concepts :
Energy cannot be created nor
destroyed. It can only be
transformed into another form
of energy.

D. Discussion Processes:
1. Pupils discuss the given Identifying
examples. Generating
2. The teacher may elaborate Evaluating
the different forms of energy.
III. Procedures:
E. Generalization A. Review
1. Pupils consolidate everything 1. What are the forms of
they have learned about the energy?
forms of energy through a 2. What are the uses of the
definition concept map. different forms of energy?

F. Application B. Motivation
1. What do you think is the 1. What does a swinging
most important form of pendulum show?
energy?
C. Presentation
IV. Evaluation: 1. The teacher shows the
Please refer on page 62 of transformation of energy in
Workbook on Science 6. electric fan, lighted candle
and a computer.
2. Pupils take note how each
VI. Assignment: form of energy is
Pupils may continue do their transformed into other
assignment about the definition forms.
concept maps of the different forms
of energy. D. Discussion
1. Pupils go to their respective
groups.
2. The teacher posts one
DIFFERENT FORMS OF ENERGY object/gadgets. The group
must show the
I. Objective: transformation of energy.
1. Identify the different forms of 3. Each group is given a chance
energy that are transformed in to answer and show to the
given objects/gadgets. class their answers.

II. Subject Matter: E. Generalization

Reference: Cyber Science VI 1. What is law of conservation
Pages: 200-201 PELC : 1.2 of energy?

Materials : F. Application
 1. How is the energy from the 1. What is energy?
food we eat is transformed 2. What are the different forms
when we are dancing and of energy?
singing?
B. Motivation
IV. Evaluation: 1. What are the different forms
1. Show the transformation of of energy that you usually
energy. encounter?
a. buzzer
b. calculator C. Activity
c. battery 1. Based from the previous
d. cellphone discussions, pupils construct
e. ultrasound a definition concept map of
every form of energy.
V. Assignment:
Look for 3 appliances in your home. D. Discussion
Show the transformation of energy. 1. Each item of energy is
discussed. Pupils refer to
their concept maps.

DIFFERENT FORMS OF ENERGY E. Generalization

1. How did you construct your
I. Objective: concept maps?
1. Construct concept maps of the 2. How did you connect each
different forms of energy. idea from one another?

F. Application
II. Subject Matter: 1. Do you find it useful
Reference: Science Spectrum VI definition concept maps?
Pages: 162-170 What are the advantages?
PELC: 1.2
IV. Evaluation:
Materials: Evaluation is based from the output
Construction paper of the pupils.
Colored paper
V. Assignment:
Concepts: What are the different interior
There are different forms of layers of the earth?
energy.
These include mechanical,
electrical, chemical, radiant,
sound, nuclear and heat energy.
INTERIOR LAYERS OF THE EARTH

Processes: I. Objective:
Identifying 1. Describe the interior layers of
Describing the earth.

III. Procedures: II. Subject Matter:

A. Review Reference: Cyber Science VI
 Pages: 238-239 PELC: 1.1
Materials:
Eggs cut into half (crosswise)
Manila paper
Concepts:
 There are three interior
layers of the earth.
 The core is located in the
center of the earth.
 The mantle extends to about
3,000km down under the
earth’s crust. It is the
largest earth’s layer.
 The crust is the outermost
layer of the earth. It is made
up of continental and oceanic
crust.
Processes:
Identifying
Describing
Inferring
III. Procedures:
A. Review
Pupils answer item number 1-8
of their Second Periodical Test.
The teacher discusses the
correct answer.
B. Motivation
1. The teacher shows an egg.
2. Pupils describe the egg.
3. The teacher associates the
egg to the interior
layer of the earth.
C. Presentation
1. The teacher explains that the
layers of the egg resemble
the interior layers of the
earth.
2. The teacher draws the
different layers of the earth
on the board.
D. Discussion
1. Pupils describe the different
layers of the earth.
2. The teacher discusses the
different compositions of
every layer.
E. Generalization
1. What are the different
interior layers of the earth?
2. What are the compositions of
each layer?
F. Application
1. What is the importance of
knowing the earth’s interior
layer?
IV. Evaluation:
1. What are the different interior
layers of the earth?
2. What is the layer beneath the
crust?
3. What layer is found in the
innermost part of the earth?
V. Assignment:
1. Find out why the earth’s interior
is very hot.
CRUSTAL PLATES
I. Objective:
1. Identify the different crustal
plates.
II. Subject Matter:
Reference: Into the Future
Pages: 199-201
PELC: 1.2
Materials:
Science textbook, manila paper
Concepts:
 The seven crustal plates of
the Earth are Eurasian,
Pacific, Indian, Australian,
 Antarctic, Africa and
American plates.
 The crustal plates float over
a liquid so called
asthenosphere.
1. In what crustal plate is the
Philippines situated?
IV. Evaluation:
Identify the seven crustal plates:

Processes: 1. 4. 7.
Identifying 2. 5.
Describing 3. 6.

III. Procedures: V. Assignment:

A. Review 1. What are the evidences which
1. What are the different supports the continental drift
interior layers of the earth? theory?
2. Describe each layer of the
earth.

B. Motivation EARTHQUAKE
1. The teacher shows picture of
Pangea. I. Objective:
2. The teacher explains that 1. Describe how an earthquake
before there is only one great occurs.
land mass which drifted
apart (continental drift II. Subject Matter:
theory) Reference: Science Spectrum VI
Pages: 197-199
C. Presentation PELC: 2.1
1. The teacher explains the Materials:
theories involved on how the Books, clay, pencil, manila
sea floor was developed. paper, ruler
2. Pupils do Activity 6.2 Crusty
Plates in their notebooks. Concepts:
3. The teacher explains how the  A plate is a rigid block of
plates move. Earth’s crust about 50-150
km thick.
D. Discussion  When rock layers are under
1. How do the different crustal stress, they can bend, tilt,
plates move? twist, or break. The three
2. What are the different types of stress that cause the
crustal plates? deformation of the rock
layers in the tectonic plates
E. Generalization are compression, tension,
1. What are the different and shearing.
theories which explain the
development of sea floor? Processes:
2. Enumerate the 7 major Describing
crustal plates in the world. Identifying
Demonstrating
F. Application Communicating
Predicting
III. Procedures:
A. Review CRUSTAL PLATES
Name the different crustal
plates. I. Objective:
B. Motivation
1. Did you ever wonder how the
trenches, mountains and falls II.
are formed?
2. Pupils are encouraged to
predict.
C. Presentation
1. The teacher explains that
formation of trenches,
mountains, volcanoes is
caused by the movement of
crustal plates which also
produces earthquake.
2. Pupils do Activity 6.3, on
page 202. Every group
performs the activity.
D. Discussion
1. Pupils share to the class their
answers.
2. Using the clays, the teacher
shows the different crustal
movements which cause
earthquakes.
E. Generalization
Pupils describe how earthquake
occurs by describing the III. Procedures:
movement of the crustal plates.
F. Application
Using two pieces of ruler, show
how the crustal plates move.
IV. Evaluation:
1. What might happen if the crust
is under stress?
2. What are the 3 types of stress?
3. How does an earthquake occur?
V. Assignment:
1. What is “Ring of Fire”?
Describe.
1. Illustrate the three types of
movement in the crustal plates.
Subject Matter:
Reference: Science Spectrum VI
Pages: 197-198 PELC: 2.2
Materials:
Pictures of the different plate
boundaries, clay
Concepts:
 Two plates meet and collide
in the convergent zone.
 In a transform fault, two
plates slide passively past
each other with no creation
or destruction of lithosphere.
 In a divergent boundary, two
plates move apart and a
space is left between the
plates.
Processing:
Identifying
Describing
Predicting
Inferring
A. Review
1. How does an earthquake
occur?
2. What do you call the upper
mantle where the crustal
plates float?
B. Motivation
1. Pupils are encouraged to
predict on how the different
plates move?
2. The teacher may ask the
pupils to demonstrate using
the clays.
 C. Presentation
1. The teacher shows the
pictures of different plate
boundaries. Plate
boundaries are where the
tectonic plates meet.
2. The teacher asks pupils to
show to the class how the
different movements
(based from the
pictures/drawings) of the
tectonic plates create
boundaries.
D. Discussion
1. The teacher explains the
different land formations
which are caused by the
plates movements.
E. Generalization
1. What are different plate
boundaries?
2. How are they formed?
F. Application
1. Pupils illustrate in their
notebooks the different
movements of crustal plates.
IV. Evaluation:
1. What are the different plate
boundaries?
2. What type of movement caused
each type of boundaries?
3. Illustrate the types of
movements of the tectonic
plates.
V. Assignment:
Find out Marikina fault. Be able to
share to the class next week.
EARTHQUAKE
Intensity and Magnitude
I. Objective:
1. Differentiate intensity from the
magnitude of an earthquake.
II. Subject Matter:
Reference: Science Spectrum VI
Pages: 202-203 PELC: 2.3
Materials:
Manila paper, picture of
seismograph
Concepts:
 The total amount of energy
released by an earthquake is
called magnitude. It tells the
relative sovereignty of an
earthquake.
 The effects or degree of
destruction of an earthquake
is called intensity.
 Mercalli scale is used to
determine the earthquake
intensity while the Richter
scale is used to measure the
relative sovereignty of an
earthquake.
Processes:
Describing
Comparing
Inferring
III. Procedures:
A. Review
1. What are the different plate
boundaries?
2. Differentiate focus from
epicenter.
B. Motivation
1. What do seismologists used
to determine the sovereignty
and intensity of an
earthquake?
C. Presentation
1. The teacher shows the
Mercalli and Richter scale
chart.
2. Pupils try to explain each
level on the chart.
 Reference: Science Spectrum VI
D. Discussion Pages: 204-205 PELC: 2.4
1. The teacher let the pupils
observe the descriptions on Concepts:
the 2 scales.  Earthquakes affect the
2. Pupils describe/state their inhabitants of tectonically
observations. active regions. They destroy
3. The teacher writes on the buildings, bridges, roads, and
board all their observations. dams. They can also trigger
4. Pupils now infer the devastating landslides.
difference between the 2  There are also some other
scales. earthquake related disasters
5. The teacher explains that the triggered by an earthquake
Mercalli is used for such as fires and
measuring the intensity of an tsunamis.
earthquake. Richter is used
for measuring the Processes:
sovereignty of an Describing
earthquake. Communicating
Generalizing
E. Generalization
1. What is the difference of III. Procedures:
magnitude and intensity? A. Review
2. What is Richter scale? 1. What is the difference
Mercalli scale? between magnitude and
intensity?
F. Application 2. What is used to measure the
What is the importance of intensity/magnitude of an
knowing the intensity or earthquake?
magnitude of an earthquake?
B. Motivation
IV. Evaluation: 1. What do you think may
1. Differentiate intensity from happen if there’s an
magnitude. earthquake?
2. What does Mercalli/Richter 2. The teacher may ask the
scale measure? class based from their prior
knowledge. (watching news
V. Assignment: about the effect of an
1. Draw seismograph in your earthquake)
notebook.
C. Presentation
1. What are the effects of
earthquake?
EARTHQUAKE 2. Pupils go to their assigned
group and discuss their
I. Objective: answers.
1. Describe the effects of an 3. After giving enough time, the
earthquake. leader for the day will report
their output in front.
II. Subject Matter:
 D. Reporting/Discussion
1. Leaders report their output.
2. The leader presents their
output and explains them.
3. The teacher discusses and
clarifies some vague ideas.
E. Generalization
Based from all the reported
information/output, the teacher
leads the class in consolidating
their answers.
III. Procedures:
F. Application
Can you stop/prevent the effects
of an earthquake? Why? How?
IV. Evaluation:
1. Describe the effects of an
earthquake.
2. What are the other earthquake
related disasters?
V. Assignment:
What are the different
precautionary measures during and
after an earthquake?
PRECAUTIONARY MEASURES
I. Objectives:
1. Enumerate precautionary
measures before, during and
after an earthquake.
2. Practice precautionary
measures.
II. Subject Matter:
Reference: Science Spectrum VI
Pages: 205-206 PELC: 2.5
Concepts:
 Philippines is an earthquake
country. We must learn to
live knowing preventive
measures and at proper
safety awareness level.
 We must plan and act
properly before, during, and
after earthquakes to
minimize psychological
damage, loss of property, and
less of lives.
Processes:
Identifying
Enumerating
Demonstrating
A. Review
1. What are the effects of an
earthquake?
B. Motivation
1. What do you usually do when
you heard from the news that
there is a typhoon
approaching Philippine Area
of Responsibility?
C. Presentation
1. Pupils accomplish the
checklist on page 207 of
their Science textbook.
2. The teacher let the pupils
explain how do they perform
each guideline if their
answer is Yes.
D. Discussion
1. The teacher points out that
precautionary measures in
case of earthquake (before,
during, and after) must be
observed to prevent further
loss of lives and limbs.
2. The teacher goes in details of
every precautionary
measure.
E. Generalization
1. What are the different
precautionary measures
before, during and after an
earthquake?
 F. Application
1. The pupils dramatize/role-
play the different measures
to be done during after an
earthquake.
IV. Evaluation:
1. List the different precautionary
measures before, during and
after an earthquake.
V. Assignment:
1. What is volcano?
2. How is volcano formed?
INACTIVE AND ACTIVE VOLCANO
I. Objectives:
1. Describe how a volcano is
formed.
2. Differentiate between active and
inactive volcano.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI
Pages: 210-212 PELC: 3.2
Concepts:
A volcano is a mountain or hill
will vent extending from the top
down to the Earth’s interior. It
expels magma accompanied by
rumblings in the ground.
Volcanoes may either be active
or inactive. Active
volcanoes are those that
have erupted within the last 600
years.
Processes:
Defining
Describing
Predicting
Inferring
III. Procedure:
A. Review
1. What are the precautionary
measures before, during and
after an earthquake?
B. Motivation
What are the famous volcanoes
found in the Philippines?
C. Presentation
1. Pupils work on Activity 6.5,
Formation of a Volcano.
2. The teacher asks the pupils
to describe a volcano.
3. Pupils describe how a
volcano is formed based from
their answers in the activity.
D. Discussion
1. The teacher discusses the
result of the activity.
2. Teacher introduces words
related to the formation of
volcano.
E. Generalization
1. How are volcanoes formed?
2. What are the two kinds of
volcanoes?
F. Application
Draw the formation of volcano in
your notebook.
Explain/describe your
drawings using 2-3 sentences.
IV. Evaluation:
1. How are volcanoes formed?
Where does it originated?
2. Differentiate active volcano from
an inactive volcano.
V. Assignment:
1. Find out more volcanoes under
the sea.
2. What are volcanic islands? How
are they formed?
VOLCANIC ERUPTIONS
 1.1. What is represented by
I. Objectives: sand, candle and water?
1. Describe how a volcano erupts. 1.2. Based from the activity,
2. Name the beneficial/harmful describe how a volcano
effects of volcanic eruptions. erupts.
1.3. Based from the activity,
II. Subject Matter: describe how a volcano
Reference: Science Spectrum erupts.
Pages: 211-212 PELC: 3.3 1.4. What are the dangers
brought about by volcanic
Materials: eruptions?
Beaker, tripod stand, wire gauze
Alcohol lamp, sand D. Discussion
1. The teacher discusses the
Concepts: correct answer from the
Volcanoes may erupt quietly or activity.
violently. Volcanic eruptions can 2. Pupils find a partner (Think-
make the soil fertile and can Pair-Share) and think of the
develop into new land forms. possible dangers and
Volcanic eruptions can destroy benefits which volcanic
life and property. It can caused eruptions may give.
(volcanic dust) respiratory 3. Pupils share their ideas in
diseases/ailments and poor the class.
visibility.
E. Generalization
Processes: 1. The teacher helps the pupils
Describing consolidate their
Defining answers on the board.
Observing 1.1. Describe how a volcano
Inferring erupts.
Communicating 1.2. What are the
beneficial/harmful effects
III. Procedures: of volcanic eruption?
A. Review
1. How are volcanoes formed? F. Application
2. Differentiate active and 1. What are the
inactive volcanoes. beneficial/harmful effects of
Mt. Pinatubo eruption?
B. Motivation
1. The teacher asks if the pupils IV. Evaluation
have any idea on how a 1. How does volcano erupt?
volcano erupts. 2. What are the beneficial and
harmful effects of volcanic
C. Activity eruption?
1. The teacher shows/simulates
volcanic eruption using
candle, tripod stand, beaker,
water, wire gauze and VOLCANIC ERUPTIONS
alcohol lamp. Precautionary Measures
I. Objectives:
1. Enumerate precautionary
measures before and after
volcanic eruptions.
2. Practice precautionary
measures before and after
volcanic eruptions.
II. Subject Matter:
Reference: Science Spectrum VI
Pages: 218-220 PELC: 3.4
Materials:
Manila paper
Concepts:
Certain precautionary
measures must be observed in
order to prevent loss of lives and
reduce property destruction
during volcanic eruptions.
The Philippine Institute of
Volcanology and Seismology
(PHIVOLCS) is a government
agency which monitors
earthquakes and volcanic
activities. They also issue
warnings to people living in the
surrounding areas of a volcano.
Processes:
Identifying
Enumerating
Communicating
III. Procedures:
A. Review
What are the harmful/beneficial
effects of volcanic eruption?
B. Motivation
How can we prevent or
minimize the harmful effects
brought about by volcanic
eruptions?
C. Presentation
1. Pupils proceed to their own
groups.
2. The members of every group
brainstorm about the
precautionary measures
before, during and after
volcanic eruptions.
3. After the given time, the
teacher asks a representative
from each group to write
their ideas on the board.
D. Discussion
1. The teacher goes in every
details of what are written on
the board.
2. Each item must be
discussed/demonstrated by
the group who contributed it.
3. The teacher clarifies and
rectifies any vague ideas.
E. Generalization
1. The teacher helps the pupils
in consolidating their
answers based from the
information written on the
board.
F. Application
1. What must you do when a
volcano erupts and it
happened that you are
outside your house?
IV. Evaluation:
1. Enumerate precautionary
measures that we had discussed
before, during and after volcanic
eruption.
2. How can you prevent harmful
effects brought about by
volcanic eruptions?
V. Assignment:
Research about lahar and how it
affected the lives of people in
Northern Luzon.
I. Objectives:
1. Answer the questions correctly.
 2. Follow the directions carefully. Inferring

II. Summative Test: III. Procedures:

Material: A. Review
Test questions written in manila What are the different
paper precautionary measures during
a volcanic eruption?
III. Procedures:
A. Preparatory Activities B. Motivation
B. Recalling of Standards Why do countries have different
C. Giving Directions climate?
D. Testing Proper
E. Passing of Pupils’ Answer C. Presentation
Sheets 1. The teacher shows the globe
and asks pupils to
IV. Assignment: describe/observe the globe.
Study about the next topic, climate. 2. Pupils convey their
observations.
3. The teacher shows latitude
and bodies of water on the
CLIMATE globe.

I. Objectives: D. Discussion
1. Identify the factors that the 1. Pupils formulate their own
climate of a place. definition of latitude based
2. Explain how each factor affects from the globe.
the climate of the place. 2. Pupils will first predict how
the different factors affect
II. Subject Matter: the climate.
Reference: Science Spectrum VI 3. The teacher and pupils
Pages: 231-234 discuss their predictions.
PELC: 4. The teacher clarifies vague
Materials: ideas.
Globe, manila paper
E. Generalization
Concepts: 1. What are the different
Climate is the average of all factors that affect the climate
weather conditions that prevail of a place?
in a particular area for a long 2. How can they affect the
period of time. climate?
The factors that affect the
climate of a place are as follows: F. Application
altitude, latitude, bodies of When you go mountain
water, wind system, and amount climbing/hiking, are you going
of rainfall. to bring with you some thick
jacket? Why?
Processes:
Identifying IV. Evaluation:
Communicating
Explaining
 1. What are the different factors Pupils share to the class the
that affect the climate of a effect of global warming in our
certain place? climate.
2. How can the following affect the
climate? B. Review
a. attitude How do altitude, latitude, wind
b. latitude system, bodies of water, and
c. wind system amount of rainfall affect the
d. bodies of water climate of a place?
e. amount of rainfall
C. Motivation
V. Assignment: 1. How do winds move?
1. How can global warming affect 2. What causes the wind to
our climate? move that way?

D. Presentation
1. The teacher demonstrates
ROTATION OF THE EARTH Activity 6.11.
2. Pupils answer questions
I. Objective: related in the activity.
1. Explain how the Earth’s rotation 2.1. In what direction
affects the wind system. does the piece of chalk
fall?
II. Subject Matter: 2.2. Why do you think
Reference: Into the Future: the chalk fall in that
Science and Health VI direction?
Pages: 222 -223PELC:
E. Discussion
Materials: 1. The teacher explains the
Globe, chalk result of the activity.
2. The teacher let the pupils
Concepts: predict why the world’s
The earth’s rotation causes winds do not move up and
the winds to blow sideward down.
instead of directly downward or 3. The teacher discusses the
upward in a straight path. answer.
The Coriolis effect diverts the
cold air’s direction and turns it F. Generalization
to the right towards the How does the Earth’s rotation
Philippines from the northeast affect the wind system?
monsoon.
G. Application
Processes: What is the significance of
Identifying Coriolis Effect?
Describing
Communicating IV. Evaluation:
1. What causes the wind to blow
III. Procedures: sideward?
A. Checking of Assignments
 2. What are the 2 reasons why
winds do not move up and
down?
V. Assignment:
Try to predict what will happen to
the Earth’s climate without Coriolis
effect.
SEASONS OF THE PHILIPPINES
I. Objectives:
1. Identify the two seasons of the
Philippines.
2. Describe the causes of the
seasons in the Philippines.
II. Subject Matter:
Reference: Into the Future:
Science and Health VI
Pages: 228-229 PELC:
Materials:
Globe, world map, Science
textbook
Concepts:
As the earth revolves around
the sun, it maintains its
inclination at 23 ½° on its axis.
Its direction is counter
clockwise. It takes 365 days or
one year to complete one
revolution.
The Philippines has two
pronounced seasons: wet and
dry
A particular season is
influenced by its location, the
northeast monsoon, the
southwest monsoon, and the
trade winds.
Processes:
Identifying
Describing
Observing
III. Procedures:
A. Review
1. How does earth’s rotation
affect the wind system?
2. What causes the wind to
blow sideward?
B. Motivation
How does the earth move/rotate
and revolve?
Pupils demonstrate their
answers by using themselves
as models.
C. Presentation
1. Pupils do Activity 6.12.
2. Pupils observe and describe
the lines they see?
3. The teacher names the
imaginary lines that can be
seen on the globe.
4. Pupils predict the importance
of the imaginary lines.
D. Discussion
1. The teacher asks pupils to
locate Philippines on the
globe.
2. Follow-up questions will be
asked:
- How far is it from the
equator? From the poles?
- knowing the country’s
location, what can you infer
about its climate?
E. Generalization
1. What are the two kinds of
seasons in the Philippines?
2. How can you describe each
season?
F. Application
1. How does location of a
country affect its season?
2. Pupils give example of
country and its location.
They have to tell the possible
climate/season of that
country.
 1. How many seasons does
IV. Evaluation: Philippines have?
1. Where can you find the 2. How will you describe each
Philippines on the globe? season?
2. How many seasons do
Philippines have? B. Motivation
3. Why do we have only two Other countries are located in
seasons? the temperate zone. Do you
think they also experience wet
V. Assignment: and dry seasons?
1. What are the four seasons?
2. Describe each of the four C. Presentation
seasons. 1. Pupils do Activity 6.14.
Pupils make use of globe and
a flashlight.
1.1. What part of the
FOUR SEASONS IN OTHER globe receives direct and
COUNTRY vertical rays of the sun
(flashlight)?
I. Objectives: 1.2. Do you think the
1. Identify the four seasons in rays of the sunlight are
other countries. the same in all parts of
2. Describe each of the four the Earth?
seasons.
D. Discussion
II. Subject Matter: 1. Pupils predict the effect of
Reference: Science Spectrum VI the uneven amount of light
Pages: 242-244 PELC: on the different countries.
2. Pupils give examples of
Materials: countries found in the
Globe, flashlight, manila paper temperature region.
3. The teacher explains the four
Concepts: different seasons.
Countries in the temperate
experience four seasons in a E. Generalization
year, namely, summer, fall, 1. What causes the occurrence
winter and spring. of four seasons in other
The occurrence of the four countries?
seasons is caused by the tilting 2. What are these four seasons?
of the Earth on its axis and its
revolution around the sun. F. Application
1. Name countries that are
Processes: found in the temperate
Identifying region.
Describing 2. What are the things people
Observing would do on the different
season?
III. Procedures:
A. Review IV. Evaluation:
 1. Why do other countries in the
temperature zone experience
four seasons?
2. What kind of season has most
leaves falling from trees?
3. Which season is similar in both
hemispheres?
V. Assignment:
1. Pupils draw the four positions of
the Earth as it revolves around
the sun.
CRUSTAL PLATES
I. Objective:
1. Review the least mastered skills
about the different crustal plates
and its movement.
II. Subject Matter:
Reference: Workbook on Science
VI
Materials:
Photocopy of workbook
Concepts:
The seven crustal plates of
the Earth are Eurasian, Pacific,
Indian, Australian, Antarctic,
Africa, and American plates.
When rock layers are under
stress, they can bend, tilt, twist,
or break. The three types of
stress that cause the
deformation of the rock layers in
the tectonic plates are
compression, tension and
shearing.
Processing:
Identifying
Describing
Demonstrating
III. Procedures:
A. Review
1. What is continental drift
theory?
2. What is seafloor-spreading
theory?
B. Motivation
1. How do crustal plates move?
2. Why do they move?
C. Presentation
1. Pupils are given a chance to
answer and explain their
answers in every item.
2. The teacher may clarify some
vague questions by giving
some leasing questions.
D. Discussion
1. After reading and answering
the questions, the teacher
explains the correct answer.
This is to help the pupils master
the concepts related to the
lesson.
E. Generalization
Pupils consolidate what they
have learned.
F. Application
What are the results of the
movement of the different
plates?
IV. Evaluation:
1. List the different crustal plates.
2. Demonstrate how the crustal
plates move using rulers.
V. Assignment:
Draw in your notebook the different
crustal plates and its movement.
CAUSES OF FOUR SEASONS
I. Objective:
1. Explain the causes of the four
seasons.
II. Subject Matter: 3. The teacher gives additional
Reference: Science Spectrum VI information and clarifies
Pages: 242-244 PELC: misconception.

Materials: E. Generalization
Globe, pen, manila paper 1. What causes the occurrence of
four seasons?
Concepts:
Countries in the temperature F. Application
experience four seasons in a 1. If the earth is perpendicular to
year, namely summer, fall, its axis, what do you think will
winter, and spring. happen?
The occurrence of four
seasons is caused by the tilting IV. Evaluation:
of the earth on its axis and its 1. What causes the four seasons?
revolution around the sun. 2. What are the four seasons?
3. Describe each season.
Processes:
Identifying V. Assignment:
Enumerating 1. Research the different activities
Explaining people do during each season.

III. Procedures:
A. Drill I. Objectives:
Pupils answer page 23/A of their 1. Review the different causes of
NAT reviewer, items 1-8. four seasons.
2. Draw the different activities
B. Review people do during each season.
1. How many seasons does
Philippines have?
2. Describe wet and dry season. II. Subject Matter:
Reference: Science Spectrum
C. Activity Materials:
1. Pupils work with their Manila paper, pentel pen,
partners. They brainstorm colored pens
about the position of the Concepts:
earth as it revolves around the sun. Countries in the temperate
2. Pupils draw the position of experience four seasons in a year,
the earth around the sun. namely summer, fall, winter and
(inclination of the earth must spring.
be evident). The occurrence of four seasons
is caused by the tilting of the
D. Discussion earth on its axis and its revolution
1. Pupils explain their drawing around the sun.
using 4-5 sentences. Processes:
2. The teacher let the pupils draw Identifying
the earth at four positions in Enumerating
its orbit around the sun on Explaining
the board.
III. Procedures:
 A. Drill
Pupils answer page 24/A of their
NAT reviewer, items 9-20.
B. Review
1. How many seasons does
Philippines have?
2. Describe each season.
C. Motivation
1. What are the different
activities which Filipinos do
during each season?
D. Activity
1. Pupils recall the different
causes of four seasons.
2. The teacher let the pupils
enumerate them.
3. The teacher instructs the
class/pupils to proceed to
their own groups.
3.1. Draw on the manila
paper all the activities
that people do during the
four seasons. Briefly
explain and describe the
drawing.
E. Discussion
1. Leaders assigned for the day
explain their works on the
front.
2. The teacher may ask follow-
up questions if the drawing is
not clearly conveyed to the
class.
F. Generalization
1. What are the different causes
of four seasons?
G. Application
1. Enumerate the different
activities which people do
during the four seasons.
IV. Evaluation:
1. Draw the different activities
which people do during each
season.
V. Assignment:
1. Prepare for a quiz tomorrow.
2. Research on the internet the
different activities which people
do in the antic and Antarctic
region.
CLIMATE AND SEASONS
I. Objective:
1. Review the least mastered skills
about climate and seasons.
II. Subject Matter:
Reference: Into the Future
PELC:
Materials:
Into the Future textbook
Pieces of paper, pen, maps
Concepts:
Climate is the average of all
weather conditions that prevail
in a particular area for a long
period of time.
The factors that affect the
climate of a place are as follows:
altitude, latitude, bodies of
water, wind system, and amount
of rainfall.
The occurrence of seasons is
caused by the tilting of the earth
on its axis and its
revolution around the sun.
III. Procedures:
A. Drill
Pupils answer items 21-30 of
their NAT reviewer.
B. Review
1. The teacher let the pupil
recall their past lessons last
year. These are about
 climate and seasons in the 1. Identify the characteristics of
different countries. minerals that make up rocks.

C. Activity II. Subject Matter:

1. Based from the previous Reference: Exploring Science
discussions, the Pages: 237-238
teacher let the pupils PELC: 17.1
form their groups.
2. Pupils are given 5 minutes to Materials:
formulate their questions Pictures, manila paper
about their past lessons.
3. The first groups answer the Concepts:
question. The group which Rocks are made up of minerals.
gave the correct answer has They are mixtures of minerals. Some
the chance to ask question. rocks are made up of mostly one
4. The teacher facilitates the mineral. Others are made up of
activity. different minerals.
The color, shape, hardness and
D. Discussion texture of a rock depend on the kinds
Discussion is done during the of mineral it is made of.
question and answer activity.
Any vague question/answer will Processes:
be discussed thoroughly by the Identifying
teacher or by the group which is Describing
assigned to ask. Observing
Communicating
E. Generalization
The teacher asks volunteers to III. Procedures:
consolidate the ideas/lessons A. Drill
based from the activity. Pupils answer item number 21-
30 of their Science NAT
F. Application reviewer.
Pupils list down the things they
have learned/recalled about the B. Review
topics and share with their 1. What is season?
partners. 2. What are the different causes
of seasons?
IV. Evaluation:
Evaluation is done during the C. Motivation
activity proper. What made up earth’s crust?
V. Assignment:
1. How rocks formed? D. Presentation
2. What are the different types of 1. The teacher let the pupils
rocks? identify the characteristics of
minerals that made up rocks.
This will help the teacher
know the prior knowledge of
MINERALS the pupils.

I. Objective:
 2. The teacher leads the pupils
in knowing the different
characteristics of minerals.
3. The teacher presents the
characteristics of the
minerals that make up rocks.
E. Discussion
1. The pupils discuss each II. Subject Matter:
characteristic of minerals
that make up rocks.
2. The teacher guides, clarifies
and adds additional inputs
based from the discussion
among the pupils.
paper
F. Generalization
1. Pupils consolidate the
different characteristics of
minerals which they have
learned.
G. Application
1. What determines the usage
of the rocks? Why do you
think so?
IV. Evaluation:
Identify the following:
1. This is a break along an
irregular surface.
2. This is the orderly arrangement
of atoms in a mineral.
3. It is the color of the mineral in
its powdered form.
4. This refers to the quality of light III. Procedures:
that the surface of the mineral
reflects.
5. This is a mineral’s resistance to
scratching.
V. Assignment:
1. Collect 3 rocks samples.
Identify their most common
characteristics.
I. Objectives:
1. Observe how rocks differ in
shape, color, harness and
texture.
2. Classify rocks according to
color, shape, hardness and
texture.
Reference: Exploring and
Protecting Our World
Pages: 236-241 PELC: 1.1
Materials:
Rocks, magnifying lens, manila
Concepts:
Rocks are made up of
minerals. They are mixtures of
minerals. Some rocks are made
up of mostly one mineral while
others are made up of different
minerals.
The color, shape, hardness,
and texture of a rock depend on
the kinds of mineral it is made
of.
Processes:
Describing
Classifying
Observing
Communicating
A. Drill
Pupils answer items 31-40 of
their Science NAT reviewer.
B. Review
1. What is a rock?
2. What are the characteristics
of minerals that make up
rocks?

C. Motivation
The teacher shows a rock and
ROCKS let the pupils describe it.
1. What does it look like?
 2. Do you think all the - How can you classify rocks?
descriptions that you - How will you determine the
mentioned apply on other color, shape, hardness and
rocks as well? texture of rocks?

D. Group Activity V. Assignment:

Pupils go to their own group. 1. How are rocks formed?
Leaders of the day guide and 2. What are the different types of
direct their members. rocks?
Procedures and Questions:
1. Collect samples of different
rocks. Using a magnifying
lens/rocks, observe the ROCKS
different rocks you
collected. I. Objective:
2. Describe your rock samples 1. Describe how igneous rocks are
based on the following formed.
properties.
2.1. color II. Subject Matter:
2.2. size Reference: Exploring and
2.3. hardness Protecting our World
2.4. texture Pages: 242-243
3. How do rocks differ? PELC: 1.2.1

E. Discussion
1. The teacher let the pupils
share their observations on
the different rocks samples.
2. The teacher together with
the pupils discuss the result
of the activity.
F. Generalization
1. How do rocks differ?
2. How can you classify the
rocks?
G. Application
1. How can you classify the
rocks?
IV. Evaluation:
Evaluation is done during the
activity proper and during the
discussion. Additional/follow-up
questions can be made to ensure
mastery of the lesson.
- What common
characteristics do rocks
have?
Materials:
Rocks, manila paper
Concepts:
Igneous rocks are called
volcanic or fine-formed rocks.
Geologists group rocks
according to how they are
formed. When a volcanic erupts,
the lava that comes out hardens
into rocks.
Rocks that form from magma
trapped below the earth’s
surface are called intrusive
rocks. Rocks that formed from
cooled lava on the earth’s
surface are called extrusive
rocks.
Processes:
Describing
Observing
Communicating
III. Procedures:
A. Drill
 Pupils answer item 1-10, Set B
of their Science NAT review.

B. Review
1. How do rocks differ?
2. How can you classify rocks? I. Objectives:
1. Answer questions correctly.
C. Motivation 2. Follow the directions carefully.
What are the ways in which
different rocks were formed? II. Summative Test:
A. Preparatory Activities
D. Presentation B. Recalling of Standards
1. The teacher explains that C. Giving Directions
rocks are formed in different D. Testing Proper
ways. E. Passing of Pupils’ Answer Sheets
2. The teacher explains the first
group of rocks-igneous rocks. III. Assignment:
Study and review sample questions
E. Discussion in their NAT reviewer in
1. The teacher discusses how preparation for the NAT.
igneous rocks are formed.
(For higher sections, the
teacher let the pupils infer
the formation of igneous ROCKS
rocks).
2. Samples of igneous rocks are I. Objective:
also elaborated and 1. Describe how igneous rocks are
discussed. formed.
F. Generalization II. Subject Matter:
Pupils consolidate what they Reference: Exploring and
have learned. Protecting our World
- How are igneous rocks Pages: 242-243
formed? PELC: 1.2.1
G. Application Materials:
What type of rock is usually Sample of igneous rocks
found nearby volcanoes? Why? Manila paper
IV. Evaluation: Concepts:
1. What are igneous rocks? Igneous rocks are called
2. How are igneous rocks formed? volcanic or fire formed.
3. Differentiate extrusive from Geologists group rocks
intrusive rocks. according to how they are
formed. When a volcano erupts,
V. Assignment: the lava that comes out hardens
1. How are sedimentary rocks into rocks.
formed? Rocks that are formed from
2. Collect samples of igneous magma trapped below the
rocks. earth’s surface are called
 intrusive rocks. Rocks that are What types of rocks are usually
formed from cooled lava on the found nearby volcanoes? Why?
earth’s surface are called
extrusive rocks. IV. Evaluation:
1. What are igneous rocks?
Processes: 2. How are igneous rocks formed?
Describing 3. Differentiate intrusive from
Observing extrusive rocks.
Communicating V. Assignment:
1. Study the formation of rocks.
III. Procedures:
A. Drill
Pupils answer item 20-40, Set B
of their Science NAT reviewer. ROCKS

B. Review I. Objective:
1. How do rocks differ? 1. Describe the different igneous
2. How can you classify rocks? rocks.

C. Motivation II. Subject Matter:

What are the different ways in Reference: Internet (geology.com)
which rocks formed? PELC: 1.2.1

D. Presentation
1. The teacher explains that
rocks are formed in different
ways.
2. The teacher explains the first
classification-igneous rocks.
E. Discussion
1. The teacher discusses how
igneous rocks are formed.
(For higher sections, the
teacher let the pupils infer
the formation of igneous
rocks).
2. Samples of igneous rocks are
shown. Descriptions,
similarities in appearance
are discussed.
F. Generalization
Pupils consolidate what they
have learned.
- How igneous rocks are
formed?
G. Application
Materials:
PowerPoint presentation,
LCD projector, rocks
Concepts:
Igneous rocks are formed
from the solidification of molten
rock material. There are two
basic types: 1.) intrusive igneous
rocks such as diorite
gabbro, granite and pegmatite
that solidity below earth’s
surface, and 2.) extrusive
igneous rocks such as andesitic,
basalt, obsidian, pumice,
riyolite, and scoria that solidity
on or above Earth’s surface.
Processes:
Identifying
Describing
Observing
III. Procedures:
A. Review
1. How are igneous rocks
formed?
 PELC: 2.3
B. Motivation
1. What do you think are the Materials:
common characteristics of Textbook
different igneous rocks?
Concepts:
C. Presentation The total energy released by
1. The teacher shows the an earthquake is called
different igneous rocks on magnitude. It tells the
the projector. sovereignty of an earthquake.
2. Pupils try to describe the The effect or degree of
rocks. destruction of an earthquake is
called intensity.
D. Discussion
1. The teacher let the pupils Processes:
examine the rocks samples. Describing
2. Pupils describe the rocks. Comparing
3. The teacher explains the
similarities of the rock III. Procedures:
samples. A. Review
1. What is an earthquake?
E. Generalization 2. How/Why does it occur?
1. How would you describe the (These are based from the
different rocks (igneous) previous mock test?
samples?
C. Motivation
F. Application 1. What measures earthquake?
What are the common uses of
igneous rocks? D. Presentation
1. The teacher elaborates the
IV. Evaluation: reasons why an earthquake
Pupils describe the rocks orally as happens.
it is shown on the screen and on the 2. The teacher briefly explains
rock specimen. the effect of an earthquake.
3. The teacher let the pupils
V. Assignment: recall the uses of Mercalli
Study the formation of sedimentary and Richter Scale.
rocks.
E. Discussion
1. Pupils state the difference.
2. The teacher may add some
EARTHQUAKE inputs if there are some
lacking information
I. Objective: stated/given by the pupils.
1. Recall the difference between
intensity and magnitude of an F. Generalization
earthquake. 1. What is the difference
between magnitude
II. Subject Matter: intensity?
Reference: Into the future
 G. Application
1. What is the importance of
knowing the magnitude and
intensity of an earthquake?
IV. Evaluation:
1. Differentiate magnitude from
intensity?
2. What do Mercalli, and Richter
scale measure?
V. Assignment:
1. Study the different rocks
formations.
ROCKS
I. Objectives:
1. Describe how igneous rocks are
formed.
2. Enumerate samples of igneous
rocks.
II. Subject Matter:
References: Into the Future
Internet (geology.com)
PELC: 1.2.1
Materials:
Worksheets, LCD projector,
PowerPoint presentation, rock
samples
Concepts:
Igneous rocks are formed
from the solidification of molten
rock material. There are two
basic types: 1.) intrusive igneous
rocks such as diorite, granite
and pegmatite that solidify
below Earth’s surface; and 2.)
extrusive igneous rocks such as
andesitic, basalt and pumice
that solidify on or above Earth’s
surface.
III. Procedures:
A. Review
1. How do rocks differ?
2. How do we classify rocks?
B. Motivation
1. How are rocks are formed?
C. Presentation
1. The teacher explains that
rocks are classified based on
how they are formed.
2. The teacher will discuss the
first classification of rocks-
igneous.
3. The teacher shows on the
screen the different rocks
samples.
- Rock samples are
composed of intrusive and
extrusive rocks.
D. Discussion
1. The teacher discusses how
igneous rocks are formed.
- For higher sections, the
teacher let the pupils
infer how igneous rocks
are formed. (CLS: Think-
Pair-Share)
2. Pupils infer the differences
between the formation of
intrusive and extrusive rocks.
3. The teacher discusses the
different samples of igneous
rocks.
E. Generalization
1. Pupils share to the class
what they have learned.
Venn diagram is suggested I
comparing intrusive and
extrusive rocks.
- How igneous rocks are
formed?
- How are the different
examples of igneous
rocks?
F. Application
1. What type of rock is usually
found nearby volcanoes? Why?
IV. Evaluation:
Crossword puzzle about the
meaning and formation of
igneous rocks. Please refer to
the attached worksheets.
(www.science-
teachers.com/earth.htm)
III. Procedures:
V. Assignment:
1. What are sedimentary rocks?
2. How are sedimentary rocks
formed?
ROCKS
I. Objectives:
1. Describe how sedimentary rocks
are formed.
2. Enumerate samples of
sedimentary rocks.
II. Subject Matter:
References: Into the Future
Internet (geology.com)
PELC: 1.2.2
Materials:
Worksheets, LCD projector
Concepts:
Sedimentary rocks are
formed by accumulation of
sediments. There are three basic
types of sedimentary rocks:
1.) clastic sedimentary rocks
such as breccia, conglomerate,
sandstone and shale, that are
formed from mechanical
weathering debris;
2.) chemical such as rock salt
and some lime stones, that form
when dissolved materials
precipitate from solution; and
3.) organic such as coal and
some lime stones which form
accumulation of plant or animal
debris.
Processes:
Identifying
Describing
Enumerating
Observing
Inferring
A. Review
1. How are igneous rocks
formed?
2. What are the different
examples of igneous rocks?
B. Motivation
1. If igneous rocks are formed
from the solidification of
molten rocks, how about
sedimentary rocks?
C. Presentation
1. The teacher discusses the
second classification of
rocks-sedimentary.
2. The teacher shows on the
screen the different
sedimentary rock samples.
- The rock samples are
classified further into
three. These are clastic,
chemical and organic
sedimentary rocks.
D. Discussion
1. The teacher discusses how
sedimentary rocks are
formed.
- For higher sections, the
teacher let the pupils
infer how sedimentary
rocks are formed. (CLS:
Think-Pair-Share)
2. The teacher let the pupils
predict the differences
among clastic, chemical and
organic sedimentary rocks.
3. The teacher discusses the
compositions of sedimentary
rocks – debris from
 mechanically weathered 1. Describe how metamorphic
rocks (clastic), salts rocks are formed.
(chemical), and remains of 2. Interpret the rock cycle
plants/animals (organic). diagram.
4. Pupils infer the differences
on the formation of clastic, II. Subject Matter:
chemical and organic References: Into the Future
sedimentary rocks. Internet (geology.com)
PELC: 1.2.3
E. Generalization
1. How are sedimentary rocks Materials:
formed? LCD projector,
2. What are the different PowerPoint presentation,
examples of sedimentary rocks samples
rocks?
(CLS: Travelling star, T-P-S) Concepts:
Metamorphic rocks form from
F. Application igneous rocks or sedimentary
1. Where can we usually find rocks. But often they do not melt.
sedimentary rocks? Instead, the heat and pressure turn
igneous and sedimentary rocks into
IV. Evaluation: metamorphic rocks. Heat and
Identify the following: pressure can change any rock
1. Type of rock which is formed several times. Scientists call
due to the accumulation of changed rocks metamorphic rocks.
sediments.
2. They are formed mechanical Processes:
weathering debris. Identifying
3. They are formed when dissolved Describing
materials precipitate from Inferring
solution. Interpreting
4. They are formed from the
accumulation of living III. Procedures:
organisms. A. Review
5. These are tiny particles come 1. How are sedimentary rocks
from weathered rocks. formed?
6. This is the process of 2. What are the different
compacting of sediments. examples of sedimentary
rocks?
V. Assignment:
1. What are metamorphic rocks? B. Motivation
2. How metamorphic rocks are 1. How are metamorphic rocks
formed? formed?
2. Do rocks deplete someday?

C. Presentation
ROCKS 1. The teacher discusses the
third classification of rocks-
I. Objectives: metamorphic.
 2. The teacher shows on the
screen the different
metamorphic rock samples.
- The rock samples are Igneous
Rocks
classified further into two.
These are foliated and Weatheri
Cooling/solidificat ng
non-foliated metamorphic ion erosion
rocks.
magma sediment
s
D. Discussion
1. The teacher discusses how Compactio
meltin n/
metamorphic rocks are g cementatio
formed. Weathering/ero n
sion
- For higher sections, the
teacher let the pupils Metamorph Heat &
ic Sedimentary
infer how metamorphic pressure Rocks
Rocks
are formed. The teacher
may give clue such as
heat and pressure. (CLS:
T-P-S)
2. The teacher let the pupils
V. Assignment:
1. What are the uses of rocks?
predict the differences
2. What are the agents of
between foliated and non-
weathering?
foliated metamorphic rocks.
3. The teacher shows the
diagram.
- For higher sections, ROCK CYCLE
pupils interpret the
diagram. I. Objectives:
4. The teacher discusses the 1. State the rock cycle.
formation of metamorphic
rocks based from the rock II. Subject Matter:
cycle diagram. Reference: Internet (geology.com)
PELC: 1.2.3
E. Generalization
1. How are metamorphic rocks Materials:
formed? Diagram of rock cycle, manila
2. What are the different paper
examples of metamorphic
rocks? Concepts:
When magma cools down and
F. Application solidifies, igneous rocks undergo
Where can we usually find the process of weathering/erosion;
metamorphic rocks? igneous rocks are transformed into
tiny particles called sediments.
IV. Evaluation: When the sediments are compacted
and cemented, sedimentary rocks
are formed. If the heat and
pressure are applied on the
sedimentary rocks, metamorphic
 rocks are produced. When the
metamorphic rocks undergo
weathering/erosion, these may turn
to sediments which may form into
sedimentary rocks. However, it
underwent melting, magma is
produced. Thus, after cooling and
solidification, igneous rocks are
produce. This cycle continuous.
Processes:
Identifying
Communicating
Enumerating
III. Procedures:
A. Review
What are the different
classifications of rocks? How are
they classified?
B. Motivation
Do rocks deplete someday?
What are the sources of rocks?
C. Presentation
1. The teacher presents the
rock cycle diagram. (For
lower sections)
2. The teacher let the pupils
predict the formation of
rocks (For higher sections).
Their predictions are written
on the board which will serve
as the basis of the rock cycle
process.
3. Leaders of the group explain
how the rock cycle occurs.
E. Generalization
The pupils state the step-by-step
process of rock cycle.
- Higher sections need not
used the rock cycle
diagram.
F. Application
If I have a granite rock, how
do you think this granite rock
can be transformed into: a)
sedimentary rock b)
metamorphic rock, and c)
pumice rock (igneous rock)?
IV. Assignment:
1. What are the agents of
weathering?
ROCKS
I. Objective
1. Explain how some forces
contribute to the weathering of
rocks.
II. Subject Matter:
Reference: The Grolier Science
Encyclopedia
Pages: 32-33
Materials:
Pictures, manila paper
Concepts:
Weathering is a complex process
whereby rocks are broken down
into sediments. Chemical
weathering occurs when rocks are
affected by water, carbon dioxide
and organic acids and is
accelerated by warm temperatures.
Physical weathering occurs
when rocks are fractured and
broken apart, for example, by a
freeze-and-throw action.
Processes:
Identifying
Communicating
Explaining
III. Procedures:
A. Review
1. How does rock cycle occur?
2. What are the different
processes involved?
B. Motivation
1. How are rocks broken down
into tiny pieces?
 2. Is it possible for the rocks to
stay the same all throughout?
C. Presentation
1. The teacher elicits from the
class the different agents of
weathering.
2. Pupils go to their own groups
and discuss the different
agents of weathering.
3. Pupils draw on the manila
paper the forces/agents of
weathering.
D. Discussion
1. Pupils present their outputs.
2. Leaders explain their
drawings which depict the
different forces that
contribute to weathering of
rocks.
3. The teacher gives additional
inputs and rectifies
misconceptions if necessary.
E. Generalization
1. Based from all the
presentations, the teacher
asks two-three volunteers to
consolidate what they have
learned.
F. Application
What do you think will happen if
all the rocks do not weather?
Do you think that is possible?
IV. Evaluation:
Draw some examples of
agents/forces that contribute to the
weathering of rocks. Below the
drawing, write a brief
explanation on how they help in
weathering rocks.
V. Assignment:
1. Follow-up activity: Get an
empty soda can. Heat it for 3
minutes. Immediately put the
hot soda can in a cold basin of
water. What did you observe?
2. Prepare for a quiz tomorrow.
ROCKS
I. Objective:
1. Infer that stars differ in size,
mass, color, temperature and
brightness.
II. Subject Matter:
Reference: Cyber Science
Pages: 332-333
PELC:
Concepts:
Stars are similar in their general
composition and characteristics but
they vary in different ways. They
differ in many features such as size,
mass, color, temperature, and
brightness.
Processes:
Describing
Communicating
Inferring
III. Procedures:
A. Review
1. What are the different agents
of weathering?
B. Motivation
1. The teacher group the pupils.
2. As a group, pupils list down
what they know, what they
want to know about stars.
C. Presentation
1. Pupils present/write on the
board their XWL output.
2. The teacher may ask the
pupils to elaborate what they
know.
3. The teacher checks
misconceptions. These serve
 as guides as the teacher
starts a new topic.
D. Discussion
1. The teacher proceeds to
what students want to learn
about stars.
2. The teacher asks the pupils
to give predictions on the
questions or on the things
they want to know about the
stars.
3. The teacher guides the pupils
inferring that stars differ in
their size, mass, color,
temperature and brightness.
(It greatly depends on the
pupils inputs on what they
know about the stars.)
E. Generalization
Pupils consolidate what they
have learned.
- How do stars differ
F. Application
1. Why do stars differ?
2. How are they similar to one
another?
IV. Evaluation:
Answer the following questions
with True or False.
1. Stars differ in size.
2. Stars contain rock particles.
3. Stars shine with the same
temperature.
4. Stars have the same
temperature.
5. Stars have the same size as of
our sun.
V. Assignment:
1. What are the classifications of
stars according to their size and
color?
DIFFERENT BODY SYSTEMS
I. Objectives:
1. Review the different body
systems.
2. State the functions of the
different body systems.
II. Subject Matter:
Reference: NAT Reviewer
Pages: 23-24, 52, 83-84
PELC:
Concepts:
Organs grouped together forms
a body system. Different body
systems form an organism.
Our body systems are nervous,
circulatory, immune, lymphatic,
muscular, skeletal, endocrine,
respiratory and digestive system.
Processes:
Identifying
Enumerating
Communicating
III. Procedures:
A. Review
1. Why do stars differ?
2. How are they similar to one
another?
B. Motivation
1. How do the different body
systems work?
C. Presentation
1. The teacher let the pupils
recall the different body
systems.
2. Pupils enumerate the
different organs under each
body system.
3. Pupils infer/predict the
functions of the
different body systems
based from the different
organs involved.
D. Discussion
1. The teacher checks if pupils
were able to state the correct
 functions of the different
body systems.
2. The teacher elaborates the
functions of the different
systems for a better
understanding.
E. Generalization
Pupils consolidate the functions
of different body systems
through an organizational chart.
F. Application
1. How can you apply in
building/constructing a
house the different body
system?
2. Can our body function well
without one of our systems?
IV. Evaluation:
1. What are the different
classifications of stars?
III. Procedures:
UNIVERSE
another?
I. Objectives:
1. Identify the theories about
universe.
2. Describe the universe origin.
II. Subject Matter:
Reference: Exploring the World of
Science VI
Pages: 365-366 PELC:
Concepts:
Astronomers gave three possible
explanations of the origin of the
universe.
 Big Bang Theory states that
the universe began as one
dense concentration of
matter that exploded with its
fragments continuously
moving away from one
another.
 The Big Crunch Theory
believes that the universe
started from explosion of a
dense huge ball of hydrogen
but contracted due to force
of gravity.
 Steady State Theory states
that the universe stopped
expanding and remained the
same.
 The Nebular or Dust Cloud
Theory states that heavenly
bodies came from spinning
dust/clouds in space.
Processes:
Identifying
Describing
Communicating
Materials:
Pictures, manila paper
A. Review
How do stars differ?
How are they different from one
B. Motivation
1. How did the universe begin?
2. Will it ever end?
- The teacher elicits pupils’
prior knowledge. At the
same time, stimulates
their thinking.
C. Presentation
1. The teacher will conduct
demonstration about Big
Bang Theory using a balloon.
- The dots on the balloon
appear to move farther
from each other as it is
inflated. (Group activity
can be done on higher
sections.)
2. The Big Crunch Theory
through magnet and iron
filings.
 3. Steady Theory by inflating a
balloon.
- The balloon has stopped
expanding and remaining SPACE PROBES
the same.
I. Objective:
D. Discussion 1. Enumerate some space probes
1. Pupils state their and their missions.
observations.
2. The teacher discusses the II. Subject Matter:
different theories. Reference: Exploring the World of
3. The teacher let the pupils Science VI
identify the different theories Pages: 368-371
presented by the PELC:
activity/demonstrations
conducted. Concepts:
Several space probes were
E. Generalization sent into outer space to gather
1. How did the universe important data about the
originate according to planets, their moons, and other
astronomers? heavenly bodies.
- Pupils do/construct a Some of these probes are as
concept map. follows: Luna 1, Viking 1 and 2,
Venera 9, Pioneer-Venus 2,
F. Application Mariner 10, and Voyager 1 and
Pupils choose one theory and 2. Voyager 1 and 2 took
try to explain his/her opinion photographs of Jupiter, Saturn,
about it. Does she/he agree? Uranus, and Neptune.
(Pupils are welcomed and
encouraged to recite). Processes:
Describing
IV. Evaluation Enumerating
Answer the following:
1. According to this theory, Materials:
universe started as one very hot Photographs/pictures of space
and dense ball of gas. (Big Bang probes.
Theory)
2. What theory could possibly III. Procedures:
explain the disappearance of A. Review
about 2/3 of the galaxies in the What are the different theories
universe? (Big Crunch Theory) about the origin of the universe?
3. Which tend to explain the
increasing size of our Milky B. Motivation
Way? (Big Bang Theory) How do scientists study and
4. Which states that the universe learn more about the nearby
came from spinning dust? planers?

V. Assignment: C. Presentation
1. What are the different space
probes and their missions?
 1. Pupils present their answers
on Activity 7.12, search
for Space Probe Missions.
2. Pupils are encouraged to
share their findings.
D. Discussion
1. The teacher discusses the
different mission of space
probes.
2. The teacher points out that
the greatest achievement in
space exploration is the
landing of man on moon.
E. Generalization
Pupils summarize their findings
in a table. This should include
the names of the space probes,
missions and their
findings/remarks.
F. Application
Imagine that these space probes
where not successful. What do
you think is the effect?
IV. Evaluation:
Choose 3 space probes and tell
their missions.
V. Assignment:
1. Draw in your notebook the
different space probes.
MODERN SPACE FACILITIES
I. Objective:
1. Identify modern space facilities,
tools and equipment used to
study our universe.
II. Subject Matter:
Reference: Into the Future
Pages: 264-267
PELC:
Concepts:
The universe is composed of
billions of galaxies. Modern man
uses artificial satellites, space
probes, space stations, and radio
telescopes to explore the vast
universe.
Processes:
Identifying
Describing
Materials:
PowerPoint presentation,
pictures
III. Procedures:
A. Review
What are the different space
probes and their missions?
B. Motivation
Before space probes were sent
to space, what do you think are
the instruments which scientist
used to study heavenly bodies?
C. Presentation
1. The teacher present the
different instruments
scientist used in exploring
the universe.
D. Discussion
1. The teacher starts the
discussion by explaining that
telescopes (refracting) was
first invented by Galilee
Galilee.
2. The teacher adds the
evolution of telescopes and
other astronomical
instruments.
E. Generalization
The pupils make a concept map
to consolidate the different
astronomical instruments.
F. Application
 1. The teacher shows the 1. The teacher review the
picture of Hubble Telescope. different instruments used by
2. Pupils predict its function. astronomers to gather
3. The teacher gives a brief information about space.
background.
B. Motivation
IV. Evaluation: 1. Pupils sing Twinkle, Twinkle
Pupils are evaluated through their Little Star
concept maps. - I wonder how stars really
look like …
V. Assignment: - Do they look like the
1. Collect pictures of the different diamonds on the sky?
astronomical instruments and its
function. C. Group Activity
1. The teacher reminds the
pupils of the rules for group
work.
STARS 2. Pupils go to their own
groups.
I. Objective: 3. Leaders get the materials
1. Infer that size and color affect from the teacher.
the brightness of stars. 4. The teacher gives the groups
time to perform the activity
II. Subject Matter: and answer the questions on
Reference: Exploring the World of the worksheets.
Science VI
Page: 3 D. Discussion
PELC: 1. The teacher calls out for a
certain number. Pupil
Materials: assigned with that particular
LCD projector, 2 boxes with 2 number will share his answer
big holes and 2 small holes, red in class.
and blue cellophanes/paper,
light bulbs on a socket. Part A – Color and Brightness
1. What do you observe?
Concepts: 2. Which among the two
The color of the star affects cellophanes exposes a
its brightness. The bluer the brighter light?
star, the brighter it is. The 3. Which seems brighter?
redder the star, the dimmer it is.
Also, size of the stars is another Part B – Size and Brightness
factor. The bigger the star, the 1. What can you observe?
brighter it is. 2. What are the similarities
with the three?
Processes: 3. What are the differences
Describing between the three?
Predicting 4. Which seems brighter?
Inferring
III. Procedures:
A. Review
 2. The teacher will also explain Manila paper
the different classifications of
stars according to their sizes. III. Procedures:
A. Preparatory Activities
E. Generalization Pupils prepare for the test.
1. Pupils recapitulate the B. Recalling of Standard in
lesson. Taking a Test
2. The teacher shows a matrix C. Giving Directions
to recapitulate the lesson. D. Testing Proper
E. Passing of Answer Sheets
F. Application
1. The teacher shows 2 bulbs IV. Assignment:
on a socket. 1. What is the meaning and
2. Cover the bulb with a box application of apparent and
with 2 big holes and 2 small absolute brightness?
holes, red and blue
cellophanes attached.
3. The teacher will let the
pupils observe which hole
seem brighter.

IV. Evaluation: HUBBLE TELESCOPE

Modified T/F
1. Based on the activity, the color I. Objectives:
of the star ranges from blue to 1. Describe Hubble Telescope.
red. 2. State the importance of Hubble
2. The bluer the star, the dimmer it Telescope
is.
3. Size affects the brightness of the II. Subject Matter:
stars. Reference: Internet
4. The smaller the star, the PELC:
brighter it is.
5. Our sun is an example of Materials:
neutron star. LCD projector, pictures of
Hubble Telescope and pictures
V. Assignment: taken by Hubble
1. Pupils look for the meaning of
apparent and absolute Concepts:
magnitude. Hubble Telescope was
invented by Edwin Hubble. It is
considered as “eve in the sky”. It is
as large as a school bus. The
telescope was launched last April
24, 1990.
I. Objectives:
1. Follow directions carefully. Processes:
2. Answer questions correctly. Identifying
Describing
II. Summative Test Communicating
Material:
III. Procedures: 2. Enumerate the importance/
A. Review contributions of Hubble
1. What is the relationship of Telescope.
the color/size of the star to
its brightness? V. Assignment:
Research on the internet some
B. Motivation latest pictures captured/taken by
1. Are all telescopes found on Hubble.
earth?
2. How big are telescope?

C. Presentation STAR
1. The teacher let the pupils
predict the I. Objective:
structures/features of 1. State that size, color and
Hubble. distance affect the brightness of
2. The teacher presents the the star.
picture of Hubble that
depicts its orbit around the II. Subject Matter:
earth. Reference: Handouts given by
3. The teacher gives the details. Ateneo during the 3 consecutive
Saturdays, November 7, 14,
D. Discussion 21, 2009.
1. The pupils explain on their PELC:
own words how they
understand the information Concepts:
about Hubble. The brightness of a star is
2. The teacher elaborates affected by its color, size and its
pupils’ explanation. distance. The bluer, the bigger and
3. The teacher let the pupils the near the star, the brighter it is.
infer the importance of
Hubble based on its features. Materials:
Powerpoint presentation,
E. Generalization pictures, LCD projector, light
1. What are the features of source
Hubble Telescope?
2. Give the importance of the III. Procedures:
telescope. A. Review
1. Who invented the Hubble
F. Application Telescope?
1. Imagine that Hubble 2. Describe Hubble Telescope.
Telescope was not yet
discovered/invented, how far B. Motivation
do you think the explorations 1. Do you observe the lamp post
on the outer space have at night? Which seems
gone? brighter? Which seems
dimmer?
IV. Evaluation: C. Presentation/Group
1. Describe Hubble Telescope in 5 Activity
words.
 1. Pupils conduct the same Concepts:
activity (last Thursday) Ecosystem is the interaction of
but another variable is added both living and non-living things.
which is the distance. Living things interact with each
other through symbiotic
D. Discussions relationships in order to survive.
1. Pupils compare the
brightness of the star Processes:
according to size, color, and Identifying
distance. (one variable only). Describing
2. Pupils compare the Communicating
brightness of the stars
according to the 3 variables III. Procedures:
that were changed. A. Review
What is the relationship of size,
E. Generalization color and distance to the
Pupils create a matrix of brightness of the star?
comparisons between the size,
color and distance of the star. B. Motivation
What are the components of the
F. Application ecosystem?
How do size, color and distance
affect the brightness of the star? C. Group Activity
1. Pupils discuss the different
IV. Evaluation: questions before answering
What is the relationship of the size, the questions.
color and distance of the star to its 2. The teacher gives the pupils
brightness? enough time to answer all
the question.
V. Assignment:
1. What is constellation? D. Discussion
2. What are the different 1. The pupils present their
constellations? answers.
2. The teacher calls for
volunteers.
3. The teacher and the pupils
discuss the answer in every
item.
I. Objective:
1. Review the concepts relating to E. Generalization
ecosystem. 1. Pupils share with their
seatmates the lessons they
II. Subject Matter: learned in the discussion.
Reference: NAT Review 2. The teacher asks 2
Pages: 23-28 volunteers to share to the
whole class what they
Materials: learned.
Answer sheets and NAT
Reviewer F. Application
 1. What are the different How do our organs and systems
ecosystems? Give its work?
component.
C. Group Activity
IV. Evaluation: 1. Pupils brainstorm on how the
(It is done during discussion proper different systems in our body
were pupils presented their answer) work together.
2. The teacher let the pupils
V. Assignment: consolidate their answers in
Pupils research about the different an essay form.
cycles that occur on the
environment. D. Discussion
1. Pupils present their answers.
2. The teacher will give credit
to those groups with
FUNCTIONS OF HUMAN BODY elaborated answers.
SYSTEMS 3. The teacher discusses the
different function based from
I. Objective: the output of the pupils.
1. Recall the different functions of
human body systems. E. Generalization
1. Pupils make a concept map
II. Subject Matter: of the different human body
Reference: Exploring Science VI systems.
Pages: 5-50
F. Application
Concepts: 1. How are the different human
There are different systems that body systems work if you are
form an organism. These include eating?
integumentary muscular, skeletal,
digestive, circulatory, respiratory, IV. Evaluation:
nervous, endocrine, excretory and Pupils answer their NAT reviewer
lymphatic system. that asked about human body
systems.
Processing: V. Assignment:
Identifying Choose 3 human body systems.
Describing Draw the different organs that are
Enumerating involved.

Materials:
NAT Reviewers
GALAXY
III. Procedures:
A. Review I. Objectives:
1. What is ecosystem? 1. Name the common galaxies.
2. What are the components of 2. State that our solar system is a
ecosystem? part of the Milky Way galaxy.

B. Motivation II. Subject Matter:

Reference: Internet
 PELC:
Materials:
LCD projector, pictures,
PowerPoint presentation
Concepts:
A galaxy is made up of dust,
gases, and billions of stars and
appears as a hazy patch of light
from a great distance.
The Milky Way, Andromeda, the
Large and Small Magellanic Clouds
are examples of galaxies.
Our solar system is a part of the
Milky Way galaxy.
Processes:
Describing
Inferring
III. Procedures:
A. Review
1. Who discovered Hubble
Telescope?
2. Describe the Hubble
Telescope?
B. Motivation
Hazy patches of light and clouds
are found in the space between
stars. What do you think are
they?
C. Activity
1. Pupils do Activity 7.9 Space
Distance.
a. How many dots and bits
of paper did you see from
different distances?
b. Why did the dots and bits
of paper appear as such
from a far distance?
- Pupils must observed that the
farther they move from the
board, the closed the dots and
bits of paper appear to one
another until only one shape is
viewed from a far.
D. Discussion
1. Let the pupils define galaxy.
2. The teacher presents
pictures of galaxy.
3. Pupils describe and compare
the different kinds of
galaxies.
E. Generalization
1. What are galaxies?
2. How are they classified?
F. Application
1. The teacher shows a picture
of Milky Way.
2 The pupils identify the kind
of galaxy where it belongs.
3. The teacher points out the
solar system belongs to Milky
Way galaxy.
IV. Evaluation:
1. Give examples of spiral galaxy.
2. What makes up a galaxy?
3. How are they classified?
V. Assignment:
Pupils draw the 3 kinds of galaxies
(spiral, elliptical, and irregular) and
let them cite examples of each.
SPACE PROBES
I. Objective:
1. Enumerate some space probes
and their missions.
II. Subject Matter:
Reference: Into the Future
Pages: 271-273
PELC:
Materials:
Photographs of some space
probes and their latest
 discoveries, PowerPoint E. Generalization
presentation, LCD projector 1. What are the different space
probes and their missions?
Concepts:
Several space probes were sent F. Application
into outer space to gather 1. Why do you think the first
important data about the planets, space probes were not sent
their moons, and other heavenly to explore Mars?
bodies. Some of these space
probes are as follows: Luna 1, IV. Evaluation:
Viking 1 and 2, Venera 9, Pioneer & Make a table of different space
Venus 2, Marinerio, and Voyager 1 probes. Include their missions.
and 2. Voyager 1 and 2 took
photographs of Jupiter, Saturn, V. Assignment:
Uranus and Neptune. 1. Find out the latest space probes
sent into space?
Processes: 2. What are their missions and
Describing findings?
Enumerating

III. Procedures:
A. Review SPACE TRAVEL
1. How are galaxies classified?
2. What are the common I. Objectives:
galaxies that you know?
B. Motivation
1. The teacher asks the pupils II.
in a free-wheeling discussion
what they know about space
explorations made after
1957.
C. Activity
1. Pupils do Activity 7.12,
Search for Space Probe
Missions.
2. Pupils will just consolidate
their answers.
D. Discussion
1. The teacher points out that
the greatest achievement in
a space exploration in the
landing of man on the moon.
2. Pupils discuss their output.
3. Teacher add inputs about the
missions of the space probes
mentioned in their text.
1. Describe the major problems in
space travel.
Subject Matter:
Reference: Into the Future
Pages: PELC:
Materials:
Pictures of astronaut wearing a
space suit and pictures of space
craft in outer space.
Concepts:
Man’s greatest achievement in
space exploration is his landing on
July 19, 1969.
Some problems man met in
space travel include: airlessness,
weightlessness, extreme heat and
radiation, food intake, disposal of
waste, and escape from the Earth’s
gravity.
Processes:
Identifying
Describing
 Inferring 1. What are the different
significant space problems
III. Procedures: encountered by astronauts?
A. Review 2. How were the astronauts able to
1. What are the different space solve some of the significant
probes? problems related to space
2. What are their missions and travel?
findings?
V. Assignment:
B. Motivation 1. Find out the detailed structure
1. Show a picture of an astronaut of a spacecraft’s cabin. Write a
wearing a spacesuit and walking in brief description of it.
outer space.
2. Pupils infer some problems
solved by the spacesuit.

C. Activity
1. Pupils work on Activity 7.13,
Space Achievements.
2. The teacher let the pupils
enumerate the
achievements and
problems man met in space
exploration.

D. Discussion
1. Pupils check their work as
they brainstorm about the
different achievements and
possible problems
encountered by the
astronauts.

E. Generalization
1. Pupils consolidate the lesson
they have learned using a
matrix. This includes the
major problems encountered
by astronauts and the
solution to these problems.

F. Application
If the astronauts were not able
to solve these problems, do you
think space exploration have
gone this far?

IV. Evaluation: