QUARTER 4 – EARTH AND SPACE

Chapter 1 - Processes that Shape Earth’s Surface

Lesson ___ – Weathering and Soil Erosion

Day 1
Activity 1 – “How Rocks turn into soil?”
Objectives:

1. Describe how rocks turn into soil.

2. Identify the forces that break down rocks.
3. Explain how rocks are broken down.

What you need:

video clips 3pcs. marking pen

data table bond paper
3pcs. manila paper
meta cards

What to do:

1. Form a group and choose among your group who will act as leader and presenter.
2. Watch attentively to the video.
3. Write down important notes to gather information.
4. After the viewing, the leader will get the materials from your teacher to be used in the
next activity.
5. Go to the working place assigned to each group.
6. Brainstorm ideas about how rocks turn into soil that you have watched from the video.
7. Follow the instruction given.
8. Give your yell if you’re done.
9. Post your work and present your output.

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 Describe how rock turn into soil in this picture

Guide Questions:
1. 1. How rocks turn into soil?
2. How does natural process break down rocks into soil?

Remember These:

Lichens (LYK-uhnz) or tiny plantlike living things, grow on the outsides of the rocks. They
slowly break down rock to get nutrients.

Temperature changes, wind, and water also slowly break the rock apart. Small plants
can grow in the cracks. Plant roots continue to break the rock apart.

Wind and water move bits of weathered rocks to new places. Later, the bits are part of
the well-developed soil.

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 Day 2
Activity 2: “Whether you believe it or not?”

What you need:

3pcs. Cartolina I believe sticker
3pcs. Marking pen I don’t believe sticker
Pictures
tape

What to do:
1. The leader will get the materials from your teacher to be used in the activity.
2. Study and share ideas about the pictures provided to your group..
3. Paste your I believe sticker if the picture show forces that break down rocks and I
don’t believe sticker if not.
4. Place all the pictures in the cartolina provided.
5. Label each picture the kind of forces that break down rocks.
6. As soon as you are done with your activity, post your work on the board and report
your output.

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5
Guide Questions:
What are natural forces that break down rocks?
What does each picture show?
Name some places where the natural forces that break down rocks happens?

Remember These:

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 Day 3
Activity 3 – “Breaking Down Rocks”
What you need:
A mineral water bottle with cap
Water
Cartolina
Marking pen

What to do:
1. Do this activity ahead of time.
2. The leader will get the materials from your teacher to be used in the activity.
3. Fill the bottle with water up to the brim and screw the cap.
4. Observe the water-filled bottle before doing step 3.
5. Place the bottle inside the freezer overnight.
6. Observe the set up the following morning.
7. Enter your observations in the table provided.
8. Examine the setup again.
9. Think about how water causes the plastic bottle to break.
10. Relate the observation with what is happening to rocks in nature.

Before Freezing After Freezing

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 What are the forces that Explain how rocks are broken
break down rocks down

Guide Questions:
1. What happens to the plastic bottle with water when placed inside the freezer overnight?
2. How does water cause the breakdown of rocks in nature?

Remember These:

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Day 1

Activity 1 – “How soil is formed through weathering?”

Objectives:

1. Describe how soil is formed through weathering.

2. Describe how soil is formed through soil erosion.

What you need: (by group)

Pictures
diagram meta cards
aluminum tray
soil
plants
water

What to do:

Guide Questions:

What is weathering?
How soil is formed through weathering?

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Remember These:

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QUARTER 4 – EARTH AND SPACE
Chapter 1 – Processes that Shape the Earth’s Surface
Lesson ____: Weathering and Soil Erosion
Activity 1: “Shower Them All”

Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things
and environment.
What you need:
Sand, plastic cover, water, strainer, mini houses, trees and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grasses around the sand pyramid.
3. Make a rain using the strainer and water on the pyramid for 5 seconds, then 10
seconds.
Guide Questions:
1. What happens to the set up when you pour water on it for 5 seconds? For 10
seconds?
2. What made the soil erode or wear away?
3. When the soil loosens up and erode, what happens to the houses and trees?
4. What are the effects of soil erosion made by water or rain?
5. How would you reduce soil erosion caused by water or rain?
6. Complete the tables based on the activity.

SOIL EROSION BY RAIN OR WATER

Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful
Environment Effects
1. 1.
2. 2.
3. 3.

As soon as you have completed the assigned task, gather all your used
materials and go back to your classroom to finalize your output for posting and
reporting.

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Remember These:

Erosion is the wearing away of soil by wind, water, gravity, or human impact. It
occurs naturally but can be made worse by human activities such as farming, logging, and
mining. The most common type of erosion happens when soil is washed off a slope by
rainwater.

The implications of soil erosion by water extend beyond the removal of valuable
topsoil. Crop emergence, growth and yield are directly affected by the loss of natural
nutrients and applied fertilizers. Seeds and plants can be disturbed or completely removed
by the erosion. Organic matter from the soil, residues and any applied manure, is relatively
lightweight and can be readily transported off the field, particularly during spring thaw
conditions. Pesticides may also be carried off the site with the eroded soil.

Soil quality, structure, stability and texture can be affected by the loss of soil. The
breakdown of aggregates and the removal of smaller particles or entire layers of soil or
organic matter can weaken the structure and even change the texture. Textural changes
can in turn affect the water-holding capacity of the soil, making it more susceptible to
extreme conditions such as landslides and drought.

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QUARTER 4 – EARTH AND SPACE
Chapter 1 – Processes that Shape the Earth’s Surface
Lesson ____: Weathering and Soil Erosion
Activity 2: “Blow Them All”

Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things
and environment.
What you need:
Electric fan/fan, sand, mini houses, trees and grasses
What to do:
1. Make a sand pyramid on top of the plastic cover.
2. Design the toy houses, trees and grasses around the sand pyramid.
3. Align the set on an electric fan a) number 1 speed b) number 2 speed c) number
3 speed.
Guide Questions:
1. What happens to the soil when you allow the electric fan to blow it at number
1,2,3 speed?
2. What made the top soil erode or wear away?
3. When the top soil erode, what happens to the houses and trees?
4. When the top soil wear away, do you think will happen to the quality of the soil for
our crops?
5. What are the effects of soil erosion made by wind or air?
6. How would you reduce soil erosion caused by wind or air?
7. Complete the tables based on the activity.

SOIL EROSION BY WIND OR AIR

Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful
Environment Effects
1. 1.
2. 2.
3. 3.

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 As soon as you have completed the assigned task, gather all your used
materials and go back to your classroom to finalize your output for posting and
reporting.

Remember These:
Wind erosion occurs in susceptible areas of Ontario but represents a small
percentage of land – mainly sandy and organic or muck soils. Under the right conditions it
can cause major losses of soil and property (Figure 7).

Figure 7. Wind erosion can be severe on long, unsheltered, smooth soil surfaces.

Soil particles move in three ways, depending on soil particle size and wind strength –
suspension, saltation and surface creep.

The rate and magnitude of soil erosion by wind is controlled by the following factors:

Soil Erodibility

Very fine soil particles are carried high into the air by the wind and transported great
distances (suspension). Fine-to-medium size soil particles are lifted a short distance into the
air and drop back to the soil surface, damaging crops and dislodging more soil (saltation).
Larger-sized soil particles that are too large to be lifted off the ground are dislodged by the
wind and roll along the soil surface (surface creep). The abrasion that results from
windblown particles breaks down stable surface aggregates and further increases the soil
erodibility.

Soil Surface Roughness

Soil surfaces that are not rough offer little resistance to the wind. However, ridges left from
tillage can dry out more quickly in a wind event, resulting in more loose, dry soil available to
blow. Over time, soil surfaces become filled in, and the roughness is broken down by
abrasion. This results in a smoother surface susceptible to the wind. Excess tillage can
contribute to soil structure breakdown and increased erosion.

Climate

The speed and duration of the wind have a direct relationship to the extent of soil erosion.
Soil moisture levels are very low at the surface of excessively drained soils or during
periods of drought, thus releasing the particles for transport by wind. This effect also occurs
in freeze-drying of the soil surface during winter months. Accumulation of soil on the

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 leeward side of barriers such as fence rows, trees or buildings, or snow cover that has a
brown colour during winter are indicators of wind erosion.

Unsheltered Distance

A lack of windbreaks (trees, shrubs, crop residue, etc.) allows the wind to put soil particles
into motion for greater distances, thus increasing abrasion and soil erosion. Knolls and
hilltops are usually exposed and suffer the most.

Vegetative Cover

The lack of permanent vegetative cover in certain locations results in extensive wind
erosion. Loose, dry, bare soil is the most susceptible; however, crops that produce low
levels of residue (e.g., soybeans and many vegetable crops) may not provide enough
resistance. In severe cases, even crops that produce a lot of residue may not protect the
soil.

The most effective protective vegetative cover consists of a cover crop with an adequate
network of living windbreaks in combination with good tillage, residue management and
crop selection.

Effects of Wind Erosion

Wind erosion damages crops through sandblasting of young seedlings or transplants, burial
of plants or seed, and exposure of seed. Crops are ruined, resulting in costly delays and
making reseeding necessary. Plants damaged by sandblasting are vulnerable to the entry
of disease with a resulting decrease in yield, loss of quality and market value. Also, wind
erosion can create adverse operating conditions, preventing timely field activities.

Soil drifting is a fertility-depleting process that can lead to poor crop growth and yield
reductions in areas of fields where wind erosion is a recurring problem. Continual drifting of
an area gradually causes a textural change in the soil. Loss of fine sand, silt, clay and
organic particles from sandy soils serves to lower the moisture-holding capacity of the soil.
This increases the erodibility of the soil and compounds the problem.

The removal of wind-blown soils from fence rows, constructed drainage channels and
roads, and from around buildings is a costly process. Also, soil nutrients and surface-
applied chemicals can be carried along with the soil particles, contributing to off-site
impacts. In addition, blowing dust can affect human health and create public safety hazards.

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QUARTER 4 – EARTH AND SPACE
Chapter 1 – Processes that Shape the Earth’s Surface
Lesson ____: Weathering and Soil Erosion
Activity 3: “What Have They Done?”
Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things
and environment.
What you need:
Pictures, strips of paper, manila paper, pentel pen
What to do:
1. Make to columns on the manila paper.
2. Title the first column “Human Activities That Causes Soil Erosion” and title the
second column “Effects of Human Activity to the Environment and Living things”
3. Arrange the given pictures and phrases in its proper column.
4. Answer the guide questions correctly.

Guide Questions:
1. What are the human activities that causes soil erosion?
2. How does deforestation and constructions cause soil erosion?
3. How does these affect our environment?
4. How does agriculture cause soil erosion?
5. Knowing that these human activities has harmful effects on the living things and
environment, what are the possible ways to reduce soil erosion?

As soon as you have completed the assigned task, gather all your used materials
and finalize your output for posting and reporting.

Remember These:

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 Human activity on and around the earth’s surface whether it is in your backyard or down
the park are known to cause erosion 10 times more than naturally occurring processes. Human
life has been the number on cause of erosion dating back to the first millennium. Agriculture and
construction are the 2 ways in which humans cause erosion. Construction when unnecessarily
conducted can be quite damaging to soil and dirt. Vegetation and agriculture are also 2 human
causes of erosion because humans move the top soil and make it prone to erosion.
Grazing and deforestation are also human
causes of erosion because human life is making the
grounds surface soil bare and extremely prone to
erosion by natural forces. Across America where soil is
being eroded due to human activity.
Another way in which humans cause erosion is by simply watering their gardens.
Erosion occurs when watering the gardens of your residential property mainly because the force
of water which is coming from your garden hose or irrigation system is too fierce and it makes
the soil eroded quite quickly. We can prevent this also by not over watering garden areas
containing soil.

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QUARTER 4 – EARTH AND SPACE
Chapter 1 – Processes that Shape the Earth’s Surface
Lesson ____: Weathering and Soil Erosion
Activity 4: “What Would You Do?”
Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Identify ways on how to reduce the harmful effects of soil erosion on living things
and environment.

What you need:

Pentel pen, pencil, color, manila paper, bond paper.

What to do:

Group 1 (Poster Making)

1. Using the manila paper draw ways on how to reduce soil erosion caused by
rainfall

2. The leader will report their work.

Group 2 (Jingle/Song)

1. Using the tune of a familiar song, create its lyrics on ways on how to reduce soil
erosion caused by wind.

2. The group will sing it to the class.

Group 3 (News Report)

1. Make a news report on ways of how to reduce soil erosion caused by humans
and animals
2. Present it to the class acting as if each member is a tv reporter.

Guide Questions:

1. What are the causes of soil erosion?

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 2. What are the harmful effects of soil erosion on living things and
environment?
3. What are the different ways on how to reduce soil erosion caused
by rainfall?
4. What are the different ways on how to reduce soil erosion caused
by wind?
5. What are the different ways on how to reduce soil erosion caused
by humans and animals?
6. How did each group present their task?

Remember These:

Soil erosion impacts the agricultural industry as well as the natural environment. The
effects of soil erosion can be felt both on-site, meaning at the site of soil disruption, or off-site,
meaning the location where the eroded soil deposits. Let's start by building our understanding of
the impact of soil erosion on-site. When the topsoil is eroded from an area, that area loses its
most nutrient-rich layer, and therefore soil quality is reduced.

Poor soil quality means smaller crop yields and may even wash away seeds and small
plants. This may call for more of a need for artificial fertilizers and pesticides, which can runoff of
fields and contaminate waterways. Also, when the organic matter that is found within the top
layer of soil is removed, it can weaken the soil's ability to hold water, leaving the field
susceptible to weather conditions such as droughts.

The soil that is carried away has to go somewhere, and this leads to off-site problems.
As mentioned, when soil is carried away from a farmer's field by water, it carries with it
contaminants, such as fertilizers and pesticides. This runoff can cause water pollution that
contaminates drinking water and disrupts ecosystems of lakes and wetlands. This negatively
impacts the fish and wildlife that depend on these downstream waters for food and habitat.
Sediments that accumulate down slope of the erosion can obstruct the flow of water in streams
and drainage canals, leading to flooding.

As we see, much of the effects of soil erosion are the result of water erosion. But wind
erosion can also transport topsoil and weaken soil quality. Wind can also damage young
seedlings by blasting them with sand and other small particles. Wind also distributes topsoil,
which might uncover and expose some seedlings, while at the same time, burying other
seedlings too deep. Also, when farmer's fields undergo excessive tillage, meaning that the field
is worked too hard in preparation for planting, the soil structure can be lost, making it more
susceptible to erosion.

There are ways to avoid and manage soil erosion. One of the best ways to prevent soil
erosion is to increase vegetation. Plants and trees grow above the surface, protecting soil from
erosion, and their roots meander down through the soil and become like bars in a prison,
locking the soil particles in place, making it hard for them to escape and be carried away by
water.

Embankments and sloped land are most vulnerable to erosion due to gravity. So adding
plants, shrubs and other vegetation to these areas is important. Vegetation not only locks in
water, it can keep wind away. For example, if an area is vulnerable to damaging winds, a

19
natural windbreaker created by trees planted across the wind's direction acts like a wall, cutting
down on wind erosion.

Because soil erosion is such an important issue to farmers, any practice that will help
prevent water runoff or helps to maintain the strength of the soil structure will be beneficial.
Terracing is an option for controlling erosion on sloped land by cutting in flat surfaces. When
land is sloped, water runs down the slope, so by cutting steps or terraces into a slope, a
farmer's field will have an easier time holding water. A field that contains terraces looks like a
stairway for a giant.

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 Lesson____: WEATHER DISTURBANCES

Activity 6: Video Presentation on weather Condition Before, During and After a Typhoon

Objectives:
1. Gain additional information on weather condition before, during and after a
typhoon.
2. Improve comprehension skills in watching video clips
What you need: Internet Access
Active Board / if e – classroom is available, if none, Computer monitor or laptop
will do
Or Projector and white screen board
What to do:
1. Follow the standards given by the teacher in watching video presentation.
2. Understand what is conveyed on the video clips.
3. Be Ready to answer question.
4. Watching video clips formed on youtube.

Before a typhoon:
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN, PHILIPPINES
FULL ROAD STREER VIEW
https://www.youtube.com/watch?v=hXx8w0r6FsM

During a typhoon:
ACTUAL VIDEO OF STORM SURGE OF TYPHOON HAIYAN YOLANDA
LEYTE, PHILIPPINES
https://www.youtube.com/watch?v=pNh=SXaUgA

After typhoon:
TACLOBAN CITY AFTER TYPHOON YOLANDA: Maharlika Highway to
Tacloban DZR Airport
http://www.youtube.com/watch?v=hXX8wOr6FsM

Guide Questions:
1. What have you observed with the weather condition before a typhoon?
2. How will you describe the weather condition during a typhoon?
3. How about after a typhoon?

Remember these:
BEFORE A TYPHOON

 There are formation of dark clouds.

 Air is colder and dry.
 Reddish clouds at sunrise and sunset.

DURING A TYPHOON

 Strong winds and heavy rains.

 Big waves in the sea.
 Surging of winds in counterclockwise direction.

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 Lesson____: WEATHER DISTURBANCES

Activity 1: Weather condition before a typhoon.

Objectives:
Observe the weather condition before a typhoon.
What you need:
Enlarged picture showing weather condition before a typhoon.

What to do:
1. Observe the enlarged picture / illustration given by the teacher on weather
condition before a typhoon.
2. Brainstorming to answer the guide question.

Guide Question:
1. What have you observed about the weather condition?
2. What do you think is supposed to happen?

Remember these:
BEFORE A TYPHOON

 Dark clouds are formed

 Air is colder and dry
 Wind start to blow

Lesson____: WEATHER DISTURBANCES

Activity 2: Weather Condition during a typhoon

Objectives:
Observe the weather condition during a typhoon

What you need:

Enlarged picture showing weather condition during a typhoon

What to do:
1. Observe the enlarged picture / illustration given by the teacher on weather
condition during typhoon.
2. Give observations on the weather condition during typhoon.

Guide Question:
1. How will you describe the weather condition in the picture?
2. Give your observation.

Remember these:
DURING A TYPHOON

 Strong winds and heavy rains.

 Surging of winds in counterclockwise direction.
 Big waves in the sea.

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 Lesson____: WEATHER DISTURBANCES

Activity 3: Weather Condition after a typhoon

Objectives:
Describe the environment and weather condition after a typhoon

What you need:

Enlarged picture showing weather condition after a typhoon

What to do:
1. Observe the enlarged picture / illustration given by the teacher on weather
condition after a typhoon.
2. Describe the environment after a typhoon.

Guide Question:
1. What happen to the environment and weather condition in the picture?
2. Give your Description

Remember these:
AFTER A TYPHOON

 Environment are flooded

 Speed of wind decreases
 Samaged plants and structures

Lesson____: WEATHER DISTURBANCES

Activity 4:
Identifying safety Precaution before during and after a typhoon

Objectives:
Identify safety Precaution before during and after a typhoon

What you need:

Sandtable
Strips of paper

What to do:
1. Each group will get 5 rolled stripes of paper from the sandtable
2. Identify each if it is a precautionary measure.
3. Post each in their appropriate column on the chart

BEFORE DURING AFTER

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Guide Questions
1. What precautionary measure did you get?
2. Group them as to before, during or after a typhoon.

Remember these:
PRECAUTIONARY MEASURES

BEFORE DURING AFTER

 Listed to the  If the “eye” of the  Avoid roads
latest weather typhoon is pass- along
bulletin. ing, stay indoors. mountainsides
 Keep food, flash-  Keep yourself  Stay away from
lights, candles, warm by wearing broken electric
matches in store thick clothes. posts.
 If travel is  Avoid crossing
announced to be rivers where the
dangerous, do is strong.
no travel.
 Strengthen the
posts and the
roof of the house
 If necessary,
evacuate.

Lesson____: WEATHER DISTURBANCES

Activity 5: “Broadcasting” Safety Precautions before, during and after a typhoon

Objective:
Perform news broadcasting activity about safety precautions before, during and
after a typhoon.

What you need:

Print outs
Pictures

What to do:
1. Plana news broadcasting activitywith your group.
2. Group 1 will report on “Before a Typhoon”
3. Group 2 will report on “During a Typhoon”
4. Group 3 will report on “After a Typhoon”

Guide Questions:
1. Does the weather condition changes before, during and after a typhoon?
2. Is the reporting clean for the public to understand

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Remember these:
 It is important to follow some safety precautions before, during and
after a typhoon to keep us safe from any harm or destructions.

Lesson____: WEATHER DISTURBANCES

Activity 6: Video Presentation on weather Condition Before, During and After a Typhoon

Objectives:
1. Gain additional information on weather condition before, during and after a
typhoon.
2. Improve comprehension skills in watching video clips
What you need: Internet Access
Active Board / if e – classroom is available, if none, Computer monitor or laptop
will do
Or Projector and white screen board
What to do:
1. Follow the standards given by the teacher in watching video presentation.
2. Understand what is conveyed on the video clips.
3. Be Ready to answer question.
4. Watching video clips formed on youtube.

Before a typhoon:
TACLOBAN CITY BEFORE TYPHOON YOLANDA HAIYAN, PHILIPPINES
FULL ROAD STREER VIEW
https://www.youtube.com/watch?v=hXx8w0r6FsM

During a typhoon:
ACTUAL VIDEO OF STORM SURGE OF TYPHOON HAIYAN YOLANDA
LEYTE, PHILIPPINES
https://www.youtube.com/watch?v=pNh=SXaUgA

After typhoon:
TACLOBAN CITY AFTER TYPHOON YOLANDA: Maharlika Highway to
Tacloban DZR Airport
http://www.youtube.com/watch?v=hXX8wOr6FsM

Guide Questions:
1. What have you observed with the weather condition before a typhoon?
2. How will you describe the weather condition during a typhoon?
3. How about after a typhoon?

Remember these:
BEFORE A TYPHOON

 There are formation of dark clouds.

 Air is colder and dry.
 Reddish clouds at sunrise and sunset.

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 DURING A TYPHOON

 Strong winds and heavy rains.

 Big waves in the sea.
 Surging of winds in counterclockwise direction.

AFTER A TYPHOON

 Flooded surroundings.
 Turbulent seas
 Speed of wind decreases

Lesson____: WEATHER DISTURBANCES

Activity 7: “Role Playing”

Objectives:
1. Performed a roleplay activity about the safety precautions before, during and
after a typhoon.

What you need:

Script in role playing

What to do:
1. Do planning with the group
2. Write a short script
3. Do role playing

Guide Questions:
1. What are the safety precautions before, during and after typhoon?
2. Is the script of the roleplay comprehensive?

Remember these:
 Practicing safety precaution before, during and after a typhoon keeps us
safe from untoward incidents.

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 Chapter 2 – Weather Disturbances

Lesson 5 : Effects of Typhoon on the Community

Duration: 5 days

Activity 1: “Film Viewing”

Objective:

Describe the effects of typhoon on the community

What you need:

Videos, manila paper, pentel pen

What to do:
1. The pupils watch the videos.
2. Group the pupils into four.
3. The group will discuss what happen or what they observe on the videos they watched.
4. The group write all the effects of typhoon on the community.
5. The group will present their work.

Group 1 Group 2
Effects of typhoon on the people in the
community Effects of typhoon on the
environment in the community

Group 3 Group 4
Effects of typhoon on the people in the
community Effects of typhoon on the
environment in the community

Guide Questions:
1. What are the effects of typhoon on the people in the community?

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 2. What are the effects of typhoon on the environment in the community?

Activity 2: “Do You Recall Me “

Objective:
Remember all the possible effects of typhoon on the people and in the environment
on the community.

What you need:

Folder, papers,

What to do:
1. Group yourself into three.
2. Each group will have their own folder.
3. The folder contain papers with the written effects of typhoon on the people and in the
environment on the community with the missing words in the sentence/s.
4. You will complete each sentence with the correct word/s.
5. The first group to finish will be the first one to discuss their work.

Effects of Typhoons:

1. People’s lives are in extreme danger during _____________. In many newspaper

reports, one reads about several deaths due to flooding or serious injury from being
hit by heavy objects.

2. Infrastructures like ___________ and ____________ in seriously affected areas may

be damaged beyond repair.

3. Fruit __________ are uprooted and other garden __________ are damaged.

4. Many crops are destroyed, thus, there is very few ___________.

5. Farm animals are left _____________.

6. Classes are _____________ to keep students safe in their ____________.

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 7. Rain water can soften the soil and cause __________ which can bury lives and
properties.

Guide Question:
1. State/recite the effects of typhoon on the community.

Activity 3: “Are You Safe?“

Objective:
Describe the effects of typhoon on the community on different storm signal.

What you need:

*Role playing props

What to do:
1. Group I – Role playing (effects of Storm Signal No. 1)
2. Group II - Role playing (effects of Storm Signal No. 2)
3. Group III – Role playing (effects of Storm Signal No. 3)
4. Group IV – Role playing (effects of Storm Signal No. 4)

Guide Questions:
1. What are the effects of Storm Signal No. 1?
2. What are the effects of Storm Signal No. 2?
3. What are the effects of Storm Signal No. 3?
4. What are the effects of Storm Signal No. 4?

Activity 4: “Do You Know Me?“

Objective:
Prepares individual emergency kit.

What you need:

*Basic emergency kit
*Box

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 What to do:
1. Each group have their own box at the front.
2. The box have different things included the things in the emergency kit.
3. The group form a line.
4. Each member of the group will get one thing in the box.
5. A thing that you think important to bring whenever there is an emergency.
6. At the count of three each member will get one thing in the box and put it on your
base.
7. The group will present and discuss the things they brought from the box, the use and
importance of each thing.

Guide Questions:

1. What are the most important things to prepare in case there is a typhoon/ emergency?

2. What is the use of each thing?

3. What is the importance of each thing in the emergency kit?

Activity 5: “Write it on”

Objectives:
1. Enumerate at least five effects of typhoon on the community.
2. Enumerate at least five things in the emergency kit.

What you need:

Paper and ball pen

What to do:
Answer the following:
1. Write five(5) effects of typhoon on the community.

2. Write five(5) things in the emergency kit.

30
Remember these:

 We need to know weather conditions to keep us safe.

 We enjoy outdoor activities only if we have fine weather. Sports, field trips, kite flying,
and camping are seldom held during rainy days. Weather helps you decide what games
you play.
 Knowledge on the weather forecast for the day also helps us make necessary
preparations.
 After the typhoons, affected communities took various coping strategies to survive,
including having multiple odd jobs; borrowing more from friends, relatives and informal
lenders; reducing food consumption. In some cases, children are no longer able to
attend school as families lack the money to cover school expenses and transportation
costs.

That is why, the study notes, many residents in the affected areas, even in danger
zones, are wary about relocating far away from their barangays (villages) or the city for
fear that they will not have livelihood in resettlement areas and have no access to basic
community services.

They also fear losing their current social support mechanisms – their network of friends,
neighbors and relatives who can help in times of difficulties.

After Ondoy and Pepeng, the government relocated some affected communities in
danger zones to various sites. The study conducted surveys in an off-city (outside Metro
Manila) resettlement area (Southville 5A, Lankiwa, Biñan, Laguna) and an in-city (within
Metro Manila) resettlement area (Eusebio Bliss, Pasig City) to compare the impact of
these two approaches on the welfare of resettled households.

Overall, respondents in both areas reported improvements in their living conditions:

better housing, improved access to sanitation, electricity, and garbage disposal. Access
to piped water was a serious challenge in both sites, as was access to livelihoods, the
study notes.

“Negative impacts were, however, stronger in the off-city resettlement area (Southville
5A), where two out of three households reported decreased income,” says the study.
“Those resettled off-city also experienced higher cost of living particularly due to higher
spending for transport in getting to work and school.”

Hence, the study says that, save for constraints like higher amortization rates,
communities generally considered in-city resettlement as the best option to enable
households to retain access to livelihood and employment opportunities as well as
minimize disruptions to essential social support networks.

Besides a general preference for in-city resettlement, communities covered in the social

31
 impact study also highlighted the importance of strengthening local disaster
preparedness activities focusing on the following:

• Putting in place a local system for relief and recovery operations;

• Inclusion of the entire community in disaster preparedness training; and
• Acquisition of basic equipment for relief operations.

Preparedness as key
Due to pre-emptive evacuations and emergency preparedness, the number of dead reported
remains slightly over 50, although the death and injury tolls may rise as more information
becomes available.
WHO determined the typhoons’ immediate impact on the health sector to be low with 30
health facilities damaged but functioning, however, other sectors, especially livelihoods, are
expected to have an important impact on the affected population’s vulnerability to health
impacts. For example, extensive damages to crops at harvest time in regions already badly
affected by the El Niño phenomenon are expected to increase food insecurity through March
2016.
This typhoon season is predicted to bring more intense typhoons as a result of El Niño; a
major global concern that WHO is monitoring closely due to the health risks associated with
extreme weather in different parts of the world. WHO Country Office in the Philippines is
committed to continuing its work with the Department of Health to strengthen disaster
preparedness and improve disease surveillance.


32
QUARTER 4 – EARTH AND SPACE
Chapter 3 – THE MOON
Lesson ____: Phases of the Moon
DAY 1
Activity 1- “Calendar Month”
I. Objective

1. Relate the cyclical pattern to the length of a month.

What you need:

Calendar of the current year that shows dates of the phases of the moon, manila
paper, pentel pen

What to do:
1. Choose a month from the current calendar year that shows the dates of the phases
of the moon.
2. Work with a partner and count the number of day/s it takes the moon to go through
its different phases.
3. Fill up the table below.
Movement of the Moon Number of Days
New moon to first quarter
First quarter to new moon
Full moon to last quarter
Last quarter to new moon
TOTAL

4. Compare your answer with the other group.

Guide Questions:
1. How many days does it take from new moon to first quarter moon?
From first quarter moon to Full moon? Fom full moon to last quarter?
2. Does each phase has the same number of days?
3. When you compare your answer with the other group, do you have the same
answer?
4. Why do you think you have the same or different answers?
5. What is the total cyclical pattern of the month you choose?

33
Remember These:

If the moon started its orbit from a spot exactly between Earth
and the sun, it would return to almost the same spot in 29 ½
days. If the moon started its orbit around the Earth from a spot
in line with a certain star, it will return to that same spot in about
27 ½ days.
When the moon is between the sun and the Earth, we
cannot see the lighted side of moon. This is called New Moon. A
day after the new moon, we see a thin slice of light at the edge
of the moon. This is called crescent moon. About a week after
the new moon, we see half of the lighted side of the moon, this
is called first quarter moon. As the first quarter moon increases in size, it is called gibbous
moon. About a week after the first quarter moon, the earth is between the moon and the sun.
We see the whole lighted side of the moon which is called full moon. The full moon decreases in
size until it is again a gibbous moon. About a week after the full moon, we again see half of its
lighted part. This is called the last quarter moon. After this, the lighted part becomes smaller
until we see a crescent. Soon the moon becomes invisible, after which new moon appears
again.

34
QUARTER 4 – EARTH AND SPACE
Chapter 3 – THE MOON
Lesson ____: Phases of the Moon
DAY 2
Activity 2- “Calendar for the Year”
I. Objectives
1. Relate the cyclical pattern to the length of a month
2.Explain the 2 ways of moon’s revolution around the earth.
What you need:
Calendar of the current year that shows dates of the phases of the moon each
month, manila paper, pentel pen

What to do:
1.Get your calendar of the year that shows the dates of the phases of the moon.
2.Work with your group and count the number of day/s it takes the moon to go through its
different phases each month
3.Fill up the table below.

Movement
of the January February March April May June
Moon
New moon
to first
quarter
First
quarter to
full moon
Full moon
to last
quarter
Last
quarter to
new moon
TOTAL

2. Report your answer.

35
Guide Questions:
1. How many days are the cyclical pattern of the moon in January? February? March?
2. What months have the same number of days?
3. How many days do these have?
4. How about the other months how many days do they have?
5. What are the two ways of the moon’s cyclical pattern?
6. Differentiate the two ways?

Remember These:
Scientist measure the time the moon completes one revolution around the Earth in two
ways- One is in relation to the sun and the other in relation to a star.
If the moon started its orbit from a spot exactly between Earth and the sun, it would
return to almost the same spot in 29 ½ days. During this period, the moon has changed from
one new moon phase to the next new moon phase. This period is called a synodic month.
If the moon started its orbit around the Earth from a spot in line with a certain star, it will
return to that same spot in about 27 ½ days. This is called a sidereal month.
The term ―month‖ came from the length of time it takes the moon (one month) to
complete one revolution around Earth.

36
QUARTER 4 – EARTH AND SPACE
Chapter 3 – THE MOON
Lesson ____: Phases of the Moon
DAY 3
Activity 3- “Show the Moon Patterns”
I. Objectives
1. Demonstrate the cyclical pattern of the moon
2. Tell how long each phase of the moon takes to go to another phase.

What you need:

Globe, ball and flashlight
What to do:
1. Get a globe, a ball and flashlight.
2. Work with your group. Tell that the ball represents the moon, globe represents the Earth
and flashlight represents the sun.
3. Demonstrate how the moon revolves around the Earth and rotates once on its axis.
4. Take note of the lighted part of the ball as it turned around the globe while the flashlight
shines on it.
5. Tell how many days it takes for each phase to go another phase.
6. Answer the questions that follows.

Guide Questions:
1. What do the 3 materials represent?
2. Enumerate the different phases of the moon?
3. Draw each phase and at the bottom write the number of days of the transition of each
phase?
Remember These:
The Moon appears to move completely around the celestial sphere once in about 27.3
days as observed from the Earth. This is called a sidereal month, and reflects the corresponding
orbital period of 27.3 days The moon takes 29.5 days to return to the same point on the celestial
sphere as referenced to the Sun because of the motion of the Earth around the Sun; this is
called a synodic month (Lunar phases as observed from the Earth are correlated with the
synodic month). There are effects that cause small fluctuations around this value that we will not
discuss. Since the Moon must move Eastward among the constellations enough to go
completely around the sky (360 degrees) in 27.3 days, it must move Eastward by 13.2 degrees
each day (in contrast, remember that the Sun only appears to move Eastward by about 1
degree per day). Thus, with respect to the background constellations the Moon will be about
13.2 degrees further East each day. Since the celestial sphere appears to turn 1 degree about

37
every 4 minutes, the Moon crosses our celestial meridian about 13.2 x 4 = 52.8 minutes later
each day.

QUARTER 4 – EARTH AND SPACE

Chapter 3 – THE MOON
Lesson ____: Phases of the Moon
DAY 4
Activity 4- “How True Is It”
I. Objective
.1. Debug local myths and folklore about phases of the moon.

What you need:

Pentel pen, pencil, color, manila paper, bond paper, Myths about the moon

What to do:
1. Read and study myth/folklore story assigned in your group.
2. Try to act it out in front of the class.
3. You will be given 10 minutes to practice and 2 minutes to act it out in front of the
class.
4. Answer the questions that follows.
5. Write your answer on the manila paper and report it in the class.
Guide Questions:
1. What is the title of the story assigned to you?
2. Do you believe in that story?
3. Why yes? Why no?
4. Is there proof that this tale is true?
5. According to our previous lessons is it true?
6. Why do we have to know this kind of story even it’s not true?
Remember These:
Philippine folklore is a treasure trove of strange mythical creatures that have stood the
test of time. Just mention the names aswang, encanto, kapre, tikbalang or tiyanak and you'll get
most Filipinos—especially the young ones. Many years ago Filipino people create stories about
the origin of moon, its phases, stars and sun that enriched our literature. Those who do not
study or research believe these stories but for us who have studied and do our own research do
not. It is important to know stories like these because it is part of our culture but it doesn’t
necessarily mean we will follow and believe those stories.

38
Learners Material
S5FE – Ivg – 7

PHASE OF THE MOON

39
 Using the model, it shows the apparent changes in the shapes of the moon to its
position to the earth and the sun.

The moon goes through different phase. Just like the earth it does not have its
own light. It reflects light from the sun. The phase of the moon you see defends on
where the moon is in relation to the sun and the earth.

When the moon comes between the sun and the earth, the side that faces the
earth is dark. This phase is called new moon.

The moon does not change its shape. As it revolves around the sun we see more
of its lighted part. Then we see less and less of it. That is why its shape appear to
change. This is what we called phase of the moon.

Day I

Activity I – Apparent changes in the shape of the moon

Objective :

Observe the apparent changes in the shape of the moon

What you need:

2 small ball 1 medium size ball

1 big flashlight 1 tall jar

What to do :

1. Place the medium size ball on top of the tall jar.

2. Align the small ball with the bigger ball
3. Focus the flashlight on the small ball.
4. Move the small ball around the bigger ball make a complete revolution.

Guided Question:

What do the following represent?

Small ball ______________________________

Bigger ball _____________________________

40
 Flashlight ______________________________

Did the moon change its shape? What was really changed?

Day 2

Activity 2 – How we see the moon in its different positions?

Objective:

Describe the change of the moon as seen from night to night

What you need

Manila paper Colors

Pentel pen Pencil

Model ( teacher )

What to do:

Color the parts of the moon visible from earth yellow and those not visible black.

Day 3

Activity 3

Objective:

Show through a model how the relative position of the observer on earth and the
moon and sun cause apparent changes in the shape of the moon.

What you need:

Pictures/ Illustrations

41
What to do:

a. Darken your room,

b. Place a lighted lamp on one side of the table.
c. Hold a ball infront of it.
d. Look at the lighted part of the ball.
e. Turn the ball counterclockwise slowly.
Note the lighted part of the ball.

Guide question:

1.Why does the moon seen to change its shape?

2. Describe its changes.

3. Describe the different phase of the moon.

Day 4

Activity 4 – More things to do.

1. Draw the different phase of the moon from new moon to full moon.
2. Label and describe each phase

Day 5 – Checking up

Activity 5

Label the different phase of the moon show below. Rearrange the drawing in
their order of appearance beginning with the new moon. Write the answer in your note
book.

42
43
 Learners Material
S5FE – IVb - 2

Lesson 2 – Effect of Soil Erosion

Activity 1 “ Erosion Changes the shape of the land ”

Day 1

Objectives: Demonstrate how erosion changes the shape of the land

What you need

44
 Pan

Soil

Water

Dipper

What to do

1. Build a mountain of soil in the pan

2. Pour several dippers of vwater slowly on top of the mountain
Observe what happen.

Guide Questions
Describe what happened in the shape of the mountain.
What kind of landform was formed? _______________

Was there a change to the shape of the mountain. What kind of landform was
formed? __________________________

If you continue on pouring water to the soil, what do you think will happen? Why?
Remember these What is being shown in this activity?__________________________

Everytime erosion happens in some places it affects people, plants and animals.
It also affect the land.

Note: for activity 2 (Look for place that show evidences of change in shape)
Lesson 2 – Effect of Soil Erosion
Activity 2

Day 2

What you need ( Home work )

Manila paper Pentel

What to do

1. Go around your surrounding at home, in school and in the community.

45
 2. Look for places that show evidences of change in shape due to erosion.

Describe their present condition. Follow the suggested format in presenting your
findings.

Place Description

Ex, Street Full of Potholes

Day 3 – Activity 3 “ Condition of the soil ”

Objectives:

Explain how erosion affects the condition of the soil

What you need:

Water hose electric fan

What to do

1. Go to an open space in the school

2. Plug the electric fan then switch it on. Focus it on the ground surface for 5
minute. Observe what happen to the soil.

Guided Question:

1.What agent of soil erosion were shown in the activity?

2.What does the topsoil contain which are necessary for plant growth?

3.Explain How erosion affect the condition of the soil.

46
 Remember these:

Erosion affects the land. It means the loss of the topsoil where plants grow.

Plants grow well on topsoil. The soil becomes less fertile when topsoil is removed.

Day 4

Activity 4 – Inferring the effects of soil Erosion on plants, Animals and People

Objewctives:

The effect of soil erosion on plant,animals and people

What to do:

Answer the following briefly,

1.What will happen to food production it large amount of rich topsoil is eroded to
the sea?

2. When seaments or silts accumulate in the bodies of water what will happen to
the following?

Transportation ___________________________________________________

Fishing Industry __________________________________________________

Low lands along coastime and riverbanks_________________________________

__________________________________________________________________

3. When flood waters cover rice fields and agricultural lands with silt or sand,
what will be its effect to farmers?

___________________________________________________________

___________________________________________________________

4. What will happen to fish in the sea when their gills are clogged with line
sediment brought about by erosion

47
 __________________________________________________________

__________________________________________________________

5. What happen to plant in a place that is frequently eroded

______________________________________________
_______________________________________________

6. When the fine and white sand in beaches is washed away what happen to
tourism industry?

7.How does a river with accumulated sediment affect people who love swimming

_______________________________________________

_______________________________________________

Remember these:

Everytime erosion happens in some places it affect people,plant and animals

It also affect the land.

Erosion happens whenever rocks are carried from one place to another.

Day 5 – checking up

Answer the question:

Write the answer in your notebook.

1. How does erosion affect the land Give three ways.

1.

2.

3.

48
2. How does erosion affect plants. Give three ways.

1.

3.

4.

3. How does erosion affect people and animals?

Give three ways

1.

2.

3.

4, Where does erosion usually happen ?

_____________________________________________

______________________________________________

5. How does flooding cause soil erosion?

___________________________________________

___________________________________________

49
 Chapter 4 – The Stars

Lesson 9 - Patterns of Stars (Constellation)

Duration: 5 days

Activity 1: “Connecting Dots”

Objective:
To form star patterns by connecting dots

What you need:

Bond paper, pen

What to do:
1. The pupils will connect dots to form star patterns.

Guide Question:
1. What shapes can you form from the dots?

Activity 2: “Do You Know Me?”

Objective:
To be familiar with the different star patterns.

What you need:

You should be able to set up this project quickly. Before the project starts, print out enough
copies of the dove handout for half your students, and the horse handout for the other half.
Print out a copy of the constellation grid for each student. Before students arrive in the
computer lab, on each computer. You should also spend a few minutes practicing using the
Navigation tool, so you can help students who have problems.

What to do:

Begin by checking student knowledge about constellations. They have most likely heard of a
few of the most famous constellations, like Orion or the Big Dipper. (The Big Dipper is not
strictly a constellation. Students may have misconceptions that constellations are real

50
astronomical groups of stars, or that all stars in constellations are the same. Explain that
this activity will show students what constellations are, and that they will find their own
constellations.

Give half the students the "Dove Constellation" handout, and the other half the "Horse
Constellation." Give the students a moment to study their handouts, but do not tell them
that the other half of the class has a different handout. Then, show the star pattern on the
web page or on a transparency. Ask a student to describe what he or she sees. The student
will say a dove (or a horse). A student from the other half of the class should disagree, and
the students should begin arguing.

Guide Questions:
Encourage the students to point out specific parts of the constellation (the dove's beak, the
horse's hooves, etc.), and eventually the students should realize what was happening. Tell
the students that they were like two ancient cultures seeing two different shapes in the
same pattern of stars. This is the main point of the project. (It's also a small moral lesson -
students should see that just because someone else sees something different, that doesn't
mean that the other is wrong!).

Activity 3: “Star Gazer Puzzle”

Objective:
To find the star puzzle

What you need:

Bond paper

What to do:
Play the Star Finder game:
1. Stick your thumbs and first two fingers into the four pockets on the bottom of the
Star Finder.
2. Ask another person to choose one of the top four squares. Then, depending on the
number on the square she chose, open and close the Star Finder that many times
(open up and down, close, open side to side, close, etc.). For example, if she
chose number 6, open and close the Star Finder 6 times.

3. Then, ask the person to look inside the Star Finder and pick one of the four visible constellations.
This time, open and close the Star Finder once for each letter to spell out his choice. For example, if

51
 he chose "Lyra," you would open and close the Star Finder 4 times, once for each letter: L - Y - R -
A.
4. Ask the player again to pick one of the four constellations visible. Open the panel to see the name of
a constellation (highlighted in red) she will try to find in the sky for this month.
For some of the months, not every part of the Star Finder may show a highlighted constellation for
you to find. In this case, just try to find the constellation that is nearest to the part of the sky you
picked. Or, just find any constellation!

Guide Question:
What are constellations anyway?

Activity 4: “Film Viewing”

Objective:
To know more about constellations.

What you need:

Video clip

What to do:
1. Follow the directions that your teacher will be given.
2. Group your self into four.
3. Discuss to your group how to find constellations in the sky.
4. Write on the manila paper what constellations you find in the video.
5. The group present their output.

Guide Questions:
1. How to find constellations in the sky?
2. What are the constellations you saw in the video?

Activity 5: “Poster Making”

Objective:
To create their own constellations

What you need:

Bond paper, pencil, crayons

52
What to do:
1. Do your favorite star pattern or constellations.
2. The pupils present their output and tell why this was their favorite constellation?

Guide Questions:
1. You learned more about constellation and also you viewed.
2. What is your most favorite star patterns or constellation?

Remember these:

Constellations can help you sort the twinkling dots scattered across the
night sky. Connect the stars to see what deep-sky wonders emerge.
By Glenn Chaple | Published: Monday, March 10, 2008

The richness of the summer sky is exemplified by the splendor of the Milky Way. Stretching from the northern horizon in
Perseus, through the cross-shaped constellation Cygnus overhead, and down to Sagittarius in the south, the Milky Way is packed
with riches. These riches include star clusters, nebulae, double stars, and variable stars. Michel Hersen imaged the Milky Way
from Stone Canyon, Utah, in June 2006. Equipment used: Canon EOS Digital Rebel XT and Tamron 20-40mm wide-angle lens,
ISO 1600, for a 90-second exposure
Michel Hersen

If you're a newcomer to amateur astronomy, eager to begin exploring the night sky, you'll have to overcome
one of astronomy's biggest hurdles — learning to identify the constellations. After all, you can't find the
Andromeda Galaxy if you can't find Andromeda. Trying to make sense of those myriad stellar specks overhead
might seem intimidating, but making friends with the stars needn't be a "mission impossible."

Remember your first day of school — entering that classroom and finding yourself confronted by a roomful of
unfamiliar faces? Even on that first day, you probably made a few friends. Through them, and with your day-
to-day exposure to the classroom, you gradually became acquainted with all of your classmates. Learning the
constellations is like that. With a little help from your friends (easy-to-find guidepost constellations) and a
willingness to "show up for class" on successive nights, you'll soon feel comfortable in your nighttime
surroundings. So relax. It's time to go to school and meet some new friends!

53
North circumpolar constellations
We begin in the northern sky, realm of those always-visible star groups known as the north circumpolar
constellations. The most prominent figure is the Big Dipper (Note: The Big Dipper is not a constellation).
These bright stars — four forming the "bowl," three more tracing out the "handle" — create one of the most
recognizable patterns in the night sky, an ideal guide for locating surrounding constellations.

As any good Boy or Girl Scout will attest, you can find Polaris, the North Star, by tracing a line between the
stars Dubhe and Merak at the end of the bowl of the Big Dipper and extending it about five times the distance
between them. When astronomical newcomers see this celebrated star for the first time, they are astonished
that it isn't much brighter than the stars in the Big Dipper. Polaris is the brightest star inUrsa Minor the Little
Bear, which contains the Little Dipper. Like its big brother, the Little Dipper is made up of seven stars — four
in the bowl, and three in the handle. Because four of its stars are dim, the Little Dipper is hard to see in light-
polluted skies.

If you trace a line from the bowl of the Big Dipper past the North Star and continue it an equal distance
beyond, you'll arrive at an eye-catching group of stars that form a distinct letter M or W. This is Cassiopeia,
Queen of Ethiopia

54