TG - Science 3 - Q4

Read carefully the instructions of each test item below.
Use a separate
sheet for your answer.
I. Fill in the blanks with the correct word from the box.
television radio safely battery

electrical power station
Electricity can come from (1) and (2) . It is

used in electrical equipment such as electric fan, (3)
, (4) and refrigerator. It must be used (5)
to avoid electrocution.
II. Put a check () mark on good practices and ( x ) for not
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good practices.
1. Touching exposed wires.

2. Ask an adult for help when using electrical equipment.
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3. Keep electrical equipment away from water.
4. Tell an adult to put safety caps on all unused outlet.
5. Pull an electrical cord from the wall.
Unit 4: Earth and Space
OVERVIEW
Many things make up our surroundings. Our surroundings consist all living
and non-living things that occur naturally on Earth. Living things as discussed in
Unit II include people, plants and animals around us. Non-living things
include water in water bodies, soil, rocks, and the landforms.
This Unit contains three lessons. In Lesson 1, it focuses on the things that
make up our surroundings at home, school and community. In Lessons 2 and 3,
it tackle the bodies of water and landforms found in the community, in other
places in the country, and their importance to people and other living things.
Through these lessons, it is hoped that pupils will learn to appreciate their
immediate surroundings and learn to care for the natural resources in their
community.
1
The activities are fun-based and exploratory in nature. All these activities
aim to develop the basic science process skills like observing, recording,
gathering and recording data and communicating data.
The activities can be modified to meet the needs of the learners in view of
the availability of resources. As the teacher, you may add activities as
needed to help the pupils’ conceptual understanding.
Chapter 1: Things in the Surroundings
Lesson 1. Things in the Surroundings

Duration: 3 days
Background Information
The environment includes everything plus the air, sun, water, weather,
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and the Earth itself. http://www.mbgnet.net/bioplants/earth.html
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. They provide shelter and safety for animals. They
also provide a place for animals to find other food. On a small scale, plants
provide shade, help moderate the temperature, and protect animals from the
wind. On a larger scale, such as in rainforests, plants actually change the rainfall
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patterns over large areas of the earth's surface.
In the forest and the grasslands, the roots of plants help hold the soil
together. This reduces erosion and helps conserve the soil. Plants also help
make soil. Soil is made up of lots of particles of rocks which are broken down into
very small pieces. When plants die, their decomposed remains are added to the
soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use

including food, fibers (for cloth), and medicines. They help provide some of
our energy needs. In some parts of the world, wood is the primary fuel used
by people to cook their meals and heat their homes.
Plants, because of their beauty, are important elements of our human
world.
Objectives
At the end of the lesson, the pupils should be able to:
1. describe one’s environment as being made up of life forms, land,
water and air;
2. make observations of the school’s and community’s surroundings
and ; 3.tell something about the surroundings.
Materials
magic square chart, garden, a body of water like a pond or a river
Procedure
1. Ask the class the following questions:
 What do you see in this room ? Name as many as you can.
 What place in your surroundings do you like most? Why?
 What place in your surroundings you don’t like? Why?
A. Motivation
1. Post the lyrics of the song “Bahay Kubo” on the board. Ask the class
to sing.
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2. Ask the pupils what things are found in the bahay kubo. You can also
show a picture of a bahay kubo and ask the pupils what are the things
they see in the picture.
C. Lesson Proper
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Activity 1.
1. Post the magic square chart on the board. Explain what the magic square
chart is all about. Introduce LM No.1 entitled Things in Our Surroundings.
Ask the pupils to write their ideas about their surroundings at home using
the magic chart as guide. Tell them to give a short description about
what they write.
2. Tell the pupils to answer the guide questions to make them more aware of
the nature of their home surroundings.
3. When they have finished writing, ask few pupils to share their ideas
and experiences with their immediate surroundings. Select pupils who
come from different environments to come up with varied sample
answers. Look for commonalities and differences in their ideas.
4. Summarize the pupils ideas of their surroundings.
Activity 2
1. After discussing the individual environments, introduce LM No.2

entitled Take A Tour Around .
2. Give the usual precautions in doing outdoor activities.
3. Let them identify the places assigned to them. Ask them to observe at
least four different places and describe each. They can use the magic
square chart as guide.
4. When they have finished writing, ask them to return to the classroom. Ask
at least four pupils to share their ideas and experiences of the four places
they observed. Look for commonalities and differences in the four places.
4. Summarize the pupils ideas on the four places observed.
Assessment
1. Make a list of things you see at home and in school. Opposite it
place a check mark if these things are important to the people.
2. Your friend Samantha lives in a farm. Her father and brother take good
care of the pond near their house. There are plants in the pond that
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served as food of some “dalag”. Why does her father and brother need
to take care of the pond?
Assignment
Draw a picture of the surroundings of your house. Color it to show a
happier and livelier mood. Share in class next meeting.
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Lesson 2. Things in the Garden
Duration: 3 days
Plants are the primary habitat for thousands of other organisms. Animals
live in, on, or under plants. Plants provide shelter and safety for animals. Plants
also provide a place for animals to find other food.
Plants help make soil. Soil is made up of lots of particles of rocks which
are broken down into very small pieces. When plants die, their decomposed
remains are added to the soil. This helps to make the soil rich with nutrients.
Many plants are important sources of products that people use,

including food, fibers (for cloth), and medicines. Plants also help provide
some of our energy needs. In our community, wood is the primary fuel used by
people to cook their meals and heat their homes.
Plants, because of their beauty, are important elements of our
community. When we build houses and other buildings, we never think the job is
done until we have planted trees, shrubs, and flowers to make what we have
built much nicer.
Objectives
At the end of each lesson, the pupils should be able to:
1. identify things that are found in a garden;
2. classify the things in the garden as living and nonliving; and
3. describe the importance of living and nonliving things in the surroundings.
Materials
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paper, pencil and crayons,
Procedure
A. Motivation / Presentation
1, Show six objects to the class. (i.e., stone, paper, plant seedling, little
aquarium, a small worm, soil, wooden stick).
2, Ask the pupils to identify the objects and classify them as living or
nonliving things.
3. Review the lessons on living and non-living things taken up in the
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second quarter.
C. Lesson Proper
1. Introduce the use of a magnifying lens.
2. Let the pupils perform LM No. 3 : A Walk in the Garden .
3. Give the necessary precautions while observing objects in the garden.
4. Ask the pupils to answer the guide questions.
5. Discuss the objects observed by the pupils and the classification they
made. Discuss also the importance of the animals to other living things in
the garden.
Assessment
1. List down 5 examples of living and non-living things that you can find in
a garden. Make a table to show their classification as living and non living
things.
2. Lolo Domeng likes planting vegetables and flowers in his garden. This keeps
him busy and happy every day. He has planted pechay, kamote, okra, and
malunggay. On one side, along the fence, he also planted gumamela,
rosal, and a row of roses. What do you think are the reasons why Lolo
Domeng enjoys planting different plants?
Assignment
 Draw a water body found in your community.
 Collect pictures of the different kinds of bodies of water.
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Lesson 3. Bodies of Water in your Community
Duration: 3 days
Water bodies are described in a plethora of different names in English -
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rivers, streams, ponds, bays, gulfs, and seas to name a few.
There are different forms of flowing water. The smallest water channels
are often called brooks but creeks are often larger than brooks but may
either be permanent or intermittent. Creeks are sometimes known as streams
but the word stream is quite a generic term for any body of flowing water.
A stream is a body of water with a current, confined within a bed and

stream banks. It moves to a lower level in a channel on land. Example of this is
Tandawan stream in Davao.
A river is a natural watercourse usually freshwater, flowing towards an

ocean, a lake, or sea, or another river. In few cases, a river simply flows into the
ground or dries up completely before reaching another body of water. The rivers
in the Philippines are the Pasig River ,called Ilog Pasig in Filipino that
connects Laguna De bay to Manila Bay.
Another example is the Pampanga River formerly known as Rio Grande

De Pampanga, the second largest river in the island of Luzon. Another is
Cagayan River, the third largest located in Central Luzon Region and
traverses the provinces of Pampanga, Nueva Ecija, Bulacan, Tarlac and
Quezon.
Another river is Agusan River located in the eastern part of Mindanao
draining majority at Caraga Region and some parts of Compostela Valley
province whose length is 350 km and its basin area is 10,921 km².
A hot spring is produced by the emergence of geothermally heated

groundwater from the Earth’s crust, Example is the Tangub Hot Spring in
Camiguin. It is in the sea at normal water level. At low tide the warm water
comes out between the rocks.
A body of relatively still water of considerable size, localized in a basin,

that is surrounded by land apart from a river, stream, or other form of
moving water that serves to feed or drain the lake. Example is Laguna de Bay,
the largest lake in the Philippines located east of Metro Manila between the
provinces of Laguna to the south and Rizal to the north.
A pond is a small lake, most often in a natural depression. Like a

stream, the word lake is quite a generic term - it refers to any accumulation
of water surrounded by land - although it is often of a considerable size.
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A sea is a large body of saline water that may be connected with an
ocean or may be a large saline lake that lacks a natural outlet. An example is
the Camotes Sea, a small sea between the Eastern Visayas and the Central
Visayas. It is bordered by the islands of Leyte to the north and east, Bohol to the
South and Cebu to the West.
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Oceans are the ultimate bodies of water and refers to the five oceans -
Atlantic, Pacific, Arctic, Indian, and Southern. The equator divides the
Atlantic Ocean and Pacific Oceans into the North and South Atlantic Ocean
and the North and South Pacific Ocean.
Coves are the smallest indentations of land by a lake, sea, or ocean. A

bay is larger than a cove and can refer to any wide indentation of the land.
Example is the Anawangin Cove in Zambales, a province of the Philippines
located in the Central Luzon region.
Larger than a bay is a gulf which is usually a deep cut of the land, such as
Ragay Gulf IN Camarines Sur . Bays and gulfs can also be known as inlets.
Any lake or pond directly connected to a larger body of water can be

called a lagoon and a channel explains a narrow sea between two land
masses.
Objectives
1. describe the bodies of water; and
2. infer that plants and animals are present around and in the bodies of
water.
Materials
pictures of different bodies of water; pencil
Procedure
A. Motivation/ Presentation
1. Ask the pupils these questions:
 Have you gone swimming with their parents, brothers and sisters.
Where was the place? Did you enjoy swimming?
 Have you traveled by boat with their parents, brothers and sisters.
Where was the place? Did you enjoy the travel?
 Where do you get the water you use for drinking, for taking a bath,
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and for washing their clothes?
 Based on the answers to the questions, ask the pupils: are there
different kinds of bodies of water? Name some of them.
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B. Lesson Proper
1. Perform LM Activity 4, Bodies of Water in the Community.
2, Let the pupils examine closely the pictures in the Activity Sheet. Ask them
if the body of water is familiar to them.
4. Discuss further the characteristic of the different bodies of water. Refer to
the background information for this topic.
Assessment
Match Column A with Column B. Write the letter of the correct
answer on your paper.
A B
1. a body of water with a current,
confined within a bed and stream banks.
It moves to a lower level in a channel on land. a. stream
2. usually
freshwater, flowing towards an ocean,
a lake, or sea, or another river. b. river
3. produced by
the emergence of geothermally heated
ground water from the Earth’s crust, c. hot spring
4. localized in a basin,
that is surrounded by land apart from
a river, stream, or other form of moving
water that serves to feed or drain the lake d. lake
5. a large body of saline water

that is connected to an ocean or
may
be a large saline lake that lacks a natural outlet. e. sea
f. oceans
6. the smallest indentations of land g. coves
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by a lake, sea, or ocean.
7. larger than a cove and can refer h. bay

to any wide indentation of the land.
8. larger than a bay which is
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usually a deep cut of the land i. gulf
Assignment
1. Draw a landform found in your place. Write a three sentence
description of the landform.
Lesson 4. Land Forms in the Community

Duration: 3 Days
Mount Apo. The highest mountain in the Philippines, towering over
Southern Mindanao, covering the provinces of Davao del Sur and North
Cotabato. At 2, 956 MASL, it possesses a formidable array of landscapes,
from craggy rocks capes to virgin forests; from mossy swamps to volcanic
structures.
The Chocolate Hills are probably Bohol's most famous tourist attraction.
They look like giant mole hills. The chocolate hills consist of are no less than
1268. They are very uniform in shape and mostly between 30 and 50 meters
high. They are covered with grass, which, at the end of the dry season, turns
chocolate brown. From this color, the hills derive their name. At other times,
the hills are green.
Cagayan Valley. In a round-up of the Philippines’ stunning
destinations, Cagayan will most likely go unmentioned. Yet this beautiful
province is home to picturesque beaches, volcanic islands and historically
significant natural and man-made sites. It may be devoid of luxury trappings, true,
but it is rich in natural, rugged beauty.
Plateaus of Bukidnon. Bukidnon comprises more than half of Northern
Mindanao, and is the fourth largest province in the Philippines. It’s also
Mindanao’s major producer of rice and corn, and has vast pineapple, banana
and sugarcane plantations. The city’s cool climate is a result of it being a
plateau some 915 meters above sea level, surrounded by mountain ranges.
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The Central Plains of Luzon ( Region III ).Only 66 kilometers away
from Metro Manila, Central Luzon contains the largest plain in the country
and is the gateway to the Northern Luzon regions. It covers a total land area
of 21,470 square kilometres. It includes all land area north of Manila Bay
from the tip of Bataan peninsula on the west, and all the lands north of the
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Caraballo mountains on the east. It is the longest contiguous area of
lowlands, and is otherwise known as the Central Plains of Luzon. The region
produces one third of the country’s total rice production, thus is also called the
Rice Granary of the Philippines.
Objectives
1. describe common landforms; and
2. discuss how landforms can be beneficial to people, plants, and animals.
Materials
pictures of different landforms, pencil, activity sheet, pair of scissors, glue
or paste, crayons
Procedure
A. Motivation
1. Ask the pupils the questions:
 Is there any kind of landform in your community (hill. mountain,
plain, volcano, valley).
 Are there plants growing in these landforms?
 Have you tried mountain climbing? How did you feel while climbing?
 What is meant by landform ? Are landforms naturally occurring or
man-made?
 What are some of the different land forms?
B. Lesson Proper
1. Perform LM No. 5; The land forms . Ask the pupils to look closely at
the pictures.
2. Ask the pupils to carefully read the descriptions of different land forms.
3. Ask them to match each picture with the description.
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4. Make a poster using the matched drawing and description.
5. Allow them to answer the questions indicated in the learners material.
Assessment
Post a photocopy of 10 land forms on the board. Ask them to identify and
describe each landform . ( see attached pictures)
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canyon strait
peninsula delta
isthmus valley
Chapter 2: Weather
Overview
The condition of the air at a particular place and time – whether it is warm
or cold, wet or dry and how cloudy or windy it is tells the weather of that
particular place.
Weather can be simply measured by observing and recording

temperature, rainfall, humidity, wind and cloudiness. It can be predicted to
some degree by observing the condition of the sky and the wind thus came
the possibility of identifying and naming different types of clouds associated
with different patterns of weather.
To attain the learning competencies in this chapter, the activities in each

lesson provide opportunities for pupils to build on their concepts about weather.
It also allow pupils to practice broader science skills and use scientific inquiry in
developing the ability to think and act in ways associated with inquiry
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including asking questions, planning and conducting simple investigations,
using appropriate instruments and procedure to gather data, thinking
critically and logically about relationships between evidence and
explanations, making and analyzing alternative explanations and
communicating information using drawing symbols and short phrases.
The eight lessons in this chapter integrate values development like
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accuracy in recording observations, appreciation of different weather
conditions, discipline in group work and work performance.
Lesson 1. The Weather

Duration: 3 days
Whenever we describe the condition of the day, we talk about the

weather. When describing the weather, we always consider the presence of
the sun, condition of the clouds, speed of the wind and the temperature of
the air Weather is the condition of the atmosphere in a given place at a
certain time . The four weather conditions are sunny, rainy, windy and cloudy.
It is a sunny day when the sun is shining, the air is warm, and the wind is
weak. It is a rainy day when the sun cannot be seen, the clouds are dark and
the rain is falling. It is a windy day when the sun is shining, clouds are slightly dark
or clear and the air is blowing hard. It is a cloudy day when the sun is not
seen and there are plenty of slightly clouds yet the rain is not falling .
Objective
At the end of the lesson, the pupils should be able to describe the
appearance of the clouds.
Materials
word puzzle; charts showing pupils’ description and observations of the
sky , KWL chart
Procedure
1. Post the word puzzle on the board . Ask the pupils to encircle the words
in the puzzle. Ask them to write it on the board.
( thunder, lightning, wind, clouds, rain, weather )
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Using the word puzzle, ask your pupils to list in column one all words that
are familiar to them. In column two, ask them to write the words that
are not familiar to them. Under the column with unfamiliar words, let them
write what they want to know about it.
The KWL Chart
What I know What I want to know What I learned(Very

(Familiar Words) Familiar)
( Not Familiar Words)
Before starting the activity, go over the KWL chart with the pupils. Find
out the top 10 words that pupils are unfamiliar with that are related to the
day’s lesson. Make sure you include this in the activity or post-discussion.
C. Lesson Proper
1. Find a place in the school where your pupils can observe the clouds,
either through an open window or outside the room. Form five groups.
Have your pupils look up the sky for a few minutes. CAUTION: Warn your
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pupils about the bad effects of looking directly at the sun.
2. Distribute the learners material and ask them to open LM No. 1

entitled Weather Watcher. Ask them to draw what they have observe in
the sky. The pupils will write their answers in their activity notebook.
Give them enough time to draw the clouds on their notebook.
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3. After the activity, ask your pupils what they notice about the things
in the sky and the clouds with the following questions;
 Is the sky clear? cloudy?
 Can you see clouds? How does it appear?
 Is the sun shining bright? Is the sun hiding?
 Is the rain falling?
 Is the wind blowing?
The description may just be shapes like short clouds, puffy clouds, a
cloud that looks like a curly hair , thread-like clouds.
4. Discuss further the descriptions made by the pupils. Ask your pupils to
exchange LMs to see the drawing of other pupils. Ask them to describe
the clouds in the drawing. You may also ask the following questions after
looking at their drawings.
 What is the weather today?
 What is the shape of the cloud ?
 What is the color of the cloud?
SAMPLE ANSWERS
Descriptions
There are plenty of clouds.
The sun is shining and there are no clouds.
The clouds look like groups of cotton balls
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The sun cannot be seen
The sun is shining and the wind is blowing
It is going to rain because the clouds look dark
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The sky is blue and there are many white clouds
I cannot see the blue sky because it is covered with white and gray
clouds.
5. Based from Charts 1 and 2, ask your pupils to arrive at this

generalizations;
 (The weather may be sunny or fair, cloudy, rainy or wind).
 (We consider the presence of the sun, condition of the clouds
in describing the weather.)
Assessment
Check the pupils’ outputs to evaluate whether they performed their

activity correctly. Look at the descriptions for each drawing. Present the
rubrics. Ask them to evaluate their work .
Assignment
Draw the basic types of clouds. If available, use the internet or any
science books to get details about them.
Lesson 2. The Types of Clouds
Duration: 5 days
Certain conditions must exist for clouds to form - water vapor in the
air, temperature change, and particles in the air for the water vapor to
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condense on. As warm, moist air rises, it begins to cool and condense on
dust particles forming water droplets. These water droplets form clouds. They
will not fall to Earth because they are too small.
Clouds
A cloud is a large collection of very tiny droplets of water or ice crystals. The
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droplets are so small and light that they can float in the air.
All air contains water, but near the ground it is usually in the form of an invisible
gas called water vapor. When warm air rises, it expands and cools. Cool air can't
hold as much water vapor as warm air, so some of the vapor condenses onto
tiny pieces of dust that are floating in the air and forms a tiny droplet around
each dust particle. When billions of these droplets come together they
become a visible cloud.
Clouds are white because their water droplets or ice crystals are large
enough to scatter the light of the seven wavelengths (red, orange, yellow,
green, blue, indigo, and violet), which combine to produce white light. Clouds
take different shapes depending on the amount of water vapor available and
the speed and direction of the moving air. Clouds are classified according to
how they are formed. Below are the main types and their descriptions.
 Stratus clouds are low, flat, gray clouds that look like sheets covering the
sky. They are the closest clouds to the ground. They form as low as surface
level (fog) to about 6,500 feet above the ground. They can produce
rain, drizzle, snow, or mist.
 Cumulus clouds are puffy and white-like cotton balls. They form from 2,000
to 20,000 feet above the ground. They usually indicate fair weather.
Sometimes they grow very large and become thunderheads. As these
clouds gather they create thunder and lightning and produce
precipitation in the form of rain and hail.
 Cirrus clouds are thin, curly, wispy clouds. They are sometimes referred to
as mares’ tails. They form between 25,000 to 40,000 feet above the
ground. They are so high in the atmosphere that the water droplets
freeze into ice crystals. They often indicate an incoming storm or weather
change.
There are cloud charts that you can buy to show what these clouds look like.
However, most cloud charts will have more than these basic clouds. They use the
prefixes “alto” and “nimbo” to tell more about these three basic clouds. If the
prefix “alto” is used, it means middle, referring to the position of the clouds in
their respective areas. If they use prefix “nimbo” is used, it means water and
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these clouds will often bring rain.
Objectives
1. draw and describe the basic types of clouds; and
2. show a four-day observation of the clouds in the locality.
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Materials
crayons, cotton balls, glitters for lighting and rain, paper and scissors
glue
Procedure
A. Motivation/Presentation
1. Ask the pupils about the weather the other day.

2. Tell the pupils that in the next three (3) days they will observe the clouds
and weather. They will go out for a total of four days for this activity.
3. Distribute the LM No. 2 entitled Types of Clouds. Discuss how to fill up the
spaces in the worksheets.
Activity 2 A. Observing The Basic Types of Clouds
1. Ask the pupils to go out of the classroom with their pencils, crayons
and worksheets. Observe the clouds and the weather using the
following questions as guide:
Weather Condition: (is it sunny, rainy, windy, stormy?)
Clouds characteristics Day 1 Day 2 Day 3 Day 4
Color: Is it white? Light gray?

Dark gray?
Height: how far or near
from the ground?
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Size: How big or small?
Shape: How do they

appear? Are they many?
Are they in clusters? Are
they spread out far from
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each other?
2. Tell the pupils to write their answers to the questions in column 2

3. Tell them to draw the clouds using their notebook (Refer to LM#2).
4. Tell the pupils that they will do the same activity for three more days.
They can do this at the start of the class period.
Activity 2 B. Making Models of the Basic Types of Clouds
5. On the second day, after observing the clouds and weather, Ask them to
make a model of what they have observed for the day and the
previous day using the materials. Use the cotton to emphasize the
type of clouds. Refer to the materials and procedure 1 to 4 found in LM.
No.2 .Ask them to answer the succeeding questions.
6. Ask them to classify the clouds they have observed into three types:
Cirrus clouds, cumulus clouds, and stratus clouds.
7. Repeat Activities 2A and 2B for the 3rd and 4th days.

8. At the end of the 4th day, ask each group to present and compare their
outputs.
9. Ask each group to make a generalization regarding the different types of

clouds, their characteristics and how they are linked to weather.
10. Ask the pupils to fill out column 3 of their KWL chart, “what they
have learned about clouds and weather.
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Assessment
Ask each group to evaluate the model done by each group using the
rubrics.
Assignment
List down the different weather instruments.
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Lesson 3. A Basic Weather Instruments
Duration: 2 days
Weather Instruments & Their
Uses
Meteorologists use a wide variety of different instruments to measure

weather conditions, but many of these instruments fall into relatively
common, over-arching categories. Thermometers, for instance, come in
traditional liquid- in-glass forms and newer electronic forms, but both
measure temperature in Celsius and Fahrenheit. These instruments and
measurements allow meteorologists to make predictions on weather conditions
in the near future. The following are the common instruments in studying
weather.
Thermometers measure the high and low outdoor temperatures in

degrees Fahrenheit and degrees Celsius. Meteorologists first used liquid-in-glass
thermometers in the late 1800s, but now use electronic Maximum-Minimum
Temperature Sensor systems more frequently. The MMTS system uses an
electronic temperature sensor to measure and record high and low
temperatures.
 Barometers measure atmospheric pressure, providing the measurement in

Millibars. Under most conditions, high and rising pressure indicates sunny
weather, while low and falling pressure indicates approaching rain. The traditional
aneroid barometer first appeared in the 1840s. The microbarograph also
measures air pressure, but records its continuous measurements on paper.
 Hygrometers measure temperature and humidity using degrees Celsius and

degrees Fahrenheit. One type of hygrometer, called a sling psychrometer,
uses one dry and one wet bulb thermometer to measure the relative
humidity of the air. Other hygrometers use a sheaf of hair, which increases in
length as relative humidity increases.
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 Anemometers measure the direction and speed of wind in miles per hour. A
common type of anemometer has three cups fixed to a mobile shaft. As the
wind blows faster, the cups spin around faster. The actual speed of the wind
shows up on a dial. Another type of anemometer uses a propeller instead of
cups to accomplish the same function.

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A wind vane, also called a wind sock, measures the direction of the wind at
any given point in time. A weighted arrow spins around a fixed shaft and points
north, south, east or west, typically marked on separate fixed shafts parallel
to the arrow.
A rain gauge measures the amount of rainfall. The standard rain gauge consists
of a long, narrow cylinder capable of measuring rainfall up to 8 inches. Many
rain gauges measure precipitation in millimeters, or to the nearest 100th of
an inch. Other gauges collect the rain and weigh it, later converting this
measurement into inches.
 Hail pads measure the size of hail that falls during a storm. A standard hail
pad consists of florist's foam and aluminum foil. The falling hail strikes the
foil and creates dimples for the observer to measure after the storm.
 The Campbell Stokes Recorder measures sunshine. Sunlight shines into one side
of a glass ball and leaves through the opposite side in a concentrated ray. This
ray of light burns a mark onto a thick piece of card. The extensiveness of the
burn mark indicates how many hours the sun shone during that day.
Objectives
1. make s simple weather instrument; and

2. describe the uses of the instrument.
Materials
wooden sticks, strip of paper, glue , cardboard, wooden sticks, glue
Procedure
Post the drawings below on the board. Ask the pupils to arrange the
letters to form the words describing the pictures posted on the board. Post
the correct word above the picture. Ask the following questions after the
word was formed for each picture.
DRAFT
April 10, 2014
U Y
S N N Y A R I N
T S Y M R O U O C L Y D
D Y I N W
DRAFT
April 10, 20 14
 What is the difference between sunny and rainy day?
 What is the difference between sunny and windy day?
 What is the difference between rainy day and cloudy day?
 What is the difference between cloudy day and windy day?
 What is the difference between windy day and stormy day?
C. Lesson Proper
1. Presentation
 Show pictures of some weather instruments to the class.
DRAFT
 Ask the class which of the instruments is familiar to them.
 Ask the pupils to draw these instruments in their notebooks.
2. Activity 3
a. Group the class. Distribute the materials in each group. Ask
the pupils to read the procedure in LM’s No.3 entitled “My
April 10, 2014

Improvised Weather Instrument”.
b. Show and explain to the groups the rubrics for scoring their
participation in the activity.
Score Indicators
5 100% participated actively and obtained the expected

results.

results.

results; or
100% participated actively but obtained 50 – 75% of the

expected results;
2 50-75% participated actively but obtained 50 – 75% of the

expected results;
1 50-75% participated actively but obtained wrong results
0 Less than 50% participated actively but obtained wrong

results
b. Divide the groups into 2. Assign half of the group (called group A)
to do Model A, the other half (called group B) to Model B.
Models A and B are different models of the wind vane.
c. Go around while the groups are working. Check their designs.
d. Ask each group to present their output and show how it works.
DRAFT
Ask them also to answer the questions. As one group is
presenting, ask the other groups to rate the group using the
rubrics.
e. Discuss the use of these basic instruments in knowing the
April 10, 2014

weather condition. Emphasize in the discussion that;
 An anemometer measures the speed of the wind.
 The wind vane shows the direction from which the wind
blows.
 A rain gauge measures the amount of rainfall by collecting
the water as it falls into a container.
Assignment
1. Assign pupils to draw in their notebook the weather

symbols for rainy, sunny , windy and stormy day. Prepare
also a weather chart as in the table below:
Monday Tuesday Wednesday Thursday Friday

Lesson 4. Wind’s Temperature Wind Speed and Wind Direction
Duration : 4 days
Measuring and Recording Speed and Direction of the wind
Weathermen gather information about the speed and direction of the

wind. They do this to predict weather. They use instruments to measure the
speed and direction of the wind.
Wind speed is measured by an anemometer. The wind speed is shown by

the number of circles or revolutions the anemometer makes in one minute.
At times the anemometer almost does not move. We say that the wind is
DRAFT
calm. A slow wind will move the anemometer a little. A moderate wind can
turn the cups of the anemometer. At times the anemometer can make
several circles or revolutions. We say that the wind is strong or fast.
Some anemometers have a device that measures the speed of the

wind. This can be used to name the wind.
April 10, 2014

comes.
The wind vane is an instrument with an arrowhead and a tail. The wind
pushes the tail. The arrowhead points toward the direction from which the wind
Winds are always described according to the direction from which they
are blowing. As the wind strikes the tail of the wind vane, the wind vane turns so
that the arrow points in the directions from which the wind is blowing
Name Speed (km/hr)
Calm 0-1
Light Air 1-5
Light Breeze 6-11
Gentle Breeze 12-19
Moderate Breeze 20-28

Fresh Breeze 29-38
Strong Breeze 39-49
Moderate Gale 50-61
Fresh Gale 62-74
Strong Gale 75-88
Storm 103-117
Hurricane/ Typhoon More than 117
Temperature is the degree of hotness or coldness of air. A place gets hot

when it is heated by the sun. It gets cool when the place is not directly
DRAFT
heated by the sun. The coldest time of a 24 hour day is just before sunrise, this
is because the earth has been losing heat all night.
During the day, the temperature depends on the amount of sunlight that
enters the earth. If it is sunny, then it is warm and the temperature is high.
When it is cloudy, then it is cool and the temperature is low. Even if it is sunny ,
April 10, 2014

places which receive less sunlight sun light under the tree , inside the building,
heat will be less and the temperature lower.
The movement of wind also affects the air temperature. When the wind
blows, it blows out warm air. Cooler air comes in and air temperature will also
be lower.
An area gets hotter when it is heated by the sun and gets cooler
when the heat leaves it. The coldest time of a day is just before sunrise, after
the earth has been losing heat all night.
Air temperature is measured by a device called air thermometer. It is

expressed in degree Celsius or °C. The highest point in the centigrade scale
is 100°c and the lowest point is O°. In Fahrenheit scale the highest point is
212°F and the lowest point is 32°F. A thermometer is a narrow glass tube
containing mercury or colored alcohol. As the temperature increases, the
mercury or alcohol expands and its level in the tube rises. The number
corresponding to the liquid’s level is the temperature reading.
Air temperature affects the weather conditions. During warm weather,
the temperature rises. We say the temperature is high. During cooler days, the
temperature sinks or drops. We say the temperature is low. The average air
temperature is 19-32 C. A temperature reading below 19 C means it is cold. A
temperature reading above 32 C means it is warm. Air temperature changes
from time to time and from place to place.
Objectives
1. tell how cold or hot the air is ;
2. compare the temperature of air in different places; and
3. describe the speed and direction of the wind.
Materials
DRAFTSET A: 2 thermometers and crochet thread or thin rope

SET B: improvised wind vane
Procedure
weather chart timer
April 10, 2014

1. Prepare the illustrations ahead of time. Make them large enough for
the pupils to be able to see even at a distance.
2. Divide the class into four or five groups. They will do the activity by
station. Ask them to move from one station to another after 3 minutes.
This should give them time to answer the questions in the activity
cards. The pupils can write their answers in their notebooks.
STATION 1
Why is the boy fanning himself?
AFT STATION 3
To what direction is the wind blowing?
April 0, 2014
STATION 2
Is it raining hard outside? STATION 4
Whendo we experience strong winds and heavy rains?
C. Lesson Proper
Activity 4A: Measuring Temperature

1. Discuss the results of the activity. Relate it to the day’s lesson which
is air temperature, wind speed and direction.
2. Ask the pupils to read LM’s No. 4 entitled Wind’s Temperature,
Speed, and Direction. Conduct a pre-laboratory activity on how to
read a thermometer and timer or clock with second hand.
3. Divide the class into 2 groups. One group will take the
temperature inside the room. The other group will stay outside
the room. Give reminders on what to avoid when working outside
the classroom.
4. After the activity, ask the pupils the following questions;

 What are the temperature readings inside the classroom
and outside the classroom?
 Are there temperature changes? If so, what do the changes
in the temperature mean?
 How does air temperature affect the weather?
DRAFT
 What happens when the speed of the wind is fast? Is slow?
 How do you know if the wind is moving fast?
 What else can you look at to describe the speed and
direction of the wind?
Activity 4B Wind Temperature and Direction
April 10, 2014

1. In pairs, ask pupils to follow the following steps in making paper
glider.
Step 1: Fold down upper two corners.
Step 2: Fold paper in half-length wise
181
Step 3: Take outer two corners and fold like this
Step 4: Take outer two corners and fold like this
DRA 2. Labe l the four corners of the
F T room with the primary
direction - East, West, North and South.
Ap r i l 1 0 , 3. As k the p upils to throw their p aper
2 0 1 4
g lider in the air and ob
Ask them the following questions;
serve.
 Is your paper glider moving fast or slow?

 Why is it moving fast or slow?
 Is it moving to the same direction?
 How do we describe the direction of the wind?
18
2
4. Explain the use of primary directions in telling the direction of the
wind.
5. Ask how the wind affects the weather condition to arrive at this
generalization;
18
3
Changes in the speed of the wind cause changes in
weather conditions
6. Assign pupils to tell their parents at home about the paper

gliders and their uses in knowing the direction of the wind.
Lesson 5. The Daily Weather
Duration: 4 days
Weather is the state of the atmosphere, to the degree that it is hot or

cold, wet or dry, calm or stormy, clear or cloudy. [1] Most weather phenomena
DRAF T
occur in the troposphere, just below the stratosphere. Weather generally refers
to day-today temperature and precipitation activity, whereas climate is the
term for the average atmospheric conditions over longer periods of time
Weather is driven by air pressure (temperature and moisture) differences

between one place and another. These pressure and temperature differences
April 10, 2014

can occur due to the sun angle at any particular spot, which varies
by latitude from the tropics. The strong temperature contrast between polar and
tropical air gives rise to the jet stream. Weather systems in the mid-latitudes,
such as extratropical cyclones, are caused by instabilities of the jet stream flow.
Because the Earth's axis is tilted relative to its orbital plane, sunlight is incident at
different angles at different times of the year. On Earth's surface,
temperatures usually range ±40 °C (−40 °F to 100 °F) annually. Over thousands of
years, changes in Earth's orbit affect the amount and distribution of solar
energy received by the Earth and influence long-term climate and
global climate change.
Surface temperature differences in turn cause pressure differences. Higher

altitudes are cooler than lower altitudes due to differences in compressional
heating. Weather forecasting is the application of science and technology to
predict the state of the atmosphere for a future time and a given location. The
atmosphere is a chaotic system, so small changes to one part of the system can
grow to have large effects on the system as a whole. Human attempts to control
the weather have occurred throughout human history, and there is
evidence that human activity such as agriculture and industry has inadvertently
modified weather patterns.
Objectives
At the end of the lesson, the pupils should be able to:
1. describe how the wind moves within the day;
2. tell how hot or cold is a place;
3. identify the elements of weather and;
4. describe the weather for the day.
Materials
weather chart , improvised wind vane, thermometer,
string or thin rope
Procedure
 A. Distribute the weather chart done by the group. Ask the pupils to
DRAFT
draw the weather symbol for each day.
Monday Tuesday Wednesday Thursday Friday
Sunny Cloudy Windy Rainy Stormy
Ap r i l 1 0 , B. As k the c lass th e follow ing que stions;
2014
 What is the kind of weather from Monday to Friday?
 What tells you that the day is sunny? windy? cloudy? Rainy
 Does the weather remain the same everyday?
B. Motivation/Presentation:
 Present a weather bulletin. Ask the pupils to answer the
following questions.
1. The weather in Metro Manila is .
2. The wind is blowing from direction.
3. The lowest temperature reading is .
4. The highest temperature reading is .
5. The general weather condition is .
Weather Bulletin of the Day
Metro Manila : Fair weather condition with rain showers in the afternoon.
Rest of the Country: Luzon will have occasional rain showers. Other parts of the country will have fair weather with lig
Temperature Range: 23 C – 31 C
C. Lesson Proper
1. Group the class into five groups. Select a leader for each group.
2. Ask them to read the instructions of the activity entitled The
Daily Weather on LM No.5. Assist them in their assigned area.
3. After the activity, Ask the following questions:
a. Based on the activity, is the temperature inside and outside the
DRAFT
room the same? What about in the shade and under the sun?
b. Why does the air temperature inside and outside the room
not the same?
c. How does air temperature affect the weather?
d. During what kind of weather is the temperature of the air
April 10, 2014

usually warm or cool?
4. Emphasize further in the discussion the changes in the speed and
direction of the wind and its effect on weather by asking the
pupils the following questions;
 Using your improvised weather instruments, can it help you
describe the direction of the wind?
 What happens when the speed of the wind is fast? How do
you know if the wind is moving fast or slow?
 Do wind speed and direction vary in different locations at the
same time? Why?
5. Ask pupils to arrive at a generalization using these questions;

 What does the change in temperature from time to time shows?
 How does air temperature and wind speed affect the
weather? Air temperature tells the hotness or
coldness of the atmosphere. It is affected by the suns
heat.
Wind speed affects the weather condition. When the

wind speed is fast, the surroundings feel cooler and
when the wind speed is slow, the surroundings feel
warmer.
6. Assign the pupils to illustrate or draw one situation showing
what happens when the wind blows hard and when the wind
blows lightly or weakly. Explain the details of the rubrics to
guide the pupils in doing their work at home.
Lesson 6. The Weather Reporter
DRAFT
Duration: 4 days
Objectives
1. make a weather bulletin for a week; and
April 10, 2014

2. report orally the weather for the week.
Materials
weather chart, thermometer
Procedure
1. Divide the class into four groups.
2. Ask each group to draw and complete a set of pictures. Ask
each group to present their drawing.
Ask the following questions :

a) What is the kind of the weather in the story?
b) What gives you the idea that it is a rainy day ?
C. Lesson Proper
1. Distribute the weather charts done in the previous lesson.
2. Ask the class to work on Activity 6 found in LM No. 6 entitled The
Weather Reporter.
3. Ask each group to present their weather bulletin in class. Allow each
group to use the rubric below to evaluate the presentation.
4. Guide the pupils in arriving at a generalization using the following
questions;
 What makes up the weather?
 What do we consider in determining the weather
conditions of the day?
Assessment
Ask each group to report the weather forecast. Use the rubrics in
evaluating the group output.
Assignment
Assign pupils to collect and bring pictures that show activities when;
DRAFT
a. the sun is high
b. the wind blows fast and
c. the wind blows lightly
April 10, 2014

Lesson 7. Weather Collage
Duration : 4 days
A collage is a work of art composed of numerous materials, such as

paper, newsprint, photographs, ribbons or other objects attached to
background support, such as plain paper. A collage can even be made with
physical materials or electronic images, attaching them to a digital background.
Originating from the French word "coller", meaning "to glue", the collage
allows you to experiment with a wide range of materials to achieve amazing
end results.
Objectives
1. describe how weather affects people, plants, and animals.
2. make a collage showing the effects of weather on people, plants,
and animals.
Materials
cut out pictures showing different activities of people
paste or glue
coloring pen/pencils
cartolina for each group
Procedure
1. Post a picture on the board. Ask them to tell the activities seen
in pictures A, B and C.
DRAFT
A pril 10, 201 4
A B
C
C. Lesson Proper
1. Ask the pupils to read the instructions found in LM No. 7 entitled

Weather Collage.
2. Ask the pupils to complete the table posted on the board by listing
the activities done in each of the weather conditions?
Activities done in each of the weather conditions
D R A FT
3. Ask the

pupils the following question
Are the activities during sunny weather different from the

s;
April 10, 2014

activities done during rainy weather?
 Are the activities done during rainy weather different from
the activities that are done during stormy weather?
 How different are the activities during warm or sunny days
from the activities during rainy days or stormy days?
 What can you say about the activities done by the
people in the community during different weather.
4. Ask the pupils to write a paragraph or make a table telling or

showing activities one enjoys during sunny or rainy days. Show the table
below.
Activities I enjoy
Sunny Rainy
Assessment
Ask to the class to complete the paragraph by writing their answers in

their notebook.
Today is a . The sky is . The wind is . I like

to do the following , , ,
and
Assignment
Ask your parents the what are the safety measures in dealing different
weather conditions.
DRAFT
Lesson 8. Let’s Be Careful with What We Do
Duration: 5 days
Objective
April 10, 2014

At the end of each lesson, the pupils should be able to draw the safety
and precautionary measures in dealing with the different types of weather
condition.
Materials
clothes and things used in different weather conditions
Procedure
1. Display pictures on what to wear during different kinds of weather.
190
C. Lesson Proper
1. Introduce the activity by asking the pupils to read the instructions
found in LM No. 8 entitled Safety and Precautionary Measures in
Dealing with Different Types of Weather.
DRAFT
2. After the activity, ask the pupils the following questions;
a. What are some activities that can be done on good/fine weather?
b. What activities cannot be done on bad weather? Why?
c. What activities should be done during bad weather?
d. What can you say about the food and clothes of people during
hot or cold weather?
e. Why is it important to have knowledge about the kind of
April 10, 2014

weather every day?
f. What can weather do to people?
3. Guide the pupils in making generalizations about safety measures on

what to do in case the weather changes. The fillowing guide
questions can be asked to the pupils;
 How do people prepare for weather changes?

 What safety preparations do you know of in dealing
with different types of weather?
 How do you prepare yourself for weather changes?
4. Ask the pupils why they should practice safety measures in

different weather conditions.
5. In groups, ask the class to present a skit, talk show, song about what
valuable lessons they learned about weather. Discuss the rubrics to
guide the pupils on what to show in their presentation.
19
1
Assessment
Write the kind of weather in each situation.
1. The sun cannot be seen and there are plenty of dark clouds,
but the rain is not falling.
2. The sun is shining and the wind is blowing very slightly.
3. There are plenty of dark clouds and rain is falling.
4. The sky is dark, the wind is strong and the rain is falling.
5. The sky is clear and the clouds are so high.
Assignment
Look up in the sky tonight and draw objects you saw.
DRAFT
Chapter 3 : Objects Seen in the Sky
Lesson 1. Objects Seen in the sky
Duration : 1 Day
April 10, 2014

1. We can see the sun during the day and the moon at night.
Gazing at the sun directly can damage your eyes.
2. Aside from the sun and the moon, stars and other heavenly bodies
can be seen in the sky.
3. Stars, along with the brighter planets, can be seen with the
unaided human eye in a daytime sky that is, when the sun is above
the horizon normally only during a total solar eclipse.
Objective
At the end of the lesson, the pupils should be able to describe the objects
seen in the sky.
Materials
blue and white metacards; pictures;
Procedure
1. Post the pictures one at a time on the board. Ask your pupils the following
questions;
 What objects can you see in picture A? picture
B? Picture A: sun
Picture B: moon, stars
 Is it daytime or night time?
Picture A: daytime
Picture B: night time
DRAFT
April 10, 2014 A B
B. Lesson Proper
1. Divide the class into four. Distribute the meta-cards to each group.
2. Tell the pupils to write their answers on the metacards, white for objects
seen during daytime and blue for objects seen at night.
3. Ask the pupils to refer to LMs No 1. Objects Seen In The Sky to complete
the graphic organizers . After the activity, ask the pupils to paste the metacards
in the graphic organizers posted on the board.
Organizer 1. Objects in the sky during night time
Sky at
night
DRAFT
Other? STARS ? SHOOTING Other? MOON ?
STARS ?
Organizer 2. Objects in the sky during

daytime
April 10 , 2014 Sk
day
y at
SUN ????? ?????? ??????
4. After the two graphic organizers are completed, ask your pupils the
following questions;
 What are the objects seen in the sky at night? during the day?
 Are they the same objects?
 Why do these objects seen at night not seen during the day?
5. Lead the class to come up with a generalization using the following
questions ;
 Which objects do you see at night time? During the day?
 Why do objects seen during the day not seen at night time?
Assignment
Ask the class to copy the following in their notes;

Go out of the house at night time when the sky is clear. Observe.
1. List the objects you see in the sky. Name them.
2. Write your answers in your assignment notebook.
3. On your drawing pads, draw what you will see. Share it to class tomorrow.
DRAFT
Lesson 2. Sizes of Objects Seen in the Sky
Duration: 2 Days
Different sizes of objects are seen at night and during the day. Objects
may appear smaller than their actual size because of their location at a
April 10, 2014

distance.
Objective
At the end of the lesson, the pupils should be able to describe the sizes of
objects seen in the sky.
Materials
big pictures of sunset and sunrise
Procedure
1. Post the pictures on the board. Ask your class the following
questions;
A B
Are the Pictures A and B the same as what you have actually observed?
(Responses may vary. Pupils may have different descriptions of what they saw
in the night sky )
DRAFT
Tell something about the objects that you saw in the two pictures?
(Responses may vary )
C. Lesson Proper
1. Group the class into five groups. Explain the procedure of the activity. Ask
April 10, 2014

pupils to observe the following;
 take turns
 talk about their observations with members of their group
 record all observations
 make agreements on the results of the activity
 write observations on a manila paper for presentation to the class
2. Perform the activity found in LM for Unit 4.
3. After the activity, ask each group to write their results in the manila
paper The rapporteur of the group will do the presentation.
4. Ask each group to use the rubrics to assess their performance.
Scoring Rubric for the group presentation
Total
Category Scoring Criteria Points Score
Organization Activity results are presented clearly. 5
Content All the expected results were obtained. 10
The questions are answered correctly. A
conclusion summarizing the presentation is
given.
The rapporteur maintains good eye 5
contact with the audience and is
Presentation
appropriately animated (e.g., gestures,
moving around, etc.).
Length of presentation is within the 5
assigned time limits.
Information was well communicated. 5
Score Total Points 30
5. Facilitate the discussion based on the data gathered by each group.

Make agreements using the following questions as guides:
a. In set-up A, which ball looked bigger as you saw it?
b. Describe what you saw in set-up B. Which of the 2 balls appeared
bigger? or smaller?
DRAFT
c. How did the big ball appear in set-up C? How about the small ball?
6. Guide your pupils to arrive at a generalization using the following

questions:
d. Based on your observations in the 3 set-ups, why is there a change
in the size of the balls?
April 10, 2014

e. Which of the balls in the 3 set-ups looked bigger? smaller?
7. Show the big pictures to guide pupils in applying the concepts to real
and new situations using the following situations:
The flying birds are of the same

size. But when John looked up, it
appeared that 1 of the birds looked the
smallest. Why do you think that the 2nd
bird looked smaller and 3rd the smallest?
(The1st bird appears biggest since it is at the nearest distance from the
viewer. The 3rd bird appears smallest because it is at the farthest
distance from the viewer).
Why does the sun looks big during sunset? small at noontime?
Assessment DRAFT
On a sunny day, Peter looked up the sky. He was wondering why the
flying bird looks big while the moving airplane appears very small. What will
you tell Peter to help him understand the situation?
April 10 , 2014
Assignment
What are the objects seen in the sky which are bright at night? Why? Make a
three sentence paragraph for your answer.
Lesson 3. Brightness and Dimness of Objects Seen in the Sky
Duration: 2 days
http://earthsky.org/space/stellar-luminosity-the-true-brightness-of-stars
In our cosmology, the stars we see with the eye alone on a dark
night are located at very different distances from us, from several light-
years to over 1,000 light-years. Telescopes show the light of stars millions
or billions of light-years away.
Thus today when we talk about a star’s brightness, we might

mean one of two things: its intrinsic brightness or its apparent brightness.
When astronomers speak of the luminosity of a star, they’re speaking of
a star’s intrinsic brightness, how bright it really is. A star’s apparent
magnitude – its brightness as it appears from Earth – is something
different and depends on how far away we are from that star.
DRAFT For instance, nearly every star that you see with the unaided eye
is larger and more luminous than our sun. The vast majority of stars that
we see at night with the eye alone are millions – even hundreds of millions
– of times farther away than the sun. Regardless, these distant suns
can be seen from Earth because they are hundreds or thousands of
times more luminous than our local star.
April 10, 2014

That’s not to say that our sun is a lightweight among stars. In
fact, the sun is thought to be more luminous than 85% of the stars in
our Milky Way galaxy. Yet most of these less luminous stars are too small
and faint to see without an optical aid.
Have you ever noticed that stars shine in an array of different colors
in a dark country sky? If not, try looking at stars with binoculars sometime.
Color is a telltale sign of surface temperature. The hottest stars radiate
blue or blue-white, whereas the coolest stars exhibit distinctly ruddy hues.
Our yellow-colored sun indicates a moderate surface temperature in
between the two extremes. Spica serves as prime example of a hot blue-
white star, Altair: moderately-hot white star, Capella: middle-of-the-road
yellow star, Arcturus: lukewarm orange star and Betelgeuse: cool red
supergiant.
Bottom line: Some stars look bright because they’re near Earth.
Others are truly extremely bright members of our Milky Way galaxy.
Astronomers call the true, intrinsic brightness of a star its luminosity. The
luminosity of any star depends on size and surface temperature. Some
extremely large and hot stars blaze away with the luminosity of a
million suns!
Objective
At the end of the lesson, pupils should be able to describe the brightness and
dimness of objects seen in the sky at night time
Materials
candles ; ruler; venn diagram
Procedure
1. In groups, ask your pupils to draw and color objects they see in the
DRAFT
sky at night and day.
2. Ask them to post their drawing on the board.
B. Lesson Proper
3. Ask your pupils to complete the Venn diagram using the two pictures.
April 10, 2014

1 2 3
1. Objects that are bright at day
2. Objects that are bright at night and day
4. Check the Venn diagram . Emphasize the correct answers

Ask your pupils to perform the activity found at LM No 3.
After the activity, facilitate the ideas presented by each group with the
following questions as guides:
 Which candle looked brighter and bigger? Why?
 Which candle looks smaller and dimmer? Why?
 How would you relate the distance between the 3 candles to
their brightness or dimness?
5. Guide pupils to make a generalization using the following questions ;

 Why do objects appear brighter than the other objects seen
at daytime? at night time?
 Why do some objects in the sky appear dimmer than the
other objects seen?
Assessment
Helen loves to look up the sky on a clear night. She sees the stars, so
many of them, but she was wondering why some stars appear big and bright ,
others appear so small and bright and more others appear very small and dim.
Having done with the lessons on objects seen in the sky during
daytime and night time, what will you tell Helen? Why do some stars
appear big and bright? Some stars appear small but bright? Other stars
appear very small and dim?
Lesson 4. Positions of the Sun at Different Times of the Day
DRAFT
Duration : 2 Days
Objective
At the end of the lesson, the pupils should be able to make observations of
the position of the sun at different times of the day
April 10, 2014

Materials
roulette; piece of cardboard with names, manila paper
Procedure
A. Presentation
1. Allow the class to play a game using a roulette. The center of the
roulette refers to any object on earth. Each spin refers to the position
of
the sun relative to the object on Earth. Tell your class to observe the
position of the “sun” for every spin or turn in the roulettte.
2. Ask the class to write their observations on the board using the table
below. (Observations may vary, depending on the position of the “sun”
after every spin )
Observations
1st spin
2nd spin
3rd spin
3. Ask the class the following questions;

 What is the name found at the center in the original position of the
roulette? ( The center of the roulette refers to any object on Earth,
DRAFT
which serves as a reference point to the position of the sun at different
times of the day)
 What happened after the first spin? second spin? (Observations may
vary.)
C. Lesson Proper
April 10, 2014

1.Ask each group to perform the simulation activity using LM’s No. 4 .
2.Distribute the manila paper to each group for them to write their
observations.
3. After the presentation of each group, ask these questions to the class:
a. In the morning, what is the position of the sun? Why?

b. At noontime, where is the sun? Why?
c. In the afternoon, where can you find the sun?
4. Ask your pupils to make a conclusion about the position of the

sun.
During daytime, the sun can be seen across the sky in different places
or location. In the morning, it rises in the east, at noon it is overhead and in
the afternoon, the sun sets in the west. After a few hours, the moon and the
stars replace the sun in the sky.
Lesson 5. Harmful Effects of Sun’s Heat and Light on People
Duration : 1 Day
Skin cancer is on the increase, partly because people are increasingly

image-conscious and like to spend a lot of time in the sun, but also owing to
depletion of the all-important layer of protection around the world - the
ozone layer. But a good tan looks so wonderfully healthy that it's difficult to
imagine travelling to hot countries and positively avoiding the sun! However,
sunbathing is a risky business, and it's worth taking a few precautions to
avoid the effects of the sun.
The sun emits ultraviolet radiation - a kind of light that is not visible.
There are three kinds of ultraviolet light, each with a different frequency, or
"colour". The first, UVA has a long wavelength, and is least damaging to us. It
DRAFT
does cause some damage in the long term, but it tends to give us a nice tan first!
UVB & UVC have shorter wavelengths and tend to burn us rather than give a tan.
Fortunately for us, UVC, the most damaging of the two types, is completely
filtered out by the planet's ozone layer. This is why it is so important to preserve
the ozone layer, as even small doses of UVC are damaging to humans and many
other significant life forms.
April 10, 2014

The short-term effects of excessive sun are serious enough by themselves.
Of course, spending time in hot countries generally increases your likelihood
of becoming dehydrated - a potentially serious condition - but direct sunshine
can be much more dangerous.
The sun can be harmful very rapidly in some places. A hot summer sun in
relatively northern climes is safe only for up to 40 minutes, and hotter areas of
the world are, of course, much less safe.
The sun affects some people more than others. In particular, those with
fair or freckled skin (and usually blonde or red hair). People with dark hair
and dark skin are less likely to suffer from sunburn. People with black skin are likely
to be not affected by the sun, and yellow and brown-skinned people are much
less likely to suffer than white-skinned people. All colors of skin do burn
however, given enough time.
Sun is much more dangerous to children. I have heard medical reports

suggesting that children who are sunburned even once in their young
childhood are many times more likely to suffer from skin cancer than a
sunburned adult is. Please bear this in mind if you go away with children to a
hot place, and always put total sunblock on children, even in a relatively mild
climate.
Sunburn is easy to spot - it hurts! Sunburned skin is bright red, swollen
and tender, and often very painful. Usually, sunburn will get better by itself, but
more serious burns should be treated as though they are normal burns, i.e. keep
cold, then keep it clean to prevent infection. If you suffer from severe
sunburn, then get medical advice at once.
Hopefully, you agree that you should be moderately sensible about

your exposure to the sun, but even so, it's worth your while taking a bottle of
after-sun lotion with you. You'll be very glad to have the soothing effect of this
stuff if you do find yourself a little burnt. A variety of types are available and
your local pharmacist should be able to advise on the matter. Those
containing Aloe are very soothing. Calamine Lotion is effective and available
cheaply from pharmacists, but it's not so good as other remedies because it
leaves a white residue on your skin until you wash. If your sunburn is more
serious, a painkiller should help reduce inflammation and pain.
The long-term effects of excessive sun are much more worrying. In

particular, long-term exposure to sun causes premature ageing of the skin,
DRAFT
wrinkles, blotching, yellowing, etc.
After repeated sunburn, cancerous areas can develop. Skin cancer can
spread quickly to other areas of the body, and it is not unknown for even
young people to die from cancers directly attributable to over-exposure to the
sun.
April 10, 2014

It's important to watch moles on your body, and check out any
changes that occur. If a mole changes in any way - increases in size,
changes colour, itches, etc. - then go to your GP and have it checked. I came
back from a longish trip in Africa and had a mole on my back that I'd never
noticed before. It was itching like mad and so I went to my doctor. He
removed the thing (I now have a scar on my back instead!) and sent it off for
analysis. As it is, the mole was harmless, but the doctor and I both agreed that it
was a sensible precaution.
Protection! The two important protective measures are sunscreen and

a hat. I know this advice sounds obvious, but there are many people who
don't travel with either. Incidentally, a hat should have a good peak and a
neck flap that covers the neck and ears, or a brim.
Sunscreens work by absorbing the sun's harmful rays, and converting

them into heat. Until fairly recently, they were only useful at absorbing UVB
rays, but nowadays they can absorb both UVA & UVB - check the products'
packaging for more details. Sunscreens have a sun protection factor (SPF) which
represents the number of times longer you can stay in the sun. For example, an
SPF of five would enable you to stay in the sun five times longer.
However, all lotions become less effective as they dry off, or wear off
on towels, etc., so you'll need to put more on from time to time. If you're likely
to be
swimming, invest in a waterproof sun lotion, but even these types tend to
wash off after a bit so reapply regularly.
Some sunscreens can cause skin irritation so it's worth checking that
yours does not, before you leave.
Complete sunblock is particularly important for young children, who

should always be liberally plastered with the stuff in any sun. Concentrate on
neck, nose, ears, cheeks and forearms, all of which seem to get the most
exposure.
You can buy a handy twin pack that has conjoined bottles of different
strengths. I like a pack available from pharmacists that contains a lot of low
factor and a smaller section of high factor lotion.
If you feel as though you will not be able to avoid being in the sun, it
is also worth buying a protective balm, that will protect the sensitive skin on
your lips, blocking the sun completely. These are reflective - rather than
DRAFT
absorbing the rays, they contain tiny pieces of metal that reflect the sun's rays.
You should build up your exposure to the sun gradually. The skin naturally
thickens with exposure to the sun, and builds up levels of pigmentation (a tan!),
both of which are the body's own response to prevent further damage. Start
off by avoiding it as much as possible, and gradually work up to longer
April 10, 2014

periods of exposure, but remember that sunburn can happen in only a few
minutes in the most fierce sun.
When the sun is highest in the sky, its rays are strongest. The most important
thing is to avoid the mid-day sun at all costs. It's also worth noting that a
cool breeze, or a refreshing soak in water, may relieve the heat associated
with sunbathing, but they don't get rid of the harmful rays.
Objective
At the end of the lesson, the pupils should be able to describe the effects of the
heat of the sun to people.
Materials
big pictures showing a child putting sunglasses, young mother with 2 kids
on the beach,
Procedure
1. Post the 3 big pictures on the board. Ask your pupils to study
these pictures.
Picture A: Child putting on sun glasses Picture B: Young mother and her two kids on the beach
DRAF T
April 10, 2014
C. Lesson Proper
Picture C: A girl holding an umbrella
1. Ask your pupils the following questions;
 In picture A, what is the weather of the day? (Sunny Day )

 Why does the girl needs to put on sunglasses? (The girl needs to
put on sunglasses to protect her eyes from the glaring brightness of
the sun during sunny days)
 In picture B, what are the mother and the children wearing?
Describe what they wear. ( Mother and the children are wearing
thin, cotton beachwear)
 Why do they wear hats? (They wear hats to protect their heads
from the heat of the sun and to shade their eyes from extreme
brightness of the sun at different time of the day)
 What is the weather condition of the day?(Sunny Day )
 In picture C, why does the girl hold an umbrella?(It is raining. She
protects herself from getting wet)
 What should you wear on a hot, sunny day? At home? In school?
(On a hot, sunny day: in school, wear something white to reflect

the heat. You can also wear a white short sleeve thin shirt to
feel the least heat possible the white reflects all visible light thus
making it cooler. Also the thinner shirt makes it cooler. If you
are going to wear longs sleeves wear very breathable fabric, like
cotton.
At home, You can also wear white shirts, or any thin shirts,
some khaki or bermuda shorts and some sandals or flip-flops )
- How will you protect yourself from the heat of the sun? Why?
(You protect yourself from the heat of the sun through a)

appropriate clothing; b) wear headgears like hat to protect your
DRAFT
head from long exposure to sun’s heat; c) wear sunglasses to
shade your eyes from extreme brightness of the sun; d) use
umbrella to shade not only your head but your body from too
much exposure to the heat of the sun; e) apply sun block lotion on
your skin for soothing effect and protection from too much heat)
April 10, 2014

2. Ask them to list the things they do on a hot, sunny day (Responses of
the pupils may vary. Each response will be accepted. The group will
make justifications as to why they do and do not do such activities)
3. Ask them complete the table .
Time of the day What I do What I don’t do

8:00 AM
12:00 NN
2:00 PM
4. Guide them to arrive at a generalization using the following questions;

a. If the weather condition is a hot, sunny day,
how are you affected by the heat of the
sun?
b. Does the heat of the sun affect your daily activities? At what time
of the day?
c. What should you do to protect yourself from the heat of the sun?
5. Ask the class to work in groups. Answer the following situations and
report their answers in class.
 The weather forecast is a warm, sunny day. Raul and friends are going
to a picnic. He is thinking of what to wear. What will you suggest him
to wear in the picnic?
(Suggestion: Wear thin shirts and protective gear like hat and
sunglasses. Bringing un umbrella will also be a protection. Thin long
sleeves is also appropriate for protection of the arms against
exposure to sun’s heat, over Bermuda shorts and sandals or hiking
shoes)
 Make a list of what to bring if you wish to go hiking on a hot sunny day. Tell why.
(Responses of pupils may vary.)
What to bring Why?

a.
b.
c.
DRAFT
e.
Assessment d.
1. The class of Mrs. Santos is on a field trip to the Dinosaur’s Land in Angeles
April 10, 2014

City, Pampanga, the following day. Samantha is so excited to wear her
leather jacket, a birthday present from her uncle in the USA. The weather
forecast is a hot, sunny week. What will you advise Samantha to wear? Why?
2. Raul, Tirso and Jake planned to go swimming on Saturday. Raul wanted to be

at the swimming pool by 12:00 noon. Jake insisted that they go at 4:00
o’clock in the afternoon. Tirso told his two friends that it’s a warm, sunny day
on Saturday. Whom do you think has the better idea, Raul or Jake? Why?
Assignment
None
Lesson 6. Effects of Suns Heat on Plants
Duration : 1 day
In nature, plants are triggered to flower by any number of factors. It
might be warm weather. It might be the beginning of the rainy season. Or it
might be the amount of available light. Some plants, such as the kalanchoe
plant or poinsettia plant, time their blooms to the amount of sunlight they
receive. When the hours of sunlight declines, they are triggered to bloom.
These are called
"short day" plants. Others, such as spinach, are triggered to bloom only after the
days stretch out to a certain length. These are called "long-day plants." This trait
in plants is called photoperiodism. It simply means the plant's reproductive cycle
is timed to the amount of light available.
Most home growers will never have to worry about photoperiods, but
there are some cases where it matters. For example, poinsettias don't
naturally bloom around Christmas. Instead, they are forced to bloom by
keeping them in the dark for a certain number of hours each day in the
winter to trick them into blooming for the holiday. The same is true for
kalanchoes: they can be forced into bloom any time of the year simply by
keeping them in darkness for 14 hours a day. That's why you can find
flowering kalanchoe any time of the year, but they'll only bloom in the fall or
early spring on their own.
Plants that don't base their flowering on available light, such as tomatoes,
are known as day neutral. In these plants, flowering is triggered by different
factors, such as age, water and nutrition levels, and hormones.
DRAFT
Photoperiodism refers to the effect on the growth and reproduction of
plants or animals of varying exposures to light and darkness. It also refers to the
relative amounts of light and darkness in a 24-hour period required to best effect
the growth, reproduction, and flowering of plant species or the growth and
reproduction of animals.
April 10, 2014

Transpiration can be hazardous to plants if there is a higher rate of
transpiration than rate of moisture absorption through the roots. This is
called moisture stress or plant stress. This often happens to houseplants in the
winter months when we increase the ambient temperature. Furnaces typically
create dry heat which results in a warm, dry environment. Even well watered
plants may wilt if the plant cannot adapt it transpiration rate.
There are many environmental factors that can affect the rate of
transpiration. Five of the most important; light, temperature, humidity, wind, and
soil water.
Light stimulates the opening of the stomata at daybreak. As the

stomata opens to allow photosynthesis to occur, the transpiration rate increases.
With light comes heat. The leaf can be heated by the temperature of the
environment and also by the heat released during photosynthesis.
Transpiration provides a cooling mechanism for the plant to release

excess heat in the leaves and maintain internal temperature necessary for
biological and chemical processes to occur. Transpiration occurs more quickly at
higher temperatures due to increased evaporation. Summer tends to be a
time of decreased transpiration in plants because of increased temperature.
A difference of 10°C can lead to three times the amount of transpiration in a leaf.
In dry climates transpiration is increased. Water is forced to diffuse more
rapidly into the air due to the concentration difference between the
environments outside and inside the plant. Low humidity creates a vapor
gradient between the plant and the air. In dry air, there is a lack of water, forcing
water to be pulled from the plant to the atmosphere increasing transpiration.
Therefore, in humid climates, transpiration is less effected by diffusion
On windy days the moisture present in the air is swept away from the leaf
causing it to transpire more. On calmer days, the humidity rate can rise causing
a decrease in transpiration. The amount of water in the soil also plays a
major role in the rate of transpiration. The plant must have a continuous supply
of water to be able to transpire. If adequate water cannot be absorbed by the
roots and carried up the xylem, the rate of transpiration will decrease. A lack
DRAFT
of water supply will also decrease the rate of photosynthesis and the overall
health of the plant.
Objective
At the end of the lesson, the pupils should be able to describe the effects of
the sun’s heat on plants.
Materials
April 10, 2014

a plant on a dry potted soil and a wilting plant, manila paper
Procedure
1. Show to the class plants on a dry potted soil in a room and plants
wilting under the sun. Ask them to compare the two plants.
2. Ask the class the following questions;

 Do plants look healthy? ( Observations may vary)
 What can you say with the two plants? ( Descriptions may vary)
B. Lesson Proper
3. Ask your pupils to look for plants under the shade of the tree and those
planted on the sunny side of the garden. Ask them to name the plants by
accomplishing Tables 1and 2. ( Observations may vary)
Table 1. Plants under the shade

Name of the Plant What can I tell ?
Table 2. Plants in the sunny side
Name of the Plant What can I tell ?
2. Ask your pupils to prepare the needed materials before

referring to Activity No. 6 in the LM.
3. After the activity, ask each group to present the charts.

Explain the rubrics to be used by pupils in assessing their
performance in the activity.
DRAFT
4. After the report , ask your pupils the following questions;
 Do plant A and B look the same?

 What happens to Plant A and Plant B after two days? Do
they look the same?
 What happens to Plant A and Plant B after 3 days? Do they
April 10, 2014

look the same?
 Does the sun have any effect on both plants?
Assessment
Mrs. Gonzales received a potted plant as a gift on her birthday. She

told her daughter to water it every morning. It is a house plant but she
thought the plant will be healthier if she puts it under the sun. After 2
days, the plant looked like the picture. Predict what happened to the
plant. Why did the plant wilt?
Assignment
Ask pupils to conduct an informal interview to at least 2-3 farmers in the
community using the following questions:
 How does weather affect the growth of plants?
 What do they plant during the dry season? rainy season?
Lesson 7: Effects of the Heat of the Sun on Animals
Duration : 1 day
Insects in general are poikilotherms, but some of them exhibit a
limited degree of heterothermy by maintaining their body temperature a little
higher or lower than that of their environment. The grasshopper, Oedipoda
coerulescens, gets warmer than air shortly after sunset (Franz, 1930)
It is thought that coloration plays some role in the thermal economy of

insects, that metallic colors in insects, like beetles, serve to reflect heat rays
in sunshine.
The wings considerably reflect heat rays while the general body of the
butterfly however, the primary function of the wing spots is absorption of
heat rays.
Animals, like lizards and snakes, also form basking groups with respect to
DRAFT
solar radiation with the result that, for instance, certain desert lizards have a
cloacal temperature of 38° C at an air temperature of 13° C
High temperatures cause a direct metabolic effect on the organism
resulting in greater speed of locomotion, and an indirect effect of avoiding
reactions by action through the nervous system, which no longer exists
under optimal conditions.
Cockroaches and other insects are known to prefer warm places.
April 10, 2014

Whereas, cockroaches are active in night, they exhibit what may be taken as an
indication of orthokinetic reaction to temperature during daytime as the
speed of running increases in warmer regions.
The preferred temperature of an insect may vary during its life history.
Thus in the housefly, migration from the feeding place ( = dung) to pupation
site( = ground) is due to behavioral changes in the central nervous system
which modifies the temperature preferendum as the larvae grows.
All domestic livestock are homeotherms; that is, they maintain relatively
constant internal body temperatures, usually within a 1 to 2° C range.
The body temperature of most domestic animals is considerably higher
than the environmental temperature to which they are exposed most of the
time. They maintain their body temperatures by balancing internal heat
production and heat loss to the environment. The hypothalmus gland acts as
a body thermostat by stimulating mechanisms to counteract either high or
low ambient temperatures. For example, increased conversion of feed to-
heat energy is used to counteract low ambient temperatures, while for
example increased respiration (rate and volume) and blood circulation in the
skin counteracts high ambient temperatures. Varying temperature also
results in changed behavior. Most animals reduce their level of activity in a
hot environment and, for example, pigs lie clustered in a heap at low
temperatures,
while they lie spread out with extended limbs at high temperatures. This
would suggest increased space requirement for pigs held in a warm, tropical
climate. The body can tolerate short periods of heat stress, but if the
ambient temperature exceeds the body temperature for an extended period,
it may prove fatal.
Objective
At the end of the lesson, the pupils should be able to describe the effects of sun’s
heat on animals
Materials
in the garden, magnifying lens, paper and pencil or crayons
Procedure
DRAFT
B.Lesson Proper
1.Group the class into 5 groups. Each group will choose a leader and a
rapporteur for the group report.
2. Accompany the pupils to the school garden for the activity found
in Activity No 7 of the LM.
April 10, 2014

3. After the activity, ask each group to present their output based on the
following questions;
a. Where did you see the animals? Name the animals.
b. Did you see animals staying in shady areas? Why do they like to stay
there?
c. Did you see animals under the plants or trees? Did you see animals
under the sun?
d. What were the animals doing under the shady area?
e. What were the animals doing under the sun?
f. Does the sun have an effect on animals?
g. Ask your pupils to tell the effect of the heat of the sun on animals in
one or two sentences. ( Responses may vary depending on their
observations of different animals which are exposed to sun’s heat
at different time of the day)
Assessment
Dogs, like people can suffer in the hot weather. Pedro observed that his
dog is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
Assignment
Draw a situation at home showing an animal is affected by suns heat.
Unit Test
(Sample Only)
1. Dogs, like people can suffer in the hot weather. Pedro observed that his
dog is panting, the mouth is open and the tongue is hanging out.
Why? What should Pedro do?
2. Mrs. Gonzales received a potted plant as a gift on her birthday. She told
her daughter to water it every morning. It is a house plant but she thought
the plant will be healthier if she puts it under the sun. After 2 days, the
plant looked like the picture below.
Predict what happened to the plant. Why did the plant wilt?
3. On a sunny day, Peter looked up the sky. He was wondering why the
flying bird looks big while the moving airplane appears very small.
What will you tell Peter to help him understand the situation?
DRAFT
4. The class of Mrs. Santos is going on a field trip to the Dinosaur’s Land in
Angeles City, Pampanga, the following day. Samantha is so excited to
wear her leather jacket, a birthday present from her uncle in the USA. The
weather forecast is a hot, sunny week.
What will you advise Samantha to wear? Why?
April 10, 2014

5. Helen loves to look up the sky on a clear night. She sees the stars, so many
of them, but she was wondering why some stars appear big and bright ,
others appear so small and bright and more others appear very small and
dim. Having done with the lessons on objects seen in the sky during
daytime and night time, what will you tell Helen? Why do some stars
appear big and bright? Some stars appear small but bright? Other stars
appear very small and dim?
The teacher may add the following situations:
6. Raul, Tirso and Jake planned to go swimming on Saturday. Raul wanted to be

at the swimming pool by 12:00 noon. Jake insisted that they go at 4:00
o’clock in the afternoon. Tirso told his two friends that it’s a warm, sunny day
on Saturday.
Whom do you think has the better idea, Raul or Jake? Why?
7. The girl scouts under Mr. Obena are joining the District Camping. Carla,
the patrol leader chose to pitch tents under the trees, and build the kitchen in
an open area. She said that it would be nice to cook where the sun shines
directly overhead.
What do you think Mrs. Obena would advise them?
A.
Post the following situations in a manila paper. Ask your pupils to answer the
questions in each situation on a piece of paper.
1. One day, John was playing at their front lawn when an “ASKAL” – street
dog ran by. Two boys were after the dog with bamboo sticks. They
wanted to beat the dog.
DRAFT
Do you think that’s a good way to treat the dog? Why? Do you find the
dog important in the community?
April 10, 2014

2. Father goes to the hillside to hunt animals like wild pigs and birds. Mother
cooks the meat and serves it hot. Pedro and Maria eat heartily the
delicious food.
Will you tell if hunting animals is a good practice? Why?

3. The Novero family built a house near the creek which is found in their
community. Mr. Novero thought of throwing garbage in the water body.
Having learned the importance of water bodies to people, plants and

animals, will you suggest the following barangay activity to maintain
the cleanliness of the creek? Why ?
DRAFT
April 2014
2. Guide the pupils to arrive at this
generalization
(missing generalization here)
Study the Table. Identify where each living thing is found by putting a check ( √
) mark under the proper heading.
Living Things Water Land Air

1. chicken √
2. butterfly √
3. tilapia √
4. carabao √
5. snake √
6. bee √
7. bangus √
8. papaya plant √
9. eagle √
10. seaweeds √
Living Things Water Land Air
1. chicken √
2. butterfly √
3. tilapia √
4. carabao √
5. snake √
6. bee √
7. bangus √
8. papaya plant √
9. eagle √
10. seaweeds √
 Write True before the number if the statement is correct and False
if the statement is wrong.
1. Wind changes in speed.
DRAFT
2. Wind comes from a single direction.
3. The sun makes the land and water warm.
4. When you feel warm, the temperature of the air is high.
5. The temperature of the air helps us to tell the weather.
6. Weather affects the people and the environment
7. People avoid doing outdoor activities during sunny days.
April 10, 2014

8. Animals prefer to sleep during hot sunny days.
9. When the weather is hot, animals look for cool places.
10. Some plants grow best in cold rainy weather.
 Choose the letter of the best answer and write on the space
before each number
1. Which refers to the daily condition of the atmosphere?

a. climate
b. weather
c. season
d. temperature
2. Strong winds tell us that the weather is .

a. sunny
b. cloudy
c. rainy
d. windy
3. The air moves because .
a. the Earth is moving
b. of the unequal heating of the sun
c. of the air pressure
d. the sun keeps on shining
4. Which type of clouds will bring rain?

a. thick and cotton like
b. thin and dark
c. thick and white
d. white and thin
5. What is used to measure the speed of the wind?
DRAFT
a. anemometer
c. wind vane
c. thermometer
d. wind gauge
C.Write Good before the number if the statement is correct and Bad if
April 10, 2014

the statement is wrong.
1. Have a towel in your bag. You will use it to wipe off your
sweat.
2. Drink plenty of water and fruit juices. This will make you
feel comfortable.
3. Wear thick clothes. This will help keep your body warm.
4. You go on a picnic with your friends during rainy days.
5. Use umbrella when walking under a very hot sun.
6. Bring raincoat or umbrella every day.
7. Stay at home when the rain is continuously pouring.
8. Listen or watch the weather bulletin/ report every day
9. Use sun block lotion.
10.Go on a field trip during stormy days.
D.Determine whether the following practices are Good or Bad.
1. Have a towel in your bag. You will use it to wipe off your
sweat.
2. Drink plenty of water and fruit juices. This will make you
feel comfortable.
3. Wear thick clothes. This will help keep your body warm.
4. You go on a picnic with your friends during rainy days.
5. Use umbrella when walking under a very hot sun.
6. Bring raincoat or umbrella every day.
7. Stay at home when the rain is continuously pouring.
8.Listen or watch the weather bulletin/ report every day
9.Use sun block lotion on sunny days.
10. Go on a field trip during stormy days.
REFERENCES
Activity Workbook in Integrated Science TIMSS-Based. Deped-Region V. Book

Wise Publishing House, Inc. Philippine Copyright, 2003.
Alberto, Myrna R. et.al. Science and Health 3. St. Augustine Publications, Inc.
Sampaloc, Manila, 1994.
Abracia, Efren E., Science and Me 5. Missionbook Publishing, Inc., Quezon City,
DRAFT
2005.
Aurea Sarmiento, Tita Reyes , Hands on Science pp. 172-173
Coronel, Carmelita C., Health and Science 3Vibal Publishing House, Inc.,
Quezon City, 1995 . pp. 192-193
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Cyber Science. Pp. 216 – 218, 261-269.
Espino, Corazon , Sample Lesson Plan in Science .pp 89- 93.
Developing Science Power – p. 128.
Goh Sao Ee, Tea Gwan Wai Lan ans Koh Siew Luan.
GwanWaiLan, KohSiew Luan, Published by Marshall Cavendish Education

Singapore ,2010, pp. 47-57, 89-105.
Integrating Hots – Based Activities for Grade III p.114 -117
K to 12 Curriculum Guide
Lesson Guides, Integrating HOTS for Grade 3, pp.162-173
Learning Guide in Science and Health . Grade IV. Interpreting Weather
Conditions
Learning Guide in Science and Health. Grade IV. Wind and Speed Direction
Learning Guide in Science and Health. Grade IV. Warm or Cool.
My Pals are Here! Science 3B Activity Book, pp. 36-43, 59-79
My Pals are Here! 3A Science Activity Book,, Dr. KwaSiewHwa, Goh Sao-Ee, Teo-
GwanWaiLan, KohSiew Luan, Published by Marshall Cavendish Education

Singapore ,2010, pp. 47-57, 89-105.
Pioneering School Teachers’ Guide 3, pp. 322 – 333, 382-397
Romero, Angelita D, Biteng, Oralla P., et.al. Science and Health 4. Rex
Printing Company, Inc. Quezon City, August 1995.
Science and Health 4 DLP Module 43. DepEd- BEAM.
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Science, Health and Environment by Lilia R. Villanueva, p. 205-208
Science, Health and Environment by Lilia R. Villanueva, p. 205-208
Science and Health Grade 4. BEAM Learning Guide, DepEd-BEAM, April

2009.
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Science and Health 3, pp.182 – 185
Science, Health and the Environment pp.230 – 231
Science and Health 3, pp.182 – 185
Science, Health and the Environment pp.230 – 231
Science , Health and the Environment pp. 230 – 231
Science and Health for Better Life Series pp. 182-183
Science for Everyone pp. 143-144
Science and health, Coronel, Romero p.166
Teacher”s Guide (TG) G3 p. 37-39, p. 50-52, p. 63-65, p. 94-116
Science Quest TG3 p. 200-205
Teacher”s Guide (TG) G3 p. 37-39, p. 50-52, p. 63-65, p. 94-116

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April 10, 2014

TG - Science 3 - Q4

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Read carefully the instructions of each test item below.

television radio safely battery

Electricity can come from (1) and (2) . It is

1. Touching exposed wires.

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Unit 4: Earth and Space

Chapter 1: Things in the Surroundings

Lesson 1. Things in the Surroundings

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Many plants are important sources of products that people use

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1. After discussing the individual environments, introduce LM No.2

April 10, 2014

Many plants are important sources of products that people use,

April 10, 2014

 Collect pictures of the different kinds of bodies of water.

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A stream is a body of water with a current, confined within a bed and

A river is a natural watercourse usually freshwater, flowing towards an

Another example is the Pampanga River formerly known as Rio Grande

A hot spring is produced by the emergence of geothermally heated

A body of relatively still water of considerable size, localized in a basin,

A pond is a small lake, most often in a natural depression. Like a

April 10, 2014

Coves are the smallest indentations of land by a lake, sea, or ocean. A

Any lake or pond directly connected to a larger body of water can be

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5. a large body of saline water

6. the smallest indentations of land g. coves

7. larger than a cove and can refer h. bay

8. larger than a bay which is

April 10, 2014

Lesson 4. Land Forms in the Community

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Weather can be simply measured by observing and recording

To attain the learning competencies in this chapter, the activities in each

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Lesson 1. The Weather

Whenever we describe the condition of the day, we talk about the

The KWL Chart

What I know What I want to know What I learned(Very

2. Distribute the learners material and ask them to open LM No. 1

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There are plenty of clouds.

The sun is shining and there are no clouds.

The clouds look like groups of cotton balls

The sun is shining and the wind is blowing

It is going to rain because the clouds look dark

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5. Based from Charts 1 and 2, ask your pupils to arrive at this

Check the pupils’ outputs to evaluate whether they performed their

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1. Ask the pupils about the weather the other day.

Activity 2 A. Observing The Basic Types of Clouds

Clouds characteristics Day 1 Day 2 Day 3 Day 4

Color: Is it white? Light gray?

Shape: How do they

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2. Tell the pupils to write their answers to the questions in column 2

Activity 2 B. Making Models of the Basic Types of Clouds

7. Repeat Activities 2A and 2B for the 3rd and 4th days.