NS 102

TEACHING SCIENCE IN THE ELEMENTARY GRADE

Module 1

MODULE INTRODUCTION

Our life is anchored on Science. By the time we are born in this world, we interact with Science. In schools, science in
the early years (K to 12) in incorporated in other subject areas to develop healthy Habits, Curiosity about Self and
Improvement, Use of Basic Process Skills and Develop Basic Scientific Knowledge or Concepts. In the upper grade levels from
Grade 3 to Grade 6, Science as a learning area include essential skills in Scientific Inquiry to include Designing Simple
Investigation, Using Appropriate Procedure and tools to gather evidence, observe patterns, determine relationship, draw
conclusion and communicate ideas. Further, to develop essential skills for scientific inquiry, the learners will apply content
and skills to maintain good health, ensure protection of the environment and practice safety measures.
Your role as a future science teacher will revolve around these key standards for Science in the Elementary Grades.
You should be prepared to motivate, inspire and guide learners in the wonderful world of science.
This is a preliminary module that informs all elementary grades teachers, What to Teach, How to Teach and Why To
Teach Science in the Elementary Level.
Module 1 and all other succeeding Modules are basically anchored on the K to 12 Curricula of the department of
Education.

LESSON 1- SCIENCE FRAMEWORK IN THE K TO 12

Science as whole, as provided by the national framework of the DepEd responds to the 21 st Century Literacy which is
the Science and Technological Literacy. It involve three important components.
1. Understanding and Applying Scientific Knowledge.
2. Developing and Demonstrating Scientific Attitude and values
3. Performing Scientific Inquiry Skills.

Based on these phases, all science learners who aim to be scientifically and technologically literate should be:
 Critical and Creative Problem Solver
 Responsible steward of nature
 Innovative and Inventive Thinker
 Informed decision maker, and
 Effective Communicator

As a future teacher, you should bear in mind, that you will be assisting or guiding your learners to acquire these scientific
and technological skills.
How are these skills developed? Based on the framework, the foundations of scientific and technological literacy are
characterized by the following models, approaches and practices which are fully anchored on several learning theories:
1. Multidisciplinary – Interdisciplinary Approach – Interrelationships and interaction of different disciplines like science
and mathematics, science and social studies, science and history and many more.
2. Science – Technology Society (STS) Approaches – One way to appreciate science is to link it with technology and how
it influences people, and their way of life.
3. Problem/Issue Based Learning – Making used of the identified problem or issues surrounding the environment will
more meaning in learning science.
4. Inquiry- Based Approach – The Basic principle of inquiry based approach the learners’ take ownership of a problem
or a need and the desire to solve it.
5. Constructivism – Constructivist teaching is based on the belief that learning occurs as learners are actively involved in
the process of meaning and knowledge construction. Learners are the makers of meaning and knowledge.
6. Social Cognation Learning Model – Learning can be directed to observing others while interacting and experiencing.
7. Learning Style Theory – The VARK model identifies VISUAL, AUDITORY, READING/WRITING and KINESTHETIC
learners who respond to f=different kinds of learning. There are also many other types of learning style.

This means that to teach science for learners to learn, a future teacher like you, will use the above theories, principle and
models in teaching.

Science and Technological Literacy is the ultimate goal of science learning. Development starts early and formally begin
in K to a completion of a degree and throughout life. A country whose citizens are science and technologically literate will be
educationally and scientifically advanced.
To achieve this goal, there are three intervening skills that need to be addressed.
Understanding and Applying Scientific Knowledge. Science literacy starts with acquisition of knowledge (ideas, concepts,
generalizations, theories). However, such knowledge should be understood and applied. Thus, in teaching science, teachers
should remember that although memorization of facts is important, however, these facts, knowledge, generalization and
theories should be understood and used in the daily lives.
Performing Scientific Inquiry Skills. Other than understanding and applying science knowledge, it is also the foundation of
scientific and technological literacy to perform inquiry skills. Scientific inquiry skills can be seen as a set of skills to be learned
by the students to include the science processes of the AAA’s, the performance of the scientific investigations and the cognitive
outcomes the students will achieve. What students will be able to do is the performance of inquiry and based on what the
students know about inquiry. In short, scientific inquiry is a systematic approach used by scientists in order to answer mind
boggling questions.

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 Developing and Demonstrating Scientific Attitude and Values. The development and demonstration of scientific attitudes
and values is a very important component of scientific literacy. What are scientific attitude and values?

FURTHER ELABORATION OF THE FRANEWORK

A. The Components of Scientific and Technological Literacy
 Understanding and Applying Scientific Knowledge
To understand better scientific knowledge, it is best to understand first what science is. Science
consists of two things: a body of knowledge and the process by which that knowledge is produced.
More often, science is defined only as a body of knowledge. However, science process is the other
component that describes the way of thinking and knowing about the world. Scientific knowledge is
not absolute or certain. Knowledge, including facts, theories, and laws, is all tentative and subject to
change due to new evidence brought about by advances in theory and technology. Science
knowledge is also socially and culturally embedded.
 Developing and Demonstrating Scientific Attitude and Values
What is scientific attitude? It can be defined as a way of viewing things, a curiosity to know how and
why things happen with an open mind on govern facts. It is a way of thinking, feeling, acting and a
disposition towards science. Attitudes can be positive or negative. Science attitude is oftentimes
attributed to characteristics of scientists, but learners can also develop scientific attitudes. Here are
some of scientific attitudes.
1. A scientist must be curios about the world. (Curiosity)
2. A scientist admits failures and recognizes that there are better ideas. (Humility)
3. A scientist listens and respects ideas of others. (Open- mindedness)
4. A scientist is intellectually honest.(Intellectual honesty)
5. A scientist work hard and is persistent. (Perseverance)
6. A scientist does not jump to conclusions. (Skepticism)
7. A scientist is creative and critical thinker. (creative and Innovative)
8. A scientist uses reason or logical thinking before giving answers. (Rational)
9. A scientist is willing to suspend judgment until he is sure of his result. (Objectivity)
10. A scientist tries new approaches to arrive at solution. ( Innovative)
 Performing Scientific Inquiry Skills
A science oriented mind is a questioning mind. To inquire is to ask a series of questions and find
answers to the questions asked. The series of questioning and finding answers to the questions refer
to science inquiry.
Students abilities that needed to enable then to be science inquirer are presented for k to 4 and G 5 to
8 learners. These are found in the matrix below:
KINDERGARTEN to GRADE 4 LEARNERS GRADE 5 to 8 LEARNERS
Ask questions about objects, organism and Identify questions that can be answered
events in the environment. through scientific investigations.
Plan and conduct a simple investigation. Design and conduct simple scientific
investigation.
Employ simple equipment and tools to gather Use appropriate tools and techniques to gather,
data and extend the senses. analyze and interpret data.
Use data to construct reasonable explanation Develop descriptions, explanations, prediction
and model using evidence.
Communicate investigation and explanations Think critically and logically to make the
relationship between evidence and
explanations.
B. Approaches, Models and Practices used in Framework
Based on the framework, there are dominant approaches, model and practices that can be utilized in teaching
and learning science in elementary grades. Being a future science teacher, you must be able to understand the
processes or the pedagogy of each.
1. Multidisciplinary – Interdisciplinary Approach is the use of two or more subject areas in one lesson or
activity. For example Science and history can go together when the topic is about discoveries and
inventions.
2. Science – Technology Society (STS) Approach is an interdisciplinary field that explains how science and
technology shape societies, cultures and environment and how social, cultural and environmental factors
that shape the development of science and technology.
3. Problem/Issue Based Learning. Problem based learning (PBL) is a method of and teaching which allows
students to focus on how and what they will learn. An unfamiliar problem, situation or task is presented
to the students and the students are encouraged to determine for themselves how they will go about
solving the problem. This usually occurs through small group work and allows students to utilize their
prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the
problem. PBL is a student – centered approach to learning that encourages students to be self – directed,
interdependent and independent as they attempt to solve the set problem.
4. Inquiry – based approach is anchored on the idea of seeking for truth, information or knowledge.
Memorizing facts and information is not as useful as asking questions that will lead to the understanding
of such data and information. It is not looking for the right answer but seeking the appropriate solution.
No one can learn everything, but everyone can learn the skills of an inquiring attitude. Skills and ability
and habits of the mind to continue learning through inquiry – based approach teaching - learning.

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 5. Constructivism is a theory that explains about how people learn by constructing their own understanding
and knowledge of the world through prior experiences and reflecting on those experiences. When
something new is learned, this has to be compared with the previous experiences, perhaps discarding the
old if the new information is relevant. Thus, in constructivism , there is a continuous asking of questions,
exploration and assessment. In the teaching – learning it means encouraging to use active learning as
experimenting and real world problem solving to create more knowledge. discussing about what that
students are doing themselves, will allow then to realize that their understanding may also be changing,
thus constructing their own knowledge.
6. Social Cognitive Learning Model has been introduced by Lev Vygotsky where he asserts that culture is the
primary factor of individual development. First through culture, children acquire much of the content of
their thinking which is their knowledge and second, the surrounding culture provides the learners the
means the process of thinking. In short in social cognition learning model, culture teaches the learners
both what to think and how to think. Thus, since children learn much through interactions, lessons
should be designed to emphasize interaction between learners and learning task. Further appropriate
adult help or scaffolding is need for independent problem solvers.
7. Learning Style Theory. ‘All learners are created equally but learn differently.’ This is the premise of the
learning style theory. That each individual has a preference in how they learn. Individual learning style
depends on cognitive, emotional, environmental factors and one’s previous knowledge. individualized
teaching and learning styles of learners. The most accepted understanding of the learning style fall into
three categories: Visual, Auditory (Oral – Aural) and Tactile or Kinesthetic.
 Visual Learners prefer to use images, maps and graphic organizers to access and understand new
information.
 Auditory ( Oral – Aural) learners best understand new concepts through speaking and listening. Mnemonic
device, use of repetition, music, discussion, lectures are some of the strategies learners prefer.
 Kinesthetic (tactile) learners prefer to touch, move or manipulate. They learn best through hands on –
activities, practicum and other similar activities.
C. Characteristics of a Scientific and Technologically Literate Persons
If the Learners are able to model, theories and practices that are imbibed based the framework, how then should
every learner be characterized? It is expected that science teachers should be able to develop learners who have
characteristics exemplified below. Read for further explanations.
 Critical and Creative Problem Solver. Learners have developed skills that enable them to analyze and find
solutions to any perplexing questions of problems. They have other ways of solving problems.
 Responsible steward of Nature. Learners demonstrate concern in keeping the environment safe for
themselves and for everybody. They become citizens who take responsibility of their action in protecting and
preserving the environment.
 Innovative and inventive thinker. Science as a discipline will enable learners to create and innovate
something simple for humanity. They will become scientists and inventors of the future.
 Informed decision maker. As the science learners are growing up, they should be able to develop the ability to
make informed decisions. Most especially if they become independent learners.
 Effective communicator. Science literacy also develops the ability of the learners to convey correct message to
others, whether written or oral, from their fund of knowledge, result of inquiry, investigations and many
more. There is a need for science learners to share their findings.
Monitoring and Assessment
All throughout the process of science teaching and learning, and based on the framework, there is a continuous
monitoring and assessment of learning. These are very important elements that need to be addressed in all educational
endeavor including science teaching and learning.

LESSON 2: CONTENTS OF ELEMENTARY SCIENCE IN A SPIRAL PROGRESSION

Science in a spiral curriculum design is one in which “key concepts are presented repeatedly throughout the
curriculum but with deepening layers of complexity”. The learner tries to spiral upwards learning as the new knowledge is
introduced as well as the new process skills are developed. This will increase the breath and the depth of knowledge achieved.
This is the curriculum design for science in the basic education to start with the Grade 3 to Grade 6.

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Grad
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Gra
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The content of Science in the K to 12 Curriculum is made up of the four major fields or disciplines.
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A. Chemistry ( Matter, Diversity of Materials, Properties and Structures Changes and Interactions)
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 B. Biology ( Living Things and Their Environment)
C. Physics ( Force, Motion and Energy); and
D. Earth and Space (Surrounding and Land, Water and Air, Weather, Climate and Solar System)

The subject area contents are not labeled by the major science discipline, instead these are given titles that are understandable
by the learners from Grade 3 to Grade 6 and even up to Grade 10.

 Diversity of Materials
 Properties
 Properties and Structure
 Change  Structure and
 Interactions Living
Functions
 Processed
Matter Things  Interactions
their
and 
Earth Environment

 Surroundings:
Force  Movement
Space Motion  Effect of Force
Land, Water, Air
and  Forms of Energy
 Weather and Climate
 Solar System  Transformation

The four quadrants represent the total coverage of Science in the Elementary Level. As Noted, there is a continuous flow of
topics in every quadrant. This implies integration, interdisciplinarity and multidiscipinarity of Science.

For every grade level, there are four science areas to be covered. Each area is taken up in every quarter since there are four
quarters in every school year level.

Grade 3 Grade 4 Grade 5 Grade 6

Quarter 1 Matter Matter Matter Matter
Quarter 2 Living Things Living Things Living Things Living Things
Quarter 3 Force, Motion, Energy Force, motion, Energy Force, Motion Energy Force, Motion, Energy
Quarter 4 Earth & Space Earth & Space Earth & Space Earth & Space

Although science as a subject starts in Grade 3, yet the components of science such as content and processes, inquiry
and science attitudes are also taken up starting in Kindergarten, Grade 1 and Grade 2. These are Incorporated in specific areas
of learning as Social Studies, Mother Tongue Multilingual Education (MTBMLE) or in Communication Arts. This is one of the
characteristics of the K to 12 Curricula in the Philippines basic education where formal Science Subject begins in Grade 3.

Thus starting in Grade three up to Grade Six in the elementary level, future teachers should learn how to teach the
science as subject and not merely to embed science in other subjects.

Let us look at the two major topics in science which will be discussed in Book 1. The remaining two topics Physics and
Earth Science will be included in Book 2.

The Science Curriculum Guide of the Department of Education begins with the topic in Chemistry: Matter. How is the
big concept of Matter presented in the curriculum in its spiral progression.

MAJOR AREA: CHEMISTRY

DESCRIPTION IN THE Elementary Curriculum: Matter

The chart below show the different topics that are taken in progression in Chemistry from one lower grade level to
another higher grade level. All the topics are anchored on one bigger topic as Properties and Structure.

Grade 3 Properties and Structure of Matter

 Characteristics of Solid, Liquid and gases
Matter  Changes in Solids, Liquid and Gas
Grade 4 Properties and Structure of Matter
 Properties used to group and store materials (ability to absorb water: float or sink; decaying or
non – decaying) Regrouping materials: recycle, reduce, reuse, recover, repair.
Matter Changes that materials undergo.
 Changes that are useful.
 Changes that are harmful.
Grade 5 Properties and Structure of matter
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  Properties to minimize waste.
 Importance of reading product label.
Matter Changes that matter undergo.
 Evidence of change.
 Appropriate ways of storing materials.
Grade 6 Properties and Structure of Matter.
 Mixture and their Characteristics
- Heterogeneous mixture: solutions and suspensions
Matter - Colloids
Separating Mixture

MAJOR AREA: LIVING THINGS and THEIR ENVIRONMENT

The next major topic is Biology which is described as living things and their environment. Le us see the different
topics and how these progress in the different grade levels.

Grade 3 Characteristics of Living Things

Parts and Function of Living Things
Living Things  Humans
and Their  Animals
Environment  Plants
Traits Passed on from Parents
 Humans
 Animals
 Plants
Interactions of Living Things with the Environment
 Basic Needs
 Feeding Relationships
Grade 4 Parts and Functions
 Humans
Living Thing and -Major Organs of the body.
Their -Caring of the Major Organs
Environment -Diseases that affect the major Organs.
 Animals
-Terrestrial Animals
- Aquatic Animals
 Plants
- Terrestrial Plants
- Aquatic Plants
Life Cycles
 Human, Animals and Plants
Interactions
 Beneficial Interactions
 Harmful Interactions
Grade 5 Parts and Functions
 Humans
Living Thing and - Stages of growth
Their - Parts of the reproductive system
Environment - Development of secondary sex characteristics
- Menstrual Cycle
 Animals
- Parts of the reproductive system of representative groups of animals and their functions.
- Differences in the modes of reproduction: external fertilization, internal fertilization.
 Birds (Ducks)
 Fishes ( tilapia)
 Toads/Frogs
 Crustaceans ( crabs and shrimps)
 Dragonflies and butterflies

- Protecting Habitats of animals

 Plants
- Flowering plants (rice/corn, pechay, mong)
- Non – flowering plants (conebearing, ferns, liverworts)
- Protecting habitats of plants
Interactions among Living Things
Grade 6 Parts and Functions
 Human Body System
Living Thing and - Musculoskeletal
Their - Digestive System
Environment - Respiratory System
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 - Circulatory System
- Nervous System
 Animals
- Characteristics of vertebrates and invertebrates
- Economic importance of vertebrates and invertebrates n the community
- Rare animals in the community
- Protecting and caring of animals
 Plants
- Parts of spore – bearing plants
- Life cycle of ferns and mosses
- Vegetative plant propagation
 Interactions
- Physical condition of tropical rainforest, coral reefs and mangrove swamps
- Plants and animal living in these ecosystems
- Feeding relationships in these ecosystems
- Protecting and conserving tropical forest ecosystems
Separating Mixture
LESSON 3
THE TEACHING OF SCIENCE IN THE ELEMENTARY GRADES

Teaching of Science in the elementary grades

A. The Science Process Skills
There are two important elements that are needed in learning science. The content or body of knowledge
( facts, concepts, theories) and the processes of science which are the ways of thinking and doing that scientist used to
arrive at the body of knowledge.
Any science learner, even in the elementary level should develop the processes skills too. The science
processes were first introduced by the American Association for the Advancement of Science (AAAS). With the speed
of global development, the need to enhance the original processes came into for. Thus in addition to the Basic Science
Processes and the Integrated Science Processes, another above the two are processes described as higher order
thinking skills.

High Order Thinking

Skills
Integrated Process Skills Critical Thinking
Basic Process Skills Creative Thinking
Formulating Hypothesis Problem Solving
Observing (In Real Life Context)
Controlling variables
Classifying
Defining operationally
Communicating
Experimenting
Measuring
Interpreting Data
Inferring
Formulating Models
Predicting
SCIENCE PROCESSES and HIGHER ORDER THINKING SKILLS

Basic Science Process Skills

The simpler basic process skills provide the foundation for science learning.
As future teachers, you have to see to it that these processes are enhanced as they progress in the grade levels. They
are repeatedly used as a way of thinking and doing Mastery of these skills will make science learning more meaningful and
enjoyable.
1. Observing – it is the senses (seeing, touching, tasting, smelling, hearing) to gather information about the object or
event. Example: seeing the leaves as green.
2. Classifying – grouping objects into categories based on the properties or criteria. To classify is based on what has
been observed. Example: Placing objects as to Plants and Animals.
3. Communicating – using words or graphic symbols to describe an action, object or event. This process is
dependent on what was observe, or classified. Communicating can be done in either oral or written form. It is
describing what has been observed in either qualitative or quantitative ways. Example: 1. Describing the change
in height of the plant over time as tall or short as A is short and B is tall. 2. Plant A is 2feet tall while Plant B is 3
feet tall.
4. Measuring – using both non – standard or standard measures or estimates to describe the dimensions of an object
or events. In measurement, there are always two objects being compared. The one being measured and the
measuring device, either non – standard or standard. Examples: (1) using a “dangaw” ( non – standard) to
measure the side of the table. (2) Using meter stick (standard) to measure the length of a piece of cloth.
5. Predicting – to state of outcome of a future event based on the pattern of evidence. First an observation shall be
made, before one can predict. Example: (10 Predicting that the height of the plant is two weeks time based on the
graph of its growth during the previous four weeks. (2) Predict that rise will come at a certain time of the morning
after a series of observation of the time interval or pattern has been recorded.

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 6. Inferring – making an educated guess about an object or event based on previously gathered data or information.
Examples: (1) Observing that many trees have fallen, one can infer that a strong wind must have knock these tress
down. (2) Observing that there are many people lining up to buy food for lunch in a food stall, one can infer that
maybe the food tastes good.
Integrated Science Process
Take note that the Basic Science Processes are fundamental. These basic science skills need to be mastered ahead of
the integrated science processes.
1. Formulating hypothesis – stating the expected outcome of an experiment. It is an intelligent guess of what will
happened in an experiment. To state a hypothesis, it usually begins with the If and continuous with Then. Example: (1)
If the soil is fertilized, then mongo seeds will grow with leaves greener. (2) If the water is Salty, then the paper boat
will not float.
2. Controlling Variables – being able to identify variables that can effect an experiment outcomes, keeping most constant
while manipulating only the independent variable. Variables are conditions, factors or elements that are varied that
may influence or affect the experiments. Hence, all the conditions shall be controlled or made the same, expect the one
being tested. Examples: (1) To test whether the organic matter or soil will affect the growth of the plants, then two
other variables should be made different. This variable is called manipulated or experimental variable.
3. Defining operationally – making a definition that is specifically applicable to the activity or how it shall be done. It is a
description of what will happen or how it will affect the operation. It is not a definition that is stated in dictionaries or
as a result of previous experiments. Sometimes it describes what an object can do or what could be done to the object.
Examples: an operational definition of a pencil is something that can write. So anything that can write, will be
operationally defined as a pencil.
4. Experimenting – having learned the basic science skills, how to formulate hypothesis and control variables, the
experimental/manipulated variable will be tested. The variables are operationally defined and experimental design is
made. It is in experimenting where the hypothesis is proven to be true or not, thus a conclusion is arrived at.
5. Interpreting Data – A data in an information derived from the results of the experiment. Most it is in terms of
quantities or numbers. To give meaning to the data, a correct interpretation shall be made. Accurate recording data is
very important before interpretation is made. Data may be in nominal, ordinal or ratio. It can be converted to sum,
percentages, means, and many more. On the other hand, a quantitative data can be described qualitatively as high,
low, more or less, effective or not effective.
6. Formulating Model – With the use of the different processes of science, a model can be made. Models are either
mental or physical model of processes or events. For example, a model of processes of evaporation and condensation
are interrelated in the water cycle. Formulating models will develop creativity and innovation. It will enhance higher
order thinking skills too.

INQUIRY- BASED SCIENCE

There are many strategies in the use of inquiry based science. Below are some examples. Inquiry – based science
involves learners to do science when given the opportunities to explore possible solutions, make explanations for the
phenomena under study, elaborate explanation on the concepts and processes and make assessment of how these are
understood based on available evidences.
Here are some strategies that are influenced by inquiry – based science.
 5 E’s Model in Science Teaching
 E – engage – the hook. Motivation, trigger questions
 E – explore – science activities of learners as guided by teacher
 E- explain – learners provide explanation of what they have done
 E – elaborate – further explanation is made
 E – evaluate – feedback or assessment plus reflection
 Q – M – S Strategy
 Q – question of problem
 M – means or how the plan will be carried out
 S – solution
 3 E – P Exciting Examples of Everyday Phenomena
 4A’s in Science Teaching
 ASK question
 Conduct ACTIVITY
 ANALYZE the Data
 APPLY the science concepts in similar/related situations
 Use of Discrepant Event (POE – E)
 Prediction – What do you think will happen?
 Observe – What did you observe
 Explore – Find solution to the problem
 Explain – Describe what you think happened in words and pictures

Science teaching can be approached in many ways. In fact everything we do everyday has science in it. Hence, it would
be very easy to make learners love science because it is part of their lives. From the time one wakes up to the time one goes
back to sleep, science is influencing 24/7 of our daily life. Science, technology and society are all connected to each other.
To teach effectively science in the elementary grades, it begins with the fundamental process of Observing. Making
observation as a habit provides more meaning to what one see, hear, feel, touch, taste and smell. As science progresses with
time, the processes of science become more complicated such that learning and loving science require higher thinking skills
Teaching science should be fun filled! The different approaches presented are an array of strategies which can try out
as you learn how to teach children to love and learn.
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 The choice of the approaches would greatly depend on the type of learners (learner centered) the subject matter or
content( what to teach) the resources available, and your skill in facilitating the lesson.

You will see varied approaches utilized in this succeeding parts of this material. Lesson examples are presented in
various ways, so that when you go through each one of them, you will reflect on the processes of science teaching and how
these are related to inquiry – based science.

ACTIVITY TO BE ANSWERED:
Answer in a separate paper.

Let us check what you have learned from the lesson. Answers each item with either YES or NO. mark X on the space provided
that corresponds to your chosen answer. If your answer is YES, explain why yes. If NO, justify you answer.

1. In teaching science, is it appropriate to make learners master and practice the basic science processes first? Yes______
No_______ Why?___________________________________________________________
2. Does teaching the basic science processes require sophisticated laboratory equipment? Yes______ No_____ Why?
________________________________
3. Are all science activities called experimenting? Yes____________ No___________ Why?_______
4. Will teaching science in the elementary grades provide a good foundation for learning science in the higher grade
levels? Yes________ No____________ Why?_______________
5. Is there only one method of teaching science? Yes____________ No________ Why?______________
6. Are higher order thinking skills developed if one teaches the integrated science skills? Yes______ No________ Why?
_____________________
7. Does inquiry – based science approach include always, asking question? Yes_________ No_________ Why?____
8. Does science learning in the lower grade also lead to discovery? Yes________ No_____ Why?________
9. Will learning the content and the processes of science make you prepared teachers in the future? Yes________
No___________ Why?______________________________________
10. Do you like to teach learners in elementary science? Yes________ No_________ Why?___________

PART 1: CHEMISTRY(MATTER)
MODULE 1

Lesson 1: PROPERTIES OF MATTER

INTRODUCTION
All materials have properties that can be observed and be used to identify them. When learners observe different
objects around them, they become aware of their characteristics. Using these features, they can be able to group these objects
as solid, liquid or gas. Furthermore, because of these distinct characteristics, learners can also be able to classify materials
according to their ability to absorb water, to either float or sink, and even to determine they can decay or not.
Knowledge of the different properties of materials may be able further to help learners make useful materials and
products out of the raw materials. In the process, they can investigate and observe changes materials undergo such as when
mixing a solid in a liquid or a liquid in another liquid. These ideas are introduced in this module.
Module 1 contains 4 lessons: (1) Characteristics of Solid, Liquid, and Gas; (2) Grouping of Materials Based on
Properties; (3) Physical and Chemical Properties of Matter, and (4) Mixtures and their Characteristics.

What you just did in the activities is one way of explaining the concept on the characteristics of liquid, solid, and gas
through keen observation. To make you understand more, here are some important information for you who will be teaching
the subject in the future.
A. STATES OF MATTER: SOLID, LIQUID, GAS All objects on earth can be classified in one of three physical forms or states
such as solid, liquid and gas.
 Solid is a state of matter that has definite shape and definite volume. It keeps its own size. Some common
examples are marbles, ping-pong ball, marble, sponge, rock, empty bottle, bag, pen, book, jewelleries, and
many others.
Solids have other special properties. Comparing marble and sponge even if both are solids yet is
different from each other. Some solids are hard like the marble and others are soft like sponge. Hardness is
the ability of solids to resist breaking and scraping.
Other solids have distinctive properties like metals Jewelleries such as rings, bracelets and necklaces
are made up of metals, gold, silver, or platinum. These metals can be designed and formed into beautiful
accessories because they are malleable. The ability of metals to be hammered into different shapes is called
malleability.
Another unique property of metallic solid is ductility, the ability to be drawn into wire like copper,
aluminum and steel Copper is the metal used for electrical wiring. It can also be formed into strips or
shavings. Other solids are brittle like chalk, concrete and glass. Brittleness is the property that makes solids
easy to break when a force is applied to it.
 Liquid is a state of matter that keeps its size but takes the shape of its container. A liquid can also flow as it is
transferred or poured from one container to another. Juice, water, our body's sweat, milk, rubbing alcohol,
and cola drinks are common examples of a liquid.

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  Gas is a state of matter that can freely change its shape and size. It spreads out to fill its container. Gases flow
like liquids. They are very light and often they cannot be seen. A very common gaseous material is air, which
is a mixture of gases. Other examples are the helium inside an inflated birthday balloon, water vapor, perfume
in the air, fumes from cars and factories, oxygen gas that we breathe in, and carbon dioxide that we expel out.

B. DESCRIPTIONS OF THE STATES OF MATTER ACCORDING TO SHAPE AND SPACE THEY OCCUPY
 The "state" of matter refers to the group of matter with the same properties.
 If materials are grouped together according to their properties If a material is grouped as solid, it has a definite shape
and volume. The volume or size of an object or material is the amount of space it occupies.
Consider the different materials retain their shape and volume even when they are transferred from one
container to another or no matter where they are placed. Hence, they are grouped as solid.
 If a material is in a liquid state, it has a definite volume but follows the shape of its container. The volume of water or
its amount or size remained the same in the process of pouring from container to another. However, the water's shape
varies since it occupies whatever space is allowed by its containing vessel. Thus, it is classified as liquid. It is
important to note that beyond the capacity of its container, liquid will spill.
 A material in a gaseous state has no definite shape and volume. It has the ability to spread filling out any available
space of its container. The air blown into the balloons of different shapes was a mixture of gases. The shape and
volume of air once inside the balloons also follow the shape and volume of the container.

LESSON 2: GROUPING OF MATERIALS BASED ON PROPERTIES

Imagine a world where there is NO air to breath, water to drink and other materials to make us alive. Will there be
humans like us living? Will there be fishes that swim in our seas? Will there be cellular phones to let us communicate? Do you
wonder why water when placed in freezer turn to ice or becomes steam when boiled? All living and nonliving things around us
and in us are made up of matter. Matter is classified in many ways according to their properties. Engage Look at the picture
shown below.

Properties of Matter
 Buoyancy is the ability of materials to float in water. Some materials that can float or sink exhibit the property of
buoyancy and density. These enable boats and ships to float. Meanwhile, an anchor of a boat will sink when thrown
into the water. An object will float or sink depending on its density. Density is a measure of the amount of matter in a
given volume of liquid. To get the density of an object, the mass of that object is divided by its volume (D m/v). For
example the mass of a metal washer is 10 grams and its volume is 20 cubic centimeters. Its density therefore is 10
g/20 cm³ or
D-10 g/20cm
D-5g/cm3
If the density of an object is less than the density of the liquid, the object will float. An object will sink if its
density is greater than that of the liquid.

 Porosity is a property of material that allows it to absorb water and other liquids. A material that is porous like
dishwashing sponge is an example of an absorbent material. Other porous materials include cotton balls, gauze.
blankets and pillows. Non-absorbent or non-porous materials are those that do not absorb water like plastic bags,
canisters, cans and ceramic mugs. They are useful for storing food items therefore they should be kept dry. Umbrellas
and rain coats are also non-absorbent.
 Decomposition is a property of materials to break down into simpler or smaller forms of matter. Take the case of ripe
fruits like banana which easily decays after a few days. The organic matter in these parts of the plant are returned to
the ground and becomes part of the soil. All materials that decay are also referred to as biodegradable. All living
things decay, but not in the same manner. Decaying process is important in returning organic substances to the soil so
that other living things will also have source of nutrients for their needs. Humus in soil is rich in organic substances
produced by action of decomposers. There are several stages of decomposition. Using leaves and fruits as examples
discusses the stages of decomposition.
Not all materials decay as fast as plant or animal parts. Those that do not decay are called non-biodegradable.
When thrown into canals and other bodies of water they clog drainage and may cause floods and pollution. There are
town or city ordinances that prohibit the use of plastic bags to hold goods sold in stores and market since it takes a
long time for these to decompose. It has been observed that garbage landfills are full and become homes for rats and
other disease carrying organisms. At home or in school, what should we do with garbage that do not decay?

Factors affecting decomposition:

1. Presence of organism or decomposers that cause decay - Decomposer can be detritivores, fungi and bacteria.
Detritivores like earthworm breakdown plant and animal materials and feed on these. Fungi, like mushroom and car
fungi breakdown plant materials and cause decay at the same time feeding on the decayed materials. Bacteria are
microorganisms that we cannot see but their action can be observed on dead animal bodies when these are
undergoing decay. Usually, the process is accompanied by foul or bad smell. Spoiled food has foul odor because of
decay that is going on.
2. Temperature - The warmer the temperature, the faster is the decay process. So when the days are very warm leaving
spaghetti on the table and other carbohydrate rich food will easily spoil. Placing food in the refrigerator slows down
the growth of decomposers.

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 3. Moisture-Have you noticed a pile of leaves during summer in the school yard but during rainy season, the leaves
disappear fast and blend with the soil? With water available, the plant parts easily crumble and decompose.
Decomposers are also present in moist places, so the decay process is fast. Dry materials like leaves are not good
habitats for decomposers. Drying fish prevents bacteria from feeding on the flesh of the fish.
4. Exposure to elements - Our mother would remind us to cover the food left after a meal. Air may contain bacteria and
will hit the food. Covering the food prevents bacteria from growing on the food and start the decay process.
5. Salt content of the material- A salty food usually decays slowly. This is because decomposers cannot grow well in
salty environment. Have you noticed that fish, squid and meat do not decay immediately when salted? Salting is a way
of delaying or stopping decomposition, thus preserving food for some time.

Effects of decay on our health

How does decay affect our health? Have you been to a dentist because of tooth decay? What causes tooth decay? Food
particles left in the mouth and teeth are food for bacteria when you don't brush your teeth regularly. The action of bacteria
release acids that can dissolve the enamel of your teeth creating tooth cavities. Eating left over food that has started to
decay may cause loose bowel movement. It is advisable not to eat food that has started to emit foul odor.

LESSON 3: PHYSICAL and CHEMICALPROPERTIES IF MATTER: USEFUL and HARMFUL

Materials around us have properties that are important for their purpose. These materials undergo changes through
technology for various important applications in our everyday lives, at home, and in school. However, accompanying these
positive transformations are harmful effects as well. You will encounter in this lesson some commonly used products and
learn their uses and other details through their labels.
For more background information, the following will enhance your learning.
A. Useful Or Harmful Materials
Multiple material products are beneficial to man because of technology. Because of technology, raw materials
are transformed to different products that have improved man's way of life. However, some products which are useful
to man maybe harmful to animals and plants and the environment or the other way around Sometimes, it is the
incorrect use of the useful materials that makes these harmful. Hence, it is imperative to really identify characteristics
of household and consumer materials Here are important concepts that can help future teachers understand about the
topic.
 Household materials and consumer products can be grouped as (1) those used for cleaning: (2) for food
preparation; (3) beautification; (4) building construction; and (5) and household products.
 Materials found in products like metal container, ceramic, rubber, glass of plastic have specific properties.
Humans have learned to manipulate the different properties of matter to create other uses.
 Materials are enhanced or upgraded by technology. Technology has continuously improved the quality of
products such as detergents, household cleaners, food seasoning, medicine, plastic, paints, stainless metals
and many more making human life convenient. In fact technology has enhanced beauty products and health
products which are very popular among consumers today.
 Materials have beneficial effects at home and in the environment. They can make work and life easier like
cooking faster, preserving food, keeping homes and clothes clean, smells good and disinfected.
 However, materials can sometimes do harm. They may contain hazardous substance, an ingredient that may
cause skin irritation, injury, or illness during or after handling or use or if accidentally taken.
 Chemicals can contaminate food and when properly disposed of or even used, they can cause death. Hence,
there is a need to exercise care and caution when using them.
 Before buying or using any consumer products-such as food, clothing, medicine, cleaning product, soap and
shampoo, insect repellent or pesticides always find out if it is the best for the purpose you need.
Caution: Always read the labels or product information leaflets first.

LESSON 4: MIXTURE and THEIR CHARACTERISTICS

You are handling mixtures every day. Are you aware of it? In the morning, you add sugar to a cup of hot chocolate. Or
you add powdered milk to a glass of water. You are making mixtures! Do you know what mixtures are? After studying this
lesson, you will acquire a deeper understanding of mixtures and their characteristics.
A mixture is made up of two or more substances or materials that are put together by physical means. When marbles,
paper clips, buttons, sugar and saw dust are combined together they form mixtures. In forming mixtures, no new substances
and or materials are formed because mixing materials or substances together does not change the physical properties of
substances or materials. All phases of matter can be physically combined to form mixtures. One or more phases of matter are
combined in a mixture and one or more phases of matter can be observed in mixtures.

The three basic characteristics of mixtures are as follows:

1. The composition of the mixture is variable. For example, the components of the mixture of marbles, paper clips
and buttons can differ or vary.
2. The components retain their original characteristics. Marbles, paper clips, buttons, sugar and saw dust do not lose
their appearance, texture, color and shape after they are mixed together.
3. The components are easily separated by physical methods. Since no chemical reaction has taken place when
mixing marbles, paper clips, and buttons, as well as mixing with saw dust, it is possible for these materials to be
separated. Can you suggest ways on how to separate these materials from the mixture?

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Mixtures can be classified as homogeneous and heterogeneous.

Homogeneous mixtures, or well-mixed mixtures, are those that appear single phased. The particle size of the components is
too small to be seen by the unaided eye, and the mixture appears transparent or clear. Heterogeneous mixtures or unevenly-
mixed mixtures are those where the particles of one or more components can still be differentiated from the rest of the
mixture by the unaided eye. Two or more phases of matter can be observed. Can you identify which mixture in the activity
above is heterogeneous?

CHANGES THAT MATERIALS UNDERGO

You have just experienced doing an inquiry approach through investigation. This is another way of introducing the
idea of how matter transforms in state due to temperature change. Here are some background information on the topic.

Changes in Matter Due to Changes in Temperature

Matter exists as solid, liquid, or gas. The change in state can be brought about by the effect of heat or a change in
temperature. The changes could be explained using the particle model.

The particle model shows that solid, liquid and gas are made up of small particles. These particles are always moving.
The behavior of these particles differs in the 3 states and hence can be used to explain what happens in changes in state.

Solid

The particles in a solid are very close to each other. There is a very strong force that holds these particles together.
Hence, their movements are limited. The particles are vibrating but not spreading apart. This explains why solid has a rigid
and compact appearance.

Liquid

The particles in a liquid are arranged far apart from each other. The force holding them is not as strong as that in solid.
Thus, the particles can glide or slide around one other and tend to occupy the bottom of the container. This explains why liquid
takes on the shape of the container.

Gas

Gas particles lie very far from each other. The force holding them is very weak. This is the reason why the particles of
gas move faster.

Changes in Matter

A. From Solid to Liquid

Heat energy is always present when matter changes state. As temperature increases as observed when heat
from the hot water is added to solid like the ice candy and wax, the particles in these solid materials take in the heat
energy. They change it into energy of motion and begin to move and vibrate so fast. As the particles in the solid speed
up, consequently they also move farther apart. If the particles gained enough energy, they will have enough room to
slide past each other. They break free from their fixed positions. Consequently, the solid matters (ice candy and wax)
begin to melt. Melting is the change of state from solid to a liquid.

B. Free Liquid to Gas

Increasing the temperature further of a liquid state like water which resulted from melting, will cause the
water particles to move faster and more rapidly farther apart. This allows the particles to escape. The liquid water
begins to change to a gas I called water vapor. This can continue as long as heat is added or the temperature increases,
and the liquid will continue to boil. Bubbles of water vapor will keep forming and escaping until all the liquid changes
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 to gas. Boiling is the rapid change of state from a liquid to a gas. It occurs at or above the boiling temperature,
Vaporization takes place when the particles in a liquid gain enough energy to move independently, forming a gas.
Evaporation usually occurs on the surface of the liquid.
The situation can be observed when water in a covered drinking glass which is allowed to stay undisturbed
overnight decreases its volume. This indicates that some of the water particles evaporated and changed to water
vapor. Droplets of water can also be seen along the side of the closed drinking glass. These water droplets came from
the water vapor or steam that changed into liquid. When water vapor comes in contact with a cool surface, it releases
heat energy and the particles that make up the gas begin to slow down and move closer together. The gas changes
again to a liquid. Condensation is the change of state from a gas to a liquid.
C. From Liquid to Solid
Suppose more energy or heat is taken away from liquid like when the liquid ice candy or just plain water is
placed in the freezer where the temperature is maybe 0°C or even lower, the particles in the liquid will slow down.
They will begin to move closer to each other. If the particles lose enough energy the ice candy or the water begins to
freeze. The change of from a liquid to a solid is freezing.
D. From Solid to Gas
In some cases, solid particles present in state like naphthalene balls are directly converted to gaseous state.
This is only possible when the surface particles of a solid gain enough energy that they form a gas. During
sublimation, particles of a solid do not pass through the liquid state as they form a gas. As a solid material sublimates
into a gas, the freedom of motion of its particles increases. In the case of naphthalene balls, the material solid
disappears, however, its odor can be smelled in the air.

LESSON 2: CHANGES THAT MATERIALS UNDERGO: USEFUL and HARMFUL (GRADE 4)

Materials change when exposed to certain conditions. You have observed and learned that leftover food or rejected
parts of vegetables will decay due to action of bacteria. The vegetables were exposed to the action of bacteria which are found
in your kitchen table. If there were no bacteria, the vegetables will just dry up because of water temperature. "Only change is
permanent on earth!" as we always would hear from our elders. This lesson will introduce you to changes that materials
undergo when exposed to certain conditions that are useful and harmful to us,

Furniture making is one source of income for people, Wood, bamboo, rattan, wire and many more could be used as
raw materials. Take bamboo chair making. The long pole is cut into desired dimension by a carpenter. The bamboo pieces are
cleaned, and arranged to make a chair. Nails are hammered in several places to make the chair sturdy Varnish or shellac is
applied to the surface to make the chair attractive. The bamboo chair is made of the same bamboo that was cut as a pole with
additional nail and varnish.

Materials change when exposed to different temperatures. Our daily life is made easy because of the changes that
matter undergoes. For example, some of you prefer to cat radish prepared with vinegar, sliced onions, and ripe tomatoes. The
taste of the dish is enhanced when you mix all the ingredients. Fried fish for breakfast has a different taste. Similarly, boiled
egg has a different appearance, texture and taste from scrambled egg. These changes are useful to our environment and to us.
Other useful products are fertilizer, vitamins, food-milk products, cleansing agents, lotion, shampoo, medicines and many
more. Remember that raw materials are plenty in our environment that could be turned into useful products that make our life
easy and comfortable.

Water when it undergoes change from one state to another is useful to life on earth. We use water for drinking,
washing clothes, and for many household, industrial or agricultural uses. Aquatic forms of life also need water as their habitat.
However, when monsoon rains come in June to December, many provinces in Luzon remain flooded. This is a negative effect of
heavy rainfall.

Materials can also change resulting in the formation of one or more new materials of different substance. If physical
change involves only a change in state, size, shape or form, a chemical change involves a change in the composition of matter.
Most chemical changes are not reversible, except through another chemical reaction For example the case of mixing baking
soda and vinegar caused the balloon to blow up. The reaction between the two materials resulted to the formation of water
and gas as indicated by the bubbles. The gas formed is carbon dioxide which could not escape but into the balloon causing it to
be inflated.

There are also changes of matter that are harmful. Rusting of iron, leaching from decomposing matter, and domestic
wastes thrown into bodies of water releasing odor are harmful. Fossil fuels converted to petroleum products, kerosene, diesel
oil and gasoline enable us to travel fast. However such conversion of fuel to energy produce smoke or exhaust from motor that
are detrimental to our health.

It is important to be careful in mixing substances like those that may cause explosion or fire. We need to be aware too
and cautiously read product labels. We need to take note of precautionary measures in handling products. Technology and
industry has made new products that are useful and harmful or both.

LESSON 3: CHANGES THAT MATERIALS UNDERGO DUE TO OXYGEN and HEAT (GRADE 5)

Matter can also undergo chemical change What can cause such change? Are chemical changes good or bad?

Changes in Matter Due to the Presence of Oxygen and Application of Heat

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 A. Presence of Oxygen
 Chemical change is a change in matter that results in the formation of one or more new substances. The new
material has a different composition when compared with the original material. Burning can transform the
paper into ashes and water entirely different from the original material.
 Oxygen is a part of the air that surrounds us. It has effects on different materials. The presence of oxygen in
the am can cause chemical change un materials

Take the case of Activity What Makes the Apple Turn Brown? When the apple was cut or damaged, oxygen in the air is
introduced into the fruit's damaged tissue material. When oxygen is present in the cells of the fruit, the enzymes (polyphenol
oxidase or PPO) in the chloroplasts rapidly oxidize the phenolic compounds naturally present in the apple tissues to
o'quinones (ortho-quinones), a colorless precursors of antecedents to brown colored secondary products. O-quinones then
produce the well observed brown color by reacting to form compounds with amino acids or proteins in the material as in this
case, apple fruit. The browning of the fruit is the start of the food spoilage.

In some cases, there are some apples which seem to brown faster than others. Nearly all plant tissues including other
fruits, root crops like sweet potato, and eggplant contain PPO. However, the level of PPO activity and concentration can vary
depending on the kind or variety of fruits and on the growing conditions and fruit maturity.

At home, enzymatic browning can be prevented by coating freshly cut apples, bananas, mango and other fruits in
sugar or syrup to reduce oxygen diffusion and thus slowing down the browning reaction.

 Rusting of iron is another chemical change brought about by the action of oxygen from the air on the iron
metal .
 Some materials can also change even under the condition of lack of oxygen.

B. Application heat.
Originally the sugar was crystalline white. Upon exposure to heat from the burning alcohol lamp, it melted and turned
into syrup. The melting caused the breakdown of sugar into simple sugars such as fructose and glucose. This is
manifested by the delectable aroma it created. The continued exposures to heat ultimately changed the color of the
melted sugar from white to yellow and then brown, which is totally different from the original material. This color
change is caused by the further breakdown of the sugar molecules and formation of caramel (pulot). The chemical
change alters the color of sugar along with the taste and consistency of the sugar.
 Heat, as a form of energy plays an important role in chemical changes or reactions. Some reactions need heat
to start. For example, when cooking food, the firewood requires a match and kindling to get fire to start. Other
chemical reactions utilize heat or produce it depending on the materials or chemicals involved.
 There are other proofs that a chemical change has taken place. These include (a) production heat and light;
(b) production of gas; and (c) change in color.

LESSON 4: SEPARATING MIXTURES (GRADE 6)

There are different ways of separating the components of mixtures:

1. Manual separation is done to mixtures which components differ in size Pebbles can be separated manually from sugar
with the use of fingers or tweezers. But this is very tiresome and will take a longer time. A fine mesh screen can also
be used to separate sugar from pebbles
2. Magnetic separation is a process that uses magnet to separate the magnetic component from a nonmagnetic one Iron
filings are magnetic, thus can be used to separate them from the nonmagnetic sand
3. Filtration is a process that can separate suspended particles from the liquid. Water can be separated from starch to
some extent using filtration. An ultrafilter can totally separate components of colloidal mixture
4. Decantation is a process of separating a mixture of liquids that differ in density. The less dense liquid usually stays on
top. The denser liquid such as water settles at the bottom. In this mixture, oil can be gently poured out of the glass and
retain water. A stirring rod can be used to guide the less dense liquid to the other container.
5. Evaporation process is used to separate a solute that has been dissolved in water. A small amount of mixture of salt
and water can be heated, and when water evaporates, salt remains on the evaporating dish.
6. Freezing or cooling is a process of separating mixture used for mixtures composed of two liquid components of
different freezing points. In the mixture of oil and water, oil has lower freezing point thus, solidifies first. It is then
separated easily from the water component that is still in liquid state.

PART 2: BIOLOGY (LIVING THINGS and THEIR ENVIRONMENT)

MODULE 1
PARTS and FUNCTIONS of HUMAN BEING

This module will introduce you to the human body the sense organs, major body organs and how the different organ
systems work together to keep you alive. Moreover, you will also learn about the structure of male and female human
reproductive system.

LESSON 1. HUMAN SENSE ORGANS

Human know of their surroundings because of the sense organs. Each sense organ has distinct part and functions. Let us begin
studying the five sense organs of the human body that enable us to respond to stimuli making us more aware of our body and
our environment.

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SENSE ORGANS OF THE HUMAN BODY

1. The Eye
The eye is the sense organ that allows one to see. It has receptors that receive light as stimulus from our
surroundings. Light enters the CORNEA of the eye. Behind the cornea is a ring of muscle, the iris which expands or
contracts in response to light. The pupil changes its size to control the amount of light that enters the eye
When would a pupil become wide? Light passes the pupil into the lens. Here, the muscles of the lens change in
shape and direct light into the retina. There are two kinds of receptor in the retina, the rods that detect the presence
or absence of light and the cones that detect color of objects that you see.

What receptors are active at night? How do you identify images of objects around you? The rods and cones
are parts of the sensory neuron that form the optic nerve. The optic nerve connects to the brain. When light stimulates
the retina, the message is sent to the brain by the optic nerve. The brain interprets and forms an image that you see.
How do you take care of your eye? Eyes should be used and taken cares of properly. Here are some ways.
 Eat Vitamin A rich food to make our eyes healthy.
 Limit viewing time to television, cell phones, tablets and other . gadgets that strain the eyes.
 Use eye glasses to reduce glare and present dust from entering the eyes.
 Do not rub the eyes.
 Visit a doctor when your vision becomes blurred.
 Have an eye check up when necessary for diagnosing eye defects like nearsightedness and
astigmatism.
 When given corrective lenses, use these as directed by an ophthalmologist, or eye specialist.
2. The Ear
The ear makes us identify sounds around us. It is the body organ that makes us hear. We hear because the
outer car collects sound waves that travel in the air to the ear canal. The cardrum vibrates and moves the three small
bones (hammer, anvil, stirrup) of the middle ear. From there, the sound receptors in the fluid filled cochlea produce
vibration as the sound waves travel into the inner ear. The nerve transmits the stimulus to the brain and is
interpreted. Then we can distinguish what we hear. The ear also helps us maintain balance.
What are the ways by which we can take care of our ears? Being deaf can be inherited but some people
become deaf because of diseases and poor ways of taking care of the ear. We can prevent some forms of deafness
3. The Nose
The nose makes us smell. There are receptors in the nose that are stimulated by perfume, coffee brew,
decaying trash, burning paper, or chicken stew How does odor reach your move? Odor or smell produced by perfume,
for example, diffuses or moves in the air and once it reaches the two openings of the nose or nostrils, it stimulates the
smell receptors along the nasal cavity. The stimulus is carried to the brain by the olfactory nerve and is interpreted.
Can you recognize sliced garlic from onion with your eyes closed? Why do you sniff when you want to make
sure of the smell of burnt found? Can we detect poisonous food by its smell? Why do you need to clean your nostrils
regularly?
There are two body sense organs that have special features. These are the tongue and the skin. The tongue is
a muscular organ located inside the mouths. It is covered by moist pink tissue called mucosa. All over the surface of
the tongue are tiny bumps called papillae where the taste buds are located.
4. The Tongue
Taste is usually associated with smell. When you have stuffy nose, you say that the food of bad taste. The taste
receptors can detect chemicals in substances just like the smell receptors. The receptors are located in the taste buds
of the tongue. There are four primary types of tastes-sweet, bitter, sour and salty. Some are combinations of several
primary tastes.
Give examples of food dishes with two or more tastes combined.
How can we taste food? Food must first be dissolved by our saliva when we eat. This will be detected by the
taste receptors and interpreted by our brain, then we can distinguish one taste from another.
How do we take care of our tongue? Enumerate ways to care and protect our tongue.
5. The Skin
The skin is all over the human body. It protects the inner body parts from exposure to harmful substances
and even germs. The skin enables us to detect sensation, temperature, pressure and pain. There are receptors in the
skin that detect stimuli. For example, when you are wounded, you feel pain because the pain receptors react to the
injury and feeling the pain will tell us that something has to be done with the wound. Hot and cold air or water can be
detected by temperature receptors. Our skin is also sensitive to touch. A light comforting touch by your mother makes
you smile even when you are sick. Study the diagram below and identify the location of the skin receptors.

LESSON 2 HUMAN MAJOR BODY ORGANS

From the lessons on sense organs, let us study further the major body organs. These are the (1) BRAIN, (2) HEART, (3)
LUNGS, (4) LIVER, (5) STOMACH, (6) SMALL INTESTINES, (7) KIDNEYS, (8 BONES, and (9)MUSCLES.

You may have experienced stomach ache in one time or the other. Your mother may have told you that you got it from
eating too much, and you wonder whether it is true. Let us use your ICT skills in learning about the major body organs. Let's
explore to learn about the nine major organs of the body.

The human anatomy was studied as early as the 16 century by physicians like Andreas Vesalius. Knowledge of the
human anatomy and physiology is important in the treatment of ailments that affect our body, and how to maintain a healthy
and sing body. The major body organs are parts of the complex body systems of a human being An organ is a group of two or

14
more different tissues that work together and perform a certain function. In the study of sense organs, the skin for example is
composed of different tissues to perform its function as a sense of touch.

Major Body Organs

1. The Human Brain

The brain is located in the head of our body. The head is covered by hair and the brain is protected by the
skull. The brain is the control center of the vital activities for survival including responses to stimali emotions,
learning abilities and talents. The brain is divided into three parts the cerebrum, cerebellum and brainstem.
The cerebrum is the largest part and has the brain centers that control thought processes, speech, motor,
touch, pressure, smell, hearing, vision, and facial recognition. Generally, the night half of the cerebrum controls the left
side of the body while the left side of the cerebrum controls the right side of body.
The second largest part of the brain, the cerebellum controls muscle coordination, balance and normal body
posture. When mountain climbing, the cerebellum receives signals that are transmitted to the cerebrum and direct
movements of the arms, hands, legs and other parts of the body. The brainstem connects the brain to the spinal cord.
It has several parts: the midbrain, pons and medulla oblongata. The midbrain contains relay stations of neurons and
reflex centers for involuntary actions. The hypothalamus in the midbrain maintains internal balance such as water
and blood pressure. The pons connects the two halves of the cerebellum and links the cerebral cortex to the medulla,
Functions like heartbeat, breathing, and sneezing are regulated by the medulla. We can keep our brain healthy by
eating balanced diet and avoiding concussion from fall or blow in the head. A blood clot or narrowing of blood vessels
may result in stroke. Brain parts may be damaged resulting in Alzheimer's disease, with symptoms like losing
memory. The drawing shows you the brain and its parts.

2. The Heart
The heart is located at the center of the chest cavity below the bone called sternum. It is a hallow muscular
organ about the size of your fist, yet a powerful part of your body in the circulation of blood that carries nutrients
from small intestines to body cells as well as in the transport and exchanges= of oxygen and carbon dioxide. It is an
organ covered by a double walled sac called the pericardium.
The heart has four chambers, the ventricles are the lower chambers and the atria (or auricles) are the upper
chambers. The two sides, left and right is divided by a septum. A valve separates the chambers so that there will be
no backflow of the blood. Blood vessels such as the superior and inferior vena cavae, aorta, pulmonary artery and
pulmonary vein are connected to the heart chambers. The right atrium receives blood from the large blood vessels,
the veins from the upper parts of the body (superior vena cava) and from the lower parts (inferior vena cava). The
ventricles are involved in pushing the blood to the lungs through the pulmonary vein and other parts of the body
through the aorta.
Remember that blood in the heart flows in one-way direction only.
One of the major causes of death in modern times is heart attack. Avoiding tobacco smoking and choosing
food with good cholesterol can help reduce cases of heart disorders.

3. The Lungs
The lungs are organs involved in breathing which fill most of the chest cavity. The two lobes, right and left are
protected by the rib cage. The bronchus that connects to the trachea or windpipe branches into each lobe of the lung.
Inside each lobe, the bronchioles end in numerous tiny air sacs, the alveoli. Inside the alveoli are tiny blood vessels,
the capillaries where actual exchange of oxygen and carbon dioxide takes place. An adult lung can hold up to 6 liters of
air but during quiet breathing only 0.5 liters is exchanged. During strenuous exercise, more air is involved in the
exchange but the lungs always hold about a liter of air keeping the lungs partially inflated. The lungs do not have
muscles to support its breathing function. A sheet of muscle, the diaphragm works in breathing. What happens when a
person gets one of the lungs punctured?
The lungs may be affected by severe smoking, and germs such as those that cause tuberculosis, and
pneumonia among others. We can take care of our lungs by limiting exposure to pollutants in the air by using face
mask, avoiding the area where there is smoking, and exercising regularly to allow the lungs to work efficiently.

4. The liver, stomach and small intestines

The liver, stomach and small intestines are important body organs in making food that we eat available to the
different parts of the body. These organs are found in our abdominal cavity. The liver is a lobed, large internal body
organ. Its principal function is to produce bile that is important in breaking fats into droplets. Bile is not an enzyme.
From the liver, the bile is stored in the gall bladder before it is released in the small intestine. The stomach is an
enlarged, muscular sac with thick walls that can expand when full or contract when almost empty Food chewed in the
mouth moves through the esophagus and reaches the stomach through contraction. When chewed food enters the
stomach, a valve closes to stop the backward flow of food. What happens to the food inside the stomach Muscles in the
walls of the stomach contracts to mix the partially digested food. The inner walls of the stomach secrete gastric Juices
such as pepsin that acts on protein and hydrochloric acid that provides an acidic content. Mechanical and chemical
digestion occur for about four hours producing chyme. The small intestine is connected to the stomach and chyme is
completely digested as it moves in the long tube. The nutrients from the digested food are absorbed by the inner
fingerlike projections called villi along the walls of the small intestine. Capillaries or small blood vessels transport the
nutrients to different body parts.

5. The Kidneys

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 We have a pair of kidneys, located at the back of the body cavity above the hipbones. The kidneys look like a
of bean seeds on each side of the body Each kidney has millions of nephrons, with highly coiled tubes and capillaries
that filters the blood and forms urine. Kidneys not only excrete substances in oversupply but also regulate the
presence of substances in the blood. Some disorders of kidneys are formed stones or crystals of minerals that block
the movement of urine. Surgical removal of kidney stones may be needed to allow the kidneys to function well. Kidney
failure results from unfiltered blood which may require dialysis. Bacterial infection may result swelling of the
nephrons. condition known as nephritis.

6. The bones and muscles

If humans have no bones and muscles can we stand, walk, run or climb?
Bones are part of our skeleton. The major bones are the skull (bones of the head and face), the backbones
or the spinal column, the 12 pairs of ribs. the hip bones and bones in our arms and legs. Bones have water, protein
and minerals. The living tissues of the bones are the bone cells, blood vessels, blood cells, cartilages, fatty tissues and
nerves. Name the different types of bones. A person who slipped or fell from the stairs may be asked by a doctor to
have a bone x-ray to make sure there are no fractures.
The white areas in the film are bones and the doctor may be able to tell us if there was damage on parts that
hit the ground. Many people suffer from bone damage due to accidents in climbing, extreme running and even in
sports. We can make our bones strong by taking foods and drinks rich in phosphorus, calcium and Vitamin D. Regular
exercise, exposure to early morning sunlight, and maintaining good posture make our bones healthy. What are some
of the disorders of the bones?
Muscles are either attached to the bones (skeletal muscles), found in walls of many internal organs (smooth),
and muscle that makes up the heart (cardiac). The muscles of the legs and arms are voluntary muscles because you
can control their movements as when you swim, walk, write or pick up things. However, your heart muscles are
involuntary, because the heart beats without conscious effort. The major human muscles are also those found in your
face that moves the jaw, muscles of the neck that allow you to turn or lower your head; muscles that pull your arms
toward the chest, muscles of the abdomen, and muscles that allow you to rotate your thigh. Where else do you find the
major muscles? Some disorders of the muscles are the painful muscle cramps usually in the legs, the reason why
players have to warm up before the game. Too much exercise or prolonged swimming may also bring pain. Athletes
prevent muscle injury by wearing proper shoes, clothes and protective equipment. Muscles and bones enable us to
move from one place to another.

MALE and FEMALE REPRODUCTIVE SYSTEM (GRADE 5)

INTRODUCTION

All plants and animals need to reproduce to keep their kind going. But how does it happen in us humans? The organ
system of the human body that is responsible for producing the young or children is called the reproductive system.
Reproduction is the process by which living things make new individuals of the same kind. Humans reproduce through the
reproductive system, a system or organs working together. Both male and female reproductive systems are involved in
producing new individuals.

As pre-service teachers, it is a must for you to understand how the human reproductive system works so that you can
teach this concept clearly and correctly. This lesson will help you learn the difference between the human male and female
reproductive systems.

Teacher's Background Information on Homan Reproductive System

Male Parts What It Is and What It Does

Testis (also The main organ of the male reproductive system is the testis. A male has two testis or testes At
called testicles) puberty, the testes produce sperm cells and the male sex hormones (testosterone and androgens) Each
is made of 500-1,200 feet of tightly coiled tubes called seminiferous tubules. Immature sperms are
produced in the seminiferous tubules. Testosterone is responsible for the development of the male
secondary sex characteristics such as body hair, muscle development, and deep voice. These traits
usually appear during adolescence.
Scrotum It is a muscular sac which is shorter when cold, and longer when warm. It holds the testes and keeps
the temperature of the testes slightly lower than that of the rest of the body. The lower temperature is
needed for the production and storage of sperm.
Cowper's Gland It is a pair of glands also known as bulbourethral gland that produces pre-ejaculatory fluid that cleans
the urethra to protect the sperm.
Seminal Vesicles It is a pair of simple tubular glands located within the pelvis that secrete fluid which partly composes
the semen.
Prostate Glands It is muscular gland that is found just in front of the rectum and bellow the bladder which produces
most of the fluid that makes up the semen.
Semen Fluids secreted by Cowper's glands, prostate glands and seminal vesicles and the sperm
Epididymis Coiled tube where sperms undergo maturation and provide storage of the sperm
Vas Deferens The tube that leads upward from each of the testis into the lower part of the abdomen. The two vas
deferens join at the urethra, which is the passageway for the elimination of urine and sperm that leave
the male's body.
Sperm Sperm is a male reproductive cell. It fertilizes an egg cell from the female.

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THE FEMALE REPRODUCTIVE SYSTEM

Female Parts What It Is and What It Does

Ovaries Ovaries are the main organs of the female reproductive
systems The ovaries are aval and are in the lower part of the
abdomen They produce, allow for the maturation and
provide storage for egg cells. Ovaries also produce female
sex hormones (estrogen, progesterone and androgens)
Estrogens are responsible for the development of female sex
characteristics, such as development of breasts, broadened
pelvis, and play a large role in the menstrual cycle
Egg Cell (also known as ovum) An egg cell is fertilized by a sperm to produce fertilized egg
called zygote. An egg cell dissolves in the Fallopian tube after
about 24 hours if not fertilized
Vagina or Birth Canal It is 3 to 4-inch passageway or canal inside the female. This
is a place where a sperm may be deposited by the male. It
also allows passage of shed endometrium during menstrual
period and the baby during birth. It produces fluid to cleanse
and lubricate itself and help sperm travel. The vagina opens
between the legs where it is protected by folds of skin
known as vulva.
Cervix Cervix is a short canal that leads to the uterus. It is the
bottom section of the uterus. It produces fluids to help
sperm cell travel. It also produces mucus plug to keep out
germs during pregnancy,
Uterus (also called "womb") The uterus is made up of muscular walls, a lining called
endometrium, and a cervix. It houses and protects embryo
fetus/baby and allows nutrients and wastes exchange with
placenta during pregnancy. It also nourishes the embryo
before a placenta grows.
Fallopian Tubes (also known as oviduct) A Fallopian tube is a passageway that conveys the ovum to
the uterus. As the ovum moves along the Fallopian tube, the
union of egg cell and sperm cell can happen.

LESSON 4: THE HUMAN ORGANS SYSTEMS AT WORK (GRADE 6)

The human body organs you have studied actually are not isolated from other parts. The human body is highly
organized. Inside your skin are many organs that comprise organ systems to perform body functions. Why can you run, swim
and play? Why are you able to interact with your teacher and classmates during your class? Your body is an incredible
machine but may not have parts for replacement. Let us look into parts that comprise an organ system and how this particular
organ system works. The human organ systems are the skeletal, muscular, integumentary, digestive, respiratory. circulatory
and nervous systems. You already have learned of the human reproductive system. You will learn more about the different
organ systems in the three activities that follow.

The human organ system is complex. You have learned that the human body is made of trillions of cells, with different
sizes, shapes and functions. A group of cells with similar structure and function form tissues. Tissues comprise organs, and
several organs comprise the organ systems. From the activities, you teamed a bit of these organ systems. Let us discuss
further the major organ systems that enable us to live and perform many tasks. (Excretory, endocrine and lymphatic systems
are learned by pupil in junior high school, hence will not be discussed in this book)

Integumentary System

The integumentary system includes the skin, hair and nails. The outside of the human body is covered by skin. The
skin may smooth and its outermost layer is continually removed when we take a bath or when we scrub it. What you remove
are dead cells. The skin is our first layer of defense from dirt and germs. It also prevents leakage of body fluids such as blood
unless you get wounded. The skin prevents our internal organs from being exposed. It is also our sense of touch. The skin
keeps the body temperature the same by releasing sweat through the pores. The hair and nails are made of dead cells but the
growing area of the hair is the living root in the skin. The small white crescent at the base of your nail makes your nail grow.
Nails are cut regularly without hurting us. The skin diseases include acne, athletes' foot and scabies due to germs. It could
become itchy when you are exposed to substances that you are allergic to. Skin cancer is associated with too much exposure to
sunlight. Burns and bruises are painful skin injuries. Regular bath and healthy diet make our skin clean and healthy. Using
sunscreen when exposed to strong sunlight protects your skin. Take note of sores, lumps, moles and warts that are not
normally on your skin and visit your doctor. New technology to repair severely damaged skin as in burns through test-tube
skin is now available.

The Skeletal system

The skeletal system consists of bones, joints and connective tissues. The skeleton provides the basic shape of the
human body and supports the different internal organs like the brain which is protected by the skull. It also works with
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muscles to enable us to stand, walk and do other manual tasks. Some bones enclose the marrow, the blood forming tissues.
Calcium and phosphorus are stored in bones to keep them strong. There are 206 bones in the human body. They differ in sine,
shape and length. The connective tissues, mainly of cartilage are found in the tip of the nose, or can and between vertebrae of
the spinal column Cartilage cushions the area where two or more bones usually meet. There are joints that do not allow
movement such as those in the skull and pelvis There are joints that allow full movement of bones which are found in your
knees, wrists, ankles and shoulders. The bones are held together by a tough time called ligaments.

How do we take care of our skeletal system? Bones are supposed to last a lifetime but sometimes they are injured like
when we fall er side causing bone fracture or sprain of ligaments and tendons. How does a bone heal? Arthritis and
osteoporosis are diseases that affect our skeletal system among the elderly.

The Muscular System

The muscular system enables us to move our body parts to perform various tasks Moving our legs, arms, neck, and
head requires muscles working with our bones The heart beats because of the muscle in a Muscles vary in length, shape, size
and thickness Muscles and bones are attached to each other by tendons. Muscles help food move through our digestive tract,
flow of blood through blood vessels and breathing These are due to muscles that are not under conscious control For us to use
our arms, our skeletal muscles contract to move a bone and when the muscle relaxes, the bones returns to its original position
and the muscles to their shape and form. Some muscle disorders may be due to action of nerves like in muscle spasms and
progressive weakening and frequent tiring of muscles. Regular exercise, healthy diet rich in minerals and proteins, avoiding
overstressing of muscles will help us make our muscles.

The Digestive system

The food that our body needs must be broken down before it can be used by our cells. The digestive organs shown in
the diagram earlier will help you learn how food is digested. For example, a biscuit which is a carbohydrate that you eat has to
be chewed (mechanical digestion) in the mouth. The teeth and tongue are involved. The biscuit is moistened by our saliva that
contains a substance to start chemical digestion. The tongue pushes the broken bits of biscuits to the back of the mouth and is
swallowed. The food goes down to the digestive tract esophagus, stomach and small intestine. Further breakdown of the
biscuit occurs in the stomach, chemical digestion continues and ends in the small intestine where nutrients are absorbed.
Foods that are not broken down in the small intestine move to the large intestine and after a while are released as solid
wastes. The liver, gall bladder and pancreas also are involved in digestion but are not part of the digestive tract. Bile from the
liver breaks down fat particles in the small intestine Digestive are produced by the stomach, pancreas, and small intestines to
complete digestion not only of carbohydrates but also fats and proteins that we eat. Our digestive system may be infected by
germs that cause diarrhea, vomiting and cholera. We must clean and cook properly the food that we take. Washing of hands
with soap and water before and after eating must be a habit. The water that we drink must be free of germs and parasites. Do
not eat spoiled foods. Drink plenty of water.

The Circulatory System

The major parts of the circulatory system are the heart, blood and blood vessels. The heart is the most active part of
the body. It is as big as your own clenched fist. The heart is a pumping organ. It has four chambers, left ventricle, left auricle,
right ventricle and right auricle. The ventricles pump blood out of the heart while the auricles receive blood coming from the
lungs. Valves prevent the backward flow of blood in the heart, allowing movement in one direction.

Have you ever had a CBC or complete blood count? This is a routine test to determine the composition of your blood
cells when you are suspected to have infection like dengue. The main components of the blood are (a) plasma (liquid-90%
water, proteins such as albumin, clotting factors, antibodies, dissolved nutrient and electrolytes) and (b) formed elements
which are the white blood cells, red blood cells and platelets. White blood cells help the body fight diseases. Red blood cells are
most numerous in our body and they are involved in transport of gases and Platelets are involved in blood clots to stop blood
flow in case of wounds.

The blood vessels are the arteries, capillaries and veins Arteries carry blood away from the heart and you can feel the
pressure of tiled flowing in pulse points like your wrist. The major artery from the heart branches to smaller ones until they
reach the different body organs. These very narrow arteries conner to the capillaries found in different organs where exchange
of gases and nutrients occur. From the organs, very small veins merge to become veins where blood flows to the heart.

There are two pathways or circuits where blood flow in the vessels pulmonary and systemic circulation. Pulmonary
circulation involves the heart and the longs. The capillaries of the lungs remove the carbon dioxide from the circulating blood
and takes in oxygen. The pulmonary vein carries oxygenated blood to the heart. The pulmonary artery in the heart transports
blood to the lungs. Systemic circulation supplies nutrients and oxygen to all body tissues at the same time collects waste
materials for discharge. Exchange of materials occurs in the capillaries of body tissues.

One of the blood diseases is anemia, where too little oxygen flows in weakness, Leukemia (cancer of the blood), results
from the release of immature cells by the bone marrow. Cardiovascular diseases include hypertension and atherosclerosis
which are prevalent among the elderly. There is a relationship of cardio-respiratory high risk factors such as smoking, obesity,
poor diet, lack of physical exercise, stressful activities, drinking alcoholic to poor health. Habits that lead to healthy body
systems are regular exercise, eating balanced diet, no prohibited drugs and smoking. Having regular medical and dental check-
up is also necessary.

Nervous System

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 Every day we do different tasks from the time we wake up until we sleep. Our ability to do things is coordinated
functions of the different organ systems that are controlled and monitored by the nervous systems. The central and peripheral
nervous system comprise the human nervous system. The central nervous system includes the brain and spinal cord. The
brain is protected by the skull. The brain is the control center of the vital activities for survival including emotions, learning,
abilities and talents. The brain is divided into three parts: the cerebrum, cerebellum and brainstem. The cerebrum is the
largest part and has the brain centers that control thought processes. speech, motor, touch, pressure, smell, hearing, vision,
facial recognition. Generally, the right half of the cerebrum controls the left side of the body while the left side controls the
right side of the body. The second largest part of the brain, the cerebellum controls muscle coordination, balance and normal
body posture. When mountain climbing, the cerebellum receives signals that it transmits to the cerebrum and direct
movements of the arms, hands, legs and other parts of the body. The brainstem connects the brain to the spinal cord. It has
several parts: the midbrain, pons and medulla oblongata. The midbrain contains relay stations of neurons and reflex centers
for involuntary actions The hypothalamus in the midbrain maintains internal balance such as water and blood pressure. The
pons connects the two halves of the cerebellum and links the cerebral cortex to the medulla. Functions like heartbeat,
breathing, and sneezing are regulated by the medulla. The spinal cord inside your bony vertebral column connects the brain to
all parts of the body via the different nerves. When the sensory nerves from the skin for example, receive a signal from outside
when you dip your fingers in cold water, the impulse is transmitted to the spinal cord to the brain for processing or
interpretation. The message travels from the brain center to the hand that will respond. The nerve carries an electrical signal
like a telephone cable. The peripheral nervous system includes the network of nerves throughout the body. These include the
sensory neurons from the sense organs and the motor neurons in muscles or glands for action or response.

The nervous system may be affected by germs as in the case of meningitis, an acute inflammation of the meninges or
the covering of the membranes of the brain and spinal cord. It could result in loss of hearing, vision and changes in the child's
thinking and doing tasks. Poliomyelitis due to viral infection affecting the spinal cord may result in paralysis. A nerve maybe
inflamed due to injury Migraine, a severe headache is common when person is under stress or with hormonal imbalance
during menstrual period among Epilepsy brings seizures when one cannot control the muscles Among the elderly. Alzheimer's
disease brings about progressive loss of memory and intellectual disabilities. Head injuries from accidents can cause fracture
of the skull, concussion and bleeding. Tumors may also originate in the brain bringing disturbances in various functions.
Wearing seatbelt when in motor vehicles reduces risk of injury to the body in case of Wearing helmet for motorbike riders
must.

PART 2: BIOLOGY (LIVING THINGS and THEIR ENVIRONMENT)

Hereditary : Inheritance and Variation

INTRODUCTION

All plants and animals need to reproduce to keep their kind going. But how does it happen in us humans? The organ
system of the human body that is responsible for producing the young or children is called the reproductive system.
Reproduction is the process by which living things make new individuals of the same kind. Humans reproduce through the
reproductive system, a system or organs working together. Both male and female reproductive systems are involved in
producing new individuals. As pre-service teachers, it is a must for you to understand how the human reproductive system
works so that you can teach this concept clearly and correctly. This lesson will help you learn the difference between the
human male and female reproductive systems.

Among animals, there are two major ways by which the young is produced egg laying (oviparous) or young is given birth
(viviparous) by the female. Chicken and other bends lay eggs that hatch to become new chicken or binds. A female carabao, a
goat and a dog give birth to their young. We the young or baby animals in many ways Among bumans we use haby or child.

Through reproduction, we get some genes from our parents that are expressed as traits or characteristics that we can
observe or see Genes are the genetic factors that we froth parents. For example, when one parent has dimples, you might have
it Cataract runs in the family, so if either of your parent has it you might also have it Take note that family members are not
exactly alike but have similarities List down the traits that you may have from either parent in addition to what was given in
the activity.

A farmer may choose big fruits of tomato as source of seeds for his next planting because the new plants may also beat
big fruits Sweet oranges come from sweet tasting fruits and farmers use grafting of the stems to produce new plants. High
yielding rice varieties are cultured by growers for next planting season. In the market, you can see labels of different rice
varieties to choose from. A sow that gives birth to many piglets is chosen by a pig raiser so they can give more heads for sale.
Puppies with good breeds come from parent dogs with desirable features. These examples show that offspring inherit some
traits from their parents.

Reproduction among plants could be sexual involving male and female parts of the flower to produce fruits and seeds.
The seeds are the ones planted that will grow to seedlings and eventually become the mature plant. There are also plants that
reproduce by vegetative means involving roots, stems and leaves such as runners, rhizomes, tubers, bulbs and adventitious
plants) Rice seeds sown by farmers germinate and produce many tillers that grow and bear flowers then fruits and seeds. Man
can also assist in the production of new plants through artificial means such as cuttings, marcotting or grafting. The variety of
roses with big flowers can be propagated not by seeds but by cuttings. Many other plants are propagated by farmers and
gardeners through vegetative means since the genes of the mother plant are the same as in the cuttings.

LESSON 2: LIFE CYCLE OF HUMAN, ANIMALS and PLANTS (GRADE 4)

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 Have you seen your photograph when you were a baby? What changes have you noted in your appearance? From the
time you were a baby you have passed through many stages of development. Write your questions about human reproduction
anonymously on paper and hand them in so that any query can be addressed during the lesson.

Life Cycle of Humans: Stages of Human Growth and Development

1. Fertilization- Union of egg cell and sperm cell The process of human development, begins with the process known as
prenatal development. It begins with the union of egg cell and sperm cell in the process called fertilization, or
conception. The chromosomes of the egg cell combine with the chromosomes of the sperm cell to form a new cell called
zygote. The zygote, which contains a combination of genetic material from both parents, develops into the embryo. The
embryo then develops embryonic and extra embryonic tissues which will later form the fetal membranes and the
placenta. Embryo is the term used for the developing organism from the third week of development until the end of the
second month, fetus is the term for the developing organism from the beginning of third month to birth. The amnion is
a membrane that surrounds the developing organism, used a clear fluid that cushions the growing organism. The
placenta is a structure through which materials are exchanged between blood of the fetus and that of contains the
mother. The umbilical cord attaches the fetus to the placenta, blood vessels inside the cord transport materials to and
from the placenta.
2. Birth the release of the baby from the womb or uterus to the outside world During the first stage of labor, contractions
of the uterus push the baby towards the cervix, the cervix dilates, during the second stage the baby emerges, and the
umbilical cord is cut; during the third stage, the placenta and the amnion is forced outside of the mother's body by
contractions of the uterus.
3. Infancy or Babyhood After birth, the human undergoes different stages of physical growth and development. The
different stages are Infancy and Babyhood Stage, Early Childhood Stage, Late Childhood Stage, the Adolescence Stage,
the Early Adulthood Stage and the Old Age Stage. Infancy and Babyhood Stage is the stage from birth to 2 years of age.
This stage marks the rapid physical growth. It is considered as one of the most remarkable and busiest times of
development. Physical growth occurs rapidly during the first two years of life. Development occurs in gross and fine
motor, language, emotional and temperament.
4. Early and Later Childhood
Early Childhood Stage happens from two up to 6 years of age, Healthy children at this stage exhibit important growth
and development in various areas such as social and emotional, language and communication, movement and physical,
and cognitive. The Late Childhood Stage happens from six up to twelve years of age. Physical development is slow and
steady in this stage. The child gains greater control over his body. In terms of social development, the child's
relationship changes towards others and the child will generally have multiple social contacts outside the family.
Emotionally, the child controls and understands his emotions and becomes skilled in expressing his emotions. Most of
the child's cognitive development takes place in school as the brain continues to develop.
5. Adolescence
Adolescence Stage happens from thirteen up to nineteen years of age. This stage is considered as the transition stage
between childhood and adulthood stage. Sex maturation and rapid physical development happen in this stage. Boys
begin to show secondary sexual traits such as deeper voice due to thickened vocal cords, increased growth of hair on
the face, chest, armpits and pubic regions. Some parts of the body may have more muscles and fats. Inside the body of
the male, the testes enlarge and produce sperms. Among females. secondary characteristics include enlargement of
the breast, development of hair in armpits and pubic area, and the menstrual cycle. The female is able to produce an
egg one at time in the 28 day cycle. Every month there are changes in the uterus to prepare for the fertilization of the
egg and pregnancy when the egg is fertilized. This includes the thickening of the uterine walls due to an increase of the
female hormones. When an egg is not fertilized, it is released with the lining of the uterus as menstruation which
occurs for about three to seven days. Then another cycle begins. Many women suffer from discomforts a few days
before and during menstruation. Headaches, sleeping problems, irritability and anxiety, tenderness of the breast and
even depression may be felt. These symptoms are pre menstrual syndrome. Regular exercise and eating balance diet
may reduce these discomfort. Tumor may occur in the uterus, ovarian and cervical cancers are possible disorders of
the female reproductive organs.
6. Early Adulthood
Early Adulthood Stage happens from nineteen to forty years. This stage of life generally consists of leaving home,
completing education, beginning full time work, attaining financial independence, establishing a long-term intimate
relationship and starting a family.
7. Middle Age
The Middle Age Stage happens between the ages forty and above up to sixty-five. This stage in life is the transition
stage and physical adjustment stage. An individual may experience decline in physical and mental capabilities
8. Old Age
Old Age Stage happens from sixty-five to death. In this stage, an individual could experience rapid physical and mental
decline as well as psychological and physical illness.
9. Death
This is the physical condition of the body when all the organs do not death. This state may not always happen after old
age. Some people die young. anymore function to continue life. This is sometimes called cellular or organ

Life Cycles of Butterfly Mosquito and Frog

Metamorphosis is the series of changes undergone in form by animals from egg to adult.

1. Metamorphosis in Mosquitoes
Mosquitoes lay eggs that hatch in water, to become the larva commonly known as wrigglers. Even with small
amount of water, the larvae can grow. Eventually it becomes a pupa with an outer covering or a cocoon. Inside the

20
 cocoon, the larva reorganizes to produce the parts of an adult. The adult then emerges from the pupal stage when the
cocoon breaks. Mosquitoes need water and land as habitat to continue their life cycle.

2. Metamorphosis in Butterflies
The butterflies lay eggs in the underside of lower surface of leaves of some plants that are preferred food like
calamansi and "gabi." The caterpillar or larva hatches from the eggs. It is wormlike and feeds voraciously on the leaves
as it grows in size. Sometimes these would eat almost all the leaves of a plant. The next stage is pupa which is covered
by a cocoon. At this stage, the pupa does not move. Inside the cocoon, the larva reorganizes to produce parts of an
adult. Then the cocoon finally breaks releasing the adult butterfly. Many butterflies have colorful wings that flutter at
early morning from one flower to another.
3. Metamorphosis in Frogs
On the other hand, the female frog lay jelly-coated eggs in water which fertilized externally by sperms
released by male adult frogs. Black tadpoles hatch from the egg. The tadpoles appear fishlike and later develop legs
and external gills. After about three months, the gills are replaced by lungs and the young frog emerges and moves to
land.

Life Cycle of Flowering Plant

The life cycle of a flowering plant starts when the adult plant produces a flower The flower has pistils that are
involved in the development of egg cells. The stamen of the flower produces pollen grains that contain sperm cells. The pollen
grains art transferred from the anther of the stamen to the stigma of the pistil by insects and other pollinating agents.
Fertilization of an egg cell by the sperm cell occurs in the ovule of the ovary. The ovules develop into mature seeds and the
ovary grows into a fruit. The seeds inside the fruit can become a new plant.

Seeds from parent plants are scattered or dispersed by animals, wind and water Mature seeds germinate when
favorable conditions are present such as water, proper temperature and nutrients. The young plant grows to become a mature
plant.

LESSON 3: REPRODUCTION AMONG FLOWERING PLANTS (GRADE 5)

A. Sexual Reproduction in Plants

The flower is the reproductive organ of a flowering plant. Some kinds of plant have flowers that produce both male and
female sex cells. Other kinds have flowers that produce either male or female sex cells.
1. Pollination can take place only between plants of the same kind. If the pollen from a papaya blossom lands on a guava,
for example, no pollination occurs. A mango flower must be pollinated by pollen grains from another mango flower.
When an insect, or a small bird visits a flower, that animal transfers the male sex cells from one flower to another. This
transfer is part of the process of sexual reproduction in the flower.
2. In fertilization, a male sex cell joins with a female sex cell to produce a fertilized cell.
3. After fertilization, the ovules develop into seeds. The seed contains the embryo. Ovules develop into mature seeds,
while the ovary develops into a fruit. A fruit is a ripened ovary that contains one or more mature seeds.
4. When conditions are proper for growth, seeds undergo germination. Germination is the growth of an embryo into a
young plant.
B. Asexual Reproduction or Vegetative Propagation in Plants Many plants that produce seeds can also reproduce by asexual
means. Asexual reproduction involves only one parent. Asexual reproduction in seed plants is called vegetative
propagation, Vegetative propagation is the development of new plant from a stem, root, or leaf of a parent plant. In this
process, there is no union of an egg cell and a sperm cell and no seed forms
1. Use of cuttings
A cutting is a plant part that has been removed from the parent plant and used to grow a new plant. The plant
part used is a cutting that is often a stem with leaves attached. The cutting may be placed in water, in wet soil, or in
some other wet substances. Once the cutting is planted in soil, it will grow new stems and leaves. Some important
food plants such as sugar cane. sweet potato and many ornamental plants are grown from stem cuttings.
2. Use of Grafting
Grafting is a method in which cutting from one plant is attached to the rooted stem of another plant. As it
grows, the cuttings become part of the rooted plant, but it retains its own traits. Grafting is usually done in trees
increase the amount of fruit a tree produces. Grafting can also be used to grow fruits on trees that resist drought and
disease.
3. Grown from Corms, Bulbs and Tubers
New plants can also be grown from corms, bulb and tubers. A corm is a thickened underground stem. "Gabi"
is a plant that forms corms. Onions can be propagated from enlarged rounded bud called bulbs. Tubers are enlarged
food-storing underground stems that contain many small buds called "eyes." A new plant can be grown from each eye
as in potatoes,
4. . Grown from Leaves
New plants can also be grown from whole leaves or part of leaves. Usually, only the fleshy leaves, such as
begonia and katakataka can be grown from their leaves. Vegetative propagation is useful for many reasons. New
banana plants are grown from suckers. Grapes can be grown by vegetative propagation so that the fruits do not
contain seeds. Seedless fruits are easier to eat. This method is often a faster method of growing plants than growing
them from seeds.

LESSON 4: REPRODUCTION IN NON-FLOWERING PLANTS (GRADE 6)

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 Mosses are small green plants with stem like and leaf like parts. They are a few centimeters tall with root like
structures that anchor the plant to the surface. These plants grow in moist places and forest floors and form dense mats on the
ground especially during the rainy season.

How do mosses spread on the ground?

Other than mosses, there are many kinds of fern in moist places and even in your home and school gardens. They
grow fast and plentiful during the rainy season. Conifers such as pine that grow in cold places like Baguio do not bear flowers.
They have cones that are sometimes used as Christmas tree decors. They are fast growing tall trees with needle-like evergreen
leaves,

Life Cycle of Pine

Plant Reproduction: Non-Flowering Plants

Plants need to reproduce to maintain the existence of the species on earth. Flowering plants reproduce asexually and
sexually as you have already learned. Not all plants bear flowers. Mosses, ferns and pine trees are groups of plants that do not
bear flowers for reproduction. Among mosses, the mature plant produces spores enclosed in capsule and when mature the
capsule breaks to release spores, a kind of asexual reproduction. These spores germinate and grow to a mature plant which
you see in moist places like flower pots, brick walls, forest floors and river banks. In the mature plant, sex organs produce
either the egg cells or sperm cells. Fertilization may occur to produce a zygote that will grow into a young plant. A moss plant
has parts that develop spore and sex cells. Mosses then reproduce both sexually and asexually.

Among ferns, the plants that you see are those that produce spores on the underside of the leaflets. When the spores
are ejected from the spore cases and hit moist places, these germinate and grow into heart-shaped gametophytes that produce
female and male sex cells. After fertilization the zygote grows into a young plant that is spore bearing. The underground stems
or rhizomes produce young plants. Ferns are important in home decorations, landscaping and for floral arrangement.
Fiddleheads, the newly formed leaves are eaten as salads.

Conifers, like the pine trees, generally are found in places like Baguio and cold countries. They have needle-like leaves
and produce seeds in cones of mature plants. There are smaller male and bigger female cones that contain the reproductive
cells. The seeds are naked or not enclosed by a fruit wall. When the seeds are released by the female cones, these germinate in
moist soil. Pine trees are sources of lumber, ornamental plants in parks and Christmas decors. The relatives of pines include
the giant redwood tree (tallest and largest plant on earth) and bristlecone pine (the oldest plant more than 5000 yrs. old),
cycads and ginkgo.

ACTIVITY TO BE DONE:
1. FOR MIDTERM READ PART ONE ONLY AND ANSWER THE FOLLOWING ACTIVITY
A. What is the best way to teach the concept – state of matter to let students have a first – hand experience and make
them understand?
B. Write a two paragraph story of how materials at home have made your life easier.
C. What do you think is an efficient way to separating solid garbage components of school wastes?
2. FOR FINAL READ PART TWO ONLY AND ANSWER THE FOLLOWING ACTIVITY
A. As a future science teachers, what insights have you learned from this lesson?
B. Without bees there will no honey and no fruits to eat. Why is it so?

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