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FORMAT B

LESSON 1

COMPETENCY: Identify the different forms of energy

I. ENGAGE

A. Review

State whether the following has potential energy or kinetic energy.

1. rolling ball

2. book on the table

3. swinging pendulum

4. hanging guava fruit

5. boy running

B. Motivation

Let the pupils perform a physical exercise.

What enables you to perform physical exercise?

C. Pre Laboratory Activities

1. Preparation of Materials

2. Setting of Standards

3. Discussion of Precautionary Measures

4. Unlocking of Difficulties

Match Column A with B. Write the letter only.

A B

1. geothermal a. energy from moving bodies

2. nuclear b. energy from light

3. mechanical c. energy we get from food

4. radiant d. energy from the splitting orcombination of particles in

the atom

II. EXPLORE

A. Activity Proper

-Let the pupils utilize the activity worksheet entitled Who am I?

-Group pupils into five.

-Let each group fill up the tabular data and answer the guided questions.

III. EXPLAIN

A. Post Laboratory Activities

1. Reporting

2. Discussion, Analysis and Interpretation of Data

Guide Question: What are the different forms of energy?

B. Generalization

What are the forms of energy? Give examples.

IV. EXTEND

A. Application

Share your experience in class where a form of energy becomes very helpful and

important to you.

B. EVALUATEIdentify what forms of energy do the following have.

1. ringing bells 6. Lasers

2. windmills 7. hydroelectric plants

3. nuclear power plant 8. Powers VCD

4. antibiotics 9. Moving wheels

5. ultraviolet rays 10. Telephone

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C. ENRICHMENT ACTIVITIES

On a clean bond, make a poster showing the energy sources that you always

depend on. Explain your masterpiece in two to three sentences.

FORMAT ALESSON 1

Republic of the Philippines

Department of Education

Region IV A (CALABARZON)

Division of Batangas City

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ACTIVITY WORKSHEET # 1

WHO AM I?

OBJECTIVE: Identify the Different forms of energy

I. OBSERVATION

Study the pictures below. Tell something about the picture.

II. QUESTIONS

Make relevant questions based from your observation.

1. ________________________________________________________________

2. ________________________________________________________________

III. HYPOTHESIS

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

IV. EXPERIMENT

A. MATERIALS

Teachers table; top or yoyo; hammer and steel; extra joss and water;

fluorescent light

B. PROCEDURE

1. Move the teachers table at the center of the classroom.

2. Move it back on its original place.

3. Spin a top or play a yoyo.

4. Hammer steel several times.

5. Place extra joss content in water. Observe what happens.

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6. Turn on the fluorescent light. Let it on for ten minutes. Hold the fluorescent

bulb carefully.

C. RESULT

C.1 Tabular Data

Complete the table below.

Forms of Energy Examples

C.2 Guide Questions

1. What did you use in order to move the table?

2. What kind of energy enables us to move parts of your body?

3. What made the top or yoyo move?

4. What kind of energy is used to move the toys?

5. What was produced when you hammer the steel several times?

6. Why do you think this happened?

7. What was formed in the water?

8. What kind of change happened in the water?

9. What energy is formed?

10. What kind of energy does the fluorescent light need in order to

light?

11. What energy does the fluorescent light give us?

V. CONCLUSION

The different forms of energy are _________________________________________

____________________________________________________________________

____________________________________________________________________

VI. APPLICATION

Show a pack of ready-to-eat cereals like corn flakes. Let them read what the

label says. Ask, what do you think this pack of cereals claims to provide a lot of

energy to the consumers?

VII. TEST YOURSELFWrite C if energy is chemical, S for sound, E for electrical, M for mechanical and

R for radiant.

1. electric iron 6. playing basketball

2. ultrasound 7. eating apples

3. siren 8. turning on a radio

4. wind turbine 9. electric fan

5. motor vehicles 10. sweeping the floor

VIII. INVESTIGATE MORE

Cut out pictures showing the different forms of energy. Paste them on a clean

coupon bond. Label them correctly.

Lesson 2 c/o Ayren EscondeSta. Clara - West

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Lesson 3 c/o Gigiveth Perez

San Agustin Kanluran Verde Island

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January 4, 2013 Friday

7:00 -7:20 Flag Ceremony

7:20 -7:40 Canteen Preparation

COMPETENCY: Describe how mechanical energy is formed and used

.

I. ENGAGE

A. Review

How does energy change help mankind?

What is the impact of these changes to the environment?

B. Motivation

Story Telling: How did you arrived in school today?

Did you walk or did you take a ride?

What form of energy is a moving vehicle? Walking or running?

Tell something about the picture.


1. Preparation of Materials2. Setting Standards

3. Discussion of precautionary measures

4. Unlocking of Difficulties mechanical, axle, machine

II. EXPLORE

A. Activity Proper

Let the pupils utilize the activity worksheet # 4 MOVE ME!!!

This activity can be performed in a science room / laboratory.

Work in a team of six (6)

Observe and facilitate closely how the pupils do the experiment

cooperatively.

The pupils must be able to answer the things that they found out

during the experiment.

III. EXPLAIN


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1. Reporting

2. Analysis / Discussion

Guide Question:

What is mechanical energy?

How is mechanical energy formed?

What are the uses of mechanical energy?

B. Generalization

What is mechanical energy? How it is formed?

(Mechanical energy is the energy possessed by moving persons or objects.

It is also called energy of motion. Mechanical energy is formed when

chemical energy is released from food, enabling the body to perform

movements. From fuel, enabling machines to function. Machines perform

work at home, in school, in factories, establishments and other places.

IV. EXTEND

A. Application(Infusion of Values)

1. What are the uses of mechanical energy at home? In school? On

machines? On transportations? _________________________________

______________________________________________________

2. The human body is like a machine that needs fine tuning. How can you

ensure that you will function like a well-oiled machine?

V. EVALUATION

Multiple Choice. Choose the letter of the best answer.

1. Which statement describes what mechanical energy is?

a. Mechanical energy refers to the release of chemical energy from food

or fuel.b. Mechanical energy is stored energy.

c. Mechanical energy is used by moving objects.

d. Only machines can produce mechanical energy.

2. Which is not a form of mechanical energy?

a. Running water

b. Moving engines

c. Wind

d. Hill

3. Which of the following objects use mechanical energy?

a. A statue

b. A mountain

c. A ticking clock

d. A wall dcor

4. A body system that is responsible for using mechanical energy is ____.

a. Digestive system

b. Skeletal system

c. Muscular system

d. Excretory system

5. When the heart pumps blood, _____

a. Mechanical energy is not used.

b. Mechanical energy is absent

c. Mechanical energy is used

d. Mechanical energy is wastedVI. ENRICMENT ACTIVITIES

Think of other uses of mechanical energy in our school.

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Prepared by:

JENNIFER E. MACATANGAY

Wawa Elementary School

Wawa, Batangas City

FORMAT A

LESSON 4

Republic of the PhilippinesDepartment of Education


DIVISION OF BATANGAS CITY


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Activity I

1. Use the spool as a hub of the wheel. Cut slots down the sides. Slide

pieces of thin plastic blade into slots.

2. Use barbecue stick as an axle. Hold the wheel you made.

3. Let the water from the faucet turn your wheel.

Activity II

1. Hold the wheel you just used earlier

2. This time, turn on the electric fan. Place the wheel in front of the

electric fan.

3. Let the air from the electric fan turn your wheel.

Group IV VI

A. Materials

Two bottle covers of different sizes

Popsicle stick

Strong elastic rubber bandTwo drawing pins

B. Procedure

1. Get two bottle of different sizes, a popsicle stick, a strong elastic rubber

band, and two drawing pins

2. Make a hole in the center of each bottle cover

3. Use the drawing pins to attach the covers to the stick

4. Stretch a rubber band so that it is not too tight. The covers should be

about two centimeters apart.

5. Adjust the rubber band so that it is too tight.

6. Turn one of the covers..

C. Guide Questions

Activity I

1. What happened to the wheel you made?

___________________________________________________________

2. What makes the wheel turn?

1. _________________________________

2. _________________________________

3. The falling water and the moving blade of the electric fan possess what

kind of energy?

___________________________________________________________

4. What is mechanical energy?

___________________________________________________________

Activity II

1. When you turn one of the wheel. What happens to the other cover?

2. What kind of energy do the wheels have?

3. Describe how your wheels look like.

V. CONCLUSION

When one wheel moves, the wheel connected to it moves too. The wheels

moved caused they process mechanical energy, therefore, ____________________

________________________________________________________________________________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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FORMAT B

LESSON 6





Batangas City West District

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________

II. QUESTIONS:

Write two or three relevant questions from what you have observed.

1. ____________________________________________________________________

2. ____________________________________________________________________

3. ____________________________________________________________________

III. HYPOTHESIS

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

IV. EXPERIMENT

A. Materials

Battery

bulb

copper wire

electrical tapeswitch

B. Procedure

1. Connect the end of the wire around the metal part of the bulb. Tape it.

2. Connect the other end of the wire to the switch. Once again, tape it.

3. Using another piece of wire, connect it from the switch to the battery to

the bulb. Use electrical tape after the wrapping the wire.

4. Turn on the switch. Have more trials and check each connections if you

are not successful in lighting the bulb. (Look at the illustration on the

first page)

C. Results

C.1 Tabular Data

Describe the materials as it is used in producing electrical energy.

Material Uses / Function

Battery

Copper wire

Bulb

Switch

C.2 Guide Questions:

1. What is the source of electric current?

_______________________________________________________2. What is the path through which the current moves?

_______________________________________________________

3. What is the appliance that uses the electricity in the activity?

_______________________________________________________

4. Which device closes or breaks the circuit?

_______________________________________________________

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5. As you turn on the switch, does the bulb light?

_______________________________________________________

6. What makes it light?

_______________________________________________________

7. What do you think will happen if you detach the wire from the

battery?

_______________________________________________________

8. What kind of energy is exhibited in this activity?

_______________________________________________________

9. Give at least two uses of electricity.

a. ____________________________________________________

b. ____________________________________________________

V. CONCLUSIONS

To form / produce electrical energy ____________________________________

_________________________________________________________________

Electricity is used in _________________________________________________

_________________________________________________________________

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10:00 11:00 Science VI

COMPETENCY: Describe radiant energy and how it is used.

I. ENGAGE

A. Review

What is chemical energy? How is it used?

B. Motivation

Look at the picture. Tell something about it.

Why do people, especially foreigners, love to sunbathe?

C. Pre-laboratory activities





a. Laser

b. Ultraviolet

c. Radar

d. Microwave

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II. EXPLORE

A. Activity Proper

(This activity will be done in an open space where the pupils feel the energy

from the sun)

1. Let the pupils perform the activity worksheet # 19 The Wonders of

Sun?

2. The class will be group into 6.

3. Let each group choose a leader and an assistant leader to facilitate in

doing the activity.

4. Leader will report the result of the activities.

III. EXPLAIN


1. Reporting

2. Discussion, Analysis and Interpret of Data Gathered

GUIDE QUESTIONS:

1. What causes the change in your body temperature?2. Why does the wetness of the handkerchief started to

lessen?

B. Generalization

What is radiant energy?

How is radiant energy used?

IV. EXTEND

A. Application

Directions: Read the following situations carefully, then, answer the

questions that follow.1. During summer, we feel too much heat from the sun. most often,

the suns ultraviolet rays damage our skin. How would you protect

yourself from it?

2. You and your friends were at the beach. You dont intend to swim

because you dont have extra-shirts but your friend accidentally

push you on the water. What will you do so that you wont get

home with a wet shirt?

V. EVALUATE

Directions: Supply the missing words in each sentence. Use picture clues.

Radiant energy enables us to (1) _____ things around us. The (2) ______

emits a very high energy of ultraviolet lights. It causes sunburns and (3) ______

damage if absorbed too much. It helps kill undesirable microorganisms in the

environment. The sun also emits low-energy light that helps cure (4) _____ in

shorter span of time. Sunlight is needed by (5) _______ for photosynthesis. Tiny

bacteria are magnified using (6) _______ with the help of light.

Radiant energy is also applied in the (7) ______ and lamps that brighten

our place. (8) ______ and gamma rays are used to locate and destroy harmful

growths of cancer cells and tumors. Lasers that are used in (9) _______ tracking,

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space exploration and in surgery. Microwave that are used in (10) ______

cooking, in communication and radar.

VI. ENRICHMENT ACTIVITIES

Research on how light can harm us and our properties including our

environment. Write your answer in a paragraph.

Objective: Describe radiant energy and how it is used.

I. OBSERVATION

II. QUESTIONS

Construct questions based on the pictures shown.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

III. HYPOTHESIS

____________________________________________________________________

________________________________________________________________________________________________________________________________________

____________________________________________________________________

IV. EXPERIMENT

A. Materials

Table lamp Handkerchief ThermometerProcedure

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Activity 1

1. Get the body temperature.

2. Go out of the classroom and stay under the sun for ten (10)

minutes.

3. After 10 minutes, touch the top of your head.

4. Measure the body temperature. Record your observation.

Activity 2

1. Get the table lamp. Switch it on.

2. After 5 minutes, touch the lighted bulb?

Activity 3

1. Wet a part of a handkerchief.

2. Hang it under the sun.

B. Result

C.1 Tabular Data

ACTIVITY OBSERVATION

1

2

3

C.2 Guide Questions

1. What did you feel staying under the sun for ten

minutes?

________________________________________

2. Why does body temperature changes when beingexposed under the suns heat?

________________________________________

3. What happen to the wet handkerchief?

________________________________________

4. Based from the activities, what is radiant energy?

________________________________________

5. How does radiant energy become useful to man?

Cite your own experience.

________________________________________

V. CONCLUSION

VI. APPLICATION

Directions: Read the following situations carefully, then, answer the questions

that follow.

1. During summer, we feel too much heat from the sun. Most often, the suns

ultraviolet rays damage our skin. How would you protect yourself from it?

2. You and your friends were at the beach. You dont intend to swim because

you dont have extra-shirts but your friend accidentally push you on the

water. What will you do so that you wont get home with a wet shirt?

VII.

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VIII. TEST YOURSELF

Directions: Supply the missing words in each sentence. Use picture clues.

Radiant energy enables us to (1) _____ things around us. The (2) ______

emits a very high energy of ultraviolet lights. It causes sunburns and (3) ______

damage if absorbed too much. It helps kill undesirable microorganisms in the

environment. The sun also emits low-energy light that helps cure (4) _____ in

shorter span of time. Sunlight is needed by (5) _______ for photosynthesis. Tiny

bacteria are magnified using (6) _______ with the help of light.

Radiant energy is also applied in the (7) ______ and lamps that brighten

our place. (8) ______ and gamma rays are used to locate and destroy harmful

growths of cancer cells and tumors. Lasers that are used in (9) _______ tracking,

space exploration and in surgery. Microwave that are used in (10) ______

cooking, in communication and radar.

IX. INVESTIGATE MORE

Research on how light can harm us and our properties including our

environment. Write your answer in a paragraph.

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FORMAT B

LESSON 8

COMPETENCY: Describe nuclear energy and its uses

1. ENGAGE

A. ReviewWhat is radiant energy?

What are some examples of radiant energy?

B. Motivation

Show pictures of an atomic explosion. Let pupils infer what kind of energy

caused the explosion.


1. Preparation of materials

2. Setting standards

3. Discussion about the uses of nuclear energy

4. Unlocking of difficulties

II. EXPLORE

A. Activity Proper

* Let the pupils utilize the worksheet entitled Nuclear Energy and its Uses

* Work in a team of six

* Observe and facilitate closely how the pupils do the activity cooperatively

* The pupils must be able to fill up the tabular data and answer the guided

questions

III. EXPLAIN

A. Post Laboratory Activities1. Reporting

2. Discussion, analysis and interpretation of data

Guided Questions:

What is nuclear energy?

What are the uses of nuclear energy?

B. Generalization

What is nuclear energy?

What are the uses of nuclear energy?

IV. EXTEND

Application

Why is nuclear energy useful in the field of medicine?

V. EVALUATE

Directions: Write T if the statement is correct and write F if not.

_______1. Nuclear energy is used in the production of electricity.

_______2. Cancer can be treated with nuclear medicine.

______3. Nuclear energy comes from proton around an atom.

______4. Energy in a uranium atom is released by splitting.

______5. Influenza can be treated by nuclear energy.

VI. Investigate More

Read in an encyclopedia how nuclear energy in the form of isotopes is

used in detecting tumors. Report about this in class.

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FORMAT A

LESSON 8




Division of Batangas


OBJECTIVE: Describe nuclear energy and its uses

1. OBSERVATION

Look at the picture

II. QUESTIONS

(Try to make relevant questions based from your observation.

1. _________________________________________________________________

2. _________________________________________________________________

III. HYPOTHESIS

___________________________________________________________________

___________________________________________________________________

IV. EXPERIMENT

A. Materials:

Picture showing atomic explosionChain reaction in atomic fission

Nuclear power plant

Uses of nuclear energy in the field of medicine

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B. Procedure

1. Observe the pictures carefully.

2. Write your observations on the table.

Nuclear Energy Uses of nuclear energy

C. Guide Questions

1. What is nuclear energy?

2. What are the uses of nuclear energy?

V. CONCLUSION

________________________________________________________________________

________________________________________________________________________

____________________________________________________________________________

______________________________________________________________________________

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FORMAT B

LESSON 9





COMPETENCY: Observe how one form of energy can be transferred from one body to another.

I. ENGAGE

A. Review:

Through a guessing game. Identify the form of energy.

1. Modern satellite communication

2. Flows through a conductor

3. Released when fuel is burned

4. Movement from vehicles5. Powers nuclear weapons

6. Buzzing of mosquitoes

B. Motivation

Game: Ball Relay

Ask twenty pupils to form two lines.

Pass the ball from the first member to the last member while

singing a science song. The first team to finish the relay wins the

game.

* Point out that energy can be transferred from one form to

another just like passing the ball from one member to another.

C. Pre-Laboratory Activities


2. Setting Standards


4. Unlocking of difficulties: transfer, transformation

II. EXPLORE

A. Activity Proper

Let the pupil work on the activity worksheet # 14 entitled One form

of energy to another form of energy

This activity must be performed in a clear space.

Work in a group of 3 with 6 8 members.

Observe and facilitate how pupils do the activity cooperatively.

They must be able to fill-up the tabular data and answer the guided

questions.

III. EXPLAIN


1. Reporting


Guided QuestionsWhat are the ways to change or to transfer energy?

B. Generalization

How do we change energy to another

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IV. EXTEND

A. Application

The Light Railways Transit or (LRT) makes use of electricity.

What energy transformation takes place when the train moves?

V. EVALUATE

Read the sentence carefully. Encircle the letter of the correct answer.

1. Which sequence of energy transformation takes place when you turn on

electric bulb?

a. Light Heat Electrical

b. Electrical Heat Light

c. Electrical Light Heat

d. Heat Electrical Light

2. What kind of energy is involved when food is digested?

a. Light energy

b. Chemical energy

c. Heat energy

d. Nuclear energy3. When gasoline is burned in a car engine, what energy is generated?

a. Chemical energy

b. Mechanical energy

c. Nuclear energy

d. Chemical energy

4. With the illustration shown below, what energy transformation takes place?

a. Suns Energy Chemical Energy Kinetic Energy Heat

b. Chemical Energy Kinetic Energy Heat EnergySuns Energy

c. Kinetic Energy Chemical Energy Heat energy

d. Suns Energy Kinetic Energy Chemical Energy Heat Energy

5. A person eating turns chemical energy into ___________________

a. Chemical Energy Electrical Energy

b. Mechanical Energy Heat Energy

c. Moving Energy Heat Energy

d. Chemical Energy Mechanical Energy


Cut out pictures of home appliances. Draw a diagram under each picture

showing energy transformation.

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FORMAT A

LESSON 9





Objective: Observe how one form of energy can be transferred from one body to another.

I. OBSERVATION

Study the illustration below. Tell something about the forms of energy used

from the base energy to what form of another energy.

II. QUESTIONS

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

III. HYPOTHESIS

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

IV. EXPERIMENTA. Materials

Battery

Flashlight

Electric fan

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B. Procedure

(There are three groups to perform different activities.)

Group I Using battery / flashlight

1. Put battery in a flashlight

2. Turn the switch on

3. Record your observations

4. Write the base energy and the form of energy transformed

in

Group II Using electric fan

1. Plug in the fan to an outlet

2. Record your observations

Group III

1. Recall the factors in food making process.

2. Write in a cycle form and record what energy

transformation takes place.

C. ResultsC.1 Tabular Data

Energy Converter From To

1. Cell phone

2. Television Set

3. Solar cell

4. Electric fan

5. Electric Stove

6. Human body

7. Plant

8. Motor

9. Radio10.Battery

C.2 Guide Questions:

1. What energy transformation takes place in each energy

converter?

2. Which of them have the same form of energy transferred in?

3. Which of them can be transferred more than one form of

energy?

V. CONCLUSION

Different forms of energy can be transferred to another forms of energy.

VI. APPLICATION

The Light Railways Transit or (LRT) makes use of electricity. What energy

transformation takes place when the train moves?

VII. TEST YOURSELF

Read the sentence carefully. Encircle the letter of the correct answer.

1. Which sequence of energy transformation takes place when you turn on

electric bulb?

e. Light Heat Electrical

f. Electrical Heat Light

g. Electrical Light Heat

h. Heat Electrical Light

2. What kind of energy is involved when food is digested?

a. Light energy

b. Chemical energy

c. Heat energy

d. Nuclear energy

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3. When gasoline is burned in a car engine, what energy is generated?

a. Chemical energy

b. Mechanical energy

c. Nuclear energy

d. Chemical energy

4. With the illustration shown below, what energy transformation takes place?

a. Suns Energy Chemical Energy Kinetic Energy Heat

b. Chemical Energy Kinetic Energy Heat EnergySuns Energy

c. Kinetic Energy Chemical Energy Heat energy

d. Suns Energy Kinetic Energy Chemical Energy Heat Energy

5. A person eating turns chemical energy into ___________________

a. Chemical Energy Electrical Energy

b. Mechanical Energy Heat Energy

c. Moving Energy Heat Energy

d. Chemical Energy Mechanical Energy

VIII. INVESTIGATE MORE..

Cut out pictures of home applications. Draw a diagram under each

picture showing energy transformation.

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FORMAT B

LESSON 10





COMPETENCY: Cite evidences that energy can be transformed from one form to

another

1. ENGAGE

A. Review

What are the different forms of energy?

B. Motivation

Conduct the game Im thinking of .. The teacher may start the game by saying

Im thinking of aForm of energy that gives me food (radiant energy from the sun)

C. Pre Laboratory activities



3. Discussion of Precautionary Measures

II. EXPLORE

A. Activity Proper

* Let the pupils utilize the activity worksheet entitled Energy can be

Transformed

* Work in a team of five

* Observe and facilitate closely how the pupils do the activity cooperatively

* The pupils must be able to fill up the tabular data and answer the guided

question III. EXPLAIN

Post Laboratory Activities

1. Reporting

2. Discussion, analysis and interpretation of data

Guided Question: What are some evidences that energy can be transformed?

B. Generalization

Let the pupils state that energy can be transformed from one form to another and it

can be transformed from one body to another.IV. EXTEND

Application

You want to light up a dark room using a flashlight. What energy transformation will

happen to do it so?

V. EVALUATE

Describe the energy transformation that takes place in each of the following

situations.1. A car engine makes the car move

_______________________________________________

2. The sun helps green plants make a food in the leaves

__________________________________________________

3. A battery makes a toy car move

___________________________________________________

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4. An electric bulb lights up

____________________________________________________

5. A boy throws a ball

____________________________________________________


A. Make a list of activities showing transformation of energy from one form intoanother.

B. Explain why energy transformation is beneficial to people.

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FORMAT A

LESSON 10





Objective: Cite evidences that energy can be transformed from one form to another.


1. OBSERVATION

Study the pictures. Tell something about them.

II. QUESTIONS

(Try to make relevant questions based from your observations. )

________________________________________________________________________

____

________________________________________________________________________

____

III. HYPOTHESIS

________________________________________________________________________

____

________________________________________________________________________

_____

________________________________________________________________________

_____

IV. EXPERIMENT

A. Materials:

Electric fan light bulb volunteer pupil

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B. Procedure

1. Turn on an electric fan. How does it show that energy is changed from one

form to another?

2. Light a bulb. What energy transformation does it show?

3. Eat something. Describe how energy is transformed when you eat something.

C. Results

C. 1 Tabular Data

MATERIAL ENERGY TRANSFORMATION

C. 2. What are some evidences that energy can be transformed?

V. CONCLUSION

________________________________________________________________________

______

___________________________________________________________________________

____

______________________________________________________________________________

______

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Lesson 11 c/o Coastal or Verde Island

May nagawa na

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Lesson 12 c/o Dulce Mendoza

San Agapito Verde Island

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Lesson 13 c/o Dulce Mendoza

San Agapito Verde Island

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Region IV-A CALABARZON


AMBULONG ELEMENTARY SCHOOL

Batangas City

LESSON 14

FORMAT B

Competency: Enumerate ways of conserving energy..

I.ENGAGE

A. Review

Answer with TRUE or FALSE.

1. When a flashlight lights and the bulbs becomes warm, this shows that electricalenergy produces more energy.

2. The energy your body exerts to push or pull a cart is equal to the energy of the

moving cart.

3. When mechanical energy is changed to heat energy, extra energy is produced.

B. Motivation

What kind of bulbs do you use at home?

(Show two electric bills showing the different amount).Compare them.

What can you say about these? Which conserved more energy?

What is the importance of electricity?

What are needed to produce electricity?

What are some of the example of fuels?



2. Setting of standards

3. Discussion of precautionary measures4. Unlocking of difficulties

fuels

conservation Law of Conservation of Energy

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II.EXPLORE

A. Activity Proper

Let the pupils utilize the activity worksheet # 15 entitled List, Conserve and Act!

This activity may be performed inside or outside the classroom.

Work in groups of three with 10 to 12 members

Observe and facilitate closely how the pupils do the activity cooperatively and

actively.

The pupils must be able to talk about ways of conserving energy, be able to make

lists, poster and act out a situation on conserving of energy and answer the guided

questions.

III. EXPLAIN


1. Reporting of the leaders of each group

2. Discussion, analysis and interpretation of data.

Guide Questions:

Where does the heat come from?How does the heat transfer to the spoon from the water?

How does heat from the sun reach the earth?

How does heat from the hot colored water transfer in tap water?

IV. EXTEND

A. Application

1. Why do you feel the heat from the bread toaster as soon as you open it when the

alarm sounds?

2. Give examples of heat transfer by conduction, convection and radiation.

V. EVALUATE

Direction: How is heat transferred in each of the following situations?

1. Putting spoon in hot frying pan.

2. Roasting a pig on a hot charcoal.

3. Boiling water in a kettle.

4. Broiling barbecue.

5. Touching the hot water.


Explain why heat transfer is useful to people.

Prepared by:

MARITES D. TARCELO

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Region IV- A- CALABARZON





List, Conserve and Act!

Objective: Enumerate ways of conserving energy.

I. Observation

What kind of bulbs do you use at home?

Look at the different electric bills presented. (Teacher may bring real

electric bills.)Compare these. What can you say about these

II. Questions

(Try to make relevant questions based from your observations)

1.

2.

3.

III. Hypothesis

______________________________________________________

_____________________________________________________________

_____________________________________________________________.

IV. Experiment(This activity can be done inside the room.)

A. Materials

Pentel pen, Manila paper, tape, cartolina, colored pens or any coloring

materials, chalkboard

B. Procedures

Each group will talk about ways of conserving energy first. Brainstorm on this

topic. Pupils may refer to the textbook on page 163 of Science and Health 6 for

further knowledge.

Group I Activity 1 - LIST

1. Make a list of ways on conserving water.

2. Write this in a Manila paper which will be provided by the teacher.

3. Present/ report this in front of the class.

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Group II Activity 2 - DRAW

1. Illustrate or draw things you can do to conserve electricity.

2. Do this in a cartolina provided by the teacher.

3. Color your work and write something about it.

4. Present this in front of the class afterwards.

Group III- Activity 3 - CONSERVE AND ACT

1. Cite or give at least two situations showing ways of conserving fuels.

2. Role- play this or act it out.

3. Present this in front of the class.

C. Results

C.1 .Tabular data

Make list of ways of conserving the following:

Water Electricity Fuel (Coal, wood, gas)

1. 1. 1.

2. 2. 2.

3. 3. 3.

C.2. Presentation of posters on conserving of energy.

C.3. Acting out a situation on conserving energy.

Guide Questions:

1. What can you do to conserve water?

2. How can you conserve electricity?

3. What is the use of water and fuel resources to produce electricity?

4. What kind of bulbs will you use at home?

5. What will you do with electric appliances after using them?6. If you are preparing for cooking, what should you do with the frozen foods

in the freezer in order not to waste cooking gas or fuel?

V. CONCLUSION

I therefore conclude that energy should be_____________________.

What can you do to conserve energy?

VI. APPLICATION

1. How can you save electrical energy in your home?

2. Why do we have to conserve electric energy?

3. Give at least two situations in conserving energy.4. Make a poster showing ways of conserving energy.

VII. EVALUATE

A. Enumerate at least two ways of conserving energy.

B. Put a check (/) before the number if the practice is proper and a cross (x) if

improper.

1. Prepare all the necessary things in cooking before starting to cook.

2. Clean bulbs regularly to have bright light.

3. Keep the electric iron on to the last piece of cloth you will press.

4. Let the water gush from the faucet, as you brush your teeth.

5. Fix the faucet when it drips.

VIII. ENRICHMENT ACTIVITIES

Make a list of things you can do to conserve energy.

Prepared by:

MARITES D. TARCELO

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LESSON 15

FORMAT B

Competency: Explains the three kinds of heat transfer.

I. ENGAGE

A. Review

Clap your hands once if the practice is proper and stomp your feet if improper.

1. Fix the faucet when it drips.

2. Clean the bulbs regularly to have bright light.

3. Prepare all the necessary things in cooking before starting to cook.

4. Keep the electric iron on the last piece of cloth you will press.

5. Let the water gush from the faucet as you brush your teeth.

B. Motivation

Have you experienced touching a hot object? How do you feel? Does the heat

transfer to your hand? Where does the heat come from?Look at the pictures below. Study closely how does the heat transfer in each

situation. Tell something about it.



2. Setting of standards


4. Unlocking of difficulties

conduction conductor

convection radiation

II. EXPLORE

A. Activity Proper

Let the pupils utilize the activity worksheet # 16 entitled Heat, Heat On The Way,

Feeling Hot! Hot! Hot!

This activity may be performed inside or outside the classroom depends upon the

weather condition.

Work in groups of three with 10 to 12 members

Observe and facilitate closely how the pupils do the activity cooperatively and

actively.

The pupils must be able to accomplish the table and answer the guided questions.

III. EXPLAIN


1. Reporting of the leaders of each group

2. Discussion, analysis and interpretation of data.

Guide Questions:

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Where does the heat come from?

How does the heat transfer to the spoon from the water?

How does heat from the sun reach the earth?

How does heat from the hot colored water transfer in tap water?

IV. EXTEND

A. Application

1. Why do you feel the heat from the bread toaster as soon as you open it when

the alarm sounds?


V. EVALUATE





4. Broiling barbecue.5. Touching the hot water.

VII. ENRICHMENT ACTIVITIES


Prepared by:

MARITES D. TARCELO



Region IV- A- CALABARZON




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Heat, Heat On The Way! Feeling Hot, Hot, Hot!

Objective: Explain the three kinds of heat transfer..

I. Observation

Look at the pictures below. Study closely how does the heat transfer in

each situation. Tell something about each picture.

II. Questions


1.

2.

III. Hypothesis

______________________________________________________

__________________________________________________________________________________________________________________________.

IV. Experiment

(This activity may be done inside or outside the room in an open field.)

A. Materials

Glass water food coloring

Spoon bottle with cover

Jar

B. Procedure

(This will be done by group)

Activity # 1(Group I)

a. Get a glass half-filled with hot water and a metal spoon.

b. Put the spoon inside the glass of hot water.

c. After a minute or two hold the handle of the spoon.

d. Observe what do you feel and record your observation.

e. Explain how the heat transferred to the spoon from the water.

Activity #2 (Group II)

a. Fill a small bottle with hot colored water. Cover it tightly.

b. Get a bigger jar and fill it with tap water from the faucet.

c. Carefully place the small bottle with colored hot water inside the big jar.

d. Observe how the hot colored water moves.

e. Record your observations.

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Activity #3 ( Group III)

(This may be performed inside the laboratory room or in an open field.

Option 1: (If the sun shines brightly)

1. Stand under the sunlight for a few minutes.

2. Record what you feel or observe.

3. How heat from the sun reached you?

Option 2: ( If the sun doesnt shine brightly)

Do this inside the laboratory room)

1. Stand near a lighted stove.

2. Record what you feel or observe.

How heat from the stove reached you?

C. Results

Fill-in this table.

Activity No. Observations How is heat transferred

C.2. Guide Questions

1. In Activity 1, what do you feel? Where does the heat come from?

2. How is heat transferred to the spoon from the hot water?

3. In Activity 2, what happened to the hot colored water in the small bottle?

4. How the hot colored water moves?

5. What method of heat transfer occurs in this?

6. In Activity 3, after standing outdoors facing the sun, what do you feel?

7. How is heat from the sun reached you?8. What method of heat transfer is this?

V. CONCLUSION

I therefore conclude that heat travels through space is ________________, while the

transfer of heat from molecule to molecule in solids is_________________and the transfer of

heat through the movement of the material which maybe liquid or gas is __________________.

VI. APPLICATION

1. Why do you feel the heat from the bread toaster as soon as you open it

when the alarm sounds?


VII. EVALUATE





4. Broiling barbecue.

5. Touching the hot water.

VIII. ENRICHMENT ACTIVITIES


Lesson 16 c/o Jennifer Macatangay

Wawa - West

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Lesson 17 c/o Jennifer Macatangay

Wawa West

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Nov. 27 ,2012 TuesdayScience VI 12:20-1:20

LESSON 18

COMPETENCY: Measure the speed of an object in motion.

I. ENGAGE

A. Review

Through the use of Quiz Board, have the pupils match each term in Column

A with its meaning in Column B.

A B

1. Distance a. time tells you how long it takes you

to do something

2. path b. the direction which an object move

3. motion c. unit used to donate distance.

4. metric units d. the length between two points.

5. duration e. the change in position of an object

compared to a reference point.

f. a duration described in terms of

seconds, minutes, hours, days and

years.

B. Motivation

Singing the topic Measuring Speed of Moving Objects to the tune of

London Bridge is Falling Down Observe the boys riding a bicycle.

Do they pedal for a time, then coast or move with ease? What happen

to their speed when they are pedaling?






Precautions

PHIVOLCS

II. EXPLORE

A. Activity Proper

Let the pupils utilize the activity worksheet # 18 entitled Measuring Speed

of Moving Objects

Teachers Supervision.

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The pupils must be able to fill- up the table and answer the guided

questions.

III. EXPLAIN

A. Post Laboratory Activities1. Reporting

2. Discussion/ Analysis and Interpretation of data

Guide questions:

What do we need to measure for the speed of a moving objects?

B. Generalization

Ask pupils to tell something about speed and average speed.

IV. EXTEND

A. Application

You went on a car trip to a town in Pangasinan. It took you 4 hours to

cover a distance of 284 kilometers.. What was your average speed?

V. EVALUATE

A bus travelled a distance of 180 kilometers per 3 hours. What was its

average speed?


Think and answer.

You went on a car trip to a town in Pangasinan. It took you 4 hours to

cover a distance of 284 kilometers. What was your average speed?

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Measuring Speed of Moving Objects!

Objective: Measure speed of an object in motion.

I. Observation

Observe the picture below. Tell something about running athletes.

II. Questions


1.

2.

3.

Questions:

How fast each athlete runs?

Who wins the game?

What are measured when the speed of a running athlete is calculated?

III. Hypothesis______________________________________________________

_____________________________________________________________

_____________________________________________________________.

IV. Experiment

(This activity must be performed in the playground of the school.)

A. Materials

Meterstick, stopwatch, ballpen and paper

B. Procedure

1. Measure a distance of 50 meters on the ground.

2. Let the pupils run a 50 m dash.

3. Measure the speed of each pupil running.

4. Record the results using the table below.

C. Results

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Tabular Data.

Pupil Distance (m) Time(sec.) Speed

A 50 m

B 50 m

C 50 m


1. Calculate the speed of a running pupil.

2. What are the factors needed to measure the speed of a running pupil?

3. Make a graph to represent different speeds.

4. Who ran the fastest? Lowest?

5. How do we measure the speed of a running pupil?

V. CONCLUSION

I. therefore conclude that

______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

___________________________________.

VI. APPLICATION

You went on a bicycle trip to Monte Maria in Pagkilatan, Batangas City. It took

you half an hour to cover a distance of 20 km. What was your average speed?

VII. TEST YOURSELF

Directions: Measure the speed of the following moving objects.

1. What is the speed for a trip of 180 km that lasted 3 hours?

2. What is the speed of a toy car in a distance of 200 meters in 50 seconds?

3. If it takes Romy 2 hours to cover the 3 km walk from his house to his

school, what is his speed?

VIII. Investigate More

1. Suppose you rode on a bus at 8 oclock in the morning and reached your

destination after 2 hours of travelling. The distance the bus travelled within this

time was 80 kilometers. What was its average speed?

2. A car is travelling at an average speed of 80km per hour. How long will it take

the car to cover a distance of 160 km?

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Nov. 28,2012 WednesdayScience VI 12:20-1:20

LESSON 19

Format B

Competency: Identify the specific direction of a moving object

I. Engage

A. Review

Study the pictures below. Identify the kind of motion shown.

A ball thrown up in the air A spinning top A moving roulette in a carnival

A moving car A car moving along a curved

B. Motivation

Where do you usually find these words?

map compass wind vane


1. Preparation of Materials.

2. Setting Standards.

3. Discussion of precautionary measures.

4. Unlocking of Difficulties.

II. Explore

A. Activity Proper

Let the pupils utilize the activity worksheet#4 entitled Which Way to

Go?.

This activity must be performed in a big open space or a spacious area.

Work in a team of 4.

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Observe and facilitate closely how the pupils do the activity

cooperatively.

The pupils must be able to fill up the tabular data and answer the

guided questions.

III. ExplainA. Post Laboratory Activities

1. Reporting


3. Given Guide Questions

What are the four specific/primary directions? Secondary directions?

What is a compass?

B. Generalization

What are the specific directions wherein an object moves?

IV. Extend

A. Application

Irel wants to go to the city. His map shows that the city is located in the

southern part of their place. Which way will he go to arrive? Illustrate it.

V. Evaluate

Identify the direction of a moving object.

1.

2. Batangas City

3. N 4.

S

5.

VI. Enrichment ActivitiesMake a research about devices used in telling directions.

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Science VI 12:20-1:20

Format A

Activity Worksheet # 19

Which Way To Go?

Objective: Identify the specific direction of a moving object

I. Observation

Study the illustration below. Tell something about the moving ball.

A B C

D

II. Questions


1. _________________________________________________________________

_________________________________________________________________

_______ .

2. _________________________________________________________________

_________________________________________________________________

_______ .

III. Hypothesis

____________________________________________________________________

___________________________________________________________________________ .

IV. Experiment

This activity must be performed in a spacious area in order to execute the activity

properly.

A. Materials

Ball

Toy Train

Toy Car

A small kiddie bicycleB. Procedure

1. Get the ball and roll it on a flat surface in a westward direction.

2. Set the toy train and let it move eastward.

3. Turn on the battery-operated toy car. Face the toy car in southward

direction.

4. Have one pupil ride in a bicycle heading north.

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5. Record data based from your activities. (Procedure 1-4).

C. Results

C.1. Tabular Data

Moving Object Direction

1. Ball2. Toy Train

3. Toy Car

4. Bicycle


1. What objects are used?

2. In what direction is the ball going to?

3. In what direction is the toy train going to?

4. In what direction is the toy car going to?

5. In what direction is the bicycle going to?

6. What are the specific directions wherein objects move?7. What can you say about moving objects?

V. Conclusion

Therefore I conclude that

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________ .

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Division of Batangas CitySCIENCE AND HEALTH VI


Format AObjective: Differentiates speed from velocity.

I. Observation

Study the illustration below. Tell something about it.

II. Questions

(Try to make relevant questions based from your observations.)1.

2.

III. Hypothesis-------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------

IV. Experiment

Activity1 : FINDING THE SPEED

Materials: a ruler, a book, a marble, stopwatch

Procedure:1. Get 2 rulers. Tape together one end of each ruler. Set one end of the

ruler on the edge of a book as shown. Roll the marble on the groove. Do this 5

times.

2. Using a stopwatch, take note of the time it takes for the marble to travel

the length of the 60 cm ruler.

3. Record it in a table similar to the one below.

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Trial Distance Time in seconds Speed

1 60 cm

2 60 cm

3 60 cm

4 60 cm5 60 cm

4. Compute the speed of the marble in cm per second by using this

formula if the marble travels 60 cm in 5 seconds.

Speed =distance travelled

time

Speed =60cm

5seconds

Speed =12m/s

Activity 2: Finding Velocity

Study the table below.

Give the velocity of each bus. The first one is done for you.

Car Speed Direction Velocity

A 50km/hr North 50km/hr, North

B 50km/hr South

C 50km/hr West

D 50km/hr Northeast

E 50km/hr West

Which cars have the same speed? Why?

Which cars are travelling in the same direction?

Which cars have the same velocity? Why?

What factors are considered in finding velocity?

V. Conclusion

What is the difference between speed and velocity?

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Nov. 29 ,2012 ThursdayScience VI 12:20-1:20

Format B

Competency: Differentiates speed from velocity.

I. Engage

A. Review

In a Tug of War game between A and B, Tem A was the winner.

What made team a win? Put a check on the blank before each number that

explains the answer.

1. Team A had greater force than Team B.

2. There was an unbalanced force.

3. Team B moved to the direction of Team A.

4. Team A had lesser force.

B. Motivation

A. Study the illustration bellow. Tell something about it.

C. Pre laboratory activities

1. Preparation of the materials2. Setting of the standards

II. Explore

Activity proper

Group the pupils into four.

Two groups will perform activity 1 entitled Speed

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Two groups will perform activity 2 entitled Velocity

III. Explain

A. Post Laboratory Activities.

1. Reporting

2. Discussion, analysis and interpretation of DataGuide Questions:

Which cars have the same speed? Why?

Which cars are travelling in the same direction?

Which cars have the same velocity? Why?

What factors are considered in finding speed?velocity?

B. Conclusion:

What is the difference between speed and velocity?

IV. Extend

Write Sif the description refers to speed and Vif refers to

velocity.

1. Distance travelled divided by time taken.

2. Speed and direction

3. 60 km per hr

4. 180km/3hr South

5. . . . . East

0 10 20 30 40 50

V. Evaluate

Differentiate speed from velocity by completing the

statement.

Speed refers to

while velocity is

VI. Enrichment:

Answer these. Draw rays to show the direction.

1. A boy walked 10 meters north and then 10 meters south.

How far did he move?

2. A car travelled 5 kilometer East and them 5 km West. How far did it go?

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SCIENCE AND HEALTH VI


Format A

Objective: Differentiates acceleration from deceleration.

I. Observation

Study the illustration below. Tell something about it.

III. Questions

(Try to make relevant questions based from your observations.)

1.

2.

III. Hypothesis-------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------

IV. Experiment

Activity 1: I WILL FOLLOW YOU

Procedure:

Trace with your finger the path taken by the bus.

A. Bus X is travelling with a speed of 20 km/hr North.

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B . In the first corner, it turned left with the speed of 15km/hr.

C. Then it turned right, moving at 25 km/hr North.

Guide Questions:

What changes took place as the bus travelled?

Was there changed in speed? Change indirection?

Was there change in velocity?

When does the bus increased in speed or accelerate?

When does the bus slow down or decelerate?

V. CONCLUSION

What is the difference between acceleration and deceleration?

Format B

Competency: Differentiated acceleration from deceleration.

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I. Engage

A. Review

Tell the velocity as shown in the following symbols.

1) Km I I I I I E N60 2) _ _

__55

__

3) NE __

__ 70 __

__ 4) Km

Km __ Km

__

__50 Km

SW 5) __

____

__75

S

.

C. Motivation

A. Study the illustration bellow. Tell something about it.

C. Pre laboratory activities

1. Preparation of the materials

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2. Setting of the standards

II. Explore

Activity proper

Group the pupils into four.

Have the pupils perform the activity entitled I WILLFOLLOW YOU

III. Explain

A. Post Laboratory Activities.

1. Reporting

2. Discussion, analysis and interpretation of Data

Guide Questions:

What changes took place as the bus travelled?

Was there changed in speed? Change indirection?

Was there change in velocity?

B. Conclusion

What is the difference between acceleration and

deceleration?

IV. Extend

Let the pupils observe the cars passing by. Are they moving fast or

slow? Ask the pupils to recall how the bus or car they rode in moved. Did itmove fast all the time or did it slow down sometimes?

Have the pupils share experience which shows acceleration and

deceleration.

V. Evaluate

Differentiate acceleration from deceleration.

VI. Enrichment

Interview someone who can drive a car. If possible request him to

show you how he or she makes the car accelerate and decelerate.

Prepared by:

DARLENE A. EJE

Science Teacher

Tabangao Elem. School




Batangas City

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LESSON 22

Format B

Competency: Perform an experiment to determine which objects accelerate/decelerate

I. Engage

A. ReviewIdentify whether the following data are considered speed or velocity.

___________ 1. 60 kph towards E

___________ 2. 120 kph

___________ 3. 30 kph

___________ 4. 1m/s

___________ 5. 5m/s towards W

B. Motivation

Study the pictures below. Observe the difference between picture A and picture

B.

A moving car suddenly stops A moving car

Picture A Picture B

What can you say about picture A? picture B?






Acceleration

Deceleration

Speedometer

II. Explore

B. Activity Proper

Let the pupils utilize the activity worksheet#7 entitled Will it Accelerate

or Decelerate?

This activity must be performed in a big open space or a spacious area.

Work in a team. Observe and facilitate closely how the pupils do the activity

cooperatively.

The pupils must be able to record their data and answer the guided

questions.

III. Explain


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1. Reporting


Guide Questions

When do we say that a moving object accelerates?

When do we say that a moving object decelerates?

B. Generalization

What is acceleration?

What is deceleration?

IV. Extend

A. Application

1. Inside the classroom, Mrs. Conway, a Science teacher, ask one of her pupils

to stand up, walk to one end of the room slowly then ask to walk faster. She

asks the pupil to repeat the movement several times. What happens to the

pupils walking when he walks faster? When he slows down?

2. Mr. Luke drives his car in an average speed of 80kph in a national highway.

He runs smoothly until he reached the busy street of Yishun wherein there

is already a built-up of heavy traffic. So he immediately slows down.

When do we say that Mr. Luke decelerates?

V. Evaluate

Identify whether the following statement tells acceleration or deceleration.

__________ 1. The car driver steps on the gas pedal or accelerator.

__________ 2. A bus stops and pick up passengers on its route.

__________ 3. The train stops on its Ang-Mio-Ko Sub-Station.__________ 4. The car increases speed because there is no traffic.

__________ 5. The traffic light is red.

VI. Enrichment Activities

On your notebook, compute for the acceleration using the formula

, where FS is Final Speed,

IS is Initial Speed and

T is time.

1. A car moves from rest (0) to 20m/s in 10 seconds.

2. A bus is moving at 60kph North, as it approaches a corner it turns East at 30kphin 20 seconds.




Batangas City

Format A

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Activity Worksheet #22

Will it Accelerate or Decelerate?

Objective: Perform an experiment to determine which objects accelerate or decelerate

I. Observation

Study the graph below. Take note of the velocity of an imaginary moving object as

time elapses. Tell something about it.

Elapsed Time (second)

II. Questions


1. _________________________________________________________________

_________________________________________________________________

_______ .

2. _________________________________________________________________

_________________________________________________________________

_______ .

III. Hypothesis

____________________________________________________________________

____________________________________________________________________

_______ .

IV. ExperimentThis activity must be performed in a spacious area in order to execute the activity

properly.

A. Materials

Battery-Operated Toy Car

A flat and smooth board or a thick book

B. Procedure

1. Make an inclined plane using the book or the smooth board.

2. Turn on the battery-operated toy car and let it move up the board. Observe

what happens as the toy car moves going up the board.

3. Again, turn on the toy car. This time, let the car moves down the board.

Observe what happens as the toy car moves going down the board.

4. Repeat the procedure thrice for accuracy.

5. Record the data you obtained from the activity.

C. Results

0

24

6

8

10

5 10 15 20 25 30

Graph Showing The Velocity

of A Moving Object

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C.1. Tabular Data

Trial # Going Up Going Down

1

2

3


1. What happened when the toy car went up the board?

2. What happened when the toy car went down the board?

3. Which set-up shows acceleration?

4. Which set-up shows acceleration?

5. What factors affect acceleration and deceleration?

V. Conclusion

Therefore, I conclude that

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________ .




Batangas City

LESSON 23

Format B

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Competency: Infer that acceleration is caused by an applied force.

I. Engage

A. Review

Study the pictures below. Tell whether it shows acceleration or deceleration.

A B

C D E

B. Motivation

Look at the illustrations below. Which illustration shows a moving object gained

increase in speed.

A B


1. Preparation of Materials2. Setting Standards



Force

Mass

II. Explore

A. Activity Proper

Let the pupils utilize the activity worksheet#8 entitled F and M=A.

This activity must be performed in an open area.

Observe and facilitate closely how the pupils do the experiment.

The pupils should be able to fill-up the tabular data and answer the

guided questions.

III. Explain

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1. Reporting


Guide Questions

Will objects move without applying force? Why? Why not?

VII. Generalization

What factors affect acceleration?

IV. Extend

A. Application

Ivan and his cousin Jake, was asked by their auntie to go to the nearby store

to meet someone. They were asked to arrive there on time. So they decided

to use their bicycle for them to arrive on the expected time.

What will Ivan and Jake do to make the bicycle move faster? What is needed

for the bicycle to accelerate?

V. Evaluate

Identify whether Force or Mass affects the acceleration of the following moving

objects.

1. A jeepney travels faster in a highway.

2. A passenger bus full of loads in a corner of the street.

3. Driver steps on the pedal exerting too much force.

4. A jeepney full of passengers was having a hard time to stop in a curved area.

5. The ball was thrown up high when the boy throws it as he jumps.

VI. Enrichment Activities

Identify other factors that affect acceleration.




Batangas City

Format A

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Activity Worksheet # 23

F and M = A

Objective: Infer that acceleration is caused by an applied force

I. Observation

Study the illustration below. Tell something about the pictures.

Which do you think moves faster, Cart A or Cart B? Why?

Cart A Cart B

II. Questions


1. _________________________________________________________________

_________________________________________________________________

_______ .

2. _________________________________________________________________

_________________________________________________________________

_______ .

III. Hypothesis

____________________________________________________________________

____________________________________________________________________

_______ .

IV. Experiment

This activity must be performed in a spacious area in order to execute the activity

properly.

A. Materials

Clock with second hand

Masking Tape (30cm long)

Metric Ruler

Plastic pail with Handle

Assorted Weights

2 paper Clips

3 books about the same weight

Pencil

String (110cm long)

B. Procedure

1. Tape the 30-centimeter strip of masking tape on the table starting from the

edge. Mark the tape in centimeters by using the metric ruler.

2. Tie the ends of the string together to make a loop.

3. Place the loop of the string inside the front cover of the book.

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4. Put a paper clip to the handle of the pail. Attach the paper clip to the string.

5. Place the book at the 30-centimeter line on the tape with loop and the pail

hanging down from the edge of the table. Observe the books movement. If

the book does not move freely toward the edge of the table, put some

weights inside the plastic pail until the book moves.

6. Place the book at the 30-centimeter line. Find the speed of the book. Record

the time (seconds) it takes the book to move from the 30-centimeter line.

7. Repeat step 6 three times. Calculate and record the average speed of the

book.

8. Place the book at the 30-centimeter line. Put the second book on top of the

first book. Observe the books movement. Repeat steps 6 and 7.

9. Place the book at the 30-centimeter line. Put the second and third books on

top of the first book. Observe the movement of the books. Repeat steps 6

and 7.

C. Results

C.1. Tabular Data

Distance (cm) Time (second) Speed (cm/s) Ave. Speed

(cm/s)

1 book

2 books

3 books

Average


1. Which refers to the force that pulls the book/s?2. How does the force change from the first to the second trial?

3. How does the mass change from the first to the second trial?

V. Conclusion

Therefore, I conclude that

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

___________ .

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Dec 7, 2012-

FORMAT B

LESSON 33

Competency: Identify the layers of the earth.

I.ENGAGE

A. Review

Enumerate the different planets in the solar system.

B. Motivation

In what planet in the solar system do you live?

Do you know what composes our planet?

Do you know what it looks like?



2. Setting standards


4. Unlocking of Difficulties crust, mantle, core, inner core, outer core, MOHO

II.EXPLORE

A. Activity Proper

*Let the pupil utilize the activity worksheet # 22 entitled Lets Name It*This activity must be performed in their respective area inside their classroom

*Work in a team of five (5)

*Observe and facilitate closely how the pupils do the experiment cooperatively

*The pupils must be able to fill up the tabular data and answer the guided

questions

III.EXPLAIN


1. Reporting


Guide Question:

What are the different layers of the earth?

B .Generalization

What are the layers of the earth?

(Possible Answer: The layers of the earth are crust, mantle and core.)

IV. EXTEND

A. Application

If you were to cut the earth into two equal portions, how do you think will it look?

V. EVALUATE

Study illustration below and identify the different layers of the earth.

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VI.ENRICHMENT ACTIVITIES

On size of white cartolina, draw the structure of the earths interior. Label each layer

correctly.

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FORMAT A


LETS NAME IT

OBJECTIVE: Identify the layers of the earth.

I. OBSERVATION

Study the illustration of a globe below. Tell something about the bluish part of the

globe and the multi colored portion.

II. QUESTIONS

(Try to make relevant questions based from your observation.)

1._________________________________________________________

2._________________________________________________________

III. HYPOTHESIS

IV. EXPERIMENT

(This activity must be performed in their respective area inside their classroom.)

A. Materials

Hardboiled egg

Knife

B. Procedure

1. Get a hardboiled egg.

2. Cut across the egg.

3. Examine the cross section of the egg.

4. How many layers do you see?

5. How will you compare those layers with the layers of the earth

C. ResultsC.1 Tabular Data

Identify the layers of the earth.

Layers of hardboiled egg Layers of the earth

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C.2 Guide Questions

1. What are the layers of the hardboiled egg?

2. What are the layers of the earth?

V. CONCLUSION

The layers of the earth are

_________________________________________________

____________________________________________________________________

___.

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FORMAT B




LESSON 34

COMPETENCY: Describe each layers of the earth.

I. ENGAGE

A. Review

What are the layers of the earth?

B. Motivation

BRAINSTORMING(T he pupils will give informations about the earth.)



2. Setting standard


4. Unlocking of Difficulties continents, atmosphere, MOHO

II. EXPLORE

A. Activity Proper

*Let the pupils utilize the activity worksheet # 23 entitled LETS DIVIDE THE

APPLLE

*The activity must be performed in their respective area inside their classroom

*Work in a team of five (5)

*Observe and facilitate closely how the pupils do the experiment cooperatively

*The pupils must be able to fill up the tabular data and answer the guided

questions

III. EXPLAIN


1. Reporting2. Discussion , Analysis , and Interpretation of Data

Guide Question:

Describe each layer of the earth.

B. Generalization

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How can you describe the layers of the earth?

(Possible Answer: The crust is the outermost layer of the earth. The mantle,

which lies beneath the crust, is composed of solid rocks and hot molten rocks.

The core is made up of molten iron and nickel on its outer portions and solid

materials in its inner.)

IV. EXTEND

A. Application

Why do you think scientists study the Earths interior? If you were a scientist,

will you undertake a study of the Earths interior? Explain your answer.

V. EVALUATE

Directions: Read the following questions carefully, and then choose the letter

of the correct answer.

1. Which is the uppermost layer of the earth?

A. Mantle C. inner core

B. Crust D. outer core

2. Which layer of the earth consists of a solid part and liquid part?

A. Mantle C. inner core

B. Crust D. outer core

3. Which part of the earths crust is the thinnest?

A. mountains C. plateaus

B. plains D. ocean floor

4. Which layer of the earth has the highest temperature?

A. outer core C. mantle

B. inner core D. crust

5. What materials make up the core?

A. silver and gold C. magnesium and zinc

B. iron and nickel D. rocks and soil

VI. ENRICHMENT ACTIVITY

Draw the interior of the earth. Label and describe each part.

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FORMAT A





LETS DIVIDE THE APPLE

OBJECTIVE: Describe each layer of the earth.

I. OBSERVATION

Study the illustration below. Tell something about the layers of an apple and an egg.

II. Questions

(Try to make relevant questions based from your observation)

1.--------------------------------------------------------------------------------------

2.____________________________________________________

III. HYPOTHESIS____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

IV. EXPERIMENT

(This activity must be performed in their respective area inside their classroom.)

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A. Materials

Apple, knife

B. P

r

o

c

e

dure

1. Get an apple.

2. Divide the apple into halves without removing the skin.

3. Observe the layers of an apple from the skin to the centre.

4. How many layers are there?

5. Compare the layers to the structure of the earth

C. Results

C.1. Tabular Data

Describe each layers of the earth.

C.2 Guide Questions

1. What is crust?

2. What is mantle?

3. What is core?

4. What is outer core?5. What is inner core?

6. How thick is the crust?

7. How thick is the mantle?

8. How thick is the core?

9. What is the temperature of the entire core?

10.What composes mantle?

V. CONCLUSION

The crust is the ____________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Layers of the Earth Description

1. Crust2. Mantle

3. Core

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LESSON 35 c/o Juanita Berania

Dela Paz Itaas Coastal

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Lesson 37 c/o Juanita A. Berania

Dela Paz Itaas Coastal

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C. Pre Laboratory Activities1. Preparation2. Setting standards whilewatching the video/movie clip.

3. Discussion4. Unlocking of Difficulties causes, movement,crustal plate

II. EXPLOREA. Activity Proper

*Let the pupils utilize the activity worksheet* Observe the pupils while watching the video/movie clip.* The pupils must be able to fill-up the tabular data and answer the guided questions.

III.EXPLAINA. Post Laboratory Activities

1. Reporting

2. Discussion, Analysis and Interpretation of Data:

Guide Question:What are some changes in the environment caused by the movements of the crustal plates.

B. Generalization

Identify changes in the environment caused by the movements of the crustal plates.

IV. EXTENDA. Application

Justify how landsc

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