Lesson Plan

SCIENCE 4 FOURTH QUARTER LESSONS page 1
SECOND GRADING- SCIENCE 4 LESSON 1 I. OBJECTIVE Identify the parts of a seed. II. SUBJECT MATTER TOPIC: PART OF A SEED 1. Materials: mongo seeds, different kinds of seeds 2. References: Science and Health 4 Tx pp. 126 - 127 Science for Daily use 4 Tx pp. 82-83 (PELC III 1.1.1) 3. Concept: The parts of the seeds are seeds coat, embryo, and cotyledons 4. Values: Caring for the seeds 5. Processes: Identifying, Observing 6. Background Information The typical seed has three main parts seed coat, cotyledons and embryo. III. LEARNING ACTIVITIES A. Review the past lesson What are the parts of the flower that develops into seed? B. Unlocking of difficulties through pictures Epicotyls radicle seeds coat, Hypocotyls cotyledons embryo, C. Motivation What is your favorite fruit? What do you find inside the fruit you eat? D. Presentation Activity 1. Soak mango seeds overnight 2. Carefully peel off skin of one soaked seed and place it on a piece of paper. 3. Separate the two halves carefully. 4. Draw what you see under the lens. 5. Name the parts of the seeds Answer the questions: What does a seeds form? What are the two halves forms? E. Analysis and Discussion What do you call the outer covering of the seeds? What are the two halves of the seeds? What part of the seed develop into a new plants F. Generalization What are the three main parts of the seeds? 7. Application Draw and label the parts of the seeds IV. EVALUATION Directions: Choose the letter of the correct answer. 1. Which of the following part of a seed protect the embryo?
Encoders: SIVERA R. CALDERON, MT 2, EMELY M. DE SILVA, P-II , LORELYN C. MENDOZA , ANA LAFUENTE
June 1-3, 2010/May 4-6, 2011
Editors: Josephine S. Brucal T-II Naujan West, Leyne C. Vigilla T-II Naujan East, Corazon B. Dela Rosa MT-I Mansalay, Angelita R. Fabic, P-II Gloria, Ivy D. Male, T-III Pola, Novelita R. Ingayan-MT-I Mansalay Emma S. Geneta,T-II Naujan East Gina D. Faigmani, T-I Naujan East Nannette B. Ortega, MT I Naujan South Divina G. Medrano MT-II Gloria Elenita S. Aguho- T-III, Naujan East, Maribel R. Umali T-II Gloria
A. seed coat C. hilum B. cotyledons D. radicle 2. What will happen if the seeds does not have seeds coat? A. Dry- up C. becomes red B. becomes bigger D. change to water 3. Which of the following does not describe embryo? A. It is made up of epicotyls and hypocotyls. B. It bears one or two cotyledons. C. It grows into young plants. D. It use for digestion or storage of food 4. Which statement is true? A. All plants grow from seeds B. All seeds grow from petals C. All seeds grow from petals D. All seeds have Embryo. 5. What should you do to help the young plants grow? A. Play the seeds. B. Water them too much C. Put shade on them. D. Protect them by putting fence around V. AGREEMENT: Collect different kind of seeds
Prepared by: MARILYN C. TADEO BACO DISTRICT
Encoders: SIVERA R. CALDERON, MT 2, EMELY M. DE SILVA, P-II , LORELYN C. MENDOZA , ANA LAFUENTE 2011
June 1-3, 2010/May 4-6,
SECOND GRADING - SCIENCE 4 LESSON II I. OBJECTIVE: Infer the function of each part of a seed. II. SUBJECT MATTER: TOPIC: FUNCTION OF EACH PART OF A SEED A. Materials: mongo seeds, different kinds of seeds B. References: Science for Daily use 4 tx pp. 82 (PELC III.1. 1.2) C. Concept: Each seed part has a function. Embryo grows into a young plant Seed coat protects the embryo Cotyledons provide foods to the young plant D. Values: Caring for the seeds E. Processes: Inferring, Observing F. Background Information You have seen that seed has seed coat, cotyledons and embryo. The seed coat protects the embryo. The cotyledons serves as the bed of the embryo, it provides foods for the growing plant. III. LEARNING ACTIVITIES 1. Review the past lesson What are the parts of the seed? 2. Unlocking of difficulties through pictures Epicotyls Radicle Hypocotyls 3. Motivation Do you know that each part of seed has work? 4. Presentation Activity i. Observe the germinating. ii. Open one seed. iii. Locate the seed coat, cotyledons and the embryo. iv. Using the growing seed, locate the epicotyls, hypocotyls and radicle. Answer the questions: What protect the embryo or young plant? What part do you think provides the food for the plant? What become of the embryo? 5. Analysis and discussion What part of the seed provides food for the young plant? What part of the seed protects the young plant? 6. Generalization What is the function of the seed coat? Embryo? Cotyledons? 7. Application Young as you are, what should you do when you found a germinating seed scattered in your garden?
June 1-3, 2010/May 4-6,
IV. EVALUATION Direction: Choose the letter of the correct answer. 1. Which of the following part of a seed protect the embryo? A. seed coat C. hilum B. cotyledons D. radicle 2. What can you infer when a young plant grows healthy? A. The cotyledons protect it. B. The cotyledons provide food for it. C. The cotyledons gives it own energy. D. The cotyledons supply it with water. 3. Why embryo is important? A. It develops into a young plant. B. It develops into a young plant. C. It develops into a leaf. D. It develops into a root. 4. What do you think happened to the young plant if the cotyledons were damaged? A. The young plant grew well. B. The young plant wilt. C. The young plant becomes healthy. D. The young plant grew faster. 5. Which of the following is not the function of the cotyledons? A. It is the bed of the embryo. B. It protects the embryo. C. It provides foods for the embryo. D. It use for digestion. V. ASSIGNMENT: Draw the parts of the seed. Draw it in coupon bond.
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 3 I. OBJECTIVE Identify the variables on seed germination II. SUBJECT MATTER TOPIC: VARIABLE ON SEED GERMINATION A. Materials: 4 corn with germinating seeds B. References: Science and Health Tx 4 pp. 129 - 131 (PELC III 1.1.1.3.1) C. Concept: Variables are the conditions that may or may not affect the results of the experiments controlled variables are the condition that is present in all the experimental set-up. D. Values: Participation in group work E. Processes: Observing, Controlling Variables, Experimenting F. Prerequisite: Meaning of variables III. LEARNING ACTIVITIES A. Drill: Arrange the following to form words. EGRNINMTOA LAIRVEBAS LE D L O T R N C B. Review What are the parts of seed? What is the function of seed coat? Embryo? Cotyledons? C. Motivation How do you feel when the seed that you have planted grow? D. Presentation We are going to study the variables on seed germination. E. Lesson Proper i. Pre-activity Obey the procedure. Do not play with the set-up Cooperate with the group ii. Activity Proper A. Observe the development in the experimental set-up they did yesterday. B. Let the leader of each group explain the variables present in their experiment. Group I Can A (with soil, with sunlight, and with water) Group II Can B (with soil, with water, without sunlight) Group III- Can C (with soil, with sunlight, without water)
June 1-3, 2010/May 4-6,
Group IV Can D (with sunlight, with water, without soil) iii. Procedure Observe all the set up. Write your observation about the seed germination. iv. Post Activity A. Reporting by group leader. B. Discussion In which set up does the seeds grow well? We all seeds germinated in Can B? What happened to the seeds in Can C? What variables are present in Can D? F. Generalization What are the variables on germinating seed? Differentiate manipulated variables from controlled variables? G. Application What do you think seeds need in order to germinate? IV. EVALUATION Direction: Choose the letter of the correct answer. 1. What helps the seed break its outer coat? A. water only B. soil only C. sunlight only D. water, soil and sunlight 2. Which factors make the seed begins to absorb water and starts to swell seed coat? A. enough sunlight and good soil B. matured seed, soil and sunlight C. enough food, shelter and water D. adequate supply of water, air and favorable temperature 3. Favorable temperature a germinating seed needs oxygen and good soil were needed by germinate seed. Which of the following was the other one? A. Water B. wind C. Shelter D. Food 4. Why some seeds dont germinate? A. The environment may not be favorable to the seed B. The environment may not be clean. C. The environment may not be cold. D. The environment may not be warned. 5. Which of the following is controlled variables? A. Set-up with oxygen and soil B. Set-up with sunlight and soil C. Setup with water and soil. D. Set-up with water, sunlight, good soil and oxygen. V. AGREEMENT Observe and compare the plants placed inside the house and plants planted in the garden. Record the controlled and manipulate variables.
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 4 I. OBJECTIVE Observe the changes in a germinating seed until the seedling stage. II. SUBJECT MATTER TOPIC: CHANGES IN A GERMINATING SEED A. Materials: germinating seed of corn, pictures showing the stages of germinating seeds B. References: Science and Health Tx 4 pp. 129 (PELC III.1.1. 1.3.2) C. Concept: When a seed starts to grow, the root appears first. As the seed coat fall off, the first pair of leaves appear, the steam grows more leaves appear. The cotyledons become smaller or the plant grows. D. Values: Appreciation of germinating seed E. Processes: Observing, describing, discovering F. Prerequisite: Meaning of germination III. LEARNING ACTIVITIES A. Drill: Match column A with column B A. Seed Part B. Description 1. Hilum A. food storage 2. Epicotyls B. first root 3. Cotyledon C. seed leaf 4. Hypocotyls D. outer covering 5. Seed coat E. little stem B. Review What do seed need in order to grow? C. Unlocking of difficulties Discard D. Motivation Have you observed a germinating seed in your garden? What are the reasons why they grow well? E. Presentation Present the cans with germinating seeds. F. Lesson Proper i. Pre-activity - Behave while observing the germinating seeds in the garden. - Observe carefully the germinating seeds ii. Activity Proper Field trip in the vegetable garden iii. Post Activity C. Reporting G. Discussion What part of the new plant appears first?
June 1-3, 2010/May 4-6,
As the seed coat falls of, what appears? What happened to the cotyledons as the stem grows and more leaves appear? H. Generalization What are the changes in a germinating seed until the seedling stage? I. Application Direction: Arrange the stages in the germination of seeds. Write 1-5 on the blank.
_____
______
________
________
________
IV. EVALUATION Direction: Choose the letter of the correct answer. 1. In your observation in the germination of seeds, which part of the new plant appears first? A. Root B. Stem C. Leaves D. Cotyledons 2. What will happen as the seed coat falls off? A. The stem appears B. The root appears C. The first pair of leaves appears D. The first fruit appear 3. Which part of the seed in discarded without affecting seed germination? A. seed coat B. Cotyledon C. Embryo D. Leaves 4. What happened to the cotyledons when more leaves appear? A. The cotyledons become bigger and bigger. B. The cotyledons become smaller. C. The cotyledons disappear. D. The cotyledons multiply. 5. Why do cotyledons fall off, as the young plant grows? A. The young plant can already make its own food. B. The young plant supplied food by other plant. C. The young plant get nutrients from the soil. D. The young plant will not grow well if the cotyledon still attach. V. ASSIGNMENT: What are the other ways of germinating seeds?
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 5 I. OBJECTIVE: Analyze and interpret the data gathered on seed germination. II. SUBJECT MATTER: PLANTS Topic: EXPLAINING HOW THE DIFFERENT FACTORS AFFECT SEED GERMINATION A. Science Concept/Ideas: There is moisture in wet soil. Before a seed germinates, it absorbs moisture from the soil. There are also minerals in soil. The seed also absorbs minerals from the soil. Seeds germinate when the condition is favourable. A favourable condition means there are enough moisture, minerals and the right temperature. Air, water, and warmth are factors needed in seed germination. B. Science Processes: Observing, Describing, Enumerating, Explaining, Interpreting C. Materials mongo seeds, soil, tin can, water D. References (PELC III.1.1. 1.3.3) Science and Health 4 Tx. pp. 129 - 131 Science for Daily Use 4 Tx. pp. 82 - 83 E. New Words: Controlled Variable, Manipulated Variable F. Value Being careful in doing an experiment G. Background Information for Teachers In our environment we have two variables. The conditions are the same in both setups and the conditions, which make a difference in the setups. The two are called controlled and manipulated setups. III. LEARNING ACTIVITIES A. Preparatory Activities 1. Health Inspection 2. Science News 3. Review of Past Lesson B. Developmental Activities 1. Vocabulary Development a. controlled variables the conditions are the same for both setups. b. manipulate variables variables are manipulated or not the same for both setups. 2. Motivation Ask: Is moisture needed for seed germination? What do you think are other factors for seed germination?
June 1-3, 2010/May 4-6,
3. Presentation Observing and Collecting Data When you perform an experiment, you have to make a thorough observation so that you will not miss anything while observing; record what you have observed. Your record will provide you with the data or information that will help you answer the questions in the experiment. Perform this Experiment Prepare these set - ups
wet soil A B
dry soil
Get two tin cans. Put wet soil on one can and dry soil in the other. Select ten mongo seeds of the same size. Put five mongo seeds in each can. This will help you see the roots that will appear. Place both can in a cool place for five days. Record your observations. OBSERVATION DATE SET- UP A SET- UP B
(Controlled Variables) Get three tin cans. Fill half of each can with the same kind of soil. Plant five bean seeds in the first can, peanut seeds in the second can and five mongo seeds in the third can. Sprinkle water into each can everyday. Observe which will germinate fastest.
peanut seeds
bean seeds
mongo seeds
4. Generalization According to data collected from observation. 1. What happened to set up A? 2. What happened to set up B? 3. What make the seeds germinate easily in set up A?
June 1-3, 2010/May 4-6,
4. What was lacking in set up B? 5. In what way does your data differ from one another? 5. Application Why should a person who conducted an experiment need to record his observation? IV. EVALUATION Directions: Answer the questions accurately. 1. What are the parts of data chart in your experiment? 2. How many days did the roots appear from the day of preparing it? 3. How many days did the leaves come out from the seed? 4. How many days does stem came out? 5. How many days does it take the leaves and stem to come out? V. Assignment File the results of your data gathered on bond paper.
Prepared by: JOSEPHINE S. BRUCAL T-II Naujan West
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 6 I.OBJECTIVES: Identify parts of a flower II. SUBJECT MATTER: PARTS OF A FLOWER A. Materials: drawing of a gumamela flower, gumamela flower, different flowers B. References: Science and Health pp.117, (PELC III.1.1. 1.4.1) C. Concepts The parts of a flower are the petals, stamens, pistils and sepals. The flower is the reproductive part of a plant. D. Science processes: Observing, Describing E. New words: Reproduction F. Value: appreciate Gods creation G. Background Information Flowers made our surroundings beautiful. They are of different shapes, sizes and colors. The flowers are the reproductive parts of a flowering plant. Many flowers have petals while others have none. The brightly colored petals attract the insects which help in pollination. Staminate flowers are those with stamen but lack of pistil. Pistil ate flowers are those with pistil but lack with stamen. Perfect flowers are flowers with both stamen and pistil. Imperfect flowers are those that lack of any of the parts. III. Learning Activities A. Drill Directions: Loop all the words related to seed. D H I L U M D Z Z Z Q Q C O A T L L D J J J J J R A D I C L D O O O O O E P I C O T
P Q P P E O Y
T B S T A R L
B. Review Directions: Arrange the following pictures in sequence from 1-5 to show illustration on how plants grow. Give a sentence for each picture.
C. Motivation Have pupils name different flowers that they know. Ask their favorite flowers. D. Presentation Tell that they will study about the different parts of a flower.
June 1-3, 2010/May 4-6,
E. Lesson Proper Activity Get your gumamela flowers and observed the different parts. Study the picture of the parts and familiarize the name of the different parts . Then label the parts of a flower below.
Questions 1. Which is the colored part of the flower? 2. Which part is like a long tube? 3. Which part is like a vase? F. Reporting G. Discussion 1. Which part of the flower attracts the insects? 2. Which part of the flower has pollen grains? 3. Which is a leaf-like part? H. Generalization What are the parts of a flower? I. Application You want to want to make sure that your squash will bear fruit, what will you do? J. Valuing Who created the flowers? How will you show your love to them? IV. EVALUATION Directions: Choose the letter of the correct answer. Illustration of gumamela flower
1. Which is the colored part of the flower? A. I C. III B. II D. IV 2. In which part are the ovules located? A. I C. III B. II D. IV 3. Why sepals are important to flowers? A. Sepals have thorns C. Sepals protect the bud B. Sepals give off bad odor D. Sepals hold the flowers 4. Which is the fragrant part of the flower? A. Sepal C. Pistil B. Petals D. Stamen 5. The following practices can help the plants to produce more flowers EXCEPT A. Spray the plants with chemicals. C. Water the plants everyday B. Apply soil fertilizer to plants. D. Paint the fence around the plants VI. ASSIGNMENT: Draw the male and female squash flowers. Try to bring them tomorrow.
Prepared by: Divina G. Medrano MT I Gloria District
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 7 I.OBJECTIVES: Identify the male and female parts of a flower II SUBJECT MATTER: THE MALE AND FEMALE PARTS OF A FLOWER A. Materials: squash flowers, okra flowers ,picture of male and female flowers B. References: Science and Health IV pp117 - 118 (PELC III.1.1.4.2) C. Concept: The flower is composed of the female reproductive part called pistil and male part called stamen. D. Processes: Observing and Describing E. New Word: Pollen grain. Reproduce F. Value: appreciating Gods creation III. LEARNING ACTIVITIES A. Review: Directions: Draw a flower and label the part. B. Motivation Ask the pupils who are the male and the female in the class. Do you know that there are male and female flowers? C. Presentation Show the male and female squash flowers or okra. Group Activity Directions: Read a paragraph about flower parts and its description. Flowers add colors and beauty to our surroundings. A flowering plant has flower which are the reproductive parts. The plants reproductive organs such as pistil and stamen are found in the flower. The stamen is the male reproductive organ. It contains sac-like anther and its function is to produce pollen grains which is the male reproductive cells. The pistil is the female reproductive organ of the flower. It is composed of the stigma, style, ovary and ovules. the stigma is found on the top part of the pistil. It holds pollen grains on its sticky surface. The style supports the stigma. The ovary is found at the base of the style. It contains the ovules. In the ovules are the egg cells needed for reproduction. Directions: Fill up the chart below. Parts of the Flower
Description
D. Group Reporting E. Discussion Questions: 1. What is the reproductive part of the flower? 2. What is the male reproductive organ of the fower? 3. What is the female reproductive organ? 4. What part holds pollen grains? 5. What part supports the stigma? 6. What is found inside the style?
Encoders: SIVERA R. CALDERON, MT 2, EMELY M. DE SILVA, P-II , LORELYN C. MENDOZA , ANA LAFUENTE 2011 June 1-3, 2010/May 4-6,
7. What does ovule contains? F. Generalization What are the male and female parts of the flower? G. Application Are the male and female reproductive parts important for the plants reproduction? Why? IV. EVALUATION: Directions: Choose the letter of the correct answer. 1. Which is the male part of the flower? a. Stamen c. Ovary b. Pistil d. Stigma 2. Which is NOT the female part of the flower? a. Pistil c. Stamen b. Ovary d. Stigma 3. Why is ovary important to flowers? a. It contains spores. c. It produce fragrant odor b. It develop into a fruit d. It holds pollen grains 4. Which part holds pollen grains? a. anther c. stamen b. filament d. style 5. What are the important parts of the flower needed in the development of seeds? a. pistil and stamen c. style and pollens b. sepal and petal d. filament and ovary V. ASSIGNMENT: Look for the meaning of pollination and fertilization in the dictionary.
Prepared by: Divina G.Medrano MT I Gloria District
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 8 I.OBJECTIVES: Explain the role of pollination in the plant reproduction Differentiate self -pollination from cross- pollination. II. SUBJECT MATTER: TOPIC: POLLINATION A. Materials: illustration of pistil and stamen, tweezers, real flower, picture of self pollination and cross pollination B. References: Science and Health Tx. pp. 119 - 122, PELC III. 1.1.4.3 C. Concepts: 1. Pollination is the process by which pollen grain are transferred from the anther to the stigma of the flower. 2. Self pollination is the transfer of pollen grain from anther to stigma of the same flower 3. Cross-pollination is the transfer of pollen grain from the anther of one flower to the stigma of another flower. D. Values: Appreciation of the role of pollination E. Process: Observing F. Prerequisite: Parts of the flower G. Background Information: Pollination is the first step to develop seeds. There are two kinds of pollination, self- pollination and cross pollination. Pollination is possible with the help of people, animals, wind and water. III. LEARNING ACTIVITIES A. Review Label the parts of the flower illustrated on manila paper. B. Unlocking of difficulties Transfer, process C. Motivation Examine the pollen grain, What can you say about the pollen grain? D. Presentation: Now we are going to study differences between self-pollination and cross pollination and the role pollination in plant reproduction. . E. Lesson Proper 1. Pre-activity Use the tweezer properly. Do not play with it. 2. Activity proper. See Activity Sheet Materials: illustration of pistil and stamen 3. Procedure a. With the use of the tweezer, get some pollen grain. b. Place them on the stigma c. Observe what happens in the pollen grain when you place in the stigma. Do they fall? d. Observe the picture of self and cross-pollination
June 1-3, 2010/May 4-6,
4. Post - activity A. Reporting B. Discussion 1. How do self -pollination differ from cross- pollination F. Generalization What is pollination? What is the role of pollination in plant reproduction? How does self-pollination differ from cross pollination? G. Application: What will happen if the pollen grain will not be transferred to the stigma IV. EVALUATION. Direction: Read the fallowing. Select the letter of the correct answer. 1. What part of the pistil catches the pollen grain? A. Stigma C. Style B. Ovary D. Ovule 2. How will pollination aid in plant reproduction A. Pollination is a means to C. Pollination unites eggs cell fertilization and sperm cells B. Pollination protects the pollen D. Pollination creates pollen tube. grains. 3. What is pollination? A. Pollination is a transfer of pollen grain from anther to the stigma of a flower. B. Pollination is the scattering seeds C. Pollination is a transfer of pollen grain from the stigma of a flower D. Pollination is the union of sperm, and egg cell. 4. What is the difference between self-pollination and cross pollination A. Self-pollination is the transfer of fallen grain from the anther to the stigma of the same flower, while cross pollination is the transfer of fallen grains from the anther of one flower to the stigma of another flower of the same kind. B. Self - pollination is the transfer of fallen grains from the stigma to anther, while cross from pollinations the transfer of pollen grain from the stigma to the anther of the same plant. C. Self pollination is the transfer of pollen grain from the anther to the stigma of another flower of the same kind, while cross-pollination is the transfer of pollen grain from the anther to the stigma of the same flower. D. Self-pollination and cross pollination are both transfer of pollen grains to the stigma of the same flower. 5. Which of these pictures shows self-pollination?
V. ASSIGNMENT: Draw the self-pollination and cross-pollination on your Science notebook.

Prepared by: MERCY L. REYES Bongabong North District
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 9
I.
OBJECTIVE Explain the role of fertilization in the plant propagation.. SUBJECT MATTER TOPIC: FERTILIZATION A. Science Concept: Fertilization is the union of a sperm cell and an egg cell. B. References: PELC III .1.1.4.4 Science and Health Tx pp. 199 - 122, tm pp66-67 C. New Word: Union D. Science Processes: Inferring, Observing E. Values: Appreciation the role of fertilization F. Prerequisite: Role of pollination G. Background Information: After the pollination, fertilization takes place when the sperm cell and the egg cell unite. LEARNING ACTIVITIES A. Science Drill Loop the Word Instructions: Loop the word that will tell us two kinds of pollinations T R M L S P M S C R O S S L E O L R T N L L R X M B P P F T Y B R L R O F T C Q L G C P R L M X H
II.
III.
B. Recall a. What is pollination? b. What is self-pollination? c. What is cross-pollination? C. Motivation What do you think, what would happen after fertilization? D. Presentation This time you will learn the role of fertilization? E. Lesson Proper a. Pre-activity 1. Participate actively with the group. b. Activity Proper 1. See activity card 2. Materials: illustration
June 1-3, 2010/May 4-6,
3. Procedures: 1. Study carefully the illustration 2. Answer each question below. a. What parts of flowers help in the process of fertilization? b. When does fertilization take place in flowers? c. What happens to the ovary after fertilization? d. What happens to the ovules after fertilization? e. Why is fertilization important to plants? f. What is the role of fertilization? c. Post Activity 1. Reporting F. Discussion 1. What happens after fertilization? 2. What is fertilization? 3. What changes occur after fertilization? G. Generalization What is the role of fertilization? H. Application What do think, what would happen if fertilization does not take place? I. Valuing Appreciation the role of fertilization IV. EVALUATION Direction: Read the following. Choose the letter of the correct answer. 1. What is the enlarged ovary called? A. Ovule C. Anthers B. Fruit D. Style 2. What was developed from fertilized ovules? A. Fruit C. Seeds B. Petals D. Style 3. Which is a tube like structure that develops when pollen drops on the stigma? A. Pollen tube C. Ovary B. Stigma D. Ovule 4. What is the role of fertilization? A. Fertilization will fertilize eggs. C. Fertilization is not necessary for B. Fertilization will not fertilize the development of seeds. eggs. D. Fertilization is the first step for the development of seeds. 5. What changes occur after fertilization? A. The petals disappear D. The ovules harden and become B. The ovules melt seeds; the ovary ripens and C. The ovary disappear becomes fruit. ASSIGNMENT Draw the pistil and stamen. Show by around how pollen grains read the ovary.
V.
Prepared by: MERCY L. REYES BONGABONG NORTH DISTRICT
June 1-3, 2010/May 4-6,
I. OBJECTIVE: Demonstrate how plants can be propagated from other plant parts bulb, and rhizome II. SUBJECT MATTER: TOPIC: HOW PLANTS FROM STEMS AND LEAVES A. Science Concepts: Plants can reproduce asexually. Some parts of plants can grow into new plants B. Science Processes: Inferring, Observing, Demonstrating C. Materials: Sample modified stems (Bulbs, tuber runner, and rhizome) D. References: Science and Health Tx pp. 133-134, tm pp. 74-75 PELC III 2.1 E. New Word: asexual underground modified stem node. F. Values: carefulness G. H.
tuber runner
Prerequisite: Parts of the Plant. Background Information: Most plants grow from seeds. However, some plants reproduce or produce plants like themselves in other ways or without the use of seeds, This is called sexual reproduction.
III. LEARNING ACTIVITIES A. Daily Routine 1. Health inspection 2. Science Drill: Direction: Match Column A with Column B. Write only the letters of the correct answers in SMC. A B _____1. Fertilized ovule A. Embryo _____2. Young plants inside the seed B. Hypocotyl _____3. Cover of the seeds C. Garlic _____4. Roots of the young plants D. Cotyledons _____5. Food for the young plants E. Seed F. Seed Coat/ Testa 3. Recall. How do plants reproduce sexually? 4. Motivation: Observe different plants shown on the picture. Identify what kind of plant are they. Ask: Do you know that this plant propagated. 5. Presentation This time, you will learn more about other ways of propagating plants 6. Lesson Proper a. Pre-activity Use the knife with proper care. Do not rub the plants on your clothes to avoid any stain. b. Activity Proper
June 1-3, 2010/May 4-6,
See activity card provided by the teacher Group the pupils into 4. Group I Materials: camote with an eye, a glass, toothpick or match stick Procedures: a. Set a camote in a glass half filled with using the toothpick water. Make sure that the eye touches the water. b. Observe the camote for some days Questions: 1. After some days, what appears from the camotes eye 2. Will they become another camote? Group II Materials: an onion, a glass, water, atoothpick near its top Procedure: a. Get an onion and insert a toothpick near its top. b. Put an onion with its roots below in a glass filled with water. c. Observe the bulb each day Questions: 1. What appear in the onion after a few days? 2. If you plant this onion in a good soil , what will happen? Group III- materials, banana plants, grass. Procedure: a. Go to the yard where there were some fresh grass growing b. Dig a portion of the grass with some soil attached to it. Observe c. Get a young banana plants. Again observe the roots just beneath the soil. Questions: 1. How do the roots of the grass looks. 2. Are their roots buried deep in the soil. 3. How do grass and banana plants reproduce Group IV. Materials. Ginger or yellow ginger. Procedure: a. Get a Gingger or yellow ginger and plant it in a can with soil. b. Observe in a few days Question: 1. What appears in the ginger? c. POST ACTIVITY 1. Reporting 7. Discussion: What are the modified stem? Give 2 example for each 8. Generalization What are the ways of propagating new plants? 9. Application What are the other examples of plants grow from stem and leaves? IV. EVALUATION Direction: Read the following questions carefully. Choose the letter of the correct answer. 1. Which of the following plants can be grown from bulb A. Camote C. Grass B. Onion D. Banana 2. Which does not belong to the group? A. katakataka C. Sugar cane B. Ginger D. Santan 3. If you are going to propagagate lerio, what part are you going to plants? A. Leaves C. Roots B. Stem D. Bulb
June 1-3, 2010/May 4-6,
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What is the best way to propagate ube A. Tuber C. Bulb B. Stem D. Rhizome Mang Ambo has a sugar cane plantation. He still wants to increase his plantation. What part of the sugar cane will he plants. A. stem C. rhizome B. roots D. leaves
V. AGREEMENT: Plant various plants that grow from leaves and stem cutting at home
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 11 I.OBJECTIVE Demonstrate how plants can be propagated from other plant parts stem cuttings and leaf. II.SUBJECT MATTER: TOPIC: HOW PLANTS GROW FROM STEMS AND LEAVES A. Science Concepts: Some parts of plants can grow into new plants by its stems and leaves. B. Science Processes: Inferring, Observing, Demonstrating C. Materials: San Francisco stem, katakataka / SMC D. References: Science and Health Tx pp. 133-136, tm pp. 75-76 Science and Health Series Tx pp. 89-90 PELC III.2.2 E. New Word: stem cutting, edges F. Values: Propagation in the projects including tree planting G. Prerequisite: Parts of the Plant III. LEARNING ACTIVITIES A. Daily Routine 1. Health inspection 2. Weather report 3. Science Drill: Direction: Match Column A with Column B. Write only the letters of the correct answers in SMC. A B 1. Runners / stolon A. ube 2. Tuber B. ginger 3. Rhizome C. garlic 4. Bulb D. bean 5. Seed E. strawberry F. santan B. Recall 1. What is rhizome? 2. What is bulb? 3. What is stolon? C. Motivation D. Presentation Aside from new plants from underground stem can be produced by other parts of a plant and this is our lesson today. E. Lesson Proper Pre-activity Use the knife with proper care. Do not rub the plants on your clothes to avoid any stain. Activity Proper See activity card Group the pupils into 2. Group I Materials: San Francisco stem, rose, santan, knife Procedures: 1. Cut a stem of a San Francisco plant. Do the same with the other plants.
June 1-3, 2010/May 4-6,
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2. Put this cut off stem in a glass of water. Observe it daily for one week.. Questions:: 1. After some days, do you see some roots starting to grow from the stems of these plants? 2. How do these plants reproduce? Group II Materials: Katakataka leaf Procedures: 1. Get the katakataka leaf. 2. Place it in a can with soil 3. Observe the leaf each day Questions: 1. What appear in the edges of the leaf? 2. Will these become another katakataka plants? Post Activity Reporting Discussion 1. How do San Francisco, Santan and Rose plants reproduce? 2. How does a katakataka plant reproduce? 3. What changes occur after fertilization? Generalization In this activity, how do plant reproduced? Application Can you give other examples of plants that grow from stem and leaves? Valuing We should join in propagating plants.
IV. EVALUATION Direction: Read the following questions carefully. Choose the letter of the correct answer. 1. Which of the following plants can be grow from stem cutting? A. Bougainvilla C. Onion B. String beans D. Ginger 2. Which does not belong to the group? A. katakataka C. Cactus B. Begonia D. Amplaya 3. Lina get katakataka leaves. She wants to have new katakataka plants. Is it right to use leaves to produce new katakataka plants. A. Yes, because katakataka plant grow from the edges of the leaves. B. No, because katakataka plants grow from stem. C. Yes, because katakataka plants grow on the veins of the leaf. D. No, because new katakataka plants grow from the roots. 4. How to propagate a santan plant? A. by roots C. by tuber B. by leaves D. by stem cutting 5. Why do we need to produce plants? A. To make our surrounding clean. C. To have additional work. B. For our home consumption. D. To make our neighbors happy V. AGREEMENT: Plant various plants that grow from leaves and stem cutting at home.
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 12 I.OBJECTIVE Describe what happens when solids are mixed with other solids. II.SUBJECT MATTER: TOPIC: CHARACTERISTICS OF MIXTURES OF SOLIDS A. Materials: uncooked rice mongo dish B. References: PELC IV 1.1.1 Science and Health 4 Tx pp. 146 Any Science book C. Concept: Mixtures are formed by combining different substances. The substances in a mixture of solids keep their own characteristics. D. Values: Caring for the environment E. Processes: Describing, Observing F. Prerequisite: Mixture G. Background Information: In this chapter the pupils will prepare simple mixture and solutions to study their characteristics. They will also observe the effect of some mixtures or solutions that are found in the environment
pebbles
III.LEARNING ACTIVITIES 1. Daily Routine a. Warm up Song b. Health Inspection c. Science News d. Review How do you form a mixture? 2. Motivation If you mix a seed of string beans and corn, what do you observe? 3. Presentation Presenting the activity 4. Lesson Proper a. Activity Proper Materials: uncooked rice dish mongo pebbles palay seed sand Procedures: 1. Get a spoonful each of uncooked rice, mongo, palay seeds, pebbles and sand. 2. Put these substances together in a dish and mix them well with your fingers. Observe the substances in the mixture. Do you observe any change in the rice, mongo, palay seeds, pebbles and sand? b. Post Activity 1. Reporting 5. Discussion What are the characteristics of each substance before mixing?
June 1-3, 2010/May 4-6,
What are the characteristics of the substance after mixing? 6. Generalization Mixtures are formed by combining different substances. The substances in a mixture of solids keep their own characteristics. 7. Application Why solid materials did not change their characteristics when you mixed it to the other solid materials? 8. Valuing Caring for the environment.. IV. EVALUATION: Direction: Choose the letter of the correct answer. 1. Which of the following did not change the characteristics when you mixed nail and sand? A. water and kerosene B. vinegar and soy sauce C. mongo and soft drinks D. stone and corn 2. How do you describe when solid mixed other solids? A. the substance keeps their own characteristics B. the substance change their characteristics C. the substance change to liquid D. the substance change to gas 3. The following statement are correct except. A. Each solid has a different shape, size, color and texture.. B. Mixing the solids did not change their shape, size, color and texture. C. Solids keep their own characteristics even if they are mixed D. Solids change their own characteristics even if they are mixed. 4. Which of the following is true about a mixture of solids? A. Each solid loser its own characteristics. B. Each solid gets the characteristics of the other solid. C. Each solid keeps their own characteristics. D. Each solid gets new characteristics. 5. Johanna wants to form a mixture but she doesnt want mixture she will prepare? A. Mixture of liquid and gas. B. Mixture of liquid and another liquid. C. Mixture of solid and another solid. D. Mixture of solid and liquid.
V.AGREEMENT: Bring the following materials Sugar, salt, ground pepper, powdered milk and ground coffee
Prepared by: FLOREMIN M. DIMAANO TEACHER II POLA DISTRICT
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 13 I. I. OBJECTIVE Describe what happens when liquids are mixed with other liquids. SUBJECT MATTER: TOPIC: MIXING SUBSTANCES A. Materials: Water dropper Liquid iodine clear glass
B. References: PELC IV 1.1.2 Science and Health Workbook p. 73 Any Science book C. Concept: Some liquid behave differently when mixed with other liquid., D. Values: Caring for the environment E. Skills: Describing, observing, experimenting F. Prerequisite: Mixture G. Methodology: Concept attainment III. LEARNING ACTIVITIES A. Daily Routine 1. Warm up Song 2. Drill: DIRECTION: Write TRUE if the statement is correct; if it is not, change the underlined word to make the statement correct. 1.Brown sugar dissolves faster in tap water than vinegar. 2.Salt dissolves faster in alcohol than oil. 3.Instant coffee dissolves slower in hot water. 4.Salt dissolves slower in alcohol than in vinegar. 5.Paint dissolves slower in thinner than in alcohol 3. Review: Direction: Write the liquid / liquids that can dissolve the following solids. a. dried paint b. flour c. sugar d. alum e. nail polish 4. Motivation If you mix water and oil, what do you observe? 5. Presentation Presenting the activity Materials: Water dropper Liquid iodine clear glass Procedures: 1. Pour water in a glass. 2. Put 3 drops of iodine in the water. Observe what happens. Answer the following questions: 1. What happened to the water?
June 1-3, 2010/May 4-6,
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2. Did the iodine spread easily in the water? 3. Check the bottom of the glass. Did you see any residue? 4. Did the iodine mix with water without stirring it? Group Reporting Discussion - How liquid iodine behave in the water? - What happened to the water? - Did the iodine spread easily in the water? - Did the iodine mix with water even without stirring it? Generalization Some liquid behave differently when mixed with other liquid. Application Give your observation when you mixed the following liquid with other liquid; - Oil and water - Soy sauce and oil - Soy sauce and water - Kerosene and water - Vinegar and kerosene
IV. EVALUATION Direction: Select the letter of the correct answer. 1. How does oil behave in water? A. oil float in water B. oil dissolve evenly in water C. oil remains suspended in the water D. oil settle at the bottom of the water 2. What do you think will happen when soy sauce mixed to vinegar? A. It will settle at the bottom. B. It will spread evenly. C. It becomes cloudy. D. It will evaporate. 3. All of these liquid spread evenly when you mixed with other liquid except one. A. soy sauce and kerosene B. oil and water C. soy sauce and vinegar D. vinegar and kerosene 4. Mary makes an experiment, about the reaction of soy sauce when mixed it to oil. What is her observation? A. soy sauce spread evenly B. soy sauce settle at the bottom C. soy sauce makes the solvent cloudy D. soy sauce becomes the universal solvent 5. Your teacher combines water and oil together. What you do you call the mixture of water and oil? A. miscible B. partly miscible C. Immiscible D. Soluble V.AGREEMENT: Bring the following materials tomorrow. 2 glasses, water and sugar
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 14 I. OBJECTIVE Describe what happens when liquids are mixed with solid.
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SUBJECT MATTER: TOPIC: DESCRIBING SOLID IN LIQUIDS A. Materials: 100 ml. water 10 ml. acetone 50 grams of sugar 20 grams of instant coffee 10 ml. oil 10 ml. alcohol 50 grams salt 10 ml. evaporated milk B. References: PELC IV 1.1.3 Science and Health 4 Tx pp. 149 Any Science book C. Concept: Some solid such as sugar, salt, coffee or milk dissolve in water. Liquids such as water, alcohol and acetone can dissolve some solid, D. Values: Caution in the use of substances that can harm in the environment.. E. Processes: Describing, Observing, Experimenting III.LEARNING ACTIVITIES A. Daily Routine Warm up Song Science drill DIRECTION: Arrange the following jumbled letters to form a word 1. U R E T X I M combination of 2 or more substances 2. S O L V E D I S absorbed in liquid B. Review Describe the characteristics of mixtures of solids. C. Motivation What do you usually drink at recess time? At breakfast? At snack time? D. Presentation What solid materials can dissolve solids? E. Lesson Proper Activity Proper Activity 1 1. Get a spoonful of the ff. solid- sugar, salt, ground pepper, powdered milk and instant coffee. 2. Get 5 empty glasses and fill half of each glass with water. 3. Put one substance in each glass of water. Stir the water well. 4. Observe what happens. Answer the following. 1. Which substances in water? 2. Which substances remained in the water?
June 1-3, 2010/May 4-6,
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Activity 2 1. Get 3 empty glasses and pour alcohol, acetone and water separately. Label them A, B and C. 2. Mix one solid material in every glass. 3. Observe : - Which solid materials dissolved in each of the liquid materials Post Activity 1. Reporting Discussion - What solid materials can be dissolved in water? What are these soluble materials? - Can alcohol and acetone dissolve solid materials like milk, sugar, salt and coffee? Why? - Can vinegar dissolve sugar and salt? Why? Generalization Some solid such as sugar, salt, coffee or milk dissolve in water. Liquids such as water, alcohol and acetone can dissolve some solid. Application: You want to drink a coffee and milk. What liquid material do you mix to dissolve it? Valuing: Caring for the environment..
IV. EVALUATION Direction: Choose the letter of the correct answer. 1. Mother wants to change her nail polish. What liquid material can dissolve the nail polish? A. Water B. Acetone C. Alcohol D. Oil 2. If you put together the powder juice and water. What will happen? A. Powdered juice evaporates into the air. B. Powdered juice condenses slowly. C. Powdered juice mix into the water. D. Powdered juice settles at the bottom. 3. Why does sugar disappear when mixed with water? A. The grains of sugar are absorbed by water. B. The sugar settles at the bottom. C. The sugar particles spread evenly in the water. D. The grains of sugar become tiny. 4. What is the reaction of some solution like sugar and powdered milk when mixed with water? A. It will settle at the bottom. B. It will spread evenly. C. It will become liquid. D. It becomes sweet. 5. Which combination of material gives a cloudy appearance? A. Vetsin tap water B. Flour cooking oil C. coffee water D. salt vinegar
June 1-3, 2010/May 4-6,
V.ASSIGNMENT Pretend you have a small grocery. Let the pupils classify the substances when mixed with water. Tang juice Eight oclock juice Soy sauce Vinegar Sardines Bear brand refined sugar brown sugar chocolate Milo Ovaltine Nido iodized salt pepper vetsin onion garlic star margarin
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 15 I.OBJECTIVE Describe the effect of stirring materials that are mixed. II.SUBJECT MATTER: TOPIC: FACTORS THAT AFFECT HOW A SOLUTE DISSOLVES IN A SOLVENT A. Materials: 2 glasses, water, sugar, spoon B. References: PELC IV 2.2.1 Science and Health 4 Tx. P. 153 Any Science book C. Concept: Stirring, temperature, and size of the solute are the factors that affect the dissolving process. D. Values: Cleanliness E. Processes: Experimenting, Describing F. Prerequisite: Stirring, solute, solvent III.LEARNING ACTIVITIES A. Daily Routine a. Warm up Song b. Health Inspection c. Science News d. Drill / Review Give an example of solid that can dissolve in liquid. B. Motivation What are your favorite drinks? How do you prepare it? C. Presentation Pre-Activity: a. Setting of standards b. Doing the activities Materials: 2 glasses, water, sugar, spoon Activity Proper: Procedures: 1.Get two glasses 2.Fill half of each glass with tap water. Put one teaspoon of sugar into each glasses 3.Stir the water in one glass 4.Do not stir the water in the other glass Post Activity: Questions: - Which glass of water the sugar dissolve faster? - Record your observations. Reporting D. Discussion What materials did we use?
June 1-3, 2010/May 4-6,
Which takes time for sugar to dissolve in water, when it is stirred or not? How does stirring make a substance dissolve faster? F. Generalization Stirring the water makes a solution dissolve faster is a solvent. E. Application If you wish to save time, what kind of water will you use to dissolve milk powder, hot or cold? Why? A. EVALUATION Direction: Choose the letter of the correct answer. 1. Which will dissolve faster in tap water by stirring? A. bar of chocolate C. sodium bicarbonate B. instant coffee D. a cake of bath soap 2. How can you make a powdered orange dissolve faster? A. B. by stirring D. by putting ice cube C. by mixing it with hot E. by crushing water 3. Cynthia wanted to dissolve sugar faster when it is mixed with water. What will she do? A. She will crush the sugar. D. She will put it on the B. She will stir the sugar. container. C. She will put on ice cube. 4. Luisa stirred the powdered juice in a pitcher of ice water. What do you think will happen to the powdered juice? A. the ice melts C. the powdered juice B. the fruit juice turns dissolve easily delicious D. the juice changes the color of the water 5. All of these solutes dissolve in water when you stirred except one. these? A. clay C. pebbles B. salt D. sugar V. ASSIGNMENT Observe your mother while cooking at home. Record the materials or substances that dissolve faster and the way she uses in dissolving it.
June 1-3, 2010/May 4-6,
I.OBJECTIVE Describe the effect of temperature, size of solid particles when mixed with other materials. II.SUBJECT MATTER: TOPIC: Describing the effect of temperature, size of solid particles when mixed with other materials. A. Materials: Glasses, powdered soap, small piece of soap, powdered alum, small piece of alum B. References: PELC IV 2.2.2 - 3 Science and Health P. 153-155 C. Science Concept: Crushing / Powdering the solute make it dissolve faster in solvent. The size of solute particles affects the solubility of a substance. D. Science Processes: Observing, inferring, describing E. New Words: Stirring, Crushing, Powdering, Heat F. Background Information For Teacher (BIT) Some materials in powder form dissolve faster than the same materials which are in compact form. In compact only the surfaces are exposed to water while in powdered materials more tiny particles are exposed to water so they dissolved faster. III. LEARNING ACTIVITIES A. Daily Routine B. Unlocking of Difficulties Unlock the new words C. Review: What is the effect of temperature on materials that are mixed? D. Motivation: What kind of soap your mother used in washing clothes? Why do you think she is using it? E. Presentation We are going to find out what is the effect of solid particles when mixed with other materials. F. Lesson Proper Pre Activity 1.Reminders: - Do not taste the soap, alum. - Do not play on them. - Group the pupils into 2 groups. Do experiments A & B. Activity Proper The effect of size of solid particles when mixed with other materials. Materials: A B 1. 2 glasses 1. 2 glasses 2. powdered soap 2. Powdered alum 3. piece of bath soap 3. Small piece of alum Procedures: A 1. Place equal amounts of water in two glasses.
June 1-3, 2010/May 4-6,
2. Add a teaspoon of powdered soap in one glass and a piece of bath soap in the other glass. B 1. Place equal amounts of water in two glasses 2. Fill half of the first glass with cold water and half of the second glass with hot water. 3. Add one teaspoon of sugar to each glass 4. Record the time the sugar dissolves in each glass. Post Activity 1. Reporting / Table Presentation G. Discussion - How many minutes did the sugar in cold water dissolved? Hot water? - In which glass did the sugar dissolve faster? Why? - How does heat energy make a solute dissolve faster? H. Generalization How the temperature does affect materials that are mixed? I. Application If you wish to save time, what kind of water will you use to dissolve milk powder, hot or cold? Why? IV. EVALUATION Direction: Choose the letter of the correct answer. 1. You want the powdered milk to dissolve fast. Which of the following will you do? A. Use hot water instead of cold. B. Use more milk than water. C. Use more water than milk. D. Use equal amount of water and milk. 2. How can you make solute particle spread faster in solvent? A. by heating the solvent B. by freezing the solvent C. by adding more solvent D. by making the container larger 3. Temperature can make a solid dissolve ________________. A. Slowly B. Partly C. Fast D. Not at all 4. Sugar and water will mix faster when water is ____________. A. Hot B. Cold C. Frozen D. Tap 5. Why powdered soap dissolves faster in water than in a bath soap. A. Because the grains are tiny B. Because the grains are tightly pack. C. Because the grains are big. D. Because the grains are bluish. V. AGREEMENT: Ask your parents why they use hot water in mixing coffee and sugar?
Prepared by: CARINA N. DE RAMOS NAUJAN EAST DISTRICT
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 17 I. OBJECTIVE Describe the effect of viscosity of liquid materials when mixed with other materials. SUBJECT MATTER: TOPIC: DESCRIBING THE EFFECT OF VISCOSITY OF LIQUID MATERIALS WHEN MIXED WITH OTHERS MATERIALS. A. Materials: Sugar, glass, milk B. References: PELC IV 2.4 Grade IV Science and Health P. 153-155 Science and Daily Use IV p. 122 C. Science Concept: Viscosity of liquid materials dissolves materials longer than other normal liquid materials. It helps materials to mold easier. D. Science Processes: Observing, Describing E. New Words: viscous, caramelized F. Background Information For Teacher (BIT) Viscosity of liquid is important in some ways of our daily living. When we are cooking food there are instances that we mold the mold the mold the food and need to serve in solid form. So we add milk to mold it is viscous. Example caramelized sugar is also used to mold delicacies like peanut brittle. III.LEARNING ACTIVITIES A. Daily Routine 1. Weather Report 2. Unlocking of Difficulties: Unlock the word under New Words B. Recall: How are you going to describe the effect of size of solid particles when mixed with other materials? C. Motivation: Mother cooks champorado. When she served it she added milk to it. Why do you think she added milk to it? (To make it more delicious and viscous.) D. Presentation Present the lesson by doing the experiment. E. Lesson Proper Pre Activity Do the standards in performing the activities Activity Proper The effect of viscosity of liquid materials when mixed with other materials
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June 1-3, 2010/May 4-6,
Materials: 2 teaspoon sugar 2 glasses milk water stopwatch
Procedures: A 1. Dissolve a tablespoon of sugar in a glass of condensed milk.. 2. Observe what happens 3. How fast does the particles of sugar dissolved with milk. B 1. Dissolve a tablespoon of sugar in glass of water 2. Observe what happens. 3. How fast does the particles of sugar dissolved with water. Questions: 1. In which set up sugars dissolve faster? 2. Why did it dissolve faster? 3. In set up B sugar takes time to dissolve faster. Why does the milk made the sugar dissolve longer? F. Generalization How can viscosity of liquid materials affect the solubility of materials? G. Application To make a peanut brittle what is needed to make it coagulate (caramelized sugar) III. EVALUATION Direction: Choose the letter of the correct answer. 1. Why do we put milk in making yema candy? A. to kill germs B. to make the candy sweetened C. to mold the candy easily D. to add color 2. Your mother wants to make banana we cooked in sugar and water. What did she do to serve it delicious and appetizing? A. add more water B. make the solution of sugar and water viscous C. add food color D. let it coal 3. What is the characteristic of oil that makes the solubility of sugar longer? A. its smoothness B. its hardness C. its viscosity D. its looseness IV. ASSIGNMENT Know the recipe of how to make jelly candy
June 1-3, 2010/May 4-6,
I.OBJECTIVE Demonstrate how certain mixture can be separated through: picking, sieving, (sifting and straining) II.SUBJECT MATTER: TOPIC: Demonstrating how certain mixtures can be separated A. Materials: Rice, pebbles, palay, squash and pakwan seeds, flour, greated coconut meat B. References: PELC IV.3.1 Science and Health P. 103-115 Science and Daily Use IV p. 109-111 C. Science Concept: There are many methods to separate mixtures. Some of these methods are picking, and sieving, D. Science Processes: Demonstrating, separating, identifying E. New Words: picking, sieving, F. Background Information For Teacher (BIT) Mixture is the combination of two or more substances in varying proportion. Our favorite halo-halo is a mixture of several ingredients like sago, gulaman, ice, milk and sugar. Whatever the methods to be used to separate mixture depends on the kind of mixture to be separated III.LEARNING ACTIVITIES A. Daily Routine 1. Drill: Direction: Check the box if it is a mixture cross it if not. cement coffee ballpen glass of milk 2. Unlocking of Difficulties: Pick and sieve B. Recall: What are mixtures and how they are formed? C. Motivation: What do we usually do before we cooked rice? D. Presentation We are going to find two ways of separating mixture. This are sieving and picking E. Lesson Proper 1. Pre Activity Set the standards in performing activities (emphasize on cleanliness and care in handling materials). 2. Activity Proper: Separating mixtures
June 1-3, 2010/May 4-6,
Group I Separating Mixture of Rice, Palay and Peebles Do these: 1. Get the mixture of Rice, and Peebles 2. Pick up the palay separately. Put it in an empty can 3. Put up the pebbles separately. Put it in any empty container. Questions: 1. How did you separate palay from rice? How about pebbles? 2. What is the process you used in separating them? Group II Separating Squash from Pakwan seeds Do these: 1. Get the mixture of pakwan and squash seeds 2. Pick up the squash separately in another container?. Questions: 1. What happened to the mixture of squash and pakwan seeds after you separate the squash? 2. What did you used to separate them?
Group III Refining Flour Do these: 1. Get a kilo of Flour. 2. Put a cup of it on a sifter until you finish the one kilo flour 3. Shake the sifter Questions: 1. What happened with the flour? Why? What was left on the sifter? 2. Why were they left? 3. What was use to separate the course components of the mixture
Group IV Separating Coco milk from grated coconut meat Do these: 1. Have one whole coconut grated. 2. Put water on the grated coconut and extract. 3. Get a strainer. 4. Separate coconut milk from grated coconut meat using strainer. Questions: 1. What happen with coconut milk? Why? What was left on the strainer? 2. Why were they left? 3. What was use to separate coco milk from its grated coconut meat? 3. POST ACTIVITY A. Reporting B. Discussing each question is every activity done F. Generalization. What are the two methods of separating mixture we discuss today? Can we use this method any kind of mixture?
June 1-3, 2010/May 4-6,
G. Application A retailer of tomatoes found out that some of them are rotten. What will do you think he will do in order for him not to have lost much of his business? IV.EVALUATION Directions: Choose the letter of the correct answer. 1. Ana performs an experiment on how to separate the mixture to palay and mango. Which of the procedures below did Ana probably use? A. Used magnifying class C. picked the mango B. Poured water in the mixture D. heated the mixture 2. Your brother prepared a mixture of sand and pebbles. How can you separate the sand from the pebbles? A. By picking C. by sifting B. By using a magnet D. by heating 3. Suppose you were in the laboratory performing the activity on mixture. Then, you accidentally combined your salt with the sugar. Which would be the best way to separate them? A. Separate them with the use of the C. Place them into the container with tweezers water to dissolve sugar B. Separate them with the use of the D. Use a fine mesh screen. magnet. 4. It is a way of separating mixture by using a wire or plastic net on frame. What process is it? A. Sieving C. Picking B. Decantation D. Filtration 5. You are ion Science activity with your group. Your Teacher gave you materials including corn and ipil-ipil seeds. One of your members accidentally combines the seeds. How are you going to separate them before the activity start. a. Sieving c. Picking b. Decantation d. Magnetizing V. ASSIGNMENT Do this at home. 1. Get a mesh wire. 2. Separate mixture of palay and sand. Answer: What method did you use in this activity?
June 1-3, 2010/May 4-6,
SECOND GRADING- SCIENCE 4 LESSON 19 I.OBJECTIVE Demonstrate how certain mixture can be separated through: Decanting. Filtering and Evaporating. II.SUBJECT MATTER: TOPIC: DEMONSTRATING HOW CERTAIN MIXTURES CAN BE SEPARATED A. Materials: Water, sand, stone, alcohol References: PELC IV 3.2 Science and Health P. 152-153 Science and Daily Use IV p. 109-111 B. Science Concept: There are many methods to separate mixtures. Some of these methods are decanting, filtering and evaporating. C. Science Processes: Demonstrating, separating, identifying III.LEARNING ACTIVITIES A. Daily Routine a. Review: Ask what is sieving? What is picking? How are they important in our life? B. Motivation: What do we usually do before we cooked rice? C. Presentation We are going to find another ways of separating mixture. D. Lesson Proper 1. Pre Activity Set the standards in performing activities ( emphasize on cleanliness and care in handling materials). 2. Activity Proper: Separating Mixtures Group I Separating part of flour from water Do these: 1. Get a glass of water and a cup of flour 2. Stir the flour but not thoroughly 3. Leave it for three minutes Answer the questions: 1. What happen to the mixture? 2. What is the process you used in separating them? Group II Separating Salt from oil Do these: 1. Get a bottle of oil 2. Put a teaspoon of salt. 3. Set aside for three minutes. Afterwards separate the mixture using a cloth preferably muslim or cacha cloth. Answer the following questions: 1. What happened to the mixture? 2. What kind of separating mixture was done to the activity?
June 1-3, 2010/May 4-6,
Group III Separating mixture of cotton and alcohol Do these: 1. Get a ball of cotton. 2. Wet the cotton by an alcohol. 3. Leave the mixture for a minute. 4. Observe what happens. Answer the following questions: 1. What happened to the mixture? 2. What kind of separating mixture was the activity? 3. POST ACTIVITY A. Reporting E. Discussing each question is every activity done F. Generalization: What are the two methods of separating mixture we discuss today? Can we use this method any kind of mixture? G. Application: We observed that the water from our faucet at home has tiny unwanted particles like moss and sand. What are we going to do make the water that flow from the faucet will be clean? IV. EVALUATION Directions: Choose the letter of the correct answer. 1. Pouring liquid out of the container and leaving the heavier particles inside it is a one way of separating mixtures. This process is called __________. a. Decantation b. Sieving c. Evaporation d. Filtration Jason has a mixture of salt and water. He wants to separate the mixture with the use of heat.. What method will he used? a. Decantation c. evaporation b. filtration d. sieving Why do we use/ put filter in our faucet? a. To kill the germs in the water. b. To purify the water. c. To separate the impurities from the water. d. To conserve water. Ayeisha perform an experiment about separating mixture using decantation. Which materials will she use? a. Sugar and water c. coffee and water b. Salt and water d. soil and water Which of these materials can separated through evaporation a. Alcohol and piece of paper. b. Soil and pebbles c. Iron filings and gravel d. Sawdust and sand
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V. ASSIGNMENT How can u separate the following? 1. Purifying water = ____________________________ 2. Refining Flour = _____________________________ 3. Boiling water = ____________________________
June 1-3, 2010/May 4-6,

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SCIENCE 4 FOURTH QUARTER LESSONS page 1

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Prepared by: MARILYN C. TADEO BACO DISTRICT

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Prepared by: MARILYN C. TADEO BACO DISTRICT

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Prepared by: MARILYN C. TADEO BACO DISTRICT

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Prepared by: JOSEPHINE S. BRUCAL T-II Naujan West

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Prepared by: Divina G.Medrano MT I Gloria District

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V. ASSIGNMENT: Draw the self-pollination and cross-pollination on your Science notebook.

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SECOND GRADING- SCIENCE 4 LESSON 9

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Prepared by: MERCY L. REYES BONGABONG NORTH DISTRICT

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SECOND GRADING- SCIENCE 4 LESSON 10

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Prepared by: FLOREMIN M. DIMAANO TEACHER II POLA DISTRICT

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