Protecting Mother Earth Through Conservation

Study the picture below.
Write down the dos and donts in conserving and

protecting of our mother earth.
DRAFT
April 10, 2014
UNIT 3: Force, Motion, and Energy
Overview
In the first quarter, pupils learned that there are different materials around
them. These materials can be solid, liquid, or gas. In the second quarter, the
pupils learned about people, animals and plants. In this quarter, they will learn
that materials such as magnets, water, and moving air can make objects move.
People, animals, and plants can also make an object move.
Chapter 1: Moving Objects
There are different ways in which we describe ways of moving objects.

Some ways to make objects move can be by pushing, pulling, throwing, kicking,
tossing, blowing, and dropping them. However, if you look closely at the different
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ways to make an object move, they can only be grouped into two pushing
and pulling. Force is introduced as a push or a pull. Force causes an object to
move. In describing the motion of an object, using a reference point or a
reference object is emphasized to give the accurate or precise location of the
object.
This chapter also discusses that when a force is applied on an object, the
object can move fast or slow, forward or backward, or stretched or compressed.
Using toys such toy car, wind wheel, and paper boat is used to make
learning fun for the pupils. This way, the pupils will feel that science is not just a
subject in school, but is also part of their everyday life.
Science process skills such as observing, communicating, and classifying

are emphasized in the activities.
Lesson 1: Describing the Position of an Object relative to another object
DRAFT
Duration : 2 days
Activity 1
Background Information
In describing the position of an object, relative to another object, give the
April 10, 2014

accurate or precise location of an object t.
Objective
At the end of the lesson, the pupils should be able to describe the position or
location of an object relative to another object.
Materials
different objects like table, book, ball, door, balloon
Procedure
A. Motivation / Presentation
2. Let the pupils do the KWL chart.
3. Tell the pupils to write the names of their classmates in front, beside, and
behind them.
Who sits in front of you?
Who sits on your right side?
Who sits on your left side?
Who sits behind you?
4. After they finish writing, call 3 to 4 pupils to check if they have identified
their classmates correctly.
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5. Tell the pupils that in describing the position of an object, they should
always have a reference point or reference object to give the precise
position of the object.
6. Ask the class: What was your reference point in identifying your
classmate?(The pupils should be able to tell that they were able to name
their classmates with reference to themselves.)
B. Lesson Proper
11. Let the pupils do Activity 1 individually first. Give them 5 minutes to answer
the activity.
12. Let the pupils work in small groups composed of 5 members.
13. Tell the pupils to discuss their individual answers in the group to come up
with group answers. Give them 5 minutes to discuss.
14. Give each group 2-3 minutes to present their answers.
15. While each group is presenting, tabulate their answers on the board as
shown.
DRAFT
Groups
Activity 1
1 2 3 4 5 6
April 10, 2014

a. The book is on ______of the
b.
c.
d.
e.
_______.
16. Tell the pupils to look at other groups answers. Ask the class if they have
the same answers or not. If there are different answers, refer back to the
pictures so the class can decide on the correct answer with your
guidance.
17. Use the enlarged pictures (a to e) in Activity 1 to ask the following
questions.
What is the reference object in describing the position of the book?
(The table serves as the reference object in describing the position
of the book.)
What is the reference object in describing the position of the ball?
(The boy serves as the reference object in describing the position of
the ball.)
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What is the reference object in describing the position of the door?
(The boy serves as the reference object in describing the position of
the door.)
What is the reference object in describing the position of the cat?
(The table serves as the reference object in describing the position
of the cat.)
What is the reference object in describing the position of the balloon?
(The girls hand serves as the reference object in describing the position of
the balloon.)
Why is it important to use a reference object in describing the position of
an object? (It is important to use a reference object to be able to give the
precise position of the object.)
18. Come up with conclusions about describing the position of an object based
on the activity:
The position of an object can be determined by locating its position
relative to another object.
It is important to use a reference object to describe the position of
DRAFT
another object to be able to locate them easily.
Assessment
Find Me Game:
1. Place 5 objects in different location inside the classroom (add more
objects if there are more than 5 groups).
April 10, 2014

2. Write each object on a piece of paper.
3. Call the group leaders to pick one piece of paper.
4. Distribute lengthwise strip of bond paper to each group.
5. Tell each group to describe the position of the object that their leader
picked.
Sample Rubric:
Level of Criteria Sample answer
Performance
Excellent 1) Used a reference object and The box is behind the
(5 points) the correct adverb of place bookshelf.
to describe the position of the
object.
2) All members participated
Very Good Same as in excellent but some The box is behind the
(3 points) members did not participate. bookshelf.
Fair Members participated but the The box is in front of
(1 point) answer is not correct, the bookshelf.
incomplete, or unclear
Assignment
Tell each group to bring a toy car for the next activity.
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Activity 2. How do you know that an object has moved?
Duration: 2 days
An object has moved if it travels a distance from its reference point. A

reference point is the position of an object where it starts before moving. It is
important to know the reference point of an object to describe how far an
object moves.
Road markers like the one shown below are important for travellers. It tells
how far the place from the sign.
Town Center
DRAFT
Gasoline Station
5 km
500 m
Objective
April 10, 2014

At the end of the lesson, the pupils should be able to describe the location of an
object after it was moved.
Materials
meter stick toy car picture of a road sign
Procedure
A. Review
Ask the following questions:
What is needed to describe the position of an object correctly? (There
must be a reference object/point.)
Why is it important to describe the precise location of an object?
(Answers will vary but would include: to make it easier to find an
object.)
B. Motivation / Presentation
1. Ask a one pupil to walk from one location to another, then ask:
Did your classmate move?
How did you know that your classmate moved?
(The pupils should be able to tell that their classmate moved by describing
his/her position relative to the starting point or another object.)
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2. Show to the class a meter stick. Discuss the unit of measurement used and
how the measurement is taken (small and large lines).
3. Measure the distance walked by the pupil from his/her starting point to
the point where he or she stopped. Call a pupil to read the
measurement. (Sample measurement could be 100 centimeters or 100
cm; 1 meter or 1 m)
C. Lesson Proper
1. Let pupils work in groups, composed of 5 members each group.

2. Let the pupils do activity 2 (refer to the LM). Give them 10 minutes to do
the activity.
3. Tell the groups to fill out the table on the board. Make sure that they write
their answers in the row assigned to their group.
Location of Reference
Location of the How far
the toy car point/object in
DRAFT
Group car before it did the toy
after describing the
was pushed car move?
pushing location
1
2
3
Note: Write an enlarged version of this table on the board. Add more
April 10, 2014

rows if there are more groups.
4. Let each group report their answers to questions a to d.

5. Check answers of the groups. Refer to the answers to questions in the
activity.
6. If there are incorrect answers or different answers in questions a and d, let
the pupils analyze their answers and identify where and how they made
mistakes.
7. After checking their answers, ask the class:
How do you know that an object has moved? (An object has
moved if it travels a distance from its reference point.)
Why is it important to include the reference point in describing the
location of an object? (It is important to include the reference
point in describing how far an object moves to give a correct
description of its location.)
Why is it important to measure the distance travelled by an object?
(It is important to measure the distance travelled by an object to
give the exact location of the object.)
8. Show a picture of a road mark (Refer to the background information on
what a road mark is and what to highlight).
Is this road mark important? (Yes)
Why is this important? (It tells people or car drivers how far they
need to travel to reach the indicated destination.)
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Assessment
Picture A shows a classroom while picture B shows the same classroom

after a day.
1. Encircle three objects that were moved from their original location.
Picture A Picture B
Right Left Right

Left
DRAFT
2. Describe the present location of the three objects you encircles in step
1. Write your answers in the table below.
April 10, 2014

Object Location
1.
2.
3.
Assignment
Draw two objects which show movement on a short bond paper. Describe
the location of the object after it was moved.
Activity 3: How can you make objects move?
Duration: 2 days
Force is a push or a pull. Force can cause an object to move. Force

maybe applied in different ways. Some ways to make objects move are by
blowing, dropping the object, lifting, pressing, rolling, throwing, rotating, pushing
and pulling.
Objective
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At the end of the activity, the pupils should be able to describe different ways of
moving objects.
Materials
Chart (Similar to Table 1 in Activity 3 of the LM)

Assorted objects (examples: eraser, pencil, notebook, key, coin, ball, clay)
Procedure
A. Review
Ask:
How do you know that an object has moved? (An object has moved if
it travels a distance from its reference point.)
Why is it important to include the reference point in describing the
DRAFT
location of an object? (It is important to include the reference point in
describing the location of an object to show the distance travelled by
the object.)
1. Let the pupils read the rhyme below.
April 10, 2014

Rhyme Reading
What can you do with a ball?
Shoot, throw, and make it roll.
Come let's play with my ball.
Its so fun, I know how to dribble.
2. Ask: What are the words that describe movement of the ball in the
rhyme? (Shoot, throw, roll, and dribble)
3. Tell pupils that they will find out different ways of making objects move.
C. Lesson Proper
1. Let the pupils work in groups composed of 5 members each.
2. Let the pupils do Activity 3 (refer to the LM). Give them 10 minutes to do
the activity.
3. While the pupils are working, write or post an enlarged version of Table 1
on the board.
4. Give each group 2-3 minutes to present their work.
5. While a group is reporting, write their chosen objects and how they made
each object move on the enlarge version of Table 1. If the same object is
used by other groups, list their answers under the existing entry.
6. After the group presentation, call a pupil to demonstrate how to move
the object based on the summarize answers on the board.
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Table 1. Different ways of moving different objects
Object How did I make the object move?
Example: By pushing with my fingers

eraser By lifting with my hand
Sample answers
key By pushing into the keyhole with my fingers
By pulling from the keyhole with my fingers
ball By throwing with my hand
By kicking with my foot
7. Ask the class how many ways of moving an object they identified for
each listed object in Table 1. Underline the words they use (e.g. pushing,
pulling, throwing, kicking, dropping, etc.).
DRAFT
8. Ask the following questions:
What are the different ways you did to move the different objects?
What is the direction of the object when you push it? (It moves
away from me.)
What is the direction of the object when you throw it? (It moves
away from me.)
April 10, 2014

What is the direction of the object when you toss it? (It moves away
from me.)
What is the direction of the object when you kick it? (It moves
away from me.)
Is the act of throwing, tossing, and kicking similar to that of pushing?
How? (Yes, because the object was pushed away from the person
doing the pushing.)
What is the direction of the object when you pull it? (It moves
towards me.)
What is the direction of the object when you drop it? (It moves
away from me and moves towards the ground.)
9. Tell the class that when they make an object move, they are actually
either pushing it or pulling it. The push or pull is called force. When they
push an object, whether it moves or not, they are exerting a force. When
they pull an object, whether it moves or not, they are exerting a force.
Force can cause an object to move.
10. Explain to the pupils the case of moving objects by simply dropping or
letting it fall. In this case, the pupil is not exerting a force. The pupil simply
removed his/her hand that supports the object. So, what then makes it
move downward? Introduce gravity as a force that pulls everything
downward towards the center of the Earth.
11. Explain also the case of making the object rotate. Is it pushing or pulling?
To make an object like a pencil rotate, it is pushed on opposite sides.
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12. Ask the pupils to give examples of how animals move objects. Show
illustrations if available.
A carabao pulling a plow.
A horse pulling a cart.
An elephant lifting a trunk using its tusk.
13. The concepts developed are as follows:
Pushing, pulling, tossing, dropping, kicking, and flipping are some of
the ways in making objects move.
Force is a push or a pull.
Force can cause an object to move.
Animals can also move objects.
Assessment
DRAFT
1. List 2 tasks you do at home that involve pushing.
2. List 2 tasks you do at home that involve pulling.
Assignment
Draw or cut a picture of different ways in moving a ball.
April 10, 2014

Lesson 4: Wind can make Objects Move
Activity 4: Making a Wind Wheel
Duration: 2 days
Wind can make objects move. Wind exerts force on the object. Some of
the objects that are moved by the wind are the flag in the flagpole, the leaves
of trees, window curtains and other light objects.
Objectives
At the end of each lesson, the pupils should be able to:
1. describe how wind moves objects; and

2. make a wind wheel.
Materials
Paper for demonstration, finished wind wheel as model
Pencil with eraser, paper, paperclip, tape
Procedure
A. Review
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Let the pupils present their drawings (or picture cut-outs) on the
different ways in making a ball move (assignment the previous day).
B. Motivation/Presentation
Show a model of a wind wheel and ask the pupils the following questions:
Have you see this kind of object? How is it called? Do you know how
to make a wind wheel?
Do you know where it is used? Let us make your own wind wheel and
see how it works outside.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a wind wheel. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own wind wheel.
2. Check the wind wheel of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their wind wheel. CAUTION: be
careful with the sharp ends of the paper clip and in attaching it to the
DRAFT
paper and eraser.
2. Let the pupils play with their wind wheels.
3. Let the pupils work in small groups composed of 5 members each to
answer the questions in the activity.
4. Let a member from each group report their answers.
5. Discuss the questions while the groups check their answers. For question a,
April 10, 2014

call 3 pupils to demonstrate how they made their wind wheels move.
Point out that they may have done different ways to make the wind
wheel move but all involved wind or moving air.
6. The following concepts developed in the activity are:
Wind can make objects move.
Wind exerts a force that causes an object to move.
Assessment
Ask the pupils to draw a wind wheel. Let them list two things that are
moved by the wind outside the classroom.
Assignment
Let the pupils read and gather pictures about windmills that are used
in producing electricity. They can get it from books, magazines, or the
internet.
Activity 5. Making a Paper Boat

Duration: 1 day
Water can make objects move. Water exerts a force on the object to make it
move. The object moves in the same direction as the movement of water.
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Objectives

1. describe how water moves objects; and
2. make a paper boat.
Materials
basin with water, paper, tape

finished paper boat as model
Procedure
A. Review
1. Ask:
What makes the wind wheel move? (The force exerted by the wind.)
DRAFT
Are there windmills in the Philippines that are used to generate
electricity?
2. Tell the class that windmills are like large versions of their wind wheel, but
are fitted with other parts and devices to generate electricity.
April 10, 2014

Show a model of a paper boat and ask the pupils the following questions:
Where do you find this kind of object? How is it called?
Do you know how Let us try to make a paper boat and try it out in a
large basin of water.
C. Lesson Proper
1. Let the pupils read the procedure on how to make a paper boat. If they
cannot follow it, demonstrate it step-by-step. All the pupils must make
their own paper boat.
2. Check the paper boat of each pupil. Make sure it is functional. Assist
pupils who have a hard time making their paper boat.
3. Let the pupils play with their paper boat.
4. Let them work in small groups composed of 5 members each in answering
the questions in the activity.
2. Let a member from each group report their answers.
3. Discuss the questions while the groups check their answers. For question a,
call 3 pupils to demonstrate how they made their paper boat move. Point
out that they may have different ways of making the paper boat move,
but all needed moving water.
4. Ask the class: What other objects can be moved by water? Call 3 pupils
to answer and ask them to describe how that object is moved by water.
5. The concepts developed in the activity are:
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Water can make objects move.
Water exerts a force that causes objects like the paper boat to move.
Assessment
A plastic ball is placed in a basin with water. Write two ways to make the
ball move without touching or blowing unto into it.
1. ___________________________
2.___________________________
Assignment
Draw a situation where water is used to move an object.
Lesson 2. Describing the Location of an Object After it has Moved
Activity 1. Make it Move with a Magnet!
DRAFT
Duration: 1 day
A magnet is a solid object that has the ability to attract other magnets or
magnetic objects. Magnetic objects are made up of iron and some other
April 10, 2014

metals. Not all metals are attracted to a magnet (e.g. aluminium, copper, zinc,
and brass). A magnet doesnt have to get into contact with a touch a magnetic
object to affect it. It can attract a magnetic object from a short distance.
Objectives
1. describe how a magnet can move objects; and
2. identify materials that can be moved by magnets.
Materials
For the teacher: Different magnets, chart similar to activity 6 in the LM

For the pupils: Paper clips, cardboard, thumbtacks, small nails, staple wire,
eraser, crayon, plastic bottle caps, LM (Activity 6: Make it Move with a
Magnet!)
Procedure
A. Review
Ask: What are the things that can make objects move that have been
discussed in the previous lessons? (People, animals, wind, and water can
make objects move.)
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Show different types of magnets. Ask:
Can you describe each of these magnets?
what name is given to each type?
What does a magnet do?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members
each.
2. Give the groups 10 minutes to read the procedure and do Activity 1
(Make it Move with a Magnet).
3. Ask a representative from each group to report their answers. Give
him/her 2-3 minutes to report. Use an enlarged version of the chart to
summarize the answer of each group on the board.
4. Discuss each question in the activity. Refer to the answers to
questions/tasks in the background information. Let the group check their
answers as you discuss the answers. If there are different results, let the
DRAFT
pupils explain their answers to be able to identify where they made the
mistakes or call a pupil from the concerned group to demonstrate what
they did.
5. After answering question a, ask the pupils of the direction of the
movement of paperclip. (They should be able to observe that the
paperclip move in the same direction as their magnet).
April 10, 2014

Recall that force can cause an object to move. The activity shows that
the magnet exerts force on the paperclip.
6. For question b, the pupils should identify the objects that can be moved
by a magnet.
7. For question c, they should observe that the objects that can be moved
by the magnet are made iron, steel or other metal objects that contain
these two. Those that did not move are non-metals like plastic, rubber and
wood. If a paperclip that is made of pure plastic is available, show to the
pupils that a plastic paperclip will not move when placed near a magnet.
This shows that it is not the object but the kind of material that the object is
made of that is attracted to a magnet.
8. The concepts developed in the activity are:
Objects attracted to a magnet are made of iron and some metals.
Not all metals are attracted to a magnet (e.g. aluminium, brass,
copper).
A magnet doesnt necessarily have to be directly touching a
magnetic object to affect it. It can attract a magnetic object at a
distance.
Assessment
(The groups output in the activity can serve as assessment.)
Assignment
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Read about where magnets came from.
Activity 2. Attract or Repel!
A bar magnet is a rectangular-shaped magnet. Each end of a bar magnet is

called a pole. One pole is called north and the other is called south. A bar
magnet when suspended freely will align itself so that the north pole points
towards the Earths magnetic north pole. The north pole of the magnet is usually
painted red. The strength of a magnet is strongest at the poles. When the north
and south poles of two bar magnets are brought close to each other, they
attract or stick together. When the north poles of two bar magnets are brought
close to each other they repel. The same thing will happen to two south poles of
two bar magnets that are brought close to each other. Thus, unlike poles attract
DRAFT
and like poles repel
N S N S
N S
S N
April 10, 2014

S N N S
Objectives
1. identify the poles of a magnet;
2. infer that a magnet has two poles;
3. state that like poles repel; unlike poles attract; and
4. infer that the strength of the magnet is strongest at the poles.
Materials
bar magnets paper clips (without the plastic coating)
Procedure
A. Review
Ask:
What kind of objects do magnets attract?
What should objects possess for them to be attracted by magnets?
What have you read about the origin of magnet?
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Show a bar magnet to the class. Let them describe the a bar magnet.
Ask the pupils what they would like to know about bar magnets. Write their
questions on the board. Go back to these questions after the lesson has been
discussed.
C. Lesson Proper
1. Let the pupils do Activity 2 (Attract or Repel) in small groups composed of
5 members each.
2. Go through the procedure before distributing the materials. Give the
groups 5 minutes to perform the activity.
3. Give each group 2-3 minutes to present their answers.
4. Let the group check their answers while you discuss each question. If
there are different answers, let the pupils analyze their answers and
identify where they made mistakes.
5. For question a, show to the pupils the bar magnet with paperclips
attached to it. In question b, point out that the paperclips actually cling
to the poles of the bar magnet and not at the middle part. Question c, is
DRAFT
a question asking for an inference. The pupils should be able to infer that
the strength of the magnet is strongest at the opposite ends. Then,
introduce the term pole to refer to the opposite ends of the magnet.
6. For questions d and e, refer to the answers to questions in the activity. Tell
the pupils that the red color side of the magnet is usually the north pole
and other side is the south pole.
April 10, 2014

7. Ask the pupils to state what they have learned.
Expected answers are as follows:
(A bar magnet has two magnetic poles called south and north poles.)
(The strength of magnets is strongest at the poles.)
(Like poles repel, while unlike poles attract.)
Assessment
Draw what would happen to two bar magnets that are placed:
1. with their N poles facing each other;
2. with their S poles facing each other; and
3. with their N and S poles facing each other.
Assignment
Bring a toy car (not battery-operated) for tomorrows activity.
Activity 3: Ready, Set, Go!

Duration: 2 days
Wind can make an object move. The wind pushes the object along the
direction where the wind blows. Strong winds can topple trees and houses.
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A magnet exerts a force of attraction to magnetic objects by attracting
or pulling it towards them.
People can make objects move. They can either push it or pull it.
Objectives
1. describe different ways of making a toy car move; and
2. identify objects or materials that can move a toy car.
Materials
bar magnets, toy cars, fan, string,
Procedure
A. Review
Ask:
How can you make objects move?
What are the different ways in of making objects move?
DRAFT
1. Ask:
Do like toy car racing?
How can you make the toy cars move in different ways? List down
the different answers on the board.
April 10, 2014

C. Lesson Proper
1. Explain to the pupils the race. Each group will have one toy car for each
race. The groups can add accessories to their cars depending on the
type of race they will play. The preparation of the cars can be made
before the class period.
2. Ask the groups to read in the LM the description for each type of race. Tell
which race they will play.
3. Remind the pupils to behave properly and not be too noisy during the
race so as not to disturb other classes. The race can be better conducted
outside the classroom.
4. Determine the starting line point and the finish line for the race. This will
depend on the available space.
5. Signal the start by loudly saying: ready, get set and go. The car to reach
the finish line first will be declared as the winner.
6. Let the pupils answer the questions in the activity in small groups of 5
members each. Then, let each group present their answers. Give them 2-
3 minutes to present their answers.
7. Ask the pupils to give generalizations about making objects move:
Objects can be move by pushing, pulling, using a magnet, and by
fanning.
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People, water, wind and magnets can make objects move.
8. Discuss the KWL chart. The pupils will answer the last column. They will write
what they have learned from Lessons 1 and 2 of Unit 3.
Assessment
Complete the statement on the right of the picture. Choose the word from the
box below.
wind people magnet
1. Flag on the pole

The flag on top of the pole can be
moved by ____________.
DRAFT
2. Thumbtacks
The thumbtacks on the floor can be
picked using a ____________.
April 10, 2014

3. Balloon
The balloon tied on the chair can

be moved by ___________ and
______________.
The table can be pushed by_______.
4. Table
Assignment
Let the pupils bring two identical toy cars.
Lesson 3: Describing the Different Ways Objects Move

Duration: 1 day
Activity 1 : Fast or slow; Forward or Backward
The movement of objects can be described as fast or slow and forward or

backward. To describe an object as fast or slow it should be compared to
another object. In the activity, the movement of one toy car is described as fast
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or slow compared to another toy car. This shows that in describing the
movement of the toy car the other toy car is used as the reference object. It
should be noted that both toy cars started at the same position and pushed at
the same time but with different amounts of force. One toy car is pushed lightly
and the other harder. The movement of the toy car that first reached the
marked line can be described as fast and the other car as slow. The toy car
described as fast was the one pushed harder while the toy car described as slow
was the one pushed lightly.
The movement of the toy car is described as forward if it is pushed away

from the person pushing it, The movement is described as backward If the toy
car is pulled towards the person pulling it,
Objectives

1. describe the movement of an object as fast or slow; and
DRAFT
2. describe the movement of an object as forward or backward.
Material
2 toy cars
Procedure
April 10, 2014

A. Review
Call on several pupils to answer these questions:

How did you move the car in the race yesterday?
Who won in the car race yesterday?
What are the reasons why they won the game?
Ask:
Who among you have seen a track and field competition during an
athletic meet?
How can one win in a game like the 100-m dash?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity, and 10 minutes more to
discuss and write their report.
4. Give the group 2-3 minutes to present their answers to questions in the
activity.
5. Let the group check their work as you discuss each questions.
6. Refer to background information for the discussion of the concepts.
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7. If there are different answers, let the pupils analyze their answers and
identify the source of their errors.
8. Ask the pupils to give a generalization of what they have learned:
The movement of objects can be described as fast or slow and
forward or backward.
To describe an object as fast or slow it should be compared to another
object. The other object serves as the reference point or reference
object.
The toy car described as fast was the one pushed harder while the toy
car described as slow was the one pushed lightly.
Assessment
I. Describe a situation that shows a car moving fast.
II. Describe a situation that shows a car moving forward and another that
shows a car moving backward.
Assignment
DRAFT
Bring a notebook spring and a rubber band.
the person pulling it, the movement is described as backward.
Activity 2: Describing the Movement of ObjectsStretched or Compressed
April 10, 2014

Duration: 1 day
Objects that can be stretched and compressed are elastic. Force is

applied in stretching and compressing an object. To stretch an object, the
object is pulled apart. To compress an object, the object is pushed towards its
center.
Stretching:
Direction of force
applied
elastic material
Compressing:
Direction of force
applied
elastic material
Objectives
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1. describe stretching and compressing objects; and
2. name objects that can be stretched and compressed.
Materials
meter stick, garter, different colors rubber bands, chalk
Procedure
A. Review
Ask pupils to demonstrate:
How to make an object move forward and backward.
How to make an object move fast and slow.
Ask:
What can you do with a rubber band? Where do you usually use
rubber bands?
What specific use do we prefer a rubber band instead of other
DRAFT
materials like thread or strip of cloth?
C. Lesson Proper
1. Let the pupils do the activity in small groups composed of 5 members.
2. Read and discuss the procedures before distributing the materials.
3. Give the groups 10 minutes to do the activity and another 10 minutes
April 10, 2014

discuss their results.
4. Give the group 2-3 minutes to present their results and answers to
questions in the activity.
5. Let the group check their work as you discuss each questions.
6. Refer to background information for the discussion of the concepts.
7. If there are different answers, let the pupils analyze their answers and
identify their sources of errors. Ask the pupils to give a generalization of
what they have learned:
Objects that can be stretched and compressed are elastic.

Force is applied in stretching and compressing an object.
To stretch an object, the object is pulled apart. To compress an object,
the object is pushed towards its center.
Assessment
Which of these objects can be stretched and compressed?
(Note : Teacher will provide pictures/illustrations)
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String
rubber band
Plastic Ball
DRAFT
Balloon
plastic rope
Assignment
April 10, 2014

Draw an object which you can find at home that can be stretched.
Then, write below your drawing the use of the object.
Chapter 2: Light and Heat
Overview
This chapter presents the different sources and uses of light and heat.
Though light and heat are forms of energy, it is not yet introduced as such.
Instead, the focus of this chapter is on the sources of light and how people use
light. Pupils will classify the different sources of light into natural and artificial. They
are introduced to objects such as the Moon and mirrors that are not actually
sources of light but merely reflect light. Pupils will also observe that some objects
are not only a source of light but a source of heat as well.
Pupils will learn that light has many uses to people, animals and plants.
People and animals are able to see things because of light. Plants need light in
order to make its own food. Like light, heat has many uses. Pupils will learn its
importance particularly to people as well as the danger it poses when not
properly used.
126
This chapter also enhance the different process skills of the pupils like
identifying, observing, classifying, describing, inferring, communicating,
organizing and experimenting.
Lesson 1: Sources of Light
Activity 1. The wonderful Light
Duration: 2 days
Other things that give off light: moon, firefly, Christmas light, traffic
light, spotlight, disco/mirror/glitter ball, lava, television, glow in the dark
toys, oven, gas range
Natural sources of light Human-made sources of light
DRAFT
Sun fire (from wood, lighter)
star candle
lava bulbs
firefly flashlight
fire (can be natural or glow in the dark toys
man-made) television
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traffic light
oven
spotlight
Christmas lights
Objectives

1. identify sources of light; and
2. classify sources of light into natural and artificial.
Materials
real objects (sources of light: flashlight, kerosene lamp, matches
candle, light bulb, pictures of lighted charcoal, sun, and moon
Procedure
A. Motivation/Presentation
1. When there is power interruption/brownout, what do you use in order to
see things around you? (flashlight, candle, kerosene lamp)
2. Ask the class what they know about light. Let the pupils do the KWL Chart.
127
B. Lesson Proper
1. Let the pupils do activity 1 in their LM individually first.
Natural sources of light Artificial sources of light
2. Then, the pupils will work in groups. They will write in a manila paper their
answers for the activity.
3. Post on the board the manila paper of each group. Give each group 2-3
minutes to present their answers.
4. Discuss the activity. Start with their answers in a f of the activity followed
by naming other things that give off light. Discuss about the natural
sources of light and point out that the Sun is the main source of light on
Earth. Differentiate natural source to artificial source of light. Show
examples to pupils. Point out that Moon may look like a natural source of
light at night but it is actually reflecting the light from the Sun.
5. Emphasize the following concepts.
DRAFT
There are different things that give off light.
The Sun is the main source of light on Earth.
There are natural sources of light.
There are artificial (man-made) sources of light.
There are things that look like they are sources of light but actually
reflecting light only. Examples: moon, disco/mirror/glitter ball
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6. Give the assessment.
Assessment
Pupils may play Pinoy Henyo. The game is played by putting the words
written on a strip of paper on the pupils forehead. The pupils will guess the
word by asking questions that could help her/him guess the word. The class
can only respond with oo (yes), no (hindi) and pwede (maybe). The
words to be guessed are all sources of light.
Assignment
List 3 sources of light in your home.
Activity 2: Uses of Light

Activity 3: Other Uses of Light
Duration: 2 days
Many of the things around us that appear to be lighted are not

considered sources of light, but we can see them. Light is needed in order to see
these things. Light from the source falls on these things and then is reflected to
our eyes.
128
Light from the Sun The light bounces
falls to the plant off the plant and
enter the eye.
Objective
At the end of the lesson, the pupils should be able to identify uses of light.
Materials
For Activity 2
DRAFT
pictures of different soures of light, picture of a boy playing tennis
For Activity 3
Different plants, pictures of traffic light, light house
Procedure
April 10, 2014

A. Review
What are the different sources of light in your homes?
B. Motivation/ Presentation
1. Tell the pupils to close their eyes.

Ask them can you see me? Why not?
2. Let the pupils to open their eyes now and ask them-
Can you see me now? Why or why not?
What is the source of light that enable you to see me?
C.Lesson Proper
1. Let the pupils do Activity 2 individually.
2. Discuss their results. Call pupils to answer each question.
3. Discuss how we see things. Refer to background information.
Light is needed in order to see things.
Light from the source falls to the object and then reflected to the
eyes.
4. Let the pupils do Activity 3.
5. Discuss the activity.
The leaves make food for the plants using light from the Sun.
Traffic lights help to control the flow of traffic on the roads.
129
Lighthouse helps to guide ships in the dark. It also warns ships of
danger.
6. Ask the pupils to give other examples of uses of light.
Colorful lights are used to decorate or beautify places.
Overhead or LCD projectors are used to produce images on the
screen.
Laser light is used in presentation as pointer.
7. Give the assessment and check it.
8. Give the assignment.
Assessment
Match column A with column B.
A B
1. Sunlight A. Help to control the flow of traffic on

2. Traffic lights the road
DRAFT
3. Lighthouse B. Use to decorate or beautify places
4. Colorful lights C. Use to warn ships
5. Laser D. Use by plants for making food
through its leaves
E. Use in presentation as pointer
April 10, 2014

Assignment
Research on other sources and uses of light, using open source data and the
internet.
Activity 4: Safety in Using Light

Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
using light.
Materials
laser if available or picture of laser
Procedure
A. Review
Ask pupils to give examples of uses of light.
B. Motivation/presentation
Show a laser (if available) or a picture of laser.
Questions:
130
Are you familiar with this object? If so, where have you seen it?
Where do we use laser?
Is it safe to point it to others eyes?
Say: Light is important but we have to be careful in using them.
C.Lesson Proper
1. Let the pupils do Activity 4. Define what a good practice means.
2. Discuss the results of activity. Ask the following questions:
Why is not good to look directly at the Sun? (Looking directly to the Sun
can damage our eyes.)
Why is it good to use sunglasses? (Wearing sunglasses protect our eyes
from glare or too bright light or sunlight.)
Why is it not good to read in the dark? (Reading in the dark will make
the eyes work harder and become tired.)
Why is it good to use umbrella? (Using umbrella can protect us from
sunburn.)
3. Ask the pupils to give other examples of the harm of too much light or too
DRAFT
little of it to people, plants, or animals.
People get sunburned skin when exposed to too much light.
Plants may die if exposed to too much light. Their leaves may turn
yellow or brown.
Plants may not grow well if not exposed to light.
April 10, 2014

Assessment
List down at least 3 proper ways of using light.
Assignment
Draw one proper way of using light on a short bond paper
Activity 5: Sources of Heat
Duration: 1 day
Objective
At the end of the lesson, the pupils should be able to identify things that give off
heat.
Materials
KWL Chart
sun, kettle with boiling water,
electric toaster, lighted charcoal
Procedure
A. Review
131
Name some sources of light.
What other thing do these sources of light produce?
(Try to elicit that some objects produce both heat and light.)
Tell the pupils to rub their palm together for 30 seconds.
Ask: What do you feel?
You may also present the KWL chart before the start of the lesson.
What I Know about What I Want to Know What I Learned about

Heat about Heat Heat
C. Lesson Proper
DRAFT
2. Lead the pupils in identifying and describing things that give off heat.
Sources of heat are things that give off heat.
The Sun is the main source of light and heat on Earth.
Burning wood, burning gas and electrical equipment or appliances
such as ovens and flatirons are some other examples of sources of
heat.
April 10, 2014

3. Ask pupils to give other examples of things that give off heat.
4. Ask students to give examples of things that give off light and heat.
5. Give the assessment.
Assessment
Make a collage of different sources of heat. (Pictures assigned beforehand )
Assignment
Have the pupils list three 3 other sources of heat at home.
Activity 6: Uses of Heat

Duration: 1 day
People, animals and plants also use light and heat from the Sun in many
ways. People use heat to dry clothes, fish or meat, palay, coffee, and other
things. People have also found a way to convert the heat of the Sun into
electricity by using solar panels.
132
Some animals depend on the heat from the Sun to keep their body warm.
These animals bask themselves in the Sun to warm themselves. This heat enables
their body to function normally.
Plants need heat from the Sun to live and grow. Seeds only start to grow
when there is warmth from the Sun.
Objective
At the end of the lesson, pupils should be able to describe uses of heat.
Materials
enlarge pictures of uses of heat
Procedure
DRAFT
A. Review
Name some of the things that give off heat.
Why is heat important to us? Can you live without heat?
April 10, 2014

C. Lesson Proper
1. Let the pupils do Activity 6 per group.
2. Give 2-3 minutes for each group to present their answers.
3. Discuss the activity. Refer to the answers to questions in the activity.
4. Ask students to give other uses of heat not mentioned in the activity.
5. Discuss other uses of heat.
Assessment
Match the sources of heat on the left with their uses.
1. flat iron a. for boiling water
2. gas stove b. used for cooking
3. airpot c. to keep warm
4. oven d. used to press clothes
5. fireplace e. food warming
Assignment
Read on the other uses of heat.
Activity 7: Safety in Using Heat
Duration: 1 day
133
Objective
At the end of the lesson, the pupils should be able to identify the proper ways of
handling hot objects.
Materials
enlarge pictures of proper ways in handling hot objects
Procedure
A. Review
Name some uses of heat.
Tell the pupils that heat has a lot of uses but they must be careful in using it.
DRAFT
C. Lesson Proper
2. Discuss Activity 7. Refer to answers to questions in the activity.
3. Let the pupils explain their answers in the activity.
4. Discuss why it is important to be careful in handling hot objects.
We can get burned by objects that produce heat and objects that
April 10, 2014

are hot.
Assessment
The completion of the KWL chart presented at the beginning of the lesson
can serve as assessment. Fill up the column What I learned about Heat.
Assignment
List 2 other safety tips in using sources of heat.
I
Chapter 3: Sounds
Overview
This chapter presents the different sources and uses of sounds. The
different ways of producing sound and proper use of sound are integrated in
the lesson. Making an improvised Kazoo is added as one of the activities as one
source of sound. By performing the activities, different process skills of the pupils
like identifying, describing sounds and appreciating its importance will be
enhanced.
134
Lesson1: Sources of Sounds
Duration: 1 day
Activity 1: Sounds around Me
Sounds come from various sources. Different objects produce different
sounds. Animals and other living things including people produce different
sounds.
Objective
At the end of the lesson, the pupils should be able to identify various
sources of sound.
Materials
DRAFT
Manila Paper, pictures of different animals
pictures of objects having various sounds
Procedure
A. Motivation /Presentation:
Guessing game: objects laced in a pouch or box (bell, maracas, toy duck,
April 10, 2014

etc.) that can produce sound. Make each object produce sound. Let the
pupils guess what objects produce these sounds.
What are the sounds you heard?
What objects produced these sounds?
What are other sources of sound?
B. Lesson Proper:
1. Let the pupils do activity 1 in the LM as a group
2. They will write in Manila paper the sounds heard and the objects that
produce the sound. Refer to the tabular form in activity 1. Post on the
board the Manila paper of each group.
3. After all groups have done the activity, one representative in each
group will report their answers.
4. Ask the following questions:
What are the different sounds you heard?
How did you know that the object/animal/person produces the
sound you heard?
What are the different sounds produced by animals?
Can people produce different sounds?
5. Through the questions asked, the pupils should be able to arrive at the
following concepts:
Sounds come from different sources.
135
Different objects produce different sounds.
Animals produce different sounds.
- Dogs: arf, arf/ aw, aw
- Cat: meow
- Cow: moo
People can produce different sounds.
- Talk in different voices.
- Whistle
- Sing
- Hum
Assessment
Pupils will play guessing game. Each group will produce a sound
from objects around them. They will hide behind a curtain the objects when
they made it produce the sound. The other group will guess the objects that
produce the sound.
DRAFT
Assignment
Remind the students to bring the following:
1. Maracas
2. Drum/box
3. Guitar
4. Whistle
April 10, 2014

Activity 2: Ways of Producing Sound
Duration: 1 day
Sounds are produced by objects that vibrate. The vibrations of an object
disturb the air in such a way that sounds are produced. Sounds travel in all
direction from its source.
Musical instruments produced sound because they are made to vibrate.
The drum, cymbal, tambourine, and xylophone produced sound by beating
them. They vibrate when they are beaten. The guitar, violin and cello produced
sound by strumming them. Their strings vibrate producing sound. The flute,
trumpet, and trombone produced sound when they are blown. The air inside
them vibrates producing sound.
Objective
At the end of the lesson, the pupils can describe the different ways of producing
sound.
Materials
maracas, drum/box, guitar, whistle
Procedure
136
A. Review
What are the different sources of sounds we discussed the other day?
B. Motivation /Presentation
Tell the pupils to produce sounds using the different parts of their body.
Example:
I can clap my hand to produce sound.
I can stomp my feet to produce sound.
C. Lesson Proper
1. Let the pupils do activity 2 in the LM as a group.
2. After the groups have done the activity, one representative in each group
will report their findings.
3. Ask the following questions :
How is sound produced using the maracas? (By shaking it)
Why do you have to shake the maracas for it to produce sound?
(So the beads [or small objects] inside it will move hitting each
DRAFT
other and the maracas covering thus producing sound.)
How is sound produced using the drum? (By beating it using the
stick)
Look at the drum when you beat it, what do you observe? (The
drum vibrates.)
How is sound produced using the guitar? (By plucking the string, by
April 10, 2014

strumming the string)
Look at the strings when you pluck and strum the guitar, what do
you observe? (The strings vibrate.)
How is sound produced using the whistle? (By blowing through the
mouth piece)
Blow the whistle again, place your hand near the opening and feel
it. What do you feel? (There is wind/air coming out.)
What are the different ways of producing sound?
4. Tell the class that all the objects (maracas, drum, guitar, whistle)they used
were able to produce sound because something moved or vibrated.
Sounds are produced by objects that vibrate.
5. Tell the class to feel their throat as they talk. Ask:
What do you feel?
Why do you think you were able to produce sound?
6. These are the concepts to be developed in this lesson:
Sound is produced by objects that vibrate.
Sounds maybe produced by beating, blowing, strumming, and
shaking.
When we speak or sing, our vocal cords vibrate and produce
sounds unique to us.
137
Assessment
Write on the blanks how sounds are produced by the following objects:
1. Whistle ___________________________
2. Ambulance _________________________
3. Bell _______________________________
4. Xylophone _________________________
5. Tambourine _______________________
Assignment
Remind the pupils to bring the following materials:
1. Cardboard tube from toilet paper or cardboard only
2. Waxed paper
3. Rubber band
4. A sharp pointed object
5. Scotch tap
Lesson 3: Make Your Own Kazoo
DRAFT
Duration: 1 day
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. The children can improve their fine motor skills by making and
playing this simple wood wind instrument. They can make kazoos with
April 10, 2014

common materials found around the house or school.
Objectives
1. make an improvised kazoo; and
2. describe how sound is produced using a kazoo.
Materials
improvised kazoo
(cardboard or tube from tissue paper. Paper, waxed paper,
rubber band, a sharp pointed object)
Procedure
A. Review
How are sounds produced?
What are the different ways of producing sound?
Let the pupils sing Bahay Kubo while holding their vocal cord and ask:
What do you feel when you hold your vocal cord while singing?
Give emphasis on how sound is produced by the vibration of the vocal cord.
138
C. Lesson Proper
1. Show to the class an improvised kazoo.
2. Let the pupils do activity 3 in the LM as a group activity.
3. When each pupils has their own kazoo, ask them to hum and let them feel
the other end of the kazoo. Ask:
What happens when you cover the end of the tube with your hand?
(The other end vibrates.)
How does a kazoo produces sound? (It produces sound because of
the vibration of the wax paper placed at one end of the kazoo.)
4. Discuss with the pupils the following concepts :
Kazoos produce a distinctive buzzing sound when you hum or sing in
one end. Humming into the tube makes the wax paper vibrate which
produces the sound.
DRAFT
Assessment
The pupils kazoo can serve as assessment. Let the pupils play with the
kazoo and give a score based on the functionality of the kazoos. Use the
sample rubric below.
Score Description
April 10, 2014

5 Most functional
4 Functional
3 Moderately functional
2 Less functional
1 Not functional
Assignment
Read: Importance of sounds
Lesson 4: Uses of Sounds

Duration: 1 day
Sound has many uses. Sonar, for instance, is used in the water. Sonar
stands for Sound Navigation Ranging. Submarines use sonar to locate other large
objects and to find the depth of the ocean floor. Many devices use ultra-sonic
sound like the ultrasound device for seeing an unborn child.
Objectives
1. describe the uses of sound; and
139
2. appreciate the importance of sound.
Materials
Kazzoo made the previous day

pictures of ambulance vehicle, fire truck, church with bell,
real alarm clock, doorbell
Procedure
A. Review
How does a kazoo produce sound?
B. Motivation /Presentation
Asks:
Who is fond of listening to music?
What kind of music do you like best?
DRAFT
Why do you like to listen to this kind of music?
C. Lesson Proper
1. Let the pupils do activity 4 in the LM as a group activity.
will report their answers.
April 10, 2014

3. Discuss the answers to the questions. Then, ask the following questions :
Are sounds produced by objects and people important?
In what way are sounds important?
4. Discuss about the effect of loud sounds to hearing. Recall the lesson on
taking care of the ears in Unit II.
5. Come up with the following conclusion:
Sounds are used to give warnings, to communicate and to
entertain.
Pleasant sounds can entertain people.
Loud sounds can harm our ears.
Assessment
List down two uses of sound not mentioned in the activity.
Assignment
Make a list of the sources of noise pollution in your place.
Write down how you can help lessen noise pollution in your community
140
Chapter 4: Electricity
Overview
Electricity is a form of energy like light, heat and sound. It may come from
batteries or an electric power plant or power stations. Most of the appliances in
the homes are powered by electricity. In this chapter pupils learn the different
sources and uses of electricity and how it could be used safely at home. The
different process skills of the pupils such as classifying, describing and identifying
will be enhanced in performing the activities.
Lesson1: Sources of Electricity

Duration: 2 days
Electricity can come from batteries or an electric power plant or power
DRAFT
stations. There are different kinds of batteries. There are batteries for flashlights,
mobile phone, laptop and cars. A battery has a positive and a negative
terminal. When both terminals are connected to a device or gadget, the
chemicals inside the battery will undergo chemcal reaction to produce
electricity.
April 10, 2014

The electricity from outlet comes from electric power plant. A power plant
has turbine (which could be turned by steam) which is connected to a
generator. The generators produce electricity which travels through electrical
cables into our homes.
Objectives
1.classify objects that operate using battery or when plugged in outlets;
2.identify various sources of electricity; and
3.describe the different sources of electricity.
Materials
pictures or actual examples of different batteries, Manila paper
computer , electric fan, television, cellphone, toy car, flashlight, radio
Procedure
A. Motivation /Presentation
Ask:
What supplies electricity in your homes?
B. Lesson proper
141
1. Let the pupils do activity 1 in the LM (Group activity).
2. They will write in Manila paper the answer in tabular form similar in Activity
1.
3. Post on the board the Manila paper of each group.
will report their answers.
5. Come up with the common answers of the pupils. Everybody should
agree to the answers given by the whole class.
6. Then, ask the following questions :
What are the sources of electricity in your home? (Battery, electric
power station, generator)
7. Show different batteries. Ask the class to tell where the batteries shown
are used. Tell that batteries are sources of electricity when both terminals
(positive and negative terminals) are connected. Show a battery used in
flashlight to point the positive and negative terminals.
8. Explain how power plant produces electricity. Use an illustration.
9. Lead the pupils in formulating this concept :
DRAFT
Electricity may come from batteries and an electric power station.
Electrical devices or equipment in the homes may operate using
battery or electricity from power stations. Some electrical
equipment operate by using both sources.
April 10, 2014

Assessment
List five electrical equipment in your home.
Assignment
Research on the different power plants in the Philippines.
Activity2: Uses of Electricity

Duration: (1 day)
Electricity has many uses. Objects that need electricity to work are called
electrical devices or equipment. Computers, music players, television sets and
tablets need electricity to work to provide us with entertainment. Electricity is also
used in electric fans and air-conditioners to keep us cool.
Objective
At the end of the lesson, the pupils should be able to describe the uses of
electricity.
142
Materials
electrical devices, pocket chart
Procedure
A. Review
What are the different sources of electricity?
Look around you and name the equipment/devices that use
electricity in the classroom. What do these equipment/devices do when
switched on?
C. Lesson Proper
1. Let the pupils do activity 2 in the LM (Group activity).
2. They will write in Manila paper the answers in letters a to i. Post on the
DRAFT
board the Manila paper of each group.
3. After the groups have done the activity, one representative in each
group will report their findings. Come up with the common answers of the
pupils by posting it in the pocket chart. Then ask the following questions
:
How are electricity used in the different situations shown in the
April 10, 2014

pictures?
4. Discuss with the pupils the following concepts :
Electricity is used to produce light, heat, motion, and sound.
Electricity is very important in the home and in all places to help
people in doing daily life activities.
Assessment
List down 3 electrical equipment/devices and describe the use of the device.
Assignment
Read about safety measures in using electricity.
Lesson 3: Using Electricity Safely

Duration: 1 day
Electricity is so much part of our modern living. It is a powerful and

versatile energy but can be dangerous if it is not use properly. Most of the
accidents that occur are due either to carelessness or to a lack of awareness of
some basic rules that should always be observed when using electricity.
143
Objectives
1. identify the proper use of electricity; and
2. appreciate the importance of electricity.
Materials
pictures of safety measures in using electricity
electric fan, electrical outlet
Procedure
A. Review
Show the pictures used in Activity 2 and ask:
How is electricity used in the different situations shown in the pictures?
Show a news clips and pictures of accidents caused by electrocution.
DRAFT
Tell the class that though electricity is important it can also pose danger.
Faulty electrical connections and outlets can cause fire.
Caution should be observed at all times.
C. Lesson Proper
1. Let the pupils do activity 3 in the LM (Individual activity).
April 10, 2014

2. Check the work of the pupils in activity 3 and come up with the common
answers.
3. Then, ask the pupils the following questions :
Why is it not good to insert other objects particularly metals in
electrical socket? (Some objects like metals can conduct or allow
electricity to pass through. You may get electrocuted if you touch
such objects.)
Why is it not good to touch a switch with a wet hand? (Water is a
conductor of electricity. You may get electrocuted if your hand is
wet.)
Why is it good to remove plug of electrical devices when not in
use? (To save on electricity and avoid overheatng that can cause
fire.)
Why is it not good to insert too many devices into one extension
cord? (The cord may get very hot and can be the cause of fire.)
4. Discuss other safety measures in handling electricity.
Inform an adult family member if you see exposed wires in your
house. Do not touch exposed wires.
Use electrical equipment properly.
Dont yank an electrical cord from the wall.
Assessment
List two ways of what not to do to avoid electrocution.
144
Assignment
Look for news about accidents involving electricity.
Unit Test
(Sample Only)
I. Check the picture below showing safety tips in using electricity.
DRAFT
Inserting other objects in
an electrical socket Touching a switch with a wet
hand
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Removing plug of electrical Connecting too many
devices when not in use appliances into one extension
cord
145
II. Put a check in the picture below for the proper way of using
light/sunlight. (Note : Teacher will provide)
Using sunglasses
Looking directly at
the Sun
DRAFT
April 10, 2014
Reading in the dark Using umbrella
Read carefully the instructions in each test item below. Use a separate
sheet of paper for your answer.
I. Picture A shows a classroom while picture B shows the same classroom

after a day. Encircle five objects in picture B that were moved from
their original location.
Picture A
146
Picture B
DRAFT
II. Read the information of the relative position of each object. Draw the
relative position of each object on the right box.
1. The is oi is on top of the table.
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2. The
is between the window and the door.
3. The is under the bed.
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4. The is beside the bookshelf.
5. The is in front of the faucet.
DRAFT
III. Identify whether each action is a push or a pull.
1 2
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3 4
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IV. Draw on the box what will happen when two bar magnets are place.
Do this is your notebook
1. With their N-poles facing each other;
S N N S
2. With their S-poles facing each other; and

N S S N
3. With their N and S poles facing each other.
N S N S
DRAFT
a. It moves away from the person that released it.
b. (Name of the pupil that has the rubber band moves the farthest.)
c. (Name of the pupil that has the rubber band moves the nearest.)
d. Rubber used in slingshots, gum, etc.
e. By pulling it apart.
f. By pushing it towards its center.
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g. Spring toys, sponge, etc.
Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I. Match the object in A with the sound it makes in B. Write only the
letter of your answer.
A B
_____ 1. a. clang, clang, clang
_____ 2. b. ark, ark, ark
_____ 3. c. meow, meow, meow
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_____ 4. d. kring, kring, kring
_____ 5. e. hiss, hiss, hiss
II. Tell how you can produce sound using the following musical
instrument.
DRAFT
How to make it
Musical Instrument
produce sound
1. Trumpet
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2. cymbals
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3. xylophone
4. ukulele
DRAFT5. kumintang
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III. Write T if the statement is true and F if it is false.
_____ 1. Sound is produced by vibrating objects.

_____ 2.The siren of an ambulance tells us that the parade started.
_____ 3. Loud sound is good for our ears.
_____4. We hear sounds when the vibrations reach our
ears.
_____5. Sounds may be produced by plucking, blowing,
hitting or beating.
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Read carefully the instructions of each test item below. Use a separate
sheet for your answer.
I.Fill in the blanks with the correct word from the box.
television radio safely battery

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

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

_____ 2. Ask an adult for help when using electrical equipment.
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_____ 3. Keep electrical equipment away from water.
_____ 4. Tell an adult to put safety caps on all unused outlet.
_____ 5. Pull an electrical cord from the wall.
Unit 4: Earth and Space
OVERVIEW
Many things make up our surroundings. Our surroundings consist all living
and non-living things that occur naturally on Earth. Living things as discussed in
Unit II include people, plants and animals around us. Non-living things include
water in water bodies, soil, rocks, and the landforms.
This Unit contains three lessons. In Lesson 1, it focuses on the things that
make up our surroundings at home, school and community. In Lessons 2 and 3, it
tackle the bodies of water and landforms found in the community, in other
places in the country, and their importance to people and other living things.
Through these lessons, it is hoped that pupils will learn to appreciate their
immediate surroundings and learn to care for the natural resources in their
community.
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Protecting Mother Earth Through Conservation

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Protecting Mother Earth Through Conservation

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Study the picture below.

Write down the dos and donts in conserving and

Chapter 1: Moving Objects

There are different ways in which we describe ways of moving objects.

Science process skills such as observing, communicating, and classifying

Lesson 1: Describing the Position of an Object relative to another object

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An object has moved if it travels a distance from its reference point. A

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meter stick toy car picture of a road sign

1. Let pupils work in groups, composed of 5 members each group.

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4. Let each group report their answers to questions a to d.

Picture A shows a classroom while picture B shows the same classroom

Right Left Right

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Activity 3: How can you make objects move?

Force is a push or a pull. Force can cause an object to move. Force

Chart (Similar to Table 1 in Activity 3 of the LM)

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Object How did I make the object move?

Example: By pushing with my fingers

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At the end of each lesson, the pupils should be able to:

1. describe how wind moves objects; and

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Activity 5. Making a Paper Boat

At the end of each lesson, the pupils should be able to:

basin with water, paper, tape

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Lesson 2. Describing the Location of an Object After it has Moved

Activity 1. Make it Move with a Magnet!

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For the teacher: Different magnets, chart similar to activity 6 in the LM

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Activity 2. Attract or Repel!

A bar magnet is a rectangular-shaped magnet. Each end of a bar magnet is

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Activity 3: Ready, Set, Go!

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wind people magnet

1. Flag on the pole

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The balloon tied on the chair can

Lesson 3: Describing the Different Ways Objects Move

Activity 1 : Fast or slow; Forward or Backward

The movement of objects can be described as fast or slow and forward or

The movement of the toy car is described as forward if it is pushed away

At the end of each lesson, the pupils should be able to:

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Call on several pupils to answer these questions:

the person pulling it, the movement is described as backward.

Activity 2: Describing the Movement of ObjectsStretched or Compressed

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Objects that can be stretched and compressed are elastic. Force is

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Objects that can be stretched and compressed are elastic.

(Note : Teacher will provide pictures/illustrations)

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