Workbook

on
Science
(Grade 5)
Produced by 57-75
in partnership with the Ateneo Center for Educational Development
and the Department of Education Divisions of
Bayombong (Nueva Vizcaya), Guimaras, Iligan City (Lanao del Norte), Iloilo City (Iloilo),
Pampanga, San Isidro (Nueva Ecija), Pagbilao (Quezon) and Sual (Pangasinan)

Workbook on Science (Grade 5)

Writers:

Ms. Nenita Gellego (Guimaras)

Ms. Jacinta Abeleda (Sual,Pangasinan)
Reviewers:

Ms. Michelle Jose (Ateneo Loyola Schools)

Ms. Anna Marie Q. Benedicto (Ateneo High School)

In partnership with:
Ateneo Center for Educational Development
Foundation for Worldwide People Power
League of Corporate Foundations
Philippine Business for Education
Philippine Business for Social Progress
SynergeiaFoundation

PREFACE
In April 2008 the 57-75 Movement organized a workbooks development write-shop in order to come up
with an immediate and effective response to the problem of lacking textbooks and instructional materials in public
schools. For two weeks, master teachers from each of the 57-75 pilot sites compiled a series of workbooks on
Science, English, and Mathematics designed for their elementary and high school students.
The write-shop aimed to: (1) identify least mastered skills in a subject area; (2) produce lesson guides that
will help increase the ability of classroom instructors in developing the mastery level of students particularly in
problematic subject areas; and (3) help teachers be creative in developing their own instructional materials based
on resources available to them in their respective schools.
Both the faculty and students of the public school system are expected to gain from this project. Teachers
will not only be aided by the problem-solving and explanations given in the workbooks but will also be helped in
terms of gearing their students towards a unified understanding of the subject matter. This workbook will also
serve as an alternative medium of instruction in the absence of textbooks and other necessary teaching materials
that the le ss fortunate may not be able to afford.
The workbooks development write-shop is also 57-75s contribution to enhancing the reading
proficiencies in its pilot sites.
57-75, a private sector-led movement created to help address the many problems of Philippine education,
was inspired by one of the many disturbing indicators of the state of Philippine education the results of the
National Achievement Test, in which grade school pupils scored close to 57.
The reversal of numbers in the campaign name from 57 to 75 symbolizes what the movement is trying
to do: turn things around, about radically rethinking the way we look at our education system and the way we
support it. We believe that this kind of rethinking will help turn around the dismal trends in Philippine education,
and eventually change statistics from 57 to 75.
57-75 advocates Focusing on helping students stay in school, enhancing reading proficiencies, and
improving achievement rates in math, science, and English; student and school Performance; and Community
Empowerment and Engagement.
57-75 wishes to acknowledge the Ateneo Center for Educational Development for supervising the
workshop. Much gratitude is also given to the League of Corporate Foundations Committee on Education which
funded the workshop through a grant provided by TeaM Energy Foundation, as well as to Jollibee Foundation for
additional logistical support.
57-75 would also like to especially acknowledge the master teachers from the pilot sites without their
commitment, this workbook would not have been possible. We also extend our appreciation to the reviewers,
editors and encoders of ACED who accommodated this project into their existing workload.
57-75 is also very grateful to the initial pool of corporate donors who have pledged to help in the
reproduction of this workbook: TeaM Energy Foundation, Petron Foundation, Pilmico Corporation, BPI
Foundation, Metrobank Foundation and Insular Life Foundation. Thank you for helping to reverse the education
crisis!
In behalf of the National Task Force

MARIO A. DERIQUITO
Secretariat: c/o League of Corporate Foundations
Unit 704, Midland Mansions Condominium, 839 Arnaiz Avenue, Makati City 1200, Philippines / Tel: 63.2.970-0230 & 31 / Fax: 63.2.892-9084
[email protected] / www.57-75.org

WORKBOOK ON GRADE 5 SCIENCE

Title

Page

Lesson 1: Identifying the Male and Female Reproductive System and Its Major Parts

Lesson 2: Relating the structure of the male/female reproductive system to its function in
reproduction ..

Lesson 3: Explaining the process of fertilization in humans.....

Lesson 4: Describing certain physical changes during puberty ..

Lesson 5: Relating the menstrual cycle to the ability to reproduce ....

11

Lesson 6: Identifying health habits to keep the reproductive organs healthy. Taking
precautionary/ safety measures to keep the reproductive organs healthy

13

Lesson 7: Identifying the parts of the respiratory system .

14

Lesson 8: Constructing a model to demonstrate the mechanism of breathing .

16

Lesson 9: Tracing the path of air and what happens to it in different parts of the
respiratory system ....

19

Lesson 10: Naming the common ailments affecting the respiratory system ..

20

Lesson 11: Describing the causes, symptoms, preventions, and treatment of the
respiratory diseases ....

22

Lesson 12: Practicing good health habits to keep the respiratory system healthy ...

24

Lesson 13: Identifying the parts of the urinary system ..

25

Lesson 14: Describing how urine is formed and eliminated from the body.

27

Lesson 15: Explaining how other body wastes are removed ...

29

Lesson 16: Practicing desirable health habits that help prevent / control common
ailments affecting the urinary system..

30

Lesson 17: Classifying animals according to the food they eat ..

32

Lesson 18: Describe how animals get / eat their food using certain body parts ..

34

Lesson 19: Describe body parts used by animals for getting / eating food...

35

Lesson 20: Infers the kind of food an animal eats from the appearance of its mouth parts

37

Lesson 21: Name animals that live in places where certain food services are found

39

Title

Page

Lesson 22: Describes how animals adapt to their environment for protection, food
gathering effectiveness and survival .

41

Lesson 23: Demonstrate a procedure to show how certain animals adapt to their
environment through camouflage .

42

Lesson 24: Classify animals into vertebrates and invertebrates

43

Lesson 25: Classify vertebrates into mammals, birds, reptiles, and amphibians .

45

Lesson 26: Identify characteristic of each group of vertebrates .

47

Lesson 27: Classify invertebrates into arthropods, coelenterates, annelids, crustaceans,

echinoderms, insects, arachnids, and mollusk..

49

Lesson 28: Explain the importance of coral reefs .

51

Lesson 29: Describing coral reefs ...

53

Lesson 30: Identifying the importance of coral reefs

55

Lesson 31: Predicting what will happen when coral reefs are destroyed ..

56

Lesson 32: Identifying ways of saving the coral reefs .

58

Lesson 33: Explain the process of food making (photosynthesis) in plants.....

59

Lesson 34: Identifying plant and plant parts used for food, medicine, etc.

61

Lesson 35: Describing the special characteristics of plants which help them adapt to the
environment and reproduce ..

63

Lesson 36: Citing examples of plants that can grow in specific environments.

65

Lesson 37: Identifying characteristics of certain plants ..

67

Lesson 38: Grouping plants according to characteristics....

69

Lesson 39: Describe simple physical and chemical changes in materials

71

Lesson 40: Observe that no new material is formed in physical change..

72

Lesson 41: Cites the conditions / factors that bring about changes in materials..

74

Lesson 42: Infer that everything in the environment is changing

76

Lesson 43: Describing static electricity

Identifying Ways of Producing Static Electricity
Observing the effect of static electricity.

77

Title

Page

Lesson 44: Describing an electric circuit

Identifying parts of electric circuit.

79

Lesson 45: Classifying materials into conductors and insulators

81

Lesson 46:

Describing how electrical energy is produced..

82

Lesson 47:

Observing transformation of electrical energy to other forms

Observing that electricity can produce heat and light.

84

Lesson 48:

Describing how electromagnet works

85

Lesson 49:

Telling the use of electricity in the home and community..

87

Lesson 50:

Practicing precautionary measures related to electricity

88

Lesson 51:

Practicing electrical energy conservation measures..

90

Lesson 52:

Identifying the kinds of simple machines..

92

Lesson 53:

Describing how each simple machine makes work easier and faster..

94

Lesson 54:

Identifying activities where simple machines are used

96

Lesson 55:

Identifying simple machines which multiply force / speed..

98

Lesson 56:

Practicing precautionary measures in using simple machines..

100

Lesson 57:

Observe how rocks differ in color, hardness, texture..

101

Lesson 58:

Identifies igneous, sedimentary and metamorphic rocks

103

Lesson 59:

Differentiate igneous, sedimentary and metamorphic rocks from one another

105

Lesson 60:

Identifies the forces that contribute to breaking down of rocks

e.g. plants, water, weather, man and animals.

106

Lesson 61:

Explain how water cycle occurs.

108

Lesson 62:

Identifies the processes involved in the water cycle ..

110

Lesson 63:

Relates temperature to the process in water cycle

112

Lesson 64: Describes the condition in the environment before, during and after
a typhoon..

114

Lesson 65:

115

Lesson 66:

Observing typhoon signals.

Practice precautionary measures before, during and after a typhoon

117

Title

Page

Lesson 67:

Relates weather condition to planning family and community activities.

119

Lesson 68:

Identifies ways to conserve the environment to lessen the harmful effects

of cyclone / floods

121

Lesson 69:

Identifying the members of the solar system..

123

Lesson 70:

Describing some members of the solar system.

125

Lesson 71: Illustrating through a diagram hoe the members of the solar system revolve
around the sun as they follow their own orbit..

127

Lesson 72: Describing the orbit of each planet ellipse. Explaining why planets stay in
orbit as they revolve around the sun

128

Lesson 73:

Telling that the sun is also a star. Identifying the parts of the sun.
Describing each part of the sun

130

Telling that sunspots are formed in the photosphere

Identifying the effects of sunspot on earth..

132

Identifying ways by which solar energy is used by plants, animals and

Humans

134

Lesson 76:

Explaining why the sun is the main source of energy on earth

135

Lesson 77:

Illustrate the relative distances of the planets from the sun.

137

Lesson 78:

Identifies the other members of the solar system.

139

Lesson 79:

Relating the relative period of revolution of each planet to their relative

distance from the sun I

141

Relates the relative period of revolution of each planet to their relative

distances from the sun II.

143

Lesson 81:

Describe the occurrence of tides

145

Lesson 82:

Explain why there are high tides and low tides about every 12 hours..

147

Lesson 83:

Observing High Tide and Low Tide

149

Lesson 74:

Lesson 75:

Lesson 80:

Answer Key

151

Lesson 1:

Identifying the Male and Female Reproductive System and

Its Major Parts (Competency I.1.1)

Exercise A
Directions: Name the parts of the male and female reproductive system.
A. Male Reproductive System

C. _______
E. _______
A. _______
D. _______

B. _______
A. _______

B. Female Reproductive System

I. ________________

G. ___________
F. _______

H. ____________

J. ___________

Lesson 1:

Identifying the Male and Female Reproductive System and

Its Major Parts (Competency I.1.1)

Exercise B
Directions: The drawings below show the male and female reproductive systems. Identify the
parts marked with numbers.
A. Male Reproductive System

4. _______

3. _______

2. _______
1. _______

B. Female Reproductive System

5. _______________________

7. _______
6. _______

Lesson 2:

Relating the structure of the male/female reproductive

system to its function in reproduction. (Competency I 1.2)

Exercise A
Directions: Read the statements below. Write Yes if the statement is correct or No if the
statement is incorrect.
____

1. The ovary produces the egg cells.

____

2. The sperms are produced in the scrotum

____

3. The fetus or unborn baby develops in the uterus.

____

4. The seminal vesicles and the prostate produce white fluids.

____

5. The matured egg released in the ovary goes to one of the fallopian tubes.

____

6. In some cases, fertilization occurs and may develop in the vagina.

____

7. The cervix and vagina expand during childbirth.

____

8. The epididymis serves as a temporary storage tube and passage for the
transport of matured sperms.

____

9. The fluids and the sperms form semen.

____

10. A fetus can develop in the fallopian tube for nine months.

Lesson 2:

Relating the structure of the male/female reproductive

system to its function in reproduction. (Competency I 1.2)

Exercise B
Directions: Match the parts of the reproductive system in column A with its function in Column
B. Write only the letter of your answer.
B

A
_____ 1. Sperm

a. Produced in the scrotum.

_____ 2. Eggs

b. Where fertilization of the egg cell takes

place.

_____ 3. Uterus
_____ 4. Ovary

c. Produces the egg cells.

_____ 5. Fallopian Tube

d. It can contract or expand when the

fetus or unborn baby develops.

_____ 6. Epididymis
_____ 7. Semen

e. Fluid produced by the prostate that

_____ 8. Vagina

helps sperms to move around.

f.

_____ 9. Reproduction
_____ 10. Prostate Gland

Temporary storage tube and a passage

for the transport of mature sperms.

g. Produces the semen.

h. Produced in the ovary.
i.

A passage where menstruation flows

out, also called the birth canal.

j.

Happens only when a sperm fertilizes a

female egg cell, that is when life
begins.

Lesson 3:

Explaining the process of fertilization in humans.

Competency I.1.3

Exercise A
Directions: The paragraph tells how fertilization in humans occurs. Supply the missing
word/words to make the statements correct. Choose from the box below.
embryo

uterus

implanted

zygote

sperm cell

unite

fertilized ovum

fertilization

development

egg cell
A new life begins when a (1)___________ from a male and an (2) ___________ from a female

join together or (3) ___________. This process is called (4) __________. During the process, a (5)

_____________ is formed then a zygote or (6) ___________ develops into an (7) _____________ and it

stays and is (8) _____________ in

the (9) ________ to undergo its (10) _______________.

Lesson 3:

Explaining the process of fertilization in humans.

Competency I.1.3

Exercise B
Directions: Supply the missing word/words to complete the paragraph about the process of
fertilization in humans. Choose your answer from the box.

male
sperm cell
chromosomes

reproduction
ovum
genetic information

union
zygote
uterus

embryo
fallopian tube

(1) _________ takes place when an (2) __________ or egg cell from a female
unties with a sperm cell from a (3) ___________. Each cell contains 23 (4) ________ that contain (5)
_____________. The sperm meets the ovum in the (6) ____________ of the female and fertilizes it.
From this (7) ___________, the first cell of the new baby called (8) ________________ is formed,
attaching itself to the walls of the (9) ________.
(10)_______________________.

The zygote then develops into an

Lesson 4:

Describing certain physical changes during puberty

Competency I.2.1

Exercise A
Directions: Read the statements below. On the blanks, write 1 if the change during puberty
occurs in boys, 2 if it occurs in girls and 3 if both.
_____ 1. Shoulders become broader.

_____ 2. Hips grow broader.

_____ 3. Hair grows under the arm.

_____ 4. Onset of a bust line

_____ 5. Pubic hair grows.

_____ 6. Tester produce sperms

_____ 7. Menstruation starts.

_____ 8. Height increases.

_____ 9. Height increases faster compared to the other sex.

_____10. Biceps and chest muscles become more defined.

Lesson 4:

Describing certain physical changes during puberty

Competency I.2.1

Exercise B
Directions: Identify the changes during puberty. Complete the table below.

1. Height increases more quickly compared to

6. Onset of bust line

the other sex

2. Shoulders become broader

7. Pubic hair grows

3. Hips become broader

8. Voice become lower and deeper

4. Hair grows under the arms

9. Testes produce sperm

5. Height increases quickly

10. Menstruation starts

Changes During Puberty

Changes in Boys

Changes in Girls

10

Changes in Boys & Girls

Lesson 5:

Relating the menstrual cycle to the ability to reproduce.

(Competency I.2.2)

Exercise A
Directions: Encircle the letter of the correct answer.
1.

An egg matures when a girl reaches puberty. If the egg is not fertilized, it comes out of the body as
a.

2.

ovulation

it dies

five

31 days

respiration

it melts

c.

it becomes larger

b.

one

c.

one hundred

b.

28 days

c.

15 days

b. immunization

d.

it is still alive

d.

one million

d.

5 days

c. reproduction

b. 10-15 days

c. 15-20 days

b. it multiplies

c. it stretches

When does mucus lining in the uterus develop?

a.
b.
c.
d.

9.

b.

d. 25-30 days

What happens to the mucus lining of the uterus when an egg dies?
a. it breaks

8.

conception

A normal menstrual flow usually stops after _______________.

a. 3 5 days

7.

d.

A woman who has menstruation is already capable of ___________

a.

6.

puberty

An egg cell in the ovary usually matures every ____________.

a.

5.

c.

How many eggs in the ovary matures each month?

a.

4.

menstruation

What happens to the matured egg when there is no pregnancy?

a.

3.

b.

When an egg in the ovary matures

Each time the menstruation stops
Each time the mucus lining breaks
Each time the egg dies

What occurs during the age of puberty when menstruation begins?

a.
b.
c.
d.

an egg matures when a girl reaches puberty

The eggs die during puberty
The eggs do not mature.
The eggs mature before puberty period.

10. Only girls menstruate and boys do not because __________________.

a. girls are not capable of bearing a child
b. boys have two ovaries
c. girls are capable of bearing a child
d. boys have no reproductive organs

11

d. it shrinks

Lesson 5:

Relating the menstrual cycle to the ability to reproduce.

(Competency I.2.2)

Exercise B
Directions: Encircle the letter that gives the best answer.
1. What is the process of discharging the blood from the uterus at regular intervals?
a.

menstruation

b. evaluation

c. ovulation

d. puberty

2. How many days does it take for an egg cell to mature?

a.

5 days

b. 10 days

c. 20 days

d. 28 days

3. When the matured egg is not fertilized, ___________ does not happen.
a.

menstruation

b. ovulation

c. pregnancy

d. growth

4. A female is capable of ___________ upon the onset of menstruation.

a.

respiration

b. immunization

c. reproduction

5. Every month __________ egg/eggs mature/matures.

a.

five

b. three

c. two

d. one

6. After 3-5 days, a normal menstrual flow usually ______________.

a. stops

b. continue

c. extends

d. comes back

7. The mucus lining in the uterus develops for ________________

a. the menstruation to stop
b. the mucus lining to break

c. the blood to flow out

d. the blood to stop circulating

8. The mucus lining in the uterus breaks when the egg cell ___________.
a. is fertilized
b. flow out

c. dies
d. the egg cell does not mature

9. When a girl reaches puberty, menstruation occurs because _______.

a. the egg cell matures
b. the egg cell dies

c. the egg does not mature

d. the egg cell does not develop

10. Boys are not capable of bearing child because they ____________.
a. do not menstruate
b. do not eat nutritious food

c. do not have reproductive organs

d. do not want to get pregnant

12

Lesson 6:

Identifying health habits to keep the reproductive organs

healthy. Taking precautionary / safety measures to keep
the reproductive organs healthy (Competency I.3.1. 3.2)

Exercise A

Exercise B

Directions: Put a check (
) before the

activity that keeps the reproductive organs
healthy. Put X if it does not.

Directions: Write Yes if it is a good habit and

No if it is not a good habit.
_____ 1. Changing underwear as often as
needed

_____ 1. Wash your external organs with

mild soap and water everyday.
_____ 2.
week.

_____ 2. Avoiding washing the external sex

organs when sleepy

Change your underwear once a

_____ 3. Using soiled underwear

_____ 3. Wear clean underwear and change it

as often as needed.

_____ 4. Ignoring any disorder in the

reproductive organ

_____ 4. Wash your underwear with soap and

water, rinse and dry them well.

_____ 5. Washing external sex organ with

mild soap and water

_____ 5. Borrow the underwear of your

friend.

_____ 6. Not seeing a doctor when an ailment

is felt

_____ 6. Keep your underwear in a clean box

or cabinet after pressing them.

_____ 7. Only asking advice from a friend in

case you feel something wrong with your
reproductive organs

_____ 7. Try using different medicines

prescribed by a friend when you feel something
wrong with your sex organs.

_____ 8. If you feel something wrong with

your sex organ, you must see the doctor.

_____ 8. Ignore any ailment; it will just heal

in time.

_____ 9. Only girls must wash their external

sex organs.

_____ 9. Consult a doctor if you feel that

something is wrong with your sex organs.

_____ 10. Follow the advice of your doctor in

_____ 10. Caring for the external parts is
necessary to avoid infection.

case you have an infection in the

reproductive organ

13

Lesson 7:

Identifying the parts of the respiratory system.

Competency I. 4.1

Exercise A
Directions: Identify the lettered part of the respiratory system. Label the numbered parts of the
respiratory system properly.

1. ________________

2. ________________
3. ________________
5. ________________
4. ________________

14

Lesson 7:

Identifying the parts of the respiratory system.

Competency I. 4.1

Exercise B
Directions: Identify the lettered part of the respiratory system. Label the numbered parts of the
respiratory system properly.

D.___________
_
C.___________
_
E.___________
_

A.___________
_

15

B.___________
_

Lesson 8:

Constructing a model to demonstrate the mechanism

of breathing (Competency I 4.2)

Exercise A
Directions: Construct a lung-chest model by following the steps below then answer the
following questions in your notebooks.
What you need:
Transparent plastic jar (11cm x 12 cm) without cover
1 rubber tubing (or plastic tubing) / short piece of water hose
used rubber balloon
2 small rubber balloons (or plastic bag)
rubber bands
scissors
glue
masking tape
2 empty ball pen tubes

What to do:
1.

2.

3.

4.
5.
6.

Make an inverted Y shaped tube by inserting the two plastic ballpen tubes into the bigger rubber tubing.
Seal the connections. Also seal the lower end of the rubber tubing. You can use masking tape or glue to
seal them. (See illustration.) This will represent the trachea and the bronchial tubes.
To each end of the branching tube, fasten a small rubber balloon or plastic bag. Secure it with rubber band.
Be sure that the bag contains only a very small amount of air inside. This will represent the left and right
lungs.
At the bottom end of the jar, bore a hole of the same diameter as the rubber tubing. Place the Y tube into
the jar such that the bigger tube is protruding outward through the hole in the jar and the two branches are
inside. This jar will represent the chest cavity.
Secure the tube to the jar with masking tape or glue.
Cover the jar with the used balloon. Secure it with the rubber bands. You may also add masking tape to be
sure that the jar is airtight. This will represent the diaphragm.
Gently blow into the tube and seal the tube with your finger. What happens to the lungs? What happens
to the diaphragm?
Slowly lift up your finger from the opening of the rubber tubing. What do you feel with your lifted finger?
What happens to the lungs and the diaphragm?

16

Lesson 8:

Constructing a model to demonstrate the mechanism

of breathing (Competency I 4.2)

Exercise B
Directions: Construct a model of a respiratory system. Find out what happens when you breathe.
Answer the questions given.
What You Will Need

1-liter plastic bottle

1 big plastic straw
1 small plastic straw
scissors
1 big round balloon
2 small round balloons
3 rubber bands
Modeling clay

What You Will Do

1. Cut the plastic bottle into two. Use the upper part of the bottle.
2. Attach a small balloon into each end of the two small plastic drinking straws. Insert the other
ends of these straws into the big plastic straw. Hold them in place using the modeling clay. You
have now made a model of the trachea, bronchi, and the lungs.
3. Put a hole on the cover of the bottle.
Insert the model into the hole.
Hold it in place using the modeling clay.
4. Cut the neck of the big balloon across the
cut part of the bottle. Hold the stretched balloon
in place with a rubber band.
The balloon represents the diaphragm.

Small balloons

17

5. Pull down the stretched balloon.

Observe what happens to the
small balloons inside the bottle.
6. Push up the stretched balloon.
Directions: Answer the questions below.

1. What happened when you pulled down the stretched balloon?

________________________________________________________________

2. What happened when you pushed up the stretched balloon?

________________________________________________________________

18

Lesson 9:

Tracing the path of air and what happens to it in

different parts of the respiratory system
(Competency I 4.3)

Directions: Look at the diagram of the respiratory system below. Now trace the path of air as it
enters or leaves the body. Be able to tell what happens to air in the different parts of
the respiratory system.

19

Lesson 10:

Naming the common ailments affecting the respiratory

System (Competency I.5.1)

Exercise A
Directions: Find and circle each hidden word in the puzzle that names the common ailments
affecting the circulatory system.

A
E
G
S
I
N
O
S
I
T
X
T
K

B
F
L
T
D
M
Y
C
F
L
J
S
L

C
B
H
U
E
O
Z
D
G
B
Y
I
I

D
R
I
V
N
P
A
E
E
M
E
N
N

B
O
J
W
F
G
B
R
H
N
M
U
F

R
N
C
X
G
Q
C
F
K
O
P
S
L

O
C
O
Y
H
J
S
A
I
P
H
I
U

N
H
L
Z
V
R
U
G
N
Q
Y
T
E

20

D
I
D
O
I
S
N
B
E
C
S
I
N

H
T
S
A
J
T
U
H
B
R
E
S
Z

T
I
M
B
K
M
S
I
D
S
M
R
A

S
S
Y
S
O
W
I
J
E
T
A
C
G

T
X
Z
N
L
X
T
K
N
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Z
D
H

W
M
A
B
C
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B
N
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V
A
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P
N
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I
A
W
B
F
N

Lesson 10:

Naming the common ailments affecting the respiratory

System (Competency I.5.1)

Exercise B
Directions: Unscramble the word that names the ailments of the circulatory system. Use the
given clues. Write the words on the line provided.
1. S D O L C ______________Most common respiratory disease that affects the upper
respiratory system

2. C L A U N N C G E R __________________

A deadly disease because the lung

cells grow abnormally without
control. It is also caused by
smoking.

3. R O B N C I S T H I ____________________ Inflammation of bronchial tubes.

4. L U I N F A Z E N ________________ An acute infection of the respiratory tract.

5. N I A P E N U M O ________________ Acute inflammation of the lungs.

6. BETURSISCULO _________________ A communicable disease caused by bacteria

called tubercle bacilli.

7. M A P E M H Y E S ______________ Serious disease of the walls of the air sacs.

21

Lesson 11:

Describing the causes, symptoms, preventions, and

treatment of the respiratory diseases. (Competency I.5.2)

Exercise A
Directions: Match the ailments of the respiratory system in column A with its description in
column B. Write your answer on the blanks.

____ 1.

Lung cancer

a.

Caused by virus characterized by sneezing and runny nose

____ 2.

Pneumonia

b. Infection of sinuses due to colds

____ 3.

Tuberculosis

c.

Swelling of the tonsils that is sometimes accompanied by

fever

____ 4.

Cold

d. Respiratory disorder caused of temporary narrowing of the

bronchi characterized by difficulty of breathing

____ 5.

Sinusitis

e.

An infectious disease of respiratory tract caused by the

influenza virus

____ 6.

Throat infection

f.

Inflammation of the lungs caused by wide variety of

viruses, bacteria and fungi or may occur also with the
inhalation of various dusts and gases

____ 7.

Emphysema

g.

Acute or chronic infectious respiratory disease caused by

bacteria Tubercle Bacilli

____ 8.

Tonsillitis

h. Also called strep throat caused by streptococcus

____ 9.

Influenza or flu

i.

Disorderly growth of cells in the lungs characterized by

chronic cough, blood in the mucus, chest pains, loss of
weight and poor appetite

____ 10.

Asthma

j.

Serious disease of the walls of the air sacs

22

Lesson 11:

Describing the causes, symptoms, preventions, and

treatment of the respiratory diseases. (Competency I.5.2)

Exercise B
Directions: Using a line, match column A with column B. Column A lists some common respiratory
diseases. Column B lists symptoms/causes or prevention/treatment
A

1.

Influenza

a.

Bacille CalmetteGurin (BCG) vaccine

2.

Tuberculosis

b.

Stuffy nose

3.

Colds

c.

Antibiotics and vaccines

4.

Asthma

d.

Bed rest, fluids,

antibiotic

5.

Bronchitis

e.

Diptheria Pertussis
Tetanus (DPT) vaccine

6.

Pneumonia

f.

23

Allergens

Lesson 12:

Practicing good health habits to keep the respiratory system

healthy (Competency I.6, 6.1 6.2)

Exercise A

Exercise B

Directions: Put a check / before a good

health practice and leave it blank if its not.

Directions: Write Yes if it is a healthy practice

and No if not.

____ 1. Breathe clean fresh air. Avoid heavily

____ 1. Avoid heavily crowded and polluted

polluted places.

places.

____ 2. Eat proper foods, have regular exercise

____ 2. Do not smoke.

and enough rest.

____ 3. Take medicines prescribed by doctors
in case of respiratory infection only when

____ 3. Consult the doctor at the first sign of an

your ailment is so serious

infection.

____ 4. Eat healthy food.

____ 4. Stay away from people who are

infected with colds, bronchitis or tuberculosis.

____ 5. Stay away from people who are

____ 5. Do not smoke.

infected with respiratory disease.

____ 6. Smoke once a day only if it could not

____ 6. Consult the doctor at the first sign of

be avoided.

infection.

____ 7. Visit the doctor only if the ailments are

____ 7. Have enough rest and exercise.

serious.
____ 8. Take a rest only when you get sick.
____ 8. Drink enough water
____ 9. Drink enough water if you have colds.
____ 9. Cover your nose while on dusty,
____ 10. Do not follow the doctors advice.

polluted place.

____ 10. Vaccination of DPT for protection of

children.

24

Lesson 13:

Identifying the parts of the urinary system.

Competency I.7.1

Exercise A
Directions: Below is the diagram of the urinary system. Identify the numbered part. Write your
answer on the (blanks) space provided.

The Urinary System

1. _______

2. _______

3. _______

4. _______

25

Lesson 13:

Identifying the parts of the urinary system.

Competency I.7.1

Exercise B
Directions: Below is the diagram of the urinary system. Label the parts properly. Use the words in the
box.
kidney

ureter

urethra

bladder

The Urinary System

1. _______

2. _______

3. _______

4. _______

26

Lesson 14:

Describing how urine is formed and eliminated from

the body (Competency I.7.2)

Exercise A
Directions: The sentences below will help you describe how urine is formed and eliminated
from the body. Sequence them and write your answer on your paper.
A. When the bladder is full the urethra eliminates the urine when you urinate.
B. Blood passes and filtered through the kidney.
C. Urine from each kidney is collected in the renal pelvis and passes into a hollow tube,
the ureter
D. From the ureter, urine is emptied into the urinary bladder.
Your answer:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________

27

Lesson 14:

Describing how urine is formed and eliminated from

the body (Competency I.7.2)

Exercise B
Directions: Describe how urine is formed and eliminated from the body. Complete the
sentences below. Choose your answer from the box.
urethra
kidney
urine
urinary bladder

filtered
urethra
eliminates

Urine passes and (1) ___________ in the (2) __________, (3) _________ from each kidney is
collected in the renal pelvis and passes into a hollow tube, the (4) ________. From the ureter, urine is
emptied into the (5) __________. When the bladder is full the (6) __________
the urine when you urinate.

28

(7) ________________

Lesson 15:

Explaining how other body wastes are removed

Competency I.7.3

Exercise A
Directions: Explain how the body wastes are removed in the different organs/body system.
Complete the table below.

Organ / System of
Excretion
1. lung-respiratory
system

How it removes waste from the body

2. skin

3. digestive system

Exercise B
Directions: Choose one excretory system or organ from the list below. Explain how it removes
waste from the body. Write your answer on the space below the table.

Body Organ / System

A.
Skin

Waste it removed
Excess water / perspiration

B. lungs or excretory system

Carbon dioxide

C. digestive system

Solid waste

29

Lesson 16:

Practicing desirable health habits that help prevent

control common ailments affecting the urinary
system(Competency I.7.4)

Exercise A
Directions: Look at the pictures below. Which health habits should you practice to help control
/ prevent the common ailments affecting the circulatory system? Put a check on the picture.

30

Lesson 16:

Practicing desirable health habits that help prevent

control common ailments affecting the urinary
system(Competency I.7.4)

Exercise B
Directions: There are some ways you can do to keep the circulatory system healthy and help
prevent common ailments. Put a check on the line before the practices that are desirable.
____ 1. Take a bath regularly to eliminate dead cells.
____ 2. See a doctor when you notice irregularities in your urine or urination.
____ 3. Do not hold back urination and bowel movement.
____ 4. Avoid eating salty and fatty foods.
____ 5. Get enough rest, exercise, and fresh air.
____ 6. Drink plenty of water and juice every day to help get rid of toxic materials.
____ 7. Eat plenty of fruits and vegetables.
____ 8. Avoid too much exposure to the sun.
____ 9. Eat proper food in correct amount so that body will not have the excess
nutrients to overwork the body organs.
____ 10. Check your urine. Normal urine is clear. Cloudy urine may indicate some
ailments.

31

Lesson 17:

Classifying animals according to the food they eat.

Exercise A
Directions: Classify the following animals in the box according to the food they eat. Write them
in their proper column in the table.
rat

fish

lion

dog

elephant

heron

frog

mouse

cow

dugong

horse

starfish

eagle

cat

owl

carabao

snake

duck

goat

goose

rabbit

tiger

Herbivores
(plants only)

Carnivores
(meat only)

32

Omnivores
(both plants and meat)

Lesson 17:

Classifying animals according to the food they eat.

Exercise B
Directions: Classify the following animals according to they type of food they eat. Write Herbivore,
Omnivore, or Carnivore on the blank.

________ 1. monkey

_________ 6. pig

________ 2. eagle

_________ 7. dog

________ 3. snake

_________ 8. owl

________ 4. sheep

_________ 9. man

________ 5. horse

_________ 10. caterpillar

33

Lesson 18:

Describe how animals get / eat their food using certain body
parts (PELC I. 1.2)

Exercise A

Exercise B

Directions: Read the statements below.

Write True or False in the blanks.

Directions: Observe your favorite pet or

animal and how it gets/eats its food. Draw
your observation on the space below. Write
a short explanation of drawing.

_____ 1. Carabao and cows have wide teeth for

chewing and grinding grass.
_____ 2. Horses have pointed teeth to tear the
grass.
_____ 3. Giraffes have long necks to reach the
leaves on trees.
_____ 4. Most carnivores have sharp-pointed
teeth for cutting meat into small pieces.
_____ 5. Lions, tigers, and wolves are
herbivores.
_____ 6. Horses, cows, and carabao are
examples of animals which eat grass and
other plants.
_____ 7. Omnivorous animals do not have
sharp teeth in getting their foods.
_____ 8. Birds use their teeth to get their food.
_____ 9. Elephants are omnivores.
_____ 10. Butterflies have mandibles for
getting their food.

34

Lesson 19:

Describe body parts used by animals for getting / eating

food.

Exercise A
Directions: Encircle the letter of the correct answer.
1. Describe the teeth of horses and carabao
a. flat teeth

b. pointed teeth c. small teeth d. big teeth

2. Meat-eating animals have:

a. sharp strong and pointed teeth
c. canine teeth

b. wide and large mouth

d. upper and lower jaws

3. What body parts do birds use for getting food?

a. beak

b. between the teeth

c. canine teeth

d. upper teeth

4. How do you describe meat-eating animals?

a. sharp pointed teeth

b. sharp-edged upper teeth

c. flat teeth

5. How do you describe the parts of the snake used for getting food?
a. forked tongue

b. elastic jaws

c. flat teeth

d. sharp teeth

6. In getting and eating food, grasshoppers use their _______

a. sticky tongues
c. sucking mouth parts

b. mandibles in the mouth

d. tiny tubes in getting their foods

7. What body parts of butterflies are used for getting food?

a. sucking mouth parts
c. long sticky tongue

b. tiny tube in mouth parts

d. piercing and sucking mouth parts

8. In getting and eating food, chickens use their ___________

a. sharp beaks

b. flat bills

c. mandibles

d. sucking tube in eating seeds

9. How do omnivores eat?

a. they have sharp and flat teeth
c. sharp-edged upper teeth

b. wide teeth
d. sharp pointed teeth

10. What body parts do some animals use in eating?

a. proboscis

b. mandebtes

c. piercing mouth parts

35

d. sticky mouth

Lesson 19:

Describe body parts used by animals for getting / eating

food.

Exercise B
Directions: Encircle the letter of correct answer.
1. Which of the following animals have flat teeth?
a. pig

b. carabaos

c. lions

d. tiger

2. What do meat-eating animals have in common?

a. wide teeth

b. sharp & pointed teeth

c. tongue

d. jaws

3. What do rabbits have in using for getting their foods?

a. lower teeth

b. flat teeth

c. two-large teeth

d. pointed teeth

4. Which animal has sharp, strong and pointed teeth?

a. rabbits

b. tiger

c. carabaos

d. horses

5. Flesh-eating animals use the following body parts except one.

a. upper jaw over the lower jaw
b. beak for tearing meat

c. fins
d. fangs

6. Which animals have mandibles in the mouth?

a. mosquitoes

b. flies

c. bees

d. grasshopper

7. Which animal use tiny tubes in mouth parts in getting their foods?
a. bees

b. butterflies

c. mosquitoes

d. termites

8. What body parts of chickens are used for getting/eating foods?

a. sucking tube

b. mandibles

c. flat bills

d. beak

9. Birds use their

a. teeth

b. beaks

c. nose

d. feet in getting and eating their foods

10. Some animals have teeth while some have beaks, still others have tiny tubes. What does this show?
a.
b.
c.
d.

animals live in different environment

animals differ from sizes
animals have different parts for eating
animals eat food in order to grow

36

Lesson 20:

Infers the kind of food an animal eats from the appearance

of its mouth parts

Exercise A
Directions: Using a line, match the animals in Column A to the mouthparts used for getting and
eating their food in Column B.
1.

Dogs, lions

a.

Tiny tubes for sucking

2.

Cows, horses

b.

Long sticky tongues

3.

Bees, flies

c.

Sharp, strong teeth

4.

Birds, ducks

d.

Flat teeth

5.

Frogs, toads

e.

Strong, hooked beaks

6.

Clams

f.

Sucking & piercing mouth parts

7.

Flies, mosquitoes

g.

Tube called siphon

8.

Owls, hawks

h.

Teeth in both upper & lower

jaws

Sheep

i.

Hard beaks

10.

Cats, tiger

j.

claws

37

Lesson 20:

Infers the kind of food an animal eats from the appearance

of its mouth parts

Exercise B
Directions: In the boxes below, draw one animal that has the following appearances.

long and sticky mouth

hard beak

sharp and strong teeth

38

Lesson 21:

Name animals that live in places where certain food services

are found

Exercise A
Directions: Choose the letter of the correct answer.
1. Where do fishes live?
a. water

b. land

c. forest

d. anywhere

2. What kind of animals lives in the forest?

a. dogs

b. monkeys

c. camel

d. cat

3. An attractive animal that is also found in the mountains is

a. snake

b. elephant

c. giant panda

d. camel

4. The following are examples of animals whose diet includes animals found in bodies of water except
____________.
a. kingfisher

b. heron

c. chicken

d. hawk

5. What animal lives in the rivers and lakes in the forest?

a. baboy damo

b. dog

c. crocodile

d. cat

6. It is one of the biggest animals that lives on land.

a. cow

b. horse

c. elephant

d. carabao

7. What specific kind of animal lives in grassland?

a. goat

b. horse

c. cattle

d. all of the above

8. What insect lives around the lake?

a. grasshopper

b. bees

c. mosquitoes

d. ants

9. What animal stays floating in the surface most of the time?

a. camel

b. crocodile

c. lizard

10. An anthill is a place where ______________ live.

a. spiders

b. birds

c. dogs

d. ants

39

d. deer

Lesson 21:

Name animals that live in places where certain food services

are found

Exercise B
Directions: In the boxes below, draw one animal each that lives in the following places.
1. Forest

2. Farm

3. Desert

4. Sea

5. Lake

6. Swamp / Pond

40

Lesson 22:

Describes how animals adapt to their environment

for protection, food gathering effectiveness and survival

Exercise A

Exercise B

Directions: Write the body parts used by the

following animals for their protection.

Directions: Observe your favorite animal or pet.

Find out how it protects itself from harm. Draw
it on the space below and write your
observations under the drawing.

ANIMALS
1. crabs

BODY PROTECTION

2. dogs
3. mudfish
4. lions
5. toads and frogs
6. snake
7. skunk
8. carabaos, goats
9. grasshopper
10. mosquitoes

41

Lesson 23:

Demonstrate a procedure to show how certain animals

adapt to their environment through camouflage.

Exercise A

Exercise B

Directions: Put a check before the item

which demonstrates animal
adaptation through change of
color.

Directions: Put a check before the item

which demonstrates animal
adaptation through change of
color.

_____ 1.A bird is hunting food along shrubs and

_____ 1. Mudfish burrow itself in the mud to

grasses so the grasshopper hides itself in the

keep itself unseen by its prey

grass by blending its color to the grass.

_____ 2. A bird is hunting food along shrubs
and grasses so the grasshopper hides itself

_____ 2. Mudfish burrow itself in the mud to

in the grass by blending its color to the

keep itself unseen by its prey

grass.
_____ 3. Rats ran away from the cat to avoid it

_____ 3. Frogs hide itself from the heron by

blending its color with the mud.

_____ 4. A chameleon is threatened by a

predator. It perches itself on tree branch.

_____ 4. Rat running away from the cat is to

keep itself safe.

_____ 5. Rat running away from the cat is to

keep itself safe.

_____ 5. A chameleon is threatened by a

predator. It perches itself on tree branch.

_____ 6. Frogs hide itself from the heron by

blending its color with the mud.

_____ 6. Rats ran away from the cat to avoid it

42

Lesson 24:

Classify animals into vertebrates and invertebrates

PELC 4.4.1

Exercise A
Directions: Classify these animals into animals with backbone (vertebrate) or animals without
backbone (invertebrate). Put a check under the proper heading.
Animals

With backbone

1. fish
2. kangaroo
3. jellyfish
4. penguins
5. flat worms
6. turtle
7. starfish
8. corals
9. snakes
10. roundworms

43

Without backbone

Lesson 24:

Classify animals into vertebrates and invertebrates

PELC 4.4.1

Exercise B
Directions: Classify these animals into animals with backbone (vertebrate) or animals without
backbone (invertebrate). Put a check under the proper heading.
Animals

Vertebrate

1. kangaroo
2. fish
3. flat worms
4. penguins
5. jellyfish
6. turtle
7. corals
8. starfish
9. snakes
10. roundworms

44

Invertebrate

Lesson 25:

Classify vertebrates into mammals, birds, reptiles, and

amphibians

Exercise A.
Directions: Classify the following animals. On the blanks, write F, if it is a fish; A, an
amphibian; R, a reptile; B, a bird; or M, a mammal,
1.

ostrich ___________

2.

snake ___________

3.

frog ___________

4.

whale __________

5.

dolphin __________

6.

milkfish __________

7.

chicken __________

8.

swordfish __________

9.

toad __________

10.

crocodile _________

45

Lesson 25:

Classify vertebrates into mammals, birds, reptiles, and

amphibians

Exercise B
Directions: Identify and classify the following animals. Write F. for fish; A, amphibians; R, a
reptile, B, a bird and M, a mammal.

______________ 1.

____________ 6.

______________ 2.

____________ 7.

______________ 3.

____________ 8.

______________ 4.

____________ 9.

_____________ 5.

____________ 10.

46

Lesson 26:

Identify characteristic of each group of vertebrates.

(PELC 4-2-1)

Exercise A
Direction: Fill in blanks with the correct answer. Refer to the words in the box below the
statements.
1. ______________

are warm-blooded animals. Their body temperature does not

change with the environment or surroundings.

2. __________________ are animals with tough, dry skin covered with horny scales.

3. _____________

are warm-blooded animals and breathe through their lungs.

4. _____________

are cold-blooded animals with moist and slippery skin.

5. This is a group of aquatic animals. They live in water all their life. We call this group of vertebrates
as _______________.

mammals
birds
fish
reptiles
amphibians
47

Lesson 26:

Identify characteristic of each group of vertebrates.

(PELC 4-2-1)

Exercise B
Directions: Using a line, match each vertebrate in Column A with their characteristics in Column B.

1. fishes

A. Feed their young with milk

2. amphibians

B. only animals with feathers

3. reptiles

C. breathe through their gills

4. birds

D. cold blooded animals with scales

and shell coverings

5. mammals

E. live in both land and water

48

Lesson 27:

Classify invertebrates into arthropods, coelenterates,

annelids, crustaceans, echinoderms, insects, arachnids,
and mollusk

Exercise A
Directions: Classify these animals by writing their names under the proper column
earthworm
jellyfish
butterfly

sponges
sea cucumber
corals

crab
squid
tarantula

Invertebrates
Coelenterates

Echinoderms

Annelids

Insects

Crustaceans

Arachnids

49

Mollusks

Lesson 27:

Classify invertebrates into arthropods, coelenterates,

annelids, crustaceans, echinoderms, insects, arachnids,
and mollusk

Exercise B
Directions: Classify the following invertebrate. Write AR, if it is an arthropods; CO, coelenterates, AN,
annelids; CR, crustaceans; E, echinoderms; I, insects; AA, arachnids and M, mollusk.

__________ 1. Cockroach

__________ 6. earthworm

__________ 2. corals

__________ 7. snails

__________ 3. lice

__________ 8. praying mantis

__________ 4. sea urchins

__________ 9. jellyfish

__________ 5. Squid

__________ 10. sea cucumber

50

Lesson 28:

Explain the importance of coral reefs. (PELC 5.)

Exercise A
Directions: Read the paragraph and fill in the blanks the correct answer.

The coral reef is an underwater ridge or mound built of fragments of coral. It provides natural
habitat to various marine plants and animals. They live in 1.__________________ at the sea bottom.
There are three forms of coral reefs 2.______________________ reef when it is close to shore,
3.________________ reefs are ;located offshore and 4.______________________, a ring shaped reef
found far offshore. Coral reefs support a variety of 5.___________________. They are homes to many
and beautiful fishes. The provide 6.___________________ materials for load building. Many corals are
used making of 7._____________ and 8._____________ 9._________________ use the coral reefs to
study 10.___________________ of organism and their environment

51

Lesson 28:

Explain the importance of coral reefs. (PELC 5.)

Exercise B
Directions: Explain the importance of coral reefs in our life. Write your answer in five sentences.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

52

Lesson 29:

Describing coral reefs

Exercise A
Directions: Fill in the blanks with the correct answer.
coral reef

barrier reefs

atolls

calcium carbonate

shell-like
colonies

fringing reefs

unconsolidated sediment

rock-like

hermatypic

1. ________________ is an underwater ridge or mound built of fragments of coral

2. Coral reefs live in _______________ at sea bottom.
3. ________________ are located close to shore separated from land only
shallow water.
4. ________________ lie farther offshore, separated from land by lagoons more
than 10 meters deep.
5. ________________ are kind of reefs found far offshore and comprise a ringshaped reef.
6. The basic structures of coral reef are ______________ and
7.

______________ materials.

8. _______________ from the corals is deposited as reef framework or as

unconsolidated sediment.
9. ________________ comprise of eroded reef rock, sand and gravel
10. _______________ are corals that build reefs.

53

Lesson 28:

Explain the importance of coral reefs. (PELC 5.)

Exercise B
Directions: Match the words that pertain to coral reefs in column A with the descriptions in
column B.
A

1. coral reefs

a. basic structure

2. colonies

b. far offshore

3. fringing reefs

c. sea bottom

4. barrier reefs

d. underwater ridge

5. atolls

e. basic structure

6. shell-like

f.

7. marine biologists

g. calcium carbonate

8. rock-like

h. deposited corals

9. unconsolidated sediment

i.

close to shore

10. hermatypic

j.

farther offshore

corals that build reefs

k. study ecological relationships of organisms

54

Lesson 30:

Identifying the importance of coral reefs

Exercise A

Exercise B

Directions: Read the sentences. Write Yes

if it tells the importance of coral reefs and
No if not.

Directions: Encircle the statements that tell the

importance of coral reefs.

A. They serve as homes for marine animals.

____ 1. Coral reefs are habitats of animals and
birds.

B. They can also be home for domesticated

animals.

____ 2. Coral reefs are habitats for marine

animals.

C. They are useful to farmers and factory

____ 3. The marine inhabitants of the reef are a

source of our food and livelihood for
other people.

workers only.
D. They become rich fishing grounds because

____ 4. The coral reefs act as wave breakers to

soften the impact of typhoons to
coastal areas.

they are habitats of a large

number of marine animals.

____ 5. Since reefs are habitats, hatcheries and

nurseries to a large number of
marine animals, they become rich
fishing grounds.

E. They have been found to be very sensitive to

environmental changes so it

____ 6. Coral reefs protect the forest animals.

provide clues for environmental

____ 7. The reefs provide important clues for

environmental studies. Reefs have been
found to be very sensitive to
environmental changes.

studies.
F. In coastal areas, they act as wave breakers to

____ 8. Coral reefs grow and develop in other

environments, such as forest and rivers.

G. They protect plants in the fields.

soften the impact of typhoons.

H. Fishing can destroy coral reefs.

____ 9. Coral reefs can produce materials for

building houses.

I.

____ 10. Coral reefs constitute a natural

laboratory where students can study
relationships between organisms.

They are part of the ecological balance.

J. They protect and shelter the young fish.

55

Lesson 31:

Predicting what will happen when coral reefs are destroyed

Competency 5.4

Exercise A
Directions: The following are ways that cause destruction of coral reefs. Predict the effect in
each case.
Cause

Effect

1. Dynamite fishing

2. Muro ami

3. Using small mesh nets and traps

4. Collecting corals/coral mining

5. Improper disposal of waste

56

Lesson 31:

Predicting what will happen when coral reefs are destroyed

Competency 5.4

Exercise B
Directions: Identify the effects for the given causes. Use a line to match the causes in column A with the
effects in column B.

Cause

Effect

1. Dynamite fishing

a. Harmful chemicals may reach the

lakes bays and seas during the rainy

2. Coral mining

days.

3. Industrial development/use of pesticides and

b. Corals are taken away and less corals

are left.

fertilizer
c. The coral reefs are broken,
4. Increasing wastes/ improper

pulverized and destroyed because the

divers repeatedly stump and drag heavy

garbage disposal

materials to drive the

fish.

5. Trawl fishing
d. The blasting kill, crack and destroy
the corals
e. Excessive human wastes and garbage
destroy the coral reefs

57

Lesson 32:

Identifying ways of saving the coral reefs.

Exercise A

Exercise B

Directions: Identify the ways of saving

coral reefs from the given sentences below.
Put a check before the statements.

Directions: Identify the ways that could

save coral reefs. Put a check before each
correct statement.

____ 1. Use dynamite fishing.

____ 1. Using poisonous chemicals for fishing

____ 2. Transport live corals to partly damaged

____ 2. The government passes bills on coral

area to hasten the recovery of the damaged reef.

preservation and is strict in implementing them.

____ 3. Help in conserving the coral reefs by

____ 3. Maintaining ship engines to avoid oil

information dissemination.

spills

____ 4. Join volunteer groups like Bantay-

____ 4. Purchasing coral souvenir for collecting

Dagat.
____ 5. Protecting marine parks and sanctuaries
____ 5. Do not purchase coral souvenirs.
____ 6. Joining in campaign about saving
____ 6. Do not steer boats close to the shore to

marine life

avoid hitting coral reefs.

____ 7. Using dynamite fishing
____ 7. Properly maintain ship engine to avoid
oil spill

____ 8. Not practicing muro-ami fishing.

____ 8. Support marine-protected areas such as

____ 9. Helping in the recovery of the damage

marine parks.

reef

____ 9. The government should pass bills on

____ 10. Not throwing garbage in rivers, seas,

coral preservation and should be strict in

and other bodies of water

implementing them.
___ 10. When you own an aquarium, do not put
coral pieces in your tank.

58

Lesson 33:

Explain the process of food making (photosynthesis) in

plants.

Exercise A
Directions: The diagram below shows the process of photosynthesis. Study the diagram. Fill in
the blanks to explain the process of food making (photosynthesis) in plants.

Photosynthesis is the process by which green plants use (1) _____________ from the soil (2)
_______________ from the air, and (3) _________ that absorbs the suns (4) ____________ . With this,
(5) _________ and (6) _____________ are produced.

59

Lesson 33:

Explain the process of food making (photosynthesis) in

plants.

Exercise B
Directions: Study the illustration showing the process of photosynthesis in plants. Explain the
process. Supply the needed information to complete the paragraph.

How Green Plants Make Food

Green plants make their food. This process is called photosynthesis.
With the help of (a) ________ from the sun, (b) __________, the green coloring in the leaf of the
plants combine with (c) ________ from the soil and (d) ______________ from the air to produce (e)
___________ in the leaf. The air that enters the leaf contains carbon dioxide and oxygen. But the leaf
needs only the carbon dioxide. Thus, (f) ________________ is given off as waste product.

60

Lesson 34:

Identifying plant and plant parts used for food,

medicine, etc.

Exercise A
Directions: Identify the ten plants, their parts and their uses. Complete the chart by giving the
necessary information.
Kind of Plant
Ex. malunggay

Parts Used
leaves

1.
2.
3.
4.
5.
6.
7.
8.
9
10

61

Uses
Food

Lesson 34:

Identifying plant and plant parts used for food,

medicine, etc.

Exercise B
Directions: The following are common plants. Identify what is/are the uses of each. Put a check on its
proper column.
Kind of Plant

Plant Parts

Uses
Food

1. tomato

fruit

2. malunggay

leaves

3. atis

fruit

4. sambong

leaves

5. gumamela

leaves

6. kangkong

leaves

7. kalachuchi

bark

8. gabi

stalk

9. potato

tuber

10. onion

bulb

62

Medicine

Lesson 35:

Describing the special characteristics of plants which help

them adapt to the environment and reproduce.

Exercise A
Directions: Describe how the plants adapt to the environment. Fill in the blanks with number of
the corresponding special characteristics of plant/plants. Choose from the box.
1. thorns on stems

5. Needlelike leaves

9. thick stem filled with sap

2. aerial roots

6. big and bright colored petals 10. storage roots

3. prop roots

7. thick woody shells or husks

4. hollow stems

8. stinging hairs and bristles

1. Orchids have _______ which support the climbing stem and absorb moisture from the air.
2. Corns have ________ above the ground that help to support the plant.
3. Roses have _______ ,which they use for defense.
4. Cacti have __________, which enable these plants to live long without water.
5. The water lily and kangkong plants float in water because of their ___________.
6. Coconuts float on water and may reach other places where they grow because they have
_______________.
7. Pine trees have ___________ that can stand cold temperature.
8. Blue thistles have ________ on fruits, leaves and stems that cause itchiness, skin rashes, and blisters
if you touch them.
9. Some flowers have ___________ to attract insects for pollination.
10. Camote and yam have __________ that are adapted to reproduction of new plants.

63

Lesson 35:

Describing the special characteristics of plants which help

them adapt to the environment and reproduce.

Exercise B
Directions: Using a line, describe how the following plants in column A adapt to the environment or
reproduce (Column B).
A

Plant

Adaptation to environment / reproduction

1. bougainvillea

a. grow aerial roots

2. ampalaya

b. strong scent/odor

3. atis

c. have thorns to protect themselves

4. camote

d. have needlelike leaves

5. ipil-ipil

e. have many tiny leaves

6. pine-tree

f.

7. kataka-taka

g. bitter taste

8. orchids

h. plenty of seeds

9. amarillo

i.

reproduce from cuttings of the vines

10. banana

j.

have leaves that can produce new plants

64

wax like coating of the leaves

Lesson 36:

Citing examples of plants that can grow in specific

environments

Exercise A
Directions: Cite examples of plants that grow in the given environments. Write your answers in
the proper column. Choose from the box.
Bodies of Water

Forest

cactus

Desert

water lily

Cold Countries

lotus

date palm

kangkong

tamarind

mangrove

pine trees

ipil-ipil

orchids

65

Lesson 36:

Citing examples of plants that can grow in specific

environments

Exercise B
Directions: Cite the examples of plants that grow in given environments.
A. Bodies of Water
1. _________________________
2. _________________________
B. Forest
1. _________________________
2. _________________________
C. Desert
1. _________________________
2. _________________________
D. Cold Countries
1. _________________________
2. _________________________
E. Seashore
1. _________________________
2. _________________________
F. Tree trunks
1. _________________________
2. _________________________

66

Lesson 37:

Identifying characteristics of certain plants.

Exercise A
Directions: Identify the characteristics of the given plants in Column A. Choose your answer
from characteristics given in Column B. Write only the letter of your answer.

____ 1. angiosperms

a. make seeds but do not have flower

____ 2. gymnosperms

b. flowering plants that produce fruits

____ 3. ferns

c. do not have true roots or stems

____ 4. mosses

d. have true leaves, stems and roots. The lower

surface of the leaves contains spores

____ 5. algae
____ 6. liverworts

e. they have vascular tissues that are used to

transport water and minerals

____ 7. Nonvascular plants

____ 8. vascular plants

f. plants without tissues for transporting water

g. single celled or many celled and reproduce
sexually or asexually
h. moss-like plants found along the banks or
streams.

67

Lesson 37:

Identifying characteristics of certain plants.

Exercise B
Directions: Read the characteristics of plants. Identify what plant/s is/are being referred to.
__________ 1. They may be single-celled or many-celled plants. They contain
chlorophyll which gives them their colors.
__________ 2. Plants with vascular tissues, which carry water and food around
the plant.
__________ 3. They lack tissues that transport food and water.
__________ 4. They are plants that grow in wet shady places, barks of trees, or
on rocks.
__________ 5. They are usually found along the banks of streams.
__________ 6. Spore bearing plants, which grow, mostly in the tropics. Their
spores are found in the capsules at the back of their leaves.
__________ 7. They are cone-bearing plants and have uncovered seeds. They do
not bear flowers.
__________ 8. Flowering plants have flowers and seeds. Seeds develop inside
the fruit.

angiosperms
gymnosperms
vascular plants
nonvascular plants
ferns
mosses
liverworts
algae

68

Lesson 38:

Grouping plants according to characteristics.

Exercise A
Directions: The following are examples of plants. Classify them according to their common
characteristics.

1. papaya
2. ferns
3. pine tree

4. calachuchi
5. mango
6. horsetails

Angiosperms

7. seaweeds
8. mosses
9. cycad

Spore-bearing
Plants

Gymnosperms

69

10. liverworts

Non-vascular
Plants

Lesson 38:

Grouping plants according to characteristics.

Exercise B
Directions: Group the plants according to their common characteristics
On the blanks after each item, Write A for flowering plant bearing seed in fruits
B for non-flowering with seeds on scales of cones
C for spore bearing
D for non-vascular plants
1. atis _____
2. ginkgo _____
3. liverworts _____
4. seaweed _____
5. jackfruit _____
6. mosses _____
7. whisk ferns _____
8. cycad ____
9. horsetails _____
10. mango ____

70

Lesson 39:

Describe simple physical and chemical changes in materials

Exercise A

Exercise B

Directions: Read the statement. Write PC if

the change described is physical or CC if the
change is chemical.

Directions: Describe the kind of change of the

following. Write PC for physical change and
CC for chemical change on the blanks after each
item.

____ 1. Water vapor forms droplets.

1. ripening of fruits ___________

____ 2. Rubbing alcohol evaporated fast.

2. burning plastics/rubbers ___________

____ 3. Fresh sampaguita flowers wither after a

3. rusting of iron __________

day.

4. melted margarine __________

____ 4. Milk curdles when vinegar is added to it.

5. ice water taken from the freezer ________

____ 5. A rubber band is stretched

6. sugar, wood and paper turn black when

____ 6. Paper is cut into four equal parts

burned. _________

____ 7. Caramelized sugar tastes bitter

7. milk turns sour after it is left outside the

____ 8. Silvery iron turns reddish-brown after

refrigerator _________

exposure to water and air.

8. boiling water _________

____ 9. Uncooked fresh fish turns dark when

9. melting gelatin _________

placed over fire.

10. kaingin _________

____ 10. Wet clothes hang under the sun.

71

Lesson 40:

Observe that no new material is formed in physical change.

Exercise A
Directions: On the blank, write True if the statement is correct and False if it is wrong.
______ 1. The physical properties of matter can be determined by observing the object.
______ 2. The melting point and freezing point of a particular object are the same.
______ 3. Matter can exist in a solid, a liquid, or a gas in any temperature and pressure.
______ 4.The boiling point of a substance is the temperature at which liquid changes to gas.
______ 5. Melting is a physical change.
______ 6. By putting a spoonful of sugar into a glass of water, the sugar turns into a liquid.
______ 7. Any change in the state of matter is a physical change.
______ 8. The ability of a material to return to its original shape and size after
it is stretched, twisted or pressed.
______ 9. Freezing is a chemical change.
______ 10. Boiling is a physical change.

72

Lesson 40:

Observe that no new material is formed in physical change.

Exercise B
Directions: Check the box if the situation is an example of a physical change.
1. chopping of wood

6. ripening of fruits

2. melting ice cream

7. burning of sugar

3. crumpling of paper

8. boiling water

4. rusting iron

9. water changes to ice

5. melted margarine

10. proper cut into pieces

73

Lesson 41:

Cites the conditions / factors that bring about changes in

materials

Exercise A
Directions: Write the condition that can cause changes in materials.
1. burning of paper

6. crumpled papers

2. broken toys

7. water becomes ice when cooled

3. burnt candles

8. rusting of nails

4. melted margarine

9. chewing of food

5. rusted window grills

10. caramelizing sugar

Physical Change

Chemical Change

1. _________________________

1. ___________________________

2. _________________________

2. ___________________________

3. _________________________

3. ___________________________

4. _________________________

4. ___________________________

5. _________________________

5. ___________________________

74

Lesson 41:

Cites the conditions / factors that bring about changes in

materials

Exercise B
Directions: On the blanks, write P if the condition describes a physical change and C if it
describes a chemical change
_________ 1. chopping of wood

___________ 6. slicing of bread

_________ 2. burning wood

___________ 7. burning garbage

_________ 3. melted ice cream

___________ 8. rusting nails

_________ 4. crumpling

___________ 9. melting ice

_________ 5. baking of bread

___________ 10. burning dry leaves

75

Lesson 42:

Infer that everything in the environment is changing

Exercise A

Exercise B

Directions: Give five correct answers to the

question below.

Directions: Give five correct answers to the

question below.

What are some of the causes of the changes in

our environment?

What are some of the good effects of human

made changes in the physical environment?

1.

1.

_______________________________________

_______________________________________

2.

2.

_______________________________________

_______________________________________

3.

3.

_______________________________________

_______________________________________

4.

4.

_______________________________________

_______________________________________

5.

5.

_______________________________________

_______________________________________

76

Lesson 43:

Describing static electricity

Identifying Ways of Producing Static Electricity
Observing the effect of static electricity

Exercise A
Directions: Identify the word or group of words described in each sentence.
_____ 1. Electricity at rest or not moving and is found on the surface of any matter.
_____ 2. It produces static electricity.
_____ 3. This is what becomes of a material when it has static electricity.
_____ 4. It is a Greek word that means standing or staying still.
_____ 5. What do you do with two things in order to produce static electricity?
Directions: Identify which activities produce static electricity. Encircle them.
1. Rubbing the rubber balloon and the hair
2. Rubbing a plastic comb and the hair
3. Briskly rubbing a plastic ruler with wooden clothes
4. The fast movement of the lightning through the air
5. Boiling of water
Directions: Answer the given question.
What is the effect of static electricity?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________

77

Lesson 43:

Describing static electricity

Identifying Ways of Producing Static Electricity
Observing the effect of static electricity

Exercise B
Directions: Identify answers to match the description. Choose from the box. Write only the letter of the
correct answer.
A. static electricity
B. static

C. magnetic
D. rubbing / friction

E. rubbed

1. When two unlike things are ________ together, it will produce static electricity.
2. It is electricity at rest found on the surface of any matter.
3. Matter becomes ____________ when it has static electricity.
4. It is an English word, which means standing or staying still.
5. To produce static electricity, two things are __________ together.
Directions: Identify the ways that show how static electricity is produced. Encircle them.
1. Rubbing the rubber balloon on a cloth.
2. Plowing the rice field
3. Cooking rice
4. The heating of lightning as it moves through the air
5. Rubbing a plastic comb on the hair
6. Rubbing the comb on the hair
Directions: Ellen rubbed a comb briskly on a wooden cloth. Then she held the comb over the pencil
shavings. What do you think was Ellens observation? Put a check before it.
____ a. Pencils shaving stocked to the electricity charged comb because its effect is
temporary magnetism.
____ b. The shavings sparked and caused fire
____ c. The shavings made a loud cracking sound
____ d. The shavings was blown by the wind

78

Lesson 44:

Describing an electric circuit

Identifying parts of electric circuit
Competency V.2 V.2.1

Exercise A
Directions: Identify what is being described. Choose your answer from the list given and write
your answer on the space provided.
________________
1. Electricity is flowing on a complete patch of electric current. It is composed
of interconnected electrical components; the source, the conductor and the load.
________________
free electrons flow.

2. Electricity that flows in a complete and closed electric unit. Produced when

________________
overloaded.

3. Gives protection in case a short circuit occurs and when the circuit is

________________

4. Materials through which electricity does not flow.

________________
it.

5. Materials through which an electric current flow. Metal is a good example of

________________ 6. Supplies the power, maybe a generator or battery or a solar cell

________________ 7. It happens when exposed wires touch each other.
________________ 8. When the knob is switched on the metals touch so electricity flows.
________________ 9. When the knob is switched OFF, electricity does not flow, so the circuit is _____.

complete circuit

incomplete circuit

source

current electricity

switch

conductor

circuit

fuse

short circuit

79

insulators

Lesson 44:

Describing an electric circuit

Identifying parts of electric circuit
Competency V.2 V.2.1

Exercise B
Directions: Identify the word that fits the description below. Choose your answer from the words in the
box.
current electricity
complete circuit
electric circuit

switch
load
insulator

fuse
conductor
short circuit

1. It is an electricity that flows in a complete and closed electric unit, can be carried over a long distance
and can be converted easily. ___________
2. A safety device that controls the flow of large amount of electricity. It gives protection when short
circuit occurs. _______________
3. Happens when exposed wires touch each other, sometimes can cause fire. _______________
4. A material through which electricity cant flow easily so it is used to ensure that electricity flows
along the right path only and prevents the short circuits. ______________
5. Transport electricity from the source to the load. One example is metal. ____________
6. An interconnected electrical components that form a complete path of electric current.
______________
7. The power supply, it maybe a dry cell battery, generator or solar cell. ______________
8. An output device that works only when there is a flow of electricity. A bulb and a speaker are
examples. ______________
9. When the knob is switched on and the metals in the circuits touched each other so electricity flows
______________

80

Lesson 45:

Classifying materials into conductors and insulators

Competency V 2.1.1

Exercise A

Exercise B

Direction: How do you classify the

materials below? Write C for conductor and
I for insulators.

Directions: Write INS for insulators and CON

for conductors

_____ 1. copper wire

____ 1. a plastic glass

_____ 2. plastic

____ 2. spoon made of metal

_____ 3. iron

____ 3. golden fork

_____ 4. glass

____ 4. wooden ladle

_____ 5. silver

____ 5. rubber

_____ 6. wood

____ 6. plastic spoon

_____ 7. rubber

____ 7. paper plate

_____ 8. aluminum

____ 8. needle

_____ 9. wax

____ 9. coins

_____ 10. gold

____ 10. pencil eraser

81

Lesson 46:

Describing how electrical energy is produced

Competency V.4

Exercise A
Directions: Match the sources of electricity with the way it is produced. Write only the letter of
the best answer.
Sources

How Electrical Energy is Produced

1. geothermal energy ____

a.

electricity is produced from moving water or dynamo

2. generator or dynamo ___

b. through chemical reaction

3. hydroelectric energy ___

c. heat energy from underground produces electricity

4. solar energy ___

d. burning of fuel like crude oil and gasoline

5. fossil fuel ___

e. sunlight falls on certain materials, electrons flow and

make electricity through solar panels

6. wind or tidal energy ___

7. nuclear energy ___

f.

through the forces from the wind or tide

8. battery or dry cell ___

g. splitting or combining of atoms that causes electricity

because of its tremendous power
h. uses magnet fixes to a rod that cause the coil to rotate
and produce electricity

Directions: Arrange the following words in sequence to form a concept on how electrical energy
is produced.
IN ELECTRICAL DIFFERENT ENERGY IS WAYS PRODUCED.

______________________________________________________________________

82

Lesson 46:

Describing how electrical energy is produced

Competency V.4

Exercise B
Directions: Match the sources of electricity with the way it is produced. Write only the letter of the best
answer.
Sources
A. battery / dry cell
B. nuclear energy

How electrical energy is produced

1. electricity is produced from a force coming from
moving water

C. generator or dynamo

2. through chemical reaction, electricity is produced

D. geothermal energy

3. burning of fuel such as gasoline and crude oil

E. hydroelectric energy

4. heat from the under ground produces electricity

F. fossil fuel

5. the flow of electrons from sunlight make electricity

G. wind or tidal energy

H. solar energy

through solar panels or solar cells

6. through forces from the winds or tide
7. a tremendous energy released during fission or fusion
of atoms which produces electricity
8. convert heat energy from burning fuel or natural
resources to obtain electrical energy.

Directions: Form a concept on how electricity is produced. Fill in the blanks the appropriate
words to complete it.
(1) ____________________ energy is produced in different ways coming from different (2)
________________.

83

Lesson 47:

Observing transformation of electrical energy to other

Forms. Observing that electricity can produce heat and
light (Competency V.5 5.1)

Exercise A

Exercise B

Directions: Electricity can produce heat and

light and other forms of energy. Write H if
electricity is transformed into heat only, L if
light only and HL if its heat and light, and
OF if its other forms in the following
situations:

Directions:
Identify the transformation of
electrical energy occurs when you use the
following. On the blanks, write whether it is
heat, light or other form.

1. using flat iron ______

2. egg beater

2. cooking in an electric stove ______

3. fluorescent bulb

3. lighting a bulb for 5 minutes ______

4. egg beater

4. a running bus of the Light Railway Transit

5. washing machine

1. electric iron _______

6. lamp shade

(LRT) ______

7. hair blower

5. beating an egg using electric egg beater

8. electric stove

______
6. lighting a lamp shade ______

9. electric fan

7. using electric fan _____

10. bus in the Light Railway Transit (LRT)

8. using the hair blower ______

9. washing clothes in the washing machine
______
10. heating a bun on an oven toaster ______

84

Lesson 48:

Describing how electromagnet works

Competency V.6.

Exercise A
Directions: Describe how electromagnets work. Fill in the blanks to describe how
electromagnets work. Choose the words from the box.
An electromagnet is a (1) _______________ which is made by letting (2) ____________ pass
through a (3) ________________ of wire (4) _____________ around an (5) ____________ core. An (6)
_____________ can be made (7) ______________ by using (8) _________________ coils. Each turn of
(9) _____________ adds (10) ______________ to the electromagnet.

electromagnet

wound

magnet

iron

electricity

stronger

coil

more

wire

force

85

Lesson 48:

Describing how electromagnet works

Competency V.6.

Exercise B
Directions: Describe how electromagnets work. Fill in the blanks with the words to complete the
paragraph. Choose your answers from the box.
An (1) _____________ is a temporary (2) _______________. It is produced by (3) ___________
passing through a (4) ______________. An electromagnet can have (5) ____________ force only when
(6) ______________ current is flowing through it. An electromagnet can be made (7) ____________ by
using __________ wire. Each turn of (9) _________ adds (10) _______________ to it.

coils

stronger

magnetic

force

electricity

wire

magnet

electric

electromagnet

86

more

Lesson 49:

Telling the use of electricity in the home and community

Competency V.7

Exercise A

Exercise B

Directions: Put a check () if the sentence

tells the use of electricity and an X if it does
not.

Directions: Put a check () if the sentence tells

the use of electricity and an X if it does not.
____ 1. Lighting a dark room with a

____ 1. Using an electric fan when its hot.

fluorescent bulb

____ 2. Cooking rice in the rice cooker.

____ 2. A lighted candle

____ 3. Using buri fan on sunny days.

____ 3. Washing clothes by hand

____ 4. Plowing of the ricefield with a carabao.

____ 4. Using family computer

____ 5. Using the computer in the office.

____ 5. Working on the field during the day

____ 6. Watching television programs at night.

____ 6. Writing during night time

____ 7. Using washing machine to wash

____ 7. Planting vegetables

clothes.
____ 8. Using an overhead projector
____ 8. Playing computer games
____ 9. Watching a movie
____ 9. Making charcoal.
____ 10. Starting buses, cars, jeepneys and the
____ 10. Turning on the aircon on a hot room.

LRT

87

Lesson 50:

Practicing precautionary measures related to electricity

Competency V.8

Exercise A
Directions: Draw a

if it is a good practice and a

if it is not.

____ 1. Dont touch electrical wires if any part of your body is wet,
____ 2. Wipe the bulb with a dry cloth to clean it.
____ 3. Leave electrical appliances on even when not in use. Its a waste of time
switching them on again.
____ 4. Let the authorized personnel put up the electrical wirings in your homes.
____ 5. Never touch the plug nor put your fingers into an empty socket.
____ 6. Report to the MERALCO any sign of malfunctioning such as when electric
wires break or fall.
____ 7. Avoid using worn out cods and exposed wires it may cause fire or electrocute
you
____ 8. Turn off electrical appliances when not in use. They can overheat and cause
fire.
____ 9. Use standard not substandard electrical wirings.
____ 10. Do not switch on too many electrical appliances with only one extension cord.

88

Lesson 50:

Practicing precautionary measures related to electricity

Competency V.8

Exercise B
Directions: Draw a happy face

if the practice is correct and

if it is not.

____ 1. It is safe to touch electric wires when you are taking a bath.
____ 2. Use wet cloth to wipe or clean light bulbs.
____ 3. When electric motor are not in use, pull out their plugs.
____ 4. Call only authorized personnel to put up electrical wiring.
____ 5. Put your fingers into an empty socket.
____ 6. Use inexpensive, substandard materials for electrical wiring to lessen
expenses
____ 7. Report to authority any illegal electrical connections. This may cause high
distribution charge.
____ 8. When electric wires break or fall, report it immediately to the MERALCO
____ 9. Do not use worn-out cords. Exposed wires can electrocute you or cause fire.
____ 10. Avoid octopus connections. Overloading may cause short circuits and fire.

89

Lesson 51:

Practicing electrical energy conservation measures

Competency V.9

Exercise A
Directions: Identify the statements that show conservation of electrical energy. On the blanks,
write Y if it is a statement that shows conservation of electrical energy and N if it does not show
conservation of electrical energy.
_____ 1. Switch off appliances when not in use.
_____ 2. If possible use natural ventilation instead of using electric fan or airconditioner.
_____ 3. If possible, make use of the solar energy. Use natural light during daytime
_____ 4. During fiestas or festive occasions, use bulbs with high wattage so that you can have your party
until morning.
_____ 5. Avoid opening and closing the refrigerator or freezer unnecessarily.
_____ 6. Do not iron your clothes. Ironing clothes is unnecessary and a waste of electricity.
_____ 7. Read in the dim light to conserve electricity.
_____ 8. Agree to watch the same T.V. shows in the same room instead of switching on more TV sets or
electric fans.
_____ 9. Always use electricity in cooking and boiling water. It is the fastest and economical way to
cook.
_____ 10 Check the gaskets of your refrigerator or freezer. A lot of energy is wasted, if the refrigerator is
properly is closed, so open it a little.

90

Lesson 51:

Practicing electrical energy conservation measures

Competency V.9

Exercise B
Directions: Identify the statements that show conservation of electrical energy. On the blanks, write T if
it is a statement that shows conservation of electrical energy.
_____1. Switch off the light and appliances when not in use or before leaving the home.
_____2. Turn on air-conditioners when leaving the room to give you a cool feeling once your enter your
room
_____3. Never read during daytime. Its good to read at night with proper lighting
_____4. Keep the freezer, and refrigerator closed unless necessary
_____5. Open the lights the whole night to keep the ghosts away
_____6. If possible use natural light and ventilation while day working.
_____7. Use bulbs at home such as fluorescent bulbs, that consume less electricity but give off more
light. Frequently dust off bulbs so they can give off more light.
_____8. Buy another TV set for your rooms so you can choose and watch your favorite shows.
_____9. If possible do not use electricity in cooking, Do not leave what you are cooking boiling
unnecessarily
_____10. Close the refrigerator property and check its gaskets. A lot of energy is wasted if the
refrigerator is not properly closed.

91

Lesson 52:

Identifying the kinds of simple machines

(Competency V.10.1)

Exercise A
Directions: Identify the kind of simple machine in the lettered pictures.
wedge

wheel and axle

lever

inclined plane

screw
pulley

___________ A.

___________ B.

___________ C.

___________ D.

___________ E.

___________ F.

___________ G.

92

Lesson 52:

Identifying the kinds of simple machines

(Competency V.10.1)

Exercise B
Directions: Identify the kind of simple machine in each number.
wedge

wheel and axle

lever

inclined plane

screw
pulley

_________ 1.

_________ 2.

_________ 3.

_________ 4.

_________ 5.

_________ 6.

93

Lesson 53:

Describing how each simple machine makes work easier

and faster (Competency V.10.3)

Exercise A
Directions: The numbered sentence at the right describes how the simple machines make work
easier and faster. Write that number beside the simple machine it describes.
A. Lever ____

1. It is a rigid bar used to pull, push or lift objects. A heavy load can
be moved with little effort.

B. inclined plane ___

C. wedges ____

2. Used to pull, push or lift objects, so heavy objects can be moved

with little effort. It has a resistance fulcrum and effort.
3. It is a force multiplier. A little force on the wheel produces a large

D. wheel and axle ___

E. pulley ___

force in the axle.

4. It can make a large objects smaller by cutting and splitting it with
less force.

F. screw ___
G. simple machines ____

5. It can hold two pieces of wood or other objects like metal together.
6. The teeth have thick bases and sharp edges for cutting food.
7. It can bore holes thick wood or metals.
8. It is used to change direction of a force.
9. When the angle is less, the distance is longer and the effort needed
is also less, so it is easier to move over the longer distance.
10. Make work easier and faster because they help you gain in force or
gain in speed with small effort.

94

Lesson 52:

Identifying the kinds of simple machines

(Competency V.10.1)

Exercise B
Directions: Describe how each simple machine makes work easier and faster. Match column A
with column B. Write the letter of your answer.
A
1.

simple machine ____

2. lever ____

a. It is a force multiplier; with little force on the wheel it

can produce a force in the axle.

3. inclined plane ____

b. It can hold two pieces of wood or metal together.

4. wedges ____

c. Used for cutting or splitting things easily with less

5. pulley ____
6. screw ____
7. wheel and axle ____

effort or force.
d. They are used to make work easier and faster with
less effort.
e. It is a rigid bar used to pull, push or lift objects. A
heavy load can be moved with little effort.
f. Used to move things to a higher place with less effort
because its flat surface is raised at one end
g. A grooved wheel or combination of wheel over which
a rope passes. It is used to lift or lower loads or
change the direction of force or effort.

Directions: Fill in the blanks to complete the statement.

(8) _____________ make work (9) ___________ and easier with less (10) ___________

95

Lesson 54:

Identifying activities where simple machines are used.

Competency V.10.4

Exercise A
Directions: Which activity in the picture shows the used of simple machine. Put a check if a
simple machine is used.
ACTIVITIES

SIMPLE MACHINE USED

1.

2.

3.

4.

5.

96

Lesson 54:

Identifying activities where simple machines are used.

Competency V.10.4

Exercise B
Directions: Which activity in the picture shows the used of simple machine. Put a check if a
simple machine is used.
ACTIVITIES

SIMPLE MACHINE
USED

A.

B.

C.

D.

E.

97

Lesson 55:

Identifying simple machines which multiply force / speed

Competency V.10.5

Exercise A
Directions: Identify the kind of simple machine shown in the picture/drawing that has helped or
will help multiply speed or force.
What simple machine helped in :

1. raising the flag

2. joining 2 pieces of wood

___________

3. catching fish

_______________

4. pushing the ice cream box

____________

_______________

5. cutting pieces of paper

____________

What will be used to multiply force or speed in:

6. to lift a car

7. carrying a pail of water

______________

______________

8. loading the sacks

of rice up the truck

9. lifting up a heavy pail

______________

______________

10. connecting the parts of a lamp shade

______________

98

Lesson 55:

Identifying simple machines which multiply force / speed

Competency V.10.5

Exercise B
Directions: Using a line, identify the kind of simple machine used or to be used to make work easier and
faster by multiplying force/speed.
A. What machine is used:
1. beating egg faster

staircase

2. going up the top of a two-storey building

egg beater

3. unloading heavy boxes from the truck

scissors

4. cutting pieces of cloth

crane

5. joining two pieces of metals

screw

B. Which simple machine will multiply the speed/force in order to make work easier/faster?
6. to sharpen a pencil

door knob

7. to raise a flag on the pole

can opener

8. to open a can of sardines

knife

9. to cut a piece of bread

sharpener

10. open a door

fixed pulley

99

Lesson 56:

Practicing precautionary measures in using simple

machines (Competency V.10.6)

Exercise A

Exercise B

Directions: Read the statements below. On

the blanks, put a check () if it is a good
practice and X if it is not.

Directions: Read the statements below. On the

blanks, write OK if its a good practice and NO
if it is not.
____ 1. Put together all kinds of machine in

____ 1. Put the machines or tools inside the

one big box.

cabinets or tool box after use.

____ 2. Keep simple machines in proper

conditions so that they can be used safely.

____ 2. Use simple machines properly.

____ 3. Do not run when holding a sharp or

____ 3. Carry sharp objects on your shoulders.

pointed tool.

____ 4. Hold simple machines by their

____ 4. Use simple machines properly

especially sharp and pointed ones.

handles.

____ 5. Place the tools back in their own

____ 5. Carry knives with sharp edge pointing

boxes or safe places when you are through

down.

using them.
____ 6. Keep sharp edge of a tool away from

____ 6. Keep your finger or any part of your

you when cutting things.

body away from moving wheels and gears.

____ 7. Use only machines or tools which are

____ 7. Leave your tools outside after

in good condition to avoid accident.

____ 8. To avoid getting hurt, do not play with

working.

simple machines.

____ 8. Check the condition of your machine

____ 9. Keep simple machines and sharp tools

before using it.

out of reach of children.

____ 10. Stay right in the place where big

____ 9. Run fast when carrying pointed

machines are being used for lifting cutting or

objects.

transporting heavy objects to see how

they work.

____ 10. Dont leave machines lying around,

especially in passageways, they could cause
accidents.

100

Lesson 57:

Observe how rocks differ in color, hardness, texture.

Competency VI.1

Exercise A
Direction: Observe the rocks how they differ in color, hardness, texture. Fill up the chart
properly how rocks differ in color, hardness and texture.

Rocks

Hardness Color Texture

1. Igneous

2. Sedimentary

3. Metamorphic

101

Lesson 57:

Observe how rocks differ in color, hardness, texture.

Competency VI.1

Exercise B
Direction: Observe the rocks how they differ in color, hardness and texture. Fill up the chart properly
how rocks differ in shape, color, hardness and texture.

Rocks

Texture Hardness Color

1. Igneous

2. Sedimentary

3. Metamorphic

102

Lesson 58:

Identifies igneous, sedimentary and metamorphic rocks.

Exercise A
Directions: Describe how igneous, sedimentary and metamorphic rocks are formed. Fill up the
table.

Kind of Rock

How it is formed

103

Lesson 58:

Identifies igneous, sedimentary and metamorphic rocks.

Exercise B
Directions: Using a line, Match the kind of rock in column A with how it is formed in column B

A.

1. sedimentary

a. changed in form from igneous

2. igneous

and sedimentary

3. metamorphic

b. formed from volcanic

materials
c. brought about by the
formation of layers of
sediment

104

Lesson 59:

Differentiate igneous, sedimentary and metamorphic rocks

from one another (Competency V 4.4.3)

Exercise A

Exercise B

Directions: Fill in the blanks. Write

igneous, sedimentary or metamorphic rocks.

Directions: Fill in the blanks. Write

igneous, sedimentary or metamorphic rocks.
1. Rocks which are brought about by formation

1. _______________

are brought about by

of layer is called _________________.

2. Rocks which came from very, very hot and

formation of layer of rocks.

melted magma below the earths crust are

2. ________________ are rocks that were once

_____________ rocks.

sedimentary or igneous.
3. A change in rock forms is called
3. ________________ rocks are formed as

_____________________.
4. When magma cools _________________

magma coals.

rocks are formed.

4. A change in rock forms is called

5. ____________ rocks are formed when

igneous rocks weather and it become sediments

_____________________.

that are deposited on the sea beds.

5. ____________ rocks are formed when
igneous rocks weather and it become sediments
that are deposited on the sea beds.

105

Lesson 60:

Identifies the forces that contribute to breaking down of

Rocks e.g. plants, water, weather, man and animals
Competency 5.5.1

Exercise A
Directions: Supply data on the chart. Write down situations that involve the following forces
that cause the breaking down of rocks.
Man
Ex. Drilling

Plants
Ex. Growing of roots

Weather Elements
Ex. typhoon

106

Animals
Ex. stampede

Lesson 60:

Identifies the forces that contribute to breaking down of

rocks e.g. plants, water, weather, man and animals
Competency 5.5.1

Exercise B
Directions: Supply data on the chart. Write down situations that involve the following forces
that cause the breaking down of rocks.
Man
Ex. Construction

Plants
Ex. Roots growing

Weather Elements
Ex. Strong wind and
rain

107

Animals
Ex. Stampede

Lesson 61:

Explain how water cycle occurs

Competency 7

Exercise A
Directions: Study the water cycle below. Fill in the blanks with the correct word from the
answer box to complete the explanation of water cycle. Refer to the words in the box.

The heat of the sun dries up wet surface and changes 1. ________ to 2. ______ which rises to
form 3. __________. This process is called 4. _______________. When water vapor mixes
with cool air in the sky, it condenses. The changing of water vapor to water droplets is called 5.
________________. As more water droplets are formed, these become visible as clouds. When
cloud become to heavy, they fall to the ground as 6 _____________. Rain is common form of 7.
__________, 8 ___________, 9 ________________, and ____________ as forms of
precipitation in cold countries. Water from the different forms of precipitation goes back by
evaporates, condenses and fall to the ground. The process goes on and on.
precipitation
evaporation
water
condensation
water vapor
rain
clouds
snow

108

sleet
hailstone

Lesson 61:

Explain how water cycle occurs

Competency 7

Exercise B
Directions: Study the picture. Answer the questions that follow.

1. How does water go into the air?

2. How are clouds formed?

3. Why does it rain?

109

Lesson 62:

Identifies the processes involved in the water cycle

Competency 7.7.1

Exercise A
Directions: Encircle the letter of the correct answer.
1. What is a water cycle?
a. It is a precipitation
c.. It is the water vapor meeting with the cool air in sky.
b. It is evaporation of water d. It is the continuous process of evaporation, condensation and precipitation
2. What is the correct sequence of the processes in the water cycle?
a. evaporation, condensation, precipitation
b. evaporation, precipitation, condensation

c. condensation, evaporation, precipitation

d. precipitation, condensation, evaporation

3. Which of the following is not a solid form of precipitation?

a. mist

b. hail

c. sleet

d. snow

4. What describes the process in the water cycle which returns water from the
air to the earths surface?
a. liquid water turns into gas
b. water escapes from plant leaves

c. liquid water falls from back clouds

d. water in the air turns to liquid

5. What happens to water when heated?

a. It evaporates

b. It condenses

c. It does not change

d. It produces wind

6. which best processes are involved in the water cycle?

a. heating and cooling of the air
b. heating and cooling of the soil

c. heating of water and cooling of water vapor.

d. Cooling of water and then heating it under the sun

7. How does water vapor come out of the air?

a. by heating it

b. by cooling it

c. by blowing

d. by placing under the sun

8. What happens to water when heated?

a. It evaporates

b. It condenses

c. It changes its color

d. It produces wind

9. In the water cycle, water from the earths surface evaporates. What is the source of energy
for this process?
a. wind

b. heat of the sun

c. gravity

d. air pressure

10. Here is a drawing of the water cycle. What happens during the encircle stage?

A.
B.
C.
D.

evaporation
condensation
evaporation and condensation
evaporation, condensation and precipitation

110

Lesson 62:

Identifies the processes involved in the water cycle

Competency 7.7.1

Exercise B
Directions: Fill in the blanks the correct answer to complete the statement. Select from choices
in the box.
1. __________ is the continuous process of evaporation, condensation and precipitation.
2. When water is heated it ______________________.
3. Process where in clouds become heavy and it fall as rain or snow is ______________.
4. When clouds become heavy they fall as ________________.
5. _________ is a form of precipitation which shows water vapor condenses directly into crystals.
6. _______ is the process of changing water vapor or cold air in the sky and back to liquid water.
7. The __________ is the source of energy in the water cycle for the water from the earths
surface evaporates.
8-9. ____________ and ____________ are the two processes involved in the water cycle.
10. The atmosphere contains _____________.

water cycle
evaporates
precipitation

rain
snow
condensation

111

heat of the sun

heating, cooling

Lesson 63:

Relates temperature to the process in water cycle

Competency 7.3

Exercise A
Direction: Write T if the statement is true and F if it is false.
___ 1. The different parts of the earth receive different amounts of heat from the sun.

___ 2. The land is cooler at daytime than at night time.

___ 3. When the air moves from land to sea, we experience a sea breeze.

___ 4. Rain is a common form of precipitation in tropical countries like the Philippines.

___ 5. Necessary precautions should be observed during weather disturbance.

112

Lesson 63:

Relates temperature to the process in water cycle

Competency 7.3

Exercise B
Directions: Choose the best answer and write the letters on the blank.
___ 1. When water vapor condenses and changes into drops of water, the tiny drops
of water form.
a. clouds

b. rain

c. water droplets

d. none of these

___ 2. What causes water to evaporate?

a. air

b. heat c. clouds

d. rain

___ 3. Which is a common form of precipitation in tropical countries like the Philippines?
a. snow

b. sleet c. hailstones

d. rain

___ 4. Water from different forms of precipitation goes back to

a. seas

b. lakes

c. springs

d. all of the above

___ 5. The continuous changing of water to water vapor and back to water is called __.
a. condensation b. evaporation c. precipitation

d. none of the above

____ 6. Water undergoes chemical change as it goes through ____

a.
b.
c.
d.

evaporation, precipitation, condensation

evaporation, condensation, precipitation
evaporation, precipitation, condensation
Both A and B

____ 7. Much of the purification of water in the water cycle happens during ______
a.
b.
c.
d.

evaporation
condensation
precipitation
water is not purified on the water cycle.

113

Lesson 64:

Describes the condition in the environment before, during

and after a typhoon (Competency 9.9.4)

Exercise A

Exercise B

Directions: Perform the activity

individually.

Directions: Perform the activity as a class.

The Philippines is often visited by
typhoons. Use your imagination and creativity
to design something which you can use during
or after a typhoon. Draw it on a manila paper.
Write a few sentences to discuss your purpose
for inventing such thing and what your thing can
do.

The Philippines is often visited by

typhoons. Use your imagination and creativity
to design something which you can use during
or after a typhoon. Draw it on the space below.
Then, write a few sentences to discuss your
purpose for inventing such thing and what your
thing can do.

114

Lesson 65:

Observing typhoon signals

Competency 9.9.5

Exercise A
Directions: Tell what you observe during the following typhoon signals. Write it down below
each item.

1. Typhoon Signal No. 1

2. Public Storm Signal No. 2

3. Public Storm Signal No. 3

4. Public Storm Signal No. 4

115

Lesson 65:

Observing typhoon signals

Competency 9.9.5

Exercise A
Directions: Group yourselves into 4 groups. Each group will be assigned to a typhoon signal. Each group
will act out what is observed during their assigned typhoon signal. Write what you see during their
performance.

Typhoon Signal No. 1

Public Storm Signal No. 2

Public Storm Signal No. 3

Public Storm Signal No. 4

116

Lesson 66:

Practice precautionary measures before, during and after a

typhoon. (Competency 9.9.6)

Exercise A
Directions: During a typhoon, it is essential that you stay calm and must know what to do. Read
the sentences below. Which of these things should you do before, during and after a typhoon?
Put a check () before each correct sentence.
_____ 1. Stay indoors all the time.
_____ 2. Fly a kite since the winds are strong and it would be more fun.
_____ 3. Store food, flashlight, candles and matches
_____ 4. Wear thick clothes to keep yourself warm.
_____ 5. Strengthen house posts and check roof leaks.
_____ 6. Wade and swim in the flood waters.
_____ 7. Watch out for hanging live wires.
_____ 8. Share food, clothing and medicines to people affected by the typhoon.
_____ 9. Always listen to the latest weather report to know what is happening
_____ 10. Evacuate or go to relocation houses if you are staying in very low areas.

117

Lesson 66:

Practice precautionary measures before, during and after a

typhoon. (Competency 9.9.6)

Exercise B
Directions: Identify the practices that show precautionary measures before, during and after a typhoon.
Fill in the chart below.

Before
Ex. Store food

During

After
Ex. Check for broken things

Ex. Stay at home

118

Lesson 67:

Relates weather condition to planning family and

community activities (Competency 10.1)

Exercise A
Direction: Identify the weather conditions showed by the following pictures. Write sunny or
rainy beside the picture.
Activities

Weather Conditions

1.

swimming at the beach

2.

planting rice
3.

Staying at home
4.

picnic at the beach

5.

Reading in the room

119

Lesson 67:

Relates weather condition to planning family and

community activities (Competency 10.1)

Exercise B
Directions: Encircle the letter of the correct answer.
1. On some days, the air is warm. On the other days, the air is cold. Sometimes the sun shines. Sometimes it rains. What do
you call these changes?
a. rain

b. sunshine

c. storm

d. weather

2. When do you want to know about the weather, what do you observe or look at?
a. the sky

b. the plants

c. the animals

d. soil

3. You see the sky is clear. There are no clouds. There is no rain. What kind of weather is it?
a. fine weather

b. stormy weather c. rainy weather

cloudy weather]

4. The wind is blowing hard. There is rain. What kind of weather is it?
a. stormy weather b. fine weather.

c. sunny weather

d. cloudy weather

5. Which symbol below stands for fair weather?

a.

b.

c.

6. How does bad weather affect the daily life of people?

a. Some people do not go to work
b. Some people go to picnics
c. Some people go to sleep
d. Some people do not eat
7. When should people go swimming?
a.
b.
c.
d.

during stormy weather

during fine weather
during rainy days
during windy days

8. What should you wear on sunny days?

a. sweater
b. umbrella
c. hat
d. jacket
9. What should you not wear during rainy day?
a.
b.
c.
d.

10: Why should you not go out, when there is a storm

a. There might be falling objects
b. The sun is bright
c. There are many people swimming
d. There are cars passing by

umbrella
jacket
boots
sando

120

Lesson 68:

Identifies ways to conserve the environment to lessen the

harmful effects of cyclone / floods. Competency 10.3

Exercise A
Direction: Put a check on the good ways to conserve the environment to lessen harmful effects
of cyclone.
____ 1. Planting trees

____ 2. Starting a bonfire in the forest

____ 3. Cutting all trees in the forest

____ 4. Building and using a composting pit

____ 5. Reuse materials

____ 6. Dispose wastes properly

____ 7. Make bodies of water as dumping ground of wastes

____ 8. Moved into the city and cut trees to build houses

____ 9. Classifying wastes into biodegradable and non-biodegradable

____ 10. Join the program about environmental activities

121

Lesson 68:

Identifies ways to conserve the environment to lessen the

harmful effects of cyclone / floods. Competency 10.3

Exercise B
Directions: Put a check if the picture shows ways to conserve the environment to lessen harmful
effects of cyclone.

____ 1.

____ 6.

____ 2.

___ 7.

____ 3.

___ 8.

____ 4.

____ 5.

122

Lesson 69:

Identifying the members of the solar system

Competency VII.I.I

Exercise A
Directions: Identify the members of the solar system. Unscramble the words. Write your
answer on the space provided.
1. UNS

________________________

2. TESALTILSE

________________________

3. LAPSTEN

________________________

4. SATERIODS

________________________

5. STEMOC

________________________

6. STEMEOR

________________________

7. MESTEORIET

________________________

Directions: Complete the sentence that tells about the solar system.

The solar (8) _________________ is a group of (9) ________________ bodies revolving around the (10)
______________________.

123

Lesson 69:

Identifying the members of the solar system

Competency VII.I.I

Exercise B
Directions: Identify the members of the solar system. Unscramble the letters.

O E

L E

T
M
I

S
A
T

E
S

U
T

T
E

1. _________________ 2. ___________________

3. __________________

C
M

4. __________________

S T

A S

E
R
O

5. _________________ 6. ____________________

S
T
O
R

7. ______________________
Directions: Complete the statement about the solar system.
The solar system is an orderly arrangement of the (8) ___________________ and the (9) ____________
bodies (10) ___________________ it.

124

Lesson 70:

Describing some members of the solar system

Competency VII.I.2

Exercise A
Directions: Using a line, match the member of the solar system in column A with its description
in column B.
A
1. planets

B
a.

system.

2. asteroids
3. comets

b.

Heavenly bodies that revolve around the sun and have no

lights of their own.

4. satellites
5. dust rings

The nearest star to the earth. It is the center of the solar

c.

Heavenly bodies that travel around the sun, they look like
stars with glowing tails.

6. solar system
d.

Small planets made of rocks and metal that shine like

stars and revolve around the sun found between the orbits
of Mars and Jupiter

e.

Bodies that rotate in orbits around other bodies of greater

mass

f.

Group of celestial bodies revolving around the sun

125

Lesson 70:

Describing some members of the solar system

Competency VII.I.2

Exercise B
Directions: Using a line, match the member of the solar system in column A with its description in
column B.
A
1. planets

B
a. Heavenly bodies that revolve around the sun
and have no lights of their own.

2. asteroids

b. Heavenly bodies that travel around the sun,

3. comets
they look like stars with glowing tails.
4. satellites

c. The nearest star to the earth. It is the center of

5. dust rings
6. solar system

the solar system.

d. Small planets made of rocks and metal that
shine like stars and revolve around the sun
found between the orbits of Mars and Jupiter
e. Bodies that rotate in orbits around other
bodies of greater mass
f.

Group of celestial bodies revolving around the

sun

126

Lesson 71:

Illustrating through a diagram hoe the members of the solar

system revolve around the sun as they follow their own
orbit (Competency VII.I.3)

Directions: On the space below, illustrate the solar system through a diagram showing the sun at
the center and the 8 planets revolving around it following their own orbit.

127

Lesson 72:

Describing the orbit of each planet ellipse. Explaining why

planets stay in orbit as they revolve around the sun
Competency VII 1.4 -1.5

Exercise A
Directions: Perform the activity below.
1. Trace the orbit of each planet in the illustration
2. Observe how they are arranged and imagine how they move around
the sun following the path.
3. Answer the following questions below. Refer to the words in the box.

Straight
Orbit
Ellipse
gravity

1. All planets move around the sun following its own path. What do you call this

path?________________________

2. How do the shape of the planets look like? Draw the shape.____________

3. The shape of the planets orbit is ____________

4. The planet has inertia of motion, however it does move in a __________ line.

5. The suns ________ pulls the planet so it swerves around instead of flying of into space

128

Lesson 72:

Describing the orbit of each planet ellipse. Explaining why

planets stay in orbit as they revolve around the sun
Competency VII 1.4 -1.5

Exercise B
Directions: Study the illustration of the planets and their orbits. Imagine their movement around the sun.
Answer the questions below. Refer to the words in the box.

orbit
motion
straight
suns
ellipse
1. Planets revolve around the following the path called ___________

2. A planets orbit is ________________

3. Planets have inertia of ____________, however it does not move in a

4.

__________ line

5. The ________ gravity pulls the planets so it swerves around instead of flying into space.

129

Lesson 73:

Telling that the sun is also a star. Identifying the parts of

the sun Describing each part of the sun
Competency VII 2.1 -2.2-2.3

Exercise A
Directions: Identify the parts of the sun in the drawing then answer the question below.

1.
2.
3.

4.

5.

What type of heavenly body is the sun? ________________

130

Lesson 73:

Telling that the sun is also a star. Identifying the parts of

the sun Describing each part of the sun
Competency VII 2.1 -2.2-2.3

Exercise B
Directions: Identify the parts of the sun in the drawing then answer the question below.

5.
3.
1.

2.

4.

The sun is the center of what system in the universe? _______________

131

Lesson 74:

Telling that sunspots are formed in the photosphere

Identifying the effects of sunspot on earth
Competency Vii 2.4 2.5

Exercise A
Directions: The paragraph below tells about the formation of sunspots. Fill in the blanks with
the correct word to complete the explanation. Choose your answer from the box.

photosphere
magnetic
umbra
penumbra
sunspot
A (1) __________ is a dark area formed in (2) ___________ of the sun. It is also

characterized by very strong (3) ____________ fields.

There are 2 regions in the sunspot. The darker area is called (4) __________. The lighter

area is called (5) ____________. These are relatively cooler their surroundings.

132

Lesson 74:

Telling that sunspots are formed in the photosphere

Identifying the effects of sunspot on earth
Competency Vii 2.4 2.5

Exercise B
Directions: The paragraph below tells about the formation of sunspot. Fill in the blanks with the
correct word to complete the explanation. Choose your answer from the box.
A sunspot is a (1) ___________ area formed in the (2) __________ of the sun. It is also

characterized by very strong magnetic fields. There are two regions in the (3) ___________. The (4)

________ is the darker area and the lighter area is called

(5) _________. These areas are relatively

cooler than their surroundings.

Sunspot
dark
penumbra
Photosphere
umbra

133

Lesson 75:

Identifying ways by which solar energy is used by plants,

animals and humans (Competency VII.2.6)

Exercise A

Exercise B

Directions: Identify whether solar energy is

used by human, write H. Write A when it is
used by animals and P if used by plants.

Directions: Write I if solar energy is used

by plants, II if used by animals and III when
used by humans.

____ 1. Solar energy is used to produce

____ 1. for drying wet clothes
electricity.
____ 2. to germinate seeds

____ 2. To produce food by photosynthesis.

____ 3. To germinate seeds

____ 3. to grow healthy

____ 4. Sunlight is used for the body to

____ 4. to develop other plant parts fully

produce vitamin D
____ 5. to brighten the study room
____ 5. To disinfect beddings
____ 6. to warm the body

____ 6. To dry the laundry and other wet things

____ 7. Keep themselves warm

____ 7. to disinfect beddings and other

____ 8. To bear fruits

materials at home

____ 9. To bloom
____ 8. to bear flowers
____ 10. To brighten the surroundings
____ 9. to work in the office
____ 10. to dry themselves

134

Lesson 76:

Explaining why the sun is the main source of energy on

earth (Competency VII.2.7)

Exercise A
Directions: Explain why the sun is the main source of energy on earth. The guide questions will
help you.
1. What does the sun give off?
2. What happens to the light given off by plants?
3. What is photosynthesis?
4. What do you think would happen on earth if there is no sun?
5. Why is the sun the main source of energy on earth?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________

135

Lesson 76:

Explaining why the sun is the main source of energy on

earth (Competency VII.2.7)

Exercise B
Directions: Explain why the sun is the main source of energy on earth. The guide questions will help
you.
1. What do you think would happen on earth if there is no sun?
2. What does the sun give off?
3. What is photosynthesis?
4. Why is the sun the main source of energy on earth?
5. What happens to the light given off by plants?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________

136

Lesson 77:

Illustrate the relative distances of the planets from the sun.

Competency 3.3.1

Exercise A
Directions: Study the picture of the solar system carefully. Label the planets properly.
Planet
1.
2.
3.
4.
5.
6.
7.
8.

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Sizes and Distances of Plants

Distance from the Sun (km)
58 million
108 million
150 million
228 million
778 million
1427 million
2870 million
4497 million

137

Diameter (km)
4880
12100
12756
6787
142800
120000
51800
49500

Lesson 77:

Illustrate the relative distances of the planets from the sun.

Competency 3.3.1

Exercise B
Directions: Match the planets in column A and with their description in column B.
A

1. Neptune

a. nearest planet to the sun

2. Jupiter

b. hottest planet

3. Mercury

c. 3rd nearest planet to the sun

4. Venus

d. fifth planet from the sun and

5. Uranus

the largest

6. Earth

e. planet with rings

7. Mars

f.

the coldest and farthest planet

from the sun

8. Saturn

g. it is called the red planet

h. 2nd farthest planet

138

Lesson 78:

Identifies the other members of the solar system

Competency 4.1

Exercise A
Directions: Study the table below and answer the questions the follow
Planet

Distance from the Sun

(km)

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Surface
Temperature
Day
Night
58 million km 430oC -170oC
108 million km 470 oC
327 oC
150 million km 28 oC
26oC
228 million km -23oC
-101oC
778 million km -145oC
1427 million km -136oC
2869 million km -210oC
4498 million km -220oC

1. What is the distance of Mercury from the sun? _______________

2. What is its surface temperature during the day? _____ During the night? ____
3. What is the distance of Earth from the sun? _________________
4. What is its surface temperature? ________________
5. What is the coldest planet? _____________
6. What is the hottest planet? ____________________
7. Does the distance of planets relate to its temperature? _______________

Directions: Complete the statements.

8. The nearer the planet to the sun, the ________ is its temperature
9. The temperature of stars depends on its _________ from the sun.

139

Lesson 78:

Identifies the other members of the solar system

Competency 4.1

Exercise B
Directions: Study the table below. Identify the distance of planet from the sun related to its surface
temperature. Answer the questions below.

Planet

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Distance from the Sun

(km)

Surface
Temperature
Day
Night

-170oC
58 million km 430oC
470
oC
327 oC
108 million km
28
oC
26 oC
150 million km
-23oC
-101oC
228 million km
-145oC
778 million km
-136oC
1427 million km
-210oC
2869 million km
-220oC
4498 million km

1. What is the nearest planet? _________________________

2. What is its distance in kilometer? _______________________
3. What is its surface temperature during the day? _________ Night? _________
4. What is the farthest planet? ____________________
5. What is its distance from the sun? _____________________
6. What is its surface temperature? ____________________
7. The nearest planet has a _________________ temperature than the farthest planet.
8. Does the distance of the planet affect its temperature? ____________

Directions: Complete the statement.

The nearer the planet to the sun, the (a) ________ the temperature is. This is because when the planet is
very far away from the sun it cannot get (b) _________ sunlight.

140

Lesson 79:

Relating the relative period of revolution of each planet to

their relative distance from the sun. I (Competency VII.3.3)

Exercise A
Directions: Study the table below. Identify the distance of planet from the sun related to its
surface temperature. Answer the questions below.
Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Distance from the Sun

(km)
58 million km
108 million km
150 million km
228 million km
778 million km
1427 million km
2869 million km
4498 million km

Time To Revolve
around the Sun
88 days
224 days
365 days/ 1 year
687 days
12 years
29 years
84 years
165 years

1. What planet has the farthest distance from the sun? ________________
2. How many years does it take the earth to complete its revolution? ___________
3. What planet has the shortest period of revolution around the sun? ____________
4. Does the distance of the planet affect its revolution around the sun? __________
5. Which planets take less than a year to revolve around the sun? ____________
6. What is the distance of mercury from the sun? ______________

Directions: Complete the statement.

The nearer a planet is to the sun, the (7) _____________ it makes a complete turn. The father planet take
a (8) _________ time to make a complete revolution.

141

Lesson 79:

Relating the relative period of revolution of each planet to

their relative distance from the sun. I (Competency VII.3.3)

Exercise B
Directions: Study the table and answer the questions below.

Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Distance from the Sun

(km)
58 million km
108 million km
150 million km
228 million km
778 million km
1427 million km
2869 million km
4498 million km

Time To Revolve
around the Sun
88 days
224 days
365 days/ 1 year
687 days
12 years
29 years
84 years
165 years

1. What is the farthest planet? _____________________

2. What is the nearest planet? _____________________
3. How many days It takes Mercury to revolve around the sun? _______________
4. Which planets take more than one hundred years to revolve around the sun?
____________________
5. Which planets take less than a year to revolve around the sun? ____________________

Directions: Complete the statement.

Planets have (6) _____________ distances from the sun. The nearer the planet is to the sun, the (7)
_____________ it revolves around the sun. Farther planets take a (8) ____________ time to make a
complete turn.

142

Lesson 80:

Relates the relative period of revolution of each planet to

their relative distances from the sun. II (Competency 3.3)

Exercise A
Direction: Study the drawing of the solar system and the table. On the space beside each planet,
write each ones revolution time.
Planet

Time To Revolve
around the Sun
88 days
224 days
365 days
687 days
12 years
29 years
84 years
165 years

Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

143

Lesson 80:

Relates the relative period of revolution of each planet to

their relative distances from the sun. II (Competency 3.3)

Exercise B
Direction: Match the planet in column A and its distinct characteristics in column B.
1. Mercury

a. the only planet that has air, water and soil

2. Venus

b. the red planet named after the Greek God of War

3. Earth

c. the smallest and the fastest planet

4. Mars

d. the brightest heavenly body aside from the

5. Jupiter

sun and the moon

6. Saturn

e. has beautiful rings that surround it

7. Uranus

f. largest planet

8. Neptune

g. farthest planet
h. 11 dark rings which circle the planet from top
to bottom
i. the hottest planet

144

Lesson 81:

Describe the occurrence of tides.

Competency 5.1

Exercise A
Directions: On the blanks, write T if the answer is True or F if the answer is False.
_____ 1. The sun and the moon are the closest neighbors of the earth.

_____ 2. Low tides occur in paces of the earth between the high tides.

_____ 3. As the moon revolves around the earth, the earth also rotates.

_____ 4. Tides occur because the moon pulls the water parts of the earth.

_____ 5. High tides happen on the side of the earths facing the moon and on its

opposite side.

145

Lesson 81:

Describe the occurrence of tides.

Competency 5.1

Exercise B
Directions: Fill in the blanks to complete the statement. Choose your answers from the box below.

1. Tide is the regular _________ and ______ of water level in oceans, seas and rivers.

2. The nearest neighbor of earth that affect the movement of water is the ___________.

3. It is _________ on the part of the earth facing the moon.

4. It is _________ on the part of the earth between the high tide zones.

5. As the moon _________ around the earth, the earth also ____________.

6. Another force that causes tides is the earths __________________.

moon

high tide

low tide

rise and fall

flow

Neap tide

revolves

full moon

146

rotates

spring tide

centrifugal force

Lesson 82:

Explain why there are high tides and low tides about every
12 hours. (Competency 5.3)

Exercise A
Direction: Fill in the blanks the correct answer to complete the explanation.

As the moon attracts the earths water places, the level of water (1)__________ causing

(2)____________ on places facing the moon and its opposite side. (3)_________ tides occur in places of

the earth between the high tides. The earth keeps on (4) __________ so different parts of (5)___________

and (6)___________ get tides. The regular rise and fall of the water level about every (7)________ is

called (8)__________.

oceans

seas

rotating
Rises
Rivers

12 hours

high tides
low tides

147

tide

Lesson 82:

Explain why there are high tides and low tides about every
12 hours. (Competency 5.3)

Exercise B
Direction: Draw some situations showing the importance of tide. Write a few sentences to explain your
drawings.

148

Lesson 83:

Observing High Tide and Low Tide

Exercise A
Direction: Observe situations during high tide and low tide. On the boxes below, draw your
observations. Write 2-3 sentences explaining your drawing.

HIGH TIDE

LOW TIDE

149

Lesson 83:

Observing High Tide and Low Tide

Exercise B
Directions: Observe situations during high tide and low tide. On the boxes below, draw your
observations. Write 2-3 sentences explaining your drawing.

HIGH TIDE

LOW TIDE

150

ANSWER KEY FOR GRADE 5 SCIENCE

trachea, bronchi and bronchiole help
purify the air that reaches the lungs. Each
bronchioles has tiny air sacs called the
alveoli where the exchange of gases between
the blood and the lungs occur. The blood
takes in oxygen goes to the heart, and is
pumped to the different parts of the body
and the waste and other gases are exhaled.
Lesson 10: Exercise A

Lesson 1: Exercise A A. scrotum B. testis

C. penis D. epididymis E. prostate
F. ovary G. uterus H. cervix
I. fallopian tube J. vagina Exercise B
1. Scrotum 2. Testis 3. Epididymis 4.Penis
5. Fallopian tube 6. Ovaries 7. Uterus
Lesson 2: Exercise A 1. Yes 2. No 3. Yes 4.
Yes 5. Yes 6. No 7. Yes 8. Yes 9. Yes 10.
No Exercise B 1. A 2. H 3. D 4. C 5. B 6. F
7. E 8. I 9. J 10. G Lesson 3:
Exercise A
1. sperm cell
2. egg cell
3. unite
4. fertilization
5. zygote
6. fertilized ovum
7. embryo
8. implanted
9. uterus
10. development

Exercise B
1. Reproduction
2. ovum
3, male
4. chromosomes
5. genetic information
6. fallopian tube
7. union
8. zygote
9. uterus
10. embryo

Exercise B 1. Colds 2.lung cancer 3.

Bronchitis 4. Influenza 5.pneumonia 6.
Tuberculosis 7.emphysema
Lesson 11: Exercise A 1. I 2.f 3.g 4.a 5.b
6.h 7.j 8.c 9.e 10.d Exercise B 1. D 2.a 3.b
4.f 5.e 6.d Lesson 12: Exercise A Check: 15,8,9 Exercise B 1. Yes 2.Yes 3.No 4.Yes
5.Yes 6.Yes 7.Yes 8.No 9. Yes 10. No
Lesson 13: Exercise A I. kidney II. Ureter
III. Bladder IV. Urethra Exercise B 1.
Kidneys 2. Ureter 3. Bladder 4. urethra
Lesson 14: Exercise A In correct sequence:
B, C, D, A Exercise B 1. Filtered 2. Kidney
3. Urine 4. Ureter 5. urinary bladder 6.
Urethra 7.eliminates
Lesson 15: Exercise A and B 1. Lungs
remove gaseous waste (carbon dioxide)
through exhaling 2. Skin excretes the wastes
and water from the blood in the form of
perspiration or sweat. 3. Digestive System
gets rid of solid waste from the large
intestine to the rectum going out of the
body. Lesson 16:
Exercise A: Check: A,B,C,E Exercise B:
Check all numbers

Lesson 4: Exercise A 1. 1 2. 2 3. 3 4. 2 5. 3
6. 1 7. 2 8. 1 9. 2 10. 1 Exercise B Changes
in Boys: 1,2,8,9 Change in Girls: 3, 5,6, 10
Changes in both: 4,7
Lesson 5: Exercise A 1. B 2.a 3.b 4.b 5.c
6.a 7.a 8.a 9.a 10.c Exercise B 1. A 2.d 3.c
4.c 5.d 6.a 7. C 8. C 9.a 10.a Lesson 6:
Exercise A Check: 1,3,4,6,9,10 X: 2,5,7, 8
Exercise B Yes: 1, 5, 8 ,10 No: 2,3,4,7,9
Lesson 7: Exercise A 1. Nasal Passage 2.
Larynx 3. trachea or wind pipe 4. Lungs 5.
Brochi Exercise B A. diaphragm B. lungs C.
larynx D. nose E. trachea or wind pipe
Lesson 8: Exercise A & B (Answer will be
based on the students observation activity)
Lesson 9: Exercise A and B
The body gets air through the nose or
mouth. Then air goes down the pharynx and
down to the larynx. From the larynx the
moist air enters the trachea. The trachea
branches out into two air tubes called
bronchi. The bronchi divide into smaller
tubes called bronchioles. The

Lesson 17: Exercise A

Herbivores
Carnivores
horse
eagle

151

Omnivores
eagle

goat
cow
carabao
dugong
elephant
starfish
goose

5. jelly fish

lion
mouse
tiger
rat
snake
fish
frog
rabbit
duck
cat
starfish
dog
lion
heron
owl
Exercise B 1. Omnivore 2.carnivore
3.carnivore
4.herbivore
5.herbivore
6.omnivore
7.carnivore
8.carnivore
9.onivore 10.herbivore Lesson 18: Exercise
A 1. True 2. False 3. True 4. True 5. False 6.
True 7. False 8. False 9. False 10. True
Exercise B
(answers may vary) J Lesson 19: Exercise
A. 1. A 2.a 3.a 4.a 5.b 6.b 7.b 8.b 9.d 10.a
Exercise B 1. A/b 2.b 3.c 4.b 5.d 6.d 7.b 8.c
9.b/d 10.c Lesson 20: Exercise A 1. C 2.d
3.a 4.e 5.b 6.g 7.f 8.i 9.h 10.j Lesson 21:
Exercise A 1. A 2. b/d 3. C 4.c 5.c 6.c 7.d
8.d 9.b 10.d Exercise B (Answer May Vary)
Lesson 22: Exercise A 1. Claw/shell 2.
canine teeth 3. Swim bladder 4. canine teeth
5. Color/poison 6. Venom 7. Scent glands 8.
Horn 9. color 10. tongue
Exercise B: Answers may vary Lesson 23:
Exercise A: check: 1,2,4,6 Exercise B:
check: 1,2,3,5 Lesson 24 Exercise A
Animals
With
Without
backbone
backbone
1. fishes
/
2. kangaroo
/
3. jelly fish
/
4. penguins
/
5. flat worms
/
6. turtle
/
7. starfish
/
8. corals
/
9. snakes
/
10. roundworms
/

Exercise B
Animals
1. kangaroo
2. fishes
3. flat worms
4. penguins

Vertebrate
/
/

6.
7.
8.
9.

turtle
corals
starfish
snakes

10. roundworms

/
/
/
/
/

/
Lesson 25: Exercise A 1. B 2.r 3.a 4.m 5.m
6.f 7.b 8.f 9.a 10.r Exercise B 1. F 2. M 3. F
4. A 5. M 6.B 7. A 8. R 9. B 10.F Lesson
26: Exercise A. 1. Mammals 2. Reptiles
3.birds 4. Amphibians 5.fishes Exercise B 1.
C 2. E 3. D 4. B 5. A Lesson 27 Exercise
A: coelenterates: coral, jellyfish annelids:
earthworm crustaceans: crab echinoderm:
sea cucumber insects: butterfly mollusk:
squid Exercise B: 1. I 2. CO 3. I 4. E 5.M
6.AN 7.CO 9.CO 10.E Lesson 28: Exercise
A 1. Colonies 2.fringing reef 3.barrier reefs
4.atolls reef 5.marine reef 6.limestone
7.jewelry 8.home ornaments 9.marine
biologist 10.ecological relationship Exercise
B Coral reefs serve as shelter and source of
food for fish, thus it helps in the ecological
balance of the sea
Lesson 29: Exercise A 1. coral reef
2.colonies 3.fringing reefs 4.barrier reefs
5.atolls 6.shell-like 7.rock-like 8.calcium
carbonate
9.unconsolidated
sediment
10.hermatypic Exercise B 1. D 2.c 3.i 4.j 5.b
6.g 7.k 8.e 9.h 10.f Lesson 30 Exercise A 1.
No 2.Yes 3.Yes 4.Yes 5.Yes 6.No 7.Yes
8.No 9.No 10.Yes
Exercise B Encircle: A, D,E,F,I,J
Lesson 31: Exercise A
1. Dynamite fishing: When dynamite
blasts, fishes and corals are
destroyed.
2. Muro-ami: When the divers
repeatedly drag and stump heavy
materials to confuse and drive the
fish towards the fishing net, coral
reefs are destroyed.
3. Fish net with small holes: Corals are
destroyed as nets are dragged over
the reefs.
4. Collecting corals: The corals are
taken and sold so less and less
corals are left.

Invertebrate

/
/

152

5. Dumping of wastes in bodies of

water: Human wastes surely destroy
coral reefs around the cities.
Exercise B 1. D 2.b 3.a 4.e 5.c
Lesson 32: Exercise A 1. Check: 2-10.
Exercise B Check: 2,3,5,6,8,9,10 Lesson
33: Exercise A 1. Water 2.carbon dioxide 3.
Chlorophyll 4. Light 5. Starch 6.oxygen
Exercise B 1. Sunlight 2. Chlorophyll
3.water and minerals 4. carbon dioxide 5.
Starch 6.oxygen Lesson 34 Exercise A
(Answers may vary) Exercise B 1. Food
2.food, medicine
3.food
4.medicine
5.medicine 6.food 7.medicine 8.food 9.food
10. Food Lesson 35 Exercise A
1. aerial roots 2. prop roots/aerial 3. thorns
on stems 4. thick stem filled with sap 5.
hollow stems 6. thick woody shells or husks
7. Needlelike leaves 8. stinging hairs and
bristles 9. big and bright colored petals 10.
storage roots
Exercise B 1. C 2.g 3.h 4.i 5.e 6.d 7.j 8.a 9.b
10.f Lesson 36: Exercise A.
Bodies
Water

of

Forest

Desert

burnt candles; melted margarine; crumpled

papers Chemical Change: Burning of paper;
rusted Window grills
Chewing of food; carmelizing; rusting of
nails Exercise B 1. P 2.C 3.P 4.P 5.C 6.P
7.C 8. C 9.P 10.C Lesson 42 Exercise A &
B. (answers may vary)
Lesson 43: Exercise A I. 1. Static 2.
Friction 3. Magnetic 4. Static 5. Rub II.
Encircle 1-3 III. Magnetic force
Exercise B 1. E 2.A 3.C 4. B 5.E II.
Encircle: 1, 5, and 6 III. A Lesson 44
Exercise A 1. Complete circuit 2. Current 3.
Fuse 4. Insulator 5. Conductor 6. Source 7.
Short circuit 8. Switch 9. Incomplete circuit
Exercise B 1. Current electricity 2. Fuse 3.
Short circuit 4. Insulator 5. Conductor 6.
Complete circuit 7. Source 8. Load 9.
Switch Lesson 45: Exercise A 1. C 2.I 3. C
4. I 5.C 6.I 7.I 8.C 9.I 10.C Exercise B INS:
1,4-7,10 CON: 2,3,8,9 Lesson 46: Exercise
A 1.C 2.H 3.A 4.E 5.D 6.F 7.G 8. B 9-10.
Electrical energy is produced in different
ways Exercise B I. A.2 B. 7 C.8 D.4 E 1 F 3
G. 6 H 5. II. 1. Electrical 2. Source Lesson
47: Exercise A 1. H 2. H 3.L 4. OF 5. OF
6.L 7.OF 8.H 9.OF 10.H Exercise B 1. Heat
2. Heat 3. Light 4. Other 5. Other 6.light 7.
Heat 8. Heat 9. Other 10. Other Lesson 48:
Exercise A 1. Magnet 2. Electricity 3. Coil
4. Wound 5. Iron 6. Electromagnet 7.
Stronger 8. More 9. Wire 10. Force Exercise
B 1. Electromagnet 2. Magnet 3. Electricity
4. Wire 5. Magnetic 6. Electric 7. Stronger
8. More 9. Wire 10. Force Lesson 49:
Exercise A Check: 1,2,5,6,7,8,10 X: 3,4. 9
Exercise B Check: 1,4,8,9,10 X: 2,3,5-7
Lesson 50: Exercise A Star: 1,2,4-10 box: 3
Exercise B : : 3,4,7-10  1,2,5,6 Lesson
51: Exercise A Y: 1-3,5,8,9 N: 4,6,7,9
Exercise B T: 1,4,6,7,9,10 F: 2,3,5,8
Lesson 52: Exercise A A. Wedge B. Screw
C. Wedge D. Wedge E. Lever F. Pulley G.
Inclined plane Exercise B 1. Lever 2.
Wedge 3. Inclined plane 4. Screw 5. Lever
6. Pulley Lesson 53: Exercise A A. 1 B. 9
C. 4 D. 3 E. 2 F. 7,5 G. 10 Exercise B 1. D
2. E 3.F 4.C 5.G 6. B 7. A 8. Simple
machine 9. Faster 10. Effort Lesson 54:
Exercise A: Check all Exercise B: Check
A-D Lesson 55: Exercise A 1. Pulley 2.

Cold
countries

Lotus
Tamarind Date
Pine trees
Water lily Ipil-ipil
palm
Kangkong orchids
cactus
mangrove
Exercise B (suggested answers: A. 1.
Hyacinth 2 lotus B 3. ipil-ipil 4. Tamarind
C 5. date palm 6. Cactus D 7. pine tree 8.
Mangrove E 9. seaweeds
10. orchids Lesson 37: Exercise A 1. B 2.a
3.d 4.c 5.g 6.h 7.f 8.e Exercise B 1.algae
2.vascular plants 3.nonvascular plants
4.mosses
5.liverworts
6.ferns
7.gymnosperms 8.angiosperms Lesson 38:
Exercise A Angiosperm: 1,4,5 Sporebearing: 2,6,8,10 Gymnosperm: 3,9 Nonvascular: 7,8,10 Exercise B 1. A 2.B 3.D
4.D 5.A 6.C/D 7.C 8.B 9.C 10.A Lesson 39:
Exercise A 1. PC 2. PC 3. CC 4.CC 5.PC
6.PC 7.CC 8.CC 9.CC 10.PC Exercise B 1.
CC 2. CC 3. CC 4.PC 5.PC 6. CC 7. CC 8.
PC 9. CC 10. CC Lesson 40 Exercise A
1.True 2.True 3.False 4.True 5.True 6.True
7.True 8.True 9. False 10. True Exercise B
Check: 1-3,5,8-10 Lesson 41 Exercise A:
Physical Change: Water become ice when
cooled; broken toys;

153

Screw 3. Pulley 4. Wheel and axle 5. Wedge

6. Lever 7. Lever/wheel and axle 8. Inclined
plane 9. Pulley 10. Screw Exercise B 1. Egg
beater 2. Staircase 3. Crane 4. Scissor 5.
Screw 6. Sharpener 7.fixed pulley 8. Can
opener 9. Knife 10. Door knob Lesson 56:
Exercise A Check: 1,2,4,5,6,8,10 X: 3,7,9
Exercise B OK: 2-9 NO: 1,10 Lesson 57:
Exercise A & B Igneous: Color: black,
white, gray, like molten lava Hardness: Hard
texture: coarse Sedimentary: gray, black
Hardness:
hard
Texture:
smooth
Metamorphic: varied colors, hard, smooth
Lesson 58: Exercise A: Igneous: formed
from volcanic materials Sedimentary:
brought about by layers of sediment
Metamorphic: changed in form from
igneous and/or sedimentary Exercise B: 1.
C 2. B 3. A Lesson 59: Exercise A: 1.
Sedimentary 2. Metamorphic 3. Igneous 4.
Metamorphic 5. Sedimentary Exercise B 1.
Sedimentary 2. Igneous 3. Metamorphic 4.
Igneous 5. Sedimentary Lesson 60:
Exercise A & B: Answers may vary Lesson
61: Exercise A: 1. Water 2. Water vapor 3.
Clouds 4. Evaporation 5. Condensation 6.
Rain 7. Precipitation 8. Sleet 9. Hailstone
10. Snow Exercise B 1. Sun heats up the
sea, water evaporates 2. Water droplets are
formed 3. Clouds become heavy thus it
precipitates. Lesson 62: Exercise A 1. D
2.A 3.A 4.D 5.A 6.C 7. B8.A 9. B 10.A
Exercise B: 1. Water cycle 2. Evaporates 3.
Precipitation 3. Rain 5. Snow 6.
Condensation 7. Sun 8. Heating 9. Cooling
10. Water vapor Lesson 63: Exercise A 1. T
2. F 3. T 4. T 5. T Exercise B 1. B 2.B 3.D
4.D 5.D 6.B 7.A Lesson 64: Exercise A &
B activity: answers may vary Lesson 65:
Exercise A & B: answers may vary Lesson
66: Exercise A: Check: 1,3-5,7-10 Exercise
B: Answers may vary Lesson 67: Exercise
A 1. Sunny 2. Sunny 3. Rainy 4. Sunny 5.
Rainy Exercise B 1.d 2. A 3. A 4. A 5.a 6.a
7. B 8. C 9. D 10. A Lesson 68: Exercise A
Check: 1,3,4,5,9,10 Exercise B Check: 2,
4,5,8, Lesson 69: Exercise A 1. Sun 2.
Satellites 3. Planets 4. Asteroids 5. Comets
5. Meteors 6. Meteorite 8. System 9.
Celestial 10. Sun Exercise B 1. Sun 2.
Meteorites 3. Satellites 4. Comets 5. Planets

6. Asteroids 7. Meteors 8. Sun 9. Celestial

10. Revolving Lesson 70: Exercise A 1. A
2.d 3.c 4b 5.e 6.f Exercise B 1. C 2. D 3. B
4. A 5. E 6. F Lesson 71:

Lesson 72: Exercise A 1. Orbit 2. Ellipse 3.

Ellipse 4. Straight 5. Gravity Exercise B 1.
Orbit 2. Ellipse 3. Motion 4. Straight 5.
Suns Lesson 73: Exercise A: 1. Corona 2.
Chromosphere 3. Photosphere 4. Convection
zone 5. Core; The sun is a star. Exercise B:
1. Photosphere 2. Convection zone 3.
Chromospheres 4. Core 5. Corona ; The sun
is the center of the solar system. Lesson 74
Exercise A 1. sunspot 2. Photosphere 3.
Magnetic 4. Umbra 5. Penumbra Exercise B
1. Dark 2. Photosphere 3. Sunspot 4. Umbra
5. penumbra Lesson 75: Exercise A 1. H
2.p 3.p 4.h 5.h 6. H 7. H 8.p 9.p 10. H
Exercise B: I: 2-4,8,10 II: 3,6,10 III:
1,3,5,3,7,9,10 Lesson 76: Exercise A & B:
The sun is our main source of light and heat.
It gives us energy. It helps plants make their
own food. Without the sun, there will be no
light, heat, energy and most especially, life.
Lesson 77: Exercise A: from left to right:
Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, Neptune Exercise B: 1.f
2.d 3.a 4.b 5.h 6.c 7.g 8.e Lesson 78:
Exercise A 1. 58 million km 2. 430C,
170C 3. 150 million km 4. 28 C 5.
Neptune 6. Venus 7. Yes, they are inversely
proportional 8. higher 9. Distance Exercise
B 1. Mercury 2. 58 million km 3. 430C,
170 C 4. Neptune 5. -220C 6. Higher 8.
Yes a. higher b. enough Lesson 79 Exercise
A 1. Neptune 2. 1 year 3. Mercury 4. Yes 5.
Closer than the earth 7. 58 million km 7.
Shorter the time 8. Longer Exercise B 1.
Neptune 2. Mercury 3. 88 days 4. Neptune

154

5. Mercury and Venus 7. Different 8.

Shorter the time 10. Longer Lesson 80
Exercise A from left to right: 88 days, 224
days, 365 days, 687 days, 12 years, 29 years,
84 years, 165 years Exercise B: 1. C 2.I 3.a
4.b 5. F 6.e 7.h 8. G Lesson 81: Exercise A
1. F 2. T 3. T 4. T 5. T Exercise B: rise, fall
2. Moon 3. High tide 4. Low tide 5.
Revolves, rotates 6. Centrifugal force
Lesson 82: Exercise A 1. Rises 2. High
tides 3. Low 4. Rotating 5. Oceans 6. Seas 7.
12 hours 8. Tide Exercise B: Answers may
vary Lesson 83 Exercise A & B: possible
answer: The seashore is smaller during high
tide, larger during low tide.

155

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