5

SCIENCE
TEACHERS GUIDE

UNIT 4

1
 QUARTER 4 EARTH AND SPACE
Chapter 1 - Processes that Shape Earths Surface
Lesson ___ Weathering and Soil Erosion

Duration: 3 days

I. Objectives:
1. Describe how rocks turn into soil.
2. Identify the forces that break down rocks.
3. Explain how rocks are broken down

II. A. Materials:

LM
Websites: Kids Geo.com
Google search
Day 1 Activity 1: How Rocks turn into soil?
Day 2 Activity 2: Whether you believe it or not?
Day 3 Activity 3: Rock break down?

Pictures, video clips, chart

B. References:
Website: Environmental Science- Soil and Its Uses
Kids Geo.com
Science for Daily Use 5 pp. 219-222

C. Process Skills:

Observing, describing, inferring, listening

D. Values Integration:
Appreciation of Gods creation
Conservation of natural resources
Awareness

III. Learning Tasks

A. Engagement
Note: Below are suggested instructions to be observed inside the class.

Set Standard on:

Avoiding unnecessary noise in watching video clip.

Not to stand/walk around the classroom while watching.
Focus and cooperation in all activities.
Write down important notes to gather information.
Observed discipline.

After setting standard, do the following:

Allow pupils to sit comfortably while watching video.

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 Write down important notes to gather data.
Show discipline and cooperation in all activity.
Let them watch for 10-15 minutes.

Song:

B. Exploration:
Preparatory Activity:
Say: Let us learn more about how rocks turn into soil as we perform the activity.

Day 1: LM Activity 1 How Rocks turn into soil?

1. Set the classroom for video clips.

2. Ask the pupils to ready their pen and notebook.
3. Check if pupils are ready to watch the video.
4. Emphasize the use of senses in doing activity.
5. Complete the table provided based on the video.

Day 2: LM Activity 2: Whether you believe it or not?

1. Group the class into a desired number.
2. Let them name their group.
3. Let the leader of each group get the materials.
Say: I will give you different pictures and paste your I believe sticker if the picture show forces
that break down rocks and I dont believe sticker if not.

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What are the forces that break down rocks? Complete the chart.

Day 3 -Rock break down?

Note: The teacher will let the pupils go outside the room to perform the activity.
1. Distribute the materials needed.
2. Explain clearly the procedure of the activity.
3. Closely monitor the progress of each activity.

C. Explanation:

Allow them to share their answer and the results of the activities.
Ask them: how do you feel about the activity?

Suggested Answer:
Activity 1
1. How rocks turn into soil?
Through a natural process of which rocks exposed to weather.
2. How does natural process break down rocks into soil?
Strong wind, water and gravity break rock into smaller and smaller pieces.

Activity 2
1. What are forces that break down rocks?
Weathering, soil erosion, ice wedging

Activity 3
1. How do disintegration causes break down of rocks?
It is a mechanical process that breaks big mass of rocks into smaller pieces.
2. How do decomposition causes break down of rocks?
It is a chemical process that forms new substance from minerals in rocks. The
rock break as the reaction of the minerals, water, air and substances.

Background Information for Teachers:

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D. Elaboration:
1. Using illustration board/cartolina, crayons and pencil ask the pupils to create
a poster of a natural process on how rocks turn into soil. (Group Work)
2. Encourage pupils to make their own diagram which shows forces that break
down rocks.
3. As an output, you can group the learners. Ask them to compose a song about
how rocks are broken.

E. Evaluation:

1-3, FORCES
THAT
BREAK
DOWN
ROCKS
INTO
SOIL

4-5, which of these break down rocks?

Strong wind and water
Falling leaves
Growing plants on rocks
Collecting rocks

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 QUARTER 4 EARTH AND SPACE
Chapter 1 - Processes that Shape Earths Surface
Lesson ___ Weathering and Soil Erosion

Duration: 2 days

IV. Objectives:
4. Describe how soil is formed through weathering.
5. Describe how soil is formed through soil erosion.

V. A. Materials:

LM
Websites: Kids Geo.com

Day 1 Activity 1: How soil is formed through weathering?

Day 1 Activity 2: How soil is formed through soil erosion?

Pictures, diagram, meta cards, aluminum tray, soil, plants, water

B. References:
Website: Environmental Science- Soil and Its Uses
Kids Geo.com
Science for Daily Use 5 pp. 219-222

C. Process Skills:

Observing, describing, inferring, listening

D. Values Integration:
Appreciation of Gods creation
Conservation of natural resources
Awareness

VI. Learning Tasks

F. Engagement
Note: Below are suggested instructions to be observed inside the class.

Set Standard on:

Focus and cooperation in all activities.

Write down important notes to gather information.
Observed discipline.

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After setting standard, do the following:
Show discipline and cooperation in all activity.
Let them participate in the activity for 10-15 minutes.

G. Exploration:
Preparatory Activity:
Say: Let us learn more about how soil is formed through weathering as we perform
the activity.

Day 1: LM Activity 1 : How soil is formed through weathering?

1. Dived the class into three groups and introduce the activity that each group will be doing.
2. Distribute the provided materials needed in the activity. Give the important reminders
while performing the activity. These include time allotment, the data table to be
accomplished, group presenter/members roles and responsibilities, and precautionary
measures.
3. Let the pupils do the activities in the LM How soil is formed through weathering?
4. Supervise the pupils while they are doing activities.
5. Pupils will give their group yell right after the activity.
6. Let the pupils report their findings.

Day 2: LM Activity 2 : How soil is formed through soil erosion?

1. Distribute the provided materials needed in the activity. Give the important reminders
while performing the activity. These include time allotment, the data table to be
accomplished, group presenter/members roles and responsibilities, and precautionary
measures.
2. Let the pupils do the activities in the LM How soil is formed through weathering?
3. Supervise the pupils while they are doing activities.
4. Pupils will give their group song right after the activity.
5. Let the pupils report their findings.

H. Explanation
1. Have each group present their findings.
2. Allot time for each group to present their output.
3. After all the groups have presented discuss the following:
(Note: Refer to the data table for the correct response.)
What is weathering?
Answer: Weathering is the slowly breaking down of rocks into small pieces. It can be
chemical or mechanical weathering.
How soil is formed through weathering?
By disintegration or physical weathering which is a mechanical process that breaks big
mass of rocks into smaller pieces. Water gets into cracks and pores in rocks and as
plant roots grow on the rocks to break.

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 By decomposition or chemical weathering, which is the process that forms new
substance from minerals in rocks. Water, air and substances dissolved in water react
with minerals in rocks.
What is soil erosion?
Soil erosion is a natural process and is the removal of soil from one location to another.
How soil is formed through soil erosion?
The carrying away of rocks and other materials on the Earths surface by wind, water
and gravity break down rocks into smaller pieces.

Background Information for Teachers:

Weathering and erosion work together to change the environment. In nature, large
things get broken down into smaller things over time. Boulders become sand and
mountains become hills.

Weathering is what breaks down rocks and boulders and turns them into tiny pieces
called sediments. It includes disintegration and decomposition. There is no
movement in weathering. Weathering can happen for three different reasons; plants
and animals, strong weather, or chemical changes in the earth or air.

Erosion is what moves the soil and tiny rocks that weathering leaves behind. Erosion
can happen because of gravity pulling soil downhill, or because of strong weather
like rain or wind.

I.
J.
K.
L.
M.
N.
O.
P.

D. Elaboration / extension:
1. What have you learned from the different activities that we have performed?

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2. Let the pupils complete the diagram using the meta cards provided.
How soil is formed?

WEATHERING

SOIL EROSION

E. Evaluation

Fill in the blank with the correct answer.

1. The formation of _____________ is the product of weathering. It is a precious material

where plant grows.
2. __________ is a mechanical process that breaks big mass of rocks into smaller pieces.
3. __________ is the process that forms new substance from minerals in rocks.
4. __________ is the process of breaking down rocks and boulders and turns them into
tiny pieces called sediments.
5. The carrying away of weathered soil, rock and other materials on the earths surface
from location to another is called _____________.

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Fourth Quarter
Chapter 1-1.1 Weathering and Soil Erosion
Lesson 2: Investigate extent of soil erosion in the community and its effects on living things and the
environment

Duration: 5 days
I. Objectives:
1. Investigate extent of soil erosion in the community
2. Cite the effects of soil erosion on living things
3. Awareness on environment
II. A. Materials
pictures
videos
B. Reference/s:
Curriculum Guide 5,
- Science for Daily Use 4
- Science and Health 5

C. Process Skills: inferring,investigating, communicating, describing

D. values Integration:
Erosion changes the shape of the land
Commitment to prevent erosion

III. Learning Tasksampus

A. Engagement:
Note: Below are suggested are suggested instruction to be observed before
taking the class before taking the class outside the classroom.
Set standards on:
Avoiding unnecessary noise in getting in and out the classroom.
Not to go out empty-handed. Bring notebook and pen.
Working on the assignment task.
Not to run around the campus.
Wearing of cap or use umbrella.
Being mindful of the time allotted for the activity.
Observing cleanliness in the area.
B. Exploration:
Preparatory Activity
1. Setting of Standards.

Day 1 LM Activity 1 Erosion changes the shape of the land

Day 2- LM Activity 2 Describe their present condition

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Day 3 LM Activity 3 Erosion Carries Away Topsoil

Day 4 LM Activity 4 Soil Erosion has an effect on Plants, Anomals and People

Day 5 Activity 5 A negative Branch of Soil Erosion

C. Explanation:
After all the groups have posted their output.
1. Have the group representative present the results of the activity.
2. Check the groups responses to the activity questions as you discuss the
answers to the following questions.
What is being shown in the activity?
What agents of soil erosion were shown in the activity?
Why is it easier to grow plants on topsoil than on the subsoil?
Why does the land become barren?
Why do you think few grow along the coastline?

D. Elaboration/ Extension:
Note;
1. Summarize the different concepts developed by the pupils using graphic
organizer.

Plants
People

Effects of Soil Erosion

Animals

Background Information for Teachers:

Science for Daily Use 4

pp.192-193

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 E. Evaluation;
To further check the comprehension of the learners, let them fill-out the graphic
organizer below ( Concept Map)

Note:
Give instruction to the class if they are not familiar in using graphic
organizer.
Shapes can be modified as long as they will still show hierarchy of
concepts.
Provide time for the pupils to fill-out the organizer
1. Write the main concept of the lesson on the topmost box.
2. On the second layers of boxes, write subtopics or the secondary concepts.
3. On the last layer of the boxes, write in each box words or phrases that describe.

IV. Assignment:
Make a list of places in your community where you have noticed a situation related to
erosion. It may be along roads exposed to running water, along riverbanks, along
canal or drainage, or in some parts of the school yards.

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Lesson : WEATHER DISTURBANCES
Duration: 5 days

I. Objectives
1. Observe the changes in the weather before, during and after a typhoon.
2. Practice precautionary measures before, during, and after a typhoon.
3. Show concern to everyone especially in times when weather disturbances
occur.

II. A. Materials:
Metacards, sandtable, strips of paper, pictures

B. References:
Science and Health 5 by Natividad Alegre del Prado
VICARISH PUBLICATIONS
Science and Health 5 by Carmelita Coronel et. Al.
SD Publications Inc.
Google.com,/images
YouTube
C. Process Skills: observing, communicating,inferring, drawing

D. Value Integration: Concern to one another.

III. Learning Tasks

Day 1
A. Engagement
1. Review
Provide each row with words written on metacards.
Task: Select the metacards where effects of soil erosion are written
and post them on the space provided for your group on the board.
2. Motivation
Present pictures showing before, during and after a typhoon. Let pupils
observe and later infer then tell something about the picture.
B. Exploration
1. Divide the class into three groups.
2. Introduce the activities. Let them follow the directions very well.
Group 1
Lesson ___: LM Activity 1. What are the changes in the weather before
a typhoon?

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 Group 2
Lesson____: LM Activity 2. What are the changes in the weather
during a typhoon?

Group 3
Lesson ____: LM Activity 3. What are the changes in the weather after
a typhoon?
3. Let each group answer all the questions in their assigned activity.
4. Guide the pupils as they perform the activity. Observe maximum
participation of the group members.

Day 2

C. Explanation
1. Ask a representative of each group to share their answers and results
of the different activities.
2. Ask: How do you feel about the activity?

Activity 1

1. How will you describe the weather in the illustration?

2. With its set up, what do you think is about to happen or occur?

Activity 2

1. What is the condition of the environment?

2. What can you say about the weather? Describe it.
3. How do people react with the weather condition?

Activity 3

1. Describe the weather condition as compared to that of group 1 and 2?

2. What are the people doing?
3. What conclusion can you make based on the picture?

3. Teacher will discuss the weather conditions before, during and after a typhoon based
on the learners report and give further explanation.
D. Elaboration
Using a sandtable, ask pupils to do LM Activity 4.
E .Evaluation
As observed, list down the weather changes in the following conditions
Before a Typhoon During a Typhoon After a Typhoon

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Day 3

A. Engagement
Review / Motivation
Presentation of simple assigned pantomime of the conditions before,
during, and after a typhoon.

B. Exploration
1. Ask the pupils to stay with their groupings the previous day.
Tell them to work on Lesson___LM Activity__
What are the safety precautions;
Before
During
After
a typhoon?
Answer the guide questions.
2. Guide the pupils in doing the activity.

C. Explanation
1. Call a representative from each group to report on their outputs.
2. Give additional informations.
D. Elaboration / Extension
Why is it important to know the weather before planning different activities?

Discuss further about this information.

People need to know about the weather to be able to do their daily activities.
Everyones activities depend upon the kind of weather for the day.
During storms or typhoons, especially when typhoon signals are announced, school
children are advised not to go to school and just stay home because streets may be flooded and
objects blown by the wind are dangerous. When you and your friends plan for a picnic for the
following day, you wish to know if the weather would be fair. If you plan some sports activities
such as outdoor games, you need to know whether it will rain or not. You want to be sure if you
could play in the baseball field or open basketball court.
When you are about to leave the house, you want to know whether you will take an
umbrella or leave it at home. You also want to know what kind of clothes to wear.
Farmers plan their planting activities according to the weather. They listen to weather
forecasts to know if there would be just enough rains when they plant their crops. And they
should have harvested their crops before the heavy rain come.

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 Transportation services also depend on the weather for operations. Only few buses
and jeepneys ply the streets during typhoons because they do not want to be stranded in the
flood. Pilots and ship captains have to know the weather so that they can be warned of coming
storms, strong winds, thick clouds, and fogs that can be dangerous to travel.

E. Evaluation
Oral- State what precautionary measure should you take during the following
situations:
1. Clouds are dark, wind starts to blow.
2. Wind blows so hard, roofs and trees were broken.
3. Soil erosions and fallen rocks were on the streets.
4. Streets are flooded. Electric wires laid on the streets.
5. News forecast revealed strong typhoon is expected within 24 hours.

Day 4

A. Engagement
1. Why is it important to know the weather condition when planning daily
activities?
2. Sharing of experiences encountered during previous typhoons.

B. Exploration
1. Video showing on the weather conditions before, during and after the typhoon.
Refer to LM Activity ___.

C. Explanation
1. Discussion on what the learners have watched on the video presentation.
2. Let them conclude based on what they have seen.

D. Elaboration
1. Instruct learners to share their experiences and ideas gained in watching the
video presentation.
2. Guide the pupils as they do the sharing.

E. Evaluation
Write a short paragraph about the video presentation you have watched.

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Day 5

A. Engagement
1. What should be done before a typhoon?
2. How can we ensure safety during a typhoon?
3. Should we stay calm and relax right after a typhoon?

B. Exploration
1. Group learners into 3. Tell them they will do a role playing activity.
2. Let them do LM Activity ____.

C. Explanation
Discussion on the presentations done by the learners.

D. Extension
Discuss further about weather changes and safety precautions before, during
and after a typhoon.
Refer to Science and Health 5 p. 237

E. Evaluation

Oral What safety precautions should be practiced:

Group I Before a typhoon
Group 2 During a typhoon
Group3 After a typhoon

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 Chapter 2 Weather Disturbances
Lesson 5 : Effects of Typhoon on the Community
Duration: 5 days

I. Objectives:
1. Describe the effects of typhoon on the community
2. Prepares individual emergency kit

II. A. Materials:
Charts, short film, pictures, emergency kit, box, manila paper, pentel pen,

B. References:
S5FE IVe-5
Internet, Science Teachers Guide pp. 327-335
Science Learners Material pp. 288-296
https://www.google.com.ph/#q=sample+activities+for+the+topic+effects+of+ty
phoon+on+the+community
http://www.getprepared.gc.ca/cnt/kts/bsc-kt-en.aspx
http://www.getprepared.gc.ca/cnt/kts/index-en.aspx
https://www.google.com.ph/#q=meaning+and+sample+of+emergency+kit+
The 21st Century Book, Science & Health, 2nd Edition p.209

C. Process Skills: inferring, contrasting, communicating, observing,

predicting, describing, and explaining

D. Values Integration:
* Awareness
* Keeping safe during weather conditions
* Disaster preparedness

III. Learning Tasks:

A. Engagement:
1. Let the pupils tell about their nice and not so nice experiences during rainy
days, windy days, and sunny days.
2. Ask:
What happen if there were storm/typhoon on our community?

Day 1: (Film viewing about typhoons)

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 B. Exploration:
Say:
1. Class everybody let us watch these videos.
2. Answer the activity sheet No.1 page____

C. Explanation:
Group presentation and discussion.

Day 2:

D. Elaboration:
1. Ask:
What are/ describe the effects of typhoon on the community base on what you
are viewed yesterday?
2. Discuss further.
3. The pupils do the Activity No. 2 on the LM, Group Activity, page ___

Background Information for Teachers:

Effects of Typhoons:

1. Peoples lives are in extreme danger during typhoons. In many newspaper

reports, one reads about several deaths due to flooding or serious injury from
being hit by heavy objects.
2. Infrastructures like houses and buildings in seriously affected areas may be
damaged beyond repair.
3. Fruit trees are uprooted and other garden plants are damaged.
4. Many crops are destroyed, thus, there is very few harvest.
5. Farm animals are left homeless.
6. Classes are suspended to keep students safe in their homes.
7. Rain water can soften the soil and cause landslide which can bury lives and
properties.

Science Toolbox
Some weather instruments used by weathermen are:
a. Barometer for measuring air pressure
b. Pilot balloons used in observing conditions in the upper atmosphere
c. Thermometer for measuring air temperature
d. Weather radar and radiosonde for observing atmospheric in the upper
atmosphere

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 E. Evaluation:
Recite atleast three(3) effects of typhoon in the people and in the environment on
the community.

Day 3:

A. Engagement:
1. Show pictures of places affected with typhoon.
2. Ask:
What do you think was the storm signal raised in this place?
What do you think is the extent of damage in this situation?

B. Exploration:
1. Group the pupils into four.
2. Refer to LM Activity Role Playing

C. Explanation:
Let the groups present their play.

D. Elaboration/Extension:
The teacher discuss further about the effects of typhoon on the community.

Day 4:

A. Engagement:
What are the most important things to prepare in case there is a typhoon?

B. Exploration:
1. Group the pupils into three.
2. Refer to LM Activity No. 4 Do You Know Me
Emergency Kit

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 C. Explanation:
Let the pupils explain the usage of all things they theyve got from the box.

D. Elaboration/Extension:
The teacher discuss further the usage and importance of each thing in the
emergency kit.

Background Information for Teachers:

Emergency Kits

In an emergency, you will need some basic supplies. You may need to get by without power or
tap water. Be prepared to be self-sufficient for at least 72 hours.

You may have some of the items already, such as food, water and a battery operated or wind-
up flashlight. The key is to make sure they are organized and easy to find. Would you be able to
find your flashlight in the dark? Make sure your kit is easy to carry and everyone in the
household knows where it is. Keep it in a backpack, duffle bag or suitcase with wheels, in an
easy-to-reach, accessible place, such as your front-hall closet. If you have many people in your
household, your emergency kit could get heavy.

It's a good idea to separate some of these supplies in backpacks. That way, your kit will be
more portable and each person can personalize his or her own grab-and-go emergency kit.

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Basic Emergency Kit

You may have some of these basic emergency kit items already, such as a flashlight, battery-
operated radio, food, water and blankets. The key is to make sure they are organized, easy to
find and easy to carry (in a suitcase with wheels or in a backpack) in case you need to evacuate
your home. Whatever you do, don't wait for a disaster to happen.

Basic Emergency Kit Items

Easy to carry
Think of ways that you can pack your emergency kit so that you and those on your emergency
plan can easily take the items with you, if necessary

Water
Two litres of water per person per day (Include small bottles that can be carried easily in case of
an evacuation order
Food
That won't spoil, such as canned food, energy bars and dried foods (remember to replace the
food and water once a year)
Manual can opener

Flashlight and batteries

Battery-powered or wind-up radio

Extra batteries

First aid kit

Special needs items

Prescription medications, infant formula or equipment for people with disabilities

Extra keys for your car and house

Cash
Include smaller bills, such as $10 bills (travellers cheques are also useful) and change for
payphones

Emergency plan
Include a copy of it and ensure it contains in-town and out-of-town contact information

Clear checkboxes

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Day 5

E. Evaluation:

A. Write five(5) effects of typhoon on the community.

B. Write five(5) things in the emergency kit.

IV.Assignment:

Cut off pictures on the magazine or newspaper about the effects of typhoon and
paste it on your notebook and write something what you feel after you see that pictures.

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Fourth Quarter
Chapter 2- Weather Disturbances
Lesson 6: Describing the Effects of the Winds, Given a Certain Storm Warning
Signal
Duration: 5 days

I. Objectives:
1. Describe the effects of the winds, given a certain storm warning signal
2. Infer that storm warning signals affects living things and environment
3. Describe the effects of the winds, given a certain storm warning signal

II. A. Materials
pictures visualizing the meaning of storm signals, charts, paper strips

B. Reference/s:

- Science Teachers Guide 4, pp. 329-331

- Developing Science Power 5, pp.206 207
- http://www.rappler.com/move-ph/issues/disasters/93894-pagasa-storm-signal-no-5
- Science Spectrum 5, pp. 283 284

C. Process Skills: inferring, contrasting, communicating

D. values Integration:
Disaster preparedness
Keeping safe during different weather conditions

Day 1 (Describe the effects of the winds, given a certain storm signal)

III. Learning Tasks

A. Engagement:
1. Show pictures affected with typhoon.
2. Ask:
What do you think was the storm signal raised in this place?
What do you think is the extent of damage in this situation?
What government agency announces the storm signal?
B. Exploration:
1. Group the pupils into five.
2. Refer to LM Activity No. 1- Do You Know Me?

C. Explanation:
1. Let the groups present/explain their outputs.

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Day 2: D. Elaboration/ Extension:

1. Discuss further the meaning of Storm Signals.

( The teacher should show drawings/pictures of each storm signal to show visual
effects.)

Background Information for Teachers:

Meaning of storm Signals

Signal No.1 is put into effect when a maximum speed of not more than 60 kph is expected
to affect a certain place in at least 36 hours. In this situation, impact of winds may cause
twigs and branches of small trees to be broken, some banana plants maybe titled or put
down, and some houses of very light materials, like nipa and cogon. Classes in preschool
levels in all public and private schools in affected communities are automatically
suspended or broken.

Signal No. 2 is announced when the maximum wind speed is greater than 60 kph, but not
more than 100 kph is expected to affect a cert5ain place in at least 24 hours,. In this
situation, some coconut maybe tilted, few big trees may be uprooted, large number of nipa
and cogon houses may be partially or totally unroofed, some old galvanized roofing may be
peeled off, and, in general, the winds may bring light to moderate damages to the
communities affected. With storm signal no.2, classes in preschool, elementary and high
school levels n all public and private schools in the affected

Signal No. 3 is announced when a maximum wind speed of more than 100 kph up to 185
kph is expected to affect a certain place in at least 12 to 18 hours. In this situation, nipa
houses may be destroyed, and there may be considerable damages to structures of light to
medium construction. There may be widespread disruption of electrical power and
communication services, and, in general, moderate to heavy damage may be expected,
3. Ask:
practically in agricultural and industrial sectors. With public storm signal no. 3, people are
advised notWhy is it necessary
to travel, especially byforsea
us or
to air
know the meaning
transportation, andofpeople
each storm
shouldsignal?
also seek
( It is necessary for us to know the meaning of each storm signal
shelter in strong buildings, evacuate from low-lying areas, and stay away from seacoasts so thatorwe
river banks.can prepare
Classes in all our self
levels areand the thingssuspended
automatically we needed in for the coming
affected typhoon.)
communities.

Signal
D. No. 4 is declared when very strong winds of more than 185 kph is expected to affect
Evaluation:
a certain areaainradio
Make at least 12 hours.about
broadcast In thisthe
situation, many
following largesignals.
storm trees may be uprooted and
most residential and buildings of mixed construction may be severely damaged, electrical
power disruption and communication services are disrupted, and, in general, massive
damages are expected in affected communities.

Signal No. 5 is declared has very heavy to widespread damage and it has very strong winds
of more than 220 kph.

25
 2. Ask:
Why is it necessary for us to know the meaning of each storm signal?
( It is necessary for us to know the meaning of storm signal so that we can
prepare for the coming typhoon and to be safe and protected.)
E. Evaluation:
1. Group the class into three.
2. Write the data needed on the chart below.

STORM SIGNAL LEAD TIME WINDS IMPACTS OF THE

NO. (hours) (km/h) WIND

IV. Assignment:
Copy or cut out a news about the storm signal or typhoon from the newspaper.

Day 3:
A. Engagement:
1.Let the pupils present/ report their assignment about the storm signal or typhoon.
2. Ask:
Do you have the same report about storm signal?
Is it stated in the news of how does the storm formed?
B. Exploration:
1. Group the pupils into four.
2. Study the picture.
3. Write your understanding about the picture.
C. Explanation:
1. Let each group report their output.

26
 2. Ask:
How the huge ring of cloud form?
How this called seeding help?
What is the movement of storms in the Northern Hemisphere and in the Southern
Hemisphere?

D. Extension /Elaboration:
Discuss more about the storms.

Background Information for Teachers:

Storms are known by other names in other places. It is hurricane in North America and
in the Caribbean. It is cyclone in the region in the region in Indian Ocean and southeast
Pacific I the Philippines and Southeast Asia, it is called typhoon.

Storms form only in the tropics. This weather disturbance draws its energy from the
warmth of tropical oceans. It is a weather disturbance that has a wind force of 60 kms per
hour and above.

A typhoon forms when the internal heat of ocean surface stirs up moist air over the ocean.
A calm area called the eye is created. The huge column of rising hot air develops around
the eye.

As the moist air spirals up and cools, it condenses into rain. As the eye narrows, the
winds blow with much force. A typhoon has developed.

A typhoon bring so much rain. The rain causes flooding. Coastal places are swamped by
huge waves made by winds blowing across the sea of 300 kms per hour.

E. Evaluation:
A. Write TRUE if the statement is correct and FALSE if it is not correct.
1. Typhoons develop in tropical places. ( TRUE)
2. The heat of the ocean waters sends warm water down. ( FALSE )
3. Philippine is a typhoon prone area. (TRUE)
4. Hurricane is the other name of storm in Indian Ocean. ( FALSE )
5. The moist air arise spirals up, cools, and falls down as heavy rain. ( TRUE )

B. Answer the question briefly.

1. What other names are given to this weather disturbance?
2. How does a thunderstorm develop into a typhoon?

Day 4: Infer that storm warning signals affects living things and environment

27
 A. Engagement:
1. Show the chart of Beaufort Scale with storm.
2. Ask:
What are the numbers do you think was the storm signal raised in this
place?
What do you think is the extent of damage in this situation?
What government agency announces the storm signal?
B. Exploration:
1. Group the pupils into four.
2. Refer to LM Activity No. 2- Know Me More?

C. Explanation:
1. Let the groups present/explain their outputs.
D. Elaboration/ Extension:
What scale shows the different wind velocities and their corresponding
effects?
( The Beaufort Scale shows the different wind velocities and their
corresponding effects.)
What are the forces belong to storm signal no.1?
What are the forces belong to storm signal no. 2?
What are the forces belong to storm signal no.3?
What are the forces belong to storm signal no. 4?
What are the forces belong to storm signal no. 5?

E. Evaluation:
Draw a picture shows the effect of winds regarding to its signal

Day 5: Learning Tasks

A. Engagement:
1. Let the pupils share their experience with the different storm warning
signals.

3. Ask:
What do you think was the storm signal raised in this place?
What do you think is the extent of damage in this situation?
What government agency announces the storm signal?
B. Exploration:
4. Group the pupils into three.
5. Refer to LM Activity No. 3

28
C. Explanation:

Let the groups present/explain their outputs.

D. Extension/Elaboration:
1. What are the storm warning signals?
2. What are the impact of the wind in the environment and living things?
3. How does the storm signal affect the winds?

E. Evaluation:
Write the missing data on the chart.

STORM SIGNAL LEAD TIME WINDS IMPACTS OF THE

NO. (hours) (km/h) WIND

1 36

2 24

3 18

4 12

5 12

29
Fourth Quarter
Chapter 3: The Moon
Lesson 7: Infer the pattern in the changes in the appearance of the moon

Duration: 5 days

V. Objectives:
4. Observe the apparent changes in the shape of the moon
5. Infer the pattern in the changes in appearance s of the moon
6. Awareness on environment
VI. A. Materials
Activity 1
2 small ball
1 big flashlight
1 medium size ball
1 tall jar
Activity 2-3
Pictures
Activity 4
Tarpapel/laptop/video
Strip of cartolina
Manila paper
B. Reference/s:
Curriculum Guide 5,
- Science for Daily Use 4 (TX/TM)
- Science and Health 5

C. Process Skills: demonstrating, inferring, describing

D. values Integration:
Appreciation of Gods creation

VII. Learning Task

E. Engagement:
Have you seen the moon? How often do you see it?
Use laptop/ slide/ video

F. Exploration:
Note: Remind the class of the standards in doing activity.

6. Prepare in advance.
7. Distribute materials to each group.
8. Remind them to work on the activity for 15 20 minutes.

30
 9. While class is working on the assigned tasks, will go around to check the
progress

G. Explanation:
1. Have each group present their output for 5 minutes only and answer the
guide questions.
2. Process the responses of each group and find out the similarities and
differences of their answers.

H. Elaboration/ Extension:
Using the model, it shows the apparent changes of the shapes of the moon
in relation to its position to the earth and the sun. Note the lighted section in
each phase of the moon

The Phases of the Moon

I. Evaluation:
Color the part of the moon visible from earth yellow and those not visible black.

Note: provided by the teacher

VIII. Assignment:
Draw the correct pattern in the changes of the phases of the moon.

31
QUARTER 4 EARTH AND SPACE
Chapter 3 THE MOON
Lesson ____: Phases of the Moon

Duration: 4 days

I. Objectives
1. Relate the cyclical pattern to the length of a month
2. Explain the 2 ways of moons revolution around the earth.
3. Demonstrate the cyclical pattern of the moon and tell how long each
phase of the moon takes to go to another phase.
4. Debug local myths and folklore about phases of the moon.

II. A. Materials
Day 1- Calendar Month
Calendar of the current year that shows dates of the phases of the moon,
manila paper, pentel pen

Day 2- Calendar Year

Calendar of the current year that shows dates of the phases of the moon,
manila paper, pentel pen

Day 3-Show The Moon Patterns

Globe, ball and flash light

Day 4- How True Is It?

Pentel pen, pencil, color, manila paper, bond paper, Myths about the
moon

B. References

Curriculum Guide for grade 5 Code:S5FE-IV-g-h-8, Exploring and Protecting Our

World grade 4 pp. 308-312, http://www.moonphases.info/ten-common-moon-
myths.html, http://paganpoet.com/moon-mythology, /www.quora.com/How-long-
does-each-phase-of-the-moon-last, http://www.philippinesinsider.com/myths-
folklore-superstition/philippine-myth-origin-of-the-moon-and-stars/

C. Process Skills
Observing, inferring, process skills
D. Values Integration:
Cooperation and show importance of Philippine folklore
III. Learning Tasks
Day 1

32
 A. Engagement
1. Let the pupils tell their experiences in playing at night, the games they
played and how they enjoy playing it.

2. Review
What are the different phases of the moon? Paste its name on the
proper picture.

B. Exploration
1. Provide each group with a calendar
2. Set standards in performing an activity.
3. Let them do their task.

C. Explanation
1. Let each group report their findings on the activity.
2. Process the answer of the pupils.
How many days does the cyclical pattern of the moon takes on
September?
How long does it take for the moon from new moon to first quarter?
From first quarter to full moon?
3. Let them compare the duration (no. of days) for each phase.
Does each change phase have the same number of days?
What change of phase has longest duration? What change of phase
has the shortest? Do all the group have the same total of days for each
month?

D. Extension/Elaboration
Our grandparent says that people are more crazy/lunatic during full moon? Is that
true? Why is it important to study the phases of the moon?
Background Information

33
 When the moon is between the sun and the Earth, we cannot see the lighted side of
moon. This is called New Moon. A day after the new moon, we see a thin slice of light at the
edge of the moon. This is called crescent moon. About a week after the new moon, we see half
of the lighted side of the moon, this is called first quarter moon. As the first quarter moon
increases in size, it is called gibbous moon. About a week after the first quarter moon, the earth
is between the moon and the sun. We see the whole lighted side of the moon which is called full
moon. The full moon decreases in size until it is again a gibbous moon. About a week after the
full moon, we again see half of its lighted part. This is called the last quarter moon. After this, the
lighted part becomes smaller until we see a crescent. Soon the moon becomes invisible, after
which new moon appears again.
If the moon started its orbit from a spot exactly between Earth and the sun, it would
return to almost the same spot in 29 days. If the moon started its orbit around the Earth from
a spot in line with a certain star, it will return to that same spot in about 27 days.

E. Evaluation
Answer the following correctly. Fill in the blanks with the correct answer.

1. If the moon started its orbit around the Earth from a spot in line with a certain
star, it will return to that same spot in about ________.
2. If the moon started its orbit from a spot exactly between Earth and the sun, it
would return to almost the same spot in ________.
3. _______ after the new moon, we see a thin slice of light at the edge of the moon.
This is called crescent moon.
4. _______ after the new moon, we see half of the lighted side of the moon, this is
called first quarter moon.
5. _______ after the first quarter moon, the earth is between the moon and the
sun. We see the whole lighted side of the moon which is called full moon.

Day 2

A. Engagement
1. Review
How many days does it takes for the moon to complete its phases?

2. Show them a calendar. Does each have the same number of days?

Recite the Poem

30 days has September, April, June and November

All the rest have 31, except February which has 28
And one day more every year in four.

34
 B. Exploration
1. Provide each group with a calendar
2. Set standards in performing an activity.
3. Let them do their task.

C. Explanation
1. Let each group report their findings on the activity.
2. Process the answer of the pupils. Let them compare the duration
(no. of days) of the cyclic pattern of the moon for each month.
How many days does the cyclic pattern of the moon takes on
September?
How many days does the cyclic pattern of the moon takes on
January?
What are the months that have the same number of cyclic pattern?
How many days has its pattern have?
How about the other group of months?

D. Extension/Elaboration
What are the 2 ways of moons revolution around the earth?
What do you call the months with 27 days moon cyclic pattern?
What do you call the months with 29 days moon cyclic pattern?

Background Information

Scientist measure the time the moon completes one revolution around the Earth in two
ways- One is in relation to the sun and the other in relation to a star.
If the moon started its orbit from a spot exactly between Earth and the sun, it would
return to almost the same spot in 29 days. During this period, the moon has changed from
one new moon phase to the next new moon phase. This period is called a synodic month.
If the moon started its orbit around the Earth from a spot in line with a certain star, it will
return to that same spot in about 27 days. This is called a sidereal month.
The term month came from the length of time it takes the moon (one month) to
complete one revolution around Earth.

35
 E. Evaluation
Answer the following correctly. Fill in the blanks with the correct answer.
_________ 1. What are the two ways of the scientist to measure the time the moon
completes one revolution around the Earth?
_________2.
_________3. The term that came from the length of time it takes the moon to complete one
revolution around the earth.
________4. The month if the moon started its orbit around the Earth from a spot in line with a
certain star, it will return to that same spot in about 27 days.
________5. The month with 29 1/2 days cyclic pattern.

Day 3

A. Engagement
1. Review
What are the two ways to measure the time the moon
completes one revolution around the Earth?
What do you call the 27 days moon cyclical pattern?
What do you call the month with 29 days moon cycle?

2. Ask the class to arrange the letters to form the correct word.
It is a miniature of the earth

O G B E L
It revolves around the earth.

N O M O
B. Exploration
1. Check the materials of each group.
2. Set standards in performing an activity.
3. Let them do their task.

C. Explanation

36
 1. Let each group report their findings on the activity.
2. Process the answer of the pupils.
What do you call the phase of the moon when we cannot see
the moon? Why do this happen? After new moon, how many
days will it turn to first quarter moon? What do you call the
phase of the moon when more than half of it is lighted?

D. Extension/Elaboration
1. Here is a picture of different phases of the moon, write below
the day/s of transition of from a phase to another.

____ ____ ____ ____ ____ _____ ____

Background Information

A full lunar cycle or synodic month lasts almost a month (about 29.5 days), and during that
time the moon goes from new to crescent to first quarter to gibbous to full to gibbous to third
quarter to crescent and back to new. However, a "full moon," a "new moon," and a "half moon"
(first and third quarter) are instants, not periods of time. Because the moon is continuously
orbiting the Earth, it will only be absolutely "full" (directly opposite the sun) for an instant before
it moves along in its orbit. So the only phases that last any length of time are crescent and
gibbous.

The moon is a crescent for about 7.38 days before instantaneously passing first quarter and
becoming gibbous. It remains gibbous for another 7.38 days, then becomes full for a split

37
second before becoming gibbous again. After another 7.38-day period, it instantaneously
passes third quarter and becomes a crescent. And after another 7.38 days, it completes the
cycle by passing the moment of the new moon before becoming crescent again.

The Moon appears to move completely around the celestial sphere once in about 27.3
days as observed from the Earth. This is called a sidereal month, and reflects the corresponding
orbital period of 27.3 days The moon takes 29.5 days to return to the same point on the celestial
sphere as referenced to the Sun because of the motion of the Earth around the Sun; this is
called a synodic month (Lunar phases as observed from the Earth are correlated with the
synodic month). There are effects that cause small fluctuations around this value that we will not
discuss. Since the Moon must move Eastward among the constellations enough to go
completely around the sky (360 degrees) in 27.3 days, it must move Eastward by 13.2 degrees
each day (in contrast, remember that the Sun only appears to move Eastward by about 1
degree per day). Thus, with respect to the background constellations the Moon will be about
13.2 degrees further East each day. Since the celestial sphere appears to turn 1 degree about
every 4 minutes, the Moon crosses our celestial meridian about 13.2 x 4 = 52.8 minutes later
each day.

E. Evaluation
Arrange the correct cyclical pattern of the moon and write how long each phase o
takes to go to another phase.

38
Day 4

A. Engagement
1. Review
Differentiate synodic month to sidereal month?
2.Ask the pupil if they are familiar with the picture.
Who is she? Where did she get her power?

B. Exploration
1. Provide each group with an activity card
2. Set standards in performing an activity.
3. Let them do their task.
4. Ask them to answer the questions using the manila paper and
pentel pens.
5. Then perform and report their answer.

C. Explanation
1. Let each group perform and report their task
2. Process the answer of the pupils.
According to the performance of group what happens to the people
of Capiz during the Mid-night of full moon?
Have you experience things like this? Do you think stories like
these are true? Why not?
How about the performance of group 2, what did the Filipinos
thought of the moon and the stars? Do you believe in the story? Do
you know any other stories like this?

D. Extension/Elaboration

Write TRUE or FALSE on the blank.

39
 _________1. People are more crazy/lunatic during full moon.
_________ 2. Moon change its shape.
_________ 3. The moon doesnt change shape we just see the lighted part of it.
_________ 4. There are two cyclical pattern of the moon.
_________ 5. Werewolves comes out and find food only during full moon.

Background Information

Philippine folklore is a treasure trove of

strange mythical creatures that have stood the test of
time. Just mention the names aswang, encanto,
kapre, tikbalang or tiyanak and you'll get most
Filipinosespecially the young ones. Many years ago
Filipino people create stories about the origin of moon,
its phases, stars and sun that enriched our literature.
Those who do not study or research believe these stories but for us who have studied and do
our own research do not. It is important to know stories like these because it is part of our
culture but it doesnt necessarily mean we will follow and believe those stories.

E. Evaluation
Draw Full Moon on the blank before each number if the statement
is correct and draw if the statement is not correct.

______1. There is a shadow of a man in the moon because there is a

man in the moon
______2. T h e mo o n wa s a s i l v e r c r e s c e n t c o m b a n d t h e
s t a r s we r e n e c k l a c e s o f d i a m o n d s .
_ _ _ _ 3 . M o o n i s ma d e u p o f b i g b a l l o f c h e e s e t h a t i s
wh y m a n y w a n t s t o g o t o t h e m o o n .
_ _ _ _ 4 . T h e m o o n i s a b i g b a l l o f r o c k s wi t h c r a t e r s .
_ _ _ _ 5 . C o u p l e s s h o u l d ma r r y d u r i n g f u l l mo o n b e c a u s e
m o r e b l e s s i n g wi l l b e g i v e n t o t h e m.

40
 Chapter 4 The Stars
Lesson 9 - Patterns of Stars (Constellation)

Duration: 5 days

III. Objective:
3. Identify star patterns that can be seen at particular times of the year.
4. Connect dots to form star patterns
5. Appreciate star patterns

IV. A. Materials:

star stickers, silver wire, pictures, bond paper, boxes, video clip, pencil

B. References:
S5FE IVi-1
Internet, Science
Exploring Science 6
Science & Health 6
Wikipedia.org.

C. Process Skills:
inferring, contrasting, communicating, observing, predicting, describing, and
explaining

D. Values Integration:
* Cooperation

V. Learning Tasks:

Day 1:

F. Engagement:
3. Show pictures of stars at night.
4. Sharing of ideas about the pictures.

G. Exploration:
1. Connecting Dots refer to LM Activity 1.

41
H. Explanation:
1. Reporting of pupils answers to their activities.

I. Elaboration:

1. Teacher gives a brief history about constellation.

Background Information for Teachers:

History of Constellations
More than half of modern day constellations are based on the writings of Ptolemy.
For as long as mankind has walked the Earth it is likely we have always recognized patterns
formed by stars in the night sky. Some European cave paintings that date back over 10,000
years bare the marks of star formations that are familiar to us even to this day. The earliest
official records of constellations were made more than 3,000 years ago by the Babylonians,
an ancient civilization based in what is now modern day Iraq. The twelve signs of the zodiac
are based on their observations and those of their predecessors.
In the 4th century BC these zodiacal constellations and others recorded by the Babylonians
were introduced into ancient Greek culture by the astronomer Eudoxus of Cnidus. Some five
hundred years later the Greco-Roman scientist Claudius Ptolemy listed 48 constellations in
his book Almagest, these constellations and the names he gave them exist to this day and
are the basis for all the 88 official constellations listed by the International Astronomical
Union.
To find constellations youll need a star chart, these give you a snapshot of what the night
sky will look like at any one time and at any one location. The star chart above shows you
how the night sky will look above most of the United States at 8 pm in late January. These
maps may seem rather baffling and confusing at first but theyre actually very simple to use.
To simplify matters the chart above only shows constellations but normally they will also
indicate prominent stars, galaxies, nebulae and planets.
The first thing you may notice is that east and west seem to be the wrong way round, but if
you imagine holding the chart above your head, which is how they are designed to be used,
it becomes apparent this is not the case. The outer edge of the chart indicates the horizon,
so the further the stars are from the edge the higher they will be in the sky.
The center of the chart shows the stars and constellations that will be directly overhead, so
the map above shows you that the constellations of Auriga, Taurus and Perseus will be
directly above you at that time.
To find your bearings it is helpful to find Polaris, the star which always points north. First find
the famous Big Dipper, which is part of the constellation Ursa Major and visible all year in the
Northern hemisphere, draw an imaginary line through the outer two stars of the Big Dippers
bowl and you will come to Polaris, which is the brightest star in the constellation of Ursa

42
 Minor. In the Southern hemisphere it is helpful to find the Southern Cross, which always
points south, this is done by drawing a line through the bright stars Alpha and Beta Centauri.
Once you have found your bearings you can start searching out constellations and the
objects they contain. Using the chart above if you look south youll notice the constellation of
Orion, perhaps the most recognizable constellation of them all. As well as the Orion nebula
the constellation also contains the bright supergiant stars Betelgeuse and Rigel. Overhead
and to the west youll find the Andromeda constellation which contains the Andromeda
Galaxy, the most distant object that can be viewed with the naked eye. There are many other
fascinating objects to look out for and a star chart will be essential in guiding you around the
night sky.
Stars do not stay fixed in the night sky, as the Earth rotates they change position, as a result
the night sky will look different at midnight from what it did several hours before or after. Most
constellations are also seasonal, meaning that ones that are visible in winter may not be
visible in summer and vice-versa, so sky charts usually come in seasonal versions.
Constellations may also be drawn slightly differently on each chart and its also worth noting
that there are separate charts for the Northern and Southern hemispheres.

Day 2:
B. Exploration:
Do LM Activity No. 2 Do You Know Me?
C. Explanation:
1. Recognition of patterns formed.

Day 3:

B. Exploration:
1. Do a star gazer puzzle.
2. Do LM Activity No. 3

C. Explanation:
1. The pupils discuss their output.

D.Elaboration:
1. Appreciation of learners output and give additional information about the results of their
activities.

43
 Day 4:

B. Exploration:
1. Giving standards in watching video.
2. Watching a video presentation on constellation.

C. Explanation:
1. Answering guide questions given by the teacher.

D.Elaboration:
1. Discussion of further information about constellation.

Background Information for Teachers:

Star Constellation Facts

A simple definition of a constellation is a group of stars which form a pattern in the night sky.

The official definition is an area of the sky with defined boundaries, all stars and any other objects within
that boundary are considered part of the constellation.

There are 88 official constellations which are recognized by the International Astronomical Union.

Some constellations are only visible in the northern hemisphere, while others are only visible in the
southern hemisphere.

Constellations that are visible in both hemispheres may appear upside down in the southern
hemisphere.

A few constellations can be viewed all year long but most are seasonal and can only be viewed at
certain times of the year.

Distant galaxies and nebulae also form parts of constellations.

Asterisms are groups of stars that form patterns but are actually part of one or multiple constellations,
the Big Dipper is the most famous example of an asterism.

The sun is the only known star in our galaxy which is not part of a constellation.

Day 5:

B. Exploration & Evaluation:

1. Do LM Activity No. 5 - Poster Making Activity

C. Explanation:
1. Presentation of pupils posters and giving their explanation about their work.

44