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									                                                                                                                                                               Week 5

                                                                                                                                                               Feb. 4-8, 2008


I. Objectives                                     IV. Learning Activities
At the end of the period, the PSBAT:              A. Opening Exercises                                                                                           Remarks
      1. Compare different kinds of soil.
      2. Identify man’s uses of soil.             B. Motivation
      3. Enumerate the importance of soil.            Let the pupils describe the ground they have walked on. Have them identify the things they have seen.
II. Learning Content                              C. Presentation
      1. Film Showing on Characteristics of       1. Recall the different kinds of soil.
         Soil                                     2. Differentiate the characteristics of each soil based from what they have learned last week.
      2. Concepts:                                3. Tell they will learn more information about the soil through film showing.
              - Soil is part of the Earth’s       4. Giving of guide questions.
                 crust in which plants grow.          - What are the other characteristics of each kind of soil?
              - Soil may be sand, clay or             - In what are the three kinds of soil different from each other?
                 loam.                                - How important is soil to people and animals?
              - Soil differs in color, texture,   5. Film Showing
                 and size of particles.           6. Discussion
              - Loam is combination of the            Answer the guide questions.
                 different soil types and is      7. Generalization: What are the different kinds of soil?
                 suitable for growing most        D. Evaluation
                 crops.                               Write T if the statement is true. If false, change the underlined word or phrase to make the statement
      3. Value Statement: An Augustinian          true.
         appreciates the importance of soil.          1. Sandy soil holds water well.
      4. Process Skills: Observing,                   2. Clay is finer than gravel but coarser than dust.
         comparing, experimenting and                 3. Cement is mixed with loam to build bridges.
         communicating                                4. Humus is a mixture of sand, clay, silt and organic matter.
III. Materials: Multimedia No.3, VHS tape             5. Water passes very quickly through clay.
                                                                                                                                                          Week 5

                                                                                                                                                          Feb. 4-8, 2008

Day 2                                          IV. Learning Activities
I. Objectives                                  A. Opening Exercises                                                                                         Remarks:
     At the end of the period, the PSBAT:
     1. Explain how soil productivity might    B. Motivation (Poem)
         decrease.                                      What a blessing to have Mother Earth.
     2. Describe practices that cause soil              There is soil where plants grow.
         pollution.                                     There is water to drink, and refresh and bathe with.
     3. Enumerate ways of protecting the                Thanks to Mother earth, they all come for free.
         soil.
II. Learning Content                                    Don’t you think you ought to know
1. Topic: How to Prevent Soil Pollution                 What soil to till to make plants grow?
2. Concepts:                                            Or from where and how does water flow?
     - The productivity of soil decreases               To care for them is a must that is what I know.
when the same crop is planted in it every
planting season.                               C. Lesson Proper
     - Improper garbage disposal causes soil   1. Conduct a Think , Pair Share Activity Let them observe plants in different places inside the garden.
pollution.                                     Have them report about the conditions of the plants.
     - Soil can be protected by fallowing,     2. Compare the plants observed. Give the guide questions:
crop rotation and using cover crops.               Which ones are growing well? Not growing well?
3. Value Statement: An Augustinian is              In which part of the garden are they?
concerned with keeping the fertility of the    3. Let the pupils give inferences as to why some plants are not growing well and those that are healthy.
topsoil.                                       4. Discuss the differences between good soil and bad soil. Have them infer why soil can turn bad and
4. Process Skills: Observing, inferring and    unproductive.
communicating                                  5. Talk about practices farmers do to protect soil. Explain crop rotation.
                                               5. Enumerate ways on how to protect the fertility of the topsoil.
III. Materials: EPOW pp. 286-289               6. Generalization: How can we avoid soil pollution?

                                               D. Evaluation
                                                  Do exercise I on page 289
                                                                                                                                                            Week 5

                                                                                                                                                            Feb. 4-8, 2008

Day 3                                             IV. Learning Experiences
I. Objectives                                     A. Opening Exercises
At the end of the period, the PSBAT:
      1. Interpret a bar graph.                   B. Motivation
      2. Measure the length and width of             Play “Pinoy Henyo”. Let the pupils guess the word being pantomime.
          some objects.                           Examples of words are: push, pull gravity, soil etc.
      3. Identify the force acting on an
          object.                                 C. Development of the Lesson
      4. Differentiate the three types of soil.   1. Define each word used in the previous game.
      5. Tell the benefits of reviewing           2. Let us find out if you can still recall the concepts our lessons for the past two weeks.
          oneself for the examination.            3. CLT: Round Robin
II. Learning Content                              Job card 1 – (True or False: Forces acting on an object)
1. Topic: Review for the Mastery Test #1          Job card2 – (Interpreting a graph)
2. Concepts:                                      Job card 3 – ( Measuring the length and width)
     Bar Graph                                    Job card 4 – ( Differentiating sand, loam and clay)
     Length and width                             4. Checking of Answers
     Force                                        5. Ask pupils for questions and clarifications.
     Soil                                         6. Generalization: What are the different forces acting on an object? What are the three kinds of soil?
III. Materials
Job card, N5, pencil                              D. Evaluation
                                                     Have them answer the items in Quiz Time as their Quiz #2

Day 4                                             IV. Learning Experiences
I. Objectives:                                    A. Opening Exercises
At the end of the period, the PSBAT:              B. Lesson Development
      1. Answer the test with at least 80%        1. Set the standards to be followed before/during/after taking the test
         accuracy.                                2. Explain “An honest child makes God smile”
      2. Show honesty in taking test.             3. Get ready with the materials.
      3. Follow the test directions               4. Give the papers.
         accurately.                              5. Read the directions/give corrections if needed.
II. Learning Content: M.T. #1                     6. Answer the test.
III. Materials: test folder, pencil               7. pass the papers
                                               Week 5

                                               Feb. 4-8, 2008

Day 5
Objectives
At the end of the period, the PSBAT:
1. Identify places on Earth where water is
found. 2. Explain the usefulness of water to
people.
3. Enumerate practices that will protect our
water supply.

II. Learning Content
1. Topic: Introduction: WATER
2. Concepts:
Much of the Earth is covered with water in
the form of oceans, rivers, lakes and
ponds.
Man makes use of water for personal
cleanliness, household work, cooking,
laundry, irrigation and other activities.
Improper garbage disposal should be
prevented to avoid water pollution.
3. Value Statement: An Augustinian is
Thankful for the presence of water on this
planet.
4. Skills: Observing, inferring,
communicating
5. Reference:
http//www.kidzone.ws/water/
III. Materials
CAI Room
                                                                                                                                                         Week 5

                                                                                                                                                         Feb. 4-8, 2008

Day 5                                        IV. Learning Activities                                                                                      Remarks
I. Objectives                                A. Opening Exercises
At the end of the period, the PSBAT:
      1. Identify places on Earth where      B. Motivation
          water is found.                    Let the pupils close their eyes and imagine a time when there will be no water (not even a drop) in their
      2. Explain the usefulness of water     home. Ask: how would you feel and what would you do?
          to people.                                                                                                                                      Professional Reading:
      3. Illustrate water cycle.             C. Development of the lesson
      4. Enumerate practices on how          1. Show a globe. Ask what percentage is water?
          to conserve water supply.          2. Let the students share their own ideas and opinions why God created more water.
II. Learning Content                         3. Elicit usefulness of water to our lives.
      1. Topic: Introduction: WATER          4. Giving of guide questions:
      2. Concepts:                               - Where does water come from?
      Much of the earth is covered with          - Illustrate how water cycle is formed.
      water in the form of oceans, rivers,       - How can we conserve water?
      lakes and ponds.                       5. Review standards in CAI activity.
      Man makes use of water for             6. Smooth mobilization to CAI room.
      personal cleanliness, household        8. Give the website: http://www.kidzone.ws/water/
      work, cooking, laundry, irrigation     7. Discussion. Answering of guide questions.
      and other activities.                  8. Generalization: What covers the earth? Where can water be found?
      Improper garbage disposal is one
      practice that pollutes water.
      3. Value Statement: An                 D. Evaluation
          Augustinian is thankful for the    Answer the short exercise of the same web.
          presence of water on this
          planet.
      4. Process Skills: Observing,
          inferring and communicating
III. Materials:
http://www.kidzone./ws/water/




                                             Arrange the steps in reading a temperature of an object.
                Week 5

                Feb. 4-8, 2008

I. Objectives
                                                                                                                                                                 Week 5

                                                                                                                                                                 Feb. 4-8, 2008

Day 4                                           IV. Learning Experiences                                                                                          Remarks
I. Objectives                                   A. Opening Exercises
1. Describe balanced forces and
unbalanced forces                               B. Motivation
2. Recognize situations that show               Ask the pupils to play arm wresting/hand wrestling with their seatmates.
balanced and unbalanced forces
3. Tell circumstances when one help             C. Development of the lesson
others                                          1. Ask the pupils what they did for them to beat their seatmates.
                                                2. Who exerted more force?
II. Learning Content                            3. Let us find out what happens when forces acting on an object are balanced and unbalanced.
1. Topic: Balanced and Unbalanced               4. Group work:
Forces                                          a. Get a block of wood and place it top of the table.
2. Concepts:                                    b. Assign somebody to hold one end of the block of wood and another person to hold the other end.
When forces acting on an object are             c. Instruct the first person who holds one end of the wood to push it hard while the second person holding the
not balanced, motion takes place in             other end push it gently.
the direction of the greater force.             d. Do step c again but this time, instruct both persons to push the block of wood with the same force.
When forces acting on an object are             e. record your observations.
balanced there is no motion.
3. Value Statement: An Augustinian is           Guide questions
helpful.                                        a. How will you describe the force given by each person holding the block of wood on the first trial? Did they
4. Skills: Observing, inferring, classifying,   give the same amount of force?
communicating                                   b. Prove your answer.
5. Reference: Science and Health for            c. Where did the object move? Did it move to the direction of the greater force or lesser force?
the 21st Century p. 158                         d. Did the object move when the forces given by the persons holding the wood are the same?
EPW pp. 260-271
III. Materials                                  5. Report to the class the answers to the guide questions.
Block of wood, job card                         6. Describe what happens when forces acting on an object are balanced and unbalanced..
                                                7. Give situations that show balanced/unbalanced forces acting on an object.
                                                8. Valuing: Difficult tasks become easier when we help each other. When was the last time you helped other
                                                people? How does it feel?
                                                9. Generalization: What are balanced forces/unbalanced forces?

                                                D. Evaluation
                                                Do letter B on p.269
Week 5

Feb. 4-8, 2008
                                                                                                                                                             Week 5

                                                                                                                                                             Feb. 4-8, 2008

Day 1                                            IV. Learning Activities
I. Objectives                                    A. Opening Exercises
At the end of the period, the PSBAT:
1. Identify the steps in using the ruler         B. Motivation
correctly                                        Trivia: Do you know that our ancestors used different body parts to get linear measurement? Do you know
2. Measure the length and the width of a         what those body parts are? (Ex. Size of foot = length of arm from wrist to elbow; circumference of neck =
given object accurately                          waist line, etc.)
3. Tell situations where one can show            C. Presentation
open-mindedness.                                 1. Call volunteers to write the result on the board.
                                                 2. Compare the measurements given by the volunteers
II. Learning Content                             3. Explain why the students got different result.
1. Topic: Using the Ruler Accurately             4. Enumerate measuring devices for linear measurement.
2. Concept/s:                                    5. Ask again the pupils to measure the length of their notebook, but his time they will use their ruler.
Follow these steps in using the ruler            6. Compare their reading (expect that there will be discrepancies with their answers)
accurately:                                      7. Valuing: Do you know that scientists also get inaccurate measurement, but what characteristic do they
       Place your ruler alongside the           have why they become successful in their field? Can you tell other situations where we can show being
           object you wish to measure.           open-minded?
       Make sure that one edge is aligned       7. Explain why the students got different result though they use ruler this time.
           with the zero on your ruler.          8. Discuss how to use the ruler correctly.
       Look directly over the ruler where       9. CLT:
           the measurement is being taken.       Measure the length of the labeled strings inside the basket.
       Carefully take the measurement           10. Checking
           using the numbers on the ruler and    11. Generalization: What are the steps in using the ruler correctly?
           counting any tick marks that are
           necessary. If the measurement falls   D. Evaluation
           in the middle between two tick        Seatwork
           marks, it can be read as 1/2 of a     Measure the length and the width of the following:
           unit.
       Record your measurement                  1. Diary                  2. EPW
           accurately.
       Place the correct metric unit after
           your measurement.
3. Value Statement: An Augustinian is
open-minded
4. Skills: Measuring, Observing
5. Reference/s: www. funmath.com

III. Materials
Ruler, string, diary
                                                                                                                                                              Week 5

                                                                                                                                                              Feb. 4-8, 2008

Day 5                                            IV. Learning Experiences
I. Objectives                                    A. Opening Exercises
At the end of the period, the PSBAT:
1. Define inertia                                B. Motivation
2. State that force is needed to stop/move       Have you experienced being almost thrown forward/backward when your car suddenly starts/stops
a running/still object                           moving?
3. Tell the importance of following rules        Valuing: Some drivers are sometimes offensive when they drive (Note: teacher will define/ explain what
                                                 offensive means). That is why they suddenly stop. Some of them don’t follow traffic rules. How is it important
II. Learning Content                             to follow rules?
1. Topic: Inertia
2. Concepts:                                     C. Development of the lesson
Inertia happens when an object in motion         1. When does your body move forward, when the car starts or stops?
remains in motion and an object at rest will     2. Demonstrate what happens when a car suddenly starts/stops by using a toy car and a plastic bottle.
remain at rest until outside force is applied.   3. Predict what will happen to the plastic bottle over the toy car when it suddenly starts/stops.
 Force is needed to move a still object/stop     4. Teacher will demonstrate the set up.
a moving object                                  5. Identify why our body move forward when the car suddenly stops.
3. Value Statement: An Augustinian obeys         6. Discuss the meaning of inertia.
rules                                            7. Find out makes a moving object stop and a still object move.
4. Skills: Observing, inferring,                 8. Work on Do These on p. 262
communicating                                    9. Discuss the answers to the guide questions.
5. Reference: SAH pp. 162-164                    10. Identify what makes a moving object stop/still objects move.
     EPW pp. 262-271                             11. Generalization: What is inertia?
III. Materials
Battery operated toy car, plastic bottle,        D. Evaluation
                                                 Do exercises on p. 263.

								
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