Lesson 1: THE CURRICULUM GUIDE

SENSE ORGANS
Objectives:
➢ Apply the knowledge in using the Curriculum Guide (CG) in teaching Science
(Biology and Chemistry) in elementary
➢ Describe the parts and functions of sense organs of the human body
➢ Enumerate healthful habits to protect the sense organs
Lecture :
The Curriculum Guide

Department of Education (DepEd) K to 12 Curriculum Guide (CG) is the first tool

that a teacher must consider before planning and designing educational activities and
instructional materials. Science is taught in elementary in Grades 3, 4, 5 and 6.
Kapampangan is used as medium of instruction in the 3 rd grade and English for the rest
of the grades. A teacher must be familiar with the competencies in this CG before the
start of classes. Chemistry which is about matter is discussed in the first quarter while
Biology that includes lessons about living things and their environment is explored in
quarter two. Aside from the CG, DepEd also publishes Teacher’s Guide (TG) and
Learner’s Materials (LM) to make teaching-learning more effective.

The CG has codes. The example above illustrates how codes must be interpreted.
They tell the learning area, grade level, domain/content/ component/topic, the
quarter, the week and the competency number of the given content. On the next
page you will find a part of the CG where a code is written. It is encircled so you can
easily locate it.

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 This is how the main page of the CG looks like. As reflected on this part, the first
lesson in Biology is about Human Sense Organs with an objective that the learners
should be able to describe the parts and functions of the sense organs of the human
body. The following are the important information about our senses that must be
discussed to the pupils.

The complete copy of the CG for Science can be accessed by clicking this link:
https://drive.google.com/file/d/1oXAa1Ku95oEaRDzFntyTqJYwOxKjdG19/view

Sense Organs

“The eyes are organs of seeing. They are specially made to see the
beauty of our surroundings. The sense of sight helps us recognize each
other and learn about color, motion and distance. Eyes are the
windows into mind through body. They have their role to play as the
connection between the two.” (slideshare.net)

“The ears are organs of hearing. These are made to receive sound
waves that are sent out by vibrating objects and convert them into
sensation we call sound. We hear different sounds. We hear sounds
through our ears. We hear soft and loud sounds. We hear also
pleasant and unpleasant sounds.” (slideshare.net)

“The nose is the organ of smell. Smell is one of the senses. We smell
through our nose. Our nose helps us to describe what we smell. Some
things smell good. Some smell bad or unpleasant. Others are odorless.
Our nose helps us to enjoy the food we eat.” (slideshare.net)

“The soft, movable organ in the mouth is called tongue. The tongue is
use for tasting. We can eat and taste food with our tongue. We
cannot taste only four different flavors – salty, bitter, sweet and sour.
We may taste combinations of all these.” (slideshare.net)

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 ”The skin is an organ that covers the whole body of a person or
animal. It is also the largest among the organs. The skin is considered as
the organ of touch of humans and animals.” (slideshare.net)

A detailed power point presentation about sense organs’ parts and functions,
diseases and do’s and don’ts in taking care of them can be accessed in the google
drive through this link:
https://drive.google.com/file/d/1Qq1ecQ3HBJNqi-DoURT1fDO3wD9TIpzv/view

Exercises:
I. Answer the following questions.

1. In what grades is Science taught in the elementary?_________________________

2. What is the first tool that a teacher must familiarize before the start of the
school year?________________
3. What language is used in teaching Science in the intermediate
grades?_________________________
4. Which branch of Science is taught in 2nd quarter in elementary?_____________
5. What are the other tools that DepEd publishes that will help make teaching and
learning more effective?______________________________________

II. Check ( ⁄ ) Yes if the statement that tells about taking care of our sense organs is true
and tick No if it is not.

Statements YES NO
1. Taking a bath every day helps make the skin healthy.
2. Staying too long under the sun is good.
3. Brushing gently will keep the tongue clean.
4. Avoiding too hot food gives tongue problems.
5. Blowing nose so hard when having colds is needed.
6. Keeping on smelling unknown substances brings comfort to the
nose.
7. Cleaning the ear with a clip is necessary.
8. Do not expose yourself to very loud noise.
9. Never look directly at the sun.
10. Good lighting will avoid tiring of the eyes when reading and
writing.

Quizzes/Tests:
Identify the words that are being described in the following statements.
______________1. This is the outside layer of the skin.
______________2. It is a soft, moveable organ in the mouth.
______________3. The two openings of the holes of the nose are called ________.

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______________4. It is a line with wax and tiny hairs that keeps dust from entering
further into the ear.
______________5. It is the colored part of the eye which is a ring of muscle fibers.
______________6. What is the skin disease that causes rashes, discomfort and
itch?
______________7. A tiny swelling on the eyelid caused by infection or lack of
vitamins.
______________8. It is caused by infection where eyes become reddish and light
hurts them.
______________9. These are specially made to receive sound waves that are sent
out by vibrating objects and convert them into sensation called
sound.
______________10. The part of the tongue that help us taste food, beverage and
others.

Assignment:

I. Answer this question:

Which of our senses do you think you need the least? Choose one of the sense organs
that you may most likely live without. Justify your answer.

II. Interpret our next lesson’s code below by writing the words that they represent in the
boxes.

Learning Competency: Describe the main function of the major organs;

Code: S4LT-IIa-b-1

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Lesson 2: PARTS AND FUNCTIONS OF A LESSON PLAN
MAJOR ORGANS OF THE BODY
Objectives:
➢ Value the importance of lesson planning in the teaching and learning process
➢ Describe the main function of the major organs (brain, heart, lungs, liver, stomach,
intestines, kidneys, bones and muscles)
➢ Identify the causes and treatment of disease of the major organs
Lecture :

Parts and Functions of a Lesson Plan

What is a lesson plan? Why do we need it? What are its parts and their descriptions?
How do we plan our lesson about the major body organs? These are the questions that we are
going to answer in this topic.

“A lesson plan is a written guide used to aid

teachers in their lessons. It is defined as an outline of the
important points of a lesson arranged in the order in
which they are to be presented to students by the
teacher. For a successful and effective teaching,
planning is the first and the most important step. Lesson
plan is used as guide for the teacher. It sets direction as it
is clear on the procedure. It gives a sense of security and
confidence. It provides record and helps keep good
classroom management. The students directly benefit when lessons are planned. They attend
a structured lesson: easier to assimilate. They realize that the teacher cares for their learning.
They also appreciate their teacher’s work as a model of well-organized work to imitate.”
(slideshare.net)

More explanation about lesson plan and its components is available on this link:
https://drive.google.com/file/d/1Su4XpOKGlHO10wIHlJRStlSnAwWR_NCr/view?usp=drive_open

Now, let us study the major organs of our body and apply what we learned about lesson
planning in this topic.

Major Organs of the Body

Brain
“This is the most important organ in our body. The brain controls our
body and everything it does. Without our brain, we would not be able to
breathe, walk, talk, learn, think, remember things, as well as be able to feel
happy or sad. Our brain sends signals to our body through our nerves. Our
nerves allow us to feel and touch objects. Different parts of our brain control
different parts of our body. We need all of these parts of our brain to work
properly.” (slideshare.net)

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Heart
“The Heart is the other most important organ within your body. The Heart’s job is
to keep us alive through pumping blood around our body. Our heart sends our
blood on a never-ending journey through our bodies. The two chambers in our
hearts are pumps which pump the blood to different places in our body which
allows the rest of the organs in our body to work. One takes blood to the rest of
our body the other takes it to the lungs. Without the heart pumping blood through
these organs in our veins the rest of our body would not work. When
our heart stops pumping the blood around our body this is when we die.(slideshare.net)

Lungs
“Lungs are the organs which help us breathe. We breathe in air (oxygen)
through our nose and mouth. The oxygen is then taken into our body traveling
through the bloodstream to body cells, the body cells then use the oxygen to
get energy. Waste substances like carbon dioxide (a waste gas) are then
released into the blood carried to the lungs to leave the blood and is then
breathed out through our mouth and nose.” (slideshare.net)

Liver
“The liver has many jobs but its main job is to filter out all the poisonous
substances in your blood. Without the liver acting as a filter in our body, it
would be full of poisonous substances polluting our body, without this, we
would not be alive. The liver also produces liquid called bile which breaks
down all the fats in our body which aids digestion.” (slideshare.net)

Stomach
“This is where our food goes. Our stomach holds the food we have eaten,
which it then begins to break down through the contracting of the muscles in the
stomach walls. After two hours of the stomach digesting the food, we have eaten
it then leaves the stomach and travels to another part of our body known as the
small intestine. Without a stomach we would have no place in our body to store
food. This would then prevent us from eating therefore not allowing us to survive.”
(slideshare.net)

Intestines
“The intestines, which lie between the stomach and the anus, are part of the
digestive system. It is divided into two major sections: the small intestine and the
large intestine.”(slideshare.net)

Kidneys
“Kidneys are small bean shaped organs which lay either side of your body. The
blood which travels through the kidneys deposits the waste the blood has
gathered on its journey through your body. Small filters filter out the impurities
from the blood, the impurities travel to the middle of your kidney which
develops liquid called urine. The kidneys help us to get rid of waste in our bodies
through producing the urine which travels on to our bladders.” (slideshare.net)

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Bones
“Bones are made up of connective tissue reinforced with calcium and
specialized bone cells. Most bones also contain bone marrow, where blood
cells are made. The body is constantly remodeling the skeleton by building up
new bone tissue and breaking down old bone tissue as required. Healthy bone
needs a balanced diet, regular weight-bearing exercise and the right levels of
various hormones. Bones provide the structure for our bodies. The adult human
skeleton is made up of 206 bones. These include the bones of the skull, spine (vertebrae), ribs,
arms and legs.” (betterhealth.vic.gov.au)
Muscles
“Muscles are organs, composed of muscle tissue that contracts to
produce a particular movement. Muscles are grouped in different ways. If
they are voluntary, that is we have to think about them, to make them move.
Or if they are not, they are involuntary. Lastly, there is cardiac muscle. As a
whole, they make up about 36% of the body. The muscles that you move by
thinking are also called skeletal muscles since they use bones as levers. These
are all most always in pairs. The involuntary muscles are found in all hollow organs except for
the heart. They move very slowly in a way called peristalsis. These muscles are also called
smooth muscles.” (socratic.org)

Check out and study the diseases of this major organs of our body on this link:
https://drive.google.com/file/d/1mPmV4IgPZneG14fWqkLTZuhtoB41QTWZ/view

Exercise
Complete the following sentences about the major body organs.
1. Blood cells are made in the ________________________.
2. When we are thinking, the muscles that we move are called_________________.
3. Poisonous substances in the ___________________ are being filtered by the liver.
4. Through the ____________ that is produced by kidneys waste materials travels on to the
bladders.
5. The ________________ breaks down all the fats in our body which aids digestion.
6. We breathe in air (oxygen) through our _______________ and ________________.
7. __________________ provide the structures for our body.
8. The place in our body where food is stored is in _______________________.
9. ______________________ make up about 36% of our body.
10. Through our _____________________ our brain sends signals to our body.

Quiz/Test
Encircle the letter of the correct answer.
1. Which ailment is caused by prolonged exposure in tobacco smoke?
a. Heart Cancer b. Lung Cancer c. Colon Cancer d. Bone cancer
2. What do you need most when you are tired?
a. Water b. Exercise c. Air d. Rest
3. Which does not help your bones and muscles grow, develop and work well?
a. Eating the right kinds of food b. Eating junk foods c. Exercise d. Enough rest
4. Which disorder happens because of blood clotting or broken blood vessels?

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 a. Epilepsy b. Stroke c. Hypertension d. Fracture
5. Which of the following are you going to do if your friend experienced numbness?
a. Apply cold compress
b. Tell her to jump several times
c. Allow her to lie down and stretch her legs
d. Massage the affected muscle
6. It is an intense pain on the head caused by stress, fatigue and sometimes hunger.
a. Dizziness b. Vertigo c. Headache d. Migraine
7. This disease occurs when there is an increase in WBC Count.
a. Anemia b. Leukemia c. Rheumatic fever d. High blood pressure
8. An illness characterized by sneezing, nasal discharge and itching in the nasal passage.
a. Asthma b. Rhinitis c. Bronchitis d. Pneumonia
9. The presence of blood in the urine due to infection is called ____________.
a. Hematuria b. Nephritis c. Kidney Stones d. UTI
10. A bone condition caused by deficiency in vitamin D usually observed in children.
a. Osteoporosis b. Arthritis c. Rickets d. Polio

Assignment

Answer the following questions:

1. What illness in the major organs did/do you or your loved ones and friends’ experience?
Discuss the factors that cause this disease and the procedures that were done/will be done for
the treatment.

2. What are the indicators that tell that a teacher planned his/her lessons?

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Lesson 3: WRITING A DETAILED LESSON PLAN
HUMAN BODY SYSTEMS
Objectives:
➢ Write a detailed lesson plan in Science (Biology)
➢ Explain how the organs of each organ system work together
➢ Examine examples of detailed lesson plans presented
Lecture :
Detailed Lesson Plans
Now, that you already know what a lesson plan is and its parts and their functions, we
are going to study examples of detailed lesson plans. This will help you better understand
lesson planning writing procedures.

Access the detailed lesson plan in Science 6 about our previous topic major body organs
which is specifically about the parts and functions of the brain, on this link:
https://drive.google.com/file/d/1qFQmgIJSGvT7QqR8aJyi6siW9T8TUyc/view

Examine the content of the detailed lesson plan that you viewed. Are the parts
complete? Do you think the teacher will be able to attain his/her lesson objectives through this
plan? Any suggestions that you want to raise for this plan to be more effective?

Later on you will be asked to craft your own lesson plan about the next topic in Science 5
(Reproductive System only) and Science 6 which is about human body systems.

Human Body Systems

These are the seven (7) human body systems discussed to the fifth and sixth graders:

1. Circulatory System
“The function of a circulatory system is to carry blood or hemolymph into
close contact with every cell in the body. It transports oxygen to cells, nutrients
from the digestive system to body cells, hormones to body cells and waste from
body cells to excretory organs.” (slideshare.net)
More information on this system is discussed through a powerpoint presentation in
the google drive:
https://drive.google.com/file/d/1mHPDBqxcIHrFThY9jx39QntlMy2TJ531/view
Watch this video about this system on youtube:
https://www.youtube.com/watch?v=l44oNfxmIns

2. Respiratory System
“The human respiratory system is a series of organs responsible for
taking in oxygen and expelling carbon dioxide. The primary organs of
the respiratory system are lungs, which carry out this exchange of gases as
we breathe.” (slideshare.net)
Powerpoint presentation about this:
https://drive.google.com/file/d/1L5iBc3CrF1GCujOU2kKpGOw5nO5wWae
V/view
Video link: https://www.youtube.com/watch?v=ynVRDsDC-84

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3. Musco-Skeletal System
“The Musculoskeletal system is made up of two different systems: the
muscular and the skeletal system.” (slideshare.net)
To know more about this, click this link:
https://drive.google.com/file/d/1Kx7ggDAbV4UARgzXGmAo5ocjYbaq22c2/
view
For the video:
https://www.youtube.com/watch?v=yCWclrhsPQ8

4. Nervous System
“The nervous system is a complex network of nerves and cells that carry
messages to and from the brain and spinal cord to various parts of the body.
The nervous system includes both the Central nervous system and Peripheral
nervous system. The Central nervous system is made up of the brain and spinal
cord and The Peripheral nervous system is made up of the Somatic and the
Autonomic nervous systems.” (slideshare.net)
For more information about this system:
https://drive.google.com/file/d/176eehDWNFiqhJlctmjqQlleqoPdHZ0NX/view
Video: https://www.youtube.com/watch?v=sjyI4CmBOA0

5. Digestive System
“The digestive system is a group of organs that break down food in order
to absorb its nutrients. The nutrients in food are used by the body as fuel to
keep all the body systems working. The leftover parts of food which cannot be
broken down, digested, or absorbed are excreted as bowel movements
(stool).” (slideshare.net)
Powerpoint Presentation:
https://drive.google.com/file/d/1qLf4URNAoFS65BQ0sh5Vud0JJNhPS-GS/view
Video: https://www.youtube.com/watch?v=eKaBQrFdNtw

6. Integumentary System
“A system that acts as a barrier to protect the body from the outside
world. The skin is the main organ of the integumentary system and the largest
organ of the body” (slideshare.net)
Slides: https://drive.google.com/file/d/1A-
INbo81gHyBEXHqo2DWkGNDZIMsfa7Q/view
Video: https://www.youtube.com/watch?v=yCWclrhsPQ8

7. Reproductive System
“Human reproductive system, organ system by which humans
reproduce and bear live offspring. Provided all organs are present, normally
constructed, and functioning properly, the essential features of human
reproduction are (1) liberation of an ovum, or egg, at a specific time in the
reproductive cycle, (2) internal fertilization of the ovum by spermatozoa, or
sperm cells, (3) transport of the fertilized ovum to the uterus, or womb, (4)
implantation of the blastocyst, the early embryo developed from the fertilized

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ovum, in the wall of the uterus, (5) formation of a placenta and maintenance of the unborn
child during the entire period of gestation, (6) birth of the child and expulsion of the placenta,
and (7) suckling and care of the child, with an eventual return of the maternal organs to
virtually their original state.” (slideshare.net)
More information:
https://drive.google.com/file/d/1Eq_enzRw2ZpuVvwcso0iWrUQgI1lzN5l/view
Videos:
male reproductive system https://www.youtube.com/watch?v=T8q3JpTWhrY
female reproductive system
https://www.youtube.com/watch?v=-5SOvWaW_OY&t=44s
Exercise

Identify the body systems described in the following sentences. Write your answer on the blank
before each number.

__________________1. The body system that is responsible for bringing food and oxygen to
every cell in your body.
__________________2. The main organ of this system is the skin.
__________________3. This system is responsible for producing offspring.
__________________4. A system that is made up of two different systems
__________________5. This system is responsible for carrying oxygen and carbon dioxide in and
out of your body.
__________________6. It includes the group of organs that break down food in order to absorb
its nutrients.
__________________7. A complex network of nerves and cells that carry messages to and from
the brain and spinal cord to various parts of the body.

Quiz/Test

Examine this example of detailed lesson plan about respiratory and circulatory system on this
link:
https://drive.google.com/file/d/1fQmsyGyJf9AKxpx_e-uG_lc4nFBRK0TO/view

Write your comments and suggestions about this lesson plan.

Assignment

Do the following:

1. Choose one (1) human body system and explain how the organs of this system work
together.

2. Write your own detailed lesson plan about the human body system that you selected in item
number one.

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Lesson 4: USE OF INSTRUCTIONAL MATERIALS
ANIMALS
Objectives:
➢ Explain the use of instructional materials
➢ Describe parts and functions of animals and their importance to humans
➢ Value animals and their role in the environment
Lecture :

Use of Instructional Materials

“Instructional materials are the resources and tools used as vehicles to help
communicate the information. Educational resources use to improve student
knowledge and abilities and skills to monitor their behavior by information and
contribute to their overall development. Instructional materials are tangible substances
and real objects that provide the audio and/or visual component necessary for
learning. Many of them can be manipulated. They stimulate a learner’s senses and may
have the power to arouse emotions. They help the teacher makes sense of abstractions
and simplify complex messages.” (slideshare.net)

“Purposes of instructional materials include helping the educator deliver a

message creatively and clearly, assist learners in gaining & increasing awareness and
skills as well as retaining more effectively what they learn, stimulate the learners’ bodily
senses, help clarify abstract or complex concepts, add variety to the teaching–learning
experience, reinforce learning, and potentially bring realism to the experience, save
time and energy on the part of both the teacher and the learner and facilitate
learning” (slideshare.net)

“Instructional materials’ general principles are the following: (1) The teacher must
be familiar with media content before a tool is used, (2)Print and non print materials do
change learner behavior by influencing a gain in cognitive, affective, or psychomotor
skills, (3)No one tool is better than another in enhancing learning, (4)The tools should
complement the instructional methods, (5)The choice of media should be consistent
with subject content and match the tasks to be learned to assist the learner in
accomplishing predetermined behavioral objectives, (6)The instructional materials
should reinforce and supplement—not substitute for— the educator’s teaching efforts,
(7) Media should match the available financial resources, (8)Instructional aids should be
appropriate for the physical considerations and the learning environment, such as the
size and seating of the audience, space, lighting, and display hardware (delivery
mechanisms) available, (9)Media should complement the sensory abilities,
developmental stages, and educational level of the intended audience, (10)The
message imparted by instructional materials must be accurate, valid, authoritative, up-
to-date, state-of-the-art, appropriate, unbiased, and free of any unintended messages;
and (11)The media should contribute meaningfully to the learning situation by adding
diversity and additional information.” (slideshare.net)

“Instructional Materials have three major components and these are: (a) Delivery
System, (b) Content, and(c) Presentation” (slideshare.net)

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 “There are five types of instructional materials. The first type is Written Materials
which includes: (a) Handouts - a piece of printed information provided free of charge,
especially to accompany a lecture or advertise something, (b) Leaflets - a small flat or
folded sheet of printed matter, as an advertisement or notice, usually intended for free
distribution, (c) Books - a written or printed work consisting of pages glued or sewn
together along one side and bound in covers, (d)Pamphlets - small booklet or leaflet
containing information or arguments about a single subject and (e)Instruction Sheet -
are clear and detailed information on how to do something. The second type is
Commercially Prepared Materials which is a wealth of commercially prepared
brochures, posters, pamphlets, and patient-focused texts which are currently available.
The third one is Self Composed Materials where educators may choose to write their
own instructional materials for several reasons, which might include cost saving or the
need to tailor content to specific audiences. The fourth instructional materials’ type is
Demonstration Material that stimulate the visual senses but can combine the sense of
sight with touch and sometimes even smell and taste. It brings the learner closer to
reality and actively engages him or her visually. Demonstration tools are useful for
cognitive, affective, and psychomotor skill development. Some examples are:
illustrations, posters, diagrams, illustrations, charts, bulletin boards, flannel boards, flip
charts, chalkboards, photographs, and drawings. And the last type is Audio Visual
Materials. Audiovisual materials support and enrich the educational process by
stimulating the learner’s visual and auditory senses. They are exceptional aids because
many can influence all three domains of learning. They increase retention of
information. But these are extremely costly, in terms of time and money.”
(slideshare.net)

“Steps of the development process of Learning Resource Materials involve: (1)

Reviewing the curriculum. On review, make notes on ideas for teaching materials in
order to teach the skills and knowledge listed in the curriculum or syllabus. Create the
teaching materials that are relevant to the curriculum or the syllabus to teach,
(2)Pinning down notes on the basis of the class, the students and the level of students,
(3) Enlisting possible teaching material which is about making notes on different kinds of
activities relevant for learning in or outside of the class, (4) Budgeting that is about
running careful price checks with the help of internet shopping search engines to make
sure that the materials chosen will fit within budget, (5) Selecting of appropriate idea
where we choose best ideas from list of ideas for class materials including materials for
beginning, middle, and ending sections of the curriculum or syllabus, and (6) Supplying
needed material for each class material item that has to be made that includes
creating a list of supplies needed, buying the supplies if necessary and using
appropriate tools such as your computer, printer, a copier, scissors, die-cut machine,
laminating machine, and others, to create the materials.” (slideshare.net)

“There are also barriers in Developing Learning Resource Material that we need to
take into consideration and these are lack of systematic programme planning in large
scale, low budget allocation, inadequate training for teachers and facilitators,
selection system of teachers and community mobilization plans for resource generation
at the local level.” (slideshare.net)

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 Now, let us reflect on how instructional materials can help in discussing the
following topics about animals.

Animals
Where Animals Live
“Animals need a place in nature that provide them protection, food and home for
their young.” (slideshare.net)

Animals that live on land Animals that live in Water Animals that live both
on Land and in Water
More of this on this link:
https://drive.google.com/file/d/1wMBZIh3d99naRr6ALLuo5LOs9UFlqvg0/view

Parts of Animals
“Animals have different body parts. These body parts have different functions. The
common body parts of animals are head, body and legs. There are body parts that
are not common to all like beak, wings, fins, flippers, horns, antenna, tentacles and etc.
Animals use their body parts to survive. Fishes use the slime on their scales to glide
through the water. Seed-eating birds have cone-shaped beaks to crush and grind
seeds. The eyes and nostrils of crocodiles stick up above their head, so they can hide
under the water and still keep a lookout for prey. Goats have hoofed feet, so they can
climb rocks. Gorillas use their feet to climb trees and to pick up food. Animal body parts,
their teeth, eyes, feet, and claws, and body coverings all help the animal survive in its
environment.” (slideshare.net)
More of this on this link:
https://drive.google.com/file/d/1hABImUuTRiZuGarb2szOwgteaATYcRHf/view

Movements of Animals
“Animals can move from place to place. This movement is known as locomotion.
It helps animals to obtain food and get shelter. Locomotion also helps to protect
animals from danger of predators or natural calamities. Different animals use different
body parts to move. Insects can move in various ways. They can walk, jump, fly, hop or
crawl. Butterflies and mosquitoes have two pairs of wings that help them to fly. Termites,
lice, etc., move by crawling. Similarly, ants and cockroaches walk. A grasshopper hops
using its long hind legs. Aquatic insects like backswimmer and water boatman use their
hind legs to swim. Reptiles like lizard, snake and crocodile use various forms of
locomotion to move from one place to another. Some of them have legs and some use
their scaly skin to move by crawling. A turtle can swim easily using its limbs. Tortoise and
crocodile have legs and move about using them. They use scales present on the
underside of their bodies to move. Besides these, a strong muscular and flexible

14 | P a g e
backbone aids them in moving. Terrestrial animals like leopard, tiger, elephant and
many others have two pairs of limbs. Most animals use all four limbs to walk, run and for
other movements. Giraffe and rhinoceros and many others have two pairs of limbs.
Most animals use all four limbs to walk, run and for other movements. Aquatic animals
like turtles use their limbs to swim. Others like frog use their webbed feet to swim in
water, while they use their long hind legs to hop on land. Fish have fins to move in
water. The fins help fish to swim and maintain balance in water. The tail fin helps them
to change direction. Birds can hop on land, swim in water and fly in air. The fore limbs of
birds are modified in the form of wings that help them to fly. Crow, sparrow, eagle,
parrot, etc., are common birds that fly in the sky. Some birds like ostrich, emu and kiwi
are called flightless birds because they have very heavy bodies and weak wings and
cannot fly. Birds use their hind limbs or legs to walk, run, catch prey and even attack
their enemies. Birds like duck, swan, etc., can also swim in water due to their webbed
feet.” (slideshare.net)
More of this, on this link:
https://drive.google.com/file/d/19zyL07jztMX3NxQ1NV0pS3BNaWrtSQCy/view

Classification of Animals
According to their Structure

• “Invertebrates - animals with no backbones

• Vertebrates – animals with backbones

15 | P a g e
According to the Food they Eat
• Carnivorous- eat animals
•Herbivorous-eat plants and fruits
•Omnivorous-eat both animals and plants

According to their Reproduction

• Viviparous - born from the mother’s stomach. They grow inside their mother
until they are born.
• Oviparous - born from eggs. They lay eggs and the babies then grow inside
the eggs until they are ready to come out.” (slideshare.net)

More of this on this link:

https://drive.google.com/file/d/1NeHvjU3ttE3BQ8RD_R6JppDaGQh1uG7E/view

Uses, Needs and Ways of Taking Care of Animals

“Animals are very useful to humans. They provide us food, give material for clothes,
source of medicine, use for transportation, useful in agriculture and can be
domesticated” (slideshare.net)

“Some of the animals’ needs are: food, water, air and shelter. We can take care of
them by playing with pets with care, not disturbing sleeping animals in the zoo, giving
pets a nice place to live in and not throwing coins or small stones in fishponds.”
(slideshare.net)

More of this on this link:

https://drive.google.com/file/d/1WUfGO3hFTvwytooZYsdW1g03P8-uXDSi/view

Animal Reproduction

“Reproduction is a fundamental biological process in which new individual

organisms ("offspring") are produced from their "parents" and ensures the continuity of
the species. These are the types of reproduction in animals:
(A) Asexual Reproduction-parent produces genetically similar/identical offspring
❖ Budding - organism develops from an outgrowth due to cell division at a
particular site on parent. E.g. sponges, corals, jellyfish, hydra
❖ Fragmentation - organism is split into fragments, each of which develops
into mature clones. May or may not be intentional. E.g. sponges, corals
and echinoderm
❖ Parthenogenesis - Organism (embryo) develops from an unfertilized egg
cell (after meiosis). Half clones or full clones. E.g. insects, some reptiles
(lizards, komodo dragon), sharks
(B) Sexual Reproduction: Production of gametes (sex cells) via meiosis. Fusion of male
and female gametes (fertilisation)
❖ Five modes of reproduction
1. Ovuliparity - external fertilisation (egg cells released into the
environment and fertilised by males) Mollusks, arthropods, fishes

16 | P a g e
 and most frogs
2. Oviparity - Internal fertilization - Lay eggs- Little embryonic
development in mother Most fish, amphibians, reptiles, all birds,
monotremes
3. Ovoviviparity- Internal fertilization- Embryos develop in eggs and
hatch within parent- Give birth to live young- No placenta-Some
fish, amphibians and reptiles
Viviparity - Development of embryo within parent (give birth to live
young)
4. Histotrophic viviparity Embryos acquire nutrients from: 1) other
tissues (skin/glands) 2) oophagy (feeding on eggs produced by
ovary); e.g. some sharks 3) adelphophagy (fetus feeds on sibling
embryos); e.g. marine snails and worms, some sharks
5. Hemotrophic viviparity Embryo acquires nutrients from female
(often from placenta)E.g. most mammals
❖ Hermaphroditism - Organism can have both male and female
reproductive organs
(A) Sequential hermaphrodites – individual born as one sex but can later
change into the opposite sex
(B) Simultaneous hermaphrodites - individual has both male and female
sexual organs at the same time” (slideshare.net)
More of this on this link:
https://drive.google.com/file/d/1cgeF-ZoYYvlQSpyQx0ZJpK0BlhwfG0NM/view

Six kingdoms of Life

“1. Archaebacteria –
• Oldest form of life
• Singe cell organism (unicellular)
• Found in extreme environments
– Geysers
– Hotsprings
– Volcanic ocean vents
2. Eubacteria
• Second oldest form of life
• Single cell organism (unicellular)
• Most familiar bacteria
– Streptococcus
– Lactobacillus
– Staphylococcus
– Cyanobacteria
3. Protists
All microscopic organisms that are not
plants, not animal, not bacteria, and
not fungi.
• Single cell organism (unicellular)
• Protozoa, Amoeba

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 4. Fungi
• Most are multi-cellular organism
• Mushrooms
• Some are very important to
ecosystems or as food.
• Some cause diseases – athlete’s foot
5. Plants
• Second largest kingdom
• Multi-cellular organisms
• Producers (make their own food)
• Without plants life as we know it would not exist
6. Animals
• Largest kingdom
• Multi-cellular
• Consumers – must eat for energy
• Over 1 million known species” (slideshare.net)

More of this on this link:

https://drive.google.com/file/d/16GrI3aXZJWkc4rVZJkBNrNiyvxQDBc-1/view

Exercise

Identify the type of instructional material described in each item. Write WM for Written
Materials, CPM for Commercially Prepared Materials, SCM for Self-Composed Materials,
DM for Demonstration Material and AVM for Audio Visual material.

________1. These materials are readily available, less time-consuming and cheaper than
designing own instructional materials.
________2. Materials that require the skill, effort and time of the educator.
________3. Learners with low literacy skills or those persons who are visually or cognitively
impaired may not be able to take full advantage of these materials.
________4. A quick way to attract attention and get an idea across. They are
flexible (especially if made for easy modification), portable (Many
posters can be folded for storage and unfolded for mounting and
reusable
________5. These materials may have issues of cost, accuracy and adequacy of
content, and readability of the materials
________6. They take up a lot of space.
________7. Crafted when there is a need to tailor content to specific audiences.
________8. These may be especially beneficial for hearing impaired and low-literate
learners.
________9. They often come in convenient forms, such as pamphlets, which are
portable and usually contain concise amounts of information.
________10. These materials require darkened rooms for some forms.

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Quiz/Test

Animals are very useful to us. Complete the chart by giving three (3) examples of
animals for each of their given use below.
Provide Give Source of Used for Useful in Can be
food material for medicine transportation agriculture domesticated
clothes

1. 1. 1. 1. 1. 1.
2. 2. 2. 2. 2. 2.
3. 3. 3. 3. 3. 3.

Assignment

Answer the following questions: (5 points each)

1. How may the barriers in developing learning resource materials be addressed?

2. Choose three (3) principles of instructional materials and explain each of them.

3. In your own ways, how do you help in taking care of the animals?

4. How can people survive in the environment like animals?

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Lesson 5: EXAMPLES OF INSTRUCTIONAL MATERIALS IN SCIENCE
PLANTS
Objectives:
➢ Create appropriate instructional materials in teaching Science
➢ Describe the parts of plants and their functions and importance to humans
➢ Appreciate plants’ important role in the environment
Lecture :

Instructional Materials in Science

“Instructional materials are important part of the teaching-learning process.

Presenting you examples of these will make you understand more on what and how
these things are made and used.

A. Instructional Resources
School-based
• Displays and exhibits of collection: flower garden
• Mini library, canteen, museum, fishponds
Community
• City/Town museum, reading center, parks, plaza
• Art gallery, hospital, zoo, gym
Nature trips
• Hill, mountain, mining area, green fields, river
• Valley, forest, orchidarium
Human
• Mayor, barangay captain, civic leader
• Business man, agriculturist, teachers, historian

B. Learning Experiences Provided by Instructional Resources and Useful Material that

can be Studied
Collections
• Shells, gems, minerals, books, clippings
Replicas
• Globe, diorama, models, miniatures
Living things
• Live pets, kinds of plants, small animals
Devices
• Measuring instruments, simple machines
Learning activities
• Gardening, preserving specimens, essay writing
Information that can be gathered
• Role of civic leaders, development of the different landforms” (slideshare.net)
Study these examples of digitized instructional materials in Science 4 and 5 from
as examples, on this link:
https://drive.google.com/file/d/11qyCCdE2Zdo02XZ_3cuErwqeoDH-TV4j/view
https://drive.google.com/file/d/1_zu8t3VDYemomzkf1Bqz1VTawCbhG7fW/view

20 | P a g e
 As you read the following information about plants, think of instructional materials
that you will be needing if you are going to discuss them to your future pupils in
elementary.
Plants
“Plants are living things. They are made up of cells. They need air, water, soil, and
sunlight to live. They cannot move from place to place, but their leaves move to catch
the sun and their roots move to get water. Their seeds can be carried by animals or
blown by the wind.” (slideshare.net)

Habitats of Plants
“Plants grow in different places. The natural home of plants is called habitat.
1. Land habitat (Terrestrial Plants)
• Grassland is a place where the main kinds of plants are grass and trees are
usually scattered or widely spread
• Desert is a place where plants that grow have characteristics that allow them
to survive even with small amount of water
• Rainforest is where there are:
o Emergents- giant trees that stick out above the canopy. They are
much taller than canopy trees and many insects and birds live
here.
o Canopy- the upper level of the trees (leaves and upper limbs)
that form the cover over the lower layers. Full of life, this layer is
home to many insects, birds. reptiles and mammals
o Understory- the cool and dark environment that is between the
canopy and the ground
o Forest floor- the ground layer of the rainforest, teeming with
insect life and host to the biggest animals of the rainforest
2. Water Habitat (Aquatic Plants)” (slideshare.net)

Part of the Plants

• “Roots - take in water and food from soil. The roots anchor plants to the soil.
• Stem - transports water through plant. The stem raises the height of flowers and
leaves ant take then closer to light. The stem is made up of little tubes.
• Leaves – almost always green but sometimes covered with another color such
as red. Leaves make food for the plant. To do this they need the
water and mineral salts obtained from the soil, sunshine and CO2.
• Flowers – produce seeds which form new plants.” (slideshare.net)

Plant Growth Requirements

“There are 5 basic items that all plants need/require to conduct regular life processes.
1. Temperature
• Most seeds need a certain degree of warmth to germinate (sprout).
• Most plants have an optimal (best) range of temperature for growth.
– Higher: Plants have smaller leaves, thicker cuticles, and wilt is more likely to
occur.
– Lower: Grow lower to the ground, have shorter life cycles, and dish-

21 | P a g e
 shaped leaves.
Temperature affects moisture and nutrient uptake for the plant.
2. Light
• Plants need light to produce their own food through the process of
photosynthesis.
• Plants use sunlight as their energy source.
– Type: Red and blue light (visible light spectrum)
– Intensity: Amount of light given off.
– Exposure: Length of time in light (photo period)
• Short day plants flower when nights are over 12 hours long.
• Long day plants flower when nights are under 12 hours long.
• Day neutral –flowering is unaffected by photo period
3. Water
• Water enters through the root system and carries nutrients throughout the plant.
• Water cools the plant.
• Water helps give structure to the plant.
• Keys to successful watering:
– Water all the way through the root zone for even growth.
– Pots need drainage holes to allow oxygen into the root zone.
4. Oxygen
• Air contains O2 and CO2 which are both necessary for plant growth.
• CO2 is a gas that is taken in by the leaves (stomata) of the plant and is used for
photosynthesis.
• Together with sunlight, the plant makes food from CO2.
• O2 is necessary for normal respiration. It enters through the roots of the plant.
5. Nutrients
• Plants need 16 essential nutrients to grow and produce.
• The primary nutrients (macronutrients) that plants need most are:
– Nitrogen (N)
– Phosphorus (P)
– Potassium (K)
• (most fertilizers have a balance of these 3 nutrients)
• The other 13 nutrients are called secondary nutrients (micronutrients).
• They are needed in smaller amounts.
• They include:
– Carbon (C) -Hydrogen (H) -Iron (Fe)
– Calcium (Ca -Magnesium (Mg) -Zinc (Zn)
– Sulfur (S) -Manganese (Mn) -Boron (B)
– Copper (Cu) -Molybdenum(Mo) -Chlorine (Cl)
– Oxygen (O2)” (slideshare.net)

Different Types Of Plants

➢ “Big Plants:
Tall, big and strong plants are called TREES.
They usually live for a long time.
Some of them have bright flowers during a few months.

22 | P a g e
 Others give us fruit.
Many trees have leaves all the year round.
Others shed their leaves in winter.
Some trees are peepal tree, palm tree, ashok tree, pine tree and neem tree.
Trees have strong woody barks and have many branches.
They stand erect.
They have a thick, brown and woody stem called TRUNK.
Trees give us shade, fruits and wood.
➢ Small Plants:
Small plants are smaller than trees.
Their stems are thinner and weaker.
They need lesser space to spread.
They are not very tall.
Shrubs, herbs, climbers and creepers are small plants.
Shrubs
• Small plants with several branches growing near the ground are called
shrubs.
E.g.; hibiscus, rose, cotton, tulsi, jasmine etc.
• They have many thin, brown and woody stems. Doesn’t have main trunk.
• They are smaller than a tree.
• They are medium in size and most shrubs live only for a few years.
Herbs
• Small plants with soft, green and thin stems are called herbs.
• Herbs are smaller than shrubs.
• Their leaves, flowers, seeds are used for flavoring, food, cooking,
medicines or perfumes.
E.g.: mint, tulsi, coriander, aloe vera, basil, dill, spinach etc.
• We use some herbs like coriander, mint, spinach, etc. for cooking.
• The leaves of the tulsi give us medicines.
• Most herbs live only for a few months.
• They can stand erect on the ground.
• They are seasonal plants.
Climbers
• Plants with weak and soft stems that need support of other plants, sticks,
walls etc. to grow straight are called climbers.
E.g.: grapevine, money plant, bean plant, pea plant, bougainvilleas etc.
• They cannot stand erect on their own.
• Climbers have tendrils to hold the support.
Creepers
• Plants with soft, green and weak stems that crawl along the ground are
called creepers.
e.g.: Pumpkin, Watermelon, Muskmelon etc.
• They cannot stand erect.
Thorny Plants
• Some plants have thorns. Animals do not eat such plants. Such plants are
called thorny plants. e.g.: cactus, rose and bougainvillea.

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 • Plants like thorny cacti grow in hot deserts.
• They have deep roots. Their stems are fleshy and store water.
Water Plants
• Water plants grow in water and their stem stays underwater.
e.g.: Lotus, Duckweed, Hydrilla, Water lily, water chestnut etc.
• These water plants have long stems under the water.
• Sometimes they get attached to the bottom of the pond.
• They usually have large, flat leaves. These float easily on water.
• Plants like Hydrilla grow completely underwater.
Wild Plants
• Grow naturally for many years.
• They do not need any person to take care of them.
• Wild plants can be grass, trees and small plants.
E.g.: Banyan tree, Grass, Periwinkle plant etc.
Weeds
• Weeds are unwanted plants and can grow anywhere.
• They can be found in pots, gardens or farms.
• They grow very fast and take the place of other plants.
E.g.: Dandelion, Poison Ivy ,Milk Thistle” (slideshare.net)

Uses of Plants
”As Food: - we eat different parts of plants. Leaves: Spinach and Tea plant. Stem:
potato and sugarcane. Roots: radish and onions. Fruits and seeds: apple and rice.
Plants give us paper and wood: - Paper, Bat ,Spoons, Chopsticks ,Wooden Pencils,
Wooden Bed ,Wooden Door, Wooden Chair.
Plants are used in medicines: -Tulsi :Juice of Tulsi leaves is used for cough and cold.
Turmeric : Turmeric is used in cooking and also as anti inflammatory . Aloe Vera;
Juice of aloe Vera plant is good for skin. Amla: Amla juice is good for stomach.
Fibers : Clothes are made from cotton fiber and linen fiber Jute and coconut fibers are
used to make ropes, mats etc.
Perfumes :Sweet smelling flowers like rose and jasmine are used to make perfumes.
Rose Perfume Jasmine
Clean Air : Plants make the air clean and fresh. They give shadows. Plants also help to
make the soil more nutrient.” (slideshare.net)

Care of Plants
”At home: Like human’s plants also need water, otherwise they may die. So water the
plants regularly. Plants breathe through their leaves so clean the leaves regularly.
Plants make their food and grow using the sunlight. So make sure plants get
enough sunlight.
At public places: Take care of plants at public places like parks, gardens. Don’t walk
on grass harshly. Don’t pluck leaves, Flowers and branches of trees. Do not
scratch or write on tree trunks.” (slideshare.net)

Reproduction in Plants
Reproduction in flowering plants

24 | P a g e
 • ”Flowers are the reproductive organs of plants
• Flowering plants can reproduce from seeds.
• To reproduce, plants produce flowers which develop into fruits and seeds.
• For fruits and seeds to be produced, the flowers must be pollinated and fertilized
a tomato seed

•Sepals protect the bud until it opens.

•Petals attract insects.
•Stamens make pollen.
•Pistil contain the ovary which contains the ovules (eggs).
•When fertilized, ovules grow into fruits which contain seeds.

Parts of a flower
• The male part of the flower is the Stamen which includes the Anther and Filament.
- The Anther produces pollen grains (sperm cells)
- The Filament holds the anther
• The female parts of the flower is the Pistil which includes the Stigma, Style, Ovary and
Ovule.
-The Pistil makes egg cells
-The ovary is the bottom of pistil where fertilization takes place

Pollination
• Pollination is the transfer of pollen grains from the male anther of the stamen to the
female stigma of a flower.
• The pollen grains can be transferred within the same flower.
• Pollen grains can be transferred by wind, insects, bats and birds.
• Pollen lands on a female pistil, sperm cells move down to the ovary, fertilizing the egg
cells.
• Fertilization combines DNA.
• The result is a seed with a tiny plant inside.
• The ovary grows into a fruit to protect the seeds.
• The pollen grains can also be transferred from one flower to another.

Pollinators

25 | P a g e
• Animals, wind, and water can all help in the transfer of pollen from plant to plant
• The flower type, shape, color, odor, nectar, and structure vary by the type of
pollinator that visits them.

Wind Pollination
Some flowers, such as grasses, do not have brightly colored petals and nectar to
attract insects. These flowers are pollinated by the wind.

Fertilization
• After pollination a flower becomes fertilized.
• Fertilization is when the female egg cell and the male sperm cell combine.
• A tube containing the male sperm cell grows down the style to reach the ovules in
the ovary.
• Inside each ovule is an egg cell.
• After fertilization, petals and stamens dry up and fall off, fertilized egg becomes seed
and ovary becomes fruit

Seed Dispersal
Seed dispersal is when seeds are scattered in order for more plants to grow.
• Seeds can be easily carried by wind, water, or animals.
• Some fruits can be eaten by animals and the seeds are then dispersed.

Ways Seeds are Carried Away from a Plant

• Animal-carried
• Animal-consumed
• Water-borne
• Wind-borne
• Propelled

Germination
• After the seeds have been dispersed then germination happens.
• Germination is when a plant begins to sprout from a seed.

Seeds Found in Flowering and Non Flowering Plants

• Flowering Plants holds seeds inside of the flower which lie dormant, waiting to be
planted in the ground.
• In non-Flowering Plants, seeds are made in their cone or spores instead of the flower.
• Some plants don’t produce flowers and seeds.
• Non-flowering plants such as ferns and mosses produce spores instead of seeds.

Reproduction in Non-Flowering Plants

• Some plant produce spores.
• Some plants produce cones that contain seeds.

Some plants reproduce with seeds, while other plants reproduce with spores.

26 | P a g e
Seeds
• A seed is the start of a new plant
• Seeds can be different shapes, sizes, and colors
• Seeds are produced in flowers

Parts of a Seed
• Seeds are protected by a seed coat
• Seeds contain tiny leaves and a root
• Seeds contain stored food for the new plant
• Seeds are scattered by planting, wind, water, and animals.
• When the small plant inside begins to grow, the seed germinates.
• The young plant that grows from a seed is the seedling.

Spore-bearing and Cone-bearing Plants

Spores
•Spores are microscopic specks of living material.
•Ferns produce their spores on the undersides of the leaves. Ferns and Mosses do not
grow seeds. Instead they produce spores.
• A spore is a tiny part of a fern that can grow into a new plant.
• Spores DO NOT have a food supply for the young plant like seeds do.

Characteristics of Ferns
• Ferns are plants that reproduce through spores which are found on the underside of
leaves.
• Ferns can be found in damp and shady places.
• They have roots, feathery leaves, and underground stems.

Characteristics of Mosses
• Mosses are some of the simplest plants with simple stems and leaves.
• Mosses have spores which can be found inside a capsule.
• The spores are dispersed by the wind.

Cones
Other plants produce cones
Cone-bearing Plants
• Some plants don’t have flowers or spores.
• Cone-bearing plants are plants that produce seeds in cones.

Characteristics of Cone-bearing Plants

• They reproduce with cones.
• They are tall evergreen trees with roots and a woody stem.
• They have needle-shaped leaves.
• They are usually found in dry places.

WHAT ARE CONIFERS?

• Conifers are non-flowering plants that grow seeds just as most plants do.

27 | P a g e
• Their seeds are found in CONES which makes them unique.
• Conifers such as a Pine tree produce cones” (slideshare.net)
Exercise
Identify the word that is being described in the following sentences. Write your answer
on the blank before the number.
______________1. The transfer of pollen grains from the male anther of the stamen
to the female stigma of a flower.
______________2. The young plant that grows from a seed.
______________3. A tiny part of a fern that can grow into a new plant.
______________4. It is when the female egg cell and the male sperm cell combine.
______________5. The male part of the flower which includes the Anther and Filament.
______________6. When seeds are scattered in order for more plants to grow
______________7. This part of the flower makes egg cells.
______________8. It protects the bud until it opens.
______________9. These are the reproductive organs of plants
______________10. It happens after the seeds have been dispersed then a plant begins
to sprout from a seed.
Quiz/Test

Match the types of plants in column A to their descriptions in Column B. Write the letter
of your answer on the line before each number.
A B
_____1. Small Plants a. Plants with weak and soft stems that need support
to grow straight
_____2. Big Plants b. Plants that grow in water and their stem stays
underwater.
_____3. Herbs c. They have strong, woody barks and have many
branches.
_____4. Creepers d. Grow naturally for many years and do not need
care to grow
_____5. Wild Plants e. Smaller than trees which stems are thinner and
weaker
_____6. Shrubs f. Unwanted plants that can grow anywhere.
_____7. Weeds g. Animals do not eat these plants with fleshy
stems that store water.
_____8. Thorny Plants h. Plants with soft, green and weak stems crawling
along the ground
_____9. Water Plants i. Most of these live only for a few years
_____10.Climbers j. Their leaves, flowers, seeds are used for
flavoring, food, cooking, medicines or perfumes.
Assignment
Do the following:
1. Write a 100-word essay about how plants help you and your family and how you
take care of them.

2. Choose one sub-topic about plants. create instructional materials about it.

28 | P a g e
Lesson 6: ASSESSMENT
HEREDITY
Objectives:
➢ Give the importance of assessment in teaching Science
➢ Identify observable characteristics that are passed on from parents to
offspring (e.g. humans, animals and plants)
➢ Explain the stage s in the life cycle of organisms
Lecture :
Assessment

“Assessment is mainly concerned with the collection of information regarding the

effectiveness of the teaching methodology in relation to the attainment of learning
objectives.” (slideshare.net)

Purpose of Assessment
1. “To appraise achievement - evidence to show how well the students understood the
concepts or how well the desired behavior and attitude will be gathered.
2. To help identify the students' learning effectiveness - the students' strengths and
weaknesses can be discovered through some assessment procedure. Their
manipulative skills or level of comprehension can be assessed so as to undertake
necessary revisions in the methodology and instructional materials used.
3. To determine the effectiveness of teaching strategies
4. To serve as guide in the choice of appropriate assessment tools, thus enhancing the
teacher's decision making.” (slideshare.net)

Techniques in Giving Assessment

1. “Administering Pencil-and-Paper Tests
This is also termed as assessment objective. Objective tests like multiple choice
items, completion type, and matching items are easy to construct and score. Essay
tests that call for explanations or illustrations of principles take more time to check but
are good means of assessing the kind of learning or changes in behavior that has taken
place.
2. Analyzing Work Products
This is like wise called product assessment. this involves a meticulous examination
of work results such as:
◦ a design of a laboratory set-up to do an experiment
◦ collections prepared as a culminating activity
◦ accomplished records of data found in laboratory manuals
projects submitted at the end of a unit
notebooks containing all assignments for the month
scrapbook with clippings, photographs, and news.
special reports written for a particular topic
3. Oral Assessment
This may take the form of oral questioning which can be in the form of open
ended and divergent questions. It includes:
Participation in class discussions

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 Interviews
Oral reports
4. Observing Formally and Informally the Students' Attitude and Behaviors
These are also called affective assessment observations on actual behavior
exhibited and recorded in the form of qualitative expressions. Informal behavior can be
assessed from remarks, comments or inquiries. Special interest can be recorded as
examples of anecdotal records. Checklists and attitude scales can assess attitude and
values being developed.
5. Performance-Based Assessment
Proficiency in performing some science process such as measuring, inferring, and
controlling variables can be tested through on the spot observations while conducting
investigations of things in environment.
6. Conducting Personal Interviews and Small Group conferences
This is in the form of conversations with children who need special attention due to
some learning difficulties. It is likewise resorted to in cases where students show
extraordinary interest and talent. Some may produce new devices that can help them
in understanding the lesson. The students' hobbies and recreation activities that are
science-based can be part of their growth assessment.
7. Portfolio Assessment
It is a method of collecting and assessing a variety of student work. A Best Work
portfolio consists of students’ outstanding works. A scrapbook type includes tests,
checklists, observations, and rating scales chosen by both student and teacher.”
(slideshare.net)

Student Performance as on Indicator of Teacher Performance

“In order to evaluate teacher effectiveness and ensure a successful teaching-
learning process, the stakeholders may ask the ff. questions:
1. Does he/she provoke his/her students to think?
2. Can he/she motivate and enrich the experiences of the students through the
learning activities, she plans?
3. Does he/she allow the students' creativity and resourcefulness to flourish through
encouragement, recognition and praises?
4. Does he/she involve all students in the learning activities? His/her tact in soliciting
active participation will be put to a test.
5. Is he/she free from bias and subjectivity in dealing with the students, and in the end,
in evaluating their academic performance?
6. Does he/she possess the scientific attitudes on values that science teaching
aims to develop such as critical-mindedness, objectivity and persistence?
7. Is he/she knowledgeable and skilled in employing a variety of teaching
methodologies?
8. Does he/she use a variety of evaluation techniques suited to the learning
objectives defined?” (slideshare.net)

Now, as you read about the next topic in Elementary Science which is Heredity, find
out how your knowledge about assessment can be applied in this lesson.

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 Heredity
“People have been fascinated at how children will resemble their parents and
vice versa. As years went by, scientists began to search for more information on how
these traits are passed on. The passing of traits from parents to offspring is HEREDITY and
the science that deals with the study of heredity is GENETICS.” (slideshare.net)

Nature Versus Nurture

“Humans grow and develop according to the instructions in our GENES. The
Human Genome Project (HGP -1987-2003) was aimed to map out the sequence of the
genes that will benefit many fields including medicine and human evolution. The
findings concluded that there are about 20,000 genes that shape how humans
develop. But despite this big number, it is very difficult to separate the relative influence
of heredity and environment on an individual’s characteristics. Human development is
not just genetic.” (slideshare.net)

The Influence of the Environment to Inherited Traits

“The environment may influence an individual’s growth and development.
Height is determined by genes. Tall parents will likely produce tall children. However,
inadequate nutrition and lack of sleep may lead to stunted growth. In similar way,
intelligence which includes the speed of processing information has been studied to be
genetically controlled.” (slideshare.net)
But even if a person is predisposed to become intelligent, if the environment in
which he or she grows up in is not stimulating, the person may not reach his full
potential. Similarly, a person may not have the perfect combination of genes for
intelligence, but if the environment motivates and nurtures learning, the person may
develop higher intelligence quotient.” (slideshare.net)

Traits and Genes

“Traits are observable characteristics determined by specific segments of DNA
called GENES. The DNA (deoxyribonucleic acid) is a double helix molecule, the thin
strands of which are twisted around each other like a twisted ladder. The sides of the
ladder are made up of sugar and phosphate molecules and the steps of the ladder are
made of nitrogen base pairs.” (slideshare.net)
“A GENE is a length of DNA that codes for a particular protein. For example, a
gene may code for the protein of your hair or a protein like insulin which controls the
level of glucose or sugar in the blood. The gene is responsible why you are different
from everyone else alive today and even among those who lived in the past. But it is
also the same gene responsible why you share some features of your family
members.”(slideshare.net)
“Genes store the information needed to make the necessary proteins that will
eventually lead to specific traits. It determines how you will look outside and how your
body will work inside. The DNA are tightly coiled around special proteins called
HISTONES and make up the chromosomes. Chromosomes are found inside the nucleus
of the cell. Chromosomes replicate before a cell divides to make sure that each
daughter cell will contain the complete set of chromosomes.” (slideshare.net)
“The process by which sex cells divide and shuffle their genetic materials is called

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MEIOSIS. Meiosis takes place in the sperm and egg cell of animal and in the anther and
ovaries of plants. It results in daughter cells which posses half the number of
chromosomes of the parent cell. This is necessary so that when sex cells unite during the
fertilization, the original number of chromosomes is maintained.” (slideshare.net)

Variation and Inherited Human Traits

“The combination of the sex cells during fertilization results in VARIATION in the
offspring. Several factors influence this variation which actually happens during the
meiotic process. CROSSING OVER during the prophase stage of meiosis.”
(slideshare.net)
“Crossing over allows the exchange of a part of a chromosome with another part
from its homologous or identical chromosomes. It occurs at a number of different points
on the same chromosomes, this leads to greater variation.”(slideshare.net)
“MUTATION or the permanent change of DNA sequence can also result in
variation. These changes may be brought about by environmental factors such as:
a) exposure to ultraviolet or nuclear radiation
b) exposure to chemicals.
It may also happen during the time when a cell copies its DNA before it divides. If
the mutation takes place in the gametes, they can readily passed on to the offspring.
Most genes have two or more variations called ALLELES. For instance, the two alleles for
hairline shape are straight and heart-shape hairline. A child may inherit the same allele
or two different alleles from his/her parents. Two different alleles will interact in specific
ways to cause a trait to be expressed.” (slideshare.net)

“Other inherited traits include:

a)Free and attached air lobe
b)Straight or the bent thumb
c)Tongue rolling
d)Color of eyes
e)Shape of lips
f)Color of hair
g)Blood type
h)Diabetes
i)Texture of the hair”(slideshare.net)

Life Cycle of Organisms

”All plants and animals go through life cycles. Even humans go through life cycles.”
(slideshare.net)
“The human life cycle
• Mom’s stomach
• Baby
• Child
• Teenager
• Adult” (slideshare.net)
“Plants and Flowers
• Seed

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• Seedling
• Bud
• Blossom”(slideshare.net)
Life cycle of a Frog.
”They usually begin life in water as eggs. A ball of jelly surrounds each of the eggs,
which are compiled together in a clump called spawn. After 10 days the tadpole
hatches and wiggles out of the jelly ball. These tadpoles breathe through gills that are
on the outside. Gradually the back legs begin to appear and the outside gills begin to
disappear. One week after the legs form the tadpole develops lungs and can breathe
our air. Then in 10 to 12 weeks the tadpole develops front legs. After its front legs form
the tadpole does not eat, but absorbs its tail for food. At about three and a half months
it becomes a froglet and can eat small bugs. It now spends most of its time out of the
water. Once the frog finishes growing and has lost its tail, it is considered an adult frog.
Frogs are amphibians that can live on land or water.“ (slideshare.net)
Life Cycle of a Mosquito.
“Mosquitoes undergo complete metamorphosis; they go through four
distinct stages of development during a lifetime. The four stages are egg, pupa, larva,
and adult. The full life-cycle of a mosquito takes about a month. After drinking blood,
adult females lay a raft of 40 to 400 tiny white eggs in standing water or very slow-
moving water. Within a week, the eggs hatch into larvae (sometimes called wrigglers)
that breathe air through tubes which they poke above the surface of the water. Larvae
eat bits of floating organic matter and each other. Larvae molt four times as they grow;
after the fourth molt, they are called pupae . Pupae (also called tumblers) also live near
the surface of the water, breathing through two horn-like tubes (called siphons) on their
back. Pupae do not eat. An adult emerges from a pupa when the skin splits after a few
days. The adult lives for only a few weeks.” (slideshare.net)
Exercise
Answer these questions:
1. What characteristics do you share among all human species?
2. What characteristics do you share among your siblings?
3. Which of your traits resemble your parent/s’?
4. Why does a father or a mother who paint well will likely have children who are
excellent painters as well?
5. Two identical twins (twins who look exactly alike and come from the same fertilized
egg; same genetic make-up; same sex) were separated at birth. One was adopted by
a rich family and the other by a poor sidewalk vendor. How will this scenario affect the
twins?
Quiz/Test
Answer these questions:
• What is a life cycle?
• Who or what goes through a life cycle?
• What does a life cycle need?
Assignment
Answer these questions:

Why do we need to assess? How do we do it?

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Lesson 7: ASSESSMENT IN SCIENCE
ECOSYSTEMS
Objectives:
➢ Apply knowledge in creating assessment activities and exercises in Science
➢ Discuss how living things depend on the environment to meet their basic needs
➢ Contribute in the protection and conservation of the environment
Lecture :

Assessment in Science
Types of Assessment
Pre-Assessment/ Diagnostic Assessment
Formative Assessment
Summative Assessment (slideshare.net)

Basis to decide the methods of assessment

Objectives of the unit of study.
Overall aims of the program. (slideshare.net)

Suitable Methods of Assessment for the Learning Outcomes

1. Thinking critically and making judgments
Essay
Report
Journal
Letter
Book review
Newspaper article
Comment on an article.(slideshare.net)
2. Solving problems and developing plans (identifying problems, defining problems,
analyzing data, designing experiments etc.
Group work
Research (slideshare.net)
3. Performing procedures and demonstrating techniques
Demonstration
Role play
Make a video
Poster making
Lab work
Preparing a manual (slideshare.net)
4. Demonstrating knowledge and understanding
Written examination
Oral examination
Essay
Report
Computer-based assessment. (slideshare.net)
5. Designing, creating, performing
Portfolio

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 performance
Presentation
Projects (slideshare.net)
6. Communicating
Written presentation
Oral presentation
Group work
Discussion
Debate
Role play (slideshare.net)

Assessment Tools
Observation
Conference
Tests – written/oral
Peer assessment
Self-assessment
Portfolio assessment
Rubric
projects” (slideshare.net)

Now, let us proceed to the next topic in elementary Science, the Ecosystems.

Ecosystems
Interactions Among Living Things
“Adaptations are behaviors and physical characteristics of species that allow
them to live successfully in their environment. An organism's adaptations enable it to fill
a unique role in its ecosystem—eating particular types of food, obtaining its food in
unique ways, and using other abiotic and biotic factors to meet its needs”
(slideshare.net)
“A niche is an organism's role or how it makes its living. It includes the type of food,
how the food is obtained, when and how it reproduces and the physical conditions
needed for survival” (slideshare.net)
“The three major types of interactions are competition, predation and symbiosis”
(slideshare.net)
“The competition is the struggle between organisms to survive in a habitat with
limited resources. If two species try to occupy the same niche, they will compete
directly against each other, and one species eventually will die off.” (slideshare.net)
“Predation is the interaction in which one organism kills and eats another. The
predator is the organism that does the killing and the prey is the organism that is killed”
(slideshare.net)
“Symbiosis is a close relationship between two species that benefits at least one of
the species. These are the three forms of symbiotic relationships: mutualism which is a
relationship in which both species benefit, commensalism where one species benefits
and the other species is neither helped nor harmed and parasitism that means one

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organism lives on or inside another organism and causes harm. In this scenario, the
organism that benefits is called a parasite and the organism that the parasite lives in or
on is the host.” (slideshare.net)

Nature Conservation
“Nature conservation is the wise management and utilization of natural
renewable resources in a sustainable manner to ensure the maintenance of
biodiversity. The threats to nature are pollution, deforestation, soil erosion, over fishing,
water scarcity, and infrastructure development, slash-and-burn practice, smothering of
coral reefs, climate change and illegal species trade.” (slideshare.net)
“Helping in the conservation of natural resources involve turning off lights, closing
the door while a/c runs, decreasing the use of paper, throwing trash in the trash cans,
switching to non-plastic water bottles and bags, driving less, using green power,
planting trees, preventing pollution and finally the 3 R’s (reduce, reuse and recycle)”
(slideshare.net)
Exercise
Give three (3) pairs of species for each symbiotic relationship.

Mutualism Commensalism Parasitism

Quiz/Test

Answer the following questions: ( 5 points each)

1. A walking stick is an insect that resembles a small twig. How do you think this insect
avoids predators?
2. If predation removes more members of a population than are born, how will the
population change?
3. Explain this “Those Who Help Nature, End Up Helping Themselves”
Assignment
Answer the following questions:
1. Why is there a need to teach Ecosystems to the pupils in elementary?

2. How can assessment help in teaching Ecosystems?

3. How do you help in conserving the environment?

36 | P a g e
Lesson 8: STRATEGIES IN TEACHING SCIENCE
MATTER
Objectives:
➢ Apply appropriate approaches in teaching Science
➢ Identify the changes that happen in a matter
➢ State the importance of reading the labels of different materials
Lecture :
Strategies in Teaching Science

Concept-Based Teaching and Learning

“Concept-based instruction is driven by “big ideas” rather than subject-specific
content. By leading students to consider the context in which they will use their
understanding, concept-based learning brings “real world” meaning to content
knowledge and skills. Students become critical thinkers which is essential to their ability
to creatively solve problems in the 21st century. By introducing students to universal
themes and engaging them in active learning, concept-based instruction creates
connections to students’ prior experience, brings relevance to student learning,
facilitates deeper understanding of content knowledge and acts as a springboard for
students to respond to their learning with action.” (semicoalition.org)

“Concept-based instruction, by placing the learning process in the “big picture”

context of a transdisciplinary theme, leads students to think about content and facts
“at a much deeper level”. It must begin with content skills and knowledge established
by local standards and curriculum guides. To bring purpose to the content, the teacher
plans learning activities that actively engage students in meaningful, “real world”
concepts. These concepts could include skills, local issues, or values that might inspire
students to act upon their learning. Relatively equal emphasis should be placed on
both content and concepts throughout this process. A summative project or activity
should be designed by the teacher to assess students’ mastery of the content as well as
their ability to connect it to the “big picture” concept. This allows students to put their
learning into action. An important reminder: concepts are not intended to replace
content. Instead, concepts bring context and purpose to the content students are
exploring.” (semicoalition.org)

“4 A’s ( Activate, Acquire, Application, Assignment) of Lesson Planning

1. Activate Prior Knowledge
• Access prior knowledge / activate students’ schemas
Methods:
□ Gallery walk □ Brainstorming
□ Concept mapping □ Games
□ Q&A
2. Acquire New Knowledge
• Promote higher order thinking – enable students to make connections and
interconnections between the course material and real life experiences
• Foster inquiry throughout lessons and among students
Methods:

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□ Leaning logs □ Guest speakers
□ Mini lessons □ Active reading
□ Viewing + listening □ Note making
□ Group discussions □ Journals
□ Visual representations □ Role play
□ Think/pair/share
3. Application
• Consolidate what has been learned and make it relevant
Methods:
□ Learning logs □ Exit Slips
□ Sharing of products □ Debriefing on process
□ Performances □ Publications
□ Real world activities □ Scenario
□ Simulation □ Demonstration
□ Case study
4. Assessment
• Assess what has been learned and what needs to be further developed
Methods:
□ Quizzes □ Open and closed book tests
□ BB 9.1 Assessments discussion postings □ Small conferences
□ Clickers/poll everywhere/games □ Think/pair/share”
(humber.ca)

Concept Mapping
“Concept mapping is a technique for representing knowledge in graphs.
Knowledge graphs are networks of concepts. Networks consist of nodes and links.
Nodes represent concepts and links represent the relations between concepts.”
(slideshare.net)
“Concept mapping is a technique for visualizing the relationships among different
concepts. A concept map is a diagram showing the relationships among concepts.
Concepts are connected with labeled arrows. The relationship between concepts is
articulated in linking phrases, e.g., "gives rise to", "results in", "is required by," or
"contributes to“. It has subsequently been used as a tool to increase meaningful
learning in the sciences and other subjects as well as to represent the expert
knowledge of individuals and teams in education. Concepts and links are labeled. Links
can be non-, uni- or bi directional. Concepts and links may be categorized. They can
be simply associative, specified, or divided in categories such as causal or temporal
relations.” (slideshare.net)

“Purposes of Concept Mapping

to generate ideas (brain storming, etc.)
to design a complex structure (long texts, hypermedia, large web sites, etc.)
to communicate complex ideas
to aid learning by explicitly integrating new and old knowledge
to assess understanding or diagnose misunderstanding” (slideshare.net)

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“How to Create a Concept Map
1.Identify the important terms or concepts that you want to include on your map
2.Arrange concepts in a pattern that best represents the information
3.Use circles or ovals to enclose an important term or concept within the topic
4.Use straight lines with arrows (single or double-headed) to link terms that are related
5.Use a word or phrase of words as labels along the lines to designate the relationship
between two connected terms” (slideshare.net)

As you proceed to the next topics, analyze which of the approaches mentioned
above are appropriate to use in teaching the following lessons.

Matter
Matter is anything that makes up any object, occupies space, has mass and
composed of atoms.
States of Matter
1. Solid – “A solid is the simplest state of matter. A solid has these three main properties:
,It has a definite shape, mass and volume. A solid will always look the same and take up
the same amount of space.” (slideshare.net)
2. Liquid – “A liquid is the most fluid and ever-changing state of matter. A liquid has
these three main properties: it does not have a definite shape but it has a definite mass
and volume. A liquid will always take up the same amount of space and take the
shape of its container.” (slideshare.net)
3. Gas – “A gas is the most complex and difficult to understand state of matter
A gas has these three main properties: it does not have a definite shape, a definite
mass and a definite volume. A gas does not always weigh the same or take up the
same amount of space. However, like a liquid, a gas will always take the shape of its
container, no matter the size or shape of that container.” (slideshare.net)

Changes in Matter
“Physical Change
No new substance is created, although the matter may take different form.
A change in physical appearance of matter.
Changes may be reversible, especially phase changes.
Occur when substances are mixed, but don't chemically react.
Examples: melting of ice cream, slicing of bread and painting of walls

Chemical Change
Involves the production of a new substance.
The product of chemical change cannot be brought back to its original state
by ordinary means.
The new substance formed is entirely different from the original substance.
Examples: mixing of chemicals, cooking and burning of woods” (slideshare.net)

Labels of the Different Chemicals or Materials Found at Home.

“Due to modern technology, certain chemicals have been discovered and
contained in the materials and substances around us. Many materials and substances

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are useful at home, in school, and in industries, but they can be harmful if not used
properly.” (slideshare.net)

Precautionary Measures in Handling Substances.

1. Always read the labels of products before buying them.
2. Do not buy products without the expiry date.
3. Insecticides, muriatic acids, and disinfectants should be kept in places where children
cannot reach them. Wear gloves and cover your nose and mouth with mask. Change
your clothes and wash hands thoroughly after using chemicals.
4. Keep flammable items, like gasoline and kerosene away from the stove, fireplace
and other sources of heat. They can catch fire easily.
5. Take only the recommended dose of medicines as prescribed by your doctor. Too
much intake of medicines, or over dosage, is not good to the body.
6. Provide designated areas for different household items. Label all household items
properly. Keep dangerous chemicals in locked containers.
7. Dispose of used materials and dangerous substances properly.” (slideshare.net)

Exercises:

I. Write PC if the following tells a Physical Change and CC if Chemical Change.

___1.) melting of candle
___2.) wilting of plant
___3.) burning of charcoal
___4.) condensation of water vapor
___5.) decaying of human waste
___6.) grinding of meat
___7.) cutting of grasses
___8.) charring of sugar
___9.) freezing of water
___10.) electroplating of metal
___11.) combustion of fuel
___12.) toasting of bread
___13.) crumpling of paper
___14.) mixing of red and green marbles
Quizzes/Tests:
Answer this question. (10 points)
Why do we need to read product labels?

Assignment:
I. Answer these: (10 points each)

1. Explain the importance of physical change and chemical change by giving real-life
situations.

2. Compare and contrast the three (3) approaches.

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Lesson 9: STRATEGIES IN TEACHING SCIENCE
MIXTURES
Objectives:
➢ Describe the appearance and uses uniform and non-uniform mixtures
➢ Recognize the benefits of separating mixtures form products in community
➢ Demonstrate skills in teaching Science in elementary
Lecture :
Strategies in Teaching Science

Computer-Assisted Instruction (CAI)

“Computers have become omnipresent and ubiquitous today and found in every
walk of life. Computer influence every sphere of human activity and bring many
changes in education, health care, scientific research, social sciences, law, music and
painting. Computer-assisted instruction (CAI) is an interactive instructional technique
whereby a computer is used to present the instructional material and monitor the
learning that takes place. A self-learning technique, usually offline/online, involving the
interaction of students with programmed instructional materials.” (slideshare.net)

Types of CAI
1. Drill and Practice Method - simplest level of CAI. It provides opportunities for
students to repeatedly practice the skills that they have previously learned and further
practice necessary for mastery.
2. Tutorial Mode - the program tutors or teaches the student a body of knowledge by
presenting information and asking questions , giving hints to students. Tutorials can free
the faculty members from teaching some of the routine basic material. At the same
time the students may find the tutorials more interesting and fun than the instructor’s
lecture.
3. Simulation – has clear direction. Realistic situations are used for role playing. High level
of interest is maintained throughout. Results predicted in user impulse. These can be in a
varying level of difficulty
4. Game Mode - game software often creates a contest to achieve the highest score
and either beat others or beat the computer. The extent of learning depends on the
type of game. E.g. Games on spelling’s, name of places and general knowledge
(slideshare.net)

Advantages of CAI
One-to-one interaction
Great motivator
Freedom to experiment with different options
Instantaneous response/immediate feedback to the answers elicited
Self pacing - allow students to proceed at their own pace
Helps teacher devote more time to individual students
Privacy helps the shy and slow learner to learn
Individual attention
Learn more and more rapidly

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 Multimedia helps to understand difficult concepts through multi-sensory approach
Self-directed learning – students can decide when, where, and what to learn
(slideshare.net)

Limitations of CAI
May feel overwhelmed by the information and resources available
Over use of multimedia may divert the attention from the content
Learning becomes too mechanical
Non availability of good CAI packages
Lack of infrastructure

Discovery Method
“A powerful instructional approach that guides and motivates learners to explore
information and concepts in order to construct new ideas, identify new relationships
and create new models of thinking and behavior. The teacher must guide the learners
toward the discovery, present appropriate materials and provide conducive
environment allotting time for students to discover. It is the responsibility of the teacher
to “set” the student up to make the desired discovery. The teacher must provide all the
necessary background knowledge to lead the student to the discovery”
(slideshare.net)

Steps:
1. Exploration - Teacher presents divergent questions and assess the students by
providing them environment for discovery
2. Invention – In this stage, with the help of the teacher, the students find the meaning
and structure of ideas
3. Discovery – The child applies what he learned in exploration and invention stages to
new situations (slideshare.net)

Advantages
“Discovery method helps the students to become more autonomous, self-
directed and responsible for their own learning. It enhances the development of
intellectual capacities and problem solving. It enriches motivation, interest and
satisfaction. It also minimizes verbal learning and gives more time to student to
assimilate accurate information.” (slideshare.net)

Disadvantages
“This method requires more time in preparation and execution. It is difficult for slow
learners. Teachers must be properly trained. Expected benefits don’t show up in regular
achievement test.” (slideshare.net)

Experimental or Scientific Method

“The Scientific Method involves a series of steps that are used to investigate a
natural occurrence. .” (slideshare.net)

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Steps and Terminologies:
1. Problem/Question
Develop a question or problem that can be solved through
experimentation.

2. Observation/Research
Make observations and research your topic of interest.

3. Formulate a Hypothesis
Predict a possible answer to the problem or question.
Example: If soil temperatures rise, then plant growth will increase.

4. Experiment
Develop and follow a procedure. Include a detailed materials list. The outcome must
be measurable (quantifiable).

5. Collect and Analyze Results

Modify the procedure if needed. Confirm the results by retesting. Include tables, graphs,
and photographs.

6. Conclusion
Include a statement that accepts or rejects the hypothesis. Make recommendations for
further study and possible improvements to the procedure.

7. Communicate the Results

Be prepared to present the project to an audience. Expect questions from the
audience.

“Three types of variables:

1. Independent variable - The independent, or manipulated variable, is a factor that’s
intentionally varied by the experimenter.
2. Dependent variable - The dependent, or responding variable, is the factor that may
change as a result of changes made in the independent variable.
3. Intervening or controlled variable - In a scientific experiment, the control is the group
that serves as the standard of comparison. The control group may be a “no treatment"
or an “experimenter selected” group. The control group is exposed to the same
conditions as the experimental group, except for the variable being tested.

Reflect on how these approaches may be applied in the following lessons about
mixtures.

Mixtures
Mixtures can be found absolutely everywhere. Almost everything that we see in
nature is a mixture. Mixtures are two or more materials or substances that are mixed
together but do not chemically combine. Their original properties are retained and they
can be separated by physical means.

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 “Mixtures that have uniform composition are called homogeneous.
Heterogeneous mixtures have non-uniform composition.” (slideshare.net)

Ways of Separating Mixtures

• Magnetism
“If one component of the mixture has magnetic properties, you could use a
magnet to separate the mixture. Iron, nickel, and cobalt are all materials that
are magnetic. Not all metals are magnetic: gold, silver, and aluminum are examples of
metals that are not magnetic. Example: Using a magnet to separate nails from wood
chips.” (slideshare.net)
• Winnowing
“Separating the chaff from the grains by wind.” (slideshare.net)
• Filtration
“Used when separating a solid substance from a fluid (a liquid or a gas) by
passing a mixture through a porous material such as a type of filter. Works by letting the
fluid pass through but not the solid like coffee filter, cloth, oil filter, even sand! Example:
Using a coffee filter to separate the coffee flavor from the coffee beans.”
(slideshare.net)
• Sifting or sieving
“Used to separate a dry mixture which contains substances of different
sizes by passing it through a sieve, a device containing tiny holes. Example: Using a
sieve to separate sand from pebbles.” (slideshare.net)
• Straining
“Pouring a mainly liquid substance through a porous device or material
in order to separate out any solid matter.” (slideshare.net)
• Extraction and evaporation
“Used to separate an insoluble solid (something that doesn’t dissolve in a
liquid) from a soluble solid (something that DOES dissolve in a liquid). Done by
adding a solvent (liquid that does the dissolving) to the mixture. Then pouring
the liquid through a filter. Example: With a mixture of sugar and sand, pouring water in
the mixture which causes the sugar to dissolve. Then pouring the solution through a
filter, causing the sand to separate from the sugar water.” (slideshare.net)
Exercises:
Match the following examples of mixture separation to their process names.
____1. Refining flour using a sifter a. filtration
____2. Separating materials by heating b. straining
____3. Separating undissolved solid materials c. sieving
in a mixture d. evaporation
____4. Separating coconut milk from squeezed e. sifting
grated coconut using a fine wire screen
____5. Separating pebbles from the sand using
a wire screen

Quizzes/Tests:

If you are going to teach this lesson, Mixtures, which approach are you going to use?

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Why?

Assignment:

I. Answer this question:

1. Explain the importance of separating mixtures at home and in the community.

2. Compare and contrast the three (3) abovementioned approaches.

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