Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Bauan West
CENTEX BATANGAS

GRADE 1
EARTH SCIENCE
Quarter 4 Science Learning Module

This belongs to:

______________________________________

This module was prepared by:

T. Ailene A. Tugade/T. Maira Kyra P. Sapalaran

Contact Information:

09286987069/ 09178379651

1
 INTRODUCTION
This module’s overall theme is “Earth Science”. In this module,
children will learn about the earth, the weather, and the sky. They
learn about the land, how people use land, air, and water, and
what they can do to protect the land. Children learn about the
weather and finally, children learn about the sun, the moon, and
the stars.

Unit Overview
“Earth Science” has 3 units of study. These are:

UNIT 1: Looking At Earth Children learn about the earth, the

weather and the sky. They learn about the land, how people
use land, air and water, and what they can do to protect them.

UNIT 2: The Weather children will learn about the different weather
and how it changes everyday. In this chapter, they will
recognize how weather affects our daily life activities such as
clothes we wear, food we eat and activities that we should do.

UNIT 3: The Sky In this chapter the children will recognize what
they might see in a daytime sky and a nighttime sky.

Parts of the Module

Each module contains different units of study which are divided into the following
parts:

UNIT TITLE AND OVERVIEW

This part of the module gives an idea about what is going to be learned in the unit.

LEARNING OUTCOMES
Learning outcomes are the knowledge, skills, attitude, and values that students will understand and
do in this unit.

LEARNING TIMELINE
The Learning Timeline shows the activities to do for each day and how much time to spend for each
activity.

MATERIALS CHECKLIST
This is a list of all the materials that are needed for the activities in the unit.

2
LEARNING ACTIVITIES
The learning activities in each unit of study have the following parts in order:

LET’S CONNECT:
Review of the previous lesson and introduction to the new lesson

LET’S LEARN:
Exploration of concepts and skills through various learning
activities

LET’S REMEMBER:
Summary of important concepts to remember

LET’S PRACTICE:
Application or extension of learning

LET’S SHOW OUR LEARNING:

Assessment of learning

BEHAVIOR CHART
Weekly monitoring of behavior using a simple visual scale. To be
answered by the parent with their child each day or by the end of
each week. Set behavior goals with your child based on the results.

3
Study Guide

Create a learning corner at home Make a study schedule with the

help of your parents

Follow instructions carefully Take short brain breaks

Ask for help Finish activities

when needed before playing or watching TV

See resources for parents at the last page of this module

TABLE OF CONTENTS
UNIT 1: The Earth Page #

week 1

a. Let’s connect 11
4
 b. Let’s Learn 12-13

c. Let’s Remember 14

d. Let’s Practice 15

e. Let’s Show our Learning 16

week 2
a. Let’s connect 18

b. Let’s Learn 19-24

c. Let’s Remember 25-26

d. Let’s Practice 27

e. Let’s Show our Learning 28

week 3
a. Let’s connect 30

b. Let’s Learn 31-33

c. Let’s Remember 34-35

d. Let’s Practice 36

e. Let’s Show our Learning 37

UNIT 2: Weather Page#

week 1

aa. Let’s connect 42

b. Let’s Learn 44

c. Let’s Remember 48

d. Let’s Practice 51

e. Let’s Show our Learning 53

5
 week 2
a. Let’s connect 58

b. Let’s Learn 60

c. Let’s Remember 63

d. Let’s Practice 66

e. Let’s Show our Learning 67

UNIT 3: The Sky Page#

week 1

a. Let’s connect 73

b. Let’s Learn 75

c. Let’s Remember 78

d. Let’s Practice 81

e. Let’s Show our Learning 83

Answer Keys Page #

Resources for Parents Page #

6
References Page #

7
mage Source: https://watchandlearn.scholastic.com/videos/social-studies/geography/landforms.html

8
UNIT 1: Looking at Earth
LEARNING OUTCOMES
1. Identify types of soil
2. Identify and describe landforms and bodies of water
3. Identify ways on how to care for the environment

LEARNING TIMELINE
Unit 1: Looking at Earth
Timeline: 3 Weeks / 15 Days
These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

Day 6 Day 7 Day 8 Day 9 Day 10

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

Day 1 Day 12 Day 13 Day 14 Day 15

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

9
MATERIALS CHECKLIST

Use the following checklist to make sure you have all the materials for
your lessons

LET’S CONNECT (Mondays)

● Paper and pencil

LET’S LEARN (Tuesdays)

• Paper and pencil

LET’S REMEMBER (Wednesdays)

• Paper and pencil

LET’S PRACTICE (Thursdays)

•
● some clay, sand and loam
● hand gloves
● plastic cups or pots of
same size
● any available seeds
● water

LET’S SHOW OUR LEARNING (Fridays)

• Paper and pencil

10
 UNIT 1 DAY 1

LET’S CONNECT
Hello Kids! Welcome to another unit of fun and
learning! For this week we will be learning about
Earth.

Time: _____ minutes

In this activity you will…. You will need these materials:

1.Understand that soil is made of many 1. Paper and pencil

things

2. Identify the uses of soil.

What are the children in the picture doing?

As they dig the soil, what things might they see? How do people and other living things use soil?

11
 UNIT 1 DAY 2

LET’S LEARN
Did you ever dig a hole? What did you see?

Soil is the top layer of the Earth.

Soil is made of tiny bits of rock. Some soil has clay, sand, or
parts of living things that have died.

Living things use soil in many ways. Some animals find food in
the soil. Others live under the ground.

People use soil to grow food. Roots of plants and trees grow in
the soil.

Soil is the top layer of the Earth.

Types of Soil

Clay soil has the finest particles

among the different types of soil. It
is soft and sticky when wet. It
becomes hard when dry. It is best
for making pots, jars, and vases.
Clay can be found beside rivers
and rice fields. It is also best for
planting rice.

Sandy soil has small loose particles

of rocks and minerals. It can be light
12
 or dark. It can be fine or coarse.
Sand can be found along shores. It
is best for mixing cement and is
used in building structures.

Silt has particles that are smaller

than those of sand. Its particles are
bigger than those of clay. Silt can
be found on the bottom of rivers
and lakes. It can be used in making
bricks and tiles.

Loam contains humus, sand silt and

clay. Loam is dark in color. Humus is
a dark substance from decayed
plants and animals. It gives loam its
dark color. Loam can hold much
water. It allows enough air into it. Its
temperature is right for plants to
grow. Thus, it is considered as the
most fertile soil. It can be found
mostly in forests. It is often used in
gardens. This is why it is sometimes
called garden soil.

UNIT 1 DAY 3

LET’S REMEMBER

13
 Soil is a mixture of small particles of rocks, minerals, and
decaying animals and plants.

There are different types of soil-clay, sand, silt, and loam.

Time: 15 minutes

In this activity you will…. You will need these materials:

1. Contrast Loam and sandy soil. 1. Paper and pencil

Loam Soil Characteristic Sandy

Soil

Particles (Big or Small)

Humus (present or absent)

Color (Dark or Light)

Water holding capacity (holds or does not hold)

Fertility (good or not good)

UNIT 1 DAY 4

LET’S PRACTICE

14
` What types of soil is best for plants?

Time: ___ minute

In this activity you will…. You will need these materials:

1. Identify the type of soil that is best of 1. some clay, sand and loam
plants.
2.hand gloves
2. Observe plants in different types of
soil. 3.plastic cups or pots of same
size

4. any available seeds

5. water

Do These:
1. Wear hand gloves.
2. Fill three-fourths of each cup with one type of soil. Label the
cup with the type of soil used.
3. Plant five seeds each cup.
4. Place each cup under a tree so that the seeds will get enough
air and sunlight.
5. Water the seeds every day.

What Have You Found?

1. In which soil did the seeds grow? Why?
2. In which soil did the seeds not grow? Why?
UNIT 1 DAY 5

LET’S SHOW OUR LEARNING

Let’s see what you have learned this week.

15
 Put a check inside the box if the statement is correct. Put a
cross if it is not correct.

_____1. Soil is made up of a purely rock particle.

_____2. Loam is best for making pots and jars.

_____3. Clay is good for planting rice.

_____4. Sand can be found along the shores.

_____5. Humus comes from decayed plants and animals.

BEHAVIOR CHART
WEEK 1

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

16
 LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

UNIT 1 DAY 6

LET’S CONNECT

Look at the globe here below, Globe represent

the Earth’s surface.

Time: 15 minutes

17
In this activity you will…. You will need these materials:

1. Color and label the globe Coloring material

2. Identify the which part of the earth is Paper and pencil

water and land.

UNIT
1 DAY
7

18
LET’S LEARN

One-fourth of the Earth’s surface is covered by

land. The land on the Earth is not the same
everywhere. These different physical features
found on the surface of the Earth are called
landforms.

Time: 15 minutes

In this activity you will…. You will need these materials:

1. Name other landforms you know Paper and pencil

using the web organizer.

19
What landforms can you see in the picture? Can you name other
landforms?

20
 Landforms are natural features of land surface. Some
landforms are high; they are called highlands. Others are low or flat;
they are called lowlands.

A mountain is a highland. Most mountains are covered with tall

trees and wild plants. Mountains are very rich in natural resources.
They serve as a habitat to many wild Animals. Example: Mount Apo
in Davao.

Mountain range is row of mountains. Sierra Madre is the longest

mountain range in the country.

21
 A volcano is a
highland that usually has an opening or crater. Its crater sometimes
releases molten rocks. Ashes and smoke. A well-known volcano in
the country is Taal
Volcano in Batangas.

A hill is a highland that is lower than a mountain. People can

easily reach its peak. Some people live on hills. The most famous hills
in the Philippines are the Chocolate Hills in Bohol. They are called
chocolate hills because of their color during summer. They turn brown
like chocolates because of the dried-out leaves of plants.

22
 A plain is a wide, flat, low-lying area. It is good for farming.
Farming can grow crops like rice and corn usually plant on plains.

A valley is a lowland found between high mountains. Crops

can be planted on valleys. La Trinidad in Benguet is a famous for its
strawberries and flowering plants.

23
 A plateau is a highland with a wide, flat top and steep sides.
Baguio City is a plateau.

24
 An island is a landform completely surrounded by water.

UNIT 1 DAY 8

LET’S REMEMBER
A landform is a natural feature of the land surface.

There are different landforms found on the Earth’s surface. These are
mountains, hills, volcanos, plains, valleys, plateaus, and islands.

Different landforms have different characteristics. Some are considered

highlands other are lowlands.

Save the Soil/Land

1. We must take care of the soil. Do not throw chemicals into the soil. It
damages the plants and the soil.
2. Plant trees. The roots of the trees keep the soil together. Soil supports
plant and animal life.
3. Keep your surroundings clean. It will keep you away from diseases. Throw
away your garbage properly. Stop littering and spitting anywhere.
4. Do not burn dried leaves. Place them in the compost pit.
5. Put all food wastes, peelings of fruits, and vegetables in the compost pit.
If they decay soil, the soil becomes fertile.

25
 6. Do not put plastic materials, cans, and bottles in the compost pit. They
do not decay. Recycle them.

Care for Mother Earth!

Time: 15 minutes

In this activity you will…. You will need these materials:

1. Interview adults on how they care 1. paper and pencil

for the environment.

What you need:

Three adults, environment, and yourself

What to do:

1. Choose 3 adults. Ask them how they dispose at their garbage.

2. Ask you parents how they dispose at their garbage.
3. Observe the surroundings nearest you house, is it clean?

Answer these questions:

1. How do people dispose of their garbage?

2. How does your family dispose of your garbage?
3. Is the surrounding clean?

Conclusion:

Do we care for Mother Earth if we do not dispose of our garbage

properly?

Application:

26
 What should people do in order to take care of the surroundings
clean?

UNIT 1 DAY 9

LET’S PRACTICE

Landform Dictionary!

Time: 20 minutes

In this activity you will…. You will need these materials:

1. Create a mini dictionary. 1. art materials

2. Draw the different landforms 2. bond paper

3. pencil

What to do:
1. Have 3-5 sheets bond paper. Fold them into half and staple
them on the sides.
2. Write the title of the booklet “Landform Dictionary.
3. Create a page for each vocabulary word and write the
definitions. Include a drawing with each landform.
4. Color them.

27
 UNIT 1 DAY 10

LET’S SHOW OUR LEARNING

Time: 5 minutes

In this activity you will…. You will need these materials:

1. Identify the different landforms in 1. paper and pencil

the picture.

28
29
BEHAVIOR CHART
WEEK 2

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart

30
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

UNIT 1 DAY 11

LET’S CONNECT

Last time we’re done knowing the different

landform and how to take care of them. This
week we’ll be learning other forms of the Earth.
Let’s try this!

Time: 10 minutes

In this activity you will…. You will need these materials:

1. Look at the pictures below. 1. paper and pencil.

2. Name the bodies of water.

31
 UNIT 1 DAY 12

LET’S LEARN
Water occupies three-fourths of the Earth’s surface. There
are different bodies of water. Some bodies of water are wide and
deep. Others are narrow and shallow. They can be grouped as
saltwater and freshwater sources.

The ocean is the largest body of water.

It is also the widest body of salt water.

Many kinds of animals live in the oceans.

Or ships travel across oceans.

A sea is another large body of salt water

Smaller than an ocean.

32
A bay is a part of a sea and is partly

surrounded by land. An example of a

A lake is a body of freshwater surrounded

by land. It does usually flow. Freshwater

fishes can be found in lakes.

A waterfall is a body of freshwater that

flows from a mountain to the mouth of a

river. The strong force of a waterfall is a

good source of electricity.

A river is long and narrow body of

freshwater. It flows from a mountain to

sea. Fishes and other animals live in rivers.

33
A spring is an underground source of

freshwater. Hot springs are found in

places near active volcano. Springs

can also be a good source of electricity.

A pond is another body of freshwater.

It is usually small and shallow.

34
 UNIT 1 DAY 13

LET’S REMEMBER
● The Earth’s surface is three-fourths water.
● Bodies of water can be grouped into two-
freshwater and saltwater sources.
● Oceans, seas, bays, lakes, waterfalls, rivers springs,
and ponds are bodies of water.
● Water resources must be conserved for future use.

Uses of Water

Water plays a very important role in nature. Bodies of water

are habitats to aquatic animals. Water is also present in food. It is
fruits and vegetables.

Water is important to people. People drink water. They need it

in taking a bath and cooking. Water is used for washing clothes and
dishes. It is also used in cleaning the house or the car.

Ships and boats travel in bodies of water and seas.

Many plants and animals grow and live in the bodies of water.

Water in dams can be source of electricity.

Conserving Water

1. Fix leaking faucets.

2. When brushing your teeth, use a drinking glass instead of
letting water freely.

35
 3. Close the faucet when not in use.
4. Keep water resources clean. D not throw garbage in bodies of
water.

Build up!

Time: 15 minutes

In this activity you will…. You will need these materials:

1. Make a poster on how you can help 1. art materials

in water conservation.
2.pencil

Find out: How can you help in water conservation?

Make a Guess:
__________________________________________________________________
__________________________________________________________________
__

You will need: bond paper, pencil, marker, crayons

Do These:

1. Make a poster to show others how to conserve water.

2. Color the poster.
3. Pass in our retrieval day.

36
 UNIT 1 DAY 14

LET’S PRACTICE
Water form Dictionary!

Time: 20 minutes

In this activity you will…. You will need these materials:

1. Create a mini dictionary. 1. art materials

2. Draw the different waterforms 2. bond paper

3. pencil

What to do:
1. Have 3-5 sheets bond paper. Fold them into half and staple
them on the sides.
2. Write the title of the booklet “Water form Dictionary.
3. Create a page for each vocabulary word and write the
definitions. Include a drawing with each water form.
4. Color them.

UNIT 1 DAY 15

LET’S SHOW OUR LEARNING

37
 Match the description in column A with the correct body
of water in column B. Write only the letter of the correct answer.

A B.

____1. It flows from a mountain top to a a. bay

River. b. lake

____2. It is a small and shallow body of c. ocean

Fresh water surrounded by land. d. pond

____3. It is a long and narrow body of e. river

freshwater that flows to the sea. f. sea

____4. It is the largest body of salt water. g. spring

____5. It is a small and shallow body of h. waterfalls

Freshwater.

____6. It is where ships and boats load or

unload their cargos.

____7. It is the second largest body of salt

water.

BEHAVIOR CHART
WEEK 3

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD

38
 LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

39
 image Source:

https://www.teacherspayteachers.com/Product/Doodle-
Weather-Clip-Art-Meteorology-Climate-5119380

UNIT 2: Weather
40
LEARNING OUTCOMES
At the end of this chapter the pupils would be able to:

1. Identify the different types of weather.

2. Identify that weather changes from day to day.

3. Differentiate the sky of different weather.

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Let’s Practice Let’s Show our
Page # Page # Remember Page # Learning
Page # Page #

30 minutes 40 minutes 30 minutes 20 minutes 20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

MATERIALS CHECKLIST
Use the following checklist to make sure you have all the materials
for your lessons

41
LET’S CONNECT (Mondays)
Notebook
pencil
crayon

LET’S LEARN (Tuesdays) •

glue
paper plate
ribbon / stripes of creep
paper
yarn
LET’S REMEMBER (Wednesdays) •
Notebook
pencil
crayon
LET’S PRACTICE (Thursdays) •
Notebook
pencil
crayon
LET’S SHOW OUR LEARNING (Fridays) •
Notebook
pencil
crayon

UNIT 2 DAY 1

LET’S CONNECT
Time: 30 minutes

42
In this activity you will…. You will need these materials:
1. Name the weather today. 1. Notebook
2. Differentiate the different weather 2.pencil
every day. 3.crayon
3. Record daily weather condition
using pictorial symbol

What weather do you like most?why?

What about your classmates? Family member? Friends?

43
Let’s make a survey about the best weather by filling up the survey
form below.

What does this graph tell you? ____________________________________

__________________________________________________________________
_

UNIT 2 DAY 2

LET’S LEARN

44
Time: 40 minutes

In this activity you will…. You will need these

1. Make an instrument to be use in materials:
observing how hard the wind blows. 1. glue

2. observe how wind blows in different 2.paper plate

weather. 3.ribbon / stripes of
3.record the movement of the instrument in creep paper
the present of the wind or absences of 4. yarn

wind.

the weather shows the condition of the air, the clouds and the sky
but how can we describe the wind if we cannot see them?

Today, we are going to make

an instrument used to observe
the wind in our surroundings.
With the use of the wind
streamers, we will investigate
how hard the wind blows in
different weather.

45
46
47
Think about your observations:

1. What happens when you blow gently on the

streamer? _________________________________.

2. What happens when you blow harder the

streamers? ______________________________

We know that there is wind in the surrounding area if

we see swaying trees, rusting leaves, a flapping flag
and moving clouds. Color the picture.

48
 UNIT 2 DAY 3

LET’S REMEMBER
Time: 30 minutes

In this activity you will…. You will need these materials:

1. Name the weather today. 1. Notebook

2. Differentiate the different weather 2.pencil

every day.
3.crayon
3. Record daily weather condition
using pictorial symbol

Let’s take a look at the different sky in the picture. Describe each.

What do you think the weather will be if the sky is like that?

49
50
51
 UNIT 2 DAY 4

LET’S PRACTICE
Time: 20 minute

In this activity you will…. You will need these materials:

1. Name the weather today. 1. Notebook

2. Identify the different weather. 2.pencil

3. differentiate the different weather 3.crayon

every day.

Describe the different kinds of weather by answering with YES or

NO to the following statements.

52
53
54
55
 UNIT 2 DAY 5

LET’S SHOW OUR LEARNING

Time: 30 minutes

In this activity you will…. You will need these materials:

1. Name the weather today. 1. Notebook
2. Identify the different weather. 2.pencil
3. differentiate the different weather 3.crayon
every day.

Tell whether the day is sunny, cloudy, rainy, stormy or

windy.
What kind of weather do these pictures show?
Choose your answer inside the box
Sunny Cloudy Windy Rainy Stormy

56
BEHAVIOR CHART
WEEK 1

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

57
https://www.whimsyclips.com/products/kids-weather-reporters-clip-
art

58
LEARNING OUTCOMES
1. Identify how weather affects the clothes we wear in different weather.

2. Identify the activities done during certain weather conditions.

3. Identify how weather affects the food we eat in different weather.

LEARNING TIMELINE
Lesson 2: How weather affects us in our daily life.

Timeline: 1 Week / 5 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Learning

Page #
Page # Page # Page # Page #
20 minutes
20 minutes 30 minutes 30 minutes 30 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

59
MATERIALS CHECKLIST

Use the following checklist to make sure you have all the materials for your lessons

LET’S CONNECT (Mondays)

Notebook
pencil
crayon

LET’S LEARN (Tuesdays)

cotton
blue colored paper
art materials

LET’S REMEMBER (Wednesdays)

Notebook
pencil
crayon

LET’S PRACTICE (Thursdays)

Notebook
pencil
crayon

LET’S SHOW OUR LEARNING

(Fridays)
Notebook
pencil
crayon

60
 UNIT 2 DAY 6

LET’S CONNECT
Time: 20 minutes

In this activity you will…. You will need these materials:

1. Describe the sky looks like in different 1. notebook
weather 2. pencil
2. identify that sky will help us tell the 3.
weather in each day
3. Identify how weather affects our
daily life.

We have learned a lot about the weather last week. We

got to learn to identify the different weather, but now
we will get to learn more about how weather affects
our daily life.

How do we know the weather of the day? Let’s tell the weather as
we sing “Tell Me the Weather”

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62
 UNIT 2 DAY 7

LET’S LEARN
Time: 20 minutes

In this activity you will…. You will need these materials:

1. Describe the sky looks like in different 1. cotton

weather
2. blue colored paper
2. identify that sky will help us tell the
weather in each day 3. art materials

3. create a cloud of different weather.

We usually look at the sky to know the weather of the

day. Wonder what would the sky look like during a sunny
day? Rainy day?

Let’s describe the clouds.

The cloud is ________________

There is water in the air. We can not see it. It is called water vapor.
When the air cools the water vapor in it forms clouds.

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Clouds are made of tiny drops of water or ice. The water or ice fall
from clouds as rain or snow.

What do the clouds look like in different weather?

Now that we know the different clouds in different weather, we are

going to make a cloud sample on a paper.

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 UNIT 2 DAY 8

LET’S REMEMBER
Time: 30 minutes

In this activity you will…. You will need these materials:

1. Describe the sky looks like in different 1. notebook
weather 2. pencil
2. identify that sky will help us tell the 3.
weather in each day
3. Identify how weather affects our
daily life.

The weather tells us many things.

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The weather tells us what things to do and what to do.

It tells the farmer when to plant.

It tells us what games to play

It tells u what clothes to wear

It tells us what food to eat.

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67
68
 UNIT 2 DAY 9

LET’S PRACTICE
Time: 30 minute

In this activity you will…. You will need these materials:

1. Describe the sky looks like in different 1. notebook

weather
2. pencil
2. tell the difference among different
weather 3.

3. Identify how weather affects our

daily life.

Weather shows the condition of the air, clouds and the sky every
day. It also tells us what to do, what to wear and what to eat.

For today you will be acting like a weather reporter. You will tell the
weather and thing that we can do in that weather

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 UNIT 2 DAY 10

LET’S SHOW OUR LEARNING

Time: 20 minutes

In this activity you will…. You will need these materials:

1. Describe the sky looks like in different 1. notebook

weather
2. pencil
2. tell the difference among different
weather 3.

3. Identify how weather affects our

daily life.

choose the letter of the correct answer.

1. The sun shines brightly. It is good to play outside. What is the
weather?
a. Sunny day
b. Cloudy day
c. Rainy day

2. There are big and dark clouds. Dark clouds cover the sun.
What is the weather?
a. Sunny day

b. Cloudy day

c. Rainy day

3. Children wear rain coats and sweaters. What is the weather?

a. Sunny day
b. Cloudy day

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 c. Rainy day

4. Children stay at home. Due to heavy rain with thunder and

lightning. What is the weather
a. Sunny day
b. Windy day
c. Stormy day

5. It is nice to go swimming and eat cold food during what

weather?
a. Sunny day
b. Rainy day
c. Stormy day

BEHAVIOR CHART
WEEK 2

ACTIVITY BEHAVIOR PARENTS’ NOTES /

71
 BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

72
Image Source: https://www.youtube.com/watch?v=Wr-CRKsTYGs

UNIT 3: The Sky

73
LEARNING OUTCOMES
At the end of this chapter the pupils would be able to:

1. Recognized what we can see in the sky during daytime

2. Recognize what we can see during the night time sky.

LEARNING TIMELINE
Unit 3: day sky and night sky

Timeline: 1 Weeks / 5 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Learning
Page # Page # Page # Page #
Page #
30 minutes 30 minutes 30 minutes 30 minutes
20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

MATERIALS CHECKLIST
Use the following checklist to make sure you have all the materials
for your lessons

74
LET’S CONNECT (Mondays)
Notebook
pencil
crayon

LET’S LEARN (Tuesdays) •

Notebook
pencil
crayon
LET’S REMEMBER (Wednesdays) •
Notebook
pencil
crayon
LET’S PRACTICE (Thursdays) •
Notebook
pencil
crayon
LET’S SHOW OUR LEARNING (Fridays) •
Notebook
pencil
crayon

UNIT 3 DAY 1

LET’S CONNECT
Time: 30 minutes

75
In this activity you will…. You will need these materials:

1. compare the day and night sky 1. pencil

2.draw the night sky and day sky 2. notebook

3. name things that we see in day sky 3.crayon

and night sky

Is there a fiend that you miss a lot? What do you usually do if you miss
your friend? Today we are going to watch a video about friends who
miss each other a lot.

https://www.youtube.com/watch?v=UoWFJ690U6E

Question
1. Who are friends in the story?
____________________________

76
 2. What happened in the story?
___________________________
_______________________________________________________
____
3. Do they usually meet? Why?
____________________________
_______________________________________________________
___
4. What do they usually do when they miss each other?
_______________________________________________________
____

Let’s do this.
Let us name the picture by filling in the missing letters in each word.

77
 UNIT 3 DAY 2

LET’S LEARN
Time: 30 minutes

In this activity you will…. You will need these materials:

1. compare the day and night sky 1. pencil

2.draw the night sky and day sky 2. notebook

3. name things that we see in day sky 3.crayon

and night sky

whew! Why is it so bright during day time and only a

few light at night?

Earth is always turning. The sun shines on part of the

earth. Where the sun shines, it is a day. Where do
you see the sun in the morning? Where do you see it
at noon? Where do you see it in the evening?

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Questions

1. How do you know when it is day?

_______________________

_______________________________________________________
_

2. How do you know when it is night?

______________________

_______________________________________________________
_

3. Tell what you might see in the night sky and in the day
sky.
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_______________________________________________________
_

Let’s do this: Using the Lab Manual children may

draw a picture of day and night in the city.

80
 UNIT 3 DAY 3

LET’S REMEMBER
Time: 30 minutes

81
In this activity you will…. You will need these materials:

1. Describe the things seen in the sky. 1. pencil

2. Name the things seen in the sky 2. notebook

during day/ night
3.crayon
3.Infer why there are days and nights

How are night and day different?

The sun is shining. It is time to get up. A new day is
begging.

Part of the earth is turned away from the sun. It is night

on this part of the earth. It is dark. You might see stars and the
moon. Sometimes you can see the moon during the day too!

https://www.dreamstime.com/illustration/day-night-earth.html
It is day time. You can see the sun. The sun looks like a ball. The Sun
is a big star. It is very hot. It makes the day bright. Sun helps us to
see things around us. We can also get Vitamin D from the sunlight.
People need sunlight to live and grow.
You can also see clouds, birds, planes and rainbows. Clouds are in
the sky all the time.

82
 https://www.123rf.com/photo_94286669_stock-vector-illustration-of-kids-
summer-camp-education-with-children-doing-activities-enjoy-on-camping-
daytime-c.html
It is night time. You can see the moon. The moon gives the earth
light at night. The moon gets it light
You can also see stars, planets, owls, fireflies and even fire words at
night. The start makes the sky beautiful. They seem to twinkle.

https://pngtree.com/freebackground/tanabata-lover-exchange-gifts-background-pictures_1013888.html

83
https://www.teacherspayteachers.com/Product/Day-and-Night-Objects-in-the-Sky-
948192

84
 UNIT 3 DAY 4

LET’S PRACTICE
Time: 30 minute
In this activity you will…. You will need these materials:
1. Describe the things seen in the sky. 1. pencil
2. Name the things seen in the sky 2. notebook
during day/ night 3.crayon
3.Infer why there are days and nights

Name the things seen in the sky during the day/night.

When do you see the things in the pictures? Choose the correct
answer.

85
86
 UNIT 3 DAY 5

LET’S SHOW OUR LEARNING

Time: 20 minutes

In this activity you will…. You will need these materials:

1. Describe the things seen in the sky. 1. pencil

2. Name the things seen in the sky 2. notebook

during day/ night
3.crayon
3.Infer why there are days and nights

Encircle T if the sentence is true: F if the sentence is false.

T F 1. The sun is a big star.

T F 2. The moon gives light to the sun
T F 3. Rain comes from the cloud.
T F 4. People can come near the sun.
T F 5. Moonlight is hot like sunlight.
T F 6. Looking at the sun directly will hurt our eyes.
T F 7. The moon is as big as the sun.
T F 8. Stars give their own light.
T F 9. The moon and the sun move.
T F 10. We see stars at night only.
T F 11. The stars have different colors.
T F 12. The clouds are in the sky all the time.
T F 13. The sun is big and round.
T F 14. It has its own light.
T F 15. The clouds are dark on a rainy day.

87
 Look at the sun, earth and moon.

Based on the position of the earth. Which part of the earth is

daytime? Color it yellow. Which part of the earth is night time?
Color it blue.

BEHAVIOR CHART
WEEK 1

ACTIVITY BEHAVIOR PARENTS’ NOTES /

88
 BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

ANSWER KEY UNIT 1

WEEK 1
LET’S
CONNECT

Activity Title

89
Page # 9-15

LET’S LEARN

Activity Title
Page # 16-22

LET’S
REMEMBER

Activity Title
Page # 23-25

LET’S PRACTICE

Activity Title
Page #26-28

LET’S SHOW
OUR
LEARNING

Activity Title
Page #29-31

ANSWER KEY UNIT 1

WEEK 2
LET’S CONNECT

Activity Title
Page #33-36

LET’S LEARN

90
Activity Title
Page #37-41

LET’S REMEMBER

Activity Title
Page #42-46

LET’S PRACTICE

Activity Title
Page #47-50

LET’S SHOW OUR <Answers/Sample Expected output>

LEARNING

Activity Title
Page #51-53

ANSWER KEY UNIT 1

WEEK 3
LET’S CONNECT

Activity Title
Page #33-36

LET’S LEARN

Activity Title
Page #37-41

91
LET’S REMEMBER

Activity Title
Page #42-46

LET’S PRACTICE

Activity Title
Page #47-50

LET’S SHOW OUR <Answers/Sample Expected output>

LEARNING

Activity Title
Page #51-53

ANSWER KEY UNIT 2

WEEK 1
LET’S
CONNECT

Activity Title
Page #

LET’S LEARN

Activity Title
Page #

answer may vary

92
LET’S
REMEMBER

Activity Title
Page

answer may vary

LET’S PRACTICE

Activity Title
Page #

LET’S SHOW
OUR
LEARNING

Activity Title
Page

ANSWER KEY UNIT 2

WEEK 2

93
LET’S CONNECT

Activity Title
Page #

LET’S LEARN make cloud sample on a paper

Activity Title
Page #72-73

LET’S REMEMBER

Activity Title
Page #

ANSWER MAY VARY

LET’S PRACTICE

Activity Title
Page

weather reporter.
LET’S SHOW OUR
LEARNING

Activity Title
Page #

1. A , 2. C, 3. C, 4.C, 5.A ANSWER MAY VARY

94
ANSWER KEY UNIT 3

WEEK 1
LET’S CONNECT

Activity Title
Page #

LET’S LEARN

Activity Title
Page #

ANSWER MAY VARY

LET’S REMEMBER

Activity Title
Page #

ANSWER MAY VARY

LET’S PRACTICE

Activity Title
Page

ANSWER MAY VARY

LET’S SHOW OUR

LEARNING
Activity Title
Page #

95
RESOURCES FOR PARENTS
Visual Timer
Cut out the various parts of the picture.
Add Mr. or Mrs. Potato head’s parts one by one.
Time is up for the activity once Mr. or Mrs Potato head is completed.

96
Brain Break Cards

97
Brain Breaks are quick physical exercises (1-5 minutes) to help energize
children’s mental, emotional, and physical state while learning.

Source:

https://cdn.thisreadingmama.com/wp-content/uploads/2016/09/WBBCards-free.pdf

Coaching a Growth Mindset

98
 Image source: https://schoolessentials.com.au/Product/8577138/Growth-Mindset-Bulletin-
Board#.XxeN5Z4zbIU

REFERENCES:
Themes and activities in this module were based on the following resources:

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Apolinario, N. (1999)Science and Health Today(pp. 124-135). Manila Philippines:Rex
bookstore, INC.

Carodan, C., Magyani, M., Nepomoceno, N. (1996)Process Skill Builder in Elementary Science
and Health (85-123).Manila Philippines.Cultural Publisher.

Cooney, T., Dispezio M.A., Foots, B., Matamoros, A.L., Nyquist, K.B., & Ostlund, K.L. (2000).
Scott Foresman Science. Addison -Wesley Educational Publishers Inc.

Khanali, S. (2014). Things Around Me. In My Pals Are Here! Science (International Edition)
Textbook 1A (pp. 88-103). Singapore: Marshall Cavendish Education.

Yuan, L. (2014). Non-Living Things. In My Pals Are Here! Science (International Edition)
Textbook 2B (pp. 36-47). Singapore: Marshall Cavendish Education.

Learning is Fun! Fun with Science, (pp.92-103).United Kingdom: Gemilang Publishing Group.

Quilas, E. (2014). Classifying Objects. Speed Up Science (pp.150-155). Manila,Philippines: WS

Pacific Publications.

Ride, S., et al (2011). Science-A Closer Look, 2nd Edition. (pp236-280) Manila Philippines:
Phoenix Publishing House.

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