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January 7, 2014 Tuesday SCIENCE AND HEALTH VI I. States Newton’s Second law of motion II. Newton’s Second Law of Motion Science Concept: An object accelerates because of force that acts on it. The larger the force, the greater the acceleration. The larger the mass of an object, the greater the force needed to accelerate it. Processes: observation, describing, inferring Materials: pupils Reference/s: ELC, Science, Health and Environment pp344-345 Value: Taking precautions when carrying heavy loads. III. Procedure A. Preliminary Activities 1. Word Drill: mass 2. Drill: Compute for the acceleration A car traveling at 30 km/hr increases speed to 40 km/hr in 5 seconds. 3. Review: What is the First Law of Motion? B. Developmental Activities 1. If you are to push a car and a bicycle to a certain distance, where would you exert a greater force and why? 2. Presentation: Show a picture of children playing tug-of-war 3. Activity: What affects acceleration? Play tug-of-war. Given the situations below, ask the pupils what would happen. a. a small boy vs a big boy b. a big boy vs 5 small boys c. a big boy vs a big boy 4. Discussion: Who won in the first round? Why did the big boy won? How did the small boy accelerated? In the second round who won? Why? Who exerted a greater force? In the third round, who won? Why? What are the factors that affect acceleration? The teacher explains further the second law of motion by giving other samples. 5. Concept Formation: An object accelerates because of force that acts on it. The larger the force, the greater the acceleration. The larger the mass of an object, the greater the force needed to accelerate it. 6. Application: A grade five pupil was running fast along the lobby. Before he knew it, he bumped into a Grade Three pupil who had a bad fall because of the impact. Being there on the scene, how could the accident be avoided? Using the second law of motion, how would you explain to the Grade Five pupil of the danger of his actions? IV. Evaluation: State Newton’s Second Law of Motion A. Force ________________________________________________________________________________ B. Mass ________________________________________________________________________________ V. Assignment: Give other example of how the second law of motion is applied to our daily lives. RESULT VI- DIAMOND VI- CRYSTAL MPL ID _____________________________________________________________________________________________ ENGLISH VI I. Objective: Infer alternative actions taken by characters II. Subject Matter: Inferring Alternative Actions Taken by the Characters Selection: “Baby Fish Looks At Land” References: PELC VI, Developing Reading Power, p. 147 Strategies: describing, inferring, sequencing Skills: Inferring Alternative Actions Across the Curriculum: Character Education: Being Obedient Science: Describing Characteristics of a Fish Values: Don’t be too much proud of yourself, Obey the old ones Reading-Writing Link: Writing a paragraph III. Materials: Picture of a fish , a copy of the story “ Baby Fish Looks At Land ”, chart IV. Learning Activities: A. Pre-reading 1. Activating Prior Knowledge and Building Background Show a picture of a baby fish. Ask the pupils to describe it using the Semantic Web. 2. Unlocking of Difficulties tug- a sharp forceful pull struggled- make a great physical effort tossed- to throw something 3. Previewing: Say: I am going to read aloud to you a story about a small fish. The title of the story is “Baby Fish Looks at Land”. Look at this picture. What do you think is the story about? (Show a picture of a baby fish) 4. Setting the Purpose for Reading Read the title of the story once again. Ask: From the title of the story, what do you like to find out? (Publish the pupils’ prediction on the board) Motive Question: What happened to Baby Fish? B. Active Reading Read aloud the story two times. In the first reading, read the whole story continuously that is, without stopping, so pupils will feel the flow of event in the story. In the second reading, stop at certain portions to ask prediction questions or monitor the comprehension using some fix-up strategies. BABY FISH LOOKS AT LAND C. Post Reading Activities 1. Engagement Activities What happened to Baby Fish? Did the Baby Fish listen to the advice of his mother? What happened to him? Why did Mother Fish advice the Baby Fish not to go to the land? What trait did the Baby Fish show to his mother? If you were the Baby Fish, would you listen to the advice of your mother? Why? Was there an instance in your life where you disobeyed your parents? What happened to you? Share it to the class. FISH adj adj adj adj 2. Enrichment Activities Act out a situation showing disobedience to the elders. 3. Reading-Writing Link Write a paragraph on how you could show your obedience to your parents. 4. Developing Strategies and Skills Questions: a. What did the Baby Fish do? b. What alternative actions should the Baby Fish do so that it will not be lifted out from the water and tossed to the land? What did we do to be able to give alternative actions which are being done by the character in the story? (Altenative actions can be done by means of inferences which are based on the action/s taken by the character/s in the story) Directions: Give the alternative actions for the following situations. 1. Carlo watched TV until late at night. When he woke up, he was not able to go to school. 2. Marlon went to the store to buy food. After arriving home, he found out that the change of his money was more than he is supposed to get. He did not return the extra change to the vendor. 3. Nilo hurriedly crossed the street. Suddenly, he was hit by a running car. 4-5 V. Evaluation Directions: Give some alternative actions for the following situations. 1. One day the fox invited the stork to dinner. At the dinner table, the fox put soup in a very shallow dish before the stork. The fox could easily lap the soup but the poor stork could only wet the end of her long bill. __________________________________________________________________________ 2. Alexis did not go to school. His mother knew that he was in the school. He went to the wood just to get fruits. Suddenly, a big snake bit him. __________________________________________________________________________ 3-5 VI. Assignment Give alternative action to the selection. Oscar frowned. He wanted to watch a basketball game on TV. But Melinda was watching another program. He suddenly switched to another channel. Melinda shouted, “How impolite!” Alternative action: ____________________________________________________________________________ RESULT VI- DIAMOND VI- CRYSTAL MPL ID _____________________________________________________________________________ SCIENCE AND HEALTH V Action’s taken by t he Baby Fish in the story Inferred alternative actions (Did not obey his mother of not going out on the land) ( Should have obeyed the mother’s advice of not going out on the land) I. OBJECTIVE: Describe how the wheel and axle make work easier and faster Values : Work harmoniously, cooperation, cleanliness II. SUBJECT MATTER: Simple Machine - Wheel and Axle A. Science Concept/Idea: A wheel and axle is usually any wheel that is firmly attached to a shaft or axle. It is used to raise or move objects. A wheel and axle multiplies force if the effort is applied at the wheel and the resistance is applied at the axle. B. Science Processes: Describing, identifying References: Teacher's Module in Science and Health 5, Villegas, Nacpil pp. 75-76 Into the future 5 pp. 182-185 III. PROCEDURE: A. Preparatory Activities: Review What is the MA (mechanical advantage) of fixed pulley? Movable pulley, block and tackle? B. Developmental Activities: 1. Motivation: How do you open a door with a doorknob? How do you use a pencil sharpener? 2. Activity Activity 6.3 TX p. 183 3. Analysis/Discussion a. Does the axle turn? How many times? b. Which way needs a greater force? Less force? c. Which way takes· more time-? Less time? 4. Generalization /Concept Formation: What is a wheel and axle? How does this simple machine make work easier and faster? 5. Application: Imagine a car without wheels. How would it run? When can you run faster or move faster, with a shoes with wheels or without? Why? IV. EVALUATION: List down objects/things that use wheel and axle V. ASSIGNMENT: Collect materials with wheel and axle. RESULT V- GARNET MPL ID ____________________________________________________________________________________________ HEKASI VI
