lesson plan 2 (2)

LESSON PLANSCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2: 30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Classify animals according to the food they eat.II. A. Classification of Animals According to the Food

they EatB. Science Idea Animals are classified according to the food they eat, namely; plant eaters ( herbivores), meat eaters ( carnivores) and plant and meat eaters ( omnivores).C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pictures of animals chartE. Value : Cleanliness

III. A. Routinely Activities 1. Health inspection2. Science news3. Review

Body parts of animals in getting/eating their food

B. Lesson Proper 1. Motivation Show pictures of animals eating different kinds of food.

2. Activity

Processes Skills Implementing Strategies for PupilsA. Pre-laboratory Activities

1. Assign group leader/rapporteur2. Read and understand the

procedure3. Check and prepare the set-up4. Observe precautionary measures

B. Laboratory Proper1. Identify the foods each animal

eat.2. Classify these animals according

to the food they eat.3. Enter your observations in a table.

C. Post Laboratory Discussion1. Which of these animals eat plant

only? meat only? both plants and meat?

2. How are plant-eating, meat-eating and plant and meat eating animals called?

D. Conclusion1. What are the different

classification of animals?2. How are animals classified?

E. Application1. You have different kinds of pet at

home, is it right to feed them with

the same kind of food? Why?

IV. Evaluation On the blank before each animal, write H if the animal is a herbivore, C if it is a carnivore and O if it is an omnivore.

_________ 1. carabao __________ 6. dog_________ 2. horse __________ 7. snake_________ 3. frog __________ 8. lion_________ 4. man __________ 9. rabbit_________ 5. monkey __________ 10. goat


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Describe how some animals adapt to a particular environment for protection, effectiveness and survival.

II. A. Animals AdaptationB. Science idea Animals have different protective structures which help them adapt in their environment.C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pictures of different animalsE. Value : Working together harmoniously

III. A. Routinely Activities1. Health inspection2. Science news3. Review Classification of animals according to the food they eat.

B. Lesson Proper 1. Motivation Animals have special body parts that help them get and eat their food. Do you know that they also have body parts which protect them from their enemies?

2. Activity

Processes Skills Implementing Strategies for PupilsA. Pre-Laboratory Activities

1. Assign group leader/rapporteur.2. Read and understand the

procedure.3. Check and prepare the set-up.4. Observe precautionary measures.

B. Laboratory Proper1. Look at the animals in the picture.2. take note of the protective

structures of animals3. Find out how each animal uses its

structures to protect itself.4. Record your observation on a

table.C. Post Laboratory Discussion

1. Do all animals have protective structures?

2. Why do animals have protective structures?

D. Conclusion1. How do animals adapt to their

environment?2. Why do animals adapt to their

environment?E. Application

1. The boys are teasing a goat when suddenly the goat turns its head to fight back. How does the goat protect itself from his enemy?

IV. Evaluation Choose the letter of the best answer.

1. How do mudfish adapt themselves to their environment?A) They blend their colors to their environment.B) They have rough skin.C) They have horns than can hurt.D)They have beaks that pecks.

2. Why do we have difficulty in seeing grasshoppers and walking stick? A) They move slowly to be seen.

B) They hide in the grasses. C) They are very small to be seen. D) They blend in colors with the grass

( Please see chart for the continuation )LESSON PLAN

SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Classify vertebrates into mammals, reptiles, birds, fishes and amphibians.

II. A. The Group of VertebratesB. Science Idea Vertebrates can be further classified into mammals, birds, reptiles, amphibians and fishes.C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pictures of different animalsE. Value : Using one’s intelligence and other human abilities wisely.

III. A. Routinely Activities 1. Health inspection2. Science news

3. Review How do animals adapt for protection, effective in food gathering and survival?

B. Lesson Proper 1. Motivation/Presentation Giving examples of vertebrate. Consider the animals in the List. How can these animals be further classified?

2. Activity



procedure.3. Check and prepare the set-up.4. Observe precautionary

measures.B. Laboratory Proper

1. Divide pupils into group, each group to formulate a hypothesis based on the criteria for classification.

2. Based on this, pupils are to make a tentative groupings of animals

C. Post-Laboratory Discussion1. What common bone structure do

these animals have?2. Can we group them according to

this common characteristics?D. Conclusion

1. What are the classifications of vertebrates?

2. How can you distinguish each group of vertebrate as to their structure and habitat?

E. Application1. How can people show by means

of their behavior, that they are better than lower forms of mammals?


1. Which of the following is NOT an amphibian?A) snake C) frogB) toad D) salamander

2. To what group of vertebrates do snakes, turtles and

lizards belong.A) Amphibians C) ReptilesB) Mammals D) Fishes


SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify characteristics of mammals.II. A. Characteristics of Mammals B. Science Idea

Distinguishing characteristics of Mammals have mammary glands (feed their young

with milk) warm-blooded animals covered with hair/fur have large, well developed brain

C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Standing up for what is right III. A. Routinely Activities

1. Health inspection2. Science news3. Review Different classification of vertebrate animals

B. Lesson Proper 1. Motivation/Presentation Present skeletons of animals with backbones. Let the pupils identify the animals through their skeleton. Can we group them according to their common characteristics.

2. Activity





1. Divide pupils into group.2. Each group to

formulate/hypothesize bases or criteria for identifying the distinguishing characteristics of mammals.

C. Post Laboratory Discussion1. What are some of distinguishing

characteristics of mammals?

D. Conclusion1. What are the characteristics of

mammals that make them different from the other vertebrate animals?

E. Application1. Look at the group of mammals,

say something about each animals. Does it pass the characteristics of animals as discussed?

IV. Evaluation From the list of animals given, pick out the names of the animals that belong to the mammals group.

pig horse tuna monkey turtle whale tiger bird

frog hawk snake ant


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:20 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identifies the characteristics of birdsII. A. Characteristics of Birds

B. Science ideaCharacteristics of Birds

have feathers and wings lay eggs with hard shells have beaks with nostrils but without teeth have very light bones

C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Raising birds for consumption or livelihood

III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Cite some characteristics of mammals. What are the other group of vertebrates animals?

B. Lesson Proper 1. Motivation/Presentation What do you think inspired the invention of the airplane? Cite other examples which show how birds have inspired people. 2. Activity


1. Assign group leader/rapportuer.2. Read and understand the



1. Divide pupils into group.2. Each group to

formulate/hypothesize bases or criteria for identifying the distinguishing characteristics of birds.

C. Post Laboratory Discussion1. What are some of distinguishing

characteristics of birds?


birds that make them different from the other vertebrate animals?

E. Application1. Discuss/Plan chick-raising as a

class or group project.

IV. Evaluation Fill in the blanks to make analogue statements.

1. Mammals are covered with hair/fur.Birds are covered with ___________.

2. Mammals give birth to their young alive.Birds are laid from _____________.

3. Reptiles are cold-blooded animals.Birds are ________________.


DAY: DATE:

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify characteristics of reptiles.II. A. Characteristics of Reptiles

B. Science ideaCharacteristics of Reptiles

cold-blooded lay eggs with hard shell

skin is covered with hard, dry, rough and scaly skin breathe with their lungs

C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Avoiding insults or saying derogatory remarks about others.III. A. Routinely Activities

1. Health inspection2. Science news3. Review Characteristics of birds

B. Lesson Proper 1. Motivation/Presentation Show some pictures of reptiles. Let the pupils share what they know of the animals based on their observation on the pictures. 2. Activity


1. Assign group leader/rapportuer2. Read and understand the


B. Laboratory Proper1. Divide pupils into group.2. Each group will

formulate/hypothesize bases fro criteria for identifying the distinguishing characteristics of reptiles

C. Post Laboratory Discussion1. What are some distinguishing

characteristics of reptiles?


reptiles that make them different from the other vertebrate animals?

E. Application1. How would you group the animals

you see around you?


1. Reptiles cannot withstand harsh climatic changes because they are ______________.A) warm-blooded C) blue-bloodedB) cold-blooded D) luke-blooded

2. Which of the following is NOT a reptile? A) snake C) frog B) turtle D) crocodile


SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of amphibiansII. A. Characteristics of Amphibians

B. Science ideaCharacteristics of Amphibians

the young breathes through gills; the adult breathes through lungs (gills)

lay eggs without shell, but protected by soft jelly-like substance

live in both in water and land C. References : Into the Future Jose F. Llarinas Conchita T. Tan D. Materials : pictures of animals E. Value : Practicing care and concern for animalsIII. A. Routinely Activities 1. Health inspection 2. Science news’ 3. Review Characteristics of Reptiles B. Lesson Proper

1. Motivation/Presentation Show a picture of a frog/toad. Let the pupils give some common characteristics of it.

2. Activity


1. Assign group leader/rappoteur2. Read and understand the


B. Laboratory Proper1. Divide pupils to group.2. Each group to formulate/

hypothesize bases or criteria for identifying the distinguishing characteristics of amphibians.

C. Post Laboratory Discussion1. What are some distinguishing

characteristics of amphibians?


amphibians that makes them different from the other vertebrate animals?

E. Application1. Should you kill frogs in your

garden? What should be done with the frog used for class observation?

IV. Evaluation Explain in a short paragraph.

What changes take place in a tadpole as it grows into an adult frog?


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of fishesII. A. Characteristics of Fishes

B. Science IdeaCharacteristics of Fishes

breathes with gills all its life has fins to help it moves and keep its balance

cold-blooded take dissolved air and food from their surrounding C. References : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures of animals E. Value : Saving our oceans and sea, also the creatures living in it.III. A. Routinely Activities 1. Health inspection 2. Science news 3. Review Characteristics of Amphibians B. Lesson Proper 1. Motivation/Presentation Ask: Do you know that fishes make up the longest group of vertebrates animals? Scientist know about 20,000 species of fish. 2. Activity




B. Laboratory Proper1. Divide pupils into group.2. Each group to

formulate/hypothesize based on criteria for identifying the distinguishing characteristics of fishes.

C. Post Laboratory Activities1. What are some of distinguishing

characteristics of fishes?


fishes that make them different from the other vertebrate animals

E. Application1. Find out how people’s activities

endanger the life of our fishes or marine animals.

IV. Evaluation Choose the letter of the correct answer.

1, How do you describe fishes? A) They have gills and lungs and can fly. B) They have scales and fins and can swim. C) They live both on land and in water. D) They have dry and scaly skin. 2. Which of the following is NOT a fish? A) mudfish C) whale B) shark D) milkfish

( Please see chart for the continuation )


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:

I. Evaluate the knowledge and skills learned by the pupils.

II. A. Summative test 1. mammals 2. reptiles 3. amphibians 4. birds 5. fishesIII. A. Preparatory Activities 1. Health inspection 2. Science news B. Developmental Activities 1. Preparation Giving guidelines and rules to be followed. 2. Test administration 3. Checking 4. Evaluation Getting the least mastered skill/s to be included in the review/drill.

LESSON PLAN

SCIENCE V

DAY: DATE:

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of arthropods.II. A. Characteristics of Arthropods

B. Science IdeasCharacteristics of Arthropods

known as jointed-legged invertebrates (has exoskeleton)

Distinguished and differentiated based on the number of legs

Sub-group of arthropods: crustaceans, arachnids, insects and millipede/centipede

C. Ref: Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials: sample specimen tissue rubber band Small jar bread crumbs E. Value : Getting rid of harmful insectsIII. A. Routinely Activities 1. Health inspection 2, Science news

3. Review Group of vertebrate animals B. Lesson Proper 1. Motivation/Presentation Ask the pupils: If they are afraid of some insects such as cockroaches, spiders or crickets? 2. Activity


1. Assigned group leader/rapporteur2. Read and understand the


B. Laboratory Proper1. Put the cricket in the jar. Place the

tissue on the top of the jar. Use the rubber band to hold the tissue to the jar,

2. Count the legs of your cricket. Carefully observe how the cricket uses each pair of legs.

3. Slowly push a pencil through the tissue. Gently touch the cricket’s antennae with the tip of the pencil. Observe how the cricket reacts to being touched.

4. Observe the body parts near the cricket’s tail.

C. Post laboratory Discussion1. What does each pair of legs do?2. What are their distinguishing

features?D. Conclusion

1. What are arthropods?2. What are the different classification

of arthropods?

E. Application1. You find an arthropods under a

rock, how could you quickly decide which group of arthropods it belong to?

IV. Evaluation Having the list of arthropods, complete the tabled of each arthropods.

Arthropods Number of legs Classification1. crabs2. ants3. centipede4. spider5. butterfly


DAY : DATE:

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of mollusk.II. A. Characteristics of Mollusk

B. Science IdeasCharacteristics of Mollusk

Most make shells from minerals in water

Soft bodied animals Live in water and in land Have organs that digest food, pump blood and take

oxygen from water. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures / live specimen chart E. Value : Being updated of news affecting one’s healthIII. A. Routinely Activities 1. Motivation/Presentation Ask the pupils if they ever heard of “Red Tide”. Let them Explain how they understand the words and what are directly affected by that disaster.

2. Activity


1. Assigned group leader/rapporteur.2. read and understand the

procedure.3. Check and prepare the set-up.4. Observe precautionary measures

B. Laboratory Proper1. Let the pupils view/observe the

live specimen/picture of mollusk.

2. Have them write their observation in a table.

C. Post laboratory Discussion1. Where do you find these animals?2. What are the distinguishing

features?D. Conclusion

1. What are the distinguishing characteristics of mollusk?

E. Application1. Why is it important to be alert for

news about red tide

IV. Evaluation:

From the set of pictures, try to identify which are mollusk.


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of echinoderms and coelenterates

II. A. Characteristics of Echinoderms and CoelenteratesB. Science Ideas

Characteristics pf Echinoderms spiny skin numerous tube feet on the ventral side of their

bodiesCharacteristics of Coelenterates

tube like bodies having tentacles with stingy structures C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures / illustration chart E. Value : Standing up for what is wrong.III. A. Routinely Activities1. Health inspection2. Science news3. Review Describe the characteristics of mollusk

B. Lesson Proper 1. Motivation Suppose you were having a picnic near the beach. You might

notice some different creatures in the water, can you identify them easily.

2. Activity


1. Assigned group leader/rapporteur.

2. Read and understand the procedure.

3. Check and prepare the set-up4. Observe precautionary


1. Let the pupils view/observe the live specimen/pictures of echinoderms and coelenterates.

2. Have them write their observation/s in a table.

C. Post Laboratory Discussion1. Where do you usually find these

animals?2. What are their distinguishing

features?3. How do they use their body

parts?D. Conclusion

1. What are the distinguishing characteristics of echinoderms?

2. What are the distinguishing characteristics of coelenterates?

E. Application1. When do you say that a person

has no backbone like jellyfish. Cite a situation/s when you stood for what is right.

IV. Evaluation From the set of picture, identify which are coelenterates and echinoderms.


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the characteristics of worms.II. A. Characteristics of Worms

B. Science IdeasCharacteristics of Worms

three (3) kinds of worms : roundworms, flatworms and the annelids

some worms are parasitic and adversely affect the people’s and animal’s health

some worms are beneficial to man C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures specimen sample chart E. Value : Some habits to avoidIII. A. Routinely Activities1. Health inspection2. Science news3. Review Characteristics of echinoderms/coelenterates B. Lesson Proper 1. Motivation/Presentation Is your pet dog or cat has ever been treated for worms? Veterinarians give pets medicines to kill worms.

2. Activity

Processes Skills Implementing Strategies for PupilsA. Pre-laboratory Activities1. Assigned group leader/rapporteur.2. Read and understand the


B. Laboratory Proper1. Let the pupils view/observe the

live specimen/pictures of the different kinds of worms.

2. Have them write their observation in a table.

C. Post Laboratory Discussion

1. What are the kinds of worms?2. What are their characteristics?3. How can you distinguished each

kind of worms/D. Conclusion

1. What are the distinguishing characteristics of worms?

2. What are the different kinds of worms?

E. Application1. How do parasitic worms affect

one’s health? How can we avoid parasitic worms?

IV. Evaluation

Complete the following information on the table.

Kinds of Worms Characteristics Examples


DAY : DATE :

V – 1 12:30 – 1:30

V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Explain the importance of coral reefsII. A. Importance of Coral Reefs

B. Science IdeasImportance of Coral Reefs

habitat of marine life protect tropical coasts build island serve as source of recreating and enjoyment for

people calcium materials of corals reefs can be used for

medicine and as raw materials for industry. C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : pictures/drawing of coral reefs chart E. Value : Appreciation of nature’s beautyIII. A. Routinely Activities1. Health inspection2. Science news3. Review Classification of invertebrate animals B. Lesson Proper 1. Motivation/Presentation Let pupils view pictures of coral reefs and coral samples they have prepared. Ask: What do sea divers find attractive in coral reefs?

2. Activity


1. Assigned group leader/rapporteur.2. read and understand the


B. Laboratory Proper1. Show pictures of coral reefs.2. Let the pupils describe/share

experiences about coral reefs.3. Let pupils read articles on coral

reefs and share their findings with the class.

C. Post Laboratory Discussion1. How are coral reefs formed?2. Are they important? Explain your

answer.D. Conclusion

1. Why are coral reefs important?

E. Application1. Write collectively a letter to a

government agency citing your opinions and recommendations to save coral reefs.

IV. Evaluation Choose the letter of the best answer. 1. Coral reefs are skeletal remains of _____________. A) coelenterates C) mollusk B) arthropods D) insects 2. How long does it take for a coral reef to form? A) Over a short period of time C) For a few years B) Over a long period of time D) None of the above


V. Assignment Ask pupils to draw several pictures to show the formation of a coral reefs and discuss its importance.


DAY : DATE :

V – 1 12:30 – 1:30V – 1 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify the factors contributing to the destruction f coral reefs

II. A. Destruction of Coral ReefsB. Science Ideas B.1 The destruction of coral reefs is caused by both natural and man-made activities B.2 Some of the factors are : - siltation - dynamite fishing - using cyanide for fishing - muro-ami

- improper disposal of garbage

C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : newspaper/ magazine chart E. Value : Contributing efforts to save coral reefs III. A. Routinely Activities

1. Health inspection2. Science news3. Review Formation of coral reefs

B. Lesson Proper 1. Motivation/Presentation Show a healthy coral reef formation: Do you think all coral reefs are as healthy and beautiful as shows in this picture? Why or why not? 2. Activity


1. Assigned group leader/rapporteur.2. Read and understand the


B. Laboratory Proper1. Each group will role play or

dramatize the factors that will be given to them

( fish bowl technique )- siltation- dynamite fishing

- using of sodium cyanide- muro-ami- improper disposal of garbage

C. Post Laboratory Discussion1. What will happen when coral reefs

are destroyed?2. Is the coral reef worth saving?3. Is there still time to save the coral

reef?D. Conclusion

1. What are the factors contributing to destruction of coral reefs?

E. Application1. Your father is selling corals as

souvenir to some tourists. What will you tell him to stop him from selling corals.

IV. Evaluation: Choose the letter of the best answer. 1. Coral reefs break when fishermen ___________________. A) use dynamite for fishing C) use fishing nets B) practice muro-ami D) both A and B 2. What happened when fishermen use dynamite for fishing? A) The coral reefs are destroyed B) The coral reefs become healthy. C) The coral reefs garbage are thrown away


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Infer that plant needs air, water and sunlight in making food.

II. A. How Green Plants Make FoodB. Science Idea Photosynthesis is the process of food making by green plants. Water, carbon dioxide and sunlight can produce sugar/glucose and oxygen.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : mongo seeds 3 cans of same size soil plastic cover rubber bandE. Value : Teamwork

III. A. Routinely Activities1. Health inspection2. Science news3. Review

Parts of plants B. Lesson Proper 1. Motivation Recite the poem “The Tree”

2. Activity




B. Laboratory Proper1. Activity in food making of green

plants without air (carbon dioxide)2. Activity in food making of green

plants without water.3. Activity in food making of green

plants without the sunlight.C. Post Laboratory Discussion

1. How do you think the green plants make their wn food?

D. Conclusion1. What are the processes involved in

the food making of green plants?

E. Application1. You are going away for quite

sometime. You have to close the house all the way. What will you do to the plants you have inside the house? Why?

IV. Evaluation: Choose the letter of the best answer. 1. How does a leaf trap light energy from the sun? A. The leaf has stomata that cause light energy to be trapped.

B. The leaf combines carbon dioxide with water to trap sunlight. C. The leaf has glucose to absorb minerals and light. D. The leaf has chlorophyll to trap the energy from the sun. 2. What is the end product of photosynthesis? A. water vapor C. glucose B. oxygen D. carbon dioxide


SCIENCE V

DAY : DATE ;

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Infers that plants need air, water and sunlight in making food

II. A. Diagram of PhotosynthesisB. Science Idea Photosynthesis is the process of food making of green plants. The process/raw materials are water, carbon dioxide and sunlight, it can produce oxygen as a by product and sugar/glucose as its end product.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan

D. Materials : diagram of photosynthesis ChartE. Value : Teamwork

III. A. Routinely Activities1. Health inspection2. Science news3. Review Processes involved in photosynthesis

B. Lesson Proper 1. Motivation Ask the pupils to name some green plants found in their community. Tell them to identify the substance that gives the green color to these plants. Identify this grebe substance or pigment as chlorophyll.

2. Activity




B. Laboratory Proper1. Display a diagram showing the

process of photosynthesis.2. Study the process of

photosynthesis using the diagrams A and B.

C. Post Laboratory Discussions1. Where is light energy trapped?

2. Is light energy important?3. What is given of as by-product?

End-product?D. Conclusion 1. What happens during photosynthesis?E. Application

1. If green plants can manufacture food in the dark, can we keep them indoors all the time? Will they stay healthy?


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30

V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identify plants parts used for food and medicine.II. A. Uses of Plants

B. Science Idea Plants can be grouped to use as follows (a) plants used as foods; (b) plants used as medicine; (c) plants used as clothing : (d) plants used as building materials; and (e) plants used as raw materials for industries.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pictures of products/objects made from plants diagram showing the different parts of plantsE. Value : Resourcefulness

III. A. Routinely Activities1. Health inspection2. Science news3. Review Process of Photosynthesis

B. Lesson Proper Show some pictures of plants and ask the pupils to describe how they are used as foods by human and animals.

2. Activity




B. Laboratory ProperCircular Response

1. Name the plant sample/picture you brought. Cite its use.

2. As the plants are named, and their uses cited, list plants with similar uses under one column.

3. Create columns and as more uses as identified.

4. Point to objects around, or show pictures of products made from plants. Identify the plant’s parts used.

C. Post Laboratory Discussion1. What are the parts of plants that

are used as food, and as medicine by human?

2. What are the different classification of plants according to use?

D. Conclusion1. What other important benefits do

people derive from plants?

E. Application1. Think of ways you family or your

classmates can save or earn money from plants.


1. Which part of a squash plant are edible.A. flowers C. seedsB. fruits D. all of the above

2. Which part of kangkong supply the body with vitamin and fiber? A. leaves C. roots B. stems D. both A and B


SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5;15 – 6:15

I. Differentiate primary consumers from secondary consumers

II. A. ConsumersB. Science Idea B. 1 Consumers – when animals and men feed on plants B. 2 Primary Consumers – animals and humans that derive a large amount of sun’s energy from green plants. B. 3 Secondary Consumers – those that feed on the primary consumers and thus receive less

amount of sun’s energy.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : diagram of energy pyramid’ Pictures of producers and consumersE. Value : Taking care of our green plants

III. A. Routinely Activities1. Health inspection2. Science news3. Review Parts of plants that are edible.

B. Lesson Proper 1. Motivation/Presentation Point out that only green plants are the only producers in the world because they are only living thins capable of manufacturing their own food.

2. Activity

Processes Skills Implementing Strategies for Pupils

A. Pre-laboratory Activities1. Assigned group leader/rapporteur.2. Read and understand the


B. Laboratory Proper1. Look at the pictures of the different

animals. Identify the herbivores, the carnivores and the omnivores.

2. Record the animals and their

classification in your notebook.3. Classify the animals according to

the food they eat.C. Post Laboratory Discussion

1. Which animals directly take in the food manufactured by plants?

2. Why do animals consume plants and other animals?

3. Which type of consumer would get more energy from the food they eat?

D. Conclusion1. How do primary consumers differ

from the secondary consumers?

E. Application1. What do you think will happen to

some animals if the forests are completely destroyed?


1. When does a man become primary consumer?A. When a man eats fried chicken.B. When a man eats broiled fish.C. When a man eats fresh vegetables salad.D. When a man eats pork adobo.


SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30

V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Explain the importance of plants to human beings and other animals

II. A. The Importance of PlantsB. Science Idea Plants are useful to humans and animals. They provide oxygen, habitat, medicine and food.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan D. Materials : diagram of oxygen-carbon dioxide cycle Some herbal plantsE. Value : Appreciating the importance of plants for survival

III. A. Routinely Activities1. Health inspection2. Science news3. Drill Consumers

B. Lesson Proper 1. Motivation/Presentation Present the diagram of oxygen-carbon dioxide cycle. Let the pupils identify the two processes involved in this cycle (respiration and photosynthesis). Ask them what gas is given off as a by-product of

respiration (carbon dioxide) and photosynthesis (oxygen).

2. Activity



2. Read and understand the procedure

3. Check and prepare the set-up.4. Observe precautionary


1. Organize yourselves into group.2. Take a nature walk together with

your teacher.3. Look for animals around.4. List down their names and

describe where they live. Make a table to record your findings.

C. Post Laboratory Activities1. Aside from oxygen, what other

useful things do plants provide animals and humans?

2. What do you think will happen if there’s more carbon dioxide in the air than oxygen?

D. Conclusion 1. Why are plants useful to humans and animals?E. Application 1. Plants are used as sources of paper, rubber, dye, ink and other products, but how can we still save

our forest from fast disappearing?IV. Evaluation Choose the letter of the best answer.

1. What is likely to happen if there were no plants around?A. Human and animals will multiply.B. Human and animals will not reproduce.C. Human and animals will probably die.D. Human and animals will grow healthy.

2. Which diagram shows the oxygen-carbon dioxide cycle?


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Infer that plants have specific structure and characteristics for adaptation and survival.

II. A. Protective Structures of PlantsB. Science Idea

Plants have special structures and characteristics to help protect themselves against their enemies.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pictures of plants ChartE. Value : Being aware of the danger of ingesting poisonous plants

III. A. Routinely Activities1. Health inspection2. Science news3. Review How do plants perform the process of photosynthesis?

B. Lesson Proper 1. Motivation Can you name the common enemies of plants?

2. Activity


1. Assigned group leader and rapporteur.




1. Visit a garden of just name some plants that you know.

2. Examine and observe structures peculiar to these plants.

3. Infer how these structures help keep their enemies away.

4. Record your findings using a table.

C. Post Laboratory Activities1. What are specific structures that

protect plants from their enemies?

2. How do these structures protect the plants from their enemies?

D. Conclusion1. How do plants protect

themselves from their enemies?

E. Application1. Ana loves touching a rose plant,

but every time she does it, she gets hurt with its thorns. So one day, she cuts all the thorns on the stem of the rose. Do you think she’s right in doing so?

IV. Evaluation Choose the letter of the best answer. 1. Why is garlic avoided by most animals? A) Because of its bright color. B) Because of its strong odor C) Because of its fine hair D) Because of its thick covering



DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Infer how the structures of the plants enable them to adapt to their environment.

II. A. Plants AdaptationsB. Science Ideas * Plants continue to thrive in their environment because they have adapted to it. * Plants have different adaptive structures that allow them to live in specific environment.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : leaves, stem and roots of common plantsE. Value : Attitude and skills of a scientist

III. A. Routinely Activities1. Health inspection2. Science news3. Review Protective structures of plants

B. Lesson Proper 1. Motivation/Presentation Observe samples of plants with modified/specialized leaves, stems roots. Identify these plants and their specialized structures.

2. Activity




3. Check and prepare the set-up.4. Observe precautionary measures

B. Laboratory Proper1. Look for the following plants in

the garden: patola, gumamela, cactus, grass and coconuts.

2. Examine their leaves, stems and roots.

3. Describe their parts as to their structures, color and hardness.

4. Infer how these structures help them adapt to their environment.

5. Record your observations using a table.

C. Post Laboratory Discussions1. What kind of leaves grow in

places where there is abundant sunlight?

2. Which root system can get more water in hot areas where evaporation is fast?

D. Conclusion1. How do plants adapt to the

changes in their environment?

E. Application 1. Find out how the soft bodies of water plants such as water lily and

lotus adapt themselves to their environment.

IV. Evaluation Choose the letter of the best answer.1. Why do cactus thrive in desert?

A) Their stems are thick enough to store water.B) Their leaves are very small to reduce evaporation.C) They are juicy and hardD)Both A and B.



DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Classify plants into major groupsII. A. Classification of Plants

B. Science Idea Plants can be classified into major groups: the flowering plants, the cone bearing plants, ferns and moss.C. Ref : Into the Future

Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : flowering plants Pictures of cone bearingE. Value : Contributing some efforts to save plants

III. A. Routinely Activities1. Health inspection2. Science news3. Review Plant structures

B. Lesson Proper 1. Motivation/Presentation Observing flowering plants, ferns, cone bearing and moss they brought. Naming them or observing them.

2. Activity






1. Visit your school garden.2. Find the following plants in your

garden : gumamela, grass, moss, bougainvillea and fern.

3. Describe them according to their

odor, structure and color.4. Record your findings in your

notebook using a table.C. Post Laboratory Activities

1. How are plants classified?2. What are the bases of classifying

plants?D. Conclusion 1. Why is it important to classify plants?E. Application

1. Having the knowledge of the major group of plants, will you be able to classify the plants in the school garden?

IV. Evaluation Write if the plant is flowering or conifer.

1. gumamela2. pine tree3. san Francisco4. santan5. mayana


DAY : DATE ;

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Group plants according to common characteristics

II. A. Plants According to Common CharacteristicsB. Science Ideas B.1 Seed producing plants are grouped into gymnosperms and angiosperms. B.2 Non-seeds plants are grouped into three (3) : halophytes, bryophytes and pteridophytesC. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : different plants found in the school gardenE. Value : Applying one’s knowledge to practical use

III. A. Routinely Activities1. Health inspection2. Science news3. Review Plant adaptation to environment

B. Lesson Proper 1. Motivation Ask this question : Do you think all plants bear flowers? Discuss their answers in class. Ask another question : How do non-flowering

plants reproduce if they do not bear flowers?

2. Activity




B. Laboratory Proper1. Go to the school garden.2. Observe the trees, shrubs,

vegetables, flowers, and grasses.3. Classify plants according to

common characteristics like seed-producing plants and plants with no seeds.

4. Read the chart about groups of plants according to common characteristics.

5. Make a chart showing the classification of plants into two (2) major groups : the seed producing plants and with no seed plants. Write some examples under each.

C. Post Laboratory Discussion1. How are plants classified?2. What are the bases of classifying

plants?3. Why is it important to classify

plants according to their common characteristics?

D. Conclusion1. What are the classification of

plants according to their common characteristics?

E. Application1. You are to rearrange the plants in

your garden to make it look orderly : what grouping would you do?

IV. Evaluation Group the plants below according to their common characteristics. tamarind ferns squash palm tree fungi san Francisco

Seed-Producing Plants with no seedsGymnospe

rmsAngiosperms halophy

tesbryophytes pteridoph

ytes


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 2 2:30 – 3:30V – 4 5:15 – 6:15

I. Group plants according to common characteristics

II. A. Plants According to Common Characteristics

B. Science Ideas B.1 Plants may be grouped into flowering and non-flowering plants B.2 Flowering plants form flowers ; while non-flowering ones produce spores.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : different plants found in the gardenE. Value : Applying one’s knowledge to practical use

III. A. Routinely Activities1. Health inspection2. Science news3. Review Plants protective structures

B. Lesson Proper 1. Motivation Ask this question : Do you think all plants bear flowers? Discuss answers in class? Ask another question : How do non flowering plants reproduce if they do not bear flowers?

2. Activity



procedure.3. Check and prepare the set-up.

4. Observe precautionary measures.B. Laboratory Proper

1. Go to your school garden.2. Examine the different plants that

your group will find in the garden.3. Group the plants according to the

common characteristics observed.4. Enter your observation in a table.

C. Post Laboratory Discussion1. What characteristics are common

to all the plants?2. What are the distinguishing

characteristics of each group?3. What are the bases of classifying

plants?D. Conclusion

1. How do non flowering plants reproduce if they do not bear flowers?

2. Why is it important to classify plants according to their common characteristics?

E. Application 1. Classify the plants growing in your community.


1. Why is it important to classify plants?A) To provide work for scientist.B) To pass the test.C) To preserve them.D)To show they are similar and different from each

other.2. Which plant does not belong to the group?

A) fern C) mango B) santol D) makopa


LESSON PLAN

SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identifies conditions when physical change occur.

II. A. Conditions when Physical Change OccurB. Science Idea Changes in size, shape or state of matter are physical change. No new substance is formed.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : paper rubber band peanuts Stick wireE. Value : Effecting changes for the better

III. A. Routinely Activities1. Health inspection2. Science news3. Review

Plants according to their characteristics

B. Lesson Proper What do you think, when the butter melted, did it change to another substance? Let the pupils explain their answer.

2. Activity





measures.B. Laboratory Proper 1. Have the different group perform the following : A – cut the paper into small pieces B – break the stick into small pieces C – pound the peanuts D – stretch the rubber band E – roll the wire 2. Record your observations by using a table. C. Post Laboratory Discussion

1. What changes do these materials undergo. Describe each.

2. What conditions brought about

such changes?D. Conclusion

1. What changes were affected on the materials?

2. Was there a new material formed?

3. What are the conditions tat brought materials into physical change?

E. Application1. What home activities can you

recall that involves physical change?


1. Physical change happens when materials undergo a change in _____________. A) size C) state of matterB) shape D) all of the above.

2. Which of the following activities does NOT show physical change? A) shaping a piece of clay C) bending a piece of wire B) cutting strips of paper D) baking bread


LESSON PLAN SCIENE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Describe and identify the result of physical change.

II. A. Result of Physical ChangeB. Science Idea Materials can be changed from one state to another. Solid can be changed to liquid, liquid to solid and solid to gas. These are physical changes that may be brought about by the absorption or release of heat.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : paper illustration board water match stickE. Value : Applying one’s knowledge to practical use

III. A. Routinely Activities1. Health inspection2. Science news3. Review What are the conditions that brought about physical change?

B. Lesson Proper 1. Motivation

Can we use physical change in materials to produce useful products or materials? Can you give examples.

2. Activity




B. Laboratory Proper( PRE-ASSIGNNED )

1. Place a tray of water inside a freezer overnight.

2. Get a thermometer and measure the freezer’s temperature for about two minutes.

3. Take out the tray from the freezer the following morning. Place it on the table at room temperature. Get the room temperature using a thermometer.

4. Leave the tray undisturbed for about 20 mins. Observe what happens.

5. Pour water on tin can and place the can over a flame for about 15 mins.

6. Describe any change you observed in the water.

C. Post Laboratory Discussion1. What change did you observe

when the tray of water was placed inside the freezer?

2. What do you think brought about these changes?

D. Conclusion1. What are the results of specific

physical change?2. Why do you think such changes

occur?E. Application

1. In all the changes observed and discussed, did the original materials changed?


1. The low temperature inside the freezer form ____________________.A) butter from milk C) acid from calamansiB) vinegar from juice D) ice from water


SCIENCE V

DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identifies conditions when chemical change occur.

II. A. Conditions when Chemical Change OccurB. Science Idea Burning, souring and oxidation cause chemical change in material.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : paper match banana Stick candleE. Value : Applying one’s knowledge to practical use.

III. A. Routinely Activities1. Health inspection2. Science news3. Review Examples of Physical Change

B. Lesson Proper 1. Motivation On your way to school, what things do you notice? Were the Things you see exactly the same as they were yesterday?

2. Activity




B. Laboratory Proper1. Get a piece of paper and burn it.2. Get a piece of stick and burn it.

C. Post Laboratory Discussion1. What happened to the piece of

paper after it was burned?2. Does it still have the

characteristics of a paper? Why?3. What changes happened to the

stick?D. Conclusion

1. What happens to material in chemical change? Why?

2. What conditions may cause in chemical change in a material?

E. Application1. Your father is thinking on what he

could do to prevent iron gate from rusting. What can you suggest to him.


1. What do you think is formed after a firewood is burned?A) a sticky residue C) carbon and ashesB) a liquid residue D) it becomes beautiful

2. Window grills are being painted, why do you think so? A) Painting prevents bending. B) Painting prevents breaking. C) Painting prevents rusting. D) Painting prevents boiling.



DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Compare the properties of some materials before and after chemical change occur.

II. A. Properties of Some Materials Before and After Chemical ChangeB. Science Idea A chemical change results in the formation of a new substance. This is brought about by the reaction f substance when they are combined or when they are broken down.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : pieces of paper powdered juice glass of waterE. Value : Effecting change for the better life

III. A. Routinely Activities1. Health inspection2. Science news3. Review Conditions of chemical change

B. Lesson Proper

1. Motivation Compare yourself when you were in Grade I and at present. Are you the same? What changes do you notice in yourself? Why?

2. Activity

Processes Skills Implementing Activities for PupilsA. Pre-Laboratory Activities



B. Laboratory Proper1. Burn some pieces of paper.2. Compare it with the unburned

paper.3. Pour some powdered juice into a

small glass of water. Stir.C. Post Laboratory Discussion

1. What change took place with the paper after burning?

2. Can you still separate the powdered juice into the water?

3. What happened to materials after chemical change?

4. What are formed after chemical change?

D. Conclusion1. What are the differences in

properties of some materials in chemical change?

E. Application

1. After using a metal knife, is it good practice to wipe it before keeping? Why?

IV. Evaluation

Compare the following materials before and after a chemical change.

Object Before the change After the change1. wood2. banana3.powdered juice4. baking soda5. paper


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. State that in chemical change the material cannot be brought back to its original form.

II. A. Product of Chemical ChangeB. Science Idea The product of chemical change is another material or substance that cannot be brought back to its original form.C. Ref : Into the Future Jose F. Llarinas

Science for Daily Use Conchita T. TanD. Materials : sugar metal pan alcohol lampE. Value : Working harmoniously

III. A. Routinely Activities1. Health inspection2. Science news3. Review Comparison of properties of materials before and after a chemical change.

B. Lesson Proper 1, Motivation Have you tried burning dried leaves? What happened to the leaves?

2. Activity




B. Laboratory Proper1. Scoop one tbsp. of sugar.2. Examine the grains through a

magnifying glass.3. Draw what you see in a sheet of

paper.4. Put one tbsp of sugar in the

middle of the metal pan.5. Light the alcohol lamp and put the

metal with sugar.6. Observe the sugar closely as it is

heated.7. Remove the pan from the heat

when bubbling stops. Cool the pan.

8. Scrape off, the residue and place it on a piece of paper.

9. Pick up a piece of sugar residue. Taste it.

10.Examine the residue through a magnifying glass.

C. Post Laboratory Discussion1. How will you describe the sugar

particles before heating? After heating?

2. What is left in the pan?3. Can it be brought back to its

original form?D. Conclusion

1. Can a material be brought back to its original form after chemical change?

E. Application1. Your mother is cooking pork

adobo. After sometime, she forgot all about it. What will happen to the meat? Can it be brought back to its original form?

IV. Evaluation

Choose the letter of the best answer.

1. How can you describe a new substance formed in chemical change?

A) There is a change in size.B) There is a change in color.C) There is a change in quality.D)No change at all.

2. When do materials lose their original properties?A) When cut into pieces.B) When chopped into small pieces.C) When cookedD)Al of the above



DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identifies the good effects of certain changes in the environment.

II. A. The Good Effects of Certain Changes in the Environment B. Science Idea Some changes have good effect and useful to us and in the environment.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. TanD. Materials : table chair other furnitureE. Value : Effecting changes for the better

III. A. Routinely Activities1. Health inspection2. Science news3. Review Name some products of chemical change.

B. Lesson Proper 1. Motivation/Presentation Identifying materials/products that are useful to people and in the Environment brought about by physical and chemical change.

2. Activity






1. Divide the class into different groups

2. Assign different areas of changes in each group.2.1 changes in technology2.2 changes in communication2.3 changes in transportation2.4 changes in infrastructure2.5 changes in electricity

3. Let them enumerate the good effects of each area in the environment.

C. Post Laboratory Discussion1. What are some good effects of

changes in the environment?

D. Conclusion1. What are the good effect of

changes in the environment?

E. Application

1. What changes that will produce good effects can you contribute to your environment?

IV. Evaluation: Write YES or NO to the following, if they are changes in the environment.

1. Metals use to build bridges.2. Using “kalesa” for transportation.3. Having cellphones as a means of communication.4. Having refrigerator for keeping food clean and fresh.5. Using “gasera” to lighten up the night.


DAY : DATE :

V – 1 12:30 – 1:30V – 2 1:30 – 2:30V – 3 2:30 – 3:30V – 4 5:15 – 6:15

I. Identifies the bad effects of certain changes in the environment.

II. A. Bad Effects of Certain Changes in the EnvironmentB. Science Idea Changes have useful and harmful effects to people and in the environment.C. Ref : Into the Future Jose F. Llarinas Science for Daily Use Conchita T. Tan

D. Materials : chart pictures of some bad effectsE. Value : Concern for Mother Earth

III. A. Routinely Activities1. Health inspection2. Science news3. Review The good effects of certain changes in the environment.

B. Lesson Proper 1. Motivation/Presentation Ozone gas in the layer of atmosphere. This gas protects us from the harmful kind of ultraviolet rays from the sun. What are the factors contribute in the thinning of the ozone layer?

2. Activity




B. Laboratory Proper1. Divide the class into different

groups.2. Assign different bad effects of

changes in each group.2.1 – air pollution2.2 – water pollution

2.3 – acid rain2.4 – greenhouse effect2.5 – thinning of the ozone layer

3. Let them discuss the bad effects that was assigned to them.

C. Post Laboratory Discussion1. What causes the bad effects of

changes in our environment?

D. Conclusion1. What are the bad effects of

certain changes in the environment?

E. Application1. How can you help lessen these

bad effects of changes in the environment?

IV. Evaluation Match column A to column B. A B____1. smoke that comes from vehicles A) greenhouse effect____2. using CFC in air conditioner B) thinning of the ozone layer____3. too much carbon dioxide C) acid rain____4. human waste drained in the river D) water pollution____5. burning of waste and smoke E) air pollution

lesson plan 2 (2)

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