DETAILED LESSON PLAN IN SCIENCE VI

I.

OBJECTIVES
At the end of the lesson, the pupils are expected to:
a. Identify the effects of human activities and the cycles in an ecosystem.
b. Illustrate the cycle in an ecosystem
c. Give importance to the ecosystem

II.

LEARNING CONTENT
TOPIC: Human Activities and the Cycles in an Ecosystem
MATERIALS: Charts, Pictures
REFERENCE: Science and Health 6, pp.84-87

III.

LEARNING EXPERIENCE
TEACHERS ACTIVITY

PUPILS ACTIVITY

A. PREPARATION
Opening Prayer
Checking of Attendance
Review of the Past Lesson

B. PRESENTATION
The atmosphere normally has about
21% oygen and 0.03% carbon dioxide.
The continuous exchange of these gases
between green plants and animals maintains
the oxygen-carbon dioxide level.
Unfortunately, mans destructive activities
disrupt this balance.
Class, why do you think that mans
destructive activities disrupt this balance?
(The teacher will call one pupil)
(The pupil will answer)
Very Good! So class, if trees and another
green plant become scarce in an ecosystem
, the supply of oxygen is reduced.
As a result, the amount of CO2 in the air
increases, and the O2 and CO2 is disrupted.
Class, what do you think will happen to animals
And human if the amount of air is reduced?
(Pupils will answer)
Possible Answer: Many
animals and humans
will die.
Very good! Many animals and humans
may die due to the shortage of the amount of
oxygen in the air.
(Show some pictures about Oxygen-Carbon
Cycle)
In the Oxygen-Carbon Cycle, green plants
Use the carbon dioxide in the air and it also

dissolve in the oceans and seas.

Marine plants take in carbon dioxide to
manufacture food. These plants are the energy
source of marine animals. The continuity
of the cycle depends on the materials
and energy available in the system.
Class, what do you think is the cause of
disruption?
Maam. Because of the
natural disaster
and
human activities.
Very good. Can you give me examples of
natural calamities?
(Call 3 pupils)
-

Typhoon
Eartquakes
Volcanic Eruptions

Throwing
of
garbage in the river
Cutting of trees
Kaingin
Spraying
of
insecticides
Combustion
of
fossils

(Show pictures of the natural disasters.)

Typhoon, earthquakes, and volcanic
eruptions can destroy an ecosystem.
What about human activities that disrupt
The cycles in ecosystem?
(Call some pupils)

Very good!
(Post the picture of Throwing of Garbage)
Throwing garbage can destroy the ecosystem.
The rivers natural capacity to break the
material slows down. As a result, the once clear
pond becomes dirty due to the amount of
materials dumped in it.

(Show pictures of Cutting Of Trees)

The cutting down of trees has resulted in the rapid
denudation of our forest. Without trees there
is nothing to absorb excess amount of Carbon Dioxide
in the atmosphere which results to the abnormal
warming of the earth.
The next human activity is Pagkakaingin.
Why do you think pagkakaingin destroys the
ecosystem?
(The teacher will call pupils)
Possible answer: The
birds and other living

organisms will be
deprived of natural
habitat.
Yes. Kaingin brings harmful effects to our ecosystem.
Kaingin is a way of clearing a forest area and convert
it into an agricultural lands, or housing projects to
accommodate the growing population.
Therefore, the birds and other wild animals will be
deprived of natural habitat.
Another example is the use of insecticides.
(Post the picture)
Class, why do you think the use of insecticides
Also destroys the ecosystem?
Possible answer: It pollutes
the land
Right. The use of chemical fertilizers, pesticides,
and pollutes the soil. Also, these chemicals harm
plants and is also possible to harm humans and
animals once taken.
C. GENERALIZATION
The cycles of ecosystem may be disrupted by natural disasters such as typhoon,
earthquakes, volcanic eruptions and by human activities such as uncontrooled
cutting of trss, kaingin, combustion of fossil fuels, and throwing of garbage in the
river.
IV.

EVALUATION
TRUE OR FALSE.
1. Typhoon is a natural disaster. (True)
2. Throwing garbage can destroy the ecosystem. (True)

3. Kaingin is a way of clearing a forest area and convert it into an agricultural

lands, or housing projects to accommodate the growing population. (True)
4. The birds and other living organisms will be deprived of natural habitat is not
a harmful effect of pagkakaingin. (False)
5. Without trees there is nothing to absorb excess amount of Carbon Dioxide in
the atmosphere which results to the abnormal warming of the earth. (True)
V.

ASSIGNMENT
List down fast growing trees that should be planted to increase forest cover.

SEMI DETAILED LESSON PLAN IN SCIENCE VI

February 4, 2013
SCIENCE
I.
OBJECTIVES
At the end of the 60 minute period the students should be able to:
define what is solvent and solutes.
distinguish substance that dissolving and dissolved.
II.
SUBJECT MATTER
A. TOPIC
Solvents and Solutes
B. REFERENCE
Science for Daily use
Textbook
Science- Grade 4
Buenda A. Lozada Augusto T. Mendoza
Pages 115 - 121
C. MATERIALS
Book of Science for Daily use
Materials for experiment:
4 jars label A, B and D
Solids
4 tablespoons sugar
4 tablespoons flour
4 tablespoons salt
4 tablespoons yeast
Liquids
2 cups water
2 cups vinegar
2 cups alcohol
2 cups cooking oil
III.
PROCEDURE
A. ROUTNE ACCTIVITY

Classroom Management

Prayer

Attendance
B. MOTIVATION
Procedures for experiment:
1. Prepare four jars. Label the jars A, B and D.
2. Pour cup of these liquids: jars A, water; jars B, vinegar; jar C, alcohol; and jar D, cooking oil.
3. Mix 1 tablespoon sugar in each liquid. Which liquids dissolved sugar?
4. Clean the jars before pouring another set of liquids.
5. Mix 1 tablespoon of the other solids.
6. Answer these questions.
a.
What solid materials can be dissolved in:

Water?

Vinegar?

Alcohol?

Cooking oil?
b. What liquids can dissolve solids?
C. LESSON PROPER
Solvents and Solutes
In every solution there is a dissolving substance and a dissolved substance. A substance in a mixture
that has greater quality retains its physical state. It is dissolving substance. The solvent is generally the
substance that you see in the same state in resulting solution. The solute is the dissolved substance.
D. GENERALIZATION

1.
2.

What are Solvents and Solutes?

Give examples of Solvents and Solutes can find at home.
E. APPLICATION
Do the experiment on the pages 118 and answer the questions.
IV.
EVALUATION
Answer the Activity 1 and Activity 2 on page 120 on the book Science for Daily use.
V.
ASSIGNMENT
Answer the checking up activity on pages 121 on the book of Science for Daily use.

BRIEF LESSON PLAN IN SCIENCE VI

To The Teacher:

There are several concepts students will benefit from knowing in order to understand how
Doppler radar works when they see it on the nightly news.
The first concept is to understand different types of waves and how they move through space.
The second concept is the Doppler effect.
The best strategy is to introduce the waves they are already familiar with and then compare the
waves to the kind of waves they cannot see. This makes another good example of how scientists
are able to see things that are not visible and how scientists work.
This particular lesson will require a bit more preparation then other lessons in order for the
students to make conceptual contact with the ideas they are presented with.
Power Point overheads have been provided to aid you.
The desired outcomes for this lesson are:

Students will be able to draw a graphical interpretation of how waves behave

Students will provide examples of how different kinds of waves are used in everyday life

Students will be able to use pictures and explanations of the pictures to describe the Doppler
effect.

Students will be able to explain what they are looking at when the weather guy shows them a
picture of radar on the news.

To The Student:

Show Power Point 1

Almost every night when you watch the news you see images the weather guy describes. He
tells you whether he expects it to rain or storm. You see pictures of swirling colors he points out
to tell you what is coming and how fast. How does he do that? What makes it possible to see the
weather arrive before it gets there?

Shown here is a hurricane approaching the coast of Florida. The more intense the storm the closer
to red the color becomes.

Understanding Water Waves

Show Power Point 2

When you drop a stone into water ripples are produced.

In it there are different ways of looking at the same event of what water does when a stone drops
into a pond. First there is the photograph of water with ripples on the surface. Next to it is an
artists idea of what the water looks like from the side. Finally at the bottom of the slide is a
scientists idea of what a wave looks like from the side.

Explain that scientists often make models that describe what they mean with pictures and words
which simplify what they want someone to notice.

It is also important to notice the ripples move up and down without the water moving back and
forth very much by itself.

Understanding Sound Waves

Show Power Point 3 and Click

Sound moves in the same way, except instead of being able to see it, we hear it.

Ask the students if the air moves when they hear a sound from across a room.

Have them understand it is the particles of air that hit each other and pass a wave along to the
next bit of air, until the vibration in the air strikes their ear drum like a drum stick striking a drum.

The greater the number of vibrations the higher the pitch you hear. Even though all the waves
travel at the same rate, the number of waves in the same amount of space can vary.

Waves can have a different number of peaks in the same amount of space because they can have
different lengths.

How fast do sound waves travel? About 760 miles per hour.

Ask your students to try this: the next time it storms, count how many seconds it takes for them to
hear thunder after they see lightning. It takes around 5 seconds for sound to travel 1 mile. That is
2.5 seconds for mile, or a bit more than 1 second to travel mile.

Show Power Point 4

The light from the lightning however has enough time to circle the Earth 37 times.

The first frame shows three different kinds of waves:

o

The water waves where the boat moves through the water

The sounds waves you hear from thunder when sound moves through air

Light waves when the lightning lights up

The second frame shows a radar dish which beams out a type of radio wave which you can not
see or hear.

The last frame shows a microwave oven. What does that have to do with lightning and radar?
Microwaves travel around the oven in the same way all the other waves travel.

All of these examples are waves.

Explain How Radar Works

Show Power Point 5

When the radar sends of a beam of radio waves, it is a lot like you shouting into the distance. If
you wait long enough you can hear your own voice because the sound bounces back.

Shown here in the picture, bats use sound to hunt moths. They emit a high pitched sound which
strikes the target. They are then able to know where the moth is and get dinner.

This is exactly how radar works except instead of a high pitched sound, the radar unit sends radio
waves and waits to receive an echo from its target.

The Doppler Effect

Ask the students to recall the sound of an ambulance siren when it passes by. They may need to
be reminded the siren has a high pitch as it comes towards you and a low pitch after the siren
passed.

Explain the reason is that the sounds waves are compacted while a siren comes close. Then they
are spread apart as the sound moves away.

Show Power Point 6 and Click

The boat on the top does the same as it passes through water. The waves in front of the boat are
compacted while the waves in the back trail in long ripples behind the boat.

The animation shows how waves appear traveling through space.

Show Power Point 7

The final slide shows how radar is bounced off a weather system. When the radar echo returns,
the small changes in the radio waves that return to the radar dish can then be compared to the
radio waves that were sent out.