Lesson Plan

DATE:_______________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Identify the parts and function of the peripheral and the autonomic nervous system II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: The Peripheral and Autonomic Nervous System C. Science Ideas: * The nervous system is composed of the central nervous system which is composed of the brain and the spinal cord; the peripheral nervous system which includes the nerves outside the brain and the spinal cord, and the autonomic nervous system which is composed of the sympathetic and parasympathetic nerves. These systems are organized to receive, process and act on stimuli from the environment. D. Science Processes: identifying, describing, comparing E. Materials: drawing or illustration of the peripheral and autonomic nervous system F. Reference: Science and Health 6, pp. 35-38 G. Value: Appreciate how the central, peripheral and autonomic nervous system coordinate with each other. III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of assignment 4. Review: What are the main parts of the central nervous system? What is the function of each part? B.

Developmental Activities 1. Motivation: Ask: How do you think the information reaches the central nervous system and back to the body parts responsible for the implementation of the message(action)? 2. Presentation of the illustrations of the peripheral and the autonomic nervous systems. Discussion on the relationship of the central nervous system with the peripheral and the autonomic nervous system. 3. Let the pupils do the activity, Looking and Interpreting. * Look at the santol fruit or an unripe mango. Do you salivate at the sight of such fruits? What organs of the nervous system are involved when you salivate? Can you tell why you react the same way when you look at delicious and appetizing foods? Have the pupils say in their own words how the peripheral and autonomic nervous system work based on what they read. 4. Abstraction and analysis How do the peripheral and autonomic system work? 5. Generalization What are the parts of the peripheral and autonomic nervous systems? Why are they important? 6. Application Armando accidentally cut his finger. At first he did not feel the pain. After a few seconds, he gradually felt the pain? Why do you think so? 7. Valuing: You have a normal peripheral and autonomic nervous system.

What word would you say to God for having this? IV. EVALUATION Multiple Choice. Write the letter of the correct answer in your test notebook. 1. The peripheral nervous system is made up of__________________ a. the cerebrum and the cerebellum b. the brain and the spinal cord c. the brain and the medulla oblongata d. the nerves that connect the central nervous system to various parts of the body 2. Which of these is the function of the peripheral nervous system a. collects information from the sense organs b. transmits information to the central nervous system c. delivers decisions to the body part which will perform the action . all of the above 3. The autonomic nervous system a. controls involuntary functions of the body b. consists of sympathetic and cardiac nerves c. maintains the best possible level for cells to reproduce d. all of the above 4. The central, the peripheral and the autonomic nervous systems_______________. a. work separately b. work by pairs c. coordinate with each other d. work only when the need arises. 5. Which of the following is the work of sympathetic and parasympathetic nerves? a. when the sympathetic nerve produces an effect, the parasympathetic nerve produces an opposite action. b. hen the sympathetic nerve produces an effect, the parasympathetic nerve produces the same effect. c. they work separately d. they allow messages to pass through them freely. IV. ASSIGNMENT Fill up the outline by stating their function. I. Peripheral Nervous System A. __________________________________ B. ___________________________________ II. Autonomic Nervous System A. ___________________________________ B. ___________________________________ DATE:________________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe how the nervous system works. II. SUBJECT MATTER

A. Unit I- People B. Topic: The Nervous System Sub-topic: How the Nervous System Works C. Science Ideas: * A chemical produced by the nerve endings carries the message. * There are two pathways by which messages are transmitted; 1) carrying the message to the brain, 2) bringing the message to the spinal cord and back to the body part that will do the action. * A reflex is an involuntary action that originates from the spinal cord instead of from the brain. D. Science Processes: describing, tracing, identifying E. Materials: illustrations showing the normal path and easy path of a message F.

Reference: VP For Better Life Series 6, Science and Health p. 20. Science and Health 6, textbook, pp. 38-41. G. Value: accuracy in delivering messages III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Parts of the Nervous and Peripheral Nervous System B. Developmental Activities 1. Motivation Let the pupils recall their observations about the wires on the electric posts along the streets. Ask: What are the wires for? Point out that in our body, we can find something similar to these wires. 2. Presentation

Recalling the lesson on the neuron and its parts. Pointing out that there are billions of neurons in our body. 3. Analyzing the illustration of the normal path on a message in a diagram presented. Let the pupils trace an explain to the class the path of the message. 4. Informing the pupils that there are times when the message take shortcut. Introduce to them the reflex action. Let the pupils do the following activity. a. Sit comfortably on a chair and cross your right leg over your left leg. b. Ask a friend to use the side of her hand to strike your right leg just below the kneecap. . Try it again after a few minutes. What happens? Did you jerk your right leg? Did you do this intentionally? Can you tell why this happens? 5. Analysis and abstraction What happened when your friend stroke your leg? Why is this so? Does the message reach the brain? What do you when a message take a short path? How is the message sent to the brain? 6. Generalization How does the nervous system work? 7. Application A tired camper set himself inside his sleeping bag. At the middle of his sleep, he felt that there was something joining him in his comfortable and warm bed.

Even without seeing it, he knows that it was a snake. What made him aware that it was a snake? 8. Valuing: As a normal child you are very lucky to have a complete senses. How would you treat handicapped people or children like you? IV. EVALUATION Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the other areas? a. they have larger nerve endings b. they have more nerve endings c. they have tougher nerve endings d. they have smaller nerve endings 2. Which of the following is a reflex action? a. blinking of the eye b. beating of the heart . inhaling and exhaling d. circulation of the blood 3. What is the usual path of the messages received by the body from the environment? a. brain-nerves-spinal cord-sense organ b. nerves-sense organ- brain- spinal cord c. spinal cord-sense organ-brain –nerves d. sense organ-nerves-spinal cord-brain 4. How are messages in the body transmitted? a. the message is received by nerve endings carried to the brain and back to the body part which will do the action b. the message is received by nerve endings carried to the spinal cord and back to the body part which will do the action. . both a and b d. none of these 5. How is the message carried from one neuron to another if there is a space between them? a. by means of chemical reaction or electrical impulse b. by means of a synapse c. by means of a sensory nerves d. by means of the nerve fibers V. ASSIGNMENT Discuss how the nervous system and the body’s reflex actions protect us from harm. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe and practice health habits that help and control common ailments of the nervous system. II. SUBJECT MATTER A.

Unit I- People B. Topic: The Nervous System Sub-topic: Desirable Habits that Prevent and Control Common Ailments of the Nervous System C. Science Ideas: There are several health habits to help prevent and control common ailments of the nervous system: * Eat food rich in Vitamin B such as beans, peas, mongo and vegetables. They are food for the brain and the nerves. * Observe safety measures to avoid falls and accidents. * Refrain from taking coffee, tobacco and alcoholic drinks. Take drugs and medicine only upon doctor’s advice. Some drugs are harmful to the nerves and senses. Use leisure time wisely so that your nerves and senses can relax. D. Science Processes: describing E. Reference: VP for Better Life Series 6, Science and Health, p6 F. Materials: chart, some pictures of health habits G. Value: self-discipline III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science news reporting 3. Checking of assignment 4. Review: How does the nervous system work? B. Developmental Activities 1. Motivation: Ask: How many are you fond of staying late at night? Is it proper to practice this kind of habit? 2. Presentation of pictures showing health habits.

Ask them to describe. 3. Reading of health habits that help prevent and control nervous system’s ailments 4. Analysis and Abstraction Why is it necessary to practice these health habits? 5. Generalization What are the health habits that we should put into practice to prevent and control nervous system’s ailments? 6. Application/Valuing Drug addiction is rampant nowadays. On your way home somebody ask you to join their group in a pot session. What will you do? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. When you are sick which one you should not do? a. ake a restb. consult a doctor c. take not prescribed drugd. don’t mind it 2. We should eat foods rich in Vitamin B because they are food for_______________ a. the body cellsb. the brain and nerve cells c. the eyesd. the motor cells 3. A motorcyclist is supposed to wear helmet whenever he rides on a motorcyclist to a. protect his head from hitting hard objects in case of accident b. protect him from sunlight c. add fashion d. protect his identity 4. Using leisure time wisely can _______________________ a. relax our nerves and sensesb. give us extra intelligence c. give us more friendsd. all of these . Drinking coffee may increase caffeine deposits in our blood. Therefore we should take coffee a. only once a weekb. every other day c. everydayd. once in a while V. ASSIGNMENT List down the activities you do everyday in your notebook. Put a check before each habit which you think would help prevent and control nervous system’s ailments. Put a cross before each you want to eliminate because it may harm your nervous system. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Discuss the physical, mental, emotional and social needs of a person

II. SUBJECT MATTER A. Unit I- People B. Topic: Physical, Mental, Emotional and Social Needs of a Person to be Healthy C. Science Ideas: Man needs oxygen, food, water, rest and elimination of wastes to be physically healthy, education and other mental activities to be mentally healthy, love, care, attention feeling of belongingness and self-esteem to be emotionally healthy and acceptance of others to be socially healthy. D. Science Processes: observing, identifying, classifying, inferring E. Materials: chart, pictures of healthy person F. Reference: Science and Health 6, textbook pp. 49-52

G. Value: sharing III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Health habits to prevent and control nervous system ailments B. Developmental Activities 1. Motivation: Being healthy is a great factor to make ourselves and our country progressive and productive. Do you consider yourself healthy? What makes you say so? 2. Showing pictures of healthy children and let pupils describe them. 3. Activity a. Have them read the article on physical, mental, emotional and social needs of man. Answer the following questions: What are the physical needs of a man to become healthy? * What are the mental needs of a man to become healthy? * What are the emotional needs of a man to become healthy? * What are the social needs of a man to become healthy? b. Have the pupils fill up the table of man’s needs below in order to be healthy. Let them do it by group. Physical| Mental| Emotional| Social| | | | | | | | | | | | | | | | | 4. Group reporting 5. Analysis and abstraction What are the physical needs to be healthy? How can these things make man healthy? What are the mental needs to be healthy? What are the emotional needs to be healthy?

Social needs? How will you describe a physically healthy child? mentally? Socially? Emotionally? 6. Generalization What are the physical, mental, emotional and social needs of man to be healthy? 7. Application A poor family of eight children lives in an overcrowded area. How would you describe the physical and mental condition of the family? 8. Valuing: If you belong to the big family, how would you act during mealtime if the food is not enough for all the members of the family? IV. EVALUATION Write P for Physical needs, M for mental needs, E for emotional needs and S for social needs of a person. . love and affection 2. education 3. self-esteem 4. feeling of belongingness 5. acceptance by others 6. food 7. shelter 8. clothing 9. rest and exercise 10. fair treatment from others V. ASSIGNMENT Write a simple composition about how your parents fill your physical, mental, emotional and social needs. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of physical, mental and emotional state on one’s well being. II. SUBJECT MATTER A. Unit I- People B. Topic: Effect of Physical, Mental and Emotional State on One’s Health C.

Science Ideas: When a child is physically, mentally, emotionally and socially healthy he does not get sick easily, he can be able to make sound judgment, face the reality, decide well with others, has a good disposition and always happy. D. Science Processes: observing, describing, inferring and comparing E. Materials: chart, materials showing happy family, pictures of sick child F. Reference: Science and Health 6, textbook G. Valuing: Obedience III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the physical, mental, emotional and social needs B.

Developmental Activities: 1. Motivation Can you work and study well when you are sick? 2. Show picture of a sick child and a healthy child. Let them compare. 3. Activity a. Using the pictures list down by group the characteristics of a sick and a healthy child. Let them describe the effects of sickness on the physical and emotional state of a child. b. Have them read the short story then answer the questions that follow: Anthony was a grade six pupil. He belonged to a cream section. He was a consistent honor pupil since he was in pre-school. After the first grading period, her teacher posted the ranking of honor pupils from top one to ten.

Everybody was surprised when they noticed that there was no name Anthony in the ranking. Mrs. Cruz, his teacher talked to him privately. He found out that Anthony had a serious family problem that time. His parents have just separated. * What kind of a child was Anthony before? Do you consider him a healthy child? Why? * What happened to him when he was in grade six? What is the reason for this? What state was affected in him? * What title can you give to the selection? 4. Group Reporting 5. Analysis and Abstraction Can the child suffering stress or strong emotions eat well? Can he perform his work and studies well?

Can he relate well with others when he is full of worries, frightened, angry and over excited? 6. Generalization How does physical, mental and emotional state affect one’s well being? 7. Application You feel guilty for telling a big lie and causing somebody who was innocent to be punished severely. Will the situation affect your physical, mental and emotional state? How? 8. Valuing Whenever you are called by your mother for an errand, you are always pouting because you hate being an errand girl. How would you take this thing lightly? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1.

A mentally sound child a. can distinguish between right and wrong b. cannot decide well c. cannot reason out well d. cannot get sick 2. This child has a strong resistance against diseases. He is a. mentally healthy b. physically healthy c. emotionally healthy d. all of these 3. Raul excels in the class. He is loved by everybody. He is a. physically sound b. mentally sound c. emotionally sound d. all of these 4. Andrea has no friend in school. She has a short temper that lead her to a quarrel with anyone. She is a. mentally sick b. emotionally sick c. physically sick d. all of these 5. A person who is well loved and cared for is . unreasonable b. temperamental c. easily irritated d. like to be loving and caring towards others. V. ASSIGNMENT Write a simple composition that describe you a healthy and well being. Write your own title. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of relationships with family, friends and society on mental, emotional and physical well-being. II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Effects of Relationships with Family, Friends and Society on Mental, Emotional and Physical Well-being

C. Science Ideas: * Wholesome social relationships beginning with one’s family and extending to friends and those within the community and society, promote the mental, emotional and physical well-being. * Love and security from the family, friends and society make one thinks and feels good about other people. D. Science Processes: observing, identifying, describing, comparing, inferring E. Materials: chart, pictures F. Reference: Science and Health VI pp. 101-103 G. Value: Faith and trust on other people III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3.

Checking of Assignments 4. Review: Effects of physical, mental and emotional state on one’s health B. Developmental Activities 1. Motivation: Who are the ten most important people in your life? 2. Presentation: How do parents and members of the family support one’s Physical, mental and emotional needs? 3. Activity Let them work on the following topics by group Group I * Discuss parent’s role in providing fod, clothing, shelter and other basic needs of their children. Group II * Cite effects of contrasting conditions such as: inability of family heads to provide for the physical needs of the children. Group III Describe the effect of friendships to one’s mental, emotional and physical well-being. Group IV * Describe the effects of wholesome relationships with people in the community or society. Group V * Cite the role or responsibilities of society/community 4. Group Reporting 5. Analysis and Abstraction What will happen if people do not relate well and cooperate among themselves? How are people’s physical, mental and emotional well-being affected? 6. Generalization How does one’s relationship with his family, friends and the society affect his emotional, mental and physical well-being? 7. Application/Valuing

Other children make fun of Virgilio because he stutters. What possible effects do you think might have on Virgilio’s physical, mental and emotional well-being? IV. EVALUATION Read the following statements carefully. Check the statements that describe the positive effect of relationship with the family, friends and the society on mental, emotional and physical well being. Cross out the negative ones. 1. Despite being poor, Elinore’s parents provide her with all her needs in school and express their pride when they see her good grades. 2. Being sociable 3. Emotionally insecure 4. Inspired to finish studies 5.

Getting along well with others V. ASSIGNMENT In your community, all the families know each other. As neighbours, they are friendly, helpful and caring. Cite the effects of this condition on you and other children’s physical, mental and emotional well being. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Practice ways of maintaining one’s health such as: * preventing common ailments * knowing where to seek help * demonstrating a positive attitude to stay healthy II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Ways of Maintaining One’s Health

C. Science Ideas: Observe health habits to prevent common ailments. Ask help from persons in authority in case of emergency. A positive outlook in life makes one stay healthy. D. Science Processes: observing from a role playing E. Materials: objects used by the characters in the role playing F. Reference: Science and Health 6, Textbook, pp. 49-50 G. Value: Be optimistic III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the effects of good relationships with family friends and society on one’s physical, emotional and mental well being?

B. Developmental Activities 1. Motivation: Can you still recall a line in a TV commercial “ Sa panahon ngayon, mahirap magkasakit”? 2. Presentation: There are ways of keeping oneself healthy. Watch the role playing to be presented by 3 groups and observe what are these. 3. Role Playing Group I- Observing Health Habits to Prevent Common Ailments Group II- Knowing Where to Seek Help Group III- Demonstration of Positive Attitudes to Stay Healthy 4. Abstraction and Analysis What can you say about the attitudes of the main characters in each scene? Who among them will you follow as a model to keep yourself healthy? Why? 5.

Generalization: What should you do to keep yourselves healthy? 6. Application/Valuing: You are going back to your classroom from your school canteen. Suddenly you feel dizzy when you’re on your way going back to your classroom. To whom will you ask help? Why? IV. EVALUATION Copy the table on your evaluation notebook. Answer the questions honestly by checking the appropriate column. Questions| Always| Most of the time| sometimes| Never| 1. Do you eat a balanced diet? 2. Do you always think positive? 3. When you have problems, do you take it lightly? 4. Do you ask help from your school nurse? 5. Do you weigh things before you make moves? | | | | V. ASSIGNMENT Make a checklist on your notebook of the activities you should do to keep healthy. Put a check each day whenever you do a certain activity. DATE:__________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and identify living things and non-living things in a mini-ecosystem e. g. aquarium, fallen log and pond. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Living Things and Non-living Things in a Mini-ecosystem C. Science Ideas: An ecosystem is an environment where both living and non-living things exist and interact with one another.

D. Science Processes: Observing, identifying, classifying, inferring E. Materials: pictures of aquarium, pond with living things and other ecosystems F. Reference: Science and Health VI textbook, p 58 G. Value: Environmental Cleanliness III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Introduction of the new lesson B. Developmental Activities 1. Motivation: Ask: How do we exist in this world? What are the basic things we need in order to live? 2. Presentation Show a picture of an ecosystem. Tell them to identify the things they see in the picture.

Ask: How do you think plants and animals live in this kind of environment? 3. Activity Have them observe the drawing of an aquarium and identify the living and the non-living things. Ask: How do these living and non-living things interact with one another? 4. Group reporting 5. Analysis and abstraction What are the living things that may live in an aquarium? Where do they get oxygen to breathe in? How do they obtain oxygen from the water? What are the non-living things in an aquarium? Is there an interaction happens among the living things? Between living and non-living things? How and when this interaction between them occur? . Generalization What is an ecosystem? 7. Application Do you consider Barangay Gen. T. de Leon as an ecosystem? Why? 8. Valuing Being the members of the ecosystem in such place, how will you help maintain the survival of the species? IV. EVALUATION Choose the letter of the correct answer. 1. ___________________ is an environment where both non-living and living things exist and interact with one another. a. communityb. habitatc. ecosystemd. ecology 2. ____________ is the main source of energy in an aquarium. a. plantsb. sunc. fishd. sand 3. The fish obtain oxygen dissolve from______________. a. airb. waterc. plantsd. unlight 4. What is the importance of sand in an aquarium? a. anchorage of plantsb. protects the fish c. beautifies the aquariumd. enrich the plants 5. What is the importance of plants in an aquarium? a. they maintain the cycle of oxygen and carbon dioxide b. they beautify the aquarium c. they provide food for fish d. all of these V. ASSIGNMENT List down at least 3 other examples of ecosystem in your notebook. Identify the living and non-living things. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and describe feeding interrelationship among the living organisms.

II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among the Organisms C. Science Ideas: * An organism finds its habitat in a particular ecosystem, where materials such as food, air, water and other necessities for life are available. * An organism’s role or ecological niche, in an ecosystem depends on the kind of food it eats. An organism may be a producer, consumer, or decomposer as it’s ecological niche. As a consumer an organism may be a herbivore, carnivore or an omnivore. It may be a primary, secondary or tertiary consumer. D.

Science Processes: Observing, describing, identifying, classifying, inferring E. Materials: Pictures of different ecosystems F. Reference: Science Spectrum 6, pp. 84-85 G. Value: Concern for Environment and Reverence for Life III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Review: Things that consists ecosystem, definition of ecosystem B. Developmental Activities 1. Motivation: What does the term “profession” mean to you? What is your current profession? In what profession would you like to be when you complete your education? 2. Presentation . Defining/Explaining ecological niche b. Read text pp 84-85 and answer the following questions: 1. Why do organisms stay in a particular ecosystem? 2. What is the relationship between habitat and ecosystem? Between habitat and ecological niche? 3. Explain/Illustrate the following: “Knowing the habitats of fish, earthworm, frog and monkeys give their ecological niches. ” 3. Activity Observe the pictures of ecosystems. Group I- Forest Ecosystem Group II- Pond Ecosystem Group III- Grassland Ecosystem Group IV- Sea Ecosystem Describe how the organisms in each ecosystem survive for food. 4. Group Reporting 5.

Analysis and Abstraction In an ecosystem, which are the producers, consumers? How many kinds of consumers are there? Where do plants get their food? Which animals depend on plants? What do you call them? Which animals depend on other animals? What do you call them? 6. Generalization How do organisms in such ecosystem survive for food? 7. Application Make a list of animals and food they eat. Classify the animals as to their ecological niche. Write your answer in the table below: ANIMALS| FOOD EATEN| ECOLOGICAL NICHE| | | | | | | | | | | | | | | | 8. Valuing Forest is one big ecosystem where wild plants and animals live.

If we continue cut down trees, this wild life will be gone forever. What should we do to maintain the forest ecosystems? Why do we need to value wild life? IV. EVALUATION Choose the letter of the correct answer. 1. Which animal is a herbivore? a. snakeb. horsec. eagled. shark 2. Which is a producer? a. fungib. mushroomc. bacteriad. cornplant 3. Tiger eats other animals. What is the role of it in an ecosystem? a. producerb. primary consumer c. secondary consumerc. decomposer 4. The role or profession of an organism in an ecosystem is its___________. a. habitatb. consumptionc. ecological niched. production 5.

In a pond ecosystem, the ecological niche of a frog is as___________. a. decomposerb. primary consumer c. secondary consumerd. producer V. ASSIGNMENT Give meaning of the following words and use them in the sentence: 1. parasites6. symbiotic relationship 2. commensal7. neutralism 3. predators8. mutualism 4. prey9. parasitism 5. hosts DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES Construct food chains to illustrate feeding relationships II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among Living Organisms

Sub-topic: Food Chain and Food Web C. Science Ideas: * A food chain is the transfer of energy from product to consumer and from one consumer to another through the eating process. * The amount of energy an organism gets from the food it eats decreases as that organism moves farther away from the producer. D. Science Processes: describing, illustrating, classifying, inferring E. Materials: pictures of animals and plants F. Reference: Science and Health 6 Textbook , pp. 58-65 G. Value: Eat balanced diet III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment . Review: Describe the role of a plant, a goat, a lion in an ecosystem. B. Developmental Activities 1. Motivation: Do you know where your food comes from? What do you actually eat? What did you have for breakfast and dinner? 2. Presentation: List down the food on the board. Ask: “ Where do these food come from? ”(indicate name of animal and plant) Trace down the source of each food. (Note: To show the food chain, indicate links using arrows drawn from “eaten” to “eater”) 3. Activities Group Activity Classification of organisms showing the series of eating process. Put arrows to show the flow of energy.

What dos this show? 4. Group Reporting 5. Abstraction and Analysis What did you construct? What do you call that? What is the first link in the food chain? What is the role of plants or pro- ducers in the food chain? What do the other link show? 6. Generalization What is food chain? 7. Application Construct food chain as many as you can using the following organisms found in the land ecosystem. 8. Valuing Benjie eats only meat. He doesn’t want to eat vegetable. Is it proper? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. Which food chain is possible in an ecosystem? . worm-grass-cow b. cat-fish-algae c. algae-worm-fish d. man-chicken-corn 2. What is the role of producers in a food chain? a. they make their own food b. they feed primary consumers c. they replace nutrients in the soil d. they provide oxygen in the air 3-5 Here is a food chain: grass grasshopperfrogsnakehawk 3. Which is a primary consumer? a. grasshopperb. frogc. snaked. hawk 4. Which is a herbivore in the food chain? a. bacteriab. frogc. grasshopperd. hawk 5. What is the role or ecological niche of the snake in the food chain? a. decomposerb. secondary consumer c. producerd. primary consumer V. ASSIGNMENT

Draw and explain at least one food chain in a coral reef community. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Construct a food web by joining several food chains to illustrate feeding relationships. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Interrelationship in the Ecosystem Sub-topic: A Food Web C. Science Idea: A food web is a series of overlapping food chains showing how organisms are interdependent among each other for food. D. Science Processes: classifying, describing E. Materials: an illustration of food web F.

Reference: Exploring Science and Heath 6 p. 102 G. Valuing: Interdependence III. PROCEDURE A. Preliminary Activities: 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What is a food chain? B. Developmental Activities: 1. Motivation Post the following pictures or word cards on the board as follows: Man Rat Lion Cow Grassbig fish Small fish Rabbit Kingfisher * Draw arrows showing feeding relationships between the organisms. 2. Presentation Describing a food web. Name the food chains found in the food web which used in the motivation. Can you distinguish a food chain and a food web? . Activity Studying/Explaining the diagram of food web. Name the food chains found in the food web. 4. Analysis and Abstraction What is the ecological niche of each organism in the food web? Is there organism having two or more ecological niche? What are these? What consists a food web? 5. Generalization What is a food web? 6. Application a. Name the food chains found in the ecosystem. b. Link the food chains together using arrows to form a food web. 7. Valuing At home, how will you show interdependence among the members of the family? IV. EVALUATION Construct a food web by joining the following food chains. ice plant – man rice plant- grasshopper – frog – hawk rice plant- rat- snake- hawk rice plant- maya- man V. ASSIGNMENT Make a diagram of the food web in a garden ecosystem. DATE:_________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Measure one’s ability on the ideas and concept learned by taking a summative test. II. SUBJECT MATTER A. Summative test no. 2 ( First Grading Period) B. Preparation: Photocopied test questions C. Value: Honesty III. PROCEDURES A. Setting Standards for adjustment 1. Checking 2. Scoring 3. Recording 4. Evaluating

Leave a Reply

Your email address will not be published. Required fields are marked *