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Unit One – People
Chapter 1 Lesson 1 – Being Aware Activity Direction:
Identifying the Sense Organs Select the word that best answers the question
or completes the sentence. Circle the letter of the answer. 1. The children
are looking at the ball. Which sense
organ do they use? a. Ears
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b. Eyes
c.Nose
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2. The ____________ a. ears
tells how the ball feels. b. eyes
c. skin
3. The _____________ hear sounds a. ears
b. eyes
c. nose
4. The eyes see the _________________________ of the ball. a. shape of color
b. feel and weight
c. size and weight 5. __________________________
help us learn about things
around us. a. Feet and hands
b. Sense organs
c. Arms and legs 6. What sense organ covers the whole body? a. Nose
b. Tongue
c. Skin
7. What sense organ is inside the mouth? a. Nose
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b. Tongue
c. Ears
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Lesson 2-
The Eyes
Science Process Skill Communicating Ideas
Interpreting data
Observing
Inferring
Collecting data Activity Directions:
Describing the Eyes Study each sentence. Place a ( / ) on the line
if the sentence tells a correct ideas. Place an ( x ) on the line if the sentence tells an incorrect idea. _______1. Each one of us has two eyes. _______2. Eyes are of the same shape. Young Ji International School
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_______3. Some eyes are big. _______4. Some eyes are small. _______5. Every eyes has a black part. _______6.Eyes can see near objects. _______7.Eyes can see far objects. _______8. The eyebrows are below the eyes. _______9. The eyebrows are fine hair. _______10. Light goes through the eyes. Lesson 3-
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The Ears
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Science Process Skill Communicating ideas
Investigating
Classifying ideas
Interpreting data
Inferring
Collection data
Activity Directions:
Making an Investigation Do the steps. Answer each question on p.11
with Yes or No. Write the answer on the line. A. Wear your watch this way. Listen to the sound. Is the sound loud? Is the sound weak? B. Wear your watch this way. Roll a piece of paper. Place the paper this way.
Listen to the sound. Is the sound
loud? Is the sound weak? _____1. Did your watch tick in both ways? _____2. Is the ticking of the watch loud in both ways? _____3.Is the ticking of the watch weak in both ways? _____4. Is the ticking of the watch louder in A? _____5. Is the ticking of the watch louder in B? _____6. Did the piece paper make the ticking of the sound clearer? Young Ji International School
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_____7.Did the piece of paper bring the sound direct to your ear? Parts of the ear The outer ear collects sounds. It includes the pinna and the ear canal. The pinna looks like a funnel that collects or catches sound waves. It is also called auricle. The ear canal is the passageway of sound waves to the middle ear. The middle ear includes the eardrum and three small bones – hammer, anvil, and stirrup. The eardrum vibrates as soon as it receives sound waves. The three small bones also vibrate when the eardrum vibrates. The middle ear takes the sound collected by the outer ear. The sound is then delivered to the inner ear. The inner ear is the innermost part of the ear. It looks like the shell of a snail. It includes the cochlea, the
semicircular canal, and the auditory nerves send them to the brain, which interprets the messages. The semicircular canal is attached to the cochlea. It helps in maintaining your balance (Cabrido&Sasis, 2011).
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Activity Label the parts of the ear.
Lesson 4:The Skin
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Science Process Skill Communication ideas
investigating
Classifying
Collection data
Activity Directions:
Describing What the Skin Does Do the steps on p. 16 .Complete each sentence.
Use the words in the word box. Write the answer on the line. 1. Get a spoon. 2. Place the spoon on your cheek. How does the spoon feel? 3. Hold the spoon tightly in your hand. Count to 100. 4. Place the spoon on your cheek. How does the spoon feel? 5. Why did the spoon get warm? Complete the sentence. 1. At first the spoon was______________________. 2. Then the spoon felt__________________________’ 3. There is_________________________in my body. 4. The heat flowed from my______________________to the spoon. 5. ________________________flows from my skin.
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skin
cold
hard
rough
heat
warm
smooth
soft
Lesson 5 -
The Nose
Science Process Skill Communicating ideas
classifying
Making an investigation Activity
What Good Does Sneezing Do?
Recall when you sneezed. Write the things that make you sneeze. 1._______________________________
2.______________________
3._________________________________
4.______________________
5.________________________________ Young Ji International School
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Read each sentence carefully. Write (/ ) if the sentence tells a correct idea. Write ( x ) if the sentence tells an incorrect idea. _________1. I feel good after sneezing. _________2. I sneeze when something irritates my nose. _________3. I sneeze if something tickles my nose. _________4.Air is forced out when I sneeze. _________5. Air is taken in when I sneeze. _________6.I sneeze when dirt gets into my nose. _________7. I get rid of germs when I sneeze. Lesson
6-
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The Tongue
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Science Process Skill Classifying objects
Communicating ideas
Making definitions Activity:
Identifying food for each taste
Directions:
Write each main taste. List names of food for
each taste. Taste:
Sour,
Food :Tamarind ,_____________,_______________, Taste:
___________________________________
Food:
_______________,_________________,_________________
Taste :_________________________________ Food :
__________________,__________________,___________________
Taste: ______________________________ Food:
______________________, _____________________,
_______________ Taste:
___________________________
Food: _______________________, ______________________, ________________ Young Ji International School
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CHAPTER 2- THE BODY NEEDS FOOD
Lesson 1- What Did You Have For Breakfast? Science Process Skill Observing
Classifying
Activity Directions:Look
Communicating ideas
Telling the Food One’s Breakfast at the pictures. Which is almost like your
breakfast? Color it. Breakfast A
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Breakfast
B
Breakfast C
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Name the food in each breakfast. Breakfast A
Breakfast B
Breakfast C
1._______________
1._______________
1._____________
2.________________
2._______________
2.______________
3.________________
3._________________
3.______________
4.________________
4._________________
4.______________
Lesson 2- The Important Foods Science Process Skill Classifying
Collecting data
Communicating
Interpreting data
Investigating
Inferring data
Activity Directions:
Making a Food Chart Make a food chart. Write the name of a feed
under each group.
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A Food Chart Meat Group Bread and Cereal Group
Fruits and
Milk Group
Vegetables Group
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
5.
5.
5.
5.
6.
6.
6.
6.
7.
7.
7.
7.
8.
8.
8.
8.
7.
7.
7.
7.
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Lesson 3-
The Energy Food
Science Process Skill Classifying Investigating ideas Communicating ideas Interpreting data Lesson 4-
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The Grow Food
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Science Process Skill Classifying Collecting data Communicating ideas Interpreting data Investigating Activity Directions:
Identifying Nutrients in Foods Study the name of foods in the word box.
What nutrient does the food have? Write name of the food under the nutrient it has. Taho
sitaw
noodles
orange
orange
eggs
butter
chicken
fish
potatoes
mango
cheese cake
green beans
red meat
rice
milk
biscuit
margarine
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cereal
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Starch
Proteins
Fats
Sugar
__________
____________
__________
__________
__________
____________
__________
___________
__________
____________
__________
___________
__________
___________
___________
___________
__________
___________
___________
___________
Lesson 5-
Fruits, Vegetables , and other Foods
Science Process Skill Communicating ideas
Collecting data
Classifying
Interpreting data
Investigating
Comparing and contrasting
Activity Listing Vegetables from Most- Liked
to Least- Liked
Directions: Name the vegetables you eat. List them from most-liked to least-liked. Vegetables I eat, from most-liked to least-liked. Young Ji International School
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1. ________________
2._______________________
3.
________________
4._______________________
5. _________________
6. ______________________
7.___________________
8._______________________
9.___________________
10.______________________
Lesson
6-A Balance Diet
Science Process Skill Communicating ideas
Collecting data
Classifying
Interpreting data
Comparing and contrasting
Inferring
Investigating Activity Directions:
Identifying Health Snacks Study the list of snack below. Write the food
group where the snacks belong. Grade each snack, using a scale of 1-10, 1 being the lowest. Grade each snack as to its taste and Nutrition value Young Ji International School
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A sample is given you. Snack
Food Group
Taste Score
Nutrition Score
1.Boiled corn
Bread and
6
10
Cereal 2.Bread with cheese 3.Biscuits 4.Potato Chips 5.Grilled hot dog 6.Kakanin 7.Coke
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Chapter
3-
Growing And Changing
Lesson 1-
Signs of Growth
Science Process Skill Observing
Interpreting
Investigating
Estimating and measuring
Communicating ideas Activity Directions:
data
Inferring
Collecting data Comparing Height
Write the answer to the questions.
1. How tall are you? I am _________________tall. 2. Who are as tall as you? Write the names of boys as tall as you are. ____________________
______________________
____________________
______________________
____________________
______________________
Write the names of girls as tall as you are. ____________________
_______________________
____________________
_______________________
____________________
_______________________
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3. Who are taller than you ? Write the names of boys taller than you are. ___________________
_________________
__________________
___________________
_________________
__________________
Write the names of girls taller than you are. ___________________
________________
__________________
___________________
________________
__________________
4. Who are shorter than you? Write the names of boys shorter than you are. ________________________
____________________
________________________
____________________
Write the names of girls shorter than you are. _________________________
___________________
_________________________
____________________
Lesson
2-
Becoming Taller and Heavier
Science Process Skill Observing
data
Interpreting data Young Ji International School
Collecting data Communicating ideas
Measuring data Estimating Page 22
Activity
Measuring Body parts
Directions:
Use a tape measure. Measure your body parts.
Record the length of your body parts. Do these steps. 1. Ask your seatmate to measure the length of your: a. left arm
b. right
c. left leg
d.
right foot e. right hand span
f. left hand span
g. left foot
h. right leg 2. Record the length of each body part. 3. Study the length of your body parts. 4. Answer these questions about your body parts. Check ( / ) the correct answer. Yes
No
Question
_____
____
1.Are your arms of the same length?
_____
____
2.Are your legs of the same length?
_____
_____
3.Are
_____
_____
4. Are your legs longer than your arms?
_____
_____
5. Are your arms your longest body part?
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your arms as long as your legs?
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Lesson 3- Growing and Learning Activity Directions:
Noting Changes in Me Read each sentence carefully. Which sentence tells about you? Check (/ ) the
correct answer. _____1. I share my toys. _____2. I like playing with others _____3. I make friends easily. _____4.I get along well in a group. _____5. I feel others don’t like me. _____6.I have many friends. _____7.My classmates want me to play with them. _____8.I feel happy playing alone. _____9.I feel happy playing alone. _____10.I do not lend my toys or things. Lesson 4-
Being Myself
Science Process Skill Observing
Collecting data
Comparing
Communicating ideas Activity Young Ji International School
Making a Family Album Page 24
Do these: 1. Collect family pictures. Categorize the pictures as: my parents
my brother and sister
group activities
with my brothers and sisters.
2. Make sentence about parents like: Where they come from
Where they work
What dialect they speak 3. Show pictures with brother and sisters. Make sentences about their names and order in family birth, 4. Show family album in class. Talk about your family album. Introduce your parents, brothers, and sisters to the class.
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Unit II -
GROUP OF LIVING THINGS
Chapter 1-
Animals As Living Things
Lesson 1- How Animals Move Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
Investigating
Classifying
Observing Animal Movement Observe animals in an aquarium. Answer
the question. 1. Name the animals in the aquarium. Young Ji International School
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__________________
_________________
_______________
2. Observe peculiar behavior of the animals. a. How does each animal move? b.Can a fish close its eyes? c.How does a fish sleep? d.What does a snail eat? e.Does a turtle always stay in water? Lesson 2 - Animals Take Food
Science Process Skill
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Observing
Communicating ideas
Comparing and contrasting Activity
Investigating Classifying
Grouping Animals as to What They Eat
Direction: Paste or draw pictures of animals for each group.
Animals That eat plants only
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Animals that eat other animals
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Lesson 3- Animals Beget Their Own Kind Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
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Investigating Classifying
Naming Animals Born Alive
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Directions:
Study the pictures
Answer these questions: 1. How do animals born alive begin their life? __________________________________________________________ __________________________________________________________ __________________________________________________________ 2. What do mother animals feed their babies born alive? __________________________________________________________ __________________________________________________________ 3. When do baby born alive take care of themselves? __________________________________________________________ __________________________________________________________ __________________________________________________________ Lesson 4- Animals Change and Grow Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity: Young Ji International School
Investigating Classifying
Studying Life Stages of a Fish Page 30
Directions:
Study the pictures. Which sentence tells a
correct idea? Check ( / ) the correct answer. _____1. Fish lays eggs. _____2.Fish that hatch eggs are called fries. _____3.The egg hatches into a full grown fish. _____4. Fries are not as big as full grown fish. _____5.The fries cannot swim. _____6. The fries have no fins. _____7.A full grown fish lays eggs. _____8.A fish changes in size as it grows. _____.9.Fries look very different from a full grown fish. _____ 10. The fries’ fins are joined. Young Ji International School
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Chapter 2 -
The Many Kinds of Animals
Lesson 1
Animals Around Us
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
Classifying
Investigating
Classifying Animals
Study each sentence carefully. Which sentence is true for all animals? Check ( / ) the correct answer.
___1.Animals are a big as each other. ___2.Animals move by themselves. ____3.Animals have wings and feathers. ____4. Animals eat other animals. ____5.Animals take food. ____6. Animals have young of their own. ____7.Animals live in water. ____8.Animals change and grow. ____9.Animals live with people. ____10.Animals Young Ji International School
belong to groups. Page 32
Lesson 2- Animals Differ in Body Cover Science Process Skill Observing
Communicating ideas
Investigating
Comparing and contrasting Activity
Classifying
Identifying Body Cover of Animals
Directions:
Read the names of the animal body cover.
Paste pictures of Animals having this body cover. Feather
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Skin
Scales
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Lesson 3-
Animals Body Used To Get Food
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
Investigating
Classifying
Communicating Ideas
Directions:
Select the words that best complete the
sentence or answer the question. Check ( / ) the correct answer. 1. Cows can eat tough grass. Their teeth are___________________. a. Sharp and pointed
b. strong and flat
c.small and thin 2. A frog catches flies and other insects. It uses its______________. a. sharp and pointed teeth
b. long sticky tongue
b. small and thin 3. Crabs use___________to get food. a.pincers Young Ji International School
b.beak
c.tentacles Page 34
4. A chicken’s beak is _________________. a. long and pointed
b.thick and pouched
c.short and sharp 5. A kingfisher uses its_____________ beak for catching fish. a. big, deep, and pouched
b.sharp, strong
c.long and pointed Lesson 4
Animals Body Parts For Moving
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
Directions:
Classifying
Investigating
Classifying
Animal Body Parts for Moving
Name the animal body parts used for moving.
Paste pictures of Animals that use these body parts.
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Legs
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Feet and Wings
Special Body Parts
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Chapter 3
Different Kinds of Plants
Lesson 1 Science Process Skill Observing
Communicating ideas
Comparing and contrasting
Investigating Classifying
Directions: Read each direction. Do what each direction tells. 1. Name 12 plants common in your community. a.____________________
b.___________________
c.__________________ d.___________________
e.___________________
f.___________________ g.____________________
h.____________________
i.__________________ j.____________________
k.___________________
l.__________________
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Lesson
2-
The Plant Groups
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
Investigating Classifying
Identifying Plants as to Kind Look at the picture of a plant. Write on the
blank the plant group to which it belongs.
_______________________
__________________________ Young Ji International School
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______________________
_______________________ Lesson 3
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Plants Grow in Different Places
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Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
Investigating Classifying
Describing Plants as to Where They Grow
Directions:
Study the picture. Which sentence tells a correct
idea? Cross out the correct answer. 1. This plant grow in water._____ 2. The plant has broad leaves._____ 3. The stem of the plant is hard.______ 4. The stem of the plant is hollow.______ 5. The water plant will grow taller.______ 6. This plant has flower.______ 7. The plant has fruits._______ 8. The plant has soft stems._______ 9. The plant has roots.________ 10. The plant leaves are green._______
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Lesson 4-
Some Plants Grow in Water
Science Process Skill Observing
Communicating ideas
Investigating Comparing and contrasting Activity Directions:
Classifying
Making a Picture study Complete each sentence about the picture.
Use the words in the word box. long wet
mud water
1. The picture
mangrove
roots
tree shows a ________________.
2. This plant is a ______________________. 3. This plant grows in _______________places. 4. It has ________________roots. 5. The plant does not sink into the _______________. 6. The roots grow above the _____________________. 7. It has strong_________________________. Young Ji International School
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8. The tall _________________ hold the plant above the water. Lesson
5
Plants Grow in Water
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
Classifying
Describing Plants that Live in Water Look at the picture. Describe the plants leaves
in two sentence. 1.___________________________________________ 2.__________________________________________ Lesson 6-
Some Plants Grow on Other Plants
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
Classifying
Study the Picture
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Directions:
Select the sentences that tells a correct idea.
Check ( / ) the correct answer. _______1.The plant grows on soil. _______2.The plant grows on water. _______3.The plant grows on another plant. _______4.The plant will grow tall and big. _______5.The plant has no roots.
Chapter
3-
Plants Change and Grow
Lesson 1
Plants Have Parts
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
Classifying
Labeling Plant Parts Bring a small plant to class. Wash off the soil
from the roots Tape the plant on a piece of cardboard. Label Young Ji International School
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the plant parts. Answer these questions: 1. Does your plant have flowers? 2. Does your plant have fruits. 3. Are their plants without flowers? 4. Are their plants without fruits? 5. Are their plants without roots and stem?
Lesson 2
Roots Look Different but Do the Same Work
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
inferring
Classifying
Looking at Roots Bring plant with its roots exposed as in the
picture. Loosen the soil from the roots. Study how the roots look.
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Copy the sentences that tell about the roots of your plant. 1. The roots grow into the soil. 2. The roots grow downward. 3. The roots hold the plant in the soil. 4. The roots hold the soil together. 5. The roots are of the same size. 6. Some roots are big, other are small. 7. Some roots are long, other are short. 8. The roots feel soft. 9. The roots feel hard. 10. Lesson 3-
The roots feel wet. Stem Look Different
But Do the Same Work
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
inferring Classifying
Describing Stems Study the picture. Read the sentence on p.125
carefully. Write the picture number described by the sentence. If a sentence tells about all the picture write A. Young Ji International School
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________1.The stem is about the root. _________2.This stem is thick and big. _________3.This stem has thorns. _________4.Fine hair grows from this stem. _________5.The stem holds branches and leaves. _________6.This is the stem of a smaller tree. _________7.Stem is small, thin, and soft. _________8.Stem feels rough and hard. _________9.Water from the root goes up to the stem. _________10.The stem holds up the plant. Lesson 4
Leaves Look Different But Do the Same Work
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Directions:
inferring
Classifying
Grouping Plant Leaves Bring different kinds of leaves. Group the
leaves according to size, shape, and color.Tape the leaves on this page.
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Shape of Leaves Narrow
Wide
Lesson 5
Rounded
Pointed
A Plant Changes as it Grows
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity Prepare :
Finding Out the inside
inferring
Classifying of
a Corn Seed
a glass of water
Some corn seeds
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Do these steps: 1. Put the corn seeds in a glass of water. Let them soak overnight. 2. The next day, take the seed coat off each seed. Break open the seed. 3. What did you see inside? Draw how the inside looks like. Does your drawing look like this?
Lesson 6
What Plants Need To Grow
Science Process Skill Observing ideas
Communicating
inferring
Comparing and contrasting Activity Prepare:
Classifying
Growing Seeds Without Water 12 mongo seeds
paper towel
2 glass jars Young Ji International School
Page 48
Do these steps: 1. Put six mongo in a jar with water. Leave the seeds overnight. 2. The next day, empty the jar and save the seeds. 3. Put some water in the jar. Press the seeds against the sides of the jar. Surround the seeds with paper towel. 4. Ser up the seeds in the second jar in the same way. Do not put any water. 5. Observe what happens. Which seeds grow? What do seeds need to grow? Lesson 7
Plants are Important
Science Process Skill Observing
Communicating ideas
Comparing and contrasting Activity
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inferring
Classifying
Listing Source of Food
Page 49
Direction:
Have
the children list each food they eat foe
a day. Have them tell if the food comes from plants or animals.
Food Name 1.Egg
Plants
Animals ____________
2.Rice 3. 4. 5. 6. 7.
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Answer the questions. 1. Where do most of the foods you eat come from?
2. Do you eat more animal food than plant food?
3. Do you eat more plant food than animal food?
Unit III
MATTER
Chapter 1
AROUND
US
Calling All Things by One Name
Science Process Skill Observing ideas
Communicating
inferring
Comparing and contrasting
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Classifying
Page 51
Activity
Grouping Matter as to Size, Shape, and
Color Directions:
Study the objects. Answer the questions. Group
objects like these. How are the objects alike? Are they of the same kind? Are they of the same color? In what way are the objects alike? Is length a property of matter?
Look at the objects. Tell how they are alike. Is shape a properly of matter? Is color a property of matter? Lesson 2
Matter Takes Up Space
Science Process Skill Observing ideas
Communicating
inferring
Comparing and contrasting Activity Young Ji International School
Classifying
Experiencing Occupying Space Page 52
Do these steps. Answer the question s. 1. Fill some baskets with stones, plastic chips or shells. 2. Answer these questions. What fills the basket? Can a basket hold more? What happens when you add more to the basket? 3. Focus the children’s attention to the space they occupy. Mark the space you are occupying. Can somebody sit in your place While you are there? Are you matter? What property do you have?
Chapter 2
GROUPING MATTER
Lesson 1 Science Process Skill Observing ideas
Communicating
inferring
Comparing and contrasting
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Classifying
Page 53
Activity
Comparing Solids of the Same Kind
Do these steps. Answer the questions. 1. Bring pieces of rocks or stones. Put together the stones. 2. Compare the stones. Do they have different colors? Are they smooth?
Are they rough? Do some of them
have shiny bits? 3. Select stones of the same size. Weigh the stones. Are the stones 매 솓 same weigh. 4. How are the stone alike? Do the stone occupy space? Do the stones have mass? Do the stones keep their shape? Lesson 2
Liquid is a Kind of Matter
Observing
Communicating ideas
Comparing and contrasting
Do these.
inferring
Classifying
Collect liquids in the small clear bottles.
Label the liquids.
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Answer the questions. 1. Which liquids are colorless? 2. Which liquids have color? 3. Which liquids are odorless? 4. Which liquids have strong smell? 5. Which liquids have strong taste? Lesson3
Gas is a Kind of Matter
Science Process Skill Investigating
Inferring
Communicating ideas Activity
“ Catching Air”
Do these: 1. Have the children bring clear plastic bags.Be sure the plastic bag has no holes. 2. Show the children how to catch to “ catch air” 3. Have them tie tightly one end of the plastic bag. Do you feel something bulge inside the bag? 4. Have the children infer what is inside the bag. Does it take up space? Does it have weight? Is it matter? Young Ji International School
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Lesson 4
Does Air Take Up Space
Science Process Skill Observing Activity
Inferring
Communicating ideas
Picture Study
Look at the pictures carefully. Answer the questions. 1. How does the balloon look like in picture1? 2. Why does it look like this? 3. What does the boy plan to do? What is the boy doing? What happens to the toy balloon? How does the balloon look now? What fills the toy balloon? Does air take up space?
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Chapter 3
Light and Heat
Lesson1
Where Do We Get Light?
Observing
Inferring
communicating ideas
Investigating Activity
Naming Source of Light
Directions:
Study the picture. Write on the line where the
light comes from. Answer the questions. The light comes the _______________________________. Most light on Earth comes from the _________________________. Where does the light come from? What other things burn and give light? Where does light come from? Where does the light in your home come from?
Lesson
2
Observing Young Ji International School
LIGHT GOES THROUGH SOME OBJECTS Inferring
communicating ideas Page 57
Investigating Activity
Grouping Materials in the Way They Let
Light Pass Through Read the following: Objects around us are made of materials that either: allow most light to pass through allow some light to pass through, or do not allow any light to pass through at all. 1. Name materials like the wall. 2. Name the materials like the curtain. 3. Name materials like the glass door. It is good that light goes through eyeglasses? It is good that the light goes through windshields of cars? Tell the reason. Lesson 3- Materials That Let Light Pass Through Observing Young Ji International School
Inferring
communicating ideas Page 58
Investigating Read the following . Answer the questions. Material
Property
Frosted
Allow some
glass
Light to pass
Uses Bathroom windows
through What other materials let some light to pass through? What material is in a lamp shade? What material is the plastic bag of some food? Bring plastic cover of food that let some light pass through. Paste the material here.
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Lesson 4-
LIGHT GIVES OFF HEART
Observing
Inferring
Communicating ideas
Investigating Activity
Identifying Objects Thatgives off Heat
Directions: Cross out (X )the correct answer. _____1.The objects give off light. ______2.The objects give off heat. ______3. The objects
for their heat.
______4.We use the objects for their heat. ______5. We use the objects for their light. Lesson
5-
WHERE DO WE GET HEAT?
Communicating ideas
Investigating
Prepare these materials. Use water as hot as you can touch. Use water that feels the same as your skin- neither hot nor cold. Young Ji International School
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Use water that feels very cold. Follow these steps. 1. Put both of your hands in bowl 2. How does the water feel to your hands? 2. Put one hand in bowl 1 and the other hand in bowl 3. Keeps your hands in the bowls as you count to 20. Tell how the water feels in each hand. 3. Put both hands in bowl 2. How does the water feel this time? Does the water feel cold? Does the water feel warm? Did the water in bowl 2 change? Is it how your skin feels that change? Lesson 6-
HEAT MOVES
Science Process Skill Observing Investigating
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Inferring
communicating ideas
Collecting data
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Activity
Making a Simple Thermometer
Prepare these materials: straw
clay
soda
hot water
coloring material
cold water
Do these steps. 1. Fill the bottle with cold water. Stir in the coloring materials. Put the straw in the bottle. Hold the straw up by placing clay around the straw. 2. Place the bottle in hot water. What happens? Did the heat from the hot water move? Chapter 4
MAGNETS AT WORK
Lesson 1-
What
A Magnet Does
Science Process Skill Observing Young Ji International School
Inferring
communicating ideas Page 62
Investigating
Collecting data
Do the activity. Answer the questions. What objects are pulled by a magnet? Find a magnet and some other objects. Hold the magnet neat each object. What happens to each objects ? Which objects are pulled by the alike? Which objects are not pulled by the magnet? How are they alike? Name objects pulled by a magnet. Name objects not pulled by a magnet.
Lesson 2
The Poles of a Magnet
Science Process Skill Observing Investigating
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communicating ideas
Collecting data
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Copy the science idea for each picture. 1.
2.
3.
a. The poles are the strongest parts of a magnet. b. A magnet will attack things through paper. c. Unlike poles attract. Lesson 3
The Shape of a Magnet
Science Process Skill Observing Investigating Activity Young Ji International School
Inferring
communicating ideas
Collecting data Communicating ideas Page 64
Tell the shape of each magnet.
_________________________________
_______________________________
________________________________
Circle the letter of the things a magnet will attract.
A
B
C
D
E
F
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Lesson 4- What
Poles Attract?
Science Process Skill Observing Investigating Activity
Inferring
communicating ideas
Collecting data Identifying Poles of a Magnet
Prepare these materials: Bar, magnet, string , ruler , books Do these steps. 1. Set up the bar magnet as in the picture. 2. Push the magnet until its turns. 3. When the magnet stops turning, look at its end that points north. Mark it N. Look at its other end the points south. Mark S.
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Chapter 5
THE EARTH’S PULL
Lesson 1
Why do things come down?
Science Process Skill Observing
Inferring
Investigating
communicating ideas
Collecting data
Look at the picture. Tell what will happen next. Has gravity something to do with it? What does gravity do? Lesson 2-
What Gravity Does
Science Process Skill Observing Investigating
Inferring
communicating ideas
Collecting data
Follow the direction. Answer the questions. Hold a ball like this. See it hang straight down. What makes it hang straight down toward the Earth? Now make the ball go in circle. Now is the ball all the way down. It has move up a little. The Earth’s gravity is still Young Ji International School
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pulling down. But the ball has moved up a little. Unit IV
THE EARTH AND BEYOND
Chapter 1 Lesson1
OUR HOME PLANET How Does the Earth Look Like?
Science Process Skill Observing
Inferring
Investigating
Communicating ideas
Collecting data
Activity
Looking at the places in the Globe
Look at the globe. Find your country on the globe. Answer these questions. Does your country look big? What other places are near your country? What color is used places on the globe where Filipinos go to work. Lesson 2
Land Forms Do Not Look the Same
Science Process Skill Observing
Inferring
Investigating
Collecting data
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communicating ideas
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Activity
Describing Land Forms
Directions. Look at the picture. Describe the land form. Write two sentences about it.
Lesson 3
Water Covers The Earth
Science Process Skill Observing Investigating
Inferring
communicating ideas
Collecting data
Study the picture. Check ( / ) the correct answer.
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_____1. The river is near land. _____2. The people use the river. _____3. The water flows fast and swift. _____4.The river is very deep. _____5.The river helps the people.
Chapter
The Earth’s Resources
Lesson 1
We Make Useful Things From The Materials From Earth
Science Process Skill Observing
Inferring
Communicating ideas Activity
Naming Materials taken from the earth
Look at the pictures. Name the product Name the earth where the product comes from. The first one was done for you.
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1. Product: Resource:
fish sea
2. Product : ________ Resource:________
3. Product:_________ Resource:________ Lesson 2
Water is a Renewable
Resource
Science Process Skill Observing Activity Young Ji International School
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Communicating ideas
Naming how water is used Page 71
Paste pictures that show how you use water. Our Family Use Water
Lesson 3
Soil is a Renewable Earth Resource
Science Process Skill Observing Activity
Young Ji International School
Inferring
Communicating ideas
Identifying Things in Soil
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Prepare the materials: Some soil, water , and clean jar with cap Do these steps. 1. Put a big scoop of soil into the jar. 2. And water until the jars is almost full. 3. Shake the jar hard. Set the jar down. 4. Observe the soil.
Answer these questions. 1. What happens to the soil? 2. What are in the top of the jar? 3. Does the soil show layers of materials? Lesson 4- Minerals are Non- Renewable Resources Science Process Skill Observing Activity
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Inferring
Communicating ideas
Identifying Materials
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Study the picture carefully. Answer the questions. 1. What are the men doing? 2. What product will they make? 3. What materials are used to make the product? 4. Do the materials come from earth?
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