Sci5_Q4.LM

Department of Education Schools City Division Cabanatuan City

LEARNER’S

MATERIAL (Science) GRADE 5

(Quarter 4)

DepEd Division of Cabanatuan City LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM -------------------------------- ------------------------------------------- -------------------------------------- ------------ ----------


LEARNER’S MATERIAL (SCIENCE) GRADE 5 (Quarter 4) Author/Developer: JUNE C. BERNABE MT-I Camp Tinio ES DINAH S. GALANDE MT-I Lazaro Francisco IS JOMARICK L. MAPINDAN MAPINDAN MT-I MAYAPYAP ES JOSETTE M. CABUNGCAL CABUNGCAL T-III San Josef ES

Quality Assurance: ROMEO R. HIPOLITO EPS-I Science Ever M. Samson EPS-I LRMDS Priscilla D. Sanchez, Ph.D. Chief ES, Curriculum Implementation Division _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials



LEARNER’S MATERIAL (SCIENCE) GRADE 5 (Quarter 4) Author/Developer: JUNE C. BERNABE MT-I Camp Tinio ES DINAH S. GALANDE MT-I Lazaro Francisco IS JOMARICK L. MAPINDAN MAPINDAN MT-I MAYAPYAP ES JOSETTE M. CABUNGCAL CABUNGCAL T-III San Josef ES

Quality Assurance: ROMEO R. HIPOLITO EPS-I Science Ever M. Samson EPS-I LRMDS Priscilla D. Sanchez, Ph.D. Chief ES, Curriculum Implementation Division _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials

DepEd Division of Cabanatuan City LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM ---------------------------------------------------------------------------------------------------------------------------

Table of Contents (Fourth Quarter) Page Week 1

– Describe how rocks turn into soil (S5FE-IVa-1)

– Discuss the extent of soil erosion in community and its effect on living thing and the environment (S5FE-IVb-2)

Week 2

– Communicate the Data Collected from the Investigation on Soil Erosion (S5FE-IVc-3)

Week 3

Week 4-

Observe the Changes in the Weather Before , During and After a Typhoon (S5FE-IVd-4) – Describe the effects of typhoon on the community (S5FE-IVe- 5)

Week 5

certai n – Describe the effects of the winds, given a certain storm warning signal (S5FE-IVf- 6) Week 6

– Infer the pattern in the changes in the appearance of the moon (S5FE-IVg-h-7)

Week 7-8

– Discuss the characteristics of stars (S5FE-IVi-j-1)

Week 9-10

Grade 5 Quarter 3 Learner’s Materials


PROCESSES THAT SHAPE EARTH’S SURFACE S5FE-IVa-1 WEEK 1, DAY 1-3 ACTIVITY # 1: What are the physical properties of rocks?

Objective: Examine the characteristics of rocks.

What you need: sample of rocks magnifying glass coin

glass fingernail Safety Tips: Use goggles and wash your hands after the activity.

What to do 1. Put all rock samples in a container. 2. Examine the rocks. Use the magnifying lens to observe the physical properties of rocks such as color, contents, and texture of each sample. 3. Rub the rocks against each other. Scratch the rock using the glass and your fingernail. 4. Look for some features that are similar with the samples. Determine if they have the same color, crystal or mineral contents, and hardness. 5. Group similar samples.

Guide Questions:

1. In what ways are rocks similar? 2. In what ways are rocks different? What do you think is the cause for all these differences? 3. Into how many groups have you classified your rock samples? 4. What are the criteria you used in grouping them? Conclusion: What are the physical properties of rocks? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


Remember these

PHYSICAL PROPERTIES OF ROCKS a. Hardness A scratch test developed by a German mineralogist Fredriech Mohs in 1822 is used to determine mineral hardness. He developed a hardness scale that helps to identify mineral properties. The scale measures hardness on a scale of 1-10. One being the softest mineral (talc) and 10 being the hardest mineral (diamond). Common objects of known hardness can be used to determine mineral hardness. These common objects are: your fingernail (2.5), a penny (3), a piece of glass (6) and a knife blade or nail. For example, if your fingernail can scratch the mineral, it has a hardness of less than 2.5, which is quite soft. If the mineral can scratch glass it has a hardness of greater than 6, which is very hard. b. Color Color can sometimes be helpful when identifying minerals. However, some minerals have more than one color, like quartz. Quartz can be blue, brown, pink, red, purple, and almost any other color, or it can be totally colorless. Therefore, geologists have developed a better way of using color as an identifying property. This property is called a streak. c. Streak Streak is the name given to the colored residue left by scratching a mineral across an abrasive surface, such as a tile of unglazed porcelain. The streak may not always be the same color you see in the hand specimen. A mineral with more than one color will always leave a certain color of streak. Hematite is a mineral that can be red, brown, or black, but it will always leave a characteristic reddish brown streak. d. Luster Another mineral property that geologists use to identify minerals is luster. Luster is the way in which the surface of a mineral reflects light. There are two main types of luster: metallic and nonmetallic. A metallic luster is shiny and similar to the reflection from a metal object, such as a faucet. A mineral that

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the wall has a nonmetallic luster. There are many types of nonmetallic luster. A glassy luster is bright and reflects light like a piece of glass. A greasy luster has an oily appearance. An earthy luster is a very dull and looks like dirt. Waxy luster looks like the shininess of a crayon. e. Cleavage Cleavage is another property used to distinguish minerals. Cleavage is the tendency for minerals to break along flat planar surfaces. Cleavage is rated as good, fair and poor depending on the quality of the flat surface produced. Mica, for example, is a mineral that has good cleavage. It breaks into very flat sheets. Minerals that have very poor cleavage will only break along irregular surfaces. Quartz, for example, will break into pieces that have a seashell-like fracture plane. Others, like garnet, shatter with no distinguishable pattern. These are considered to have no cleavage at all. f. Chemical Reaction A weak acid is used to tell if rocks or minerals contain calcium carbonate (CaCO3). If the specimen fizzes (giving off CO2) when it comes in contact with acid, it is considered carbonate rich. If it does not contain calcium carbonate, it will not fizz. Calcite and aragonite are two minerals that will always fizz.

Reference: http://scienceviews.com/geology/rockproperties.html



S5FE-IVa-1 WEEK 1, DAY 4-5 ACTIVITY # 1: How does weathering happen?

Objective: Describe how rocks turn into soil

What you need: sample of rocks water cup

graduated cylinder vinegar bottles Safety Tips: Use goggles and wash your hands after the activity.

What to do Different stations will be used to explore the process of weathering. Station 1. Compare the effects of an acid and water to some samples of rock. Record the observations before and after 24 hours. Effects of water and acid on rock. Volume of water and acid used ______________________________________ Type of rocks ______________________________________________________ Observations

Before 24 hours

After 24 hours

Rocks on water Rocks on acid Conclusion: _______________________ Station 2. Test the effect of freezing on water. Compare the level of water in the cup before and after freezing. Volume of water used _________________________________________________ Size of container ______________________________________________________ Observations Before Freezing After Freezing Level of water Conclusion: How do these activities demonstrate weathering? ___________________________________________________________________________ ___________________________________________________________________________



Remember these TYPES OF WEATHERING

There are two types of weathering processes: physical and chemical. 1. PHYSICAL or MECHANICAL WEATHERING

Rocks are weathered mechanically by water and temperature. Rocks exposed to the intense heat of the sun crack and crumble when rain falls and soaks into the ground. In temperate regions, the water that accumulates in the cracks or crevices of rocks alternately contract and expand as the temperature in the air changes. The expansion is brought about by freezing temperature. As the rocks expand, the cracks are produced as well. As the temperature rises, frozen water thaws, washing off the sediments from the rock crevices. Although plants are seemingly soft, they cause weathering of rocks. Roots of plants may find their way into cracks in the rocks. As the roots grow bigger, the cracks become wider. Thus, a rock finally splits and breaks apart. 2. CHEMICAL WEATHERING

Chemical weathering breaks down rocks by changing its chemical composition. Example of this is when certain elements react with oxygen in the process called oxidation. Rocks become oxides and their properties change. When these elements are in the minerals, oxidation can cause the minerals to decompose or form new minerals. As a result, both the physical appearance and chemical composition of rocks change.



S5FE-IVb-2 WEEK 2, Day 1-4 ACTIVITY # 2: What causes soil erosion?

Objective: Discuss erosion and its causes.

What you need: Station 1: Moist soil or clay, large container e.g., a deep plastic bin at least 18 inches x 9 inches), 12 coins or poker chips, watering can with several holes in the spout, water, ruler Station 2: Sand, small-sized motorized fan (hand-held, if possible), large bin or box with no top Station 3: Modelling clay, tray, ice cube, and sand Station 4: Sand, water, a medium-sized bucket, a large plastic bag

What to do Station 1: Form a mountain of soil that is about 3 inches across and about 6 inches tall in a large container. Press the coin or chips into the surface of the soil or clay. Place them at different angles with the edge protruding out, leaving about half of the coin showing. Make a rainstorm by pouring water on the mountain with the watering can. Record your observation on your notebook. 

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Station 2: Form an approximately 5- or 6-inch tall pile of sand in the center of the box. Use the fan to gently blow from end of the box to the other. Record your observations.   

Station 3: Make a ball of clay that is about 1-2 inch in diameter. Flatten the clay onto the surface on the tray.  


DepEd Division of Cabanatuan City LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM -------------------------------- ------------------------------------------- -------------------------------------- ------------ ---------

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Put an ice cube against the flattened clay and move it back and forth several times. Record your observations. Place a small pile of sand on the clay and then place ice cube on top of the sand for 1-2 minutes. Pick-up the ice cube and observe the surface of the cube that was touching the sand, and record your observations. Place the same side of the ice cube on the sandy part of the clay and move it back and forth several times. Remove the ice cube and wipe away the sand from the surface of the clay. Observe the texture of the surface of the clay.

Station 4: Fill the plastic bucket with sand. Add just enough water to make the sand clump together. Freeze the container of sand for a few hours. Place the frozen sand onto the plastic bag. Draw a profile of the frozen sand mass. Repeat step 4 at one-hour intervals for 4 hours. 

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Guide Questions: Station 1 1. Do the coins stick out more or less when you poured water on the mountain? ___________________________________________________________________________ 2. What does the bottom of the mountain look like? ___________________________________________________________________________ 3. How is water erosion similar to this? ___________________________________________________________________________ Station 2 1. Did the pile of sand move? Explain your answer. ___________________________________________________________________________ ___________________________________________________________________________ 2. How does wind cause soil erosion? ___________________________________________________________________________ Station 3 1. After doing step 4, does anything happen to the clay when you rub the ice cube on it? Explain your answer. ___________________________________________________________________________ ___________________________________________________________________________ 2. After doing step 6, how does the bottom of the ice cube look like? ___________________________________________________________________________ ___________________________________________________________________________ _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


3. What does the texture of the surface of the clay feel like after doing step 8? ___________________________________________________________________________ ___________________________________________________________________________ 4. How do glaciers erode a mountain? ___________________________________________________________________________ ___________________________________________________________________________ Station 4 1. What process of soil erosion was modelled by the activity? ___________________________________________________________________________ 2. How does gravity affect geologic features on Earth’s surface? ___________________________________________________________________________ ___________________________________________________________________________ Conclusion: What are the agents of erosion? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 

Remember these

EROSION HOW EROSION DIFFERS FROM WEATHERING? The forces of weathering are responsible for the breaking of rocks. The transport of rock particles elsewhere is continued by another process called erosion. Like weathering, erosion is brought about by wind and water. Compared to others on the surface of Earth, These two forces are constantly at work. Thus, these bring about important changes on the surface of the Earth. Evidence of their continuous action is the vast amount of finer particles, called soil, which is formed and distributed on the surface of the Earth. While weathering occurs so slowly that is seldom noticed, erosion can be more rapid. The deposition or setting of the finer particles of rock or sediment carried by wind or water can easily be seen. This buildup is faster than the decomposition of rocks. As soon as the particles are removed from where they are formed, the fresh surface of the rock is open to the forces of weathering again. In some cases, weathering and erosion occur simultaneously, and it is hard to draw a line between them. Wave action, for instance, as an _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


agent of weathering, can be considered an erosive force too. CAUSES OF EROSION Water Erosion

Water is continuously cycled into the air and back into its sources such as natural bodies of water and the ground. When rain falls, water joins the oceans, streams, and lakes. Part of the water flows through innumerable rivers and streams and deposits its load in the oceans. Water that sinks into the ground forms groundwater. Compared to other agents, running water accomplishes the greatest change on Earth by erosion. After the rain, the runoff dissolves fine rock particles as it flows. The strong force of the runoff carries pebbles, sand, and finer particles on its way down until these are deposited last and are therefore carried farthest away. A trip to the school grounds, the backyard, or the streets after the rain readily shows how running water can erode the surface even if it is mostly covered with soil. In addition to the muddy appearance of the water, there are narrow gullies cut by the surface water. As gullies flow down a hillside, the water removes topsoil. Bigger gullies form into streams. How does a stream erode rocks and soil? Once gullies reach a stream, more erosion occurs. A stream moves sediments. This constant motion erodes the stream bottom, forming a valley. When streams enter rivers, the water slows and drop sediments.

EROSION DUE TO THE DISSOLVING ACTION OF WATER

In the previous lesson, the dissolving action of water was cited as a force of weathering. Its ability to form carbonic acid, which in turn erodes rocks and minerals, makes it a highly effective agent for breaking rocks. It becomes an erosion agent because it dissolves more substances because they are carried off and finally deposited. If the materials were not dissolved in water, they would not be removed easily from the rocks and transported elsewhere.

SPLASH EROSION

Raindrops falling on the soil exert pressure with their weight. This weight can be easily felt when raindrops strike an umbrella or a hat. Raindrops make noise on roofs and walls. The force of the wind adds to the force with which they strike Earth’s surface. These can cause



a noticeable movement of the soil. If the soil is loose and is not protected by a covering on the surface, then a large amount of it is lost through raindrop erosion, which is called splash erosion. During the rainy season, splashed soil may be observed at the foot of garden pots and cement walls.

SHEET EROSION

Water, which does not evaporate or immediately sink into the soil, is called a runoff. During heavy rains, there is more water than what the soil can immediately absorb. Water then flows in broad sheets across a wide area, thus causing sheet erosion. It may flow into a nearby stream, fill any depression in the area, or eventually sink into the soil. Splash and sheet erosion are greatly feared by farmers because they remove valuable topsoil from land. Raindrops loosen the surface, and water that flows in broad sheets carries away the fertile layer of the soil, making the farms less productive. Sheet erosion likewise produces gullies while ruining crops.

WIND EROSION

Recall your experiences during a windy day. Did you feel the dust blown by the wind? The rock particles picked up by the wind are deposited elsewhere, forming hills of sand called sand dunes. These dunes may grow as high as several meters, especially when something stands in the way to slow down the wind and, thus, make it drop its load. Dunes may be blown to other places, the movement being always in the direction of the prevailing wind. The process of wind carrying away loose sediment is called deflation. Deflation occurs primarily in desert regions. As the wind blows along the ground, it scoops up and carries away the loose sediment such as sand and dust. People who have gone to work in the oil fields of the Middle East say that as much as possible, they need to go home to the Philippines at least once a year to get away from the dust storms there. Just as there are rainstorms, there are dust storms as well. A very strong wind picks up soil and blows it over great distances. The large pebbles left behind form a hard surface called desert pavement.



The wind blows rock particles away, and these wear down exposed rock surfaces. This process is called abrasion. The cutting force of sharp-edged particles borne by the wind slowly breaks rocks into smaller pieces that are then carried away. Both the particles in the wind and the rock surfaces they strike wear out slowly over perhaps hundreds of years. Erosion by abrasion is especially common at the seashore. Sand is mostly quartz and is hard and usually sharp, making it an efficient abrasive material. It is like sandpaper, working constantly on hard surfaces while being swept by the waves and the wind. Wind erosion can also occur if the soil is left unplanted for a long period of time because plants keep the soil from being blown away.

EROSION BY GRAVITY

Bits of rocks are separated and fall down to a lower level because of gravity. As you now know, everything on the Earth’s surface is being pulled toward its center, and hence their tendency is to fall down. When gravity moves rocks and soil down a slope, it is called mass movement. If broken particles are on a steep slope or at the edge of a cliff, they roll down faster and carry with them other particles on their way. This is why there are piles of rocks at the bases of cliffs and mountains. The whole slope may move slowly downhill without being noticed. A sudden movement is known as a landslide. Landslides often occur after heavy rains or after earthquake. Landslides that occur on the sides of the mountains can destroy entire towns. Warning signs are often placed in landslides areas.

GLACIAL EROSION

When the amount of snow is so great that it cannot completely melt, glaciers form. As the layers of snow pile up, the weight on the underlying snow increases. Eventually, this weight tightly packs the snow underneath, forming glacial ice. The pressure on the ice at the bottom becomes so great that it partially melts. The entire ice mass starts moving and a glacier is formed. As a glacier moves, it causes erosion. The melted water from the glacier’s surface or bottom seeps into cracks in rocks and freezes. ice wedging causes the rock to break apart. The rock fragments stick to the glacial ice and plucked out as glacier moves. These pieces of rock stick to the bottom and sides of a glacier act like sandpaper. As the glacier moves, it scrapes and scratches the bedrock and soil underneath and



and along its sides. many landforms result from glacial erosion.

OTHER FACTORS AFFECTING EROSION

1. Deforestation – clearing of trees, transforming a forest into cleared land. 2. Intensive farming – farmers use excessive fertilizer, and irrigation damages the land. 3. Housing development and road construction, which make the soil bare.

Reference: Science Links, pp. 326-329



S5FE-IVb-2 WEEK 2, Day 5 ACTIVITY: How do you compare the erosion on bared soil with the erosion on soil covered with plants?

Objective: Discuss the ways on how to prevent soil erosion?

What you need: two aluminum dishes plastic tub loose soil paper cup

water sod beaker

What to do 1. Put equal amounts of the same kind of soil in 2 shallow pans. 2. Place a layer of grass on top of one pan and the other pan must be left bare. 3. Raise the other end of the pan to represent a hillside. 4. Use the sprinkler to pour slowly the water on the soil and observe the effects of water (rain) on the soil. 5. Repeat step 4 with the same amount of water falling on the soil with plants.

Guide Questions: 1. Which pan or set-up produced more runoff? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. How did the grass affect the amount of the runoff? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________



Conclusion Why do you need to prevent soil erosion? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 

Remember these

WAYS OF PREVENTING AND REDUCING SOIL EROSION Although soil erosion is a natural process, it has devastating impact on Earth. In most cases, human activities have greatly cause erosion. After discussing the damaging effects of erosion, it is important that a collective effort be made to prevent soil erosion. There are several ways of preventing or reducing soil erosion. This can be achieved through agricultural practices and individual measures and concerns.

AGRICULTURE SOIL CONSERVATION

1. TERRACING METHOD IN FARMING

This type of farming method uses the topography of the land to slow down the flow of water through a series of terraces. This will control the water from flowing fast, which can wash the soil from farmland. 2. CONTOUR FARMING

This method is similar to terracing, but on a smaller scale. Instead of planting crops in straight vertical rows, crops are planted following the contour of the landscape to slow down the flow of water that prevents soil erosion. 3. STRIP CROPPING

In this method, the plants are arranged in strips with rows of the main crop alternated with rows of a cover crop. The cover crop further helps to protect the soil from erosion



Week 3- Communicate the Data Collected from the Investigation on Soil Erosion S5FE-IVc-3 Week 3- Day 1-2

Objectives: 1. Communicate the data collected from the investigation on soil erosion 2. Perform an experiment to determine the effects of rainfall-induced erosion on bare soil versus vegetated soil. 2 .Identify ways on how to reduce the harmful effects of soil erosion on living things and environment.

What you need: Two aluminum dish with same size, tub, soil , grass

What to do:

1. Place the two aluminum dishes side by side in the plastic tub. 2. Place a handful of loose soil along one side of the aluminum dish. Do not push down on the soil! 3. Place a grass along the edge of the other aluminum dish. 4. Raise the long side of the plastic tub (the side containing the sod and loose soil) up 5-6 cm by placing it on a book. 5. Construct your rainmaker (this controls how much rain falls on the soil) by punching 4 or 5 SMALL holes in the bottom of a paper cup. 6. STOP!! Check with your teacher that you have set your lab up correctly before you do anything else! 7. Let it rain! First test the loose soil. Pour 100 ml water from the beaker into the rainmaker and observe the effects of the rain on the soil. 8. Repeat step 7 with 100 ml of water falling on the vegetated soil .

Guide Questions: 1. 2. 3. 4. 5.

What happens to the set up when you pour water on it ? What made the soil erode or wear away? What are the effects of soil erosion made by water or rain? How would you reduce soil erosion caused by water or rain? Complete the table based on the activity .



SOIL EROSION BY RAIN OR WATER Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful Environment Effects 1. 1. 2. 2. 3. 3.

Remember these

Erosion is the wearing away of soil by wind, water, gravity, or human impact. It occurs naturally but can be made worse by human activities such as farming, logging, and mining. The most common type of erosion happens when soil is washed off a slope by rainwater. Rainwater that flows on the ground carries with it particles of soil so it looks muddy. Floods during rainy season also carry away soil which is deposited in rivers. Rivers in turn carry the soil away to the sea. The implications of soil erosion by water extend beyond the removal of valuable topsoil. Crop emergence, growth and yield are directly affected by the loss of natural nutrients and applied fertilizers. Seeds and plants can be disturbed or completely removed by the erosion. Organic matter from the soil, residues and any applied manure, is relatively lightweight and can be readily transported off the field, particularly during spring thaw conditions. Pesticides may also be carried off the site with the eroded soil. Soil quality, structure, stability and texture can be affected by the loss of soil. The breakdown of aggregates and the removal of smaller particles or entire layers of soil or organic matter can weaken the structure and even change the texture. Textural changes can in turn affect the water-holding capacity of the soil, making it more susceptible to extreme conditions such as landslides and drought.



Week 3- Communicate the Data Collected from the Investigation on Soil Erosion S5FE-IVc-3 Week 3- Day 3-4

Objectives: 1. Communicate the data collected from the investigation on soil erosion. 2. . Perform an experiment to determine which system of farming is best to prevent soil erosion. 3. Identify ways on how to reduce the harmful effects of soil erosion on crop production.

What you need:

Two pieces of cup , soil sample, weighing scale

What to do: Wind Erosion Experiment 1. Weigh the mass of the soil sample in the cup that represents your miniature field(s). 2. Record your data for each system of farming before and after the wind event. 3. Allow the electric fan to blow it at number 1,2,3 speed.

Guide Questions:

1.What happens to the soil when you allow the electric fan to blow it at number 1,2,3 speed? 2. What causes the erosion to happen? ______ 3. In the experiment, how much soil was lost to wind erosion? Cup one: Field that has soil without cover: ____________ Cup two: Field that has soil with cover: ______________ 4. Which farming practice is better for the soil resource?



Calculating Wind Erosion

1800s method of farming (Soil that is not covered)

(Soil that is covered) Conservation farming ( notill)

Initial mass (g) Subtract the final mass (g) Amount of soil lost (g) This next step calculates the difference between a cup of soil and an acre of soil. Multiply the soil loss by 1.5 Soil loss tons per acre

SOIL EROSION BY WIND

Harmful Effects to Living Things and Environment

Ways to Prevent/ Reduce the Harmful Effects of Soil Erosion on Crop Production

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Remember these

Plants find the most nutrients in the top few inches of soil. The loss of one ton of soil would be approximately the thickness of a dime over a whole acre. An acre is about the size of a football field. A typical bull weighs about one ton Erosion is the displacement of solids (soil, mud, rock, and other particles) by the agents of wind, water and ice movement in response to gravity, or living organisms (bio erosion). Basics Soil erosion (or simply erosion) is the washing or blowing away (by the wind) of the top layer of soil (dirt). This is a serious problem for people who want to grow crops. Crops are the foods that farmers grow. If the soil has eroded, the crops will not grow very well. Erosion also leaves large holes in the earth, which can weaken buildings and even cause them to collapse. Another type of erosion is called Decomposition and is when waves wash away sand and other material from cliffs or beaches. Soil erosion can be prevented several ways. Planting wind breaks can be effective. A wind break is a line of plants that are planted to stop or slow the wind. A thick row of bushes planted next to a field of plants can stop the wind from blowing the soil away. This method also helps against water erosion, as the soil gets caught up against the roots of the bushes, rather than washing away. Terracing can also be effective. Terraces are level places that have been made by people on hill sides. People can cut level sides into the side of hills to create a place to grow crops. If the crops are growing on a slope, then one should plant them in lines that run across, the slope, rather than up and down. So, if the slope goes downhill to the south, then the plants should be in rows that run from east to west. Unsheltered Distance A lack of windbreaks (trees, shrubs, crop residue, etc.) allows the wind to put soil particles into motion for greater distances, thus increasing abrasion and soil erosion. Knolls and hilltops are usually exposed and suffer the most. Vegetative Cover The lack of permanent vegetative cover in certain locations results in extensive wind erosion. Loose, dry, bare soil is the most susceptible; however, crops that produce low levels of residue (e.g., soybeans and many vegetable crops) may not provide enough resistance. In severe cases, even crops that produce a lot of residue may not protect the soil. The most effective protective vegetative cover consists of a cover crop with an adequate network of living windbreaks in combination with good tillage, residue management and crop selection. 

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Week 3- Communicate the Data Collected from the Investigation on Soil Erosion S5FE-IVc-3 Week 3- Day 5

Objectives: 1. Communicate the data collected from the investigation on soil erosion. 2. Identify the human activities that causes soil erosion. 3. Enumerate the harmful effects of human activities to the environment and living organisms.

What you need: Pictures of human activities that causes soil erosion, table

What to do:

1. Fill up the table below. HUMAN ACTIVITIES THAT CAUSES SOIL EROSION

HARMFUL EFFECTS OF HUMAN ACTIVITIES TO THE ENVIRONMENT AND LIVING ORGANISMS

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O __ E ___ G __ ___ Z __ ___ G



. O V __ R C __ O P __ __ N G

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D __ F __ R __ S __ A __ __ __ N

Guide Questions:

1. What are the human activities that causes soil erosion? 2. How over cropping affects the production of crop? 3. What is the harmful effect of overgrazing in the soil?



Remember these

Soil is a non-renewable resource that once it is eroded it is not renewed. Soil erosion is the permanent change of the main characteristics of soil that could see it lose its fertility, pH, colour, humus content or structure. Soil erosion occurs naturally by wind or harsh climatic conditions but human activities include overgrazing, over cropping and deforestation. Overgrazing occurs when farmers stock too many animals such as sheep, cattle or goats on their land. The animals damage the soil surface by eating the vegetation and either digging into wet soil or compacting dry soil with their hooves. This can prevent grass growing and slow down the percolation of water through the soil. This leads to the damaging of the soil structure as the level of nutrients is removed and the air between beds is compressed out. This then can reduce the amount of water between the soil crumbs as the weight and movement of the animals flattens and compresses the soil. Soils with less vegetation become exposed, drier and prone to further erosion by the wind and rain. Soils that become drier tend to be vulnerable to the winds blowing the top soil away. Over cropping is when the land is being continuously under cultivation and is not allowed to lie fallow between crops. This constant farming of the land reduces the soils ability to produce valuable humus for soil fertility as it is constantly being ploughed or stripped for crop growth. The soil becomes drier and less fertile. While humus is primarily needed for the addition of nutrients and minerals it is also a valuable source of air and water needed by soil to keep it moist and aerated. With less humus the soil dries out and is open for wind and rain erosion. Usually over cropping occurs in areas where there is a demand for crops either for market or a large local population. Many farmers attempt to restore soil fertility by adding fertilizers or artificial nutrients but some countries do not have this opportunity due to poverty or lack of education Deforestation is the cutting down of large areas of forests leaving an open, exposed landscape. Deforestation occurs for many reasons such as the sale of wood, charcoal or as a source of fuel, while cleared land is used as pasture for livestock, plantations of commodities, and settlements. The removal of trees without sufficient reforestation has resulted in damage to habitat, biodiversity loss and aridity (drying of soil). This human activity quickly accelerates natural erosion in two ways. Firstly the removal of trees is a removal of nutrients and minerals from the soil as the source of humus is greatly reduced. The natural dead organic material that supplies the soil with its humus is generally leaves that have fallen from the trees, animal droppings, tree fruit or decaying trees in the soil. Secondly, deforestation accelerates soil erosion by leaving large areas exposed to heavy rainfall (which can cause leaching or flash floods) or wind erosion. Without the roots of the trees to keep the soil structure in place the soil is loose and easier to erode _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


Week 44-

Observe the Changes in the Weather Before , During and After a Typhoon S5FE-IVd-4 Day 1

Objective:

1.. Describe the weather condition before a typhoon.

What you need: Projector Activity Card Video before Typhoon Yolanda

What to do: 1. The pupils pupils will watch a video about Tacloban before the Typhoon Yolanda. Yolanda. https://youtu.be/VljZYbUDYuk

2. They will will list down the changes in the weather weather before a typhoon in their activity sheet. 3. The pupils will describe the weather condition before the Typhoon Yolanda 4. Fill up the table below. WEATHER CONDITIONS BEFORE A DESCRIBE THE FOLLOWING TYPHOON PICTURES What is the color of the cloud before and after the sun rise ?

1.



What is the color of the formed cloud ? 2.

Guide Questions 1 .What have you observed with the weather condition before a typhoon? 2. Describe the weather condition in Tacloban before the Typhoon Typhoon Yolanda Yolanda .

Remember these

WEATHER CONDITION CONDITION BEFORE A TYPHOON TYPHOON • • •

There are formation of dark clouds. Air is colder and dry. Reddish clouds at sunrise and sunset.



Week 44-


Objective:

1.. Describe the weather condition condition during a typhoon.

What you need: Projector Activity Card Video about Typhoon Yolanda in Tacloban https://www.youtube.com/watch?v=hXx8w0r6FsM

What to do: 1. The pupils pupils will watch a video about Tacloban during Typhoon Yolanda. https://www.youtube.com/watch?v=hXx8w0r6FsM 2. They will list down the changes in the weather during a typhoon in their activity sheet. 3. The pupils will will describe the weather conditions conditions during the Typhoon Yolanda 4. Fill up the table below. WEATHER CONDITION DURING A DESCRIBE THE FOLLOWING TYPHOON PICTURES 1. What is the strength of the wind? How about the rain ?



What is the size of the waves in the sea ?

2.

What is the direction of the surging wind ?

3.

Guide Questions 1 .What have you observed with the weather condition during a typhoon? 2. Describe the weather condition in Tacloban during the Typhoon Yolanda .



Remember these

WEATHER CONDITION DURING A TYPHOON • • •

Strong winds and heavy rains. Big waves in the sea. Surging of winds in counterclockwise direction.



Week 4-


Objective:

1. Describe the condition of the environment after a typhoon.

What you need: Projector Activity Card Video about Typhoon Yolanda in Tacloban https://www.youtube.com/watch?v=hXx8w0r6FsM

What to do: 1. The pupils will watch a video about Tacloban after the Typhoon Yolanda. https://www.youtube.com/watch?v=hXx8w0r6FsM 2. They will list down the changes in the weather after a typhoon in their activity sheet. 3. The pupils will describe the weather / environmental conditions after the Typhoon Yolanda .



4. Fill up the table below. WEATHER CONDITIONS AFTER A TYPHOON 1.

DESCRIBE THE FOLLOWING PICTURES What can you see in the picture? Describe the condition of the environment.

Describe the condition of the tress after the typhoon .

2.

Describe the structure after the typhoon

3.



Guide Questions 1 .What have you observed with the condition of the environment after a typhoon? 2. Describe the environmental condition in Tacloban after the Typhoon Yolanda .

Remember these

ENVIRONMENTAL/ WEATHER CONDITIONS AFTER A TYPHOON

• •

Environment are flooded Speed of wind decreases Damaged plants and structures



Week 4-


Objective: 1.. Describe the conditions of the weather before , during and after a typhoon.

What you need: Activity Card

What to do: 1. Fill up the table below CONDITIONS OF THE WEATHER BEFORE, DURING AND AFTER A TYPHOON BEFORE

DURING

AFTER

1 2. 3. 4. 5.

Guide Questions 1 .What have you observed with the condition of the weather , before , during and after a typhoon? .



Remember these WEATHER CONDITION BEFORE A TYPHOON • There are formation of dark clouds. • Air is colder and dry. • Reddish clouds at sunrise and sunset. WEATHER CONDITION DURING A TYPHOON • Strong winds and heavy rains. • Big waves in the sea. • Surging of winds in counterclockwise direction ENVIRONMENTAL/ WEATHER CONDITIONS AFTER A TYPHOON Environment are flooded • Speed of wind decreases • Damaged plants and structures



Week 4-


Objective: 1. Practice precautionary measures before , during and after a typhoon.

What you need: Activity Card

What to do: 1. The pupils will be grouped into three. 2. Each group will role play the precautionary measures before, during and after a typhoon. GROUP I- BEFORE A TYPHOON GROUP II- DURING A TYPHOON GROUP III- AFTER A TYPHOON 3. Fill up the table below PRECAUTIONARY MEASURES BEFORE, DURING AND AFTER A TYPHOON BEFORE

DURING

AFTER

1 2. 3. 4. 5.

Guide Questions 1 Why we need to strengthen the posts and the roof of the house before a typhoon ? 2. Why we should stay away from broken electric posts after a typhoon ?



Remember these

SAFETY PRECAUTIONS BEFORE , DURING AND AFTER A TYPHOON 

BEFORE A TYPHOON Help your family check and fix your house for any damage (especially o the roofs and windows), so it can withstand the strong winds. Remind your family members to stock up an adequate food supply o such as rice, canned goods, and foods that would last even without refrigeration. Stock up an adequate supply of drinking water, and water for cleaning o or other purposes. Prepare flashlights, batteries for flashlights and radio, candles and o kerosene lamps, or other lighting devices. Prepare a first-aid kit. o Always monitor news about the typhoon, whether on television or o radio. If the power is cut, keep a radio on and tuned in to news. Help check and clean your community drainage system and canals to o prevent flood. Check your electric posts to prevent accidents. If you notice some o impending danger due to weak electric posts that might fall, report this to the electric company so they can reinforce it right away. Remind family members to cut all branches of trees around your house o that could possibly fall on your house. Help check all electrical warnings. o Teach younger members of your family what to do during a typhoon. o Pack a bag with clothes, batteries, flashlight, water, canned goods and o other necessities, in case you have to evacuate.



During a Typhoon:

o o o o

o

o

o

o o

o

o o

Stay calm and be alert. Stay indoors. Postpone any plans of travels or errands. Monitor the weather reports. Check what is happening around you. When local authorities advise you to evacuate, do so. Move family pets and valuable to a safe place; turn off gas valves, electricity and water, when safe to do so. If you happen to be outdoors when a typhoon comes, (a) stay away from electric posts and wires; (b) never stand under a lone tree in an open field to avoid being hit by lightning; (c) never fix your TV antenna during a thunderstorm; (d) stay away from boats and from bodies of water; and (e) enter the nearest safe shelter. Avoid staying or going to low-lying and coastal areas that are prone to floods or storm surge. Be ready to evacuate if necessary. Leave your house as soon as you realize you are not safe. Boil drinking water or have some bottled water ready. If you happen to be in a car or any land vehicle when the typhoon comes, you are usually safe, but not when there is a flood. If you roofs have very little vents where winds pass through, or sometimes, when the winds of a typhoon are very strong, you may need to open a few windows in the opposite side of your house to let the wind pass through. Monitor flood reports and predictions. Have a flood plan which everyone in the family will follow when necessary. Be prepared to act on your food plan. Prepare a flood kit of essential items, just like your essentials for typhoons.



After a Typhoon: o

o

o o

o o

o o

Have a knowledgeable person inspect electrical wiring before using electrical appliances. It is usually advisable not to use appliances immediately after a typhoon especially if your house got flooded. Check for any damage, including water pipes, and help make necessary repairs as soon as possible. Boil water before drinking it to avoid getting sick. Wear slippers, shoes or other footwear, for protection from any sharp or pointed objects that might have fallen. Avoid electrical wires that have fallen. Stay away from flood waters. They carry water-borne diseases. Many people who have survived a storm but braved flood waters actually have been hospitalized, not just for injuries or diarrhea, but also to the deadly leptospirosis. Leptospirosis is also known as Weil’s syndrome, and is caused by bacterial infection when dirty water contaminated with animal urine (commonly rats) comes in contact with a person’s unhealed wounds or scratches, newly pedicure nails, a person’s eyes, or with mucous membranes (like in skin, nostrils, mouth, lips, eyelids, ears, genital area and anus). Clean and clear everything damaged by the typhoon. Stay in a safe place with a means of escape.



CODE: S5FE-IVe- 5 WEEK 5, DAY 1-2 ACTIVITY # 1: Audio Visual Presentation

Objective:

Describe the effects of typhoon on the community

What you need:

(Group Activity) 

An Audio Visual Presentation about the aftermath of typhoon “SANTI” in Cabanatuan City (October 12, 2013) https://www.youtube.com/watch?v=Y3bIBaF-TUU



Marker Manila Paper LCD Projector/Television

 



What to do:

1. 2. 3. 4.

Group the pupils into four (4) groups. Let the pupils choose their leader and a rapporteur for each group. Let the pupils watch the AVP. The group will discuss what happen or what they observe on the videos they watched. 5. Write the effects of typhoon “santi” in the community of Cabanatuan City. Group Name Effects of typhoon “SANTI” in Cabanatuan City

6. Shout your group’s name to inform your teacher that you’re already done with the activity. 7. Report your outcomes to the class.



Guide Questions:

1. What are the effects of typhoon “santi” on the people in the community? 2. What are the effects of typhoon “santi” on the environment in the community? ACTIVITY # 2: “Film Viewing”

What you need:


A new clip about the effects of typhoon “Lando” in Cabanatuan City https://www.youtube.com/watch?v=qdRMRF_iuWY




 



What to do:

1. 2. 3. 4.

Group the pupils into four (4) groups. Let the pupils choose their leader and a rapporteur for each group. Let the pupils watch the news clip. The group will discuss what happen or what they observe on the videos they watched. 5. Write the effects of typhoon “lando” in the community of Cabanatuan City.

Group Name Effects of typhoon “LANDO” in Cabanatuan City




Guide Questions:

1. What are the effects of typhoon “lando” on the people in the community? 2. What are the effects of typhoon “lando” on the environment in the community?

Remember these:

The destructive effects of typhoon include flooding in the cities and countryside in the areas with denuded mountains, erosion and landslide, and destruction of property. To minimize the destructive effects of typhoon, we must be alert to typhoon signals and observe the necessary precautions. .

References:    

The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 360 https://www.youtube.com/watch?v=Y3bIBaF-TUU https://www.youtube.com/watch?v=qdRMRF_iuWY http://interaksyon.com/article/72548/storm-signals-raised-over-luzon-as-typhoonsanti-heads-for-aurora-isabela-area



WEEK 5, DAY 3 ACTIVITY # 3: Film Viewing

Objective:

Describe the effects of typhoon and storm surge on the community

What you need: need:


Let the pupils watch an Audio Visual Presentation about the effect of typhoon “Yolanda” in Tacloban City, Philippines https://www.youtube.com/watch?v=VljZYbUDYuk




 



What to do:

1. 2. 3. 4.

Group the pupils into four (4) groups. Let the pupils choose their leader and a rapporteur for each group. Let the pupils watch the AVP. The group will discuss what happen or what they observe on the AVP they watched.

Group name: __________________ Observation: Before the Typhoon _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ _____________________ ________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________

After the Typhoon _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ _____________________ ________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________ _____________________________________ ____________________ _________________________________ ________________________ ________




Guide Questions:

1. What are the effects of typhoon “YOLANDA” on the people in the community? 2. What are the effects of typhoon “YOLANDA” on the environment in the community? 3. What do you observe to the environment before and after it hits by typhoon “YOLANDA”?



Remember these:

Typhoon cause so much damage in a place because it brings with it strong winds, heavy rains, and storm surges. Typhoons usually cause floods, which greatly cause a lot of danger and damage such as destroying crops, destroying buildings, and killing people and other living things. In November 8, 2013, Typhoon Yolanda in the Philippines hit mostly the Visayas and Southern Luzon, killing a lot of people and causing billions of pesos in damages.

References:    

The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 356 https://www.youtube.com/watch?v=VljZYbUDYuk http://www.bbc.com/news/world-asia-24894529 https://www.britannica.com/event/Super-Typhoon-Haiyan



WEEK 5, DAY 4 ACTIVITY # 4: Storm Surge

Objectives:  Describe the effects of typhoon on the community.  Discuss how storm surge happen.

What you need:

1. 2. 3. 4. 5. 6. 7.

Small electric fan Large dish pan Water Water marker or crayon Large piece of heavy construction paper Tape scissors

What to do:

1. To represent the wind, you will use a fan. Tape the wide end of the funnel made of paper to the pan. 2. Put at least 3 inches of water at the top of the dishpan. Mark the level of the water in the pan. Put the fan near the pan. 3. To represent the typhoon, turn on the fan. Set the fan in different power settings to represent different typhoon signals. 4. So that the water level will rise at the opposite ends, tilt up the pan at the end nearest the fan. Tip it more up to one inch to raise the level of water. This is what happens during high tide in which the water usually rises. Then, turn on the fan that represents the typhoon. 5. Observe the height of a storm surge. Safety Tips: Have an adult supervise you with this activity



Guide Questions:

1. How this experiment similar to a real storm surge? 2. What causes storm surge? 3. What do you think is the effect of storm surge when it hits the coastalines?

Remember these:

Storm surges are another threat of typhoon “YOLANDA”. The strong winds in the coastal areas form storm surges “DALUYONG” that can reach 6 meters above sea level. When this happen during high tide, the surges can be very destructive.

References:   

The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 356 http://www.rappler.com/nation/43221-typhoon-yolanda-wrap-philippines http://caridadclementetangan.weebly.com/storm-surge-and-storm-tide.html



WEEK 5, DAY 4 ACTIVITY # 5:

Objective: 

Remember all the possible effects of typhoon on the people and in the environment on the community.

What you need:

1. Folder 2. Paper 3. Pen

What to do:

1. Group yourself into four (4). 2. Each group will have their own folder. 3. The folder contains papers with the written effects of typhoon on the people and in the environment on the community with the missing words in the sentence/s. 4. Pupil will complete each sentence with the correct word/s. 5. The first group to finish will be the first one to discuss their work.



GROUP NAME

EFFECTS OF TYPHOON

1. Typhoon causes so much damage in place because it brings strong _______ and heavy __________. It also causes ________, which greatly cause a lot of danger and damage such as destroying crops. 2. In worst scenario, typhoon can kill ___________ and other living things.

3. Infrastructures like ___________ and ____________ in seriously affected areas may be damaged beyond repair. 4. The strong winds in the coastal areas form ____________ that can reach 6 meters above normal sea level.

5. When this happen during ___________, it can be very destructive. 6. During strong typhoon, classes are _____________ to keep students safe in their ____________.



Guide Questions:

1. State/recite the effects of typhoon on the community.

Remember these:

Let us remember that the harmful effects of typhoon can be lessened if we take care of our environment, such as conserving our resources and cleaning our surroundings.


The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 360 http://www.dailymail.co.uk/news/article-2182608/Typhoon-Saola-Floodinglandslides-kill-leave-thousands-homeless.html http://www.philstar.com/good-news/2015/04/20/1445670/cleaner-water-our-hands



CODE: S5FE-IVf- 6 WEEK 6, DAY 1 ACTIVITY # 1: Which part is the strongest?

Objective: Describe the effects of the winds, given a certain storm warning signal.

What you need: (Group Activity) 1. Basin 2. Water 3. Tiny strips of colored paper (one color) 4. 1-foot-long stick 5. Manila paper 6. Marker

What to do:

1. Form four (4) groups for this activity 2. Get the materials to be used for the activity 3. Fill half of the basin with water 4. Sprinkle the paper strips over the water. The colored paper will give you a better view of the movement of the water. 5. Make fast circular movements in the water using stick for one (1) minute. 6. Feel the water spinning by placing your pointer finger at the center of the water. 7. Slowly move your finger towards the side of the basin. Observe. 8. Answer the guide questions and present it to the class.



Guide Questions:

1. What did you feel when your finger was at the center of the spinning water? 2. What did you feel as you moved your finger towards the side of the basin? 3. Where is the strength of the whirling water the greatest?



WEEK 6, DAY 2 ACTIVITY # 2: Public Storm Signals in the Philippines

Objective: Describe the effects of the winds, given a certain storm warning signal.

What you need: 1. PowerPoint Slides for Typhoon Signals 2. Activity sheets for pupils

What to do: 1. After the discussion about the different public storm signals, give them the activity sheets. 2. Instruct the pupils to answer the activity sheets.

Indicate the proper wind speed for the following typhoon signals. Public Storm Signal Number

Wind Speed

1 2 3 4 5



Guide Questions:

1. What are the appropriate wind speed for each Public Storm Signal?



WEEK 6, DAY 3 ACTIVITY # 3: Public Storm Signals in the Philippines

Objective: Describe the effects of the winds, given a certain storm warning signal to people and environment.

What you need: 1. PowerPoint Slides for Typhoon Signals 2. Manila Paper 3. Cartolina

What to do:

1. Form four (4) groups for this activity 2. Get the materials to be used for the activity 3. Let them write the possible effects of the following storm signals to people and environment.

Public Storm Signal Number

Effects to People and Environment

1

2



3

4

5


Guide Questions:

1. In which public storm signal can cause moderate damage in place that are affected? 2. In which public storm signal can cause moderate to heavy damages in property? 3. Does travelling in air and sea recommended during typhoon? Why? 4. When there is public storm signal # 2 in your area, can you still go to your class?



WEEK 6, DAY 4-5 ACTIVITY # 4: POSTER MAKING

Objective: Illustrate the effects of the winds, given a certain storm warning signal.

What you need: 1. 1/2 Illustration Board 2. Oil pastel/Crayon 3. Pencil

What to do: 1. Designate a storm signal for each pupil in the class.

2. Instruct them to create a poster that will depict the effects of winds for each storm signal. Sinal # 1

Sinal # 2

Sinal # 4

Sinal # 3

Sinal # 5

3. Ask them to present their work and make a brief explanation.



Guide Questions: 1. What effects can the wind for each storm signals can do to the environment and people living in the affected areas?

Remember these:

Public Storm Signal Number 1

This signal means that the speed of the wind is around 30 to 60 kph. The depression is expected to hit the locality within 36 hours. Classes in preschool are suspended. People are advised to listen to the radio for updates. Public Storm Signal Number 2

The depression has developed into a storm. Wind speed is around 61-120 kph and expected to hit the locality within 24 hours. Classes in preschool, elementary, and high school are suspended. The wind can cause moderate damage in places that are affected. Public Storm Signal Number 3

A typhoon is coming within 18 hours with its wind velocity of 121170 kph. All levels are suspended in this storm signal. House made of light materials may be destroyed and there might be communication and electrical power disruption. Moderate to heavy damage are expected. People in low-lying area are being advised to evacuate. Travel in air and seas are not recommended. Public Storm Signal Number 4

A typhoon is coming within 12 hours with its wind velocity of 171220 kph. This condition is very dangerous because more damage can happen in affected places. Public Storm Signal Number 5

A typhoon is coming within 12 hours with its wind velocity of more than 220 kph. Great damage can happen in affected areas.



References:  

The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 356 Science Web 5 by Laarni S. Sta. Romana, Sol Saranay M. Baguio pp. 400-401



THE MOON

S5FE-IVg-h-7 WEEK 7, DAY 1 ACTIVITY: LET US LOOK AT THE MOON IN THE NIGHT SKY!

Objective:  Observe the moon as we see it in the night sky

  

What you need: paper pencil lunar calendar

What to do: 1. Find references to record such as a lunar calendar to record the time when the moon rises and sets on a certain date. 2. Observe and record the phase of the moon on that date. Make a record of moonrise and moonset including its phases for seven days. 3. Record the time when the moon is visible. 4. Use the table below: Data and Observations Date Time when the moon rises Time when the moon sets Time when the moon is visible Phase of the moon

1. 2. 3. 4.

Guide Questions: What was the phase of the moon after seven days? How long does it take before a new moon becomes a full moon? How long does it take for the moon to complete all of its phases? Why are there different phases of the moon?



Remember these:

Movements of the Moon Both Earth and the moon rotate on their axis and revolve around the sun. The moon’s revolution causes changes in its appearance. If the moon rotates on its axis, why don’t we see it spin around in space? The moon completes one rotation in one complete revolution. So the time it takes to fully rotate is the same time it takes to revolve. The moon rotates on its axis once and revolves around the sun every 27 1/3 days. Because these two movements take the same amount of time, the same side of the moon always faces earth. A day on the moon is equivalent to two Earth weeks. After two weeks, the moon starts to be in darkness. This lasts for another two weeks. The lunar day is 27 1/3 Earth days with about 14 days of daylight and 14 days of darkness.



THE MOON

S5FE-IVg-h-7 WEEK 7, DAY 2 ACTIVITY: WHAT IS THE CYCLICAL PATTERN TO THE LENGTH OF A MONTH?

Objective:  Relate the cyclical pattern to the length of a month

  

What you need: Lunar calendar Pentel pen Manila paper

What to do: 1. Choose a month from the current calendar year that shows the dates of the phases of the moon. 2. Work with the group and count the number of day/s it takes the moon to go through its different phases. 3. Fill up the table below. Movement of the Moon Number of Days New moon to first quarter First quarter to new moon Full moon to last quarter Last quarter to new moon TOTAL

4. Compare your answer with the other group.



Guide Questions: 1. How many days does it take from new moon to first quarter moon? from first quarter moon to full moon? From full moon to last quarter? 2. Does each phase have the same number of days? 3. When you compare your answer with the other group, do you have the same answer? 4. Why do you think you have the same or different answers? 5. What is the total cyclical pattern of the month you choose?

Remember these: If the moon started its orbit from a spot exactly between Earth and the sun, it would return to almost the same spot in 29 ½ days. If the moon started its orbit around the Earth from a spot in line with a certain star, it will return to that same spot in about 27 ½ days. When the moon is between the sun and the Earth, we cannot see the lighted side of moon. This is called New Moon. A day after the new moon, we see a thin slice of light at the edge of the moon. This is called crescent moon. About a week after the new moon, we see half of the lighted side of the moon, this is called first quarter moon. As the first quarter moon increases in size, it is called gibbous moon. About a week after the first quarter moon, the earth is between the moon and the sun. We see the whole lighted side of the moon which is called full moon. The full moon decreases in size until it is again a gibbous moon. About a week after the full moon, we again see half of its lighted part. This is called the last quarter moon. After this, the lighted part becomes smaller until we see a crescent. Soon the moon becomes invisible, after which new moon appears again.

Reference: Exploring and Protecting Our World grade 4 pp. 308-312



THE MOON

S5FE-IVg-h-7 WEEK 7, DAY 3 ACTIVITY: HOW DOES THE MOON REVOLVE AROUND THE EARTH?

Objective:  Relate the cyclical pattern to the length of a moon 

Explain the 2 ways of moon’s revolution around the earth.

What you need: 1. Calendar of the month 2. Manila paper 3. Pentel pen

What to do: 1. Look for the calendar of the year that shows the dates of the phases of the moon. 2. Work with the group and count the number of day/days it takes the moon to go through the different phases each month. Movement of the January February March April May June moon New Moon to f First Quarter First Quarter to Full Moon Full Moon to Last Quarter Last Quarter to New Moon TOTAL 3. Report your answer



1. 2. 3. 4. 5. 6.

Guide Questions: How many days are the cyclical pattern of the moon in January? February? March? Etc. What months have the same number of days? How many days do these have? How about the other months? How many days do they have? What are the two ways of the moon’s cyclical pattern? Differentiate the two ways.

Remember these:

Scientists measure the time the moon completes one revolution around the earth in two ways. One is in relation to the sun and the other in relation to a star. If the moon started its orbit from a spot exactly between Earth and the sun, it would return to almost the same spot in 29 ½ days. During this period, the moon has changed from one new moon phase to the next new moon phase. This period is called a synodic month. If the moon started its orbit around the Earth from a spot in line with a certain star, it will return to that same spot in about 27 ½ days. This is called a sidereal month. The term month came from the length of time it takes the moon (one month) to complete one revolution around the Earth. Reference: Exploring and Protecting Our World grade 4 pp. 308-312



THE MOON

S5FE-IVg-h-7 WEEK 7, DAY 4 ACTIVITY: LOOK, IT’S CHANGING

Objective:  Describe the shape of the moon as it changes phase

  

What you need: Manila paper Pentel pen Lunar calendar

What to do: Observe the moon on a clear moonlit night 1. Record the time the moon rises. 2. An hour later, look the moon again. 3. Two hours later, stand in the same place where you were in steps 1 & 2 and look at the moon again. 4. Continue your moon watching for a week. 5. Wait for the 28th day. On the 28 th day, Repeat steps 2 & 3. 6. Record your observations Aspects of Day Day Day Day Day Day Day Day Observation 1 2 3 4 5 6 7 28 Day

Time Drawing of the changes on the moon



Guide Questions: 1. What time the moon rises day by day? 2. What have you observed with the shape of the moon? 3. Draw the shape of the moon as you see it in the night sky

Remember these: As viewed from the earth, the moon seems to change its shape. These seeming changes in the shape of the moon are referred to as the phases of the moon. The same side of the moon always faces the earth. Half the moon always reflects the sun. The phases of the moon depend on how much sunlight it is reflecting at a particular time.

new moon

waning crescent

waxing crescent

last quarter

first quarter

full moon

Reference: Science Exploration for Kids 4 by Calvelo and Castillo on pp. 127-129



THE MOON

S5FE-IVg-h-7 WEEK 7-8 DAYS 5-6 ACTIVITY: LOOK HOW THE MOON CHANGES ITS SHAPE!

Objectives: 1. Demonstrate the cyclical pattern of the moon 2. Tell how long each phase of the moon takes to go another phase

What you need:  Globe  Ball  Flashlight  Manila paper  Pentel pen

1. 2.

3. 4. 5.

What to do: Work with your group Using the ball, the globe and the flashlight , demonstrate how the moon revolves around the earth. The ball will represent the moon, the globe is the earth and the flashlight is the sun Take note of the lighted part of the ball as it turned around the globe while the flashlight shines on it. Tell how many days it takes for each phase to go another phase (Reading of the text for verification for the second day activity) Answer the questions that follows

Guide Questions: 1. What do the three materials represent? The ball, the flashlight and the globe 2. What happens when you shine the ball with flashlight as it turned around the globe? 3. Draw each phase of the moon and write below each drawing the number of days of the changes for each phase



_____

_____

____

____

____

____

Remember these:

The moon appears to move completely around the celestial sphere once in about 27.3 days as observed from the earth. This is called sidereal month , and reflects the corresponding orbital period of 27.3 days. The moon takes 29.5 days to return to the same point on the celestial sphere as referenced to the sun because of the motion of the earth around the sun; this is called synodic month ( Lunar phases as observed from the earth are correlated with the synodic month). There are effects that cause small fluctuations around this value that we will not discuss. Since the moon must move eastward among the constellations enough to go completely around the sky (360 degrees) in 27.3 days, it must move eastward by 13.2 degrees each day (in contrast, remember that the sun appears to move eastward by 1 degree per day). Thus, with respect to the background constellations the moon will be about 13.2 degrees further east each day. Since the celestial sphere appears to turn 1 degree about every 4 minutes, the moon crosses our celestial meridian about 13.2 x 4 = 52.8 minutes later each day.

Reference: Exploring and Protecting Our World grade 4 pp. 308-312



THE MOON

S5FE-IVg-h-7 WEEK 8, DAYS 7 - 8 ACTIVITY: WHAT CAUSES ECLIPSES?

Objectives: 1. Describe how motions and size of the earth and moon cause eclipses

What you need:  Light source  Ball on pencil  Globe  Figures 1.1,1.2,1.3

1. 2.

3.

4.

5.

What to do: Study the positions of earth, moon and sun shown in figures 1.1,1.2 and 1.3 Use figure 1.1,1.2 and 1.3 as guides when moving the moon around the globe to duplicate the exact positions that would have to occur in order for both a lunar and a solar eclipse to take place. Keep the distance between the model moon and the globe reasonably constant. Place the model moon at each of the following phases: first quarter, full moon, last quarter, and new moon. Identify which if any, eclipse could occur during each phases. Record your data. Once the phases when eclipses can occur have been identified, place the moon at each of those positions. Move it slightly toward and away from earth. Note the amount of change, if any, in the size of the shadow causing the eclipse. Record this information. On a separate sheet of paper, sketch diagrams that show the correct relationships between the positions of Earth, the moon and sun for steps 3 and 4.



Figure 1.1 Phases of the Moon

Figure 1.2 Lunar Eclipse

Figure 1.3 Solar Eclipse _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


1. 2. 3.

4. 5.

Guide Questions: During which phase(s) of the moon is it possible for an eclipse of the sun and eclipse of the moon to occur? Describe the effect that a small change in the distance between Earth and the moon has on the size of the shadow causing the eclipse. As seen from Earth, how does the apparent size of the moon compare to the apparent size of the sun? How can an eclipse be used to confirm the answer to this question? What causes eclipses? Answer the chart below for your data and observation PHASE OF MOON OBSERVATIONS First Quarter Full Last Quarter New

Remember these:

While exploring Jamaica in 1504, Christopher Columbus impressed the native people he met by predicting an eclipse. He was able to do this by consulting a table of astronomical observations. Eclipses can be predicted because they happen only when Earth, the Sun and the Moon are in straight line. An eclipse occurs when one object moves into the shadow cast by another object. When the moon is full, it may pass into the shadow of Earth. Observers on Earth can see the full moon become temporarily dar ken as it passes through Earth’s shadow. This is called a LUNAR ECLIPSE. During a new moon, the moon may cast a shadow onto Earth. Observers within that shadow on Earth see the sky turn dark as the moon blocks out the sun. This is called a SOLAR ECLIPSE. During a total solar eclipse, you can see a ring of light around the moon. It is dangerous to look at the sun directly on a solar eclipse. The places that receive the darker side of the shadow, which is called the umbra, experience a total solar eclipse while those places that receive the penumbra side of the shadow will have the partial eclipse. Because the moon’s orbit is slightly tilted compared with earth’s orbit around the sun, the moon is slightly above or below the line between Earth and the sun. For that reason, eclipses are relatively rare.

References: The New Science Links Grade 5 (Worktext in Science and Technology) by Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 370-372 _______________________________________ _____________________________________________________________ Grade 5 Quarter 2 Learner’s Materials


THE MOON

S5FE-IVg-h-7 WEEK 8, DAYS 9-10 ACTIVITY: BELIEFS LINKED TO THE MOON!

Objective: 1. Discuss some beliefs and practices that have been attributed to the moon on living organisms

 

1. 2.

3.

4.

What you need: Access to the internet Research materials

What to do: Have your group yourself and prepare written reports on at least 5 events in living things that are allegedly affected by lunar cycles. Your group can choose one from the following topics: a. Effects of the lunar cycles on the behaviour of marine animals b. Effects of the lunar cycles on plants or on farming c. Effects of lunar cycles on crimes d. Effects of the lunar cycles on the human reproductive system e. Effects of the lunar cycles on weather Make a report that will include hypotheses or discussions of the mechanism(s) through which the lunar cycles might affect the phenomena being described. List well documented effects of lunar cycles and the effects that have no factual basis. Report the oral presentation of your research results and analysis in class.

Guide Questions: 1. Which of the effects you have listed are good and bad? Explain your answer 2. Which of the effects do you believe are true? Why do you believe in them? 3. Why are there beliefs that the lunar cycles have an effect on living organisms?



Remember these:

MOONS AND SUPERSTITIONS Through the ages, a lot of superstitions and practices have always been linked around the moon.Some of these beliefs originated from different observations of the land, the environment, and the nighttime sky. For example, traditional agricultural practices often prescribe planting and harvesting during a specific phase of the moon. Many people who live thousands of miles from any ocean also associate the lunar cycles to the tides, and since the moon affects the ocean tides, it must be very powerful that it affects the human body as well. The full moon has also been associated to mental illness, disasters, crimes, accidents and fertility among other things. Some are related to finances, livelihood, nutrition, health and marriage. The following are among many superstitions. 1. A ring around the moon means that the rain will come in three days. 2. Crimes and accidents usually happen during the full moon. 3. The full moon is associated with human madness. 4. The phases of the moon is associated with suicide deaths. 5. The light of the moon affects the fertility of women. 6. The moon can cause earthquakes. 7. New projects should be started at the time of the new moon. 8. The new moon is the time to plant crops. 9. It is wrong to point to the moon for it will bring bad luck. 10. The weather will be good if the new moon is on a Monday. Many of the beliefs about the moon originated during the time when there were no logical or scientific explanations for events that happened. Many studies have been done to investigate on the lunar effects. So far, several studies on lunar effects have failed to show a significant relationship between the phase of the moon on crimes, traffic accidents, domestic violence, births of babies, suicide, major disasters. Aggression, madness, psychiatric admission, alcoholism, sleepwalking, epilepsy, vampirism, and many others. Even if a lot of studies have failed to prove a significant relationship between the full moon and anything, there are still some people who continue to believe and live their lives according to these beliefs. Why do so many people still believe in lunar myths? According to some experts, there are several factors why there are still people who believe in lunar myths.

References: The New Science Links Grade 5 (Worktext in Science and Technology) by Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 379-380



CODE: S5FE-IVij-1 WEEK 9, DAY 1-4 ACTIVITY # 1: Observing Star Patterns

Objective:

Identify star pattern that can be seen at particular times of the year.

What you need:   

Clear night sky Pen Bond paper

What to do:

8. On an clear night sky, go outside and observe the stars. 9. Find pattern of stars that look something familiar like a shape of an object or animal. 10. Draw the group of stars you see. Note their position and include a drawing of what you think each pattern resembles. 11. In school, match your drawings with your classmate

Guide Questions:

3. Which of your constellations match those observed by your classmate? 4. How can recognizing star pattern be useful?



ACTIVITY # 2: Naming Constellation

What you need:  

PowerPoint Slides/Activity Sheets Pen

What to do:

8. Discuss how constellations are named with its corresponding English name.

Constellation Andromeda Aquarius Ara Aries Cancer Canis Major Canis Minor Capricornus Cassiopeia Centaurus Cepheus Cetus Corvus Crux Cygnus Delphinus Dorado Draco Gemini Hecules Hydra Leo Libra

English Name Andromeda Water bearer Altar Ram Crab Dog Little Dog Sea Goat Cassiopeia Centaur Cepheus Whale Cow Southern Cross Swan Dolphin Swordfish Dragon Twins Hercules Water Snake Lion Scales



Lyra Orion Pegasus Perseus Pisces Sagittarius Scorpio Taurus Ursa Major Ursa Minor Virgo

Lyre Orion Pegasus Perseus Fishes Archer Scorpion Bull Great Bear Little Bear Virgin

9. After discussing the lesson, Do this activity.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Constellation Andromeda Aquarius Ara Aries Cancer Canis Major Canis Minor Capricornus Cassiopeia Centaurus Cepheus Cetus Corvus Crux Cygnus Delphinus Dorado Draco Gemini Hecules Hydra Leo Libra Lyra

English Name



25 26 27 28 29 30 31 32 33 34

Orion Pegasus Perseus Pisces Sagittarius Scorpio Taurus Ursa Major Ursa Minor Virgo

ACTIVITY # 3: WHEN CAN YOU SPOT THEM?

What you need:  

Cartolina with indicated months which constellations are observed Metacards of different constellations

What to do:

1. Discuss some constellation and indicate the months which these constellations are visible in the night sky. 2. Group the class into four (3) and give them the materials needed for the activity.



GROUP 1 Constellation

Months Observed

Cygnus

Orion

Gemini


Months Observed

Virgo

Scorpius

Taurus




Months Observed

Auriga

Boötes

Leo

___________________________________________________________________


Cygnus

Months Observed July

August

September

Orion

January

February

March

Gemini February

March

April




Months Observed

Virgo

April

May

June

Scorpius May

June

July

Taurus December

January

February


Months Observed

Auriga December

January

February

Boötes April

May

June

Leo

March

April

May



Guide Questions:

3. 4. 5. 6.

How constellations are formed? How constellations are named? Why are some constellations visible during a certain period? Why the positions of the constellations change throughout the year

Remember these:

Thousands of years ago, ancient astronomers, as they studied stars in the night sky saw different images of objects, animals, and heroes in the roman and Greek mythology in the grouping of stars. A group of stars that form a certain pattern is called constellation. Today, astronomers listed a total of 88 constellations. Constellations can be found in the northern and southern hemispheres. They are also found in specific seasons and directions. Using the constellation map, we can identify the different constellation and stars in the north and south sky.

Northern Hemisphere



Southern Hemisphere


The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T. Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 400-404 http://chasingstars-waltonluke.blogspot.com/2011/06/constellations-of-northernhemisphere.html http://www.solarsystemquick.com/universe/star-constellations.htm



THE STARS

S5FE-IVi-j-1 WEEK 9 , DAYS 4-6 ACTIVITY: OBSERVING THE NORTHERN CONSTELLATIONS IN THE NIGHT SKY!

Objectives:  Locate northern constellations  Identify common constellations in the northern sky

   

1. 2. 3. 4.

1. 2. 3. 4. 5.

What you need: paper pencil constellation map a clear night sky

What to do: On one starry evening, get out of your house and look at the sky. Observe the sky four times: at 7:00pm, 9:00pm, 10:00pm and 11:00pm Sketch as many patterns of stars as you see each time you go out. Identify the constellation you have sketched. Refer to the chart given to this chapter

Guide Questions: Can you see some groups of stars that form a certain pattern? What constellations do you see in the night sky? Do you see them in the same location during the whole night? How do they apparently behave? What are constellations in the northern sky?



Northern Star Map



ACTIVITY 2: Identify each constellation in the Northern Sky:

1. _____________________

2. ____________________

3. ____________________

4. ____________________

5. ___________________



Remember these: A CONSTELLATION – is the pattern or apparent grouping of the visible stars. Names of constellations are given on the basis of an imagined resemblance to some objects, living things or mythical characters. The International Astronomical Union recognizes 88 constellations. They are grouped according to their locations in the sky. There are 28 northern constellations. They are visible in the Northern hemisphere. They include Ursa Major, Ursa Minor, Draco, Cassiopeia, Cepheus, Perseus, Lyra, Orion, Andromeda, Pegasus and others. In your activity, you saw stars grouped together forming a certain figure. They are not concentrated in only one place in the sky. Moreover, they do not remain stationary in the sky. As the clock ticks, they apparently move across the sky the way the sun and the moon do. The apparent movement of the constellations within one night is caused by the earth’s rotation. The earth rotates from west to east, so the group of stars apparently move from east to west. The following night, you see that the constellations you observed the previous night are again in the same position as you saw them in the night before. This means that they apparently move only due to earth’s rotation.



LESSON Week 9, Day 7 Identify star patterns that can be seen at particular time of the year S5FE-IVi-j-1

Objectives: 1 State that constellation is a group of stars that form a pattern in the sky. 2. Describe how a constellations look like.

What you need: Video Activity Sheet

What to do 1. The pupils will watch a video https://youtu.be/23rZtlbQ0i8 about constellation. 2. They will be grouped into three. 2. Pupils will answer their activity sheet.

Guide Questions 1. What is constellation ? 2. Describe constellations.

Remember these

Thousands of years ago , ancient astronomers , as they studied stars in the night sky , saw different images of objects , animals , and heroes in the Roman and Greek Mythology in the grouping of stars. A group of stars that form a certain pattern is called a constellation. Today astronomers listed a total of 88 constellations.



ACTIVITY 1

Competency : State that a constellation is a group of stars that form a pattern in the sky. Direction : Determine the concept given in the maze and write it on the lines below. Start with the letter to where the arrowhead is pointing.

Y

K

S

E

H

T

N

I

N

R

F

O

R

M

A

P

A

T

T

E

T

A

H

T

S

R

A

T

S

F

N

I

S

A

G

R

O

U

P

O

O

I

T

A

L

L

E

T

S

N

C

O

START HERE

ANSWER : __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

___ __ __ __ __ __ __ __ __ __

__ __ __.



ACTIVITY 2 Observing Star Pattern

Problem : How do constellations look like? What you need :

Clear night sky Pen bond paper What you need to do : 1. On a clear night sky , go outside and observe the stars. 2. Find pattern of stars that look something familiar like a shape of an object or animal. 3. Draw the group of stars you see. Note their position and include a drawing of what you think each pattern resembles. 4. In school , match your drawings with your classmate. What have you found out ? 1. Which of your constellations match those observed by your classmates ?

2. How can recognizing star pattern be useful ?

Conclusion :

Describe constellations. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________________________



LESSON Week 9, Day 8- Identify star patterns that can be seen at particular time of the year S5FE-IVi-j-1

Objective: 1. State how constellations are useful to people.

What you need: Video about how constellations are useful to people. Activity Sheet

What to do 1. The pupils will watch a video https://youtu.be/4DlNhbkPiYY about how constellations are useful to people. 2. They will be grouped into three. 3. Pupils will answer their activity sheet.

Guide Questions 1. Why are constellations useful to navigators ? 2. What are being used by the astronomers to locate stars , nebulae , and galaxies ? 3. What are the uses of constellations?


Sci5_Q4.LM

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