Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Bauan West
CENTEX BATANGAS

GRADE 1
PHYSICAL SCIENCE
Quarter 3 Science Learning Module

This belongs to:

______________________________________

This module was prepared by:

T. Ailene A. Tugade/T. Maira Kyra P. Sapalaran

Contact Information:

09286987069/ 09178379651

1
 INTRODUCTION
This module’s overall theme is “Physical Science”. In this module, children will learn
about

Unit Overview
“Physical Science” has 2 units of study. These are:

UNIT 1: Motion Children will observe, describe and investigate the

position and movements of things around them. They would also
describe and demonstrate ways to move through push and pull
or even identify the different simple machine use to make work
easy.

UNIT 2: Energy Children will identify the sources of light, heat and
sound, recognize its uses, understand that some things need
electricity to work and know how to use electricity safely and
how to save them.

Parts of the Module

Each module contains different units of study which are divided into the following parts:

2
UNIT TITLE AND OVERVIEW
This part of the module gives an idea about what is going to be learned in the unit.

LEARNING OUTCOMES
Learning outcomes are the knowledge, skills, attitude, and values that students will understand and
do in this unit.

LEARNING TIMELINE
The Learning Timeline shows the activities to do for each day and how much time to spend for each
activity.

MATERIALS CHECKLIST
This is a list of all the materials that are needed for the activities in the unit.

LEARNING ACTIVITIES
The learning activities in each unit of study have the following parts in order:

LET’S CONNECT:
Review of the previous lesson and introduction to the new lesson

LET’S LEARN:
Exploration of concepts and skills through various learning activities

LET’S REMEMBER:
Summary of important concepts to remember

LET’S PRACTICE:
Application or extension of learning

LET’S SHOW OUR LEARNING:

Assessment of learning

BEHAVIOR CHART
Weekly monitoring of behavior using a simple visual scale. To be answered
by the parent with their child each day or by the end of each week.
Set behavior goals with your child based on the results.

3
Study Guide

Create a learning corner at home Make a study schedule with the

help of your parents

Follow instructions carefully Take short brain breaks

Ask for help Finish activities

when needed before playing or watching TV

See resources for parents at the last page of this module.

TABLE OF CONTENTS

4
UNIT 1: Motion Page #

week 1

a. Let’s connect

b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

week 2
a. Let’s connect

b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

week 3
a. Let’s connect

b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

UNIT 2: Energy Page#

week 1

a. Let’s connect

5
 b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

week 2
a. Let’s connect

b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

week 3
a. Let’s connect

b. Let’s Learn

c. Let’s Remember

d. Let’s Practice

e. Let’s Show our Learning

Answer Keys Page #

6
 Resources for Parents Page #

References Page #

UNIT 1: Motion

7
 mage Source: https://www.perfectduluthday.com/the-event/wednesday-night-at-the-races-2019-2/

LEARNING OUTCOMES
1.Observe, describe, and investigate the position and movement of things
around them.

2. Describe and demonstrate ways objects move

8
 3. Understand that simple machines make work easier

LEARNING TIMELINE
Lesson 1: Position and Motion

Timeline: 1 Week / 5 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our Learning

Page # Page # Page # Page # Page #

30 minutes 40 minutes 30 minutes 40 minutes 20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

MATERIALS CHECKLIST

Use the following checklist to make sure you have all the materials for your
lessons

9
LET’S CONNECT (Mondays)
notebook
pencil

LET’S LEARN (Tuesdays)

• 5 to 10 classroom objects
• table

LET’S REMEMBER (Wednesdays)

• notebook
• pencil

LET’S PRACTICE (Thursdays)

• notebook •
• pencil

LET’S SHOW OUR LEARNING (Fridays)

• notebook and pencil

UNIT 1 DAY 1

LET’S CONNECT
Time: 30 minutes

10
In this activity you will…. You will need these materials:

1. Observing moving objects 1. Notebook

2. Tell how do you know something 2.Pencil

moved

3. identify objects that move and

those that do not move.

11
12
 UNIT 1 DAY 2

LET’S LEARN

Time: 40 minutes

In this activity you will…. You will need these materials:

1.tell object that move and object 1. 5 -10 classroom object

that did not move (crayon pencil, eraser,
marker. Glue, scissors,
2.identify objects that move or
sharpener, rug, etc.)
change place.
2.table

13
 Let’s explore more

Investigate. Can you make a mop of the table and objects help you
find out which object moved? Try it. Draw the objects on your table
on this answer sheet below.

14
 UNIT 1 DAY 3

LET’S REMEMBER

Time: 30 minutes

In this activity you will…. You will need these materials:

1.tell how object move 1. pencil

2.identify objects that move or 2. notebook

change place.

15
16
17
 UNIT 1 DAY 4

LET’S PRACTICE

Time: 40 minute

In this activity you will…. You will need these materials:

1.tell how object move 1. pencil

2.identify objects that move or 2.notebook

change place.

18
19
 UNIT 1 DAY 5
LET’S SHOW OUR LEARNING
Time: 20 minutes

In this activity you will…. You will need these materials:

1.identify objects that move and those 1. pencil

that do not move
2.notebook
2.identify objects that move or
change place.

BEHAVIOR CHART

20
WEEK 1
ACTIVITY BEHAVIOR PARENTS’ NOTES /
BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN
LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart

For more information visit: https://www.mindsetworks.com/parents/growth-mindset-

parenting

Lesson 2

21
mage Source: https://www.youtube.com/watch?v=ZLDUrPaLQWE

22
LEARNING TIMELINE
Lesson 2: Push and Pull

Timeline: 1 Week / 5 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our Learning

Page # Page # Page # Page # Page #

20 minutes 30 minutes 30 minutes 30 minutes 20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

UNIT 1 DAY 6
LET’S CONNECT

23
Time: 20 minutes

In this activity you will…. You will need these materials:

1. identify how can you make 1. notebook

something move?
2. pencil.
2. name ways to make something
move.

UNIT 1 DAY 7

LET’S LEARN

24
Time: 20 minutes

In this activity you will…. You will need these materials:

1. Identify push and pull movement 1. tissue

2. identify ways on how we make 2.index card

something move
3.notebook and pencil

25
26
 UNIT 1 DAY 8

LET’S REMEMBER
Time: 30 minutes

In this activity you will…. You will need these materials:

1. identify how can you make 1. notebook

something move?
2. pencil.
2. Identify push and pull movement

3. Differentiate push from pull

27
28
 UNIT 1 DAY 9

LET’S PRACTICE

Time:20 minute

In this activity you will…. You will need these materials:

1. identify how can you make 1. notebook

something move?
2. pencil.
2. Identify push and pull movement
3. crayon
3. Differentiate push from pull

Push or Pull
Look at the picture. circle push or pull in the box underneath it.

29
 UNIT 1 DAY 10

LET’S SHOW OUR LEARNING

Time: 20 minutes

In this activity you will…. You will need these materials:

1. identify how can you make 1. notebook

something move?
2. pencil.
2. Identify push and pull movement

3. Differentiate push from pull

30
31
BEHAVIOR CHART
WEEK 2
ACTIVITY BEHAVIOR PARENTS’ NOTES /
BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN
LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart

For more information visit: https://www.mindsetworks.com/parents/growth-mindset-

parenting

Lesson 3

simple machine

32
 https://www.generationgenius.com/simple-machines-reading-material/

LEARNING TIMELINE
Lesson 3: Simple machine

33
Timeline: 1 Week / 5 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our Learning

Page # Page # Page # Page # Page #

20 minutes 30 minutes 40 minutes 20 minutes 30 minutes

UNIT 1 DAY 11

LET’S CONNECT

34
Time: 20 minutes

In this activity you will…. You will need these materials:

1. Name common simple machine use 1. notebook

2. identify different simple machines. 2. pencil

3. tell how simple machine work for us

This week we will get to learn Simple machine and how it helps us in
our daily work but before that let us look for the following words that
we might see or hear more often this week.

35
 UNIT 1 DAY 12

LET’S LEARN

36
Time: 30 minutes

In this activity you will…. You will need these materials:

1. determine the easiest way to lift a 1. notebook

book using ruler as level
2.pencil
2. identify different simple machines.
3. ruler
3. tell how simple machine work for us

37
 Let’s think about your result

a. Was it easiest to lift the book with a pencil under 10, 15, 0r
20?_____

b. Would it be easier to lift the book with the pencil under the 12-,
or 18-centimeter mark? __________________________________

c. A ruler makes a good lever. What else could you use as a lever?
_____________________________________________________________

38
39
 UNIT 1 DAY 13

LET’S REMEMBER

Time: 40 minutes

In this activity you will…. You will need these materials:

1. determine the easiest way to lift a 1. notebook

book using ruler as level
2.pencil
2. identify different simple machines.
3.
3. tell how simple machine work for us

40
41
42
43
 UNIT 1 DAY 14

LET’S PRACTICE

Time: 20 minute

In this activity you will…. You will need these materials:

1. Understand that simple machine 1. notebook

make work easier
2.pencil
2. identify different simple machines.
3.
3. tell how simple machine work for us

44
45
 UNIT 1 DAY 15

LET’S SHOW OUR LEARNING

Time: 30 minutes

In this activity you will…. You will need these materials:

1. Understand that simple machine 1. notebook

make work easier
2.pencil
2. identify different simple machines.

3. tell how simple machine work for us

46
47
BEHAVIOR CHART
WEEK 3
ACTIVITY BEHAVIOR PARENTS’ NOTES /
BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN
LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart

For more information visit: https://www.mindsetworks.com/parents/growth-mindset-

parenting

48
 Image Source: https://www.dnvgl.com/about/energy/

UNIT 2: Energy
49
LEARNING OUTCOMES
1. Identify the sources of light, sound, heat.

2. Recognize the uses of light, sound, heat.

3. Understand that some things need electricity to work.

4. Know how to use electricity safely.

5. Know how to save electricity.

LEARNING TIMELINE
Unit 1: __________________

Timeline: 3 Weeks / 15 Days

These are the activities per day and the suggested time to spend for each.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Day 1 Day 2 Day 3 Day 4 Day 5

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

Day 6 Day 7 Day 8 Day 9 Day 10

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

Day 1 Day 12 Day 13 Day 14 Day 15

Let’s Connect Let’s Learn Let’s Remember Let’s Practice Let’s Show our
Page # Page # Page # Page # Learning
20 minutes 30 minutes 30 minutes 30 minutes Page #
20 minutes

INSERT BRAIN BREAKS EVERY 10 MINUTES AND RESUME ACTIVITIES

50
MATERIALS CHECKLIST
Use the following checklist to make sure you have all the materials for
your lessons.

LET’S CONNECT (Mondays)

LET’S LEARN (Tuesdays) •

LET’S REMEMBER (Wednesdays) •

LET’S PRACTICE (Thursdays) •

LET’S SHOW OUR LEARNING (Fridays)

51
 UNIT 2 DAY 1

LET’S CONNECT

Write
your answer here:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________________

______________________________________________________________________________

52
Think of it!

Time: 10 minutes

In this activity you will…. You will need these

materials:
1. Think of objects that give us light.
2. List objects that give us light 1. Pencil

Things that give us light

UNIT 2 DAY 2

LET’S LEARN

53
 Light is the brightness that comes from an object. It makes seeing things
possible. There are many sources of light. Some are natural sources; others
are artificial.

Time: 10 minutes

54
In this activity you will…. You will need these materials:

1. Observe the pictures below and 1. pencil

answer the checklist that follows.

2. Identify the sources of light as man-

made or natural.

Identify whether the objects below are man-made sources of light or

natural light. Use the table below and check your answer.

55
 Natural or Man-made?

1. The Moon

2. Flashlight

3. Nightlight

4. Lightning Bug

5. Stars

6. The Sun

7. Lamp

8. Television

9. Lightning

Importance of Light

56
1. Light helps people see beautiful sceneries.
2. Light helps people work and study.
3. Light helps people see through the dark.
4. Light helps plants in making their food.

UNIT 2 DAY 3

LET’S REMEMBER

57
 Is this place
bright? Why or
Why not?

During nighttime, the Moon and the stars are the natural
sources of light. However, the Moon does not have light of
its own. It works like a mirror in shining light of the Sun on
Earth.

Artificial Sources of light are those made by people. Electric

Time: 10 minutes lights such as bulb, fluorescent lamps, flashlights, candles,
and oil lamps are artificial lights.

In this activity you will…. You will need these materials:

1.Observe the given picture. 1. pencil

2. List the things that give out light.

58
There is no Sun in this picture. Can the people still see the things
around them? Why or why not?

What are the things that give

out light in this picture?

Things that give out light

59
 UNIT 2 DAY 4

LET’S PRACTICE

Time: 30 minute

In this activity you will…. You will need these materials:

1. Find out the different sources of 1. pictures of different

light. sources of light
2. glue

Sort the following items into natural light or artificial light.

60
 SOURCES OF LIGHT

NATURAL LIGHT ARTIFICIAL LIGHT

61
 UNIT 2 DAY 5
LET’S SHOW OUR LEARNING

Time:10 minutes

In this activity you will…. You will need these materials:

1. Identify the sources of light given. 1. pencil, eraser

62
Write NS if the given is a natural source of light or AS if it is an artificial
source of light.

__________1.

__________2.

__________3.

__________4.

63
 ___________5.

Self-Check

see light lamp

1. The Sun and the stars give out ______________.

2. At night, we need a _______________ to see
clearly.
3. We need light to _____________ things.
BEHAVIOR CHART
WEEK 1

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

64
 LET’S SHOW OUR
LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

UNIT 2 DAY 6

LET’S CONNECT

65
Try Me!

Time: 10 minutes

In this activity you will…. You will need these materials:

1. Do the activity below and follow the

instructions carefully.

2. Answer the questions that follow.

66
 https://www.google.com.ph/url?sa=i&url=http%3A%2F%2Fwww.beingbeautifulandpretty.com%2F2015%2F06%2Fhow -handle-humid-weather.html&psig=AOvVaw2fQqw-F4nRU7s9_qPau-
nB&ust=1611637038482000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIjwpOv9te4CFQAAAAAdAAAAABA

1. Have you tried staying under the sun? If not, How do you feel?
______________________________________________________.
2. Touch the soil. Is it warm? _____________.
3. Are the other things warm too? __________
4. What makes other things warm? _______________.

Heat can change things in many ways. How is heat changing these candles?

UNIT 2 DAY 7

LET’S LEARN

Yesterday, we’ve learned that energy is the ability to do

work. Today we will be learning about Heat Energy.

Time: _____ minutes

67
In this activity you will…. You will need these materials:

1.Find out what heat energy is 1. yourself

2. Answer the questions below. 2.sunlight

3.pencil and eraser

What to do:

1. Go outside the classroom and stay under the sun for five
minutes.
2. Observe

Answer these questions:

1. How did you feel after staying under the sun for 5 minutes?
2. Where does the heat come from?
3. What gives us heat?
4. Why is sun important?

Heat is energy that makes things warm. We can get heat from
burning things like wood, oil, or gas. People can use this energy to
warm their homes.

The sun rays give us heat and warmth.

The heat helps us in many ways.

1. The sun’s heat helps us to become healthy and strong. It makes

our bones and muscles strong.

68
2. We can also dry our
clothes with the help of the heat of the sun.

3. Heat cooks your

food.

69
 UNIT 2 DAY 8

LET’S REMEMBER
Heat is a form of energy that makes things warm.

Time: 10 minutes

In this activity you will…. You will need these materials:

1. Observe the picture below. 1. paper

2. list the objects that give out heat 2. pencil and eraser
using the web organizer.

70
Write the names of objects in the picture that give out heat.

71
Heat

72
 UNIT 2 DAY 9

LET’S PRACTICE

Time:15 minutes

In this activity you will…. You will need these materials:

1. Find out in which materials heat 1. paper and pencil

travels fast.
2. spoons (plastic, metal)
2.Write what you have learned about
heat energy based on the activity. 3. mug with hot water

You will need: spoons made of metal, wood and plastic; a mug with
hot water.

Do These:
Note: Be careful when holding the mug with hot water.
1. Put the spoons in the mug with hot water.
2. After two minutes, carefully touch the handle of each spoon.
3. Compare how hot each spoon is with the other spoon.
4. Compare how the hot each spoon is with the other spoons.

What Have You Found?

73
 1. Which spoon heats the fastest?
_____________________________________________________________
2. Which spoon heats the slowest?
_____________________________________________________________
3. What do your observations say about heat travels in different
materials?
_____________________________________________________________

What Have You Learned?

I have learned that
___________________________________________________________________
___________________________________________________________________

UNIT 2 DAY 10

LET’S SHOW OUR LEARNING

Time: 10 minutes
74
In this activity you will…. You will need these materials:

1. Identify whether the objects give 1. paper and pencil

out heat or not.

Identify whether the objects give out heat by putting checks

opposite each picture. If it does not give out light put crosses.

___________1.

___________2.

________3.

75
________4.

________5.

Self-Check

dry food useful heat

1. The sun gives out ____________.
2. Heat can ____________ our clothes.
3. Heat can cook our ___________.
4. We need heat for many things. Heat is __________.

BEHAVIOR CHART
WEEK 2

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD
LET’S CONNECT

76
 LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

UNIT 2 DAY 11

77
LET’S CONNECT

Time: 10

minutes

In this activity you will…. You will need these materials:

1. Close your eyes and Listen to the 1. paper and pencil

sounds you hear.

2. Identify the objects that you hear

from the surroundings.

78
 UNIT 2 DAY 12

LET’S LEARN

Time: 10 minutes

In this activity you will…. You will need these materials:

1. Imagine you are in a circus. Paper and pencil

2. Tell what you can hear.

79
 You cannot see sounds, but you can hear it. Sometimes you
can even feel it.

Sound is a form of energy. It is made when an object vibrates.

Vibrate means to move back and forth. When an object stops
vibrating, the sound stops too.

There are many kinds of sounds. Sounds can be loud or soft. Big
vibrations make loud sounds. Small vibrations make soft sounds.

Are these sounds loud or soft?

Time: 10 minutes

In this activity you will…. You will need these materials:

1. Identify the kind of sounds. Paper and pencil

Identify whether the following illustrations below makes Loud sound

or a soft sound. Encircle your answer.

loud soft
loud soft

80
 loud soft
loud soft

loud soft
loud soft

loud soft

81
 UNIT 2 DAY 13

LET’S REMEMBER
We can hear different sounds around us.

People make sounds. We can sing and talk.

Animals make sounds.

We can make music with these things.

82
Time: 10minutes

83
In this activity you will…. You will need these materials:

1. Identify pleasant and unpleasant 1. paper

sounds.
2.pencil
2. list the things that create pleasant
and unpleasant sounds based from
the picture below.

From the picture below list objects that make pleasant and
unpleasant sounds.

84
 Pleasant Sound Unpleasant Sound

UNIT 2 DAY 14

LET’S PRACTICE

How are some sounds useful?

85
86
Make you own Music

Time: 30 minutes

87
In this activity you will…. You will need these materials:

1. Make your own music using glass 1. 5 glasses / 5empty bottles

with water.
2. pencil
2. Record yourself making any music
by tapping each glass. 3. cell phone for recording

Make your own music!

With an adult, line up five glasses. Fill each glass with a different
amount of water. Tap each glass lightly with a pencil and hear the
different sounds. Practice any music. Using a cellphone with a
camera Record your music and submit.

UNIT 2 DAY 15

LET’S SHOW OUR LEARNING

Time: 10 minutes

88
In this activity you will…. You will need these materials:

1. Complete the sentences by 1. paper and pencil

choosing the best answer that best fits
them.

Self-Check

Choose the word that best completes the sentence below.

soft relax sounds warn

1. We can hear different _________________ around us.

2. Music helps us to ________________.

3. Sounds can _________________ us of danger.

4. Sounds can be loud or ______________.

BEHAVIOR CHART
WEEK 3

ACTIVITY BEHAVIOR PARENTS’ NOTES /

BEHAVIOR GOALS
FOR CHILD

89
 LET’S CONNECT

LET’S
LEARN

LET’S REMEMBER

LET’S PRACTICE

LET’S SHOW OUR

LEARNING

NOTE FOR PARENTS:

Research shows that the way we praise our children affects their mindset. Praising kids for
working hard promotes a growth mindset.

SAY THIS NOT THAT

“I can see you worked so hard on this!” “You’re so smart!”

Say this because it helps your children Do not say this because it makes them think
understand that you value their effort of intelligence as a fixed quality (you’re
either smart or you’re not smart
For more information visit: https://www.mindsetworks.com/parents/growth-mindset-
parenting

UNIT 2 DAY 15

LET’S CONNECT

90
What do some things need to work?

Time: 15 minutes

In this activity you will…. You will need these materials:

1. Identify what makes other things 1. flashlight and batteries

work.

What to do

1. Observe. Try to turn on a flashlight with no batteries. What happens?

2. Investigate. Put batteries in a flashlight. Turn it on.
3. Draw Conclusion. What makes the flashlight work?
4. Infer. Do all things need batteries to work? What makes a lamp work?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________

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 UNIT 2 DAY 16

LET’S LEARN
Do you use these things?

How do you turn them on?

Electricity is a form of energy. It gives some things power to work. Wires

carry electricity into your school and home. You can also get electricity from
batteries. Without electricity many things we use everyday would not work. Some
electrical things can be dangerous. Never use electricity near water.

Hunt things

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Time: 15 minutes

In this activity you will…. You will need these materials:

1. Look for objects that are run by 1. Paper and pencil

electricity in your house.

Have a house tour. List 10 objects you have at home and check whether these
objects needed electricity to work or not.

Objects Need Electricity to work Do not need electricity

to work

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

UNIT 2 DAY 18

LET’S REMEMBER

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Electricity gives these things energy to work just like how food gives us
energy to work and play.

These things get electricity from a socket.

To make them work, we need to pull the plug into the socket,
and then turn on the switch.

These things get electricity from batteries.

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We must use electricity safely.

95
96
97
Look!

Time:10 minutes

In this activity you will…. You will need these

materials:
1. Using the picture below, find the
things that need electricity to work. 1. Paper and pencil

What are the things that need electricity to work?

____________________________________________________
____________________________________________________
____________________________________________________

What must Sue do to make the fan work?

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____________________________________________________
____________________________________________________
____________________________________________________

What must Joe do to make the Robot work?

____________________________________________________
____________________________________________________
____________________________________________________

UNIT 2 DAY 19

LET’S PRACTICE
My scrapbook!

Time: 10 minutes

99
In this activity you will…. You will need these
materials:
1. Look for 5 pictures of things that
use electricity. 1. Old magazine

2. Glue

3. Scissors

Find pictures of 5 things that use electricity. Write

about what these things do. Example: This is a toaster.
It can toast bread.

UNIT 2 DAY20

LET’S SHOW OUR LEARNING

Time: 10 minutes

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In this activity you will…. You will need these
materials:
1. Choose the word that fits the
sentence to make the statement 1. paper and pencil
true.

Work energy waste wet

Self-check

1. Electricity is ___________________.

2. A radio needs electricity to __________________.

3. Do not touch a socket with ________________

hand.

4. We must not __________________ electricity.

ANSWER KEY UNIT 1

WEEK 1
LET’S
CONNECT

101
Activity Title
Page # 9-15

LET’S LEARN

Activity Title
Page # 16-22

LET’S
REMEMBER

Activity Title
Page # 23-25

LET’S PRACTICE

Activity Title
Page #26-28

LET’S SHOW
OUR
LEARNING

Activity Title
Page #29-31

ANSWER KEY UNIT 1

WEEK 2
LET’S CONNECT

Activity Title
Page #33-36

LET’S LEARN

102
Activity Title
Page #37-41

LET’S REMEMBER

Activity Title
Page #42-46

LET’S PRACTICE

Activity Title
Page #47-50

LET’S SHOW OUR <Answers/Sample Expected output>

LEARNING

Activity Title
Page #51-53

ANSWER KEY UNIT 1

WEEK 3
LET’S CONNECT

Activity Title
Page #33-36

LET’S LEARN

103
Activity Title
Page #37-41

LET’S REMEMBER

Activity Title
Page #42-46

LET’S PRACTICE

Activity Title
Page #47-50

LET’S SHOW OUR <Answers/Sample Expected output>

LEARNING

Activity Title
Page #51-53

ANSWER KEY UNIT 2

WEEK 1
LET’S
CONNECT

Activity Title
Page #58-59

LET’S LEARN

Activity Title
Page #60-62

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LET’S
REMEMBER

Activity Title
Page #63-65

LET’S PRACTICE

Activity Title
Page #66-67

LET’S SHOW
OUR
LEARNING

Activity Title
Page #68-69

ANSWER KEY UNIT 2

WEEK 2
LET’S CONNECT

Activity Title
Page #70-71

LET’S LEARN

Activity Title
Page #72-73

LET’S REMEMBER

105
Activity Title
Page #74-75

LET’S PRACTICE

Activity Title
Page #76

LET’S SHOW OUR

LEARNING

Activity Title
Page # 77-78

ANSWER KEY UNIT 2

WEEK 3
LET’S CONNECT

Activity Title
Page #70-71

LET’S LEARN

Activity Title
Page #72-73

LET’S REMEMBER

Activity Title
Page #74-75

LET’S PRACTICE

Activity Title
Page #76

106
LET’S SHOW OUR
LEARNING

Activity Title
Page # 77-78

RESOURCES FOR PARENTS

Visual Timer
Cut out the various parts of the picture.
Add Mr. or Mrs. Potato head’s parts one by one.
Time is up for the activity once Mr. or Mrs Potato head is completed.

107
Brain Break Cards

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Brain Breaks are quick physical exercises (1-5 minutes) to help energize
children’s mental, emotional, and physical state while learning.

Source:

https://cdn.thisreadingmama.com/wp-content/uploads/2016/09/WBBCards-free.pdf

Coaching a Growth Mindset

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Image source: https://schoolessentials.com.au/Product/8577138/Growth-Mindset-Bulletin-
Board#.XxeN5Z4zbIU

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REFERENCES:
Themes and activities in this module were based on the following resources:

Apolinario, N. (1999)Science and Health Today(pp. 124-135). Manila Philippines:Rex bookstore,

INC.

Carodan, C., Magyani, M., Nepomoceno, N. (1996)Process Skill Builder in Elementary Science
and Health (85-123).Manila Philippines.Cultural Publisher.

Cooney, T., Dispezio M.A., Foots, B., Matamoros, A.L., Nyquist, K.B., & Ostlund, K.L. (2000).
Scott Foresman Science. Addison -Wesley Educational Publishers Inc.

Khanali, S. (2014). Things Around Me. In My Pals Are Here! Science (International Edition)
Textbook 1A (pp. 88-103). Singapore: Marshall Cavendish Education.

Yuan, L. (2014). Non-Living Things. In My Pals Are Here! Science (International Edition) Textbook
2B (pp. 36-47). Singapore: Marshall Cavendish Education.

Learning is Fun! Fun with Science, (pp.92-103).United Kingdom: Gemilang Publishing Group.

Quilas, E. (2014). Classifying Objects. Speed Up Science (pp.150-155). Manila,Philippines: WS

Pacific Publications.

Ride, S., et al (2011). Science-A Closer Look, 2nd Edition. (pp236-280) Manila Philippines:
Phoenix Publishing House.

Internet:

https://www.slideshare.net/cmmallari/simple-machines-12173815

https://www.britannica.com/technology/simple-machine/The-pulley#ref306826

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