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Posted by Shyle on 12:59 AM in
Lesson Guide in Science and Health IV
First Grading Period
I. Objective
A.  Explain how  the skeletal  system enables us to  move
B.  Demonstrate how the skeletal system enables us to move through making a model
C.   Tell how to be careful in order to protect the joints in the body
Value Integration: Carefulness
 
 



II. Subject-Matter
            Explaining on How  the Skeletal  System Enables Us to  Move
           
A. Science Concept: A joint is the point or part where two or more bones connect. There are two kinds of joint: immovable or fixed joint and movable joint.
                                   Movable joints are ball-and-socket joint, hinge joint, pivot joint.
B. Science Processes: Observing,  Communicating, Inferring
C. References: Science Spectrum 4, pp. 5-8, Rebecca R. Fallaria, Nenita A. Apolinario, Jesse D. Ronquillo, Into the Future: Science and Health 4, pp 6-8, Science for Daily Use 4, 6-7,PELC #1.4, p.1
D. Materials: Model of the skeletal system, chart
E. Strategy Used:   4 A’s Strategy

III. Procedures:
            A. Activities:
                        1. Singing of the action song, “Put Your Right Thumbs In”
2. a.    Divide the class into five. Let them perform activity 1.2 of p. 7 of Science Spectrum 4.
                         Activity # ____ – Observing Some Joints
 What You need: fresh (uncooked) chicken leg, knife
What To Do: 1. Examine a fresh (uncooked) chicken leg.
                        2. Move the chicken’s leg up and down.
                     3. Carefully remove the skin and muscles that cover the bones.  See  what is at the end of the muscle.
                     4. Look at the point where the bones meet. Examine the structure that connects the bones.
                     5. See if you can move the bones at the joints. Try to bend, straighten, and rotate them also.
                     6. Cut the structure that connects the bones.       
                             b. Let each group reporter to do the reporting after.
            B. Analysis:
                        1. (Singing of the action song)
                            a. What are the movements of your body you have done while singing?
     b. What can you say about the movements of your legs, hips, arms, hands and fingers?
     c. At what points can you move the bones?

                        2.  (Group Activity)
                            a. Do you notice the cordlike bands attached to the joint?
                            b. How it help the movement of the bones?
                            c. How are the moving bones joined?
                            d. How do the kind of joints relate to the movements?
                            c. Why can’t you bend and straighten the chicken’s leg, when you cut the bands?
            C. Abstraction:
1. Input: Discussion on the various joints, the location and the movements of the joints.
A joint is an area where one bone meets another bone.
1. Fixed joint or immovable joint, the bones are tightly held together such  that they cannot move.
2. Movable joints allow bones to move.
            a. A hinge joint allows forward and backward movements in only one plane.
            b. A pivot joint allows rotating motion.
            c. A ball-and-socket joint allows the great freedom of movement.

Ligaments a strong and fibrous tissues that hold together the bones at the joint.
Cartilage is an elastic and smooth layer that protects movable joints from wear and tear in several ways.
Synovial Fluid is a liquid that keeps the joints moist and lubricated.
 
 













-         How  are the bones of the skeletal system held together?
-         What are the kinds of joint and their movements?
-         Can you explain why the skeletal system enable us to move?
-         How important are the joints? ligaments, cartilage and synovial fluid?

Value Integration:  If one of our joint is weak, the whole body is affected. What would you do in order to protect all joints in our body?
            2. Generalization:  How do joints in the skeletal system enable us to move?
IV.           D. Application: (using rubric scoring guide)
a. Construct a model of a leg or arm by a hinge joint, using cardboard and round fastener. Demonstrate how it moves. Then explain how do joints in the skeletal system enable us to move.
            b. Rico and Niel were climbing on the guyabano tree. They wanted to get some fruits from it. Unfortunately, Rico was slipped on one of its small branches and fell down. He screamed for pain because his right leg was aching. What do you think happened to the joints of Rico’s leg?
V.             E. Enrichment Activities
                   Interview a physician or a nurse and find out why the amount of synovial fluid in the joint decreases.

                                                                        Prepared by:

                                                                        ROCHELL R. CABAHUG
                                                                        OCCES GT/SSES 4 Adviser 

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Posted by Shyle on 12:58 AM in
Lesson Guide in Science and Health IV
First Grading Period
I. Objective
A.  Discuss how the skeletal  protects  the internal  organs
B.  Demonstrate how the skeletal protects the internal organs
C.  Give the importance of doing regular exercise and eating calcium-rich food.

Value Integration:  Importance of doing regular exercise and eating calcium-rich food.
 
 



II. Subject-Matter
            Discussing How the Skeletal  Protects  the Internal  Organs
           
A. Science Concept: The function of some bones is to protect the delicate internal organs from injury. The skull protects the brain. The ribs protect the heart and lungs. The spinal column protects the spinal cord. The pelvic bones. guard the kidneys and other organs in the abdomen.
B. Science Processes: Observing,  Communicating, Inferring
C. References: Science Spectrum 4, pp. 11-12, Rebecca R. Fallaria, Nenita A. Apolinario, Jesse D. Ronquillo, Into the Future: Science and Health 4, pp 10-11, PELC #1.3, p.1
D. Materials: Enlarged picture of the different kinds of bones and some internal organs
E. Strategy Used:   4 A’s Strategy

III. Procedures:
            A. Activities:
1.  Let the pupils match the enlarged pictures of  some bones and internal organs.
2. a.    Divide the class into three. Let them perform activity 1.7 of pages 10-11 of Into the Future: Science and Health 4.

            Activity 1 – For Protection
 for group 1: You need: uncooked egg, transparent plastic container
            Procedures: 1. Put an uncooked egg inside a transparent plastic container. Cover it.      
                                 2. Slap the wall of the closed container with your palm.
for group 2: You need: Piece of cake, uncooked egg, small cage, small rubber ball
                        Procedures: 1. Put a piece of cake and an uncooked egg inside a small cage.
                                             2. Hit the cage with a small rubber ball several times.
for group 3: You need: ballpen with transparent body
                        Procedure: Let them observe it.                 
      b. Let each group reporter to do the reporting.


           
            B. Analysis:
                        1. (Matching bones and internal organs)
                            a. What internal organs were protected by skull, vertebrae, ribcage and pelvic girdle?
                            b. Why do the internal organs need protection from bones?
                        2.  (Group Activity)
                            a. 1. What happens to the egg inside the container?
                                 2. Why do you think it was not cracked or damaged?
                            b. 1. Why do the cake and egg inside the cage were not damaged?
                                 2. What gives it a protection?
                            c. 1. What is found inside the narrow tube?
                                 2. If the tube represents the backbone, what delicate body part is found in it?
                                 3. Which bones in the body serve a similar purpose as that of the plastic container?
                                 4. What is the function of these bones?
                                 5. What would happen if some vital parts of the human body were not protected by bones?
            C. Abstraction:
The function of some bones is to protect the delicate internal organs from injury. The skull protects the brain. The ribs protect the heart and lungs. The spinal column protects the spinal cord. The pelvic bones. guard the kidneys and other organs in the abdomen.

 
1. Input: Discussion on how the skeletal  protects  the internal  organs.





-         Why do we need to protect the internal organs?
-         What will happen if we will not take good care of our bones?
Value Integration:  What would be the best thing to do in order to have tough and strong bones to protect the human body?
            2. Generalization:  How do the skeletal  protects  the internal  organs?
IV.           D. Application: (using rubric scoring guide-essay)
                 a. State the major function of the bones.
                 b. Discuss this quote briefly, “The strong should support the weak.”
V.             E. Enrichment Activities
                   List the kind of joints and their movement.


                                                                                    Prepared by:

                                                                                    ROCHELL R. CABAHUG
                                                                                    OCCES GT/SSES 4 Adviser


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Posted by Shyle on 12:50 AM in
.Lesson Guide in Science and Health IV
First Grading Period
I. Objective
A.  Explain how parts  of the skeletal system  gives the body  form, shape and  support   
B.  Show how the skeletal system gives the body  form, shape and  support   
C.  State the importance of eating the right kind of food for stronger bones
Value Integration: Eat the right kind of food
 
 


II. Subject-Matter
            Explaining how parts  of the skeletal system  gives the body  form, shape and  support 
           
A. Science Concept: The skeleton is like a frame. It gives your body form, shape and support.
B. Science Processes: Observing,  Communicating, Inferring
C. References: Science Spectrum 4, pp. 9 -10, Rebecca R. Fallaria, Nenita A. Apolinario, Jesse D. Ronquillo, PELC #1.2, p.1
D. Materials: kite, mirror, video clip, LCD projector
E. Strategy Used:   4 A’s Strategy

III. Procedures:
            A. Activities:
                        1. Show to the pupils a kite. Let them observe it.
                        2. Call pupil- volunteer to look at himself  in the mirror.
                        3. Let the pupils face or look at one of their seatmates.
            B. Analysis:
                        1. (Observing a kite)
                            a. Have you ever made a kite?
                            b. What did you use as its frame?
                            c. Why do you think when it was finished, it has a shape similar to its frame?
                        2.  and 3. (Looking at the mirror/ seatmate)
                            a. Is your/his head round?
                            b. Are your/his arms and legs long?
                            c. Why can you say that your/his head is round?  arms and legs long?
            C. Abstraction:
1. Input: Discussion  on how parts  of the skeletal system  gives the body  form, shape and  support 
                 Do you know that the skeletal system is the framework of the human body?
The framework of your body is made up of rigid and strong materials called bones. The skeletal system gives your body form and shape. It provides body support.

-         Does each part of our body have shape?  Why?
-         Why do you think that the different parts of our body do not change location?
-         What are some bones that provide body support?
-         How do pelvic girdle, spinal column, sternum/breastbone, femur and shoulder girdle supports our body?

     Value Integration:  If our bones provide the form, shape and support to our body, what kind of food should  we need to eat in order to function them well in our body? Why?

     2. Generalization:  Why can you say that the parts of  the skeletal system  gives the body  form, shape and  support?

D. Application:
                 a. Explain how the skeletal system gives the body  form, shape and  support    (rubric scoring guide-essay)
                 b. You mother wanted to cook a “chicken lechon”  using the chicken meat only without the bones. So she got all the  bones from the whole chicken. Do you think the chicken has still a form and shape? Why?
(rubric scoring guide-essay)
E. Enrichment Activities
                   Discuss how the skeletal protects the internal organs.
                   1. skull                                        4. short and long bones
                   2. ribcage                                    5. vertebrae
                   3. pelvic girdle              
        

                                                                        Prepared by:

                                                                        ROCHELL R. CABAHUG
                                                                      OCCES GT/SSES 4 Adviser



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Posted by Shyle on 12:48 AM in
Lesson Exemplar in Science and Health IV
First Grading Period
I. Objective
            A. Identify some bones that make up the skeletal system and their function
            B. Label the some bones that make up the skeletal system
            C. Tell the importance of being a strong individual

Values:  Be strong.
 
                                             

II. Subject-Matter
            Identifying some bones that make up the skeletal system and their function


A. Science Concept: The human skeleton has two main parts namely the axial and appendicular skeleton.
     1. Axial skeleton is made up of the bones of the head(skull), backbone(vertebrae), and ribcage (thoracic basket).
     2. Appendicular skeleton includes all bones attached to the axial skeleton such as the bones of the arm and legs, collarbones, hipbones and shoulder bones.
B. Science Processes: Identifying, Communicating, Inferring
C. References: Science Spectrum 4, pp. 2 – 4, Rebecca R. Fallaria, Nenita A. Apolinario, Jesse D. Ronquillo, PELC #1.1.., p.1 https://www.youtube.com/watch?v=lzUNWeIJerg  
D. Materials: Model of the skeletal system, video clip, LCD projector
E. Strategy Used:   4 A’s Strategy

III. Procedures:
            A. Activities:
                        Singing of the action song: “My Bones” (optional)
( https://www.youtube.com/watch?v=Jpvuqj5nv6U)
                        1. Game “Simon Says”.
        Simon says is a game in which you obey an order only when it begins with "Simon Says". It can  be used also in teaching what bones are used to do an action.

        Instructions:
            a. Stand in a big circle.
            b. Choose a pupil to be the leader, aka Simon.
                                        c. Simon “then orders to do different actions, the funnier the better which must be obeyed only when the order begins with “Simon says”.
                   Example: “Simon Says” Raise your right hand, Sit Down, Walk  like   a   duck
                   d. When someone follows an order that does not begin with “Simon says”, he or she is out of the game.
             e. Repeat these instructions until the allocated time for the game is over.

                        2. Video Clip Showing       
                                    Let the learners view  the prepared video clip about the skeletal system.

            B. Analysis:            
            (Learner-learner Interaction.) Let the learners give/formulate  questions which will be answered by another learner. Then  (Teacher-Learner Interaction). These are the questions based on the activities given.
                        1.Game:         a. What are the different actions you did in your game?
b. What do you think are the bones involved in raising your   hand? sitting down? Walking?

2. Video Clip Showing:
            a. What does the skeletal system made of?
            b. How many bones does the skeletal system consist of?
                                    c. Where do human legs attached to?
                                    d. What bone houses the brain in bony box?
                                    e. What supports the other part of the body?
                                    f. Where do human arms attached to?
                                    g. Why do you think bones are important to our body?
C. Abstraction
1. Input: Discuss the bones that made up the skeletal system showing the model of a skeletal system.
             What are some bones that make up the human skeletal system?
             What is the function of each bone?
             Can a man stand, sit and lie down without one of the bones?
                                      What do you think will happen to our body if one of our bones is not present?
Value Integration: (The skeleton is the framework of the body in some ways as population is the framework of a nation.)
Why do you think that an individual that composes the nation must be strong?

2. Generalization: What bone supports you in raising your arms, nodding your head, walking, running and bending your waist?

D. Application

a.    Directions:     Identify some bones that make up the skeletal system by labelling the figure below. Write your answer on the boxes provided.
                                                                                   


b. Directions: Read the situation below. Then answer the question that follow.

Your father is  the Secretary of the Sangguniang Panlunsod. He drives his motorcycle every morning and afternoon going to the office. What advice could you give to him in order to protect his bones and to maintain the strong framework of his body?

V. Encrichment Activity:

            Name the different kinds of joints and its function.

                                                                                                            Prepared by:



                                                                                                            ROCHELL R. CABAHUG
                                                                                                                GT/SSES 4 –Adviser
                                                                                                Oroquieta City Central Elementary School

 APPROVED:


LORIE O. LLAGAS
   Education Program Supervisor
 Elementary Science






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