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SCIENCE AND HEALTH VI
Date: ____________
I.
OBJECTIVE:
 Identify the force that pulls an object from the circle
Values: Awareness
II. SUBJECT MATTER:
Topic – Moving in Circles
A. Science Concept/Idea:
 Centripetal force is the real force that acts radially inward or toward the central point.
B. Science Processes:
Differentiating centripetal force from centrifugal force
C. Materials:
Mango or avocado strips, blender or egg beater
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
What factors cause acceleration of moving objects?
B. Developmental Activities:
1. Motivation:
 Do you know how washing machine works? It washes, rinses and spins the clothes?
 Why do think this happen?
2. Presentation:
 Do activity 5.4 Circular Motion in Appliances
3. Discussion/Analysis:
 What kind of motion did you observe in the blender?
4. Concept Formation/Generalization:
What is the force that acts radially inward on a spinning object in a circular path?
5. Application:
Observe/imagine a ceiling fan with its blades rotating or moving in a circle. Which is the
center of the circle? What enables the blades to continue moving in a circle than fly off?
IV. EVALUATION:
Choose the letter of the correct answer:
1. Which home appliance demonstrates centripetal force?
a. gas stove
c. washing machine
b. television set
d. electronic organ
2. Why are some parts of the egg thrown to the sides of the bowl when the egg is being mixed?
a. because of the centripetal force
c. because of the force exerted by the person
b. because of the inertia
d. both a and c
V. ASSIGNMENT:
1. What is centrifugal force?
2. What is centripetal force?
3. Find out how centripetal and centrifugal forces keep a satellite orbiting around earth.
SCIENCE AND HEALTH VI
Date: ____________
I.
OBJECTIVE:
 Demonstrate how objects move in circular motion.
Values: Alertness
II. SUBJECT MATTER:
Topic – Moving in Circles
A. Science Concept/Idea:
 The velocity of a spinning object continuously changes because its direction is an changing
all the time.
B. Science Processes:
Observing the effect of direction on the velocity of a spinning object
C. Materials:
A washer tied at one end of a band or a one-meter string
References:
Into the Future, pp. 190-192
Science and Health VI pp. 185-186
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of ASSIGNMENT:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:
Do you know how little David killed giant Goliath?
What lesson can be derived from the story?
2. Presentation:
 Do Activity 5.5 Another Force
3. Discussion/Analysis:
 What happens to the velocity of the whirling washer when you shortened the string?
4. Application:
Why can the planets revolve around the sun without falling out of their orbits?
IV. EVALUATION:
Answer the following:
_______ 1. The _________ draws object moving in a circle away from the center.
_______ 2. The _________ pulls an object moving in a circle towards the center.
_______ 3. Both forces are of _______ equal strength and
V. ASSIGNMENT:
Why does a cyclist who is turning at a sharp curve lean his bicycle and his body toward the
center?
SCIENCE AND HEALTH VI
Date: ____________
I.
OBJECTIVE:
 Identify the layers of the earth
Values: Be scientific
II. SUBJECT MATTER:
Topic – The Earth’s Surface
A. Science Concept/Idea:
 Earth’s layers are the crust, the mantle and the core.
B. Science Processes:
Identification, observation
C. Materials:
Hard-boiled egg, diagram showing the earth’s layer
References:
Into the Future, pp. 127-129
Science and Health VI pp. 194
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignments:
What is the difference between centripetal and centrifugal force?
B. Developmental Activities:
1. Motivation:
 Review the components of the earth’s surface by showing a globe. Ask them to identify
the bluish part of the globe and multi-colored portions. Point out the oceans and the
continents.
2. Presentation:
 The earth is sometimes compared to an egg. Can you tell why?
 Do Activity 6.1 Layers of the Earth
 Identify the layers of the cross-section of the hard-boiled egg.
 Identify the layers of the earth’s interior by means of a diagram.
3. Discussion/Analysis:
a. What are the layers of the earth?
b. What is the innermost layer of the earth?
4. Concept Formation/Generalization:
Name the earth’s layer.
5. Application:
Why do you think is important to know what is beneath the earth’s surface?
IV. EVALUATION:
Fill in the blank
_______ 1 -3 The layers of the solid earth.
_______ 4. It is the outermost layer.
_______ 5. It is beneath the crust.
V. ASSIGNMENT:
Draw a model of the earth’s interior. Label the parts.
SCIENCE AND HEALTH VI
Date: ____________
I.
OBJECTIVE:
 Describe each layer of the earth.
Values: Be knowledgeable
II. SUBJECT MATTER:
Topic – The Earth’s Surface
A. Science Concept/Idea:
 The crust is the outermost layer of the earth composed of a variety of loose solid rocks, like a
skin of igneous, sedimentary and metamorphic rocks.
 The mantle which lies beneath the crust is composed of solid rocks and hot molten rocks.
B. Science Processes:
Description, Inference
C. Materials:
Picture of the Earth’s Interior
References:
Into the Future, pp. 196-198
Teacher’s Manual, pp. 127-129
III. PROCEDURE:
A. Preparatory Activities:
1. Review/Checking of Assignment
What is the outermost layer of the earth? What is the innermost layer of the earth?
B. Developmental Activities:
1. Motivation:
Miners and oil drillers have drilled into the earth but none of them has dug deeper than a
few thousand meters. If you are one of those, what will you do?
2. Presentation:
 Show illustration of the earth’s interior.
 Scientists have investigate the different layers of the earth through core drilling, analysis
of volcanic materials and earthquake waves.
 Pupils describe the layers of the earth by means of an illustration.
3. Discussion/Analysis:
a. What is the earth’s crust consists of?
b. What is the layer beneath the crust?
4. Concept Formation/Generalization:
How can you describe the structure of the earth’s interior, like crust, mantle core?
5. Application:
Why do you think it is important to know the layers of the earth or what is beneath the
earth’s surface?
IV. EVALUATION:
Fill in the blanks.
1. ___________ the two metals of which.
2. ___________ both the outer and inner core are made of.
3. ___________ are the two most.
V. ASSIGNMENT:
1. Find out why the earth’s interior is very hot.
2. Find out why scientists were able to arrive at the distinct layers of the earth.
SCIENCE AND HEALTH VI
Date: ____________
I.
OBJECTIVE:
 Infer how the movement of the earth’s crust cause changes in the environment.
Values: Cooperation, Working harmoniously
II. SUBJECT MATTER:
Topic – Movements in the Earth’s Crust
A. Science Concept/Idea:
 The earth’s crust consist of rocky plates which form the basis of continents and ocean floors.
 The seven crustal plates of the Earth are Eurasian Place, Pacific Plates, African Plate, Indian
Plate, Australian Plate, North American Plate and South American Plate.
B. Science Processes:
Observing, inferring, identifying
C. Materials:
Globe or map, pictures of interesting land forms; two towels, pie crust
References:
Into the Future, pp. 199-200
The Science Connection 6 pp. 211-213
III. PROCEDURE:
A. Preparatory Activities:
1. Review:
Name the three main layers of the earth’s interior. Ask the pupils to label the layer as to
its color, thickness and composition.
B. Developmental Activities:
1. Motivation:
Show pictures of interesting landform. Is the earth’s surface flat? What are the different
landforms found in it? how do you think these different land forms came about?
2. Presentation:
Activities:
1. Let the pupils read orally textbook page 199-200 about eh moving crust of the earth.
2. Divide the class into two groups
Group I
Perform Activity 6.2 (Into the Future p. 109)
Group II
Perform Activity – Simulating a Crustal Movement – The Science Connection 6 p. 211
a. What happens to the towels as they are pushed from opposite ends?
b. Compare the lengths of the towels before and after pushing.
3. Concept Formation:

What are the seven crustal plates of the Earth?
4. Application:
On which plate is Philippines situated? In what direction is it moving?
IV. EVALUATION:
Choose the letter of the correct answer:
1. The Philippine is situated in the
a. Eurasian Plate
b. Indian – Australian Plate
c. African Plate
d. Pacific Plate
2. The Plate Tectonics Theory states that
a. crustal plates are in constant drifting movement
b. the continents are forming into one large land mass
c. earthquakes cause the movement of crustal plates
d. bodies of water are slowly disappearing
V. ASSIGNMENT:
Differentiate, by means of drawing, between a fold and fault.