Africa's Plea By: Roland Tombekai Dempster

I am not you-

But you will not

Give me a chance

Will not let me be me

If I were you;

But you know

I am not you,

Yet you will not

Let me be me.

You meddle, interfere

In my affairs

As if they were yours

And you were me.

You are unfair, unwise,

Foolish to think

That I can be you,

Talk, act and think like you.

God made me, me.

He made you, you.

For God’s sake

Let me be me.

A Detailed Lesson Plan in Science (Kinder Two)

I.            Learning Objective

At the end of the lesson, the pupil should able to identify the three states of matter

II.         Subject Matter

Topic: Matter

Reference: Experiencing Science level Two by Rovelina Franco Detoyato P.

Values Integration:

Materials: Pictures, Concrete Materials, chart, graphic organizer

III.       Strategies/ Procedure

A.   Preparatory Activity

1.   Greetings

2.   Prayer

Guardian Angel

Angel of God,

my Guardian dear,

to whom His love commits me here,

ever this day (or night) be at my side,

 to light and guard,

 to rule and guide.

Amen.

3.   Checking Attendance

B.   Developmental Activity

1.   Motivation

Teachers Activity	Student Activity
Children before we start our lesson for the day?  I have here an activity let’s call this as “find a word” which is related to our lesson for today, all you to do is fine the word that is stated on the chart Who wants to try? Yes! Juan Who else? Yes! Maria Another Yes! Ana alright very good let’s give yourself a WOW CLAP…

1.   Melt

2.   Mix

3.   Change

4.   Atom

5.   Phase

6.   mass

P	M	E	L	T	E
H	I	A	V	G	A
A	X	T	N	H	R
S	E	A	T	O	M
E	H	T	O	T	E
C	M	A	S	S	T

2.   Presentation

Teachers Activity

Pupils Activity

Ok children we are now in the new chapter, unit three entitled Physical Science To start our lesson for the day,  I want you to look around, try to see all the things that will capture your beautiful eyes Are you done? Ok now, what have you seen? What are the things that you see in this room? Yes! Juan Ok very good! Another Yes! Maria Alright! Very good What else? Yes! Joseph Aha! Very good Ok now, all that you have said is a form of MATTER Matter can be a form of solid, liquid or gas For us to understand what is this all about I have here some example of materials What is this class? Ok What about this? Alright This one And this Alright, all of this things are called SOLID Why solid? Try to look it again Does it have definite shape? Ok Can we see them with our naked eyes? Alright Can we hold them? Very good! Now, I have here another example What are these children? Alright! This one And this Ok very good! All of this things are called LIQUID Why liquid? Does it have definite shape? Why? Where did they get their shape? Alright! From the  container Can we see them? Ok very good! Can we hold them? Why? Yes, because liquid just penetrate, we can only touch but we cannot hold it So I have here another example What is this class? Aha What about this? Alright! This one And this one? Alright, all of this things are called GAS Why? What do you think? Alright, they take their shape from the container Can we see gas? Yes, but we can feel gas through the air  we breathe around us Did you understand? Can you now identify solid, liquid or gas? Ok very good So now I have here an activity sheet, all you have to do is to color it accordingly, red for solid, blue for liquid and yellow for gas Did you get it? Ok I’ll give to you now and I will give you five (5) minutes to do it Are you done? Let me see if you colored it correctly Alright very good! So it seems that you can now identify solid ,liquid and gas

3.   Generalization

Teachers Activity	Pupils Activity
Now class, what did you did learn today? What did we discuss? Ok using this diagram can you tell what we did today? Yes Juan Alright very good Let’s give him a Baguio Clap… Another Who wants to try? yes Maria Alright very good Let’s give her a Rain Clap…

C.   Application

Teachers Activity
Alright! It seems that you can already identify the state of matter, I have here a pictures, all you have to do is to paste it on the board whether it’s solid, liquid or gas Did you get children? Alright, who wants to try? Yes! Ana Yes! Juan Yes! Maria Etc… Alright let’s check your answers, very well! All of you got the correct answer, give yourself a Bubble Clap

D.   Evaluation

Teachers Activity
So are you ready for the quiz now? Ok get a sheet of paper, I’ll show you some materials and All you have to do is to write whether it’s solid, liquid or gas Did you get it? Alright So no. 1  No.2 No.3 No.4 No.5

Answers:

1.

2.

3.

4.

5.

IV.        Assignment/ Agreement

For your assignment please study pages 127-130 and be ready for the next lesson…

Good by class!

A Detailed Lesson Plan in Science IV

I.            Objectives

At the end of the lesson, pupils are expected to:

a.    Define mixture

b.    Differentiate homogeneous from heterogeneous mixture

c.    Appreciate their own identity

d.   Participate actively in class discussion

II.         Subject matter

Topic: Mixtures

Reference: Science for active learning 4 by Lilia G. Vengco, pages 128-143

Science Link 4 by Fides P. Balatbat, pages 198-201

Materials: charts, concrete materials

III.       Procedure

A.   Preliminary activity

Teachers Activity

Student Activity

1.   Energizer I have here a song entitled “Old Mac Donald” I’ll sing it first then afterwards we will sing it all together. It goes like this “Old Mac Donald” Old MacDonald had a farm, Ee i ee i oh! And on that farm he had some chickens, Ee i ee i oh! With a cluck-cluck here, And a cluck-cluck there Here a cluck, there a cluck, Everywhere a cluck-cluck Old MacDonald had a farm Ee i ee i oh! 2.   Review Last time you have discussed about seed germination, now let’s move on to our new lesson but before that let’s have first the activity that I have prepared. I have here papers with numbers at the top and letters at the bottom.  I need volunteers to arrange the numbers from highest to lowest to from the word from the letters. 2 4 5 3 6 8 7 9 s r u e t i x m

B.   Presentation

Teachers Activity

Pupils Activity

What word was formed? What do you think is our lesson for the day? I have here one empty container and some ingredients of halo-halo (sliced banana, black mungo beans and sago) Let’s put the ingredients together in an empty container. What do you observe? Can you give other term for combine? What do you call if substance that are put or mix together? Can you give the definition of mixtures based from your observation on what I’ve presented you a while ago? Mixtures are combination of two or more than one substances. The substances in a mixture retain their characteristics and properties Try to look on the example that I’ve presented a while ago. Are there any changes happened to any of the ingredients? The banana is still banana, same goes with other ingredients. They are only physically combined but not chemically. Physical combination implies that the substances do not undergo changes Mixtures maybe classified into two, what are they? I have here two containers that contain water. I’ll put a marble to one of the container and powdered juice to the other container. Then let’s mix it. What have you noticed on the first container? Can you still see the marble separately from the water? Are the materials uniform in appearance with each other? So the materials are still distinguishable. What makes once material different from the other? How many phases are there in the first container? If you mixed one material with the other and the original material can still be distinguishable and has a phases this kind of mixture as called heterogeneous What have you observed on the second container? Can you still see the powdered juice separately from the water? So the materials can’t be identified anymore. What phase is the powdered juice before we have mixed it with the water? How many phases are there on the second container? What is this phase? When we are talking about mixture we are not only pertaining to liquid or solid materials we can also use gas for example air To which classification of mixture does air belong? That’s correct because we can’t identify the elements in the air Air has oxygen right? Can you identify the oxygen in the air? So air belongs to homogeneous

C.   Discussion

Teachers Activity

Student activity

What are mixtures? What are the two classifications of mixtures? When can we say that a mixture is a heterogeneous? What else? How many phases are there If the mixture is heterogeneous? Can you give examples of heterogeneous? Are materials or substances in a fruit salad still distinguishable after you mix it? When can we say that a mixture is homogeneous? What else? How many phases are there if the mixture is homogeneous? Can you give examples of homogeneous mixtures?

D.   Generalization

Let’s sum up what we have discussed; I have here a graphic organizer. All you need to do is to provide the details for each box.

E.   Application

Teacher activity

Pupils activity

Mixtures can’t only be applied to substances it can also be applied to us human, for example is the classroom we are the materials that are mix together in a container which is the classroom and after we have mixed, can you still identify your friends? What do you call that kind of mixture? How about if twins are put together, can you still identify who is your friend? You can’t identify because they have the same characteristics unless you have the sign like one has a mole. What kind of mixture is that? How will you value your identity?

F.   Evaluation

Identify the following whether they are homogeneous or they are heterogeneous mixtures

1.   orange

2.   alcohol

3.   fruit salad

4.   air

5.   chicken noodle soup

Answers:

1.   homogeneous

2.   homogeneous

3.   heterogeneous

4.   homogeneous

5.   heterogeneous

G.   Assignment

Study about types of mixtures on pages 132-133