SCIENCE 4 3rd Rating

October 27, 2014
Monday
SCIENCE IV
2:40-3:40
I. OBJECTIVE:
Conclude whether fire is an enemy or a friend.
Enumerate the hazards and usefulness of fire.
Values:
Fire is believed to be both a friend and an enemy. It is a friend when it bring good to you;
and it is an enemy, when it harms you
II. SUBJECT MATTER:

Energy (Fire, an enemy or a friend?)
A. Science Concepts/Ideas:
Fire is said to be an enemy and a friend.
Usefulness of Fire:
1. Provides processes for modifying materials.
2. Encourages a settled mode of life.
3. Increases the range of digestible foodstuff.
4. Improves industrial processes.
Hazard of Fire:
1. Damages our property.
2. Ends man's life.
B. Science Processes:
Observing inferring and communicating
C. Materials:
Candle , match
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.166
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz, et.al., p.57
III. PROCEDURE:
A. Preparatory Activities:
Review
How does heat travel?
Checking of Assignment:
Motivation:
Teacher shows a lighted candle and asks the pupils the following questions:
1. What are these materials?
2. What is produced in a lighted candle?
B. Developmental Activities:
1. Presentation:
1. Relate fire motivation to the lesson.
2. Do you think fire is a friend or an enemy?
3. Groupings of the children.
4. Pupils will list down the uses and hazards of fire for 5 minutes.
5. Reporting follows.
C. Concept Formation:
1. Teacher appreciates and comments the reactions of the children.
2. Teacher gives additional information about the uses and hazards of fire.
D. Generalization:
Is fire a friend or an enemy? Why do you say so?
E. Application:
What do you need to do in order to always say that fire is a friend to us?
IV. EVALUATION:
Answer the following questions briefly:
1. While cooking rice, you saw your favorite movie star on T.V. who seldom appears on shows. You
want to watch him. What will you do if this is the case?
2. What makes fire an enemy?
V. ASSIGNMENT:
Make a slogan about fire as a friend and an enemy.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe a fire alarm.
Values:
Carelessness and negligence are the most causes of fire. Always be careful.
II. SUBJECT MATTER:

Energy (How does a fire alarm work?)
Fire alarm is a bimetallic switch that turns an alarm on when it senses a strong heat.
Describing inferring and communicating
C. Materials:
Fire alarm
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.58
III. PROCEDURE:
Review
Describe fire. Is it useful or harmful to men?
Display your slogan on the board. Reading of the slogan. Reactions follow
Motivation:
If for example, you would like to wake up at exactly 5 o'clock in the morning. What are
the ways you can do?
B. Presentation:
1. Relate the motivation to the lesson.
2. Teacher shows the fire alarm.
3. Asks the pupils what science equipment is shown. Let the pupils guess the answer.
4. Let the pupils identify each part of the fire alarm.
1. Pupils display their work.
2. Teacher reacts on the pupil's work.
3. Teacher gives additional information regarding the topic.
D. Generalization:
How does a fire alarm work?
E. Application:
What places need fire alarms?
IV. EVALUATION:
Write the correct answer on the blank.
_______ 1. 2 Causes of fire
_______ 3.
It is made up of bimetallic switch that turns an signal when it senses a strong heat.
_______ 4.
In the improvised fire alarm, what is used that serves as the heat sensitive bimetallic
switch?
_______ 5.
Where is the toy gun connected?
V. ASSIGNMENT:
Group project. Make an improvised fire alarm.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
List down safety precautions in using fire.
Values:
Prevention is better than cure, The hazards of fire can not be underestimated. So why not
prevent it from happening by applying all precautionary mearuses.
II. SUBJECT MATTER:

Energy (Precautionary' measures in using fire.)
Precautionary measures in using fire.
1. Do not leave a lighted fuel like candle unattended,
2. Always check whether the gas stove is properly closed.
Describing, inferring and communicating
C. Materials:
Chart, matches, candles
References:
III. PROCEDURE:
Review
What is a fire alarm?
Motivation:
Listen to this news (Teacher asks somebody to read a news about fire.)
B. Presentation:
1. Relate the motivation to the lesson 2.
3. Let the group list down precautionary measures as many as they can within 8 minutes.
4. Pupils work properly, doing procedure in doing the activity.
1. Pupils display their work
2. Teacher reacts on the pupils work.
3. Pupils react/defend their work
D. Generalization:
What are the ways you can do to prevent fire?
E. Application:
Which of the following precautionary measures do you usually uses?
IV. EVALUATION:
Answers the following questions briefly.
______ 1. Leave the lighted cigarette in the ashtray.
______ 2. Put off the lighted candle before going to sleep.
______ 3. Leave the stove while cooking.
V. ASSIGNMENT:
Make a skit about the topic for today and present tomorrow.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describes fuels
Values:
Always use fuels carefully and properly.
II. SUBJECT MATTER:

Energy (Fuels)
A fuel is any material that liberates heat when it reacts with oxygen.
The most important of the fuel materials are the compound of carbon, hydrogen, and oxygen
that form the bulk of the mineral fuels, example coal.
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too.
References:
III. PROCEDURE:
Review
How can we prevent fire?
Motivation:
What are the things you can see at home which give heat and fire?
B. Presentation:
2. Groupings of the children
3. Let each group draw different fuels after explaining to them what fuels are.
D. Generalization:
What are fuels?
E. Application:
In evening of your birthday party, there is sudden brown out in you place. What fuel are you
going to use?
IV. EVALUATION:
Answer the following questions briefly.
1. Are fuels important? Why?
2. List down 5 examples of fuels which we commonly use.
V. ASSIGNMENT:
Bring at least 3 examples of fuels in the class tomorrow.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Name some characteristics of fuels.
Values:
Always use fuels carefully and properly
II. SUBJECT MATTER:

Energy (Characteristics of Fuels)
Characteristics of fuels
1. It must be cheap.
2. It must be readily obtainable.
3. It must be burn easily.
4. It must be high calorie.
5. It must be safe for common use.
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too
References:
III. PROCEDURE:
A. Preparatory Activity:
Review
Give some examples of fuels?
Motivation:
Do you just use any type of fuels? Why?
B. Presentation:
3. Let each group draw different fuels after explaining to them what fuels are.
D. Generalization:
What are the characteristic of a good fuel?
E. Application:
From the discussion, do you just use any type of fuel? Among the various characteristics of
fuels, which do you think is the most important to consider?
IV. EVALUATION:
List down examples of fuels and write their characteristics.
V. ASSIGNMENT:
Draw 3 examples of good fuels.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Practice safety precautions in using fuel/fire
Values:
Always use fuels carefully and properly
II. SUBJECT MATTER:

Energy (Safety precautions in using fuels)
Safety .precautions should be followed in using fire/fuel to avoid fire accident.

Describing, inferring and communicating
C. Materials:
Picture of LPG (gas stove), charcoal, other examples of real fuels and pictures, too.
References:
III. PROCEDURE:
Review
What are the characteristic of a good fuel?
Motivation:
Have you heard from the radio that houses were burned and some persons died because
of LPG explosions? How can you prevent fire using fuels like LPG?
B. Presentation:
3. Let the children identify the materials.
4. Teacher explains the procedures.
5. Setting-up of standards for the activity.
Show a picture of LPG stove.
Let them discuss the common causes of fire accidents in using LPG.
Share some experiences or give some examples of fire accidents from LPG stove.
What are the safety precautions in using LPG?
Discussion:
1. Let the group reporters tell their observations in the class.
2. Why are gaseous fuel (LPG) dangerous to use if not properly handled.
D. Generalization:
What are the different safety precautions to be observed in using fuels? Fire?
E. Application:
How will you know that there's leak in your LPG? What is the best thing to do in case of
gas leak?
IV. EVALUATION:
Check the blank if the following situation is correct and cross it out if it is not correct.
_______ 1. Amy saw that fire is coming out of the hose of their LPG, she threw water to put nut
fire.
_______ 2. Mother keeps matches and flammable materials out of reach of children.
_______ 3. Lito always sees to it that petroleum products are in safe containers.
V. ASSIGNMENT:
Make a list of safety precautions in using fuel/fire. Write them on a cardboard.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Identify the -conditions necessary to produce fire.
Values:
Be careful in using fire at all times.
II. SUBJECT MATTER:

Energy (Conditions Necessary to Produce Fire)
Fuel, oxygen and kindling temperature are needed to start a fire.
C. Materials:
Wood, charcoal, other examples of real fuels and pictures, too
References:
III. PROCEDURE:
Review
What are the proper ways of using fuels?
Motivation:
Teacher shows the picture of two ancient people who are rubbing two sticks. Teacher asks
the following questions:
1. What do you see in the picture?
2. What are the sticks for?
B. Presentation:
3. Let each group observe and answer the activity by following the procedures.
E. Generalization:
What are the conditions necessary to produce fire?
F. Application:
Listen to the news about the ozone disco tragedy. It is all about a hazard of fire.
What are the things that caused the fire in the said disco house?
IV. EVALUATION
List down three factors needed to start a fire:
V. ASSIGNMENT:
Read newspaper reports about recent fires. Find out the cause.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Identify the conditions necessary to put out fire.
Values:
Always remember all the means you I can do in order to protect your home and community
from the hazards of fire.
II. SUBJECT MATTER:

Energy (Conditions Necessary to Put Out Fire)
Ways on how to put out fire:
1. Remove oxygen.
2. Prevent the material from combining with oxygen, by covering the burning material so
that air or oxygen is not fed into it.
3. Raising the kindling point, by cooling the material. Examples throwing water.
4. Use fire extinguisher.
5. Dropping of water using the helicopter in case of Forests Fire.
Fire Extinguisher - is a device which consists of a dry chemical and a gas under pressure
that acts as the expelling agent.
C. Materials:
Pictures, film about fire
References:
III. PROCEDURE:
Review
What are the conditions needed in order to produce fire?
Few children will read the news they have gathered regarding fire.
Motivation:
Teacher shows the picture about fire.
Teacher asks the following questions:
1. What do you see in the picture?
2. Children will react on the picture or the video they have seen
B. Presentation:
3. Let the children list down ways on how they put out fire.
1. Group leaders will report.
2. Teacher explains the parts of the fire extinguisher and asks the pupils how they on use it
properly.
3. Children will demonstrate how to use a fire extinguisher.
D. Generalization:
What are the conditions necessary to put out fire?
E. Application:
For instance, you are cooking and all of a sudden the cooking oil in your pan produces a big
flame. What are you going to do?
IV. EVALUATION:
Write a short reaction on the following situations.
1. People always advise us to stay calm and do not panic when we experience tragedy like fire.
Are you going to follow the advice or not? Why?
V. ASSIGNMENT:
Answer the questions briefly.
1. What do you notice when the month of March comes? Are there any announcements or news
that make the month of March different from the other months?
2. If you are living in a house surrounded by a field of tall grasses and shrubs, what are the ways
you can suggest to prevent fire when the leaves and grasses become dry?
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Identify the physical characteristics of the Earth
Values:
The Earth is the planet on which we live. Let us be thankful to God always for a
perfect and beautiful home we have.
II. SUBJECT MATTER:

Energy (Physical Characteristics of Earth.)
Physical Characteristics of Earth
1. Form and Composition = the Earth has an oblate spheroid shape. It is made up of
structures like the lithosphere (land), hydrosphere (water) and atmosphere (air).
2. Gravity = is the force that pulls objects on or near the Earth towards its center.
3. Mass = the mass of the Earth is about 6,000 billion, billion, tons.
4. Density = the Earth varies in density from a referred region toward the top of the
atmosphere to an extremely dense region in the center.
C. Materials:
Globe
References:
III. PROCEDURE:
Review
What are the means of putting out fire?
Motivation:
Teacher uses the mystery box wherein inside it is a small globe. Each pupil peeps on the
box and tells what is inside the mystery box.
B. Presentation:
3. Let the children observe the globe.
4. Each group member will describe the Earth through its model.
2. Teacher explains the characteristics of the Earth.
D. Generalization:
Describe the physical characteristics of the Earth.
E. Application:
If you can choose what planet you can live on, will you still choose the Earth? Why?
The class may sing the song "It's A Small World"
IV. EVALUATION:
Write the answer on the blank.
_____ 1. The shape of the Earth.
_____ 2. The land part of the Earth.
_____ 3. The air structure of the Earth.
_____ 4. It is a force that pulls objects to the center of the Earth.
_____ 5. The third planet in the solar system.
V. ASSIGNMENT:
Describe the Earth through a poem.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Explain how soil is formed.
Values:
We must value the soil as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:

Earth and Erosion (Formation of Soil)
Soil = is a mixture or combination of mineral matter (disintegrated and decomposed rock) and
inorganic matter (remains of plant and animal life), water and air. Fertile soil contains much
humus and minerals.
Rock fragments of various sizes = cover most of the Earth's land surface. As rocks become
exposed, they are disintegrated by the mechanical and chemical elements of atmosphere.
Describing, observing, inferring and communicating
C. Materials:
A jar of soil, rocks, dried leaves, water
References:
Science and Health for a Changing Environment - by Estrellita S. Dela Cruz; et.al., p.88-89
III. PROCEDURE:
Review
Describe the earth.
Motivation:
Teacher shows the plastic Jar, which is transparent. Teacher asks the pupils:
1. What is inside the jar?
2. Who can describe it?
B. Presentation:
3. Let the children to the activity, quietly and properly.
2. Teacher explains the formation of soil in detail.
D. Generalization:
How does the soil form?
E. Application:
If it rains for almost a week, what can you say about the soil? Is rain a factor that affects soil
formation?
IV. EVALUATION:
Encircle the letter of the correct answer.
1. It is a combination of mineral matter and organic matter, water and air.
a. Carbon
b. Plant
c. Soil Nutrient
2. Why do rocks become disintegrated?
a. because they are exposed
b. because they are kept in oceans
c. because of erosion only
d. because of water only
V. ASSIGNMENT:
Read about the soil profile
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe the soil profile.
Values:
We must value the soil, as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:

Earth and Erosion (Soil Profile)
A soil profile is made up of layers or horizons- the topsoil, subsoil and the parent material. Mature soils have distinct or well-developed layers,
C. Materials:
A jar of soil, rocks, picture of a soil profile
References:
III. PROCEDURE:
Review
How does the soil form?
Motivation:
Teacher shows a picture of a tree-layered cake.
Pupils describe the picture.
B. Presentation:
2. Group the children
3. Let the children do the activity, quietly and properly
2. Teacher explains the formation of soil in detail.
D. Generalization:
Differentiate the layers of the soil.
E. Application:
If you are going to plant in a clay pot, what part of the soil will use? Why?
IV. EVALUATION:
Write the correct answer on the blank
_____1. The uppermost part of the soil.
_____2. Horizon of the soil which contains hums.
V. ASSIGNMENT:
Draw the soil profile on piece of bond paper.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Discuss the importance of soil.
Values:
We must vale the soil, as we value other natural resources here on our planet Earth.
II. SUBJECT MATTER:

Earth and Erosion (The Importance of Soil)
Importance of soil
a. Most planet grows from soil.
b. It provides clues to the environment in which it was originally formed.
c. It is a source of valuable material deposits.
C. Materials:
A jar of soil, a profile of the soil
References:
III. PROCEDURE:
Review
Describe the soil profile?
Motivation:
Teacher asks the pupils where they usually see plants.
B. Presentation:
3. Let the children to the activity quietly and properly.
2. Teacher discuss the importance of the soil which are not pointed out by the reporters.
D. Generalization:
Why is soil important?
E. Application:
If you were a miner, what mineral would you like to find? Where will you look for it?
Do you value the soil?
IV. EVALUATION:
Discuss the importance of the soil briefly.
V. ASSIGNMENT:
Write at least 10 things we can have from the soil.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Differentiate erosion and deposition.
Values:
While there are forces of erosion that destroy the soil, we must be more alert of the
effects of these forces.
II. SUBJECT MATTER:

Earth and Erosion (Causes of Erosion and Deposition)
Erosion = refers to the transportation of rocks and soil agents as water, wind, ice, gravity,
chemicals, animals, and men.
Deposition = refers to the dropping of weathered and eroded materials somewhere else,
creating new land forms and changing landscapes. This can occur rapidly or over a long
period of time.
C. Materials:
A picture of an eroded place.
References:
III. PROCEDURE:
Review
Why is soil important?
Motivation:
Teacher shows the picture of an eroded place. Children describe the picture.
B. Presentation:
2. Teacher discusses the importance of the soil which are not pointed out by the reporters.
D. Generalization:
What are the causes of erosion and deposition?
E. Application:
If men are one of the causes of erosion and deposition, name men's activity that cause these
factors.
IV. EVALUATION:
List down the causes of erosion and deposition.
V. ASSIGNMENT:
Bring the following materials tomorrow:
1. rectangular pans with soil
2. old newspaper
3. sprinkler
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Demonstrate how water cause soil erosion.
Values:
The erosion of the soil due to water is not only changing the landscape; it is more
importantly changing the quality of our lands.
II. SUBJECT MATTER:

Earth and Erosion (How water causes soil erosion)
Water - is the most significant agent of erosion.
Groundwater - the water that sinks into the ground.
Surface Water - water the does not sink.
C. Materials:
Pictures of the various types of water, rectangular pans with soil, sprinkler, water
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.172-173
III. PROCEDURE:
Review
What are the causes of erosion?
Motivation:
Teachers show the different types of water. Children identify them.
B. Presentation:
2. Teacher discusses how does water erode the soil.
D. Generalization:
How does water erode the soil?
E. Application:
What do you think will happen to our soil if it will rain for a dew days?
IV. EVALUATION:
Encircle the best answer:
1. Which can cause much erosion?

a.
b.
c.
2. Under which condition will there be more soil erosion?
a.
b.
c.
V. ASSIGNMENT:
Go around your house. Make a list of places or parts in your yard which show the bad effects of
erosion cause by running or flowing water.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe how wind causes soil erosion.
Values:
A proud arrogant, and self-conceited person is like a wind. He can erode a beautiful
friendship.
II. SUBJECT MATTER:

Earth and Erosion (How wind causes soil erosion)
Wind is an agent of erosion
C. Materials:
Rectangular pans with soil, cardboard, grass
References:
III. PROCEDURE:
Review
How does water erode the soil?
Motivation:
Teachers ask the pupils.
How is your experience walking on the street during windy days?
B. Presentation:
2. Group the children into 3 groups
2. Teacher discusses how does wind causes erosion.
D. Generalization:
How does wind erode the soil?
E. Application:
Tell how soil is being carried from the place to place by wind.
IV. EVALUATION:
On a clean sheet of paper, explain how wind causes erosion.
V. ASSIGNMENT:
Draw a place where wind erosion is evident.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe how gravity erodes the soil.
Values:
Failure is like erosion due to gravity.
II. SUBJECT MATTER:

Earth and Erosion (How gravity causes soil erosion)
Gravity is an agent of erosion.
C. Materials:
Rectangular pans with soil, soil samples, sprinkler with water
References:
Science Module for Grade IV - by Mrs. Jessie A. Villegas, p.176 - 177
III. PROCEDURE:
Review
How does wind erode the soil?
Motivation:
Teachers ask the pupils. Have you heard the word gravity? What is this?
B. Presentation:
2. Teacher discusses how does wind causes erosion
D. Generalization:
How does gravity erode the soil?
E. Application:
Tell how soil is being carried from place to place by gravity.
IV. EVALUATION:
What will likely to happen if gravity acts with other forces of erosion like water?
V. ASSIGNMENT:
Is a gravity alone a strong or weak force of erosion? Why?
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe how people and animals cause soil erosion.
Values:
God gave men the dominion to take good care of the Earth. Let us do our job not to harass
our planet
II. SUBJECT MATTER:

Earth and Erosion (How people and animals cause soil erosion)
Men and Animals - carry away soil through varied ways.
C. Materials:
Slippers, shoes, stick broom
References:
III. PROCEDURE:
Review
Motivation:
Look at the picture of a hen. What do you notice? What happens to the soil?
B. Presentation:
2. What other forces can cause soil erosion?
D. Generalization:
Describe how people and animal cause soil erosion.
E. Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too? How?
IV. EVALUATION:
Describe how do the following activities can cause erosion:
1. A girl sweeping the ground.
2. A farmer pulling up his crops.
3. A dog digging on the ground.
V. ASSIGNMENT:
Name some more forces that can cause soil erosion.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Demonstrate how slope affects the amount of soil that is carried away.
Values:
There are a lot of things that happen beyond our control.
II. SUBJECT MATTER:

Earth and Erosion (Slope Affects Erosion)
Slopes - affect the amount of soil being washed away.
C. Materials:
Soil, two stream tables, two calibrated glass jars, two collecting pans, water, sprinkler
References:
III. PROCEDURE:
Review
Motivation:
Look at the picture of a hen. What do you notice? What happens to the hen soil?
B. Presentation:
2. What other forces can cause soil erosion?
D. Generalization:
Describe how people and animal cause soil erosion.
E. Application:
Can you also cause soil erosion? How? Can your pets cause soil erosion, too? How?
IV. EVALUATION:
Describe how do the following activities can cause erosion:
1. A girl sweeping the ground.
2. A farmer pulling up his crops.
3. A dog digging on the ground.
V. ASSIGNMENT:
Name some more forces that can cause soil erosion.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe some evidences of water erosion and deposition.
Values:
II. SUBJECT MATTER:

Earth and Erosion (Evidences of Water Erosion)
Rills - is formed when rainwater flows downhill.
Gullies 1- is formed when rills join to form larger channels.
Alluvial fan - a, thick wedge at the mountain base, which is of sediment deposit.
Delta - a triangular shaped deposit at the mouth of the river.
C. Materials:
Pictures of film of evidences of water erosion and deposition.
References:
III. PROCEDURE:
Review
How does slope affect the amount of soil that is carried away?
Motivation:
Have you seen the movie "The Little Mermaid"?
Where is the setting of that animated movie'?
B. Presentation:
3. Let the children identify the materials needed for the activity
Group leaders will report.
D. Generalization:
Describe the evidences of water erosion and deposition by naming two of them.
E. Application:
Are the evidences helpful or not? Why do you say so?
IV. EVALUATION:
Complete the word. The first letter is given as a clue.
A
L
S
1. A sediment deposit at the mountain base.

2. A large deposit of sediments during flood.
3. Formed when waves erode completely through a narrow finger of rock protruding
into the sea.
V. ASSIGNMENT:
Compare the following evidences:
1. stalagmite and stalactite
2. Sea arches and Sea cliffs
3. Cirques and horn

4. Flood and levee
5. Alluvial fan and delta
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describes evidences of wind erosion.
Values:
II. SUBJECT MATTER:

Earth and Erosion (Evidences of Wind Erosion)
Abrasion = is the process by which windblown particles wear away the surfaces of rocks.
Deflation = the process of wind carrying away looses sediments.
Dunes (or Sand Dune)= deposits formed by windblown sand.
Loess = deposits of windblown sand.
Describing, observing, inferring, comparing and communicating
C. Materials:
Sand, fan, cardboard
References:
III. PROCEDURE:
Review
What are the evidences of water erosion? Describe some of these evidences.
Motivation:
Teacher shows the different kinds of soil. Pupils identify them.
B. Presentation:
2. Teacher discusses the description of loss, abrasion, etc.
D. Generalization:
What can you say about the effect of wind in soil/sand?
E. Application:
Are the evidences helpful or not? Why do you say so?
IV. EVALUATION:
Describe the following
1.
2.
3.
4.
5.
abrasion
dunes
loess
deflation
erosion
V. ASSIGNMENT:
Compare the following types of soil when wind blows hard:
1. clay
2. sand
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Investigate the effect of erosion on the condition of the topsoil.
Values:
A country that cannot produce enough food for its people will never become a progressive
country.
II. SUBJECT MATTER:

Earth and Erosion (Effect of Erosion on the Condition of the Soil)
Topsoil- is the upper layer of the ground.
Subsoil layer following the topsoil.
Bedrock layer following the subsoil
C. Materials:
Soil samples, mongo seeds
References:
III. PROCEDURE:
Review
What are the evidences of wind erosion?
Motivation:
Look at the soil profile. What are the layers of the soil? Do you think that erosion affects
the condition of the soil?
B. Presentation:
2. Children infer that erosion affects the condition of soil.
D. Generalization:
How does erosion affect the condition of the soil?
E. Application:
If the topsoil is always washed away by the different types of erosion, what will happen to
plants?
IV. EVALUATION:
Describe the following:
____ 1. The bedrock is constantly eroded by the different agents of erosion.
____ 2. The topsoil contains humus, thus, once eroded, plants grow healthy.
____ 3. Topsoil is normally dark in color because of erosion.
____ 4. In the subsoil, multitude of living organisms live.
____ 5. Erosion affects the condition of soil.
V. ASSIGNMENT:
Bring the following materials tomorrow:
1. Rectangular clay
2. Soil sample
3. Sprinkle with water
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Control erosion due to water and gravity.
Values:
Deforestation and poor agricultural methods often lead to the erosion of soil
II. SUBJECT MATTER:

Earth and Erosion (How Can Erosion by Water and Gravity be Controlled?)
Effective Methods to Prevent Soil Erosion:
1. Strip Cropping = Strips of c1osegrowing plants are arranged between alternate between
strips of clean-tilled row crops. The strips hold water and keep it from eroding the
cultivated land.
2. Contouring = Sloping fields are plowed, planted, cultivated, and harvested along the
contour of the slope, rather than straight up and down. The contours catch rainfall and
allow much of it soak into the ground.
C. Materials:
Rectangular trays, soil samples, sprinkler with water
References:
III. PROCEDURE:
Review
Describe the effect of erosion to the soil.
Motivation:
Sing: "Planting Rice" Picture of Banaue Rice Terraces.
Let the pupils describe the picture.
B. Presentation:
3. Let the children name ways on how to prevent soil erosion and describe each.
6. Procedure
7. Write your observation, inference and generalization
2. Pupils participate in the discussion
D. Generalization:
How can we prevent soil erosion?
E. Application:
If you were a farmer, what ways are you going to apply in order to prevent soil erosion?
Why?
IV. EVALUATION:
Encircle the letter of the correct answer.
1. Why is erosion harmful?
a. It breaks the rocks into small pieces.
b. It washes away topsoil.
c. It causes damages to properties.
d. fertilizes the soil.
2. Which of the following prevents erosion by planting crops following the shape of the hill?
a. crop rotation
b. contour plowing
c. terracing
d. strip cropping
V. ASSIGNMENT:
Illustrate farms with the following methods:
a. Strip cropping
b. Terracing
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Enumerate the importance of forest.
Values:
Forests are sources of wealth and life. We must conserve our forests.
II. SUBJECT MATTER:

Earth and Erosion (Forest Conservation and Reforestation)
Importance of Forests:
1. We derive many products from forests like trees, which we get our foods, lumber, paper,
medicines, and many more.
2. Forests prevent the erosion of land and water.
C. Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants
References:
III. PROCEDURE:
Review
Name some ways on preventing erosion.
Motivation:
Show a picture of two types of forest. One is denuded while the other is not. Describe
each picture.
B. Presentation:
3. Procedure
2. Pupils participate in the discussion.
D. Generalization:
How may you help in the conservation of the soil and forests?
E. Application:
If we will cut all the trees in the forests, and it will rain for many days, what will be the
result? Do you want that to happen? What do we need to do?
IV. EVALUATION:
Write C if the statement is a cause of deforestation, and I if it is an importance of reforestation.
______ 1. Logging
______ 2. Sponge effect
______ 3. Pollution
______ 4. Tress
______ 5. Kaingin System
V. ASSIGNMENT:
Write a slogan about reforestation
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe how forest prevent soil erosion.
Values:
Forest prevents soil erosion. Let us preserve our forests.
II. SUBJECT MATTER:

Earth and Erosion (How Grass lands and Forests Prevent Soil Erosion)
Forests help prevent soil erosion.
Grass protects soil from erosion by covering it.
C. Materials:
Rectangular trays, soil samples, sprinkler with water, grasses, plants, clay, art papers
References:
III. PROCEDURE:
Review
Describe a denuded forest. How can we help conserved forest?
Motivation:
Read the poem "All Things Bright and Beautiful".
What can you say about the poem? Where do we usually see the birds, the different
flowers and trees?
B. Presentation:
5. Procedure
D. Generalization:
do forests prevent soil erosion?
E. Application:
What is the reason why do we need to plant trees, not only in the forest, but even in our own
school and yard?
IV. EVALUATION:
Use the day and other materials like green art paper and mold it into a forest. Write a paragraph
about your model.
V. ASSIGNMENT:
Bring some of more plants and let us make our school green.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe the weather condition for three days.
Values:
As the weather changes from time to time, and that it seems unpredictable, always be ready
to whatever challenges that will come your way as schoolchildren.
II. SUBJECT MATTER:

Weather (Types of Clouds)
Weather - refers to the condition of the atmosphere at a particular time and place.
Weather elements: temperature, pressure, humidity, wind, cloudiness, precipitation,
brightness, visibility.
C. Materials:
Observation notebook
References:
III. PROCEDURE:
Review
How do forest prevent soil erosion?
Motivation:
On a dear sunny day, you and your family planned for a wholesome outing to the beach
the following. There was no cloud in the sky, so you thought that tomorrow was just perfect
for swimming.
B. Presentation:
3. Each group will do the activity.
4. Name the types of weather.
5. Observe the weather condition for three days, starting this day.
6. Write the date, time and the weather condition.
7. What are the weather elements.
D. Generalization:
What is the weather? What are its elements?
E. Application:
Can you exactly tell what will be the weather condition tomorrow? How can be our
observation be of helped in predicting the weather condition?
IV. EVALUATION:
Enumerate the elements of weather.
V. ASSIGNMENT:
Draw the symbols for weather condition. Continue observing the weather condition.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Name and describes the types of clouds.
Values:
You can predict fine and stormy weather by observing the clouds.
II. SUBJECT MATTER:

Weather (Types of Clouds)
Types of Clouds
1. Cirrus Clouds - clouds are thin and feather-like. They are highest of all clouds.
2. Stratus Clouds - clouds are flat layers often seen close to the horizon in the early hours of
the day.
3. Cumulus Clouds - are thick and mountain-like
4. Nimbus Clouds - are dull and gray in color
C. Materials:
Cotton, black crayon, cardboard
References:
III. PROCEDURE:
Review
What is weather? What are the weather elements?
Motivation:
Read the poem "all things Bright and beautiful".
What can you say about the poem? Where do we usually see the birds, the different
flowers and trees?
B. Presentation:
3. Each group will do the activity
4. Procedure (Written on the activity card)
5. Describe each type of clouds
D. Generalization:
What are the types of clouds?
E. Application:
You are about to go to school. You have observed that the clouds are dark. What type of
clouds are they? What are you going to bring in going to school?
IV. EVALUATION:
Describe the following:
1. Cirrus Clouds
2. Stratus Clouds
3. Nimbus Clouds
4. Cumulus Clouds
V. ASSIGNMENT:
Draw the types of clouds.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe and forecast the condition of the sky for one week.
II. SUBJECT MATTER:
Weather (How may you describe the condition of the sky)
Cloud cover - is an observable means of describing the condition of the sky.
Cloud Cover maybe:
Clear
Partly cloudy Generally cloudy
Cloudy
Overcast
C. Materials:
Observation chart
References:
III. PROCEDURE:
Review
What are the types of weather? Describe each
Motivation:
Class, what can you say about the weather condition today?
B. Presentation:
3. Each member of the group will do the activity
4. Procedure (Written on the activity card.)
1. Group leaders will forecast the weather condition.
D. Generalization:
What is cloud cover?
E. Application:
When the sky is clear, can you play outside with your classmates? Why?
IV. EVALUATION:
Draw the symbol for the following cloud covers:
1. Cloudy
2. Clear
3. Generally Cloudy
V. ASSIGNMENT:
Observe the cloud cover for one week.
4. Overcast
5. Cloudy
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Demonstrate how clouds are formed.
Values:
Bad weather usually comes from the invisible water vapor in the air.
II. SUBJECT MATTER:

Weather (How are Clouds Formed)
Cloud - is made up of billions and billions of very tiny droplets of water and ice all clustered
together forming different shapes in the sky. It can form at any altitude. When the sun heats
the ground rapidly, the ground heats the air above it, making it less dense than cold air.
C. Materials:
Plastic cup, plastic plate, ice, plastic bag, plant
References:
III. PROCEDURE:
Review
What is cloud cover? Draw the symbols for the cloud cover?
Motivation:
Class, have you eaten a cotton candy? How does the cotton candy look like?
B. Presentation:
4. Each member of the group will do the activity.
5. Procedure (written on the activity card)
2. Pupils participate in the discussion including the types of fog.
D. Generalization:
How do clouds form? What are the types of fog?
E. Application:
When you drinking cold water, and observing the moist outside the glass of your cold water,
what can infer on that?
IV. EVALUATION:
Write the correct answer on the blank:
______ 1. What is formed inside the plastic bag when we cover the leaves of the plants?
______ 2. What is formed outside the cup with ice?
______ 3. These are small particles of salts, dust and smoke around the atmosphere.
______ 4. A fog that forms at night when warm air cools rapidly on the Earth's surface.
______ 5. It is made up of billions and billions of very tiny droplets of water and ice.
V. ASSIGNMENT:
Write some more descriptions about clouds.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Demonstrate and illustrate how clouds reflect heat to the Earth.
Values:
The way you work or do you r Science experiments reflects your attitude as a young
learner of Science.
II. SUBJECT MATTER:

Weather (How Clouds Reflect Heat to the Earth)
Atmosphere holds clouds which clouds serve as the blanket and regulate the heat and light
from the sun.
C. Materials:
100 watts bulb, white blanket or curtain
References:
III. PROCEDURE:
Review
How are clouds formed?
Motivation:
Request the children to close their eyes, and let them imagine the clouds in the sky
(music maybe used). Let them open their eyes, after a few seconds. Then, tell them again to
close their eyes and let them imagine the Earth without the clouds.
B. Presentation:
3. Each member of the group will do the activity
D. Generalization:
What do clouds do to the heat of the sun?
E. Application:
The sky is clear, what should you do to protect yourself?
IV. EVALUATION:
Underline the correct answer:
1. Based on the activity, which represents clouds?
a. bulb
b. blanket
c. hands
2. What do clouds do to the heat of the sun?
a. Reflect to the Earth
b. Reflect to the Sun
c. Reflect heat to the Sun and Earth
V. ASSIGNMENT:
Name 3 things we can benefit from clouds.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Identifies the important parts of the U-tube Air Thermoscope.
Values:
Be cheerful which your friends and even with strangers.
II. SUBJECT MATTER:

Weather (U-tube Air Thermoscope)
U-tube Air Thermoscope an improvised instrument that can detect how and why the air
temperature changes.
There are six important parts if U-tube Air thermoscope.
C. Materials:
U-tube Air Thermoscope
References:
III. PROCEDURE:
Review
How are clouds formed?
Motivation:
Have you seen a U-tube Air Thermoscope?
B. Presentation:
4. Each member of the group will do the same activity.
D. Generalization:
What is a U-tube Air Thermoscope? What are its parts?
E. Application:
Are all parts of the instrument important?
IV. EVALUATION:
Draw the U-tube Air Thermoscope and label its part.
V. ASSIGNMENT:
Write the uses of the U-tube Air Thermoscope.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe how and why the air temperature changes through the use of a U-tube air termoscope.
Values:
The way you work or do your Science experiments reflects your attitude as a young learner
of Science.
II. SUBJECT MATTER:

Weather ( What Makes the Air Warm?)
Air temperature changes form time to time.
Describing, observing, inferring, observing and communicating
C. Materials:
Improvised u-tube air termoscope.
References:
III. PROCEDURE:
Review
Show the u-tube air termoscope. What do you call this instrument?
Motivation:
When you are inside the classroom, how do you describe the air?
B. Presentation:
2. Group the children into groups
4. Each member of the group will do the activity.
D. Generalization:
What makes the air warm?
E. Application:
Which do you refer: a cold air warm?
IV. EVALUATION:
Answer the following questions:
1. How does the colored water move in the U-tube when set-up is placed under the direct heat of the
sun?
2. How does the colored water move in the U-tube when the set-up is placed under the shade?
V. ASSIGNMENT:
What is your own inference?
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Investigate why the air moves.
Values:
Warm air rises because cold air pushes it up. The same thing happens in life.
II. SUBJECT MATTER:

Weather (What makes the Air Move?)
The air around you is always moving.
C. Materials:
Improvised convection box.
References:
III. PROCEDURE:
Review
Describe the used of U-tube air thermoscope.
Motivation:
What can you say about the air? Does it stop moving?
B. Presentation:
D. Generalization:
What makes the air moves?
E. Application:
Can you control the air from moving?
IV. EVALUATION:
Answer the following questions:
1. What happens to the smoke of the mosquito coil when it is placed over the chimney directly
above the burning candle?
2. What makes the air moved?
V. ASSIGNMENT:
What is the importance of a convention box in the activity? Can you think of another way
to find out why the air moves?
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Compare a cold air and a warm air.
Values:
Heat causes air to expand and rise. Motivation causes people to expand their horizon
and rise to heights of success.
II. SUBJECT MATTER:

Weather (What Makes the Air Which is heavier: warm air or cold air?)
The unequal heating of the Earth's surface by the sun causes an unequal heating of the air.
C. Materials:
Improvised hot cold air balance
References:
III. PROCEDURE:
Review
Why does air moved?
Motivation:
Show the pupils real objects or pictures of weighing scale. Ask the pupils where they
usually see this and why people use this instrument.
B. Presentation:
1. Relate the motivation of the lesson.
D. Generalization:
Which is heavier: warm or cold air?
E. Application:
Can you weigh air as to, which is heavy or light? How?
IV. EVALUATION:
Compare warm and cold air.
V. ASSIGNMENT:
Make an improvised hot-cold air balance.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Use the improvised anemometer to detect how fast is the wind.
Values:
Wind power comes from its speed The faster it is, the stronger and more powerful it
becomes.
II. SUBJECT MATTER:

Weather (How fast is the wind?)
The speed of the wind is measured by an anemometer.
C. Materials:
Improvised anemometer
References:
III. PROCEDURE:
Review
Which is heavier, cold or warm air?
Motivation:
Observe the curtains in the room. Described the speed of the wind this time.
B. Presentation:
4. Follow the procedure
D. Generalization:
How can you know the speed of the wind?
E. Application:
Is it important to know the speed of the wind? Why?
IV. EVALUATION:
What is the use of an anemometer?
V. ASSIGNMENT:
Draw an anemometer and make an improvised anemometer.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Construct improvised instrument to find out the wind direction.
Values:
Wind power comes from its speed. The faster it is the stronger and more powerful it
becomes. We fear wind power because we see what it can do during strong typhoons
II. SUBJECT MATTER:

Weather (Making an Wind Vane)
Wind vane is an instrument that tells the direction of the wind.
C. Materials:
Improvised wind vane
References:
III. PROCEDURE:
Review
How can we measure the speed of the wind?
Motivation:
Let as sing the song. Up and down and shake, shake, shake (2x)
B. Presentation:
2. Ask the pupils. What is the song all about?
3. Identify the materials needed for the activity
4. Activity proper
5. Setting up standards.
6. Follow the procedure in making the improvised wind vane.
1. Pupils will go outside the classroom to test their improvised instrument.
D. Generalization:
How can we know the direction of the wind?
E. Application:
What is the importance of knowing the direction of the wind?
IV. EVALUATION:
What are the materials needed in constructing an improvised wind vane?
V. ASSIGNMENT:
Use the improvised wind vane in finding out the direction of the wind?
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Record the wind direction for one week.
Values:
Wind power comes form its speed. The faster it is, the stronger and more powerful it
becomes.
II. SUBJECT MATTER:

Weather (Using the Wind Vane)
Wind vane is an instrument that tells the direction of the wind.
C. Materials:
Improvised wind vane
References:
III. PROCEDURE:
Review
How can we determine the direction of the wind?
Motivation:
Does the wind direction change during the day?
B. Presentation:
2. Identify the materials to be used.
3. Activity proper by group
4. Setting up standards
6. Present the weather chart
7. Record the observation form day to day.
1. Let some pupils report their observation
D. Generalization:
What can you say about the wind direction form day to day?
E. Application:
You observed that every 2:00 p.m. , the wind blows fast, what should you with the clothes in
your clothesline.
IV. EVALUATION:
Write 3 observations about wind direction form the chart. (sample only)
Date
Time
Wind Direction
Dec. 10 8:00 a.m. East Northwest
6:00 p.m.
Dec. 17 8:00 a.m. West East
6:00 p.m.
V. ASSIGNMENT:
Continue in using the improvised wind vane in finding out the direction of the wind.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Interpret the recorded speed and direction of the wind.
Values:
becomes.
II. SUBJECT MATTER:

The are variations in wind speed and direction in the different places.
C. Materials:
Improvised wind vane, anemometer, weather chart
References:
III. PROCEDURE:
Review
How can we determine the direction of the wind during the day? What about the speed?
Motivation:
Does the wind direction change during the day? What about the speed?
B. Presentation:
3. Activity proper
1. Group leaders will report the topic.
D. Generalization:
What can you say about the wind direction and speed in different places and times? Do you
know how to interpret records of wind direction and wind speed now? How?
E. Application:
What do you think is the wind direction in our place now? Do you think the wind speed and
direction in the next barrio is the same as in our place?
IV. EVALUATION:
Write three observations about wind direction and wind speed from the chart:
Date
Time
Place
Wind Direction
March 17
8:00 a.m.
Tarlac
Northwest
March 17
8:00 a.m.
Angeles
West East
March 17
8:00 a.m.
Nueva Ecija
East
V. ASSIGNMENT:
Listen to weather reports this evening and records the wind speed and direction.
Wind Speed
Moderate
Fast
Strong
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Describe the condition of the atmosphere in different wind speed and direction.
Values:
becomes.
II. SUBJECT MATTER:

Different wind speed and direction describe the condition of the atmosphere.
C. Materials:
Improvised wind vane, anemometer, weather chart
References:
III. PROCEDURE:
Review
Describe the wind speed and direction in the different places.
Report on the wind direction.
Motivation:
The wind is coming form the west and its blows strong. Can you describe the condition
of the atmosphere?
B. Presentation:
3. Activity proper
D. Generalization:
What are the conditions of weather in relation to wind speed and direction?
E. Application:
You have noticed that the wind blows strong, what are you going to bring to protect yourself?
IV. EVALUATION:
Describe the condition of the weather for each speed and direction record:
1. North
moderate
wind =
_______________
2. Southwest
strong
wind =
_______________
3. East
very strong
wind =
_______________
V. ASSIGNMENT:
Bring a sample weather report from a newspaper.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Identify the different types of thermometer.
Values:
Weather instruments are used to know the accurate speed, temperature, direction and the
like.
II. SUBJECT MATTER:

Weather (Types of Thermometer)
Different types of thermometer are:
Clinical Thermometer
Laboratory Thermometer
Wall Thermometer
C. Materials:
Real thermometer, pictures of thermometer
References:
III. PROCEDURE:
Review
Describe the conditions of the atmosphere we have now.
Motivation:
What instrument is used when we want to find out the temperature?
B. Presentation:
3. Activity proper
D. Generalization:
What are the different types of thermometer?
E. Application:
If you are to find out the weather temperature, what thermometer are you going to use?
IV. EVALUATION:
Fill in the blank with the correct answer.
1. The _____ is placed in the mouth to get the temperature of the body.
2. The _____ is used by doctors to find out if the patient has fever.
3. The _____ is used by scientists in his laboratory work.
4. The _____ is placed in the rectum usually of a baby.
5. The _____ measures the hotness or coldness of the air.
V. ASSIGNMENT:
Draw the different types of thermometer.
SCIENCE IV
Date: ____________
I. OBJECTIVE:
Infer how air temperature affects weather condition.
Values:
Weather instruments are used to know the accurate speed, temperature, direction and the
like.
II. SUBJECT MATTER:

Weather (Thermometer)
1. A thermometer is an instrument that measures temperature.
2. Temperature differ in different weather conditions.
C. Materials:
Temperature chart
References:
III. PROCEDURE:
Review
What are the types of thermometer?
Motivation:
Present a wall thermometer. Explain how its works. Show how to read and write measure
of temperature.
B. Presentation:
3. Activity proper
2. Pupils participate in the discussion. Describe each type of thermometer.
D. Generalization:
How do we write and read the temperature using thermometer?
E. Application:
If the temperature in Tarlac City is 27C. The temperature in Baguio is 1 SOC.. Why is there
a big difference in temperatures of the two places?
IV. EVALUATION:
Compare the temperature today and yesterday.
V. ASSIGNMENT:
Collect weather report for one week.

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October 27, 2014

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

Always use fuels carefully and properly.

II. SUBJECT MATTER:

Always use fuels carefully and properly

II. SUBJECT MATTER:

Practice safety precautions in using fuel/fire

Always use fuels carefully and properly

II. SUBJECT MATTER:

Safety .precautions should be followed in using fire/fuel to avoid fire accident.

Be careful in using fire at all times.

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

1. Which can cause much erosion?

II. SUBJECT MATTER:

Failure is like erosion due to gravity.

II. SUBJECT MATTER:

II. SUBJECT MATTER:

There are a lot of things that happen beyond our control.

II. SUBJECT MATTER:

There are a lot of things that happen beyond our control.

II. SUBJECT MATTER:

1. A sediment deposit at the mountain base.

3. Cirques and horn

There are a lot of things that happen beyond our control.

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

Forest prevents soil erosion. Let us preserve our forests.

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

Be cheerful which your friends and even with strangers.

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

II. SUBJECT MATTER:

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