Teacher's Guide - Diwa Learning Systems

Young Learners 


Main Article No. 1 

Why Don’t We Have Snow? (pp. 6-7) 

I. LEARNING OBJECTIVES 

At the end of the lesson, the student should be able to: 

1. differentiate tropical and temperate regions; 

2. identify the seasons in tropical and temperate 

regions; 

3. explain the science behind the differences in seasons; 

and 

4. list down ways by which people are affected by the 

resulting weather. 

II. SUBJECT MATTER 

Tropical and temperate regions 

III. MATERIALS 

Globe 

Photos of different seasons 

Manila paper 

Coloring materials 

Markers 

IV. REFERENCE 

Salaguinto, Grade 1, Vol. 17, No. 6, SY 2007-2008 

V. STRATEGIES 

A. Opening Activity 

Show pictures of autumn and winter. Have 

your pupils identify these seasons. Next, you may 

ask them, “How about in the Philippines? What 

seasons do we have? Do we also have autumn and 

winter?” 

B. Development Activity 

Read and discuss the article. Use a globe to 

demonstrate why temperate and tropical regions get 

different amounts of sunlight, hence, the different 

seasons. To make the lesson more interesting, 

let your students draw what’s it like to live in a 

temperate region and a tropical region. Divide 

your students into groups. Assign a season for 

each one. Let them draw with pencils and color 

with crayons or pastels. Have your students draw 

Teacher’s Guide 

Vol. 17 No. 6 SY 2007-2008 

landscape scenes and people dressed appropriately 

for the weather. Label appropriately. Once finished, 

divide the seasons according to region – tropical 

and temperate. 

C. Summary/Generalization 

The Philippines is a tropical region. The tropical 

region has two seasons: the rainy season and the dry 

season. The United States is a temperate region. 

Temperate regions have four seasons, spring, 

summer, autumn and winter. These two regions 

get different amounts of heat and light from the 

Sun hence the different set of seasons. The tropical 

region is near the center of the earth, so it gets the 

sun’s rays straight ahead. The temperate region is 

farther from the center of the earth, so it gets the 

sun’s rays at an angle. The temperate region gets 

different amounts of heat and light from the sun, 

so it has four different seasons. The seasons and 

resulting weather dictate people’s livelihood and 

clothing, to name a few. 

D. Assignment 

What do Filipinos wear during wet and dry 

season? Draw the pieces of clothing in your 

notebook. Label appropriately. 

VI. QUESTIONNAIRE 

Enumerate the seasons of the following: 

A. Temperate Region 

1. 

2. 

3. 

4. 

B. Tropical Region 

1. 

2. 

Answers: 

A. Temperate Region 

1. Spring 

2. Summer 

3. Autumn 

4. Winter 

B. Tropical Region 

1. Dry 

2. Rainy 

1 Vol. 17 No. 6 SY 2007-2008

VII. EVALUATION 

Test your students’ understanding of the topic with 

these questions: 

1. What region is the Philippines? 

2. What seasons do we have? 

3. During what season do farmers plant? 

Answers: 

1. The Philippines is a tropical region 

2. We have dry and rainy seasons. 

3. Farmers plant during the rainy seasons. 

VIII. OTHER TEACHING IDEAS 

1. Choose your favorite season. It can even be 

something you haven’t experienced yet, like winter. 

Write a short poem about this season and explain 

why it is your favorite. 

2. Read Bill Watterson’s Calvin and Hobbes. Choose 

the comic strips depicting the seasons. Your students 

will surely laugh at Calvin’s antics as well as get 

a whiff of summer, spring, autumn, and winter in 

Bill Watterson’s marvelously told snapshots of 

childhood. 



Cotton Candies in the Sky (pp. 8-9) 



1. define clouds; 

2. identify different kinds of clouds; and 

3. explain what clouds are made of. 


Clouds 


Kettle 

Water 

Stove 

Metal Pan 

IV. REFERENCE 


V. STRATEGIES 


Bring your students outside of the classroom. 

Choose a shady, grassy spot and give your students 

a few minutes for cloud-watching. Ask: “What do 

you think of clouds? What do they remind you of? 

What do you think are they made of?” 


Read and discuss the article. Talk about what 

clouds actually are. To demonstrate further, boil 

water in a kettle. Hold up a steel pan against the 

steam rising from the kettle. Show your students 

how the cloudy steam becomes droplets collecting 

at the base of the pan that you are holding. This will 

show your students that clouds are water droplets 

floating in the sky. 


Clouds are made up of water droplets that are 

floating up in the air. They are cool and odorless. 

Clouds are just like mists, only they are higher up 

in the sky. There are different types of clouds. 

Cumulus clouds are clouds that look like cotton. 

Stratus clouds are flat clouds that form layers. Cirrus 

clouds are clouds that look like hair or soft feathers. 

Nimbus clouds are dark and fat clouds that make 

rain. When cumulus clouds make rain, they are 

called cumulonimbus clouds. When stratus clouds 

make rain, they are called nimbostratus clouds. 

D. Assignment 

Write down the definition of clouds in your 

notebook. 


1. What are clouds? 

2. What are they made of? 

3. What clouds make rain? 

Answers: 

1. Clouds are like mists. They are cool and odorless. 

2. They are made of water droplets. 

3. Nimbus clouds make rain. 




1. What clouds look like soft feathers? 

2. What clouds look like cotton? 

3. What clouds look flat and come in layers? 

Answers: 

1. Cirrus clouds 

2. Cumulus clouds 

3. Stratus clouds 


1. Make models of the different types of clouds using 

cotton, water color, glue, and illustration board. Use 

markers to make appropriate labels. 

2. What forms do you see in clouds? Some people see 

rabbits, cotton candy, or castles. Make a fiction story 

about clouds. 

2 Vol. 17 No. 6 SY 2007-2008

3. Read poems about clouds from well-known writers 

of children’s books. 



Is It Going to Rain? (pp. 10-11) 



1. explain the role of weathermen in society; 

2. cite the instruments used by weathermen to tell the 

weather; and 

3. define PAGASA and what it stands for. 


Weathermen 


Newspaper 

Photos of weather forecasting instruments 

IV. REFERENCE 

Salaguinto, Grade 1, Vol. 17 No. 6, SY 2007-2008 

V. STRATEGIES 


Read a weather forecast from the newspaper. 

You may ask your students, “How did the weatherman 

know about the weather tomorrow? Is a weatherman 

also a magician?” 


Read and discuss the article. Elicit from your 

students that weathermen are not magicians. Rather, 

they are scientists. Talk about the instruments used 

by weathermen to forecast the weather. Show 

pictures of these instruments especially satellites. 


Weathermen are scientists. Weathermen in 

the Philippines work for PAGASA. PAGASA 

stands for Philippine Atmospheric, Geophysical 

and Astronomical Services Administration. The 

instruments they use are thermometers, barometers, 

hygrometers, and anemometers to name a few. 

A weatherman’s most powerful instrument is the 

satellite. It is like a big camera high above that 

allows a person to see what is happening in the skies 

above the earth. Weather satellites show weathermen 

where the big rain clouds are, and where the hot 

spots are. 

D. Assignment 

In your notebook, write down all the instruments 

of a weatherman. Define each. 


1. What is PAGASA? 

2. Is a weatherman also a magician? 

3. What is the role of a weatherman? 

Answers: 

1. PAGASA stands for Philippine Atmospheric, 

Geophysical and Astronomical Services 

Administration. 

2. A weatherman is not a magician. Weathermen are 

scientists. 

3. Weathermen forecast the weather so that people will 

be ready especially in cases of bad weather. 




Identify the instruments being described. 

_______ 1. Measures wind direction. It tells where the 

wind comes from. 

_______ 2. Measures air pressure. It tells if a storm is 

approaching. 

_______ 3. Measures humidity. It tells how much water 

vapor is in the air. 

_______ 4. Measures temperature. It tells how hot or 

cold it is. 

_______ 5. A device launched into space to orbit the 

Earth. Collects data about weather. 

Answers: 

1. Anemometer 

2. Barometer 

3. Hygrometer 

4. Thermometer 

5. Satellite 


1. Watch a documentary about satellite technology. 

2. How did the people forecast the weather before 

weather instruments were invented? Some people 

can tell the weather even without using elaborate 

instruments. Ask your mom and dad about it. 

3. Old folks have some funny superstitions about the 

weather. See if they are facts or myths. Ask your 

grandparents about their old beliefs about weather. 


Why Is the Lake Dead? (pp. 12-13) 



1. identify environmental abuse and its causes; 

2. define acid rain and air pollution; 

3 Vol. 17 No. 6 SY 2007-2008

3. develop earth-friendly habits; and 

4. advocate for protection of the environment. 


Acid Rain and Air Pollution 


Paper 

Pen 

IV. REFERENCE 


V. STRATEGIES 


You may ask your students, “Have you ever 

seen a dead lake or a dirty pool of water? Describe 

how it looks like.” 


Read and discuss the article. Elicit from 

your students the problems cited in the article. 

Write cause and effect. For example, because of 

indiscriminate logging, a mudslide occurred. This 

mudslide resulted in the lake filling up with soil and 

the fish dying. Trace back the source of the problem. 

Guide your students in realizing that humans are the 

culprit in abuse of the environment. And if humans 

are the culprit, what then should be done about it? 

Have a discussion. 


Man has been most indiscriminate in his 

activities. Illegal logging has led to mudslides 

and death. Forests have been cut down with very 

few trees left standing. Bountiful lakes are dead 

or dying. Acid rain caused by air pollution from 

industry exhaust now fall from the sky. It poisons 

bodies of water and causes respiratory damage to 

people. People must change their ways and promote 

earth-friendly habits. Stopping air pollution is one 

of the ways which we can protect the earth and 

ourselves. 

D. Assignment 

Come up with 10 Earth-friendly habits in your 

notebook. Be sure to follow them. 


List the results of man’s abuse of his resources. 

Possible Answers: 

1. Floods 

2. Mudslides 

3. Dead lakes or dead bodies of water 

4. Acid Rain 


5. Polluted Air 

6. Sickness and disease 




1. In the story, why were there were very few trees in 

the area? 

2. What killed the fish in the lake? 

3. Why can rain sometimes be dangerous? 

Answers: 

1. The trees were cut down by illegal loggers. 

2. The fish were killed by acid rain. Also, the soil from 

the mudslide filled up the lake. 

3. Acid rain looks, feels, and tastes like clean rain. But 

the pollutants in acid rain, when inhaled, can damage 

the lungs 


1. Have a tree-planting activity. Name your trees after 

your students. They can water these every day after 

class. 

2. Make Save the Earth posters. Post these around the 

school. You can also make bookmarks and give them 

out to friends and family. 

Regular Features 

Story for the Young: The Super Outbreak (pp. 3-4) 

Watch a movie with a tornado in it. Twister is a good 

movie that depicts tornadoes. Observe the intensity of it and 

identify where it belongs in the Fujita Scale. If you have the 

resources, watch a documentary about tornadoes. You can 

also access YouTube.com and see clips of actual tornadoes in 

different countries. 

I am Learning: Tornado Trail (p. 5) 

Josh is playing a game. He needs to trace the path of a 

tornado. To do this, he should identify which statements below 

the objects are telling the truth. Help Josh find the tornado 

trail. Color the object GREEN if it is telling the truth. Color 

the objects RED if it is not telling the truth. Then, connect the 

green objects to show the tornado trail to Josh. 

Earth Care: Hot and Cold Go Green (pp. 14-15) 

Join Teacher Sarah’s game! Write your own list on how to 

save the Earth on both hot and cold days. Share these tips with 

your family members so you can also follow these at home. 

My Hands at Work: Spot an Acid (pp. 16-17) 

Find acid in your everyday food. Collect the materials 

needed for the experiment. Follow the instructions and observe 

4 Vol. 17 No. 6 SY 2007-2008

what happens. Draw your own conclusions. Marvel at the 

science behind. 

Let’s Play a Game: Weather Wonders/Kyle’s Closet (p. 

18-19) 

Here are two games you can play with your students. Get 

out your crayons for a coloring and mind exercise. These games 

will help you find out how much your students learned from 

this issue of Salaguinto. 

Read and Answer: Winter in Batanes (p. 20-21) 

Winter in Batanes, Philippines? Read the article to find 

out why the title of the article is so. Have volunteers act out 

the dialogue in the article. Elicit from your students what they 

have learned from reading the story. 

In Real Life: Be Prepared (p. 22) 

The article teaches us to always be prepared. We have 

different things to be prepared about. Ask your students to write 

down 3 things that they need to prepare for in their future. To do 

this, they will need to identify their long term goals early on. 

Fun Time: Earth Care Tips (p. 23) 

It is important to take care of earth. Color the picture that 

shows how to take care of earth. Then identify if the picture 

shows an earth care tip for a hot day or cold day. Write your 

answers in the blanks. 

Mindgames: Picture Perfect (p. 24) 

Candy will show her friends what she learned about the 

weather. She collected cutouts of different pictures. She wants 

to label each picture. Help Candy label the pictures. Check out 

the pictures on the page. Encircle the correct word to complete 

the label. 

ANSWERS TO THE ACTIVITY 

MAIN ARTICLE 1: Why Don’t We Have Snow? (pp. 6-7) 

The colored liquid will move up the straw when the bottle 

is warmed. Hands have heat that can warm the bottle. 

MAIN ARTICLE 2: Cotton Candies in the Sky (pp. 8-9) 

Cloud number 4 should be colored gray. It is not telling the 

truth about clouds. Stratus clouds are not fat and dark. Stratus 

clouds are flat and come in layers. 

MAIN ARTICLE 3: Is It Going to Rain? (pp. 10-11) 

Make a weather journal and use a thermometer to measure 

differences in temperature for a week. 


MAIN ARTICLE 4: Why Is the Lake Dead? (pp. 12-13) 

1. Mudslide- No more trees to hold soil 

2. Air pollution- Smoke from cars and factories 

3. Poisoned water- Acid rain 

I am Learning: Tornado Trail (p. 5) 

The following statements should be colored GREEN. They 

are telling the truth. 

1. Meteorologists are people who study the weather. 

3. The Fujita scale is based on the damage of a tornado. 

4. An F5 tornado is called Incredible tornado. 

6. An F4 tornado is called Devastating tornado. 

The following statements should be colored RED. They 

are not telling the truth. 

2. There were 148 tornadoes during the Super Outbreak in 

April 1979. (April 1974) 

5. Tornadoes do not happen in the Philippines. 

Tornado Trail: 

JOSH 

2 

 

5 

TORNADO 

Let’s Play a Game: (p. 18-19) 

Weather Wonders (p.18) 

The following should be encircled using color green- Thermometer 

(temperature), hygrometer (humidity) 

The following should be encircled using color red- Barometer 

(air pressure), anemometer (wind direction) 

Solve This- Weather journal 

Kyle’s Closet (p. 19) 

The following objects should be colored BLUE (used 

during wet or rainy day)- 

Raincoat, boots, jacket, umbrella 

The following objects should be colored YELLOW (used 

during hot or dry days)- 

Shirt, sunglass, hat 

Read and Answer: Winter in Batanes (p. 20-21) 

1. What are the people who live in Batanes called? - The 

people who live in Batanes are called Ivatan. 

2. When does “winter” happen in Batanes? – Winter does not 

happen in Batanes, but cool weather, which the people call 

winter. This happens in the months of July to February. 

3. What’s the weather in Batanes during the months of July 

to February? – The weather in Batanes during the months 

of July to February is cool. 

4. Why is Batanes often mentioned in a weather report? 

- Weather forecasters use information from the weather 

station in Batanes. 

5 Vol. 17 No. 6 SY 2007-2008

Fun Time: Earth Care Tips (p. 23) 

All pictures should be colored. They show earth care tips. 

Then the following labels should be placed on the blanks below 

each picture. 

1. picture/illus of a father cleaning the windows 

Cold day 

2. picture/illus of a young boy using an abaniko 

(pamaypay) 

Hot day 

3. picture/illus of a mother turning off an electric fan 

Cold day 

4. picture/illus of a young girl turning off the light 

Hot day 

Mindgames: Picture Perfect (p. 24) 

1. Bulacan 

2. Xenia 

3. paper 

4. Batanes 


6 Vol. 17 No. 6 SY 2007-2008

Teacher's Guide - Diwa Learning Systems

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