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Science 4 PDF
Science 4 PDF
LESSON PLANS
IN GRADE 4 SCIENCE
QUARTER 1
DEVELOPMENT TEAM
SDO CAMARINES NORTE
Writers
1. Doris F. Andrade MT II Daet Elementary School
2. Eleanor C. Caparros TI Talento-Roll Elementary School
3. Katherine D. Yarte T III Vinzons Pilot Elementary School
4. Nelly B. Dela Cruz T II Paracale Elementary School
Validators
1. Noel V. Ibis EPS SDO Camarines Norte
2. Renita B. Abraham PSDS Capalonga District
3. Marlo Antonio Gutierrez PI Calabaca Elementary School
4. Juliet Dela Cruz PI Villa Aurora Elementary School
5. Elsa Español PI S. Delos Santos Elementary School
6. Jay- Ar Arguelles PI San Pedro Elementary School
Demonstration Teachers
1. Rogel A. Esguerra TI Don Juan Elementary School
2. Ma. Anna R. Almoguera T III F. Baldovino Elementary School
3. Maria Nemia B. Pasco T III F. Baldovino Elementary School
4. Doris F. Andrade M T II Daet Elementary School
5. Nazer Q. Archivido TI Daet Elementary School
6. Katherine D. Yarte T III Vinzons Pilot Elementary School
7. Sonia B. Esplamado T II Pandan Elementary School
8. Jeanelyn L. Barbosa TI Daet Elementary School
9. April V. Arenas TI Peter Sawmill Elementary School
10. Aila Roldan TI Peter Sawmill Elementary School
11. Jaymar S. Marca TI Lukbanan Elementary School
12. Jonalyn Amores TI Calabaca Elementary School
13. Reynold S. Aler TI Calabaca Elementary School
14. Marites P. Velez TI Jueves Talento Elementary School
15. Renalyn R. Juego TI Jueves Talento Elementary School
16. Francia D. Laguerto TI Jueves Talento Elementary School
17. Maricel G. Abad TI Camacho Aler Elementary School
18. Jason T. Florido TI Esturas Nabata Elementary School
19. Isaac Sangrio T II Sotero Mago Elementary School
20. Logie A. Verano TI Potenciano Juego Elementary School
21. Marie Rose Verano TI Torres Talento Elementary School
22. Mejoielyn Lapak TI Catalino Gonzales Elementary School
23. Dolores U. Carpio TI Diezmo Urena Elementary School
24. Maribel Cuachin TI F. V. Aler Elementary School
25. Monica R. Base TI Capalonga Elementary School
26. Levy C. Ables TI Capalonga Elementary School
27. Cresales A. Ret T II Capalonga Elementary School
28. Roseler H. Malaluan TI Capalonga Elementary School
29. Rebeca A. Acerp TI Capalonga Elementary School
TABLE OF CONTENTS
Part 1.
1.1. Describing Materials Based on their Ability to Absorb 1
1. 2. Classifying Materials Based on their Ability to Absorb 8
1.3. Describe the Materials that Float or Sink 13
1.4. Classify Materials that Float 20
1.5. Identify the Materials that Undergo Decay 26
1.6. Describe How these Materials Undergo Decay 29
Part 2.
2..1. Identify and Describe the Diseases and Illnesses
That may Result from Exposure to Decaying materials 32
2.2. Describe the Physical State of People Exposed to Decaying
Materials 39
2.3. Observe and Read Product Labels 46
2.4. Explain the Importance of Reading Product Labels 51
2.5. Sample Assessment 57
Part 3.
3.1. Observing Proper Ways of Disposing Waste Materials
By Sorting them According to their Properties 60
3.2. Enumerate Proper Ways of Disposing Waste Materials
According to their Properties 66
3.3. Identify Decaying and Non-Decaying Materials 71
3.4. Identify Reusable Materials 77
3.5. Identify Reusable Materials Part Two 82
Part 4.
4.1. Classify Waste Materials According to Properties 85
4.2. Enumerate Safety Precautions in Disposing Waste Materials 91
4.3. Classify Waste Materials According to Properties 97
4.4. Classify Waste Materials According to Properties 102
Part 5.
5.1. Describe Solid as a Phase of Matter 107
5.2. Describe the Characteristics of Solid 113
5.3. Describe What Happens to Solid Materials when They
Bent 119
5.4. Classify Waste Materials According to Properties 125
5.5. Describe What Happens to Solid When they are Hammered 130
5.6. Describe What Happens to Solid When They are Pressed 135
5.7. Identify Some Ways to Changing Solid Materials such as Size
Shape and Texture 143
Part 6.
6.1. Describe What Happens to Solid When are Heated 156
6.2. Describe What Happens to Solid When Cooled 163
6.3. Compare What Happens to Materials when Heated and
When Cooled 168
6.4. Describe What Happens to Solid Materials when Mixed
With Solid Materials 175
Part 7.
7.1. Describe the Changes in the Properties of Solid Materials When
Mixed With Liquid Materials 186
7.2. Describe the Changes in the Properties of Solid Materials When
Mixed Completely and Form Layers 192
Part 8.
8.1. Classify Useful and Harmful Materials in Our Environment 197
8.2. Identify Useful and Harmful Materials in Our Environment 203
8.3. Identify the Changes in Materials Whether Useful and Harmful
To the Environment 209
Third Quarter
Fourth Quarter
DEVELOPMENT TEAM
DEMONSTRATION TEACHERS
Añoso, Cleofe A.
Azul, Cherry E.
Barquilla, Edielyn
Belga, Ian Jover D.
Cervantes, Jenny E.
Fernandez, Josie A.
Gapayao, Memviluz L.
Lorenzana, Marian Tyche O.
Lopez, Grace
Magas, Imelda A.
Obrero, Sherna A.
Robrigado, Lanie
Secretario, Maribel
Sarte, Anielyn
Ubaldo, Marilou
Visaya, Gina M.
VALIDATORS:
Abadeza, Gloria
Principal 1, San Roque Elementary School
Belbes, Beatriz
Principal 1, Bagacay Elementary School
Azul, Cherry E.
Master Teacher 1, Bogna Elementary School
ROWENA D. MANAOG
Education Supervisor 1- Science
Over-all Chairperson
i
i
School Grade Level 4
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 2-4
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
215
LED tv, ppt, materials for activity
IV. PROCEDURE
Overview:
The materials that we see around us exist in different forms: solids,
liquids or gases. Like other materials, solids have different
characteristics or properties such as size, shape, color, odor,
texture and others. The solid materials could also undergo changes
when exposed to certain conditions such as temperature or when
mixed with other materials.
Hav
ENGAGE e
the
pup
ils
go
aro
und the classroom.
• Have them list down at least 10 materials they see in the
classroom
• Instruct pupils to go back to their seats after listing the
materials
• Ask: What materials did you see as you go around the
classroom?
• If you are to group the, how will you group the materials?
216
(We group them according to their state: solid, liquid, gas)
• Ask them to write their answers in tabulated form
Group activity
• Setting of Rubric
CRITERIA SCORES
5 4 3 2 1
What to do?
217
Present the different materials needed for the activity
218
CHARACTERISTICS of the Materials
Put a check
mark (/) if
Name of the
BEFORE BEFORE Adding
objects material
Adding Water Water
absorbs
water (x) if
does not
Rubber ball
Cotton balls
Sponge
Face towel
T-shirt
Rag
Tissue paper
What to do?
219
CHARACTERISTICS of the Materials
Put a
checkmark
Name of (/) if the
BEFORE BEFORE Adding
Materials material
Adding Water Water
absorbs
water (x) if
does not
1. Group Reporting
Checking of outputs and rating of rubrics.
220
Guide Questions:
a. Which characteristics do you observe from each of the
materials before placing them in water?
b. Did all materials absorb water?
c. Which of these materials absorb water? When you
squeeze each material, what did you observe?
d. Did all the materials absorb water?
e. Which of these materials absorb water? What are these
materials made up of?
f. Which of these materials did not absorb water?
What are these materials made up of?
Guide Questions:
b.. Which of the materials do you think will absorb water? What
common characteristics do these materials have? Why do you say
so?
221
I learned that _______________________________________
I realized that
_______________________________________
Ask:
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
222
have been caught
up in the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
F. What difficulties
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
223
School Grade Level 4
I. OBJECTIVES
C. Learning
Classify materials based on the ability to absorb water, float, sink,
Competencies/
undergo decay (S4MT-Ia-1)
Objectives
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 2-4
224
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
IV. PROCEDURE
ENGAGE
1. Show to the class the word absorb: and the word does not
absorb.
2. Ask the pupils to write a word that is similar or associated with
the word absorb and do not absorb using the concept map/star
web shown below.
225
ACTIVITY. (For Learner A)
What to do?
activity
Choose among your group the person who will act as a recorder,
leader and presenter.
The leader will get from the teacher the materials to be used in the
activity.
Put the materials in the working area, observe its characteristic and
write them on the concept map or star web below.
C. EXPLORE
5 4 3 2 1
226
The pupils will answer the activity sheet provided by the teacher.
From the given lists of materials, ask the pupils to classify the
materials whether it absorbs water or do not absorb water.
What to do?
Group Reporting
EXPLAIN Checking of outputs using the rubrics
Comparing the results of activities.
227
Guide Questions:
Some of the materials will tend to absorb water, and more water
than the other.
Porous materials are materials having small holes that allow air or
liquid to pass through.
Non-porous materials are materials that do not allow air or liquid
to pass through.
There are different materials in our environment that can be
classified according to their properties. They can be classified
based on their ability to absorb water. Some materials can absorb
water more than others.
ELABORATE
Ask: Why would some people use raincoat and umbrella and
boots during rainy days?
228
Given are the materials in the drawing. Classify the materials according
to their ability to absorb water or do not absorb water. Write their
answers in the table below.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
229
have been caught
up in the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
F. What difficulties
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
I. OBJECTIVES
230
The learners should be able to:
C. Learning Classify materials based on the ability to absorb water, float, sink, undergo
Competenci decay (S4MT-Ia-1)
es/
Objectives
Describe the materials that float or sink.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
Activity Materials:
B. Other plastic bottle with cover, plastic saucer, pencil, eraser, metal spoon, 1
Learning small stone,1 large stone, plastic book cover, rubber ball, styropore, cup ,
Resources toy boat made of wood, toy made of plastic or rubber, water, basin
Note: The teacher will present some statements and then the
pupils will determine whether the statement is a FACT of BLUFF.
IV.
PROCEDURE
231
2. STYROFOAM do not absorb water.
3. PLASTIC TOY absorbs water.
4. TISSUE paper does not absorb water.
5. WAX PAPER does not absorb water.
6. RUGS do not absorb water.
7. CHALK absorbs water.
8. HANKERCHIEF absorbs water.
9. NOTEBOOK does not absorb water.
10. Aluminum foil absorbs water.
Note to teachers:
After doing the activity, the teacher will ask the pupils the questions below.
Gather the materials needed for the activity and present it to the class.
C. EXPLORE
Group activity.
232
Presentation of Rubrics
CRITERIA SCORES
5 4 3 2 1
Cooperati All 2 3 4 5
on members members members members members
are are not are not are not are not
cooperati cooperati cooperati cooperati cooperati
ng ng ng ng ng
Participati All 2 3 4 5
on members members members members members
are not are not are not are not are not
participat participat participat participat participat
ing ing ing ing ing
Attentiven All 2 3 4 5
ess during members members members members members
reporting are are not are not are not are not
attentive attentive attentive attentive attentive
What to do?
Present in front of the class the materials needed for the activity
233
ACTIVITY: FOR LEARNER A
Table 1. Characteristics of Materials that Float and Sink
Name of Characteristic of Does the Characteristic of
objects the materials( material materials that
color, size, float or sink makes them
shape, weight float or sink
etc) (LIGHT OR
HEAVY)
Plastic
bottle with
cap
234
Put the materials one by one in a basin with water.
Record what will happen to the materials on the chart below
Allot time for the pupils to wrap up and finalize their output.
1. Group Reporting.
2. Comparing the results of activities.
3.Checking of outputs using the rubrics.
EXPLAIN
Guide Questions:
•Observe the plastic bottle with cap while in water. Did it float or sink?
•Lift the plastic bottle in water and remove its cover, then place it again in
the pail of water. Did the plastic bottle without cap float or sink? Why?
•What did you observe when you placed the materials one at a
time in water? (Some materials floated. Other materials sank.)
•Which materials sink faster, the small stone or the large stone?
Why?
•What about the materials that sink? What can you say about
ELABORATE
their characteristics? What is/ are common among them?
What are the characteristics of the materials that make them float?
235
What are the characteristics of the materials that make them sink?
Sink means to fall to the bottom of water. Float means to stay on top.
Some materials sink very fast and some object sink very slow.
The shape of the materials can affect its ability to float, but some
materials like styropore and wood balsa can in water no matter what their
shapes are.
Some objects float at first, but then sink as they absorb water or take
water through their holes.
Subject Integration: AP
What do you think is the reason why boats or ships float in water?
What do you think is the reason why life vests keep you afloat in the sea?
236
Using the materials listed in the table, describe what makes each material
float or sink. Write your answers in the table below. Describe what makes
them float or sink.
Materials Characteristics
1.
2.
EVALUATE
4.
5.
Note: if the pupils are done already of the tasks, they may also perform
this additional task.
237
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who
got 80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have been
caught up in
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
238
worked well?
F. What
difficulties did I
encounter
which my
principal/super
visor could
help me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other
teachers?
239
School Grade Level 4
I. OBJECTIVES
C. Learning Classify materials based on the ability to absorb water, float, sink, undergo
Competencies/ decay (S4MT-Ia-1)
Objectives
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook pages
4. Additional
Materials from
Learning
240
Resource portal
Manila paper, Marker and Result of Table 1 Activity on “What materials float
and what materials sink?
B. Other Learning
Resources (plastic bottle with cover, plastic saucer, metal spoon,1 large stone, rubber
ball, orange, plastic spoon, styro foam cap or sponge, paper clip, ball pen,
toy boat made of rubber, water, basin)
IV. PROCEDURE
ENGAGE Say: “Again, in this lesson, you will encounter these words:
Ask: What do think are the other characteristics possessed by the different
materials identified?
241
Group Activity.
Say: Today we will try to classify the materials based on their ability
to float or sink.
Presentation of Rubrics
What to do?
In your activity sheet, draw and name one material that sink and one
material that float.
C. EXPLORE
CRITERIA SCORES
5 4 3 2 1
Cooperati All 2 3 4 5
on member member member member member
s are s are not s are not s are not s are not
coopera coopera coopera coopera coopera
ting ting ting ting ting
Participat All 2 3 4 5
ion member member member member member
s are not s are not s are not s are not s are not
participa participa participa participa participa
ting ting ting ting ting
Attentive All 2 3 4 5
ness member member member member member
during s are s are not s are not s are not s are not
reporting attentiv attentiv attentiv attentiv attentiv
e e e e e
What
to
do?
242
(Advance preparation) Gather the real objects or materials needed
In your activity sheet, draw and name one material that sink and one
material that float.
Sink ______
Float______
Presentation of output
Guide Questions:
243
anything common among each one?
• How about the objects that sink? What can you say about them?
Sink means to fall to the bottom of water. Float means to stay on top.
Some materials float on top of water, some things stay submerged partway
down, and some things sank.
Some materials sink very fast and some things sink very slow
ELABORATE
Some materials float easily. Others sink once absorb water to take water
through holes.
*(the teacher can let her pupils watch the video about the characteristics of
the materials that float and sink).
Subject Integration: AP
Identify the following materials whether they float or sink. Write your
answer before each item.
244
In tabulated form, list down materials found in your
community and describe the kind of materials that makes
them float or sink.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
D. No. of learners
who continue to
require
245
remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
F. What difficulties
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
246
School Grade Level 4
I. OBJECTIVES
Classify materials based on the ability to absorb water, float, sink undergo
decay (S4MT-Ia-1)
C. Learning
Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook pages
247
4. Additional
Materials from
Learning
Resource portal
IV. PROCEDURE
Ask: What properties of the materials identified in the previous activities did you learn? (from
JIGZAW ACTIVITY.
Present to the class a cut out picture.
The pupils will make a picture analysis on the presented picture.
What do you think is shown in the picture?
ENGAGE What does it tell us?
What pieces of information can be drawn from the picture?
The responses of the pupils will serve as a springboard to
the lesson.
248
Ask: Again, what do you think is shown in the picture?
(Advance preparation)
(Cut out pictures of the different materials that undergo and do not
undergo decay)
•Let the pupils perform the activity entitled: “Materials that Undergo
Decay”
Presentation of Rubrics
CRITERIA SCORES
5 4 3 2 1
C. EXPLORE Cooperation All 2 members 3 members 4 members 5 members
members are not are not are not are not
are cooperating cooperating cooperating cooperating
cooperating
249
dead animals
dried leaves twig
broken glass
dead plants
Vegetable leftover
Plastic peelings foods tire/rubber broken plate
bottles
ACT
IVIT
Y:
(LE
AR
NE
R
B)
What to do?
250
Materials that undergo Decay FAST Decay SLOW
Decay
251
Presentation of group outputs THROUGH RUBRICS.
Discussion of the guide questions.
GUIDE QUESTIONS:
•Decay- to be slowly destroyed into bits in the presence of water, soil, air
•Not all plants and animals undergo decay process at the same time.
•Some of the materials are compressed under water and thick layers of soil
over millions of years. They are converted into fossil fuels, such as coal, oil
or natural gas. These fuels are used in power stations, factories, motor
vehicles and others.
• The organic matter in the soil is derived from plants and animals. It
becomes organic fertilizer.
•Organic fertilizer from compost pit does not harm us but instead it
enriches the soil.
•Some factors that contribute to the decaying process of the materials are
sunlight, water, soil, and action of microorganism.
252
*What are the materials that undergo decay?
Given are the materials drawn below. Identify the materials that undergo
decay.
EVALUATE
__________4. 5. _________5.
2. From the materials given, select at least two, and describe how these
materials undergo decay.
Investigate further
Agreement List down which materials decay fast and which decay slowly that found at
home.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
253
assessment
B. No. of learners
who require
additional activities
for remediation
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
F. What difficulties
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
I wish to share with
other teachers?
254
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W2D1
I. OBJECTIVES
B. Performance
The learners should be able to:
Standards
Recognize and practice proper handling of products
II. CONTENT
III. LEARNING
RESOURCES
255
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Activity Material
Use the following suggested pictures of the following:
B. Other Picture of an old man sick with TB, asthma, diarrhea
Learning Picture of family living near the dumpsite
Resources Pictures of a family living in a squatter area
Pictures of a family living in a “estero /canal” area
IV.
PROCEDURE
Ask:
ENGAGE
The teacher will show his/her prepared cut out pictures to the
pupils.
C. EXPLORE
256
Ask: What message do the picture tell us? In order to
understand what the picture is telling us, we will have a group
activity.
What to do?
Say:
These are the things that I expect from you. Let us all read
this I CAN ___statement.
CRITERI SCORES
A 5 4 3 2 1
Coopera All 2 3 4 5
tion membe membe membe membe member
rs are rs are rs are rs are s are
coopera not not not not
ting coopera coopera coopera coopera
ting ting ting ting
Particip All 2 3 4 5
ation membe membe membe membe member
257
rs are rs are rs are rs are s are
not not not not not
particip particip particip particip particip
ating ating ating ating ating
Attentiv All 2 3 4 5
eness membe membe membe membe member
during rs are rs are rs are rs are s are
reportin attentiv not not not not
g e attentiv attentiv attentiv attentiv
e e e e
Setting of Rubric
258
TASK CARD 3. Allergy TASK CARD 3. Tuberculosis
Allergy symptoms include Tuberculosis is a disease
itchiness of the eyes and skin caused by bacteria due to
and even sneezing. Common polluted air. The bacteria attack
causes of allergies are pollen, the lungs of a person, but they
weed, dust and exposure to can also damage other parts of
dirty surroundings and polluted the body. TB spreads through air
air. Good hygiene practices when someone with the
prevent from getting allergy. untreated TB coughs, sneeze,
speaks, spits and speak without
covering his mouth.
What to do?
From the pictures (above) and the task card given, fill in
the activity sheet below.
259
surrounding
Presentation of group outputs THROUGH RUBRICS.
Discussion of the guide questions.
GUIDE QUESTIONS:
ELABORATE Ask:
How could people living in areas where dumpsite, esteros or
canal be protected from getting sick?
260
The teacher will address misconceptions of ideas.
The teacher will add information if needed.
EVALUATE
261
drinking
polluted water.
___ 2. This is a disease spread by a specific type of
mosquito.
___ 3. This disease can cause severe diarrhea that if
not treated properly can cause death.
___ 4. A skin disease that result from poor hygiene and
exposure to decaying materials.
___ 5. A disease caused by bacteria which attacks
lungs
and can also damage other parts of the body.
Investigate further
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
262
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
263
A. Content The learners demonstrate an understanding of:
Standards grouping the materials based on their properties
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Activity Materials:
B. Other
Learning
Resources Survey form, parent’s permit, Manila paper, marker, picture or
real objects of materials that decay fast and decay slowly
IV.
PROCEDURE
Review:
This time we will have a game called “ Guess that Act”
ENGAGE
What to do?
264
group will get through a draw lot.
2. While performing the task, the remaining groups will
guess what disease/sickness they portrayed.
Ask:
Source: googleclip.com
265
A. Group the pupils into three.
SCORES
CRITERIA
5 4 3 2 1
All 2 3 4 5
members members members members members
Cooperati
are are not are not are not are not
on
cooperati cooperati cooperati cooperati cooperatin
ng ng ng ng g
All 2 3 4 5
members members members members members
Participati
are not are not are not are not are not
on
participat participat participat participat participatin
ing ing ing ing g
All 2 3 4 5
Attentiven
members members members members members
ess during
are are not are not are not are not
reporting
attentive attentive attentive attentive attentive
sheet below
C. EXPLORE
SURVEY FORM
Address ____________________________
Occupation_____________________________
266
What were done to treat the illness:
_______________________________________
Guide Questions
EXPLAIN Based on the activity, where did they throw their decaying
garbage?
267
polluted or contaminated because of garbage?
EVALUATE Allergy
Cholera
Malaria
Typhoid
dysentery
Agreement
268
Look for a place in your community or barangay where people
practice proper waste disposal (e.g .place where there is a
Material Recovery Facility.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
269
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
270
The learners should be able to recognize and practice proper
B. Performance
handling of products
Standards
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Activity Materials:
Empty packages or containers of different products:
milk,
cereal, sardines, meatloaf
Empty boxes/ bottles of over-the-counter medicines,
B. Other
Learning drugs (those that can be bought without doctor’s
Resources
prescription: cough syrup, pain reliever, ointments,
toothache drops
Wrapper of detergents/soap, empty label of
disinfectants
and pesticide
271
IV.
PROCEDURE
Review:
•Looking at the garbage our school canteen is producing
every
day, what kind of garbage do they produce?
Ask:
Let the pupils read the different words that will be encountered
as the activity and the lessons progress.
272
Provide the identified materials needed for the activity and
present it to the class.
What to do?
Warning/
Food Date
Expirati Precautiona
Product Use Manufactur
on Date ry
s ed
(if any)
Activity Sheet 2
Table 2. Medicine
273
Activity Sheet 3
Guide Questions
1. What information is given by the labels of the products?
2.What are the manufacturing and expiry dates of each
product?
3.Do all products have enough label of information?
EXPLAIN 4.If you are going to compare the label of food products to the
label of medicines and housekeeping products, what
similarities do you find?
5.Which information found in the product labels do you think is
the most important? Why?
6.What is the importance of knowing how to read product
labels?
Guide Questions:
274
2. Do you have all these materials at home? (answers may
vary)
3. Have you experience buying these products?
4. Do you read the product labels whenever you buy any of
these
products?
5.What information did you get in the product labels? (Content,
expiry date….)
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
275
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
276
School Grade Level 4
I. OBJECTIVES
II. CONTENT
III. LEARNING
277
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Activity Materials:
IV.
PROCEDURE
Review:
Say:
278
or warning in using the product should be provided in different
manufactured products.
Ask:
1. Presentation of standard
2.Conduct differentiated activity.
RUBRICS:
279
CRITERIA SCORES
5 4 3 2 1
Cooperati All 2 3 4 5
on memb memb membe membe member
ers ers rs are rs are s are not
are are not not cooperati
coope not cooper cooper ng
rating coope ating ating
rating
Participati All 2 3 4 5
on memb memb membe membe member
ers ers rs are rs are s are not
are are not not participat
not not particip particip ing
partici partici ating ating
pating pating
Attentiven All 2 3 4 5
ess during memb memb membe membe member
reporting ers ers rs are rs are s are not
are are not not attentive
attenti not attentiv attentiv
ve attenti e e
ve
What to do?
Activity Sheet 1
280
Table 1. Importance of Product Label
Product
Label IMPORTANCE OF THE PRODUCT LABEL
Guide Questions
Guide Questions:
281
might be allergic). They describe the safe way of
using
the product, including the dose (in the case of
medicine).
They warn possible dangers.
They describe the proper way of storing the product.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
282
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
283
CODE SCI4Q1W2D5
SAMPLE ASSESSMENT
SCIENCE IV
Name:________________________________________
Score:__________
Section: ______________________________________
Date:____________
Directions. Read and analyze each question. Encircle the letter of the correct
answer in
each item.
284
a. Bath rub b. plastic raincoat
b. d. t-shirt d. school uniform
6. A glass of water spill on the table. You want to dry the table at once. What
are you going to use?
a. Cotton b. rug made of cloth
b. c. paper d. plastic
7. Which of the following materials have the ability to sink in water?
a. Metal spoon b. Styrofoam
b. plastic cup d. rubber ball
8. Why do boats floats in water?
a. Boats are made of wood that make them float
b. Man use paddle to make the boat float in water.
c. The sea breeze makes the boat float in water.
d. The water current pushes the boat upward.
9. Reading the product labels are important because it_____ .
a. gives the price of the product
b. tells know who buys the product
c. gives the owner of the product
d. provides information on the use the product correctly
10. You mother asked you to give her medicine because she has a fever. What
are you going to do first?
a. Read the label of the medicine
b. Taste the medicine before giving it your mother.
c. Get the glass of water and the medicine.
d. Throw the medicine in the garbage.
11. Which of the following is the proper waste disposal?
a. Throwing the garbage into the sea c. segregating waste
b. Decaying and none decaying d. throwing waste
materials in rivers
12. Gabby practiced proper waste segregation. During segregation, he collected
non-decaying waste. Which of the following options is most possible for him
to do during segregation?
a. By composting c. by reusing
b. by recycling d. both b and c
13. Waste should be segregated into_____ groups.
a. Decaying and non-decaying c. bluish and yellowish
285
b. Cause loss of human soil
c. Speed up the materials to decay
d. Allow free flow of rain water run off
18. What safety precaution do you need to observe in disposing waste materials?
a. Use gloves or adequate equipment in handling waste materials to
prevent puncture by sharp items.
b. Taste and touch waste materials before disposing them
c. Keep the waste materials in your kitchen.
d. Expose yourself to the waste materials.
19. Why do some materials absorb water? Some materials absorb water because
materials_____
a. have tiny holes that let the water get in.
b. are soft that can easily get water in
c. are made of vinyl
d. are expensive
20. What should people do with garbage to prevent oneself form getting sick?
a. Dispose waste material properly
b. Take medicine
c. Throw the waste materials anywhere in your surroundings
d. Drink untreated water
TABLE OF SPECIFICATION
SUMMATIVE TEST
286
product labels Ib-2
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
287
1. Teacher’s Teachers Guide Pages 21-24
Guide pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning LED TV, slide deck presentation, materials intended for the
Resources activity
IV.
PROCEDURE
ENGAGE Say: Given the drawing, have the pupils sort the materials
according to product and describe the properties of each of
the materials.
(Give guide on how to describe)
Introduce the new lesson.
288
Cooperati All 2 3 4 5
on members members members members members
are are not are not are not are not
cooperati cooperati cooperati cooperati cooperati
ng ng ng ng ng
Participati All 2 3 4 5
on members members members members members
are are not are not are not are not
participati participati participati participati participati
ng ng ng ng ng
Attentiven All 2 3 4 5
ess members members members members members
During are are not are not are not are not
reporting attentive attentive attentive attentive attentive
Distribution of sheets
Activity Sheet
Activity 1-“Properties of Waste Materials?
289
What to do?
1. Get the materials needed from your teacher. S
2. Place all the materials on your table. pupils w
3. Sort the materials according to their properties. activity.
4. Observe and describe the characteristics and
properties of each material. Record your description
in table 1.
5. After describing each material, identify them whether
they are kitchen waste, garden waste, or factory
returnable.
6. 6. Record your observation on table 2 using the two
7. columns.
8.
TABLE 1 PROPERTIES OF WASTE MATERIALS
NAME OF PROPERTIES
MATERIALS DESCRIPTION (decaying,non-
(Odor, decaying)
color,etc.)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
290
Presenting of the outputs.
1. Group presentation.
2. Discussions and clarifications of the results of the group
activities.
l learned that____________________________________.
l realized _______________________________________.
291
l promise_______________________________________.
Why is not a good practice to burn old rubber tires during New
Year’s Day celebration?
EVALUATE
Source: Googleclip.com
1.Conduct an interview to the barangay officials in your
Agreement community.
2.Ask them how they implement Solid Waste Mgt.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
292
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
293
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W3D2
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
294
portal
Real Objects:
IV.
PROCEDURE
Ask:
Suggested Rubrics
5 4 3 2 1
295
Cooperatio All 2 3 4 5
n members members members members members
are are not are not are not are not
cooperatin cooperatin cooperatin cooperatin cooperatin
g g g g g
Participatio All 2 3 4 5
n members members members members members
are are not are not are not are not
participatin participatin participatin participatin participatin
g g g g g
Attentivene All 2 3 4 5
ss members members members members members
During are are not are not are not are not
reporting attentive attentive attentive attentive attentive
Distribution of sheets
Activity Sheet
Activity 1-“How Will I Dispose Waste Materials?
What to do?
1. The teacher will divide and place the waste materials
into 5 stations.
2. Pupils will sort the materials according to their
properties and think of the best way on how to dispose
them.
3. List the identified materials in the chart under its
corresponding column.
296
Wast Waste Return dable Dispo
e able sing
297
environment as well as harming the human
life.
Waste should never be disposed down
sinks, drains, lavatories, ditches, near
wildlife habitats or ponds
Products for disposal should not be mixed
together and containers should be clearly
labeled.
Separate materials into biodegradable and
non-biodegradable
V. REMARKS
VI. REFLECTION
VII. OTHERS
298
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
299
School Grade Level 4
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
300
Learning
Resource
portal
IV.
PROCEDURE
Setting of standards
301
Distribution of sheets/ Posting the enlarge replica of the
environment word search.
What to do?
9. The teacher will post on the board the enlarge replica of
the environment word search. The teacher will provide
each pupil an individual activity sheet.
10. Pupils will look for the word or group of words that are
related to the word environment highlighting the
concepts of decaying and non-decaying.
11. List the identified words in a separate table 2.
12. Identify the decaying and non-decaying materials.
L X T N G L A S S N C
O E Y U C T I O P E A
L B A T L C S N R W N
D G W V U O V F E S D
S A R X E H I J R P Y
H D E U Z S T T Y A W
I S L I P P E R K P R
R F Y Y P E B U S E A
T R U N K M E T A R P
R R E E E I E L T E P
A H U Y G T S R I E E
T I T O N Y R E U N R
W K Y P I D G T P W G
I Z O D R H J V Y T I
G G P G Y G L A S S O
S N A C S E L T T O B
302
Answer the Guide Questions:
1. Group presentation.
EXPLAIN 2. Discussions and clarifications of the results of the group
activities.
EVALUATE
Empty bottles tin cans empty cartons/boxes
empty powder or lotion bottles old news papers
vegetable and fruit peelings twigs
303
plastic bottles of water aluminium foil
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
304
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
305
School Grade Level 4
Teacher Learning Area SCIENCE
I. OBJECTIVES
306
The learners should be able to:
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Led TV, PPT, materials intended for the activity
Resources
IV.
PROCEDURE
Recall
307
Ask the pupils which of the materials are recyclables?
What do you think are the things/materials that we can still reuse at home and in schoo
How will you reuse them?
1. Setting of standards.
2. Presentation of rubrics.
Suggested Rubrics
5 4 3 2 1
Cooperation All 2 3 4 5
member member member member member
s are s are not s are not s are not s are not
cooperat cooperat cooperat cooperat cooperat
ing. ing. ing. ing. ing.
Participation All 2 3 4 5
member member member member member
s are s are not s are not s are not s are not
participa participa participa participa participa
ting. ting. ting. ting. ting.
Attentivenes All 2 3 4 5
C. EXPLORE s member member member member member
During s are s are not s are not s are not s are not
reporting attentive attentive attentive attentive attentive
. . . . .
Distribution of sheets
Activity Sheet
308
What you Need:
Marker
Manila paper
What to Do:
1. Identify and loop the name of materials that you can find
in the puzzle below that you think are reusable.
2. You can do it vertically, horizontally or slanty.
3. There are at least 8 reusable materials in the puzzle below.
PUZZLE
A C Q D B H O R S E
C p A H O S M A U U
L A B N T R A B Y T
O G E A T Y G J T O
T L G Z L K A C S
W
H A K W E J Z N O E
E S M D L S I Z P L
S S J A R I N Y X A
X O K X S J E C K Z
A B F E I X Z V S T
Y F U R N I T U R E
U P V L S P A O K O
P B E O G C C C S P
A L E G L Q K T A Y
P P Y D Z P S Y U N
E H P X D A C E X S
R G O E K I T O E T
B D Q J R M N J Y D
Y A R K Y B U G A O
X Z G F K Y S T S J
309
Let the pupils will understand that:
I learned that____
I realized that____
I promise _______.
ELABORATE
310
How are you going to encourage your fellow students to help
lessen this problem?
Agreement
Cut-out picture of material made out of recyclable materials.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
311
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
312
The learners should be able to
Observe proper ways of disposing waste materials by sorting
them according to their properties. S4MT-Ic-d-3
Identify ways of disposing waste materials according to their
C. Learning
properties.
Competencies/
Objectives Identify decaying and non-decaying materials.
Identify recyclable materials.
Identify reusable materials.
III. LEARNING
RESOURCES
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Resources
IV.
PROCEDURE
313
Setting the standards/norms in taking the summative test.
C. EXPLORE
EXPLAIN
1. Test proper
ELABORATE 2. Checking of the test papers
3. Recording of the results of the test
EVALUATE
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
314
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
315
School Grade Level 4
I. OBJECTIVES
B. Performance
Standards The learners should be able to recognize and practice proper
handling of products.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
316
PROCEDURE
Review:
Coopera All 2 3 4 5
tion members members members members members
are are are are are
cooperating cooperati cooperati cooperati cooperati
. ng. ng. ng. ng.
Participa All 2 3 4 5
tion members members members members members
are are are are are
participatin participati participati participati participati
g. ng. ng. ng. ng.
317
Attentive All 2 3 4 5
ness members members members members members
during are are are are are
reportin attentive. attentive. attentive. attentive. attentive.
g
Activity Sheet
Procedure:
1. Go to working station assigned to you.
2. Listen for the instructions given by the teacher.
3. When necessary, use hand gloves in handling materials in
your station.
4. Sort the waste materials.
5. Classify the waste materials by properties.
6. There are containers provided in your station.
7. Place the waste materials in every container after
classifying.
8. Label the containers according to the properties of materials.
EXPLAIN 9. Record in your data chart all the waste materials placed in
every labelled container.
10. Present your output in class using the template below.
Table 1. Types of Waste Materials
318
Answer the following questions:
1. What materials did you use in the activity?
2. How did you classify the materials?
3. How are you going to dispose the waste materials?
ELABORATE One can classify the wastes materials by separating waste materials to
decaying and non-decaying materials.
HYSAN Integration
319
Directions: Classify the following wastes materials according
to decaying or non-decaying materials
( tin can,leaves,empty bottles,old disc,twigs)
EVALUATE
Decaying Non-decaying
Materials Materials
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
320
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
321
School Grade Level 4
Teacher Learning Area SCIENCE
I. OBJECTIVES
A. Content
Standards The learners demonstrate an understanding of grouping
different materials based on their properties.
B. Performance
Standards The learners should be able to recognize and practice proper
handling of products.
II. CONTENT
III. LEARNING
322
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Review:
a. Show the class the empty packages of candles, biscuits,
medicine and empty cans of milk, sardines and empty bottle
tubes of shampoo and conditioner.
b. Call the pupils to sort the materials that you have shown
them.
c. Which of these materials are still useful to us? Which of
these are harmful to us?
d. How are you going to dispose these materials?
323
What common wastes can you find in the markets?
Presentation of rubrics.
CRITE SCORES
RIA
5 4 3 2 1
Coope All 2 3 4 5
ration members membe membe membe membe
are rs are rs are rs are rs are
cooperati coopera coopera coopera coopera
ng. ting. ting. ting. ting.
Partici All 2 3 4 5
pation members membe membe membe membe
are rs are rs are rs are rs are
C. EXPLORE participati particip particip particip particip
ng. ating. ating. ating. ating.
Attenti All 2 3 4 5
veness members membe membe membe membe
during are rs are rs are rs are rs are
reporti attentive. attentiv attentiv attentiv attentiv
ng e. e. e. e.
Activity Sheet
Procedure:
1. Go to your assigned station.
2. Identify the kind of materials in your station.
3. Group the waste materials according to the following
properties that are found in the hospital, market and
house: biodegradable, non-biodegradable and recyclable.
4. Use the trash can to place the waste materials.
5. Follow the precautions in disposing the waste
materials in your assigned station.
a. Use gloves in sorting waste materials to avoid
puncture
from sharp objects.
324
b. Place the sharp objects in a cardboard box, tape and
mark it as trash.
6. Prepare a group presentation on proper waste segregation
to be performed in class.
Ask:
Which material can be recycled?
What are the materials that can be reduced?
Give another example of recyclable materials.
325
b. Place the sharp objects in a cardboard box,
tape and mark it as trash.
326
3. You want to lessen the waste materials in your
classroom. One of the waste materials is file of old
newspaper. How are you going to dispose old
newspaper in your classroom?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
327
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
328
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W4D3
I. OBJECTIVES
B. Performance
Standards The learners should be able to recognize and practice proper
handling of products.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
329
portal
IV.
PROCEDURE
Motivation:
Look at the pictures, what do the pictures show?
ENGAGE
Source: googleclipart.com
C. EXPLORE This time, you will learn more on proper disposal of waste
materials by performing a group activity.
330
Group the class into 3. Select the leader.
Ask the leader to get the box containing the activity materials.
Set the norms in performing Group Activity.
Presentation of rubrics.
CRITE SCORES
RIA
5 4 3 2 1
Cooper All 2 3 4 5
ation members member member member member
are s are s are s are s are
cooperati coopera coopera coopera coopera
ng. ting. ting. ting. ting.
Partici All 2 3 4 5
pation members member member member member
are s are s are s are s are
participati particip particip particip particip
ng. ating. ating. ating. ating.
Attenti All 2 3 4 5
veness members member member member member
during are s are s are s are s are
reporti attentive. attentiv attentiv attentiv attentiv
ng e. e. e. e.
Activity Sheet
Procedure:
Group 1- Label the picture showing proper disposal of
garbage.
Group 2- Draw 1 scenario showing proper disposal of garbage.
Group 3- Construct a slogan showing proper disposal of
garbage.
Prepare a group presentation on proper waste segregation to
be performed in class.
331
2. What does your work show?
3. Do you practice the same in waste segregation?
4. How do you dispose waste materials?
Ask:
How do you dispose waste materials?
By practicing 3 R’s, (Reuse, Reduce and Recycle.)
HYSAN Integration
332
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
333
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
B. Performance
Standards The learners should be able to recognize and practice proper
handling of products.
334
The learners should be able to:
Demonstrate proper disposal of waste according to the
C. Learning properties of its materials.
Competencies/
(S4MT-Ic-d-3)
Objectives
Classify waste materials according to properties.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Review:
a. What are the normal practices in disposing waste
materials?
Call the pupils one by one to give the proper disposal of
garbage.
335
This time, we will have an activity bout the proper ways of
disposing waste materials.
Group the class into 3. Select the leader.
Ask the leader to get the box containing the activity materials.
Set the norms in performing Group Activity.
Presentation of rubrics.
CRITE .SCORES
RIA
5 4 3 2 1
Coope All 2 3 4 5
ration members membe membe membe membe
are rs are rs are rs are rs are
cooperati coopera coopera coopera coopera
ng. ting. ting. ting. ting.
Partici All 2 3 4 5
pation members membe membe membe membe
are rs are rs are rs are rs are
C. EXPLORE participati particip particip particip particip
ng. ating. ating. ating. ating.
Attenti All 2 3 4 5
veness members membe membe membe membe
during are rs are rs are rs are rs are
reporti attentive. attentiv attentiv attentiv attentiv
ng e. e. e. e.
Activity Sheet
Procedure:
1. Go to your assigned station.
2. Do what has assigned to your group;
Group 1- Make a conversation showing proper disposal of
garbage.
Group 2- Write an essay or a paragraph expressing proper
disposal of garbage.
Group 3- List at least 5 precautionary measure on g proper
disposal of garbage.
336
Presentation of output/Group Reporting
HYSAN Integration
ELABORATE
Do you use gloves in handling those waste materials?
337
Let them play the “Picture Frame Game” to show the proper
disposal of garbage.
Procedure:
1. Each group will portray the proper disposal of garbage.
2. One member will explain what the other members of the
group is portraying.
Presentation of rubrics.
CRITE .SCORES
RIA
5 4 3 2 1
Cooper All 2 3 4 5
ation members member member member member
are s are s are s are s are
cooperatin cooperat cooperat cooperat cooperat
g. ing. ing. ing. ing.
Particip All 2 3 4 5
ation members member member member member
are s are s are s are s are
participatin participat participat participat participat
g. ing. ing. ing. ing.
Attentiv All 2 3 4 5
eness members member member member member
during are s are s are s are s are
reportin attentive. attentive. attentive. attentive. attentive.
g
338
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
339
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
B. Performance
Standards The learners should be able to evaluate whether changes in
materials are useful or harmful to one’s environment
II. CONTENT
340
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Review:
This time, you will learn more on solid by doing our group
activity.
341
Presentation of rubrics.
CRITERI SCORES
A
5 4 3 2 1
Activity Sheet
Procedure:
Hammer the following:
Group 1
Group 2
Group 3
342
7. Prepare a group presentation on proper waste
segregation to be performed in class
Ask:
Based on the activity, how will you describe a solid material?
EXPLAIN
Solid
343
Teacher will highlight these key concepts:
Solid are rigid and hard
Solid molecules are tightly packed together.
They cannot move freely so they do not flow.
Solid has definite shape.
Solid Description
Materials
EVALUATE
Stone
Ballpen
Table
eraser
chalk
344
1 pair of rubber sleepers
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
345
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
346
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W5D2
I. OBJECTIVES
B. Performance
Standards The learners should be able to evaluate whether changes in
materials are useful or harmful to one’s environment.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
347
B. Other Pictures, real objects
Learning
Resources
IV.
PROCEDURE
Review:
ENGAGE Look around, can you name some objects that you can see in
the classroom.
This time, you will learn more on solid by doing our group
activity.
Group the class into 3. Select the leader.
Ask the leader to get the box containing the activity materials.
Set the norms in performing Group Activity.
Presentation of rubrics.
CRITE SCORES
C. EXPLORE RIA
5 4 3 2 1
Cooper All 2 3 4 5
ation members member member member member
are s are s are s are s are
cooperati coopera coopera coopera coopera
ng. ting. ting. ting. ting.
Partici All 2 3 4 5
pation members member member member member
are s are s are s are s are
participati particip particip particip particip
ng. ating. ating. ating. ating.
348
Attenti All 2 3 4 5
veness members member member member member
during are s are s are s are s are
reporti attentive. attentiv attentiv attentiv attentiv
ng e. e. e. e.
Activity Sheet
Procedure:
Describe the following solid objects. (Provide the pupils with
real objects.
Group 1-eraser, ruler, notebook, lunchbox
Group 2-pot holder, manila paper, pillow, box, pencil case
Group 3-book, pillow, box, pencil case
EXPLAIN
Presentation of output/Group Reporting
Answer the following questions.
1. What are the solid materials that you have described?
349
2. What are the characteristics of solid materials?
3. Can you describe them?
4. Do they have the same characteristics?
5. In what way do they differ?
Ask:
Describe solid materials. Write them on the organizer.
Solid
350
shape.
After doing an activity, what will you do? How will you
wash your hands?
Why is it important to always have clean hands?
V. REMARKS
VI. REFLECTION
351
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
352
teachers?
I. OBJECTIVES
353
A. Content The learners demonstrate an understanding of changes that
Standards materials undergo when exposed to certain condition.
B. Performance
Standards The learners should be able to evaluate whether changes in
materials are useful or harmful to one’s environment.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning Pictures, objects, hammer
Resources
IV.
PROCEDURE
354
small ____ ____ smooth
Procedure:
Ask them to write down on the manila paper some examples of solid
that can be bent.
After two minutes, have the group representative present the group
output.
355
Present the new lesson by saying:
The solid materials that you have listed can all be bent.
This time, you will learn more on describing solid materials by doing
our group activity.
Ask the leader to get the box containing the activity materials.
Presentation of rubrics.
CRITERI SCORES
A
5 4 3 2 1
Cooperati All 2 3 4 5
on member member member member member
s are s are s are s are s are
cooperat cooperat cooperat cooperat cooperat
ing. ing. ing. ing. ing.
Attentive All 2 3 4 5
ness member member member member member
during s are s are s are s are s are
reporting attentive attentive attentive attentive attentive
. . . . .
Activity Sheet
Procedure:
Plastic ruler
356
Electric wire
Paper clip
Metal spoon
Rubber slippers
Ask:
Can you describe solid materials when bent?
What changes took place after the solid material was bent?
Ask:
357
Why is it important to always have clean hands?
paper clip
Electric wire
EVALUATE
Plastic ruler
Metal spoon
Rubber slippers
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
358
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
359
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W5D4
I. OBJECTIVES
B. Performance
Standards The learners should be able to recognize and practice proper
handling of products.
360
The learners should be able to:
Demonstrate proper disposal of waste according to the
C. Learning properties of its materials.
Competencies/
(S4MT-Ic-d-3)
Objectives
Classify waste materials according to properties.
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource portal
IV. PROCEDURE
Review:
a. How do you dispose the waste materials in your
home?
I will call 3 sets of pupils with five members. They are going
to act out or do it in pantomime way to show what is in the
picture the teacher has shown to portray the proper disposal
of garbage. The group who can guess correctly will be
declared as winner.
361
This time, you will learn more on showing proper waste
materials by doing our group activity.
CRITERI .SCORES
A
5 4 3 2 1
Activity Sheet
Procedure:
362
2. What does your work show?
3. Do you practice the same?
4. How do you dispose waste materials?
3.Build a compost bin, you can use the waste as fertilizer for
your garden.
HYSAN Integration
363
group is portraying.
3. If the group showed the proper disposal of garbage they
will earn 1 point.
4. The group who will get the highest points will be declared
as winner.
CRITER .SCORES
IA
5 4 3 2 1
Coopera All 2 3 4 5
tion members members members members members
are are are are are
cooperating cooperati cooperati cooperati cooperati
. ng. ng. ng. ng.
Participa All 2 3 4 5
tion members members members members members
are are are are are
participatin participati participati participati participati
g. ng. ng. ng. ng.
Attentive All 2 3 4 5
ness members members members members members
during are are are are are
reportin attentive. attentive. attentive. attentive. attentive.
g
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who have
364
been caught up in
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervis
or could help me
with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
365
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W5D5
I. OBJECTIVES
B. Performance
Standards The learners should be able to evaluate whether changes in
materials are useful or harmful to one’s environment
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
366
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Engage
Review:
A. Paste the activities that pressing is applied.
ENGAGE
Exploration:
This time, you will learn more on describing solid materials by
367
doing our group activity.
Group the class into 3.Select the leader.
Ask the leader to get the box containing the activity materials.
Set the norms in performing Group Activity.
Presentation of rubrics.
CRITER SCORES
IA
5 4 3 2 1
Coopera All 2 3 4 5
tion membe membe membe membe membe
rs are rs are rs are rs are rs are
coopera coopera coopera coopera coopera
ting. ting. ting. ting. ting.
Participa All 2 3 4 5
tion membe membe membe membe membe
rs are rs are rs are rs are rs are
particip particip particip particip particip
ating. ating. ating. ating. ating.
Attentive All 2 3 4 5
ness membe membe membe membe membe
during rs are rs are rs are rs are rs are
reporting attentiv attentiv attentiv attentiv attentiv
e. e. e. e. e.
Activity Sheet
Procedure:
1. Hammer each of the given materials. Observe what
happens to each of the material.
2. Copy the table below and record your observation.
Block of wood
Tin can
Piece of hollow
block
Sheet of
368
galvanized iron
Explanation
Ask:
369
After doing an experiment or activity, what will you do with
your hands? How will you wash your hands?
Why is it important to have a clean hands always?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
370
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
371
A. Content The learners demonstrate an understanding of changes that
Standards materials undergo when exposed to certain conditions
B. Performance
Standards The learners should be able evaluate whether changes in
materials are useful or harmful to one’s environment
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
372
Ask: How will you change its properties?
Group Activity:
Suggested Rubrics:
373
CRITE SCORES
RIA 5 4 3 2 1
2
All 3 4 5
membe
member member member member
Cooper rs are
s are s are not s are not s are not
ation not
coopera cooperat cooperat cooperat
cooper
ting. ing. ing. ing.
ating.
All 2
3 4 5
member membe
member member member
Particip s are rs are
s are not s are not s are not
ation not not
participa participa participa
participa particip
ting. ting. ting.
ting. ating.
2
Attentiv All 3 4 5
membe
eness member member member member
rs are
during s are s are not s are not s are not
not
reportin attentive attentive attentive attentive
attentiv
g . . . .
e.
Objectives:
1. Demonstrate how to press solid materials properly.
2. Describe what happens to the solid materials when
they are pressed.
Materials:
1 pc.of banana, pandesal, clean plastic sheet, small wood,
empty glass/bottle, large stone
For LEARNER A
374
each of the material.
2. Record your observations on the table below.
Table 1. Observation to materials when pressed
Material Observation
modelling clay
paper cup
Banana
Pandesal
For LEARNER B
1. Let the pupils list some of the materials found in their bag
that can be pressed.
2. Press each of the material and observe what happened to
each of the material after pressing.
3. Let them write their observation in the table below:
Material Observation
375
experiment?
____________________________________________
____________________________________________
__
Conclusion:
I therefore conclude
that_________________________________________
____________________________________________
____________________________________________
___
Group Reporting
1. Let the pupils report on the activities they have done.
2. Give feedback after all the groups have presented their
outputs.
3. Help the pupils formulate their own ideas/concepts by
asking:
a. What happened to the solid materials when they were
pressed?
b. Was a new material formed when solid material was
EXPLAIN
pressed?
4. Clarify misconceptions when needed.
Help pupils formulate their own ideas/concepts by asking:
1. What happened to the solid materials when they were
pressed?
2. Was a new material formed when solid material was
pressed?
3. What characteristics of solid were evident in the
experiment?
376
Subject Integration: ESP and EPP
Let the pupils identify situations where pressing of solid
materials is applied.
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
377
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
378
Lesson 10 Activity 3 :
Objectives:
1. Demonstrate how to press solid materials properly.
2. Describe what happens to the solid materials when they are pressed.
Materials:
1 pc.of banana, pandesal, clean plastic sheet, small wood, empty glass/bottle, large
stone
Procedure:
For LEARNER A:
1. Using the piece of wood or empty glass bottle or large stone, press each of the
given materials. Observe what happens to each of the material.
2. Record your observations on the table below.
Material Observation
modelling clay
paper cup
banana
pandesal
For LEARNER B:
1. Let the pupils list some of the materials found in their bag that can be pressed.
2. Press each of the material and observe what happened to each of the material
after pressing.
379
3. Let them write their observation in the table below:
Material Observation
Conclusion:
I therefore conclude that
I. OBJECTIVES
B. Performance
Standards The learners should be able evaluate whether changes in
materials are useful or harmful to one’s environment
380
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other 1 pc of block wood, empty tin can, hollow block, small sheet
Learning of galvanized iron, hammer
Resources
IV.
PROCEDURE
ENGAGE
381
1. Process the answers of the pupils.
2. Ask: What do you think are its uses?
Group Work
Activity 4 - "What Happens to Solid Materials When
Hammered?" LM pp.35-36
1. Divide the class into small groups.
2. Set norms to follow during group activity.
3. Provide each group of the materials needed.
4. Instruct each group to work on Lesson 10: LM Activity
4- “What happens to Solid Materials when hammered?”
C. EXPLORE
5. Provide instructions in doing the activity.
6. Go around and oversee the work of the pupils.
7. Have each group to discuss their findings and report
them in class.
8. Present the rubrics.
Suggested Rubrics:
382
CRITE SCORES
RIA 5 4 3 2 1
2 3
All 4 5
membe member
member member member
Cooper rs are s are
s are s are not s are not
ation not not
coopera cooperat cooperat
cooper coopera
ting. ing. ing.
ating. ting.
All 2 3
4 5
member membe member
member member
Particip s are rs are s are
s are not s are not
ation not not not
participa participa
particip particip participa
ting. ting.
ating. ating. ting.
2 3
Attentiv All 4 5
membe member
eness member member member
rs are s are
during s are s are not s are not
not not
reportin attentiv attentive attentive
attentiv attentive
g e. . .
e. .
NOTE: Group 1 will be observing the rubrics for group 2.
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and an observer.
WRITTEN WORK # _____
Lesson 10 Activity 4 : What Happens to the Solid Materials
when Hammered?
Objective:
1. Describe what happens to the solid materials when
they are hammered.
Materials:
1 pc.of: block wood, empty tin can, (lata), hollow block, small
sheet of galvanized iron, hammer
Procedure:
For LEARNER A:
383
Material Observation
block of wood
empty tin can
piece of hollow block
sheet of galvanized
iron
For LEARNER B:
1. Let the pupils go out of the room for 5 minutes and look for
(10) small objects.
2. After 5 minutes, let them hammer each of the material they
have and observe what happened after pounding.
3. Allow them to record their observation in the given table
below:
Material Observation
Conclusion:
384
I therefore conclude that _
Agreement
V. REMARKS
385
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
386
which I wish to
share with other
teachers?
387
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W6D5
I. OBJECTIVES
B. Performance
Standards The learners should be able evaluate whether changes in
materials are useful or harmful to one’s environment
II. CONTENT
III. LEARNING
RESOURCES
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
388
The teacher gathers some solid materials to be identified by
the pupils.
Ask the pupils to name each material.
Ask: Are these solid materials the same or different from one
another? Use the information derived from their answers to
emphasize the ideas/concepts:
• That solid materials have different
characteristics/properties such as size shape, color, texture,
weight etc.
For LEARNER A:
Perform Gallery Walk-
389
After naming all the materials, the teacher will ask each group
to accomplish the table below: The pupils will group the name
of the pictures as to:
For LEARNER B:
The teacher will ask each group to name some of the materials
under each column. Let them accomplish the table below:
SCORES
CRITERIA
5 4 3 2 1
All 2 3 4 5
members members members members members
Cooperatio
are are not are not are not are not
n
cooperatin cooperati cooperatin cooperatin cooperatin
g ng g g g
390
All 2 3 4 5
members members members members members
Participatio
are not are not are not are not are not
n
participati participat participatin participatin participatin
ng ing g g g
All 2 3 4 5
Attentivene
members members members members members
ss during
are are not are not are not are not
reporting
attentive attentive attentive attentive attentive
Suggested Rubrics:
NOTE: Group 1 will be observing the rubrics for group 2.
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and observe.
EXPLAIN Ask:
1. What are the ways to change the characteristics/properties
of solid materials?
2. How can you classify solid materials?
3. Can you name some solid materials found in your bag that
can be cut? bent? pressed? hammered?
391
color and other characteristics/properties.
V. REMARKS
VI. REFLECTION
VII. OTHERS
392
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
393
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W7D1
I. OBJECTIVES
394
The learners should be able to:
B. Performance
Standards Evaluate whether changes in materials are useful or harmful
to one’s environment
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 38-40
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
1. Ask the pupils to get a sheet of paper. Ask them to copy the table
below.
ENGAGE 2. Let the pupils predict.
395
cube when I put the tin can over the flame for a few minutes?
3. Ask the pupils to write their answers/ predictions on the first
column of the table.
Suggested Rubrics:
CRITER SCORES
C. EXPLORE IA 5 4 3 2 1
2
All 3 4 5
member
member members members members
Coopera s are
s are are not are not are not
tion not
cooperati cooperati cooperati cooperati
coopera
ng ng ng ng
ting
2
All 3 4 5
member
member members members members
Participa s are
s are not are not are not are not
tion not
participat participati participati participati
particip
ing ng ng ng
ating
Attentive All 2 3 4 5
ness member member members members members
during s are s are are not are not are not
reporting attentive not attentive attentive attentive
396
attentiv
e
Objectives:
1. Define heating.
2. Describe what happens to the materials when heated
and cooled.
Materials:
1 pc.of: clean discarded tin can (Malinis na lata), stick,
candle/alcohol lamp (gasera), box of matches, small wood,
tripod or metal stand, 2 pcs. of crayon(group 1), 2 pcs. of
chocolate bar (group 2) , 2 spoonful of butter (group3)
Procedure:
For LEARNER A:
1. Describe the physical state of the materials assigned to
your group.
2. Put the materials in the tin can.
3. Using the matchstick, light the candle and let it stand on a
small piece of wood.
4. Using a pair of tongs, hold the tin can over the flame.
5. Heat the tin can 2-3 minutes. Observe what happens.
Use a tripod or metal stand.
6. After 2-3 minutes, remove the tin can from the flame.
Wait for a few minutes until the materials cools off. Observe
what happens.
Materials Observation
Crayon
Bar of chocolate
Spoonful of butter
For LEARNER A:
397
tripod or metal stand, 2 pcs. of crayon, 2 pcs. of chocolate bar,
2 spoonful of butter
Materials Observation
Crayon
Bar of chocolate
Spoonful of butter
Conclusion:
I therefore conclude that
__________________________________________________
__________________________________________________
__
398
1.Let the pupils report on the activities they have done.
2.Give feedback after all the groups have presented their
outputs.
3.Clarify misconceptions when needed.
4. Check the pupils’ responses to the ff. activity questions
while
discussing the activity.
EXPLAIN
a. What happened to the crayon, chocolate bar, butter and
margarine when heated? Why?
b. Is there a change in the appearance of the materials?
c. How would you describe the changes happened to each of
the material when heated?
d. How will you describe the changes in the properties of
materials when they are exposed to hot temperature?
(Valuing)
EVALUATE
When the materials are h_________, they c__________
their size, s________, texture and ________. When
heated, the s__________ materials are changed to liquid.
399
1. Let the pupils perform the activity below at home.
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
400
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
401
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W7D2
I. OBJECTIVES
II. CONTENT
402
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 38-40
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Resources
IV.
PROCEDURE
TASK CARD:
403
B. Divide the class into small groups.
1. Set norms to follow during group activity.
2. Provide each group of the materials needed.
3. Let the pupils brainstorm with their group members and try
to discuss what happened to the water when put in the
freezer or refrigerator?
4. Let them describe the changes happened to the water when
cooled.
SCORES
CRITERI
A 5 4 3 2 1
All 2 3 4 5
members member members members members
Cooperati
are s are not are not are not are not
on
cooperati cooperat cooperatin cooperatin cooperatin
ng ing g g g
C. EXPLORE All 2 3 4 5
members member members members members
Participati
are not s are not are not are not are not
on
participati participat participati participati participati
ng ing ng ng ng
Attentive All 2 3 4 5
ness members member members members members
during are s are not are not are not are not
reporting attentive attentive attentive attentive attentive
5. Go around and oversee the work of the pupils.
6. Have each group to discuss their findings and report them
in class.
7. Present the rubrics.
NOTE: Group 1 will be observing the rubrics for group 2.
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and observe
404
b. Is there a change in the appearance of the materials?
c. How would you describe the changes happened when
materials are cooled?
Ask: What happened to some materials when heated?
ELABORATE
Subject Integration: ESP and EPP
Say: With the concepts you have learned about cooling, what
business related activity will do to earn extra money coming
summer vacation?
or
What simple activity will you do earn extra money using the
concepts you have learned?
Essay: 5pts.
EVALUATE Describe what happens to materials when cooled.
Agreement Why is it not a good practice to open and close the door of
the refrigerator from time to time?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
405
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
406
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W7D3
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 38-40
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Resources
IV.
407
PROCEDURE
Ask: Why do you think she worries a lot about the frequent
brownout in their place?
GROUP ACTIVITY:
408
CRITERI SCORES
A 5 4 3 2 1
All 2 3 4 5
members member members members members
Cooperati
are s are not are not are not are not
on
cooperati cooperat cooperatin cooperatin cooperatin
ng. ing. g. g. g.
All 2 3 4 5
members member members members members
Participati
are not s are not are not are not are not
on
participati participat participati participati participati
ng. ing. ng. ng. ng.
Attentive All 2 3 4 5
ness members member members members members
during are s are not are not are not are not
reporting attentive. attentive. attentive. attentive. attentive.
Suggested Rubrics:
NOTE: Group 1 will be observing the rubrics for group 2.
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and an observer.
WRITTEN WORK # _____
Lesson 11 : What Happens to the Solid Materials when
Heated and when Cooled
Objectives:
1. Describe what happens to the materials when heated
and cooled.
Materials:
1 pc.of: clean discarded tin can (Malinis na lata), stick,
candle/alcohol lamp (gasera), box of matches, small wood,
tripod or metal stand, 2 pcs. of crayon(group 1), 2 pc
s. of chocolate bar (group 2) , 2 spoonfuls of butter (group3)
Procedure:
1. Describe the physical state of the materials assigned to
your group.
2. Put the materials in the tin can.
3. Using the matchstick, light the candle and let it stand on
a small piece of wood.
4. Using a pair of tongs, hold the tin can over the flame.
5. Heat the tin can 2-3 minutes. Observe what happens.
Use a tripod or metal stand.
6. After 2-3 minutes, remove the tin can from the flame.
Wait for a few minutes until the materials cools off.
Observe what happens.
409
Answer the following questions:
1. What happened to each material when heated?
Why?_______________________________________
410
E. Describe the changes in the properties of the materials
when they are heated and
cooled.
1. Let the pupils watch the video clip: Heat- Ball and Ring
Experiment
2. After watching, have them answer the following questions.
(TG. pp.52-53)
•What did you observe when you initially fit the brass ball
through the brass ring?
•What did you observe when you fit the brass ball after heating
it through the brass ring?
•After cooling down the brass ball, what did you observe when
you fit it again through the brass ring?
ELABORATE
Help the pupils construct and express their own
understanding.
411
Based from the experiment we had, why do you think Shiela
worried too much of the frequent brownout in their place?
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
412
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
413
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W7D4
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
414
Guide pages
2. Learner’s
Materials pages
Science Learner’s Manual pages 40-43
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Ask: Aside from ice candies what do you think are the other
products he can make out of it?
415
Expected answer: Halo-Halo
Let them identify which are solid and /or liquids by filling up the
table below:
SOLID LIQUID
C. EXPLORE
416
4. Instruct each group to work on Lesson 12: LM Activity 1-
“What happens to the Solid
Materials when mixed to Other Solid Materials?”
5. Provide instructions in doing the activity.
6. Go around and oversee the work of the pupils.
7. Present the rubrics.
Suggested Rubrics:
CRITE SCORES
RIA 5 4 3 2 1
2 3 4 5
All
memb member member member
member
Cooper ers are s are s are s are
s are
ation not not not not
coopera
cooper coopera coopera coopera
ting.
ating. ting. ting. ting.
All 2 3 4 5
member memb member member member
Particip s are ers are s are s are s are
ation not not not not not
particip particip participa participa participa
ating. ating. ting. ting. ting.
2 3 4 5
Attentiv All
memb member member member
eness member
ers are s are s are s are
during s are
not not not not
reportin attentiv
attentiv attentive attentive attentive
g e.
e. . . .
417
heterogeneous mixture?
In the list of ingredients, in the first activity. Try to find out pairs
of ingredients which will form heterogeneous mixture.
Subject Integration: ESP
418
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
419
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
420
Time and Date Quarter/Week/Day Q1W7D5
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 40-43
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other LED TV, video clip, activity sheets ( used in the previous
Learning lesson), rubrics, mixtures
Resources (used in the previous activity)
IV.
PROCEDURE
421
Play Cabbage Relay:
422
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1) Each group will have a
leader and an observer.
423
going to segregate them?
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
424
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
425
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W8D1
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
426
Materials pages Science Learner’s Manual pages 44-46
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Review:
What is mixture? Let the pupils give examples of solid
mixture.
What happens to solid materials when mixed with other solid
materials?
Can you still distinguish the materials from their original state?
Can you give an example of homogenous mixture?
heterogeneous mixture?
427
what happens to the solid materials when mixed with the
liquid.
Presentation of rubrics.
CRITERI SCORES
A 5 4 3 2 1
Cooperati All members 2 members 3 members 4 members 5 members
on are are are are are
cooperating cooperatin cooperatin cooperatin cooperatin
g g g g
C. EXPLORE
Activity Sheet
Procedure:
1. Get clean drinking glass.
2.Using the spoon, mix solid materials listed in the table.
3. After mixing the materials, observe what happens.
4. In your notebook, copy the table below. Record your
observation on the table by checking the proper column.
Write down also the changes you observed when solid and
liquid materials are mixed or combined.
428
Sand and water
Salt and
vinegar
Flour and
cooking oil
Pepper and
vinegar
Vetsin and
vinegar
Ginger and
rubbing alcohol
[powder
dye(jobos) and
water
Malungay
leaves and
water
What are the different changes you observed when solid and
EXPLAIN liquid are mixed?
What happens to the solid materials when mixed with the liquid
materials?
What are the different changes you observed when solid and
liquid materials are mixed?
429
What happens to the solid materials when mixed with the liquid
materials?
ELABORATE
Some solid materials spread out evenly in the liquid materials,
but some do not. When mixed with the liquid some solid
materials changed their size,shape and color, but some do
not.
HYSAN Integration
What did you observe with your hands after doing your group
activity?
EVALUATE
1.milk and hot water_____________________
2.flour and water________________________
3.salt and vinegar_______________________
430
4.Sugat and soy sauce____________________
5.pebbles and water
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
431
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
432
School Grade Level 4
I. OBJECTIVES
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s
Guide pages
Science Teacher’s Guide pages 59-61
2. Learner’s
Materials pages
Science Learner’s Manual pages 46-48
433
4. Additional
Materials from
Learning
Resource
portal
www.indiamart.com.,wallpapermart.com.,amazon.co.uk.,www.
wired.com.,naukrinama.com.,rd.com.,williwms-
sonoma.com.,ae.
pricena.com.,clicks.co.za.,vectotorstock.com.,brecorder.com.,r
equestreduc.org.
IV.
PROCEDURE
Dissolve completely
434
into the mixture and blow it. (Let the class observe it.)
2. Present the topic.
Today, you will investigate what happens to the liquid
materials when mixed with other liquid materials.
Activity Sheet
Procedure:
C. EXPLORE
435
Answer the following questions:
1.What liquid materials mixed completely? What made this
happen?
2.What liquid materials did not mix completely? What made
this happen?
3. What changes did you observe when two liquid materials
mixed?
4. What happens to the liquid materials when mixed with the other
liquid materials?
4.Valuing
What are the precautionary/safety measures that we need to
observe when mixing liquid materials?
EVALUATE
Describe the changes in the properties of liquid materials when
mixed with other liquid materials. Choose your answer from the
436
box below.
Mix completely,
form two layers
Aunt Mila cooked chicken adobo for lunch. Fred, her son,
Agreement observed the fats floating on its sauce.
Describe the chicken adobo sauce
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
437
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
438
School Grade Level 4
Teacher Learning Area SCIENCE
I. OBJECTIVES
C. Learning
Identify changes in materials whether useful or harmful to
Competencies/
one’s environment Code:S4MT-li-j-7
Objectives
Classify useful and harmful materials in our environment
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages
3. Textbook
pages
4. Additional
Materials from
439
Learning
Resource
portal
IV.
PROCEDURE
Ask:
1. What happens to the liquid materials when mixed with the other liquid
materials?
2. Present the lesson.
Have the pupils fill up the table below.
ENGAGE
440
harmful? Why do you say so?
1. Setting of standards
2. Presentation of rubrics
RUBRlCS
Criteria 5 4 3 2 1
Cooper All 2 3 4 5
ation membe membe membe membe membe
rs are rs are rs are rs are rs are
coopera not not not not
ting. coopera coopera coopera coopera
ting. ting. ting. ting.
Particip All 2 3 4 5
ation membe membe membe membe membe
rs are rs are rs are rs are rs are
particip not not not not
ating. particip particip particip particip
ating. ating. ating. ating.
Attentiv All 2 3 4 5
eness membe membe membe membe membe
during rs are rs are rs are rs are rs are
reportin attentiv not not not not
g e. attentiv attentiv attentiv attentiv
e. e. e. e.
C. EXPLORE
3. Distribution of activity sheets
4. Group activity
For Learner A
Activity Sheet
Objective: Classify useful and harmful materials in our
environment.
Procedure:
1. Prepare the materials that you need for the activity.
2. Listen to the instructions/reminders to be given by
the teacher.
3. Classify the materials whether it is useful or
harmful.
4. After classifying, write the materials under its
441
corresponding column
by filling up the chart below.
5. Clean the assigned area after the activity.
6. Prepare for the group presentation.
What can you say about the materials that you gathered?
Guide Questions:
1. What materials did you use in your activity?
2. Which of the materials are useful? harmful?
3. What did you learn in this activity?
For Learner B
Activity Sheet 1
What you need:
Marker, Manila paper
Procedure:
Copy and fill the chart below with the needed
information.
Activity Sheet 2
Find out why washing clothes and dishes in the rivers
are harmful.
Discuss it in your report
442
1. Group reporting
EXPLAIN 2. Checking the groups’ responses to the activity.
3. The teacher will further explain the lesson by
discussing the answers to the guide questions.
4. Have the pupils formulate the concept.
Ask: What have you learned today?
I learned that ______________________________________.
I realized _________________________________________.
I promise ________________________________________.
EVALUATE 1 2. 3. 4.
5.
Bring cut-out pictures of the following situations/actions:
Agreement 1. trees being cut
2. wood being burned
3. river thrown with garbage
V. REMARKS
443
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
444
share with other
teachers?
I. OBJECTIVES
445
The learners should be able to:
B. Performance
Standards Evaluate whether changes in materials are useful or harmful
to one’s environment
C. Learning
Competencies/
Identify changes in materials whether useful or harmful to
Objectives one’s environment S4MT- li-j-7
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 49-52
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
IV.
PROCEDURE
Review:
2. Let the pupils give examples of useful and harmful
ENGAGE materials.
3. Present the lesson.
In today’s activity, you will identify changes in
materials that can be useful or harmful in our
environment.
446
1. Show the class the illustration below
SUGGESTED RUBRlCS
Criteria 5 4 3 2 1
Cooperati All 2 3 4 5
on member member member member member
s are s are not s are not s are not s are not
cooperat cooperat cooperat cooperat cooperat
ing. ing. ing. ing. ing.
Participati All 2 3 4 5
C. EXPLORE on member member member member member
s are s are not s are not s are not s are not
participa participa participa participa participa
ting. ting. ting. ting. ting.
Attentive All 2 3 4 5
ness member member member member member
during s are s are not s are not s are not s are not
reporting attentive attentive attentive attentive attentive
. . . . .
447
3. Group activities
Distribution of activity sheet
Objective:
Identify changes in materials that are useful or harmful
to the environment
What to Do:
1. Brainstorm ideas about the different changes in the materials
you have used and observed in the surroundings.
2. Discuss the effects of these changes to our surroundings.
3. List down as many changes in the materials that you can
think of.
4. Identify whether such change in the materials are useful or
harmful to the environment by putting a check mark ( / )
in the proper column.
5. Prepare a similar table shown below.
6. List down in column 1 as many changes in the materials that
you can think of.
7. Discuss how each of these changes affects the environment.
8. Present your output to the class.
Guide Questions:
1. What are the changes in the materials that are useful to the
environment? Why do you say they are useful?
2. What are the changes in the materials that are harmful to the
environment? Why do you say they are harmful?
448
Activity For Leaner B
Advance Learners
Activity Sheet
Given the same activity sheet, answer the following
tasks below.
1. 1. 1.
2. 2. 2.
3 3. 3.
4 4. 4.
5 5. 5.
3. Group presentation.
4. Discussions and clarifications of the results of the group
activities.
449
Ask: What have you learned from the activity today?
What are the different changes in materials that are useful or
harmful to the environment?
l learned that _________________________.
l realized_____________________________.
l promise _________________________________.
Govt. Thrust lntegration: Plant a Tree Program
ELABORATE
Subject integration: AP,EPP,ESP
What do you think is the effect of cutting trees to our
environment?
As young as you are, how can you help maintain our beautiful
environment?
Agreement
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
450
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
451
School Grade Level 4
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W9D3
I. OBJECTIVES
C. Learning
Competencies/
Identify The changes in materials whether useful or harmful to
Objectives one’s environments S4MT- li-j-7
II. CONTENT
III. LEARNING
RESOURCES
2. Learner’s
Materials pages
Science Learner’s Manual pages 53-56
3. Textbook
452
pages
4. Additional
Materials from
Learning Led TV, PPT, materials intended for the activity
Resource
portal
B. Other
Learning
Resources
IV.
PROCEDURE
Ask:
As a young pupil how can you help the school regarding the
problem of garbage disposal?
5 4 3 2 1
Cooperation All 2 3 4 5
memb memb memb memb memb
C. EXPLORE ers are ers are ers are ers are ers are
cooper not not not not
ating cooper cooper cooper cooper
ating ating ating ating
Participation All 2 3 4 5
memb memb memb memb memb
ers are ers are ers are ers are ers are
partici not not not not
pating partici partici partici partici
pating pating pating pating
453
Attentivenes All 2 3 4 5
s memb memb memb memb memb
During ers are ers are ers are ers are ers are
reporting attenti not not not not
ve attenti attenti attenti attenti
ve ve ve ve
3. Distribution of activity sheets
What to do:
Picture What does What is its What can
showing the picture effect to people do
changes in show? the to prevent/
the environme minimize
materials nt its harmful
effect to
the
environme
nt?
454
Study the pictures on the table shown above.
1. Group presentation.
2. Discussions and clarifications of the results of the group
activities.
3. Go over the groups’ responses and synthesize
ideas/ concepts.
4. Let the pupils understand that:
When the material is dumped with garbage
of any kind such as empty bottles, plastic, it
may pollute land, water and air. Chemicals
from factories, and others, become soil /land
EXPLAIN polluted.
Polluted land serves as breeding places for
flies, cockroaches and rats. These pests
may carry germs that cause disease, hence
hazardous to one’s health.
Growing plant is not also possible in polluted
land. When water is dumped with garbage
of any kind the river becomes polluted. lf we
drink water contaminated with germs we are
likely to get sick.
When surroundings are blanketed with
smoke from factories and motorized
vehicles, ashes and other dust particles, the
455
air becomes polluted. Polluted air causes
skin itchiness, lung infections, cancer and
other respiratory diseases.
Burning of garbage such as plastic
materials, rubber and other wastes is also
harmful to the environment.
Cutting down trees is also harmful to the
environment it affects the quality of air that
we breath.lt causes a rapid change in
temperature and rain levels are severely
affected. This in turn, changes weather
patterns, which leads to other environmental
concerns. Cutting down trees also causes
erosion. Many animals native to forests also
lose their habitats.
456
A. fish B. water plants
B. C. shrimp D. all of these
_____3. Air becomes polluted when _____________.
A. air is blanketed with smoke C. air is clean
B. air is fresh D. air is warm
_____4. Burning garbage such as plastic materials, rubber and
other wastes will
__________.
A. Do Harmful to the environment
B. Pose health risk for people
C. Contribute to global warming
D. All of these
Agreement
2. Ask them about their waste disposal scheme.
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of
learners who got
80% on the
formative
assessment
B. No. of
learners who
require
additional
activities for
457
remediation
C. Did the
remedial lessons
work? No. of
learners who
have been
caught up in the
lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did it
worked well?
F. What
difficulties did I
encounter which
my
principal/supervi
sor could help
me with?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
458
459
460
School Grade Level 4
Teacher Learning Area Science 4
3rd Quarter/ Week 1/ Day 1
Dates and Time Quarter/Week/Day
I.
OBJECTIVES:
The learners demonstrate understanding of
force that can change the shape, size or
A. CONTENT STANDARDS
movement of objects.
461
E. Values Integration Cooperation
III. LEARNING
RESOURCES:
A. References:
Science 4 Teachers’ Guide pp. 215 - 216
1. Teacher’s Guide:
2. Learner’s Material pages Science 4 Learner’s Material pp. 171 - 172
3. Textbook pages
462
https://www.canstock .photo.ie/bakery-
4. Additional Materials shop-design-concept-47885727.html
from Learning http://depositphotocom/217407940/stoc
Resources k-photo-illustrated-kitchen-scene-
showing-cute.htm
IV. PROCEDURES
ENGAGE A B
1
when force is
applied?
(Cluster the answer
of the students in
terms of the effect
on size, shape and
motion of an object).
EXPLORE Setting of standards for group activity.
(Precautionary measures to be followed
during group activity).
Today, you will be given materials and explore
them to change their shape.
_________________________________________
_____________________
2
EVALUATE The teacher will give the materials and the
pupils will determine one way to change the
shape of it.
Materials Ways to Change the
shape of the material
1. Stone
2. Black pepper
3. Paper
4. Sling shot
5. Notebook
spring
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
E. Which of my teaching
strategies worked
3
well? Why did these
work?
G. What innovation or
localized material did I
use/discover which I
wish to share with
other teachers?
For Group 1
4
I. Objective: Explain the effects of force on the shape of an object.
What you need:
sponge rolling pin
rubber ball fork and spoon Show picture of hands
modelling clay hammer applying force on the
styrofoam foil paper dough, (changing its
bar soap bottle cup shape)
chocolate bar cup cake
plastic drinking glass eggshell
Source: http://www.learnhive.net/learn/icse-grade-6/physics/force
What to do:
1. Observe each of the solid materials given in column A.
2. Change the shape of the materials found in Column A by applying force on it.
3. Fill out Column B with B with what you did to change the shape of the materials.
4. Fill out Column C with changes that took place after you have applied force on
the materials.
Data table
(C)
(A) (B) What changes took place
Object What I did to change the after I applied the force to the
shape of the materials materials?
1. Sponge
2. Rubber ball
3. Modeling clay
4. styrofoam
5. Bar soap
6. Chocolate
bar
7. Foil paper
8. Bottle cup
9. Cup cake
10. Eggshell
Guide Questions:
1. Look at your answers in column . What are the common ways you did to change the
shape of the objects? For each way, what did you use?
5
2. Listed below are also other ways to change the shape of objects. What do you think
will happen to an object if you will
a. pound b. bent c. stretch d. crumpled or e. press it?
3. From your answers in the questions above, what do you think can force do to
objects?
For Group 2
Family De la Cruz owns a bakery. The secret ingredient in making their bread and pastry is that
the family helps each other to produce delicious baked bread. Identify the materials they use
and the steps they follow to make their bread.
6
Place the following materials on the table, then let the pupils to manipulate and think of
ways to change the shape of it.
7
APPENDIX B – RUBRIC FOR GROUP ACTIVITY
5 4 3 2 1
Reporting Organized Organized Organized Organized Organized
and and and and and
comprehensiv comprehensiv comprehensiv comprehensiv comprehensiv
e, good e, good e, good e, good e, good
communicatio communicatio communicatio communicatio communicatio
n skills. n skills. 1 n skills. 2 n skills. 3 to 4 n skills. 5 or
Learners are learner is Learners are Learners are more
attentive inattentive attentive attentive Learners are
attentive
Neatness Very neat with Very neat with Very neat with Neat with Neat with
of output no erasures no erasures no erasures some several
and papers and papers and papers erasures and erasures,
not crumpled, slightly slightly papers slightly papers slightly
well written crumpled, well crumpled, but crumpled, not crumpled, not
written not well well written well written
written
Correctnes All 5 answers Only 4 Only 3 Only 2 Only 1 answer
s of are correct answers are answers are answers are is correct
Answers correct correct correct
Participatio All group 1 member of 2 group 3 group 4 or more
n members are the group is members are members are group
actively not not not members are
participating participating participating participating not
participating
8
APPENDIX C – REFERENCES
http://www.learnhive.net/learn/icse-grade-6/physics/force
http://depositphotocom/217407940/stock-photo-illustrated-kitchen-scene-showing-cute.html
9
School Grade Level 4
Teacher Learning Area Science 4
Dates and Quarter/Week/Day 3rd/Week 1/Day2
Time
I. OBJECTIVES:
The learners demonstrate understanding of force
A. CONTENT
that can change the shape, size or movement of
STANDARDS
objects.
The learners should be able to demonstrate
B. PERFORMANCE conceptual understanding of
STANDARD properties/characteristics of light, heat and
sound.
The learners should be able to…
C. LEARNING 1. explain the effects of force applied to an
COMPETENCY object;
S4FEIIIa-1
10
Science 4 Teacher’s Guide pp. 217 - 218
1. Teacher’s Guide:
2. Learner’s Science 4 Learner’s Material pp. 173 - 174
Material pages
3. Textbook pages
4. Additional http://www.google.com/amp/s/m.alibaba.com/am
Materials from p/product/60503419220.html
Learning
Resources
IV. PROCEDURE
S
ENGAGE A B
The teacher will present a situation of objects
that changes its size due to the exerted force.
Inflating balloon
Compressing spring
Chopping camote
Breaking a piece of chalk
11
them?
3. Which of the materials became bigger?
smaller? longer? shorter?
4. What is the effect of force on the size
of the materials?
ELABORATE Discussion of key concepts
– Effects of Force on the size of materials
-Citing other situations that involve applying force
which can change the size of an object.
EVALUATE
Explain the changes that will happen to the size
of the given objects if force will be applied.
12
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
G. What innovation or
localized material
did I use/discover
which I wish to
share with other
teachers?
13
APPENDIX A – ACTIVITY SHEET FOR A
Group 1
Force and Motion - Effects of Force on Objects
Activity 2 – What are the effects of force on the size of an object?
(Adapted from Learners Material on Science 4)
I. Objectives:
Describe the effects of force on the size of an object.
What you need:
plastic bottle bath soap
rubber ball cracker biscuit
copper wire styrofoam
cardboard hammer
Bottle cap rolling pin
eggshell winnowing basket (bilao)
sponge pair of scissors
popsicle stick
What to do:
Guide Questions:
1.How would you describe the size of the materials before force was applied on them?
14
2. How would you describe the size of the materials after force was applied on them?
3. Which of the materials became bigger? smaller? longer? shorter?
4. What is the effect of force on the size of the materials?
15
Eggshell
Sponge
Bar soap
Cracker biscuit
styrofoam
APPENDIX A- FOR B
GROUP 1 – Think of ways to change the size of the material. Put your answer on the table
below.
16
APPENDIX B – RUBRIC FOR GROUP ACTIVITY
5 4 3 2 1
Reporting Organized and Organized and Organized and Organized and Organized and
comprehensive, comprehensive, good comprehensive, comprehensive, comprehensive,
good communication skills. good good good
communication 1 learner is communication communication communication
skills. Learners inattentive skills. 2 skills. 3 to 4 skills. 5 or more
are attentive Learners are Learners are Learners are
attentive attentive attentive
Neatness of Very neat with Very neat with no Very neat with Neat with some Neat with
output no erasures erasures and papers no erasures and erasures and several
and papers not slightly crumpled, well papers slightly papers slightly erasures,
crumpled, well written crumpled, but crumpled, not papers slightly
written not well written well written crumpled, not
well written
Correctness All 5 answers Only 4 answers are Only 3 answers Only 2 answers Only 1 answer
of Answers are correct correct are correct are correct is correct
Participation All group 1 member of the 2 group 3 group 4 or more
members are group is not members are members are group members
actively participating not participating not participating are not
participating participating
17
APPENDIX C – REFERENCES
http://www.google.com/amp/s/m.alibaba.com/amp/product/60503419220.html
http://www.learnhive.net/learn/icse-grade-6/physics/force
18
School Grade Level 4
Teacher Learning Area Science
Dates and Time Quarter/Week/Day 3rd/Week 1/Day3&4
I.OBJECTIVES:
A. CONTENT The learners demonstrate understanding of force that
STANDARDS can change the shape, size or movement of objects.
B. PERFORMAN The learners should be able to demonstrate
CE conceptual understanding of
STANDARD properties/characteristics of light, heat and sound.
The learners should be able to…
C. LEARNING
1. explain the effects of force applied to an
COMPETENC
object;
Y
S4FEIIIa-1
At the end of the lesson, the student must be able to:
1. Design a toy car using the specified materials.
D. OBJECTIVES: 2. Suggest ways to make the toy car move.
3. Explain the effects of force to an object.
19
https://campbellms.typepad.com/ann_dubick/2
4. Additional 013/01/balloon-race-car-project.html
Materials from https://www.choosephilippines.com/do/history-
Learning and-culture/3507/5-pinoy-rides-metro-manila-
Resources traffic
III.PROCEDURES
ENGAGE A B
Who among you here has toy car? Why do you love
playing toy car?
What are the basic parts of a toy car?
Show picture of a
toy car
Source: https://campbellms.typepad.com/ann_dubick/2013/01/balloon-
race-car-project.html
20
ELABORATE Ask the following questions to sum up the lesson;
1. What are the materials you use to make the
toy car moves?
2. What are the necessary actions you made to
make the toy car move?
3. How did you make the toy car move farther
than one meter?
Explain why the toy car did not reach the
set one meter distance?
Show picture of
a racing car
Source: http://pixabay.com/en/race-car-road-formula-racing-243861
Source: https://www.choosephilippines.com/do/history-and-
culture/3507/5-pinoy-rides-metro-manila-traffic
V.REMARKS
VI.REFLECTION
21
A. No. of learners who earned 80%
of the formative assessment
22
APPENDIX A – ACTIVITY SHEET
What to do:
1. Select the materials you are going to use to make a toy car.
2. Cut the carton board/plastic bottle.
3. Insert the bamboo sticks /straw on the cartoon board/plastic bottle,
4. Attached the wheels on the car.
5. Think of ways on how to make the toy car move and test it.
Source:http://pbskids.org/designsquad/project1556281
Guide Questions:
1. Describe your toy car.
2. What are the things you consider in making your toy car?
23
How will I Make the Toy Car Move?
I. Objectives:
1. Identify ways on how to make the toy car moves.
2. Describe the effects of the amount of force on the movement of an object.
Guide Questions:
1. What are the material/s you use to make the toy car move?
2. What are the necessary actions you made to make the toy car move?
3. How did you make the toy car move farther than one meter?
4. Explain why the toy car did not reach the set one meter distance?
24
APPENDIX C- REFERENCES
https://campbellms.typepad.com/ann_dubick/2013/01/balloon-race-car-project.html
https://www.choosephilippines.com/do/history-and-culture/3507/5-pinoy-rides-metro-
manila-traffic
25
School Grade Level 4
Teacher Learning Area Science
Date and Time Quarter/Week/Day 3rd/Week1/Day 5
I.OBJECTIVES:
A. CONTENT The learners demonstrate understanding of force that can
STANDARDS change the shape, size or movement of objects.
The learners should be able to demonstrate conceptual
B. PERFORMANCE
understanding of properties/characteristics of light, heat
STANDARD
and sound.
The learners should be able to…
C. LEARNING
1. explain the effects of force applied to an object;
COMPETENCY
LC Code: S4FEIIIa-1
ENGAGE A B
On the previous activities you learned that force can
change the shape and size of an object. Does the size of
an object matters with the amount of force to be applied?
26
1. Call a big boy and a small boy in class.
2. Ask the boys to push the teacher’s table one at a
time within 10 seconds.
3. Ask the following questions:
a. Who among the boys was able to push the table
farther from them after 10 seconds?
b. Who exerted a less force to push?
c. Does the size of the body affect the force to be
exerted to push the table? Prove your answer.
Source:
http://www.123fr.com/photo_19109847_illustratio
n-of-little-kids-playing-tug-of-war.html
27
4. What factor affects the movement of the spring
balance?
5. Explain the effect of adding more padlocks on the
spring balance.
Objects’ Movement
28
4.Less force D.
Breaking
pile of
blocks
B. Complete the given
statement below:
1. A pingpong ball
moves _________
because it has
smaller mass.
2. Trucks and buses
need
________________
to accelerate
because it has
greater mass.
3. A karate expert
needs to exert
__________to
break the pile of
blocks.
4. _____________obj
ect is hard to push.
V.REMARKS
VI.REFLECTION
29
lesson
E. Which of my teaching
strategies worked well? Why
did these work?
30
1. Hang a padlock on a spring balance. Measure the force exerted by the padlock
on the spring. Record your observation in your notebook and table similar to the
one below.
2. Add another padlock to the spring balance and take note of the forces exerted by
the two padlocks. Record your observation in your data table.
3. Add a third padlock to the spring balance. Measure the force exerted by the
padlocks on the spring balance. Record your observations in your data table.
Guide Questions:
1. What did you observe with the spring balance when you hanged a padlock on
it?
2. What was the effect on the spring balance as you add more padlocks?
3. Predict what will happen if you keep on adding more padlocks to the spring
balance?
4. What factor affects the movement of the spring balance?
5. Explain the effect of adding more padlocks on the spring balance.
APPENDIX B – RUBRIC
5 4 3 2 1
Reporting Organized and Organized and Organized and Organized Organized and
comprehensiv comprehensive comprehensiv and comprehensiv
e, good , good e, good comprehensi e, good
communicatio communication communicatio ve, good communicatio
n skills. skills. 1 learner n skills. 2 communicati n skills. 5 or
Learners are is inattentive Learners are on skills. 3 to more Learners
attentive attentive 4 Learners are attentive
are attentive
Neatness of Very neat with Very neat with Very neat with Neat with Neat with
output no erasures no erasures no erasures some several
and papers and papers and papers erasures and erasures,
not crumpled, slightly slightly papers papers slightly
well written crumpled, well crumpled, but slightly crumpled, not
written not well crumpled, not well written
31
written well written
Correctness All 5 answers Only 4 answers Only 3 Only 2 Only 1 answer
of Answers are correct are correct answers are answers are is correct
correct correct
Participation All group 1 member of 2 group 3 group 4 or more
members are the group is not members are members are group
actively participating not not members are
participating participating participating not
participating
APPENDIX C – REFERENCES
http://www.123fr.com/photo_19109847_illustration-of-little-kids-playing-tug-of-war.html
https://www.dreamstime.com/stock-illustration-cartoon-vector -volleyball-sport-separated-layers-
game-animation-design-asset-image75019734
32
I. OBJECTIVES
A. Content The learners demonstrate understanding of force that can
Standard change the shape, size or movement of objects.
B. Performance The learners should be able to demonstrate conceptual
Standard understanding of properties /characteristics of light, heat
33
and sound.
C. Learning The learners should be able to practice safety measures
Competencies / in physical activities and proper handling of materials.
Objectives
LC code S4FEIIIb-c2
Unpacked Practice safety measures when performing exercise and
Objective: other physical activities
II. CONTENT Safety During Exercise and other Physical Activities
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide CG Science 4, pp. 54
2. Teacher’s Guide
3. Learners’
Materials
4. Additional
Materials from
Learning Resource
(LR)
Portal
B. Other Learning Science Links 4, pp. 251-252
Resources https://www.change4health.gov.hk/en/physical_activity/fac
ts/safety_tips/index_t.html
IV.PROCEDURE A B
A. ENGAGE Teacher will show pictures. Thumbs up if the picture
shows a physically healthy person. Thumbs down if it
does not.
34
physical activities like biking, jogging etc.
Setting of standards to be observed during group activity.
Agree on the rubric to be used during the group task.
B. EXPLORE Divide the class into 3 Divide the class into 3
groups. groups.
Group 1- Write a short script
and act out safety Group 1- Pupils will be
measures in performing provided with pictures
exercise and other physical showing safety precautions
activities. in performing exercise and
other physical activities.
Group 2- News report (one Using these pictures, they
member of the group will will
play the role of a reporter
who will interview 2 to 3 formulate 5
persons about safety Commandments in
measures in performing ensuring safety while
exercise and other physical performing exercise and
activities. other physical activities.
35
C. EXPLAIN Let pupils present their output.
Check the groups’ responses to the following questions:
1.How can accidents in performing exercises be avoided?
2. What safety gears can be worn when performing
exercise?
3. What are the appropriate attire to be worn during
exercise?
If there are misconceptions, clarify them.
D. ELABORATE 1. Go over the group’s responses to the guide questions.
Let the pupils synthesize the concept on safety measures
during physical activities
2. Further discussion on Exercise Precautions and Safety
Tips
Physical activity carries risks as well as benefits.
The most common adverse effects of physical activity are
burnout and musculoskeletal injury. Depending on the
type of activity, injury risk can be augmented with
increased intensity, frequency and duration of activity. To
minimize the risk of activity-induced injuries, you should
be aware of the signs of over-exertion (such as
breathlessness and muscle soreness), and take
reasonable precautions.
1. Wear comfortable clothing and well-padded shoes
that can protect the heels and arches of the feet.
2. Put on appropriate gear for the activity, such as
helmets and protective pads for cycling.
3. Always warm up before doing exercise and cool
down afterwards to lower the risk of strains and
sprains.
4. Take appropriate breaks during the activity.
5. Do not exercise with an empty stomach. Eat
something light (such as toast with jam or skimmed
milk) to give you some stamina. Do not exercise
immediately after a full meal because this will affect
digestion.
6. Replenish extra fluids before, during and after
physical activity, especially for prolonged exercise
like hiking.
7. Beware of the weather and environmental
conditions. Avoid doing outdoor vigorous exercises
in hot or humid weather.
8. Listen to your body. Do not exercise when unwell.
If there is dizziness, shortness of breath, chest
pain, nausea or vomiting, or muscle and joint pain
during exercise, stop the activity and seek medical
advice as soon as possible.
36
3. Valuing.
Why is it important to follow the safety tips in
performing exercise?
4. Application:
Answer the following questions:
1. You suddenly felt dizzy while jogging. Should
you continue to jog? Why or why not?
2. Your friends are asking you to join hiking. How
will you prepare for the hiking?
E. EVALUATE Write the letter of the correct answer in the space
provided before each number.
____ 1. Stay hydrated. Your body is composed of mostly
liquid. While doing exercise, a lot of liquid will be turned
into sweat. ________ to ensure that lost water is
replenished.
a. Take a bath.
b. Wash hands.
c. Drink water.
d. Save water.
____ 2. Be “weather aware.” Take it easier in hot weather
and _______ to protect you from excessive light.
a. don’t wear thick clothing
b. wear thick clothing and sunscreen
c. wear dark-colored clothing
d. wear a pair of goggles
____ 3. Why is it NOT advisable to exercise after a having
a full meal?
a. Because it may cause joint pain
b. Because it may lead to indigestion
c. Because it can damage your eyesight
d. None of the above
____ 4. What is the best thing to do if you experience
chest pain while having a workout?
a. Stop the activity and consult a doctor at once.
b. Continue with the exercise.
c. Drink a lot of water to ease the chest pain.
d. Ignore the chest pain.
____ 5. Which of the following should NOT be done
during exercise?
a. Check if your gears are fit to use.
b. Drink plenty of water to stay hydrated.
c. Perform strenuous exercise even if you are not
feeling well.
d. Perform stretching before starting any activity
V. REMARKS
37
VI. REFLECTION A.
VII. OTHERS N
o.
of
le
ar
ne
rs
w
ho
ea
rn
ed
80
%
on
th
e
for
m
ati
ve
as
se
ss
m
en
t
B.
N
o.
of
le
ar
ne
rs
w
ho
re
qu
38
ire
ad
dit
io
na
l
ac
tiv
iti
es
for
re
m
ed
iat
io
n.
C.
Di
d
th
e
re
m
ed
ial
le
ss
on
s
w
or
k?
N
o.
of
le
ar
ne
rs
39
w
ho
ha
ve
ca
ug
ht
up
wi
th
th
e
le
ss
on
.
D.
N
o.
of
le
ar
ne
rs
w
ho
co
nti
nu
e
to
re
qu
ire
re
m
ed
iat
io
40
n.
E.
W
hi
ch
of
m
y
te
ac
hi
ng
str
at
eg
ie
s
w
or
ke
d
w
ell
?
W
hy
di
d
it
w
or
k?
F.
W
ha
t
dif
fic
ult
41
ie
s
di
dI
en
co
un
ter
w
hi
ch
m
y
pri
nc
ip
al
or
su
pe
rvi
so
r
ca
n
he
lp
m
e
so
lv
e?
G.
W
ha
t
in
no
va
tio
42
n
or
lo
ca
liz
ed
m
at
eri
al/
s
di
dI
us
e/
di
sc
ov
er
w
hi
ch
I
wi
sh
to
sh
ar
e
wi
th
ot
he
r
te
ac
he
rs
?
43
School Grade Level Four
Teacher Learning Area Science
Date and Time Quarter/Week/Day 3rd/Week 2/Day 3&4
44
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of force that
can change the shape, size or movement of objects.
B. Performance The learners should be able to demonstrate conceptual
Standard understanding of properties /characteristics of light,
heat and sound
C. Learning The learners should be able to practice safety
Competencies / measures in physical activities and proper handling of
Objectives materials.
LC code S4FEIIIb-c2
Unpacked Identify safety measures to practice in school
Objective:
II. CONTENT Safety Measures to Practice in School
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide CG Science 4, pp. 54
2. Teacher’s Guide
3. Learners’
Materials
4. Additional www.educeleb.com
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Group Game. ABC School Challenge.
Each group will be given an ABC sheet. Come up with
a word/ material that begins with each letter that is
found in the school. Share answers and see which
ideas are replicated.
Ask. Which of these materials promote safety in the
school?
46
equipment without authorization. It should only with the
permission of the teacher or instructor that experiments
with chemicals in the laboratory are carried out by
students. You should only use the equipment if you
have the competence about its usage.
3. Don’t go to unauthorized places
Certain locations within the school may be meant for
authorized personnel only. Perhaps, there is an
alternative electricity facility or heavy equipment vault
within the school premises.
4. Protect objects used
There would be times when you need to use certain
objects in school. Use them with care. Carry pens,
pencils and other sharp objects down and be
protected. Moving around with a sharp object could be
injurious where care is not taken.
5. Wear safety equipment
The use of safety equipment is necessary for the user’s
safety. Appropriateness of safety equipment is
depending on what the individual is doing and where it
is. In the laboratory, for example, students and
teachers would need protective clothing, helmets,
goggles or other garments dedicated to protect
persons from injury or infection.
6. Report damaged equipment to the authority
Encourage students and staff members to be
conscious in reporting cases of damaged equipment.
Broken seats, desks and other damaged equipment
could be injurious to people. So, they should be taken
away for repairs when they are damaged.
7. Use the emergency exits
Students and staff members should be prepared in
case of emergencies. The school manager should
ensure that there is provision for emergency exit and
fire escapes within the school structure. Possibly,
narrow paths should be widened to ensure easier
passage for all. The designated emergency exit points
should be clearly marked too. A few moments of drills
on using this would make students and staff members
prepared in case of emergency.
8. Abide by school rules of proper conduct.
Every school manager would have a set of rules of
proper conduct designed and followed by pupils and
school staff.
9. Familiarize and follow school signages.
47
3. Valuing.
Why is it important to follow the safety tips in
your school?
4. Application:
Answer the following questions:
a. You are making a recycling project in Science
wherein you are using knife to cut the used
cans. How can you be safe while using the
knife?
b. You noticed that your classmates are throwing
banana peelings in the corridor. What should
you do?
EVALUATE A. Draw a happy face ( ) if the condition
promotes safety in school. Draw a sad ( )
face if it does not.
1. Use the school equipment with care.
2. Report broken window panes to the school
officials.
3. Wear laboratory gowns and goggles when
performing activities that use chemicals.
4. Use the corridor as a play area.
5. Help keep the school premises clean.
6. Ignore the signage in the school.
7. Play with sharp objects like ball pen and pencils.
8. Use the emergency exits even when there is no
emergency.
9. Disregard the safety reminders of your teacher
when performing group activity.
10. Participate in the conduct of earthquake and fire
drills.
B. Fill up the Exit Pass
V. REMARKS
48
VI. REFLECTION
VII. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
E. Which of my teaching
strategies worked well?
Why did it work?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?
49
I. OBJECTIVES
A. Content The learners demonstrate understanding of force that
Standard can change the shape, size or movement of objects.
B. Performance The learners should be able to demonstrate conceptual
School Grade Level 4
Standard understanding of properties/characteristics of light, heat
Teacher Learning Area SCIENCE
and sound
Time & Date Quarter/Week/Day 3rd/Week2/Day5
C. Learning The learners should be able to practice safety
Competencies/ measures in physical activities and proper handling of
Objectives materials
LC code S4FEIIIb-c2
Unpacked
Objective: Identify safety measures to practice at home.
II. CONTENT Safety Measures to Practice at Home
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide CG Science 4, pp. 54
2. Teacher’s Guide
3. Learners’
Materials
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE What Am I?
50
Tell what materials are being described in the riddle.
1. You need me to cut paper and cloth. I always
work with a partner. What am I?
2. I stay in your kitchen. You need me to slice fruits
and vegetables. What am I?
3. Your father needs me to chop woods. What am
I?
Where are these materials commonly found?
What accidents may happen if sharp objects like
scissors, knife and ax were not properly used?
How can accidents and injuries at home be prevented?
51
measures Let all the groups answer the
should be following questions:
practiced to To keep the house
avoid food safe from fire, what
poisoning? can be done with
How can combustible
accidents while materials?
using sharp What precautionary
objects be measures should be
avoided? practiced to avoid food
poisoning?
How can accidents
while using sharp
objects be avoided?
EXPLAIN Let pupils present their output.
Check the groups’ responses to the following
questions:
1. How can fire be avoided?
2. What precautionary measures should be
practiced to avoid food poisoning?
3. How can accidents while using sharp objects be
avoided?
Clarify misconceptions when needed.
ELABORATE 1. Go over the group’s responses to the guide
questions. Let the pupils synthesize the concept on
ways to promote safety in school.
2. Further discussion on Safety at Home
1. Keep combustible materials such as dishtowels,
curtains, potholders, and paper away from the
stove top. While cooking, turn the pot handles
inward to prevent the pots from being
accidentally knocked over.
2. Use caution when you store sharp objects such
as knives, cleavers, or other sharp/pointed
objects. Store in place where children can’t
reach them.
3. Avoid storing heavy items on the top shelves.
Heavy items could fall on you when you reach
up to retrieve the item, or fall onto your head if
you are in the kitchen during an earthquake;
4. Label and date all food items. Never taste
unfamiliar substances
5. Always check food items for their expiration
date.
6. Never store gasoline or flammable liquids in
52
garages or basements where there are
appliances or hot water heaters with pilot lights.
7. Avoid using cleaning products and flammable
liquids around open flames.
8. Wear protective goggles, mask and rubber
gloves when using cleansing materials with acid.
9. Clean up spills immediately – wet floors are
slippery when wet.
EVALUATE Check ( ) if the condition shows safety
precaution to be practiced at home. Cross out (X) if it is
not a safety precaution.
1. Read labels and instructions before using any
product.
2. Keep matches out of reach of children. Never
allow children to play with them.
3. Materials for food preparation should be stored
together with cleaning materials.
4. Leave paints and lacquers near fire.
5. Do not store expired materials.
6. Wear protective goggles, mask and rubber
gloves when using cleansing materials with acid.
7. Place knife and sharp objects on the table where
children can reach them.
8. Petroleum products should be stored away from
the stove.
9. Taste unfamiliar objects.
10. Store heavy items on the top shelves
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners
53
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover which I
wish to share with
other teachers?
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards force that can change the shape, size or
movement of objects.
B. Performance The learners should be able to demonstrate
Standards conceptual understanding of properties
/characteristics of magnets.
54
C. Learning Describe the different types of magnets.
Competencies S4FEIIIa-e3
II. CONTENT
Types of Magnets
III.LEARNING
RESOURCES
IV. PROCEDURES: A B
ENGAGE What are some materials that can be attracted by
magnet?
Ask: Have you tried using a magnet? What kind of
magnet did you use?
Show a real magnet. Let the pupils describe and
name it.
EXPLORE Show jumbled words. Let the pupils rearrange the
letters to show what they are going to learn for the
day.
SEPYT FO STENGAM
Group the pupils and set standards for the activity.
Let them perform the following activities.
55
describe each. )
Magnets
A magnet with U
shape
A magnet with a
circular shape
A magnet with a
square
Shape.
A magnet with a shape
of a rectangle.
Group C- Identiying Group C
magnets using cut- Write the missing letter
outs. to identify the type of a
Let the pupils identify magnet
and describe the
sample cut-outs of 1. -ar magnet – a
magnets placed in an length 2. Greater than
envelope. the width
R—n--- magnet with a
U shape
3. R_c_ng__la_
magnet - has a shape
of a rectangle.
56
Let the pupils present their outputs by group.
EXPLAIN
Ask: What are some of the common types of
magnets according to shape?
How would you describe them?
ELABORATE Explain further that there are other types of
A.
magnets according to shape like disc magnet,
sphere magnet, and cylinder magnets.
Ask: How are magnets named in your activity?
3. It is a magnet
that has a shape of
a ring.
a. bar magnet
57
b. ring magnet
c. u magnet
d. rectangular
magnet
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have cope
up with the
lesson.
D. No. of learners
who require
remediation.
58
E. Which of my
teaching
strategies worked
well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of
force that can change the shape, size or
movement of objects.
B. Performance
59
Standards The learners should be able to demonstrate
conceptual understanding of properties
/characteristics of magnets.
C. Learning Determine the parts of a magnet. S4FEIIIa-e3
Competencies
IV. PROCEDURES A B
PRPOOEAS F
OATT RACTO
LOAP ARE l R
EDRE PEL RC
S LSN GLE T E
MAGN ET I CF
Group A Group A
MAGNETIZED OR Activity:
NOT MAGNETIZED Materials:
Materials: bar magnet
2 bar magnets ,other staple wires
60
shapes of magnets thumbtacks
Thumbtacks, hairpins
Safety pins, rubber What to do:
bands, plastic bottle 1. Place the materials
caps, nails, plastic on the table.
cups 2. Bring the magnet
near the staple wires
What to do: with the end pole
1. Label the two ends pointing to the objects.
of a bar magnet with Observe what
north pole and south happens.
pole. 3. This time place the
2. Label the two plastic end pole of a magnet
cups with magnetized near the thumbtacks.
or not magnetized. Observe.
3. Place each material
near the north pole Answer these:
and south pole of the 1. What happened to
bar magnet. the staple wires and
4. sort out the objects thumbtacks when the
into the plastic cups as magnet was placed
magnetized and non near them?
magnetized. 2. Which part of the
Answer these: magnet attracted the
1. Which materials objects?
were attracted to the 3. What could have
magnet? 2. Which caused the attraction
materials were not of the thumbtacks and
attracted to the staple wires to the end
magnet? pole of the magnet?
3. Which part of the 4. What do you call the
magnet attract the area of the magnet
materials? where you can find
4. What do you call the force?
force that attaract the
materials?
Group B Group B
GUESS WHAT?
Procedure: Identify the parts of a
1. Observe the magnet by rearranging
different kinds of the letters.
magnets. (ring, bar,
rectangular, ICTENGAM
horseshoe)
2. Label the north pole SELOP
61
and South pole.
3. Try to place the I T C E N G A M
ends of a magnet near
the thumbtacks and F E I D L
nails. Obeserve what
happens.
Answer these.
1.what happens to the
materials when you
place it near the end
poles of a magnet?
2. why do you think it
was attracted to the
magnet?
3. What do you call the
area of the magnet
which has a great
force attracting
objects?
4.
___________
1._______
3. ________
2.
_________
Source: Science in
62
our World 4 pp. 133
63
Magnetic force
V. REMARKS
VI. REFLECTION
A .No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work?
No. of learners who have
cope up with the lesson.
D. No. of learners who
require remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers.
I. OBJECTIVES
64
A. Content Standards The learners demonstrate an understanding of
force that can change the shape, size or
movement of objects.
B. Performance The learners should be able to demonstrate
Standards conceptual understanding of properties
/characteristics of magnets.
C. Learning Identify the uses of magnets. S4FEIIIa-e3
Competencies
A. References
1. Curriculum Guide CG Science 4 pp. 21-22
2. Teacher’s Guide
3. Learner’s Material
4. Additonal
Materials
from Learning
Resource Portal
B. Other learning https://www.dktindont.com/us/science/magnet/usin
Resources g magnet/
https://www.kgmagnetic.com/blog.asp
https:// sciencing.com/uses magnets-daily life
IV. A B
PROCEDURES
ENGAGE
What are the parts of a magnet?
Let the pupils sing the song to the tune of
Clementine.
My Magnet
by: Maribel M. Secretario
65
To our beloved dear people.
Ask:
Based from the song, how important is the
magnet? Tell them that they are going to study
about the uses of magnets.
EXPLORE Group the pupils and set standards/rubrics for the
B. E
activity. Let them do the following activities.
O
R
E
Activity 1 Activity 1
P
r
Complete the concept Look around yur
e
map. classroom. List down
s the things that use
e
USES OF MAGNETS magnet in their
n operation
t
i
n
g Home In Indus-
At
try
e
x At H
a
m
p
Activity 2
l Activity 2
e
Investigate the uses of
s
magnets by Choose the correct
/
interviewing a picture to complete the
i
classmate about the paragraph.
n
appliances they have
ats home that uses a.
t
magnet in order to
a
operate. b.
n c.
c
e d.
s
o e.
f
1.._____ have
t magnets which is used
66
h to locate direction. We
e also use
magnet in keeping
n the door of our 2._____
e tightly closed.
w Magnet is also used in
3. ______to store
l data.It
e is used to
o power.operate your
n 4._____and _ 5.____at
home producing
sound,
67
medicine and in industry?
EVALUATE Direction:
Identify the uses of magnets by supplying the
missing word to complete the sentence/sentences.
Choose the correct word inside the box.
benefits magnetic
Enrichment Activity
Write a short paragraph about the uses of
magnets.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation?
B. No. of learners
who require additional
activities for remediation.
C. Did the remedial
lessons work?
No. of learners who
have cope up with the
lesson.
D. No. of learners who
require remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
68
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
force that can change the shape, size or
movement of objects.
B. Performance The learners should be able to demonstrate
Standards conceptual understanding of properties
/characteristics of magnets.
C. Learning Describe the force exerted by a magnet..
Competencies SSp- S4FE-IIIe
II. CONTENT Force Exerted by a Magnet
III.LEARNING
RESOURCES
A. References Science in our World pp. 132-133
1. Curriculum Guide CG Science 4 pp. 21-22
2. Teacher’s Guide
3. Learner’s Material Learner’s Manual pp. 184-185
4. Additonal bar magnets, thumbtacks, staple wires, plastic
Materials paper clips, coins, safety pins
from Learning
Resource Portal
69
B. Other learning https://www.onkeedonkeetools.co.us/magnets/
Resources https://www.thoughtco.com
https://learning center.homesciencetools.com
https:// sciencing.com
IV. A B
PROCEDURES
What are the uses of magnets at home, in
ENGAGE medicine and in industries?
C. E
Game:
N TUG OF WAR
Group the pupils into two. One group must be
composed of bigger pupils while the other group is
composed of smaller pupils. Let them play the tug
of war. After playing, ask the following:
70
lDid the thumbtacks pins.
e
attract to the magnet? 3. Place the two bar
s
What causes it to magnets on the table.
/
attaract to the 4. have the north pole
i
magnet? of a bar magnet face
n
What part of the the north pole of
s
magnet has the force another magnet.
t
that can attract Observe what
a
objects? happens.
n
What do you call the 5. Have the South pole
c
force exerted by a of a bar magnet face
e
magnet.? the North pole of
s another bar magnet.
Observe what
o happens.
f
Answer these.
t 1.what happens when
h the magnet was
e brought near a coin?
2. Is there a force that
n attracts the coin?
e What do you think is
w that force?
3. What happens when
l the same poles faced
e each other?
s 4. How about when
s magnets of different
o poles faced each
n other?
Group 2 Group 2
Let the pupils
perform the same Let the pupils perform
procedure with group the activity using the
A but they will use the same procedure with
staple wires. group A and B but this
Let them answer the time use paper clips.
questions.
1. Are the staple wires Answer these:
get attracted to the 1. Did the paper clips
magnet? Why? attract to the magnet?
2. What is in the 2. Where is the force
magnet that causes that attracts the
the staple wires to objects located?
71
attract? 3. What kind of force is
3. What kind of force is this?
exerted by a magnet?
Group 3
What to do:
1. Place the the bar
magnets on the table.
2. Have the north
poles of the two
magnets faced each
other. Observe what
happens.
3. Have the North pole
of a bar magnet face
the South pole of
another bar magnet.
Observe what
happens.
Answer these:
1. What happens when
the same poles faced
each other? Why?
2. What happens when
different poles are
made to faced each
other?
3. what do you call the
force that attracts
objects.
3. When do poles
attract?
4. when do poles
repel?
72
4. what kind of force is exerted by a magnet?
ECROF I CT E N G A M
DLEIF C I TE N GA M
73
What is the force exerted by a magnet?
When can two poles of a magnet attract?
When can twopoles of a magnet repel?
What do you call the push and pull of a magnet?
74
_____.
a. attract
b. repel
c. remain static
d. move away
5. When two
magnets of different
poles are brought
near each other,
they will_______
a. attract each other
b. repel
c. move away
d.remain static
Illustrate attraction and repulsion of magnets.
V. REMARKS
VI. REFLECTION
A .No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work?
No. of learners who have
cope up with the lesson.
D. No. of learners who
require remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers.
75
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/Day 3rd/week6/Day 1
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of how light, heat, and
sound travel using various objects
B. Performance Standard The learners should be able to
demonstrate conceptual understanding
of properties/characteristics of light,
heat and sound
C. Learning Competencies / Describe how light, sound and heat
Objectives travel
76
How do you describe Draw arrangement of
characteristics of solid particles in solid
state of matter? material.
What can you say about What can you say about
the transfer of the ball the transfer of the ball
from one member of the from one member of the
team to another? team to another?
77
c.) Finish on time. c.) Finish on time.
C. Activity 1 C. Activity 2
“Melting Candle Wax” “Heating of the Spoon”
Materials: Materials:
alcohol lamp thermos with hot
/candle water
lighter/ mug / cup
matchsticks metal spoon
tong/clamp timer/watch
tie wire 4ʺ long
3 small pieces of Procedure:
candle wax (1cm 1. Pour hot water in the
per piece) mug/cup.
78
handles?
5. Slowly bring the
opposite tip of the tie 3. To avoid getting hurt,
wire to the flame of the what will you do when
alcohol lamp. Hold it touching hot objects?
steadily and observe.
Activity 3
“Shedding Off Crayon”
Materials:
Record your thermos with hot
observations and water
organize your data in mug / cup
your science journal. crayon
timer/watch
Guide Questions:
1. What happened to Procedure:
the pieces of candle 1. Using crayon, draw
wax as it is heated? any shape on the mug
and shade the design
2. Why do you think the forcefully. Carefully try
pieces of candle wax to peel off the crayon.
melted even if it was not
directly exposed to the 2. Pour hot water into
heat of the flame? the mug. After 5
minutes, observe what
3. What do you think will happened to the shape
happen to the metal drawn in the mug.
tong / clamp you are
using to hold the 3. Cautiously feel the
skewed pieces of candle outside surface of the
wax when continuously mug.
exposed to the flame?
Why? 4. Try to shed off again
the crayon design on
4. To avoid getting hurt the surface of the mug.
what do you need to
do?
Record your
What do you need to do observations and
to avoid accident? organize your data in
your science journal.
Guide Questions:
79
1. How do you find the
surface of the mug
when filled with hot
water? Why?
80
wire will slowly.
continuously
travel and reach “Shedding Of Crayon”
the metal
tong/clamp. - The surface of
the mug felt hot
- When you are to too because of
touch hot objects, the hot water
use a pot holder inside it.
or a piece of cloth
or carton. These - The heat causes
are examples of the melting of the
materials that crayon making it
conduct heat easy to shed off
slowly. from the mug.
- Be extra careful -
Heat causes
when touching melting of “sebo”
heated objects. making it easy to
be removed
when we are
washing our
dishes.
ELABORATE: How is heat transferred How is heat transferred
in solid materials? in solid materials?
81
non-metals. non-metals.
Call somebody to
illustrate or draw
transfer of heat by
conduction.
READ TO LEARN:
Encourage pupils to
read “Remember
These”
(LM page 188)
82
V. REMARKS
VI. REFLECTION
VII. OTHERS
E. Which of my teaching
strategies worked well?
Why did it work?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?
83
Time & Date Quarter/Week/Day 3rd/Week6/Day 2
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of how light, heat, and
sound travel using various objects
B. Performance Standard The learners should be able to…
demonstrate conceptual understanding
of properties/characteristics of light,
heat and sound
C. Learning Competencies / Describe how light, sound and heat
Objectives travel
IV. PROCEDURE A B
84
ENGAGE: 1. Do routine activities. 1. Do routine activities.
85
at least 10 pcs. of water
mongo seeds clear glass
laboratory medicine dropper
thermometer ink or food coloring
clamp and iron stand clear glass bowl
small casserole or a burner
transparent cooking
ware is better
small electric stove Procedure:
or water heater 1.Fill the clear glass with
timer water. Add a dropperful of
Procedure: ink or food coloring and
1. Half fill a casserole or allow it to settle at the
water heater with water. bottom part of the glass,
using your marker mark
2. Use the iron stand and the level. Make sure that
clamp to set up the the water on the upper
thermometer in the part of the glass is clearer
casserole or water heater compared at its bottom
as shown in the illustration. part.
86
6. Use the timer. Get the
temperature of the water
every after 1 minute. Do this
for about 5 minutes. Record
your readings in the table
for this. After recording,
make a graph of your
temperature readings.
87
oven safe plastic Materials:
container water
1 small clear plastic heatproof beaker
container (salad cup) ink or food coloring
food coloring (blue) (blue)
and dropper medicine dropper
glue gun and glue burner
stick
Procedure:
1. Use the glue gun and Procedure:
glue stick to secure the 1.Fill the beaker with
small clear plastic container water. Add a dropperful of
inside the round medium- ink or food coloring and
size clear microwave safe allow it to settle at the
plastic container to prevent bottom part of the beaker.
it from moving once filled Be sure that the water is
with water. clearer compared to the
water at the bottom part of
the beaker.
5. Observe closely.
88
and organize your data in
your science journal.
Guide Questions:
1. What was the direction of
the hot blue-colored water?
(As the pupils are sharing (As the pupils are sharing
their ideas and their ideas and
understandings, record key understandings, record
phrases on the board. key phrases on the board.
These phrases may be These phrases may be
valuable to your later valuable to your later
discussion.) discussion.)
89
settled ink/food color
- The table and graph show causing it to move upward
a rising temperature. bringing up the color.
90
Introduce and incorporate
scientific terms:
Convection – is a method
of heat transfer by the
movement of liquids (also of
gases) in which the warmer
portions rise and the colder
portions sink.
Introduce and incorporate
Call somebody to illustrate scientific terms:
or draw transfer of heat by Convection – is a method
convection. of heat transfer by the
movement of liquids (also
of gases) in which the
warmer portions rise and
the colder portions sink.
91
EVALUATE: Answer the following Write true if the statement
questions by choosing the is correct and false if the
letter of the correct answer. statement is wrong.
4. Which is an example of
convection?
a. boiling water
b. striking a match
c. burning papers
d. making dried fish “tuyo”
92
travels by convection. Write hot particles
explanation below your
drawing. cold particles
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
93
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of how light, heat, and
sound travel using various objects
B. Performance Standard The learners should be able to…
demonstrate conceptual understanding
of properties/characteristics of light,
heat and sound
C. Learning Competencies / Describe how light, sound and heat
Objectives travel
94
Unpacked Objective: State that warm gases tend to rise
while cold gases tend to move
downward
IV. PROCEDURE A B
ENGAGE 1. Recall of important 1. Recall of important
concepts learned from the concepts learned from the
previous activity. previous activity.
95
in the air?
Materials:
- 6 candles bundled
together with masking
tape.
- match / lighter
- cellophane
What to do:
1. Light the candles to
heat up the air inside the
cellophane for at least 35-
40 seconds. Then release
the cellophane slowly.
EXPLORE: Problem Question: Problem Question:
How does hot gas and cold How does hot air and cold
gas move? air move?
Activity A Activity B
Materials: Materials:
shoebox without ready-made
cover convection box
transparent plastic mosquito coil or
sheet Chinese candle
2 empty mineral match / lighter
water bottles tea candle
masking tape, ruler, ice
scissors, cutter and
ballpen
modeling clay
mosquito coil or
Chinese candle
match / lighter
tea candle
ice
Procedure: Procedure:
96
1. Cut the bottom part of the 1. Open the window of the
two mineral water bottle convection box. Light a tea
using a cutter, these will candle and place it under
serve as chimneys of the the first chimney.
convection box.
2. Get some cracked ice
2. Make an outline of the and place it under the
mouth of the two plastic second chimney.
bottles on one of the sides
of the shoebox. Make these 3. Close the window of the
outlines near the opposite convection box. Make sure
edges of the shoebox. that it is completely sealed
without air coming out
from the box except only
in the two chimneys.
97
6. Cover the front box with
transparent plastic book
cover. Use the masking
tape to put the plastic in
place.
98
the smoke when under a
lighted tea candle and when
under some cracked ice.
(As the pupils are sharing (As the pupils are sharing
their ideas and their ideas and
99
understandings, record key understandings, record
phrases on the board. key phrases on the board.
These phrases may be These phrases may be
valuable to your later valuable to your later
discussion.) discussion.)
100
convection in the same way Example:
as liquids?
Give example:
In liquid:
When water is heated on a
stove, hot water from the
bottom of the pan rises,
displacing the colder denser
liquid which moves down.
In gas/air:
Air is heated when the
surface of the earth is hot
because of the heat of the
sun. The heated air
expands. It is forced upward
as the surrounding colder
air sinks.
101
Why do we commonly see
air conditioner unit on the
upper part of the wall of a
room?
102
than warm air. than warm air.
Agreement/Assignment: Agreement/Assignment:
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
103
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
104
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/Day 3rd/Week6/Day4
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of how light, heat, and
sound travel using various objects
B. Performance Standard The learners should be able to
demonstrate conceptual understanding
of properties/characteristics of light,
heat and sound
C. Learning Competencies / Describe how light, sound and heat
Objectives travel
105
Learning Resource (LR)
Portal
H. Other Learning Resources 1.SciENERGY (TIMSS)-Based
Learning Materials for Elementary
Level Module 7 pages 7-9
106
transferred through air. transferred through air.
Activity A Activity B
Materials: Materials:
lampshade heat of the sun
margarine/butter paper
small plastic plate magnifying glass
spoon sunglasses and
hat
Procedure: Procedure:
1. Scoop a portion of 1. Get out of the room.
margarine from its Locate a place where
container using the spoon you can perform the
and place it on a small experiment without
plate. obstruction.
107
to the margarine if it is your eyesight if you look
continuously exposed to straight at the spot for
the lampshade for a long an extended time.
period of time. Observe eye safety
precautions.
5. Why is it necessary to
keep margarine or butter 6. Observe how heat of
inside the refrigerator? the sun travels.
Record your
observations and
organize your data in
your science journal.
Guide Questions:
1. What is the source of
heat in your
experiment?
108
melting of the margarine. - The heat of the sun
travels through air and
- The heat from the reaches the piece of
lampshade travels through paper.
air and reaches the
margarine. - The magnifying glass
helps focus the sun’s
- Exposure to the heat of light into a small but
the lampshade will cause super-bright spot on the
the margarine to be totally piece of paper to heat
melted. up.
109
conduction. physical contact and
movement of matter
between two bodies.
READ TO LEARN:
Encourage pupils to read
“Remember These”
(LM page 193)
For Extension/Application
Activity:
“The Shoebox Solar
Hotdog Cooking”
110
Refer to LM page 192-193
Agreement/Assignment: Agreement/Assignment:
V. REMARKS
VI. REFLECTION
VII. OTHERS
111
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
it work?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
112
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/Day 3rd/Week6/Day5
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of how light, heat, and
sound travel using various objects
B. Performance Standard The learners should be able to
demonstrate conceptual understanding
of properties/characteristics of light,
heat and sound
C. Learning Competencies / Describe how light, sound and heat
Objectives travel
113
Sixth-Grade Education
5.) Flexiguru.com
Materials: (1.)stopwatch;
(2.)any objects/
things pupils
can find in
the playground;
(3.) laser pointer sun
Rule:
The first group to be
able to make the longest
straight line within one
(1) minute allotted time,
wins the game. Use flashlight
safely the laser pointer
to make sure that your
group was able to
formed “The Longest
Straight Line”
bulb
What helps your group
win the game? What did you add in
your drawing?
What did your group use
to verify whether you What does your drawing
were able to formed one show?
great straight line?
Why?
114
and bulb?
Ask:
Did you notice how light
is illustrated on the
screen?
Activity A: Activity B:
Path of Light Path of Light
Materials: Materials:
4 pieces of old flashlight
CDs 6 short coupon
10 pieces of bond
clothesline clip pencil / marking
1 square piece of pen
5x5 inches folder/ ruler
cardboard thick board or
20 inches long folder
thread
4 square pieces Procedure:
of 5x5 inches 1. Turn on the flashlight
clean sheet of and aim it:
paper > at a distant wall,
flashlight > at the ceiling and
laser pointer > on the floor.
Observe the path of
Procedure: light.
1. Make the CD stand.
Clip 2 pieces of 2. As you hold the
clothesline clip on one flashlight steady, ask
side of the CD. These one (1) of your group
115
clips must keep the CD mates to illustrate on
standing upright. Do the each piece of coupon
same with the other 3 bond how light travel to
pieces of CD. reach the wall (1), the
ceiling (2) and the floor
(3). Use the pencil, ruler
and marker.
116
6. Turn on the flashlight the light can still pass
/ laser pointer. Focus through the cardboard
the light straight towards and reach the wall,
the holes of each CD ceiling and floor?
and the paper tubes.
Observe the path of light 5. What can you say
passing through each about the pathway light
hole and tube. Move or travels?
misaligned any of the 4
standees. You may also 6. What is formed when
try to bend any of the light is blocked?
paper tubes. Observe.
Record your
observations and
organize your data in
your science journal.
Guide Questions:
1. How would you
describe the path of light
that passed through the
holes?
4. What happened to
the light when the paper
tube was bent?
117
As the pupils are As the pupils are
sharing their ideas and sharing their ideas and
understandings, record understandings, record
key phrases on the key phrases on the
board. These phrases board. These phrases
may be valuable to your may be valuable to your
later discussion. later discussion.
-
ASK:
ASK:
How does light travel?
How does light travel?
118
(Light travels in a
straight line and does (Light travels in a
not bend when it hits an straight line and does
opaque material) not bend when it hits an
opaque material)
Introduce and
incorporate scientific Introduce and
terms: incorporate scientific
terms:
When light travelling in a
straight line and is
obstructed by an
opaque material, a
shadow is formed on the
other side.
119
appreciate this kind of hold and turn on the pin
gift. These are the blind light or laser pointer. Let
people. What would you the light pass through
do in order to share gift the holes of the all the
to them? CDs. The first group to
be able to make the light
reach the wall must
Linking Science to scream together “Light’s
English/Speech on the Wall” will be
declared the winner.
Tongue Twister:
LIGHT Ask:
Anonymous What did you learn from
the game?
You’ve no need to light
a night-light, How does light travel
On a light night like through?
tonight,
For a night-light lights READ TO LEARN:
a slight light, Encourage pupils to
And tonight’s a night read:
that’s light. “Remember These”
(LM page 195 )
When a night’s light, like
tonight’s light, Additional Activity:
It is really not quite right, Ask a pupil to get a
To light night-lights with small mirror. Let the sun
their slight lights, shines through it. Then
On a light night like have it reflected to the
tonight. ceiling or wall of the
room.
READ TO LEARN:
Encourage pupils to Does light travel in
read: straight path?
“Remember These” Let them point out.
(LM page 195 )
Additional Information:
Scientist Sir Isaac
Newton and Dutch
Physicist Christian
Huygens have proven
that: Light behaves
like particles and like
waves. Light always
travels in a straight
120
path. When it travels,
light acts like the wave
you make when you
toss a pebble into a
pond. When it is being
absorbed or given off
by matter it acts like
particles.
EVALUATE: Select the best answer. Select the best answer.
Write the letter of the Write the letter of the
correct answer. correct answer.
121
a. light passes through a. light passes through
the hole the hole
b. light becomes b. light becomes
brighter brighter
c. light changes c. light changes
direction direction
d. light is blocked or d. light is blocked or
obstructed obstructed
Agreement/Assignment: Agreement/Assignment:
V. REMARKS
VI. REFLECTION
VII. OTHERS
122
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?
123
School Grade Level Four
Teacher Learning Area Science
Date and Quarter/Week/Da 3rd/Week7/Day1&2
Time y
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of how light, heat and sound travel using
various objects
B. Performance Standard The learners should be able to
demonstrate conceptual understanding of
properties / characteristics of light, heat
and sound
C. Learning Competencies/ Describe how sound travels in solid
Objectives/ Code materials (S4FE IIIf-g-4)
II. CONTENT How Sound Travels in Solid Materials
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials 196-206
Pages
3. Additional materials
from Learning Resource
(LR) Portal
B. Other Learning Resources
IV. Procedure A B
s
ENGAGE 1. Do routine activities.
2. Recall of concepts learned from previous activities.
3. Observe the ruler hanged over the edge of the table.
Push/tap it downwards, then let it go so that the ruler moves
back and forth.
What did you observe?
4. Touch your throat and begin to talk. What did you feel?
What happens when you stop talking?
Do you feel something on your throat?
How do you think sounds are produced?
EXPLORE 1. Divide the class into 4 groups.
2. Introduce activity 1: “Hear Ye! Hear Ye”
3. Provide the activity sheet and emphasize the questions to
be answered.
4. Give the necessary instructions in doing the activity (allotted
124
time for the activity, the chart to be accomplished, group
presenter/member’s role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards in
performing an activity.
6. Provide the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
EXPLAIN 1. Have the group representative present the results of the
activity.
2. Check the groups’ responses to the activity questions as
you discuss the answers to the following questions:
What do you do to produce sound?
How are sounds produced?
If you hit the object hard, what do you notice with the sound?
If the vibration is fast, describe the sound.
3. Clarify misconceptions when needed.
ELABORAT 1. Go over the groups’ responses and synthesize
E ideas/concepts.
Let the pupils realize/understand the concept on how sound
travel in solid materials.
Let one group represent the particles near each other by
standing as closely as possible to each other by observing
shoulder to shoulder distance.
Let another group represent particles far from each other by
standing farther from the 1st group with one arm distance away
from each other.
Take note that each member in the group represent a particle.
Let one member move another member of each group. What
happens to each member?
In which group will sound travel the fastest? Why?
2. Additional Information:
-
3. Summary: Describe how sound travels in solids.
4. Valuing: With the idea that sound travels in solids, what are
the things that you should do to avoid noise inside the
classroom?
5. Application:
In the ancient time, warriors place their ears near the ground to
listen to the incoming enemies, why?
EVALUATE 1. When the sound travels through solids, the vibration of the
particles occurs _______
a. fast
b. slowly
c. moderately
d. irregularly
2. What affects the pitch of sound?
125
a. vibration of objects
b. force exerted in hitting the objects
c. irregular shape of the material
d. volume of the object
3. What affects the volume / loudness of sound in solids?
a. force exerted in hitting the object
b. shape of the solid
c. vibration of the object
d. motion of solid
4. In which medium can sound wave travel the fastest?
a. solids
b. liquids
c. gas
d. plasma
5. Nita and Juana made a sound. Nita strongly tapped the
table while Jana softly tapped the armchair. Who would
produce loud sound?
a. Juana
b. Nita
c. both of them
List down things that produces loud and soft sounds ( 5 for
each)
REMARKS
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
126
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
use/discover which I
wish to share with
other teachers?
Objectives:
Describe how sound travels in solids.
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
Drums/improvised drums (Group 1 and Group 2)
Guitar / improvised musical instrument
What to do:
1. Try to produce sound using the instruments. Observe as the instrument produce the sound.
2. Be able to answer the questions assigned to each group.
Group 1 and Group 2:
Hit the object as soft as you can. Observe the sound.
Hit the object as hard as you can. Observe the sound.
Write your observations on the manila paper.
Group 3 and 4:
Observe the vibration of an object. If the vibration of the object is fast, describe the sound.
If the vibration of the object is slow, what can you say about the sound? Why?
127
FOR GROUP B LEARNERS
Objectives:
Objectives:
Describe how sound travels in solids.
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
Drums/improvised drums (Group 1 and Group 2)
Guitar / improvised musical instrument
What to do:
1. Try to produce sound using the instruments. Observe as the instrument produce the sound.
2. Be able to answer the questions assigned to each group.
Group 1 and Group 2:
Hit the object as softly. What can you say about the sound?___________________Why?
Hit the object as hard. What can you say about the sound?____________________Why?
Write your observations on the manila paper.
Group 3 and 4:
Observe the vibration of an object.
If the vibration of the object is fast, what can you say about the sound? ______________Why?
If the vibration of the object is slow, what can you say about the sound?______________Why?
Write your observation on the manila paper.
128
School Grade Level Four
Teacher Learning Area Science
Date and Quarter/Week/Da 3rd/Week 7/Day
Time y 1&2
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
how light, heat and sound travel using
various objects
B. Performance Standard The learners should be able to demonstrate
conceptual understanding of properties /
characteristics of light, heat and sound
C. Learning Describe how sound travels in liquid
Competencies/ materials (S4FE IIIf-g-4)
Objectives/ Code
II. CONTENT
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide
Pages
2. Learner’s Materials 196-206
Pages
3. Additional materials
from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. Procedure Advanced Learners Average Learners
s
EXPLAIN Sit comfortably in your chairs.
You can sing Row row row your boat while doing the Tap Clap
rhythm.
a. First, tap lightly on your laps.
b. Clap your hands on the air.
c. Follow my signal when to sing
d. Do a and b repeatedly until the song is finished.
129
EXPLORE 1. Divide the class into 4 groups.
2. Introduce activity 1: “Sounds in Liquids”
3. Provide the activity sheet and emphasize the questions
to be answered.
4. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be accomplished,
group presenter/member’s role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards
in performing an activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
EXPLAIN 1. Have the group representative present the results of the
activity.
2. Check the group’s responses to the activity questions as
you discuss the answers to the following questions:
In which set up do you hear a louder sound? A fainter sound?
Through which material did the sound travel when you listened
above the water? In what state of matter do they belong?
Through which materials did the sound travel when you
listened on the side of the basin? In what state of matter do
they belong?
Where was the sound heard louder?
3. Clarify misconceptions when needed.
ELABORATE 1. Go over the group’s responses and synthesize
ideas/concepts.
Let the pupils realize/understand the concept on how sound
travel in liquid materials.
Pass the Ball Game
1st Group- Close to each other
2nd Group-1 seat apart
(Note your observation)
During the “Passing the Ball Game” you have observed that
the ball was easily passed on from one member to another
when you were standing close to each other. The ball is
likened to the vibration, carrying sound wave that is passing
through particles that made up a matter. If the particles that
made up a matter are very close to each other, sound wave
passes quickly.
In the second group, the distance between the members
causes delay in passing the ball. If the particles that made up
the matter are not very close to each other, sound waves
passes less quickly.
Sound waves tend to travel more slowly in liquid than in most
solids.
2. Additional Information:
130
Sonar in ships is a technique that uses sound propagation to
navigate, communicate with or detect objects on or under the
surface of the water, such as other vessels.
4. Valuing:
Let us recall the travel of sound in molecules of matter. If the
molecules are close to each other, travel of sound is fast.
If the molecules are far from each other, transfer of sound is
slow.
Let us compare it to your family, if you are always close to
each other/are always in contact with your family members,
miscommunications can be avoided.
5. Application:
Witnesses of tsunami report that roaring sound is heard before
the occurrence similar to the sound of freight train or jet plane.
If you hear this after an earthquake, what will you do?
131
c. moderately
d. irregularly
Objectives:
Describe how sound travels in liquids
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
bell
basin (2 ft diameter)
water
132
What to do:
1. Place some water in a basin.
2. Place a bell underneath and try to ring the bell. Observe the sound heard.
3. This time try to ring the bell and place your ear on the side of the basin. Observe the sound
heard.
4.Place a check on the following based on your observation.
Listening above the Listening on the side of
water the basin
Louder
Softer
Guide Questions:
1. In which set-up do you hear a louder sound? A fainter sound?
2. Through which material did the sound travel when you listened above the water? In what
state of matter do they belong?
3. Through which materials did the sound travel when you listened on the side of the basin? In
what state of matter do they belong?
4. Where was the sound heard louder?
Objectives:
Describe how sound travels in liquids
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
2 pc of stones
basin (2 ft diameter)
water
What to do:
1. Place some water in a basin.
2. Place a bell underneath and try to ring the bell. Observe the sound heard.
3. This time try to produce sounds using the stones and place your ear on the side of the basin.
Observe the sound heard.
133
4.Place a check on the following based on your observation.
Listening above the Listening on the side of
water the basin
Louder
Softer
Guide Questions:
1. In which set-up do you hear a louder sound? A fainter sound?
2. Through which material did the sound travel when you listened above the water? In what
state of matter do they belong?
3. Through which materials did the sound travel when you listened on the side of the basin? In
what state of matter do they belong?
4. Where was the sound heard louder?
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of how light, heat and sound travel using
various objects
B. Performance Standard The learners should be able to
demonstrate conceptual understanding of
properties / characteristics of light, heat
and sound
C. Learning Competencies/ Describe how sound travels in gas
Objectives/ Code materials (S4FE IIIf-g-4)
II. CONTENT How Sound Travels in Gas
III. LEARNING RESOURCES
C. Reference
1. Teacher’s Guide Pages
4. Learner’s Materials 196-206
Pages
134
5. Additional materials
from Learning Resource
(LR) Portal
D. Other Learning Resources
IV. Procedure A B
s
ENGAGE “Paper Cabbage Relay”
(Note: Distance of pupils should be two steps far from each
other)
Form a big circle inside the classroom.
Pass the paper cabbage as the teacher plays a mellow song.
Once the music stops, the pupil will get a strip of paper with
question from the paper cabbage. The pupil will answer the
question.
Repeat instruction until all questions are answered.
2. Additional Information:
135
In air, the particles are far from each other. Sound waves tend
to move less quickly and bounce back less easily than in liquid
or solids. Sound waves tend to travel more slowly than in liquid
and solids.
.
3. Summary: Describe how sound travel in gas.
4. Valuing:
How are you going to protect your ears from the effects of loud
sounds?
5. Application:
Do you still love to hear the music as the volume level
increases. Justify your answers.
136
a. Your classmate talking 2 meters from you.
b. Your classmate talking 15 meters from you.
c. Your classmate talking 10 meters from you.
d. Your classmate talking 20 meters from you.
Objectives:
Describe how sound travels in air
What you need:
137
Large basin filled with water
Two tin cans (small milk cans)
Pointed tip scissors
20 meters of heavy duty string
Science notebooks
Observation sheet
What to do:
Find a wide area where you can perform, preferably at the school grounds.
1. Begin by testing how well you can hear sounds in the air. Stand ½ meter away from your
friend and speak one word at a normal volume.
2. There are two data tables, one for the speaker and one for the listener. (Copy this chart in
your notebook)
3. Record the word you said. The listener will also record what he/she heard. You will compare
results with your partner at the end of the experiment.
SPEAKER’S TABLE
138
4. Move to a distance of one meter.
5. Say a different word at the same volume. Record the word you said.
6. Have your partner record what he/she thought your voice was on scale of 1 to 10. 1 being the
softest and 10 being the loudest.
7. Move to a distance of three meters and repeat steps 5 to 6.
8. Move to a distance of six meters and repeat steps 5 to 6.
9. Move to a distance of 15 meters and repeat steps 5 to 6.
10. Move to a distance of 15 meters and repeat steps 5 to 6.
11. Move to a distance of 20 meters and repeat steps 5 to 6.
Guide Questions:
1. What were the words you said as the speaker?
2. What were the words you heard as a listener?
2. Were you able to hear each word correctly?
4. How did the sound reach you as a listener?
5. Do you have the same lists of words with that of your partner? If not, what do you think might
have caused the difference?
6. Can sound travel in air? Describe how the sound travel in air.
139
I. OBJECTIVES
A. Content Standard The learners should demonstrate understanding of how
light, heat and sound travel using various objects
140
pencil. glass. View the coin on
top, and on the side of the
3. Fill a clear cup ¾ the way glass.
full with water, and place a 3. Get the coin from the
pencil in the water. glass.
EXPLAIN
1. Let the pupils report their Since water is denser
output by group. than air, en the light
2. Discuss the activity using passed through the
the following guide question. water it bent allowing
you to see the penny
Reflection occurs when light at the bottom of the
bounces off objects. How cup.
much reflection depends upon
how even the surface is. If
the surface is rough, the light
scatters. If the surface is
smooth and flat, the light will
bounce off it at equal angles.
That is why a flat mirror
reflects a good likeness of the
object being reflected.
141
usually made of glass and has
at least one curved surface
142
_____2. Light reflects on polished and smooth surfaces.
E. Which of my teaching
strategies worked well?
Why did it work?
G. What innovation or
localized material/s did I
use/discover which I wish
to share with other
teachers?
143
I. OBJECTIVES
A. Content Standard The learners should demonstrate understanding of how light,
heat and sound travel using various objects
B. Performance The learners should be able to demonstrate conceptual
Standard understanding if properties/characteristics of light, heat and
sound
C. Learning Describe the properties of sound
Competencies/Objecti S4FEIIIh-5
ve. Write the LC Code
for each
PROPERTIES OF SOUND
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials 226-227
pages
3. Textbook pages
4. Additional Materials
from Learning (LR
Portal
B. PROCEDURE A B
ENGAGE
Circle the words that is Ask pupils to pick a slip of paper
related to the properties with a song that he/she will hum.
of sound The class will guess the title of
the song.
A V C D A R A
B O U N C E G What were the titles of the
H L D R G F E songs?
E U K J H L S What type of music are those?
R M H J L E S What is your favourite type of
B E N T D C S music? Why? Cite examples.
G B V E E T D
144
given pattern a student 2. Next, place a piece of carpet,
will create an or some other soft fabric or
improvisation of the material into the garbage can,
pattern. and again speak into it.
Pitch is a characteristic
of sound by which a
correct note can be
distinguished from a
grave or a flat The note.
Pitch depends upon the
frequencies of the sound
wave. A note has a
higher pitch when the
145
frequency is high and
a note of low frequency
has a low pitch. For
example, when a small
baby speaks something,
his/her voice has a
higher frequency so in
case of a baby the pitch
is higher than the pitch
of a man.
146
__3. Sound waves need 2. L___________s describes the
to travel through a rate at which a sound wave
medium such as solids, transmits energy through a given
liquids and gases area of a medium.
___4. Intensity is
measured in units called 3. Intensity is measured in units
decibels. called D___________
___5. A low-pitched
sound corresponds to a 4. A S______W________is a
low frequency. longitudinal wave that is caused
by vibrations and that travels
through a material medium
147
localized materials did
I use/ discover which I
wish to share with
other teachers?
I. OBJECTIVES
A. Content Standard The learners should demonstrate understanding of how
light, heat and sound travel using various objects
B. Performance Standard The learners should be able to demonstrate conceptual
understanding if properties/characteristics of light, heat
148
and sound
C. Learning Describe when does sound pleasant or unpleasant
Competencies/Objectives S4FE-III f-g-4
Write the LC Code for
each
II. CONTENT PLEASANT AND UNPLEASANT SOUNDS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials Science Beyond Boarders, pp
from Learning (LR Portal 130-133
B. PROCEDURE A B
149
. unpleasant
1. Make a soft or gentle sound sounds?
using the materials.
2. For the next round, produce a Materials: slips of
louder sound using the same paper
materials.
3. Observe and clarify the sounds What to do:
you heard as pleasant and 1. Let the members
unpleasant. of the group pick up
a piece of paper
PLEASANT stating the kind of
UNPLEASANT sound that they are
SOUND going to imitate.
SOUND (e.g. ambulance,
siren, bark of dog,
chirp of bird, etc.
2. After performing
the act, let the
pupils describe the
kind of sound that it
produced, either
pleasant or
unpleasant.
Question:
Which among the
sounds are
pleasant and
unpleasant?
150
Unpleasant sounds are those that
make us feel irritated and not good
to hear. Excessive noise is not
good for us. People expose to loud
noise for a long period of time may
suffer loss of hearing.
151
hearing ears?
Why?
111+ Unbearable Extreme
sound
like
sound of
a jet
engine
152
pleasant to the ears.
153
School Grade Level FOUR
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day 3rd /Week 8/Day 4
I. OBJECTIVES
A. Content Standard The learners should demonstrate understanding of
how light, heat and sound travel using various objects
B. Performance Standard The learners should be able to demonstrate
conceptual understanding if properties/characteristics
of light, heat and sound
154
vibration I J K L M N O P
would go 17 18 19 20 21 22 23 24
Q R S T U V W X
through them. 25 26
Y Z
1. Divide
students into
three groups
and quickly
model the
vibration
travelling
through the
different states
of matter.
2.The (gas
group-students
stand far
apart.( difficult
to pass wiggle
or push
along); liquid
group close
together but
not super
tight,
information is
passed along
better, solids:
students are
packed tightly
and vibration
easily goes
through all the
molecules)
EXPLORE Problem: Problem:
How does What you need: popsicle stick, table
sound
travels? What to do:
What you
need: 1. Put a popsicle stick and press one
balloon end to the edge of the table holding it
Water, a firmly.
block of 2. Press down the popsicle stick and
wood, stick release it suddenly.
What to do: 3. Hold the popsicle stick while it is still
155
1. Blow the in motion.
balloon and 4. Record your observations.
seal it.
2. Cover Questions:
your ear with 1. What did you observe when you
your hand released the popsicle stick?
and the other 2. How do you describe the movement
ear with the of the popsicle stick?
puffed up
balloon
3. Ask a
member of
the group to
lightly tap the
balloon with
a stick.
4. Next, fill
the balloon
with water
and seal it.
5. Cover
again one
ear with one
hand and the
other with
the balloon
filled with
water.
6. Another
member of
the group will
tap the
balloon with
water with
the stick.
7. Again,
cover one
ear and the
other with
the block of
wood.
8. Ask a
member of
the group to
gently tap
the block of
156
wood with
the stick.
9. Compare
and discuss
your
observations.
1. Which
among the
objects you
heard the
loudest
sound?
Which was
the softest?
157
be used to Discuss how the sound was much
determine louder through the table/desk than
vibrations in through the air. Ask students how they
wood think sound would travel in a liquid?
instruments.
Guitar or
piano can be
used to
determine
the vibrations
of struck
strings. By
using these
mediums to
determine
the tempo
(speed) of
the
vibrations,
students will
determine
which
medium
allows the
instruments
sound to
travel the
loudest and
farthest
EVALUATE TRUE OR Write the letter of the correct answer.
FALSE
1. Sound travels in the following
____1. a. solid b. liquid c. gas d. all of the
Sound travel above
in solids,
liquids and 2. Sounds travel faster in
gas. a. liquid b. solid c. air
158
___3.
Sounds a. reflection b. absorption c.
cannot travel reflection
in a vacuum.
___4. Sound 5. A sound reflection that you can hear
travels faster as a separate repetition is called an
through solid ____________
materials. a. echo b. reverberation c. sound
___5. The
travel of
sound is not
affected by
the medium
through
which it
travels.
VI.REFLECTION
A.No. of learners who
earned 80% on the
formative assessment
B.No. of learners who
require additional
activities for remediation.
C.Did the remedial
lessons work?
No. of learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
159
E.Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
A. ENGAGE
160
Supply the missing letters to build the word puzzle.
1. The word means a pleasing sound. What is it?
Based from the puzzles formed, what do you think is our lesson
for today?
B. EXPLORE Group 1 Group 3
Show pictures of the Play the following audio sounds:
1. Agree rubrics with the following 1.Bird chirping
. 2. guitar playing
2. Ask the pupils to 3. playing piano
perform Lesson 4. singing lullaby
a. airplane
b. vehicles
c. child shouting
d. loud sound
161
Questions:
1. What are the different
audio sounds that you
heard?
2. Which among the
sounds is pleasing to the
ears? Why? Which sound
is annoying to the ears?
Why?
3. Make a graphic
organizer stating causes
and effects of being
exposed to these
unpleasant/ annoying
sounds
Possible answers:
hearing defect
stress
getting irritated
cannot focus on
work
D. ELABORATE Use the graphic organizer Pupils will cut out pictures and
to further elaborate the use a graphic organizer to
162
lesson. classify it as producing
pleasant and unpleasant
APPLICATION sounds.
Name the sources of
unpleasant sound in PLEASAN UNPLEASAN
school and in your T T
community. SOUND SOUND
SCHOO COMMUNIT
L Y
Concept Formation
What are the causes of
unpleasant sounds?
What are the effects of
unpleasant sounds?
163
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish to
share with other teachers?
164
School Grade Level 4
Teacher Learning Areas Science
Time & Date Quarter/Week/Day 3rd/Week9/Day1
I.OBJECTIVES
A. CONTENTS The learner demonstrates understanding of
how light, heat and sound travel using various
objects.
B. PERFORMANCE The learners demonstrate conceptual
understanding of properties/characteristics of
light, heat and sound.
C. LEARNING The learner should be able to describe ways to
COMPETENCIES/ protect oneself from exposure to excessive
OBJECTIVES light, heat and sound.
Write the LC code for (S4FE-III j-6)
each Cite the effects of heat and light on
human activities
II.CONTENTS Effects of Heat and Light on Human
Activities
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2.Learner’s Materials
pages
3. Textbooks Growing with Science & Health 3, pp 232-235
4.Additional Materials
from Learning Resource
(LR) portal
B.Other Learning
Resources Pictures of different human activities, towel or
cloth, water, plate, manila paper, pentel pen
IV.PROCEDURES
A B
ENGAGE Recall previous lesson
Ask learners to observed outside. What
gives us light? What else does the sun
gives us?
How does heat and light of sun affects
us?
165
Introduce the lesson, on the effects of
sun’s heat and light on human activities.
(Show pictures of different activities
activities)
Ask:
1. Which of these do you do on sunny
days?
2. Which of these do you do on rainy
days?
3. Why do you do these on sunny
days?
4. Why do you do these on rainy days?
Allot time for the pupils to process their
answers.
EXPLORE Setting standards for group Activity.
Grouping the class into three.
Materials:
Procedures:
1. Get two face towel and damp each with
water.
2. Place the cloth in a plate.
3. Put one set of the towel under the sun.
Keep the other on your table inside the
room.
4. Observe which towel gets dry faster and
is warmer after 10-15 minutes. (Time
varies depending on the situation of the
weather)
Guide Questions:
1. Which of the two towels dry faster?
Why?
2. If you were the towel, how would you
have felt?
Activity 2
166
1. Distribute different pictures of human
activities to different groups.
2. Ask the pupils to analyze the activities
on the pictures.
Guide Questions:
Materials:
Procedures:
167
Get two face towel and damp each with water.
Place the cloth in a plate.
Put one set of the towel under the sun. Keep
the other on your table inside the room.
Observe which towel gets dry faster and is
warmer after 10-15 minutes. (Time varies
depending on the situation of the weather)
Guide Questions:
Which of the two towels dry faster?
Why?
Explanation Let the pupils present their outputs.
Give feedback after all the group have
reported of presented their outputs.
168
Evaluation
True or False. Write True if the statement is
correct and False if the statement is incorrect.
169
APPPENDIX A – ACTIVITY SHEET
ACTIVITY
(For A and B Learners)
Problem: What are the effects of the heat and light on the different activities of human beings?
Materials:
2 pieces face towel or cloth
A glass of water
2 plates
Watch
170
Procedures:
1. Get two face towel and damp each with water.
2. Place the cloth in a plate.
3. Put one set of the towel under the sun. Keep the other on your table inside the room.
4. Observe which towel gets dry faster and is warmer after 10-15 minutes. (Time varies
depending on the situation of the weather)
Guide Questions:
a. Which of the two towels dry faster? Why?
b. If you were the towel, how would you have felt?
Activity 2
1. Distribute different pictures of human activities to different groups.
2. Ask the pupils to analyze the activities on the pictures.
Group I- Pictures of activities done at night and during the day.
Group 2 – Pictures of activities done when it is very hot or when it is very cold.
Group 3- Pictures of activities done during sunny days or rainy days.
3. After analyzing the pictures, let the pupils record their findings or observations.
Copy this table.
Activities of People When the Sun’s Activities of People When the Sun’s
heat and light is shining heat and light is not Shining
171
Guide Questions:
a. What are the activities of people which can only be done during sunny days and not
on rainy days?
b. Does the sun’s heat and light affect man’s activities?
I.OBJECTIVES
School Grade Level 4
Teacher Learning Areas Science
Time & Date Quarter/Week/Day 3rd /Week 9/Day
2
A. CONTENTS The learner demonstrate understanding of how light,
heat and sound travel using various objects.
B. The learners demonstrate conceptual understanding
PERFORMANCE of properties/characteristics of light, heat and sound.
C. LEARNING The learner should be able to describe ways to protect
COMPETENCIES/ oneself from exposure to excessive light, heat and
OBJECTIVES sound.
Write the LC code (S4FE-III j-6)
for each Cite the harmful effects of the Excessive Heat
and Light on Plants and Animals
II.CONTENTS Harmful Effects of the Excessive Heat and Light
on Plants and Animals
III. LEARNING
RESOURCES
A.REFERENCES
172
1. Teacher’s Guide
pages
2.Learner’s
Materials pages
3. Textbooks Growing with Science & Health 3, pp 236-238
4.Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning
Resources Pictures, blower, earthworm plants, manila paper,
pentel pen
IV.PROCEDURES
ENGAGE A B
Recall previous lesson
Showing pictures of a dried land because of
drought.
173
Problem: What are the harmful effects of excessive
heat and light to plants and animals?
Materials:
Electric blower
2 Plants
Earthworm
Watch
Manila Paper
Pentel Pen
Procedures:
Task 1
5. Prepare the 2 set of the plants.
6. Plug in the electric blower and apply heat to the
Set A Plant with a level 1 of heat applied on it.
Then apply the highest level of heat to Set B
Plant.
7. Observe what changes happened to the two
set of plants.
(Take precautions on using the electric blower.)
Task 2
Condition of Condition of
Earthworm Exposed Earthworm placed
to excessive heat & on a shaded area
light
174
Guide Questions:
(Task 1)
1. In what way does the heat affected the 2 sets
of plants?
2. Was the effect of the heat harmful to the
plants? How?
3. In what way does the heat and light affected
the earthworms?
4. Was the effect of the heat and light harmful to
the earthworm? How?
5. Do heat and light harmful to plants and
animals?
EXPLAIN 6. What are other harmful effects of excessive
heat and light can do plants and animals?
175
Further Activities
_____________________
2.
Growth of the Plants
___________________
___________________
3.
___________________
___________________
176
EVALUATE
Put a √ if the sentence states a harmful effect
to plants or animals and x if it does not.
177
wish to share with
other teachers?
I.OBJECTIVES
A. CONTENTS The learner demonstrates understanding of how light, heat and
sound travel using various objects.
B. PERFORMANCE The learners demonstrate conceptual understanding of
properties/characteristics of light, heat and sound.
C. LEARNING The learner should be able to describe ways to protect oneself
COMPETENCIES/ from exposure to excessive light, heat and sound.
OBJECTIVES (S4FE-III j-6)
Write the LC code Cite the harmful effects of the Excessive Heat and Light on
for each Human Beings
II.CONTENTS Harmful Effects of the Excessive Heat and Light on Human
Being
III. LEARNING
RESOURCES
A.REFERENCES
1. Teacher’s
Guide pages
2.Learner’s
Materials pages
3. Textbooks Growing with Science & Health 3, pp 239- 242
Science for Daily Use Grade 3 (Worktext) pp 168-170
4.Additional Curriculum Guide in Science 4
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources Pictures, water, plants, manila paper, pentel pen
IV.PROCEDURES
ENGAGE A B
Recall previous lesson
How is life without light? How is life if there is no sun?
Let the pupils process their answers.
Introduce a puzzle to the pupils. Look for the word which are
related to the effect of the heat and light of the sun.
178
B D C P H E A T
U L E L G F H I
R I T A M I N J
N G S N A P M K
X H H U B O N L
Y T D V N O R Y
Z E A R T H E M
S U N B U R N F
Problem: What are the harmful Problem: What are the harmful
effects of excessive heat and effects of excessive heat and
light to people? light to people?
Materials: Materials:
Procedures: Procedures:
Task 1
8. Let two members of the Task 1
group go under the sun.
9. One member of the 1. Let two members of the
group will wear hat and group go under the sun.
the other will not wear 2. One member of the
hat. group will wear hat and
10. Let the pupils observe the other will not wear
how their skin and eyes hat.
feel after exposing to the 3. Let the pupils observe
sun. how their skin and eyes
11. Describe how you felt feel after exposing to the
when you were under the sun.
sun and when you wear 4. Describe how you felt
hat. Record your when you were under the
179
observations. sun and when you wear
hat. Record your
observations.
Guide Questions:
180
Discuss the answers to the different guide questions and
give additional input whenever necessary.
Heat and light from the sun affects the human beings. Over
ELABORATE exposure to sunlight hurts the skin. The heat can burn the skin
after long exposure to sunlight from 10:00 o’clock in the morning to
3:00 o’clock in the afternoon. It burns strongly at noon. Too much
exposure also to heat may results in headache and nose bleed.
Sun’s heat and warm air make us perspire a lot that lose much
water in our body which can lead to dehydration.
Looking also for a long time under too much light of the sun can
make us temporarily blind.
Write √ if the sentence state truth about the harmful effects of heat
and light to people or human beings.
EVALUATE
1. Excessive light can cause temporary blindness to man.
2. Exposure of children under the sun in the morning can be
dangerous to them because of the Vitamin D.
3. Skin blisters or sunburn are not dangerous effects of
excessive heat.
4. Wearing short sleeve can help lessen the heat under the
sun.
5. Nose bleeding can be a harmful effect on man due to excessive
exposure to heat.
V.REMARKS
VI.REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment
B.No. of learners
who require
additional
activities for
remediation.
C.Did the remedial
lessons work?
No. of learners
who have caught
up with the lesson.
D. No. of learners
who continue to
181
require
remediation
E.Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?
ACTIVITY
(Advance and Average Learners)
Problem: What are the harmful effects of excessive heat and light to people?
Materials:
182
Manila paper Pentel pen hat
Procedures:
Task 1
1. Let two members of the group go under the sun.
2. One member of the group will wear hat and the other will not wear hat.
3. Let the pupils observe how their skin and eyes feel after exposing to the sun.
4. Describe how you felt when you were under the sun and when you wear hat. Record
your observations.
Guide Questions:
a. How would you describe your skin and eyes when exposed directly to sun?
b. How would you describe your skin and eyes when exposed to sun with hat?
c. What would happen if you get exposed continuously to excessive heat and light of the
sun?
d. Do heat and light harmful to human beings?
183
School Grade Level 4
Teacher Learning Areas Science
Time & Date Quarter/Week/Day 3rd/Week10/Day3
I.OBJECTIVES
A. CONTENTS The learners demonstrate understanding of how
light, heat and sound travel using various
objects.
B. PERFORMANCE The learners demonstrate conceptual
understanding of properties/characteristics of
light, heat and sound.
C. LEARNING The learner should be able to describe ways to
COMPETENCIES/ protect oneself from exposure to excessive
OBJECTIVES light, heat and sound.
184
Write the LC code for (S4FE-III j-6)
each Enumerate practices that protect oneself
from excessive heat and light
II.CONTENTS Protecting Oneself from Excessive Heat and
Light
III. LEARNING
RESOURCES
A.REFERENCES
1. Teacher’s Guide Pages 277-281
pages
2.Learner’s Materials Pp 234-238
pages
3. Textbooks Science for Active Learning 307
4.Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES A B
185
EXPLORE 1.Divide the class into 3 or 4 groups.
2. Introduce Activity 1: My Summer Escapade
3. Provide the activity sheet and emphasize the
questions to be answered.
4. Give the necessary instructions in doing the
activity (allotted time per activity, group
presentations, role and responsibility of
members etc.)
5. Set standards and let the pupils recall the
rules in performing the activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while doing the activity.
186
187
3.Summary: What are the different practices
that can help us protect oneself from excessive
heat and light?
4.Valuing:
How can we lessen excessive heat of our
surroundings?
5. Application:
Showing the different objects. Ask the pupils
to cite practices that they can do with the
objects to protect them from excessive heat and
light. (soap, watermelon, towel, ice etc.)
(For B Learners)
188
Research on diseases which are cause by too
much exposure to heat and light.
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% on the
formative assessment
B.No. of learners who
require additional
activities for remediation.
C.Did the remedial
lessons work?
No. of learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/ discover which I
wish to share with other
teachers?
189
Time & Date Quarter/Week/Day 3rd/Week10/Day4&5
I.OBJECTIVES
A. CONTENT The learners demonstrate understanding of
STANDARD how light, heat and sound travel using
various objects.
B. PERFORMANCE The learners demonstrate conceptual
STANDARD understanding of properties/characteristics
of light, heat and sound.
C. LEARNING The learner should be able to describe
COMPETENCIES/ ways to protect oneself from exposure to
OBJECTIVES excessive light, heat and sound.
Write the LC code for each (S4FE-III j-6)
Enumerate practices that protect
oneself from excessive sounds
II.CONTENTS Protecting Oneself from Excessive
Sounds
III. LEARNING RESOURCES
A.REFERENCES pp 277-282
1. Teacher’s Guide pages
2.Learner’s Materials pages Pp 241-242
3. Textbooks Science for Active Learning pp 313
Science Links 3 pp 268
4.Additional Materials from
Learning Resource (LR)
portal
B.Other Learning Resources
IV.PROCEDURES
190
ENGAGEMENT Recall previous lesson and
discussion
Do you love listening to music?
What kind of music do you listened
to?
Play music inside the classroom.
Slowly adjust the volume of the
sound gradually to make it louder.
Do this until the loudest possible
volume. Observe each other reaction
when the volume is getting louder
and louder. (Note: Ask the pupils
who might be affected by the activity.
Do not conduct the activity too long
to avoid distraction of the other
classes. Stop once you have
observed the desired reaction you
want to see from the pupils)
Let the pupils tell their own
observations.
Ask: Why did you react that way?
Allot time to process information
related to the activity before leading
them to the next activity.
Introduce the activity to the pupils.
Exploration
Materials: Materials:
191
learning
Task 1 activities.
1. Prepare the 2. Tell the pupils
materials about the
needed for activity.
the various 3. Distribute the
learning activity cards
activities. to the groups.
2. Tell the pupils 4. Let the pupils
to study the identify the
advisory different
below. practices that
3. Present it to can help
the class them protect
through role themselves
play, from
newscasting/ excessive
reporting, etc. sounds.
4. Use the
appropriate Group I
audio devices (Construction Site)
to aid your
presentation. Group 2 (Movie
5. Use the house/ Opera
appropriate House)
props,
clothing and Group 3 (Bus
other Station or Train
materials you Station)
think can add
up to your (Teacher can used
presentations other sites)
6. Answer the
questions 4.Let pupils paste
after the their answers in the
presentation. manila paper.
7. Monitor the
pupils while 5. Monitor the pupils
doing the while doing the
activity. activity.
8. Allow time for 6. Allow time for the
the learners learners to present
to present their outputs or
their outputs presentation.
or 7. Ask the pupils to
presentation. answer the Guide
192
9. Ask the pupils Questions.
to answer the
guide
questions in
the activity
sheet.
EXPLAIN Presentation of output.
Verification of group output
ELABORATE
193
V.REMARKS
VI.REFLECTION
A.No. of learners who earned
80% on the formative
assessment
B.No. of learners who require
additional activities for
remediation.
C.Did the remedial lessons
work?
No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require
remediation
E.Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?
194
School Grade Level 4
Teacher Learning Area Science
Time & Date Quarter/Week/Day 4th/week1/ day
1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the different
types of soil
B. Performance The learners should be able to practice precautionary
Standard measures in planning activities
C. Learning 1. Define what is soil
Competencies/Object 2. Identify different types of soil based on their
ives physical characteristics.
Write the LC code for S4ES-IVa-1
each
II. CONTENT DIFFERENT TYPES OF SOIL
Science skills: Observing, Comparing and Classifying
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Science 4 LM pp.244-247
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Science in Our World by Norma M. Abracia, Ed.D. et al.
Resources pages 173-177
IV. PROCEDURE A B
ENGAGE Why is it that the Earth is the only planet that can support
plant and animal life? Its composition of land, water, and
air provides the basic needs of living things.
195
What can you say about the picture? What does it
compose of?
EXPLORE 1. Setting of standards 1. Setting of standards
196
2. Agree with a rubric 2. Agree with a rubric
to assess pupils to assess pupils
activity activity
3. Activity Proper 3. Activity Proper
What to do:
1. In the labeled
container scoop at
least 2 table spoon
of soil and place it
on the bond paper
separately.
2. Observe the
different kind of soil
using a magnifying
lens/hand lens.
3. Compare the two
kinds of soil based
on the
characteristics 2. Collect soil samples and
present by place them in container.
completing the table 3. Scoop at least two
below. Write your table spoon.
197
observation on the
4. Place the sample on a
manila paper for separate bond paper
posting and5. Using a magnifying
reporting in the lens/hand lens and a
class.. popsicle stick, observe
each sample.
Characterist Soil Soil 6. Write your observation
ics from from a on the manila paper for
Schoo River posting and reporting in
l the class..
garde
n
color
texture Soil Characteristics
Size of
particles Soil Col Te Odo
Answer the following or xtu r
questions. re
1. Identify the similarities A
and differences B
between the the two
types of soil using a C
Venn Diagram below.
D
198
_______________
4. What do you think is
the type of soil that you
observed?
Materials:( prepare it
before the lesson suitable
for 4 groups or for a
desired grouping )
1.Soil in different
containers
with label
What to do:
1. In the labeled
container scoop at
least 2 table spoon
of soil and place it
on the bond paper
separately.
2. Observe the
different kind of soil
using a magnifying
lens/hand lens.
3. Compare the two
kinds of soil based
199
on the
characteristics
present by
completing the table
below. Write your
observation on the
manila paper for
posting and
reporting in the
class..
200
ELABORATE Soil is the top layer of Earth’s surface. It is made up of
organic matter, both living and dead . it contains minerals
and nutrients, liquids and gases. There are three types of
soil.: sand, silt and clay. When these three are mixed in
equal ratios, loam soil is produced. The kinds of soil
varies from place to place. Why? This is because the
climate , water and temperature of a certain place affect
the formation and quality of its soil. Different types of soil
have different characteristics. Each soil type differ in
color, texture, odor, size of particles and its ability to hold
water. Loam soil is the best soil for many plants due to its
porous nature, loose particles, and the humus it contains.
Some soil are good for planting while others are not. The
presence of different kinds of vegetative plants in a place
is an evidence of a good quality of soil in the area or
locality. Sometimes a combination of soil is observed in
some areas of the country.
What is soil?
What are the different types of soil and its
characteristics?
If you are to plant in your yard, What type of soil you are
going to use?
201
clay
Additional activities for Why is sand used for construction of roads and
application or remediation buildings?
V. OTHERS
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did it
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
202
School Grade Level 4
Teacher Learning Area Science
Time & Date Quarter/Week/ 4th/Week1
Day day 2
I. OBJECTIVES
A. Content The learners demonstrate understanding of the different
Standard types of soil
B. Performance The learners should be able to practice precautionary
Standard measures in planning
activities
C. Learning 3. Identify different layers of soil
Competencies/Obje 4. Describe the different layers of soil.
ctives
Write the LC code for S4ES-IVa-1
each
II. CONTENT DIFFERENT LAYERS OF SOIL
III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide
pages
2. Learner’s Science 4 LM pp.247-248
Materials pages
203
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE Checking of preparation.
Why is sand used for construction of roads and buildings?
What can you say about the picture? What is the soil made
up of? What layer of the soil is it?
What about this picture ? Can you tell what layer is it?
Today let us find out the layers of soil.
204
205
EXPLORE 1. Setting of standards 1. Setting of standards
2. Agree with a rubric to 2. Agree with a rubric to
assess pupils activity assess pupils activity
3. Activity Proper 3. Activity Proper
MATERIALS: MATERIALS:
Procedure: Procedure:
206
Next to each soil horizon
put the letter that matches
the description below.
Color the soil horizon.
207
ELABORATE LAYERS OF THE SOIL
The soil is made up of different layers. Each layer has its own
characteristics.
The Topsoil (A-Horizon) is the uppermost layer of the
soil. This layer is rich with organic materials called
humus and with minerals needed for plant growth.
Humus comes from decaying plants and animals. The
soil’s dark color is an indication of the presence of
humus. Several kinds of plants can be seen growing
on this layer.
The Sub-soil (B-Horizon) is located just below the
topsoil. It is composed of loosely arranged rocks,
sand, clay. This layer is very rich with minerals that
drain from topsoil. When topsoil is washed out, the sub
soil alone cannot support plant life.
The Parents Rock (C-Horizon) is composed of rocks
that are slowly breaking apart. It is exposed to very
little weathering, It does not contain necessary
nutrients and water needed for plant growth.
The Bedrock (C-Horizon) is the lowest of the soil
layers. It is made up of undistributed large boulders
and gravel. This layer contains materials good for
constructing buildings and making roads. No plant life
can survive in this layer.
Illustrate the layers of the soil like this below and also
in the evaluation
208
Test 2 Match Column A With Column B. Write only the letter.
209
remediation.
J. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
K. No. of learners who
continue to require
remediation.
L. Which of my
teaching strategies
worked well? Why
did it work?
M. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
N. What innovation or
localized material/s
did I use/discover
which I wish to share
with other teachers?
EXPLORE
1. Setting of standards
2. Agree with a rubric to assess pupils activity
211
3. Activity Proper
4 plastic spoons
4 pcs of of plastic cups same size and shape with tap water
4 packs of different soil samples labeled A, B, C and D
4 plastic clear plastic cups
Marker
Stopwatch/cellphone
Note:
1. In the absence of DIY Equipment you may use clear
plastic cups each placed on top of clear drinking
glasses.
2. Make sure you use clear glasses of the same size.
3.
What to do:
212
wristwatch/cellphone
8. Observe again the samples.
Record your observations using the table below.(for group
1 and 2
characteristics observations
Cup color texture Before After
no. adding water Adding
Water
1
2
3
4
Reminders:
213
As soon as you finished with your task, return/dispose all
used materials and equipment.
Wash your hands thoroughly after the activity.
EXPLAIN Group Presentation ,Checking of Group output and clarifying
misconceptions.
ELABORATE The spaces between each soil particle determine how
much water the soil can hold. Sand has the biggest particles,
As such, water can pass through it easily.
Clay has the smallest particles among the three. When dry,
it absorbs much amount of water until it becomes wet and
sticky.
Once when wet, clay particles stick together and leave no
room for water to pass through.
214
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
215
Grade Level 4
School
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/Da 4th/ Week 1/ Day
y 4
I. OBJECTIVES
A. Content The learners demonstrate understanding of the different
Standard types of soil
B. Performance The learners should be able to practice precautionary
Standard measures in planning activities
C. Learning 2. Investigate the effects of the soil type in the growth of
Competencies/Obje mongo seed.
ctives S4ES-IVa-1
Write the LC code for
each
II. CONTENT SUSTAINABILITY OF SOILS TO PLANT GROWTH AND
DEVELOPMENT
III. LEARNING
RESOURCES
4. References
1. Teacher’s Guide
pages
2. Learner’s Science 4 LM
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning Science in our World by Norma N. Abrada et al pages 178-
216
Resources 181
IV. PROCEDURE A B
ENGAGE Checking of preparations. Let a pupil describe his/her slogan
made.
Pic A
Pic B
What kind of plants were planted in Pic A and B? Are they
healthy? In what kind of soil do plants grow healthy? Why?
Let us find out what kind of soil is good for a specific plant.
EXPLORE
4. Setting of standards
5. Agree with a rubric to assess pupils activity
6. Activity Proper
ACTIVITY
What will you need:
217
Loam Ruler
What to do:
1. Get 16 small plant pots. Fill the pots with different
types of soil (clay, sand. silt and loam). Fill four pots
with clay, four pots with sand, four pots with silt and
four pots with loam.
218
3. Plant one corn seedling on each pot on Set A and Set
C.
4. Plant a mongo in each of the other pots on Set B and
Set D.
5. Observe the growth and development of the seedling
without touching or moving it for one week.
6. Be sure to water them every day.
7. Record your observation on the following tables below.
219
each day. (Day 3.5. 7)
2. What is the color of leaves in each type of soil and on
each set of plant.
3. Make a pictograph comparing the growth of each plant
in different kinds of soil.
Guide questions:
A With Sunlight
Sa corn
nd mon
go
Lo corn
am mon
go
Silt corn
mon
go
Cla corn
y
mon
go
B Without Sunlight
Sa corn
nd mon
go
Lo corn
am mon
go
Silt corn
mon
go
220
Cla corn
y mon
go
NOTE:
(Day 7 data will be used in today’s lesson.)
Data of table three will be used the following day.
EXPLAIN Group Presentation,Checking of Group output and clarifying
misconceptions.
ELABORATE Soil is a vital element required in food production. For
farmers, the type of soil in their area is very important
because this will determine what kind of plants they can grow
in it. Plants need soil in order to survive, for the soil contains
many of the nutrients that the plants need in order to live and
flourish. But can a certain plant live and flourish in any kind of
soil?
221
provide air, water, and nutrients to plants.
Are there plants that grow without soil? Give examples of
these plants and explain how they grow.
222
V. OTHERS
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover
which I wish to
share with
other teachers?
223
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/Da 4th/Week 1/ Day 5
y
I. OBJECTIVE
S
A. Content The learners demonstrate understanding of the different types of
Standard soil
B. Performance The learners should be able to practice precautionary measures
Standard in planning activities
C. Learning Identify factors that affect the growth of corn and mongo
Competencies/ seeds
Objectives S4ES-IVa-1
II. CONTENT FACTORS AFFECTING THE GROWTH OF SELECTED PLANT
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s Science 4 LM pages 252-257
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Science in our World by Norma M. Abrecia , Ed D. et al. pages
Learning
Resources
224
IV. PROCEDUR A B
E
ENGAGE Checking of preparations.
Review of the lesson about growth of corn seed and mongo seed
What kind of soil is good for the corn? Mongo?
What are the factors that affect the growth of corn and mongo
plant?
A With Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B. Without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
Guide Questions:
1. Use the recorded result for table 3.
225
2. In which set up did the seeds sprout first? Why is this
so?
3. In which cup did the seed sprout the last? Why is this
so?
4. What do you think helped the mongo seeds/corn seed
sprout fast?
5. Compare the plants with sunlight or exposed to sunlight
and to the plants not exposed to sunlight.
6. What are the factors that affect the growth of corn and
mongo?
Group 2
226
Why is this so?
3. What do you think helped the mongo seeds/corn
seed sprout fast?
4. Compare the plants with sunlight or exposed to
sunlight and to the plants not exposed to sunlight.
5. What are the factors that affect the growth of corn
and mongo ?
Group 3
Set up Type of soil Day 7
used No of Height in Color of the
leaves cm leaves
A .with sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B . without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
227
ELABORAT Seeds provide with enough air, moisture, and warmth will
E germinate. Before a seed germinates, it absorbs moisture from
the soil. Seeds germinate when conditions are favourable. A
favourable condition means there is enough moisture, minerals,
and normal temperature.
The surface of the earth is covered with loose particles called soil.
The soil is formed from breaking of rocks into smaller particles
due to weathering. Soil is very important in sustaining life on
earth. It is needed by plants in making food that provides life to
other living things.
Pests and weeds can also contribute to the growth of plants. Pest
ate the leaves and stem of plants that can cause death of plants.
Weeds can use the nutrients of the soil that can be used by
plants.
If you are going to plant pechay, where will you plant them?
What other things you are going to do the help this plat grow
healthy?
EVALUATE List down 5 factors that affect the growth of plants.
1.
2.
3.
4.
5.
Additional Cite an example of factor that affect the growth of the following:
activities for 1. Monggo
application 2. Corn
or 3. Peanut
remediation 4. Palay
5. Eggplant
V. OTHERS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
228
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized material/s did I
use/discover which I wish to
share with other teachers?
229
School Grade Level 4
Teacher Learning Science
Area
Time Quarter/Wee 4th/Week 2/Day
k/Day 1
V. OBJECTIVES
D. Content Standard The learners demonstrate understanding
of the different sources of water suitable
for human consumption
E. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
F. Learning Competencies/ Explain the use of water from different
Objectives/ Code sources in the context of daily activities
(S4ES-IVb-2)
VI. CONTENT Identify the different sources of water.
VII. LEARNING RESOURCES
C. Reference
4. Teacher’s Guide Pages Science 4 LM
5. Learner’s Materials
Pages
6. Additional materials
from Learning Resource
(LR) Portal
D. Other Learning Resources
VIII. Procedu A B
res
Engage Show the germinated mongo seeds.
What do you think are the factors that affect the growth of a
plant?
How does each factor affect the plant?
What do you think will happen if one of the factors needed for
the growth of plant is absent? Say, absence of water? What do
you think will happen to the plant?
Today we shall find out where these waters come from.
Explore 9. Divide the class into 4 groups.
10. Introduce activity 1: “Where do I come from?”
11. Provide the activity sheet and emphasize the questions
230
to be answered.
12. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be accomplished,
group presenter/member’s role/responsibility, etc.)
13. Set standards/Let the pupils recall the rules/standards
in performing an activity.
14. Provide with the rubrics.
15. Let the pupils do the activity.
16. Supervise the pupils while they are doing the activity.
Explain 1. Have the group representative present the results of the
activity.
2. Check the group’s responses to the activity questions as
you discuss the answers to the following questions:
*What are the different sources of water?
*How are these sources of water helpful to the humans?
Animals?
*Which of these are your source of water at home? In your
community?
*How safe is the water that you drink at home?
* Are these sources of water safe for home consumption?
3. Clarify misconceptions when needed.
Elaborate 1. Go over the group’s responses and synthesize
ideas/concepts.
Let the pupils realize/understand the concept on the three
main sources of water and their examples.
SALTWATER is salty. It contains plenty of salt. It is found in
the seas and oceans. Seawater is also called hard water.
FRESHWATER is also called surface water. It does not
contain salt. It is found in open small bodies of water like river,
lakes, creeks and ponds. Surface water comes mostly from
rain. Rainwater flows from land into streams and rivers. In cold
countries it comes also from snow. Great quantities of snow
accumulate on highlands and mountains during winter. In
spring, the snow melts and runs off into surface water.
GROUNDWATER is found beneath the earth’s surface. It
comes from water that seeps into the ground. This can be
source of drinking water. Examples are deep well and artesian
well.
2. Additional Information:
Other sources of water are clouds, icebergs, and glaciers.
Clouds come from evaporating water. Glaciers and icebergs
are solid water found only in very cold countries and contain
about two-thirds of the earth’s freshwater.
3. Summary: What are the different sources of water? How are
they helpful to humans? Animals?
4. Valuing: What is the source of water in your community?
231
How can we contribute in preserving and conserving the
sources of water?
5. Application:
Show the different pictures of sources of water. Ask the pupils
to describe them.
Evaluate Choose the letter of the best answer.
1. Which can be a source of potable water?
a. freshwater b. saltwater
c. ocean water d. groundwater
2. Seawater can be categorized as ___________
a. freshwater b. saltwater
c. ocean water d. groundwater
3. Which can be a source of freshwater?
a. Yawa river c. Pacific Ocean
c. South China Sea d. Indian Ocean
4. How can we contribute in preserving the sources of water?
a. by throwing wastes in them
b. by using them continuously
c. by using water properly and wisely
d. by throwing biodegradable wastes in the bodies of water
5. Where can you find most of the fishes and other marine
animals?
a. in the saltwater b. in the freshwater
b. in the groundwater d. in the artesian well
Extend Research for other sources of water and find out where can
they be categorized.
Objectives:
Identify the different sources of water
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
Study the pictures:
1. Brainstorm among your group the possible ideas about the picture.
232
2. Answer the questions assigned to each group.
Group 1:
Describe the saltwater.
How is saltwater useful to living things?
Group 2:
Which among the pictures is your source of water at home?
Why do you think ground water is important in our lives?
Group 3:
Give examples of freshwater.
How do you take care of this source of water?
Group 4:
Describe the three main sources of water in your own words.
Why is water important to the living things?
Objectives:
Identify the different sources of water
What you need:
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
Study the pictures. ______________________
______________________
______________________
______________________
______________________
233
______________________
______________________
______________________
______________________
(Sentence strips with description.)
Each group should be able to place the description beside each picture.
J. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the different sources of water suitable
for human consumption
B. Performance The learners should be able to practice
Standard precautionary measures in planning
activities
C.Learning Explain the use of water from different
Competencies/ sources in the context of daily activities
Objectives/ Code (S4ES-IVb-2)
V. CONTENT Sources of Water2
VI. LEARNING RESOURCES
E. Reference
1. Teacher’s Guide Pages Science 4 LM
7. Learner’s Materials
Pages
8. Additional materials
from Learning Resource
(LR) Portal
F. Other Learning Resources https://www.quora.com/What-are-5-sources-of-water-
How-are-they-different-from-each-other
VII. Procedure A B
s
234
Engage What bodies of water can What bodies of water can you
you find in your locality? find in your locality?
Show pictures of the
different sources of water. Show pictures of the different
Describe each source of sources of water.
water. Match each picture to its
What can we found in description. (Sentence strips on
saltwater? a metacard)
What are the examples of Today we shall further describe
the sources of freshwater? the different sources of water.
Today we shall further
describe the different
sources of water.
235
rain. Rainwater flows from land into streams and rivers. In cold
countries it comes also from snow. Great quantities of snow
accumulate on highlands and mountains during winter. In
spring, the snow melts and runs off into surface water.
GROUNDWATER is found beneath the earth’s surface. It
comes from water that seeps into the ground. This can be
source of drinking water. Examples are deep well and artesian
well.
Additional Information:
Other sources of water are clouds, icebergs, and glaciers.
Clouds come from evaporating water. Glaciers and icebergs
are solid water found only in very cold countries and contain
about two-thirds of the earth’s freshwater.
RAIN WATER. Water from up above in the clouds, this water is
very pure. Until it hits something. However if it is stored properly it
may yield clean drinking water
2. Summary: What are the different sources of water? How are
these beneficial to us?
3. Valuing:
We need water in order to survive. But sometimes water can
be dangerous that can even cause a death. Cite situations
when water becomes dangerous. And how can we lessen this
danger?
4. Application:
Tell what is being described.
Found in oceans and seas ----
Comes from water that seeps into the ground---
Found in an open small bodies of water----
Best source of potable water-----
Evaluate Choose the letter of the best answer.
1. _________ may yield clean drinking water if properly
stored?
a. freshwater b. saltwater
c. ocean water d. rainwater
2. Which produces 80% of the oxygen that we breathe?
a. Saltwater b. groundwater c. freshwater
3. What is the use of groundwater?
a. It’s where we get water for laundering
b. It’s where we get water for doing household activities
c. It’s where we get potable water
d. It’s the water we use for swimming.
4. Which is the best source of drinking water?
A. saltwater C. freshwater
B. groundwater D. rainwater
5. Water from the creeks are is an example of?
a. saltwater b. freshwater
236
b. groundwater d. rainwater
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
Study the pictures:
1. Make a concept map about sources of water.
237
Answer the following questions:
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
Study the pictures:
1. Make a concept map about sources of water by filling up the box with the correct word.
Choose the words from the box below.
238
Answer the following questions:
1. Give atleast two ways to take care of freshwater.
2. What can we do to preserve groundwater?
4. Why is water important?
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the different sources of water suitable
for human consumption
B. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
C. Learning Explain the use of water from different
Competencies/ sources in the context of daily activities
Objectives/ Code (S4ES-IVb-2)
Describe the effects to human and
Unpacked Competency environment a condition where there is a
scarcity of water
II. CONTENT Effects of Scarcity of Water
III. LEARNING RESOURCES
A. Reference
B. Teacher’s Guide Pages
C. Learner’s Materials
Pages
D. Additional materials
from Learning Resource
(LR) Portal
E. Other Learning https://www.google.com/search?ei=1RJyXPiEJqS4mAW
216D4Dg&q=uses+of+salt+water&oq=uses+of+saltwater
Resources
C. Procedure A B
s
Engage Show a picture of girl/boy fetching water from the well/river.
239
What can you say about the pictures? What problems do think
are they having?
Can you imagine a community with lack of water supply? What
do you think will happen?
Explore 1. Divide the class into 4 groups.
2. Introduce activity 1: I can’t live without you
3. Provide the activity sheet and emphasize the questions
to be answered.
4. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be
accomplished, group presenter/member’s
role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards
in performing an activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
1. Explain 1. Have the group representative present the results of the
activity.
240
Experts say that globally we use 70% of our water sources for
agriculture and irrigation and only 10% on domestic uses.
Less water means farming and other crops that need water to
grow have lower yield. It means farm animals will die and
others will not do well without water. The result is constant
hunger and thirst and low quality of life.
Agriculture- is by far the biggest user of water,
accounting for almost 70% of all withdrawals and up to 95% in
developing countries.
2. Additional Information:
Less production of food supplies/farm product can stop the
flow of stagnant water, and mosquitoes and other insects will
breed on still (stagnant) dirty water. The result is
deadly malaria and other infections.
3. Valuing: How can you help maintain a good quality supply of
water?
241
Appendix A: Activity Sheet for Group A
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
1. Describe the effects to human and environment a condition where there is a scarcity of water
through a:
Group 1: Role play
Group 2: Poster
242
Group 3: Slogan
Group 4: News reporting/News casting
2. Answer the following questions:
A. What will be the effects of scarcity of water on human’s health?
B. How will scarcity of water affect the environment?
C. What can you do to address problems on scarcity of water?
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
1. Describe the effects to human and environment a condition where there is a scarcity of
water through a Role Play.
243
C. What can you do to address problems on scarcity of water?
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the different sources of water suitable
for human consumption
B. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
C. Learning Explain the use of water from different
Competencies/ sources in the context of daily activities
Objectives/ Code (S4ES-IVb-2)
Identify ways to conserve and preserve
water
II. CONTENT Water Conservation
III. LEARNING RESOURCES
A. Reference
B. Teacher’s Guide Pages
244
C. Learner’s Materials
Pages
D. Additional materials
from Learning Resource
(LR) Portal
E. Other Learning https://www.google.com.ph/search?q=ways+on+how+to+conser
ve+water&source=lnms&sa=X&ved=0ahUKEwieypbco_XgAhW
Resources LXbwKHXUPAHcQ_AUICSgA&biw=1366&bih=657&dpr=1
CI. Procedure A B
s
Engage What are the problems that may arise in a condition where
there is a scarcity of water?
How would our health be affected if there will be lack of water
supply?
Can we do something to conserve water? How?
Explore 1. Divide the class into 4 groups.
2. Introduce activity 1: “Water is Life”
3. Provide the activity sheet and emphasize the questions
to be answered.
4. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be
accomplished, group presenter/member’s
role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards
in performing an activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
2. Explain 1. Have the group representative present the results of the
activity.
3. 2. Ask questions to the class:
4. How do you conserve water at home?
5. (Drinking water? Water use for cleaning the dishes and
laundry?
6. What is the importance of conservation of water?
7. How can we help maintain a good water supply?
3. Clarify misconceptions when needed.
Elaborate 1. Let the pupils realize/understand the concept on
conservation of water at home and in the community.
Turn off the tap water while brushing your teeth.
Turn off the tap water while washing your hands.
Fix your leak.
Don’t play with water while taking a bath.
In the community, participate in the campaigns such
as tree planting, linis kanal-ilog and clean and green
programs.
Never throw wastes in the bodies of water.
245
2. Summary: What are the ways to conserve and preserve
water?
3. Valuing: During summer season, problems on scarcity of
water arise. How will you conserve water at home? In school?
4. Application:
What can you do to help maintain the good quality of
water sources in your barangay?
246
ideas and relevance to
colors did the theme.
not blend A little
well. It understand
catches little ing about
attention the theme.
1 No colors The Very Messy
used, does drawing/inf
not catch ormation
attention. does not
show
relevance
with the
theme. No
understand
ing about
the theme.
247
Appendix A: Activity Sheet for Group A
½ manila paper
1 pc. of Marking pen,
Activity sheet
What to do:
2. Show ways of conserving water through a:
Group 1: Role play
Group 2: Talk show
Group 3: Poster with slogan
Group 4: Rap
2. Answer the following questions:
A. Why do we need to conserve water?
248
Appendix A: Activity Sheet for Group B
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
1. Show ways of conserving water through a role play.
2. Answer this question:
A. Why do we need to conserve water?
249
pages
18. Learner’s Science- Grade 4 Learner’s Material First Edition 2015
Materials pages pp.258 - 269
19. Textbook pages
20. Additional BEAM I. Unit 7 Powers of Water Module 2
Materials from
Learning
Resource (LR)
Portal
J. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE: The teacher will hold up a gallon of water and a plastic
cup. The teacher will tell the learners:
I am holding 1 gallon of water and let us pretend that
this represents all the water on earth. I am going to pour
¼ cup of water into plastic cup. This ¼ cup of water
represents the ice caps, glaciers and freshwater in the
world.
Can I have a learner volunteer to hold out his/her hand
to help me demonstrate just how little of the world’s
water is available for us to use?
Take 2 drops of water from 1/4 cup of water and put in
learner volunteer's hand.
These 2 drops of water represent all the water in
freshwater lakes and rivers that is available
for people and animals to use.
What are the uses of fresh water? Let us find out in the
activities I am going to provide today.
250
evaluated after they have learners are evaluated
performed the activities.) after they have performed
Instruction: the activities.)
1. Divide the class into Group 1
three. Instruction:
2. Each group will be
assigned to a particular Look for some key words
place in the school to in the crossword puzzle
observe. that would help you
Group 1 discuss the use of fresh
water. Use the keywords
in a sentence to be able to
list down the uses of fresh
water in the daily activities.
251
Guide Questions:
1. What are the CROSSWORD PUZZLE
activities done
by your C L E A N I N G
schoolmates P O R S T N I B
in the Science L Q O G H S P O
and Math A T R K V B B O
Garden that N C E L I N N M
involves the T L C K O N D I
use of fresh S Y R R O O G B
water? Q B E T H I N G
2. Be able to list V B A T H I N G
all these W X T Y Z A B B
activities S W I M M I N G
3. What do you V B O A T I N G
think will
A A N I M A L S
happen if all
these plants in
Note: There are 7 key words
the garden will
that you can use in a sentence
not be
to explain the uses of fresh
watered
water in our daily activities.
everyday?
4. What is the
use of
freshwater in
the Science &
Math Garden?
Group 2
1. ____________________
____________
2. ________________
________________
3. ____________________
____________
4. ____________________
____________
5. ____________________
____________
6. ____________________
____________
Guide Questions:
7. ____________________
1. What is the
____________
use of fresh
water in the
pond?
2. What do you
Group 2
252
think will
happen if the Title of the Activity: Agree or
school pond Disagree
will dry up
because of too Instruction: Put a check mark (√)
much heat? on the chosen answers
Be able to depending upon the belief or
explain your observation. Be able to explain
answer. your answers.
253
water in the happen if there will be no supply
school of?
canteen?
Group 3
3. Let each
group answer all the Instruction: Using the Fan
guide questions in Strategy, Be able to choose 5
their assigned from the uses of freshwater and
activity. place them in the fan. Answer
4. Guide the the guide questions and be
pupils as they ready to report your output in
perform the activity. class.
Guide Question:
1. What are the uses of
freshwater which are included in
254
the fan?
2. What other uses of freshwater
can you think of? List them
down.
3. What do you think will
happen if there will be no supply
of?
255
EXPLAIN: 1. Allow them to 1. Allow them to share their
share their answers answers and the results of the
. and the results of the different activities through the
different activities presentation of their group
through the outputs. Ask them: How do you
presentation of their feel about the activity?
group outputs. Ask 2. Check the group’s responses
them: How do you to the activity questions.
feel about the 3. Record important phrases
activity? taken from the presentations so
2. Check the group’s the teacher can verify whether
responses to the they are right or wrong.
activity questions. 4. Clarify misconceptions when
3. Record important needed.
phrases taken from 5. Give additional information if
the presentations so needed.
the teacher can verify
whether they are
right or wrong.
4. Clarify
misconceptions when
needed.
5. Give additional
information if
needed.
ELABORATE: Perform the three- Perform the three-item activity:
item activity: Draw a smiley face if the
Draw a smiley face if statement is a use of fresh water
the statement is a and sad face if not
use of fresh water ___1. Freshwater is used for
and sad face if not cleaning.
___1. Freshwater is ___2. Freshwater sustains plant
used for cleaning. and animal life.
___2. Freshwater ___3. Freshwater is used for
sustains plant and sewing dresses and clothes.
animal life.
___3. Freshwater is Read the statement and answer
used for sewing the questions that follow:
dresses and clothes.
Water is an important resource
Read the statement and vital for people and animals.
and answer the Using biodegradable
questions that follow: products made from agricultural
products, like cornstarch
Water is an important packing peanuts, is one way to
resource and vital for help keep our water clean.
256
people and animals.
Using biodegradable 1. Why is freshwater vital or
products made from important to plants and
agricultural products, animals?
like cornstarch 2. Do we have enough
packing peanuts, is supply of clean water?
one way to Why or why not?
help keep our water 3. As a concerned citizen,
clean. what must you do to
sustain the supply of
1. Why is clean water?
freshwater
vital or
important to
plants and
animals?
2. Do we have
enough supply
of clean
water? Why or
why not?
3. As a
concerned
citizen, what
must you do to
sustain the
supply of
clean water?
EVALUATE: Create a paragraph Check if the statement explains
explaining the uses the uses of fresh water and
of freshwater. cross if it does not.
(The teacher can ____ 1. Freshwater is used in
devise rubrics to farms for irrigation.
check the formative ____2. It is used for building fire.
assessment) ____3. It is used for making
Score Description clothes.
5 Complete and ____4. Freshwater in rivers,
clear idea, and
lakes and springs is used for
90 to 100%
correct recreation.
response ____5. Without freshwater,
4 Complete but plants will wither.
not clear, and
80 to 89%
correct
response
3 Not complete Agreement/Home Connections:
and clear, and Research on some ways on how
70 to 74%
257
correct we can take care of fresh water.
response
2 Not complete
and clear, and
60 to 69%
correct
response
1 Not complete
and clear, and
50 to 59%
correct
response
0 No answer
Agreement/Home
Connections:
Research on some
ways on how we can
take care of fresh
water.
258
3/Day 2
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of the different sources
of water suitable for human
consumption
B. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
C. Learning Competencies / The Learner should be able to infer the
Objectives importance of water in daily activities
LC code S4ES-IVc-3
Explain the uses of sea water
II. CONTENT Explain the uses of sea water
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Science- Grade 4 Learner’s Material
pages First Edition 2015 pp.258 – 269
3. Textbook pages
4. Additional Materials BEAM I. Unit 7 Powers of Water
from Module 2
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURE A B
ENGAGE:
259
4. Why?
260
source of food.
Prevents insomnia
and reduces
depressive
symptoms
Can be a source of
drinking water
Can be used for
recreation like
swimming, boating
Domestic purposes
would be for
cooking, drinking,
bathing, washing
Used in farms and
irrigations
Can generate
electricity through
the sea water waves
Guide Questions:
5. What happens to
the egg when you
place salt and
dissolved it in fresh
water where the
egg was placed?
6. What does the
experiment show?
7. Which is denser
the fresh water or
the salt water? Guide Questions:
8. What use of sea
water is being 1. What are the uses
emphasized with of sea water that
the Salt Water Egg you have listed?
Experiment?
261
Note: Essence of the 2. Why did you choose
experiment: When salt is those uses?
dissolved in water, as it is
in ocean water, that 3. Are there other uses
dissolved salt adds to the of sea water aside
mass of the water and from those that you
make the water denser have listed?
than it would be without
salt. Because objects 4. Give other uses of
float better on dense sea water that
surface, they float better cannot be found in
on salt water than fresh the choices above.
water. (for teacher’s Group 2
consumption only.)
Instruction: Using the Fan
Group 2 Strategy, Be able to
choose 5 uses of sea water
and place them in the fan.
Answer the guide
questions and be ready to
report your output in class.
Can be a source of
drinking water
Can be used for
recreation like
swimming, boating
Domestic purposes
would be for
cooking, drinking,
bathing, washing
Used in farms and
irrigations
Can generate
electricity through
the sea water waves
Guide Questions: Serves as habitat of
1. What remained in aquatic plants and
the tin can after all animals
the sea water have Salt can be
evaporated? extracted out of
2. Give 2 or 3 more evaporation of sea
uses of sea water water
that you know. The aquatic plants
and animals living in
Group 3 this area can be a
262
source of food.
Guide Question:
1. What are the uses of
sea water which are
included in the fan?
2. What other uses of sea
water can you think of? List
them down.
3. Do you think sea water
is important? Why?
Guide Questions:
1. Were you able to Group 3
remove the grease
from the glass? Instruction:
2. Can you consider it Check if the statement is a
as a use of sea use of sea water. Cross it
water? Explain out if not. Answer the guide
your answer questions afterwards and
3. Give 2 or 3 more prepare for the
uses of salt water presentation of your output.
that you know.
_____1.Salt can be
Let each group extracted out of
answer all the evaporation of sea water
guide questions in _____2. Can be a source
their assigned of drinking water
activity. _____3. Can be used for
Guide the pupils as recreation like swimming,
they perform the boating
263
activity. _____4. Domestic
purposes would be for
(These activities may cooking, drinking, bathing,
consume 15 to 20 washing
minutes of the _____5. Used in farms and
instructional time. For irrigations
these performance _____6. Can generate
outputs, the teacher can electricity through the sea
let his or her learners water waves
create their rubrics on _____7. Serves as habitat
how they will be rated) of aquatic plants and
animals
Guide Question:
1. What are the uses of
sea water which you have
checked?
2. What other uses of sea
water can you think of? List
them down.
3. Do you think sea water
is important? Why?
(These activities may
consume 15 to 20 minutes
of the instructional time.
For these performance
outputs, the teacher can let
his or her learners create
their rubrics on how they
will be rated)
264
teacher can verify they are right or wrong.
whether they are right or 4. Clarify misconceptions
wrong. when needed.
4. Clarify misconceptions 5. Give additional
when needed. information if needed.
5. Give additional
information if needed.
ELABORATE: Perform the activity:
265
and clear, and Research on other uses of
60 to 69% sea water.
correct
response
1 Not complete
and clear, and
50 to 59%
correct
response
0 No answer
Agreement/Home
Connections:
Research on other uses
of sea water that were not
mentioned in the lesson.
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of the different
sources of water suitable for
human consumption
B. Performance Standard The learners should be able to
266
practice precautionary measures
in planning activities
C. Learning Competencies / The Learner should be able to
Objectives infer the importance of water in
LC code daily activities
S4ES-IVc-3
II. CONTENT Uses of Water in our Daily
Activities
III. LEARNING RESOURCES
K. References
21. Teacher’s Guide pages
22. Learner’s Materials pages Science- Grade 4 Learner’s
Material First Edition 2015 pp.258
- 269
23. Textbook pages
24. Additional Materials from BEAM I. Unit 7 Powers of Water
Learning Resource (LR) Module 2
Portal
L. Other Learning Resources
IV. PROCEDURE A B
ENGAGE: Reveal the message. The number in the box corresponds
to the letters of the alphabet. Use them as a clue to
reveal the letter in each box.
A B C D E
1 2 3 4 5
F G H I J
6 7 8 9 10
K L M N O
11 12 13 14 15
P Q R S T
16 17 18 19 20
267
U V W X Y Z
2 2 2 2 2 2
1 2 3 4 5 6
268
group, make a draft of
your poem.
3. Finalize it and write it
on the manila paper.
4. Post it on the Board
5. Be ready to present it
to the class.
Objective: Identify the
Group 2 uses of water in the daily
Objective: Act out the uses activities through the
of water in our daily activities picture as clue.
Materials: Manila Paper, Materials: paper, pen,
Cartons, pentel pen, real pentel pen, Manila paper
objects (for props) Picture
What to do: What to Do:
1. Assign one member 1. Observe the
to read the picture given to the
information card group.
aloud. 2. Be able to identify
2. Prepare a short script. the activities using
3. Assign a role to each water.
member as actors 3. Write your answers
and actresses in the manila
4. Rehearse your paper.
presentation 4. Be ready to
5. Use your creativity present your
and resourcefulness output.
for props production
6. Be ready to perform it Group 2
to the whole class Objective: Pick out the
activities from the list that
Group 3: require the use of water.
Objective : List down the Materials: Table with the
uses of water in our daily list of activities, paper,
activities through pen pentel pen, manila
Brainstorming paper
Materials: paper, pens, What to Do:
pentel pen, Manila paper 1. Here is a list of our
What to Do: daily activities.
1. Assign one member
to read the
information card
aloud.
2. Brainstorm with all the
group members and
talk about how each
269
member use water
every day.
3. Each member should
be able to give at
least one use of water
4. There shall be no
duplication of
answers.
5. Finalize the work
6. List them on the
manila paper
7. Be able to present
your answers in class.
Group 3
Objective: Draw the daily
activities that use water
Materials: pen, paper,
pentel pen, manila paper
What to do:
1. Each member of
the group will think
of an activity that
they do daily using
water and be able
to share it with the
group.
2. See to it that there
is no duplication of
the answer.
270
3. Draw your answer
in the manila
paper.
4. Present your
output.
EXPLAIN: .
1. Allow them to share their answers and the results of
. the different activities through the presentation of their
group outputs.
2. Record important phrases taken from the
presentations so the teacher can verify whether they are
right or wrong.
ELABORATE: Read the statement and answer the question that follow:
271
Cri Visual Relevance Workm
teri Impact to the anship
a theme
4 Very The Very
appealing drawing neat
and /informatio and
unique; it n clearly organiz
shows relates to ed
original the theme.
ideas. There is
The an
colors evidence
used of
blend thorough
well, it understan
draws ding of the
attention theme.
and
interest
3 Appealin The Neat
g and drawings/i and
some nformation General
unique shows ly
features, some Organiz
some relevance ed
colors did to the
not blend theme.
with the Shows
others some
but understan
enough ding of the
to draw theme.
attention.
2 Not The Some
appealing drawings/i Messy
, very nformation portion
common shows
ideas and little
colors did relevance
not blend to the
well. It theme. A
catches little
little understan
attention ding about
the theme.
1 No colors The Very
used, drawing/inf Messy
does not ormation
catch does not
attention. show
relevance
with the
theme. No
understan
ding about
the theme.
Agreement/Home
Connection:
Create a jingle depicting
the uses of water in our
daily activities.
272
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Quarter/Week/Day 4th/Week3/Day
Date 4-5
I. OBJECTIVES
D. Content Standard The learners demonstrate
understanding of the different sources
of water suitable for human
consumption
E. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
273
F. Learning Competencies / The Learner should be able to infer the
Objectives importance of water in daily activities
LC code S4ES-IVc-3
II. CONTENT Uses of Water
III. LEARNING RESOURCES
M. References
25. Teacher’s Guide pages
26. Learner’s Materials pages Science- Grade 4 Learner’s Material
First Edition 2015 pp.258 - 269
27. Textbook pages
28. Additional Materials from BEAM I. Unit 7 Powers of Water
Learning Resource (LR) Module 2
Portal
N. Other Learning Resources
IV. PROCEDURE A B
ENGAGE: Starburst. In this strategy, students will be given a topic
to discuss. The topic is written at the center of a star
figure at which end points, ideas will be written.
Instruction:
1. You will work as a group.
2. You will identify an example of water body present
in your community or any which you are familiar
with.
3. Draw a 5-point star on their manila paper. Write an
example of water body (e.g river, stream, etc) at
the center.
4. Share your views on how you think this body of
water is used in your community. Write your
responses on each of the 5 end points.
5. Present your outputs to the class.
274
EXPLORE: Problem Question: Problem Question:
What are the uses of What are the uses of
water? water?
275
how the body of water is
used (domestic, Instruction: Solve the word
agriculture, industry, puzzle. The clue or hint is
transportation, energy the description for every
generation, habitat for word puzzle. Be ready to
living things, changing report your output in class.
landforms) as shown in the
pictures. 1.
6. Give them about 15
minutes to do the activity. - The water used for
7. Direct the students to indoor and outdoor
read and understand the household activities
instruction in the activity or purposes like
sheet entitled The Powers drinking, preparing
of Water . food. Bathing etc.
8. Monitor students' 2.
performance while the
activity is going on.
9. Provide time for the - the water used for
presentation of groups' purposes as
outputs to the class. fabricating,
processing,
The Powers of Water washing, diluting,
cooling, or
Direction: Read and follow transporting a
the instructions given. product
Materials: record 3.
notebook, pen, manila
paper, masking tape, - used as the natural
pictures of bodies of water environment of
Procedure: marine animals and
1. Proceed to your “expert” plants
group as soon as the
teacher gives the 4.
instruction.
2. Study the picture given - the water that is
by your teacher. Note: Only used for production
1 “expert” group should of food and fiber
study a picture.
3. Identify the type of water GUIDE QUESTIONS:
body shown in the picture 1. What are the 4 general
based on its location uses of water that were
(surface water or included inthe activity?
groundwater) and the 2. What are the other
concentration of dissolved general uses of water
salts (freshwater, saltwater which were not included in
276
or brackish water) your activity? Name them
4. Take note how the water 2. Based on the activity, do
body is used. you think people need
5. Classify the water water? Why?
bodies according to their
uses. Group 3
6. After 5 minutes, return to
your “home” group then Match Column A with
share the information you Column B
have gathered from the
“expert” group. A
7. In your “home” group,
make and fill in a table 1. transportation
similar to the one given. 2. domestic
An example has been done 3. agriculture
for you. 4. industry
5. Energy Generation
Water Type Gene Speci
Body of ral fic
water Use use/s B
body
base a. the water that is used for
d on
locati production of food and fiber
on
(surfa b. the water used for
ce or
groun purposes as fabricating,
dwate processing, washing,
r) diluting, cooling, or
river Surfa 1. a.
ce dome washi
transporting a product
water stic ng
2. dishe c. The water used for
agricu s
lture b.
indoor and outdoor
wateri household activities or
ng purposes like drinking,
plants
c.
preparing food. Bathing etc.
irrigati
on d. the cheapest and oldest
syste
m
mode of transport which
operates on a natural track
and does not require a
huge capital
277
water? Why? 1. What are the general
(This activity may consume uses of water that were
15 to 20 minutes of the included in the activity?
instructional time. For 2. What are the other
these performance outputs, general uses of water
the teacher can let his or which were not included in
her learners create their your activity? Name them
rubrics on how they will be 2. Based on the activity, do
rated) you think people need
water? Why?
(These activities may
consume 15 to 20 minutes
of the instructional time.
For these performance
outputs, the teacher can let
his or her learners create
their rubrics on how they
will be rated)
278
4. What are the things 6. What are the things
that we need to do that we need to do
to save water? to save water?
5. Why do we need to 7. Why do we need to
save water? save water?
EVALUATE: Create a paragraph to List down 5 general uses of
explain the uses of water. water.
279
Appendix A: Pictures to be used in the activity for Group A
280
Appendix A: Activity Sheet for Group B
Match the pictures in Column A with the General Uses of Water in Column B
A B
1. a. transportation
2. b.habitat
3. c. energy generation
4. d. domestic
281
5. e. change landforms
6. f. domestic
7. g. agriculture
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the
Sun as the main source of heat and light on
Earth
B. Performance Standard The learners should be able to practice
precautionary measures in planning activities
282
C. Learning The learner should be able to explain the
Competencies/ process of evaporation. (S4ES-IVd-4)
Objectives/Code Identify the factors that affect evaporation.
II. CONTENT The Water Cycle-
Evaporation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Material Science 4 LM p. 267 - 269
Page
3. Additional materials
from Learning
Resources (LR) Portal
B. Other Learning Puzzle, picture of wet clothes hanged under the
resources sun.
Illustration showing a sunny day
IV. PROCEDURES A B
ENGAGE Do the loop-a-word game.
Tell the meaning of the words found in the puzzle
by matching them.
283
EXPLAIN Presentation of output.
284
EVALUATE Explain the process of Identify the following:
evaporation a 1. It takes place when
sentence or two. water is
heated._______
2. ________cause
water to evaporate.
3. On ________ day,
clothes dry faster even
without the sun.
4. The water that
evaporates is called
___________________.
5. The moisture in the
air is called _________.
Additional Activities for Improve your illustration of the evaporation
application or remediation process.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the Formative
assessment.
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lesson
work?
No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
285
Appendix A: Activity Sheet for Group A
HOW DOES EVAPORATION TAKE PLACE?
Activity: How does evaporation take place?
Materials:
Moist piece of cloth
Thermometer
Procedure:
Guide Questions:
1. What is the temperature of the wet cloth before heating it under the sun?
3. Compare the temperatures before and after heating the wet cloth.
____________________________________________________________
5. Is the cloth still very wet after placing it under the sun?
286
__________________________________________________________
E F G W A T E R A B C D
V W X Y Z A B O E F G H
A C D E F G H P I J K L
P E R S P I R A T I O N
O I J K L M N V M N O P
R E S P I R A T I O N H
A O P Q R S T U V W X O
T E R U T A R E P M E T
I Y Z A B C D E F G H J
O K L M O I S T U R E F
N H U M I D I T Y Q R M
Find out the meaning of the words taken from the puzzle in Column A by matching it with
Column B. Draw a line to connect them.
287
6. TEMPERATURE F. The breathing process of humans and
animals
II. CONTENT
Condensation and Precipitation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 309 - 312
Pages
2. Learner’s Material 267 - 269
Page
3. Additional
materials from
Learning Resources
(LR) Portal
288
B. Other Learning Picture of clouds, Alcohol lamp/burner, match,
resources tripod, beaker/empty can, aluminum foil, water
IV. PROCEDURES A B
ENGAGE What happens to water once it is heated?
What happens to the water vapour when it reaches
the atmosphere?
289
ELABORATION Discuss the process of condensation.
After evaporation, the water vapour in the air is
cooled by the cold air up in the sky and turns back
into little droplets of water. These droplets form the
clouds we see in the sky. This process is called
condensation. Up in the air are tiny particles of
dust, soot, pollen and bits of salt from the ocean.
Cool air in the atmosphere causes the condensation
process. When water droplets grow large and heavy
enough they fall back as rain, hail, sleet or snow.
The process is called precipitation.
290
EVALUATION Explain the process ofIdentify the following:
condensation and
1. It takes place when
precipitation in a
water vapour is
sentence or two using a
cooled.____________
diagram 2. ________cause
water to condense.
3. On ________ day,
clothes dry faster even
without the sun.
4. The water, hail or
snow that fall is called
___________________.
5. What process is
involve when rain falls?
___________________
(condensation, cold
temperature, windy,
precipitate,
precipitation)
Additional Activities for Improve your illustration of the condensation and
application or remediation precipitation process.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
Formative assessment.
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lesson
work?
No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
291
Appendix A: Activity Sheet for Group A and B
How Do Condensation and Precipitation Take Place?
Activity: How do condensation and precipitation take place?
Guide Questions:
292
7. What do you call the process when water droplets fall?
________________________________________________________
293
ENGAGE What is the role of the sun in the water cycle?
Let us watch The Water Cycle on video.
294
ELABORATE What factors affect evaporation?(sun’s heat and
wind)
What causes water vapour to turn back to water
droplets? (cool air)
In what forms does precipitation fall to the ground?
VI. REFLECTION
A. No. of learners who
earned 80% on the
Formative assessment.
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
295
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal can help me
solve?
G. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers?
296
Appendix A: Activity Sheet for Group A and B
Label the illustration with the processes involved in the water cycle.
I. Objective:
II. Materials:
III. Directions:
1. Partly fill the plastic cups with water so that they both have the same level of water.
2. Mark the levels with the marker/put a masking tape.
3. Seal one of the cups with plastic wrap.
4. Leave it for a day under the sun. (Note: this activity should be done on a sunny day.
Make sure that the cups are safely placed to avoid spill.)
Data/Observed
297
Look at both cups and mark where the water levels are.
Do this for a few more days, marking the levels each day and noting any change.
Guide Questions:
1. What happened to the water level in Set Up A after the observing for a day?
for 2 0r 3 days? How about in Set Up B?
2. Where did the water go?
3. What caused the water to disappear in Set up A?
4. What is the role of the sun in the water cycle?
298
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the
Sun as the main source of heat and light on Earth
B. Performance The learners should be able to practice
Standard precautionary measures in planning activities
ENGAGE
What are the different water sources?
What are the uses of water?
How should we use water in our daily activities?
299
you think so? (Yes, because the water that
evaporated from the different forms or sources of
water is needed in the formation of clouds.)
300
growth. Animals use water households, industry,
for drinking and bathing farming, etc.
3. Life processes will not Plants need water for
continue without the water growth. Animals use
cycle. water for drinking and
4. Balance in nature will bathing
not be complete without 3. Life processes will
the water cycle. not continue without
5. Water cycle is important the water cycle.
to support the life of man, 4. Balance in nature
plants and animals and to will not be complete
have the balance in without the water
nature. cycle.
5. Water cycle is
important to support
the life of man, plants
and animals and to
have the balance in
nature.
ELABORATE Present pictures:
Animals that are drinking and bathing in the
water.
1. How do animals use water.
Plants that are wilting due to lack of water.
2. What is the importance of water to plants?
People bathing, drinking and washing
clothes.
3. What is the importance of water to people?
301
What is water cycle? What is water cycle?
( Water cycle is the What are its
continuous movement importance?
water through the process
of evaporation,
condensation and
precipitation)
What are its importance?
(Water cycle is important
to sustain human, animal
and plant life.)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
Formative assessment.
B. No. of learners who
required additional
activities for
302
remediation
C. Did the remedial
lesson work?
No. of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Evaluation: Direction: Fill in the circle with appropriate words/phrases. Write the main topic at
the center (red circle), the major effects on the second layer(blue circle) and the sub effects on
the third layer(green circles) of circles. Select your answers from the given lists.
303
SCHOOL GRADE LEVEL Grade 4
TEACHER LEARNING AREA Science
TEACHING DATE and QUARTER/WEEK/DAY 4th/ Week
TIME 4/ Day 4
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that
the Sun as the main source of heat and light on
Earth
B. Performance Standard The learners should be able to practice
precautionary measures in planning activities
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
304
Pages
2. Learner’s Material
Page
3. Additional materials
from Learning Resources
(LR) Portal
B. Other Learning 1/8 or 1/4 illustration board, cotton, used
resources magazines/
Brochure, scissors, glue, glitters
IV. PROCEDURES Advance Group Average Group
ENGAGE What does a wheel do on a bike?
305
completed all the
activity
-completed task with
help
2 Needs -no comprehension of
Improvement material
-not all participated and
completed all the
activity
-not so complete task
1 Not Yet -no comprehension of
There material
-did not participate and
did not complete all the
activity
-incomplete task
2. Do the activity. “Making a Water Cycle
Model/Diagram” by group. (The water cycle
song maybe played while the pupils are doing
their diagram.) Refer to the attached activity
sheet.
EXPLAIN
Let each group present their output and explain
the process as shown in their diagram/model of
the water cycle.
ELABORATE How did you work on your output?
What helped you do the work?
Where you able to label the processes in the
water cycle properly?
306
Additional Activities for Read more about the water cycle.
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the Formative
assessment.
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lesson
work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my principal
can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers?
307
Appendix A: Activity Sheet for Group A and B
Making a Water Cycle Model/Diagram
Activity: Making a water cycle model/diagram.
1. Using the pre-assigned materials by group, make a water cycle model on a 1/8 or 1/4
illustration board.
2. Use the small plant twigs to represent the trees.
3. Cut out the old magazine or brochure to form letters, shapes, arrows, etc.
and paste it on the illustration board.
4. Use the cotton as cloud and put glitters to represent the dust, soot, pollen
and bits of salt.
5. Use silver glitters to represent the rain fall.
6. Label the processes involved in the water cycle.
7. Look at the diagram in your textbook as your reference.
8. Cover your illustration board with a plastic to protect your water cycle
model/diagram.
Guide Questions:
1. How did you fell about the activity on making a water cycle model/diagram?
___________________________________________________________________
___________________________________________________________________
3. What processes in your water cycle model were shown in your output?
___________________________________________________________________
4. What do you think is/are the importance of water cycle in our life?
308
___________________________________________________________________
VI. OBJECTIVES
D. Content The learners demonstrate understanding of
Standard components of weather using simple instruments.
309
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources
IX. PROCEDURE A B
ENGAGE “3-Pics-1-Word”
Questions:
- What are the pictures all about?
- Do you think they affect our daily activities?
In what way?
TEMPERATURE
310
Setting of Standards
Presentation of Rubrics
Group1: AIR
Group 2: TIME
Group 3: COLDNESS/ HOTNESS
Questions:
- Does temperature affect our weather? Cite
some examples.
- What about time? Cite some examples.
- How do time of the day and temperature
affect the weather for the day?
Concept Formation
(Teachers can explain more, please refer to the
given Background Information for Teachers)
Application
Question: Why do we feel warm during noon time?
311
Time Weather Temperature
5:00 a.m 18°C
9:00 a.m 29°C
12:00 noon 34°C
2:00 p.m 30°C
8:00 p.m 27°C
312
XI. REFLECTION
XII. OTHERS
O. No. of learners
who earned
80% on the
formative
assessment
P. No. of learners
who require
additional
activities for
remediation.
Q. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
R. No. of learners
who continue to
require
remediation.
S. Which of my
teaching
strategies
worked well?
Why did it work?
T. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
U. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
313
Appendix A: Activity Sheets
GROUP 1: AIR
Observe the pictures below. Each picture has a corresponding temperature below it.
Analyze and answer the questions that follow.
Air Temperature
Questions:
1. What weather condition affects the days’ temperature based from the activity?
________________________________________________________________
________________________________________________________________
__________________________________________________________
GROUP 2: TIME
Observe the pictures of the different places at different time of the day. Analyze and
answer the guide questions below.
6:00 a.m 12:00 noon 6:00 p.m
Question:
1. What weather condition affects the days’ temperature based from the activity?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________.
314
2. Why does time affect the days’ temperature?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________.
Picture A Picture B
Picture C Picture D
315
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
components of weather using simple instruments.
316
ENGAGE “Stand HOT, Sit COLD”
Question:
- What do we use to measure temperature?
317
3. Teach them how to handle the thermometer
properly
4. Teach them also how to read the
temperature using the thermometer.
Setting of Standards:
-What are the things that you need to follow when
doing an activity?
Assignment:
Bring the following tomorrow:
1. Paper plate
2. Styro cup
3. Pencil
4. Paper clip
V. REMARKS
318
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
319
Appendix A: Activity Sheet for Group A
320
Guide Questions:
321
Appendix A: Activity Sheet for Group B
WORKSHEET #2 (INSIDE TEMPERATURE
322
Guide Questions:
323
Background Information:
324
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Date Quarter/Week/ 4th /Week 5/
Day Day 3
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
components of weather using simple instruments.
325
“Know Your Direction”
ENGAGE
The teacher will show a simple community map.
(See attached map)
Situation #1
Situation #2
Situation #3
Questions:
- What helped your answer the situations
easily?
326
- When is direction helpful to you as a pupil?
- Is knowing direction important in
identifying the weather?
Question:
- What weather instrument is on the picture?
- What are the letters on the cup for?
- What does it indicate?
Setting of Standards:
- What are the things that we need to
remember in doing an activity?
327
change after change after
some time? some time?
Score Description
5 Complete and clear idea, and 90 to
100% correct response
4 Complete but not clear, and 80 to
89% correct response
3 Not complete and clear, and 70 to
74% correct response
2 Not complete and clear, and 60 to
69% correct response
1 Not complete and clear, and 50 to
59% correct response
0 No answer
Assignment:
Bring the following tomorrow:
1. 4 plastic cups
2. 4 identical sticks
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
328
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?
329
Appendix A: Activity Sheet
Background Information:
330
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
components of weather using simple instruments.
Possible pictures:
1. Leaves of tress moving
2. Swaying of branches of trees
3. Smoke in a chimney moving in a certain
direction.
Question:
- What do the pictures show?
331
Compare the two pictures below.
Question:
- Which of the two pictures creates greater
speed? Relate the pictures to the lesson
for the day
- What about the wind? How do you
measure the speed of a wind?
- How will you know when one is moving
faster than the other?
Setting of Standards:
- What are the things that we need to
remember in doing an activity?
332
pupil’s answer)
Score Description
5 Complete and clear idea, and 90 to
100% correct response
4 Complete but not clear, and 80 to
89% correct response
3 Not complete and clear, and 70 to
74% correct response
2 Not complete and clear, and 60 to
69% correct response
1 Not complete and clear, and 50 to
59% correct response
0 No answer
V. REMARKS
VI. REFLECTION
VII. OTHERS
VIII. No. of learners
who earned
80% on the
formative
assessment
IX. No. of learners
who require
additional
activities for
remediation.
X. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
XI. No. of learners
who continue to
require
remediation.
333
Appendix A: Activity Sheet
334
Background Information:
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
components of weather using simple instruments.
335
C. Learning The learner should be able to use weather
Competencies/Obj instrument to measure the different weather
ectives components.
Write the LC code (S4ES-IVe-5)
for each Unpacked Competencies:
-Record the weather condition.
Questions:
1. What does the picture show?
2. What is a weather chart?
3. What do we put in a weather chart?
Today we are going to learn how to record the
weather condition in a weather chart.
EXPLORE
Setting of Standards:
- What are the things that we need to
remember in doing an activity?
(Individual) (Pair/Triad)
336
See Attached See Attached
Worksheet Worksheet
ELABORATE
“Fill in the Blank”
TODAY, I LEARNED
ABOUT_________________________________
______________________.
Score Description
5 Complete and clear idea, and 90 to
100% correct response
4 Complete but not clear, and 80 to
89% correct response
3 Not complete and clear, and 70 to
74% correct response
2 Not complete and clear, and 60 to
69% correct response
1 Not complete and clear, and 50 to
59% correct response
0 No answer
337
V. REMARKS
VI. REFLECTION
VII. OTHERS
D. No. of learners
who earned 80%
on the formative
assessment
E. No. of learners
who require
additional activities
for remediation.
F. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
G. No. of learners
who continue to
require
remediation.
H. Which of my
teaching strategies
worked well? Why
did it work?
I. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
J. What innovation or
localized material/s
did I use/discover
which I wish to
share with other
teachers?
338
Appendix A –Activity Sheet
Background Information:
339
Learning Competency: The learners should be able to use weather instrument to
measure the different weather components.
rubric
5 3 1 TOTAL
340
their
workplace.
TOTAL
341
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Science and Health 4 p. 210
Learning
resources
IV. A B
PROCEDURES
What were some of the Match the instrument used from the
ENGAGE instruments used to weather element
measure weather It measures.
elements such as; A. Wind direction 1. Thermometer
1.Temperature B. Wind speed 2. Wind vane
2.wind direction C. temperature 3. Anemometer
3.wind speed
EXPLORE Aside from the sky condition, what other weather elements are
considered in order to tell the type of weather a certain place will
experience.
Find out from this activity.
Setting standards for Group Activity
Performing the group activity
(Please refer to the Activity sheet)
EXPLAIN Presentation of group Presentation of group output
output ( Reporting)
( Reporting)
ELABORATE Verification of answers Verification of answers
1.What are the different 1.What are the different weather
weather elements? elements?
2.Why is it important to
know them? 2.Why is it important to know them?
3.Describe the following
weather elements based 3.Describe the following weather
from your observation. elements based from your observation.
Temperature: _____ Temperature: _____
Wind direction: ____ Wind direction: ____
Wind Speed: _____ Wind Speed: _____
342
Sky Condition: ____ Sky Condition: ____
What was the weather condition based
4.What was the weather from the observed weather elements?
condition based from the
observed weather 5.What was the weather condition
elements? based from the observed weather
elements?
5.What was the weather
condition based from the If you are a farmer and you
observed weather observed that the weather condition is
elements? stormy, are you still going to dry your
crops? Why?
6.If you wanted to make
sure that your planned How is knowledge on making an
activity would fit into the observation on the weather elements
weather for the day. What helpful?
could be the best way to do
You have observed that the weather
it?
condition is stormy. How would you
describe the air temperature for that
Why is it important to make
day?
an observation on the
If you want to determine the weather
weather elements?
condition for the day, what would you
observe?
What must people do in
order to know the right
What are those weather elements?
activity they could carry out
for the day?
If you want to determine
the weather condition for
the day, what would you
observe?
What are those weather
elements?
I. Evaluating
learning
( EVALUATION
)
This picture shows a This picture shows a stormy weather.
stormy weather. What What could be the condition of the
could be the condition of different weather elements based from
the different weather your observation. Check the column
elements based from your with the correct answer.
observation.
Sky Wind Wind Temp. Sky Wind Wind Temp.
condition speed Direction condition direction speed
Fine stormy south west strong Mod. warm cool
343
J. Additional Make an observation on Make an observation on the weather
Activities for the weather elements by elements by tomorrow at 5: 00 o’clock
application tomorrow at 5: 00 o’clock in in the afternoon. Record your
Or remediation the afternoon. Record your observation in a table below.
observation in a table Sky condition
wind
speed
Wind
Direction
Temp.
below.
Sky Wind Wind Temp.
condition speed Direction
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
the Formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have
caught up with
the lesson.
D. No.of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
principal can
344
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other teachers?
APPENDIX A
345
ACTIVITY SHEET
(For A Learners)
I. What to find out:
Observe the weather elements.
II. What you need:
Weather chart Manila paper marking pen
III. What to do:
1. Stay out of the classroom.
2. Make an observation on the weather elements found in the chart.
3. Use the description inside the table in describing each weather element.
Temperature Wind direction ( use wind Wind Speed Sky Condition Weather Condition
vane)
Warm Cool N S E W Others Light Moderate Fast Clear Clou- Partly Overcast Fine Fair Stormy
Specify (leaves (makes (makes dy Cloudy
rustle) leaves branches
and twigs move)
move)
5. Answer these:
a. What are the different weather elements?
b. Why is it important to know them?
c. Describe the following weather elements based from your observation.
Temperature: _____
Wind direction: ____
Wind Speed: _____
Sky Condition: ____
d. What was the weather condition based from the observed weather elements?
IV. What you Learn:
What makes it easy to determine the weather condition for the day?
V. Apply what you Learn:
If you wanted to make sure that your planned activity would fit into the weather for
the day. What could be the best way to do it?
ACTIVITY SHEET
346
(For B Learners)
I. What to find out:
Observe the weather elements.
II. What you need:
Weather chart Manila paper marking pen
III. What to do:
D. Answer these:
1. What are the different weather elements?
2. Why is it important to know them?
3. Describe the following weather elements based from your observation.
Temperature: _____
Wind direction: ____
Wind Speed: _____
Sky Condition: ____
4. What was the weather condition based from the observed weather elements?
IV. What you Learn:
What makes it easy to determine the weather condition for the day?
V. Apply what you Learn:
If you are a farmer and you observed that the weather condition is stormy,
are you still going to dry your crops? Why?
347
TEACHER LEARNING AREA Science IV
Date & Time Quarter/Week/Day 4th/ Week 6 / Day 2
I. OBJECTIVES
A. Content The learners demonstrate understanding that the Sun is the main
Standard source of heat and light on Earth
B. Performance Practice precautionary measures in planning Activities
Standard
C. Learning Record in a chart the weather conditions
Competencies/ S4ES-IVf-6
Objectives Observe Weather Elements
Record weather Conditions
II. CONTENT Recording Weather Conditions
III. LEARNING
RESOURCES
A. References
1. Teacher’s 320-323
Guide Pages
2. Learner’s 283-284
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Science and Health 4 p. 210
Learning Science and Health 4 ( Lesson Plan)
resources
IV. A B
PROCEDURES
Identify the weather element Name the different weather
described. elements.
_____1. Tells where the wind
come from.
_____2. Tells how hot or how
cold is the air.
_____3. Tells how heavy or
light is the rain
_____4. determine the
weather condition based from
the observed cloudiness.
348
author) Picture originally
taken by the author)
Let’s find out in the activity that Let’s find out in the activity
we are about to explore. that we are about to explore.
( Please refer to the Activity ( Please refer to the Activity
sheet) sheet)
EXPLAIN Presentation of group output Presentation of group output
( Reporting) ( Reporting)
ELABORATE Verification of answers Verification of answers
349
4.What could be the weather or moderate? What element
condition for the rest of the help you find the strength of
country? Why? the wind?
6.If you want to determine the 6.If you want to determine the
weather Condition, what would weather Condition, what
you need to observe? would you need to observe?
EVALUATION Observe the weather elements and record the weather condition.
Sky Rain Wind Tempe- Weather
condition speed rature Condition
cloudy Occasio- moderate Warm 1.________
nally
overcast heavy Strong cool 2.________
V. REMARKS
VI.
REFLECTION
350
A. No. of
learners who
earned 80% on
the Formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have
caught up with
the lesson.
D. No. of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
principal can
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other teachers?
351
APPENDIX A - ACTIVITY SHEET
( For A Learners)
I. What to find out:
Record the weather condition by observing the weather elements from the
chart.
II. What you need:
Weather chart Weather report Manila paper marking pen
III. What to do:
A. Study the weather report in the given places below.
WEATHER
(Credit to the Author)
Metro Manila:
Clear to cloudy skies with isolated rain showers and thunderstorms in the afternoon
and early evening. Light to occasionally moderate North Easterly winds will prevail.
Visayas:
Partly cloudy with occasional rains. Light Easterly to variable winds. Strong Westerly
winds will prevail.
Mindanao:
352
Strong Westerly and south westerly winds will prevail.
Temperature range: 25 ˚C – 33 ˚C
B. Below is the weather chart that will help you describe the weather condition by
simply observing its elements. Write your answer on the First column.
C. Answer these:
1.Describe the weather condition from those three places based from the observed weather
elements.
2. Why was it easy for you to determine the weather condition from those three places?
3.What were the weather elements that help you in determining the weather condition?
4.What could be the weather condition for the rest of the country? Why?
5.Is knowledge of weather elements important? Why?
IV. What you Learn:
If you want to determine the weather Condition, what would you need to observe?
You see the thermometer rising, what does this tell you about the weather condition?
353
ACTIVITY SHEET
(For B Learners)
I. What to find out:
Record the weather condition by observing the weather elements from the chart.
E. Answer these:
1. Based on your observation, what was the possible weather condition for
the day? Why do you say so?
354
2. What were the different weather elements which help you determine the
weather condition?
3. How would you describe the temperature for the day?
4. Was the wind strong, light, or moderate? What element helps you find as
to where the wind comes from?
5. Describe the wind direction.
IV. you Learn:
If you want to determine the weather Condition, what would you need to observe?
V. Apply what you Learn:
You see the thermometer rising, what does this tell you about the weather condition?
III. LEARNING
RESOURCES
A. References
1. Teacher’s 324-326
355
Guide Pages
2. Learner’s 285-287
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources
(LR) Portal
B. Other
Learning
resources
IV. Advance Learners Average Learners
PROCEDURE
S
ENGAGE What are the bases in telling What are the bases in telling the
the weather condition? Is it weather condition? Is it necessary
necessary to observe them? to observe them?
A
Make an observation on the two
(pictures originally taken by the given pictures.
author)
Write their possible weather
conditions.
B
A
356
pictures?
EXPLORE Let’s have more interpretations Let’s have more interpretations
Of weather conditions based from Of weather conditions based from
the recorded facts from the the recorded facts from the
weather chart. weather chart.
( Please refer to Appendix A- ( Please refer to Appendix A-
Activity Sheet) Activity Sheet)
EXPLAIN Presentation of group output Presentation of group output
( Reporting) ( Reporting)
ELABORATE Verification of answers Verification of answers
1. What time of the day were the 1. What time of the day were the
weather data recorded? weather data recorded?
2. What were the data recorded 2. What were the data recorded
from the Weather Chart? from the Weather Chart?
3. Based from the weather chart, 3. Based from the weather chart,
what could be your interpretation what could be your interpretation
of the weather condition in each of of the weather condition in each of
the following places? the following places?
Metro Manila: _____________ Metro Manila: _____________
Visayas: _________ Visayas: _________
Mindanao: __________ Mindanao: __________
4.Which from those three places 4. Which from those three places
has better weather condition? has better weather condition?
Why? Why?
357
Why can people easily decide as In what way does a weather chart
to what activity they can do for the helpful?
day? Where do they refer into?
EVALUATION Study the weather chart below. Draw/ Illustrate your interpretation
Make a simple interpretation about of the weather condition based
the weather as recorded in the from the weather chart below.
weather chart.
Time: 11:00 Baguio Manil
Time: 11:00 Baguio Manil a.m. a
a.m. a Temperatur 20 ˚C 30 ˚C
Temperatur 20 ˚C 30 ˚C e
e Sky cloudy clear
Sky cloudy clear Wind Northwes East
Wind Northwes East direction t
direction t Wind speed Strong Light
Wind speed Strong Light
What is the possible weather Weather 1._____ 2.___
conditions in the given places Condition
based from the weather chart?
1. Baguio: _____
2. Cebu: ______
3. Which among the two places 3. Which among the two places
has higher temperature? _______ has higher temperature? _______
4. Which place experienced cold 4. Which place experienced cold
weather? ______ weather? ______
5. Which place has a better 5. Which place has a better
weather condition? _________ weather condition? _________
Enrichment Search for a weather report, fill out Search for a weather report, fill
Activity the weather chart with the needed out the weather chart with the
data and make your own needed data and make your own
interpretation of the weather interpretation of the weather
condition. condition.
Time: _____ Place Place Time: _____ Place Place
_____ _____ _____ _____
Temperature Temperature
Sky Sky
Wind Wind
direction direction
Wind speed Wind speed
358
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
the Formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
D. No.of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
359
share with
other
teachers?
C. Answer these:
1. What time of the day were the weather data recorded?
2. What were the data recorded from the Weather Chart?
3. Based from the weather chart, what could be your interpretation of the weather condition in
each of the following places?
Metro Manila: _____________
Visayas: _________
Mindanao: __________
4. Which from those three places has better weather condition? Why?
5. Is weather chart important in making interpretation of a weather in a certain place? Why?
IV. What you Learn:
What do we look into in making interpretation of weather in a certain place at a given time?
360
V. Apply What you Learn:
1. How would you interpret the Weather condition in Cebu based from the weather chart
below?
ACTIVITY SHEET
( For B Learners)
I. What to find out:
Make simple interpretations about the weather as recorded from the weather
chart
II. What you need:
Weather chart Manila paper marking pen
III. What to do:
1. Study the weather charts from the given places below.
2. Interpret the weather condition in each place based from the weather chart
below.
3. Draw/ Illustrate your interpretation of the weather condition.
C. Answer these:
1. What time of the day were the weather data recorded?
2. What were the data recorded from the Weather Chart?
3. Based from the weather chart, what could be your interpretation of the weather condition in
each of the following places?
Metro Manila: _____________
Visayas: _________
361
Mindanao: __________
4. Which from those three places has better weather condition? Why?
5. What helps you interpret the weather in each of those places?
IV. What you Learn:
What do we look into in making interpretation of weather in a certain place at a given time?
V. Apply What you Learn:
362
SCHOOL GRADE LEVEL Grade IV
TEACHER LEARNING AREA Science IV
DATE and TIME Quarter/Week/Day 4th/Week
6/Day4&5
I. OBJECTIVES
A. Content The learners demonstrate understanding that the Sun is the
Standard main
source of heat and light on Earth
B. Performance Practice precautionary measures in planning activities
Standard
C. Learning Make simple interpretations about the weather as recorded in
Competencies/ the weather chart.
Objectives S4ES-IVf-7
Write the LC code
for each
II. CONTENT Weather Chart
III. LEARNING
RESOURCES
A. References
1. Teacher’s 324-326
Guide Pages
2. Learner’s 285-287
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Learning
resources
363
IV. A B
PROCEDURES
ENGAGE Make an interpretation of the weather condition in Legazpi
based from this weather chart.
Time: 10:00 a.m. Legazpi
Sky clear
Wind Speed Light
Wind Direction Northeast
Temperature 31 ˚C
1.Study this weather report.
Baguio City Light to Moderate northeast wind. The sky
will be cloudy with brief rain showers in the
afternoon or evening. Temperature ranges
from 20 ˚C-24 ˚C
2.Complete the weather chart with the given data then let’s
interpret the weather condition in Baguio City.
Baguio
Sky
Wind Speed
Wind Direction
Temperature
EXPLORE Let’s work more on the Let’s work more on the
interpretation of weather interpretation of weather
condition as recorded from condition as recorded from
the weather chart and with the weather chart and with
the help of weather reports. the help of weather reports.
Setting standards for group Setting standards for group
activity. activity.
( Please refer to Appendix A- ( Please refer to Appendix A-
Activity Sheet) Activity Sheet)
364
ELABORATE Verification of answers
1.Interpret the weather condition based from the recorded
data in the weather chart.
6.You have seen from the weather chart that your place will
be experiencing the following;
Temperature: 32 ˚C
Wind speed: light
Wind direction: South
sky: Clear
What would be your conclusion regarding the condition in
your place?
Is it important to record accurate data in a weather chart?
Why?
How is proper interpretation of weather condition help
people?
Is weather report and weather chart important? Why?
EVALUATION A. Encircle the letter of the correct answer.
Legazpi Baguio
365
Temp. 31 ˚C 24 ˚C
Wind Light moderate
speed
Wind west northeast
direction
Sky clear cloudy
4.What is the weather condition in Legazpi? ______
5. What is the weather condition in Baguio? _______
366
which my
principal can help
me solve?
G. What
innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?
(For A Learners)
I. What to find out:
Make simple interpretations about the weather as recorded from the weather
chart
II. What you need:
Weather chart Weather Report Manila paper marking pen
III. What to do:
A. Study the Weather report.
WEATHER REPORT
C. Interpret the weather condition based from the recorded data in the
weather chart.
367
2. Tagaytay City
3. Davao City
B. Fill in the weather chart with the needed data. Illustrate your interpretation
about the weather condition of each place.
Pampanga Tagaytay Davao Weather condition
City City (illustrate/ Draw)
Sky
Wind Speed
Wind Direction
368
Temperature
C. Answer these:
1. Which among the three places has a better weather condition?
2. How would you describe the weather condition in Davao?
3. Based from the weather report, what place will experience lower
temperature? Why?
4. Was it easy to interpret the weather conditions of those three places?
Why?
IV. What you Learn:
Why is it easier for us people to interpret weather conditions?
What would be your conclusion regarding the condition of weather in your place?
369
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as
the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities.
C. Learning Identify safety precautions during different weather
Competencies/ conditions
Objectives Identify safety precautions during sunny days, rainy
Unpacked Competency days and windy days. S4ES- IVg - 8
LC Code
II. CONTENT Safety Precautions During Sunny, Rainy and Windy Day
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 327-329
2. Learner’s Materials 309-310
pages
3.Textbook pages
4. Additional Materials
from
Learning Resource (LR)
B. Other Learning
Resources
Values Integration Keeping safe during different weather conditions
IV. PROCEDURE A B
ENGAGE What do you experience *Review of the previous
during lesson/topic
sunny day? What’s the Weather?
rainy day?
windy day?
Why? ______ _____
______
EXPLORE Setting of standards during Setting of standards
group work. during group work.
Dividing the class into 5 Dividing the class into 5
groups. groups.
Performing the group Performing the group
activity. activity.
370
pictures of different Manila paper, marker
activities, Manila paper, and activity sheet
marker III. What to do:
III. What to do: 1. Each group will be
1. List down below each provided with pictures
picture activities you are toge- ther with the
going to do to keep you precautionary measures
safe during this kind of to follow written or strips
weather. of paper.
2. Answer the guide 2. Each group will choose
question. pictures & strips place
What are the activities under
you are going to do Proper weather
during this kind of conditions
weather?
2. Write your answer in the
manila paper.
_____________________
Windy
_____________________
Rainy
371
different
weather conditions?
2. Why do we need to 2. Why was the trip
follow cancelled?
these safety
precautions?
Discuss further
We need to know weather 3. Why are the members
conditions to keep us safe. of
Weather helps us decide activities
done every day. Knowledge on the family preparing
weather forecast for the day also for a
helps us make necessary picnic?
preparations. It also help us to
wear. We feel comfortable
wearing light colored thin clothes
on warm weather and dark
colored thick clothes and use 4. Why were classes
thick blankets on cold weather. suspended?
Weather also influenced the kind
of food we eat and the activities
we do everyday. During stormy
weather, we are advised to stay
home and take the necessary
precautions. We store enough
food, prepare flashlights, candles,
water and oher needs in case
there is a need for evacuation.
Generalization:
How can we keep
away from danger or
minimize des- truction in
different weather
conditions?
EVALUATE Direction: Read each Direction: Put a check
questions carefully then mark () if it I show
write the letter of the best precautionary measure to
answer. be observed during
1. Rose is joining her different weather
friends conditions and cross out
in swimming on Sunday. (X) if not.
What must she do to
avoid ___1. Don’t play under
Sunburn? the
a. apply coconut oil rain or wade in the
b. Aplly lemon jelly flood, you may get
c. Apply sunblock lotion sick.
d. apply avocado ___2. During sunny day,
2. Why do we need to drink we
lots of water on very hot wear thin clothes
372
days? to
a. to make our skin feel comfortable.
healthier ___3. Play outside the
b. to increase our body house when the
temperature sun
c. to replace the water is very hot and
loss bright.
from our body ___4. On stormy days,
d. to make our digestive we
system healthy use sweaters and
3. You walk to and from the jackets to keep our
school on a sunny day, body warm.
What should you bring to ___5. We need to drink
protect you from the lots
sun’s of water on hot
heat and light during days.
sunny days?
a. raincoat
b. umbella
c. jacket
d. dress
4. The sky is dark. You
heard
Thunder and saw
lightning. Your father
requested you to help him
harvest the corn. What
should you do?
a. ignore father request
b. ask somebody to help
father
c. I will help my father so
that the harvest will be
fast
d. I will ask father to stay
indoor and wait for the
lightning to stop before
harvesting the corn.
5. You are sweeping the
dried leaves in the
backyard. You have noticed
that the wind is blowing
hard. Will you burn the dried
leaves?
a. Yes
b. No
373
c. Maybe
d. I don’t know
Assignment:
Assignment: Listen or watch a
Listen or watch a weather forecast. List
weather forecast. List down down precau-
precaution- nary measures nary measures to be
to be observed based on observed based on the
the forecast. forecast.
V. REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons
work?No. of learners
who
have caught up with
the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well?Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I
use/discover which I
wish
to share with other
teachers?
374
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Quarter/Week/Day 4th /Week7/Day 2
Date
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as
the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities.
C. Learning Identify safety precautions during different weather
Competencies/ conditions
Objectives Tell the meaning of storm warning signals
Unpacked Competency S4ES- IVg - 8
LC Code
II. CONTENT Storm Warning Signals
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 331-332
2. Learner’s Materials
pages
3.Textbook pages
4. Additional Materials
from
Learning Resource (LR)
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE
Ask: Ask:
1. What do you was the 1. Have you experienced
storm signal in this Typhoon?
375
place? 2. How do you feel
2. What is the extent of during a
damage in this Strong typhoon?
situation? 3. What is the name of
3. What government the
agency previous typhoon?
announces the storm
signal?
EXPLORE Group pupils into 5 Group pupils into 5
Set standards Remind the standards to
Give the task card follow in group work
Guide the pupils in
ACTIVITY SHEET performing the activity
Title: “Do you Know Me?”
I. Objective: ACTIVITY SHEET
Tell the meaning of .I. Objective:
Storm Warning Signal Tell the meaning of
II. What you need: Storm Warning Signal
Manila paper, paper II. What you need:
strips Activity Sheet
And masking tape III. What to do:
III. What to do: 1. Each group will be
1. Look at the jumbled given a
strips storm warning signal
2. Read each situation 2. Choose the
3. Group the situation that description
belong to the same of the assigned storm
warning storm signals warning signal
4. Each group is assigned assigned to
to your group.
one storm signal 3. paste it in the manila
Group 1-Storm signal paper.
No.1 Guide Question:
Group 2-Storm signal 1. Which will happen in
No.2 storm
Group 3-Storm signal signal no.
No.3 Group 1- Signal 3
Group 4-Storm signal Group 2- Signal 1
No.4 Group 3- Signal 5
Group 5-Storm signal Group 4- Signal 2
No.5 Group 5- Signal 4
2. Read the following
Electrical power and com- descriptions.
munication services are
disrupted
376
People should seek
shelter
In strong building,
evacuate WINDS: 30-60 kph may
From low lying areas and be expected in at least 36
Stay away from seacoast hr
or SEA CONDITIONS
River banks (Open Sea)
Wave Height: 1.25-4.0
Classes in pre school meters
elemen DAMAGE TO
tary and high school level STRUCTURE:
in public & private schools Very light or no damage
are suspended to high risk structures,
Light to medium and low
Very strong winds of 220 risk structures
or Slight damage to some
more are expected to houses of very light
affect materials or makeshift
a certain area structures in exposed
communities.
Many large trees maybe
Uprooted and residential
houses were damaged
377
Classes in all levels are
auto-
matically suspended in
affected communities
WINDS: 121-170 kph
may be expected in at
Maximum wind speed od least 18 hr
61-120 kph is expected SEA CONDITIONS
within the next 24 hours (Open Sea)
Wave Height: > 14.0
Guide Questions: meters
1. What are likely to Storm surge possible at
happen coastal.
If storm signal No. 1 is DAMAGE TO
raised? STRUCTURE:
2. What are likely to Heavy damage to high–
happen risk structures;
If storm signal No. 2 is Moderate damage to
raised? medium-risk structures;
3. What are likely to Light damage to low-risk
happen structures
If storm signal No. 3 is Increasing damage to
raised? old, dilapidated
4. What are likely to residential structures and
happen houses of light materials
If storm signal No. 4 is (up to 50% in a
raised? community)
5.What are likely to Houses of medium
happen strength materials (old,
If storm signal No. 5 is timber or mixed timber-
raised? CHB structures, usually
with G.I. roofings), some
warehouses or bodega-
type structures are
unroofed
378
Storm surge possible at
coastal areas.
DAMAGE TO
STRUCTURE:
Light to Moderate
damage to high risk
structures;
Very light to light damage
to medium-risk
structures;
No damage to very light
damage to low risk
structures
Answers:
1,3,5,2,4
379
EXPLAIN Group Performance Group report
task Verify answers
Process all group
presentation
ELABORATE 1. Ask:
How many Public Storm Warning Signals do we
have now?
380
c. Classes in all levels are suspende.
automatically _____5. Evacuation
suspended must
in affected communities be made as
d. none of these soon
2. Typhoon signal No. 1 is as possible.
raised over the place
where you live. Classes are Answer:
not suspended. However 1. ) 1
the places where you live 2. ) 3
gets flooded easily when it 3. ) 3
rains. Would you still go to 4. ) 2
school? Why? 5. ) 3
a. I will go to school
because
my teacher might get
angry
b. I will not go to school
because I might be
caught in the flood
c. I will not go to school
but
just play in the rain
d. I will go to school
because
I love playing in the
flood
3. A ship is about to board
for
Manila. A tropical
Depression is raised in
the
East of Mindoro. What
PSWS is this?
a. PSWS No. 1
b. PSWS No. 5
c. PSWS No. 2
d. PSWS No. 4
4. Super Typhoon is under
the classification of
Public
storm warning Signal
___.
a. 4
b. 1
c. 5
381
d. 3
5. as of May 2015, how
many
Public storm Warning
Signals are there?
a. 2
b. 4
c. 1
d. 5
Answers:
1. b
2. b
3. a
4. c
5. d
V. REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons
work? No. of learners
who
have caught up with
the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well?Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I
use/discover which I
382
wish
to share with other
teachers?
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as
the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities.
C. Learning Identify safety precautions during different weather
Competencies/ conditions
Objectives Identify safety precautions before a typhoon
S4ES- IVg - 8
LC Code
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 331-332
2. Learner’s Materials
pages
3.Textbook pages
4. Additional Materials
from
Learning Resource (LR)
B. Other Learning
Resources
Values Integration Keeping safe during different weather conditions
IV. PROCEDURE A B
A. ENGAGE Take a look at this Let us read a weather
picture report.
383
2. Have you experienced a will be locally named
typhoon? "Yolanda," continues to
3. How do you feel if you intensify further as it
see moves closer to the
lives and properties lost Philippines,the state
by weather
typhoon? bureau said Wednesday
4. What do you do when afternoon.At a televised
there is a coming press briefing, the
typhoon? Philippine Atmospheric,
5. Are you ready if in case Geophysical and
there is a typhoon Astronomical Services
coming? Administration (PAGASA)
said the typhoon was last
observed at 1,221
kilometers east Mindanao
as of 4 p.m.
Yolanda is already
packing maximum
sustained winds of 175
kilometers per hour near
the center and gusts of up
to 210 kph.Moving west
northwest at 30
kilometers,
Yolanda is expected
to enter the Philippine
Area of Responsibility on
Thursday morning."Baka
pinakamala- kas na bagyo
this year na papasok dito
sa Philippine Area of
Responsibility," said Dr.
Flaviana Hilario, acting
deputy administrator
research and development
of PAGASA.
Ask:
1. What is the weather
report
about?
2. What is the local name
for
Haiyan?
3. Is it true that typhoon
Yolanda was a super
384
typhoon that hit the
Philippines?
4. Are you ready if in case
there is a typhoon
coming?
5. What are you going to
do?
385
classroom for
the
coming typhoon
Guide Question:
What are the things/
activities you need to
prepare before a
typhoon comes?
386
adequate supply of without refrigeration.
drinking water, and water 3.Stock up an adequate
for cleaning or other supply of drinking water,
purposes. and water for cleaning or
Always monitor news other purposes.
about the typhoon. 4.Prepare flashlights,
Help check and clean batteries for flashlights
your community and
drainage system and radio, candles and
canals to prevent flood. kerosene lamps, or
Remind family members other
to cut all branches of lighting devices.
trees. 5.Prepare a first-aid kit.
Teach younger 6.Always monitor news
members of your family about the typhoon,
what to do during a whether on television or
typhoon. radio. If the power is cut,
Pack a bag with keep a radio on and
clothes, batteries, tuned
flashlight, water, canned in to news.
goods and other 7.Help check and clean
necessities, in case you your
have to evacuate. community drainage
Pray. system and canals to
Generalization: prevent flood.
Allow pupils to write what 8.Check your electric
they have learned, their posts
realization and promises on to prevent accidents. If
importance of keeping safe you
before a typhoon. notice some impending
danger due to weak
My Journal electric posts that might
I learned fall, report this to the
that____________ electric company so they
can reinforce it right
______________________ away.
I realized that 9.Remind family members
___________ to
cut all branches of trees
______________________ around your house that
I promise could possibly fall on
_______________ your
house.
______________________ 10.Help check all electrical
warnings.
11.Teach younger
387
members
of your family what to do
during a typhoon.
12.Pack a bag with
clothes,
batteries, flashlight,
water,
canned goods and other
necessities, in case you
have to evacuate.
Direction: Read each Direction: Read each
E. EVALUATE questions carefully then question carefully then
write the letter of the best write the letter of the
answer. correct answer.
1. Before a tropical cyclone 1. Which is NOT a precau-
comes what kind of tionary measures
foods before a
should we store? typhoon?
a. fruits a. Prepare flashlight,
b. fresh meat and candle and batteries.
vegetable b. Help clean drainage
c. all the favorite foods to
d. foods that are easy to prevent flood.
prepare c. Monitor news about
2. Which of these the
precautio- typhoon
nary measures is recom- d. Check the damage
mended before a of
typhoon your house
happens? 2. What is the first thing to
a. Ask for relief goods do before a typhoon
from comes?
the Brgy. council a. fixed your house to
b. Help typhoon victims withstand the strong
by wind.
donating foods and b. check electrical post
clothing. c. buy clothing
c. Evacuate to a higher d. none of these
and 3. Why do we need to
safer area follow
d. Check electrical safety measures before
applian- a
ces before using typhoon?
them. a. to save lives and
3.Which is NOT found in properties.
the b. to please the
388
first aid kit authorities.
a. medicine c. to prevent typhoon
b. muriatic acid from
c. clothes coming.
d. food d. to stop typhoon when
4. What is the first thing to it
do happens.
before a typhoon 4. Before a tropical
comes? cyclone
a. fixed your house to comes what kind of
withstand the strong foods
wind. should we store?
b. check electrical post a. fruits
c. buy clothing b. fresh meat and
d. none of these vegetable
5. Why do we need to c. all the favorite foods
follow d. foods that are easy to
safety measures before prepare
a 5. Which is the best thing
typhoon? to
a. to save lives and do before a typhoon?
proper- a. Check electrical post
ties. b. Prepare a first aid kit
b. to please the c. Stay inside the house
authorities. d. Wade in flood water
c. to prevent typhoon
from Answer:
coming. 1. d
d. to stop typhoon when 2. a
it 3. a
happens. 4. d
5. b
Answers:
1. d
2. c
3. b
4. a
5. a
V. REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
389
require additional
activities for
remediation
C. Did the remedial
lessons
work?No. of learners
who
have caught up with
the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well?Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I
use/discover which I
wish
to share with other
teachers?
390
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Quarter/Week/Day 4th/Week7/Day 4&5
Date
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as
the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities.
C. Learning Identify safety precautions during different weather
Competencies/ conditions
Objectives Identify safety precautions during a typhoon
Identify safety precautions after a typhoon
LC Code Day 4 S4ES- IVg - 8
II. CONTENT SAFETY PRECAUTIONS DURING & AFTER A
TYPHOON
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 332-335
391
2. Learner’s Materials
pages
3.Textbook pages
4. Additional Materials
from
Learning Resource (LR)
B. Other Learning
Resources
IV.PROCEDURE A B
A. ENGAGEMENT:
Draw a face if the
statement shows
precautionary safety
measures in times of
typhoon and if not
___1. Boil your drinking
water even after
the
typhoon
___2.Check the
electrical
appliances right
after
Ask: the flood had
1. Tell which happens subsi-
during a ded.
typhoon and after a ___3.Go on panic-
typhoon. buying
2. What are your Spree of grocery
experiences items so you will
during a typhoon? have enough food
3. How can you help typhoon stocks at home.
victims in your own little ___4. Check on family
way? members if they
need help or
rescue
___5. If there is a
typhoon
Stay outdoor and
With your travel
plan
B. EXPLORATION 1. Group pupils into 5 1. Group the pupils into
2. Set standards for group 3
activity 2. Set standards for
3. Let them do the Activity group activity
4. Assign activity for each 3. Let them do the
392
group Activity
4. Assign activity for
Group 1- Illegal logging can each
trigger flash group
floods.On
short bond paper,
campaign against Group 1- Role Playing
illegal logging Group 2- poster Making
Group 2- poster Making Group 3- news
During or after a reporting
typhoon
Group 3- news reporting or
Forecasting
Group 4- Write ways on how
you can help in
your
own little way
Group 5- Role Playing
393
usually advisable not before using
to use appliances electrical
immediately after a appliances. It is
typhoon especially if usually advisable
your house got not to use
flooded. appliances
Check for any immediately after
damage, including a typhoon
water pipes, and help especially if your
make necessary house got
repairs as soon as flooded.
possible. Check for any
Boil water before damage,
drinking it to avoid including water
getting sick. pipes, and help
Wear slippers, shoes make necessary
or other footwear, for repairs as soon
protection from any as possible.
sharp or pointed Boil water before
objects that might drinking it to
have fallen. avoid getting
Avoid electrical wires sick.
that have fallen. Wear slippers,
Stay away from flood shoes or other
waters. They carry footwear, for
water-borne diseases. protection from
Clean and clear any sharp or
everything damaged pointed objects
by the typhoon. that might have
Stay in a safe place. fallen.
Pray Avoid electrical
wires that have
Questions: fallen.
Stay away from
1.What do you do during and flood waters.
after the typhoon? They carry
2.Why do we need to follow water-borne
safety measures before, diseases.
during and after a Clean and clear
typhoon? everything
damaged by the
typhoon.
Stay in a safe
place.
3. Suppose during a typhoon Pray
your friend calls for a
394
rescue, will you go there
and rescue him?
395
the precautionary
measures
during a typhoon
a. to prevent typhoon from
coming
b. to go on picnic
c. to to be safe and
minimize
destruction during
typhoon
d. to please the people
5. What can we observe
during
A typhoon?
a. prepare an emergency
kit
b. the sun becomes visible Assignment:
and sky become clearer List down 5 precau-
c. The air is dry cold and tionary measures
warm air rises during and after a
d. heavy rainfall typhoon
accompanied
by strong wind.
Answers:
1. b
2. b
3. a
4. c
5. d
Assignment:
List down 5
precautionary measures
during and after a typhoon
V. REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons
396
work?No. of learners
who
have caught up with
the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well?Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did
I
use/discover which I
wish
to share with other
teachers?
397
School Grade Level 4
Teacher Learning Area SCIENCE
Time & Quarter/Week/Day 4th/Week 8/ Day 1 & 2
Date
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as
the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities.
C. Learning Describe how shadows are formed
Competencies S4ES-IVh-9
/Objectives
Write the LC Code for
each
II. CONTENT How Shadows are Formed
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
A. Other Learning
Resources
B. PROCEDURES
A B
398
Give the importance of the sun to living things. Write it
ENGAGE on the meta card/show me board given.
399
bulb, make figures
block by paper, box
and transparent
plastic.
Guide Questions:
1. How are
shadows formed?
2. In which
materials do
shadow form
clearly? Why?
EXPLAIN Group reporting and checking of group output.
ELABORATE Further discussion on how shadows are formed.
REMARKS
REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities
400
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
401
I. OBJECTIVE
S
A. Content The learners demonstrate understanding of the Sun as the
Standard main source of heat and light on Earth
B. Performance The learners should be able to practice precautionary
Standard measures in planning activities.
C. Learning Describe how shadows change in position and length at
Competencies different times of the day.
/Objectives S4ESIVh-9
Write the LC
Code for each
II. CONTENT HOW SHADOWS CHANGE IN POSITION AND LENGTH AT
DIFFERENT TIMES OF THE DAY
III. LEARNING
RESOURCE
S
B. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
C. Other
Learning
Resources
IV. PROCEDUR
ES
ENGAGE A B
Review how shadows are formed through a game.
a. Close the door and the windows, turn off the overhead
lights and ask students to observe the shadow being
cast in the classroom.
b. Can you guess or give the right image?
c. How are shadows formed?
Create any image of your own.
Today you are going to describe how shadows change in
position and length at different times of the day.
Setting standards for group activity.
402
Dividing the class into ____ groups.
EXPLORE Activity
1. Post a one (1) meter bamboo pole in your school
ground.
2. Locate the east and west direction in your place with a
compass.
3. Observe the position of the sun during the designated
time.
4. Measure the length of shadow found by the pole on the
designated time of the day. Mark the length of each
shadow with a peg.
5. Calculate the difference between the actual length of the
bamboo and the shadows formed in different times of
the day.
Copy the table in your activity notebook and write
your observations.
Conclusion:
Sum up the lesson by completing the sentence below:
The changes in the position and length of the shadows in
the surroundings depend on the angle at which the
__________________________________________________
403
_____________________.
404
SCHOOL GRADE LEVEL 4
TEACHER LEARNING AREA Science
DATE and TIME Quarter/Week/Day 4th /Week9/Day 1&2
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that
the Sun as the main source of heat and light on
Earth
B. Performance Standard The learners should be able to practice
precautionary measures in planning activities
C. Learning The learner should be able to describe the role
Competencies/ of the sun in the water cycle. (S4ES-IVdi-10
Objectives/Code
II. CONTENT The Role of the Sun in the Water Cycle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 309 – 312
Pages
2. Learner’s Material 267 – 269
Page
3. Additional materials
from Learning Resources
(LR) Portal
B. Other Learning Activity
resources Picture of rain, sun, and bodies of water
Picture of palay (rice grains)
Picture of fish being dried under the sun
. clear plastic cups
Marker/masking tape
Clear plastic wrap
Water
IV. PROCEDURES
405
Show picture of the rain.
Why does it rain?
ENGAGE Show picture of bodies of water.
Where does the rain water come from?
Show picture of the sun.
What do you think is the role of the sun in
the
water cycle?
What happened to the water when
exposed under the sun?
What caused it to become warmer?
(Show the picture of palay/fish being dried
under the sun.)
How about the palay(rice garins)/fish
dried under the sun? What causes it to
dry?
Where do you think the water will go?
406
ELABORATE Discuss the role of the sun in the water cycle.
The sun plays the major role in the water cycle.
It is the main source of heat on Earth. When the
Earth’s surface is heated, evaporation takes
place in the bodies of water and on land. Water
particles are released from the leaves of the
plants through transpiration.
Animals and humans give off water particles
when they perspire and humans give off water
particles when they perspire and during
respiration which evaporate in the atmosphere.
Water changes to water vapour during
evaporation. Water vapour changes to water
droplets and form clouds which then drop as
rain, hail, snow.
What is the role of the sun in the water cycle?
Answer the following questions:
After washing clothes, beddings and utensils,
where should you place them to dry fast? (Dry
them under the sun.)
Why? (The sun cause water to evaporate fast.)
Fill the blanks with the appropriate word. Select
EVALUATION your answer from the list.
407
work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well?
408
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Learning 1.https://www.slideshare.net/ShirleyValera/2-effects-of-
resources the-suns-heat-and-light
2.http://eschooltoday.com/science/needs-of-living-
organisms/living-organisms-need-sunlight-to-
survive.html
IV. A B
PROCEDURES
ENGAGE Could you explain the process involved in the water
cycle?
( Photo taken originally by the author)
Observe the scene in this picture. Which
captivates your attention the most? Why?
Circle the words that are related to the effects of sun’s
heat and light as well as the living things that benefit
from them.
M A H G O F N T F R
D S A K V A L G D C
O F B X K N P A F p
B E N I F I C I A L
V B Q I P M M N B A
C S H U M A N O P N
T D H W E L K T H T
G A I S R S H L K S
H G K A U W I S O W
J H N F T Y L A L S
409
EXPLORE Find out the beneficial Effects
What do you think is life
of sun’s heat and light to thelike without the heat
living things mentioned from and light from the sun?
the puzzled words by doing Therefore, is the sun’s
this activity. heat and light
important? What are
(Please refer to the Activity the beneficial effects of
Sheet) sun’s heat and light to
living things? Find out
in this activity.
ELABORATE
Is the sun’s heat and light Is sun’s heat and light
beneficial? Why? beneficial to living
What are the living things that things?
could benefit from the sun’s What are the living
heat and light? things that could benefit
In what way is the sun’s heat from the sun’s heat and
and light beneficial to human? light?
Why is sunlight important to What activities of
plants? people need sun’s heat
Can animals see things and light?
around them? Why? Do plants also benefit
How could you describe the from the sun light?
effect of sun’s heat and light How?
to living things? Which among these
activities do you do to
How about you, how do you help your parents at
enjoy the sun’s heat and home?
light?
Do you enjoy playing
Plants benefit a lot from the under the heat and light
sun’s heat and light. Would of the sun? Why?
you enjoy eating foods from
plants? Why? Plants make food with
the help of sunlight,
What are the beneficial would you prefer to eat
effects of sun’s heat and light food from plants? Why?
to living things?
Name some of the
beneficial effects of
sun’s heat and light to
410
living things.
Additional Illustrate other living things that benefit from sun’s heat
Activities for and light. Tell how they benefit from them.
application
Or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
411
who earned 80%
on the Formative
assessment.
B. No. of learners
who required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have caught
up with the
lesson.
D. No.of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well?
Why did this
work?
F. What
difficulties did I
encounter which
my principal can
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with other
teachers?
412
( For A Learners)
I. What to find out:
What are the beneficial effects of sun’s heat to living things?
II. What you need:
Pictures Manila paper marking pen
III. What to do:
D. Study the readings or the article below. Match article with the appropriate picture
it describes.
__________1.
__________2.
__________3.
A. B. C.
413
2. What are the living things that could benefit from the sun’s heat and light?
3. In what way is the sun’s heat and light beneficial to human?
4. Why is sunlight important to plants?
5. Can animals see things around them? Why?
6. How could you describe the effect of sun’s heat and light to living things?
ACTIVITY SHEET
( For B Learners)
I. What to find out:
414
What are the beneficial effects of sun’s heat to living things?
II. What you need:
( Book) Learner’s Material pp.312-313
Manila paper
Marker
III. What to do.
A. Observe the given pictures: ( May utilize the pictures found on page 312 of
the LM or the one suggested below.)
If you are a fisherman or a farmer, how would you benefit from the sun’s heat and
light?
415
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the different
sources of water suitable for human consumption
B. Performance The learners should be able to practice precautionary
Standard measures in planning activities
C. Learning Explain the importance of the sun to living things.
Competencies
/Objectives
I. CONTENT Importance of the Sun
II. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
III. PROCEDURE A B
S
ENGAGE What is the main source of heat and light?
Kate Brown
416
“Wake,” said the sunshine,
Questions:
417
EXPLAIN Group presentation/reporting and checking of group
output
List activities that need the heat or light of the sun. List
them under the correct column.
__________ 2. It
provides plants with the
energy to grow and
produce oxygen for us to
breathe.
___________ 4. It
provides the earth with
energy that enables it to
generate the electricity
needed and is used by
many homes and
establishments.
___________ 5. Without
the sun plants will not be
able to produce food and
oxygen.
Additional Research on solar panels and other tools that harness
activities for energy from the sun in order to function. Sometimes,
application even the simplest appliances, like the solar panel
/remediation calculator, use sunlight in order to work. Share your
findings in class.
IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
419
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
that the Sun as the main source of heat
and light on Earth
B. Performance Standard The learners should be able to practice
precautionary measures in planning
activities
C. Learning Identify harmful effects of the sun’s heat
Competencies/ and light on living things(S4ES-IVj-11)
Objectives/ Code
II. CONTENT Harmful Effects of the Sun’s Heat and
Light
III. LEARNING RESOURCES
A. Reference
B. Teacher’s Guide Pages
C. Learner’s Materials
Pages
D. Additional materials
from Learning Resource
(LR) Portal
E. Other Learning https://www.slideshare.net/ShirleyValera/2-effects-of-the-suns-
heat-and-light1
Resources
420
CII. Procedure A B
s
ENGAGE What are the beneficial effects of sun’s heat and light on us?
To the environment?
When are these things (umbrella, cap, sunglasses) used?
What do you usually feel when you stay too long under the
sun?
Today we shall talk about harmful effects of sun’s heat and
light on living things?
EXPLORE 1. Divide the class into 4 groups.
2. Introduce activity 1: ‘Super sunny side’
3. Provide the activity sheet and emphasize the questions
to be answered.
4. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be
accomplished, group presenter/member’s
role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards
in performing an activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
8. EXPLAIN 1. Have the group representative present the results of the
activity.
9. 2. Ask questions to the class:
10. What can happen if you will be exposed from too much
heat of the sun? what about the plants?
11. What ailments / diseases could we possibly get?
How can we avoid the harmful effects caused by sun’s light
and heat?
3. Clarify misconceptions when needed.
ELABORATE 1. Let the pupils realize/understand the concept on harmful
effects of sun’s heat and light.
Excessive heat from the sun can burn our skin. Our skin
gets red and becomes painful. This condition is called
sunburn. Continuous overexposure to sunlight may
even lead to skin cancer.
Too much exposure to sun’s rays may result in
headache and nosebleed.
We should not look directly at the sun, it can make us
temporarily blind.
The sun’s heat and warm air make us perspire a lot.
Too much perspiration makes us lose too much water.
This, may lead to dehydration.
Animals may be dehydrated when expose from too
much heat of the sun.
421
Plants wither during hot season.
2. Summary: What are the harmful effects of sun’s heat to
human? Plants? animals?
3. Valuing: What should one do to avoid the bad effects of
sun’s heat and light in humans?
4. Application:
You are in outing with friends at the beach. The
weather is so hot. What will you do to protect your skin from
the sun’s exposure?
Cross out the harmful effects of sun’s heat and light to the
EVALUATE living thing.
_____ sunburn _____ headache
_____photosynthesis _____ nose bleeding
_____withering of plants _____ vitamin D
_____dehydration
F. Extend Assignment:
Research about the layer of the atmosphere that blocks us
from the ultra violet radiation from the sun.
VI. REM
ARKS
VII. REFL
ECTI
ON
A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
422
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
teachers?
423
APPENDIX A – ACTIVITY SHEET
For A Learners
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
1. Make a graphic organizer. Enumerate the harmful effects of sun’ light in the living things.
2. How can we avoid the harmful effects caused by sun’s light and heat?
424
ACTIVITY SHEET
For B Learners
½ manila paper
1 pc. of Marking pen
Activity sheet
What to do:
What to do:
1. Make a graphic organizer.
Enumerate the harmful effects of sun’ light in the living things. Select your answer from the
box below.
2. How can we avoid the harmful effects caused by sun’s light and heat?
425