LESSON PLAN IN SCIENCE 4 (CHEMISTRY)

School DARAGA COMMUNITY COLLEGE Grade Level Grade 3

Teacher Ms. Ana Rose B. Ocfemia Learning First Quarter
Time & Area
Date Quarter

I. OBJECTIVES
Content Standard The learners demonstrate understanding of… ways of sorting materials and
describing them as solid, liquid or gas based on observable properties.
Performance Standard The learners should be able to… group common objects found at home and in
school according to solids, liquids and gas
Learning Objectives:  Described characteristics of different objects based on the shape and the
space they occupy; and
 Classified objects and materials as solid, liquid and gas according to some
observable characteristics.
Content SOLID, LIQUID AND GAS
II. LEARNING
RESOURCES
References:  ilbao, P.P. et. al.,(2019). Teaching Science in the Elementary Grades
1.Teacher’s Volume 1: Chemistry and Biology. Lorimar Publishing, INC. 10-B Boston
Guide Street, Brgy. Kaunlaran, Cubao, Quezon City, Metro Manila
 https://coolscienceexperimentshq.com/how-to-keep-a-paper-towel-dry-
under-water/

2.Learner’s Science Book 4,

Module Page 1-4

3.Additional
Materials from Image, PowerPoint, Real Objects
Learning
Resource (LR
Portal)
4.Other
Learning https://byjus.com/chemistry/properties-of-matter/
Resources
III.PROCEDURE Teacher’s Activity Students’ Activity
A. Engage I show them a video clip for them to
observe

Source:
https://
coolscienceexperimentshq.com/how-
to-keep-a-paper-towel-dry-under-
water/
(Students will answer)
(Teacher will ask questions) When the glass is lowered in
A. What will happen to the paper the water, air is trapped inside of
towel inside the glass when it will the glass because of
be submerged upside down in the the water pushing up from below.
basin of water?
(Ok, very good answer)
The paper towel will not get wet as
B. Will the paper towel inside the long as the air stays in the glass.
glass stay dry for a long time?
Why?

(Ok, very nice answer)

C. Explore I give them activity so that they will

answer it by group. They are divided
 into two so that one group will work
on with Activity 1 and the other on
Activity 2.

ACTIVITY 1: Describe the Object’s

Shape and Space Occupied
Materials Needed:
 3 objects of different shaped
and sizes labeled A, B and C
(e.g. ping-pong ball, marble,
dice or coin)
 3 small transparent plastic
containers of different shapes
labeled 1, 2 and 3 (ex. Square
or rectangle, round container,
a jar)
 Plastic Soda bottle filled with
colored water (food coloring
can be mixed with water)
 Empty round and elongated
balloon
 Record notebook (if
necessary)
Q1. Press each objects A, B and C.
Did the shape of objects A, B and C
change?
Q2. Did the size of objects A, B and C
change in the three different
containers after shaking?
Q3. The Objects in step 1 are all
solids. Based on your observations,
what can you infer about the shape
and volume of a solid?
Q4. Did the shape and space occupied
by the colored water change when
placed in the different containers?
Q5. From your observations of liquid
colored water, what can you infer
about the shape and volume of a
liquid?
Q6. Describe and explain the shape of
the air inside the round and elongated
balloon.
Q7. What happened to the air inside
the balloons when these were untied?
Q8. Air is a mixture of gases. From
your observations in step 3, what can
you conclude about the shape and
volume of a gas?

ACTIVITY 2: Classify Objects and

Materials into Solid, Liquid and
Gas
Procedure: Classify the materials
listed below into solid, liquid or gas.
List the names of the objects or
materials where they appropriately
belong. Give reasons for grouping
them together.

D. Explain Everything around us is a matter.

Even the air we breathe in and out
is a factor.

What do you notice/see in our

room? Tables and chairs, teacher

Yes, you're right. What else do you Chalk, eraser, ballpen and
notice? notebook, and books, teacher

Excellent. Children, you should be

aware that there are several things
to view both within and outside
this room.
What do we call the objects that
 surround us? “Solid, liquid, and gas, teacher”

“Ok, very good”

There are three stages of matter,

children. There are three types:
solid, liquid, and gas.

The first is called Solid. Solids

have distinct forms and occupy
distinct places. Solids may be
handled and examined.

Now, could you kindly put

something firm inside your bag?
Come forward and display it to
your classmates. What is the
notebook's shape? Is it pliable or
firm? Is it heavy? Is it light? Is it a
rock? Children.

“Let us "clap" for him/her.”

As a result, solids have a distinct

form. It is something that can be
held and seen.

Liquid is the second phase of

matter. Request that a student
demonstrate his or her water jug to
the class.
I have an empty glass here. Will
you fill the glass with the jug's
liquid? What became to the water
inside the glass? Does it assume
the shape of the glass? It just
demonstrates that liquid takes the
shape of the container. Which of
the two remaining things do you
believe is liquid? What am I
clutching? What is contained
within the balloon? This inflated
balloon contains air, which is an
example of a gas. Can you make
out the air? Because air is
colorless, it cannot be seen. It may,
however, be sensed.

Air is a substance that is in a

gaseous condition. There are also
visible gases such as smoke and
clouds. Is the balloon's form
changing? As a result, gas takes on
the shape of its container and hence
lacks a defined shape.

E. Elaborate To further understand the concepts

about the states of matter, try these
 two activities:

1. Make a list of objects or materials Students will discuss their ideas to

that you see at home, in school, in their groupmates
your environment.
From the list identify 10 solids, 10
liquids, 10 gases and 10 objects
which you are in doubt of its
classification. Make an
explanation for your grouping.
Follow the table format below.
2. With your groupmates, surf on
the web and research about
QUARKS. Share your findings.
For your assignment class, answer
F. Evaluate it in your note book.

Make 5 cutouts for each phase of

matter. Make a note of it in your
notebook.

Prepared by:
Ana Rose Ocfemia
Science Teacher
 LESSON PLAN IN SCIENCE 4 (BIOLOGY)

School DARAGA COMMUNITY COLLEGE Grade Level Grade 4

Teacher Ms. Ana Rose B. Ocfemia Learning Second Quarter
Time & Area
Date Quarter

I. OBJECTIVES
Content Standard Animals have body parts that make them adapt to land or water.
Plants have body parts that make them adapt to land or water.
Performance Standard Construct a prototype model of organism that has body parts which can survive
in a given environment.
Learning Objectives:  Inferred that animals and plants have body parts that help them adapt and
survive in their particular habitats
 Identified specialized structures of aquatic and terrestrial plants that enable
them to live in varying environmental conditions
 Made surveys of animals and plants in the community
 Identified animals and plants that can be grown in a particular habitat
Content PLANTS AND ANIMALS IN THEIR HABITATS
II. LEARNING
RESOURCES
References:  Bilbao, P.P. et. al., (2019). Teaching Science in the Elementary Grades
1.Teacher’s Volume 1: Chemistry and Biology. Lorimar Publishing, INC. 10-B Boston
Guide Street, Brgy. Kaunlaran, Cubao, Quezon City, Metro Manila

2.Learner’s Science Book 4,

Module Page 98-116

3.Additional
Materials from Image, PowerPoint, Real Objects
Learning
Resource (LR
Portal)
4.Other
Learning https://www.nationalgeographic.org/media/animal-homes-and-habitats/
Resources
III.PROCEDURE Teacher’s Activity Students’ Activity
a. Engage (I will tell them that….)

Animals are found in our homes,

farm, school and community. Some
are large, small and others could
hardly be seen. They live in different
places water, land, both on land and
water and air. Plants also grow in
different habitats. Let us study where
common animals and plants live in
your community.

What parts do animals and plants Many animals and plants have
have that enable them to survive in developed specific parts of the body
their habitats? adapted to survival in a certain
“Ok, very good answer” environment.
b. Explore I give them activity so that they will
answer it by group. They are divided
into two so that one group will work
on with Activity 1 and the other on
Activity 2.

Activity 1. Plants in Their Habitats

 Problem: How do plants survive in
their habitats?
Step 1. Make a survey of plants in
your community. Fill up the table
below. If you have a camera, use it to
document the plant.
a. Among plants on land, in water
and on air, which body parts help
them adapt and survive in their
particular habitats?
b. Identify the specialized structures
of aquatic and terrestrial plants
that enable them to live in varying
environmental conditions.
c. What plants grown in a particular
habitat will provide food,
medicine, and shelter?

Activity 2: Animals and Their

Habitats
Problems: How do we classify
animals in their surroundings?
Step 1. Have the following materials
(either tangible or in picture)
a. Pictures of cat, Philippine eagle,
octopus, fish, crab, frog, turtle,
water snail
b. Small aquarium with fishes and
snails (a five-liter water jug could
be used to make an aquarium.
Small fishes may be bought from
a pet store or caught from a pond
using a net, snails and water
plants/kangkong may be collected
from a rice paddy or pond)
Step 2. With pictures shown examine a. Study the fishes in your aquarium.
and identify the outer parts of the Draw the fish and label its parts.
body of animals such as the sense Describe the function of each
organs, head, body, abdomen, arms, part. Examine the pictures of
legs, body covering for protection, octopus and crab. Identify the
organ for movement and food getting. body parts. What parts are
common to these animals? How
do these animals survive in
water?
b. Study the pictures of frog and
turtle. What parts are common?
What parts are different? What
enables these organisms to live
both on land and in water?

c. Explain What animals can you see on the “Octopus, fish, crab, frog, turtle,
water, class? water snail, teacher”

What animals can you see in the “Cat, ducks, turkey and chicken”
land?

“Ok, very good, class!”

Now class, look at the pictures; “Habitats, teacher”

what do you call land animals and
water animals?

That’s right class, land animals

and water animals are where the
 animals live and it is called
habitat.

Animals live in the different

habitats. Some animals live on
land. They are referred to as land
or terrestrial animals. The body
structure of animals enables them
to live in a particular place. For
example, those with four legs like
cattle can live on land. The legs
enable them to graze over
grasslands, walk and run.

Water or aquatic animals such as

fishes, clams, starfish, squid, sharks,
and tilapia live in water. They have
different body covering such as
scales, shell and skin. For swimming,
fishes and sharks have fins while
squids and octopus have tentacles.
Water animals also have various
sizes, colors and shape.

Animals are found in our homes,

farm, school and community. Some
are large, small and others could
hardly be seen. They live in different
places water, land, both on land and
water and air.

Plants also grow in different habitats.

Let us study where common animals
and plants live in your community.

Millions of plants grow around us.

Land plants are naturally found in
grasslands. Forests and desert and in
man-made communities like orchard,
farms and regenerated forests. A
typical plant has roots, stems and
leaves.

d. Elaborate To further understand try this activity:

 A farmer would like to clear a hill
so he can grow cacao, a high
value crop. What advice can you
provide so that the proposed Students will share their ideas in front
plantation will be productive and of the class.
at the same time the environment
is protected and properly
managed?

For your assignment class, answer

e. Evaluate it in your note book.

This part will be done individually.

Answer the following questions:
1. How can we classify animals
based on their habitat?
2. What kind of home or habitat
 support some animals?
3. When a pond dries, what will
happen to animals that live in
water?

Prepared by:
Ana Rose Ocfemia
Science Teacher