Regional Mass Training

for Grade 4 Teachers

of the K to 12 Basic
Education Program
Science and Health 4
Prepared By:
RICARDO P. MAKABENTA
Manuel S. Rojas Elementary School
Noted:
RANDIE L. SALONGA
(OIC) EPS Science
Approved:
ROSEMARIE D. TORRES, Ed. D.
Assistant Schools Division Superintendent

CATHERINE P. TALAVERA, Ph. D.

Schools Division Superintendent

A Detailed Lesson Plan in Science Grade IV

K to 12 Basic Education Program
I. LEARNING OBJECTIVES
1. Describe materials based on the ability to absorb water.
2. Classify materials based on the ability to absorb water.
3. Show self-reliance when working independently.
II. SUBJECT MATTER
Topic: Properties of Matter
Lesson 1: Materials that Absorb Water
A. Materials: 3 pcs of: medium rubber balls, cotton balls, sponge, face towel, t-shirt, rug
tissue paper, tap water, tray, clock or timer, dropper or dipper
worksheets, experiment paper
B. References
Curriculum Guide 4,
Docs_second-Lesson 6 Soak it Up/www.saws.org.,Lifted from http/Science Sparks
Coronel Carmelita C. et. al Exploring and Protecting Our World, Copyright 2006 by Vibal
Publishing House Inc.
C. Process Skills: observing, identifying, describing, and investigating
D. Value Integration: Awareness on the kinds of materials to wear on different seasons
C. Science Concepts
1. 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.
2. Cotton is very porous, which makes it a natural absorber of water.
3. Plastic is non-porous material, does not allow water to pass through.
4. Porous materials are materials having small holes that allow air or liquid to pass through.
III. LEARNING TASKS
TEACHERS ACTIVITY

PUPILS ACTIVITY

A. ENGAGEMENT
1. Science News
Call in pupil assigned beforehand and read.
2. Review
I would like you to go around the classroom.
List down at least ten materials that you see in
the classroom for two minutes and go back to
your seats after.
What materials did you see as you went
around the classroom?
What materials in your lists are solids?
liquids and gas?
Now, lets fill in these materials that
represent solid (long socks) liquid

DOST develops ceramic-based water filters

I found chairs, tables, books and papers.

I saw my classmates ballpen and pencil.
I have here glasses too.
I also see bag, my classmates shirts and
jackets.

(pale) and gas (balloon) and group

those materials according to the state of
matter: solid, liquid, or gas.

How did we group the materials?

We can group the materials according to their
state: solid, liquid and gas.
4. Motivation
Alright, look at the materials you have listed.
What if I place one object in a basin with
water? Example, this paper. Observe what
happens.
Aside from grouping the materials into solid,
liquid or gas, how else can these materials be
grouped?
Well, maybe. Now, lets see if that is right with
our activity today.
B. EXPLORE
1. Advance Preparation
Children, can you help me develop a
question that we can study based on the
observations we made with the paper
placed in water. (Elicit children the
question to test/experiment)
Who can make a hypothesis on those
questions?
Before we go on with our activity, let
me remind you of the things we must
do when performing an experiment and
group activity.
What must we do when performing an
experiment?
What must you do when you are
working in groups?
What must we remember when using

The object is wet.

The material absorbs water.
The object when soak to water take in water
Materials can also be grouped based on their
ability to absorb water.

Possible Problem
a. What materials absorb water and materials
that do not?
b. How are materials arranged based on their
ability to absorb water?

laboratory tools?
C. EXPLANATION
Lets find out what your observations are on
the experiment.
Let us hear from the first group.
Analysis and Interpretation of Data
Guided Questions
What are the characteristics of each of
the materials before placing them in
water? Now, describe each material
before placing them in water?
When you added water to the materials
what happened to the water? To the
materials?
When you lifted the material and
squeezed it, did the water come out?
Did the material get wet?
Is the material heavier when wet?
D. ELABORATION/EXTENSION
Why would some people prefer to use
plastic bag than a paper bag?
During rainy days, what kind of
materials are you going to use to
prevent you from getting wet? Explain
why?

Materials were round, thick soft and etc.

It disappeared and the material got wet.
The water dripped and when we take out
materials, we can still see the water.
Answer varies
Answer varies

Paper bags easily get wet than plastic bag, a

non-porous material which does not allow
water to pass through.
We need to use raincoats to prevent us from
getting wet. Plastic raincoat does not absorb
water. Plastic does not allow water to pass
through,

E. EVALUATION
Here are some materials. Classify the materials according to their ability to absorb water in an
organizer.

paper

towel

cotton ball

wax paper

IV. ASSIGNMENT
Investigate further:
Go around the classroom. Collect at least 10 materials and test them as to whether or not the
materials absorb water.

We never know the worth of water till the well is dry.

-Thomas Fuller, Gnomologia
Prepared By:
RICARDO P. MAKABENTA
Manuel S. Rojas Elementary School