Science 4 PDF

PROTOTYPE AND CONTEXTUALIZED DAILY
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
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
5.5. 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
1. Explain the effects of force applied to an object; S4FEIIIa-1………….215

1.1 Effects of Force on Objects …………………………………………..215
1.2 Effects of Force on the Size of an Object……………………………224
1.3 Effects of Force on the Movement of Objects 1……………………232
1.4 Effects of Force on the Movement of Objects 2……………………238
2. Practice safety measures in physical activities and proper
handling of materials; S4FEIIIb-c2……………………………………….245
2.1 Safety During Exercise and other Physical Activities………………245
2.2 Safety Measures to Practice in School.…………………………….250
2.3 Safety Measures to Practice at Home………………………………255
3. Describe the force exerted by magnets; S4FEIIId-e3………………….259
3.1 Types of Magnet……………………………………………………….259
3.2 Parts of a Magnet …………………………………………………….264
3.3 Uses of a Magnet……………………………………………………..269
3.4 Force Exerted by a Magnet………………………………………….274
4. Describe how light, sound and heat travel; S4FEIIIf-g-4 ………………280
4.1 Heat Transfer in Solid Materials……………………………………..280
4.2 Heat Transfer in Liquid Materials…………………………………….288
4.3 Heat Transfer in Gas…………………………………………………..299
4.4 Heat Transfer Through Air…………………………………………….310
4.5 Light Travels in Straight Line………………………………………….318
4.6 How Sound Travels in Solid Materials……………………………….329
4.7 How Sound Travels in Liquid Materials………………………………334
4.8 How Sound Travels in Gas ……………………………………………339
5. Investigate properties and characteristics of light and sound;
S4FEIIIh-5…………………………………………………………………....344
4.1 How Light is Reflected or Refracted………………………………….344
4.2 Properties of Sound…………………………………………………….348
4.3 Pleasant and Unpleasant Sound…………………………………….353
4.4 How Sound Travels in Different Materials……………………………358
4.5 Causes and Effects of Exposure to Excessive Sound…………….364
6. Describe ways to protect oneself from exposure to excessive light,
heat and sound; S4FEIIIi-j-6……………………………………………….368
6.1 Effects of Heat and Light on Human Activities………………………368
6.2 Harmful Effects of Heat and Light on Plants and Animals………….375
6.3 Harmful Effects of Heat and Light on Human Activities…………….380
Fourth Quarter
1. Compare and contrast the characteristics of different types of soil;

S4ESIVa-1……………………………………………………………………397
1.1 Different Types of Soil………………………………………………….397
1.2 Different Layers of Soil………………………………………………….405
1.3 Ability of Soil to Absorb Water………………………………………….412
1.4 Sustainability of Soils to Plant Growth and Development…………...417
1.5 Factors Affecting the Growth of Selected Plants……………………..424
2. Explain the use of water from different sources in the context of daily
activities; S4ESIVb-2…………………………………………………………429
2.1 Sources of Water1…………..…………………………………………..429
2.2 Sources of Water 2………………………………………………………429
2.3 Effects of Scarcity of Water……………………………………………438
2.4 Water Conservation…………………….. ……………………………..443
3. Infer the importance of water in daily activities; S4ESIVc-3…………….447
3.1 Explain the Uses of Freshwater……………………………………….447
3.2 Explain the Uses of Seawater………………………………………….456
3.3 Uses of Water in our Daily Activities………………………………….464
3.4 Uses of Water …………………………………..................................471
4. Describe the importance of the water cycle; S4ESIVd-4…………………480
4.1 Evaporation……………………………………………………………….480
4.2 Condensation and Precipitation…………………………………………485
4.3 The Processes involved in the Water Cycle…………………………..489
4.4 Importance of Water Cycle……………………………………………..494
4.5 Making a Model of the Water Cycle…………………………………….499
5. Use weather instruments to measure the different weather components
S4ESIVe-5……………………………………………………………………..503
5.1 Components of Weather…………………………………………………503
5. 2 Weather Instrument- Thermometer…………………………………….512
5. 3 Weather Instrument- Wind Vane……………………………………….522
5.4 Weather Instrument – Anemometer…………………………………….530
5. 5 Weather Chart…………………………………………………………….539
6. Record in a chart the weather conditions; S4ESIVf-6……………………..543
6.1 Observe Weather Elements ……………………………………………..543
6.2 Observe and Record Weather Conditions……………………………..544
7. Make simple interpretations about the weather as recorded in the
weather chart; S4ESIVf-7….………………………………………………….563
7.1 Simple Interpretations about the Weather1……………………………563
8. Identify safety precautions during different weather conditions;
S4ESIVg-8………………………………………………………………………568
8.1 Identify safety precautions during sunny days, rainy days and
windy days…………………………………………………………………568
8.2 Meaning of Typhoon Warning Signals……………………………………572
8.3 Safety Precautions Before the Typhoon…………………………………578
8.4 Safety Precautions During and After the Typhoon………………………584
9 Describe the changes in the position and length of shadows in the surroundings
as the position of the Sun changes; S4ESIVh-9……………………………….589
9.1How Shadows are Formed………………………………………………589
9.2 How Shadows Change at Different Times of the Day…………………..592
10 Describes the role of the Sun in the water cycle; S4ESIVi-10………………….595
10.1 The Role of the Sun in the Water Cycle……………………………….595
11 Describe the effects of the Sun S4ESIVj-11……………………………………600
11.1 Beneficial Effects of the Sun ………………………………………..600
11.2 Importance of the Sun…………………………………………………606
11.3 Beneficial Effects of the Sun to Living Things………………………609
Republic of the Philippines
Department of Education
Region V (Bicol)
SCHOOLS DIVISION OFFICE OF LEGAZPI CITY
Legazpi City
DEVELOPMENT TEAM
DEMONSTRATION TEACHERS
Albaytar, Arlynia Gaveria, Ria Mae

Araña, Ann Maravilla, Ma. Margarita
Belga, Ian Jover Placer, Rosalie
Cervantes, Jenny Pontuya, Shiela
Esperida, Charmaine Wang, Josephine
DAILY LESSON PLAN WRITERS
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
Teacher Learning Area SCIENCE
Time and Date Quarter/Week/Day Q1W1D1
I. OBJECTIVES
A. Content The learners demonstrate an understanding of

Standards grouping different materials based on the properties
The learners should be able to:

B. Performance
Standards Recognize and practice proper handling of products
Classify materials based on the ability to absorb water, float, sink,

C. Learning undergo decay
Competencies/
(S4MT-Ia-1)
Objectives
Describe materials based on their ability to absorb
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Guide Science Teacher’s Guide pages 2-4

pages
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
B. Other Learning -5 pieces of rubber balls -5 rug

Resources -5 pieces of cotton balls -shirt
-5pieces of sponges - Tissue papers
-5pieces of face towel
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.
Let the class read the following words:
Absorb /Absorbent-- to take in (something in natural or gradual

way)
Do not absorb/ Non-absorbent- do not allow water to be absorbed.
• SOLID LIQUID GAS
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
Say: We are going to have a group activity.
• Setting of Rubric
CRITERIA SCORES
5 4 3 2 1
Cooperation All members 2 members 3 4 members 5

are are not members are not members
cooperating cooperating are not cooperatin are not
cooperati g cooperati
ng ng
Participatio All members 2 members 3 4 members 5

n are not are not members are not members
participating participating are not participatin are not
participat g participa
C. EXPLORE ing ting
Attentivene All members 2 members 3 4 members 5

ss during are attentive are not members are not members
reporting attentive are not attentive are not
attentive attentive
(ACTIVITY: FOR LEARNER A)
What to do?
 (Advance preparation) -Gather the materials needed for the

activity
 Pupils will be divided into 5 groups with 5 to 8 members

each and choose among them who will act as a recorder,
leader and presenter.
217
 Present the different materials needed for the activity
 The leader will get from the teacher the materials to be

used in the activity
 Put the materials in the working area.
 Teach the pupils the skills of describing the characteristics

of each material (color, shape, size, texture, weight etc.)
 Ask them to put the materials in a basin with water one by

one and let them write their answer in table found below.
 Remind them of the safely precautionary measures.
 Distribution of Activity Sheets
Table1. “Which Materials Absorb Water and Which Do not?”
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
(ACTIVITY FOR LEARNER B)
What to do?
 Ask the pupils to list down at least 10 materials found in

their home and ask them to describe the characteristics of
materials before and after adding of water.
 Ask them to put the materials in a basin with water one by

one and let them write their answer in table found below.
219
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.
Table1. “Which Materials Absorb Water and Which Do not?”

Put a
checkmark
Name of BEFORE (/) if the
BEFORE
objects Adding material
Adding Water
Water absorbs
EXPLAIN water (x) if
does not
Rubber
ball
Cotton
balls
Sponge
Face towel
T-shirt
Rag
Tissue
paper
2. Discussing and comparing the results of activities.
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:
a. What characteristic did you observe in each material before

dipping them in the water? Describe each of the materials before
placing them in water. (round, soft, thick, hard, etc.)
b.. Which of the materials do you think will absorb water? What
common characteristics do these materials have? Why do you say
so?
Which materials do you think will not absorb water? Why?
What common characteristics do these materials have?

ELABORATE
 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.
 The teacher will address misconceptions of

ideas.
 The teacher will add information if needed
 What have you learned from these activities?
Complete the statement below.
221
I learned that _______________________________________
I realized that
_______________________________________
Ask:
 Why is it not recommended to use plastic bags instead

of paper bags?
 What do you think is the effect of using paper bag to
our environment?
 Government Trust: Proper Waste Management

Integration: AP, EPP
Describe whether the listed materials are absorbent or non-

absorbent.
____________________1. Handkerchief
____________________2. Plastic spoon
EVALUATE ____________________3. Paper
____________________4. Cotton ball
____________________5. Wax paper
Go around your classroom. Collect at least 10 materials and test

them it absorbs water or not.
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
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
I. OBJECTIVES
A. Content The learners demonstrate an understanding of grouping different

Standards materials based on the properties.

B. Performance
Standards
Recognize and practice proper handling of products
C. Learning
Classify materials based on the ability to absorb water, float, sink,
Competencies/
undergo decay (S4MT-Ia-1)
Objectives
Classify materials based on their ability to absorb
II. CONTENT
III. LEARNING
RESOURCES

pages
2. Learner’s
Materials pages
224
3. Textbook pages
4. Additional
Materials from
Learning
Resource portal
LED TV, slide deck presentation, materials for activity
picture or real objects of different materials that absorbs water and do

B. Other Learning not absorb water
Resources
IV. PROCEDURE
 Examine the list of different materials listed below and tell

what are common among these materials. Justi
Cloth Rag Towel Sponge T-shirt foil plastic

styro foams Wax paper Tissue paper plastic toys
Pencils rubber raincoat
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?
 (Advance preparation) Gather the materials needed for the
activity
Pupils will be grouped.
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.
The pupils will be rated using the Rubrics below.
C. EXPLORE
Suggested Scoring rubric:

CRITERIA SCORES
5 4 3 2 1
Cooperati All 2 3 members 4 members 5 members

on members members are not are not are not
are are not cooperatin cooperatin cooperatin
cooperatin cooperati g g g
g ng
Participati All 2 3 members 4 members 5 members

on members members are not are not are not
are not are not participatin participatin participatin
participatin participati g g g
g ng
Attentiven All 2 3 members 4 members 5 members

ess during members members are not are not are not
reporting are are not attentive attentive attentive
attentive attentive
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.
 Answer should be written inside the concept map and star

web as shown below.
ACTIVITY: (For LEARNER B)
What to do?
Ask the pupils to list down at least 10 materials found in school.
Ask them to classify the material whether it absorb or it does not

absorb water. The pupils need to write their answers in diagram
below.
 Group Reporting
EXPLAIN  Checking of outputs using the rubrics
 Comparing the results of activities.
227
Guide Questions:
a. Which of these materials absorb water? What are these

materials made of?
b. Which of these materials did not absorb water?
c. What are these materials made of?
a) Which of the materials do you think will absorb water? What

are common characteristics do these materials have? Why do
you say so?
b) Which materials do you think will not absorb water? Why?

What common characteristics do these materials have?
 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.
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
The teacher will address misconceptions of ideas.

The teacher will add information if needed
Help the pupils construct and express their own understanding
that:

classified according to their properties.
 Some materials can absorb water more than others.
 Some materials do not absorb water at all.

Subject Integration: EPP
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.
1_____ 2._______ 3.___________ 4.________

EVALUATE 5.__________
Materials that absorb water Materials that do not absorb

water
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
for remediation
C. Did the remedial

lessons work? No.
of learners who
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?
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
other teachers?
I. OBJECTIVES
A. Content The learners demonstrate an understanding of grouping different

Standards materials based on the properties

B.
Performance
230
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
1. Teacher’s Science Teacher’s Guide pages 5-8

Guide pages
2. Learner’s Science Learner’s Manual pages 5-7

Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
portal
TV, slide deck presentation, video
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
“FACT or BLUFF” (you may show the actual materials if possible)

ENGAGE
1. PAPER absorbs water!
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.
Ask: Which materials absorbed water? Which did not?
Gather the materials needed for the activity and present it to the class.
Ask: What do think are the other characteristics possessed by these

materials?
Say: Today we will do another activity to discover more characteristics of

the materials around us.
Say: In this activity, you will encounter these words:
FLOAT- something on top of water
SINK - to settle or fall to the bottom of water
Characteristic means the quality or trait that makes a thing.
C. EXPLORE
Group activity.
 Divide the materials equally to each group.
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
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
Activity for (LEARNER A)
What to do?
 (Advance preparation)-Gather the materials needed for the

activity
 Pupils will be grouped (assign a leader, recorder and presenter)
 Present in front of the class the materials needed for the activity
 Let the pupils do the activity entitled “Characteristics of materials

that float and sink?”
 Put the materials one by one in a basin with water.

 Record your observation on the table below.
 Allot time for the pupils to wrap up and finalize their output.
 Answer in tabulated form using the activity sheets below.
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
ACTIVITY: FOR LEARNER B

What to do?
 For 2 minutes, pupils will collect 10 kinds of materials which they
think float or sink from the school ground
 After gathering the needed materials, ask them to take out the
materials collected.
 Ask them to list down their materials in the table provided.
 Let the pupils do the activity entitled “Characteristics of materials
that float and sink?”
234
 Record what will happen to the materials on the chart below
 Allot time for the pupils to wrap up and finalize their output.
Table 1. Characteristics of Materials that Float and Sink
Name of Characteristic Does the Characteristic

Materials of the material of materials
materials float or that makes
( color, size, sink them float or
shape, weight sink (LIGHT
etc) OR HEAVY)
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?
•Look at the group of materials that floated. Compare them. Is

there anything common among each one?
•What about the materials that sink? What can you say about
ELABORATE
their characteristics? What is/ are common among them?
The teacher will add information if needed.
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 float on top of water, some things stay submerged

partway down and some objects sink.
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.
Government Thrust: Risk Reduction Management
Subject Integration: AP
Have you experienced riding as boat? Tell us your experience.
note: The teacher may provide further explanations to the questions

below.
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.
In tabulated form, list down materials found in your community and

describe what makes them float or sink.
Agreement Materials that FLOAT or SINK Characteristics of the

Materials
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
I. OBJECTIVES
The learners demonstrate an understanding of

A. Content
Standards
grouping different materials based on the properties

B. Performance
C. Learning Classify materials based on the ability to absorb water, float, sink, undergo
Competencies/ decay (S4MT-Ia-1)
Objectives
Classify materials that float and sink.
II. CONTENT
III. LEARNING
RESOURCES

pages

Materials pages
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
Say: “Let us go back to the activity we did in our previous lesson.
Can you still recall it?
 What do you remember about our previous lesson?

 Can you give me some materials that float? Sink?
 Why do some objects float on water and some object sink?
ENGAGE Say: “Again, in this lesson, you will encounter these words:
Float means something’s on top of water

Sink means something’s stay submerged on water.
•Gather some materials needed in the activity.
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.
What to do?
 (Advance preparation) Gather the real objects or materials needed.

 Record what will happen to the materials on the activity sheet
below.
 Ask them to classify the materials base on their ability to float or
sink.
 Allot time for the pupils to wrap up and finalize their output
ACTIVITY SHEET: SINK OR FLOAT
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
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

 Record what will happen to the materials on the activity sheet
below.
 Ask them to classify the materials base on their ability to float or
sink.
 Allot time for the pupils to wrap up and finalize their output
ACTIVITY SHEET: SINK OR FLOAT
In your activity sheet, draw and name one material that sink and one
material that float.
Draw and Name the Materials
Sink ______
Float______
 Presentation of output
 Comparing the results of the activity
 Based on your activity, which of the materials sink?

EXPLAIN Which of the materials floated in water?
 What did you observe when you placed the materials one at a time
in water?
Guide Questions:
• Look at the group of objects that floated. Compare them. Is there
243
anything common among each one?
• How about the objects that sink? What can you say about them?
• What is common among them?
The teacher will add information if needed
What are the characteristics of materials that make them float?
*What are the characteristics of the materials that sink?
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).
Ask: Why do some people use floaters while swimming.
Subject Integration: AP
Government Thrusts: Risk Reduction
Identify the following materials whether they float or sink. Write your
answer before each item.
EVALUATE _____1. ________2. _________3.
244
In tabulated form, list down materials found in your
community and describe the kind of materials that makes
them float or sink.
Table 1. Materials that float and sink in water.
Agreement Name of Materials that Materials that Sink

objects Float
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who got 80% on
the formative
assessment
B. No. of learners
who require
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
245
remediation
E. Which of my
teaching strategies
worked well? Why
did it worked well?
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
other teachers?
246
I. OBJECTIVES
A. Content The leaners demonstrate an understanding of grouping different materials

Standards based on their properties

B. Performance
Classify materials based on the ability to absorb water, float, sink undergo
decay (S4MT-Ia-1)
C. Learning
Competencies/
Objectives
 Identify the materials that undergo decay.
 Describe how these materials undergo decay
II. CONTENT
III. LEARNING
RESOURCES

pages

Materials pages
3. Textbook pages
247
4. Additional
Materials from
Learning
Resource portal
Pictures of decayed bread, rotten piece of banana, candy wrappers, pet

B. Other Learning bottles, Styrofoam, rags, twigs, bottles, left over foods, decaying vegetable
Resources leaves,
-marker, manila paper
IV. PROCEDURE
Ask: What properties of the materials identified in the previous activities did you learn? (from
What are some of the materials that float?

What are some of the materials that sink?
What makes the materials float? sink?
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?
Let the pupils read the word:

• Decay means to slowly destroy materials in the
presence of water, soil and air.
ACTIVITY: (For Learner A)
GROUP TASK: (10minutes)
(Advance preparation)
 Gather the materials needed and present it to the class.
(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”
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
Participation All 2 members 3 members 4 members 5 members

members are not are not are not are not
are not participatin participatin participatin participatin Wh
participatin g g g g at
g
to
Attentivenes All 2 members 3 members 4 members 5 members do?
s during members are not are not are not are not
reporting are attentive attentive attentive attentive
attentive
Fro
m the given list and pictures below, choose the different materials that
undergo decay and describe how these materials undergo decay. Write
your answers in table below.
249
dead animals
dried leaves twig
broken glass
dead plants
Vegetable leftover
Plastic peelings foods tire/rubber broken plate
bottles
Materials that undergo Decay FAST Decay SLOW

Decay
ACT
IVIT
Y:
(LE
AR
NE
R
B)
What to do?
From the given pictures (below), identify/choose the different materials

that undergo decay and describe how these materials undergo the process
of decay. Write your answers in table below.
250
Materials that undergo Decay FAST Decay SLOW
Decay
251
 Presentation of group outputs THROUGH RUBRICS.
 Discussion of the guide questions.
GUIDE QUESTIONS:
a. Do all plants and animals decay at the same time? Why?

b. How do you dispose materials that decay?
c. What happens to the materials when they have completely
decayed?
What makes up the materials to undergo decay?
• What are the factors that contribute to the decaying process of

the materials? (Some factors that contribute to the decaying process
of the materials are: (sunlight, water, soil and action of micro-
organism)
• Do all plants and animals decayed at the same time? Why?
• How do you dispose materials that decay?
• What happens to the materials when decayed completely?

EXPLAIN
•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?
*How can we classify materials that undergo decay? (decaying

materials can be decayed fast and some materials decayed slow)
Ask: Explain why are left over foods kept in refrigerator?

ELABORATE
Values Integration: Proper management of materials to avoid wastage.
Subject Integration: ESP, EPP
Given are the materials drawn below. Identify the materials that undergo
decay.
______1. ______2. _____3.
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
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?
did I encounter
which my
principal/superviso
r could help me
with?
G. What innovation
or localized
material/s did I
use/discover which
other teachers?
254
I. OBJECTIVES
The learners demonstrate an understanding of:

A. Content
Standards grouping different materials based on their
properties
B. Performance
Standards
Recognize and practice proper handling of products
C. Learning identify the effects of decaying materials on one’s health and

Competencies/ safety (Code: S4MT-Ib-2)
Objectives
Identify and describe the disease/sickness that may result from

exposure to decaying materials
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s Science Teacher’s Guide pages 11-13

Materials pages
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
Say: Last meeting (Friday), you were able to identify the

different materials that undergo decay
Ask: What are the characteristics of these materials?

(Introduce the new lesson)
Ask:
ENGAGE
What do you think will happen to a person when expose the

decayed materials? Is it a good practice to expose our body to
these decayed materials? Why?
What do you think are the possible diseases we get if we are
exposed to these materials?
 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?
1. Each group will be given one picture which will be used

for the activity.
Say:
These are the things that I expect from you. Let us all read
this I CAN ___statement.
I CAN identify/describe the disease/sickness that may result

from exposure to decaying materials
 Instruct the pupils to work on lesson 4 –, Activity 1: “What

disease/sickness will I get from being exposed to
decaying materials?”
(The pupils will be provided with the task card to be used in

filling out the table below.
Group 1: picture of a man suffering from typhoid
Group 2: picture of a man suffering from an allergy
Group 3: picture of a man having diarrhea
Group 4: picture of a man with TB
Group 5: picture of a dumpsite and squatter
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
(Distribution of Activity Sheets)
TASK CARD 1. Typhoid TASK CARD 2. Dysentery

Typhoid is water borne Dysentery is a disease that
disease. It is spread by eating can cause severe diarrhea. A
or drinking food and water waterborne disease that is
contaminated with the feces or transmitted to a person when
waste of infected person. The they drink contaminated water.
garbage in the area is a good
breeding place for flies. The
flies that can carry the disease
and can infect more people.
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.
TASK CARD 3. Malaria and Dengue

Malaria and dengue are diseases
spread by specific type of mosquitoes.
These become epidemic in places
where these types of mosquitoes breed
What to do?
From the pictures (above) and the task card given, fill in
the activity sheet below.
Place where Waste materials Post breeding Possible illness

the family seen in the in the ground resulting from
live surrounding exposure to
decaying
259
surrounding

 Presentation of group outputs THROUGH RUBRICS.
 Discussion of the guide questions.
GUIDE QUESTIONS:
• How did you find the activity?

• Based on the activity, what are the waste materials
seen
in the surrounding?
• Describe the surrounding in every picture?
• Are there pests in the area like flies, mosquitoes,
EXPLAIN cockroaches, rats?

• Why do you think those pests like to breed in dirty
place?
• What can you say about the family living near the
dumpsite, squatter area and estero (water courses)?
• Again, based on the activity, what can you say about
the
old man in the picture? What about the boy? What kind
of illness does the boy have?
• What did you learn from this activity?
ELABORATE Ask:
How could people living in areas where dumpsite, esteros or
canal be protected from getting sick?
260
 .decay- to be slowly destroyed into bits in the presence of

water, soil, air
 Malaria and dengue are diseases spread by specific type
of mosquitoes. These become epidemic in places where
these types of mosquito breed.
 Typhoid – is a waterborne disease. People who drink
polluted water can become infected with typhoid. The
garbage in this area is a good breeding place for flies.
The flies can carry the disease and infect more people.
 Dysentery – is a disease that can cause severe diarrhea.
If not treated properly someone can die from it. This is a
waterborne disease that is transmitted to a person when
the drink polluted water.
 Tuberculosis-disease caused by bacteria that attack the
lungs but they can also damage other parts of the body
 Asthma-condition in which your airways narrow, swell and
produce extra mucus causing difficulty in breathing and
worst can also cause death.
Values Integration: Controlling pollution

Subject Integration: ESP, EPP-(wastong pangangalaga sa
sarili)
Government Thrust: Clean and Green/ Cleanliness drive/
Proper Waste Segregation
Now, using the graphic organizer, identify some of the

diseases to human once exposed to decaying materials.
Describe the diseases/illness mentioned.
Present your answer in a graphic organizer.
 Identify the disease or sickness one can get from exposure

to decaying materials in each item. Choose your answer
from the box.
EVALUATE
___1. A waterborne disease normally caused by
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
Agreement a. Conduct an interview of at least one household

(neighbour) per group using the survey form in page 15 in
your LM. Be ready for the presentation next meeting.
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
The learners should be able to recognize and practice proper

B. Performance
handling of products
Standards
The learners should be able to
identify the effects of decaying materials on one’s health and

C. Learning safety (Code: S4MT-Ib-2)
Competencies/
Objectives
Describe the physical state of people exposed to decaying
materials
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Guide pages -14-17

Guide pages
2. Learner’s Learner’s Materials pages 14-17

Materials pages
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?
1. Each group will act-out the disease/sickness that each
264
group will get through a draw lot.
2. While performing the task, the remaining groups will
guess what disease/sickness they portrayed.
 Diseases: Tuberculosis (TB), Asthma, diarrhea,

allergy, malaria,
Ask:
Where can these microorganism carrying diseases best thrive?
What do you think will happen to us if all these decaying

materials will just be disposed anywhere in the community?
Present pictures of person with different diseases/sickness

cause from exposure to decaying materials.
Source: googleclip.com
Ask: What can you say about the pictures?
What do you understand by the word diseases/ illnesses?

Where can these different diseases or illnesses be found?
265
A. Group the pupils into three.
Set norms to follow during group activity

 Instruct the pupils on how to accomplish the tasks
 Provide them an activity sheet to answer.
 Monitor each group as they perform the activity
a. Activity sheet: Using the gathered data on the survey

conducted prior to the activity in the nearby household
community, accomplish the task present on the activity
SCORES
CRITERIA
5 4 3 2 1
All 2 3 4 5
members members members members members
Cooperati
on
cooperati cooperati cooperati cooperati cooperatin
ng ng ng ng g
All 2 3 4 5
Participati
on
participat participat participat participat participatin
ing ing ing ing g
All 2 3 4 5
Attentiven
ess during
reporting
sheet below
C. EXPLORE
SURVEY FORM
Name (Head of the Family)________________

Age.___________ Sex______
Address ____________________________
Occupation_____________________________
How many members of the family__________ Number of

Children _____________
With toilet? YES ____ No_____ How many
_____________________________
What kind of trash is found in the

household__________________________________
Where is their trash

located?___________________________________________
What illness/diseases have members of the family suffered for

the past two
years?____________________________________________
___________________
266
What were done to treat the illness:
_______________________________________
What are being done to prevent the spread of the

illness/diseases_________________
Table. Decaying and Non-Decaying Materials

Non- Ways of Possible
Decaying
Decaying disposing effects on
Materials
Materials the one’s health
seen in the
seen in the decaying and of the
area
area materials family
The different groups will present the output.
1. Allow the pupils to report the result of the activity performed.

2.The teacher will provide feedbacks after all the groups have
presented their outputs.
Guide Questions
EXPLAIN Based on the activity, where did they throw their decaying
garbage?
What could be the effects of their practice in disposing garbage

to their health?
What are common illnesses/diseases do most families living in

the identified areas suffer?
What did you learn from this activity?
How could people living in areas near dumpsites like in

ELABORATE Barangay Bibirao, Daet ,Camarines. Norte, (it a dumpsite
where most of garbage of town proper of Camarines Norte is
thrown or dumped)
What do you think will happen to the bodies of water once
267
polluted or contaminated because of garbage?
What will happen to the residents living nearby the dumpsite?
A short video about waste segregation may be shown.

Decaying materials are wastes that may cause
harm to one’s health
There are common ailments that may result

from
being exposed to decaying materials. Some of
these are allergy, cholera, malaria, typhoid,
dysentery and some skin diseases such as ring
worm and scabies.
Values Integration: Controlling pollution

Subject Integration: Mathematics, AP, ESP, MAPEH
Government Programs and Thrust: Promoting proper hygiene

(HYSAN HI-FIVE)
What do you think will happen to us if all these decaying

materials will just be disposed anywhere in the community?
Using the concepts learned. Write at least two physical state

describing a person suffering from:
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.
Interview them and prepare a report on what you have visited.)
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

Standards Grouping the materials based on their properties.
270
B. Performance
Standards
identify the effects of decaying materials on one’s health and

C. Learning safety (Code: S4MT-Ib-2)
Competencies/
Objectives
 Observe and read product labels.
 Appreciate the importance of reading product labels
sold in the market/ commercial establishments
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Guide pages -17-19

Guide pages

Materials pages
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?
•What do you think will happen to us if all these decaying

materials will just be disposed anywhere in the school
campus? Why?
•Explain why exposing to decaying materials affects one’s

health and safety.
Present the real objects:
Empty packages or containers of different product

labels: milk, Nescafe, sardines, noodles.
Empty boxes/ bottles of over-the-counter medicines,
drugs (those that can be bought without doctor’s
prescription: cough syrup, pain reliever, ointments,
toothache drops
Wrappers of detergents/soap, empty label of
disinfectants and pesticides
ENGAGE
Let the pupils observe the containers of the different products.
Ask:
•Have you experienced buying these products?

•When you buy products, do you bother to read the labels on
the package of the containers?
•What can you say about the packaging of the products?
Does it provide any information to the users?
•What do are pieces of information found in the product
labels?
Let the pupils read the different words that will be encountered
as the activity and the lessons progress.
 Product label provides us the brand name, content of the

packaged product, uses/proper usage, manufacturing and
expiry dates and necessary precautions or warnings in
using the products in order to inform the buying public.
272
Provide the identified materials needed for the activity and
present it to the class.
A. Group the pupils into three.

B. Ask them to work as a team.
C. Remind them of the roles and precautions to follow
while doing the activity.
D. Present the norms to follow during group activity
What to do?
1. Get the materials from your teacher.

2. Group the materials based on the products (food,
medicine/ drugs, housekeeping products)
3. Get food products first.
4. Look for the label of each material.
5. List any information you can get from the product label
in the table below.
C. EXPLORE
Activity Sheet 1
Warning/
Food Date
Expirati Precautiona
Product Use Manufactur
on Date ry
s ed
(if any)
Table 1. Food Products
Activity Sheet 2
Table 2. Medicine
Medicine Use Date Expiratio Warning/

Manufactur n Date Precautiona
ed ry
(if any)
273
Activity Sheet 3
Table 3. Household Products
Househo Use Date Expiratio Warning/

ld Manufactur n Date Precautiona
Products ed ry
(if any)
1.The teacher will process the answer of his/her pupils based

on
the activity.
2.The teacher will provide feedback after all the groups have
presented their outputs.
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:
1. What are the kinds of products that you have in your

activity?
(answers may vary),
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….)
Product label provides us the brand name, content of the

packaged product, uses/proper usage, manufacturing and
expiry dates and necessary precautions or warnings in using
ELABORATE the products in order to inform the buying public.
Values Integration: Develop awareness

Subject Integration:, ESP,MAPEH
Explain why people need to consider the information

on product labels when buying products.
Write a reflection. Complete the statements below.
EVALUATE I learned that______________________________________

I realized that _____________________________________
I promise that _____________________________________
Draw or paste a product label found in your kitchen then read

Agreement
the label and list the information you get in your notebook.
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

I. OBJECTIVES
A. Content The learners demonstrate an understanding of grouping the

Standards materials based on their properties.

B. Performance
handling of products.
Standards
The learners should be able to identify the effects of decaying

materials on one’s health and safety (Code: S4MT-Ib-2)
C. Learning
Competencies/
Objectives Explain the importance of reading product labels.
II. CONTENT
III. LEARNING
277
RESOURCES
1. Teacher’s Teacher’s Guide pages – 18-20

Guide pages

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
Activity Materials:
B. Other  Product labels of different material:

Learning o Food labels – milk, cereal, sardines or meatloaf
Resources o Medicine labels
o Detergent label
o Disinfectant or pesticide label
IV.
PROCEDURE
Review:
Through game- “Cabbage Relay”.
Mechanics: Play a song while the cabbage ball is being pass

on to other pupils. As the song stopped, the last person
holding the ball will peel-off one of its leaves and answer the
question written unto it.
What are the different information found in the product label?

ENGAGE Which tells us the nutrient contents of a product?
Today, we will find out what is the importance of reading

product labels.
Introduce the new lesson.
Say:
Brand names and content of the package product,

uses/proper usage, expiry dates and necessary precautions
278
or warning in using the product should be provided in different
manufactured products.
Ask:
When buying these products, do you bother to read these

labels?
Which information found in the product labels do you think is

1. Presentation of standard
2.Conduct differentiated activity.
Assign each group a particular product label.

Pupils will have to discuss the importance of the
product
label assigned them.
Be ready for the reporting.

C. EXPLORE
GROUP 1: Brand Name

GROUP 2: Expiry Date
GROUP 3: Use
GROUP 4: Manufacturing date
GROUP 5: Use/proper usage or precautionary measures
RUBRICS:
279
CRITERIA SCORES
5 4 3 2 1
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
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
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
A. Instruct the pupils on how to accomplish the tasks.

B. Provide them an activity sheet to answer.
C. Monitor each group while performing the activity
What to do?
1. Get the materials from your teacher.

2. Work on the assigned product label
3. Look for the label of each material.
4. List any information you can get from the product label
in
the table below.
Activity Sheet 1
Product Label IMPORTANCE OF THE PRODUCT LABEL
280
Table 1. Importance of Product Label
Product
Label IMPORTANCE OF THE PRODUCT LABEL
1. The pupils will report the output of the activity.

2. The teacher will provide feedback after all the groups
have presented their outputs.
Guide Questions
1. Do all manufactured products have same product label?

2. If you will compare the labels of food products to the labels
EXPLAIN of
drugs/medicine and housekeeping products, what
similarities
and differences will you find?
3. Which information found in the product labels do you think
is
4.What is the importance of knowing how to read the product
labels?
Guide Questions:
What is the importance of knowing how to read product labels?
ELABORATE Product label provides us the brand name, content of

the
packaged product, uses/proper usage, manufacturing
and expiry dates and necessary precautions or
warnings
in using the products in order to inform the buying
public.
They give the product ingredients (to which someone
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.
Values Integration: Develop awareness

Subject Integration:, ESP,MAPEH
Why is it important to read first the product labels before

buying the products?
Draw a happy face if the statement explains the

importance of reading product labels,
sad face when not…
EVALUATE 1. Product labels inform the buyer.

2. Product labels provide misconception.
3. Product labels warn possible dangers.
4. Expiration date provides information as to when the
product was produce/manufactured.
5. Product labels describe safe way of using the product
Draw or paste a product label found in your kitchen then read

Agreement
the label and list the information you get in your notebook.
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.
1. Which of the following material absorbs water?

a. Plastic bottle b. wax paper
b. c. cotton ball d. rubber ball
2. Porous materials have small holes that allows air to pass through. Which
materials possess this ability?
a. Towel b. plastic saucer
b. c. rubber ball d. stone
3. Which material does not absorb water?
a. Cotton ball b. towel
b. c. paper d. metal spoon
4. Which material is a natural absorber of water?
a. Cotton b. plastic ball
b. c. plastic spoon d. wax paper
5. What kinds of material will you use to prevent you from getting wet during
rainy days?
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
b. hard and soft d. shiny and rough

14. It is a disease caused by specific type of mosquitoes.
a. Allergy b. diarrhea
c. malaria d. ulcer
15. What kind of illness you will be probably get if you are exposed to garbage?
a. Heart failure b. asthma
b. goiter d. nose bleed
16. Dina heated a chocolate bar to make it syrup. Which of the following
describes the changes happened in the chocolate?
a. It changes in size and shape c. it changes in odor and
texture
b. it changes in odor and color d. it changes it size and
color
17. Wastes that are not properly disposed may___
a. Become breeding places of pests such as mosquitoes and flies
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
NO.O LEVEL OF COMPLEXITIES

F % ITEM ITEM ITEM
E- D- TOT
OBJECTIVE CODE DAYS WEIG PLAC A- PLAC PLAC
TAUG HT 60 10 AL
EME 30% EME EMEN
HT % %
NT NT T
Classify materials S4MT- 1 2 2 3

based on their ability to Ia-1
absorb water
Describe the materials S4MT- 1 1 1

that float and sink Ia-1
Describe the materials S4MT- 1

that undergo decay Ia-1
Describe the S4MT- 1 1 1 1

diseases/illness that Ib-2
may result from
exposure to decaying
materials
Identify the effect of S4MT- 1

decaying materials Ib-2
Explain the importance S4MT- 1 1

of reading product Ib-2
labels
Importance of reading S4MT- 1 1
286
product labels Ib-2
Observe proper ways of S4MT- 1 1 1 1

disposing waste Ib-2
materials according to
their properties
Identify ways of S4MT- 1 1 1

disposing waste Ib-2
materials according to
their properties
Identify decaying and S4MT- 1 1 1

non- decaying materials Ib-2

I. OBJECTIVES
A. Content The learners demonstrate an understanding of grouping

Standards different materials based on its properties
The learners should be able to Recognize and practice proper

B. Performance
Standards

Demonstrate proper disposal of waste according to the
C. Learning properties of its materials. (S4MT-lc-d-3)
Competencies/
Objectives
Observe proper ways of disposing waste materials by sorting
them according to their properties.
II. CONTENT
III. LEARNING
RESOURCES
287
1. Teacher’s Teachers Guide Pages 21-24
Guide pages
2. Learner’s Leaner’s Manual Pages 20-23

Materials 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
Recall the concepts learned from the previous activity.
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.
Ask: How will you dispose these materials?
Say: Today we will perform an activity on how to observe the

properties of waste materials.
C. EXPLORE
 Group Activity.
 Setting of Standards
Suggested Rubrics
5 4 3 2 1
288
cooperati cooperati cooperati cooperati cooperati
ng ng ng ng ng
participati participati participati participati participati
ng ng ng ng ng
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?
Objective: Observe the 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
TABLE 2 KITHEN WASTES
Kitchen waste Garden Factory

waste returnable
Answer the Guide Questions:

1. What materials did you use in the activity?
2. What can you say about the materials you gathered?
3. Are they still usable?
4. Which of the identified materials are still usable?
Waste materials?
5. How did you classify the materials?
6. Which of the materials are kitchen wastes?
Garden wastes?
7. Which of the materials are factory returnable or
can be recycled?
8. How are you going to dispose the waste materials?
9. What did you learn in this activity?
290
Presenting of the outputs.
1. Group presentation.
2. Discussions and clarifications of the results of the group
activities.
1.Go over the groups’ responses and synthesize ideas/

concepts.
2.Let the pupils understand that:
•Pollution is the action or process of making land, water, air,

dirty
and not safe or suitable to use.
EXPLAIN •Biodegradable- capable of being slowly destroyed and broken
down into very small parts by natural processes.
•To dispose of the materials properly is to use a technique or
procedure we call the Total Recycling Scheme which utilizes
waste into factory returnables, fertilizers, feeds
•Recycling is collecting, processing and, fermenting, fuel, fine
crafts and filling materials. These are what we identify as then
multi- F’s Recycling Scheme.
•Recycling is collecting, processing and manufacturing
materials
instead of throwing them away.
•Recycling lessen the amount of garbage we have to dispose.
Let them read the words:

Sorting means the act of separating things and putting
them together in a particular order.
Biodegradable- capable of being slowly destroyed and
broken down into very small parts by
natural processes.
Pollution- the action or process of making land, water, air
dirty and not safe or suitable to use.
Non-biodegradable-not capable of being broken down by
the action of living organism.
ELABORATE
Gather the materials needed for the activity and present it to
the class. (real objects)
Ask: What do you think are the proper ways of disposing

waste materials?
To dispose materials properly is to use a technique or

procedure we call the Total Recycling scheme.
Ask: What did you learn from the activity?
l learned that____________________________________.
l realized _______________________________________.
291
l promise_______________________________________.
Values lntegration: Clean Air Act

Subject integration: AP
Why is not a good practice to burn old rubber tires during New
Year’s Day celebration?
What options can you suggest to make the celebration merrier

without causing destruction to our environment?
Direction: Look at the pictures. Think of how these materials

can be disposed properly. Make a plan.
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
I. OBJECTIVES

Standards different materials based on its properties.

B. Performance
Standards

C. Learning properties of its materials. (S4MT-lc-d-3)
Competencies/
Objectives
Enumerate proper ways of disposing waste materials

according to their properties.
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Manual Pages 21-24

Guide pages
2. Learner’s Learner’s Manual Pages 23-24

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
294
portal
Real Objects:
B. Other Empty bottles, tin cans, empty cartons/boxes, empty powder or

Learning lotion bottles, old newspapers, vegetable and fruit peelings,
Resources twigs, weeds, tetra pack of juices, broken glass/ bottles, used
cloth, worn out rubber shoes or slippers, plastic bottles of
water, aluminum foil
IV.
PROCEDURE
Ask. How are you going to dispose waste materials?
Sorting-the act of separating things and putting them together

in a particular order.
ENGAGE
Disposal means an act of disposing or orderly placement.

the class. (real objects)
Ask:
What do you think are the proper ways of disposing waste

materials?
Say: Today we will perform an activity on about the proper

ways of disposing waste materials according to their properties
C. EXPLORE DIFFERENTIATED ACTIVITIES:

• Group Activity.
• Setting of standards
Suggested Rubrics
5 4 3 2 1
295
Cooperatio All 2 3 4 5
n members members members members members
cooperatin cooperatin cooperatin cooperatin cooperatin
g g g g g
Participatio All 2 3 4 5
n members members members members members
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
Activity Sheet
Activity 1-“How Will I Dispose Waste Materials?
Objective: Identify ways of disposing waste materials according

to their properties.
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.
Table 1. Types of Wastes
Kitch Garde Factor Biodegra Non- Ways

en n y dable biodegra of
296
Wast Waste Return dable Dispo
e able sing
• Supervise the pupils while doing the activity.
1.Based on the activity, what wastes are found in the station?

2.What are the properties of each material?
3.Were all the materials disposable?
4.How did you dispose the waste materials?
EXPLAIN
5.Where did you put the materials that undergo decay?
6.What did you do with the materials that undergo decay?
7.What did you do with the non-decaying materials?
8.Are there waste materials that can be re used?
9.What are the materials that can be recycled?
10.What did you learn in this activity?
1. Go over the groups’ responses and synthesize

ideas/ concepts.
ELABORATE 2. Let the pupils understand that :
 Proper disposal of human waste is important
to avoid pollution of land, air and water
sources.
 Disposal must be done to avoid harming the
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

There are many waste materials found in our home or even in

the classrooms. Examples of which are tubes/ bottles of
shampoo and conditioners, plastic bottles and even glass
bottles. In school waste like boxes, papers, cardboards are
some its waste materials produced.
Ask: How are you going to dispose those different waste

materials?
Directions: Given the two situations below, enumerate proper

ways of the wastes. Write your answers in a separate sheet of
paper.
EVALUATE
1.You accidentally broke the glass windowpane in your

Classroom.
2.Pile of your old notebooks and paper in your room
1. Conduct an interview to the YES-O officers of your
school.
Agreement 2. Ask them what are their different programs and projects
they have in implemented in order to maintain a sound,
safe and clean environment.
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

I. OBJECTIVES

The learners should be able to Recognize and practice proper

B. Performance
Standards
The learners should be able to Demonstrate proper disposal of

waste according to the properties of its materials. (S4MT-lc-d-
C. Learning 3)
Competencies/
Objectives
Identify decaying and non-decaying materials
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Guide Pages 21-24

Guide pages
2. Learner’s Leaner’s Manual Page(s) 27

Materials pages
3. Textbook
pages
4. Additional
Materials from
300
Learning
Resource
portal
B. Other Led TV, PPT, materials intended for the activity

Learning
Resources
IV.
PROCEDURE
Ask. What are some of the proper ways to dispose waste

materials?

Decaying-to slowly destroyed by natural processes.
Non-decaying means cannot be destroyed or non-
ENGAGE biodegradable.

the class. (real objects/pictures)
Ask: How do you determine whether the materials are

decaying or non - decaying?
Present to the class the “environment word search “then ask

them to look for the different terms which are related to the
word decaying, non-decaying materials and environment
 Individual Activity.
 Setting of standards
C. EXPLORE Suggested Rubrics

5 4 3 2 1
Work Work Chatting Chatting Chatting Chatting

Independently independently with her with her 3 with her 4 with her
at all times seatmate seatmate seatmate
5 or
more
seatmate
Attentiveness All members 2 members 3 members 4 members 5
During are attentive are not are not are not members
reporting attentive attentive attentive
are not
attentive
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.
Activity 1. ENVIRONMENT WORD SEARCH
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
Table 2. Decaying vs Non-Decaying Materials
DECAYING materials NON-DECAYING materials
302
1. Based on the activity, what wastes did you find in the

environment search?
2. What are the properties of each material?
3. When can you say that the materials undergo decay?
4. When can you say that the materials do not undergo
decay?
5. What will you do with the non-decaying materials?
6. Again, using the activity, what are the materials that can
be recycled?
7. What should be done to these wastes?
EXPLAIN 2. Discussions and clarifications of the results of the group
activities.

l learned that ___________________________________.
l realized ______________________________________.
l promise _________________________
ELABORATE

Ask: Go to the public market in your place. Interview one of

the owners of the store and ask them how do they dispose
their waste materials.
Identify the following as decaying materials or non-decaying

materials. Place them in their appropriate dust bin.
EVALUATE
Empty bottles tin cans empty cartons/boxes
empty powder or lotion bottles old news papers
vegetable and fruit peelings twigs
weeds tetra pack of juices broken glass/ bottles

used cloth worn out rubber shoes or slippers
303
plastic bottles of water aluminium foil
Decaying Materials Non-Decaying
1. List down the waste materials your family is producing

every day. Identify what are the decaying and non-
Agreement decaying waste materials. Make a report about the
types of wastes your family is producing much.
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
I. OBJECTIVES

The learners should be able to evaluate whether changes in

B. Performance
materials are useful or harmful to one’s environment
Standards
306

C. Learning properties of its materials
Competencies/
Code: S4MT-lc-d-4
Objectives
Identify reusable materials
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Manual pages

Guide pages
2. Learner’s Learner’s Manual Pages

Materials pages
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
ENGAGE Teacher will show pictures of different materials.
307
Ask the pupils which of the materials are recyclables?
1. Introduce the new lesson.
What household products can you still save from the

trash?
1. Gather the materials needed for the activity and

present it to the class.
Say: Today, we will do another activity and be able to

identify reusable materials.
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
cooperat cooperat cooperat cooperat cooperat
ing. ing. ing. ing. ing.
Participation All 2 3 4 5
member member member member member
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
. . . . .
Activity Sheet
Objective: Identify reusable materials
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
Possible answers: clothes, paper bag, glass jar, furniture,

beddings, towel, magazine, bottle)
Answer the Guide Questions during the presentation of output.
1.Based on the activity, what reusable materials did your group

EXPLAIN identify?
2.Were all the materials recyclables? Why do you say so?
3.Why it is important to reuse/recycle materials?
The teacher will process the student’s responses and

synthesize their ideas/ concepts.
309
Let the pupils will understand that:
Some materials or substances that do not undergo decay such

as plastic, metal, rubber, cloth, paper, glass and laundry waste
are capable of being used again or repeatedly.
There are many materials in our environment that can be

reused.
Emphasize that not all materials are reusable.
Crafting is the perfect way to reuse materials instead of

tossing or throwing them elsewhere.
I learned that____
I realized that____
I promise _______.
ELABORATE
Values Integration: Proper management of materials to

avoid wastage
Proper waste management ( 5 R’s )

Subject Integration: AP, ESP, EPP
Canteen wastes are one of the leading contributors to the rise

of landfills.
What can you suggest to help address this problem?
310
How are you going to encourage your fellow students to help
lessen this problem?
Direction: Identify at least 5 reusable materials found at home.

EVALUATE
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
A. Content The learners demonstrate an understanding of the changes

Standards that materials undergo when exposed to certain conditions
The learners should be able to evaluate whether changes in

B. Performance
materials are useful or harmful to one’s environment.
Standards
312
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.
II. CONTENT To conduct summative test.

To measure the proficiency level of the pupils.
To attain 75% and above performance level.
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
Today we are going to have a summative test about the

ENGAGE lessons learned from our activities.
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

I. OBJECTIVES

B. Performance
Standards The learners should be able to recognize and practice proper

C. Learning properties of its materials.
Competencies/
(S4MT-Ic-d-3)
Objectives
Classify waste materials according to properties.
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s Leaner’s Material Pages 26-27

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Pictures, decaying materials, non-decaying materials

Learning
Resources
IV.
316
PROCEDURE
Review:
Draw a for the reusable materials and for the

decaying materials.
___1.leaves
ENGAGE ___2. clothes
___3. empty bottle of mineral water
___4. coconut husk
___5. tire
Setting the standards.
Do you want to play a game?

“We will play a Jig- saw Puzzle Game. In this activity, you will
form pictures out of cutting pieces of paper.”
Let them name the objects they formed.
Describe them. (cutting picture of empty bottle of catsup,
banana peelings, box)
Did you like the game?
This time, you will learn more on classifying waste materials by
doing our group activity.
Group the class into 3.
Select the leader.
C. EXPLORE
Ask the leader to get the box containing activity materials.
Set the norms in performing Group Activity.
Presentation of scoring rubrics.
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
are are are are are
participatin participati participati participati participati
g. ng. ng. ng. ng.
317
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
Waste materials Recyclable Materials that do

that decay Materials not decay
Presentation of output/Group Reporting
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?
Learners need to conclude that:
Biodegradable/Decaying materials are materials which decay such as

leaves, weeds and twigs.
No- biodegradable/ Non-decaying materials are materials or substances that

do not undergo decay such as plastic and metal.
Recyclables materials are non-biodegradable materials.
Compost pit can be made out of decaying materials.
Compost –waste materials that are recycled as fertilizer.
ELABORATE One can classify the wastes materials by separating waste materials to
decaying and non-decaying materials.
HYSAN Integration
In our community, do you classify waste materials? How?
Do you use gloves in handling those waste materials?
Do you wash hands after handling them?
What is the importance of washing hands after handling waste

materials?
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
List 10 waste materials found at home.

Agreement
Classify them into decaying and non-decaying wastes.
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
I. OBJECTIVES
A. Content
Standards The learners demonstrate an understanding of grouping
different materials based on their properties.
B. Performance

properties of its materials. (S4MT-Ic-d-3)
C. Learning
Competencies/
Objectives
Enumerate safety precautions in disposing waste materials
according to its properties.
II. CONTENT
III. LEARNING
322
RESOURCES

Guide pages
2. Learner’s Leaner’s Material Pages 24, 26-27

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Pictures, real objects

Learning
Resources
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?
Present the new lesson.

ENGAGE
Say:
There are waste materials around us that can cause harm to

our health. We need to take necessary precautions in
disposing these wastes.
Our activity today will help us know the safety measures in

disposing waste materials.
Have you gone to hospitals and markets? What do you

normally see?
What are the waste materials commonly found in hospitals?
323
What common wastes can you find in the markets?
This time, you will learn more on classifying waste materials by

Group the class into 3. Select the leader.
Ask the leader to get the box containing the activity materials.
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
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.

Answer the following questions.
1. What waste materials are found in your station?

2. What are the properties of each waste material?
3. Were all the materials disposable?
4. How did you dispose the waste materials?
5. Where did you place the materials that undergo decay?
EXPLAIN
6. What did you do with the materials that undergo decay?
7. What did you do with the non- decaying materials?
8. Are there materials/waste materials that can be
reused?
9. What are the materials that can be recycled?
11. What are some of the precautions in handling wastes
materials?
Ask:
Which material can be recycled?
What are the materials that can be reduced?
Give another example of recyclable materials.
Why is it important to recycle and reduce materials?
ELABORATE Did you follow the precautions in sorting waste

materials?
What are the precautions in handling waste materials?
Teacher will discuss further:
Precautions in disposing the waste materials.

puncture from sharp objects.
325
b. Place the sharp objects in a cardboard box,
tape and mark it as trash.
Note: The teacher may entertain other answers

regarding precautionary measures in handling wastes.
These need to be explained further.
Ask: What are the precautions in handling waste

materials?
Precautions in disposing the waste materials.

puncture from sharp object.
b. Place the sharp objects in a cardboard box,
tape and mark it as trash.
Govt. Thrust integration: HYSANHIFVE, Risk

Reduction Mgt.,Proper Waste Disposal
In our community, do you classify waste materials?

How?
What is the importance of washing hands after
handling waste materials?

1. There are broken pieces of glass inside your classroom.
How
are you going to dispose them?
EVALUATE
2. What precautions are you going to take in disposing the
slice
of cake with molds?
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?
Conduct an interview to the barangay officials in your

community.
Agreement Ask: What precautionary measures do they practice in

disposing garbage in their respective barangay?
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
I. OBJECTIVES

B. Performance

Competencies/
(S4MT-Ic-d-3)
Objectives
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Guide Page 32

Guide pages
2. Learner’s Leaner’s Material Page 28

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
329
portal
B. Other Pictures, cartolina, manila paper, pentel pen

Learning
Resources
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
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
Partici All 2 3 4 5
pation members member member member member
participati particip particip particip particip
Attenti All 2 3 4 5
veness members member member member member
during are s are s are s are s are
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.

EXPLAIN
1. How did you find the activity?
331
2. What does your work show?
3. Do you practice the same in waste segregation?
4. How do you dispose waste materials?
Teacher will explain further the following key points:
 Generate income by selling old newspaper, cardboard,

cartolina, manila paper and bond papers and other
waste materials that are not recyclables.
 The importance of proper waste disposal.
 Reusing old bags to hold groceries, could help reduce
the use of plastic bags.
 Building a compost bin, can be used to produce organic
fertilizer for gardening.
 Recycling non- decaying waste materials such as
plastic bottles and the like can be made into
decorations and pots.
Ask:
How do you dispose waste materials?
By practicing 3 R’s, (Reuse, Reduce and Recycle.)
HYSAN Integration
ELABORATE As a pupil, what can you do to help keep our

community clean?
What is the importance of washing hands after
handling waste materials?
List down at least ten waste materials found in the school

EVALUATE canteen, in your home and in the classroom and then classify
them based on their properties.
Conduct an interview to your neighbor. Ask them how they are

Agreement disposing their waste materials.
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
334
Competencies/
(S4MT-Ic-d-3)
Objectives
II. CONTENT
III. LEARNING
RESOURCES

Guide pages

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Pictures, real objects, big picture frames

Learning
Resources
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.
ENGAGE Do you want to play a game?
We are going to play a game, a “Guessing Game”.
I will call 3 sets of pupils with five members.

They will act out or do it in pantomime way regarding the
proper disposal of garbage. The group who can guess
correctly will be declared as winner.
335
This time, we will have an activity bout the proper ways of
disposing waste materials.
CRITE .SCORES
RIA
5 4 3 2 1
Coope All 2 3 4 5
ration members membe membe membe membe
Partici All 2 3 4 5
pation members membe membe membe membe
C. EXPLORE participati particip particip particip particip
Attenti All 2 3 4 5
veness members membe membe membe membe
during are rs are rs are rs are rs are
ng e. e. e. e.
Activity Sheet
Procedure:
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
3. Prepare a group presentation on proper waste

segregation to be performed in class.
336

3. Do you practice the same?
Key Concepts about the proper disposal of waste materials.
 Generate income by selling old newspaper, cardboard,

EXPLAIN cartolinas, manila paper and bond papers and other
waste materials that are not recyclables.
 Reuse your old bags to hold groceries, so you could

help reduce the use of plastic bags.
 Build a compost bin, you can use the waste as fertilizer

for your garden.
 Recycle non- decaying waste materials such as plastic

bottles. They can be made into decorations and pots.
HYSAN Integration
As a pupil, what can you do to help keep our community

clean?
ELABORATE

materials?
Group the pupils into 3.
337
Let them play the “Picture Frame Game” to show the proper
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.
4. If the group showed the proper disposal of garbage they

will earn 1 point.
5. The group who will get the highest points will be declared
as winner.
CRITE .SCORES
RIA
5 4 3 2 1
Cooper All 2 3 4 5
cooperatin cooperat cooperat cooperat cooperat
g. ing. ing. ing. ing.
participatin participat participat participat participat
g. ing. ing. ing. ing.
eness members member member member member
g
Using the concepts learned, classify some of the waste

products that are found at home.
EVALUATE
Provide alternative solutions to solve the issue about waste
disposal.
Put into practice the lesson about the proper disposal of
Agreement garbage in your daily lives.
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
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
C. Learning Describe changes in solid materials when they are bent,

Competencies/ pressed, hammered or cut.
Objectives (S4MT-Ie-f-5)
Describe solid as a phase of matter.
II. CONTENT
340
III. LEARNING
RESOURCES

Guide pages

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal

Learning
Resources
IV.
PROCEDURE
Review:
Put a check (/) mark if it is an example of a solid material and

cross (x) if it is NOT.
___ 1.water ____ 6. dipper
____2.computer ____ 7.Soy sauce
____3.bed ____ 8.choco milk
____4.curtain ___ 9.bag
ENGAGE ____5.bottle ____10. Glass
a. Show the class the real objects 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 name it.
c. What do we call these materials?
d. How are you going to dispose these materials?(solid)
This time, you will learn more on solid by doing our group
activity.
C. EXPLORE Group the class into 3. Select the leader.

341
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.
Participati All members 2 members 3 members 4 members 5 members

participating. participatin participatin participatin participatin
g. g. g. g.
Attentiven All members 2 members 3 members 4 members 5 members

ess are attentive. are are are are
during attentive. attentive. attentive. attentive.
reporting
Activity Sheet
Procedure:
Hammer the following:
Group 1
Group 2
Group 3
342
segregation to be performed in class

12. What material was hammered by group 1?

13. Did the stone break?
14. How will you describe stone?
16. Did the wood break?
17. How will you describe wood?
19. Did the stone bricks break?
20. How will you describe stone?
What do we call these materials?
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.
Ask: Describe solid.

Solid is rigid and hard.
Solid molecules are tightly packed together. They
cannot move freely so they do not flow.
ELABORATE Solid has definite shape.
Govt. Thrust integration: HYSANHiFIVE

After doing the activity, why is it important to wash our
hands always?
Given the following materials. Describe them based on the

characteristics of solid materials.
Solid Description
Materials
EVALUATE
Stone
Ballpen
Table
eraser
chalk
Bring the following materials:

Agreement
2 pcs. of soft plastic ruler. Wire (12 inches long)
Paper clip, metal spoon
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
I. OBJECTIVES

B. Performance
C. Learning Describe changes in solid materials when they are bent,

Competencies/ pressed, hammered or cut.
Objectives (S4MT-Ie-f-5)
Describe the characteristics of solid.
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s Leaner’s Material Pages 29

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
347
Learning
Resources
IV.
PROCEDURE
Review:
Draw a on the solid object and if not.

____1.pillow ____6.clothes
____2.kettle ____7.wire
____3.table ____8.choco milk
____4.curtain ____9.bag
____5.orange juice ____10.book
ENGAGE Look around, can you name some objects that you can see in
the classroom.
Write them on the sun’s rays.
What phase of matter are these objects belong?
This time, you will learn more on solid by doing our group
activity.
CRITE SCORES
C. EXPLORE RIA
5 4 3 2 1
Cooper All 2 3 4 5
Partici All 2 3 4 5
pation members member member member member
participati particip particip particip particip
348
Attenti All 2 3 4 5
veness members member member member member
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
Table 1. Some Solid Materials
Name of solid Size Shape Color Texture

materials

EXPLAIN
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
Teacher will highlight the key points:

 Solid materials have different characteristics.
 They differ in size, shape, color and texture.
 Some solid materials are big, some are small.
 Some solid materials have regular shape others
have irregular shapes.
 Solid materials have different colors.
 Solid materials have different texture such as
smooth, soft and rough.
Ask: What are the characteristics of solid? Can you describe

them?
Solid materials have different characteristics.

ELABORATE
They differ in size, shape, color and texture.
Some solid materials are big, some are small.
Some solid materials have regular shape others have irregular
350
shape.
Solid materials have different colors.
Solid materials have different texture such as smooth, soft and

rough.
After doing an activity, what will you do? How will you
wash your hands?
Why is it important to always have clean hands?
Fill in the blank to complete the sentence in the paragraph.
Solid materials have different characteristics.
EVALUATE They differ in _____, ______, ______and ______.Some

solid materials are ____, others are _______.Some solid
materials have _____ others have _____.Solid materials have
different _____.Solid materials have different texture such
as_______ and _______.

Agreement 2 pcs. of soft plastic ruler wire (12 inches long)
Paper clip, metal spoon
1 pair of rubber slippers
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
B. Performance
Describe changes in solid materials when they are bent,

C. Learning pressed, hammered or cut.
Competencies/
(S4MT-Ie-f-5)
Objectives
Describe what happen to solid materials when they are bent.
II. CONTENT
III. LEARNING
RESOURCES

Guide pages

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning Pictures, objects, hammer
Resources
IV.
PROCEDURE
Fill in the blanks the description of solid materials below.

ENGAGE Materials Size Shape Colo Texture
r
354
small ____ ____ smooth
big ____ brow _____

n
____ rectang blue _____

le
____ _____ whit smooth

_ e
What changes happened after pressing the materials?
Conduct a “Group Game”.
Procedure:
Divide the class into 3.
Ask them to write down on the manila paper some examples of solid
that can be bent.
List down as many solid as they could in two minutes.
After two minutes, have the group representative present the group
output.
The teacher will check the answers. Declare the winner.
355
Present the new lesson by saying:
The solid materials that you have listed can all be bent.
What will happen when these materials are bent?
This time, you will learn more on describing solid materials by doing
our group activity.
CRITERI SCORES
A
5 4 3 2 1
s are s are s are s are s are
C. EXPLORE Participati All 2 3 4 5

s are s are s are s are s are
during s are s are s are s are s are
. . . . .
Activity Sheet
Procedure:
1. Bend each of the given materials. Observe what happens to

each of the material.
2. Copy the table below and record your observation.
Name of solid What happen to the material when bent?

materials
Plastic ruler
356
Electric wire
Paper clip
Metal spoon
Rubber slippers
8. Prepare for a group presentation of output.
Have the group representative present the result of the activity.

Two minutes will be given per group.
While discussing the activity, check the pupils’ responses to

the activity questions.
Clarify misconceptions when needed.
Help the pupils formulate their own ideas/concept by asking:

EXPLAIN
a.What happened to the solid materials when they were bent?
b.Was a new material formed when solid material was bent?
c.What characteristics of solid were evident in this experiment?
Ask:
Can you describe solid materials when bent?
What changes took place after the solid material was bent?

Solid materials can be bent. When bent, these materials may
change the size and shape. No new material is formed. Only
the physical appearance of the materials is changed.
Ask:
Describe what happens to the solid when bent.

Solid materials can be bent. When bent, these materials may
ELABORATE change the size and shape. No new material is formed. Only
the physical appearance of the materials is changed.

After doing an experiment or activity, what will you do
with your hands? How will you wash your hands?
357
Why is it important to always have clean hands?
Directions: Describe what happened to materials listed on the table

when bent.
Name of solid Description of the materials when bent
materials
paper clip
Electric wire
EVALUATE
Plastic ruler
Metal spoon
Rubber slippers
1 pc. of used paper (any kind of pupils),small cardboard, used cloth

Agreement ,pair of scissors
2 pcs. of candy wrapper, leaves
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
I. OBJECTIVES

B. Performance
360
Competencies/
(S4MT-Ic-d-3)
Objectives
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s Leaner’s Material Pages 24,26-27

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource portal
B. Other Pictures, real objects, big picture frames

Learning
Resources
IV. PROCEDURE
Review:
a. How do you dispose the waste materials in your
home?
Call the pupils one by one to give the proper disposal of

garbage.
Do you want to play a game?

ENGAGE
We are going to play a game, a “Guessing Game”.
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
Cooperati All members 2 3 4 5

on are members members members members
cooperating. are are are are
cooperatin cooperatin cooperatin cooperatin
g. g. g. g.
Participat All members 2 3 4 5

ion are members members members members
participating. are are are are
participatin participatin participatin participatin
g. g. g. g.
C. EXPLORE
Attentive All members 2 3 4 5
ness are attentive. members members members members
during are are are are
reporting attentive. attentive. attentive. attentive.
Activity Sheet
Procedure:

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.


EXPLAIN
362
3. Do you practice the same?
Proper disposal of waste materials.
1.Generate income by selling old newspaper, cardboard,

cartolinas, manila paper and bond papers and other waste
materials that are not recyclables.
2.Reuse your old bags to hold groceries, so you could help

reduce the use of plastic bags.
3.Build a compost bin, you can use the waste as fertilizer for
your garden.
4.Recycle non- decaying waste materials such as plastic

bottles. They can be made into decorations and pots.
HYSAN Integration
As a pupil, what can you do to help keep our community

clean?
ELABORATE

What is the importance of washing hands after handling
waste materials?
Group the pupils into 3.

Let them play the “Picture Frame Game” to show the proper
EVALUATE 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
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
are are are are are
cooperating cooperati cooperati cooperati cooperati
. ng. ng. ng. ng.
are are are are are
participatin participati participati participati participati
g. ng. ng. ng. ng.
ness members members members members members
during are are are are are
g
Put into practice the lesson about the proper disposal of

Agreement garbage in your daily lives.
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
I. OBJECTIVES

B. Performance
Describe changes in solid materials when they are bent,

pressed, hammered or cut.
C. Learning
Competencies/ (S4MT-Ie-f-5)
Objectives
Describe what happen to solid materials when they are
hammered.
II. CONTENT
III. LEARNING
RESOURCES

Guide pages

Materials pages
3. Textbook
pages
366
4. Additional
Materials from
Learning
Resource
portal
B. Other pictures, real objects, hammer

Learning
Resources
IV.
PROCEDURE
Engage
Review:
A. Paste the activities that pressing is applied.
ENGAGE
Washing clothes, Sewing clothes, Molding clay, Ironing

clothes, Baking dough Cooking foods, mapping floor
What changes happened after pressing the materials
Show the real hammer.

Look at the hammer.
Can you write on the organizer anything you know or any word
they can be associated to hammer?
Let the pupils do this in 2 minutes
Present the new lesson by saying:

If solid materials are hammered what do you think will happen
C. EXPLORE to the materials?
Exploration:
This time, you will learn more on describing solid materials by
367
Group the class into 3.Select the leader.
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
tion membe membe membe membe membe
particip particip particip particip particip
ating. ating. ating. ating. ating.
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.
Name of solid What happen to the material when

materials hammered?
Block of wood
Tin can
Piece of hollow
block
Sheet of
368
galvanized iron
1. Prepare for a group presentation of output.
Explanation

Have the group representative present the result of the activity.
Two minutes may be given per group.
While discussing the activity, check the pupil’s responses to
the activity
questions.
Help the pupils formulate their own ideas/concept by asking:
a. What happened to the solid materials when they were
hammered?
b. Was a new material formed when solid material was
EXPLAIN hammered?
c. What characteristics of solid were evident in this
experiment?
Ask:
Can you describe solid materials when hammered?
What changes took place after the solid material was
hammered?

Solid materials can be hammered. When hammered, these
materials may change the size and shape. No new material is
formed. Only the physical appearance of the materials is
changed.
Ask:
Describe what happens to the solid when hammered.
ELABORATE Solid materials can be hammered. When hammered, these

materials may change the size and shape. No new material is
changed.
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?
Fill in the blank to complete the sentence in the paragraph.
Solid materials can be hammered. When hammered, these

materials may change____ and ______. No ____________ is
EVALUATE
___________.
changed, new material, size,

shape

1 pc. of used paper( any kind of pupils),small cardboard, used
Agreement cloth,pair of scissors
2 pcs. Of candy wrapper ,leaves
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
Standards materials undergo when exposed to certain conditions
B. Performance
Standards The learners should be able evaluate whether changes in

Identify some ways of changing solid materials, such as size,
C. Learning shape, texture, etc
Competencies/ S4MT-Ie-f-5
Objectives
 Describe what happens to the solid materials when
they are pressed.
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s Teacher’s Guide Page 41-43

Guide pages
2. Learner’s Leaner’s Material Page 33-34

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other 1 pc of banana, pandesal, clean plastic sheet, modelling clay,

Learning small wood, empty glass/bottle, stone, dough
Resources
IV.
PROCEDURE
Review on the materials that can be bent.
 Show a piece of copper wire.

ENGAGE
Tell the pupils to study the picture given.
372
Ask: How will you change its properties?
Let the pupils describe the action shown in the picture.

Ask:
What can you see in the picture? Do you know how to iron
your own clothes? Why is it important to iron or to press our
clothes?
Say: Pressing clothes is one way of making ourselves
presentable.
Ask: What do you think will happen when a piece of bread is
being pressed?
Say: In today’s activity, we will investigate what happens to

solid materials when pressed.
Group Activity:
Activity 3: ”What happens to the solid materials when pressed

?”LM p.33
(see attached page)
1. Organize 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 3-
“What happens to Solid Materials when pressed?”
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:
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.
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 3 : What Happens to the Solid Materials
when Pressed?
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
1. Using the piece of wood or empty glass bottle or large stone,

press each of the given materials. Observe what happens to
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:
Table 1. Observation when materials are pressed
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 this
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:
pressed?
pressed?
3. What characteristics of solid were evident in the
experiment?
Help the pupils construct and express their own

understanding that:
•Solid materials can be pressed depending on the property of
the material. When pressed, these materials may change their
ELABORATE size and shape.
•Other solid materials may also change their texture when
pressed.
•No new material is formed because only the physical
appearance of the material is changed.
376
Subject Integration: ESP and EPP
Let the pupils identify situations where pressing of solid
materials is applied.
In going to school, would you prefer to wear neatly pressed

uniform? Why?
Using the table below, describe what will happen if the

following materials are pressed.
Materials Description to the materials when

pressed
modelling clay
EVALUATE paper cup
Foam
Pandesal
Cut out pictures showing activities/situations where pressing

solid materials are applied. The graphic organizer below can
be used for the pupil’s output.
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 :
What Happens to the Solid Materials When Pressed?
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.
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:

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 this experiment?
______________________________________________________________
__
Conclusion:
I therefore conclude that

I. OBJECTIVES

B. Performance
C. Learning Identify some ways of changing solid materials, such as size,

Competencies/ shape, texture, etc
Objectives
S4MT-Ie-f-5
Describe what happens to the solid materials when they are
hammered.
380
II. CONTENT
III. LEARNING
RESOURCES

Guide pages

Materials pages
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
Review on the materials that can be pressed.

Show the following pictures:
ENGAGE
Ask: What is common to the given pictures?
1. Show the class a real hammer or a picture of it.

2. Ask the pupils to write on a piece of paper anything that they know about a ham
that can be associated with hammer. Paste it in the outer circles of the graphic
381
1. Process the answers of the pupils.
2. Ask: What do you think are its uses?
Say: A hammer is one of the important tools not only in

carpentry, even in simple household chores we use a hammer.
Let the pupil cite some situations were hammer is used in
pounding.
What happened to certain materials after pounding it?
In today’s activity, we will investigate what happens to solid

materials when hammered.
Group Work
Activity 4 - "What Happens to Solid Materials When
Hammered?" LM pp.35-36
1. Divide the class into small groups.
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.
7. Have each group to discuss their findings and report
them in class.
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. .
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
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:
1. Hammer each of the given materials. Observe what

happens.
383
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:

hammered?
____________________________________________
_
hammered?
____________________________________________
_
3. Explain the phases each material underwent as
hammering was applied?
____________________________________________
_
Conclusion:
384
I therefore conclude that _
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 if needed.
 Help the pupils construct and express their own

understanding by asking the following questions:
EXPLAIN
What happened to solid materials when hammered?
Was a new material formed when solid material was
hammered?
Explain the phase each material underwent as hammering was
applied.
Discuss further that some solid materials can be hammered
depending on their composition.
Let the pupils construct and synthesize their own
understanding by completing the flow chart below.
Solid materials However, no

can be new material is
hammered. formed because
When only the physical
hammered, appearance of
the material is
these materials
changed.
ELABORATE
Subject Integration: AP, ESP and EPP

1. If you saw a hammer in somebody’s home, what will
come first in to your mind?
2. What will happen if a carpenter lost his hammer?
3. Supposed your father is a carpenter, what would you
feel?
4. Would you feel proud of him? Why?
EVALUATE The activity output and pupils' participation are considered as

formative assessment.
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
I. OBJECTIVES

B. Performance
C. Learning Identify some ways of changing solid materials, such as size,

Competencies/ shape, texture, etc
Objectives
S4MT-Ie-f-5
•Classify solid materials that can be bent, pressed, hammered
and cut
II. CONTENT
III. LEARNING
RESOURCES

Guide pages

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other Pictures, organizer, activity sheet, rubrics

Learning
Resources
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.
Introduce the graphic organizer called star diagram. The

teacher can copy the organizer on the board or on the manila
paper to be posted on the board.
Ask: In what way, do the materials differ from one another?

Do you think we can do something to change their properties?
What are the ways to change their characteristics/properties?

ENGAGE Write the answers of the pupils in the outer circles of the
graphic organizer.
Ask: Based on the words or group of words written in the

outer circles, what can you say about solid materials? Help
the pupils formulate the idea that solid materials can be cut,
bent, pressed and hammered.
For LEARNER A:
Perform Gallery Walk-
C. EXPLORE The teacher will post pictures of solid materials in the

gallery area. The teacher will ask each group to visit the gallery
area and name each material.
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:
Materials that Materials Materials that Materials that

can be cut than can be can be can be
bent hammered pressed
For LEARNER B:
The teacher will ask each group to name some of the materials
under each column. Let them accomplish the table below:
Materials that Materials Materials that Materials that

can be cut than can be can be can be
bent hammered pressed
SCORES
CRITERIA
5 4 3 2 1
All 2 3 4 5
Cooperatio
n
cooperatin cooperati cooperatin cooperatin cooperatin
g ng g g g
390
All 2 3 4 5
Participatio
n
participati participat participatin participatin participatin
ng ing g g g
All 2 3 4 5
Attentivene
ss during
reporting
Suggested Rubrics:
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and observe.
1. Ask the group presenters to post their output and have

them present the results of the activity. Two minutes may be
allocated per group presentation.
2. Take note of/ check pupils’ responses to the activity
questions.
1. Discuss the result of the activity.

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?
Help pupils construct and express their own understanding

that:
•Solid materials can be changed through many ways by

ELABORATE
cutting, bending, hammering and by pressing.
•Solid materials can be cut, bent, pressed and hammered.
•Such action/s may change the material’s size, shape, texture,
391
color and other characteristics/properties.
Ask the pupils to cite examples of occupations which perform

works by cutting, bending, pressing and by hammering.
What can you say about this people?
If one of them is your father, what would you feel?
Classify the group of words below by accomplishing the

given table below:
bread nail copper wire steel paper
wooden stick dough tin can pillow plastic cup

EVALUATE
Materials Materials Materials Materials

that can be than can be that can be that can be
cut bent hammered pressed
Identify some solid materials found at home that can be cut,

Agreement bent, pressed and hammered.
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
I. OBJECTIVES

394
B. Performance
Standards Evaluate whether changes in materials are useful or harmful
to one’s environment
Describe changes in properties of materials when exposed

C. Learning to certain conditions such as temperature or when mixed
Competencies/ with other materials
Objectives
Code: S4MT-Ig-h-6
•Describe what happens to the solid materials when heated
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other clean discarded tin can, barbeque stick/any small stick,

Learning alcohol burner, box of matches, small wood, gloves, crayon,
Resources chocolate bar, margarine
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.
Say: I have a lighted alcohol burner, and a tin can with a

piece of ice cube. What do you think will happen to the ice
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.
Prediction Observation Explanation
Discuss the concepts about heat and temperature learned in

Grade 3 using the questions found in the TG page 50
questions a-f
Present the lesson:

Say: The next activity will help you describe the changes in
the properties of the materials when they are exposed to hot
temperature?
Ask:
What do you think will happen to the materials when they
are heated?

4. Instruct each group to work on Lesson 11: LM Activity 1- “What
happens to the Materials when heated?”
7. Have each group to discuss their findings and report them in class.
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
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

Lesson11 : What Happens to the Solid Materials when
Heated?
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:
1. Given the following materials:

397
tripod or metal stand, 2 pcs. of crayon, 2 pcs. of chocolate bar,
2 spoonful of butter
2. Think of a process on how you will change the properties of

the given materials.
Materials Observation
Crayon
Bar of chocolate
Spoonful of butter
3. Write your observation in the given table.

1. What happened to each material when heated?
Why?_______________________________________
_
____________________________________________
_
____________________________________________
_
2. Is there a change in appearance of the materials? What
change took
place?_______________________________________
____________________________________________
_
3. How could you describe the changes that happened to
the material when
heated?_____________________________________
_
Conclusion:
I therefore conclude that
__________________________________________________
__________________________________________________
__
398
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?
Ask: What happened to some materials when heated?
Ask the pupils to cite examples of everyday situations showing

that when the materials are exposed to heat, the materials
may change their size, shape, texture and form.
Government Thrust Integration: Risk Reduction Management

ELABORATE
(Valuing)
Ask: What are some precautionary/safety measures that we

need to observe in handling/using hot materials?
Direction: Complete the statement below. Use the first letter of

the missing word as your hint.
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.
1. Pour some water in a small plastic bag (ice bag).

2. Place it in the freezer overnight. Observe what happens
to
the water.
4. Describe the change that happened to the water when

placed inside the refrigerator.
Agreement
Prediction Observation Explanation
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
I. OBJECTIVES


B. Performance
C. Learning Describe changes in properties of materials when exposed

Competencies/ to certain conditions such as temperature or when mixed
Objectives with other materials
S4MT-Ig-h-6
• Describe what happens to the materials when cooled
II. CONTENT
402
III. LEARNING
RESOURCES

Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Resources
IV.
PROCEDURE
Let the pupils complete the statement below.
When the materials are h_________, they c__________

their size, s________, texture and ________. When
heated, the s__________ materials are changed to liquid.
TASK CARD:
a. Pour some water in a small plastic bag (ice bag).

b. Place it in the freezer overnight. Observe what happens
to the water.
ENGAGE c. Describe the change that happened to the water when
placed inside the freezer/refrigerator.
d. Complete the table below.
Present the lesson:

Say: In today’s lesson, we will find out what really happens to
materials when cooled.
403
B. Divide the class into small groups.
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
Participati
are not s are not are not are not are not
on
participati participat participati participati participati
ng ing ng ng ng
ness members member members members members
during are s are not are not are not are not
6. Have each group to discuss their findings and report them
in class.
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
Each group will have a leader and observe

outputs.
3.Compare the collaborative output done by the pupils from the
EXPLAIN individual output presented ahead of time.
4. Clarify misconceptions when needed
Check the pupils’ responses to the ff. activity questions:

a. What happened to the water when cooled? Why?
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?
Help the pupils formulate the ideas/concepts that:

When materials cooled, it changed from liquid to solid.
Ask pupils to cite examples of everyday situations showing

that when the materials are exposed to cold temperature, the
liquid are changed to solid.
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
I. OBJECTIVES


B. Performance

C. Learning
to certain conditions such as temperature or when mixed
Competencies/
with other materials
Objectives
Code: S4MT-Ig-h-6
• Compare what happens to materials when heated and
when cooled
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
B. Other
Learning
Resources
IV.
407
PROCEDURE
Present the given selection:

Shiela, a Grade 4 pupil of Vinzons Pilot Elementary
School wants to earn extra money during summer vacation.
She started saving money to start her small business.
She is interested to know why water turns into solid
when cooled. With her eagerness to save money, she asked
her mother to help her in preparing more ice using their
refrigerator at home.
What do you think is the business she plans to start?
Continuation of the story:

However, she has a problem regarding her business
because of frequent brownout in their place. She worries a lot
ENGAGE but, she is eager to start a business.
Ask: Why do you think she worries a lot about the frequent
brownout in their place?
1. Show pieces of ice cubes in a bowl.

2. Let the pupils observe what will happen to it after 5 minutes.
3. Ask: What happened to the pieces of ice cubes?
Why do you think it melt?
In today’s lesson we will find out why the ice cubes turn into
liquid and what should be done to return it to its solid state?
GROUP ACTIVITY:

3. Provide each group the materials needed.
C. EXPLORE 4. Instruct each group to work on Lesson 11: LM Activity 1-

“What happens to the Materials when heated and when
cooled?”
408
CRITERI SCORES
A 5 4 3 2 1
All 2 3 4 5
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
Participati
are not s are not are not are not are not
on
participati participat participati participati participati
ng. ing. ng. ng. ng.
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:
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)
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:
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
1. What happened to each material when heated?
Why?_______________________________________
2. Is there a change in appearance of the materials? What

change it took
place?_______________________________________
3. How could you describe the changes that happened to
the material when
heated?_____________________________________
_
4. What happens to the material when cooled? Why?

____________________________________________
_
5. Is there a change in the appearance of the material?

____________________________________________
_
6. How would you describe the changes that happened to
the material when
cooled?_____________________________________
____________________________________________
_
7. Describe the change in the properties of the material

when they are heated and
cooled.______________________________________
_
____________________________________________
_
Conclusion: I therefore conclude that

__________________________________________________

outputs.
3. Check the pupils’ responses to the following activity
questions
while discussing the activity.
EXPLAIN
4. What happened to the material when heated? Why?
5. Is there a change in the appearance of the materials?
6. How would you describe the changes happened when
materials are heated?
7. How would you describe the change/s that happened when
materials cooled.
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?
•What caused this to happen?
•After cooling down the brass ball, what did you observe when
you fit it again through the brass ring?
•What does this observation tell you?
•What property of the material is changed when the material is

heated? Cooled?
that:
When materials are heated, they change their size, shape,

and texture. They also changed their forms.
When heated, the solid materials are changed to liquid. When

cooled, the liquid materials are changed to solid.
ELABORATE
Help the pupils construct and express their own
understanding.
The material expands when heated and contracts when

cooled.
Subject Integration: English, ESP and EPP
411
Based from the experiment we had, why do you think Shiela
worried too much of the frequent brownout in their place?
Why do you think Shiela is persistent of earning money this

coming summer?
What kind of attitude does Shiela possess?
If you were her, would you do the same? Why?
Direction: Fill in the blanks to complete the paragraphs below.
When solid material like ___________________ are

heated, it absorbed heat. The heat absorbed/added to the
material caused the material to change its form from
____________ to ___________________. The material also
changed its ___________, _______________ and
EVALUATE __________________, when heated.
When a solid material like _______________ is cooled, it
removed/released heat. The heat removed/released from the
materials caused the material to change _________________,
_______________________ and ___________________
when cooled.
Analyze the situation given below and then explain.

Agreement
In case there will be brownout and Shiela’s ice candies will
melt, what would be the best thing that she needs to do to
prevent the ice candies from melting?
V. REMARKS
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
I. OBJECTIVES


B. Performance
Describe changes in properties of materials when exposed to

C. Learning certain conditions such as temperature or when mixed with
Competencies/ other materials
Objectives
Code: S4MT-Ig-h-6
 Describe what happens to solid materials when mixed

with solid materials
(Heterogeneous Mixture)
II. CONTENT
III. LEARNING
RESOURCES
414
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
LED TV, Video clips, activity sheet, rubrics

Activity Materials:
• Spoon, mixing bowl, sand and peebles
• Rice grains and corn grits
• Instant coffee and creamer
B. Other • Rock salt and pepper
Learning
Resources • White sugar and iodized salt
• Corn starch and creamer
• Paper clips and staple wires
• Iodized salt and vetsin
• Powdered detergent and rock salt
• Flour and baby powder
IV.
PROCEDURE
Presenting the Story of Gabby

Gabby a Grade 4 pupil of Vinzons Pilot Elementary School
wants to earn extra money during summer vacation. He asks
his father to give him money so he can stat his small business.
His interests in Science inspires him to know more
ENGAGE
about a simple liquid turns into solid when cooled.
He decided to make ice candies.
Ask: Aside from ice candies what do you think are the other
products he can make out of it?
415
Expected answer: Halo-Halo
Ask: If you will make your own version of halo-halo, what

ingredients would you prefer to use?
List down the ingredients that you will use.

Imagine your finished product and be able to draw it. (by
group)
Let each group present their work.
Based on the list of ingredients listed by each group, let the
pupils identify the ingredients common to all groups.
Let them identify which are solid and /or liquids by filling up the
table below:
SOLID LIQUID
C. EXPLORE
Ask: Suppose you are going to prepare your own halo-halo,

what are you going to do with the ingredients?
Introduce the word mixture.
Say: In preparing halo-halo, all the solids and liquid ingredients
should be combined/mixed evenly. When you mixed or
combined them, you prepared a mixture.
In your next activity, you will investigate what happens when

solids are mixed with other solids?
GROUP ACTIVITY:
3. Provide each group with the materials needed.
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?”
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. . . .

(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1)

outputs.
question while discussing the activity.
a. Which pair of materials can still be distinguished after mixing
EXPLAIN /combining them?
4. Introduce the word “Heterogeneous Mixture”.
6. Let the pupils watch the video clip: Heterogeneous Mixture

7. After watching, have them answer the following questions:
8. Is there a change in the property of the solid materials in the
417
heterogeneous mixture?

that:
•When two or more materials are combined, a mixture
is formed.
•Solid materials can be mixed/combined with other
solid materials.
•Mixed materials can be classified depending on the
appearance of the resulting mixture.
•When the solid material is mixed with other solid
materials, each of the combined/mixed materials can
be easily identified/distinguished from one another.
Such mixture is called heterogeneous mixture
•The properties of each solid material in the mixture do
ELABORATE not change. The size, shape, color of each solid
material remains the same after mixing.
In the list of ingredients, in the first activity. Try to find out pairs
of ingredients which will form heterogeneous mixture.
Subject Integration: ESP
 Based on the experiment we had, we can say that

different materials can be combined but still can be
recognized. In real life, how are you going to relate it
with people having different personalities/qualities?
 How are you going to treat people with different
qualities/disabilities?
 Are you going to make fun of them? Yes/No, Why?
 Will you accept them as normal person? How?
Consider the following materials below. Describe what

happens when the following materials are mixed together.
a. Rice grains and corn grains

EVALUATE b. Rock salt and pepper
c. Corn starch and creamer
d. Iodized salt and vetsin
e. Flour and baby powder
List down solid materials found at home. Pair them to make

Agreement
heterogeneous mixtures.
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
I. OBJECTIVES


B. Performance

C. Learning
to certain conditions such as temperature or when mixed
Competencies/
with other materials
Objectives
Code: S4MT-Ig-h-6
• Describe what happens to solid materials when mixed
with other solid materials (Homogeneous Mixture)
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s
Materials pages
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:
Pupils will identify each pair of solid materials whether it is

heterogeneous or not.
1. sand and pebbles
2. rice grains and corn grits
3. instant coffee and creamer
4. rock salt and pepper
5. white sugar and iodized salt
6. cornstarch and creamer
ENGAGE 7. Paper clips and staple wire
8. iodized salt and vetsin
9. powdered detergent and rock salt
10. flour and baby powder
Show the class 2 containers containing white sugar in the first
container and iodized salt in the second one.
Ask: If I am going to mix these two solids? Can you still

recognize each material?
In our next activity we will try to find out what happens to

some solid materials when mixed with other solid materials.
GROUP ACTIVITY:
3. Instruct each group to go back with the mixtures made in the
previous lesson and check on the activity sheet presented.
C. EXPLORE Suggested Rubrics:

SCORES
CRITERIA
5 4 3 2 1
All 2
members members 3 members 4 members 5 members
Cooperation are are not are not are not are not
cooperati cooperati cooperating cooperating cooperating
ng ng
All 2
3 members 4 members
members members 5 members
are not are not
Participation are not are not are not
participatin participatin
participat participati participating
g g
ing ng
All 2
Attentivenes 3 members 4 members 5 members
members members
s during are not are not are not
are are not
reporting attentive attentive attentive
attentive attentive
422
(Group 2 to 3, 3 to 4, 4 to 5, 5 to 1) Each group will have a
leader and an observer.

outputs.
question
while discussing the activity.
a. Which pair of materials cannot be distinguished after mixing
/combining them?
4. Introduce the word “Homogeneous Mixture”.
Combine the contents of the two containers. (white sugar in

EXPLAIN the first container and iodized salt in the second one)
Ask: Can you still recognize the two solids?

What do you call this mixture? Why?
Let the pupils watch the video clip: Homogeneous Mixture

1. After watching, have them answer the following question:
a. Is there a change in the property of the solid materials

in
the homogeneous mixture?
that:
 Some solid materials, when mixed with other solid

materials, cannot be distinguished from each another.
 If the resulting mixture looked the same throughout,
such mixture is called homogeneous mixture.
 The properties of each solid material in the mixture do
not change. The size, shape, color of each solid
material remains the same after mixing.
ELABORATE
Integration of Government Thrust: Risk Reduction

Management and Solid Waste Mgt.
Ask: Is it proper to mix all solid materials found in your

kitchen? Why?
What should we do keep organize?

Regarding the wastes generated in the kitchen, how are you
423
going to segregate them?
In a clean sheet of paper. Describe what will happen when

they are mixed together. Use the following pair of solid
materials below.
_______________1. rice grains and pebbles

EVALUATE _______________2. instant coffee and pepper
_______________3. rock salt and creamer
_______________4. white sugar and iodized salt
_______________5. Paper clips and thumb tucks
Help your mother prepare a menu for your lunch on Saturday.

Agreement Try to find out the ingredients that you used. Pair them to form
a homogeneous mixture.
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
I. OBJECTIVES


B. Performance
The learners should be able to describe changes in properties

C. Learning of materials when exposed to certain conditions such as
Competencies/ temperature or when mixed with other materials. (S4MT-Ig-h-6)
Objectives
Describe the changes in the properties of solid materials when

mixed with the liquid materials.
II. CONTENT
III. LEARNING
RESOURCES

Guide pages
2. Learner’s
426
Materials pages Science Learner’s Manual pages 44-46
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal
1 pc teaspoon, tap water, cooking oil, 1 teaspoon sand, 1

B. Other pinch salt,1 pinch vetsin,4 pcs clear drinking glass, vinegar,
Learning soy sauce, 1 teaspoon powdered juice. 1 pinch powder food
Resources coloring, 1 pc mothball, malunggay leaves, 1 teaspoon flour, 1
pinch pepper
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?
Ask: Have you seen your mother preparing coffee in the

morning?
What are the things she mixes to prepare coffee?
ENGAGE Given the following materials (coffee powder, sugar, hot

water, drinking cup spoon), ask the pupil to come in front and
prepare coffee. Tell the class to observe how the pupil
prepares the coffee.
Ask: What materials did your classmates mix to prepare the

coffee?
Present also to the class two clear glasses half-filled with

water, labelled A and B. Put 1 teaspoon of sugar in glass A,
and ! teaspoon of sand in glass B. Ask them to observe what
happens to the solid materials when dissolve, which will be
used in succeeding activity)
Present the topic.
Today, you will do an activity that will help you understand
427
what happens to the solid materials when mixed with the
liquid.

CRITERI SCORES
A 5 4 3 2 1
Cooperati All members 2 members 3 members 4 members 5 members
cooperating cooperatin cooperatin cooperatin cooperatin
g g g g
Participati All members 2 members 3 members 4 members 5 members

participating participatin participatin participatin participatin
g g g g
Attentiven All members 2 members 3 members 4 members 5 members

ess are attentive are are are are
during attentive attentive attentive attentive
reporting
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.
Solid Material Did the solid Changes

mixed with the material Observed when
Liquid Material completely solid and liquid
dissolve in the are mixed.
liquid material?
Yes No
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 solid materials that can be completely dissolved

in the liquid materials?
Why do these materials completely dissolve in liquid?
What are the solid materials that cannot be completely

dissolved in the liquid materials?
Why do these materials cannot completely dissolve in liquid?
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?
Check the pupils’ responses to the Activity questions as you

discuss the answers to the following questions:
What are the solid materials that can be completely dissolved

in the liquid materials?
What are the solid materials that cannot be completely

dissolved in 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?
Ask the pupils to cite examples of solid materials that are

mixed with the liquid materials they observed at home.
Describe the changes the materials undergo.
What happens to the solid materials when mixed with
the liquid materials?
Solid materials can be mixed/combined with liquid materials.
Some solid materials completely dissolved in the liquid

materials but others do not.
Some solid materials settled at the bottom of the container,

while others stayed within the liquid.
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?
Do you wash hands after the group activity?

materials?
Describe what happens to the following solid materials when

mixed with liquid materials.
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

I. OBJECTIVES


B. Performance
The learners should be able to describe changes in properties

of materials when exposed to certain conditions such as
C. Learning temperature or when mixed with other materials. (S4MT-Ig-h-6)
Competencies/
Objectives
Describe the changes in the properties of liquid materials when
mixed with other liquid materials.(mix completely and form two
layers)
II. CONTENT
III. LEARNING
RESOURCES
1. Teacher’s
Guide pages
Science Teacher’s Guide pages 59-61
2. Learner’s
Materials pages
3. Textbook Lozada, Buena A.,Science For Daily Use, Grade 4 Textbook,

pages Revised Edition 2011, JicaEnrterprises, Marikina City, 2002,
BEAM Science and Health 4, Module 37, Liquids with other
Liquids.
BEAM Learning Guide, Science and Health IV, Materials-Mix
it Up,July2009
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.
B. Other 1pc teaspoon, 4 pcs clear drinking glass,

Learning
Resources 5 spoonful of each of the following pairs of materials:
Soy sauce and vinegar., cooking oil and water,
Alcohol and water ,fish sauce and vinegar, soy sauce and
cooking oil, soda soft drinks and water
IV.
PROCEDURE
Describe what happens to the following solid materials when

mixed with liquid materials.
Dissolve completely
Settle at the bottom
1.coffee and hot water_________________

ENGAGE
2.corn starch and water________________
3.salt and vinegar_____________________
4.Sugar and soy sauce_________________
5.sand and water_____________________
1. Show this activity (bubble making) to the class.

Mix some amount of water and dishwashing liquid in an
empty plastic bottle. Then shake the bottle(with mixed
liquid materials).Loop a piece of coco midrib. Dip the midrib
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.

Ask the leader to get the box containing the activity
materials.
Activity Sheet
Procedure:
1. Get a clear drinking glass of water.

2. Using the spoon, mix/combine to liquid materials listed on
the table.
3. After mixing the liquid materials, observe what happens.
4. Record your observations in the table by checking the
proper column. Write down also the changes you observed
when the two liquid materials are mixed.
C. EXPLORE
Two Liquid Did the two Changes observed

Materials Mixed liquid when two(2) liquid
materials materials are mixed
completely
mix?
Yes No
Soy sauce and
vinegar
Cooking oil and
water
Alcohol and water
Fish sauce and
cooking oil
Soda/softdrinks
and water
Coconut milk and
water
435
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?
1.Check the pupils responses to the Activity questions as you

discuss the answers to the following questions
Have the pupils formulate generalization by asking;
What happens to the liquid materials when mixed with other
liquid?
2.Have the pupils understand the following concepts:

Liquid materials can be mixed with the other materials. While
some liquid materials completely mix with other liquids, some
do not. Two liquids that do not mix form two layers like what
you see with oil and water.
3.Ask the pupils to cite examples of liquid materials mixed at
home.
Describe the changes the materials undergo.
4.Valuing
What are the precautionary/safety measures that we need to
observe when mixing liquid materials?
EXPLAIN Presentation of group outputs
ELABORATE Ask the learners to generalize the concepts learned in

the discussion.
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
1.soy sauce and hot water_____

2.alcohol and baby oil_________
3.fish sauce and water________
4.cooking oil and vinegar______
5.palm oil and water__________
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
I. OBJECTIVES


B. Performance
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
1. Teacher’s Science Teacher’s Guide pages

Guide pages
2. Learner’s
Materials pages
Science Learner’s Manual pages
3. Textbook
pages
4. Additional
Materials from
439
Learning
Resource
portal

Learning
Resources
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.
 Say: Let us group the materials whether as to being useful or

harmful
Table 1. Useful vs Harmful Materials

Useful Harmful
Materials Materials
ENGAGE
 Ask: How did we group the materials?
Have the pupils go around the classroom

Have the pupils list down at least 10 materials they see inside
the classroom.
Instruct the pupils to go back to their seats after listing the
materials.
Ask: What materials did you see as you go around the

classroom?
What materials in your list are considered as useful and
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
coopera not not not not
ting. coopera coopera coopera coopera
ting. ting. ting. ting.
ation membe membe membe membe membe
particip not not not not
ating. particip particip particip particip
ating. ating. ating. ating.
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.
What you need:

1. Empty packages or containers of different
products/materials:
Milk, cereals, sardines, toothpaste, shampoo,
insecticide, pesticide
2. Damaged electric bulb, old batteries
3. Rotten banana, spoiled leftover food
4. Marker, Manila paper
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.
MATERIAL USEFUL HARMFUL
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?
For Learner B
Activity Sheet 1
What you need:
Marker, Manila paper
Procedure:
Copy and fill the chart below with the needed
information.
Materials How are they How are they

useful? harmful?
1.
2.
3.
4.
5.
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 ________________________________________.
ELABORATE Govt. Thrust Integration: Proper Waste Mgt.

Subject Integration: AP, ESP
lf you are you going to dispose harmful waste materials found

at home, what safety measures are you going to do to prevent
you from harm?
Direction: Classify the materials whether it is useful or harmful.
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
B. Performance
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

Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
portal

Learning
Resources
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
2. From the given illustrations, ask them to identify

situations or actions showing materials useful or
harmful to the environment.
Let the pupils identify changes in the materials that are

useful and harmful to one’s environment.
SUGGESTED RUBRlCS
Criteria 5 4 3 2 1
C. EXPLORE on member member member member member
during s are s are not s are not s are not s are not
. . . . .
447
3. Group activities
Distribution of activity sheet
Objective:
Identify changes in materials that are useful or harmful
to the environment
Activity for Learner A
What you need:

1 pc. Manila paper
1 pc marker pen
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.
EFFECTS OF THE CHANGES IN THE

CHANGES IN THE
MATERIALS TO THE ENVIRONMENT
ENVIRONMENT
Useful Harmful
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.
Changes in What are the What are

the useful the harmful
Environment effects? effects?
1. 1. 1.
2. 2. 2.
3 3. 3.
4 4. 4.
5 5. 5.
activities.
5. Ask the pupils to give other examples of materials that

are harmful or useful to the environment.
6. Let the pupils understand that changes occur in the
environment.
EXPLAIN
7. Some changes in the materials are useful to the
environment, while others are harmful.
8. Useful: cutting of piece of cloth, fabric, wood/lumber
into chair
9. Harmful: burning old tires and other plastic materials,
trash, throwing of kerosene and detergents into the
sewage, etc.
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?
Performance- based assessment
Based on the activity performed, identify the changes in the

EVALUATE materials used whether they are useful or harmful to one’s
environment.
What are the 5 R’s of Responsible Waste Management?
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
I. OBJECTIVES


B. Performance
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

Guide pages
2. Learner’s
Materials pages
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
1.Recall the concepts learned from the previous activity.

Ask the pupils to identify situations/actions showing materials
that undergo changes.
2.Present the lesson.
1.Gather the materials needed for the activity and present it to

the class.
ENGAGE Say:
Garbage disposal is a big problem here in our school because

of the problem regarding dumpsite.
Ask:
As a young pupil how can you help the school regarding the
problem of garbage disposal?
Setting the Standards
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
Activity for Learner A
Objective: Describe the harmful effects of the changes in the

materials to the environment
What you need:

1 pc. Manila paper
1 pc. Marker
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.
13. Describe what is shown in each of the given pictures.

Write your answers on column 2.
14. Describe also its harmful effect to the environment by
filling up column 3.
15. Answer the last column to prevent/ minimize its harmful
effect to the environment.
16. Present your output to the class
17. Group activity proper
18. Supervise the pupils while doing the activity.
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.
Ask: What have you learned from the activity?
l learned that ______________________________________.

l realized that _____________________________________.
l Promise that _____________________________________.
ELABORATE
Govt. Thrust lntegration: Proper Waste Mgt.

Value lntegration: Practice proper ways of using, storing and
disposing materials to avoid harmful effects to the
environment.
What are the proper ways of using, storing and disposing

materials to avoid harmful effects to the environment?
Directions: Write the letter of the correct answer.
_____1. When soil is dumped with garbage of any kind such

EVALUATE as empty bottles, plastics, toxic wastes and chemicals soil
become
A. fertile B. polluted C.humus D. clean
_____2. Polluted water kills living organisms like _______.
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
_____ 5. Cutting down trees affects _________.

A. quality of air that we breathe C. marine life
B. changes weather patterns D. both A and B
1. Conduct an interview with your barangay captain or anyone

of the officials in your own barangay.
Agreement
2. Ask them about their waste disposal scheme.
3. Write the result of your interview in a short size bond paper.
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
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.
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…
1. explain the effects of force applied to
C. LEARNING
an object;
COMPETENCY
LC Code: S4FEIIIa-1
At the end of the lesson, the student must be

able to:
1. Predict and observe the effects of force
D. OBJECTIVES: in changing the shape of an object;
2. Identify the different ways to change
the shape of an object;
3. Explain the effects of force on the
shape of an object.
II. CONTENT
Force and Motion - Effects of Force on
A. Unit and Chapter
Objects
B. Topic Effects of Force on the Shape of an Object
Activity 1 – What are the effects of force on
C. Activity
the shape of an object?
Predicting, observing, comparing and
D. Process Skills
communicating
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
At the start of the Ask the pupils to

lesson, the teacher will move the chair.
ask the students why Then ask the
do things around them following questions:
move? a. What happened
The teacher will solicit to the chair?
answers from the b. Will the chair
pupils, then write it on move if you push it?
the board. How about if you
pull it?
c. Why do you think
the chair moved
when you push or
pull it?
d. Based from the
task given, how will
you describe force?
Ask the pupils the Show pictures

following questions: /demonstrate the
1. How can you effects of force on
move the the shape of an
chair/table? object. Then, let the
2. What would be students determine
the other way(s) the cause of the
on how force change of shape of
can be applied the object.
on table/chair. a. pressed clay
b. squeezed
toothpaste tube
c. torn paper
d. stretched spring
1. Can you cite
other
example or
situation
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.
(See Appendix A- Activity Sheet)
Supervise the students while performing the

activity.
EXPLAIN Group presentation.
The group will present their data and explain
their output to the class.
Discuss the answer on the guide questions.
1. What are the common ways you did to
change the shape of an object? For
each way what did you use?
From your answer to the question given
above, what do you think can force do to
an object?
ELABORATE 1. What are the different ways to change
the shape of an object?
2. Elaborate on the importance of proper
handling of tools to apply the force.
Give other examples of situations you
see or experience that involve applying
of force to change the shape of an
object
3. Let the pupils complete the statement
given below;
When force was applied to an
object________________________________
______________________________ __
_________________________________________
_____________________
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
Reinforcing- Strengthening the day’s

lesson
Let the pupils enumerate at least ten things
they do every day that involve applying force.
Determine the materials involved and the way
they apply to it in changing its shape.
Ex. Toothbrushing – squeezing the toothpaste

tube
V.REMARKS
VI.REFLECTION
A. No. of learners who
earned 80% of the
formative assessment
B. No. of learners who

require additional
activities to
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
3
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 material did I
use/discover which I
wish to share with
other teachers?
APPENDIX A – ACTIVITY SHEET FOR GROUP A
For Group 1
Force and Motion - Effects of Force on Objects

What are the effects of force on the shape of an object?
(Adapted from Learners Material on Science 4)
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
Source: https://www.canstock .photo.ie/bakery-shop-design-concept-47885727.html
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.
– It’s Bake Time!

Identify the materials which are used by Family De la Cruz and the steps they follow to make
their bread.
APPENDIX A – ACTIVITY SHEET FOR GROUP B
6
Place the following materials on the table, then let the pupils to manipulate and think of
ways to change the shape of it.
Materials Can you change the How?

shape?
Noodles
Chocolate bar
Cartolina strip
Toothpaste tube
Plastic ruler
Paper clip
Plastic straw
Candy wrappers
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
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.
C. LEARNING 1. explain the effects of force applied to an
COMPETENCY object;
S4FEIIIa-1
At the end of the lesson, the student must be

able to:
1. Predict and observe the effects of force in
D. OBJECTIVES: changing the size of an object;
2. Describe the effects of force on the size of
an object;
3. Explain the effects of force on the size of
an object.
II. CONTENT Effects of Force on Size of Objects
III. LEARNING
RESOURCES:
A. References:
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.
Put a check on the box if there is a change of

size on the object.
Situation Is there a change in size of an

object
Yes No
Tearing paper
Inflating balloon
Compressing spring
Chopping camote
Breaking a piece of chalk
EXPLORE Setting standards for group activity. Identifying

precautionary measures to follow during group
activity. Performing the group activity.
See Appendix A- Activity Sheet
See Appendix B – Rubric to be used for Group

Activity

The group will present their data and explain their
output to the class.
Discuss the answer on the guide questions.
1. How would you describe the size of the
materials before force was applied on
them?
2. How would you describe the size of the
materials after force was applied on
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.
Materials Describe the effects of

force
1. Dropping ceramic
plates
2. Pounding moth
balls
3. cutting piece of
paper
4. Weak magnet
dropped on the floor
5. Sharpening color
pencils
A. Additional Read the situation and answer the given question
Activities for in your notebook.
application or
remediation Your uncle gave you a new pair of leather shoes
(Extend) that doesn’t fit you. What will happen if you will
Enriching – force yourself to wear those shoes? Write your
Inspiring the answer in your notebook.
day’s lesson
V.REMARKS
VI.REFLECTION
earned 80% of the
formative
assessment

require additional
activities to
12
remediation
C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson

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?
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:
1.Put out the assigned materials on the table.

2. Get the winnowing basket (bilao) and place it at the middle of the table.
3. Put each of the materials in the winnowing basket one at a time except for the pair of
scissors, hammer, rolling pin and popsicle stick.
4. Think of what you can do to change the size of each of the materials.
5. Perform the action that you have thought for each of the material.
6. Be careful in performing the action.
7. Be sure that you will not harm/hurt others in doing so.
8. Record the actions you have done and their effects on the materials in the data table.
9. Return all the materials inside the basket and clean the working area after finishing
the activity.
10. Be ready to present your output.
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?
Group 2 – Change my Size
Problem: How are you going to demonstrate a change in size of cake/bread?
Make a table to show the results.
Ask the following questions:

1. Comparing the lengths, what have you discovered?
2. What force was exerted?
3. What would happen to the size of an object if force is applied on it?
Group 3 – What are the effects of force on the size of an object?

The materials to be used are the following:
plastic bottle bath soap
rubber ball cracker biscuit
copper wire styrofoam
cardboard hammer
bottle cap rolling pin
eggshell sponge
winnowing basket (bilao)
pair of scissors
Fill up the table.
(A) Object (B) What I did to (C) What changes took

change the size of the place after I have
materials applied the force to the
materials?
Material Action done Effect of Force Applied
Plastic bottle
Rubber ball
Copper wire
Cardboard
Bottle cap
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.
Materials Can you change the How?

size?
Flower vase
Styrofoam cup
Piece of cardboard
Pencil
Rice grains
Rock
stick
candle
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
http://www.google.com/amp/s/m.alibaba.com/amp/product/60503419220.html
http://www.learnhive.net/learn/icse-grade-6/physics/force
18
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.
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.
II. CONTENT Force and Motion - Effects of Force on Objects 1

A. References:
1. Teacher’s Science 4 Teacher’s Guide pp. 219 - 220
Guide:
2. Learner’s Science 4 Learner’s material pp. 175- 177
Material pages
3. Textbook Practical Work in Elementary School Science
pages
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
How can you make The teacher will provide

the toy car move? illustration (if available) of
Elicit answers from materials which can help to
the pupils. make a toy car move.
String/thread
Fan
Balloon
Battery
Styro cup
precautionary measures to follow during group
activity. Performing the group activity.
See Appendix B – Rubric to be used for Group

Activity
Supervise the pupils while performing the activity.

Then ask the students to answer the guide questions.

The group will present to describe their assembled
toy car and explain why they opted that materials.
They will also discuss the methodology (steps they
follow) in making their toy car.
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
Answer the questions briefly:

1. How does racing car works?
2. What can you say with the shape/design of the
racing cars?
3. How does the shapes affect the performance
of the racing car?
EVALUATION Answer the questions below:

1. What happen to an object when a force is
applied on it?
2. Describe the effect of force to an object if
a. greater amount of force is applied? ___
b. lesser amount of force is applied?_____
Additional Read the situation and answer the given question on

Activity your notebook.
How to Ride in a Trolley?
You happened to ride in a trolley along the rail way .
How does the cart move? What should be done to
move it faster?
Show picture of people
riding in a trolley along a
trail way
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
B. No. of learners who require

additional activities to
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

material did I use/discover which
I wish to share with other
teachers?
22
APPENDIX A – ACTIVITY SHEET
How to Make a Toy Car?

I. Objective:
1. Makes/assembles a toy car
What you need:

Carton board/plastic bottle tape art materials
Bamboo sticks/straw glue balloon
Plastic caps (wheels) pair of scissors
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.
Show pictures of:

Carton board/plastic bottle tape art materials
Bamboo sticks/straw glue balloon
Plastic caps (wheels) pair of scissors
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.
What you need:

Balloon string/thread
Stick styrocup
fan meterstick
What to do:
1. Select the materials you are going to use to make the toy car moves.
2. Test the materials opted.
3. Complete the table below.
Materials used to Does it able to move for

make the toy car How? at least 1 meter?
move (Yes/No)
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
 Practical Work in Elementary School Science
 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
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.
C. LEARNING
1. explain the effects of force applied to an object;
COMPETENCY
LC Code: S4FEIIIa-1
At the end of the lesson, the student must be able to:

1. Explain that the force applied affects the object’s
D. OBJECTIVES:
movement.
2. Determine the effect on force if the object’s
mass/size varies.
II. CONTENT Effects of Force on the Movement of Object 2
III. LEARNING
RESOURCES:
A. References:
Science 4 Teacher’s Guide pp. 219 - 221
B. Teacher’s Guide:
C. Learner’s Material Science 4 Learner’s Material pp. 175- 177
pages
D. Textbook pages
 http://www.123fr.com/photo_19109847_illustration-of-little-kids-
E. Additional Materials playing-tug-of-war.html
from Learning  https://www.dreamstime.com/stock-illustration-cartoon-vector -
Resources volleyball-sport-separated-layers-game-animation-design-asset-
image75019734
III.PROCEDURES
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.
EXPLAIN If you will be playing the tug of war.
Show picture of children playing tug-of-war
Source:
http://www.123fr.com/photo_19109847_illustratio
n-of-little-kids-playing-tug-of-war.html
How do you compare the direction of forces used in

playing tug of war?
What are the techniques that you will use to win the
game?

precautionary measures to follow during group activity.
Performing the group activity.
See Appendix B – Rubric to be used for Group Activity

The group will present their output and explain answer to
the 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?
27
4. What factor affects the movement of the spring
balance?
5. Explain the effect of adding more padlocks on the
spring balance.
Discuss and evaluate the answer of the pupils per group.

ELABORATE
Concept Map
Construct a concept map to sum up the lesson for this
day. Use the word/s below to complete the task.
Objects’ Movement
Big Object Less
Mass Greater Small Object

Object
1. What are your observations when a force is
applied on an object?
2. Describe the amount of force to be applied
when the
a. object is bigger
b. object is smaller
3. What factor affects the amount of force to be
applied?
You observed that the jeepney driver was allowing the

passengers to ride on his jeepney even all the seats were
already occupied.
If you will be the driver of the jeepney, would you allow

the same scenario? Why or why not?
EVALUATE Explain the question briefly. A. Match the description in
Column A to the given
1. Why do buses and object in Column
trucks have large Column A Column
engines? B
2. What is the effect on 1.Greater force A.
the movement of pingpong
buses and trucks if ball
they are overloaded? 2.Less Mass B. Truck
3.Massive C. using
pulley
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.
Additional Activities Make a poem, song or commercial demonstrating the

for application or effect of force to the object’s movement.
remediation Criteria
V.REMARKS
VI.REFLECTION
A. No. of learners who earned

80% of the formative
assessment

additional activities to
remediation
C. Did the remedial lessons

work? No. of learners who
have caught up with the
29
lesson
D. No. of learners who continue

to require remediation
strategies worked well? Why
did these work?

encounter which my principal
or supervisor can help me
solve?

material did I use/discover
which I wish to share with
other teachers?
APPENDIX A- ACTIVITY SHEET
Force and Motion - Effects of Force on the Movement of Object

Activity 4– Hang and Pull
Objective:
1. Identify the factor that affects the movement of an object.
What you need:

Spring balance
3 identical padlocks
What to do:
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.
Number of Padlock Force Exerted by the Padlock/s

1
2
3
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
 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

Time & Date Quarter/Week/Day 3rd/Week2/Day 1&2
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.
Do you consider yourself physically healthy?

What does our body need to be physically healthy?
Aside from eating the right kind of food, what else does
our body need to stay physically healthy?
Is exercise important to our body? Why?
What are the things to remember before we exercise?
Today we are going to have a group activity on safety

measures to practice in performing exercise and other
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.
Group 3- Pupils will be Group 2- Assemble the

provided with pictures. They puzzle pieces to reveal the
will formulate 5 safety measures in
Commandments about performing exercise and
safety measures in other physical activities.
performing exercise and
other physical activities.Group 3- Write a short
script and act out safety
measures in performing
Let all the groups answer exercise and other
the following questions: physical activities
1.How can accidents in Let all the groups answer

performing exercises be the following questions:
avoided?
2. What safety gears can be 1.How can accidents in
worn when performing performing exercises be
exercise? avoided?
3. What are the appropriate 2. What safety gears can
attire to be worn during be worn when performing
exercise? exercise?
3. What are the
appropriate attire to be
worn during exercise?
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:
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
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.
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
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?
Today we are going to have a group activity on how to

promote safety in school.
Setting standards for group activity.
Teacher and pupils will agree on the rubric to be used
in assessing the performance during the group activity.
EXPLORE Group Activity Group Activity
Role Play- Be a Safety Officer
of the Day Group 1. Pupils will be
Group 1- Imagine that45 you are provided with cut out
the school principal. What will pictures. They will list
you do to ensure the safety of down safety rules to
pupils and teachers in your follow to promote
school? Show your answer safety in school.
through a role play.
Group 2. Create a
Group 2- Imagine that you poster showing ways
have been elected as officers on how to promote
of the Supreme Pupil safety in school.
Government. What projects
will you implement in order to Group 3. Role play- As
promote safety in school? grade 4 pupils, how
Show your answer through a can you promote
role play. safety in your school?
Group 3- Pretend that you are Let all the groups

a classroom teacher. What answer the following
will you do to ensure that your questions:
pupils are safe in your Why is a safe
classroom? Show your environment
answer through a role play. important?
If a school has an
Let all the groups answer the unsafe environment,
following questions: how could it affect
Why is a safe environment students’
important? performance?
If a school has an unsafe
environment, how could it
affect students’ performance?
EXPLAIN Let pupils present their output.
Check the groups’ responses to the following
questions:
Why is a safe environment important?
If a school has an unsafe environment, how could it
affect students’ performance?
If there are misconceptions, clarify them.
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 Ways to Promote Safety in
School
1. Put away materials not in use.
Once you are not using some materials in any part of
the school environment, keep them away. For the
safety of all, every item not in use and not kept where it
should be could be injurious to the owner or others.
2. Don’t use equipment without authorization
Every student should be warned against using
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:
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
earned 80% on the

require additional activities
for remediation.

lesson.

continue to require
remediation.
strategies worked well?
Why did it work?

encounter which my
principal or supervisor can
help me solve?
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.
Standard understanding of properties/characteristics of light, heat
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
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?
Today we are going to have a group activity on ways

on how to promote safety at home.
Agree on the rubric to be used in assessing the

performance of the group task.
EXPLORE Group Activity Group Activity
Group 1 – Write a Group 1- The group will be

jingle on how to ensure given the pictures. Using
safety at home these pictures, list down
ways on how to ensure safety
Group 2- Present a skit at home.
that shows how to
prevent fire and other
accidents at home
Group 3 – Talk show

Discuss ways on how
to ensure safety at
home through a talk
show
Let all the groups

answer the following
questions:
 To keep the Group 2- Make a poster
house safe from depicting ways to ensure
fire, what can be safety in the kitchen
done with
combustible Group 3- Make a slogan on
materials? ways to ensure safety at
 What home.
precautionary
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?
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
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?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
wish to share with
other teachers?
A. No. of learners who earned 80% on the formative assessment

Teacher Learning Science
Area
Date and time Quarter Third/Week3/Day1&2
I. OBJECTIVES
Standards force that can change the shape, size or
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
A. References Science in our World 4 pp. 132-133
1. Curriculum CG Science 4 pp. 21-22

Guide
2. Teacher’s
Guide
3.Learner’s pp. 183
Material
4. Additonal Cut-outs, model of different shapes of magnets
Mate-
rials from
Learning
Resource Portal
B. Other learning
Resources https://learning center.homesciencetools.com
https:// sciencing.com
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.
Group A -Magnets Group A

that I know Let the pupils match
( Let the pupils the pictures of
identify magnets that magnets with its
they have already name.
seen. Let them
55
describe each. )
Group B- Concept Group B

mapping on the types MIX N MATCH
of magnets. Let each group match
the pictures of
magnets with their
description written on
strips of paper.
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?
BODY LANGUAGE GAME

Demonstrating the types of magnets through
body movements/formation (by group)
Ex. Show a ring magnet by forming a circle
Make a formation showing a horseshoe
magnet.
What are the different types of magnets

according to shape? What are the three main types
of magnets according to how they are made?
Which type of magnet do you like best? Why?
Choose the letter of Average Learners

EVALUATE the best answer. Identify the magnets.
1. It is a magnet Choose your answers inside
that looks like letter the box.
U.
a. ring magnet Bar magnet ring magnet
b. bar magnet Horseshoe magnet
c. horseshoe
magnet
d. rectangular
magnet
2. A magnet that 1.
looks like a bar of
chocolate. 2.
a. ring magnet
b. bar magnet 3.
c. u magnet
d. horseshoe
magnet 4.
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
4. what do you call

a magnet with
rectangular shape?
a. ring magnet
b. bar magnet
c. rectangular
magnet
d. horseshoe
magnet
5.This magnet has

a sphere shape.
a. bar magnet
b. ring magnet
c. rectangular
magnet
d.sphere magnet
Research on other shapes of magnets. Illustrate

F. EXTEND and describe them.
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?
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

Teaching date and Quarter/Week/Day 3rd/Week4/d
time ay 3&4
I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of
B. Performance
59
Standards The learners should be able to demonstrate
conceptual understanding of properties
C. Learning Determine the parts of a magnet. S4FEIIIa-e3
Competencies
II. CONTENT Parts of a Magnet

III.LEARNING
RESOURCES
A. References Science in our World pp. 132-133
1. Curriculum Guide CG Science 4 pp. 21-22
3. Learner’s Material
4. Additonal Materials 2 bar magnets, thumbtacks, hairpin, safety pins,
from Learning rubber bands, plastic bottle caps, nails, plastic
Resource Portal cups
B. Other learning https://www.onkeedonkeetools.co.us/magnets/
Resources https://www.thoughtco.com
https://learning center.homesciencetools.com
IV. PROCEDURES A B
ENGAGE What are the different types of magnets?

Describe each.
Find the words related to a magnet. The words

has something to do with our topic today.
PRPOOEAS F
OATT RACTO
LOAP ARE l R
EDRE PEL RC
S LSN GLE T E
MAGN ET I CF
EXPLORE Group the pupils and set standards/rubrics for the

activity. Let them perform the following activities.
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?
Group C- NAME IT GROUP C

Let the pupils draw Study the picture.
some types of Label the parts of a
magnets. Let them magnet.
label the parts that
they see.
4.
___________
1._______
3. ________
2.
_________
Source: Science in
62
our World 4 pp. 133
A, Let the pupils present their outputs by group.
C.EXPLAIN B. Guide Questions:

What are the different poles of a magnet?
What do you call the area of a magnet which
has a greater force attracting an object?
What do you call the area around a magnet
where there is magnetic force?
D. ELABORATE BACKGROUND INFORMATION FOR

TEACHERS
A magnetic pole of a magnet is the area where

the magnetic field lines originate. A magnetic field
line is the name for a line of magnetic force that a
magnet emanates. The area around the magnet
where there is magnetic force is called magnetic
field. Some objects when placed in the magnetic
field may be attracted by the magnet. Magnetic
field of a magnet is not uniform. A bar magnet is
strong at the north pole when compared with the
south. The force is weaker in the middle and
halfway between the pole and the center.
1. What is the term used to the poles of a magnet

magnetic field lines originate?
2. what do you call the area around a magnet
where you can find magnetic force.?
3. what are the two poles of a magnet?
What are the parts of a magnet?

Show a real magnet. Let the pupils identify each
part.
Fast Learners Slow Learners
E. EVALUATE
Determine the parts Identify the parts of a
of a bar magnet by magnet described. Choose
labelling them. your answers inside the
box.
1.____ 2.______
North pole south pole
Magnetic field
Magnetic axis
63
Magnetic force
1.-2 The end poles of a

magnet
3. The area where a
3.__________ magnetic force is found.
4. The middle part of a
magnet
5. The area of a magnet
where there is magnetic
force.
Create a poem or jingle about a magnet.
V. REMARKS
VI. REFLECTION
A .No. of learners who
earned 80% in the
evaluation.
for remediation.
work?
No. of learners who have
cope up with the lesson.
Why did these work?
encounter which my
help me solve?
localized materials did I
use/discover which I wish to
share with other teachers.

Date and Time Quarter/Week/Day 3rd /Week4/Day 5
I. OBJECTIVES
64
A. Content Standards The learners demonstrate an understanding of
C. Learning Identify the uses of magnets. S4FEIIIa-e3
Competencies
II. CONTENT Uses of Magnets

III.LEARNING
RESOURCES
A. References
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
Oh, my magnet (2x )

So important this to me
It helps me look for what I don’t see
By attracting it with force.
Things we have in our houses

Most of them use magnets
So that it will become useful
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,
EXPLAIN Let the pupils report their findings by answering the

following questons.
1. Where can we use magnets?

2. What are some uses of magnets?
3. What are some uses of magnets in medicine?
4. What appliances at home make use of magnets
in order tom operate?
ELABORATE ( BACKGROUND INFORMATION FOR

TEACHERS)
Magnets are materials with magnetic force or field

that can attract or repel objects. Aside from using it
in tight sealing of doors of refrigerators, power
stereos, tv, storing data in computers and in
medicine, it can also be use in compass for trains,
in vendo machines and for holding up objects and
for electric motors.
Let the pupils listen to some sentences. Let them

clap once if the sentence shows the use of a
magnet and clap twice if not.
1. it is used to operate vendoo machines.
2. It is used to store data in computers
3. It is used in compass to tell direction.
4. It is used to pick up non metallic materials.
5. it is used to close the door of your refrigerator
tightly.
What are the uses of magnets at home, in
67
medicine and in industry?
Is a magnet important to you? What instances or

situations have you used the magnet
EVALUATE Direction:
Identify the uses of magnets by supplying the
missing word to complete the sentence/sentences.
Choose the correct word inside the box.
Fridge doctors MRI
benefits magnetic
Magnets give us many ________. It can be used

as ________ magnets. Appliances with electric
motors such as electric fans will not work without
magnets. It is also used by _________ in detecting
what is happening inside the body of a patient
using a machine called _________. It can be ued
to sort out _______ materials from non-magnetic
materials.
Enrichment Activity
Write a short paragraph about the uses of
magnets.
V. REMARKS
VI. REFLECTION
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.
Why did these work?
68
encounter which my
can help me solve?
to share with other
teachers?

Area
Teaching date and time Quarter Third/Week 5/Day 1&2
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of
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
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
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:
1. What do you observe about group A? How

about group B?
2. Which group won the game?
3. What do you think is the reason why they won?
4. Do you think they have greater force than the
other group? Why?
Tell the pupils that like people, magnets have also
force. They will find it out in their lesson.
EXPLORE Group the pupils and sestandards for the

D.
activity
E to be followed by the pupils,
O the pupils and set standards/rubrics for the
Group
R
activity. Let them do the following activities .
E
PGroup 1 Group 1
r
What kind of force is What kind of force is
e
exerted by a exerted by a
s
magnet? magnet?
e
n
Materials: Materials:
2 tbar magnets , Coins, 2 bar magnets
i
thumbtacks, staple Safety pins
n paper clips,,
wires What to do:
g 1. Place the coin on
What to do: the table. Bring the
e
GROUP A magnet near the coin.
x
Bring a magnet near Observe what
a
the thumbtacks. happens.
m
Observe what 2. Repeat the
p
happens. instruction using safety
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:
the same poles faced
each other? Why?
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?
Let the pupils present their outputs by answering

E.the following questions.
EXPLAIN
1. Which objects are attracted to the magnet?
2. what causes it to attract to the magnet?
3. what part of the nagnet has a force that attract
metallic objects?
72
4. what kind of force is exerted by a magnet?
Identify the word related to a force of a magnet by

rearranging the letters.
ECROF I CT E N G A M
DLEIF C I TE N GA M
ELABORATE (BACKGROUND INFORMATION FOR

F.TEACHERS)
A magnet is a piece of metal with a strong

attraction to another metal object. The attraction a
magnet produces is called a magnetic field. A
magnetic field line is the name for a line of
magnetic force that a magnet emanates. The force
exerted by a magnet is called magnetic force. The
area around the magnet where there is magnetic
force is called magnetic field. Some objects when
placed in the magnetic field may be attracted by
the magnet. Magnetic field of a magnet is not
uniform. A bar magnet is strong at the north pole
when compared with the south. The force is
weaker in the middle and halfway between the pole
and the center. When the poles of two magnets are
put near each other, they may have a force that will
either pull them together or push them apart. If the
poles are different, they will pull together or attract
each other. I f the poles are the same, then they
will push apart or repel each other. The push and
pull of magnet is called “magnetism”.
Identify the word described:

1. It is an area where there is magnetic force._
______
2. The force exerted by a magnet. ___________
3. The push and pull of a magnet. ___________
4.Tthis happens when two of the same poles are
brought near each other_______
5. This happens when two of different poles are
placed near each other__________
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?
If you are going to look for a needle who

accidentally fell on the floor, how would you hold
the magnet so that you can easily attract the
needle?
EVALUATE Read each Identify the words that

sentence carefully describe the force exerted by
then choose the a magnet. Choose your
letter of the best answers inside the circle.
answer.
1. It is a force Magnetic force

exerted by a
magnet. Metallic objects
a. magbetic field
b. magnetic force Force
c. magnetic core
d. magnetic pole Repel
2. The push and Attract

pull of a magnet is
called___. 1. The force exerted by a
a. force magnet is called ________.
b. magnetism 2. Magnets have ______
c. attraction that attracts 3. _________.
d. repulsion 4. When the same poles of a
maget faced each other, it
3. It is the area will _______.
around a magnet 5. When two different poles
where there is of a magnet are brought
magnetic force is near each other, it will
____ ________.
a. magnetic field
b. magnetic force
c. magnetic line
d.magnetic area
4. When two same

poles of a magnet
are brought near
each other, they will
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.
require additional
C. Did the remedial
lessons work?
cope up with the lesson.
Why did these work?
encounter which my
can help me solve?
to share with other
teachers.
75
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
LC code S4FE-III f-g-4
Unpacked Objective: Describe how heat is transferred in

solid materials
II. CONTENT Heat Transfer in Solid Materials
Conduction
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 233-235, 238-239
2. Learner’s Materials pages 186-188
3. Textbook pages Into the Future: Science and Health 6
TM pages 107-109
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources 1.SciENERGY (TIMSS)-Based
Learning Materials for Elementary
Level Module 7 pages 1-5;
2. Lesson Transcript by Nissa Garcia
IV. PROCEDURE Advance Learners Average Learners

ENGAGE: 1.) Review / Recall of 1.) Review / Recall of
the Previous Lesson: the Previous Lesson:
What is Matter? What is Matter?
76
How do you describe Draw arrangement of
characteristics of solid particles in solid
state of matter? material.
2.) Group pupils equally 2.) Group pupils equally

into 2. Ask pupils to play into 2. Ask pupils to play
a ball relay. Provide 3 a ball relay. Provide 3
balls for each team. balls for each team.
Play the game by Play the game by

passing one at a time passing one at a time
the 3 balls from the first the 3 balls from the first
to the last member of to the last member of
each team. The last each team. The last
member must be member must be
holding all of the 3 balls holding all of the 3 balls
together. The team to together. The team to
finish first wins the finish first wins the
game. game.
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?
If the balls represent If the balls represent

particles of an object, particles of an object,
what does it show about what does it show about
movement of particles? movement of particles?
EXPLORE: Problem Question: Problem Question:

Can heat be transferred Can heat be transferred
in solid materials? in solid materials?
Perform the activity to Perform the activity to

investigate how heat is investigate how heat is
transferred in solid transferred in solid
materials. materials.
A. Setting of Standards. A. Setting of Standards.

a.) Be extra careful a.) Be extra careful
when handling hot when handling hot
objects. objects.
b.) Cooperate actively. b.) Cooperate actively.
77
c.) Finish on time. c.) Finish on time.
B. Rubric for Assessing B. Rubric for Assessing

the Group Activity. the Group Activity.
Teacher and pupils will Teacher and pupils will

agree on the criteria in agree on the criteria in
assessing the assessing the
performance. performance.
C. Activity 1 C. Activity 2
“Melting Candle Wax” “Heating of the Spoon”
 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.
Procedure: 2. Dip the metal spoon

1. Carefully lit the in the mug/cup with hot
alcohol lamp using the water for at least 3-5
lighter/matchsticks. minutes.
2. Insert all the 3 pieces

of candle wax using the
tie wire, and arrange
each piece at least 1
inch apart from each Record your
other. observations and
organize your data in
3. Bend the opposite your science journal.
end of the tie wire of the
barbecued pieces of Guide Questions:
candle wax to form a 1. What happened to
handle. the spoon when placed
in mug with hot water
4. Hold the bent tie wire after 3 minutes?
handle using tong or
clamp. 2. Why do mugs have
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?
2. What makes the

shedding off the crayon
easy?
3. Why do we use hot

water to remove “sebo”
when washing our
dishes?
EXPLAIN: Let pupils present their Let pupils present their

output and write key output and write key
. phrases on the board. phrases on the board.
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.
- Each candle wax - The metal spoon
melted one by became hot.
one and fells out
of the candy wire. - The handle of the
mug is farther
- The heat from the from the source
flame travelled of heat. It will
through the take long before
candy wire until it heat is
reached its end transferred to it
which caused the making it safe to
melting of the touch.
pieces of candle
wax skewed in it. - When touching
hot objects, use a
pot holder or a
- The metal piece of cloth or
tong/clamp will carton. These are
also become hot, examples of
because heat materials that
traveling in the tie conduct heat
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?
(Heat moves from hot (Heat moves from hot

object to cold object) object to cold object)
Introduce and Introduce and

incorporate scientific incorporate scientific
terms: terms:
Conduction is a Conduction is a
method of heat transfer method of heat transfer
in solids. When particles in solids. When particles
in solids are heated, in solids are heated,
heat travels to the heat travels to the
nearest particles. The nearest particles. The
transfer of heat is from transfer of heat is from
atom to atom, particle to particle to particle,
particle, molecule to molecule to molecule by
molecule by direct direct contact.
contact.
Heat transfer is faster in Heat transfer is faster in

solid metals than in solid solid metals than in solid
81
non-metals. non-metals.
Call somebody to
illustrate or draw
transfer of heat by
conduction.
Pose these questions Let pupils do this:

on the board:
Why do our clothes get Let pupils vigorously

hot when we iron them? rubbed their palms for 2
minutes. Immediately
How does water boil? placed their palms over
Why do lights come on their face.
when we flip the switch?
How does it feel?
Why do you think
heating pads have
beneficial effects on our
health? What will happen to you
(It warms and relaxes if you touch hot objects?
our muscle to alleviate
pain) What should you do?
READ TO LEARN:
Encourage pupils to
read “Remember
These”
(LM page 188)
EVALUATE: Multiple Choice Test Multiple Choice Test

(Five Items) (Five Items)
POST TEST POST TEST

Agreement/Assignment: Agreement/Assignment:
Have photographs Have photographs

showing examples of showing examples of
heat transfer in solid heat transfer in solid
materials by conduction. materials by conduction.
Write a sentence about Write a sentence about
the picture. the picture.
Read about how a color Read about how a color
changing mug work? changing mug work?
82
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the

require additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.

continue to require
remediation.
Why did it work?

encounter which my
can help me solve?
wish to share with other
teachers?

83
Time & Date Quarter/Week/Day 3rd/Week6/Day 2
I. OBJECTIVES
B. Performance Standard The learners should be able to…
heat and sound
Objectives travel
Unpacked Objective: Describe how heat is transferred in

liquid materials
II. CONTENT Heat Transfer in Liquid Materials

Convection in Liquid
C. References
5. Teacher’s Guide pages 233, 235-236, 239
7. Textbook pages
Portal
D. Other Learning Resources 1.) SciENERGY (TIMSS)-Based
2.) Wikipedia
https://en.m.wikipedia.org/wiki/Palitaw
3.) Palitaw Recipe by Filipino Recipes
Portal
4.) Science and HealthToday 5
page274 by Apolinario and Fallaria
5.) Science and Health 4 page 172 by
Vengco and Religioso
6.) Google Search
7.) www.wakefield-vette.com
8.) hooplakidz lab (Hot and Cold Water
Science Experiment) RTOT materials
IV. PROCEDURE A B
84
ENGAGE: 1. Do routine activities. 1. Do routine activities.
2. Recall of important 2. Recall of important

concepts learned from the concepts learned from the
previous activity previous activity
3. Introduction of the new 3. Introduction of the new

lesson: lesson:
Have you ever wondered Show a video.

why a Pinoy rice cake called How Palitaw is cooked.
Palitaw? Let children view only the
part when the water is
Palitaw (from litaw, the heated to boil. Then one
Tagalog word for "float" or by one each glutinous rice
"rise") is a small, flat, sweet ball submerged into the
rice cake eaten in the boiling water. The Palitaw
Philippines. They are made is cooked when each ball
from washed, soaked, and is found floating in the
ground malagkit (sticky boiling pot of water.
rice).
If you are to cook Palitaw,

what sign will tell you that
the rice cake is already
cooked?
What does it show?
Can heat be transferred in Can heat be transferred in
liquid materials? liquid materials?
How does hot liquid How does hot water

behave? cold liquid move? cold water move?
behave?

transferred in liquid transferred in liquid
materials and observe how materials and observe
hot liquid and cold liquid how hot water and cold
behave. water move?
Activity A.1 Activity B.1

Materials:
 water Materials:
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.
2. Boil water and transfer

the hot water in a clear
glass bowl.
3. Get the initial
temperature of the water 3. Submerge the prepared
using the laboratory glass of water with ink or
thermometer. Record your food coloring into the hot
observation in a table bath. Hot water must be
below: only up to the marked
level where the ink/food
Temperature of Water color settle.
Initial
After 1 minute 4. Observe closely.
After 2 minutes
After 3 minutes
After 4 minutes
After 5 minutes
4. Put at least five 10 pieces

of mongo seeds in the
water.
5. Switch on the stove or

water heater to start boiling
the water.
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.
7. Observe also the

movements of the mongo
seeds as water is heated
and boiled.
Record your observations

and organize your data in
Guide Questions: and organize your data in
1. What happened to the your science journal.
temperature of the water
after several minutes ofGuide Questions:
heating it up? 1. What happened to the
Ink or food coloring inside
2. What happened to the the glass as it was
liquid inside the submerged and heated by
thermometer? the water in the bowl?
3. What do you notice about 2. Where was the warmer

the movement of the mongo water? Where did it go?
seeds in the casserole?
3. Where was the cooler
4. What does your table and water? Where did it go?
graph show about the
temperature of water? 4. Was there any change
Activity A.2 you observe from the color
tint of the water before,
Materials: during and after
 ½ cup very hot water submerging it in a bowl of
 1cup very cold water hot water?
 5 tbsp. very cold
water
 1 round medium-size Activity B.2
clear microwave
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.
2. Place the beaker over

the burner.
2. Slowly fill the small clear 3. Observe what happens

plastic container with hot to the ink and water inside
water. Put drops of blue the beaker.
food coloring into it and mix
evenly.
3. Then pour the cold water

slowly in the big clear
plastic container. Be sure
not two mix it with the blue
hot water.
4. Add 5 tablespoon of cold

water in the big container to
be sure hot and cold water
are reaching and touching
their level to make heat
transfer possible.
5. Observe closely.
88
and organize your data in
Guide Questions:
1. What was the direction of
the hot blue-colored water?
2. What was the direction of

the cold colorless water?
3. How does hot liquid and and organize your data in
cold liquid move? your science journal.
4. Illustrate how hot liquid Guide Questions:

and cold liquid behave. 1. What happened to the
ink or food coloring inside
the glass as the water was
heated?
2. Where was the warmer

water going?
3. Where was the cooler

water going?
EXPLAIN Let pupils present their Let pupils present their

output. output.
(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.)
- The temperature of the - The ink / food color that

water rises. settles at the bottom part
of the glass dissolves
- The liquid inside the quickly and mixes evenly
thermometer expands and with the rest of the water
rises upward. creating an even tone of
color inside the glass.
- The mongo seeds seem to
dance and move in a - The hot water in the big
random circular manner. bowl heated the water with
89
settled ink/food color
- The table and graph show causing it to move upward
a rising temperature. bringing up the color.
The water at the bottom of - The cooler water moves

the container is heated first. downward and takes the
The heat is then transferred place of heated water with
to the rest upper part of the settled ink / food color. It is
water inside the container then heated also by the
until all parts of the water is hot water in the big bowl.
totally heated.
- At first, the ink/food color
settled at the bottom of the
Activity A.2 glass, when heated it
- The hot blue-colored water spreads out and goes up,
is moving upward and away until finally the color mixed
from the small container. evenly to all parts of the
water in the glass.
- The cold colorless water is
moving downward inside Activity B.2
the small container. - The ink / food coloring
spreads out quickly in
- Hot liquid rises, while cold upward direction.
liquid sinks.
- The warmer water goes
ASK: up and replaces the cooler
water.
How is heat transferred in
liquid materials? - The cooler water goes
down and replaces the
(The molecules nearest the warmer water.
source of heat begin to
move rapidly and spread
out. The heated molecules ASK:
become lighter and are
pushed upward by cooler How is heat transferred in
molecules. The cool liquid materials?
molecules are now also
heated as it gets near the Let children illustrate the
source of heat and follow movement of hot water
the same pattern. The and cold water. Ask them
movement caused by the to draw an arrow showing
rising of the warm part is the movement / direction.
called convection current.)
Example:
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.
ELABORATE: Pose this question on the Show the video.

board: Title: “Wacky Water”
How does steamer work? Which water sinks?

What foods are cooked in a
steamer? Which water rises?
(siopao, siomai, leche flan,
embutido)
Why do we need to cover

the pot when we are
cooking?
How do you know if you Show this table:

have fever? Fah Cel
renh siu
How does thermometer eit s (ͦ
works? ( ͦ F) C)
(A thermometer is an 212 Boiling point 100
instrument used to measure of water
temperature. It has a 98.6 Normal 37
substance that expands body
when heated and contracts temperature
when cooled.) 32 Freezing 0
point of
water
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.
1. What happens to a liquid ____1. When water is

when heated? heated, it becomes
a. Temperature decreases. heavier.
b. Temperature increases.
c. Water level increases. ____2. When heating and
d. Volume remains the boiling water the bottom
same. part gets hot first.
2. It is a method of heat ____3. Cold water is

transfer by circular heavier than warm water.
movement of particles in
liquids. ____4. Warm liquid
a. conduction particles rise and cold
b. convection liquid particles sink.
c. radiation
d. oxidation ____5. Hot fluid occupies
the lower part or space of
3. Which does not happen a closed container while
to liquid when heated the cold fluid occupies the
a. It evaporates. upper part.
b. Its temperature rises.
c. It condenses.
d. It becomes lighter in
weight.
4. Which is an example of
convection?
a. boiling water
b. striking a match
c. burning papers
d. making dried fish “tuyo”
5. Which is the boiling point

of water?
a. 37 ͦ C
b. 0 ͦ C Agreement/Assignment:
c. 50 ͦ C
d. 100 ͦ C Draw or illustrate how heat
travels by convection.
Agreement/Assignment:
Use these arrows to show:
Draw or illustrate how heat
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?
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
B. Performance Standard The learners should be able to…
heat and sound
Objectives travel
94
Unpacked Objective: State that warm gases tend to rise
while cold gases tend to move
downward
II. CONTENT Heat Transfer in Gas Materials

Convection in Gases
E. References
9. Teacher’s Guide pages 239
10. Learner’s Materials pages 190
11. Textbook pages
Portal
F. Other Learning Resources 1.) SciENERGY (TIMSS)-Based
2.) A stepwise procedure on how to
construct the convection box by Roland
Tan, Published in Entertainment &
Humor, Technology;
3.) Science for Daily Use 4 page 172-
174 by Lozada and Mendoza
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.
- How does hot liquid - Where usually is the

behave? direction of hot liquid?
-How does cold liquid - Where usually is the

behave? direction of cold liquid?
2. Introduction of the new 2. Introduction of the new

lesson: lesson:
How do you think hot air Call at least 2 pupils to

and cold air behave? help demonstrate this:
Have you seen hot air

balloons?
What makes them move up
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.
How does hot gas and cold How does hot air and cold
gas move? air move?

investigate how hot gas and investigate how hot air and
cold gas behave. cold air move?
Activity A Activity B
 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.
4. Light a mosquito coil or

a Chinese candle wait until
3. Make two perpendicular it begins to produce
lines inside the circles and smoke. Place it over the
cut along these lines using first chimney. Observe the
a cutter. The cut should look direction or movement of
like this: the smoke.
5. Try placing also the

mosquito coil in the
second chimney. Observe
the direction or movement
of the smoke.
6. This time place

mosquito coil over the two
4. Insert the mouth of the chimneys. Compare the
two plastic bottles into the direction or movement of
openings formed. the smoke when under a
lighted tea candle and
when under some cracked
ice.
5. Put some modeling clay

where the mouth of the
bottle and the box are
joined together.
97
6. Cover the front box with
transparent plastic book
cover. Use the masking
tape to put the plastic in
place.
7. Light a tea candle and

put inside the box under the
first chimney. Get some
cracked ice and put also
inside the box under the
second chimney.
8. Close the window of the

convection box. Make sure
that it is completely sealed
without air coming out from
the box except only in the
two chimneys.
9. Light a mosquito coil or a

Chinese candle wait until it
begins to produce smoke.
Place it over the first
chimney. Observe the
direction or movement of
the smoke.
10. Try placing also the

mosquito coil in the second
chimney. Observe the
the smoke.
11. This time place

mosquito coils that produce
smoke over the two
chimneys. Compare the
98
the smoke when under a
lighted tea candle and when
under some cracked ice.
12. Try out the convection

box and discover more
about cold air and hot air.

Record your observations and organize your data in
and organize your data in your science journal.
Guide Questions:
Guide Questions: 1. What causes the smoke
1. What was the direction or to become hot or warm?
movement of the smoke
placed over a lighted
candle? Why?
2. What was the direction
2. What was the direction or of the warmed smoke?
movement of the smoke
placed over cracked ice?
Why? 3. What causes the smoke
to become cold?
3. What does the
convection box illustrates?
4. What was the direction
4. Will smoke gets inside of the cooled smoke?
the convection box if you
put ice under the two 5. Draw or illustrate the
chimneys? Why? movement of hot/warm air
and cold air as shown in
5. Will this cold smoke the convection box.
move upward out of the
chimney? Why?
6. What do you need to do

to let out the cold smoke
occupying the box?
EXPLAIN Presentation / Reporting of Presentation / Reporting of

Output. Output.
(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.)
- The smoke was warmed - The lighted candle

by the lighted candle causes the smoke to
causing it to move upward. become hot or warm.
.
- The smoke was cooled by - Warmed smoke rises or

the ice causing it to move moves upward the
downward. chimney.
- The convection box - The ice causes the

illustrates the movement of smoke to become cold.
hot and cold air producing
circular currents. Warm gas - Cooled smoke sinks or
or warm air tends to rise or moves downward the
go up while cold gas or cold chimney going to the
air tends to sink or move inside of the convection
downward. box.
- Yes, smoke will become

cold because of the ice so it
will sink down and occupy
the space inside the box
- No, cold smoke is heavy it

cannot move upward out of
the chimney.
- Remove the ice and light

up a candle and place it ASK:
inside the convection box to
make the air warm or hot so Does air undergo
that it become lighter in convection in the same
weight and will tend to rise way as liquids?
and move upward and out
of the chimney of the
convection box.
Let average pupils draw
ASK: the example given by the
advance learners.
Does air undergo
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.
Introduce and incorporate Introduce and incorporate

scientific terms: scientific terms:
Convection – is a method Convection – is a method
of heat transfer by the of heat transfer by the
movement of gases and movement of gases and
liquids in which the warmer liquids in which the
portions rise and the colder warmer portions rise and
portions sink. the colder portions sink.
Heat usually moves through Heat usually moves

gases and liquids by through gases and liquids
convection. The movement by convection. The
of hot and cold particles in movement of hot and cold
opposite directions creates particles in opposite
circular currents. directions creates circular
currents.
ELABORATE: Pose this question on the Pose this question on the

board: board:
Why should we refrain from Let average learners draw

opening the door of the arrow to represent
refrigerator from time to movement of air in the
time? following illustrations:
101
Why do we commonly see
air conditioner unit on the
upper part of the wall of a
room?
Why should you not put

smoke alarms in the kitchen
or in the garage?
(It could be accidentally

triggered by cooking fumes,
steam or exhaust fumes)
Why would firemen advise

you to be closer to the floor
as possible when a building
is on fire?
(In a fire, smoke and

poisonous air hurt more
people than the actual
flames do. Smoke naturally
rises, so stay low to the
ground while you're making
your way to the
exit. You can drop to the
floor and crawl on your
hands and knees below the
smoke. You'll breathe less
smoke if you stay close to
the ground.)
EVALUATE: Write true if the statement is Write true if the statement

correct and false if the is correct and false if the
statement is wrong. statement is wrong.
____1. The transfer of heat ____1. The transfer of

by circular current is called heat by circular current is
convection. called convection.
____2. When gas or air is ____2. When gas or air is

heated, it begins to go heated, it begins to go
down. down.
____3. Cold air is heavier ____3. Cold air is heavier
102
than warm air. than warm air.
____4. Cold air occupies ____4. Cold air occupies

the lower part or space of a the lower part or space of
closed container while hot a closed container while
air occupies the upper part. hot air occupies the upper
part.
____5. Smoke from burning ____5. Smoke from

woods moves in downward burning woods moves in
direction. downward direction.
Draw or illustrate how Draw or illustrate how

unequal heating of land and unequal heating of land
water causes air to move. and water causes air to
move.
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?
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
I. OBJECTIVES
heat and sound
Objectives travel
Unpacked Objective: Describe how heat is transferred

through air
II. CONTENT Heat Transfer Through Air

Radiation
G. References
13. Teacher’s Guide pages 236-238, 239-240
15. Textbook pages Science and Health 4 (Vengco and
Religioso) pages 170
Science 4 LM pages 191-193
105
Portal
H. Other Learning Resources 1.SciENERGY (TIMSS)-Based
Level Module 7 pages 7-9

ENGAGE 1. Do routine activities. 1. Do routine activities.
2. Recall of important 2. Recall of important

concepts learned from the concepts learned from
previous activity the previous activity
3. Introduction of the new 3. Introduction of the

lesson: new lesson:
How does the heat of the Show this picture:

sun reach us?
Is there a direct physical

contact between the sun
and the earth?
Then why do we feel the
heat of the sun?
Notice that the sun

Let pupils go out of the gives off heat in all
room. Let them form lines directions.
and for at least 2-3
minutes let them feel the Call a pupil to act out
heat of the sun. how the sun gives heat
to all things on earth.
Let pupils go out of the

room. Let them form
lines and for at least 2-3
minutes let them feel
the heat of the sun.

Can heat be transferred Can heat be transferred
through air? through air?

106
transferred through air. transferred through air.
Activity A Activity B
 lampshade  heat of the sun
 margarine/butter  paper
 small plastic plate  magnifying glass
 spoon  sunglasses and
hat
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.
2. Position the small plate 2. Wear hat and

with margarine under the sunglasses (eclipse
lampshade. sunglasses/snow
sunglasses) for
3. Observe for five protection against
minutes. extreme rays of the sun.
3. Put a clean piece of

Record your observations paper on the surface of
and organize your data in the ground.
4. Position the
magnifying glass and
Guide Questions: aim it towards the piece
1. What changes of paper as shown.
happened to the
margarine after it was
exposed under the heat of
t he lampshade?
2. What causes the

changes that happened to
the margarine?
3. How does heat

reaches the margarine? 5. Try not too stare at
the bright spot too
4. Guess what will happen much. It is dangerous to
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
Guide Questions:
1. What is the source of
heat in your
experiment?
2. How does heat

reaches the piece of
paper?
3. What is the use of the

magnifying glass in your
experiment?
4. How will you protect

yourself from intense
heat of the sun?

output. output.
As the pupils are sharing As the pupils are

their ideas and sharing their ideas and
key phrases on the board. key phrases on the
These phrases may be board. These phrases
valuable to your later may be valuable to your
discussion. later discussion.
- The margarine melted. - The sun is the source

of heat in the
- The heat coming from experiment.
the lampshade causes the
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.
- Margarine or butter - Do not stare at the

easily melts under room focused sunlight for a
temperature. long period of time.
Wear hat and
ASK: sunglasses for
protection against
How does heat travels intense heat of the sun.
through air?
ASK:
(Heat from natural source
or artificial source has the How does heat travels
ability to travel in empty through air?
space or vacuum. Heat
from the sun reaches the (Heat from natural
earth by travelling across source or artificial
millions of kilometers of source has the ability to
empty space. Radiant travel in empty space or
energy from the sun vacuum. Heat from the
makes life possible on sun reaches the earth
earth.) by travelling across
millions of kilometers of
Introduce and incorporate empty space. Radiant
scientific terms: energy from the sun
makes life possible on
Radiation is the transfer earth.)
of heat energy through air
by electromagnetic waves. Introduce and
It does not involve direct incorporate scientific
physical contact and terms:
movement of matter Radiation is the
between two bodies. transfer of heat energy
through air by
Call somebody to illustrate electromagnetic waves.
or draw transfer of heat by It does not involve direct
109
conduction. physical contact and
movement of matter
between two bodies.
ELABORATE: Pose this question on the Let average learners

board: draw an arrow to show
how heat travels in the
How does heat travel in illustration presented by
the following situations? the advance learners.
a.) campfire activity
b.) incubation of eggs READ TO LEARN:
c.) watching television Encourage pupils to
d.) using gadgets read “Remember
e.) sunbathing These”
f.) grilling barbecue (LM page 193)
g.) roasting pig
(lechon) For Extension /
h.) computer encoding Application Activity:
i.) drying fish “The Shoebox Solar
j.) drying clothes Hotdog Cooking”
Let pupils choose and
illustrate at least 3 Refer to LM page 192-
situations showing heat 193
transfer through radiation.
What are beneficial and

harmful effects of
radiation?
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
EVALUATE: Put a check () if heat Put a check () if heat

travels by radiation. travels by radiation.
___1. ironing clothes ___1. ironing clothes

___2. spoon in a cup of ___2. spoon in a cup of
hot coffee hot coffee
___3. drying clothes ___3. drying clothes
under the sun under the sun
___4. steaming siopao ___4. steaming siopao
___5. children around a ___5. children around a
campfire campfire
For Extension/Application For Extension /

Activity: Application Activity:
“The Shoebox Solar “The Shoebox Solar
Hotdog Cooking” Hotdog Cooking”
Refer to LM page 192-193 Refer to LM page 192-

193
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the

require additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.
111
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
it work?

I encounter which my
can help me solve?
localized material/s
did I use/discover
which I wish to share
with other teachers?
112
I. OBJECTIVES
heat and sound
Objectives travel
Unpacked Objective: Describe how light travels

State that light travels in a straight line
II. CONTENT Light Travels in a Straight Line

References
1. Teacher’s Guide pages 242-245
3. Textbook pages
Portal
Other Learning Resources 1.) SciENERGY (TIMSS)-Based
2.) YouTube (ExamFear Education)
3.) The New Science Links 4, Worktext
in Science and Technology
4.) What Your 6th Grader Needs To
Know, Fundamentals of a Good
113
Sixth-Grade Education
5.) Flexiguru.com

ENGAGE: Group advance learners Provide these pictures
into two. to the average learners.
Let them go out of the Ask: How will you show

room to play a relay: that these objects/things
are giving off light?
“The Longest Straight Sketch to finish the
Line.” drawing.
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?
How does light travel How does light travel

from the laser pointer? from the sun, flashlight
114
and bulb?
*Using your touch

screen cell phone, press
“Tools” and choose
“Flashlight”
Turn it on and off and on
again.
Ask:
Did you notice how light
is illustrated on the
screen?

How does light travel? How does light travel?

investigate how light investigate how light
travels. travels.
Activity A: Activity B:
Path of Light Path of Light
 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.
3. Get the flashlight and

2. Tape the thread on aim it again:
the table this will serve > at a distant wall,
as a guide in perfectly > at the ceiling and
aligning the CDs and > on the floor
cardboard standees. But this time, let 1 (one)
member of your group
3. Position the 4 CD block the light using the
standees 5 inches apart folder / board. Use the
from each other. remaining 3 sheets of
bond paper to illustrate
4. Make the thick what you observed to
cardboard stand, use the path taken by light.
also 2 clothesline clip to
make it stand. Once Record your
done, position it at the observations and
end of the 4 CD organize your data in
standees line. your science journal.
5. Turn on the flashlight Guide Questions:

or laser pointer. Focus 1. How did the light
the light straight towards from the flashlight
the holes of each CD. reached the wall, ceiling
Observe the path of light and floor?
passing through each
hole. Move or 2. Did the light form a
misaligned the 3rd CD. straight line when you
Observe. aimed it at a specific
direction?
5. Roll 4 clean sheets of
paper and insert each 3. What happened to
paper tube in each CD’s the light when you
hole, put a tape to blocked it using the thick
prevent it from opening. cardboard, was it able to
Perfectly align the CDs pass through it?
again this time with
paper tubes. 4. What do you think
you should do so that
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
Guide Questions:
1. How would you
describe the path of light
that passed through the
holes?
2. What happened when

the 3rd CD was moved
a little bit to one side?
3. Why did the light not

able to reach the
background cardboard?
4. What happened to
the light when the paper
tube was bent?
5. Does light bend like

the paper tube? Why?
6. What can you say

about the way light
travel?

output. output.
117
As the pupils are As the pupils are
sharing their ideas and sharing their ideas and
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.
- The path of light - Light was

passing through focused to the
holes is showing wall, ceiling and
a straight line. floor.
- The light did not - Light travels a

reach the 4th CD straight line
and the thick towards a
background specific direction.
cardboard.
- The light was not
- Light was able to pass
blocked or through the
obstructed, it cardboard.
cannot pass
through. - To let light pass
through the
- The bent paper cardboard, cut a
tube blocked the hole on the
straight path of middle of it for
the light. light to be able o
reach the wall,
- No, light is ceiling and floor.
blocked by an
opaque material - Light moves in a
like a paper it straight pathway.
cannot reflect or
refract light - When light is
either. blocked a
shadow is
- Light travels in a formed.
straight line.
-
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.
Light usually moves in

rays, which are straight Call a pupil to draw a
lines that go out in every sun and a burning
direction from a source candle on the board.
of light (sun, burning Let him/her point to the
candle etc.) rays of light.
ELABORATE: Pose this question on Integration of Games:
the board:
Divide equally into 2
Practical Application: groups the average
What makes our houses learners in your class.
/ streets brighter during
dark nights? Tell them that they’re
going to play a game.
Where are bulbs,
fluorescent lamp and Title of the Game:
LED lights placed to “Light’s on the Wall”
provide the needed light
during dark nights? Materials:
Why?  pin light or laser
pointer
Why do vehicles have  used CD (give 1
headlights, front & rear for each member
lights and break lights? of the group)
Value Integration: Instruct pupils to form a

Light is a wonderful gift line while holding the
given to us. But there CD as steady as
are some people who possible. Have one
are not able to member of the group
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.
1. How does light 1. How does light

travel? travel?
a. Light travels in a Light travels in a______.
zigzag line. a. zigzag line
b. Light travels in a b. curve line.
curve line. c. straight line
c. Light travels in d. slower speed.
straight line
d. Light travels slower.
2. What happens when light meets a thick dark-
light meets a thick dark- colored surface?
colored surface? Light_______.
a. light passes through it a. passes through it
b. light is blocked or b. is blocked or
obstructed obstructed
c. light is refracted c. is refracted
d. light travels faster d. travels faster
3. What evidence/s 3. What evidence/s

show/s that light travels show/s that light travels
in a straight line? in a straight line?
a. shadows are formed a. shadows are formed
b. light passes through b. light passes through
holes holes
c. rays of light are made c. light rays are straight
of straight lines lines moving
moving outwardly in outwardly in all
all directions directions
d. all of these d. all of these
4. What happens when 4. What happens when

you focus a pin light you focus a pin light
through a hole? through a hole?
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
5. Why do you think 5. Why do you think

grasses do not grow grasses do not grow
well under shady trees? well under shady trees?
a. cold temperature a. cold temperature
b. less water to use b. less water to use
c. too much noise c. too much noise
d. less sunlight available d. less sunlight available
Why is it not advisable Why is it not advisable

to aim a toy laser light to to aim a toy laser light to
the eyes of a person? the eyes of a person
V. REMARKS
VI. REFLECTION
VII. OTHERS

earned 80% on the

require additional
activities for
remediation.
C. Did the remedial

learners who have
caught up with the
lesson.
122
continue to require
remediation.
Why did it work?

encounter which my
can help me solve?
teachers?
123
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
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
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.
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
for remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
D. No. of learners
who continue to
E. Which of my
teaching strategies
worked well? Why
did it work?
126
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
wish to share with
other teachers?
FOR GROUP A LEARNERS
Activity: Hear Ye! Hear Ye!
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
Activity: Hear Ye! Hear Ye!
Objectives:
Objectives:
Describe how sound travels in solids.
What you need:
 ½ manila paper
 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
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
A. Reference
Pages
Pages
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
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.
activity.
2. Check the group’s responses to the activity questions as
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?
ELABORATE 1. Go over the group’s responses and synthesize
ideas/concepts.
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.
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.
3. Summary: Describe how sound travel in liquids.
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?
EVALUATE 1. A whale hears a songlike sound made by another whale

swimming near it. Why?
a. Because sound travels in solids
b. Because sound travels in liquids
c. Because sound travels in air
d. Because sound travels in a vacuum
2. How do sound travel in liquids?
a. fast
b. slowly
c. in jumping motion
d. fast in random manner
3. What affects the speed of sound as it travels?
a. person receiving it
b. the nature of the material
c. the origin of the sound
d. loudness of sound
4. Which of the following statements about sound is correct?
a. Sound cannot travel through a solid
b. Sound travel faster in air than in liquids
c. Sound travel slower in a liquid than in solids
d. The travel of sound is not affected by the medium through
which it travels
5. When the sound travels through liquids, the vibration of
particles occurs________
a. fast
b. slowly
131
c. moderately
d. irregularly
List down names of animals that navigate/communicate

through sounds in water.
For Group A Learners
Activity: Sound in Liquids
Objectives:
Describe how sound travels in liquids
What you need:
 ½ manila paper
 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?
For Group B Learners
Activity: Sound in Liquids
Objectives:
Describe how sound travels in liquids
What you need:
 ½ manila paper
 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?

Teacher Science Science
Date and Quarter/Week/Day 3rd/Week7/Day3&4
Time
I. OBJECTIVES
of how light, heat and sound travel using
various objects
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
C. Reference
1. Teacher’s Guide Pages
Pages
134
(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.
Were you able to pass the cabbage quickly to the next

member? Why?
2. Introduce activity 1: “Sounds in Air”
to be answered.
6. Provide the rubrics.
activity.
Do you have the same lists of words with that of your
partener? If not, what do you think might have caused the
difference?
2. Can sound travel in air? Describe how the sound travel in
air.
ELABORATE 1. Go over the group’s responses and synthesize
ideas/concepts.
travel in liquid materials.
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.
EVALUATE 1. Why does sound become weaker or fainter as it moves

away from the observer?
a. The sound is lowered by the operator.
b. The sound spreads to cover a small area
c. The sound spreads to cover a large area.
d. The sound is already absorbed by the environment.
2. You are standing 5 meters from your teacher. She called

your name and you immediately responded. Why?
a. Because sound travels in solids
b. Because sound travels in liquids
c. Because sound travels in air
d. Because sound travels in a vacuum
3. Which of the following statements about sound is correct?

a. Sound cannot travel through a solid
b. Sound travel faster in air than in liquids
c. Sound travel slower in a air than in liquids and solids.
d. The travel of sound is not affected by the medium through
which it travels.
4. Why is the sound of a firetruck seems fainter at first and

becomes louder as it reaches you and then slowly gets fainter
as it moves away from you?
a. This is because of the distance of the firetruck from you.

b. This is because of the medium in which sound travels.
c. This is because of the nature of the material.
d. None of these.
5. In which setup will you hear a louder sound?
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.
ACTIVITY SHEET FOR LEARNERS A AND B
Activity: Travel of Sounds Through Air
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
Medium 1 meter 3 meters 6 meters 10 15 20

meters meters meters
Air
Water
Tin Can
LISTENER’S DATA TABLE
Medium 1 meter 3 meters 6 meters 10 15 20

meters meters meters
Word
Heard
(Air)
Volume
(1-10)
Word
Heard
(water)
Volume
(1-10)
Word
Heard
(Tin Can)
Volume
(1-10)
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.
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.
School Grade Level FOUR

Time and Date Quarter/Week/Day 3rd/Week 8 /Day1
139
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
C. Learning Describe how light is reflected or refracted
Competencies/Objectives S4FE-III f-g-4
Write the LC Code for
each
II. CONTENT HOW LIGHT IS REFLECTED OR REFRACTED
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional Materials
from Learning (LR Portal
B. PROCEDURE A B
ENGAGE Magic Show
Tell the pupils that you are going to present a trick or
magic to the class
1.Present two transparent glasses (one big and one small
glass)
2. Put the smaller glass inside the other glass..
Pour out oil into the smaller glass until the top portion of
the smaller glass.
Ask some pupils to see the top, side of the glass.
Can they still see the smaller glass? Where it did it go?
EXPLORE Activity: Did it Bend? Activity: Where is the

Coin?
What you need: transparent
glass, pencil, water What you need:
What to do: Transparent glass, coin,
water
1. Place a pencil in a
transparent glass with water in What to do:
it.
1. Put half fill of water in
2. Predict what they think will the glass.
happen to how they see the 2. Place the coin in the
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.
Guide Questions Guide Questions:

1. Describe the
1.What do you notice about appearance of the coin as
the pencil once it's in the you view from the top of
water? the glass.
2. Describe the
Possible answers: nothing appearance of the coin as
will happen, the pencil will you view from the side of
look magnified, the pencil the glass.
will look broken. 3. Describe the
appearance of the coin as
2.What happens to the you take out of the glass.
appearance of a pencil when
it is placed in the water? How did the water make
the coin seem to vanish
Possible answer: The pencil underneath the glass?
appears to be broken where
the air meets the water.
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.
Refraction occurs because

light bends. A lens is a piece
of transparent material. It is
141
usually made of glass and has
at least one curved surface
ELABORATE If you are spear fishing from a Answer the following:

riverbank and you see a fish
in the water, do you need to
aim above, at, or below the
fish that you see in order to hit
it?
a.______occurs when
Answer: Light bends when it light bounces off an object
enters the water. This is due
to refraction. In order to hit b. ____occurs when light
the fish below the surface of is bent.
the water, you must take into
account that the fish is c. When light strikes a
actually in a different position surface that is rough, the
than you perceive from light will _____
above the water. You would
have to aim in front of the d. When light strikes a
fish to actually hit it. surface that is smooth, the
light will bounce off at
b. How can knowing about equal________
refraction help someone
spearfish from a riverbank?
Light bends when it enters the

water. This is due to
refraction. In order to actually
hit the fish , you must take into
account that the fish is
actually in a different position
than you perceive from above
the water. Since light going
from air to water bends toward
the "normal" or an imaginary
line that is 90 degrees to the
surface of the water, you
should aim in front of the fish
to hit
Evaluation Write YES if the statement is correct and NO if the
statement is incorrect.
_____1. Light bends when it travels from one material to
another.
142
_____2. Light reflects on polished and smooth surfaces.
_____3. Light travels in a straight line in ONE material.
_____4.Mirrors do not produce light but can be seen

because they reflect light into our eyes.
_ ___5. A light falls on a mirror will
Assignment Illustrate other examples of refraction or reflection
REMARKS
earned 80% on the

for remediation.

lesson.

continue to require
remediation.
Why did it work?

encounter which my
help me solve?
to share with other
teachers?

Date and Time Quarter/Week/Day 3rd/Week8/Day 2
143
I. OBJECTIVES
A. Content Standard The learners should demonstrate understanding of how light,
heat and sound travel using various objects
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
pages
pages
3. Textbook pages
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
EXPLORE 1.Engage students in a Materials:

game of echo singing. What to do:
2.Game may consist of 1. Speak loudly into a metal

words, sounds or garbage can and let the members
syllables. of the group hear how the sounds
are reflected.
3.After echo singing the
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.
4.Play game together as Question:

a class. Then break into 1. What did you observe about
smaller groups of four to the sound created when metal
allow each student the garbage was placed with a fabric
opportunity to improvise material?
and change the pattern
of song like whales.
EXPLAIN Allow the pupils to share Say:
their answers and the
The empty garbage can reflects
results of the different
activities through theirthe sound. It allows the sound to
group outputs. bounce back so it was heard
Ask them: How do you easily. When the material was
feel about the activity?added to the garbage can, the
Ask the students to sound got trapped or absorbed
discuss their into the material so it was harder
to hear.
observations with each
other. Sound waves bounce off from
Sound waves bounce off different surfaces when we shout
from different surfaces in a large empty space. The
when we shout in a large sound is reflected back or
empty space. The sound repeated. Sounds maybe
is reflected back or absorbed or reflected when they
repeated. Sounds strike an object. A repeated
maybe absorbed or sound is called an echo.
reflected when they
strike an object. A
repeated sound is called
an echo.
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.
ELABORATE Show a picture of

theatre with curtains or Explore sound further by filling
draperies? three or more glasses with
different quantities of water.
Why do you think
theatres are lined with 1. Tap a spoon gently against the
draperies? side of different glasses.
Answer: This is because
the draperies absorbs 2. Try playing a simple song like
most sounds, so only "Mary Had a Little Lamb" or
little sound is reflected "Twinkle, Twinkle Little Star".
Just as a mirror reflects How was the sound produced?

light, some surfaces What factor change the pitch of
reflect sound. A sound the sound?
reflection that you can
hear as a separate A sound is produced because of
repetition is called an the vibrations of the glass; water
echo. We do not hear an thickens the glass so that it
echo if we are close to vibrates slower. The change in
the reflecting surface. pitch is due to the amount of
When there are many water in each glass - a glass that
reflecting surfaces, the is almost full of water produces
echo bounces back and lower pitched sounds, less water
forth several times. This produces higher sound
is called reverberation
EVALUATE TRUE OR FALSE Identify the word.
___1. An echo is a 1.P____________is a measure

repeated sound. of how high or low a sound is
___2. We cannot hear perceived to be, depending on
an echo if we are close the frequency of the sound wave.
to the reflecting surface.
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
5. Hard surfaces such as glass

and wood can R_____ sounds.
1.pitc 2loudnes 3decib 4.soun 5.

h s el d wave refle
ct
ASSIGNMENT Research what different Construct an instrument using
cultures used to make recycled materials
instruments
VI.REFLECTION
A.No. of learners who
earned 80% on the
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
these work?
can help me solve?
147
localized materials did
I use/ discover which I
wish to share with
other teachers?

Time and Date Quarter/Week/Day 3RD/Week8/Day3
I. OBJECTIVES
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
each
II. CONTENT PLEASANT AND UNPLEASANT SOUNDS
III. LEARNING
RESOURCES
A. References
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
ENGAGE Using a metal spoon, ask the Guess the Mystery

pupils to tap a metal object, pillow, Objects
glass, and wood.
Ask volunteer
At first, ask the volunteer pupils to pupils to guess the
tap the objects lightly. Next ask objects in the
them to tap the same objects hard. mystery box.
What did you produce while

tapping the different objects?
What kind of sounds did it *Objects like
produced? whistle, cellphone,
maracas, etc.
EXPLORE 1. Set the norms before performing 1. Set the norms
the activities. before performing
2. Let the pupils perform the the activities.
activity,” 2. Let the pupils
3. Supervise the pupils while perform the
performing the activity activity,”
3. Supervise the
ACTIVITY pupils while
Problem: How sound can be performing the
tolerable? activity
Materials: drum, whistle, bell, ACTIVITY

radio, maracas, etc Problem: Which
may create
What to do: pleasant and
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?
EXPLAIN Let the pupils present their outputs. 1. What sounds

were produced?
1. Cite examples of pleasant and 2. Describe
unpleasant sounds. pleasant and
2. Describe pleasant and unpleasant
unpleasant sounds. sounds?
3. Why do vehicles like ambulance
create loud sounds?
Sound is produced when an object

vibrates. These vibrations are due
to the fast and back forth
movement of the object’s
properties.
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.
A sound is pleasant when it gives

us relaxing feeling and it is good to
hear.
ELABORATE Using the table of loudness, Gather different

identify whether the following are objects inside the
pleasant or unpleasant sound. classroom. Look for
Decibel Description Examples a partner among
0-30 Very Quiet Almost your classmate to
no sound create sound using
at all these objects.
31-50 Quiet A sound Without looking at
of a the objects from
whisper which sound is
51-70 Normal The being created, can
sound of you identify the
people object? How do
talking objects create
71-90 Loud Annoying sound? Why are
sound sounds different?
and can
1. What are the
distract different audio
people sounds that you
heard?
91-110 Very Loud Sounds
that 2. Which among the
sounds is pleasing
people to the ears? Why?
avoid Which sound is
annoying to the
151
hearing ears?
Why?
111+ Unbearable Extreme
sound
like
sound of
a jet
engine
_____1. A car playing at 80 dB

_____2.Friends chatting at a voice
of 20dB.
_____3.Thirty pupils whispering at
the same time at 12dB each.
____4.Running food processor at
71dB
____5.The sound of footsteps at
15dB.
What are pleasant sounds?
Cite examples of pleasant and
unpleasant sounds?
Describe a pleasant and
unpleasant sound?
EVALUATE True or False. Write True if the Write P if the object
statement is correct and F if it is produced pleasant
false. sounds and U if
_______1. The siren of an unpleasant.
ambulance can tell that there is an
emergency. 1. chirping bird
_______2. Too much exposure on
noise can harm our hears. 2. roaring thunder
_______3. A loud sound is a
pleasant sound for a sleeping 3. wind blowing
baby.
_______4. Cover our ears 4. tapping a door
whenever we hear loud sound.
_______5. The sound of a music is 5. firecrackers
152
pleasant to the ears.
ASSIGNMENT Make an album of pictures that produce pleasant and

unpleasant sounds.
earned 80% on the
require additional
C.Did the remedial
lessons work?
caught up with the
lesson.
continue to require
remediation
E.Which of my teaching
Why did these work?
encounter which my
can help me solve?
use/ discover which I
teachers?
153
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
C. Learning Explain how sound travel in different materials

each
HOW SOUND TRAVELS IN DIFFERENT
II. CONTENT MATERIALS
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
from Learning (LR Portal
B. PROCEDURE A B
ENGAGE Ask students The teacher will let the learners to
if sound solve the Decipher codes.
would travel
better in 19 23 21 14 4
solids, liquids 22 9 2 18 1 20 9 15 14
or gases?
16 9 20 3 8
Have students
9 14 20 5 14 19 9 20 25
demonstrate
the three
different states KEY CODE
of matter and 1 2 3 4 5 6 7 8
how a A B C D E F G H
9 10 11 12 13 14 15 16
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?
EXPLAIN 1. Let the group present their outputs.

2. Discuss the answers to the different guide
questions and give additional input to the class
Sound can travel through solids, liquids and gases. It

travels fastest through solids, then liquid and slowest
through gas. The molecules in solids are closely
packed tightly that enable sound to travel faster
trough solid than in liquid. Sounds travels four times
and faster in liquids that it does in air. Sound cannot
travel also in a vacuum.
ELABORATE The class will How sound travels through solids.

explore 1. Have pupils work with a partner at
instruments their seats.
of various 2. One pupil will tap lightly on his/her
mediums desk and the second pupil will record
such as what they hear.
metal, wood 3. The same person will tap lightly
and string. again when the second person lays
Cow bells, their ear on the desk.
can be used 4. The pupils should compare the
to explore sounds. Try the activity one more time
rapid tapping louder and record results.
vibrations Allow students to explore how sound
once struck. travels through glass, plastic and
Various metal bowls or containers.
drums can
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
____2. The 3. When a sound wave hits a hard,

actual sound smooth surface, it will not sound the
you hear same as it would if it hit a soft,
depends on textured surface.
the type of a. True b. False c. Maybe
surface the
sound wave 4. The energy that is not reflected
hits. enters the surface is called
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.
Assignment Try making Bring different materials (liquid and

some noise- solid) found in your house. In class
reducing let’s see how these create sounds.
earmuffs
using
different
found
materials.
Test the
earmuffs with
different
sounds.
REMARKS
VI.REFLECTION
earned 80% on the
require additional
C.Did the remedial
lessons work?
caught up with the
lesson.
continue to require
remediation
159
Why did these work?
encounter which my
can help me solve?
teachers?

Time and Date Quarter/Week/Day 3rd /Week 8/Day5
I. OBJECTIVES
Standard understanding if properties/characteristics of light, heat
and sound
C. Learning Determine the cause and effects of being expose to
Competencies/Objectiv excessive sound
es S4FE-III f-g-4
each
Causes and Effects of Being Expose to Excessive
II. CONTENT Sound
III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages The New Science Links pages
from Learning (LR
Portal
B. PROCEDURE A B
A. ENGAGE
160
Supply the missing letters to build the word puzzle.
1. The word means a pleasing sound. What is it?
2. It means, an annoying or irritating sound.
3. This means the sound wave that bounces back.
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
1. What can you say about the

1.moving vehicle sound of the bird?
2. airplane
2. What are the effects of these
3.chirping bird sounds?
4. playing guitar Group 3 – Role Play

5.crying boy Role play a scene wherein
everyone is cheering for a
championship tournament
Group 2. Play the
following audio sounds.
a. airplane
b. vehicles
c. child shouting
d. loud sound
1.What can you say about

the sound you heard?
2. What are the effects of
these sounds?
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
C. Explanation 1. Have each group present their output. Three minutes

may be allotted per group presentation.
2. Take note of the pupils’ responses to the activity
questions while discussing the activity.
Say:
Loud sounds can damage one’s hearing and may cause
deafness, and loss of sleep and stress. Unpleasant
sounds can cause noise pollution.
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?
E. EVALUATE TRUE OR FALSE
____1. Too much exposure to loud sounds can cause

hearing impairment.
____2. People who are working in construction sites are in
an environment of pleasant sounds.
___3. It is advisable to use ear muffs to protect our ears
from too much loud.
___4. Noise pollution is a demanding concern of people
nowadays.
___5. Soft sounds are more pleasing to most people.
Assignment Make a simple poster or List down ways on how to

slogan on how to protect protect ourselves from
ourselves from unpleasant unpleasant sounds
sounds
REMARKS
OTHERS
earned 80% on the
for remediation.
163
lesson.
continue to require
remediation.
Why did it work?
encounter which my
help me solve?
share with other teachers?
164
Teacher Learning Areas Science
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
(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.
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
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.
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.
Fill up the table

Activities of Activities of
People When the People When the
Sun is shining Sun is not
Shining
Guide Questions:
1. What are the activities of people which

can only be done during sunny days
and not on rainy days?
2. Does the sun’s heat and light affect
man’s activities?
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
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.

Elaboration Further discussion on the effect of sun’s heat

and light on human beings.
The sun’s heat and light affect the activities

of human beings.
During the day, people take advantage of
the sun’s light and they do their daily chores.
At night, they sleep and rest.
The activities of human beings during
sunny days and rainy days vary, too. People
do most of their activities on sunny days. They
build houses, go fishing, swimming in the
beach, sunbathe, play basketball and many
more.
The activities of human beings during
rainy days are: do indoor chores, plant rice and
collect water in dams for irrigation.
168
Evaluation
True or False. Write True if the statement is
correct and False if the statement is incorrect.
1. Human beings have activities which can

only be done during sunny days and not
on rainy days.
2. The sun’s heat and light does not affect
man’s activities.
3. People make salt and dry fish and
leather anytime.
4. People plant rice during rainy days.
5. Drying fish is done during sunny days
because fish dry faster during this time.
V.REMARKS
VI.REFLECTION
earned 80% on the
require additional
C.Did the remedial
lessons work?
caught up with the lesson.
continue to require
remediation
Why did these work?
encounter which my
help me solve?
use/ discover which I wish
to share with other
teachers?
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
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
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.
 Let the pupils describe about the picture.

Ask: What do you think is the cause of the
death of the living things in the picture?
 Allot time for the pupils to answer.
 Introduce the lesson to the pupils
EXPLORE
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.)
Level Condition Condition

of of Plant of Plant
Heat A B
Task 2
1. Put one earthworm on a cemented floor outside

under the sun from 12:00 o’clock noon until
2:00 o’clock in the afternoon. Keep the other
earthworm on a shaded at the same time.
2. See what happened to both of the earthworm
after.
3. Describe the earthworm after long exposure to
the heat and light of the sun and the earthworm
placed on a shaded area.
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?
ELABORATE Presentation of group output. Answering the

guide questions.
Verification and clarification of misconceptions
175
Further Activities
Looking to the pictures, what could be the harmful

effects of excessive heat and light to the plants and
animals.
1. Health of the animals

_____________________
_____________________
2.
Growth of the Plants
___________________
___________________
3.
Food Production of Plants
___________________
___________________
176
EVALUATE
Put a √ if the sentence states a harmful effect
to plants or animals and x if it does not.
1. Animals are dehydrated when exposed to too

much heat.
2. Excessive heat of the sun helps the plants in
the process of photosynthesis.
3. Exposure of plants and animals to excessive
heat and light can kill them.
4. Giving water to animals can lessen the harmful
effects of heat.
5. Placing the plants in a shaded place or area
can kill the plants.
V.REMARKS
VI.REFLECTION
A.No. of learners
who earned 80%
on the formative
assessment
B.No. of learners
who require
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?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I use/
discover which I
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
After answering the crossword puzzle, introduce the lesson to the

pupils.
 Allot time for the pupils to answer.

 Introduce the lesson to the pupils
EXPLORE Setting standards for group activity

Dividing the class into _______ groups
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?
Manila paper Manila Paper

Pentel pen Pentel pen
hat Hat
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.
Time Conditions Conditions

of the skin of the skin
Time Conditions Conditions and eyes and eyes
of the skin of the skin under the with hat
and eyes and eyes sun
under the with hat
sun
Guide Questions:
1. How would you describe

Guide Questions: your skin and eyes when
exposed directly to sun?
1. How would you describe 2. How would you describe
your skin and eyes when your skin and eyes when
exposed directly to sun? exposed to sun with hat?
2. How would you describe 3. What would happen if
your skin and eyes when you get exposed
exposed to sun with hat? continuously to excessive
3. What would happen if heat and light of the sun?
you get exposed 4. Do heat and light harmful
continuously to excessive to human beings?
heat and light of the sun? 5. In exposure to excessive
4. Do heat and light harmful light and heat harmful to
to human beings? oneself? Why?
5. In exposure to excessive
light and heat harmful to
oneself? Why?
Explanation
180
 Discuss the answers to the different guide questions and
give additional input whenever necessary.
Background Information to Teachers
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?
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.
Time Conditions of the skin and Conditions of the skin and

eyes under the sun eyes with hat
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
I.OBJECTIVES
A. CONTENTS The learners demonstrate understanding of how
light, heat and sound travel using various
objects.
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
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES A B
ENGAGE Recall previous lesson and discussion

Have you ever gone to a beach for an outing or
excursion?
Present to the pupils a picture then ask:.
1. Based on the picture, name the objects

that can be used when going on a
beach?
2. How do these objects protect us from
excessive heat and light from the sun?
Today, we shall find out different practices that
protect oneself from excessive heat and light.
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.
8. Supervise the pupils while doing the activity.
EXPLAIN 1.Have the group representative present the

results of the activity.
2.Check the group responses or results to the
activity questions as you discuss the answers to
the following questions:
 What are the objects that are used to
protect oneself from excessive heat and
light?
 How does these objects protect us from
excessive heat and light?
 What are the practices that we can do to
protect ourselves from excessive heat
and light?
3.Clarify misconceptions when needed.
ELABORATE 1.Go over the groups’ responses and
synthesize ideas / concepts.
Let the pupils realize and understand the
concepts on the different practices that can
protect oneself from excessive heat and light.
 Use umbrella or hat to protect the head.
 Wear long sleeves to protect our skin or
body.
 Drink of plenty of juices or water during
warm days to avoid dehydration.
 Use sunglasses to protect the eye from
too much heat and light.
 Use sunblock lotion to protect the skin
from sun burn
2.Additional Information
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.)
EVALUATION (For A Learners )

A-Identify the following situation. Write check √
if the statement is true and x if not.
1. Sunblock can be used to smoothen your

skin.
2. Long sleeve can be used to protect our
skin and body from excessive heat and
light.
3. Giving more water to our pet help them
to lessen dehydration.
4. Sunglasses protect our eyes from
excessive light.
5. Heat and light from the sun can lead to
dehydration.
List down ways to protect oneself from

excessive heat and light from the sun
(For B Learners)
Choose from the words in the box the

appropriate materials to protect oneself from
excessive heat and light from the sun)
188
Research on diseases which are cause by too
much exposure to heat and light.
V.REMARKS
VI.REFLECTION
earned 80% on the
require additional
C.Did the remedial
lessons work?
caught up with the
lesson.
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
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.
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
A.REFERENCES pp 277-282
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
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
Problem: What Problem: What

different practices different practices
can we do to protect can we do to protect
oneselves from oneselves from
excessive sounds? excessive sounds?
Activity sheet Pictures

Copy of news script Advisory
Appropriate props Manila paper
and clothing for the Pentel Pen
presentation
Audio materials Procedures:
& accessories like Task 1
speakers, 1. Prepare the
microphones etc. materials
needed for
Procedures: the various
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
There are several ways on how you can

protect yourself from too much noise or
sounds.
 Minimize the time you are exposed
to loud sounds to avoid headache,
stress etc
 Avoid frequenting place with very
loud sounds such as airports or bus
terminals.
 Wear ear protector like ear muffs or
plugs when exposed to loud sounds.
 Always speak in moderate voice
anywhere you are.
 Provide noise absorbers like curtains
to prevent sounds from bouncing
back too much.
Evaluation Write true if the statement is correct and
false if the statement is incorrect.
1. Continuous exposure to noise can

cause damaged to your ears.
2. Curtains can help to minimize loud
sounds in a closed room.
3. Unwanted sounds can help
improved the quality of life.
4. Ear muff can minimize the sounds
that enter our ears.
5. It helps when we exposed ourselves
to loud sounds of trains and
airplanes.
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?
continue to require
remediation
did these work?
solve?
localized materials did I use/
discover which I wish to
194
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
pages
2. Learner’s Materials Science 4 LM pp.244-247
pages
3. Textbook pages
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.
Look at this pictures
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
Activity –(group 1_& Activity

3)
Materials (Have the
Materials:( prepare it learners bring the needed
before the lesson suitable materials.)
for 4 groups or for a 4 plastic cups of the same
desired grouping ) kind
1.Soil in different 4 popsicle sticks
containers 4 plastic spoons
with label Magnifying lens/hand lens
SOIL A- FROM SCHOOL Shovel
GARDEN Bond paper
B- SOIL FROM A RIVER Manila paper
Permanent marker
2. hand lens or magnifying A pair of gloves
lens
A pair of gloves What to do:
2 popsicle stick 1. Label your cups with
2 plastic spoons letters according to the
Bond paper different parts of the
Manila paper school.
Permanent Marker
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
Answer the following

questions
1. What characteristics
did you observe in
given soil?
2. What do you think is
2. In what way can we the type of soil that
easily classify different you observed?
kinds of soil? 3. Why is it important
__________________ to know the
__________________ characteristics of soil
__________________ in a particular place?
______ 4. Define soil in your
3. Why is it important to own words.
know the
characteristics of soil in
a particular place?
__________________
__________________
__________________
198
_______________
4. What do you think is
the type of soil that you
observed?
5. Define soil in your own

words.
Activity –(Group 2 and 4)
Materials:( prepare it
before the lesson suitable
for 4 groups or for a
desired grouping )
1.Soil in different
containers
with label
A. SOIL FROM THE

SEA
B. SOIL FROM THE
FARM
2. hand lens or magnifying

lens
A pair of gloves
2 popsicle stick
2 plastic spoons
Bond paper
Manila paper
Permanent Marker
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..
Characteri Soil Soil

stics from from
sea a
farm
color
texture
Size of
particles
Answer the following

questions.
6. Identify the similarities
and differences
between the the two
types of soil using a
Venn Diagram below.
EXPLAIN Group Presentation ,Checking of Group output and

clarifying misconceptions.
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?
EVALUATE Encircle the letter of the correct answer.

1. The top most layer of the Earth made up of
organic matter, both living and dead. What is this
called?
A. Soil B. water C. air D. none of
these
2. Which of the following is true about loam soil?

A. It is the best soil for gardening.
B. It has the smallest size of particles.
C. It contains particles not suitable for plants.
D. It cannot hold water too long because of big
spaces between particles.
3. Which soil has the smallest particles?

A. Clay B. Loam C. Sand D. Silt
4. What makes the soil?

A. sand and silt C. sand and clay
B. clay and silt D. sand, silt and clay
5. Which among the kind of soil is most fertile?

A. clay B. loam C. silt D. silt and
201
clay
Additional activities for Why is sand used for construction of roads and
application or remediation buildings?
V. OTHERS
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it
work?
encounter which my
principal or
supervisor can help
me solve?
did I use/discover
202
Time & Date Quarter/Week/ 4th/Week1
Day day 2
I. OBJECTIVES
A. Content The learners demonstrate understanding of the different
Standard types of soil
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
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?
Look at this picture.
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
ACTIVITY Group 1. And 4 ACTIVITY Group 1. And 4
MATERIALS: MATERIALS:
1 BIG RECYCLED 1 BIG RECYCLED

MINERAL bottle MINERAL bottle remove
remove the top cover the top cover
5-10 pcs of medium size 5-10 pcs of medium size
rocks rocks
½ kg gravel ½ kg gravel
½ Sand ½ Sand
½ Clay ½ Clay
½ Loam ½ Loam
Plants Plants
Manila paper Manila paper
Marker Marker
Masking tape Masking tape
1. Properly arrange the 4. Properly arrange the

materials in recycled materials in recycled
mineral bottle mineral bottle
2. Label them 5. Label them accordingly.
accordingly. 6. Describe each layer.
3. Describe each layer.
Guide questions:
Guide questions: 1.What are the layers of the
1.What are the layers of soil?
the soil? 2. What are their
2. What are their characteristics?
characteristics? 3. How did you come up with
3. How did you come up the correct set up?
with the correct set
up?
Activity for group 2&3 ACTIVITY .for group 2 & 3

Illustrate the layers of soil Perform this game by group.to
the teacher. Prepare this
board game before the lesson
206
Next to each soil horizon
put the letter that matches
the description below.
Color the soil horizon.
O-this is the top layer, the

organic layer which is Instruction:
made up of dead plant
matter for the most part.
A- this is the second layer

of soil, what we call the
top soil. It has lots of
organic matter mixed in
and is usually darkly
colored.
B- Subsoil layer. There isn’t
much organic stuff in
here. Sometimes the
transition between top
soil and subsoil is very
sharp and defined and
sometimes they fade
into one another.
C- This layer usually has Write the layers of the soil in
lots of large rocks mixed the space provided.
in with soil deep
underground.
D- This is the bedrock that
lies beneath the soil. In
some places this can be
quite near the surface
and in other it is very
very deep.
EXPLAIN Group Presentation,Checking of Group output and clarifying
misconceptions.
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
What are the layers of soil? Describe each layer.

What will happen to the soil if a landslide happen?
What should you do to protect yourself if you are near a
landslide prone area?
EVALUATE
Test 1. Identify the layer of soil. Label the picture below.
208
Test 2 Match Column A With Column B. Write only the letter.
Additional activities for Make a slogan on how to prevent soil erosion.

application or RUBRIC ASSESSMENT
remediation
5- words are properly sketched, with rhyme, with color and
related to the theme.
4- words are properly sketched, with rhyme, without color but
related to the theme.
3- words are properly sketched, without rhyme, without color
but related to the theme.
2- words are not properly sketched, without rhyme, without
color and not related to the theme.
1- Haven’t started the slogan
0- No preparation
V. OTHERS
H. No. of learners who
earned 80% on the
formative
assessment
I. No. of learners who
require additional
activities for
209
remediation.
J. Did the remedial
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
did I use/discover

Time & Date Quarter/Week/ 4th/Week 1/
Day day 3
210
I. OBJECTIVES
C. Learning 1. Describe the ability of soil in water absorption.
Competencies/Obje
ctives S4ES-IVa-1
Write the LC code for
each
II. CONTENT ABILITY OF SOIL TO ABSORB WATER
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Science 4 LM pp.249-251
Materials pages Science in Our World 4 by Norma m. Abrecia Ed. D. et. al
page 175
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning DIY Equipment –soil tester by MONA FE BARROZO
Resources
IV. PROCEDURE A B
ENGAGE Checking of preparation.
How will you protect the soil from erosion?
Look at this picture.
Can you tell why these plants are healthy?

What kind of soil is planted with this kind of plant?
How many times did they water the eggplant?
(Accept all answers)
EXPLORE
2. Agree with a rubric to assess pupils activity
211
3. Activity Proper
This activity is applicable for all the groups

MATERIALS:
4 pcs clear plastic cups (same size shape and color with fine
holes at the bottom)
4 pcs of plastic cups without holes
Stop watch
Do-it-Yourself (DIY) Equipment-Soil Tester with illustration
Teacher can modify the DIY SOIL TESTER using 4 cups
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:
1. Fill each clear plastic cup of the DIY instrument with ¾

cup soil from the four packed samples provided to you.
2. Using the marker, label each cup with A, B, C and D.
3. Mount the cups on the DIY Holder.
4. Place one cup below each mounted cup on the DIY to
serve as catch basin of water that will drip from the
mounted cup.
5. Observe each samples and fill-out the table below.
6. With the help of other group members, pour ¼ cup
water on each cup of soil labeled A, B, C, and D. at the
same time.
7. Ask somebody to record the time using stopwatch /
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
1. Was there a change in the appearance or texture of

each soli sample after you poured water on it? Why or
why not?
Explain.
Observation form and questionnaires for group 3 and 4
observations No of minutes the water is

Cup Measurement of absorbed
no. water that is
collected-
1
2
3
4
Guide Questions:
1. What did you observe when you added water to each

soil?
2. In which cup or sample was water absorbed the
fastest?
How fast was it absorbed? Why do you think so?
3. In which cup or sample was water absorbed the
slowest? How slow was it absorbed? Why do you think
so?
4. What does the remaining water in the glass show?
5. What does the activity show?
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.
Silt has smaller particles than those of sand , so it can hold

some amount of water.
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.
Loam has loose particles and is high porous.it remains a

high amount of moisture’
What is the relation of soil testing to the farmers?
What is ability of water absorption in the different soil?
How will the farmers decide the kind of plant he is going to

plant in his area?
Can the farmers plant rice if it is not raining? Why?
EVALUATE Explain the ability of water absorption in clay, loam, sand,
and silt.
RUBRIC FOR ASSESSMENT
5- can describe /explain the ability of different soil , loam, silt,

sand ,and clay in absorbing.
4- can describe /explain the ability of only 3 kinds of soil in
absorbing
absorbing
absorbing
1- can not describe /explain the ability of kinds of soil in
absorbing
0-no answer
Additional activities for Make a DIY MODEL for soil absorption(Project Making)
application or Design a rubric for the project
remediation
V. OTHERS
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?
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
Time & Date Quarter/Week/Da 4th/ Week 1/ Day
y 4
I. OBJECTIVES
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
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.
Ask: how do farmers determine the kind of plant he is going

to plant on his farm?
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
6. Activity Proper
Note: This activity must be done 1 week before the lesson.

And can be performed to fast and slow learners.
ACTIVITY
What will you need:
16 small pots or milk cans 8 corn seedlings

8 bean or mongo seedlings Sand
Clay Silt
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.
Clay loam silt sand
Clay loam silt sand
Clay loam silt sand
Clay loam silt sand
2. Label the Set up as shown above.
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.
Group 1and 3 Table 1. with sunlight

Type Set A CORN Set B MONGO
of DAY DAY DAY DAY DAY DAY
Soil 3 5 7 3 5 7
SAN
D
CLA
Y
SILT
LOA
M
1. Measure the plant in Set A and B in all the types of

soil 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.
Group 2 and 4 Table 2 without sunlight
Set C CORN Set D. MONGO

Type
DAY DAY DAY DAY DAY DAY
of
3 5 7 3 5 7
Soil
SAN
D
CLA
Y
SILT
LOA
M
1. Measure the plant in Set A and B in all the types of soil
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:
4. Which type of soil did the corn grow best?

_________________________________
5. In which soil did the mongo plant grow well?
_________________________________
Table 3 additional Table for the next day’s lesson

Set Typ Observations
up e of Day 3 Day 5 Day 7
soil No Hei Col No Hei Col No Hei Col
use of ght or of ght or of ght or
d leav in of leav in of leav in of
es cm the es cm the es cm the
leav leav leav
es es es
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?
Plants grow in different types of soil. Santan grows best in

loam soil but cactus does not.. Cactus grows best in sandy
soil but santan does not. Most plants need well-drained and
moderately fine –textured soil. Others need soil with less
moisture and a grainy texture.
Sand is the coarsest and driest type of soil. It allows air

circulation, but cannot hold water for long. These
characteristics makes suitable to plants that require less
water. Examples of such palnts are aloe vera, oregano and
cactus.
Clay is the heaviest type of soil. It is good for holding water

and nutrients for a longer time. However , the flow of air and
water is limited. It is suitable for plants like peanuts and rice
crops.
Silt is a combination of sand and clay. It can hold nutrients

and can circulate air and water better than clay soil. Silt is
good for growing grasses like cogon and tamboo. (used in
making walis tamboo or soft broom)
Loam contains more nutrients, moisture, and humus. It is

best for growing vegetables such as pechay, asparagus, and
tomato.
What kind of soil is best for certain plant?

Different kinds of plants need different kind of soil for them to
grow healthy. This is because soils differ in their ability to
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.
EVALUATE Write TRUE if the statement is correct and FALSE if it is

incorrect.
1. Loam is best soil for gardening.

2. No plant can grow in sandy soil.
3. Soil provides nutrients to plants.
4. Sand is suitable for growing plants such as santan and
rose.
5. All plants grow in only one particular type of soil.
Additional activities for List down 5 plants that grow in Loam. Clay, Sand, and Silt
application or
remediation
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
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?
Answer the following Questions

1. It dries the leaves of the plant when over exposed to it.
What is it?_________________
2. What kind of soil has loose particles?___________
3. It is one of the needs of plants.________________
4. What kind of soil is best for plants?_______________
EXPLORE 1. Setting of standards
3. Activity Proper
Group 1
Set up Type of Day 3
soil used No of Height in Color of
leaves cm the 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
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
Set up Type of soil Day 5

used No of Height in Color of
leaves cm the 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

2. In which set up did the seeds sprout first? Why is
this so? In which cup did the seed sprout the last?
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

2. In which set up did the seeds sprout first? Why is
this so?
In which cup did the seed sprout the last? 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 ?
EXPLAIN Group Presentation, checking of group output and clarifying
misconceptions.
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.
What are the factors that affect the growth of 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
80% on the formative
assessment
remediation.
lesson.
228
continue to require
remediation.
Why did it work?
encounter which my
help me solve?
229
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
Pages
(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?”
230
to be answered.
Explain 1. Have the group representative present the results of the
activity.
*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?
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.
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 ___________
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.
Appendix A: Acitivity Sheet for Group A

Activity: Where do I come from?
Objectives:
Identify the different sources of water
What you need:
 ½ manila paper
 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?
Appendix A: Activity Sheet for Group B

Activity: Where do I come from?
Objectives:
What you need:
 ½ manila paper
 Activity sheet
What to do:
Study the pictures. ______________________
______________________
______________________
______________________
______________________
233
______________________
______________________
______________________
______________________
(Sentence strips with description.)
 Contains plenty of salt.

 It is found in open small bodies of water.
 It’s found beneath the earth’s surface.
 Can be a source of drinking water.
 Mostly come from rain.
 Most of the marine animals can be found here.
 Artesian well is an example of this.
6. Brainstorm among your group the possible ideas about the picture.
Each group should be able to place the description beside each picture.

Teacher Subject Science
Time Quarter/Week/D 4th/Week 2/Day
ay 2
J. OBJECTIVES
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
Pages
(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.

2. Introduce activity 1: “Where do I belong?”
to be answered.
Explain 1. Have the group representative present the results of the

activity.
*What are the different sources of water?
*How are these sources of water helpful to the humans?
Animals?
*Which of these is 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?
Elaborate 1. Let the pupils realize/understand the concept about 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
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?
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
G. Extend In your notebook, make a poster about preserving and

conserving the sources of water.
Appendix A: Activity Sheet for Group A
Activity: Where do I belong?

Objectives:
What you need:
 ½ manila paper
 Activity sheet
What to do:
Study the pictures:
1. Make a concept map about sources of water.
237
1. How do we take care of the saltwater?

2. How can we conserve groundwater?
3. Why is water important?
Activity: Where do I belong?

Objectives:
What you need:
 ½ manila paper
 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
1. Give atleast two ways to take care of freshwater.
2. What can we do to preserve groundwater?
4. Why is water important?

Time Quarter/Wee 4th/Week 2/Day
k/Day 3
I. OBJECTIVES
B. Performance Standard The learners should be able to practice
activities
C. Learning Explain the use of water from different
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
A. Reference
B. Teacher’s Guide Pages
C. Learner’s Materials
Pages
D. Additional materials
(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?
2. Introduce activity 1: I can’t live without you
to be answered.
(allotted time for the activity, the chart to be
accomplished, group presenter/member’s
role/responsibility, etc.)
1. Explain 1. Have the group representative present the results of the
activity.
Elaborate Ask questions to the class:

`1. What will happen if we ran out of drinking water?
Water for cleaning the dishes? Water for bathing and
washing clothes?
2. Will it affect our health? How?
3. What will be its effects to the environment? To the
farmland?
To the production of vegetables?
5. Let the pupils realize/understand the concept on the effects
of scarcity of water.
Deforestation, drought, el nino phenomenon can cause
scarcity of water.
The effects of water scarcity can be grouped into these
3 broad areas— Health, Hunger and Poverty.
Health and Sanitation- People are forced to drink low
quality water from flowing streams, many of which are
contaminated. There are many water-borne diseases that
people die off.
Lack of water or quality water causes huge sanitation
issues. Clinics, local restaurants, public places of convenience
and many other places are forced to use very little water for
cleaning. This compromises the health of the staff and people
who use the facilities.
Hunger
It takes a lot of water to grow food and care for animals.
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.
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?
E. Choose the letter of the best answer.

Evaluate 1. Barangay Sta. Cruz lacks supply of drinking water s. The
following problems will likely occur, except:
A. Health problems C. Sanitation problem
B. Economic problem E. Electrical problem
2. What happens when there is plenty supply of water?
A. People will be healthy.
B. People will be very smart and alert.
C. People will enjoy swimming in the rivers and lakes.
D. All of these.
3. Which of these may cause scarcity of water in a certain
place?
A. Due to deforestation
B. Due to reforestation
C. Due to tree planting activities
D. Due to abundance of water resources
4. Which of these is not an effect of lack of water?
A. hunger C. sickness
B. poverty D. clean surroundings
5. What should you do if you are not sure that the water you
fetch from the well is not safe for drinking?
A. Boil the water before drinking
B. Let the water stay in the container for two days before
dinking
C. Dig another well to get potable water
D. None of these
F. Extend Assignment: Research on diseases caused by lack of water
intake.
.
241
Activity: “I can’t live without you.”

Objectives:
Describe the effects to human and environment a condition where there is a scarcity of
water.
What you need:
 ½ manila paper
 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?
Activity: “I can’t live without you?”

Objectives:
Describe the effects to human and environment a condition where there is a scarcity of
water.
What you need:
 ½ manila paper
 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.

A. What will be the effects of scarcity of water on human’s health?
B. How will scarcity of water affect the environment?
243
C. What can you do to address problems on scarcity of water?

Time Quarter/Wee 4th/Week 2/ day
k/Day 4-5
I. OBJECTIVES
activities
C. Learning Explain the use of water from different
Identify ways to conserve and preserve
water
II. CONTENT Water Conservation
A. Reference
244
Pages
(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?
2. Introduce activity 1: “Water is Life”
to be answered.
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?
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?
E valuate Make a poster showing ways to conserve and preserve

water
(The teacher will use the Rubric below in checking the
poster)
Rubric in Assessing Poster

Criteria Visual Relevance Workmans
Impact to the hip
theme
4 Very The Very neat
appealing drawing and
and unique; /informatio organized
it shows n clearly
original relates to
ideas. The the theme.
colors used There is an
blend well, evidence of
it draws thorough
attention understand
and interest ing of the
theme.
3 Appealing The Neat and
and some drawings/i Generally
unique nformation Organized
features, shows
some colors some
did not relevance to
blend with the theme.
the others Shows
but enough some
to draw understand
attention. ing of the
theme.
2 Not The Some
appealing, drawings/i Messy
very nformation portion
common shows little
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.
F. Extend Assignment: Research on diseases caused by lack of water

intake.
.
247
Activity: “Water is Life”

Objectives:
Identify ways of conserving water
What you need:
 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
A. Why do we need to conserve water?
248
Activity: “Water is Life”

Objectives:
Identify ways of conserving water
What you need:
 ½ manila paper
 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?

Time & Quarter/Week/Day 4th/Week3/Day 1
Date
I. OBJECTIVES
B. sources of water suitable for human consumption
C. Performance The learners should be able to practice precautionary
D. Learning The Learner should be able to infer the importance of
Competencies / water in daily activities
Objectives S4ES-IVc-3
LC code Explain the uses of fresh water
II. CONTENT Explain the uses of freshwater
III. LEARNING
RESOURCES
I. References
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.
Problem Question: Problem Question:

What are the uses of fresh What are the uses of fresh
EXPLORE: water? water?
Perform the activities to Perform the activities to

answer the problem answer the problem
question. question.
(Before letting the pupils (Before letting the pupils
perform the activities, see perform the activities, see
to it that the class set the to it that the class set the
standards in performing the standards in performing
activity. Give also the time the activity. Give also the
allotment for them to be time allotment for them to
aware of the time limit. See be aware of the time limit.
to it that the standards set See to it that the
by the learners are standards set by the
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.
Agr Disag I don’t Why?

ee ree know
Group 3 Fresh
water
is used
for
cleanin
g
People
can
derive
salt
from
fresh
water
Wateri
ng the
plants
in the
garden
Fresh
water
Guide questions: serves
1. What are the as
activities done habitat
of
in the school marine
canteen that animal
involves the s and
plants
use of fresh Fresh
water? water
2. Be able to list can be
used
all these for
activities bathin
3. What do you g
think will
happen if Guide Question:
there will be 1. What are the uses of
no supply of freshwater which are included in
fresh water in the checklist?
the canteen? 2. What other uses of freshwater
4. What is the can you think of? List them
use of fresh down.
3. What do you think will
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.
(These activities may Freshwater is used for

consume 15 to 20 Bathing
minutes of the Freshwater can be a
instructional time. For habitat of aquatic animals
these performance and plants
outputs, the teacher Freshwater is used for
can let his or her sweeping the floor.
learners create their Freshwater can be a
rubrics on how they source of salt.
will be rated) Freshwater can be used
for watering the plants.
Freshwater is used in the
industry.
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?
(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)
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.

Time & Date Quarter/Week/Day 4th/Week
258
3/Day 2
I. OBJECTIVES
understanding of the different sources
of water suitable for human
consumption
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
A. References
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
Portal
B. Other Learning Resources
IV. PROCEDURE A B
ENGAGE:
Show the learners the image of the earth taken from

space.
1. What do you see in the image? (land, clouds,
water)
2. How was this image taken? (on a satellite from
space)
3. Do you think there is more land or water on
Earth?
259
4. Why?
Today, we shall learn more about the uses of sea

water.
What is your learning target for today? ( I can learn
about the uses of sea water)
What are the uses of sea What are the uses of sea
water? water?
Perform the activities to Perform the activities to

question. question.
perform the activities, see perform the activities, see
to it that the class set the to it that the class set the
standards in performing standards in performing the
the activity. Give also the activity. Give also the time
time allotment for them to allotment for them to be
be aware of the time limit. aware of the time limit. See
See to it that the to it that the standards set
standards set by the by the learners are
learners are evaluated evaluated after they have
after they have performed performed the activities.)
the activities.)
Group 1
Instruction: Instruction:
1. Divide the class
into three. Below is a list of the
2. Each group will be benefits of water. Pick out
given an activity different and list all those uses of
from the others. sea water.
3. Let each group
answer all the questions  It sustains the life of
in their assigned activity. terrestrial plants and
4. Guide the pupils as animals.
they perform the activities  Salt can be
extracted from sea
water using
evaporation
 Serves as habitat of
Group 1 aquatic plants and
animals
 The aquatic plants
and animals living in
this area can be a
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:
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:
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)
EXPLAIN: 1. Allow them to share 1. Allow them to share their

their answers and the answers and the results of
. results of the different the different activities
activities through the through the presentation of
presentation of their their group outputs. Ask
group outputs. Ask them: them: How do you feel
How do you feel about the about the activity?
activity? 2. Check the group’s
2. Check the group’s responses to the activity
responses to the activity questions.
questions. 3. Record important
3. Record important phrases taken from the
phrases taken from the presentations so the
presentations so the teacher can verify whether
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:
1. What use of sea water is shown in the picture?
2. How important is sea water?
3. What do you think will happen if there is no sea water

or ocean water? Explain your answer.
4. As a concerned citizen, what must you do to sustain

the supply of clean sea water?
EVALUATE: Create a paragraph Check if the statement
explaining the uses of sea explains the uses of fresh
water. water and cross if it does
(The teacher can devise not.
rubrics to check the ____ 1. Sea water is used
formative assessment) in farms for irrigation.
____2. Serves as habitat
Score Description of aquatic plants and
5 Complete and animals
clear idea, and
____3. Salt can be
90 to 100%
correct extracted out of
response evaporation of sea water
4 Complete but ____4. Sea water in rivers,
not clear, and lakes and springs is used
80 to 89% for recreation.
correct
response ____5. Can generate
3 Not complete electricity through the sea
and clear, and water waves
70 to 74%
correct Agreement/Home
response
2 Not complete
Connections:
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.

Time & Date Quarter/Week/Day 4th/Week
3/Day3
I. OBJECTIVES
understanding of the different
sources of water suitable for
human consumption
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
K. References
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
Now, what word/s have you formed? Do we use water in

our daily activities? We are going to find out as we
moved on with our activity for today.

What are the uses of water What are the uses of
in our daily activities? water in our daily
activities?
Perform the activities to
answer the problem Perform the activities to
question. answer the problem
(Before letting the pupils question.
perform the activities, see to (Before letting the pupils
it that the class set the perform the activities, see
standards in performing the to it that the class set the
activity. Give also the time standards in performing
allotment for them to be the activity. Give also the
aware of the time limit. See time allotment for them to
to it that the standards set by be aware of the time limit.
the learners are evaluated See to it that the
after they have performed standards set by the
the activities.) learners are evaluated
(These activities may after they have performed
consume 15 to 20 minutes of the activities.)
the instructional time. For (These activities may
these performance outputs, consume 15 to 20
the teacher can let his or her minutes of the
learners create their rubrics instructional time. For
on how they will be rated) these performance
outputs, the teacher can
Group I let his or her learners
Objective: Write a short create their rubrics on
poem on the uses of water in how they will be rated)
our daily activities.
Materials: Paper, pen, pentel
pen, manila paper Group I
What to Do:
1. Assign one member
to read the
information card
aloud.
2. Together with the
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.
2. From the list of our

daily activities
above, check those
that uses water.
3. Write your answers
in the manila
paper.
4. Be ready to
present your output
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:
Water is a renewable resource because of the water

cycle. But a lot of places in the world and in our
country do not have enough water because there are
two problems with water: amount of distribution and
quality or safety.
1. What seems to be the problem why there are lots

of places in the country and the world that do not
have enough water?
2. What must we do to maintain enough supply of
water?
(Clarify misconceptions when needed.
Give additional information if needed.)
Do deepening of the lesson under elaboration
EVALUATE: Create a poster showing List down all the activities
the uses of water in our that you do in the morning
daily activities. when you wake up until 12
noon. From these activities
(The teacher will use encircle all that make use
rubrics to check the posters of water.
made by the learners.)
Rubric in Assessing Poster

Agreement/Home
Connection:
Create a jingle depicting
the uses of water in our
daily activities.
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
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
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
M. References
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
What are the uses of What are the uses of
water? water?
Perform the activity to Perform the activities to

question. question.
perform the activity, see to perform the activities, see
it that the class set the to it that the class set the
standards in performing the standards in performing the
activity. Give also the time activity. Give also the time
allotment for them to be allotment for them to be
aware of the time limit. See aware of the time limit. See
to it that the standards set to it that the standards set
by the learners are by the learners are
evaluated after they have evaluated after they have
performed the activity.) performed the activities.)
Materials: Pictures of Group 1

Water Bodies and Their
Uses, Materials: Pictures of Water
Learner’s Activity Sheet Bodies and Their Uses,
Title of the activity: The Learner’s Activity Sheet
Powers of Water Title of the activity: The
Instruction: Powers of Water
1. Organize the class into
groups with about 7 Match the pictures to the
members. These are called General uses of Water.
“home” groups. Then answer the guide
2. Ask the members of questions.
each home group to count
from 1 to 7. (Refer to the attached
3. Once done, let the pictures and activity sheets
members with the same in this DLP)
numbers group together
(e.g. all 1s, all 2s, etc). Guide questions:
These are called “expert”
groups. 1. What are the general
4. Assign each “expert” uses of water?
group a picture (Refer to 2. Based on the activity, do
attached pictures in this you think people need
DLP- Water Bodies and water? Why?
Their Uses ).
5. Ask them to describe Group 2
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
e. the moving water is used

Guide Questions:
to generate electricity as in
1. What are the general
hydroelectric power plant
uses of water?
2. Based on the activity, do
GUIDE QUESTIONS:
you think people need
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)
EXPLAIN: 1. Allow them to share their 1. Allow them to share their

answers and the results of answers and the results of
. the different activities the different activities
through the presentation of through the presentation of
their group outputs. Ask their group outputs. Ask
them: How do you feel them: How do you feel
about the activity? about the activity?
2. Check the group’s 2. Check the group’s
responses to the activity responses to the activity
questions. questions.
3. Record important 3. Record important
phrases taken from the phrases taken from the
presentations so the presentations so the
teacher can verify whether teacher can verify whether
they are right or wrong. they are right or wrong.
4. Clarify misconceptions 4. Clarify misconceptions
when needed. when needed.
5. Give additional 5. Give additional
information if needed. information if needed.
ELABORATE: Since you know that water Since you know that water
has a lot of uses, think of has a lot of uses, think of
some ways on how we can some ways on how we can
save water and list down at save water and list down at
least three ways. Answer least three ways. Answer
the following questions the following questions
afterwards. afterwards.
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.
(Teacher will create rubrics

for checking the paragraph
made by the learners.) Agreement/Home
Score Description Connection:
5 Complete and
clear idea, and
Research on other uses of
90 to 100%
correct water that were not
response discussed.
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 Agr
60 to 69% ee
correct me
response nt/
1 Not complete
and clear, and
Ho
50 to 59% me
correct Co
response nne
0 No answer ctio
n:
Research on other uses of

water that were not
discussed.
279
Appendix A: Pictures to be used in the activity for Group A
280
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
SCHOOL GRADE LEVEL Grade 4

TEACHER LEARNING AREA Science
TEACHING QUARTER/WEEK/DAY 4th/Week4/Day1
DATE and TIME
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the
Sun as the main source of heat and light on
Earth
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
Pages
2. Learner’s Material Science 4 LM p. 267 - 269
Page
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.
Note: This activity will be done by group. Activity

sheets will be provided to each group.
How does evaporation take place?

What factors affect evaporation?
1. (Show picture of wet clothes hanged
under the sun.)
2. What do you think will happen to the wet
clothes after several hours?
3. What kind of weather is being shown in
the picture?
(sunny)
4. Is there wind? Do you think wind can help
in the evaporation process?
EXPLORE Do the activity. “How Guided activity. “How
Evaporation Takes Evaporation Takes
Place” (Refer to Place”
Appendix A)
283
ELABORATE Discuss the process of Discuss the process of

evaporation. evaporation.
Evaporation takes Evaporation takes place
place whenever water whenever water is
is heated. The more heated. The more the
the heat, the faster the heat, the faster the
evaporation. Wind evaporation. Wind
affects the rate of affects the rate of
evaporation. The more evaporation. The more
windy the surrounding windy the surrounding
is, the faster the is, the faster the
evaporation. This is evaporation. This is
shown when hanging shown when hanging
clothes outside dry clothes outside dry
faster than those faster than those placed
placed inside. inside.
Water in the air is called water vapour. The
amount of water in the air is called humidity. The
changing of water into water vapour is
evaporation. When water disappears on the
surface, it means that it has changed to water
vapour and has risen into the air.
What are the factors that affect evaporation?
Show through an illustration how evaporation

takes place.
(Draw the sun, bodies of water and put arrows.)
What other activities show evaporation in your

home?
Ex. Boiling water, cooking rice, drying of fish,
drying palay and corn etc.
How does evaporation take place?
What other factor affects evaporation?
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
80% on the Formative
assessment.
required additional activities
for remediation
C. Did the remedial lesson
work?
continue to require
remediation.
Why did this work?

can help me solve?
discover which I wish to share
285
HOW DOES EVAPORATION TAKE PLACE?
Activity: How does evaporation take place?
Objective: Explain how evaporation takes place.
Materials:
Moist piece of cloth
Thermometer
Procedure:
1. Wet a piece of cloth

2. Wrap the thermometer with the wet cloth. Record the temperature.
3. Open the wet cloth. Hang it under the sun for 15-20 minutes.
4. Observe what happens.
5. Remove the cloth under the sun.
6. Wrap the thermometer with the cloth again. Record the temperature.
7. Write your observation on the table below.
Temperature of wet cloth Temperature of wet cloth

Before exposure under the sun After exposure under the sun
Guide Questions:
1. What is the temperature of the wet cloth before heating it under the sun?
________________ Is it hot or cold? ______________
2. What is the temperature after heating it under the sun?
________________________ Is it hot or cold? ______________________
3. Compare the temperatures before and after heating the wet cloth.
____________________________________________________________
4. What does this show? ________________________________________
5. Is the cloth still very wet after placing it under the sun?
286
__________________________________________________________
6. What made the cloth a bit dried?

___________________________________________________________
7. Was it sunny? windy? _________________________________________
8. Where did the water go?_______________________________________
9. What process was involved? ___________________________________
10. What is evaporation? _________________________________________

Circle the word that you see in the puzzle. You can find them in vertical,
horizontal, diagonal or inverted form.
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.
1. EVAPORATION A. The gaseous form of water
2. PERSPIRATION B. Changing of water to water vapor
3. RESPIRATION C. High temperature
4. HUMIDITY D. The hotness or coldness of a body or

environment
5. HOT E. There is presence of water
287
6. TEMPERATURE F. The breathing process of humans and
animals
7. MOISTURE G. When water comes out of our body

due to heat
8. WATER VAPOR H. The amount of water vapor in the air

TEACHING QUARTER/WEEK/DAY 4th/Week4/Day
DATE and TIME 2
I. OBJECTIVES
Sun as the main source of heat and light on Earth
Standard precautionary measures in planning activities
C. Learning The learner should be able to explain the process of

Competencies/ condensation and precipitation. (S4ES-IVd-4)
Objectives/Code Identify the factors that affect condensation and
precipitation.
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?
Show a picture of Show a picture of clouds.

clouds. How are clouds How are clouds formed?
formed? Let’s find it out in our
Let’s find it out in our activity.
activity. Teacher will discuss the
Group the class into 4 procedure in the activity
or 5. and demonstrate the
Recall the standards for steps to be done.
the group activity. Each group will follow
Distribute the materials with the teacher until the
by group. last step.
Distribute the activity
sheets.
EXPLORE 1. Do the activity. “How 1. Do the activity. “How
Condensation and Condensation and
Precipitation Take Precipitation Takes
Place” Place” with teacher’s
2. Presentation of guidance.
output. 2. Checking of answers.
3. Verification of
answers.
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.
1. Where does the water that make up the clouds

come from?
2. What process does water go through to become
clouds?
3. What process occurs when droplets of water
grow large and heavy?
Show through an illustration how condensation

takes place.
(Draw the clouds that form precipitate or rain).
When you place an ice cube in a glass of water and

leave it on the table for a while, what do you see
outside the glass? (droplets of water). Why do you
think droplets of water is present outside the glass?
(It means that water vapour is present in the air and
when it is cooled by the ice cube inside the glass it
changes to droplets of water.)
How does condensation and precipitation take

place?(Condensation takes place when water
vapour is cooled due to low temperature, it forms
droplets of water and when clouds is already full of
water droplets, it will fall to the ground as
precipitate.)
What other factor affects condensation and
precipitation?( hot and cold temperature, wind)
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
earned 80% on the
Formative assessment.
required additional
activities for remediation
work?
continue to require
remediation.
Why did this work?

encounter which my
principal can help me
solve?
use/ discover which I wish
to share with other
teachers?
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?
Objective: Explain the process of condensation and precipitation.
Materials: Alcohol lamp/burner/candle, match

Tripod
beaker/empty can,
aluminum foil
water
1. Put water in the beaker or empty can (half-filled only).

Cover it with aluminum foil.
2. Prepare the tripod and alcohol burner under it.
3. Light the alcohol lamp and place the beaker on the tripod
and heat the water.
4. Wait until the water boil. Let it boil for 5 minutes.
5. Remove the cover or aluminum foil from the beaker.
6. Observe the aluminum foil.
Guide Questions:
1. What do you see in the aluminum foil?

________________________________________________________
2. Where did the water came from?

________________________________________________________
3. How did the water reach the cover/ aluminum foil?

________________________________________________________
4. What do we call the process?

_______________________________________________________
5. What caused the water vapor to turn to water droplets?

_______________________________________________________
6. What happened to the water droplets?

________________________________________________________
292
7. What do you call the process when water droplets fall?
________________________________________________________

TEACHING DATE and QUARTER/WEEK/DAY 4th/Week
TIME 4/Day 3
I. OBJECTIVES
C. Learning The learner should be able to explain the

Competencies/ processes involved in the water cycle. (S4ES-IVi-
Objectives/Code 10)
II. CONTENT Objectives: 1. Identify & describe the process
involved in water cycle
2. Illustrate the process involved in the water cycle
through a diagram
(The Processes Involved in the Water Cycle)
III. LEARNING
RESOURCES
A. References
Pages
Page
3. Additional Laptop, video clip, diagram/picture of water cycle
materials from
Learning Resources
(LR) Portal
B. Other Learning Diagram of the water cycle, manila paper, marking
resources pen
IV. PROCEDURES A B
293
ENGAGE What is the role of the sun in the water cycle?
Let us watch The Water Cycle on video.
What processes are involved in the water cycle?

What is evaporation, condensation, precipitation?
EXPLORE Based on the “The Give each group

Water Cycle Video”, sentence strips with
Work by group help blanks and let them fill
each other explain the each blank with
processes involved in appropriate word to
the water cycle; complete the explanation.
evaporation, 1. The changing of water
condensation and into water vapour
precipitation because of
Write your explanation ______________ is
on the manila paper. called _______________.
2. When water vapour in
the atmosphere is
_______
due cold temperature, it
turns back to
__________,
the process is called
____.
3. Clouds becomes heavy
because of millions of
___________, it falls to
the ground as
____________,
the process is called
____.
EXPLAIN
Let each group present their output and explain the
processes involved in the water cycle.
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?
Let some pupils explain the process of

evaporation, condensation and precipitation.
During summer, what do you think will be the rate

of evaporation? Slow or Fast? Why?
So, what activities are good to do during summer
wherein there is rapid evaporation? Drying fish,
palay, doing outdoor activities, etc.

Explain each process.
EVALUATION Fill the blanks with the correct word to complete
the explanation.
Water cycle is a continuous
_______________.
It involves __________________,
______________ and ___________________.
Evaporation happens when water is heated, it
_____________ and goes into the air in the form of
__________ __________.
Water vapour is cooled and turns back to
________, then clouds are formed
_________________, takes place. When the cloud
is too heavy and cannot hold the droplets of water,
it falls back to the ground in the form of
__________, the process is called ___________.
Additional Activities for Read more about the water cycle.
application or remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
required additional
lesson.
295
continue to require
remediation.
Why did this work?
encounter which my
solve?
discover which I wish to
296
Label the illustration with the processes involved in the water cycle.
evaporation precipitation condensation
The Role of the Sun in the Water Cycle
I. Objective:
Describe the role of the sun in the water cycle.
II. Materials:
1. 2 clear plastic cups

2. marker
3. Clear plastic wrap
4. Water
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
Day Level of Water

Cup A Cup B
1
2
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?

TEACHING DATE and QUARTER/WEEK/DAY 4th/Week 4/
TIME Day 4-5
298
I. OBJECTIVES
C. Learning The learner should be able to describe the

Competencies/ importance of the water cycle. (S4ES-IVd-4)
Objectives/Code
II. CONTENT
The Importance of the Water Cycle
III. LEARNING
RESOURCES
A. References
Pages 309 - 312
Page 267 - 269
3. Additional Illustration of the water cycle (bigger illustration)
materials from Learning
Resources (LR) Portal
B. Other Learning manila paper, paper tape, sentence strip, 5 pcs.
resources mounted illustrations of water cycle long bond
paper size.
IV. PROCEDURES Advance Group Average Group
ENGAGE
What are the different water sources?
What are the uses of water?
How should we use water in our daily activities?
The water part of the earth is called the

“hydrosphere” or “water sphere”, which covers
three fourths of its surface.
Water continuously moved in the earth’s surface in
a process called “water cycle.”
Show an illustration of the water cycle to the class.

What do you think is the illustration about? (Water
cycle/different forms of water in the environment)
What are the different forms of water in our
environment? (solid, liquid and gas)
Do you think each form of water important? Why do
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.)
Water covers a larger area than the land. It gives

the earth a blue color as seen from outer space.
97% of the water on earth is salty, only 3% of the
water is fresh and potable-good for drinking.
So, there will come a time that we will run out of
clean/drinking water.
EXPLORE 1. Group the class into 5. Note: Provide each

2. Remind the standards pair with the activity
before doing the activity. sheet.
3. Distribute the needed 1. Have the class work
materials to each group. by pair..
4. Ask them to do Activity 2. Let them share
61 on p.267 of the LM, ideas in doing the
“How Important I Am in the activity using an
Environment?” activity sheet.
5. Remind them to work on 3. Ask each pair to
the activity for 15-20 present their work for
minutes only. checking.
6. Ask them to answer the
guide questions(1-5)
7. Teacher will monitor
each group as they
perform the activity.
8. Posting and
presentation of group
output.
EXPLAIN Discuss the answer to the Discuss the answer to

guide questions. the guide questions.
1.The illustration depicts 1.The illustration
water cycle- the depicts water cycle-
continuous movement of the continuous
the water with the movement of the
presence of sunlight which water with the
heats the water in the presence of sunlight
environment causing it to which heats the water
evaporate. in the environment
2. Man use water for causing it to
drinking, in households, evaporate.
industry, farming, etc. 2. Man use water for
Plants need water for drinking, in
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?
Make a diagram showing the importance of water

cycle using the sentences on strips of paper.
Healthy plant growth healthy animal growth improved

hygiene
more food supply more meat supply less sickness
When there is rain, what happens to the plants

growth?
What happens to your wet clothes after hanging
them under the sun? Where does the water
go?(The water evaporate)
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.)
EVALUATE Using a graphic organizer, Check the statements

ask the pupils to write thethat tell the importance
phrases in the appropriate of water cycle and
circle. cross if not.
Importance of water cycle 1. Man use water for
Plants, Animals, People, their hygiene.
Improved hygiene ________
practices, increased water 2. Plants need water
storage, healthy plant for their
growth, healthy animal growth.________
growth, increased meat 3. Animals do not
supply need
water._____________
4. There will be more
supply if water will be
used
properly.________
5. Animals will
become healthy even
without water.
______________
Additional Activities for What are the other benefits we get from water
application or cycle?
remediation List them down on your notebook.
V. REMARKS
VI. REFLECTION
earned 80% on the
required additional
activities for
302
remediation
C. Did the remedial
lesson work?
No. of learners who
have caught up with
the lesson.
continue to require
remediation.
Why did this work?

encounter which my
solve?
wish to share with
other teachers?
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
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
C. Learning The learner should be able to construct a

Competencies/ model/diagram of the water cycle. (S4ES-IVd-4)
Objectives/Code
II. CONTENT
Making a Model/Diagram of the Water Cycle
III. LEARNING
RESOURCES
A. References
304
Pages
Page
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?
Water goes in a cycle just like a wheel goes

around and around.
Let us watch The Water Cycle on video.

What is evaporation, condensation,
precipitation?
They can also watch the “Water Cycle Song”

and sing along with the video.
EXPLORE 1. Set the standards before doing the group

activity and explain the rubrics in rating their
output in the scale of 1 – 5.
Suggested Scoring Rubric
5 Excellent - complete
Quality comprehension of
material
-participated and
completed all the
activity
-completed task on time
with perfect output
4 Good Quality - proficient
comprehension of
material
-actively participated
and completed all the
activity
-completed task on time
3 Satisfactory - average
comprehension of
material
-mostly participated and
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?
Ask other members of the group to say

something about their output and how they work
on their output.
What is/are the importance of water cycle to our

environment?
What is water cycle?
How important is the water cycle?

Why?
EVALUATE Checking, evaluation and giving appropriate
rating to their output based on the rubrics.
A written evaluation as Post Test will be given.
306
Additional Activities for Read more about the water cycle.
application or remediation
V. REMARKS
VI. REFLECTION
assessment.
B. No. of learners who required
remediation
work?
to require remediation.
Why did this work?
can help me solve?
materials did I use/ discover
other teachers?
307
Making a Water Cycle Model/Diagram
Activity: Making a water cycle model/diagram.
Objective: Be able to make a water cycle model/diagram using old

magazines/brochure, small plant twigs and other available materials
Materials: 1/8 or 1/4 illustration board, cotton, used magazines/brochure,

scissors, glue, glitters, small plant twigs
Procedure:
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?
___________________________________________________________________
2. What helped you in going through the activity?
___________________________________________________________________
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
___________________________________________________________________

Time & Date Quarter/Week/Day 4th/Week 5/
Day 1
VI. OBJECTIVES
D. Content The learners demonstrate understanding of
Standard components of weather using simple instruments.
E. Performance The learners should be able to practice

Standard precautionary measures in planning activities.
F. Learning The learner should be able to use weather

Competencies/ instrument to measure the different weather
Objectives components.
Write the LC (S4ES-IVe-5)
code for each Unpacked Competencies:
-Identify factors that affect the day’s temperature.
VII. CONTENT COMPONENTS OF WEATHER

VIII. LEARNING
RESOURCES
E. References
5. Teacher’s
Guide pages
6. Learner’s
Materials pages
7. Textbook
pages
8. Additional
309
Materials from
Learning
Resource (LR)
portal
F. Other Learning
Resources
IX. PROCEDURE A B
ENGAGE “3-Pics-1-Word”
The pupils will guess the hidden word, based from

the given set of pictures.
Questions:
- What are the pictures all about?
- Do you think they affect our daily activities?
In what way?
EXPLORE The teacher will elicit information from the pupils

about their knowledge of the given word.
TEMPERATURE
310
Setting of Standards
-What are things that you need to remember while

doing an activity?
Presentation of Rubrics
-Agree on a rubric to assess the activity. (Sample

Rubrics)
Activity Proper
Group1: AIR
Group 2: TIME
Group 3: COLDNESS/ HOTNESS
(See attached worksheets)
EXPLAIN Reporting of the outputs will follow.
Each group will be given 3 minutes to report their

output.
ELABORATE Provide deepening of inputs about factors that

affects the days’ temperature.
- The teacher might ask these questions.
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?
EVALUATE Multiple Choice: Study the table below and answer

the questions that follow.
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
1. What time of the day has the highest

temperature?
a. 2:00 p.m
b. 12:00 noon
c. 8:00 p.m
d. 9:00 a.m
2. What time of the day has the lowest

temperature?
a. 5:00 a.m
b. 8:00 p.m
c. 9:00 a.m
d. 12:00 noon
3. During what weather condition has a high

temperature?
a. Rainy Weather
b. Stormy Weather
c. Fair/Sunny Weather
d. Cloudy Weather
4. How do you describe the temperature of a

fine weather?
a. High
b. Low
c. Lowest
d. Coolest
5. Does temperature affect the weather of a

certain place?
a. No
b. Yes
c. Maybe no
d. Not applicable
Assignment:
- Bring the following tomorrow.
1. Graphing Paper
2. Marker
X. REMARKS
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?
________________________________________________________________
________________________________________________________________
__________________________________________________________
2. Why does air temperature affect the days’ weather?

________________________________________________________________
________________________________________________________________
_____________________________________________________
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?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________.
GROUP 3: Coldness and Hotness

Observe pictures A to D and answer the guide questions below.
Picture A Picture B
Picture C Picture D
1. What kind of air temperature is present in Pictures A and C?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________.
2. Why does air temperature affect the day’s weather?
315
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________

Time & Date Quarter/Week/Day 4th/Week 5/
Day 2
I. OBJECTIVES
components of weather using simple instruments.

C. Learning The learner should be able to use weather

Competencies/Ob instrument to measure the different weather
jectives components.
Write the LC code (S4ES-IVe-5)
for each Unpacked Competencies:
-Use room thermometer to measure temperature.
II. CONTENT WEATHER INSTRUMENTS

(Thermometer)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
316
ENGAGE “Stand HOT, Sit COLD”
The teachers will show some pictures. Pupils will

identify if the picture/s shown depicts HOT or
COLD. They will sit if their answer is Cold, and
stand if their answer is HOT.
EXPLORE Pupils will answer the question.
Question:
- What do we use to measure temperature?
The teacher will elicit answers from the pupils.
The teacher will show a sample thermometer. The

pupils will also answer the following questions
below.
For the teachers:

1. Orient the pupils on how to use the
thermometer
2. Let the pupils familiarize its parts
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?
“Outside “Inside Temperature”

Temperature”
(See attached (See attached

worksheet #1) worksheet #2)
EXPLAIN Each group will be given the chance to present

their outputs.
Pupils will answer the guide questions.

(See attached guide questions)
ELABORATE (Teachers can explain more, please refer to the

given Background Information for Teachers)
EVALUATE Below is a recorded data of the recorded

temperature of the day. Analyze and answer the
questions that follow.
Time Temperature in
degrees celcius
6:00 AM 26
10:00 AM 30
12:00 AM 31
3:00 PM 32
5:00 PM 28
1. On what time of the day is the temperature
the highest? The lowest?
2. What does the data mean?
3. What can you say about the air
temperature of a day?
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?
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
WORKSHEET #1 (OUTSIDE TEMPERATURE)
320
Guide Questions:
1. What have you noticed about the recorded temperature?

2. What does this mean?
3. Why is there a change in the temperature?
4. Based on the activity how do you define a temperature?
5. What instrument is used to measure the temperature?
321
WORKSHEET #2 (INSIDE TEMPERATURE
322
Guide Questions:
6. What have you noticed about the recorded temperature?

7. What does this mean?
8. Why is there a change in the temperature?
9. Based on the activity how do you define a temperature?
10. What instrument is used to measure the temperature?
323
Background Information:
324
Time & Date Quarter/Week/ 4th /Week 5/
Day Day 3
I. OBJECTIVES


Competencies/Obj instrument to measure the different weather
ectives components.
-Use wind vane to tell the direction of the wind.

(Wind Vane)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Map of your community, A picture of a Wind
Resources Vane, Worksheets,
325
“Know Your Direction”
ENGAGE
The teacher will show a simple community map.
(See attached map)
The pupils will identify the direction of a place

using the given map according to the given
situations. Make use of the center as the
reference point.
The pupils will use a flashcards for their answers.
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?
The teacher will show a picture.
Question:
- What weather instrument is on the picture?
- What are the letters on the cup for?
- What does it indicate?
- What are the things that we need to
remember in doing an activity?
EXPLORE “Creating a Wind “Creating a Wind Vane

Vane Model” Model”
(Individual) (Pair/Triad)
See Attached See Attached

Worksheet Worksheet
Guide Questions: Guide Questions:
1. What happened 1. What happened
to the arrow as to the arrow as
the wind blew? the wind blew?
2. Which direction 2. Which direction
did the tail of did the tail of
your wind vane your wind vane
take? take?
3. Did the direction 3. Did the direction
of the wind of the wind
327
change after change after
some time? some time?
ELABORATE Explain further “Fill in the Blank”

concepts about wind A pupil will continue the
vane, and parts of it statement given by the
Arrow and tail – what teacher.
do they indicate?
TODAY, I LEARNED
ABOUT_____________
___________________
___________________
__________________.
EVALUATE What is the use of a wind vane? Explain in 2 to 3
sentences.
(The teacher may use a rubric to check the
pupil’s answer)
Score Description
5 Complete and clear idea, and 90 to
100% correct response
4 Complete but not clear, and 80 to
3 Not complete and clear, and 70 to
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
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?
did I encounter
which my principal
or supervisor can
help me solve?
did I use/discover
which I wish to
share with other
teachers?
329
Appendix A: Activity Sheet

Time & Date Quarter/Week/Day 4th /Week
5/Day 4
330
I. OBJECTIVES


ectives components.
-Use anemometer to tell the speed of the wind.

Anemometer
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
“Know the Symbols”
ENGAGE The teacher will present pictures showing windy
day.
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?
EXPLORE Note to teachers: Note to teachers:

State the objective of State the objective of
the activity. the activity.
Explain the procedures,
materials
“Creating an
“Creating an Anemometer Model”
Anemometer Model” (Pair/Triad)
(Individual)
See Attached
See Attached Worksheet
Worksheet
EXPLAIN Reporting of Outputs

ELABORATE Guide Question:
- What happened to the movement of the
improvised anemometer as the speed of
the electric fan was set to fast?
- How does the improvised anemometer
indicate the speed of the wind?
EVALUATE Answer the question in 2 to 3 sentences.

What is the use of a thermometer? What is the
importance of knowing the speed of the wind?
332
pupil’s answer)
Score Description
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

Time & Date Quarter/Week/Day 4th /Week
5/Day 5
I. OBJECTIVES

335
ectives components.
-Record the weather condition.
II. CONTENT WEATHER CHART

III. LEARNING
RESOURCES
A. References
pages
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
ENGAGE The teacher will show a weather chart and ask

questions about it.
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
“Creating Weather “Creating Weather

Chart ” Chart ”
(Individual) (Pair/Triad)
336
See Attached See Attached
Worksheet Worksheet
Guide Questions: Guide Questions:

1. What is the 1. What is the
importance of importance of
recording the recording the
weather in a weather in a
weather chart? weather chart?
- How do we know that weather is

changing?
- Can we keep a record of weather
changes? How?
ELABORATE
“Fill in the Blank”
A pupil will continue the statement given by the

teacher.
TODAY, I LEARNED
ABOUT_________________________________
______________________.
EVALUATE What is the importance of a weather chart?

Answer in 2 to 3 sentences.
See attached rubrics

pupil’s answer)
Score Description
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
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
did I use/discover
which I wish to
share with other
teachers?
338
Appendix A –Activity Sheet
339
Learning Competency: The learners should be able to use weather instrument to
measure the different weather components.
rubric
5 3 1 TOTAL
1. Concept Work shows a Work shows Work lacks

mastery of skills some understanding
and reflects a understanding of concepts
deep of concepts and skills
understanding and skills
of the concepts
2. Craftsmanship Shows extreme Work is neat Work is messy

care and but lacks and lacks
creativity for its creativity creativity
output
3. Cooperation/ Individual: Individual: Individual:

Work Ethics Works quietly Works quietly Cannot work
and leaves the but leaves the silently and
workplace clean workplace not leaves the
and orderly clean and workplace not
without order clean and
Pair/Triad: without order
All members Pair/Triad:
helped each 1 member Pair/Triad:
other, maintains failed to help 2 or more
cleanliness and the group members
orderliness of achieve its failed to help
their workplace. desired goal, the group,
maintains cannot
cleanliness and maintains
orderliness of cleanliness
their and
workplace. orderliness of
340
their
workplace.
TOTAL
SCHOOL GRADE LEVEL Grade IV

TEACHER LEARNING Science IV
AREA
DATE and QUARTER 4TH/ Week 6/Day
TIME 1
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
II. CONTENT Observing Weather Elements
III. LEARNING
RESOURCES
A. References
1. Teacher’s 320-323
Guide Pages
2. Learner’s 281-282
Material Page
3. Text Book
pages
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
(picture originally taken by the author)
How would you describe the sky as shown in the picture?
What do you think would be the weather for that day?
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)
4. Record your observation in a table like this:
Temperature Wind direction Wind Speed Sky Condition Weather Condition
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)
Observe the weather elements.
II. What you need:
III. What to do:
A. Stay out of the classroom.

B. Make an observation on the weather elements found in the chart.
C. Put a check on the column that best describes each element based from your
observation.
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)
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?
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
B. Performance Practice precautionary measures in planning Activities
Standard
Objectives Observe Weather Elements
Record weather Conditions
II. CONTENT Recording Weather Conditions
III. LEARNING
RESOURCES
A. References
Guide Pages
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.
ENGAGE (Picture originally taken by the
348
author) Picture originally
taken by the author)
What beautiful creation could

Tell us anything that comes into you spot from this picture?
your mind as you see this picture.
EXPLORE As you rise in the morning, what What kind of weather

could be the probable weather condition do you think we
condition could you infer to have, could have upon seeing the
upon seeing this wonderful sight sun shining up in the sky?
of the sun?
Heat from the sun helps us
Heat from the sun helps us determine the temperature
determine the temperature and and considered as one of the
considered as one of the weather weather elements.
elements.
Could we tell the possible
Could we tell the possible weather condition by simply
weather condition by simply observing the Weather
observing the Weather elements? elements?
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)
1.Describe the weather condition 1.Based on your observation,

from those three places based what was the possible
from the observed weather weather condition for the day?
elements. Why do you say so?
2. Why was it easy for you to 2.What were the different

determine the weather condition weather elements which help
from those three places? you determine the weather
condition?
3.What were the weather
elements that help you in 3.How would you describe the
determining the weather temperature for the day?
condition?
4.Was the wind strong, light,
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?
5.Is knowledge of weather 5.Describe the wind direction

elements important? Why? for the day.
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?
7.You see the thermometer rising, 7.You see the thermometer

what does this tell you about the rising, what does this tell you
weather condition? about the weather condition?
Observe the weather elements, The rain is heavy, the air
Describe each and tell the temperature is cold, and the
possible weather condition that wind is strong. What could be
will prevail in our place today, the possible weather condition
for the day?
If you want to know how cold or If you want to know how cold
how hot the day’s condition, what or how hot the day’s condition,
element of the weather will you what element of the weather
observe? Why? will you observe? Why?
If you want to determine the 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.________
Partly Possibly light warm 3.________

cloudy at noon
1. What helps you determine the weather condition?

2. Which among the weather elements helps tell the strength of
the wind?
Assignment Observe the weather elements by 9:00 o’clock in the morning
tomorrow. Record your observation using the chart below,
Sky Rain Wind Tempe- Weather
condition speed rature Condition
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)
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
Sunrise: 5:44 a.m. Sunset: 6:07 p.m.
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.
Weather Sky Rain speed Wind Humidit Temperatu

Condition Condition y re
Clear/Part Possibly in Light 50 Warm
ly cloudy the
Answer:(Fine) afternoon
Partly Occasional Light to 65 Warm
Answer:(Fair) Cloudy ly Moderat
e
Overcast Heavy Strong 75 cool
Answer:(Storm
y)
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)
Record the weather condition by observing the weather elements from the chart.
II. What you need:

Marker Manila paper Weather Chart
III. What to do.
A. Go out of the classroom.

B .Outside the room, observe the weather elements.
C. Record also the weather condition for that day.
D.. Accomplish the weather chart below by checking on your observation.
Temperature Wind direction Wind Speed Sky Condition Weather Condition
War Coo N S E W Others Ligh Stron Moderat Clea Clou Partly Overcas Fin Fai Storm
m l Specif t g e r - Cloud t e r y
y dy y
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?
You see the thermometer rising, what does this tell you about the weather condition?

DATE and TIME Quarter/Week/Day 4th/Week6/Day 3
I.
OBJECTIVES
B. Practice precautionary measures in planning Activities
Performance
Standard
Objectives 1. Make simple interpretations about the weather as recorded in the
Write the LC weather chart.
code for each
II. CONTENT Simple Interpretation of Weather
III. LEARNING
RESOURCES
A. References
355
Guide Pages
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
(pictures originally taken by the

author)
Weather Condition: __________

B
Compare the weather condition
shown from picture A to picture B.
How were you able to interpret the

weather conditions from those two
pictures?
Weather Condition: _________
How were you able to interpret the

weather conditions from those two
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)
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?
5. Is weather chart important in 5. What helps you interpret the

making interpretation of a weather weather in each of those places?
in a certain place? Why?
6. What do we look into in making
6.What do we look into in making interpretation of weather in a
interpretation of weather in certain certain place at a given time?
place at a given time?
7. Illustrate your interpretation
7.How would you interpret the about the weather condition in
Weather condition in Cebu based Cebu.
from the weather chart?
If you want to make a fast and
You have read from the weather accurate interpretation of weather
chart that the temperature in your condition, where would you refer
place is high, the wind speed is into?
light and the sky is clear, What
interpretation could you made Is it easy to interpret weather
based from those data? condition? How?
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?
In what way does a weather chart

helpful?
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?
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
359
share with
other
teachers?

( For A Learners)
Make simple interpretations about the weather as recorded from the weather
chart
II. What you need:
III. What to do:
Study the weather charts from the given places below.
Time: 10:00 a.m. Metro Manila Visayas Mindanao
Sky Cloudy Cloudy Clear
Wind Speed Moderate Moderate Light
Wind Direction Northeast Northeast East
Temperature 29 ˚C 28 ˚C 32 ˚C
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?
Time: 10:00 a.m. Cebu

Sky Cloudy
Wind Speed Moderate
Wind Direction North
Temperature 27 ˚C
ACTIVITY SHEET
( For B Learners)
chart
II. What you need:
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.
Time: 10:00 a.m. Metro Manila Visayas Mindanao

Sky Cloudy Cloudy Clear
Wind Speed Moderate Moderate Light
Wind Direction Northeast Northeast East
Temperature 29 ˚C 28 ˚C 32 ˚C
Weather Condition
(illustration of
interpretation)
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?
2. Illustrate your interpretation about the weather condition in Cebu.
Time: 10:00 a.m. Cebu

Sky Cloudy
Wind Speed Moderate
Wind Direction North
Temperature 27 ˚C
362
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
Guide Pages
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.
2.Which among the three places has a better weather

condition?
3.How would you describe the weather condition in Davao?
4.Based from the weather report, what place will experience

lower temperature? Why?
5. Was it easy to interpret the weather conditions of those

three places? Why
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.
1.The sun is shining brightly. The air is warm outside. What

do you think is the temperature of the day?
a. High b. low
c. normal d. very low
2. When the weather condition is stormy, the wind is_____
a. light b. moderate
c. fast d. very strong
3. If it is fine, sunny day. What clouds do we usually see?
a. cumulus b. nimbus
c. cirrus d. stratus
B. Make a simple interpretation of weather condition as
recorded from the weather chart.
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? _______
Additional Make a weather chart based Interpret the weather

Activities from a weather report on a condition of our place on the
particular place. Interpret its following time by tomorrow.
weather condition . Illustrate or draw your
interpretation.
Time of the Weather
day condition
7:00 a.m.
9:00 a.m.
12:00 noon
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the Formative
assessment.
B. No. of learners
who required
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?

did I encounter
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)
chart
II. What you need:
Weather chart Weather Report Manila paper marking pen
III. What to do:
A. Study the Weather report.
WEATHER REPORT
Pampanga Fair sky condition, temperature ranges from 30 ˚C – 34

˚C, wind is moderately blowing North.
Tagaytay Light to moderate northeast wind, sky is cloudy with
City brief rain shower, temperature is 20 ˚C - 24 ˚C.
Davao City Occasional rain shower and thunderstorm in the
morning with moderate to strong easterly winds,
temperature ranges from
25 ˚C - 30 ˚C. B. F
ill in the weather chart with the needed data.
Pampanga Tagaytay City Davao City

Sky
Wind Speed
Wind Direction
Temperature
C. Interpret the weather condition based from the recorded data in the
weather chart.
Places Weather condition

1. Pampanga
367
2. Tagaytay City
3. Davao City
D. Answer these questions:

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?
Apply What You Learned:
You have seen from the weather chart that you’re 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 weather condition in your place?
( For B Learners)
chart
II. What you need:
Weather chart Weather Report Manila paper marking pen
III. What to do:
A. Study the Weather report.
WEATHER REPORT
Pampanga Fair sky condition, temperature ranges from 30 ˚C – 34

˚C, wind is moderately blowing North.
Tagaytay City Light to moderate northeast wind, sky is cloudy with
brief rain shower, temperature is 20 ˚C - 24 ˚C.
Davao City Occasional rain shower and thunderstorm in the
morning with moderate to strong easterly winds,
temperature ranges from
25 ˚C - 30 ˚C.
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?

You have seen from the weather chart that you’re 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 of weather in your place?

Date
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
pages
3.Textbook pages
from
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.
Activity Sheet Activity Sheet

I. What to find Out: . What to find Out:
Identify activities to be Identify activities to be
safe during specific kind safe during specific
of kind
weather of weather
II. What you need: II. What you need:
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 together 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.
Sunny windy rainy

______ ______ Group 1- Sunny
______ Group 2- Rainy
______ ______ Group 3- Windy
______ 3. The group will identify
______ ______ the precautions to follow
______ as shown in each picture
IV. What have you
Learned: Sunny
_____________________
Windy
_____________________
Rainy
IV. What have you Learned:

___________________
___________________
EXPLAIN  Let the pupils report  Pupils present
their output their output
 Process all their answers  Verify their
answers
ELABORATE 1. Ask: 1. Why can the two
What are you going to do children
to be safe during fly their kite?
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 destruction 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
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
lessons
work?No. of learners
who
have caught up with
the
lesson
continue to require
remediation
strategies worked
well?Why did it work?
encounter which my
can help me solve?
localized material/s did
I
wish
to share with other
teachers?
374
Time & Quarter/Week/Day 4th /Week7/Day 2
Date
I. OBJECTIVES
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
pages
3.Textbook pages
from
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
Group 5-Storm signal Group 4- Signal 2
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
Massive damage maybe

ex-
pected in affected commu- WINDS: > 220 kph may
nities be expected in at least 12
hr
People are advised not to A Super Typhoon will
travel especiall by sea or affect the locality.
by SEA CONDITIONS
Air transportation (Open Sea)
Wave Height: more than
Some houses of very light 14.0
Materials like nipa and Storm surge more than 3
cogon meters possible at
May be partially uprooted coastal areas
DAMAGE TO
STRUCTURE:
Moderate to heavy maybe Widespread damage to
Expected practically in high-risk structures very
agricultural and industrial heavy.
sector
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
WINDS: 61-120 kph may

be expected in at least 24
hr
SEA CONDITIONS
(Open Sea)
Wave Height:4.1-14.0 m
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
WINDS: 171-220 kph may be

expected in at least 12 hr
SEA CONDITIONS (Open
Sea)
Wave Height: more than 14.0
meters
Storm surge 2-3m possible at
coastal areas.
DAMAGE TO STRUCTURE:
Very heavy damage to high –
risk structures.
Heavy damage to medium risk
structures;
Moderate damage to low-risk
structures
Considerable damage to
structures of light materials (up
to 75% are totally and partially
destroyed); complete roof
structure failures.
Many houses of medium-built
materials are unroofed, some
with collapsed walls; extensive
damage to doors and windows
A few houses of first-class
materials are partially
damaged
All signs/billboards are blown
down.
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?
Direction: Read each Direction;

EVALUATE
question carefully then Write the PSWS 1,2,3,4
write the letter of the best & 5 as per described in
answer. the following situations:
1. Which of these situation _____1. Only preschool
shows storm signal No. Classes are
2? sus-
a. Classes in pre school pended.
level in all public and _____2. The winds is
private schools are expected to come within
suspended 18 hours.
b. classes in preschool, _____3. Wind speed
elementary and high reaches from
school levels in all 120
public to 170 khp
and private schools in _____ 4.Preschol to high
affected areas are School is
automatically automa-
suspended tically
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
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
lessons
work? No. of learners
who
have caught up with
the
lesson
continue to require
remediation
strategies worked
encounter which my
can help me solve?
I
382
wish
to share with other
teachers?

Date
I. OBJECTIVES
Objectives  Identify safety precautions before a typhoon
S4ES- IVg - 8
LC Code
II. CONTENT
III. LEARNING
RESOURCES
A. References
pages
3.Textbook pages
from
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.
PAGASA: 'Yolanda' could

be strongest typhoon to hit
Phl this year
Louis Bacani (The
Philippine Star) -
November 6, 2013 -
Ask: 5:43pm
1. What do you think MANILA, Philippines –
happened? Typhoon "Haiyan," which
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?
B. EXPLORE  Group pupils into 5  Group pupils into 3

 Set standards  Remind the
 Give the task card standards to follow in
group work
TASK CARD  Guide the pupils in
Title: “Be Prepare” performing the activity
I. Objective:
Identify safety TASK CARD
precaution Title: “Are you Prepared?”
Before a typhoon .I. Objective:
II. What you need: Identify safety
Props precaution
III. What to do: Before a typhoon
II. What you need:
Group 1. A weather Role Playing Props
forecast before III. What to do:
a Group 1 – Role Playing-
typhoon (What to do in
school
before a typhoon)
Group 2. Role Play Group 2 – Talk Show
things (Topic: What to do
done at home before a typhoon)
before a Group 3 – Role Playing
typhoon (What to do at
Group 3. Scout home
Preparing before a typhoon)
for the coming
at camp site
Group 4. Radio
Broadcast Guide Question:
preparing  What are the things/
things activities you need to
for the coming prepare before a
typhoon typhoon comes?
Group 5. Role Play-
Teacher
preparing
385
classroom for
the
coming typhoon
Guide Question:
 What are the things/
activities you need to
prepare before a
typhoon comes?
C. EXPLAIN  Group Performance  Pupils present their

task group performance task
 Process all group  Process group
presentation performance task
 Rubric  Rubric
ROLE PLAY RUBRIC

Group______ Date________
Activity__________________
Role Played______________
Criteria: Rating
1.Speech was clear with 54321
appropriate volume
2.Role was played in a con- 54321
vincing, consistent manner
3.Props were effectively used 54321
4.Role play was well prepared 54321
and organized
5.Role play captured and 54321
Maintained audience interest
D. ELABORATE 1. Ask: Before a Typhoon:

What to do before a 1.Help your family check
typhoon? and
Before a Typhoon: fix your house for any
 Help your family check damage (especially the
(especially the roofs and roofs and windows), so it
windows), so it can can withstand the strong
withstand the strong winds.
winds. 2.Remind your family
 Remind your family members to stock up an
members to stock up an adequate food supply
adequate food supply, such
first as rice, canned goods,
aid kit and lighting and
devices. foods that would last
 Stock up an even
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
earned 80% on the
389
require additional
activities for
remediation
C. Did the remedial
lessons
who
have caught up with
the
lesson
continue to require
remediation
strategies worked
encounter which my
can help me solve?
I
wish
to share with other
teachers?
390
Time & Quarter/Week/Day 4th/Week7/Day 4&5
Date
I. OBJECTIVES
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
391
pages
3.Textbook pages
from
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
C. EXPLANATION Presentation of group output.

Verification and clarification if there are misconceptions
ELABORATION During a Typhoon: During a Typhoon:

 Stay calm and be  Stay calm and
alert. be alert.
 Stay indoors.  Stay indoors.
 Monitor the weather  Monitor the
reports. weather reports.
 Be ready to evacuate  Be ready to
if necessary. evacuate if
 Boil drinking water or necessary.
have some bottled  Boil drinking
water ready. water or have
 Have a flood plan some bottled
which everyone in the water ready.
family will follow when  Have a flood
necessary. plan which
 Pray. everyone in the
family will follow
After a Typhoon: when necessary.
 Have a  Pray.
knowledgeable After a Typhoon:
person inspect  Have a
electrical wiring before knowledgeable
using electrical person inspect
appliances. It is electrical wiring
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?
EVALUATION Direction: Choose the letter Write D when the

of the correct answer. statement describes an
1.Which is the best thing to activity during a
do typhoon and A if after.
during a typhoon?
a. Go out and play with ___1. Stay indoors.
friends. ___2. Boil water before
b. Stay inside your house drinking it to
and avoid
listen to typhoon updates. getting sick.
c. Go to the market and buy ___3. Stay away from
the necessary thing flood waters.
needed They
for the typhoon. carry water-borne
d. Go out and fix the roofs diseases.
that ___4. Be ready to eva-
were blown by the strong cuate if
winds. necessary.
2. Which one does NOT ___5. Check for any
show damage,
precautionary measures including
after a typhoon? water pipes, and
a. Help in fixing the house. help make neces-
b. Wade in the flood water. sary repairs as
c. Check electrical soon as possible.
appliances
before using.
d. Help typhoon victims by Answers:
donating foods and 1. D
clothing. 2. A
3. Why do we need to follow 3. A
safety measures during 4. D
and 5. A
after a typhoon.
a. to save lives and
properties.
b. to please the authorities.
c. to prevent typhoon from
coming.
d. to stop typhoon when it
happens.
4. Why is it important to
know
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
earned 80% on the
require additional
activities for
remediation
C. Did the remedial
lessons
396
who
have caught up with
the
lesson
continue to require
remediation
strategies worked
encounter which my
can help me solve?
I
wish
to share with other
teachers?
397
Time & Quarter/Week/Day 4th/Week 8/ Day 1 & 2
Date
I. OBJECTIVES
C. Learning Describe how shadows are formed
Competencies S4ES-IVh-9
/Objectives
each
II. CONTENT How Shadows are Formed
III. LEARNING
RESOURCES
A. References
pages
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.
What is formed when you stand in a lighted area?

What does your shadow look like?
Today we will know how shadows are formed.
Let’s go outside to a flat, open and sunny area. (Have

children describe what they see.
Ask.
 Can you tell which shadow is yours?
How do you know?
 Wave to your shadow. Does your shadow wave
back?
 What else can your shadow do that you can do?
(jump, dance, raise hands, etc.
 Do you see anything else outside that has a
shadow?
Setting standards for group activity. Dividing the class

into _____ groups.
EXPLORE Activity: How Shadows Formed
are Formed
Things Needed:
Things Needed: Flashlight
Flashlight Projector
Projector Transparent Plastic
Transparent Plastic Paper
Paper Box
Box
What To Do:
What To Do:
(Direct students’ attention
(Direct students’ attention to a light source and wall
to a light source and wall space set up for making
space set up for making shadows)
shadows.)
1. Create your own
1. Model how to use shadow play
your hands or other showcasing the
objects to make traditional values of
figures that Filipinos.
resemble animals
or other objects.
2. Using flashlight,
light from projector,
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.
An opaque object blocks the path of light. This is

called absorption., as the surface of the object absorbs
the light instead of letting it through. When this
happens, a shadow is formed. The shape of the
shadow is similar to the object.
Basically an object that does not allow any light to
pass through will form a shadow. Shadows are formed
by light because if light shines onto an object, and
therefore, a shadow is formed. Light can only travel in
straight lines.
Do we get benefit from shadows?

What benefit can you get from shadows?
Draw/illustrate how shadow is formed and describe it in

two sentences
RUBRIC
5 – can illustrate the shadow and explain correctly
4 – can illustrate the shadow and explain a little
3– can explain only but cannot illustrate
2 - can draw and illustrate only the shadow
1 – just started the illustration
EVALUATE Make a one stanza poem List down objects that

about shadow can form shadows
REMARKS
REFLECTION
earned 80% in the evaluation
400
for remediation who scored
below 80%
lesson
continue to require
remediation
did these work?
solve?

Time & Date Quarter/Week/Day 4th /Week 8/ Day 3&4
401
I. OBJECTIVE
S
A. Content The learners demonstrate understanding of the Sun as the
Standard main source of heat and light on Earth
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.
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.
Actual length of the bamboo

Length of the shadow (cm)
Difference in the length (cm
Time 8:00am
10:00am
12:00nn
2:00pm
• Describe the shadow of the pole at 8:00am, 10:00am,
12:00noon and at 2:00pm.
• At what time is the shadow of the pole longest? Why is
this so?
• At what time is the shadow shortest? Why?
• What did you observe with the position and length of the
shadows at different times of the day?
• What have you noticed about its position at different
times of the day? Did it stay in one place throughout the day?
EXPLAIN Presentation of group output. Verification and checking

of misconceptions.
ELABORATE Further discussion on how shadows change in position and
length in different times of the day.
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
_____________________.
EVALUATE Explain briefly why the length of shadows differ.

Additional activities for 1. Compare your shadow in the morning, noontime and at
application/remediation night.
2. Draw the shadow of the flagpole when the sun is in the
east at 7: 00 a. m.
V. REMARKS
VI. REFLECTIO
N
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
these work?
can help me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
404
SCHOOL GRADE LEVEL 4
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
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
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?
Today we are going to have a group activity.

Grouping the class into ____ groups.
EXPLORE What you need: Picture of the water cycle.
What to do.
1. Study the picture of the water cycle.
 What are the processes involved
in the water cycle?
 What caused the water to
evaporate?
 Which parts of the Earth does
greater evaporation takes place?
 What is the role of the sun in the
water cycle?
EXPLAIN Presentation of Group output

Checking/verifying the answers to guide
questions.
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?
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.
The ____ is what makes the ______

______ work. The sun provides what almost
everything on______ needs to go energy, or
heat. _______
causes liquid and frozen _________ to
evaporate into______ _______ gas, which
rises high in the ____ to form ______...clouds
that move over the globe and drop ______ or
_____.
J. Additional Activities for Illustrate the processes involve in the water
application or remediation cycle on long size bond paper. Label each
process involved.
V. REMARKS
VI. REFLECTION
assessment.
B. No. of learners who required
remediation
407
work?
to require remediation.
Why did this work?

can help me solve?
materials did I use/ discover
other teachers?
SCHOOL GRADE LEVEL 4

TEACHING Quarter/Week/Day 4th/Week 10/Day 1&2
DATE
I. OBJECTIVES
A. Content The learners demonstrate understanding of the Sun as
Standard the main source of heat and light on Earth
B. Performance The l earners should be able to practice precautionary

C. Learning Identify the beneficial effects of Sun’s Heat and Light on
Competencies/ living things.
Objectives S4ES-Ivj-11
Write the LC code
for each
II. CONTENT Beneficial Effects of the Sun to Living Things
III. LEARNING
RESOURCES
A. References
Guide Pages
2. Learner’s pp311-313
Material Page
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
Which word refers to the good effect of sun’s heat and

light?
What living things benefit from the sun’s heat and light?
Today we are going to have an activity about the

importance of the sun’s heat and light.
Grouping the class into ____ groups.
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.
( Please refer to the

Activity sheet)
EXPLAIN Presentation of group output ( Reporting)
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.
EVALUATION Put a check if the statement shows the beneficial

effects of sun’s heat and light to living things by
checking on the blank before each stated effect. Cross
out if it does not.
_______.A. Make photosynthesis possible on plants.

_______ B. Lead to forest fire
_______C. Animals see things around them.
_______D. People cannot go out anywhere.
_______E. Farmers can plant crops
_______F. Human can do the drying of laundry.
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)
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.
E. Answer the following questions:

1. Is the sun’s heat and light beneficial? Why?
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?
IV. What you Learn:

What are the beneficial effects of sun’s heat and light to living things?
V. Apply what you learn.
Knowing that people can do a lot of things with the presence of sun’s heat and light.
What activities can you do to help your parents at home especially on sunny days?
ACTIVITY SHEET
( For B Learners)
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.)
B. Read “Remember these” on page 313 of your book. ( LM )

C. Answer these:
1. Is sun’s heat and light beneficial to living things?
2. What are the living things that could benefit from the sun’s heat and
light?
3. What activities of people need sun’s heat and light?
4. Do plants also benefit from the sun light? How?
5. How about the animals, how do they benefit from the sun’s heat and
light?
6. Which among these activities do you do to help your parents at
home?
IV. What you Learn:
What are the beneficial effects sun’s heat and light to living things?
V. Apply what you learn:
If you are a fisherman or a farmer, how would you benefit from the sun’s heat and
light?

Time & Date Quarter/Week/Day 4th /Week10/Day 3&4
415
I. OBJECTIVES
sources of water suitable for human consumption
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?
Introduce the poem “In The Heart of the Seed”
“In the Heart of a Seed”
Kate Brown
In the heart of a seed,
Buried deep, so deep,
A dear little plant
Lay fast asleep.
416
“Wake,” said the sunshine,
“And creep to the light.”
“Wake,” said the voice
Of the raindrops bright.
The little plant heard;
And it rose to see
What the wonderful
Outside world might be.
Questions:
1. What is the poem about?

2. What was buried in the heart of the seed?
3. What makes the seeds grow?
4. Why is the sun important?
5. What do you get from it?
EXPLORE Group 1- Role Play Group 1- List down the
importance of the sun to
- Show through a role plants and to the
play the importance of environment
the sun to man
Group 2- Short Story Group 2 – Poster
- Provided with cut out - Make a poster that

pictures of the sun, depicts the importance of
plants, water and plants to man and the
animals, make a short environment
story about the
importance of the sun
to plants
Group 3 – Poster Group 3 – Provided with
pictures( drying of clothes,
- Make a poster that drying of fish, salt-making,
depicts the importance evaporation of water)
of plants to man and pupils will tell the
the environment importance of sun
417
EXPLAIN Group presentation/reporting and checking of group
output
ELABORATE Discuss why is sun important to living things
Give more situations…
The sun is the source of all energy, heat and light.

The amount of sunlight in an area determines what living
thing can survive there… All plants use sunlight to make
food (sugars) in a process called photosynthesis. The
store food in their leaves and the energy flows to other
animals that eat the leaves.
List activities that need the heat or light of the sun. List
them under the correct column.
Needs Light Needs Heat

from the Sun from the Sun
Can we live without the sun? why or why not?
What are the importance of sun to living things?

EVALUATE Answer the questions Read the statements
briefly: carefully. Write Agree or
Disagree on the following
1. Why is the sun situations on the
important? importance of the sun.
_________________ Write your answers on the
_________ line provided before each
2. What would happen number.
if the sun never
existed? __________ 1. Sun
_________________ supplies us with heat and
_______________ light, and it is the main
source of energy on our
418
planet.
__________ 2. It
provides plants with the
energy to grow and
produce oxygen for us to
breathe.
__________ 3. Sun does

not provide energy and is
responsible for the
photosynthesis that is
needed for the food
making process of the
plants.
___________ 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
earned 80% in the
evaluation
require additional
who scored below 80%
C. Did the remedial
learners who have
caught up with the
419
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?

Date and Time Quarter/Week/Day 4th/ /Week 10/Day 5
I. OBJECTIVES
that the Sun as the main source of heat
and light on Earth
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
A. Reference
Pages
(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?
2. Introduce activity 1: ‘Super sunny side’
to be answered.
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?
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
For A Learners
Activity: “Super Sunny Side!”

Objectives:
Identify harmful effects of the sun’s heat and light on living things.
What you need:
 ½ manila paper
 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
Activity: “Super Sunny Side”

Objectives:
Identify harmful effects of the sun’s heat and light on living things.
What you need:
 ½ manila paper
 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

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PROTOTYPE AND CONTEXTUALIZED DAILY

1. Explain the effects of force applied to an object; S4FEIIIa-1………….215

1. Compare and contrast the characteristics of different types of soil;

Albaytar, Arlynia Gaveria, Ria Mae

DAILY LESSON PLAN WRITERS

Teacher Learning Area SCIENCE

Time and Date Quarter/Week/Day Q1W1D1

A. Content The learners demonstrate an understanding of

The learners should be able to:

The learners should be able to:

Classify materials based on the ability to absorb water, float, sink,

Describe materials based on their ability to absorb

1. Teacher’s Guide Science Teacher’s Guide pages 2-4

B. Other Learning -5 pieces of rubber balls -5 rug

Let the class read the following words:

Absorb /Absorbent-- to take in (something in natural or gradual

Do not absorb/ Non-absorbent- do not allow water to be absorbed.

• SOLID LIQUID GAS

Say: We are going to have a group activity.

Cooperation All members 2 members 3 4 members 5

Participatio All members 2 members 3 4 members 5

Attentivene All members 2 members 3 4 members 5

(ACTIVITY: FOR LEARNER A)

 (Advance preparation) -Gather the materials needed for the

 Pupils will be divided into 5 groups with 5 to 8 members

 The leader will get from the teacher the materials to be

 Put the materials in the working area.

 Teach the pupils the skills of describing the characteristics

 Ask them to put the materials in a basin with water one by

 Remind them of the safely precautionary measures.

 Distribution of Activity Sheets

Table1. “Which Materials Absorb Water and Which Do not?”

(ACTIVITY FOR LEARNER B)

 Ask the pupils to list down at least 10 materials found in

 Ask them to put the materials in a basin with water one by

Table1. “Which Materials Absorb Water and Which Do not?”

CHARACTERISTICS of the Materials

2. Discussing and comparing the results of activities.

a. What characteristic did you observe in each material before

Which materials do you think will not absorb water? Why?

What common characteristics do these materials have?

 The teacher will address misconceptions of

Complete the statement below.

 Why is it not recommended to use plastic bags instead

 Government Trust: Proper Waste Management

Describe whether the listed materials are absorbent or non-

Go around your classroom. Collect at least 10 materials and test

C. Did the remedial

Teacher Learning Area SCIENCE

Time and Date Quarter/Week/Day Q1W1D2

A. Content The learners demonstrate an understanding of grouping different

The learners should be able to:

The learners should be able to:

Classify materials based on their ability to absorb

1. Teacher’s Guide Science Teacher’s Guide pages 2-4

LED TV, slide deck presentation, materials for activity

picture or real objects of different materials that absorbs water and do

 Examine the list of different materials listed below and tell

Cloth Rag Towel Sponge T-shirt foil plastic

Pencils rubber raincoat

 (Advance preparation) Gather the materials needed for the

Pupils will be grouped.

The pupils will be rated using the Rubrics below.

1_ 2._ 3._ 4.