DLP-Feb. Observation in Science 4

School Pedro S. Garcia Elem.
School Grade Level FOUR

Learning
Teacher MRS. ANA R. LANDERO SCIENCE
Area
Teaching
Date Quarter FOURTH QUARTER
Time
I. OBJECTIVES 1. Identify the beneficial effects of the sun’s heat and light on living things.
A. Content Standard The learners demonstrate understanding of the Sun as the main source of heat
and light.
B. Performance
Standard The learners should be able to practice precautionary measures in planning
activities.
C. Learning Describe the effects of the Sun.

Competency/ S4ES-IVj-11
Write the LC code for
each.
II. CONTENT Chapter 4: The Sun

Lesson 69: Effects of Sun’s Heat and Light
III. LEARNING
RESOURCES
1. References
1. Teacher’s Guide Science 4 Curriculum Guide

pages Science 4 TG, pp. 352 - 357
Science 4 LM, pp. 311 - 313
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
Power Point Presentation, pictures, strips with sentences, manila paper, glue,
2. Other Learning
Resource newsprint
C .Process Skills observing, describing, comparing, and inferring
D. Integration Values: Awareness on the effects of the sun to living things.

English: Reading a poem: The Sun
Mathematics: Conversion of miles to km.
Arts: Drawing the beneficial effects of the sun to plants, animals and humans.
IV. PROCEDURES
A. Engagement
1. Drill Drill on words related to water cycle using picture clues through PPT.
 Water
 Rain
 Water vapor
 Clouds
 sunllight
2. Review Conduct a short review on the topic about sun through a question and answer form.
What is the main source of heat and light?
Is the heat and light of the sun beneficial to living things?
In what way?
3. Motivation A. Reading a poem (English Integration)
The Sun
The sun rises in the east
When it is time to rise
The sun sets in the west
When it is time to rest
The sun gives us heat and light
It shines all throughout the day
It makes the world so gay.
B. Poem Comprehension
Ask: What is the poem all about?
Where does the sun rise? Where does the sun set?
What does the sun give us?
How do people feel when it shines all throughout the day?
C. Presentation:
The Sun is at an average distance of about 93,000,000 miles (150 million

kilometers) away from Earth. It is so far away that light from the Sun, traveling at a
speed of 186,000 miles (300,000 kilometers) per second, takes about 8 minutes to
reach us.
The sun is the center and the only star in the solar system, which is the source
of heat and light. It is composed of burning gases such as hydrogen and helium.
Gravity pulls together the gases. Like other stars, the sun produced large amount of
energy and it is released in outer space as heat and light. Without heat and light, life
on earth would be impossible. Without the sun the plants cannot make
photosynthesis and they will die. People and animals who depend on plants for food
will not survive.
Is the sun’s heat and light beneficial to people? Why?
A. Group Activity (Cooperative Learning)

B. Exploration
 Activity: How beneficial is the sun’s heat and light?
 Divide the class into 3 groups

 Each group is given an envelope.
 Study the pictures and identify the benefits that living things can get
from the sun.
 Discuss with your group mates the beneficial effects of the sun on
living things.
 Write your answers on a newsprint.
 Group Activity will be graded using a Rubrics ( see attached Rubrics)
B. Setting of standards in doing the activity.
C. Go around and follow-up the conduct of activity by each group. Remind each
group that they will be presenting their gathered data in class after finishing
their activity.
D. Group Reporting
A. Discussion and Analysis

C. Explanation 1. Ask:
 In what way is the sun beneficial to plants, animals and
humans?
 What activities of people that need sun’s heat and light?
B. Generalization
1. What are the beneficial effects of the sun to plants, animals and humans?
2. Do we really need the heat and light of the sun? Why?
C. Value Integration:
What do the children do during a hot sunny day? What do they use? Why?
D. Elaboration Explain the beneficial effects of the sun through differentiated activities.
Group 1 – Compose a poem about the sun.

Group 2 - Listen and watch a video and sing.
Group 3 – Make a poster in a clean sheet of bondpaper
Content Originality Creativity Impact Total

40% 20% 20% 20% 100%
Direction: Choose the letter of the correct answer.
E. Evaluation 1. Which gives us enough heat and light in order to live?

A. electricity B. generator C. Sun
2. Which of the following is the beneficial effect of the sun to plants, animals and
humans?
It helps them to _______.
A. breathe
B. create
C. sustain life
3. Without the sun, what would most likely to happen to the earth?
A. The earth will be dark and cold.
B. The earth will be lifeless.
C. Both A and B.
Draw in a bond paper the beneficial effects of the sun to plants, animals or humans
F. Expand (Arts Integration)
(Assignment)
You will be graded based on this rubrics
Content Impact Neatness Originality Total

40% 20% 20% 20% 100%
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the _________ of Learners who earned 80% above
evaluation
B. No. of learners who
require additional _________ of Learners who require additional activities for remediation
activities for
remediation who
scored below 80%
C. Did the remedial __Yes ____No____
lessons work? No. of
learners who have _____of Learners who caught up the lesson
caught up with the
lesson
D. No. of learners who ____of Learners who continue to require remediation
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by:
ANA R. LANDERO
Master Teacher I
Observed by:
ELECEL B. ADAM
Head Teacher III
Rubrics for Cooperative Learning
Rubrics
3 2 1
All members of the group 1-2 members of the 3 or more members
are participative and group are not of the group are not
cooperative. participative and participative and
cooperative. cooperative
The reporter of the group The reporter of the No reporter is willing
discussed well the idea of group did not to discussed the
the topic. discussed well the topic.
topic
The group finished on time. The group adds 5 The group adds 10
minutes to the minutes to the
deadline deadline.
Rubrics for Differentiated Activities
Content Originality Creativity Impact Total

40% 20% 20% 20% 100%
Rubrics for Poster Making
Content Impact Neatness Originality Total

40% 20% 20% 20% 100%
Prepared by:
ANA R. LANDERO
Teacher III

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School Pedro S. Garcia Elem.

School Grade Level FOUR

C. Learning Describe the effects of the Sun.

II. CONTENT Chapter 4: The Sun

1. Teacher’s Guide Science 4 Curriculum Guide

C .Process Skills observing, describing, comparing, and inferring

D. Integration Values: Awareness on the effects of the sun to living things.

The Sun is at an average distance of about 93,000,000 miles (150 million

Is the sun’s heat and light beneficial to people? Why?

A. Group Activity (Cooperative Learning)

 Divide the class into 3 groups

A. Discussion and Analysis

Group 1 – Compose a poem about the sun.

Content Originality Creativity Impact Total

Direction: Choose the letter of the correct answer.

E. Evaluation 1. Which gives us enough heat and light in order to live?

You will be graded based on this rubrics

Content Impact Neatness Originality Total

F. What difficulties did I

Rubrics for Differentiated Activities

Content Originality Creativity Impact Total

Rubrics for Poster Making

Content Impact Neatness Originality Total

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