Daily Lesson

Plan
in
SCIENCE 4
(First Quarter)

Lesson Plan in Science Grade 4

Nonita B.Carcueva
Valencia City Central School

2
 09178639541

Content Standards: Grouping different materials based on their properties

Performance Standards: Recognize and practice proper handling of products.
Learning Competency and Code: Describe materials based on the ability to absorb water
S4MT- Ia - I
Quarter: 1 Week: 1 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe materials based on the ability to absorb water

II. Content:
Subject Matter: Materials that Absorb Water
Integration: ENGLISH - speaking, writing
. EPP & ESP – Awareness on the kind of material to wear on different
Seasons.
Strategies: Cooperative Learning, Discovery method, Inquiry-based
Materials: rubber ball, cotton ball, sponge, face towel , tissue paper , marble ,water
Basin, and activity sheets.
References: Science 4 Learner’s Material, pp 2-4
Science 4 Teacher’s Guide 2-4
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils:
Ask:
1. What are some objects found inside our classroom that
absorb water?
2. How will you describe some of the materials?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Showing of real objects: Pencil, cotton, stone,
Ask: What are the physical characteristics of the materials paper
shown?

EXPLORE (Provide students with a common experience)

12 Minutes
- Divide the class into five groups worksheet
- Recall the standards in doing the activities
- Each group has different materials
- Teacher facilitates in every group task.

Characteristics of the materials

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 Before After Check if
Name of
adding adding aborbs water
objects
water water and X if not
Rubber ball
Cotton ball
Sponge
ballpen cap
paper
Group 2
Face towel
Spoon
Comb
hairclip
Group -3
Plastic cup
Candy
wrapper
Paper clip
Coin
Sand paper
money bill
handkerchief

Questions:
1. What are the characteristics of each of the materials before
placing them in water?
2. Describe what happened to each material after placing
them in the water.
3. What comes out as you squeeze the sponge out from the
water?
4. How do porous and non- porous materials differ?
5. What changes happened to the materials before and after
placing it in water?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Group reporting
Each group will be given time to report.
Teacher adds some important ideas related to their group
works.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
 How would you describe the materials that absorb
water?
 How would you describe the materials that does not

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 absorb water?
Key concepts:
 Porous materials are having small holes that allow
air/liquid to pass through, thus they absorb water.
 Non-porous materials do not allow air/liquid to pass
through. They do not absorb water.

EVALUATE
Encircle the letter of your answer.
1. What makes a cloth rag absorbent?
a. it is porous b. it is made of soft material
c. it is used for cleaning d. it is coarse and rough in texture

2. A glass of water spilled on the table. You want to dry the

table at once. What are you going to use?
a. cotton b. tissue paper
c. rug made of cloth d. handkerchief

3. Which of the following materials have the ability to sink in

water?
a. metal spoon b. wood
c. plastic sheet d. twigs

4. Why do some materials absorb water?

a. because some materials have tiny holes that let the water in
b. some materials are soft that can easily get water in
c. some materials are made of vinyl
d. some materials are expensive

5. Why do boats float in water?

a. boats are made of wood that make them float
b. man uses paddle to make the boat float
c. the sea breeze make the boat float
d. the boat is tied with plastic string that makes it float

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Collect 10 objects at home and test them whether or not the
materials absorb water.

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

5
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Marilou C. Canadilla
Sinayawan Central School
Phone Number 09367121287

Content Standards: Grouping different materials based on their properties

Performance Standards: Recognize and practice proper handling of products

6
Learning Competency and Code: Classify materials based on the ability to absorb water
( S4MT-Ia-1)
Quarter: 1 Week: 1 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
* Classify materials based on their ability to absorb water

II. Content:
Subject Matter: Materials that absorb water
Integration: English – Correct grammar in giving of answers, correct spelling of the word
EsP, Health & EPP – Keeping safe always, disaster preparedness
Awareness on the kind of material to wear on
different seasons.
.
Strategies: Cooperative Learning
Materials: 4 pcs of medium rubber balls, cotton balls, sponge, face towel, t- shirt, rug, tissue
paper, tap water, tray, clock or timer, 4 pcs basin
References: Grade 4 Science Learner’s Material pages 2-4
Grade 4 Science Teacher’s Guide pages 2-4
Curriculum Guide, August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Chart
1. Have pupils list down ten materials they see in the
classroom.
2. Which materials absorb water? Which does not?

Activity Sheet 1
Group ______
Does not
Materials Absorb Water
absorb Water

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Say: Aside from grouping the materials into materials that
absorb water and materials that does not absorb water, they
can also be grouped based on their ability to ability to absorb
water.

EXPLORE (Provide students with a common experience)

12 Minutes
1. Group pupils into four groups. Materials:

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 2. The leader will get from the teacher the material Real objects:
which will be used in the activity. 4 pcs of medium
3. Put the materials one by one in a basin. Lift up the rubber balls, cotton balls,
material and squeeze. Let the water drip down on sponge, face towel, t-
the basin. Have them record their observation in shirt, rug, tissue paper, tap
the chart. water, tray, clock or timer,
4 pcs basin
Did the Did the Is the material
Materia
water material get heavier when
ls
come out? wet? wet?

4. Present your data chart in class.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Guide Questions:
1. What characteristics did you observe from each of the
materials before placing them in water? When you
squeeze each of the materials what comes out of
them?
2. Did all the materials absorb water?
3. Which of the material absorb water? What are these
materials made of?
4. Which of the materials did not absorb water?
What are these materials made of?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of gr) 12 minutes
Key concept:
absorb- to take in ( something, such as a liquid) in a natural
or gradual way
porous- having small holes that allow air or liquid to pass
through
non- porous- 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.
* Cotton is very porous, which makes it a natural absorber of
water.
* Plastic as a non- porous material, does not allow water to
pass through.

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* Porous materials are materials having small holes that allow
air or liquid to pass through.

EVALUATE
Write P on the blank if the material is porous. Write NP if the
material is non- porous.
___ 1. Cotton shirt
___ 2. towel
___ 3. Curtain
___ 4. Umbrella
___ 5. Diaper
___ 6. Blanket
___ 7. Pillow
___ 8. Sock
___ 9. Raincoat
___ 10. Plastic cup

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Cut out pictures from old magazines and classify them as
porous and non- porous

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Maria Victoria C. Alvarez
Mailag Central School
09278628639

Content Standards: The learners demonstrate understanding of materials that float and sink.
Performance Standards: Identify the materials that float and sink.
Learning Competency and Code: Classify materials based on the ability to absorb water,
float, sink, undergo decay (S4MT- Ia-I)

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Quarter: 1 Week: 1 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Identify the materials that float and sink.

II. Content:
Subject Matter: Materials that Float and Sink

Integration:
MAPEH – Health, Physical Activities

ESP- Awareness of materials that float, sink

ENGLISH- Good grammar /Speaking Skill
Strategies: Cooperative learning, Inquiry Based Method
Materials: Chart, cut out pictures from the magazines, pail filled with water, plastic
saucer, pencil, paper clips, metal spoon, rubber ball, Plastic duck toy, plastic cups, stones,
coins.
References: Curriculum Guide for Grade 4 – K- 12, LM- pp 5-7, TG, pp. 5-8

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will say and ask the Real objects
pupils:
 Can you identify the materials displayed on the table?
 What do you think will happen if these materials will
be placed in this glass basin filled with water?

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Activity: Real Objects
The teacher presents an activity.
Say: I’m going to put each material on this glass basin filled
with water. Observe what happens to these materials and
identify which material that sink and float.

EXPLORE(Provide students with a common experience)

12 Minutes
Group Activity Chart
Teacher provides all the materials needed for the activity
prior to actual performance task. Sets Standard Rules for
Activity.
The teacher acts as a facilitator.
Each group will perform the activity of which they will
identify the materials that float and sink.

Group 1- pieces of stone, pins, pens, pencils, plastic toys

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Group 2- chocolate, plastic cups, coins, pieces of small woods
Group 3- paper clips, closed cup, open cup, spoon, rubber
balls, small scissor
Group 4- Staple wire, stapler, comb, lipstick, pentel pen,
small drinking glass, metal toys , nails.
Keep a record of your activities.

Instructions were written on the board and on the activity

sheet.
Ask the pupils using guide questions:

Activity Work Sheets

Group_________
Check (/) the materials that float and sink
Name of Materials Float Sink
Group 1
Pieces of stone
pens
pins
Plastic toys
Styrofoam

Group 2
chocolate
Plastic cups
coins
Pieces of small woods

Group 3
Paper clips
Closed cup
Pen cup
spoon
Rubber balls
scissor

Group 4
Staple wire
stapler
comb
Pentel pen
Metal toys
nails
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Pupils will explain their outputs with the reinforcement of the chart
teacher based on the activity performed.

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Guide Questions:
1. What are the materials that sink?
2. What made them sink?
3. What are the materials that float?
4. What made them float?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interactive process between the teacher and the learners based
from the explanation/ activity. Deepening concepts

Key Concepts:
 Sink means to fall to the bottom of water, float means
to stay on top.
 Some things float on top of water, some things stay
submerged partway down, and some things sink.
 Some things sink very fast and some things sink very
slowly.
 An object’s shape can affect its ability to float, but
some materials float no matter what their shape- such
as Styrofoam and wood.
 Some things float at first, but then sink as they absorb
water or take water on through holes.

How will you describe the changes of the materials when

cooled?
Describe the change/s that happened to the materials.

Key Concepts:
 When the materials are heated, they changed their
size, shape, and texture. They also changed their
forms.
 When cooled, the liquid materials were changed to
solid.
 The materials (crayon/chocolate/butter or margarine)
changed its form from solid to liquid when heated. It
also changed its size, shape, and texture.
 The materials (crayon/chocolate/butter or margarine)
changed back to its form from solid to liquid when
cooled. It also changed its size, shape, and texture.)

EVALUATE

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Identify the materials that float or sink in a body of water. Chart
Write S if it sink and F it float. Write your answer on the
space provided.

______1. Flower vase

______2. Plastic cup
______3.Basket
______4.Bamboo stick
______5. Pencil
______6. Stones
______7. Spoon
______8. Plastic Bottle cup
______9. Drinking glass
______10.Closed plastic bottle

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Gather 5 materials that float and 5 materials that sink.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V. Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: The learners demonstrate understanding of materials that float and sink.
Performance Standards: Describe the kind of materials that float and sink.

13
Learning Competency and Code: Describe the materials that float and sink. S4MT-Ia-1
Quarter: 1 Week: 1 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
Describe the materials that float and sink

II. Content:
Subject Matter: Materials that float and sink
Integration:
ESP:
● Member’s role responsibility in a working group
ENGLISH: Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning, Brainstorming,
Guessing Game
Materials: Power point Presentation, publisher, real objects: rubber duck, plastic
balls, soft scrub sponge, plastic comb, word strips, activity card, pentel pen,
plastic bottle with cover, plastic saucer
References: Science 4 Learner’s Material, pp 11-13
Science 4 Teacher’s Guide
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

The teacher will show real objects. Real Objects:
( Rubber duck, plastic balls, soft scrub sponge, plastic Rubber duck, plastic balls,
comb) soft scrub sponge, plastic
Ask: comb
 What will a person get when exposed to decaying
materials?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
“Pinoy Henyo Game” Word strips
 Ask a pair of pupils to play the game.
 One of them will give the clue and the other one will
guess the answer.
 The pair will just be given two seconds to guess the
correct word being described.
 The following materials will be described: plastic
bottle, Styrofoam, rubber cap, aluminum foil and
candy wrappers.
 The pair who gets four correct answers will be
declared the winner.

EXPLORE (Provide students with a common experience)

12 Minutes

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 A. Advance Preparation ( to be done a day before the Toy doll made of plastic,
Science class) styropore cup, rubber ball,
1. Gather the materials needed for the activity. large stone, metal spoon,
eraser, pencil, Plastic
2. Divide the materials equally to each group.
bottle with cover, plastic
B. Group Work saucer,
1. Group pupils into three.
2. Set norms to follow during the activity. Activity Card
3. Instruct each group to get the materials needed from Pentel pen
the teacher
4. Go around and observe the pupils as they perform the
activity.
5. Each group will fill out the data chart with their
observation.

Classify the materials according to its ability to float/ sink

and write its description.
Activity Card
Group ______

Materials Float Sink Description

Guide Questions:
1. What are the characteristics of the materials that float in
water?
2. What are the characteristics of the materials that sink in
water?
3. What are the characteristics of the materials that float in
water?
4. Why do these materials float in water?
5. Why do these materials sink in water?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes

15
  Ask each group to present their data and answer to the Powerpoint presentation
guide questions.

1. What are the characteristics of the materials that float in

water?
2. What are the characteristics of the materials that sink in
water?
3. What are the characteristics of the materials that float in
water?
4. Why do these materials float in water?
5. Why do these materials sink in water?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
What did you learn from this activity?
Call some pupils to share their learning to the class.

Key Concepts:
 An objects shape can affect its ability to float, but some Publisher
materials float no matter what their shape such as
Styrofoam and balsa wood.
 Some things float at first, but then sink as they absorb
water or take water on through holes.

EVALUATE
Encircle the letter of your answer. Answer sheet

1. Why does rubber duck toy float in water?

A. it is heavy
B. it has tiny holes
C. it is very light and made of rubber

2. Why do boats float in water?

A. Boats are made of wood that makes them float
B. Man use his paddle to make the boat float
C. Sea breeze makes the boat float

3. What makes a stone sink in water?

A. It is made of light material
B. It has tiny holes.
C. It has heavy weight.

4. What is the characteristic of the materials that sink in

water?
A. It has lighter weight
B. It has tiny holes
C. It is made of wood

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5. What is the characteristic of the materials that float in
water?
A. It has tiny holes
B. It is made of wood
C. It has lighter weight

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
List down ten materials that float and ten materials that sink Survey Form
in your kitchen and describe its characteristics.
 

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V. Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Grouping different materials based on their properties

Performance Standards: Recognize and practice proper handling of products.
Learning Competency and Code: Describe and classify the materials that undergo decay
S4MT-

17
Quarter: 1 Week: 1 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
Describe and classify the materials that undergo decay

II. Content:
Subject Matter: Materials that undergo decay
Integration:
ESP: ● Take necessary precaution in handling the materials.
● Member’s role responsibility in a working group
ENGLISH: Speaking/ Reporting
Strategies:7Es Learning Model, Cooperative Learning
Materials: Power point presentation, bread and spoiled bread, banana, kangkong,
camote leaves, left over fooeds, rotten mango, activity card, pentel pen,
publisher, answer sheet
References: Science 4 Learner’s Materials, pp.7-10
Science 4 Teacher’s Guide pp. 8-11
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT Materials
Put (x) mark on the materials that float and (/) on the materials Power point presentation
that sink.
__ rubber slipper ___stone

__plastic cup __metal spoon

ENGAGE
The teacher will show a piece of bread and decayed bread. Let the Real objects: Piece of
children describe abd differentiate one from the other. Bread and decayed bread
Ask:
 Which one can be eaten?
 Which one cannot be eaten anymore?
Let the children describe and differentiate the appearance of one
bread form the other.

EXPLORE
a. Divide the class into three group.
b. Set norms to follow during group activity. Real Objects:
c. The teacher sets the materials inside the classroom. Banana, kangkong stalks,
camote leaves, left over
d. Have each group do the gallery walk prepared inside the
foods, rotten mango
classroom. Activity Card
e. Instruct the pupils to work on the worksheets given to Pentel pen
each group and check if the materials given are considered
decaying.

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 f. Remind the pupils to take precaution in handling the
materials.
Activity Card
Group ______

Materials Decaying
Banana
Kangkong
Dried camote leaves
Leftover food
Rotten mango

Guide Questions:
1. What kind of materials are used in the activity?
2. What can you say about the appearance of the materials?
3. Describe the characteristics of each materials
4. How will you compare and differentiate the odor/ smell and
appearance of each materials?
5. What are the factors that contribute to the causes of the decay?

EXPLAIN
 Presentation of outputs.
 Ask the pupils to report their findings and their answer to the
guide questions.
1. What kind of materials are used in the activity?
2. What can you say about the appearance of the materials? Power point presentation
3. Describe the characteristics of each materials
4. How will you compare and differentiate the odor/ smell and
appearance of each materials?
5. What are the factors that contribute to the cause of the decay?

Elaborate
What did you learn from this activity? Publisher
Call some pupils to share their learning to the class.

Key Concepts:
 Not all plants and animals decay at the same time. Some
materials will decay fast, some will take a long time. Each
material can be classified according to its odor/ smell and
appearance.
 Some were compressed under water and thick layers of soil
over million years. They were converted into fossil fuels
such as coal, oil or natural gas. These fuels are used by
power stations, factories, motor vehicles, and others.
 The organic matter in soil is derived from plants and
animals. It becomes organic fertilizer.

19
  Organic fertilizer from compost pit does not harm but enrich
soil.

Evaluate
Answer.
A.
__1. Which of these materials will decay fast?
A. mango fruit B. string beans C. pechay
__2. Which of these materials will undergo decay?
A. sponge B. cabbage C. rubber
Answer sheet
B.
Put a (/) check mark if the materials undergo decay.

___3. mahogany twigs ___4. tires

___5. sayote

Extend
List down (10) ten decaying materials found in your kitchen.
 

Reflection:
A. No. of Learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work?___
D. No. of learners who have caught up the lesson:__
E. No. of learners who continue to require remediation:__
F. Which of my teaching strategies worked well? Why did these work?__
G. What difficulties did I encounter which my principal or supervisor help me solve?__
H. What innovation or localized materials did I used / discover which I wish to share
with other teacher?__

Lesson Plan in Science Grade 4

Maria Victoria C. Alvarez
Mailag Central School
09278628639

Content Standards: Changes that material undergoes when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code:
(S4MT – Ib–2)
Quarter: 1 Week: _2__ Day: _1__

20
I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Identify the diseases/ sickness that may result from exposure to decaying materials

II. Content:
Subject Matter: Diseases/Sickness resulting from exposure to decaying materials.
Integration:
MAPEH – Health, good hygiene practices, Proper Waste Management
practice.
ENGLISH- Good grammar /Speaking Skill
Materials: Picture of a man affected with a tuberculosis
Picture of a girl sick of asthma
Picture of a child sick of diarrhea
Pictures of persons affected with skin allergies
Picture of a person sick with amoeba
Picture of a person sick with dengue
Picture of a child sick with malaria
Picture of a family living in a dumpsite
Picture of a family living in a squatter area
Strategies: 7 E’s Cooperative Learning/ Dyad
References: Science 4 LM, pg 11-13 Science 4 TG, pg 11- 14 MISOSA

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

Showing pictures of dirty places. Cut out pictures
Can you name materials that undergo decay?
Solicit ideas from pupils

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Showing picture of a sick child with his parents on the Cut out pictures of a sick
process of health check-up. child on the process of
Can you tell what are they doing in the picture? health check-up
Why do you think the child got sick?

EXPLORE(Provide students with a common experience)

12 Minutes
Collaborative Task Activity: Collage of pictures of
Groups of three different diseases /
sickness:
Teacher provides collage of different sickness/ diseases Picture of a man
displayed on the board: affected with a
Picture of a man affected with a tuberculosis tuberculosis
Picture of a girl sick of asthma Picture of a girl sick
Picture of a child sick of diarrhea of asthma
Pictures of persons affected with skin allergies Picture of a child
Picture of a person sick with amoeba sick of diarrhea
Picture of a person sick with dengue Picture of a family

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 Picture of a child sick with malaria living in a dumpsite
Picture of a family living in a dumpsite Picture of a family
Picture of a family living in a squatter area living in a squatter area
What to do:
A. Visit the Gallery / collage of pictures
B. Examine the collage of pictures displayed on the
gallery.
C. Identify what you see in the picture
D. Record in your notebook what you have identified
E. After recording and observing go back to your group
and discuss your findings with the group.
F. Organize your findings in the data provided below.

Activity Sheet
Group ________

Possible
Pest
Place Waste illness/diseases
breeding in
where the materials resulting from
the
family seen in the exposure to
surrounding
lives surroundings decaying
s
materials
canals Empty cans, Mosquito Allergy
plastic bottles flies Dengue
Trashes Malaria
Rotten fruits Typhoid
and Waterborne
vegetables disease
dumpsite
Dirty
creeks
Garbage
area
Squatters
area
esteros

Questions:
QUESTIONS ANSWERS
 What are the waste
Materials found in
the surroundings?
 How are these
materials disposed?
 What are the pests
dwelling in the
place?
 Why do you think

22
 those pests like to
breed in dirty place?
 What illness could
the people living
near the dumpsite
and squatters’ area
acquire?
 What could be the
possible causes of
the illness acquired
by the family who
lived in these places?
 What have you learn
in this activity

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of the group outputs chart
Teacher will reinforce the concept.

Guide Questions:
1. What are the waste materials found in this area?
2. What possible illness /sickness brought by these
pests to the dwellers n this place? Why?
3. Could these sicknesses be prevented? How?

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Identify and discuss the possible diseases that could be Chart
acquire resulting from exposure to decaying materials.

Key Concepts:
Diseases – an illness that affects a person.
 A condition that prevents the body or mind to function
normally.
 There are common ailments that may result from
exposure to decaying materials. Some of these are
allergy, cholera, malaria, typhoid, dysentery and some
kind disease such as ring worm and scabies.
 Malaria and Dengue are diseases spread by specific
type of mosquitoes. These become epidemic in places
where these type 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.

23
 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
 Diseases can be prevented through proper disposal of
waste in the near areas like dumpsites, esteros, or
canals,
 Good hygiene practices such as washing of hands,
boiling of water, avoidance or exposure to air.

EVALUATE
Answer the following questions. Chart
1. What are the possible diseases we may get if we are
exposed to decaying materials?
2. How do these decaying materials affects one’s
Health?

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Look in your neighborhood a place where you can find
decaying materials that are sources for different diseases.
Prepare a report for possible illnesses/diseases that can be
acquired on this area.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V. Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Grouping different materials based on their properties

Performance Standards: Recognize and practice proper handling of products
Learning Competency and Code: Describe the diseases/ sickness that may result from
exposure to decaying materials. S4MT-Ib-2
Quarter: 1 Week: 2 Day: 2

I. Objectives:

24
 At the end of 50 minutes, 100% of learners are expected to:
Describe the diseases/ sickness that may result from exposure to decaying
materials.

II. Content:
Subject Matter: Diseases / Sickness Resulting from Exposure to Decaying
Materials
Integration:
ESP: ● Keeping one self-clean
● Member’s role responsibility in a working group
ENGLISH: Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning
Materials:
References: Science 4 Learner’s Materials, pp 11-13
Science 4 Teacher’s Guide pp. 11-14
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Ask:
 What will a person get when exposed to decaying
materials?
Powerpoint Presentation
 What are the diseases that may result from exposure to
decaying materials?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
The teacher will show a picture of informal settlers in Picture of informal settlers
dumpsite or in esteros. in dumpsite or in esteros.
 What can you say about the picture?
 Are the people living in this area healthy? Why?

EXPLORE (Provide students with a common experience)

12 Minutes
a. The teacher will prepare a gallery inside the classroom. Picture of people living
b. Group pupils into three. near the dirty rivers, dirty
c. Set norms to follow during group activity. toilet, esteros, dumpsites
d. Have each group do the gallery walk prepared inside
Activity Card
the classroom. Pentel pen
e. Instruct the pupils to work on the worksheets given to
each group.
Activity Card
Group ______

Questions Answer

25
 Write three words you can
describe about the picture.

Identify the different materials

that undergo decay. List as
many as you can.

Identify the different pests

dwelling in the areas. List as
many as you can.

What possible diseases can we

get if we are exposed to these
materials?

Guide Questions:
1. What kind of waste materials are found in the dumpsites,
canals, and esteros?
2. Describe the surroundings in every picture.
3. Are there pests in the area? What are the common pests
seen in the area?
4. What can you say about the families living in these areas?
What are their health issues/ problems?
5. How will the people living in this area keep themselves
clean and safe?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 Ask the pupils to report their findings and their answer to Power point presentation
the guide questions.
1. What kind of waste materials are found in the dumpsites,
canals, and esteros?
2. Describe the surroundings in every picture.
3. Are there pests in the area? What are the common pests
seen in the area?
4. What can you say about the families living in these areas?
What are their health issues/ problems?
5. How will the people living in this area keep themselves
clean and safe?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
What did you learn from this activity? Publisher
Call some pupils to share their learning to the class.

26
Key Concepts:
Diseases- An illness that affects a person, animal or plant.
• A condition that prevents the body or mind from
working normally
• Decaying materials are wastes that may cause harm to
one’s health.
• Waste is any material that is no longer usable and is
thrown away.
• There are common ailments that may result from
being exposed to decaying materials
Malaria and dengue are diseases spread by specific type
of mosquitoes. These become epidemic in places where
these type 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
they drink polluted water.
 Proper disposal of waste should be observed in areas
near dumpsites, esteros or canals to prevent them from
too much exposure to garbage that will result in danger.

EVALUATE
Encircle the letter of your answer. worksheet

1. It is a water borne disease that we often get in drinking

polluted water and uncovered foods.
A. malaria B. scabies C. typhoid

2. Lino is suffering from severe diarrhea. He was rushed to

the hospital and the doctor said he suffered from dehydration
and should be treated immediately. What would be the
possible illness?
A. Dysentery B. Dengue C. Typhoid

3. Why did Maria experience itchiness in her skin after

swimming in the river?

A. The river might be dirty and contaminated

B. He had eaten something.
C. He had a dirty clothes.

4. Leah is living near the dumpsite. She always play on that

area. Early morning, she happens to spit blood and complains
chest and back pains. What might be her possible illness?
A. Tuberculosis B. Dengue C. Malaria

27
5. Leo has a high fever. Her mother found out some bruises in
his skin. What will be the doctor’s diagnosis?
A. dengue B. Diarrhea C. Dysentery

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
 Provide a survey form to five families in your Survey Form
community who are living near the canals/ rivers/
dumpsites areas/ esteros.
 Teacher will follow up results the next meeting.
Survey Form
1. Name( Head of the family) __________2. Age__ 3. Sex___
4. Address_________________________________________
5. Occupation______________________________________
6. How many members are there in the family?___________
7. with toilet? Yes_____ No___ How many?________
8. What kind of trash is found in the household? __________
9. Where is their trash located?________________________
10. What illnesses/ diseases have members of the family
suffered for the past years?
____________________________________
11. What were done to treat the illnesses/ diseases?
________________________________________________
12. What are being done to prevent the spread of the disease?
_________________________________________________

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

28
 LESSON PLAN IN SCIENCE 4
Felma D. Timkang
Valencia City Central School
09754592510

Content Standards: Grouping different materials based on their properties.

Performance Standards: Recognize and practice proper handling of products.
Learning Competency and Code: Identify the effects of decaying materials on one’s
health and safety. S4MT-Ib-2

Quarter: 1 Week: 2 Day: 3

29
 I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Identify the effects of decaying materials on one’s health and safety.

II.Content:
Subject Matter: Effects of exposure of decaying materials on one’s health and safety
Integration: English (speaking) ESP (cleanliness, and safety of one’s health)
Strategies: Observing, enumerating
Materials:
Manila paper, plastic cup, pictures, rotten fruits

References: Science 4, LM 14-17

Science 4, TG, pgs. 14-18
Internet

III. Learning Tasks:

ELICIT Materials
1. What are the diseases/ sickness will you get from exposure to
decaying materials? .
2. What will you do to prevent this to happen in yourself?

ENGAGE
Show different materials on the table. ( materials that decay fast and Materials that
materials that decay slow) decay fast and
Ask: materials that
Which of these materials undergo decay? decay slow
Introduce the new lesson: Our lesson is about the effect of decaying
materials in one’s health and safety.
What do you think will happen to us if all these decaying
materials will just be disposed anywhere in our community?

EXPLORE
* Divide the class into five groups Pictures of left over
* Recall the standards in doing the activities foods, family living
* The group will consolidate the survey form result of each group near a swampy
members. area, near the
* After gathering the data, have each group discuss findings and report riverside and near
them in class. the dumpsite
Group I- picture of decaying left over foods.
Group II- picture of family near swampy area
Group III- picture of family along the riverside
Group IV- picture of a family living near the dumpsite

EXPLAIN
Guide Questions:
Decaying Ways of Disposing Possible effects on the chart
Materials Decaying Materials health of the family
members
30
 1. How many household did you survey?
2. Where did each of the households throw the decaying garbage?
3. What could be the effects of their practice of disposing garbage
to their health?
4. What illness/ disease have members of the family living in the
area suffered?
Ask the pupils to report their output.

ELABORATE
Allow pupils to write a journal, What they have learned, what they Charts
have realized and what will they promised. Journal
My Journal
I learned that _____________________________
I realized that ____________________________
I promised that ___________________________
Key Concept :
Decaying materials when not disposed properly causes
pollution. Pollution is harmful to one’s health. Pollution is one thing
that can seriously interfere with the proper functioning of the body.
Pollution action or a process of making land, water, air dirty are not
safe to use.

EVALUATION
Encircle the letter of your answer.
1. What is the effect of decaying materials to your health?
a. Help us nourish our body
b. Harmful to our health
c. Keep us safe
d. All of the above

2. People living near the river side throw their garbage into the
river. What might happen to the organism living in the water?
a. Will be healthy
b. Will be more productive
c. Will be polluted and die
d. None of the above

3. What should people do with the garbage to prevent one’s self

from getting sick?
a. Dispose waste materials properly
b. Take medicine
c. Throw your waste anywhere in your surroundings
d. Drink untreated water

4. If you are disposing your waste materials commonly found in

your home. What should you do to the decaying materials?
a. Make a compost
b. Throw them anywhere
c. Mix them with non- decaying materials

31
 d. Keep them in the cabinet

5. Is it safe for your family to live near the dumpsite area?

a. No, because it can make people sick
b. Yes, because it can make us healthy
c. Maybe it is safe
d. Yes, because it can make us happy

EXTEND
* How can you make your environment a pleasant to live in?
* Present your answer through an illustration

Reflection:

A. No. of learners achieve 80%: ______

B. No. of learners who required additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lessons: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solved?
______
H. What innovation or localized materials did I used/ discover which I wish to share with
other teacher? ______

LESSON PLAN IN SCIENCE GRADE 4

FELMA D. TIMKANG
VALENCIA CITY CENTRAL SCHOOL
Cell No. 09754592510

Content Standards Grouping different materials based on their properties

Performance Recognize and practice proper handling of products
Standards Identify the effects of decaying materials on one’s health and safety.
Learning Identify the effects of the decaying materials on one’ health
Competency S4MT-Ib-2
Code
Quarter 1 Week 2 Day 4

I. Objectives
By the end of class, students should be able to:
Describe the physical state of people exposed to decaying materials.
II. Content
Subject Matter: Effects of exposure of decaying materials on one’s health and
safety.
Integration: English ( speaking) ESP ( cleanliness, and safety of one’s health)
Strategies: describing, enumerating, collaborative learning
Materials: pictures, manila paper, marker

32
 References: Science Grade 4- Teachers Guide,
Learners Materials

III. Learning Task

ELICIT (Access prior knowledge). Materials

What will happen to the people who are exposed to decaying
materials?
What will you do to avoid yourself in decaying materials?

ENGAGE (Get the students’ minds focused on the topic)

 Teacher will show pictures of peoples with different disease Picture of a person
due to over exposure to decaying materials. who suffer diarrhea
 Ask: - What do you think it happened to him?
- Why did he suffered diarrhea?

EXPLORE (Provide students with a common experience).

 Divide the class into three groups.
 Recall the standards in doing the activities.
 Teacher will provide the materials that the pupils will use in
their activity.
 Each group will be given a picture with different situation.
 Gather ideas of your group about what are the effects of
decaying materials on one’s health in the picture provided. Picture of smoke
 Group I- picture of a factory from the factories.
- What are the effects of exposure of decaying materials in
one’s health and safety?
- Write your answer and present it through a poem.

Guide questions:
1. What can you say about the picture?
2. Describe what do you think might happen to the
people living near the factory?
3. What is the effect of this in one’s health?
4. Is it safe to live in this place?
Picture of a river with
 Group II- Picture of a river full of garbage/ waste
full of floating waste
What are the effects of exposure of decaying materials in
one’s health and safety? and garbage
Write your answer and present it through a song.

Guide questions:
1. What can you say about the picture?
2. Describe what do you think might happen to the
people living near the river?
3. What is the effect of this in one’s health?

33
  Group III- Picture of a land where garbage and waste are Picture of a dumpsite
dumped. that was burning.
- What are the effects exposure of decaying materials in
one’s health and safety?
- Write your answer and present it through a rap.

Guide questions:
1. What can you say about the picture?
2. Describe what do you think might happen to the
people living near the dumpsite?
3. What is the effect of this in one’s health?

RUBRICS in group activity and participation

Points Indicators
5 Showed eagerness and
cooperation to do the task,
participation activity, did great
help to the group.
4 Showed eagerness and
cooperation to do the task, good
followers only
3 Participated but late, with
teacher’s supervision.
2 Activity was done but did not
show eagerness to participate or
cooperate.
1 No interest in participating the
activities.

EXPLAIN (Teach the concept. Should include interaction between teacher and students).
Ask the pupils to report their output.
Guide questions:
What can you say about the picture?
Describe what do you think might happen to the people
living near the factory, garbage dumped in the land and waste
thrown in the river.
What are the effects of these in our health?

ELABORATE (Students apply the information learned in the Explain. The teacher will give
inputs to deepen the understanding of the students).
Ask: Do the people benefit from compost? Charts

Key Concepts:
 Making a compost is one way of disposing garbage
properly. Waste materials that are made into compost are not
harmful to one’s health and safety.
 People who live on the riverside often throw their garbage

34
 into the river.
 Chemical waste from the factories pollute the rivers
 Polluted water contains harmful bacteria and chemical waste
that can make people sick.

Write a reflection by completing the sentence below.

To combat the disease brought about by exposure to decaying
materials in my environment, I
will_______________________________________________.

EVALUATE (How will you know the students have learned the concept?)
Write the correct letter of your answer.
1. What is the happen to the people who is exposed to garbage?
a. sickly
b. healthy
c. boast her/his immune system
d. All of the above

2. What will you do in order to avoid exposing yourself to the

decaying materials?
a. Burn your waste
b. Proper waste of disposing the garbage
c. Throw your waste anywhere
d. Throw it into the river

3. How will you dispose your garbage properly?

a. By making compost
b. By putting the waste into the ocean
c. By segregating the waste
d. Both a and c

4. Some of us are throwing our waste anywhere that can

damage our environment. Site examples why people doing
these?
a. No self-discipline
b. Has no caring for our mother earth
c. They have no garbage pit at home
d. All of the above

5. What may happen to the living organisms in the river if you

dispose your garbage into it?
a. They will become healthy
b. They will become more stronger
c. They will all die
d. They will be happy

EXTEND (Deepen conceptual understanding through use in new context).

 Make a journal about how will you take good care of our

35
 environment.

Reflection:
a. No. of learners achieve 80%__________
b. No. of learners who require additional remediation._____
c. Did the remedial lesson work?_____
d. No. of learners who have caught up the lesson:________
e. No. of learners who continue to require remediation._______

LESSON PLAN IN SCIENCE GRADE 4

FELMA D. TIMKANG
VALENCIA CITY CENTRAL SCHOOL
Cell No. 09754592510

Content Standards Grouping different materials based on their properties

Performance Recognize and practice proper handling of products
standards Identify the effects of decaying materials on one’s health and safety.
Learning S4MT-Ib-2
Competency
Code
Quarter: 1 Week 2 Day 5

I. Objectives
By the end of class, 100% of students should be able to:
Infer the kind of disease people may get when exposed to decaying materials.

II. Content
Subject Matter: Effects of exposure of decaying materials on one’s health and
safety.
Integration: English ( speaking) ESP ( cleanliness, and safety of one’s health)
Strategies: differentiated activity, groupings

36
 Materials: pictures, charts, manila paper, marker
References: Science Grade 4- Teachers Guide, Learners Materials
https://www.google.com/search-images

III. Learning Task

ELICIT (Access prior knowledge). Materials

What are the effects of exposure to decaying waste on the
environment and on our health?
What can you do to help lessen these effects to men?

ENGAGE (Get the students’ minds focused on the topic)

Look at the picture. Picture of people who
Ask: What happen to the people who live near the dumpsite area lived in a dumpsite
where there are lots of insect that are harmful to one’s health? area

EXPLORE (Provide students with a common experience).

Let the pupils to present their work on the after the allotted time.
Answer the guide questions:
1. What are the different diseases people may get when expose to a certain decaying
materials?
2. Give some insights on how to prevent this.
3. In what way you could help maintain a healthy and safe surroundings?

ELABORATE (Students apply the information learned in the Explain. The teacher will give
inputs to deepen the understanding of the students).
Key Concepts:
 Decaying materials are wastes that may cause harm to one’s
health.
 Waste is any materials that is no longer usable and is thrown
away.
 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 disease
such as ring worm and scabies.
 Malaria and dengue are disease spread by specific type of
mosquitoes. These become epidemic in places where these
type 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 waterborne
disease that is transmitted to a person when they drink
polluted water.

37
 EVALUATE (How will you know the students have learned the concept?)
Write the correct answer on the blank.
1. Rotten garbage are breeding place of harmful insects like
flies, mosquitoes, cockroaches and rats. If you are exposed
to this situation for a long time, what kind of ailment would
you probably get?
a. High Blood Pressure
b. Heart Failure
c. Nosebleed
d. Dysentery

2. What diseases causes high fever and chills. This diseases

came from the bite of a mosquito.
a. Leptospirosis
b. Malaria
c. Dengue
d. Foul odor

3. How to prevent the harmful effects of decaying materials?

a. Keep the left over foods in the refrigerator
b. Disposed your garbage properly
c. Segregate the decaying and non- decaying materials
d. All of the above

4. What should you do to avoid yourself from exposure to any

diseases in crowded and dirty places?
a. Do not throw your waste any where
b. Eat left over foods
c. Maintain a proper disposal of plastics and
biodegradable materials
d. Both a and c

5. Not proper disposal of decaying waste allows ____ to live or

breed.
a. cockroaches
b. Mosquitoes
c. flies
d. all of the above

EXTEND (Deepen conceptual understanding through use in new context).

 Bring empty boxes of milk, sardines cereals, medicines and
others that has a product levels.

Reflection:
f. No. of learners achieve 80%__________
g. No. of learners who require additional remediation._____

38
 h. Did the remedial lesson work?_____
i. No. of learners who have caught up the lesson:________
j. No. of learners who continue to require remediation._______

LESSON PLAN IN SCIENCE 4

Riahn Ray S. Agbayani
09171296362
San Carlos Elementary School

Content Standards: Grouping different materials based on their properties.

Performance Standards: Recognize and practice proper handling of products.
Learning Competency and Code: Identify the effects of decaying materials on one’s
health and safety. S4MT-Ib-2

Quarter: 1 Week: 3 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Observe and read product labels.

II. Content:
Subject Matter: Importance of Reading Product Labels
Integration: Health
Strategies: Collaborative Learning, Reporting, Brainstorming
Materials:
Empty packages or containers of different products: milk, sardines, meat
loaf, cereals

39
 Empty bottles, boxes of over-the-counter medicine/drugs
Wrappers of detergents/soap

References: Science 4, LM, pgs.17-20

Science 4, TG, pgs. 18-21
Internet: https://www.youtube.com/watch?v=UpfLapy4AH8&+=145s

III. Learning Tasks:

ELICIT Materials
Ask: What properties of a material affect one’s health? Samples of
What common materials at home undergo decay? manufactured
products.
Say: There are materials at home which are manufactured products.
Most of these products are sold in plastic packages, boxes, glass
containers or tin cans.

ENGAGE
Let the pupils name the following products. Labels of
//// milk medicine soap sardines manufactured
Products:
Milk Powder
Ask: When you buy these products, do you bother to read the labels Medicine
on its package? Soap
Video presentation: https://www.youtube.com/watch? Sardines
v=UpfLapy4AH8&+=145s Etc.
Video
EXPLORE
1. Group pupils into four. Manila Paper
2. Gather the materials and group them based on products ( food Marker
products, medicine/drugs, housekeeping products). Products such as
3. Look for the product label in each of the materials. plastic packages,
4. List any information you can get from the product label in the boxes, glass
data chart below: containers or tin
First Group cans.
Products Use Manufacturing Expiry Precaution
Date Date (if any)

Second Group
Products Use Manufacturing Expiry Precaution
Date Date (if any)

40
Group Three
Products Use Manufacturing Expiry Precaution
Date Date (if any)

Group Four
Products Use Manufacturing Expiry Precaution
Date Date (if any)

Remind each group to present their output in class.

EXPLAIN
Presentation of outputs. Group work
Sharing of experiences to the whole class.
1. What are the kinds of products that you have in your activity?
2. Do you have all of these materials at home?
3. Have you experience buying any of those products?
4. When you buy these products, would you read the labels on the
package or container?
5. As you read the labels of the empty packages of the products
what information did you get?

ELABORATE
What are the facts we need to read in buying products?
(Call pupils to share their learning to the class.)
Say:
Household materials are classified according to their use. They
classified as food products, medicine, personal care, cleaning
products and pesticides.
People protect oneself and the other members of the family from Power Point
the household materials by reading product labels.

Brand name and content of the packaged product, uses/proper

usage, expiry dates and the necessary precautions or warnings
in using the product should be provided in order for the buying
public to be informed.

EVALUATION
Observe samples of products and write the information given by the Paper & Ballpen
labels of the product. Rebisco Biscuits
/
1. Product Label: _____________________
Provide
wrappers of
Rebisco
biscuits 41
 2. Usage: _____________________________
3. Manufacture date: _________________
4. Expiration date: _____________________
5. Precaution(if any): __________________

EXTEND
Draw a product commonly found in your kitchen. Read the labels and Science Notebook
list it in your science notebook. Products

Reflection:

I. No. of learners achieve 80%: ______

J. No. of learners who required additional activities for remediation: _____
K. Did the remedial lessons work? ______
L. No. of learners who have caught up the lessons: _____
M. No. of learners who continue to require remediation: _____
N. Which of my teaching strategies worked well? Why did these work?
O. What difficulties did I encounter which my principal or supervisor help me solved?
______
P. What innovation or localized materials did I used/ discover which I wish to share with
other teacher? ______

LESSON PLAN IN SCIENCE 4

Riahn Ray S. Agbayani
09171296362
San Carlos Elementary School

Content Standards: Grouping different materials based on their properties.

Performance Standards: Recognize and practice proper handling of products.
Learning Competency and Code: Identify the effects of decaying materials on one’s health
and safety. S4MT-Ib-2

Quarter: 1 Week: 3 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Explain the importance of reading product labels.

II. Content:
Subject Matter: Importance of Reading Product Labels
Integration: Health
Strategies: Collaborative Learning, Reporting
Materials:
Empty packages or containers of different products: milk, sardines, meat
loaf, cereals
Empty bottles, boxes of over-the-counter medicine/drugs

42
 Wrappers of detergents/soap

References: Science 4, LM, pgs.17-20

Science 4, TG, Pgs. 18-21

Learning Tasks:

ELICIT Materials

Ask: What are the kinds of products do you usually found at home? Empty package
Does these products contain labels? of medicine
What information do you usually found in the label?
Manila Paper
Show empty package of medicine Marker

Complete the table.

Product Uses Date Expiry Warning
Manufactured Date Signs/
Symbols

What information found in the label do you think is the most

important? Why?

ENGAGE
Video Clip Presentation LED TV/
Video: https://www.youtube.com/watch?v=jE0- Projector
_r2APdc&list=PL8DF36dW4q3gaeEZEaVhtG6jjkKxEtJ4I Speaker
Laptop
https://www.youtube.com/watch?
v=bC5ckoxXh08&list=PL8DF36dW4q3gaeEZEaVhtG6jjkKxEtJ4I
&index=2

EXPLORE
Group pupils into four. (Please refer to TM/ LM in facilitating the Cartolina
group activity). Marker
Each group will make a poster showing the importance of reading Crayons
product labels.
First Group Second Group

Third Group Fourth Group

43
Remind each group to present their output in class.

EXPLAIN
Presentation of outputs.
Sharing of experiences of the group to the class about their group
output.
Why do you think reading information on product labels are
important?
What are the possible effects if we missed to read product
labels?
How will it affect to an individual’s health and safety?

ELABORATE
What have you learned from this activity?
Does reading of the product labels important? Why?
(Call pupils to share their learning to the class.)
Say:
Brand name and content of the packaged product, uses/proper
usage, expiry dates and the necessary precautions or warnings
in using the product should be provided in order for the
buying public to be informed.
Product labels are intended to ensure the safety of the user.
They give the product ingredients (to which someone might be
allergic).
They describe the best 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.

EVALUATION
Choose the letter of the correct answer. Paper
1. The doctor instructed you to give medicine for fever to your Ballpen
younger sister three times a day. What are you going to do
first?
a. Read the label of the medicine first
b. Get a glass of water and medicine and give it right to
your sister
c. Taste the medicine before giving it to your younger
sister
d. Let your younger sister drink all the content in the bottle
so she will be healed immediately

2. You are going to buy canned juice in the store for the snacks
of your visitors. The following canned juices were displayed
in the store with its expiration date. Which of them are you

44
 going to buy?
a. Pineapple juice best before January 2016
b. Orange juice best before March 2015
c. Mango juice best before February 2017
d. Apple juice best before December 2018

3. Why is it very important to check the expiry date of hot dogs

before it will be served to be eaten?
a. To know where it was made
b. To know if its fresh
c. To know if it has started to decay
d. To know when it was made

4. What is the reason why it is important for us to read the

product labels?
a. To know the price of the product.
b. To get the number of pieces sold in the market.
c. To know who buy the product.
d. To use the product correctly.

5. There are many household cleaning products available in the

market. Which of the following should be found in the label for the
safety of the user?
I. Correct usage and storage of the product
II. Ingredients of the product
III. Expiry date of the product
IV. Manufacturer of the product
a. I b. I and II c. I, II, and III d. I, II, III, and IV
EXTEND
Make an interview of any family members at home. Science
Cite incidents at home where reading of product labels is Notebook
important.
Write it in your science notebook.

Reflection:

A. No. of learners achieve 80%: ______

B. No. of learners who required additional activities for remediation: _____
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lessons: _____
E. No. of learners who continue to require remediation: _____
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solved?
______
H. What innovation or localized materials did I used/ discover which I wish to share with
other teacher? ______

45
 Lesson Plan in Science Grade 4
Marivel B. Tagupa
09755873529
San Carlos Elementary School

Content Standards:
Grouping different materials based on their properties.
Performance Standards:
Recognize and practice proper handling of products.
Learning Competency and code;
Demonstrate proper disposal of waste according to the properties of its materials.
(S4MT-Ic-d-3)
Quarter: I Week: 3 Day: 3

I .Objectives:
At the end of 50 minutes, 100 % of the learners are expected to:
1. Observe proper ways of disposing waste materials by sorting them according to
their properties.

II. Content:
Subject Matter: Ways of Disposing Materials according to their Properties
Integration:
ENGLISH(Speaking), MAPEH (Art)
Strategies: Group work, Brainstorming

46
 Materials: Pictures of different materials /sample of different materials
References:
DepEd Grade 4 Science Learner’s Materials, pp. 20-23
DepEd Grade 4 Teacher’s Guide, pp. 21-24
Curriculum Guide, August, 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

1 .What will you do to this product before using it? Pictures of different
2. Why are they labelled? household materials
3. How do we protect ourselves and other members of the
family from the misuse of some household materials?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Ask : Picture of different solid
1. What are the different materials found in the picture? waste materials
2. How will you do it?
3. Do you think it is proper to throw them all together in one
container? Why?

EXPLORE (Provide students with a common experience)

12 Minutes
Group Activity meal left overs,
Group the pupils into 4. banana peelings
Giving of these materials, have the pupils sort the it kangkong stem, twigs
according to product and describe the properties of each tetra pack of juices, glass
material bottle
cartons/ piece of paper,
Activity Worksheets pieces of cloth
1. Get the materials needed.
2. Place all the materials on your table.
3. Sort the materials according to their properties of each of
the materials.
4.Observe and describe the characteristics and
properties of each of the material. Record your description in
Chart 1.
(Remind the learners how to handle the materials properly, go
around and oversee the work of the learners, then remind each
group to present their gathered data after 10 minutes.)

Chart 1
Description Properties

Name of Decaying
(odor, color, etc. )
Materials Non-decaying

47
 1.
2.
3.
4.
5.
6.
7.
8.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
-Presentation of outputs.

Answering questions and clarifications:

1. How do you find the activity?
2. What materials did you use in the activity?
3. Did you group/sort the materials? How did you do it?
4. What can you say of the characteristics of leftover
foods?
5. What are the properties of each of the materials?
6. Which materials will decay?
7. Which materials will not decay?
8. What are the ways of disposing waste materials?
ELABORATE (Students apply the information learned in
the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
How will you dispose the waste materials?

Key concepts:

pollution-the action or process of making land,

water, air dirty and not safe or suitable to use

garbage segregation-is a process of assorting waste materials

according to its property as to decay, non-decay, poisonous,
and recyclable

EVALUATE
Direction: Choose the letter of the correct answer.
1. Sahaya is assigned to segregate waste materials at home.
How will she do it?
A. According to its ability to float and sink
B. According to its color
C. Into decaying and non-decaying groups
D. Into small and big groups

2. People in Metro Manila produce large amount of wastes.

48
However, garbage collectors are few. Because of this,
garbage stays uncollected for how many days. What should
they do to reduce their garbage and keep them away from
diseases?
A. Throw the materials anywhere.
B. Wear mouth mask to avoid inhaling polluted air.
C. Take vitamins to make the immune system strong.
D. Follow the technique of total recycling scheme.

3. The City Health Officer gives lectures to the households of

Valencia City on how to dispose their wastes properly. Which
of the following shows a proper waste disposal?
A. Scattering waste materials on the road.
B. Throwing waste materials on a vacant lot.
C. Putting all the waste materials in one container.
D. Segregating waste into decaying and non-decaying wastes.

4. Some people just throw their waste materials anywhere.

What would happen if the decaying materials are not properly
disposed?
A. It allows free flow of rain water run-off.
B. It makes our surroundings beautiful and colorful.
C. It will become breeding places of pests.
D. It can cause loss of humus soil.
5. Which of the following materials will decay?
A. cellophane B. banana peel
C. plates D. bottle

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Conduct an interview to your purok/sitio leader. Ask them
how they implement Solid Waste Management.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

49
 Lesson Plan in Science Grade 4
Marivel B. Tagupa
09755873529
San Carlos Elementary School

Content Standards:
Grouping different materials based on their properties.
Performance Standards:
Recognize and practice proper handling of products.
Learning Competency and code;
Demonstrate proper disposal of waste according to the properties of its materials.
(S4MT-Ic-d-3)
Quarter: I Week: 3 Day: 4

I.Objectives:
At the end of 50 minutes, 100 % of the learners are expected to:
1. Identify ways of disposing waste materials according to the properties of each
material (biodegradable)

II.Content:
Subject Matter: Ways of Disposing Materials according to their Properties
Integration:
ENGLISH(Speaking), MAPEH (Art)
Strategies: Cooperation, Group Activity
Materials: meal leftovers, banana peelings, kangkong stem, camote leaves, twigs, weeds,
tetrapack of juices, glass bottles, cartons/papers, pieces of cloth

50
 References:
DepEd Grade 4 Science Learner’s Materials, pp.20-23
DepEd Grade 4 Teacher’s Guide, pp. 21-24
Curriculum Guide, August, 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Look at the different pictures of waste materials presented on Pictures of waste materials
the board.
In the count of 10, have the learners sort these waste
according their properties of each material.
The teacher will call a member from each group to tell
something about their respective answers.
Ask: How will you segregate your wastes?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
The teacher will show to the learners sample of some solid
waste materials which can be decayed easily.
“If I ask you to dispose these wastes how will you do it?”
“Do you think they could still be useful?
EXPLORE (Provide students with a common experience)
12 Minutes
Group Activities meal left overs,
Activity 1(A Field Trip to the dumpsite) banana peelings
1.Group the pupils into 4. kangkong stem, twigs
2.Set norms to follow. tetra pack of juices, glass
3.Remind the pupils to behave when walking towards the bottle
garbage dumpsite of the school. cartons/ piece of paper,
4.When in the site, let the learners list down all waste they pieces of cloth, water
think will decayed easily as found in the area. Listing be done bottle dried leaves
within 5 minutes
5. Remind each group to report their data after 10 minutes
when they are back in the classroom.

Activity 2
Show pictures of different container of biodegradable waste
materials.
Give 10 minutes for the pupils to discuss among their group.
Let the pupils tell something about the contents of these
containers shown through the pictures.
Each group will choose one container to discuss ,have one
speaker and tell something,

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
-Presentation of outputs.

51
 Guide questions:
Answering questions and clarifications:
1.How do you find the first activity?, the second
activity?
2.Do the kitchen waste materials undergo decay? How about
the garden tools?
3.Aside from the kitchen and garden materials, what other
materials will undergo decay?
4.What are some ways of disposing biodegradable waste
materials. ?
5. What do you think are the other ways of disposing
biodegradable waste materials.
6. In the classroom, how does biodegradable waste being
disposed?
7. Why is it important to put them in a separate container?
8. What are their uses? When can we use them?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
What did you learn from this activity?
How will you dispose the biodegradable waste materials?

Key concepts:
biodegradable-capable of being slowly destroyed and broken
down into small parts by natural processes
organic fertilizers - fertilizers or soil enhancer that comes
from the decayed waste materials of plants and animals to
make the soil fertile.

EVALUATE
The activity output of the pupils may be considered in Rubrics
assessing them formatively.
RUBRICS in group activity and participation
Points Indicators
5 Showed eagerness and cooperation to
do the task, participation activity, did
great help to the group.
4 Showed eagerness and cooperation to
do the task, good followers only.
3 Participated but late, with teacher’s
supervision.
2 Activity was done but did not show
eagerness to participate or cooperate.
1 No interest in participating the
activities.

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes

52
Visit a school compost pit. List down 5 observations.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Marilou C. Canadilla
Sinayawan Central School
Phone Number 09367121287

Content Standards: The learners demonstrate understanding of grouping different materials

based on their properties.
Performance Standards: The learners should be able to recognize and practice proper
handling of products.
Learning Competency and Code: Demonstrate proper disposal of waste according to the
properties of its materials. S4MT- Ic-d-3
Quarter: 1 Week: 3 Day: 5

I.Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify ways of disposing waste materials according to the properties of its materials.
(Non-Biodegradable).

II. Content:
Subject Matter: Ways of Disposing Materials According to Their Properties
Integration: MAPEH- Health: * Practice proper ways of using, storing and disposing
materials to avoid harmful effects to the environment.
* Proper handling of materials
ENGLISH- Speaking
. Strategies: Cooperative Learning, differentiated Instruction
Materials: worn out rubber slippers, used t- shirts, old toys made of wood, old toys made
of plastics, plastic bottle of water, balloons, plastic spoon, drinking straw, plastic bags, plastic
bottle cap, old newspaper, disposable diapers, soft drinks cans, , empty boxes, plastic cup.

53
 References: Science 4 TG pp. 21- 24, Science 4 LM pp. 19- 22

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

1. How do you dispose waste materials like: banana Banana peelings,
peelings, leaves, weeds, meal leftovers? leaves, weeds, meal
leftovers

ENGAGE (Get the students’ minds focused on the topic) Materials

5 Minutes
* The teacher will show real objects like: candy wrappers, * Real objects:
plastic paint container, shampoo sachets, plastic bottle, milk can, candy wrappers,
old tires. plastic paint container,
* Have the pupils classify the materials according to decaying shampoo sachets,
and non-decaying. Sort the materials according to the labelled plastic bottle, milk
boxes can, old tires.
* Introduce the new lesson. * Boxes labelled as:
* Ask: How will you dispose Non-decaying materials? Decaying Decaying and Non
materials? Decaying
EXPLORE (Provide students with a common experience) Materials
12 Minutes
Activity 1 Real Objects:
* worn out rubber
1. Group the pupils into four. Each group will be provided slippers
with materials prior to the activity. * used t- shirts
2. Set the norms to follow during the activity. * old toys made of
3. Remind pupils on how to handle the materials properly wood
* old toys made of
4. Have each group perform the activity. Tell them to
plastics
describe each of the materials and write their observations * plastic bottle of
in a table like the one below. water
* balloons
* Group 1 – Materials: worn out rubber slippers, used t- * Plastic bags
shirt, old toys made of wood, old toys made of plastic, * empty boxes
plastic water bottle * disposable diapers
* candy wrappers
* Group 2- Materials: balloons, plastic bags, empty
* plastic spoon
boxes, disposable diapers, candy wrappers * plastic cup
* Group 3 – Materials: Plastic spoon, plastic cup, old * old newspaper
newspaper, drinking straw, plastic bottle * drinking straw
* Group 4- bottle cap, drinking straw, plastic spoon,
plastic bag, candy wrappers
Group: ________

Name of Description ( odor, Properties ( Decaying/

Materials color, size, etc) Non Decaying)

54
Activity 2
* Using the same materials group them using the table below
Group: __________

Factory Returnable
Kitchen Waste Garden Waste
or recyclable

Have them present their output.

Guide Questions:
* How do you find the activity?
* Did you group the materials? How?
* What can you say of the characteristics of the plastic bottle?
* What are the properties of each of the materials.(some of the
materials will not decay)
* Which of the materials will decay?
* Which of the materials will not decay?
* If you are asked to dispose these waste materials how are you
going to do it

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Ask the pupils to present their data and answer the guide
questions:
* How do you find the activity?
* Did you group the materials? How did you do it?
* What can you say of the characteristics of the plastic bottle?
* What are the properties of each of the materials.(some of the
materials will not decay)

55
* Which of the materials will decay?
* Which of the materials will not decay?
* If you are asked to dispose these waste materials how are you
going to do it?

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the understanding
of the students) 12 minutes
1. What did you learn from this activity?
2. Which of the materials are still usable? Not usable?
3. How are going to dispose the materials?

Key Concepts :
* To dispose off the materials properly, is to use a technique or
procedure we call the Total recycling Scheme, which utilizes
wastes into factory returnable, fertilizers, feeds, fermentable, fuel,
fine crafts and filling materials. These are what we identify as
then multi- F’s recycling Scheme.
* Recycling helps to lessen the amount of garbage we have to
dispose.

EVALUATE
Identify ways of disposing and recycling of the following
materials by matching column A and column B.
Match column A with column B by drawing a line.

A B
1. Plastic bottle A. flower pot
2. Old magazine B. organizer
3. Candy wrapper C. paper basket
4. Empty can D. hanging décor
5. Empty box E. cushion

EXTEND (Deepen conceptual understanding through use in new

context). 2 minutes
List down some recycled materials that are found in school

Reflection:

A. No. of learners achieve 80%: ____

B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

56
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Marilou C. Canadilla
Sinayawan Central School
Phone Number 09367121287

Content Standards: The learners demonstrate understanding of grouping different materials

based on their properties.
Performance Standards: The learners should be able to recognize and practice proper
handling of products.
Learning Competency and Code: Demonstrate proper disposal of waste according to the
properties of its materials. S4MT- Ic-d-3
Quarter: 1 Week: 4 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
2. Explain the importance of proper waste disposal

II. Content:
Subject Matter: Ways of Disposing Materials According to Their Properties
Integration: : MAPEH- Health: * Practice proper ways of using, storing and disposing
materials to avoid harmful effects to the environment.
* Proper waste disposal
Strategies: Cooperative Learning, Differentiated Instruction
Materials: worn out rubber slippers, used t- shirts, used syringe, old toys made of
plastics, plastic bottle of water, cotton, peelings of vegetables, leaves, plastic bags, drinking
straw, disposable diapers, soft drink cans, broken pieces of glasses, empty boxes, juice
wrapper, wrappers, empty dextrose bottle, needles, papers, surgical mask, 3 empty sack.
References: Science 4 TG pp. 24- 28, Science 4 LM pp. 23- 25

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

57
1. Ask the pupils: what will you do first before disposing your
waste materials?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Introduce the lesson by asking: Pictures of waste materials
Have you visited to hospitals and markets? from hospital and from the
What are the waste materials found in hospital? market.
What common waste can you find in markets?

EXPLORE (Provide students with a common experience)

12 Minutes
Activity 1

1. Group the pupils into three.

2. Assign them as hospital waste collector, market waste
collector, and school waste collector.
3. Have each group bring group bring an empty sack where
they can place the waste they have collected
4. Remind pupils to take necessary precautions in handling
the materials
5. Go around and check the pupil’s performance during the
activity.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
1. Where will you place the materials that undergo
decay?
2. What are you going to do with the materials that will
undergo decay to make it useful?
3. Where will you place the materials that do not decay?
4. How about recycled materials?
5. What did you learn in this activity?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Key Concepts:
* Disposal must be done to avoid harming the environment
* Waste should never be disposed down sinks, drains,
lavatories, ditches, near wildlife habitats or ponds
* Separate materials into bio- degradable and non-
biodegradable
* Biodegradable materials are materials which decay such as
leaves, paper and twigs
* Non – biodegradable are materials or substances that do not
undergo decay such as plastic and metal
* recycle some of the non- biodegradable materials

58
* Make a compost out of decaying materials
* Compost – waste materials that are recycled as fertilizer.
Value Focus- You should practice proper waste disposal to
avoid harmful effects to the environment

EVALUATE
Choose the letter of the correct answer.
1. If you are going to dispose waste materials such as
leaves and vegetable peelings, what are you going to
do with these?
a. Make a compost
b. Throw them in the river
c. Mix them with the non- decaying
d. Keep them in the cabinet and used again

2. Which of the following show proper waste disposal?

a. Throwing garbage to the sea
b. Putting the waste in one corner
c. Throwing leftover foods in the drainage canal
d. Segregating waste into decaying and non-
decaying

3. Why should waste never be disposed down rivers?

a. To avoid pollution of water sources
b. It will beautify the rivers
c. It will make the water clean
d. It can make the water fresh

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Make a pencil holder out of an empty tin can

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

59
 Lesson Plan in Science
Writer: Janette V.Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Grouping different materials based on their properties

Performance Standards: Recognize and practice proper handling of products
Learning Competency and Code: Demonstrate proper disposal of waste according to
properties of its materials S4MT-Ic-d-3
Quarter: 1 Week: 4 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
Demonstrate proper disposal of waste according to properties of its materials.

II. Content:
Subject Matter: Proper disposal waste according to the properties to each material
Materials: pictures, worksheets, Letter to the principal, Worksheets, Activity
Card, pentel pen, publisher, exit card, letter of intent to the Brgy. Captain
Integration:
ESP: ● Proper Waste Disposal
● Member’s role responsibility in a working group
ENGLISH: Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning
Materials: pictures, Worksheet, Pentel pen, teaspoon, clear drinking glass,
soy sauce and vinegar, cooking oil and water, alcohol and water,
patis and vinegar, soy sauce and oil, soda and water, coconut and milk.
References: Science 4 Learner’s Materials, pp.
Science 4 Teacher’s Guide
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

60
  Can you name the symbol/ picture below?
(recycling symbol, biodegradable and non- biodegradable Pictures of recycling
trash can) symbol, biodegradable and
 What are these symbols mean? non- biodegradable trash
 Can you tell something about these symbols? can

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Ask:
 Have you visited to our Barangay Health Center and
Barangay public market?
 What common wastes can you find in the market?
 Can you describe our Barangay Public market, Barangay
Health Center, and Purok Centers?

EXPLORE (Provide students with a common experience)

12 Minutes
g. Group the pupils into three. Letter to the principal
h. Assign each group to go to their respective station. Worksheets
Group 1 –Station 1 Activity Card
Pentel pen
(School Canteen)

Group 2- Station 2
(Vendors at school premises)

Group 3- Station 3
(H.E Room/ Feeding Room)

Activity Card
Group ______
Non-
Biodegradable Recyclable Reusable
biodegradable

“Have them work on Lesson 8: LM Activity 1- “How will I

dispose waste materials?” 

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 Presentation of outputs. Power point presentation

61
  Sharing of experiences of the group to the class about
their exploration to the different stations using their
boxes properly captioned as biodegradable, reusable and
recyclable materials.
Guide Questions:
1. What materials are found in your station?
2. What are the properties of each of the waste materials
found in your station?
3. Were all the materials disposable?
4. How do you dispose the found materials?
5. Where did you place the materials that undergo
decay?
6. What are you going to do with the materials that
undergo decay to make it useful?
7. Where did you place the materials made up of plastic,
metals, and other non-decaying materials?
8. Are there materials that can be reused?
9. What are the materials that can be recycled?

ELABORATE ( 10 mins )
What did you learn from this activity?
Call some pupils to share their learning to the class.

Key Concepts:
Proper disposal of human waste is important to avoid
pollution of water sources. Disposal must be done to avoid Publisher
harming the environment or causing harm to human health.
Products fro disposal should not be mixed together and
containers should be clearly labeled. Separate materials into
bio-degradable and non-biodegradable, recyclable and
reusable materials.

EVALUATE
Complete the statement.

Name:______________________________________
Grade/Section:____________________________
Exit card
Answer:
I will dispose my garbage properly so that
_____________________________________________
_____________________________________________
_____________________________________________
Because if I will not
_____________________________________________
_____________________________________________

62
EXTEND (Deepen conceptual understanding through use in
new context). 2 minutes
Immersion on Barangay areas (Community Cleaning) Letter of Intent to the
Making Posters and Slogans Barangay Captain
  Pencil, Cartolina, Coloring
  pens

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

63
 Lesson Plan in Science Grade 4
Dyan Genelyn L. Melecio
San Isidro Integrated School
09171290417

Content Standards: The learners demonstrate understanding of grouping different materials

based on their properties
Performance Standards: Recognize and practice proper handling of materials
Learning Competency and Code:
Demonstrate proper disposal of waste according to the properties of its materials.
(S4MT-Ic-d-3)
Quarter: 1 Week: 4 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
 Enumerate safety precautions in disposing waste materials according to its properties

II. Content:
Subject Matter: Proper Disposal of Waste
Integration:
EsP – Health: Solid Waste Management
English- Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning
Materials: old toys made of wood, disposable diapers, candy wrappers, soft drinks can,
disposable syringe, juice wrappers, broken pieces of glass, activity sheet, power point
presentation, Used t-shirt, worn out rubber slippers, balloons, vegetable peelings, leaves,
plastic bags, aluminum foil, disposable diaper, empty boxes, juice wrappers
References: Science Teacher’s Guide pp.24-28
Curriculum Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

What can you say about the pictures?
Power point presentation
Pair of Kitchen Eco bag Toy car Mineral
slippers wastes bottle

64
 boxes Used Candy
syringe wrapper

 Is there any materials that are still useful?

 How can we make these materials useful?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Activity: Real Objects:
 Call two pupils to sort the materials that you have old toys made of wood,
shown them. (old toys made of wood, disposable disposable diapers, candy
diapers, candy wrappers, soft drinks can, disposable wrappers, soft drinks can,
syringe, juice wrappers, broken pieces of glass) disposable syringe, juice
 Ask: Which of these materials are still useful to us? wrappers, broken pieces of glass
Which of these are harmful to us? How are you
going to dispose these materials?

EXPLORE (Provide students with a common experience)

12 Minutes
A. Advance Preparation: (to be done a day before the Activity sheet
science class) Real Objects:
 Prepare the necessary materials needed for the Used t-shirt, worn out rubber
slippers, balloons, vegetable
activity.
peelings, leaves, plastic bags,
 Prepare the following working stations inside the aluminum foil, disposable
classroom. diaper, empty boxes, juice
Station 1 – Household wrappers
Station 2 – Hospital
Station 3 - Market
B. Activity Proper

 Group the pupils into three.

 Assign each group to the following situations:
Group 1 – Station 1
Group 2 – Station 2
Group 3 – Station 3
 Study the working station assigned to you.
 Identify the different waste found in your station.
 How are you going sort the materials in your station?

Station # ______
Waste
Recyclable Materials that do
materials that
materials not decay
decay

65
Guide Questions:
1. What are the materials found in your station?
2. Are the waste materials in your station harmful to your
health?
3. How did you classify the materials?
4. What safety precautions are you going to observe in
disposing waste materials?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
The pupils will present their output in the class.
Guide Questions:
1. What are the materials found in your station?
2. Are the waste materials in your station harmful to your
health?
3. How did you classify the materials?
4. What safety precautions are you going to observe in
disposing waste materials?

ELABORATE (The teacher will give inputs to deepen the

understanding of the students) 12 minutes
Key concepts:
Enumerate safety precautions in disposing waste materials
according to their properties.
Waste materials should be properly disposed of.
Do not mix decaying materials with non-decaying materials.
Never touch waste materials with your hand. Use adequate
equipment in sorting waste materials to avoid puncture from
sharp objects.
The sharp objects should be placed in a cardboard box and
close or tape the box and mark it as trash. Recycle non-
decaying materials. They can be made decorations or pots.

EVALUATE
1. What necessary precautions are you going to take in worksheet
disposing the slice of cakes with molds?
_____________________________________

_____________________________________

_____________________________________
2. There are broken pieces of drinking glass inside your
classroom. How are you going to dispose them?
____________________________________

____________________________________

66
 ____________________________________

3. You want to lessen the waste materials in your

classroom. One of the waste the materials is a pile of
old newspapers. How are you going to dispose old
newspapers in your classroom?
_____________________________________

_____________________________________

_____________________________________
EXTEND (Deepen conceptual understanding through use
in new context). 2 minutes
Go to the school canteen/ school vendors. Interview the in-
charge on what safety precautions they observed in
disposing their waste materials.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

67
 Lesson Plan in Science Grade 4
Dyan Genelyn L. Melecio
San Isidro Integrated School
Contact No. 09171290417

Content Standards: The learners demonstrate understanding of grouping different materials

based on their properties
Performance Standards: Recognize and practice proper handling of materials
Learning Competency and Code:
Demonstrate proper disposal of waste according to the properties of its materials.
(S4MT-Ic-d-3)
Quarter: 1 Week: 4 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Explain the importance of observing safety precautions in disposing waste
materials.

II. Content:
Subject Matter: Proper Disposal of Waste
Integration:
EsP – Health: Solid Waste Management
English – Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning
Materials:
References:

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

 How are we going to dispose waste materials? Power Point Presentation
 Is it important to observe safety precautions in
disposing waste materials? Why?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes

68
Activity: Power Point Presentation
 What can you say about the pictures?
 What are the effects of exposure to decaying waste
to the environment? to our health?
 What can you do to lessen these effects to human
being?

EXPLORE (Provide students with a common experience)

12 Minutes
A. Activity sheet
 Prepare the necessary materials needed for the
activity.
 Prepare the following working stations inside the
classroom.
Station 1 – Household
Station 2 – Hospital
Station 3 - Market
B. Activity Proper
 Group the pupils into three.
 Assign each group to the following situations:
Group 1 – Station 2
Group 2 – Station 3
Group 3 – Station 1
 Study the working station assigned to you.
 Identify the different waste found in your station.
 Is there a need to sort/classify your materials before
disposing it? Why?
 Is it important to have safety precautions in disposing
waste materials?

Station:______________________
Waste materials Recyclable Materials that do
that decay materials not decay

Guide Questions:
1. What are the materials found in your station?
2. Are the waste materials in your station useful or harmful
to your health? Why?
3. What might happen if we will not dispose properly our
waste?
4. What will you use in disposing waste materials?
5. Why did you use those gadgets in disposing materials?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 The pupils will present their output in class.

69
  Answering of guide questions

1. What are the materials found in your station?

2. Are the waste materials in your station useful or harmful
to your health? Why?
3. What might happen if we will not dispose properly our
waste?
4. What will you use in disposing waste materials?
5. Why did you use those gadgets in disposing materials?

ELABORATE (The teacher will give inputs to deepen the

understanding of the students) 12 minutes
Key concepts:
Explain the importance of observing safety precautions in
disposing waste materials.
Proper segregation of materials should be observed.
Decaying materials should be disposed properly to avoid
sickness. Recycle non-decaying materials. Generate income
by selling old newspapers and other waste materials that are
not recyclables. Re-use plastic bags. Explain the word
recycle and give examples.

EVALUATE
Group outputs will serve as an assessment.

Rubrics in Recitation
Points Indicators
5 Gives and states answer
clearly
4 State answer only
3 Answer abruptly
2 Try to give the answer even it
is not correct.
1 Refuse to participate/ answer

Rubrics in Participation/ Group Activites

Points Indicators
5 Shows eagerness and
cooperation to do the task,
participate eagerly, do great
help to the group
4 Shows eagerness and
cooperation to do the task,
good foloowers only
3 Partcipated but late, with
teacher’s supervision.
2 Activity was done but does
not show eagerness to

70
 participateor cooperate.
1 No interest in participating
the activities.
EXTEND (Deepen conceptual understanding through use
in new context). 2 minutes
Go to your neighborhood and ask them how they dispose
their waste material. Then, report tomorrow with your
findings.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

71
 Lesson Plan in Science Grade 4
Dyan Genelyn L. Melecio
San Isidro Integrated School
Contact No. 09171290417

Content Standards: The learners demonstrate understanding of grouping different materials

based on their properties
Performance Standards: Recognize and practice proper handling of materials
Learning Competency and Code:
Demonstrate proper disposal of waste according to the properties of its materials.
(S4MT-Ic-d-3)
Quarter: 1 Week: 4 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Act out safety precautions in disposing waste materials.

II. Content:
Subject Matter: Proper Disposal of Waste
Integration:
EsP – Health: Solid Waste Management
: Safety precautions in disposing waste materials
Strategies: 7Es Learning Model, Cooperative Learning
Materials: Powerpoint presentations, pictures, Activity Sheets,
References:
Teacher’s Guide pp. 28-32
Curriculum Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

 How are we going to dispose waste materials?
 Is it important to observe safety precautions in
disposing waste materials? Why?
 What might happen if we will not dispose our waste
properly?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes

72
Activity:
 Identify the waste materials shown in the pictures.
 Call one pupil to sort the waste materials according Pictures
to its properties.

EXPLORE (Provide students with a common experience)

12 Minutes
A. Activity Worksheets
 Prepare the necessary materials needed for the
activity.
 Prepare the following working stations inside the
classroom.
Station 1 – Household
Station 2 – Hospital
Station 3 - Market
B. Activity Proper
 Group the pupils into three.
 Assign each group to the following situations:
Group 1 – Station 3
Group 2 – Station 1
Group 3 – Station 2
 Go to the working station assigned to you.
 Listen to the instructions given by the teacher.
 When necessary, use hand gloves in handling
materials in your station.
 Sort the waste materials.
 Classify the waste by properties.
 There are containers provided in your station.
 Place the waste materials in every container after
classifying.
 Label the properties according to the properties of
materials.
 Record in your data chart all the waste materials
placed in every labelled container
 Present your output in class.
Guide Questions:
1. What are the materials found in your station?
2. How did you sort the materials?
3. How did you classify them?
4. Are the waste materials in your station harmful to your
health? Why do you say so?
5. What safety precautions are you going to observe in
disposing waste materials?
Group____

Waste materials Recyclable Materials that do

that decay materials not decay

73
 (Container 1) (Container 2)

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
The teacher will present their output to the class. Power point Presentation
Guide Questions:
1. What are the materials found in your station?
2. How did you sort the materials?
3. How did you classify them?
4. Are the waste materials in your station harmful to your
health? Why do you say so?
5. What safety precautions are you going to observe in
disposing waste materials?

ELABORATE (The teacher will give inputs to deepen the

understanding of the students) 12 minutes
Key concept:
There are many waste materials found in the home,
hospitals, markets, classrooms, laboratories. We should
classify and sort them according to their properties.
Proper segregation of materials should be observed.

Decaying materials should be disposed properly to avoid

sickness. Recycle non-decaying materials. Generate income
by selling old newspapers and other waste materials that are
not recyclables. Re-use plastic bags. Explain the word
recycle and give examples.

EVALUATE
Pantomime: Each group will act out how to observe safety
precautions in disposing waste materials at home.
Rubrics in Participation/ Group Activites
Points Indicators
5 Shows eagerness and
cooperation to do the task,
participate eagerly, do great
help to the group
4 Shows eagerness and
cooperation to do the task,
good foloowers only
3 Partcipated but late, with
teacher’s supervision.

74
 2 Activity was done but does
not show eagerness to
participateor cooperate.
1 No interest in participating
the activities.

EXTEND (Deepen conceptual understanding through use

in new context). 2 minutes
Situational experience
Make a flower vase out of 1.5 plastic bottle.
Present your work in the class.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

75
 Lesson Plan in Science Grade 4
Dovey Pearl A. Castillo
Sinayawan Central School
09977958881

Content Standards:
The learners demonstrate understanding of changes that materials undergo when
exposed to certain conditions.
Performance Standards:
The learners should be able to evaluate whether changes in materials are useful or
harmful to one’s environment.
Learning Competency and Code:
The learners should be able to define what is solid. (S4MTIe-f-5)
Quarter: 1 Week: 5 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Define solid.

II. Content:
Subject Matter: Changes in Solid Material
Integration:
 English (Speaking/Reporting)
 MAPEH (Art)
Strategies:
Materials:
Reference:
DepEd Grade4 Science Learner’s Material
DepEd Grade 4 Science Teacher Guide

III. Learning Task:

ELICIT (Access prior knowledge ) 3 Minutes Materials

1. What do you see inside the classroom? Different solid material
2. Are these materials the same or different from one another? that can be found inside
the classroom. (Originally
taken inside the
classroom)

76
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Teacher will introduce the star diagram. Star diagram

1. In what way do they differ from one another?

(Pupil’s will differentiate the material and emphasize the
SOLIDS
different characteristics/properties such as size, color, shape,
texture, etc.)

2. (Let the pupil’s take one solid material and take down note
of the different characteristic of the chosen material.) Do you
think you can do something to change the characteristic of
your chosen material?

EXPLORE (Provide students with a common experience)

12 Minutes
(Group Activity Table 1.1) Manila paper as their
 Pupils will gather 5 different material that can be found activity worksheet.
outside the classroom. They will write their answer in a (Sample worksheet is in
manila paper. the other page.Table 1.1)
Guide question:
1. What is the color of the material?
2. What is the texture? (Smooth, Soft, Rough, Hard)
3. What is the shape of the material?
4. Is it heavy or light?

Activity Worksheets
Light or Heavy
Material Color Texture Shape
(Yes or No)

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 Presentation of outputs.
(Group will share to the class their observations and
discoveries. Using their output from their activity.) Manila paper as their
activity worksheet.
Guide Questions:
1. What is the color of the material?
2. What is the texture? (Smooth, Soft, Rough, Hard)
3. What is the shape of the material?
4. Is it heavy or light?

77
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Guide Questions Chalk and chalkboard
 What did you learn from the activity? Picture/Material can be
 Does solid material are the same? found in the school
 How will they differ from each other? ground. (The pictures
 Does solid material change in shape? were originally taken
(Let pupils answer the following question.) inside the classroom)

Key concept:
Solid
 Is simply a hard substance and they are hard because of
how their molecules are packed together.

 Have different characteristics/properties such as size,

shape, colour, texture, weight, etc,

EVALUATE
Instruction: (Show me Board)
(Teacher will Ask some question/show some solid material
and the group will write their answer on the illustration board.
When the teacher say Boards up, that the time the group will
raise their board.)

Question:

1. Draw an example of a solid material?

Illustration board
2. What is the texture of the chalk?
Chalk
3. What is the shape of the stone?

4. What is the color of the chair?

5. What is solid?

6. Why does solid hard?

EXTEND 2 minutes
Ask each group to bring the following materials for the next Chalk and chalkboard
activity.
1 pc Rubber bond

78
1 pc Paper
Scissor
Ruler
Wooden Stick
Recyclable Plastic Bottle

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

79
 Dovey Pearl A. Castillo
Sinayawan Central School
09977958881

Content Standards:
The learners demonstrate understanding of changes that materials undergo when exposed
to certain conditions.
Performance Standards:
The learners should be able to evaluate whether changes in materials are useful or harmful
to one’s environment.
Learning Competency and Code:
The learners should be able to identify some ways of changing solid materials as to size.
(S4MTIe-f-5)

Quarter: 1 Week: 5 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Identify some ways of changing solid material as to size.

II. Content:
Subject Matter: Changes in Solid Material
Integration:
• English (Speaking/Reporting)
Strategies:
Materials:
Reference:
DepEd Grade4 Science Learner’s Material
DepEd Grade 4 Science Teacher Guide

III. Learning Task:

ELICIT (Access prior knowledge ) 3 Minutes Materials
1. What are the different characteristic of solid materials? Solid material that found
inside the classroom.
2. Do solid materials look the same?

3. What are solid materials?

Pencil Book

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
 Group activity #1: (Puzzle) Puzzle of a;
 The pupils will group themselves.

 Mechanics:
1. Each group will receive an envelope containing pieces of
the picture. Crumple Paper Tear Paper
2. Pupils will form the puzzle.

80
 Cut Paper Bent Ruler

Hammered Chalk
EXPLORE (Provide students with a common experience)
12 Minutes
 Let the pupils observe the formed picture. Manila paper and a
 Each group will answer the question.(Pupils will write marker.
their answer in a manila paper)
Picture of:
 Guide questions: Group 1 Cut paper, group
1. What does the picture show? 2 crumple paper, group 3
2. What happen to the solid material? bent ruler, group 4 Tear
3. Does the size of the material change in size? paper, and group 5
hammered stone.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 Presentation of outputs. (Let the pupils explain their
answer on each picture. Two minutes may be allotted per
group presentation. Use the worksheet (manila paper ) as Manila paper as their
their final output) activity worksheet.

Guide Questions:
1. What does the picture portray?
2. What happen to the solid material?
3. Does the size of the material change in size?

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
 At this point, the pupils should be able to know the
different ways in changing the size of a solid material.
Chalk and chalkboard
Picture.
 The teacher will discuss additional input on the different
ways in changing solid materials as to size.

 Guide Question:
1. What do you call an incision of a paper or any solid
material using a sharp-edged tool or object? (Cutting)
2. What do you call, when a material is rip apart or to
pieces with force? (Tearing)
3. What do you call, when a material is fold over on itself
so that one part of it covers another? (Bent)
4. What do you call, when a material is crush so that it

81
 becomes creased and wrinkled? (Crumple)
5. What do you call, when a material is hit or beat with a
hammer or similar object?

 Key concept:
-The size of a solid material can be changed through many
ways: by cutting, tearing, folding, twisting, bending,
stretching, pressing, melting, crumpling, and others.

EVALUATE 8 minutes
Instruction: Write your answer on the blank provided.
Identify whether the object can be bend, crumple, hammer,
cut, and press.

Activity Worksheet Table 1.1

Material Ways in changing solid material
as to size Activity Worksheet
Rubber Bond
Paper
Table 1.1
Ruler
Stick
Plastic Bottle
Stone
Sponge
Pen
Book
EXTEND 2 minutes
Ask each group to bring the following materials for the next
activity.

1 pc Candle Stone
1 pc Chocolate Bar Paper Clip
Scissor Rubber Band
Match Wooden Stick

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __

82
 Lesson Plan in Science Grade 4
Dovey Pearl A. Castillo
Sinayawan Central School
09977958881
Content Standards:

83
 The learners demonstrate understanding of changes that materials undergo when exposed
to certain conditions.
Performance Standards:
The learners should be able to evaluate whether changes in materials are useful or harmful
to one’s environment.
Learning Competency and Code:
The learners should be able to describe the changes that happen in solid material.
(S4MTIe-f-5)

Quarter: 1 Week: 5 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
2. Describe the changes that happen in solid material.

II. Content:
Subject Matter: Changes in Solid Material
Integration:
 English (Speaking/Reporting)
Strategies:
Materials: picture showing bending, cutting, tearing hammering, crumpling, puzzle,
marker, manila paper, worksheets
Reference:
DepEd Grade4 Science Learner’s Material
DepEd Grade 4 Science Teacher Guide

III. Learning Task:

ELICIT 3 Minutes Materials

 Showing some picture to the pupils. Picture of Picture:
ways in changing solid material as to size.
Cut paper

Tear paper

Bent Ruler

1. Can you name the following picture? Hammered

3. In what ways, when change do not affect the shape of an Chalk
object?

84
 Crumple Paper

ENGAGE 5 Minutes
The teacher will show a video clip (Originally Made by: Video clip
Dovey Pearl A. Castillo youtube.com Some ways of https://m.youtube.com/wat
changing solid material as to size) and let the pupils ch?v=OPmQpvya8HDs
observe the video.
Puzzle of a cut paper,
1. What did you see in the video? crumple paper, bent
2. What were the children doing? ruler, pressed sponge,
and hammered stone.
EXPLORE 12 Minutes
Group Activity Manila paper and a
The pupils will group themselves. From the video marker.
presentation let them answer the worksheet
Guide questions:
1. In what ways did the children use to change the size of the
paper and stone?
2. How did solid material change in size?

Activity Worksheet Table 1.1

Material Ways Description
Paper
Stone

EXPLAIN 8 Minutes
 Presentation of outputs. (Let the pupils explain their
answer. Two minutes may be allotted per group
presentation.) Manila paper as their
activity worksheet.
Guide Questions: Table 1.1
1. What ways did the children use to change the size of the
paper and stone?
2. How did solid materials change in size?

ELABORATE 12 minutes
1. What did you learn from this activity?
2. What have you noticed in the object?
3. How did the object change in size? Chalk and chalkboard
Call pupils to share their thoughts and ideas.

 At this point, the pupils should be able to describe the

changes that happen in solid material.

 Key concept:
-Some solid material can be bent and may change their size
and shape. Some solid material, when it hammered it may
change even their texture. Some solid material, when it

85
 tear and cut only the physical appearance of object
changed.

EVALUATE 8 minutes
Instruction: Give ways in changing the state of the materials’ Activity Worksheet
size, shape, and texture. Fill in column 2 to identify ways Table 1.1
of changing the material. In column 3 to describe the
changes that occurred in the material.

Table 1.1
Material What can I do to What change
change the happened in
material the material
Candle
Chocolate bar
Stone
Paper Clip
Wooden Stick
Rubber Band

EXTEND 2 minutes
Ask each group to bring the following materials for the next
activity.

1 pc Candle Stone
1 pc Chocolate Bar Paper Clip
Scissor Wooden Stick
Match Rubber Band

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __

Lesson Plan in Science Grade 4

Jessica O. Radaza
Bagontaas Central Elementary School
09167531452

Content Standard: Demonstrate understanding of changes that materials undergo when

exposed to certain conditions.

86
Performance Standard: Evaluate whether changes in the materials are useful or harmful to
one’s environment.
Learning Competency and Code: Describe changes in solid materials when they are bent,
pressed, hammered, or cut (S4MT- Ie-f-5)
Quarter: 1 Week: 5 Day: 4

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe what happens to the solid materials when they are bent.
II. Content:
Subject Matter: Changes in Solid Materials
Integration:
ESP: Be cautious. Take reasonable care to avoid risks..
Strategies: Cooperative Learning, Group Game, Brainstorming
Materials: soft plastic ruler, paper clip, rubber slippers, electric wire, metal spoon,
activity sheet, manila paper, marking pen
References: Science 4 TG pp. 38- 41, Science 4 LM pp. 31-32
https://youtu.be/EwGwPV4ySec
https://youtu.be/FKqmhMLXWfM
https://youtu.be/biGocgVZjL4

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Wire, iron, rubber,
How are you going to dispose solid waste materials? plastic, stick, wood,
glass, box. Twig, hose,
pipe, etc.

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
1. (Group game) The class may be divided into 2 groups. Manila paper, marking
Ask them to write down on the Manila paper some pen, tape
examples of solid materials that can be bent.
2. After 2 minutes, have the group representative present
the group output.
Emphasize to the class:
The solid materials that you have identified
(emphasizing those in the list/output that can be bent)
can all be bent.
Ask:
What do you think will happen to these solid materials
when bent?

EXPLORE (Provide students with a common experience)

12 Minutes
Divide the class into small groups. Let them answer this
activity:
“What Happens to Solid Materials When Bent? Let them

87
observe and describe what happens to each material and Activity sheets
record their observations.

What happened to
the material when
bent?
Plastic ruler
Electric wire
Paper clip
Metal spoon
Rubber slippers
Bamboo stick
Pencil
Hollow block
Steel
Can

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Ask the group presenters to post their output. Have the group
representative to present the result of the group activity.
Clarify misconceptions when needed.
Help pupils formulate ideas or concepts by asking:
 What happened to the solid materials when they were
bent?
 Was a new material formed when solid material was
bent?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
 Ask/help the pupils cite or identify situations https://youtu.be/EwGwP
where bending solid materials are applied such as V4ySec
basket-weaving, upholstery-making, construction https://youtu.be/FKqmh
of buildings, etc. MLXWfM
 To further apply or integrate the concepts learned https://youtu.be/biGocgV
to other situations, the teacher may ask to do this ZjL4
bending activity:
Stand straight. Raise your right hand. Bend your body
to the left. Stand straight again. This time, raise your
left hand and bend your body to the right. Then, go
back to your position/seat.
Ask the following questions:
1. When you bend your body, was there a change that
happened?
2. How do you describe the change (physical) that

88
 happened to your body?
3. What might happened if you bend your body too
much?

Key Concepts:
 Some solid materials can be bent depending on the
property of the material.
 When bent, these materials may change their size
and shape.
 No new material is formed. Only the physical
appearance of the materials is changed.
 Not all materials can be bent. Some of them can be
cut, torn, folded, twisted, stretched, pressed,
colored, crumpled, melted and others.

EVALUATE
The activity output of the pupils may be considered in Rubrics
assessing them formatively.
RUBRICS in group activity and participation
Points Indicators
5 Showed eagerness and
cooperation to do the task,
participation activity, did
great help to the group.
4 Showed eagerness and
cooperation to do the task,
good followers only.
3 Participated but late, with
teacher’s supervision.
2 Activity was done but did
not show eagerness to
participate or cooperate.
1 No interest in participating
the activities.

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Let the pupils bring some samples/pictures of products
(handicrafts) at home. Let them explain why these materials
are produced even they are solids.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___

89
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V.Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Changes that Materials Undergo when Exposed to Certain Conditions
Performance Standards: Evaluate whether the materials are useful or harmful to one’s
environment.

90
Learning Competency and Code: Describe changes in solid materials when they are bent,
pressed, hammered, or cut, S4MT-Ie-f-5

Quarter: 1 Week: 5 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
1. Describe what happens to the solid materials when they are pressed.

II. Content:
Subject Matter: What Happens to the Solid Materials when pressed
Integration:
ESP : Precautionary / safety Measures when doing the activity
Teamwork
ENGLISH : Speaking/ Reporting
Strategies: 7Es Learning Model, Cooperative Learning
Materials: modeling clay, paper cup, loaf bread/ pandesal, manila paper, dough,
banana, clean plastic sheet, marking pen, worksheets, power
point, picture, answer card
References: Science 4 Learner’s Materials, pp. 33-34
Science 4 Teacher’s Guide, pp. 41-43
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Put a check (/) mark if the materials can be bent and (x) if not.
___plastic ruler ___paper clip

___nail ___wooden stick worksheets

___rubber slippers

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
The teacher will show picture.

Picture showing ironing of

handkerchief
Ask:
 What do you understand about the picture shown?
Power Point Presentation
 Describe the action shown in the picture. What do you
think will happen when solid materials are pressed?

EXPLORE (Provide students with a common experience)

12 Minutes
1. Organize class into small groups. Powerpoint Presentation

91
 2. Introduce Lesson 10: LM Activity 3- “What happens
to Solid Materials when Pressed?”
3. Checked the materials brought by the pupils. See to it
that the materials in each group are complete. Give Activity sheet
them also the activity sheet, manila paper and marking
pen. Manila paper
4. Give other necessary instructions in doing the activity, Marking pen
the data to be accomplished, group presenter,
member’s role/ responsibility, precautionary measures
to take, etc.
5. Let the pupils perform Lesson 10: LM Activity 3-
“What happens to Solid Materials when Pressed?”.
Supervise the pupils as they do the activity.

Activity Sheet
Group_____

Material Observation
Modeling clay
Paper cup
Banana
Pandesal
dough

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
1. Let the group representative present results of the Powerpoint Presentation
activity. Two (2) minutes may be given per group
presentations.
2. While discussing the activity, check the pupils’
responses to the activity questions.

Guide questions:
 What happened to the solid materials when they were
pressed?
 Was a new material formed when solid material was
pressed?
 What characteristics of solid were evident in this
activity?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
1. Help the pupils formulate their own ideas/ concepts by Powerpoint Presentation
asking:
 What happened to the solid materials when they were
pressed?

92
  Was a new material formed when solid material was
pressed using hammer, hand, flat iron and stone?
2. Discuss the Key Concepts:

Solid materials can be pressed. When pressed, these

materials may change their size and shape. Other solid
materials may also change their texture when pressed.
However, no new material is formed because only the
physical appearance of the material is changed.

EVALUATE
Answer.
__1. Which of these materials can be pressed?
A. cellophane B. nail C. plastic D. sponge

__2. What will happen to the clothes when pressed?

A. Change in color C. change in size
B. it melts D. it decays

__3. What changes take place in materials when pressed?

A. Odor B. color C. texture D. physical appearance

__4. Which of the following describes what happens to the

chocolate bar when pressed?
A. It changed its size and color
B. It changed its size and shape
C. It changed its volume and color.

__5. Liza’s mother gave her a marshmallows and she put it

inside her bag. Unintentionally, her classmate stepped on her
bag when playing hide and seek. Which of the following
describes what changes happened in the property of the
chocolate bar when pressed?
A. The chocolate bar changes its size and shape
B. The chocolate bar changes its taste and color
C. The chocolate bar changes its odor and texture

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Group Activity
Make a graphic organizer. Cut out pictures showing
situations/ activities on Solid Materials that is being pressed.
Paste them on the boxes.

Solid
Materials
Being Pressed

93
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

April Joy M. Badilla
Guinuyoran Central School
09057780721
Content Standards: The learners demonstrate understanding of changes that materials
undergo when exposed to certain conditions.
Performance Standards: The learners should be able to evaluate whether the changes in
materials are useful or harmful to one's environment
Learning Competency and Code:
Describe changes in solid materials when they are bent, pressed, hammered, or cut

94
(S4MTIe-f-5)
Quarter: 1 Week: 6 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Classify solid materials that can be changed when bent or pressed.

II. Content:
Subject Matter: Changes that Materials Undergo
Integration: English (Speaking), MAPEH (Art)
Strategies: PBL (Problem-Based Learning Strategy)
Materials: chalk, wooden stick, pencil, cupcake, sponge, power point
References: Science 4 Curriculum Guide
BEAM 5. Unit 4. 8 Physical and Chemical Changes. Distance Learning
Modules.

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils:
What are the ways that solid materials change?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
The teacher will show the different solid materials using real Sliced bread
objects.
1. What happened to the sliced bread if not properly
placed in your bag?
2. Is there any changes in its size?

EXPLORE (Provide students with a common experience)

12 Minutes
Group activity : Chalk, pencil, wooden
 Divide the class into 4 groups stick, cupcake sponge
 Setting of standard in doing their group task. chart
 Distribution of activity card
 Call the group representative to get the
materials
 Present the following materials in each group.
 Instruction given to them
 Write down your observation notes to the table
below.
WHAT TO DO:
1. In each given materials you will do the pressing
and bending.(press and bent)
2 .record you observation and write on the given
table.
Group 1 to group 4 ( used the same materials )

95
  Activity Proper
Materials Observation
1. Chalk
2. Pencil
3. Wooden stick
4. Cupcake
5. Sponge

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
 Presentation of outputs Powerpoint Presentation
 Sharing of experiences of the group to the class
about their group outputs.
 Ask the following questions:
1. What happened to the solid materials
when bent?
2. What happened to the solid materials
when pressed?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
How did you learn from this activity? Power point Presentation
What do you noticed when you bend the material? When you
pressed the material?
Key Concepts:
 Some solid materials can be bent and pressed.
 Only the physical appearance of the materials is
changed.

EVALUATE
Classify the materials according to whether they can be
changed when bent or can be changed when pressed.
1. Plastic ruler 6. Rubber
2. Paper clip 7. Fastener
3. Pandesal 8. Flower foam
4. Banana 9. Chocolate bar
5. Metal Spoon 10. Hotdog

Can be changed when bent Can be changed when

pressed

96
EXTEND (Deepen conceptual understanding through use in
new context). 2 minutes
List and draw solid materials found at home. Tell what may
happen to the materials when bent and pressed.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

April Joy M. Badilla
Guinuyoran Central School
09057780721
Content Standards: The learners demonstrate understanding of changes that materials
undergo when exposed to certain conditions.
Performance Standards: The learners should be able to evaluate whether the changes in
materials are useful or harmful to one's environment
Learning Competency and Code:
Describe changes in solid materials when they are bent, pressed, hammered, or cut
(S4MTIe-f-5)

97
Quarter: 1 Week: 6 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe what happens to the solid materials when they are hammered.

II. Content:
Subject Matter: Changes that Materials Undergo
Integration: English (Speaking), MAPEH(Art)
Strategies: Cooperative Learning
Materials: 1 pc. Block of wood 1 pc. Hollow block
1 pc. empty tin can 1 pc. hammer
1 pc. Small sheets of galvanized iron manila paper
Marking pen
References: Science 4 Curriculum Guide
Science Teachers Guide pp. 43-45
Science Learners Material pp. 35-36

III. Learning Tasks:

ELICIT Materials
To elicit prior knowledge, the teacher will ask the pupils:
What are solids? What are their characteristics?
What are the ways that solid materials change as to size?

ENGAGE
1. Present the following solid materials in front of the class. Real objects
a) Toothpaste
b) Bar soap
c) Ruler
d) Pape Clip
2. Call a representative to come in front, pressed and bend the
materials.
a) Wooden stick
b) Cupcake
c) Sponge
3. What happened to the material when pressed? When bent?(
Change its size, shape and physical appearance)
4. Show the real hammer.
5. Ask them anything that they know about a hammer.
6. Presentation of the Lesson
 Post at least 5 pictures of solid materials that
can be hammered.
 Call a representative from the class and let him
pick up one picture and present it in front. Let
him describe what will happen to this solid
material when hammered.

EXPLORE

98
  Grouping of Pupils Activity Sheet
 Setting of Standards for Group Work
 Distribution of Activity Card
 Activity Proper

Material Observation
1. Block of wood
2. Empty tin can
3. Piece of hollow
block
4. Sheet of galvanized
iron
EXPLAIN
1. Have the group representative present the results of
the activity.
2. While discussing the activity, check the pupils’
responses to the activity questions.
3. Correct the misconception when needed.
Ask:
What happened to solids when they are hammered?
(When hammered, solid materials change their shape and
size. Others change their texture when hammered.

ELABORATE
What did you learn from this activity? Power point Presentation
What do you noticed when you hammered the material?
Key Concepts:
 Some solid materials can be hammered depending on
their composition.
 When hammered these materials may change their
size, shape and texture.
 The physical appearance of the materials changed.

EVALUATE
Tell what happened to the following materials when Power point Presentation
hammered

Material What happened to the

materials when hammered?
1.ice cubes
2. glass
3. stone
4.plastic bottle
5.garbage can

EXTEND
Draw solid materials found at home. Tell what may happen to

99
the materials hammered.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Lilibeth L. Allaba
Lumbo Integrated School
09264235727

Content Standards: changes that materials undergo when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
health.
Learning Competency and Code: S4MT – Ie-f-5
Quarter: 1 Week: 6 Day: 3

I. Objectives:

100
 At the end of 50 minutes, 100% of the learners are expected to:
 Describe what happens to the solid materials when they are cut.

II. Content:
Subject Matter: changes that materials undergo (classify solid materials)
Integration: ENGLISH – Speaking, EPP –, MAPEH (ART)
.
Strategies: Cooperative Learning, Differentiated Instruction, 7Es Learning Model
Materials: piece of paper (any kind of paper), small card board, used cloth, (any kind)
pair of scissors, 2 pcs of candy wrapper, leaves, graphic organizers, picture, puzzle
References: TG (Teacher Guide) pp.45 - 48
LM (Learner Material) pp. 36- 37

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Real object: chalk
1. Ask: what happened to a piece of chalk when it was
hammered?
2. Describe its changes of its properties ( texture ,size,
and shape)

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
1. Divide the class into small groups. Tin can of sardines
2. Ask the pupils to list down solid materials that can be
cut. Let them do this three minutes.
3. Present this graphic organizer (tree diagram) for their
answers. (Pupils can copy this on the manila paper.)

Solid Materials
Found at
Found at Found at Community
Home School

4. Have the pupils present their graphic organizers.

5. Present the topic.
Refer the pupils to their answers in the graphic
organizer.

101
 Do you think these solid materials can be cut?
What do you think will happen to the solid materials
when cut?

EXPLORE (Provide students with a common experience)

12 minutes
Group activity: ( Differentiated Activity )

 Divide the class into 3 groups.

 Each group will be given a materials Real objects given to each
 Teacher remind the rules or standards in doing their group
activities
- CAUTION: Be careful in handling materials.
(SCISSORS)
 They are going to follow the instruction of the
activity.
- NOTE: The group performance in the activity/task
will be given in rating scales.the rubrics may used to Charts , pentel pens,
assess the group performance. scissors,
GROUP 1- Independent Group:
- What to Do:
- 1.cut each of the given materials : (piece of paper,
piece of card board, carton, candy wrapper leaves,
piece of cloth)
- 2. Record your observations in your science notebook
using the table below.

What happened to the material

Material
when cut

Piece of paper

Piece of cardboard

Candy wrapper

Leaves

Piece of cloth

GROUP 2 ( AVERAGE GROUP)

What To Do:
1. Cut each of the given materials. Observe what happen
2. Draw your observation. What happens to the solid
materials after cutting
Piece of paper piece of cardboard

102
 Candy wrapper leaves

Piece of cloth

GROUP 3- DEVELOPING GROUP

- What to do : (picture puzzle)
- Steps: 1.find the cut outs to make a design in a puzzle
(Teacher may use any picture and make any desired
design.)
- Arrange correctly the cut out to make the complete
puzzle
GUIDE QUESTIONS:
1. What happened to the materials when cut?
2. Was a new material formed when solid objects cut?
3. Describe each of the materials when cut,( cloth,
leaves, paper card board, candy wrapper.)
4. Which of the materials can easily be cut? picture puzzle
5. Why do you think these materials do not have any
changes in color at all when being cut?
6. Why do you think some materials like cardboard was
not easily cut?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
A. GROUP REPORTING:
Each group has given a time to report their work.
- Sharing the group answers
- Leader /reporter will be the one read the questions and
the answers.
- Teacher will give inputs / additional ideas related to
their activity.
B. Answering of Guide Questions:
1. What happened to the materials when cut?
2. Was a new material formed when solid objects
cut?
3. Describe each of the materials when cut,( cloth,
leaves, paper card board, candy wrapper.)
4. Which of the materials can easily be cut?
5. Why do you think these materials do not have any
changes in color at all when being cut?
6. Why do you think some materials like cardboard

103
 was not easily cut?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
ASK:
1. How did you find the activity?
2. What did you learn from this activity?
Key concepts:
Solid materials can be cut, these materials may change their
size and shape, but no new material is formed .hence only
the physical appearance of the material is changed when cut.
Not only solid materials can be cut using simple scissors.
Some solid materials like iron, steel, etc. can be cut using
sophisticated cutters. (metal cutters/machine cutters.)

EVALUATE
Complete the graphic organizer below to describe the changes
that might happen to colored art paper when cut.

SITUATION:
Mica needs 5 pieces of triangular colored paper for
her art work. She cuts the art paper into pieces using a scissor.
Describe the changes that happened to art paper.

Changes of
materials

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Collect at least 5 materials found at home that can be
hammered and cut and bring it to the class.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___

104
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

105
 Lesson Plan in Science Grade 4
Lilibeth L. Allaba
Lumbo Integrated School
09264235727
Content Standards: changes that materials undergo when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
health.
Learning Competency and Code: S4MT – Ie-f-5
Quarter: 1 Week: 6 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
 Classify solid materials that can be changed when hammered or cut.

II. Content:
Subject Matter: changes that materials undergo (classify solid materials)
Integration: ENGLISH – Speaking, EPP – kind of industrial tools, MAPEH (ART)
. MATH – ratio of a cake divided to 6 person.
Strategies: Cooperative Learning,
Materials: 1 pc of block of wood ,empty tin can, hollow block, small sheet of galvanized
iron, piece of paper, card board, carton, candy wrapper, leaves , piece of cloth
References: Science 4 TG pp. 43- 45, Science 4 LM pp.35-37

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Real objects: ( paper,
1. Ask: what will you do if you want to have paper art work cloth)
with a design of a heart? What changes of the materials?
2. Why some dresses, skirt, short pants, or handkerchief have
its different sizes?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Showing pictures or real objects. Nail, picture of a small
1 .What will you do to the materials, (the nails) for the repair layer of a cake
of destroyed desk, chairs and table.
2. What do you think if we buy a layer of cake and it will
equally divided to 6 person?

EXPLORE (Provide students with a common experience)

12 Minutes
Group activity:
- Divide the class into 4 groups.
- Each group will be given a materials
Real objects given by
- Teacher remind the rules or standards in doing their
group
activities.
- They are going to follow the instruction of the

106
 activity.
- GROUP 1- MATERIALS- plastic cup, ,drinking straw
,card board
- Group 2 - MATERIALS – paper, socks, bottle cap of
beer.
- GROUP 3 MATERIALS- nail, electric wire,piece of Charts , pentel pens ,
cloth scissors, hammer
- GROUP 4 MATERIALS- chalk ,a small piece of
hollow block, modelling clay

ACTIVITY SHEET
What to do:
1. With the following materials in your group, use a
hammer or scissors to change its physical appearance.
2. Answer the table below. Write the materials that can
be hammered and cut.

Materials that changed when Materials that changed when

hammered cut

GUIDE QUESTIONS:
1. What are the characteristics of the materials that can be
hammered and cut?
2. Why do you think these materials changes when
hammered or cut?
3. Why do you think some materials when hammered will
break down into pieces like hollow block and chalk?
4. Why some materials can be changed only when cut?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
GROUP REPORTING:
Each group has given time to report their work.
- Sharing the group answers
- Leader /reporter will be the one read the questions and
the answers.
- Teacher will give inputs / additional ideas related to
their activity.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
- Show a video clip
- Ask: 1. What is all about the video?

107
 - 2. What changes of the materials when
hammered or cut?
- 3. Can you name the materials that can be
hammered or cut?
Key concepts:
- Solid materials can be cut, these materials may change
their size and shape, but no new material is formed.
Hence, only the physical appearance of the material is
changed when cut.
- Not only solid materials can be cut using simple
scissors. Some solid materials like iron, steel, etc. can
be cut using sophisticated cutters. (metal cutters, /
machine cutters.)

EVALUATE
Classify the materials according to its properties:
Select the materials found in the given box. And write it to
the specified column.

- barbecue stick
- 1 meter thread
- 2 meter rope
- Tie wire
- Small stone
- Tin can
- Thumbtacks
- Concrete nails
- Eggshells
- 1 piece of chalk
Materials that changed Materials that changed when
when hammered cut

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Make a simple project. Make a flower vase using materials of
un used paper or magazines and drinking straw as a flower.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

108
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

109
 Lesson Plan in Science Grade 4
Marilou C. Canadilla
Sinayawan Central School
Phone Number 09367121287
Content Standards: The learners demonstrate understanding of changes that materials
undergo when exposed to certain conditions.
Performance Standards: The learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment..
Learning Competency and Code: Described changes in solid materials when they are bent,
pressed, hammered, or cut. S4MT- Ie-f-5
Quarter: 1 Week: 6 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
3. Demonstrate ways of changing certain solid materials

II. Content:
Subject Matter: Changes in Solid Materials
Integration: Be cautious. (take reasonable care to avoid risks)
Strategies: Cooperative Learning, Differentiated Instruction
Materials: 1 pc. Candle, 1 pc. Aluminum foil, I1 ice cube, 1 pc wooden stick, manila 2
paper, 1 pc. Crepe paper, 1 pc. Plastic cup, 1 pc. Chocolate bar, match (matchstick)/ lighter,
marking pen
References: Science 4 TG pp. 36- 48, Science 4 LM pp. 36- 48

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils:
1. What changes took place when solid materials are
a. Bent?
b. Pressed?
c. Hammered
d. Cut?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Ask the pupils to look around the classroom, tell them to list
down solid materials.

EXPLORE (Provide students with a common experience)

12 Minutes

110
 1. Group pupils into four Materials:
2. Assign each group to go to their respective station 1. 2 pcs. Ruler, paper
clip, rubber slippers,
Group 1- Station 1 ( Bent ) electric wire 12 inches
Group 2- Station 2 ( pressed) long, metal spoon
Group 3 – Station 3 ( hammered) 2. 2 pcs. Paper cup, 1 pc.
Group 4 - Station 4 ( cut) Ripe banana, 1 pc.
3. Make sure that each station will be provided with Loaf bread, manila
the materials needed for the activity. paper, ¼ kl dough, 1
Describe what happens to the solid material when pc. Banana, marking
they are bent, pressed, hammered and cut? pen
3. 1 pc. Block of wood,
Activity Sheets tin can, small sheet of
Group _____ galvanized iron,
Materials Observation manila paper, 1 pc.
Hollow block,
hammer, marking pen
4. 1 pc. Paper, small
cardboard, 2 pcs.
Candy wrapper, 2 pcs
leaves, 1 pc. Used
cloth), pair of scissors.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Have each group present their output. Group presentation with
Ask: their output.
1. What are some ways of changing solid materials?
2. What happens to some solids when they are bent,
pressed, hammered and cut?
Key Concepts:
* A solid has definite shape and volume. You can hold
solids.
*solid materials have different characteristics/
properties such as size, shape, color, texture, weight, etc.
* Solid materials can be changed through many ways:
by cutting, tearing, folding, twisting, bending, stretching,
pressing, coloring, crumpling, melting, and others. Such
action/s may change the material’s size, shape, texture, color,
and other characteristics/ properties.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Allow pupils to construct their own understanding. The pupils
should be able to say that:
* Some solids can be bent depending on the property of the
material. When bent, these materials may change their size
and shape. No new material is formed. Only the physical

111
appearance is changed.
* Some solid materials can be pressed depending on the
property of the material. When pressed, these materials may
change their size and shape.
Other solid materials may also change their texture when
pressed. However, no new material is formed because only
the physical appearance of the material is changed.
* Solid materials can be hammered depending on their
composition. When hammered, these materials may change
their size and shape, and even the texture. However, no new
material is formed because only the physical appearance of
the material is changed.
* Solid materials can be cut. When cut, these materials may
change their size and shape, but no new materials is formed.
Hence, only the physical appearance of the solid material is
changed when cut.
* Be cautious, to avoid accidents in handling the materials.

EVALUATE
Formative assessment may be done by considering the
activity output and / or the pupil’s participation during the
discussion.
Rubrics in Participation/ Group Activities
POINTS INDICATORS
5 Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 Shows eagerness and cooperation to do the
task, good followers only
3 Participated but late, with teacher’s
supervision
2 Activity was done but does not show
eagerness to participate or cooperate
1 No interest in participating the activity

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Answer the following questions:
1. Was there a new material formed when solid materials
are:
a. Bent?
b. Pressed?
c. Hammered?
d. Cut?

Reflection:

112
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Maria Victoria C. Alvarez

113
 Mailag Central School
09278628639

Content Standards: The learners demonstrate understanding of materials that float and sink.
Performance Standards: The learner should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: Describe changes in properties of materials when exposed
to certain conditions such as temperature or when mixed with other materials.(S4MT- Ig-h-6)
Quarter: 1 Week: 7 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Define Heating.

II. Content:
Subject Matter: Define Heating

Integration:
ESP- Proper handling of materials when heated
ENGLISH- Good grammar /Speaking Skill
Strategies: Cooperative learning, Inquiry Based Method
Materials: can, chocolate bar, alcohol lamp, matches, small wood, candle, crayons,
spoonfuls butter/ margarine, ice cubes, bent steel.
References: Curriculum Guide for Grade 4 – K- 12, LM- pp 38-40 TG, pp. 48-52

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

The teacher will show pictures of materials to the Ice cubes, can, cut paper
pupils and tell how the materials are changed. bent steel

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Activity: Cut out pictures
Show pictures of sun, candle, stove, fire, rod, hot water.
Ask: What is common with the following pictures

EXPLORE(Provide students with a common experience)

12 Minutes

114
Collaborative Task Activity Chart
Teacher provides all the materials needed for the activity
prior to actual performance task.
Will set standard rules for activity and shall act as a
facilitator.

Instructions were written on the board and on the activity

sheet.
Ask the pupils using guide questions:
Group 1- Heating the water
Group 2- melting the crayons
Group 3- heating the steel
Group 4 – heating butter in a pan.

Activity Work Sheets

Group_________

Group 1
What changes in the materials during heating and cooling
Name of Materials Before After
Heating the water hot Cools off

Group 2
Melting the Crayons melts Color
remains
Size
changed

Group 3
Heating the Steel

Group 4
Heating butter in a pan

Guide Questions:
 What happens to the materials when it undergoes
heating?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Pupils will explain their outputs with the reinforcement of the chart
teacher based on the activity performed.

Guide Questions:

115
 1. What happens to the water after heating? Why?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interactive process between the teacher and the learners based
from the explanation/ activity. Deepening concepts

Key Concepts:

 When the materials are heated, they

changed their size, shape, and texture.
They also changed their forms.
When cooled, the liquid materials were
changed to solid.

 The materials (crayon/chocolate/butter or

margarine) changed its form from solid
to liquid when heated. It also changed its
size, shape, and texture.

 The materials (crayon/chocolate/butter or

margarine) changed back to its form from
solid to liquid when cooled. It also
changed its size, shape, and texture.

EVALUATE
Check (/) the following words that define heating and (x) that Chart
do not define.

words / X
melting
warming
heating
Sun exposure
boiling
cooking
freezing
cooling
cutting
Ironing clothes

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Give 5 activities at home that shows heating.

116
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

117
 Lesson Plan in Science Grade 4
Maria Victoria C. Alvarez
Mailag Central School
09278628639

Content Standards: The learners demonstrate understanding of materials that float and sink.
Performance Standards: The learner should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: Describe changes in properties of materials when exposed
to certain conditions such as temperature or when mixed with other materials.(S4MT- Ig-h-6)
Quarter: 1 Week: 7 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Define cooling.

II. Content:
Subject Matter: Define Cooling
Integration:
ESP- Appreciation of the cold things we use everyday
ENGLISH- Good grammar /Speaking Skill
Strategies: Cooperative learning, Inquiry Based Method
Materials: can, chocolate bar, alcohol lamp, matches, small wood, canle, crayons,
spoonfuls butter/ margarine, ice cubes, bent steel.
References: Curriculum Guide for Grade 4 – K- 12, LM- pp 38-40 TG, pp. 48-52

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

The teacher will show pictures of materials to the Ice cubes, can, cut paper
pupils and tell how the materials are changed. bent steel

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Activity: Cut out pictures
Ask: What is common with the following pictures

EXPLORE(Provide students with a common experience)

12 Minutes
Collaborative Task Activity Chart
Teacher provides all the materials needed for the activity
prior to actual performance task.
Will set standard rules for activity and shall act as a
facilitator.

Instructions were written on the board and on the activity

sheet.
Ask the pupils using guide questions:
Group 1- Heating the water

118
 Group 2- melting the crayons
Group 3- heating the steel
Group 4 – heating butter in a pan.

Activity Work Sheets

Group_________

Group 1
What changes in the materials during heating and cooling
Name of Materials Before After
Heating the water hot Cools off

Group 2
Melting the Crayons melts Color
remains
Size
changed

Group 3
Heating the Steel

Group 4
Heating butter in a pan

Guide Questions:
 What happens to the materials when heated and cools
off?
 What changes in the materials when cooled?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Pupils will explain their outputs with the reinforcement of the chart
teacher based on the activity performed.

Guide Questions:
2. What happens to the water after heating? Why?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interactive process between the teacher and the learners based
from the explanation/ activity. Deepening concepts

Key Concepts:
 When the materials are heated, they changed their
size, shape, and texture. They also changed their

119
 forms. When cooled, the liquid materials were
changed to solid.
 The materials (crayon/chocolate/butter or margarine)
changed its form from solid to liquid when heated. It
also changed its size, shape, and texture.
 The materials (crayon/chocolate/butter or margarine)
changed back to its form from solid to liquid when
cooled. It also changed its size, shape, and texture.)
 After heating the materials, the heat evaporates and
cools back again.

EVALUATE
Write / in space provided if it undergoes cooling process. Chart
Write X if not.
____1. Soft drinks with an ice cubes
____2. Milk in a refrigerator
____3. Hot water when cooled
____4. Cooked rice
____5. Electric stove
____6. Melted chocolate
____7. Melted margarine
____8.pencil
____9.table
____10. chairs

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Gather 5 materials that float and 5 materials that sink.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

120
 Maria Victoria C. Alvarez
Mailag Central School
09278628639

Content Standards: Changes that material undergoes when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code: Describe changes in properties of materials when exposed
to certain conditions such as temperature or when mixed with other materials.(S4MT- Ig-h-6)
Quarter: 1 Week: 7 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe what happens to materials when heated.

II. Content:
Subject Matter: What happens to materials when heated?
Integration:
MAPEH – Safety measures in handling hot materials
ENGLISH- Good grammar /Speaking Skill
Materials: Clean can, candle,/ alcohol lamp, ( old newspaper), box of matches, small
Wood, metal stand
 1 piece of tong/gloves or any thick cloth to handle hot materials
 2 pcs. of crayons ( for group 1 only)
 2 pcs .of chocolate bar/cube ( for group 2 only)
 2 Spoonfuls of butter/ margarine ( for group 3 only)

Strategies: 7 E’s Cooperative Learning/ Dyad

References: Science 4 LM, pg 38- 40 Science 4 TG, pg 48-52

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

Showing materials displayed on the table. Real objects
Can you name the materials?
What could possibly happen to these materials when heated?

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Have you tried melting a candle or crayons? What happens if
these materials will be heated with a candle? Real objects
Crayons , candle

EXPLORE(Provide students with a common experience)

12 Minutes
Collaborative Task Activity:
Groups of three Pieces of crayons

121
 Pieces of chocolates
Teacher provides materials prior to activity and Clean tin can
facilitates the lesson Candles
Spoonfuls of
What to do: butter/margarine
Alcohol lamp
Group 1 Observations Old news papers
Put 2 pieces of crayons in Match box/ sticks
the tin can Piece of small wood
Pair of tong or gloves
Group 2 0r piece of thick cloth
Put 2 pieces of chocolates
in the tin can

Group 3
Put 2 spoonfuls of butter/
margarine in the tin can

Instruction:
_Using the match stick, light
a candle and let it stand in a
small piece of wood.
-Lighted alcohol lamp with
gazera/ old magazines
-Use a pair of tong ( or
gloves or piece of thick
cloth ), to hold the can.
- heat for 2 minutes and
observe when the material is
heated.
-after 2-3 minutes, remove
the tin can from the flame.
-Wait until the materials
cools off.
-Record observations in all
activities.

Activity Sheet
Group ________

Group 1/Materials Observations

Group 2/ Materials Observations

122
 Group 3/ Materials Observations

Keep all materials after the activity and clean your table.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of the group outputs chart
Teacher will reinforce the concept.

Guide Questions:
1. What happens to each material (crayon/chocolate bar/
Butter or margarine) when heated? Why?
2. Is there a change in the appearance of the materials?
What change took place?
3. How would you describe the changes that took place?
4. What happens to the materials when heated? How
would you describe?
5. Is there a change in the appearance of the materials?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interaction between the teacher and the learners based from
the explanation of the activity. Chart

Key Concepts:
 When the materials are heated, they
changed their size, shape, and texture.
 They also changed their forms.
 When heated, solid materials changed to
liquid it also changed its size, shape, and
texture.

EVALUATE
What properties of materials are changed when heated? Write Chart
your answer on the right column.
Materials when heated Changes in
Bar of chocolates Size, shape
Pieces of crayons

123
 Spoonfuls of
butter/margarine
lard
lipstick
balm

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Find and collect materials at home that change its size, shapes
and textures when heated.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

124
 Maria Victoria C. Alvarez
Mailag Central School
09278628639

Content Standards: Changes that material undergoes when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code: Describe changes in properties of materials when exposed
to certain conditions such as temperature or when mixed with other materials.(S4MT- Ig-h-6)
Quarter: 1 Week: 7 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe what happens to materials when cooled.

II. Content:
Subject Matter: What happens to materials when cooled?
Integration:
MAPEH – Safety measures in handling hot materials
ENGLISH- Good grammar /Speaking Skill
Materials: Clean can, candle, alcohol lamp, old newspaper, box of matches, small
Wood, metal stand
 1 piece of tong/gloves or any thick cloth to handle hot materials
 2 pcs. of crayons ( for group 1 only)
 2 pcs .of chocolate bar/cube ( for group 2 only)
 2 Spoonfuls of butter/ margarine ( for group 3 only)

Strategies: 7 E’s Cooperative Learning/ Dyad

References: Science 4 LM, pp 38- 40 Science 4 TG, pp 48-52

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

Showing materials displayed on the table. Real objects
Can you name the materials? I have here crayons, what do
you think will happen if i will melt these crayons?

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Have you tried melting a candle or crayons? What happens if Real objects
these materials will be heated with a candle? Crayons , candle

EXPLORE(Provide students with a common experience)

12 Minutes
Collaborative Task Activity:
Groups of three Pieces of crayons
Pieces of chocolates

125
 Teacher provides materials prior to activity and Clean tin can
facilitates the lesson Candles
Spoonfuls of
What to do: butter/margarine
Alcohol lamp
Group 1 Observations Old news papers
Put 2 pieces of crayons in Match box/ sticks
the tin can Piece of small wood
Pair of tong or gloves
Group 2 0r piece of thick cloth
Put 2 pieces of chocolates
in the tin can

Group 3
Put 2 spoonfuls of butter/
margarine in the tin can

Instruction:
_Using the match stick, light
a candle and let it stand in a
small piece of wood.
-Lighted alcohol lamp with
gazera/ old magazines
-Use a pair of tong (or
gloves or piece of thick
cloth), to hold the can.
- heat for 2 minutes and
observe when the material is
heated.
-After 2-3 minutes, remove
the tin can from the flame.
-Wait until the materials
cools off.
-Record observations in all
activities.

Activity Sheet
Group ________

Group 1/Materials Observations

Group 2/ Materials Observations

126
 Group 3/ Materials Observations

Keep all materials after the activity and clean your table.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of the group outputs chart
Teacher will reinforce the concept.

Guide Questions:
6. What happens to each material (crayon/chocolate bar/
Butter or margarine) when cooled? Why?
7. Is there a change in the appearance of the materials?
What change took place?
8. How would you describe the changes that took place?
9. What happens to the materials when cooled? How
would you describe?
10. Is there a change in the appearance of the materials?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interaction between the teacher and the learners based from Chart
the explanation of the activity.

Key Concepts:
 When the materials cool off, they changed
their size, shape, and texture.
 They also changed their forms.
 When heated, solid materials changed to
liquid it also changed its size, shape, and
texture.

EVALUATE
What properties of materials are changed when cooled? Write Chart
your answer on the right column.
Materials when cooled Changes happens
Bar of chocolates Size, shape
Pieces of crayons
Spoonfuls of
butter/margarine
lard
lipstick

127
 balm
candles

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Find and collect materials at home that change its size, shapes
and textures when cooled.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Maria Victoria C. Alvarez
Mailag Central School
09278628639

128
Content Standards: Changes that material undergoes when exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code: Describe changes in properties of materials when exposed
to certain conditions such as temperature or when mixed with other materials.(S4MT- Ig-h-6)
Quarter: 1 Week: 7 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
Describe what happens to the materials when cooled.

II. Content:
Subject Matter: Changes in the properties of the materials when exposed to different
temperature.
Integration:
MAPEH – Health, proper labelling and sorting of household materials.
Good housekeeping
ESP- Keeping things in order after the performance task/ activity.
ENGLISH- Good grammar /Speaking Skill
Materials: Clean can, sticks, candle, alcohol lamp, box of matches, thick cloth,
Pot holder, crayons, chocolate bar or cubes, spoonful of butter or margarine
For 5 groups, laptop, LCD for power point presentation.
Strategies: Cooperative Learning/ Dyad
References: Science 4 LM, pg38-39 Science 4 TG, pp. 48-50 MISOSA

III. Learning Tasks:

ELICIT(Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will say and ask the Real objects
pupils: Crayons
1. Have you tried melting crayons during art works?
2. What happens when the crayons cooled?
3. Can you describe the changes that happened to the
object?

ENGAGE(Get the students’ minds focused on the topic)

5 Minutes
Activity: Real Objects
 The teacher will show different objects displayed on
the table like crayons, bar of chocolates.
 The teacher will conduct the following:
- melting of crayon with a candle.
- Cooling of crayons after a few minutes
Questions
1. What happen to the crayons when directly exposed to the
candle?
2. Describe the crayon when cooled.

129
EXPLORE(Provide students with a common experience)
12 Minutes
Collaborative Task Activity Chart
Teacher provides all the materials needed for the activity
prior to actual performance task. Sets Standard Rules for
Activity.
The teacher acts as a facilitator.
Each group will perform the activity of which they will
describe the changes that happened to the materials provided
when cooled.

Group 1- put pieces of crayons in a clean can

Group 2- put 2 pieces of chocolate in a clean can
Group 3- put spoonful of butter/ margarine in a clean can.

Instructions were written on the activity sheets.

1. Using the small stick / posporo, light the candle and
let it stand in a small piece of wood. (Lighted alcohol
lamp or gasera may also be used.)
2. Using a pair of tong( or globes made of thick cloth)
hold thin can( With chocolate bar/ butter or
margarine) over the flame.
3. Heat the tin can for 2-3 minutes. Observe what
happens. Make a record.
4. After 2-3 minutes, remove the tin can from the flame.
5. Wait for a few minutes until the materials cools off.
Observe when the materials cool off. Make a record.

Activity Work Sheets

Group_________

QUESTIONS ANSWERS
 What happens to
each material when
cooled? Why?
 Is there a change in
the appearance of the
material? What
change took place?
 What happens to the
materials when
cooled? Why?
 Is there a change in
the appearance of the
material?
 How would you
describe the

130
 change/s that
happened to the
material when
cooled?
 Describe the
change /s in the
properties of the
material when they
are cooled.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of group output. Pupils will explain their outputs chart
with the reinforcement of the teacher based on the activity
performed.

Guide Questions:
4. After the materials have been heated, it cools off.
What changes took place after heating.
( they change their size, shape and texture)
5. Do materials (crayons, chocolate, butter or
margarine) change its color shape and size when
cool? Why?
6. What characteristics change of the materials when
cooled?
7. What characteristics of the materials that do not
change?
8. What must be done after the activities?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Interactive process between the teacher and the learners based
from the explanation/ activity. Deepening concepts.
Ask:
How will you describe the changes of the materials when
cooled?
Describe the change/s that happened to the materials.

Key Concepts:
 When the materials are heated, they changed their size,
shape, and texture. They also changed their forms. When
cooled, the liquid materials were changed to solid.

 The materials (crayon/chocolate/butter or margarine)

changed its form from solid to liquid when heated. It also
changed its size, shape, and texture.

131
  The materials (crayon/chocolate/butter or margarine)
changed back to its form from solid to liquid when
cooled. It also changed its size, shape, and texture.)

EVALUATE
Direction: Encircle the letter of your answer. Chart
1. Vicky had her art class and left her crayons outside the
house the whole afternoon. What is likely to happen to the
crayons?
a. it will double its size b. it will disappear
c. it will melt

2. Mother bought chocolates and gave Ana 2 pieces of

chocolate. She brought it to school for recess. When she
opened it, the chocolates became soft and sticky. Ana put
back the chocolates in the lunch bag. When she arrived home
she noticed that the chocolates hardened. What changes has
occurred in the chocolates?
a. solid-liquid b. liquid-gas c. liquid-sollid

3. When materials like margarine and butter are heated

changes occur. What property/ies of matter has changed?
a. size, shape and texture b. size and shape
c. shape and texture

4. What causes chocolates and crayons to melt?

a. size, shape and texture b. direction of the wind
c. temperature

5. Why do butter harden when placed in a refrigerator?

a. It has been heated b. it has been cooled
c. it has been fried

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
At home activity.
Heat a candle with a lamp and describe its property when it
cools off. Write your answer in a piece of paper.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___

132
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science 4

Writer: Maria Victoria C. Alvarez
Mailag Central School
Contact No. 09278628639

133
Content Standards:
Changes that material undergoes when exposed to certain condition.

Performance Standards:
Evaluate whether changes in materials are useful or harmful to one’s environment.
Learning Competency and Code:
Identify the properties of solid materials when mixed with other solid materials.
(S4MT – Ig – h-6)
Quarter: 1 Week: 8 Day: 1

1. Objective:
At the end of 50 minutes learners are expected to:
 Identify the properties of solid materials when mixed with other solid
materials.

11. Content:
Subject Matter: Properties of solid materials when mixed with other solid materials
Materials: sand and pebbles
rice grains and corn grits
coffee creamer and baby powder
rock salt and vetsin seasoning
white sugar and iodized salt
corn starch and creamer
paper clips and pin
powdered detergent and rock salt
flour and baby powder, manila paper
laptop, LCD for power point presentation
Strategies: Cooperative Learning/ Dyad
Process Skills: Observing, describing, explaining, synthesizing ideas,
and communicating .
Integration;
MAPEH- Health, proper labeling and sorting of household materials. Good
House Keeping.
ESP- Keeping things in order after the performance task / Activity.
ENGLISH- Good grammar helps understand what were being taught.

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Teacher will ask:
1. Do you have rice grains and corn grits at home
2. Have you tried mixing rice grains and corn grits?
3. If yes, Can you still identify which is rice grains or corn
grits after mixing both? Why?
(Answers should come from the pupils). Teacher gives clue.
(properties; color shape and size)

ENGAGE (Get the students’ minds focused on the topic)

134
 5 Minutes
Teacher shows a picture of halo- halo. Cut out picture of a Halo-
1. What is in the picture? Halo
2. Have you seen somebody preparing a halo-halo?
3. What are some ingredients of halo-halo?
4. In this picture of halo-halo, can you identify the
ingredients?
5. After mixing all the ingredients of halo-halo, can you still
identify the ingredients?

EXPLORE (Provide students with a common experience)

12 Minutes
Group Activity Powdered Detergent and
Materials are already set on the table and it will be facilitated Rock Salt
by the teacher. - Flour and Baby Powder
White Sugar and Vetsin
Groupings into 5 groups. Brown Sugar and Magic
Learning by doing: Sarap
Group 1 – mix powdered detergent and rock salt Sand and pebbles
Group 2 - mix flour and baby powder
Group 3- mix white sugar and vetsin LCD / Laptop
Group 4- mix brown sugar and magic sarap
Group 5- mix sand and pebbles Manila Paper

Activity Work Sheets Work Sheets

Group _________
ANSWER
QUESTIONS
YES NO
1. Did the two solid materials
mixed together?
2. Which solid materials cannot
be identified/ distinguished when
mixed?
3. Which solid materials can be
identified/ distinguished when
mixed?
4. Did the solid materials mixed
with other solid materials change
their size, shape and color?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of Group Output
Interactive process between the teacher and the learners of the
outs presented by the pupil.

Guide Questions:

135
 1. Which pair of solid materials cannot be identified
when mixed together?
( baby powder and flour, white sugar and vetsin)
answers will come from the puils
2. What do we call this kind of mixtures?
( homogeneous mixture)
3. Which pair of solid materials can be easily identified
when mixed?
( powdered detergent an rock salt, brown suar and
magic sarap, sand and pebbles)
4. What do we call this kind of mixtures
( heterogeneous mixtures)
5. Which solid materials do not change their siz, shape,
color hen mixed?
( powdered detergent, rock salt, brown sugar and
magic sarap, sand and pebbles)
6. What must be done after the activities?
(We must clean the activity table/area, and leave the
place clean and tidy).

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Discuss, properties of solid materials when mixed with other chart
solid materials using a chart/ power point presentation.

Key Concepts:
1. When solid materials mixed with other solids, these
materials will not be identified/ distinguished from
each other. If the resulting mixture looked the same
throughout is called homogeneous mixture.
2. When solid materials are mixed with other solid
materials, each of the combined mixed materials can
be easily identified from one another is called
heterogeneous mixture.
3. The properties of each solid material in the mixture do
not change. The size, shape, color of each solid
material remains the same even after mixing.
4. We must keep precautions in labeling and sorting
solid household materials at home.

Activity 2- Think- Pair- Share

Guide Questions:
1. What kind of mixtures is when mongo beans and rice
grains are mixed?
A.) Heterogeneous mixtures B.) Homogeneous
mixtures
2. Which solid materials can be identified when mixed?

136
 A.) Pins and paper clips B.) flour and corn starch
3. Which is an example of heterogeneous mixtures?
A.) Baby powder and flour B.) sand and pebbles
4. Which mixture is identified as homogeneous
mixtures?
A.) Corn starch and baby powder B.) brown sugar and
magic sarap

EVALUATE
Choose the correct letter of your answer. chart
1. Name the solid materials that cannot be identified
when mixed with other solid materials.
a.) Baby powder and coffee creamer
b.) Pebbles and sand
c.) Nails and push pins
d.) Rocks and gravel

2. Which solid materials can be identified when mixed

with other solids
a.) Paper clip and thumbtacks
b.) Baby powder and coffee creamer
c.) Iodized salt and vetsin
d.) Flour and corn starch

3. Which of this solid materials is identified as mixture”

a.)Liquid b.) solid
c.) gas d.) materials

4. Identify which is an example of mixtures.

a.) Coffee creamer and flour
b.) White sugar and iodized salt
c.) Powdered detergent and flour
d.) Sand and corn grits

5. Select which mixtures when two solids are mixed

together the resulting mixture looked the same
throughout.
a.) Homogeneous mixture b.) heterogeneous mixture

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Fruit salad is a heterogeneous mixture. When you make a
fruit salad, list down the solid ingredients you need.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___

137
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Writer: Maria Luz T. Torda
Tongantongan Elementary School
Contact no: 09358477784

Content Standards: Changes that materials undergo when exposed to certain condition.

138
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code: Identify the properties of solid materials when mixed with
liquid materials.
(S4MT-Ig-h-6)

Quarter: 1 Week: 8 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
 Define liquid.

II. Content:
Subject Matter: What is Liquid?
Integration:
MAPEH – Health: Practices in taking care of their body. Drinking of potable water
AP- Taking care of the natural resources (water)
Strategies: Dyad, Cooperative Learning
Materials: Books, chart, worksheets, power point presentation
References:
DepEd Grade 4 Science Teachers Guide pp. 53- 56
DepEd Grade 4 Learners Materials, pp. 44- 46

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils:
1. What are the properties of solid? ( heterogeneous and
homogeneous) Let the pupil give the answer.
2.How do homogeneous and heterogeneous differ from each
other? ( Homogeneous mixtures)

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Show some pictures and let the pupils answer the following Powerpoint
questions.
Pictures or real objects
alcohol Glass Bottle of Bottle of A glass of water, Soy
vinegar soy Sauce, Vinegar, Alcohol,
sauce and Cooking oil

Can you name the pictures? ( yes )

*What state of matter does the material belong? ( liquid)
Tell the class that they are going to learn what is liquid.

EXPLORE (Provide students with a common experience)

12 Minutes

139
Activity 1
1. Group pupils into 5. LCD/Laptop/Worksheets/
2. Have pupils do the activity. chart for the activity
3. Follow the instruction of the activity.

Assigned task:
Group 1- inside the classroom
Group 2- school canteen
Group 3- sari-sari store
Group 4- at home
Group 5- restaurant or fast food

Activity Worksheet
Group____
Assigned Area: ______________________________
Three words to describe the
Liquid Materials
liquid materials

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentations of pupils output. Power point
presentation/chart of guide
Process their answers after the pupils report. Using the questions
questions in their activity.

Guide questions:
1. Why almost all of the liquids are inside the bottle or in a
container? (Answers may vary too?)
2. Why can we not hold liquids with our bare hands?
3. Based on your activity, how will you define liquid?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Ask: Power point/ chart of the
How will you describe liquid in three words? questions
Key Concepts:
 Liquid is a state of matter that has no definite size,
shape and we cannot hold it with our bare hands
unless it is put in a container. Power point/chart of key
concepts

EVALUATE
Direction: Encircle the letter of your answer.
1. Which of the following is an example of liquid material? Power point/ chart

140
 a. coconut milk b. powdered juice

2. Liquid has no definite size and shape.

a. true b. false

3. What is the characteristic of liquid?

a. it can be dissolved b. it has no definite shape

4. Identify which liquid is an example for housekeeping?

a. soft drink b. chlorine

5. Pedro is thirsty. What do you think is the best liquid

material that can quench his thirst?
a. soft drink b. water

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
List liquid materials found at home that is used for
housekeeping and medicine.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V.Bejona
Laligan Central School
Contact No. 0927-426-4961

141
Content Standards: Changes that Materials Undergo when Exposed to Certain Conditions
Performance Standards: Evaluate whether the materials are useful or harmful to one’s
environment.
Learning Competency and Code:Describe the changes in properties of materials when
exposed to certain conditions such as temperature or when mixed with other materials;S4MT-
Ig-h-6
Quarter: 1 Week: 8 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
2. Describe what happens to solid materials when mixed with liquid
materials.

II. Content:
Subject Matter:
Integration:
ESP: Observing Precautionary/ safety measures in using mixtures of solid
and liquid materials
ENGLISH: Speaking/ Reporting
Strategies: 7Es Learning Model, Differentiated Instruction
Materials: pictures, pentel pen, power point presentation, activity card
Water, drinking glass, vinegar, cooking oil, sand, flour. Salt, pepper,
vetsin, ginger, mothball, malunggay leaves, dye(jobos)
References: Science 4 Learner’s Materials, pp.44-46
Science 4 Teacher’s Guide
Curriculum Guide August 2016
Science for Daily Use pp.115-120
https://youtu.be/r0nNvsB_fOw?t=4

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Identify pictures as to homogenous or heterogeneous Pictures of avocado shake,
mixture. Avocado Food set for food set for boodle fight,
___1. shake ___2. Boodle fruit salad
fight
___3.
Fruit salad

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Showing picture of a cup of coffee. Picture of coffee

Cup of coffee Power point Presentation

Ask: What are the things needed in preparing a coffee? Solicit

142
answer from pupils.

EXPLORE (Provide students with a common experience)

12 Minutes
a. Organize the class into small groups. Power point Presentation
b. Have each group work for the activity on Lesson 12: Activity card
LM Activity 2- “What happens to the Solid Materials Pentel pen
when Mixed with the Liquid Materials”

What you need? (by Group)

 1Pc. Teaspoon, ginger
 4 pcs. Clear drinking glass
 Tap water, vinegar, cooking oil, alcohol
 1 pinch of : salt, pepper, vetsin, dye coloring(jobos)
 Malunggay leaves

c. What to do:
1. Get a clean drinking glass
2. Using the spoon, mix/ combine solid materials
with the liquid materials listed in the table.
3. After mixing the materials, observe what happens.
4. Record your observations on the activity card by
checking the column.

d. Give other necessary instructions in doing the activity

(i.e. allotted time for the activity, the data table to be
accomplished, group presenter/member’s role/
responsibility, precautionary measures to take, etc.)

e. Answering of Guide questions:

Activity Card
Group______
Did the solid material completely
Solid Materials mixed with
dissolve in the liquid material?
the Liquid Material
Yes No
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

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes

143
 1. Have the group representative present results of the
activity.

2. Check the pupils’ responses to the activity as you

discuss the answers to the following questions:

a. What are the solid materials that can be

completely dissolved in the liquid materials?
Powerpoint Presentation
b. What are the solid materials that cannot be
completely dissolved in the liquid materials?
c. What are the different changes you observed when
solid and liquid materials are mixed?
d. What happens to the solid materials when mixed
with the liquid materials?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
1. Have the pupils formulate generalization by asking:

 What happens to the solid materials when mixed with

the liquid materials?

2. Film viewing on dissolving solids in liquid materials.

Dissolve Song.MP4
https://youtu.be/r0nNvsB_
fOw?t=4
3. Have the pupils understand the following concepts:
Key Concepts: Powerpoint Presentation
Solid materials can be mixed/ combined with the 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. Some solid materials spread out evenly in
the liquid materials, but some do not. When mixed with
liquid, some solid materials changed their size, shape, and
color, but some do not.

4. (Valuing) Ask: What are some precautionary/

safety measures that we need to observe when mixing
solid materials with liquid materials?

EVALUATE
Answer. Powerpoint Presentation
__1. What will happen when you mix a teaspoon of salt in a

144
glass of warm water?
A.It will float in water
B. It will sink
C. It will dissolved
D. It will remain the same

__2. What happens when you mix powdered chocolate in a

hot water?
A. It becomes solid B. It evaporates
C. it dissolves D. it remains the same

__3. Which of the following substance will not dissolve in

water?
A. milk B. salt
C. powdered juice D. sand

__4. Why do you think powdered detergent dissolves faster in

water than bar detergent?
A. The grains are tiny
B. The grains are tightly packed
C. The grains are bluish

__5. Why do malungay leaves settled at the bottom when

mixed with water in a glass?
A. It dissolves evenly
B. It dissolves partially
C. It will not dissolve at all

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Cite some examples of solid materials mixed with liquid
materials being used at home.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

145
 Lesson Plan in Science
Writer: Janette V.Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Changes that Materials Undergo when Exposed to Certain Conditions

146
Performance Standards: Evaluate whether the materials are useful or harmful to one’s
environment.
Learning Competency and Code: Describe the changes in properties of materials when
exposed to certain conditions such as temperature or when mixed with other materials; and
S4MT-Ig-h-6
Quarter: 1 Week: 8 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
3. Describe the changes in the properties of solid materials when mixed with
liquid materials.

II. Content:
Subject Matter: Changes in the Properties of Solid Materials when Mixed with
Liquid Materials.
Integration:
ESP: Observing Precautionary/ safety measures in using mixtures of solid
and liquid materials
Strategies: 7Es Learning Model, Cooperative Learning
Materials: Sugar and water, Detergent powder and soy sauce, Sand and vinegar, Malungay
leaves and water, Vetsin and cooking oil, worksheets, Picture, Clear glass, Water, Sugar,
sand

References: Science 4 Learner’s Materials, pp.44-46

Science 4 Teacher’s Guide
Curriculum Guide August 2016

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Answer the table. Put a check mark (/).
Did the solid material
Solid Material Mixed with completely dissolve in
Liquid Material the liquid material?
Yes No
1. Sugar and water worksheets
2. Detergent powder and soy
sauce
3. Sand and vinegar
4. Malungay leaves and water
5. Vetsin and cooking oil
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
 The teacher will present to the class two clear glasses Real objects
half-filled with water, labelled A and B. Put 1
teaspoon of sugar in glass A and 1 teaspoon of sand in
glass B. Ask them to observe what happens to the
solid materials when mixed with water.

147
  Ask:
-What happened to sugar when mixed with water in
glass A?
-What happened to sand when mixed with water in
glass B?
Glass A Glass B
(sugar and water) (sand and water)

Glass A Glass A

EXPLORE (Provide students with a common experience)

12 Minutes
1. Organize the glass into small groups.
2. Introduce Lesson 12:LM Activity 2-“What happens to the Worksheets
Solid Materials when Mixed with the Liquid Materials?” Pentel pen

3. Let the group answer the worksheets regarding the

previous activity.
4. Supervise the pupils while they are doing the activity.

Activity Card
Group______
Changes observed when two (2) liquid
materials are mixed
Two(2) Liquid
Materials Mixed Dissolved Dissolve Will not
Completely d dissolve at all
Partially
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
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
 Check the pupils’ responses to the activity questions:

Guide questions:
a. What are the solid materials that can be

148
 completely dissolved in the liquid materials?
b. Why do these materials completely dissolve in
liquid?
c. What are the solid materials that cannot be
dissolved in the liquid materials?
d. Why do these materials cannot completely
dissolve in liquid?
e. What are the different changes you observed when
solid and liquid materials are mixed?
f. What happens to the solid materials when mixed
with the liquid materials?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
 Have the pupils formulate generalization by asking:
- What happens to the solid materials when mixed
with the liquid materials?

 Key Concepts:
A substance spreads evenly when mixed, thus, it dissolves
in liquid completely. Some solid materials partially dissolved
in liquid, these substances that makes the solvent cloudy.
Other substance settles at the bottom of the container and
some stayed within the liquid and will not dissolved at all.

EVALUATE
Encircle the letter of your answer.
__1. What makes powdered milk dissolved in water fast?
A. The sugar is added
B. The water is cooled
C. The water is heated

__2. What happens to flour when mixed with cold water?

A. Dissolve completely
B. Dissolve partially
C. not dissolve at all

__3. What will happen to salt when added to boiling water?

A. Dissolve evenly
B. Dissolve partially
C. Not dissolve at all
__4. What is the result when soy sauce and vinegar are put
together in a glass?
A. The mixture will mix completely
B. The mixture will mix partially
C. Nothing will happen
D. The mixture will become solid.

149
__5. Why do you think oil and water form two layers when
put together?
A. It dissolves completely
B. It dissolves partially
C. It will not dissolve at all

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Do this at home.

Mix 1 tablespoon of these solids: sugar, salt and vetsin.

Answer these questions:
a. What solid materials can be dissolved in:
 Water
 Vinegar
 Alcohol
 Cooking oil
b. What liquids can dissolve solids?
__________________________________________

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science

Writer: Janette V.Bejona
Laligan Central School
Contact No. 0927-426-4961

Content Standards: Changes that Materials Undergo when Exposed to Certain Conditions

150
Performance Standards: Evaluate whether the materials are useful or harmful to one’s
environment.
Learning Competency and Code: Describe the changes in properties of materials when
exposed to certain conditions such as temperature or when mixed with other materials;
S4MT-Ig-h-6
Quarter: 1 Week: 8 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of learners are expected to:
4. Identify the properties of liquid materials when mixed with other liquid
materials.

II. Content:
Subject Matter: What Happens to Liquid Materials when Mixed with Other Liquid
Materials
Integration:
ESP: ● Observe precautionary/ safety measures in using liquid mixtures.
Practice cautious management and use of materials to avoid wastage.
Practice proper storing of materials.
● Member’s role responsibility in a working group
ENGLISH: Speaking/ Reporting
Strategies:7Es Learning Model, Cooperative Learning
Materials: pictures, Worksheet, Pentel pen, teaspoon, clear drinking glass,
soy sauce and vinegar, cooking oil and water, alcohol and water,
patis and vinegar, soy sauce and oil, soda and water, coconut and milk.
References: Science 4 Learner’s Materials, pp.44-46
Science 4 Teacher’s Guide
Curriculum Guide August 2016
https://youtu.be/Kdc51ROgSq4?t=10

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Ask:
 What might happen when flour is mixed with cold
water?
 How do you describe its appearance?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
a. The teacher will show video on bubble making. Video clip
https://youtu.be/Kdc51RO
gSq4?t=10
How to Make Homemade Bubbles - YouTube.MKV
b. Ask:
 Where do you think the bubbles come from?
 What materials were mixed to produce bubbles
according to the video?

151
EXPLORE (Provide students with a common experience)
12 Minutes
1. Organize the class into small groups.
2. Introduce Lesson 12: LM Activity 3- “What happens
to Liquid Materials when mixed with other liquid
Materials?”
3. Check the materials brought by pupils. See to it that
each group has complete materials. Give them activity
card, manila paper, and pentel pen.

4. Give necessary instructions in doing the activity(i. e.

allotted time, data table to be accomplished, group
presenter/ member’s role responsibility, precautionary
measures, etc.)
5. Let the pupils do the activity Introduce Lesson 12: LM
Activity 3- “What happens to Liquid Materials when
mixed with other liquid Materials?” Supervise the
pupils while they are doing the activity.
6. Let the group answer the guide questions. Activity Card
Pentel pen
Activity Card
Group______
Did the two(2) Changes
liquid observed
Two(2) Liquid Materials materials when two (2)
Mixed completely liquid
mix? materials are
Yes No mixed
Soy sauce and vinegar
Cooking oil and water
Alcohol and water
Fish sauce(patis) and vinegar
Soy sauce and cooking oil
Soda/ softdrinks and water
Coconut millk and water

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
1. Have the group representative present results of the Powerpoint presentation
activity. Five (2) minutes will be given for each group
presentation.
2. Check the pupils responses to the activity questions as
the teacher will discuss the answers for the guide
questions:
 What liquid materials mixed completely? What made
this happen?

152
  What liquid materials did not mix completely? What
made this happen?
 What changes did you observe when two liquid
materials mixed?
 What happens to the liquid materials when mixed with
the other liquid materials?

ELABORATE ( 10 mins )
 Teacher will introduce the dissolve song.

Dissolve Song.MP4

 Key Concepts:
Liquid materials can be mixed with other
liquid materials. While some liquid materials
Video clip
completely mix with the other liquids, some do not.
https://youtu.be/Kdc51RO
Two liquids that will not mix at all and form two
gSq4?t=10
layers like what you see in oil and water.

 (Valuing) Ask: What are some precautionary / safety

measures that we need to observe when mixing liquid
materials?
 Clarify misconceptions when needed.

EVALUATE
Answer Power point presentation
__1. What will happen when you mix a vinegar in a glass of
warm water?
E. It will float in water
F. It will dissolved partially
G. It will dissolved evenly
H. It will remain the same

__2. The following will mix completely except one

D. Fish sauce and vinegar C. vinegar and soy sauce
E. Oil and water D. Water and alcohol

__3. Which of the following substance will not completely

mixed in water?
B. alcohol C. oil
C. baby cologne D. soy sauce

__4. Kim added alcohol into a glass of water. What will

possibly happen with the particles of the alcohol when mix
with water?
A. Alcohol and water form two layers
B. Particles of alcohol spread evenly in water
C. Alcohol and water will not mixed at all

153
 D. Alcohol and water will mixed partially

__5. What would be an inference when kerosene and alcohol

are combined together?
A. Mixed completely
B. Mixed partially
C. Will not mix at all

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Cite some examples of solid materials mixed with liquid
materials being used at home.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Jessica O. Radaza
Bagontaas Central Elementary School
09167531452
Content Standard: Demonstrate understanding of changes that materials undergo when
exposed to certain conditions.
Performance Standard: Evaluate whether changes in materials are useful or harmful to one’s
environment.

154
Learning Competency and Code:
Identify changes in materials whether useful or harmful to one’s environment. (S4MT-Ii-j-7)
Quarter: 1 Week: 9 Day: 1

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
 Identify changes in the material that are useful to one’s environment.

II. Content:
Subject Matter: Changes in Materials that are Useful to One’s Environment
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials.
ESP: Appreciating things and nature.
Strategies: Group work, Brainstorming, Cooperation
Materials: Manila paper, marking pen, illustrations, charts
References:
DepEd Grade 4 Science Learner’s Material, pp. 49-52
DepEd Grade 4 Science Teacher’s Guide, pp. 61-67

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the pupils: Soy sauce, vinegar,
1. Can liquid materials be mixed with other liquid materials? cooking oil, water
2. What happens to the two liquid materials that do not mix?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
 Show to the class the illustrations below. Pictures/Video clips about
Ask: What can you say about the pictures/videos? cutting of piece of cloth to
What are they doing? be made into
Are these changes useful to one’s environment? handkerchief, cutting and
 Present the lesson. shaping pieces of
In today’s activity, you will identify some changes in wood/lumber into chair,
the materials that are useful to one’s environment. etc.

EXPLORE (Provide students with a common experience)

12 Minutes
Activity 1 charts
Identify whether such changes in the materials are useful or
not to the environment by putting a check mark (/) on the
proper column.

Changes in the Useful Not Useful

Materials

Cutting of trees

155
 Shaping pieces of
wood into chairs

Burning of old
tires

Throwing of
detergents into the
sewage

Changing wood
into charcoal for
cooking

Cutting piece of
cloth to be made
into handkerchief
Using both sides
of paper when
printing
Using pesticides
in killing insects

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of outputs (sharing of experiences of the group Manila paper,
to the class about their group outputs). marking pen
Pupils do the talking with the guide of the teacher
Guide Questions:
1. What are the changes in the materials that are useful to the
environment?
2. What made them useful to the environment?
3. Give other examples of material that makes it useful in our
environment
Write possible answers of pupils on the board. Give
reinforcement.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Let the pupils realize/understand that changes occur in the Manila paper, marking pen
environment.
Let the pupils remember these:

Key Concepts:
*Some changes in the materials are useful to the environment
and some are not.
Useful: cutting of piece of cloth to be made into handkerchief,
cutting of fabric to be made into clothes, cutting and shaping
pieces of wood/lumber into chair, changing wood into

156
charcoal for cooking, etc.
*Clarify misconceptions when needed.

EVALUATE
Multiple Choice: Choose the letter of the correct answer. Writing materials
1. Which of the following changes in the materials is
useful to the environment?
A. Throwing garbage in the canal
B. Throwing hospital waste into the river
C. Using detergents in washing clothes in the river
D. Using paper bags when shopping

2. The following changes in the materials are useful to

the environment except:
A. Using old newspaper in wrapping gifts
B. Using eco bag when buying groceries
C. Using pesticides in killing insects
D. Using both sides of bond paper when writing

3. Biodegradable materials can be utilized into useful

products. Which of the following are the products of
decaying leaves and dead plants?
A. Inorganic fertilizers C. Organic fertilizers
B. Insecticide D. Pesticides

4. The following activities are useful to the environment

except One:
A. Avoid buying disposable items such as batteries,
razors, cups, etc.
B. Changing of wood into charcoal for cooking
C. Shaping lumber into chair
D. Throwing of rotten kitchen left-overs in the canal

5. The grade 4 class was asked to draw the changes in

the materials that are considered useful to the
environment.
Which of the group of learners has showed the correct
drawing?
A. Group 1 showed pictures of garbage dumped on
the street.
B. Group 2 showed drawings of smoke from factories
and vehicles
C. Group 3 showed proper disposal of waste
materials through segregation
D. Grade 4 showed burning of garbage

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Bring pictures of materials that can cause usefulness to the

157
environment/people.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Jessica O. Radaza
Bagontaas Central Elementary School
09167531452

Content Standard: Demonstrate understanding of changes that materials undergo when

exposed to certain conditions.
Performance Standard: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code:
Identify changes in materials whether useful or harmful to one’s environment. (S4MT-Ii-j-7)

158
Quarter: 1 Week: 9 Day: 2

I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
 Identify changes in the material that are harmful to one’s environment.
II. Content:
Subject Matter: Changes in Materials that are Harmful to One’s Environment
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials.
ESP: Appreciating things and nature.
Strategies: Group work, Brainstorming, Cooperation
Materials: Manila paper, marking pen, illustrations, charts, pictures
References:
DepEd Grade 4 Science Learner’s Material
DepEd Grade 4 Science Teacher’s Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the pupils:
1. What are the changes in the materials that are useful to the
environment? pictures
2. Are these changes useful? In what way?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
 Show to the class some illustrations. Pictures/Video clips about
Ask: What can you say about the pictures/videos? burning of old tires and
What are they doing? other plastic materials,
 Present the lesson. throwing of kerosene and
In today’s activity, you will identify some changes in detergents into the sewage
the materials that are harmful to one’s environment. etc.

EXPLORE (Provide students with a common experience)

12 Minutes
1. Group pupils into four. charts
2. Set norms to follow during group activity.
3. Let the pupils do the activity with supervision.
Activity 1
Identify whether such changes in the materials are harmful or
not to the environment by putting a check mark (/) on the
proper column.

Changes in the Harmful Effects Not Harmful

Materials

159
 Burning of
wrappers/plastics

Shaping pieces of
wood into chairs

Burning of old
tires

Throwing of
detergents into the
sewage

Cutting down of
trees

Dumping of
garbage such as
empty bottles,
plastics, etc. to
the rivers
Cutting of fabric
to be made into
clothes
Changing wood
into charcoal for
cooking

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of outputs (sharing of experiences of group Manila Paper, marking
output to the class). pen
Pupils do the talking with the guide of the teacher
Guide Questions:
1. What are the changes in the materials that are harmful to
the environment?
2. Are these changes harmful to the environment? In what
way?
3. Give other examples of material that makes it harmful in
our environment

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
What did you learn from this activity? Illustrations
Call some pupils to share their learning to the class.
Let the pupils realize/understand that changes occur in the
environment.
Let the pupils remember these:
Key Concepts:

160
*Some changes in the materials are harmful to the
environment and some are not.
Harmful: Throwing garbage into the rivers, burning of
plastic materials/trash/old tires, throwing of detergents and
kerosene into the sewage, using pesticides in killing insects,
etc. Polluted land serves as breeding places for pests which
carry germs that cause diseases. Polluted water also kills
living organisms such as fish, water, plants, etc.
*Clarify misconceptions when needed.

EVALUATE
Multiple Choice: Choose the letter of the correct answer. Writing materials
1. Which of the following materials can be considered
harmful to the environment?
A. Kitchen left-overs C. Scratch papers
B. Fruit peelings D. Used syringe

2. What would be the harmful effect if the trees in the

forest were cut and not replaced?
A. The soil would be eroded.
B. It would become fertile.
C. There would be more rocks.
D. There would be more soil.

3. Oscar’s father is a farmer. He used to cut down plenty

of trees to replace it with corn. What could be the
harmful result of cutting trees?
A. New trees were grown.
B. More fresh air to breath
C. Soil erosion/flooding may happen
D. Many animals will have their habitat

4. The YES-O Club hold on to their advocacy to plant

trees on the areas that were cut because of kaingin
system in their barangay. What are the harmful effects
of bald mountains if not replaced through
reforestation?
A. Water levels are severely affected.
B. Soil erosion is prevented.
C. Native animals love to stay in denuded mountains.
D. Denuded mountains provide fresh air.
5. When the surrounding air is blanketed with smoke
from factories and motored vehicles, the harmful
effect of this would be…
A. The air becomes polluted.
B. The air becomes fresh.
C. The air becomes unpolluted.
D. The air becomes clean.

161
EXTEND (Deepen conceptual understanding through use in
new context). 2 minutes
List down activities that are harmful to the
environment/people.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Jessica O. Radaza
Bagontaas Central Elementary School
09167531452

Content Standards: Demonstrate understanding of changes that materials undergo when

exposed to certain conditions.
Performance Standards: Evaluate whether changes in materials are useful or harmful to one’s
environment.
Learning Competency and Code:
Identify changes in materials whether useful or harmful to one’s environment. (S4MT-Ii-j-7)
Quarter:1 Week: 9 Day: 3

162
I. Objective:
At the end of 50 minutes, 100% of the learners are expected to:
 State reasons why certain material is considered useful and harmful to one’s
environment.

II. Content:
Subject Matter: Reasons Why A Certain Material Is Considered Useful And Harmful to
One’s Environment
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials.
ESP: Appreciating things and nature.
Strategies: Group work, Brainstorming, Cooperation
Materials: Manila paper, marking pen, illustrations, charts, pictures
References:
DepEd Grade 4 Science Learner’s Material, pp. 49-52
DepEd Grade 4 Science Teacher’s Guide, pp. 61-67

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the pupils: Pictures of burning of
1. What are the changes in the materials that are useful and wrappers/plastics, shaping
harmful to the environment? pieces of wood into chairs,
2. What made them useful and harmful to the environment? etc.

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
 Show to the class the illustrations below. Pictures/Video clips about
Ask: What can you say about the pictures/videos? plastic bottles that can be
What are they doing? reused and used as bird
Are these changes useful or harmful to one’s feeders, plant starters, etc.
environment? Improper disposal of
Cite reasons why these changes are useful or garbage, harmful
harmful. chemicals, human wastes,
 Present the lesson. burning of coal, cutting of
In today’s activity, you will cite reasons why certain trees, etc.
material is considered useful and harmful to one’s
environment.

EXPLORE (Provide students with a common experience)

12 Minutes
4. Group pupils into four. charts
5. Set norms to follow during group activity.
6. Let the pupils do the activity with supervision.
Activity 1
Tell whether such changes in the materials are useful or
harmful to the environment by putting a check mark (/) on the
proper column.

163
State your reasons why it is useful or harmful.
Changes in the Useful Harmfu Reasons
Materials Effect l
s Effects
Flower vase-
making out of 1.5
plastic bottle

Shaping pieces of
wood into chairs

Burning of
plastics and old
tires

Throwing of
garbage into the
rivers and lakes

Planting
vegetables in big
cans and plastics

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of outputs (sharing of experiences of group Manila paper, marking pen
output to the class).
Pupils do the talking with the guide of the teacher
Guide Questions:
1. What are the changes in the materials that are useful or
harmful to the environment?
2. What made them useful or harmful to the environment?
3. State your reasons why a certain material is useful or
harmful to one’s environment.

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
What did you learn from this activity? Illustrations
Call some pupils to share their learning to the class.
Let the pupils realize/understand that changes occur in the
environment.
Let the pupils remember these:
*Some changes in the materials are useful to the environment,
while others are harmful.
* A certain material is useful when the materials could be
recycled and eventually made into new and useful products

164
and environmentally-friendly such as plastic bottles used as
bird feeder, plant starters, pencil case, flower vase, etc.
* A certain material is harmful when it is hazardous or has a
bad effect that potentially threaten the public health or to the
environment such as improper disposal of garbage, harmful
chemicals, and human waste that cause air, land and water
pollution.
*Clarify misconceptions when needed.

EVALUATE
The activity output of the pupils may be considered in Rubrics
assessing them formatively.

RUBRICS in group activity and participation

Points Indicators
5 Showed eagerness and
cooperation to do the task,
participation activity, did
great help to the group.
4 Showed eagerness and
cooperation to do the task,
good followers only.
3 Participated but late, with
teacher’s supervision.
2 Activity was done but did
not show eagerness to
participate or cooperate.
1 No interest in participating
the activities.

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Interview a teacher and ask some ways of
preventing/minimizing the harmful effects of the changes in
the materials to the environment.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? __

165
 Lesson Plan in Science Grade 4
Lilibeth L. Allaba
Lumbo Integrated School
09264235727

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ij-7)
Quarter: 1 Week: 9 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:

166
 1. Describe the harmful effects of changes in the materials to the environment (air)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
ESP: Activate environmental activism.
 Preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: Picture of houses near the river full of garbage, laptop, LED TV, Picture of a girl
passing near an open garbage with flies, video clip, chart, picture of men cutting down tree,

References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67
https://youtu.be/mJiTP3W5GkI

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Showing pictures of polluted area Picture of polluted area
To elicit prior knowledge, the teacher will ask the pupils: (dumpsite)
1. What might happen to the people if they are exposed to this
kind of place?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Let the pupils watch a video clip https://kidskunst.info/41/1
Ask: 0529-illegl-logging-
What will be the effect of cutting trees in a certain area? animated.htm

EXPLORE (Provide students with a common experience)

12 Minutes
Group Activity Pictures of illegal logging,
 Divide the class into five groups. smoke from the factory,
 Recall the standards in doing the activities. polluted river, dumpsites,
 The teacher will provide the materials that the learners estero/canal, unsegregated
will use in their activity. garbage
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2– What are the Harmful Effects of
the Changes in the Materials to the Environment)
 Group 1-5
- (giving of activity sheet to each group.) Studying the
pictures on pp.55-56 LM.
- Answer the table after each picture. Teacher check their
answers if it is correct.
Picture What does the What is its What can

167
 showing picture show? effect to the people do to
changes in the environment? prevent/mini
material mize its
harmful effect
to the
environment?

Picture of
men cutting
trees

Picture of
dumpsite

Picture of
factories
emitting
smoke

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the air?
3. What is its effect to the air?
4. What will possibly happen if people continue burning
plastics and cellophanes?
5. What else will be affected if this practice continues?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show picture of men cutting down trees in the forest.

Guide Questions:
1. What does the picture show?
2. What happened to the trees?
3. Aside from trees, what other living things live in the
forest? What happen to the other animals if the trees are cut?
4. You have learned that the roots of trees help in holding the
soil when it rains. What do you think will happen when trees
are cut and it rains very hard?

Key concept:

168
  When the surrounding air is blanketed with smoke
from factories and motorized vehicles, ashes and other
dust particles, the air becomes polluted.
 Polluted air causes skin itchiness, lung infection,
cancer and other respiratory diseases.
 Some changes in the materials are harmful to the air.

EVALUATE
Encircle the letter of your answer.
1. Why do we need to recycle our waste at home/in school?
a. to engage good relationship in our community
b. to avoid air pollution that causes harm to our health
c. to destroy our mother earth

2. The following changes in materials are useful except,

a. use of old newspaper to wrap gifts
b. use of eco bag in buying groceries
c. use of pesticides in killing insects

3. How will you help promote the best way to preserve our
mother nature?
a. cut down trees in the forest
b. promote through information drive that we need to plant
more trees
c. continue to throw garbage anywhere

4. What happens to our mother earth if people will continue

burning plastics?
a. the environment will stay cool
b. it can cause greenhouse effect and global warming
c. it keeps the freshness and coolness of the surrounding

5. What do you think will happen of an overpopulated place

with scattered garbage?
a. it will result to air pollution
b. it will beautify the surrounding
it will maintain the clean and green environment

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Make a survey in your Purok who seriously practice proper
waste management and take photos of it.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___

169
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Lilibeth L. Allaba
Lumbo Integrated School
09264235727

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)
Quarter: 1 Week: 9 Day: 5

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Suggest ways of preventing/minimizing the harmful effects of changes in the
materials to the environment (air)

170
II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
- Practice 5R’s of Waste Management
ESP: Activate environmental activism (clean-up drive, proper waste segregation)
 Self-discipline, preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: picture of dumpsite, laptop, LED TV, Picture showing proper waste disposal,
chart, pictures of biodegradable materials,

References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Picture of a Dumpsite
1. What does the picture show? Laptop
2. Do you want to live in this place? Why? LED TV
3. If you are living in this area, how can you help in
minimizing the garbage?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Activity: Guessing Game Picture of a girl covering
Let the pupils guess the activity in the picture. The teacher her nose near a car with
will give clue while slowly revealing clearly the picture. black smoke
Guide Questions: Laptop
1. What does the picture show? LED TV
2. Why is the girl covering her nose?
3. What will happen to the girl if she is exposed
regularly?

EXPLORE (Provide students with a common experience)

12 Minutes

171
Activity- Group activity Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2 – What are the Harmful Effects of
the Changes in the Materials to the Environment)

Picture What What is its What can

showing does the effect to the people do to
changes picture environment? prevent/minimi
in the show? ze its harmful
material effect to the
environment
Picture of
a
dumpsite
Picture of
burning
plastic
Picture of
a factory
emitting
black
smoke

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the land?
3. What is its effect to the air?
4. What will possibly happen to the air if burning of
plastic continues? If garbage is continuously dumped
unsegregated? If factories continue to emit black smoke?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show picture of men cutting down trees in the forest. Pictures of biodegradable
materials
Guide Questions:
1. What does the picture show?
2. What happened to the trees?
3. Aside from trees, what other living things live in the
forest? What happen to the other animals if the trees are cut?
4. You have learned that the roots of trees help in holding the

172
soil when it rains. What do you think will happen when trees
are cut and it rains very hard?

Key concept:
 When the surrounding air is blanketed with smoke
from factories and motorized vehicles, ashes and other
dust particles, the air becomes polluted.
 Polluted air causes skin itchiness, lung infection,
cancer and other respiratory diseases.
 Some changes in the materials are harmful to the air.
 Cutting down trees is also harmful to the environment.
When trees are cut down, rain levels are severely
affected (since, moisture in the air could not be
retained by the trees). This also causes soil erosion.
 Many animals living in the forest also lose their
habitats.
 Therefore, changes in materials have good and bad
effects in the environment. Improper disposal of
garbage and human activities can contribute to soil
pollution putting the lives of human, animals and
plants in danger.

EVALUATE
Group Activity Rubrics
Let the pupils show what they can do to help/minimize the
harmful effects of the changes in the materials to the
environment by doing the assigned tasks to the following
groups.
 Group 1- Jingle
 Group 2- Poster
 Group 3- Slogan
 Group 4- Poem
 Group 5- Song
Rubrics
Criteria 5 points 3 points 1 point
Creativity Demonstrate Demonstrate Lacks
and s creative s moderate imaginative
innovativene thinking and creative thinking and
ss the thinking and the
performance the performance
has performance lacks/has no
innovative has some innovative
and unique innovative and unique
qualities/con and unique qualities/con
cepts qualities/con cepts
cepts
Content and Concepts Concepts Both
organization presented are presented are concepts and

173
 very moderately message
substantive substantive conveyed are
and well- and not well-
organized, organized, organized
and and and
conveyed conveyed ambiguous
very clear ambiguous
message message
Teamwork Cooperation Cooperation Cooperation
among group among group among group
members is members is members is
very evident; moderately not evident;
75%-100% evident; less than
of the 50%-75% of 50% of the
members of the members members of
the group of the group the group
work work work
collaborative collaborative collaborative
ly ly ly

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Find a place in the community and identify the places which
improper disposal and human activities contributes to air
pollution resulting to sicknesses and diseases.
Place Waste Human Illnesses/Possi
where materials activities ble illnesses
the seen in the which from exposure
family area contributes to in polluted air
lives air pollution

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

174
 Lesson Plan in Science Grade 4
Nonah Grace D. Alesna
Dagatkidavao Integrated School
09175543733

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions

175
Performance Standards: The learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: Identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)
Quarter: 1 Week: 10 Day: 1

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
2. Describe the harmful effects of changes in the materials to the environment (water)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
ESP: Activate environmental activism.
 Preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: Picture of burning plastics, laptop, LED TV, Jigsaw puzzle of a boy throwing
garbage into the river, video clip, picture of a man suffering from skin disease and dead fishes
along the river, answer sheet
References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67
https://www.youtube.com/watch?v=YZdl7BgIVsY

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

The teacher will show a picture showing burning of plastics. Picture showing burning
To elicit prior knowledge, the teacher will ask the pupils: of plastics
4. What does the picture show? Laptop
5. What is its effect to the environment (air)? LED TV
6. What activities or ways can you suggest to
prevent/minimize the harmful effects of the changes in
the materials to the environment (air)?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Activity 1: Jigsaw puzzle (Group Activity) Jigsaw puzzle of a boy
Let them form the puzzle of a boy throwing garbage into throwing garbage into the
the river. river. (commercial or the
teacher makes his/her own
Guide Questions: jigsaw puzzle)
4. What is the boy doing in the picture?
5. Will it affect the river?
6. What do you will happen if garbage is dumped into
the river?

EXPLORE (Provide students with a common experience)

176
 12 Minutes
Activity 1 Video clip
Let the pupils watch a video clip of “The Pasig River: https://www.youtube.com/
Reviving a Dead Water in the Philippines” watch?v=YZdl7BgIVsY

Activity 2 Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2 – What are the Harmful Effects of
the Changes in the Materials to the Environment)

Picture showing What does the What is its effect

changes in the picture show? to the
material environment?
Picture of canal
full of garbage
Picture of a
poultry near a
river
water from sinks
and toilets
directly drained to
the river

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the river?
3. Name some of its effects.
4. What will possibly happen to the river if garbage is
being dumped?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show picture of a man suffering from skin disease, dead Picture of:
fishes along the river.  man suffering from
skin disease
Guide Questions:  dead fishes along
1. What does the picture show? the river
2. What happened to the man? To the fishes?
3. What do you think are the causes?

Key concept: (For teachers consumption)

177
When the garbage such as empty bottles, plastics, waste
materials from houses, and other industrial wastes are
dumped into the river it becomes contaminated/dirty. If we
drink water contaminated with germs, we are likely to get
sick/diseases. Polluted water also kills living organisms in the
water like fish and water plants.
Therefore, changes in materials have good and bad effects in
the environment. Improper disposal of garbage and human
waste can contaminate the water. Putting the lives of human,
animals and plants in danger.

EVALUATE
Direction: Encircle the correct answer. Answer sheet
1. Which of the following changes in the materials are
harmful to the environment?
a. using paper bags when going to the market
b. throwing garbage properly
c. throwing plastic bottles into the river

2. When water is polluted, which could be the result?

a. fishes are poisoned and killed
b. plants gets healthier
c. water is safe for drinking

3. How can you prevent/minimize water pollution?

a. Cut down trees
b. avoid throwing garbage near water resources
c. throwing garbage anywhere

4. Mang Juan has a fish pond near a piggery. The

piggery wastes directly thrown into the river. He
observed that his harvest has been affected. During the
time of harvest, Mang Juan has the following data
before the piggery operates = 60 kilos
1 month after = 45 kilos
2 months after = 30
What can you infer about the harvest of Mang Juan
based on the given data?
a. the harvest is increasing because of the piggery
wastes
b. the harvest is decreasing, the piggery wastes has
affected the fishes in the pond
c. the harvest is doubled, the fishes get healthier

5. Changes in materials have good and bad effects in the

environment. The following are harmful effects,
except one.
a. The water becomes contaminated
b. People living near the river gets sick or diseases

178
 c. Living organisms in the water becomes healthy

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Cut out pictures and make a collage of your ideal river which
you want your place to have.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Nonah Grace D. Alesna
Dagatkidavao Integrated School
09175543733

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions

179
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)
Quarter: 1 Week: 10 Day: 2

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Suggest ways of preventing/minimizing the harmful effects of changes in the
materials to the environment (water)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
- Practice 5R’s of Waste Management
ESP: Activate environmental activism (clean-up drive, proper waste segregation)
 Self-discipline, preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: picture, laptop, LED TV
References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67
https://youtu.be/yGl-PGdO5yk
https://youtu.be/gPnwsJ9kT0w

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

The teacher will show a picture of a poultry near a river. Picture of a poultry near a
To elicit prior knowledge, the teacher will ask the pupils: river
1. What are the activities that causes water pollution? Laptop
3. Does it affect the water? humans? animals? plants LED TV
living in water? How?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Activity: Video
Have a short film viewing on Investigative Documentaries https://youtu.be/yGl-
Basura sa estero sa Tondo sa mga informal settler. PGdO5yk
Guide Questions: https://youtu.be/gPnwsJ9k
1. What is the documentary all about? T0w
2. What are found in the estero? Laptop
3. Where do you think these garbages come from? LED TV
4. Is the place safe to live in?
5. How did the LGU and community volunteers
address the problem in estero sa Tondo?

180
 6. What are some other ways to minimize or lessen
this problem?

EXPLORE (Provide students with a common experience)

12 Minutes
Activity- Group activity Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2 – What are the Harmful Effects of
the Changes in the Materials to the Environment)

Picture What What is its What can people

showing does effect to the do to
changes in the environment? prevent/minimiz
the material picture e its harmful
show? effect to the
environment
Picture of
canal full of
garbage
Picture of a
poultry near
a river
water from
sinks and
toilets
directly
drained to
the river

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the river?
3. In what way?
4. What will possibly happen to the river if
garbage/household waste/flush toilet is continuously
dumped into it?
5. What can people do to prevent/minimize its harmful
effect to the environment?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show pictures of used plastic bottles recycled into useful Picture of recycled

181
materials. materials made of plastic
Guide Questions:
• What are these materials made of?
• Would you imagine that some of the garbage could be
recycled and used again?
• Can you give other ways of making these things
useful rather than throwing it?

Key concept: (For teachers consumption)

Some changes in the materials are harmful to the
environment (water). To keep it clean and safe and to prevent
or minimize pollution, people are encouraged to develop self-
discipline and practice proper waste segregation, clean-up
drive and waste management and other environmental-
related activities.
Therefore, changes in materials have good and bad effects
in the environment. Let us choose to be good and become
stewards of God’s creation. Let us work hand in hand in
preserving and conserving the environment (water), which is
the source of life. Improper disposal of garbage, household
waste, flush toilet and other human activities can contaminate
the water. Putting the lives of human, animals and plants in
danger.

EVALUATE
Let the pupils show what they can do to help/minimize the Rubrics
harmful effects of the changes in the materials to the
environment by doing the assigned tasks to the following
groups.
 Group 1- Jingle
 Group 2- Poster
 Group 3- Slogan
 Group 4- Poem
 Group 5- Song
Rubrics
Criteria 5 points 3 points 1 point
Creativity Demonstrate Demonstrate Lacks
and s creative s moderate imaginative
innovativene thinking and creative thinking and
ss the thinking and the
performance the performance
has performance lacks/has no
innovative has some innovative
and unique innovative and unique
qualities/con and unique qualities/con
cepts qualities/con cepts
cepts
Content and Concepts Concepts Both

182
 organization presented are presented are concepts and
very moderately message
substantive substantive conveyed are
and well- and not well-
organized, organized, organized
and and and
conveyed conveyed ambiguous
very clear ambiguous
message message
Teamwork Cooperation Cooperation Cooperation
among group among group among group
members is members is members is
very evident; moderately not evident;
75%-100% evident; less than
of the 50%-75% of 50% of the
members of the members members of
the group of the group the group
work work work
collaborative collaborative collaborative
ly ly ly

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Choose one used material at home and recycle it. Use your
imagination and creativity in making your output.
(The next day, the teacher will have a mini-gallery of the
recycled output by the pupils)

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?
Lesson Plan in Science Grade 4
Nonah Grace D. Alesna
Dagatkidavao Integrated School
09175543733

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.

183
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)
Quarter: 1 Week: 10 Day: 3

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
1. Describe the harmful effects of changes in the materials to the environment (land)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
ESP: Activate environmental activism.
 Preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: Picture of houses near the river full of garbage, laptop, LED TV, Picture of a girl
passing near an open garbage with flies, video clip, chart, picture of men cutting down tree,

References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67
https://youtu.be/mJiTP3W5GkI

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

The teacher will show a picture of houses near the river full of Picture of houses near the
garbage river full of garbage
To elicit prior knowledge, the teacher will ask the pupils: Laptop
1. What does the picture show? LED TV
2. What is its effect to the environment (water)?
3. What activities/ways can you suggest to prevent/ minimize
the harmful effects of the changes in the materials to the
environment (water)?

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Activity: Guessing game (Group Activity)
Let the pupils guess the activity in the picture. The teacher
will give clues while slowly revealing clearly the picture.

Guide Questions:
1. What does the picture show?
2. What is found along the road?
3. Why is the girl covering her nose?
4. What will happen to the soil if garbage is dumped on
it?

184
EXPLORE (Provide students with a common experience)
12 Minutes
Activity 1 Video clip
Let the pupils watch a video clip of DENR set to close https://youtu.be/mJiTP3W
Payatas landfill. 5GkI
Acitivity 2 Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2– What are the Harmful Effects of
the Changes in the Materials to the Environment)

Picture showing What does the What is its effect

changes in the picture show? to the
material environment?
Picture of a
farmer spraying
insecticides to the
vegatables
Picture of a
dumpsite near a
house
Picture of men
cutting down trees
in the forest

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the land?
3. What is its effect to the land?
4. What will possibly happen to the land if spraying of
chemicals continuously practiced? if garbage is continuously
dumped? if cutting of trees continues?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show picture of men cutting down trees in the forest. Picture of men cutting
down tree
Guide Questions:
1. What does the picture show?
2. What happened to the trees?
3. Aside from trees, what other living things live in the
forest? What happen to the other animals if the trees are cut?
4. You have learned that the roots of trees help in holding the

185
soil when it rains. What do you think will happen when trees
are cut and it rains very hard?

Key concept: (For teachers consumption)

Improper disposal of garbage, harmful chemicals and
human waste can cause bad changes in the environment
(land). When garbage and toxic wastes are dumped to the soil
it becomes dirty. Polluted land serves as breeding places of
flies, cockroaches, rats and other pests. These pests carry
germs that cause diseases, hence hazardous to one’s health.
Growing plants is not also possible in polluted land.
Cutting down trees is also harmful to the environment.
When trees are cut down, rain levels are severely affected
(since, moisture in the air could not be retained by the trees).
This also causes soil erosion. Many animals living in the
forest also lose their habitats.
Therefore, changes in materials have good and bad effects
in the environment. Improper disposal of garbage and human
activities can contribute to soil pollution putting the lives of
human, animals and plants in danger.

EVALUATE
1. Which of the following changes in the materials are
harmful to the environment?
a. using paper bags when going to the market
b. throwing garbage properly
c. dumping of garbage along the streets

2. When land is polluted, which could be the result?

a. Growing of plants is not possible
b. plants gets healthier
c. water is safe for drinking

3. The following are practices that prevent/minimize

soil pollution. Which one is not included?
a. plant trees
b. practice proper waste disposal
c. spraying chemicals

4. Study the picture below.

Picture of Illegal logging

activity

Which is/are harmful effects to the environment that

might result from cutting down of trees.
a. loss of habitat
b. soil erosion
c. both a & b

186
 5. Changes in materials have good and bad effects in
the environment. The following are harmful effects,
except one.
a. No plant growth.
b. People living near the dumpsite/landfill gets sick or
diseases
c. Living organisms in the water becomes healthy

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Find a place in your community which is prone to flooding
and landslide. As an advocate of the environment, conduct a
tree planting activity. The pupils will secure a permit to the
owner or to the barangay. (The teacher will facilitate and
secure the safety of the pupils in doing the activity.)

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Dyan Genelyn L. Melecio
San Isidro Integrated School
09171290417

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)

187
Quarter: 1 Week: 10 Day: 4

I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
3. Suggest ways of preventing/minimizing the harmful effects of changes in the
materials to the environment (land)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
- Practice 5R’s of Waste Management
ESP: Activate environmental activism (clean-up drive, proper waste segregation)
 Self-discipline, preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: picture of dumpsite, laptop, LED TV, Picture showing proper waste disposal,
chart, pictures of biodegradable materials,

References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Laptop
1. What does the picture show? LED TV
2. Do you want to live in this place? Why?
3. If you are living in this area, how can you help in
minimizing the garbage?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Activity: Laptop
The teacher will show a picture showing proper waste LED TV
disposal.
Guide Questions:
7. What does the picture show?
8. Do you practice this at home?
9. Why do people segregate their wastes?

EXPLORE (Provide students with a common experience)

12 Minutes
Activity- Group activity Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2 – What are the Harmful Effects of
the Changes in the Materials to the Environment)

188
 Picture What What is its What can
showing does the effect to the people do to
changes picture environment? prevent/minimi
in the show? ze its harmful
material effect to the
environment
Picture of
a
dumpsite
Picture of
a
decompo
sing cat
Picture of
a farmer
spraying
insecticid
e/herbici
de
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the land?
3. What is its effect to the land?
4. What will possibly happen to the land if garbage is
continuously dumped into it? if spraying of
insecticide/herbicide is continuously practiced?
5. Do you think we can survive in polluted land?
6. What else will be affected if the land is polluted?
7. What can people do to prevent/minimize its harmful
effect to the environment?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show pictures of biodegradable materials. Pictures of biodegradable
Guide Questions: materials
• What are these materials?
• In what way can these materials be useful?
Key concept: (For teachers consumption)
Some changes in the materials are harmful to the
environment (land). To keep it clean and safe and to prevent
or minimize pollution, people are encouraged to develop self-
discipline and practice proper waste segregation, clean-up
drive and responsible waste management and other

189
environmental- related activities.
Therefore, changes in materials have good and bad effects
in the environment. Let us choose to be good and become
stewards of God’s creation. Let us work hand in hand in
preserving and conserving the environment (land). Improper
disposal of garbage, household waste, and other human
activities can contaminate the land. Land pollution can occur
when farmers use too much insecticide and herbicide on their
farms. Putting the lives of human, animals and plants in
danger.
EVALUATE
Group Activity Rubrics
Let the pupils show what they can do to help/minimize the
harmful effects of the changes in the materials to the
environment by doing the assigned tasks to the following
groups.
 Group 1- Jingle
 Group 2- Poster
 Group 3- Slogan
 Group 4- Poem
 Group 5- Song
Rubrics
Criteria 5 points 3 points 1 point
Creativity Demonstrate Demonstrate Lacks
and s creative s moderate imaginative
innovativene thinking and creative thinking and
ss the thinking and the
performance the performance
has performance lacks/has no
innovative has some innovative
and unique innovative and unique
qualities/con and unique qualities/con
cepts qualities/con cepts
cepts
Content and Concepts Concepts Both
organization presented are presented are concepts and
very moderately message
substantive substantive conveyed are
and well- and not well-
organized, organized, organized
and and and
conveyed conveyed ambiguous
very clear ambiguous
message message
Teamwork Cooperation Cooperation Cooperation
among group among group among group
members is members is members is
very evident; moderately not evident;

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 75%-100% evident; less than
of the 50%-75% of 50% of the
members of the members members of
the group of the group the group
work work work
collaborative collaborative collaborative
ly ly ly

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Choose 5 materials at home that undergoes changes which is
harmful to the environment. Think of ways on how to
minimize its harmful effect.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

Lesson Plan in Science Grade 4

Dyan Genelyn L. Melecio
San Isidro Integrated School
09171290417

Content Standards: The learners demonstrate understanding of changes that materials

undergo when exposed to certain conditions
Performance Standards: the learners should be able to evaluate whether changes in materials
are useful or harmful to one’s environment.
Learning Competency and Code: identify changes in materials whether useful or harmful to
one’s environment (S4MT-Ii-7)
Quarter: 1 Week: 9 Day: 5

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I. Objectives:
At the end of 50 minutes, 100% of the learners are expected to:
4. Suggest ways of preventing/minimizing the harmful effects of changes in the
materials to the environment (land)

II. Content:
Subject Matter: Changes in Materials that undergo
Integration:
MAPEH – Health: Practice proper ways of using, storing and disposing materials to
avoid harmful effects to the environment
- Practice 5R’s of Waste Management
ESP: Activate environmental activism (clean-up drive, proper waste segregation)
 Self-discipline, preservation, conservation of environment.
Strategies: 7E’s learning model, small group activities, brainstorming
Materials: picture of dumpsite, laptop, LED TV, Picture showing proper waste disposal,
chart, pictures of biodegradable materials,

References: Science 4 Lerner’s Material pp. 49-56, Science 4 Teacher’s Guide pp. 61-67

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher will ask the pupils: Picture of a Dumpsite
1. What does the picture show? Laptop
2. Do you want to live in this place? Why? LED TV
3. If you are living in this area, how can you help in
minimizing the garbage?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Activity: Picture showing proper
The teacher will show a picture showing proper waste waste disposal
disposal. Laptop
Guide Questions: LED TV
10. What does the picture show?
11. Do you practice this at home?
12. Why do people segregate their wastes?

EXPLORE (Provide students with a common experience)

12 Minutes
Activity- Group activity Chart
The pupils will be given a data chart to be answered by
group. They will be guided with questions.
(Lesson 13: LM Activity 2 – What are the Harmful Effects of
the Changes in the Materials to the Environment)

Picture What does What is its What can people

showing the picture effect to the do to

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 changes show? environment? prevent/minimiz
in the e its harmful
material effect to the
environment
Picture of
a
dumpsite
Picture of
a
decompo
sing cat
Picture of
a farmer
spraying
insecticid
e/herbici
de

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
Presentation of output. Each group will be assigned to present
one picture only.
Guide Questions:
1. What does the picture show?
2. Will it affect the land?
3. What is its effect to the land?
4. What will possibly happen to the land if garbage is
continuously dumped into it? if spraying of
insecticide/herbicide is continuously practiced?
8. Do you think we can survive in polluted land?
9. What else will be affected if the land is polluted?
10. What can people do to prevent/minimize its harmful
effect to the environment?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Show pictures of biodegradable materials. Pictures of biodegradable
Guide Questions: materials
• What are these materials?
• In what way can these materials be useful?
Key concept: (For teachers consumption)
Some changes in the materials are harmful to the
environment (land). To keep it clean and safe and to prevent
or minimize pollution, people are encouraged to develop self-
discipline and practice proper waste segregation, clean-up
drive and responsible waste management and other
environmental- related activities.

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 Therefore, changes in materials have good and bad effects
in the environment. Let us choose to be good and become
stewards of God’s creation. Let us work hand in hand in
preserving and conserving the environment (land). Improper
disposal of garbage, household waste, and other human
activities can contaminate the land. Land pollution can occur
when farmers use too much insecticide and herbicide on their
farms. Putting the lives of human, animals and plants in
danger.
EVALUATE
Group Activity Rubrics
Let the pupils show what they can do to help/minimize the
harmful effects of the changes in the materials to the
environment by doing the assigned tasks to the following
groups.
 Group 1- Jingle
 Group 2- Poster
 Group 3- Slogan
 Group 4- Poem
 Group 5- Song
Rubrics
Criteria 5 points 3 points 1 point
Creativity Demonstrate Demonstrate Lacks
and s creative s moderate imaginative
innovativene thinking and creative thinking and
ss the thinking and the
performance the performance
has performance lacks/has no
innovative has some innovative
and unique innovative and unique
qualities/con and unique qualities/con
cepts qualities/con cepts
cepts
Content and Concepts Concepts Both
organization presented are presented are concepts and
very moderately message
substantive substantive conveyed are
and well- and not well-
organized, organized, organized
and and and
conveyed conveyed ambiguous
very clear ambiguous
message message
Teamwork Cooperation Cooperation Cooperation
among group among group among group
members is members is members is
very evident; moderately not evident;
75%-100% evident; less than

194
 of the 50%-75% of 50% of the
members of the members members of
the group of the group the group
work work work
collaborative collaborative collaborative
ly ly ly

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Choose 5 materials at home that undergoes changes which is
harmful to the environment. Think of ways on how to
minimize its harmful effect.

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___

195