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Q4 LE Science-4 Lesson-2 Week-2

This document outlines a lesson exemplar for Grade 4 Science focusing on the importance of water for living organisms, including plants and animals, as part of the MATATAG K to 10 Curriculum for the school year 2024-2025. It includes curriculum content, performance standards, learning competencies, and detailed teaching procedures for engaging students in understanding water's role in ecosystems. The material is intended for teacher use only and emphasizes the need for water conservation and environmental awareness.

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Alvin Alvarado
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0% found this document useful (0 votes)
77 views14 pages

Q4 LE Science-4 Lesson-2 Week-2

This document outlines a lesson exemplar for Grade 4 Science focusing on the importance of water for living organisms, including plants and animals, as part of the MATATAG K to 10 Curriculum for the school year 2024-2025. It includes curriculum content, performance standards, learning competencies, and detailed teaching procedures for engaging students in understanding water's role in ecosystems. The material is intended for teacher use only and emphasizes the need for water conservation and environmental awareness.

Uploaded by

Alvin Alvarado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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4

Lesson Exemplar Quarter


Quarter 4
Lesson 1 1
Lesson

for Science 2
for Science
Lesson Exemplar for Science 4
Quarter 4: Lesson 2 (Week 2)
S.Y. 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Jason L. De Vera (Philippine Normal University)

Validator:
• Dr. Randel D. Estacio (Quezon City University)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 4 / GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:


Standards 1. Soil and water resources are needed by plants and animals to live and grow.
2. Characteristics of the weather can be observed and measured.
3. The Sun is a ball of hot gases about 100 times the size of Earth, which radiates energy needed by living things.

B. Performance By the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support growth of
Standards plants. They use instruments and secondary sources to measure and describe the characteristics of weather and use
the information to make predictions about weather patterns in their local area. They demonstrate appreciation for the
dangers of extreme weather events and use safe practice to protect themselves if they are caught in bad weather.
Learners use personal observations and reliable secondary information sources to describe the Sun and explain its
importance to life on Earth.

C. Learning Learning Competencies


Competencies recognize that water is one of the basic needs of plants and animals;
and Objectives

C. Content Water as Basic Need of Living Things

D. Integration ● Creativity and innovation


● Environmental awareness (Environmental Literacy)
● Collaboration
● Clean Water and Sanitation (SDG 6)

II. LEARNING RESOURCES

Needs OS living things. What five basic things do living things need to survive? (2021, September 27). Eschooltoday | Learn something new
today. https://eschooltoday.com/learn/introduction-to-needs-of-living-things/
Science grade 4 q4 week 2 sources of water [Video]. (2021, June 14). YouTube. https://youtu.be/eS8l_KU7D7k?si=fBPHq25yO36XidNN
Uses of water | Importance of water | Water and it's uses | Uses of water for kids | Use of water [Video]. (2020, September 29). YouTube.
https://youtu.be/rUQEm3UYu5M?si=Cu3v2tVv2HmGsWpq

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1:


Knowledge 1. Short Review: Water, Our Lifesaver! Video Exploration
Introduction: Begin by
Today, we will investigate the significance of water for all living organisms. We will explaining to the pupils that
begin by viewing a unique video that demonstrates the crucial importance of water they will watch a short video
for animals, plants, and humans. Following the film, we will engage in a discussion about water and why it's
and then participate in a creative brainstorming session. Are you ready to explore important for all living things to
the mysteries of water? Let's get started! survive.

The teacher shows a video clip on water. Video Selection: Select a short,
engaging video clip highlighting
the significance of water as an
essential need for all living
organisms. Search for videos
featuring animals drinking
water, plants being irrigated,
and children utilizing water for
different activities.

Watching the Video: Present


the selected video clip to your
pupils. Encourage pupils to
Source: https://youtu.be/rUQEm3UYu5M?si=VISKMmB7gSrrYUbF attentively observe and consider
how water serves as an essential
Discussion Time: After the presentation, conduct a discussion with the pupils resource for different living
discussing the significance of water as an essential need for all living organisms. things in the video.
Ask basic queries to stimulate their thought process, like:

1. What did you see in the video that showed animals needing water?
2. Why do you think plants need water to grow?
3. How do people use water to stay healthy?"

2
B. Establishing 1. Lesson Purpose: Unlocking Difficulties
Lesson Purpose
Summarize the main points
Brainstorming Ask the pupils to bring out a sheet of paper and
covered in the video exploration
Activity tell them to draw or write one example from the
and brainstorming session.
video demonstrating the importance of water for
Emphasize the importance of
living organisms. Encourage them to utilize colors
water as an essential resource
and images to express their ideas.
for all organisms and prompt
pupils to consider ways they can
Sharing Circle Let pupils introduce their drawings or ideas to the contribute to water conservation
class. Write down each student's input on the to guarantee its accessibility for
board to visually illustrate the significance of every living thing.
water for living organisms.

Fill out the table below to tell us what you THINK you know about water and what
you WANT to know about it.

What we What we WANT What we HOW we know Fill the “what we think we know”
THINK we to know LEARNED and “what we want to know” in
know W L H the TWLH chart as the pupils
T start to answer and raise
questions.

Later on, when we are done with our lesson, we will be answering the last two
columns.

C. Developing and 1. Explicitation (Think-Pair-Share)


Deepening
Understanding Begin the lesson with a "Think-Pair-Share" strategy. Pose the question, "Why do Arrange pupils into small groups
(Using the 5E you think water is important?" Allow pupils a minute to think individually, then and provide them with the
MODEL) pair them up to discuss their ideas. Finally, facilitate a class discussion where necessary materials or pictures
pairs share their thoughts. showing several water sources.

3
Sources of Water (Part 1) (10 minutes) Encourage pupils to explore and
Objective: To identify the different sources of water. discuss the various water
Materials Needed: pictures of different sources of water sources, such as rivers, lakes,
Instructions: oceans, and groundwater.
1. Look at the pictures on your table. Each picture shows a different source Emphasize the importance of
of water. each water source for supporting
2. Write the name of each water source in the table below. life on Earth.
3. After completing the worksheet, discuss with your classmates what you
learned about each water source. Go around the groups to assist
Name of the Water Source in discussions and offer help
1. when necessary.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Processing Question:
Which water source do you think is the most important for living things? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.

Water Source Sorting Game (Part 2) (10 minutes)


Use a "Gallery Walk" approach. Display several pictures of various water sources
within the classroom. Divide pupils into groups and give each group a set of
questions to discuss as they move through the gallery in rotation. Encourage
pupils to make notes based on their observations.

Objective: To reinforce understanding of different sources of water.

4
Instructions:
1. Divide the class into small groups.
2. Post pictures of various water sources, such as rivers, lakes, oceans,
rain, and water pipes.
3. Show the pictures to each group and ask them to group them into two
groups: "natural water source" and "man-made water."
4. Discuss with each group why they sorted the pictures the way they did
and talk about why each water source is important.

Water Sources
Natural Water source Man-made Water
Ask the pupils to describe the
difference between natural and
man-made water sources.

Processing Questions:
What did you learn about the different sources of water from this activity?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.

Why is it important to have both natural and man-made sources of water?


________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.

2. Worked Example:

Plant Watering Experiment (Advance preparation is required) Hello, pupils! Today, we'll look at
Objective: To understand the importance of water for plant growth. something really cool: how water
Materials Needed: Germinated mongo plant from last week's activity; Water and helps plants grow big and
small cup healthy! So, today, we'll do a fun
experiment using two plants:
Plant A and Plant B. Plant A will

5
Instructions: receive water, but Plant B will
1. With your group, you will conduct a plant watering experiment. not. We're going to observe what
2. You will use your germinated mongo plant's last activity in soil. happens to each plant over time.
3. Label two small pots as "Plant A" and "Plant B." Are you excited to be a plant
4. Water Plant A for the whole day until the next morning, but do not water scientist beside me?
Plant B. Before we begin, let's make a
5. Observe the plants. Describe what you see happening to each plant. guess: What do you think will
6. Discuss with your group what you learned about the importance of water happen to a plant without water?
for plants. What about a plant that gets
enough water? Let's discuss our
Drawing: observations, and then get ready
to investigate!
Plant A Plant B
Conduct a hands-on activity
where pupils observe and
discuss the effects of watering on
plant growth using germinated
seeds or potted plants.

Remind pupils to record their


observations while learning the
importance of water in plant
development and health.
Processing Questions: Encourage pupils to consider
how plants use water and the
1. What differences did you observe between Plant A (watered regularly) and importance of watering them on
Plant B (not watered)? a regular basis.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. How does this show the importance of water for plants?


_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

6
DAY 2:
3. Lesson Activity

Animal Habitat Exploration (20 mins)


Objective: To understand how water is essential for different animals and their
habitats.
Materials Needed: pictures of various animals and their habitats

Instructions:
1. Work in a group.
2. Together with your teammates, perform the activity.
3. Provide each student with a worksheet containing pictures of various Give pictures of different animals
animals and their habitats, such as a lion in the savannah, a fish in the and habitats for students to look
ocean, a frog in a pond, and a camel in the desert. at and discuss. Encourage
4. Ask pupils to observe each picture and identify how water is important for pupils to take a look at how
the survival of the animal in its habitat. different animals obtain water
5. Encourage pupils to discuss with their classmates and share their and why it is so important to
observations. their being alive.
6. After completing the worksheet, facilitate a class discussion to review the
importance of water for animals in different habitats and how they adapt
to obtain water. Get your pupils to think about
how the animals' activities are
Processing Questions: related to their needs for water.
1. How do animals in different habitats obtain water to survive? Encourage groups to ask
_____________________________________________________________________________ questions and talk about them.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

2. Why is water important for animals living in deserts, forests, oceans, and
other habitats?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

7
Water Usage Chart
Follow the "Think-Pair-Share" method. After presenting the water usage charts,
tell pupils to consider the individual ways they use water during the day. Then,
we organize them in pairs to compare the differences between their lists. Finally,
arrange a class discussion in which partners share their findings.

Objective(s): To illustrate how water is used in daily life and understand the
importance of water conservation.
Materials Needed: Record notebook or Chart
Instructions:
1. Use the chart below to track your water usage for one day. Distribute water usage charts to
2. Record how much water you drink and use for washing hands, bathing, pupils and encourage them to
and any other activities. record their water usage for one
day, including activities like
drinking, bathing, and hand
Activity Amount of Water Used (in cups or liters)
washing.
Drinking
Facilitate a class discussion
Brushing Teeth about the need of water
conservation using the students'
Washing Hands recorded observations.
Encourage pupils to think about
Shower/Bath
how they might save water in
Cleaning their daily lives.

Other (specify) This chart provides a simple and


structured way for pupils to
Total track their water usage
throughout the day, helping
After filling out the chart, answer the following questions: them understand how water is
1. Why is it important to drink water? used in various activities and
____________________________________________________________________ promoting awareness of the
2. How do you use water to keep yourself clean and healthy? importance of water
____________________________________________________________________ conservation.
3. What are some ways you can save water at home?
____________________________________________________________________

8
Processing Question:
List down the different ways to save water.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.

D. Making DAY 3: Summarize the main ideas


Generalizations 1. Learners’ Takeaways discussed in the lesson and
Think Big! Making Generalizations emphasize the significance of
water for living organisms.
Start with Examples: Begin by showing pupils specific examples or situations Emphasize the importance of
related to the topic, such as different ways water is used at home or at school. conserving water as a valuable
resource to guarantee its
Find Similarities: Help pupils look for things that are the same or similar in each availability for future
example. generations.

Ask questions like: Aside from the strategy used, the


"What do you notice about all these examples?" teacher can also use the
"Do you see any patterns or things that are alike?" following:
1. real-life scenario analysis
Make a Big Idea: Once pupils identify similarities, guide them to come up with a 2. role playing for synthesis
broad idea that connects all the examples. Keep it simple and easy to understand. 3. concept map
4. poster
For example:
"We use water for many things every day."
"Saving water helps our planet."

Test the Big Idea: Have pupils think of new examples to see if the big idea still
fits. Discuss whether it works in different situations.

Think Again: Encourage pupils to think about their big idea and whether it still
makes sense.

Ask questions like:


"Does our idea work for everything we talked about?"
"Is there anything else we should consider?"

9
2. Reflection on Learning

Go back to the TWLH Chart. Let the pupils reflect and check if their answers in the
THINK column are correct. Ask them also if their answers in the WANT column
were addressed during the conduct of the various activities. Finally, let them
accomplish the LEARNED and HOW column.
What we THINK What we WANT What we HOW we know
we know to know LEARNED H
T W L

IV. EVALUATING LEARNING: STUDENT ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4: Assessment should be carried


Learning out throughout the lesson in
Performance Task the form of discussions and the
written responses to the
Water Usage Story (30 mins) various activities.
Objective: To illustrate how water is used in daily life and understand the
importance of water conservation.
Materials Needed: Paper; pen; art materials
Instructions: Give examples and useful tips
for saving water, such as
1. Write a short story or draw a comic strip showing how water is used in
your home and community. turning off the tap when
brushing your teeth or taking
2. Include different activities where water is used, such as drinking, cooking,
shorter showers. Emphasize the
bathing, and watering plants.
long-term effects of small
3. Think about ways you can save water in each activity and include them in
changes in water-use habits.
your story or comic strip.
4. Share your story or comic strip with your classmates and discuss how
everyone can help conserve water.

10
Processing Questions:
1. What are the various ways water is used in daily life?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What are some creative ways you included in your story to conserve water?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

See Annex A (Rubric for Water Usage Story)

2. Homework/Student Reflection
Create an easy reflection or exit
Water Conservation Pledge ticket for students to write
Objective: To make a commitment to conserve water and understand the down a key concept they have
importance of water conservation. learned about water and its
Instructions: significance. Urge them to
1. Use the space below to write a promise to save water. Make a list of at least consider how they could apply
three things you will do to save water. this knowledge to their
2. Put your promise up in the classroom after you've signed it. everyday activities.
3. Talk to your friends about why it's important to save water and what each
person can do to help.

My Water Conservation Pledge:

● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________

Signature: ____________________________________

11
Processing Questions:
1. In what ways does making a promise to save water make you more aware of
how you use water?
______________________________________________________________________________
______________________________________________________________________________
2. How can you encourage others to join you in conserving water?
______________________________________________________________________________
______________________________________________________________________________

B. Teacher’s Note observations on any


Effective Practices Problems Encountered
Remarks of the following areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:


Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ pupils
What roles did my pupils play in my lesson?
What did my pupils learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

12

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