Q4 LE Science-4 Lesson-2 Week-2
Q4 LE Science-4 Lesson-2 Week-2
for Science 2
for Science
Lesson Exemplar for Science 4
Quarter 4: Lesson 2 (Week 2)
S.Y. 2024-2025
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• Jason L. De Vera (Philippine Normal University)
Validator:
• Dr. Randel D. Estacio (Quezon City University)
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Research Institute for Teacher Quality
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SCIENCE (EARTH AND SPACE SCIENCE) / QUARTER 4 / GRADE 4
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.
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
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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
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.
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?"
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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.
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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?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.
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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?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.
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
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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.
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DAY 2:
3. Lesson Activity
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?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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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.
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Processing Question:
List down the different ways to save water.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.
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.
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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
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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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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.
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
● I promise to ____________________________
Signature: ____________________________________
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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?
______________________________________________________________________________
______________________________________________________________________________
strategies explored
materials used
learner engagement/
interaction
Others
▪ 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?
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