4

Quarter
Quarter 41
Lesson Exemplar Lesson

for Science 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science 4
Quarter 4: Lesson 2 (Week 2)
SY 2023-2024
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. 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:

• Jayson L. de Vera (Philippine Normal University)

Validator:

• Randel D. Estacio, PhD (Quezon City University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMMER 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].
 LESSON EXEMPLAR

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)

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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

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

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

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 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?"

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
contribute to water conservation
Sharing Circle Let pupils introduce their drawings or ideas to the to guarantee its accessibility for
class. Write down each student's input on the every living thing.
board to visually illustrate the significance of
water for living organisms.

Fill out the table below to tell us what you THINK you know about water and what Fill the “what we think we know”
you WANT to know about it. and “what we want to know” in
the TWLH chart as the pupils
What we THINK What we WANT What we HOW we know start to answer and raise
we know to know LEARNED questions.
T W L H

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 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) Arrange pupils into small groups

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

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.
3. After completing the worksheet, discuss with your classmates what you life on Earth.
learned about each water source.
Name of the Water Source Go around the groups to assist
1. in discussions and offer help
when necessary.
2.
3.
4.
5.
6.
7.
8.
9.
10.

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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.

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

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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)

Objective: To understand the importance of water for plant growth. Ask the pupils to describe the
difference between natural and
Materials Needed: Germinated mongo plant from last week's activity; Water and
man-made water sources.
small cup
Instructions:
1. With your group, you will conduct a plant watering experiment.
2. You will use your germinated mongo plant's last activity in soil.
3. Label two small pots as "Plant A" and "Plant B."
4. Water Plant A for the whole day until the next morning, but do not water
Plant B.
5. Observe the plants. Describe what you see happening to each plant.
6. Discuss with your group what you learned about the importance of water
for plants.

Drawing:

Plant A Plant B

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Processing Question:
Hello, pupils! Today, we'll look at
What differences did you observe between Plant A (watered regularly) and Plant B something really cool: how water
(not watered)? helps plants grow big and
________________________________________________________________________________ healthy! So, today, we'll do a fun
________________________________________________________________________________ experiment using two plants:
________________________________________________________________________________. Plant A and Plant B. Plant A will
receive water, but Plant B will
How does this show the importance of water for plants? not. We're going to observe what
________________________________________________________________________________ happens to each plant over time.
________________________________________________________________________________ Are you excited to be a plant
________________________________________________________________________________. scientist beside me?

3. Lesson Activity Before we begin, let's make a

guess: What do you think will
Animal Habitat Exploration (20 mins) happen to a plant without
water? What about a plant that
Objective: To understand how water is essential for different animals and their
gets enough water? Let's discuss
habitats. our observations, and then get
Materials Needed: pictures of various animals and their habitats ready to investigate!
Instructions:
1. Work in a group. Conduct a hands-on activity
2. Together with your teammates, perform the activity. where pupils observe and
3. Provide each student with a worksheet containing pictures of various discuss the effects of watering on
animals and their habitats, such as a lion in the savannah, a fish in the plant growth using germinated
ocean, a frog in a pond, and a camel in the desert. seeds or potted plants.
4. Ask pupils to observe each picture and identify how water is important for
Remind pupils to record their
the survival of the animal in its habitat. observations while learning the
5. Encourage pupils to discuss with their classmates and share their importance of water in plant
observations. development and health.
6. After completing the worksheet, facilitate a class discussion to review the Encourage pupils to consider
importance of water for animals in different habitats and how they adapt how plants use water and the
to obtain water. importance of watering them on
a regular basis.

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Processing Questions:
How do animals in different habitats obtain water to survive?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.

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

Water Usage Chart

Follow the "Think-Pair-Share" method. After presenting the water usage charts, Give pictures of different animals
tell pupils to consider the individual ways they use water during the day. Then, and habitats for students to look
we organize them in pairs to compare the differences between their lists. Finally, at and discuss. Encourage
arrange a class discussion in which partners share their findings. pupils to take a look at how
different animals obtain water
Objective(s): To illustrate how water is used in daily life and understand the and why it is so important to
importance of water conservation. their being alive.
Materials Needed: Record notebook or Chart
Instructions:
Get your pupils to think about
1. Use the chart below to track your water usage for one day. how the animals' activities are
2. Record how much water you drink and use for washing hands, bathing, related to their needs for water.
and any other activities. Encourage groups to ask
questions and talk about them.

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 Activity Amount of Water Used (in cups
or liters)

Drinking

Brushing Teeth

Washing Hands

Shower/Bath

Cleaning

Other (specify)

Total

After filling out the chart, answer the following questions:

1. Why is it important to drink water?

____________________________________________________________________
2. How do you use water to keep yourself clean and healthy?
____________________________________________________________________
3. What are some ways you can save water at home?
____________________________________________________________________

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 Processing Questions: Distribute water usage charts to
pupils and encourage them to
List down the different ways to save water. record their water usage for one
________________________________________________________________________________ day, including activities like
________________________________________________________________________________ drinking, bathing, and hand
________________________________________________________________________________. washing.

Facilitate a class discussion

about the need of water
conservation using the students'
recorded observations.
Encourage pupils to think about
how they might save water in
their daily lives.

This chart provides a simple and

structured way for pupils to
track their water usage
throughout the day, helping
them understand how water is
used in various activities and
promoting awareness of the
importance of water
conservation.

D. Making 1. Learners’ Takeaways Summarize the main ideas

Generalizations 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.

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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:

Make a Big Idea: Once pupils identify similarities, guide them to come up with a 1. real-life scenario analysis
broad idea that connects all the examples. Keep it simple and easy to understand. 2. role playing for synthesis
3. concept map
For example: 4. poster
"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?"

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
What we WANT What we
THINK we HOW we know
to know LEARNED
know H
W L
T

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

A. Evaluating Performance Task Assessment should be carried

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

Processing Questions:

What are the various ways water is used in daily life?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________.
What are some creative ways you included in your story to conserve water?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________.

• See Annex A (Rubric for Water Usage Story)

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

Processing Questions:

In what ways does making a promise to save water make you more aware of how
you use water?
_________________________________________________________________________________
_________________________________________________________________________________

How can you encourage others to join you in conserving water?

_________________________________________________________________________________
_________________________________________________________________________________

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B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
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?

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