MATATAG K TO 10 CURRICULUM

School: MANINANG ELEMENTARY SCHOOL Grade Level: 4

MATATAG Name of Teacher JONLOU O. DALIDA Learning Area: SCIENCE (EARTH AND SPACE SCIENCE)
K to 10 Curriculum Teaching Dates and Time: FEBRUARY 11-14, 2025 (WEEK 1) Quarter: Fourth
Weekly Lesson Log

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 light 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 the growth of plants. They
Standards 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 1. participate in guided activities using simple equipment to compare different types of soil including sandy, clay, silt, and loam,
and Objectives including comparing the ability of the soils to hold water; and
2. participate in a guided investigation to identify the effect of different types of soil on the growth of plants.
D. Content Soil
- What is Soil (Importance of Soil for Plant Growth)
- Different Types and Characteristics of Soil
- Soil absorption Capacity

E. Integration  Creativity and innovation

 Environmental awareness (Environmental Literacy)
 Collaboration

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II. LEARNING RESOURCES

Delos Reyes, R. L. (2022). Science Links. Quezon City: REX Publication.

Campbell, C., & Tytler, R. (2007). Views of student learning. In V. Dawson & G. Venville (Eds.), The Art of Teaching Primary Science (pp. 23- 41). Australia:
Griffin Press.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1: SHORT REVIEW The teacher will show a picture of the earth (or
Knowledge provide a globe) in class. The teacher may ask
Earth Systems: The students will identify the different systems of the earth, the guide questions to students to activate their
emphasizing the non-living systems of the planet. prior knowledge. At this point the teacher should
emphasize the non-living components of the
planet (lithosphere, hydrosphere, and
atmosphere).

Source: https://www.google.com/search?q=free+picture+of+the+earth&sca_esv

Instructions: Present a picture of the planet earth or a globe to the class and
then start a classroom discussion by asking the guide questions below.

Guide Questions:
1. Can you describe the picture?
2. Can you identify the earth’s system four spheres?
3. Can you describe lithosphere, hydrosphere, and atmosphere? What are their
commonalities?
4. Can you give at least three non-living things that are found in our planet?

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B. Establishing 1. Lesson Purpose

Lesson Purpose
Topic: Soil
Provide the TWLH Chart to the class. Tell the class that they will need to Fill the “what we think we know” and “what we
complete the table at the end of the class. To complete it, ask the students to fill want to know” in the TWLH chart as the students
out the table, particularly the “T” column wherein they will write the things that start to answer and raise questions.
they already know about soil, and the column “W” column wherein they need to
write the things that they want to know about soil.

What we THINK What we WANT What we HOW we

know we know to know LEARNED “H”
“T” “W” “L”

Show the picture of soil given below:

Source: https://www.google.com/search?q=free+picture+of+a+girl+holding+a+soil&sca_esv

After showing the picture, ask the following questions:

1. Can you describe the given picture?
2. Have you ever wonder how soil is being formed?

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 Begin the discussion with a short video or interactive presentation that

highlights the composition, formation, types, and the importance of the
soil.
 Prompt a class discussion by asking students to share their personal
observations about how soil is being formed.
 Ask the students to describe the soil composition and compare different
types of soil that they see in their surroundings.
 Explain to the class that understanding the process of how soil forms, its
compositions, and types can help them to appreciate more the uses and
importance of the soil.
 The teacher may introduce how to conserve the soil.

2. Unlocking Content Area Vocabulary

Unscramble Word Game

1. Introduce to the class the concept of unscramble word game.
2. Present to the class the given unscrambled words and ask the students to
re-arrange the letters to create a word that corresponds to the meaning of
the word given by the teacher. The teacher will post unscrambled word on the
board. The teacher will give the meaning of the
Meaning: It is the loose particles that make up the surface of the Earth. word then the students will arrange the letters to
Unscrambled word #1: IOSL form the word.
Answer: SOIL

Meaning: It is the introduction of harmful materials into the environment.

Unscrambled word #2: TOLIOPNLU
Answer: POLLUTION

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C. Developing and SUB-TOPIC 1: WHAT IS SOIL? (IMPORTANCE OF SOIL FOR PLANT GROWTH)
Deepening
Understanding 1. Explicitation During the sharing, the discussion should give
focus on some of the characteristics of soil such
Have the student work in pairs (Think-Pair-Share). Let them visit the school as color, texture, and ability to hold water. The
garden. Allow them to observe the soil in the garden. Using the Venn Diagram characteristics of soil vary according to the place
found in Worksheet 1, let them describe two types of soil found in the garden. where it is found. The teacher should also
Have a short sharing of their observation in the class. emphasize that there are kinds of soil that can
hold much water while others drains water
The teacher may ask the following questions during the sharing: easily. Both kinds of soil are not good for
1. How will you describe the soil in our school garden? growing plants.
2. What is its color? Are the particles big or small?
3. Can it hold much water?

2. Worked Example

Soil is crucial in various aspects of the Philippines, influencing agriculture,

economic activities, and environmental sustainability. Examples include
the suitability of clayey soils in Central Luzon for rice farming, sandy loam
soils in Mindanao for banana plantations, and volcanic ash soils in Bicol
supporting coconut cultivation. Soil quality is vital for backyard vegetable
gardens, rehabilitation of mined areas, urban development in Metro
Manila, disaster risk reduction in the Cordillera, and construction of
aquaculture ponds in regions like Visayas. These examples highlight the
multifaceted importance of soil in shaping the country's livelihoods and
ecosystems. The roles in the “Team Jobs” may be introduced
earlier to facilitate classroom management
3. Lesson Activity during group activities. The roles may be

1. Divide the class into five (5) groups. Each member of every group will
decide on their specific role that they will play within their group (Team
Jobs). Along with each role are color-coded visors with their corresponding

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meaning (Manager-Red; Speaker-Blue; Director-Green; Reports assigned to other team mates on the succeeding
Coordinator-Yellow). activities.
2. Provide each group with the copy of the activity titled “Identifying the effect
of different types of soil on the growth of plants”
3. Remind the teammates of their roles.
4. Students perform the activity as directed and answer the questions
provided in the worksheet.
5. Ask the students to present their output in class.

DAY 2: SUB-TOPIC 2: DIFFERENT TYPES AND CHARACTERISTICS OF SOIL

1. Explicitation During sharing, the teacher should emphasize

that the types of soil include sandy, clay, silt, and
 To enhance understanding, conduct a simple demonstration. Show how loam.
different types of soil respond to water by pouring water onto samples of
sand, silt, and clay. Discuss the observed differences in water absorption, Discussion should emphasize that different types
drainage, and texture. of soil have different capability of absorbing
water that may be good or bad for growing
 Relate the discussion to students' everyday lives. Ask questions like, "Have plants.
you ever noticed different types of soil in your backyard or a park?"
Encourage personal anecdotes and observations. This helps bridge the gap The following should be emphasized when
between theoretical knowledge and practical experiences. discussing about the result of the activity:
1. Plants grow best in loam soil because it
2. Worked Example contains humus. This type of soil can hold
enough water and it has minerals to sustain
In the Philippines, various soil types play distinct roles in agriculture and plant growth. 2. Water is needed for the growth
land use. Examples include clayey soils in Central Luzon, ideal for rice of plants.
cultivation; sandy loam soils in Mindanao, suitable for banana plantations;
volcanic ash soils in Bicol, conducive to coconut farming; and silty soils in
Cagayan Valley, favorable for crops like corn and vegetables. Other notable
soil types include limestone soil in Palawan, alluvial soil in the Ilocos
Region, lateritic soil in Eastern Visayas, peat soil in Agusan Marsh, and
lapilli soil in Camiguin. Recognizing and utilizing these soil characteristics

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are crucial for sustainable and productive land management in various

regions of the Philippines.
In this part of the lesson explanations and
scientific terms are provided to students to help
3. Lesson Activity
them develop their ideas further.
1. Divide the class into five (5) groups. Each member of every group will The teacher should already emphasize that aside
decide on their specific role that they will play within their group (Team from soil, plants also need water in order to
Jobs). Along with each role are color-coded visors with their corresponding grow. Like plants, animals also need water in
meaning (Manager-Red; Speaker-Blue; Director-Green; Reports order to survive and grow.
Coordinator-Yellow).
2. Ask the students to go over Worksheet number 2 titled “Identifying Types of Students apply what they have learned to new
Soil”. situations through performing a specific task.
3. Remind the teammates of their role.
4. Students need to perform the activity as directed and answer the questions Students evaluate what they have learned and
provided in the worksheet. learning is assessed by the teacher through the
5. Allow the students to present their output to the class. use of a rubric.
6. After the presentation of outputs and discussion, divide the class into
groups with three members. Ask them to make a slogan, wherein it should Students’ performance tasks will be assessed by
convince other people to stop engaging in activities that can pollute our the teacher through the use of a rubric.
soil. They can write their slogan on one-eight illustration board, and they
may use coloring materials to make their slogan more attractive. Materials for “Sponge Relay” in
7. Students’ output will be graded using the scoring rubrics provided in this the Elicitation part:
exemplar.
7. Large sponges (enough for each student or
small group)
SUB-TOPIC 3: SOIL ABSORPTION

1. Explicitation

1. Start the lesson by playing the “Sponge Relay” game. Divide the class into
small groups and assign each group a large sponge. And place a large tray
or plastic sheet in front of each group to contain any mess.
2. Explain to the students that the sponge represents soil, and their goal is to
understand how different types of soil absorb water.

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3. Introduce the different soil samples (sand, clay, and loam) and 8. Watering cans or buckets filled with
briefly discuss their characteristics. water
4. Place small containers or pots labeled with the type of soil on the trays or 9. Different types of soil samples (sand,
plastic sheets in front of each group. And instruct them to dip their sponge clay, and loam)
into the water and then squeeze it over each type of soil container, 10. Small containers or pots for each soil
simulating the process of watering the soil. Encourage students to observe type
and discuss how the sponge (soil) absorbs or repels water for each soil 11. Labels for each soil type
type. 12. Large tray or plastic sheet for each
5. Ask guiding questions to prompt discussions, such as: group
1. How does the sponge feel after absorbing water?
2. Did all types of soil absorb the same amount of water?
3. What do you think will happen when real plants are watered in
these different soils?
6. Facilitate a class discussion based on their observations, introducing key
concepts related to soil absorption. And relate the activity to the
importance of soil in supporting plant growth and the water-holding
capacity of different types of soil.

2. Worked Example

Soil absorption in the Philippines is crucial for various applications,

emphasizing its significance in sustainable land management. Examples
include terraced farming in the Cordillera to prevent erosion, rainwater
harvesting in Palawan to replenish groundwater, flooded rice paddy
fields in Central Luzon supporting rice cultivation, and urban green
spaces in Metro Manila aiding in flood control. Mangrove ecosystems in
Bicol contribute to soil stabilization, while soil amendments in Mindanao
plantations optimize water retention. Wastewater treatment in Cebu
employs soil absorption for purification, and disaster resilience efforts in
Leyte integrate soil absorption principles to minimize the impact of
heavy rainfall. These examples showcase the diverse roles of soil
absorption in shaping agriculture, water resource management, and
disaster preparedness in the Philippine setting.

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3. Lesson Activity
1. Provide each group with the copy of the activity titled “Comparing How
Different Types of Soil Absorb Water”.
2. Again, remind the teammates of their role.
3. Ask the students to perform the activity as directed and answer the
questions provided in the worksheet.
4. Ask the students to present their output to the class.
5. Let the students work in triads. Their task is to collect different types of
soil (clay, loam, silt, sand, and gravel). They will display their collection
using the following materials: ziplock plastic and a piece of 15x15 inches
plywood. Students will be asked to discuss in class the five characteristics
of each type of soil.
6. Students’ output will be graded using the scoring rubrics provided in this
exemplar.
7. Discuss the real-world implications of soil absorption, connecting it to
agriculture, gardening, and water management. Encourage students to
think about how understanding soil absorption can be beneficial in
different contexts.

D. Making DAY 3: Note: This may be done as individual or group

Generalizations 1. Learners’ Takeaways work.
Concept Map
Allow the students to demonstrate their
13. Ask the students to answer Worksheet 8.
learning by coming up with a concept map. The
14. Ask the students to outline in the concept map what they have learned in
teacher will provide the BIG WORDS while the
the lesson. Utilize the given concept map below:
rest of the concepts/ideas will be provided by
the students. Students may also use connecting
SOIL words as needed.

Characteristics Types Importance/Uses Conservation

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2. Reflection on Learning

1. Present the TWLH Chart.

2. Let the students reflect and check if their answers in the “T” column are
correct. Ask them also if their answers in the “W” column were addressed
during the lesson and the conduct of the various activities.
3. Lastly, ask the student to complete the “L” and “H” columns of the TWLH
Chart.
What we What we WANT What we HOW we know
THINK we to know LEARNED “H”
know “W” “L”
“T”

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

A. Evaluating DAY 4: Assessment should be carried out throughout

Learning 1. Formative Assessment the lesson in
the form of discussions and the
Direction: Read each question carefully. Write the letter of the correct answer in written responses to the
the space provided before each number. various activities.

1. Which of the following is NOT a characteristic of soil? Answer Key:

a. texture b. color c. weight d. ability to hold water 1. c
2. Mang Tino plans to use soil in his garden that has humus. What kind of 2. b
soil should he use? 3. a
a. clay b. loam c. sand d. silt 4. d
3. Which type of soil can hold a lot of water? 5. d
a. clay b. loam c. sand d. silt 6. a
7. c.

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4. Which of the following statements is NOT TRUE? 8. d.

a. The color of soil is due to the kinds of materials present in it. 9. b
b. Black soil is rich in organic matter such as decaying plants and 10. d
animals.
c. Black soil is a very fertile soil.
d. Red or brown soil contains iron and is as fertile as black soil.
5. Soil is also used as construction materials. Which soil is best used as
construction materials?
a. loam and gravel c. silt and gravel
b. sand and loam d. sand and gravel
6. Which type of soil is used for making pots?
a. clay b. loam c. sand d. silt
7. Which of these materials is biodegradable?
a. rubber b. metals c. tissue d. rubber
8. Which of the following is considered a pollutant?
a. waste from mines and factories
b. insecticides
c. fertilizers
d. all of the above
9. Which of the following practices does not show soil conservation?
a. Observe proper waste disposal
b. Use too much fertilizer and pesticide.
c. Use organic fertilizers made from biodegradable materials.
d. Protect the topmost layer of the soil by not digging unnecessarily.
10. Soil is essential to…
a. plants
b. animals
c. humans
d. All of the above

Direction: Answer the question below.

Soil pollution is a condition where soil contains materials that make the soil unfit for
soil. As a Grade 4 student, how will you help prevent soil pollution?

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2. Homework (Optional)
Journal Writing

Plants grow well when planted on rich soil. What would be the
equivalent of rich soil in a person’s growth and development. Write
your reflection below.

A. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following areas:

strategies explored

materials used

learner engagement/
interaction

others

B. 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?

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▪ students
What roles did my students play in my lesson?
What did my students 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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