Lesson Plan in Science IV

LESSON PLAN IN Science IV
1ST Quarter
Teacher: JESSA S. ARGABIO Time:_________________

School: Buli-Buli Elementary School Date: ________________
Learning Competency: Classify materials base on the ability to absorb water, float, sink, and undergo
decay. (S4MT-Ia-1)
I. Objectives:
K: Describe materials base on the ability to absorb water.
S: Classify materials base on the ability to absorb water.
A: Select the kinds of materials to wear on different seasons through cleanliness and wellness.
II. Subject Matter:

Topic: Materials That Absorb Water
Reference: Science IV pp. 2-4
Materials: 3 pcs. of rubber balls, 3 pcs. of cotton balls, 3 pcs. of sponges, 3 pcs. of face towel, tissue paper, 3 pcs.
of t-shirt 3 pcs. of rug, tray , water, clock or timer, dropper or dipper, chart, laptop
Process Skills: Observing, Identifying, Describing, and Investigating
Values Integration: Select the kinds of materials to wear on different seasons through cleanliness and wellness.
III. Procedure:
A. Preparation:
Motivation: Have the Pupils go around the classroom. Have them list down at least ten materials they see in the in the
classroom. Instruct the pupils to go back to their seats after listing the materials.
B. Presentation:
Ask: What materials did you see as you went around the classroom. What materials in your list are solids? liquids?
gas? Have the pupils fill up the chart. Say: Lets group the materials according to the state of matter: solid, liquid, or gas.
Solid Liquid Gas
To introduce the new lesson, Say: Look at the materials you have listed. What if I place one object in a basin with
water? Observe what happens. Through the laptop introduce the word ABSORB.
Say: Aside from grouping the materials into solid, liquid, or gas, they can also be grouped base on their ability to absorb water.
C. Practice:
Group Activity: Group the pupils into three. (As much as possible having four members each group) Instruct each
group to get the materials needed from the teacher. Provide each group with LM. Instruct each group to perform
Lesson 1: LM page 2-3 Activity 1- “Which Materials Absorb Water and Which Do Not?” Go around and follow-up the conduct
activity by each group. Remind each group that they will be presenting their gathered data in class after finishing their activity.
Independent Practice:
Instruction: Answer the following question on your paper.
Why would some people prefer to use plastic bag than a paper bag? During rainy days, what kind of materials
are you going to use to prevent you from getting wet? Explain why?
IV. Evaluation:
Put check mark before each number if the materials listed can absorb water.
___1. Paper ___2. Cotton ball

___3. Plastic ___4. Piece of Cloth
V. Assignment:
Go around your house and list down some materials that is found in your house that can absorb water.
No. of Learners meeting the criterion: _____________
Prepared by: Checked by:

JESSA S. ARGABIO MARICEL B. S. OCTAVIANO
Teacher-I Teacher-in-Charge
1ST Quarter

Learning Competency: Classify materials base on the ability to absorb water, float, sink, and undergo decay. (S4MT-Ia-1)
I. Objectives:
K: Determine the kind of materials that float and sink.
S: Describe the materials that float and sink.
A: Identify what materials to bring when sailing with self confidence.
II. Subject Matter:

Topic:Materials That Float and Sink
Materials: Transparent plastic cups, slices of bread, water, aluminum foil, wax paper, bottle cups banana,
kangkong leaves, laptop
Process Skills: Observing, Identifying, Describing, Investigating, Classifying
Values Integration: Identify what materials to bring when sailing with self confidence.
III. Procedure:
A. Preparation:
Motivation: Lets play “PinoyHenyo.”
Ask a pair of pupils to play the game.
One of them will give the clue and one of them will give the answer.
The pair will only be given 2 seconds to guess the answer.
The following materials will be described: plastic bottle, styropore, rubber cup, aluminum foil, and candy wrappers.
The pair who gets four correct answers will be declared the winner.
B. Presentation:
Say: “Let us go back to the activity we did in our previous lesson. Can you still recall it? What do you remember
about the lesson?
Ask: “Which materials absorbed water? Which did not?
Say: Today we will do another activity and will try to discover more characteristics of the materials around us.
C. Practice:
Group Activity: Group the pupils into three. Set norms to follow during the group work. Instruct each group to get the
materials needed from the teacher. Provide each group with LM. Instruct each group to perform Lesson 2: LM activity 1-What
materials float and what materials sink.
Instruction: Answer the following question on your paper.Explain why vests keep you afloat in the sea?
IV. Evaluation:
Put / markfor those that floats in water and x mark for those that sink.
___1. Vase ___2. Cement

___3.Hollowblack ___4. Bamboo raft
V. Assignment:
Go to your kitchen. Get five materials and test whether they float or sink.
Prepared by:
JESSA S. ARGABIO
Teacher-I Checked by:
MARICEL B. OCTAVIANO
Teacher-in-Charge
1ST Quarter

Learning Competency: Classify materials base on the ability to absorb water, float, sink, and undergo decay. (S4MT-Ia-1)
I. Objectives:
K: Describe the materials that undergo decay.
S: Identify the materials that undergo decay.
A: Follow proper management pf materials to avoid wastage with interest in.
II. Subject Matter:
Topic: Materials that undergo decay
Materials: Plastic bottle with cover, plastic saucer, pencil eraser, metal spoon, large stone, plastic book cover, rubber ball,
laptop
Process Skills: Observing, Identifying, Describing, Investigating, and classifying
Values Integration: Follow proper management pf materials to avoid wastage with interest in.
III. Procedure:
A. Preparation:
Review:
What properties of matter did you learn from lesson 1 and 2?
What materials absorb water?
What materials float?
What materials sink?
B. Presentation:
Show a piece of bread and decayed bread. Let the children describe and differentiate one from the other.
Let us learn more characteristics of materials by doing the LM Activity. 1. “What will I turn into?”
C. Practice: Guided Practice
Group the pupils into 3.
Set norms to follow during group activity.
Have each group put out the materials assigned for them to bring.Instruct each group to perform Lesson 3: LM Activity 1- “What
Will I Turn Into?”Remind the pupils to take necessary precaution in handling the materials.
Go around and observe the pupils as they perform the activity.Ask each group to present their data and answer the following
guide questions.
What are the factors that contribute to the decaying process of the materials? Why are left over foods kept in refrigerator?
IV. Evaluation:
Given are the materials in the drawing. Classify the materials that undergo decay..
___1. Fish bone ___2.leaves
___3.twig ___4. Animal manure
V. Assignment:
Investigative further:
Prepare the same set up at home. Observe, which of the materials decay fast and which decay slowly.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Identify the effects of decaying materials on one’s health and safe. (S4MT-Ib-2)
I. Objectives:
K Describe the effects of decaying materials on one’s health and safety.
S- Identify the effects of decaying materials on one’s health and safety.
A: Influence ways in controlling pollution with optimism.
II. Subject Matter:

Topic:Effect of Exposure to Decaying Materials on One’s Health and Safety
Materials: Survey form, Parents permit, manila paper, marker, plastic cup, rotten fruit, laptop
Process Skills: Observing, Describing, Identifying, and Enumerating
Values Integration: Influence ways in controlling pollution with optimism.
III. Procedure:
A. Preparation:
Show different materials on the table. Which of these materials on the table undergo decay?
B. Presentation:
What do you think will happen to us if all these decaying materials will just be disposed anywhere in our community?
C. Practice:
Guided Practice
Set norms to follow during group activity. Provide the pupils with the list of communities that they are going to visit.
Assigned each group to go their specific assigned area. Safety precaution should be observed in the conduct of the visit.
Provide the pupils with a survey form to answer. Instruct each group to perform Lesson 5: LM Activity 1- “What are the effects of
decaying Materials on one’s health and safety?”After gathering of data, have each group to discuss their findings and report them
in class.
Instruction: Answer the following question on your paper.Can people benefit from a compost? Explain your answer.
IV. Evaluation:
Write a reflection, complete the statement below.
To combat diseases brought about by exposure to decaying materials in my environment, I
will________________________________________________________________.
V. Assignment:
How can you make your environment a pleasant place to live in?
Present your answer through an illustration.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Identify the effects of decaying materials on one’s health and safety. (S4MT-Ib-2)
I. Objectives:
K: Describe the diseases/sickness that may result from exposure to decaying materials.
S Identify the diseases/sickness that may result from exposure to decaying materials.
A: Influence ways in controlling pollution as globalism
II. Subject Matter:

Topic: Diseases/Sickness Resulting from Exposure to Decaying Materials
Materials: Picture of an old man sick with tuberculosis
Picture of a boy with asthma
Picture of a woman with diarrhea
Picture of family living near the dumpsite
Picture of family living in a squatter area
Process Skills: Observing, Identifying, Describing

Values Integration: Influence ways in controlling pollution as globalism
III. Procedure:
A. Preparation:
Review:
You have identified the different materials that undergo decay in yesterdays lesson. Name the characteristics of these materials.
B. Presentation:
Do you think these materials can make us sick?What possible diseases can we get if we are exposed to these materials?
What do you understand by the word diseases/sickness?
C. Practice:
Guided Practice
Prepare a gallery inside the classroom. Display the pictures in the gallery.
Group the pupils into 3.Set norms to follow during group activity.
Have each group do the gallery walk prepared inside the classroom.Instruct each group to perform Lesson 4: LM Activity 1-
“What Diseases Will I Get from Exposure to Decaying Materials?”After gathering data, ask the pupils to go back to their table at
once to consolidate and discuss their findings with their group mates.Ask each group to present their data and answer the
following guide questions.
* How could people living in areas near dumpsites, esteros or canals be protected from getting sick?
IV. Evaluation:
List down four diseases/sickness resulting from exposure to decaying materials.
1._________________ 2.__________________
3._________________ 4.__________________
V. Assignment:
Print/draw some ways on waste disposal in your brgy.

JESSA S. ARGABIO MARICEL B. OCTAVIANO
1ST Quarter

Learning Competency: Identify the effects of decaying materials on one’s health and safety. (S4MT-Ib-2)
I. Objectives:
K: Appraise and read product labels.
S Explain the importance of reading product labels
A: Practice awareness on reading product labels with cautious.
II. Subject Matter:

Topic: Importance of Reading Product Labels
Materials: Empty boxes, packeges or containers of different products:
- Milk
- Cereals
- Sardines
- laptop
Process Skills: Observing, Describing and Explaining
Values Integration: Practice awareness on reading product labels with cautious.
III. Procedure:
A. Preparation:
Review: What properties of material affect ones health? What common materials at home undergo decay?
B. Presentation:
There are materials at home which are manufactured products. When you buy these products, do you bother to
read the labels on its package?
C. Practice:
Guided Practice
Set norms to follow during group activity.Provide the materials to each group.Instruct each group to perform Lesson 6: LM
Activity 1- “What is the importance of reading product labels?”Remind each group to present their output in class after five
minutes.Ask the pupils to present their data in class and the answers to the guide questions.
*Explain why people need to consider the information on product labels when buying products to be stored at home.
IV. Evaluation:
Given are the drawings of products. Do products have labels? What information can you get from the product
V. Assignment:
Draw a product commonly found in your kitchen. Read the labels and list it in your science notebook.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Demonstrate proper disposal of waste according to the properties of its materials. (S4MT-Ic-d-3)
I. Objectives:
K: Recommend proper ways of disposing waste materials by sorting them according to its properties.
S:Identify proper ways of disposing waste materials by sorting them according to its properties.
A: Practice solid wastes management as personal discipline.
II. Subject Matter:

Topic:Ways of Disposing Materials According to Their Properties
Materials:
- Meal left overs
- Banana pealing
- Kangkong stem
- Laptop
Process Skills: Observing, Identifying, Describing and Classifying
Values Integration: Practice solid wastes management as personal discipline.
III. Procedure:
A. Preparation:
Review:
Say: Given this drawing have the pupils sort the materials according to product and describe the properties of each materials. (Have a
picture of the following materials: candy wrapper, can of paint, tire, bottle, etc.)
B. Presentation: If I will you to dispose them, how will you do it?
C. Practice:
Guided Practice
Set norms to follow during group activity.Provide the materials to each group.
Remind the pupils on how to handle the materials properly.Instruct each group to perform Lesson 7: LM Activity 1- “How will I
Sort/ Separate Materials?”Go around and oversee the work of the pupils.Remind each group to present their output in class after
10 minutes.Ask the pupils to present their data in class and the answers to the guide questions.
*Explain why disposing of used plastics and rubbers by burning is not good idea.
IV. Evaluation:
Think how these materials can be disposed properly. Illustrate your plan.
V. Assignment:
Conduct an interview to the barangay officials in your community.
Ask them how they implement Solid Waste Management.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Demonstrate proper disposal of waste according to the properties of its materials (S4MT-Ic-d-3)
I. Objectives:
K: Devise proper disposal waste according to its properties.
S: Explain proper disposal of waste according to its properties.
A: Perform proper waste disposal with determination.
II. Subject Matter:

Topic:Proper Waste Disposal According to the Properties of Each Materials
Materials: Plastic bag, aluminum foil, disposable diapers, soft drink cans, Laptop
Process Skills: Observing, Identifying, Describing, Classifying and Demonstrating
Values Integration: Perform proper waste disposal with determination.
III. Procedure:
A. Preparation:
Review: What are the effects of exposure to decaying waste on the environment and to on your health?
What can you do to help lessen these effects to man?
B. Presentation:
Have you gone to hospitals and markets? What are the waste materials commonly found in hospitals? What
common wastes can you find in market?
C. Practice:
Guided Practice
Assign each group to go to their respective station.Provide the materials to each group.Instruct each group to perform Lesson 8:
LM Activity 1- “How will I dispose Materials?”Remind the pupils on how to handle the materials properly.Go around and oversee
the work of the pupils.Remind each group to present their output in class after 10 minutes.Ask the pupils to present their data in
class and the answers to the guide questions.
Explain why disposing of used plastics and rubbers by burning is not good idea.
IV. Evaluation:
Think how these materials can be disposed properly. Illustrate your plan.
V. Assignment:
Make a flower vase out of the empty plastic bottles.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Demonstrate proper disposal of waste according to the properties of its materials. (S4MT-Ic-d-3)
I. Objectives:
K: Specify materials/waste according to their properties.
S: Design safety precautions in disposing waste materials according to its properties.
A: Perform proper solid waste management with interest.
II. Subject Matter:

Topic: Safety Precautions in Disposing Waste Materials
Materials:
Worn-out rubber slippers, used t-shirts, vegetable peelings, plastic bag, etc., Laptop
Process Skills: Observing, Identifying, Describing, Enumerating and Demonstrating
Values Integration: Perform proper solid waste management with interest.
III. Procedure:
A. Preparation:
Review: Show the class the empty packages of candies, biscuits medicines and empty cans of milk, sardines and
empty bottle tubes of shampoo and conditioner.Call two pupils to sort the materials that you have shown them.
Which of these materials are still useful to us? Which of these are harmful to us? How are you going to dispose these materials?
B. Presentation:
There are waste materials around us that can cause harm to our health. We need to take necessary precautions in disposing these
wastes. Our activity today will help us know the safety measures in disposing waste materials.
C. Practice:
Guided Practice
Group the pupils into 3.Assign each group to go to their respective station. Provide the materials to each group. Instruct
each group to perform Lesson 9: LM Activity 1- “What are the Safety Precautions In Disposing Waste Materials?”Remind the
pupils on how to handle the materials properly. Go around and oversee the work of the pupils. Remind each group to present
their output in class after 10 minutes. Ask the pupils to present their data in class and the answers to the guide questions.
Instruction: Answer the following question on your paper. What are you going to do with the old newspapers at home?
IV. Evaluation:
Answer the following question on your paper.
1. There are broken pieces of drinking glass inside you classroom. How are you going to dispose them?
2. What necessary precaution are you going to take in disposing the slice of cake with molds?
3. You want to lessen the waste materials in your classroom. One of the waste materials is pile of old newspaper. How are you
going to dispose old newspapers in you classroom?
V. Assignment:
Go to the public market in your place. Interview the market administration on how they dispose their waste materials. Report your
findings in class the next day.

1ST Quarter

Learning Competency: Describe changes in solid materials when they are bent, pressed, hammered, or cut. (S4MT-Ie-5)
I. Objectives:
K: Describe the change/s that happen/s in solid materials.
S: Identify some ways of changing solid materials, such as size, shape, texture, etc.
A: Demonstrate reasonable care to avoid risks with perseverance.
II. Subject Matter:

Topic:Changes in Solid Materials
Materials: 1pc. candle, 1c. aluminum foil, 1 ice cube, pc. Wooden stick, 1pc. Crepe paper, 1 pc. Plastic cup, 1 pc. Chocolate
bar, match (matchstick)/lighter and marking pen
Process Skills: Observing, Investigating, Describing, Explaining and Communicating
Values Integration: Demonstrate reasonable care to avoid risks with perseverance..
III. Procedure:
A. Preparation:
Review pupils’ knowledge by asking the following
What do you see inside this room?Can you name them?How can classify these materials? (Is it solid, liquid or gas?)
(The teacher gather some solid materials identified by the pupil)After gathering some solid materials, ask: Are these solid materials the
some or different from one another?In what way do they differ from one another? (To answer this question, ask the pupils to accomplish
the graphic organizer.) Motivation: Introduce the graphic organizer shown below.
SOLIDS
Say: Look at the solid materials you identified. In what way do they differ from another?
Write your answer on the circles of the diagram. Use the information derived from graphic organizer to emphasize the idea/ concept that
solid materials have different characteristics/ properties such as size, shape, color, texture, weight, etc.
B. Presentation:
Take one solid materials from the gathered materials (i.e. a piece of paper). Tell he pupils to take notes of the different
characteristics/properties of the chosen materials (size, shape, color, texture, etc.)
Do you think we can do somethings to change the characteristics/properties of this paper? What can we do?
(Cut the paper, crumple the paper, fold the paper, tear the paper, etc…)
For today’s lesson you will think of some ways by which you could change the solid materials, and then observe the change the solid
materials, and then observe the change that happened to each materials.
C. Practice:
Divide the class into small groups.Introduce Lesson 10: LM Activity 1- “How Can I Change It?” Give them the needed
materials (manila paper, marking pen, activity materials) Provide instructions in doing the activity (allotted time for the activity, the
data table to be accomplished, group present/member’s role/responsibility, precautionary measures to take, etc.)
Reminder: Tell them that the matchstick/lighter is with you. If they need it, they will be helped by you for safety reason.
IV. Evaluation:
Pupils activity outputs may be taken as a form of assessing their knowledge/understanding formatively. But please take note that
such assessment results should not be graded since it is formative in nature.
V. Assignment:
Ask each group to bring 2 pcs. of each of the following materials:
Soft plastic ruler, paper clip, rubber slippers, electric wire (12 inches long) metal spoon (used for eating)

1ST Quarter

I. Objectives:
K: Describe what happens to the solid materials when they are bent.
S: Displays solid materials that can be bent.
II. Subject Matter:

Topic:What Happens to the Solid Materials when Bent?
Materials: Soft plastic ruler, paper clip, rubber slippers, 1 pair of rubber slipper, electric wire (12 inches long) metal spoon (used
for eating) activity sheet, manila paper, marking pen
Process Skills: Observing, Investigating, Describing, Explaining, Integrating and Communicating
Values Integration: Demonstrate reasonable care to avoid risks with perseverance.
III. Procedure:
A. Preparation:
Motivation:
(Group game) The class may be divided into two groups. Ask them to write down on the manila paper some examples
that can be bent. List as many solid materials as you can in 2 minutes. The group with the most number of correct answer s will be
declared the winner. After two minutes, have the group representative present the group output. Check the answer of the group. Declare
the winner.
B. Presentation:
Present the lesson by saying: The solid materials that you have identified (emphasizing those in the list/output that can be bent)
can all be bent. What do you think will happen to these solid materials when bent?.... Let’s find it out in our activity.
C. Practice:
Guided Practice
Divide the class into small groups.Introduce Lesson 10: LM Activity 2- “What Happens to Solid Materials when Bent?”
Check the materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide them also
with the activity sheet, manila paper and marking pen. Provide instruction in doing the activity (allotted time for the activity, the
data table to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.) Then let them
do Lesson 10: LM Activity 2- “What Happens to Solid Materials when Bent?” Supervise the class while they are doing the activity.
What happened to the solid materials when they were bent?
Was a new material formed when solid materials were bent?
IV. Evaluation:
Pupils activity outputs may be taken as a form of assessing their knowledge/understanding formatively. But please
take note that such assessment results should not be graded since it is formative in nature.
V. Assignment:
Ask each group to bring 2 pcs. of each of the following materials:
2 pcs. modelling clay, ¼ kilo dough, 2 pcs. paper cups,1 pc. Banana, 1 pc. Loaf bread, 1 pc. Clean plastic sheet, 1 pc. Small wood/ empty
glass bottle/large stone.

1ST Quarter

Learning Competency: Describe changes in solid materials when they are bent, pressed, hammered, or
cut. (S4MT-Ie-5)
I. Objectives:
K: Describe what happens to the solid materials when they are press.
S: Choose solid materials that can be press.
II. Subject Matter:

Topic:What Happens to the Solid Materials when Press?
Materials: 2 pcs. molding clay, 2 pcs. paper cup, 1 pc. Breadmanila paper, ¼ kilo dough, 1 pc. Banana 1 pc. Clean sheet,
marking pen, 1 pc. Small wood/ empty glass bottle/ large stone
Process Skills: Observing, Investigating, Describing, Explaining, and Communicating
Values Integration: Demonstrate reasonable care to avoid risks with perseverance.
III. Procedure:
A. Preparation:
Motivation: Tell the pupils to study pictures given below. ( Draw these picture on the manila paper to be posted on the board.)
B. Presentation:
Then ask: What do you understand about the pictures shown? Describe the action shown in the picture. What do you
think will happen when solid materials are pressed?
C. Practice:
Guided Practice
Organize the class into small groups. Introduce Lesson 10: LM Activity 3- “What Happens to Solid Materials when Press?” Check
the materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide them also with the
activity sheet, manila paper and marking pen. Provide instruction in doing the activity (allotted time for the activity, the data table
to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.) Then let them do Lesson
10: LM Activity 2- “What Happens to Solid Materials when Press?” Supervise the class while they are doing the activity.
What happened to the solid materials when they were pressed?
Was a new material formed when solid materials were pressed?
IV. Evaluation:
Draw Situation/activities showing solid materials being pressed
1. 3.
2. 4.
V. Assignment:
Ask each group to bring following materials for the next activity:
1 pc. Block of wood, 1 pc. Empty tin can (lata), 1 pc. Hollow block, 1 pc. Small sheet of galvanized iron, 1 pc. hammer
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

I. Objectives:
K: Describe what happens to the solid materials when they are hammered.
S: Identify materials that can be hammered.
A: Practice ways to protect oneself from accident in doing activities.
II. Subject Matter:

Topic:What Happens to the Solid Materials when Hammered?
Materials: 1 pc. Block of wood, 1 pc. Empty tin can (lata), 1 pc. Hollow block, 1 pc. Small sheet of galvanized iron, 1 pc.
hammer
Process Skills: Observing, Investigating, Describing, Explaining, Synthesizing Ideasand Communicating
Values Integration: Practice ways to protect oneself from accident in doing activities.
III. Procedure:
A. Preparation:
Motivation:
Show the class a real hammer ( or a picture of a hammer drawn on the manila paper). Ask them to write on a piece of
paper anything that know about a hammer or any word they can associate hammer with. (They may do this on one minute.)
Synthesized/summarize pupils’ responses. You may say this: Considering your responses. We could say that hammer is a hand tool
which consists of a solid head help on the end of a handle. It is used for beating/striking or poundingmaterials/ objects.
B. Presentation:
If solid materials are hammered, what do you think will happen to the materials? Today, you will do an activity that will help you
understand what happens to solid materials when are hammered.
C. Practice:
Organize the class into small groups.Introduce Lesson 10: LM Activity 4- “What Happens to Solid Materials when
Hammered?” Check the materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide
them also with the activity sheet, manila paper and marking pen. Provide instruction in doing the activity (allotted time for the
activity, the data table to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.)
(Note: Remind the pupils to take extra care when using the hammerThen let them do Lesson 10: LM Activity 4- “What Happens
to Solid Materials when Hammered?” Supervise the class while they are doing the activity.
What happened to the solid materials when they were hammered?
Was a new material formed when solid materials were hammered?
IV. Evaluation:
List down 4 materials that can be hammered.
1. 3.
2. 4.
V. Assignment:
Ask each group to bring following materials for the next activity:
1 pc. Used paper ( any kind of paper) 2 pcs. candy wrapper 1 pc. Small cardboard (any karton) 2 pcs. leaves, 1 pc.used cloth ( any kind of
cloth) 1 pair of scissors
Prepared by:
JESSA S. ARGABIO
Teacher-I Checked by:
Teacher-in-Charge

1ST Quarter

I. Objectives:
K: Describe what happens to the solid materials when they are cut.
S: Identify materials that can be cut.
A: Practice ways to protect oneself from danger to ensure safety.
II. Subject Matter:

Topic:What Happens to the Solid Materials when Cut?
Materials: 1 pc. Used paper ( any kind of paper) 2 pcs. candy wrapper 1 pc. Small cardboard (any karton) 2 pcs. leaves, 1 pc.
used cloth ( any kind of cloth) 1 pair of scissors
Process Skills: Observing, Investigating, Describing, Explaining, Synthesizing Ideas and Communicating
Values Integration: Practice ways to protect oneself from danger to ensure safety.
III. Procedure:
A. Preparation:
Motivation:
Divide the class into small groups. Ask the pupils to list down solid materials that can be cut. Let them do this in three
minutes. Present the graphic organizer (tree diagram) for their answer. (Pupils can copy on the manila paper.) Have the pupils present
their graphic organizers.
B. Presentation:
Present the topic. Refer the pupils to their answers in the graphic organizer. Do you think will happen to the solid
materials when cut?... Let’s investigate this in the next activity.
C. Practice:
Guided Practice
Organize the class into small groups.Introduce Lesson 10: LM Activity 5- “What Happens to Solid Materials when Cut?” Check
the materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide them also with the
to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.)Note: Remind the pupils to
take extra care when using the scissors. Then let them do Lesson 10: LM Activity 5- “What Happens to Solid Materials
whenCut?” Supervise the class while they are doing the activity.
Instruction: Answer the following question on your paper.What happened to the solid materials when they were cut?
Was a new material formed when solid materials were cut?
IV. Evaluation:
Give 4 materials that can be cut.
1. 3.
2. 4.
V. Assignment:
Review your previous lessons/activities about the changes that solid materials undergo when bent, pressed, hammered and cut.
In your notebook, answer the following questions.
1. What changes took place when materials are
a. bent? b. pressed? c. hammered? d. cut
2. Was there a new materials formed when solid materials are
a. bent? b. pressed? c. hammered? d. cut
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

Learning Competency: Describe changes in properties of materials when exposed to certain conditions such as temperature or
when mixed with other materials; and (S4MT-Ig-h-6)
I. Objectives:
K: Describe what happens to the materials when heated and when cooled.
S: Distinguish the temperature of materials when heated and when cooled.
A: Follow precautionary/safety measures in handling/using alcohol burner with cautious.
II. Subject Matter:

Topic:What Happens to the Materials when Heated and When Cooled
Materials: 1 pc. Of clean discarded tin can (malinisnalata), 1 pc. Of barbeque stick/ any small stick, alcohol burner, 1 box of
matches, 1 pc. Of small wood, 1 pc. of tong/gloves, 2 pcs. of crayon, 2 pcs. of chocolate bar/cub, 2 spoonfuls of butter/margarine
Process Skills: Predicting, Describing, Explaining, Synthesizing Ideas and Communicating
Values Integration: Follow precautionary/safety measures in handling/using alcohol burner with cautious.
III. Procedure:
A. Preparation:
Motivation: Ask the pupils to get sheet of paper. Ask them to copy the table on their sheet of paper.
Prediction Observing Explanation
Review the pupils’ understanding of hat and temperature using the activity below:
Let the pupils predict.
I have here a lighted alcohol burner, and a tin can with a piece of ice cube. What do you think will happen of the ice cube when put the tin
can over the flame for a few minutes? Why (Ask the pupils to write their answer on the first column of the table.)
Let the pupils do the activity by group. Tel them to write down their observation/s on the second column and their explanation on the third
column.
Activity:
a. Put a small piece of ice cube in the tin ca.
b. Using the match, light the alcohol burner.
c. Put the tin can with ice cube over the flame for 5 minutes. What did you observed? Why?
d. Remove the tin ca from the flame.
e. Let stand for 5 minutes.
f. Dip your finger into the water. What did you feel?
Have each group present their output. Discuss/review the concepts about heat and temperature learned in Grade 3.
1. What happen to the ice cube in the tin can when it was put over the flame?
2. Why did ice cube change its form?
3. When the materials is heated, what can you say about the temperature?
4. When you removed the material from the flame, what happened to the materials?
B. Presentation:
The next activity will help you describe the changes in the properties of the materials when they are expose to temperature. What do you
think will happen to the materials when they are heated and cooled? This is what we are going to investigate today.
C. Practice:
Guided Practice
Organize the class into small groups.
Introduce Lesson 11: LM Activity 1- “What Happens to Solid Materials when Heated and when cooled?” Check the materials
needed. See to it that the materials brought by the pupils for the activity are complete. Provide them also with the activity sheet,
manila paper and marking pen. Provide instruction in doing the activity (allotted time for the activity, the data table to be
accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.) Note: Remind the pupils to take
extra care when putting the material over the flame. They might get burned. Then let them do Lesson 11: LM Activity 1- “What
Happens to Solid Materials when Heated and when cooled?” Supervise the class while they are doing the activity.
What happened to the materials when they were heated?
Was a new material formed when materials were cooled?
IV. Evaluation:
Fill in the correct answer.
When a solid materials like ____(1)____ is heated, it absorb heat. The heat absorbed/added to the material caused the material
to change its form from ____(2)____ to ____(3)_____. The material also change its _____(4)____, _____(5)______ and _______, when
heated.
V. Assignment:
Do this activity at home.
1. Pour some water in a small plastic bag (ice bag).
2. Place it in the freezer overnight. Observe what happens to the water. Describe the change that happened to the water when place
inside the freezer.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge
1ST Quarter

Learning Competency: Describe changes in properties of materials when exposed to certain conditions such as temperature or when
mixed with other materials; and (S4MT-Ig-h-6)
I. Objectives:
K: Specify what happens to the materials when mixed with other solid materials.
S: Select solid materials when mixed with other solid materials .
A: Performs safety measures in handling/keeping and using solid materials
II. Subject Matter:

Topic:What Happens to the Solid Materials when Mixed with other Solid Material
Materials: 1 pc. spoon, 2 pcs. of mixing bowl/ any small plastic container, 1 tablespoon of each the following pairs of materials:
sand and peebles, rice grains and corn grits, instant coffee and creamer, rock salt and pepper, white sugar and iodized
salt, corn starch and creamer
Process Skills: Observing, Describing, Explaining, Synthesizing Ideas and Communicating
Values IntegrationPerforms safety measures in handling/keeping and using solid materials.
III. Procedure:
A. Preparation:
Motivation:
Ask the pupils: Do you eat fruit salad? Do you know how fruit salad is prepared? If you were to prepared a fruit salad ,
what ingredients would you like to use?
List down the ingredients that you will use and describe how you will prepare your fruit salad. Do it by group in 5 minutes. Have a
representative present their out put.
B. Presentation:
Imagen that we are preparing a fruit salad for the class. What are we going to do with the ingredients that we have identified? (
Mix/combine all the ingredients.) So in preparing fruit salad, all the solid and liquid ingredients should combined/mixed. And when you
mixed or combined two or more materials together, you prepared a mixture. In our next activity, you will investigate what happen when
solid materials are mixed with other solid materials.
C. Practice:
Guided Practice
Organize the class into small groups.
Introduce Lesson 12: LM Activity 1- “What Happens to Solid Materials when Mixed with other Solid Materials?” Check the
materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide them also with the
to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.) Then let them do Lesson
12: LM Activity 1- What Happens to Solid Materials when Mixed with other Solid Materials?” Supervise the class while they are
doing the activity.
Instruction: Answer the following question on your paper.What happened to the solid materials when they were mixed with other
solid?
IV. Evaluation:
Formative assessment (Pupils’ activity output).
V. Assignment:
Ask by group to bring the following materials for the next activity:
1 pc. teaspoon, tap water cooking oil,1 teaspoon sand, 1 pinch vetsin, 4 pcs. clear drinking glass, vinegar, soy sauce,


1ST Quarter

I. Objectives:
K: Describe what happens to the solid materials when mixed with liquid materials.
S: Show solid materials when mixed with liquid materials.
A: Performs safety measures in handling/keeping and using solid and liquid materials.
II. Subject Matter:

Topic:What Happens to the Solid Materials when Mixed with the Liquide
Materials: 1 pc. teaspoon, tap water cooking oil,1 teaspoon sand, 1 pinch vetsin, 4 pcs. clear drinking glass, vinegar, soy sauce,
Process Skills: Observing, Describing, Explaining, Synthesizing Ideas and Communicating
Values Integration:Performs safety measures in handling/keeping and using solid and liquid materials.
III. Procedure:
A. Preparation:
Motivation: Ask the pupils: Have you seen your mother preparing coffee in the morning? What are the things she mixes
to prepare coffee?
B. Presentation:
Today, you will do an activity that will help you understand what happens to the solid materials when mixed with the
liquid materials.
C. Practice:
Guided Practice
Organize the class into small groups. Introduce Lesson 12: LM Activity 2- “What Happens to Solid Materials when Mixed Liquide
Materials?” Check the materials needed. See to it that the materials brought by the pupils for the activity are complete. Provide
them also with the activity sheet, manila paper and marking pen. Provide instruction in doing the activity (allotted time for the
activity, the data table to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.)
Then let them do Lesson 12: LM Activity 2- What Happens to Solid Materials when Mixed with Liquid Materials?” Supervise the
class while they are doing the activity.
Instruction: Answer the following question on your paper. What happened to the solid materials when they were mixed with
liquid materials?
IV. Evaluation:
Put a check mark / if the solid materials can be mix with liquid materials.
___1.salt and water ___3. Sugar and vinegar
___2. Flour and water ___4. Dye and water
V. Assignment:
Ask by group to bring the following materials for the next activity:
1 pc. teaspoon, 4 pcs. clear drinking glass, 5 spoonful of each of the following pairs of materials: soy sauce and vinegar, cooking oil and
water, fish sauce, soda/soft drinks, coconut milk

1ST Quarter

I. Objectives:
K: Describe what happens to the liquid materials when mixed with liquid materials.
S: Identify liquid materials when mixed with liquid materials.
A: Practice cautious management and use of materials to avoid wastage.
II. Subject Matter:

Topic:What Happens to the Liquid Materials when Mixed with the Liquide
Materials: 1 pc. teaspoon, tap water cooking oil,1 teaspoon sand, 1 pinch vetsin, 4 pcs. clear drinking glass,
vinegar, soy sauce,
Process Skills: Observing, Describing, Analyzing,Explaining, Synthesizing Ideas and Communicating
Values Integration:Practice cautious management and use of materials to avoid wastage.
III. Procedure:
A. Preparation:
Motivation: Show this activity (bubble making) to the class
Mix some amount of water and dishwashing liquid in an empty plastic bottle. Then shake the bottle (mixed liquid materials). Loop a piece
of coco midrib. Dip the midrib into the mixture, and blow it. (The class observes.)
Ask: Where do you think the bubbles come from? What materials were mixed to produce bubbles?
B. Presentation:
Today, you will investigate what happen to the liquid materials when mixed with the other liquid materials.
C. Practice:
Guided Practice
Organize the class into small groups.Introduce Lesson 12: LM Activity 3- “What Happens to LiquidMaterials when Mixed
Liquide Materials?” Check the materials needed. See to it that the materials brought by the pupils for the activity are complete.
Provide them also with the activity sheet, manila paper and marking pen. Provide instruction in doing the activity (allotted time for
the activity, the data table to be accomplish group presenter/ member’s role/responsibility, precautionary measures to take, etc.)
Then let them do Lesson 12: LM Activity 3- What Happens to Liquid Materials when Mixed with Liquid Materials?” Supervise the
class while they are doing the activity.
Instruction: Answer the following question on your paper. What happened to the liquid materials when they were mixed with
liquid materials?
IV. Evaluation:
Put a check mark / if the liquid materials can be mix with liquid materials.
___1. Oil and water ___3. Soy sauce and oil
___2. Water and vinegar ___4. Coconut milk and water
V. Assignment:
Ask the pupils to give 1 practical application of the concept.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

Learning Competency: Identify changes in materials whether useful or harmful to one’s environment.
(S4MT-Ii-j-7)
I. Objectives:
K: Identify changes in the materials that are useful or harmful to the eenvironment.
S: Describe the harmful effect of the changes in the materials to the environment.
A: Suggest some ways of preventing/minimizing the harmful effects of the changes in the materials to the
environment.
II. Subject Matter:

Topic:Changes in the Materials that are Useful or Harmful to the Environment
Materials:. manila paper, 1 pc. marking pen, Illustration
Process Skills: Observing, Describing, Identifying, Analyzing,Explaining, Communicating, Designing, and

Implementing Plans
Values Integration:Practice cautious management and use of materials to avoid wastage.
III. Procedure:
A. Preparation:
Motivation:Show the class the illustration.
From the givenillustration, ask the pupils to identify situation /action showing materials that undergo changes. (i.e. trees being cut, wood
being burned, river thrown with garbage, etc…)Then, ask them to identify whether such changes are useful of harmful to one’s
environment.
B. Presentation:
In today’s activity, you will identify some other changes in the materials that are useful or harmful to one’s environment.
C. Practice:
Guided Practice
Organize the class into small groups.Introduce Lesson 13: LM Activity 1- “Changes in the Materials that are Useful or Harmful to
the Environment?” Check the materials needed. Give other necessary instructions in doing the activity (i.e. allotted time for the
activity, the chart to be accomplish, group presenter/member’s role/ responsibility, etc.).Then let them do Lesson 13: LM Activity
1- “Changes in the Materials that are Useful or Harmful to the Environment?” Supervise the class while they are doing the
activity.
What materials that are useful to the environment?
What materials that are harmful to the environment?
IV. Evaluation:
Write the answer on the piece of paper.
1. Give 2 changes in the materials that is harmful to the environment.
2. Give 2 changes in the material that is useful to the environment.
V. Assignment:
Identify one materials at home that undergoes changes harmful to the environment. Plan action to minimize its harmful effect and
submit report of the result of your action done (Journal)


Quarter II

Learning Competency: Describe the main function of the major organs;(S4LT-IIa-b-1)

Communicate that the major organs work together to make the body function
properly; (S4LT-IIa-b-2)
Identify the causes and treatment of diseases of the major organs; (S4LT-IIa-b-3)
I. Objectives:
K: Describe the function of the bones and muscles.
S: Distinguish common bone injuries and diseases.
A: Assists care of physical challenged persons with respect.
II. Subject Matter:

Topic:Bones and Muscles
Materials: Chart of importance concepts; diagram/illustration showing the different bones and muscles diseases placed on
manila paper or illustration board.
Process Skills: Observing, Describing, Identifying, Comparing, Inferring
Values Integration:Assists care of physical challenged persons with respect.
III. Procedure:
A. Preparation:
Motivation: Tell the pupils to follow your instruction. Say: Simon says…(do some movement, ask the pupils to touch their
toes, arms high, bend knees, etc.) Finally, let them pretend that they have no bones.
B. Presentation:
What would we look like if we have no bone in our body?
What parts of your body you use in doing different action like clapping, standing, bending and others?
C. Practice:
Guided Practice
Divide the class into five groups.Introduce the activities. Let do the following activities.
Group I: “What is the function of the backbone
Group II: “What is inside the skull of the chicken?
Group III: “How muscles, joints and bone work together?
Group IV: “What muscles are voluntary and involuntary?
Group V: “What are bones that protect the internal organs?
What are the importance of the bones, joints and muscles working together?
IV. Evaluation:
1. List down 2 voluntary muscles in our body.
2. List down 2 involuntary muscles in our body.
V. Assignment:
What are the common injuries in sports and games?


1ST Quarter

Learning Competency: Describe the main function of the major organs; (S4LT-IIa-b-1)
I. Objectives:
K: Describe the function of the bones and muscles.
S: Distinguish common bone injuries and diseases.
A: Assists care of physical challenged persons with respect.
II. Subject Matter:

Topic:Bones and Muscles
Materials: Chart of importance concepts; diagram/illustration showing the different bones and muscles diseases placed on
Values Integration:Assists care of physical challenged persons with respect.
III. Procedure:
A. Preparation:
Motivation: Tell the pupils to follow your instruction. Say: Simon says…(do some movement, ask the pupils to touch their
toes, arms high, bend knees, etc.) Finally, let them pretend that they have no bones.
B. Presentation:
What would we look like if we have no bone in our body?
What parts of your body you use in doing different action like clapping, standing, bending and others?
C. Practice:
Guided Practice
Ask the pupils to stay with their group in the previous day. Tell them to work on Lesson 14: LM Activity 4 “What are common
injuries in sports and games?” and answer the guide question
Refer to Lesson 14: LM Activity 5 “What treatment should be given?”
IV. Evaluation:
1. List down 2 voluntary muscles in our body.
2. List down 2 involuntary muscles in our body.
V. Assignment:
Ana is a grade 4 pupils. She will represent your school for a competition. Determined to bring honor to school, she extensively
prepared for the competition by daily practicing in the oval. One day she tripped as she accidentally steppes on an uneven part of the oval
while running. If you were watching Ana in her practice, what will you do.
Identify the first aid treatment to perform on affected areas and list the needed materials. In your science journal, describe steps
that you will do and the materials that you will use for the first aid treatment.


1ST Quarter

I. Objectives:
K: Explain the function of stomach and in digestion.
S: Identify the most common and treatment of the stomach and the intestines
A: Practice eating the right kinds of food with personal disciplines.
II. Subject Matter:

Topic:Stomach and Intestines
Materials: Chart of importance concepts; diagram/illustration showing the digestion process illustrated or drawn on manila paper
or illustration board.
Values Integration:Practice eating the right kinds of food with personal disciplines.
III. Procedure:
A. Preparation:
Motivation: Show a picture of a family/people eating together.
B. Presentation:
Elicit pupils’ reaction
1. What are the people in the picture doing?
2. Why do we need food?
3. What will happen if we will not eat for today?
4. What do we usually eat during breakfast? lunch? dinner?
5. What do you think will happen to the food you have eaten as it gets inside your mouth?
6. Are the food that you have eaten directly get inside the different parts of your body?
7. What happens if we do not have enough nutrients because we do not eat?
C. Practice:
Guided Practice
Divide the class into group. Tell them to do Lesson 15: LM Activity 1- “How is food digested in the stomach?” and LM Activity 2-
“How is food digested in the intestines?” Let each group answer all the question in their assigned activity. Guide the pupils as
they perform the activity.
1. What is the function if stomach in relation to digestion?
2. What about the small intestine?
IV. Evaluation:
1. List down names of food that usually eat in the school?
2. What part of the body change the food we eat before it will absorbed by your body cells.
3. What should be done to the food you eat before it can be used by the body for growth?
4. How would you help your stomach and small intestine work properly?
V. Assignment:
Draw the stomach with the intestine on your journal notebook.

1ST Quarter

Communicate that the major organs work together to make the body function properly; (S4LT-IIa-b-2)
I. Objectives:
K: Explain the function of stomach and in digestion.
S: Identify the most common and treatment of the stomach and the intestines
A: Practice eating the right kinds of food with personal disciplines.
II. Subject Matter:

Topic:Stomach and Intestines
Materials: Chart of importance concepts; diagram/illustration showing the digestion process illustrated ordrawn on manila paper
or illustration board.
Values Integration:Practice eating the right kinds of food with personal disciplines.
III. Procedure:
A. Preparation:
Motivation: Show a picture of a family/people eating together.
B. Presentation:
Elicit pupils’ reaction
1. What are the people in the picture doing?
2. Why do we need food?
3. What will happen if we will not eat for today?
4. What do we usually eat during breakfast? lunch? dinner?
5. What do you think will happen to the food you have eaten as it gets inside your mouth?
6. Are the food that you have eaten directly get inside the different parts of your body?
7. What happens if we do not have enough nutrients because we do not eat?
C. Practice:
Guided Practice
Divide the class into group. Tell them to do Lesson 15: LM Activity 3- “What are the most common problem related to digestion?” and LM
Activity 4- “What treatment for common problem related to digestion?” Let each group answer all the question in their assigned activity. Guide
the pupils as they perform the activity.
Instruction: Answer the following question on your paper. Ask the pupils to pretend like a doctor and let them identify possible ailments
and suggested treatment on the following symptoms:
* The child’s stool is soft and watery. * Ronie defecates once in 3 days
* The boy goes to the toilet every an hour * The girl has a fever and severe pain around bellybutton.
IV. Evaluation:
Fill in the diagram
Problem:
Why are some children infested with intestinal worms?
CAUSES
TREATMENT
V. Assignment:
Answer this on your assignment notebook.
1. What is indigestion?
2. What are the symptoms and cause of indigestion?
3. How can it be prevented or treated?.

Teacher-I Teacher-in-Charg

1ST Quarter

I. Objectives:
K: Describe the structure and function of kidney.
S: Identify common kidney disorders and diseases and their treatments.
A: Practice proper care of the body organs with cleanliness with wellness.
II. Subject Matter:

Topic:Kidneys
Materials: Chart of importance concepts; diagram/illustration showing the structure and common kidney disorders illustrated or
drawn on manila paper or illustration board.
Process Skills: Observing, Describing, Inferring, manipulating, predicting
Values Integration:Practice proper care of the body organs with cleanliness with wellness.
III. Procedure:
A. Preparation:
Motivation: Start the lesson by asking the questions:
* How often do you urinate in a day?
* Have you asked yourself where our urine come from?
* What organ in your body produces urine?
B. Presentation:
Draw out the concepts of the pupils and ask them to answer the K (what do you know?) and W (What do you want to know?)
parts of KWL chart. Tell them that L (What have you learned?) will be filled out after the lesson. Say: We will study the body organ
responsible for cleaning our blood and how we can take care of it.
C. Practice:
Guided Practice
Divide the class into group. Tell them to do Lesson 16: LM Activity 1- “What are the functions of kidney?” Let each group answer
all the question in their assigned activity. Guide the pupils as they perform the activity particularly the cutting of plastic bottle for
improvised funnel and cup using scissors. (Closely supervise pupils who are working with scissors).
What are the function of the kidneys?What is the filtering unit of kidney?Describe the structure of kidney?What are the ailments or
diseases related to kidney?
IV. Evaluation:
Choose the correct answer.
1. _____ are bean-shape paired organs.
a. heart b. kidney c. lungs
2. It is know as “renal calculi”
a. UTI b. Nephritis c. Kidney Stone
3. _____ is the presence of blood in the urinal cause by infection.
a. Kidney Stone b. UTI c. Hematwiea
4. _____ is a tiny filtering units of the kidney
a. nephrons b. nephritis c. infection
V. Assignment:
Draw the kidney and put a label of each part, do this on your journal notebook.

1ST Quarter

I. Objectives:
K: Explain how heart and lungs work together to make the body function properly.
S: Identify hearth and lung ailments and their treatment.
A: Practice proper care of the heart and lungs with personal discipline.
II. Subject Matter:

Topic:Heart and Lungs
Materials: Illustration/Picture of the heart and lungs(Hearth and Lungs models)
Process Skills: Observing, Communicating, Inferring, Explaining
Values Integration:Practice proper care of the heart and lungs with personal discipline.
III. Procedure:
A. Preparation:
Motivation: Start the lesson by showing the heart and lungs model or an illustration of lungs and hearth.
Ask the pupils to describe the model.Ask the pupils to put their right hand on the upper left part of the chest.
B. Presentation:
Ask: What do you feel? What causes the beating of your hearth?Say: We will study today what causes the movement of your
hearth.
C. Practice:
Guided Practice
Divide the class into six group. Three groups will work on each activity. Do the following activity:
Group I to III- Lesson 17: LM Activity 1- “How do you measure your resting and working heart rate?”
Group IV-VI- Lesson 17: LM Activity 2- “What are the function of the lungs?
1. Do you know where the hearth is located?Where?
2. What is the function of the hearth and lungs?
3. How does the heart and lungs work together?
IV. Evaluation:
Draw the Heart and Lungs and put a label of each part, do this on your journal notebook
V. Assignment:
Study your next lesson about the common Lungs and Hearth ailment.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

I. Objectives:
K: Explain how heart and lungs work together to make the body function properly.
S: Identify hearth and lung ailments and their treatment.
A: Practice proper care of the heart and lungs with personal discipline.
II. Subject Matter:

Topic:Heart and Lungs
Materials: Illustration/Picture of the heart and lungs (Hearth and Lungs models)
Process Skills: Observing, Communicating, Inferring, Explaining
Values Integration:Practice proper care of the heart and lungs with personal discipline.
III. Procedure:
A. Preparation:
Motivation: Showing picture of group of people smoking while children are playing. Ask: What can you see in the
picture? What happen when we breathe polluted air? What do you think will happen to the people who frequently smoke?
B. Presentation:
Post the picture of hearth and lungs on the board. Ask: Is there anyone in your family who suffered ailments in the hearth or lungs? Ask a
volunteer to share their experiences when somebody is sick with any hearth and lungs ailments.
C. Practice:
Guided Practice
Divide the class into six group. Three groups will work on each activity. Do the following activity:
Group I to III- Lesson 17: LM Activity 3.A- “What are the common lung ailments and their treatment?”
Group IV-VI- Lesson 17: LM Activity 4.A- “What are the common ailments of hearth and lungs and their treatment
What happens if we continue to inhale cigarette smoking?What happens if we continue to pollute or air?
What are the ailments of the hearth? Lungs?How can they be prevented?
IV. Evaluation:
Complete the chart below.
Prevention of Hearth Prevention of Lungs
Hearth Ailment Lungs Ailment
Ailments Ailments
V. Assignment:
List down 1 ailments of the heart and lungs and how to prevent those.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

I. Objectives:
K: Determine the different function of the brain and how it work.
S: Identify the common cause of illnesses of the brain and their treatment.
A: Follows care of the body organs with obedience.
II. Subject Matter:

Topic:Brain
Materials:
Chart of important concepts, diagrams/illustrations showing the structure and common brain disorders placed in a
Process Skills: Observing, Describing, Inferring, Manipulating, Predicting

Values Integration:Follows care of the body organs with obedience.
III. Procedure:
A. Preparation:
Motivation:
Showing picture of the brain. Ask: What can you see on the picture? What is the function of the brain?
B. Presentation:
Start the lesson by asking the question: What will you do if any dog barks at you? Why do you immediately remove your hands if you
touched a hot object? What could be your possible reaction when you hear rock music? What makes you cry?
C. Practice:
Guided Practice
Ask the pupils to look for partner. Do Lesson 18: LM Activities I-A, I-B and I-C on “What Makes Us Respond to Stimuli?”
1. What are the functions of the brain?
2. What is the main function of the brain?
3. What are the diseases related to brain?
4. What is the condition of a person who suffered from severe stroke?
IV. Evaluation:
Answer the following question. Write your answer on your science journal.
List down 4 diseases related to the brain.
1. 3.
2. 4.
V. Assignment:
Study your next lesson.

Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

Learning Competency: Practice habits to maintain a healthy body; (S4LT-IIa-b-4)
I. Objectives:
K: Determine ways on how to take care of the different internal organs of the body.
S: Explain the importance of practicing proper health habits.
A: Perform proper care of the body with personal discipline.
II. Subject Matter:

Topic:Proper Care of Internal Organs
Materials:
Chart of important concepts, diagrams/illustrations showing the structure and common brain disorders placed in a
Process Skills: Observing, Communicating, Inferring, Classifying

Values Integration:Perform proper care of the body with personal discipline.
III. Procedure:
A. Preparation:
Motivation:
Show pictures of a healthy pupil and sick child. Say: Describe picture A and Picture B.
B. Presentation:
Start the lesson by asking the question: What can a healthy child do? What about a sick child?
Say: What are the different major organs of your body? Let us find out how we can protect our internal organs to become healthy and fit.
C. Practice:
Guided Practice
Divide the class into six groups. Do lesson 19: LM Activity I- “How will I protect my internal organs?” Guide the pupils as they
perform the activity.
Instruction: Let them checklist of “How Will I Take Care of my Internal Organs?”
IV. Evaluation:
List down ways to promote proper care of the internal organs.
V. Assignment:
Study your next lesson.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

Learning Competency: Infer that body structures help animals adapt and survive in their particular habitat.
(S4LT-IIc-d-5)
I. Objectives:
K: Explain that animals have body structures that make them adapt to water.
S: Identify the body structures that make them adapt to water.
A: Display ways for caring for animals.
II. Subject Matter:

Topic:Body Parts of Animals That Live on Land
Materials:
Venn diagram, meta cards/pictures of different animals, hand lens, manila paper, pentel pen
Process Skills: Observing, Inferring, Comparing, Constructing Model

Values Integration:Display ways for caring for animals.
III. Procedure:
A. Preparation:
Motivation:
Recall what the pupils have learned about animals in the previous grade by doing the activity below. Using the Venn Diagram,
place the animals (meta cards/picture cards) in their environment.
B. Presentation:
Start the lesson by asking the question: Where do animals live? What are the different habitats of animals? What are the different animals
that live in each habitat? Why do you think animals live on the different habitats?
C. Practice:
Guided Practice
Divide the class into six groups.Recall the standards in doing activities. Let the pupils do Lesson 20: LM Activity 1 Part A- “How
do animals survive in the water?” by group. Tell them to record their observation on manila paper following the given table. Give
them 10-15 minutes to do the activity. Allow the pupils to discuss their collected data within the group. Let the pupils proceeds to
Lesson 20: LM Activity 1: Part B-“How do animals survive in water?” by groups again. Instruct them to write their observation on a
manila paper as a group output.
List down as many aquatic animals as they can in one minute.
IV. Evaluation:
Performance Assessment: Animals Plan/ Constructing Model
Work with partner. Design and make a model of an animals that has adaptations for living underwater. Use indigenous materials if
possible. Explain how adaptations would help the animals meet its needs.
V. Assignment:
1. Make a journal of what you have learned. You may begin with the statement:
Now I know that ________________________________________________________________________
______________________________________________________________________________________________________________
____________________________________________________________________________
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter

Learning Competency: Infer that body structures help animals adapt and survive in their particular habitat.
(S4LT-IIc-d-5)
I. Objectives:
K: Specify that animals have different body structures that make them adapt to land
S: Identify the different body structures of land animals that enables them to adapt in land.
A: Adheres in helping animals preservation, cooperation and care for animals.
II. Subject Matter:
Topic:Body Parts of Animals That Live on Land
Materials:
Sets of jumbled parts of aquatic animals,Cartolina, other references or reading materials about animals adaptation
Process Skills: Observing, Inferring, Communicating Comparing, Investigating Hypothesizing

Values Integration:Adheres in helping animals preservation, cooperation and care for animals.
III. Procedure:
A. Preparation:
Motivation:
Game: Minute to Win It
Divide the class into groups. Provide each group with set of jumbled parts of an aquatic animal. Give them one minute to arrange the
jumble parts to form animal. The group who can form the animal in one minute will be declared the winner.
Note: The teacher should include pats of animals that live on land in the set of puzzle.
B. Presentation:
Say: What are these animals? Why can they live in water? In the activity, are these part that remain unused? Show them to the class. To
which animals do you think these parts belong? Where can we find them? How do you think these animals survive on land?
C. Practice:
Guided Practice
Divide the class into six groups. Recall the standards in doing activities. Let the pupils do Lesson 21: LM Activity 1- “How do
animals survive in the land?” Instruct them to answer the guide question after the activity. Tell the class to post their group output
and be ready to report it.
Draw an animals which is adapted to land.
IV. Evaluation:
List down 4 animals which is adapted to land.
1. 3.
2. 4.
V. Assignment:
Bring pictures of different animals.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

1ST Quarter
Learning Competency: Compare body movements of animals in their habitats. (S4LT-IIc-d-7)
I. Objectives:
K: Specify that animals have different body structures in getting or eating food.
S: Identify the different body structures of animals in getting or eating their food.
A: Adheres in helping in preserving and caring for animals.
II. Subject Matter:

Topic:Body Parts of Animals for Food Getting/Eating
Materials:
Large pictures of different body covering of animals, picture of animals, picture of different animals, video CDs, DVD
player (LCD if possible)
Process Skills: Inferring, Observing, Communicating, Investigating Hypothesizing

Values Integration:Adheres in helping in preserving and caring for animals.
III. Procedure:
A. Preparation:
Motivation:
Game: Minute to Win It
Divide the class into groups. Provide each group with set of jumbled parts of an aquatic animal. Give them one minute to arrange the
jumble parts to form animal. The group who can form the animal in one minute will be declared the winner.
Note: The teacher should include pats of animals that live on land in the set of puzzle.
B. Presentation:
Say: What are these animals? Why can they live in water? In the activity, are these part that remain unused? Show them to the class. To
which animals do you think these parts belong? Where can we find them? How do you think these animals survive on land?
C. Practice:
Guided Practice
Divide the class into six groups. Recall the standards in doing activities. Let the pupils do Lesson 21: LM Activity 1- “How do
animals survive in the land?” Instruct them to answer the guide question after the activity. Tell the class to post their group output
and be ready to report it.
Draw an animals which is adapted to land.
IV. Evaluation:
List down 4 animals which is adapted to land.
1. 3.
2. 4.
V. Assignment:
Bring pictures of different animals.
Prepared by:
JESSA S. ARGABIO
Teacher-I
Checked by:
Teacher-in-Charge

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LESSON PLAN IN Science IV

Teacher: JESSA S. ARGABIO Time:_________________

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___1. Paper ___2. Cotton ball

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