SCIENCE

Structuring Competencies in a Definitive Budget of Work

Grade FOUR
Science Discipline/Component Force, Motion, and Energy
At the end of Grade 4, learners can investigate changes in some observable properties of
materials when mixed with other materials or when force is applied on them. They can Identify
materials that do not decay and use this knowledge to help minimize waste at home, school, and
in the community. Learners can describe the functions of the different internal parts of the body
in order to practice ways to maintain good health. They can classify plants and animals have
Grade Level Standard
traits that help them survive in their environment. Learners can investigate the effects of push or
pull on the size, shape, and movement of an object. Learners can investigate which type of soil
is best for certain plants and infer the importance of water in daily activities. They learned about
what makes up weather and apply their knowledge of weather conditions in making decisions for
the day. They can infer the importance of the Sun to life on Earth.
Learners learn that if force is applied on an object, its motion, size, or shape can be changed.
They will further understand that these changes depend on the amount of force applied on it
Domain
(qualitative). They also learn that magnets can exert force on some objects and may cause
changes in their movements.
The learners demonstrate an understanding of force that can change the shape, size, or
Content Standard movement of objects.
The learners should be able to demonstrate safety measures in doing physical activities and
Performance Standard proper handling of materials.
NO. OF
CONTENT LEARNING COMPETENCIES CODE DAY/S REMARKS
TAUGHT
1. FORCE AND MOTION 1. The learners should be able to
explain the effects of force applied to an S4FE-IIIa-1
object.

K to 12 Curriculum Guide 1
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

1.1 Shape, size, and 1.1 Describe what happens to an object's

S4FE-IIIa-1.1 1
movement shape when force is applied
1.2 Describe what happens to an object's
S4FE-IIIa-1.2
size when force is applied
1.3 Describe what happens to an object's
S4FE-IIIa-1.3 1
movement when force is applied
1.4 Explain the effects of changing the
S4FE-IIIa-1.4 1
amount of force applied to an object
1.5 Demonstrate examples of effects of
forces on the shape, size, and movement S4FE-IIIa-1.5 1
of an object
1.2 Safety measures 2. The learners should be able to
practice safety measures in physical
S4FE-IIIb-c-2
activities and proper handling of
materials
2.1 List down safety measures in doing
S4FE-IIIb-c-2.1 1
physical activities at home
2.2 Describe safety measures in doing
S4FE-IIIb-c-2.2
physical activties at home
2.3 Demonstrate safety measures in
S4FE-IIIb-c-2.3 1
doing physical activities at home
2.4 List down safety measures in doing
S4FE-IIIb-c-2.4
physical activities at school
2.5 Describe safety measures in doing
S4FE-IIIb-c-2.5 1
physical activities at school
2.6 Demonstrate safety measures in
S4FE-IIIb-c-2.6
doing physical activities at school
2.7 Recognize common signages used to
S4FE-IIIb-c-2.7 1
promote safety

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 SCIENCE
Structuring Competencies in a Definitive Budget of Work

2.8 Describe safety measures in proper

S4FE-IIIb-c-2.8 1
handling of materials
2.9 Demonstrate safety measures in
S4FE-IIIb-c-2.9
proper handling of materials
Suggested Performance Task: Problem-
Based Role-Playing
In this performance task, learners will be a
1
given situations in which a safety measure
must be practiced and the learners will
have to role-play what they must do.
Summative Assessment for S4FE-IIIa-1 and S4FE-IIIb-c-2 1
1.3. Force exerted by 3. The learners should be able to
magnets describe the force exerted by magnets. S4FE-IIId-e-3

3.1 Identify objects that can be attracted

S4FE-IIId-e-3.1 1
by a magnet
3.2 Classify objects as to whether they
S4FE-IIId-e-3.2
can be attracted by a magnet or not
3.3 Make a chart of objects that can be
S4FE-IIId-e-3.3 1
attracted by a magnet
3.4 Describe a magnet S4FE-IIId-e-3.4 1
3.5 List down uses of magnets S4FE-IIId-e-3.5
3.6 Make a graphic organizer showing
S4FE-IIId-e-3.6 1
the descriptions of a magnet
3.7 Describe the force exerted by a
S4FE-IIId-e-3.7 2
magnet on another magnet
3.8 Infer that "like magnetic poles repel
S4FE-IIId-e-3.8
and unlike magnetic poles attract"

K to 12 Curriculum Guide 3

Grade
Science Discipline/Component
Grade Level Standard
Domain Standard
Content Standard
Performance Standard
K to 12 Curriculum Guide
SCIENCE
Structuring Competencies in a Definitive Budget of Work
Suggested Performance Task:
Predicting Outcomes (Strength of
Magnets)
In this performance task, students will be 1
asked to predict and test their predictions
on what happens when they increase the
number of magnets used.
Summative Assessment for S4FEIIId-e-3 1
Grade 4
Force, Motion, and Energy
At the end of Grade 4, learners can investigate changes in some observable properties of
materials when mixed with other materials or when force is applied on them. They can Identify
materials that do not decay and use this knowledge to help minimize waste at home, school, and
in the community. Learners can describe the functions of the different internal parts of the body
in order to practice ways to maintain good health. They can classify plants and animals have
traits that help them survive in their environment. Learners can investigate the effects of push or
pull on the size, shape, and movement of an object. Learners can investigate which type of soil
is best for certain plants and infer the importance of water in daily activities. They learned about
what makes up weather and apply their knowledge of weather conditions in making decisions for
the day. They can infer the importance of the Sun to life on Earth.
Learners learn that light, heat, and sound travel from the source. They perform simple activities
that demonstrate how they travel using various objects.
The learners demonstrate understanding of how light, heat, and sound travel using various
objects.
The learners should be able to demonstrate conceptual understanding of
properties/characteristics of light, heat, and sound
4
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

NO. OF
CONTENT LEARNING COMPETENCIES CODE DAY/S REMARKS
TAUGHT
2. ENERGY 4. The learners should be able to
describe how light, sound, and heat S4FE-IIIf-g-4
travel.
2.1 How light, heat, and sound 4.1 Describe how heat is transferred in
S4FE-IIIf-g-4.1 1
travel solid materials
4.2 Describe how heat is transferred in
S4FE-IIIf-g-4.2 1
liquid materials
4.3 Describe how heat is transferred
S4FE-IIIf-g-4.3 1
through air
4.4 Use an illustration/model to explain
S4FE-IIIf-g-4.4 1
how heat travels in a given material
4.5 Describe how light travels S4FE-IIIf-g-4.5 1
4.6 Infer that sound travels through
S4FE-IIIf-g-4.6 1
different materials
4.7 Describe how sound travels in solid,
S4FE-IIIf-g-4.7
liquid, and gas materials
4.8 Use an illustration/model to explain
how sound travels through different S4FE-IIIf-g-4.8 1
materials
Suggested Performance Task: A comic
strip on how heat, sound, or light travels 1

Summative Assessment on S4FE-IIIf-g-4 1

2.2 5. The learners investigate properties
Properties/characteristics of and characteristics of light and sound. S4FE-IIIh-5
light, heat, and sound

K to 12 Curriculum Guide 5
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

5.1 Define reflection of light S4FE-IIIh-5.1 1

5.2 Describe how light is reflected S4FE-IIIh-5.2
5.3 Define refraction of light S4FE-IIIh-5.3 1
5.4 Describe how light is refracted S4FE-IIIh-5.4
5.5 Demonstrate reflection and refraction
of light using various materials S4FE-IIIh-5.5 1

5.6 Give examples of loud and soft

S4FE-IIIh-5.6 1
sounds
5.7 Infer what happens to the volume of
sound as one moves away from the S4FE-IIIh-5.7 1
sound source
Suggested Performance Task:
Create/make a model from recycled 1
materials something that produces a
pleasant sound.
6. The learners describe ways to protect
oneself from exposure to excessive light, S4FE-IIIi-j-6
heat, and sound.
6.1 Describe what happens when there is
an exposure to excessive light, heat, and S4FE-IIIi-j-6.1 1
sound
6.2 Enumerate ways to protect oneself
S4FE-IIIi-j-6.2 1
from exposure to excessive light
6.3 Demonstrate ways to protect oneself
from exposure to excessive light S4FE-IIIi-j-6.3

6.4 Enumerate ways to protect oneself

S4FE-IIIi-j-6.4 1
from exposure to excessive heat

K to 12 Curriculum Guide 6
 SCIENCE
Structuring Competencies in a Definitive Budget of Work

6.5 Demonstrate ways to protect oneself

from exposure to excessive heat S4FE-IIIi-j-6.5

6.6 Perform an activity on tolerable and

S4FE-IIIi-j-6.6 2
intolerable sound
6.6 Enumerate ways to protect oneself
S4FE-IIIi-j-6.7 2
from excessive sound
6.7 Demonstrate ways to protect oneself
S4FE-IIIi-j-6.8
from excessive sound
Suggested Performance Task:
1
Situational Analysis
Summative Assessment on S4FE-IIIh-5 and S4FE-IIIi-j-6 1
Summative Test 2
TOTAL 45

K to 12 Curriculum Guide 7