Grade 4 Science - Different Types of Soil

PROTOTYPE AND
CONTEXTUALIZED
DAILY LESSON PLANS
IN GRADE 4 - SCIENCE
QUARTER 4
i
DAILY LESSON PLAN (DLP) DEVELOPMENT TEAM
CRESTITO M. MORCILLA, CESO VI

Schools Division Superintendent
FERNANDO C. MACARAIG
Asst. Schools Division Superintendent
IMELDA R. CAUNCA
Chief, Curriculum Implementation Division
ROWENA D. MANAOG
Education Program Supervisor, Science
Content and Technical Consultant
A. Writers/ Demonstration Teachers:
CLEOFE ANOSO, Master Teacher II, San Roque Elementary School

CHERRY AZUL, Master Teacher II, Bogna Elementary School
SHERNA OBRERO, Master Teacher II, Bagumbayan Central School
MARIBEL SECRETARIO, Master Teacher II, Albay Central School
CYNTHIA BALAGUER, Master Teacher II, Albay Central School
LANIE ROBRIGADO, Master Teacher II, Bagumbayan Central School
IMELDA MAGAS, Master Teacher I, Bagumbayan Central School
EDIELYN BARQUILLA, Master Teacher I,Ibalon Central School
JENNY CERVANTES, Master Teacher II, Pawa Elementary School
ANELINE SARTE, Master II, Taysan Elementary School
JOSIE FERNANDEZ, Master I, San Joaquin Elementary School
GINA VISAYA, Teacher III, Taysan Elementary School
MEMVILUZ GAPAYAO, Teacher III, Legazpi Port Elementary School
MARIAN TYCHE LORENZANA,Teacher III, Taysan Resettlement
Integrated School
IAN BELGA, Teacher I, Maslog Elementary School
MARILOU UBALDO, Teacher III, Taysan Elementary School
ANA MARGARITA MARAVILLA, Teacher III, Albay Central School
DINAH CERVANTES, Master Teacher II, EM’s Bo. Elementary School
GRACE LOPEZ, Teacher III, Buyoan Elementary School
ARLYNIA ALBAYTAR, Master Teacher II, Cabangan Elementary School
B. Demonstration Teachers:
ARLYNIA ALBAYTAR, Master Teacher I, Cabagnan Elementary School

DINAH CERVANTES, EM’s Bo. Elementary School
ROSALIE PLACER, Teacher III, Albay Central School
IAN BELGA, Teacher I, Maslog Elementray School
JOSEPHINE WANG, Teacher III, Cabagnan Elementary School
ANNE ARANA, Teacher III, Homapon Elementary School
ii
GRACE LOPEZ, Teacher III, Buyoan Elementray School
SHEILA PONTOYA, Teacher III, San Roque Elementary School
RIA MAE GAVERIA, Teacher III, Mabinit Elementary School
CHARMAINE ESPERIDA, Teacher III
LOLITA AZAGRA, Teacher III, Bagumbayan Elementary School
ARIE ABAD, Teacher I, Taysan Resettlement Integrated School
CHERRYL FUNTANILLA, Teacher III, Puro Elementary School
C. Validators:
GLORIA ABADEZA, Principal I, San Roque Elementary School

BEATRIZ BELBES, Principal I, Matanag Elementary School
CHERRY AZUL, Master Teacher I, Bogna Elementary School
ROWENA D. MANAOG, Education Program Supervisor, SDO Legazpi
City
D. Layout Artist:
JONATHAN RODA, Teacher I, Taysan Resettlement Integrated School
KATRINA ADRA, Teacher I, Puro Elementary School
iii
TABLE OF CONTENTS
Page
TITLE PAGE i
DLP DEVELOPMENT TEAM ii
TABLE OF CONTENTS iv
QUARTER
4 WEEK 1 1
Day 1: Different Types Of Soil 1
Day 2: Different Layers Of Soil 8
Day 3: Ability Of Soil To Absorb Water 14
Day 4: Sustainability Of Soils To Plant 19
Growth And Development
Day 5: Factors Affecting The Growth Of 26
Selected Plant
WEEK 2
Day 1: Identify the different sources of water. 32
Day 2: Sources of Water 36
Day 3: Effects of Scarcity of Water 41
Day 4: Water Conservation 46
Day 5: SUMMATIVE TEST 50
WEEK 3
Day 1: Explain the uses of Freshwater 53
Day 2: Explain The Uses Of Sea Water 60
Day 3: Uses of Water in our Daily Activities 68
Day 4: Uses of Water 74
Day 5: Uses of Water 83
WEEK 4
Day 1: The Water Cycle – Evaporation 87
Day 2: Condensation and Precipitation 92
Day 3: The Processes Involved in the Water 96
Cycle
Day 4: The Importance of the Water Cycle 101
Day 5: Making a Model/Diagram of the 106
Water Cycle
WEEK 5
Day 1: Components Of Weather 110
Day 2: Weather Instruments 118
(Thermometer)
(Wind Vane)
(Anemometer)
Day 5: Weather Chart 136
WEEK 6
Day 1: Observing Weather Elements 141
Day 2: Recording Weather Conditions 147
Day 3: Simple Interpretation of Weather 154
Day 4: Weather Chart 161
iv
Day 5: Summative Test on Weather 167
Conditions
WEEK 7
Day 1: Safety Precautions During Sunny, 173
Rainy and Windy Day
Day 2: Storm Warning Signals 178
Day 3: Safety Precautions Before A Typhoon 185
Day 4: Safety Precautions During & After A 192
Typhoon
WEEK 8
Day 1: Describing How Shadows are 202
Formed
Day 2: How Shadows Change in Position 206
and Length at Different times of the
Day
Day 3: Changes in Position and Length of 211
Shadows in Relation to the Position
of the Sun
Day 4: Project Making : Sundial 215
Day 5: Summative / Assessment 219
WEEK 9
Day 1: The Sun 223
Day 2: Define a Water Cycle 228
Day 3: The Role of the Sun in the Water 235
Cycle
Days 4&5: Effects of the Sun to Water Cycle 238
(Evaporation in Ocean)
WEEK 10
Day 1: Describe the role of the sun in the 243
water cycle
Day 2: Beneficial Effects of the Sun to Living 248
Things
Day 3: Harmful Effects of the Sun’s Heat and 254
Light
Day 4: Precautionary Measures Against the 259
Harmful Effects of the Sun
v
School Grade Level 4
Teacher Learning Area Science
Time & Date Quarter Q4W1D1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
the different types of soil
B. Performance Standard The learners should be able to…
practice precautionary measures in planning
activities
C. Learning 1. Define what is soil
Competencies/ 2. Identify different types of soil based on their physical
Objectives characteristics.
LC Code: S4ES-IVa-1
II. CONTENT DIFFERENT TYPES OF SOIL
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Science 4 LM pp.244-247
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Science in Our World by Norma M. Abracia, Ed.D. et al. pages
Resources 173-177
IV. PROCEDURE A B
1
What is the only planet found to support plant and
animal life? What composes Earth that provides basic needs of
living things? Its composition of land, water, and air provides
the basic needs of living things.
Look at the following pictures below. What can you say

about each picture? What is it compose of?
C
ENGAGE
What do you think is our lesson for today?
2
EXPLORE 1. Setting of standards
2. Agree with a rubric to assess pupils’ activity
3. Activity Proper
EXPLAIN Group Presentation
Checking of group output and clarifying misconceptions.
ELABORATE Soil is the top layer of Earth’s surface. It is made up of
organic matter, both living and dead. it contains minerals and
nutrients, liquids and gases. There are three types of soil.
sand, silt and clay. When these three are mixed in equal ratios,
loam soil is produced. The kinds of soil varies from place to
place. Why? This is because the climate, water and
temperature of a certain place affect the formation and quality
of its soil. Different types of soil have different characteristics.
Each soil type differ in color, texture, odor, size of particles and
its ability to hold water. Loam soil is the best soil for many
plants due to its porous nature, loose particles, and the humus
it contains. Some soil are good for planting while others are
not. The presence of different kinds of vegetative plants in a
place is an evidence of a good quality of soil in the area or
locality. Sometimes a combination of soil is observed in some
areas of the country.
If you are to plant in your yard, What type of soil are
you going to use?
EVALUATE Encircle the letter of the correct answer.

1. It is the top most layer of the Earth that is made up of
organic matter, both living and dead. What is it?
A. Soil B. water C. air D. none of these
2. Which of the following is true about loam soil?

A. It is the best soil for gardening.
B. It has the smallest size of particles.
C. It contains particles not suitable for plants.
D. It cannot hold water too long because of big spaces
between particles.
3. Which soil has the smallest particles?

A. Clay B. Loam C. Sand D. Silt
4. What is loam soil made of?

A. sand and silt C. sand and clay
B. clay and silt D. sand, silt and clay
5. Which among the kind of soil is most fertile?

A. clay B. loam C. silt D. silt and clay
J. Additional activities for Why is sand used for construction of roads and buildings?
application or remediation
V. OTHERS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
3
require additional
activities for
remediation.
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized material/s did I
use/discover which I
wish to share with other
teachers?
4
APPENDIX A
ACTIVITY SHEET
ACTIVITY (GROUP 1_& 3)
Materials: (prepare it before the lesson suitable for 4 groups or for a desired
grouping)
1. Soil in different containers with label

SOIL A- FROM SCHOOL GARDEN
B- SOIL FROM A RIVER
2. Hand lens or magnifying lens

A pair of gloves, 2 popsicle stick 2 plastic spoons
Bond paper Manila paper Permanent Marker
What to do:
1. In the labeled container scoop at least 2 table spoon of soil and place it on the
bond paper separately.
2. Observe the different kind of soil using a magnifying lens/hand lens.
3. Compare the two kinds of soil based on the characteristics present by
completing the table below. Write your observation on the manila paper for
posting and reporting in the class..
Characteris Soil from School garden Soil from a River

tics
color
texture
Size of
particles
Answer the following questions.

Identify the similarities and differences between the two types of soil using a Venn
Diagram below.
characteristics of Characteristics of
sample A Sample B.
Characteristics Common
to A and B
5
In what way can we easily classify different kinds of soil?
___________________________________________________________________
Why is it important to know the characteristics of soil in a particular place?
___________________________________________________________________
What do you think is the type of soil that you observed?
Define soil in your own words.
ACTIVITY – (GROUP 2 AND 4)
Materials: (prepare it before the lesson suitable for 4 groups or for a desired
grouping)
1. Soil in different containers with label
SOIL FROM THE SEA

SOIL FROM THE FARM
2. hand lens or magnifying lens

A pair of gloves, 2 popsicle stick, 2 plastic spoons, Bond paper
Manila paper, Permanent Marker
What to do:
1. In the labeled container scoop at least 2 table spoon of soil and place it on the
bond paper separately.
2. Observe the different kind of soil using a magnifying lens/hand lens.
3. Compare the two kinds of soil based on the characteristics present by
completing the table below. Write your observation on the manila paper for
posting and reporting in the class..
Answer Characteristics Soil from sea Soil from a farm

the color
following texture
questions. Size of particles
Identify the
similarities and differences between the the two types of soil using a Venn Diagram
below.
characteristics of Characteristics of
sample A Sample B.
Characteristics Common
ACTIVITY
to A and B
Materials: (Have the learners bring the needed materials.)
4 plastic cups of the same kind, 4 popsicle sticks

4 plastic spoons Magnifying lens/hand lens
Shovel Bond paper
Manila paper Permanent marker A pair of gloves
6
What to do:
1. Label your cups with letters according to the different parts of the school.
Group 1 Grp 2 Grp 3 Grp 4
Soil from Soil from Soil from Soil from

the Garden the Sea the River the Farm
2. Collect soil samples and place them in container.

3. Scoop at least two table spoon.
4. Place the sample on a separate bond paper
5. Using a magnifying lens/hand lens and a popsicle stick, observe each
sample.
6. Write your observation on the manila paper for posting and reporting in the
class..
Soil Characteristics
Soil Color Texture Odor
A
B
Answer the following questions

1. What characteristics did you observe in given soil?
2. What do you think is the type of soil that you observed?
3. Why is it important to know the characteristics of soil in a particular place?
4. Define soil in your own words.
7
Time & Date Quarter/Week/Day Q4W1D2
I- OBJECTIVES
The learners demonstrate understanding of…
Content Standard the different types of soil
Performance Standard The learners should be able to practice precautionary measures in

planning activities
Learning Competencies Identify different layers of soil

/Objectives Describe the different layers of soil.
LC Code: S4ES-IVa-1
II- CONTENT DIFFERENT LAYERS OF SOIL
III - LEARNING
RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages Science 4 LM pp.247-248
Textbook pages
Additional Materials from
Learning Resource (LR)
portal
Other Learning https://youtu.be/ysIm7ImsK6c?t=3
Resources https://www.education.com/worksheet/article/soil-layers-1/
https://en.wikipedia.org/wiki/Soil
https://www.teacherspayteachers.com/Browse/Search:soil%20wor
ksheet
IV - PROCEDURE A B
8
Checking of preparation.
ENGAGE Why is sand used for construction of roads and buildings?
Look at the picture
A
What can you say about the picture A? What is the soil made up
of? What layer of the soil is it?
What about picture B ? Can you tell what layer is it?

Give instruction on how to watch a video
Click this link to watch a video clip on layers of the soil.
https://youtu.be/ysIm7ImsK6c?t=3
What are the layers of the soil based from the video?
Today let us find out the layers of soil in the activity
EXPLORE Setting of standards

Agree with a rubric to assess pupils activity
Activity Proper
EXPLAIN Group Presentation.

Checking of Group output and clarifying misconceptions.
ELABORATE LAYERS OF THE SOIL
The soil is made up of different layers. Eaach layer has its own
characteristics.
The Topsoil (A-Horizon) is the uppermost layer of the soil. This
layer is rich with organic materials called humus and with minerals
needed for plant growth. Humus comes from decaying plants and
animals. The soil’s dark color is an indication of the presence of
humus. Several kinds of plants can be seen growing on this layer.
The Sub-soil (B-Horizon) is located just below the topsoil. It is
composed of loosely arranged rocks, sand, clay. This layer is very
rich with minerals that drain from topsoil. When topsoil is washed
out, the sub soil alone cannot support plant life.
The Parents Rock (C-Horizon) is composed of rocks that are
slowly breaking apart. It is exposed to very little weathering, It does
not contain necessary nutrients and water needed for plant growth.
The Bedrock (C-Horizon) is the lowest of the soil layers. It is
made up of undistributed large boulders and gravel. This layer
9
contains materials good for constructing buildings and making
roads. No plant life can survive in this layer.
What are the layers of soil? Describe each layer.

What will happen to the soil if a landslide happen?
What should you do to protect yourself if you are near a landslide
prone area?
EVALUATE Test 1. Identify the layer of soil. Label the picture
Test 2 Match Column A With Column B. Write only the letter.
B
A.
A.. is composed of rocks that are
___1. Topsoil slowly breaking apart.
B. is the uppermost layer of the
___2. Sub-soil
soil which is rich with organic
materials called humus.
___3. Parent Rock
C. is the lowest of the soil layers
that is made up of undistributed
___4. Bedrock
large boulders and gravel.
D. is located just below the topsoil.
It is composed of loosely arranged
rocks, sand, and clay.
J. Additional activities for Make a slogan on how to prevent soil erosion.

RUBRIC ASSESSMENT
5- words are properly sketched, with rhyme, with color and related
to the theme.
4- words are properly sketched, with rhyme, without color and
related to the theme.
3- words are properly sketched, without rhyme, without color and
related to the theme.
2- words are properly sketched, without rhyme, without color and
not related to the theme.
Has started the slogan
No preparation
OTHERS
10
earned 80% on the
require additional
activities for remediation.
C.Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.
continue to require
remediation.
E.Which of my teaching
Why did it work?
F.What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G.What innovation or
use/discover which I wish
to share with other
teachers?
11
APPENDIX A
ACTIVITY SHEET
ACTIVITY (FOR GROUPS 1 AND 4)
MATERIALS:
1 BIG RECYCLED MINERAL bottle remove the top cover

5-10 pcs of medium size rocks ½ kg gravel ½ Sand
½ Clay ½ Loam Plants Manila paper
Marker Masking tape
Procedure:
1. Properly arrange the materials in recycled mineral bottle

2. Label them accordingly.
3. Describe each layer.
Guide questions:
1.What are the layers of the soil?

2. What are their characteristics?
3. How did you come up with the correct set-up?
ACTIVITY (FOR GROUPS 2&3)
Illustrate the layers of soil

Next to each soil horizon put the letter that
matches the description below. Color the soil
horizon.
O-this is the top layer, the organic layer which is

made up of dead plant matter for the most part.
this is the second layer of soil, what we call the
top soil. It has lots of organic matter mixed in
and is usually darkly colored.
Subsoil layer. There isn’t much organic stuff in
here. Sometimes the transition between top soil
and subsoil is very sharp and defined and
sometimes they fade into one another.
This layer usually has lots of large rocks mixed in
with soil deep underground.
This is the bedrock that lies beneath the soil. In some
places this can be quite near the surface and in other it
is very deep.
ACTIVITY (GROUP 1 AND 4)
MATERIALS:
1 BIG RECYCLED MINERAL bottle remove the top cover

5-10 pcs of medium size rocks ½ kg gravel ½ Sand
½ Clay ½ Loam Plants Manila paper
Marker Masking tape
12
Procedure:
Properly arrange the materials in recycled mineral bottle

Label them accordingly. Describe each layer.
Guide questions:
1. What are the layers of the soil?
2. What are their characteristics?
3. How did you come up with the correct set-up?
ACTIVITY FOR GROUP 2 & 3
Instruction: label and describe the layers of the soil
https://www.education.com/worksheet/article/soil-layers-1/
13
I. OBJECTIVES
D. Content Standard The learners demonstrate understanding of…
E. Performance The learners should be able to…
Standard practice precautionary measures in planning
activities
F. Learning 3. Describe the ability of soil in water absorption.
Competencies/
Objectives LC Code: S4ES-IVa-1
II. CONTENT ABILITY OF SOIL TO ABSORB WATER

III. LEARNING
RESOURCES
C. References
pages
6. Learner’s Science 4 LM pp.249-251
Materials pages Science in Our World 4 by Norma m. Abrecia Ed. D. et. al p 175
7. Textbook pages
8. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning
Resources
IV. PROCEDURE A B
Checking of preparation.
ENGAGE How will you protect the soil from erosion?
Look at this picture.
Can you tell why these plants are healthy?

What kind of soil is planted with this kind of plant?
How many times did they water the eggplant?
(Accept all answers)
EXPLORE Setting standards for group activity
Performing the activity

14
ELABORATE
The spaces between each soil particle determine how much
water the soil can hold. Sand has the biggest particles , As such,
water can pass through it easily.
Silt has smaller particles than those of sand , so it can hold some
amount of water.
Clay has the smallest particles among the three. When dry, it
absorbs much amount of water until it becomes wet and sticky.
Once when wet, clay particles stick together and leave no room
for water to pass through.
Loam has loose particles and is high porous.it remains a high

amount of moisture’
What is the relation of soil testing to the farmers?

What is ability of water absorption in the different soil?
How will the farmers decide the kind of plant he is going to

plant in his area?
Can the farmers plant rice if it is not raining? Why?
E. EVALUATE Explain the ability of water absorption in clay, loam, sand, and silt.
SCORING RUBRIC FOR ASSESSMENT
5- can describe /explain the ability of different soil , loam, silt, sand
,and clay in absorbing.
4- can describe /explain the ability of only 3 kinds of soil in

absorbing

absorbing

absorbing
1- can not describe /explain the ability of kinds of soil in absorbing
0-no answer
J. Additional activities for Make a DIY MODEL for soil absorption(Project Making)
application or remediation Design a rubric for the project
V. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional activities
15
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
16
APPENDIX A
ACTIVITY SHEET
This activity is applicable for all the groups
MATERIALS:
4 pcs clear plastic cups (same size shape and color with fine holes at the bottom)
4 pcs of plastic cups without holes
Stop watch
Do-it-Yourself (DIY) Equipment-Soil Tester with illustration
Teacher can modify the DIY SOIL TESTER
4 plastic spoons
4 pcs of of plastic cups same size and shape with tap water
4 packs of different soil samples labeled A, B, C and D
4 plastic clear plastic cups
Marker
Stopwatch/cellphone
Note:
1. In the absence of DIY Equipment you may use clear plastic cups each placed
on top of clear drinking glasses.
2. Make sure you use clear glasses of the same size.
What to do:
1. Fill each clear plastic cup of the DIY instrument with ¾ cup soil from the four
packed samples provided to you.
2. Using the marker, label each cup with A, B, C and D.
3. Mount the cups on the DIY Holder.
4. Place one cup below each mounted cup on the DIY to serve as catch basin of
water that will drip from the mounted cup.
5. Observe each samples and fill-out the table below.
6. With the help of other group members, pour ¼ cup water on each cup of soil
labeled A, B, C, and D. at the same time.
7. Ask somebody to record the time using stopwatch / wristwatch/cellphone
8. Observe again the samples
Record your observations using the table below.(for group 1 and 2
Cup characteristics observations

no. color texture Before adding After Adding
17
water Water
1
2
3
4
1. Was there a change in the appearance or texture of each soli sample after
you poured water on it? Why or why not?
Observation form and questionnaires for group 3 and 4
observations No of minutes the water is

Cup absorbed
Measurement of
no. water that is
collected-
1
2
3
4
Guide Questions:
1. What did you observe when you added water to each soil?
2. In which cup or sample was water absorbed the fastest?
How fast was it absorbed? Why do you think so?
3. In which cup or sample was water absorbed the slowest? How slow was it
absorbed? Why do you think so?
4. What does the remaining water in the glass show?
5. What does the activity show?
18
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of…
B. Performance The learners should be able to…
activities
C. Learning Investigate the effects of the soil type in the growth of mongo seed.
Competencies/ LC Code:S4ES-Iva-1
Objectives
II. CONTENT SUSTAINANBILITY OF SOILS TO PLANT GROWTH AND

DEVELOPMENT
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Science 4 LM
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Science in our world by Norma N. Abrada et al pages 178-181
Resources
IV. PROCEDURE A B
19
A. ENGAGE Checking of preparations. Let a pupil describe his/her slogan
made.
Ask: how do farmers determine the kind of plant he is going to
plant on his farm?
Pic A
Pic B
What kind of plants were planted in Pic A and B? Are they healthy?
Why do you say that these plants grow healthy in that kind of soil?
Let us find out what kind of soil is good for a specific plant.
B. EXPLORE Setting of standards for group activity
C. EXPLAIN Group Presentation
D. ELABORATE Soil is a vital element required in food production. For
farmers, the type of soil in their area is very important because this
will determine what kind of plants they can grow in it. Plants need
soil in order to survive, for the soil contains many of the nutrients
that the plants need in order to live and flourish. But can a certain
plant live and flourish in any kind of soil?
Plants grow in different types of soil. Santan grows best in

loam soil but cactus does not.. Cactus grows best in sandy soil but
santan does not. Most plants need well-drained and moderately
fine –textured soil. Others need soil with less moisture and a grainy
texture.
Sand is the coarsest and driest type of soil. It allows air

circulation, but cannot hold water for long. These characteristics
makes suitable to plants that require less water. Examples of such
palnts are aloe vera, oregano and cactus.
Clay is the heaviest type of soil. It is good for holding water

and nutrients for a longer time. However , the flow of air and water
is limited. It is suitable for plants like peanuts and rice crops.
20
Silt is a combination of sand and clay. It can hold nutrients
and can circulate air and water better than clay soil. Silt is good for
growing grasses like cogon and tamboo. (used in making walis
tamboo or soft broom)
Loam contains more nutrients, moisture, and humus. It is best

for growing vegetables such as pechay, asparagus, and tomato.
What kind of soil is best for certain plant?

Different kinds of plants need different kind of soil for them to grow
healthy. This is because soils differ in their ability to provide air,
water, and nutrients to plants.
Are there plants that grow without soil? Give examples of these
plants and explain how they grow.
E. EVALUATE Write TRUE if the statement is correct and FALSE if it is incorrect.
1. Loam is best soil for gardening.

2. No plant can grow in sandy soil.
3. Soil provides nutrients to plants.
4. Sand is suitable for growing plants such as santan and
rose.
5. All plants grow in only one particular type of soil.
Additional List down 5 plants that grow in Loam. Clay, Sand, and Silt
activities for
application or
remediation
V. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
21
localized
material/s did I
use/discover
which I wish to
share with other
teachers?
22
APPENDIX A
ACTIVITY SHEET
*Note this activity must be done 1 week before the lesson. And can be applicable to
fast and slow learners.
ACTIVITY
What will you need:
16 small pots or milk cans 8 corn seedlings
8 bean or mongo seedlings Sand
Clay Silt
Loam Ruler
What to do:
1. Get 16 small plant pots. Fill the pots with different types of soil (clay, sand.
silt and loam). Fill four pots with clay, four pots with sand, four pots with silt
and four pots with loam.
SET A Corn with sunlight
Clay loam silt sand
SET B mongo with sunlight
Clay loam silt sand
SET C corn without sunlight
Clay loam silt sand
SET D mongo without sunlight
Clay loam silt sand
23
2. Label the Set up as shown above.
3. Plant one corn seedling on each pot on Set A and Set C.
4. Plant a mongo in each of the other pots on Set B and Set D.
5. Observe the growth and development of the seedling without touching or
moving it for one week.
6. Be sure to water them every day.
7. Record your observation on the following tables below.
GROUP 1 AND 3
TABLE 1. WITH SUNLIGHT

Set A CORN Set B MONGO
Type of
Soil DAY3 DAY5 DAY7 DAY3 DAY5 DAY7
SAND
CLAY
SILT
LOAM
1. Measure the plant in Set A and B in all the types of soil each day. (Day
3.5. 7)
2. What is the color of leaves in each type of soil and on each set of plant.
3. Make a pictograph comparing the growth of each plant in different kinds of
soil.
GROUP 2 AND 4
TABLE 2 WITHOUT SUNLIGHT
Set C CORN Set D. MONGO

Type of
DAY3 DAY5 DAY7 DAY3 DAY5 DAY7
Soil
SAND
CLAY
SILT
LOAM
1. Measure the plant in Set A and B in all the types of soil each day. (Day 3.5. 7)
2. What is the color of leaves in each type of soil and on each set of plant?
3. Make a pictograph comparing the growth of each plant in different kinds of
soil.
Guide questions:
4. Which type of soil did the corn grow best?

_________________________________
24
5. In which soil did the mongo plant grow well?
________________________________
TABLE 3 ADDITIONAL TABLE FOR THE NEXT DAY’S LESSON
Set Type Observations

up of soil Day 3 Day 5 Day 7
used No Heig Colo No of Height Color No of Height Color
of ht in r of leave in cm of the leaves in cm of the
leav cm the s leaves leaves
es leav
es
A With Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B Without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
NOTE:
(Recording of the last day result will be done and reported on this day.)
Data of table three will be used for the next day.
25
I. OBJECTIVES
A. Content The learners demonstrate understanding of…
Standard the different types of soil
B. Performance The learners should be able to…
activities
C. Learning Identify factors that affect the growth of corn and mongo seeds
Competencies/
Objectives LC Code:S4ES-IVa-1
II. CONTENT FACTORS AFFECTING THE GROWTH OF SELECTED PLANT

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science 4 LM pages 252-257
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource
(LR) portal
B. Other Science in our World by Norma M. Abrecia , Ed D. et al. pages
Learning
Resources
IV. PROCEDURE A B
ENGAGE Checking of preparations.
Review of the lesson about growth of corn seed and mongo seed
What kind of soil is good for the corn? Mongo?
What are the factors that affect the growth of corn and mongo plant?
Answer the following Questions

1. It dries the leaves of the plant when over exposed to it. What is
it?_________________
2. What kind of soil has loose particles?___________
3. It is one of the needs of plants.________________
4. What kind of soil is best for plants?_______________
EXPLORE 1. Setting of standards

2. Agree with a rubric to assess pupils activity
3. Activity Proper
26
ELABORATE Seeds provide with enough air, moisture, and warmth will germinate.
Before a seed germinates, it absorbs moisture from the soil. Seeds
germinate when conditions are favourable. A favourable condition
means there is enough moisture, minerals, and normal temperature.
The surface of the earth is covered with loose particles called soil. The
soil is formed from breaking of rocks into smaller particles due to
weathering. Soil is very important in sustaining life on earth. It is needed
by plants in making food that provides life to other living things.
Pests and weeds can also contribute to the growth of plants. Pest ate
the leaves and stem of plants that can cause death of plants.
Weeds can use the nutrients of the soil that can be used by plants.
What are the factors that affect the growth of plants?
If you are going to plant pechay, where will you plant them?
What other things you are going to do the help this plat grow healthy?
EVALUATE List down 5 factors that affect the growth of plants.
1.
2.
3.
4.
5.
Additional Cite an example of factor that affect the growth of the following:
activities for
application or 1. Monggo
remediation 2. Corn
3. Peanut
4. Palay
5. Eggplant
V. OTHERS
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
27
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did it
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material/s did
I use/discover
which I wish
to share with
other
teachers?
28
APPENDIX A
ACTIVITY SHEET
Set up Type of soil Day 3

used No of leaves Height in Color of the
cm leaves
A With Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B. Without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
Guide Questions:
1. Use the recorded result for table 3.
2. In which set up did the seeds sprout first? Why is this so?
3. In which cup did the seed sprout the last? Why is this so?
4. What do you think helped the mongo seeds/corn seed sprout fast?
5. Compare the plants with sunlight or exposed to sunlight and to the plants
not exposed to sunlight.
6. What are the factors that affect the growth of corn and mongo ?
29
Group 2

used No of Height in Color of the
leaves cm leaves
A With Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B Without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo

2. In which set up did the seeds sprout first? Why is this so? In which
cup did the seed sprout the last? Why is this so?
4. Compare the plants with sunlight or exposed to sunlight and to the
plants not exposed to sunlight.
5. What are the factors that affect the growth of corn and mongo ?
30
Group 3
used No of Height in Color of the
leaves cm leaves
A .with sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo
B . without Sunlight
Sand corn
mongo
Loam corn
mongo
Silt corn
mongo
Clay corn
mongo

2. In which set up did the seeds sprout first? Why is this so?
In which cup did the seed sprout the last? Why is this so?
4. Compare the plants with sunlight or exposed to sunlight and to the
plants not exposed to sunlight.
5. What are the factors that affect the growth of corn and mongo?
31
Time and Date Quarter/Week/Day Q4W2D1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of
the different sources of water suitable for
human consumption
B. Performance Standard The learners should be able to practice
precautionary measures in planning activities
C. Learning Competencies/ Explain the use of water from different sources
Objectives in the context of daily activities
LC Code: S4ES-IVb-2
II. CONTENT Identify the different sources of water.

III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages Science 4 LM
2. Learner’s Materials Pages
3. Additional materials from
Portal
B. Other Learning Resources
IV. Procedures A B
Engage Show the germinated mongo seeds.
What do you think are the factors that affect the growth of a plant?
How does each factor affect the plant?
What do you think will happen if one of the factors needed for the
growth of plant is absent? Say, absence of water? What do you
think will happen to the plant?
Today we shall find out where these waters come from.
Explore 1. Divide the class into 4 groups.
2. Introduce activity 1: “Where do I come from?”
3. Provide the activity sheet and emphasize the questions to be
answered.
4. Give the necessary instructions in doing the activity (allotted time
for the activity, the chart to be accomplished, group
presenter/member’s role/responsibility, etc.)
5. Set standards/Let the pupils recall the rules/standards in
performing an activity.
6. Provide with the rubrics.
7. Let the pupils do the activity.
8. Supervise the pupils while they are doing the activity.
Explain 1. Have the group representative present the results of the activity.
2. Check the group’s responses to the activity questions as you
discuss the answers to the following questions:
*What are the different sources of water?
*How are these sources of water helpful to the humans? Animals?
*Which of these are your source of water at home? In your
community?
*How safe is the water that you drink at home?
* Are these sources of water safe for home consumption?
32
3. Clarify misconceptions when needed.
Elaborate 1. Go over the group’s responses and synthesize ideas/concepts.
Let the pupils realize/understand the concept on the three main sources of
water and their examples.
SALTWATER is salty. It contains plenty of salt. It is found in the seas and
oceans. Seawater is also called hard water.
FRESHWATER is also called surface water. It does not contain salt. It is
found in open small bodies of water like river, lakes, creeks and ponds.
Surface water comes mostly from rain. Rainwater flows from land into
streams and rivers. In cold countries it comes also from snow. Great
quantities of snow accumulate on highlands and mountains during winter.
In spring, the snow melts and runs off into surface water.
GROUNDWATER is found beneath the earth’s surface. It comes from
water that seeps into the ground. This can be source of drinking water.
Examples are deep well and artesian well.
2. Additional Information:
Other sources of water are clouds, icebergs, and glaciers. Clouds come
from evaporating water. Glaciers and icebergs are solid water found only in
very cold countries and contain about two-thirds of the earth’s freshwater.
3. Summary: What are the different sources of water? How are they helpful
to humans? Animals?
4. Valuing: What is the source of water in your community?
How can we contribute in preserving and conserving the sources of water?
5. Application:
Show the different pictures of sources of water. Ask the pupils to describe
them.
Evaluate Choose the letter of the best answer.
1. Which can be a source of potable water?
a. freshwater b. saltwater
c. ocean water d. groundwater
2. Seawater can be categorized as ___________
c. ocean water d. groundwater
3. Which can be a source of freshwater?
a. Yawa river c. Pacific Ocean
c. South China Sea d. Indian Ocean
4. How can we contribute in preserving the sources of water?
a. by throwing wastes in them
b. by using them continuously
c. by using water properly and wisely
d. by throwing biodegradable wastes in the bodies of water
5. Where can you find most of the fishes and other marine animals?
a. in the saltwater b. in the freshwater
b. in the groundwater d. in the artesian well
Extend Research for other sources of water and find out where can they be
categorized.
33
Appendix A:
Activity Sheet for Group A
Activity: Where do I come from?
Objectives:Identify the different sources of water
What you need:
 ½ manila paper
 1 pc. of Marking pen
 Activity sheet
What to do:
Study the pictures:

1. Brainstorm among your group the possible ideas about the picture.
Picture of a salt water
PICTURE OF Ground water
PICTURE OF FRESH water
2. Answer the questions assigned to each group.
Group 1:
Describe the saltwater.
How is saltwater useful to living things?
Group 2:
Which among the pictures is your source of water at home?
Why do you think ground water is important in our lives?
Group 3:
Give examples of freshwater.
How do you take care of this source of water?
Group 4:
Describe the three main sources of water in your own words.
Why is water important to the living things?
34
APPENDIX A: ACTIVITY SHEET FOR GROUP B
Activity: Where do I come from?
Objectives:
Identify the different sources of water
What you need:
 ½ manila paper
 Activity sheet
What to do:
Study the pictures. ______________________
Picture of a salt water
______________________
______________________
Ground water ______________________

______________________
______________________
Ground water ______________________

______________________
______________________
(Sentence strips with description.)
 Contains plenty of salt.

 It is found in open small bodies of water.
 It’s found beneath the earth’s surface.
 Can be a source of drinking water.
 Mostly come from rain.
 Most of the marine animals can be found here.
 Artesian well is an example of this.
 Brainstorm among your group the possible ideas about the picture.
Each group should be able to place the description beside each picture.
35
Teacher Subject Science
I. OBJECTIVES
human consumption
Objectives in the context of daily activities
LC Code: S4ES-IVb-2
II. CONTENT Sources of Water

A. Reference
1. Teacher’s Guide Pages Science 4 LM
2. Learner’s Materials Pages
Portal
B. Other Learning Resources https://www.quora.com/What-are-5-sources-of-water-
How-are-they-different-from-each-other
IV. Procedures A B
Engage What bodies of water can you What bodies of water can you find
find in your locality? in your locality?
Show pictures of the different
sources of water. Show pictures of the different
Describe each source of water. sources of water.
What can we found in Match each picture to its
saltwater? description. (Sentence strips on a
What are the examples of the metacard)
sources of freshwater? Today we shall further describe the
Today we shall further different sources of water.
describe the different sources
of water.

2. Introduce activity 1: “Where do I belong?”
answered.
4. Give the necessary instructions in doing the activity (allotted
time for the activity, the chart to be accomplished, group
Explain 1. Have the group representative present the results of the activity.
36
2. Check the group’s responses to the activity questions as you
discuss the answers to the following questions:
*What are the different sources of water?
*How are these sources of water helpful to the humans? Animals?
*Which of these is your source of water at home? In your
community?
*How safe is the water that you drink at home?
* Are these sources of water safe for home consumption?
Elaborate 1. Let the pupils realize/understand the concept about the three
main sources of water and their examples.
SALTWATER is salty. It contains plenty of salt. It is found in the
seas and oceans. Seawater is also called hard water.
FRESHWATER is also called surface water. It does not contain salt.
It is found in open small bodies of water like river, lakes, creeks and
ponds. Surface water comes mostly from rain. Rainwater flows from
land into streams and rivers. In cold countries it comes also from
snow. Great quantities of snow accumulate on highlands and
mountains during winter. In spring, the snow melts and runs off into
surface water.
GROUNDWATER is found beneath the earth’s surface. It comes
from water that seeps into the ground. This can be source of
drinking water. Examples are deep well and artesian well.
Additional Information:
Other sources of water are clouds, icebergs, and glaciers. Clouds
come from evaporating water. Glaciers and icebergs are solid water
found only in very cold countries and contain about two-thirds of the
earth’s freshwater.
RAIN WATER. Water from up above in the clouds, this water is
very pure. Until it hits something. However if it is stored properly it
may yield clean drinking water
2. Summary: What are the different sources of water? How are
these beneficial to us?
3. Valuing:
We need water in order to survive. But sometimes water can be
dangerous that can even cause a death. Cite situations when water
becomes dangerous. And how can we lessen this danger?
4. Application:
Tell what is being described.
Found in oceans and seas ----
Comes from water that seeps into the ground---
Found in an open small bodies of water----
Best source of potable water-----
Evaluate Choose the letter of the best answer.
1. _________ may yield clean drinking water if properly stored?
c. ocean water d. rainwater
2. Which produces 80% of the oxygen that we breathe?
a. Saltwater b. groundwater c. freshwater
3. What is the use of groundwater?
a. It’s where we get water for laundering
b. It’s where we get water for doing household activities
c. It’s where we get potable water
d. It’s the water we use for swimming.
37
4. Which is the best source of drinking water?
A. saltwater C. freshwater
B. groundwater D. rainwater
5. Water from the creeks are is an example of?
a. saltwater b. freshwater
b. groundwater d. rainwater
C. Extend In your notebook, make a poster about preserving and conserving
the sources of water.
38
APPENDIX A: ACTIVITY SHEET FOR GROUP A
Activity: Where do I belong?
Objectives:
What you need:
 ½ manila paper
 Activity sheet
What to do:
Study the pictures:

1. Make a concept map about sources of water.
Answer the following questions:
1. How do we take care of the saltwater?

2. How can we conserve groundwater?
3. Why is water important?
39
Activity: Where do I belong?
Objectives:
What you need:
 ½ manila paper
 Activity sheet
What to do:
Study the pictures:

1. Make a concept map about sources of water by filling up the box with the correct
word. Choose the words from the box below.
Water ground water sea river deep well
Freshwater saltwater ocean lake artesian well
1. Give atleast two ways to take care of freshwater.

2. What can we do to preserve groundwater?
4. Why is water important?
40
I. OBJECTIVES
human consumption
in the context of daily activities
Objectives LC Code: S4ES-IVb-2
 Describe the effects to human and
environment where there is a scarcity
of water
II. CONTENT Effects of Scarcity of Water
A. Reference
B. Teacher’s Guide Pages
C. Learner’s Materials Pages
D. Additional materials from
Portal
E. Other Learning Resources https://www.google.com/search?ei=1RJyXPiEJqS4mAW
216D4Dg&q=uses+of+salt+water&oq=uses+of+saltwater
C. Procedures A B
Engage Show a picture of girl/boy fetching water from the well/river.
What can you say about the pictures? What problems do think are
they having?
Can you imagine a community with lack of water supply? What do
you think will happen?
2. Introduce activity 1: I can’t live without you
answered.
4. Give the necessary instructions in doing the activity (allotted
time for the activity, the chart to be accomplished, group
1. Explain 1. Have the group representative present the results of the activity.
Elaborate Ask questions to the class:

`1. What will happen if we ran out of drinking water? Water for
cleaning the dishes? Water for bathing and washing clothes?
2. Will it affect our health? How?
3. What will be its effects to the environment? To the farmland?
To the production of vegetables?
41
5. Let the pupils realize/understand the concept on the effects of
scarcity of water.
Deforestation, drought, El Nino phenomenon can cause
scarcity of water.
The effects of water scarcity can be grouped into these 3
broad areas— Health, Hunger and Poverty.
Health and Sanitation- People are forced to drink low quality
water from flowing streams, many of which are contaminated. There
are many water-borne diseases that
people die off.
Lack of water or quality water causes huge sanitation issues.
Clinics, local restaurants, public places of convenience and many
other places are forced to use very little water for cleaning. This
compromises the health of the staff and people who use the
facilities.
Hunger
It takes a lot of water to grow food and care for animals. Experts say
that globally we use 70% of our water sources for agriculture and
irrigation and only 10% on domestic uses.
Less water means farming and other crops that need water to grow
have lower yield. It means farm animals will die and others will not
do well without water. The result is constant hunger and thirst and
low quality of life.
Agriculture- is by far the biggest user of water, accounting for
almost 70% of all withdrawals and up to 95% in developing
countries.
2. Additional Information:
Less production of food supplies/farm product can stop the flow
of stagnant water, and mosquitoes and other insects will breed on
still (stagnant) dirty water. The result is deadly malaria and other
infections.
3. Valuing: How can you help maintain a good quality supply of
water?
E. Evaluate Choose the letter of the best answer.

1. Barangay Sta. Cruz lacks supply of drinking water s. The following
problems will likely occur, except:
A. Health problems C. Sanitation problem
B. Economic problem E. Electrical problem
2. What happens when there is an abudant supply of water?
A. People will be healthy.
B. People will be very smart and alert.
C. People will enjoy swimming in the rivers and lakes.
D. All of these.
3. Which of these may cause scarcity of water in a certain place?
A. Due to deforestation
B. Due to reforestation
C. Due to tree planting activities
D. Due to abundance of water resources
4. Which of these is not an effect of lack of water?
A. hunger C. sickness
B. poverty D. clean surroundings
5. What should you do if you are not sure that the water you fetch
from the well is not safe for drinking?
A. Boil the water before drinking
42
B. Let the water stay in the container for two days before dinking
C. Dig another well to get potable water
D. None of these
Assignment: Research on diseases caused by lack of water intake.
.
43
Activity: “I can’t live without you.”
Objectives:
Describe the effects to human and environment where there is a scarcity of
water.
What you need:
 ½ manila paper
 Activity sheet
What to do:
1. Describe the effects to human and environment where there is a scarcity of water
through a:
Group 1: Role play
Group 2: Poster
Group 3: Slogan
Group 4: News reporting/News casting
2. Answer the following questions:

A. What will be the effects of scarcity of water on human’s health?
B. How will scarcity of water affect the environment?
C. What can you do to address problems on scarcity of water?
44
Activity: “I can’t live without you?”
Objectives:
Describe the effects to human and environment a condition where there is a
scarcity of water.
What you need:
 ½ manila paper
 Activity sheet
What to do:
1. Describe the effects to human and environment a condition where there is a
scarcity of water through a Role Play.

A. What will be the effects of scarcity of water on human’s health?
B. How will scarcity of water affect the environment?
C. What can you do to address problems on scarcity of water?
45
I. OBJECTIVES
A. Content The learners demonstrate understanding of the different
Standard sources of water suitable for human consumption
B. Performance The learners should be able to practice precautionary
Standard measures in planning activities
C. Learning Explain the use of water from different sources in the context
Competencies/ of daily activities
Objectives
LC Code: S4ES-IVb-2
 Identify ways to conserve and preserve water
II. CONTENT Water Conservation
III. LEARNING
RESOURCES
A. Reference
B. Teacher’s
Guide Pages
C. Learner’s
Materials Pages
D. Additional
materials from
Learning
Resource (LR)
Portal
E. Other https://www.google.com.ph/search?q=ways+on+how+to+conserve+water&source=l
nms&sa=X&ved=0ahUKEwieypbco_XgAhWLXbwKHXUPAHcQ_AUICSgA&biw=13
Learning 66&bih=657&dpr=1
Resources
CI. Procedures A B
Engage What are the problems that may arise when there is a
scarcity of water?
How would our health be affected if there is insufficient
supply of water?
Can we do something to conserve water? How?
2. Introduce activity 1: “Water is Life”
3. Provide the activity sheet and emphasize the
questions to be answered.
4. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be
accomplished, group presenter/member’s
role/responsibility, etc.)
5. Set standards/Let the pupils recall the
rules/standards in performing an activity.
2. Explain 1. Have the group representative present the results of the
activity.
3. 2. Ask questions to the class:
46
4. How do you conserve water at home?
5. What is the importance of water conservation?
6. As a student, how can you help maintain a good water
supply?
Elaborate 1. Let the pupils realize/understand the concept on
conservation of water at home and in the community.
 Turn off the tap water while brushing your teeth.
 Turn off the tap water while washing your hands.
 Fix your leak.
 Don’t play with water while taking a bath.
 In the community, participate in the campaigns
such as tree planting, linis kanal-ilog and clean
and green programs.
 Never throw wastes in the bodies of water.
2. Summary: What are the ways to conserve and preserve
water?
3. Valuing: During summer season, problems on scarcity of
water arise. How will you conserve water at home? In
school?
4. Application:
What can you do to help maintain the good quality of
water sources in your barangay?
Evaluate Make a poster showing ways to conserve and preserve

water
(The teacher will use the Rubric below in checking the poster)
Scoring Rubric in Assessing Poster

Criteria Visual Impact Relevance to Workmanshi
the theme p
4 Very The drawing Very neat
appealing /information and
and unique; clearly organized
it shows relates to
original the theme.
ideas. The There is an
colors used evidence of
blend well, it thorough
draws understandi
attention and ng of the
interest theme.
3 Appealing The Neat and
and some drawings/inf Generally
unique ormation Organized
features, shows some
some colors relevance to
did not blend the theme.
with the Shows some
others but understandi
enough to ng of the
draw theme.
47
attention.
2 Not The Some Messy

appealing, drawings/inf portion
very common ormation
ideas and shows little
colors did not relevance to
blend well. It the theme.
catches little A little
attention understandi
ng about the
theme.
1 No colors The Very Messy
used, does drawing/info
not catch rmation
attention. does not
show
relevance
with the
theme. No
understandi
ng about the
theme.
F. Extend Assignment: Research on diseases caused by lack of water

intake.
.
48
Activity: “Water is Life”

Objectives:
Identify ways of conserving water
What you need:
 ½ manila paper
 1 pc. of Marking pen,
 Activity sheet
What to do:
2. Show ways of conserving water through a:
Group 1: Role play
Group 2: Talk show
Group 3: Poster with slogan
Group 4: Rap

A. Why do we need to conserve water?
Activity: “Water is Life”
Objectives:
Identify ways of conserving water
What you need:
 ½ manila paper
 Activity sheet
What to do:
1. Show ways of conserving water through a role-play.
2. Answer this question:

A. Why do we need to conserve water?
49
I. OBJECTIVES
A. Content Standard The learner should be able to explain the use
of water from different sources in the context
of daily activities
B. Performance Standard
C. Learning Competencies/ Answer questions correctly
Objectives/ Code SUMMATIVE TEST IN SCIENCE
II. CONTENT
A. Reference
B. Teacher’s Guide Pages
C. Learner’s Materials Pages
D. Additional materials from
Portal
E. Other Learning Resources Summative Test Materials
IV. Procedures
A. Engage Simple recall of the previous lessons
B. Explore
7. C. Explain Setting of Standards
D. Elaborate Giving of Instructions

E. E valuate Answer questions/exercises correctly.
Encircle the letter of the correct answer.
1. Which can be a source of potable water?
A. freshwater C. saltwater
B. ocean water D. groundwater
2. Seawater can be categorized as ___________
B. ocean water D. groundwater
3. Which can be a source of freshwater?
A. Yawa river C. Pacific Ocean
B. South China Sea D. Indian Ocean
4. How can we contribute in preserving the sources of water?
A. by throwing wastes in them
B. by using them continuously
C. by using water properly and wisely
D. by throwing biodegradable wastes in the bodies of water
5. Where can you find most of the fishes and other marine animals?
A. in the saltwater C. in the freshwater
B. in the groundwater D. in the artesian well
6. _________ may yield clean drinking water if properly stored?
B. ocean water D. rainwater
7. You see a boy throwing banana peelings in the deep well which is
a source or drinking water in your community. What will you tell
him?
A. Let him get what he had thrown and tell him about its bad
50
effects.
B. Bring him to the barangay captain to file a formal complain
about what he had done.
C. Just ignore him
D. Scold him.
8. Which is the best source of drinking water?
9. Water from the creeks are is an example of?
10. Which produces 80% of the oxygen that we breathe?
11. Which source of water is very much important to the aquatic
animals?
12. How can you conserve water in school?
A. Tell your classmates to maximize the use of water.
B. Tell your classmates to turn of the faucet when not in use.
C.Tell your classmates to play with water in the faucet.
D. All of the above
13. Who among these children shows the proper use of water at
home?
A. Mar, whose fund of playing water while taking a bath.
B. Risse, who never closes the faucet while brushing her
teeth.
C. Eve, who makes use of the water she used to clean the
rice (hugas-bigas) to water the orchids.
D. None of the above
14. Barangay Sta. Cruz is having a problem on lack of drinking
water supply. The following problems will occur next, except:
A. Health problems C. Sanitation problem
B. Economic problem E. Electrical problem
15. What will happen if there is insufficient of supply of drinking
water in your community?
A. People will be healthy.
B. People will be very smart and alert.
C. People will enjoy swimming in the rivers and lakes.
D. People will be forced to drink low quality water from
streams.
16. Why do you think scarcity of water occur in a certain place?
A. Due to deforestation
B. Due to reforestation
C. Due to tree planting activities
D. Due to abundance of water resources
17. Below are the effects in a place where there is lack of water.
Which one is not?
A. hunger C. sickness
B. poverty D. clean surroundings
18. What should you do if you are not sure that the water you fetch
from the well is not safe for drinking?
A. Boil the water before drinking
B. Let the water stay in the container for two days before
51
dinking
C. Dig another well to get potable water
D. None of these
19-20. Which are the two best ways to conserve water?
A.Turn off the tap water while brushing your teeth.
B. Fix the leaky faucets at home.
C. Fetch water from school.
D. Throw trash in the rivers.
Assignment: Research on diseases caused by lack of water intake.

.
52
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the different
sources of water suitable for human consumption
B. Performance The learners should be able to practice precautionary
C. Learning The Learner should be able to infer the importance of
Competencies / water in daily activities
Objectives LC code: S4ES-IVc-3
 Explain the uses of fresh water
II. CONTENT Explain the uses of Freshwater

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Science- Grade 4 Learner’s Material First Edition 2015
Materials pages pp.258 - 269
3. Textbook pages
4. Additional BEAM I. Unit 7 Powers of Water Module 2
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE: The teacher will hold up a gallon of water and a plastic
cup. The teacher will tell the learners:
I am holding 1 gallon of water and let us pretend that
this represents all the water on earth. I am going to pour
¼ cup of water into plastic cup. This ¼ cup of water
represents the ice caps, glaciers and freshwater in the
world.
Can I have a learner volunteer to hold out his/her hand
to help me demonstrate just how little of the world’s
water is available for us to use?
Take 2 drops of water from 1/4 cup of water and put in
learner volunteer's hand.
These 2 drops of water represent all the water in
freshwater lakes and rivers that is available
for people and animals to use.
What are the uses of fresh water? Let us find out in the
activities that you will perform today.
53
EXPLORE: Setting standards for group activity
Dividing the class into ___ groups
EXPLAIN: 1. Allow them to share their answers and the results of
the different activities through the presentation of the
. group output. Ask them: How do you feel about the
activity?
2. Check the group’s responses to the activity questions.
3. Record important phrases taken from the
presentations so the teacher can verify whether they are
right or wrong.
5. Give additional information if needed.
ELABORATE: Perform the three-item activity:
Draw a smiley face if the statement is a use of fresh
water and sad face if not
___1. Freshwater is used for cleaning.
___2. Freshwater sustains plant and animal life.
___3. Freshwater is used for sewing dresses and
clothes.
Read the statement and answer the questions that

follow:
Water is an important resource and vital for people and
animals. Using biodegradable
products made from agricultural products, like
cornstarch packing peanuts, is one way to
help keep our water clean.
1. Why is freshwater vital or important to plants and

animals?
2. Do we have enough supply of clean water? Why
or why not?
As a concerned citizen, what must you do to sustain
the supply of clean water?
EVALUATE: Create a paragraph Check if the statement
explaining the uses of explains the uses of fresh
freshwater. water and cross if it does
(The teacher can devise not.
rubrics to check the ____ 1. Freshwater is used
formative assessment) in farms for irrigation.
Score Description ____2. It is used for
5 Complete and building fire.
clear idea, and
____3. It is used for
90 to 100%
correct making clothes.
response ____4. Freshwater in
4 Complete but rivers, lakes and springs is
not clear, and used for recreation.
80 to 89% ____5. Without freshwater,
correct
response plants will wither.
54
3 Not complete
and clear, and
70 to 74%
correct Agreement/Home
response
2 Not complete
Connections:
and clear, and Research on some ways
60 to 69% on how we can take care
correct of fresh water.
response
1 Not complete
and clear, and
50 to 59%
correct
response
0 No answer
Agreement/Home
Connections:
Research on some ways
on how we can take care
of fresh water.
55
APPENDIX A
ACTIVITY SHEET FOR A LEARNERS
Problem Question: What are the uses of fresh water?
Perform the activities to answer the problem question.

(Before letting the pupils perform the activities, see to it that the class set the
standards in performing the activity. Give also the time allotment for them to
be aware of the time limit. See to it that the standards set by the learners are
evaluated after they have performed the activities.)
Instruction:
1. Divide the class into three.
2. Each group will be assigned to a particular place in the school to observe.
Group 1
Your group is assigned to observe the Science & Math
Garden for 10 Minutes. Be able to answer the
questions in your activity card.
Guide Questions:
1. What are the activities done by your schoolmates in the Science and
Math Garden that involves the use of fresh water?
2. Be able to list all these activities
3. What do you think will happen if all these plants in the garden will not
be watered everyday?
4. What is the use of freshwater in the Science & Math Garden?
Group 2
Your group is assigned to observe the School pond for 10 Minutes. Be

able to answer the questions in your activity card.
Guide Questions:
1. What is the use of fresh water in the pond?
2. What do you think will happen if the school pond will dry up because of
too much heat? Be able to explain your answer.
Group 3
Your group is assigned to observe the school canteen for 10 Minutes. Be
able to answer the questions in your activity card.
Guide questions:
1. What are the activities done in the school canteen that involves the use
of fresh water?
2. Be able to list all these activities
56
3. What do you think will happen if there will be no supply of fresh water
in the canteen?
4. What is the use of fresh water in the school canteen?
3. Let each group answer all the guide questions in their assigned activity.
4. Guide the pupils as they perform the activity.
(These activities may consume 15 to 20 minutes of the instructional time.

For these performance outputs, the teacher can let his or her learners
create their rubrics on how they will be rated)
57
APPENDIX A
ACTIVITY SHEET FOR B LEARNERS
Problem Question: What are the uses of fresh water?

GROUP 1
Directions:
Look for some key words in the crossword puzzle that would help you discuss
the use of fresh water. Use the keywords in a sentence to be able to list down
the uses of fresh water in the daily activities.
CROSSWORD PUZZLE
C L E A N I N G
P O R S T N I B
L Q O G H S P O
A T R K V B B O
N C E L I N N M
T L C K O N D I
S Y R R O O G B
Q B E T H I N G
V B A T H I N G
W X T Y Z A B B
S W I M M I N G
V B O A T I N G
A A N I M A L S
Note: There are 7 key words that you can use in a sentence to explain the
uses of fresh water in our daily activities.
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
6. ________________________________
7. ________________________________
58
GROUP 2
Title of the Activity: Agree or Disagree
Directions: Put a check mark (√) on the chosen answers depending upon the
belief or observation. Be able to explain your answers.
Agree Disagree I don’t know Why?
Fresh water is used for cleaning
People can derive salt from fresh water
Watering the plants in the garden
Freshwater serves as habitat of marine animals
and plants
Fresh water can be used for bathing
Guide Question:
1. What are the uses of freshwater which are included in the checklist?
2. What other uses of freshwater can you think of? List them down.
3. What do you think will happen if there will be no supply of?
GROUP 3
Directions: Using the Fan Strategy, Be able to choose 5 from the uses of
freshwater and place them in the fan. Answer the guide questions and be
ready to report your output in class.
Freshwater is used for Bathing

Freshwater can be a habitat of aquatic animals and plants
Freshwater is used for sweeping the floor.
Freshwater can be a source of salt.
Freshwater can be used for watering the plants.
Freshwater is used in the industry.
Guide Question:
1. What are the uses of freshwater which are
included in the fan?
2. What other uses of freshwater can you think
of? List them down.
3. What do you think will happen if there will
be no supply of?
Uses of freshwater
59
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of the different sources
of water suitable for human
consumption
precautionary measures in planning
activities
C. Learning Competencies / The Learner should be able to infer the
Objectives importance of water in daily activities
LC code: S4ES-IVc-3
 Explain the uses of sea water
II. CONTENT EXPLAIN THE USES OF SEA WATER
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Science- Grade 4 Learner’s Material
pages First Edition 2015 pp.258 – 269
3. Textbook pages
4. Additional Materials BEAM I. Unit 7 Powers of Water
from Module 2
Portal
IV. PROCEDURE A B
ENGAGE:
Show the learners the image of the earth taken from

space.
1. What do you see in the image? (land, clouds,
water)
2. How was this image taken? (on a satellite from
space)
3. Do you think there is more land or water on
Earth?
4. Why?
60
Today, we shall learn more about the uses of sea
water.
What is your learning target for today? ( I can learn
about the uses of sea water)
Grouping the class into ___ groups
EXPLAIN: 1. Allow them to share 1. Allow them to share their
their answers and the answers and the results of
. results of the different the different activities
activities through the through the presentation of
presentation of their their group outputs. Ask
group outputs. Ask them: them: How do you feel
How do you feel about the about the activity?
activity? 2. Check the group’s
2. Check the group’s responses to the activity
responses to the activity questions.
questions. 3. Record important
phrases taken from the presentations so the
presentations so the teacher can verify whether
teacher can verify they are right or wrong.
whether they are right or 4. Clarify misconceptions
wrong. when needed.
4. Clarify misconceptions 5. Give additional
when needed. information if needed.
5. Give additional
information if needed.
ELABORATE: Perform the activity:
Show a picture of the
Ocean Floor with a
variety of aquatic living
things
1. What do you think is the use of sea water in the

picture?
2. How important is sea water?
3. What do you think will happen if there is no sea water

or ocean water? Explain your answer.
4. As a concerned citizen, what must you do to sustain

the supply of clean sea water?
EVALUATE: Create a paragraph Check if the statement
explaining the uses of sea explains the uses of fresh
61
water. water and cross if it does
(The teacher can devise not.
rubrics to check the ____ 1. Sea water is used
formative assessment) in farms for irrigation.
____2. Serves as habitat
Score Description of aquatic plants and
5 Complete and animals
clear idea, and
____3. Salt can be
90 to 100%
correct extracted out of
response evaporation of sea water
4 Complete but ____4. Sea water in rivers,
not clear, and lakes and springs is used
80 to 89% for recreation.
correct
response ____5. Can generate
3 Not complete electricity through the sea
and clear, and water waves
70 to 74%
correct Agreement/Home
response
Connections:
2 Not complete
and clear, and Research on other uses of
60 to 69% sea water.
correct
response
1 Not complete
and clear, and
50 to 59%
correct
response
0 No answer
Agreement/Home
Connections:
Research on other uses
of sea water that were not
mentioned in the lesson.
62
APPENDIX A
Problem Question: What are the uses of seawater?

Directions:
1. Divide the class into three.
2. Each group will be given an activity different from the others.
3. Let each group answer all the questions in their assigned activity.
4. Guide the pupils as they perform the activities
GROUP 1
“Amazing Egg Float”
Materials: 2 Jars, 2 hard-boiled eggs, rock salt, stirrer.
Procedure:
1. Prepare two jars with equal amount of fresh water.

2. Label the jars A & B.
3. Put each egg into the jars filled with equal amount of water
4. Observe what happens and record your observation.
5. In Jar A, put salt and dissolve it through stirring while in Jar B, no salt
will be added. Observe what happens to the egg in Jar A and B. Record
your observation.
Guide Questions:
5. What happens to the egg in Jar A? What about in Jar B?
6. What does the experiment show?
7. Which is denser the fresh water or the salt water?
8. In the Salt Water Egg Experiment, what importance/use of seawater is
being emphasized?
Note: Essence of the experiment: Adding salt to the water makes it denser
thus, making the egg floats. Objects float better on salt water than fresh water.
63
GROUP 2
Evaporating Sea water
Materials:
Sea water 1 Tin can Kerosene lamp
Procedure:
1. Pour sea water on tin can

Guide Questions:
1. the
2. Boil What
searemained
water untilinallthe tin can after all the sea water have evaporated?
evaporated
2. Give 2 or 3 more uses of sea water that you know.
3. Observe what remained in the tin can
4. Answer the guide questions. GROUP 3
Cleaning a Greasy Glass
Materials: cooking oil, glass, sponge, sea water
Procedure:
1. Apply a certain amount of cooking oil on the glass.
2. See to it that the grease has been spread on the glass.

Guide Questions:
3. Submerge the sponge into the sea water. See to it that it is fully submerged to
1.
absorbWere you water.
the sea able to remove the grease from the glass?
2. Can you consider it as a use of seawater? Explain your answer
4.3.Scrub
Givethe
2 or 3 more
greasy uses
glass of the
using saltwet
water that until
sponge you itknow.
is clean.
5. Answer the guide

Let each groupquestions.
answer all the guide questions in their assigned activity.
 Guide the pupils as they perform the activity.
64
Problem Question: What are the uses of seawater?
GROUP 1
Directions:
Below is a list of the benefits of water. Pick out from the list the uses of
seawater and write it in the box below.
 It sustains the life of terrestrial plants and animals.

 Salt can be extracted from sea water using evaporation
 Serves as habitat of aquatic plants and animals
 The aquatic plants and animals living in this area can be a source of
food.
 Prevents insomnia and reduces depressive symptoms
 Can be a source of drinking water
 Can be used for recreation like swimming, boating
 Domestic purposes would be for cooking, drinking, bathing, washing
 Used in farms and irrigations
 Can generate electricity through the sea water waves
List of Uses of Sea water
Guide Questions:
1. What are the uses of seawater that you have listed?
2. Why did you choose those uses?
3. Are there other uses of seawater aside from those that you have listed?
4. Give other uses of seawater that cannot be found in the choices above.
65
GROUP 2
Directions: Using the Fan Strategy, Be able to choose 5 uses of sea water
and place them in the fan below. Answer the guide questions and be ready to
report your output in class.
 Can be a source of drinking water

 Can be used for recreation like swimming, boating
 Domestic purposes would be for cooking, drinking, bathing, washing
 Used in farms and irrigations
 Can generate electricity through the sea water waves
 Serves as habitat of aquatic plants and animals
 Salt can be extracted out of evaporation of sea water
 The aquatic plants and animals living in this area can be a source of
food.
Uses of sea water
Guide Question:
1. What are the uses of seawater which are included in the fan?
2. What other uses of seawater can you think of? List them down.
3. Why do you think seawater is important?
66
GROUP 3
Directions:
Check if the statement is a use of seawater. Cross it out if not. Answer the
guide questions afterwards and prepare for the presentation of your output.
_____1.Salt can be extracted out of evaporation of seawater

_____2. Can be a source of drinking water
_____3. Can be used for recreation like swimming, boating
_____4. Domestic purposes would be for cooking, drinking, bathing, washing
_____5. Used in farms and irrigations
_____6. Can generate electricity through the sea water waves
_____7. Serves as habitat of aquatic plants and animals
Guide Questions:
1. What are the uses of seawater which you have checked?
2. What other uses of seawater can you think of? List them down.
3. Why do you think seawater is important?
67
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding
of the different sources of water suitable
for human consumption
activities
C. Learning Competencies / The Learner should be able to infer the
LC code:S4ES-IVc-3
II. CONTENT Uses of Water in our Daily Activities
C. References
pages
2. Learner’s Materials Science- Grade 4 Learner’s Material First
pages Edition 2015 pp.258 - 269
3. Textbook pages
4. Additional Materials BEAM I. Unit 7 Powers of Water Module 2
from Learning
Resource (LR)Portal
D. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE: Reveal the message. The number in the box corresponds to
the letters of the alphabet. Use them as a clue to reveal the
letter in each box.
21 19 5 19
15 6
23 1 20 5 18
A B C D E
1 2 3 4 5
F G H I J
68
6 7 8 9 10
K L M N O
11 12 13 14 15
P Q R S T
16 17 18 19 20
U V W X Y Z
2 2 2 2 2 2
1 2 3 4 5 6
Now, what word/s have you formed?

Do we use water in our daily activities?
We are going to find out as we moved on with our activity
for today.

Grouping the class into ___ groups
EXPLAIN: .
1. Allow them to share their answers and the results of
. the different activities through the presentation of their
group outputs.
presentations so the teacher can verify whether they are
right or wrong.
ELABORATE: Read the statement and answer the question that follow:
Water is a renewable resource because of the water

cycle. But a lot of places in the world and in our
country do not have enough water because there are
two problems with water: amount of distribution and
quality or safety.
1. What seems to be the problem why there are lots

of places in the country that do not have enough
water?
2. What must we do to maintain enough supply of
water?
(Clarify misconceptions when needed.
Give additional information if needed.)
Do deepening of the lesson under elaboration
EVALUATE: Create a poster showing List down all the activities
the uses of water in our that you do in the morning
daily activities. when you wake up until 12
noon. From these activities
(The teacher will use encircle all that make use
69
scoring rubrics to check the of water.
posters made by the
learners.)
Scoring Rubrics in Agreement/Home

Assessing Poster Connection:
Create a jingle depicting the
Cri Visual Relevance Workm uses of water in our daily
teri Impact to the anship
a theme activities.
4 Very The Very
appealing drawing neat
and /informatio and
unique; it n clearly organiz
shows relates to ed
original the theme.
ideas. There is
The an
colors evidence
used of
blend thorough
well, it understan
draws ding of the
attention theme.
and
interest
3 Appealin The Neat
g and drawings/i and
some nformation General
unique shows ly
features, some Organiz
some relevance ed
colors did to the
not blend theme.
with the Shows
others some
but understan
enough ding of the
to draw theme.
attention.
2 Not The Some
appealing drawings/i Messy
, very nformation portion
common shows
ideas and little
colors did relevance
not blend to the
well. It theme. A
catches little
little understan
attention ding about
the theme.
1 No colors The Very
used, drawing/inf Messy
does not ormation
catch does not
attention. show
relevance
with the
theme. No
understan
ding about
the theme.
Agreement/Home
Connection:
Create a jingle depicting
the uses of water in our
daily activities.
70
APPENDIX A
Problem Question:
What are the uses of water in our daily activities?
Perform the activity to answer the problem question.
GROUP I
Objective: Write a short poem on the uses of water in our daily activities.
Materials: Paper, pen, pentel pen, manila paper
What to Do:
1. Assign one member to read the information card aloud.
2. Together with the group, make a draft of your poem.
3. Finalize it and write it on the manila paper.
4. Post it on the Board
5. Be ready to present it to the class.
GROUP 2
Objective: Act out the uses of water in our daily activities
Materials: Manila Paper, Cartons, pentel pen, real objects (for props)
What to do:
2. Prepare a short script.
3. Assign a role to each member as actors and actresses
4. Rehearse your presentation
5. Use your creativity and resourcefulness for props production
6. Be ready to perform it to the whole class
GROUP 3:
Objective: List down the uses of water in our daily activities through
Brainstorming
Materials: paper, pens, pentel pen, Manila paper
What to Do:
2. Brainstorm with all the group members and talk about how each
member use water every day.
3. Each member should be able to give at least one use of water
4. There shall be no duplication of answers.
5. Finalize the work
6. List them on the manila paper
7. Be able to present your answers in class.
71
Problem Question:
What are the uses of water in our daily activities?
(Before letting the pupils perform the activity, see to it that the class set the
standards. Give also the time allotment for them to be aware of the time limit.
See to it that the standards set by the learners are observed during the
activity.)
GROUP I
Objective: Identify the uses of water from the picture in performing daily
activities.
Materials: paper, pen, pentel pen, Manila paper, Picture
What to Do:
1. Observe the picture given to the group.
2. Identify which daily activities use water.
3. Write your answers in the manila paper.
4. Be ready to present your output.
72
GROUP 2
Objective: Select from the list of daily activities that require the use of water
through checking.
Materials: Table with the list of activities, paper, pen pentel pen, manila paper
What to Do:
1. Here is a list of our daily activities.
___ Going to school
___ Taking a bath
___ Watching TV
___ Writing notes
___ Brushing teeth
___ Watering the
the plants
___ Washing the
dishes
___Sweeping the
backyard
2. From the list of daily activities above, check those that uses water.
3. Write your
___Washing answers in the manila paper.
clothes
4. Be ready to present your output in class.
____ Having a sponge
GROUP 3
bathDraw the daily activities that use water
Objective:
Materials: pen, paper, pentel pen, manila paper
____toSinging
What do:
1. Each member of the group will think of an activity that they do daily
____ Drinking water
using water and be able to share it with the group.
2. See to it that there is no duplication of the answer.
exercise
3. Draw your answer in the manila paper.
4. Present your output.
73
I. OBJECTIVES
A. Content Standard The learners demonstrate
understanding of the different sources
of water suitable for human
consumption
activities
C. Learning Competencies / The learner should be able to infer the
LC code:S4ES-IVc-3
II. CONTENT Uses of Water
E. References
6. Learner’s Materials pages Science- Grade 4 Learner’s Material
First Edition 2015 pp.258 - 269
7. Textbook pages
8. Additional Materials from BEAM I. Unit 7 Powers of Water
Learning Resource (LR) Module 2
Portal
F. Other Learning Resources
IV. PROCEDURE A B
ENGAGE: Starburst. In this strategy, students will be given a topic
to discuss. The topic is written at the center of a star
figure at which end points, ideas will be written.
Instruction:
1. You will work as a group.
2. You will identify bodies of water present in your
community.
3. Below is a 5-point star where you will write the
body of water present in your community (e.g
river, stream, etc) at the center.
4. Share your ideas on how this body of water is
used in your community. Write your responses on
each of the 5 end points.
5. Present your outputs to the class.
74
Water
Body
EXPLORE: Problem Question:

What are the uses of
water?
Perform the activities to

answer the problem
question.
EXPLAIN: 1. Allow them to share their 1. Allow them to share their
answers and the results of answers and the results of
. the different activities the different activities
through the presentation of through the presentation of
their group outputs. Ask their group outputs. Ask
them: How do you feel them: How do you feel
about the activity? about the activity?
2. Check the group’s 2. Check the group’s
responses to the activity responses to the activity
questions. questions.
3. Record important 3. Record important
phrases taken from the phrases taken from the
presentations so the presentations so the
teacher can verify whether teacher can verify whether
they are right or wrong. they are right or wrong.
4. Clarify misconceptions 4. Clarify misconceptions
when needed. when needed.
5. Give additional 5. Give additional
information if needed. information if needed.
ELABORATE: Since you know that water Since you know that water
has lots of uses, think of has a lot of uses, think of
some ways on how we can some ways on how we can
save water and list down at save water and list down at
least three ways. Answer least three ways. Answer
the following questions the following questions
afterwards. afterwards.
1. What are the things 1. What are the things

that we need to do that we need to do
to save water? to save water?
75
2. Why do we need to 2. Why do we need to
save water? save water?
EVALUATE: Write a paragraph to infer/ List down 5 general uses of
explain the uses of water. water.
(Teacher will create rubrics

for checking the paragraph
made by the learners.) Agreement/Home
Score Description Connection:
5 Complete and clear
idea, and 90 to
Research on other uses of
100% correct
response water that were not
4 Complete but not discussed.
clear, and 80 to 89%
correct response
3 Not complete and
correct response
2 Not complete and
correct response
1 Not complete and
correct response
0 No answer
Agreement/Home
Connection:
Research on other uses of

water that were not
discussed.
76
APPENDIX A
Problem Question: What are the uses of water?
Perform the activity to answer the problem question.
Materials: Pictures of Water Bodies and Their Uses,

Learner’s Activity Sheet
Title of the activity: The Powers of Water
Directions:
1. Divide the class into groups with about 7 members.
2. Assign each group a picture (Refer to attached pictures in this DLP-
Water Bodies and Their Uses ).
3. Ask them to describe how the body of water is used (e.g domestic,
agriculture, industry, transportation, energy generation, habitat for living
things, changing landforms) as shown in the pictures.
4. Give them about 15 minutes to do the activity.
5. Direct the students to read and understand the instruction in the activity
sheet entitled The Powers of Water.
6. Monitor students' performance while the activity is going on.
7. Provide time for the presentation of groups' outputs to the class.
The Powers of Water
Directions: Read and follow the instructions given.
Materials: record notebook, pen, manila paper, masking tape, pictures of

bodies of water
Procedure:
1. Study the picture given.
2. Identify the type of water body shown in the picture based on its
location (surface water or groundwater) and the concentration of
dissolved salts (freshwater, saltwater or brackish water)
3. Take note how the body of water is used.
4. Classify the bodies of water according to their uses.
5. Fill out the table. An example has been done for you.
77
Water Type of water body based on General Use Specific use/s
Body location (surface or
groundwater)
river Surface water 1. domestic a. washing dishes
2. agriculture b. watering plants
c. irrigation system
Guide Questions:
1. What are the general uses of water?
2. Based on the activity, do you think people need water? Why?
78
Appendix A: Pictures to be used in the activity for Group A
79
GROUP 1
Materials: Pictures of Water Bodies and Their Uses, Learner’s Activity Sheet
Title of the activity: The Powers of Water
Match the pictures to the General uses of Water.

Then answer the guide questions.
(Refer to the attached pictures and activity sheets in this DLP)
Guide questions:
1. What are the general uses of water?
GROUP 2
Directions:
Solve the word puzzle. The clue or hint is the description for every word
puzzle. Be ready to report your output in class.
1.
- The water used for indoor and outdoor household activities or purposes
like drinking, preparing food. Bathing etc.
2.
- the water used for purposes as fabricating, processing, washing,

diluting, cooling, or transporting a product
3.
- used as the natural environment of marine animals and plants
4.
- the water that is used for production of food and fiber
Guide Questions:
1. What are the 4 general uses of water that were included in the activity?
2. What are the other general uses of water which were not included in your
activity? Name them
80
GROUP 3
Match Column A with Column B
A B
1. transportation a. the water that is used for production of food
2. domestic and fiber
3. agriculture
4. industry b. the water used for purposes as fabricating,
5. Energy Generation processing, washing, diluting, cooling, or
transporting a product
c. The water used for indoor and outdoor

household activities or purposes like drinking,
preparing food. Bathing etc.
d. the cheapest and oldest mode of transport

which operates on a natural track and does not
require a huge capital
e. the moving water is used to generate

electricity as in hydroelectric power plant
Guide Questions:
1. What are the general uses of water that were included in the activity?
2. What are the other general uses of water which were not included in your
activity? Name them
Match the pictures in Column A with the General Uses of Water in Column B
A B
1. a. transportation
2. b. habitat
3.
c. energy generation
4. d. domestic
81
5. e. change landforms
6. f. domestic
7. g. agriculture
82
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the
different sources of water suitable for human
consumption
B. Performance The learners should be able to practice
Standard precautionary measures in planning activities
C. Learning The Learner should be able to infer the
Competencies / importance of water in daily activities
Objectives LC code: S4ES-IVc-3
II. CONTENT The Learner should be able to infer the
importance of water in daily activities
LC Code: S4ES-IVc-3
 Uses of water in our daily activities
 Uses of Fresh water
 Uses of Saltwater
 General Use of Water
III. LEARNING
RESOURCES
A. References
pages
6. Learner’s Science- Grade 4 Learner’s Material First Edition
Materials pages 2015 pp.258 - 269
7. Textbook pages
8. Additional BEAM I. Unit 7 Powers of Water Module 2
Materials from
Learning
Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE
EXPLORE:
EXPLAIN:
ELABORATE:
EVALUATE: Summative Test (Please See Appendix 1)
83
APPENDIX 1 – SUMMATIVE TEST
A. Choose the letter of the correct answer and write it in your answer sheets
1. Which of the following contains the greatest amount of water by volume on earth?
a) oceans c) groundwater
b) glaciers and ice sheets d) atmosphere
2. The following are the general uses of water EXCEPT ONE, which is it?
a) energy generation c ) domestic
b) habitat d) making furniture
3. Which of the following is the general use of water?
a) planting trees c) transportation
b) washing clothes d) watering the plants
4. In which of the following activities at home will you need water?
a) washing clothes c) sweeping the backyard
b) watching TV d) writing notes
5. The following daily activities need water EXCEPT ONE, which is it?
a) brushing your teeth c) washing clothes
b) watering the plants d) sweeping the backyard
6. Which of the following statement is TRUE?
a) Freshwater is used for cleaning.
b) Freshwater sustains plant and animal life.
c) Freshwater is used for sewing dresses and clothes.
d) Both A and B
7. The following statements are true EXCEPT ONE, which is it?
a) Freshwater sustains plant and animal life.
b) Freshwater is used for cleaning.
c) Freshwater is used for writing notes.
d) Freshwater is used for bathing.
8. Which of the following is the importance of Freshwater?
a) Freshwater in rivers, lakes and springs is used for recreation.
b) Freshwater is used for writing notes.
c) Freshwater is used for sweeping the house.
d) Freshwater is used for building fire.
84
9. The following is the use of sea water EXCEPT ONE, which is it?
a) Serves as habitat of aquatic plants and animals
b) Sea water is used in farms for irrigation.
c) Salt can be extracted out of evaporation of sea water
d) Can generate electricity through the sea water waves
10. Which of the following is the use of Sea water?
a) Can generate electricity through the sea water waves
b) Salt can be extracted out of evaporation of sea water
c) Serves as habitat of aquatic plants and animals
d) All of the above.
Match the pictures in Column A with the General Uses of Water in Column B
A B
11. a. transportation
12. b.habitat
13. c. energy generation
14.
d. domestic
85
15. e. change landforms
16. f. domestic
17. g. agriculture
18. List down 1 use of saltwater

19 – 20. List down 2 uses of fresh water
86
School Grade Level Grade 4
Date and Time Quarter/Week/Day Q4W4D1
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the
Sun as the main source of heat and light on Earth
C. Learning Competencies/ The learner should be able to explain the process of
Objectives evaporation.
LC Code: S4ES-IVd-4
 Identify the factors that affect evaporation.
II. CONTENT The Water Cycle - Evaporation

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Page Science 4 LM p. 267 - 269
3. Additional materials
from Learning Resources
(LR) Portal
B. Other Learning resources Puzzle, picture of wet clothes hanged under the sun.
Illustration showing a sunny day
IV. PROCEDURES A B
ENGAGE Do the loop-a-word game.
Tell the meaning of the words found in the puzzle by
matching them.
Note: This activity will be done by group. Activity

sheets will be provided to each group.
How does evaporation take place?

What factors affect evaporation?
1. (Show picture of wet clothes hanged under
the sun.)
2. What do you think will happen to the wet
clothes after several hours?
3. What kind of weather is being shown in the
picture?
(sunny)
4. Is there wind? Do you think wind can help in
the evaporation process?
EXPLORE Do the activity. “How Guided activity. “How
Evaporation Takes Evaporation Takes
Place” (Refer to Place”
Appendix A)
87
EXPLAIN Presentation of output.
Verification and clarification of misconceptions
ELABORATE Discuss the process of Discuss the process of
evaporation. evaporation.
Evaporation takes place Evaporation takes place
whenever water is whenever water is
heated. The more the heated. The more the
heat, the faster the heat, the faster the
evaporation. Wind affects evaporation. Wind
the rate of evaporation. affects the rate of
The more windy the evaporation. The more
surrounding is, the faster windy the surrounding
the evaporation. This is is, the faster the
shown when hanging evaporation. This is
clothes outside dry faster shown when hanging
than those placed inside. clothes outside dry
faster than those placed
inside.
Water in the air is called water vapour. The amount
of water in the air is called humidity. The changing of
water into water vapour is evaporation. When water
disappears on the surface, it means that it has
changed to water vapour and has risen into the air.
What are the factors that affect evaporation?
Show through an illustration how evaporation takes

place.
(Draw the sun, bodies of water and put arrows.)
What other activities show evaporation in your

home?
Ex. Boiling water, cooking rice, drying of fish, drying
palay and corn etc.
How does evaporation take place?
What other factor affects evaporation?
EVALUATE Explain the process of Identify the following:

evaporation a sentence 1. It takes place when
or two. water is heated._______
2. ________cause water
to evaporate.
3. On ________ day,
clothes dry faster even
without the sun.
4. The water that
evaporates is called
___________________.
5. The moisture in the
air is called _________.
88
Additional Activities for Improve your illustration of the evaporation process.
V. REMARKS
VI. REFLECTION
earned 80% on the
Formative assessment.
required additional activities
for remediation
C. Did the remedial lesson
work?
No. of learners who have
caught up with the lesson.
continue to require
remediation.
Why did this work?

encounter which my
principal can help me
solve?
localized materials did I use/
discover which I wish to
share with other teachers?
89
HOW DOES EVAPORATION TAKE PLACE?
Activity: How does evaporation take place?
Objective: Explain how evaporation takes place.
Materials:
Moist piece of cloth
Thermometer
Procedure:
1. Wet a piece of cloth
2. Wrap the thermometer with the wet cloth. Record the temperature.
3. Open the wet cloth. Hang it under the sun for 15-20 minutes.
4. Observe what happens.
5. Remove the cloth under the sun.
6. Wrap the thermometer with the cloth again. Record the temperature.
7. Write your observation on the table below.
Temperature of wet cloth Temperature of wet cloth

Before exposure under the sun After exposure under the sun
Guide Questions:
1. What is the temperature of the wet cloth before heating it under the sun?
________________ Is it hot or cold? ______________
2. What is the temperature after heating it under the sun?
________________________ Is it hot or cold? ______________________
3. Compare the temperatures before and after heating the wet cloth.
____________________________________________________________
4. What does this show? ________________________________________
5. Is the cloth still very wet after placing it under the sun?
__________________________________________________________
6. What made the cloth a bit dried?

___________________________________________________________
7. Was it sunny? windy? _________________________________________
8. Where did the water go?_______________________________________
9. What process was involved? ___________________________________
10. What is evaporation? _________________________________________
90
Appendix A: Activity Sheet for Group B
Circle the word that you see in the puzzle. You can find them in vertical,
horizontal, diagonal or inverted form.
E F G W A T E R A B C D
V W X Y Z A B O E F G H
A C D E F G H P I J K L
P E R S P I R A T I O N
O I J K L M N V M N O P
R E S P I R A T I O N H
A O P Q R S T U V W X O
T E R U T A R E P M E T
I Y Z A B C D E F G H J
O K L M O I S T U R E F
N H U M I D I T Y Q R M
Find out the meaning of the words taken from the puzzle in Column A by matching it
with Column B. Draw a line to connect them.
1. EVAPORATION A. The gaseous form of water
2. PERSPIRATION B. Changing of water to water vapor
3. RESPIRATION C. High temperature
4. HUMIDITY D. The hotness or coldness of a body or

environment
5. HOT E. There is presence of water
6. TEMPERATURE F. The breathing process of humans and

animals
7. MOISTURE G. When water comes out of our body

due to heat
8. WATER VAPOR H. The amount of water vapor in the air
91
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the Sun
as the main source of heat and light on Earth
B. Performance Standard The learners should be able to practice precautionary
measures in planning activities
C. Learning The learner should be able to explain the process of

Competencies/ Objectives condensation and precipitation.
LC Code: S4ES-IVd-4
 Identify the factors that affect condensation and
precipitation.
II. CONTENT Condensation and Precipitation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 309 - 312
Pages
2. Learner’s Material 267 - 269
Page
(LR) Portal
B. Other Learning Picture of clouds, Alcohol lamp/burner, match, tripod,
resources beaker/empty can, aluminum foil, water
IV. PROCEDURES A B
ENGAGE What happens to water once it is heated?
What happens to the water vapour when it reaches the
atmosphere?
Show a picture of clouds. Show a picture of clouds.
How are clouds formed? How are clouds formed?
Let’s find it out in our Let’s find it out in our
activity. activity.
Group the class into 4 or Teacher will discuss the
5. procedure in the activity
Recall the standards for and demonstrate the steps
the group activity. to be done.
Distribute the materials by Each group will follow with
group. the teacher until the
Distribute the activity last step.
sheets.
EXPLORE 1. Do the activity. “How 1. Do the activity. “How
Condensation and Condensation and
Precipitation Take Place” Precipitation Takes Place”
2. Presentation of output. with teacher’s guidance.
3. Verification of answers. 2. Checking of answers.
92
EXPLAIN Presentation of output.
ELABORATION Discuss the process of condensation.
After evaporation, the water vapour in the air is cooled
by the cold air up in the sky and turns back into little
droplets of water. These droplets form the clouds we
see in the sky. This process is called condensation.
Up in the air are tiny particles of dust, soot, pollen and
bits of salt from the ocean. Cool air in the atmosphere
causes the condensation process. When water
droplets grow large and heavy enough they fall back as
rain, hail, sleet or snow. The process is called
precipitation.
1. Where does the water that make up the clouds come

from?
2. What process does water go through to become
clouds?
3. What process occurs when droplets of water grow
large and heavy?
Show through an illustration how condensation takes

place.
(Draw the clouds that form precipitate or rain).
When you place an ice cube in a glass of water and

leave it on the table for a while, what do you see
outside the glass? (droplets of water). Why do you
think droplets of water is present outside the glass?
(It means that water vapour is present in the air and
when it is cooled by the ice cube inside the glass it
changes to droplets of water.)
How does condensation and precipitation take

place?(Condensation takes place when water vapour is
cooled due to low temperature, it forms droplets of
water and when clouds is already full of water droplets,
it will fall to the ground as precipitate.)
What other factor affects condensation and
precipitation?( hot and cold temperature, wind)
EVALUATION Name the factors affecting Identify the following:

condensation and 1. It takes place when
evaporation. water vapour is
cooled.____________
2. ________cause water
to condense.
3. On ________ day,
clothes dry faster even
without the sun.
4. The water, hail or
snow that fall is called
___________________.
5. What process is
93
involve when rain falls?
___________________
(condensation, cold
temperature, windy,
precipitate, precipitation)
Additional Activities for Improve your illustration of the condensation and

application or remediation precipitation process.
V. REMARKS
VI. REFLECTION

earned 80% on the
for remediation
work?
continue to require
remediation.
Why did this work?

encounter which my
principal can help me solve?
discover which I wish to
94
Appendix A: Activity Sheet for Group A and B
How do condensation and precipitation take place?

Activity: How do condensation and precipitation take place?
Objective: Explain the process of condensation and precipitation.
Materials: Alcohol lamp/burner/candle, match

Tripod
beaker/empty can,
aluminum foil
water
1. Put water in the beaker or empty can (half-filled only).

Cover it with aluminum foil.
2. Prepare the tripod and alcohol burner under it.
3. Light the alcohol lamp and place the beaker on the tripod
and heat the water.
4. Wait until the water boil. Let it boil for 5 minutes.
5. Remove the cover or aluminum foil from the beaker.
6. Observe the aluminum foil.
Guide Questions:
1. What do you see in the aluminum foil?

________________________________________________________
2. Where did the water came from?

________________________________________________________
3. How did the water reach the cover/ aluminum foil?

________________________________________________________
4. What do we call the process?

_______________________________________________________
5. What caused the water vapor to turn to water droplets?

_______________________________________________________
6. What happened to the water droplets?

________________________________________________________
7. What do you call the process when water droplets fall?

________________________________________________________
95
I. OBJECTIVES
C. Learning The learner should be able to explain the processes

Competencies/ involved in the water cycle.
Objectives LC Code: S4ES-IVi-10
II. CONTENT Objectives:
1. Identify & describe the process involved in water
cycle
2. Illustrate the process involved in the water cycle
(The Processes Involved in the Water Cycle)
III. LEARNING
RESOURCES
A. References
Pages
2. Learner’s Material
Page
3. Additional materials Laptop, video clip, diagram/picture of water cycle
from Learning
Resources (LR) Portal
B. Other Learning Diagram of the water cycle, manila paper, marking pen
resources
IV. PROCEDURES A B
ENGAGE What is the role of the sun in the water cycle?
Let us watch The Water Cycle on video.
What processes are involved in the water cycle?

What is evaporation, condensation, precipitation?
EXPLORE Based on the “The Give each group sentence
Water Cycle Video”, strips with blanks and let
Work by group help them fill each blank with
each other explain the appropriate word to complete
processes involved in the explanation.
the water cycle; 1. The changing of water into
evaporation, water vapour because of
condensation and ______________ is called
precipitation _______________.
Write your explanation 2. When water vapour in the
on the manila paper. atmosphere is _______
due cold temperature, it turns
back to __________,
the process is called ____.
3. Clouds becomes heavy
96
because of millions of
___________, it falls to the
ground as ____________,
the process is called ____.
EXPLAIN
Let each group present their output and explain the
processes involved in the water cycle.
ELABORATE What factors affect evaporation?(sun’s heat and wind)

What causes water vapour to turn back to water
droplets? (cool air)
In what forms does precipitation fall to the ground?
Let some pupils explain the process of evaporation,

condensation and precipitation.
During summer, what do you think will be the rate of

evaporation? Slow or Fast? Why?
So, what activities are good to do during summer
wherein there is rapid evaporation? Drying fish, palay,
doing outdoor activities, etc.

Explain each process.
EVALUATION Fill the blanks with the correct word to complete the
explanation.
Water cycle is a continuous _______________.
It involves __________________, ______________
and ___________________. Evaporation happens
when water is heated, it _____________ and goes into
the air in the form of __________ __________.
Water vapour is cooled and turns back to ________,
then clouds are formed _________________, takes
place. When the cloud is too heavy and cannot hold the
droplets of water, it falls back to the ground in the form
of __________, the process is called ___________.
Additional Activities for Read more about the water cycle.
V. REMARKS
VI. REFLECTION

earned 80% on the
required additional
activities for remediation
work? No. of learners who
have caught up with the
lesson.
97
continue to require
remediation.
Why did this work?
encounter which my
solve?
localized materials did I
use/ discover which I wish
to share with other
teachers?
98
APPENDIX A: ACTIVITY SHEET FOR GROUP A AND B
Label the illustration with the processes involved in the water cycle.
evaporation precipitation condensation
The Role of the Sun in the Water Cycle
I. Objective:
Describe the role of the sun in the water cycle.
II. Materials:
1. 2 clear plastic cups

2. marker
3. Clear plastic wrap
4. Water
III. Directions:
1. Partly fill the plastic cups with water so that they both have the same level of
water.
2. Mark the levels with the marker/put a masking tape.
3. Seal one of the cups with plastic wrap.
4. Leave it for a day under the sun. (Note: this activity should be done on a
sunny day. Make sure that the cups are safely placed to avoid spill.)
Data/Observed
Day Level of Water

Cup A Cup B
1
2
Look at both cups and mark where the water levels are.
Do this for a few more days, marking the levels each day and noting any change.
99
Guide Questions:
1. What happened to the water level in Set Up A after the observing for a day?
for 2 0r 3 days? How about in Set Up B?
2. Where did the water go?
3. What caused the water to disappear in Set up A?
4. What is the role of the sun in the water cycle?
Masking tape masking tape
cover
Set Up A Set Up B
100
I. OBJECTIVES
C. Learning Competencies/ The learner should be able to describe the importance
Objectives of the water cycle.
LC Code: S4ES-IVd-4
II. CONTENT
The Importance of the Water Cycle
A. References
309 - 312
2. Learner’s Material Page
267 - 269
3. Additional materials from Illustration of the water cycle (bigger illustration)
Learning Resources (LR)
Portal
B. Other Learning resources manila paper, paper tape, sentence strip, 5 pcs.
mounted illustrations of water cycle long bond paper
size.
IV. PROCEDURES A B
ENGAGE
What are the different water sources?
What are the uses of water?
How should we use water in our daily activities?
The water part of the earth is called the “hydrosphere”

or “water sphere”, which covers three fourths of its
surface.
Water continuously moved in the earth’s surface in a
process called “water cycle.”
Show an illustration of the water cycle to the class.

What do you think is the illustration about? (Water
cycle/different forms of water in the environment)
What are the different forms of water in our
environment? (solid, liquid and gas)
Do you think each form of water important? Why do you
think so? (Yes, because the water that evaporated from
the different forms or sources of water is needed in the
formation of clouds.)
Water covers a larger area than the land. It gives the

earth a blue color as seen from outer space. 97% of the
101
water on earth is salty, only 3% of the water is fresh and
potable-good for drinking.
So, there will come a time that we will run out of
clean/drinking water.
EXPLORE 1. Group the class into 5. Note: Provide each pair

2. Remind the standards with the activity sheet.
before doing the activity. 1. Have the class work
3. Distribute the needed by pair..
materials to each group. 2. Let them share ideas
4. Ask them to do Activity 61 in doing the activity
on p.267 of the LM, “How using an activity sheet.
Important I Am in the 3. Ask each pair to
Environment?” present their work for
5. Remind them to work on checking.
the activity for 15-20
minutes only.
6. Ask them to answer the
guide questions(1-5)
7. Teacher will monitor each
group as they perform the
activity.
8. Posting and presentation
of group output.
EXPLAIN Discuss the answer to the Discuss the answer to

guide questions. the guide questions.
1.The illustration depicts 1.The illustration depicts
water cycle- the continuous water cycle- the
movement of the water with continuous movement of
the presence of sunlight the water with the
which heats the water in the presence of sunlight
environment causing it to which heats the water in
evaporate. the environment causing
2. Man use water for it to evaporate.
drinking, in households, 2. Man use water for
industry, farming, etc. drinking, in households,
Plants need water for industry, farming, etc.
growth. Animals use water Plants need water for
for drinking and bathing growth. Animals use
3. Life processes will not water for drinking and
continue without the water bathing
cycle. 3. Life processes will not
4. Balance in nature will not continue without the
be complete without the water cycle.
water cycle. 4. Balance in nature will
5. Water cycle is important not be complete without
to support the life of man, the water cycle.
plants and animals and to 5. Water cycle is
have the balance in nature. important to support the
life of man, plants and
animals and to have the
102
balance in nature.
ELABORATE Present pictures:

 Animals that are drinking and bathing in the
water.
1. How do animals use water.
 Plants that are wilting due to lack of water.
2. What is the importance of water to plants?
 People bathing, drinking and washing clothes.
3. What is the importance of water to people?
Make a diagram showing the importance of water cycle

using the sentences on strips of paper.
Importance of Water cycle
Plants Animals People

e
Healthy plant growth healthy animal growth improved
hygiene
more food supply more meat supply less sickness
High quality Bigger income Happy people

products
When there is rain, what happens to the plants growth?
What happens to your wet clothes after hanging them
under the sun? Where does the water go?(The water
evaporate)
What is water cycle? What is water cycle?

( Water cycle is the What are its importance?
continuous movement water
through the process of
evaporation, condensation
and precipitation)
What are its importance?
(Water cycle is important to
sustain human, animal and
plant life.)
103
EVALUATE Using a graphic organizer, Check the statements
ask the pupils to write the that tell the importance
phrases in the appropriate of water cycle and cross
circle. if not.
Importance of water cycle 1. Man use water for
Plants, Animals, People, their hygiene. ________
Improved hygiene practices, 2. Plants need water for
increased water storage, their growth.________
healthy plant growth, 3. Animals do not need
healthy animal growth, water._____________
increased meat supply 4. There will be more
supply if water will be
used properly.________
5. Animals will become
healthy even without
water. ______________
Additional Activities for What are the other benefits we get from water cycle?
application or remediation List them down on your notebook.
V. REMARKS
VI. REFLECTION
earned 80% on the
required additional
work?
continue to require
remediation.
Why did this work?

encounter which my
solve?
use/ discover which I wish
to share with other
teachers?
104
EVALUATION:
Directions: Fill in the circle with appropriate words/phrases. Write the main topic at
the center (red circle), the major effects on the second layer(blue circle) and the
sub effects on the third layer(green circles) of circles. Select your answers from the
given lists.
Importance of water cycle increased water storage
improved hygiene practices
Healthy animal growth increased crop yield healthy plant growth
Less sickness high quality products
bigger income abundant water supply
Happy
people
Less
expenses
Less
sickness
Less
Low expenses
market
prices
Low
consumer
demand
105
I. OBJECTIVES
C. Learning Competencies/ The learner should be able to construct a

Objectives/Code model/diagram of the water cycle. (S4ES-IVd-4)
II. CONTENT
Making a Model/Diagram of the Water Cycle

A. References
2. Learner’s Material Page
Learning Resources (LR)
Portal
B. Other Learning resources 1/8 or 1/4 illustration board, cotton, used magazines/
Brochure, scissors, glue, glitters
IV. PROCEDURES A B
ENGAGE What does a wheel do on a bike?
Water goes in a cycle just like a wheel goes around

and around.
Let us watch The Water Cycle on video.

What is evaporation, condensation, precipitation?
They can also watch the “Water Cycle Song” and

sing along with the video.
EXPLORE 1. Set the standards before doing the group activity

and explain the rubrics in rating their output in the
scale of 1 – 5.
Suggested Scoring Rubric
5 Excellent - complete comprehension
Quality of material
-participated and
completed all the activity
-completed task on time
with perfect output
4 Good Quality - proficient comprehension
of material
106
-actively participated and
-completed task on time
3 Satisfactory - average comprehension
of material
-mostly participated and
-completed task with help
2 Needs -no comprehension of
Improvement material
-not all participated and
-not so complete task
1 Not Yet -no comprehension of
There material
-did not participate and did
not complete all the activity
-incomplete task
2. Do the activity. “Making a Water Cycle
Model/Diagram” by group. (The water cycle song
maybe played while the pupils are doing their
diagram.) Refer to the attached activity sheet.
EXPLAIN
Let each group present their output and explain the
process as shown in their diagram/model of the
water cycle.
ELABORATE How did you work on your output?

What helped you do the work?
Where you able to label the processes in the water
cycle properly?
Ask other members of the group to say something

about their output and how they work on their output.
What is/are the importance of water cycle to our

environment?
What is water cycle?
How important is the water cycle?

Why?
EVALUATE Checking, evaluation and giving appropriate rating to
their output based on the rubrics.
A written evaluation as Post Test will be given.
Additional Activities for Read more about the water cycle.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the Formative
assessment.
107
for remediation
work?
continue to require
remediation.
Why did this work?
encounter which my principal
can help me solve?
discover which I wish to share
with other teachers?
108
Appendix A: Activity Sheet for Group A and B
Making a Water Cycle Model/Diagram

Activity: Making a water cycle model/diagram.
Objective: Be able to make a water cycle model/diagram using old

magazines/brochure, small plant twigs and other available materials
Materials: 1/8 or 1/4 illustration board, cotton, used magazines/brochure,

scissors, glue, glitters, small plant twigs
Procedure:
1. Using the pre-assigned materials by group, make a water cycle model on a 1/8 or
1/4 illustration board.
2. Use the small plant twigs to represent the trees.
3. Cut out the old magazine or brochure to form letters, shapes, arrows, etc.
and paste it on the illustration board.
4. Use the cotton as cloud and put glitters to represent the dust, soot, pollen
and bits of salt.
5. Use silver glitters to represent the rain fall.
6. Label the processes involved in the water cycle.
7. Look at the diagram in your textbook as your reference.
8. Cover your illustration board with a plastic to protect your water cycle
model/diagram.
Guide Questions:
1. How did you fell about the activity on making a water cycle model/diagram?
___________________________________________________________________
2. What helped you in going through the activity?
___________________________________________________________________
3. What processes in your water cycle model were shown in your output?
___________________________________________________________________
4. What do you think is/are the importance of water cycle in our life?
___________________________________________________________________
109
Teacher Learning Area SCIENCE
VI. OBJECTIVES
G. Content The learners demonstrate understanding of
Standard components of weather using simple instruments.
H. Performance The learners should be able to practice

Standard precautionary measures in planning activities.
I. Learning The learner should be able to use weather

Competencies/ instrument to measure the different weather
Objectives components.
LC Code: (S4ES-IVe-5)
 Identify factors that affect the day’s
temperature.
VII. CONTENT COMPONENTS OF WEATHER

VIII. LEARNING
RESOURCES
F. References
9. Teacher’s
Guide pages
10. Learner’s
Materials pages
11. Textbook
pages
12. Additional
Materials from
Learning
Resource (LR)
portal
G. Other Learning
Resources
IX. PROCEDURE A B
“3-Pics-1-Word”
ENGAGE The pupils will guess the hidden word, based from
the given set of pictures.
T _ _ _
110
W _ _ _ _ _ _
Questions:
- What are the pictures all about?
- Do you think they affect our daily activities?
In what way?
The teacher will elicit information from the pupils
about their knowledge of the given word.
EXPLORE Setting of Standards
-What are things that you need to remember while

doing an activity?
Presentation of Rubrics
-Agree on a rubric to assess the activity. (Sample

Rubrics)
Activity Proper
Group1: AIR
Group 2: TIME
Group 3: COLDNESS/ HOTNESS
(See Appendix A)
EXPLAIN Reporting of the outputs will follow.

Each group will be given 3 minutes to report their
output.
ELABORATE Provide deepening of inputs about factors that
111
affects the days’ temperature.
- The teacher might ask these questions.
Questions:
- Does temperature affect our weather? Cite
some examples.
- What about time? Cite some examples.
- How do time of the day and temperature
affect the weather for the day?
Concept Formation
(Teachers can explain more, please refer to the
given Background Information for Teachers)
Time and temperature affect the day’s weather.
Application
Question: Why do we feel warm during noon time?
112
EVALUATE Multiple Choice:
Study the table below and answer the questions
that follow.
Time Weather Temperature

5:00 a.m 18°C
9:00 a.m 29°C
12:00 noon 34°C
2:00 p.m 30°C
8:00 p.m 27°C
1. What time of the day has the highest

temperature?
a. 2:00 p.m
b. 12:00 noon
c. 8:00 p.m
d. 9:00 a.m
2. What time of the day has the lowest

temperature?
a. 5:00 a.m
b. 8:00 p.m
c. 9:00 a.m
d. 12:00 noon
3. During what weather condition has a high

temperature?
a. Rainy Weather
b. Stormy Weather
c. Fair/Sunny Weather
d. Cloudy Weather
4. How do you describe the temperature of a

fine weather?
a. High
b. Low
c. Lowest
d. Coolest
5. Does temperature affect the weather of a

certain place?
a. No
b. Yes
c. Maybe no
d. Not applicable
Assignment:
- Bring the following tomorrow.
1. Graphing Paper
113
2. Marker
X. REMARKS
XI. REFLECTION
XII. OTHERS
H. No. of learners
who earned
80% on the
formative
assessment
I. No. of learners
who require
additional
activities for
remediation.
J. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
K. No. of learners
who continue to
require
remediation.
L. Which of my
teaching
strategies
worked well?
Why did it work?
M. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
N. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
114
APPENDIX A: ACTIVITY SHEETS
GROUP 1: AIR
Observe the pictures below. Each picture has a corresponding temperature

below it. Analyze and answer the questions that follow.
Air Temperature
Questions:
1. What weather condition affects the days’ temperature based from the
activity?
________________________________________________________
________________________________________________________
________________________________________________________
__________________
2. Why does air temperature affect the days’ weather?

________________________________________________________
________________________________________________________
________________________________________________________
_____________
115
GROUP 2: TIME
Observe the pictures of the different places at different time of the day.
Analyze and answer the guide questions below.
6:00 a.m 12:00 noon 6:00 p.m
Question:
1. What weather condition affects the days’ temperature based from the
activity?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________.
2. Why does time affect the days’ temperature?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
_____________________________________________.
GROUP 3: Coldness and Hotness
Observe pictures A to D and answer the guide questions below.
116
Picture A Picture B
Picture C Picture D
1. What kind of air temperature is present in Pictures A and C?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________________________________________.
2. Why does air temperature affect the day’s weather?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
__________________________________________
117
Time & Date Quarter/Week/Day Q4/W5D2
I. OBJECTIVES
components of weather using simple instruments.

C. Learning The learner should be able to use weather

LC Code: S4ES-IVe-
 Use room thermometer to measure
temperature.
II. CONTENT WEATHER INSTRUMENTS

(Thermometer)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE “Stand HOT, Sit COLD”
The teachers will show some pictures. Pupils will

identify if the picture/s shown depicts HOT or
COLD. They will sit if their answer is Cold, and
stand if their answer is HOT.
118
The teacher will show a sample thermometer. The
pupils will also answer the following questions
below.
For the teachers:

1. Orient the pupils on how to use the
thermometer
2. Let the pupils familiarize its parts
3. Teach them how to handle the thermometer
properly
4. Teach them also how to read the
temperature using the thermometer..
Question:
- What do we use to measure temperature?
119
The teacher will elicit answers from the pupils.
EXPLORE Setting of Standards:

-What are the things that you need to follow when
doing an activity?
“Outside “Inside Temperature”

Temperature”
(See attached (See attached

worksheet #1) worksheet #2)
EXPLAIN Each group will be given the chance to present

their outputs.
Pupils will answer the guide questions.

(See attached guide questions)
ELABORATE (Teachers can explain more, please refer to the

given Background Information for Teachers)
EVALUATE Below is a recorded data of the recorded

temperature of the day. Analyze and answer the
questions that follow.
Time Temperature in
degrees celcius
6:00 AM 26
10:00 AM 30
12:00 AM 31
3:00 PM 32
5:00 PM 28
1. On what time of the day is the temperature
the highest? The lowest?
2. What does the data mean?
3. What can you say about the air
temperature of a day?
Assignment:
Bring the following tomorrow:
1. Paper plate
2. Styro cup
3. Pencil
4. Paper clip
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
120
B. No. of learners
who require
additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did it
work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I
use/discover
which I wish to
share with other
teachers?
121
WORKSHEET #1 (OUTSIDE TEMPERATURE)
Guide Questions:
1. What have you noticed about the recorded temperature?

2. What does this mean?
3. Why is there a change in the temperature?
4. Based on the activity how do you define a temperature?
5. What instrument is used to measure the temperature?
122
WORKSHEET #2 (INSIDE TEMPERATURE
Guide Questions:
1. What have you noticed about the recorded temperature?

2. What does this mean?
3. Why is there a change in the temperature?
4. Based on the activity how do you define a temperature?
5. What instrument is used to measure the temperature?
123
Background Information:
124
Time & Date Quarter/Week/ Day Q4W5D3
I. OBJECTIVES


LC Code: S4ES-IVe-5
 Use wind vane to tell the direction of the

wind.

(Wind Vane)
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Map of your community, A picture of a Wind
Resources Vane, Worksheets,
IV. PROCEDURE A B
“Know Your Direction”
ENGAGE
The teacher will show a simple community map.
(See attached map)
125
Chapel
Basketball School
Court
Aling Puni’s
Sari Sari Store
The pupils will identify the direction of a place

using the given map according to the given
situations. Make use of the center as the
reference point.
The pupils will use a flashcards for their answers.
Situation #1
CHAPEL:____________________
Situation #2
BASKETBALL COURT:_________________
Situation #3
SCHOOL:_______________________
Questions:
- What helped your answer the situations
easily?
- When is direction helpful to you as a pupil?
- Is knowing direction important in
identifying the weather?
The teacher will show a picture.
126
Question:
- What weather instrument is on the picture?
- What are the letters on the cup for?
- What does it indicate?
- What are the things that we need to
remember in doing an activity?
Grouping them into ___ groups
ELABORATE Explain further “Fill in the Blank”
concepts about wind A pupil will continue the
vane, and parts of it statement given by the
Arrow and tail – what teacher.
do they indicate? TODAY, I LEARNED
ABOUT_____________
___________________
__________________.
EVALUATE What is the use of a wind vane? Explain in 2 to 3
sentences.
(The teacher may use a rubric to check the
pupil’s answer)
Score Description
5 Complete and clear idea, and 90 to
100% correct response
4 Complete but not clear, and 80 to
3 Not complete and clear, and 70 to
0 No answer
Assignment:
Bring the following tomorrow:
1. 4 plastic cups
2. 4 identical sticks
V. REMARKS
127
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
did I encounter
which my principal
or supervisor can
help me solve?
localized material/s
did I use/discover
which I wish to
share with other
teachers?
128
Appendix A: Activity Sheet
129
130
I. OBJECTIVES


LC Code: S4ES-IVe-5
 Use anemometer to tell the speed of the
wind.

Anemometer
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning
Resources
IV. PROCEDURE A B
“Know the Symbols”
ENGAGE The teacher will present pictures showing windy
day.
Possible pictures:
1. Leaves of tress moving
2. Swaying of branches of trees
3. Smoke in a chimney moving in a certain
direction.
Question:
- What do the pictures show?
Compare the two pictures below.
131
Train Carabao
Question:
- Which of the two pictures creates greater
speed? Relate the pictures to the lesson
for the day
- What about the wind? How do you
measure the speed of a wind?
- How will you know when one is moving
faster than the other?
“Creating an Anemometer Model” (Individual)
See Attached Worksheet
EXPLAIN Reporting of Outputs

ELABORATE Guide Question:

- What happened to the movement of the
improvised anemometer as the speed of
the electric fan was set to fast?
- How does the improvised anemometer
indicate the speed of the wind?
EVALUATE Answer the question in 2 to 3 sentences.

What is the use of a thermometer? What is the
importance of knowing the speed of the wind?
pupil’s answer)
Score Description
0 No answer
132
V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
for remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
133
Appendix A: Activity Sheet
134
135
I. OBJECTIVES


Competencies/Obj instrument to measure the different weather
ectives components.
LC Code: S4ES-IVe-5
 Record the weather condition.
II. CONTENT WEATHER CHART

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE A B
ENGAGE The teacher will show a weather chart and ask

questions about it.
Questions:
1. What does the picture show?
2. What is a weather chart?
3. What do we put in a weather chart?
Today we are going to learn how to record the
weather condition in a weather chart.
136
EXPLORE
Setting of Standards:
“Creating Weather Chart ”
(Individual)
See Attached Worksheet
ELABORATE
“Fill in the Blank”
A pupil will continue the statement given by the

teacher.
TODAY, I LEARNED
ABOUT_________________________________
______________________.
EVALUATE What is the importance of a weather chart?

Answer in 2 to 3 sentences.
See attached rubrics

pupil’s answer)
Score Description
0 No answer
V. REMARKS
VI. REFLECTION
VII. OTHERS
D. No. of learners
who earned 80%
on the formative
assessment
E. No. of learners
137
who require
for remediation.
F. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
G. No. of learners
who continue to
require
remediation.
H. Which of my
teaching strategies
worked well? Why
did it work?
I. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
J. What innovation or
did I use/discover
which I wish to
share with other
teachers?
138
Appendix A –Activity Sheet
139
APPENDIX B - RUBRIC
Learning Competency: The learners should be able to use weather

instrument to measure the different weather components.
SCORING RUBRICS
5 3 1 TOTAL
1. Concept Work shows a Work shows Work lacks

mastery of skills some understanding
and reflects a understanding of concepts
deep of concepts and skills
understanding and skills
of the concepts
2. Craftsmanship Shows extreme Work is neat Work is messy

care and but lacks and lacks
creativity for its creativity creativity
output
3. Cooperation/ Individual: Individual: Individual:

Work Ethics Works quietly Works quietly Cannot work
and leaves the but leaves the silently and
workplace clean workplace not leaves the
and orderly clean and workplace not
without order clean and
Pair/Triad: without order
All members Pair/Triad:
helped each 1 member Pair/Triad:
other, maintains failed to help 2 or more
cleanliness and the group members
orderliness of achieve its failed to help
their workplace. desired goal, the group,
maintains cannot
cleanliness and maintains
orderliness of cleanliness
their and
workplace. orderliness of
their
workplace.
TOTAL
140
I. OBJECTIVES
A. Content The learners demonstrate understanding that the Sun is the main
Standard source of heat and light on Earth
B. Performance Practice precautionary measures in planning Activities
Standard
C. Learning Record in a chart the weather conditions
Competencies/
Objectives LC Code: S4ES-IVf-6
 Observe Weather Elements
II. CONTENT Observing Weather Elements

III. LEARNING
RESOURCES
A. References
1. Teacher’s 320-323
Guide Pages
2. Learner’s 281-282
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Science and Health 4 p. 210
Learning
resources
IV. A B
PROCEDURES
What were some of the Match the instrument used from the
ENGAGE instruments used to measure weather element
weather elements such as; It measures.
1.Temperature A. Wind direction 1. Thermometer
2.wind direction B. Wind speed 2. Wind vane
3.wind speed C. temperature 3. Anemometer
(picture originally taken by the author)

How would you describe the sky as shown in the picture?
141
What do you think would be the weather for that day?
EXPLORE Aside from the sky condition, what other weather elements are considered
in order to tell the type of weather a certain place will experience.
Find out from this activity.
Setting standards for Group Activity
Performing the group activity
(Please refer to the Activity sheet)
EXPLAIN Presentation of group output Presentation of group output
( Reporting) ( Reporting)
ELABORATE Verification of answers Verification of answers
1.What are the different 1.What are the different weather
weather elements? elements?
2.Why is it important to know
them? 2.Why is it important to know them?
3.Describe the following
weather elements based from 3.Describe the following weather elements
your observation. based from your observation.
Temperature: _____ Temperature: _____
Wind direction: ____ Wind direction: ____
Wind Speed: _____ Wind Speed: _____
Sky Condition: ____ Sky Condition: ____
What was the weather condition based
4.What was the weather from the observed weather elements?
condition based from the
observed weather elements? 5.What was the weather condition based
from the observed weather elements?
5.What was the weather
condition based from the If you are a farmer and you observed
observed weather elements? that the weather condition is stormy, are
you still going to dry your crops? Why?
6.If you wanted to make sure
that your planned activity How is knowledge on making an
would fit into the weather for observation on the weather elements
the day. What could be the helpful?
best way to do it?
You have observed that the weather
Why is it important to make condition is stormy. How would you
an observation on the describe the air temperature for that day?
weather elements? If you want to determine the weather
condition for the day, what would you
What must people do in order observe?
to know the right activity they
could carry out for the day? What are those weather elements?
If you want to determine the
weather condition for the day,
what would you observe?
What are those weather
elements?
I. Evaluating
learning Picture of a Picture of a stormy
( EVALUATION stormy weather weather
)
This picture shows a stormy This picture shows a stormy weather.
weather. What could be the What could be the condition of the different
142
condition of the different weather elements based from your
weather elements based from observation. Check the column with the
your observation. correct answer.
Sky Wind Wind Temp.
condition speed Direction
Sky Wind Wind Temp.
condition direction speed
Fine stormy south west strong Mod. warm cool
J. Additional Make an observation on the Make an observation on the weather

Activities for weather elements by elements by tomorrow at 5: 00 o’clock in
application tomorrow at 5: 00 o’clock in the afternoon. Record your observation in
Or remediation the afternoon. Record your a table below.
Sky wind Wind Temp.
observation in a table below. condition speed Direction
Sky Wind Wind Temp.
condition speed Direction
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
the Formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have
caught up with
the lesson.
D. No.of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did I
encounter
which my
principal can
help me solve?
143
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other teachers?
144
APPENDIX A
ACTIVITY SHEET
(For A Learners)
I. What to find out:

Observe the weather elements.
II. What you need:

Weather chart Manila paper marking pen
III. What to do:

1. Stay out of the classroom.
2. Make an observation on the weather elements found in the chart.
3. Use the description inside the table in describing each weather
element.
Temperature Wind direction ( use wind Wind Speed Sky Condition Weather Condition
vane)
Warm Cool N S E W Others Light Moderate Fast Clear Clou- Partly Overcast Fine Fair Stormy
Specify (leaves (makes (makes dy Cloudy
rustle) leaves branches
and twigs move)
move)
4. Record your observation in a table like this:
Temperature Wind direction Wind Speed Sky Condition Weather

Condition
5. Answer these:
a. What are the different weather elements?
b. Why is it important to know them?
c. Describe the following weather elements based from your
observation.
Temperature: _____
Wind direction: ____
Wind Speed: _____
Sky Condition: ____
d. What was the weather condition based from the observed weather
elements?
IV. What you Learn:

What makes it easy to determine the weather condition for the
day?
V. Apply what you Learn:
145
If you wanted to make sure that your planned activity would fit into the
weather for the day. What could be the best way to do it?
ACTIVITY SHEET
(For B Learners)

Observe the weather elements.
II. What you need:
III. What to do:
A. Stay out of the classroom.
B. Make an observation on the weather elements found in the chart.
C. Put a check on the column that best describes each element based
from your observation.
Temperature Wind direction ( use wind Wind Speed Sky Condition Weather Condition
vane)
Warm Cool N S E W Others Light Moderate Fast Clear Clou- Partly Overcast Fine Fair Stormy
Specify (leaves (makes (makes dy Cloudy
rustle) leaves branches
and twigs move)
move)
D. Answer these:
1. What are the different weather elements?
2. Why is it important to know them?
3. Describe the following weather elements based from your
observation.
Temperature: _____
Wind direction: ____
Wind Speed: _____
Sky Condition: ____
4. What was the weather condition based from the observed weather
elements?
IV. What you Learn:

What makes it easy to determine the weather condition for the
day?
If you are a farmer and you observed that the weather condition
is stormy, are you still going to dry your crops? Why?
146
Date & Time Quarter/Week/Day Q4W6D2
I. OBJECTIVES
Standard
Competencies/
 Observe Weather Elements
 Record weather Conditions
II. CONTENT Recording Weather Conditions
III. LEARNING
RESOURCES
A. References
Guide Pages
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Learning Science and Health 4 p. 210
resources Science and Health 4 ( Lesson Plan)
IV. PROCEDURES A B
Identify the weather element Name the different weather
described. elements.
_____1. Tells where the wind
come from.
_____2. Tells how hot or how
cold is the air.
_____3. Tells how heavy or
light is the rain
_____4. determine the
weather condition based from
the observed cloudiness.
ENGAGE (Picture originally

taken by the author) Picture originally
taken by the author)
What beautiful
Tell us anything that comes into creation could you spot from this
147
your mind as you see this picture. picture?
EXPLORE As you rise in the morning, what What kind of weather condition
could be the probable weather do you think we could have upon
condition could you infer to have, seeing the sun shining up in the
upon seeing this wonderful sight sky?
of the sun?
Heat from the sun helps us
Heat from the sun helps us determine the temperature and
determine the temperature and considered as one of the weather
considered as one of the weather elements.
elements.
Could we tell the possible
Could we tell the possible weather condition by simply
weather condition by simply observing the Weather elements?
observing the Weather elements?
Let’s find out in the activity that
Let’s find out in the activity that we we are about to explore.
are about to explore. ( Please refer to the Activity
( Please refer to the Activity sheet) sheet)
1.Describe the weather condition 1.Based on your observation,

from those three places based what was the possible weather
from the observed weather condition for the day? Why do
elements. you say so?
2. Why was it easy for you to 2.What were the different

determine the weather condition weather elements which help you
from those three places? determine the weather condition?
3.What were the weather 3.How would you describe the

elements that help you in temperature for the day?
determining the weather
condition? 4.Was the wind strong, light, or
moderate? What element help
4.What could be the weather you find the strength of the wind?
condition for the rest of the
country? Why? 5.Describe the wind direction for
the day.
5.Is knowledge of weather
elements important? Why? 6.If you want to determine the
weather Condition, what would
6.If you want to determine the you need to observe?
weather Condition, what would
you need to observe? 7.You see the thermometer
rising, what does this tell you
7.You see the thermometer rising, about the weather condition?
what does this tell you about the
weather condition?
148
Observe the weather elements, The rain is heavy, the air
Describe each and tell the temperature is cold, and the wind
possible weather condition that is strong. What could be the
will prevail in our place today, possible weather condition for the
day?
If you want to know how cold or If you want to know how cold or
how hot the day’s condition, what how hot the day’s condition, what
element of the weather will you element of the weather will you
observe? Why? observe? Why?
If you want to determine the If you want to determine the

weather Condition, what would weather Condition, what would
you need to observe? you need to observe?
EVALUATION Observe the weather elements and record the weather condition.
Sky Rain Wind Tempe- Weather

condition speed rature Condition
cloudy Occasio- moderate Warm 1.________
nally
overcast heavy Strong cool 2.________
Partly Possibly at light warm 3.________

cloudy noon
1. What helps you determine the weather condition?

2. Which among the weather elements helps tell the strength of the
wind?
Assignment Observe the weather elements by 9:00 o’clock in the morning
tomorrow. Record your observation using the chart below,
Sky Rain Wind Tempe- Weather
condition speed rature Condition
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the Formative
assessment.
B. No. of learners
who required
for remediation
C. Did the remedial
lesson work?
No. of learners
who have caught
up with the lesson.
D. No. of learners
who continue to
require
149
remediation.
E. Which of my
teaching strategies
worked well?
Why did this work?
did I encounter
which my principal
can help me solve?
G. What innovation
or localized
materials did I use/
discover which I
wish to share with
other teachers?
150
APPENDIX A - ACTIVITY SHEET
(For A Learners)

Record the weather condition by observing the weather elements
from the chart.
II. What you need:
Weather chart Weather report Manila paper marking pen
III. What to do:
A. Study the weather report in the given places below.
WEATHER
(Credit to the Author)
Metro Manila:
Clear to cloudy skies with isolated rain showers and thunderstorms in the
afternoon and early evening. Light to occasionally moderate North
Easterly winds will prevail.
Visayas:
Partly cloudy with occasional rains. Light Easterly to variable winds. Strong
Westerly winds will prevail.
Mindanao:
Strong Westerly and south westerly winds will prevail.
Temperature range: 25 ˚C – 33 ˚C
Sunrise: 5:44 a.m. Sunset: 6:07 p.m.
B. Below is the weather chart that will help you describe the weather
condition by simply observing its elements. Write your answer on the
First column.
Weather Sky Rain Wind Humidi Temperat

Condition Condition speed ty ure
Clear/Par Possibly Light 50 Warm
tly cloudy in the
Answer:(Fine afternoon
)
Partly Occasion Light to 65 Warm
Answer:(Fair) Cloudy ally Modera
te
Overcast Heavy Strong 75 cool
Answer:(Stor
my)
151
C. Answer these:
1.Describe the weather condition from those three places based from the
observed weather elements.
2. Why was it easy for you to determine the weather condition from those three
places?
3.What were the weather elements that help you in determining the weather
condition?
4.What could be the weather condition for the rest of the country? Why?
5.Is knowledge of weather elements important? Why?
IV. What you Learn:

If you want to determine the weather Condition, what would you need to
observe?
You see the thermometer rising, what does this tell you about the weather
condition?
152
ACTIVITY SHEET
(For B Learners)

Record the weather condition by observing the weather elements from the
chart.
II. What you need:

Marker Manila paper Weather Chart
III. What to do.
A. Go out of the classroom.
B .Outside the room, observe the weather elements.
C. Record also the weather condition for that day.
D.. Accomplish the weather chart below by checking on your observation.
Temperatur Wind direction Wind Speed Sky Condition Weather Condition

e
War Co N S E W Other Lig Stron Modera Cle Clo Partly Overca Fin Fai Stor
m ol s ht g te ar u- Clou st e r my
Speci dy dy
fy
E. Answer these:
1. Based on your observation, what was the possible weather
condition for the day? Why do you say so?
2. What were the different weather elements which help you
determine the weather condition?
3. How would you describe the temperature for the day?
4. Was the wind strong, light, or moderate? What element helps
you find as to where the wind comes from?
5. Describe the wind direction.
IV. What you Learn:
If you want to determine the weather Condition, what would you need to
observe?
You see the thermometer rising, what does this tell you about the weather
condition?
153
I. OBJECTIVES
Standard
Competencies/
 Make simple interpretations about the weather as recorded
in the weather chart.
II. CONTENT Simple Interpretation of Weather
III. LEARNING
RESOURCES
A. References
Guide Pages
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other
Learning
resources
IV. A B
PROCEDURES
ENGAGE What are the bases in telling the What are the bases in telling the
weather condition? Is it weather condition? Is it necessary
necessary to observe them? to observe them?
A
Make an observation on the two
(pictures given pictures.
originally taken
by the author) Write their possible weather
conditions.
B A
(pictures
originally taken
by the author)
Weather Condition: __________
154
B
Compare the weather condition
shown from picture A to picture B.
How were you able to interpret the

weather conditions from those two
pictures?
Weather Condition: _________
How were you able to interpret the

weather conditions from those two
pictures?
EXPLORE Let’s have more interpretations Let’s have more interpretations
Of weather conditions based from Of weather conditions based from
the recorded facts from the weather the recorded facts from the weather
chart. chart.
( Please refer to Appendix A- ( Please refer to Appendix A-
Activity Sheet) Activity Sheet)
1. What time of the day were the 1. What time of the day were the
weather data recorded? weather data recorded?
2. What were the data recorded 2. What were the data recorded
from the Weather Chart? from the Weather Chart?
3. Based from the weather chart, 3. Based from the weather chart,
what could be your interpretation of what could be your interpretation of
the weather condition in each of the the weather condition in each of the
following places? following places?
Metro Manila: _____________ Metro Manila: _____________
Visayas: _________ Visayas: _________
Mindanao: __________ Mindanao: __________
4.Which from those three places 4. Which from those three places
has better weather condition? Why? has better weather condition? Why?
5. Is weather chart important in 5. What helps you interpret the

making interpretation of a weather weather in each of those places?
in a certain place? Why?
6. What do we look into in making
6.What do we look into in making interpretation of weather in a certain
interpretation of weather in certain place at a given time?
place at a given time?
7. Illustrate your interpretation about
7.How would you interpret the the weather condition in Cebu.
Weather condition in Cebu based
from the weather chart? If you want to make a fast and
accurate interpretation of weather
You have read from the weather condition, where would you refer
chart that the temperature in your into?
155
place is high, the wind speed is light
and the sky is clear, What Is it easy to interpret weather
interpretation could you made condition? How?
based from those data?
In what way does a weather chart
Why can people easily decide as to helpful?
what activity they can do for the
day? Where do they refer into?
In what way does a weather chart

helpful?
EVALUATION Study the weather chart below. Draw/ Illustrate your interpretation of
Make a simple interpretation about the weather condition based from
the weather as recorded in the the weather chart below.
weather chart.
Time: 11:00 Baguio Manila
Time: 11:00 Baguio Manila a.m.
a.m. Temperature 20 ˚C 30 ˚C
Temperature 20 ˚C 30 ˚C Sky cloudy clear
Sky cloudy clear Wind Northwest East
Wind Northwest East direction
direction Wind speed Strong Light
Wind speed Strong Light
What is the possible weather Weather 1._____ 2.___
conditions in the given places based Condition
from the weather chart?
1. Baguio: _____
2. Cebu: ______
3. Which among the two places has 3. Which among the two places has
higher temperature? _______ higher temperature? _______
4. Which place experienced cold 4. Which place experienced cold
weather? ______ weather? ______
5. Which place has a better weather 5. Which place has a better weather
condition? _________ condition? _________
Enrichment Search for a weather report, fill out Search for a weather report, fill out
Activity the weather chart with the needed the weather chart with the needed
data and make your own data and make your own
interpretation of the weather interpretation of the weather
condition. condition.
Time: _____ Place Place Time: _____ Place Place
_____ _____ _____ _____
Temperature Temperature
Sky Sky
Wind Wind
direction direction
Wind speed Wind speed
V. REMARKS
VI.
REFLECTION
A. No. of
learners who
earned 80% on
156
the Formative
assessment.
B. No. of
learners who
required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have
caught up with
the lesson.
D. No.of
learners who
continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did this

work?
F. What
difficulties did I
encounter
which my
principal can
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other teachers?
157
APPENDIX A- ACTIVITY SHEET
( For A Learners)

Make simple interpretations about the weather as recorded from the
weather chart
II. What you need:

III. What to do:

Study the weather charts from the given places below.
Time: 10:00 a.m. Metro Manila Visayas Mindanao

Sky Cloudy Cloudy Clear
Wind Speed Moderate Moderate Light
Wind Direction Northeast Northeast East
Temperature 29 ˚C 28 ˚C 32 ˚C
C. Answer these:
1. What time of the day were the weather data recorded?
2. What were the data recorded from the Weather Chart?
3. Based from the weather chart, what could be your interpretation of the weather
condition in each of the following places?
Metro Manila: _____________
Visayas: _________
Mindanao: __________
4. Which from those three places has better weather condition? Why?
5. Is weather chart important in making interpretation of a weather in a certain place?

Why?
IV. What you Learn:
What do we look into in making interpretation of weather in a certain place at a

given time?
V. Apply What you Learn:
1. How would you interpret the Weather condition in Cebu based from the
weather chart below?
Time: 10:00 a.m. Cebu

Sky Cloudy
158
Wind Speed Moderate
Wind Direction North
Temperature 27 ˚C
ACTIVITY SHEET
(For B Learners)

weather chart
II. What you need:

III. What to do:

1. Study the weather charts from the given places below.
2. Interpret the weather condition in each place based from the
weather chart below.
3. Draw/ Illustrate your interpretation of the weather condition.
Time: 10:00 a.m. Metro Manila Visayas Mindanao

Sky Cloudy Cloudy Clear
Wind Speed Moderate Moderate Light
Wind Direction Northeast Northeast East
Temperature 29 ˚C 28 ˚C 32 ˚C
Weather Condition
(illustration of
interpretation)
C. Answer these:
1. What time of the day were the weather data recorded?
2. What were the data recorded from the Weather Chart?
3. Based from the weather chart, what could be your interpretation of the weather
condition in each of the following places?
Metro Manila: _____________
Visayas: _________
Mindanao: __________
4. Which from those three places has better weather condition? Why?
5. What helps you interpret the weather in each of those places?
IV. What you Learn:
159
What do we look into in making interpretation of weather in a certain place at a
given time?
2. Illustrate your interpretation about the weather condition in Cebu.
Time: 10:00 a.m. Cebu

Illustration/
Sky Cloudy
Wind Speed Moderate interpretation
Wind Direction North
Temperature 27 ˚C
160
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding that the Sun is the main
source of heat and light on Earth
B. Performance Practice precautionary measures in planning activities
Standard
C. Learning Make simple interpretations about the weather as recorded in the
Competencies/ weather chart.
Objectives
LC Code: S4ES-IVf-7
II. CONTENT Weather Chart
III. LEARNING
RESOURCES
A. References
Guide Pages
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Learning
resources
IV. PROCEDURES A B
ENGAGE Make an interpretation of the weather condition in Legazpi
based from this weather chart.
Time: 10:00 a.m. Legazpi
Sky clear
Wind Speed Light
Wind Direction Northeast
Temperature 31 ˚C
1.Study this weather report.
Baguio City Light to Moderate northeast wind. The sky will
be cloudy with brief rain showers in the
afternoon or evening. Temperature ranges from
20 ˚C-24 ˚C
2.Complete the weather chart with the given data then let’s interpret
the weather condition in Baguio City.
Baguio
Sky
Wind Speed
Wind Direction
Temperature
161
EXPLORE Let’s work more on the Let’s work more on the
interpretation of weather interpretation of weather
condition as recorded from the condition as recorded from the
weather chart and with the help weather chart and with the help
of weather reports. of weather reports.
Setting standards for group Setting standards for group
activity. activity.
( Please refer to Appendix A- ( Please refer to Appendix A-
Activity Sheet) Activity Sheet)

ELABORATE Verification of answers
1.Interpret the weather condition based from the recorded data in
the weather chart.
2.Which among the three places has a better weather condition?
3.How would you describe the weather condition in Davao?
4.Based from the weather report, what place will experience lower
temperature? Why?
5. Was it easy to interpret the weather conditions of those three

places? Why
6.You have seen from the weather chart that your place will be
experiencing the following;
Temperature: 32 ˚C
Wind speed: light
Wind direction: South
sky: Clear
What would be your conclusion regarding the condition in your
place?
Is it important to record accurate data in a weather chart? Why?
How is proper interpretation of weather condition help people?
Is weather report and weather chart important? Why?
EVALUATION A. Encircle the letter of the correct answer.
1.The sun is shining brightly. The air is warm outside. What do you
think is the temperature of the day?
a. High b. low
c. normal d. very low
2. When the weather condition is stormy, the wind is_____
a. light b. moderate
c. fast d. very strong
3. If it is fine, sunny day. What clouds do we usually see?
a. cumulus b. nimbus
c. cirrus d. stratus
B. Make a simple interpretation of weather condition as recorded
from the weather chart.
162
Legazpi Baguio
Temp. 31 ˚C 24 ˚C
Wind Light moderate
speed
Wind west northeast
direction
Sky clear cloudy
4.What is the weather condition in Legazpi? ______
5. What is the weather condition in Baguio? _______
Additional Activities Make a weather chart based Interpret the weather condition
from a weather report on a of our place on the following
particular place. Interpret its time by tomorrow. Illustrate or
weather condition . draw your interpretation.
Time of the Weather
day condition
7:00 a.m.
9:00 a.m.
12:00 noon
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the Formative
assessment.
B. No. of learners
who required
for remediation
C. Did the remedial
lesson work?
No. of learners who
have caught up with
the lesson.
D. No.of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well?
Why did this work?

did I encounter
which my principal
can help me solve?
G. What innovation
or localized
materials did I use/
discover which I
wish to share with
other teachers?
163
APPENDIX A- ACTIVITY SHEET
(For A Learners)

weather chart
II. What you need:
Weather chart Weather Report Manila paper
marking pen
III. What to do
A. Study the Weather report.
WEATHER REPORT
Pampanga Fair sky condition, temperature ranges from 30 ˚C – 34 ˚C,

wind is moderately blowing North.
Tagaytay City Light to moderate northeast wind, sky is cloudy with brief rain
shower, temperature is 20 ˚C - 24 ˚C.
Davao City Occasional rain shower and thunderstorm in the morning
with moderate to strong easterly winds, temperature ranges
from
25 ˚C - 30 ˚C.
B. Fill in the weather chart with the needed data.
Pampanga Tagaytay City Davao City

Sky
Wind Speed
Wind Direction
Temperature
C. Interpret the weather condition based from the recorded data in the
weather chart.
Places Weather condition

1. Pampanga
2. Tagaytay City
3. Davao City
D. Answer these questions:

1. Which among the three places has a better weather condition?
2. How would you describe the weather condition in Davao?
3. Based from the weather report, what place will experience lower
temperature? Why?
places? Why?
Apply What You Learned:
164
You have seen from the weather chart that you’re your place will be
Temperature: 32 ˚C Wind speed: light Wind direction: South
sky: Clear
What would be your conclusion regarding the weather condition in your
place?
165
( For B Learners)

weather chart
II. What you need:
Weather chart Weather Report Manila paper
marking pen
III. What to do:
A. Study the Weather report.
WEATHER REPORT
Pampanga Fair sky condition, temperature ranges from 30 ˚C – 34 ˚C,
wind is moderately blowing North.
Tagaytay City Light to moderate northeast wind, sky is cloudy with brief rain
shower, temperature is 20 ˚C - 24 ˚C.
Davao City Occasional rain shower and thunderstorm in the morning
with moderate to strong easterly winds, temperature ranges
from
25 ˚C - 30 ˚C.
B. Fill in the weather chart with the needed data. Illustrate your
interpretation
about the weather condition of each place.
Pampanga Tagaytay Davao City Weather condition

City (illustrate/ Draw)
Sky
Wind Speed
Wind Direction
Temperature
C. Answer these:
1. Which among the three places has a better weather condition?
2. How would you describe the weather condition in Davao?
3. Based from the weather report, what place will experience lower
temperature? Why?
places? Why?
IV. What you Learn:
Why is it easier for us people to interpret weather conditions?
You have seen from the weather chart that you’re your place will be
Temperature: 32 ˚C Wind speed: light Wind direction: South
sky: Clear
What would be your conclusion regarding the condition of weather in your

place?
166
School Grade level 4
Teacher Learning area Science
Date and Quarter/Week/Day Q4W6D5
Time
I. OBJECTIVES
A. Content Standard Components of Weather Using simple instruments
B. Performance Standard Practice Precautionary measures in planning Activities
C. Learning Answer the Summative test on:

Competencies/ 1. Observing Weather Elements
Objectives 2. Recording Weather Conditions
3. Making simple interpretations about the weather as recorded
in the weather chart.
LC Code: S4ES-IVf-6
II. CONTENT Summative Test on Weather Conditions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 336-338
Pages
2. Learner’s Material 281-287
Page
3. Text Book pages Science & Health Textbook pp.219-231
from
Learning Resources
(LR) Portal
B. Other Learning
resources
IV. PROCEDURES A B
Infer the possible weather
condition as shown in this
picture. pictures.
(Picture courtesy of Josephine M. Alpajaro)
These group of teachers hang

out in this place after work.
Make an observation of the (Picture courtesy of Josephine M. Alpajaro)
surroundings. Record your
findings, and make a simple What could be the possible
interpretation of the weather weather condition that time of
condition based from your the day?
observation.
What are your basis in saying
Sky Wind Temp. Weather
so?
167
condition speed condition
ENGAGE What are the things that we

usually looked into in determining Can you name some of these
the possible weather condition on weather elements?
a particular time of the day?
EXPLORE Do you still have queries as to Do you still have queries as to
how weather conditions could be how weather conditions could
determined and as to how a be determined and as to how a
weather chart could be weather chart could be
interpreted? interpreted?
If none then be ready now for a

summative Test
EXPLAIN What are the important things that What are the important things
we must bear in mind while taking that we must bear in mind
a test? while taking a test?
ELABORATE
This test is consisting of 25 items This test is consisting of 25
and composed of three parts. items and composed of three
Part A- Multiple Choice parts.
Part B. Supplying the table with Part A- Multiple Choice
the correct data. Part B. Supplying the table with
Part C. Interpretation of weather the correct data.
condition based from the recorded Part C. Interpretation of
data. weather condition based from
the recorded data.
Test Proper: The pupils will Test Proper: The pupils will
answer the 25 item test. answer the 25 item test.
(Pls. refer to the teacher made (Pls. refer to the teacher made
Test) Test)
How did you find the test? How did you find the test?
Why did you find the test difficult What makes the test easier for
for you? you?
Why did you find the test easier What makes the test difficult
for you? for you?
EVALUATION
Let’s see how good we are by Let’s see how good we are by
finding out our score. finding out our score.
Let’s Check the test papers Let’s Check the test papers
correctly and honestly. correctly and honestly.
J. Additional Activities for
application
Or remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
168
required additional
C. Did the remedial
lesson work?
caught up with the
lesson.
D. No.of learners who
continue to require
remediation.
Why did this work?
encounter which my
solve?
use/ discover which I
teachers?
169
SUMMATIVE TEST
I. Read and understand the questions carefully. Choose the letter of the
correct Answer.
1. Looking into the picture below. What do you think is the weather condition for
the day?
A. Stormy B. Sunny C. Windy D. Rainy

2. What could be the temperature for that time of the day?
A. Low B. Very low C. Normal D. High

3.Based from your observation, what could be its sky condition?
A. Clear B. Cloudy C. partly cloudy D. with rain

clouds
4.How fast do you think could be the wind blow?
A. slowly B. moderately C. Fast D. Very fast
5. What were the things that you have in mind to be able to determine the
weather condition for that day?
A. Weather Elements B. Temperature C. Wind Speed

D. Sky condition
6 Which of the following weather elements would you need to observe if you
want to know how hot or how cold is a particular place?
A. Wind Direction B. Wind Speed C. Temperature

D. Sky Condition
7.The passing wind makes the branches of trees bend. Which of the following
describes the wind?
A. slowly B. moderately C. Fast D. Very fast
8. Which temperature reading shows the coolest air?
A. 35 ˚C B. 25 ˚C C.20 ˚C D. 10 ˚C
170
9. The weather report says, strong winds and heavy rains are due in 24 hours.
You are going to the beach with your friends. Which of the following would you do?
A. postpone going to the beach B. Go to the beach

early
C. Enjoy the outing C. Pack your raincoat
10. The sky is dark, the wind blows fast and the
temperature is low. What could be the possible weather
condition experienced by the people at this time of the day?
A. Rainy C. Windy
B. Sunny D. Stormy
II. Study the weather Report. Record the weather elements in the weather chart
based from the Weather Report and tell the possible weather condition for that da
WEATHER REPORT
CEBU: It’s temperature is 30 ˚C, has moderate North wind and has clear
sky.
Sky Wind Wind Temperature Weather

Condition speed Direction condition
11. 12. 13. 14. 15.
MANILA: Occasional rain shower and thunderstorm with moderate

Northeast wind. It’s temperature ranges from 27 ˚C- 28 ˚C. Partly cloudy.
Wind Wind Temperature Weather

Sky speed Direction condition
Condition
16. 17. 18. 19. 20.
III. Study the weather chart below.
Pampanga Tagaytay Davao Legazpi Naga

City City City City
Sky Clear cloudy with Stormy and Clear cloudy

brief rain with with brief
shower thunderstorm rain
Wind Speed moderate Light to moderate to moderate light
171
moderate strong
Wind Direction North northeast easterly Northeast east
winds
Temperature 30 ˚C – 34 20 ˚C - 24 24 ˚C - 26 ˚C. 34 ˚C.-37 21 ˚C
˚C ˚C. ˚C
21-25. Interpret the weather condition based from the recorded data in the
weather char
Places Weather condition

21. Pampanga
22. Tagaytay City
23. Davao City
24. Legazpi City
25. Naga City
172
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the Sun as the
main source of heat and light on Earth
measures in planning activities.
C. Learning Competencies/  Identify safety precautions during different weather
Objectives conditions
 Identify safety precautions during sunny days, rainy days
and windy days.
LC Code:S4ES- IVg - 8
II. CONTENT Safety Precautions During Sunny, Rainy and Windy Day
A. References
1. Teacher’s Guide pages 327-329
2. Learner’s Materials pages 309-310
3.Textbook pages
4. Additional Materials from
Values Integration Keeping safe during different weather conditions
IV. PROCEDURE A B
ENGAGE What do you experience *Review of the previous
during lesson/topic
 sunny day? What’s the Weather?
 rainy day?
 windy day?
Why? Windy day rainy day sunny day
______ _____ ______

EXPLORE Setting of standards during group work.
Dividing the class into 5 groups.
Performing the group activity.
EXPLAIN  Let the pupils report their Pupils present their output
output Verify their answers
 Process all their answers
ELABORATE 1. Ask: 1. Why can the two children
What are you going to do fly their kite?
to be safe during different
weather conditions?
2. Why do we need to follow 2. Why was the trip
these safety precautions? cancelled?
Discuss further
We need to know weather
conditions to keep us safe.
Weather helps us decide activities 3. Why are the members of
done every day. Knowledge on
the family preparing for a
weather forecast for the day also
helps us make necessary picnic?
preparations. It also help us to
173
wear. We feel comfortable
wearing light colored thin clothes
on warm weather and dark
colored thick clothes and use
thick blankets on cold weather.
Weather also influenced the kind
of food we eat and the activities
we do everyday. During stormy 4. Why were classes
weather, we are advised to stay suspended?
home and take the necessary
precautions. We store enough
food, prepare flashlights, candles,
water and oher needs in case
there is a need for evacuation.
Generalization:
How can we keep away
from danger or minimize des-
truction in different weather
conditions?
EVALUATE Direction: Read each Direction: Put a check mark
questions carefully then write () if it I show precautionary
the letter of the best answer. measure to be observed
1. Rose is joining her friends during different weather
in swimming on Sunday. conditions and cross out
What must she do to avoid (X) if not.
Sunburn?
a. apply coconut oil ___1. Don’t play under the
b. Aplly lemon jelly rain or wade in the
c. Apply sunblock lotion flood, you may get
d. apply avocado sick.
2. Why do we need to drink ___2. During sunny day, we
lots of water on very hot wear thin clothes to
days? feel comfortable.
a. to make our skin ___3. Play outside the
healthier house when the sun
b. to increase our body is very hot and bright.
temperature ___4. On stormy days, we
c. to replace the water loss use sweaters and
from our body jackets to keep our
d. to make our digestive body warm.
system healthy ___5. We need to drink lots
3. You walk to and from the of water on hot days.
school on a sunny day,
What should you bring to
protect you from the sun’s
heat and light during
sunny days?
a. raincoat
b. umbella
c. jacket
d. dress
4. The sky is dark. You heard
Thunder and saw lightning.
Your father requested you to
help him harvest the corn.
What should you do?
174
a. ignore father request
b. ask somebody to help
father
c. I will help my father so
that the harvest will be
fast
d. I will ask father to stay
indoor and wait for the
lightning to stop before
harvesting the corn.
5. You are sweeping the dried
leaves in the backyard. You
have noticed that the wind is
blowing hard. Will you burn the
dried leaves?
a. Yes
b. No
c. Maybe
d. I don’t know Assignment:
Listen or watch a weather
Assignment: forecast. List down precau-
Listen or watch a weather nary measures to be
forecast. List down precaution- observed based on the
nary measures to be observed forecast.
based on the forecast.
V. REMARKS
VI. REFLECTION
VII.OTHERS
earned 80% on the
require additional
work?No. of learners who
lesson
continue to require
remediation
strategies worked
well? Why did it work?
encounter which my
can help me solve?
to share with other
teachers?
175
APPENDIX A
ACTIVITY SHEET for A Learners
I. Learning Target:
Identify precautionary measures/activities during specific kind of weather.
II. What You Need:

pictures of different activities, Manila paper, marker
III. What to do:

1. List down below on each picture/ activities you are going to do to keep you
safe during this kind of weather.
Answer the guide question.
 What are the activities you are going to do during this kind of weather?
2. Write your answer in the manila paper.

Group 1 Group 2 Group 3
Sunny windy rainy

______________ _______________ ________________
______________ _______________ ________________
______________ _______________ ________________
Group 4
Stormy
______________
______________
______________
Answer the following Questions:

1. How does weather affects the activities on earth?
_______________________________________________________________
2. Why is weather important to ones life?
_______________________________________________________________
3. What are some precautions on different weather conditions?
_______________________________________________________________
176
I. Learning Target:
Identify precautionary measures/activities during specific kind of weather.
II. What You Need:

pictures of different activities, Manila paper, marker
III. What to do:

1. Each group will be provided with pictures together with the precautionary
measures to follow ( written or strips of paper). eg.
 We use umbrella or raincoat when it rains.
 We use sweater or jacket to keep our body warm.
 We fly kites with my playmates.
 We hang our clothes outside the house.
 We drink plenty of water to keep our body hydrated.
 We stay inside the house during this kind of weather.
 We go on picnic with the family members.
 We use cotton clothes on this kind of weather.
2. The group will choose pictures & then put the strips under proper weather
conditions
Sunny Stormy Windy Rainy
Group 1- Sunny
Group 2- Rainy
Group 3- Windy
Group 4- Stormy

1. What are some precautionary measures done during
a. Sunny -
b. Windy-
c. Rainy-
d. Stormy-
177
Time & Date Quarter/Week/Day Q4 W7D2
I. OBJECTIVES
C. Learning Competencies/  Identify safety precautions during different weather
Tell the meaning of storm warning signals
LC Code:S4ES- IVg - 8
II. CONTENT Storm Warning Signals
A. References
2. Learner’s Materials pages
3.Textbook pages
IV. PROCEDURE A B
ENGAGE
Ask: Ask:
1. What do you was the 1. Have you experienced
storm signal in this Typhoon?
place? 2. How do you feel during a
2. What is the extent of Strong typhoon?
damage in this situation? 3. What is the name of the
3. What government agency previous typhoon?
announces the storm
signal?
EXPLORE  Group pupils into 5
 Set standards
 Give the task card
EXPLAIN  Presentation of group output.
 Verification and clarification of misconceptions
ELABORATE 1. Ask:
How many Public Storm Warning Signals do we have
now?
178
Directions: Directions:
EVALUATE Read each question carefully Write the PSWS 1,2,3,4 & 5
then write the letter of the as per described in the
best answer. following situations:
1. Which of these situation _____1. Only preschool
shows storm signal No. 2? Classes are sus-
a. Classes in pre school pended.
level in all public and _____2. The winds is
private schools are expected to come within
suspended 18 hours.
b. classes in preschool, _____3. Wind speed
elementary and high reaches from 120
school levels in all public to 170 khp
and private schools in _____ 4.Preschol to high
affected areas are School is automa-
automatically suspended tically suspende.
c. Classes in all levels are _____5. Evacuation must
automatically suspended be made as soon
in affected communities as possible.
d. none of these
2. Typhoon signal No. 1 is Answer:
raised over the place where 1. ) 1
you live. Classes are not 2. ) 3
suspended. However the 3. ) 3
places where you live gets 4. ) 2
flooded easily when it rains. 5. ) 3
Would you still go to school?
Why?
a. I will go to school because
my teacher might get
angry
b. I will not go to school
because I might be
caught in the flood
c. I will not go to school but
just play in the rain
d. I will go to school because
I love playing in the flood
3. A ship is about to board for
Manila. A tropical
Depression is raised in the
East of Mindoro. What
179
PSWS is this?
a. PSWS No. 1
b. PSWS No. 5
c. PSWS No. 2
d. PSWS No. 4
4. Super Typhoon is under
the classification of Public
storm warning Signal ___.
a. 4
b. 1
c. 5
d. 3
5. as of May 2015, how many
Public storm Warning
Signals are there?
a. 2
b. 4
c. 1
d. 5
Answers:
1. b
2. b
3. a
4. c
5. d
V. REMARKS
VI. REFLECTION
VII.OTHERS
earned 80% on the
require additional
lesson
continue to require
remediation
strategies worked
well?Why did it work?
encounter which my
can help me solve?
to share with other
teachers?
180
APPENDIX A
ACTIVITY SHEET for Learner A
Title: “Do you Know Me?”
I. Learning Target:
Tell the meaning of Storm Warning Signal
II. What you need:

Manila paper, paper strips and masking tape
III. What to do:

1. Look at the jumbled strips
2. Read each situation
3. Group the situation that belong to the same warning storm signals
4. Each group is assigned to one storm signal
Group 1-Storm signal No.1
Electrical power and communication services are disrupted
People should seek shelter In strong building, evacuate from low lying areas and
Stay away from seacoast or River banks
Classes in pre school elementary and high school level in public & private schools
are suspended
Very strong winds of 220 or more are expected to affect a certain area
Many large trees maybe uprooted and residential houses were damaged
Massive damage maybe expected in affected communities
People are advised not to travel especiall by sea or by air transportation
Some houses of very light materials like nipa and cogon may be partially uprooted
Moderate to heavy maybe expected practically in agricultural and industrial sector
Classes in all levels are automatically suspended in affected communities
Maximum wind speed of 61-120 kph is expected within the next 24 hours
Answer the Questions:

1. What are likely to happen if storm signal No. 1 is raised?
5.What are likely to happen if storm signal No. 5 is raised?
181
ACTIVITY SHEET for Learner B
I. Learning Target:
Tell the meaning of Storm Warning Signal
II. What you need:

Activity Sheet
III. What to do:

1. Each group will be given a storm warning signal
2. Choose the description of the assigned storm warning signal assigned to your
group.
3. paste it in the manila paper.
Guide Questions:
Choose what will happen in the following storm signals.
Group 1- Signal 3 Group 4- Signal 2
Group 2- Signal 1 Group 5- Signal 4
Group 3- Signal 5
2. Read the following descriptions.
WINDS: 30-60 kph may be expected in at least 36 hr

SEA CONDITIONS (Open Sea)
Wave Height: 1.25-4.0 meters
DAMAGE TO STRUCTURE:
Very light or no damage to high risk structures,
Light to medium and low risk structures
Slight damage to some houses of very light materials or makeshift
structures in
exposed communities.
WINDS: > 220 kph may be expected in at least 12 hr

A Super Typhoon will affect the locality.
Wave Height: more than 14.0
Storm surge more than 3 meters possible at coastal areas
Widespread damage to high-risk structures very heavy.
182
Wave Height: > 14.0 meters Storm surge possible at coastal.
Heavy damage to high–risk structures;
Moderate damage to medium-risk structures;
Light damage to low-risk structures
Increasing damage to old, dilapidated residential structures and
houses of
Light materials (up to 50% in a community)
Houses of medium strength materials (old, timber or mixed timber-
CHB
structures, usually with G.I. roofings), some warehouses or bodega-
type
structures are unroofed

Wave Height:4.1-14.0 m
Storm surge possible at coastal areas.
Light to Moderate damage to high risk structures;
Very light to light damage to medium-risk structures;
No damage to very light damage to low risk structures
183
Wave Height: more than 14.0 meters
Storm surge 2-3m possible at coastal areas.
Very heavy damage to high –risk structures.
Heavy damage to medium risk structures;
Moderate damage to low-risk structures
Considerable damage to structures of light materials (up to 75% are
totally and
partially destroyed); complete roof structure failures.
Many houses of medium-built materials are unroofed, some with
collapsed walls;
extensive damage to doors and windows
A few houses of first-class materials are partially damaged
All signs/billboards are blown down.
Answers:
1,3,5,2,4
184
I. OBJECTIVES
C. Learning Competencies/ Identify safety precautions during different weather conditions
Objectives
LC Code: S4ES- IVg - 8
 Identify safety precautions before a typhoon
II. CONTENT Safety Precautions Before A Typhoon

A. References
3.Textbook pages
Values Integration Keeping safe during different weather conditions
IV. PROCEDURE A B
A. ENGAGE Take a look at this picture Let us read a weather report.
PAGASA: 'Yolanda' could be

strongest typhoon to hit Phl
this year
Louis Bacani (The Philippine
Star) - November 6, 2013 -
5:43pm
Ask: MANILA, Philippines –
1. What do you think Typhoon "Haiyan," which will
happened? be locally named "Yolanda,"
2. Have you experienced a continues to intensify further
typhoon? as it moves closer to the
3. How do you feel if you see Philippines,the state weather
lives and properties lost by bureau said Wednesday
typhoon? afternoon.At a televised
4. What do you do when press briefing, the Philippine
there is a coming typhoon? Atmospheric, Geophysical
5. Are you ready if in case and Astronomical Services
there is a typhoon coming? Administration (PAGASA)
said the typhoon was last
observed at 1,221 kilometers
east Mindanao as of 4 p.m.
Yolanda is already packing
maximum sustained winds of
175 kilometers per hour near
the center and gusts of up to
210 kph.Moving west
northwest at 30 kilometers,
185
Yolanda is expected to
enter the Philippine Area of
Responsibility on Thursday
morning."Baka pinakamala-
kas na bagyo this year na
papasok dito sa Philippine
Area of Responsibility," said
Dr. Flaviana Hilario, acting
deputy administrator
research and development
of PAGASA.
Ask:
1. What is the weather report
about?
2. What is the local name for
Haiyan?
3. Is it true that typhoon
Yolanda was a super
typhoon that hit the
Philippines?
4. Are you ready if in case
there is a typhoon coming?
5. What are you going to do?
B. EXPLORE  Group pupils into 5

 Set standards
 Give the task card
C. EXPLAIN  Group Performance task

 Process all group presentation
D. ELABORATE 1. Ask: Before a Typhoon:
What to do before a 1.Help your family check and
typhoon? fix your house for any
Before a Typhoon: damage (especially the
Help your family check roofs and windows), so it
(especially the roofs and can withstand the strong
windows), so it can winds.
withstand the strong winds. 2.Remind your family
Remind your family members to stock up an
members to stock up an adequate food supply such
adequate food supply, first as rice, canned goods, and
aid kit and lighting devices. foods that would last even
Stock up an adequate without refrigeration.
supply of drinking water, 3.Stock up an adequate
and water for cleaning or supply of drinking water,
other purposes. and water for cleaning or
 Always monitor news about other purposes.
the typhoon. 4.Prepare flashlights,
Help check and clean your batteries for flashlights and
community drainage radio, candles and
system and canals to kerosene lamps, or other
prevent flood. lighting devices.
 Remind family members to 5.Prepare a first-aid kit.
186
cut all branches of trees. 6.Always monitor news
Teach younger members about the typhoon,
of your family what to do whether on television or
during a typhoon. radio. If the power is cut,
Pack a bag with clothes, keep a radio on and tuned
batteries, flashlight, water, in to news.
canned goods and other 7.Help check and clean your
necessities, in case you community drainage
have to evacuate. system and canals to
Pray. prevent flood.
Generalization: 8.Check your electric posts
Allow pupils to write what to prevent accidents. If you
they have learned, their notice some impending
realization and promises on danger due to weak
importance of keeping safe electric posts that might
before a typhoon. fall, report this to the
electric company so they
My Journal can reinforce it right away.
I learned that____________ 9.Remind family members to
______________________ cut all branches of trees
I realized that ___________ around your house that
______________________ could possibly fall on your
I promise _______________ house.
______________________ 10.Help check all electrical
warnings.
11.Teach younger members
of your family what to do
during a typhoon.
12.Pack a bag with clothes,
batteries, flashlight, water,
canned goods and other
necessities, in case you
have to evacuate.
Direction: Read each Direction: Read each
E. EVALUATE questions carefully then write question carefully then write
the letter of the best answer. the letter of the correct
1. Before a tropical cyclone answer.
comes what kind of foods 1. Which is NOT a precau-
should we store? tionary measures before a
a. fruits typhoon?
b. fresh meat and a. Prepare flashlight,
vegetable candle and batteries.
c. all the favorite foods b. Help clean drainage to
d. foods that are easy to prevent flood.
prepare c. Monitor news about the
2. Which of these precautio- typhoon
nary measures is recom- d. Check the damage of
mended before a typhoon your house
happens? 2. What is the first thing to
a. Ask for relief goods from do before a typhoon
the Brgy. council comes?
b. Help typhoon victims by a. fixed your house to
donating foods and withstand the strong
clothing. wind.
c. Evacuate to a higher and b. check electrical post
187
safer area c. buy clothing
d. Check electrical applian- d. none of these
ces before using them. 3. Why do we need to follow
3.Which is NOT found in the safety measures before a
first aid kit typhoon?
a. medicine a. to save lives and
b. muriatic acid properties.
c. clothes b. to please the
d. food authorities.
4. What is the first thing to do c. to prevent typhoon from
before a typhoon comes? coming.
a. fixed your house to d. to stop typhoon when it
withstand the strong happens.
wind. 4. Before a tropical cyclone
b. check electrical post comes what kind of foods
c. buy clothing should we store?
d. none of these a. fruits
5. Why do we need to follow b. fresh meat and
safety measures before a vegetable
typhoon? c. all the favorite foods
a. to save lives and proper- d. foods that are easy to
ties. prepare
b. to please the authorities. 5. Which is the best thing to
c. to prevent typhoon from do before a typhoon?
coming. a. Check electrical post
d. to stop typhoon when it b. Prepare a first aid kit
happens. c. Stay inside the house
d. Wade in flood water
Answers: Answer:
1. d 1. d
2. c 2. a
3. b 3. a
4. a 4. d
5. a 5. b
V. REMARKS
VI. REFLECTION
VII.OTHERS
earned 80% on the
require additional
lesson
continue to require
remediation
188
strategies worked
encounter which my
can help me solve?
to share with other
teachers?
189
APPENDIX A
Title: “Be Prepare”

I. Learning Target:
Identify safety precaution Before a Typhoon
II. What you need:

Role Playing Props
III. What to do:

Group 1. A weather forecast before a typhoon
Group 2. Role Play things done at home before a typhoon
Group 3. Scout Preparing for the coming Typhoon at camp site
Group 4. Radio Broadcast preparing things for the coming typhoon
Group 5. Role Play- Teacher preparing classroom for the coming typhoon
Guide Question:
 What are the things/ activities you need to prepare before a typhoon comes?
ROLE PLAY RUBRIC

Group______ Date________
Activity__________________
Role Played______________
Criteria:Rating
1. Speech was clear with appropriate volume 54321
2. Role was played in a convincing,consistent manner 54321
3. Props were effectively used 54321
4. Role play was well prepared and organized 54321
5. Role play captured and maintained audience interest 54321
TASK CARD for Learner B

Title: “Are you Prepared?”
I. Learning Target:
Identify safety precaution Before a typhoon
II. What you need:

Role Playing Props
III. What to do:

Group 1 – Role Playing- (What to do in school before a typhoon)
Group 2 – Talk Show (Topic:What to do before a typhoon)
Group 3 – Role Playing (What to do at home before a typhoon)
190
Group 4. Radio Broadcast preparing things for the coming typhoon
Guide Question:
 What are the things/ activities you need to prepare before a typhoon comes?
191
I. OBJECTIVES
C. Learning Competencies/ Identify safety precautions during different weather
LC Code: S4ES- IVg - 8

 Identify safety precautions during a typhoon
 Identify safety precautions after a typhoon
II. CONTENT SAFETY PRECAUTIONS DURING & AFTER A TYPHOON

A. References
3.Textbook pages
IV.PROCEDURE A B
A. ENGAGEMENT:
Draw a  face if the
statement shows
precautionary safety
measures in times of
typhoon and  if not
___1. Boil your drinking
water even after the
typhoon
___2.Check the electrical
appliances right after
the flood had subsi-
ded.
___3.Go on panic-buying
Spree of grocery
Ask: items so you will
1. Tell which happens during a have enough food
typhoon and after a typhoon. stocks at home.
2. What are your experiences ___4. Check on family
during a typhoon? members if they
3. How can you help typhoon need help or rescue
victims in your own little way? ___5. If there is a typhoon
Stay outdoor and
With your travel plan
B. EXPLORATION 1. Group pupils into 5 1. Group the pupils into 3
2. Set standards for group 2. Set standards for group
activity activity
3. Let them do the Activity 3. Let them do the Activity
192
4. Assign activity for each 4. Assign activity for each
group group
Group 1- Illegal logging can

trigger flash floods.On Group 1- Role Playing
short bond paper, Group 2- poster Making
campaign against Group 3- news reporting
illegal logging
Group 2- poster Making
During or after a
typhoon
Group 3- news reporting or
Forecasting
Group 4- Write ways on how
you can help in your
own little way
Group 5- Role Playing
C. EXPLANATION Presentation of group output.

Verification and clarification if there are misconceptions
ELABORATION During a Typhoon: During a Typhoon:

 Stay calm and be alert.  Stay calm and be
 Stay indoors. alert.
 Monitor the weather  Stay indoors.
reports.  Monitor the
 Be ready to evacuate if weather reports.
necessary.  Be ready to
 Boil drinking water or evacuate if
have some bottled necessary.
water ready.  Boil drinking water
 Have a flood plan which or have some
everyone in the family bottled water
will follow when ready.
necessary.  Have a flood plan
 Pray. which everyone in
the family will
After a Typhoon: follow when
 Have a knowledgeable necessary.
person inspect electrical  Pray.
wiring before using After a Typhoon:
electrical appliances. It  Have a
is usually advisable not knowledgeable
to use appliances person inspect
immediately after a electrical wiring
typhoon especially if before using
your house got flooded. electrical
 Check for any damage, appliances. It is
including water pipes, usually advisable
and help make not to use
necessary repairs as appliances
soon as possible. immediately after
 Boil water before a typhoon
drinking it to avoid especially if your
getting sick. house got flooded.
193
 Wear slippers, shoes or  Check for any
other footwear, for damage, including
protection from any water pipes, and
sharp or pointed objects help make
that might have fallen. necessary repairs
 Avoid electrical wires as soon as
that have fallen. possible.
 Stay away from flood  Boil water before
waters. They carry drinking it to avoid
water-borne diseases. getting sick.
 Clean and clear  Wear slippers,
everything damaged by shoes or other
the typhoon. footwear, for
 Stay in a safe place. protection from
 Pray any sharp or
pointed objects
Questions: that might have
fallen.
1.What do you do during and  Avoid electrical
after the typhoon? wires that have
2.Why do we need to follow fallen.
safety measures before,  Stay away from
during and after a typhoon? flood waters. They
carry water-borne
diseases.
 Clean and clear
everything
3. Suppose during a typhoon damaged by the
your friend calls for a rescue, typhoon.
will you go there and rescue  Stay in a safe
him? place.
 Pray
EVALUATION Direction: Choose the letter of Write D when the

the correct answer. statement describes an
1.Which is the best thing to do activity during a typhoon
during a typhoon? and A if after.
a. Go out and play with friends.
b. Stay inside your house and ___1. Stay indoors.
listen to typhoon updates. ___2. Boil water before
c. Go to the market and buy drinking it to avoid
the necessary thing needed getting sick.
for the typhoon. ___3. Stay away from
d. Go out and fix the roofs that flood waters. They
were blown by the strong carry water-borne
winds. diseases.
2. Which one does NOT show ___4. Be ready to eva-
precautionary measures cuate if necessary.
after a typhoon? ___5. Check for any
a. Help in fixing the house. damage, including
b. Wade in the flood water. water pipes, and
c. Check electrical appliances help make neces-
before using. sary repairs as
d. Help typhoon victims by soon as possible.
donating foods and clothing.
194
3. Why do we need to follow
safety measures during and Answers:
after a typhoon. 1. D
a. to save lives and properties. 2. A
b. to please the authorities. 3. A
c. to prevent typhoon from 4. D
coming. 5. A
d. to stop typhoon when it
happens.
4. Why is it important to know
the precautionary measures
during a typhoon
a. to prevent typhoon from
coming
b. to go on picnic
c. to to be safe and minimize
destruction during typhoon
d. to please the people
5. What can we observe during
A typhoon?
a. prepare an emergency kit
b. the sun becomes visible
and sky become clearer
c. The air is dry cold and
warm air rises
d. heavy rainfall accompanied
by strong wind.
Answers:
1. b
2. b
3. a
4. c
5. d
Assignment: Assignment:
List down 5 precautionary List down 5 precau-
measures during and after a tionary measures during
typhoon and after a typhoon
V. REMARKS
VI. REFLECTION
VII.OTHERS

earned 80% on the
require additional
lesson
195
continue to require
remediation
strategies worked
encounter which my
can help me solve?
to share with other
teachers?
196
APPENDIX A
ACTIVITY SHEET FOR LEARNER A
I. Learning Target:
Identify safety precautions during and after a typhoon
.
II. What You Need:
pictures of different activities, short bondpaper, marker
III. What to do:

Group 1- Illegal logging can trigger flash floods. On short bond paper, campaign against
illegal logging
Group 2- poster Making During or after a typhoon
Group 3- news reporting or Forecasting
Group 4- Write ways on how you can help in your own little way
Group 5- Role Playing on precautions during and after a typhoon.
197
ACTIVITY SHEET FOR LEARNER B
II. Learning Target:

Identify safety precautions during and after a typhoon
.
II. What You Need:
pictures of different activities, short bondpaper, marker
III. What to do:
Group 1- Role Playing
Group 2- poster Making
Group 3- news reporting
Group 4- Slogan Making
198
I. OBJECTIVES
D. Content Standard The learners demonstrate understanding of the Sun
E. Performance The learners should be able to practice precautionary
Standard measures in planning activities.
F. Learning  Identify safety precautions during different weather
Competencies / conditions
Objectives
LC code: S4ES- IVg - 8
II. CONTENT Summative Test

III. LEARNING
RESOURCES
C. References
pages
10. Learner’s
Materials pages
11. Textbook pages
12. Additional
Materials from
Learning
Resource (LR)
Portal
D. Other Learning
Resources
IV. PROCEDURE
ENGAGE
EXPLORE:
EXPLAIN:
ELABORATE:
EVALUATE: Summative Test (Please See Appendix A)
199
APPENDIX A
SUMMATIVE TEST IN SCIENCE 4
Directions: Read the sentences carefully and write the letter of the correct answer.
1. You see dark clouds in the sky. You are going to school. Which should you to do?
A, Bring extra clothes
B. Bring umbrella or raincoat
C. wait for the rain to fall
D. Stay under a shady tree
2. Which is true about weather?
A. Weather remains the same in the same places
B. It is always the same in hot countries.
C. It changes from day to day in any places
D. Weather remains constant
3. The sky is dark. You hear thunder. Your father requested you to help him harvest
the rice.
What should you do?
A. let him stop harvesting
B. Let father do the harvesting alone
C. Ask mother to help him harvest the rice
D. Help him to finish the harvest fast
4. Rose is joining her friends in swimming on Sunday. What must she do to avoid
Sunburn?
A. apply coconut oil
B. Aplly lemon jelly
C. Apply sunblock lotion
D. apply avocado
5. Why do we need to drink lots of water on very hot days?
A. to make our skin healthier
B. to increase our body temperature
C. to replace the water loss from our body
D. to make our digestive system healthy
6. On what weather conditions does most children fly their kites?
A. Stormy Day B. Rainy Day C. Windy Day D. Cold Days
7. You walk to and from the school on a sunny day, What should you bring to protect
you
from the sun’s heat and light during sunny days?
A. raincoat B. umbrella C. jacket D. dress
father harvest the corn
8. You are sweeping the dried leaves in the backyard. You have noticed that the wind
is
blowing hard. Will you burn the dried leaves?
A. Yes B.No C. Maybe D.I don’t know
9. Mang Jose prepared his fishing net. He observed that the sky is overcast. What is
the
Best thing that he should do?
A. Hurry and go on fishing B. Call other fisherman to go on fishing
C. Keep the nets and do not go on fishing D. None of these
10. How can weather forecast help you?
A. They help me what food to buy B. They help me decide what to do
C. They help me what clothes to wear D. All of these
11. It is an intense tropical cyclone with maximum speeds extending 121-170 kph?
A, tropical depressionB.super typhoon
C. typhoonD. Severe tropical storm
200
12. Which of these situations shows storm signal No.2?
A. Classes in preschool levels in all public and private schools in affected
communities
Are automatically suspended
B. Classes in preschool, elementary and high school levels in all public and
private
Schools in the affected areas are automatically suspended
C. Classes in all levels are automatically suspended in affected communities
D. None of the above
13. Public storm Warning Signal No 1 can cause _________ ?
A. Few big trees to be uprooted
B. Rice and corn plantation to suffer severe damages
C. Twigs and branches of small trees to be broken
D. The sea and coastal waters to be very dangerous to all sea crafts
14. What does PAG-ASA means?
A. Philippine atmospheric, Geophysical and Astronomical System Association
B. Philippine Astronomical, Geophysical and Atmospheric Services
Administration
C. Philippine Atmospheric, Geophysical and Astronomical System Administration
D. Philippine Atmospheric, Geophysical and Astronomical Services
Administration
15. Why is it necessary for us to know the different storm warning signals?
A. to prepare for the coming typhoon
B. to be safe and protected
C. to know what activity should be done
D. all of these
.16. Which is the best thing to do during a typhoon?
A. Go out and play with friends.
B. Stay inside your house and listen to typhoon updates.
C. Go to the market and buy the necessary thing needed for the typhoon.
D. Go out and fix the roofs that were blown by the strong winds.
17. Which one does NOT show precautionary measuresafter a typhoon?
A. Help in fixing the house.
B. Wade in the flood water.
C. Check electrical appliances before using.
D. Help typhoon victims
18. Why do we need to follow safety measures during and after a typhoon.
A. to save lives and properties.
B. to please the authorities.
C. to prevent typhoon from coming.
D. to stop typhoon when it happens.
19. Why is it important to know the precautionary measures during a typhoon
A. to prevent typhoon from coming
B. to go on picnic
C. to to be safe and minimize destruction
D. to please the people
20. What can we observe during A typhoon?
A. prepare an emergency kit
B. the sun becomes visible
C. The air is dry cold & warm air rise
D. heavy rainfall & strong wind
201
I. OBJECTIVES
A. Content Standard The sun as the main source of heat and light on earth
B. Performance Standard Practice precautionary measures in planning activities
C. Learning Describe how shadows are formed
Competencies/
Objectives
LC Code :S4ES-IVh-9
II. CONTENT Describing How Shadows are Formed
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://youtu.be/xgJdXpN9il4
Resources https://www.cyberphysics.co.uk/topics/light/shadow/shadow.htm
https://youtu.be/lOIGOT88Aqc?t=99
https://en.wikipedia.org/wiki/Shadow
http://www.physics-chemistry-class.com/light/formation-of-
shadows.html
IV. PROCEDURE A B
A. ELICIT Have you seen a shadow?

Describe it? What is the color of it? Why?
B. ENGAGE
202
Describe the picture above. How are shadows
formed?
C. EXPLORE Present this Video Clip to the class.
4. Setting of standards
Activity Proper
Group 1 and 2 will answer the questions about the
video.
1. What is a shadow?
2. What objects have shadows?
3. How are shadows formed?
Group 3 and 4:
Materials :
Cardboard/book
Clear Plastic Cover
Umbrella
Clear glass
Flashlight
Procedure:
1. Cast the light of the flashlight to each of the object.eg

Cardboard/book, Clear Plastic Cover
Umbrella and Clear glass
2. Observe what happened. What is formed when you

cast the light of the flashlight to each object?
Name of object Is there a shadow formed?(/

or x)
203
Cardboard/book
Clear Plastic Cover
Umbrella
Clear glass
3. Why does a clear plastic cover and clear glass have

no shadow?
4. Card board and umbrella are what kind of objects?
5. What objects cast shadow? Why?
6. When is a shadow formed?
Ask the group presenter to post their output.

Clarify misconceptions when needed.
D. EXPLAIN
E. ELABORATE A shadow is the dark shape made when something blocks
light. You must have a source of light in order to have
shadows. Some sources of light include the sun, a lightbulb
in your room, a flashlight or a campfire that you sit around.
Shadows are formed when an opaque object is placed in the
path of light rays. An object through which no light can pass
is known as opaque. One such example is your body. Since
light cannot pass through your body, it forms a dark region.
This dark region where the light cannot reach is known as a
shadow. A transparent object does not make any shadow as
light passes straight through it. Translucent objects create
faint shadow as light is able to pass only partially through
them.
When an opaque object is lighted, two kinds of shadows can

be distinguished:
- The core shadow is the part of the object that doesn't

receive light. This part is at the opposite side of the light
source.
- The cast shadow is the shadow formed by the object

located below.
- The core shadow is located on a surface behind the object

(screen, wall, floor etc.) that doesn't receive light. This
shadow has a shape that reproduces contours of the lighted
object.
As for the space between core shadow and cast shadow, it

can be called " cone shadow ".
Facts about Shadows:
1. Shadow puppetry is the art using the shadows of
puppet to entertain the audience.
2. Your shadow is longest in the early morning and in
the late afternoon.
3. A long time ago, people observed the way shadows
were formed by the sun and utilized this principle in
making the world’s most primitive clocks, the
sundials.
204
F. Making Help pupils formulate ideas by asking:
generalizations and 1. What objects cast shadow? Why?
abstractions about 2. How does shadows are formed?
the lesson
G. Finding Practical
applications of
concepts and skills in What will happen if you dry your clothes under a shady tree
daily living on a sunny day? Why?
TRUE or FALSE
Write TRUE if the statement is correct and FALSE if the
H. EVALUATION statement is incorrect.
_______1. Shadows are formed when light is reflected from
a surface.
_______2. Cartoon, paper and books formed a shadow.
_______3. Shadows are dark on transparent objects.
_______4. The sun is the only source of light that can cast
shadow.
_______5. You can see a shadow in a dark room.
V. REFLECTION
earned 80% in the
evaluation
require additional activities
for remediation who scored
below 80%
lesson
continue to require
remediation
strategies worked well? Why
did these work?
or supervisor can help me
solve?
use/discover which I wish to
205
I. I. OBJECTIVES
A. Content The sun as the main source of heat and light on earth
Standard
B. Performance Practice precautionary measures in planning activities
Standard
C. Learning Describe how shadows change in position and length at different
Competencies/ times of the day
Objectives
LC Code: S4ES-IVh-9
II. CONTENT How Shadows Change in Position and Length at Different times of
the Day
III. LEARNING
RESOURCES
C. References
pages
2. Learner’s Science 4 LM pp. 343 - 347
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
D. Other Learning https://youtu.be/yd5WRAgl1cQ
Resources
IV.PROCEDURES A B
A. ELICIT Review
 How are shadows formed?
B. ENGAGE  Introduce the lesson with a game. SHADOW TAG an

outdoor game for 5 min only.
DIRECTION:
The game will be performed by 4 players each group.
Have them run around a big area to play a shadow tag.
Choose an “it”. The “it”. Will step on the casted shadow of
other player. Once the shadow will be stepped on he will
become the “it”. Take turns in doing the activity. While
playing take note of the shadow formed.
206
C. EXPLORE 1. Setting of standards
3. Activity Proper
Work in pairs.
 Provide the activity sheet and emphasize the questions to be
answered. Give the allotted time for the activity.
 Supervise the pupils while they are performing the activity
 Use the rubric below
Excellent Good Fair Poor Not Done
(4pts.) (3 pts) (2pts.) (1pt.)
Activity/ Learners Learners Learners Learners Learners did
procedure independently follow need attempt to not attempt
follow all written constant perform to perform
directions as directions assistance activity not the activity.
written following
directions
D. EXPLAIN Ask the group presenter to post their output.

E. ELABORATE  As the sun rises in the morning, or sets in the afternoon, it is

low in the horizon. Its light rays are slanted as they hit the
ground, so longer shadows are formed. When the sun is
high or nearly above the horizon, the sunlight strikes the
ground at nearly a right angle so shorter shadows are
formed. When the sun is directly above the horizon, the light
rays of the sun strikes directly above the objects so no
visible shadow is seen on the ground since the shadow of
the entire body would fit it its footprints.
 The changes in the position and length of shadows in the
surroundings depend on the angle at which the sunlight
strikes to the ground.
{Let the learners view the video presentation}
https://youtu.be/yd5WRAgl1cQ
F. Making
generalizations
and abstractions When does shadow appear the longest?
about the lesson When does shadow appear the shortest? Why?
G. Finding Practical
applications of
concepts and What is the implication of the shortest /longest shadow to
skills in daily us?
living
207
H. EVALUATE
V. REFLECTION
earned 80% in the
evaluation
require additional
who scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
teachers?
208
ACTIVITY
Group 1 & 2
Things Needed
1 one meter bamboo pole

Compass
Tape measure
peg
What to do: Think Pair Share
Let’s work in pairs(to be performed a day before the lesson)
1. Post a one (1) meter bamboo pole in your school ground.

2. Locate the east and west direction in your place with a compass.
3. Observe the position of the sun during the designated time.
4. Measure the length of shadow found by the pole on the designated time of
the day. Mark the length of each shadow with a peg.
5. Calculate the difference between the actual length of the bamboo and the
shadows formed in different times of the day.
Copy the table in your activity notebook and read your observations
Time Actual length of Length of the shadow Difference in

pole (cm) of the pole (cm) length (cm)
8:00 am
10:00 am
12:00 nn
2:00 pm
Guide Questions:
1. Describe the shadow of the pole at 8:00 am, 10:00 am 12:00noon and at
2:00 pm
2. At what time is the shadow of the pole longest? Why is this so?
3. At what time is the shadow shortest? Why?
4. What did you observe with the position and length of the shadows at
different times of the day?
5. What have you noticed about its position at different times of the day? Did
it stay in one place throughout the day?
209
ACTIVITY
Group 3&4
Things Needed
½ manila paper
Pentel pen
Tape measure
Coloring materials- black
What to do:
Perform the activity outside using the heat of the sun.

1. Choose a model to cast a shadow.
2. Measure his/her shadow during 7 o’clock, 12 o’clock and 3 o’clock
Use the table below and answer the questions that follow.
Time Length of the shadow of the learner
7:00 am
12:00 nn
3:00 pm
1. Describe the shadow of the learner at 7:00 am, 12:00 pm and at 3:00 pm
2. What time is the shadow of the longest? Why?
3. What time is the shadow shortest? Why?
4. What did you observe with length of the shadows at different times?
5. What have you noticed about its position at different times of the day? Did
it stay in one place throughout the day? Why
210
I. OBJECTIVES
A. Content Standard The sun as the main source of heat and light on earth
B. Performance Standard Practice precautionary measures in planning activities

C. Learning Explain the changes in position and length of shadows in
Competencies/ relation to the position of the sun
Objectives
LC Code:S4ES-IVh-9
II. CONTENT Changes in Position and Length of Shadows in Relation to
the Position
of the Sun
III. LEARNING
RESOURCES
E. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
F. Other Learning https://youtu.be/AzPPjR65FvM
Resources https://youtu.be/lOIGOT88Aqc?t=99
IV. PROCEDURES A B
I. ELICIT Review
1. When does shadow appear the longest?
2. When does shadow appear the shortest? Why?
211
J. ENGAGE Present this Video Clip to the class.

1. Describe the position of the shadow as it moves
near the source of light.
2. What happens to the shadow as it moves far from
the source of light?
K. EXPLORE 1. Setting of standards

3. Activity Proper
Activity for group 1 and 4
Materials:
Flashlight
Ball
Cardboard
What to do:
Show this picture
1. Using this illustration move the ball closer to the

flashlight. What did you find out?
2. Move the ball away from the light. What did you
notice?
3. Why did this happen? Explain you answer.
Activity For group 2& 3
Things Needed
½ manila paper
Pentel pen
Tape measure
Coloring materials- black
What to do:
Perform the activity outside using the heat of the sun.

3. Choose a model to cast a shadow.
4. Measure his/her shadow during 7 o’clock, 12
o’clock and 3 o’clock
5. Illustrate the Shadow formed during different
times of the day.
212
6. Explain each drawing.
L. EXPLAIN Ask the group presenter to post their output.

E’. ELABORATION Any change in the position of a light source in relation to

an object will cause a change in the shape, length, and
position of the shadow it produces. The sun is the light
source in this activity. The sun is the star around which Earth
moves in orbit. Since the sun’s position in the sky during the
course of the day changes due to the rotation of Earth on its
axis, the shapes of outdoor shadows also change during the
course of the day.
If a light is very close to you, then the object is big. If the
light is very far, then the object is small. Every hour, your
shadow changes direction.
How the shadows change?
The light causes your shadow to change. Whenever the
light faces, that’s where our shadow will face.
At different times of the day, your shadow will be different

because of the position of the sun. Your shadow is small at
noon because the sun is above you. In the morning and
evening, your shadow will be tall.
 Presentation of video clips of the lesson.
https://youtu.be/AzPPjR65FvM
F. Making Why does shadow differ in position in different times
generalizations and of the day?
abstractions about
the lesson
G. Finding Practical Where is the best place to dry palay seeds ? Why?
applications of concepts
and skills in daily living
H. EVALUATE 1. Have you ever noticed that your shadow changes from
time to time? Why?
2. What causes the size and position of the shadow to

change?
V. REMARKS
VI. REFLECTION
213
earned 80% in the
evaluation
for remediation who scored
below 80%
lesson
continue to require
remediation
strategies worked well? Why
did these work?

or supervisor can help me
solve?
use/discover which I wish to
214
I. OBJECTIVES
A. Content The sun as the main source of heat and light on earth
Standard
B. Performance practice precautionary measures in planning activities
Standard
C. Learning
Competencies/ Make an improvised sundial clock.
Objectives
LC Code: S4ES-IVh-9
II. CONTENT
III.LEARNING PROJECT MAKING :SUNDIAL
RESOURCES
G. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook
pages
4. Additional https://youtu.be/9ne6JOaXvfs
Materials https://youtu.be/Gxo8orZ1X7q
from
Learning
Resource
(LR) portal
H. Other
Learning
Resources
IV. PROCEDURES A B
215
ENGAGE  Recall previous lesson and discussion on shadow.
 {Let the learners sing the song entitled “My Shadow”}
https://youtu.be/9ne6JOaXvfs
“My Shadow”
My shadow, my shadow
Everything I do, my shadow does do
My shadow can jump, my shadow can kick
My shadow can catch a ball, and everywhere I go
I can go with it, It can eve catch me when I fall
My shadow and me, my shadow and me
My shadow is my longtime friend
We’re together every day, my shadow and me
My shadow is my longtime friend.
My shadow, my shadow
Everything I do, my shadow does do
My shadow and me, my shadow is my longtime friend
We’re together every day, my shadow and me
My shadow and me, my shadow is my longtime friend
{Let the learners sing the song with action}
 What are the things that our shadow do?
 Introduce the activity to the pupils
EXPLORE {Present the materials and procedure to learners on how to
make an improvised sundial clock}
Materials:
Paper plate
Pencil
Procedure
1. Use the template to cut out the sunshine ray.
2. Trace 12 rays onto the cardstock paper.
3. Cut out all the rays of sunshine
4. Now, it’s time to draw the circle for your sun.
5. We will measure out five inches on the drawing
compass.
(if you don’t have a drawing compass handy, you
could also
trace a bowl)
6. Cut out the circle.
7. Glue your sun together.
8. First, tuck all those sun rays underneath the circle,
glue them down. The rays will become the numbers of
the clock.
The 3 o’clock and the 9 o’ clock will be across from
each other horizontally. All the other numbers are also
directly across from each other.
9. Now that the sun rays are all in the right place, let’s
glue them down.
10. Gently lift up the circle and set it aside. Place the glue
on the bottom of the circle and set it down onto the
sun rays. You need to adjust the rays a little bit so
they go under the circle.
11. Write the numbers on each ray, from 1 to 12.
12. Poke a hole where the nose would be on the sun right in
the center using your pencil.
13. Place the unsharpened pencil into the hole. Slip your
216
plate underneath the sun for your pencil to rest on that
will provide stability. The pencil will cast a shadow
onto the number.
14. When you take it outside and that should tell the time.
https://youtu.be/Gxo8orZ1X7q
 What are the standards to follow in doing this activity?
Scoring Rubric for Assessing the Project.

CRITERIA 5 4 3 TOTA
L
Finishe Finished Finished
TIMELINESS d the the work 1 the work 2
work minute minutes or
on or after the more after
before allotted the
the time. allotted
time. time.
The The The
PRESENTATI presentati presentati presentati
ON on is on is on is not
good, good, clear and
clear, and clear, but has only
full of lacking few
informatio some information.
n. informatio
n.
USABILITY The model The model The model
will be cannot is
used in used in destroyed
the the
classroom classroom
The The The group
SAFETY group
& PRECAUTION
group did not
observe observed observe
d safety little safety
measur safety measures
es at all measures at all.
times. during
activity.
EXPLAIN  Presentation of individual output.
 Choosing of the most creative output and do some
praising routine.
 Verification and clarification of output.
ELABORATE Further discussion on sundial and how shadow helps to tell time.
A sundial is an instrument that tells the time like a clock. It
has a pole or gnomon in its center and markings that shows
hours or fraction of hours. It works on the concept of the sun
changing its location in the sky throughout the day.
217
When the sun shines on gnomon, it casts shadows that
appear on different markings on the sundial. This instrument is in
use since ancient times and was the main indicator of time until
the early 19th century. This is still not known exactly who
invented the sundial. It is also one of the oldest scientific
instruments of the world.
EVALUATE Make an investigation out of your sundial. Mark the position and
width of the shadow cast on the base of their sundial every hour
throughout the duration of the day.
Questions:
1. Did the position of the shadow change?
2. Did the height of the shadow change?
3. Did the width of the shadow change?
4. Did the changes follow a pattern?
V. REMARKS
VI. REFLECTION

earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
can help me solve?
teachers?
218
I. OBJECTIVES
D. Content Standard The sun as the main source of heat and light on earth
E. Performance Practice precautionary measures in planning activities
Standard
F. Learning Measures one’s ability to retain and apply skills learned
Competencies/Obj in a summative test.
ectives Practice honesty in taking the test.
Write the LC Code (S4ES-IVh-9)
for each
II. CONTENT Summative/Assessment

III. LEARNING
RESOURCES
I. References
5. Teacher’s
Guide pages
6. Learner’s
Materials
pages
7. Textbook
pages
8. Additional
Materials from
Learning
Resource (LR)
portal
J. Other Learning
Resources
IV. PROCEDUR
ES
A B
ENGAGE A. Review
How does shadows are formed?
How shadows change at different times of the
day?
What instrument which shadows help to tell
time?
EXPLORE
EXPLAIN Giving of standards and instructions.
ELABORATE
EVALUATE Read and understand the questions. {See sample test
questions}
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
219
who scored below 80%
C. Did the remedial
learners who have
caught up with the lesson
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
to share with other
teachers?
220
SUMMATIVE TEST
1. What do you need in order for an object to make a shadow?

a. The ring temperature
b. A source of light
c. The right air pressure
d. Complete darkness
2. How does shadow formed?
a. When something blocks the straight path of the light, it just
stops because it can’t go through or around that object.
b. When the earth rotates on its axis.
c. It happens only during night time.
d. When there is a solar and lunar eclipse.
3. Does shadow change the length throughout the day?
a. Yes b. no c. maybe d. sometimes
4. What is the cause of the change in the size and position of shadows
during the day?
a. The position of the sun.
b. The size of an object or shadow.
c. The brightness of the source of light
d. The condition of weather
5. Where do shadows come from?
a. It is only from our imagination.
b. When something blocks light travelling from a source.
c. If you facing direct to the sun
d. When it is during summer season only.
6. Why do opaque objects form shadows?
a. Because they absorb the light that hit them.
b. Because they reflect the light.
c. Because they bend the light that hit them
d. Because they cover the light that hits them.
7. When does an object cast a longer shadow?
a. When light rays are on top
b. When light rays are sideways
c. When light rays are slanted.
d. When light rays are trapped.
8. When are shadows formed?
a. When light rays hit an opaque object
b. When light rays hit transparent objects
c. When light rays hit translucent objects
d. When light rays hit hard objects
9. When an object blocks the path of light, what is formed?
a. A shadow b. a reflection c. a fog d. a problem
10. When an object moves closer to a light source, its shadow……

a. Gets smaller c. gets bigger
b. changes shape d. stays the same size
221
11. Telling the time. What is this called
a. Sundial b. garden clock c. clock d. watch
12. How does sundial works?

a. The sun tells it what time is it.
b. It casts a shadow at what time it is.
c. It’s magic.
d. Somebody moves the shadow round.
13. Illustrate your shadow at noontime.
14. Illustrate the shadow of a tree at 6:00 o’clock in the morning.
15. When the sun is behind you, your shadow is…………

a. Behind you b. in front of you c. at the side of you d. not
there
TRUE or FALSE
Write TRUE if the statement is correct and FALSE if the statement is incorrect.
________ 16. Shadow hates being with others.

________ 17. Shadow is an android.
________ 18. Shadows are formed when light is absorbed or
blocked
by an object.
________ 19. Shadows are shortest at sunset.
________ 20. Shadows are the same size as the object blocking
the
light.
KEY to correction
1. B 11. A
2. A 12. A
3. A 13.
4. A 14.
5. B 15. B
6. D 16. FALSE
7. C 17. FALSE
8. A 18. TRUE
9. A 19. FALSE
10. A 20. TRUE
222
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the sun as the main
source of heat and light on earth.
B. Performance The learners should be able to practice precautionary measures in
Standard planning activities.
C. Learning Describe the role of the sun in the water cycle
Competencies/
Objectives LC Code: S4ESIVi-10
 Describe the sun.
II. CONTENT The Sun

III. LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3.Textbook pages
4. Additional Pictures, short bond paper, crayons
Materials from
Learning Resource
(LR)
B. Other Learning ttps://www.youtube.com/watch?v=RzkJkEKV8Yk
Resources http://sciencewithkids.com/science-facts/facts-about-the-sun-for-
kids.html
IV.PROCEDURE A B
ENGAGE 1. Recall previous lesson
How are shadows formed?
2. Introduce the new lesson by asking the learners to sing the
song, “You Are My Sunshine.” Then work in pairs and make
an interpretation of the song. How can you relate the song to
the sun?
What do you know about the sun?
Today we will have a group activity about the characteristics
of the sun.
EXPLORE Setting standards for group activity.
Grouping the class into 4 groups.
EXPLAIN Presentation of group output.
Verification and clarification of misconceptions.
ELABORATE
Further discussion about the sun.
The sun is the most prominent feature in the solar system. It

is the largest object and contains approximately 98% of the total
223
solar system mass. The sun is the nearest star to Earth. Light from
the Sun reaches Earth in around 8 minutes. One hundred and nine
Earths are required to fit across the sun’s disk, and its interior can
hold over 1.3 million earths.
Around 74% of the Sun’s mass is made up of hydrogen.
Helium makes up around 24% while heavier elements such as
oxygen, carbon, iron and neon make up the remaining percentage.
The Sun’s surface temperature is around 5500 degrees

Celsius. The average distance from the Sun to the Earth is around
150 million kilometers). The Sun’s core is around 13600000 degrees
Celsius! The Sun generates huge amounts of energy by combining
hydrogen nuclei into helium. This process is called nuclear fusion.
EVALUATE Draw a happy face on the blank before the number if the
statement is correct. Draw a sad face if it is incorrect.
_____ 1. The sun is a star.
_____ 2. The Earth and the Sun are of the same size.
_____ 3. Sunlight reaches Earth in eight minutes.
_____ 4. The largest object in the solar system is the Earth.
_____ 5. The process by which the sun generates heat is called
nuclear fusion.
_____ 6. The sun is a solid mass.
_____ 7. The sun is a medium-sized star.
_____ 8. The sun’s is a bluish-white.
_____ 9. The mass of our sun makes up fifty percent of the mass in
our solar system.
_______ 10. The sun burns hydrogen and converting it into helium.
V. REMARKS
VI. REFLECTION
VII.OTHERS
A. No. of learners
who earned 80% on
the formative
assessment
B. No. of learners
who require
for remediation
C. Did the remedial
learners who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why did
it work?
224
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I
wish to share with
other teachers?
225
APPENDIX A
ACTIVITY SHEET
GROUP 1
Materials:
 Metacards
 Chart
Procedure:
1. Watch the videoclip about the sun.

2. Choose from the words listed on the metacards the characteristics of the
sun.
3. Fill the chart with the descriptions of the sun
(Descriptions of the sun to be written in the metacards )
GROUP 2
Materials:
 Picture of the sun

 Coloring materials
 Pentel pen
Procedure:

2. Color the sun. In the circle, write descriptions of the sun.
GROUP 3
Materials:
 Pentel pen

2. Draw a diagram of the sun. Color it. Inside the circle, write descriptions of
the sun.
Group 4.

2. Describe the sun through a role play
226
APPENDIX B
SCORING RUBRICS FOR THE ACTIVITY
CRITERIA (3) (2) (1)

Perform the
activity but
Perform the activity
Perform the activity keep on asking
with minimal
by following the to the teacher
Performance questions to the
given procedures on the
teacher on the
on their own. procedures all
given procedures.
throughout the
activity.
Finish the
Finish the activity Finish the activity
activity within 3-
Promptness within the given within 1-2 minutes
5 minutes after
time. after the given time.
the given time.
At least one (1) Two (2) or more
All members of the
Team member of the members of the
group cooperated
Work/Collaboration group did not group did not
in the activity.
cooperate. cooperate.
With at least
Correctness of All answers are At least one (1) two (2) or more
answer correct answer in incorrect. answers are
incorrect
The materials are The materials are
The working
organized and the organized but the
area is messy
Workmanship working area is working area is
all throughout
clean during and clean after the
the activity.
after the activity. activity.
227
I. OBJECTIVES
D. Content Standard The learners demonstrate understanding
of the importance of water cycle
E. Performance Standard The learners should be able to practice
activities
F. Learning Competencies / The Learner should be able to describe
Objectives the role of the Sun in the water cycle
LC Code:S4ES-IVi-10
 Operationally define what a
water cycle is
II. CONTENT Define a Water Cycle
G. References
14. Learner’s Materials Science- Grade 4 Learner’s Material First
pages Edition 2015 pp.258 - 269
15. Textbook pages
16. Additional Materials BEAM I. Unit 7 Powers of Water Module
from 2
Learning Resource
(LR)
Portal
H. Other Learning Resources
IV. PROCEDURE A B
ENGAGE: Reveal the message. The letters have numbers. Use them as clue to
reveal the message
20 8 5 23 1 20 5 18
3 25 3 12 5
A B C D E F G H I J K
1 2 3 4 5 6 7 8 9 10 11
L M N O P Q R S T U V
12 13 14 15 16 17 18 19 20 21 22
W X Y Z
23 24 25 26
228
What was the message that was revealed?
As to the revelation of message, how do we define water
cycle? We are going to find out as we moved on with our
activity for today.
Grouping the class into ____ groups
EXPLAIN: 1. Allow them to share their answers and the results of the
different activities through the presentation of their group
. outputs. Ask them: How do you feel about the activity?
2. Check the group’s responses to the activity questions.
3. Record important phrases taken from the presentations so
the teacher can verify whether they are right or wrong.
ELABORATE: Match Column A with Column B. Write the letter on the space
provided.
A
__1. Evaporation of water from plants.
__2. The major processes of water cycle
__3. Evaporation changes water to _____.
__4. The cooling of water vapor to droplets of water.
B.
a. Water Vapor
b. Condensation
c. Transpiration
d. Evaporation, Condensation, Precipitation
After checking the activity the learners will be asked the

following questions:
3. What is the never-ending movement of water from

Earth’s surface to its atmosphere and back again?
4. What are the processes of water cycle?
5. Do you think all these processes involved in water
cycle are important? Why?
6. If one of the processes of the water cycle will not
function, what do you think will happen?
7. Where does the energy that powers the water cycle
come from?
8. With all these processes involved in the water cycle, do
you think we will run-out of water? Why?
EVALUATE: Illustrate the water cycle Fill in the blanks with the correct
and be able to name the terms.
processes. Give also a The ___________ is the
short definition of water continuous movement/circulation
cycle. of water in the earth’s
atmosphere system. It has 3
(The teacher will use involved processes.
229
rubrics to check the _____________ is a process by
answers of the learners) which water turns to water vapor
and rises. ______________ is
the cooling of the water vapor
Agreement/Home into droplets of water and so it
Connection: form clouds.
Create a two-stanza poem ____________ is the pouring of
about the water cycle. rain, sleet or snow from rain
clouds.
Agreement Create a two-stanza poem about the water cycle.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% on
the Formative
assessment.
B. No. of learners
who required
for remediation
C. Did the remedial
lesson work?
No. of learners who
have caught up with
the lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well?
Why did this work?
F. What difficulties did
I encounter which my
solve?
localized materials
did I use/ discover
which I wish to share
230
APPENDIX 1
ACTIVITY SHEET FOR GROUP A LEARNERS
GROUP 1
Directions:
Below is a picture of water cycle with the different processes involve in water cycle.
Using the picture clues, be able to identify the processes involved in water cycle.
A picture of water cycle with the

different process involved. The group
will have to identify the processes
involved in water cycle.
Guide Questions:
1. What are the processes involved in water cycle?

2. Be able to give a short description of every process involved in water
cycle through observing the picture.
3. Be able to operationally define water cycle through the processes
involved in water cycle (How do you define water cycle?)
4. Get ready for your report in front of the class.
GROUP 2
Directions:
Below is a crossword puzzle. Try to look for the processes involved in the water cycle
and circle them. After you have found all the processes, answer the guide questions.
CROSSWORD PUZZLE
C H J P Y U I P
O V N R E D H M
N R O E T G N P
D T I C B B O G
E G T I F H I B
N B A P D J T N
S H R I H K A J
A J I T J L R O
T K P A K N O P
I K S T M M P P
O L N I N B A L
N O A O M F V K
E W R N N D E S
S B T G L N M B
231
Guide Questions:
1. What are the processes that you have spotted in the puzzle which are
involved in the water cycle?
2. Be able to give a short description of every process
3. Be able to operationally define water cycle through the processes
involved in water cycle (How do you define water cycle?)
GROUP 3:
Directions:
Illustrate the water cycle. See to it that in your illustrations, the processes involved in
water cycle will be included. After you have done with the illustrations, answer the
guide questions.
Guide Questions:
1. Explain your illustration about the water cycle emphasizing on the processes
involved in the cycle
2. Be able to give a short description of every process.
3. Be able to operationally define water cycle through the processes involved in
water cycle. (How do you define water cycle?)
232
Appendix A
GROUP I
Directions: The Water Cycle
Using the terms
Precipitation, Collection, Evaporation and Condensation, complete the cycle. Fill
in the blanks with the correct terms. Color the picture as well and answer the guide
questions afterwards.
An illustration of water cycle with
the different process involved. The
group will have to identify the
processes involved in water cycle.
The Sun heats the waters and land parts and dries it up.
Water vapor in the atmosphere turns into droplets of water.
The water running from land to the sea or ocean.
The Rain, Snow and Sleet from rain clouds
Guide questions:

2. Read the processes with their short descriptions.
water cycle (How do you define water cycle?)
233
GROUP 2
Directions:
Below is an illustration of water cycle. Be able to label the processes involved in the
water cycle. Choose your answers from the box below. Answer the guide questions
that follow and be ready to report your output in class.
An illustration of water cycle. The group will have to label the

processes involved in water cycle. They will choose their answers on
the box below
Evaporation Transpiration
Condensation Precipitation Collection
Guide questions:

2. Based on the illustration, describe each process.

GROUP 3
Directions:
Arrange the jumbled letters to fit into the description of the processes involved in
water cycle. Answer the guide questions afterwards and be ready to report your
output in front of the class
1. SATCONIONDEN
- When water vapor cools into droplets of water and form clouds.
2. PORVAEAIONT
- The process that turns water to water vapor
3. CIPIPRETAOIN
- when clouds form bigger droplets and become heavier, it falls as Rain.
4. CELLOCIONT
- The water running from land to the sea or ocean.
5. RANTSRAPITION
- the evaporation of water from the leaves of the plants.
Guide questions:
2. Based on the activity, describe each process involved in water cycle.

234
I. OBJECTIVES
C. Learning Competencies/ The learner should be able to describe the role of
Objectives the sun in the water cycle.
LC Code: S4ES-IVdi-10
II. CONTENT The Role of the Sun in the Water Cycle
A. References
1. Teacher’s Guide Pages 309 – 312
2. Learner’s Material Page 267 – 269
(LR) Portal
B. Other Learning resources Activity
Picture of rain, sun, and bodies of water
Picture of palay (rice grains)
Picture of fish being dried under the sun
. clear plastic cups
Marker/masking tape
Clear plastic wrap
Water
IV. PROCEDURES
Show picture of the rain.
Why does it rain?
ENGAGE Show picture of bodies of water.
Where does the rain water come from?
Show picture of the sun.
What do you think is the role of the sun in the
water cycle?
 What happened to the water when exposed
under the sun?
What caused it to become warmer?
(Show the picture of palay/fish being dried under the
sun.)
 How about the palay(rice garins)/fish dried
under the sun? What causes it to dry?
 Where do you think the water will go?
Today we are going to have a group activity.

Setting standards for group activity.
Grouping the class into ____ groups.
235
EXPLORE What you need: Picture of the water cycle.
What to do.
1. Study the picture of the water cycle.
 What are the processes involved in
the water cycle?
 What caused the water to evaporate?
 Which parts of the Earth does greater
evaporation takes place?
 What is the role of the sun in the
water cycle?
EXPLAIN Presentation of Group output

Checking/verifying the answers to guide questions.
ELABORATE Discuss the role of the sun in the water cycle.

The sun plays the major role in the water cycle. It is
the main source of heat on Earth. When the Earth’s
surface is heated, evaporation takes place in the
bodies of water and on land. Water particles are
released from the leaves of the plants through
transpiration.
Animals and humans give off water particles when
they perspire and humans give off water particles
when they perspire and during respiration which
evaporate in the atmosphere. Water changes to
water vapour during evaporation. Water vapour
changes to water droplets and form clouds which
then drop as rain, hail, snow.
What is the role of the sun in the water cycle?
After washing clothes, beddings and utensils, where
should you place them to dry fast? (Dry them under
the sun.)
Why? (The sun cause water to evaporate fast.)
Fill the blanks with the appropriate word. Select your

EVALUATION answer from the list.
sun, earth, sky,
water water cycle, clouds,
The ____ is what makes the ______rain,
heat water vapor, ______ work.
snow
The sun provides what almost everything on______
needs to go energy, or heat. _______
causes liquid and frozen _________ to evaporate
into______ _______ gas, which rises high in the
____ to form ______...clouds that move over the
globe and drop ______ or _____.
J. Additional Activities for Illustrate the processes involve in the water cycle on
application or remediation long size bond paper. Label each process involved.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
236
80% on the Formative
assessment.
for remediation
work?
continue to require
remediation.
Why did this work?

can help me solve?
discover which I wish to share
237
Date and Quarter/Week/Day Q4W9D4&5
Time
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding importance of the sun to life
on earth.
B. Performance Standard The learners should be able to investigate importance of the sun as
the main source of heat and light.
C. Learning Describe the importance of the sun in water cycle (evaporation)
Competencies/ LC Code: S4ES-IVi-10
Objectives
II. CONTENT Effects of the Sun to Water Cycle (Evaporation in Ocean)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teachers Guide pages 309-311
Pages
2. Learner’s Material Learner’s material pages 306-310
Page
3. Additional Materials Illustration of water cycle (Evaporation in Ocean)
from Learning Picture (The Woman Who Lived by The Sea)
Resources (LR) Portal
B. Other Learning Song
Resources
IV. PROCEDURES A B
ENGAGE A. Present the Rap/Song
“The Sun”
Tune: Johny Johny Yes Papa
Children, Children, YES teacher

Can you see the SUN up there?
YES, teacher it shines so bright
Some of the water…. Hey! it rises up
Teacher! Teacher stare at the sea
The sun dries it fast for us to see
Questions:
1. What is the message of the song?
____________________________________________
_________________________________________________
__________________________________________.
2. What happened to the water in the sea when heated?

____________________________________________
238
________________________________________________
___________________________________________.
Show the following pictures:
Ask: Do you ever think about where the water from the shower, pool
and jar came from? (Those water could have come from anywhere
because all Earth’s water is being recycled. Water moves
continuously from one stage to the next.)
EXPLORE Activity 1 (Group) Activity 1 (Group)
 Set standards for a group  Set standards for a group

activity activity
 Distribute materials to the  Distribute materials to the
pupils pupils
 Have them perform the activity  Have them perform the activity
“Mystery Words” “Mystery Words”

In the illustration, label the In the illustration, label the
process involved in water cycle in process involved in water cycle in
oceans and seas. Look for the oceans and seas. Look for the
mystery words below: mystery words below:
1. ______
1. ______
2. ______ 2. ______
3. ______
3. ______
4. ______ 4. ______
5. ______ 5. ______
Nus retaw lsat

Nus retaw lsat
vapor noitrapovae
vapor noitrapovae
239
Explain what happens to the salt Explain what happens to the salt
water in the oceans as it is water in the oceans as it is
heated by the sun. heated by the sun. Fill in the
blanks with the correct idea.
__________________________ 1. E _ _ _ _ y from the s _ _
__________________________ causes water in the ocean to
__________________________ e _ _ _ _ _ _ _ _. The w _ t _ _ v
_ p _ _ rises in the air. The s _ _ t
remains behind.
Activity 2 (Class)
 Distribute printed meta cards to the class.
 Have them match the questions with the correct answer.
“I Feel You”
The Woman Who Lived by The Sea
1. Describe the picture.

2. What does the woman feel?
3. Does she feel sticky and salty? Why?
4. What dries up in her skin?
5. What is the process when that sticky, salty substance left in your dry skin
and the water goes in the air?
Yes, because of too much sweat She feels sticky and sweaty
Evaporation A woman who perspires too much Sweat
EXPLAIN Let each group present their output and explain the process involved
in water cycle.
ELABORATE Water is the only substance on Earth that exist in all three states
of matter naturally. Water can be solid ice, a flowing liquid or gaseous
vapor. When water moves through the water cycle it changes
between states of matter over and over again. The water cycle is the
process that water moves through between the air and Earth’s
surface. The water cycle is powered by heat energy from the sun.
When water at the ocean surface is heated by the sun, it gains
energy. With enough energy, the molecules of liquid water changes
into water vapor and move into the air. This process is called
evaporation. The water in the ocean is mostly saltwater , a mixture of
salt and water. When evaporation happens, only the water
evaporates. The salt is left behind.
240
 What is the effects of the sun in oceans and seas?
 Can you exist without evaporation? Explain your answer.
EVALUATE Encircle the letter of the correct answer.
1. The primary source of heat and light on Earth is the ________.
a. moon c. meteorites
b. sun d. meteor
2. When a liquid turns into gas, the term is _____________
a. condensation c. precipitation
b. evaporation d. oxygenation
3. In the water cycle, evaporation occurs when ___________warms
the surface of the water
a. starlight b. sunlight
c. light bulb d. bright light
4. What happens to saltwater when heated by the sun during
evaporation
a. Only the water evaporates, the salt is left behind
b. Salt evaporates, water is left in the sea
c. Only salt becomes vapor
d. Salt and water evaporate at the same time.
5. The water cycle is powered by _________ energy from the sun

a. heat c. kinetic
b. electrical d. potential
Additional Activities for Read information about other stages of the water cycle.
Application or (Condensation, Precipitation and Collection)
Remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
required additional
activities for remediation.
C. Did the remedial
lesson work?
lesson.
E. No. of learners who
continue to require
remediation.
F. Which of my teaching
Why did this work?
G. What difficulties did I
encounter which my
solve?
241
H. What innovation or
use/ discover which I
teachers?
242
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the sun as the
main source of heat and light on earth.
C. Learning Competencies/ Describe the role of the sun in the water cycle.
Objectives
LC Code: S4ESIVi-10
 Describe the sun.
II. CONTENT Describe the role of the sun in the water cycle
III. LEARNING
RESOURCES
A. References
2. Learner’s Materials
pages
3.Textbook pages
4. Additional Materials from Pictures, short bond paper, crayons
B. Other Learning ttps://www.youtube.com/watch?v=RzkJkEKV8Yk

Resources http://sciencewithkids.com/science-facts/facts-about-the-sun-for-
kids.html
IV.PROCEDURE A B
ENGAGE 3. Recall previous lesson
How are shadows formed?
4. Introduce the new lesson by asking the learners to
sing the song, “You Are My Sunshine.” Then work in
pairs and make an interpretation of the song. How can
you relate the song to the sun?
What do you know about the sun?
Today we will have a group activity about the
characteristics of the sun.
EXPLORE Setting standards for group activity.
EXPLAIN Presentation of group output.
Verification and clarification of misconceptions.
ELABORATE
Further discussion about the sun.
The sun is the most prominent feature in the solar

system. It is the largest object and contains approximately
98% of the total solar system mass. The sun is the nearest
star to Earth. Light from the Sun reaches Earth in around 8
minutes. One hundred and nine Earths are required to fit
243
across the sun’s disk, and its interior can hold over 1.3 million
earths.
Around 74% of the Sun’s mass is made up of
hydrogen. Helium makes up around 24% while heavier
elements such as oxygen, carbon, iron and neon make up the
remaining percentage.
The Sun’s surface temperature is around 5500 degrees

Celsius. The average distance from the Sun to the Earth is
around 150 million kilometers). The Sun’s core is around
13600000 degrees Celsius! The Sun generates huge amounts
of energy by combining hydrogen nuclei into helium. This
process is called nuclear fusion.
EVALUATE
Draw a happy face on the blank before the number if
the statement is correct. Draw a sad face if it is
incorrect.
_____ 1. The sun is a star.
_____ 2. The Earth and the Sun are of the same size.
_____ 3. Sunlight reaches Earth in eight minutes.
_____ 4. The largest object in the solar system is the Earth.
_____ 5. The process by which the sun generates heat is
called nuclear fusion.
_____ 6. The sun is a solid mass.
_____ 7. The sun is a medium-sized star.
_____ 8. The sun’s is a bluish-white.
_____ 9. The mass of our sun makes up fifty percent of the
mass in our solar system.
_____ 10. The sun burns hydrogen and converting it
into helium.
V. REMARKS
VI. REFLECTION
VII.OTHERS

earned 80% on the
for remediation
C. Did the remedial
learners who have caught
up with the
lesson
continue to require
remediation
244
Why did it work?
encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
245
APPENDIX A
ACTIVITY SHEET
GROUP 1
Materials:
 Metacards
 Chart
Procedure:

2. Choose from the words listed on the metacards the characteristics of the
sun.
3. Fill the chart with the descriptions of the sun
(Descriptions of the sun to be written in the metacards )
GROUP 2
Materials:
 Picture of the sun

 Pentel pen
Procedure:

4. Color the sun. In the circle, write descriptions of the sun.
GROUP 3
Materials:
 Pentel pen
4. Draw a diagram of the sun. Color it. Inside the circle, write descriptions of
the sun.
GROUP 4.
4. Describe the sun through a role play
246
APPENDIX B
SCORING RUBRICS FOR THE ACTIVITY
CRITERIA (3) (2) (1)

Perform the
Perform the activity activity but keep
Perform the activity
with minimal on asking to the
by following the
Performance questions to the teacher on the
given procedures on
teacher on the given procedures all
their own.
procedures. throughout the
activity.
Finish the
Finish the activity Finish the activity
activity within 3-
Promptness within the given within 1-2 minutes
5 minutes after
time. after the given time.
the given time.
Two (2) or more
All members of the At least one (1)
Team members of the
group cooperated in member of the group
Work/Collaboration group did not
the activity. did not cooperate.
cooperate.
With at least two
Correctness of All answers are At least one (1) (2) or more
answer correct answer in incorrect. answers are
incorrect
The materials are The materials are
The working
organized and the organized but the
area is messy all
Workmanship working area is working area is
throughout the
clean during and clean after the
activity.
after the activity. activity.
247
School Grade level 4
Teacher Learning area Science
I. OBJECTIVES
A. Content The learners demonstrate understanding of the Sun as the
Standard main source of heat and light on Earth
B. Performance The l earners should be able to practice precautionary

C. Learning Identify the beneficial effects of Sun’s Heat and Light on
Competencies/ living things.
Objectives
LC Code: S4ES-Ivj-11
II. CONTENT Beneficial Effects of the Sun to Living Things
III. LEARNING
RESOURCES
A. References
Guide Pages
2. Learner’s pp311-313
Material Page
3. Text Book
pages
4. Additional
materials from
Learning
Resources (LR)
Portal
B. Other Learning 1.https://www.slideshare.net/ShirleyValera/2-effects-of-
resources the-suns-heat-and-light
2.http://eschooltoday.com/science/needs-of-living-
organisms/living-organisms-need-sunlight-to-survive.html
IV.
A B
PROCEDURES
ENGAGE Could you explain the process involved in the water cycle?
( Photo taken originally by the author)
Observe the scene in this picture. Which
captivates your attention the most? Why?
Circle the words that are related to the

effects of sun’s heat and light as well as the
living things that benefit from them.
M A H G O F N T F R
D S A K V A L G D C
O F B X K N P A F p
B E N I F I C I A L
V B Q I P M M N B A
C S H U M A N O P N
T D H W E L K T H T
G A I S R S H L K S
H G K A U W I S O W
J H N F T Y L A L S
248
Which word refers to the good effect of sun’s heat and
light?
What living things benefit from the sun’s heat and light?
Today we are going to have an activity about the

importance of the sun’s heat and light.
Setting standards for group activity.
Grouping the class into ____ groups.
EXPLORE Find out the beneficial What do you think is life like
Effects of sun’s heat and without the heat and light from
light to the living things the sun?
mentioned from the Therefore, is the sun’s heat
puzzled words by doing and light important? What are
this activity. the beneficial effects of sun’s
heat and light to living things?
(Please refer to the Find out in this activity.
Activity Sheet)
( Please refer to the Activity
sheet)
EXPLAIN Presentation of group output ( Reporting)
ELABORATE
Is the sun’s heat and Is sun’s heat and light
light beneficial? Why? beneficial to living things?
What are the living What are the living things that
things that could benefit could benefit from the sun’s
from the sun’s heat and heat and light?
light? What activities of people need
In what way is the sun’s sun’s heat and light?
heat and light beneficial Do plants also benefit from the
to human? sun light? How?
Why is sunlight Which among these activities
important to plants? do you do to help your parents
Can animals see things at home?
around them? Why?
How could you describe Do you enjoy playing under
the effect of sun’s heat the heat and light of the sun?
and light to living things? Why?
How about you, how do Plants make food with the help
you enjoy the sun’s heat of sunlight, would you prefer to
and light? eat food from plants? Why?
Plants benefit a lot from Name some of the beneficial

the sun’s heat and light. effects of sun’s heat and light
Would you enjoy eating to living things.
foods from plants? Why?
What are the beneficial

effects of sun’s heat and
light to living things?
EVALUATION Put a check if the statement shows the beneficial effects
of sun’s heat and light to living things by checking on the
249
blank before each stated effect. Cross out if it does not.
_______.A. Make photosynthesis possible on plants.

_______ B. Lead to forest fire
_______C. Animals see things around them.
_______D. People cannot go out anywhere.
_______E. Farmers can plant crops
_______F. Human can do the drying of laundry.
Additional Illustrate other living things that benefit from sun’s heat
Activities for and light. Tell how they benefit from them.
application
Or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the Formative
assessment.
B. No. of learners
who required
additional
activities for
remediation
C. Did the
remedial lesson
work?
No. of learners
who have caught
up with the lesson.
D. No.of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well?
Why did this
work?
did I encounter
which my
principal can help
me solve?
G. What
innovation or
localized materials
did I use/ discover
which I wish to
share with other
teachers?
250
(For A Learners)

What are the beneficial effects of sun’s heat to living things?
II. What you need:
Pictures Manila paper marking pen
III. What to do:
D. Study the readings or the article below. Match article with the
appropriate picture it describes.
__________1.
Plants:
All plants use sunlight to make food (sugars) in a process called

photosynthesis. They store the food in their leaves and the energy flows to
other animals that eat the leaves. When leaves fall, decomposers in the soil,
work on it, with the help of moisture and heat from the sun.
__________2.
Animals
Animals were able to see because of the light coming from the sun.
__________3.
Human beings:
With the presence of sun’s heat and light, humans can do a lot of activities such
as laundry, harvesting, drying of crops, fishing and drying of fishes. They can also
do some recreational activities such as outing, picnics, and even swimming. These
activities are mostly done during sunny days.
A. B. C.
Picture of animals under Pictures of what Picture showing the
the bright light of the sun human beings can do process of
on a sunny day. photosynthesis
251
E. Answer the following questions:
1. Is the sun’s heat and light beneficial? Why?
2. What are the living things that could benefit from the sun’s heat
and light?
3. In what way is the sun’s heat and light beneficial to human?
4. Why is sunlight important to plants?
5. Can animals see things around them? Why?
6. How could you describe the effect of sun’s heat and light to living
things?
IV. What you Learn:

What are the beneficial effects of sun’s heat and light to living things?
V. Apply what you learn.

Knowing that people can do a lot of things with the presence of sun’s heat
and light. What activities can you do to help your parents at home
especially on sunny days?
252
ACTIVITY SHEET
(For B Learners)

What are the beneficial effects of sun’s heat to living things?
II. What you need:

( Book) Learner’s Material pp.312-313 Manila paper
Marker
III. What to do.

A. Observe the given pictures: (May utilize the pictures found on
page 312 of the LM or the one suggested below.)
Picture showing the Pictures showing Picture of animals

human activities during under the bright light
process of sunny days. of the sun
photosynthesis
B. Read “Remember these” on page 313 of your book. ( LM )

C. Answer these:
1. Is sun’s heat and light beneficial to living things?
2. What are the living things that could benefit from the sun’s
heat and light?
3. What activities of people need sun’s heat and light?
4. Do plants also benefit from the sun light? How?
5. How about the animals, how do they benefit from the sun’s
heat and light?
6. Which among these activities do you do to help your
parents at home?
IV. What you Learn:

What are the beneficial effects sun’s heat and light to living things?
V. Apply what you learn:
If you were a fisherman or a farmer, how would you benefit from the sun’s
heat and light?
253
I. OBJECTIVES
A. Content The learners demonstrate understanding that the Sun as the main
B. Performance The learners should be able to practice precautionary measures in

Standard planning activities
C. Learning Identify harmful effects of the sun’s heat and light on living things
Competencies/
Objectives LC Code: S4ES-IVj-11
II. CONTENT Harmful Effects of the Sun’s Heat and Light
III. LEARNING
RESOURCES
A. Reference
B. Teacher’s Guide
Pages
C. Learner’s
Materials Pages
D. Additional
materials from
Learning Resource
(LR) Portal
E. Other Learning https://www.slideshare.net/ShirleyValera/2-effects-of-the-suns-heat-and-light1
Resources
IV. PROCEDURES A B
ENGAGE What are the beneficial effects of sun’s heat and light on us? To
the environment?
When are these things (umbrella, cap, sunglasses) used?
What do you usually feel when you stay too long under the sun?
Today we shall talk about harmful effects of sun’s heat and light
on living things?
EXPLORE 9. Divide the class into 4 groups.
10. Introduce activity 1: ‘Super sunny side’
11. Provide the activity sheet and emphasize the questions to
be answered.
12. Give the necessary instructions in doing the activity
(allotted time for the activity, the chart to be accomplished,
group presenter/member’s role/responsibility, etc.)
8. EXPLAIN 1. Have the group representative present the results of the

activity.
9. 2. Ask questions to the class:
10. What can happen if you will be exposed from too much heat of
the sun? what about the plants?
254
11. What ailments / diseases could we possibly get?
How can we avoid the harmful effects caused by sun’s light
and heat?
ELABORATE 1. Let the pupils realize/understand the concept on harmful effects
of sun’s heat and light.
 Excessive heat from the sun can burn our skin. Our skin
gets red and becomes painful. This condition is called
sunburn. Continuous overexposure to sunlight may even
lead to skin cancer.
 Too much exposure to sun’s rays may result in headache
and nosebleed.
 We should not look directly at the sun, it can make us
temporarily blind.
 The sun’s heat and warm air make us perspire a lot. Too
much perspiration makes us lose too much water. This,
may lead to dehydration.
 Animals may be dehydrated when expose from too much
heat of the sun.
 Plants wither during hot season.
2. Summary: What are the harmful effects of sun’s heat to human?
Plants? animals?
3. Valuing: What should one do to avoid the bad effects of sun’s
heat and light in humans?
4. Application:
You are in outing with friends at the beach. The weather is
so hot. What will you do to protect your skin from the sun’s
exposure?
EVALUATE Cross out the harmful effects of sun’s heat and light to the living
thing.
_____ sunburn _____ headache
_____photosynthesis _____ nose bleeding
_____withering of plants _____ vitamin D
_____dehydration
Assignment:
Research about the layer of the atmosphere that blocks us from
the ultra violet radiation from the sun.
VI. REMARKS
VII. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
for remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
255
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover which
I wish to share with
other teachers?
256
APPENDIX A – ACTIVITY SHEET
For A Learners
Activity: “Super Sunny Side!”
Objectives:
Identify harmful effects of the sun’s heat and light on living things.
What you need:
 ½ manila paper
 Activity sheet
What to do:
1. Make a graphic organizer. Enumerate the harmful effects of sun’ light in the living
things.
Harmful
Effects of
Sun’s Heat
and Light on
Living Things
2. How can we avoid the harmful effects caused by sun’s light and heat?
257
ACTIVITY SHEET
For B Learners
Activity: “Super Sunny Side”
Objectives:
Identify harmful effects of the sun’s heat and light on living things.
What you need:
 ½ manila paper
 Activity sheet
What to do:
1. Make a graphic organizer.
Enumerate the harmful effects of sun’ light in the living things. Select your answer
from the box below.
Harmful
Effects of
Sun’s Heat
and Light on
Living Things
Sunburn needed in plants for photosynthesis dehydration
Skin diseases dehydration high blood pressure
Vitamin D headache disinfect beddings
2. How can we avoid the harmful effects caused by sun’s light and heat?
258
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the sun as the main
source of heat and light on earth.
B. Performance The learners should be able to practice precautionary measures
Standard in planning activities.
C. Learning Describe the effects of the Sun;
Competencies/
 Identify safety precautions to avoid negative effects of
too much exposure to sunlight
II. CONTENT Precautionary Measures Against the Harmful Effects of the Sun
III. LEARNING
RESOURCES
A. References
3. Textbook pages
4. Additional Materials pages
from Learning
Resources(LR)
B. Other Learning
Resources
Values Integration Caring for our eyes and skin
IV. PROCEDURE A B
ENGAGE Let the learners guess a 1. Call for 6 volunteers.
riddle about the sun. 2. Let the learners arrange
a puzzle picture.(Picture
You see me in the morning of the sun)
I give light and heat 3. The first group who
I’m a star but not a celebrity finish, win the game.
I rise in the morning
And set in the evening Ask:
What have you formed?
Who Am I? Can you describe it?
What do you think will happen if
What can you say about the we stay long under the sun?
sun?
Say:
This time we will watch a Today we will identify safety
video entitled Harmful effects precautions to avoid negative
of the sun.(Watch a video) effects of too much exposure to
sunlight.
What are the harmful effects
mentioned in the video?
What will you do to avoid
these harmful effects of the
sun?
Say:
Today we will identify safety
259
precautions to avoid negative
effects of too much exposure
to sunlight
EXPLAIN Setting standards for group activity

EXPLAIN 1. Let the pupils present their output
2. Verify and process their answer.
ELABORATE
1. Based from your activity, what are the safety
precautions you do to avoid the negative effects of too
much exposure to sunlight?
2. Why do we need to follow this safety measures?
3. What do you think will happen to us if we do not follow
this safety measures?
Discuss further:
The sun is very important to all living things. It is the main
source of light and heat. However, too much exposure to sun
can harm us.
Here are some safety precautionary measures to minimize the

damaging effects of the sun. (Teacher may provide pictures).
1. Avoid too much exposure under the heat of the sun
between 10:00 am up to 4:00 pm.
2. Stay on the shaded area.
3. Do outdoor activities in a well-ventilated area.
4. Wear the right clothing especially during summer to feel
comfortable.
5. Use caps and umbrellas when going out during hot
days.
6. Take a bath every day to refresh our self.
7. Use sunglasses with UV protection to protect our eyes.
8. Apply sunblock lotion with (SPF) 15 and above every
time you intend to go on swimming activity.
9. Eat fruit with high water content like watermelon and
citrus to replenish lost water in our body.
10. Drink plenty of water at least 8 to 10 glasses day to
prevent dehydration and heat stroke.
Ask: Why it is important to observe safety precautions about
the sun in your daily living?
EVALUATE Complete the statement to Put a check mark (/) if the
identify the safety precaution statement identifies safety
about the sun. Choose your precautions to avoid negative
answer from the box. effects of the sun and cross (x)
if not.
Sunblock, Thick clothes, ______1. Wear thin cloths
Sunglasses, Coconut Oil, during warm weather.
Thin clothes, Water, ______2. Stay under the sun for
Umbrella, Soft drinks a long time.
______3. Wear raincoat during
hot sunny day.
______4. Use sunglasses with
260
1. Use ________ to protect UV protection.
our eyes during warm ______5. Apply sunblock on
weather. your skin during swimming
2. Apply_______ every time activity.
you go on swimming activity.
3. When going out during hot
sunny days always bring an
_______.
4. Drink a lot of ______ to
prevent dehydration.
5. Wear ________ during
summer.
V. REMARKS
VI. REFLECTION
VII. OTHERS
earned 80% on the
formative
assessment.
require additional
activities for
remediation
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation
strategies worked
well? Why did it
work?
encounter which my
principal or
supervisor can help
me solve.
did I use/discover
which I wish to share
261
APPENDIX A
A. Routine Activities
1. Divide the class into small groups
2. Set norms to follow during group activity
3. Provide each group the materials needed
4. Let the learners perform the group activity.
ACTIVITY SHEET
I. Objectives
Identify safety precautions to avoid negative effects of too much exposure
to sunlight.
II. What you need:

 Manila paper
 Permanent marker
 Paper tape
 Cut out pictures(group 1-Hat, Sunglass, sunblock, Water in a glass;
Group 2- Thin cloth, umbrella, fruit with high water content, fan)
Provided by the teacher
III. What to do:

1. Using the cooperative roles, assign each member a role.
2. Read and understand the instruction card given to your group. (To
be provided by the teacher).
3. Using the materials perform the activity assigned to you group for
10-15 minutes.
TASK CARD (GROUP 1 & 3)

Role Play
Objectives: Act out the safety precautions to avoid negative effects of the sun.
What to do:
1. Prepare a short script
2. Assign a role to each member as actors or actress
3. Rehearse your presentation
4. Use the materials above for your props and;
5. Be ready to perform it to the whole class
TASK CARD (GROUP 2 & 4)

Rap
Objectives: Identify safety precautions to avoid negative effect of the sun through a
rap.
What to do:
1. Prepare a script for your rap.
2. Finalize and rehearse it with the group
3. Write it on the manila paper and post it on the board
4. Be ready to present it to the whole class
ROUTINE ACTIVITIES
262
1. Divide the class into small groups
2. Set norms to follow during group activity
3. Provide each group the materials needed
4. Let the learners perform the group activity.
I. Objectives
Identify safety precautions to avoid negative effects of too much exposure
to sunlight.
II. What you need:

 Manila paper
 Permanent marker
 Paper tape
 Cut out picture of Coconut oil, Raincoat, Sunglasses, Umbrella,
Thin cloths, Fruit with high water content, Sunblock Lotion, (To be
provided by the teacher)
III. What to do:

1. Read and understand the instruction card given to your group.
(Provided by the teacher).
2. Using the materials perform the activity assigned to you group for 10
minutes.
TASK CARD (GROUP 1&3)

1. Select from the given pictures the objects that will help us to avoid the
negative effects of the sun. Tell how it is use.
2. Use the table below.
Objects Description
TASK CARD (GROUP 2&4)

List down five ways to identify the safety precautions to avoid the negative
effects of the sun.
1.
2.
3.
4.
5.
263
Teacher Learning Science
Area
I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of the sun
as the main source of heat and light on earth.
precautionary measures in planning activities.
C. Learning Describe the effects of the Sun;
Competencies/
 Identify safety precautions to avoid negative
effects of too much exposure to sunlight
II. CONTENT SUMMATIVE TEST
III. LEARNING
RESOURCES
A. References
3. Textbook pages
4. Additional Materials pages
from Learning Resources(LR)
B. Other Learning
Resources
Values Integration Caring for our eyes and skin
IV. PROCEDURES
ENGAGE
EXPLORE
EXPLAIN
ELABORATE
EVALUATE
264
SUMMATIVE TEST
I. Directions: Read each item carefully and encircle the letter of the
correct answer.
1. What is the main source of heat and light on earth?
a. Moon b. Asteroid c. Sun d. Planets
2. Anika will be joining her friends to go swimming on Saturday. What must she
do to avoid sunburn?
a. Wear make-up c. Apply coconut oil
b. Apply sunblock lotion d. Use raincoat
3. Which of these is not a good practice during sunny day?
a. Wearing thin clothes during hot days
b. Bring umbrella when going out on a sunny day
c. Looking at the sun directly
d. Wear sunglasses with UV protection
4. The following are used to protect the sun, except one.
a. Hat c. Sunglasses
b. Sunblock d. Raincoat
5. How will you describe the sun?
a. It makes plants healthy
b. It provides heat and light
c. It gives energy
d. All of the above
6. Which of the following is not a beneficial effect of the sun?
a. It supplies the earth with heat and energy
b. It makes photosynthesis possible on plants
c. It withers the plants
d. It helps fishermen dry their fish
7. The following are harmful effects of the sun, except one
a. Sunburn c. Dehydration
265
b. Photosynthesis d. Headache
8. What should you wear to protect your eyes from the heat of the sun?
a. Umbrella c. Sunglasses
b. Sunblock d. Cap
9. What precautionary measures should you follow to avoid harmful effects of

the sun?
a. Stay under the sun for a long time c. Take a bath everyday
b. Stay on a shaded area d. use sunglasses with UV

protection
10. Why is it important to follow some safety precautionary measures about the
sun?
a. To avoid health damages
b. To acquire different diseases
c. To prevent photosynthesis in plants
d. To be physically ill
II. Directions: Read the statement carefully. Write AGREE if the

statement shows safety precautions to avoid harmful effects of the
sun and DISAGREE it not.
________1. Apply sunblock every time you intend to go swimming .
________2. Eat fruits like watermelon and citrus during warm weather.
________3. Looking directly at the sun is advisable.
________4. Use umbrella when going out during hot sunny day.
________5. Wear thick clothes to feel comfortable during warm weather.
266

Grade 4 Science - Different Types of Soil

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Grade 4 Science - Different Types of Soil

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PROTOTYPE AND

CRESTITO M. MORCILLA, CESO VI

A. Writers/ Demonstration Teachers:

CLEOFE ANOSO, Master Teacher II, San Roque Elementary School

ARLYNIA ALBAYTAR, Master Teacher I, Cabagnan Elementary School

GLORIA ABADEZA, Principal I, San Roque Elementary School

Day 5: SUMMATIVE TEST 264

Look at the following pictures below. What can you say

What do you think is our lesson for today?

EVALUATE Encircle the letter of the correct answer.

2. Which of the following is true about loam soil?

3. Which soil has the smallest particles?

4. What is loam soil made of?

5. Which among the kind of soil is most fertile?

1. Soil in different containers with label

2. Hand lens or magnifying lens

Characteris Soil from School garden Soil from a River

Answer the following questions.

Define soil in your own words.

ACTIVITY – (GROUP 2 AND 4)

SOIL FROM THE SEA

2. hand lens or magnifying lens

Answer Characteristics Soil from sea Soil from a farm

Materials: (Have the learners bring the needed materials.)

4 plastic cups of the same kind, 4 popsicle sticks

Group 1 Grp 2 Grp 3 Grp 4

Soil from Soil from Soil from Soil from

2. Collect soil samples and place them in container.

Answer the following questions

Performance Standard The learners should be able to practice precautionary measures in

Learning Competencies Identify different layers of soil

II- CONTENT DIFFERENT LAYERS OF SOIL

What about picture B ? Can you tell what layer is it?

EXPLORE Setting of standards

EXPLAIN Group Presentation.

What are the layers of soil? Describe each layer.

EVALUATE Test 1. Identify the layer of soil. Label the picture

Test 2 Match Column A With Column B. Write only the letter.

J. Additional activities for Make a slogan on how to prevent soil erosion.

ACTIVITY (FOR GROUPS 1 AND 4)

1 BIG RECYCLED MINERAL bottle remove the top cover

1. Properly arrange the materials in recycled mineral bottle

1.What are the layers of the soil?

ACTIVITY (FOR GROUPS 2&3)

Illustrate the layers of soil

O-this is the top layer, the organic layer which is

ACTIVITY (GROUP 1 AND 4)

1 BIG RECYCLED MINERAL bottle remove the top cover

Properly arrange the materials in recycled mineral bottle

ACTIVITY FOR GROUP 2 & 3

Instruction: label and describe the layers of the soil

II. CONTENT ABILITY OF SOIL TO ABSORB WATER

Can you tell why these plants are healthy?

EXPLAIN Group Presentation

Loam has loose particles and is high porous.it remains a high

What is the relation of soil testing to the farmers?

How will the farmers decide the kind of plant he is going to

SCORING RUBRIC FOR ASSESSMENT

4- can describe /explain the ability of only 3 kinds of soil in

3- can describe /explain the ability of only 2 kinds of soil in

2- can describe /explain the ability of only 1 kinds of soil in

1- can not describe /explain the ability of kinds of soil in absorbing

This activity is applicable for all the groups