4

Science
Learning Activity Sheets
Quarter 1: Week 1-7
Name of Learner: Quarter 1 Week 1
Section : Date: ____________

Materials that Absorb Water; Float or Sink; Decay

Background Information
There are different materials in our environment that can be
classified according to their properties. They can be classified based on
their ability to absorb water. Absorb means to take in something in a
natural or gradual way. Water soaks into many materials. Materials that
absorb water have small holes that allow air or water to pass through are
called porous materials. Sponge and cotton are examples of porous
material. There are a lot of materials that water will not soak in to. These
materials repel water. These non-porous materials like plastic and rubber
do not allow water to pass through. Some materials can absorb water
more than others.
Another way of classifying materials is to group them based on their
ability to float or sink in water. Sink means to fall to the bottom of water.
The action of an object when it becomes submerged in a liquid. Float is
the action of an object when it sits on the surface of a liquid.
Factors affecting sinking or floating of objects are density, shape or
form of an object, weight of an object, and the material it is made of.
Density or compactness of an object affects the ability of an object
to sink or float. Some things sink very fast and some things sink very slow.
Some things float on top of water, some things stay submerged partway
down and some things sink.
An object’s shape can affect its ability to float, but some materials
float no matter what the shape-such as Styrofoam and balsa wood.
Some things float at first, but then sink as they absorb water or take water
on through holes.
When the conditions of the water/ liquid being used are changed,
such as the temperature of the liquid, this will affect the density of the
water/ liquid and will ultimately change the results of the sink or float
experiment.
 Some materials undergo decay. Decay means to be slowly
destroyed into bits in the presence of water, air and soil. Not all plants and
animals decay at the same time. Some factors that contribute to the
decaying process of the materials are sunlight, water, soil, and
microorganisms. Decaying materials become organic fertilizers that
enriches the soil. Refrigerating leftover food avoids or delays spoilage
because microorganisms that break down food do not grow fast in cold
temperature.
Learning Competency with code
The learners should be able to classify materials based on the ability to
absorb water, float, sink, undergo decay (S4MT-Ia-1 Wk-1)

Activity 1 - Word Search

Direction: Search for the materials that absorb water. Ring it diagonally,
horizontally or vertically.
C O C E P N S D F R T F
O A P A P E R U I R C A
T W E R A Y A I I B R C
T A S E S F G H J B E E
O G R O T N S W A E E T
N W E I I T R T R R K O
B A D F C E A H J B L W
A S P O N G E S V A N E
L A S D F T R E X L B L
S P A T E R A A D E S D
S Y S T R A W E R T Y A
Activity 2 – You Complete Me
Direction: Fill-out the blanks with the correct word that will complete the
statement.

Some things 1. on 2. of water,

some things stay 3. partway down, and some things sink.
Some things sink very 4. and some things sink
5. .

slow submerged float top very fast

Activity 3 - Color Your World

Direction: Which of the materials enumerated below undergo decay?
Color the cell green if the material will decay or blue if the
material will not decay.
Blue Green
1. Plastic cups
2. Bread
3. Aluminum foil
4. Camote leaves
5. Apple
6. Paper
7. Boxes
8. Sando bags/plastic bags
9. Magazines
10. Styrofoam cup
Activity 4 - Move me Up
Direction: Write the following materials on the box under the proper
heading.

Materials That
Materials That Float or Sink Materials That
Absorb Water Decay
1.
1. 1.
2.
2. 2.
3.
3. 3.
4.
4. 4.
5.
5. 5.

metal spoon leftover food plastic bottle cotton balls

tissue paper coin rubber ball fruit peelings

face towel kangkong leaves colored paper fish intestines

large stone rug slice of bread
Activity 5 – Happy or Sad

Direction: Draw a Happy face when the statement is True and

Sad face if the statement is False
1. Plastic does not allow water to pass through.
2. Materials that do not absorb water has small holes that
allow air or water to pass through.
3. Materials made of metal usually sink.
4. An object’s shape cannot affect its ability to float.
5. Fruits and vegetables are materials that undergo decay.

Activity 6 – Let’s Do It
Direction: Perform the activity below.
In doing this activity always keep your working area safe and clean.
Keep your working area dry to avoid slipping.

1. Simple Absorbing Investigation

Materials: A bowl or tub of water, Absorbent materials, such as

sponges and washcloths, Nonabsorbent materials, such as
plastic blocks or pencils.
Procedure:
1. Place the sponge in the water first to demonstrate how
it absorbs the water.
2. Try the washcloth and show how it does absorb some water, but
cannot retain most of it.
3. Place the plastic blocks and other nonabsorbent materials in the
water and see what happens
Questions:
1. Does a dry sponge absorb better than a wet sponge?
___________________________________________________
2. Can you hold the wet sponge up in the air without the water
escaping? Why?
___________________________________________________
 3. Why do sponges absorb water?
__________________________________________________
4. Why do plastics and rubber not absorb water?
__________________________________________________

Scoring Rubric

Criteria 5 4 3 2 Score
Science Students carry Student Students carry Students do
Investigation out each step carries out out each step not carry out
Procedures in the each step in in the each step in
procedures the procedures procedures. the
safety and safety and procedures.
carefully with carefully.
attention to
details.
Science The learner The learner The learner The learner
Investigation records all his/ records his/her records his/her does not
documentation her observations observations record his/her
(Pictures observations in some parts in a few parts observations
or video) throughout the of the activity. of the activity. in all parts of
activity. the activity.

Reflection:
What I’ve observed

What I’ve learned

What I’ve enjoyed

Name of Learner: Quarter 1 Week 2-3
Section: Date: ____________

Changes in Solid Materials

Background Information for Learners
A solid has definite shape and volume. You can hold solids. Solid
materials have different characteristics or properties such as size, shape,
color, texture, and weight. Solid materials can be changed through many
ways by bending, pressing, hammering, and cutting. Such actions may
change the material’s size, shape, texture, and other characteristics or
properties. However, no new materials are formed, only the physical
appearance of the materials are changed.

2. Bending – to use force and 1. Pressing – applying force to

shape applying pressure into flatten and shape an object.
a curve or angle.

4. Hammering – to beat or to 3. Cutting – to divide with

strike with, using a hammer. sharp-edge instrument like
scissors.

Learning Competency with code

The learners should be able to describe changes in solid materials when

they are bent, pressed, hammered, or cut. (S4MT-Week 2-3)
Activity 1 – Find Me

Direction: Below is a diagram with 10 circles. List 10 solid materials that

you can find at home. Write them inside the circles.

SOLIDS

Activity 2 – Line with Me

Direction: The following are solid materials that may change their size,
shape, and texture when bent, pressed, hammered and cut.
Underline the correct material inside the parenthesis.

1. Cut (paper, sand, nail)

2. Press (wood, clay, stone)
3. Hammered (cloth, can, paper)
4. Bent (paper clip, stone, hallow block)
5. Cut (metal rod, cloth, wall)

Activity 3 – Be True
Direction: Read each statement. Write the word True on the blank if the
statement is correct and False if not.

1. Pair of scissors is used for cutting.

2. Clay can be pressed.
3. Hammer is used for nailing.
4. When you cut a paper, the size is changed.
5.The chemical content of materials changed after you
hammered.
6. Paper clips can be bent.
7. Fire is needed to press and bend a material.
8. Wood can be cut using a saw.
9. Meat can bend into pieces.
10. When you cut a board, size and shape changed.
Activity 4 – You Belong to Me
Direction: The materials inside the box are examples where they may
change in size, shape and texture when bent, hammered,
pressed, and cut. Write each material where they belong.

rubber slippers paperclip electric wire sheet of galvanized iron

hollow block nail plastic ruler metal spoon
stone tin can cardboard aluminum foil
dough clay paper cup candy wrapper
bread banana paper cloth

Bent Pressed Hammered Cut

1. 1. 1. 1.
2. 2. 2. 2.
3. 3. 3. 3.
4. 4. 4. 4.
5. 5. 5. 5.

Activity 5 – Color Me
Direction: Identify the changes that happen when materials are bent,
pressed, hammered and cut. Color the box red if there is a
change in size and shape; yellow if there is a change in size,
shape and texture; black if there is no change at all.
1. a tomato when cut
2. a hollow block when hammered
3. a banana when pressed
4. a chocolate bar when touched
5. a plastic ruler when bent
6. when a bread is pressed
7. when a stone is hammered
8. when a candy wrapper is cut
9. when a leaf fell
10. when a paper cup is pressed
Activity 6 – Fill Me up
Direction: Enumerate the 10 different ways of changing the solid
materials.

Ways of Changing
Solid Materials

Activity 7 - Describe Me
Directions: Observe the different changes in solid materials below.
Answer the questions based on your observations. Write your
answers on the line provided for.

1. What happened to the paperclip and metal spoon when bent?

2. What happened to the clay and dough when pressed?

3. What happened to the tin can and hollowed block when hammered?

4. What happened to the cloth and paper when cut?

Reflection:

Write on the space provided below your thoughts about the following
using 3-2-1 Chart:

3 Things You Have 2 Important Concept 1 Question in Mind

Realized
Name of Learner: Quarter 1 Week 4
Section: Date: ____________

Changes That Materials Undergo When Exposed To Certain

Conditions

Background Information for the Learners

The materials that we see around us exist in different forms:
Solid, Liquid, or Gas. Like other materials, solids have different
Characteristics/ Properties such as size, shape, color, odor,
texture, and others. The solid materials could also undergo changes
when exposed to certain conditions such as temperature or when
mixed with other materials.

Changes in the Properties of the Materials

when Exposed to Different Temperatures

When materials are heated, they change in

size, shape, color and texture.

When heated , they change from solid to liquid(melting).

When cooled, they change from liquid to solid (freezing).

 Changes in the Properties of the Materials when Mixed with Other
Materials
When two or more materials are combined, a Mixture is formed.
There are two kinds of mixture: homogeneous mixture and
heterogeneous mixture.
A homogenous mixture where the mixture looks the same
throughout. Meaning, you cannot tell the materials separately.
Example: coffee (Solid) and milk (Liquid)
Heterogenous, is a mixture where the different materials can
easily be distinguished or identified.
Example: milk tea (Liquid) and pearls (Solid)
Some solid materials when mixed with liquid will dissolve, but
others do not dissolve.

Some liquids when mixed with other liquids

will completely mix. While some liquids when
mixed with other liquids do not mix but form two
layers.

Learning Competencies with Code

The learners should be able to describe changes in properties of

materials when exposed to certain conditions such as temperature or
when mixed with other materials. (S4MT-WK4-5)
ACTIVITY 1 – Mixing Up!
Direction: Write HM for homogeneous mixture or HT for heterogeneous
mixture.

1. Oil and water 6. Basket balls and soccer balls

2. Palay and pebbles 7. Stone and branches
3. Pepper and vinegar ___8. Powder and powdered creamer
4. Water and soda 9. Baby oil and Patis
5. Petals and leaves 10. Black human hair and corn hair

ACTIVITY 2 – Choose Wisely

Direction: Underline ( ) the correctword that will make the
statement complete.

1. Water when placed inside the freezer will become (solid, liquid, gas).
2. Butter when placed on top of a hot pan will change in (shape, smell,
sound).
3. Melted crayon when cooled will become (soft, hard, gas)
4. The butter will (harden, melt, remain the same) when heated.
5. Soft drinks when placed inside the freezer will become (solid, liquid,
gas).

ACTIVITY 3 – Guess What?

Materials: Old broken crayons, margarine/butter, chocolate bar, stove,

pan
Direction:
1. Heat the pan on the stove for 2-3 minutes

2. Place the materials one by one on the heated pan

3. Observe what happens and fill-out the table below

4. After 2-3 minutes, remove the heated pan from stove and wait a few
minutes until the materials cools off
5. Observe what happens again and fill-out the table below

6. Submit a photo or video on the conduct of the activity or cut and

paste pictures of the output.
(This activity needs adult supervision)

Materials What changes What changes

happened to the happened to the
material when material when
heated? cooled?

old broken crayons

margarine/butter

chocolate bar
ACTIVITY 4 – Discovery Time
A. Will You Recognize Me?

Materials: Spoon, mixing bowl/plastic container, rice grain, whole

pepper, white sugar, iodized salt, flour, baby powder
Direction:
1. Prepare one tablespoon of each of the materials listed above
2. Using the spoon, mix/combine the pairs of solid materials in the
mixing bowl or any plastic container
3. After mixing/combining the materials, observe what happens and
fill-out the table below
4. You may also touch/fell the resulting mixture
5. Submit a photo or video on the conduct of the activity or cut and paste
pictures of the output.

(This activity needs adult supervision)

Solid Can you still Did the resulting Is there a

materials identify/distinguish mixture look the change in the
each solid same properly of each
materials in the throughout? solid material in
mixture the mixture
YES NO YES NO YES NO
whole
pepper and
rice grain
whole
pepper and
flour
white sugar
and iodized
salt
Answer the following questions:
1. Which pair of materials can you still distinguish from their original state
after mixing/combining them?

2. Which mixture did not look the same throughout?

3. What happens to the solid materials when mixed with other solid
materials?

B. Dissolve is to Solve
Materials: A spoon, clear drinking glass, tap water, vinegar, cooking oil,
pepper
Directions:
1. Get a clear drinking glass
2. Using the spoon stir and mix/combined solid materials with liquid
materials listed in the table.
3. After mixing the materials observe what happens and fill-out the table
below
4. Submit a photo or video on the conduct of the activity or cut and paste
pictures of the output

(This activity needs adult supervision)

Answer the following questions:

Solid materials mixed Did the solid Changes observe when

with liquid materials material solid and liquid
completely materials are mixed
dissolve in liquid
material?
YES NO
salt and water
pepper and vinegar
flour and cooking oil

1. What happens to the solid materials when mixed with the liquid
materials?

2. What are the different changes you observed when solid and liquid
materials are mixed?

3. Why other solid materials cannot be dissolved in liquid materials?

C – Mixed It Right

Materials: A spoon, clear drinking glass, 5 spoonful of the following

pairs of materials: soy sauce and vinegar, cooking oil and
water, alcohol and water
Directions: Get a clear drinking glass
1. Using the spoon mix/combined two liquid materials identified/listed in
the table.
2. After mixing the liquid materials observe what happens and fill-
out the table below
3. Submit a photo or video on the conduct of the activity or cut and
paste pictures of the output.
(This activity needs adult supervision)

Two (2) liquids Did the two (2) Changes observe when
Materials mixed liquid materials two (2) liquid materials
completely mix? are mixed
YES NO
soy sauce and vinegar
cooking oil and water
alcohol and water

Answer the following questions:

1. What liquid materials mixed completely? What made this happen?

2. What liquid materials did not mix completely? What made this happen?

3. What happens to the liquid materials when mixed with the other liquid
materials?
Scoring Rubric
Criteria 5 4 3 2 Score
Science Students carry Students carry Students carry Students does
Investigation out each step out each step out each step not carry out
(Procedures) in the in the in the each step in
procedures procedure procedures the
safety and safety and . procedures.
carefully with carefully.
attention to
details.
Science The learner The learner The learner The learner
Investigation records all his/ records his/her records his/her does not
documentation her observations in observations record his/her
(Pictures or observation s some parts of in a few observations
video) throughout the the activity. parts of the in all parts
activity. activity. of the
activity.
Science The learner The learner The The learner
Investigation accomplish accomplished learner did not
submission of ed the the activity accomplish accomplish
documentation activity and and ed the the activity
and reflection submitted submitted the activity and and
(Timeliness) the documentation submitted submitted
documentation 8 hours late the the output.
on or on the said documentation
before the time or 1 day
said time or schedule. late on the
schedule. said time
or
schedule.

Reflection:
Name of Learner: Quarter 1 Week 5
Section: Date: ____________

Changes in the Properties of the Materials When Exposed to

Different Temperatures

Background Information
We are surrounded by many things. We call these things matter.
Matter can change its shape, size, texture, color, and phase. Exposure to
heat may change these characteristics of matter. They change in size,
shape, color and texture. They also changed their form.
Materials like crayons, chocolates, butter or margarine changed its
form from solid to liquid when heated. It also changes its size, shape, and
texture.
Gradual change of state from solid to liquid by absorbing heat from
surroundings is called melting. Melting is the opposite change, from a
solid to a liquid as the temperature increases.
The materials (crayon/chocolate/butter or margarine) change back
to its original form from liquid to solid when cooled. But it will no longer
return to its original size and shape.
Cooling and Freezing are two of the processes that matter undergo.
Gradual change of state from liquid to solid by leaving heat to
surroundings is termed as freezing. Freezing is the change that occurs
when a liquid changes into a solid as the temperature decreases

Learning Competency with code

The learners should be able to describe the changes in the properties of
the materials when exposed to different temperature. (S4MT-Ig-h-6-Wk-
5)
Activity 1- Decode Me
Direction: Identify what concept is being described. If A=1, B=2, C=3
and so on, decode the numbers below and come up with a
word.

A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

1.
20 5 13 16 5 18 1 20 21 18 5
2.
5 24 16 15 19 5 4
3.
13 5 12 20 9 14 7
4.
8 5 1 20
5.
6 18 5 5 26 9 14 7

Activity 2: Fill Me In
Direction: Fill in the missing words. Choose the correct answer on the
box.

When water it becomes ice.

When ice warms it into water.
Water is and ice is a solid.
Ice is to touch.
When ice turns into water this is called

melting freezes cold melts liquid

23
Activity 3: Choose Wisely
Direction: Observe what happens to the chocolate, butter/margarine, and
crayon when heated and when cooled. Then answer the
questions below. Underline your answer.

1. The crayon when heated (melted, hardened, remained the same).

2. When the butter/margarine was heated, there was a change in (size
only, shape only, texture only, all forms).
3. Butter when placed inside the freezer will become (solid, liquid, gas)
4. When the crayon was melted it turns to (solid, liquid, gas).

5. When the chocolate was cooled after it has melted, there was a

change in in (size only, shape only, texture only, all forms).

Activity 4: Push Me Up
Direction: Write the content of the following boxes at the bottom into
the correct column:

MELTING FREEZING

butter becomes soft and loses its shape candle wax dripping on a burning
candle

ice cream mixture turns hard the surface of a lake becomes solid

water turning into ice an icicle starting to drip

24
Activity 5: Connect Me
Direction: Below is a diagram with 5 circles. List 5 solid materials that
melts when heated. Write them inside the circles.

melts

Activity 6:
Discovery Time
Materials
 ice cubes of the same size
 Containers for the ice cubes.
Procedure
 Place each ice cube in a container.
 Put the ice cubes in different places:
a. in the fridge.
b. on top of the table
c. under the heat of the sun
d. under the shade of the tree

 Time how long it takes each to melt.

 In doing this activity always keep your working area safe and clean
Based on your observation, complete the chart

Place where the ice cube What happens to In what place ice cube
was placed. the ice cube? melts the fastest. Rank
the places 1 to 4.
Rank No .1 as the
fastest
a. inside the freezer
b. on top of the table
c. under the heat of the
sun
d. under the shade of the
tree

Questions
1. Which place ice cube melts the fastest?

2. Which place the ice cube did not melt?

3. Why do you think ice cubes melts faster under the heat of the sun?

4. What happen to the ice cube placed inside the freezer?

5. Based on this activity, what can you infer?

Scoring Rubric

Criteria 5 4 3 2 Score
Science Students Student Students carry Students do
Investigation carry out each carries out out each step not carry out
(Procedures) step in the each step in in the each step in
procedures the procedures procedures. the
safety and safety and procedures.
carefully with carefully.
attention to
details
Science The learner The learner The learner The learner
Investigation records all records his/her records does not
documentation his/ her observations his/her record
(Pictures or observations in some parts observations his/her
video) throughout of the activity. in a few partsobservations
the activity. in all parts of
of the activity.
the activity.
Science The learner The learner The learner The learner
Investigation accomplished accomplished accomplished did not
submission of the activity and the activity and the activity and accomplish
documentation submitted the submitted the submitted the the activity
and reflection documentation documentation documentation and
(Timeliness) on or before 8 hours late on 1 day late on submitted
the said time the said time the said time the output.
or schedule. or schedule. or schedule.

Reflection:
Now it is your turn to apply what you have learned and enjoyed.

Draw what you have enjoyed List down what you have learned
Name of Learner: Quarter 1 Week 7
Section: Date: ____________

Changes in the Materials That Are Useful or Harmful to One’s

Environment
Background Information:
Some changes in materials are useful to the environment, while
others are harmful.
Examples of useful changes in materials are cutting of piece of cloth
to be made into handkerchief, cutting of fabric to be made into clothes,
cutting and shaping pieces of wood/lumber into chair, changing wood into
charcoal for cooking, cutting plastic bottles to be made into pots or flower
vase, candy wrappers for flower display, old newspapers may be used in
wrapping gifts.
Some of the harmful changes are burning of old tires and other
plastic materials/trash, rubber and other wastes, which when burned
release toxic chemicals, throwing of kerosene and detergents into the
sewage, thus may pollute land water and air. Cutting down of trees is also
harmful to the environment. It affects the quality of air we breathe. It also
causes soil erosion. Many animals native to forests also lose their
habitats.

Learning Competency with code

The learners should be able to identify changes in materials
whether useful or harmful to one’s environment.
Activity 1 – Search Me
Directions: Look for some words that may change the size and shape of
materials. Encircle it diagonally, vertically or horizontally.

Activity 2 - Good or Bad Effects

Direction: Identify if the changes of the material is useful or harmful to
the environment by putting a in the proper column.
Activity 3 – Identify Me
Direction: Tell whether the pictures can cause harmful or useful to the
environment.

1. 2.

3. 4.

5. 6.

Activity 4 – Change Me
Direction: What useful change can you make in the materials?
Activity 5 – Be an artist

Direction: Draw some changes in the materials that are

useful and harmful to the environment.

USEFUL

HARMFUL
 RUBRICS FOR ASSESSMENT
POSTER MAKING

Criteria 2 points 3 points 5 points

Hardly Shows a fair of Shows a good
Content shows an understanding understanding
understandin of concepts. of concepts.
g of
concepts.
Clarity Hardly make Makes some Easy to
sense. sense. understand.
Creativity Quality of Quality of work Quality of work is
work is poor, is fair, showing competent,
showing no little showing some
imagination. imagination. imagination.

Reflection:
What I’ve observed

What I’ve learned

What I’ve enjoyed

Name of Learner: Quarter 1 Week 7
Section: Date: ____________

Changes in Materials that are Harmful or Useful to the Environment

Background Information

Materials around us change. There are changes in materials that

are good for the environment. However, there are also changes in
materials that damage our environment. Certain changes in materials are
harmful to the environment. Changes are harmful if it causes pollution to
the land, water and air.
Pollution is the addition of harmful substances to land, water and air
which are harmful to both humans and animals.
Improper waste disposal like the dumping of wastes such as empty
bottles, plastics, and detergents from our homes pollutes air, land and
water. Cigarettes and vehicles emit harmful gases that are not visible with
our bare eyes. Smoke from the burning of oil, coal and wood can also
cause air pollution. The chemicals released by factories and vehicles
mixed up in the atmosphere that harms people and other living things that
are harmful to health.
Soil pollution happens when improper waste disposal is practiced.
It also occurs when farmers use too much weed killers and insecticides
on their farms. These help us harmful insects. However, continuous use
affects the acidity and quality of soil to support plant life.
When chemicals and toxic wastes from factories and ships spill into
water pollution happens. Too much garbage in water results in a low level
of oxygen which affects fishes and other aquatic animals and plants.
Pollution is a serious problem. Something should be done about it.
You and your family can help prevent or minimize pollution. You can plant
trees. It helps increase oxygen. It absorbs carbon dioxide in the air and
releases oxygen. It also prevents flooding and soil erosion. In going to
school, you can ride a take a bicycle or go for a walk, instead of riding a
vehicle.
 To keep our surroundings safe and clean and to prevent or minimize
pollution in our environment, people are encouraged to do the 5R’s of
Waste Management: Reduce, Reuse, Recycle, Repair and Rot

Learning Competency with code

The learners should be able identify changes in materials whether useful

or harmful to one’s environment. (S4MT-Ig-j7-Wk-6-7)

Activity 1- Is it Yes or NO

Direction: Write Yes if the change will have good effect and No if not
1. changing wood into charcoal for cooking
2. vehicles that produce black smoke
3. making hollow blocks out of sand and cement
4. cooking food
5. burning garbage

Activity 2: It’s VENN

Direction: Identify the changes in materials that are harmful or useful to
environment by attaching the boxes to the Venn Diagram.
Activity 3: I Connect
Direction: Connect the causes of pollution to their proper boxes.
dumping garbage in the river

smoke from vehicles

ships oil spills in the water

chemical released by factories that sips

on soil

burning old tires and plastics

Farmers used too much insecticides

Activity 4: Positive - Negative

Direction: Read the following statements. Draw a sun if it helps to
prevent pollution and a cloud if it can cause pollution.

1. Recycling paper instead of throwing in the trash.

2. Riding bicycle instead of a car

3. sending factory smoke into the air

4. Using chemical sprays and fertilizers in the fields.

5. Planting trees
Activity 5 – Shape it Up
Direction: Decide whether each action is helpful or harmful. Then
encircle the HELPFUL action and box the HARMFUL action.

Activity 6: One, Two, Three

Direction: Fill out the chart so that You can help the Earth.

1 way I Can Reduce 2 items I Can Reuse 3 item that I Can

Recycle
Reflection:
Now it is your turn to apply what you have learned and enjoyed.
Draw what you have enjoyed List down what you have learned
References: Week 1
Science- Grade 4 Teacher’s Guide First Edition 2015 published by
Department of Education adapted from k 12 Grade 4 Learner’s
Material , 2014

Websites
Liveworksheet, Materials that absorb water, Accessed July 14, 2020.
https://www.liveworksheets.com/rf368957ri

Science-sparks, Absorbing experiments -simple Science, Accessed July

14, 2020.
https://www.science-sparks.com/absorbing-experiments-simple-science/

Pinterest, Float or sink?, Accessed July 14, 2020.

https://www.pinterest.ph/pin/160018592988616052/

References: Week 2-3

Books
SlideShare, Science Learner's Material 4, K-12 Curriculum, Accessed
July 13,2020.https://www.slideshare.net/lhoralight/k-to-12-grade-4-
learners- material-in-science-q1
Merriam-Webster Dictionary, Accessed July 13,2020.
https://www.merriam- webster.com
Teacher Vin, Changes on Solid Materials when Cut, Bend, Press and Hammered, Accessed
July 13, 2020.

https://www.youtube.com/watch?v=gwNY2Ef0hE8

References: WEEK 4
Science Learner’s Material 4, K-12
Curriculum References:
Lumidao, Kathleen C. Me and Science: Work-text for Grade Four,
Science: Learners Materials 4, Quarter 1: Matter
website:

clip art mixing matter - Google Search/Tuesday, 21 July 2020, 7:36:28

am/https://i.pinimg.com/originals/f7/03/5d/f7035dfbca370f807a7857a2
8e023c96.png
clipart solid liquid gas - Google Search/Monday, 20 July 2020, 3:13:43
pm/https://sciencelearningforstudents.weebly.com/uploads/1/9/7/2/1972
3987/6063386.p ng?458

clip art melting ice - Google Search/Monday, 20 July 2020, 10:01:29

pm/https://i.pinimg.com/originals/0b/80/f4/0b80f476d1df8be1c6076757
cd24d8eb.jpg

clip art sun - Google Search/Monday, 20 July 2020, 10:02:45

pm/https://lh3.googleusercontent.com/proxy/XXoUZqUY1tL3QJ9MKu
eDV67mHXI6Sfd MFfRNuxN0Iql8ZZsy3v_Av7fL6zgvD6UiAQP7n9a-
Kh3xSLU2TTwBSVdqMyNu8Kek

clip art freeze - Google Search/Monday, 20 July 2020, 10:19:07

pm/https://lh3.googleusercontent.com/proxy/aCHd2ZRkOwimkvAhCN
x1QcvMpU2vWp9 n_h23GKs-
XrsAXUystz1LA89HyySnnoUzaOfCKN5xwnFffTzRr-
LUkhpm9mGzg1ShAg

clip art water - Google Search/Monday, 20 July 2020, 10:20:41

pm/https://previews.123rf.com/images/larryrains/larryrains1904/larryr
ains190400003/12 2787141-glass-of-water-mascot-pointing-a-vector-
cartoon-illustration-of-a-glass-of- water-mascot-pointing-.jpg

clip art freezer - Google Search/Monday, 20 July 2020, 10:32:29

pm/https://www.gograph.com/clipart/mascot-refrigerator-empty-
gg82065033.html

cartoon animated pan - Google Search/ Tuesday, 21 July 2020,

2:07:48 am/https://cdn1.vectorstock.com/i/thumb-
large/01/75/frying-pan-icon-cartoon-style- vector-11250175.jpg

clip art hands pouring seeds – Google

Search//https://us.123rf.com/450wm/happykatii/happykatii1804/happykat
ii180400058/10
0421114-stock-vector-sowing-of-seeds-icon-monochrome-ink-
sketch-hand-and-seeds- design-element-stock-vector-illustration-
f.jpg?ver=6

clip art stirring on a glass - Google Search/Tuesday, 21 July

2020, 2:32:22 am/https://rxdruglabels.com/lib/images-
rx/prograf-3/image-13.jpg

clip art broken crayons - Google Search/Tuesday, 21 July 2020,

2:50:40 am/https://www.clipartkey.com/mpngs/m/52-
520219_transparent-crayon-box-png- crayons-clipart.png

clip art butter - Google Search/Tuesday, 21 July 2020, 2:52:53

am/https://images.clipartlogo.com/files/istock/previews/7831/783
11957-butter-and- bread.jpg

clipart pouring liquids AND SOLID - Google Search/Tuesday, 21

July 2020, 3:00:42
am/https://static.scientificamerican.com/sciam/cache/file/DFB8D2
E4-8BC5-4C08- 92646EC267B422D6.jpg

clip art bowl - Google Search/Tuesday, 21 July 2020, 3:21:43

am/https://www.tiny- mushroom.com/wp/wp-
content/uploads/2018/10/clipart-ceramic-bowl.jpeg

clip art investigator - Google Search/ Tuesday, 21 July 2020, 7:14:57

am/
https://previews.123rf.com/images/sararoom/sararoom1303/sararoom
130300042/18430 036-vector-illustration-of-cartoon-scientist.jpg

clip art two layers liquid - Google Search/Tuesday, 21 July 2020,

7:59:29
am/https://i.pinimg.com/originals/ed/bc/44/edbc4451c88b5de9b36ec6
08b23105a6.gif

References Week 5
Science- Grade 4 Teacher’s Guide First Edition 2015
published by Department of Education adapted from k 12
Grade 4 Learner’s Material, 2014
Abutay , L R, D. C Bonao, E B. Crucis, et al (2015) Science- Grade 4
Teacher Guide,
Lexicon Press. Inc.
Websites
https://www.teacherspayteachers.com/Product/Phase-Changes-Melting-
and-Freezing- Cut-and-Paste-Activity-2-Matter-1736274
https://www.pinterest.co.uk/pin/79938962122043334/
https://www.google.com/search?q=changes+of+materials+when+expos
ed+on+different
+temperature&oq=changes+of+materials+when+exposed+on+different+
tempera https://www.science-sparks.com/fun-sparks-looking-at-melting/

References: Week 6
Science- Grade 4 Teacher’s Guide First Edition 2015 published by
Department of Education adapted from k 12 Grade 4 Learner’s Material ,
2014
Deped Learning Portal – 6561 MISOSA 6 Module 17: Good Effects of
Changes in Materials to the Environment
21st Century Grade 4 ppt Lesson 13 Changes in the Materials that are
Useful or Harmfulto One’s Environment

Websites:
Iemoji.com, thumbs up, Accessed August 29, 2020.
https://www.iemoji.com/view/emoji/1305/skin-tones/thumbs-up-medium-
light-skin-tone emoji.com, thumbs up, Accessed August 29, 2020.
https://www.iemoji.com/view/emoji/1312/skin-tones/thumbs-down-
medium-dark-skin- tone
Enoch Ng, Science Poster and Concept maps rubrics, Accessed August
29, 2020. https://www.slideshare.net/enoch07/science-poster-and-
concept-map-rubrics

References: Week 7

Abutay , L. R., Bonao, D. C., Crucis, E. B., Eslabra, J. C., Gramaje, E. T.,
Guadamor, M. H.,
. . . Zape, J. S. (n.d.). Science 4 Teacher's Guide (Philippines,
Department of Education, Department of Education-Instructional
Materials Council Secretariat). Manila, NCR: Lexicon Press.
Abutay, L. R., Bonao, D. C., Crucis, E. B., Eslabra, J. C., Gramaje, E. T.,
Guadamor, M. H., .
. . Zape, J. S. (n.d.). Science 4 Learners Material (Philippines,
Department of Education, Department of Education-Instructional
Materials Council Secretariat). Manila, NCR: Lexicon Press.
Llarinas, J.F. & E. Pelobello. Into the Future: Science and Health
Grade 5 Textbook. Diwa Scholastic Press Inc.,1999.
Lozada, B.A. & A.T. Mendoza. Science for Daily Use Textbook for
Grade 4. Jica Enterprises, 2011
“LR Portal.”Accessed July 7, 2020.
https://lrmds.deped.gov.ph/list/kto12/subject/536?page=2.

Websites
Editha Hondradez, Bad effects of changes in the
environment, Accessed August 29, 2020.
https://www.slideshare.net/edithahonradez/01-bad-effects-
of-changes-in-the-
environment#:~:text=Some%20changes%20have%20bad
%20effect,can%20also%20c ause%20 ai
Pinterest, Rubrics for project, Accessed August 29, 2020.
https://www.google.com/search?q=rubric+for+project+output&tb
m=isch&ved=2ahUKEwiIrqH4n 7DrAhVHAKYKHUHVBT4Q2-
cCegQIABAA&oq=rubric+for+project&gs_lcp=C

Prepared by:

HELEN E. DEL MUNDO EMILIA TOBELLO

Malabanias Integrated School Amsic Integrated School
Week 1, 5 and 7 Week 6

BERNADETTE P. AGUILAR MICHELLE SAN AGUSTIN

Angeles Elementary School Northville Integrated School
Week 2 and 3 Week 4

Evaluated by:

NORWEEN T. MALONZO
Layout/Illustration Evaluator
ANSWERS’ KEY WEEK 1
Activity 2: You Complete Me
Activity 1: Word Search Activity 3: Color Your World
1. float 1. Blue 6, Green
1. cotton balls 2. top 2. Green 7. Green
2. paper 3. submerged 4. 3. Blue 8. Blue
3. face towel slow 4. Green 9. Green
5. very fast 5. Green 10. Blue
4. sponge
5. T-shirt

Activity 4: Move Me up Activity 5: Happy or Sad

Materials that Absorb water Materials that Float or Sink 1. Happy
1. cotton balls 1. metal spoon 2. Sad
2. tissue paper 2. plastic bottle
3. face towel 3. coin 3. Happy
4. colored paper 4. rubber ball 4. Sad
5. rug 5. large stone 5. happy

Materials that Decay

1. left over food
2. fruit peelings
3. kangkong leaves
4. fish intestines
5. slice of bread

ANSWERS’ KEY WEEK 2-3

Activity 1: Find Me Activity 2: Line with Me Activity 3: Be True

Solid Materials found at 1. Paper 1. True 6. True
Home 2. Clay 2. True 7. False
3. Can 3. True 8. True
4. Paper Clip 4. True 9. False
5. Cloth 5. False 10. True

Activity 4

BENT PRESSED HAMMERED CUT

1.) electric wire 1.) clay 1.) nail 1.) cardboard
2.) metal spoon 2.) paper cup 2.) tin can 2.) paper
3.) paperclip 3.) banana 3.) hollow block 3.) cloth
4.) plastic ruler 4.) bread 4.) stone 4.) candy wrapper
5.) rubber slippers 5.) dough 5.) sheet of 5.) aluminum foil
galvanized iron

Activity 3 – Color Me Activity 4 – Fill Me Up

1.) Red 6.) Red 1.) Bending 6.) Folding
2.) Yellow 7.) Yellow 2.) Hammering 7.) Twisting
3.) Yellow 8.) Red 3.) Pressing 8.) Stretching
4.) Black 9.) Black 4.) Cutting 9.) Coloring
5.) Red 10.) Yellow 5.) Tearing 10.) Crumpling

Activity 7: Describe Me

1. There is a change in size. 3. There is a change in size and shape. There is a

change in shape. There is a change in texture.
2. There is a change in size. 4. There is a change in size. There is
a change in shape. There is a change in shape.
ANSWERS’ KEY WEEK 5

Activity 1 : Decode Me Activity 2: Fill Me In Activity 3: Choose Wisely

1. temperature 1. freeze 1. melted
2. exposed 2. melts 2. all forms
3. melting 3. liquid 3. solid
4. heat 4. cold 4. all forms
5. all forms
5. freezing 5. melting

Activity 4: Push Up Activity 5: Connect Me

melting freezing 1. crayon
butter becomes soft and loses its water turning into ice 2. butter
shape
3. chocolate
candle wax dripping on a burning ice cream mixture turns hard
candle 4. candle
an icicle starting to drip the surface of a lake becomes 5. margarine
solid
Activity 6: Discovery Time

Place where the ice cube was placed. What happens to the ice In what place ice cube melts the
cube ? fastest. Rank the places 1 to 4 .
Rank No .1 as the fastest

a. inside the freezer Solidify/ freeze 4

b. on top of the table melts 2
c. under the heat of the sun melts 1

d. under the shade of the tree Slowly melts 3

1. ice cube placed under the heat of the sun

2. ice cube placed inside the freezer
3. heat helps to melts the ice cube faster
4. ice cube placed in the freezer did not melt due to low/ cold temperature
5. solid when heated melts, it turns to liquid. While liquids hardened when cooled or freeze. Materials like
crayons, chocolates, butter or margarine changed its form from solid to liquid when heated. It also changes its
size, shape, and texture.
ANSWERS’ KEY WEEK 6
Activity 1 – Recall Me Activity 2 – Good or Bad
1. Melting Effects Activity 3 – Identify me
2. Bending 1. harmful 6. harmful 1. harmful
3. Cutting 2. useful
4. Tearing 2. useful 7. useful 3. useful
5. Folding 4. harmful
3. useful 8. useful
5. harmful
4. harmful 9. harmful 6. useful

5. harmful 10. useful

Activity 4 – Change Me
1. cutting plastic bottles / to make ballpen holder,piggy bank, pots
2. folding candy wrappers – flower display
3. cutting of wood –to make chair, cabinets, tables

ANSWERS’ KEY WEEK 7

Activity 4 : Positive Negative

1. 4.

2. 5.

3.