NISSI ACADEMY INTERNATIONAL

Suba Basbas, Lapu-Lapu City

CURRICULUM MAP FOR SCIENCE

School Year 2022-2023

Period: FIRST QUARTER Teacher's Name: Abigail Kaye G. Degamo

Dates Covered: Aug. 8- Oct. 14 2022 Class Section: Grade 4

CONTENT STANDARDS PERFORMANCE STANDARDS

The learner demonstrate understanding of… The learner should be able to…
QUARTER

 Grouping different materials based on their  Recognize and practice proper handling of
properties. products.
 Changes that materials undergo when exposed  Evaluate whether changes in materials are
to certain conditions. useful or harmful to one’s environment.
1

Time MOST ESSENTIAL LEARNING LEARNING LEARNING MELC ASSESSMENT

Fram COMPETENCIES MODES RESOURCES
e (with unpacked concepts)
Week MELC 1 Face to face Face to face: Role Play
1-2 Classify materials based on the Face-to-face - Script
ability to absorb water, float, sink, - Costume & Online: Vlog
Aug. undergo decay Online: Google props
8-19 Classroom The role-playing task will
2022 Concepts: Online go as follows:
 Identify materials which - Script ● Create a script for two
absorb water; and compare - Costume and scenarios – for home and
Props classroom settings. Each
properties of absorbent
- Camera scenario must include a
materials and nonabsorbent
problem (for example,
materials. someone accidentally
 Identify different materials spilled milk on the floor)
that float and sink; and and a way to solve the
compare the properties of problem.
floating and sinking ● The scenarios must
materials. show how a student like
 Classify materials based on you will properly handle
the ability to undergo different products found at
decay home and at school.
● The different properties
of materials such as
absorption, density in
water, and decomposition
must be included in all of
the scenarios.
● Create or use
improvised costumes and
props.

Week MELC 2 Face to face Face to face Face to face:

3 Describe changes in solid materials - Paper Clips Experiment about changes
Aug. when they are bent, pressed, Online: Google - Modelling Clay of solid materials when
29- hammered, or cut. Classroom - Scratch Papers bent, pressed, hammered
Sept. - Scissors or cut
2 Concepts: - Hammer
2022 *describe changes in solid materials - Sponge
 when they are bent, pressed, - Candle Online: Vlog
hammered, or cut. - Wooden Stick Experiment about changes
- Chocolate bar of solid materials when
- Match Stick bent, pressed, hammered
- Plastic Cup or cut
- Aluminum Foil
Instruction: Identify solid
Online materials that can be bent,
- Paper Clips pressed, hammered or cut
- Modelling Clay and enumerate the
- Scratch Papers changes of the materials
- Scissors (size, shape. texture)
- Hammer
- Sponge
- Candle
- Wooden Stick
- Chocolate bar
- Match Stick
- Plastic Cup
- Aluminum Foil
- Camera
-
Week MELC 3 Face-to-face Face to face Face to face
4 Describe changes in properties of - Spoon Experiment about changes
Sept. materials when exposed to certain - Candle of materials when exposed
5- conditions such as temperature. Online: Google - Lighter to temperature
Oct.2 classroom - Margarine
2022 Concepts: - Butter
 Describe the movement of Online: Vlog
particles in a material due Online Experiment about changes
to temperature changes. - Spoon of materials when exposed
 Compare the different - Candle to temperature
changes in physical states - Lighter
of matter. - Margarine Steps:
- Butter 1. Heat the spoon in a
- Camera lighted candle
2. Put some margarine and
butter on the spoon
3. Heat the spoon with
margarine and butter
4. Observe what happens
5. Wait for 5 minutes
when the margarine and
butter cools off and
observe what happens.
6. Place the margarine in a
cool place or chiller

Instruction: Write your

observation (changes the
solid materials undergo)
on a bond paper.

Week
5
 1st Didactic Unit Test
Sept.
5-8
2022
Week MELC 4 Face-to-face Face to face Face to face: Experiment
6 Describe changes in properties of - Water about materials when
Sept. materials when mixed with other Online: Google - Sugar mixed with other materials
12-16 materials. Classroom - Coffee
2022 - Powdered Online: Experiment about
milk/juice materials when mixed
Concepts: - Stones with other materials
 Describe changes in - Oil
properties of materials - Sand
when mixed with other
materials. Online
- Water
- Sugar
- Coffee
- Powdered
milk/juice
- Stones
- Oil
- Sand
- Camera

Week MELC 5 Face-to-face Face to face: Face to face

7-8 Identify changes in materials - Card board Instruction: Create an
Sept. whether useful or harmful to one’s Online: Google - Coloring infographic that reflects
19-30 environment. classroom Materials useful and harmful
2022 - Marker changes in the
Concepts: environment
 identify which changes are Online
useful or harmful to one’s - Card board Online
health and the environment. - Coloring Instruction: Create an
Materials infographic that reflects
- Marker useful and harmful
- Camera changes in the
environment

Create
an
infogr
aphic
that
reflect
s
useful
and
harmf
ul
chang
es in
the
enviro
nment
Create
an
infogr
aphic
that
reflect
s
useful
and
harmf
ul
chang
es in
the
enviro
nment
Create
an
infogr
aphic
that
reflect
s
useful
and
harmf
ul
chang
es in
the
 enviro
Sing and Dance Performance
nment
Week
10
Oct.
10-14 1st Periodical Test
2022

NISSI ACADEMY INTERNATIONAL

Suba Basbas, Lapu-Lapu City

CURRICULUM MAP FOR SCIENCE 4

School Year 2022-2023

Period: SECOND QUARTER Teacher's Name: Abigail Kaye G. Degamo

Dates Covered: Oct. 17-Dec. 9 2022 Class Section: Grade 4

CONTENT STANDARDS PERFORMANCE STANDARDS

The learners demonstrate understanding of… The learners should be able to…
QUARTER

 How the major internal organs such as the
brain, heart, lungs, liver, stomach, intestines,
kidneys, bones, and muscles keep the body
healthy.
2
 Construct a prototype model of organism that
has body parts which can survive in a given
environment

 Animals have the body parts that make them

adapt to land or
 Plants have body parts that make them adapt to
land or water
 Different organisms go through life cycle
which can be affected by their environment
Time MOST ESSENTIAL LEARNING LEARNING LEARNING MELC ASSESSMENT
Fram COMPETENCIES MODES RESOURCES
e (with unpacked concepts)
Week MELC 1 Face-to-face Face to face Face to face
1 Describe the main function of the - bond paper Instruction: Create a
Oct. major organs Online: Google - card board model of the human body
17-21 Classroom - glue including the major organs
2022 Communicate that the major organs - scissors and systems
work together to make the body - coloring
function properly. materials Online
Instruction: Create a
Concepts: Online model of the human body
- bond paper including the major organs
  identify the main parts of - card board and systems
each of the five sense - glue
organs and explain the - scissors
functions of the five sense - coloring
organs. materials
- camera
 identify the major bones
and muscles in the human
body; describe the main
functions of bones and
muscle groups and explain
how bones and muscles
work together.

 identify the different parts

and layers of the skin; and
describe the main functions
of the skin.

 describe the functions of

the stomach and the
intestines and explain how
they work together.

 describe the functions of

the heart and lungs and
explain how they work
together.

 describe the main function

of the kidneys and infer
how kidneys help other
organs.

 describe the main parts and

function of the brain and
describe how the brain
works with other organs.

Week MELC 2 Face-to-face Face to face Face to face

2 Infer that body structures help - Card board Instruction: Create a
Oct. animals adapt and survive in their Online: Google - Coloring model of your animal that
24-28 particular habitat Classroom materials has characteristics to
2022 - Any recyclable survive in a particular
Concepts: materials habitat out of recycled
 Infer that body structures materials. Be creative and
help animals adapt and Online be ready to
survive on land. - Card board present your model in the
 Enumerate different - Coloring class.
animals that live on land. materials
 Compare body movements - Any recyclable Online
of animals on land materials Instruction: Create a
- Camera model of your animal that
has characteristics to
survive in a particular
 habitat out of recycled
materials. Be creative and
be ready to
present your model in the
class.

Week MELC 3 Face-to-face Face to face Face to face

3 Identify the specialized structures of - Cartolina Draw at least 5 Terrestrial
Oct. terrestrial and aquatic plants Online: Google - Coloring and 3 Aquatic Plants that
30- Classroom materials you have at home. Be
Nov. 4 Concepts: creative!
2022  Identify the specialized Online
structures of terrestrial and - Cartolina Online
aquatic plants - Coloring Draw at least 5 Terrestrial
materials and 3 Aquatic Plants that
- Camera you have at home. Be
creative!

Week MELC 4 Face-to-face Face to face Face to face

4 Compare the stages in the life of - Bond papers Instruction: Write your
Nov.7 organisms Online: Google - Colored Papers life story and make sure to
-11 Classroom - Scissors include life cycle stages.
2022 Concepts: (with pictures)
 Compare the stages in the Online
life of organisms - Bond papers Online
- Colored Papers Instruction: Write your
- Scissors life story and make sure to
- Camera include life cycle stages.
(with pictures)

Week
5
Nov.
2nd Didactic Unit Test
15-18
2022
Week MELC 5 Face-to-face Face to face Face to face
6 Describe the effect of the - plastic bottle Instruction: Make an
Nov. environment on the life cycle of Online: Google - things needed ecosystem (Aquatic or
21-25 organisms Classroom inside the bottle Terrestrial) inside a plastic
2022 bottle.
Concepts: Online
 enumerate environmental - plastic bottle Online
factors affecting life cycles - things needed Instruction: Make an
of organisms; and inside the bottle ecosystem inside a plastic
 identify how these factors - camera bottle.
affect the life cycle of
organisms.
Week MELC 6 Face-to-face Face to face Face to face
7 Describe some types of beneficial - Bond Create a journal entry.
Nov. and harmful interactions among Online: Google paper/Science Choose one plant or
28- living things Classroom Notebook animal in nature, and write
Dec. 2 - Ballpen two types of relationships
2022 Concepts: - Coloring that the organism has in its
 describe some types of Materials environment and the effect
 beneficial interactions of this interaction on the
among living things; and Online ecosystem.
 give examples of living - Bond
things that have beneficial paper/Science Online
relationships. Notebook Create a journal entry.
 describe certain types of - Ballpen Choose one plant or
harmful interactions among - Coloring animal in nature, and write
living things; and Materials two types of relationships
 give examples of living - Camera that the organism has in its
things that have harmful environment and the effect
relationships. of this interaction on the
ecosystem.

HEALTH AWARENESS ON HOW TO TAKE CARE YOUR ORGANS

Week
8 2nd Periodical Test
Dec.
5-9

NISSI ACADEMY INTERNATIONAL

Suba Basbas, Lapu-Lapu City

CURRICULUM MAP IN SCIENCE

School Year 2022-2023

Period: THIRD QUARTER Teacher's Name: Abigail Kaye G. Degamo

Dates Covered: Jan. 9 - Feb.10 2023 Class Section: Grade 4

CONTENT STANDARDS PERFORMANCE STANDARDS

The learners demonstrate understanding of… The learners should be able to…
QUARTER

 Force that can change the shape, size or

movement of objects
 How light, heat and sound travel using various  Demonstrate conceptual understanding of
3

objects properties/characteristics of light, heat and

sound
Time MOST ESSENTIAL LEARNING LEARNING LEARNING MELC ASSESSMENT
Fram COMPETENCIES MODES RESOURCES
e (with unpacked concepts)
Week MELC 1 Face-to-face Face to face Face to face
1 Explain the effects of force applied - Paper Instruction: Look at the
to an object. Online: Google - Ballpen pictures below. Identify
Jan. Classroom what force is applied in
9-13 Concepts: Online: Google each picture. Choose the
2022  Explain the effects of force Classroom word/s from the box
applied to an object below. Write your
answers on your
notebook.

Online
Instruction: Look at the
pictures below. Identify
what force is applied in
each picture. Choose the
word/s from the box
 below. Write your
answers on your
notebook.

Week
2 3rd Didactic Unit Test
Jan.
17-20
2022
Week MELC 2 Face-to-face Face to face Face to face & Online
3 Describe how light travel - Tape Procedure:
Jan.1 Online: Google - Box 1. Aim a
6-20 Concepts: Classroom - Cardboard flashlight/laser
2022  describe how light travels; - Laser/Flashlight and aim it in the
 infer that light travels in a ceiling. Observe
straight line; Online the path of light.
 describe how light travels - Tape Record your
in different kinds of - Box observations in
materials; - Cardboard your Science
 explain how shadows are - Laser/Flashlight notebook.
formed; and - Camera 2. Get a thick
 classify objects as cardboard and
transparent, translucent, and block the path
opaque. coming from the
flashlight/laser.
Record your
observations in
your Science
notebook.
3. Get the three
cardboards with
holes of the same
size. Tape it
inside the box
with at least two
inches away
from each other.
Align the holes
in such a way
that the wall
could be seen
through the
holes.
4. Aim the
flashlight/laser
light through the
first holes.
Observe what
happens.
5. Now, misalign
the cardboard in
the middle. Keep
the light aimed at
the cardboards.
 Observe what
happens.

Week MELC 3 Face-to-face Face to face Face to face

4 Describe how heat travel - Thermos with
Jan. Online: Google hot water Procedures:
23-27 Concepts: Classroom - Mug  Pour the mug
2022  describe how heat transfers - Metal Spoon with hot water
in different states of matter from the thermos
and in space; and Online  Put the spoon in
 infer that heat travels from - Thermos with the mug and
hot to cold objects. hot water leave it for 5
- Mug minutes
- Metal Spoon  Touch the handle
- Camera of the spoon and
record what
happened
Guide Questions
1. What happened
to the exposed
end of the spoon
after 5 minutes?
The cold end of
the spoon
became
hot/warm
2. What did you
notice about the
surface of the
mug when you
touched it?
The surface of the mug
felt hot too
Week MELC 4 Face to face Face to face Face to face
5 Describe how sound travel - two empty tin Instruction:
Jan. Online: Google cans 1. Insert one end of
30- Concepts: Classroom - string/yarn the string into
Feb.3  describe how sound is one of the tin
2022 produced; and Online cans
 describe how sound travels - two empty tin 2. Tie a knot at the
in different states of matter cans end of the string
and in space. - string/yarn so it does not slip
- camera out
3. Insert the other
end of the string
into the other tin
can. Tie a knot at
the end of the
string

Procedure
1. Stand one meter
apart from your
partner
2. Pull the string
until it is tight
 between the two
cans. The string
must be out of
the two cans
3. Speak one word
into the open part
of the can
4. Have your
partner listen by
placing the open
part of the can
against his/her
ear
5. Record the word
that you said on
the
corresponding
column
6. Move to
distance of three
(6, 10, 15, 20 )
meters and
repeat steps
(3,4,5)
ZUMBA MATH
Week
6
Feb.
3rd Periodical Test
7-10
2022
 NISSI ACADEMY INTERNATIONAL
Suba Basbas, Lapu-Lapu City

CURRICULUM MAP FOR SCIENCE

School Year 2022-2023

Period: FOUTH QUARTER Teacher's Name: Abigail Kaye G. Degamo

Dates Covered: Feb 13-Apr. 21 2023 Class Section: Grade 4

CONTENT STANDARDS PERFORMANCE STANDARDS

QUARTER 4

The learners demonstrate understanding of… The learners should be able to…

 The different types of soil

 The different sources of water suitable for
human consumption
 Components of weather using simple  Practice precautionary measures in planning
instruments activities
 The Sun as the main source of heat and light on
Earth

Time MOST ESSENTIAL LEARNING LEARNING LEARNING MELC ASSESSMENT

Fram COMPETENCIES MODES RESOURCES
e (with unpacked concepts)
Week MELC 1 Face-to-face Face to face Face to face &
1 Compare and contrast the - chalk
characteristics of different types of Online: Google - dried leaves Experiment Time!
Feb. soil Classroom - hammer
13-17 - paper towels Procedure:
2022 Concepts: - scissors 1. Divide the class into
 enumerate the different - tray groups with three
types of soil; and - vinegar members each.
differentiate each soil type. - water 2. Instruct the students to
read and understand the
Online instructions below first
- chalk before doing the activity.
- dried leaves a. Place pieces of chalk
 - hammer on the tray. The “chalks”
- paper towels represent rocks.
- scissors b. Mix one tablespoon of
- tray vinegar with one
- vinegar tablespoon of water.
- water c. Put the mixture of
- camera vinegar and water on the
tray with chalk.
(Quipper) Observe what happens to
the chalk after vinegar
and water are
mixed into it.
d. Pat the pieces of chalk
with a paper towel to dry
them.
e. By using a hammer,
crush the pieces of chalk
until they become fine
pieces.

Week MELC 2 Face-to-face Face to face Face to face and Online

2 Explain the use of water from - medicine
Feb. different sources in the context of Online: Google dropper Experiment Time
20-24 daily activities Classroom - one 5-gallon
2022 pail Procedure:
Concepts: - two 1-cup 1. Instruct students to
 identify the different measuring cups read and understand the
sources of water; and - two 1⁄2-cup instructions below first
 compare and contrast measuring cups before doing the activity.
freshwater, saltwater, and a. Fill the pail with water.
groundwater. Online This is the amount of all
- medicine the water on Earth.
dropper b. Remove two cups of
- one 5-gallon water from the pail. This
pail is the amount of fresh
- two 1-cup water on Earth.
measuring cups c. Set the bucket aside.
- two 1⁄2-cup The contents of the
measuring cups bucket are composed of
- camera saltwater. This cannot be
used for drinking.
(Quipper) d. Remove 1⁄2 cup of
water from one of the
cups, set this aside. The 1
1⁄2
cup leftover includes all
the water frozen in polar
ice caps, glaciers,
and iceberg. This water is
unavailable for our use
because they are
frozen.
e. Get the 1⁄2 cup of
water. This represents the
water underneath the
ground and water in the
 atmosphere.
f. Get the medicine
dropper and draw some
water into it from the 1⁄2
cup. This amount of
water represents the
water that is available to
humans and animals for
drinking.
2. Answer the guide
questions below to
deepen students’
understanding.

Guide Questions:
1. Which comprises the
most amount of water on
Earth? Saltwater
comprises
the most amount of water
on Earth.
2. Were you surprised to
find out how little water
is available for us to
drink?
Explain. Yes, because the
earth is covered by
plenty of water, but only
a
little amount is available
for drinking.
3. Can people and
animals survive without
clean water? No, because
all living
things need water in
order to survive.
Drinking unclean water
may cause
sickness to both humans
and animals.

Week MELC 3 Face-to-face Face to face Face to face and Online

3 Trace and describe the importance  a large plastic
Feb. of the water cycle Online: Google bowl Experiment Time!
27- Classroom  a pitcher
Mar. Concepts:  a sheet of clear Procedure:
3  describe the phases in the plastic wrap 1. Divide the class into
water cycle; and  a coffee mug groups with three
 describe the importance of  rubber bands or members each.
the water cycle. piece of string 2. Instruct students to
 Water read and understand the
instructions below first
Online before doing the activity.
a. Place the bowl in a
 a large plastic
sunny place.
bowl
  a pitcher b. Fill 1⁄4 of the bowl
 a sheet of clear with water by using the
plastic wrap pitcher.
 a coffee mug c. Place the coffee mug at
 rubber bands or the center of the bowl.
piece of string Make sure that no
 Water water goes inside the
 Camera coffee mug.
d. Cover the top of the
(Quipper) bowl with the plastic
wrap.
e. Secure the plastic wrap
with the rubber bands or
piece of string.
f. Observe what will
happen.
g. After 30 minutes,
check the contents of the
bowl and mug.
3. Answer the guide
questions below to
deepen understanding.
Guide Questions:
1. After some time, what
did you observe forming
on the plastic wrap?
There
are water droplets that
form on the plastic wrap.
2. After 30 minutes, how
much water was in the
bowl? There is less water
in
the bowl after it was left
under the sun for 30
minutes.
3. What happened to the
water in the bowl? The
water in the bowl
changed
into its gaseous form
(vapor).
4. After 30 minutes, was
the mug still empty?
How do you think did
this happen? After 30
minutes, the mug has
little amount of water
that came
from the water droplets
that formed on the
plastic wrap.

Week MELC 4 Face-to-face Face to face Face to face and Online

4 Use weather instruments and  paper cups
Mar. describe the different weather Online: Google  plastic bottle In this activity, students
6-10 components in a weather chart
Concepts:
 enumerate common
weather instruments; and
 describe the function of
each weather instrument.
Week
Classroom  puncher will create their own
 scissors anemometer and use it to
 tape measure
 thin wooden wind speed.
sticks
Procedure:
Online Divide the class into
 paper cups groups with three
 plastic bottle members each. Instruct
students to read
 puncher
and understand the
 scissors
instructions below first
 tape before doing the activity.
 thin wooden Afterward,
sticks ask them to answer the
 camera guide questions.
1. Using a paper puncher,
make a hole on the side
of the four paper cups.
2. On the remaining
paper cup, make four
holes with even spaces in
between
at the rim. This cup will
act as the center of the
anemometer.
3. Place two wooden
sticks on the holes in the
center cup. These sticks
should
cross with each other.
4. Put the cups at the four
ends of the wooden
sticks. Place tape to keep
the cups in place. Be sure
that the cups face the
same direction.
5. Place a wooden stick
at the bottom of the
center cup. Push the stick
until it
touches the crossed
wooden stick. Place tape
to put them together.
6. Lastly, place the center
anemometer to an empty
plastic bottle.
7. Test your anemometer
by placing it in a windy
location.
5
Mar.
4th Didactic Unit Test
13-17
Week MELC 5 Face-to-face Face to face and Online Face to face and Online
6 Identify safety precautions during  Science
Mar. different weather conditions Online: Google Notebook Students will view
20-24 Classroom  Ball pen different video resources
2022 Concepts:  laptop with an that promotes
 enumerate common internet awareness during
precautionary measures on connection thunderstorms and flash
different weather floods.
conditions.

Week MELC 6 Face-to-face Face to face Face to face and Online

7 Describe the changes in the position
Mar. and length of shadows in the
27-31 surroundings as the position of the
2022 Sun changes
Concepts:
 explain how shadows are
formed;
 relate rotation of Earth to
the position of Sun; and
 describe the changes in the
position and length of
shadows in the
surroundings as the position
of Sun changes.
- bond paper
Online: Google - clay In this activity, students
Classroom - flashlight will demonstrate and
- ruler observe how shadows are
- small styrofoam formed.
ball
- stick Procedure:
1. Divide the class into
Online groups of four with four
- bond paper members each.
- clay 2. Instruct them to read
- flashlight and understand the
- ruler instructions below before
- small styrofoam doing
ball the activity.
- stick a. Stick the small
- Camera styrofoam ball to the end
of the stick. Shape a base
for
the stick using clay and
stick it on the other end.
Make sure that the
stick can stand up
independently.
b. Place the setup in the
middle of a piece of bond
paper.
c. From one foot away,
point a flashlight to the
stick in such an angle that
the shadow appears on a
piece of paper.
d. Gradually move the
flashlight closer. Move
the flashlight farther.
Observe the size of the
shadow.
e. Move the flashlight to
each side. Observe the
position of the shadow.
3. Allow students to
discuss among their
 group members their
observations
and inferences on how
shadows are formed. Let
them share their answers
to the class.
4. Ask guide questions to
help students interpret
their activity.

Week MELC 7 Face to face Face to face Face to face and Online
8 Describe the effects of the Sun to
Apr. human activities Online: Google - candle In this activity, students
3-7 Classroom - candy will find out the effects
Concepts: - cheese of Sun on several objects
 describe the effects of Sun - chocolate that
on living things and the - crayons were left under the heat
environment. - marshmallow of Sun.
- opened egg
- soap
- tray
- water

Online
- candle
- candy
- cheese
- chocolate
- crayons
- marshmallow
- opened egg
- soap
- tray
- water
- camera

ROLE PLAY ON PREVENTING FIRE THROUGH A VIDEO CLIP

Week
9
Apr.
4th Periodical Test
18-22