Grade 4 SSES – Science Investigations: Fair Testing

FIRST QUARTER/FIRST GRADING PERIOD

Content Content Standards
Science Investigations: Doing
a Fair Test (Experiment)**
Performance Standards Learning Competencies (maximum of 3: Learning Objectives
content, skill, application) (instructional objectives)
The Learner… The Learner… The Learner… The Learner …
Demonstrates Designs and performs simple Makes a conclusion based on the results Science Investigations
understanding of fair fair tests/experiments to of a fair test in answering a science
testing as one form of answer a science problem problem 1. Conducts science investigations using the
science investigation following steps;
 Stating a testable problem
 Doing research (library/internet)
 Writing a hypothesis
 Identifying the variables (controlled,
manipulated,)
 Designing an experiment to test the
hypothesis
 Performing an experiment
 Organizing data in tabular form
 Presenting and interpreting data
 Analyzing Data
 Drawing conclusion
 Writing a research report

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Grade 4 SSES – PHYSICAL SCIENCES ( Matter )
FIRST QUARTER/FIRST GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies (maximum of 3: Learning Objectives
content, skill, application) (instructional objectives)
The Learner… The Learner… The Learner… The Learner…
MATTER (Properties and Properties and Uses of Materials
Structure)  Demonstrates under-  practices proper handling  Discusses the advantages of 1. Classifies materials based on their
standing of grouping dif- of materials and disposal of classifying materials based on their properties and uses
 Properties used to ferent materials based wastes properties and uses 1.1 household materials
group and store materi- on these properties: 1.2 industrial material
als - Absorbing water  practices ways that pre-  States the benefits that we get 1.3 agricultural materials/farm
 Handling materials - Floating or sinking vent changes which may from the changes materials chemicals
(useful and waste mate- - Decaying or non-de- have harmful effects on the undergo 1.4 food, drinks and medicine
rials, 5R’s) (*) caying immediate environment and
living organisms  Investigates the harmful effects 2. Compares physical and chemical
 Changes that Mate-
 Demonstrates under- that changes in materials could changes
rials Undergo
standing of changes ma- cause us
- Changes that are
terials undergo when ex- 3. Enumerates materials that have
useful
posed to certain condi- improved our way of life
- Changes that are
tions  Clothing
harmful
 Food
 Transportation
 Building materials
 Means of communication

4. Discusses the harmful effects of

the changes that materials un-
dergo
 Living things
 Environment

5. Practices precautionary measures

in handling, using, storing and dis-
posing materials
5.1 reading product labels
5.2 labeling household materials
5.3 segregation /disposal of materi-
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The Human Body The Learner…
 Skeletal and Muscular  Demonstrates
systems (movement, understanding that body
ailments, diseases, organs work together to
protection and care) form body systems such as
Skeletal and Muscular,
Digestive, Respiratory
Circulatory, Excretory/
Urinary, Reproductive,
Nervous, and Endocrine
Systems
 Demonstrates
understanding of the parts,
functions,
ailments/diseases,
protection/ care for the
human body
The Learner…
 practices healthful habits of
the skeletal and muscular, and
the digestive systems to
maintain proper body
functioning.
 Cares for the bones and
muscles and the digestive
system to prevent ailments
and diseases and protect
them from injuries.
 Demonstrates concern and
kindness towards differently-
abled persons (5)
The Learner…
 Explains the parts and functions of the
Muscular, skeletal, and Digestive
Systems and how their parts work
together (using multi-media and non-
multimedia resources
 Infers the importance of maintaining
proper body functioning of the skeletal,
muscular and the digestive systems
 Collects, records and organizes data on
the causes and effects of ailments/
diseases related to the skeleton-
muscular and the digestive systems
als
 Biodegradable
 Non- biodegradable
 Toxic
 Non toxic
The Learner…
The Skeletal and Muscular Systems
1. Explains how the skeletal system works
1.1. Identify some bones that make up the
skeletal system
1.2. Explains how parts of the skeletal
system give the body form, shape, &
support
1.3. Discusses how the skeletal system
protects the internal organs
1.4. Explains how the skeletal system
enables us to move
2. Explains how the muscular system
works
2.1. Explains how the muscles give form
and shape to the body
2.2. Compares how the different types of
muscles enable us to move
3. Explains how the skeletal and
muscular systems work together
3.1. Describes how some muscles are
attached to some bones
3.2. Explains how the connection of
muscles and bones enable us to
move
3.3. Creates a model showing how bones
and muscles give form and shape
and enable us to move
4. Practices proper care of the
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 skeletal and muscular systems
4.1. Identifies common injuries that can
harm the skeletal and muscular
systems
4.2. Describes ways of preventing skeletal
and muscular injuries
4.3. Demonstrates first aid measures for
bone and muscle injuries

 Digestive system (parts, The Digestive System

functions, ailments, 1. Explains how the digestive system
diseases, protection and works
care) 1.1. Identifies the parts of the digestive
system
1.2. Describes the function of each
part
1.3. Traces the path of food in the
digestive tract and explain what
happens to the food in each part
1.4. Explains why food has to be
digested
Practice proper care of the digestive
system
2. Practices proper care of the digestive
system
2.1. Identifies health habits related to
the digestion of food
2.2 Describes common ailments of
the digestive system
2.3 Discusses ways of preventing/ curing
ailments of the digestive system
works

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Grade 4 SSES – LIFE SCIENCES (People, Animals, Plants, Interactions in the Environment)
SECOND QUARTER/SECOND GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives
Animals The Learner… The Learner… The Learner… 1. Compares the life cycle of
o Classifying animals  Demonstrates  Chooses which animals to raise 1. Infers that certain stages in the life cycle some common animals
based on the understanding that that in a particular habitat of animals affect people and other living (helpful and harmful)found in
presence key stages in the life things as to their usefulness and danger the locality
(vertebrates) or cycle of animals can be 1.1 Describes the stages in the life
absence both beneficial and cycle of some animals
(invertebrates) of harmful to people and 1.2 Illustrates the stages in the life
backbones plants 2. Distinguish the characteristics of cycle of common animals
 Uses natural pest control to vertebrate and invertebrate animals 1.3 Infers the usefulness of animals
o Life cycles (butterfly, target the vulnerable stage in a to other living things based on
fish, frog, mosquito) pest’s life cycle their life cycle
1.4 Infers the dangers posed by
some animals to other animals,
people, and other living things
based on their life cycle
1.5 Describes the harm done (e.g.
dog bite, mosquito bite, etc.)
and some diseases spread by
animals (e.g. bird flu, foot and
mouth disease, etc.)
1.6 Describes the harm done by
certain animals to crops and
other plants
1.7 Suggests ways on how to
prevent the disease causing
animals from multiplying
1.8 Practices safety measures in
dealing with animals
1.9 Identifies the international
laws that protect animals
rights
2. Compares the modes of
reproduction of some
common animals found in the

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 locality
2.1 Observes how some
common animals
are born using
videos or by
observation
2.2 Compares animals
hatched from eggs
with those born as
baby animals
2.3 Classifies animals
based on how the
baby is born (live
birth or through egg
laying)

Vertebrates and Invertebrates

3. Compares the characteristics
of vertebrate and
invertebrate animals
4. Classifies animals into
different groups of
vertebrates
5. Compares the characteristics
of arthropods, annelids ,
coelenterates , crustaceans,
echinoderms and mollusks
6. Classifies animals into the
different groups of
invertebrates
7. Constructs a simple
classification scheme for
grouping animals

Plants The Learner… The Learner… The Learner… Food Making Process in Plants (from
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 Comparing plants  Demonstrates
 Needs of plants
 Care and concern
for plants
 Demonstrates
 1.
understanding of how
plants reproduce sexually  Demonstrate care and
and asexually to ensure concern for plants based on 2.
their survival their needs
 Practices appropriate
understanding of the plant propagation techniques 3.
differences between the for plants of economic
life cycle of common importance found in the
spore-bearing and cone- community
bearing plants
4.
5.
Concludes that plants make their own SSES Grade 5)***
food based on simple plant experiments 1. Performs experiments to show
that sunlight, air, and water are
Infers how some plants adapt to needed by plants in making food
certain environmental conditions in 1.1 Plan outs
order to make food and survive experimental set-ups
to test what factors
Differentiates reproduction through / variables are
seeds (sexual) and reproduction needed for food
through plant parts other than seeds making in plants
(asexual) 1.2 Defines operationally
the process of
Communicates different techniques photosynthesis
developed by people to propagate
plants Plant Adaptation
2. Identifies specific structures
Classifies plants found in the community of plants for adaptation to
as non-vascular and vascular (seed- different habitats
bearing and spore-bearing) based on 2.1 Describes plant
observable plants parts adaptation to
changes in
environmental
conditions
2.2 Identifies poisonous
plants and plant
parts found in the
community
Plant Reproduction
3. Concludes that plants
produce more of their kind
through seeds
3.1 Describes how seeds
develop from flowers
3.2 Uses a magnifying
lens/ dissecting
microscope to
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 observe the parts of
a flower
3.3 Illustrates and label
the parts of a flower
3.4 Describes the
function of each part
3.5 Explains the
importance of the
flower in plant
propagation
3.6 Identifies the parts
of the seed and the
function of each part
3.7 Explains how the
different variables
affect seed
germination
3.8 Investigates the
factors that affect
seed germination
3.9 Shows relationships
between the
variables using
graphs and tables
3.10 Analyzes and
interpret the data
gathered
3.11Describes how seeds
are dispersed to the
environment
3.12Identifies the
structures of seeds
that help in seed
dispersal
3.13Describes how other
agents (e.g., animals,
wind, fire) help in

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 seed dispersal
3.14Traces the life cycle
of a plant from the
germination of a
seed to the
production of seeds
3.14.1.1 Describes the role
of pollination in
plant pr
3.14.1.2 Explains the role
of fertilization in
plant propagation

3.15Concludes that
plants can also
produce more of its
kinds through other
plants parts (i.e.,
stems (runners),
rhizomes, bulbs,
roots, leaf margins)
3.15.1 Observes new plants
coming from plant parts
other than seeds
3.15.2 Identifies plants in the
community that reproduce
through the other plant
parts

Plant Propagation Techniques

4.1 Concludes that people have
devised ways or techniques to
propagate plants from other
plants parts (e.g., stem cuttings,
marcotting, grafting, leaf cutting)
4.1.1 Designs an experimental
setup to show propagation

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 from other plant parts
4.1.2 Practices precautionary
measures in propagating
plants from plant parts

Classification of Plants (from SSES

Grade 5)
5.1 Describes the characteristics of
non-vascular and vascular plants
5.1.1 Uses magnifiers
/microscope to describe
parts of vascular and non-
vascular plants
5.1.2 Compares and contrast
essential characteristics
that distinguish non –
vascular from vascular
plants
5.1.3 Constructs a simple
classification scheme for
grouping plants
5.2 Differentiates spore-bearing and
seed-bearing vascular plants
5.2.1 Describes observable plant
parts of seed-bearing vascular
plants
5.2.2 Describes observable plant
parts of spore-bearing
vascular plants

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Grade 4 – PHYSICAL SCIENCES ( Energy, Force and Motion)
THIRD QUARTER/THIRD GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives
ENERGY The learner… The learner… The learner… Potential and Kinetic Energy
 Potential and Kinetic  Demonstrates under-  Protects himself/herself  Investigates properties/characteris- 1. Infers that materials that can do
Energy standing of the propaga- from exposure to excessive tics of light, heat and sound work has energy
 Forms of energy tion of light, heat and light, heat and sound 1.1 Differentiates potential from ki-
sound  Investigates how heat is transferred
netic energy
by conduction, convection and radia-
1.2 Describes the position/condi-
 Demonstrates under- tion (e.g., using a convection box,
standing of the proper- demonstrate how heat transfers tion of material that has poten-
ties/characteristics of through gases tial and kinetic energy
light, heat and sound 1.3 Shows that kinetic energy
makes a material work/move.
Forms of Energy
2. Describes the forms of energy and
their uses (e.g., chemical, electrical,
thermal, mechanical, sound, radi-
ant and nuclear)
FORCE The Learner… The Learner… The Learner… The Learner…
 Effects of Force on  Demonstrates under-  Practices safety measures Effects of Force on Motion (from SSES
Objects standing of force and its in physical activities and 1. Demonstrate a situation to prove that Grade 6)
- What force can do effects on movement, proper handling of mate- certain forces affect the motion of ob- 1. Conducts scientific investiga-
- Measuring force size, and shape of materi- rials jects tions on the different forces
- Applications of als around us
force  Demonstrate a sport skill 3.16Demonstrates what
 Factors affecting involving application of 2. Infers the effect of friction on a moving force can do:
force force object  To moving objects
- Friction  To objects at rest
- Gravity 3.17Demonstrates what
happens when forces
are unbalanced
3.18Describes how an ac-
tion results in a reac-
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 Magnets (from K-12 The learner…
Grade 4) Demonstrates understanding
of the properties of magnets
(from K-12 Grade 4)
The learner…
Illustrates the properties of mag-
nets using multimedia and labora-
tory resources
tion
3.19Classifies forces into
contact forces and
forces acting at a dis-
tance
4. Conducts an experiment on
how friction slows down or
stops moving objects
5. Conducts an experiment on
how gravity speeds up a falling
object
The learner… 1. Conducts experiments to
Investigates how magnets interact with show the effects of materials
other materials on materials with and without
magnetic properties

Grade 4 – EARTH AND SPACE SCIENCES (Earth and Space)

FOURTH QUARTER/FOURTH GRADING PERIOD
Content Content Standards Performance Standards Learning Competencies Learning Objectives

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 Water as a Re- The learner…
source (from K-12  Demonstrates under-
Grade 4)
- Sources of water
(spring, lakes, seas,
rivers, streams, wa-
terfalls and dams)
- Importance of wa-
ter
- Wise use of water
The learner…
 Presents creatively
standing of the different (through multi-media/non-
sources of water suitable multimedia resources) the
for human consumption wise use of water in different
(from K-12 Grade 4) situations (from K-12 Grade
4)
The learner…
1. Investigates different sources of
water suitable in the community
2. Describes the importance of the
water cycle to life on earth
3. Conducts research work using multi-
media resources in relation to sources
of water suitable for human consump-
tion
The learner…
1. Identifies sources of water
2. Communicates clearly how wa-
ter sources are used for human
daily activities
3. Infers the importance of water
to daily activities
4. Makes a diagram showing the
usefulness of water in man’s
daily activities
5. Identifies ways on the wise use
of water
6. Determines the effects of un-
wise use of water
7. Illustrates the processes in-
volved in water cycle
8. Predicts the effects of human
activities to water cycle e.g
conversion of farmland/fish
ponds to subdivisions, recla-
mation land )
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3. Weather The Learner… The Learner… The Learner … The Learner…
- Weather Elements
- Weather Instru- Demonstrates the un- Predicts the kind of weather 1. Observes the weather for a period 1. Explains how the basic weather
ments derstanding of weather based on a weekly weather of time elements affect weather
- Weather chart and changes over time chart (from K-12 Grade 4) 2. Records observations of the
- Safety precautions (from K-12 Grade 4) 2. Uses weather devices to measure basic weather elements for a
the different weather components week
 Air Temperature
 air pressure
3. Practices safety precautions dur-  wind speed and direction
ing weather conditions (from K-12  cloud formation/ precipita-
Grade 4) tion

3. Interprets recorded data /ob-

servations of basic weather el-
ements that affect weather
3.1 Graph recorded data to
show daily and seasonal
patterns in weather
3.2 Relates weather forecasts
with planning of activities
3.3 Relates accuracy of
weather forecasts to evi-
dences or tools used to
make forecasts

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Changes in the Physical The Learner…
Environment Demonstrates understanding
4. Pollution of nature and effects of
pollution to plants, animals
man and its environment
The learner….
Integrates environmental
awareness and sanitation in daily
activities to minimize changes in
the environment, like:
 Proper waste disposal
 Practice of 5Rs
The Learner….
1. Predicts what will happen if the
quality of air in the community con-
tinue to deteriorate
2. Shows proper care and concern for
the environment.
The Learner…
1. Infers the sources of pollution
from observations and videos
2. Predicts the effects of human
activities to the atmosphere
 Greenhouse effect
 Ozone depletion
 Global warming
3. Practices ways that will mini-
mize the release of air pollu-
tants
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 The Learner… The Learner… The Learner… The Learner…
Movement of the Earth and Movement of the Earth
the Moon 1. Infers the changes in the occurrence of
 Phases of the Applies knowledge of the Earth- the moon (from K-12 Grade 5) 1. Describes the movements of
Demonstrates understanding
Moon Moon-Sun movement in correcting the earth
of the phases of the Moon and
 Rotation superstitious beliefs and practices or 2. Explains how the Earth moves 1.1 Simulates the movements of
 Revolution the beliefs and practices associ- in affirming practices that have sci- the earth
 Tides ated with it (from K-12 Grade entific basis - rotation (counter clock-
 Eclipses 5) wise)
3. Explains the movement of the Moon - revolution (elliptical or-
around the Earth (old SSES LC 3)
Demonstrates understanding bit)
1.2 Shows through a model how
of the movement of Earth and 4. Discusses how the movement of the the Earth’s rotation causes day
Moon Earth, Moon and Sun causes tides and and night
eclipses 1.3 Shows through a diagram the
positions of the Earth at cer-
5. Evaluates local beliefs and practices con- tain points in time as it re-
cerning eclipses, tides, and phases of the volves around the sun in 365¼
moon based on scientific evidence days following its orbit

2. Describes the movement of

the Moon around the Earth
2.1 Simulate how the moon
travels around the earth
• One complete rotation in one
revolution
• Same side of the Moon faces
the Earth all the time as it
revolves around the Earth
2.2 Shows in a diagram the
position of the moon as it
revolves around the earth
in 29½ days
3. Explain the effects of the
movements of the moon, earth
and sun in the occurrence of
eclipses and tides

16
4. Conducts a survey on the
community’s beliefs and practices
about eclipses, tides, phases of the
moon (revised from K-12 Grade 5)

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