Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional by using process principles
of teaching and learning – D.O 42 s. 2016

DETAILED LESSON PLAN

DLP Blg. Asignatura Baitang Markahan Oras Petsa

16 FILIPINO 4 IKATLO 50 MINUTO 11/20/19
Mga Kasanayan: Code:
Hango sa Gabay Nasasagot ang mga tanong tungkol sa napakinggang F4PN-IIIf-3.1
Pangkurikulum argumento
Susi ng Pag-unawa na Ang Argumento o pakikipagdebate kung saan may dalawang panig na nakakaroon ng hindi
Lilinangin: magkaparehong pananaw ukol sa isang paksa kung saan sila ay nagkakaroon ng argumento kung
sino ang tama at kung sino naman ang hindi.
1. Mga Layunin
Kaalaman Natutukoy ang kahulungan ng argumento o debate
Kasanayan Nasasagot ang mga tanong tunkol sa napakinggang argumento
Kaasalan Nagagamit ang magagalang na pananalita sa pakikipag-argumento o pakikipagdebate
Kahalagahan Naipapakita ang pagiging disiplinadong mag-aaral at pakikipag-kapwa tao
2. Nilalaman Pagsagot sa mga tanong tungkol sa napakinggang argumento at Paggamit ng mga magagalang na
pananalita sa pakikipag-argumento o pakikipagdebate
3. Mga Kagamitang larawan, tsart,
Pampagtuturo
4. Pamamaraan
4.1 Panimulang Gawain a. Pagbati
(4 minuto) b. Pagwawasto ng Takdang-Aralin
c. Pagsasanay

Ipasagot ang mga tanong sa mga mag-aaral;

* Sa pagpasok sa paaralan, kailangan ba na maligo araw-araw ? Oo/ Hindi

* Mabuti o masama ba ang epekto ng teknolohiya? Oo/ Hindi
*Ang pagdadala ng cellphone sa paaralan, sang-ayon ka ba o hindi?
4.2 Mga Gawain/
Estratehiya Pangkatang Gawain
(5 minuto )
Hatiin ang mag-aaral base sa kanilang sagot.

Pangkat 1- Oo
Pangkat 2 -Hindi

Bawat pangkat ay magbibigay ng pahayag kung bakit oo/ hindi ang kanilang sagot.

Halimbawa:

Sa pagdadala ng cellphone sa paralan sang-ayon ka ba?

Pangkat 1 – Oo Pangkat 2 –Hindi

Sapagkat nagagamit ito Nakakaabala ito sa

Ito sa lahat ng bagay
Klase.
4.3 Pagsusuri Itanong:
(5 minuto)
1. May natutunan ba kayo sa pagsagot sa mga tanong?
2. Sa inyong palagay bakit merong hindi magkaparehong pananaw o sagot?
Ano ba ang argumento o debate?

4.4 Pagtatalakay Talakayin ang Argumento o pakikipagdebate kung saan may dalawang panig na nakakaroon ng
hindi magkaparehong pananaw ukol sa isang paksa kung saan sila ay nagkakaroon ng argumento
kung sino ang tama at kung sino naman ang hindi.

4.5 Paglalapat Pangkatang Gawain:

(10 minuto)
Ipabasa sa bawat pangkat ang katanungan ito.
Pagsuot ng uniporme sa paaralan nararapat ba? Bakit?
Pangkat 1 - Oo
Pangkat 2- Hindi

Paglalahat
Ano ang kahulungan ng argumento o debate?

5.Pagtataya Pangkatang Gawain (oral)

(7 minuto)
 Ang leader ng bawat pangkat ay bubunot sa kahon na may laman na mga tanong tungkol
sa madalas na mapakinggang argumento sa paaralan.
 Sa pagsagot sa tanong, kailangan na gumamit ng magagalang sa salita
 Bigyan lamang 5 minuto ang bawat grupo kung sila ay sasagot

Mga tanong:
1. Ano ang mas mahalaga puso o isip?
2. Mahalaga ba ang teknolohiya? Oo/ hindi

6.Takdang Aralin
7. Paglalagom / Panapos “Ang matalinong paraan upang panatilihin ng mga tao ang
na Gawain balintiyak at pagkamasunurin sa mahigpit na limitahan ang
espektro ng mga katanggap-tanggap na opinyon, ngunit payagan
ang buhay na buhay
na debate sa loob”

Name: REJIE L. LAZARTE School: PAZ ELEMENTARY SCHOOL

Position/Designation: T1 Division: CEBU PROVINCE
Contact Number : 09481927893 Email Address: rejie.lazarte001@deped.gov.ph
Inihanda ni

Sinusuri ni

JESELLE C. JARON
MT II
 DETAILED LESSON PLAN

DLP No.: 26 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins.
Learning Competency/ies: Describe changes in solid materials when they are bent, pressed, Code:
hammered, or cut. (S4MT-Ie-f-5)
Key Concepts/
Understandings to be Some solid materials can be pressed depending on the property of the material. When
Developed: pressed, these materials may change their size and shape. Other solid materials may also
change their texture when pressed. However, no new material is formed because only the
physical appearance of the material is changed.

1. Objectives:
Knowledge Describe what happens to the solid materials when they are pressed.
Skills Demonstrate how to press solid materials properly.
Attitudes Follow directions with extra care in doing activities.
Values Be cautious. (Ensure safety)
2. Content / Topic What Happens to the Solid Materials when Pressed?
3. Learning
Resources/Materials/ CG, TG pp.41-43, and LM for Grade 4
Equipment

2 pcs. Molding clay ¼ kilo dough

2 pcs. Paper clip 1 pc. Banana
1 pc. Loaf bread 1 pc. clean plastic sheet
Manila paper marking pen
1 pc. small wood/empty glass bottle/large stone
4. Procedures

4.1 Introductory * Tell the pupils to study the pictures given below.
Activity (Draw these pictures on the manila paper to be posted on the board.)

(3 mins.)

Then, ask:
What do you understand about the pictures shown?
Describe the action shown in the picture.
What do you think will happen when solid materials are pressed?
(Withhold pupils’ answers)

We are going to investigate this in our activity today

4.2 Activity
(15 mins.) * Divide the class into small groups.
* Introduce Lesson 10: LM Activity 3 pp.33-34 – “What Happens to Solid Materials when
Pressed?”
* Check the materials brought by the pupils. Give to them the activity sheet, manila paper
and marking pen.
* Give other necessary instructions in doing the activity (allotted time for the activity, data
table to be accomplished, group presenter/member’s role, precautionary measures to
take)
* Let them do Lesson 10: LM Activity 2 – “What Happens to Solid Materials when Pressed?”
* Supervise the pupils as they do the activity.

4.3 Analysis
 (10 mins.) * Presentation of the results of the activity in each group.
* Two (2) minutes may be allotted per group presentation.
* Take note and check the pupils’ responses to the activity questions while discussing the
activity
* Clarify misconceptions when needed
* Help pupils formulate ideas/concepts by asking:
a. What happened to the solid materials when they were pressed?

b. Was a new material formed when solid materials was pressed?

4.4 Abstraction * Let the pupils construct their own understanding. The pupils should be able to
(3 mins.) say/understand that:
Some solid materials can be pressed depending on the property of the material.
When
pressed, these materials may change their size and shape. Other solid materials may
change their texture when pressed. However, no new material is formed because only the
physical appearance of the material is changed.

4.5 Application * The teacher show some pictures and let the pupils tell if the objects can be pressed or
(5 mins.) not.

5. Assessment * Using the pictures of activities/situations ask the pupils to paste on the box where
(12 mins.) pressing
of solid materials are applied. Use the graphic organizer below.

Situations/ Activities showing

Solid Materials being Pressed

─────────────────────────────

(Note to the teacher: Provide pictures/activities that shows solid materials being pressed)

6. Assignment A. Directions: Give at least 5 objects found at home that can be pressed.
1.
2.
3.
4.
5.
B. Ask each group to bring the following materials for the next activity.
1 pc. block of wood 1 pc. small sheet of galvanized iron
1 pc. empty tin can (lata) 1 pc. hammer
1 pc. hollow block

7. Wrap-up/ Concluding What happens to solid materials when pressed?

Activity
(3 mins.)

Prepared by:
 Name: Rose B. Ermita School: Danao City Central
Position/Designation: T2 Division: Danao
Contact Number : : 09568496278 Email Address:

DETAILED LESSON PLAN

DLP No.: 27 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins.
Learning Competency/ies: Describe changes in solid materials when they are bent, pressed, Code:
hammered, or cut. (S4MT-Ie-f-5)
Key Concepts/ Some materials can be hammered depending on their composition. When hammered, these
Understandings to be materials may change their size and shape, and even the texture. However, no new material
Developed: is formed because only the physical appearance of the material is changed.
1. Objectives :
Knowledge Identify situations where hammering of solid materials is applied.
Skills Describe what happens to the solid materials when they are hammered.
Attitudes Give some ways that can protect ourselves from being hammered .
Values Be cautious. (Protect oneself from accident)
2. Content / Topic What Happens to the Solid Materials when Hammered?
3. Learning
Resources/Materials/ CG, TG pp.43-45, and LM for Grade 4
Equipment

1 pc. block of wood 1 pc. hollow block

1 pc. empty tin can (lata) 1pc. hammer
1 pc. small sheet of galvanized iron marking pen
Manila paper

4. Procedures
4.1 Introductory
Activity * Show the class a real hammer (or a picture of a hammer drawn on the manila paper).
( 3mins.)

* Ask them to write on a piece of paper anything that they know about a hammer or any
word
they can associate hammer with.
* Collect pupils’ responses written on pieces of paper. Sort or classify their responses (by
Definition, description, uses of hammer, etc.)
* Synthesize/summarize pupils’ responses. You may say this:
Considering your responses, we could say that a hammer is a hand tool which
consists
of a solid head held on the end of a handle. It is used for beating/striking or pounding
materials/ objects.
* Present the Lesson.
If solid are hammered, what do you think will happen to the materials?
Today, you will do an activity that will help you understand what happens to solid
materials when they are hammered.

4.2 Activity
(15 mins) * Divide the class into small groups.
* Introduce Lesson 10: LM Activity 4 pp. 35-36 – “What Happens to Solid Materials when
Hammered?”
* Check the materials brought by the pupils. Distribute also the activity sheet, manila paper
and marking pen.
* Give other necessary instructions in doing the activity (allotted time for the activity, data
table
to be accomplished, group presenter/member’s role/responsibility, precautionary
measures
to take, etc.)
(Note: Remind the pupils to take extra care when using the hammer.)
* Let the pupils do Lesson 10: LM Activity 4 – “What Happens to Solid Materials when
Hammered?” Instruct the pupils to write their answers in their notebook.
 * Supervise the pupils while they are doing the activity.

4.3 Analysis * Presentation of the results of the activity in each group.

(12 mins.) * Two (2) minutes may be allotted per group presentation.
* Take note and check the pupils’ responses to the activity questions while discussing the
Activity
* Clarify misconceptions when needed
* Help pupils formulate ideas/concepts by asking:

a. What happened to the solid materials when they were hammered?

b. Was there a new material formed when the solid materials was hammered?

4.4 Abstraction * Let the pupils construct and synthesize their own understanding. The pupils should be
(3 mins.) able to say/understand that:
Some materials can be hammered depending on their composition. When
hammered, these materials may change their size and shape, and even the texture.
However, no new material is formed because only the physical appearance of the material
is changed.

4.5 Application * Let each group of pupils give at least 5 examples of materials inside the classroom that
(5 mins.) can
be hammered. Let them write in the manila paper.

5. Assessment * Teacher provide some materials that can be hammered and let the pupils fill-in the table.
(10 mins.) * Directions: Complete the table shown below.

MATERIALS CHARACTERISTICS/PROPERTIES CHANGE

6. Assignment * Let the pupils cut-out pictures of materials that can be hammered and paste it in a long
bondpaper.
B. Ask each group to bring the following materials for the next activity.
1 pc. used paper (newspaper) 2 pcs. leaves
2 pcs. Candy wrapper 1 pc. used cloth (any kind of cloth)
1 pc. small cardboard (any karton) 1 pair of scissors

7. Wrap-up/ Concluding * What happened to the solid materials when they were hammered?
Activity * What tool we used in hammering a material?
(2 mins.)

Prepared by:

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number : : 09568496278 Email Address:
 DETAILED LESSON PLAN

DLP No.: 28 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins.
Learning Competency/ies: Describe changes in solid materials when they are bent, pressed, Code:
hammered, or cut. (S4MT-Ie-f-5)
Key Concepts/ Solid materials can be cut. When cut, these materials may change their size and shape, but
Understandings to be no new material is formed. Hence, only the physical appearance of the solid material is
Developed: changed when cut.
1. Objectives:
Knowledge Identify situations where cutting of solid material is applied.
Skills Describe what happens to the solid materials when they are cut.
Attitudes Compare the creativity of one’s work.
Values Cooperation in completing the task
2. Content / Topic What Happens to the Solid Materials when Cut?

3. Learning CG, TG pp.45-48, and LM for Grade 4

Resources/Materials/
Equipment
1 pc. used paper (newspaper) 2 pcs. leaves
1 pc. small cardboard (any karton) 1 pc. used cloth (any kind of cloth)
2 pcs. candy wrapper 1 pair of scissors
Manila paper

4. Procedures

4.1 Introductory * Divide the class into small groups.

Activity * Ask the pupils to list down solid materials that can be cut. Let them do this in three
(3 mins.) minutes.
* Present this graphic organizer (tree diagram) for their answers. (Pupils can copy this on a
manila paper.)

Solid Materials

Found at Found in Found in the

Home School Community

* Have the pupils present their graphic organizers.

* Present the topic.
Refer the pupils to their answers in the graphic organizer.
Do you think these solid materials can be cut?
What do you think will happen to the solid materials when cut?

4.2 Activity * Divide the class into small groups.

(12 mins) * Introduce Lesson 10: LM Activity 5 pp.36-37 – “What Happens to Solid Materials when
Cut?”
* Check the materials brought by the pupils. Distribute also the activity sheet, manila paper
and marking pen.
* Give other necessary instructions in doing the activity (allotted time for the activity, data
table
to be accomplished, group presenter/member’s role/responsibility, precautionary
measures
to take, etc.)
(Note: Remind the pupils to take extra care when using the pair of scissors.)
* Let the pupils do Lesson 10: LM Activity 5 – “What Happens to Solid Materials when
Cut?”.
* Supervise the pupils while they are doing the activity.
 4.3 Analysis * Presentation of the results of the activity in each group.
(12 mins.) * Two (2) minutes may be allotted per group presentation.
* Take note and check the pupils’ responses to the activity questions while discussing the
activity
* Clarify misconceptions when needed
* Help pupils formulate ideas/concepts by asking:
a. What happened to the solid materials when cut?

b. Was there a new material formed when the solid materials was cut?

4.4 Abstraction * Let the pupils construct and synthesize their own understanding. The pupils should be able
(3 mins.) to say/understand that:
Some materials can be cut. When cut, these materials may change their size and
shape, but no new material is formed. Hence, only the physical appearance of the solid
material is changed when cut.

4.5 Application * Ask pupils to cite or identify situations where cutting of solid materials are applied. Ask
(5 mins.) them,
too, to describe the changes that happened to the material.
If you were the worker who is using metal cutters/machine cutters, how can you protect
yourself from danger/accident considering the fact that the edges of sheet metal are razor
sharp?

5. Assessment * Identify the following materials that can be cut. Put a check (/) mark if the materials can be
(12 mins.) cut and wrong (X) if it cannot.

6. Assignment * Answer the following questions:

What changes took place when solid materials are:
a. bent
b. pressed
c. hammer
d. cut

7. Wrap-up/ Concluding * What happened to the solid materials when they were cut?
Activity * Was there a new material formed?
(3 mins.)

Prepared by:

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number : : 09568496278 Email Address:
 DETAILED LESSON PLAN

DLP No.: 29 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins
Learning Competency/ies: Describe changes in solid materials when they are bent, pressed, Code:
hammered, or cut. (S4MT-Ig-h-6)
Key Concepts/
Understandings to be 100% of the pupils can get the 75% performance level of the summative test given
Developed:
1. Objectives:

Knowledge Measure the mental ability of the pupils.

Skills
Attitudes

Values Answering the test honestly

2. Content / Topic
3. Learning
Resources/Materials/
Equipment
4. Procedures

1. Setting of standards

2. Conducting Review of the past lessons

3. Preparation of material to be used

4. Giving instruction

5. Answering the test

5. Assessment
See attached summative test

6. Assignment

7. Wrap-up/ Concluding
Activity
(2 mins.)

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number : : 09568496278 Email Address:
Prepared by:
 DETAILED LESSON PLAN

DLP No.: 30 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins.
Learning Competency/ies: Describe the changes in properties of materials when exposed to Code:
certain conditions such as temperature or when mixed with other (S4MT-Ig-h-6)
materials
Key Concepts/ Materials undergo changes in their properties when exposed to temperature. Materials may
Understandings to be change their size, shape, texture, and form
Developed:
1. Objectives:
Knowledge Describe what happens to the materials when heated.
Skills Identify the changes in the properties of the materials when they are exposed to
temperature.
Attitudes Perform activities with proper care
Values Observe precautionary/safety measures in handling/using alcohol burner
2. Content / Topic What Happens to the Solid Materials when heated?
3. Learning
Resources/Materials/ CG, TG pp.48-53, and LM for Grade 4
Equipment
1 pc. of clean discarded tin can (malinis na lata) 2 pcs. of crayon (for group 1 only)
1 pc. of barbeque stick/ any small stick 2 pcs. of chocolate bar/cube (for grp. 2)
1 box of matches 2 spoonfuls of butter/margarine (for grp. 3)
1 pc. of small wood manila paper
1 pc. of tong/gloves (made of thick cloth)/any thick cloth to handle hot material

4. Procedures

4.1 Introductory 1. Ask the pupils to get a sheet of paper. Let them copy the table on their sheet of paper.
Activity
(5 mins.) Prediction Observation Explanation

2. Review the pupils’ understanding of heat and temperature using the activity below:
Let the pupils predict.

I have here a lighted alcohol burner, and a tin can with a piece of ice cube. What do
you
think will happen to the ice cube when I put the tin can over the flame for a few
minutes?
Why?
(Ask the pupils to write their answers/predictions on the first column of the table)
Let the pupils do the activity by group. Tell them to write down their observation/s on
the
second column and their explanation on the third column.

Activity:
a. Put a small piece of ice cube in the tin can.
b. Using the match/matchstick, light the alcohol burner.
c. Put the tin can (with ice cube) over the flame for 5 minutes. What did you
observe? Why?
d. Remove the tin can from the flame.
e. Let it stand for 5 minutes.
f. Dip your finger into the water. What did you feel?
3. Have each group present their output.
4. Check the pupils’ output.
5. Discuss/review the concepts about heat and temperature by asking the following
questions:
* What happened to the ice cube in the tin can when it was put over the flame?
* Why did the ice cube change its form?
* When the material is heated, what can you say about its temperature?
* What then, can you say about the temperature of the material when it is heated?
 6. Present the lesson
The next activity will help you describe the changes in the properties of the
materials when they are exposed to temperature. What do you think will happen to the
materials when they are heated? This is what we are going to investigate today.

4.2 Activity 1. Divide the class into small groups.

(15 mins) 2. Introduce Lesson 11: LM Activity 1 pp.38-39 – “What Happens to Materials when
Heated?”
3. Check the materials brought by the pupils. Distribute also the activity sheet, manila paper
and marking pen.
4. Give other necessary instructions in doing the activity (allotted time for the activity, data
table
to be accomplished, group presenter/member’s role/responsibility, precautionary
measures
to take, etc.)
(Note: Remind the pupils to take extra care when putting the material over the flame.
They might get burned)
5. Let the pupils do Lesson 11: LM Activity 1 – “What Happens to Solid Materials when
Heated?”.
6. Supervise the pupils while they are doing the activity.

4.3 Analysis * Presentation of the results of the activity in each group.

(10 mins.) * Two (2) minutes may be allotted per group presentation.
* Take note and check the pupils’ responses to the activity questions while discussing the
activity
a. What happened to the material (crayon/chocolate bar/butter or margarine) when
heated? Why?
b. Is there a change in the appearance of the material?
c. How would you describe the change/s that happened to the material when heated?
d. Which mixture did not look the same throughout?
e. Is there a change in the appearance of the material?
f. Describe the changes in the properties of the materials when they are heated.
* Clarify misconceptions when needed
* Help pupils formulate ideas/concepts by asking:
a. How will you describe the changes in the properties of the materials when they are
exposed to temperature?
b. Was there a new material formed?

4.4 Abstraction * Let the pupils construct and synthesize their own understanding. The pupils should be able
(3 mins.) to say/understand that:
Materials undergo changes in their properties when exposed to temperature.
Materials
may change their size, shape, texture and form.

4.5 Application * Ask pupils to cite examples or everyday situations showing that when materials are
(5 mins.) exposed
to temperature, the materials may change their size, shape, texture and form. Describe
the
change/s that happened to the material/s
* What are some precautionary/safety measures that we need to observe in handling/using
hot materials?

5. Assessment Let the pupils answer the following questions individually:

(10 mins.)
When a solid material like _________(1)___________ is heated, it absorbed heat. The
heat absorbed/added to the material caused the material to change its form from
_____(2)____ to _______(3)________. The material also changed its ________(4)_______,
______(5)____, and _________(6)____________, when heated.

6. Assignment Do this activity at home: (Individual or by groups)

1. Pour some water in a small plastic bag (ice bag).
2. Place it in the freezer overnight. Observe what happens to the water. Describe the
 change that happened to the water when placed inside the freezer/refrigerator.

7. Wrap-up/ Concluding * What happened to the materials when heated?

Activity * Was there a new material formed?
(2 mins.)
Name: Rose B. Ermita School: Danao City Central
Position/Designation: T2 Division: Danao
Contact Number : Email Address:

Prepared by:
 DETAILED LESSON PLAN

DLP No.: 31 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 mins.
Learning Competency/is: Describe the changes in properties of materials when exposed to Code:
certain conditions such as temperature or when mixed with other (S4MT-Ig-h-6)
materials.
Key Concepts/ Materials undergo changes in their properties when exposed to temperature. When material
Understandings to be is cooled, its temperature decreased. It changes back to its form from solid to liquid.
Developed: Materials may change their size, shape, texture, and form
1. Objectives:
Knowledge Describe what happens to the materials when cooled.
Skills Illustrate what happens to the materials when cooled.
Attitudes Appreciate the outcome of the experiment
Values Cautious in doing the activity
2. Content / Topic What Happens to the Solid Materials when cooled?
3. Learning TG, CG, LM in Grade
Resources/Materials/ Ice Ingredients for ice candy making
Equipment Thermometer Ice candy wrapper
Manila paper
4. Procedures
4.1 Introductory * Let the pupils sing the action song “watermelon”
Activity * What are the ingredients of a fruit salad?
( 2 mins.) * What will happen when a fruit salad is placed inside a refrigerator?
* What will happen if we will not place, it inside a refrigerator?
4.2 Activity * The teacher group the pupils into four groups.
* Let them perform the following:
1. With the use of a thermometer, Let the pupils measure the temperature of a glass
of hot water.
2. Let it cooled for a second and measure again the temperature.
3. Observe what happen to the temperature of hot water when it is cooled.
4. Let them observe what happen to the water when put in a refrigerator.
5. Let the pupils take note of their observations in a manila paper.
4.3 Analysis When the material was cooled, what can you say about its temperature?
(10 mins.) What happen to the materials when cooled?
4.4 Abstraction * When material is cooled, its temperature decreased
(3 mins.) * The materials changed back to its form from solid to liquid when cooled. It also
changed its size, shape, and texture.
4.5 Application Let the pupils prepare their ingredients for ice candy making. Let them observe at home
(5 mins.) what happened to their output after putting it in the refrigerator

5. Assessment (9 mins.) Let the pupils illustrate what happened to a material when it is cooled.
6. Assignment A. Let the pupils bring their output in ice candy making
B. Bring the following material for the next activity (refer to p. 54 of TG)
7. Wrap-up/ Concluding Ask the pupils to cite examples or everyday situations showing that when the materials
Activity are exposed to low temperature the materials may change their size, shape, texture and
(2 mins.) form.

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number:: 09568496278 Email Address:
Prepared by:
 DETAILED LESSON PLAN

DLP No.: 32 Learning Area: Science Grade Level: 4 Quarter: 1st Duration: 50 min.
Learning Competency/is: Describe the changes in properties of materials when exposed to Code:
certain conditions such as temperature or when mixed with other (S4MT-Ig-h-6)
materials

Key Concepts/
Understandings to be When two or more materials are combined, a mixture is formed. Solid materials can be
Developed: mixed/combined with other solid materials. Mixed materials can be classified depending on
the appearance of the resulting mixture.

1. Objectives:
Knowledge Describe what happens to the solid materials when mixed with other solid materials.

Skills Distinguish mixed materials as homogeneous or heterogeneous.

Attitudes Perform the activity with care

Values Observe safety measures in handling solid materials

2. Content / Topic Changes in the Properties of the Materials When Mixed with Other Materials?

3. Learning TG, CG, LM in Grade 4

Resources/Materials/
Equipment
1 pc. spoon instant coffee and creamer
2 pcs. mixing bowl rock salt and pepper
Sand and peebles white sugar and iodized salt
Rice grains and corn grits cornstarch and iodized salt

4. Procedures
4.1 Introductory
Activity * Ask the pupils. “Do you eat dingdong mixed nuts or bawang na bawang 3 in 1?
( 3 mins.) Can you identify what’s inside the pack?”
* Call a pupil in each group and let them write on the board the ingredients of that
certain junk food.
- Are all ingredients listed the same?
- Are all those ingredients solid or liquid?
- What happens when solids are mixed with other solid materials?

4.2 Activity
(13 mins.) * Group the pupils into 4 groups
* Check materials if each group are complete
* Give necessary instructions in doing the activity
* Let the pupils do Lesson 12 of LM, Activity 1 pp. 40-43
* Supervise the pupils while they are doing the activity

4.3 Analysis
(10 mins.) * Have the group representative present the results of the activity
Which pair of materials can still be distinguished after mixing them?
Which pair of materials cannot be distinguished after combining them?
Which mixture did not look the same throughout?
Which mixtures looked the same throughout?
Is there a change in the property of the solid materials in the mixture?
What is homogeneous?
What is heterogeneous mixture?

4.4 Abstraction
(4 mins.) When the solid material is mixed with other solid material, each of the combined/mixed
materials can be easily identified/distinguished from one another. Such mixture is called
heterogeneous mixture.

Some solid materials, when mixed with other solids, cannot be distinguished from each
other. If the resulting mixture looked the same throughout, such mixture is called
homogeneous mixture.
 The properties of each solid material in the mixture do not change. The size, shape,
color of each solid material remains the same even after mixing.

4.5 Application * Group Activity

(7 mins.) Is it homogenous or heterogeneous?
Let the pupils distinguish the following pictures presented by the teacher. Let them
Write their answers on the manila paper.

5. Assessment
(10 mins.) Identify whether the mixture is homogeneous or heterogeneous
_____________1. flour and baby powder.
_____________2. peebles and sand
_____________3. white sugar and monosodium glutamate
_____________4. iodized salt and white sugar
_____________5. mongo seeds and rice grains
_____________6. rock salt and pepper
_____________7. instant coffee and creamer
_____________8. cornstarch and baby powder
_____________9. paperclips and thumb
____________10. Powdered detergent and rock salt

6. Assignment
Give 5 examples of homogeneous mixture and 5 examples of heterogeneous mixture

7. Wrap-up/ Concluding
Activity Differentiate homogeneous and heterogeneous mixtures
(3 mins.)

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number: 09568496278 Email Address:
Prepared by:
 SUMMATIVE TEST

A. Directions: Read each sentence carefully then encircle the letter of your correct answer.

1. Britney cuts a piece of bond paper. Which of the following describes the changes happened in the property of the
piece of bond paper when it was cut as shown in the picture below?

A. The bond paper changed its volume and color. C. The bond paper changed its size and shape.
B. The bond paper changed its size and odor. D. The bond paper changed size and color.

2. Mang Andoy bought several pieces of tie wire from the hardware. Accidentally, on his way home some pieces of tie
wire was bent. Describe what changed happened in the property/is of the tie wire when it was bent.
A. Tie wires changed its odor and texture. C. It changes its size and color.
B. It changes its size and shape. D. It changes its volume and color.

3. Nathaniel needs a tin for his project. He flattened a piece of the empty tin can (lata) by hammering it. Describe the
changes that happened in the property of the tin when it was hammered.
A. Tin can have changed its size, shape, and texture. C. Tin can have changed its color and volume.
B. Tin can have changed its size and odor. D. Tin can does not change its property.

4. Nicole was playing her modeling clay. As she pressed the clay, she was able to form/make different toys/materials as
shown in the pictures below.

A. The clay changed its size and color. C. The clay changed its volume and odor.
B. The clay changed its size and shape. D. The clay changed its volume and color.

5. __________ is a hand tool which consists of a solid head held on the end of a handle. It is used for beating/striking or
pounding materials/objects.
A. Hammer C. Tape measure
B. Scissor D. Ruler

6-8. Complete the graphic organizer below to describe the changes that might happen in the property/is of the bottle
cap (tansan) when hammered.

Bottle cap hammered

6. ________________________ 7. _________________________ 8. __________________________

9-10. Solid materials can be changed through many ways. Give at least 2 ways.
B. Identify way/s of changing the material below by filling-in the table below.

Material In What Way, Can I Do to Change the Material?

1. rubber slippers
2. banana
3. block of wood
4. plywood is nailed to the wall
5. cooked potato
6. meat
7. plastic bag
8. thread
9. drinking straw
10.plastic folder

Name: Rose B. Ermita School: Danao City Central

Position/Designation: T2 Division: Danao
Contact Number :09568496278 Email Address:
Prepared by: