DLP No.

_33___ Learning Area: Science Grade Level: 4 Quarter: First Duration:50 min
Learning Competency/ies: Describe changes in properties of materials when exposed to certain Code:
conditions such as temperature or when mixed with other materials. S4MT-Ig-h-6
Key Concepts/ Some solid materials completely dissolved, settled at the bottom, others stayed within the liquid,
Understandings to be spread out evenly in the liquid when mixed with the liquid materials.
developed:
1. Objectives:
Knowledge Describe what happens to the solid materials when mixed with the liquid materials.
Skills Discover what solid materials completely dissolved/ cannot completely dissolved, settled at the
bottom, and spread out evenly in the liquid when mixed with the liquid materials,
Attitudes Follow correctly the instruction given- (Obedience)
Values Clean the assigned area and put things in order.
2. Content/Topic The changes that solid materials undergo when mixed with the liquid materials.
3. Learning Resources/ TG page 56-58
Materials/Equipment LM page 44-46
1 pc. teaspoon, ginger, 8 pcs. Clear drinking glass, tap water, vinegar, cooking oil, rubbing alcohol, 1
tsp. of sand, 1 tsp. of flour, 1 pinch of: salt, pepper, vetsin, powder dye (jobos) and malunggay leaves
4. Procedures
4.1 Introductory
Activity: ( 5_ minutes) Song: “The More We Get Together”

What do you think will happen to materials if they were get together?
( Advance preparation to be done before science class )
( Place all the materials needed on the table by group.)
Ask the following questions.
1.Can you name the solid materials on the table? What are they?
2. Can you name the liquid materials on the table? Name them.
3. From the song, we’ve just sang while ago, what do you think will be our lessons for
today?
4.2 Activity: * Setting norms to follow before, during and after doing the activity.
( 10_ minutes ) * Group the class into three. Each group should have a leader, a secretary, and a reporter of
the group.
*Provide the materials to each group.
*Remind each group to present their output in class after five minutes.
*Activity Proper:
What to do:
1. Get a clean drinking glass.
2. Using the spoon, mix/ combine solid materials with liquid materials listed on the
table.
4. After mixing the materials, observe what happens.
5. Record your observations on the table of your activity notebook.

Solid Materials mixed with Did the solid material completely Changes Observed
the Liquid Material dissolve in the liquid material? when solid and liquid
Yes No materials are mixed
sand and water
salt and vinegar
flour and cooking oil
powdered pepper and
vinegar
vetsin and vinegar
ginger and rubbing
alcohol
powder dye (jobos) and
water
malunggay leaves and
water

6. Publish your work and report your answers in the class.

4.3 Analysis: After the activity, you will be able to discover the following.
(_5__ minutes ) 1. What happen to the sand when water was poured? Is there a change in state and
size?
(The sand remains the same. There is no change in state and in size.)
2. What happen to salt when mix with vinegar? Is there a change in state and size?
 (The salt disappeared and completely dissolved in the liquid. There is a change in
state and size.)
3. What happen to flour when mix with the cooking oil? Is there a change in state and
in size?
(The flour spreads out evenly in the liquid. There is a change in state and size.)
4. What happen to powdered pepper when mix with vinegar? Is there a change in
state and size?
(The powdered pepper was completely dissolved. There is a change in state and
size. The vinegar becomes cloudy.)
5. What happen to vetsin when mix with vinegar? Is there a change in state and size?
(The vetsin was completely dissolved and become part of the vinegar. There is a
change in state and size)
6. What happen to ginger when mix with alcohol? Is there a change in state and size?
(Ginger was settled at the bottom. It does not dissolve. There is no change in state
and size.)
7. What happen to the powder dye (jobos) when mix with water? Is there a change in
state and size?)
(The powder dye melts and completely dissolves in water. There is a change in
state and size. The water becomes colored.)
8. What happen to malunggay leaves when mix with water? Is there a change in state
and size?
( Malunggay leaves does not dissolve, remain the same. There is no change in
state.)
and size. The water becomes greenish in color.
9. After doing the activity, what will you do with the materials and to your assigned
area?
*What group have more correct answers?
4.4 Abstraction: 1. What solid materials completely dissolved in the liquid material?
( _5__ minutes ) 2. What solid materials cannot completely dissolve in the liquid material?
3. What are the different changes you observed when solid and liquid materials are
mixed?
4. What happens to the solid materials when mixed with the liquid materials?
5. After doing the activity, what will you do with the materials and to your assigned
area?
(The teacher may write the background information on the manila paper.)
 What can you say about solid materials when mix/combine with the liquid materials?
Solid materials can be mixed/combined with liquid materials. Some solid materials completely
dissolved in the liquid materials, but others do not. Some solid materials settled at the bottom of the
container while others stayed within the liquid. Some solid materials spread out evenly in the liquid
materials, but some do not. When mixed with liquid, some solid materials changed their size, shape,
and color, but some do not.
4.5 Application: A. Ask the pupils to cite examples that are mixed with the liquid materials they observed at home.
(_5__ minutes ) Describe the changes the materials undergo.
B. (Maybe done by grouped contest or individual contest. Phrases can be written on the flashcards.)
Direction: Tell if the solid material completely dissolved, spread out evenly in the liquid, settled at
the bottom when mixed with the liquid material.
1. vetsin and vinegar (solid completely dissolved)
2. ginger and rubbing alcohol (solid settled at the bottom)
3. powder dye and water (solid completely dissolved)
4. malunggay leaves and water (solid settled at the bottom)
5. sand and water (solid settled at the bottom)
6. salt and vinegar (solid completely dissolved)
7 .flour and cooking oil (solid spread out evenly in the liquid)
8. powdered pepper and vinegar (solid completely dissolved)

5. Assessment: _10__ minutes

Directions: Describe what happen to solid material when mixed with. Write only the letter
A. when the solid material completely dissolved in the liquid material
B. when the solid material settled at the bottom of the liquid material
C. when the solid material spread out evenly in the liquid material
1. sand and salty water- ___________ (ans.B. settled at the bottom)
2. flour and water ______________ (ans.C. spread out evenly in the liquid)
3. salt and water- _____________ (ans. A completely dissolved)
4. mothball and oil- _______________ (ans. B. settled at the bottom)
5. powdered dye and water_____________ ( ans A.. completely dissolved)
6. Assignment : _5_ minutes
 Directions: Describe what happen to solid material when mixed with. Write completely dissolved,
settled at the bottom or spread out evenly in the liquid when the solid materials are mixed with the
liquid materials.

1. sugar and water _______________ (ans. completely dissolved)

2. small beads and alcohol ______________ (ans. settled at the bottom)
3. cornstarch and cooking oil_______________ (ans. spread out evenly in the liquid)
4. powdered milk and water ________________ (ans. completely dissolved)
5. salt and vinegar________________ (ans. completely dissolved)

7. Wrap-up/ Concluding
Activity : __5___ minutes What have you learned today?
Complete the sentence. Select from the box the appropriate phrase.

dissolved in liquids , completely dissolve in liquid

settled at the bottom , spread out evenly in the liquid

Not all solid materials (dissolved in liquids)

Salt and sugar ________________________ (completely dissolve in liquid)
Sands and stone ________________________ (settled at the bottom)
Flour and cornstarch _______________________ (spread out evenly in the liquid)

Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jerlinda.concha@deped.gov.ph

DLP No. _34___ Learning Area: Science Grade Level: 4 Quarter: First Duration:50 min
Learning Competency/ies: Describe changes in properties of materials when exposed to certain Code:
conditions such as temperature or when mixed with other materials. S4MT-Ig-h-6
Key Concepts/ Not all liquid materials can mixed completely with other liquid materials. It formed two layers.
Understandings to be
developed:
1. Objectives:
Knowledge Describe what happens to the liquid materials when mixed with other liquid materials.
Skills Classify which two liquid materials when mixed together will completely combine and which
formed two layers.
Attitudes Internalizing Values : Perform the assigned task religiously.
Values Organization: Arrange properly the materials to be used during the activity.
2. Content/Topic Changes that materials undergo
3. Learning Resources/ TG page 59-61
Materials/Equipment LM page 46-48
1 pc. teaspoon, 7 pcs. Clear drinking glass, 5 spoonfuls of each of the following pairs of
materials: soy sauce and vinegar, cooking oil and water, alcohol and water, fish sauce (patis)
and vinegar, soy sauce and cooking oil, soda/softdrinks and water, coconut milk and water
4. Procedures
4.1 Introductory Activity ( A. Checking of Assignments
__5__ minutes) Introduce -What Happens to Liquid Materials When Mixed with Other Liquid Materials?
4.2 Activity *Ask :What will you do with the materials before, during and after doing the activity? Will you
(_10 minutes) arrange it or not? Why do they need to be arranged? What are some precautionary/safety
measures that we need to observe when mixing liquid materials?
* Group the class into three. Each group should have a leader, a secretary, and a reporter of
the group.
*Provide the materials to each group.
*Remind each group to present their output in class after five minutes.
*Activity Proper:
What to do? Here are steps to follow:
1. Get a clear drinking glass of water.
2. Using a spoon, mix/combine two liquid materials identified/listed in the table.
3. After mixing the liquid materials, observe what happens.
4. Record your observations in the table by checking the proper column. Write down also the
changes you observed when the two liquid materials are mixed. Use your activity notebook.

Two (2) Liquid Materials Did the two (2) liquid Changes observed
Mixed materials completely mix? when two (2)liquid
Yes No materials are mixed.
soy sauce and vinegar
cooking oil and water
alcohol and water
fish sauce (patis) and
vinegar
soy sauce and cooking oil
soda/softdrinks and water
coconut milk and water

5. Report your answers to the class.

4.3 Analysis Based on the activity,answer the following questions:
( 5_ minutes) 1. What happen to soy sauce and vinegar when mix together?
(The two liquids were completely combined. The color of soy sauce prevails.)
2. What happen cooking oil and water when combined together?
(The two liquids did not completely combine instead they form two layers. The oil is above the
water. Oil is lighter than water.)
3. What happen when alcohol and water were mix thoroughly?
(The two liquids were completely mix.)
4.What happen to fish sauce (patis) and vinegar being combined?
(The two liquids completely combined. The color of the patis prevails.)
5. What happen to soy sauce and cooking oil when mix together?
(The two liquids dis not completely mix, they form two layers wherein oil is above the soy
sauce.)
6. What happen to soda/softdrinks and water when mix together?
(The two liquids were completely mix.The color of the soda/softdrinks prevails.)
7. What happen to coconut milk and water when mix together?
(The two liquids were completely mix. The color of the coconut prevails.)

4.4 Abstraction Answer the following questions:

 ( __5__minutes) 1. What liquid materials mixed completely?
2. What liquid materials did not mix completely?
3.What changes did you observe when two liquid materials mixed?
4. What happens to the liquid materials when mixed with the other liquid materials?

Have the pupils understand the following concepts:

Liquid materials can be mixed with other liquid materials. While some liquid materials
completely mix/combine with the other liquids, some do not. Two liquids that do not
mix/combine form two layers like what you see with oil and water.
Ask the pupils to cite examples of liquid materials mixed at home. Describe the changes the
4.5 Application materials undergo.
(__5__ minutes) Ask: What will you do with the materials before doing the activity? Will you arrange it or not?
Why do they need to be arranged? What are some precautionary/safety measures that we
need to observe when mixing liquid materials?
5. Assessment (_10 minutes)
8 Direction: Classify which two liquid materials when mixed together will completely combined
and which of them will formed two layers.
Two Liquid Materials When Mixed Will Two Liquid Materials When Mixed Will
Completely Combined Formed Two Layers

1. soy sauce and vinegar

2. gasoline and seawater
3. alcohol and water
4. fish sauce (patis) and vinegar
5. singer oil and water
6. coconut milk and water
7. soda/softdrinks and baby oil
8. kerosene and vinegar

6. Assignment (_5 minutes)

Study your past lessons tonight and be ready for a summative test tomorrow.

7. Wrap-up/ Concluding What have you learned today? Not all liquids completely mix/combine with other liquids, it
Activity/ forms two layers.
____(_5_minutes )
(Can be written on flashcards or can be verbal ,the pupils will answer orally one by one)
(The teacher may use pictures of the two liquid materials paired each other listed below.)

Tell if the 2 liquids will completely combine or not completely combine

1. soy sauce and cooking oil -______ (ans. not completely combine )
2. coconut milk and water - ______ (ans. completely combine )
3. soda/softdrinks and water - _______ (ans. completely combine )
4. fish sauce (patis) and vinegar - ______ (ans. completely combine )
5. soy sauce and vinegar -______ (ans. completely combine )
6. cooking oil and water - ______ (ans. not completely combine )
7. alcohol and water - _______ (ans. completely combine )
8. cooking oil and vinegar - ______ (ans. not completely combine )

Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao CIty
Contact Number: 0956 7140 426 Email address: jinkyboyet@yahoo.com

DLP No. _35___ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
 Learning Describe changes in properties of materials when exposed to certain Code:
Competency/ies: conditions such as temperature or when mixed with other materials. S4MT-Ig-h-6
Key Concepts/
Understandings to be 100% of the pupils be able to get the 75% performance level of the summative test given.
developed:
1. Objectives:
Knowledge To measure the mental ability of the pupils.
Skills
Attitudes
Values
2. Content/Topic
3. Learning Resources/ Test Papers
Materials/Equipment
4. Procedures
1. Setting of standards.
2. Conducting Review of the past lessons.
3. Preparation of materials to be used
4. Giving instruction
5. Answering the test.
5. Assessment

Summative Test

I. Direction : Write completely dissolved, settled at the bottom, spread out evenly in the liquid
when the solid material mixed/combined with the liquid material.
1. sand and water--- __________ 6. coffee and water---_______
2. cotton and alcohol--- __________ 7. salt and cooking oil ---________
3. salt and water ---________ 8. sugar and water ---________
4. flour and water ---_________ 9. Powder dye and water ---______
5. powdered milk and water ---_________ 10. Pebbles and paint---______

II. Direction: Write a check mark ( / ) if the 2 liquids are completely mix and x mark ( x )
If they do not mix they form two layers.
1. cooking oil and water - ________ 6. catsup and gravy - ________
2. vinegar and patis -_________ 7. catsup and patis - ________
3. vinegar and cooking oil - _______ 8. alcohol and betadine - _______
4. coke (softdrinks) and alcohol -_______ 9. Condensada and evaporated milk-______
5. lotion and water - ________ 10. Condensada and nestle cream-_______

Answer Key
I. 1.settled at the bottom
2. settled at the bottom
3. completely dissolved
4. spread out evenly in the liquid
5. completely dissolved
6. Spread out evenly in the liquid
7. Settled at the bottom
8. Completely dissolved
9. Completely dissolved
10. Settled at the bottom

II. 1. X 6. /
2. / 7. /
3. X 8. /
4. / 9. /
5. X 10. /

6. Assignment

7. Wrap-up/ Concluding
Activity/
______minutes
Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jinkyboyet@yahoo.com
 Summative Test (DLP No. 35)

I. Direction : Write completely dissolved, settled at the bottom, spread out evenly in the liquid when the solid material
mixed/combined with the liquid material.
1. sand and water--- __________ 6. coffee and water---_______
2. cotton and alcohol--- __________ 7. salt and cooking oil ---________
3. salt and water ---________ 8. sugar and water ---________
4. flour and water ---_________ 9. Powder dye and water ---______
5. powdered milk and water ---_________ 10. Pebbles and paint---______

II. Direction: Write a check mark ( / ) if the 2 liquids are completely mix and x mark ( x )
If they do not mix they form two layers.
1. cooking oil and water - ________ 6. catsup and gravy - ________
2. vinegar and patis -_________ 7. catsup and patis - ________
3. vinegar and cooking oil - _______ 8. alcohol and betadine - _______
4. coke (softdrinks) and alcohol -_______ 9. condensada and evaporated milk-______
5. lotion and water - ________ 10. condensada and nestle cream-_______

__________________________________________________________________________________________

Summative Test DLP No. 35

I. Direction : Write completely dissolved, settled at the bottom, spread out evenly in the liquid when the solid material
mixed/combined with the liquid material.
1. sand and water--- __________ 6. coffee and water---_______
2. cotton and alcohol--- __________ 7. salt and cooking oil ---________
3. salt and water ---________ 8. sugar and water ---________
4. flour and water ---_________ 9. Powder dye and water ---______
5. powdered milk and water ---_________ 10. Pebbles and paint---______

II. Direction: Write a check mark ( / ) if the 2 liquids are completely mix and x mark ( x )
If they do not mix they form two layers.
1. cooking oil and water - ________ 6. catsup and gravy - ________
2. vinegar and patis -_________ 7. catsup and patis - ________
3. vinegar and cooking oil - _______ 8. alcohol and betadine - _______
4. coke (softdrinks) and alcohol -_______ 9. Condensada and evaporated milk-______
5. lotion and water - ________ 10. Condensada and nestle cream-_______

DLP No. _36___ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
Learning Identify changes in the materials that are useful or harmful to the Code:
Competency/ies: environment S4MT – Ii – j – 7
Key Concepts/ Some changes of materials that are useful to the environment are cutting of piece of cloth to be
Understandings to be made handkerchief, cutting of fabric to be made into clothes, cutting and shaping pieces of
developed: wood/lumber into chair, tables, bed, crib, and other furniture and changing wood into charcoal
for cooking.
1. Objectives:
Knowledge Identify changes in the materials that are useful to the environment
Skills Describe the useful effects of the changes in the materials to the environment
Attitudes Creativity: Be creative in recycling the waste materials.
Values Practice the 5 R’s ( Reduce, Re-use, Recycle, Repair, Rot ) of Waste Management
2. Content/Topic Changes that Materials Undergo
1.1 Changes that are useful
3. Learning Resources/ TG page 61-63
Materials/Equipment LM page 49-51
1 pc. manila paper, 1 pc. marking pen, illustrations, video presentation on reduce, re-use and
recycle
4. Procedures
4.1 Introductory Show the class the illustration in the TG page 62.
Activity ( 5 minutes ) Identify what actions/illustrations are useful or harmful to the environment.
4.2 Activity Do the activity. What are the changes in the materials that are useful to the environment?
( 10 minutes ) What made them useful to the environment?
What to do? Stated above are your guide questions.
(The group will write their answer on the manila paper. Select a reporter among the group.
Reporting by group after 5 minutes)
4.3 Analysis What are the answers of the group 1? Group 2? Group 3?
( 5 minutes ) Do they have the same answers? Which group have the same answers.?
Is it useful to cut a piece of cloth to be made handkerchief, dress, t-shirts, short pants and long
pants and the like? (It is useful)
How to make a cut wood useful? Woods are made into furnitures and for building
constructions.
How to make an old tires useful? Old tires were made into flower pots for environment
beautification.
How to make an old magazines useful? Old magazines were sold for wrapping , etc.
How to make rotten fruits and vegetables useful? Rotten fruits and vegetables must be placed
in the compost pit to make the soil fertile.
How to make the old clothes useful? Old clothes are made into commercial rags.
4.4 Abstraction What are the changes in the materials that are useful to the environment?
( 5 minutes ) What made them useful to the environment?
Some changes in the materials are useful to the environment such as: cutting of piece of cloth
to be made handkerchief, cutting of fabric to be made into clothes, cutting and shaping pieces
of wood/lumber into chair, tables, bed, crib, and other furniture and changing wood into
charcoal for cooking.
4.5 Application What will you with the material given to your group to make them useful to the environment?
( 5 minutes ) Do it for 5 minutes only.
Grp. 1 – used softdrinkks straw
Grp. 2 – old newspaper
Grp. 3 – empty plastic bottles
5. Assessment ( 10 minutes )
Direction: Identify the changes happen to the materials which are useful to the environment.
Match column A the changes that the material undergo through, Column B what
material they come from. Write only the letter on the space provided for.

Column A Column B
_____1. rags A. firewood
_____ 2. rubber flower pots B. woods or lumbers
_____ 3. table, chairs, papers and pencils C. cloth
_____ 4. handkerchiefs D. old tires
_____ 5. charcoal E. old clothes

6. Assignment : (__5__ minutes)

Make empty can as pen holder. Bring it tomorrow.

7. Wrap-up/ Concluding What have you learned today? (The teacher may write these phrases on the flashcards)
Activity/ What are the changes in the materials that are useful to the environment?
(___5___minutes) Answers maybe:
 1. old clothes can be used as rags
2. old newspaper can be used as wrappers
3. old newspaper can be used as window/glass cleaner
4. old tires can be flower pots
5. cutting of fabric to be made into clothes/ dress
6. cuuting of trees for building construction
7. cutting and shaping pieces of wood/lumber into chairs and other furnitures
8. changing of wood into charcoal

Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jinkyboyet@yahoo.com
DLP No. _37___ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
Learning Identify changes in the materials that are useful/ harmful to the Code:
Competency/ies: environment. S4MT – Ii – j - 7
Key Concepts/ The changes of materials can do harm to the environment are the following:
Understandings to be 1. burning of tires that can produce black smoke to the air
developed: 2. throwing of dead animals to the river that can pollute the river
3.cutting down of trees without replanting cause of landslide and flashfloods
4. burning of garbage like plastic can make the ozone layer of the atmosphere thin
5. dump garbage can be a breeding places of rats and flies
6. throwing of used gasoline to the sea

1. Objectives:
Knowledge Identify changes in the materials that are harmful to the environment.
Skills Design a poster on the changes of the materials that can harm to the environment.
Attitudes Responsibitlity to the environment and making a stand for the good.
Values Care of the environment
2. Content/Topic Changes that Materials Undergo
1.2 Changes that are harmful
3. Learning Resources/ TG page 61-63
Materials/Equipment LM page 51-52
I pc. manila paper, pentel pen
4. Procedures
4.1 Introductory Who wants changes in their life? What changes do you want?
Activity Changes bring about useful and harmful effect to our life.
( 5 minutes ) Our lesson for today is about the changes of material that can do harm to the environment.
4.2 Activity Brainstorm of ideas about the different changes in the materials that you have used and
( 5 minutes ) observed in the surrounding environment.
List down as many changes in the materials that you can think of and observed that are
harmful to the environment.
Write your answer on manila paper. The allotted time is only 5 minutes
Publish your work and the selected reporter of the group will read your answer.
4.3 Analysis *What are the answers of group 1, group 2 and group 3? Which grp. have the same answers?
( 5 minutes ) How does burning of tires harmful to the environment?
How does dumping of garbage harmful to the environment?
How does cutting of big trees harmful to the environment?
4.4 Abstraction *What are the changes in the materials that are harmful to the environment? What made them
( 5 minutes ) harmful to the environment?
*Harmful: burning of old tires and other plastic materials/trash, throwing of kerosene and
detergents into the sewage, etc.
*When materials (soil/land) is dumped with garbage of any kind such as empty bottles, plastics,
toxic wastes, chemicals from factories, and others, the soil/land becomes polluted. Polluted
land serves as breeding places for flies, cockroaches and rats. These pests carry germs that
causes diseases, hence hazardous to one’s health. Growing plants is not also possible in
polluted land.
*When the material (i.e. water in the river) is dumped with garbage of any kind such as empty
bottles, plastics, waste materials from houses, and other industrial and chemical wastes from
factories, the river becomes polluted. If we drink water contaminated with germs, we are likely
to get sick/diseases . Polluted water also kills living organisms, i.e. fish, water plants, etc.
*When the surrounding air is blanketed with smoke from factories and motorized vehicles,
ashes and other dust particles, the air becomes polluted. Polluted air causes skin itchiness,
lung infections, cancer and other respiratory disease.
*Some changes in the materials are harmful to the environment. It may pollute land, water and
air. To keep our surroundings clean and to prevent or minimize pollution in our environment,
people are encouraged to do the 5R’s (Reduce, Re-use and Recycle, Repair, Rot).
*Burning of garbage such as plastic materials, rubber, and other wastes is harmful also to the
environment. Many items in household garbage when burned release dangerous toxic
chemicals. These pose health risks for people particularly those with asthma and other heart
and lung ailments. Because the smoke is close to the ground, it can also settle on fruits,
vegetables and other vegetation that becomes dangerous to eat for humans and wildlife. The
smoke and toxins that enter the air also contribute to the greenhouse effect and global
warming. To prevent/ minimize the effect of burning of garbage/wastes, waste segregation
should be done, and the 5 R’s should be practiced.
*Cutting down trees is also harmful to the environment. It affects the quality of air that we
breathe. It causes a rapid change in temperature (the temperature rises to a sometimes
uncomfortable level). In addition, when trees are cut down, rain levels are severely affected
(since moisture in the air could not be retained by the trees). This, in turn, changes weather
patterns, which leads to other environmental concerns. Cutting down of trees also causes soil
 erosion. Many animals native to forests also lose their habitats. Cutting down tree is prohibited.
To solve the problem on deforestation, planting of trees (reforestation) should be done.
(The teacher may write the phrases on flashcards.)
4.5 Application Direction : Read the following phrases below and Identify changes in the materials that are
( 5 minutes ) harmful to the environment. Which changes of materials can do harm to the environment?

.
burning of tires that can produce black smoke to the air

throwing of dead animals to the river that can pollute the river

cutting of clothes to make a dress

.cutting down of trees without replanting causing landslide and flashfloods

5. Assessment (10 minutes)

Direction : Write YES if the changes of material can do harm to the environment and write NO if
it not.
_____1. cutting of trees for building construction
_____2. burning of garbage like plastic can make the ozone layer of the atmosphere thin
_____3. dump garbage can be a breeding places of rats and flies
_____4. throwing of used gasoline to the sea
6. Assignment (5 minutes)
Make a poster about the changes of materials that can harm to the environment using a one
sheet long sized bondpaper without a margin
7. Wrap-up/ Concluding
Activity/ Singing of a song “ Kapaligiran”
___(5_minutes)

Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jerlinda.concha@yahoo.com
 DLP No. _38___ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
Learning Describe the harmful effects of the changes in the materials to the Code:
Competency/ies: environment. S4MT – Ii – j - 7
Key Concepts/ Some Harmful Effects of the changes in the materials to the environment are the following:
Understandings to be 1. global warming 7 climate change
developed: 2. La nina 8. El nino
3. landslide 9. floods
4.thinning of the ozone laye 10. air pollution
5. water pollution 11. food shortage
6. economic crisis
1. Objectives:
Knowledge Describe the harmful effects of the changes in the materials to the environment.
Skills Dramatize one situation showing harmful effect of the changes of materials to the environment.
Attitudes Responsibility to the environment, Making a stand for the good
Values Care of the environment
2. Content/Topic Changes that Materials Undergo
1.2 Changes that are harmful
3. Learning Resources/ TG page 63-65
Materials/Equipment LM page 53-56
I pc. manila paper, pentel pen, pictures
4. Procedures
4.1 Introductory What are the harmful effects of the changes in the materials to the environment?
Activity
4.2 Activity Write on the manila paper your idea about the topic. Describe the harmful effects to our
environment due to the changes of materials.
4.3 Analysis What group contribute more ideas? Which group have the same idea?
4.4 Abstraction Some Harmful Effects :
( 5 minutes ) 1. global warming due to the abnormal rise of temperature cause of deforestation
2. climate change due to deforestation and thinning of the ozone layer , too much CFC’s in the
atmosphere
3. La nina – too much rain
4. El nino – no rain for a longer period of time
5. landslide – erosion of soil due to illegal logging or deforestation
6. floods – presence too much water
7.thinning of the ozone layer – presence of too much CFC’s in the atmosphere
8. air pollution – air becomes dirty due to dead plants and animals and scattered animal
manure , no proper waste disposal
9. water pollution – contaminated water, no proper waste disposal
10 food shortage – food supply is less
11. economic crisis – there is a high price of commodities
4.5 Application Group presentation.
( 5 minutes ) Dramatize one situation showing harmful effect of the changes of materials to the environment.
5. Assessment (10 minutes )
Direction: Match the description on column A to the harmful effects on column B
Column A Column B
_____.1. long time of having no rain A. economic crisis
______2. due to the presence of chlorofluorocarbons B. El Niña
in the atmosphere
______3. scarcity of food C. polluted air
______4. when air becomes dirty due to the D. thinning of the ozone layer
foul odor of dead animals scattered anywhere in the atmosphere
______5. the price of commodities increases E. food shortage
6. Assignment (5 minutes )
Make a poster depicting about the changes of materials that can harm to the environment
using a one sheet long sized bondpaper without a margin.
7. Wrap-up/ Concluding
Activity/ Singing of a song “ Kapaligiran”
____(_5_minutes )
Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jinkyboyet@yahoo.com
DLP No. _39__ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
Learning Identify some ways of preventing/ Code:
Competency/ies: minimizing the harmful effects of the changes in the materials to the S4MT – Ii – j - 7
environment
Key Concepts/ Some ways to minimize the harmful effects to the environment :
Understandings to be 1. Reforestation,
developed: 2. proper waste disposal, segregation of waste as to decaying and non-decaying
3. the 5 R’s ( reduce, re-use and recycle of waste, repair and rot )
1. Objectives:
Knowledge Identify some ways of preventing/ minimizing the harmful effects of the changes in the
materials to the environment.
Skills Dramatize one situation showing harmful effect of the changes of materials to the environment.
Attitudes Responsibitlity to the environment, Making a stand for the good
Values Care of the environment
2. Content/Topic Changes that Materials Undergo
1.2 Changes that are harmful
3. Learning Resources/ TG page 65
Materials/Equipment LM page 53-56
4. Procedures
4.1 Introductory Give some ways of preventing/minimizing the harmful effects of the changes in the materials to
Activity (5 minutes ) the environment
4.2 Activity Each group will show only one way of preventing/ minimizing the harmful effects of the changes
( 10 minutes ) in the materials to the environment. They will create only one situation /action/ role playing
showing either of the following ways such as:

reforestation proper waste disposal

segregation of waste as to decaying and non-decaying

one of the 5R’s waste management.( reduce, re-use and recycle of waste, repair and rot)

4.3 Analysis What way is portrayed by grp. 1? Grp. 2? Grp. 3?

( 5 minutes ) Which group portray the best ?
4.4 Abstraction Here are some ways to minimize the harmful effects to the environment :
(5 minutes ) 1. Reforestation,
2. proper waste disposal, segregation of waste as to decaying and non-decaying
3. the 5 R’s ( reduce, re-use and recycle of waste, repair and rot )
5 R’s of Responsible Waste Management
Reduce :
 Buy items in refiliable containers.
 Use cloth bag/eco bag/ paper bag/ native baskets instead of plastic bag, when you buy
groceries.
 Avoid buying disposable items or single use products such as batteries, razors, utensils,
plates, cups, etc.
Reuse:
 Donate or sell re-usable items
 Use both sides of paper when printing and re-use as scratch paper, gift wrapper, etc.
 Consider the potential life span or durability when buying new products
 Buy durable food/ storage containers and reuse them instead of using foil, plastic bags/
wrap.
Recycle:
 Do not throw away used newspaper or used writing pads. Sell them or bring them to
paper mills which can turn them into usable paper again.
 Used bottles, tin cans, rubber tires can be recycled into useful materials.
Repair:
 Have appliances, office equipment, lighting fixtures, and automotive parts repaired
instead of buying new ones.
 Have an old furniture reupholstered or refurbished instead of buying new ones.
Rot:
 Set up a compost pile to compost yard trimmings.
 Make a compost pit/bin in the yard for your biodegradable materials such as fruits,
vegetables, coffee grinds, etc.
4.5 Application Answer the following questions:
( 5 minutes ) 1. What will you with the old clothes? Old newspapers ? empty plastic bottles and jars ?
2. Where will you throw the leftover foods? Dead plants and animals ? Dried leaves?
 5. Assessment ( 10 minutes )
Direction: Group Work. Make a short role play by groups with the theme: Ways of
preventing /minimizing the harmful effects of changes of materials to the environment.
Rubric:
Criteria 15 points 10 points 5 points
Responsiveness Has very high Has high degree of Has least degree of
degree of responding responding to/ responding to/
to/ addressing the addressing the addressing the
environmental environmental environmental
problem at hand problem at hand problem at hand
Teamwork Cooperation among Cooperation among Cooperation among
group members is group members is group members is
very evident: 75%- moderately evident: not evident;:less
100% of the 74%-50% of the than 50% of the
members of the members of the members of the
group work group work group work
collaboratively collaboratively collaboratively

6. Assignment ( 5 minutes )
Identify one material at home that undergoes changes harmful to the environment. Plan action
to minimize its harmful effect and submit report of the result of your action done.
7. Wrap-up/ Concluding
Activity/ Together , Lets Make a Difference…for a Better World !
____ ( 5_minutes )

Prepared by:

Name: Jerlinda N. Concha School: D. T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jerlinda.concha@yahoo.com
DLP No. _40___ Learning Area: Science Grade Level: 4 Quarter: First Duration: 50 min.
Learning *Identify changes in the materials that are useful/ harmful to the Code:
Competency/ies: environment
*Identify some ways of preventing/ S4MT – Ii – j - 7
minimizing the harmful effects of the changes in the materials to
the environment
Key Concepts/
Understandings to be
developed:
1. Objectives:
Knowledge To measure the mental ability of the pupils
Skills 100% of the pupils got the 80% performance level
Attitudes
Values
2. Content/Topic
3. Learning Resources/
Materials/Equipment
4. Procedures
1. Setting of standard or Giving of instructions
2. Review of the past lessons
3. Answering the test.

5. Assessment

Summative Test

I. Direction: Write useful if the change of the material is

useful to the environment and write harmful if the change of the material is
harmful to the environment.

1. old tires change to flower pots

2. dried leaves turned to ashes and smoke due to burning
3. firewood changed into charcoal
4. cutting down of trees for construction purposes
5. old magazines used in paper mache
6. lagtang used for fishing
7. trees were cut for kaingin
8. old magazines used for decorations
9. gold mining for jewelries
10. coal mining used as fuel in factories
11. dried leaves placed in the compost pit to become fertilizers
12. corals from the sea used as decorations
13. old clothes used as rags
14. using old magazines for cleaning the glass window panes
15. seaweeds used for plastic wares making
16. using aerosol sprays contribute to the thinning of the ozone layer

II. Direction: Match the description on column A to the harmful effects on column B
Column A Column B
_____.1. long time of having no rain A. economic crisis
______2. due to the presence of chlorofluorocarbons B. El Niña
in the atmosphere
______3. scarcity of food C. polluted air
______4. when air becomes dirty due to the D. thinning of the ozone layer
foul odor of dead animals scattered anywhere in the atmosphere
______5. the price of commodities increases E. food shortage

III. Writet three ways on how to minimize the harmful effects of changing the materials to the
 environment.

1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________

Answer Key:
I .1. useful 9. useful II. 1. B III. Can be interchange
2. harmful 10. useful 2. D 1. Replanting
3. useful 11. Useful 3. E 2. Segregation of waste properly
4. useful 12. Useful 4. C 3. Practice the 5R’s
5. useful 13. Useful 5. A
6. harmful 14. useful
7. harmful 15. useful
8. useful 16. harmful

6. Assignment

7. Wrap-up/ Concluding
Activity/
______minutes

Prepared by:

Name: Jerlinda N. Concha School: D.T. Durano Memorial Integrated School

Position/Designation: Master Teacher II Division: Danao City
Contact Number: 09567140426 Email address: jinkyboyet@yahoo.com
Summative Test DLP No. 40
I. Direction: Write useful if the change of the material is useful to the environment and write harmful if the change of the
material is harmful to the environment.
1. old tires change to flower pots
2. dried leaves were burned
3. firewood changed into charcoal
4. cutting down of trees for construction purposes
5. old magazines used in paper mache
6. using dynamite for fishing
7. cutting down of trees for kaingin
8. using old magazines for decorations
9. gold mining for jewelries
10. coal mining used as fuel in factories
11. burning of old tires
12. dried leaves in the compost pit
13. corals from the sea used as decorations
14. old clothes used as rags
15. using old magazines for cleaning the window glass
16. seaweeds used for plastic wares making
17. using aerosol sprays contribute to the thinning of the ozone layer

II. Direction: Match the description on column A to the harmful effects on column B
Column A Column B
______.1. long time of having no rain A. economic crisis
______2. due to the presence of chlorofluorocarbons B. El Niña
in the atmosphere
______3. scarcity of food C. polluted air
______4. when air becomes dirty due to the D. thinning of the ozone layer
foul odor of dead animals scattered anywhere in the atmosphere
______5. the price of commodities increases E. food shortage

III. Write at three ways on how to minimize the harmful effects of changing the materials to the environment
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________