Science 1st Quarter

Republic of the Philippines
Department of Education (DepED)

Region VI-Western Visayas
SCHOOLS DIVISION OF GUIMARAS
San Miguel, Jordan, Guimaras
TELEFAX: (033) 581-2158
Email Add: deped_guimaras09@yahoo.com
SCIENCE -IV PRE-TEST

Date: ________________________________
Direction: Choose the letter of the correct answer. Write the chosen letter on your notebook.
1. Which material absorbs water?
a. Cotton balls b. stone c. plastic bottle d. aluminum foil
2. Which materials below sinks in the water?
a. Pencil b. stone c. paper d. small wood
3. What do you call the materials which have small holes that allow air or water to pass through.
a. Porous b. sink c. float d. non-porous
4. Which of the following materials can float in water?
a. Stone b. 5-peso coin c. Styrofoam d. metal spoon
5. What do you call the tendency of the object to become thoroughly wet and settle at the bottom of the
container?
a. Float b. melt c. decay d. sink
6. Which material below does not undergo decay?
a. Glass bottles b. Kamote leaves c. paper d. bread
7. Which of the following materials absorb the spilled water on the table?
a. Rug made of clothb. wax paper c. aluminum foil d. plastic
8. Which material below decay faster?
a. Cotton balls b. eraser c. handkerchief d. tissue paper
9. Which of the following materials does not allow water to pass through?
a. Glass bottle b. handkerchief c. cotton balls d. cotton t-shirt
10. What is the reason why raincoat does not absorb water?
a. It is a porous material.
b. It is a non- porous materials
c. It is a solid materials
d. It has a small holes that allow air or liquid to pass through.
11. What will not change when you press a marshmallow?
a. Shape b. color c. size d. texture
12. How do you change the shape of a cooked potato?
a. By coloring b. By pressing c. By melting d. By bending
13. What happens to a modelling clay when pressed?
a. It will crack b. It will melt c. It will harden d. It will flatten
14. Which of the following materials change its shape when pressed.
a. Cotton candy b. stone c. hollow blocks d. pencil
15. What happens when you press a solid material?
a. Physical appearance stays the same.
b. Physical appearance changes.
c. Materials will disappear.
d. New material is formed.
16. What process took placed when seeds are pulverized?
a. Bending b. Cutting c. Hammering d. Pressing
17. When the carpenter would like to flatten the thick bar, what will he do to the bar?
a. Bend the bar b. cut the bar c. Hammer the bar d. Press the bar
18. A farmer would lie to remove the stem of a mahogany from its branch. What process will he do?
a. Cutting b. Cooling c. Melting d. Pressing
19. Which of the following process will be used to make rubber tire into a flower pot?
a. Bending b. Cutting c. Melting d. Pressing
20. You want to make four pieces of rugs from one big cloth. Wgich of the following will you do?
a. Cut the cloth b. Hammer the cloth c. Melt the cloth d. Press the cloth
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5 E’s INSTRUCTIONAL MODEL
Code
Competency: Classify the materials based on the ability to absorb S4MT-Ia-1
water, float, sink and undergo decay.
Classify materials based on the ability to absorb water

I. OBJECTIVE/s:
II. SUBJECT MATTER Materials that Absorb Water
Materials in the environment can be classified according to their ability to

a. Science Ideas/Concepts: absorb water. To absorb means to take something in a natural or gradual
way. Some materials can absorb water more than others.
b. Materials: Rubber balls, basin of water, cotton balls, sponge, face towel, t-shirt, rug
made of cloth, tissue paper, aluminum foil, Styrofoam, plastic cover
c. References: Teacher Guide p 2-4, MELC p 378, Module Lesson 1
d. Science Process/Skills: Observing, Identifying, Describing, and Investigating
Awareness on the kind of materials to wear on different occasion

e. Values Integration:
III. LEARNING TASKS
Have the pupils to look around the classroom.
Have them list down at least 10 materials they see in the classroom.
a. Engagement: Ask:
What materials did you see around the classroom?
What materials on your list are solid, liquid, or gas?
Have the pupils fill-up the chart.
Solid Liquid Gas
Review:
How did we group the materials?
To introduce new lesson say: Look at the materials you have listed what
if I placed on object in a basin with water?
Introduce the word absorb, Porous, Non Porous
Individual Activity .
b. Exploration: Recall standards to be followed in doing activity.
Distribute the activity sheets and discuss the instructions.
Doing the Activity
Reporting
c. Explanation: Processing of output presented
Ask: What are the characteristics of each materials before placing then
in the water.
When you added water to the materials what happened to the water?
To the materials?
When you lifted the materials and squeezed it, did water come out? Did
the material get wet?
Is the material heavier when wet?
Present the chart of porous and non porous materials
Ask:
d. Elaboration: Why would other people prefer to use plastic bag than a paper bag?
During rainy days what kind of material are you going to use to prevent
you from getting wet? Explain why?
Let them Read:

 Some materials absorb water more than the others. Cotton is
very porous, which makes it a natural absorber of water.
 Porous materials are materials having small holes that allow air
or liquid to pass through.
Classify the materials according to their ability to absorb water. Write
e. Evaluation: Yes if the materials absorb water and No if it does not absorb water.
1. Spray bottle 6. Table cloth
2. Diaper 7. Raincoat
3. Pillow 8. boots
4. Plastic bag 9. Paper bag
5. Mop 10. Bottle
(Refer to module quarter 1 module 1 assessment)
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down materials at home that are porous. In what ways can
IV. ASSIGNMENT: these materials be useful to you?
San Miguel, Jordan, GuimarasI
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SCIENCE
Classify the materials based on the ability to absorb Code
Competency: water, float, sink and undergo decay. S4MT-Ia-1
Identify the materials that float and sink

I. OBJECTIVE/s:
II. SUBJECT MATTER Materials That Float and Sink
There are materials that float on top of the water; there are some that
a. Science Ideas/Concepts: submerged partway down, and some sink. The term sink means to fall to
the bottom of water and to float means to stay on top.
b. Materials: Five peso coin, Pingpong ball, pencil, metal spoon, styro cup, Aluminum
foil, stone, Plastic bottle with cover, Plastic saucer, Eraser
d. Science Process/Skills: Observing, Identifying, Describing, Investigating and Classifying
Awareness on what materials to bring when sailing.

III. LEARNING TASKS
Review:
Lets Play Absorb and Does Not Absorb.
a. Engagement: The following materials are commonly found at home. Raise the word
absorb if the materials absorbs water and Does not Absorb if the material
does not absorb water.
Materials:
1. Sponge
2. Fishbone
3. Plate
4. Cotton Ball
5. Water Bottle
Motivation:
Lets Play Penoy Henyo
1. Ask a pair of pupils to play game.
2. One of them will give the clue and the other one will guess the
answer
3. The following materials will be describe
Plastic bottle, rubber cap, aluminum foil, candy wrappers
Prepare the bucket of water. Drop each of the materials into the bucket
b. Exploration: of water. Observe what happens and fill out the table given by checking
the correct column.
Materials Float Sink
1. Five Peso Coin
2. Ping-pong Ball
3. Pencil
4. Metal Spoon
5. Styro Cup
6. Aluminum Foil
7. Stone
8. Plastic bottle with cover
9. Plastic Saucer
10. Eraser
Reporting
Ask: What did you observed when you placed the materials one at a time
in water?
Based oy your activity what are the materials that sank?
Which of the materials floated
Look at the groups of objects that floated. Compare them. Is there
anything common among each other.
Discuss with the children the similarities and differences in the
characteristics of the materials that they may think affect floating or
sinking.
Have the Pupils fill out the data chart with their observation
Materials That Float Materials That Sink
Ask: Why do some people use floaters in swimming pools?

d. Elaboration: Explain why large boats or ships float water.
Explain why life vest keep a float in the sea?
Let them Read:

 Sink means to fall to the bottom of the water, float means to stay
on top.
 Some things float on top of water, some t hings stay submerged
partway down and some things sink.
 Some Things sink very fast and some things sink slowly
Direction: Identify whether the material floats or sinks. Write sink if it is
e. Evaluation: sink and Float if it floats.
1. Flower Vase- _________
2. Plastic cup- __________
3. Basket- _____________
4. Bamboo stick- ________
5. Pencil- ______________
6. Stones- _____________
7. Metal Spoon- _________
8. Plastic Comb- _________
9. Drinking Glass- ________
10. Closed empty plastic bottle- ___________
Date: __________________
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
Go around your house and list down on the table below all
IV. ASSIGNMENT: materials you have seen that you think float or sink in water.
Materials that Float Materials that Sink
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Code
I. OBJECTIVE/s: Identify the materials that undergo decay.

Describe the materials that undergo decay.
Classify the materials that undergo decay
II. SUBJECT MATTER Materials That Undergo Decay
Decaying is a process by which materials are slowly destroyed into bits

a. Science Ideas/Concepts: in the presence of water, air, and soil. Only materials from living things
undergo decay.
b. Materials: Plastic cups, Bread, Aluminum foil, Kamote Leaves, Apple, Banana,
Styrofoam boxes, Sando bags/ plastic bags, Tissue paper, Porcelain
Plate
d. Science Process/Skills: Observing, Identifying, Describing, Investigating, Classifying
Proper management of materials to avoid wastage

III. LEARNING TASKS
Review:
Tell whether materials Float or Sink
a. Engagement: 1. Styro foam
2. 5-peso coin
3. Plastic Plate
4. Closed empty bottle
5. Hollow Block
Introduce the new lesson:
Predict what will happen in each situation.
1. You leave the cheese bread on the table for two weeks.
2. You leave the mineral bottle inside your bag for a month.
3. You keep ripe banana in the cabinet for a two weeks.
4. You place a 10-peso coin in your coin purse for a week.
5. You store cheese in the refrigerator for a week.
Individual Activity
b. Exploration: Let them put out the materials needed
Performing the activity.
Presentation of output.
c. Explanation: Ask: What are the characteristics of each material before cutting each
into smaller pieces.
What are the materials made of?
What materials did you add to every set up before covering it with a
plastic sheet?
Where did you place the set up after preparing it?
Why did you choose that area for your set up?
Let them Read: ( Background Information)

d. Elaboration:  Not all plants and animals decay at the same time.
 Some where compressed under water and thick layers of soil
over million of years. They were converted into fossil fuels such
as coal, oil or natural gas. These fuels are used by power
stations, factories, motor vehicles and others.
 The organic matter in soil is derived from plants and animal. It
becomes organic fertilizer.
 Organic fertilizer fro m compost pit does not harm but enrich the
soil.
Ask:
 What are the characteristics that contribute to the decaying
process of the materials.
 Why are left over foods keep in a refrigerator?
Identify the materials that undergo decay. Write Yes if the materials will
e. Evaluation: decay and No if the material will not decay
1. Plastic cups 6. Banana
2. Bread 7. Styrofoam boxes
3. Aluminum Foil 8. Sando bags/ plastic bags
4. Kamote Leaves 9. Tissue Paper
5. Apple 10. Porcelain plate
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
Go to your kitchen. List down all the materials that undergo decay
IV. ASSIGNMENT: and those that do not.p

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Date: ________________________
Code
Lesson 4
Identify the diseases/ sickness that may result from exposure to
I. OBJECTIVE/s: decaying materials.
Describe the diseases/ sickness that may result from exposure to
decaying materials.
II. SUBJECT MATTER Diseases/ Sickness Resulting from exposure to Decaying Materials

Picture of an old man sick with tuberculosis

b. Materials: Picture of a boy sick of asthma
Picture of woman sick of diarrhea
Picture of family living near a dumpsite
Picture of a family living in a squatter area
c. References: Lifted from http://garbage pollution.weebly.com.illness html
d. Science Process/Skills: Observing, Identifying, Describing
Controlling Pollution
III. LEARNING TASKS
Review:
Say: You have identified the different materials that undergo decay .
a. Engagement: Name the characteristics of these materials.
Introduce new Lesson

Ask: Do you think these materials can make us sick?
What possible diseases can we get if we are exposed to these
materials?
What do you understand by the word diseases/ sickness?
1. Prepare the gallery inside the classroom.
b. Exploration: 2. Display the pictures in the gallery.
3. Group Activity
Reporting
Ask:
1. How did you find the activity?
2. What kind of waste materials are found in dumpsites, canals or
esteros?
3. Describe the surroundings in every picture.
4. Are there pets in the area? What are the common pets seen in
the area?
5. What can you say about the family living in those areas?
6. What can you say about the old man in the picture?
Ask:
d. Elaboration: How could people living in areas near dumpsites, esteros or canals be
protected from getting sick?
Let them Read:

 Decaying materials are wastes that may cause harm o one’s
health.
 Waste is any materials that is no longer usable and is thrown
away.
 There are common ailments that may results from being
exposed to decaying materials. Some of this are allergy, cholera,
malaria, typhoid, dysentery and some skin disease such as ring
worm and scabies.
 Malaria and dengue are diseases spread by specific type of
mosquitoes. These become epidemic in places where there type
of mosquito breed.
 Typhoid- is a waterborne disease. People who drink polluted
water can become infected with typhoid. The garbage in this
area is a good breeding place to flies. The flies can carry the
diseases and infect more people.
 Dysentery is a disease that can cause severe diarrhea. If not
treated
Classify the materials according to their ability to absorb water. Write
e. Evaluation: Yes if the materials absorb water and No if it does not absorb water.
6. Spray bottle 6. Table cloth
7. Diaper 7. Raincoat
8. Pillow 8. boots
9. Plastic bag 9. Paper bag
10. Mop 10. Bottle
(Refer to module quarter 1 module 1 assessment)
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down materials at home that are porous. In what ways can
IV. ASSIGNMENT: these materials be useful to you?
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SCIENCE
Date: ________________________
Code
Competency: Describe changes in solid materials when they are S4MT-Ia-1
bent, pressed hammered or cut.
Lesson 1 Week 2
Define what is solid.
I. OBJECTIVE/s: Identify some ways of changing solid materials, such as size, shape,
texture, etc.
Describe the change/s that happen/s in solid materials.
II. SUBJECT MATTER Changes in Solid Materials

1pc. Candle 1pc. Crepe paper

b. Materials: 1pc. Aluminum foil 1 pc plastic cup
1 ice cube 1 pc chocolate bar
1 pc. Wooden stick match (matchstick)/ lighter
Manila paper marking pen
c. References: Madriaga, Lucita M., et al. Science, Health
d. Science Process/Skills: Observing, Investigating, Describing, Explaining and Communicating
e. Values Integration: Be cautious. Take reasonable care to avoid risks.

III. LEARNING TASKS
Review:
1. What do you see inside this room?
a. Engagement: Can you name them?
How can you classify these materials
2. Introduce the graphic organizer
Solid
3. Use the information derived from the graphic organizer to

emphasie the idea/ concept that solid materials have different
characteristics/ properties such as such as size, shape, color,
texture, weight, etc.
4. Present the lesson
Introduce Lesson 10: LM Activity 1 – How can I change It?
b. Exploration: Activity Proper
Reporting
1. Discuss the results of the activity.
2. Clarify misconceptions when needed.
3. Helps pupils formulate ideas/ concepts by asking:
a. What happened to the solid materials when they were bent?
b. Was a new materials formed when solid materials were formed?
Help the pupils construct and express their own understand

d. Elaboration:
Let them Read:
 Solid materials can be change through many ways: by cutting,
tearing, folding, twisting, bending, stretching, pressing, coloring,
crumpling, melting, and others. Such action may change
materials size, shape, texture, color and other characteristics
pproperties.
Fill in column 3 to describe the changes that occurred in the material
e. Evaluation: Material What can I do to What change that
change the material happen in the
material
1. Candle
2. Crepe
3. Aluminum Foil
4. Plastic Cup
5. Drinking straw
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
Bring the following:

IV. ASSIGNMENT: Soft plastic ruler
Paper clip
Electric wire
Metal spoon
Rubber slippers
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Date: ________________________
Code
Lesson 2 Week 2
Describe the change/s that happen/s in solid materials when they are
I. OBJECTIVE/s: bent.
Some solid materials can be bent depending on the property of the

a. Science Ideas/Concepts: material. When bent these materials may change their size and shape.
No new material is formed. Only the physical appearance of the material
is changed.
2pcs soft plastic ruler 2pcs metal spoon
b. Materials: 2pcs electric wire 1 pair rubbler slippes
2pcs paper clip activity sheet, manila paper, marking pen
Teachers Guide Page 38-40, Learners Module
c. References:
d. Science Process/Skills: Observing, Describing, Investigating, Integrating, Explaining and

Communicating
III. LEARNING TASKS
1. Group Activity – The class may be divided into two groups. Ask
them to write down on the manila paper some examples of solid
a. Engagement: materials that can be bent.
2. Group Presentation
3. Checking of answer
Present the lesson
The solid materials that you have identified can all be bent.
What do you think will happen to the solid materials when bent?
1. Divide the class into small groups.
b. Exploration: 2. Introduce Lesson 10, what happen to materials when bent
3. Check the materials
4. Giving of Instruction.
5. Activity Proper
6. Supervise Pupils doing the activity
1. Presentation of output
c. Explanation: 2. Takenote of Pupil’s responses
3. Check the pupils responses
4. Clarify misconception when needed
5. Helps pupils formulate ideas/concept by asking:
a. What happened to the solid materials when they were bent?
b. Was a new material formed when solid material were bent?
Allow pupils to contruct their own understanding. The pupils should be

d. Elaboration: able to say/ understand that:
 Some solid materials can be bent depending on the property of
the material. When bent theses materials may change their size
and shape. No new material is formed. Only the physical
appearance of the material is changed.
Desribe what change/s will occur in the following materials when bent.
e. Evaluation: Put a check in the appropriate column.
Material Changes That Happened
Size Shape Color
1. hairpen
2. crayon
3. cellphone wire
charger
4. plastic spoon
5. plastic ruler
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
Bring the following:

IV. ASSIGNMENT: Modeling clay
Paper cup
banana
pandesal
dough
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Date: ________________________
Code
Lesson 3 Week 2
Describe the change/s that happen/s in solid materials when they are
I. OBJECTIVE/s: pressed.
Some solid materials can be bent depending on the property of the

a. Science Ideas/Concepts: material. When bent these materials may change their size and shape.
No new material is formed. Only the physical appearance of the material
is changed.
2pcs molding clay 1/4k dough
b. Materials: 2pcs paper cup 1pc banana
1pc loaf bread 1 pc clean plastic sheet
1pc small wood/ empty glass bottle/ large stone
c. References:

Communicating
III. LEARNING TASKS
Tell the pupils to study the picture given below.
Ask: What do you understand about the pictures shown?
a. Engagement: Describe the action shown in the picture.
What do you think will happen when solid materials are pressed?
1. Organize the class into small groups.
b. Exploration: 2. Introduce lesson in Module page 15 What’s New
3. Check the materials brought by the pupils
4. Giving of instruction
5. Doing of Activity
6. Supervised
a. What happened to the solid materials when they are pressed?
b. Was a new material formed when solid material was pressed?
Allow pupils to construct their own understanding. The pupils should be

 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 material may also may also
change their texture when pressed. However no new material
is formed because only the physical appearance of the material
changed.
Write the changes in the characteristics of solid materials when they are
e. Evaluation: pressed. Write your observations on the spaceprovided.
Materials Changes
1. Bubble gum
2. Empty plastic bottle
3. bread
4. notebook
5. ice
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down 3 solid materials you can find at home that can be
IV. ASSIGNMENT: pressed. Press the materials and describe the changes that
happened.
Name of Materials Changes Observed
1.
2.
3.

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Code
Lesson 4 Week 2
Describe what happens to the solid materials when they are hammered.
I. OBJECTIVE/s:
Some solid materials can be hammered. When hammered, these

a. Science Ideas/Concepts: materials may change their size, shape and even the texture. However
no new material is formed because only he physical appearance of the
materials is changed.
1pc block of wood 1pc hollow block
b. Materials: 1pc empty tin can 1pc hammer
1pc small sheet of galvanized iron
1pc small wood/ empty glass bottle/ large stone
c. References:

Communicating
e. Values Integration: Be cautious. Protect oneself from accident
III. LEARNING TASKS
Show the class the real hammer (or a picture of a hammer drawn on the
manila paper?
a. Engagement:

b. Exploration: 8. Introduce lesson in Module page 15 What’s New
9. Check the materials brought by the pupils
12. Supervised
 A hammer is a hand tool usually consists of solid head held on
the end of a handle. It is used for beating/ striking or pounding
materials/ objects.
 Some solid materials can be hammered. When hammered,
these materials may change their size, shape and even the
texture. However no new material is formed because only he
physical appearance of the materials is changed.
Describe the changes in the following materials when they are
e. Evaluation: hammered.
Materials Changes in the materials when they
hammered
1. Clay pot
2. peanuts
3. medicine tablet
4. glass bottle
5. rice grains
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down 3 solid materials you can find at home that can be
IV. ASSIGNMENT: hammered. Hammered the materials and describe the changes that
happened.
1.
2.
3.

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Date: ________________________
Code
Lesson 5 Week 2
Describe what happens to the solid materials when they are cut.
I. OBJECTIVE/s:
Some solid materials can be cut. When cut, these materials may change
a. Science Ideas/Concepts: their size, shape and even the texture. However no new material is
formed because only he physical appearance of the materials is
changed.
b. Materials: 1pc used paper 1pc small cardboard 2pcs leaves
1pc cloth 1 pair scissor
c. References: Teachers Guide Page 45-48, Learners Module
d. Science Process/Skills: Observing, Describing, Investigating, synthesizing, Integrating,
Explaining and Communicating
e. Values Integration: Be cautious. Protect oneself from accident
III. LEARNING TASKS
Review: Identify the materials that can be hammered.
a. Engagement: 1. Divide the class into small groups

2. Ask the pupils to list down solid materials that can be cut. Let them
do this in three minutes.
3. Present the graphic organizer.
4. Have the pupils present the graphic organizer.

5. Present the Topic
Do these materials can be cut?
What do you think will happen to this materials when we cut?
1. Introduce Lesson 10 What Happen to Solid Materials When We Cut
b. Exploration: 2. Check the completeness of the materials brought by the pupils for
the activity.
3. Giving Instruction.
c. Explanation: 2. Discusion
4. Help the pupils formulate their own ideas/ concept by asking.
a. What happen to solid materials when cut?
b. Was there a new material

 Some solid materials can be cut. When hammered, these
materials may change their size, shape and even the texture.
However no new material is formed because only he physical
appearance of the materials is changed.
Describe the changes in the following materials when they are cut.
e. Evaluation: Materials Changes in the materials when they cut
1. Papers
2. Candy wrappers
3. Meat
4. Trees
5. Lumber
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down 3 solid materials you can find at home that can be cut.
IV. ASSIGNMENT: Cut the materials and describe the changes that happened.
1.
2.
3.

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Date: ________________________

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Code
Competency: Describe changes in properties of materials when S4MT-Ia-1
exposed to certain conditions such as temperature
or when mixed with other materials S4MT-Ig-h-6 Lesson 1-A
Week-4-5
Describe what happens to the materials when heated and when cooled.
I. OBJECTIVE/s:
II. SUBJECT MATTER Changes in the Properties of the Materials When Exposed to Different Temperatures
 When materials are heated, they change in size, shape, form and texture.
a. Science Ideas/Concepts: There is an exchange in the temperature.
 When heated, they change from solid to liquid. The materials melt.
 When cooled, they change from liquid to solid. The materials return to its
solid form again. There is a decrease in temperature.
b. Materials: 1pc of clean discarded tin can

1pc barbecue stick/ any small stick alcohol burner
1 boc matches
1pc small wood
Crayon, chocolate bar, butter
d. Science Process/Skills: Predicting, observing, explaining, synthesizing, ideas and communicating
e. Values Integration: Observe precautionary/safety measures in handling/using alcohol burner

III. LEARNING TASKS
Review: Read each word in a circle. If the material is solid, color it red if not color it
blue.
a. Engagement:
softdrinks chalk Soysauce
Coconut milk bread

vinegar
1. Review the pupils’ understanding of heat and temperature using the activity
below. Let the pupils predict
I have 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 flames for a
few minutes?
2. Let the Children watch the short video.
Ask: What happen to the ice cube in the tin can when it as put over the flame?
Why did the ice cube change its form?
The next activity will help you describe the changes in the properties when they
are exposed to temperature.
1. Divide the class into 5 groups
b. Exploration: 2. Giving of Instruction
3. Checking of materials needed
4. Doing the Activity
5. Supervise the pupils when they are doing the activity
c. Explanation: 2. Discussion
a. What happen to the material when heated?
b. Is there a change in the appearance?
c. How would you describe the change/s that happened to the material when
heated?
3. Clarify misconception when needed.
 Have the pupils construct and express their own understanding by asking
d. Elaboration: this question.
“How will you describe the changes in the properties of the materials when
they are exposed to temperature?
 Ask the pupils to cite examples or everyday situations showing that when
the materials are exposed to temperature.
Study what will happen to these materials when heated or cooled. Underline the
e. Evaluation: correct word/s that will best describe in each statement.
1. The crayon when heated (melted, hardened, remained the same).
2. The chocolate when heated (melted, hardened, remained the same).
3. When crayon was heated there was a change in (size only, shape only,
temperature only, all forms).
4. When the butter was cooled there was a change in (size only, shape only,
texture only, all forms).
5. When chocolate, butter, margarine and crayon are heated there is a
(physical change only, chemical change only, physical and chemical
change).
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down 5 materials that changes in physical form when heated or cooled.
IV. ASSIGNMENT:

TELEFAX: (033) 581-2158
SCIENCE
Date: ________________________
Code
Competency: Describe changes in properties of materials when S4MT-Ia-1
Week-4-5
Describe what happens to the materials when mixed with other solid materials.
I. OBJECTIVE/s:
II. SUBJECT MATTER Changes in the Properties of the Materials When Mixed with Other Materials
 When two or more materials are combined, a mixture is formed. Mixed

a. Science Ideas/Concepts: materials can be classified depending on the appearance of the resulting
mixture.
 When the solid materials is mixed with other solid material, each of the
combined/ mixed materials can be easily identified/ distinguished from
each other, Such mixture is called heterogeneous mixture.
 Some solid materials when mixed with other solid material cannot be
distinguished from each other. If the resulting mixture mixed completely ang
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 materials remain the same after mixing.
b. Materials: 1pc spoon 2pcs of mixing bowl
1 table spoon of each of the following pairs of materials
- Sand and pebbles
- Instant coffee creamer
- White sugar and iodized salt
- Cornstarch and creamer
- Powdered detergent and rock salt
- Rice grains and corn grits
- Rock salt and pepper
- Flour and baby powder
- Paper clips and staple wire
d. Science Process/Skills: Observing, describing, explaining, synthesizing ideas and communicating
e. Values Integration: Observe safety measures in handling/ keeping and using solid materials
III. LEARNING TASKS
1. Review: Ask pupils
What happen to the following materials when exposed to heat
a. Engagement: _butter
-ice
Chocolate
2. Ask the pupils: Do you eat fruit salad? Do you know how fruit salad is
prepared? If you were to prepare a fruit salad, what ingredients would you
like to use?
List down the ingredients that you will use and describe how will you prepare
your fruit salad. Do it by groups in 8 minutes. (Provide manila paper and
marking pen)
3. Have the group representative present their output
4. List down/ identify the ingredients common to all groups. Include other not
common to all groups. From the ingredients that we have identified, can you
identify which are solids and or liquids?
5. Imagine that we are preparing a fruit salad for the class. What we are going
to do with the ingredients that we have identified?

b. Exploration: 2. Check the materials brought by the pupils
4. Activity Proper
5. Supervise the pupils while they are doing the activity.
c. Explanation: 2. Check the pupils response to the activity question
a. which pair of the materials can still be distinguished after mixing or combining
them?
b. Which pair of materials cannot be distinguished after mixing /combining them?
c. Which mixtures looked the same through out?
d. Which mixture did not look the same althroughout?
 Have the pupils formulate the generalization by asking:

d. Elaboration: What happened to the solid materials when mixed with other solid
materials?
 Have the pupils understand the following concept:
- When two or more materials are combined, a mixture is formed. Mixed
materials can be classified depending on the appearance of the resulting
mixture.
- When the solid materials is mixed with other solid material, each of the
combined/ mixed materials can be easily identified/ distinguished from
each other, Such mixture is called heterogeneous mixture.
- Some solid materials when mixed with other solid material cannot be
distinguished from each other. If the resulting mixture mixed completely ang
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 materials remain the same after mixing
Fill in the blank with the correct word that will describe the statement.
e. Evaluation: 1. When two or more materials are combined, a mixture is ______________.
2. Mixed mixture can be _______ depending on the appearance of the
resulting mixture.
3. When the solid material is mixed with other solid material, each of the
combined/mixed materials can be easily ________ from each other.
4. Some solid materials, when mixed with other solid materials cannot be
distinguished from each other. The resulting mixture mixed completely and
looked __________ throughout, such mixture called homogeneous mixture.
5. The ______________ of each solid materials in the mixture do not change
after mixing.
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
List down 5 pairs of materials which will form a homogeneous mixture..

IV. ASSIGNMENT:

TELEFAX: (033) 581-2158
SCIENCE
Date: ________________________
Code
Competency: Describe changes in properties of materials when S4MT-IG-H-6
Week-4-5
Describe what happens to the solid materials when mixed with other liquid materials.
I. OBJECTIVE/s:

mixture.
 Solid Materials can be mixed/ combined with other liquid materials
completely. 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.
b. Materials: - Sand - Water - Salt - Vinegar - Flour
- Cooking oil Pepper Ginger Rubbing alcohol
- Coffee Water Malunggay leaves
d. Science Process/Skills: Observing, describing, analyzing, explaining, synthesizing
e. Values Integration: Observe safety measures in handling/ keeping and using solid and liquid materials
III. LEARNING TASKS
1. Ask: Have you seen mother preparing coffee in the morning? What are the
things she mixes to prepare coffee?
a. Engagement: 2. Given the following materials (coffee powder, sugar, hot water, drinking cup
and spoon, ask the pupils to come in front and prepare the coffee? Tell the
pupils to observe how the pupil prepares the coffee..
Ask: What are the materials your classmate mixes to prepare the coffee?
Present to the class two clear glasses hal-filled with water, labelled A and B Put 1
teaspoon of sugar in glass A and 1 teaspoon of sand in glass B, Observe what
happen to the materials when dissolve with water. Introduce the word dissolve.
Present the topic

b. Exploration: 2. Introduce lesson 12 What happen to the solid materials when mixes with
liquid materials
3. Checking the materials
5. Activity Proper
a. What are the solid materials that can be completely dissolve in the liquid
materials
b. What are the solid materials that cannot be completely dissolve in the liquid
materials?

d. Elaboration: What happened to the solid materials when mixed with liquid materials .
Some solid materials can be mixed/combined with liquid materials. Some
solid materials completely dissolved in the liquid materials, but other do not.
Some other 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 the liquid some solid materials
changed their size, shape and color, but some do not.
 Ask the pupils to cite examples of solid materials that are mixed with the
liquids they observe at home.
 Valuing: What are some precautionary/safety measures that we need to
observe when mixing solid materials with liquid materials at home?
 Clarify misconception when needed.
Describe what happen to the following solid materials when mixed with other liquid
e. Evaluation: materials. Write your answer in your notebook.
1. Flour and hot water - ___________________
2. Powdered juice and water- _______________
3. Garlic and vinegar- _____________________
4. Ginger and soy sauce- _______________________
5. Bread and water- ________________________________
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
IV. ASSIGNMENT:

TELEFAX: (033) 581-2158
SCIENCE
Date: ________________________
Code
Competency: Describe changes in properties of materials when S4MT-IG-H-6
or when mixed with other materials S4MT-Ig-h-6
Describe what happens to the liquid materials when mixed with other liquid
I. OBJECTIVE/s: materials.

mixture.
 Solid Materials can be mixed/ combined with other liquid materials
completely. 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.
b. Materials: - teaspoon - vinegar - alcohol - Vinegar -
- 4pcs drinking glass cooking oil fish sauce
- Soy sauce Water soft drinks
d. Science Process/Skills: Observing, describing, analyzing, explaining, synthesizing ideas and communicating
e. Values Integration: Observe precautionary/safety measure in using liquid materials.

III. LEARNING TASKS
1. Show the bubble making to the class.
Mix amount of water and dishwashing liquid in an empty plastic bottle. Then
a. Engagement: shake the bottle (mix with liquid materials) Loop a piece of coco midrib. Dip
the midrib into the mixture and blow it.
Ask: where do you think the bubbles come from?i
b. Exploration: 8. Introduce lesson 12 What happen to the solid materials when mixes with
liquid materials
9. Checking the materials
11. Activity Proper
a. What are the solid materials that can be completely dissolve in the liquid
materials
b. What are the solid materials that cannot be completely dissolve in the liquid
materials?
d. Elaboration: What happened to the solid materials when mixed with liquid materials .
Some solid materials can be mixed/combined with liquid materials. Some
solid materials completely dissolved in the liquid materials, but other do not.
Some other 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 the liquid some solid materials
changed their size, shape and color, but some do not.
 Ask the pupils to cite examples of solid materials that are mixed with the
liquids they observe at home.
 Valuing: What are some precautionary/safety measures that we need to
observe when mixing solid materials with liquid materials at home?
 Clarify misconception when needed.
Describe what happen to the following solid materials when mixed with other liquid
e. Evaluation: materials. Write your answer in your notebook.
6. Flour and hot water - ___________________
7. Powdered juice and water- _______________
8. Garlic and vinegar- _____________________
9. Ginger and soy sauce- _______________________
10. Bread and water- ________________________________
ML Amethyst: _____________
Pearl: ________________
Jade: _________________
Diamond: ______________
ID-
IV. ASSIGNMENT:

Science 1st Quarter

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Republic of the Philippines

Department of Education (DepED)

SCIENCE -IV PRE-TEST

Classify materials based on the ability to absorb water

II. SUBJECT MATTER Materials that Absorb Water

Materials in the environment can be classified according to their ability to

c. References: Teacher Guide p 2-4, MELC p 378, Module Lesson 1

d. Science Process/Skills: Observing, Identifying, Describing, and Investigating

Awareness on the kind of materials to wear on different occasion

Let them Read:

Identify the materials that float and sink

II. SUBJECT MATTER Materials That Float and Sink

c. References: Teacher Guide p 5-9, MELC p 378, Module Lesson 2

d. Science Process/Skills: Observing, Identifying, Describing, Investigating and Classifying

Awareness on what materials to bring when sailing.

Ask: Why do some people use floaters in swimming pools?

Let them Read:

I. OBJECTIVE/s: Identify the materials that undergo decay.

II. SUBJECT MATTER Materials That Undergo Decay

Decaying is a process by which materials are slowly destroyed into bits

c. References: Teacher Guide p 8-11, MELC p 378, Module Lesson 3

d. Science Process/Skills: Observing, Identifying, Describing, Investigating, Classifying

Proper management of materials to avoid wastage

Let them Read: ( Background Information)

Republic of the Philippines

Materials in the environment can be classified according to their ability to

Picture of an old man sick with tuberculosis

c. References: Lifted from http://garbage pollution.weebly.com.illness html

d. Science Process/Skills: Observing, Identifying, Describing

Introduce new Lesson

Let them Read:

II. SUBJECT MATTER Changes in Solid Materials

Materials in the environment can be classified according to their ability to

1pc. Candle 1pc. Crepe paper

c. References: Madriaga, Lucita M., et al. Science, Health

d. Science Process/Skills: Observing, Investigating, Describing, Explaining and Communicating

e. Values Integration: Be cautious. Take reasonable care to avoid risks.

3. Use the information derived from the graphic organizer to

Help the pupils construct and express their own understand

Bring the following:

II. SUBJECT MATTER Changes in Solid Materials

Some solid materials can be bent depending on the property of the

d. Science Process/Skills: Observing, Describing, Investigating, Integrating, Explaining and

Allow pupils to contruct their own understanding. The pupils should be

Bring the following:

II. SUBJECT MATTER Changes in Solid Materials

Some solid materials can be bent depending on the property of the

d. Science Process/Skills: Observing, Describing, Investigating, Integrating, Explaining and

Allow pupils to construct their own understanding. The pupils should be

Republic of the Philippines

II. SUBJECT MATTER Changes in Solid Materials

Some solid materials can be hammered. When hammered, these

d. Science Process/Skills: Observing, Describing, Investigating, Integrating, Explaining and

7. Organize the class into small groups.

Republic of the Philippines

II. SUBJECT MATTER Changes in Solid Materials

a. Engagement: 1. Divide the class into small groups

4. Have the pupils present the graphic organizer.

Allow pupils to construct their own understanding. The pupils should be

Republic of the Philippines

Republic of the Philippines

b. Materials: 1pc of clean discarded tin can