Republic of the Philippines

Department of Education
Region XI
Division of Davao del Sur

DETAILED LESSON PLAN

SCHOOL: GRADE: FOUR
TEACHER: LEARNING AREA: SCIENCE
DATE: QUARTER: FOUR WEEK: 6
I. OBJECTIVES ANNOTATION
A. A. CONTENT The learners demonstrate
STANDARD understanding of the Sun as
the main source of heat and
light on Earth.
B. B. PERFORMANCE The learners practice
STANDARD precautionary measures in
planning activities.
C. C. LEARNING CG code: S4ES-IVgh-9
COMPETENCIES MELC: Describe the effects
(taken from K to 12 of the sun to human
MOST ESSENTIAL activities.
LEARNING OBJECTIVES:
COMPETENCIES) 1. Describe the beneficial
and harmful effects of the
sun’s heat and light on
living things;
2. Identify safety
precautions on the effects
of the sun’s heat and
light;
3. Explain how the sun’s
heat and light affects
living things; and
4. Appreciate the
importance of sun’s heat
and light on living things.

II. CONTENT “The Sun as the main

source of heat and light on
Earth.’’
Timeframe: 50 min. to 1
hr.
III. LEARNING  K to 12 Most Essential
RESOURCES Learning Competencies
 Google and YouTube for
media
 Abutay, Lelani R., et. al.
Science 4 Learner’s
Material, 311-318. Pasig
City: Department of
Education, 2015.
 Abutay, Lelani R., et. al.,
Science 4 Teacher’s
Guide, 352-360. Pasig
City: Department of
Education, 2015
Materials: Manila Paper, pentel pen, cardboard, cartolina, Visual Aids, Worksheets, glue, pictures, chalk, LCD
projector and Laptop.
Strategy: Cooperative Learning, Active Learning and Discussion
Approaches: Inquiry Approach, Cooperative Learning Approach, Discovery Learning Approach and
Brainstorming
IV: PROCEDURES
PRELIMINARIES
Teacher’s Activity Student’s Activity Annotation
 Prayer -Please all rise for the prayer The pupils will stand
may I call Mr./Ms.________
to lead the prayer.

 Greetings -Good morning Class -Good morning sir!

-How was your day? -We’re good sir!

 Energizer -Ok class, please stand and -Yes sir.

we are going to have an -The pupils will dance
energizer. Did you know the
song “Ako si Takure and
Gagmayng Aninipot?

 Checking of -Secretary? List down all the -The secretary will

Attendance attendance and submit it to follow.
me afterward.

.
 Collecting of -Pupils please pass your (Pupils passes their
Assignments assignment assignment)

A. REVIEWING THE - What was our topic last The pupils may answer.
LESSON meeting? Applied knowledge of
content within across
What are the different The different weather curriculum teaching
weather conditions? conditions are sunny areas.
day, windy day, rainy
day and stormy day.

- What are the safety The safety Precautions

precautions during during Different
different weather Weather Conditions:
conditions? A. A. Sunny Day
 Wear loose-fitting,
light-colored clothing
made from breathable
fabric.
 Wear a wide-
brimmed, breathable hat
or use an umbrella.
 Wear sunglasses for
protection against UVA
and UVB rays.
 Limit your time of
exposure under the heat
of the sun especially
between 11:00 a.m. and
4:00 p.m.
 Use sun block lotion.

B. Windy Day
 Get indoors if
possible when high
winds are occurring.
 Stay away from
windows.
 If you’re stuck outside
in high winds, seek the
safest shelter possible.
This could be next to a
building or in an exterior
below-ground stairwell.
  If you are riding on a
vehicle, advise the driver
to reduce speed.

C. Rainy Day
 Keep with you an
umbrella to protect you
from the rain and help
you move around and
reach a safer place.
 Purchase a nice bright
colored raincoat that is
full-sized and covers
you from head to toe.
 Go for separate shirt
and pants pieces if
needed.
 Have a towel that can
clean the body well,
absorb all the water, as
well as dry quickly to be
used again.

D. Stormy Day
 Prepare for wind.
Secure yard items that
may blow around.
 Watch for tree limbs.
 Know your flood
hazard.
 Report localized
flooding.
 During storms, keep
pets indoors in a
sheltered area.
A. B. ESTABLISHING 1. Communicate the B. Established safe and
THE PURPOSE OF following Lesson’s secure learning
THE LESSON Objectives to the learners: environments to
1. Describe the beneficial enhance learning
and harmful effects of the through the consistent
sun’s heat and light on implementation of
living things; policies, guidelines and
2. Identify safety procedures
precautions on the effects
of the sun’s heat and
light;
3. Explain how the sun’s
heat and light affects
living things; and
4. Appreciate the
importance of sun’s heat
and light on living things.
C. C. PRESENTING MOTIVATION Used effective verbal
EXAMPLES WHAT’S OUTSIDE! and non-verbal
 Pictures of the different classroom
activities outside the communication
environment strategies to support
 Specifically, describing learner understanding,
the effects of the sun to D. participation,
human activities. engagement and
 The learners will draw a achievement.
sun and color it with
yellow if the statement
describes what is shown
in the picture and draw a
moon and color it with
black if it does not
 describes what is shown
in the picture.
(Integration of Arts)
This activity shall
introduce the lesson.

1. Kids are
reading
under the
moonlight.

2. Wearing
sunglasses,
hats and
long
sleeves in
the beach
when the
sun is too
hot.

3. A
farmer
working
in the
field
dressed in
trousers
and long
sleeves.

4.
Sleeping
on the
beach all
day.

5. Using
umbrella
on sunny
days.

E. D. DISCUSSING NEW ACTIVITY. Used research-based

CONCEPT AND Let’s Infer! (Group knowledge and
PRACTICING NEW Activity) principles of teaching
SKILLS  I have here an envelope and learning to enhance
filled with pictures. All professional practice.
F. of you must pick 1
picture. After which you
are going to pass it to the
person next to you.
 Now that all of you have
a picture at hand kindly
look for your group
mates who has the same
picture as you do.
 For the umbrella group
please stay here. All
trousers group be seated
there and hat group
please occupy that table
and eyeglass group you
may seat there.
 Today we are going to
play a game ‘’clapping,
stamping and counting
me in’’
 With your group mates
you are going to select 2
members to do the
clapping, stamping and
counting me in game’’.
You are going to make an
action which is clapping Using a range of
your hand 2 times teaching strategies that
stamping your feet 2 enhance learner
times while counting achievement in literacy
if the statements show and numeracy skills
beneficial effects of the
sun and clapping your
hand 1 time stamping
your feet 1 time while
counting if the
statements does show
beneficial effects of the
sun.

 Each statements
corresponds to a given
question, answer the
question correctly and
you will be rewarded
with an additional 2
points each number. If
you fail to answer, the
rest of the class has the
chance to steal your
answer.
Appendix A.
SCORING RUBRIC

Am I understood? Yes Sir!

Any clarifications? None so far Sir!
If none, let’s start the game.

1. Lying on beaches all day.

2. Looking at the sun

directly.

3. Using an umbrella on
sunny days.

4. Playing under the sun at

 noon time.

5. Staying under the sun

the whole day.

6. Exposing eyes to the Displayed proficient use

bright/glaring light. of Mother Tongue,
Filipino and English to
7. Wearing a wide- facilitate teaching and
brimmed hat on sunny learning.
days.

8. Wearing sunglasses in
beaches while the sun is
too hot.

9. Wearing long sleeves

and trousers when
working in the farm.

10. Applying sun block

lotion all over the skin
when swimming in
beaches or pools.

 Process the activity by

asking the following
questions;

1. How do we look like if we Without sunlight, it

don’t have the sun? would be bleak on earth.

2. Have you ever imagined No Sir!

yourself without the sun?

3. What do you think is the The sun is the main

role of the sun to you? source of heat and light
that’s why it has a great
impact on the kind of
activities we usually do
every day. It is just one
of the many benefits that
the sun can provide for
us. However, the sun’s
heat and light have both
good and bad effects on
us, so we must be extra
5. Based on the statements, careful in everything we
how do you describe the do.
effects of the sun to
human activities?

That question would be

answered by our next
group activity.

Are you excited with our

next group activity? Yes Sir

Very good! Today we are

going to explore our sun;
we’ll get to know the
beneficial and harmful
effects of the sun’s heat and
light on living things;
Are you ready to explore
and travel? Yes sir!
 So fasten your seatbelt, open
your mind, eyes and ears to
capture and focus, to learn
and to enjoy the trip.

Anyways, what should good A good student listens,

students do during the takes note, participates
activity and discussion? and behave well in the
class sir.
Well said! Can I expect that
from you? Yes sir.
G. E. DISCUSSING NEW ACTIVITY. H. Maintained learning
CONCEPTS AND (Group Activity) environments that
PRACTICING NEW With the same group, you promote fairness,
SKILLS 2 will be given an activity. respect and care to
Each group will do different encourage learning.
task:
 Umbrella – “How
Beneficial is the Sun’s
Heat and Light?” (With
guided questions)
 Trousers – “How
Harmful is the Sun’s
Heat and Light on
Living Things?” (With
guided questions)
 Hat- “Am I Protected?”
(With guided questions)
 Eyeglasses – “Can You
Explain This?”

You will be given 5-10 This group activity used

minutes and 3-5 minutes local and native
for your presentation, language for better
after which, you will understanding of all the
present the group’s students.
output. Here’s the rubric
on how I am going to
grade your presentation
(please refer to appendix
b for the rubric.)

(The teacher facilitates the

group activity.)

Activity 1: (Umbrella
Group) “How Beneficial is
the Sun’s Heat and Light?”

Directions: Study the images

and describe how the sun can
be beneficial to living things.
Write your answers in your
manila paper.
PICTURES BENEFITS

1. Some animals (including

birds, bees, and reptiles) are
able to see into the near UV
light to locate many ripe
fruits, flowers, and seeds that
stand out more strongly from
the background.
2. Sunlight The fruits,
helps
flowers and seeds often appear
improve our mood
quite different from how
and we can enjoy
humans can see them.
going to picnic at
the beach.

Guide Questions:
1. What human activities
require sun’s heat and light?
2. Describe the sun’s
beneficial effects on humans, 2. Through the sun’s
plants, and animals.
Activity 2: (Trousers
3.Sunlight aid the
workers in the sea
shore to get salt
from the shore.
4. Plants can make
their own food
through the
presence of
sunlight.
5. Farmers can
easily harvest full
grown palay
through the aid of
the sunlight.
6. People can dry
their laundry during
sunny days.
7. Fishermen can dry
their catch
immediately to
preserve them. r crops
during sunny days.
8. Farmers can dry
their crops during
sunny days.
1. People’s activities that
need sunlight; laundry,
drying of crops,
harvesting, drying of
fish, salt making, and
recreation.
heat and light people’s
activities can be done
immediately.
Group) “How Harmful is
the Sun’s Heat and Light
on Living Things?”
Directions: Study the
images and describe the
harmful effects of the sun on
living things.
PICTURES
Guide Questions:
1. How would you describe
the harmful effects of the
sun’s heat and light on
living things?
2. Why should you not look 2. The sun can damage
directly at the sun?
Activity 3: (Hat Group)
“Am I Protected?
” Directions: Identify what
safety precautions are
being described in the
following images. Use your
manila paper as your answer
sheet.
HARMFUL
EFFECTS
1. Plants wilt
and dry when
exposed to too
much sunlight.
2. Exposure to
intense heat can
cause animals to
become ill and
eventually die.
3. Soil will
become very dry;
can crack causing
the plants to die,
so farming is not
possible.
1. Plants leaves wilt
and die, animals are
badly affected
because there is no
food for them and
intense heat can
cause them to
become ill and die.
the retina of the eyes
because of the
ultraviolet rays.
1. Using sunblock
lotion, wide
brimmed hat, and
2. When working
sunglasses will
in the field, we
protect us during
should wear wide
outing in beaches.
brimmed hat,
long sleeves and
trousers.
 3. Use umbrella
whenever you
going out during
sunny days.

Guide Questions:
1. wide brimmed hats,
1. What should you wear to long sleeves, and
protect your body from trousers
the intense heat of the
sun?
2. sunglasses
2. What should you wear to
protect your eyes from
the glare of the sun
when going on a hike or
swimming?
3. sunblock lotion
3. What should you apply
on your skin to protect
you from sunburn?
4.wide brimmed hats,
4. What should you wear if long sleeves, and
you work on a farm to trousers
protect yourself from the
intense heat of the sun?
5. We should practice
5. What should you do to safety precautionary
protect yourself from the measures to protect us
harmful effects of the sun? from the harmful effects
of the sun.

Activity 4: (Eyeglass
Group) “Can You Explain
This?”

Directions: Explain how

the sun affects living things
in the following images.
Write your answers in a 1. We need
manila paper. sunlight but due
to too much
exposure to sun’s
UV rays, the skin
2.Plants uses
can cause
sunlight to make
sunburn, but with
their own food
proper protective
but too much
clothes we will
heat of the sun
avoid it.
plants will wither
and die.

F. DEVELOPING ANALYSIS
MASTERY  Process the analysis of
( Leads to formative the learners by asking
assessment ) these question:
A. 1. How Beneficial is the
Sun’s Heat and Light?”
2. What are some of the
harmful effects of UV
Rays of the Sun?
3. What should you wear to  Wide brimmed hats,
protect your body from
the intense heat of the
sun?
C. G. FINDING ABSTRACTION AND
PRACTICAL APPLICATION
APPLICATION AND To find the practical
ABSTRACTION application of the lesson, let
ABOUT THE LESSON the students answer questions
and perform an activity:
Is there any of the event
that we have tackled that
you can relate to very
much? Or you have
experienced?
For example the life of
3. Animals get
their food from the
plants that benefits
from the sun but
due to too much
heat of the sun
they also suffer
and die..
Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
 It radiates solar work productivity
energy which makesB. by assuming
it possible for life to responsibility for their
exist. own learning
 Plants-need sunlight
to grow.
 Animals-including
humans need plants
for food and oxygen
they produce.
 Without heat from
the sun, Earth would
be freeze.
 It causes sunburn
and skin cancer.
 Kinds of skin cancer
a. Basal carcinoma
b. Squamous cell
carcinoma
c. Melanoma
 Too much exposure
to UV can harm the
immune system.
 Visual impairment-
caused by directly
looking at the sun.
long sleeves, and
trousers, sunglasses
sunblock lotion etc.
D. Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups.
E. The series of the
activities in this lesson
set high expectations for
all students including
the IP. This strategy
according to various
 the Bagobo/Tagabawa article helps in the
whose planting corn in learning and motivation
the mountain. of indigenous student.
Some of our indigenous
people, they don’t want
to take risks in working
far places just like in
Manila, so they decided
to do farming in their
provinces.
So, how can you advice Answers may vary
him/her to protect their
body from the intense
heat of the sun?
*Learners will be encouraged
to share only the experience
they comfortable sharing with
the class.*
Some areas of our 1. Conserve water
country are experiencing
drought, resulting in a
water shortage. What
should we do to ensure
the availability of water?

Mang Pablo has three 2. When the sun is too

working cows in his hot he should put his
farm. How will he protect three working cows
his animals from the under the shade and rest
intense heat of the sun? for a while.

Too much exposure to 3. Apply sunblock

sunlight can be harmful. lotion, wear sunglasses,
If you are chosen to join and long sleeves for
the YES-O Camp to be safety.
held near the beach, what
preparations will you do?
Why?
F. H. MAKING To generalize the lesson, ask G. Adapted and used
GENERALIZATION the students to wrap up and culturally appropriate
summarize the lesson in teaching strategies to
concise sentences. address the needs of
learners from
In a ½ crosswise paper let the indigenous groups
students answer the question.
 What are the importance Answers may vary.
of sun’s heat and light on
living things?
 If you are a son/daughter
of an indigenous people
whose work is a farmer,
how would you suggest
to him about protecting
himself from the harmful
effects of the sun?

H. I. EVALUATING Short Quiz I.

LEARNING Using multiples choice,
the teacher will hand in
an answer sheet where
the learners encircle the
letter of the correct
answer.
Directions: Read each
question carefully. Encircle
the letter of the correct
answer.
 1. Why do farmers use their
wide-brimmed hats when d.
they are working in the farm?
a. To protect them from
strong winds
b. To protect them from
head injuries
c. To protect their head from
insect bites
d. To protect them from the
intense heat and light of the
sun

2. Monette forgot to bring d.

her plants outside for a week.
What would likely happen to
the plants?
a. The plants grew robustly.
b. The plants have bigger
roots.
c. The plants have bigger
stems.
d. The plants have yellowish
leaves.

3. One Saturday, you went

swimming with your friend d.
in the nearby river. You
noticed that your skin was
turning reddish. What was
the harmful effect of the
sun’s heat on your skin?
a. boil
b. cancer
c. insect bite
d. sunburn

4. What would happen if

your eyes were exposed to
the sun’s glare? c.
a. Eyes would bulge.
b. Eyes will get clear vision.
c. Vision would be impaired.
d. Eyes would become cross-
eyed.

5. In what way is the sun’s d.

heat beneficial to humans?
a. Mother can dry her
laundry.
b. Farmers can harvest and
dry their crops.
c. Fishermen can dry and
preserve their fishes.
d. All of the above
J. ADDITIONAL Ask the students to create a Answers may vary. L.
ACTIVITIES FOR jingle and write it in a manila
APPLICATION OR paper. It will be done by
REMEDIATION group. The activities shall be
K. guided by a Rubric
Presentation..

Directions: Write a jingle on

the safety measures in
protecting yourselves from
the sun’s heat and light. This
will always remind you when
 working or playing under the
sun.
Jingle Writing Rubric

1 2 3 points 4 pointS
point points
T The The The The
H song lyrics lyrics composi
E does have mostly tion
M not little follow uses
E have to no the lyrics
a conn theme, that
them ectio some relate to
e n to do not the
the overall
them theme
e
L The The The The
Y song song song song
R lyrics lyrics lyrics lyrics
I are are are are
C not some decent. outstan
S cohe what The ding.
rent. cohe words The
The rent. are words
word memor are
s are able. highly
not memora
mem ble.
orabl
e.
L Less 5-9 10-14 15 lines
E than lines lines or more
N 5
G lines
T
H

I. REMARKS M.
N. REFLECTION O.
A. No. of learners who earned P.
80% of the formative
assessment
B. No. of learners who require Q.
additional activities to
remediation
C. Did the remedial lessons R.
work? No. of learners who
have caught up with the lesson
D. No. of learners who S.
continue to require
remediation
E. Which of my teaching T.
strategies worked well? Why
did these work?
F. What difficulties did I U.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or V.
localized material did I
use/discover which I wish to
share with other teachers?

Prepared by:

JUNREL E. DE DIOS
APPLICANT

-When the time is right I, the Lord will make it happen.-

Isaiah 60-22