Grade Level Grade 6 Division South Cotabato

TEACHER JEZEBEL P. ASNE Quarter Third

SUBJECT EPP DATE January 14 ,2019
WEEK DAY Monday
I. Objectives
Content Standards Demonstrates an understanding of and skills in the basics of food preservation

Performance Standards Preserve food/s using appropriate tools and materials and applying the basics
of food
Learning Competencies/Objectives The learners should be able to
(Write the LC code for each) 1. explain different ways of food preservation (Drying, Salting, Freezing
and Pickling)
TLE6HE-0f-10
II. Content Food Preservation
III. Learning Resources
References
1.Teacher’s Guide pages -
2.Learner’s Materials pages -
3.Textbook pages Makabuluhang Gawaing Pantahanan at
Pangkabuhayan
4.Additional Materials from Learning Resources (LR) Portal K to 12 Basic Education Curriculum Guide 6 P. 37, MISOSA-V Iba’t-ibang Pamamaraan ng
Pagiimbak
5. VALUES INTEGRATION Taking Care of our Body, for this is the Temple of God
Other Learning Resources Bantigue, R.M. and Pangilinan, J.P. (2014)
Growing up with Home Economics and
Livelihood Education. FNB Educational, Inc.
QC.
Preservation of Fruits and Vegetables
(1977). Bureau of Plant Industry
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson If there is abundance for a certain period or
even the whole year round what needs to be
(ELICIT)
done in order to ensure that there is no
wastage ?
One of the answers may be food preservation
B. Establishing a purpose for the lesson Ask the learners why food preservation is
important – the benefits derived from food
preservation/processing
So we learned that food preservation is
important as one of the ways to ensure that
there is no food wastage. We increase the life
of certain food items because of preservation.
C. Presenting examples/ instances of the new lesson I have here pictures on the board.
What can you see?
(ENGAGE)
D. Discussing new concepts and practicing new skills #1 Define food preservation.
Food preservation is the process of preparing
food for future consumption by preventing its
spoilage.
Food preservation could be for family’s consumption especially in times of need or when they’re off season. It
could also be a source of additional income. If the family can make it a regular livelihood activity, then it can
even become the family’s main source of income.
What are the methods of preserving foods?

E. Discussing new concepts and practicing new skills #2
(EXPLORE)
Ask the learners further why we preserve food:
 To prevent spoilage
 To prevent wastage
 To retain the nutritive value, natural color
and texture of the food
 To maintain the sanitary quality of food
 To contribute to better nutrition for the
family
 To help increase family income with the
excess products that can be preserved and
sold
 To help in the economic development of
the country because the farmers are
encouraged to produce more for others
 To make food available throughout the
year which may be used for events, like
town fiestas and other occasions.

F. Developing mastery Mention the concept of food preservation and

its benefits.
(Leads to formative assessment)
(EXPLAIN)
G. Finding practical/ applications of concepts and skills in Provide example for each of the above items.
daily living
(ELABORATE)
H. Making generalizations and abstractions about the Why is it important to learn the ways of food preservation?
lesson
I. Evaluating Learning Fill in the Blanks
(EVALUATION)

J. Additional activities for application or remediation Choose atleast one method of preservation, we will preserve food.
Bring your materials and ingredients
(EXTEND)
Do it in a group (3 Group)
V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require
remediation
 Grade Level Grade 6 Division South Cotabato
TEACHER JEZEBEL P. ASNE Quarter Second
SUBJECT Science DATE January 17,2019
WEEK DAY Thursday
I. Objectives
Content Standards The learners demonstrate the understanding of how the major organs of
human body work together to form organ systems

Performance Standards The learners should be able to make a chart showing healthful habits that
promote proper functioning of the musculo-skeletal , integumentary, digestive,
circulatory, excretory, respiratory, and nervous systems
Learning Competencies/Objectives The learners should be able to
(Write the LC code for each) 2. explain how the organs or each organ system work together;
S6LT-IIa-b-1
 identify and describe the functions of the skeletal system.

II. Content Skeletal System

III. Learning Resources
References
1.Teacher’s Guide pages -
2.Learner’s Materials pages -
3.Textbook pages Science and You pp. 39-45
4.Additional Materials from Learning Resources (LR) Portal K to 12 Basic Education Curriculum Guide 6 P. 84
5. VALUES INTEGRATION Taking Care of our Body, for this is the Temple of God
Other Learning Resources Video Presentation, chart, pictures
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson What are the techniques in Separating mixtures?
(ELICIT)
B. Establishing a purpose for the lesson Posting pictures
C. Presenting examples/ instances of the new lesson Let the pupils describe the shape of the body.
(ENGAGE)
D. Discussing new concepts and practicing new skills #1 Show the picture of a bone
E. Discussing new concepts and practicing new skills #2 Group Activity / Making cotton swab skeleton
Divide the class into 4 groups
(EXPLORE)
Group Presentation
F. Developing mastery Discuss about the Skeletal System and its parts
Video presentation
(Leads to formative assessment)
(EXPLAIN)
G. Finding practical/ applications of concepts and skills in Are our bones important? How can these bones help us?
How do we looks like if we don’t have bones?
daily living
(ELABORATE)
H. Making generalizations and abstractions about the What are the two main groups of bones?
How many Axial Skeleton? What are those?
lesson
How many Appendicular Skeleton? What are those?

I. Evaluating Learning Label the parts of a skeleton

(EVALUATION)

J. Additional activities for application or remediation Research in any science book or in the internet and study in advance about the structure of a bone and bone
connections.
(EXTEND)
V .Remarks
VI.Reflection
E. No. of learners who earned 80% on this formative
assessment
F. No. learners who require additional activities for
remediation
G. Did the remedial lessons work?
No. of learners who have caught up the lesson
H. No. of learners who continue to require
remediation

Grade Level Grade 6-II Division South Cotabato

TEACHER JEZEBEL P. ASNE Quarter Fourth
SUBJECT Science DATE January 21 ,2019
WEEK DAY Monday
I. Objectives
Content Standards The learners demonstrate understanding of the effects of earthquake and volcanic
eruptions
Performance Standards The learners should be able to design an emergency and preparedness plan and kit
Learning Competencies/Objectives The learners should be able to:
(Write the LC code for each) Enumerate what to do before, during and after earthquake(S6ES-IVb-2)

II. Content Earthquakes

III. Learning Resources
References
1.Teacher’s Guide pages (S6ES-IVb-2)
2.Learner’s Materials pages MISOSA 6. Module 30.p.5
3.Textbook pages Science and You 6 pp.229-241
4.Additional Materials from Learning Resources (LR) Portal K to 12 Basic Education Curriculum Guide 6 P. 37, MISOSA 6
5. VALUES INTEGRATION Always listen to parents’ and teachers’ advice.
Other Learning Resources Multi-Hazard Last Updated: Monday, 01-Nov-2004 12:12:04 EST
http://www.fema.gov/kids/teacher.htm downloaded on March 31, 2005
http://www.edu.pe.ca/southernkings/landforms.htm. (Accessed on October 4, 2004)
http://www.harcourtschool.com/activity/dirt/formation.html. (Accessed on October 4, 2004)
http://soils.usda.gov/education/facts/formation.html. (Accessed on October 4, 2004)
Laptop
Video clip about the lesson
Pictures about the lesson
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Show a picture of a place when an earthquake occur.
(ELICIT) What would you do if an earthquake happens to our school? Why?
B. Establishing a purpose for the lesson Why it is important to know about the earthquake precautionary measures?
C. Presenting examples/ instances of the new lesson I have here a video presentations of what had happen to the people during earthquake.
What can you see?
(ENGAGE)
D. Discussing new concepts and practicing new skills #1 Setting the standard
Activity Proper
Group 1 – Scene 1 (Classroom)
Enumerate what would you do before an earthquake
Group 2 – Scene 2 (Riding on a car)
Enumerate what will you do in case an earthquake happen
Group 3 – Scene 3 (Playground)
Enumerate what will you do in case an earthquake happen

E. Discussing new concepts and practicing new skills #2 c. Group Reporting

(EXPLORE) Through (Demonstration/ Dramatization)
F. Developing mastery Questions:
(Leads to formative assessment) What are the precautionary measures before an earthquake? During an earthquake? After an
earthquake?
(EXPLAIN) Why should you keep calm when earthquakes happen?
Why should you not use the elevator or stairs during an earthquake?
Why should you move to a higher ground when you are located in a coastal area?
How can you protect yourself from falling objects?
Why should you move away from steep places when you are on a higher ground?
This are some precautionary measures:
Before an Earthquake
1. Secure anything that can be toppled by an earthquake
2. Know how to turn off electricity in your house.
3. Note the nearest accessible exit whenever you enter a building for the first time.
4. Hold fire and earthquake drill at home, in school and offices so everyone will know what to do
and where to go.
During an Earthquake
1. Keep calm, do not panic.
2. If you are outdoors, move out into an open area away from buildings, which might collapse, and
from electric power lines which can snap and electrocute.
3. If caught indoors or in a high-rise building, take cover under tables, desk or bed. You can stay
under door frames. Do not use elevator.
4. In school or office, do what you practiced during the earthquake and fire drills.
5. Turn off electricity.
After an Earthquake
1. Check electrical devices for any damage before using them again.
2. Inspect house for cracks in its support.
3. Do not go inside collapse structures to get belongings. After shocks may occur anytime.
4. Do not go sightseeing. It is dangerous and you may hamper rescue operations and relief works.\
5. Tune in to emergency channels or radio stations for latest information from
local authorities on what to do and where to get medical assistance, food and water supplies,
temporary shelter and other vital information.
G. Finding practical/ applications of concepts and skills in Mark and his family lives near the sea. How would he and his family do if ever an earthquake
daily living occurs?
(ELABORATE)
H. Making generalizations and abstractions about the What are the precautionary measures before, during, and after an earthquake?
lesson
I. Evaluating Learning Answer the following precautionary measures. Write B for Before, D for during, and A for after an
(EVALUATION) earthquake.
1. Check yourself and others for injuries.__________
2. Move away from the doorway. ___________
3. Keep calm. Stay away from falling objects. __________
4. Conduct earthquake drills especially in school or workplace. ___________
5. Do not use elevators. _____________
 6. Use flashlight when searching. ____________
7. Prepare an emergency plan. ____________
8. If you are outside, move to an open area away from power lines, posts, trees,
walls._________
9. Familiarize yourself with your school or workplace. ___________
10. Be prepared for aftershocks. ____________
J. Additional activities for application or remediation Study about volcanic eruption and its precautionary measures before, during and after.
(EXTEND)
V .Remarks
VI.Reflection
I. No. of learners who earned 80% on this formative
assessment
J. No. learners who require additional activities for
remediation
K. Did the remedial lessons work?
No. of learners who have caught up the lesson
L. No. of learners who continue to require
remediation

Grade Level Grade 6-II Division South Cotabato

TEACHER JEZEBEL P. ASNE Quarter Fourth
SUBJECT Science DATE January 31 ,2019
WEEK DAY Thursday
I. Objectives
Content Standards The learners demonstrate understanding of the effects of earthquake and volcanic
eruptions
Performance Standards The learners should be able to design an emergency and preparedness plan and kit
Learning Competencies/Objectives The learners should be able to:
(Write the LC code for each) Enumerate what to do before, during and after Volcanic Eruption((S6ES-IVb-2)

II. Content Volcanic Eruption

III. Learning Resources
References
1.Teacher’s Guide pages (S6ES-IVb-2)
2.Learner’s Materials pages MISOSA 6. Module 30.p.5
3.Textbook pages Science and You 6 pp.241-249, Science Links 6 pp. 409-410
4.Additional Materials from Learning Resources (LR) Portal K to 12 Basic Education Curriculum Guide 6 P. 37, MISOSA 6
5. VALUES INTEGRATION Always listen to our parents’ and teachers’ advice.
Other Learning Resources Multi-Hazard Last Updated: Monday, 01-Nov-2004 12:12:04 EST
http://www.fema.gov/kids/teacher.htm downloaded on March 31, 2005
http://www.edu.pe.ca/southernkings/landforms.htm. (Accessed on October 4, 2004)
http://www.harcourtschool.com/activity/dirt/formation.html. (Accessed on October 4, 2004)
http://soils.usda.gov/education/facts/formation.html. (Accessed on October 4, 2004)
LRMDS Portal
Laptop
Video clip about the lesson
Pictures about the lesson
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson “What I Am”
(ELICIT) Show a picture of a place where volcanic eruption occur.
What would you do if volcanic eruption happens in our place? Why?
B. Establishing a purpose for the lesson Why it is important to know about volcanic eruption precautionary measures?
C. Presenting examples/ instances of the new lesson I have here a video presentation of volcanic eruption.
What can you see?
(ENGAGE)
D. Discussing new concepts and practicing new skills #1 Setting the standard
Activity Proper
Group 1 – Scene 1
Enumerate what would you do before volcanic eruption
Group 2 – Scene 2
Enumerate what will you do during volcanic eruption
Group 3 – Scene 3
Enumerate what will you do after volcanic eruption

E. Discussing new concepts and practicing new skills #2 c. Group Reporting

(EXPLORE) Through (Demonstration/ Dramatization/Pantomime)
F. Developing mastery Let the pupils watch video on
(Leads to formative assessment) *Precautionary Measures Before,During and After Volcanic Eruption
(EXPLAIN) https://www.youtube.com/watch?v=mxXoDEc3858
Teacher ask questions about the video

Before a Volcanic Eruption

 Prepare an emergency bag for important documents. A first aid kit, some ready-to-eat
food, and bottled water will be very helpful
 If your family lives in the danger zone, be ready to leave once PHILVOLCS announces
the need for immediate evacuation. Avoid the delay by trying to take along with you
your farm animals. Do not worry about possible looters;your life is important before
anything else.
 Be ready with a mask for nose and mouth to protect against ash fall. A wet hand towel
will also be effective for the purpose.
 Discuss what each member of the family will do when calamity happens. That way,
nobody will panic.
During a volcanic eruption
 Even if you live outside the danger zone, the volcanic debris may still reach you. So, stay
indoors and close your eyes and windows.
 Cover your nose and mouth with a mask or with a wet hand towel to protect yourself
from ash fall.
 If you are in an evacuation center, stay put until you receive instruction that it is safe to
leave.
After a volcanic eruption
 Help the rest of the family in removing the ash and other volcanic debris that fell in
your place.
 When there is a heavy rainfall ( such as during typhoon), lahar may flow along river
channels and into low-lying areas .Avoid such places.
G. Finding practical/ applications of concepts and skills in How do we prevent or lessen the damage of properties and the loss of lives when a volcano
daily living erupts?
(ELABORATE)
H. Making generalizations and abstractions about the By the use of meta cards pupils will enumerate the precautionary measures during, before and
lesson after volcanic eruption
I. Evaluating Learning Direction: Choose the letter of the best answer.
(EVALUATION)
1. Why are precautionary measures observed on volcanic eruptions?

a. To protect properties
b. To prevent the loss of lives
c. To pinpoint Volcanic Danger Zone
d. Both A and B
 2. When is an area surrounding a volcano NOT considered a danger area? When
it ____.

a. Is buried in lava
b. Experience landslides
c. Is stable and far from the crater
d. Experiences a range of earthquake shocks

3. A bulletin was issued to warn people that a volcano may erupt within the
week. What should the people living in the danger areas do?
a. Follow orders to evacuate.
b. Wait for the next bulletin.
c. Cover the roof with wet sacks.
d. Reinforce the roof of their houses.
4. Ashes from an erupting volcano are all over your place. What should you do
protect yourself?

a. Wear a hat.
b. Wear sunglasses
c. Stay inside the house.
d. Cover the nose with a wet cloth or musk.

5. Your family is going to evacuate. You are told to bring along only a few things.
Which of these will you bring?

a. Pets, toys and books

b. Food, water and clothes
c. Chairs, tables and closets
d. Candies, rags and matches
6. Which precautionary measures should be observed before and after volcanic
eruption?

I. Stay inside your house.

II. Listen to the radio for updates
III. Store enough food and water

a. I and II
b. II and III
c. I and III
d. I, II, and III

7. Your family is going to evacuate. You are told to bring along only a few things.
Which of these will you bring?

a. Pets, toys and books

b. Food, water and clothes
c. Chairs, tables and closets
d. Candies, rags and matches

8. Which precautionary measures should be observed before and after volcanic

eruption?

I. Stay inside your house.

II. Listen to the radio for updates

III. Store enough food and water

a. I and II
b. II and III
c. I and III
d. I, II, and III

9. Which precautionary measures should be done before a volcanic eruption?

a. Prepare an emergency survival kit
b. Do not cross bridges if you are driving
c. Check your family and every family for injuries.
d. Cover your nose with a damp cloth.

10. How will you keep yourself safe during volcanic eruption?
J. Additional activities for application or remediation Create your own emergency plan and kit present it to the class tomorrow.
(EXTEND)
V .Remarks
VI.Reflection
M. No. of learners who earned 80% on this formative
assessment
N. No. learners who require additional activities for
remediation
O. Did the remedial lessons work?
No. of learners who have caught up the lesson
P. No. of learners who continue to require
remediation
 Grade Level Grade 6 Division South Cotabato
TEACHER JEZEBEL P. ASNE Quarter Third
SUBJECT EPP DATE January 14 ,2018
WEEK DAY Monday
I. Objectives
Content Standards Demonstrates an understanding of and skills in the basics of food preservati

Performance Standards Preserve food/s using appropriate tools and materials and applying the ba
of food
Learning Competencies/Objectives The learners should be able to
(Write the LC code for each) 1. explain different ways of food preservation (Drying, Salting, Freezin
and Pickling)
TLE6HE-0f-10
II. Content Food Preservation
III. Learning Resources
References
1.Teacher’s Guide pages -
2.Learner’s Materials pages -
3.Textbook pages Makabuluhang Gawaing Pantahanan at
Pangkabuhayan
4.Additional Materials from Learning Resources (LR) Portal K to 12 Basic Education Curriculum Guide 6 P. 37, MISOSA-V Iba’t-ibang Pamamaraan ng
Pagiimbak
5. VALUES INTEGRATION Taking Care of our Body, for this is the Temple of God
Other Learning Resources Bantigue, R.M. and Pangilinan, J.P. (2014)
Growing up with Home Economics and
Livelihood Education. FNB Educational, Inc.
QC.
Preservation of Fruits and Vegetables
(1977). Bureau of Plant Industry
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson If there is abundance for a certain period or
even the whole year round what needs to be
(ELICIT)
done in order to ensure that there is no
wastage ?
One of the answers may be food preservation
B. Establishing a purpose for the lesson Ask the learners why food preservation is
important – the benefits derived from food
preservation/processing
So we learned that food preservation is
important as one of the ways to ensure that
there is no food wastage. We increase the life
of certain food items because of preservation.
C. Presenting examples/ instances of the new lesson I have here pictures on the board.
What can you see?
(ENGAGE)
D. Discussing new concepts and practicing new skills #1 Define food preservation.
Food preservation is the process of preparing
food for future consumption by preventing its
spoilage.
Food preservation could be for family’s consumption especially in times of need or when they’re off seaso
could also be a source of additional income. If the family can make it a regular livelihood activity, then it c
even become the family’s main source of income.
What are the methods of preserving foods?

E. Discussing new concepts and practicing new skills #2
(EXPLORE)
Ask the learners further why we preserve food:
 To prevent spoilage
 To prevent wastage
 To retain the nutritive value, natural color
and texture of the food
 To maintain the sanitary quality of food
 To contribute to better nutrition for the
family
 To help increase family income with the
excess products that can be preserved and
sold
 To help in the economic development of
the country because the farmers are
encouraged to produce more for others
 To make food available throughout the
year which may be used for events, like
town fiestas and other occasions.

F. Developing mastery Mention the concept of food preservation and

its benefits.
(Leads to formative assessment)
(EXPLAIN)
G. Finding practical/ applications of concepts and skills in Provide example for each of the above items.
daily living
(ELABORATE)
 Grade Level Grade 6 Division South Cotabato
Semester Quarter Second
SCIENCE DATE
SUBJECT
WEEK DAY Monday
I. Objectives
Content Standards Force that can change the shape, size or movement of the objects
Performance Standards
Learning Competencies/Objectives Describe the force exerted by magnets
(Write the LC code for each) S4FE-lllb-e-3

II. Content Force Exerted by Magnets

III. Learning Resources

References
1.Teacher’s Guide pages pp. 228-231
2.Learner’s Materials pages pp. 184-185
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Video presentation
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson What are the materials that can be attracted by magnets.
(ELICIT)

B. Establishing a purpose for the lesson Posting pictures ( TG p. 228)

Arrange the events in the story.

C.P resenting examples/ instances of the new lesson Present the correct sequence of the photos.
Emphasize the people behind the discovery of magnet and other principles of magnetism.
(ENGAGE)

D. Discussing new concepts and practicing new skills #1 Show a magnet Tell something what you know about this magnet. (emphasize to the class that magnet has 2
poles.
.
E. Discussing new concepts and practicing new skills #2 Group Activity,
Divide the class into 4 groups
(EXPLORE)
Do lesson 50, activity 1.
Group presntation

F. Developing mastery -Discuss about the force exerted by a magnet.

(Leads to formative assessment)
(EXPLAIN)

G. Finding practical/ applications of concepts and skills in Are magnets important? Cite a situations in our daily lives showing importance of magnets.
daily living
(ELABORATE)
H. Making generalizations and abstractions about the What is magnetism if 2 magnets are put near each other;
If the poles are different, then they will______.
lesson
If poles are the same, then they will_____.

I. Evaluating Learning True or False

1. All magnets have 2 poles.
(EVALUATION)
2.If you break a magnet into 2 pieces, you will have 2 magnets with same poles.
3. The pulling or pushing force is the strongest at the north pole.
4. Most objects with iron are attracted to magnets.
5. magnets can repel an object made of paper.
J. Additional activities for application or remediation How compass work?
Research it in any science book or in the internet. Draw an example.
(EXTEND)
V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require
remediation

Grade Level Grade 4 Division South Cotabato

Semester Quarter Third
SCIENCE DATE
SUBJECT
WEEK 2 DAY
I. Objectives
Content Standards The learners demonstrates understanding of components of weather using simple
instruments
Performance Standards The learners should be able to practice precautionary measures in planning activities
Learning Competencies/Objectives Use weather instruments to measure the different weather components
(Write the LC code for each) S4ES-IVe-5
* Use weather instruments to measure the different weather components
- room thermometer - anemometer
- wind vane -wind sock
II. Content : Using Weather Instruments
III. Learning Resources
References
1.Teacher’s Guide pages pp. 313 - 319
2.Learner’s Materials pages pp. 270 280
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Other materials specified in the LM, chart of important concepts,
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Pre Test
(ELICIT) Recall lesson learned in Gr.3

B. Establishing a purpose for the lesson Let pupils sing a song about weather

C.P resenting examples/ instances of the new lesson Send –an-Answer Activity
(ENGAGE) For the directions refer to TM p. 314
 D. Discussing new concepts and practicing new skills #1 Do Activity 1 “How Do You Use Me?”
Activity 2
Let pupils report their findings on the activity
E. Discussing new concepts and practicing new skills #2
(EXPLORE)
F. Developing mastery
(Leads to formative assessment)
(EXPLAIN)

G. Finding practical/ applications of concepts and skills in In what way temperature affects our daily activities ?
daily living
(ELABORATE)
H. Making generalizations and abstractions about the What is temperature ?
lesson What instrument use to measure temperature ?
What factors affect the day’s temperature ?
I. Evaluating Learning
(EVALUATION)

J. Additional activities for application or remediation How compass work?

Research it in any science book or in the internet. Draw an example.
(EXTEND)
V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require
remediation
Prepared by:
Class B, Group 4

Grade Level Grade 4 Division South Cotabato

Semester Quarter Fourth
SCIENCE DATE
SUBJECT
WEEK 6 DAY
I. Objectives
Content Standards The sun as the main source of heat and light on earth.
Performance Standards
Learning Competencies/Objectives Describes the role of the sun in the water cycle
(Write the LC code for each) S4ES-IVi-10
 Observe the processes involved in the water cycle.
 Operationally define what a water cycle is.
 Describe the role of the sun in the water cycle.
 Explain the processes involved in the cycle.

II. Content The Role of the Sun in the Water Cycle

III. Learning Resources
References
1.Teacher’s Guide pages pp. 348 - 351
2.Learner’s Materials pages pp. 306 - 310
3.Textbook pages
4.Additional Materials from Learning Resources (LR) Portal
5. VALUES INTEGRATION
Other Learning Resources Improvised alcohol lamp, sardine can, improvised tripod,aluminum foil
IV.Procedures
A. Reviewing previous lesson or presenting the new lesson Review about the previous lesson.How are shadows formed?
(ELICIT)

B. Establishing a purpose for the lesson
C.P resenting examples/ instances of the new lesson
(ENGAGE)
*What happened to the water when exposed under the sun?
*What caused it to become warmer?
*How about wet shirt? What caused it to dry?
* Where do you think the water will go? Let’s find out.
Give safety precautions before performing the activity on heatng substance:
 Perform LM- Lesson 68 Activity 1: “What Are the Processes ? “

D. Discussing new concepts and practicing new skills #1 Discuss the role of the sun in the water cycle.

E. Discussing new concepts and practicing new skills #2

(EXPLORE)
F. Developing mastery Describe the role of the sun in the water cycle.
(Leads to formative assessment) What are the processes involved in the water cycle?
(EXPLAIN)

G. Finding practical/ applications of concepts and skills in

daily living
(ELABORATE)
H. Making generalizations and abstractions about the Describe the role of the sun in the water cycle.
lesson What are the processes involved in the water cycle?

I. Evaluating Learning Pupils’ activity may serve as assessment.

(EVALUATION)
J. Additional activities for application or remediation Make a Diorama of the water cycle using recyclable or indigenous materials.
(EXTEND)
V .Remarks
VI.Reflection
A. No. of learners who earned 80% on this formative
assessment
B. No. learners who require additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught up the lesson
D. No. of learners who continue to require
remediation
Prepared by:
Class B, Group 4