Prepared by: LERIZA C.

ANTONIO
San Vicente E/S
San Vicente, Baggao, Cagayan
Lesson Plans for Multi-grade Classes Baggao West District
Grades III and IV
Learning Area: Science Quarter: 4 Week: 9

Grade Level Grade 3 Grade 4

Content The learner demonstrates understanding of natural objects in the sky The learners demonstrate understanding of
Standard affect one’s daily activities. the Sun as the main source of heat and light on Earth

Performance The learner list down activities which affect their daily activities The learners should be able to
Standard practice precautionary measures in planning activities

Competencies Communicate how natural objects in the sky affect daily activities. Describe the changes in the position and length of shadows in the
S3ES-Ivg-h-7 surroundings as the position of the Sun changes;
S4ES-IVi-10
Day 1
Lesson To describe the effects of the heat of the Sun to people. Describe the role of the Sun in the water cycle.
Objectives
Process Skills: observing, describing, comparing, inferring Process Skills: observing, describing, comparing, inferring
Values Integration: Accomplishing the given tasks step by step.
Values Integration: Awareness on how to protect oneself against harmful
effects of Sun’s heat and light.

Subject Matter Harmful Effects of Sun’s Heat & Light on People The Processes Involved in the Water Cycle

Learning Pictures, Reading materials, BOW, LM3 pp.181-182, TG3 pp.211-213 Pictures, Reading materials, BOW, TG4 pp.348-351, LM4 pp.306-307
Resources
Procedure Grouping Structures (tick boxes):

Use these letter  Whole Class  Ability Groups

icons to show Describe the parts of the lesson (for example the introduction), where  Friendship Groups
methodology and you may address all grade levels as one group.  Other (specify)
assessment  Mixed Ability Groups  Combination of Structures
activities.  Grade Groups
Teaching, Learning and Assessment Activities
DT Direct
Post pictures showing a girl holding an umbrella under the rain, body of water exposed to sunlight, and drying of clothes. Instruct your pupils to
Teaching study the pictures. Ask your pupils the following questions:
GW Group Work  In picture A, what is the weather of the day? What happened to the water when exposed under the sun? What caused it to become
warmer?
IL Independent  How about the wet clothes in picture B? What caused it to dry?
Learning  In picture C, why is the girl holding an umbrella?
 Where do you think the water will go? Let’s find out.
A Assessment

DT GW

Let pupils read Appendix 4. (Harmful Effects of Sun’s Heat & Light on
People). Then ask the them the following questions:
 If the weather condition is a hot, sunny day, how are you affected
by the heat of the sun?
 Does the heat of the sun affect your daily activities? At what time
of the day?
 What should you do to protect yourself from the heat of the sun?
Provide more inputs.
GW
Give the safety precautions before performing the activity on heating
substance: (Appendix 2)
Say:
We are going to perform this activity to learn more about the processes
involved in the water cycle. (Appendix 3.Experiment sheet 1)
DT

Let the pupils perform the experiment on Appendix 4-Experiment Sheet
No. 2.
- Instruct the pupils to write their group output on a manila paper and
post their output on the board. Call the representative of each group to
report their output and answers in the guide questions.
- Discuss the outputs of the group. Give more inputs.
From the activity, call the representative of each group to report their
output and answers to the guide questions.( See Appendix 6- Suggested
Rubric in Rating Group Presentation). Emphasize to the pupils that the
activity they performed is similar to the process involved in the water
cycle.
Let pupils read Appendix 6(The Role of the Sun in the Water
Cycle).Present a diagram of the water cycle to enrich their understanding
of what they have read. (Appendix 7)

IL IL

Tell each pupil to answer the situations & report their answers in class. Instruct the pupils to answer the following questions briefly:
 (Appendix 8) 1. In your own words, define water cycle.
2. What are the processes involve in the water cycle?

, A A

Tell the pupils to answer the indicated assessment in the L.M. page 213. Have pupils illustrate the role of the sun in the water cycle and label the
( Appendix 9) process involved. Draw arrows to show the cycle of water. (See Rubric
in Rating the Output on Drawing- Appendix 10)
Remarks
Reflection
Day 2
Lesson To describe the effects of the sun’s heat on plants. To describe the role of the sun in the water cycle.
Objectives To explain the process of the water cycle
Process Skills: describing, observing Process Skills: describing, observing

Values Integration: Taking care of plants Values Integration: Importance of sun in the water cycle
Subject Matter To describe the effects of the sun’s heat on plants. The Role of the Sun in the Water Cycle
Learning BOW, T.G. pp.214-215, L.M.pp.182-184 BOW, T.G. pp.348-351, L.M.pp.308-310
Resources
Procedure Grouping Structures (tick boxes):

Use these letter  Whole Class  Ability Groups

icons to show Describe the parts of the lesson (for example the introduction), where  Friendship Groups
methodology and you may address all grade levels as one group.  Other (specify)
assessment  Mixed Ability Groups  Combination of Structures
activities.  Grade Groups
Teaching, Learning and Assessment Activities
DT Direct
Review the pupils on the previous activities.
Teaching
GW Group Work
IL Independent
Learning
A Assessment
DT
1. Show the class plants on a dry potted soil in a room and plants wilting
under the sun. Ask them to compare the two plants.
2. Ask the class the following questions:
-Do the plants look healthy?
-What can you say with the two plants?
Present and explain further to the pupils Appendix 12-Effects of Sun’s
heat on Plants.
GW
Ask the class to work in groups. Let them perform Experiment Sheet 4.
(Appendix 13)
IL
Enumerate the effects of sun’s heat on plants.
A A
Instruct the pupils to read the story below, and answer the question.
Mrs. Gonzales received a potted plant as a gift on her birthday. She
told her daughter to water it every morning. It is a house plant but she
thought the plant will be healthier if she puts it under the sun. After 2
GW
Photocopy the water cycle diagram for the pupils’ use during the
activity.
Preparatory Activity:
1. Set the tone of the class and remind them that they should
perform the activity with the same groupings.
2. Distribute other materials needed by group.
3. Have them perform the given activity.
4. Remind the precautionary measures in heating and handling hot
objects for the pupils’ safety.
5. Supervise the pupils while working on the activity for necessary
assistance.
6. Instruct the pupils to write their group output on a manila paper
and post their output on the board.
DT
Call the representative of each group to report their output and answers
to the guide questions. (Appendix 14)
IL
Describe the role of the sun in the water cycle.
What are the processes involved in the water cycle?
What will happen if one of the processes in the cycle will not occur?
Tell the pupils to answer the following questions briefly:
1. What is the role of the sun in the water cycle?
2. In a paragraph form, explain the water cycle.
 days, the plant is wilting and is about to die. What causes the plant to
wilt? Why?

Remarks
Reflection
Day 3
Lesson To answer 80% of the items of the test correctly To answer 80% of the items of the test correctly
Objectives
Process Skills: Process Skills:

Values Integration: Honesty and accuracy Values Integration: Honesty and Accuracy
Subject Matter Summative Test Summative Test
Learning
Resources
Procedure Grouping Structures (tick boxes):

Use these letter  Whole Class  Ability Groups

icons to show Describe the parts of the lesson (for example the introduction), where  Friendship Groups
methodology and you may address all grade levels as one group.  Other (specify)
assessment  Mixed Ability Groups  Combination of Structures
activities.  Grade Groups
Teaching, Learning and Assessment Activities
DT Direct
1. Review the pupils on their past lessons.
Teaching 2. Setting of standards.
3. Test Proper
GW Group Work
4. Checking and recording
IL Independent
Learning
A Assessment

DT IL

GW DT
 IL GW

A A
Appendix 14 Appendix 15

Remarks
Reflection

REFERENCES

GRADE III GRADE IV

 Prepared by: LERIZA C. ANTONIO
San Vicente E/S
Baggao West District

Appendix 1

Day 1, Grade 3 Science 3&4, Q4, W9

Harmful Effects of Sun’s Heat and Light on People

The Sun emits ultraviolet radiation- a kind of light that is not visible. There
are three kinds of ultraviolet light, each with a different frequency, or “color”.
The first, UVA has a long wavelength, and is least damaging to us. It does cause
some damage in the long term, but it tends to give us a nice tan first! UVB &
UVC have shorter wavelengths and tend to burn us rather than give us a tan.
Fortunately for us, UVC, the most damaging of the two types, is completely
filtered out by the planet’s ozone layer. This is why it is so important to preserve
the ozone layer, as even small doses of UVC are damaging to humans and many
other significant life forms.

The sun affects some people more than others. In particular, those with fair
or freckled skin (and usually blonde or red hair).People with dark hair and dark
skin are less likely to suffer from sunburn. People with black skin are likely to be
not affected by the sun, and yellow- and brown-skinned people are much less
likely to suffer than white-skinned people. All colors of skin do burn however,
given enough time.

Sun is more dangerous to children. Long-term exposure to sun causes

premature ageing of the skin, wrinkles, blotching, yellowing, and sunburn.
Sunburn can happen in only a few minutes in the fiercest sun. Sunburn skin is
bright red, swollen and tender, and often very painful. After repeated sunburn,
cancerous areas can develop. Skin cancer can spread quickly to other areas of the
body. If sunburn is more evident, a painkiller is much needed to reduce
inflammation and pain.

Appendix 2

Day 1, Grade 4 Science 3&4, Q4, W9

Safety Precautions before Performing an Activity on Heating Substance

 Work in areas away from flammable materials like papers.

  Use gloves to protect your hand from heat of the flame.
 Never tilt the alcohol lamp.
 After removing the cover of the alcohol lamp, wipe the base of the lamp.
 Never throw a burning match stick anywhere after using it.
 Use appropriate gloves or pot holder in holding hot materials like the
beaker or the sardine can.
 Neither put your hands nor your face near the flame.
 Clean the used materials and working tables.
 Return all borrowed science equipment.

Appendix 3 Science 3&4, Q4, W9

Day 1, Grade 4

Experiment Sheet No. 1

What Are the Processes?

What you need:

 Improvised alcohol lamp

  Crucible tong or test tube holder
 Marker
 Manila paper
 100 ml. water
 Beaker or sardine can
 Graduated cylinder or medicine cup
 Improvised tripod
What to do:

1. Measure 100 ml of water and pour it into the beaker or sardine can.
2. Cover the beaker/sardine can with a foil.
3. Heat the water until it boils and observe what is coming out from the
beaker.
4. Observe the changes in the water while boiling.
5. Let the water cool for at least 30 minutes.
6. Remove the foil cover and observe where you think these droplets came
from.
Guide Questions:

1. What happened to the water when heated continuously?

2. What came out of the beaker/sardine can when water started boiling?
3. How do you call the process undergone by water when it changes from
liquid to gas?
4. What did you see when you remove the foil cover. Where do you think
the droplets of water came from?
5. How do you call the process when water vapor is changed to liquid
water?
6. What did you notice with the droplets of water on the foil when you
shake it? What do you call this process?
7. Describe water cycle in your own words.
Appendix 4
Day 1, Grade 3 Science 3&4, Q4, W9

Experiment Sheet 2
Aramaten:

Alcohol burner, tarong, kamatis, pagipit

Addang:

1. Sindian ti burner.
2. Iggaman ti tarong babaen ti panagusar ti pagipit. Iyasideg daytoy ti apoy iti
tallo a minuto.
3. Uliten ti addang para iti kamatis. Agaramat ti pagipit.
4. Paliiwen ti kudil ti tarong ken kamatis.

Saludsud:
Isurat ti sungbat kadagiti saludsud iti kuaderno.
1. Adda kadi nakitam a nagbaliwan ti kudil iti tarong apaman a
naiasideg iti alcohol lamp? Ania ti nagbaliwan na?
2. Adda kadi nakitam a nagbaliwan ti kudil ti kamatis kalpasan nga
inyasideg mo ti alcohol lamp? Ania ti nagbaliwanna?
a. Idrowing ti langa ti kamatis ken tarong sakbay ken kalpasan a
naiyasideg iti alcohol lamp. Aramiden daytoy iti kuaderno.

Sakbay Kalpasan

b. Apay ngata a ngimmisit ti kudil dagitoy?

c. Mapasamak ngata met iti kudil ti tao ti napasamak iti kudil ti
tarong ken kamatis? Kasano?
d. Ania ti epekto iti tao ti nakaro a pudot?
e. Agurnong ti ladawan dagiti tattao nga aggub ubra ti nabayag iti
kainitan. Iladawan ti epekto ti pudot ti init kadagiti tattao.
 Experiment Sheet 2
Kagamitan:

alcohol lamp, talong, kamatis, tongs (panipit)

Pamamaraan:
1. Sindihan ang alcohol lamp.
2. Hawakan ang talong gamit ang panipit o tongs malapit sa apoy sa loob
ng 3 minuto.
3. Ulitin ang pamamaraan gamit ang kamatis. Gumamit ng
panipit( tongs ).
4. Masdan ang balat ng talong at kamatis.

Tanong:
Isulat ang iyong sagot sa sanayang kuwaderno.
1. May nakita ba kayong pagbabago sa balat ng talong at kamatis
pagkatapos mo itong isalang sa alcohol lamp? Ano- ano ito?
2. May nakita ka bang pagbabago sa balat ng kamatis pagkatapos mo itong
ilagay sa init ng alcohol lamp? Ano- ano ito?
3. Iguhit ang larawan ng kamatis at talong bago at pagkatapos na
maisalang sa init malapit sa alcohol lamp.
Gawin ito sa inyong sanayang kuwaderno.

Bago Pagkatapos
 4. Bakit naging kulay itim ang balat ng talong at kamatis?
5. Maaari bang ang pagbabago sa balat ng talong at kamatis ay mangyari
sa balat ng tao? Paano?
6. Ano ang epekto ng sobrang init ng araw sa tao?
7. Kunan ng larawan ang mga taong nagtatrabaho nang mahabang oras sa
ilalim ng sikat ng araw. Ilarawan ang masamang epekto na maaaring
idulot ng sikat ng araw sa tao.
Appendix 5
Day 1, Grade 4 Science 3&4, Q4, W9

Suggested Rubric for Rating Group Presentation

Content Originality Creativity Impact Total

40% 20% 20% 20% 100%
Appendix 6

Day 2, Grade 4 Science 3&4, Q4, W9

Role of the Sun in the Water Cycle

Water come from many sources; bodies of water like oceans, seas, rivers,
lakes, streams, land, plants, animals and humans.

The sun plays the major role in the water cycle. It is the main source of heat
on earth. When the earth’s surface is heated, evaporation takes place in the bodies
of water and on land. Water particles are released from the leaves of plants
through transpiration. Animals and humans give off water particles when they
perspire and during respiration which evaporate in the atmosphere in lesser
amounts. When water vapor in the atmosphere had cooled, condensation process
takes place. The condensed water vapor is transported and move from one
location to another in the atmosphere. When the condensed water vapor become
heavy, it falls back to the in the form of rain, hail, snow, and sleet, this is called
precipitation. When water falls back to the earth, it goes back to the bodies of
water, and it may end up on land. When it ends up on land, it will become a part
of ground water that animals and humans including plants can use, or it may run
over the soil and collect it in the oceans, lakes, rivers where the cycle starts all
over again. The water continues this cycle.

Water cycle is a continuous process of changing liquid water into water

vapor (gas) when heated and back to liquid water when cooled.
Appendix 7

Day 1, Grade 4 Science 3&4, Q4, W9

https://sciencealtavista.files.wordpress.com/2010/02/water-cycle.jpg
Appendix 8
Day 1, Grade 3 Science 3&4, Q4, W9

The weather forecast is a warm, sunny day. Raul and friends are going to a
picnic. He is thinking of what to wear. What will you suggest him to wear in the
picnic.

Make a list of what to bring if you wish to go hiking on a hot, sunny day and tell
why.

What to bring Why

Science 3&4, Q4, W9

Appendix 9
Day1/Grade3

Tell the pupils to answer the following:

1. The class of Mrs. Santos is on a field trip to the Dinosaur’s in the Land of
Angeles City, Pampanga. Samantha is so excited to wear her leather jacket,
a birthday present from her uncle in the USA. The weather forecast is a
hot, sunny week. What will you advice Samantha to wear? Why?

2. Raul, Tirso and Jake planned to go swimming on Saturday. Raul wanted to

be at the swimming pool by 12 :00 noon. Jake insisted that they go at 4:00
in the afternoon. Tirso told his 2 friends that it’s a warm, sunny day on
Saturday. Whom do you think has the better idea, Raul or Jake? Why?

Appendix 10 Science 3&4,Q4, W9

Day 1, Grade 4

Rubrics in rating the output on drawing

 Content Originality Creativity Impact Total
40% 20% 20% 20% 100%

Appendix 11 Science 3&4,Q4, W9

Day 2, Grade 3

Effect’s of Sun’s Heat on Plants

In nature, plants are triggered to flower by any number of factors. Some

plants, such as the Kalanchoe plant or poinsettia plant, time their blooms to the
amount of sunlight they receive. When the hours of sunlight decline they are
triggered to bloom. These are called “short-day” plants. Others, such as spinach,
are triggered to bloom only after the days stretch out to a certain length. These are
called “long-day” plants. This trait in plants shows that the plant’s reproductive
cycle is crucial to the amount of light available.

Most home growers will never have to worry about this phenomenon, but
there are some cases where it matters. For example, poinsettia don’t naturally
bloom around Christmas. Instead they are much expected to bloom by keeping
them in the dark for a certain number of hours each day in the winter to trick
them into blooming for the holiday. The same is true for kalanchoes: they can be
force to bloom any time of the year simply by keeping them in darkness for 14
hours a day. That’s why you can find flowering kalanchoe any time of the year,
but they’ll only bloom in the fall or early spring on their own. There are also
plants that don’t base their flowering on available light, such as tomatoes. They
are triggered by different factors, such as age, water, and nutrition levels, and
hormones.

Appendix 12
Day 2, Grade 4
Science 3 &4/Q4/W9
Appendix 13
Day 2, Grade 4
Science 3 &4/Q4/W9

Experiment Sheet 3

What you need:

 Diagram of water cycle
 Marker
 Manila Paper

What to do:
 Study the diagram of the water cycle
 Name the sources of water
 Write the process using the number parts of the water cycle diagram in
your science activity notebook
 Arrange the scrambled words to form the processes in the water cycle
using the descriptive phrases as your clue
  Write a short paragraph to explain the water cycle shown in the diagram

Conclusion:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Appendix 14
Day 2, Grade 3 Science 3&4, Q4, W9

Experiment Sheet 4

Aramaten:
Mulmulangaaddaitipagadalan/komunidad
Addang:
1. Mangalatidua a nakamasitera a mulangaagpadaitikangato ken
bilangtibulongda.
2. Ikabiltimaysa a nakamasitera a mulaitisiroktiinit( Mula A) ken timaysaketti
lining ( Mula B).
3. Sibugandagitimulaitiagpadatikaadu a danum.
4. Paliiwentitunggalmaysa a mulaitimaminduaitikadaaldaw, itibigat ken
itimalem. Aramidendaytoyititallongaaldaw.
5. Sakarenti table iti baba itikuaderno. Isuratdagitinapliiwmo ken
sungbatkadagitisumaganad a saludsod.
NaganitiMula______________________

ORAS AniatiMakitak?
MulaitiLinong MulaitiKainitan
8:00 a.m.
 2:00 p.m.
Saludsod:

1. Iladawanitikasasaaddagitimulmulasakbayngaikabildaidaitilinong ken
itikainitan.
2. AniatinapasamakitiMula A ken Mula B kalpasantimaysangaadaw?
Agpadakadiitilangada?
3. AniatinapasamakitiMula A ken Mula B kalpasantiduangaaldaw?
Agpadakaditilangada?
4. AniatinapasamakitiMula A ken Mula B kalpasantitallongaaldaw?
Agpadakaditilangada?
5. Addakadiepektotiinitkadagitidua a mula
6. Mangsurattimaipapanitiepektotipudottiinitkadagitimula.

( Tagalog )

Appendix 15
Day 2, Grade 4
Science 3 &4/Q4/W9

Answer the following question

1. Where does water come from as shown in the diagram?

2. What are the processes involved in the water cycle as shown in the
numbered parts of the water cycle?
3. What is the role of the sun in the water cycle?
4. Which part of the earth does greater evaporation takes place?
5. In which process do plants release water particles from their leaves?
6. How do animals and humans get affected in the water cycle?
7. Why does water vapor change into liquid?
8. What are the forms of precipitation that fall on the earth’s surface?
9. Where does water go when it falls back on earth?
Appendix 16
Day 2, Grade 4
Science 3 &4/Q4/W9

Suggested Rubric for Rating Group Presentation

Content Originality Creativity Impact Total

40% 20% 20% 20% 100%
Appendix 17
Day 3, Grade
Science 3 &4/Q4/W9
Directions: Write true before the number if the statement is correct and false if
the statement is incorrect.

_____1. The sun makes the land and water warm.

_____2. People avoid doing outdoor activities during sunny days.

_____3. Animals prefer to sleep during hot, sunny days.

_____4. When the weather is hot animals look for cool places.

_____5. Some plants grow best in cold, rainy weather.

Appendix 18
Day 3, Grade4
Science 3 &4/Q4/W9

Assessment for Grade 4

Direction: Read each statement and choose the best answer. Write only the
LETTER of the correct answer on your paper.

1. Which gives us enough heat and light in order to live?

a. Sun b. hydropower plant c. electricity d. generator
2. What is the effect of sun’s heat and light to the environment?
a. It causes the changes in temperature.
b. It helps the plants in making their food.
c. It sustains the life of animals, plant and humans.
d. All of the above
3. Without the sun, what would most likely happen to the earth?
a. The earth will be dark and cold
b. The earth will be lifeless
c. Both A and B
d. None of the above
4. In which process do plants release water from their leaves?
a. Condensation
b. Evaporation
c. Precipitation
d. Transpiration
5. When does evaporation take place?
a. When water is cooled
b. When water is heated
c. When water is frozen
d. When water is filtered
6. Is water cycle possible when the sun is blocked? Why?
a. No, because evaporation process is lacking.
b. Yes, because condensation process continuous.
c. Yes, because electricity can heat water.
d. No, because precipitation process is delayed.
 7. Manette forgot to bring her plants outside for a week. What would likely
happen to the plants?
a. The plants grew robustly.
b. The plants have yellowish leaves.
c. The plants have bigger roots.
d. The plants have bigger stems.
8. What is the role of the sun in the water cycle?
a. Sun’s heat causes evaporation.
b. Sun’s heat creates tidal waves
c. Sun’s heat produces more water.
d. Sun’s heat produces more water waves.
9. When you opened the kettle, you have seen droplets of water on its cover.
What process in the water cycle is shown?
a. Condensation
b. Evaporation
c. Precipitation
d. Transpiration
10. How do animals and humans release or give off water
particles?
a. Through transpiration
b. Through respiration
c. Through condensation
d. Through precipitation