East District

Bay-Ang Elementary School

Lesson Plan in Science IV

1st Quarter

I. Objectives:

A. Identify changes in materials whether useful or harmful to

the environment.
B. Value the importance of preserving and caring to one’s
environment.
II. Subject Matter:

References: Science IV CG S4MT-Ii-j-7, TG 61-63, LM 49-51

Materials: Activity Worksheets, Manila Paper, Markers, Pictures,

Real Objects

III. Procedure:

A. MOTIVATION:

Show pictures in the class. Ask pupils to identify situations/actions

showing materials that undergo changes.

B. UNLOCKING OF DIFFICULTIES:
Read the following sentences. Determine the meaning of the
underlined words through context clues. Write the letter of the correct
answers. (GROUP ACTIVITY)

1. The ozone layer filters harmful UV rays from the sun.

A. Beneficial B. dangerous C. safe
2. Planting trees are very useful to us.
A. helpful B. unusable C. workless
 3. The Philippine government encourages shoppers to reuse plastic bags.
A. Deny B. refuse C.repeat
4. It is good to recycle household waste.
A. lose B. recover C. waste

5. Proper segregation of waste reduces the risk of transferrable disease.

A. Lessen B. increase C. rise

C. PRESENTATION:

Present different pictures that show changes in the materials that are
harmful or useful to the environment.

Show an educational video in the class. Ask them the ff. questions:

What have you learned in the video?

Does it happen in real life set-up?
How are you going to take care of our environment to avoid such
dilemma?
Can you identify the changes happened in the video? Is it harmful or
useful? Why?
Why do we need to use the 3R’s?

D. GUIDED PRACTICE:

In today’s activity, you will identify some other changes in the

materials that are useful or harmful to one’s environment. Divide the
class into 3 groups.
Identify whether such changes in the materials are useful or harmful to the
environment by putting a check mark (/) on the paper columns.

Changes in the materials

Effects of the changes
in the materials to the
environment
USEFUL HARMF
 UL
1. Cutting of trees
2. Cutting of handkerchief
3. Shaping pieces of wood into chairs
4. Burning of old tires
5. Burning of plastics
6. Throwing of detergents into the sewage
7. Changing wood into charcoal for cooking

E. APPLICATION:

Do you want another activity? Ok, go back to your groups.

Differentiated Activities:

Group I – Using a Venn Diagram, paste the sentence strips that show
the useful and harmful changes in the materials to one’s environment.
Group II – Determine whether the pictures can cause harmful or
useful to the environment.
Group III – Using sentence strips, group changes in the materials
whether it is useful or harmful to the environment.

F. GENERALIZATION:

What are the changes in the materials that are useful to the
environment? What made them useful?
What are the changes in the materials that are harmful to the
environment? What made them harmful?

IV. EVALUATION:
Identify if the following changes in the materials is harmful or useful in the
environment. Write H if it is harmful and U if it is useful.

_________ 1. __________ 6.
_________ 2. __________ 7.

_________ 3. __________ 8.

__________4. __________ 9.

__________5. __________ 10.

Prepared By: Noted By:

ALYSSA C. MADRONA JOEL S. NAKILA

Teacher I Head Teacher I

Lesson Plan in English IV

2nd
Quarter

I. Objective:

A. Identify mass and count nouns

II. Subject Matter: Identifying Mass and Count Nouns

References: English IV
Materials: Activity Worksheets, Manila Paper, Markers, Pictures, Real
Objects

III. Procedure:

A. Drill:

Show different pictures that show mass and count nouns. Let the
pupils participate the activity “Count me, Count me not?”
 B. Motivation:
Facilitate a riddle game through a charade “Pass the ball” with a twist.
WHAT AM I?
This grain is white and small, it gives us energy and make us full.
It is colorless and odorless. It is used for drinking and washing
dishes.
Babies love this white liquid in a bottle or in a glass with lid.
I have four legs but no feet and two arms but no hand.

C. Presentation:

MASS AND COUNT NOUNS

Mass Nouns – refer to the things that by their nature cannot be

counted.
- Usually a noun that lacks a plural in ordinary usage and is not used
with indefinite article

Examples: sand, salt, rice, intelligence

Count Nouns – refer to the things which can be counted.

Examples: chairs, cake, tomato, desk
Present a dialogue and let the children read it aloud and answer the
questions being asked.
 For whom are the things in the box?
How can we help victims of calamities?
What are the golden values you have learned in the dialog?
How does charity or the value of sharing in your community
help during calamities?
Why should we do charity work?

D. Application:

Divide the class into 4 groups. Let them participate

cooperatively.

Group 1 – For each food below select whether it is a count or

mass noun.
Group 2 - Identify the count and mass nouns. Write the nouns
in their proper column.
Group 3 – Mark an X in the right column by each noun.

E. Generalization:

We call nouns that can be counted a count noun.

 Those nouns that cannot be counted are called mass nouns.

IV. Evaluation:

Direction: Read the nouns below. Decide if each noun is a count

noun (C) or a mass noun (M). Write the correct letter next to each
word.
1. ______ rice 6. ______ bag
2. _____ milk 7. _____ watch
3. _____ snow 8. _____ hope
4. _____ phone 9. _____ plate
5. _____ happiness 10. _____ cat

Prepared by: Noted

by:

ALYSSA C. MADRONA JOEL

S. NAKILA
Class Adviser Head
Teacher I
 East Cabadbaran District
Bay-Ang Elementary School

Lesson Plan in English IV

3rd
Quarter

J. Objective:

B. Identify the adjective that best describe a person, animal,

place, thing or event.
V. Subject Matter: Identifying Adjectives

References: English IV
Materials: Activity Worksheets, Manila Paper, Markers, Pictures,
Real Objects

VI. Procedure:

F. Review:

Let’s play a charade “Pass the ball’

Give the characteristics/attributes of Kabang in the poem

“Kabang, A True Hero”.

G. Motivation:

Facilitate a riddle game.

WHAT AM I?
H. Presentation:

Adjectives – are words that describe nouns or pronouns.

Adjective Match it!

The teacher will post a table showing pictures of different nouns

and words that describe the nouns in the pictures.

The pupil will choose the adjective that best describes the picture.

I. Application:

Divide the class into 4 groups. Let them play creatively.

Group 1 – FILL ME! Write an adjective on each blank to

complete the sentences. Select your answer from the words inside
the box.

Group 2 – DESCRIBE ME! Based on the given pictures, write as

many adjectives as you can.

Group 3 – SPOT THE ADJECTIVES! Circle the adjectives in the

short story.
Group 4 – Pick Me! Pick out all the adjectives in the words on the
table

J. Generalization:

What is an adjective?
Who can give an example?
Why are adjectives important?
VII. Evaluation:

I. Underline the adjectives in the sentences below.

1. A cat is soft.
2. The story was very short.
3. Chocolates are sweet.
4. The snow was cold.
5. Kabang is a brave dog.
6. Keep your room always clean.
7. Loiuse has been very silent.
8. The muse has a pretty face.
9. Heroes are selfless.
10.Family is love.
 East District
Bay-Ang Elementary School

Banghay Aralin sa EPP IV (Home Economics)

1st Quarter

I. Layunin:

A. Natutukoy ang tatlong pangkat ng pagkain.

B. Napapangkat ang mga pagkain ayon sa Go, Grow, at Glow food.

II. Paksang Aralin: Masustansiyang pagkain

Sanggunian: Modyul sa EPP, Aralin 18

K to 12 EPP4HE-Oi-14 at Oj-15
Kagamitan: Manila Paper, mga larawan ng pagkain, pentel pen
III. Pamamaraan:

A. Pangganyak

Ihanda ang mga bata sa pakikinig sa pamamagitan ng isang energizer song

“Makulay ang Buhay” sa Multimedia Presentation at pagkatapos ipakita ang
mga pagkain sa mesa at itanong kung ano ang mga ito.

B. Paglalahad

Magpakita ng isang video tungkol sa tatlong pangkat ng pagkain.

Ano-ano ang tatlong pangkat ng pagkain?

Ano ang naibibigay o nagagawa nito sa inyong katawan?
Bakit natin kailangan kumain ng masustansiyang pagkain?

C. Pagpapalalim ng kaalaman

Kumuha ng ilang larawan ng pagkain, ipakita ito isa-isa at itanong sa mga

bata kung saang pangkat ito kabilang.

D. Paglalapat
 Pangkatin ang klase sa tatlong grupo. Ibigay ang mechanics sa larong “Food
Color Game”. Ipaulat sa lider ng grupo kung anong pangkat ng pagkain
nabibilang ang mga pagkain na kanilang ginuhit.

E. Paglalahat:

Ano ang natutuhan ninyo ngayon sa ating aralin?

Ibigay ang tatlong pangkat ng pagkain.
Magbigay ng halimbawa sa bawat pangkat.

IV. Pagtataya:
Ipagawa sa mga bata ang sumusunod:

A. Kilalanin ang sumusunod na pagkain. Isulat ito sa pangkat na kaniyang

kinabibilangan.

gatas itlog isda mangga

karne puto bayabas kamatis
kanin kalabasa hotdog spaghetti

Pangkat I Pangkat II Pangkat III

(Go Food) (Grow Food) (Glow Food)
East District
Bay-Ang Elementary School

Banghay Aralin sa MAPEH IV (Edukasyong

Pangkalusugan)
3rd Quarter

I. Layunin:

A. Natutukoy ang mga tama at maling paggamit at pag-abuso sa gamot.

B. Nailalarawan ang mga maling paggamit ng gamot.
C. Nasasabi ang kahalagahan ng gamot.

II. Paksang-Aralin: Maling Paggamit, Hatid ay Panganib

Sanggunian: TG p. 164 – 168, LM p. 337- 343

Kagamitan: Tsart, Aklat, Larawan, Laptop, Projector

III. Pamamaraan:

A. Pagabalik-aral:
Pangkatin ang mga bata sa tatlo at maglaro ng “Bring Me”.
May iba’t ibang kaisipan na kaugnay sa mga gamot na ating iniinom. Sa aking
hudyat, mag-unahan ang bawat pangkat na pumunta sa harap at hanapin sa
kahon ang larawan o bagay na kaugnay sa kaisipan sa tamang pag-inom ng
gamot.
Halimbawa: Gamit sa pagkuha ng temperatura sa ating katawan
thermometer

B. Pagganyak:

Ipabasa sa mga bata ang maikling kwentong “Saan Nagkamali si Luis”.

Ano ang naging sakit ni Luis?
Para saan ang ininom niyang gamot?
Ano ang nangyari sa kanya?
Kung kayo si Luis iinumin ba ninyo ang gamot na hindi binabasa ang label?
Bakit?

C. Paglalahad:
 Magpakita ng mga larawan o videoclips sa batang may sakit, umiinom ng
gamot na walang reseta at umiinom ng mas marami sa itinakdang gamot para
mas mabilis ang paggaling.

Ano ang mapapansin sa mga batang ito?

Ano sa palagay ninyo ang dahilan kung bakit ganyan ang itsura nila?

Ipakita sa mga bata ang mga dapat tandaan sap ag-inom ng gamot.

D. Pagtatalakay:
Hatiin ang mga bata sa tatlong pangkat. Magpapakita ako ng mga larawan.
Ang bawat pangkat ay mag unahan sa pagsagot kung alin sa mga larawan ang
nagpapakita ng hindi pagsunod sa tamang alituntunin sa tamang pag-inom ng
gamot at iuulat ng lider/reporter ng grupo kung bakit mali ang ipinakikita ng
larawan.
Ano ang puwedeng mangyari kapag di natin sinunod ang mga alituntunin na
dapat sundin sa pag-inom ng gamot?

E. Paglalapat:
Hatiin ang klase sa tatlong pangkat.
Isadula ang isang sitwasyong nagpapakita ng maling paggamit ng gamot at
ipakita ang tamang paggamit nito.

Group I – Paggamot sa sarili. (self-medication)

Group II – Paggamit ng labis na sukat (overdose) na kailangan na gamot.
Group III – Pag-inom ng iba’t ibang klase ng gamot sa parehong sakit.
 F. Paglalahat:
Ano-ano ang dapat tandaan sa pag-inom ng gamot?
Anong mangyayari sa atin kapag maling gamot ang ininom para sa isang uri
ng sakit?

IV. Pagtataya:

Lagyan ng / tsek ang mga pahayag na nagsasabi sa tamang pag-inom ng gamot at

X kung hindi.

1.Uminom ng tamang gamot na inireseta ng doktor

2.Uminom ng gamot na lagpas ayon sa dami at sukat nito.
3. Basahin ang etiketa ng gamot bago ito inumin
4.Uminom ng gamot na inireseta ng ibang tao.
5.Huwag uminom ng gamot na lagpas na sa Expiration Date

East District
Bay-Ang Elementary School

Lesson Plan in Science IV

4th Quarter

V. Objectives:

C. Identify the harmful effects of the sun on living things

VI. Subject Matter:

References: Science IV CG S4ES-IVg-11, LM 311-315

Materials: Activity Worksheets, Manila Paper, Markers, Pictures

VII. Procedure:

G. Review:
How is life without a sun?
What is the main source of light, heat and energy?
What are the beneficial effects of the sun to the living things?

H. MOTIVATION:
“WORD SEARCH”
SUNBURN
BLIND
HEADACHE
HARMFUL
NOSEBLEED

H F S U N B U R N
A E W O G K B N E
R T A V X O L U M
M P F D C Z I J G
F V Y C A K N B T
U N D W R C D F S
L C L X M A H O L
N O S E B L E E D

I. PRESENTATION:

Present the harmful effects of the sun to people and post different
pictures on the board.

J. DISCUSSION:
 Why do you get sunburned?
What happens to your skin when you get sunburnt?
What do you usually feel when you are exposed to sun’s heat?
Why should you protect your eyes from the sun?
How many glasses of water we need to drink each day?

K. APPLICATION:

Divide the class into three groups.

Group 1 – ARRANGE ME! (Arrange the scrambled letters)

Group 2 - ENCIRCLE ME! (Encircle all the harmful effects of the
sun on living things in the box)
Group 3 - MARK ME! (Mark all the pictures that show harmful
effects on living things)

L. GENERALIZATION:
What are the harmful effects of the sun on living things?
In your own idea, how are you going to prevent yourself from getting
the bad effects of the sun to one’s health?

VIII. EVALUATION:

Identify the harmful effects of the sun on living things. Encircle the
correct answer.

1. One Saturday, you went swimming with your friends in the nearby
river, you noticed that your skin was reddish. What was the harmful
effect of the sun’s heat to your skin?
a. Boil
b. Sunburn
c. Blush

2. What would be the probable effect if your eyes exposed to the light of
the sun?
a. Eyes would become clear
 b. Eyes would brighten
c. Eyes would be damaged

3. When the intense heat is received on the earth’s surface and there is
no rainfall at all. What would be its effect on the environment?
a. Soil would harden, crack and plant would wither.
b. There would be abundance of fruits and crops.
c. Animals are active.

4. Norma placed her anthurium plant outside her house before she left
for Manila for two weeks. When she arrived she noticed her plant was
wither. What could have caused the withering of plants?
a. Animals stepped on it.
b. Too much heat of the sun.
c. A stray animal uprooted it.

5. Paul brought his carabao to the grassland to graze. He left his animal
under the sun whole day. What would likely to be harmful effect of
heat on his animal?
a. His carabao would become sturdy.
b. His carabao would become sunburn.
c. His carabao would get sick.
 East District
Bay-Ang Elementary School

Lesson Plan in English IV

3rd Quarter
I. Objectives:

A. Identify the adjective that best describes a person, animal,

place, thing or event.
B. Value the importance of planting seeds in the backyard.
C. Participate to the discussion attentively and work
collaboratively in group activities.

II. Subject Matter: Adjectives

References: English IV CG (EN4G-IIIA-1), TG (218-219), LM

(226-228)

Materials: Pictures, Chart, Real Objects, Powerpoint

Presentation

III. Procedure:

I. Review:
 Using a Semantic Map. Give the charateristics/Attributes of
Kabang in the poem “Kabang, A True Hero”

II. Drill:

Divide the class into four groups. Instruct them to assemble the
scambled letters that will best describe it’s given pictures then
paste in on the board.

1. YARD – GIB (big)

2. TREE – ATLL (tall)
3. JUICE – CLOD (cold)
4. STONES – MSALL (small)
5. SANDWICHES – SUOICILED (delicious)

III. MOTIVATION:

The teacher will post a table on the left side of the board showing
pictures of different nouns and words that describe the nouns in
the picture on the right side of the board.

The pupil will sort out the describing words to the pictures
presented in the chart.

IV. Presentation:

The teacher will present a short paragraph. Pupils will read the
paragraph and study the underline words.
 The teacher will ask these following questions:
1. Who set out to work in the big yard?
2. Why did Mon shovel the hard soil?
3. What did Mon and I plant?
4. Why is it good to plant some vegetables in our yard?
5. What are the underline words in the paragraph?
6. What do they do in the sentence?

V. Guided Practice:

Activity 1: Give the words that best describe the given pictures.
Activity 2: Facilitate a guessing game. Describe a certain object in
the classroom. Mention its color, shape or kind.
Activity 3: Go back to the poem and point out all the adjectives
used. Write them on the board then let the pupils read them.

VI. Application:

Divide the class into 3 groups. Let them play the game creatively.
Group 1 – Describing the day
 Describe your morning so far
 Describe what you had for breakfast
 Tell me about your English class.

Group 2 – Adjective Match

 The Group will match the describing to the pictures shown in the
chart.

Group 3 – Write an adjective on each blank to complete the

sentences. Select your answer from the word strips.

VII. Generalization:

What do you call with words that describe the noun and
pronoun?
Who can give an example?

IV. Evaluation:

Underline the adjective in the following sentences.

1. The movie was not too terribly long.

2. They live in a beautiful house.
3. Annie is my best friend.
4. Do not touch the wet paint.
5. Tom is reading a scary book.
6. Jack fixed the broken car.
7. The leaves are green.
8. Mom said the cost of a car is way too high.
9. The cat has a long tail.
10.The ball is round.

V. ASSIGNMENT:
Look for the things inside your house. Write sentences to describe
each.
 East District
Bay-Ang Elementary School

Lesson Plan in Science IV

4th Quarter

I. Objectives:
A. Practice safety precautions to avoid the negative effects of too
much exposures to sunlight.
B. Show importance on taking care for our eyes and skin.

II. Subject Matter:

References: Science IV CG Lesson 70, TG 358-360, LM 316-318

Materials: Activity Cards, Manila Ppaer, Markers, Pictures, Real

Objects

III. Procedure:

A. Review:

Using a Concept Map, write the beneficial effects and harmful

effects of the Sun on living things.

B. Motivation:
 Present the pictures of pupils wearing umbrella, sunglasses and
cap.
Ask the pupils the reason why they wear those things,

C. Presentation:

Show the real objects like sunglasses, jacket, cap, umbrella and
sunblock lotion. Discuss the ways of protecting ourselves from the
experience excessive sun’s heat and light.

Why do some people wear dark sunglasses on hot sunny days?

How do you take care of your eyes?
How do you take good care of your skin?
Why is there a need to practice the safety precautions when we
are expose from too much sun’s heat and light?

D. Application:
Group the class into four. Let them read the situation written on
the activity cards and simulate the safety precautions on the
effects of sunlight. Each group will choose objects on the table as
their answer.

ACTIVITY CARD 1 (GROUP 1)

You have a family outing to the beach. How can you protect your
eyes from the glares of the sun?
ACTIVITY CARD 2 (GROUP 2)
You will help your father in harvesting rice grains. What should
you wear to protect you from the intense heat?
ACTIVITY CARD 3 (GROUP 3)
 You will go swimming with your friends this weekend. What
should you do to avoid sunburn?
ACTIVITY CARD 4 (GROUP 4)
You walk to and from the school on a sunny day. What should
you bring to protect you from sun’s heat and light during sunny
days?

E. Generalization:
What are the safety precautions that we should practice to protect
ourselves from the sun’s excessive heat and light?

IV. Evaluation:
Put a check mark (/) opposite the statement of it is a GOOD practice
and cross mark (x) if it is NOT A GOOD practice.

_______ 1. Playing under the sun at noon time.

_______ 2. Wearing a wide-brimmed hat on sunny days.
_______ 3. Looking at the sun directly.
_______ 4. Using an umbrella on sunny days.
_______ 5. Lying on the beaches all day.
_______ 6. Wearing sunglasses in beaches while the sun is too hot.
_______ 7. Applying sun block lotion all over the skin when
swimming in beaches and pools.
_______ 8. Staying under the sun the whole day.
_______ 9. Wearing long sleeves and trousers when working in the
farm.
_______ 10. Exposing eyes to the bright/glaring light.