Republic of the Philippines

BATANGAS STATE UNIVERSITY

Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

Detailed Lesson Plan in Science IV

I. Objectives:

At the end of 50 minutes, learners will be able to:

1. Content Standard:

 Demonstrate understanding of the different sources of water suitable for human

consumption.

2. Performance Standard:

 Tell the use of water from the different sources in the content of daily activities.

3. Learning Competency and Objective:

 Explain the use of water from the different sources in the content of daily

activities. S4ES-IVb-2

II. Content:

Uses of water

III. Learning Resources

A. References: Science Teacher’s Guide pp. 306-308

Science Learner’s Material pp. 263-265

B. Materials: Powerpoint presentation Activity sheets

manila paper permanent marker

pictures real objects

C. Process Skills: identifying, observing, describing, comparing and inferring

D. Values Integration: being thrifty, creativity, environmental sanitation

IV. Learning Tasks

Teacher’s Activity Pupils’ Activity

A. ENGAGE

“Please stand up and pray.” (One pupil will lead the prayer.)

“Good morning class!” “Good morning Ma’am!”

“Good morning classmates.”
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

“Thank you, Ma’am.”

“Okay. You may now take your sit.” (Class secretary will update the attendance.”

“Is there any absentees for today?”

“Okay, thank you for the report of

attendance today.”

Energizer
(The teacher will compose a song about water.)

A.1. REVIEW

“Alright, before we move on to our next topic,

let’s have a recap on what we’ve been “Yes, Ma’am.”
discussed last meeting.”
(Teacher will show pictures of sources of
water, and pupils will guess what sources of
water is being described in the picture.) “Ma’am that is seawater.”
“Now, I will show you pictures of the sources “Okay, that’s correct. What can you say about
of water and you have to tell me what source it seawater?”
is. Is that clear?”

1. (Seawater)
“Ma’am that is freshwater.”
“Alright, so what can you say about
freshwater?”

2. (Freshwater)
“Ma’am that is groundwater.”
“What can you say about groundwater?”

3. (Groundwater)
“Seawater, freshwater and groundwater.”

“Yes ma’am.”

“Okay. Very good. So, again, what are the

three main sources of water?”
“Okay, so are those clear to everyone?”

A.2. MOTIVATION

“We will play a game. Are you familiar with

the game 4 PICS 1 WORD? Today, we are
going to play that game.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

“I have here 4 pictures that serve as a clue to

guess the unscramble words.”
1. SOURCES
2. WATER
3. USES

“Why do you think the big portion of the earth “Because it represents the water part of the
is blue in color?” “What does it represents?” earth.”

“Yes, that’s right. That is why life is very

abundant on earth. Thus, we can’t live without
water. Also water comes from various sources.
Now that we knew something about the
sources of water, today we’re going to find out
the uses of water and for you to know that,
we’re going to have our group activity.”
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

B. EXPLORE

1. Groupings
(The teacher will group the pupils into four
groups.)

2. Setting of Standards 1. Follow the procedures.

2. Cooperate with the members of the group.
“Now, before we proceed on your group 3. Work silently.
activity, what are the standards on doing a
GROUP 1: Let’s act about seawater!
group activity?” I. Objective:
 Explain the use seawater through a role
playing.
“Okay. So while you are doing the group II. Materials
activity, you have to follow those standards.” Activity sheets, manila paper, permanent
marker, real objects
III. Procedures:
(The teacher will give the activity to each 1. Go to your respective groups.
2. Collect ideas from your group.
group.) 3. Create a short roleplaying about
seawater.
4. Work silently with your group
mates.
5. Be creative. Present it to the class
after.
Guide Questions:
 What is did you do?
“Yes,
 What are the uses of seawater?
 How are you going to keep our seawater
clean/free from pollution?

Conclusion:
We therefore conclude that sweater is

GROUP 2: It’s freshwater time! It’s POEM time!

I. Objective:
 Explain the uses of freshwater
through poem.
II. Materials:
Activity sheets, manila paper,
permanent marker
III. Procedures:
1. Collect ideas from your group
about the uses of freshwater.
2. Create a short poem about use of
freshwater.
3. Work silently with your group
mates. 4. Present it to the class. Be
creative.
Guide Questions:

1. What did you do?

2. What are the uses of freshwater?
3. How are you going to keep our
rivers and lakes free from pollution?
Conclusion:
We therefore conclude that freshwater is

.
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

GROUP 3: Let’s go under the ground!

I. Objective:
 Explain the uses of groundwater through
graphic organizer.
II. Materials:
Activity sheets, manila paper, permanent
marker
III. Procedures:
1. Refer to the given examples
in characteristics and importance of groundwater.
2. Using your own ideas, complete the
graphic organizer.
3. Present it to the class actively.

Guide Questions:
1. What did you do?
2. What are the characteristics of
groundwater?
3. What are the importance of groundwater to
farmers?
Conclusion:
We therefore conclude that groundwater is

GROUP 4: Let’s sing a song; it’s all about USES of Water!

I. Objective:
 Explain the uses of water
through creating a song.
II. Materials:
Activity sheets, manila paper, permanent
marker
III. Procedures:
1. Create a song about the uses of water.
2. Think of a tune, any tune of the song will
do.
3. Your song must include how human use
water every day.
4. Present it to the class energetically!

Guide Questions:
1. What did you do?
2. What are the uses of water?
3. How human use water every day?
Conclusion:

We therefore conclude that the uses of water

are _
.

“Now class, you will be given 5-7 minutes to “Yes ma’am.”

prepare your presentations and to answer the
activities given to you. Is that clear to
everyone?

“You may now go to your respected group.” (Pupils will begin to do their activity.”
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

“Okay class. Your time is up. Go back to your (Group 1 will present their activity, followed
seats and let’s start the presentation of group by the second group up to the last group.)
1.”

C. EXPLAIN

“Let’s now proceed to our discussion. Again (Pupils from group 1 will explain their work.)
group 1, what did you do?”

“Based on what the group did, what were the

uses of seawater?

“What if we don’t have seawater, where do

you think the fishermen will go fishing?”

“Can you still enjoy the summer without going (Pupils from group 2 will explain their work.)
to the beach? Why? Why not?”

“Okay, how about group 2? What did you

present here in front?”

“Based on your work, what are the uses of (Pupils from group 3 will explain their work.)
freshwater?” “We answered the

“Do you think our daily activities will be easy (Pupils from group 4 will explain their work.)
without freshwater? Why?”

“What about the work of group 3? What did

you do?”
“What are the uses of groundwater?”
“Where do farmers get water for irrigating
their plants?”
“How about in taking care of your plants, what
did you do so that it will grow healthy?”
“Why do you think groundwater plays a big
part in doing your daily activities/routines?”

“And then the last group, group 4, can you

explain what did you present?”

(The teacher will elaborate more about the

work of each group.)
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

4. ELABORATE

 Personal
“What are the uses of water?”  Household
 Agricultural
 Recreation
 Environmental
 Transportation
(The teacher will construct situations in which
pupils can apply those in real life scenarios.)

1. Anna is brushing her teeth while the water (Being thrifty with the use of water.)
from the faucet runs off continuously. What
can you suggest to Anna to conserve water
while brushing?

2. You’ve seen your classmate throwing (Environmental sanitation.)

garbage in the Bantoc river. You know it can
destroy the bodies of water. What action can
you do to inform your classmate about keeping
the water free from pollution? If you were your
classmate throwing garbage in the river, would
you also do the same? Why? Why not?

3. Ivy washes the dishes after dinner. What can (Being thrifty with the use of water.)
she use to conserve water while washing?

5. EVALUATE

Direction: Explain the use of water by reading

each situation and choose the letter of the
correct answer.

1. Ellaine is brushing her teeth after every Answer Key:

meal. She also washes her hands. What is the 1. B
use of water in doing Ellaine’s routines? 2. C
A. Household C. Agricultural 3. A
B. Personal use D. Recreational 4. B
5. B
2. Every summer, the Cruz’ family goes to
beach for swimming and some relaxation.
They also try different water activities. What is
the use of water in Cruz’ family summer
activities?
A. Agricultural C. Recreational
B. Personal D. Household

3. Every morning, Mang Bogs make sure that

his maisan is always getting enough water.
What is the use of water in Mang Bogs’ farm?
A. Agricultural C. Personal use
B. Household D. Environmental
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Namunga, Rosario, Batangas
COLLEGE OF TEACHER EDUCATION

4. Jina’s mother washes their clothes every

Saturday. Jina also helps her mother by
cleaning their rooms and bathrooms. What is
the use of water in cleaning on their house?
A. Transportation C. Recreational
B. Household D. Personal use

5.Products are transferred from one province to

another by sea travel. What is the use of water
in this situation?
A. Personal C. Household
B. Transportation D. Recreation
ASSIGNMENT:
Cut pictures showing the uses of water.
Write 2-3 sentences about the picture.

Prepared by:

MA. CRISTINA N. BUGARIN

Student-Teacher

Checked by:

RHEA P. BERJUEGA ORLIE G. DEL MUNDO, Ed. D.

Teacher I Principal III

Approved:

JOY ANN M. AMADA

OJT Coordinator