Date: _____________

7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 1: Materials that Absorb Water

I.Objectives:
A. Describe materials based on the ability to absorb water.
B. Classify materials based on the ability to absorb water.
II.Subject Matter: Materials that Absorb Water
A. Materials:
3 pcs. Of rubber balls, 3 pcs of cotton balls, 3 pcs. Of sponges, 3 pcs of
face towels, tissue paper, 3 pcs. Of T-shirt, 3 pcs. Of rug, tray, water,
clock of timer, dropper or dipper.
B. Reference
Curriculum Guide Science 4 K-12
C. Process Skills: Observing, Identifying, Describing, and Investigating
D. Values Integration: Awareness on the kinds of materials to wear on
different seasons
III. Learning Task:
A. Engagement:
Motivation/Review:
1. Have the pupils go around the classroom.
2. Have them list down at least ten materials they see in the
classroom.
3. Instruct the pupils to go back to their seats after listing the
materials.
4. Ask: What materials did you see as you went around the
classroom?
5. What materials in your list are solid? Liquid? Gas?
6. Have the pupils fill up the chart

SOLID

LIQUID

GAS

B. Exploration
Advance preparation
Group activity
WHICH MATERIALS ABSORB WATER AND WHICH DO NOT?
C. Explanation
Present their data and answer guide questions.
D. Elaboration/Extension/BIT
C. Some of the materials absorb water more than others. Cotton is very
porous, which makes it a natural absorber of water.
D. Porous materials are materials having small holes that allow air or
liquid to pass through.

IV.Evaluation
Classify material according to their ability to absorbed water
Material

Porous

Non-Porous

1. paper
2. cotton ball
3. towel
4. wax paper

V.Assignment
Go around your classroom. Collect at least 10 materials and test them as
to whether or not the materials absorb water.

Date: June 17, 2016

2:10 3:00PM IPIL IPIL
3:20 4:10PM TINDALO
4:10 5:00PM KAMAGONG
SCIENCE IV
QUARTER 1: MATTER
LESSON 2: MATERIALS THAT FLOAT AND SINK

I. Objectives:
A.Identify the materials that float and sink.
B.Describe the kind of materials that float and sink.
II. Subject Matter: Materials that float and sink.
A. Materials: Plastic Cover with cover, Plastic saucer, pencil, eraser, metal
spoon, large stone, plastic book cover, rubber ball, styropore cup, toy
boat toy duck toy doll a pail filled with water.
B. Reference: Curriculum Guide Science grade 4
C. Process Skills: Observing, identifying, describing, investigating, and
classifying.
D. Values Integration: Awareness on what materials to bring when sailing.
III. Learning Tasks:
A. Engagement
Motivation Lets play Pinoy Henyo
-Plastic bottle, styropore, rubber cap, aluminum foil, candy wrappers.
B. Exploration
Advance preparation
Group Activity
What materials float and what materials sink?
C. Explanation
Group presentation and answering the guide questions.
D. Extension/Elaboration
E. Sink means to fall to the bottom of the water, float means on top of
water.
F. Some things float on top of water, some things submerged pathway
down, and some things sink.
G. Some things sink very fast, and some things sink very slow.
H. An objects shape can affect its ability to float, but some materials float
no matter what their shape such as Styrofoam and balsa wood.
I. Some things float at first, but then sink as they absorb water or take
water on through holes.

IV. Evaluation:
Identify the materials that float and sink
Plastic bottle with cover

plastic saucers

pencils

Eraser

metal spoon

large stone

Plastic book cover

rubber ball

toy boat

toy doll

Materials that float

Materials that sink

V. Assignment:
Go to your kitchen. Get five materials and test whether they float or sink.
Write your answered materials in the chart given below.
Materials that float

Materials that sink

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 3: MATERIALS THAT UNDERGO DECAY
I.OBJECTIVES:
A.Identify the materials that undergo decay.
B.Describe the materials that undergo decay.
C.Classify the materials that undergo decay.
II. SUBJECT MATTER: Materials that undergo decay
A. Materials: Transparent plastic, slices of bread, water, aluminum foil,
wax paper, plastic bottle caps, banana slice, kangkong or kamote
leaves, left over food, and soil
B. Reference: Curriculum Guide Grade four
www. Windows 2universe.org/physical science.
C. Process Skills: Observing, Identifying, Describing, Investigating,
Classifying
D. Values Integration: Proper Management of materials to avoid wastage.
III.LEARNING TASK
A. Engagement:
1. Review
- What properties of matter did you learn from lesson 1 & 2?
- What materials absorb water?
- What materials float? Sink?
2. Presentation
- Show a piece of bread and a decayed bread. Let them describe
and differentiate one from the other.
- Let them do LM Activity What will I Turn into?
B. Exploration
- Do the Activity about the materials they bring.
- But before that the teacher will instruct them the norms in that
said activity, and some safety reminders in handling the
materials.
C. Explanation
- Group Presentation or Reporting
- The teacher will facilitate the learning of each child through
questioning.

D. Elaboration
Background Information
J. Not all plants and animals decay at the same time.
K. Some were compressed under water and thick layers of soil over
millions of years. They were converted into fossil fuels such as coal, oil
or natural gas. These fuels are used by power station, factories, motor
vehicles, and others.
L. The organic matter in soil is derived from plants and animals. It
becomes organic fertilizers.
M. Organic fertilizer from compost pit does not harm but enrich the soil.
Ask:
N. What are the factors that contribute to the decaying process of the
materials?
O. Why are leftovers food kept in refrigerator?

IV.Evaluation
Given are the materials in the drawing. Classify the materials that undergo
decay.

V. ASSIGNMENT
Investigate further:
Prepare the same set up at home. Observe, which of the
materials decay fast and which decay slowly?

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 4: Disease/sickness Resulting from Exposure to Decaying Materials

I.OBJECTIVES
A.Identify the diseases/sickness that my result from exposure to decaying
materials.
B.Describe the diseases/sickness that may result from exposure to
decaying materials.
II.SUBJECT MATTER: Disease/sickness Resulting from Exposure to Decaying
Materials
A. Materials: Picture of the following: Old man sick with TB.,Boy sick of
asthma, woman sick of diarrhea, family living in dumpsite, family living
in a squatter area.
B. Reference: http://garbage pollution.weebly.com.illness html
C. Process Skill: Observing, Identifying, Describing
D. Values Integration: Controlling Pollution
III.LEARNING TASK
A. Engagement:
Name the characteristics of these materials.
Do you think these materials can make you sick? What possible disease can
we get if we are expose to these materials? What do you understand by the
word disease/sickness?
B. Exploration
Prepare a gallery inside the classroom.
Display the pictures in the gallery.
Group the class into 5. Let them have a gallery walk.
Instruct the pupils to work on Lesson 4 LM Activity 1 What disease or
sickness will I get from exposure to decaying materials?and discuss their
findings in to their group mates.
C. Explanation
Group Reporting and Analysis
D. Elaboration
P. Background information for teachers.

Q. How could people living in areas near dumpsites, esteros, or canals be

protected from getting sick.
IV.Evaluation
1. If you are exposed to decaying materials what could be its result to your
health?
2. Explain why decaying materials affect ones health and safety.
V.ASSIGNMENT
Look for a place in your community where people practice proper waste
disposal.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 5: Effects of Exposure to Decaying Materials on ones health and safety
I.OBJECTIVES
A.Identify The effects of decaying materials on ones health.
B.Describe the physical state of people exposed to decaying materials.
II.SUBJECT MATTER :Effects of Exposure to Decaying Materials on ones health
and safety
A. Materials: Survey Form, Parents Permit, Manila Paper, Marker, Plastic cups,
Rotten fruit, Slice of bread and other materials that decay fast.
B. Reference: Exploring and Protecting Our World byCarmelita C. Coronel et al.
C. Process Skills: Observing, Describing, Identifying, and Enumerating
D. Values Integration: Controlling Pollution
III.LEARNING TASK:
A. Engagement:
Show different materials on the table. Which of these materials on the table
undergo decay?
What do you think will happen to us if all these decaying materials will just be
disposed anywhere in our community?
B. Exploration
Group the class into 5 that they will do a group activity.
C. Explanation
Group Reporting and Analysis
D. Elaboration/Extension
Can people benefit from compost? Explain your answer.
IV. Evaluation
Write a reflection. Complete the statement below.
To combat the diseases brought about by exposure to decaying materials my
environment, I will_________________________________
V.ASSIGNMENT
How can you make your environment a pleasant place to live in?
Present your answer through an illustration.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 6: Importance of Reading Product Labels.
I.OBJECTIVES
A.Observe and read product labels.
B.Explain the importance of reading product labels.
II.Subject Matter: Importance of Reading Product Labels.
Reference: Science IV K to 12 S4MT-Ib-2
Materials: Empty boxes,packages or containers of different products.
Mlik, cereals, sardines. Meat Loaf,empty bottles and boxes of medicines,
detergents and pesticides.
Values Integration: Awareness on reading product labels.
III.Preparatory Activities
Health Inspection
Weather Report
Science News
Review
What common materials at home that undergo decay?
A Motivation: Pictures of Products
Ask:
When you buy these products, do you bother to
Read the labels in this package?
B Presentation: Picture presentation
Ask: 1. What does the picture shows us?
2. What are the different information that you can see In this label?
3. Do you think its important to read and know the Content of the product that
you bought from the stores?
Why?
C. Exploration
1. Get the materials from your teacher.
2. Group the materials based on the products. (food products, medicine/drugs,
housekeeping products)
3. Get food products first.
4. Look for the product label in each of the materials.
5. List any information you can get from the product label in the data chart
below

6. Get the empty boxes of over-the-counter medicines/ drugs. Read the labels.
7. Look for the information you get from the product labels.
Food
Products

Us
e

Manufacturin
g Date

8. Record it in the data chart below:

Me
U
Date
E
dici
s
x
Man
ne
e
p
ufact
&
i
ured
Ho
r
us
y
eh
D
old
a
Ch
t
em
e
ical
s/
Bra
nd

Expir
y
Date

Precaution
(If any)

W
ar
ni
n
g
Si
g
n
s/
S
y
m
b
ol
s

Do the same with housekeeping products.

10. After you are done performing the activity, return all the materials to your
teacher.
11. Always clean the activity area before leaving.
D. Discussion
1. What information are given by the labels of the products?
2. What are the manufacturing dates and expiry dates of each of the product?
E. Generalization
Why do you think its important to read the product labels?

F . Application
Why do you think people need to consider the information on product labels
when buying products to be stored at home?
IV. Evaluation
Directions: Read the product label. Answer the questions correctly.
Name: 7 77 Tuna
Manufacturing date:
April 20, 2014
Expiry Date: April 20,
2017
Canned Goods
Best before April 20,
2017

1. What is the name of the product? ___________

2. Manufacture Date _______________________
3. Expiry Date ____________________________
4. What kind of products? ___________________
5. Precautions/warnings ____________________
V. Assignment
Look for a medicine box at home. Read the label and answer some questions.
1. What is the name of the product? ___________
2. Manufacture Date _______________________
3. Expiry Date ____________________________

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 7 : Ways of disposing Materials according to their properties
I.OBJECTIVES

A. Observe proper ways of disposing waste materials by sorting them

according to its properties.
B.Identify ways of disposing waste materials according to the properties of
its materials.
II.Subject Matter: Ways of disposing Materials according to their properties
Reference: Science IV K to 12 S4MT-Ic-d-3
Materials: meal left overs, banana peelings, kangkong stem, feathers of
chicken, glass bottles, cartoons/papers, leaves, twigs, weeds.
Values Integration: Solid waste Management
III.Preparatory Activities
Health Inspection
Weather Report
Science News
Review
What are the different parts of the product label?
AMotivation: Sort the following materials according to product.

Ask:
1 What are the different materials that you can see in this picture?
2 Can we put these materials anywhere?
3 Where can we dispose these materials?

Answer: Paint and thinner, cdo and French fries, gloves and tire.
BPresentation
How will you dispose them, how will you do it?
C Exploration/ Activity
Perform lesson 7: LM Activity 1 How will I sort/ separate materials? Page 21
D. Discussion
1. What materials did you use in the activity?
2. Are the materials you used are still usable?
3. Which of the materials are still usable? Waste materials?
4. How did you classify the materials?
5. Which of the materials are kitchen waste? Garden waste?
6. Which of the materials are factory returnable or can be recycled?
7. How are you going to dispose the waste materials?
8. What did you learn from this activity?

Generalization
What are the different ways of disposing materials?

E Application
How will you dispose your gadgets safely?

IV.Evaluation
Write R if the material can be recycled and F for fertilizer and N if not
1 Can Paint
2 Empty bottle
3 Peel of fruits
4 Vegetables
5 Tire
V.Assignment
Make some recycled materials and tell how did you form it into a new
product.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 8: Proper Waste Disposal According to Properties of each materials.
I.OBJECTIVES
A.Demonstrate proper disposal of waste according to its properties.
II.Subject Matter: Proper Waste Disposal According to Properties of each materials.
Materials: worn-out rubber slippers vegetables/fruit peelings
Used t-shirts plastic bags
Values Integration: Solid Waste Management
III.Preparatory Activities
Health Inspection
Weather Report
Science News
Review
What are the different ways in disposing materials?
A Motivation: Show picture of Hospital
1 Have you gone to Hospitals?
2 What are the commonly waste
Materials commonly found in hospitals?
B Presentation

C Explanation/Activity
Do activity Lesson 8: LM Activity -1 How will I Dispose Waste Material?
D Discussion
1. What waste materials are found in your station?
2. What are the properties of each of the waste materials?
3. Were all the materials disposable?

4. How did you dispose the waste materials?

5. Where did you place the materials that undergo decay?
6. What did you do with the materials that undergo decay?
7. What did you do with the non-decaying materials?
E

Generalization
What are the different ways of disposed empty cans at your household?

F Application
How will you dispose your gadgets safely?

IV.Evaluation
Given are some of the waste in our surroundings . Demonstrate ways of
disposing them through a drawing. Explain your drawing.

V.Assignment
Make a flower vase of the empty plastic bottles.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 9: Safety Precautions in Disposing Waste Materials
I.OBJECTIVES
A. Safety Precautions in Disposing Waste Materials
B. Enumerate safety precautions in disposing waste materials according to
properties.
II.Subject Matter: Safety Precautions Disposing Waste Materials
Reference: Science IV K to 12 S4MT-Ic-d-3
Materials: meal left overs, banana peelings, kangkong stem, feathers of
chicken, glass bottles, cartoons/papers, leaves, twigs, weeds.
Values Integration: Proper Waste Disposal
III.Preparatory Activities
Health Inspection
Weather Report
Science News
Review
What are the different diseases that we can get from decaying
materials?
A Motivation: Show picture of Hospital
Put the pictures on the correct column.
Recycled
Toxic Material/dispose properly
Diape
Bottl
rs
es
B.Presentation

Dextros
e

Plastic
Cup Injectio
ns

Tire

How are you going to dispose these materials?

What are the materials shown?

C. Explanation:
1. Let the pupils present their findings and answer the guide questions
- How did you group the materials?
- What are the properties of each materials?
Which materials will decay? Which will not?
Which are made of plastic? Which are kitchen waste? Which are garden
waste?
Which can be returned? Which materials can be recycled?
If you are going to dispose these materials, what are the ways?

What have you learned?

D. Elaboration:
1. Individual Activity
Make a plan on how are going to dispose waste materials. Where?
2. Group Activity
Choose material from the given materials. Make a plan on recycling the
material.
E.Generalization
What are the safety precautions that you must observe in disposing waste
materials?
F. Application
What are you going to do with the old newspaper?
IV. Evaluation
Directions: Match the materials in Column A to its properties in Column B
A

B
A.Leftover food

B. cartons

C. Kitchen waste
D. Plastics bottles

E. Garden Waste

F. Tetrapacks
V.Assignment

Go to the public market in your place. Interview the market administrator on how
they dispose their waste materials. Report your findings in the class.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 10: Changes in Solid Materials

I.OBJECTIVES
A.Define what is solid.
B.Identify some ways of changing solid materials, such as size, shape,
texture etc.
C.Describe the change/s that happen/s in solid materials.
II.SUBJECT MATTER: Changes in Solid Materials
A. Materials: 1 pc. Candle, 1 pc. Aluminum foil, 1 ice cube, 1 pc wooden stick,
manila paper, 1 pc. Crepe paper, 1 pc. Plastic cups, 1 pc. Chocolate bar,
match/matchsticks/lighter, marking pen.
B. Reference: DepEd. BEAM-DLP. Science and Health 5 Module 26, April, 2009
C. Process Skills: Observing, investigating,describing, explaining, and
communicating
D. Values Integration: Be Cautious
III. LEARNING TASK
A. Engagement:
1. Science News/Song
2. Drill
Name the states of matter.
3. Review:

Identify the materials inside the room.

Can you name them
How can you classify these materials?
Are these solid materials the same or different from one
another?
Introduce a star diagram. Ask the pupils to give examples of
solid.

SOLI
D

Write pupils answers on the circles.

3. Use the information on the organizer about the properties/characteristics of
matters.
4. Present a powerpoint presentation or an actual object taken from the
examples.

Say: Today we are going to think of some ways which you could
change the
solid materials, and then observe the change that happened to each
material.
B. Exploration:
1. Divide the class into small groups.
2. Provide pupils with the needed materials. (manila paper, marking
pen,

activity materials).
3. Introduce the activity LM Activity How Can I Change It?
4. Set the norms for group activity and remind pupils of precautionary
measures in performing activities.
5. Let them perform the activity and check how pupils are doing their
activity.
C. Explanation:
1. Ask each group to present their work.
2. Reporters may ask questions to the class.
3. Teacher take note of pupils responses on the board.
4. Ask: Can you give examples of solid materials that can be cut, bend,
tear,
twist, stretch, press, melt and others.
5. Clarify misconceptions
Ask: What happened to the solid materials? Was a new
material formed?
D. Elaboration:
1. Now based from the activity, what have you learned about solid
materials,
their properties and characteristics.
IV.Evaluation
Different Objects can have Similar Properties.
1. Can you tell me what these two objects have in common?

2. If a force was exerted on these materials, what kind of change will take

place?

3. What characteristic of matter is shown?

4. What is common with these materials?

5. What characteristic of matter is observe?

V.ASSIGNMENT
R. Ask each group to bring 2 pcs. Of each materials.
- Soft plastic ruler

Paper clip
Rubber slippers
Electric wire 12 inches long
Metal spoon

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 10: Changes in Solid Materials
I.OBJECTIVES
A.Describe what happens to the solid materials when they are bent.
II.SUBJECT MATTER: Changes in Solid Materials
A. Materials: 2 pcs. Soft plastic ruler, 2 pcs electric wire (12 inches), 2 pcs. Paper
clip, 2 pcs. Metal spoon, 1 pair of ruber slippers, manila paper, marking pen.
B. Reference: DepEd. BEAM-DLP. Science and Health 5 Module 26, April, 2009
C. Process Skills: Observing, investigating, integrating, describing, explaining,
and communicating
D. Values Integration: Be Cautious
III. LEARNING TASK
A. Engagement:
1. Science News/Song
2. Drill:
Directions: Group yourselves into four. List down at least 5 solid materials.
The first
to finish will be declared winner.
3. Review:
Directions: Give the characteristics of each material.

1.

4.

2.

5.

3.
4. Motivation:
Look at this material?

What characteristic of solid material is shown?

5. Presentation:
The solid material that you have identified can be bent.
What do you think will happen to this material when bent? Lets find it
out to our
next activity.
6. Checking of Assignment:
B. Exploration:
1. Divide the class into groups.
2. Provide the pupils materials needed and instructions to carry on the activity.
3. Perform the activity in LM Lesson 10- What happened to Solid Materials
When

Bent?
4. Check on the pupils while doing the activity.
C. Explanation:
1. Group Reporting
2. Take down important notes and clarify misconceptions at once.
3. Help pupils formulate ideas/concepts by asking:
a. What happened to solid materials when they were bent?
b. Was a new material formed when solid materials were bent?
D. Elaboration:
1. Let the pupils construct their own understanding :
Some solid materials can be bent depending on the property of the material.
When bent,
these materials may change their size and shape.
2. Say: Everybody, please lets have some bending exercises. Remind the
pupils not to
bend too much.
3. Ask: What did you do in the activity?
When you bent your body was there a change that happened?
How do you describe the change that happened to your body?
What might happened if you bend your body too much?
IV.Evaluation
Complete the table.
Material

What happen to the materials when

bent?

Plastic ruler
Electric wire
Paper clip
Metal spoon
Rubber slippers

V. ASSIGNMENT
Ask each group to bring the following materials:
- 2 pcs. Modeling Clay
- kilo dough
- 2 pcs. Paper cups
- 1 pc. Banana
- 1 pc. Loaf bread

1 pc. Clean plastic sheet

1 pc small wood/empty glass bottle/large stone

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 10: Changes in Solid Materials
I. OBJECTIVES
A.Describe what happens to the solid materials when they are pressed.
II.SUBJECT MATERIALS: Changes in Solid Materials
A. Materials: 2 pcs. Molding clay, kilo dough, 2 pcs. Paper cups, 1 pc. Banana,
1 pc. Loaf Bread, 1 pc clean plastic sheet, manila paper, marking pen, 1 pc.
Small wood/empty glass bottle/large stones.
B. Reference: DepEd. BEAM-DLP. Science & Health 5 Module 26. April 2009.
C. Process Skills: Observing, Describing, Investigating, Explaining, and
Communicating
III.LEARNING TASKS
A. Engagement:
1. Science News/Song
2. Drill:
Matter can be described by looking at many different properties. What
are these
properties?

Weight

3. Review:
Answer these: When you bent a steel, did it change in its properties? Is
there any

new material formed?

4. Motivation:
Look at the pictures. What kind of activity do you see?

5. Presentation:
Ask: What do you think happen when solid materials are pressed?
Now, we are going to investigate this in our activity today.
6. Checking of Assignment
B. Exploration:
1. Organize the class into small groups.
2. Introduce Lessons activity- What Happens To Solid Materials When
Pressed?
3. Provide materials for each group and set the norms on performing group
activities.
4. Let them perform the activities on assigned areas. Supervise the pupils as
they do the
activity.
C. Explanation:
1. Group reporting.
2. Let the pupils discuss among themselves and check at once when
misconceptions
occur.
3. Ask:
a. What happened to the solid materials when they were pressed?
b. Was a new material formed when solid material was pressed?
D. Elaboration:
1. Let the pupils construct their own understanding about solid materials when
pressed.
( please refer to Elaboration on p.42)

2. Extension Activity: Identify different situations or activities where pressing of

solid
materials are applied. A graphic organizer can be used for the pupils output.
Situations/Activities showing
Solid materials being
pressed.

IV.Evaluation
Directions: Choose situations where solid materials were pressed. Write TRUE
if the
situation is correct and FALSE if not.

1.

2.

3.

V.ASSIGNMENT
Ask each group to bring the following
- 1 pc block of wood
- 1 pc. Empty tin can
- 1 pc. Hallow block
- 1 pcs small sheet of galvanize iron
- 1 pc. Hammer

4.

5.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 10: Changes in Solid Materials
I.OBJECTIVES
A.Describe what happens to the solid materials when they are
hammered.
II.SUBJECT MATTER: Changes in Solid Materials
A. Materials: 1 pc. Block of wood, 1 pc. Empty tin can, 1 pc. Small sheet of
galvanized iron, manila paper, 1 pc. Hallow block, 1 pc. Hammer, marking pen
B. Reference: http://www.thefreedictionary.com/hammer
C. Processing Skills: Observing, Describing, Investigating, Explaining,
Synthesizing ideas, and Communicating
D. Value Integration: Be Cautious
III. LEARNING TASKS
1. Science News/Song
2. Drill: Directions: Draw materials that could be bent. Was there a change in
the materials
after it was bent? Explain your answer.

3. Review:
Directions: Choose situations where solid materials were pressed. Tell
what solid
materials were pressed.

1.

2.

4. Checking of Assignment

3.

4.

5. Motivation:
1.What material is shown? Where do we use this material?
2. Let the pupils describe, define or tell the uses of hammer in a piece
of paper.
Then, summarize pupils response on the board.

6. Presentation:
A. If hammer is use to beat/strike/pound materials, what do you think
will happen
to the materials?
B. Today, you will do an activity that will help you understand what
happens to
solid materilas when they are hammered?
B. Exploration
1. Divide the class into small groups.
2. Introduce the Lesson- What happens to solid materials when
hammered?
3. Check the materials, distribute activity sheet, manila paper, and
marking pen.
4. Set the norms on performing group activity. Remeind the pupils to
take extra
care when using the hammer.
5. Let the pupils perform the activity and instruct them to write their
answerd in
their notebook.
6. Supervise the pupils while they are doing the activity.
C. Explanation:

1. Group presentation.
2. Let them discuss among themselves and clarify at once
misconceptions when
needed.
3. Let the pupils formulate their own ideas/concepts.
a. What happened to the solid materials when they were
hammered?
b. Was a new material formed when the solid material was
hammered?
D. Elaboration:
1.The pupils should be able to say/undestand that:
Solid materials cab be hammered depending on the
composition. Etc. ( refer on p. 45)
2. Ask the pupils to cite situations where hammering of solid materials
is applied?
What happened to the materials?
3. Valuing: How can a carpenter protect himself from being hammered?
IV.Evaluation
Directions: Choose from the materials will change size and shape when
hammered from the box below .Write the letter of the correct answer.

A. glass

B. wood

C. stone

D. steel

E. cotton

F. hollow block

G. galvanized iron.

V.ASSIGNMENT
Ask each group to bring the following materials:
- 1 pc. Used paper
- 2 pcs. Candy wrapper
- 1 pc. Small Cardboard
- 2 pcs. Leaves
- 1 pc. Used Cloth
- 1 pair of scissors

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 10: Changes in Solid Materials
I.OBJECTIVES
A.Describe what happens to the solid materials when they are cut.
II.SUBJECT MATTER :Changes in Solid Materials
A. Materials: 1 pc. Used paper, 1 pc. Small Cardboard, 2 pcs. Candy Wrapper, 2
pcs. Leaves, 1 pc. Used cloth, 1 pair of scissors.
B. References: Lesson Guide. Retrieved from http://gk12.osu.edu/lesson/4th
%20grade/change%20lt%20matter%204.pdf
C. Process Skills: Observing, Describing, Investigating, Explaining, Synthesizing
ideas, and Communicating
D. Value Integration: Be Cautious
III.LEARNING TASKS
1. Science News/ Song
2. Drill:

What was pressed in this situation?

3. Review: Directions: Choose from the materials will change size and shape
when
hammered from the box below .Write the letter of the correct answer.
A. glass

B. wood

D. steel

E. cotton

G. galvanized iron.

4. Checking of Assignment
5. Motivation:

C. stone
F. hollow block

Game: GimmeSolid materials found at home, in school and in the

community.
Use a graphic organizer.

Give me paper, card board, candy wrapper, etc.

6. Presentation:
Do you think these solid materials can be cut?
What do you think will happen to the solid materials when cut?... Lets
investigate
this in the next activity.
B. Exploration:
1. Divide the class into small groups.
2. Introduce the Lesson LM Activity- What Happens To Solid Materilas
When
Cut?

3. Check materials. Distribute activity sheet, manila paper and pentel

pen.
4. Set the norms to follow.
5. Let the pupils perform the activity.
6. Supervise the pupils while performing the activity.
C. Explanation:
1. Presentation of Findings
2. Discuss the activity. Check on the misconceptions immediately.
3. Help the pupils formulate their own ideas/concepts
a. What happened to the solid materials when cut?
b. Was a new material formed when the solid material when cut?
D. Elaboration:
1. Have the pupils construct and express their own understanding.
Their answer
should be:
Solid materials can be cut. Etc.
2. Show some situations where cutting of solid materials are applied.
Describe the
changes that happened to the materials.
3. Extension and Valuing:
( refer to Valuing on TG, p. 47 )
Take extra care in cutting materials; wear protective gear, etc.
IV.Evaluation
Directions: Name five solid materials that can be cut.
1.
2.
3.
4.
5.
V.ASSIGNMENT
Answer the following questions:
A.What changes took place when solid materials are
a Bent?
b Pressed?
c Hammered?

d Cut?
B.Was there a new material formed when solid materials are
a.bent?
b.pressed?
c.hammered?
d.cut?

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 11: Changes in the properties of the materials when exposed to different
temperature
I.OBJECTIVE
A.Described what happens to the materials when heated and cooled.
II.SUBJECT MATTER: Changes in the properties of the materials when exposed to
different temperature
A. Materials:
1 pc. Of clean discarded tin can (Malinis na Lata)
1 pc. Of Barbeque stick/any small stick
Alcohol burner
1 box of matches
1 pc. Of small wood
1 pc. Of tong/gloves (made of thick cloth)
2 pcs of crayon for group 1 only
2 pcs of chocolate bar/cube for group 2 only
2 spoonfuls of margarine/butter for group 3 only
B. Reference:
DepEd-BEAM.Science 5. Physical Change. DLP 26
C. Process Skills:
Predicting, Observing, Describing, Explaining, Synthesizing ideas, and
Communicating
D. Value Integration:
Observe precautionary measure in handling / using alcohol burner.
III.LEARNING TASKS
A. Engagement
A.Review the pupils understanding of heat and temperature.
B.Discuss and review the concepts about heat and temperature
learned in grade 3 by asking questions.
C.Present the Lesson.
B. Exploration
A.Group Activity
B.Introduce Lesson 11: LM Activity 1 What Happens to the Materials
When Heated and When Cooled
C. Explanation
A.Group Presentation/Reporting
B.Check the pupils responses to the following activity.

C.Clarify misconceptions when needed.

D. Elaboration
A.Have the pupils Construct and express their own understanding by
asking questions.
B.Ask the pupils to cite examples or everyday situations showing that
when the materials are exposed to temperature, the materials may
change their size, shape, texture, and form. Describe also the change/s
that happened to the material/s.
IV.Evaluation
A.The result of lesson 11: LM Activity 1 What Happens to the
Materials When Heated and When Cooled
V.Assignment
Do this Activity at home.
-Pour some water in small plastic bag (ice bag).
- Place it in the freezer overnight. Observe what happens to the water.

Date: July 28, 2015

7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON 12: CHANGES IN THE PROPERTIES OF THE MATERIALS WHEN
MIXED WITH OTHER MATERIALS.
I.OBJECTIVES
A.Describe what happens to the solid materials when mixed with other
solid materials.
II.SUBJECT MATTER: : CHANGES IN THE PROPERTIES OF THE MATERIALS
WHEN MIXED WITH OTHER MATERIALS.
A. Materials
1 pc. Spoon
2 pcs. Mixing bowl/any small plastic container.
1 tablespoon of:
- Sand and Peebles
- Rice grains and corn grits
- Instant coffee and creamer
- Rock salt and pepper
- White sugar and iodized salt
- Corn starch and creamer
- Paper clips and staple wires
- Iodized salt and vetsin
- Powdered detergent and rock salt
- Flour and baby powder
B. Reference:
DepEd-BEAM. Science and Health 4. Module 36. Mixing Solids with
other Solids
BEAM Learning Guide
C. Process Skills:
Predicting, Observing, Describing, Explaining, Synthesizing ideas, and
Communicating
D. Value Integration:
S. Observe safety measure in handling/keeping and using solid materials.
III.LEARNING TASKS
A. Engagement
T. Do you eat fruit salad? Do you know how to prepare fruit salad? What
Ingredients would you like to use?
U. Present the Lesson
B. Exploration

V. Group Activity
W. Let the pupils do Lesson 12: LM Activity 1 What Happens to the
Solid Materials when Mixed with other solid materials?
C. Explanation
X. Group Presentation/Reporting
Y. Check the pupils response.
D. Elaboration
Have them formulate the generalization by asking: What
happened to the solid materials when mixed with other solid
materials?
Have them understand the true concept of the Lesson.
Clarify Misconception.
IV.Evaluation
Formative Assessment (Pupils Output)
V.ASSIGNMENT
Bring the following by group:
- 1pc. Teaspoon
-4 pcs. Drinking glass
-tap water
- vinegar
-cooking oil
- soy sauce
-1 teaspoon sand
- 1 teaspoon powdered juice
-1pinch salt
- 1 pinch of powdered coloring
-1 pinch vetsin
- 1pc. Mothball
-malunggay leaves
- 1 teaspoon flour
-1 pinch pepper

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON12: CHANGES IN THE PROPERTIES OF THE MATERIALS WHEN
MIXED WITH OTHER MATERIALS.
I.OBJECTIVES
A.Describe what happens to the solid materials when mixed with the
liquid materials.
II.SUBJECT MATTER: CHANGES IN THE PROPERTIES OF THE MATERIALS
WHEN MIXED WITH OTHER MATERIALS.
A. Materials:
- 1pc. Teaspoon
-4 pcs. Drinking glass
-tap water
- vinegar
-cooking oil
- soy sauce
-1 teaspoon sand
- 1 teaspoon powdered juice
-1pinch salt
- 1 pinch of powdered coloring
-1 pinch vetsin
- 1pc. Mothball
-malunggay leaves
- 1 teaspoon flour
-1 pinch pepper
B. Reference:
* DepEd-BEAM. Science and Health 4. Module 38. Solutes in Solvent
* BEAM Learning Guide
B. Process Skills:
Predicting, Observing, Describing, Explaining, Synthesizing ideas, and
Communicating
C. Integration:
Z. Observe safety measure in handling/keeping and using mixtures of
solid and liquid materials.
III.LEARNING TASKS
A. Engagement:
1. Ask: Have you seen how your mother prepare coffee in the morning?
What are the things she mixes to prepare coffee?
Ask one pupil to come in front and
prepare a coffee.
What are the materials your classmate mixes to prepare
the
coffee?
Present also two glasses half-filled with water, labelled A and B. Put sugar in
glass A and sand In glass B. Ask them to observe what happens to the solid
materials when mixed with water.
(This activity should let the pupils understand the word dissolve, which will be
used in the succeeding activity).

2. Present the topic

What happens to the solid materials when mixed with the liquid materials?
B. Exploration
1. Organize the class into small groups.
2. Introduce the lesson 12: LM Activity 2 What Happens to the Solid Materials
when Mixed with the Liquid Materials?
3. Check the materials brought by the pupils. See to it that the materials each
group has are complete. Give them also the activity sheet, manila paper and
marking pen.
4. Give other necessary instructions in doing activity .
5. Let the pupils do Lesson 12: LM Activity 2- -What Happens to the Solid Materials
when mixed with the Liquid Materials?
6. Supervised the pupils while they are dong the activity.
C. Explanation:
1. Have the group representative present the results of the activity.
2. Check the pupils responses to the activity questions as you
discuss the answers to the following questions:
a. What are the solid materials that can be completely
dissolved in the liquid materials?
b. What are the solid materials that cannot be completely
dissolved in the liquid materials?
c. What are the different changes you observed when solid and
liquid materials are mixed?
d. What happens to the solid materials when mixed with the
liquid materials?
3. Clarify misconceptions when needed?
D. Elaboration:
1. Have the pupils formulate generalization by asking:
What happens to the solid materials when mixed with the liquid materials?
2. Have the pupils understand the concepts:
Refer to LM-Remember these page 46
3. Ask the pupils to cite some examples of solid materials that are mixed with the
liquid materials they observed at home. Describe the changes the material
undergo.
4. (Valuing) Ask: What are some precautionary measures that we need to observe
when mixing solid materials at home?
5. Clarify misconceptions when needed.
IV.Evaluation
Write the missing words from the box to complete the sentence.
Settled

mixed

Evenly

dissolved

size

1 Some materials can be m_ _ _ _ with liquid materials.

2 Some solid materials completely d_ _ _ _ _ __ _ in the liquid materials but
others do not.
3 Some solid materials s_ _ _ _ _ _ at the bottom of the container.
4 Some solid materials spread out e_ _ _ _ _ in the liquid materials.
5 When mixed with liquid, some solid materials changed their
s_ _ _ _, shape, and color but some do not.

V.ASSIGNMENT
Bring the following materials by group.
1 pc. Teaspoon
4 pcs. Clear Drinking Glasses
5 spoonful of the following:
- Soy sauce and vinegar
- Cooking oil and water
- Fish sauce and vinegar
- Soy sauce and cooking oil
- Soft drinks and water
- Coconut milk and water

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON12: Changes in the Properties of the materials when mixed with other liquid
materials
I.OBJECTIVE
A.Describe what happens to the liquid materials when mixed with other
liquid materials.
II.SUBJECT MATTER: Changes in the Properties of the materials when mixed with
other liquid materials
A. Materials
1 pc. Teaspoon
4 pcs. Clear Drinking Glasses
spoonful of the following:
Soy sauce and vinegar
Cooking oil and water
Fish sauce and vinegar
Soy sauce and cooking oil
Soft drinks and water
Coconut milk and water
B. Reference:
BEAM Science and Health 4 Module 37. Liquid with other Liquids.
BEAM Learning Guide. Science and Health IV.
C. Process Skills:
Predicting, Observing, Describing, Explaining, Synthesizing ideas, and
Communicating
D. Values Integration:
Observe Precautionary measures in using liquid materials.
Practice Cautious Management and use of materials to avoid wastage.
Practice proper storing of materials.
III.LEARNING TASKS
A. Engagement
Bubble Making Activity
Present the Topic
B. Exploration
Group Activity
Introduce Lesson 12: LM Activity 3 What Happens to the liquid
materials when mixed with other liquid materials?
C. Explanation
Group Presentation/Reporting

Check the pupils response to the Activity.

Clarify Misconception when needed.
D. Elaboration
Have the pupils formulate generalization by asking: What Happens to
the liquid materials when mixed with other liquid materials?
Have them understand the true concepts (See TG)
Clarify misconception when needed.

IV.Evaluation
Directions: Write MIX if the liquid materials mixed and DO NOT if the
liquid did not mix completely.
______ 1. Soy sauce and vinegar
______ 2. Coconut milk and water
______ 3. Alcohol and water
______ 4. Cooking oil and water
______ 5. Soy sauce and cooking oil

V.ASSIGNMENT
Ask the pupils to give 1 practical application of the concept.

Date: _____________
7;45-8:35- BERYL
9:40-10:30- RUBY
2:45-3:35- AMETHYST
SCIENCE IV
QUARTER 1: MATTER
LESSON13: Changes in the Materials that are Useful or Harmful to the Ones
Environment.
I.OBJECTIVE
A.Identify changes in the materials that are useful or harmful to the
environment.
B.Describe the harmful effects of the changes in the materials to the
environment.
C.Suggest some ways of preventing/minimizing the harmful effects of
the changes in the materials to the environment.
II.SUBJECT MATTER: Changes in the Materials that are Useful or Harmful to the
Ones Environment.
A. Materials:
1pc. Manila Paper
1pc. Marking Pen
Illustrations
B. References:
Abracia, Efrain E. Science and Me 4. Missionbook Publishing, Inc., Quezon
City, 2004
http://www.ehow.com/info_8687512_burning-trash-can-harmful.html
C. Process Skills: Observing, Describing, Identifying, Analyzing, Explaining,
Communicating, Designing, and implementing plans.
D. Values Integration:
Practice Proper ways of using, storing, and disposing materials to
avoid harmful effects to the environment.
Practice 5 Rs of waste management
Be responsible in helping preserve and conserve our environment.
Advocate environmental activism.
III. LEARNING TASKS
A. Engagement
Show the class the picture.(see T.G.)
Present the Lesson
B. Exploration
Group Activity
Introduce Lesson 13: LM Activity 1 What are the changes in the
materials that are useful or harmful to ones environment?
C. Explanation

Group Presentation/Reporting
Check the pupils response to the activity
Ask the pupils to give other examples of materials that are useful or
harmful to the environment.
Clarify misconception if needed.
D. Elaboration
Reinforce pupils understanding about the effects of the changes in the
matereials to the environment.
Do Activity 2 lesson 13.
Group presentation/reporting
Give additional information / input to the pupils about 5 Rs of
Responsible Waste Management.
Group activity to prevent/minimize the harmful effects of the changes in
the materials to the environment.
- GROUP 1 JINGLE
- GROUP 2 POEM
- GROUP 3 SONG
- GROUP 4 POSTER
- GROUP 5 SLOGAN
Clarify misconception if needed.
IV.Evaluation
Identify whether such changes in the materials are useful or harmful to the
environment by putting a check mark ( ) on the proper column.
Changes in the
materials

Effect of changes in the materials to the

environment
useful
harmful

V.ASSIGNMENT
Identify one material at home that undergoes changes harmful to the
environment. Plan an action to minimize its harmfull effects and submit
report of the result of your action done. (Journal)